Unit2《Englisharoundtheworld》1stTeachingPeriodReading教案（人教版必修1）

Unit 2 English Around the World Teaching Design 1st Teaching Period Reading 第五 備課合作組 THE ROAD TO MODERN ENGLISH 1 Aims To talk about varieties of English To read about the history of English language Procedures I Warming up 1 Ask students to name the English speaking countries according to the national flags 2 Ask the students to suggest the reasons why they want to learn English as many as they can think of for example for work as a hobby to learn about other people to travel to read literature in the original to read research papers to meet foreigners to surf the Internet to pass exams etc 3 Provide the students with an opportunity to think about the reasons for the spread of English around the world English is one of the official languages of the Olympic Games and the United Nations English dominates international websites and provides nearly all of the new computer terminology Tourism and trade from Western Europe and North America has contributed to the spread of English Satellite TV radio programs like Joy FM CDs and of course Hollywood films all broadcast English into China Also a number of Chinese films include English subtitles II Reading 1 Skimming Read quickly to get the main idea of the text Guide the students to find out key sentences of each paragraph or ask them to summarize the main points for each paragraph in their own words Paragraph 1 The spread of the English language in the world Paragraph 2 Native speakers can understand each other but they may not be able to understand everything Paragraph 3 All languages change when cultures communicate with one another Paragraph 4 English is spoken as a foreign language or a second language in Africa and Asia 2 Scanning 1 Read to locate particular information and complete comprehending Exercise One 2 The cause Cultures communicate with one another Time Things that happened Between AD 450 and 1150 Based on German 1150 to 1500 Less like German more like French In the 1600 s Shakespeare broadened the vocabulary A big changed in English Later British people brought English to Australia 3 Following up Work in groups Discuss the two questions and then ask two groups to report their answers to the class 1 Do you think it matters what kind of English you learn Why Possible answer I don t think so Here are the reasons Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently It is necessary for us to learn the narrow differences between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world Different kinds of English have the same language core If you have got a good command of one kind you will almost have no difficulty understanding another kind of English Any persuasive and supporting reason the students give is accepted 1 Why do you think people all over the world want to learn English Possible answer The reasons why people all over the world want to learn English are as follows With economy globalization English has become the best bridge to serve people s purpose of communicating with one another around the world However like all major languages in the world English is always changing In order to adjust to native speakers from different parts of the world it is a must for people all over the world to learn English whether in English speaking countries or in non English speaking countries Also people from different parts of the world speak English with various accents and dialects and people have to learn about the slightest differences between different kinds of English in order to avoid misunderstanding while communicating All persuasive reasons can be accepted 4 Language focus 2 even if even though in spite of the fact no matter whether eg He likes to help us even if he is very busy 3 communicate with exchange information or conversation with other people eg He learnt to use body language to communicate with deaf customers 4 actually in fact used when you are adding new information to what you have just said eg We ve known each other for years actually since we were babies 5 be based on 6 make use of use sth available 7 Only time will tell to say that something can only be known in the future eg Will China s national football team enter for the next finals of the World Cup Only time will tell Language Chunks from Unit 2 English around the world be different from pay a role part in because of either or in on a team the number of a number of than ever before even if come up to over time communicate with be based on make use of have one s own identity such as Only time can tell native speaker as well as solve a problem believe it or not no such a all over the world at the top bottom of pen friends to this day sum up Pardon beg your pardon go abroad be used for more of a encourage sb to do sth work on feel like sth from time to time English speaking countries from one to another do business on the air would like sb to do make notes fight against keep a secret even though save time money a form of 5 Assignment Do a research on the differences between American English British English in spelling accent etc imitate their accents and act out the scene where they happen to meet Unit 2 2nd Teaching Period Learning about Language 第六備課合 作組 I Word Study 1 Lead in Go over the new words from Warming Up and Reading include role play a role in because of international native elevator flat apartment rubber petrol gas modern come up culture AD actually present rule vocabulary usage identity government such as Singapore Malaysia rapidly 2 Whole Class P11 Ex3 Complete the sentences using words above 1 includes 2 cultures 3 present 4 actually 5 usage 6 gas 7 international 8 rapidly 9 However 10 government 3 Pair Work P11 Ex1 Match the new words and expressions with their meanings 1 C 2 D 3 E 4 F 5 A 6 B 7 J 8 G 9 I 10 H 4 Whole Class P 11 Ex2 Complete the passage with some of the words above native English speaker actually vocabulary apartment elevator II The differences between British English and American English 1 Different Preposition Teacher can explain the difference by giving quick examples Make the students listen attentively and then ask them to finish Ex4 on page 12 See how many of them can get it correct 2 Different Vocabulary print out list let the students learn it after class 3 Different Spelling the same as Different Vocabulary III Discovering Useful structures 1 Summarize the difference between commands and requests Work in pairs T First listen to me carefully Speak to three students S1 open the window S2 pass on the book to Lucy S3 will you please close the door Write the three sentences on the blackboard T What is the difference among the sentences I spoke to them just now S4 The first sentence is not polite while the last sentence is very polite T Excellent How did I show my politeness S5 You use Please Will you please T Speaking the first sentence I give a command Using Please Will you please I make requests Show the following on the screen Direct Speech Commands Do Don t Requests Do please Can you Could you Will you Would you T Please turn to page13 Change the commands into requests Students work in pairs S1 Close the door S2 Could you please close the door 2 Find out the command and request from Warming Up and Reading Example Look at these examples the teacher said to us warming up Would you please come up to my flat for a visit she said reading Show the students how to retell the two sentences in indirect speech The teacher told us to look at those examples command She asked me to go up to her flat for a visit request 3 Follow up Activity Work in group of three pretending they are newspaper reporters Think of a question to ask people Role 1 reporter Role 2 a person being interviewed Role 3 a person who hears the reporter s translation from direct speech to indirect speech Example Reporter What do you think about growing more trees in our city Person 1 I think it s a very good idea Person 2 What did he say Reporter He said that he thinks it s a very good idea 4 Consolidation Do Ex2 on WB P50 Read the replies and write a request or a command Students read the exercise to know what they are expected to do then do it individually Go and collect the wood right now Will you please collect my shopping Shut the door at once Go and get my coat Would you please get that book for me 5 Summary the rules of turning Direct speech into Indirect speech Work in pairs Show some examples on the screen T Look at the screen please Discuss with your partner What do I want you to learn Make sure the door is open The teacher said to me The teacher told me to make sure the door was open Don t play game sin the classroom the monitor said to us The monitor told us not to play games in the classroom Can you lend me ten yuan Tom said Tom asked me to lend him ten yuan Will you please not smoke here she said She asked me not to smoke here After discussion the correct answer is shown on the blackboard Direct Speech Commands Do Don t Requests Do please Can you Could you Will you Would you Indirect Speech Commands A told ordered B not to do sth Requests A asked B not to do sth Practice Make dialogues according to the situations on P13 Work in pairs T There are three situations Would you please make dialogues using commands or requests with your partner Students are encouraged to imagine interesting dialogues After a few minutes T Let s see which pair completes the task well Group 1 come here and play your dialogue Situation 1 A Excuse me Who would do me a favor to close the door B Speak louder please A Will you please close the door B OK I will A Thank you very much B My pleasure Situation 2 A Excuse me It s time for me to get off Would you please make way for me B Of course I ll be happy to make way for you Go ahead A Thank you B You re welcome Oh my God I need to loose my weight Homework Page 49 Ex1 3 注 1 課本第 12 頁(yè)練習(xí) 5 放在聽(tīng)力部分 本課不使用 2 印給學(xué)生的關(guān)于英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的資料在教參第 27 28 頁(yè) Unit 2 English around the world 3rd Teaching Period Reading listening midwestern southeastern northwestern eastern b Questions 1 How many dialects of American English have been listed in the text 2 Why do people from both northeastern and southeastern of U S speak with almost the same dialect 3 Why does American English have so many dialects Can Americans recognize each other s dialects 4 Get the main idea of the passage It tells us that there is no such thing as standard English and American English has many dialects because people come from all over the world and geography plays a part in it but Americans can recognize each other s dialects Listening 1 Give the students a brief introduction about the listening material tell the Ss that the first speaker speaks with one kind of southern dialect and accent 2 Prediting Get the Ss to observe the picture and answer the questions What are the boys doing What does the fish look like How do you think the little boy feels What about the other two boys 3 Play the first part for the Ss to listen and try to answer the first four questions on Page 14 4 Play the second part and answer questions 5 ya you ain t aren t nother northern bout about pup small boy swimmin swimming jumpin jumping feelin feeling sure nough sure enough shoulda should have outta out of 2 Discuss the answers in pairs and then check the answers with the whole class Speaking 1 Ask the students to read the dialogue in roles and list the different words between Am E and Br E Amy American Lady British subway underground left left hand side keep going straight go straight on two blocks two streets right right hand side 2 Comparision Match the American expressions and British expressions to learn more about the differences between American English and British English T may play games or have a competition among the Ss Ss are encouraged to say more differences between Am E and Br E American English British English fall autumn eraser rubber truck lorry subway underground movie film candy sweets drugstore chemist s living room sitting room apartment flat the first floor ground floor elevator lift vacation holiday 3 Practice Divide the Ss into groups and ask them to make a dilogue about giving directions to a certain place according to the map They may use the words and expressions above Ss are required to use indirect and direct speech and requests one student plays a speaker of British English and the other plays a speaker of American English If the Ss are not active T can provide the following situations or ask the Ss to complete the following dialogues Situation1 A person from the US is standing outside the underground with his friend He wants to go to the cinema but he doesn t know the way so he asks directions and tells it to his friend A Excuse me could you please tell us where the cinema is We d like to see a movie B Movie A Yes that s a film B Well Go straight ahead and cross two streets The cinema is on your left hand side There is a fountain in front of it A Thanks C What did she tell us A She told us to keep going straight and cross two blocks The cinema will be on our rignt Situation2 A worried man is standing outside the restaurant He wants to buy some medicine but he doesn t know the way So he asks directions A Excuse me Would you please tell me the way to the nearest drugstore B You mean the nearest chemist s A Yeah My son is sick I want to buy some medicine B Oh I m sorry to hear that Please follow me I can take you to the chemist s My flat is opposite to it APardon What is flat B Oh flat means apartment I moved here last autumn A Do you mean last fall B Quite right Well your English is quite different from what my teacher teaches A Actually I speak American English You understand both American English and British English That s great Summary Get the Ss to generalize what they have learnt in this period Homework 1 Prepare a new dialogue about giving directions to a place in Xiamen Try to use both American English and British English Be sure to use direct and indirect speech and request 2 Recite the new words 3 Make a list of as many direction words as possible 附 附 Unit2 Using language 教學(xué)設(shè)計(jì)說(shuō)明 教學(xué)設(shè)計(jì)說(shuō)明 本課是 unit2 中的知識(shí)運(yùn)用部分 是在學(xué)生對(duì)英語(yǔ)這門(mén)語(yǔ)言有了一定認(rèn)識(shí) 尤其是了 解了美國(guó)英語(yǔ)和英國(guó)英語(yǔ)的異同 同時(shí)又學(xué)習(xí)了祈使句和間接引語(yǔ)以及如何在不同情境下 使用命令和請(qǐng)求等相關(guān)的功能和語(yǔ)法項(xiàng)目的基礎(chǔ)上進(jìn)行的 目的是讓學(xué)生進(jìn)一步感受英語(yǔ) 的特色所在 同時(shí)將所學(xué)的知識(shí)有機(jī)地結(jié)合起來(lái)進(jìn)行聽(tīng)和說(shuō) 提高學(xué)生的能力 本課各環(huán)節(jié)的編排基本不變 只是將 Reading 的讀后部分 即對(duì)中國(guó)方言的討論調(diào)整 為全課的導(dǎo)入 首先進(jìn)行一個(gè) guessing game 即聽(tīng)方言猜意思 由此調(diào)動(dòng)學(xué)生的興趣 在 簡(jiǎn)單介紹中國(guó)方言的種類(lèi)后 引發(fā)問(wèn)題 Is it easy to communicate with others if people speak different Chinese dialects What is standard Chinese Why is putonghua used in China 水到渠 成后引發(fā)學(xué)生思考 Is there any standard English and dialects 從而過(guò)渡到文章 standard English and dialects 的閱讀 Reading 這一環(huán)節(jié)重在引導(dǎo)學(xué)生歸納全文的中心大意 故在 fast reading 和 careful reading 中設(shè)計(jì)了一系列問(wèn)題 幫助學(xué)生完成大意的歸納 程度好的學(xué)生可鼓勵(lì)他們自行組 織語(yǔ)言 程度較差的學(xué)生則只要安排他們根據(jù)提示完成大意填空題 在閱讀中 還注重培 養(yǎng)學(xué)生的猜詞能力 重點(diǎn)讓學(xué)生在上下文中猜出生詞的大意 由于學(xué)生對(duì)所學(xué)的生詞不可 能一步到位 因此在課件設(shè)計(jì)中 對(duì)生詞反復(fù)呈現(xiàn)加以強(qiáng)調(diào) 對(duì)于方位詞 如 eastern southern southeastern 等 教師可根據(jù)構(gòu)詞法等適當(dāng)進(jìn)行點(diǎn)撥 并啟發(fā)學(xué)生對(duì)方位詞作進(jìn)一 步的歸納和總結(jié) 此部分可安排在課后作業(yè)中進(jìn)行鞏固 Listening 部分重在讓學(xué)生對(duì)比兩段獨(dú)白的語(yǔ)音 感受美國(guó)方言的特色 由于第一個(gè) speaker 的口音濃重且用了不少俚語(yǔ) 故一定得對(duì)學(xué)生進(jìn)行簡(jiǎn)明的介紹 為降低難度 聽(tīng)力 開(kāi)始時(shí)讓學(xué)生認(rèn)真觀察課本上的插圖并回答問(wèn)題 進(jìn)行聽(tīng)前的熱身 聽(tīng)力分兩部分進(jìn)行 聽(tīng)完第一段獨(dú)白后 讓學(xué)生試著完成課本前四個(gè)小題 但老師不予以答案 完成第二部分 后 讓學(xué)生完成后兩小題 在學(xué)生對(duì)兩部分的聽(tīng)力對(duì)比之后 安排學(xué)生以 pair work 的形式 對(duì)第一部分的相關(guān)文字進(jìn)行解釋 再次感受美國(guó)南部方言的特點(diǎn) 并在此基礎(chǔ)上對(duì)前四個(gè) 問(wèn)題的答案進(jìn)行討論 得出正確答案 Speaking 環(huán)節(jié)重點(diǎn)不在問(wèn)路 而是主要在問(wèn)路的情境中讓學(xué)生通過(guò)練習(xí)對(duì)話再次感悟 和體驗(yàn)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異 并要求學(xué)生進(jìn)行角色表演 以仿真的對(duì)話形式熟練掌 握如何運(yùn)用直接英語(yǔ)和間接引語(yǔ)表達(dá)請(qǐng)求 此環(huán)節(jié)是的本課的一處難點(diǎn) 學(xué)生在對(duì)話中容 易陷入一般的問(wèn)路指路 故在設(shè)計(jì)過(guò)程中 首先讓學(xué)生分角色操練對(duì)話 得出英國(guó)英語(yǔ)和 美國(guó)英語(yǔ)在詞語(yǔ)使用的差異 再讓學(xué)生以競(jìng)賽或搶答或連線等方式 應(yīng)情而定 歸納出美 國(guó)英語(yǔ)和英國(guó)英語(yǔ)在詞語(yǔ) 還可適當(dāng)指出讀音等其他方面的區(qū)別 使用方面的不同點(diǎn) 在 此基礎(chǔ)上再安排學(xué)生模仿文中對(duì)話以 pair work 或 group work 形式根據(jù)所給的地圖編排新 的對(duì)話 為避免學(xué)生 偏題 本環(huán)節(jié)還適當(dāng)創(chuàng)設(shè)一定的情境 并提醒學(xué)生運(yùn)用本單元所學(xué) 的知識(shí) 為了讓程度差的學(xué)生有話可說(shuō) 本環(huán)節(jié)提供了相關(guān)的例子 教師們可靈活選用 在 summary 環(huán)節(jié)中 可讓學(xué)生總結(jié)歸納本課重點(diǎn) 教師適當(dāng)予以補(bǔ)充 在 homework 部分 教師可將 speaking 部分進(jìn)行延伸 讓學(xué)生根據(jù)廈門(mén)的實(shí)際情況設(shè) 定相關(guān)情境 利用所學(xué)知識(shí)按要求編排對(duì)話表演 同時(shí)在復(fù)習(xí)本課所學(xué)單詞基礎(chǔ)上 對(duì)方 位詞作進(jìn)一步的歸納和總結(jié) 本課在設(shè)計(jì)過(guò)程中力求以多種形式啟發(fā)引導(dǎo)學(xué)生共同完成目標(biāo) 同時(shí)考慮到學(xué)生程度的差 異 在一些環(huán)節(jié)中對(duì)學(xué)生做出不同要求 教師們可根據(jù)生源情況靈活增刪使用 Unit 2 English around the World Part IV Writing 第八備課 合作組 1 教學(xué)內(nèi)容 教學(xué)內(nèi)容 以 Why should I learn English 話題作為導(dǎo)入 指導(dǎo)學(xué)生根據(jù)寫(xiě)作要求 用 brainstorming 方 式組織材料 小組合作寫(xiě)一篇書(shū)面表達(dá) My Experience of learning English 2 教學(xué)目標(biāo)教學(xué)目標(biāo) 1 寫(xiě)作技能目標(biāo) 在學(xué)習(xí)了 reading 之后 理解掌握文章的基本內(nèi)容 掌握本單元的詞 匯和句型 熟悉寫(xiě)作的基本方法 培養(yǎng)寫(xiě)作的基本技能 2 學(xué)習(xí)策略目標(biāo) 小組合作通過(guò)觀察 體驗(yàn) 探究等形式培養(yǎng)寫(xiě)作技能并資源共享 3 情感態(tài)度目標(biāo) 讓學(xué)生通過(guò)傾聽(tīng) 討論 體驗(yàn) 分享 激勵(lì)等合作過(guò)程 培養(yǎng)合作精 神 3 教學(xué)重點(diǎn) 難點(diǎn)教學(xué)重點(diǎn) 難點(diǎn) 寫(xiě)作過(guò)程中指導(dǎo)學(xué)生進(jìn)行小組合作的學(xué)習(xí)策略 引導(dǎo)學(xué)生對(duì)寫(xiě)作作品進(jìn)行評(píng)價(jià) 4 教學(xué)過(guò)程 教學(xué)過(guò)程 Step I Pre Writing Task 1 learn the way of preparing oneself before writing T In the reading period we have mentioned the topic Why do so many people speak English You have so many wonderful ideas Right Now everyone let s ask ourselves again Why should I learn English Write Why should I learn English on the blackboard S1 I learn English to talk to native speakers S2 To go to university S3 T Well let s show your ideas on a map Show the map on the screen T We put your ideas into a map so that we can see the ideas easily This map can help us write an excellent composition Now do you know how to prepare yourself before writing To use for business To go to university To talk to native To read English speakers books To write to pen To listen to English friends music and movies Ss Yes T Turn to page 15 Read out the writing steps 備注 這是寫(xiě)作前的示范與分析 向?qū)W生展示語(yǔ)篇建構(gòu)如何由淺層語(yǔ)言要素過(guò)度到深層 語(yǔ)境要素 從而達(dá)到寫(xiě)作的目的 Step II While Writing T Just now we talk about why you should English And we all understand that we should learn English well But as we know it is not an easy job to learn English well Why not share our experience of learning English The more we share the more progress we will make Firstly let s take a look at some famous people s experience on learning English Task 2 Group work Write a passage on My experience of learning English T Turn to page53 WRITING TASK Now work in groups and do brainstorming on the topic Remember to take notes about the paragraphs for the writing Paragraph 1 My problems in learning English Paragraph 2 How I can improve my English Paragraph 3 What I like about learning English Paragraph 4 How I hope to make use of my English My problemsIdeas for improvement Why I like EnglishMy fut