Unit_2_English_around_the_world教学设计.doc

Unit 2 English around the world教学设计(1) 课题：English around the world (2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，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个粗浅的了解；Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动； Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern EnglishThe third period: Reading (Language points)The forth Period：Learning about LanguageThe fifth period: Using Language The sixth period: Listening(4)教学目标： 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法； 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。(5) 教学重点和难点：词汇： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block 短语： play a role (in) because of come up such as play a part (in)重点语法项目：祈使句及其间接引语难点：Expressing ones idea on which kind of English one should learn; guess the name of speakers country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中(10) 教学反思或值得改进的地方： 见每个课时最后部分。Period 1: Speaking Warming Up and Pre-ReadingAimsTo talk about varieties of EnglishTo discuss why do so many people speak EnglishProceduresI. 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. Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading (faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。 同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不是很深入。 Period 2 Reading：The Road to modern EnglishAimsTo talk about English To read about the history of English languageStep 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.Step 2 ScanningRead to locate particular information and complete the comprehending Exercise One. Step 3 Comprehending 1. Check the answers to exercise 1 (page 102. Answer these questions (Page 11)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 dont 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 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 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?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 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 accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。Period 3: Reading (Language points)Aim to master some words and phrases1. include v.a) contain eg. The price includes both house and furniture.b) embrace thing as part of whole eg. I include him among my friends. 2. presenta) adj: being at hand; being now出席的, 在场的;现在的, 当前的 该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”， 做后置定语其义为“出席的”eg. The present members 现在的成员 The members present 在场的成员 b) n: gifteg. He often gave his neighbors kids little presents. C)vt: to offer赠送,呈献(+to/with)eg. They presented him with a bunch of flowers.3. culturen: CU understanding of literature, art, music, etc eg. He has studied the cultures of many western countries.4identity n: who or what a person or thing iseg. You should show your identity card before you enter it. 5rulea) n:custom or statement about what must not be doneeg. Hes made it a rule to rise early.Its against the rules of the school to smoke.b) vt: to govern or controlc) eg. The queen ruled her country for 20 years.6 Request vt: to ask for eg. They requested financial support.注意：这个词所接的宾语从句要用虚拟语气I requested that he (should) come an hour earlier.B )n: asking or being askedeg. Mr. Paine made a request that I should help manda) vt: give orders toeg. I command you to start at once. 注意：这个词所接的宾语从句要用虚拟语气I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8Actually adveg. She looks young, but shes actually 50.Did you actually see him break the window?9International adj: of relating to or involving two or more countries in the world 国际的eg. They are dealing with the international affairs. Many African countries received international help. 10.modern adj: recenteg. This is a book of modern history. There is a modern hospital. 11. vocabulary n: all the words of languageeg. Wide reading will increase your vocabulary.My English vocabulary is limited. 12.rapidly adv: quicklyeg. Our country develops rapidly. The number of learning English is increasing rapidly. 13.retell v: tell something once moreeg. Can you retell the story in your own word? The teacher asked you to retell it. 14.recognize v: to identify from previous experienceeg. He looked at the envelope and recognized Jennys handwriting immediately.The policeman recognized her as a thief.15. government n: group which govern a country or a certain areaeg. The government will decide the matter.The government is discussing the problem. Useful expressions1.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 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 与because 的区别，前者后接名词或代词，后者接句子eg. He didnt go to school because he was ill. He didnt go to school because of his illness. 3come up eg. She 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 与for example 的区别，前者用来罗列事物或人后者用来举例说明eg. English is also spoken in many places, such as Africa and Asia.For example, Tom has the same opinion.课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。Period 4 : Learning about Language(Indirect Speech (II) requests & commands)AimsTo 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. Direct Speech Indirect Speech simple present + simple presentHe says, “I go to school every day.” simple present + simple presentHe says (that) he goes to school every day. present perfect + simple presentHe has said, “I go to school every day.” present perfect + simple presentHe has said (that) he goes to school every day. past progressive + simple pastHe was saying, “I went to school every day.” past progressive + simple pastHe was saying (that) he went to school every day. past progressive + past perfectHe was saying (that) he had gone to school every day. Direct Speech Indirect Speech canHe said, “I can go to school every day.” couldHe said (that) he could go to school every day. mayHe said, “I may go to school every day.” mightHe said (that) he might go to school every day. mightHe said, “I might go to school every day.” mustHe said, “I must go to school every day.” had toHe said (that) he had to go to school every day. have toHe said, “I have to go to school every day.” shouldHe said, “I should go to school every day.” shouldHe said (that) he should go to school every day. ought toHe said, “I ought to go to school every day.” ought toHe said (that) he ought to go to school every day. 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.课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据新课程标准理念设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。 Period 5: Using Language (STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. 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.II. Reading1. 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 different 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 focus: 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 English: 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 language5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.III. ListeningTo 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 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.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Bufords story, using the context.Dialectic wordsfrom Bufords storyStandard English equivalentsheyyallaintyeryapupswimminjumpinfeelinboutnoughshoulda seengot outtahello everyone arentyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of6). Play the t