人教新课标必修1English around the world教学案例

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, mand, request, recognizeExpressionsbecause of, e 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 mands 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 many English-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 as a 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 most people 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 only in one area, in which words, or grammar are slightly different from other forms of the samelanguage.●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 reasonsUnit 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 puter terminology.* Tourism and trade from Western Europe and North America 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.-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 municate 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 plete 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 WebsterNow 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 expressions down in your notebook.Useful expressionsat the end of, make voyages, speak English as, in the next century, change over time, municate with, be based on, at present, bee 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, bee 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 , e 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______。

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。

人教版高中英语必修第一册 《Unit 2：English around the World》教案一、教学目标1.知识目标o学生能够掌握与英语在世界各地的发展和差异相关的重点词汇和短语，如 “official, voyage, native, actually, base” 等。

o学生能够理解并运用描述英语在不同地区特点和变化的句型。

2.技能目标o学生能够听懂有关英语在全球使用情况的对话和讲座，并提取关键信息。

o学生能够阅读并理解介绍英语在世界各地演变的文章。

o学生能够用英语简单比较和阐述不同地区英语的特点。

o学生能够就英语的全球化影响进行讨论和书面表达。

3.情感目标o培养学生对英语语言多样性的认识和尊重。

o激发学生学习英语的兴趣和动力，了解其作为全球通用语言的重要性。

二、教学重难点1.教学重点o重点词汇和短语的准确理解与运用。

o课文中关于英语在世界各地发展和变化的内容理解。

o引导学生用英语描述不同地区英语的差异。

2.教学难点o帮助学生理解英语语言变体背后的文化和历史原因。

o培养学生在讨论和写作中清晰表达对英语全球化的观点。

三、教学方法1.对比分析法：对比不同地区英语的特点，加深学生的理解。

2.案例教学法：通过具体实例，讲解英语的变化和差异。

3.小组合作法：组织学生分组讨论，共同探究问题。

四、教学过程（一）导入（5 分钟）1.展示不同国家或地区人们说英语的视频片段。

2.提问学生：Did you notice any differences in the way they speak English?（二）词汇教学（10 分钟）1.呈现本单元的重点词汇和短语，结合具体语境进行讲解。

2.通过词汇游戏，如词汇配对、猜词义等，巩固词汇记忆。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。

2.提出引导性问题，如：What do you think the passage will talk about English around the world?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨大意。

Period 7Writing整体设计从容说课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 the two steps above, the teac her 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 Develop the students’ writing ability by making a brainstorming 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 Brainstorming and cooperative-learning教具准备 A projector and other normal teaching tools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.(Show the map on the screen. )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 posterChina’s Future Lies in Learning EnglishReasons for learning English:World 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 English→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 2English around the worldWritingA brainstorming map: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 schoolto learn English everywhere in the world. More people speak English as their first, second or foreign language.。

高中英语教学设计课题: Unit 2 English around the worldThe Road to Modern English (Reading)(New Senior English for China Student’s Book 1)I. Teaching Contents 教学内容Unit 2 English around the World (NSEFC Book 1)Reading: The Road to the Modern English(普通高中课程标准实验教科书(必修)人教版英语(1)第二单元《英语在世界各地》的阅读部分《通向现代英语之路》)II. Design of Teaching Objectives 教学目标设计（三维目标）1.Knowledge objectives 知识目标(1)Able to understand the meaning of following words, phrase and sentence pattern and use them properly. (掌握以下单词、短语以及句型的含义，并合理使用他们)①Important words(重点单词)：Native, base, actually, gradually, rule, Danish, latter, identity, fluent②Important phrases(重点词组)：Because of, come up, base on, make use of, a large number of③Important sentence pattern(重点句型)People from England made voyage to conquer other parts of the world and because of that,...in many other countries.Native English speakers can understand each other even if …the same kind of English.(2)Able to let student know the process of English change and the influence to the language when two different culture meet each other. (使学生大致了解英语演变的过程，和当在两种文化碰撞下，对语言产生的影响。

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单元学案（人教版必修1）目标认知重点词汇even if e up in the way present recognize because of more than mand base重点句型However, they may not be able to understand everything.语法直接引语变间接引语精讲巧练1. even if【原句回放】 Native English speaker can understand each other even if they don't speak the same kind of English.【点拨】even if/though 即使、尽管，用来引导让步状语从句。

如：Even if I didn't know anybody at the party, I had a good time.尽管在晚会上我谁也不认识，但仍然玩得很开心。

Even though he has nothing else to do, he won’t e to the concert.即使他没事干，也不会到音乐会来。

【拓展】as if/though 表示“就像……似的，似乎、仿佛”，用于引导方式状语从句或表语从句。

例句：Even if you don't like this film, you’d better see it.即使你不喜欢这电影，你最好也去看。

Even if you offer it to him, he won’t accept it. 即使你给他，他也不要。

从句有时用虚拟语气，be动词经常用were。

若从句与主句的动作同时发生，从句中用一般过去时；若从句动作发生在主句动作之前，则从句用过去完成时。

如：They talked as if they had been friends for many years. 他们谈话亲热，就像交往多年的朋友似的。

教学准备1. 教学目标Teaching objectives:Knowledge aim:To learn the important words and phrases in this unit. communicate native even if come up base on at present make use of Identity fluent such as because ofAbility aims:1. To master the usage of the important words in this unit..2. To learn how to use these words correctly.2. 教学重点/难点1. How to help themselves learn to use the words and expressions.3. 教学用具课件4. 标签English around the world教学过程Teaching procedure:Step1: GreetingStep2: leading in by the summaryStep3: individual and class activitiesActivity1: Complete this summary with words from the reading.English has changed when cultures meet and __________ with each other. ______English speakers can understand each other even__they don’t speak the same kind of English. For example, Britishand American people can understand the sentence: I want to ________ to your apartment or flat. Between about AD450 and 1150, English was _____ more on German_______ England was once ruled by theGerman.The Settlers to England enriched and enlarged its vocabulary, so by 1600’s Shakespeare can__________ a wider vocabulary. By the 19th century American English spelling got a separate _________when Noah Webster wrote his dictionary. At ________, more people speak English as their first, second or a foreign language than ever before. People in South Asia _______ as India, Singapore speak ________ English.Activity 2: Fill in the blank according to the picture1. The Chinese President xi is _______________ with Obama,__________they come from different country.2.Legend of swords (古剑奇谭) is ________ famous novel Jean heart sword spirit3. Our ________ language is Chinese.The giant Panda is ________to China.He is a _________ of Han Chuan.4. I went back not ____________ the rain, but __________ I was tired.5. A terrible earthquake happened in LuDian yunnan province. Many people lost their lives. the Chinese president Xi stressed theefforts to _________ prime time(黄金时间) to rescue the victims of the disaster and the relevant departments(相关部门) tried their best to make sure the ________ of the dead.6.some popular dating(约会) shows ______ one out of hundred (百里挑一)and take me out (我们约会吧)attracted more boys and girls to attend in foreign countries.Activity3: Guess the meaning of the words “come up”①While they were talking, a cat came up.②The sky was bright when the sun came up.③The question finally came up for discussion.④The seeds I sowed last week came up quickly.⑤I will let you know if anything comes up.Activity 4: Translate the following sentence into Chinese.At present, the present village leader Li rui is busy in packingthose presents, and then he will present them to each child who are present at program called where are we going, dad.Step4: Group tasksTask 1: Tell the words for each meaning.1. As a result of : because of2. Able to speak or write a language well: fluent3. Who or what somebody or something is : identity4. Belonging to one by birth: native5. To approach, to come forward: come up6. In spite of the fact or belief: even if / thoughTask2: Short writingtips:将以上句子连成一篇小短文,红体部分汉字使用本单元的词汇和短语表达。

人教英语新课标必修1全册精品教案(Unit2EnglishAroundtheWorld)unit 2 english around the worldpart one: teaching design (第一部分：教学设计)period 1: a sample lesson plan for reading(the road to modern english)aimsto talk about varieties of englishto read about the history of english languageproceduresi. warming up 1. warming up by answering a questionnaire1). tell the students they are going to answer a questionnaire about why they are learning english.2). write the words: reasons for learning a foreign language on the center of the board: 3). ask the students to suggest as many reasons as they can think of, 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. write their suggestions on the board as they make them.4). divide the class into pairs.5). give out each student one questionnaire paper. 6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take inthe 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.needs analysis questionnaireinterviewer_______________interviewee______________ _present use: situations and skillsreading (faxes, letters & reports)listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)writing (faxes, letters & reports)future use: expectations & ambitions2. further applyingto get the students thinking about the topic of the reading passage.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 the world.★english is oneof 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 has contributed to the spread of english.共13页，当前第1页12345678910111213★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.ii. reading1. skimmingread quickly to get the main idea of the text.let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.paragraph 1: the spread of the english language in the worldparagraph 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 another.paragraph 4: english is spoken as a foreign language or second language in africa and asia.2. scanningread to locate particular information and complete the comprehending exercise one. 3. following up work in groups. discuss the two questions and then ask two groups to report their answers to the class. 1). do you think itmatters what kind of english you learn? why?possible answer:i don’t think so. here are the reasons:★native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.★different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.(any persuasive and supporting reason the students give can be accepted.)1) why do you think people all over the world want to learn english?possible answer:the reasons why people all over 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 from 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 the difference between different kinds of english in order to avoid misunderstanding while communicating.(all persuasive reasons can be accepted.)共13页，当前第2页123456789101112134. 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: exchange 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) 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 nguage chunks from unit 2 english around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time cantell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…period 2: a sample lesson plan for learning about language(indirect speech (ii) requests & commands)aimsto discover useful words and expressionsto discover useful structures proceduresi. direct and indirect speechdirect speech indirect speech simple presenthe said, “i go to school every day.”simple pasthe said (that) he went to school every day. simple pasthe said, “i went to school every day.”past perfecthe said (that) he had gone to school every day. present perfecthe said, “i have gone to school every day.”past perfecthe said (that) he had gone to school every day. present progressivehe said, “i am going to school every day.”past progressivehe said (that) he was going to school every day. past progressivehe said, “i was going to school every day.”perfect progressivehe said (that) he had been going to school every day, future (will)he said, “i will go to school every day.”共13页，当前第3页12345678910111213would + verb namehe said (that) he would go to school every day. future (going to)he said, “i am going to school every day.”present progressivehe said (that) he is going to school every day. past progressivehe said (that) he was going to school every day direct speech indirect speech auxiliary + verb namehe said, “do you go to school every day?”he said, “where do you go to school?”simple pasthe asked me if i went to school every day.*he asked me where i went to school. imperativehe said, “go to school every day.”infinitivehe said to go to school every day. direct speech indirect speech simple present + simple presenthe says, “i go to school every day.”simple present + simple presenthe says (that) he goes to school every day. present perfect + simple presenthe has said, “i go to school every day.”present perfect + simple present he has said (that) he goes to school every day. past progressive + simple pasthe was saying, “i went to school every day.”past progressive + simple pasthe was saying (that) he went to school every day. past progressive + past perfecthe was saying (that) he had gone to school every day. direct speech indirect speech canhe said, “i can go to school every day.”couldhe said (that) he could go to school every day. mayhe said, “i may go to school every day.”mighthe said (that) he might go to school every day. mighthe said, “i might go to school every day.”musthe said, “i must go to school every day.”had tohe said (that) he had to go to school every day. have tohe said, “i have to go to school every day.”shouldhe said, “i should go to school every day.”shouldhe said (that) he should go to school every day. ought tohe said, “i ought to go to school every day.”ought tohe said (that) he ought to go to school every day. ii. discovering useful words and expressions1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs. (the teacher brings the students’attention to the british and american words that are different but have the same meaning.)iii. discovering useful structures(making commands and requests using indirect speech)1. in groups of four, think of at least three commands your teachers and parents usually give. 共13页，当前第4页12345678910111213you may follow these steps.1) choose one who is to give the first command.2) ask another person in your group to tell somebody what you said.3) the third person will change the request or command from direct into indirect speech.4)change role so that each person gets the chance to give commands and turn them into indirect speech.example: t: please don’t talk in class.s1: what did our teacher tell us? / what did our teacher say?s2: he told/asked us not to talk in class. / she said not to talk in class.2. get the students thinking about the difference between the request and command. then read the replies and decide whether they are in answer to a request or a command. write the sentence down.★a: _______________________________________b: i’ll go and collect some wood right now, master.★a: _______________________________________b: of course i’ll be happy to collect your shopping for you.★a:__________________________________________b: yes. i’ll shut the door at once, mr. zhang.★a:_________________________________________b: no, i won’t get your coat if you talk to me like that.★a:_________________________________________b: sorry. i’ll get that book for you right now.period 3: a sample lesson plan for using language(standard english and dialects)aimsto read out and talk aboutstandard english and dialectsto write about learning english by brainstormingproceduresi. warming up1. introduction: in china there’re so many dialects that the government 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 china.ii. reading1. get the students thinking about the topic of the text to predict what it says.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 words 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 have so many dialects?4. language focus: 共13页，当前第5页123456789101112131) 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 nosuch a …as: used to say that a particular person or thing does not exist: these days there is no such a 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 variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: besides dieting, exercising plays an important part in losing weight.iii. listeningto introduce the students to a dialect and a form of standard “english”.you may follow these steps:1). set the context for the students by describing the situation;2). tell the class: you are going to listen to a boy named buford. he speaks a southern dialect of ame with an east, texas accent. remember: pronunciation is determined by accent. on the other hand, buford’s teacher, jane, speaks standard bre. (i.e. what is heard on the bbc.)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 storystandard english equivalents hey y’all ain’t yerya pup swimmin’jumpin’feelin’‘bout ‘nough shoulda seen got outtahello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of6). play the tape again and let the students answer the questions in pairs after listening.7). check the answers. (variant: you may also ask the students to retell buford’s story in standard english in pairs.)iv. speaking1. 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:amy (american) lady (british)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streets共13页，当前第6页12345678910111213right right-hand side2. prepare their role-play 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.3. performance: ask two pairs to perform their dialogue in class.sample version:s1: excuse me, sir. but i can’t find the drugstore?s2: pardon?s1: i said i couldn’t find the chemist’s shop.s2: well, go round the corner on your right-hand side, straight on and crossthe flyover. you will find it ahead.s1: thank you very much.s3: what did he say?s1: he told us to go round the corner on the right, go straight on and then cross the overpass. the drugstore will be ahead.self-assessment criteria:did you cooperate well with your partner(s) while practicing?can you ask for directions and give directions clearly?can you express your ideas fluently? if not, what’s your main problem?did you go naturally between american english and british english while talking to each other.v. writing1. making a posterfirst ask the students to make educated guesses about how english can help some aspect of chinese life, in particular its economy.then, in pairs students work on their poster.finally, ask several pairs to present their poster in class for assessment.a sample poster china’s future lies with learning englishreasons for learning english:※world trade is done in english;※international organization (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 timethey enter a new international market.so china’s future lies with learning english2.writing assessment1) can you give persuasive reasons for the topic on your poster?2) can you verbalize your ideas fluently?共13页，当前第7页123456789101112133) can you put your own english learning experiences into a broader perspective?4) can you organize your ideas in a logical way?5) have you made a brainstorming map before you set out to design your poster? do you think it helps your writing?6) what kind of mistakes have you made in your writing? what can you do to avoid such mistakes?further applyingthe teacher may also guide the students to do the writhing task in the workbook on page 53. you may take the following steps:step 1: students divided into groups of four share their own learning experiences and ideas about english learning.step 2: students make a list as follows:my problemsideas for improvementwhy i like englishmy future with englishstep 3: make notes about the paragraphs for the writing.step 4: the teacher helps develop ideas in a positive and encouraging way. step 5: students write about the topic after class as homework. sample version:my experience of learning englishmany people all over the world speak english as their secondlanguage. it is not too much to say that it has become an international language. studying 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. 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. 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 head!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.part tw teaching resources（第二部分：教学资源）共13页，当前第8页12345678910111213section 1: approaches to process writing 程序写作教学法i. pre-writing1. brainstorminggetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. planningstudents make a plan of the writing before they start. these plans can be compared and discussed in groups before writing takes place. 3. generating ideasdiscovery tasks such as cubing (students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. questioningin groups, the idea is to generate lots of questions about the topic. this helps students focus upon audience as they consider what the reader needs to know. the answers to these questions will form the basis to the composition.5. discussing and debatingthe teacher helps students with topics, helping them develop ideas in a positive and encouraging way. ii. focusing ideas 1. fast writingthe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. writing as quickly as possible, if they cannotthink of a word they leave a space or write it in their own language. the important thing is to keep writing. later this text is revised. 2. group compositionsworking together in groups, sharing ideas. this collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. changing viewpointsa good writing activity to follow a role-play or storytelling activity. different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. varying formsimilar to the activity above, but instead of different viewpoints, different text types are selected. how would the text be different if it were written as a letter, ora newspaper article, etc. iii. evaluating, structuring and editing1.orderingstudents take the notes written in one of the pre-writing activities above and organize them. what would come first? why? here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. self-editinga good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. this way students will become better writers.3. peer editing and proofreadinghere, thetexts are interchanged and the evaluation is done by other students. in the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. you could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. the importance of feedback共13页，当前第9页12345678910111213it takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. positive comments can help build student confidence and create good feeling for the next writing class. it also helps if the reader is more than just the teacher. class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. writing as communicationprocess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. it requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. potential problemswriting is a complex process and can lead to learner frustration. as with speaking, it is necessary to provide a supportiveenvironment for the students and be patient. this approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. in the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.section 2: background information on english around the worldi. british english, american english and chinesecars and drivingbritish englishamerican englishchinesecar parkparking lot 停车场driving licensedriver's license 驾照flyover overpass天桥four waycrossroads十字路口hire carrental car 租用车motorwayfreeway(western u.s.)expressway (eastern u.s.)高速公路petrolgasoline(gas)汽油tyretire轮胎windscreenwindshield挡风玻璃foodbritish englishamerican englishchinesebiscuitcookie饼干chipsfrench fries炸土豆片crispspotato chips油炸土豆片jacket potatobaked potato带皮烤的马铃薯jamjelly 酱mince hamburger碎牛肉；牛肉饼porridge oatmeal稀饭puddingdessert布丁；甜点sweetdessert餐后甜点tincan罐头othersbritish englishamericanenglishchineseautumnfall 秋天billcheck清单bin linertrash bag垃圾袋botanic gardenbotanical garden植物园bracessuspenders吊裤带；吊杆charitynon-profit organization慈善机构chemist’spharmacy/drug store 药店cinema movie theater, theater电影院coachbus长途汽车diydo it yourself自己动手做dustbintrash can垃圾箱engaged (as in telephone)busy（电话）占线共13页，当前第10页12345678910111213fee (for schooling)tuition学费fit (verb)equip, fit out安装flat apartment 单元住宅footballsoccer 足球freephonetoll-free免费电话toll-freedress (noun)外衣；服装gentsmen’s room男厕headmasterprincipal男厕hire (hire a car)rent (rent a car)租借holidayvacation假日illsick有病的in future in the future未来，将来in hospital in the hospital住院join the trainget on the train 上火车jumpersweater毛线衫licence (noun) license执照liftelevator电梯lorrytruck卡车mathsmath数学nilzero零notebill纸币on stream on line 在生产中postmail邮件queueline长队railwayrailroad铁路returnround trip返程rise (noun -in salary)raise加薪rubbereraser橡皮擦rucksackbackpack背包shopping trolleyshopping car购物手推车“sorry”“excuse me”, “pardon me”对不起stand (for election)run (for election) 21————来源网络整理，仅供供参考竞选swear word curse word咒语subwayunderpass餐巾subwayunderpass地下道；地铁tea toweldish towel餐巾telephone boxtelephone booth电话亭toilet restroom厕所torchflashlight火炬trainerssneakers运动鞋transport (noun)transportation运输trouserspants裤子trolleycart手推车tube subway 地铁undergroundsubway地铁vestundershirt背心waistcoatvest马甲ii. different english, different spellingsamerican englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiledbritish englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/s poilediii.websites recommended to the students 推荐网站 bg-mapesl.about english-zoneeffingpot topics-mag going to any of the websites may enable the students to learn more about the differences between american english and british english.section 3: words and expressions from unit 2 english around the world include 1. v. to be one————来源网络整理，仅供供参考22of the parts; to make something or someone part of a larger group: our tour party included several retired couples. the team is looking strong; especially now they have included beckham. 2. including & included: everyone has to go to the dentist’s, you included. there were twelve of us, including tom and me.共13页，当前第11页1234567891011121323————来源网络整理，仅供供参考。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 2 English Around the WorldPeriod 1 ReadingI Teaching aims1.Knowledge aimMaster the words and phrases and get a view of the road to modern English.2.Ability aimTrain students’ reading skill.3.Emotion aimLet students know more about English and inspire students to study English hard. II.Teaching important pointsThe understanding and comprehension of the passage.III.Teaching difficult point(1)How to get to master the useful words and expressions.(2)How to improve students’ ability to read an article.IV.Teaching ProceduresPeriod 1Step1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English andBritish English?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)Scanning(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2Language points：1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗？more than one +名词单数，后面的谓语动词用单数例如：More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。