english--around--the-world-教案

1、Teaching Plan授課人：童菲學(xué)科 英語(yǔ) 授課年級(jí) 高一年級(jí) 教材 新課標(biāo)實(shí)驗(yàn)教材高一英語(yǔ)必修1課程名稱(chēng)Unit 2 English around the world.學(xué)習(xí)內(nèi)容分析本單元討論的話(huà)題是“English around the world”,介紹了英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義，尤其介紹了英美語(yǔ)言的差異，讓學(xué)生更進(jìn)一步了解學(xué)好英語(yǔ)的必要性和重要意義，促使學(xué)生了解英美語(yǔ)言在詞匯、拼寫(xiě)、語(yǔ)音等方面的區(qū)別。使學(xué)生在認(rèn)識(shí)到學(xué)好英語(yǔ)的同時(shí)，要更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的愛(ài)國(guó)意識(shí)。學(xué)習(xí)者分析高一年級(jí)的學(xué)生已經(jīng)學(xué)習(xí)英語(yǔ)好幾年了，掌握了一定的詞匯和表達(dá)方式，具

2、有一定的聽(tīng)說(shuō)讀寫(xiě)的技巧。雖然他們學(xué)了好幾年的英語(yǔ)，但是他們?nèi)匀蝗狈τ⒄Z(yǔ)的背景知識(shí)。此外，他們需要更多的機(jī)會(huì)來(lái)鍛煉各項(xiàng)技能來(lái)讓他們能夠熟練和自由的應(yīng)用英語(yǔ)。教學(xué)目標(biāo)一、知識(shí)及技能：1. 了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語(yǔ)；對(duì)英式英語(yǔ)和美式英語(yǔ)的差異有所了解，了解一些常用詞匯，如lift 和elevator, rubber 和eraser，petrol和gas，apartment和flat等2.掌握基本的單詞、短語(yǔ)及其用法。如：at present，make use of，identity， expression，recognize，play a part等。3. 掌

3、握祈使句及直接引語(yǔ)和間接引語(yǔ)的表達(dá)法。二、過(guò)程及方法.：1. 本單元通過(guò)對(duì)“世界英語(yǔ)”這一話(huà)題的探討，以加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)的發(fā)展趨勢(shì)的了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)等都有各自的規(guī)律和慣用法。2.提防學(xué)生濫用英語(yǔ)詞匯，隨意違反英語(yǔ)語(yǔ)法規(guī)則，不顧正常發(fā)音、語(yǔ)調(diào)等。3.在教師的指導(dǎo)下，積極參及活動(dòng)并完成學(xué)習(xí)任務(wù)。4. 通過(guò)小組合作探究學(xué)習(xí)，培養(yǎng)協(xié)調(diào)能力和合作精神。三、情感、態(tài)度及價(jià)值觀(guān)： 1.了解英式英語(yǔ)和美式英語(yǔ)的區(qū)別。 2.給學(xué)生布置以下任務(wù)：通過(guò)pair work2所學(xué)的英美英語(yǔ)的不同之處根據(jù)實(shí)際生活和想象編一段對(duì)話(huà)。3.培養(yǎng)學(xué)生樹(shù)立“

4、三思而后行”的意識(shí)。教學(xué)重點(diǎn)1.詞匯：international，native，command，direction，standard等2.短語(yǔ)：play a role（in）， because of， come up等3.語(yǔ)法：祈使句及間接引語(yǔ)和直接引語(yǔ)的轉(zhuǎn)換教學(xué)難點(diǎn)1. 區(qū)分美式英語(yǔ)和英式英語(yǔ)2. 區(qū)分命令和請(qǐng)求3. 在直接引語(yǔ)變間接引語(yǔ)時(shí)代詞的轉(zhuǎn)換教學(xué)方法結(jié)合交際教學(xué)法和任務(wù)型教學(xué)法，以學(xué)生為中心，采用多媒體輔助教學(xué)，引導(dǎo)各層次學(xué)生自主學(xué)習(xí)。課時(shí)設(shè)置Period 1：將Warming UP、Pre-reading、Reading和Comprehending結(jié)合起來(lái)上一節(jié)閱讀課Period

5、2：Learning about language中的Discovering useful structures作為一節(jié)語(yǔ)法和練習(xí)課Period 3：Using Language設(shè)計(jì)一堂包含聽(tīng)說(shuō)讀單項(xiàng)技能的綜合技能課Period 4：:Listening、Reading and speaking部分上一堂聽(tīng)說(shuō)課Period 5：Writing部分上一堂寫(xiě)作課Period OneWarming UP、Pre-reading、Reading & ComprehendingTime: 45minsOverall objectives：1. Enable students to talk ab

6、out the world Englishes 2. Enable students to talk about the differences between Am. English and Br. English3. To read about the history of English language4. To train reading skills：Skimming and scanningTeaching aids: PPTTeaching procedures:Time StepsActivity Interaction skillsObjectives2minsLeadin

7、g-in1. Greeting to students2. Practice tongue twister“She sells sea shells on the seashore.”P(pán)lenaryS&LWake Ss up, and get Ss involved in lesson.Arouse Ss interestin topic.3mins DiscussionAsk Ss:1. How many English-speaking counties in the world?2. How many people speak English in the world today

8、?3. Why do so many people speak English?4. Are the English talked around the world all the same?PairsL&SLet Ss to know the objectives.Training Ss speaking ability.Tell Ss that English has a variety of spoken and written forms, and there are two major groups of English: British English and Americ

9、an English.2minsGuess and discussLet Ss guess which of the following words which is Br. English and which is Am. English:Elevator/lift in a team/on a team rubber/eraser gas/petrolPairs SLet Ss have a general knowledge of Br. English and Am. English.2minsAssignmentWith your partner, list the countrie

10、s that use English as an official language.Which country do you think has the most English Learners?Group4 W&STraining Ss self-learning and the ability to think independently.2minsDiscussion T: English, like all major world language, it is constantly changing. Do you know the brief history of En

11、glish?S: Answer it.PlenaryL&STraining Ss speaking ability2minsPrediction T: Read the title and predict what the passage is mainly about?S: Showing their opinion.Individual SIt gives Ss a chance to speak.5minsSkimming T: Ask Ss to skim the text and make out a topic sentence for each paragraph.S:

12、speaking out the topic sentences.Individual R&STraining Ss skimming ability.8minsScanning T: Ask Ss to scan the text and decide whether the statements are true or false and explain it; Making a timeline of the development of English.individualR&S&WTraining Ss scanning ability4minsDiscuss

13、ion Choose one of the topics below and discuss it with your partners. 1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn English?Group4STraining Ss speaking ability.7minsRetell the text by filling in the blanksAt first,

14、only people in ( ) spoke English. Later, people from England ( ) to other parts, so English began to be spoken in ( ). Today, ( ) people speak English as their ( ), second or foreign language. ( ) English speakers can understand each other but not ( ). All languages change when ( ) communicate with

15、one another. So there are British English, American English and so on. They all have their own ( ). English is also spoken as a foreign or ( ) language in many other countries. Maybe one day ( ) English will become one of the world Englishes. Group4RProvide Ss a chance to understand the text. And tr

16、aining Ss reading comprehension.4minsLanguage focusFocus on those words or phrase: because of, come up, actually, make use of, gradually, fluent.PlenaryProviding Ss a chance to learning the basic element of language.3minsReviewReview what have learned in this class.Plenary SStrengthen Ss knowledge,1

17、minHomeworkTry to remember the English meaning of the new words in reading I.Prepare for the next class.Finish the exercises on P11.IndividualR&WExpand Ss knowledgePossible problems expected:Timing: it may not be possible to finish all the tasks within 45minutes, depending on how quickly the stu

18、dents react and work through the tasks.Unknown factors: some students may be unable to concentrate on the lesson for various reasons.Period twoLearning about languageTime: 45minsOverall objectives: To discover useful words and expressions To discover useful structuresTeaching aids: Blackboard and PP

19、TTeaching importance: Requests & commands Chang direct speech into indirect speechTeaching difficult：Requests & commands Chang direct speech into indirect speechTeaching ProceduresTime StepsActivity InteractionSkillsObjectives1minWarming up Greeting to SsPlenarySWake Ss up, and get Ss involv

20、ed in lesson.2minsReviewReview the wordsPlenarySStrengthen Ss  Memory10minsExercise Check answers together:1. Let some Ss say their answers and translation,2. T corrects Ss mistakes and gives them right answer. Meanwhile, make some explanation.Individual &PlenarySCheck whether Ss understand

21、 what they have learned.4minsGrammar IReview the sentences in indirect speech.1. Lucy said, “I dont like singing.” Lucy said that she didnt like singing.2. “Would you like to see my flat?” she asked. She asked me to see her flat.Plenary&Pairs S&LHelp Ss recallthe direct and indirect speech.4

22、minsGrammar IIDirect & Indirect SpeechDirect speech為祈使句時(shí)：1. Direct speech是表示命令、要求、請(qǐng)求的祈使句變化：轉(zhuǎn)述此類(lèi)時(shí)要將祈使句后的原形變?yōu)閹o的不定式，并在不定式前面根據(jù)句子意思加上tell，ask，order等。2. 如果祈使句為否定形式，在不定式前加not。Examples: “Dont make so much noise in class, boy s and girls” said the teacher. The teacher told the boys and girls not make s

23、o much noise in class. Plenary GGive Ss some rules of how to change direct speech into indirect speech.Help Ss understand the rules easily.10minsGrammarIIICommand and Request:T: Say the follow sentences to Ss:1: Open the window.2. Pass on the book to your deskmate.3. Will you please close the door?T

24、: What is the difference among the sentences?Help Ss understand what is a command or a request.Distinguish which one is direct speech and which one is indirect speech.1. Correct your spelling mistakes. Command 2. Please open your books. Request(polite) 3. Can you open your books please? Request(poli

25、te)4. Could/would you please open your books? Request(very polite)T: Give requests or commands according to the following situations1. You want to close the door, but you cannot do it by yourself. How do you do it politely?2. A boss wants the secretary to type a letter for him. What will he do?3. Yo

26、ur father wants you to turn off the TV. What will he do? Plenary &Individual & pairSProvide Ss some opportunities to practice it.Help Ss understand command and request easily.5minsDiscoverT: Change a command into an indirect speech.“Open the window,” the teacher said to the Ss.“Dont open the

27、 window,” the teacher said to the Ss.Told sb (not) to do sthT: Change a request into an indirect speech.“Open the window, please,” the teacher said to the Ss.“Dont open the window, please,” the teacher said to the Ss.Ask(ed) sb (not) to do sthCan you discover the rules?表示命令，用tell， order，command等。表示請(qǐng)

28、求，用ask，beg，request等。Plenary &Individual & pairS&GLet Ss discover the rules by themselves. It makes it easier that Ss receive the knowledge.5minsRole playLet Ss make some dialogues using commands and request and retell them in indirect speech.Eg. A bear is moving towards a boy. What do yo

29、u say to the boy to make sure that he is not hurt?S1: Stand still! Dont move!S2: Whats wrong?S1: Dont get too excited but theres a bear behind you!S2: Oh help! Help! What should I do?S1: Stay still and the bear will move away. Yes, he is doing that. Its ok. You can relax now.pairS&LProviding Ss

30、a chance to practice their speaking ability.To test how much Ss understand the commands and request.3minsReviewReview what have learned in this lesson.Plenary SIt makes Ss understand what they have learned in this class and catch the teaching point.1minHomeworkReview what have learned in this class,

31、 remember the new words and make a conversation using commands and request and retell them in indirect speech.Individual &pairSPractice their speaking ability andStrengthen what they have learned. Possible problems expected:Timing: It may not be possible to finish all the tasks within 45minutes,

32、 depending on how quickly the students react and work through the tasks.Unknown factors: 1. Some students may be unable to concentrate on the lesson for various reasons.2. Some students may not finish their homework, and it may cause that teacher can not go on with the exercise.3. Some students may

33、not remember what is direct speech and indirect speech, and it may cause many time wasting.Period threeUsing language-Reading Time：45mins Overall objectives: To distinguish American English and British English Read the text and understand it.Teaching aids: PPTTeaching importance: Distinguish America

34、n English and British EnglishTeaching difficult：Distinguish American English and British EnglishTeaching procedureTime Steps Activity Interaction Skills Objectives 3mins Warming upT: Introduction: in China there are so many dialects that government encourages the whole nation to speak Putonghua, whi

35、ch is regarded as standard Chinese.T: How many dialects are there in China? T: Do you think there are some dialects in English?Plenary &Pairs SWake Ss up, and get Ss involved in lesson. 2minsDiscussionT: In your opinion, what is standard English?Group4 SLead Ss into the lesson2mins Prediction Ge

36、t Ss think about the title of the text and predict what it says.pairsSLead Ss think 6minsSkimming T: Ask Ss to read quickly to find the topic sentence for each paragraph.S: speaking out the topic sentences.Pairs R&SLet Ss know what the text is about.Training Ss skimming ability.12minsScanning T:

37、 Ask Ss work in pairs and 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? Pairs R&STraining Ss scanning ability.Focus on the important points.6minsDiscussion T：The Chinese

38、also has many dialects. Work in pairs and make a list of the ones you your partner have heard.Put Ss into pairs. Let them discuss any Chinese dialects they know of or can speak.Put the pairs into four. Let them explain their conclusion with each other.Let each group report its finding and give a dem

39、onstration of any Chinese dialect that they know. Make a list of the different dialects on the board.Pairs&Group4SProviding Ss a chance to practice their speaking ability.4mins Retell the text T: Ask Ss retell the text by themselves and then ask one or two Ss to retell the text.Individual &p

40、lenarySProvide Ss a chance to understand the text and training Ss reading comprehension.6minsLanguage focus Focus on those words or phrase: believe it or not, there is no such aas, dialect, play a part/role in.Individual &plenaryGLet Ss know more words or phrase.3mins Review Review what have lea

41、rned in this class.PlenaryS&GStrengthen Ss knowledge.1minsHomework Review what have learned in this class, remember the new words and finish reading task in workbook.Individual RStrengthen what they have learned and practice their reading ability. Possible problems expected:Timing: It may not be

42、 possible to finish all the tasks within 45minutes, depending on how quickly the students react and work through the tasks.Unknown factors: 1. Some students may be unable to concentrate on the lesson for various reasons.2. Talking about dialects, students may become very excited, and it is hard to c

43、ontrol the whole class.Period fourListening、Reading and speakingTime：45mins Teaching aids: TapeOverall objectives: distinguish the dialects Teaching importance: distinguish Br. English and Am. English Teaching difficult: distinguish Br. English and Am. EnglishTeaching procedureTimeSteps Activities I

44、nteraction Skills Objectives 2minsLead-in Review what have learned before.PlenarySHelp Ss review the knowledge, and wake Ss up.2minsPre-listeningSet the context for Ss by describing the situation.Tell the class: you are going to listen to a boy named Buford. He speaks a southern dialect of AmE with

45、an East, Tex as accent. Remember: pronunciation is determined by accent. Plenary LHelp Ss build background, make listening easier.4minsDiscussion Read the exercise and predict the content. Discuss your ideas with your partners.Group4S&RHelp Ss build background3minsListeningT: play the tape for S

46、s to listen.Encourage Ss to give the standard equivalents for the dialect words from Bufords story, using the context.Eg. Hey-hello yall-everyone aint- arent yer-your ya-youPup-child feelin-feeling shoulda seen- should have seenPlenary LPrepare listening material for Ss.4minsPlay tapePlay the tape a

47、gain. And put these sentences in the right sequence.Lester climbed a tree.Lester thought the catfish would eat him.Buford and Billy Bob laughed.Lester saw a catfish.Now Lester is too afraid to visit the place.Individual LTraining Ss listening ability.6minsPlay tape Play the tape again and let the Ss

48、 answer the questions in pairs after listening.Q: What does Buford think of Texas? How do you know?Q: How large was the catfish?Pairs L& STraining Ss listening and speaking ability.3minsDiscussIn your opinion, what is standard English?Group4L&SProviding Ss a chance to practice their speaking.3mins Re