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《Unit5 Languages around the world》单元教案
Period 3 Discovering Useful Structures
教学设计
课 题：Unit5 Languages around the world Period 3 Discovering Useful Structures
学科：英语
班 级：Class
授课教师：
【教学目标】
1. Understand and use relative adverbs' when ',' where ', and' why 'to guide relative clauses; Understand in/on/at which is equivalent to when, where in relative clauses; able to use relative clauses to describe specific information about things.
2. Use restrictive relative clauses to provide specific descriptions of things one likes, in order to strive for richer and more accurate language, while improving English language organization skills and developing logical thinking abilities.
3. Cultivate students' ability to identify restrictive relative clauses guided by relative adverbs.
【教学重点】
Understand and apply relative adverbs and prepositions+which to guide relative clauses.
【教学难点】
Help students improve their ability to actively use relative clauses to describe things,so that they can correctly express their preferences and reasons for things.
【教学方法】Self-learning approach; asking-and-answering activity.
Step1 Discovering
Students read the sentence, draw an attributive clause, familiarize themselves with the structural form of the clause, and then discuss the role of the clause in the entire sentence (limiting, supplementing, and explaining the things modified earlier). Teachers can also explain the grammatical functions of the modified antecedent and relative adverb in the sentence.
Underline subordinate clauses in a sentence and determine whether they are restrictive relative clauses or object clauses.
1) He thinks German is so difficult because of its grammar.
2) Have you decided where to go on vacation
B: After two years of study; I really want to go to a French speaking country
Speak up.
3) According to an ancient story, there was a time when only one language was spoken in the world.
4) This article introduces how Chinese characters change over time.
2. Students browse the main reading of this unit and find similar restrictive relative clauses. For example:
There are many reasons why this is possible...
Animal bones and shells carved by ancient Chinese people as symbols.
As a unified country, the Chinese writing system began to develop in one direction.
Written Chinese has also become an important means of connecting China's present and past.
3.Students attempt to distinguish between relative clauses and object clauses. Teachers can simply summarize the differences between the two types of clauses to avoid confusion among students. Teachers can use the following sentences to demonstrate.
Do you know when the Tangshan earthquake occurred (Yes, July 28th, 1976.)
Please remember the day when the earthquake occurred.
July 28, 1976 was the day when the Tangshan earthquake occurred.
Teaching tip: The teacher presents two types of subordinate clauses in the context of natural communication with students, which helps students to concentrate on comparing their functions and usages.
Step2 Practice
3. 学生完成练习填空，师生校对答案。
Fill in the blanks with the correct relative pronouns or adverbs, Add a preposition where necessary.
1. Japanese uses three writing systems,including kanji__________originated in China.
2 .Nineteen fifty-three was the year__________ Xinhua Zidian, or the New Chinese Dictionary, first came out.
Step3 Consolidation
Students pair up, ask each other questions, practice using relative clauses, and then have a dialogue presentation. Teachers make appropriate evaluations.
Guess this place/person. Students will think of one or two famous places and one or two celebrities. They wrote them down. Students form pairs or groups and take turns asking yes/no questions using relative clauses, guessing places or people. For example:
A: Is this a place where people speak Chinese
B: No, it's not.
A: Okay. Is this a place with a cold climate
B: Yes, it is.
A: Is this a mountainous area
B: Yes, it is.
A: Is it Canada
B: That's right!
Step4 Homework
Think of one of your favorite memories and write a short passage about it using relative clauses.

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