unit 2 教案

Unit 2 English around the worldWarming up，pre-readingTeaching 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?Sorry, 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.Period 1 Warming upTeaching Aims: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/ postStep 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?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.FeedbackPeriod 2ReadingⅠ Teaching aims and demands:1) To develop the student s‟ reading ability, learn to use some reading strategies2). To get the students to realize the importance Eglish3). To grasp some useful words and expressions in this passageTeaching key points and difficult points1. Develop the students‟ reading s kills by extensive reading.Enable the students to listen and understand more English dialects.2 Task-based teaching and learning3. Cooperative learning4. DiscussionKnowledge aims:1. Get the students learn the new words and expressions:standard Midwestern southern Spanish play a part southeastern northwestern recognize2. Get the students to know about standard English and dialects.Ability aims:1. Develop the students‟ reading skills by extensive reading.2. Enable the students to listen and understand more English dialects.Emotional aims:1. Enable the students to try to use standard English and Chinese putonghua in their daily life by reading this passage.2. Enable the students to learn about the contributions that scholars have made to the development of the language from reading task.Teaching procedures→Step 1 Revision1. Check the homework exercises.2. Ask some students to tell about the English language.→Step 2 Lead-in1. Introduction:In China there‟re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However, local people also speak their own dialects.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.→Step 3 Reading1. Get the students thinking about the topic of the text to predict what it says.2. SkimmingGet the students to read quickly to find the topic sentence for each paragraph. Paragraphs Topic sentencesParagraph 1Paragraph 2Paragraph 3Suggested answers:Paragraphs Topic sentencesParagraph 1 There is no such a thing as standard English.Paragraph 2 American English has many dialects whose words and expressions are different from “standard English”Paragraph 3 Geography plays a part in making dialects.3. ScanningWork 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 PointsWhile checki ng the students‟ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions, such as dialect, standard, believe it or not, play a role in, and so on.Suggested explanations:1)believe it or not used when you are going to say something that is true but surprising e. g. 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 existe. g. 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 that is not limited to one area or group of people4)dialect a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5)play a part/role in be one of the causes that make something happen e. g. Besides dieting, exercising plays an important part/role in losing weight.→Step 4 GamesThe teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible.T: Which dialect is it?Ss: Northeast. . .The student who answers right will tell an interesting story that shows great difference between dialects in China.Students tell their partner an interesting story.→Step 5 DiscussionGet the students to discuss in groups “Why do we learn Putonghua? ”Suggested answer:Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem.→Step 6 WorkbookReading task(on Page 51)1. Lead-inTell the students: If we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary. Please turn to Page 51. We will read a passage about it.2. SkimmingGet the students to read the passage quickly, then answer the questions:1)Who is the editor?2)How many years did it take to complete the dictionary?3. ScanningGet the students to read the passage carefully to locate particular information, then fill in the table.4. While checking, deal with some language problems that the students can‟t solve by themselves.→Step 7 Homework1. Finish off the workbook exercises.2. Learn the useful words and expressions by heart.FeedbackPeriod 3Reading 2→Step 1 Revision1. Check the homework exercises.2. Ask some students to tell about English language.→Step 2 Lead-in1. Introduction: Chinese putonghua2. 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.→Step 3 Reading1. Get the students thinking about the topic of the text to predict what it says.2. SkimmingGet the students to read quickly to find the topic sentence for each paragraph.3. ScanningWork in pairs. Read the text carefully to locate particular information.4. Language PointsWhile checking the studen ts‟ answers, deal with any language problems to see if the students can guess the meanings of some new words and expressions.→Step 4 GamesThe teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible. The student who answers right will tell an interesting story that shows great difference between dialects in China.→Step 5 Disc ussionGet the students to discuss in groups “Why do we learn Putonghua? ”.→Step 6 WorkbookReading task(on Page 51)1. Lead-inIf we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary.2. SkimmingGet the students to read the passage quickly, then answer some questions.3. ScanningGet the students to read the passage carefully to locate particular information.4. While checking, deal with some language problems that the students can‟t solve by themselves.→Step 7 Homework1. Finish off the workbook exercises.2. Learn the useful words and expressions by heart.FeedbackPeriod 4Grammar（Direct Speech and Indirect Speech(Ⅱ)）Teaching key points Get the students to master the rules of how to express a request and a command in direct speech and indirect speech.Teaching difficult points Enable the students to use a request and a command in direct speech and indirect speech.Teaching methods 1. Task-based teaching and learning2. Cooperative learning3. Discussion and practiceStep 1 Revision1. Check the homework exercises.2. Get the students to dictate some useful words and expressions.3. Change a statement or a question into indirect speech.→Step 2 Summarizing the difference between commands and r equestsThe teacher speaks to three students:Xiao Ming, close the door.Xiao Mei, please pass on the dictionary to Li Ming.Wang Juan, will you please answer me a question?Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests.Show the following on the screen.Direct SpeechCommands Do. . . /Don‟t. . .Requests Do. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?→Step 3 Practice(1)Turn to Page 12.1. Change the commands into requests(Exercise 3 in Discovering useful structures). Students work in pairs.2. Make dialogues using the commands/requests. Work in pairs. Students are encouraged to imagine interesting dialogues.Sample dialogues:Situation 1A: Excuse me. Who would do me a favor to close the door?B: Speak louder, please.A: Will you please close the door?B: OK. I will.A: Thank you very much.B: My pleasure.Situation 2A: Excuse me. It‟s time for me to get off. Would you please make way for me?B: Of course. I‟ll be happy to make way for you. Go ahead.A: Thank you.B: You‟re welcome. Oh, my God, I need to loose my weight.3. Do Exercise 2(Using structures Page 50)Students read the exercise to know what they are expected to do, then do it individually. While checking the answers, deal with any problems students may meet.→Step 4 Summarizing the rules of turning Direct speech into Indirect speechWork in pairs.Show some examples on the screen. Ask students to study them carefully and discuss in pairs to find out the rules.“Make sure the light is off, ” The teacher said to me.The teacher told me to make sure the light was off.“Don‟t play balls in the street, ” the policeman said to us. The policeman told us not to play balls in the street.“Can you lend me ten dollars? ” Mary said.Mary asked me to lend her ten dollars.“Will you please not smoke here? ” she said.She asked me not to smoke here.A few minutes later, ask one student to write his or her answers in the table.Direct Speech Indirect speech Commands Do/Don‟t. . .Requests Do. . . , please.Can/Couldyou(please). . . ?Will/Wouldyou(please). . . ?After discussion, the correct answer is shown on the blackboard. The students can see:Direct Speech Indirect speech Commands Do/Don‟t. . .Sb. told sb. else(not)todo. . .Requests Do. . . , please.Can/Couldyou(please). . . ?Will/Wouldyou(please). . . ? Sb. asked sb. else(not)to do. . .Conclusion:If we change commands, we may use the patterns:sb. told/ordered sb. else(not)to do sth. ; if we change requests, we can use “sb. asked sb. else(not)to do sth. ”→Step 5 Practice(2)1. Turn to Page 50. Do Exercise 1 in Using structures.Teacher makes a dialogue with two students.3. GamesChoose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students ask them to do.If time is limited, it can be done as homework.→Step 7 Homework1. Finish off the workbook exercises.2. Prepare the next part.FeedbackPeriod 5ListeningTeaching aims1.Finish the listening part2.Improve the students‟ listening skillsTeaching key points Develop the students‟ listening abi lity by understanding words used in British and American English which have the same meanings and some dialect accents.Teaching difficult points Get the students to understand different dialect accents.Teaching methods 1. Task-based listening2. Cooperative learningKnowledge aims:Get the students to distinguish some words used in British and American English and some dialects.Ability aims:1. Enable students to catch and understand the listening materials and distinguish British and American English, try using them in dialogues.2. Develop the students‟ ability to get special information and take notes while listening.Emotional aims:Let the students learn about “standard English” and dialects in order to understand people who come from different English-speaking countries and communicate with them freely.→Step 1 Revision1. Check the homework exercises.2. Review commands and requests.→Step 2 Warming up1. Talk about “standard English” and dialects.2. Turn to Page 14. Set the context for the students by describing the situation.The teacher can first ask students to look at the picture and read the passage, then describe the picture and the boys.→Step 3 Listening1. Tell the students:You are going to listen to a boy named Buford. He speaks a Southern dialect of American English with the East Texas accent. Remember:pronunciation is determined by accent. On the other hand, Buford‟s teacher, Jane, speaks standard British English. First, listen and know of standard British English and Southern dialects.2. Play the tape for the students to listen to.3. 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 equivalentshey helloy‟all everyoneain‟t aren‟tyer yourya youpup childswimmin‟swimmingjumpin‟jumpingfeelin‟feeling…bout about…nough enoughshoulda seen should have seengot outta got out of4. Play the tape again and let the students answer the questions in pairs after listening.5. Check the answers with the whole class.→Step 4 Listening and writing(Listening on Page 48)Students read the directions, listen to the tape to get the general idea and then fill in the form.1. Tell the students:Before you listen to the tape, please read the directions to guess what this lestening is about. Make notes while listening.2. Play the tape for the first time so that the students can get a general idea. The second and third time, the students write and check their answers. Pause and repeat the key sentences.3. Teacher checks the answers and explains some difficult listening points if necessary.→Step 5 Discussing and listening(Listening task on Pages 51-52)1. Discuss the question in pairs:What do you usually do to improve your English?2. Tell the students:We are going to listen about how Wang Ting and Chen Pengimprove their English.3. Play the tape for students to find out the main idea.4. Play the tape again for students to answer the questions.5. Play a third time for students to write down the three ways Wang Ting suggests to improve English skills.6. Check the answers with the whole class.→Step 6 Homework1. Finish off the workbook exercises.2. Learn about some differences between British English and American English in vocabulary.FeedbackPeriod 6 Revision(Summing up and Learning tip)Teaching key pointsGet the students to review and consolidate what they have learned in this unit.Teaching difficult points Get the students to turn what they have learned into their ability.Teaching methodsSummarizing, discussing and practicingTeaching procedures→Step 1 Checking the homewor k exercises.→Step 2 Lead-inTell the students:Up to now, we have finished Unit 2. Have you learned and grasped all in this unit? Turn to Page 16. You can check yourself by filling in the blanks in the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about different kinds of English.(The students‟ answers may vary. )I have mainly learned about the differences between British English and American English in vocabulary.From this unit you have also learneduseful verbs:include, rule, command, request, retell, recognizeuseful nouns:role, native, elevator, flat, apartment, rubber, petrol, gas, culture, vocabulary, usage, identity, government, Singapore, Malaysia, phrase, candy, lorry, command, request, boss, standard, Spanish, accent, lightning, direction, ma‟am, subway, blockuseful adjectives:international, native, modern, present, polite, standard, Midwestern, southern, Spanish, eastern, southern, northwesternother expressions:play a role(in), because of, come up, such as, play a part(in) new grammar item:the imperative sentence and its indirect speech→Step 4 Word and expression exercisesShow the exercises on the screen or give out test papers.1. Complete the following sentences with the proper forms of the given words and expressions.include modern present identity government standard recognize direction play a big part(role)in such as even if(though)be based on a number of1)The price______________ dinner, bed and breakfast.2)The film______________ a true story that happened in the 17th century.3)We should replace the equipment with something more______________.4)______________ great______________ high school teachers are needed in Shenzhen.5)I couldn‟t______________ my friend because I hadn‟t seen her for seven years.6)Large classes______________ great problems to many teachers.7)The______________ has announced plans to make the city more beautiful.8)He set himself such high______________ that he often disappointed himself.9 )Are you sure we are in the right______________?10)Her father has never______________ in her life.First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. 1)includes2)is based on3)modern4)A, number of5)recognize 6)present 7)government 8)standard9)direction10)played a big part(role)in 11)identity12)such as13)even though/if2. 14)Western15)vocabulary16)communication17)native18)included 19)requests20)actually→Step 5 Grammar exercisesTurn the following direct speech into indirect speech and indirect into direct.1. “Make sure the light is off when you leave, ” said he.2. Mary asked a stranger, “Could you please tell me the way to the railway station? ”3. He told me not open the windows at night.4. She asked me to lend her a hand.Suggested answers:1. He told me to make sure the light was off when I left.2. Mary asked a stranger to tell her the way to the railway station.3. He said to me, “Don‟t open the windows at night. ”4. “Would you please lead me a hand? ” he asked me.→Step 6 Discussion and talkSupposed situation:A foreigner from Hawaii is visiting your city. He wants to go to a cinema, but doesn‟t know the way. He asks you the way.Some words and expressions are given below:movie/film, block/street, left/left-hand side, apartment/flat, fall/autumn.The teacher can ask students to work in pairs. First discuss and then practice the dialogue with their partners. Make sure they use some British and American words which are different but have the same meaning and patterns for difficulties in communication.→Step 7 Learning tipIt is interesting to learn new words and master several different meanings for each of them by making some jokes with these words. Encourage students to have a try.→Step 8 Assessment1. Checking yourself(on Page 54 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentShow the exercises on the screen or give out test papers.1)Choose the best answer.(1)I didn‟t come to school yesterday. The reason is______________ I was ill at home.A. becauseB. whyC. asD. that(2)Li Ping has some trouble______________ remembering some English words，while Xiao Wang has some difficulties______________ English pronunciation.A. in; inB. with; withC. in; withD. with; in(3)______________ books are given to him as presents.A. A good manyB. A great deal ofC. A good many ofD. A large number(4)The work is______________ finished.A. quiteB. muchC. little by littleD. more or less(5)The students asked the teacher______________.A. three-day vacationB. three days‟ leaveC. for a three-day leaveD. for three days‟ holiday(6)The student told me that he______________ the exam______________.A. has had; yesterdayB. had; the day before yesterdayC. had had; the day beforeD. had had; yesterday(7)I beg your pardon? I don‟t quite______________ you.A. knowB. listen toC. followD. clear(8)English______________ a lot of words from French.A. brought outB. brought inC. brought upD. brought on(9)My father doesn‟t want to buy a car now,______________ he needs one in fact.A. butB. soC. becauseD. though(10)It was raining hard at that time.______________，we arrived there on time.A. HoweverB. UntilC. ButD. While(11)I don‟t think physics______________.A. easy to be learnedB. easily to learnC. easy to learnD. easily to be learned(12)—______________ was the party like?— Wonderful.A. HowB. WhatC. WhichD. When(13)I don‟t think she had a good time there,______________?A. do IB. doesn‟t sheC. did sheD. didn‟t she(14)One______________ ten students______________ playing computer games.A. in; likeB. in; likesC. of; likeD. over; likes(15)Li Lei gives me more help than______________.A. Mary isB. Mary doesC. Mary didD. Mary gives2)Reading comprehensionThe development of the English language falls into three reasonable different periods. Old English lasted from about 450 A. D. ，when the first Germanic tribes(部落）began to settle in England，until about 1100. Middle English extended from about 1100 to about 1475. And Modern English began about 1475 and has lasted to the present time. Of course，the breaks were not as sudden and definite as these dates suggest. There has never been a year when the language was not changing. In spite of that, the traits(特性）of the three periods are so different that a man who knows both Old and Modern English well will find a great deal of difficulty reading some of the Middle English writings without additional study in the important aspects of the language.(1)The writer organized this passage according to______________.A. time orderB. word orderC. the order of eventsD. the importance of each language(2)This passage suggests that a person who knows Old English well______________.A. can learn foreign languages wellB. will have no trouble in reading Modern EnglishC. probably has less difficulty in learning GermanD. can certainly speak Modern English well(3)According to the passage, which of the following is true?A. The English language will be different from what it is today in fifty years.B. If you want to learn Modern English well，you must learn Old English well first.C. English is spoken widely in the world.D. The history of the English language is short and simple.(4)We know from this passage______________.A. Old English began with the first Germanic tribes‟ settlement in EnglandB. Old English lasted 850 yearsC. Middle English was developed by the Germanic tribesD. Middle English lasted 275 years(5)Shakespeare wrote famous plays during the late 1500s and early 1600s，we can say that he wrote in______________.A. Old EnglishB. Late Middle EnglishC. Early Middle EnglishD. Modern EnglishFirst get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)(1)D(2)C(3)A(4)D(5)C(6)C(7)C(8)B(9)D(10)A(11)C(12)B(13)C(14)A(15)B2)(1)A(2)C(3)A(4)A(5)D→Step 9 Homework1. Review and summarize what you have learned in Unit2.2. Preview the next unit.FeedbackPeriod 7-9Teaching goals1.Help Ss grasp the pronunciation of the new words and the use of the new words.2.Help Ss know some derivations of the words and some relative phrases. Teaching important pointsat present ,play part in ,such as , come up, make use of because ofTeaching procedures:→Step 1 Revision1. Check the homework exercises.2. Ask some students to tell something about different English dialects.→Step 2 Reading and exerciseGet the students to try to find out the words and expressions as quickly as possible in the related parts and let them learn some important new words and expressions by studying their contexts, clues and word-formation.The teacher shows the following on the screen.Fill in the blanks with the words and expressions in this unit to complete the following sentences.1. He likes to help us______________ he is very busy.2. We‟ve known for years.______________, since we were babies.3.______________, John cheated in the exam.4. There is a______________ of stone on the road.5. He has played all kinds of______________ in his life.6. He learnt to use body language to______________ with deaf customers.→Step 3 Ch eckingExplain the problems the students meet while checking the answers.Suggested answers:1. even if2. Actually3. Believe it or not4. block5. roles6. communicate→Step 4 Language Points1. include vt. to be one of the parts; to make something or someone part of a larger group包括；包含The price includes postage charges.。