必修一Unit2Englisharoundtheworld教案

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.。

Unit 2 English around the World教学重点poster.教学难点Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.教学方法operative-learning教具准备三维目标Knowledge aims:1. Get the students to learn the brainstorming way.2. Get the students to learn to make a poster.3. Get the students to learn some connecting words and sentences.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.Emotional aim:Enable the students to master writing skills and write excellent articles.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.The teacher writ es the topic question “Why should I learn English? ” on the blackboard.Student 1:I learn English to talk to native speakers.Student 2:To go to college, I learn English hard.Student 3:I like reading. I learn English so as to read English novels.(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )Teacher:Well, let’s show your ideas on a brainstorming map.Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing?Students:Yes.→Step 3 Making a brainstorming mapThe teacher writes down the topic question “How can learning English help China in the future? ” on the blackboard. Ask students to make a brainstorming map with a partner.Several minutes later, ask a student draws the map on the blackboard.Sample map:→Step 4 Mak ing a posterFirst ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.Sample posterWorld trade is done in English;International organizations(such as the UN)use English;We need contact with the developed 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 entera new international market.→Step 5 Writing a short passage1. The title is “Should we learn English? ”2. Show the structure on how to write the passage.1)State your points of view.2)Show the supporting reasons.3)Get a conclusion3. Show the students connecting words which can help them to join the sentences and paragraphs.Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .Addition:firstly, secondly, then, besides, at last. . .Contrast:however, but, on the other hand. . .Summary:in short, in a word, therefore, so. . .Sample passage:Should we learn English?Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.Firstly, learning English can make life fun. It enables you to watch American movies, readEnglish books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.Secondly, it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.→Step 6 HomeworkWriting task on Page 53 in the workbook.设计方案（二）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.→Step 3 Making a brainstorming mapWrite down the topic question “How can learning English help China in the future? ”on the blackboard. Ask students to make a brainstorming map with a partner. Several minutes later, ask a student draws the map on the blackboard.→Step 4 Making a posterFirst ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.→Step 5 Writing a short passage1. The title:Should we learn English?2. The structure on how to write the passage:1)State your points of view.2)Show the supporting reasons.3)Get a conclusion.3. Connecting words:Illustration:I think. . . I believe. . . In my opinion. . .Addition:firstly secondly then besides at last. . .Contrast:however but on the other hand. . .Summary:in short in a word therefore so. . .→Step 6 HomeworkWriting task on Page 53 in the workbook.板书设计Unit 2活动与探究More and more people learn and speak English. Why? Hold a group discussion, and write a short passage titled “Why is English spoken in so many places around the world? ”to list the reasons.Sample passage:Why is English spoken in so many places around the world?English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nations. People realize the importance of English learning. Children go to school to learn English everywhere in the world. More people speak English as their first, second or foreign language.。

1)Let’s do a small quiz to distinguish the national flags of different countries, andfind out the languages spoken in these countries.2)Ask the students to think about the question about the “world Englishes”.教师活动：指导学生运用不同地区的方言向同学打招呼，让他们在轻松愉快的氛围中体会到汉语的多样性，从而为下一步讲到英语的多样性做好充分的准备。

学生活动：根据平时的积累和在电影、电视中所看到的场景，用不同的方言说“你好”、“再见”、“谢谢”等简单的日常用语，在轻松的氛围中学到知识，为下一步的学习奠定基础。

设计意图：由于刚刚开始进入高中，学生在初中形成的一些学习习惯还没有改变，适合高中学生的学习习惯还没有养成，因此在学习上可能感觉有些吃力，为了减轻学生学习的压力，使学生在轻松的氛围中学习，体会成功的喜悦，故采用这种活动。

Step III. Talking about “world Englishes”, especially the differences between “American English” and “British English”1)Look at the following picture, suppose(假设)these four men are having a secretmeeting with nobody else around, do you think they can understand what eachsays? Why?There is more than one kind of English in the world. They are very different from one another. English is changing with time , place and culture .2)Talk about the differences between American English and British Englishaccording to the pictures on the screen.( mainly about vocabulary and spelling) Chinese B. E A. E公寓 flat apartment酒吧 pub bar罐头tin can糖果sweets candy电梯 lift elevator比赛 match game足球 football soccer教师活动：指导学生通过观察图片，得出结论：英国英语和美国英语在词汇方面的不同，并完成表格。

Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Payattention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Then let’s come to the differences.5. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Ⅳ Closing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?Closing by imaginingImagine what we will do and what we can do for the 29th Olympic Games now.Closing down by narratingWe can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?Closing down by summarizingAs we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Period 2: A lesson plan for Learning about Language(The Future Passive Voice)Aims：To learn about future passive voiceTo discover useful words and expressionsTo learn the methods of words formationProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let’s dictate them. If you ca n’t, learn them by heart after class.①When and where will the next Olympic Games be held?②I live in what you call “Ancient Greece” and / used to write aboutthe Olympic Games more than 2000 years ago.③All countries can take part if they reach the standard to be admittedto the games.④The next Olympic Games will be held in my hometown.⑤It is just as much a competition among countries to host the Olympicsas to win an Olympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb, we can change the verb into a noun.That means we can change “doing some sport” into “the name of the sport”. By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.2. Means of word-formation in generalAffixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formation of present futurepassive voice.Ⅳ Closing down by summarizing1.Present future passive voice (take “ask” for example)2.The passive Voice of phrasal verbGenerally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice. But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:At last they put out the fire. At last the fire was put out.They will put up a notice on the wall. A notice will be put up on the wall. Have you sent for a doctor? Has the doctor been sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the children here. The children must be taken good care of here.His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about. When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, WrestlingII.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from aDominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games.The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace. The Torch RelayDuring the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers2.marked by truth: give honest answers 3.without pretensions: worked at an honest trade4. without dissimulation; frank: my honest opinion5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs competev. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against othersmedaln. an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.magicaladj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spellinterviewn. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club.3.serve as a means of entrance: This ticket will admit one adult to the show.4.give access or entrance to: The French doors admit onto the yard.5. afford possibilitye: This problem admits of no solution.6. declare to be true or admit the existence or reality or truth of: He admitted his errors.7.admit into a group or community: We’ll have to vote on whether or not to admit a new member.8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it.2. substitute a person or thing for (another that isbroken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt.4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers.2. be in a relationship with: How are these two observations related?3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.sailn. 1.a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic2. travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has A IDS.2. make publicity for; try to sell (a product)promisen. 1.grounds for feeling hopeful about the future: There is little or no promise that he will recover.2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort.4. make a prediction about; tell in advance。

Unit2 Engih Around the Word教学设计一、课程内容及授课内容分析教材分析：此教学设计是针对人民教育出版社出版的高中?英语?必修 1 Unit2 Engih around the word中的第一篇阅读课文?The Road To Modern Engih?所设计的阅读课。

本单元的中心话题是世界上的英语，课文类型为说明文，旨在通过对这一话题的探讨加强学生对英语语言及英语开展趋势的了解。

文章的标题是“通向现代英语之路〞，主要说明了英语语言从老式英语到现代英语的开展过程，为学生提供了了解英语语言开展史的时机。

本文分为四个局部：英语语言的起源、开展变化、形成原因和它的开展趋势。

本文的教学目的是使学生了解英语语言的变化趋势，明确为什么除了英国英语和美国英语，还会有印度英语，加拿大英语等，以后或许还会有中国英语。

学情分析：此内容的授课对象为高一年级学生，他们刚刚步入高中，思维敏捷，有较好的记忆力和模仿能力，求知欲和求学意识。

学生们在初中阶段已经掌握了一局部根底的单词和词组，这有助于他们对文章的理解。

这个阶段的学生能够用简单的英语表达个人的观点和意见，在学习英语的过程中希望有更多的时机表现自己，得到他人的肯定；也希望能掌握有效的阅读方法，提高自己的阅读能力和交际能力，因此教师在课堂教学活动中应注重初高中知识的衔接，并尽量让学生参与到教学活动中来。

学生对于英语语言的文化背景知识知之甚少，因此对本单元主题背景知识的理解不够全面，比方英语语言的开展历史，英语语言为什么会开展等，因此在阅读材料时存在理解方面的一定困难。

Teaching Aim：Knowedge Obective:1 Learn the deveomunicatee i ue one of the word EngihT: Now it i dicuion time The toe one of the word EngihYou are required to dicu with our e one of the word Engih I thin Chinee Engih wi become one of the word Engih becaue our countr i becoming tronger China i at an iman e ie German Shae ewor 〔2 min〕1 Find more eamerican Engih and Britih Engih2 Tr to rete the aage。

Unit 2 English around the worldWarming up教学目标〔teaching aims〕student’s book; warming up能力目标(ability aim)a. Enable students to talk about the world Englishesb. Enable students to talk about the differences between Am. English and Br. English语言目标(language aim)more than; include; play an important role; because of; international; native; elevator; flat; apartment; rubber; petrol; gas;教学重难点(Teaching important points)a. Students learn about the world Englishes and the differences between Am. English and Br. English.b. Students can understand the jokes caused by the misunderstanding of different Englishes. 教学方法(Teaching method)a. Individual, pair or group work to finish each task.b. Listeningc. Discussion教具准备(Teaching aids)a puter; a tape-recorder; a projector教学步骤(Teaching procedure)Step I. Leading-inFun time: warm the students up by asking them to greet each other with their dialects. At the same time, lead the students to think about the topic of this unit--- “language〞.Step II. Warming up.A quiz about the national flag of countries speaking English as their first or second language .Lead the students to the topic “ English Around the world〞.Ask the students to think about the question about the “world Englishes〞.Step III. Talking about “world Englishes〞, especially the differences between “American English〞 and “British English〞Listen to a dialogue between an American and an Englishman. And try to find out the cause of the misunderstanding between them.Talk about the differences between American English and British English.( mainly about vocabulary and spelling)Step IV. Speaking Task.Student make up a dialogue with a misunderstanding caused by the differences between “American English〞 and “British English〞 like the dialogue they listened to.Learning about Language教学目标〔teaching aims〕student’s book; Discovering useful structures能力目标(ability aim)a. Enable students to tell the differences between a request and a mand.b. Enable students to learn about the Indirect Speech( requests & mands)c. Enable students to use the Indirect Speech (requests & mands)语言目标(language aim)mand; request; retell; polite; bossIndirect Speech (requests and mands)教学重难点(Teaching important points)a. Students learn about the differences between a request and a mand.b. Students learn about the Indirect Speech( requests and mands)c. Students can use the indirect speech.教学方法(Teaching method)a. Individual, pair or group work to finish each task.b. Discovering the structure through examplesc. Practice教具准备(Teaching aids)a puter; a projector教学步骤(Teaching procedureStep 1. Warming-up (Revision)Warm the students up by asking them to go over the Direct Speech and Indirect Speech.. Do some exercises : change a statement or a question into Indirect Speech.Step 2. Talk about Request and mand.Talk about the polite and Impolite tune.Change the mands into Requests.Learn to give requests or mands according to the situations.Step 3. Talk about how to change a request and a mand into Indirect Speech.ask(ed) sb (not) to do sthtell/told sb (not) to do sthStep 4. Practise changing a request or a mand into Indirect Speech.Step 5. using the structure.A game: choose two students act as two robots. One listens to the requests, the other listens to the mands. Other students give either requests or mands, and the robots do what the students asked them to do.Exercises一．教学目标：(Teaching aims)Finish the exercises on the workbook1．能力目标：(ability aim)Enable the students to mand “mands and requests〞Through cooperative work find out correct answers themselves2．语言目标：(language aim)Full understanding of the readings二．教学重难点(Teaching important points)Understanding the main ideas of the passages三．教学方法(Teaching method)a. Fast and careful readingIndividual, pair or group work to finish each taskDiscussion四．教具准备(Teaching aids)a puter五．教学步骤(teaching procedure)Step 1.warming upStep 2: speaking task (Review mands and requests)Offer them situations and try to make dialogues with mands and requestsStep 3 :Do the “Reading〞 on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task〞 at p.51 and plete the form after it.Step 5: Group work:Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.。

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：WorkbookIV．教学步骤：Period 1 Warming UpTeaching Goals:1.Get Ss to realize that there are some differences between American Englishand British English.2.Get Ss to practise their oral English.Teaching Procedures:Step 1. Leading-inDo 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 UpPurpose: To make students understand the differences between American and British English1. Pair work:(1) Get Ss to discuss other words that they have learned.(2) Give Ss some words and expressions and have a discussion①Words:英美电影films movies 旁注汽油petrol gas, gasoline图钉drawing thumb tack钞票banknote bill跳远long jump broad jump糖果sweets candy(1)Divide Ss into groups and ask them to make a dialogue.(2)Let Ss practice the dialogue with their partners.Periods 2 Pre-reading and ReadingTeaching Goals:1.Get Ss to learn about English spoken around the world2.Improve Ss’ reading ability, especially the skills of summarizing, word guessing andscanning.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 provideSs with chances of cooperation.Teaching Procedures:Step 1. Leading-inPresent Ss with the names of seven countries （the UK, the USA, Canada, Australia, South Africa, Ireland and New Zealand）, and ask S s: “Is there any relationship b etween 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 thePhilippines. 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. Reading1.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. ScanningPurpose: 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?Q3. Which country has the largest number of English speakers?Q4. Why has English changed over time?Q5. Why does India have a very large number of English speakers?Suggested answers:A1. At the end of the 16th century, about five to seven million people spoke English.A2. In the next century, people from England started moving to other parts of the world,so English began to be spoken in many other countries.A3. China may have the largest number of English speakers.A4.Because all languages change when cultures communicate with one another.A5.India has a very large number of English speakers. This is because Britain ruled India from 1765 to 1947.3.Careful reading:Get Ss to read the passage carefully again and meanwhile try to guess the meaning of the following words or phrases: even if, come up, actually, play a role, vocabulary, usage, identity , government.even if=even though: in spite of the fact; no matter whetherplay a role: to be involved in an activityactually: really; in factvocabulary: all the words and phrases you learnsuch as: for exampleelevator: a machine used for moving people or things up and down4.After reading:Allow Ss to discuss with their partners the meaning of the new words. Then let some Ss explain the words. The teacher can give some further explanations if necessary.5.Answer these questions.(1) Do you think what kind of English you learn matters? Why?(2) Why do you think people all over the world want to learn English?(3) Give Ss chances to ask each other questions on the passage.6. Read the passage and choose the correct answer⑴English has /had the most speakers _______.A. now B, when the British ruled many parts of the worldC. in the time of ShakespeareD. in the 12th century .⑵Which of the following sentence is true?A Language always stay the same B. Language change only after warsC .Language no longer changeD .Language change when cultures change⑶From AD450 to 1150,English sounded more like ______.A . French B. ChineseC. GermanD. Russian⑷Shakepeare’s English was spoken around_______.A. 1400’sB. 1150’sC .450’s D. 1600’s⑸Which country has the fastest growing number of English speakers in the world ?A. Australia B ChinaC. IndiaD. BritainSuggested Answers: (1) A (2) D (3) C (4) D (5) BStep 3. Discussion1.After reading the passage, we’ve learned so much about English spoken around theworld. Do you think it’s necessary to have a good knowledge of English? Why do you think so? Please form groups of four and discuss these questions with your partners.(The teacher should walk around to provide any necessary help.)2.Give the students chances to express their opinions freely.3.Summary by the teacher:Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope every one in our class can make an effort to learn English well. But on the other hand, it does n’t mean English is better than Chinese just as some students said just now. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country(It’s a good chance to lead the students to love our own country as well as to learn English well.)Step 4. Words and expressions1. Native English speakers can understand each other even if they do n’t speak the same kind of English .以英语作为母语的人，即使他们讲的英语不尽相同，也可以相互交流。

人教版高中英语必修1《Unit 2 English around the world》教案人教版高中英语必修1《Unit 2 English around the world》教案【一】教学准备教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play a part (in)Patternsbecause of that, English began to b spoken in many other countries.Actually all languages change and developThe latter gave a separate identity to American English spelling.教学重难点■ To help students get to know about English development■ To help students better understand learning English■ To help students understand and use some important words and expressions■ To help students identify examples of Indirect Speech (II): request commands in the text 教学工具课件教学过程⑴Warming up by listingGood morning, class. We have been learning English for several years. But how manyEnglish-speaking countries are there in the world? Now lets make a list of them on the blackboard. English Countries ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue. Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English. Foreign language ChinaGermanyFranceetc. The number of people who learn English asa foreign language is more than 750 million.⑵Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?●What is Standard English?Standard English is the form of English that mostpeople in Britain use, and that is not limited to one area or group of people.●What is a dialect?A dialect is a variety of a language spoken onlyin one area, in which words, or grammar are slightly different from other forms of the same language.●Do we have standard Chinese? What is it?In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.⑶Warming up by giving r easonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around 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 NorthAmerica has contributed to the spread of English. * Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?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.Go on with your reasons. I shall write your suggestions on the board as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other even if they dont speak the same kind of English. Paragraph 3: English changes and develops when cultures meet and communicate with each other.Paragraph 4: By the 19th century English is settled.Paragraph 5: English is spoken as a foreign language or second language in South Asia.4. Reading and fillingRead the text to complete the chart below.Time English is influenced byAD 450-1150 German1150-1500 FrenchIn the 1600s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah Webster Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressionsdown in your notebook.Useful expressionsat the end of, make voyages, speak English as, in the next century, change over time, communicate with, be based on, at present, become less like, rule England, enrich the English language, make use of, move to, later in the 18th century, give a separate identity to, have a very large number of, fluent English speakers, become the language for, develop ones own identity, increase rapidly人教版高中英语必修1《Unit 2 English around the world》教案【二】教学准备教学目标Teaching aims:1) Get the students to master some important words, phrases and sentence patterns.2) Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of more than , come up, over, be based on, present, a/ the number ofTeaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one 不止一个eg：More than one girl in this school holds such a view.more than one 后跟___________,作主语时，谓语动词要用______。

英语：Unit2《English around the world》教案（4）（新人教版必修1）从容说课This is the seventh teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.The emphasis of this period is laid on developing the students’ writing ability. First summarize the brainstorming way of preparing oneself before writing, let the students know how to make a brainstorming map, and then ask them to make one on the topic question:How can learning English help China in the future? This is one of the best ways for students to prepare what they want to say before they begin to write.Making a poster is also very useful for students to collect ideas and sentences before writing. Make one on China’s Future Lies in Learning English.After th e two steps above, the teacher can let the students write a short passage titled “Should we learn English? ” According to the brainstorming map on the top of Page 15 and the poster they makes in Step 4, they can decide the structure of the passage should be as follows:State your points of view; show the supporting reasons; get a conclusion. Then, show students some connecting words which can help them to join the sentences and paragraphs. They will write a good passage.As for Writing task on Page 53 in the workbook, it can be done as homework. The teacher can model this writing task by sharing his own learning experiences. In essence, it is an effort to help students organize their self-reflection.教学重点instorming map and a poster.教学难点Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.教学方法-learning教具准备三维目标Knowledge aims:1. Get the students to learn the brainstorming way.2. Get the students to learn to make a poster.3. Get the students to learn some connecting words and sentences.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making aposter.3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.Emotional aim:Enable the students to master writing skills and write excellent articles.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.The teacher writes the topic question “Why should I learn English? ” on the blackboard.Student 1:I learn English to talk to native speakers.Student 2:To go to college, I learn English hard.Student 3:I like reading. I learn English so as to read English novels.(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )Teacher:Well, let’s show your ideas on a brainstorming map.Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing?Students:Yes.→Step 3 Making a brainstorming mapThe teacher writes down the topic question “How can learning English help China in the future? ” on the blackboard. Ask students to make a brainstorming map with a partner.Several minutes later, ask a student draws the map on the blackboard.Sample map:→Step 4 Making a posterFirst ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.Sample posterChina’s Future Lies in Learning EngWorld trade is done in English;International organizations(such as the UN)use English;We need contact with the developed 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 entera new international market.So China’s Future Lies in Learning→Step 5 Writing a short passage1. The title is “Should we learn English? ”2. Show the structure on how to write the passage.1)State your points of view.2)Show the supporting reasons.3)Get a conclusion3. Show the students connecting words which can help them to join the sentences and paragraphs.Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .Addition:firstly, secondly, then, besides, at last. . .Contrast:however, but, on the other hand. . .Summary:in short, in a word, therefore, so. . .Sample passage:Should we learn English?Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.Secondly, it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.→Step 6 HomeworkWriting task on Page 53 in the workbook.设计方案（二）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.→Step 3 Making a brainstorming mapWrite down the topic question “How can learning English help China in the future? ”on the blackboard. Ask students to make a brainstorming map with a partner. Several minutes later, ask a student draws the map on the blackboard.→Step 4 Making a posterFirst ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.→Step 5 Writing a short passage1. The title:Should we learn English?2. The structure on how to write the passage:1)State your points of view.2)Show the supporting reasons.3)Get a conclusion.3. Connecting words:Illustration:I think. . . I believe. . . In my opinion. . .Addition:firstly secondly then besides at last. . .Contrast:however but on the other hand. . .Summary:in short in a word therefore so. . .→Step 6 HomeworkWriting task on Page 53 in the workbook.板书设计Unit 2活动与探究More and more people learn and speak English. Why? Hold a group discussion, and write a short passage titled “Why is English spoken in so many places around the world? ”to list the reasons.Sample passage:Why is English spoken in so many places around the world?English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nations. People realize the importance of English learning. Children go to school to learn English everywhere in the world. More people speak English as their first, second or foreign language.。

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。