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1、BookⅠUnit2 English around the world 單元整體教案 Material analysis： 本單元的中心話題是“世界各地的英語”，主要向英語學習者介紹英語這門語言的起源、變化及發(fā)展，英語在世界各地作為母語、第二語言和外語的區(qū)別及不同功能，特別是英式英語和美式英語在拼寫以及用法方面的差異。讓英語學習者全方位地了解英語，從而掌握這門語言。 Warming up 圖片和問題英式英語和美式英語的區(qū)別，幫助學生復(fù)習英式英語和美式英語在詞匯和表達方面的差異，為閱讀本單元材料做好鋪墊。 Pre-reading 問題鼓勵學生思考將英語作為官方語言的國家，提出哪個國

2、家擁有的英語學習者最多。 Reading 英語由于航海、戰(zhàn)爭等原因被從英國傳播到世界各地，其自身也在不斷地受到其他文化的影響，從而在發(fā)生著新的變化，具有鮮明的地方文化特色。 Comprehending 通過細節(jié)理解題，學生在思考和找尋答案的過程中加深了對文章的理解。 Learning about language 學生學會使用本單元的重點詞匯、句型和語言知識：帶有請求和命令口氣的直接引語轉(zhuǎn)變?yōu)殚g接引語。 Using language 閱讀材料向?qū)W生介紹了不同地方的英語方言，從而使學生了解英語的多面性，沒有唯一的標準英語。 教學目標： 知識目標： 通過本單元的教學，

3、幫助學生： 1. 掌握與英語語言發(fā)展變化相關(guān)話題的語言表達。 2. 掌握相關(guān)的詞匯、句型和表達法。 3. 了解英式英語與美式英語的差別。 4. 掌握祈使句及其間接引語的表達和應(yīng)用。 能力目標： 1. 通過本單元的聽說訓(xùn)練，培養(yǎng)學生獲取有用信息和處理信息的能力。 2. 通過對本單元閱讀材料中信息的加工處理，培養(yǎng)和訓(xùn)練學生skimming, scanning, predicting和summarizing等閱讀技能。 3. 通過完成本單元中的writing的寫作任務(wù)，訓(xùn)練學生利用本單元輸入的語言材料和信息輸出語言。 4. 通過本單元的學習，提高學生發(fā)現(xiàn)問題、分析問題和解決問題的能

4、力。 情感目標： 1. 通過對本單元“世界各地的英語”話題的學習，幫助學生了解英語這門語言的起源、變化和發(fā)展，了解英語在世界范圍的區(qū)別和使用情況，幫助學生形成世界英語及地域英語的概念，讓學生感知英語語言的多層次和多元化，樹立跨文化交際的意識。 2. 讓學生認識到在全球化的進程中學習英語的重要性，幫助學生總結(jié)出適合自己的學好英語的一些技巧和方法，為學生的自學和終身學習奠定良好的基礎(chǔ)。 單元整體設(shè)計思路： 第一課時 Warming up, Listening 第二課時 Pre-reading, Reading, Comprehending 第三課時 Language lea

5、rning 第四課時 Using language: Reading, Speaking 第五課時 Using language: writing 第六課時 綜合評價練習課Reading task (p.51); Self-evaluation, Summing up and self-test/exercises 第七課時 測試講評課 Period 1 Warming up and Listening Teaching Aims: 1. To get the students to revise the knowledge about the difference

6、s between British English and American English. 2. To get the students to practice listening skills and learn listening strategies: predicting and note-taking. 3. To arouse students’ interest in learning English. Teaching important points: 1. To train the students’ listening skills and strategie

7、s. 2. To train the students’ speaking ability. Teaching difficult points: 1. To get every student to be involved in the listening activities. 2. To get every student to be active in class. Teaching procedures Step I. Warming up 1. Look at the pictures and dialogues in Warming up. Let the stu

8、dents try to guess if the men can understand each other by using two different kinds of English. 2. Guess British English and American English words. elevator/lift in a team/on a team rubber/eraser petrol/gas British: lift, in a team, rubber, petrol 3. Discuss in pairs. Look at the British wo

9、rds and guess the American equivalents. British: American: flat apartment underground subway pub bar toilet bathroom tin can autumn

10、 fall match game post mail football soccer lorry truck trousers pants StepⅡ. Listening 1). Get students to look at the picture on page14 to make up stories accord

11、ing to the picture. 2). Get students to predict what the story is about. 3). Play the tape for the students to listen. 4). 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 Englis

12、h equivalents Hey y’all ain’t yer ya pup swimmin’ jumpin’ feelin’ ‘bout ‘nough shoulda seen got outta hello everyone aren’t your you child swimming jumping feeling about enough should have seen got out of 6). Play the tape again and let the students answer th

13、e questions in pairs after listening. 7). Check the answers. (Variant: you may also) Step Ⅲ. Practice Ask the students to retell Buford’s story in Standard English in pairs. Step Ⅳ. Summary Get students to summarize what they have learned in the period. Give students some evaluation and encour

14、age them to work better. Step Ⅴ. Homework 1) Find out the countries using English as an official language. 2) Preview the reading text on page 9. Period 2 Reading Teaching aims: 1. To get students to read and master the key words and expressions: Words: voyage, native, actual

15、ly, present, fluent Expressions: because of, even if, come up, be based on, at present, make use of, a large number of 2. To get students to practice reading skills and learn reading strategies: skimming, and scanning. 3. To get students to known about the history and development of English. Tea

16、ching important points: 1. To train students’ reading skills and strategies. 2. To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1. To get every student to be involved in the learning activities. 2. To get every student to be active in c

17、lass. Teaching procedures: StepⅠ. Warming up by checking the homework. 1) List the names of countries using English as an official language on the board. Britain, USA, Australia, Canada, New Zealand, Ireland, South Africa, Singapore, India, etc. 2) Students try to guess the reasons that have e

18、ncourage these countries to speak English. Britain→Empire USA→trade, military base, aid, etc. India→colony in the past … Step II. Pre-reading 1. First ask the students to see the title on the book then let them discuss in groups in order to try to guess the answers to the three questions bef

19、ore the text. 1). Have a student list on the board all the English-speaking countries in the world that they can think of. 2). Give the students hints about the places they haven’t mentioned. 3). Provide the students with an opportunity to think about the reasons for the spread of English around

20、the world. ★ English is one of the official languages of the Olympic Games and the United Nations. ★ English dominates international websites and provides nearly all of the new computer terminology. ★ Tourism and trade from Western Europe and North America have contributed to the spread of Englis

21、h. ★ Satellite TV, radio like BBC, VOA, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles. 2. Ask the students to listen to the record and try to grasp the general idea of the passage. After listening, try to answer two

22、questions: (1) Was English always the same in the past? (2) In what ways has English changed? ( Both speaking and spelling.) Step II. While-reading Task 1. Skimming Read quickly to get the main idea of the text. Let the students find out key sentence of each paragraph or ask them to summariz

23、e the main point for each paragraph in their own words. ? Paragraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other but they may not be able to understand everything. Paragraph 3: All languages change when cultures communicate with one ano

24、ther. Paragraph 4: Two big changes happened in English spelling. Paragraph5: English is spoken in Africa and Asia. ? Task 2. Scanning Read to locate particular information and complete the comprehending Exercise1. Task 3. Listen to the tape twice and pay attention to the pronunciation. Finish

25、the comprehending Exercise2. Step Ⅲ. Post-reading Work in groups. Discuss the two questions in Exercise3 and then ask two groups to report their answers to the class.? 1)????? Why do you think people all over the world want to learn English? ? Possible answer: The reasons why people all over

26、 the world want to learn English: ★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. ★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers f

27、rom different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries. ★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about

28、the difference between different kinds of English in order to avoid misunderstanding while communicating. (All persuasive reasons can be accepted.) ?2) Why do you think more people in the world now want to learn Chinese? Various answers 3）Get students to use the form in the comprehending Exerc

29、ise2 to retell the story. First the whole class do it together. Then students work with their partners. 4) Check students’ work. Step Ⅳ. Language focus: 1)????? even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy. 2)????? communicate with: ex

30、change information or conversation with other people: He learnt to use body language to communicate with deaf customers. 3)????? actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies. 4)????? be based on…: 5)??

31、??? make use of: use sth. available 6)????? Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup? Only time will tell. Step Ⅴ. Summary Get students to summarize what they have learned in the p

32、eriod. Give students some evaluation and encourage them to work better. Ⅵ. Homework Choose five new phrases just learned to make sentences and write down in the exercise book. ? ? Period 3: Language learning Teaching aims: 1) To get students to master the usage of Indirect Speech (II) Requ

33、ests & Commands 2) To get students to practice Requests & Commands by role-playing. 3) To get students to summarize the grammatical rules and encourage students to apply the rules into practice. Teaching important points: 1) To train students’ speaking skills. 2) To get students to master the g

34、rammatical rules. Teaching difficult points: 1) To get every student to be involved in the listening activities. 2) To get every student to be active in class. Teaching procedures: Step I. Worming up 1. Get two students to come to the front to play a show game. 2. Instructions: Student

35、A makes commands and Student B does what he/she is told. 3. Examples: 1) Point to your left eye. 2) Open the door. 4. Get the rest to report what Students A and B did. 1) Student A told Student B to point to his/her eye. 2) Student A told Student B to open the door. Step?Ⅱ.

36、Presentation 1) Get students to discuss the differences between retelling Commands and Requests in Part1 on P12. Commands: told sb. to do sth. Requests: ask sb. to do sth. 2) Get students to identify and classify the expressions in Exercise 2 on page 12 into Commands and Requests.

37、3) Let students retell the sentences in Exercise3 on page12 in indirect speech. Step III. Practice 1. In groups of four, students think of at least three commands the teachers and parents usually give. 1)?Student 1 ( acting as a teacher or a parent) give the first command. 2)?Student 2 tells Stu

38、dent 3 what Student 1 said. 3)?Student 3 will change the request or command from direct into indirect speech. 4)?Change roles so that each person gets the chance to give commands and turn them into indirect speech. ? Example:? S1: Please don’t talk in class. S2: What did our teacher tell us? /

39、 What did our teacher say? ?S3: He told/asked us not to talk in class. / She said not to talk in class. Step Ⅳ. Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. StepⅤ. Homework 1) Follow the Example

40、 in practice, and write down a Command and a Request respectively. 2) Ask students to preview Reading on page13. Period 4: Reading and Speaking Teaching Aims: 1) To get students to read and master the key words and expressions 2) To get students to practice reading skills and learn readi

41、ng strategies: skimming, and scanning. 3) To get students to improve their cultural awareness and know about the differences between British English and American English. Teaching important points: 1)To train students’ reading skills and strategies. 2)To get students to master the key words a

42、nd expressions in the reading passage. Teaching difficult points: 1)To get every student to be involved in the learning activities. 2) To get every student to be active in class. Teaching procedures Step I. Warming up ? 1. Introduction: In China there’re so many dialects that the gover

43、nment encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. 2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in

44、China. Step II. Reading 1. Get the students thinking about the topic of the text to predict what it is about. 2. Skimming: Read quickly to find the topic sentence for each paragraph. ? Para. 1: There is no such a thing as Standard English. Para. 2: American English has many dialects whose wor

45、ds and expressions are different from “standard English”. Para. 3: Geography plays a part in making dialects. ? 3. Scanning: Work in pairs. Read the text to locate particular information. 1). Do you know what Standard English is from the text? 2). What is a dialect? Why does American English ha

46、ve so many dialects? 4. Language focus: 1)?believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam. 2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a

47、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 people 4). dialect: a variant of a language spoken only in one area, in which words or grammar are slightly different from other forms of the same lan

48、guage 5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight. Step Ⅲ. Reading dialogues 1.?Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice readin

49、g in pairs. (The teacher brings the students’ attention to the British and American words that are different but have the same meaning.) 2. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:

50、 ? Amy (American)?????????? Lady (British) subway?????????????????? underground left?????????????????????? left-hand side keep going straight?????????go straight on two blocks???????????????? two streets right? ???????????????????? right-hand side ? 3. Prepare their role-play

51、in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions. 4. Performance: Ask two pairs to perform their dialogue in class. ? Sample version: S1: Excuse me

52、, sir. But I can’t find the petrol station? S2: Pardon? S1: I said I couldn’t find the gas station. S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead. S1: Thank you very much. S3: What did he say? S1: He told us to go round the cor

53、ner on the right, go straight on and then cross the overpass. The petrol station will be ahead. Step Ⅳ.Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Step V. Homework Students try to think about the

54、 reasons why you are learning English, and write down three of them. Period 6: Writing Teaching aims: 1) To get students to find out the difficulties in their English learning. 2) To get students to try to find ways to improve their English writing. 3) To help students to know the im

55、portance of learning English. Teaching important points: 1) To train students’ writing skills. 2) To make students master the writing strategies. Teaching procedures: StepⅠ. Warming up 1) Ask some students to tell their reasons why they are learning English, and write them on the centre of

56、 the board. For example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. 2). Divide the class into pairs to talk about their reasons. 3). When the task is finis

57、hed, ask a couple of students to summarize their partners’ answers. StepⅡ. Making a poster First ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, in pairs students work on their posters. Finally, ask several pai

58、rs to present their posters in class for assessment. ? A Sample poster CHINA’S FUTURE LIES WITH LEARNING ENGLISH Reasons for learning English: ※???????? World trade is done in English; ※???????? International organization (such as the UN) use English; ※???????? We need contact with the develo

59、ped Western world to build our country; ※???????? The developed world uses English in its dealings. Why the Chinese language will not do? ※???????? Very few people in the West speak Chinese; ※???????? Chinese is a difficult language to learn; ※???????? Most businessmen do not have time to learn new languages every time they enter a new international market. SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH ?