Unit 2 English Around the World 教案

Unit 2 English Around the World Teaching Design

1st Teaching Period Reading第五备课合作组

(THE ROAD TO MODERN ENGLISH)

1)Aims

To talk about varieties of English

To read about the history of English language

Procedures

I. Warming up

1）Ask students to name the English-speaking countries according to the national flags.

2). Ask the students to suggest the reasons why they want to learn English as many as they can think of, 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.

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 has contributed to the spread of English.

★Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

II. Reading

1. Skimming

Read quickly to get the main idea of the text.

Guide the students to find out key sentences of each paragraph or ask them to summarize the main

1）Read to locate particular information and complete comprehending Exercise One.

3. Following up

Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.

4. Language focus:

2)even if=even though: in spite of the fact; no matter whether:

eg. He likes to help us even if he is very busy.

3)communicate with: exchange information or conversation with other people:

eg. He learnt to use body language to communicate with deaf customers.

4)actually=in fact: used when you are adding new information to what you have just

said:

eg. We’ve known each other for years, actually, since we were babies.

5)be based on…

6)make use of: use sth. available

7)Only time will tell: to say that something can only be known in the future:

eg. Will China’s national football team enter for the next finals of the World Cup? Only

5. Assignment

Do a research on the differences between American English, British English (in spelling, accent etc.), imitate their accents and act out the scene where they happen to meet.

Unit 2 2nd Teaching Period Learning about Language

第六备课合作组

I. Word Study

1 Lead in

(Go over the new words from Warming Up and Reading)

include, role, play a role in, because of, international, native, elevator, flat, apartment, rubber, petrol, gas, modern, come up, culture, AD, actually, present, rule, vocabulary, usage, identity government, such as, Singapore, Malaysia, rapidly

2 Whole Class (P11 Ex3) Complete the sentences, using words above.

1 includes

2 cultures

3 present

4 actually

5 usage

6 gas

7 international 8 rapidly 9 However 10 government

3 Pair Work(P11 Ex1) Match the new words and expressions with their meanings.

1 C

2 D

3 E

4 F

5 A

6 B

7 J

8 G

9 I 10 H

4 Whole Class(P 11 Ex2) Complete the passage with some of the words above.

native English speaker; actually; vocabulary; apartment; elevator

II. The differences between British English and American English.

1 Different Preposition

(Teacher can explain the difference by giving quick examples. Make the students listen attentively, and then ask them to finish Ex4 on page 12. See how many of them can get it correct.)

2 Different Vocabulary( print out list , let the students learn it after class.)

3 Different Spelling (the same as Different V ocabulary)

III. Discovering Useful structures

1 Summarize the difference between commands and requests. Work in pairs.

T: First, listen to me carefully. ( Speak to three students) S1, open the window. S2,

pass on the book to Lucy. S3, will you please close the door?

(Write the three sentences on the blackboard.)

T: What is the difference among the sentences I spoke to them just now?

S4: The first sentence is not polite, while the last sentence is very polite.

T: Excellent! How did I show my politeness?

S5: You use “ Please…Will you please…?”

T: Speaking the first sentence, I give a command. Using “Please… Will you please…?”,

I make requests.

Show the following on the screen.

(Students work in pairs.)

S1: Close the door! S2: Could you please close the door?

……

2 Find out the command and request from Warming Up and Reading.

Example: “Look at these examples,” the teacher said to us. (warming up)

“Would you please come up to my flat for a visit?” she said. (reading)

Show the students how to retell the two sentences in indirect speech.

The teacher told us to look at those examples. (command)

She asked me to go up to her flat for a visit. (request)

3 Follow-up Activity

Work in group of three, pretending they are newspaper reporters. Think of a question to ask people.

Role 1: reporter Role 2: a person being interviewed

Role 3: a person who hears the reporter?s translation from direct speech to indirect speech. Example: Reporter: What do you think about growing more trees in our city?

Person 1: I think it?s a very good idea.

Person 2: What did he say?

Reporter: He said that he thinks it?s a very good idea.

4 Consolidation

Do Ex2 on WB P50 : Read the replies and write a request or a command.

Students read the exercise to know what they are expected to do, then do it individually.

Go and collect the wood right now. / Will you please collect my shopping?

Shut the door at once. / Go and get my coat.

Would you please get that book for me?

5 Summary the rules of turning Direct speech into Indirect speech.

Work in pairs.

Show some examples on the screen.

Ⅳ

Make dialogues according to the situations on P13. Work in pairs.

T: There are three situations. Would you please make dialogues using commands or requests with your partner?

(Students are encouraged to imagine interesting dialogues.)

After a few minutes.

T: Let?s see which pair completes the task well. Group 1, come here, and play your dialogue. (Situation 1)

A: Excuse me. Who would do me a favor to close the door?

B: Speak louder, please.

A: Will you please close the door?

B: OK. I will.

A: Thank you very much.

B: My pleasure.

(Situation 2)

A: Excuse me. It?s time for me to get off. Would you please make way for me?

B: Of course. I?ll be happy to mak e way for you. Go ahead.

A: Thank you.

B: You?re welcome. Oh, my God, I need to loose my weight.

Ⅵ. Homework Page 49 Ex1-3

注：1课本第12页练习5放在听力部分，本课不使用。

2 印给学生的关于英国英语和美国英语的资料在教参第27-28页。

Unit 2 English around the world 3rd Teaching Period

Reading, listening & speaking 第七备课合

作组

Aims: 1.to further understand the related knowledge of the language of English, esp.the differences between Am.E and Br.E and some English dialects

2.to integrate reading,listening and speaking

Steps:

Lead in

1.Play a guessing game: T says “同学们好” in one Chinese dialect. Get the Ss to guess the

meaning and say it in other Chinese dialects. Ss are encouraged to say some daily

Chinese in different dialects.

2.Have a brief introduction to the dialect family in China

3.Questions: Is it easy to communicate with each other if people speak different Chinese

dialects? What is Standard Chinese? Why is Putonghua used in China? Is there any

standard English and dialects ?

Reading

1. pre-reading questions

What is standard English? Are there many English dialects?

2.Fast reading

Ss are required to answer the questions above

3.Careful reading

a.Let the Ss identify the words: standard, dialect, Spanish, recognize, play a part;

midwestern, southeastern, northwestern, eastern…

b.Questions: 1)How many dialects of American English have been listed in the text?

2)Why do people from both northeastern and southeastern of U.S. speak with

almost the same dialect?

3)Why does American English have so many dialects? Can Americans

recogniz e each other?s dialects?

4. Get the main idea of the passage.

(It tells us that there is no such thing as standard English, and American English has many dialects because people come from all over the world and geography plays a part in it but Americans can recognize each other?s dialects.)

Listening

1.Give the students a brief introduction about the listening material (tell the Ss that the first speaker speaks with one kind of southern dialect and accent).

2.Prediting:

.Get the Ss to observe the picture and answer the questions:

What are the boys doing? What does the fish look like?

How do you think the little boy feels? What about the other two boys?

3..Play the first part for the Ss to listen and try to answer the first four questions on Page 14

4.Play the second part and answer questions 5&6

5.Check the answers

1) Work in pairs to explain the following sentences in “standard English”

a. Now, y?all need to understand that we ain’t really a state , but a whole’nother country. Now

let me tell ya a story’bout when I was just a pup.

b. We was jumpin’in the water and feelin’good.Then along comes this catfish’bout the size of

a house.

c. Little Lester starts to thinkin’it’s goin?to eat him sure?nough. Man, you shoulda seen

him. He got outta the water fast as lightning and climbed up a tree.

(y?all- everyone ; ya-you; ain?t-aren?t; nother-northern; …bout-about; pup-small boy;

swimmin?-swimming; jumpin?-jumping; feelin?-feeling; sure?nough-sure enough; shoulda- should have; outta-out of)

2) Discuss the answers in pairs and then check the answers with the whole class

Speaking

1.Ask the students to read the dialogue in roles and list the different words between Am.E and Br.E.

Amy(American) Lady(British)

subway underground

left left-hand side

keep going straight go straight on

two blocks two streets

right right-hand side

https://www.360docs.net/doc/21974751.html,parision. Match the American expressions and British expressions to learn more about the differences between American English and British English(T may play games or have a competition among the Ss.Ss are encouraged to say more differences between Am.E and Br.E.) American English British English

fall autumn

eraser rubber

truck lorry

subway underground

movie film

candy sweets

drugstore chemist?s

living room sitting room

apartment flat

the first floor ground floor

elevator lift

vacation holiday…

3.Practice:

Divide the Ss into groups and ask them to make a dilogue about giving directions to a certain place according to the map.They may use the words and expressions above.Ss are

required to use indirect and direct speech and requests.(one student plays a speaker of

British English and the other plays a speaker of American English.) If the Ss are not active,T can provide the following situations or ask the Ss to complete the following dialogues.

Situation1: A person from the US is standing outside the underground with his friend.He wants to go to the cinema,but he doesn?t know the way,so he asks directions and tells

it to his friend.

A: Excuse me, could you please tell us where the cinema is_? We?d like to see a movie_.

B: Movie?

A Yes, that?s a _ film___.

B: Well. Go straight ahead and cross two streets. The cinema is on your left-hand side. There is a fountain in front of it.

A:Thanks.

C: What did she tell us?

A: She told us to keep going straight and cross two blocks. The cinema will be on our rignt.

Situation2:A worried man is standing outside the restaurant. He wants to buy some medicine but he doesn?t know the way.So he asks directions.

A: Excuse me. Would you please tell me the way to the nearest drugstore?

B: You mean the nearest chemist?s?

A:Yeah. My son is _sick____. I want to buy some medicine.

B: Oh ,I?m sorry to hear that. Please follow me. I can take you to the chemist?s. My __flat____ is opposite to it.

APardon? What is flat?

B: Oh, flat means __apartment______. I moved here last autumn.

A: Do you mean “_last fall__”___?

B:Quite right. Well, your English is quite different from what my teacher teaches.

A: Actually, I speak American English. You understand both American English and British English. That?s great.

Summary

Get the Ss to generalize what they have learnt in this period.

Homework

1.Prepare a new dialogue about giving directions to a place in Xiamen.Try to use both American English and British English. Be sure to use direct and indirect speech and request.

2.Recite the new words

3.Make a list of as many direction words as possible.

附：Unit2（Using language）教学设计说明

本课是unit2中的知识运用部分，是在学生对英语这门语言有了一定认识，尤其是了解了美国英语和英国英语的异同，同时又学习了祈使句和间接引语以及如何在不同情境下使用命令和请求等相关的功能和语法项目的基础上进行的。目的是让学生进一步感受英语的特色所在，同时将所学的知识有机地结合起来进行听和说，提高学生的能力。

本课各环节的编排基本不变，只是将Reading的读后部分，即对中国方言的讨论调整为全课的导入。首先进行一个guessing game，即听方言猜意思，由此调动学生的兴趣，在简单介绍中国方言的种类后，引发问题—Is it easy to communicate with others if people speak different Chinese dialects? What is standard Chinese? Why is putonghua used in China? 水到渠成后引发学生思考：Is there any standard English and dialects?从而过渡到文章“standard

English and dialects”的阅读。

Reading这一环节重在引导学生归纳全文的中心大意，故在fast reading 和careful reading 中设计了一系列问题，帮助学生完成大意的归纳。程度好的学生可鼓励他们自行组织语言，程度较差的学生则只要安排他们根据提示完成大意填空题。在阅读中，还注重培养学生的猜词能力，重点让学生在上下文中猜出生词的大意。由于学生对所学的生词不可能一步到位，因此在课件设计中，对生词反复呈现加以强调。对于方位词，如eastern, southern, southeastern 等，教师可根据构词法等适当进行点拨，并启发学生对方位词作进一步的归纳和总结（此部分可安排在课后作业中进行巩固）。

Listening部分重在让学生对比两段独白的语音，感受美国方言的特色。由于第一个speaker的口音浓重且用了不少俚语，故一定得对学生进行简明的介绍。为降低难度，听力开始时让学生认真观察课本上的插图并回答问题，进行听前的热身。听力分两部分进行。听完第一段独白后，让学生试着完成课本前四个小题，但老师不予以答案。完成第二部分后，让学生完成后两小题。在学生对两部分的听力对比之后，安排学生以pair work的形式对第一部分的相关文字进行解释，再次感受美国南部方言的特点，并在此基础上对前四个问题的答案进行讨论，得出正确答案。

Speaking 环节重点不在问路，而是主要在问路的情境中让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，并要求学生进行角色表演，以仿真的对话形式熟练掌握如何运用直接英语和间接引语表达请求。此环节是的本课的一处难点，学生在对话中容易陷入一般的问路指路。故在设计过程中，首先让学生分角色操练对话，得出英国英语和美国英语在词语使用的差异，再让学生以竞赛或抢答或连线等方式（应情而定）归纳出美国英语和英国英语在词语（还可适当指出读音等其他方面的区别）使用方面的不同点，在此基础上再安排学生模仿文中对话以pair work 或group work 形式根据所给的地图编排新的对话。为避免学生“偏题”，本环节还适当创设一定的情境，并提醒学生运用本单元所学的知识。为了让程度差的学生有话可说，本环节提供了相关的例子，教师们可灵活选用。

在summary 环节中，可让学生总结归纳本课重点，教师适当予以补充。

在homework部分，教师可将speaking 部分进行延伸，让学生根据厦门的实际情况设定相关情境，利用所学知识按要求编排对话表演，同时在复习本课所学单词基础上，对方位词作进一步的归纳和总结。

本课在设计过程中力求以多种形式启发引导学生共同完成目标，同时考虑到学生程度的差异，在一些环节中对学生做出不同要求，教师们可根据生源情况灵活增删使用。

Unit 2 English around the World

Part IV Writing第八备课合作组

1 教学内容：

以“Why should I learn English”话题作为导入，指导学生根据写作要求，用brainstorming方式组织材料, 小组合作写一篇书面表达“My Experience of learning English”。

2 教学目标:

(1) 写作技能目标：在学习了reading 之后，理解掌握文章的基本内容，掌握本单元的词汇和句型，熟悉写作的基本方法，培养写作的基本技能。

(2) 学习策略目标：小组合作通过观察、体验、探究等形式培养写作技能并资源共享。

(3) 情感态度目标：让学生通过倾听、讨论、体验、分享、激励等合作过程，培养合作精

神。

3 教学重点、难点

写作过程中指导学生进行小组合作的学习策略；引导学生对写作作品进行评价。

4 教学过程：

Step I Pre-Writing:

Task 1 : learn the way of preparing oneself before writing.

T: In the reading period, we have mentioned the topic “Why do so many people speak English?” You have so many wonderful ideas. Right? Now every one, let?s ask ourselves again “ Why should I learn English?” ( Write “ Why should I learn English?” on the blackboard.) S1: I learn English to talk to native speakers. S2: To go to university . S3…

T: Well, let?s show your ideas on a map. (Show the map on the screen.)

T: We put your ideas into a map so that we can see the ideas easily. This map can help us write an excellent composition. Now, do you know how to prepare yourself before writing?

To talk to native

speakers To write to pen friends music and movies

Ss: Yes.

T: Turn to page 15. Read out the writing steps. （备注：这是写作前的示范与分析，向学生展示语篇建构如何由浅层语言要素过度到深层语境要素，从而达到写作的目的。） Step II While-Writing:

T: Just now we talk about why you should English. And we all understand that we should learn English well. But as we know, it is not an easy job to learn English well. Why not share our experience of learning English? The more we share, the more progress we will make. Firstly, let?s take a look at some famous people?s experience on learning English

Task 2 Group work. Write a passage on “My experience of learning English”

T: Turn to page53, WRITING TASK. Now work in groups and do brainstorming on the topic.. Remember to take notes about the paragraphs for the writing . Paragraph 1 My problems in learning English. Paragraph 2 How I can improve my English. Paragraph 3 What I like about learning English.

宜。小组成员集体酝酿切磋内容要点，列出提纲后，组内各个成员各自先独立写作，然后集体评议修改，组内再整合成一篇较好的书面表达。写作的过程符合新课标的“通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力”。）

Step Ⅲ Post-Writing:

Task 3: Each group leader comes to show their writing to the class on the projector and gets a score given by the whole class according to the following assessment criteria.

Assessment criteria:

Content/ information 30 points

Fluency 20 points

Planning 20 points

Grammar 20 points

Presentation 10 points

Task 4: Revise the writing in groups.

（备注：同伴评价实际上是合作学习的一种形式，体现学生在评价中的主体地位。学生之间可以取长补短，从而提高学习水平和能力。评价的标准要简单易操作。教师从宏观上把握课堂节奏，随时根据学生点评情况给予指导，指出不足，肯定优点。然后各个小组根据刚才的点评指导把该文重写一遍，收入小组学习记录袋。）

Step Ⅳ Homework

Write a passage on “My experience of learning X”

Unit2 English around the World

1st Teaching Period

第十三备课合作组

Teaching Aims:

1.To get students to have a general view about the historical development of English

2.To get students to know different kinds of English around the world, especially the differences

between British English and American English.

3.To improve the students? reading ability.

Teaching Important Points

1、How to improve the students? reading ability

2、How to make students enlarge their knowledge on English through reading.

Teaching Procedure:

Step One: Warming-Up

1.Greeting

2.Ask the students to listen to a piece of BBC news and a piece of VOA news and tell their

differences.( a piece of BBC news and a piece of VOA news)/Ask the students to listen some pieces of English materials, including British, American, Australian, Canadian and so on to make them know clearly that there are different kinds of English around the world .(some pieces of English materials, including British, American, Australian, Canadian and so on.)

3.Pair work: two in a group find the differences between British English and American

English(vocabulary, spelling, pronunciation, usage ,etc.) and show some examples to them.(the differences between British English and American English(vocabulary, spelling, pronunciation, usage ,etc.))

Step Two: Pre-reading

1、Group Discussion:

①How many countries in the world where the majority of its people speak English?

②How many people speak English in the world today?

③What do you know about the development of English?(提高题)

2、Check the answer:

①Show the map on Page51 and give the answer

②Ask students to search the answer through the internet.

③Give a brief introduction of the development of English to students.

Step Three: Reading

1、Fast reading

Read the text quickly & tell us the main idea of each paragraph .(Pick out the topic sentence of the paragraph if there is.)

2、Second reading

①Read the text carefully and finish the exercise on Page10.

②Answer the following questions:

A: Which language does modern English sound like?

B: How is English used in South Asia?

Step Four: Further Reading

Ask students to finish an article about English to further improve their reading ability and enlarge their knowledge about English. (文章可由教师自己依本班学生的实际水平而定)e.g.光明日报出版社P52.（见幻灯片）

Step Five: Group Work

Six in a group to make an investigation on the following questions:

①Why do so many people speak English?

②Which reason do your group think is the most important one?

One of the members of the group will be the reporter to give the class your answer.(可提供几个原因做例子，帮助学生拓展思维，也帮助暂时较落后的学生开口)

Step Six: Summary and homework

In this lesson, we learnt something about English, you can learn more through reading and the internet.

Homework:

①Listen to the text and read it after the tape.

②Write an article to tell us why you learn English.

③Reading material the background knowledge about English.(旧教师用书

P29-30)(选择性作业)

NSEC Book 1 Unit 2 Learning about language

2nd Teaching Period

第十四备课合作组

Teaching Aims:

1. Finish off the exercises .

2. Learn some useful structures Direct and indirect speech

Teaching Important Points:

1. compare the differences between British and American English

Teaching Difficulty Points: Direct and indirect speech

Teaching Aids: the multimedia; the blackboard

Teaching Procedures:

Step1.Deal with the exercises in the book

Step2:Listen to these dialogues. Mark the sentence stress and intonation. Then practice reading them in pairs. Find the British and American words which are different but have the same meaning.

Step3 : Discovering useful structures

Please find the following command and request from warming up and reading . Then see how to retell them in indirect speech.

1.Look at these examples?

2.Would you please come up to my flat for a visit?

Step3: Learning useful structure – III ( 2m )

Find the rules：Ask the students to finish the following exercises, and try to find the rules.

Make sure the door is open.” the teacher said to me.

The teacher told me to make sure the door is open.

“Don?t play games in the classroom.” the monitor said to us.

The monitor told us not to play games in the classroom.

“Will you please not smoke here?” she added.

She asked me not to smoke here.

Step:4祈使句：

直引：主语+动词+“祈使句”

间引：主语+动词+to Verb

e．g．The teacher said to me, “Come in .”

—The teacher told me to go in 。

John said to me , “Please shut the window。”

—John asked me to shut the window。

The teacher said to me, “ Don’t be late again.”

– 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。

Step5: T ry to do this

“Write a letter to your parents.”

“Don’t play games in the classroom.”

“Can you pass on the book to Tom?”

“Will you please not smoke here?”

Step6: 高考链接：

1. We won’t give up _______ we should fail 10 times.

A. even if

B. since

C. whether

D. until

2. —I don’t have any change with me. Will you pay the fare for me?( 2000年上海）

---- ________ .

A. That’s fine

B. Nothing serious

C. Never mind

D. No problem

3. ---- Do you mind if I keep pets in this building?

---- _______ .(2000上海）

A. I’d rather you didn’t, actually

4. The teacher asked us ____ so much noise.(2003年北京）

A. don’t make

B. not make

C. not making

D. not to make

5. Visitors ____ not to touch the exhibits. (NMET2001)

A. will request

B. request

C. are requesting

D. are requested

Step7: SUMMARY:

Step8: Assignment

1.Finish the exercises in WB p50

2. make some dialogues using the above commands and requests.

Situations:

1.You need to ask someone to close the door but you cannot do it yourself. There are many

people in the room but you cannot tell who are important and who are not.. So how do you do it politely?

2.You are standing in the middle of a train carriage and you need to leave. You must not push

your way to the door, so how do you do it politely?

A bear is about to approach a boy. What do you say to him to make sure that he won?t be hurt? In group of three. Think of at least three commands that your parents and teachers usually give. You may follow these steps.

Choose who is to give the first command.

Ask another person in your group to tell somebody what you said.

The third person will change the request from direct into indirect speech.

Change roles so each person gets the chance to give some commands and turn them into indirect speech.

S1---Please don?t talk in class.

S2----What did the teacher tell us ?

S3--- She told us not to talk in class.

Feedback:

Unit2 English around the world

3 rd Teaching Period

第十五备

课合作组

Using language 教学设计说明

本部分是第二单元的后半部分，这部分的教学目标是：在学生对英语及其发展有了一定的了解的基础上，让学生学以致用，通过听说读写全面培养学生的使用语言的能力和技巧，从而进一步培养他们的学习能力。

1. 热身部分通过简介让学生知道普通话是standard Chinese, 进而用头脑风暴让学生尽可能多地说出他们所知道的中国方言，为导入新课作好心理准备。

2．以阅读为载体，设计了预测、跳读找主题句、查读回答问题和语言聚焦等环节，培养学生的阅读微技能。

3．听的部分首先让学生根据方言给出相应的标准英语，然后播放听力让学生两人一组回答问题，最后核对答案。这个部分是让学生感受语言，得到足够的语言输入。

4．说的部分先列举出美国英语和英国英语的几个不同的表达方式的单词，然后让学生在小组中进行角色表演，最后让学生到全班面前进行表演。这个步骤是语言输入到语言输出的能力迁移。

5．自我评价：了解自己的学习情况和存在的问题。

Unit 2 Writing 部分教学设计说明

4th Teaching Period

第十六备课合作组

写作是语言输出的一种主要形式。为激活学习者已有的各种图式（语言、形式、内容），巩固本单元话题的主要内容，在本单元的writing教学活动中，我们将主要采用“大脑风暴”与“脚手架”理论来指导教学。

在导入部分，我们拟通过一个小测验了解学生对本单元已学知识内容的掌握情况，对今后可能会面对的一些知识的了解情况。在开始写作任务“Why should we learn English”之前,教师可引导学生通过“大脑风暴”活动，围绕“Reasons for learning English”这个主题收集后续写作任务中可能会用到的一些词、词组、句子等。教师可根据需要补充一些学生没想到的内容并要求学生将这些句子翻译成英文。为帮助高一学生建立写作自信心,教师可降低写作难度,将写作范文的句子打乱,让同学分组尝试着对所给句子排序,并要求他们讲出排序理由。在达成一致意见后，教师引导学生讲出一些常用的过渡性词语，并要求同学在范文中填入恰当的词语，使语篇前后连贯、合乎逻辑。在学生对写作过程有个大致的理解之后，让学生尝试着自己进行模仿写作活动。教师可把练习册的写作任务进行分解，要求同学讨论他们目前英语学习中所出现的问题，并尝试着提供给对方解决问题的办法。

Step 1：A quiz

Step 2：Brainstorming around the topic“Reasons for learning English”

Step 3：Translating （Some more possible reasons）

1．随着国家之间的交流日益频繁，英语变得越来越重要。

2．像联合国、国际奥委会等国际组织都使用英语。

3．英语在国际贸易中是必不可少的。

…

Step 4：Ordering activity to form a proper passage (Why should we learn English)

Step 5：Adding transitional words to the passage where necessary.

Why should we learn English

As different countries communicate with each other more and more, English, as an international language, is becoming more and more important at present.

For instance, English is used in most international organizations, such as the UN, IOC and so on. Moreover, if we learn English, we can communicate with foreign friends in English, especially during the 2008 Olympic Games in Beijing, thus making foreign friends know more about China. Besides, we can enjoy English music and listen to English programs on the radio or on TV. As a result, we can know more about what happens in the world. Finally, English is a must if we want to do business with foreigners, go abroad for further study or learn some advanced technology from the developed world to build our country.

In short, it is very important for us teenagers to learn English well.

Step 6: Discussing (pair work)

Ideas for improvement?

How I can improve my English

Step 7 Reflection：

I know how to_______________________

I am still not sure about_________________________

I want to know more about______________________

Step 8: Homework assignment

附一：必修模块一教学设计流程举例（来源于实验区网站）

第一课时

附二：课时的安排与重组举例（来源于实验区网站）

课时的安排与重组实例2

山东肥城泰西中学汪花

Module 1 Unit 4 Earthquakes

PeriodⅠ:Vocabulary

PeriodⅡ:Reading

PeriodⅢ:Learning about language and

structures (Grammar)

PeriodⅣ:Using language (reading, listening and writing)

PeriodⅤ:Listening, Speaking & Writing

task

PeriodⅥ:Summing up

课时的安排与重组实例3

广州市五中陈艳华

Module 1 Unit 1 Friendship

Period 1:Words; Warming-up; Talking 听说活动课

Period 2:Reading (P2)精读课

Period 3:Listening; Listening Task; Discover-ing useful structures听力，语法及写作

Period 4:Using Language；Reading Task 综合活动课

Period 5:Language points in Unit One语言学习和拓展

Period 6:Writing and Summary综合活动课

附三：评价工具举例（罗明华制作）

新课标英语（必修）单元学习评价表

评价者模块第单元时间

课标英语教师课堂教学行为评价表