Grammar for   use

Step 1

Ask   students match the incomplete sentences with the correct restrictive   attributive clauses.

(Sample:

1. The family   member _____________________.

2. This is an   interesting class ____________________.

3. He looked   at me in a way____________________.

4. Many of the   issues____________________.

5. I know the   girl ____________________.

6. The student   ____________________.

7. This is the   house ____________________.

8. 1990 was   the year ____________________.

a. that create   pollutions are not new.

b. who I   admire most is my mother

c. that   combines singing with English oral practice.

d. who closed   the door

e. who sits in   the front of the class is from China.

f. that made   me nervous.

g. when I   moved to Beijing.

h. where I   grew up.

KEY: 1-b, 2-c,   3-f, 4-a, 5-d, 6-e, 7-h, 8-g

Step 2

Ask   students to read the 4 sentences in this section and then discuss in pairs   the function of “which” in the sentences.

Step 3

Use   the PPT slides to clearly illustrate the typical features and the function of   the attributive clauses and non-attributive clauses. Provide more examples   and translation practice for students to better grasp the non-attributive   clauses.

限制性与非限制性定语从句对比解析

翻译练习：

1.   He said that he had never seen her before，which was not true.
  他说以前从没见过她，这不是真的。

2.   In the presence of so many people he was little tense, which was   understandable.
  在那么多人面前他有点紧张，这是可以理解的。

3.   She is always careless, which we should not be.
  她总是马虎大意，我们可不应该这样。

4.   Liquid water changes to vapor, which is called evaporation. 

液态水变为蒸汽，这就叫做蒸发。

15 min

Practical   Reading

1.   Pre-reading

Step 1

Warm-up   questions

Have   you seen posters on campus?

Can   you remember the theme of the poster?

(e.g. the   poster may be about sports meeting, school concert, art festival, speech   competition, drama night etc.)

Step 2

Ask   students to discuss the possible features included in a poster. (The function of a poster; teacher can   provide the pictures of the posters designed by students in their own school.)

Possible   questions are:

1) What should   be included in a poster?

2) Where do we   put the title?

3) Would it be   better to use a colorful background?

4) How many   words do we write on a poster? The more the better?

5   min

2.   While-reading

Step 1

Ask   students to scan posters and pay attention to the information of these three   posters.

(Student film   festival; music festival; cyber games)

Step 2

Pair   work:

1)   Help students understand the content in the posters by asking the questions:

Which   poster gives information about how to get the ticket?

(KEY: Beijing   College Student Film Festival)

2)   Which activity probably takes place in the open air?

(KEY:   Strawberry Music Festival; Beijing Cyber Games)

3)   In which activity are you likely to see any foreigners?

(KEY:   Strawberry Music Festival and Beijing Cyber Games)

2)   Talk about what elements are included in a poster.

(Titles,   address, time, people involved, introduction, picture, etc.)

Step 3

Explain   the new words and expressions:

(available;   feature; count; cyber; plaza. See detailed explanation in teaching reference)

10min

3.   After-reading

Students   work in pairs.

1)   Talk about which poster they like most and give reasons.

(e.g. colorful,   interesting activity, persuasive and inspiring language, etc.)

2)   Choose one activity they’d like to attend and share the reasons.

(e.g. I would   like to attend Beijing Cyber Games because I have always been interested in   games since I was young; I may choose to go to the music festival. It seems   that there will be many great musicians coming.)

5   min

Assignment

Task 1 – Go   to the website https://www.gapyear.com/

Choose   a program that you are interested in. Prepare a 5-minute presentation   introducing the program. PowerPoint is welcomed. 

Task 2 – Do   some extensive reading about how to make a poster. Note down the steps or   useful tips.

5   min