Unit5Languagesaroundtheworld整单元公开课教案
Unit5Listeningandspeaking教案
Teachingaims:
1.Enablestudentstogetfamiliarwithlanguages,especiallythe6officiallanguages
oftheUN.
2.Betterunderstandthepronounsandwhatthepronounsrefertoinlistening.
3.TalkaboutthelanguagesandtellthereasonsinsimpleEnglish.
Teachingkeypoints:
1.Helpstudentsgetfamiliarwiththevocabularyofdifferentcountriesandtheir
languagesthroughlisteningpractice.
2.Trytoarousethestudents'interestinlanguagelearninginthematiccontext.
Teachingdifficultpoints:
1.Enablestudentstobeawareofpronounsindailyconversationandbeableto
understandthecontentofpronounreferencecorrectlyintheprocessofListening.
2.Enablestudentstofullydiscussthereasonsandmotivationoflanguagelearning.
Teachingprocedures:
SteplLead-in
Lookattheopeningpageanddiscussthefollowingquestionswithyourstudents.
T:WhichlanguagesdoyouthinkareofficiallyusedintheUN
Ss:English,French,Russian,Chinese,Spanish...
T:Howdoyouunderstandthequote:Onelanguagesetsyouinacorridorforlife.Two
languagesopeneverydooralongtheway
Ss:Masteringmorelanguagescangiveyoumanychancesinyourlifeincludingyour
workopportunities,yourhorizon,yourfullyunderstandingoftheworld.
Step2Listening:Explorelanguagesaroundtheworld
ActivitylWarmingup
Beforeyoulisten,matcheachphotowiththecorrectcountryname.Thendiscuss
whichlanguagesarespokeninthesecountries.(ExIonpage60)
France3FrenchRussia4RussianGermany2German
Spain6SpanishCanada1English,FrenchIndia5Hindi,English
Activity2:Firstlistening
Forthefirstlistening,youarerequiredtotickthetwolanguageswiththemostnative
speakers.CircletheofficiallanguagesoftheUnitedNations.Andthenanswerthe
fourquestionsbelow.
尸一、"......../
^Russian|^ChineseKoreanJapanese
I.J\
\Spanish^Arabic^EnglishFrench
l.Whatisthemaintopicofthisspeech
Learningaforeignlanguage.
2.Howmanylanguagesarethereintheworld
Nearly7000.
3.HowmanypeoplespeaktheUN'sofficiallanguagesastheirnativeorsecond
language
Around2.8billion.
4.Whatistheattitudeofthespeakertowardsforeignlanguagelearning
It'sveryusefultolearnoneormoreforeignlanguages.
Activity3Secondlistening
T:Boysandgirls,forthesecondlistening,pleasepayspecialattentiontothe
pronounsinthespeech,especiallyfocusontheitalicizedwordsinthesentences
belowandwhattheyreferto.
l.Theythinkitmeansbetterjobchancesinthefuture.
They:studentswhochoosetostudyaUNlanguage,it:studyingaUNlanguage
2.Theyarespokenbyaround2.8billionpeople.
They:thesixofficialUNlanguages.
Activity4Thirdlistening
Listentothespeechforthelasttimeandfillintheblankswithwordsandphrases
youhear（通过最后一遍听力的练习，让学生掌握和熟悉表达态度以及原因的句
式，从而为说的练习做好充足的语言支架）
Tosomestudents,itsesmsthattheonlyforeignlanguagetolearnis
English.Thereare,however,nearly7,000languagesintheworld.AfterChinese,the
languagewiththemostnativelanguagespeakersisn'tEnglish—it'sSpanish.Learning
Englishisveryuseful,but,itiswisetoIvarsrtleuitoneotherforeignlanguageif
possible.
Therearrmanyreasonswhypeoplelearnaforeignlanguage.Manystudents
choosetostudyoneofthelanguagesthatarespokenattheUN.Astheythinkit
meansbetterjobchancesinthefuture.TheUNhassixofficial
languages:Arabic,Chinese,FrenchzRussian,andSpanish.Theyarespokenbyaround2.8
billionpeopleastheirnativeorsecondlanguage.
Somestudents,though,choosetostudyalanRuaRnbecauseoffamilyor
friends.OneAmericangirlchosetolearnDanishbecausehergrandparentswerefrom
Denmark.Whenshewaslittle,hergrandpausedtoreadletterstoherinDanishfrom
theirrelativesinDenmark.AnotheryoungladystartedlearningFrenchbecauseshe
hadseveralfriendsfromAfricancountrieswhereFrenchisspoken.
Step3Speaking
1.Reviewthelisteningmaterialandtrytocompletethetablebelow.(红色部分为学
生填写)
WhatlanguagestudentschoosetolearnReason
OneoftheUNofficiallanguages1shouldstudyoneoftheUNofficial
(Manystudents)languages(Russian),becauseitcangive
memanychancesinmylife.
MyfatherisdoingbusinesswithDanish.
Danish(AnAmericangirl)I'dliketolearnDanishso1canhelphim
inthefuture.
1shouldstudyFrench.1thinkitsounds
French(Anotheryounglady)beautiful,and1knowit'susedinmany
countries.
2.Workinpairsorgroups.Discusswhichotherlanguagesyouwanttolearnand
why.(Ex5onPage61)
Example:
A:Whatlanguagedoyouwanttostudy
B:IreallywanttostudyFrench.IthinkthattheFrenchlanguagesoundsbeautiful.
A:WhyDoyouwanttogotoFrancesomeday
B:Yes,I'dloveto.Also,Frenchisusedbymanyinternationalorganizationsaround
theworld.DoyouknowthatFIFA'sfullnameisinFrench
A:oh,Irememberthat.ButIdon'tknowhowtopronounceit.
Step4Homework
1.Reviewthenewwordslearntfromthelisteningmaterial.
2.Tellyourpartnerwhatlanguageyouwouldlovetolearninthefutureandwhy.
Unit5ReadingandThinking教案
Teachingobjectives:
1.EnablestudentstogetfamiliarwiththedevelopmenthistoryoftheChinese
writingsystem.
2.Applypredictionandscanningstrategiesformainideainreading.
3.Identifythemainstructureofthepassageandtalkaboutatopicthroughthe
timeline.
4.Usesomeimportantwordsandphrasestodescribethedevelopmentof
Chinesewritingsystem.
1.Figureoutthemainstructureofthepassageandknowthedevelopmentof
theChinesewritingsystemandincreasetheirculturalconfidence.
2.Understandthenarrativecharacteristicsof〃time-event"intheillustrative
styleandjudgethewritingpurposeandintendedreadersofthepassage.
1.Applydifferentapproachesofdiscourageanalysistodeepenthe
understandingofthetextandlanguageusages.
2.GuidestudentstoexplorethefunctionandimportanceofChinesecharacter
3.ExploreandunderstandtherelationshipbetweenChinesecharactersand
theChinesecivilization.
StepILead-in
PlaythesongChineseCharacterbyChinesefamoussingerYuanYuan,askthem
tosingtogetherandsharewhattheyknowaboutChinesecharacters.
Step团Predicting
AskthestudentstolookatthetitleandthepictureonPage62andpredictwhat
thepassagewillbeabout.
Suggestedanswer:
Thetitleis“TheChineseWritingSystem",whichisthetopic,andconnectingthe
pastandthepresentisthefocus,sothepassageisaboutthedevelopmentof
Step团Skimmingformainideas
Readthepassagequicklyandfindthetopicsentenceforeachparagraph.
Themainideaofeachparagraph
TopicTheChinesewritingsystem
FocusConnectingthepastandthepresent
Paragraphl
ThemainParagraph2
ideaofeachParagraphs
paragraphParagraph4
Paragraphs
Suggestedanswers:
Paragraphl:TheChinesewritingsystemisoneofthemainfactorswhyChinese
civilizationhassurvivedintomoderntimes.
Paragraph2:WrittenChinesewasapicture-basedlanguageatthebeginning.
Paragraph3:Thewritingsystembecamewell-developedandlaterdeveloped
intodifferentforms.
Paragraph4:Thewritingsystembegantodevelopinonedirection.
Paragraph5:WrittenChineseconnectsChina'spresentwithitspast,andhas
becomeanartform.
Paragraph6:TheChineselanguageishelpingtospreadChina'scultureand
historytotheworld.
StepIVScanningfordetails
Askthestudentstofindthewordsandphrasesthatdescribeatimeandwhat
happenedtothecharactersateachofthoseimportanttimes.
Activity1Readthepassageandfindoutthewordsshowingthetimeline,and
thenfinishthetimeline.
Question:WhatkindofwordscanshowthedevelopmentoftheChinesewriting
systemDrawatimelinetoshowthenarrativeorder.
moderntimes(Para.l)玲atthebeginning(Para.2)^datesbackseveralthousand
years(Para.2)->bytheShangDynasty(around1600—1046BCE)(Para.3)foverthe
years(Para.3)->theQinDynasty(221-207BCE)(Para.3,4)feventoday(Para.4)0in
moderntimes(Para.5)^today(Para.6)
Activity2WhathappenedtotheChinesecharactersateachofthose
importanttimesFillinthetable.
Time
Moderntimes
Atthebeginning
Datesbackseveral
thousandyears
BytheSharingDynasty
Overtheyears
TheQinDynasty
(221-207BCE)
Eventoday
Inmoderntimes
Today
1.TheChinesecivilizationstillcontinues.
2.WrittenChinesewasapicture-basedlanguage.
3.Longguappeared.
4.Symbolscarvedonlongguhadbecomeawell-developedwritingsystem.
5.Thewritingsystemdevelopedintodifferentforms,astheChinesepeople
weredividedgeographically,leadingtomanyvarietiesofdialectsandcharacters.
6.TheChinesewritingsystembegantodevelopinoneunifieddirection.
7.Chinesepeoplecanallstillcommunicateinwriting.
8.ChinesepeoplecanreadtheclassicworkswhichwerewrittenbyChinese
inancienttimes.
9.TheChinesewritingsystemisstillanimportantpartofChineseculture.
Step团Readingforlanguagesfeatures
Readthepassageagainandfindthesentenceswheretherestrictiverelative
clausesareused.
Suggestedanswers:l.Therearemanyreasonswhythishasbeen
possible...(Restrictiveattributiveclause)
2animalbonesandshellsonwhichsymbolswerecarvedbyancientChinese
people.(Restrictiveattributiveclause)
3itwasatimewhenpeopleweredividedgeographically.(Restrictive
attributiveclause)
4.EmperorQinshihuangunitedthesevenmajorstatesintooneunifiedcountry
wheretheChinesewritingsystembegantodevelopinonedirection.(Restrictive
Step团Discussion
Encouragestudentstoworkingroups,thinkindependentlyfirstandthendiscuss
withtheirpartners.
1.HowdidwrittenChineseunifyChinesepeopledividedbygeographyand
dialects
2.HowdoeswrittenChineseconnectChinesepeopletodaywiththoseofthe
past
3.Accordingtothewriter,theChinesewritingsystemisonefactorthathas
helpedtheChineselanguageandculturesurvive.Whatdoyouthinkaresomeofthe
otherfactors
l.ltallowedChinesepeople,nomatterwhereChinesepeopleliveorwhat
dialecttheyspeaktocommunicatewitheachother.
2.Peopleinmoderntimescanreadtheclassicworksinancienttimes.
3.ExceptforthewritingsystemofChineselanguage,thecontinuous
developmentofChina'sagriculture,arelativelypowerfulgovernment,distinguished
philosophicalschools,andanopenmindtoembracedifferentculturesareallpossible
andimportantfactors.Besides,educationisalwaysemphasizedinChina'sfamily
traditions.
Step0VocabularyaboutthedevelopmentofChinesewritingsystem.
Activity1
Readthewordsbelowandlearnthembyheart.
LanguageWordsandphrasesinthetextUsefulexpressions
describing
time
AtthebeginningCivilization/picture-based/symbol/carved...Itdatesback/canstillbe
seen...
TheShangWell-developed/geographicallyItwasatimewhen...
Dynasty
OvertheyearsForm/dialects/varieties...Developinone
direction/...
TheQinDynastyMajor/unified...Developinone
EventodayNomatterwhere...
TodayGlobalaffairs/appreciate...Animportantpart
of/playsagreaterrole
in...
Activity2Usethewordsandphrasesabovetointroducethedevelopmentof
theChinesewritingsystemaccordingto"time&event".
Severalthousandyearsago,Chinesecharactersbeganaspicture-basedsymbols
carvedonlonggu.BytheShangDynasty,thesymbolshadbecomeawell-developed
system.Overtheyears,thesystemdevelopedintodifferentforms.This,however,
changedintheQinDynastywhentheChinesewritingsystembegantodevelopin
onedirectionbecauseEmperorQinshihuangunitedsevenmajorstates.Even
today,notonlycanChinesepeoplecommunicatewellbymeansofitbutalsomany
foreignfriendscometoChinatoappreciateChina'scultureandhistorythroughthis
amazinglanguage.
Step团Homework
1.IntroducethedevelopmentoftheChinesewritingsystemaccordingto"time
&event".
2.Trytodescribeyourgrowththroughatimeline.
Unit5DiscoveringUsefulStructures教案
1.Enablestudentstohaveagoodunderstandingofthebasicusagesofrelative
adverbssuchaswhen,where,whyinattributiveclauses;understandthestructure
in/on/atwhichinattributiveclausesisequivalenttowhere/when.
2.Masterthebasicusagesofrelativeadverbsofattributiveclausesinthereal
situationthroughself-studyandpractice.
3.Describefavouritethingsusingtheproperrelativeadverbsofattributive
clauses.
l.Helpstudentstoappreciatethefunctionofrelativeadverbsofattributive
clausesinasentence.
2.Enablestudentstomastertheusageofrelativeadverbsofattributiveclauses
flexibly.
Useattributiveclausestodescribethings.
Lookatthesesentencesandunderlinetherestrictiverelativeclauses.
Q:Whatkindofinformationdoeseachclausecommunicate.
1.Itwasatimewhenpeoplewaredividedgeographically.
Information:atimeforanevent.
when。
2.EmperorQinshihuangunitedthesevenmajorstatesintooneunifiedcountry
wheretheChinesewritingsystembe^antodevelopinonedirection.
Information:alocationforanevent.
小结2先行词（即被修饰的名词）在从句中作地点状语时，连接词使用
whereo
3.TherearemanyreasonswhypeopleleamaforeignlanjuaRe.
Information:areasonforanaction.
小结3先行词（即被修饰的名词）在从句中作原因状语时，连接词使用
why。
4.Thesewereanimalbonesandshellsonwhichsymbolswerecarvedby
ancientChinesepeople.
Information:alocationforanaction.
小结4先行词指物且在从句中作状语时，连接词可以用介词+which来替
换关系副词，其中介词的选择和先行词的搭配有关。
StepIISelf-directedstudy
Inthisclasswewilllearntograspthebasicusagesofrelativeadverbssuchas
when,where,whyinattributiveclauses;understandthestructurein/on/at+whichin
attributiveclausesisequivalenttowhere/whenandputthemintopractice.First,it's
self-studytime.Pleaseobservetheexamplesentencesinthesheetandtryto
summarizetheirusagesbyreferringtothedictionaryorreferencebooks.Makea
markwhereyoucan'tunderstand.Then,10minuteslater,we'llseewhoisthebest
self-learner.Pleasebeginnow.
StepIHPresentationandspecialattention
(10minuteslater)Timeisup.Let'sseehowyoulearnattributiveclausesoneby
one.
定语从句是在句子中作定语，修饰名词或代词的从句，又称为形容词性从句。
这种从句由关系代词或关系副词引导，并作句子成分。
定语从句三步解体法：一、先找出主句；二、确定先行词；三、判断先行词
在从句中作的成分。
who（主语、宾语）whom（宾语）
定语从关系代that（主语、宾语）whose（定语）
句的引词Which（主语、宾语）
导词Where（地点状语）
词Why（原因状语）
注：先行词在从句中作状语时，连接词有时可以用介词+which/whom来替
换关系副词。
Activity1Fillinthetabletocompleteeachphrasewitharestrictiverelative
clause.Thenusethephrasestomakecompletesentences.
1.
thedaywhentheearthquakehappened/lstartedlearningmysecondforeign
Iwasonholidaythedaywhentheearthquakehappened.
IwillalwaysrememberthedaywhenIstartedlearningmysecondforeign
language.
2.
TheplacewhereMyfriendlives/1metthemoviestar
Sheworksneartheplacewheremyfriendlives.
LetmeshowyoutheplacewhereImetthemoviestar.
3.
Thereasonwhy1didn'tgetapay-rise/1wanttolearnSpanish
Idon'tknowthereasonwhyIdidn'tgetapay-rise.
ThereasonwhyIwanttolearnSpanishistotraveltoPeruoneday.
4.
Theplace/time介词+which1foundGrandma'sglasses/1firstmetyouontheship
ThisisthecupboardinwhichIfoundGrandma'sglasses.
IwillneverforgetthedayonwhichIfirstmetyouontheship.
若先行词在定语从句中不作状语，而作主语或宾语，就必须用which或that。比
较：
Weoftenthinkofthedayswhenweworkedtogetherinthecountryside.
Weoftenthinkofthedayswhichwespenttogetherinthecountryside.
which在定语从句中作宾语
Activity2Fillintheblankswiththecorrectrelativepronounsoradverbs.Add
aprepositionwherenecessary.(Page96UsingStructuresExercise2)
l.Japaneseusesthreewritingsystemsjncludingkanjioriginated(起源)
inChina.
2.Nineteenfifty-threewastheyearXinhuaZidian,ortheA/ewChinese
Dictionary,firstcameout.
u
3.Bonessymbolswerecarved,knownasoraclebones”zhave
contributedalottoourunderstandingofChina'spast.
4.Therearemanyreasonswidelyusedaroundtheworldinthefieldsof
science,business,andmore.
5.Signlanguageisofgreatimportanceforpeoplearedeaforhave
poorhearing.
l.that/which2.when/inwhich3.where/onwhich4.why5.who
Activity3Completethepassagewiththecorrectrelativeadverbsorpronouns.
Addaprepositionwherenecessary.
WhenIstartedstudyingGerman,itwasastruggle.Thewordsfeltstrangeonmy
tongue,andthegrammarwouldnotstayinmyhead.ItoldmymumthatIwantedto
giveup,andthatIwouldneverliveinacountryGermanwasspoken.My
mumtoldmethatstudyingalanguagewasnotjustformyfuture.ltwasexercisefor
thebrain;themoreIlearntofalanguage,themoremybrainwouldgrow.AndI
rememberthatdayIsuddenlyfeltlikeGermanwasnolongeraforeign
language.Itfeltlikemybrainhaddoubledinsize.Ihadfinallycometoa
placeIcouldthinkinthisforeignlanguage,andIcouldseetheworldfroma
differentpointofview.IfeltasifIhadreachedthegoalIhadbeenfighting
fordcouldopenabookandseemeanings,notjustaseaofwords.Ifinallyunderstood
thereasonmymumhadencouragedmenottogiveup.Thanks,Mum!
where/inwhich;when/onwhich;where/atwhich;which/that;why
Unit5ListeningandTalking教案
1.EnablestudentstoexploredifferentkindsofEnglishandunderstandthe
diversityofEnglish.
2.Figureoutthemainfactsandsummarizethemainideaswhenlistening.
3.Mastereffectivecommunicationstrategiesandmethodsofcommunicatingin
English.
1.Enablestudentstomasterthewaysofaskingforclarification.
2.Developstudents'differentlisteningskillstosolvedifferentlistening
comprehensiveproblems.
1.EnablestudentstobeawareofthemajordifferencesbetweenBritishEnglish
andAmericanEnglish.
2.Enablestudentstomastereffectivecommunicationstrategiesandmethodsof
communicatinginEnglish.
Askstudentstoreadthewordstoeachotherandseeiftheypronouncethem
differently.Thenjistenandpayattentiontohowthespeakerspronouncethem.Work
inpairs.
schedulehostileaddresseitherdirect
laboratoryadvertisementshone
StepIIListening:ExploredifferentkindsofEnglish
Activity1Theteacherplaysthefirstpartofthetalkforstudentsandasks
studentstolistenandcompleteActivity1.
Q:WhatarethedifferentkindsofEnglishmentioned
Suggestedanswer:BritishEnglish,AmericanEnglish,andAustralianEnglish.
Activity2Theteacherplaysthesecondpartofthetalkforstudentsandasks
studentstolistenandcomplete
Activity2.Tickthemintheboxes.
Q:Whatarethetwopairsofwordsthatthestudentsareconfusedby
restroom/toilet4subway/underground
^/semester/termgas/petrol
StepIIITalking:ExploredifferentkindsofEnglish
Activity1Askstudentstolookatthepairsofwords.
Q:WhichwordsareBritishEnglishandwhichareAmericanEnglish
petrolsweettoilethonourmumflat
gascandyrestroomhonormomapartment
Activity2Askstudentstothinkofmorepairsofwordslikethese.
Q:CanyouthinkofmoreexamplesofdifferentwordsusedinBritishEnglishand
AmericanEnglish
BritishEnglishAmericanEnglish
trouserspants
lorrytruck
holidayvacation
postmail
mobilephonecellphone
groundfloorfirstfloor
Activity3Askstudentstothinkaboutotherdifferences.
Q:DoyouknowanyotherdifferencesbetweenBritishandAmericanEnglish
besidespronunciationandusagesofdifferentwords
civilisationcivilization
centrecenter
honourhonor
travellertraveler
英式和美式英语用词的一些常见差异及规律：
有些名词的词尾，英式拼写为-re,美式拼写为-er,例如：metre/meter,
theatre/theater,centre/center0
有些名词的词尾，英式拼写为-our,美式拼写为-or,例如：labour/labor,
honour/honor,favour/favor0
有些词的词尾变化时，英式双写字母I,而美式则单写I,例如：
quarrelled/quarreled,traveller/traveler0
有些词的变化无规律，只是改变其中的某几个字母，例如grey/gray,
plough/plowo
同一概念在两种英语中用不同的词来表示，例如
autumn/falljailway/railroad^waistcoat/vest.
StepIVAskingforclarification
Activity1Askstudentstoreadtheconversationandanswerthefollowing
questions.
Questions:WhatdoesZhouWeiwanttobuy
WhydoesMartinfeelpuzzledaboutwhatZhouWeiwantstobuy
Whatmisunderstandinghashappened
Howdotheyclearupthemisunderstanding
Suggestedanswer:ZhouWeiwantstobuysomepants.InAmericanEnglish,
“pants“referstotrousers.Buttheword“pants”meansunderwearinBritish
English.Martinexplainsthat“pants”referstounderwearinBritishEnglish.
Activity2Askstudentstorole-playtheconversationandfindoutthe
expressionstoaskforclarification.
Confusion:Youdon'tReallyWhatdoesitmean
Clarification:That'swhatImeanby...Iknewwhatyoumean.
Otherexpressions:Doyoumean...？l'msorry.Wouldyoumindrepeating!beg
yourpardon.SoamIrightinsaying..Sowhatyou'rereallysayingis...
Activity3Askstudentstochooseoneortwopairsofwordsandmakea
conversationaskingforclarificationwiththeexpressionsabove.
StepVSummary
Inthislesson,welistenedtoandtalkedaboutdifferencesbetweenBritish
EnglishandAmericanEnglishandlearnedhowtoaskforclarificationwhenwedo
notunder-standotherpeople.
AlthoughtherearesomecleardifferencesinpronunciationbetweenBritish
EnglishandAmericanEnglishaccents,theydonotleadtocommunicationdifficulties.
Aslearners,wedon'thavetoworryaboutcopyingBritishorAmericanEnglish
accents.Afocusoncorrectintonationandstressismoreimportant.
Unit5Readingforwriting教案
1.EnablestudentstofigureoutandsummarizetheirEnglishlearning
problems.
2.KnowhowtowriteablogaboutEnglishlearningproblems.
3.Mastersomewordsandinformalexpressionsrelatedtowritingablog.
1.HelpstudentsidentifyandsummarizetheirEnglishlearningproblems.
2.GuidestudentstomasterhowtowriteablogaboutEnglishlearning
3.Helpstudentsgraspandusesomewordsandinformalexpressionsrelated
towritingablog.
2.HelpstudentswriteablogabouttheEnglishlearningproblemslogically.
Showstudentssomepicturesaboutblogsandaskstudentstodescribethem.
StepIIReadingforinformation
Activity1AskstudentstoreadthesepostsonPage66andanswerthe
followingquestions.
Questions:
1.Whostartsthisblog
2.Whorespondstoit
3.Whatistheblogmainlyabout
Activity2AskstudentstoreadthetextagaintofillinthetableonPage67and
drawamindmaptoshowtheiranswers.
Suggestedanswers
1.WangLe
2.LiuWenjiaXinandLiRui.
3.Theblogismainlyaboutthestudents'problemsaboutlearningEnglishand