Unit2 English Around the Word说课稿

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Unit2 English around the world全英说课稿

Unit2 English around the world全英说课稿

Unit2 English around the worldA sample lesson plan for the reading partGood afternoon, ladies and gentlemen! It‟s my great honor to stand here to talk about my lesson. The content of my lesson is English around the world. I will present my lesson from the following parts: analysis of the teaching material, analysis of students, teaching and learning methods, and teaching procedures. First, let me talk about the teaching material from three aspects. Now let‟s come to the first aspect-position.1.Analysis of the Teaching Material1.1 PositionsThe content of my lesson is the reading part of Senior English for China Book 1 Unit2-English around the World. This passage is about English what is really a language spoken all around the world. In terms of the lesson, it is an expository essay. Through learning of this passage, students will know that there are many kinds of English around the world, as well as that English‟s development with cultural communications in history. Students‟ learning skills will be trained, since it provides all-around practice about listening, reading, discussion, and comprehension. So it plays an important role in this unit.1.2 Teaching Aims1.21 knowledge aimsa. To help students understand and use some important words and expressions, such as majority, around the world, in total and so on.Words: voyage, native, apartment, actually, base, gradually, vocabulary, fluent, identityExpressions: because of, come up, at present, make use of, such asb.To help students get to know about English developmentTo help students better understand “learning English”To help students identify examples of Indirect Speech (II): request & commands in the text1.22 ability aimsa. To develop the student s‟ abilities of listening, speaking, reading and writ ingb. To guide students to set up effective studying strategies.c. To improve the students‟ reading ability, especially their skimming and scanning ability.d. To train the student s‟ abilities of studying by themselves and cooperating.1.23 moral aimsBy studying of this passage, we‟ll enable students to know a brief history of English and also enable them to identify different English. It also develops students‟ interest and enthusiasm in studying English.1.3 Teaching key points and difficult pointsKey points: guiding students to study how is the passage to be structured, such as looking for the topic sentence of every paragraph by skimming and scanning. Difficult points: the comprehension of some words and sentences, the learning and application of some grammar.2. Analysis of the studentsMy targeting students are from grade one. They have learnt English since primary school. Although they have learnt English for at least four years, they don‟t know the brief history of English and may not study English out of interest. They have no idea about varieties of English.3. Teaching and learning methodsAs is known to us all, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories:Task-based Language Teaching, Communicative Approach, Whole Language Teaching, Total Situational Action. At the same time, CAI can provide a real situation with its sound and picture; it can develop the students‟ creativity in learning English.4.Teaching procedures4.1 Lead inI think the most useful method to lead the students to learn is interest stimulating and discussion by themselves. At beginning I will show them two groups of words and let them guess which one is American English and which one is British English, and askstudents whether they think that native English speakers can understand each other even they don‟t speak the same kind of English. By my given material, they are likely to say yes. But I will tell them that native English speakers may not understand everything of the other speakers. For example, …homely‟in British English means …making you feel comfortable‟, but in American English, it means …ugly, not attractive‟. If a man says it to a British woman, she will be happy while to an American woman she will be angry. After hearing this, my students must be eager to get more information about English around the world. It is the time that we begin our class.4.2 warming upOwe to the lead in part, students know that there is more than one kind of English. And in some important ways they are very different from each another. They are called world Englishes. So I will give them some examples about varieties of English. Then they will be asked to guess which words are British English and which are American English.Examples: elevator/lift in a team/ on a team rubber/eraser petrol/gas picture/movie underground/subway4.3 pre-readingPair work or group work: let students‟ discuss each other and then tell me the keys to the following questions:a. with your partner, list the countries that use English as an official language.b.Which country do you think has the most English learners?c.Look at the title of the passage and guess what it is about. Then read it quickly and see if you are right.4.4 while-reading4.41 SkimmingStudents should read the passage fast to find out the main idea/topic sentence for each paragraph. Lis ten to the passage part by part to develop students‟ listening skills. Paragraph1:The spread of the English language in the worldParagraph2:Native speaker can understand each other even if they don‟t speak thesame kind of English.Paragraph3: English changes and develops when cultures meet and communicate with each other.Paragraph4: English changes and develops when cultures meet and communicate with each other.Paragraph5: English is spoken as a foreign language or second language in South Asia.4.42 ScanningGuide Students to read the passage carefully and take some important notes, then find out the correct answers to finish the following chart with teamwork.Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the students‟ interest in English learning. “Task-based” teaching meth od is used here to develop the student s‟ ability of communication and also their ability of co-operation will be well trained.4.43 Careful readingRead the passage again carefully and decide whether the statements are true or false and explain why.1. English has 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.4.44 Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.This step consists of 3 sections: new words, set phrases, grammar.a. New words: actually, elevator, apartment, vocabulary, includeb. Phrases: come up a place, such as, play a role inc. Grammar point: indirect speech.Purpose: To develop s tudents‟ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passage.4.5 post-readingTasks: a. Sum up the passage in students‟ own words according to the chart. b. Reading the passage again, reviews the knowledge learning in this class.Purpose of my design:I think if students can finish this task well, they will benefit a lot in their spoken English. Most students can take their parts in the activities, especially for the students who have trouble in English study.4.6 HomeworkI think homework should be interesting as well as useful. So I will ask my students to search for some pictures of national flags of major English speaking countries involved in the passage. I will ask them to describe the flags next time. I will also ask them to work in pairs, one says a sentence, and the other changes the direct speech into indirect speech. In this way, students can use what they have learnt in their daily life.Purpose of my design: Homework is so important and necessary to master the knowledge they learned after class. It will check whether the students achieve the teaching aims.。

教案2:Unit 2 English around the world单元整体教案

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.。

人教版高中英语必修一Unit2说课稿

人教版高中英语必修一Unit2说课稿

人教版高中英语必修一Unit2说课稿人教版高中英语必修一Unit 2说课稿English around the world Reading部分各位老师:大家好!我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。

我说课的内容包括三部分,一是教材分析,二是说教法,三是说教学程序。

一、教材分析1、单元背景分析本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美语言的差异,让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

使学生在认识到学好英语的重要性的同时,更加热爱自己的祖国,从而培养他们的祖国意识。

2、教材内容分析本课是高中一年级英语上册,unit 2 English around the world 中的Reading.w 本单元的中心话题是“世界英语”,具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义,以及英美语言的差异”。

本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

w 本课时主要分为两部分:1)Pre-reading. (读前准备)“读前准备”部分是Reading的前奏,此部分设计了两个问题,诱发学思考。

通过对问题的讨论和比较,让学生明白学好英语的重要性。

2).Reading (阅读)“阅读”部分文体为说明文,全文共分三个段落。

全文阐述了一个鲜明的观点:英语的确是当今世界范围内使用最广泛的一门语言之一,也是联合国的工作语言之一,它的重要作用是其他语言不可替代的。

3)Post-reading(读后)“读后”部分共设计了两类题型:第一部分是和个问题,其中前面两个是细节理解题;第三题是一个开放性题目,鼓励学生把英语学习与现实生活相结合。

第二部分是填空形式,帮助学生梳理文章,掌握文章主要细节,概括中心思想,实为文章的一个纲要。

Unit2 English around the world(说课稿)

Unit2 English around the world(说课稿)
●教学重点
Explanation ofwords 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.
S:Let me try. English is used more and more today. The number of the people speaking it is increasing rapidly. China has the biggest number of English speakers. However,even two native speakers do not speak the same English because there are many kinds of English. That is caused by communication of culture. So actually even they can not understand everything they say. Besides being spoken as the native tongue,English is also used as a foreign or 2nd language in many other countries. In a word,it is more and more important.
To let students master words and phrases better,I’ll present more detailed explanations about how to use them in practice by offering some examples. After that,students should practise using them by making up sentences. With this method,students can master the words and phrases better.

人教版高一Unit2 english aroud the world说课稿

人教版高一Unit2 english aroud the world说课稿

Unit 2 English around the world说课稿各位老师:大家好!我是XX号考生顾雨,来自河南财经政法大学成功学院。

我今天所说的课题是高中一年级英语上册第2单元English around the world。

我说课的内容1.教材内容分析今天我说课的内容是高一英语必修1第一单元English around the world.,本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美语言的差异,让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

使学生在认识到学好英语的重要性的同时,更加热爱自己的祖国,从而培养他们的祖国意识。

2、教学目标分析新课标提出了立体三维教学目标,本课我设计的教学目标如下:1)知识目标:熟悉本课的一些新单词,短语和句型。

语法方面掌握直接引语和间接引语的用法及其之间的转换,包括其中的请求与命令的用法。

2)能力目标:训练学生的阅读技巧(略读、寻读等),形成用英语获取信息、处理分析信息的能力。

并鼓励学生开口说英语。

3)情感态度目标:①通过学习激发学生对英语学习的浓厚兴趣;②使学生在领会语言丰富多彩性的同时更加热爱自己的祖国,从而培养他们的祖国意识。

培养他们的跨国文化意识和世界意识。

③通过对课文学习的小组讨论等形式,帮助学生养成团结、协作的品质。

3、教学重点、难点:1)教学重点:①让学生熟悉与本话题相关的一些重点单词、短语。

②提高学生的阅读能力,掌握多种阅读方法,如寻读,精读,理解等。

2)教学难点:对阅读中所获取的信息进行加工学习,形成有效的学习策略。

鼓励学生开口说英语。

高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

但学生的英语水平参差不齐,教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂,调动他们的积极性,使他们愿意学,在学习的过程中享受到乐趣。

英语:Unit2《English around the world》教案(11)(新人教版必修1)

英语:Unit2《English around the world》教案(11)(新人教版必修1)

英语:Unit2《English around the world》教案(11)(新人教版必修1)The Third Period●单元规划本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。

第二单元English around the world的设计可分为五部分。

第一部分warming up;第二部分learn something about the road to modern English;第三部分learn something about words and expressions;第四部分the structure which expresses commands and requests;第五部分using language。

第一部分通过比较英美两种英语中存在的差异及猜测同义异形单词的所属类别,使学生对world English这一概念有所感知,为其余部分的学习提供认知基础。

第二部分以一篇阅读文章(The road to modern English)的方式呈现,介绍了英语的分布、使用、发展等情况,使学生对world English的由来更为了解,并通过讨论等方式让学生对英语的重要性有更深的体会,激发学生对英语的求知欲。

第三部分是语言学习板块。

通过单词的讲解及运用,更好地掌握一些重要的词汇。

这一部分还包括英美两种英语中不同搭配的练习以及听力练习,让学生更好地认知world English这一概念。

第四部分为语言学习板块,主要是掌握命令、请求的句式以及此种句式直接引语及间接引语的转换。

第五部分是语言运用部分,包含了听、说、读、写4个板块。

●课时安排本单元教学可分为6个课时。

第一课时为reading;第二课时为language points;第三课时为grammar;第四课时为listening;第五课时为extensive reading;第六课时为writing and speaki ProcedureStep 1 Greetings and revisionGreet the whole class as usual.Review the useful words and expressions by letting students make up sentences using these words and expressions.Step 2 GrammarT:In the last unit,we have learnt something about the direct speech and indirect speech.We know while we change direct speech into indirect speech,we should change many things such as the tense,some adverbials and some verbs.Now let’s first do some exercises.Turn the following into Indirect Speech1.“I broke your CD player,” he said to me.2.“Are you sure you didn”t do anything to this?” he asked me.3.“A friend in need is a friend indeed,” Mother said to me.4.Tom said,“I bought a book for my brother yesterday.”5.He said,“I shall meet her at my office.”6.The teacher said,“I must go now.”7.He said,“I can do homework myself now.”8.He said,“The house was built in 1965.”9.“Why was Jenny late for school?” Mr Baker wanted to know.10.They said,“will you visit the museum tomorrow?”Turn the following into Direct Speech.11.I said that I would try my best.12.He wondered (asked)how long it took to do the work.13.Bob asked John whether he had seen his wallet.14.His aunt said that she had got there five days before.15.I asked Tom why he had not told her the truth.Suggested answers:1.He told me that he had broken my CD player.2.He asked me if I was sure I hadn”t done anything to that.3.Mother told me that a friend in need is a friend indeed.4.Tom said that he had bought a book for his brother the day before.5.He said that he would meet her at his office.6.The teacher said he had to go/must go then.7.He said that he could do homework himself then.8.He said that the house was built in 1965.9.Mr Baker wanted to know why Jenny had been late for school.10.They asked if we would visit the museum the next day.11.I said,“I”ll try my best.”12.He asked,“How long does it take to do the work?”13.Bob asked John,“Have you seen m y wallet?”14.His aunt said,“I got here five days ago.”15.“Why didn’t you tell her the truth?” I asked Tom.T:You did a very good job.Today,we’ll go on to study indirect and direct speech.But firstly,we should learn to tell requests from commands.In English,giving commands is less polite than making a request.So most of time,commands are made by those people who are bosses,teachers,leaders,officers,or some other one who has authority.Now would you please tell which of them are commands?(show them a slide)1.Close the door!2.Would you please help me carry the case?3.Get me something to drink.4.Could you lend me 100 yuan?5.Please turn off the lights.6.Don’t smoke here.7.Will you clean the blackboard?8.Clean the table please.S:1,3,6 are commands,and others are requests.T:That’s right.So we can draw a conclusion:Sentence pattern for commands:Do.../Do not do...Sentence pattern for requests:Do...please./Can you do...?/Could you do...?/Will you do...?/Would you do...?Then if we want to change them into indirect speech,we should do like this:Commands:sb. told/ordered sb. (not)to do sth.Requests:sb. asked sb. else (not)to do sth.According to these rules,let’s do some practice.1.Change these sentences into Indirect Speech.He said to me,“Don’t smoke in this room.”He said to me,“Please don’t smoke in this room.”He said to me,“Could you please help me with my work?”Suggested answers:He told me not to smoke in that room.He asked me not to smoke in that room.He asked me to help him with his work.2.Change the following sentences into Direct Speech.The landlady asked him to put his coat in the closet.The young father told his children not to move.Mother told me to lock the door after midnight.Suggested answers:“Put your coat in the closet please,” the landlady said to him.The young father said to his children,“Don’t move.”Mother said,“Lock the door after midnight.”3.T: Now let’s do exercises on P12. Ex 2 and 3. Then check the answers.4.Now let’s use these patterns to make up some dialogues (E x4 on P12)or let students do it as homework.Step 3 ReadingT:As we all know,China is a very big country where different dialects are spoken.Can you list some of them?S:Guangdong dialect,Shanghai dialect,Sichuan dialect...T:Is there anybody who can speak a dialect from other place?S:(some students act it out)T:Thank you!Do you think that it is easy for people to follow those speaking different dialect?S:No.Some dialects are really difficult to understand.T:Then how can we solve this problem?S:We can communicate in Putonghua.T:Yes.The difference between Chinese dialects are so big that it’s really hard for people to communicate in it.So now most students are taught in school in Putonghua.Then do you think that it is the same case with the US?S:I think so.T:What is it that makes you think so?S:I think that the US is a big country just like China.Besides,it is a country in which many people are from different places.So I think that people may speak dialects.T:Let’s try to find it out whether it is t he case.Now read it fast and then answer these questions.1.Is there the same case?Can you list some examples?2.Why are there so many dialects in the US?3.What is the standard English?4.Do you think there’s the standard English?5.Can Americans in Midwestern and southern understand each other?Suggested answers:1.Yes.It has many dialects,such as Midwestern,southern,African American and Spanish dialects.2.Because people have come from all over the world.Geography also plays a part in making dialects.3.It is believed to be the English spoken on TV and the radio.4.No.5.Yes.A joke about dialect:One friend of mine was giving an English lesson to a class of adults who had recently come to live in the United States.After placing quite a number of everyday objects on a table he asked various members of the class to give him the ruler,the book,the pen and so on.The class went very smoothly,and the students seemed interested and serious about the work that they were engaged in until my friend turned to an Italian and said,“Give me the keys.” The man looked surprised and somewhat at a loss(有点手足无措).Seeing this,my friend thought that the student hadn’t heard him clearly,so he repeated,“Give me the keys.” The Italian shrugged his shoulders.Then,he threw his arms around the teacher’s neck and kissed him on both cheeks.Step 4 SummaryT:Today we have learnt some patterns which express commands or requests.And we have dealt with the reversal of the sentence patterns.After reading the passage,we have known that American English has different dialects.Though there is no standard English,we should learn to pronounce the English words correctly.Step 5 HomeworkT:Today’s homework is to recite words and phrases and make a dialogue using sentence patterns of expressing commands and requests.。

新人教一Unit2Englisharoundtheworld[说课稿]

新人教一Unit2Englisharoundtheworld[说课稿] The analysis and rearrangement of teaching materialTo help students understand better , I have made following rearrange ment .Since Para.1 and para.5 both talk about the English spread in space. Para.3 and para.4 both talk about the development of English in the time order. And para.4 mentioned the difference between British English and American English in spelling , students will follow to learn another differ ence in para2, ,which is the different English expression. So the teaching order is not from para.1 to para.5 one by one, instead, firstly, para1 and para5, secondly, para3 and para4 and lastly, para2. With the two clear clu e, Ss will understand the passage more logically and easily.The analysis of learning conditionAs the center of my class, my students have already acquired a certa in amount of words and expressions , and equipped with basic reading sk ills, which make it possible to generally understand the passage. While th ey have learned English for several years, they are still in lack of the ba ckground knowledge of the English, such as the history of English , how it changes and why. What`s more, they need more chance to practice th e reading skills, so that they can use correctly and freely.Concerning of the teaching material and my students` learning condi tion , I set following achievable and practical Learning Objectives By the end of the lesson, Ss will be able to achieve theLanguage skills1)As a famous linguistic said 〝reading is a psycholinguistic guessing game〞, prediction ability plays an important role on reading effectively a nd efficiently. So in this lesson, students will continually practice such ability to guess 〝road〞mean , and based on the understanding of the titl e to predict the reading content.2)Another main reading skill to develop is to get the main information--- finding the key words in a sentence to summarize the English feature i n different time3)Since reading as a input process, students need to transfer the inform ation into their own , so retelling is a good way to check their learning. Students will ask to retell the passage with the help of the offered clues and key words, so their speaking ability will have another practice.2. Language knowledgeKnow the meaning and usage of new words, phrases and sentences p roperly, such as: rule (used as a verb), make voyage to conquer ect. Wha ts` more , they can use it correctly and freelySs will have deeper understand the topic of English and Know the d ifference between American English and British English in spelling and e xpression. And the terms of 〝first language 〝,〞second language , 〝foreign language 〝.3. AffectsStudents will have deeper impression of the popularity of English s peaking by being offered the specific figures , so they will realize the im portance of learning English and have higher motivation to learn. Additio nally, they can consider a language age as an developing process instead of a static one.4. Learning strategies1) communicate strategy:According to the new curriculum criteria, the teaching process should be an interactive process: by interacting with teacher and classmates, students can achieve accomplishments easily and happily . so students will e ncouraged to communicate with others in English politely and fluently not only in class but also after class.2) resource strategySs can develop their resource strategy by searching the internet to le arn more about the English language.5. Cultural awareness1) Since language as the media of culture, students will realize that l earning a language and learning its history should be hand in hand. So w hile learning the development of English, students will consider more abo ut the history. Only by doing so, they will have a wild cultural mind.2) Since many important person played important roles in English development, students will learn from such famous person by getting mor e information.Language focusesPredicting, scanning and retellingThe new words and expressions and the language points which are a ssociated with themThe development of EnglishAnticipated difficultiesEmploy different reading skills to understand the text accurately.Grasp the knowledge about the development of English and retell it.Teaching methodsAccording to Stanovich `s opinion :reading is an interactive process, i nvolving knowledge of the world and various types of language knowledg e , any of which may interact with any other to contribute to text compr ehension. So I mainly adopt interactive- compensatory approach.Teaching aidsMultimedia devices and PPT documentsTeaching procedure:Now I will present my teaching procedure. I mainly adopt the three –stage models: pre-reading; wile-reading; post-readinglead in (5mins)At the beginning of the class, I will lead in the reading material by the following two activities:First I will offer two pictures. One is a piece of written paper, whic h looks like musical composition, and another picture is a ring, on which carves the unfamiliar words . I will ask them to guess what are they , and lead to the answer that they are old English. By creating the informa tion gap, students will have a high motivation to learn more about old E nglish .The second activity is that I will encourage students to try to translat e four sentences take from Robert burns: red, red rose.During the process, students will not only realize the difference bet ween old English and modern English but also enjoy the pleasure of tran slation.These two lead-in activities will naturally arouse their motivation to know what has actually happened to English. So, it would be easy for m y students to learn that the word〞road 〝in the tile ,which mean the 〝development〞While-readingStep1 fast reading (6mins)Ativity1: After understanding the title, students will ask to predict ho w would the author illustrate the development of modern English ,if he o r she was the writer what aspects of English would be mentioned. Activ ity2: Then skimming the passage to check their prediction and get that th e whole passage can be divide two parts: one is the way of English spre ad, which is in the space aspect, and the other is about the way of English change, which is in the time order. With this two clues ,students will have a clear understand of the passage.Step2 careful reading p1/5 (10mins)Activity1Before learning the English spread, I will ask students to guess how many people are speaking English ,how many countries take English as t heir official language. By making the contrast the English use in 16c ,stu dents will realize the popularity of English and the importance of learning English .Activity 2Then students will go though paragraph1 and 5 to list the English sp oken countries, and learn the difference of the terms : first language, sec ond language , foreign language .Activity 3Students read paragraph1 and 5 again and find when and why Englis h began to spoken in other countries. So the students will learn about the history of British exploration age and learn the important term 〝make voyage to conquer〞, and the new word 〝colony〞Activity 4 guess 〝where am I from〞While the spreading, English has borrowed many words from other c ountries, so students will try to match the words with the country they c ome from. This interesting activity will help students to realize that if we want to keep a language alive, we must keep a wide mind to keep up with the tome and bring into others` wordStep 3 careful reading p2-4 (15mins)Activity 1.Read p3-4 to find the key time, and fill in the blanks of the table , which is about the English feature in certain time. As the passage mentio ns many important person who made great contribution to the English change , I will add more personal information to help students better underst andActivity 2.Since the p4 mentioned the American English identity , students after learning the different spelling of some words, they will ask to read p2 t o learn different expression .Post-readingRetell the passage (8mins)You are supposed to be English linguistic teachers, and this is the fir st class of the new term , you have to give a brief introduction of the d evelopment of modern English to your students .Homework (1mins)Search the internet or read books to learn more about the English la nguage and the British historyDiscuss why people all over the world are speaking English, will suc h phenomena kill the language diversity ?At last, it’s my blackboard design. On the right, they are the key l anguage points. In the middle, it’s the outline of the passage.That’s all for my presentation, thanks for your attention!。

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。

Unit 2 English around the world 说课

说课稿尊敬的老师,大家早上好,我是张海军。

今天我说课的题目是English around the world (世界英语)中的阅读(the road to modern English)现代英语发展之路,接下来我会从教材分析,学情分析(教学背景),教法,学法,教学过程这五大方面来展开我的说课。

一.说教材(Analyzing teaching material)教材的地位和作用:本节课选自全日制普通高中课程标准试验教材必修一第二单元的内容。

本文主要讲的是英语的发展和种类。

而学生作为英语语言的学习者,有必要较为深刻地了解英语语言的一些相关信息。

减少学生在今后英语学习中的障碍。

所以本节课在英语书中起着非常最重要的作用。

教学内容分析(Teaching contents)本课是高中一年级英语上册,unit 2 English around the world 中的the road to modern English现代英语发展之路。

这一单元选自人教版普通高中课程标准实验教科书。

本单元讨论的话题是“现代英语发展之路”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美语言的差异,让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

使学生在认识到学好英语的重要性的同时,更加热爱自己的祖国,从而培养他们的祖国意识。

(一)教学目标(Teaching aims)根据新颁布的普通高中《英语课程标准(实验稿)》关于阅读课主要教学目标的具体描述,结合本课教学内容,具体从语言知识,语言技能,情感态度和文化意识四个方面制定如下教学目标:1.知识目标(knowledge aim):本课为阅读课型,是一篇说明文,涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美英语语言的差异。

通过阅读使学生了解“英语发展之路”的一些基本概况,包括它的重要性和英美英语的差异。

教案1:Unit 2 English around the world单元整体教案

Teaching aims:1.to know that English has not only taken different forms in the world but plays different roles.2.to know how wide spread English is in the world today.3.to master some useful words and expressions.Teaching methods:1.discussing2.cooperative learningTeaching materials: Warming upTeaching procedures:Step One: Leading-in1.Free talk: Something about EnglishLet the Ss talk about English language as many as they can.Step Two: DiscussionAsk the Ss:1 Do you know where is English spoken in the world?(Let some Ss list on the Bb all the English-speaking counties in the world that they can think of, then give them hints about places that they haven’t mentioned)2 How many people speak English in the world today?3 Why do so many people speak English?4 Do you think that there is only one kind of English in the world?(Tell the Ss that English has a variety of spoken and written forms, and there are two major groups of English: British English and American English.)Step Three: Guess and discuss1.Have the Ss guess which of the following words is British English and which is AmericanEnglish: (前美后英)elevator / lift on a team / in a team eraser/ rubbergas /petrol2.Give Ss a few of the British English words, let them discuss in pairs and try to guess theBritish English equivalents.E.g.. pub: bar mad: crazy autumn: fallmend: repair post: mail film: movie\ filmill: sick lorry: truck match: gameStep Four: Language points:1 in some way 在某些方面e.g. In some way, it’s good, but it’s expensive.词组联想:on the \ one’s way to 在去…… 的路上in the way 挡路in no way 决不in a way 在一定程度上by way of 经由……2 because+从句because of+名词/代词E.g.. We were late because it rained.They are here because of us.Step Six: Assignments1.Ask Ss to give more words that are spoken or written in different forms.2. Prepare for ReadingThe Second and Third Period( reading and comprehending)Teaching aims:1.to know about how English developed----a brief history of the English language2.to pr omote the Ss’ abilities of reading comprehension3. to learn about some new language pointsTeaching methods:1.reading and discussion2.cooperative learning and speakingTeaching materials: Reading, ComprehendingTeaching procedures:Step One: Leading-inT: English, like all major world languages, it is constantly changing . Do you know the brief history of the English language?Step Two: Reading1.Ask the Ss to skim the passage and answer the following questions:What does the passage mainly talk about?Which country has the largest number of English speakers? (China)Why has English changed over time?(Paras3-4)2.Let the Ss read the passage and give the main idea for each paragraph.Pare1: It’s about the number of the people who speak English.Pare2: Native English speakers can understand each other , but may not be able to understand everything.Para3-4: (The second sentence)Pare5: English is also spoken as a foreign or second language in Asia and Africa.(仅供参考)Step Three: Discussion1.Have Ss consider and discuss how much their lives may change English in the future?2.Let Ss predict the role their generation will play in the development of the English language. Step Four: Listen to the text and then go through it with the whole class.Step Five: Language points1.even if = even though : in spite of the fact; no matter whether 即使;尽管。

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Unit2 English Around the Word(说课稿)2007031459 邓昭斌This is the fifth period of this unit. In this part,two items will be dealt with,that is,the words left in the vocabulary,the reading in the workbook. The first item,learning new words left in the vocabulary is to remove the barrier in the following study. And how to let students learn the words with interest is a difficult issue. I think it is better to give students the chance to learn new words by themselves. Let students look up words in the dictionary and then communicate with others in Class,which can inspire students. And then let them make up some sentences. The second item is another passage on the subject “English”. It gives students much more information on E nglish. To deal with this passage,7 steps are designed:(1)predict what will be talked (2)listen to find out answers (3)answer questions (4)scanning to fill in a table (5)summary (6)discussion (7)homework●三维目标1.Knowledge:Learning the rest words in the vocabulary.2.Ability:The understanding of the reading passage.3.Emotion:Guide students how to remember more words as soon as possible.●教学重点The understanding of the reading passage.●教学难点(1)How to let students master words.(2)How to let students understand the passage well.●教具准备cassette recorder;map●教学过程Step 1 GreetingsGreet the whole Class as usual.Step 2 New words and vocabularyT:Yesterday,I asked you to look up the words left in the vocabulary in the dictionary. Have you been prepared for it?Now,let’s have a game. Let’s divide the whole Class into 2 groups. Either group chooses one student as a represe ntative. I’ll show the representative a word or a phrase,she or he should explain it in English. If the group’s members can guess it,your group will win 10 points. Either group has 5 chances. Let’s go!Possible explanation:mand:(1)v. to tell sb.to do sth. (2)an order2.standard:generally used or accepted as normal3.play a part in:play a role in4.dialect:a way of speaking that is used only in a particular area5.request:(1)v. to ask sb.to do (2)n. an act of asking for sth. in a polite or formal way6.polite:the opposite of rude7.retell:to tell a story again or in a different form8.accent:a way of saying words that shows what country,region or social Class sb. comes from9.recognize:to know who the person is10.eastern:in or from the east of a country or placeT:Well done! Now let’s deal with the some of the words and phrases in deal.mandv.命令,指挥command sb. to do;command sth.;博得,应得command that-clausee.g. He commanded his man to retreat.The troops were commanded by Gerneral Haig.The king commanded that she (should)be executed.(建议,命令,要求一类词后从句中用虚拟语气,此类动词有suggest,advise,order,request,require,command,demand...)He commanded the building (should)be torn down.n.命令[C];指挥,控制[U]e.g.Are you refusing to obey my commands?You must obey his command that the building (should)be torn down.Take command of;be in command;under one’s command;under the command of sb.e.g.She took command of this Class after the former manager left.She felt in command of her life.The battleship is under the command of Captain Blake.2.requestv.request sth. (from sb.);request sb. to do;request that-clausee.g.You can request a free copy of the leaflet(宣传单).You are requested not to smoke in the restaurant.She requested that no one (should)be told of her decision until the next meeting. n.request (for sth.);request (that)e.g.Requests for visas will be dealt with within 48 hours.Her request that more sweets be served was refused.3.recognize 辨认出;意识到;承认recognize sb./sth. (by/from sth.)通过……认出……;recognize sth. (as sth.);把……认作是……recognize that意识到;承认e.g.I recognized the house from your description.Drugs were not recognized as a problem then.Nobody recognized how urgent the situation was.We recognized that the task was not easy.4.standardn. 规格,标准[C&U]raise/improve/lower standard 提高/降低标准set (sb.)a standard 给某人定一个标准e.g.He set himself such a high standard that he often disappoints himself.of high/low standard 具高/低标准的standards 行为标准,道德标准a man of high standards 一个道德高尚的人Step 3 ReadingT:We have learnt English for many years.Then in your opinion,what is a very important help to your English study?S:teachers,books,tapes ...T:Anything else?Is there anything that you can turn to for help when you are confused while learning English?S:I think a dictionary is a great help.T:Yeah.When we meet across new words we often look them up in a dictionary.What is the most widely-used dictionary in Chinese?S:Xinhua Dictionary.T:Then which one do you think is used widely in English?S:I’m sorry I have no i dea.T:It’s Longman Dictionary and the Oxford English Dictionary.Today,we’ll read a passage on the Oxford English Dictionary.Now according to the title,what do you think will be mentioned in the passage?S:I think the writer,the time when was it written,why it was written,how it was written,the feature of the dictionary will be mentioned.T:Now,let’s listen to it to see whether your answer is right.(after listening)T:Do you think that your answer is right?S:I think that it doesn’t mention the feature of the dictionary.T:Yes.Now let’s read it aloud to answer these questions then.①Why was it written?②When did it start to be written?③Who is the writer?④How it was written?S:①To encourage everybody to spell the same.②The idea was raised in 1857.And 22 years later,it began to be written.③Three men worked together on the dictionary:Samuel Johnson,Noah Webster,and James Murray.④It took the three men nearly all of their lives to try to collect words.T:Good job!Then who first began to work on the dictionary?S:Murray.T:Yes.Now let’s read the last paragraph.And then finish the table about notes onJames Murray’s life with your partners.(check together)Step 4 Consolidation/discussionT:After reading it,can you say something about Murray?Let’s do a chain reaction.Each student just says one sentence about Murray.T:Do you think it worth so these people’s spending so much time on?Why?Now discuss with your partner and list some reasons.(discuss for about 3 minutes)Now,it’s show time.S:We think that it worth their job.If there were no dictionaries,people would have no rule to guide them while using the language,which will lead to a mess in English because different people would use different laws to use it.Then there will be more difficulty in understanding one another.With the dictionary,people have a set rule to judge whether their way of using the language is right.Step 5 Summary and homeworkToday,we have learned the words left in the vocabulary and we’ve got some information on the large English dictionary.After Class,please read the words again and again to recite them and try to use them to make up sentences.●板书设计Unit 2 English around the worldThe Fifth PeriodWordsmand2.request3.recognize4.standardUnderstanding of the passageGuessingQuestions。

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