2. (要求学生合上书，归纳总结一下本话题中的有用表达。)

T: Now, my class, please close your books and sum up useful expressions in this topic. OK?

Ss:　　　 OK.

(几分钟后)

T:　 Now, let’s stop here. Volunteers? Hands up!

(然后学生逐个总结，完成4b。)

Step 5　 Project 第五步　 综合探究活动(时间:7分钟)

通过谈论图片与写作，完成5。

1. (教师将学生分为四组，每组到黑板上写由关系代词引导的定语从句，所写句子不能相同，且一定要用到每个代词。)

T:　 Now, my class. Let’s have a competition. Each group writes the sentences using attributive clauses as many as possible. OK?

Ss: OK.

T:　 Ready? One, two, three, go!

(写的又多又正确的组为赢者，给予奖励。)

T: OK. Well done, everyone. G_D is the winner, congratulations!

3. (进行4a。让学生跟读磁带，注意who, whose, whom在从句中的用法。)

T: Listen to the tape and read after it.

Step 4　 Practice 第四步　 练习(时间:10分钟)

复习巩固由关系代词引导的定语从句，并完成4b。

2. (用连句子的方法来巩固定语从句。)

T: Now everyone. Please match the sentences with “that, which, whose, who or whom”. First look at the example.

(板书，并领读。)

T:　 OK. Can you match the following sentences?

Ss:　　　 Yes, we can.

T:　 Good.

Answers: (1)The foreigner who visited our school yesterday is from Canada.

(2)We planted the trees which don’t need too much water.

1. (巩固上面讲到的定语从句。)

T:　 Now my class, we’ll fill in the blanks again using the relative pronouns. Think it over. Try to complete the sentences quickly.

(呈现小黑板上的另一部分练习。)

(学生单独做完后，教师与学生核对答案。)

T:　 Now, finished?

Ss:　　　 Yes.

T:　 OK. Let’s check the answers. S₁, please.

S₁: That or which.

T:　 That’s right. Next.

…

(让学生一个一个向全班汇报。)

(板书)

1. (教师与学生一起复习关系代词的用法。)

T: Now, let’s review the usage of the relative pronouns. As we know, the relative pronouns can be used to introduce attributive clauses.

(板书，领读并用英语略加讲解。然后用汉语解释其用法。)

T:　 Now, look at the blackboard. Fill in the blanks with the proper relative pronouns. Before you choose the relative pronouns, you should pay special attention to the function of it. For　 example, in the first sentence we should fill in the blank with the relative pronoun “who” or “whom”, because the noun before the clause refers to a person while “that” or “which” refers to an object. What’s more, the word to be filled in is used as the object in the clause. Do you understand?

Ss: Yes.

T:　 OK. You can do the exercises by yourselves. Then I’ll check the answers.

(把写在小黑板上的句子展示给学生。)

(两分钟后，与学生一起核对答案。)

T:　 OK, boys and girls. Have you finished?

Ss: Yes.

T:　 Good, let’s check the answers.

(板书)

T: Look at the fourth sentence. Here “who”or“that”is used as the subject in the clause. But we can’t put“whom”. Because it’s used as the object of the preposition in the clause.

Ss: Yes.

T:　 Very good. Let’s do some more exercises.

(再让学生理解，巩固。)

Step 3　 Consolidation 第三步　 巩固(时间:10分钟)

巩固定语从句，并完成4a。

6. (学生设计完后，教师抽一、两个写得好的做示范，其他课后张贴在墙上展示。)

T:　 Who wants to tell us something about your plan? S₃, please.

S₃: …

T:　 Good job, S₃. Thank you. Sit down, please. What about yours, S₄?

S₄: …

(两个学生表演。)

Step 2　 Presentation 第二步　 呈现(时间:8分钟)

学习3，复习定语从句中关系代词的用法。

5. (Group work，以小组形式简要阐述A Plan for a New Long March. 完成2。)

T:　 The Red Army faced not only the enemy’s attacks but also hard living conditions. However, they didn’t have any fear and they moved to safety. Suppose you were going to make a new program_-experiencing the Long March. Compare the differences between the Red Army’s difficulties and yours. Then make a plan for yourselves.

(学生通过此活动了解到红军长征的艰辛。并让他们大胆设想、创新，计划经历一次新的长征。)

4. (教师提取1中的数词并把数字列在黑板上，让学生指出与这些数字相关的信息，以加深对长征的理解。)

T:　 Look at the numbers about the Long March on the blackboard. Please find out the information related to the numbers from 1.

3. (Work alone，先让学生完成1，再与同伴交流。)

T:　 Let’s read some sentences about the Long March and give the correct order. Then you can talk it with your partner.