2022年Unit2Englisharoundtheworld教學(xué)設(shè)計(jì)

1、unit 2 english around the world教學(xué)設(shè)計(jì)(1) 課題： english around the world (2) 教材分析與學(xué)生分析：warming up 部分簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有個(gè)粗淺的了解；pre-reading 部分的兩個(gè)問(wèn)題引發(fā)學(xué)生對(duì)課文主題的思考，以便參加課堂活動(dòng)；reading 部分 the road to modern english 簡(jiǎn)要說(shuō)明了英語(yǔ)語(yǔ)言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。comprehending 部分旨在檢查學(xué)生

2、對(duì)課文基本內(nèi)容的理解程度 ; learning about language 部分主要通過(guò)各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分的所學(xué)習(xí)的新單詞和短語(yǔ)，同時(shí)也通過(guò)新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，并著重介紹了半單元的語(yǔ)法項(xiàng)目（祈使句及其間接引語(yǔ)）；using language 部分中的reading and talking 主要介紹了當(dāng)今世界各國(guó)各地說(shuō)英語(yǔ)都有自己的特色，即便是美國(guó)東西部、南北部說(shuō)話均有所不同。(3) 課時(shí)安排： the first period: speaking: warming up and pre-reading the second period: reading

3、 the road to modern english the third period: reading (language points) the forth period ：learning about language the fifth period: using language the sixth period: listening (4)教學(xué)目標(biāo)： 知識(shí)與技能：了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語(yǔ)；對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異有所了解，尤其是一些常用詞匯，比如falt和 apartment, lift 和 elevator, rubber 和 eras

4、er等 ; 掌握本單元中出現(xiàn)的詞匯、短語(yǔ)的用法；學(xué)會(huì)語(yǔ)言交際困難的表達(dá)法，如pardon, i beg your pardon?; 掌握祈使句及其間接引語(yǔ)的表達(dá)法。 過(guò)程與方法： 本單元通過(guò)對(duì)“ 世界英語(yǔ) ” 這一話題的探討，以加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)的發(fā)展趨勢(shì)的了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、 新加坡英語(yǔ)等都有各自的規(guī)律和和慣用法。要提防學(xué)生認(rèn)為可以濫用英語(yǔ)詞匯，隨意違反英語(yǔ)語(yǔ)法規(guī)則或慣用法，不顧正常的發(fā)音、 語(yǔ)調(diào)等。 在學(xué)生用書(shū)中的聽(tīng)力部分，原文真實(shí)的反映了滅國(guó)南部地區(qū)英語(yǔ)的方言和語(yǔ)音，旨在讓學(xué)生感受一下將英語(yǔ)作為母語(yǔ)的本國(guó)人說(shuō)話的一個(gè)側(cè)

5、面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點(diǎn)到為止，不提倡硬性模仿。 情感態(tài)度與價(jià)值觀：了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別，兩種英語(yǔ)不存在那種好與不好的問(wèn)題。可以給學(xué)生布置以下任務(wù)：通過(guò)對(duì)話形式， 將所學(xué)過(guò)的英美說(shuō)法的不同之處，按實(shí)際生活和想象編一段對(duì)話。盡可能運(yùn)用語(yǔ)言功能中表達(dá)語(yǔ)言困難的說(shuō)法。(5) 教學(xué)重點(diǎn)和難點(diǎn)：詞匯：include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity

6、 government rapidly candy lorry command request retell polite boss standard midwestern spanish eastern southeastern northwestern recognize accent lightning direction subway block 短語(yǔ)：play a role (in) because of come up such as play a part (in) 重點(diǎn)語(yǔ)法項(xiàng)目：祈使句及其間接引語(yǔ)精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - -

7、 - 第 1 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 1 頁(yè)，共 17 頁(yè) - - - - - - - - -難點(diǎn)： expressing one s idea on which kind of english one should learn; guess the name of speaker s country by listening; how to tell the differences between a command and a request; how to change

8、 the pronoun when turning the direct speech into indirect speech. (6) 教學(xué)策略：discussion, student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教學(xué)煤體設(shè)計(jì)：a projector and a tape recorder. (8) 教學(xué)過(guò)程：詳見(jiàn)以下分課時(shí)教學(xué)設(shè)計(jì)。(9) 課堂練習(xí)與課外作業(yè)設(shè)計(jì)：穿插于分課時(shí)教學(xué)設(shè)計(jì)中(10) 教學(xué)反思或值得改進(jìn)的地方：見(jiàn)每個(gè)課時(shí)最后部分。

9、period 1: speaking warming up and pre-reading aims to talk about varieties of english to discuss why do so many people speak english procedures i. warming up 1. warming up by answering a questionnaire 1). tell the students they are going to answer a questionnaire about why they are learning english.

10、 2). write the words: reasons for learning a foreign language on the center of the board: 3). ask the students to suggest as many reasons 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 m

11、eet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them. 4). divide the class into pairs. 5). give out each student one questionnaire paper. 6). explain the task. the students must question each other about their language learning needs (or mo

12、tivations). tell them that you are going to take in the questionnaires at the end, and that you d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up a

13、ll the time available. 7). when the task is finished, ask a couple of students to summarize their partners answers. (this may develop into a class discussion about language needs). 8). the students write five sentences on their feeling about learning english. 9). collect the questionnaires. needs an

14、alysis questionnaire interviewer_ interviewee_ present use: situations and skills reading (faxes, letters & reports) listening & speaking (telephoning, meetings, negotiations, public speaking, socializing) writing (faxes, letters & reports) future use: expectations & ambitions 課后反思：

15、本課能比較好地完成教學(xué)目標(biāo)，訓(xùn)練了學(xué)生說(shuō)的能力，懂得如何表達(dá)自己的思想和意見(jiàn)。 使學(xué)生了解了世界各地的英語(yǔ)是有所不同的，特別是了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別。同時(shí)使學(xué)生感受到學(xué)習(xí)英語(yǔ)的重要性。由于學(xué)生的口語(yǔ)水平有限，所以探討的時(shí)候不是很深入。精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 2 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 2 頁(yè)，共 17 頁(yè) - - - - - - - - -period 2 reading：the road to mod

16、ern english aims to talk about english to read about the history of english language step 1 skimming read quickly to get the main idea of the text. let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. paragraph 1: the

17、 spread of the english language in the world paragraph 2: native speaker 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 second language

18、in africa and asia. step 2 scanning read to locate particular information and complete the comprehending exercise one. step 3 comprehending 1. check the answers to exercise 1 (page 10 2. answer these questions (page 11) work in groups. discuss the two questions and then ask two groups to report thei

19、r 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

20、 necessary for us to learn the narrow difference 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

21、difficulty understanding another kind of english. (any persuasive and supporting reason the students give can be accepted.) 2) why do you think people all over the world want to learn english? 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 3 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - -

22、 - - - - - 第 3 頁(yè)，共 17 頁(yè) - - - - - - - - -possible answer: the reasons why people all over the world want to learn english: with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another. however, like all major language

23、s 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

24、 speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating. 課后反思： 本課是閱讀課。 英語(yǔ)閱讀教學(xué)是高中教學(xué)的重中之重。許多英語(yǔ)教師對(duì)閱讀訓(xùn)練也給予了足夠的重視，但是在訓(xùn)練方式上卻存在較多的問(wèn)題。多數(shù)教師過(guò)分注重語(yǔ)法結(jié)構(gòu)的分析和句子的機(jī)械翻譯而忽視技巧培養(yǎng)。只有在閱讀教學(xué)中教給學(xué)生一些

25、學(xué)習(xí)策略，培養(yǎng)閱讀技巧， 才能讓學(xué)生有可能通過(guò)課外自學(xué)來(lái)擴(kuò)大知識(shí)的攝取量，從而彌補(bǔ)課堂英語(yǔ)閱讀教學(xué)的不足。 由于時(shí)間倉(cāng)促以及學(xué)生口語(yǔ)水平的局限，本課時(shí)在學(xué)生讓學(xué)生討論的環(huán)節(jié)上，氣氛不夠熱烈，討論時(shí)間不足，今后應(yīng)盡量鼓勵(lì)學(xué)生多開(kāi)口說(shuō)英語(yǔ)，以彌補(bǔ)這方面的缺陷。period 3: reading (language points) aim to master some words and phrases 1. include v. a) contain eg. the price includes both house and furniture. b) embrace thing as part

26、of whole eg. i include him among my friends. 2. present a) adj: being at hand; being now 出席的 , 在場(chǎng)的 ;現(xiàn)在的 , 當(dāng)前的該詞可做前置定語(yǔ)也可做后置定語(yǔ)，當(dāng)它做前置定語(yǔ)其義為“ 現(xiàn)在的 ” ， 做后置定語(yǔ)其義為“ 出席的 ”eg. the present members 現(xiàn)在的成員the members present 在場(chǎng)的成員b) n: gift eg. he often gave his neighbors kids little presents. c)vt: to offer贈(zèng)送 ,呈獻(xiàn)

27、(+to/with) eg. they presented him with a bunch of flowers. 3. culture n: cu understanding of literature, art, music, etc 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 4 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 4 頁(yè)，共 17 頁(yè) - - - - - - - - -eg. he has studied the cultures

28、 of many western countries. 4identity n: who or what a person or thing is eg. you should show your identity card before you enter it. 5rule a) n:custom or statement about what must not be done eg. he s made it a rule to rise early.it s against the rules of the school to smoke. b) vt: to govern or co

29、ntrol c) eg. the queen ruled her country for 20 years. 6 request vt: to ask for eg. they requested financial support. 注意：這個(gè)詞所接的賓語(yǔ)從句要用虛擬語(yǔ)氣i requested that he (should) come an hour earlier. b )n: asking or being asked eg. mr. paine made a request that i should help him. mand a) vt: give orders to eg.

30、i command you to start at once. 注意：這個(gè)詞所接的賓語(yǔ)從句要用虛擬語(yǔ)氣i command that you (should) start at once. b) n: order eg. the army received the command to fire. 8actually adv eg. she looks young, but shes actually 50. did you actually see him break the window? 9international adj: of relating to or involving two

31、 or more countries in the world 國(guó)際的eg. they are dealing with the international affairs. many african countries received international help. 10.modern adj: recent eg. this is a book of modern history. there is a modern hospital. 11. vocabulary n: all the words of language eg. wide reading will increa

32、se your vocabulary. my english vocabulary is limited. 12.rapidly adv: quickly eg. our country develops rapidly. the number of learning english is increasing rapidly. 13.retell v: tell something once more eg. can you retell the story in your own word? the teacher asked you to retell it. 14.recognize

33、v: to identify from previous experience eg. he looked at the envelope and recognized jennys handwriting immediately. the policeman recognized her as a thief. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 5 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 5 頁(yè)，共 17 頁(yè) - - - - - -

34、 - - -15. government n: group which govern a country or a certain area eg. the government will decide the matter. the government is discussing the problem. useful expressions 1.play a part/ role in: to act or to be involved in an activity eg. he has played an important part in carrying out the whole

35、 plan. english plays an important role in international communication. 2. because of：by reason of sb or sth eg. because of the storm he didnt go there. because of 與 because 的區(qū)別，前者后接名詞或代詞，后者接句子eg. he didn t go to school because he was ill. he didn t go to school because of his illness. 3come up eg. s

36、he came up and said, glad to meet you. the moon came up gradually. ill let him know if anything comes up. 4. such as: like; for example eg. i like drinks such as tea and coffee. such as 與 for example 的區(qū)別，前者用來(lái)羅列事物或人后者用來(lái)舉例說(shuō)明eg. english is also spoken in many places, such as africa and asia. for exampl

37、e, tom has the same opinion. 課后反思： 本節(jié)課是課文知識(shí)點(diǎn)的傳授。著重講解課文中重要單詞和短語(yǔ)的運(yùn)用。不足之處，教學(xué)設(shè)計(jì)任務(wù)比較單一，練習(xí)不多。period 4 : learning about language (indirect speech (ii) requests & commands) aims to discover useful words and expressions to discover useful structures procedures i. direct and indirect speech direct speech

38、indirect speech simple present he said, “ i go to school every day.” simple past he said (that) he went to school every day. simple past he said, “ i went to school every day.” past perfect he said (that) he had gone to school every day. present perfect past perfect 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - -

39、 - - - - - 第 6 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 6 頁(yè)，共 17 頁(yè) - - - - - - - - -he said, “ i have gone to school every day.” he said (that) he had gone to school every day. present progressive he said, “ i am going to school every day.” past progressive he said (th

40、at) he was going to school every day. past progressive he said, “ i was going to school every day.” perfect progressive he said (that) he had been going to school every day, future (will) he said, “ i will go to school every day.” would + verb name he said (that) he would go to school every day. fut

41、ure (going to) he said, “ i am going to school every day.” present progressive he said (that) he is going to school every day. past progressive he said (that) he was going to school every day direct speech indirect speech auxiliary + verb name he said, “ do you go to school every day?”he said, “ whe

42、re do you go to school?” simple past he asked me if i went to school every day.* he asked me where i went to school. imperative he said, “ go to school every day.” infinitive he said to go to school every day. direct speech indirect speech simple present + simple present he says, “ i go to school ev

43、ery day.” simple present + simple present he says (that) he goes to school every day. present perfect + simple present he has said, “ i go to school every day. ” present perfect + simple present he has said (that) he goes to school every day. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 7 頁(yè)，共 17 頁(yè)

44、- - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 7 頁(yè)，共 17 頁(yè) - - - - - - - - -past progressive + simple past he was saying, “ i went to school every day.” past progressive + simple past he was saying (that) he went to school every day. past progressive + past perfect he was saying (that

45、) he had gone to school every day. direct speech indirect speech can he said, “ i can go to school every day.” could he said (that) he could go to school every day. may he said, “ i may go to school every day.” might he said (that) he might go to school every day. might he said, “ i might go to scho

46、ol every day.” must he said, “ i must go to school every day.” had to he said (that) he had to go to school every day. have to he said, “ i have to go to school every day.” should he said, “ i should go to school every day.” should he said (that) he should go to school every day. ought to he said, “

47、 i ought to go to school every day.” ought to he said (that) he ought to go to school every day. discovering useful words and expressions 1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you re your classmates. the teacher helps the students discover the difference in prepositions

48、. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 8 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 8 頁(yè)，共 17 頁(yè) - - - - - - - - -2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs. (the teacher brin

49、gs the students attention to the british and american words that are different but have the same meaning.) iii. discovering useful structures (making commands and requests using indirect speech) 1. in groups of four, think of at least three commands your teachers and parents usually give. you may fo

50、llow these steps. 1) choose one who is to give the first command. 2) ask another person in your group to tell somebody what you said. 3) the third person will change the request or command from direct into indirect speech. 4) change role so that each person gets the chance to give commands and turn

51、them into indirect speech. example: t: please don t talk in class.s1: what did our teacher tell us? / what did our teacher say? s2: he told/asked us not to talk in class. / she said not to talk in class. 2. get the students thinking about the difference between the request and command. then read the

52、 replies and decide whether they are in answer to a request or a command. write the sentence down. a: _ b: i ll go and collect some wood right now, master. a: _ b: of course i ll be happy to collect your shopping for you. a:_ b: yes. i ll shut the door at once, mr. zhang. a:_ b: no, i won t get your

53、 coat if you talk to me like that. a:_ b: sorry. i ll get that book for you right now.課后反思： 本節(jié)為語(yǔ)法課，主要講述直接引語(yǔ)和間接引語(yǔ)的相互轉(zhuǎn)換。教學(xué)設(shè)計(jì)依據(jù)新課程標(biāo)準(zhǔn)理念設(shè)計(jì)各種任務(wù)，使學(xué)生在完成這些任務(wù)的過(guò)程中理解、體驗(yàn)實(shí)際語(yǔ)言的運(yùn)用，掌握好直接引語(yǔ)和間接引語(yǔ)的相互轉(zhuǎn)換。period 5: using language (standard english and dialects) aims to read out and talk about standard english and dialect

54、s to write about learning english by brainstorming procedures 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 9 頁(yè)，共 17 頁(yè) - - - - - - - - -精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 9 頁(yè)，共 17 頁(yè) - - - - - - - - -i. warming up 1. introduction: in china there re so many dialects that the government enco

55、urages the whole nation to speak putonghua, which is regarded as standard chinese. 2. role-play: get students to work in pairs. let one student be a chinese and the other a foreigner. role-play a conversation about the chinese language to have them discuss why putonghua has to be used in china. ii.

56、reading 1. get the students thinking about the topic of the text to predict what it says. 2. skimming: read quickly to find the topic sentence for each paragraph. para. 1: there is no such a thing as standard english. para. 2: american english has many dialects whose words and expressions are differ

57、ent from “ standard english”.para. 3: geography plays a part in making dialects. 3. scanning: work in pairs. read the text to locate particular information. 1). do you know what standard english is from the text? 2). what is a dialect? why does american english have so many dialects? 4. language foc

58、us: 1)believe it or not: used when you are going to say something that is true but surprising: believe it or not, john cheated in the exam. 2). there is no such a as: used to say that a particular person or thing does not exist: these days there is no such a thing as a job for life. 3). standard eng

59、lish: the form of english that most people in britain use, and that is not limited to one area or group of people 4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language 5). play a part/role in: be one of t

60、he causes that make something happen: besides dieting, exercising plays an important part in losing weight. iii. listening to introduce the students to a dialect and a form of standard “ english”.you may follow these steps: 1). set the context for the students by describing the situation; 2). tell the class: you are