Teaching objectives and demands:
1. Words and useful expressions:
Officer, engineer, fair, pick up, army design, hand truck, careless, remove, to one’s surprise, refuse, gently, Ms, pretend, boss, department, call at, cross, look down upon, designer, promise, support
2. Everyday English for communication (express your opinions)
I think…
I guess…
I am sure…
I believe…
In my opinion…
It seems that…
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication;
2. Words and useful expressions
3. Grammar: the attributive clause
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 73
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise the expressions of expressing your opinions:
I think…
I guess…
I am sure…
I believe…
In my opinion…
It seems that…
Step 2. Lead in
Teacher states his job like this:
I teach you English. So teaching is my job. I like my job very much because it’s very important to teach English now. I can have two vocation in a year ……. Then ask some students the following questions. Ask the Ss the questions like this:
(Student’s name), could you tell me what kind of job you want to do in the future or when you grow up?
What is your favorite job in the future?
What are the most popular jobs in the future?
① Check the jobs’ names that they have learnt.
② Give the Ss some new work which they may use, such as engineer, manager, (police) officer, computer programmer, banker, stock broker, author , reporter, movie producer, educator, prime minister, athlete…….
T : Why?
S : Because it’s exciting/ interesting/well-paid/ suitable……….
T : “Today we’re going to know about the jobs that men and women do in Britain. Now listen to the tape and find the answers to the questions.”
Step 2. Listening
SB1b, Page 17 Part 1, play the tape of Lesson 69 or the students to follow and ask them the following questions.
The students are required to yell out the answers to the class so that we will save time in checking the answers again.
① What are Jane and Zhou Lan doing?
(Talking about the jobs that men and women do in Britain)
② What (kind of) jobs do women do in Britain?
(Almost all kinds of jobs, such as ……)
2. Make the Ss listen to the tape again and then ask some relatively difficult questions.
③ Are there any jobs which women don’t do?
(I don’t think……. But……more men than women scientists. And more men than women are heads of companies.)
④ Is it easy or hard for Britain women to get to the top of a company?
(It’s harder for them to get to the top of a company or it seems that it’s harder /more difficult for them to get to the top of a company)
⑤ Why do some companies like to employ women workers?
Because women can pick up the small pieces (with their fingers) easily than men. Or because men’s hands and fingers are too big.
Step 3. Discussion
At first, teacher let the Ss do the pair work. Then make them have a short discussion on “What jobs men and women do in China? / Which kind of jobs a women and men do in China? / Do men and women have the same pay when they do the same job? / Who does more homework at home, the husband or the wife? / Can girls go to school as boys in the countryside? / What do you think of the role of the women in China? Using the different sentences in the tables.”(P.17).
2.Ask some Ss to give their opinions by using
I think/guess/believe ……,
In my opinion, ……
I am sure……
It seems that …….”
(Although men and women are equal, it is not fair in China for men and women
to do the same job without equal payment and employment.)
Possible answers:
① I think men are not suitable for being nurses…..
② In my opinion, women are suitable for being nurses.
③ It seems that men can do anything except carrying baby
④ I believe that men are easier to find a job than women at present/in these days.
⑤ I’m sure that women in China will improve their social position in the future.
. I guess there must be a law to ensure men and women equal rights in payment and employment.
Step 4. Explanations to the dialogue
1. There are women police officers, women doctors,
teachers, engineers, farmers and so on. 有女警官、女醫生、教師、工程師、農場主等等。
(1) 在表示婦女的職位時，英語中用“woman+ 職位名詞”的復合詞。這兩個名詞的單、復數要一致。如：
a woman doctor→ women doctors
a woman teacher→ women teachers
a woman engineer→ women engineers
a woman farmer→ women farmers
但是，由“girl+職位名詞”所構成的復合詞，girl 總是用單數。如：a girl student(一個女學生)→two girl students( 兩個女學生)，不說two girls students; a girl worker(一個女童工) →two girl workers(兩個女童工 ) ， 不說 two girls workers。
(2) 在列舉事物，最后進行概括，表示“等等”、“以及其它”時，英語用“and so on”，也可以縮寫為“etc.”。 例如：
The flowers are blue, red, white, yellow and so on.
這些花有藍的，紅的，白的，黃的和其他顏色。
They are visiting some cities in China: Beijing, Shanghai, Wuhan, Guangzhou, and so on. (etc.)他們要在中國訪問幾個城市：北京、上海、武漢、廣州， 以及其它城市。
2. It seems that it's more difficult for women to get to the top of a company. (= Women seem to be more difficult to get the top jobs in a company.) 看來婦女要達到公司的最高層職位是比較困難的。
(1) 這個復合句中包括下面兩個句子結構：
A) It seems + that - clause. 看起來似乎是……
B) It is + adj. + (for sb) to do sth. 某人干某事是如何如何。
類似的例句如下：
It seems that it's easier for women to make watches, radios, televisions, and so on.
看來婦女做手表、收音機、電視機等是比較容易些。
(2) “It seems+that=clause.”這個句型， 意思是“某事看起來似乎是……”，表示猜測或判斷，語氣比較委婉， 不那么肯定。試比較下面的句子：
I think women are more interested in music. 我認為婦女對音樂更有興趣。 (肯定)
It seems that women are more interested in music.
婦女似乎是對音樂更有興趣。 (不那么肯定)
I believe there are more women workers in the hospital.
我相信醫院里女的工作人員多一些。 (肯定)
It seems that there are more women workers in the hospital.
醫院里似乎女的工作人員多一些。 (不那么肯定)
I guess men's hands and fingers are too big! 我想男人的手和手指都太粗了。
It seems that men's hands and fingers are too big.
男人的手和手指似乎都太粗了。
3. I'm sure there's nothing that a woman can't do. 我相信沒有什么事情女人不可以做。(我相信婦女什么事情都能做。)
句中的“…that a woman can't do ”是定語從句，修飾先行詞nothing。當定語從句的先行詞是不定代詞 ( 如something、anything、nothing等)時，該從句中的關系代詞通常要用that。當其在從句中作賓語時，that常可省略。例如：
I said nothing that hurt your mother. 我沒有說過傷害你母親的話呀。
You can get anything (that) you need for your study.
你可以得到你學習所需要的任何東西。
He told me something that should be remembered.
他告訴我一些應該銘記在心的事情。
I have told you all I know. 我把我所知道的一切都告訴你了。
4. Which ones? (=Which jobs that men can't do very well?) 哪些工作呢?
本句承接上文而來， 意思是：哪些工作男人做不好呢?ones是不定代詞one的復數形式，代替上文的名詞jobs。 例如：
Which kind of handtrucks do you want to buy, the smaller ones or the bigger ones?
你想買哪種手推車，大的還是小的?
These apples are still green. Let's pick some ripe ones.
這些蘋果還是生的。咱們挑揀一些熟的吧。
5. They can't pick up small pieces with their fingers. 小零件他們用手指揀不起來。短語動詞pick up作“揀起來”、“拾起”解。例如：
On her way back, she found a watch and picked it up.
在回家的路上，她發現一只手表，并把它揀起來。
He told the woman to pick up all the diamonds and put them in the case.
他叫那位婦女把所有鉆石拾起來，放在箱子里。
Step 5. Workbook
SB1b, Page 69, Exx.1~3. Make the Ss to do the Ex in Pairs, and then ask several students to give their answers. Finally check the answers with the whole class.
Step 6. Homework
(1) Finish off the exercises of Lesson 73 in the workbook.
(2) Revise the key points of this lesson.
(3) Preview the next lesson.
Lesson 74 The Secret is out
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points in Lesson 73.
Step 2. Lead-in
1.Tell the Ss the story about Ms, Miss and Mrs.
2.Talk about the picture.
Step 3. Skimming
Now Let the Ss read the whole passage, then answer the two questions on the top of the text.
Step 4. Scanning
Now get the students to read the text of Lesson 74 and answer the questions in Ex.1 in the workbook on Page 70. Answer the questions with the whole class.
Step 5. Generalization
Make the Ss read the passage again and tell the main idea of each paragraph.
Para.1 Mr. King was one of the best engineers in the company.
Para.2 She was hurt but refused to be examined by the doctor.
Para.3 She had to admit she is a woman.
Para.4 The boss of the department in the company knew the truth by chance.
Para.5 She tried to explain and asked to stay.
Para.6. The boss of the company wanted her to leave.
Para.7. The boss of the department wanted to keep her.
Para.8-9 The two bosses argued about her stay and leaving.
Part I : (Para.1---4 ) Because of an accident, Mr. King’s secret was let out.
Part II : ( Para.5 ) Ms King’s confession of how she got the job.
Part III : ( Para. 6---9 ) The bosses have different opinions
Step 6. Language points
1. Mr. King, whose legs were badly hurt, was quickly taken to hospital. 金先生的腿部受了重傷，很快就被送往醫院。
(1) 句中的“whose legs were badly hurt ”是由關系代詞whose引導的非限制性定語從句，whose(某某人的)表示屬有關系， 這里的whose legs=Mr King's legs.例如：
Miss Flower, whose house caught fire last night, is our music teacher.
弗勞爾小姐是我們的音樂老師，她的家昨晚著火了。
This is the woman worker whose fingers were cut in an accident.
這就是那位在一次事故中割傷了手指的女工。
(2) take sb. to hospital是“送某人去醫院(治療)”的意思，其中在hospital之前不用冠詞。如果加定冠詞( take sb to the hospital)， 則意思是“送某人去某家醫院”，不一定是去看病治療。這一點跟go to school(上學 ) 和 go to the school(去某個學校)的區別相似。 試比較下面兩個句子：
His mother was badly hurt and she was quickly taken to hospital.
她媽媽受了重傷，很快就被送去醫院治療。
His mother was dying and he was taken to the hospital to see her.
他媽媽快要死了，他被帶到醫院去看她。
2. To everyone's surprise, Mr King refused. (=Mr King refused to take off his trousers; this made everyone surprised.) 金先生拒絕脫褲子，這使得每個人都感到驚奇。
“to one's surprise/to the surprise of …”介詞短語的意思是“使某人感到驚奇的是……”，在句中作狀語， 表示行為的結果，意即“(金先生拒絕了)，其結果是使人感到驚奇”。 英語中類似的介詞短語還有：
to one's delight/to the delight of 使某人高興的是
to one's joy/to the joy of 使某人愉快的是
to one's sorrow/to the sorrow of 使某人悲傷的是
例如：
To the surprise of the doctor, Mr King got well again so soon.
金先生這樣快就痊愈了，這使得醫生感到驚奇。
To his delight, he has got to the top of the company.
他獲得了公司的最高層職位，這使得他非常高興。
To the sorrow of the family, the house was completely destroyed by the fire.
使全家人感到傷心的是，房子被大火全部燒毀了。
To their great joy, they have found the lost diamond necklace.
使他們非常高興的是，他們找到了丟失的鉆石項鏈。
3. Nobody could understand what the problem was. 誰也不知道問題在哪里。
“…what the problem was.”是名詞性從句，在句中作賓語，其中的problem作“麻煩”、“困難”解 (a difficulty that needs attention)。
注意problem和question兩個詞的區別：
這兩個詞雖然都譯作“問題”，但兩者有一定的區別。
problem 指須待解決的問題，是就困難而言的；question 指須待解答的問題，是就疑問而言的。試比較下列兩個句子：
What's your question? Can you answer it? 你的問題是什么?你能自己回答嗎?
What's your problem? Can you solve it by yourself?
你的問題(困難)是什么?你能自己解決嗎?
又如：
The question is too difficult; she couldn't answer it.
這個問題太難了，她無法解答。
She couldn't get the job; the problem is that she is a woman. (She couldn't solve it.)
她不能謀得那份工作；問題是她是女人。(她無法解決。)
4. Unless you tell me, I shall not be able to help you. (=If you don't tell me, I can't help you.) 如果你不告訴我(你有什么困難)，我就沒法幫助你。
unless是連詞，作“除非……否則”、“如果不……”解(if…not)，連接表示條件的狀語從句。 當主句謂語動詞用一般將來時，從句用一般現在時表示將來。
例如：
Unless she tells the truth, she will lose her job. ( =If she doesn't tell the truth, she will lose the job.) 除非她說出真相，否則她將會失去工作。
Your project will not be successful unless you consider the design carefully. (=…if you do not consider the design carefully.) 如果你不把設計考慮周全，那么你的工程就不會成功。
5. I'm not Mr King. I'm Ms King! I'm a woman! 我不是金先生，我是金女士!我是女人!
英語國家對人的稱呼通常有以下四種：(1) Mr['mistэ]先生，可用于一切男子， 不論婚否；Mrs['misiz]太太， 用于已婚女子；Miss[mis]小姐， 用于未婚女子；Ms[miz]女士，用于那些不愿意表明婚姻狀況的女子，也可能是小姐， 也可能是太太。
本句中的 Ms King(金女士)從字面上看， 她可能已婚，也可能未婚。
以上四種稱呼都與姓連用，而不同名字連用。英語國家的姓名通常是名在前姓在后。例如某男子的姓名是John Smith，他姓 Smith，名叫 John，可以稱呼 Mr Smith, 不可稱呼為 Mr John ； 如果他太太的姓名是Alice White,你可稱呼她為 Mrs Smith，不可稱Mrs White，也就是說太太要隨丈夫姓。如果她不愿意隨丈夫姓，而要用本姓，則可稱Ms White。如果他們的女兒叫Mary Smith ，那么婚前應稱為 Miss Smith，婚后則隨丈夫姓而稱Mrs…， 或叫本姓而稱Ms Smith。 將Mr, Mrs, Ms, Miss冠于姓氏之前的稱呼較為正式，常用于不熟悉的人，以表示尊敬和禮貌。但在較為熟悉或比較友好的人之間，則常直呼
其名，如John、Alice、Mary等。
6. But I had to lie to the company and pretend to be a man in order to get a job. (= I had to lie and I had to pretend so that I could got a job.) 為了求得一份工作，不得不欺騙公司，不得不女扮男裝。
(1) 句中的lie作“說謊”、“欺騙”解，是不及物動詞， 有規則變化(lie-lied-lied-lying)。lie也可以作名詞， 作“謊言”、“謊話”解，常與動詞tell搭配，如tell a lie(說謊)。
此外，lie還可以作“躺下”解，也是不及物動詞，但無規則變化(lie-lay-lain-lying)。試比較：
He lied to his parents, so they didn't like him.
他欺騙了父母親，因此，他們不喜歡他。
He lay on the dirty floor, so they didn't like him.
他躺在骯臟的地板上，因此，他們不喜歡他。
(2) pretend vt. 假裝、裝扮。后面常跟不定式或從句， 構成“pretend to do/be”或“pretend + that-clause”結構。例如：
He pretended to be busy at his studies when I walked in.
我走進去的時候，他假裝忙于學習。
It will do you no good to pretend to understand. 裝懂是毫無益處的。
The doctor pretended not to know the secret. 醫生裝著不知道這個秘密。
When the boss came, she pretended that she was working hard.
老板來的時候，她就裝著正在努力工作。
7. The boss in whose department Mr King worked had heard about the accident. 金先生工作部門的頭頭聽說出了事故。
這是一個主從復合句，主句是“The boss…had heard about the accident.”中間插入了一個由“介詞+關系代詞 whose ” 引導的定語從句“in whose department Mr King worked ”，修飾先行詞the boss.
關系代詞whose引導的定語從句是本單元的語法重點。
8. Please let me stay in the company; I enjoy working there. 請讓我留在公司吧。我很喜歡在那兒工作。
enjoy vt. 欣賞，喜歡。后面通常跟名詞或動詞的-ing 形式作賓語，不跟不定式。 如本句中的“ I enjoy working there.”，不說“I enjoy to work there.”。例如：
Most young people enjoy pop songs, but I don't.
多數年輕人喜歡流行歌曲，但是我不喜歡。
“Do you enjoy reading novels or plays?”--“Both.”“你喜歡看小說，還是喜歡看戲劇?”--“都喜歡。”(不說to read…)
Old people enjoy talking about the past, while young people enjoy looking forward to the future. 老年人喜歡談論過去，而年輕人喜歡展望未來。(不說to talk about…，to look forward to…)
Step 7. Discussion
Get the students to discuss the question:
Do you think Ms King should lose her job? Why (not)?
Step 8. Workbook
Get the students to do Ex.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 74 in the workbook.
(1) Revise the key points of this lesson.
Lesson 75 The Secret is out (2)
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the contents of Lesson 74.
Step 2. Reading
Tell the students that today we will continue to deal with story of Ms King. Read the last part of the story and answer the questions on Page 71, Ex.1. Do the work orally with the class.
Step 3. Summary of the whole story
Now tell the students to skim the text and generalize the text by telling the main idea of the three parts.
Part I : (Para.1---4 ) Because of an accident, Mr. King’s secret was let out.
Part II : ( Para.5 ) Ms King’s confession of how she got the job.
Part III : ( Para. 6---9 ) The bosses have different opinions
Step 4. Language difficulties
1. The boss of the company, whose name was Mr Little, told the story about Ms King and then said: “ We shall have to make a decision about Ms King, whose story I have just told you……” 公司的老板利特爾先生講明了有關金女士的情況， 然后說道：“關于金女士的情況，我剛才已經告訴你們了。 我們得對她作出決定。……”
(1) 這是一個相當長的主從復合句。主句是 The boss of the company …told the story about Ms King and then said…，引號中的直接引語都是said的賓語。 全句中包括兩個由whose 引導的定語從句：第一個是 whose name was Mr Little ， 修飾先行詞“ The boss ”； 第二個定語從句是whose story I have just told you，修飾先行詞Mr King。
(2) make a decision (about) 作出 ( 有關……的 )決定(=decide)。
在英語中，有許多由make同表示動作的名詞搭配， 所構成的詞組， 其詞義相當于表示動作的動詞， 如 make a decision=decide。又如：
make an answer=answer (v.) 回答
make an arrangement=arrange (v.) 安排
make a change=change (v.) 修改，改變
make a choice=choose (v.) 選擇
make a examination=examine (v.) 檢查
make progress=progress (v.) 進步，前進
make a report=report (v.) 報告
make a suggestion=suggest (v.) 建議
make a start=start (v.) 開始
make a travel=travel (v.) 旅行
make a warning=warn (v.) 警告
2. It seems that she told a lie in order to get a job with our company. 看來她撒了謊，以便謀取我們公司的一個職位。句中的lie是名詞，作“謊言”、“謊話”解，常與動詞 tell 搭配， 構成“tell a lie”詞組，作“說謊話(撒謊)”解。 它的反義詞組是“tell the truth”(說實話)。例如：
Did he tell a lie or did he tell the truth? 他講的是謊話還是實話?
It's a bad habit to tell lies. 說謊是個壞習慣。
Never tell a lie; do tell the truth. 千萬別說謊；一定要講真話。
3. For a moment or two everyone was quiet. 大家沉默了一會兒。
a moment or two是一種習慣表達，作“一會兒”解。 類似的表達還有：a minute or two(一兩分鐘)、an hour or two( 一兩個小時)、a day or two(一兩天)、a dollar or two(一兩美元)、a mile or two (一兩英里)等。例如：
For a moment or two she stood there still, unable to speak.
有一會兒，她站在那兒，一動也不動，說不出話來。
They are making a travel in Japan and will stay in Tokyo a day or two.
他們正在日本旅行，將在東京逗留一兩天。
He stopped a minute or two, considering how to write the ending of the story.
他停了一兩分鐘，考慮如何寫故事的結局。
4. I don't agree with your decision. 我不同意你的決定。
短語動詞agree with作“同意”、“贊同”解，后面可以跟名詞或代詞，構成“agree with sb./sth.”結構， 意即“同意某人(的意見)”或“同意某事”(意見、觀點、決定等)。例如：
I don't agree with you; I agree with Zhang Hong.
我不同意你的意見；我同意張紅的意見。
“Do you agree with my views?”--“No, I'm afraid not.”
“你同意我的觀點嗎?”--“恐怕我不能同意。”
All of us agree with the decision the boss has made.
我們大家都同意老板所作出的決定。
表示“同意某事”還可以用“agree to sth.”， 這里的“某事”多指建議、安排、條件等。例如：
They all agreed to my suggestion about the travel.
他們大家都同意我提出的關于旅行的建議。
The engineer didn't agree to this arrangement. 工程師不同意這種安排。
agree后還可以跟不定式，即 agree to do sth.，意即“同意干某事”。例如：
They all agreed to make a decision about the project.
他們都同意就這項計劃作出一個決定。
5. Does it matter if an engineer is a man or a woman?
(= Is it important whether an engineer is a man or a woman?) 工程師是男是女，還有什么要緊呢?
句中的matter是動詞，作“重要”、“要緊”、“有關系”解，主要用于疑問句或否定句中。例如：
It doesn't matter to me if she tells us the truth.
她是不是對我們說實話，對我來說無關緊要。
It doesn't matter whether he is going with us.
他跟不跟我們一起去，沒有什么關系。
“Does it matter whether we start now or later?” --“No, it doesn't matter.”
“我們是現在出發還是晚點兒出發，有什么關系嗎? ” --“沒有關系。”
6. She lied to us because she had to in order to get a job. 她對我們說過謊話， 那是為了獲得一份工作而不得不這樣做的。
句中“because she had to”后省略了“lie to us”， 以避免同上文重復。在有上下文的句子中，常以不定式符號“to ”來代替上文的某個動詞。例如：
He asked for your help because he had to (ask for your help).
他要求你的幫助，那是因為他不得不求你了。
You can keep your secret if you want to ( keep your secret).
你可以保守秘密，如果你想要保密的話。
“Will you come and join us in the trip?”--“ I'll be glad to (come and join you).”
“你想來參加我們一起旅行嗎?”--“非常樂意(參加)。”
7. I would like her to stay in the company. (= I want her to stay in the company.) 我想要留她在公司工作。
“I would like…”相當于“I want…”的意思(我想要……)，但比“I want…”語氣委婉，顯得客氣些。在“I would like ”后可跟不定式或跟帶不定式的復合結構，即“I would like to do sth.”(我想要干某事)，或“I would like sb. To do sth.”(我想要某人干某事)。例如：
I would like Jim to help me. (=I want Jim to help me.) 我想要吉姆幫助我。
I would like all of you to enjoy working here. (= I hope all of you enjoy working here.) 我希望你們大家都喜歡在這兒工作。
I would like to tell you something about my family story.
我想把我的家庭情況告訴你。
“I would like to…”在口語中常用“I'd like to …”代替(I'd=I would)。例如：
I'd like to say something about how to get a job. 我想談談關于如何求職的問題。
8. But we have never had women working in this part of our company before. (=But we have never let women work in this part of our company before.) 不過，我們以前從來沒讓女人在我們公司的這個部門工作過。
句中的“have never had women working …”的意思相當于“have never let woman work…”(從來沒讓婦女……工作)。注意這里的“have sb. doing sth.”結構意即“let sb. do sth.”。have在這里是使役動詞，作“讓”、“使”、“請”解，常構成“have sb. doing sth.”結構，表示“讓/ 請某人干某事”的意思。例如：
The doctor tried to have Ms King telling the truth.
醫生設法讓金女士說明了真相。
The chemistry teacher had the students looking at him carefully.
化學老師叫學生們仔細地看著他。
He was very funny and had us laughing all the way.
他非常滑稽，一路上逗得我們笑個不停。
9. That's because we never thought of it. 這是因為我們從來沒有想起過這個問題。
由because引導的從句是名詞性從句， 在句中作表語， 其中的it 指代上文所說的“女人從來不在這個部門工作”的問題。短語動詞 think of作“想起”、“想到”解，也可以用 think about， 意思相同。例如：
When she heard the secret, she thought of her mother.
當她聽到這個秘密時，她想起了她的母親。
He was always thinking of/about his family when he first came to school.
他初來上學時，老是想家。
24. The boss looked down upon women. 公司老板看不起婦女。
look down upon意思是“看不起”，“輕視”。例如：
We mustn't look down upon those who fall behind us in study.
我們不可以輕視在學習上落后的學生。
The boss of the company refused to employ Ms King because he looked down upon women. 公司老板拒絕雇用金女士，因為他輕視婦女。
Step 5. Language study
Let the Ss find out the Attributive clause with “whose” in L.74 and L.75. And then give the Ss several examples to explain the Attributive Clause used by “whose”.
由whose引導的定語從句本單元的語法重點是由whose引導的定語從句。在本課的CHECKPOINT中列出了三個例句：
(1) Mr King , whose legs were badly hurt, was taken to hospital.
金先生的腿部受重傷，已送醫院治療。
(2) The boss in whose department Mr King worked called at the hospital.
金先生工作單位的老板到醫院來探視。
(3) The boss of the company , whose name was Mr Little, told the story.
公司的老板名叫利特爾，他講了這個故事。
此外，在閱讀課文(reading)中還出現過類似的由whose 引導的定語從句：
(4) We shall have to make a decision about Ms King, whose story I have just told you. 關于金女士的情況，我剛才已經告訴你們了。 我們得對她的事情作出決定。
(5) Then Mr Pattis, in whose department Ms King worked, said…
接著，金女士工作部門的帕蒂斯先生說道：……
上述例句中的whose是關系代詞who的所有格，作“某某的”解，可以指 “某人的”，也可以指“某物的”。 它引導定語從句，修飾它的先行詞， 同時它本身在從句中作定語。如例(1) 的主句是“ Mr King … was taken to hospital”，中間插入了由whose 引導的定語從句(whose legs were badly hurt)，其中的whose 在從句中作定語，修飾從句的主語 legs( whose legs=Mr King's legs)。 又如例(4)中的定語從句是“whose story I have just told you”，修飾先行詞Ms King； 同時whose在從句中定語，修飾從句的賓語story(whose story= Ms King's story)。再如例 (2) 中的定語從句是“ in whose department Mr King worked ”， 修飾它的先行詞The boss；同時whose在從句中作定語，修飾從句中的介詞賓語department( in whose department=in the boss's department)。
此外，還需要提醒以下幾點：
① 上述五個例句中，例(1)，(3)，(4)，(5) 中的定語從句為非限制性定語從句，從句與主句之間有逗號分開；
② 在例(3)中的“ whose name ”不是指“ the company's name”，而是指“the boss's name”，由whose 引導的定語從句叫做分隔式定語從句。
③ 上述五個例句中的whose都是指“某人的”，其實whose也可以指“某物的”。例如：
The company whose name was Notco was in Australia.
那個名叫Notco的公司設在澳大利亞。
He is living in a house whose windows are painted white.
他住在一座窗戶漆成白色的房子里。
(1). She is the girl. Her English is very good.
She is the girl whose English is very good.
(2). Mr Wang teaches us Chinese. His wife is our head teacher.
Mr Wang whose wife is our head teacher teaches us Chinese.
(3). Mr Little is the boss. Ms King works in his company.
Mr Little is the boss whose company Ms King works in.
Mr Little is the boss in whose company Ms King works.
(4). I am the person. You helped a lot with my lessons.
I am the person whose lessons you helped a lot with.
I am the person with whose lessons you helped a lot.
2.Get the Ss do pair work
Step 6. Practice
SB P19, part 3, practice and do Ex.1 (P.73)
Ask students to use at least two of the words and phrases above to make up a short passage
Step 7. Workbook
Get the students to do the workbook exercises (Exx.2 and 3) individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 75 in the workbook.
(2) Revise the attributive clause that we have just learned.
Lesson 76
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the content of Lesson 74 and 75.
(3) Review the attributive clause.
Step 2. Listening
(1) Pre-listening: T: Nowadays is it easy for a woman to find a job?
S: No.
T: Why not? Can you give an example?
S: There are fewer jobs for men. So it’s more difficult for women to find jobs. Ms King used to
pretend to be a man in order to find a good job.
T: Do you want to know something about Ms King now?
S: Yes.
T: OK, now you’ll hear Ms King, who is now not an engineer, talking about her job. Please turn to
P 125 and look at Exx 1 and 2 first. Just write down some words or phrases that give the needed information, you needn’t write down complete sentences.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 19 with the students. Get the students to make sentences of their own using the useful expressions.
Step 4. Word study
Lead-in:
T: Do you still remember the story about Ms King?
S: Yes,
T: Can you tell it to us? All right, let’s come to the summary of the story about Ms King on P20.
Please go over the passage and then fill in the missing words. One blank, one word.
(Give Ss some time and then check up)
Some useful words or phrases in this passage:
1) design office
2) be taken to hospital
3) examine
4)refuse to do sth
5) remove
6) pretend to be a man(woman)
7) in order to do sth
8) be surprised to do sth
9) find out
10) promise to do sth
11) not … any more
12) It is a good idea to do sth.
13) in future
Step 5. Writing
SB 20, Part 3. Read the instructions and tell the students to do orally in groups of four and then put the 4 paragraphs together to form a passage.
Step 6. Workbook
Workbook Lesson 76 Ex.1~3 and the exercises in Unit 19 Revision. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 76 in the workbook.
(2) Revise the key points of this unit.
(3) Revise the grammar: the attributive clause
Evaluation of teaching: