Unit 2 English around the world 综合上课学习上课学习教案Word文档下载推荐.docx
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RefertoIntroductionintheteachers’book
Talkaboutdifficultiesinlanguagecommunication
Differentspeakermaycomefromdifferentplace,sotheymayusedifferentwordsanddialect,suchassubway-underground、left-left-hand-side、twoblockstwostreets.
makedialoguesusingrequestorcommand:
Pardon?
couldyourepeatthat,please?
Ibegyourpardon?
canyouspeakmoreslowly,please?
Idon’tunderstand.Sorry.Ican’tfollowyou.
couldyousaythatagain,please?
Howdoyouspellit,please?
词汇
.四会词汇
includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresentrulevocabularyusageidentitygovernmentSingaporemalaysiarapidlyphrasecandylorrycommandrequestretellpolitebossstandardmidwesternsouthernSpanisheasternnorthernrecognizeaccentlightningdirectionma’amsubwayblock
2.认读词汇
ShakespeareNoahwebsterLoridialectHoustonTexasBufordLestercatfish
3.固定词组
playarolebecauseofcomeupsuchasplayapart
语法
commacommand&
request
openthopenthedoor.Pleaseopenthedoor.
wouldywouldyoupleaseopenthedoor?
IndirectIndirectSpeech
HetoldHetoldmetoopenthedoor.
Ⅲ.教材分析和教材重组:
.教材分析
本单元的中心话题是“Englishlanguageanditsdevelopment,differentkindsofEnglish”.通过对世界英语这一话题的探讨,加强学生对英语语言的
了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。
尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
．1warmingUp简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
．2Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
．3Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
．4comprehending主要是检测学生对课文基本内容的理解程度。
．5LearningAbouttheLanguage主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request&
commandandIndirectSpeech）。
．6UsingLanguage其中的readingandtalking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。
为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
2．教材重组
2．1导入把warmingUp作为一堂课。
2．2精读把Pre-reading、Reading和comprehending整合在一起作为一堂课精读课。
2．3语言学习把LearningAboutLanguage和workbook中的Usingwords,UsingStructures结合在一起。
2．4写作
2．5听和说把课文中的听和说整合成一堂课。
2．6练习课workbookexercises&
otherexx.
3．课型设计与课时分配
stperiodwarmingUp
2ndperiodReading&
LanguageStudy
3rdperiodLearningAboutLanguager&
grammar
4thperiodwriting
5thperiodListening&
Speaking
6thperiodExercises
Periodonewarmingup
一、教学目标（teachingaims）student’sbook;
warmingup
、能力目标
a.EnablestudentstotalkabouttheworldEnglishes
b.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English
2、语言目标
morethan;
include;
playanimportantrole;
becauseof;
international;
native;
elevator;
flat;
apartment;
rubber;
petrol;
gas;
二、教学重难点
a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
三、教学方法
a.Individual,pairorgroupworktofinisheachtask.
b.Listening
c.Discussion
四、教具准备
acomputer;
atape-recorder;
aprojector
五、教学步骤
StepI.Leading-in
Funtime:
warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“language”.
StepII.warmingup.
）AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.
2）Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.
StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”
）ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.
2）TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.
StepIV.SpeakingTask.
Studentmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.
Unit2EnglishAroundtheworld
PeriodTwoReading
教学目标（Teachingaims）
GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.
教学内容
GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.
能力目标
GetsomeknowledgeofdifferentkindsofEnglish
语言目标
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-theindirectspeechoftheimperativeclause
教学重难点
Theindirectspeechoftheimperativeclause
教学方法
task-basedapproach
教具准备
multi-mediacomputer
教学步骤
Step1.warmingup.
warmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2.Pre-reading.
Askthestudentstodiscusssomequestionsabout“English”inpairs.
.HowmanypeoplespeakEnglishintheworldtoday?
2.whydosomanypeoplespeakEnglish?
3.whathashelpedtospreadEnglisharoundtheworld?
4.DoyouthinkitimportantforchinesetolearnEnglish?
why?
Step3.Reading.
）Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
2）Thesecond-reading.
Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4discussions:
.DoyouthinkitmatterswhatkindofEnglishyoulearn?
2,whydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkchinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?
Step5.Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
TheformationofBritishEnglish
From17thcentury----19thcentury
TheUkcolonizedIrelandandjoinedwithScotlandlongago
colonized;
NorthAmerica,thecaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,Hongkong,SingaporeandthePacificIslands
TheformationofAmericanEnglish
AmericancolonialrulersalsobroughttheirEnglishto:
Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcentury
IntroducethesituationofEnglishspeakinginchina.
Tellthemsomeproperitems.
Nativespeaker:
ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.
L1speaker:
AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit
ESL:
EnglishasaSecondLanguage
L2speaker:
AsecondlanguagespeakerofEnglish
EFL:
EnglishasaForeignLanguage
Step6Homework
.Finishtheexerciseonpage11.
2.Readpassageonpage51TheoxfordEnglishDictionaryandmakenotesaboutmurray’slife.
PeriodThreeLearningaboutLanguage
Discoveringusefulstructures
a.Enablestudentstotellthedifferencesbetweenarequestandacommand.
b.EnablestudentstolearnabouttheIndirectSpeech
c.EnablestudentstousetheIndirectSpeech
command;
request;
retell;
polite;
boss
IndirectSpeech
a.Studentslearnaboutthedifferencesbetweenarequestandacommand.
b.StudentslearnabouttheIndirectSpeech
c.Studentscanusetheindirectspeech.
b.Discoveringthestructurethroughexamples
c.Practice
warmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..
Dosomeexercises:
changeastatementoraquestionintoIndirectSpeech.
Step2.TalkaboutRequestandcommand.
）TalkaboutthepoliteandImpolitetune.
2）changethecommandsintoRequests.
3）Learntogiverequestsorcommandsaccordingtothesituations.
Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.
asksbtodosth
tell/toldsbtodosth
Step4.PractisechangingarequestoracommandintoIndirectSpeech.
Step5.usingthestructure.
Agame:
choosetwostudentsactastworobots.onelistenstotherequests,theotherlistenstothecommands.otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.
Unit2;
writing
a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstorming
b.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.
writeastatement
Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly
Ithink,
Ibelieve,
Inmyopinion…
welearnEnglishtodo…
Howtoarrangesentencecorrectly.
Trytouseconnectingwords.
Brainstormingway
Step1leadingin
Usethebrainstormingwaytoaskstudents“whyshouldwelive?
”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.
Step2presentation
Alsousethebrainstormingwaytoask“whyshouldwelearnEnglish?
”and“howcanlearningEnglishhelpchina?
”
Step3Aposter
writeapostertocollectalltheirideas.trytousecompletelysentences,suchas:
IliketostudyEnglishanduseitforbusinessinthefuture.
IwanttostudyEnglishwellsothatIcanreadEnglishbooks.
Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:
IfIlearnEnglishwell,Icanbringintheadvancedforeigntechnologytochina.Sochinawillbecomestronger.
IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintochinese,thenmorechinesecanknowmorethingsabouttheworld.
Step4writeanessay
Thetitleis“DoweneedtolearnEnglish?
Step5displaythestructureonhowtowritetheessay.
.Stateyour
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