新人教必修一_Unit2_English_Around_the_World全单元教案.doc

嘉兴英语教学网 收集整理 欢迎使用Unit 2 English Around the WorldPart One: Teaching Design (第一部分：教学设计)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up 1. 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.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 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. 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.ReadingTo get the students thinking about the topic of the reading passage.1). Have a student list on the board all the English-speaking countries in the world that they can think of.2). Give the students hints about the places they havent mentioned.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.1. SkimmingRead 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 spread of the English language in the worldParagraph 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 in Africa and Asia.2. ScanningRead to locate particular information and complete the comprehending Exercise One. 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?1) Why do you think people all over the world want to learn English?4. Language focus:1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.3) actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.4) be based on:5) make use of: use sth. available 6) Only time will tell: to say that something can only be known in the future: Will Chinas national football team enter for the next finals of the World Cup? Only time will tell.Language Chunks from Unit 2 English around the worldbe 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, comp up to, over time, communicate with, be based on, make use of, have ones 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 oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save time(money), a form ofPeriod 3: A sample lesson plan for Learning about LanguageAimsTo discover useful words and expressionsTo discover useful structures ProceduresI. Direct and Indirect SpeechDirect Speech Indirect Speech simple presentHe said, “I go to school every day.” simple pastHe said (that) he went to school every day. simple past He said, “I went to school every day.” past perfectHe said (that) he had gone to school every day. present perfect He said, “I have gone to school every day.” past perfect He said (that) he had gone to school every day. present progressiveHe said, “I am going to school every day.” past progressiveHe said (that) he was going to school every day. past progressiveHe said, “I was going to school every day.” perfect progressiveHe said (that) he had been going to school every day, future (will)He said, “I will go to school every day.” would + verb nameHe said (that) he would go to school every day. future (going to)He said, “I am going to school every day.” present progressiveHe said (that) he is going to school every day. past progressiveHe said (that) he was going to school every day Direct Speech Indirect Speech auxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?” simple pastHe asked me if I went to school every day.*He asked me where I went to school. imperativeHe said, “Go to school every day.” infinitiveHe said to go to school every day. II. Discovering useful words and expressions1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer youre your classmates. The teacher helps the students discover the difference in prepositions.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 brings 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 follow 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 them into indirect speech.Example: T: Please dont 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 replies and decide whether they are in answer to a request or a command. Write the sentence down. A: _B: Ill go and collect some wood right now, master. A: _B: Of course Ill be happy to collect your shopping for you. A:_B: Yes. Ill shut the door at once, Mr. Zhang. A:_B: No, I wont get your coat if you talk to me like that. A:_B: Sorry. Ill get that book for you right now.Period 4: A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingIV. 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 undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side2. 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.Sample version:S1: Excuse me, sir. But I cant find the drugstore?S2: Pardon?S1: I said I couldnt find the chemists shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.S1: Thank you very much.S3: What did he say?S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.Self-assessment criteria:Did you cooperate well with your partner(s) while practicing?Can you ask for directions and give directions clearly?Can you express your ideas fluently? If not, whats your main problem?Did you go naturally between American English and British English while talking to each other.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.A Sample poster CHINAS FUTURE LIES WITH LEARNING ENGLISHReasons for learning English: World trade is done in English; International organization (such as the UN) use English; We need contact with the developed Western world to build our country; The developed world uses English in its dealings.Why the Chinese language will not do? Very few people in the West speak Chinese; Chinese is a difficult language to learn; Most businessmen do not have time to learn new languages every time they enter a new international market.SO CHINAS FUTURE LIES WITH LEARNING ENGLISH2.Writing Assessment1) Can you give persuasive reasons for the topic on your poster?2) Can you verbalize your ideas fluently?3) Can you put your own English learning experiences into a broader perspective?4) Can you organize your ideas in a logical way?5) Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?6) What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?Further ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:My problemsIdeas for improvementWhy I like EnglishMy future with EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework.Sample version:My experience of learning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying Eng