1、Unit 2 English around the world 教学设计(1) 课题：English around the world(2) 教材分析与学生分析： Warming Up 部分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个粗浅的了解；Pre-Reading 部分的两个问题引发学生对课文主题的思考，以便参加课堂活动； Reading 部分 The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending 部分旨在检查学
2、生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using Language 部分中的Reading and talking 主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading
3、The Road to modern EnglishThe third period: Reading (Language points)The forth Period：Learning about LanguageThe fifth period: Using Language The sixth period: Listening(4)教学目标： 知识与技能：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；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt 和 apartment, lift 和 elevator, rubber 和 eraser 等;
4、 掌握本单元中出现的词汇、短语的用法； 学会语言交际困难的表达法，如 pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，
5、让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。(5) 教学重点和难点：词汇： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity governmen
6、t rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block 短语： play a role (in) because of come up such as play a part (in)重点语法项目：祈使句及其间接引语难点：Expressing ones idea on which kind of English on
7、e should learn; guess the name of speakers country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar
8、 in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中(10) 教学反思或值得改进的地方： 见每个课时最后部分。Period 1: Speaking Warming Up and Pre-ReadingAimsTo talk about varieties of EnglishTo discuss why do so many people speak EnglishProceduresI. Warming up 1. W
9、arming 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: 3). Ask the students to suggest as many reasons as they can think of, for
10、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 s
11、tudent 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 youd like them to make clear notes. It works better if the two partners sw
12、ap 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 lan
13、guage needs).8). The students write five sentences on their feeling about learning English.9). Collect the questionnaires. Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading (faxes, letters being now 出席的, 在场的;现在的, 当前的 该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”， 做后置定语其
14、义为“出席的”eg. The present members 现在的成员 The members present 在场的成员 b) n: gifteg. He often gave his neighbors kids little presents. C)vt: to offer 赠送,呈献(+to/with)eg. They presented him with a bunch of flowers.3. culturen: CU understanding of literature, art, music, etc eg. He has studied the cultures of
15、many western countries.4identity n: who or what a person or thing iseg. You should show your identity card before you enter it. 5rulea) n:custom or statement about what must not be doneeg. Hes made it a rule to rise early.Its against the rules of the school to smoke.b) vt: to govern or controlc) eg.
16、 The queen ruled her country for 20 years.6 Request vt: to ask for eg. They requested financial support.注意：这个词所接的宾语从句要用虚拟语气I requested that he (should) come an hour earlier.B )n: asking or being askedeg. Mr. Paine made a request that I should help manda) vt: give orders toeg. I command you to start
17、at once. 注意：这个词所接的宾语从句要用虚拟语气I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8Actually adveg. She looks young, but shes actually 50.Did you actually see him break the window?9International adj: of relating to or involving two or more countries in the
18、world 国际的eg. They are dealing with the international affairs. Many African countries received international help. 10.modern adj: recenteg. This is a book of modern history. There is a modern hospital. 11. vocabulary n: all the words of languageeg. Wide reading will increase your vocabulary.My Englis
19、h vocabulary is limited. 12.rapidly adv: quicklyeg. Our country develops rapidly. The number of learning English is increasing rapidly. 13.retell v: tell something once moreeg. Can you retell the story in your own word? The teacher asked you to retell it. 14.recognize v: to identify from previous ex
20、perienceeg. He looked at the envelope and recognized Jennys handwriting immediately.The policeman recognized her as a thief.15. government n: group which govern a country or a certain areaeg. The government will decide the matter.The government is discussing the problem. Useful expressions1.play a p
21、art/ role in: to act or to be involved in an activity eg. He has played an important part in carrying out the whole plan.English plays an important role in international communication.2. because of：by reason of sb or sth eg. Because of the storm he didnt go there.because of 与 because 的区别，前者后接名词或代词，后
22、者接句子eg. He didnt go to school because he was ill. He didnt go to school because of his illness. 3come up eg. She came up and said, “Glad to meet you.“The moon came up gradually.Ill let him know if anything comes up.4. such as: like; for example eg. I like drinks such as tea and coffee.such as 与 for
23、example 的区别，前者用来罗列事物或人后者用来举例说明eg. English is also spoken in many places, such as Africa and Asia.For example, Tom has the same opinion.课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。Period 4 : Learning about Language(Indirect Speech (II) requests 2). Tell the class: you are going to listen
24、 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, Bufords 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 stude
25、nts to give the standard equivalents for the dialectic words from Bufords story, using the context.Dialectic wordsfrom Bufords storyStandard English equivalentsheyyallaintyeryapupswimminjumpinfeelinboutnoughshoulda seengot outtahello everyone arentyouryouchildswimmingjumpingfeelingaboutenoughshould
26、have seengot out of6). 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 Bufords story in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directi
27、ons often vary depending on what kind of English the speaker uses. Present the list to the students:Amy (American) Lady (British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand sidePrepare their role-play in pairs: Be sure that one plays
28、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.Sample version:S1: Excuse me, sir. But I cant find the drugstore?S2: Pard
29、on?S1: I said I couldnt find the chemists 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.
30、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, whats your main problem?Did you go naturally between American English and British Engl
31、ish while talking to each other.V. Writing1. Making a posterFirst 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 a
32、ssessment.A Sample poster CHINAS FUTURE LIES WITH LEARNING ENGLISHReasons 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
33、.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 CHINAS FUTURE LIES WITH LEARNING ENGLISH2.Writing AssessmentCan you gi
34、ve 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
35、it helps your writing?What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?Further ApplyingThe 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
36、share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:My problems Ideas for improvement Why I like English My future with EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and e
37、ncouraging way. Step 5: Students write about the topic after class as homework.Sample version:My experience of learning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life
38、 fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make frie
39、nds with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world.
40、 You can also become familiar with the customs and habits of different cultures. There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and
41、figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we sh
42、ould all learn it.课后反思：本节为泛读课，能体现新课程标准的精神，帮助学生“进一步明确学习英语的目的，发展自主学习和合作学习的能力，形成有效的英语策略”。教学过程中注意师生互动：教师有效讲授引导，学生有效倾听并适时反应，注重学生阅读能力的培养。Period 6: ListeningStep I Describe the picture and the boys.T: Any volunteers to describe the picture?S1: There is a river in the picture. At the bank, there is a tall t
43、ree. We can see a very big fish in the river. S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is Little Lester. T: Could you find the answers to the four questions?Ss: Yes.T: Good. What does Buford think of Texas? How do you know it?S: He believes its alm
44、ost a different country from the US. The text tells us so.T: How large was the catfish? S: The catfish was almost the size of a house.T: Why did Lester get out of the water very quickly?S: He thought the catfish would eat him.T: Why did Buford and Big Billy Bob laugh?S: Because the fish is harmless
45、but Lester was so frightened and fled so fast.Step II Listening and writing (P14)Task Listen and answer questions.T: Another two persons will describe this story. One is Buford, who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is hi
46、s teacher, Jane, who speaks standard British English. First, listen and know of standard British English and Southern dialects. Students listen to the tape and try to understand.T: Now listen for a second time and answer the last two questions. Make notes while listening. A few minutes later, check
47、their answers.T: A, Can you answer question5?S: Yes. Jane, Bufords teacher, is the second speaker. She is from Britain.T: Well done! Buford says “Hey, yall” to greet you. What does the second speaker say to greet you? S: She says “Hello”.Step III ListeningTask 1 Listen and write the AE words. T: Las
48、t lesson we separate some AE words from BE words. Today, lets go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48 LISTENING. The BE words have been written down. Read it. Then listen to the dialogue. In the conversation, “rush hour” is the name o
49、f a popular Hollywood film.After listening.T: Please read your answers together. ( Write down the answers.)Ss: pictures-movies, lorry- truck, underground-subway, sweets-candy, autumn-fall.Task 2 Listen and write down answers to questions.Students read the questions to find out the listening point first, and then listen to the tape to get the answers. T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please read the questions to find out the listening point. Make n
