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A Teaching Design for Unit2——English Around the WorldDo warming up by answering a questionnaire.1) Tell the students they are going to answer a questionnaire about why they arelearning English.2) Ask the students to think as many reasons as they can.3) Write the words: Reasons for learning a foreign language on the center of theboard.4) Divide the class into pairs.5) Give out each student one questionnaire paper.6) Explain the task. The students must question eachother about their languagelearning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you‟d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.7) When the task is finished, ask a couple of students to summarize their partners‟answers. (This may develop into a class discussion about language needs).8) The students write five sentences on their feeling about learning English.9) Collect the questionnaires and choose two to share with students.Design aims: arouse students‟ interest and enthusiasm in class .Step 2: Lead-in (6 min)1) Guess picturesT：Present some national flags of English speaking countries on the ppt.S: name the English-speaking countries according to the national flags2)Pair work: Ask the students to listen to a piece of BBC news and a piece of VOAnews. Then two students in a group to find the differences between British English and American English (vocabulary, spelling, pronunciation, usage, etc.) and show some examples to them.Design aims: Using pictures to lead in to make the lesson more interesting and vivid; stimulate stud ents‟ learning interest and their motive of learn ing.Summary: using chart to make a summary of the difference between British EnglishStep 3：Listening (5 min)1)Before listening, ask students to look at the map on the book. It shows someplaces in the world where English is spoken as official language. Let students guess what this listening is about.2)Listening to the tape, ask students to work out the name of each person‟s countryand find the hints that help you identify them.3)Listening to the tape again to check the answer.Design aims:to improve students‟listening skills, to develop their imagination, to advance their ability of how to grasp information quickly and effectively.Step 4：Talking (8 min)1)Divide students into group in four.2)Tell them the difference between command and request.3)Let them read the requirements of the role-play.4)Give them three minutes to prepare.5)Ask two groups to do the role-play in the class.Design aims:let students know the difference between command and request. Let them know how to talk politely and appropriately to strangers. Let them know how to deal with emergencies in some communication occasion.Step 5：Using Words and Expressions (10 min)plete the word puzzle.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Ask students to form into pairs and to complete the word puzzle. They havethree minutes to work out it.Design aims:let students review new word they have learned in this unit. Arouse their attention into the class again. Make them feel energetic.B.Find the odd one out.1)Explain what “find the odd out” is. (“Find the odd out” is game which will letyou to choose the different one out in the group of word. Explain the newword “odd”.)2)Tell students this is a whole class game.3)Give them one minute to read eight groups of words.4)Then ask them to tell the answer loudly.Design aims: make students to think effectively and fell energetic. Teacher uses this whole class game to liven up the lesson.C.Translate Chinese sentence into English.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Give them four minutes to translate Chinese sentence into English. Ask themto use the words or expressions in the brackets.3)Use two minutes to check the answer and explain the grammar points. Design aims: let students review new word they have learned in this unit. Let them learn some new sentence structure.Step 6：Using Structures (10 min)A.Explain what direct speech and indirect speech is.We may report the words of aspeaker in two ways.1)Direct SpeechWe may quote the actual words of the speaker. This method is called Direct Speech.2)Indirect SpeechWe may report what he said without quoting his exact words. This method is called Indirect Speech or Reported Speech.Example:• Direct: Clinton said, “I am very busy now.”• Indirect: Clinton sai d that he was very busy then.B.How to change Direct to Indirect Speech?i. We have used the conjunction …that‟ before the Indirect Statement.ii. The pronoun “I” is changed to “HE”. (The Pronoun is changed in Person)iii. The verb “am” is changed to “was”.iv. The adver b “now” is changed to “then”.C.Rules for changing Direct into Indirect Speech:A. When the reporting or principal verb is in the Past Tense, all the PresentTenses in the Direct Speech are changed into Past Tense.a. A simple present tense becomes simple past tense.Example:• Direct: He said, “I am unwell.”• Indirect: He said that he was unwell.b. A present continuous tense becomes a past continuous.Example:• Direct: He said, “my mother is writing letter.”• Indirect: He said that his mother was writing letter.c. A present perfect becomes a past perfect:Are you clear about the conversion of Direct to Indirect Speech?Example:• Direct: He said, “I have passed the examination.”• Indirect: he said that he had passed the examination.d. As a rule the simple past tense in the Direct Speech becomes the past perfecttense in Indirect Speech.Example:• Direct: He said, “His horse died in the night.”• Indirect: he said that his horse had died in the night.B. The tenses will not change if the statement is still relevant or if it is a universaltruth. We can often choose whether to keep The original tenses or change them.Examples:• Direct: “I know her address”, said John.• Indirect: John said that he knows/knew her address.In this Indirect Speech, both the past tense and the present tense make thesentence a correct one.• Direct: The teacher said, “The earth goes round the sun.”• Indirect: The teacher said that the earth goes/went round the sun.The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively.C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For example, we may rewrite the above examples, putting the reporting verb in the present tense.Examples:• Direct: He says, “I am unwell.”• Indirect: He says that he is unwell.D. The pronouns of the Direct Speech are changed where necessary, so that their relations with the reporter and his hearer, Rather than with the original speaker are indicated.Examples:• Direct: He said to me, “I do not believe you.”• Indirect: He said that he did not believe me.E. Words expressing nearness in time or places are generally changed into words expressing distance.Examples:• Direct: He said, “I am glad to be here this evening.”• Indirect: he said that he was glad to be there that evening.D.Then do the exercise in the book.E.Summaries whole lesson. Tell students the homework.。
Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon?I beg your pardon?I don’t understand.Could you say that again please?Sorry, I can’t follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
