人教新课标英语必修1 Unit 2 English around the world全单元教案

Teaching plan Teaching aims: 1. Get the students to learn different reading skills. 2. Get the students to learn about the English language. Teaching important points: 1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. 2. Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries. Teaching difficult points: Develop the students’ reading ability. Teaching methods : Task-based teaching and learning Unit 2 English around the world 知识目标： 本 单 元 需 要 学 习 的 重 点 单 词 为 ： include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. ) rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block 本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为： 1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . ) 2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . ) 3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . ) 4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式) 5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . ) 6. The US is a large country in which many different dialects are spoken. (the Attributive Clause) 7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . ) 8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. ) 9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . ) 10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . ) 本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon? I beg your pardon? I don’t understand. Could you say that again please? Sorry, I can’t follow you. Could you repeat that, please? Could you speak more slowly, please? How do you spell it, please? 本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech) 1. 要求或命令(demands or orders) “Open the door, ” told he. →He told/ordered me to open the door. 2. 请求(requests) He said, “Please open the door. /Would you please open the door? ” →He asked me to open the door. 能力目标： 1. 能运用所学语言知识谈论有关“世界英语”方面的话题。 2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。 3. 掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。 4. 学会应付语言交际困难的表达法，用英语进行语言交流。 5. 能熟悉作文的写作步骤，写一篇介绍英语学习经历的短文。 情感目标： 通过学习讨论本单元“世界英语”的话题，使学生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，并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，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请 求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英语进行交流。 Based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows: Period 1: Warming up and Reading Period 2:Important language points Period3:Learning about language Period 4:Grammar:Direct Speech and Indirect Speech(Ⅱ) Period 5: Listening & Speaking Period 6: Using language (Reading) Period 7: Writing Period 8: Revision (Summing up and Learning tip) The First Period (Warming up and Reading) Teaching aims: 1. Get the students to learn different reading skills. 2. Get the students to learn about the English language. Teaching important points: 1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. 2. Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries. Teaching difficult points: Develop the students’ reading ability. Teaching methods : 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion Teaching aids: The multimedia and other normal teaching tools Teaching materials: Warming up and Reading(The road to modern English) Teaching procedures: Step 1 Lead-in and Warm Up To arouse the students’ interest and lead in the topic, the teacher can organize some activities. 1. Get the students to discuss how many countries use English as their native language and whether they speak the same English. They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same. 2. Get the students to look at the pictures to know that the differences between British English and American English. 3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English: The above is Vocabulary difference Br E Am E Favourite favorite Chinese BrE AmE 电梯 lift elevator 汽油 petrol gas, gasoline 公寓 flat apartment 秋天 autumn fall 地铁 underground subway 假期 holiday vacation 两周 fortnight two weeks Labour labor colour color theatre theater kilometre kilometer mom mum dialogue dialog programme program traveller traveler The above is Spelling difference BrE AmE Dance [da:ns] [dæns] Class [kla:s] [klæs] Fast [fa:st] [fæst] Half [ha:f] [hæf] path [pa:θ] [pæθ] not [na:t] [not] The above is Pronunciation difference Step 2 Pre-reading Get the students first to discuss the two questions with their partners and then answer them. 1.Could you list some countries that use English as an official language? 2.Which country do you think has the most English learners? Suggested answers: 1. New Zealand British Australian Indian Canadian American Singapore Philippines 2. For those who speak English as their first language the USA must have the largest number of native speakers as they have the largest populations. For those who learn English as their foreign language China must have the largest number as it has the largest population. Step 2 fast reading English is not only different from country to country, but also different from what it was before. Read the title “the road to modern English” and predict (预测) what the passage is mainly about? Be familiar with the new words in this passage. Introduce two reading skills: Scanning and Skimming. T: Scan the text to find or make out a key sentence for each paragraph. 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 development 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 3-4: All languages change when cultures communicate with one another. Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia. Step 3. Intensive reading T: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs: How did old English develop into modern English? Why does English change all the way? What other Englishes developed from the old English? (1). Give the three major periods of the development of English. the end of the 16th century-------- the next century ------------ today Who promoted the spread of English? People. When they moved, they carried English to different places. (2) T: Although they speak English, yet sometimes they can not understand each other well, why? --------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..) (3) T: How do these differences come about? (Why does English change over time?) --------- Because of cultural communication. Ask ss to find out the characteristics of each time according to the time axis. AD450-1150: German 1150-1500: less like German; more like French In the 1600’s: Shakespeare’s English The time ADEL was written: American English Later: Australian English (4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language? ---------- South Asia, India, South Africa, Singapore, Malaysia and China. Activity 1. fill in the chart Activity 2. Answer the following questions Scanning 1.There are two important persons in the history of English. Read Para.4 and find who are they? Activity 3: Choose the correct answers. Do the reading comprehensions. Step 4 Post-Reading T: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “ Only time will tell”. T: How do you understand this sentence? ---------- It means that something can only be known in the future. T: What can you infer from this sentence about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country. Step 5 Homework 1. Learn the new words and expressions in this part by heart. 2. Read the text again and again. Try to retell it. 板书设计 Unit 2 English around the world THE ROAD TO MODERN ENGLISH Paragraphs Main ideas Paragraph 1 The development 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. Summary: 阅读课这一节，我注重寓思想于教学中，注重激发学生的兴趣。在课堂提问过程中，通过一 系列连贯问题，用以复习前一课内容，以旧带新，自然过渡，并诱发学生思维，启动学生学 习的主观能动性，从而引导学生积极地学习新课。问题的设计由浅入深、由表及里，问题的 形式是激发学生兴趣的。另外一方面，在学生答不出某处时，我会及时以提问形式启发。以 疑激思，善问善导就是关键。 The Second Period (Language points) Teaching aims: 1. To Explain and learn to use some words , expressions and sentences. 2. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching difficult points: How to use these words , expressions and sentences Teaching important points: The usage of words , expressions and sentences. Teaching methods: Lecture and practice Teaching procedures: Step 1 Revision Review something about The rode to modern English” by using some True-or-False sentences on the text book Page 10. Step 2 Language points useful words and expressions 1. more than 与数词连用，意为“超过，多于”，相当于 over (1) more than one + n 意味“不止一个”，虽语意上为复数，但作主语时，谓语动词用单数 形式。 e.g. More than one student is clever. (2) more than + adj./adv./v./分词/从句，意为“不只是，非常，多过……” e.g. It’s more than friendship, but not love. other than 除了 rather than 而不是 2. be different from 与……不同 拓展：be different in sth. 在……方面不同 tell the difference between A and B 辨别 A 与 B 的不同 be the same as 与……相同 3. one another 相互，彼此=each other e.g. Tom and Ann looked at each other. 注：(1)each other 和 one another 是相互代词，两者都意为“相互，彼此”，在句中作动作或 介词的宾语，但不能做主语。 (2)表示两个人或事物之间的相互关系用 each other；表示三个或三个以上的人或事物之 间的相互关系时，用 each other 或 one another 都可以。 (3)each other’s 和 one another’s 后面的名词用复数。 e.g. Dogs biting at each other's tails. 狗咬狗 4.because of (1)because 与 because of because 为连词，后接从句 because of 为介词短语，后接名词、代词或动名词 He came to work late because he got up late. He came to work late because of getting up late 5.even if 若主句、从句皆表示将来情况，even if 从句可用一般现在时代替将来时。 e.g. We have decided to visit the museum even if it rains tomorrow. 辨析：even if 与 even though even if 从句的内容不肯定；而 even though 从句的内容则是事实。 e.g. He will not let out the secret even if he knows it.他是否知道秘密还不确定。 He will not let out the secret even though he knows it.他知道这个秘密。 6.native 可以作名词，意为： 本地人，本国人；也可以作形容词，意为：本国的，本土的。 例如： 1. When we’re on holiday in Greece, we live like the natives. 2. Are you a native of this country, or just a visitor? 3. The giant panda is native to China. 4. After a long stay in England he’s back in his native land. [拓展] native speaker 生来就说某种语言的人。如：a native speaker of French / English 7.come up (1)走近；赶上，上来 The coming up spring is full of hope. (2)发芽 The seedlings are coming up full and green. (3)（尤指意想不到地）发生 I will let you know if any change comes up. (4)被提出讨论，被谈到；引起注意 The subject of planting came up in the conversation. (5)（太阳、月亮）升起 We watched the sun come up. (6)出席，参加，到场 We came up for the party.( total eclipse) 9.over prep.& adv. (1)prep 相当于 during，意为“在……期间” (2)表示时间时，还可表示“一边……，一边……，正在进行……的过程” The girls sang over dancing. (3)超过 You are over ten. (4)adv. 完了，结束 Class is over. 10. actually/in fact/as a matter of fact 事实上，实际上 10. base vt. & n. base 可以作名词，意为： 总部，基础；也可以作动词， 意为：以……为根据以……为基础， 常用于 base sth. on / upon sth. 或 be based on/ upon 结构。 1)That company has offices all over the world, but their base is in Paris. 2)Many languages have Latin as their base. 3)This novel is based on facts. 4)The film is based on the novel Harry Potter. 5)One should always base his opinion on facts. 11.present (1)adj. （前置定语）现在的，当前的；（后置定语）出席的，在场的 e.g. Did you see the present CEO? Did you see the CEO present? be present at 出席，反义词组为：be absent from 缺席 (2)n. (C)礼物 (3)n. 目前，现在 e.g. The boy present at the meeting was considering asking his father for a book on the present tense as a birthday present. at present: now; at this time, at this moment at the present time She’s busy at present and can’t speak to you. 。 12. make use of 利用 make (good/full…) use of 好好/充分使用 Make the best use of 充分利用 善用 Make the most use of 充分利用,尽量利用 13. India has a very large number of fluent English speakers… a number of 大量的（其后谓语动词用复数） A number of people have came. the number of …的数目（其后谓语动 词用单数） 只能修饰可数名词的： a large/ great/ good number of, a good/ great many, dozens of, scores of, quite a few 只能修饰不可数名词的： a great deal of, a large amount of, quite a little, a large sum of 既可修饰可数也可修饰不可数名词的： plenty of, a lot of, lots of, a large quantity of 12. Only time will tell. 时间会证明一切。 tell 知道, 判断 It’s hard to tell whether he is right. tell A from B: 区分，分别 Can you tell Tom from his twin brother? Step3 Workbook Do Exercises 1 and 2 in Using words and expressions on Page 49. Step 6 Discussion Get the students in groups to discuss how their generation could influence English. Step 7 Homework Remember all these language points. 活动与探究 Surf the Internet and try to find more about the differences between British English and American English. Summary: Most students can understand the usage of the important points, after class they need to do more exercises to grasp them. The sentence pattern is hard to understand. I must explain it again. The Third Period (Learning about language) Teaching aims: 1. To consolidate some important words and expressions. 2. To learn some more words and expressions. 3. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching difficult points: How to use these words , expressions and sentences Teaching important points: The usage of words , expressions and sentences. Teaching methods: Lecture and practice Teaching procedures: Step 1 Revision Read the text once again Step 2 Translation • 1.不止一个… more than one • 2.在一些重要方面 in some important ways • 3.与…不同 be different from • 4.彼此 one another 或 each other • 5.去看电影 go to the movies/pictures • 6.坐地铁 by underground • 7.在 16 世纪末 at the end of the 16th century • 8.七百万人 seven million people • 9.航海航行 make voyages • 10 因为 because of • 11 比以往任何时候 than ever before • 12.即使，尽管 even if/even though • 13.你愿意…would you like to do • 14.到你的公寓去 come up to your apartment • 15.随时间变化 change over time 16.彼此间交流 communicate with each other • 17.以…为基础 be based on • 18.现在 at present • 19.丰富英语语言 enrich the English language • 20.利用 make use of • 21.赋予一种不同身份 give a separate identity to • 22.很多 a number of • 23.比如 such as • 24….的数量 the number of • 25.发展自己特点 develop ones own identity • 26.让时间来证明吧 only time will tell • 27.说英语国家 English spoken country Step 3 Word bank: Match each word or phrase with a definition on the right. 1.petrol A. often 2.voyage B. not sudden 3.gradually C. the second of two things or people already mentioned 4.frequently D. a word for gas in British English 5.identity E. long trip by sea or in space 6.the latter F. able to speak or write a language well 7.actually G. who or what somebody or something is 8. fluent H. in fact Step4 Complete this passage with the words from the Warming up and Reading Ex. 2 P11 fluently … native … vocabulary … apartment … elevator Step5 Add the phrases to the rhyme so that it makes sense Ex. 3 P11 come up … At present … Because of … such as … make use of Step6 Choose a pair of prepositions and compare them Ex. 4 P11 1. in/on 2. at/on 3. past/ after 4. in/on 5. from/than 6. in/on Step7 短语训练营 请选用方框内所给短语的适当形式完成下列句子。 such as； because of； base on； come up； believe it or not； at the end of 1. He realized that she was crying _________ what he had said. 2. ______________, John has passed the driving test. 3. This book is ________ a true story. 4. A beggar _______ to us and asked for money. 5. They had an English exam __________ last month. 6. Girls _______ Ann and Lucy are very friendly. Step8 用适当的介词填空。 1. You’d better make full use __ your time. 2. You will find the hospital __ the end of the road. 3. The church is close __ the school 4. We have friends all ____ the world. 5. As everybody knows, China has the largest number __ people. 6. __ the 1980s, he went to America. Step9 根据下列各句句意及所给单词的首字母或汉语提示，写出所缺单词的正确 形式。 1. It was easy to tell the n_____ from the tourists. 2. There was no need to pay rent for an empty a________. 3. There are many s______ mistakes; even so it’s quite a good essay 4. We still don’t know the i______ of the other man in the picture. 5. The ten most f_______ asked questions are listed below. 6. Reading is one of the best ways of improving your __________ （词汇量）. 7. As the weeks passed, I ________ （逐渐地）loved to liveem there. 8. He was the son of a(n) ______ （丹麦的）father and a British mother. 9. One can travel there by ship or plane. Most people choose the _____（后者）. 10. She speaks ______ （流利的）though not very correct English. Step10 Homework Remember all the words and phrases Summary: In this class I help the students consolidate some important words and expressions. Through the exercises the students know how to use them. The Fourth Period Learning about Language 1．Teaching aims Knowledge aim: Get the students to learn the rules of requests and commands in direct speech and indirect speech. Ability aim: Enable the students to use the rules properly in different situations. Emotional aim: Enable the students to communicate with others well by using requests and commands properly. 2. Teaching important point Get the students to master the rules of how to express a request and a command in direct speech and indirect speech. 3. Teaching difficult point Enable the students to use a request and a command in direct speech and indirect speech. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching procedures Step 1. →Step 1 Revision 1. Check the homework exercises. 2. Get the students to dictate some useful words and expressions. 3. Change a statement or a question into indirect speech. →Step 2 Summarizing the difference between commands and requests The teacher speaks to three students: Xiao Ming, close the door. Xiao Mei, please pass on the dictionary to Li Ming. Wang Juan, will you please answer me a question? Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests. Show the following on the screen. Direct Speech Commands Do. . . /Don’t. . . Requests Do. . . , please. Can/Could you(please). . . ? Will/Would you(please). . . ? Step2.Direct and Indirect Speech Revise the grammar of unit 1 Please change the direct speech into indirect speech Step3 Discovering useful structures Ⅰ.Request and command Open your books-------------command Please open your books.------ request (polite) Can you open your books please? --------request (polite) Could / would you please open you books? --------request (polite) 1. Make clear the difference between commands and requests and finish the following exercises: 1） Go and collect the wood right now. 2） Could you go and get the shopping bags, please? 3） Shut the door at once. 4） Go and get my coat. 5） Would you please get that book for me? 2. Summary commands requests Close the door! Please ……….. Get me something to eat! Would you please……. Speak louder………. Could you please…… 3. Change the commands into requests. Close the door! Speak louder! Keep silent! Get me something to drink Ⅱ.Change a command into an Indirect Speech. told sb (not) to do sth “Open the window,”the teacher said to the students . ---------The teacher told the students to open the window. “Don’t open the window,” the teacher said to the students. ----------The teacher told the students not to open the window. Ⅲ.Change a request into an Indirect Speech ask(ed) sb (not) to do sth “Open the window, please,” the teacher said to the students. --------The teacher asked the students to open the window. “Don’t open the window ,please,” the teacher said to the students --------The teacher asked the students not to open the window. 特别提醒 1.祈使句变为间接引语，主要使用动词不定式。 2.谓语动词要做一定变化。 • 表示命令，用 tell，order，command 等。表示请求，用 ask，beg，request 等。表示 忠告，用 advise。 Step4 Practice 1.“Shut up,”she said to him. 2.“Speak louder, please,” he said to her. “Can you speak louder?” he asked her 3.“Try the lift,” she said to her. 4.“Don’t wait for me,” he said to them. 5.“Stop wasting the time,” she said to him. 6.“Can you tell me a story?” the girl asked her father. 7.“Follow his instructions,’ she said to me. 8.“Please could you come to the reception desk?” she asked him. 9.“Change your dirty uniform!” he said to the clerk. 10.“Can you lend me five yuan?” he asked me. 11.The English teacher said to us, “Don’t speak Chinese, speak English.” 12.She said to him, “ Don’t play a trick on me again.” Step 5 Group work 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 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. Step 6 Homework Finish the exercise on your book p12.. Summary: 学生在教师的示范下先进行简单的机械训练。学会变化人称和时态。然后再通过一些过渡性 的练习最后再升华到运用类的练习使学生在不同的领域都体会到成功并且也照顾到那些接 受能力相对比较弱的学生。 我这堂课的不足之处是在设计课前准备时仿写句子部分所给例 句单一束缚了学生的思维。在以后的的教学设计中老师可以放手给学生设计. The Fifth Period (Listening & Speaking) Teaching aims: To train and develop listening skills by listening to the listening exercises in this unit To practice students’ speaking skills of how to repeat others To improve students’ ability to help others find the way Teaching important points: To train and develop students’ speaking and listening skills Teaching difficult points: How to train students’ speaking and listening skills Teaching methods: 1Task-based teaching and learning 2. Cooperative learning 3. Discussion 4.Listening and speaking Teaching materials: parts on Page14-15 Teaching procedures: Step 1: Revision Check the answers to the homework Step 2: Listening 1.Listen for the first time T: Next, let’s enjoy one of the most representative dialects in America--- Southern dialect. (Just listen to the boy’s talking in Listening part on P14) T: Can you understand what the boy is talking about? What do you think of its pronunciation and intonation? S: It’s difficult. /The way of speaking sounds strange------ T: It doesn’t matter. It’s really difficult for non-native speakers to understand the English dialects. Luckily, we have another speaker who interprets the dialect into simple and standard English. So please listen to it and grasp the general idea. And answer one question: Who is the second speaker? S: She is the boy’s teacher Jane. T: Very good. 2.Listen again and answer the six questions T: Ok, now please listen to what the boy is talking about and try to find the answers to the following questions. (Students may be allowed to look at the script of dialect on P14; they should lay more emphasis on the Jane’s talking) T: Could you find the answers to the six questions? Ss: Yes. T: Good. What does Buford think of Texas? How do you know it? _________________________________________________________________ T: How large was the catfish? _________________________________________________________________ T: Why did Lester get out of the water fast as lightning? _________________________________________________________________ T: Why did Buford and Big Billy Bob laugh? _________________________________________________________________ T: Can you answer Question 5? _________________________________________________________________ T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you? _________________________________________________________________ 3. Listen for the third time, identify the words in dialect and find out their standard English equivalents. T: You’ve done a good job. I’m sure you have understood the main idea of the story. It contains a lot of words in dialect. Please turn to page 14, listen again and please try to identify them and find out their standard English equivalents according to the third listening and your understanding. Then finish the table. (Play the tape for the third time with the help of the scrip of the boy’ talking on p14) Words in dialect Standard English y’all ain’t whole’nother ya story’bout swimmin’ jumpin’ feelin’ catfish’bout Alright thinkin’ goin’ sure’nough Shoulda Outta LISTENING TEXT Hello, everyone, I am Buford’s teacher, Jane, from Britain. Perhaps you didn’t quite understand everything Buford said. He said that he lives in Houston, a city in Texas. He wants everyone to know that he doesn’t believe Texas is a state in the USA but a different country. Buford says that he would like to tell you a story about him when was a small child . One hot summer’s day he was swimming with Big Billy Bob and Lester. They were jumping into the water, which felt good. Then he says that they saw a catfish almost the size of a house but, he adds, that the catfish was really smaller. Buford says that Lester thought he was going to be eaten by the catfish. He says, goodness, you should have seen Lester! He says that Lester got out of the water faster than lighting and climbed up a tree. Buford and Big Billy Bob just laughed a lot. To this day, he says, Lester won’t visit that place. Step3. Speaking 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: Amy (American) Lady (British) subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side 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. 1. Performance: Ask two pairs to perform their dialogue in class. Sample version: S1: Excuse me, sir. But I can’t find the drugstore? S2: Pardon? 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. 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, what’s your main problem? Did you go naturally between American English and British English while talking to each other. Homework: Make a dialogue Summary: After training listening skills by listening to the listening exercises in this unit ,the students’ speaking skills of how to repeat others has been trained. I need to improve students’ ability to help others find the way. The Sixth Period Using language (Reading) Teaching aims: Knowledge aims: 1. Get the students learn the new words and expressions: standard Midwestern southern Spanish play a part southeastern northwestern recognize 2. Get the students to know about standard English and dialects. Ability aims: 1. Develop the students’ reading skills by extensive reading. 2. Enable the students to listen and understand more English dialects. Emotional aims: 1. Enable the students to try to use standard English and Chinese putonghua in their daily life by reading this passage. 2. Enable the students to learn about the contributions that scholars have made to the development of the language from reading task. Teaching Important points: Develop the students’ reading skills by extensive reading. Teaching Difficult points: Enable the students to listen and understand more English dialects. Teaching methods: 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion Teaching aids: A tape recorder and other normal teaching tools Teaching procedures: Step 1 Revision 1. Check the homework exercises. 2. Ask some students to tell about the English language. Step 2 Lead-in 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. However, local people also speak their own dialects. 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 3 Reading 1. Get the students thinking about the topic of the text to predict what it says. 2. Skimming Get the students to read quickly to find the topic sentence for each paragraph. Paragraphs Topic sentences Paragraph 1 Paragraph 2 Paragraph 3 Suggested answers: Paragraphs Topic sentences Paragraph 1 There is no such a thing as standard English. Paragraph 2 American English has many dialects whose words and expressions are different from “standard English” Paragraph 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? Step 4. Language Points While checking the students’ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions, such as dialect, standard, believe it or not, play a role in, and so on. Suggested explanations: 1.But believe it or not, in fact there is no standard English.  believe it or not 信不信由你 e.g Believe it or not, John cheated in the exams. Believe it or not, the examination tomorrow is cancelled. 2. What is a dialect? When people use words and expressions different from “standard language”, it is called a dialect. 3. Why does American English have so many dialects? 1) People have come from all over the world. 2) Geography also plays a part in making dialects. Play a part/ a role (in) 在……中担任角色； 在……中起作用 e.g He will play the part of the doctor in my latest film. The UN plays an important part in international relations. Step 5 Post-reading T: From the passage, we know the US is a large country in which many different dialects are spoken. Then do you think people from different areas can understand each other? Why? Different dialects are just like branches of a tree. English is just like the trunk of a tree. Branches can’t live without trunk. So people from different areas in America can understand each other. T: Language is rich and changing. As a learner, we should know about it as much as possible, keep up with its development and enjoy its beauty. Step 6 Homework 1. Finish off the workbook exercises. 2. Learn the useful words and expressions by heart. Summary： The students to try to use standard English and Chinese putonghua in their daily life by reading this passage. They can learn about the contributions that scholars have made to the development of the language from reading task. They also learnt the usage of the new words and expressions: standard Midwestern southern Spanish play a part southeastern northwestern recognize. They need to do more practice. The Seventh Period (Writing) Teaching aims: Get the students to know how to write a poster. Develop and improve the students’ ability to write why should we learn English. Teaching important points: To train and develop students’ writing skills Teaching difficult points: How to write the poster Teaching methods: 1Task-based teaching and learning 2. Cooperative learning 3. Discussion Teaching materials: parts on Page15 Teaching procedures: Step1 A Brainstorming T: Why should I learn English well? Ss: To use in school To read English books To listen to English music and movies To write to pen friends To talk to native speakers To use for business Step2 How to make a poster T:Make a poster to show your ideas clearly, try to use completely sentences, such as : I like to study English and use it for business in the future. I want to study English well so that I can read English books. I can communicate with native English speakers if I learn English well. If I know English well, I can listen to a lot of English songs and music. I can make a lot of friends from English-speaking countries and I can write letters to them. T:Make a poster about How can learning English help China in the future? Ss: make a lot of friends in the world get more useful information learn the advanced technology from others do more international trade and business to develop our economy help China become stronger and more powerful play an important role in the world T: Make a poster about The methods of learning English Ss: Listening to English songs Watching English films Watching English news and interviews on TV Listening to English programmes on the radio Reading English newspapers … T: Make a poster about How to improve your writing Ss: enlarge vocabulary learn English grammar make pen-friends in English spoken countries and write letter in English keep your diary in English… Step3 Write a passage T:Come to the blackboard and write down your ideas , trying to use complete sentences, such as : If I learn English well , I can bring in the advanced foreign technology to China. So China will become much stronger. I decide to learn English well , in this case I can read many English novels , so I can translate them into Chinese, then more and more Chinese can study English . Your point of view Structure reasons and supporting ideas conclusion T: I give you some tips: Why should I learn English?I The1st para.:I strongly think we not only need learn English but also learn it well… The 2nd para:Why should we learn it… The 3rd para: How can learning English help China in the future?… The 4th para: So… Step 4 Homework 1’Finish off the composition 2. Learn the useful words and expressions by heart. Summary： The students know how to write a poster in this class. They have brainstorm and known about why should we learn English. The Eighth Period (Revision) (Summing up and Learning tip) Teaching aims: Knowledge aims: 1. Get the students to go over useful new words and expressions. 2. Have the students review the grammar: the imperative sentence and its indirect speech. Ability aims: 1. Develop the students’ ability to use the important language points. 2. Enable the students to learn to express difficulties in language communication. Emotional aim: 1. Get the students to make English learning fun and easy by making jokes. 2. Strengthen the students’ comprehension of English around the world. Teaching important points: Get the students to review and consolidate what they have learned in this unit. Teaching difficult points: Get the students to turn what they have learned into their ability. Teaching methods: Summarizing, discussing and practicing Teaching tools: A projector and other normal teaching tools Teaching procedures: Step 1 Checking the homework exercises. Step 2 Lead-in Tell the students: Up to now, we have finished Unit 2. Have you learned and grasped all in this unit? Turn to Page 16. You can check yourself by filling in the blanks in the part Summing Up. Step 3 Summing Up Five minutes for the students to sum up by themselves. Then check and explain something where necessary. Suggested answers: Write down what you have learned about different kinds of English. (The students’ answers may vary. )I have mainly learned about the differences between British English and American English in vocabulary. From this unit you have also learned useful verbs:include, rule, command, request, retell, recognize useful nouns:role, native, elevator, flat, apartment, rubber, petrol, gas, culture, vocabulary, usage, identity, government, Singapore, Malaysia, phrase, candy, lorry, command, request, boss, standard, Spanish, accent, lightning, direction, ma’am, subway, block useful adjectives:international, native, modern, present, polite, standard, Midwestern, southern, Spanish, eastern, southern, northwestern other expressions:play a role(in), because of, come up, such as, play a part(in) new grammar item:the imperative sentence and its indirect speech Step 4 Word and expression exercises Show the exercises on the screen or give out test papers. 1. Complete the following sentences with the proper forms of the given words and expressions. include modern present identity government standard recognize direction play a big part(role)in such as even if(though) be based on a number of 1)The price______________ dinner, bed and breakfast. 2)The film______________ a true story that happened in the 17th century. 3)We should replace the equipment with something more______________ . 4)______________ great______________ high school teachers are needed in Shenzhen. 5)I couldn’t______________ my friend because I hadn’t seen her for seven years. 6)Large classes______________ great problems to many teachers. 7)The______________ has announced plans to make the city more beautiful. 8)He set himself such high______________ that he often disappointed himself. 9 )Are you sure we are in the right______________ ? 10)Her father has never______________ in her life. 11)Police are trying to discover the______________ of a baby found by the roadside. 12)Some flowers______________ orchids and roses are becoming rare in this town. 13)I can still remember the accident,______________ it happened long ago. 2. Complete the sentences with proper words. 14)My grandfather doesn’t like the W way of life, so he came back to our hometown last year. 15)She has a very large v and she can read English novels now. 16)Being deaf and dumb makes c very difficult. 17)His n language is not Chinese but he can speak it fluently. 18)Everyone went to see the film, me i . 19)He made repeated r for help but nobody noticed that. 20)He spoke for an hour but didn’t a say anything important. First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary. Suggested answers: 1. 1)includes 2)is based on 3)modern 4)A, number of 5)recognize 6)present 7)government 8)standard 9)direction 10)played a big part(role)in 11)identity 12)such as 13)even though/if 2. 14)Western 15)vocabulary 16)communication 17)native 18)included 19)requests 20)actually Step 5 Grammar exercises Turn the following direct speech into indirect speech and indirect into direct. 1. “Make sure the light is off when you leave, ” said he. 2. Mary asked a stranger, “Could you please tell me the way to the railway station? ” 3. He told me not open the windows at night. 4. She asked me to lend her a hand. Suggested answers: 1. He told me to make sure the light was off when I left. 2. Mary asked a stranger to tell her the way to the railway station. 3. He said to me, “Don’t open the windows at night. ” 4. “Would you please lead me a hand? ” he asked me. Step 6 Discussion and talk Supposed situation: A foreigner from Hawaii is visiting your city. He wants to go to a cinema, but doesn’t know the way. He asks you the way. Some words and expressions are given below:movie/film, block/street, left/left-hand side, apartment/flat, fall/autumn. The teacher can ask students to work in pairs. First discuss and then practice the dialogue with their partners. Make sure they use some British and American words which are different but have the same meaning and patterns for difficulties in communication. Sample dialogue: (F=foreigner, Y=you) F:Aloha. Y:Pardon? What is Aloha? F:That is Hello! Y:Hello! What can I do for you? F:Would you please tell me the way to the cinema? I’d like to see a movie. Y:Movie? F:Yes. That’s a film. Y:Go straight ahead and cross three streets. The cinema is on your left-hand side. F:Could you say that again, please? Y:Go straight ahead and then go over three blocks. The cinema will be on your left. By the way, where are you from? F:I’m from Hawaii. I am visiting your city. I like your city very much. Y:I’m glad to hear that. Please follow me. I can take you to the cinema. My flat is on that street. F:Sorry, I can’t follow you. What is flat? Y:Flat means apartment. I moved here last autumn. F:Do you mean “last fall”? Y:Quite right. Well, your English is quite different from what my teacher teaches. F:Actually, I speak American English. You understand British and American English. That’s great! Step 7 Learning tip It is interesting to learn new words and master several different meanings for each of them by making some jokes with these words. Encourage students to have a try. Step 8 Assessment 1. Checking yourself(on Page 54 in the Workbook) First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary. 2. Testing assessment Show the exercises on the screen or give out test papers. 1)Choose the best answer. (1)I didn’t come to school yesterday. The reason is______________ I was ill at home. A. because B. why C. as D. that (2)Li Ping has some trouble______________ remembering some English words，while Xiao Wang has some difficulties______________ English pronunciation. A. in; inB. with; with C. in; withD. with; in (3)______________ books are given to him as presents. A. A good many B. A great deal of C. A good many of D. A large number (4)The work is______________ finished. A. quite B. much C. little by little D. more or less (5)The students asked the teacher______________. A. three-day vacation B. three days’ leave C. for a three-day leave D. for three days’ holiday (6)The student told me that he______________ the exam______________. A. has had; yesterday B. had; the day before yesterday C. had had; the day before D. had had; yesterday (7)I beg your pardon? I don’t quite______________ you. A. knowB. listen to C. followD. clear (8)English______________ a lot of words from French. A. brought outB. brought in C. brought upD. brought on (9)My father doesn’t want to buy a car now,______________ he needs one in fact. A. but B. so C. because D. though (10)It was raining hard at that time.______________ ，we arrived there on time. A. However B. Until C. But D. While (11)I don’t think physics______________ . A. easy to be learned B. easily to learn C. easy to learnD. easily to be learned (12)—______________ was the party like? — Wonderful. A. How B. What C. WhichD. When (13)I don’t think she had a good time there,______________ ? A. do I B. doesn’t she C. did she D. didn’t she (14)One______________ ten students______________ playing computer games. A. in; like B. in; likes C. of; like D. over; likes (15)Li Lei gives me more help than______________. A. Mary is B. Mary does C. Mary did D. Mary gives 2)Reading comprehension The development of the English language falls into three reasonable different periods. Old English lasted from about 450 A. D. ，when the first Germanic tribes(部落）began to settle in England，until about 1100. Middle English extended from about 1100 to about 1475. And Modern English began about 1475 and has lasted to the present time. Of course，the breaks were not as sudden and definite as these dates suggest. There has never been a year when the language was not changing. In spite of that, the traits(特性）of the three periods are so different that a man who knows both Old and Modern English well will find a great deal of difficulty reading some of the Middle English writings without additional study in the important aspects of the language. (1)The writer organized this passage according to______________. A. time order B. word order C. the order of events D. the importance of each language (2)This passage suggests that a person who knows Old English well______________. A. can learn foreign languages well B. will have no trouble in reading Modern English C. probably has less difficulty in learning German D. can certainly speak Modern English well (3)According to the passage, which of the following is true? A. The English language will be different from what it is today in fifty years. B. If you want to learn Modern English well，you must learn Old English well first. C. English is spoken widely in the world. D. The history of the English language is short and simple. (4)We know from this passage______________. A. Old English began with the first Germanic tribes’ settlement in England B. Old English lasted 850 years C. Middle English was developed by the Germanic tribes D. Middle English lasted 275 years (5)Shakespeare wrote famous plays during the late 1500s and early 1600s，we can say that he wrote in______________. A. Old English B. Late Middle English C. Early Middle English D. Modern English First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary. Suggested answers: 1)(1)D (2)C (3)A (4)D (5)C (6)C (7)C (8)B (9)D (10)A ( 11)C (12)B (13)C (14)A (15)B 2)(1)A (2)C (3)A (4)A (5)D Step 9 Homework 1. Review and summarize what you have learned in Unit 2. 2. Preview the next unit. 板书设计 Unit 2 English around the world Summing Up Write down what you have learned about different kinds of English. (The students’ answer may vary. )I have mainly learned about the differences between British English and American English in vocabulary. From this unit you have also learned useful verbs:include, rule, command, request, retell, recognize useful nouns:role, native, elevator, flat, apartment, rubber, petrol, gas, culture, vocabulary, usage, identity, government, Singapore, Malaysia, phrase, candy, lorry, command, request, boss, standard, Spanish, accent, lightning, direction, ma’am, subway, block useful adjectives:international, native, modern, present, polite, standard, Midwestern, southern, Spanish, eastern, southern, northwestern other expressions:play a role(in), because of, come up, such as, play a part(in) new grammar item:the imperative sentence and its indirect speech Summary: In this class I got the students go over useful new words and expressions and had the students review the grammar: the imperative sentence and its indirect speech. They can sum up the useful words and expressions by themselves. .