高中英语人教版必修1Unit2EnglandaroundtheworldLanguagepoints教案(序列一)Word版
高中英语人教版必修1Unit2EnglandaroundtheworldUsinglanguage课件(系列三)
The southern dialect of American English
It is especially difficult for non-native speakers to understand. The region represented by this dialect is the fastest growing in the US. It has had a disproportionate(不成比例的） influence on speech in the US in the past three decades because so many American political leaders speak it.
3. Lester got out of the water quickly because he the catfish would eat him. thought ______________________________________
Activity 2
the right sequence
Standard English
• There is no such thing as “standard English”.
Dialect
Top sentences
• Para1: Believe it or not, there is no such thing as standard English. • Para2: American English has so many dialects because people have come from all over the world. • Para3: Geography also plays an important part in making dialects.
人教版高中英语必修1教案： Unit2 England around the world Reading 教案(序列五) Word版
必修一Unit2 English around the worldReadingTeaching Aims:1.Learn and master the following words and expressions: majority native total tongue equalgovernment situation international organization trade tourism global communicate2.Train the Ss to summarize the main idea of each paragraph.3.Get the Ss to know the importance of English.Teaching Important Point:1.To get the Ss to master the useful expressions:a majority of in total except for2.To make the Ss know the situation of English around the world clearly.Teaching Difficult Points:1. How to arouse the S s’ interest in learning English .2 How to help the Ss complete the reading tasks smoothly.Teaching Methods:1.The method of arousing the Ss interest in what they will learn.2.Task-based approach to improve the Ss’ reading ability.Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardTeaching Procedure:Step1 Pre-readingArouse the students’ interest by a questionnaire:1.What are we doing here today?2.Why do we learn English as a foreign language?3.Besides English, what other languages can you speak?4.In what situations do you speak English/ Chinese/ Qionglai dialect/ other languages?Step2 While-reading1. SkimmingAsk Ss to read the passage and summarize the main idea of each paragraph.Para1 More than 750 million people speak English as their native language or a second language. Para2 More than 750 million people learn English as a foreign language.Para3 English is the working language of most international organization, trade and tourism. 2. ScanningRead the text carefully, and then tell me what these numbers refer to.42 countries 375 million 750 million 50 years3. Multiple-choice1. People from the following countries except ____ use English as their mother language.A. New ZealandB. South AfricaC. the PhilippinesD. Ireland2. Which is true about those who use English as a second language?A.English is also their mother tongue.B.English is usually the official language in their countries.C.They learn English for five or six years at high school.D.They talk with family members at home in English.3. What’s the situation of English used in China?A. All Chinese students speak English as a foreign language.B. Most Chinese students learn English at school as a foreign language.C. The majority of Chinese speak English at school as a foreign language.D. The majority of people in Hong Kong use English as their mother tongue.4. Which of the following statements cannot be inferred from the last paragraph?A. In the past 50 years, the English language has developed very fast.B. English is widely used in different fields around the world.C. Those who can’t speak good English will never be successful in international trade.D. More and more people around the world will be able to communicate in English.Step 3. Post -reading1. Complete the summary on P11.2. Listen to the text and repeat after the tape.3. RetellingAsk the students to retell the text in their own words with their books closed. The teacher will show some key words on the screen to help them.Then invite some students to retell the three paragraphs in turn.Step 5 HomeworkTry to retell the text in your own words and write down the passage.。
高中英语人教版必修1教案： Unit2 England around the world Reading 教案(序列二)
必修一Unit2 English around the worldReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidlyb. 重点句子World Englishes come from those countries... P9Native English speakers can understand each other... P9It became less like German, and more like French... P102. Ability goals能力目标Enable the Ss to describe the history of English and know of the differences between American English and Britain English.3. Learning ability goals学能目标Help the students learn how to analyze the way the author describes the history of English.Teaching important points 教学重点Retell the history of English according to the chart.Teaching difficult point 教学难点Work together with partners and express one’s opinion on which kind of English one should learn.Teaching methods 教学方法Discussion.Reading.Listening.Cooperative learning.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step I Greeting and revisionT: Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed. (P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)Teacher shows answers on the screen.T: Please look at the screen and check your answer. Do you have any question?S：Are “such as” and “for example” the same?T: OK, I’ll give you two examples:1. He knows five languages, such as Russian, French and Spanish.2. The differences in the spoken language are greater.S: Oh, I see. “Such a s” is used to list similar things, while “for example” is used to prove the speakers words.Ss ask any questions and Teacher explains to them in class.Step II Warming upArouse the Ss’ interests in reading. Let the students know of world English.T: So much for the words. Can you name some countries in which English is spoken?Ss: Of course. America, Britain, Canada, Australia...Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.T: Are these Englishes the same?S: I think they are the same. They are all called English.S: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.T: Well, turn to page 9. Read the warming up. Please answer the questions below.Ss: (scanning) There is more than one kind of English.T: Please go on reading and try to tell AE words from BE words below.After reading the students give their answers.T: Who will show your answer?S: I think “m um, in a team, rubber, petrol” are BE words. And “mom, on a team, eraser, gas” are AE words.T: Can you give them a name?Ss: World English.T: Very good.Step III Pre-readingActivate the Ss’ background knowledge of English.T: From Warming up we know many people speak English in the world. How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions.A few minutes later.S: Maybe 1000 million people speak English today. Because many countries were colonies of England so English is spoken as a first or second language in many countries.S: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English.T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English.Step IV ReadingGet the students to know the history of English and help the Ss to form a good habit of reading.Point to the Bb.T: How did differ ent kinds of English come about? Please read the text “The Road to Modern English” quickly and pick out the answer.Ss read quickly to find the answer.T: Any volunteer to answer the question?S: I will. English has changed over time. All languages change when cultures communicated with one another. T: Any different ideas? Well, you all have the same answer.Task1 Reading and choose correct answers.T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.T: Now who would like to tell us your answer? Any volunteer? The first one?S: I will. English has the most speakers now.T: Good. What’s the answer to the second?S: Languages change when cultures change.T: Right. How do you know？S: I judge it, according to the second sentence in the third paragraph.T: Good. Can you choose the right answer to question 3？S: Yes. From AD 450 to1150 English sounds more like German.T: Excellent. What about question 4?S: Around 1600’s.T: Very good. The last one? Let’s answer it together.Ss: China.T: You are quite right.Task2 Read and summarize the main idea of each paragraph. Work in groups of four.T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four. After a few minutes.T: What’s the main idea of the first paragraph?S1: The first paragraph tells us that more and more people speak English.S2: I don’t t hink so. It describes the extension of English in the world.T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2？S: It tells us native speakers can understand each other but not everything.Let the Ss give an example to prove this point.T: Can you tell me what the third paragraph is about?S: All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.T: Quite right. What about the last paragraph?S: English is spoken as a foreign or second language in many countries.T: How many parts can we divide the text into？S: Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.Task3 Analyze the text.T: Please read the text again to tell the main idea of each part and the function of each paragraph. After reading please fill in the chart below.DiscussionS1: The first part describes the history of English in chronological order: 16th century-the next century —today. S2: It describes the development of English from the angle of its extension in region. Look, England — many other countries — more people than before (China).S3: I agree with S2.S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English has changed into world English.T: Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers.Sample chart (slide)Suggested answersStep V Post-readingCheck the Ss’ understanding of the text, help the Ss deal with new language points.Task Express one’s own opinion. Work in groups of four.T: There are many kinds of English. Which kind of English are we learning?Ss: Both AE and BE.Show questions on the screen and ask a student to read them.T: Please discuss these questions and tell us your answers.1. Do you think it matters what kind of English you learn? Why?2. Why do you think people all over the world want to learn English?3. Will Chinese English become one of the world English?After a few minutes.T: OK, I’ll as k some groups to report their opinions. Group 1, can you tell us your opinion?S: Yes. I think we should learn BE because other kinds of English came from it.T: Any different ideas?S: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.T: Wonderful! What about the second question?S: With the development of economy, it is necessary for people from different countries to communicate with each other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English.T: Very good! What’s your opinion?S: I think because of the wide use of computer, people have to learn English. Computer plays an important part in the popularity of English.T: OK. Question 3.Yes or no？S: My answer is “yes”. A large number of Chinese especially young people are learning English. English is communicating with Chinese culture. There will be Chinese English.T: Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming.Question timeT: It’s tim e for you to ask any questions or let me explain the sentences that hinder your understanding of the text. Ss ask questions freely.T: Now let’s deal with some language points. Turn to page 9. Let’s look at the sentence: However, they may not understand everything. This sentence means that sometimes they can understand each other, but sometimes theyhave difficulty understanding each other. The English spoken between about AD 450 and 1150 was very different from the English spoken today. In this sentence, “spoken between about AD 450 and 1150” and “spoken today” are used to describe the English.HomeworkRetell the text according to the chart.Finish exercises1, 2, 3 (Using words and expressions) P49-50.。
高中英语人教版必修1教案 Unit2 England around the world Reading 教案(序列二) Word版
必修一Unit2 English around the worldReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语include, play a role, because of, international, native,come up, culture, actually, present, vocabulary, usage, identity, such as, rapidlyb. 重点句子World Englishes come from those countries... P9Native English speakers can understand each other... P9It became less like German, and more like French... P102. Ability goals能力目标Enable the Ss to describe the history of English and know of the differences between American English and Britain English.3. Learning ability goals学能目标Help the students learn how to analyze the way the author describes the history of English.Teaching important points 教学重点Retell the history of English according to the chart.Teaching difficult point 教学难点Work together with partners and express one’s opinion on which kind of English one should learn. Teaching methods 教学方法Discussion.Reading.Listening.Cooperative learning.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step I Greeting and revisionT: Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed. (P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)Teacher shows answers on the screen.T: Please look at the screen and check your answer. Do you have any question?S：Are “such as” and “for example” the same?T: OK, I’ll give you two examples:1. He knows five languages, such as Russian, French and Spanish.2. The differences in the spoken language are greater.S: Oh, I see. “Such a s” is used to list similar things, while “for example” is used to prove the speakers words.Ss ask any questions and Teacher explains to them in class.Step II Warming upArouse the Ss’ inte rests in reading. Let the students know of world English.T: So much for the words. Can you name some countries in which English is spoken?Ss: Of course. America, Britain, Canada, Australia...Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.T: Are these Englishes the same?S: I think they are the same. They are all called English.S: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.T: Well, turn to page 9. Read the warming up. Please answer the questions below.Ss: (scanning) There is more than one kind of English.T: Please go on reading and try to tell AE words from BE words below.After reading the students give their answers.T: Who will show your answer?S: I t hink “m um, in a team, rubber, petrol” are BE words. And “mom, on a team, eraser, gas” are AE words.T: Can you give them a name?Ss: World English.T: Very good.Step III Pre-readingActivate the Ss’ background knowledge of English.T: From Warming up we know many people speak English in the world. How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions.A few minutes later.S: Maybe 1000 million people speak English today. Because many countries were colonies of England so English is spoken as a first or second language in many countries.S: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English.T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English.Step IV ReadingGet the students to know the history of English and help the Ss to form a good habit of reading.Point to the Bb.T: How did differ ent kinds of English come about? Please read the text “The Road to Modern English” quickly and pick out the answer.Ss read quickly to find the answer.T: Any volunteer to answer the question?S: I will. English has changed over time.All languages change when cultures communicated with one another.T: Any different ideas? Well, you all have the same answer.Task1 Reading and choose correct answers.T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.T: Now who would like to tell us your answer? Any volunteer? The first one?S: I will. English has the most speakers now.T: Good. What’s the answer to the second?S: Languages change when cultures change.T: Right. How do you know？S: I judge it, according to the second sentence in the third paragraph.T: Good. Can you choose the right answer to question 3？S: Yes. From AD 450 to1150 English sounds more like German.T: Excellent. What about question 4?S: Around 1600’s.T: Very good. The last one? Let’s answer it together.Ss: China.T: You are quite right.Task2 Read and summarize the main idea of each paragraph. Work in groups of four.T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four.After a few minutes.T: What’s the main idea of the first paragraph?S1: The first paragraph tells us that more and more people speak English.S2: I don’t t hink so. It describes the extension of English in the world.T: Right. The first paragraph describes theextensive ofEnglish in the world. What is the main idea of paragraph 2？S: It tells us native speakers can understand each other but not everything.Let the Ss give an example to prove this point.T: Can you tell me what the third paragraph is about?S: All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.T: Quite right. What about the last paragraph?S: English is spoken as a foreign or second language in many countries.T: How many parts can we divide the text into？S: Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.Task3 Analyze the text.T: Please read the text again to tell the main idea of each part and the function of each paragraph. After reading please fill in the chart below.DiscussionS1: The first part describes the history of English in chronological order: 16th century-the next century —today.S2: It describes the development of English from the angle of its extension in region. Look, England —many other countries — more people than before (China).S3: I agree with S2.S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English has changed into world English.T: Are you ready? Which group would like to fill the chart?Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers.Sample chart (slide)Suggested answersStep V Post-readingCheck the Ss’understanding of the text, help the Ss deal with new language points.Task Express one’s own opinion. Work in groups of four.T: There are many kinds of English. Which kind of English are we learning?Ss: Both AE and BE.Show questions on the screen and ask a student to readthem.T: Please discuss these questions and tell us your answers.1. Do you think it matters what kind of English you learn? Why?2. Why do you think people all over the world want to learn English?3. Will Chinese English become one of the world English?After a few minutes.T: OK, I’ll as k some groups to report their opinions. Group 1, can you tell us your opinion?S: Yes. I think we should learn BE because other kinds of English came from it.T: Any different ideas?S: In my opinion,we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.T: Wonderful! What about the second question?S: With the development of economy, it is necessary for people from different countries to communicate with each other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English.T: Very good! What’s your opinion?S: I think because of the wide use of computer, people have to learn English. Computer plays an important part in the popularity of English.T: OK. Question 3.Yes or no？S: My answer is “yes”. A large number of Chinese especially young people are learni ng English. English is communicating with Chinese culture. There will be Chinese English.T: Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming.Question timeT: It’s tim e for you to ask any questions or let me explain the sentences that hinder your understanding of the text.Ss ask questions freely.T: Now let’s deal with some language points. Turn to page 9. Let’s look at the sentence: However, they may not understand everything. This sentence means thatsometimes they can understand each other, but sometimes they have difficulty understanding each other. The English spoken between about AD 450 and 1150 was very different from the English spoken today. In this sentence, “spoken between about AD 450 and 1150” and “spoken today” are used to describe the English.HomeworkRetell the text according to the chart.Finish exercises1, 2, 3 (Using words and expressions) P49-50.。
高中英语人教版高一必修1教案：Unit2 england around the world grammar_教案(系列二)
必修一Unit2 English around the worldGrammarAims: To discover useful words and expressions; To discover useful structuresProceduresI. Direct and Indirect SpeechII. Discovering useful words and expressions1.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.Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)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.Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down. ★A: _______________________________________B: I’ll go and collect some wood right now, master.★ A: _______________________________________B: O f course I’ll be happy to collect your shopping for you.★A:__________________________________________B: Yes. I’l l shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won’t get your coat if you talk to me like that.★A:_________________________________________B: Sorry. I’ll get that book for you right now.。
高中英语人教版必修1教案 Unit2 England around the world Reading 教案(序列五) Word版
必修一Unit2 English around the worldReading邛崃一中英语教研组胡华Teaching Aims:1.Learn and master the following words and expressions: majority native total tongue equalgovernment situation international organization trade tourism global communicate2.Train the Ss to summarize the main idea of each paragraph.3.Get the Ss to know the importance of English.Teaching Important Point:1.To get the Ss to master the useful expressions:a majority of in total except for2.To make the Ss know the situation of English around the world clearly.Teaching Difficult Points:1. How to arouse the S s’interest in learning English .2 How to help the Ss complete the reading tasks smoothly.Teaching Methods:1.The method of arousing the Ss interest in what they will learn.2.Task-based approach to improve the Ss’ reading ability.Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardTeaching Procedure:Step1 Pre-readingArouse the students’ interest by a questionnaire:1.What are we doing here today?2.Why do we learn English as a foreign language?3.Besides English, what other languages can you speak?4.In what situations do you speak English/ Chinese/ Qionglai dialect/ other languages?Step2 While-reading1. SkimmingAsk Ss to read the passage and summarize the main idea of each paragraph.Para1 More than 750 million people speak English as their native language or a second language. Para2 More than 750 million people learn English as a foreign language.Para3 English is the working language of most international organization, trade and tourism. 2. ScanningRead the text carefully, and then tell me what these numbers refer to.42 countries 375 million 750 million 50 years3. Multiple-choice1. People from the following countries except ____ use English as their mother language.A. New ZealandB. South AfricaC. the PhilippinesD. Ireland2. Which is true about those who use English as a second language?A.English is also their mother tongue.B.English is usually the official language in their countries.C.They learn English for five or six years at high school.D.They talk with family members at home in English.3. What’s the situation of English used in China?A. All Chinese students speak English as a foreign language.B. Most Chinese students learn English at school as a foreign language.C. The majority of Chinese speak English at school as a foreign language.D. The majority of people in Hong Kong use English as their mother tongue.4. Which of the following statements cannot be inferred from the last paragraph?A. In the past 50 years, the English language has developed very fast.B. English is widely used in different fields around the world.C. Those who can’t speak good English will never be successful in international trade.D. More and more people around the world will be able to communicate in English. Step 3. Post -reading1. Complete the summary on P11.2. Listen to the text and repeat after the tape.3. RetellingAsk the students to retell the text in their own words with their books closed.The teacher will show some key words on the screen to help them.Then invite some students to retell the three paragraphs in turn.Step 5 HomeworkTry to retell the text in your own words and write down the passage.。
高中英语人教版必修1教案： Unit2 England around the world Grammar 教案(系列二)
必修一Unit2 English around the worldGrammarAims: To discover useful words and expressions; To discover useful structuresProceduresI. Direct and Indirect SpeechII. Discovering useful words and expressions1.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.Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)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.Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down. ★A: _______________________________________B: I’ll go and collect some wood right now, master.★ A: _______________________________________B: O f course I’ll be happy to collect your shopping for you.★A:__________________________________________B: Yes. I’l l shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won’t get your coat if you talk to me like that.★A:_________________________________________B: Sorry. I’ll get that book for you right now.。
高中英语人教版必修1教案： Unit2 England around the world Grammar 教案(系列一)
必修一Unit2 English around the worldGrammarⅠ. AimsA. Get the students to further learn the Direct speech and Indirect speech.B. Get the students to know something about Commands and Requests.C. Grasp some expressions about make Commands and Requests.D. Get the students to know how to ask for help politely.Ⅱ. Teaching contentsA. Direct speech and Indirect speech.B. Commands and Requests.Ⅲ. Teaching aidsBlackboard, Chalks, multi-media computerⅣ. Time allocation (30minutes)Step 1 Review and leading-in 1 (3 minutes)Step 2 Analyse of Direct speech and Indirect speech 1 (2 minutes)Step 3 Analyse of Direct speech and Indirect speech 2 (6 minutes)Step 4 Exercise 1 (3 minutes)Step 5 Exercise 2 (6 minutes)Step 6 Analyse of Commands and Requests.(3 minutes)Step 7 Exercise 3 (2 minutes)Step 8 Exercise 4 (4minutes)Step 9 Summary (0.5 minute)Step 9 Homework (0.5 minute)Ⅴ.Teaching proceduresStep1. Review and leading-in 1Teacher (T): Good morning, boys and girls!Students(S): Good morning, teacher!T: What grammar did you learn in Unit 1?S: Direct speech and Indirect apeech.T: Ok, very good. Now let's go over what we have learnt about Direct speech and Indirect speech. First, what should we pay attention to when we retell a declarative sentence from direct speech to indirect speech?S: Verbs tense, pronoun forms, word orders and adverbials of place and time.T: Good. Now let's check your answers...T: This class we are going to learn something more about Direct speech and Indirect speech. We have known how to change a declarative sentence from direct speech to indirect speech, but how about imperative sentence and interrogative sentence? Now let's have a close look at it.Step 2. Analyse of Direct speech and Indirect speech 11.Let the students look at the screen (there are some examples on the screen) and invite two students to redthese sentences.2.Explain these sentences to the students:T: Compare the direct speech form and the indirect speech form and find out what have been changed except what we have mentioned just now.(10 seconds) Now, tell me your findings.S: "Said" has been changed to "asked"、“ordered” and " told".T: Good, and anything else?S: "To"...T: OK, you have done a great job. Now compare the last example with the first two ones. Can you find any difference?S: The last is a negative one.T: Yes, so we should put an "not" before "to" to achieve the full meaning. Now let's summarize the rules....Are you clear about it?3. Introduction of commands.Step 3 Analysis of Direct speech and Indirect speech 21.Let the students look at the screen (there is an example on the screen) and invite two students to red thesesentences.2.Explain these sentences to the students:T: According to what you have learnt in Unit 1, can you tell me the differences between these two sentences?S:....T: Summarize...3.Analyse how to change general question from direct speech to indirect speech.T: Let the students look at the screen (there is an example on the screen) and invite two students to red these sentences.Explain these sentences to the students:T: Compare the direct speech form and the indirect speech form and find out what have been changed except what we have mentioned just now.S: "Said" has been replaced by "asked", and the declarative sentences are leaded by if\whether.T: Perfect. Let's see the rules.4. Introduction of requests.5. Analyse how to change special question from direct speech to indirect speech.T: Let the students look at the screen (there are examples on the screen) and invite two students to red these sentences.Explain these sentences to the students:T: Compare the direct speech form and the indirect speech form and find out what have been changed except what we have mentioned just now.S: ...T: How about the interrogatives? Are they remain the same?S: Yes...Step 4. Exercise 1Ask the student to do the exercise and invite students to speak them out.Step 5. Exercise 2Ask the students to work in groups of three and make dialogues by imitating the example and then invite to perform their dialogues.Step 6. Analyse of Commands and Requests.1.Explain these two words to the students to make the students know their difference and when and how to use them.2. Give an example to show the difference.Step 7. Exercise 3Ask the students to classify the Commands and Requests.Step 8. Exercise 41.Ask the students to work in groups of two and make dialogues according to the following situations and then invite some students to perform their dialogues.Step 9. SummaryA brief summary about this class.Direct speech and Indirect speech.The imperative sentences（祈使句）The interrogative sentences（疑问句）Commands and RequestsDifference between themUsageStep 10. Homework1. Exercise 3 on page16 (hand in on next Monday)2. Review this unit3. Pre-reading the new words in Unit 3。
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必修一Unit2 English around the worldLanguage Points从容说课This is the third teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to review what they learned in the second period.The emphasis in this period will be laid on the important new words, expressions and sentence patterns. In order to make the students understand these points thoroughly, the teacher can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to let the students know their usages. Some words and expressions, such as include, command, request, recognize, because of, such as, play a role in, etc. are very useful and important. The teacher ought to pay more attention to them and design special exercises.Also in this unit, there are some words which show directions, such as western, eastern, Midwestern, southern and northwestern. The teacher can first get students to review east, west, south and north they learned in Junior middle school, then enlarge them and design situations to make students master them by games.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点Enable the students to grasp the usages of such important new words and expressions as include, command, request, recognize, because of, such as, play a role in, etc.教学难点Enable the students to grasp the usages of include, recognize, such as, etc. and understand some difficult and long sentences.教学方法 1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and grasp some important new words and expressions: include role international native elevator flat apartment rubber petrol gas modern culture actually present(adj. )rule(v. )vocabulary usage identity government rapidly phrase candy lorry command request retell polite boss standard southern eastern southeastern northwestern recognize accent lightning direction subway block play a role in because of come up such as play a part(in)2. Get the students to understand some useful sentence patterns:1) Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )2) It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )3) Believe it or not, there is no such a thing as standard English. (Believe it or not. . . )4) The US is a large country (in which. . . )5) These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . (in)doing. . . )Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to learn how to understand new words, expressions and difficult sentences according to the context.Emotional aim:Develop the s tudents’ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to tell something about different English dialects.→Step 2 Reading and exerciseGet the students to try to find out the words and expressions as quickly as possible in the related parts and let them learn some important new words and expressions by studying their contexts, clues and word-formation.The teacher shows the following on the screen.Fill in the blanks with the words and expressions in this unit to complete the following sentences.1. He likes to help us______________ he is very busy.2. We’ve known for years.______________, since we were babies.3.______________, John cheated in the exam.4. There is a______________ of stone on the road.5. He has played all kinds of______________ in his life.6. He learnt to use body language to______________ with deaf customers.→Step 3 CheckingExplain the problems the students meet while checking the answers.Suggested answers:1. even if2. Actually3. Believe it or not4. block5. roles6. communicate→Step 4 Language Points1. include vt. to be one of the parts; to make something or someone part of a larger group包括；包含The price includes postage charges.价格包括邮费在内。
The university includes ten colleges.该大学有10个学院。
including & included:There were twelve of us, including Tom and me.我们有12人，包括我和Tom在内。
Everyone has to go to the dentist’s, you included.人人都得去牙科诊所，你也不例外。