高一英语unit2__English_Around_the_World教案_.doc

Teaching Plan Unit2 English Around the World Topic: English Around the WorldTeachingAimsLanguage knowledge词汇 c N1Xb Z4Rc1.四会词汇 #ZXQwwinclude role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction maam subway block ,VRj!sm%fCTW.2. 认读词汇 NQM4j/scShakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish u V |zyVq,Z!Uw3. 固定词组 C OeGj.play a role (in) because of come up such as play a part (in) h d0sWow语法 z!:w+A&uK7o.gcComma Command & request T7LN7ytL%JhOpen th Open the door. Please open the door. O|7T-l,PhWould y Would you please open the door? T,Z7fc,H_c,tYwIndirect Indirect Speech ;pBV X8y2hOc功能句式 x#z6A,y3BQ0hhTalk about English and its development Pkj9_Sp0hS-VwRefer to Introduction in the teachers book 5I3IU-twTalk about difficulties in language communication i2NGN XwHe told He told (asked) me to open the door. Language skillsTalk about English and its development, Different kinds ofl English 2-P#U%#Z$rkw Talk about difficulties in language communicationl T f Yxb,x_. Learn tol make dialogue using request & commands )hAQy%e)jw Learn to transfer from directl into indirect speech ;gIE:IT-qR.c Learn to give opinions and organize ideas by way ofl brainstorming )v1x+zP&cy . Learn to make a poster showing your ideas clearlyl Cultural conscious-nessTo read about the history of English language本单元的中心话题是 “English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的 $Ld0rgJaU Y)uTWh了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。 4K S hQR_,7mX/RwAffect& Attitude使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。 ,e.z HKqehLearning strategiesTeachingperiodsPeriod 1Warming up.Period 2Reading &Language Study z*Z9t|;lUhJ+IwPeriod 3Learning About Language r& grammarPeriod 4Listening & SpeakingPeriod 5Writing %faohv,_ B1MwPeriod 6ExercisesPeriod 7Period 8Period 1 Text Warming up Important pointsStudents learn about the world Englishes and the differences between Am. English and Br. English. 1uR0H,R%_id&pcDifficult pointsMake sure the students can understand the jokes caused by the misunderstanding of different Englishes.Teaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 Greetings and Revisionmorning, everyone. In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples .Step2Leading-inFun time: warm the students up by asking them to greet each other with their dialects. At the same time, lead the students to think about the topic of this unit- “language”.Step3 Warming up. Y,Nx01h1. Warming up by answering a questionnaire1). Tell the students they are going to answer a questionnaire about why they are learning English.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 meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.1). Divide the class into pairs.2). Give out each student one questionnaire paper. 3). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that youd 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 all the time available. 4). 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).5).The students write five sentences on their feeling about learning English.9).Collect the questionnairesStep4ListeningStep5The design of the writing on the blackboardRecord afterteachingPeriod 2 Text The road to Modern English Important points andDifficult pointsGet some knowledge of different kinds of English JM L a,E*B d.Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar- the indirect speech of the imperative clause ph2UU2Tv*x8BwTeaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 Warming up. V:Tg$SpcWarm the students up by ask them to tell the differences between American English and British English. /l*I)f;TO8;BwStep2 Pre-reading.1.How many people speak English in the world today?2.Why do so many people speak English?3.What has helped to spread English around the world?4.Do you think it important for Chinese to learn English? WhyAsk the students to discuss some questions about “English” in pairs.Step3 Reading.1) The first-reading. s-Dl w,HjhAsk the students to scan the text and choose the correct answer in the book.Step32) The second-reading. Ask the students to read the text paragraph by paragraph, and get some detail information. V$W4r GHH+X9g*UY1T D1t0k3HO7cca. For the first and second paragraph, students answer some questions z5un.| c.b. For the third paragraph, students find out the information to fill in the table of the development of English. S4h9kq/w4Cy8p.c. For the last paragraph, students find out the reason why India speaks English.Step4discussions:1.Do you think it matters what kind of English you learn? Why? 9zmp0I/K.r02Ww2, Why do you think people all over the world want to learn English? 2lVV#SS?h3, Do you think Chinese will become the most popular language in the world instead of English in the future?Step5 ExtensionGive the students some information of origin of British English and American English. Xq Ye:d,bwStep6 Homework T+z4k$GCnFr FS/pwFinish the exercise on page 11. J&k,UQ1ztwThe design of the writing on the blackboardRecord afterteachingPeriod 3 TextLearning about LanguageImportant pointsStudents learn about the differences between a request and a command.Difficult points1.Students learn about the Indirect Speech( requests and commands)2. Students can use the indirect speech.Teaching proceduresActivityObjectives(设计意图)InteractiontimeStep1. Warming-up (Revision)Do some exercises : change a statement or a question into Indirect Speech.Warm the students up by asking them to go over the Direct Speech and Indirect Speech.Step2 Talk about Request and Command.1) Talk about the polite and Impolite tune. :b:a0qGFeQh2) Change the commands into Requests. w!V z(m#M UWc3) Learn to give requests or commands according to the situations. 7z h/YjwS|;l.TcStep3Talk about how to change a request and a command into Indirect Speech. F:D,C IG8Phask(ed) sb (not) to do sth hZd-QS:v-wtell/told sb (not) to do sthStep4Practise changing a request or a command into Indirect Speech. ,d5II3x9K:t,Y.y!zId0 y:n-HhStep5choose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students asked them to do.using the structure.A gameStep6 HomeworkThe design of the writing on the blackboardRecord afterteachingPeriod 4 Text STANDARD ENGLISH AND DIALECTSImportant pointsTo read out and talk about STANDARD ENGLISH AND DIALECTSDifficult pointsMake sure the students can write about learning English by brainstormingTeaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 Warming up1. Introduction: In China therere so many dialects that the government encourages 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.Step2 Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming 3. Scanning1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?Read quickly to find the topic sentence for each paragraph.Work in pairs. Read the text to locate particular information.Step3 Language Y,Nx01h1.believe it or not:2. there is no such a as3). standard English5). play a part/role in4). dialectStep4HomeworkThe design of the writing on the blackboardRecord afterteachingPeriod 4 Text Listening & speakingImportant points andDifficult pointsunderstand words used in British and American which have the same meanings and some dialect accent Fv #J5H_wTeaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 ListeningTo introduce the students to a dialect and a form of standard “English”.Step(1) Set the context for the students by describing the situation;Step(2) Y,Nx01hTell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Bufords teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)Step(3)Play the tape for the students to listen.Step(4)Play the tape again and let the students answer the questions in pairs after listening.Step(5)Check the answers. (Variant: you may also ask the students to retell Bufords story in Standard English in pairs.)Step2 Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:Amy (American) Lady (British)subway underground . . .2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English.Ask students to select actual streets and location in their hometown for giving directions.3.Performance: Ask two pairs to perform their dialogue in class.The design of the writing on the blackboardRecord afterteachingPeriod 5Text writing /M0e;i;M38UcImportant points andDifficult pointsHow to arrange sentence correctly . Ah99x$aBO/IOYwTry to use connecting words. _;H Y?+$t1c-S.Teaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 leading in Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest. xbfjr8Pxsw.Step2 presentation 7j2Id&oCwAlso use the brainstorming way to ask “ Why should we learn English ?” and “how can learning English help China?” 2M3SLr l? PwStep3A poster fMCvQY,Nx01hWrite a poster to collect all their ideas. try to use completely sentences, such as : 1N+v-muN, ywI like to study English and use it for business in the future. p3l h.Z, xOh8D7wI want to study English well so that I can read English books. (3O&U wStep4write an essayThe title is “Do we need to learn English?” XS#Sb1|Y:m:z#W;_cStep5 display the structure on how to write the essay. _:VDVl Pw1. State your points of view. %V8c4ZE2Wk8oc2. Show the supporting reasons. k q(1l z7Fuoe xUh3. Get a conclusion J2eB5P0d(S0h MhStep6 v z6A)Sf&bwshow them the connecting words which can help them to join the sentences and paragraphs .Illustration: I think , I believe, In my opinion, As far as I am concerned B|5C;T6g )_f#JgcAddition: firstly, secondly, then, besides, at last 0tDx5xwContrast: however, but , on the other hand 6m%z!P7V sv!BcSummary: in short, in a word, therefore, so .E7T7N4Q 7?!n$V VhStep7give them a simple example which is not complete StepppDo we need to learn English? y#W4V;i$H/_$yhI strongly think we not only need learn English but also learn it wellWhy should we learn itHow can learning English help China in the future?So Step8HomeworkMy Experience of Learning English K)2q,yR?9em+o*iD(?1phThe design of the writing on the *uT+jnaY6H3owRecord afterteachingPeriod 6Text ExercisesImportant pointsDifficult pointsTeaching proceduresActivityObjectives(设计意图)InteractiontimeStep1 .Step2 Step3 Y,Nx01hStep4Step5The design of the writing on the blackboardRecord afterteachingTeaching Plan Unit2 English Around the World Topic: English Around the WorldTeachingAimsLanguage knowledge话题:本单元的中心话题是 “English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.语法 z!:w+A&uK7o.gc:Command & request Open the door. Please open the door. Would you please open the door? Indirect Speech He told He told (asked) me to open the door.词汇 c N1Xb Z4Rc:1.四会词汇 #ZXQwwinclude role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction maam subway block ,VRj!sm%fCTW. 2. 认读词汇 NQM4j/scShakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish u V |zyVq,Z!Uw 3. 固定词组 C OeGj.play a role (in) because of come up such as play a part (in) h d0sW;pBV X8y2hOc功能句式 x#z6A,y3BQ0hhTalk about English and its development Pkj9_Sp0hS-VwRefer to Introduction in the teachers book 5I3IU-twTalk about difficulties in language communication i2NGN XwHe told He told (asked) me to open the door. Language skillsTalk about English and its development, Different kinds of English 2-P#U%#Z$rkw Talk about difficulties in language communication T f Yxb,x_. Learn to make dialogue using request & commands )hAQy%e)jw Learn to transfer from direct into indirect speech ;gIE:IT-qR.c Learn to give opinions and organize ideas by way of brainstorming )v1x+zP&cy . Learn to make a poster showing your ideas clearlyCultural conscious-ness世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。 4K S hQR_,7mX/RwAffect& Attitude使学生感受英语语言的多文化、多层次、多元性