人教版高中英语必修1精品教案Unit 2 English around the World

Unit 2 English around the World

Teaching aims and demands:

1.Topic:

English language and its development; different kinds of English

2.Vocabulary:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

https://www.360docs.net/doc/4e18128705.html,eful expressions:

play a role in, because of, come up, such as, give a command, play a part

4.Function: language difficulties in 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?

Can you speak more slowly, please?

5.Grammar: imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Warming up

Teaching Aim:

1. Ss will be able to know some differences between British English and American English.

2. Ss will be able to master some usages of the words and phrases.

Teaching procedures:

Step 1 Lead-in (Start with a free chat with Ss about learning English.)

T: How many years have you learnt English?

How many languages do we speak?

What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)

Do you think it necessary for us Ss to master such a foreign language?

(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)

In which countries is English used as the native language?

Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOA

Step 2 discussion

Activity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.

Activity 2. Ss guess which of the following words is British English and which is American English:

apartment/flat bathroom/toilet can/tin candy/sweet

check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post

mom/mum movie(film)/film pants /trousers repair/mend

sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol

Step 3 warming up

T: Now let’s enjoy a dialogue between two foreigners.

T: Which language do they speak?

Why do they misunderstand each other?

(There exist differences between Englishes. The different Englishes make up the world Englishes.)

Step 4 discussion

1.Do we need to learn both British and American English?

2.What kind of English would you like to learn?

3.Why?

Step 5 appreciation

Appreciate the dialogue between Bush and Blair

Step6 Homework

1. Preview reading

2. English weekly

3. p11 ex1,2.

Reading

Teaching aim:

a) Ss will be able to know the development of English and feel the role that culture plays in the change of language.

b) Comprehend the whole passage

c) Ss will be able to know how to get the key sentence of a paragraph.

Teaching procedures:

Step 1 lead in

Ask students several questions in the form of brain storming.

1.Do you know the countries where people speak English? List them on a piece of paper.

2.What are the two main groups of English?

3.Do you know the differences between British English and American English?

4．Do you know the history of English?

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? 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.

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

(1)What is the clue of the passage?

(2) Why does India have a very number of English speakers?

(3) When did people from England begin to move to other parts of the world?

Activity 3: Choose the correct answers.

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. 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.

2)communicate with: exchange information or conversation with other people: He learnt

to use body language to communicate with deaf customers.

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

We’ve known for years. Actually, since we were babies.

4)be based on…:

5)make use of: use sth. available

6)Only time will tell:to say that something can only be known in the future: Will China’s

national football team enter for the next finals of the World Cup? Only time will tell. Step 6 Discussion

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

1.Why do you think people all over the world want to learn English?

Step 7 Homework

1. Read the passage as fluently as you can.

2. Find out some words and sentences you think are beautiful and recite them.

3. p11.ex2.3.4

Unit 2 English around the world

Vocabulary and Useful Expressions

Warming up

1.They are called world Englishes and they include Canadian, British, American, Australian and

Indian.

include: v. 包括，包含

e.g. The price includes service.

这个价钱包括服务费。

【发散思维】

including prep. 包括

e.g. I have to prepare food for six people, including me/ me included.

我必须准备包括我在内6个人的餐点。

【趁热打铁】

When the accidents happened, there were 100 people on the bus, ________

A. include a teacher

B. including a teacher

C. included a teacher

D. a teacher included

2.World Englishes come 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.

I. where English plays an important role as a first or second language 是where 引导的定语

从句，修饰countries。

e.g. This is the house where I lived ten years ago.

这是我十年前住过的房子。

II. play a role : to act, take the actor’s part in a play 扮演角色

e.g. The U.N. plays an important role in international relations.

联合国在国际关系方面扮演着重要的角色。

play a part: to be involved in an activity 参加某活动; 也可以表示“扮演角色”。

e.g. She played an active part in the local community.

她积极参与地方活动。（相当于take an active part in ）

She played an important role / a major part in winning the match.

她对这场比赛的胜利起了重要作用。

III．because of prep. by reason of (sb / sth)；on account of 因为…，后接名词或代词。

e.g. He didn’t attend the meeting because of the bad weather.

他由于天气不好而没有参加这个会议。

【同义词辨析】

because : for the reason that 因为。because 是连词，引导原因状语从句。

because of：是介词，后接名词或代词。

【趁热打铁】

They came here ___________.

A. because us

B. because of us

C. because of we

D. because we

IV. international adj.国际的；世界的

e.g. They signed an international agreement on nuclear waste.

他们签定了关于核废料的国际协议。

V. native 1）adj.本国的；本土的

native customs当地风俗

His native language is German.

他的母语是德语。

Potato is native to America.

马铃薯是美洲产的。

Many foreigners have gone native in China.

许多外国人在中国已入乡随俗。

2）n.[C]本国人；本地人；土著人

a native of London(Wales/India/Kenya)

伦敦人（威尔士人/印度人/肯尼亚人）

Reading

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

请到我的公寓来坐坐，好吗？

come up ：1）if someone comes up to you, they come close to you, especially in order to speak to you. 走过来，走近

e.g. One of the teachers came up and started talking to me.

一位老师走过来，开始和我谈起话来。

A man came up to him and asked for help.

一个人走到他前面，向他寻求帮助。

Why don’t you come up to New York for the weekend?

为何不去纽约过周末呢？

2）if a subject comes up, people mention it and discuss it. (话题议题)被提出

e.g. His name came up in the conversation. The subject of salaries didn’t come up.

他的名字在谈话中被提起。没有提薪水。

4.So why has English changed over time?

那么英语在一段时间里为什么会起变化呢？

over: throughout (a period); during 贯穿（一时间段）。

e.g. Over the years he has become more patient.

这几天他越来越有耐心。

【趁热打铁】

She has been ill in bed _____ the past week.

A. at

B. on

C. over

D. above

[答案：C]

【点击高考】

They had a pleasant chat ______ a cup of coffee. [NMET 2003年，北京，33]

A. for

B. with

C. during

D. over

[答案：D over在…时。他们在喝咖啡时进行了一次愉快的谈话。]

5.All languages change when cultures communicate with one another.

当不同文化互相沟通时，所有的语言都会发生变化。

culture: the beliefs, way of life, art, and customs that are shared and accepted by people in a particular

society. 文化

e.g. In our culture, it is rude to ask someone how much they earn.

在我们的文化中，问他人挣多少钱是不礼貌的。

I love working abroad and meeting people from different cultures.

我喜欢在国外工作，这样可以接触到不同文化的人。

6.Actually, it was based more on German than present day English.

实际上，当时的英语更多的是以德语为基础的，而现代英语不是。

I. actually in fact; as a matter of fact 事实上

e.g. Actually, he is telling a lie.

事实上，他在撒谎。

II. base: to use sth as grounds, evidence, etc for sth else, 常用于base sth on sth 结构以及其被动结构中，表示以某事物为另一事物的根据，证据等。

e.g. He based his hopes on the good news we had yesterday.

他把希望寄托在我们昨天得到的好消息上。

III. present: adj. 1）the present day also the present in the time now, or modern times现在的，目前的，当前的

The custom has continued from the 5th century to the present day.

这风俗习惯从5世纪流传到目前。

2）in a particular place。出席的，在场的，与absent 相对。常用于be present at/in

A lot of students were present at the meeting.

很多学生出席那个会议。

(3) to be felt strongly or remembered for a long time. （事物等）留存（在心中）

The memory of her brother’s death is still present in/to her mind.

她弟弟的去世仍然记在她的心中。

7.It became less like German, and more like French because those who ruled England at that

time spoke French.

它不那么像德语，而更像法语了，因为那时英国的统治者讲法语。

.rule : to have the official power to control a country and the people who live there.统治（国家，国民）

Queen Victoria ruled England for 64 years.

维多利亚女王统治英国64年。

8.It became close to the language you are learning now.

它变得更接近你们正在学习的这种语言。

close to: 靠近，接近

Our house is close to the bus stop.

我们的房子离公共汽车站很近。

9.In the 1600’s, Shakespeare made use of a wider vocabulary than ever before.

莎士比亚用的词汇量比以前任何时期都大。

I. in the 1600’s :在17 世纪。也可以写作：in the 1600s.

In the 1980’s great changes took place in China.

在二十世纪八十年代，中国发生了巨大的变化。

【趁热打铁】

1）Through he is ________(60 多岁) , he is still learning English.

2）He came to China ________ （在二十世纪60 年代）。

[答案：1) in his sixties; 2)in the 1960’s]

II. make use of : to use 利用，使用

Students should make full use of their time.

学生应该充分利用时间。

III. vocabulary all the words that someone knows or uses. 词汇

Reading is one of the best ways of improving your vocabulary.

阅读是提高你的词汇量的最好的方法之一。

IV. than ever before：比以前…

He is studying English harder than ever (before).

One big change in English usage happened when Noah Webster wrote the American Dictionary of the English Language, giving American English its own identity.

英语用法发生了大变化，那就是诺厄·韦伯斯特编撰《美国英语辞典》的那个时期，这本辞典体现了美国英语的特色。

identity: n. 本人，身份；相同，一致；个性

e.g. Why did she need to conceal her identity?

她为什么需要隐藏她的身份呢？

10.English is also spoken in many other countries in Africa and Asia, such as South Africa,

Singapore and Malaysia.

在非洲和亚洲许多其他国家，比如：南非，新加坡，马来西亚等国人们也说英语。

such as: used when giving an example of something

e.g. Cartoon characters such as Mickey Mouse and Snoopy are still popular.

像米老鼠和唐老鸭一样的动画人物仍然很受欢迎。

11.Today the number of people learning English in China is increasing rapidly.

目前在中国学习英语的人数正在迅速增长。

Learning English in China: 在句子中作people 的定语。

e.g. There are a lot of parents waiting for their children at the gate of our school.

有许多家长在我们学校门口等着孩子。

【点击高考】

The picture _______ on the wall is painted by my nephew. [NMET 2000年春，北京]

A. having hung

B. hanging

C. hangs

D. being hung

[答案：B hang 在该句中是不及物动词，现在分词hanging 作picture 的定语，表示一种状态。]

Unit 2 English around the World

Using language

Teaching Aim: Ss will be able to know that there are a lot of different dialects in the same language.

Teaching procedures

Step 1 Warming up

Enjoy a clip of film.

T: What do you think of the film? When watching the film, can you understand it well?

S: ….

T: What made it difficult for you to fully understand the film?

S: The different languages spoken in the film.

T: How many local languages did you hear in this film?

S: Sichuanhua, Guangtongnese and Putonghua.

T: In China, different areas have their different dialects. Can you tell me some of them?

T: And people in different cities speak different dialects.

Can people from different cities recognize each other’s dia lects?

S: Sometimes people have some difficulty in recognizing each other’s dialects.

T: How to solve this problem? Is there standard Chinese in China? What is it?

Putonghua is regarded as standard Chinese. Although in daily life, local people speak their own dialects, in some occasions, they will have to use Putonghua to communicate with people from

other areas.

(Give more hints to help the students.)

T: What kind of language is used in our class now?

S: English.

T: English is another kind of language.

What you said is of course right, while what I said is also not wrong. Why? Because what you said is British English while what I said is American English. Are British English and American English the same?

No, there are some differences between British English and American English. Then what are the differences? Do you know? Now I’ll tell you. British English and American English are different in pronunciation, in spelling and in words and expressions. In fact, in each English-speaking country, English has its own identity. Even in the same country, people in different areas speak a little different dialects. Then for people who learn English as a second language, what kind of English should they learn? American English, British English, Australian English or Canadian English? Is there standard English? Today, we’re going to learn a passage about standard English and dialects.

Step 2 Skimming

T: Read the passage quickly and find out the topic sentence for each paragraph.

Para.1: There is no such a thing as standard English.

Para.2: American English has many dialects whose words and expression are different from “standard English”.

Para.3: Geography plays a part in making dialects.

Step 3 Scanning

T: Read the text again to locate particular information.

1. Do you know what standard English is from the text?

Many people believe the English spoken on TV and the radios is standard English.(ie what is heard on the BBC)

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 4 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.

Step 5 Summary

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.Do the exercises in ENGLISH WEEKL Y

2. Keep an eye on dialects in our life.

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)

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.

Unit 2 English around the World

Grammar and Useful Structure

1．Teaching aims

Ss will be able to use direct speech and indirect speech

2. Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point

Learn about the special cases in which the tenses shouldn’t be changed.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step 1.Discovering useful words and expressions

1.Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.

2. Revise the phrases

be different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker,

Step2.Direct and Indirect Speech

Revise the grammar of unit 1

Please change the direct speech into indirect speech

1. He said, “I’m going to Beijing tomorrow.

2. “What a lovely girl!” they said.

3. He asked, “Are you a teacher?”

4. “This is the craziest thing I have heard of so far,” she thought.

5. Mr Wang said, “I was born in China in September, 1972.”

6. She said, “They had left when I arrived there.”

7. She says, “Liu Fang is good at English.”

8. He said, “The plane takes off at 6:30 am.”

9. He said, “Where there is a will, the is a way.”

10. “ How much do you think it will cost?” he said.

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.

Step 6 Homework 1.作业本A