人教版高一英语必修 1 Unit2 English around the world 全单 元教案
Unit 2 English Around the World
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
r />(THE ROAD TO MODERN ENGLISH)
To talk about varieties of English
To read about the history of English language
I. Warming up
1. Warming up by answering a questionnaire
1). 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 you’d 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.
2. Further applying
To 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 haven’t 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.
Read 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 world
Paragraph 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.
Read 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?
I don’t 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.)
Why do you think people all over the world want to learn English?
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.
(All persuasive reasons can be accepted.)
4. Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is
communicate with: exchange information or conversation with other people: He learnt to
use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said:
We’ve known for years. Actually, since we were babies. be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s
national football team enter for the next finals of the World Cup? Only time will tell.
Language Chunks from Unit 2 English around the world
be 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 one’s 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 one?to another, do business, on the air, would like sb. to do, make notes, fight against, keep?a secret, even though, save time(money), a form of?
Period 2: A sample lesson plan for Learning about Language
(Indirect Speech (II) requests & commands)
To discover useful words and expression_r_rs
To discover useful structures
I. Direct and Indirect Speech
Direct Speech simple present
Indirect Speech simple past
He said, “I go to school every day.” He said (that) he went to school every day.
simple past past perfect
He said, “I went to school every day.”
He said (that) he had gone to school every day.
He said, “I have gone to school every He said (that) he had gone to school every day.”
He said, “I am going to school every He said (that) he was going to school every day.”
He said, “I was going to school every He said (that) he had been going to school day.”
would + verb name
He said, “I will go to school every He said (that) he would go to school every day.”
future (going to)
He said, “I am going to school every He said (that) he is going to school every day.” day.
He said (that) he was going to school every day
Direct Speech auxiliary + verb name Indirect Speech simple past
He said, “Do you go to school every He asked me if I went to school every day.*
day?” He said, “Where do you go to school?”
He asked me where I went to school.
He said, “Go to school every day.” He said to go to school every day.
Direct Speech simple present + simple present
Indirect Speech simple present + simple present
He says, “I go to school every day.” He says (that) he goes to school every day.
present perfect + simple present present perfect + simple present
He has said, “I go to school every day.”
past progressive + simple past
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every He was saying (that) he went to school every day.” day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
He said, “I can go to school every day.”
He said (that) he could go to school every day.
He said, “I may go to school every day.”
He said (that) he might go to school every day.
He said, “I might go to school every day.”
must had to
He said, “I must go to school every day.”
He said (that) he had to go to school every day.
He said, “I have to go to school every day.”
He said, “I should go to school every He said (that) he should go to school every day.”
He said, “I ought to go to school every He said (that) he ought to go to school every day.” day.
II. Discovering useful words and expression_r_rs Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates.
The teacher helps the students discover the difference in prepositions.
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.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into
T: Please don’t 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: I’ll go and collect some wood right now, master. ★ A: _______________________________________ B: Of course I’ll be happy to collect your shopping for you. ★ A:__________________________________________ B: Yes. I’ll shut the door at once, Mr. Zhang. ★ A:_________________________________________ B: No, I won’t get your coat if you talk to me like that. ★ A:_________________________________________ B: Sorry. I’ll get that book for you right now.
Period 3: A sample lesson plan for Using Language
(STANDARD ENGLISH AND DIALECTS)
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
I. Warming up
1. Introduction: In China there’re 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.
1. Get the students thinking about the topic of the text to predict what it says.
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 expression_r_rs 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:
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 language
5). 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. Listening To 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, Buford’s 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 Buford’s story, using the context. Dialectic words Standard English
from Buford’s story equivalents hey hello
shoulda seen should have seen
got outta got out of
6). Play the tape again and let the students answer the questions in pairs after listening. 7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)
1. 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:
keep going straight
go straight on
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.
Performance: Ask two pairs to perform their dialogue in class.
S1: Excuse me, sir. But I can’t find the drugstore?
S1: I said I couldn’t find the chemist’s 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.
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, what’s your main problem?
Did you go naturally between American English and British English while talking to each other.
1. Making a poster
First 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
CHINA’S FUTURE LIES WITH LEARNING ENGLISH
Reasons 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 CHINA’S FUTURE LIES WITH LEARNING ENGLISH
Can you give persuasive reasons for the topic on your poster?
Can you verbalize your ideas fluently?
Can you put your own English learning experiences into a broader perspective?
Can you organize your ideas in a logical way?
Have you made a brainstorming map before you set out to design your poster? Do you think
it helps your writing?
What kind of mistakes have you made in your writing? What can you do to avoid such
The 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:
Step 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.
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