English around the world the 3rd period 教案

Unit 2 English around the worldThe Third Period从容说课This is the third period of the unit. The lesson deals mainly with the grammar, that is, the structure which expresses commands and requests and the reversal of the indirect speech and direct speech. The second part of this period is another passage “Standard English And Dialects”. After it, there is an exercise for us to make up dialogues using the commands and requests. This part is to give students a chance to practice this kind of structure. The second part of this period is another passage “Standard English And Dialects”. In this lesson we first review the grammar we learn in last unit. So students will be asked to do some exercises about this grammar item. By doing so, students can recall some rules of the reversal between the direct speech and indirect speech. Then, students will have a task to tell the requests from commands. Then show the sentence patterns of requests and commands. Using is the aim of the language teaching, so after learning the structures, the most important one is to put them into use. After doing some exercises about reversal of direct speech and indirect speech, students will use these sentence patterns in daily life by making up dialogues according to the situation on Page 13To make the students master the structure well, I think it is necessary to offer more practice. And the passage in this part is to provide students with more information on English and improve students reading speed. So I think it is not necessary to treat it as an intensive reading material according to the aim. Instead, I will teach it as an extensive reading passage. 三维目标1Knowledge：Learn and master the sentence patterns which express an order and a request, and their different features. 2Ability：Use these patterns to communicate with others. 3Emotion：Help students master the points in this period. 教学重点Point out the features of an orderwhich uses the imperative, namely “tell/order sb. to do sth. ” and a requestwhich uses a question form or an imperative, very polite, namely “ask sb. to do sth. ”教学难点How to change orders and requests into reported orders and requests. 教具准备slides教学过程Step 1 Greetings and revisionGreet the whole class as usual. Review the useful words and expressions by letting students make up sentences using these words and expressions. Step 2 GrammarT：In the last unit, we have learnt something about the direct speech and indirect speech. We know while we change direct speech into indirect speech, we should change many things such as the tense, some adverbials and some verbs. Now lets first do some exercises. Turn the following into Indirect Speech1“I broke your CD player, ” he said to me. 2“Are you sure you didnt do anything to this? ” he asked me. 3“A friend in need is a friend indeed, ” Mother said to me. 4Tom said, “I bought a book for my brother yesterday. ”5He said, “I shall meet her at my office. ”6The teacher said, “I must go now. ”7He said, “I can do homework myself now. ”8He said, “The house was built in 1965”9“Why was Jenny late for school? ” Mr. Baker wanted to know. 10They said, “will you visit the museum tomorrow? ”Turn the following into Direct Speech. 11I said that I would try my best. 12He wondered （asked） how long it took to do the work. 13Bob asked John whether he had seen his wallet. 14His aunt said that she had got there five days before. 15I asked Tom why he had not told her the truth. Suggested answers：1He told me that he had broken my CD player. 2He asked me if I was sure I hadnt done anything to that. 3Mother told me that a friend in need is a friend indeed. 4Tom said that he had bought a book for his brother the day before. 5He said that he would meet her at his office. 6The teacher said he had to go/must go then. 7He said that he could do homework himself then. 8He said that the house was built in 19659Mr. Baker wanted to know why Jenny had been late for school. 10They asked if we would visit the museum the next day. 11I said, “Ill try my best. ”12He asked, “How long does it take to do the work? ”13Bob asked John, “Have you seen my wallet? ”14His aunt said, “I got here five days ago. ”15“Why didnt you tell her the truth? ” I asked Tom. T：You did a very good job. Today, well go on to study indirect and direct speech. But firstly, we should learn to tell requests from commands. In English, giving commands is less polite than making a request. So most of time, commands are made by those people who are bosses, teachers, leaders, officers, or some other one who has authority. Now would you please tell which of them are commands? （show them a slide）1Close the door!2Would you please help me carry the case? 3Get me something to drink. 4Could you lend me 100 yuan? 5Please turn off the lights. 6Dont smoke here. 7Will you clean the blackboard? 8Clean the table please. S：1, 3, 6 are commands, and others are requests. T：Thats right. So we can draw a conclusion：Sentence pattern for commands：Do. . . /Do not do. . . Sentence pattern for requests：Do. . . please. /Can you do. . . ? /Could you do. . . ? /Will you do. . . ? /Would you do. . . ? Then if we want to change them into indirect speech, we should do like this：Commands：sb. told/ordered sb. （not） to do sth. Requests：sb. asked sb. else （not） to do sth. According to these rules, lets do some practice. 1Change these sentences into Indirect Speech. He said to me, “Dont smoke in this room. ”He said to me, “Please dont smoke in this room. ”He said to me, “Could you please help me with my work? ”Suggested answers：He told me not to smoke in that room. He asked me not to smoke in that room. He asked me to help him with his work. 2Change the following sentences into Direct Speech. The landlady asked him to put his coat in the closet. The young father told his children not to move. Mother told me to lock the door after midnight. Suggested answers：“Put your coat in the closet please, ” the landlady said to him. The young father said to his children, “Dont move. ”Mother said, “Lock the door after midnight. ”3（the teacher show the screen）DontsDosCome into/lab/without. . . Touch/anything/labSmokePut/anything/basinTalk/so loudlyLeave/books/labWatch/teacher/carefullyDip/finger/mixtureSuck fingerWrite/answer/blackboardTidy/lab/experimentPut/everything/cupboardsT：Look at the screen. Lets practice commands and requests in pairs. You may notice on the left, under the word “Donts”, there are three orders, under them there are three orders, under them there are three requests. On the right, under the word “Dos”, there are three orders, under them there are there requests. First we are going to practise the commands. I can give you an example. Look at the six orders. In Direct Speech, I can say “Watch the teacher carefully. Dont come into the lab without a teacher. ” In reported order. I can say “She told us to watch the teacher carefully. She told us not to come into the lab without a teacher. ” After you practice the orders, you may practice the requests. Are you clear? Now lets begin. （give students several minutes to practice them, then teacher may check）Suggested answers：Direct Speech：1Dont come into the lab without a teacher. 2Dont touch anything in the lab. 3Dont smoke. 4Watch the teacher carefully. 5Dip your fingers into the mixture. 6Suck your fingers. 7Will you please not put anything in the basin? 8Dont talk too loudly, please. 9Dont leave the books in the lab, please. 10Write your answers on the blackboard, please. 11Could you please tidy the lab after the experiment? 12Put everything in the cupboards please. Indirect Speech：1He told us not to come into the lab without a teacher. 2He told us not to touch anything in the lab. 3He told us not to smoke. 4He told us to watch the teacher carefully. 5He told us to dip our fingers into the mixture. 6He told us to suck our fingers. 7He asked us not to put anything in the basin. 8He asked us not to talk so loudly. 9He asked us not to leave the books in the lab. 10He asked us to write our answers on the blackboard. 11He asked us to tidy the lab after the experiment. 12He told us to put everything in the cupboards. 4Now lets use these patterns to make up some dialogues. Please turn to the exercise on P13Suggested dialogues：（1）A：Excuse me, could you please close the door? Its so windy. B：Of course. （2）A：Excuse me, please make some room for me. I have to get off the train now. B：Sure. （3）A：Look out! A bear is approaching you!B：Help! Im so scared!A：Dont move! Keep calm. A bear wont attack someone who is not to offend it. Step 3 ReadingT：As we all know, China is a very big country where different dialects are spoken. Can you list some of them? S：Guangdong dialect, Shanghai dialect, Sichuan dialect. . . T：Is there anybody who can speak a dialect from other place? S：（some students act it out）T：Thank you! Do you think that it is easy for people to follow those speaking different dialect? S：No. Some dialects are really difficult to understand. T：Then how can we solve this problem? S：We can communicate in Putonghua. T：Yes. The difference between Chinese dialects are so big that its really hard for people to communicate in it. So now most students are taught in school in Putonghua. Then do you think that it is the same case with the US? S：I think so. T：What is it that makes you think so? S：I think that the US is a big country just like China. Besides, it is a country in which many people are from different places. So I think that people may speak dialects. T：Lets try to find it out whether it is the case. Now read it fast and then answer these questions. 1Is there the same case? Can you list some examples? 2Why are there so many dialects in the US? 3What is the standard English? 4Do you think theres the standard English? 5Can you tell an interesting or funny story that shows great difference between dialects in Chinese? Suggested answers：1Yes. It has many dialects, such as Midwestern, southern, African American and Spanish dialects. 2Because people have come from all over the world. Geography also plays a part in making dialects. 3It is believed to be the English spoken on TV and the radio. 4No. 5Keys or Kiss? One friend of mine was giving an English lesson to a class of adults who had recently come to live in the United States. After placing quite a number of everyday objects on a table he asked various members of the class to give him the ruler, the book, the pen and so on. The class went very smoothly, and the students seemed interested and serious about the work that they were engaged in until my friend turned to an Italian and said, “Give me the keys. ” The man looked surprised and somewhat at a loss（有点手足无措）. Seeing this, my friend thought that the student hadnt heard him clearly, so he repeated, “Give me the keys. ” The Italian shrugged his shoulders. Then, he threw his arms around the teachers neck and kissed him on both cheeks. Step 4 SummaryT：Today we have learnt some patterns which express commands or requests. And we have dealt with the reversal of the sentence patterns. After reading the passage, we have known that American English has different dialects. Though there is no standard English, we should learn to pronounce the English words correctly. Step 5 HomeworkT：Todays homework is to recite words and phrases and make a dialogue using sentence patterns of expressing commands and requests. 板书设计Unit 2 English around the worldThe Third PeriodcommandsrequestDirectSpeechDo. . . Do not do. . . Do. . . pleaseWill you do. . . ? Would you do. . . ? Can you do. . . ? Could you do. . . ? IndirectSpeechsb. told/ordered sb. to do. . . sb. told/ordered sb. not to do. . . Sb. asked sb. to do/not to do. . . 活动与探究1One aim of this activity is to give students a chance to practice the sentence patterns in practice. So students are requested to make a research of the situations in which requests and commands are used. The other aim is to make research on dialects in China. They are asked to look into which dialect is the most popular in China and what causes this situation. 2将下列对话改成间接引语The following dialogue is an excerpt from Mark Twains The MillionPound Bank Note. Henry found that there was a millionpound note in the envelope. He thought the two brothers had made a mistake. He hurried to their house and rang the bell. The servant appeared. Henry asked for the brothers. Servant：They are gone. Henry：Where? Servant：To the Continent. Henry：The Continent? Servant：Yes, sir. Henry：When will they be back? Servant：In a month, they said. Henry：A month! Tell me how to get word to them. Its of great importance. Servant：I cant, indeed. Ive no idea where theyve gone. Henry：Then I must see some member of the family. Servant：Family is away, tooin Egypt and India, I think. Henry：Theres been an immense mistake made. Theyll be back before night. Tell them Ive been here, and that Ill keep coming till its all right, and they neednt worry. Servant：Ill tell them, if they come back, but Im not expecting them. They said youd be here in an hour to make inquiries, but I must tell you its all right, theyll be here on time to meet you. 备课资料English Teaching in the USAThe United States of America is mainly an Englishspeaking country. The majority of the population speak English as their native language. Business, education, social activities, etc. are conducted in English. Across the country, people pronounce many English words in several different ways, but for the most part, Americans speak one common language. This language is sometimes called American English. However not everyone in the U. S. Ais a native speaker of English. Most immigrants（移民） are speakers of other languages. There are hundreds of communities（社区） around the U. S. Awhere English is not the most commonly used language. Chinese, Italian, German, Greek, Spanish, and French are all spoken in various communities in the U. S. Spanish is the second most commonly spoken language after English. It is widely spoken in New York and across the southern part of the country. For speakers of other languages, learning English is important, but teaching people to speak English as a second language was given little attention. NonEnglish speakers were expected to “pick up” the language by meeting with others in public. Recently, this has changed. Today, most large public schools and community colleges have ESL（English as a Second Language） programs：American English teachers feel that English students should learn the language the way they will use it. Therefore, ESL programs offer different English lessons to different students. Some programs teach students to communicate in English in public. Other programs teach the kind of English people will need for their jobs. American ESL instructional methods do not lay emphasis（强调） on grammar or translation, but on the importance of communication. The goal is to get the English learners to learn by using the language. Multiple choices：1People in the United States_. Aare all native speakers of EnglishBspeak English in various waysCall speak American EnglishDare immigrants from Englishspeaking countries2In the past the nonEnglish immigrants_. Adidnt know how to learn EnglishBfound that English was no