高中英语高一人教版必修一unit2Englisharoundtheworld教案、教学设计
1 Unit 2 English around the world 学科：English 授课班级：Senior One 执教教师： 授课时间： I．教学内容分析 本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。 II．教学重点和难点 （一）了解英语在世界上的发展状况， 以及各种各样带有民族、地域特色的英语。 （二）了解英语和美语的一些基本的差异，像单词的拼写，单词的发音，句式结构等。尤其是一些常用词。 （三）掌握本单元教学目的和要求中的词汇的用法。 （四）学会英语中有关交际困难的表达法，，如Pardon? I beg your pardon? 熟练掌握祈使句及其间接引语的表达法。 III．教学计划 第一课时：Warming Up 第二课时：Pre-reading, Reading, 第三课时：Comprehending, Learning about Language 第四课时：Using Language 第五课时：Reading and speaking 第六课时：Workbook IV．教学步骤： Period 1 Warming Up Teaching Goals: 1. Get Ss to realize that there are some differences between American English and British English. 2. Get Ss to practise their oral English. Teaching Procedures: Step 1. Leading-in Do you like to see the film? Do you know the other name of film? Yes. It’s movie. Do you know the difference betweens the two words? One is British English and the other is American English. Do you know the differences between them? The differences between the British and American English are spelling, pronunciation, usage and the most important is culture. Step 2. Warming Up Purpose: To make students understand the differences between American and British English 1. Pair work: (1) Get Ss to discuss other words that they have learned. (2) Give Ss some words and expressions and have a discussion ① Words: 旁注 2 英 美 电影 films movies 汽油 petrol gas, gasoline 图钉 drawing thumb tack 钞票 banknote bill 跳远 long jump broad jump 糖果 sweets candy
② Expressions: British English American English
I’ve just had lunch. I just had lunch/ I’ve just had lunch. I’ve already seen that film. I’ve already seen that film/I already saw that film. Have you finished your homework yet? Have you finished your homework yet/Did you finish your homework yet? Do you have a car? Have you got a car?
He hasn’t got any friends. He doesn’t have any friends. She has a beautiful new home. She’s got a beautiful new home. On the weekend. At the weekend. On the team. In the team. Please write me soon. Please write to me soon.
2. Group work: (1) Divide Ss into groups and ask them to make a dialogue. (2) Let Ss practice the dialogue with their partners. 3
Periods 2 Pre-reading and Reading Teaching Goals: 1. Get Ss to learn about English spoken around the world 2. Improve Ss’ reading ability, especially the skills of summarizing, word guessing and scanning. 3. Get Ss to realize the importance of learning English and of love of our own country. 4. Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation. Teaching Procedures: Step 1. Leading-in Present Ss with the names of seven countries （the UK, the USA, Canada, Australia, South Africa, Ireland and New Zealand）, and ask Ss: “Is there any relationship between these 7 countries?” Allow Ss to show their own opinions. The answer is that English is the mother tongue to the people in these 7 countries. 1. Present Ss with the names of some other countries: India, Pakistan, Nigeria and the Philippines. Then ask: “Is English spoken in these countries?” Allow Ss to show their own opinions. English is used as an official language in these countries, which is spoken on formal occasions like governing, schooling and news reporting. 2. Also in many countries, English is learned as a foreign language, like in China, Japan, France and so on. So although English doesn’t have the most speakers in the world, it is the most popular language all over the world. Today we’re going to read a lesson entitled English around the world.
Step 2. Reading 1. Skimming: Get Ss to read through the passage and find the topic sentence of each paragraph. Para 1 Today, more people speak English as their first, second or foreign language than ever before. Para 2 Native English speakers can understand each other even if they don’t speak the same kind of English. Para 3 All languages change when cultures communicate with one another. Para 4 English is also spoken as a foreign or second language in South Asia. 2. Scanning Purpose: To get Ss to have some details in the text.
Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.
Q1. How many people spoke English at the end of the 16th century? Where did they live? Q2. Why is English to be spoken in many other countries in the next century?
高中英语Unit 2 English around the world教案(5)新课标 人教版 必修1
Unit 2 English around the world（5）●从容说课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 English.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；cards with words on them●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 representative.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 idea.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 on James 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 thelanguage 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●活动与探究This research is to do research on the concept of the Oxford Dictionary and some other kinds of dictionary in English spoken countries.So students should work in groups to study the items of the Oxford Dictionary and find out the names of other types of dictionary and tell which one is the most popular and what’s the reason.●备课资料About the Oxford English DictionaryThe Oxford English Dictionary is the accepted authority on the evolution of the English language over the last millennium.It is an unsurpassed guide to the meaning，history，and pronunciation of over half a million words，both present and past.It traces the usage of words through 2.5 million quotations from a wide range of international English language sources，from classic literature and specialist periodicals to film scripts and cookery books.The OED covers words from across the English-speaking world，from North America to South Africa，from Australia and New Zealand to the Caribbean.It also offers the best in etymological analysis and in listing of variant spellings，and it shows pronunciation using the International Phonetic Alphabet.As the OED is a historical dictionary，its entry structure is very different from that of a dictionary of current English，in which only present-day senses are covered，and in which the most common meanings or senses are described first.For each word in the OED，the various groupings of senses are dealt with in chronological order according to the quotation evidence，i.e.the senses with the earliest quotations appear first，and the senses which have developed more recentlyappear further down the entry.In a complex entry with many strands，the development over time can be seen in a structure with several “branches”.The Second Edition of the OED is currently available as a 20-volume print edition，on CD-ROM，and now also online.Updated quarterly with at least 1000 new and revised entries，OED Online offers unparalleled access to the greatest continuing work of scholarship that this century has produced’（Newsweek）.To find out more about the OED Online，why not follow our free tour？“About the Oxford English Dictionary” invites you to explore the intriguing background and distinctive character of the OED.Here，you will find in-depth articles about the history of the OED，an inside look at the programmes used to enlarge and update the OED entries，little-known facts about its content，and much more.。
高中英语 Unit2 English around the world the 1st period优秀教案 新人教版必修1
Unit 2 English around the world The First Period●从容说课This is the first period of this unit.This period focuses on reading.In this lesson，there are a warming up and a passage of reading “The Road To Modern English”.This warming up attracts students’ attention to the phenomenon of world English.The reading passage tells us the present situation in which English is used and the development of English.To let students to form a good habit of reading and have proper reading strategies are one of the main tasks for senior middle school English teaching，so in this period，we should teach according to this aim.In this lesson，students will have a general idea of the conception of world English by guessing some words on American English and Britain English.To arouse students’ interest，I’ll present them some typical funny stories about different kinds of English.This is to get the students ready for the reading part.Before reading the passage，students should first get familiar with the new words in the text to remove the barrier in reading.Then students are asked to guess what the text will tell us.This step is designed to train students ability to predict the content of a passage according the title.The next step is to ask students to have a general idea of the structure of the text with the purpose of improving the skill of skimming.After that，detailed reading follows.In the step，students will be asked to deal with the passage paragraph by paragraph in which they will have different tasks to finish such as true-or-false exercise，filling a form with information in the text and retelling.This step trains students’scanning skill and conclusion skill.The last step for students is to discuss the topic “It is not necessary for we Chinese to learn English since we have our own elegant language”.This is to train students to read critically.Besides，it can arouse students’ interest in learning English.●三维目标1.Knowledge：Master the words and phrases and get a view of the road to modern English.2.Ability：Train students’ reading skill.3.Emotion：Let students know more about English and inspire students to study English hard.●教学重点The understanding and comprehension of the passage.●教学难点（1）How to get to master the useful words and expressions.（2）How to improve students’ ability to read an article.●教具准备cassette recorder，some pieces of slide●教学过程Step 1 GreetingsT：Good morning，boys and girls!S：Good morning，teacher!Step 2 Warming upT：English is a widely used language.Do you know in which countries English is spoken astheir native language？S a：The US，the UK，Australia，Canada...T：（a slide：Nancy：Oh，there you are.Now then，did you have a good flight？Joe：Sure，we flew all the way direct from Seattle to London.Nancy：You must be very tired.Did you sleep at all on the plane？Joe：No，not really.I’m very tired.Could I use your bathroom？Nancy：Why，of course.You don’t need to ask，just make yourself at home.Let me give you a clean towel.Joe：A towel？Nancy：Yes.Here you are.The bathroom is upstairs.It’s the second door on the left.（After a while）Nancy：Have you found it？Joe：Well，eh，yes，I mean no.I mean，I found the bathroom，but I didn’t find what I was looking for!）Here is a short dialogue.Read it and discuss with your partner：What is it that Joe can’t find in the bathroom？Why can’t he find it？S b：It is the toilet.T：And why？S c：Perhaps when Joe says “bathroom”，he means a place，where there is a toilet.But in Nancy’s eyes，it is a place where people can only have a bath.T：You are right.Do you know why there’s a misunderstanding between them？S d：Because they speak different kinds of English.T：Great.There’s more than one kind of English in the world.In some important ways they’re different.They’re called world English.Can you guess what they include？S e：Canadian，British，American，Australian and Indian English.T：Right.So you know even two native speakers of English may still not speak the same kind of English.Look at the examples on P9.Now try to guess which of the following words are British English and which are American English.Suggested answers：Am.English：mom；on a team；rubber；gasBr.English：mum；in a team；eraser；petrolStep 3 New WordsT：From today on，we’ll learn something about English around the world.First of all，let’s get familiar with the new words.Yesterday I asked you to read the new words and look up the meaning of them.Now let’s have a game in which one of you tells us the meaning or the explanation of the words and the others guess which word it is.Let’s go!Suggested explanation：1.include：have something or somebody as one of a group.e.g.：The tour included a visit to the Science Museum.2.play a role in：have a part in3.international：connected with two or more countries4.native：（1）connected with the place where you have always lived or have lived for a long time（2）a person who lives in a particular place，especially sb. who has lived there a long time5. elevator：lift6.flat：（1）having a smooth surface （2）（Br. E）a set of rooms for living in7.apartment：（Am. E）a set of rooms for living in8.modern：of the present time or recent timee up：to move toward10.culture：the customs and beliefs，art，way of life and social organization of a particular country or group11.actually：really；in fact12.present：（1）existing or happening now （2）being in a particular place13.rule：control14.vocabulary：all the phrases and phrases you learnage：the way in which words are used in a language16.identity：who or what sb./sth. isernment：the group of people who are responsible for controlling a country or a state18.rapidly：fastT：That’s great!You’ve made a good preparation.Now please read the words together.（show words and explanations on the slide）Step 4 Pre-readingT：Just now，we’ve known that there’re many kinds of English in the world.Then why are there so many kinds？Ss：We don’t know.T：Anyway，we’ll find out the cause today.Now read the title of the passage “the road to modern English”.What do you think it will tell us？S f：I guess it will tell us the development of English.Step 5 SkimmingT：Now let’s find out whether your answer is right.So please read the passage fast in silence and find out the main idea of each paragraph.Suggested answer：Para.1：Brief introduction of the change in English.Para.2：An example of different kinds of English.Para.3：The development of English.Para.4：English spoken in some other countries.Step 6 ScanningT：You’ve mastered the structure of the passage.Now please read para.1 and 2 loud in detail.T：（several minutes later）Have you finished？Here’re some statements of which some are right while some not.Read them and then tell whether they are true or false.If false，please find out the mistake and correct it.（slides：1.Most of the English speakers in the 16th century lived in England.2.More and more people use English as their first or 2nd language.3.The US has the largest number of English speakers.4.Native English speakers can understand everything because they speak the same kind of English.）S g：The first one is true.S h：The second one is true.S i：The third one is false.China has the largest number of English speakers.S j：The fourth one is false.Native English speakers may not be able to understand everything because they do not speak the same kind of English.T：You did a very good job.Now please read para.3 after the tape.And then fill in the form onT：We know culture communication brings about changes in English.Can you think of any effect that Chinese has on English？S k：In English there are some Chinese words such as gongfu，long time no see，...T：Great!With more closely communication of culture，English is changing more frequently.T：As we all know，English is spoken as the native language mostly in western countries.Then what about English in some other parts of the world？After reading the last paragraph，would you please say something about the present situation of English in your own words？S l：It is also spoken as a foreign or 2nd language in many other countries.For example，in India，it is used for government and education.In some African and Asian countries，it is also spoken，such as in South Africa，Singapore and Malaysia.While in China，the number of English speakers is increasing fast.T：Quite good.Step 7 DiscussionT：So far，we’ve known that English is becoming more and more important in China.It has been an important subject for Chinese students.But someone say that Chinese is a much more elegant language.So it is more important for us to master it and it is not so necessary for us to master a foreign language.Do you agree with this opinion and why？Suggested answer：I don’t agree with it.With the cultural communication becoming more and more frequent，the chance to contact foreigners，exported goods，international conferences，and so on，is more and more.As the most widely used language，English is regarded as the language used in most international situations.Thus，if we want to keep up with the times，we’d better master English and use it as a tool.Step 8 Summary and homeworkT：Today we’ve learned an article on “the road to modern English”.After class，you should read it again and again to get the idea of the text further.Do the exercises of comprehending and try to tell your partner something about English in our own words.That’s all for today.Class is over.●板书设计Unit 2 English around the worldThe First PeriodNew words：Main idea of each para-graph：... ...... ...●活动与探究This activity is to make research into differences between different kinds of world English and some words from other languages in English.Differences Pronunciation Spelling MeaningUsage...Words from other languages Chinese Japanese French Spanish German...Soon There Will Be No Such Thing As “Wrong”English In this article：Senior Indian journalist Gautaman Bhaskaran says that English is so flexible that one day there will be too many variations around the world.English is a victim of its own success.The other day The Times in London displayed a cartoon showing an excited schoolboy flaunting his test scores：“I done good in English.”Days later，editors of the Oxford Dictionary of English rued the spread of what they termed “greengrocer’s English”.Grammar and syntax，they regretted，were going out of fashion.Others in England—in the Oxford University Press，the BBC and so on—said the incorrect use of cliches were marring the smooth flow of a great language whose ability to imbibe and absorb has been one important reason for its success.This success also stems from the language’s unique position of being the only one spoken in most parts of the world.Really，English has no boundaries.Even in countries such as Japan and China，which were not colonized by Britain，English is making a determined “conquest”.Unfortunately，such a conquest is not always welcome because a language sometimes doubles as a political weapon.At some point it ceases to be just a means of communication and English is a classic example of this.It has always led a troubled life.It has been disliked，even hated，largely because the people who originally spoke English conquered，colonized and terrorized half the world，or just about.The animosity to the language continues，at least in some places.The bitterness that the French，for instance，have for English is a good example of a language being giving a quasi-political role in society.Fortunately，this aversion does not run as it did some years ago，and there is a growing realization that English is the lingua franca.China and Japan，among a host of other nations，havebeen making serious efforts to promote the language.Some months ago there was a hue and cry in Singapore over the spread of “terrible English”which the authorities called “Singlish”.“Down with it!”they said，and urged Singaporeans to learn correct English，the phenomenal flexibility of which has often made things difficult for those who have to use it every day.Today even university graduates find it hard to pen a couple of correct sentences in it.More horrifying is that many teachers and university vice-chancellors speak and write poor and ungrammatical English.Often，they are found to be out of touch with what is called “usage”and，as we all know，this is one of the pillars the language rests on.Yet，despite the mess that English is in India，the nation has—more than two centuries after Samuel Johnson wrote his English dictionary—become the hottest destination for top lexicographers.The new 10th revised edition of the Oxford Concise English Dictionary includes hundreds of Indian words.Leading the list of 600 Indian English entries are “Hindutva”（Hindu identity），“dada”（older brother），“panchayat”（local administration），“chai”（tea），“pani”（water），“puri”（a dish made of wheat）and “dosa”（rice pancake）.In fact，Indian words from 20 per cent of entries and rank as the third-largest component after American and Australian English segments.Other former British colonies such as New Zealand，South Africa and the Caribbean islands follow the Indian English collection of words.English，despite its hiccups，is endearing to the common Indian man or woman.About 150 years after Lord Macaulay introduced the language in India to create “babus”（clerks）for the British bureaucracy，70 million Indians speak English，a number that is higher than that in Britain.However，there is a sneaking fear among Puritans that with this kind of spread，English may stop being English.While the French have fanatically preserved the purity of their language，the English have liberally allowed other influences to affect their lingo.So，what is seen as its strength —the fact that people all over the world understand it—can be an undermining obstacle.There might be a serious problem if every state or continent were to have its own version of English.As one writer said：“There is a risk in relentless atomization.”With too many variations of the language，a time may come when one group of English-speaking people may not be able to understand another.This is happening.Hear the way Singaporeans speak English.Listen to the Australians pronouncing “e”；it sounds like “a”.A few of the films made lately by British directors Ken Loach and Mike Leigh had to have subtitles in English.Accents in the north of Britain can be hard for people in the south to understand，let alone those outside the island.The point is，no language must be allowed such flexibility—anything goes in the name of functional communication—that people begin to take liberties with it.Ultimately，there may be no such thing as wrong English.The schoolboy in the Times cartoon was doing just that.He knew nobody would scold him for getting his English wrong.不久以后就没有“错误的”英语这一说了英语成了自身成功的牺牲品，前几天，伦敦的《泰晤士报》刊登了一幅漫画，上面画了一个兴高采烈的男学生炫耀他的考试成绩：“I done good in English”（我的英语成绩不错）。
高中英语新人教版精品教案《人教版高中英语必修一unit2 English around the world》
e out出现 Wh ha Engih changed over time What wi word Engihe be ie in the future
设计意图：通过本节课所学内容，让学生了解一些英式英语和美式英语的差异，引发学生的思考“为什么会产生这种差异，英语是如何发展的？”，从而激发学生对本单元阅读课学习的兴趣，达到了阅读课课前热身的目的。）
从知识角度分析为什么难
世界上英语语言使用的概况
英式英语和美式英语的差别
从学生角度分析为什么难
英式英语和美式英语在单词拼写，词汇应用，发音等方面的差异
难点教学方法
1.直观法，通过例举英式英语和美式英语的不同
2.体验法，通过角色扮演，体验英式英语和美式英语的差异
教学环节
教学过程
导入
一．Let tudent have a qui to chec nowedge about Engih anguage
教师姓名
孙洁
单位名称
新疆石河子一中
填写时间
2021年8月
学科
英语
年级/册
高中英语必修一
教材版本
und the word
难点名称
To mae the tudent now the ituation of Engih around the word cear
难点分析
高中英语必修一Unit-2-English-around-the-world说课设计
Unit 2 English around the worldLesson1 Standard English and dialects 说课设计一、教学内容分析本课是人教版高中英语必修一Unit 2 English around the world，Lesson1 Standard English and dialects(标准英语及方言)。
本册书共分为五个新授课单元，着重培养学生的语言知识和语言技能，并在此基础上让学生主动建构所学知识，以此发展学生的综合运用语言能力；本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化。
本课通过介绍标准英语与方言，使学生对英语的发展有所了解，并且认识到学习英语的重要性。
二、教学目标本课旨在为学生英语学习打开一扇窗户，让学生分辨各类英语，了解英语方言的演变过程，领悟英语学习的重要性。
通过这样的一个学习过程，使学生掌握有关询问他人国籍和籍贯、表达介绍和爱好的句型。
使学生在真实的情境中养成良好的交流、倾听和主动参与的习惯；在小组合作中体验成功的快乐；培养关心和爱护他人的良好品质。
三、教学重点根据课程标准的要求和本课在教材中的地位和作用，以及教学实践中学生认知方面的特点，本课教材的重点为：1、了解英语在世界上的发展状况、变化趋势；2、对英国英语和美国英语的差异有所了解，尤其是一些常用词，如flat[flæt]和apartment（公寓）；lift和elevator[eliveitə]（电梯）；rubber [rʌbə]和eraser（橡皮擦）等3、掌握本课重点词汇、词组及句型的用法，学会语言交际困难的表达法，如Pardon？I beg your pardon？4、掌握间接引语中命令与请求的表达法。
四、学情分析对于刚步入高中的学生，做好初高中知识的过渡和衔接很重要，词汇学习应注重词汇的运用，让学生明白词汇的意义后，多给学生提供使用词汇的机会，如通过文章学习，让学生结合上下文，掌握运用recognize[rɛkəɡ，naɪz]（If you recognize someone or something, you know who that person is or what that thing is.）,actually[æktʃu:əli:] （Well, actually, I think that's exactly what it is.）等词汇解释和说明观点。
新人教版高中英语必修一unit 2《english around the world》第2课时优秀教案(重点资料).doc
Unit 2 English around the worldⅠ教学目标：词汇：dare , unless , respect短语：admit doing , as a result , with Mrs Chen teaching me语法：现在完成进行时have/has been teachingⅡ重难点突破：1.She’s very strict—we don’t dare to say a word unless she asks us to.她很严格——如果她不要求，我们连一句话也不敢说。
dare“敢，有勇气”；dare用法要点归纳：作实意动词时，用法同一般实意动词作情态动词时，用法同其它情态动词1）dare用作实义动词，可用在肯定句、否定句和疑问句中。
有人称和数以及时态的变化，变化时借助于助动词do。
后面接带to的不定式，在否定句中不定式符号to可省略。
例如：I dare to jump down from the top of the wall. 我敢从那墙头上跳下来。
She doesn't dare (to) meet her teacher's eyes. 她不敢与老师对视。
2）dare用作情态动词，后跟动词原形，主要用于疑问句、否定句和条件句。
后面接不带to的不定式；没有人称和数的变化，但有一般过去式dared。
疑问句用：Dare he / they /you…？否定句用：daren’t。
例如：How dare she do things like that to me? 她怎么敢对我做那种事?—Dare you catch the mouse? 你敢去抓那只老鼠吗？—I daren't do that. 我不敢抓。
If you dare say that to our teacher, I would vote for you.如果你敢向我们的老师说那件事，我就投你一票。
高中英语Unit 2 English around the World教案4 新课标 人教版 必修1
Unit 2 English around the WorldⅡ目标语言Ⅲ.教材分析和教材重组:1.教材分析本单元的中心话题是“English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。
尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
1．2Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4Comprehending主要是检测学生对课文基本内容的理解程度。
1．5Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。
为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
高中英语 Unit2 English around the world the 2nd period优秀教案 新人教版必修1
The Second Period●从容说课This is the second period of this unit which focuses on language.In this period，several exercises about language on the textbook will be dealt with.Some important language points in the warming up and reading will be explained in detail.Language is the part which is tested much in any examination.Instead of remembering words and phrases inflexibly，using them correctly should be the target.So this period should be taught with this purpose.At the beginning of the lesson，homework will be checked.After that，students are required to recall the information on the content of the passage.By doing so，students can get more chances to practice their spoken language.Then the exercises on language will be dealt with.In this part，students are expected to learn to use the words and phrases in the warming-up and comprehending.There are various types of exercises on words and expressions.Besides，there is an exercise about prepositions in Am.English and Br.English.And it offers a listening practice on differences between Am.English and Br.English.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.●三维目标1.Knowledge：Do some exercises to master words and phrases.2.Ability：Learn to use these words and phrases in daily life.3.Emotion：Train students perseverance and patience by remembering new words and phrases.●教学重点Explanation of words and phrases and practise using them.●教学难点How to let student master them well.●教具准备slides●教学过程Step 1 Greetings and revisionGreet the whole class as usual.T：Yesterday we learnt a passage and I asked you to finish the comprehending exercises.Who can tell me the answer？S：A，D，C，D，BT：Great!Now who can retell the content of the passage to us？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.Step 2 Learning about languageT：You did such a good job.You have mastered the text quite well.This period we will try to master the useful words and expressions in the first period.First let’s do exercise 1 in the part of learning about language.Please read the word or phrase and then match it with the right meaning.（Suggested answer：C D E F A B J G I H）T：Keep these words in mind.And then choose some of them to fill in the blanks in exercise 2.（suggested answer：native，actually，vocabulary，apartment，elevator）T：Now we’ll turn to a difficult one.You should fill in the blanks using the words from warming up and reading.At the same time，you’d better pay attention to the forms of the words.（Suggested answer：includes；culture；present；Actually；phrases；gas；international；rapidly；Actually；government）T：Well done!As we all know，there’re some differences between British English and American English.Can you give me some examples？S：（Ss can present their report on their research yesterday）Suggested examples about differences between Am.English and Br.English in spelling：（Suggested answers：In Am.English：on；on；of；on；from；on；In Br.English：in；at；to；into；at）T：Excellent.Just now you said that British and American English use different words to express the same meaning.Let’s move to exercise 5 and find out the different words that mean the same.S：sweets and candy；lorry and truck；autumn and fallT：So nice!Now please practise reading them in pairs，paying attention to the sentence stress and intonation.（Practice reading for a few minutes.）Step 3 Language pointsT：Then I’ll explain some useful words and expressions in warming-up and comprehending to you.1.include v.（never progressive）if one thing includes another，it has the 2nd thing as one of its parts.包含，包括e.g.The price includes dinner，beds，and breakfast.Durable goods includes such items as cars computers and electrical appliances.including prep.Included adj.（never before nouns）The bill came to $450，including tax.The bill came to $450，tax included.contain v.（never progressive）if sth. contain sth. else，it has that thing inside it or as part ofit.包含；含有；容纳e.g.This drink doesn’t contain any alcohol.There were four or five books containing toys and books.The information you need is contained in this report.container n.容器，集装箱2.play a role 扮演；起作用play （a role/part）as... in...在……中扮演……e.g.Monitor plays an important role in managing a class.The role he played as a hero in that movie won him many prizes.3.the number of... ……的数量（谓语动词为单数形式）a number of...大量的；修饰可数名词The number of homeless people has increased.Huge numbers of animals have died.A large number of problems have been raised.表示“许多”的词语归纳①只能修饰可数名词的有many，a good/great many，a （large/great）number of，many a （+n.）②只能修饰不可数名词的有much，a great/good deal of，a great amount of③可数和不可数均可修饰的有a lot of，lots of，plenty of，a large/great quantity of；quantities of4.even ifeven though 即使He didn’t take her advice，even though he knew it to be true.Even though he has got a good job，he still wants to look for a better one.5.not everythingnot与every，each，both，all，everything，everybody等连用为部分否定，全部否定用no one，none，neither，nothing，nobody，not any等。
人教版高中英语必修一Unit 2《English around the world》word教案2
Part Two: Teaching resources（第二部分：教学资源）Section 1: Approaches to process writing 程序写作教学法I. Pre-writing1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.2. PlanningStudents make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.3. Generating ideasDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. QuestioningIn groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.5. Discussing and debatingThe teacher helps students with topics, helping them develop ideas in a positive and encouraging way.II. Focusing ideas1. Fast writingThe students write quickly on a topic for five to ten minutes without worrying aboutcorrect language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.2. Group compositionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.III. Evaluating, structuring and editing1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. Self-editingA good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. This way students will become better writers.3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing isresponded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. Potential problemsWriting is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.Section 2: Background information on English Around the WorldI. British English, American English and ChineseII. Different English, different spellingsIII.Websites recommended to the students 推荐网站 Going to any of the websites may enable the students to learn more about the differences between American English and British English.Section 3: Words and expressions from Unit 2 English Around the WorldInclude 1.v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me. role: n.1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2.play a leading/major/key role in=be important in making changes happen: Mandela played aleading role in ending apartheid in South Africa.because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate. native: 1.adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York?come up:1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon? 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.Other verbal phrases of “come”come about=to happen in a way that seems impossible to control;come across= to meet or find something or someone by chance;come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;come by=to obtain something that is difficult to find; come up with=to think of an idea;(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)present: adj. 1. be present: a)to be in a particular place: How many people were present at the meeting yesterday?(opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address? c.f. What he said amused all the people present.such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.Command: 1. vi & vt. to tell someone officially to do something, esp. if you are amilitary leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.request: 1. vt.to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.recognize: vt.1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recogniz ed as a work of genius.。
高中人教版必修一 Unit 2 English Around the World 第一部分 教案
A Teaching Design for Unit2——English Around the WorldDo warming up by answering a questionnaire.1) Tell the students they are going to answer a questionnaire about why they arelearning English.2) Ask the students to think as many reasons as they can.3) Write the words: Reasons for learning a foreign language on the center of theboard.4) Divide the class into pairs.5) Give out each student one questionnaire paper.6) Explain the task. The students must question eachother about their languagelearning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you‟d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.7) When the task is finished, ask a couple of students to summarize their partners‟answers. (This may develop into a class discussion about language needs).8) The students write five sentences on their feeling about learning English.9) Collect the questionnaires and choose two to share with students.Design aims: arouse students‟ interest and enthusiasm in class .Step 2: Lead-in (6 min)1) Guess picturesT：Present some national flags of English speaking countries on the ppt.S: name the English-speaking countries according to the national flags2)Pair work: Ask the students to listen to a piece of BBC news and a piece of VOAnews. Then two students in a group to find the differences between British English and American English (vocabulary, spelling, pronunciation, usage, etc.) and show some examples to them.Design aims: Using pictures to lead in to make the lesson more interesting and vivid; stimulate stud ents‟ learning interest and their motive of learn ing.Summary: using chart to make a summary of the difference between British EnglishStep 3：Listening (5 min)1)Before listening, ask students to look at the map on the book. It shows someplaces in the world where English is spoken as official language. Let students guess what this listening is about.2)Listening to the tape, ask students to work out the name of each person‟s countryand find the hints that help you identify them.3)Listening to the tape again to check the answer.Design aims:to improve students‟listening skills, to develop their imagination, to advance their ability of how to grasp information quickly and effectively.Step 4：Talking (8 min)1)Divide students into group in four.2)Tell them the difference between command and request.3)Let them read the requirements of the role-play.4)Give them three minutes to prepare.5)Ask two groups to do the role-play in the class.Design aims:let students know the difference between command and request. Let them know how to talk politely and appropriately to strangers. Let them know how to deal with emergencies in some communication occasion.Step 5：Using Words and Expressions (10 min)plete the word puzzle.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Ask students to form into pairs and to complete the word puzzle. They havethree minutes to work out it.Design aims:let students review new word they have learned in this unit. Arouse their attention into the class again. Make them feel energetic.B.Find the odd one out.1)Explain what “find the odd out” is. (“Find the odd out” is game which will letyou to choose the different one out in the group of word. Explain the newword “odd”.)2)Tell students this is a whole class game.3)Give them one minute to read eight groups of words.4)Then ask them to tell the answer loudly.Design aims: make students to think effectively and fell energetic. Teacher uses this whole class game to liven up the lesson.C.Translate Chinese sentence into English.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Give them four minutes to translate Chinese sentence into English. Ask themto use the words or expressions in the brackets.3)Use two minutes to check the answer and explain the grammar points. Design aims: let students review new word they have learned in this unit. Let them learn some new sentence structure.Step 6：Using Structures (10 min)A.Explain what direct speech and indirect speech is.We may report the words of aspeaker in two ways.1)Direct SpeechWe may quote the actual words of the speaker. This method is called Direct Speech.2)Indirect SpeechWe may report what he said without quoting his exact words. This method is called Indirect Speech or Reported Speech.Example:• Direct: Clinton said, “I am very busy now.”• Indirect: Clinton sai d that he was very busy then.B.How to change Direct to Indirect Speech?i. We have used the conjunction …that‟ before the Indirect Statement.ii. The pronoun “I” is changed to “HE”. (The Pronoun is changed in Person)iii. The verb “am” is changed to “was”.iv. The adver b “now” is changed to “then”.C.Rules for changing Direct into Indirect Speech:A. When the reporting or principal verb is in the Past Tense, all the PresentTenses in the Direct Speech are changed into Past Tense.a. A simple present tense becomes simple past tense.Example:• Direct: He said, “I am unwell.”• Indirect: He said that he was unwell.b. A present continuous tense becomes a past continuous.Example:• Direct: He said, “my mother is writing letter.”• Indirect: He said that his mother was writing letter.c. A present perfect becomes a past perfect:Are you clear about the conversion of Direct to Indirect Speech?Example:• Direct: He said, “I have passed the examination.”• Indirect: he said that he had passed the examination.d. As a rule the simple past tense in the Direct Speech becomes the past perfecttense in Indirect Speech.Example:• Direct: He said, “His horse died in the night.”• Indirect: he said that his horse had died in the night.B. The tenses will not change if the statement is still relevant or if it is a universaltruth. We can often choose whether to keep The original tenses or change them.Examples:• Direct: “I know her address”, said John.• Indirect: John said that he knows/knew her address.In this Indirect Speech, both the past tense and the present tense make thesentence a correct one.• Direct: The teacher said, “The earth goes round the sun.”• Indirect: The teacher said that the earth goes/went round the sun.The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively.C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For example, we may rewrite the above examples, putting the reporting verb in the present tense.Examples:• Direct: He says, “I am unwell.”• Indirect: He says that he is unwell.D. The pronouns of the Direct Speech are changed where necessary, so that their relations with the reporter and his hearer, Rather than with the original speaker are indicated.Examples:• Direct: He said to me, “I do not believe you.”• Indirect: He said that he did not believe me.E. Words expressing nearness in time or places are generally changed into words expressing distance.Examples:• Direct: He said, “I am glad to be here this evening.”• Indirect: he said that he was glad to be there that evening.D.Then do the exercise in the book.E.Summaries whole lesson. Tell students the homework.。
高一必修1 英语教案Unit 2 English around the world (Reading)
高一必修1 英语教案Unit 2 English around the world(Reading)高一必修1 英语教案Unit 2 English arund the rld (Reading)Unit 2 English arund the rldReading The Rad T dern EnglishPerid 1: A saple lessn plan fr reading(THE RAD T DERN ENGLISH)AisT tal abut varieties f EnglishT read abut the histr f English languagePreduresI aring up1 aring up b ansering a questinnaire1) Tell the students the are ging t anser a questinnaire abut h the are learning English2) rite the rds: Reasns fr learning a freign language n the enter f the bard:3) As the students t suggest as an reasns as the an thin f, fr exaple, fr r, asa hbb, t learn abut ther peple, t travel, t read literature in the riginal, t read researh papers, t eet freigners, t surf the Internet, t pass exas, et rite their suggestins n the bard as the ae the4) Divide the lass int pairs) Give ut eah student ne questinnaire paper6) Explain the tas The students ust questin eah ther abut their language learning needs (r tivatins) Tell the that u are ging t tae in the questinnaires at the end, and that u’d lie the t ae lear ntes It rs better if the t partners sap tass (questins and ansers) after eah setin f the questinnaire If the ait till the end t sap, ne student a use up all the tie available7) hen the tas is finished, as a uple f students t suarize their partners’ansers (This a develp int a lass disussin abut language needs)8) The students rite five sentenes n their feeling abut learning English9) llet the questinnairesNeeds Analsis QuestinnaireIntervieer_______________Intervieee_______________Present use: situatins and sillsReading (faxes, letters ≈ reprts)Listening ≈ speaing (telephning, eetings, negtiatins, publi speaing, sializing)riting (faxes, letters ≈ reprts)Future use: expetatins ≈ abitins2 Further applingT get the students thining abut the tpi f the reading passage1) Have a student list n the bard all the English-speaing untries in the rld that the an thin f2) Give the students hints abut the plaes the haven’t entined3) Prvide the students ith an pprtunit t thin abut the reasns fr the spread f English arund the rld★English is ne f the ffiial languages f the lpi Gaes and the United Natins★English dinates internatinal ebsites and prvides nearl all f the ne puter terinlg★Turis and trade fr estern Eurpe and Nrth Aeria has ntributed t the spread f English★Satellite TV, radi prgras lie F, Ds and, f urse, Hlld fils all bradast English int hina Als, a nuber f hinese fils inlude English subtitlesII Reading1 SiingRead quil t get the ain idea f the textLet the students find ut e sentene f eah paragraph r as the t suarize the ain pint fr eah paragraph in their n rdsParagraph 1: The spread f the English language in the rldParagraph 2: Native speaer an understand eah ther but the a nt be able t understand everthingParagraph 3: All languages hange hen ultures uniate ith ne antherParagraph 4: English is spen as a freign language r send language in Afria and Asia2 SanningRead t late partiular infratin and plete the prehending Exerise ne3 Flling upr in grups Disuss the t questins and then as t grups t reprt their ansers t the lass1) D u thin it atters hat ind f English u learn? h?Pssible anser:I dn’t thin s Here are the reasns:★Native speaers fr different parts f the rld have n diffiult in understanding eah ther despite the fat that the spea a bit differentl★It is neessar fr us t learn the narr differene beteen different inds f English if e hpe t uniate fluentl ith native speaers f English fr all ver the rld★Different inds f English have the sae language re If u have gt a gd and f ne ind, u ill alst have n diffiult understanding anther ind f English(An persuasive and supprting reasn the students give an be aepted)1) h d u thin peple all ver the rld ant t learn English?Pssible anser:The reasns h peple all ver the rld ant t learn English:★ith en glbalizatin, English has bee the best bridge t serve the purpse fpeple all ver the rld uniating ith ne anther★Hever, lie all ar languages in the rld, English is alas hanging In rder t adust t native speaers fr different parts f the rld, it is a ust fr peple all ver the rld t learn English, hether in English speaing untries r in nn-English speaing untries★Als, peple fr different parts f the rld spea English ith varius aent and dialets, and peple have t learn abut the differene beteen different inds f English in rder t avid isunderstanding hile uniating(All persuasive reasns an be aepted)4 Language fus:1) even if=even thugh: in spite f the fat; n atter hether: He lies t help us even if he is ver bus2) uniate ith: exhange infratin r nversatin ith ther peple: He learnt t use bd language t uniate ith deaf usters3) atuall=in fat: used hen u are adding ne infratin t hat u have ust said: e’ve nn fr ears Atuall, sine e ere babies4) be based n…:) ae use f: use sth available6) nl tie ill tell: t sa that sething an nl be nn in the future: ill hina’s natinal ftball tea enter fr the next finals f the rld up? nl tie ill tellLanguage huns fr Unit 2 English arund the rldbe different fr, pa a rle(part) in, beause f, either …r…, in/n a tea, thenuber f/a nuber f, than ever befre, even if, p up t, ver tie, uniate ith, be based n, ae use f, have ne’s n identit, suh as, nl tie an tell, native speaer, as ell as, slve a prble, believe it r nt, n suh a…, all ver the rld, at the tp(btt) f, pen friends, t this da, su up, Pardn?, beg ur pardn, g abrad, be used fr, re f a …, enurage sb t d sth, r n, feel lie sth,fr tie t tie, English-speaing untries, fr ne…t anther, d business, n the air, uld lie sb t d, ae ntes, fight against, eep…a seret, even thugh, save tie(ne), a fr f…Perid 2: A saple lessn plan fr Learning abut Language(Indiret Speeh (II) requests ≈ ands)AisT disver useful rds and expressinsT disver useful struturesPreduresI Diret and Indiret SpeehDiret Speeh Indiret Speehsiple presentHe said, “I g t shl ever da” siple pastHe said (that) he ent t shl ever dasiple pastHe said, “I ent t shl ever da” past perfetHe said (that) he had gne t shl ever dapresent perfetHe said, “I have gne t shl ever da” past perfetHe said (that) he had gne t shl ever dapresent prgressiveHe said, “I a ging t shl ever da” past prgressive He said (that) he as ging t shl ever dapast prgressiveHe said, “I as ging t shl ever da” perfet prgressive He said (that) he had been ging t shl ever da, future (ill)He said, “I ill g t shl ever da” uld + verb naeHe said (that) he uld g t shl ever dafuture (ging t)He said, “I a ging t shl ever da” present prgressive He said (that) he is ging t shl ever dapast prgressiveHe said (that) he as ging t shl ever daDiret Speeh Indiret Speehauxiliar + verb naeHe said, “D u g t shl ever da?”He said, “here d u g t shl?” siple pastHe ased e here I ent t shliperativeHe said, “G t shl ever da” infinitiveHe said t g t shl ever daDiret Speeh Indiret Speehsiple present + siple presentHe sas, “I g t shl ever da” siple present + siple presentHe sas (that) he ges t shl ever dapresent perfet + siple presentHe has said, “I g t shl ever da” present perfet + siple present He has said (that) he ges t shl ever dapast prgressive + siple pastHe as saing, “I ent t shl ever da” past prgressive + siple past He as saing (that) he ent t shl ever dapast prgressive + past perfetHe as saing (that) he had gne t shl ever daDiret Speeh Indiret SpeehanHe said, “I an g t shl ever da” uldHe said (that) he uld g t shl ever daaHe said (that) he ight g t shl ever daightHe said, “I ight g t shl ever da”ustHe said, “I ust g t shl ever da” had tHe said (that) he had t g t shl ever dahave tHe said, “I have t g t shl ever da”shuldHe said, “I shuld g t shl ever da” shuldHe said (that) he shuld g t shl ever daught tHe said, “I ught t g t shl ever da” ught tHe said (that) he ught t g t shl ever daII Disvering useful rds and expressins1 r in pairs D exerises 1, 2, 3 and 4 Then he the anser u’re ur lassates The teaher helps the students disver the differene in prepsitins2 Pla the tape fr the students t listen and as the t ar the sentene stress and intnatin Then pratie reading in pairs(The teaher brings the students’attentin t the British and Aerian rds that are different but have the sae eaning)III Disvering useful strutures(aing ands and requests using indiret speeh)1 In grups f fur, thin f at least three ands ur teahers and parents usuall give u a fll these steps1) hse ne h is t give the first and2) As anther persn in ur grup t tell seb。