Unit 5 Languages around the World Workbook 教案-2025-2026学年高中英语人教版必修第一册

WORKBOOK-UNIT 5 LANGUAGES AROUND THE WORLD 内容导航 This unit focuses on the diversity of world languages, with reading passages, exercises and practical tasks. It covers polyglots’ stories, language features and learning methods, helping students understand language’s role in communication and culture, and improve comprehensive language skills. 教学目标和重难点 1. 教学目标 Language Ability: Develop abilities in listening, speaking, reading and writing to understand and express language-related topics. Cultural Awareness: Cultivate respect for language diversity, understand the connection between language and culture, and form cross-cultural communication awareness. Thinking Quality: Train logical analysis and critical thinking through exploring language phenomena and solving related problems. Learning Capacity: Guide students to master effective language learning strategies and develop autonomous and cooperative learning abilities. 2. 教学重难点 Key Points: Master core vocabulary (e.g., polyglot, linguist, dialect, communicate) and phrases (e.g., look up, put together, make sentences); understand the structure and main ideas of reading passages; grasp basic sentence patterns and grammar points (e.g., non-restrictive attributive clauses, infinitive structures). Difficult Points: Use learned vocabulary and sentence patterns to express personal views on language learning; understand the deep connection between language and culture; apply appropriate learning strategies in practical learning. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the topic of world languages and activate their prior knowledge, laying a solid foundation for the subsequent teaching. First, the teacher presents some pictures on the screen, including different language signs (such as Chinese characters, English letters, Arabic characters), famous polyglots (such as Zhao Yuanren, Giuseppe Mezzofanti) and scenes of cross-cultural communication. Then, the teacher asks students a series of guiding questions to stimulate their thinking and participation: “How many languages do you know? Can you say some simple words in different languages? Do you know anyone who can speak multiple languages? What do you think makes a good language learner?” After asking the questions, the teacher gives students 3-5 minutes to discuss in groups of 4-5. During the discussion, the teacher walks around the classroom, listens to students’ opinions, and provides appropriate guidance to those who have difficulty expressing themselves. For example, if a student is not sure how to describe a polyglot, the teacher can prompt them with words like “talented”, “hard-working” or “creative”. After the group discussion, invite 2-3 groups to share their views with the whole class. The teacher summarizes students’ answers, affirms their positive performance, and naturally leads into the topic of this unit: “Today, we will explore the world of languages through the WORKBOOK of Unit 5, learn about polyglots’ stories, and master useful language knowledge and learning strategies.” In this link, the teacher should pay attention to creating a relaxed and active classroom atmosphere, encouraging every student to participate in the discussion. At the same time, the teacher should timely connect students’ prior knowledge with the content of this unit, so that students can smoothly enter the learning state. Reading Comprehension: Polyglots: What Are They and Who Can Be One? Pre-reading Before reading, the teacher first introduces the key vocabulary and phrases in the passage to help students remove language barriers. The teacher writes the following words and phrases on the blackboard or presents them on the screen: polyglot, linguist, dialect, communicate, quite a few, seem talented, look up, put together, make sentences, sign up for. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives simple example sentences to help students understand and remember. For example, when explaining “polyglot”, the teacher says: “A polyglot is a person who can speak many languages. For example, Zhao Yuanren, a Chinese American linguist, was a famous polyglot.” When explaining “look up”, the teacher gives the example sentence: “When you don’t know a word, you can look it up in a dictionary.” After introducing the vocabulary and phrases, the teacher guides students to predict the content of the passage. The teacher asks: “From the title ‘Polyglots: What Are They and Who Can Be One?’, what do you think the passage will talk about? What questions do you want to know about polyglots?” Students can freely express their predictions, such as “The passage will introduce some famous polyglots.” “It will tell us how to become a polyglot.” The teacher records students’ predictions on the blackboard, and tells students to check whether their predictions are correct while reading. While-reading The while-reading activity is divided into two parts: fast reading and careful reading, aiming to help students gradually understand the structure and main content of the passage, and improve their reading ability. First, fast reading. The teacher asks students to read the passage quickly within 5 minutes, and complete two tasks: 1. Find out the main idea of the passage. 2. Underline the names of the polyglots mentioned in the passage. After students finish reading, the teacher checks the answers. The main idea of the passage is: Polyglots seem amazing, but anyone can try to be one, as shown by the example of American teenager Tim Doner. The polyglots mentioned are Zhao Yuanren, Queen Elizabeth I, Giuseppe Mezzofanti and Tim Doner. Through fast reading, students can quickly grasp the core content of the passage and form a general understanding. Then, careful reading. The teacher asks students to read the passage carefully, and complete the following detailed tasks: 1. Answer the questions about each polyglot: What can each polyglot do? 2. Underline the key sentences that show Tim Doner’s language learning process. 3. Analyze the sentence structures of some complex sentences in the passage (such as non-restrictive attributive clauses, infinitive structures). During the careful reading, students can read the passage sentence by sentence, take notes, and discuss with their group members if they have any questions. After students finish careful reading, the teacher organizes the whole class to check the answers. For the first task, the teacher invites students to introduce each polyglot one by one: Zhao Yuanren could speak seven languages and more than 30 dialects; Queen Elizabeth I could speak about 10 languages; Giuseppe Mezzofanti was reported to have been able to communicate in 30 to 40 languages; Tim Doner learned many languages through listening to music, looking up words, practicing with others and posting videos. For the second task, the teacher asks students to read the key sentences they underlined, and summarizes Tim Doner’s language learning process: He studied French and Latin at school but was not interested; at 13, he started listening to Hebrew rap music, looked up words and made sentences; he practiced with Hebrew speakers, signed up for an Arabic class, posted videos and used various fun methods to learn new languages. For the third task, the teacher selects several complex sentences from the passage, such as “Some polyglots, who can speak quite a few languages, may seem especially talented.” and “Polyglots are indeed amazing, but American teenager Tim Doner is living proof that anyone can try to be one.” The teacher analyzes the sentence structures in detail: the first sentence is a compound sentence with a non-restrictive attributive clause “who can speak quite a few languages”; the second sentence is a compound sentence with a clause “that anyone can try to be one” as the appositive of “living proof”. The teacher explains the usage of these sentence structures, and asks students to make similar sentences to consolidate their understanding. Post-reading After reading, the teacher designs a series of activities to help students deepen their understanding of the passage, and apply the learned knowledge to practice. First, group discussion. The teacher divides students into groups of 4-5, and asks them to discuss the following questions: 1. What do you think are the characteristics of polyglots? 2. What can we learn from Tim Doner’s language learning experience? 3. Do you think anyone can become a polyglot? Why or why not? During the discussion, the teacher guides students to combine the content of the passage and their own learning experience to express their views. For example, when discussing the second question, students may say: “We can learn to make language learning fun, such as learning through music and videos.” “We should practice speaking with others as much as possible.” Then, summary and sharing. Invite 2-3 groups to share their discussion results with the whole class. The teacher summarizes students’ views, and emphasizes the key points: Polyglots are not only talented but also hard-working; Tim Doner’s experience tells us that language learning should be interesting and practical, and anyone can learn a new language with the right methods. At the same time, the teacher guides students to realize that language learning is not just about memorizing words and grammar, but also about communicating with others and understanding different cultures. Finally, vocabulary and grammar consolidation. The teacher designs some exercises to help students consolidate the key vocabulary and grammar learned in the passage. For example, fill in the blanks with the correct form of the given words: 1. Some polyglots may seem especially ______ (talent). 2. Tim started ______ (listen) to Hebrew rap music when he was 13. 3. He looked up the words in a dictionary and ______ (realize) he could put them together to make sentences. The teacher checks the answers with students, and explains the key points such as the usage of adjectives, the structure of “start doing sth” and the past tense of verbs. Language Focus: Vocabulary, Phrases and Grammar Vocabulary and Phrases On the basis of the pre-reading and reading links, the teacher further combs and expands the key vocabulary and phrases in the unit, helping students master their usage more comprehensively. First, core vocabulary. The teacher focuses on explaining the usage of words such as polyglot, linguist, dialect, communicate, appreciate, heritage, evolve. For each word, the teacher explains its part of speech, meaning, common collocations and example sentences. For example, “communicate” is a verb, which means “to exchange information, ideas, or feelings with someone”. Common collocations include “communicate with sb”, “communicate in sth”, “communicate information”. Example sentences: “We should communicate with our parents more often.” “He can communicate in three languages.” “She communicated the news to her colleagues.” Then, key phrases. The teacher sorts out the important phrases in the unit, such as look up, put together, make sentences, sign up for, be interested in, start doing sth, be reported to do sth. For each phrase, the teacher explains its meaning, usage and example sentences, and guides students to make sentences by themselves. For example, “sign up for” means “to register for a class, event, etc.” Example sentence: “I signed up for an English class to improve my spoken English.” The teacher asks students to make their own sentences using “sign up for”, and checks their sentences to correct mistakes. In addition, the teacher introduces some memory strategies to help students remember vocabulary and phrases better. For example,联想记忆: “linguist” is related to “language”, so we can remember it as “a person who studies language”; 拆分记忆: “polyglot” can be split into “poly-” (many) and “-glot” (language), so it means “a person who speaks many languages”. At the same time, the teacher encourages students to accumulate vocabulary and phrases in daily learning, and use them in listening, speaking, reading and writing as much as possible. Grammar Focus The grammar focus of this unit is non-restrictive attributive clauses and infinitive structures. The teacher explains these grammar points in detail, combines with examples in the passage, and designs targeted exercises to help students master their usage. First, non-restrictive attributive clauses. The teacher explains the definition, structure and usage of non-restrictive attributive clauses: A non-restrictive attributive clause is used to provide additional information about the antecedent, and it is separated from the main clause by a comma. It can be modified by a noun, pronoun, phrase or even the whole main clause. The common relative pronouns are who, whom, whose, which, as. The teacher takes the sentence from the passage “Some polyglots, who can speak quite a few languages, may seem especially talented.” as an example, explains that “who can speak quite a few languages” is a non-restrictive attributive clause, which modifies the antecedent “some polyglots”, and the relative pronoun “who” refers to people and acts as the subject of the clause. Then, the teacher gives more examples to help students understand the difference between restrictive and non-restrictive attributive clauses. For example, “The student who is standing at the door is my classmate.” (restrictive attributive clause, which is necessary to identify the student) vs. “My classmate, who is standing at the door, is very friendly.” (non-restrictive attributive clause, which provides additional information about the classmate). Then, infinitive structures. The teacher focuses on the usage of infinitives as subject, object, object complement and adverbial. For example, in the sentence “he found it difficult to be interested in just words and grammar rules”, “it” is a formal object, and “to be interested in just words and grammar rules” is the real object; in the sentence “he could put them together to make sentences”, “to make sentences” is an adverbial of purpose. The teacher explains the structure and usage of each infinitive structure, and gives example sentences for students to imitate. For example, the structure “find it + adj. + to do sth” can be used to make sentences like “I find it easy to learn English.” “She finds it difficult to finish the work on time.” After explaining the grammar points, the teacher designs some exercises to consolidate students’ learning. For example, combine the two sentences into one using a non-restrictive attributive clause: 1. Zhao Yuanren was a Chinese American linguist. He could speak seven languages and more than 30 dialects. → Zhao Yuanren, who was a Chinese American linguist, could speak seven languages and more than 30 dialects. For the infinitive structure, ask students to fill in the blanks with the correct form of the verb: 1. He wants ______ (learn) a new language. 2. It is important ______ (practice) speaking English every day. 3. She asked me ______ (help) her with her homework. The teacher checks the answers with students, and explains the mistakes in detail to help students master the grammar points. Listening and Speaking Practice Listening Practice The listening practice is designed to help students improve their listening comprehension ability, and consolidate the vocabulary and phrases learned in the unit. The teacher prepares listening materials related to language learning and polyglots. The listening materials include two parts: short conversations and a short passage. First, short conversations. There are 5 short conversations, each about language learning, such as asking about language learning methods, talking about the difficulty of learning a new language, etc. The teacher plays the recording twice. For the first time, students listen carefully and understand the main content of each conversation. For the second time, students listen again and answer the questions after each conversation. For example, the question for the first conversation: What does the boy think is the best way to learn English? A. By reading English books. B. By listening to English music. C. By speaking with others. After students finish answering, the teacher checks the answers, and plays the recording again for the parts where students make mistakes, explaining the key points in the conversation. Then, a short passage. The passage is about a student’s experience of learning a foreign language, which is similar to Tim Doner’s story. The teacher plays the recording three times. For the first time, students listen to grasp the main idea of the passage. For the second time, students listen and fill in the blanks with the missing words (the missing words are the key vocabulary and phrases of the unit, such as communicate, practice, sign up for). For the third time, students listen to check their answers and understand the details of the passage. After the listening practice, the teacher summarizes the listening skills: before listening, predict the content according to the questions; while listening, focus on the key information (such as time, place, people, events); after listening, check the answers carefully. Speaking Practice The speaking practice is designed to help students improve their oral expression ability, and apply the learned vocabulary, phrases and sentence patterns to oral communication. The speaking activity is carried out in the form of group discussion and role-play. First, group discussion. The teacher asks students to discuss the following topic in groups of 4-5: “What is your favorite way to learn a foreign language? Why? What difficulties do you meet in language learning? How do you solve them?” Before the discussion, the teacher provides some useful expressions for students to refer to, such as “I prefer to learn a foreign language by... because...”, “The difficulty I meet is...”, “I solve it by...”, “In my opinion, the best way to learn a foreign language is...”. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and provides appropriate guidance to those who have difficulty expressing themselves. For example, if a student can’t express “I learn English by watching English movies”, the teacher can prompt them with the sentence pattern “I learn... by doing...”. Then, role-play. The teacher assigns roles to students: Student A is a student who has difficulty in learning English; Student B is a classmate who is good at English, and gives advice to Student A. Students need to use the vocabulary, phrases and sentence patterns learned in the unit to complete the role-play. For example: Student A: “I find it difficult to speak English. What should I do?” Student B: “You can practice speaking with your classmates every day. You can also listen to English songs and imitate the pronunciation. In addition, you can sign up for an English corner to practice more.” After the role-play, invite 2-3 groups to perform in front of the whole class. The teacher comments on their performance, affirms their strengths, and points out the areas that need improvement (such as pronunciation, grammar, expression fluency). At the same time, the teacher encourages students to speak English boldly and actively, and not be afraid of making mistakes. Writing Practice The writing practice is designed to help students improve their writing ability, and apply the learned knowledge to writing. The writing task of this unit is to write a short passage about “My Language Learning Experience”, which requires students to introduce their own language learning experience, including the language they are learning, the learning methods they use, the difficulties they meet and how to solve them, and their feelings about language learning. First, pre-writing. The teacher guides students to brainstorm and sort out their ideas. The teacher asks students to think about the following questions: 1. What language are you learning? 2. How do you learn it? (e.g., by reading, listening, speaking, writing) 3. What difficulties do you meet in learning it? (e.g., vocabulary, grammar, pronunciation) 4. How do you solve these difficulties? 5. What do you think of language learning? Students can write down their ideas on a piece of paper, and discuss with their group members to supplement and improve their ideas. The teacher provides a writing outline for students to refer to: 1. Introduction: Briefly introduce the language you are learning. 2. Body: Introduce your learning methods, difficulties and solutions. 3. Conclusion: Express your feelings about language learning and your future learning plans. Then, while-writing. Students start to write the passage according to their ideas and the writing outline. The teacher reminds students to use the vocabulary, phrases and sentence patterns learned in the unit, and pay attention to the coherence and logic of the passage. For example, students can use phrases such as “look up”, “practice speaking”, “sign up for”, and sentence patterns such as “I find it difficult to...”, “I learn... by doing...”, “Although... I...”. During the writing process, the teacher walks around the classroom, provides help to students who have difficulty writing, such as helping them organize sentences, correct grammar mistakes, and choose appropriate words. After students finish writing, the teacher organizes peer review. Students exchange their compositions with their deskmates, and evaluate each other’s compositions according to the following standards: 1. Is the content complete? 2. Are the vocabulary and phrases used correctly? 3. Are the sentence patterns correct? 4. Is the passage coherent and logical? 5. Are there any spelling or grammar mistakes? Students can put forward suggestions for revision to their deskmates. After peer review, students revise their own compositions according to the suggestions. Finally, post-writing. The teacher selects 2-3 typical compositions (one good composition and one composition with common mistakes) to comment on in class. For the good composition, the teacher affirms its strengths (such as correct usage of vocabulary and sentence patterns, clear logic, fluent expression) and asks students to learn from it. For the composition with mistakes, the teacher points out the common mistakes (such as spelling mistakes, grammar mistakes, improper use of phrases) and guides students to correct them. At the same time, the teacher summarizes the key points of writing this kind of passage, and encourages students to keep writing diaries or short passages in English to improve their writing ability. Summary At the end of the teaching, the teacher summarizes the content of this unit with the whole class. The teacher reviews the key points: 1. The main content of the reading passage: polyglots’ stories and Tim Doner’s language learning experience. 2. Core vocabulary and phrases: polyglot, linguist, dialect, communicate, look up, put together, make sentences, etc. 3. Grammar points: non-restrictive attributive clauses and infinitive structures. 4. Listening, speaking, reading and writing skills: how to improve listening comprehension, how to express views on language learning, how to write a short passage about language learning experience. The teacher emphasizes that language is a tool for communication and a carrier of culture. Learning a language is not only about mastering vocabulary and grammar, but also about understanding different cultures and improving cross-cultural communication ability. At the same time, the teacher encourages students to apply the learning strategies learned in this unit to their daily language learning, and keep learning and practicing to improve their comprehensive language skills. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $