Unit 5 Languages Around the World-Listening and Speaking
【教材分析】
不同于旧教材，语言差异在必修一的第二单元，新教材设置在必修一最后一个单元，可以让学生在语言上有所储备，就是在前几个单元的学习中，既有语言知识，也有语音知识，到了这个时候学生就能够有话可说，有感可发，能够找到不同国家英语的区别。让学生学习不同国家和地区的英语，就可以培养学生的国际视野，可以降低学习英语的恐惧感，也可以让学生明确自己的目标。
【教学目标与核心素养】
1.语言能力目标
新课标重视培养学生语言的使用能力，本单元通过听来带动说，和平时生活紧密相关，让学生可以体会到不同国家使用英语的过程中会有不同的口音，中式英语也肯定具有它的特点，但是作为语言学习者，我们应该尽量模仿英美国家使用语言的地道性，这样可以拓展学生的国际视野，有助于下一步的开展跨文化交流。
2.学习能力目标：
在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。这节课，教师可以侧重培养在听的过程中让学生记录关键信息，写下关键词的训练，让学生不是为了做题而听听力造成的紧张感，又不能在听的过程中只见树木不见森林。
【教学重点】
（1）在听的过程中先听懂，然后快速记录下关键信息，并通过交换信息来获取更多信息；
（2）明确自己要听的主要内容集中精力抓住重点。
【教学难点】
（1） 听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；
（2）听一次后能记住的信息并不多，在第二遍或者第三遍当中继续积累。
【教学过程】
| 教学步骤 | 教学活动 | 设计意图 | 时间 |
| Step 1 Before listening | Match each photo with the correct country name. Talk about different ways of greeting. | 这些图片既可以了解学生掌握的常识和背景知识，也能增长学生的见识和知识面。 | 5分钟 |
| Step 2 Listening for the 1st time | 1st time listening: Listen to a speech and tick the two languages with the most native speakers. Circle the official languages of the United Nations. | 第一次听之前要先明确问题，然后带着问题去听第一遍，找到关键词。 | 7分钟 |
| Step 3 Listening for the 2nd time | Write down the key words you listen as quickly as possible. Swap your notes with each other and get more information. Listen to the speech again and answer the questions. 1. What is the main topic of this speech? 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? 4. What's the attitude of the speaker towards foreign language learning? | 这个部分教师要尝试让学生做记录关键信息的练习，接下来小组互助补充增添信息。 接下来利用笔记可以解决问题。鼓励学生说出完整句子。 | 13分钟 |
| Step 4 Listening for the 3rd time | Listen to the speech again. What do the italicized words refer to in the sentence? Tip: Pronouns refer to something or somebody mentioned earlier. | 首先，背景知识回顾，让学生了解，代词指代的方式； 让学生听第三遍，有整体意识。 | 5分钟 |
| Step 5 Speaking | Work in pairs or groups. Discuss which other language(s) you want to learn and why. | 延伸听力中的话题进行讨论，激发学生学习英语动机。 | 5分钟 |
| Step 6 Pronunciation focus | Some words are pronounced differently in America and Britain. Listen and pay attention to the differences. Listen to the paragraphs read by two different speakers. Which speaker has a British accent and which has an American accent? | 了解英式发音和美式发音的不同之处。 | 5分钟 |
| Step 7 Homework | Try to finish the listening exercise. | 作业中补充练习听力，巩固今天两个内容： 1， 记录关键信息； 2， 英美发音不同之处。 |
【教材分析】
本节课是高中英语第一册的最后一个单元的阅读和思考部分，文章难度明显增加，体现在以下几个方面：文章题材是说明文，比较难理解；话题生疏，涉及到历史等知识；生词量增大，而且在语境中理解词汇的要求提高。面对这些，教师的难度和高度也要有所提升，通过探讨说明顺序，了解背景知识等帮助他们找到说明文阅读的方法。
【教学目标与核心素养】
1. 文化意识目标
新课程中指出，文化意识是对中外文化的理解和对优秀文化的认同。文化意识的的培养有助于学生增加国家认同和家国情怀，成为有文明素养和社会责任感的人。我们这个单元很好体现了这一点，通过了解汉字书写的体系和发展，学生可以有一种文化自豪感，同时也能够帮助学生深入挖掘这篇文章，从而想到更多和中国文化相关的方面。
2. 学习能力目标：
在阅读中，基本的阅读技巧包括预测，浏览和寻读，文章的难度虽然比较大，但是我们通过预测可以降低理解难度，通过寻读，我们可以以点带面来突破文章中的难点。同时新课程对于语篇的重视也让我们拓宽了阅读的思路，能够从文章发展脉络来突破文章。这篇课文课本问题上主要凸显了时间顺序对于描述事物的依据，是非常常见的，通过每个时间点事件的梳理来了解文章思路。
【教学重难点】
1. 重点
（1）体会说明文阅读的时间顺序；
（2）快速找出不同时间发生的事件。
2.难点
（1）在语境中感受同源词汇的联系和猜测词义；
（2）体会描述事物时候需要有一定的顺序。
【教学过程】
| 教学步骤 | 教学活动 | 设计意图 | 时间 |
| Step-1 Pre-reading | Your friend Tony is going to visit China. He is very interested in Chinese culture. What do you think can represent Chinese culture? When it comes to Chinese writing, what do you know? | 这两个活动的目的有两个： 1. 激活学生的背景知识，降低理解难度； 2. 探讨本文文化主题，让学会建立文化自信的同时也意识到汉字是中国文化的精髓。 | 5分钟 |
| Step-2 While reading- prediction | Look at the title and the picture below. Predict what the text will be about. How will the passage be organized? | 这部分两个问题有两个目的： 1. 训练阅读策略中的预测策略，能够利用题目和文中的图片作出对于文章的预测； 2. 了解说明文都具有一定的说明顺序，猜测文章既然是关于汉字的发展的，那么应该是按照什么顺序？ | 5分钟 |
| Step-3 While-reading -to get the main idea. | Step2 Reading for the main idea: What is the main idea of each paragraph? | 通过给出提示，让学生关注首段、末端，每段首句和末句来快速找出各段大意。 | 5分钟 |
| Step-4 While-reading- scanning | Scan the text to find the words and phrases that describe a time. Then write down what happened at each of these important times. | 通过寻读，找到有关于时间的表达并找出对应的事件。 | 10分钟 |
| Step-5 After-reading-discussion | Read the text again and discuss the questions. 1. How did written Chinese unify Chinese people divided by geography and dialects? 2. How does written Chinese connect Chinese people today with those of the past? 3. According to the writer, the Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors? | 这几个问题设计意图： 1 能够有条理表达出汉字和国家统一的关系； 2 深度理解题目，为什么汉字能后连接现在和过去？ 3 除了汉字，还有那些在中国文化的发扬中起到非常重要的作用。 这三个题目能够开阔学生的视野。 | 7分钟 |
| Step-6 word focus | Step1 To understand the meaning of the words in context. Step 2 To choose the right word or phrase to fill in the blanks and pay attention to the right form. Step 3 To paraphrase the sentences with the words or phrases in the article. | 设计意图： 1 稍微不同于课本，我先进行了在语境下理解这些词，让他们不是直接得到汉语意思； 2 利用小的短文将这些词回归语境中理解； 3 通过观察这些词，认识到它们是同源词汇，知识词性不同，来用英语解释英语。 | 8分钟 |
| Step-6 Homework | Try to finish the reading exercise. | 作业中补充通话题阅读练习，巩固今天两个内容： 3， 在语境中理解学习单词； 4， 了解话题词汇。 |
【教材分析】
本节课是高中英语第一册的最后一个单元的语法部分，要基于四单元的语法定语从句关系代词的讲解，这节课让学生理解关系副词和介词加关系代词的使用。本节课用归纳法让学生通过观察后做出总结，有利于让学生自己发现语法规律。
【教学目标与核心素养】
思维品质的培养和训练：
新课程中指出，思维品质指思维在逻辑性等方面所表现的能力和水平，思维品质的发展有助于提升学生分析和解决问题的能力。在这次语法讲解中，通过让学生观察各种句子，来自己感受并归纳总结定语从句中关系副词的用法，帮助他们提高语法学习的语境意识。
【教学重难点】
2. 重点
（1） 关系副词和关系代词的区别；
（2）关系副词和介词加关系代词之间的区别。
2. 难点
（1）关系副词和介词加关系代词之间的联系和区别；
（2）介词加关系代词中介词的选择。
【教学过程】
| 教学步骤 | 教学活动 | 设计意图 | 时间 |
| Step-1 Discovering useful structures -relative adverbs | Look at these sentences and underline the restrictive relative clauses. What kind of information does each clause communicate? | 这两个活动的目的有两个： 3. 学生可以观察和体会到关系副词在定语从句中的充当的成分； 4. 了解定语从句主句和从句之间的关系。 | 7分钟 |
| Step-2 Discovering useful structures -relative adverbs and preposition+ relative pronouns | Express the sentence of the same meaning using the relative adverbs and preposition+ relative pronouns. | 关系副词和介词加关系代词有很大关系，介词加关系代词表示时间就可以用关系副词when，表示地点可以用关系副词where， 表示原因可以用关系副词why。 | 7分钟 |
| Step-3 Practice. | Use the phrases to make complete sentences. | 通过学生自己造句来运用关系副词when, where 和 why。 | 5分钟 |
| Step-4 Practice. | Complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary. | 在具体语境中体会关系代词和关系副词之间的区别。 | 10分钟 |
| Step-5 Word focus. | Study the new words in context. | 这几个问题设计意图： 1 再具体语境中学习语法； 2 介词加关系代词中介词的选择，有一种是和先行词名词的固定搭配，有一种是和定语从句中动词的搭配，那么就需要了解词语的含义和用法。 | 6分钟 |
| Step-6 Practice：to describe things | Work in pairs. Ask and answer the questions. | 学会用定语从句来描述事物。 | 5分钟 |
| Step-6 Homework | Try to finish the exercise. |
Period 4 Reading for Writing
【教材分析】
The theme of this period is how to enable students to write a blog about English learning problems. Teachers can ask students to reflect on their learning problems and summarize the problems.
The language of three sections of online posts is simple, flexible, and more casual and personalized, which is the typical characteristics of informal style. Each of the students not only raised their own questions, but also answered the questions of the previous netizen.
The purpose of the question is to enlighten the students who have the same problem.
Teachers are advised to start from talking about students’ difficulties and solutions in English learning, and make the transition to reflect on their actual learning situation of oneself.
【教学目标与核心素养】
1. Get students to have a good understanding of how to write a blog about English learning problems.
2. Enable students to use some writing skills flexibly.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
【教学重难点】
1. How to enable students to have a good understanding of the skills of writing a blog.
2. How to motivate students to discuss their learning problems in English actively.
【教学过程】
Step 1: Lead in
Begin the class with the lead-in questions:
•Do you have some problems in English learning?
•What is your biggest challenge?
It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details concerning each one’s problem and advice from another one.
The teacher is expected to ask students to read a blog silently and then request students to discuss the questions below.
In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.
Read some posts from an online forum which is about some learning English problems of Chinese students and finish the tasks.
•What are the problems of the following students?
| names | problem |
| Liu Wen | Trouble with listening to native English speakers |
| Jia Xin | How to be polite in English |
| Li Rui | Remember new vocabulary |
Read it again and sum up the problems of the three students, and then write down the advice that was given from others.
Step 4: Work in pairs. List your learning problems in English and brainstorm some useful advice.
Useful expressions
•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.
•l cannot understand the teachers’ English in class.
Step 5 Homework：
为提高我校学生的英语口语水平，我们将举办英语演讲比赛(English- speaking contest)，请你根据下面的信息，以学生会(the Students‘ Union)的名义写一份海报，欢迎全校同学参加，届时特邀本校美籍教师史密斯先生颁奖。
•报名时间 9月30日以前(报名:signup)
•报名地点 学生会办公室
•比赛时间 10月9日晚7:00~9:00
•比赛地点 学校大会议室
•奖励 前8名
Unit 5 Languages Around the World
Listening and Speaking 导学案
【学习目标】
1. 掌握适当的听力技巧及正确的口语表达方式;
2. 在听力过程中，掌握适当技能帮助记忆，尤其是做笔记的有效使用。
【学习重难点】
1. 重点
（2） 在听的过程中先听懂，然后快速记录下关键信息，并通过交换信息来获取更多信息；
（2）明确自己要听的主要内容集中精力抓住重点。
2. 难点
（1）听力中涉及到数字一直是听力的难点，要对20以内的数字比较熟悉，才能听到之后立马反应过来；
（2）听一次后能记住的信息并不多，在第二遍或者第三遍当中继续积累。
【学习过程】
Step 1 Lead-in
Do you know any other greeting ways apart from using Chinese or English?
Step 2 Listening
1. Listen to a speech for the 1st time and write down the first letters representing the two languages with the most native speakers. Write down the first letters representing the official languages of the United Nations.
two languages with the most native speakers:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
the official languages of the United Nations:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Listen to a speech for the 2nd time and answer some questions:
1) Swap your notes to get more information
_________________________________________________________________
2) What is the main topic of this speech?
_________________________________________________________________
3) Can you find out some word or expressions showing the speakers’ attitude towards learning English?
Does he think it necessary?
_________________________________________________________________
Step 3 Pronunciation focus
1.Some words are pronounced differently in America and Britain.
Think about the differences.
Box job can’t grass over either
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2.Try to read these word as bellow and focus on the differences.
schedule
hostile
either
address
direct
laboratory
advertisement
shone
3.Try to read the paragraph with American accent and British accent.
Unit 5 Languages Around the World-Reading and Thinking导学案
【学习目标】
1.熟练掌握阅读技巧，包括预测，浏览和寻读等来了解文章脉络。
2.熟练掌握用时间顺序的梳理来把控文章思路。
【学习重难点】
1. 重点
（3） 体会说明文阅读的时间顺序；
（2）快速找出不同时间发生的事件。
2.难点
（1）在语境中感受同源词汇的联系和猜测词义；
（2）体会描述事物时候需要有一定的顺序。
【学习过程】
Step 1 Reading
1. Predict before reading.
What can you get from the title?
______________________________________________________________
What can you learn from the picture?
______________________________________________________________
2. Read for main idea.
Para 1:_________________________________________________________
Para 2:_________________________________________________________
Para 3:_________________________________________________________
Para 4:_________________________________________________________
Para 5:_________________________________________________________
Main idea of the whole passage: _____________________________________
3. Scan for specific information.
Scan the text to find the words and phrases that describe a time. Then write down what happened at each of these important times.
Important times during the development of Chinese writing system.
at the beginning: ______________________
several thousand years ago: ______________________
Shang Dynasty: ______________________
over the years: ______________________
Qin Dynasty: ______________________
today: ______________________
Step 2 Word focus
找到书中出现这些词语的句子，并在句子中猜测词语的意思。
1.The earth is one planet of the solar (太阳的) system.
system：___________________________________________________
2.No one is quite sure of the meaning of the images (图像，形象) carved on the wall.
carve: ______________________________________________________
3.Cars are a very important means of transportation (交通) nowadays.
transportation: ________________________________________________
4. This vase dates back to Tang Dynasty, which is why it's very expensive.
date back to: __________________________________________________
5. These children from poor areas are not exposed to classic music.
classic: ______________________________________________________
6. China is one of the four countries which have great and old civilisation.
civilisation: ___________________________________________________
Step 3 Exercise
1. Fill in the blanks.
Chinese calligraphy has developed along with China's _________. It is difficult to say when exactly calligraphy started. Chinese writing was first done by ________ symbols onto bones and shells, but as developed into a writing _______. It also developed as a form of art done with a brush. It is believed that Chinese calligraphy ________ to at least the Han Dynasty (202 BC-220 AD). Soon after that, the idea developed that calligraphy was not only a beautiful art from but also a _______ of showing the character of the “man behind the brush”. Today, anyone from small children to old people can enjoy practising the ______ art of Chinese calligraphy.
2. Fill in the blanks according to the context.
1) Since there are four countries in the United Kingdom, the countries have different legal and educational ______.
2) The practice of drinking tea can ________ to ancient times.
3) Are you into _________ music？
4) WeChat is an important ___________ of communication.
3.找到书中出现这些词语的句子，并在句子中猜测词语的意思。
1) Many Chinese characters symbolise their meanings, unlike English words which are spelled out according to how they sound.
2) The basic forms of the English writing system are known as letters.
3) A unified writing system is considered to be an important part of civilised society.
4) Learning Chinese calligraphy will increase your appreciation of Chinese culture.
Step 4 Homework
句子转换
1. They apologized to me for what he had done.
2. He likes his collections of stamps.
3. Call me if it is convenient to you.
4. There are a lot of trees surrounding them.
Unit 5 Languages Around the World-Discovering Useful Structures 导学案
【学习目标】
1. 感受并归纳总结定语从句中关系副词的用法，提高语法学习的语境意识。
2. 熟练掌握并使用新词汇及常用表达。
【学习重难点】
3. 重点
（4） 关系副词和关系代词的区别；
（2）关系副词和介词加关系代词之间的区别。
2. 难点
（1）关系副词和介词加关系代词之间的联系和区别；
（2）介词加关系代词中介词的选择。
【学习过程】
Step 1 Learning about the relative adverb
根据课文内容填空，每空只填入一词。
1 It was a time _______ people were divided geographically.b5E
【答案】： when
【解析】：关系副词when指代先行词time，在定语从句中做关系副词，表示时间。
2. Emperor Qinshihuang united the seven major states into one unified country _______ the Chinese writing system began to develop in one direction.
【答案】： where
【解析】：关系副词where指代先行词country，在定语从句中做关系副词，表示地点。
3. There are many reasons ________ people learn a foreign language.
【答案】：why
【解析】：关系副词why指代先行词reasons，在定语从句中做关系副词，表示原因。
4. These were animal bones and shells _________ symbols were carved by ancient Chinese people.
【答案】：where
【解析】：关系副词where指代先行词shells，在定语从句中做关系副词，表示地点。
Step 2 Learning about preposition+relative pronoun
根据课文内容填空，每空只填入一词。
1. It was a time _______ _______ people were divided geographically.
【答案】： in which
【解析】：关系副词which指代先行词time，在定语从句中做介词in的宾语，表示时间。
2. Emperor Qinshihuang united the seven major states into one unified country _______ _______ the Chinese writing system began to develop in one direction.
【答案】：in which
【解析】：关系副词which指代先行词country，在定语从句中做介词in的宾语，表示地点。
3.There are many reasons _______ _______ people learn a foreign language.
【答案】： for which
【解析】：关系副词which指代先行词reason，在定语从句中做介词for的宾语，表示原因。
4. These were animal bones and shells _______ _______ symbols were carved by ancient Chinese people.
【答案】：on which
【解析】：关系副词which指代先行词shells，在定语从句中做介词on 的宾语，表示地点。
Step 3 .Summary
总结：
定语从句：以where, when, why引导
1. where 指______, 在从句中作_______, 相当于______ + ________.
The market is three kilometers away. I buy some vegetables in the market every morning.
attributive clause:______________________________________________.
【答案】：地点
地点状语
in/on
which
【解析】：The market where/in which I buy some vegetables every morning is three kilometers away.
2.when 指______, 在从句中作_______, 相当于______ + ________.
The time was a very difficult period of my life. I first met Nelson Mandela at the time.E
attributive clause:____________________ _______________________.
【答案】：时间
时间状语
in/on/at
which
【解析】：The time when/ at which I first met Nelson Mandela was a very difficult period of my life.
3.why 指______, 在从句中作_______, 相当于______ + ________.
The reason was because of the traffic accident. I went to work late.
attributive clause:______________________________________________.
【答案】：原因
原因状语
For
which
【解析】：The reason why/for which I went to work late was because of the traffic accident.
定语从句：介词+关系代词(which/whom) 引导
“介词+关系代词” 引导地定语从句，修饰物时用_____而不用that，修饰人时用____而不用who.
【答案】：which
whom
Step 4 Exercise
根据文意，在横线上填入适当的关系代词或关系副词。
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!
Step 5 Homework
1. This is the school ___ my little brother studied years ago.
A. which B. that C. when D. in which
2. This is the school ___ my little brother visited last year.
A. which B. where C. when D. in which
3. The reason ____ he gave for not coming was that his mother didn't allow him to come.
A. for which B. which C. why D. about which
4. The reason ___ he was late was that didn’t allow him to come.
A. for that B. which C.why D. about which
5. Finally the little boy told us everything ____ he had seen and heard in the street.
A .which B. what C. whatever D .that
6. She is such a good teacher ___ we all love and respect.501nNvZFis
A. that B. as C. who D. whom
7. I don't like the way ____you deal with the problem.jW1viftGw9
A. which B. in that C. that D. how
Unit 5 Languages Around the World
Period 4 Reading for Writing 导学案
【学习目标】
1. To write a blog about English learning problems using some newly acquired writing skills in this period.
2. To master some words related to writing a blog.
【学习重难点】
1. How to enable students to have a good understanding of the skills of writing a blog.
2. How to motivate students to discuss their learning problems in English actively.
【学习过程】
Step 1 自主探究
Lead in
•Do you have some problems in English learning?
•What is your biggest challenge?
Step 2 Read to discover details concerning each one’s problem and advice from another one.
Read some posts from an online forum which is about some learning English problems of Chinese students and finish the tasks.
What are the problems of the following students?
| names | problem |
| Liu Wen | |
| Jia Xin | |
| Li Rui |
Read it again and sum up the advice to the problem of each student
Jia Xin’s advice on Liu Wen’s problem_________________________________
Li Tui’s advice on Jia Xin’s problem___________________________________
Your advice on Li Rui’s problem______________________________________
Step 3: Work in pairs. List your learning problems in English and brainstorm some useful advice.
Useful expressions
•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.
| •I cannot understand the teachers’ English in class. |
博客写作指导
博客通常是由简短且经常更新的海报所构成，这些张贴的文章都按照年份和日期排列。
1．增分佳句
（1）开头语：第句话用来交代活动的内容和时间。
①We’ll have a show/football match on July 16th.
我们将于七月十六日举行一次展览/足球赛。
②There is a piece of news that we’ll hold a show/football match on July 16th.
有消息说我们将于七月十六日举行一次展览/足球赛。
③Our school is holding an English party at seven in the concert hall this evening.
我们学校将于今晚七点在校音乐厅举行英语晚会。
（2）正文：交代活动的地点及其他相关内容
①The match will be wonderful.比赛将会非常精彩。
②You can buy tickets online, and the price is 2 yuan for each.你可以网上购票，每人两元。
③Call Lily at 51542636 or email. 请致电莉莉51542636或发电子邮件。
（3）结束语:用一些鼓励性语言激发读者的兴趣
①Please come and cheer for them.快来给他们加油吧。
②All are warmly welcome.热烈欢迎各位。
2．为提高我校学生的英语口语水平，我们将举办英语演讲比赛(English- speaking contest),请你根据下面的信息，以学生会(the Students’ Union)的名义写一份海报，欢迎全校同学参加，届时特邀本校美籍教师史密斯先生颁奖。
•报名时间 9月30日以前（报名：signup）
•报名地点 学生会办公室
•比赛时间 10月9日晚7:00~9:00
•比赛地点 学校大会议室
•奖励 前8名
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