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Grammarandusage(1)IntroductiontoattributiveclausesTheGeneralIdeaofThisPeriod:ThisperiodwilldealwiththeAttributiveClause.YouwillhavesystematicexplanationsoftheAttributiveClauseaswellassomeexercisestoconsolidatewhatyoulearn.TeachingAim:Introduceattributiveclause.TeachingImportantPoint:ThebasicusageoftherelativepronounsandrelativeadverbsTeachingDifficultPoint:HowtohelptheSstolearntheAttributiveClauseefficiently.TeachingMethod:Deductiontopresenttheusageoftherelativepronounsandthensomeexercisestoconsolidatewhatwehavelearned.TeachingAids:AprojectorandsomeslidesTeachingProcedures:Step1RevisionCheckthehomework.Step2PresentationAsktheSstolookatthepictureonPage8andspeakoutwhattheymaythinkof.Aftertwoorthreestudentshavefinished,theteacherleadsintoexplaintheAttributiveClause.T:Quitegood!YousawmuchmorethanI.Icanjustseeagreenteam,afootballteamingreen,ateamwhowerewearinggreen.(WritedownthesethreestructuresontheBb.)LookattheBbplease.Heregreenisanadjectiveanditmodifiesteam.1Adjective:agreenteamPrepositionalphrase:ateamingreenAttributiveclause:ateamwhowerewearinggreenAnattributiveclausemodifiesanouninthesamewayasadjectiveorprepositionalphrasedoes.Thenounitmodifiesiscalledanantecedent.Attributiveclausesareusuallyintroducedbyrelativepronounslikewhich,that,who,whomandwhose,orrelativeadverbslikewhere,whyandwhen.Inthesecasestheserelativewordsusuallyfunctionasthe:SubjectThetreeswhichareontheschoolcampushavelosttheirleaves.ObjectThestudentswhomwesawjustnowisthebestrunnerinourschool.PredicativeJackisnolongerthelazyboyheusedtobe.AttributeShehasabrotherwhosenameIcan’tremember.AdverbialTheschoolwherehestudiedisinShenzhen.Step3ConsolidationT:Let’sseewhetherwecanusethemfreelyornot.Twofriendsaretalkingaboutwheretogoafterschool.Completetheirconversationwithrelativepronouns.WBPage9.WBPage88C1.Step4SummaryandHomeworkT:Inthisperiodwe’velearnedabouttheAttributiveClause.Weknowattributiveclausesarerelatedbyrelativepronounsandadverbs.Theymodifynounsorpronounscalledantecedents.Thenwespentquitemuchtimeindoingexercises.2Today’shomeworkistogothroughthegrammarwehavelearnedthisclassandtrytogetfamiliarwiththem.Refertothenoteswhennecessary.TheDesignoftheWritingontheBbGrammarandusage(1)IntroductiontoattributiveclausesRelativePronounsRelativeAdverbsthat,which,who,whom,whosewhen,where,whyRecordafterTeaching:Grammarandusage(2)IntroductiontoRelativePronounsTheGeneralIdeaofThisPeriod:Thisperiodwillcontinuedealingwiththegrammarpart:theAttributiveClause.Youwillhavesystematicexplanationsoftherelativepronounsaswellassomeexercisestoconsolidatewhatyoulearn.TeachingAim:Introducerelativepronouns.TeachingImportantPoint:ThebasicusageoftherelativepronounsTeachingDifficultPoint:HowtohelptheSstograsptheusagesofrelativepronouns.TeachingMethod:Presenttheusageoftherelativepronounsandthensomeexercisestoconsolidatewhatwehavelearned.TeachingAid:AprojectorandsomeslidesTeachingProcedures:Step1RevisionRevisethedefintionsofattributiveclauseslearnedlasttime.Step2PresentationLookatthesentencesontheslideandseehowtherelativepronounsareused.3AsktheSstogivetheiranswers.Theteacherdrawsthrconclusion:1.Inattributiveclauses,“that”and“which”areusedtorefertothings.e.g.Thisisthestorythat/whichwewroteforourstorytellingcontest.Allmyclassmatesenjoyedthecakethat/whichImade.Thebookthat/whichIborrowedfromthelibraryisveryinteresting.Tips:“That”ismoreusuala...