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Teaching DesignNEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1UNIT 2 English around the worldUsing languageStandard English and DialectsTeacher: KeslerStudents: Class 14, Grade 1Type：ReadingDuration: 40minutesTeaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1, UNIT 2, Using language. The topic of this unit is Standard English and Dialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para.2 introduces American English has so many dialects because people have come from all over the world. The last paragraph tells about Geography also plays a part in making dialects. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of American English. But they may not know American English Dialects before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skillsAll these activities are designed to improve the students’ different language skills including listening, speaking, fast-reading, careful-reading , even memorizing and retelling abilities.2. Language knowledgeSs can master the key words and phrases of the passage as follows, believe it or not, standard, dialect, expressions, excellent, play a part in, recognize.●Ss can learn how to express their own opinions.3. Affects●Ss will realize that the importance of mandarin and dialects and they will concern themselveswith the issue of popularizing mandarin and protecting dialects4. Cultural awareness●Ss will broaden their minds by knowing something about the diversity of language culture5. Learning strategies●Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.●Ss will communicate with each other in English while doing the group work. Language focuses and anticipated difficulties Language focusesThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help Ss to train their reading skills, such as skimming, scanning and summarizing. It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in listening ,speaking and talking ,so the teacher needs to encourage them to share their ideas.How to develop the students’ ability of summarizing and memorizing.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresPre-reading (6min)Step1. Greetings and leading-in (5min)Greet the students and then play a short video for them, then ask them some questions.Where are they from ?Do they speak standard English ?(设计目的:用一段印度人，韩国人和讲英语的视频来导入，首先在一开始和同学打招呼的时候，我要说明今天要学的内容是Standard English and dialects,我会问学生们知道这是什么意思吗？学生肯定都知道，所以我用这段印韩日不标准的英语导入，让他们感受不同英语的差异包括口音，方言等，这样引入也很自然。
Unit2English Around the WorldReading Standard English and Dialects 课型阅读课授课人班级高一授课地点西飞一中主题Standard English and Dialects教学设计理念1.《高中英语新课程标准》的要求《高中英语新课程标准》引导高中英语课程更加注重培养学生学英语和用英语的能力，学用结合，促进积极思维和有效表达以及培养学生学会获取信息、处理信息、分析问题和解决问题的能力。
因此课标将课程目标设定为九个级别并以学生“能够做某事”来具体表述各级别的要求，在高中三年的英语学习中，高一学生需达成六级要求，涵盖听说读写四个维度。
本课为阅读课，故注重学生的阅读技巧的训练。
2.高中英语学科素养《高中英语课程标准》将高中英语学科素养归纳为语言能力、文化品格、思想品质和学习能力四个方面，本课在设计实施中着重培养学生语言能力中的阅读技能和概括能力，并培养学生正确认识方言，提高学生的文化自信。
文本分析本节课内容是本单元using language中的阅读部分，standard English and dialects部分讲述了标准英语和美式英语的一些方言及方言产生原因。
学情分析授课学生为高一学生，学生英语基础较好，思维较活跃，语言输出能力较差。
对于学生而言，获取细节信息较容易，提取每段中心句以及整合和总结信息还需一定提高，最终的讨论输出环节有一定难度。
教学重点1.阅读并提取每段中心句以及获取细节信息2.理解并正确看待方言教学难点从阅读文本中的信息提取中心句教学目标在本课结束后，学生能够：1.语言知识-提取每段中心句，获取细节信息2.文化意识-了解美国方言和中国方言，正确认识方言，提高文化自信3.思维品质-批判性地思考方言的使用4.学习能力-学会小组合作教学方法教学方法：1.任务型教学法：通过一系列有效的阅读任务让学生在任务中学会获取细节信息，学会寻找并通过讨论思考方言的使用2.PWP阅读教学模式（pre-reading,while-reading,post-reading）学习方法：1.自主探究学习法：培养学生从阅读任务中进行自主学习2.小组讨论学习法：通过讨论的形式，正确看待方言，并培养学生的合作意识和能力教学手段1.多媒体辅助：ppt2.黑板教学步骤Procedures Teacher’s activities Students’activities PurposeStep1:Lead-in(Pre-reading)Lead in a problem andsolve it Solve the problem Lead in standardEnglish and dialectsand guide students tounderstand theirmeanings.Step2:While-readingFast reading Ask Ss to read and finishtasks2and3Read the passage andfinish tasks2and3Guide Ss to findgeneral idea and dividethe passage into2partsStep3:While-readingCareful reading Show Ss how to findtopic sentence and askSs to work in pairs tofind themWork in pairs and findtopic sentence of eachparagraphGuide Ss to learn theskill to find topicsentences of eachparagraphStep4:While-readingCareful reading Ask Ss to read and finishtask5Read and finish themindmapGet Ss to find detailedinformationStep5:Post-reading Summarize the passageby using the mindmap Summarize thepassageGet students tosummarize the textStep6:Post-reading(know)Play a video aboutChinese dialectsWatch the dialects andthinkHelp Ss to know theChinese dialectsStep7:Post-reading Ask Ss to read a poem in Read the poem in Guide Ss to experience(experience)Xi’an dialect Xi’an dialect and show it.the beauty of dialects.Step 8:Post-reading(discussion)Ask Ss to discuss on the preference(putonghua or dialects)Work in groups and discuss Guide Ss to express their opinions about dialectsStep 9:Homework1.Retell the passage by using the mindmap.2.Write a letter to the government to ask for the protection of dialects.Consolidate the words and summarizebyusing the mindmap bythemselves.板书设计：课后反思对于高一学生，应注重教学方法，注意课堂的趣味性，增加学生对英语学科的热爱。
Unit 2 English Around The World Reading---Standard English And Dialects主题语境：人与社会授课时长：一课时（40分钟）文本分析：本模块以English around the world为话题，旨在通过对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。
从一段对话开始，引出学生对英式英语和美式英语的概念，继而引出标准英语和方言的概念，启发学生对语言多样性的深入思考。
Using language- reading部分通过对话形式，体会到英美英语的差异，激发学生的学习兴趣；以任务型阅读的形式，带领学生深入理解文本，了解是否存在标准英语，英语方言的多样性，以及方言产生的原因。
通过本部分的学习，使学生感受到英语语言文化的差异，探究主题意义。
在处理文本的时候，穿插了“标准汉语和方言”这条暗线：文本处理过程中，引导学生掌握描述标准英语和方言的相关词汇，树立保护保护语言多样性的信念，同时为读后活动做铺垫；读后环节，引导学生先完成“AnIntroductiontoChinese”的相关表格，从点的层次，引导学生分析汉语特点。
紧接着引导学生完成“MandarinAnd Chinese Dialects”的报告，实现由点及面的不断延伸。
在作业布置环节，设置两层，一是导入了中国经典戏剧形式，让学生介绍自己最喜欢的戏剧；二是让学生介绍最喜欢的名著，并分享读后感。
学情分析：我所设计的阅读课针对的学生，是西飞中学高一某班。
该班的英语基础，阅读能力尚可。
学生的性格比较活跃，口语交流能力要稍微强些，并且他们求知欲都比较强，能主动配合老师，愿意开口讲，愿意交流。
因此，结合学生的实际情况，将教学情境化，灵活化，设置使他们感兴趣的活动、任务，因材施教，才能让班里的学生们投入到课堂活动中来，在快乐中有所学，有所获，从而促进我们教学的有效性与目标的实现。
Standard English / and Dialects标准英语和方言(What is standard English? Is it spoken in Britain, the US, Canada, Australia, India and New Zealand?什么是标准英语？是在英国、美国、加拿大、澳大利亚、印度、新西兰所说的英语吗？Believe it or not, there is no such thing as standard English.信不信由你，（世界上）没有什么标准英语。
Many people believe the English spoken on TV and the radio / is standard English. 许多人认为，电视和收音机里所说的就是标准英语。
This is because in the early days of radio, those who reported the news / were expect ed to speak excellent English.这是因为在早期的电台节目里，人们期望新闻播音员所说的英语是最好的英语。
However, on TV and the radio / you will hear differences in the way people speak.) 然而，在电视和收音机里，你也会听出人们在说话时的差异。
(When people use words / and expressions different from the “standard language”, it is called a dialect.)当人们用不同于“标准语言”的词语时，那就叫做方言。
American English has many dialects, especially the Midwestern, southern, African American and Spanish dialects.美国英语有许多方言，特别是中西部和南部地区的方言，以及黑人和西班牙人的方言。
P13 Standard English and dialects 标准英语和方言（预习课）[课前导读]As we all know, we come from different places and we have different accents(口音，腔调). But on TV and the radio we usually hear people speak differently from us, they speak Putonghua, which is standard Chinese. What we speak is local dialect(地方方言). As a matter of fact,when we communicate with each other using our dialects, we have no trouble (in) understanding one another. Why? Because the differences between them are very little. So when we are learning English, we should not be afraid of speak ing our poor English. Although we speak poor English, people still understand us more or less(大体上，基本上). Then form today, we should try to speak English of our own(属于我们自己的) more and more（越来越多）!Today we are going to learn about Standard English and English dialects [学习目标] 自己能够利用学案排除文章中的新词汇。
Book 1 Unit 2 Standard English and dialectsTeaching planMaterial analysis and thoughts on design：The topic of this part is “standard English and dialects.” The author mainly deals with what standard English and dialects are and why there are dialects. And this part aims to encourage students to think about standard English and dialects. For this purpose, the students should be trained to use logical thinking and analysis. First, students have to read the text carefully to get the answers and learn to summarize the author’s opinion about standard English and dialects. Then, they should learn how to express their own opinions. I have designed a debate for students to discuss in groups and debate on their opinions. During the process, I think students can actively explore more about standard English and dialects, and cultivate a stronger team spirit. Teaching aims:1.Knowledge aim: get students to know what standard English and dialects are andwhy there are dialects.2.Ability aim: let students learn how to express opinions in English.3.Moral aim: lead students to cultivate team spirit.Important and difficult points:1. Lead students to express their own opinions.2.Help students to practise their English skills of speaking and listening. Teaching Methods:Task-based teachingTeaching procedures:Step I Lead-inVideo learning. Play a video and let students learn about the topic of standard English and dialects.Step II Read and answer1. Let the students read the text and solve three major questions about standard English and dialects.(1) What are standard English and dialects?(2) Why are there dialects?(3) What’s the author’s opinion on standard English and dialects?2. SummarySummarize the text and lead students to form their own opinions on standard English and dialects.Step III Express opinionsLet students have a debate on whether dialects should be replaced by standard English.The positive side: Dialects should be replaced by standard English.The negative side: Dialects shouldn’t be replaced by standard English.1. Show students some pictures to lead them to think.2. Let students discuss for five minutes about what points they would like to express to support their side.3. Begin the debate.4. Conclusion: summarize students’ points and draw a conclusion.Thoughts about a reading lesson:A good reading lesson should not only let students learn English knowledge, but also focus on how to lead students to think in English. With the development of globalization, English is influencing large areas of the world. Chinese students tend to concentrate more energy on reading and writing rather than listening and speaking. Therefore, I have made efforts to lead students to analyze the given information and express their own opinions. In the future, I will consider how to involve more students to show themselves in class.。
