Unit 2 English around the world 教案1-公开课-优质课(人教必修1精品)
Unit 2-English around the world(Listening)公开课
Answer the following questions
1. What does Buford think of Texas? How do you know? ----He believes it’s almost a different country from the USA. The listening text tells us.
Task 3---Listening (Ⅱ)
Texas
From the picture, we know that Lester is afraid when the others aren’t.
Catfish (鲶鱼) are found in lakes and
rivers throughout the US. They are harmless. Although they can grow to two meters in length, they don’t eat children. The catfish get its name from its long, catlike whiskers(胡须)。
They all speak English; they were all Non-English speakers before being Conquered or colonized by Englishspeaking peoples.
1 Little Girl: Hi, I’d like some________, please. sweets sweet Store Owner: No problem. All the candy we cell is_______. sweet sweets Little Girl: I see, so you sell all ________ ________ 2 British Boy: Shall we move the new bed by________. lorry American Girl: Not by me, I hope.
教案2：Unit 2 English around the world单元整体教案
Unit 2 English around the world教案Teaching 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 procedures & ways 教学过程与方式Step I Warming up: Arouse the Ss’ interes ts in reading. Let the students know of world English. Step II Pre-reading: Activate the Ss’ background knowledge of English.Step III Reading1. SkimmingRead quickly to get the main idea of the text.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.2. ScanningRead to locate particular information and complete the comprehending Exercise One.3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class.1). Do you think it matters what kind of English you learn? Why?1)Why do you think people all over the world want to learn English?4. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes to help us even if heis very busy.2)communicate with: exchange information or conversation with other people: He learntto 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. available6)Only time will tell:to say that something can only be known in the future: Will China’snational football team enter for the next finals of the World Cup? Only time will tell. Homework: Retell the text according to the chart.; Finish exercises1, 2, 3 (Using words and expressions) P49-50.Period 3 (Indirect Speech (II) requests & commands)Aims: 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. Theteacher 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.4)Change role so that each person gets the chance to give commands and turn them intoindirect speech.2. Get the students thinking about the difference between the request and command.Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.★A: _______________________________________B: I’ll go and collect some wood right now, master.★A: _______________________________________B: Of course I’ll be happy to collect your shopping for you.★A:__________________________________________B: Yes. I’ll 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.Period 4: A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction:In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find the topic sentence for each paragraph.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1)believe it or not:used when you are going to say something that is true but surprising:Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: Thesedays there is no such a thing as a job for life.3). standard English:the form of English that most people in Britain use, and that is notlimited to one area or group of people4). dialect: a variety of a language spoken only in one area, in which words, or grammar areslightly different from other forms of the same language5). play a part/role in:be one of the causes that make something happen: Besides dieting,exercising plays an important part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialectof AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what i s heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words fromBuford’s story, using the context.Dialectic words from Buford’s story Standard English equivalentsheyy’allain’tyeryapup swimmin’jumpin’feelin’‘bout‘nough shoulda seen got outta hello everyone aren’tyouryouchild swimming jump ing feelingaboutenoughshould have seen got out of6). Play the tape again and let the students answer the questions in pairs after listening.7). Check the answers. (V ariant: you may also ask the students to retell Buford’s story in Standard English in pairs.)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 assessment.A Sample posterCHINA’S 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.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 CHINA’S FUT URE LIES WITH LEARNING ENGLISH2.Writing Assessment1)Can you give persuasive reasons for the topic on your poster?2)Can you verbalize your ideas fluently?3)Can you put your own English learning experiences into a broader perspective?4)Can you organize your ideas in a logical way?5)Have you made a brainstorming map before you set out to design your poster? Do you think ithelps your writing?6)What kind of mistakes have you made in your writing? What can you do to avoid suchmistakes?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 share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:Step 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way.Step 5: Students write about the topic after class as homework.。
高中英语 UNIT 2 English Around the World教案 新人教版必修1
UNIT 2 English Around the WorldTeaching aims and demands:1.Topic:English language and its development; different kinds of English2.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, blockeful expressions:play a role in, because of, come up, such as, give a command, play a part4.Function: language difficulties in communicationPardon? I beg your pardon? I don’t understand.Could you say that again, please? S orry, I can’t follow you.Could you repeat that, please? Can you speak more slowly, please?5.Grammar: imperative sentences and its indirect speechOpen the door. Please open the door.Would you please open the door? He told me to open the door.Warming upTeaching 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 VOAStep 2 discussionActivity 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/sweetcheck/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ postmom/mum movie(film)/film pants /trousers repair/mendsick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrolStep 3 warming upT: 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 discussion1.Do we need to learn both British and American English?2.What kind of English would you like to learn?3.Why?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.ReadingTeaching 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 passagec) Ss will be able to know how to get the key sentence of a paragraph.Teaching procedures:Step 1 lead inAsk students several questions in the form of brain storming.1.Do you know the countries where people speak English? List them on a pieceof 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 readingEnglish 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 summarizeStep 3. Intensive readingT: 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 ------------ todayWho 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 FrenchIn the 1600’s: Shakespeare’s English The time ADEL was written: American EnglishLater: 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 chartActivity 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-ReadingT: 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 tohelp 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 havejust said: We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell: to say that something can only be known in the future:Will China’s nati onal football team enter for the next finals of the World Cup? Only time will tell.Step 6 DiscussionWork in groups. Discuss the question and then ask two groups to report their answers to the class.Step 7 Homework1. Read the passage as fluently as you can.2. Find out some words and sentences you think are beautiful and recite them.3. p11.ex2.3.4Vocabulary and Useful ExpressionsWarming up1.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。
《Unit 2 English around the world》教学设计
《Unit2English around the world》教学设计
一、教学目标
1.了解英语在世界范围内的使用情况。
2.掌握不同英语变体的特点。
3.培养学生对英语学习的兴趣和跨文化意识。
二、教学重难点
1.重点：英语的全球分布和变体特点。
2.难点：理解不同英语变体之间的差异。
三、教学方法
多媒体教学法、对比分析法、讨论法。
四、教学过程
1.导入
播放不同国家的人说英语的视频片段，引出英语在世界范围内的使用话题。
2.知识讲解
（1）介绍英语在全球的分布情况。
（2）讲解不同英语变体，如英式英语、美式英语、澳式英语等的特点。
3.对比分析
（1）对比不同英语变体在发音、词汇、语法等方面的差异。
（2）通过例子让学生感受差异。
4.小组讨论
（1）讨论不同英语变体对交流的影响。
（2）分享自己对某种英语变体的喜好及原因。
5.文化拓展
（1）介绍英语国家的文化差异。
（2）培养跨文化意识。
6.课堂小结
总结英语在世界的地位和不同变体的特点。
7.作业布置
（1）收集不同英语变体的例子。
（2）写一篇短文介绍自己对英语变体的认识。
《Unit2 English around the world》教案
《Unit2 English around the world》教案The First Period●三维目标1.Knowledge：Master the words and phrases and get a view of the road to modern English.2.Ability：Train students’ reading skill.3.Emotion：Let students know more about English and inspire students to study English hard.●教学重点The understanding and comprehension of the passage.●教学难点（1）How to get to master the useful words and expressions.（2）How to improve students’ ability to read an article.●教具准备cassette recorder，some pieces of slide●教学过程Step 1 GreetingsStep 2 Warming upT：English is a widely used language.Do you know in which countries English is spok their native language？The US，the UK，Australia，Canada...T：（a slide：Nancy：Oh，there you are.Now then，did you have a good flight？Here is a short dialogue.Read it and discuss with your partner：What is it that Joe can’t find in the bathroom？Why can’t he find it？And why？T：You are right.Do you know why there’s a misunderstanding between them？Because they sp eak different kinds of English.T：Great.There’s more than one kind of English in the world.In some important ways they’re different.They’re called world English.Can you guess what they include？Canadian，British，American，Australian and Indian English.T：Right.So you know even two native speakers of English may still not speak the same kind of English.Look at the examples on P9.Now try to guess which of the following words are British English and which are American English.Am.English：mom；on a team；rubber；gasBr.English：mum；in a team；eraser；petrolStep 3 New WordsT：From today on，we’ll learn something about English around the world.First of all，let’s get familiar with the new words.Yesterday I asked you to read the new words and look up the meaning of them.Now let’s have a game in which one of you tells us the meaning or the explanation of the words and the others guess which word it is.Let’s go!Step 4 Pre-readingT：Just now，we’ve known that there’re many kinds of English in the world.Then why are there so many kinds？Anyway，we’ll find out the cause today.Now read the title of the passage “the road to modern English”.What do you think it will tell us？Step 5 SkimmingT：Now let’s find out whether your answer is right.So please read the passage fast in silence and find outthe main idea of each paragraph.Suggested answer：Para.1：Brief introduction of the change in English.Para.2：An example of different kinds of English.Para.3：The development of English.Para.4：English spoken in some other countries.Step 6 ScanningT：You’ve mastered the structure of the passage.Now please read para.1 and 2 loud in detail.T：（several minutes later）Have you finished？Here’re some statements of which some are right while some not.Read them and then tell whether they are true or false.If false，please find out the mistake andcorrect it.（slides：1.Most of the English speakers in the 16th century lived in England.2.More and more people use English as their first or 2nd language.3.The US has the largest number of English speakers.4.Native English speakers can understand everything because they speak the same kind of English.）The Road To Modern EnglishThe cause：Cultures communicate with one anotherTime Things that happenedBetween AD 450and 1150Based on German1150 to 1500 Less like German；more like French→why？→because Frenchmen ruled England thenIn the 1600’s Shakespeare broadened the vocabulary.A big change in English，giving its own identity→why？→caused by “American Dictionary of the English language”written by Noah WebsterLater British people brought English to AustraliaT：We know culture communication brings about changes in English.Can you think of any effect that Chinese has on English？T：Great!With more closely communication of culture，English is changing more frequently.T：As we all know，English is spoken as the native language mostly in western countries.Then what about English in some other parts of the world？After reading the last paragraph，would you please saysomething about the present situation of English in your own words？Step 7 DiscussionT：So far，we’ve known that English is becoming more and more important in China.It has been animportant subject for Chinese students.But someone say that Chinese is a much more elegant language.So it is more important for us to master it and it is not so necessary for us to master a foreignlanguage.Do you agree with this opinion and why？Suggested answer：I don’t agree with it.With the cultural communication becoming more and more frequent，the chance tocontact foreigners，exported goods，international conferences，and so on，is more and more.As the mostwidely used language，English is regarded as the language used in most international situations.Thus，if we want to keep up with the times，we’d better master English and use it as a tool.Step 8 Summary and homeworkT：Today we’ve learned an article on “the road to modern English”.After class，you should read it againand again to get the idea of the text further.Do the exercises of comprehending and try to tell your partner something about English in our own words.That’s all for today.Class is over.The Second Period●三维目标1.Knowledge：Do some exercises to master words and phrases.2.Ability：Learn to use these words and phrases in daily life.3.Emotion：Train students perseverance and patience by remembering new words and phrases.●教学重点Explanation of words and phrases and practise using them.●教学难点How to let student master them well.●教具准备slides●教学过程Step 1 Greetings and revision Greet the whole class as usual.T：Yesterday we learnt a passage and I asked you to finish the comprehending exercises.Who can tell me the answer？T：Now who can retell the content of the passage to us？Let me try.English is used more and more today.The number of the people speaking it is increasingrapidly.China has the biggest number of English speakers.However，even two native speakers do notspeak the same English because there are many kinds of English.That is caused by communicationof culture.So actually even they can not understand everything they say.Besides being spoken as thenative tongue，English is also used as a foreign or 2nd language in many other countries.In a word，it is more and more important.Step 2 Learning about languageT：You did such a good job.You have mastered the text quite well.This period we will try to master the useful words and expressions in the first period.First let’s do exercise 1 in the part of learning aboutlanguage.Please read the word or phrase and then match it with the right meaning.T：Keep these words in mind.And then choose some of them to fill in the blanks in exercise 2.（suggested answer：native，actually，vocabulary，apartment，elevator）T：Now we’ll turn to a difficult one.You should fill in the blanks using the words from warming up and reading.At the same time，you’d better pay attention to the forms of the words.T：Well done!As we all know，there’re some differences between British English and American English.Can you give me some examples？American English British Englishneighborhoodlaborcolor honora blehumorfavoritetheater kilometermeterso mbercenter travelinglabeling canceling controledlicenseoffensepracticedefense organization neighbourhoodlabourcolour honourablehumourfavouritetheatrekilometremetresombrecentretravellinglabelling cancelling controlledlicenceoffencepractisedefence organisationT：Sometimes，they even use different prepositions.Let’s move to exercise 4.（Practice reading for a few minutes.）Step 3 Language pointsT：Then I’ll explain some useful words and expressions in warming-up and comprehending to you.核心单词1. command n. & vt. 命令；指令；掌握The officer commanded his soldiers to fire.那名军官命令士兵们开火。
Unit 2 English Around the World教案1
Unit 2 English Around the WorldPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up1. Warming up by answering a questionnaire1). Tell the students they are going to answer a questionnaire about why they arelearning English.2). Write the words: Reasons for learning a foreign language on the center of theboard:3). Ask the students to suggest as many reasons as they can think of, for example, forwork, 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 student one questionnaire paper.6). Explain the task. The students must question each other about their languagelearning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap 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 language 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 & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions2. Further applyingTo get the students thinking about the topic of the reading passage.1). Have a student list on the board all the English-speaking countries in the worldthat they can think of.2). Give the students hints about the places they haven’t mentioned.3). Provide the students with an opportunity to think about the reasons for the spreadof 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. Reading1. SkimmingRead quickly to get the main idea of the text.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.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another. Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.2. ScanningRead to locate particular information and complete the comprehending Exercise One.3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class.1). Do you think it matters what kind of English you learn? Why?Possible answer:I don’t think so. Here are the reasons:★Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.★Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and supporting reason the students give can be accepted.)1)Why do you think people all over the world want to learn English?Possible answer:The reasons why people all over the world want to learn English:★With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.★However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)4. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes to helpus 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 havejust said: We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell: to say that something can only be known in the future:Will China’s nationa l football team enter for the next finals of the World Cup?Only time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than 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, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen f riends, to this day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a …,encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to d o, make notes, fight against, keep…a secret, even though, save time(money), a form of…Period 2: A sample lesson plan for Learning about Language (Indirect Speech (II) requests & commands)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Direct and Indirect SpeechDirect Speech Indirect Speechsimple presentHe said, “I go to school every day.”simple pastHe said (that) he went to school every day.simple pastHe said, “I went to school every day.”past perfectHe said (that) he had gone to school every day.present perfectHe said, “I have gone to school every day.”past perfectHe said (that) he had gone to school every day.present progressiveHe said, “I am going to school every day.”past progressiveHe said (that) he was going to school every day.past progressiveHe said, “I was going to school every day.”perfect progressiveHe said (that) he had been going to school every day,future (will)He said, “I will go to school every day.”would + verb nameHe said (that) he would go to school every day.future (going to)He said, “I am going to school every present progressiveHe said (that) he is going to school every day.day.”past progressiveHe said (that) he was going to school everydayDirect Speech Indirect Speechauxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?”simple pastHe asked me if I went to school every day.* He asked me where I went to school.imperativeHe sai d, “Go to school every day.”infinitiveHe said to go to school every day.Direct Speech Indirect Speechsimple present + simple present He says, “I go to school every day.”simple present + simple presentHe says (that) he goes to school every day.present perfect + simple presentHe has said, “I go to school every day.”present perfect + simple presentHe has said(that) he goes to school every day.past progressive + simple pastHe was saying, “I wen t to school every day.”past progressive + simple pastHe was saying (that) he went to school every day.past progressive + past perfectHe was saying (that) he had gone to school every day.Direct Speech Indirect SpeechcanHe said, “I can go to school every day.”couldHe said (that) he could go to school every day.mayHe said, “I may go to school every day.”mightHe said (that) he might go to school every day.mightHe said, “I might go to school every day.”mustHe said, “I must go to school every day.”had toHe said (that) he had to go to school every day.have toHe said, “I have to go to school every day.”shouldHe said, “I should go to school every day.”shouldHe said (that) he should go to school every day.ought toHe said, “I ought to go to school every da y.”ought toHe said (that) he ought to go to school every day.II. Discovering useful words and expressions1.Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re yourclassmates. 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 stressand 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 indirectspeech.4)Change role so that each person gets the chance to give commands and turn theminto indirect speech.Example:T: Please don’t talk in class.S1: What did our teacher tell us? / What did our teacher say?S2: He told/asked us not to talk in class. / She said not to talk in class.2. Get the students thinking about the difference between the request and command.Then read the replies and decide whether they are in answer to a request or a 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’ll shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won’t get your coat if y ou talk to me like that.★A:_________________________________________B: Sorry. I’ll get that book for you right now.Period 3: A sample lesson plan for Using Language (STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction:In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play:Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find 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 expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1)believe it or not:used when you are going to say something that is true butsurprising: Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does notexist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and thatis not limited to one area or group of people4). dialect:a variety of a language spoken only in one area, in which words, orgrammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besidesdieting, exercising plays an important part in losing weight.III. ListeningTo introd uce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks aSouthern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s 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 students to give the standard equivalents for the dialectic words from Buford’s story, using the context.Dialectic words from Buford’s story Standard English equivalentsheyy’allain’tyeryapup swimmin’jumpin’feelin’‘bout‘nough shoulda seengot outta hello everyone aren’tyouryouchild swimming jumping feelingaboutenoughshould have seen got out of6). Play the tape again and let the students answer the questions in pairs afterlistening.7). Check the answers. (Variant: you may also ask the students to retell Buford’sstory in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directions 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 side2. Prepare their role-play in pairs: Be sure that one plays 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.3.Performance: Ask two pairs to perform their dialogue in class.Sample version:S1: Excuse me, sir. But I can’t find the drugstore?S2: Pardon?S1: I said I couldn’t find the chemist’s 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. 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, what’s your main problem?Did you go naturally between American English and British English 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 assessment.A Sample posterCHINA’S 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.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 CHI NA’S FUTURE LIES WITH LEARNING ENGLISH2.Writing Assessment1)Can you give persuasive reasons for the topic on your poster?2)Can you verbalize your ideas fluently?3)Can you put your own English learning experiences into a broader perspective?4)Can you organize your ideas in a logical way?5)Have you made a brainstorming map before you set out to design your poster? Doyou think it helps your writing?6)What kind of mistakes have you made in your writing? What can you do to avoidsuch 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 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 futurewith EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging 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 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 friends 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. 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 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 should all learn it.。
unit2_English_around_the_world教案
unit2_English_around_the_world教案Unit 2 English around the worldPeriod 1Warming Up& Pre-readingTeaching aims: To make Ss to get to know some differences between British English and American English.Important and difficult points: To tell and grasp the differences between British English and American English.Teaching procedures:TO arouse the students’ interest and lead in the topic, the teacher can organize some activities. Step1: T：We have learned something about friendship in unit 1. Do you know what problems they will meet if a British boy wants to make friend with an American boy?Step2. Let Ss discuss how many countries use English as their official language and which countries.(教师可通过PPT的形式，借助以英语为官⽅语⾔的国家国旗和世界地图来辅助完成) And do you know that there is more than one kind of English? Ss may list America, Britain, Canada, Australia……Teacher writes “American English, British English, Canadian English, and Australian English……T: Are the Englishes talked around the world all the same? （先让学⽣⾃由讨论，然后⽼师播放⼀段来⾃不同国家的母语为英语的外国⼈的视频）Step3. Get the Ss to discuss in groups about the differences between American English and British English, and give some examples.a. Can you understand the different kinds of English these people are using?Speaker1: Let’s go to the pictures?Speaker2: Ok. But how shall we go to the movies?Speaker1: Why not go by underground?Speaker2: Er, but the subway station is far away.When you hear two native speakers of English, they may still not speak the same kind of English. Situation discussionJack is a British boy. He went to America for a trip in this summer vacation. The first day he went to a restaurant and looked around for a toilet. When he asked the waitress, she told him it is on the second floor. Jack went up two floors only to find empty rooms.Where is the toilet?BSpeaker1: Can you tell me how to spell the word “neighbor”?Speaker2: N-E-I-G-H-B-O-U-R, neighbour.Summary: Main differencesSpelling, pronunciation and vocabularyPeriod 2Reading and ComprehendingTeaching 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 i mprove the students’ reading ability.Important points：1、How to improve the students’ reading ability.2、How to make students enlarge their knowledge on English through reading.Difficult points:1、To be able to get the main idea from the text.2、To be able to use the different reading strategies for different purposes.3、Expressing one’s ideas why one should learn English.Teaching procedures:Step1: Lead-in1. Why should we learn English?Step2SkimmingRead quickly to get the main idea of the text.1. The text mainly tells us ___________.A. that old English is different from the English todayB. how Middle English formedC. English and its historyD. that English will keep changing2. The text is developed mainly by ____.A. placeB. timeC. peopleStep3Scanning【答案】 1.England 2.based 3.German 4.vocabulary5．change /doc/5eed1d4e915f804d2b16c193.html cation9.learners10.identityStep4DiscussionWork in groups. Discuss the following question and then ask two groups to report their answers to the class. 1. Why do you think more people in the world now want to learn Chinese?Period 3 Language pointsTeaching aims: To make Ss to know the meanings of the important words and phrases and master their usages. Important and difficult points：To master the important words and phrases.Teaching procedures:1、the road to modern English常与to连⽤的名词：key, answer, entrance, monument……e. g: the key to the bike, the entrance exam to collegeThere stands a Monument to the People’s Heroes on the hill.2、Do you know that there is more than one kind of English？(P9)你知道英语不⽌⼀种吗？more than的⽤法(1)more than ⽤在数字前，意为“⽐…..多；超过……” 意为“不⽌⼀个”（含义为复数，但谓语动词⽤单数）。
Unit2Englisharoundtheworld教学设计
Unit2EnglisharoundtheWorld教学设计Unit 2 English around the world teaching desi gnUnit2EnglisharoundtheWorld教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit 2 english around the worldperiod 4 learning about language1．teaching aimsss will be able to use direct speech and indirect speech2.teaching important pointsummarize the rules of direct speech and indirect speech.3.teaching difficult pointlearn about the special cases in which the tenses shouldn’t be changed.4.teaching methodsdiscussing, summarizing and practicing.5.teaching proceduresstep 1.discovering useful words and expressions1.work in pairs. do exercises 1, 2, 3 and 4.then check the answer you’re your classmates. the teacherhelps the students discover the difference in prepositions.2.revise the phrasesbe 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, bebased on, make use of, have one’s own identity, such as, only time can tell, native speaker,step2.direct and indirect speechrevise the grammar of unit 1please change the direct speech into indirect speech1.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 structuresⅰ.request and commandopen your books-------------commandplease 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.summarycommandsrequestsclose thedoor! please ………..get me something toeat! 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 drinkⅱ.change a command into an indirect speech.told sb （not） to do sth“open the window,”the teacher said to thestudents .---------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 speechask（ed） sb （not） to do sth“open the window, please,” the teacher said to thestudents.--------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。
新人教版必修一 Unit 2 English around the world全单元[教案]
Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes 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. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language 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?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
unit2-English-around-the-world教案
u n i t2-E n g l i s h-a r o u n d-t h e-w o r l d教案(共19页)-本页仅作为预览文档封面，使用时请删除本页-Unit 2 English around the worldPeriod 1Warming Up& Pre-readingAimsTo talk about varieties of EnglishTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: Warming upI: Words previewelevator n. 电梯; 升降机 petrol n. 汽油 =(美) gasoline gas n. 汽油; 煤气; 毒气 official adj. 官方的; 正式的II Let’s do a small quiz about national flags of different countries, and find out the languages spoken in these countries.III Do you know that there is more than one kind of English In some important ways they are every different from one another. They are called world Englishes.@Can you understand the different kinds of English these people are using?Speaker1: Let’s go to the pictures!Speaker2: OK. But how shall we go to the movies?Speaker1: Why not go by Underground?Speaker2: Er, but the subway station is far away.@Varieties of EnglishThere are many varieties (分类) of English around the world such as：Canadian EnglishBritish EnglishAmerican EnglishAustralian EnglishIndian English@ What are the differences between American English and British EnglishASpeaker1: Do you have any plan this fallSpeaker2: WhatDo you mean this autumnWhen you hear two native speakers of English, they may still notspeak the same kind of English.Jack is a British boy. He went to America for a trip in this summer vacation. The first day he went to a restaurant and looked around for a toilet. When he asked the waitress, she told him it is on the second floor. Jack went up two floors only to find empty rooms.Where is the toilet?Speaker1: Can you tell me how to spell the word “neighbor”Speaker2: N-E-I-G-H-B-O-U-R, neighbour.When you write in English, they may not have the same spelling.Read the two dialogues below and then find the different kinds of English.1. Little Girl: Hi, I’d like some sweets, please.Store Owner: No problem. All the candy we sell is sweet.Little Girl: I see, so you sell sweet sweets.2. Jim: Let’s take the lorry for a trip into the countryside. Linda: Of course, I expect you to take me!Jim: Oh, I’m sorry, Linda, I mean my truck.III. Pre-reading1 With your partner, list the countries that use English as an official language.2 Which country do you think has the most English learners?V. Homeworkup the new words and expressions of the reading in the dictionary. 2. Preview the reading:THE ROAD TO MODERN ENGLISHPeriod 2Reading and ComprehendingAimsTo read about the history of English languageTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: ReadingI: Words previewvoyage n. 航行; 航海 apartment n. 公寓住宅; 单元套房actually adv. 实际上; 事实上 base vt. 以…..为依据 n. 基部; 基地; 基础gradually adv. 逐渐地; 逐步地 Danish n. 丹麦语adj. 丹麦的; 丹麦人的vocabulary n. 词汇; 词汇量; 词表 spelling n. 拼写; 拼法identity n. 本身; 本体; 身份 fluent adj. 流利的; 流畅的Singapore n. 新加坡 Malaysia n. 马来西亚II Expressions previewbecause of 因为; 由于 come up 走近; 上来; 提出at present现在; 目前 make use of 利用; 使用 such as 例如……; 像这种的III Reading ------ THE ROAD TO MODERN ENGLISH@Skimming to get general ideasReading Comprehension I1. The text mainly tells us ___________.A. that old English is different from the English todayB. how Middle English formedC. English and its historyD. that English will keep changing2. The text is developed mainly by ____.A. placeB. timeC. people3. At the end of the _____ century, about five to seven million people spoke English.A. 14thB. 15thC. 16thAnswers: C B D@Careful reading to find the main idea for each paragraph.First, let students underline the key sentence of each paragraph Second, let them summary the main idea in their own words.Main idea@Scanning to get detail informationReading Comprehension II1. From AD 450 to 1150, English sounded more like ________. A. French B. Chinese C. German D. Russian2. By the ______ Shakespeare was able to use richer vocabulary than ever before.A. 1400B. 1150C. 450D. 16003. ________ has the fastest growing number of English speakers in the world.A. AustraliaB. ChinaC. IndiaD. Britain4. Which of the following statements is true?A. Languages always stay the same.B. Languages change only after wars.C. Languages no longer change.D. Languages change when cultures meet and communicate with each other.Answers: C D B D@Reading Comprehension IIII．True or false1 English had the most speakers in the 17th century.2 English developed when new settlers and rulers came to Britain.3 Languages frequently change.4 The language of the government is always the language of the country.5 English is one of the official languages used in India.6 This reading describes the development of the English language. Answers:(because after the 17th century, more people began to speak English as a result of England conquering other parts of the world)(because language don’t change often but only when peoples come into close contact)(because the government has to use the language of the country that rules it)During the 5th century AD; AD 800-1150; 1620; 18th century; 19th centuryIII DiscussionChoose one of the topics below and discuss it with your partners.1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn Chinese?Suggested answers:As we all know, English is widely used in many fields, while Chinese is spoken by the largest number of speakers. Chinese will become an international language all over the world in the near future.IV Retell the text by filling in the blanks.At first, only people in________ spoke English. Later, people from England _______ to other parts, so English beganto be spoken in _____ _____ ________. Today, _______ people speak English as their _____, second or foreign language. _______ English speakers can understandeach other but not languages change when ________ communicate with one another. So there are British English, American English, Australian English and so on. They all have their own ________. English is also spoken as a foreign or ______ language in many othercountries. Maybe one day _______ English will become one of the world Englishes.Answers:At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world Englishes.V. HomeworkTranslation1.世界很多人把英语作为外语来讲。
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Unit 2 English a round the w orld 教案1 (THE ROAD TO MODERN ENGLISH <PART 1>)
Introduction
In this period, after the warming up, students
will first be guided to imagine and share their
views about the English-speaking countries.
They will then be helped to read a narration
entitled THE ROAD TO MODERN
ENGLISH. It’s about the development of the
English.
Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.
Objectives
To help students read a travel journal
To help students better understand “THE ROAD TO MODERN ENGLISH”
To help students understand and use some important words and expressions
To help students identify examples of the present progressive tense: expressing futurity in the text Focus
Words voyage, native, apartment, actually, gradually, vocabulary, spelling, latter, identity, fluent, Singapore, Malaysia, Danish
Expressions at the end of, because of, come up, be based on, at present, make use of, such as
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedure
1. Warming up
(1) Warming up by discussing
Good morning, class. Do you know there is more than one kind of English?
How many English-speaking counties are there in the world?
How are you ever heard some differences between American English and British English?
Now look at the following pictures and discuss it in pairs.
(2) Warming up by guess
Now boys and girls, please guess which of the follow worlds is British English and which is American English. Look at the pictures to guess and tell your classmates.
2. Pre-reading by talking and sharing
As we all know, there are a lot of English-speaking countries in the world. Now look at the chart. In the left column are names of countries. In the right column are the conditions. Please match them.
3. Reading aloud to the recording
Today we’re going to read a passage about the development of the English. Please listen and read aloud about the recording of the text
THE ROAD TO MODERN ENGLISH on page 9. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
4. Reading and underlining
Now please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
5. Reading aloud once again and understanding
Next we are going to read aloud the text once again and then fill the blanks.
6. Reading and summing up
We shall go over the text once more to find the meaning of each paragraph.
Para 1: Brief introduction of the change in English.
Para 2: An example of different kinds of English.
Para 3: The development of English.
Para 4: English spoken in some other countries.
7. Discussion
Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?
8. Homework
According to the text, write a passage about the development of the Chinese.。