资源简介

Unit 5 Languages Around the World
Discovering Useful Structures
Restrictive relative clauses (2)
教材分析
This teaching period mainly deals with the grammar: The method of judging relative adverbs of attributive clauses. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.
教学目标与核心素养
1. Get students to have a good understanding of the basic usages of relative adverbs of attributive clauses.
2. Enable students to use the basic phrases structures flexibly.
3. Develop students’ speaking and cooperating abilities.
4. Strengthen students’ great interest in grammar learning.
教学重难点
1. How to enable students to have a good understanding of the basic usages of relative adverbs of attributive clauses.
2. How to enable students to judge and use the relative adverbs of attributive clauses flexibly.
教学过程
Step 1: 语法自主探究
关系副词的用法
一、判断定语从句的关系副词的方法
如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中作原因状语，则用关系副词why。
二、关系副词的基本用法
指代 关系副词 在从句中的作用 例句
时间名词 when（=at/ in/ on +which） 时间状语 I shall never forget the day when we moved into our new house. （先行词the day还原到从句中为: we moved into our new house on the day , 作时间状语，用when或on which） 我永远不会忘记我们搬入新房子的那一天。
地点名词 where（=at/ in/ on+ which） 地点状语 This is the village where my father was born. （先行词the village还原到从句中为: my father was born in the village, 作地点状语，用where或in which） 这就是我父亲出生的村庄。
原因名词 why（=for which） 原因状语 This is the reason why he missed the early bus. （先行词the reason还原到从句中为: he missed the early bus for the reason, 作原因状语，用why或for which） 这是他错过早班车的原因。
三、关系副词和关系代词的正确使用
关系副词和关系代词的选择要看先行词在定语从句中充当什么成分：如果作状语，则用关系副词；如果作主语、宾语、表语，则用关系代词，而不能只看先行词是什么。 I’ll never forget the day (that/ which) I spent with you on the farm. (先行词the day还原到从句中为: I spent the day with you on the farm, 作spent的宾语，用that/ which) 我永远不会忘记我们在农场一起度过的那一天。 I’ll never forget the day when I worked with you on the farm. (先行词the day还原到从句中为: I worked with you on the farm on the day, 作时间状语，用when或on which) 我永远不会忘记我们在农场一起工作的那一天。 He works in the factory (that/ which) I visited last year. (先行词the factory还原到从句中为: I visited the factory last year, 作visited的宾语，用that/which) 他在我去年参观的那个工厂工作。 He works in the factory where these bikes are made. (先行词the factory还原到从句中为: these bikes are made in the factory, 作地点状语, 用where或in which) 他在制造这些自行车的那个工厂工作。 This is the reason (that/which) he explained to us. (先行词the reason还原到从句中为: he explained the reason to us, 作explained的宾语，用that/which) 这就是他对我们解释的理由。 I don’t know the reason why he was so angry. (先行词the reason还原到从句中为: he was so angry for the reason, 作原因状语，用why或for which) 我不知道他如此生气的原因。
四、关系副词易错点：
1.where指代抽象地点，意为“在…… 中（下）” where既可以指代具体的地点名词，也可指代抽象地点名词，常见的抽象地点名词：case, point, situation, condition, scene, stage, position, activity, platform, race, environment, atmosphere, family, job等。 I have reached a point in my life where I should make decisions of my own. 我已经到了一个在我人生中自己做决定的地步了。 Nowadays people are more concerned about the environment where they live. 目前人们更加关心他们所居住的环境。 Life is like a long race where we compete with others to go beyond ourselves. 人生像一场长跑比赛, 我们在比赛中和他人竞争以超越自己。
2.when指代抽象时间，意思为“在 ……的时间里” when既可以指代具体的时间名词，也可指代抽象时间名词，常见的有occasion（时机）, time, age, period等。 Occasions are quite rare when I have the time to spend a day with my kids. 我有时间和孩子们呆一天的机会很少。 We are living in an age when many things are done on computers. 我们生活在一个许多事情靠计算机来做的时代。
3.why不能引导非限制性定语从句 非限制性定语从句不能用why引导, 要用for which。 I have told him the reason, for which I missed the early bus. 我没赶上早班车, 我已经告诉了他原因。 The main reason, for which he lost his job, was that he drank too much. 他失去工作的主要原因是酗酒。
4.way作先行词 ①先行词way在定语从句中充当方式状语，引导词用that或in which，也可省略。（注意不用how, how不能引导定语从句。） ②充当主语、宾语，引导词用 that 或which，做主语时不可省略，做宾语时可省略。 This is the way (that/in which) he solved the problem. (先行词the way还原到定语从句中为：he solved the problem in the way，作方式状语，引导词用that或in which，也可省略。) 这就是他解决问题的方法。 This is the way (that/which) he used to solve the problem. (the way作used的宾语，that/which可省略) 这就是他所使用的解决问题的方法。 This is the way that/which was used to solve the problem. (the way作was used的主语，that/which不可省略) 这就是被使用的解决问题的方法。
五、使用定语从句时注意的几个方面：
（一）分割式定语从句
定语从句和它所修饰的先行词中间插入谓语、状语或另外的定语等成分，使定语从句与所修饰的名词分割开来，或者插入语把引导词与定语从句分割。理解句子时，注意找准先行词。 A new teacher will come tomorrow who will teach us English. 教我们英语的一位新老师明天就要到了。 The days are gone when physical strength was what you needed to make a living. 完全靠体力挣钱谋生的时代已经过去了。 I walked up to the top of the hill with my friend, where we enjoyed a splendid view of the lake. 我和朋友爬到了山顶，在那里我们欣赏了美丽的湖光景色。 The scientist has made another discovery, which, of course, is of great importance. 科学家另有发现，当然，这个发现很重要。
（二）易混从句对比
1. Is this factory the one (that) you visited yesterday (the one作表语，that引导定语从句，修饰the one) Is this the factory (that/ which) you visited yesterday (that/which引导定语从句并作宾语，可省略)
2. The old man has three sons, one of whom is a teacher. (定语从句，用引导词whom) The old man has three sons, and one of them is a teacher. (并列句，用代词them)
3. The news (that/which) he told us is true. (定语从句，引导词用that和which都可) The news that our team won the game is true. (同位语从句，引导词只用that，不用which)
4. The doctor did all (that) he could to save the boy. (有先行词all，that引导定语从句) The doctor did what he could to save the boy. (没有先行词，what引导宾语从句)
5. As is known to the world, Mark Twain was a famous writer. (as引导非限制性定语从句) It is known to the world that Mark Twain was a famous writer. (it是形式主语，that从句是真正的主语) What is known to the world is that Mark Twain was a famous writer. (what引导主语从句)
6. You should leave things at the place where you can find them again easily. (有先行词，where引导定语从句, 也可用at which) You should leave things where you can find them again easily. (没有先行词，where引导地点状语从句，不可用at which)
7. It was in this place that he was born. (强调句) This is the place where he was born. (定语从句) It was in the factory where he worked that we met each other together. (where引导定语从句，that构成强调句)
8. He is such a good teacher/so good a teacher as we all like. (as引导定语从句) He is such a good teacher/so good a teacher that we all like him. (that引导结果状语从句)
9. This is the first time (that) I have come to Beijing. (time表“次数”，从句引导词用that，也可省略) There was a time when I didn’t like English. (time表“时间”，定语从句引导词用when)
10. The reason why he didn’t come yesterday is that he was ill. (why引导定语从句，that引导表语从句)Unit 5 Languages Around the World
Listening＆Speaking＆Talking
教材分析
Listening and Speaking introduces the topic of "exploring languages around the world”. The listening passage introduces six kinds of work of the United Nations. The text also introduces the reasons why different people choose to learn different foreign languages. It also takes into account the individual needs of students while expanding their international vision. In the end, three questions "what do you think ", " which other language would you choose to study " "why ”connect with their own situation. Students can think deeply about their motivation and reasons for learning a foreign language.
Listening and Talking introduces the theme of "exploring different kinds of English". The listening part is designed to let students understand the characteristics of English diversity. English is the official language of many countries in the world. English is an important tool to help teenagers communicate with the world, so teenagers should learn English and build up our confidence in learning English. As an English language learner, the majority of young people should also understand some typical differences between them to avoid unnecessary misunderstanding in communication.
The listening text belongs to speech report style. Its content is divided into two parts: the first part introduces the diversity of English indicates that people in different countries use different English in pronunciation, vocabulary and grammar. This difference won't cause the communication barrier between native speakers, but it will cause some sense of misunderstanding for English learners. The second part of the text is a dialogue to illustrate a specific incident that led to a misunderstanding.
教学目标与核心素养
1. Instruct students to get main facts and sum up main ideas by listening and motivate them to talk about the topics about how to express their reasons why they learn a second language after listening and how to give a formal report concerning languages.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
教学重难点
1. Teach students to understand the working language of the United Nations through listening and explore the motivation and reason for learning foreign language with their peers.
2. Prompt Ss to talk about the related topics, such as which other languages you want to like and why and introducing a certain foreign language.
教学过程
Part 1: Listening and Speaking
Lead in
The teacher is advised to talk with their students about languages around the world.
Boys and girls, before our listening let’s work in pairs and discuss the following topics:
Which language has the largest number of native speakers
Which language is the most popular and useful language in the world
Why do you learn English
Any volunteers to share your ideas
After their small talk, the teacher can move on by finishing the following listening task:
Play conversation 1 which is about the two languages with the most native speakers and after finishing listening for the first time, the students need to solve the following tasks.
Listen to a speech and tick the two languages with the most native speakers and circle the official languages of the United Nations.
O Russian O Chinese O Korean O Japanese O Spanish
O Arabic O English O French
Listening tip:
Reference Pronouns (it, they, she, etc.) refer to something or somebody mentioned earlier. Pay attention to the context of words to help you understand what the pronouns refer to.
After finishing the task above, the teacher plays the same material again and after finishing listening, the students need to solve the following task.
Listen to the tape and answer the following questions:
1. What is the main topic of this speech
2. How many languages are there in the world
3. How many billion people speak the UN's official languages as their native or second language
4. What is the attitude of the speaker towards foreign language learning
Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the speaking project:
Speaking Project
Work in pairs or groups. Discuss which other language(s) you want to learn and why.
My father is doing business with Russians. I'd like to learn Russian so I can help him in the future.
I like watching Japanese cartoons, so I'd like to learn Japanese.
Perhaps I should study French. I think it sounds beautiful, and I know it's used in many countries.
EXAMPLE
A: What language do you want to study
B: I really want to study French. I think that the French language sounds beautiful.
A: Why Do you want to go to France some day
B: Yes, I'd love to. Also, French is used by many international organizations around the world. Do you know that FIFA's full name is in French
A: Oh, I remember that. But I don't know how to pronounce it.
Part 2: Listening and Talking
Step 1：Listen to the first part of the talk，which is about the introduction of different kinds of English and after finishing listening for the first time, the students need to solve the following tasks.
What are the different kinds of English mentioned
Step 2: Listen to the second part of the talk. What are the two pairs of words that the student is confused by Tick them in the boxes.
口semester/term 口restroom/toilet 口gas/petrol 口 subway/underground
Step 3: Look at the pairs of words below. Which words are British English and which are American English Try to think of more pairs of words like these.
petrol sweet toilet honour mum flat gas candy restroom honor mom apartment
Speaking Project
Work in pairs. Choose one or two pairs of words in step 3 and make a conversation.
Useful expressions to make a dialogue.
Do you mean … Does that mean … I'm sorry. What does … mean I'm sorry. Would you mind repeating. I beg your pardon. So what you're really saying is… So am I right in saying …Unit 5 Languages Around the World
Reading for Writing
教材分析
The theme of this period is how to enable students to write a blog about English learning problems. Teachers can ask students to reflect on their learning problems and summarize the problems.
The language of three sections of online posts is simple, flexible, and more casual and personalized, which is the typical characteristics of informal style. Each of the students not only raised their own questions, but also answered the questions of the previous netizen.
The purpose of the question is to enlighten the students who have the same problem.
Teachers are advised to start from talking about students’ difficulties and solutions in English learning, and make the transition to reflect on their actual learning situation of oneself.
教学目标与核心素养
1. Get students to have a good understanding of how to write a blog about English learning problems.
2. Enable students to use some writing skills flexibly.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
教学重难点
1. How to enable students to have a good understanding of the skills of writing a blog.
2. How to motivate students to discuss their learning problems in English actively.
教学过程
Step 1: Lead in
Begin the class with the lead-in questions:
Do you have some problems in English learning
What is your biggest challenge
It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details concerning each one’s problem and advice from another one.
The teacher is expected to ask students to read a blog silently and then request students to discuss the questions below.
In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.
Read some posts from an online forum which is about some learning English problems of Chinese students and finish the tasks.
What are the problems of the following students
Names Problem
Liu Wen Trouble with listening to native English speakers
Jia Xin How to be polite in English
Li Rui Remember new vocabulary
Step 3: Read to sum up
Read it again and sum up the advice to the problem of each student
Jia Xin’s advice on Liu Wen’s problem
Li Rui’s advice on Jia Xin’s problem
Your advice on Li Rui’s problem
Step 4: Work in pairs. List your learning problems in English and brainstorm some useful advice.
Useful expressions
I don’t know how to… Is a big difficulty for me. I cannot ...
You might try … It’s very important to…
I have no idea how/what... My biggest problem is ...
I (also) have trouble with... My advice is … This worked for me.
l cannot understand the teachers’ English in class.
博客写法指导
博客通常是由简短且经常更新的海报所构成,这些张贴的文章都按照年份和日期排列。
增分佳句
(1)开头语:第句话用来交代活动的内容和时间
①We’ll have a show/football match on July 16th.
我们将于七月十六日举行一次展览/足球赛。
②There is a piece of news that we’ll hold a show/football match on July 16th.
有消息说我们将于七月十六日举行一次展览/足球赛。
③Our school is holding an English party at seven in the concert hall this evening.
我们学校将于今晚七点在校音乐厅举行英语晚会。
(2)正文:交代活动的地点及其他相关内容
①The match will be wonderful.比赛将会非常精彩。
②You can buy tickets online, and the price is 2 yuan for each.你可以网上购票，每人两元。
③Call Lily at 51542636 or email… 请致电莉莉51542636或发电子邮件……。
(3)结束语:用一些鼓励性语言激发读者的兴趣
①Please come and cheer for them.快来给他们加油吧。
②All are warmly welcome.热烈欢迎各位。
Homework：
为提高我校学生的英语口语水平，我们将举办英语演讲比赛(English-speaking contest),请你根据下面的信息，以学生会(the Students’ Union)的名义写一份海报，欢迎全校同学参加，届时特邀本校美籍教师史密斯先生颁奖。
报名时间 9月30日以前(报名:signup)
报名地点 学生会办公室
比赛时间 10月9日晚7:00~9:00
比赛地点 学校大会议室
奖励 前8名Unit 5 Languages Around the World
Writing
Write a Blog about English Study
Teaching Objectives
1. Students will be able to understand the importance of English study in their academic and professional lives.
2. Students will be able to organize their thoughts and express them effectively in English.
3. Students will be able to use various writing techniques to enhance their essays.
4. Students will be able to revise and edit their own work.
Teaching Key Points
1. The significance of English study for personal and professional growth.
2. The process of outlining and organizing ideas before writing.
3. The use of transition words and phrases to connect ideas smoothly.
4. The importance of proofreading and editing for effective communication.
Teaching Difficulties
1. Overcoming the fear of making mistakes in speaking and writing English.
2. Understanding and applying different writing styles and genres.
3. Grammar, vocabulary, and sentence structure in written English.
Student Analysis
The students are junior high school students who have a basic understanding of English grammar and vocabulary but lack confidence in expressing themselves in writing. They need guidance in organizing their thoughts, using appropriate language, and revising their work effectively.
Teaching Methods
1. Lecture-based instruction: Explain the importance of English study and the key points to be covered in the essay.
2. Group discussion: Discuss real-life examples of how English study has benefited individuals and communities.
3. Independent practice: Students write an essay on “Why English Study is Important” using the outline provided.
4. Peer review: Students exchange their essays with each other for feedback and improvement.
5. Self-assessment: Students revise their essays based on the feedback received and submit the final drafts for evaluation.
Teaching Process
1. Lecture (5 minutes): Explain the importance of English study and its relevance in today’s globalized world.
2. Group Discussion (10 minutes): Discuss real-life examples of how English study has benefited individuals and communities, using handouts provided by the teacher.
3. Writing Practice (15 minutes): Students work on outlining their essay using the provided outline, focusing on the main points they want to cover in their essay.
4. Peer Review (10 minutes): Students exchange their essays with each other for feedback and improvement, focusing on grammar, vocabulary, and sentence structure.
5. Self-Assessment (5 minutes): Students revise their essays based on the feedback received and submit the final drafts for evaluation, using the provided rubrics for self-assessment.
6. Homework: Students write a blog post about “Why English Study is Important” using the same format as their essay, focusing on providing specific examples and details to support their argument.
7. Final Assessment: Students submit their blog posts for evaluation, focusing on clarity, coherence, organization, grammar, vocabulary, and style.
Homework
Students should write a blog post titled “Why English Study is Important” using the following prompts as inspiration:
1. How has learning English helped you personally Provide specific examples from your life or experiences.
2. How has learning English helped you professionally Provide specific examples from your job or career path.
3. How can learning English benefit society at large Discuss potential societal impacts of strong English skills.
4. What challenges have you faced while learning English How did you overcome them What strategies worked best for you
5. What advice would you give to someone who is just starting to learn English or wants to improve their skills

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