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TeachingPlanContent:LearningAboutLanguage(DiscoveringUsefulStructures),Unit4EarthquakesClass:Class6,Grade1Teacher:DuoshanZhaoDate:October20th,2014I.LearningGoals:Knowledgegoals:1.Discoveringtolearnsomethingabouttherelativepronouns.2.Thinkingandunderstandingtomastertheusageoftherelativepronouns.3.UsingtograspthestructureoftheAttributiveClause.Abilitygoals:1.Helpstudentstounderstandtheusesoftherelativepronouns,andthenlearntoanalysethestructureoftheAttributiveClause.2.Enablestudentstoimprovetheirabilityofreading&writingthroughdifferenttypesofpractice.Emotionalgoals:1.Encouragestudentstobeanactivelearnerindiscoveringusefulstructures.2.Guidestudents’learningthroughdiscovering,thinking,understandingandusinginordertohelpthemhaveagoodunderstandingoftheAttributiveClause.3.EnablestudentstorealizetheimportanceofsomeusefulstructuresandarousetheirloveoftheEnglishlanguage&culture.II.ImportantPoints:1.ThedefinitionandthestructureoftheAttributiveClause.2.Theusageoftherelativepronouns.III.DifficultPoints:1.Howtogetstudentsinvolvedinthepracticeofdiscoveringusefulstructures?2.Whatshouldwedototeachgrammarstructureeffectively?IV.TeachingMethods:Pre-learning;Self-learning(Discovering,Thinking,Understanding);Co-operation(Using).V.TeachingProcedures:Step1Lead-in1.Whatmakesagoodlearner?Instructions:workinghard,listentotheteachercarefully,learnfromeachother,tobeanactivereader,goodstrategiesoflearning,effectivewayofleaning,...Agoodlearnershouldpaymuchattentiontolearningstrategies,forexample,he/shemusthaveagoodabilityofdiscoveringandusingsomeusefulstructures.2.Whatisanattributiveclause?Anattributiveclausegivesmoreinformationaboutsomeoneorsomethingreferredtointhemainclause.Lookattheexamplebelow:SheisthegirlwhocanspeakEnglishverywell.Step2DiscoveringAnattributiveclausemaybeginwitharelativepronounsuchasthat,which,who,whomorwhose.Findthesentenceswiththeattributiveclausesfromthereadingpassage:11.ItwasfeltinBeijing,whichismorethantwohuandredkilometresaway.2.Ahugecrackthatwaseightkilometreslongandthirtymetreswidecutacrosshouses,roadsandcanals.3.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.4.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Instructions:Someattributiveclausesareusedtospecifywhichpersonorthingwemean,orwhichtypeofpersonorthingwemean.Step3Thinking1.Whenshouldweusetheattributiveclauses?Instructions:Whenwewanttospecifywhichpersonorthingwemean,orwhenwewanttoaddsomedetailedinformationtosomeoneorsomethingthatwearedescribing,wecanuseacomplexsentencewhichcontainsoneormoreattributiveclauses.Lookattheexamplesbelow:(1)WhichbabyisJack?ThebabywhosetrousersareredisJack.ThebabywhoiswearingredtrousersisJack.(2)Whichhouseismine?Thehousewhoseroofisbrownismine.Thehousetheroofofwhichisbrownismine.2.Howcanwemakeupsentenceswiththeattributiveclauses?Learntojointhefollowingtwosentencestogether:(1)Doyouknowtheman?Heoftenattendsourclass.Doyouknowthemanwhooftenattendsourclass?(2)Themanhasmadeanewdiscoveryrecently.Youintroducedthemantomeyearsago.Themanwhom/thatyouintroducedtomeyearsagohasmadeanewdiscoveryrecently.(3)Themanisaworker.Hisworksarewidelyread.Themanwhoseworksarewidelyreadisaworker.Instructions:Noticethatwedon’tputacommabetwee...