UsingLanguageUnit5IntothewildStudentswillunderstandhowrelativeadverbshelpexpressclearlogicalrelationshipsinEnglishdescriptionsofeventsorscenarios.Studentswillbeabletoidentifythefunctionsofrelativeadverbsinsentencesandcorrectlyusethem.TeachingobjectivesStudentswilllearntosummarizetheusagerulesofrelativeadverbsindependentlybysortingouttext-relatedexamples.Studentswilldeveloplogicalthinkingandanalyticalabilitytochooseappropriaterelativeadverbsfordifferentcontexts.一二三四Theteachingfocusesonenablingstudentstoproficientlyutilizethebasicsentencecomponentsandpatternsinpracticallanguageuse,aswellasmasteringthekeylisteningskillofaccuratelymakingnotesofcrucialinformation.Theanticipateddifficultieslieinstudents'comprehensiveapplicationofvariousbasicsentencestructuresandtheiraccurateandrapidextractionofkeyinformationwhilelistening.Keyanddifficultpoints一二PARTⅠGrammarAttributiveclauses(Ⅱ)Enjoythesong！Rememberthefirstday______Isawyourface.Rememberthefirstday______yousmiledatme.There’saplacedowntown______thefreaksallcomearound.It’saholeintheworld.Oh,shemustbethereason_____godmadeagirl.Sheissoprettyallovertheworld.whenwhenwherewhyLookatthesentencesfromthereadingpassageandanswerthequestion.1.Whatdo“where”,“when”and“why”refertoineachsentence?“where”refersto“theplaces”insentence(a).“when”refersto“atime”insentence(b).“why”refersto“themainreason”insentence(c).Comparethemwiththefollowingsentencesandanswerthequestions.2.Whatisthedifferencebetweenthetwogroupsofsentences?Sentences(a),(b)and(c)containaclausedefininganounorpronouninthesentence.Sentences(d),(e)and(f)areconstructedwithapairofsimplesentences,withonedefininganounorpronounintheothersentenceineachpair.Comparethemwiththefollowingsentencesandanswerthequestions.3.Whydoestheauthorchoosetousesentences(a),(b)and(c)inthereadingpassage?Becausethereisacloserlinkandconnectionbetweentheitemandtheclausedefiningitinsentences(a),(b)and(c).Itwillalsomakethepassageclearer,andcreateanemphaticeffectonthelocation,timeandreasonbeingdefined.Nowlookformoresentenceswithattributiveclausesinthereadingpassage.Thesetwopiecesofinformation—thetimeofdayandthepointwherethesunisinthesky...Inmanyoftheplaceswherethebutterflycanbefound,peoplearedestroyingthenaturalenvironment....theremaycomeatimewhenthenumberofmonarchbutterfliesincreasesonceagain.關(guān)系副詞關(guān)系副詞先行詞功能when先行詞通常為表示時(shí)間的名詞，如time、day、occasion等。作時(shí)間狀語where先行詞通常為表示具體或抽象地點(diǎn)的名詞，如place、position、situation、point等。作地點(diǎn)狀語why先行詞通常為reason(s)。作原因狀語關(guān)系副詞與關(guān)系代詞的區(qū)別對(duì)比維度關(guān)系代詞關(guān)系副詞核心作用連接主從句并替代先行詞連接主從句，說明從句時(shí)間、地點(diǎn)或原因從句成分作主語、賓語、定語（如who/whom/which/that/whose）作時(shí)間、地點(diǎn)、原因狀語（如when/where/why）常見先行詞人或物時(shí)間、地點(diǎn)、原因類名詞判斷關(guān)鍵從句缺主賓定→用關(guān)系代詞（Thebook(which)Iread）從句主謂賓完整→用關(guān)系副詞（ThedaywhenIarrived）where的用法關(guān)系副詞where引導(dǎo)定語從句時(shí)，在從句中充當(dāng)?shù)攸c(diǎn)狀語。其先行詞既可以是place（地方）、house（房子）、city（城市）、country（國家）

等具體地點(diǎn)名詞，也可以是society（社會(huì)）、situation（情形）、stage（階段）、point（程度）、case（情況）

等抽象地點(diǎn)概念的名詞。在多數(shù)情況下，where可與“介詞+which”結(jié)構(gòu)同義替換。Therecomesastagewhereyouhavetofacethechallengesalone.作地點(diǎn)狀語=atwhich注意：當(dāng)先行詞為具體地點(diǎn)名詞時(shí)，若關(guān)系詞在定語從句中作主語或賓語，則需使用that/which引導(dǎo)定語從句；若關(guān)系詞在從句中充當(dāng)?shù)攸c(diǎn)狀語，則應(yīng)用where引導(dǎo)。作賓語：Thisisthehousethat/whichheboughtlastyear.（他去年買的房子）作狀語：Thisisthehousewherehelivedfor10years.（他住了十年的房子）當(dāng)先行詞是抽象地點(diǎn)概念的名詞時(shí)，若定語從句中缺少地點(diǎn)狀語，則用where引導(dǎo)從句，此時(shí)“where”相當(dāng)于“介詞+which”。Weareinapositionwherewemustmakeadecision.=Weareinapositioninwhichwemustmakeadecision.where的用法when的用法在定語從句中，關(guān)系副詞when用于修飾表示時(shí)間概念的先行詞（如time、day、year、moment、period等），在從句中充當(dāng)時(shí)間狀語，此時(shí)when通?？膳c“時(shí)間介詞+which”結(jié)構(gòu)互換。核心規(guī)則：先行詞為時(shí)間名詞；從句結(jié)構(gòu)完整（不缺主語/賓語）；when在從句中相當(dāng)于“時(shí)間介詞+which”。時(shí)間狀語：I’llneverforgetthedaywhen(=onwhich)wemet.（從句主謂完整：wemet）賓語成分：I’llneverforgetthedaythat/which(=省略)wespenttogether.（從句缺賓語：spenttheday）注意：當(dāng)先行詞是時(shí)間名詞時(shí)，定語從句看關(guān)系詞在句中的成分確定，如作狀語，則用when引導(dǎo)；如關(guān)系詞作主語或賓語，則用that或which引導(dǎo)。Istillrememberthedayswhenwechattedwitheachotherallnight.Istillrememberthedaysthat/whichwespenttogetheronthefarm.作狀語作賓語when的用法why的用法在定語從句中，why專門用于表達(dá)原因，在從句內(nèi)充任原因狀語。其引導(dǎo)的從句通常修飾reason、excuse等明確表示原因或理由的先行詞。絕大多數(shù)情況下，why與forwhich可以相互替換。Shecouldn'tgiveagoodexcusewhyshemissedthedeadline.作原因狀語=forwhich注意：若先行詞reason的關(guān)系詞在定語從句中不作狀語，而是充當(dāng)主語或賓語，則用that或which引導(dǎo)定語從句Iwon’tlistentothereasonthat/whichyouhavegivenus.作原因狀語賓語why的用法介詞的選擇1.依據(jù)先行詞與從句中動(dòng)詞的搭配來選擇ThisisthehousewhereIlivedlastyear.=ThisisthehouseinwhichIlivedlastyear.2.依據(jù)先行詞與從句中名詞的搭配來選擇Iknowthereasonwhyheleft.=Iknowthereasonforwhichheleft.“l(fā)ive”常與“in”搭配，構(gòu)成“l(fā)ivein”“reason”常與“for”搭配，構(gòu)成“forthereason”3.依據(jù)先行詞所表達(dá)的含義來選擇ThisisthecitywhereIwasborn.=ThisisthecityinwhichIwasborn.4.考慮句子所表達(dá)的邏輯關(guān)系來選擇Theyearwhenhegraduatedfromcollegewas2010.=Theyearinwhichhegraduatedfromcollegewas2010.“beborn”通常搭配“in”，表示“在某個(gè)城市出生”這里表示“在某一年”，用“in”符合時(shí)間上的邏輯關(guān)系介詞的選擇5.表示“所有”或“整體的一部分”時(shí)通常用both/none/some/most...+介詞“of”+which/whom翻譯成：其中兩個(gè)都，其中沒有，其中一個(gè)，其中大部分等Hehastwosons,_____________graduatedfromPekingUniversity.他有兩個(gè)兒子，他們都畢業(yè)于北京大學(xué)。

2)Tomwrotemanychildren’sbooks,half__________wereaboutcampusculture.

湯姆寫了很多兒童書籍，其中一半是關(guān)于校園文化的。bothofwhomofwhich介詞的選擇關(guān)系代詞or關(guān)系副詞？Thisisthereason_____________Ididn'tcome.why/forwhich指時(shí)間，地點(diǎn)或原因的先行詞在定語從句中作狀語時(shí)，用關(guān)系副詞。指時(shí)間，地點(diǎn)或原因的先行詞在定語從句中作主語或賓語時(shí)，用關(guān)系代詞。Thereason___________shegavewasnottrue.which/that判斷依據(jù)：先行詞在從句中所作成分①從句缺少主、賓、定②從句缺狀語關(guān)系代詞關(guān)系副詞Readthepassageandunderlinethewordsthatwhere,whenandwhyreferto.InApril2017,twogiantpandasfromChinaarrivedatazoointheNetherlands.There,theywerewelcomedtotheChinese-stylecompound

where

theyweretolive.On30May,afterthepreparationswerecomplete,thedayfinallycamewhen

thepandasmettheirfansforthefirsttime.Peoplewereexcited–thezooistheonlyplaceinthecountry

where

itispossibletoseepandas.Infact,thelasttimetherewerepandasintheNetherlandswasin1987.Andofcourse,themainreason

why

theyweresoexcitedisthatpandasarejustsocute!Completetheemailwithwhere,whenorwhy.wherewhenwhywhere羚羊Lookatthepicturesandcompletetheidiomswithanimalnames.12435beebirdsmicehorsesdogscatsCompletetheparagraphwiththeanimalidiomsinActivity4.Englishidiomsareawayofaddingcolourtothelanguage.Forexample,insteadofsaying“It’srainingheavily”,youcouldsay“1_________________________”.Anotherreasontouseidiomsisthattheyareconcise.Forexample,todescribesomeonewhoisalwaysworkingorbusydoingsomething,wecansaytheyare2________________.Ifthey’rerushingintosomethingandshouldwaitandbepatient,youcouldsay“3__________________”.Learningidiomscanbefun,especiallywhenwecomparethemtoChineseequivalents.Take,forexample,“4___________________________________”(peopledowhattheywantandhavefunwhensomeoneinauthorityisabsent)and“5____________________________”(solvetwoproblemswithoneaction)–aretherecorrespondingidiomsinChinese?It’srainingcatsanddogsasbusyasabeeholdyourhorsesWhenthecat’saway,themicewillplaykilltwobirdswithonestoneWorkinpairs.Findmoreanimalidioms.Chooseanidiomanddescribeasituationwithit.putthecartbeforethehorse本末倒置lockthestabledoorafterthehorsehasbeenstolen亡羊補(bǔ)牢birdsofafeatherflocktogether物以類聚lookagifthorseinthemouth吹毛求疵ridethehighhorse趾高氣揚(yáng)letsleepingdogslie莫惹是非ablacksheep害群之馬She’sasbusyasabee.Whatmakesyousaythat?...PARTⅡListeningDebatingaboutanimalsListentotheTVdebateandchoosethecorrecttopic.Canzooanimalssurviveinthewild?Canzoosofferanimalstheirnaturalenvironment?Shouldwekeepwildanimalsinthezoo?Shouldweeducatepeoplemoreaboutanimals?Listenagainandcompletethemindmap.indangerofdyingouteducatepeopleaboutanimalsnaturalenvironmentsdependtoomuchonhumansasgoodasdomoregoodforNowtalkabouthowthespeakersexpressagreementanddisagreement.Listenagainifnecessary.TranscriptDJ:JoiningustodaywehavezookeeperMaxWilson,andAmyLeefromtheorganisation

KeepWildAnimalsWild.Theyareheretodiscusswhetherweshouldkeepwildanimalsin

zoos,Max,let'sstartwithyou.Max:Asazookeeper,I’veseenhowzooshelpprotectanimalsindangerofdyingout.For

example,myzooiswell-knownforitsprogrammetosavetigers.Amy:I’mafraidIdon’tagreethattheseprogrammesarealwayssuccessful.We’veseenalot

of

exampleswheretheanimalsstarttodependtoomuchonhumans,andareunabletoliveon

theirownwhenreturnedtothewild.

We’veseenalotofexamplesthat

havefailed.Max:Butyoumustadmittherearesuccessfulones.Andzoosarealsoagoodwayto

educatepeopleaboutanimals.That’skillingtwobirdswithonestone.TranscriptAmy:

Oh,Itotallyagreethatpeopleshouldlearnasmuchaspossibleaboutanimals

becausewe

sharetheplanetwiththem.Max:Exactly.Zoosallowustoobserveanimalsinplacesthataresimilartotheirnatural

environments.Amy:

I’msorry,butthat’sjustnottrue.Nozoocanofferitsanimalsanenvironmentthat’s

asgoodastheirnaturalone.Elephants,forexample,needahugeamountofspaceto

livehappily.Onthewhole,Ithinkzoosdomoregoodforpeoplethanforanimals.DJ:Well,Ithinkweallagreethatweshoulddoourbesttohelpprotectanimalsand

teach

peoplemoreaboutthem,Let’scontinuethisdiscussionafterashortbreak.Workinpairs.Holdadebateonwhetherweshouldkeepanimalsaspets.StudentA:TurntoPage107.Youareinfavourofkeepinganimalsaspets.Youhavethefollowingarguments:?Keepingpetsdevelopsakindandcaringattitudetowardsanimals.?Keepingpetsisgoodforpeople’sphysicalandmentalhealth.?Keepingpetshelpspeopleknowmoreaboutanimals.Workinpairs.Holdadebateonwhetherweshouldkeepanimalsaspets.StudentB:TurntoPage110.Youareagainstkeepinganimalsaspets.Youhavethefollowingarguments:?Caringforotherpeopleismoreimportantthancaringforanimals.?Itisbadforanimals’physicalandmentalhealthtobekeptaspets.?Animalskeptathomecancausetroubleforneighbours.Workin