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Unit 5 Languages Around The World
单元语篇教学设计
单元语篇课时教学设计
Period 4
Teaching and learning contents: Discovering Useful Structures
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn to describe their favorite things by using restrictive attributive clauses(Language competence+ Thinking quality)
2) Improve their ability of language organization; (Learning ability + Language competence )
Teaching and learning important points:
Help students to improve their ability of actively using attributive clauses, and get them learn to express their like and its reason.
Teaching and learning difficult points:
The usage of attributive clause.
Teaching and learning procedures:
Step 1 Review
Activity 1 Read and observe
Read and observe the following four sentences from p64 in the book, and try to figure out the basic forms of restrictive attributive clauses starting with relative adverbs.
1. It was a time when people were divided geographically.
2. Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.
3. Chinese writing system began to develop in one direction.
4. There are many reasons why people learn a foreign language.
5. These were animal bones and shells on which symbols were carved by ancient Chinese people.
Answers:
句1：关系副词when在定语从句中作时间状语。
句2：关系副词where在定语从句中作地点状语。
句3：关系副词why在定语从句中作原因状语。
句4、5：“介词＋which”在定语从句中作状语。
Step2 Learning about structures—Relative Adverbs: when/where/why/prep.+which
(In this step, the teacher explains the concept of relative adverbs in restrictive attributive clause and their usages in sentence so that the students can have a clear idea of what they are and can identify the phrases and their functions, and finally can use them in sentences and text correctly.)
Activity 2 Concept and usage learning
Introduce the teaching and learning contents and objectives of this period and then learn about the useful structures.
I关系副词引导的定语从句
当先行词在定语从句中作状语，即定语从句不缺主语、宾语或者表语时，通常要用关系副词引导定语从句。常用的关系副词有where，when，why等。关系副词的指代及功能如下：
关系副词 先行词 功能
when 表示时间的名词 时间状语
where 表示地点的名词 地点状语
why reason 原因状语
1. 关系副词where
where引导的定语从句的先行词往往是表示地点的名词(如place，room，house，spot，school，country等)，关系副词where在从句中作地点状语，相当于“介词in/at/on...＋which”。
e.g. The stadium where/in which the athletes work out is not far from here.
运动员们锻炼的体育馆离这里不远。
After living in Paris for fifty years he returned to the small town where/in which he grew up as a child.
在巴黎生活了50年后，他回到了儿时成长的那个小镇。
This is the house where/ in which I lived two years ago. ( where=in which/ in the house)
Harvard is a world-famous university where/ in which Wang An got his Doctor degree.
(where=in which/in Harvard)
【注意】当先行词为situation, case, stage, point, activity, atmosphere等抽象名词，且引导词在定语从句中表示事情发生的情况、阶段等时，常用关系副词where引导。
e.g. They have reached the point where they have to separate with each other.
他们已经到了必须分手的地步。
2. 关系副词when
when引导定语从句时，先行词往往是表示时间的名词(如time，day，week，month，year等)，关系副词when在从句中作时间状语，相当于“介词in/at/on/during...＋which”结构。
e.g. I will never forget the day when/on which I first saw you.
我永远不会忘记第一次见到你的那天。
I’ll never forget the time when I was trapped in a burning house.
我永远不会忘记我被困在燃烧着的房子里的时候。
I’ll never forget the day when I joined the league. (when=on which /=on the day)
We still remembered the days when we travelled together. (when=in which=in the days)
3. 关系副词why
why引导定语从句时，先行词常为reason，关系副词why在从句中作原因状语。相当于“for＋which”结构。
e.g. Do you know the reason why/for which she is under great stress
你知道她压力很大的原因吗？
There are many reasons why people like traveling. (why=for the reasons)
Do you know the reason why she was late. (why=for the reason)
4. 关系代词与关系副词的用法区别
选用关系代词还是关系副词，归根结底要看定语从句缺什么成分。如果缺的是主语、宾语、表语或定语，就用关系代词，如果缺的是状语，就用关系副词。
1) 先行词表示时间。
e.g. I will never forget the days when we had a good time on the beach.
(从句缺状语，故用when)
我永远不会忘记我们在海滩上玩得很开心的那些日子。
I will never forget the days (which/that) we spent together on the beach.
(从句缺宾语，故用which或that)
我永远不会忘记我们一起在海滩上度过的日子。
2) 先行词表示地点。
e.g. The mountain village where I used to stay for one night last year has taken on a new look.
(从句缺状语，故用where)
我去年住过一晚的那个山村现在面貌焕然一新。
The mountain village (which/that) we paid a visit to last year has taken on a new look.
(从句缺宾语，故用which或that)
我们去年参观过的那个山村现在面貌焕然一新。
3) 先行词是reason。
e.g. The reason why he was late for work was that he had an accident on the way.
(从句缺状语，故用why)
他上班迟到的原因是他在路上出了事故。
The reason (which/that) he gave for his being late for work was that he had an accident on the way.
(从句缺宾语，故用which或that)
他说他上班迟到的原因是他在路上出了事故。
【练习1】用适当的关系词填空
①I still remember the days when we chatted with each other all night.
②I still remember the days that/which we spent together on the farm.
③I don’t know the reason why he dropped out of college.
④I won’t listen to the reason that/which you have given us.
⑤This is the place where we held a party last week.
⑥This is the place that/which we visited last week.
II“介词＋关系代词”引导的定语从句
关系代词作介词的宾语时，为了使关系代词与先行词的关系更加紧凑，可以将从句中的介词提到关系代词前，形成“介词＋关系代词”的结构。该结构中的关系代词可用which(指物)或whom(指人)。
1. 介词的选用：可以遵循“一先二动三意义”的原则。
1)“一先”——依据与先行词搭配的具体意义而定。
e.g. I’ll never forget the farm on which I spent my childhood in the country.
(on the farm“在农场上”)
我永远不会忘记我在乡村度过童年时光的那个农场。
This is the camera with which he often takes photos.
(with the camera“用照相机”)
这就是他经常用来拍照的相机。
2)“二动”——依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。
e.g. He brought the result with which the boss was satisfied.
(be satisfied with“对……满意”)
他带来了令老板满意的结果。
Yesterday we visited the West Lake for which Hangzhou is known.
(be known for “因……而出名”)
昨天我们游览了西湖，杭州因其而出名。
3)“三意义”——根据从句表达的意义和先行词的逻辑关系来确定。
e.g. This is the pilot by whom my son was saved.
这就是救了我儿子的那位飞行员。
The colorless gas without which we cannot live is called oxygen.
这种无色的、离开它我们就无法生存的气体叫作氧气。
【注意】有些“动词＋介词”短语如look for，look after，call on等，如果介词提前将会失去动词短语的意义，所以不可把介词置于关系代词前。
e.g. Is this the brochure which she is looking for
这就是她在找的那本册子吗？
The babies whom the nurses are looking after are healthy.　
护士们在照看的婴儿都很健康。
2.“名词/数词/代词等＋介词of＋关系代词”结构。
有时“介词＋关系代词”前还会有名词、数词、代词等，表示部分、整体、数量等概念。
e.g. The river，the banks of which are covered with trees, flows to the sea.
这条河流入大海，河的两岸都是树。
In the class there are 50 students，most of whom are very hard－working.
这个班里有50个学生，其中大多数都很勤奋。
【练习2】介词填空
①Is this the car for which you paid a high price
②In the dark street, there wasn’t a single person to whom she could turn for help.
③The old man has two sons, both of whom are lawyers studying abroad now.
④I can’t remember the age at which he won the prize.
⑤This is the pilot with whom my brother has worked for ten years.
Step3 Discovering and using structures
Activity 3 Identifying the structures
Get the students to read the reading passage again, and try to underline all the attributive clauses in the passage. Let students have the chance to read these sentences and work out the usage of these attributive clauses on their own or in groups.
Sentences from the passage in Reading and Thinking:
1. China is widely known for its ancient civilisation which has continued all the way through into
modem times, despite the many ups and downs in its history.
2. There are many reasons why this has been possible, but one of the main factors has been the Chinese writing system.
3. It dates back several thousand years to the use of longgu—animal bones and shells on which symbols were carved by ancient Chinese people.
4. Emperor Qinshihuang united the seven major states into one unified country where the Chinese
writing system began to develop in one direction.
5. Written Chinese has also become an important means by which China’s present is connected
with its past.
6. People in modem times can read the classic works which were written by Chinese in ancient times.
7. The high regard for the Chinese writing system can be seen in the development of Chinese characters as an art form, known as Chinese calligraphy, which has become an important part of Chinese culture.
8. Over the years, the system developed into different forms, as it was a time when people were divided geographically, leading to many varieties of dialects and characters.
Activity 4 Using structures
1. Get the students to work in pairs to finish the Exercise 2 on P64.
Fill in the table to complete each phrase with a restrictive relative clause. Then use the phrases to make complete sentences.
For example: the day /when
Do you know when the Tangshan earthquake happened ( Yes. On 28 July 1976.)
Please remember the day when the earthquake happened.
28 July 1976 is the day when the Tangshan earthquake happened.
2. Get the students to work in pairs to finish the Exercise 3 on p64.
Complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary.
Answers: where/in which; when/on which; where/at which; which/that; why
3. Get the students to work in pairs to finish the Exercise 4 on P64.
For example:
A: What kind of day makes you happy
B: It’s day when I meet an old friend.
4. Exercise.
Finish the following exercise, then check the answers and discuss with your partners in groups.
1) The person ______ you should write to is Mr. Ball.
2) The person to ______ you should write is Mr. Ball.
3) The games _______ he competed in were swimming and shooting.
4) The games in ______ he competed were swimming and shooting.
5) October 1st, 1949 is the day ______we will never forget.
6) Is this the shop _______ sells children’s clothing
7) His parents wouldn’t let him marry anyone ______ family was poor.
8) The pen __________ he is writing now was bought yesterday.
9) He is the man _________ you can turn for help.
10) This is the tree under ______ we used to play games.
11) The farm _________ we worked ten years ago isn’t what is used to be.
12) A biologist is a man ________ has a great knowledge of biology.
13) The poor boy ________ lost both his parents last year lives with his grandfather.
14) This is the factory _________he worked ten years ago.
15) This is the factory ________ makes toys.
16) He is the boy ______ family was poor.
Answers: who/that/whom; whom; which/that; which; that / which; which / that; whose; with which; to whom; which; on which; who / that; who / that; where / in which; which / that; whose
单项选择 (Optional)
1) Is this the factory ____ he worked ten years ago
A. that B. where C. which D. the one
2) Is this factory ____ some foreign friends visited last Friday
A. that B. where C. which D. the one
3) I shall never forget those years ___ I live in the farm __ you visited last week.
A. when; where B. which; which C. when; which D. which; where
4) Do you know the reason ___ he was late
A. for which B. for what C. which D. that
5) May the fourth is the day ____ we Chinese people will never forget.
A. which B. when C. on which D. about which
6) Is that the reason ____ you are in favor of the proposal
A. which B. what C. why D. for that
7) I like the second football match ____ was held last week.
A. which B. who C. that D. /
8) I will never forget the day ____ we studied together.
A. at which B. on that C. at that D. on which
9) I should like to use the same TV set ___ is used in your classroom.
A. which B. who C. as D. whose
10) The Second World War ___ millions of people were killed ended in 1945.
A. on which B. where C. in that D. during which
11) Who can think of a situation _____ this idiom can be used
A. which B. that C. where D. in that
12) We’re talking about the piano and the pianist ___ were in the concert we attended last night. A. which B. whom C. who D. that
13) I have many books, some of ___ are on chemistry.
A. them B. that C. which D. those
14) I don’t like ____ you speak to her.
A. the way B. the way in that C. the way which D. the way of which
15) Can you tell me the name of the factory ___ you visited last week
A. what B. where C. / D. when
Answers: 1-5 BDCAA 6-10 CCDCD 11-16 CDCAC
Activity 5 Language point learning
The more I learnt of a language, the more my brain would grow.
在学习语言的过程中，我感觉自己越学越聪明。
“The +比较级，the +比较级”意为“越……，越……”。其中的比较级可以用形容词的比较级，也可用副词的比较级。第一句为从句，第二句为主句。
e.g. The harder you study, the more progress you'll make.你学习越努力，进步就越大。
The more you practise, the better you will speak English.你练得越多，英语就会讲得越好。
Step 4 Evaluation and summary
Activity 6 Self-evaluation
Use the self-evaluation form to guide the students to reflect their learning of this period.
Learning contents (What have you learned ) New language items
New skills
Text reconstruction (Describing foreign language learning, using relative adverbs)
Learning effect (How is your learning )
Learning improvement (What will you do to improve your learning)
Activity 7 Summary
(The teacher) Summarize the main contents of this period briefly, including the usage of restrictive attributive clause, and how to describe favourite things.
Homework：
1. Complete the exercises in Using Structures on P96 -797 in workbook.
2. Get students make up their notes about this grammar on the basis of understanding.
附：【设计意图】
步骤 活动 意图
Step 1 Review Activity 1 Review 检查练习，复习巩固语言知识，点评学生语篇学习报告。
Step 2 Learning about structures Activity 2 Concept and usage learning 学习语言知识（语法和语用知识），为语言知识运用奠定基础。
Step 3 Discovering and using structures Activity 3 Identifying the structures 运用所学语言知识在具体的语境中判断篇章中的定语从句，包括限制性定语从句、非限制性定语从句、关系代词和关系副词的用法和区别。
Activity 4 Using structures 在具体的语境中运用所学语言知识（定语从句中关系副词的用法）回答问题，体会和总结改语法点的用法。
Activity 5 Language points 掌握重点单词和句型的用法。
Step 4 Evaluation and summary Activity 6 Self-evaluation 学生自我课堂评价、总结与反思。
Activity 7 Summary 教师总结与强化所学语言知识，强调语篇文本重新建构与提升的方法。

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