Module 6 Old and New 非限制性定语从句讲解公开课教案高中英语外研版必修三

合集下载

必修3Module6 non-defining attributive clauses非限制性定语从句全英文说课稿

Module6 Old and NewPeriod3 grammar non-defining attributive clausesPart1. The analysis of the teaching material:In the passage The Three Gorges Dam, the writer use the infinitives to express his ideas, so I think this module aims to help the students grasp how to use non-defining attributive clauses. As we know, non-defining attributive clause is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp this grammar, I should make the students interested in the class first.Part2. Analysis of the students:The students have learnt defining attributive clauses in module 5 on page 47, and they often meet attributive clauses in reading materials, so the grammar is not strange to them.Most of our students lack confidence and are shy to express their ideas in English, so some interesting and easy work to try to involve all the students to take part in the class activities are necessary.Part3. Teaching aims:Knowledge aims:1. Learn about the non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clausesAbility aims:1.Improve students’ ability through group discussion2.Improve students’ analyzing and resolving abilities throu gh group cooperation. Emotional aims:1. To arise the students’ interest in learning English.2. To encourage students to be active in class.Part4. Teaching key points1. Work together to sum up the grammatical rules of non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clauses.Teaching difficult pointsDifferent forms of non-defining attributive clauses, and how to use them.Teaching Aids:1. Projector2. Tape recorder3. Multimedia4. The blackboardPart5. Teaching theoriesWhen I dealing with the lesson, I’ll do my best to carry out the methods, such as: situational teaching and communicative teaching; task-based teaching; inquiry teaching;making the students the real masters while the teacher acts as a director and helper. I’ll try to encourage the students to learn by discussion, cooperation and free talk.In addition, I’ll make the best of multimedia to make the class more lovely, interesting and high-effective.Part6. Teaching Procedures 45’Step1 Lead in 12’1. Lead in the lesson of the unit by showing some sentences which they learnt on page47 about defining attributive clauses on screen. Ask students read the sentences and answerwhat clauses they are.(1) Su Song was an eleventh-century monk who(m) very little is known about.(2) For example, it is the country which silk was first invented in.2 review the relative pronouns and relative adverbs which usually used in attributiveclauses.(1) Relative pronounsas，which，who，whom，whose, that(2) Relative adverbswhen, where, why(Purpose: review defining attributive clauses which students learnt on module 5.)3. Ask students read above sentences and do exercise1’s sentences on page 54, thencheck the answer and find out the common and the difference of these sentences.(Purpose: lead in the topic: non-defining attributive clauses.)Step2 Non-defining attributive clauses 20’1.Encourage the students to sum up the differences between non-defining attributiveclauses and defining attributive clauses by themselvesIn a defining attributive clause(1) The information given is essential to understand the sentence, and make it clearwhich person or thing you are talking about in a sentence.(2) You don’t need a commaIn a non-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additionalinformation.(2) Punctuation is important, common are used to separate the clause from the rest of thesentence.(3) ‘That’ canno t be used in a non-defining attributive clause.2. The definition of non-defining attributive clause.When a attributive clause merely describes an object without having the function of defining or identifying to which object the speaker or writer is referring, the clause must be placed between commas. Such a clause can be called a non-defining or non-limiting relative clause, i.e., a non-defining relative clause gives extra information about a noun or noun phrase and has commas at both ends.(Purpose: this part is designed to make the students understand the definition of non-defining attributive clauses and the difference between non-defining attributive clausesand defining attributive clauses, at the same time lead to the next part.)Step3 Practice 8’Get the students to finish excercise2 and 3 on page 54, and then check the answer. I’ll divide the students into 2 groups, and then ask them to finish the tasks by competition and cooperation. If anyone answers the question correctly, his or her group will get 1 point, and the group which gets the most points is the winner.(Purpose: To consolidate the usage of non-defining attributive clauses, at the same time increase the students ‘interest in their studies)Step4 Summary 4’First, ask the students to d iscuss “What have you learnt this class?”Then give the summary: This class we learn the grammatical items of non-defining attributive clauses. We know the differences between non-defining attributive clauses and defining attributive clauses are common and the information given is essential or not essential to understand the sentence.Step 5Homework 1’Revise the use of non-defining attributive clauses.Part 7 Blackboard designNon-defining attributive clauses(1) Relative pronouns : as，which，who，whom，whose, that(2) Relative adverbs: when, where, whyNon-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additional information.(2) Punctuation is important, common are used to separate the clause from the rest of the sentence.(3) ‘That’ cannot be used in a non-defining attributive clause.(Purpose: the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. It also tells the students that this is the important points in this class.)Above is my teaching plan of this lesson. Thank you for listening.。

2018版高中英语外研版必修3课件：Module 6 Old and New Part 3 精品

6.非限制性定语从句和并列句的区别 ①非限制性定语从句和主句之间用逗号分开。 ②并列句之间用分号,或逗号+并列连词(and/but/for/so等)。对比下面的句子: He has two sons,both of whom are doctors.(定语从句) He has two sons,and both of them are doctors.(并列句) He has two sons;both of them are doctors.(并列句) 他有两个儿子,两个儿子都是医生。
4.在定语从句中,whose+n.=the+n.+of whom/which=of whom/which+ the+n.。 Don’t get close to the house,whose roof is likely to fall at any time. 不要靠近那座房子,它的房顶随时都有可能掉下来。(其中的whose roof 等于the roof of which=of which the roof) The boy,whose parents died in the earthquake,is very sad now. 那个男孩现在很难过,他的父母在地震中去世了。(其中的whose parents等于the parents of whom=of whom the parents)
(4)将定语从句转换成介词短语。若定语从句为系表结构,且表语为介词短语,可以略去作主语的关系代词和连系动词,使之缩略为介词短语作后置定语。 The things and the persons that were in my mind have disappeared. =The things and the persons in my mind have disappeared. 我印象中的那些人和事已经消失了。

高中英语 Module 6 Old and New Grammar课件外研版必修3

1.非限制性定语从句位于名词之后，不作限定性描述，仅作说明和补充，通常用逗号隔开。 Peter, who had been driving all day, suggested stopping at the next town. 彼得开了整整一天车，他建议在下一个城镇停留。 She gave me this dictionary, which she had bought in the bookshop. 她送给我的这本词典，是她在书店买的。
2. 在限制性定语从句中，如果关系代词在从句中作宾语，常可省略。非限制性定语从句中，关系代词不能省略，不能用that引导。关系代词跟在介词之后不能省略。 1) The letter which/that I received was from Ben. = The letter I____ __________ was from Ben. 2) In the darrkescterieveetd, there wasn’t a person to whom she could turn for help.= …, there wasn’t awpheormso/wnho/ 不
no
matter how you read it.
无论你怎样m读ak这e个se句n子se，o它f 就是没有任何意义。 2. Can you _____________this poem?es
1.English is a language shared by several diverse
3. 关系代词 as可引导非限制性定语从句, 代替整个主句的意思,其位置比较灵活, 可位于句首、句中、句末; which引导的非限制性定语从句只能置于主句后。 As we all know, English is easy to learn. English, as we all know, is easy to learn. He failed the exam, which made his father

人教版高中英语Unit 6 Old and new教案2023

人教版高中英语Unit 6 Old and new教案2023Unit 6：Old and New【Background Information】This English lesson plan is designed for high school students using the People's Education Press textbook series. It focuses on Unit 6: Old and New, which explores the topic of change and transition. The lesson aims to enhance students' vocabulary, language comprehension, and speaking skills through various activities and exercises.【Lesson Objectives】By the end of this lesson, students should be able to:1. Understand and use vocabulary related to the theme of change and transition.2. Comprehend and analyze the text, "Old Friends and New Friends."3. Engage in class discussions and express their own opinions on the topic.4. Practice listening and speaking skills through individual and group activities.5. Consolidate their understanding through writing exercises.【Lesson Outline】I. Warm-up Activities (10 minutes)A. Greeting and attendanceB. Recap of the previous lessonC. Introduction to the theme of change and transitionII. Vocabulary Building (15 minutes)A. Present new vocabulary related to change, transition, and emotions.B. Engage students in vocabulary exercises and pair work activities.III. Text Comprehension (20 minutes)A. Pre-reading activities to activate students' background knowledge.B. Reading the text "Old Friends and New Friends" aloud as a class.C. Comprehension questions and discussions.D. Vocabulary and grammar analysis within the text.IV. Speaking and Listening (15 minutes)A. Pair work activity: Discussing personal experiences of change.B. Listening comprehension exercise: Listening for specific details.V. Group Activity (20 minutes)A. Divide students into groups to prepare short presentations on different aspects of change and transition.B. Presentations to the class, followed by Q&A sessions.VI. Writing Exercise (15 minutes)A. Individually, students write a paragraph summarizing their opinions on the importance of embracing change.B. Peer review and feedback session.VII. Wrap-up (5 minutes)A. Recap of the lesson's key points and learning outcomes.B. Assignment: Students are tasked with interviewing a family member or friend about a significant change in their life and sharing their findings in the next class.【Conclusion】This English lesson plan aims to guide high school students through a comprehensive exploration of the theme of change and transition. Through various activities focusing on vocabulary, text comprehension, speaking, listening, and writing, students will develop a deeper understanding of the topic and enhance their language skills. By the end of the lesson, students should be confident in expressing their opinions and engaging in discussions related to change.。

外研版必修3 Module6教案

Module Six Old and NewPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Encourage the students to learn more about great constructions of China and tell some more using their own words;2.Help the students make sense of the whole passage;3.Teach the students some difficult language points;4.Train the students` reading skill.Teaching difficult points:1.Describe the great inventions in detail.2.Help the students make sense of the whole passage better.3.Help the students master the difficult language points;4.Improve the students` reading ability.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-in:In Module 5 we talked about great people and great inventions both in China and abroad.This module,we will talk about a similar topic:great projects both in China and abroad.Now who can give us some examples of great projects or wonders in China and then in other countries?【Wonders in China: the Great Wall，the Grand Canal，Qin Shihuang Terracotta Warriors，the Summer Palace，the Three Gorges Dam and so on；Wonders abroad: the Pyramids of Egypt，the Hanging Gardens of Babylon(巴比伦空中花园)，the Statue of Zeus[[zju:s] n.[希腊神话]宙斯(主神，相当于罗马神话中的朱庇特)](Jupiter) at Olympia(奥林匹亚宙斯神像)，Taj Mahal(印度，泰姬陵)】2.Activity1 on P51Read through the questions to understand and try to answer;call back the answers and explain if necessary.3.Activity2 on P51Read through the words to check the meaning;explain if necessary;read out the words aloud together.4.Activity3 on P51Read through the passage carefully to get the main idea and then try to answer the questions on P52.[Ask the students to think by themselves and try to give their own answers.]【Pay attention to Learning to learn.】Go through the passage again with the students to explain some language points.[Ref:Notes to the text]Ask the students to read through the passage slightly and individually one more time to understand it better. Step 2 Pre-reading1.Activity1 on P52Read through the given information to understand and try to decide if the statements are true or false;call back the answers and explain if necessary;read out the words aloud to understand them better.2.Activity2 on P52Read through the given information to understand and try to answer the questions;call back the answers and explain if necessary;read out the words aloud to understand them better.Step 3 While-reading1.Reading and answeringRead through the passage individually and carefully to get the main idea and then try to answer the followingquestions:[These questions are to be chosen and other material can be used too.]Questions:1)What is the dream of Mao Zedong?2)Why was the Three Gorges Dam built?3)What is the size of the Three Gorges Dam?4)What is the advantage of the Three Gorges Dam?5)What happened after the reservoir was built?6)How are people who lived in the region?7)What has happened to the historical sites?8)What is done to protect and save the relics?Suggested answers:1)“Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges.”2)To control flooding and provide hydro-electric power.3)The dam is nearly 200 meters high and 1.5 kilometers wide.4)To generate heat and electricity and prevent air pollution and help reduce the global warming.5)The reservoir has flooded 2 cities, 11 cities, 140 towns and more than 4000 villages.6)They are living a happy new life in different areas.7)Many historical relics and historical sites were flooded and have been submerged.8)Some of them are being removed and some are being put into museum.2.ExplanationGo through the passage with the students to explain some difficult language points.[Ref: Notes to the text]3.ConsolidationAsk the students to read through the passage quietly and individually one more time to understand it better.Time permitting, listen to the tape and follow it.Step 4 Post-reading1.Activity3 on P53Scan the passage to write questions for the answers;call back the answers and explain if necessary;read through the completed questions and answers individually and quietly to understand them better.*2.Activity4 on P54[*This part can be omitted for our students,but ask them to read through the questions to understand the requirement.Ask the students to think by themselves and help them form a right attitude to things.Everything is a two-side sword.Everything has its advantages and disadvantages.We should treat and make use of it scientifically.]Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P99-100 in workbook.Appendix: Notes to the text1.Try to work out what kind of word it is.▲work out “解决，找到…的答案；算出，计算；理解，弄懂”e.g:to work out a problem 解决问题It's not easy to work out how much it costs to feed the average family.算出一个一般家庭的花费并非易事。

2012高考英语 Module6《Old and New》知识与要点课件外研版必修3

【解析】【答案】
D．prevented
此句应表示“我们受阻”，而A、B、D三项 C
需与from doing连用；hold up“阻挡”，符合题意。
②Despite the attacks we________the bridge for 3 more days. A．hold on C．hold up 【解析】 B．hold over D．hold on to 考查hold的短语。hold on“坚持，不挂断”，
【链接训练】 ①—Why are you so late? —Bad luck.A car accident took place not far outside the town，and so we were ________ on the way. A．stopped B．kept
C．held up
例句：Because of the serious air-pollution，the family is removing to the countryside. 由于空气污染严重，这一家决定要搬到乡下。 He was removed from school for playing truant too often. 他因逃学太多被开除了。
1.date vi.始于(某一历史时期) 2．generate vt.发(电) 3．harness vt.利用；将(自然力)变成动力 4．narrow adj.狭窄的 5．remove vt.迁移；搬迁 6．ridiculous adj.荒唐的；可笑的 7．enormous adj.庞大的；巨大的 8．foggy adj.有浓雾的 9．crash vi.(飞机)失事；坠毁 10.civil adj.民用的，国内的→civilize v．使文明，使开化→civilization n．文明 11．engineering n．(土木)工程→engineer n．工程师→engine n．发动机 12．accommodate vt.容纳(乘客等)→accommodation n．容纳 13．construction n．建造；建筑→construct vt.建造 →constructive adj.建设性的 14．freezing adj.极冷的→freeze v．冷冻

2021学年高中英语Module6OldandNewSectionⅢ课件外研版必修3.ppt

我们的老板史密斯先生下周要去 who, whom 和 which，并且
日本。关系代词在非限制性定语
I have been to the city twice 从句中作宾语时也不能省
(which/that) you just visited.
略；但在限制性定语从句你刚参观完的那座城市，我去过两
中却恰恰相反。
表三：限制性定语从句与非限制性定语从句的区别
区别
例句
形式上不同：非限制性定 I've invited Jim, who lives in the
Hale Waihona Puke next door. 语从句在书写时往往用逗
我请了吉姆，他就住在隔壁。号和主句分开，而限制性
People who take physical exercise 定语从句不用逗号与主句
teach us philosophy next term. 句中，作宾语的关系
怀特博士下学期要教我们哲学，我们都非常
代词不能省略。
喜欢他。
3.引导非限制性定语从句不用关系代词 that，也不用关系副词 why。
Her watch, which she received on her birthday, is really dear to her.(不可用 that 替代) 她的手表对她来说非常珍贵，那是她收到的生日礼物。
＋of which 或 of which remember.
＋名词”结构互换。他提到了一本书，书的名字我不记得了。
①as 引导的从句可放在主句前、主句中，主句后，常用逗号
与主句隔开。which 引导的从句一般在主句后，也用逗号与主
5.as 与
句隔开。
which 引导 As is often the case, Mary was late for school.

高一英语Module 6 Old and New知识精讲

高一英语Module 6 Old and New【本讲教育信息】一. 教学内容：Module 6 Old and New教学目标：运用本模块所学词汇和短语，掌握含有强烈感情色彩的形容词，学会从形式和功能两个方面识别限制性和非限制性定语从句；学习从自然和人造角度类比和归纳一些常见的词，通过口头介绍长城，介绍家乡的巨变等来加深对文章的了解。

单词：bulletin canal civil cliff dam engineering gorge hydro-electric reservoir structure terminal date accommodate carving construction relic site Buddhist generate harness historical narrow poem submerge global watchtower remove freezing ridiculousenormous observatory foggy crash短语：date from hold back come true make sensebring an end to重点词语：structure terminal date accommodate carving constructiongeneratehistorical narrowglobalremove freezingridiculousenormous foggy crashdate from hold back come true make sense bring an end to词语要点归纳：1. The Great Wall of China is the longest man-made structure ever built.man-made人造的构词法复合形容词1)名词+ 形容词: snow-white, blood-red, world-famous, world-wide, life-long2)名词+分词: man-eating, water-covered, peace-loving, snow-covered3)形容词+分词: good-looking, newly-built, poorly-dressed, well-skilled, hard-working,ready-made, locally-owned4)形容词+名词+ed: warm-hearted, white-haired, kind-hearted, three-legged, one-eyed,four-storied5)形容词+形容词: dark-brown, ever-green, dark-blue, red-hot6) 数词+ 名词: five- year-old, 100-word-longMany students tried out for the _______ race in the sports meeting to be held next week.A. 800-meters-longB. 800-meter-longC. 800-meters-lengthD. 800-meter-length2. Most of the Great Wall dates from the Ming Dynasty.date from = date back toThis castle dates from the 14th century.Our partnership dates back to 1960.拓展不用被动语态的短语belong togo outcome truetake placerun outgive outturn offbreak outcome outcome upcome to lightNobody noticed the thief slip into the house because the lights happened to _____.A. be put upB. give inC. be turned onD. go out3. The airport is within five hours’ flying time of half the world’s population and is designed to accommodate 80 million passengers a year.five hours’ flying time名词所有格ten minutes’ walk, Mary’s letter, my sister’s photo,today’s newspaper, one hour’s drive, China’s industryThe village is far away from here indeed. It’s _______ walk.A. a four hourB. a four hour’sC. a four hoursD. a four hours’4. Try to work out what kind of word it is .work out1)制定, 拟出From this data they worked out a developed plan.2)想出(方法等),研究出,考虑好He still hadn’t work out how to begin.3)计算,估计He settled down at his desk to work out the exact figures.4)结果良好,有效We were pleased to see that things had worked out all right.We didn’t plan our art exhibition like that but it _______very well.A worked outB tried outC went outD carried out5. A temple is a place of great importance to Buddhists.be of + 抽象名词be of great/much value/importance/use/help = be very valuable/important/useful/helpfulbe of + 抽象名词= be + 名词的形容词形式This dictionary is a great help to my translation, but that one is of no use.Be of a/an/the same + n(‘属于,归于’这类抽象名词没有相应的形容词形式)如, be of the same size/weight/height/age/color/kin/typeeg. The two are of an age, but are of different heights.You will find the map of great __________ in helping you to get round London.A. priceB. costC. valueD. usefulness6. Is it possible to see the relics now that they have been submerged?now that 既然Now that you are a grown-up, you should take up your responsibilities.Now that there is a rain, we have to put off the out door clinic.辨析：now that与since两者都有既然之意,now that 是一个短语连词,常用来引导原因状语从句.口语中, that可省。

高一英语外研版必修3学案：Module6OldandNewSectionⅡ

Module 6Old and NewSection ⅡGrammarⅠ．非限制性定语从句1．非限制性定语从句的意义非限制性定语从句可以修饰先行词，也可以修饰整个主句，对所修饰的部分起补充或附加说明的作用。

书写时，往往用逗号与主句隔开，即使省略，也不影响主句意思的完整。

Water，which is a clear liquid，has many uses.水是一种清澈的液体，有许多用途。

Once more I am in Boston，where I have not been for ten years.我又来到了波士顿，我已有十年没有到这里来了。

2．非限制性定语从句的关系词（1）as与which引导非限制性定语从句时的区别as引导的从句可在主句前、主句中、主句后，常用逗号与主句隔开；which引导的从句一般在主句后，也用逗号与主句隔开。

As is often the case，Mary was late for school.如往常一样，玛丽上学迟到了。

He gave his mother a colour TV set for her birthday，which pleased her a lot.他给他妈妈一台彩电作为生日礼物，这令她很高兴。

注：as意为“正如……那样”，而which则意为“这件事”。

（2）当whose表示事物或抽象概念时，“whose＋名词”可以与“名词＋of which”结构互换。

He mentioned a book，whose title I can't remember.他提到了一本书，我不记得这本书的书名了。

→He mentioned a book，of which the title I can't remember.→He mentioned a book，the title of which I can't remember.3．非限制性定语从句形式上是从句，其功能实质上相当于一个分句。

Module 6 Old and New Period Four Grammar 课件-优质公开课-外研版高中必修3精品

D．that
解析考查非限制性定语从句，因句中缺主语，所以只有
which正确。答案为A。答案 A
3． ________I explained on the phone, your request will be considered at the next meeting. A．Which C．As 解析 B．That D．What 句意：正如我在电话中所解释的，你的要求将在下次
在街上遇见的那个人是我的老朋友。
注意：关系代词作介词的宾语时，介词位于句尾时，关系代
词可以省略，但关系代词紧跟在介词后面作宾语时，不能省
略。
This is the girl (whom) he worked with./This is the girl with whom he worked.这是曾与他一起工作过的女孩。 2．将定语从句变为非谓语动词
3．限制性定语从句与非限制性定语从逗号引导词先行词译法一般译为定语起限定作用，不可限制性定省去，否语从句则主句不完整
名词、所有关系代代词或词和关系副名词性词短语关系代词 which， who(m)， as；关系副词when， where
会议上给予考虑。 as 在句中引导非限制性定语从句，并在从
句中作宾语，先行词为整个主句，故用as。which引导非限制性定语从句时，从句不能位于句首。答案 C
Ⅱ.定语从句的简化
如果含有定语从句的复合句很复杂，为了表意清晰，可以
把定语从句进行简化。
1．关系代词的省略关系代词 who ， whom ， that ， which 在限制性定语从句中作宾语时，可以省略。 The man (that/who/whom)I met on the street is my old friend.我

高中英语 Module 6 Old and New Grammar素养课件外研版必修3

二、非限制性定语从句中关系词的用法 1. who, whom, whose引导的非限制性定语从句。 (1)关系代词who, whom引导的非限制性定语从句修饰人。 (2)关系代词who在定语从句中作主语、宾语或表语; whom作宾语; 介词后用 whom, 不用who。 (3)whose作定语, 先行词是人时, whose + n. 相当于the +n. +of whom。先行词是物时, whose + n. 相当于the +n. +of which。 *Our guide, who was a French Canadian, was an excellent cook. 我们的向导, 一个法裔加拿大人, 擅长烹调。
(2)as, which引导非限制性定语从句的区别。
项目指代
as
which
引导的从句只能指代整个主句的引导的从句既可指代整个主句的内容, 又可指代主句的
内容
一部分
位置意义
可位于主句之前、之中或之后正如
引导的从句不能位于主句之前这, 那
*I borrowed the book Sherlock Holmes from the library last week, which my classmates recommended to me. 我上周从图书馆借了《夏洛克·福尔摩斯》, 这本书是我班同学推荐给我的。 *(2017·江苏高考)The number of smokers, as is reported, has dropped by 17 percent in just one year. 正如所报道的那样, 仅仅一年的时间, 吸烟者的数量下降了17%。
4. 介词+关系代词引导的定语从句。在“介词+关系代词”中, 关系代词用whom指人, 用which指物。 *He worked in a car factory for four years, after which he founded his own company in his hometown. 他在一家汽车厂工作了4年, 之后在他的家乡建立了自己的公司。 *We are short of two people, without whom we will need three more days to finish the work. 我们缺少两个人, 没有他们, 我们还需要三天的时间来完成这项工作。

高一英语(外研版)必修3导学案设计：Module6OldandNew-periodIII(

课题： Module 6 Old and new课型：Grammar编写：审查：1． To read out the sentences and have the students follow in their books.教课目的2． To lead the students master the grammar rules effectively.教课要点 1. How to lead out the sentences and have the students follow in their books.教课难点How to lead the students master the grammar rules effectively.1. Deductive method.教法课时32. Group activities.过程及内容自主学习非限制性定语从句：非限制性定语从句的作用是对所修饰的成分作进一步说明，往常和主句间用逗号分开，将从句拿掉后其余部分仍可建立1.which 指引的非限制性定语从句来说明前面整个句子的状况或主句的某一部分 . 如 :Her house,which was built a hundred years ago,stood still in the earthquake.(那座房屋在地震中依旧矗立，它是一百多年前建筑的。

)2.that 不可以用于指引非限制性定语从句3.有时 as 也可用作关系代词4.在非限制性定语从句中，用who, whom 代表人，用 which 代表事物 .非限制性定语从句不过对主句内容，或先行词的增补、解说或附带说明。

主句与先行词或从句之间一般用逗号分开，经常独自翻译。

没有它，主句意思仍旧完好。

关系代词和关系副词在定语从句中一般不可以省。

一、as 指引非限制性定语从句时，能够代主句的所有或部分内容。

常表说话人对于说话的依照、态度、议论、见解等。

高中英语 Module 6 Old and New Section Ⅲ Grammar 非限制性定语从句和定语从句的缩略教学案外研版必修3

Module 6 Old and New Section Ⅲ Grammar 非限制性定语从句和定语从句的缩略语法图解探究发现①She heard a terrible noise, which brought her heart into mouth.②The weather turned out to be very good, which was more than we could expect.③A person with his head in the clouds is a dreamer, whose mind is not in the real world.④Qingdao is a beautiful city, where I’ll pay a sixday visit.⑤They have a son and two daughters, all of whom live in the city.⑥He lived in London for two months,during which time he picked up some English.⑦David, as you know, is an amateur photographer.⑧He spoke to the girl (who was) from Paris.⑨We said goodbye to Mr. Green, (who was) still busy at his office.[我的发现](1)①～⑦句中，关系词前面均有逗号，它们为非限制性定语从句。

(2)⑧⑨句中都可以省略括号中的词，从而构成定语从句的缩略。

一、非限制性定语从句1．作用非限制性定语从句只是对主句内容或先行词的补充、解释或附加说明。

主句与先行词或从句之间一般用逗号隔开，常常单独翻译。

没有它，主句意思仍然完整。

2．关系代词引导的非限制性定语从句关系代词有as, which, who, whom, whose等，作定语从句的主语、宾语、表语或定语。

英语必修ⅲ外研版module6oldandnewgrammar教案1

外研版必修3 模块6 语法定语从句Attributive clauseTeaching Aims and DemandsGet the students to know the relative pron “as”Learn the difference between “as” and “which”Revise what we have learned in the last six lessons.The important pointsThe functions of “as” used in the attributive clause, and the language situations about it.The difference between as and whichThe difficult pointsThe difference between as and which, especially when they lead the un-restrictive attributive clause.Teaching MethodsCommunication way of teaching, discussion and group work.关系代词as的用法1）关系代词as,在从句中作主语、宾语和表语。

2）先行词被such、as so 和the same修饰，如句型as many（much）as,或者本身就是such the same 时，从句都用as 引导。

Such books as you bought are useful.The school is just the same as it was 10 years agoI read as many pages as are required.比较下列句子当先行词受the same 修饰时，偶尔也用 that引导定语从句，但与as引导的定语从句意思有区别。

英语外研版必修3Module6《Old and New》教案Period 3

Period 3Grammar 1; Grammar 2整体设计教材分析本部分的内容是非限制性定语从句以及定语从句之间的区别。

学生可以了解到限制性定语从句和非限制性定语从句的区别并会做相关的练习题目来巩固所学的知识。

三维目标1. 知识与技能1)Make sure students mastered the grammatical items.2)Consolidate their knowledge of non-defining attributive clauses.2. 过程与方法1)Motivate students’ enthusiasm in taking part in the class.2)Help students to use the sentence patterns in communication.3. 情感与价值Through the study of this period students will surely know more about the basic meanings of some attributive clauses.教学重点1. The basic usage of the non-defining relative pronouns and adverbs and learn to use them in different situations.2. How to use the sentence patterns in daily life.教学难点How to help students to learn the non-defining attributive clause efficiently.教学方法Deduction to present the usage of the non-defining relative pronouns and adverbs, and then some exercises to consolidate what we have learned.教学过程→ Step 1 Revision1. Check students’ homework.2. Have a dictation of the words learnt in the text.The words for dictation:dream(v. )energy generate harness historical narrow poem power station submerge→ Step 2 Grammar 1: Non-defining attributive clausesActivity 1 Read the sentences.(Show the following on the screen. )a Mao Zedong wrote a poem i n which he dreamed of “walls of stone to hold back clouds and rain”.b The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding.c Sun Yat-sen, who was the leader of the 1911 Revolution, first suggested the idea in 1919.d More than a million people who lived in the region have moved from their homes.Now answer these questions.1 Which of the attributive clauses(in italics)contain essential information about the subject and which contain extra information?2 If you take away the attributive clauses, do the sentences still make sense? Why or why not?3 Which sentences have commas, the ones with essential information or the ones with extra information?Suggested answers:1 a and d contain essential information; b and d contain extra information.2 a and d don’t, b and c do because the meaning stands without the extra clause.Activity 2 Read the sentences. Add commas if necessary.1 Sun Yat-sen who became President of the Republic of China in 1912 died in 1925.2 The building of the Grand Canal which is the world’s longest canal began in 486 BC.3 The section of the canal which was built in the seventh century was mainly used for rice transportation.Suggested answers:1 Sun Yat-sen, who became President of the Republic of China in 1912, died in 1925.2 The building of the Grand Canal, wh ich is the world’s longest canal, began in 486 BC.3 The section of the canal, which was built in the seventh century, was mainly used for rice transportation.Activity 3 Add information to sentences 1-3, using extra information A-C.1 The Yangtze River is the third longest river in the world.2 The Three Gorges Dam is the biggest construction project in China.3 Mao Zedong wrote a poem about a dam across the Yangtze River.A which is more than 6, 000 kilometres longB who is a great leader of ChinaC which will generate a large amount of energySuggested answers:1 A: The Yangtze River, which is more than 6, 000 kilometres long, is the third longest river in the world.2 C: The Three Gorges Dam, which will generate a large amount of energy, is the biggest construction project in China.3 B: Mao Zedong, who is a great leader of China, wrote a poem about a dam across the→ Step 3 Grammar 2: Contraction of attributive clausesActivity 1(Show the following on the screen. )a I met a man my grandfather worked with thirty years ago.b I met a man who my grandfather worked with thirty years ago.c I wanted to visit the house that my grandparents lived in.d The bus which I took back to my birth place was full of visitors from other parts of China.Now answer these questions:1 Do the first two sentences mean the same thing?2 In the first two sentences, who is the subject of the verb work—the man or the grandfather?3 Can the words that and which be removed from the third and fourth sentences without changing the meaning?Suggested answers:1 Yes, they do.2 The grandfather.3 Yes, they can.Activity 2Study the two sentences. Notice the words in brackets can be deleted without affecting the meaning of the sentence.The valley is now part of the reservoir(which was)created by the Three Gorges Dam.The people(who are)living in the village have moved to other places.Read out the two sentences with and then without the words in brackets.Ask students to comment on the difference it makes to the sentences.Comment:When with the words in brackets, they are attributive clauses; when without the words in brackets, sentence one is a past participle used as attribute and sentence two is a present participle used as attribute.Activity 3 Cross out the relative pronouns where possible.1 They come from a village that was submerged in the reservoir.2 There are many people who prefer to live in villages.3 The dam that we saw in the film wasn’t the Three Gorges Dam.4 I’ve got a book that has lots of information a bout Zigui County.5 The students that I met near the reservoir were from Vietnam.6 I received an email from my cousin who lives near the Three Gorges Dam.Suggested answers:1 can’t remove “that”2 can’t remove “who”3 can remove “that”4 can’t remove “that”5 can remove “that”6 can’t remove “who”Conclusion:1 When the relative pronoun is used as the subject, it can’t be removed.2 When in defining attributive clauses, the relative pronoun is used as the object, it can beActivity 4 Make each pair of sentences into one sentence.Example: The mountain is the highest in the region. We climbed it.The mountain we climbed is the highest in the region.1 The dam provides a large amount of power. They built it on the river.2 The power station was very modern. We visited it.3 The village is near the lake. My grandparents used to live in it.4 The boat went from Wuhan to Zigui. I took it.Suggested answers:1 The dam(which/that)they built on the river provides a large amount of power.2 The power station(which/that)we visited was very modern.3 The village(which/that)my grandparents used to live in is near the lake.4 The boat(which/that)I took went from Wuhan to Zigui.→ Step 4 Conclusion限制性定语从句和非限制定语从句的区别:定语从句就其先行词的关系而言, 可分为限制性和非限制性两种。

高中英语外研版高中必修3Module6OldandNew-余强录课教案

Teaching plan Module SixOld and New——Listening and Speaking余强Teaching Aims:1. Knowledge and Skilla.Talk about the great building projects in world history.b.Write a news bulletin about changes that have taken place in your region.c.Grasp the usage of some adjectives to express their strong feelings.2.Emotion and Valuesa.To make them know something about their hometown and cultivate their feelings of loving the placewhere they were born3. Cross-cultural awareness:a.Understand the development and changes of our times, broaden their outlook, and strengthen theconsciousness of the world and responsibilities of era.4. Character-building:a.To let them know the importance of cooperating with others in a group.Difficulties and Importance:a. Use the adjectives to express strong feelings freely.b. Help the students understand the text exactly and retell the text in students’ own words.b.Master the usage of Non-defining relative clauses and contraction of relative clauses.Teaching Method:a.Task-based methodologymunicative Approach1. M: What are you looking for?W: A map of China.M: I’ve got a book here that has lots of maps of China. It’s called Maps of the world. Which place are you looking for?W: I’m trying to find the Thre e Gorges Dam.M: Is it a big dam?W: Big- it’s a absolutely enormous!2. M: I saw a film on TV about a dam last night.W: Really? Which one? The Three Gorges Dam?M: No. The film I saw wasn’t about the three Gorges Dam.W: Wasn’t it?M: No. It was another dam. It was in Egypt.W: Was it an interesting film?M: Interesting? It was absolutely fascinating!3. W: We visited the Three Gorges Dam in December.M: Really? How did you get there?W: We took a boat that went up the Yangtze River.M: Was it a nice trip?W: Nice? It was absolutely wonderful!4. W: What are you doing?M: I’m writing an email to some people I met on the boat.W: Where are they from?M: Vietnam. They were on a visit organized by the government.W: How many of them were there?M: Well, I spoke to a man who said there were 25 in the group.Listen to the four dialogues and match the dialogues with the four main ideas.Matching:Dialogue 1 A. They are talking about a film which was about a dam.Dialogue 2 B. They are talking about an email.Dialogue 3 C. They are looking for the Three Gorges Dam in the map.Dialogue 4 D. They are talking about a boat trip.Second listening:Listen to the four dialogues one by one and get detailed information.Dialogue 11. What is name of the book that is mentioned by the man?A. Maps of China.B. Maps of the World.C. Maps of the Three Gorges Dam.2. What does the woman think of the dam?It is absolutely _______________.Dialogue 21. Where is the dam?A. In Italy.B. In Israel.C. In Egypt.2. What was the man’s attitude to the film?A. He disliked it.B. He enjoyed it.C. It is unclear.Dialogue 31. When did the woman visit the dam?A. In December.B. In November.C. In September.2. Where did the boat go?A. Down the Yangtze River.B. Up the Yangtze River.C. Up and down the Yangtze River.3. What did the woman think of the trip?It was absolutely _________________.Dialogue 41. Who is the man writing to?A. Some people from Singapore.B. Some people from Vietnam.C. Some people from Thailand. (Show a picture of the map of Vietnam.)2. Who organized the visit?A. The people themselves.B. The company.C. The government.3. How many people were there in the group?A. 25.B. 26.C. 35.Step 4 Watching a video clipFirst watching:What are they talking about? Tick the answers.□ The feelings after a basketball match.□ Leaving the restaurant.□ Going to a restaurant.Second watching:How does Tom feel after the match?He feels _____________ and ____________.A: Good job. Tom. You helped our team win the basketball match which was quite close. We were proud of you.B: Thanks. I tried my best.A: Are you tired?B: Tired? I am absolutely exhausted. And I am hungry. And you?A: I am absolutely starving and I could eat a horse. What about having dinner together?B: Good idea. Which restaurant do you recommend(推荐)?A: Mm. What about the restaurant you always talk about?B: Wow. That’s absolutely wonderful.A: Let’s go.Step 5 Making a dialogue (Show time)。

高中英语Module6OldandNewSectionⅡGrammar获奖课件名师公开课

In all the twenty years (that) he has been in the factory, George has never missed a single day's work.
乔治在工厂整整工作了 20 年，从未缺过一天勤。
We will put off the outing until next week, when we won't be so busy.
It that the man (whom)/(who)/(that) you gave your tickets to? (whom, who 或 that 可以省略)
那个人是你把你的票给他的那个人吗？ Where is the book (which)/(that) I bought yesterday? (which 或 that 可以省略) 我昨天买的那本书在哪儿？
注意：(1)当关系代词 whom 和 which 直接置于介词之后时，则不能省略。
Is that the address to which you sent the telegram to? 那是你发送电报到那儿的地址吗？ (2)非限制性定语从句中的关系代词和关系副词在任何情况下都不能省略。
I was the only person in my office who was invited. 我是办公室唯一一个被邀请的人。
They set up a state of their own, where they would be free to keep Negroes as slaves.
科学家们相信，人或类似人的生物能够生存的天体，在宇宙中可能有几百个。
There is one spot near the Philippines, where the sea is more than 11 kilometres deep.

Module 6 Old and New Period 2 Grammar 1 and Grammar 2 导学案-外研必修3精品

Module 6 Old and New Period 2 Grammar 1 and Grammar2 导学案学习目标: 1.学习掌握非限制性定语从句(Non-defining attributive clauses).2.了解学习定语从句的缩略形式(Contraction of attributive clauses).Ⅰ. 非限制性定语从句(Non-defining attributive clauses)[导学] 朗读并观察下面四个句子找出规律，指出哪些是定从，哪些是非定从。

⑴The old man that you met at the school gate is a professor.⑵The old man is a professor，who is over 80 years old.⑶The temple which we visited last week dates from Song dynasty.⑷The temple，which is a place of interest in our hometown，dates from Song dynasty.[总结] 定语从句就其与先行词的关系可分为限制性定从(表明主语的本质特征essential information about the subject)和非限制性定从(对主语进行补充说明extra information about the subject)区别如下表[导练] 比较并翻译1. He has a son who works in a hospital. _________________________2. He has a son，who works in a hospital. _________________________. ▲[导学] 1. In 1930 he left England for Paris，where he lived until 1940.2. His father，who had been on a visit to New York，came back yesterday.3. He passed the examination，which surprised his parents.[总结]: 先行词是________________________________时常使用非限制定从.[注意]引导非限制定从时关系代词as 与which 的区别：①位置不同：as可位于主句前，中，后。