BookⅠUnit2 English around the world
Material analysis： 本单元的中心话题是“世界各地的英语”，主要向英语学习者介绍英语这门语言的起源、变化及发展， 英语在世界各地作为母语、第二语言和外语的区别及不同功能，特别是英式英语和美式英语在拼写以及用 法方面的差异。让英语学习者全方位地了解英语，从而掌握这门语言。
图片和问题英式英语和美式英语的区别，帮助学生复习英式英语和美式英语在词汇和表达方面的差 异，为阅读本单元材料做好铺垫。 Pre-reading 问题鼓励学生思考将英语作为官方语言的国家，提出哪个国家拥有的英语学习者最多。 Reading 英语由于航海、战争等原因被从英国传播到世界各地，其自身也在不断地受到其他文化的影响，从而 在发生着新的变化，具有鲜明的地方文化特色。 Comprehending 通过细节理解题，学生在思考和找寻答案的过程中加深了对文章的理解。 Learning about language 学生学会使用本单元的重点词汇、 句型和语言知识： 带有请求和命令口气的直接引语转变为间接引语。 Using language 阅读材料向学生介绍了不同地方的英语方言，从而使学生了解英语的多面性，没有唯一的标准英语。 教学目标： 知识目标： 通过本单元的教学，帮助学生： 1. 掌握与英语语言发展变化相关话题的语言表达。 2. 掌握相关的词汇、句型和表达法。 3. 了解英式英语与美式英语的差别。 4. 掌握祈使句及其间接引语的表达和应用。 能力目标： 1. 通过本单元的听说训练，培养学生获取有用信息和处理信息的能力。 2. 通过对本单元阅读材料中信息的加工处理，培养和训练学生 skimming, scanning, predicting 和 summarizing 等阅读技能。 3. 通过完成本单元中的 writing 的写作任务，训练学生利用本单元输入的语言材料和信息输出语言。
4. 通过本单元的学习，提高学生发现问题、分析问题和解决问题的能力。 情感目标： 1. 通过对本单元“世界各地的英语”话题的学习，帮助学生了解英语这门语言的起源、变化和发展， 了解英语在世界范围的区别和使用情况，帮助学生形成世界英语及地域英语的概念，让学生感知 英语语言的多层次和多元化，树立跨文化交际的意识。 2. 让学生认识到在全球化的进程中学习英语的重要性，帮助学生总结出适合自己的学好英语的一些 技巧和方法，为学生的自学和终身学习奠定良好的基础。
单元整体设计思路： 第一课时 Warming up, Listening 第二课时 Pre-reading, Reading, Comprehending 第三课时 Language learning 第四课时 Using language: Reading, Speaking 第五课时 Using language: writing 第 六 课 时 综 合 评 价 练 习 课 Reading task (p.51); Self-evaluation, Summing up and self-test/exercises 第七课时 测试讲评课
Period 1 Warming up and Listening Teaching Aims: 1. To get the students to revise the knowledge about the differences between British English and American English. 2. To get the students to practice listening skills and learn listening strategies: predicting and note-taking. 3. To arouse students? interest in learning English. Teaching important points: 1. To train the students? listening skills and strategies. 2. To train the students? speaking ability. Teaching difficult points: 1. To get every student to be involved in the listening activities. 2. To get every student to be active in class. Teaching procedures Step I. Warming up
1. Look at the pictures and dialogues in Warming up. Let the students try to guess if the men can understand each other by using two different kinds of English. 2. Guess British English and American English words. elevator/lift in a team/on a team rubber/eraser petrol/gas
British: lift, in a team, rubber, petrol 3. Discuss in pairs. Look at the British words and guess the American equivalents. British: flat underground pub toilet tin autumn match post football lorry trousers American: apartment subway bar bathroom can fall game mail soccer truck pants
StepⅡ. Listening 1). Get students to look at the picture on page14 to make up stories according to the picture. 2). Get students to predict what the story is about. 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 from Buford?s story Hey y?all ain?t yer ya pup swimmin? jumpin? feelin? ?bout ?nough shoulda seen got outta hello everyone aren?t your you child swimming jumping feeling about enough should have seen got out of Standard English equivalents
6). Play the tape again and let the students answer the questions in pairs after listening. 7). Check the answers. (Variant: you may also) Step Ⅲ. Practice Ask the students to retell Buford?s story in Standard English in pairs. Step Ⅳ. Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Step Ⅴ. Homework 1) Find out the countries using English as an official language. 2) Preview the reading text on page 9.
Period 2 Reading Teaching aims: 1. To get students to read and master the key words and expressions:
Words: voyage, native, actually, present, fluent Expressions: because of, even if, come up, be based on, at present, make use of, a large number of 2. To get students to practice reading skills and learn reading strategies: skimming, and scanning. 3. To get students to known about the history and development of English. Teaching important points: 1. To train students? reading skills and strategies. 2. To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1. To get every student to be involved in the learning activities. 2. To get every student to be active in class. Teaching procedures: StepⅠ. Warming up by checking the homework. 1) List the names of countries using English as an official language on the board. Britain, USA, Australia, Canada, New Zealand, Ireland, South Africa, Singapore, India, etc. 2) Students try to guess the reasons that have encourage these countries to speak English. Britain→Empire Step II. Pre-reading 1. First ask the students to see the title on the book then let them discuss in groups in order to try to guess the answers to the three questions before the text. 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 have contributed to the spread of English. USA→trade, military base, aid, etc. India→colony in the past …
★ Satellite TV, radio like BBC, VOA, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles. 2. Ask the students to listen to the record and try to grasp the general idea of the passage. After listening, try to answer two questions: (1) Was English always the same in the past? (2) In what ways has English changed? ( Both speaking and spelling.) Step II. While-reading Task 1. Skimming 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: Two big changes happened in English spelling. Paragraph5: English is spoken in Africa and Asia.
Task 2. Scanning Read to locate particular information and complete the comprehending Exercise1. Task 3. Listen to the tape twice and pay attention to the pronunciation. Finish the comprehending Exercise2.
Step Ⅲ. Post-reading Work in groups. Discuss the two questions in Exercise3 and then ask two groups to report their answers to the class. 1) 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. (All persuasive reasons can be accepted.) 2) Why do you think more people in the world now want to learn Chinese? Various answers 3）Get students to use the form in the comprehending Exercise2 to retell the story. First the whole class do it together. Then students work with their partners. 4) Check students? work. Step Ⅳ. 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:
We?ve known for years. Actually, since we were babies. 4) 5) 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. Step Ⅴ. Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Ⅵ. Homework Choose five new phrases just learned to make sentences and write down in the exercise book.
Period 3: Language learning Teaching aims: 1) To get students to master the usage of Indirect Speech (II) Requests & Commands 2) To get students to practice Requests & Commands by role-playing. 3) To get students to summarize the grammatical rules and encourage students to apply the rules into practice. Teaching important points: 1) To train students? speaking skills. 2) To get students to master the grammatical rules. Teaching difficult points: 1) To get every student to be involved in the listening activities. 2) To get every student to be active in class. Teaching procedures: Step I. Worming up 1. Get two students to come to the front to play a show game. 2. Instructions: Student A makes commands and Student B does what he/she is told. 3. Examples: 1) Point to your left eye. 2) Open the door. 4. Get the rest to report what Students A and B did. 1) Student A told Student B to point to his/her eye. 2) Student A told Student B to open the door. Step Ⅱ. Presentation
1) Get students to discuss the differences between retelling Commands and Requests in Part1 on P12. Commands: told sb. to do sth. Requests: ask sb. to do sth. 2) Get students to identify and classify the expressions in Exercise 2 on page 12 into Commands and Requests. 3) Let students retell the sentences in Exercise3 on page12 in indirect speech. Step III. Practice 1. In groups of four, students think of at least three commands the teachers and parents usually give. 1) Student 1 ( acting as a teacher or a parent) give the first command. 2) Student 2 tells Student 3 what Student 1 said. 3) Student 3 will change the request or command from direct into indirect speech. 4) Change roles so that each person gets the chance to give commands and turn them into indirect speech.
Example: S1: Please don?t talk in class. S2: What did our teacher tell us? / What did our teacher say? S3: He told/asked us not to talk in class. / She said not to talk in class.
Step Ⅳ. Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. StepⅤ. Homework 1) Follow the Example in practice, and write down a Command and a Request respectively. 2) Ask students to preview Reading on page13.
Period 4: Reading and Speaking Teaching Aims: 1) To get students to read and master the key words and expressions
2) To get students to practice reading skills and learn reading strategies: skimming, and scanning. 3) To get students to improve their cultural awareness and know about the differences between British English and American English. Teaching important points: 1)To train students? reading skills and strategies. 2)To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1)To get every student to be involved in the learning activities. 2) To get every student to be active in class.
Teaching procedures Step 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. Step II. Reading 1. Get the students thinking about the topic of the text to predict what it is about. 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 variant 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. Step Ⅲ. Reading dialogues 1. 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.) 2. 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) subway left keep going straight two blocks right
Lady (British) underground left-hand side go straight on two streets right-hand side
3. 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. 4. Performance: Ask two pairs to perform their dialogue in class.
S1: Excuse me, sir. But I can?t find the petrol station? S2: Pardon? S1: I said I couldn?t find the gas station. 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 petrol station will be ahead.
Step Ⅳ.Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Step V. Homework Students try to think about the reasons why you are learning English, and write down three of them.
Period 6: Writing Teaching aims: 1) To get students to find out the difficulties in their English learning. 2) To get students to try to find ways to improve their English writing. 3) To help students to know the importance of learning English. Teaching important points: 1) To train students? writing skills. 2) To make students master the writing strategies. Teaching procedures: StepⅠ. Warming up 1) Ask some students to tell their reasons why they are learning English, and write them on the centre of the board.
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. 2). Divide the class into pairs to talk about their reasons. 3). When the task is finished, ask a couple of students to summarize their partners? answers.
StepⅡ. Making a poster First ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, in pairs students work on their posters. Finally, ask several pairs to present their posters 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
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