[k12精品]安徽省长丰县高中英语Unit19LanguageLesson2VarietiesofEnglish教案北师大版选修7
Unit 19 Language Lesson 2 Varieties of English
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2012高中英语 Unit19 Lesson 2 Varieties of English (1)教
Unit 19 LanguageLesson 2 Varieties of EnglishTeaching Aims:1.To practice listening strategies for identifying different English accents2.To develop awareness of different English expressions in different countries.3.To practise using phrasal verbs.4.To discuss the different accents people have when speaking English.Teaching difficulties:1. To practice listening strategies for identifying different English accents2. To develop awareness of different English expressions in different countries Resources used: Cassette, puterTeaching procedures:Ⅰ. Warming upT: How many countries can you name where English is the native language? Do all these English speakers sound the same?S:T: English is widely used in the world, but for some reasons such as history, culture, costume and so on English is spoken differently in different countries more or less.Look at the key words. Match them to words with the samemeaning in the list below.Do the exercise 2 Student work in pairs matching the key words to the words with the same meaning in the list.Do the exercise 3 As a class, students discuss what makes the pairs of words different.Question: What do you think makes the Key Words different from the words in the list?Answer: The key words are British expressions, while the words below are American expressionⅡListen to learn1. Do the exercise 4Listen to the dialogue and decide if these statements are true (T) or false (F). Play the cassette once for students to decide if these statements are true or false Check answers as a class. Ask students to correct the false statements.If necessary, play the cassette again.2. Do the exercise 5As a class, discuss why Liang Weimin thought all English speakers sounded like BBC World Service reporters.Question: Why do you think Liang Weimin thought all English speakers sounded like BBC World Service reports?Answer:Liang Weimin didn’t know people have different English accents depending on where they e from3. Do the exercise 6Ask students to read the strategies to the class in order to understand the listening skill.Play the cassette twice for students to listen and decide whether they are spoken in an American accent or a British accent .Check answers as a class by playing the cassette again, pausing after each sentence, and having students repeat the pronunciation which is the clue to the accent . Question: Can you identify a rule for the difference in the American and British pronunciation of the sound /a:/.Play the cassette twice to let students identify a rule for the difference in the American and British pronunciation of the sound /a:/.Answer: British pronunciation of the sound /a:/ but in American English ispronounced / æ/5.Do the exercise 7Play the cassette twice for students to listen and decide whether they are spoken in an Australian accent or a British accent.By playing the cassette check the answer and ask students to tell the reason, and pausing after each sentence. And having students repeat the pronunciation which is the clue to the accent.Question: Can you identify a rule for the difference in the Australian and British pronunciation of the sound /ei/Play the cassette twice to let students identify a rule for the difference in the Australian and British pronunciation of the sound /ei/Answer: British pronunciation of the sound /ei/ but Australian pronounces as /ai /6.Do the exercise 8.Play the cassette once for students to listen and decide where the speakers e from. Play the cassette again and pause after each speaker for students to write down the words which have been pronounced differently with American, British or Australian accents.Check answer as a class and ask students to share rules they have noticed for the each country.Ⅲ Listening1. Have individuals read out the listening strategies. Ask students if thesestrategies also apply when listening to Chinese.Do the exercise 9Listen to the Canadian travel dialogues. Use the Strategies to choose the correct alternative for each dialogue. There is one extra answer.Play the cassette twice for students to listen and answer the question2. When we speak English we must pay attention to expressing our idea indirectlyand politely and follow its custom and habit. Now let’s read through the Function File and see if they can match any of the expression with the gaps.Listen again and use these expressions to plete the Function File.3. Do the exercise 11Listen two or three times, pausing it for students to repeat the polite requests Ⅳ HomeworkWork in pairs. Student A and Student B turn to page 103。
12018_2019学年高中英语Unit19LanguageSectionⅡLesson2
Unit 19 Language Section Ⅱ Lesson 2 & Lesson 303课后演练提能[夯实·基础知识]Ⅰ. 单词拼写1. The man who was talking to me is one of my r________.答案：relatives2. Though Carl was a foreigner, he could quickly c________ on to how to write Chinese characters.答案：catch3. The doctor gave me ________(清楚的) instructions on when and how to take the medicine.答案：explicit4. The plane flew ________(向上地) in the sky and soon out of sight.答案：upwards5. Passengers may smoke only on the ________(上面的)deck of the bus.答案：upper6. We hope to finish the work next week, but the schedule's very ________(紧张的)．答案：tight7. Her mother disapproves of her wearing ________(透明的) underwear.答案：transparent8. There are signs of political ________(不平静) in the country.答案：unrest9. He ________(仅仅) wanted to talk with her, not to make her angry.答案：merely10. The government will not ________(谈判) with the terrorists.答案：negotiateⅡ. 选词填空答案：on purpose2. We should ________ the importance of learning English.答案：be aware of3. The team ________ members from different countries.答案：consists of4. I can't see where they ________ each other；to me they look exactly the same.答案：differ from5. The teacher is ________ the map and asking where Paris is.答案：pointing atⅢ. 完成句子1. ______________Liang Weimin thought all English speakers ________ BBC World Service reporters?你认为梁为民为什么会认为所有说英语的人听起来都像英国国际广播公司的记者？答案：Why do you think; sounded like2. ____________ accents you hear，____________ you get.你听到的口音越不一样，你就会越糊涂。
安徽省滁州二中高二英语《Unit 19 Language The Second Period Les
1.Teaching goalsLearn the best way to learn a foreign language well.By reading an article about language learning help students to learn how to learn English well. Encourage students to be active learners.2. Teaching important pointsEncourag e student to think actively and get involved in class activities. Help students become active learners.3.Teaching difficult pointsHow to learn English well.4.Teaching methodsListening, reading, discussingStep I Leading inIn this procedure students will have plenty of opportunities to express themselves on how to learn English well. Begin the lesson by asking students to discuss the questions in Before you startT: Then why do so many people learn English? Do you think learning Eng lish is important for your future?Step II Before you startDiscuss the two questions in Before you start.T: Ok, discuss the two questions in Before you start on page 6. Work in groups please. While students are discussing the two questions, Teacher should walk around the classroom and give necessary help when needed.Several minutes later, ask students to present their answers. Show the suggested answers on the PowerPoint.Step III Read to learnDeal with the reading part.T: Yesterday I asked you to make a survey on how stude nts learn English. Now I’d like you to report the result.S1: Most students like to do multiple choice tests. Because they think they will get good marks in the coming NMET if t hey practice such exercises a lot.T: From your survey we can see different people have their own ways of learning English. English is something you do: you listen and read, and then you write and speak. It is very important to understand all th e grammar rules, but then you must learn what to do with them in real life, and do it. Your good or bad grades on multiple-choice tests are no measure of your English ability. Then how can you learn English well? Please skim the text and find the answers.SkimmingAsk students to skim the text and then finish Ex2 on page 6. Students may discuss the questions in groups.T: Look through the questions first. Then skim the text to find the answers. Then check the ans wers with the whole class.Ask students to scan the recommendations and deal with Ex3 on page 6.T: Please scan the recommendations in the text and say if the statements in Ex3 aretrue or false. Three minutes later we will check the answers.Step III ExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.T: After doing the comprehension of the text, let’s deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on page 112.T: Do you have any difficulties with the text？S1: Could you please explain the sentence to us：It was predicted as early as 1700s that English would one day be the global language and that has proved to be the case in the last few decades.Step IV PracticeDeal with Ex 5 on page 7. Ask students to do the exercises individually. While doing the exercises, remind students that they should pay attention to the correct form of the given words. Make necessary changes where needed. Then check the answers with the whole class.Step V Analyzing the textHelp students analyze the structure of the text. Ask students to discuss in groups and later each group will speak out their opinions. After this, show the suggested answers on the PowerPoint.T: OK. Let’s read the text again. Please look at the structure of the text. You are given 5 minutes.……T: Please stop here. I’m glad you thought actively and had a heated discussion. What is its writing style?Ss: This text is an expository writing.T: What is the topic of the text? What is the text about?S1: Language learning.If students have different opinions, Teach er may help them analyze the text. Show the following on the PowerPoint.Part1 (the first paragraph) English has become the global language. Part2 (Para.2-3) An adequate amount of input of English in the classroom will help most of people to learn English well.Part3 (Para.4-5) Recommendations on how to do outside the classroom.T: After learning the experts’ recommendations, let’s discuss what can help you learn English well. Please make your voice heard and get involved in the discussion. After the discussion, please write your suggestions on a piece of paper and put it on your bulletin board so that you can share your ideas with the whole class.Step VI DiscussionDivide the students into different groups and discuss the quest ions of Ex 3 on page 6. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own op inions. Every group should have their secretary to write down the discussion. Then each group should pin the suggestions on the bulletin board so that everyone can read them and learn about others’ good way of learning a language.T: Please work in groups and express yourself freel y. Because everyone has his or her own practical way to learn English, please share your ideas with your group members.Step VII HomeworkPick out the noun clause in the text.。
高中英语《Unit 19 Language》教案(北师大版选修7)
Unit 19 LanguageLesson 1 Language learningTeaching Aim:(1)To introduce four kinds of noun clauses①subject clause②object clause③appositive clause④predicative clause(2) to learn some strategies about learning a foreign languageSetting achievable targets; listening to English songs; watching the news in your own language and then reading an English newspaper; watching DVD; studying with friends; rewarding yourselfStage 1 introduction of the topic—setting a discussionStage 2 reading extensively①read for the first time and answer the true or false questions②reading for the second time and answer the questions in exercise 2Stage 3 reading intensivelyFinish the summary of the whole passage. All the words needed are very important for language learning.Stage 4 summarize the main idea of each paragraph and work out the structure of the passageStage 5 solve language puzzlesSince students have read the passage for 2 times and got the main idea of the passage, there are few language puzzles for them now.But accumulation every day is very important.Here, several words are explained. They are:It was predicted that…casestand outthe chances that 句子are small.EncourageAnd teachers here can give them a task---to look for the usage of the following words in the dictionary.adjust and informStage 6 grammar focusTo learn noun clausesHomework: exercise 1,2,3,5,6 on page 52 and page 53 can be used as exercise resources.。
高中英语Unit19LanguageLesson2VarietiesofEnglish公开课课件省市
different appellations(称谓) to your uncles.
—I think you must be confused
(confuse).It’s a bit
complicated.
3)The confused
(confuse) expression on his face suggested
If you are confused about anything,phone me. 如果你对任何事有疑问,就给我打电话。 The instructions were so confusing that I’ve done it all wrong. 那些说明含糊不清,我全做错了。 归纳:confused adj. “感到困惑的”,修饰人。confusing adj.“难以理 解的,不清楚的”,修饰物。
confused. 你的生物钟对这种变化反应迟钝,产生混乱。
1
2
3
1)短语归纳:
I always confuse you with your sister — you look so alike. 我总是把你和你妹妹弄混,你们太像了。 归纳:confuse ...with ...表示“把……和……混淆”。 2)辨析:confused和confusing
that he was not able to work out the confusing
(confuse)
problem.
1
2
3
3.catch on 学会
He is very quick to catch on to things.
他领悟能力很强。
1)注意观察catch on的不同含义: Her skirt was caught on by a nail. 她的裙子被一个钉子钩住了。
高中英语 Unit19(Language)Lesson 2 Varieties of English
英语：Unit19《Language》Lesson 2 Varieties of English 教案（2）（北师大版选修7）Teaching objectives:1.To practise listening strategies for identifying different English accents.2.To develop awareness of different English expressions in different countries.3. Identify situations and peopleTeaching difficulties: Identify situations and peopleTeaching aids: puterTeaching Procedure:Step1Warm up1.Discussion:1)How many countries can you name where English is the native language?2)Do all these speakers sound the same?2.Write down the words with the same meaning.Step2Listening1.Listen to the dialogue and decide if these sentences true (T) or false (F)1.Pam is American. ( )2.Robert es from Australia. ( )3.The more different accents you hear the more confused you get.( )4.Richard has an Australian English accent.( )5.Pam and Robert say “classroom” the same way.( )Listening strategiesIdentifying different English accents★Before listening, think about different English accents.★While listening, pay atte ntion to words that pronounced in different English accents.★Listen to the intonation of the speakers to identify where they e from.★Try to identify rules for accent of each country or place.Step3PracticeListen and decide whether they are spoken in an American accent (A) or British accent (B)1).Would you like a glass of water? ______2).She is dancing3).Let’s give you an example._________4).I like to eat tomatoes._________2. Listen and decide whether they are spoken in an Australian accent (A) or British accent (B)6). Sorry I’m late. I had to pay my bills. ______3. Listen and decide which speaker is American, which is British and which is Australian.Step4. Listening Strategies★Iden tifying situations and people★alternatives in the questions--what they are going to talk about.★the important words ---identify the situation.★sound effects --identify the situation.★anguage formal or informal--what the relationships are between the people★the intonation --their moodsListen to the Canadian travel dialogues. Use the Strategies to choose alternative for each dialouge.1.Where are the people?A)in a tourist information office B)in a hotelC)at the observation dome D)at the travel a gent’s2. Who is talking ?A)a tourist and a trainee B)a receptionist and a hotel guestC)a passenger and the Tour Managers D)two passengers3)What are they talking about?A)a tour around the city B)a delayC)stopping off somewhere D)the city’s build ings4)How do the tourists feel?A)nervous B)frustrated C) happy D)tiredStep6 Function File--Polite requests1._______to fill in this form here,please.2.I know this is unususl, but after the long flight _________to go on with the group.3.__________I just go off on my own a bit later?4._________she won’t be here till about ten o’clock.5._________having lunch in the hotel,sir?6.__________give me a map of the city,please?7.__________you could give me information about visiting some of the buildings in Toronto,please?8.____________have something about the modern buildings,please?9._______ask someone else,please?10.______I could ask you something?11._______to stay over an extra night in Winnipeg?12._______we have to keep to the timetable,sir.Step7.Activities--Act out a dialougestudentA—a tourist who is checking in a hotel ,make some requests at the front desk. StudentB—a receptionist of thehotel, refuse some of the requests politely。
高二英语下册Unit19 lesson2 教案
高二英语下册Unit19 lesson2 教案李娟Teaching Aims:1.To practice listening strategies for identifying different English accents2.To develop awareness of different English expressions in different countries.3.To practise using phrasal verbs.Teaching difficulties:1. To practice listening strategies for identifying different English accents2. To develop awareness of different English expressions in different countries Teaching Aids: CAITeaching procedures:StepⅠ. Warming upHave a free talk with the following questions:1. What’s your native language?2. Do you speak Cantonese? Do you speak Hakka?3. What about our native language? What’s the native language for all of4. What about the native language for the following countries?StepⅡ. Pre-listeningTask1: answer the question: How many countries can you name where English is the native language? Do all these English speakers sound the same?Task2: Match the British English words with the American English ones in the list below.StepⅢ. ListeningTask1: Listen to the dialogue and decide if these statements are true (T) or false (F). Task2: Listen to the sentences and decide whether they are spoken in an American accent (A) or a British accent (B).Task3: Listen to these sentences and decide whether they are spoken in an Australian accent or a British accent.Task4: Listen to the conversation and decide which speaker is American, which isBritish and which is Australian.Task5: Listen again and use these expressions to complete the Function File. StepⅣ. SpeakingTask1: Listen and think about language and intonation. Which request are: Task2: Now listen and repeat six polite requestsSte pⅤ. Homework。
北师大版高中英语选修七Unit19LanguageLesson2课件
Australian
Listen to the conversation and decide which speaker is American, which is British and which is Australian.
2. I’m going to make a cream cake this
Saturday!
British
3. How much did you pay for the razor? British
4. The mail always comes on Tuesdays. Australian
5. What did you say when he was late?
Listen to the sentences and decide whether they are spoken in an American accent (A) or a British accent (B).
1. Would you like a glass of water? B 2. She’s dancing in the classroom. A 3. Let me give you an example. A 4. I like to eat tomatoes. B
5. Do you think I could have a menu, please?
6. I wonder if I could have another egg, please?
Act out a dialogue
Student A—a tourist who is checking in a hotel, makes some requests at the front desk. Student B—a receptionist of the hotel, refuses some of the requests politely.
安徽省滁州二中高二英语《Unit 19 Language The Forth Period Less
某某省某某二中高二英语《Unit 19 Language The Forth Period Lesson 2 Varieties of English（I）》教案1.Teaching goalsEnable students to identify different English accents and develop awareness of different English expressions in different countries.By practising enable students to identify different English accents and develop awareness of different English expressions in different countries.2.Teaching important pointsHow to identify different English accents and develop awareness of different English expressions in different countries3.Teaching difficult pointsHow to identify different English accents4.Teaching methodsStep I RevisionCheck the homework.Ask some students to make some sentences using noun clauses.Step II Before you startAfter the revision, go on with Before you start on page 8. Exercises in this part will help students prepare for listening.T: As we know, English is spoken widely all over the world? Can you name some of the countries where English is the native language?Step IV Listen to learnDeal with Ex 3.Before playing the recording, Teacher asks students to look through the questionsfirst. According to the questions, students may make a prediction to the listening materials. Play again if necessary. Then check the answers with the whole class. Suggested answer to Ex 4Maybe he has been learning and using British English. He has never heard any other’s English accent.Deal with Ex 5Before listening to the recording of Ex 5, ask students to recall the difference in the American English and British pronunciation of the sound []. While listening they should concentrate on the sound [].Deal with Ex 6While doing Ex 6, students should concentrate on the sound [] so that they can tell Australian English from British English.Deal with Ex 7Play the recording for students to identify the speakers’ different accents and decide where they e from. Play the recording again and pause after each speaker for students to write down the words which have been pronounced differently with American, British or Australian accents. Check the answers and ask students to share the rules that they have noticed for the accent of each country.Step V HomeworkSum up the differences of Varieties of English.Do Ex 4 and exercises in Prepositions on page 55.。
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关键点
The words, phrases and the grammar
教法学法
Team-work and communication approach.
(3)我终于明白他们在干什么了I finally caught on to what they were doing.
VI. Homework
Remember the words we learned today
板书设计
教学反思
IV. Speaking
Task1: Listen and think about language and intonation. Which request are:
Task2: Now listen and repeat six polite requests
V.Explain some language points
catch on明白，理解(understand)；受欢迎(become popular)
※提示：表示明白什么事，后接介词to。■运用：用catch on翻译下列句子。
(1)那首新歌很快就流行起来。The new song caught on really quickly.
(2)我明白了他的意思。I caught on to what he meant.
Have a free talk with the following questions:
1. What's your native language?
2. Do you speak Cantonese? Do you speak Hakka?
3. What about our native language? What's the native language for all of us?
情感目标
Get the students know different kinds of English accents.
内容
分析
重点
The useful expressions in this unit.
难点
1.To practice listening strategies for identifying different English accents.
2. To develop awareness of different English expressions in different countries.
3. Help to improve students’ listening skills.
能力目标
Use the points of this unit very freely.
教具
学具
Multi-media A tape recorder
教学过程
教材处理
师生活动
修改与创新
I Warming up
IIPre-listening
III. Listening
IV. Speaking
VБайду номын сангаасExplain some language points
VI Homework
I. Warming up
Task2: Listen to the sentences and decide whether they are spoken in an American accent (A) or a British accent (B).
Task3: Listen to these sentences and decide whether they are spoken in an Australian accent or a British accent.
4. What about the native language for the following countries?
5. How many countries can you name where English is the native language? Do all these English speakers sound the same?
Unit 19 Language Lesson 2 Varieties of English
课题
Unit 19 Lesson 2 Varieties of English
课型
Listening
第2课时
教学
目标
知识目标
1. To practice listening strategies for identifying different English accents.
Canada, the USA, Ireland, New Zealand, Australia, Britain
The English language has different varieties.
II. Pre-listening
Task1: answer the question: How many countries can you name where English is the native language? Do all these English speakers sound the same?
Task2: Match the British English words with the American English ones in the list below.
III. Listening
Task1: Listen to the dialogue and decide if these statements are true (T) or false (F).
Task4: Listen to the conversation and decide which speaker is American, which is British and which is Australian.
Task5: Listen again and use these expressions to complete the Function File.