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.

2. (直接板书，教授新词并用这些词造句，领读。最后介绍长征。)

T:　 OK. Well done. Today we’ll learn something about the Long March. At first, I will teach you some new words and phrases.

(板书)

Step 1　 Review 第一步　 复习(时间:10分钟)

学生汇报课前准备的对自己影响最大的伟人。呈现新词，引出长征。完成1和2。

1. (几个学生到讲台前汇报影响自己的伟人。)

T:　 Now check your homework. I ask several students to report the great men who influence them most to the class.

S₁: …

S₂: …

图片/幻灯机/小黑板

4. Let the students understand the geography and history of China deeply.