继续着。 关系副词 where 和 when 也能引导非限制性定语从句。 On April 1 they flew to Beijing, where they stayed several days. 四月一日他们飞到北京, 在那里呆了几天。 I'm seeing the manager tomorrow, when he will be back from New York. 我明天要去见经 理,他明天要从纽约回来。 另外,由 which 引导的非限制性定语从句,有时候修饰整个句子,或句子中的某个部 分。 They have invited us to visit their country, which is very kind of them. 他们非常友好地邀 请我们去访问他们的国家。
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Usually they take a walk after supper, which does them a lot of good. 通常他们晚饭后去 散散步,这么做对他们很有好处。
  2. The design for the room was of the fancy style popular in those days. 屋子的设计是当时流 行的极富艺术表现力的建筑式样。 of the fancy style... 在句子中用作表语,"be + of + 名词(词组)",表示主语的某种形状 或特征。 I am pleased to have been of help to you. 我很高兴我对你有帮助。 All of the boys in the class are of the same age.这个班上的男生年龄都一样。 类似的用法还有:of different sizes, of great importance, of no use, of little value 等。 popular in those days 是形容词短语修饰 the fancy style。凡是可充当表语的形容词组, 做定语时通常都可后置。 They have a house larger than yours. 他们的房子比你的大。 The boys easiest to teach are in my class.我班上的男生最好教了。 这类后置的定语在意义上相当于定语从句。 a house larger than yours = a house which is larger than yours the boys easiest to teach = the boys who are easiest to teach
  3. In 1770, the room was completed the way she wanted it. 1770 年,这间琥珀屋按照她的要求 完成了。 the way she wanted 是方式状语从句,the way 的用法与连词相同,后面常常带 that. I was never allowed to do things the way I wanted. 人家从来就不允许我按照自己的想法 去做事情。 另外,in a way, in the way 也有类似的用法。 He was looking at her in a way that surprised her. 他看着她的样子让她很惊讶。 We have to make it work in the way that they want it to. 我们必须按照他们的想法把事 情办好。
  4. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. 毫无疑问, 这些箱子后来被装上火车运往哥尼斯堡,当时 它是波罗的海边的一个德国城市。 that the boxes were then put on ... 是同位语从句, 表示与之同位的 no doubt 的实际 内容。 They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得 不面对这样一个现实:最近的加油站还在30公里外。 The doctors came to the conclusion that the patient was suffering from cancer. 医生们做出 了诊断结果:病人身患癌症。 此类从句通常用 that 来引导, 随着与其同位的名词不同, 也可由 when, where, whether, how 等来引出。 I have no idea when he will return. 我不知道他何时回来。
Periods 3&4 Learning about Language
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Teaching Goals:
  1. To learn about the restrictive and non-restrictive attributive clause
  2. To learn how to use some useful words and expressions.
  3. To learn how to use some useful structures Teaching Procedures: Step
  1. Warming Up Ask Ss to finish Ex1 (P
  3), Ex2 (P
  3) and Ex3 (P
  4). Suggested Answers: Ex1:
  1.select
  2. rare
  3. reception
  4. amaze
  5. less than
  6. wooden
  7. in search of
  8. survive
  9. remove
  10. artist
  11.former
  12.at war Ex2: dynasties style amazing jewels designed decorated fancy rare doubt worth Ex3: A.3 B.2 C. 3 D.1 Step
  2. Learning about the attributive clause
  1. Show Ss the definition of an adjective clause (attributive clause). An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples: Adjective: the red coat Adjective clause: the coat which I bought yesterday Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing. Informal: The books people read were mainly religious. Formal: The books that people read were mainly religious. Informal Some firefighters never meet the people they save. Formal Some firefighters never meet the people whom they save. More examples of adjective clauses: The meat which they ate was tainted.
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They're talking about the movie which made him cry. They are searching for the student who borrowed the book. Did I tell you about the author whom I met?
  2. Get Ss to tell whether the following pairs of sentences mean the same thing. (
  1) My uncle, who lives in London, is very rich. My uncle who lives in London is very rich. (
  2) The policies, which were unpopular, were rejected by the voters. The policies which were unpopular were rejected by the voters. (
  3) My niece, whose husband is out of work, will inherit the house, which I have always treasured. My niece whose husband is out of work will inherit the house, which I have always treasured. Suggested answers: The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas(1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either 'that' or 'which', whereas for human referents the relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...)
  3. Let Ss select one answer from the choices provided after each sentence. (
  1) As many children came were given some cakes. A. that B. as C. who D. whom (
  2) The visitors saw rows of houses the roofs are red. A. on which B. of which C. where D. that (
  3) I usually take a nap after lunch, is my habit. A. which it B. as it C. as D. that (
  4) Please tell me the way you did the job. A. how B. where C. which D. in which (
  5) Is this museum some German friends visited the day before yesterday? A. the one B. which C. that D. where (
  6) The farmer uses wood to build a house to store grain. A. in which B. where C. that D. with which (
  7) I shall never forget the years I spent in the country with the farmers, has a great effect on my life.
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A. when; which B. that; which C. when; that D. which; that (
  8) Little has been done is helpful to our work. A. that B. what C. which D. all that (
  9) Perhaps this is the only market you can get such cheap goods. A. that B. of which C. by which D. where (
  10) We'll put off the outing until next week, we won't be so busy. A. when B. which C. at which D. in that Suggested Answers: (
  1) B (
  2) B (
  3) C (
  4) D (
  5) A (
  6) A (
  7) B (
  8) A (
  9) D (
  10)A
  4. Ask Ss to finish Ex3 (P
  4) and Ex4(P
  4) Suggested Answers: Ex3:
  1.Here are the farmers who discovered the underground city last month.
  2. Hangzhou is famous city in China, where many people come to buy tea.
  3.I don’t know the reason why she got so angry.
  4. The old man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it.
  5.The woman remembered the day when she saw Nazis burying something near her home.
  6.St Petersburg is a very beautiful city, which was once called Leningrad.
  7.I remember the soldier who told me not to tell anyone what I had seen.
  8.The soldiers moved the boxes to a mine, where they wanted to hide them.
  9.Xi’an is one of the few cities whose city walls remain as good as before.
  10.Shanxi Province is a place whose/where cultural relics are well looked after. Ex4:
  1. whose daughter studies in a key university
  2. who discovered the Terracotta Warriors
  3. which was decorated with valuable jewels
  4. where she can learn about former dynasties
  5. which was drawn by a famous artist in the Tang Dynasty
  6. which is very beautiful
  7. when we get together to celebrate
  8. that I can’t remember
  9. which is known for its its good food
  10. when the weather was warm and sunny
Periods 5 Using language
Teaching Goals:
  1. To learn to tell facts from opinions.
  2. To write a reply letter.
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  3. To learn to talk about cultural relics. Teaching Procedures: Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion.
  1. Definition A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.
  2. Read the passage (P
  5) and answer the following questions: (
  1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first? (
  2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers: (
  1) Searching for facts. The more, the better. (
  2) The evidences offered by the eyewitnesses. Step 2 Guided reading
  1. Read the passage and define what evidence is.
  2. Read the passage and translate each paragraph into Chinese.
  3. Read and underline all the useful expressions or collocations in the part. Suggested Answers: Collocation from Using Language on page 5 in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return…to… Step
  3. Note taking Listen to the tape and fill in the forms (P
  5). As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms. Step 4 Speaking Purpose:
  1. To learn how to ask for or give opinions.
  2. To learn how to write a letter of suggestions.
  1. Group work (
  1) We often use some expressions to ask for opinions. What are they? What do you think of ...? Do you believe ... ? How can you be sure of ...? How do you know that? (
  2) We often use some expressions to give opinions. What are they? I think ... I don't think ...
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I don't agree that ... I suppose that ... Suggested Answers: Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable, because somebody has asked him for help.
  2. Individual work (
  1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P
  7) and see what's Johann’s choice and opinion. Answer the following questions. ① What's Johann’s opinion about the Amber Room? ② Do you agree with Johann? Step
  5. Debate Divide Ss into two groups and organize a debate. Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote. ① When you write your letter, you may choose to agree or not agree with the writer. ② You must give a reason why you agree or don't agree with the writer. ③ Be sure to give an example from your own life so that the reader can better understand your opinion.
Step 6 Writing
Write a report on your debate according to the demand of part 4 of P
  7. Step
  6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.
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