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Unit 4 Protecting our heritage sites
Grammar and usage（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. master the form of appositive causes;
2. understand the rules of appositive clauses;
3. use appositive clauses to finish related tasks.
II. Key competence focus
1. Understand the rules of appositive clauses.
2. Talk about heritage protection using appositive causes.
III. Predicted area of difficulty
Use appositive clauses to finish related tasks.
IV. Teaching procedures
Step 1 Revising the core words and phrases learnt last period
T asks Ss to fill in the blanks with the proper forms of the (given) words.
1. They ________ (awe) into silence by the seriousness of her voice.
2. The girls in a class tend to have a ________ (civilize) influence on the boys.
3. The most intense ________ (preserve) and restoration work is under way.
4. The public is ________ (urgent) requested to assist police in tracing the murderer.
5. After the earthquake, the beautiful city was ________ ruins.
6. People can act ________ (violent) if they feel threatened.
7. Reports ________ (conflict) on how much of the aid was reaching the famine victims.
8. Julie ________ (suspend) from her job shortly after the incident.
9. The ________ (asses) for the course involves written assignments and practical tests.
10. The pillars gave way and a section of the roof ________ (collapse).
【設計意圖：上一節課核心詞匯較多，有必要復習一下這些內容。此處也可當作過關檢測，檢查學生對核心詞匯的掌握情況。】
Step 2 Exploring the rules of appositive clauses
T asks Ss to go through the article on page 48 and gets them to pick out the sentences with appositive clauses.
T: Open your books at page 48 and read the article. Then find out the sentences with appositive clauses.
【設計意圖：通過發現課文中的同位語從句，讓學生獲得對同位從句的初步認識。】
Step 3 Working out the rules
T asks Ss to work out the rules of appositive clauses.
An appositive clause is usually placed after an abstract noun to explain its content.
We often use (1) ________, (2) ________ or a question word to introduce an appositive clause.
Nouns that can be followed by an appositive clause include fact, idea, news, opinion, etc.
【設計意圖：此節旨在通過課文中七個含有同位語從句的例子，讓學生總結出同位語從句的基本結構和用法。】
Step 4 Applying the rules
1. T asks Ss to finish B1.
T: Read the sentence below and tick the ones with appositive clauses.
2. T asks Ss to finish B2.
T: Complete the conversation below with proper linking words to form appositive clauses.
3. T asks Ss to finish B3.
T: In pairs, complete the conversation below using appositive clauses.
【設計意圖：此節完成教材第49頁B1→ B2→ B3。B1是認識同位語從句，B2是填寫同位語從句連詞，B3是開放式填寫同位從句，難度逐階加大。】
Step 5 Checking the students’ progress
T asks Ss to fill in the blanks with the proper words.
1. Farmers apparently hold back produce in the hope ________ prices will rise.
2. I was so uninterested in the outcome ________ I didn’t even bother to look at it.
3. The thought ________ they could cross the whole continent was exciting.
4. Do you have any doubt ________ he will be here on time
5. He rejected the idea ________ his film was in bad taste.
6. There is still some doubt ________ he will help us out.
7. When word came ________ there wouldn’t be any show, the crowd broke up.
8. She had to face up to the fact ________ she would never walk again.
9. The examination left no doubt ________ the patient had died of cancer.
10. Although your heart is breaking, you must face the truth ________ a relationship has ended.
【設計意圖：此處是本節課同位語從句學習的過關練習，教師可以利課堂幾分鐘時間進行測試。】
V. Homework
Finish part C in the workbook.

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