English around the world Period 2 extensive reading 教学设计

Unit 2 English around the worldPeriod 2Extensive Reading整体设计从容说课This is the second teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class. In this period, the teaching emphasis will be put on developing the students reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Thats enough here. We will deal with two passages：Standard English and Dialects on Page 13 and The Oxford English Dictionary on Page 51In order to lead in the topic of the first passage, the teacher can first introduce something about Chinese putonghua and dialects and let the students make a roleplay about it. The purpose of this activity is to begin to focus the students attention on the main topic of the reading passage. Then ask the students to find the topic sentence for each paragraph by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problems the students cant work out by themselves. For the second passage, just do as the first. This is an extensive reading lesson, so the teaching steps should be simple. 教学重点 Develop the students reading skills by extensive reading. 教学难点Enable the students to listen and understand more English dialects. 教学方法1Taskbased teaching and learning2Cooperative learning3Discussion教具准备 A tape recorder and other normal teaching tools三维目标Knowledge aims：1Get the students learn the new words and expressions：standardMidwesternsouthernSpanishplay a partsoutheasternnorthwesternrecognize2Get the students to know about standard English and dialects. Ability aims：1Develop the students reading skills by extensive reading. 2Enable the students to listen and understand more English dialects. Emotional aims：1Enable the students to try to use standard English and Chinese putonghua in their daily life by reading this passage. 2Enable the students to learn about the contributions that scholars have made to the development of the language from reading task. 教学过程设计方案（一）Step 1 Revision1Check the homework exercises. 2Ask some students to tell about the English language. Step 2 Leadin1Introduction：In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However, local people also speak their own dialects. 2Roleplay：Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Roleplay a conversation about the Chinese language to have them discuss why Putonghua has to be used in China. Step 3 Reading1Get the students thinking about the topic of the text to predict what it says. 2SkimmingGet the students to read quickly to find the topic sentence for each paragraph. ParagraphsTopic sentencesParagraph 1Paragraph 2Paragraph 3Suggested answers：ParagraphsTopic sentencesParagraph 1There is no such a thing as standard English. Paragraph 2American English has many dialects whose words and expressions are different from “standard English”Paragraph 3Geography plays a part in making dialects. 3ScanningWork 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?4Language PointsWhile checking the students answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions, such as dialect, standard, believe it or not, play a role in, and so on. Suggested explanations：1）believe it or not used when you are going to say something that is true but surprising e. g. 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 e. g. These days there is no such a thing as a job for life. 3）standard English the form of English that most people in Britain use, and that is not limited to one area or group of people4）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 language5）play a part/role in be one of the causes that make something happen e. g. Besides dieting, exercising plays an important part/role in losing weight. Step 4 GamesThe teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible. T： Which dialect is it?Ss： Northeast. . . The student who answers right will tell an interesting story that shows great difference between dialects in China. Students tell their partner an interesting story. Step 5 DiscussionGet the students to discuss in groups “Why do we learn Putonghua?”Suggested answer：Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem. Step 6 WorkbookReading task（on Page 51）1LeadinTell the students： If we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary. Please turn to Page 51We will read a passage about it. 2SkimmingGet the students to read the passage quickly, then answer the questions：1）Who is the editor?2）How many years did it take to complete the dictionary?3ScanningGet the students to read the passage carefully to locate particular information, then fill in the table. 4While checking, deal with some language problems that the students cant solve by themselves. Step 7 Homework1Finish off the workbook exercises. 2Learn the useful words and expressions by heart. 设计方案（二）Step 1 Revision1Check the homework exercises. 2Ask some students to tell about English language. Step 2 Leadin1Introduction： Chinese putonghua2Roleplay： Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Roleplay a conversation about the Chinese language. Step 3 Reading1Get the students thinking about the topic of the text to predict what it says. 2SkimmingGet the students to read quickly to find the topic sentence for each paragraph. 3ScanningWork in pairs. Read the text carefully to locate particular information. 4Language PointsWhile checking the students answers, deal with any language problems to see if the students can guess the meanings of some new words and expressions. Step 4 GamesThe teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible. The student who answers right will tell an interesting story that shows great difference between dialects in China. Step 5 DiscussionGet the students to discuss in groups “Why do we learn Putonghua?”. Step 6 WorkbookReading task（on Page 51）1LeadinIf we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary. 2SkimmingGet the students to read