Analysis of complicated sentences
一、Teaching goals
1. Target language: new words and sentence structure
2. Ability goals: Enable students to learn what simple sentences, compound sentences, complex sentences and complex- compound sentences are then analyze and use them.
3. Learning ability goals: Students are expected to apply what they have learned correctly.
二、Teaching important and difficult points
1. Elicit students how to analyze complicated sentences.
2. Students can apply the knowledge correctly and know the reasons.
三、Teaching aids
A multimedia.
四、Teaching procedures and ways
StepⅠ Revision and lead-in
1. Use the idiom ‘a(chǎn)s wise as Solomon’ by praising one student who has finished the task that the teacher gave.
Enlarge the student’s knowledge. Explain it’s an idiom in Bible, and in it Solomon was the third king of Israel who was known for his wisdom.
Encourage students to enrich their knowledge after class by telling them if they are interested in Solomon, they can look up his information on the Internet, in the book and so on.
2. T: In the reading text, we’ve learnt what an idiom is. It’s in the first paragraph and there are three sentences in it. Who can recite volunteers?
(Ask one student to recite and three students to write them on the blackboard)
Step Ⅱ Grammar and usage
1. Ask the students to analyze the sentences on the blackboard then summary with the aid of the teacher.
1). In other words, its meaning can be completely different from the meaning of its components.
The sentence is a long simple sentence.
Every sentence of this type contains a subject and a predicate. In these sentences, it is useful to identify the subject and the predicate.
The subject is what the sentence is about and the predicate tells us something about the subject and always includes a verb.
●e.g. Islam was started about 1,400 years ago by a man called Muhammad.
2). An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
The sentence is a Complex sentence. It is made up of a main clause and one subordinate (Attribute) clause.
A Complex sentence is made up of a main clause and one or more subordinate clauses. They are linked by subordinators(從屬連詞) such as because, when, where, if, since, that, unless, whereas, whose, while and although.
Discuss
What kinds of Complex sentence do you know?
一、名詞性從句
1、包括主語從句、賓語從句、表語從句、同位語從句
2、引導(dǎo)名詞性從句的連接詞可分為三類：
連接詞： that, whether, if（不充當 從句的任何成分）
連接代詞：what ,whatever, who, whoever, whom, whose, which
連接副詞：when, where, how, why
●It is a pity that you didn't go to see the film.
●She did not know what had happened.
●The news that Tom would go abroad is told by him.
二、定語從句
定語從句中的所有關(guān)系詞不但有具體意義而且都在從句中擔當一定的成分。
關(guān)系代詞：who, whom, whose, which, that等。
關(guān)系副詞：when, where, why等。
在定語從句中，關(guān)系副詞=介詞+which
三、狀語從句
1、時間狀語從句
1）由 as, while引導(dǎo)時，表示主句和從句的動作同時發(fā)生，或一個動作發(fā)生在另一個動作或過程中。
2）由 after, when引導(dǎo)時, 表示主句動作在從句后
3）由 before, when引導(dǎo)時，表示主句動作發(fā)生在從句動作前。
4) 由whenever, every/each time引導(dǎo)時， 表示主句動作以從句動作為條件而發(fā)生。
5）由as soon as引導(dǎo)時， 表示主句動作發(fā)生在從句動作的一瞬間后。
6）由just/hardly…when, no sooner…than引導(dǎo)時， 表示主句動作發(fā)生在從句動作的一瞬間之前。
● We can leave when you are ready.
● After she packed up her things, Mary went to book her ticket.
2.原因狀語從句
由 because, as, since或復(fù)合連詞now that, in that 等引導(dǎo)
3. 地點狀語從句:由where, wherever引導(dǎo)。
4.條件狀語從句
由 if, as (so) long as, unless 引導(dǎo)。
5. 目的狀語從句
由 so that, in order that, in case等引導(dǎo)。
六、 結(jié)果狀語從句
由 so that, so …that, such …that 引導(dǎo)。
七、讓步狀語從句
由 though, even though, however, no matter how/what/who等引導(dǎo)。
八、比較狀語從句
由 than, the more…the more, as…as引導(dǎo)。
九、方式狀語從句
由in the same way, as 等引導(dǎo)。
●As the sun rose the fog dispersed.
●Whenever she had a cold, she ate only fruit.
●Now that we have decorated the house, we can move in.
●The thread breaks where it is weakest.
●Robbie didn’t feel as she did.
●She ought to come down just in case anything happened.
●If necessary, ring me at home.
3) Idioms often use a number of words to represent a single object, person or concept, among other things, and unless you recognize when an idiom is being used, you can easily misunderstand what you read or hear spoken.
The sentence is a Complex-compound sentence. This happens when coordination(并列關(guān)系) and subordination(從屬關(guān)系) occur in the same sentence. In compound sentences, there are two or more clauses. They are usually linked by coordinators such as and, or and but. Each clause can stand on its own.
●e.g. People who follow this religion study Buddhist sutras and they follow the teachings of Buddha.
2. Summary
the simple sentence subject + predicate
the compound sentence subject + predicate +and/or/but+ subject + predicate
the complex sentence main clause + subordinate clause
the complex- compound sentence the simple sentence+ and/or/but+ the complex sentence
3. Notes: The purpose of analyzing sentences
★ This will help students better understand the meaning of a long and complicated sentence, thus, they will read articles faster and understand them better as well as learn to use complicated sentences to express their views .
★ Use the knowledge to solve the problems correctly.
Step Ⅲ Part A on Page 57
● Look at the text below and decide if each sentence is (a) a long sentence ,(b) a compound sentence,(c)a complex sentence or(d) a compound-complex sentence.(to check if they master the important points of the knowledge)
●Ask students to read the instructions of this part and find out what they will do in this section. Have them read the article and work out the answers individually. After they have finished, ask some students to share their answers with the class. At the same time, ask them to analyze the sentences to make sure that they know how to analyze long and complicated sentences.
●Answers: 1 c 2 a 3 d 4 c 5 c 6 c 7 b
Step Ⅳ Part B on Page 57
Look at each group of sentences and combine them to form one complicated sentence, using words in brackets to help you.
Ask one students to read the instructions of this part to the class and make sure that students how to do this exercise correctly. Have them first finish it individually, and then ask four of them to read their sentences to the class one by one. Check the answers and mispronunciation.
Keys:
1. One English proverb is ‘the early bird catches the worm’, which is frequently used to talk about hard work being the key to success.
2. The proverb ‘great minds think alike, but fools seldom differ’ is very famous although it is usually shortened to ‘ great minds think alike’.
3. The proverb ‘don’t count your chickens until they are hatched’ means ‘don’t count on something going well until it happens’, and this proverb is very popular.
4. The proverb ‘ make hay while the sun shines’ is very old, and it comes from the old day when people all worked on farms.
Step Ⅴ Consolidation
Ask the students to finish and analyze the following problems and tell the reasons.
(If they understand the meaning of the sentences and know why the answer is “A”, not “B” or “C”, it means that they master the important points of the knowledge and solve the difficult points)
1. Have a try:
●（2006湖南） We saw several natives advancing towards our party, and one of them came up to us,______ we gave some bells and glasses.
A. to which B. to whom C. with whom D. with which
●(2005山東) He was educated at a local grammar school, ______ he went on to Cambridge.
A. from which B. after that C. after which D. from this
●(2005江蘇) The place ______ the bridge is supposed to be built should be _____ the cross-river traffic is the heaviest.
A. which; where B. at which; which C. at which; where D. which; in which
Keys: B A C
2. Find the mistake in the following sentences and try to correct then give the reason.
1) Autumn comes, leaves turn yellow.
2) Have you ever asked him the reason why may explain his being late?
3) If a man goes to work goes without breakfast, he may easily feel tired.
4) It was early morning that we reached the coast of that city.
5) The worker went on with the work which he had left it yesterday.
Keys: 1) comes coming /, and 2) that/which 3) who goes without breakfast 4) when 5) which where
3. Fill in the blanks with appropriate subordinators.
1) In the autumn, leaves can be seen falling from the tree_______ a strong wind blows. This kind of scene is often used to express sad feeling in films.
2) _________ all successful people have in common is ________ they have perseverance.
3) The problem with _______ we are now faced is that there are not enough desks in the classroom.
4) Our bad living habits, such as polling the air and water, have already destroyed much of the Earth. Only by changing ________ we live can we save our planet.
Keys: 1) when 2) What that 3)which 4) how
Step Ⅵ Let’s enjoy （Pay attention to long complicated sentences）
The Wonderful Wizard of Oz[綠野仙蹤]
1. The Cyclone
Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmer's wife. Their house was small, for the lumber to build it had to be carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking cook stove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in another corner. There was no garret at all, and no cellar-except a small hole dug in the ground, called a cyclone cellar, where the family could go in case one of those great whirlwinds arose, mighty enough to crush any building in its path. It was reached by a trap door in the middle of the floor, from which a ladder led down into the small, dark hole.
When Dorothy stood in the doorway and looked around, she could see nothing but the great gray prairie on every side. Not a tree or a house broke the broad sweep of flat country that reached to the edge of the sky in all directions. The sun had baked the plowed land into a gray mass, with little cracks running through it.
Homework:
1. Read the content on Page 56 and Page 57 after class.
2. Finish the exercises on Page 128 in Wb.