福建省高一英语上册 第3单元Unit 3 English around the world 全套教案Word文件下载.docx

1、让学生快速阅读课文（见课本第9、10页），并完成“篇章结构”（见学案第18页）。学生共同讨论，并让学生发表各自见解，最后统一答案。学生再次仔细阅读课文（见课本第9、10页），进行深度理解，并完成“课文缩写”（见学案第19页）。老师指导学生讨论，共同找出答案。让学生根据所给出的表格进行自我评估（见学案第19页）。学生讨论，并让学生代表发表他们讨论得出的答案。老师予以更正。让学生完成“知识初探”部分（见学案第19页）。老师布置作业，让学生看课本第9、10页并完成课本第11页第1、2、3、4题，预习学案Period （见学案第20页）。Unit 2English around the world P

2、eriod 1I. Warming up 1. Warming up by answering a questionnaire1）. 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: Divide the class into pairs.2. Further applyingTo

3、 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 havent mentioned.Provide the students with an opportunity to think about the

4、 reasons for the spread of English around the world.English is one of the official languages of the Olympic Games and the United Nations.II. Reading1. SkimmingRead quickly to get the main idea of the text.2. Scanning3. Following up Let the students find out key sentence of each paragraph or ask them

5、 to summarize the main point for each paragraph in their own words.Read to locate particular information and complete the comprehending Exercise One. Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.Do you think it matters what kind of English yo

6、u learn? Why?4. 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.Language Chunks from Unit 2 English around the worldbe different from, pay a role（part） in, because of, either or, in/on a team, the number of/a number of, than

7、 ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity,HomeworkUnit2 English Around the World period2（Indirect Speech （II） requests & commands）AimsTo discover useful words and expressionsTo discover useful structures Unit2 English Around the

8、Worldperiod2I. Direct and Indirect SpeechDirect Speech simple presentHe said, “I go to school every day.”simple past He said, “I went to school every day.”II. Discovering useful words and expressionsPlay the tape for the students to listenWork in pairs.1. Do exercises 1, 2, 3 and 4. Then check the a

9、nswer youre your classmates. The teacher helps the students discover the difference in prepositions.（The teacher brings the students attention to the British and American words that are different but have the same meaning.）III. Discovering useful structures1. In groups of four, think of at least thr

10、ee commands your teachers and parents usually give.You may follow these steps.2. Choose one who is to give the first command.3. Ask another person in your group to tell somebody what you said.4. The third person will change the request or command from direct into indirect speech.5. Change role so th

11、at each person gets the chance to give commands and turn them into indirect speech.（Making commands and requests using indirect speech）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 comm

12、and. Write the sentence down. A: _B: Ill go and collect some wood right now, master. _ Of course Ill be happy to collect your shopping for you._ _ Yes. Ill shut the door at once, Mr. Zhang._ _ No, I wont get your coat if you talk to me like that._ Sorry. Ill get that book for you right now.Unit2 Eng

13、lish Around the World period3（STANDARD ENGLISH AND DIALECTS）To read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstorming（1）熟记学案中所列出的单词和短语。（2）通过对学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。（3）通过对语法的教学让学生能够理解并能够运用这些语法知识，能够把直接引语变为间接引语，同时也能够将间接引语变为直接引语。

14、语法是学生感到比较难以掌握的东西。让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。period3I. Warming up1. Introduction: In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get studen

15、ts to work in pairs. Let one student be a Chinese and the other a foreigner.Read quickly to find the topic sentence for each paragraph.1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Para. 1: There is no such a thing as Standard English.Para. 2: American

16、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.1）. Do you know what Standard English is from the text?2）. What is a dialect? Why does American English have so many dialects?Read

17、 the text to locate particular information.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 th

18、ing as a job for life.the form of English that most people in Britain use, and that is not limited to one area or group of people III. ListeningYou 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 Bufor

19、d. 3）. Play the tape for the students to listen.4）. Encourage the students to give the standard equivalents for the dialectic words from Bufords storyTo introduce the students to a dialect and a form of standard “English”.IV. Speaking1. Make sure the students know that the word used for directions o

20、ften vary depending on what kind of English the speaker uses. Present the list to the students: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.Unit2 English Around the World period4Can you find the following command

21、 and request from Reading？（P12）你能从Reading里面找到如下表示命令和请求的句子吗？（1）command vt.& vi.命令；指挥；支配n.命令；指令；掌握He raised his hand as if to command silence.他举起手来似乎要命令大家安静下来。The army is under the command of General Smith.这支部队由史密斯将军指挥。under the command of/ones command在指挥下take command of指挥/控制have a good command of精通co

22、mmand sb.to do sth.命令某人做某事command that sb.（should）do sth.宾语从句要用虚拟语气，should可以省略。He has a good command of French.他的法文很好。I command that he go at once.我命令他立即就去。He commanded his troops to attack.他命令部队发起进攻。句型转换He commanded that we should take quick action to stop it.He commanded _take quick action to stop

23、 it.The general took command of the War.The War was _the general.【答案】us tounder the command of（2）request n. & vt.请求，要求I did not have the heart to refuse the childs request.我不忍心拒绝孩子的要求。I request her to dine with me tonight.今晚我请她吃饭。Unit2 English Around the World period4I. Pre-writing1. Brainstorming2.

24、 Planning3. Generating ideasGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. Discovery tasks such

25、 as cubing （Students write quickly about the subject in six different ways.II. Focusing ideas 1. Fast writing2. Group compositions3. Changing viewpointsThe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible

26、, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised. Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills （speaking in particular）

27、.A good writing activity to follow a role-play or storytelling activity.III. Evaluating, structuring and editing 1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them.2. Self-editingA good writer must learn how to evaluate their own language to improv

28、e through checking their own text3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc.I. British English, American English and ChineseYou could also ask the students to reduce the texts, to edit them, concentrating on the most important informat