Unit 5 Languages Around the World 大单元教学设计（表格式）-人教版（2019）必修第一册
文档属性
| 名称 | Unit 5 Languages Around the World 大单元教学设计（表格式）-人教版（2019）必修第一册 |
|
|
| 格式 | docx | ||
| 文件大小 | 2.1MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-08 05:53:11 | ||
图片预览
文档简介
大单元教学设计
--人教版高一英语必修Book 1 Unit 5 Languages Around the World
基本信息
教材版本 人教版 教材册别 必修第一册 教材单元 Unit 5 Languages Around the World
大单元设计
大单元主题 人与自我：语言学习的规律、方法等
课标解析 “学生具有一定的语言意识和英语语感，理解口头和书面语篇所表达的意义，有效地使用口语和书面语表达意义和进行人际交流。”在本单元中学生运用听力策略获取文本关键信息，了解通晓数种语言的人的学习经历，以演讲和对话的形式激发学习兴趣，从多角度思考学习外语的动机，通过积极思考促进口头表达学习英语的动机和理由。通过语法的学习，学生能够运用丰富和恰当的词汇与句法（定语从句）写一篇给外国友人分享学好中文的一篇文章。 “获得文化知识，理解文化内涵。”“坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。”学生通过阅读语篇理解汉字书写体系对中华文化的传承，加强对中国文化的自豪感和认同感，坚定文化自信；通过观察语言和文化的发展，分析、推断汉字未来的发展趋势。能够从多个视角认识世界，归纳与建构影响中国文化发展的多元因素。（高阶思维） “能辨析语言和文化中的具体现象，梳理、概括信息，分析、推断信息的逻辑关系，创造性地表达自己的观点，具备多元思维意识和创新思维的能力。”通过本单元的学习，学生能够批判性地客观评价英语学习，分析自己和他人在学习英语过程中的困扰，在活动中以合作和探究的方式获得知识、丰富经验、发展技能、提高能力、养成健康人格，实现学生之间的相互促进和共同提高。 “树立正确的英语学习观，保持对英语学习的兴趣，能够多渠道获取英语学习资源；监控、评价、反思和调整自己的学习内容和进程”在本单元中，学生从多种渠道（网络社区）探寻和总结解决英语学习中遇到的困难的途径（如使用英英词典），并与全班同学分享。在复习课中让学生对本单元的内容进行总结和反思，以此来帮助学生进行调整所学内容和进程。
内容剖析 本单元为人教版《普通高中英语必修第一册（2019 年版）》第五单元，以“语言”（Language around the world）为主题，涉及《课标》明确的课程内容中“人与自我”这一主题群中“语言学习的规律、方法等”“乐于学习，善于学习，终身学习”的主题语境内容。本单元围绕语言发展和语言学习开展，内容涉及联合国的工作语言、汉字的发展、英式英语和美式英语的主要区别、英语学习中遇到的困难和解决这些困难的建议等。要求学生在本单元学习中要具有国际视野，同时还能从国家和自身发展的需要出发，了解语言学习的重要性，即课标里要求的语言意识，了解汉字对我国文化传承和发展的积极意义，以及深度思考英语学习的策略和方法。 为了把握教学核心内容，将从以下what, why和how三方面对本单元的语篇主题、内容、文本结构、语言特点等进行解读。 【What】从本单元各语篇的主题和内容可以看出这个单元的主题是来自世界各地的语言，介绍了全球通用的语言，让学生了解到联合国的使用的官方语言。学生通过探索本国母语汉语的书写体系和及其发展的历史加深对语言学习的理解。通过从不同的说英语的国家看待英语及其变体，了解牛津英语词典的历史，积极思考学习外语的动机和方法。 【Why】从本单元选取的多模态语篇可以体会到语言存在的必要性和语言学习的意义，多角度思考外语学习的动机，联系自身英语学习的经历，积极探寻和思考语言学习的各种技巧和方法。学生还可以从中通过观察语言和文化的发展，客观分析、辩证思考事物发展的因果关系，有利于发散思维的形成。 【How】本单元选取了不同类型的多模态语篇，通过严谨的说明性语篇，理解说明文的语篇特点和组织结构，如本文主要是围绕汉字书写体系的development, functions 和importance三部分展开；通过相对非正式的网络博文，了解其语言特色，灵活运用大写字母进行强调（Any advice HELP Yeah, that’s really hard.There are just SO MANY new words）。在语言修辞上，语篇都运用了定语从句的表达，通过不同语篇创设的语境，帮助学生理解定语从句的语用功能，尤其是关系副词when, where,why及介词（on\in\at\during\for...)+which在定语从句中的正确使用。
学情分析 已知内容：学生在高中阶段还未学习与“语言学习”或“各地语言”有关的内容，但学生在Unit 4 Natural Disasters 学过了限定性定语从句，积累了一些相关词汇和表达，与本单元的关系副词引导定语从句的内容有一定的联系。 新知内容：大部分学生对常见的语言一定的认识，对语言学习有一些基本了解，但对语言学习的必要性认识不够，语言表达局限在一些简单词汇和句式上。 学生学习能力（本单元内容的特点、学生的学习兴趣与习惯等）：学生语言水平一般，没有形成自己的学习策略。但能通过文本材料抓住主要信息、细节信息；但对英语学习的意义和如何学好英语认识不够，没有自己的学习方法。 学习方式设计（尝试自学未知内容、学习障碍的突破）：可以提前搜集相关信息或图片，互相分享，建立信息包，为进一步学习做准备。
单元目标 了解语言发展和语言学习的重要性，了解汉字对我国文化传承和发展的积极意义，深度思考英语学习的策略和方法。 1. 通过观察语言和文化的发展，理解汉字书写体系对中华文化的传承，分析、推断汉字未来的发展趋势，积累跟主题意义有关的语料； 2. 加强对中国文化的自豪感和认同感，坚定对中国文化自信，增强学生对母语学习和中国文化的自信心； 3. 运用听力策略获取关键信息，积极思考并运用与文本主题相关的词汇和语法口头表达学外语的理由和动机； 4. 了解英语的多样性以及英语的变体之间的典型差异，学会请对方解释和说明的表达方式和沟通技巧。 5. 反思和总结自己在英语学习中遇到的困难，并从多种渠道探寻（网络社区）和总结解决英语学习中遇到的困难的途径（使用英语词典），以博文的形式完成写作。 6. 理解并运用与文本主题相关的词汇和语法，表达自己对事物的喜好和原因。 重点：1. 探索和理解汉字与中华文明传承的关系 运用听力策略——重要代词的指代意义获取关键信息，阐述外语学习动机和理由。 理解英语的多样性和英语变体之间的典型差异，学会使用英英词典，用英语解释词义。 难点：1. 运用定语从句描述事物的具体信息。 2.就英语学习问题和方法发表自己的看法和观点，面对学习困难能分析原因并尝试解决。
单元评价 能否描述汉字的发展史以及汉字书写体系对中华文化的传承：A. 能 B. 一般 C.不能 能否表达学习外语的理由和动机：A. 2个以上 B. 1个 C. 一个都不能 能否列举典型的英语变体——英英与美英的区别： A.4个以上 B. 不到4个 C. 一个都不能 能否给出解决英语学习中遇到的困难的解决方式： A.4个以上 B. 不到4个 C. 一个都不能 5.学生课堂参与程度: A .良好 B. 较好 C. 一般
单元教学结构图
基于大单元设计的课时教学规划 课型课时课时目标达成评价学习内容任务活动课时作业第1课时：听说课：Opening Page、Listening and Speaking: Explore languages around the world听一段介绍语言和语言学习的演讲，了解联合国的工作语言，探讨自己希望学习的外语以及动机和理由。 理解听力材料中的代词使用的意义及其指代的信息。能简要介绍世界上的语言的基本信息。 说出至少两个学习外语的理由。 说出听力材料中至少两个代词指代的例子，说明代词的用法。 世界上的语言数量，使用人数最多的语言，联合国工作的语言，以及学习外语动机和理由。 1.学生通过听力材料，了解世界上的语言的基本信息。 2.学生通过听力音频了解代词的作用及其在听力材料中的使用。 3.学生谈论自己想学习的语言及相应的动机和理由。列举至少两个学习外语的理由。第2课时：Listening and Talking1. 认识英语的多样性及英式英语和美式英语的典型差异。1. 能列举英语的多种变体以及英英与美英之间的典型差异； 2. 学会请对方解释和说明的表达方式和沟通技巧。不同国家的人使用的英语在发音、词汇和语法上有差别；英英与美英的差异。 通过听了解英语的几种变体； 听文本，体会英英与美英的差异。 使用“要求澄清”的口语策略。查找信息并谈论更多英语变体的差异。 第3-4课时：读思课：Reading and Thinking： Languages around the world找出每段的主题句或关键词，理清文章结构。 获取和梳理汉字体系的发展过程。 分析归纳汉字体系的历史价值和文化价值。 评价汉字文化。 1.能获取和梳理汉字发展过程的信息。 2.能说出汉子体系在中国发展过程中的重要性。 3.能画出关于汉字体系的发展及重要性的思维导图。 汉字体系的古今发过程；汉字体系的历史价值和文化价值。 1根据文章标题和图片，预测课文内容。 找出各段主题句或关键词，弄清文章结构。 找出时间线，完成汉字发展重要事件及其原因或结果。完成表格。 利用思维导图梳理文章框架结构。 5.小组讨论，批判性思维，评价汉字文化。表达个人观点。1.绘制思维导图梳理汉字体系的发展及其重要意义。2. 拓展阅读。阅读旧教材的“The road to modern English”,绘制思维导图总结并对比汉字的发展过程。 3. 写几句话表达自己对汉字的看法及原因。 第5课时Discovering Useful Structures理解并运用与文本主题相关的词汇和语法，表达自己对事物的喜好和原因,运用定语从句描述事物的具体信息１能指出含有where，when，why引导的限制性定语从句。 ２能用限制性定语从句描述自己喜欢的事物。where，when，why引导的限制性定语从句 “介词+which”引导的定语从句 找出例句中的限制性定语从句。 梳理、归纳关系副词与先行词之间的关系，理解“介词+which”引导定语从句的意义。 语法知识在语篇中的具体运用。 灵活运用定语从句谈论自己的喜好。 使用定语从句表达自己对事物的喜好和原因。第6-7课时：Reading for Writing反思和总结自己在英语学习中遇到的困难，并从多种渠道探寻（网络社区）和总结解决英语学习中遇到的困难的途径，以博文的形式完成写作。1.能否找出文本中的相关信息。 2.能否把握文本中的组织结构和语言特征。 3.能否用5句以上写一篇有关解决英语学习中遇到的困难的途径的博文。阅读一篇关于讨论“英语学习最大的困难是什么”的博文，以博客的文体形式写出自己英语学习中遇到的困难及解决方法。1.找出文中文化遗产的历史，组成部分，外观，地位等相关信息。 2.找到文中的组织结构和语言特征。 3.小组合作写一篇有关历史文化古迹保护人物事迹的新闻报道。 写一篇有关英语学习的博文。第8课时：Assessing your progress（Review and refl）能学会复习本单元重点词汇和短语 能够运用定于从句在交际中交流。 了解学习语言的意义。能否正确运用本单元出现的重要短语。 能否将本单元语法知识定语从句运用于对话中。 能否说出学习语言的目的和意义。 复习动词或形容词短语。复习关系代词或关系副词。 2自我反思与评价，包括话题知识、阅读内容、与现实生活的联系与自我定位、学习中的问题概况及分析。1做填空练习，对重点短语进行归纳总结。 2用关系代词或关系副词完成关于文化遗产保护的对话；讨论对话中保护文化遗产的意义及其建议。 3.分组讨论自我反思与评价。写一篇向外国人推荐中文以及如何学习中文作文。
大单元课时备课模板 课题Lesson 1 Explore languages around the world课时第1课时学习目标： By the end of the the class, the students will be able to: 1.get familiar with countries and their languages, especially the 6 official languages of the United Nations (the UN). 2.have a better understanding of the pronouns and what the pronouns refer to in listening. 3.talk about the languages you want to learn and tell the reasons in simple English.达成评价： 能简要介绍世界上的语言的基本信息。 说出听力材料中至少两个代词指代的例子，说明代词的用法。 说出至少两个学习外语的理由。
教学过程 步骤教师活动学生活动目的英语学习活动观Step 1 Lead inAsk some questions about the topic: What can you see in the picture on P60 Can people work in the UN understand each other Do you think it is necessary for people to learn foreign languages, why What did Frank Smith mean by saying“One language sets you in a corridor for life. Two languages open every door along the way.” Think of the questions about the topic. 1.What can you see in the picture on P60 2.Can people work in the UN understand each other 3.Do you think it is necessary for people to learn foreign languages, why 4.What did Frank Smith mean by saying“One language sets you in a corridor for life. Two languages open every door along the way.” 从开篇页入手，引导学生关注“联合国的语言”“学习外语的必要性”和引语等，为后续的听力活动做好铺垫。感知理解（3’）Step 2 Pre-listeningAsk some questions with the pictures in Activity 1. What countries do the pictures stand for What official languages are spoken in these countries Do you know other official languages besides these Do you know how many languages are there in the world Answer some questions with the pictures in Activity 1 and finish Activity 1. What countries do the pictures stand for What official languages are spoken in these countries Do you know other official languages besides these Do you know how many languages are there in the world 通过几个问题引起学生关注主题，为听力活动做好准备。感知理解（5’）Step 3 Listening for gist Ask questions: 1.What is the main topic of this speech A.Learning a foreign language. B.The ways to learn foreign languages. 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 Ss listen for the first time and answer: 1.What is the main topic of this speech A.Learning a foreign language. B.The ways to learn foreign languages. 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 通过听力活动检测学生在上个环节的回答，让学生更关注听力材料谈论的信息。 感知理解（10’）Step 4 Listening the the detailsT checks their answers and plays the audio again if necessary.Listen to a speech and tick the two languages with the most native speakers. Listen to a speech and circle the official languages of the United Nations [UN].通过前两轮听力完成相应的练习，引导学生对联合国的官方语言有进一步了解，拓展了文化视野，为后续为后续的口头输出活动铺垫思考方式和内容。感知注意（5’）Step 5 Listening and practise listening skillsT plays the audio again for Ss to fill in the blanks with pronouns and pay attention to the use of them from the context.Listen to part of the speech and fill in the blanks. Many students choose to study one of the languages that are spoken and UN because they think it means better job chances in the future. They are spoken around 2.8 billion people.通过第三轮听力训练，引导学生在听力过程中还需要注意到代词的指代作用。概括与整合（5’）Step 6 Post listeningT lists their reasons on the Bb.Read sentences in Activity 5 and figure out more reasons why students choose the specific language to learn and brainstorm and talk about their reasons to learn foreign languages.在老师的引导下组织语言谈论选择外语学习的话题。概括与整合（8’）基础检测和迁移性检测： 基础检测： 学生根据课堂内容绘制与世界语言及学习外语的理由的思维导图。 迁移性检测： 采访同学，收集他们学习外语的理由与例子，编写一段类似听力文本的演讲稿对此进行介绍。作业设计： 1.Draw a mind map to show the basic information of languages around the world and the reasons for learning a foreign language. 2.Interview your classmates to learn about their reasons for foreign language learning and report this in class.
课题Lesson 2 Listening and Talking Explore different kinds of English课时第5课时学习目标： By the end of the the class, the students will be able to: List the varieties of Englishes. Distinguish the vocabulary difference between British English and American English; Gain useful expressions about asking for clarification.达成评价： 能列举英语的多种变体以及英英与美英之间的典型差异； 2. 学会请对方解释和说明的表达方式和沟通技巧。
步骤教师活动学生活动目的英语学习活动观Step 1 Pre-listeningT Shows different kinds of modern English and where they come from.Say what country did the kinds of languages come from. 通过问题语篇主题，激发学生兴趣。感知与注意 （3’）Step 2 While-listeningT plays the audio and asks Ss to listen and fill in the blanks. Ss listen for the first time and fill in the blanks. There are differences in ______________, ______________ and grammar....However, these differences can cause __________ for non-native English speakers. 通过提供语言支架帮助学生理解第一段听力材料。应用理解（7’）Step 3 While-listeningT lists their answers on the Bb.Ss listen to a conversion between a foreign student and her American classmate and judge which are British English and which are American English.通过完成相应的练习理解第二段听力材料，并引导学生对对话中的英式英语和美式英语的词汇有进一步了解，拓展了文化视野。获取与梳理（8’）Step 4 Post-listeningT shows a video and lists some pairs of words.Ss watch a video about the vocabulary difference between British English and American English and note down more pairs on words besides the ones in Activity 3.通过直观的视频 所创设的情境，加强学生对于英式英语和美式英语的词汇有进一步了解。获取与梳理（8’）Step 5 Post-listeningT guides Ss to read through the conversation quickly.Ss read a conversation to experience the vocabulary difference between British English and American English and then choose one or two pairs of words in Activity 3 and make a conversation. The expressions below may help you.让学生体验英式英语和美式的差异。描述与阐释、 内化与运用（8’）Step 6 Post-listeningT shows another difference between British English and American English---- spelling difference to help Ss learn more about the varieties of English.Ss learn the spelling difference between British English and American English.通过词汇、拼写、发音三部分引导学生体会并区分英式英语和美式的差异。 基础检测和迁移性检测： 基础检测： 学生根据课堂内容总结绘制英英和美英差异的思维导图。作业设计： 1.Draw a mind map to show the differences between British English and American English.
大单元课时备课模板 课题Lesson 3-4 Reading and thinking课时第3-4课时学习目标： By the end of the the class, the students will be able to: 1.Find out the topic sentence of each paragraph and analyse the structure of the passage. 2. Get to know the development of Chinese writing system at different times. 3.Explore the importance of Chinese writing system.4. Evaluate the Chinese writing cultures. 达成评价： 1.能获取和梳理汉字发展过程的信息。 2.能说出汉字体系在中国发展过程中的重要性。 3.能画出关于汉字体系的发展及重要性的思维导图。
教学过程 步骤教师活动学生活动目的英语学习活动观Step 1 Lead inShow ss some pictures and guide the topic. Ask ss to answer the following questions to predict what the text will be about. What can you read from the picture What can you read from the title and the subtitle What is the function of the colon between the title and the subtitle Look at the picture and title. Think about the questions and predict the text. What can you read from the picture What can you read from the title and the subtitle What is the function of the colon between the title and the subtitle 讨论图片信息、标题、副标题以及标题中的标点符号，引导学生就非文本信息预测篇章文本信息内容。通过问题创设情境，引出话题，让学生熟悉主题语境。感知理解Step 2 Read for main idea and structureAsk ss to read quickly to get the text type and get the main idea of each paragraph. (Underline the topic sentence) Guide them to divide the text into three parts and get the main idea of the passage. Activity1: Find out the main idea of each paragraph and analyse the structure.Read the text quicky and get the main idea of each paragraph. Para.1: Para.2: ........ The structure of the passage: 找出文中各段的主题句或关键词可以帮助学生理解文章大意，培养学生略读和概括文本的能力。通过概括总结，理清句子文章结构。概括与整合Step 3 Read for details Activity2：Focus on Development. Ask ss to read passage again and think how did the Chinese writing system develop. Then fill the chart. Activity3: Focus on Importance. Ask ss to focus on the important role the Chinese writing system plays. Read the passage again and focus on the details. Finish the chart and draw a timeline and have a understanding of the cause and effects. Find out the related sentences about the function of importance of the Chinese writing system and finish the chart. 此处主要分为两个活动，围绕Development这条时间线的主线和Importance这条暗线梳理课文，让学生深入思考探究文本内容，进一步理解文章内容。获取与梳理Step 4 Read for thinkingActivity4: Ask ss to discuss and share their opinions. Do you agree on the following statements Why 1. Hanzi is of great aesthetic（审美的） value. 2. Hanzi is now becoming more popular in the world. 3. Hanzi is now facing many challenges. 4. Hanzi is the carrier of Chinese culture. Discuss with partners and choose one to share their opinions . 训练学生批判性思维能力和描述与阐述的能力。描述与阐述；批判与评价Step5 SummarizeGuide students to draw a mind-map to summarize the passage. Try to draw a mind-map by themselves to summarize what they learned today. 通过思维导图，梳理总结课堂所学，帮助学生理清本课的知识结构。概括与整合Step6 Post-reading Video Time: Chinese Characters Ask ss to watch the video and finish the exercise. Watch the video and discuss the questions: Why do you think written Chinese has survived for so long Why do you think an increasing number of international students become interested in learning the Chinese language. 把video time 整合到阅读这个部分，让学生对汉字体系有更直观的印象，强化课堂阅读所学内容。进一步调动学生的兴趣和表达的意愿。分析与判断 描述与阐释基础检测和迁移性检测： 基础性检测：1.绘制思维导图总结汉字的发展和重要性。 2.阅读扩充材料并绘制思维导图对比汉字体系的发展。 迁移性检测：陈述关于汉字的评价及理由。 作业设计： Draw a mind map to summarize the passage. Read the old version” English around the world-The road to modern English” and draw a mind pare it with the Chines writing system. Write a short passage about the statements of Hanzi and show your reasons.
课题Period 5 Discovering Useful Structures课时5
教学过程教学步骤教师活动学生活动设计意图英语学习活动观Activity1：Lead-inStep 1Video: Describe your favorite movie Teacher shows a video. Q: Do you know how to describe your favourite thing Watch the video and then answer the questions.利用视频引起学生的有意注意，巧妙导入主题，激发学生的兴趣，为英语从句的学习做铺垫。Activity2：Useful StructuresStep 2Teacher shows these sentences and ask students to underline the restrictive relative clauses. Q: What kind of information does each clause communicate Find out the restrictive relative clauses in the example sentences.通过呈现在阅读、听力语篇中出现的定语从句，让学生再次观察、体验和分析。Step 3Fill in the table to complete each phrase with a restrictive relative clause. Then use the phrases to make complete sentences. Analyse and understand restrictive relative clause with when, where, why and prop.+which.从短语，到句子，再到短文，不断创设情境，帮助学生获取和梳理目标语言的用法和功能。本环节是语言学习的重要内化阶段。Step 4Complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary. When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country __________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day __________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place __________ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal __________ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason __________ my mum had encouraged me not to give up. Thanks, Mum! Keys: where/in which when/on which where/at which which/that why Practise and use the grammar to finish the short passage.Activity3：DiscussionStep 5Teacher shows the topic and gives students examples to discuss. Work in pairs. Ask and answer the questions. A: What kind of day makes you happy A: What's your favourite place at school A: What kind of teachers do you like best A: Who do you admire most Why B: It's a day when… B: It's ..., because it is a place where ... B: I like teachers who ... B: I admire ... That's the reason why ... Use what they have learnt to discuss in groups.表达自己观点，锻炼自主思考和团队合作的能力，提高口语表达能力。Activity4：Summary and HomeworkStep 6Summary Teacher leads students to make a mind map to have a summary of this lesson. Language points specific, CE, struggle, point of view Others: Restrictive Relative Clauses Describe your favourite things Look back the whole lesson and make a mind map.巩固所学，形成知识体系。Step 7Homework Express your preference by using 3-5 restrictive relative clauses.
课题Period 6-7 Reading for Writing课时6-7
教学过程教学环节教师活动学生活动设计意图英语学习活动观Activity1: Lead-inStep 1Video: What is a Blog Do you have a Weibo account Have you ever heard about “blog” Do you want build up your own blog What kinds of things do you want to record Watch the video and answer the questions.利用视频引起学生的有意注意，巧妙导入主题，既可拓宽学生的视野，又可激发学生的兴趣。 Activity2: ReadingStep 2Teacher asks the students to read the blog for the first time and shows the following questions. Read the blog first and answer the questions.通过问题引导学生浏览文章，学生能够带着问题进行快速阅读，理解篇章大意，快速定位文章主要信息。 Step 3Teacher asks the students to read the blog for the second time and finish the table. Read the blog carefully and finish the table.精读文本，整合文本中的重点词块，进行深层次的阅读理解，梳理文本信息，获取英语学习问题和解决建议的事实性信息，完成表格。Step 4Work in groups. List your problems in learning English and brainstorm some useful advice. 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. Think about and share their difficulty in learning English with their group members. Work out some helpful advice and make a mind map.引导学生概括与整理关于描述困难和表达建议的词块和句式，通过小组讨论学习英语的其他困难和可行的方法，以思维导图的形式呈现。 Activity3: writingStep 5Choose one of the problems from your group discussion and write a blog about it. Describe the problem clearly. Write one or two ideas on how to solve the problem. Students learn how to write.学生能够内化语言知识形成能力，在老师提供的写作支架的基础上理性地阐述观点，仿照阅读文本写一篇介绍自己英语学习困难的博文。 Step 6Pair work Exchange drafts. Assess each other's work according to the checklist. Does the writer give a clear description of the problem Is the advice clearly explained Does each sentence relate to the main idea Does the writer use pronouns to refer to things or people correctly Does the writer use correct spelling, punctuation, and capitalisation Are there any grammar mistakes Get your draft back and revise it. Use what they have learnt to check their partner’s writing.同伴互评既可以取长补短，又可以促进写作能力和团队精神。Activity4: Summary and HomeworkStep 7Summary Teacher leads students to have a summary of this lesson. 巩固所学Step 8Homework Perfect your draft about your ideas
课题Lesson 8 Accessing your Progress课时第8课时学习目标： By the end of the the class, the students will be able to: 1.know the key works and phrases by filling the blank. 2 konw the usage of the attributive clause by complete the short passage. 3.know what Ss learn by reflecting.达成评价： 1.能否正确运用本单元出现的重要短语。 2.能否将本单元语法知识定语从句运用于对话中。 3.是否了解学习语言的目的和意义。
步骤教师活动学生活动目的英语学习活动观Activity 1 Review the words , phrases and the main idea of the text.1. Go through the words in the box and make sure students understand their meanings. 2. Ask students to read the part and fill in the blanks with the correct forms of the words in the box. 3. Share the answers first in pairs or groups and then with the whole class Fill in the blank by choosing the phases and complete the passage. Share the answer.通过完成词汇检测引导学生重视词汇的搭配和语境。该 w文本介绍作者学习法语和拉丁语的经历，属于词汇练习，旨在本单元具体语境中练习词汇，有利于提高词汇的运用能力。 应用理解Activity 2 Review the relative clauses.1.Ask students to read the passage and understand its meaning. If necessary, help students to understand any difficult sentences they may think. 2. Ask students to read and try to complete the nouns and the restrictive relative clause. 3. Share the answers first in pairs or groups and then with the whole class Read passage quickly to get the main idea. read and try to complete the nouns and the restrictive relative clause and decide which word should be used.该部分为作者学习德语的经历，学生在语境中复习和运用语法项目，有助于提高语法使用的实践性和应用性 在语境运用中理解定语从句的用法，并进一步体会学习语言的意义。 分析理解Activity 3 Reflecting 1. Go through the tasks with students and make sure they know what to do 2. Let students do it by themselves 3. Ask students to work in groups and share what they write. The answers may vary from one student to another. 1. Reflect the questions: 2. Share their answer通过对问题进行思考和反思，了解自己本单元所学内容和自己的不足，通过小组互问互答，相互了解对方的问题和自己的问题进行对比，有针对想的进行思考和改进。分析总结基础检测和迁移性检测： 基础检测： 关于定语从句的相关练习。（链接高考） 迁移性检测： 写一篇向外国友人推荐中文并介绍如何学习中文的文章。作业设计： Write a short passage to recommend Chinese and show your reasons and give some advice on how to learn Chinese.
--人教版高一英语必修Book 1 Unit 5 Languages Around the World
基本信息
教材版本 人教版 教材册别 必修第一册 教材单元 Unit 5 Languages Around the World
大单元设计
大单元主题 人与自我：语言学习的规律、方法等
课标解析 “学生具有一定的语言意识和英语语感，理解口头和书面语篇所表达的意义，有效地使用口语和书面语表达意义和进行人际交流。”在本单元中学生运用听力策略获取文本关键信息，了解通晓数种语言的人的学习经历，以演讲和对话的形式激发学习兴趣，从多角度思考学习外语的动机，通过积极思考促进口头表达学习英语的动机和理由。通过语法的学习，学生能够运用丰富和恰当的词汇与句法（定语从句）写一篇给外国友人分享学好中文的一篇文章。 “获得文化知识，理解文化内涵。”“坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。”学生通过阅读语篇理解汉字书写体系对中华文化的传承，加强对中国文化的自豪感和认同感，坚定文化自信；通过观察语言和文化的发展，分析、推断汉字未来的发展趋势。能够从多个视角认识世界，归纳与建构影响中国文化发展的多元因素。（高阶思维） “能辨析语言和文化中的具体现象，梳理、概括信息，分析、推断信息的逻辑关系，创造性地表达自己的观点，具备多元思维意识和创新思维的能力。”通过本单元的学习，学生能够批判性地客观评价英语学习，分析自己和他人在学习英语过程中的困扰，在活动中以合作和探究的方式获得知识、丰富经验、发展技能、提高能力、养成健康人格，实现学生之间的相互促进和共同提高。 “树立正确的英语学习观，保持对英语学习的兴趣，能够多渠道获取英语学习资源；监控、评价、反思和调整自己的学习内容和进程”在本单元中，学生从多种渠道（网络社区）探寻和总结解决英语学习中遇到的困难的途径（如使用英英词典），并与全班同学分享。在复习课中让学生对本单元的内容进行总结和反思，以此来帮助学生进行调整所学内容和进程。
内容剖析 本单元为人教版《普通高中英语必修第一册（2019 年版）》第五单元，以“语言”（Language around the world）为主题，涉及《课标》明确的课程内容中“人与自我”这一主题群中“语言学习的规律、方法等”“乐于学习，善于学习，终身学习”的主题语境内容。本单元围绕语言发展和语言学习开展，内容涉及联合国的工作语言、汉字的发展、英式英语和美式英语的主要区别、英语学习中遇到的困难和解决这些困难的建议等。要求学生在本单元学习中要具有国际视野，同时还能从国家和自身发展的需要出发，了解语言学习的重要性，即课标里要求的语言意识，了解汉字对我国文化传承和发展的积极意义，以及深度思考英语学习的策略和方法。 为了把握教学核心内容，将从以下what, why和how三方面对本单元的语篇主题、内容、文本结构、语言特点等进行解读。 【What】从本单元各语篇的主题和内容可以看出这个单元的主题是来自世界各地的语言，介绍了全球通用的语言，让学生了解到联合国的使用的官方语言。学生通过探索本国母语汉语的书写体系和及其发展的历史加深对语言学习的理解。通过从不同的说英语的国家看待英语及其变体，了解牛津英语词典的历史，积极思考学习外语的动机和方法。 【Why】从本单元选取的多模态语篇可以体会到语言存在的必要性和语言学习的意义，多角度思考外语学习的动机，联系自身英语学习的经历，积极探寻和思考语言学习的各种技巧和方法。学生还可以从中通过观察语言和文化的发展，客观分析、辩证思考事物发展的因果关系，有利于发散思维的形成。 【How】本单元选取了不同类型的多模态语篇，通过严谨的说明性语篇，理解说明文的语篇特点和组织结构，如本文主要是围绕汉字书写体系的development, functions 和importance三部分展开；通过相对非正式的网络博文，了解其语言特色，灵活运用大写字母进行强调（Any advice HELP Yeah, that’s really hard.There are just SO MANY new words）。在语言修辞上，语篇都运用了定语从句的表达，通过不同语篇创设的语境，帮助学生理解定语从句的语用功能，尤其是关系副词when, where,why及介词（on\in\at\during\for...)+which在定语从句中的正确使用。
学情分析 已知内容：学生在高中阶段还未学习与“语言学习”或“各地语言”有关的内容，但学生在Unit 4 Natural Disasters 学过了限定性定语从句，积累了一些相关词汇和表达，与本单元的关系副词引导定语从句的内容有一定的联系。 新知内容：大部分学生对常见的语言一定的认识，对语言学习有一些基本了解，但对语言学习的必要性认识不够，语言表达局限在一些简单词汇和句式上。 学生学习能力（本单元内容的特点、学生的学习兴趣与习惯等）：学生语言水平一般，没有形成自己的学习策略。但能通过文本材料抓住主要信息、细节信息；但对英语学习的意义和如何学好英语认识不够，没有自己的学习方法。 学习方式设计（尝试自学未知内容、学习障碍的突破）：可以提前搜集相关信息或图片，互相分享，建立信息包，为进一步学习做准备。
单元目标 了解语言发展和语言学习的重要性，了解汉字对我国文化传承和发展的积极意义，深度思考英语学习的策略和方法。 1. 通过观察语言和文化的发展，理解汉字书写体系对中华文化的传承，分析、推断汉字未来的发展趋势，积累跟主题意义有关的语料； 2. 加强对中国文化的自豪感和认同感，坚定对中国文化自信，增强学生对母语学习和中国文化的自信心； 3. 运用听力策略获取关键信息，积极思考并运用与文本主题相关的词汇和语法口头表达学外语的理由和动机； 4. 了解英语的多样性以及英语的变体之间的典型差异，学会请对方解释和说明的表达方式和沟通技巧。 5. 反思和总结自己在英语学习中遇到的困难，并从多种渠道探寻（网络社区）和总结解决英语学习中遇到的困难的途径（使用英语词典），以博文的形式完成写作。 6. 理解并运用与文本主题相关的词汇和语法，表达自己对事物的喜好和原因。 重点：1. 探索和理解汉字与中华文明传承的关系 运用听力策略——重要代词的指代意义获取关键信息，阐述外语学习动机和理由。 理解英语的多样性和英语变体之间的典型差异，学会使用英英词典，用英语解释词义。 难点：1. 运用定语从句描述事物的具体信息。 2.就英语学习问题和方法发表自己的看法和观点，面对学习困难能分析原因并尝试解决。
单元评价 能否描述汉字的发展史以及汉字书写体系对中华文化的传承：A. 能 B. 一般 C.不能 能否表达学习外语的理由和动机：A. 2个以上 B. 1个 C. 一个都不能 能否列举典型的英语变体——英英与美英的区别： A.4个以上 B. 不到4个 C. 一个都不能 能否给出解决英语学习中遇到的困难的解决方式： A.4个以上 B. 不到4个 C. 一个都不能 5.学生课堂参与程度: A .良好 B. 较好 C. 一般
单元教学结构图
基于大单元设计的课时教学规划 课型课时课时目标达成评价学习内容任务活动课时作业第1课时：听说课：Opening Page、Listening and Speaking: Explore languages around the world听一段介绍语言和语言学习的演讲，了解联合国的工作语言，探讨自己希望学习的外语以及动机和理由。 理解听力材料中的代词使用的意义及其指代的信息。能简要介绍世界上的语言的基本信息。 说出至少两个学习外语的理由。 说出听力材料中至少两个代词指代的例子，说明代词的用法。 世界上的语言数量，使用人数最多的语言，联合国工作的语言，以及学习外语动机和理由。 1.学生通过听力材料，了解世界上的语言的基本信息。 2.学生通过听力音频了解代词的作用及其在听力材料中的使用。 3.学生谈论自己想学习的语言及相应的动机和理由。列举至少两个学习外语的理由。第2课时：Listening and Talking1. 认识英语的多样性及英式英语和美式英语的典型差异。1. 能列举英语的多种变体以及英英与美英之间的典型差异； 2. 学会请对方解释和说明的表达方式和沟通技巧。不同国家的人使用的英语在发音、词汇和语法上有差别；英英与美英的差异。 通过听了解英语的几种变体； 听文本，体会英英与美英的差异。 使用“要求澄清”的口语策略。查找信息并谈论更多英语变体的差异。 第3-4课时：读思课：Reading and Thinking： Languages around the world找出每段的主题句或关键词，理清文章结构。 获取和梳理汉字体系的发展过程。 分析归纳汉字体系的历史价值和文化价值。 评价汉字文化。 1.能获取和梳理汉字发展过程的信息。 2.能说出汉子体系在中国发展过程中的重要性。 3.能画出关于汉字体系的发展及重要性的思维导图。 汉字体系的古今发过程；汉字体系的历史价值和文化价值。 1根据文章标题和图片，预测课文内容。 找出各段主题句或关键词，弄清文章结构。 找出时间线，完成汉字发展重要事件及其原因或结果。完成表格。 利用思维导图梳理文章框架结构。 5.小组讨论，批判性思维，评价汉字文化。表达个人观点。1.绘制思维导图梳理汉字体系的发展及其重要意义。2. 拓展阅读。阅读旧教材的“The road to modern English”,绘制思维导图总结并对比汉字的发展过程。 3. 写几句话表达自己对汉字的看法及原因。 第5课时Discovering Useful Structures理解并运用与文本主题相关的词汇和语法，表达自己对事物的喜好和原因,运用定语从句描述事物的具体信息１能指出含有where，when，why引导的限制性定语从句。 ２能用限制性定语从句描述自己喜欢的事物。where，when，why引导的限制性定语从句 “介词+which”引导的定语从句 找出例句中的限制性定语从句。 梳理、归纳关系副词与先行词之间的关系，理解“介词+which”引导定语从句的意义。 语法知识在语篇中的具体运用。 灵活运用定语从句谈论自己的喜好。 使用定语从句表达自己对事物的喜好和原因。第6-7课时：Reading for Writing反思和总结自己在英语学习中遇到的困难，并从多种渠道探寻（网络社区）和总结解决英语学习中遇到的困难的途径，以博文的形式完成写作。1.能否找出文本中的相关信息。 2.能否把握文本中的组织结构和语言特征。 3.能否用5句以上写一篇有关解决英语学习中遇到的困难的途径的博文。阅读一篇关于讨论“英语学习最大的困难是什么”的博文，以博客的文体形式写出自己英语学习中遇到的困难及解决方法。1.找出文中文化遗产的历史，组成部分，外观，地位等相关信息。 2.找到文中的组织结构和语言特征。 3.小组合作写一篇有关历史文化古迹保护人物事迹的新闻报道。 写一篇有关英语学习的博文。第8课时：Assessing your progress（Review and refl）能学会复习本单元重点词汇和短语 能够运用定于从句在交际中交流。 了解学习语言的意义。能否正确运用本单元出现的重要短语。 能否将本单元语法知识定语从句运用于对话中。 能否说出学习语言的目的和意义。 复习动词或形容词短语。复习关系代词或关系副词。 2自我反思与评价，包括话题知识、阅读内容、与现实生活的联系与自我定位、学习中的问题概况及分析。1做填空练习，对重点短语进行归纳总结。 2用关系代词或关系副词完成关于文化遗产保护的对话；讨论对话中保护文化遗产的意义及其建议。 3.分组讨论自我反思与评价。写一篇向外国人推荐中文以及如何学习中文作文。
大单元课时备课模板 课题Lesson 1 Explore languages around the world课时第1课时学习目标： By the end of the the class, the students will be able to: 1.get familiar with countries and their languages, especially the 6 official languages of the United Nations (the UN). 2.have a better understanding of the pronouns and what the pronouns refer to in listening. 3.talk about the languages you want to learn and tell the reasons in simple English.达成评价： 能简要介绍世界上的语言的基本信息。 说出听力材料中至少两个代词指代的例子，说明代词的用法。 说出至少两个学习外语的理由。
教学过程 步骤教师活动学生活动目的英语学习活动观Step 1 Lead inAsk some questions about the topic: What can you see in the picture on P60 Can people work in the UN understand each other Do you think it is necessary for people to learn foreign languages, why What did Frank Smith mean by saying“One language sets you in a corridor for life. Two languages open every door along the way.” Think of the questions about the topic. 1.What can you see in the picture on P60 2.Can people work in the UN understand each other 3.Do you think it is necessary for people to learn foreign languages, why 4.What did Frank Smith mean by saying“One language sets you in a corridor for life. Two languages open every door along the way.” 从开篇页入手，引导学生关注“联合国的语言”“学习外语的必要性”和引语等，为后续的听力活动做好铺垫。感知理解（3’）Step 2 Pre-listeningAsk some questions with the pictures in Activity 1. What countries do the pictures stand for What official languages are spoken in these countries Do you know other official languages besides these Do you know how many languages are there in the world Answer some questions with the pictures in Activity 1 and finish Activity 1. What countries do the pictures stand for What official languages are spoken in these countries Do you know other official languages besides these Do you know how many languages are there in the world 通过几个问题引起学生关注主题，为听力活动做好准备。感知理解（5’）Step 3 Listening for gist Ask questions: 1.What is the main topic of this speech A.Learning a foreign language. B.The ways to learn foreign languages. 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 Ss listen for the first time and answer: 1.What is the main topic of this speech A.Learning a foreign language. B.The ways to learn foreign languages. 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 通过听力活动检测学生在上个环节的回答，让学生更关注听力材料谈论的信息。 感知理解（10’）Step 4 Listening the the detailsT checks their answers and plays the audio again if necessary.Listen to a speech and tick the two languages with the most native speakers. Listen to a speech and circle the official languages of the United Nations [UN].通过前两轮听力完成相应的练习，引导学生对联合国的官方语言有进一步了解，拓展了文化视野，为后续为后续的口头输出活动铺垫思考方式和内容。感知注意（5’）Step 5 Listening and practise listening skillsT plays the audio again for Ss to fill in the blanks with pronouns and pay attention to the use of them from the context.Listen to part of the speech and fill in the blanks. Many students choose to study one of the languages that are spoken and UN because they think it means better job chances in the future. They are spoken around 2.8 billion people.通过第三轮听力训练，引导学生在听力过程中还需要注意到代词的指代作用。概括与整合（5’）Step 6 Post listeningT lists their reasons on the Bb.Read sentences in Activity 5 and figure out more reasons why students choose the specific language to learn and brainstorm and talk about their reasons to learn foreign languages.在老师的引导下组织语言谈论选择外语学习的话题。概括与整合（8’）基础检测和迁移性检测： 基础检测： 学生根据课堂内容绘制与世界语言及学习外语的理由的思维导图。 迁移性检测： 采访同学，收集他们学习外语的理由与例子，编写一段类似听力文本的演讲稿对此进行介绍。作业设计： 1.Draw a mind map to show the basic information of languages around the world and the reasons for learning a foreign language. 2.Interview your classmates to learn about their reasons for foreign language learning and report this in class.
课题Lesson 2 Listening and Talking Explore different kinds of English课时第5课时学习目标： By the end of the the class, the students will be able to: List the varieties of Englishes. Distinguish the vocabulary difference between British English and American English; Gain useful expressions about asking for clarification.达成评价： 能列举英语的多种变体以及英英与美英之间的典型差异； 2. 学会请对方解释和说明的表达方式和沟通技巧。
步骤教师活动学生活动目的英语学习活动观Step 1 Pre-listeningT Shows different kinds of modern English and where they come from.Say what country did the kinds of languages come from. 通过问题语篇主题，激发学生兴趣。感知与注意 （3’）Step 2 While-listeningT plays the audio and asks Ss to listen and fill in the blanks. Ss listen for the first time and fill in the blanks. There are differences in ______________, ______________ and grammar....However, these differences can cause __________ for non-native English speakers. 通过提供语言支架帮助学生理解第一段听力材料。应用理解（7’）Step 3 While-listeningT lists their answers on the Bb.Ss listen to a conversion between a foreign student and her American classmate and judge which are British English and which are American English.通过完成相应的练习理解第二段听力材料，并引导学生对对话中的英式英语和美式英语的词汇有进一步了解，拓展了文化视野。获取与梳理（8’）Step 4 Post-listeningT shows a video and lists some pairs of words.Ss watch a video about the vocabulary difference between British English and American English and note down more pairs on words besides the ones in Activity 3.通过直观的视频 所创设的情境，加强学生对于英式英语和美式英语的词汇有进一步了解。获取与梳理（8’）Step 5 Post-listeningT guides Ss to read through the conversation quickly.Ss read a conversation to experience the vocabulary difference between British English and American English and then choose one or two pairs of words in Activity 3 and make a conversation. The expressions below may help you.让学生体验英式英语和美式的差异。描述与阐释、 内化与运用（8’）Step 6 Post-listeningT shows another difference between British English and American English---- spelling difference to help Ss learn more about the varieties of English.Ss learn the spelling difference between British English and American English.通过词汇、拼写、发音三部分引导学生体会并区分英式英语和美式的差异。 基础检测和迁移性检测： 基础检测： 学生根据课堂内容总结绘制英英和美英差异的思维导图。作业设计： 1.Draw a mind map to show the differences between British English and American English.
大单元课时备课模板 课题Lesson 3-4 Reading and thinking课时第3-4课时学习目标： By the end of the the class, the students will be able to: 1.Find out the topic sentence of each paragraph and analyse the structure of the passage. 2. Get to know the development of Chinese writing system at different times. 3.Explore the importance of Chinese writing system.4. Evaluate the Chinese writing cultures. 达成评价： 1.能获取和梳理汉字发展过程的信息。 2.能说出汉字体系在中国发展过程中的重要性。 3.能画出关于汉字体系的发展及重要性的思维导图。
教学过程 步骤教师活动学生活动目的英语学习活动观Step 1 Lead inShow ss some pictures and guide the topic. Ask ss to answer the following questions to predict what the text will be about. What can you read from the picture What can you read from the title and the subtitle What is the function of the colon between the title and the subtitle Look at the picture and title. Think about the questions and predict the text. What can you read from the picture What can you read from the title and the subtitle What is the function of the colon between the title and the subtitle 讨论图片信息、标题、副标题以及标题中的标点符号，引导学生就非文本信息预测篇章文本信息内容。通过问题创设情境，引出话题，让学生熟悉主题语境。感知理解Step 2 Read for main idea and structureAsk ss to read quickly to get the text type and get the main idea of each paragraph. (Underline the topic sentence) Guide them to divide the text into three parts and get the main idea of the passage. Activity1: Find out the main idea of each paragraph and analyse the structure.Read the text quicky and get the main idea of each paragraph. Para.1: Para.2: ........ The structure of the passage: 找出文中各段的主题句或关键词可以帮助学生理解文章大意，培养学生略读和概括文本的能力。通过概括总结，理清句子文章结构。概括与整合Step 3 Read for details Activity2：Focus on Development. Ask ss to read passage again and think how did the Chinese writing system develop. Then fill the chart. Activity3: Focus on Importance. Ask ss to focus on the important role the Chinese writing system plays. Read the passage again and focus on the details. Finish the chart and draw a timeline and have a understanding of the cause and effects. Find out the related sentences about the function of importance of the Chinese writing system and finish the chart. 此处主要分为两个活动，围绕Development这条时间线的主线和Importance这条暗线梳理课文，让学生深入思考探究文本内容，进一步理解文章内容。获取与梳理Step 4 Read for thinkingActivity4: Ask ss to discuss and share their opinions. Do you agree on the following statements Why 1. Hanzi is of great aesthetic（审美的） value. 2. Hanzi is now becoming more popular in the world. 3. Hanzi is now facing many challenges. 4. Hanzi is the carrier of Chinese culture. Discuss with partners and choose one to share their opinions . 训练学生批判性思维能力和描述与阐述的能力。描述与阐述；批判与评价Step5 SummarizeGuide students to draw a mind-map to summarize the passage. Try to draw a mind-map by themselves to summarize what they learned today. 通过思维导图，梳理总结课堂所学，帮助学生理清本课的知识结构。概括与整合Step6 Post-reading Video Time: Chinese Characters Ask ss to watch the video and finish the exercise. Watch the video and discuss the questions: Why do you think written Chinese has survived for so long Why do you think an increasing number of international students become interested in learning the Chinese language. 把video time 整合到阅读这个部分，让学生对汉字体系有更直观的印象，强化课堂阅读所学内容。进一步调动学生的兴趣和表达的意愿。分析与判断 描述与阐释基础检测和迁移性检测： 基础性检测：1.绘制思维导图总结汉字的发展和重要性。 2.阅读扩充材料并绘制思维导图对比汉字体系的发展。 迁移性检测：陈述关于汉字的评价及理由。 作业设计： Draw a mind map to summarize the passage. Read the old version” English around the world-The road to modern English” and draw a mind pare it with the Chines writing system. Write a short passage about the statements of Hanzi and show your reasons.
课题Period 5 Discovering Useful Structures课时5
教学过程教学步骤教师活动学生活动设计意图英语学习活动观Activity1：Lead-inStep 1Video: Describe your favorite movie Teacher shows a video. Q: Do you know how to describe your favourite thing Watch the video and then answer the questions.利用视频引起学生的有意注意，巧妙导入主题，激发学生的兴趣，为英语从句的学习做铺垫。Activity2：Useful StructuresStep 2Teacher shows these sentences and ask students to underline the restrictive relative clauses. Q: What kind of information does each clause communicate Find out the restrictive relative clauses in the example sentences.通过呈现在阅读、听力语篇中出现的定语从句，让学生再次观察、体验和分析。Step 3Fill in the table to complete each phrase with a restrictive relative clause. Then use the phrases to make complete sentences. Analyse and understand restrictive relative clause with when, where, why and prop.+which.从短语，到句子，再到短文，不断创设情境，帮助学生获取和梳理目标语言的用法和功能。本环节是语言学习的重要内化阶段。Step 4Complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary. When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country __________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day __________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place __________ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal __________ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason __________ my mum had encouraged me not to give up. Thanks, Mum! Keys: where/in which when/on which where/at which which/that why Practise and use the grammar to finish the short passage.Activity3：DiscussionStep 5Teacher shows the topic and gives students examples to discuss. Work in pairs. Ask and answer the questions. A: What kind of day makes you happy A: What's your favourite place at school A: What kind of teachers do you like best A: Who do you admire most Why B: It's a day when… B: It's ..., because it is a place where ... B: I like teachers who ... B: I admire ... That's the reason why ... Use what they have learnt to discuss in groups.表达自己观点，锻炼自主思考和团队合作的能力，提高口语表达能力。Activity4：Summary and HomeworkStep 6Summary Teacher leads students to make a mind map to have a summary of this lesson. Language points specific, CE, struggle, point of view Others: Restrictive Relative Clauses Describe your favourite things Look back the whole lesson and make a mind map.巩固所学，形成知识体系。Step 7Homework Express your preference by using 3-5 restrictive relative clauses.
课题Period 6-7 Reading for Writing课时6-7
教学过程教学环节教师活动学生活动设计意图英语学习活动观Activity1: Lead-inStep 1Video: What is a Blog Do you have a Weibo account Have you ever heard about “blog” Do you want build up your own blog What kinds of things do you want to record Watch the video and answer the questions.利用视频引起学生的有意注意，巧妙导入主题，既可拓宽学生的视野，又可激发学生的兴趣。 Activity2: ReadingStep 2Teacher asks the students to read the blog for the first time and shows the following questions. Read the blog first and answer the questions.通过问题引导学生浏览文章，学生能够带着问题进行快速阅读，理解篇章大意，快速定位文章主要信息。 Step 3Teacher asks the students to read the blog for the second time and finish the table. Read the blog carefully and finish the table.精读文本，整合文本中的重点词块，进行深层次的阅读理解，梳理文本信息，获取英语学习问题和解决建议的事实性信息，完成表格。Step 4Work in groups. List your problems in learning English and brainstorm some useful advice. 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. Think about and share their difficulty in learning English with their group members. Work out some helpful advice and make a mind map.引导学生概括与整理关于描述困难和表达建议的词块和句式，通过小组讨论学习英语的其他困难和可行的方法，以思维导图的形式呈现。 Activity3: writingStep 5Choose one of the problems from your group discussion and write a blog about it. Describe the problem clearly. Write one or two ideas on how to solve the problem. Students learn how to write.学生能够内化语言知识形成能力，在老师提供的写作支架的基础上理性地阐述观点，仿照阅读文本写一篇介绍自己英语学习困难的博文。 Step 6Pair work Exchange drafts. Assess each other's work according to the checklist. Does the writer give a clear description of the problem Is the advice clearly explained Does each sentence relate to the main idea Does the writer use pronouns to refer to things or people correctly Does the writer use correct spelling, punctuation, and capitalisation Are there any grammar mistakes Get your draft back and revise it. Use what they have learnt to check their partner’s writing.同伴互评既可以取长补短，又可以促进写作能力和团队精神。Activity4: Summary and HomeworkStep 7Summary Teacher leads students to have a summary of this lesson. 巩固所学Step 8Homework Perfect your draft about your ideas
课题Lesson 8 Accessing your Progress课时第8课时学习目标： By the end of the the class, the students will be able to: 1.know the key works and phrases by filling the blank. 2 konw the usage of the attributive clause by complete the short passage. 3.know what Ss learn by reflecting.达成评价： 1.能否正确运用本单元出现的重要短语。 2.能否将本单元语法知识定语从句运用于对话中。 3.是否了解学习语言的目的和意义。
步骤教师活动学生活动目的英语学习活动观Activity 1 Review the words , phrases and the main idea of the text.1. Go through the words in the box and make sure students understand their meanings. 2. Ask students to read the part and fill in the blanks with the correct forms of the words in the box. 3. Share the answers first in pairs or groups and then with the whole class Fill in the blank by choosing the phases and complete the passage. Share the answer.通过完成词汇检测引导学生重视词汇的搭配和语境。该 w文本介绍作者学习法语和拉丁语的经历，属于词汇练习，旨在本单元具体语境中练习词汇，有利于提高词汇的运用能力。 应用理解Activity 2 Review the relative clauses.1.Ask students to read the passage and understand its meaning. If necessary, help students to understand any difficult sentences they may think. 2. Ask students to read and try to complete the nouns and the restrictive relative clause. 3. Share the answers first in pairs or groups and then with the whole class Read passage quickly to get the main idea. read and try to complete the nouns and the restrictive relative clause and decide which word should be used.该部分为作者学习德语的经历，学生在语境中复习和运用语法项目，有助于提高语法使用的实践性和应用性 在语境运用中理解定语从句的用法，并进一步体会学习语言的意义。 分析理解Activity 3 Reflecting 1. Go through the tasks with students and make sure they know what to do 2. Let students do it by themselves 3. Ask students to work in groups and share what they write. The answers may vary from one student to another. 1. Reflect the questions: 2. Share their answer通过对问题进行思考和反思，了解自己本单元所学内容和自己的不足，通过小组互问互答，相互了解对方的问题和自己的问题进行对比，有针对想的进行思考和改进。分析总结基础检测和迁移性检测： 基础检测： 关于定语从句的相关练习。（链接高考） 迁移性检测： 写一篇向外国友人推荐中文并介绍如何学习中文的文章。作业设计： Write a short passage to recommend Chinese and show your reasons and give some advice on how to learn Chinese.