【中职专用】高中英语Unit 7 Entertaining Activities Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 7

Entertaining Activities

建议学时

About 4

教

学

目

标

1. Help students learn to introduce some music, movies, television documentaries, and traditional dramas in English;

2. Inspire and guide students to learn how to use different and healthy ways to entertain themselves;

3. Let students feel how healthy forms of entertainment can bring spiritual satisfaction to people;

4. Enable students to proficiently master and use when, where, and why guided attributive clauses, and become familiar with exchanging them with prepositions and which guided attributive clauses;

5. Teachers should create more training activities for students in pairs, cultivate students' awareness of independent learning, and cultivate students' good habits of Cooperative learning and inquiry learning through group exercises.

教学

重点

重点词汇和短语

entertainment, effective, relaxed, master, opera, admire, actor, performance, classical, comedy, treasure, personality; stream videos, fall in love with, be fond of, action movie, TV series, stand for

重点句型

I like...best.        My favourite...is...

I’m interested in...   Can you recommend...?

I’m deeply moved by...

重点语法

1. Attributive clauses guided by relative adverbs when, where, and why

2. Transforming attributive clauses guided by when, where, and why into attributive clauses guided by "preposition+which"

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学

手段

PPT

Language in Use

Part I  Grammar

1. The teacher demonstrates reading and guides students to read relevant grammar sentences aloud.

2. Before class, the teacher will copy the content to be taught to the students, allowing them to preview in advance. During class, the students will have group discussions to see if there are any unclear points. Finally, the teacher answers questions.

3. Enable students to understand the concepts of attributive clauses guided by relative adverbs such as when, where, and why, and deepen their understanding of the concepts through Exercise 2; Review the usage of attributive clauses guided by the relative pronoun 'which'.

The antecedents that can be replaced by relative adverbs when, where, and why are nouns that represent time, place, or reason, respectively, and serve as adverbs in attributive clauses. The meanings of when, where, and why are equivalent to the "preposition+which" structure, so they are often used interchangeably with the "preposition+which" structure.

There are cases when (on which) one must give in

Everyone has to give in at times.

Beijing is the place where (in which) I was born Beijing is my birthplace.

Is this the reason why (for which) he used our offer? Is this the reason why he refused us to help him?

4. Further analyze the roles

1）关系代词

who、whom 和 whose 指人，分别在从句中作主语、宾语和定语（who 也可作宾语）；which 只能指物，that 多指物，有时也指人，它们在从句中可以作主语或宾语。定语从句中关系代词作从句宾语时可省略。

This is the thief (that / who / whom) we have been looking for these

days. 这就是我们近日一直在找的那个小偷。

Please find a room which is big enough for all of us to live in. 请找一间大到能住下我们所有人的房间。

2）关系副词

when、where 引导定语从句时，在从句中分别作时间状语和地点状语。

This is the room where they had a quarrel a week ago. 这是一个星期前他们吵架的房间。

I can never forget the day when I first saw you. 我永远不会忘记第一次见到你的那一天。

why 表示原因，在从句中用作原因状语。

The reason why she is absent from school is that she is ill. 她缺课的原因是她生病了。

How to determine whether the conjunction is a relative adverb or a relative pronoun in an attributive clause? The principles are:

Relative pronouns can serve as subjects, predicates, and objects in clauses; And relative adverbs can only serve as adverbs.

Part II  Pronunciation

1. The phonetic knowledge in this unit is about the ascending and descending tones of English sentences.

1) Falling tone: the basic meaning of falling tone is "ending" and "affirming". Common declarative sentences, imperative sentences and special Interrogative use falling tone.

2) Rising tone: The basic meaning of rising tone is "no end" and "not sure". The common Yes–no question use rising tone.

3) Choose the intonation of the Interrogative: when choosing among the several items the speaker says, the front item uses a rising tone, the last item uses a falling tone, and the middle conjunction, such as or, uses a flat tone. for example：

Shall we walk ↗ or go by bike ↘ ?　我们是走着去，还是骑自行车去？

Is your car blue ↗ , green ↗ , or red ↘ ?　你的车是蓝色的，绿色的，还是红色的？

Do you go there by bus ↗ or by taxi ↘ ?　你坐公共汽车去，还是坐出租车去？

4) The intonation of the antonymous Interrogative: the first part of the antonymous Interrogative uses a falling tone, and the latter part has two situations.

一是提问者对所提问问题没有把握，希望对方回答时用升调。例如：

You will go to see films ↘ , won’t you ↗ ?　你是去看电影吗？

They went to the library ↘ , didn’t they ↗ ?　他们是去图书馆吗？

二是提问者对所提的问题有很大把握，让对方证实时用降调。例如：

He is from China ↘ , isn’t he ↘ ?　他是从中国来吧？

There are over one thousand people in the hall ↘ , aren’t there ↘ ?

大厅里有一千多人吧？

2. The teacher can read each sentence twice, one slow and one fast. Afterwards, students mark the areas of rising and falling tones and read the sentences independently.

1) What a nice day! ↘

2) Where are you going? ↘

3) I’m going to the theatre. ↘

4) Are you going by bike ↗ , bus ↗ , or taxi? ↘

5) She doesn’t know him ↘ , does she? ↗ 或 She doesn’t know him ↘ , does she? ↘

Culture Corner

Beijing Opera Art

Self-check

After completing the content of this unit, students will conduct a self check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, the teacher can repeat the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities. After self testing, students can choose to complete a fun game of checking Oscar winning movies they have watched in or out of class based on the progress of the class.