1、Book I Unit2 English around the world單元整體教案Material analysis ：本單元的中心話題是 “世界各地的英語”， 主要向英語學習者介紹英語這門語言的起源、變化及發展，英語在世界各地作為母語、第二語言和外語的區別及不同功能，特別是英式英語和美式英語在拼寫以及用法方面的差異。讓英語學習者全方位地了解英語，從而掌握這門語言。Warming up圖片和問題英式英語和美式英語的區別，幫助學生復習英式英語和美式英語在詞匯和表達方面的差異，為閱讀本單元材料做好鋪墊。Pre-reading問題鼓勵學生思考將英語作為官方語言的國家，提出哪個國家擁有的英語學習者

2、最多。Reading英語由于航海、戰爭等原因被從英國傳播到世界各地，其自身也在不斷地受到其他文化的影響，從而在發生著新的變化，具有鮮明的地方文化特色。Comprehending通過細節理解題，學生在思考和找尋答案的過程中加深了對文章的理解。Learning about language學生學會使用本單元的重點詞匯、句型和語言知識：帶有請求和命令口氣的直接引語轉變為間接引語。Using language閱讀材料向學生介紹了不同地方的英語方言，從而使學生了解英語的多面性，沒有唯一的標準英語。教學目標：知識目標：通過本單元的教學，幫助學生：1. 掌握與英語語言發展變化相關話題的語言表達。2. 掌握相

3、關的詞匯、句型和表達法。3. 了解英式英語與美式英語的差別。4. 掌握祈使句及其間接引語的表達和應用。能力目標：1. 通過本單元的聽說訓練，培養學生獲取有用信息和處理信息的能力。2. 通過對本單元閱讀材料中信息的加工處理，培養和訓練學生skimming, scanning, predicting 和summarizing 等閱讀技能。3. 通過完成本單元中的writing 的寫作任務，訓練學生利用本單元輸入的語言材料和信息輸出語言。4. 通過本單元的學習，提高學生發現問題、分析問題和解決問題的能力。情感目標：1. 通過對本單元“世界各地的英語”話題的學習，幫助學生了解英語這門語言的起源、變化和

4、發展，了解英語在世界范圍的區別和使用情況，幫助學生形成世界英語及地域英語的概念，讓學生感知英語語言的多層次和多元化，樹立跨文化交際的意識。2. 讓學生認識到在全球化的進程中學習英語的重要性，幫助學生總結出適合自己的學好英語的一些技巧和方法，為學生的自學和終身學習奠定良好的基礎。單元整體設計思路：第一課時Warming up, Listening第二課時Pre-reading, Reading, Comprehending第三課時Language learning第四課時Using language: Reading,Speaking第五課時Using language: writing第 六

5、課 時 綜 合 評 價 練 習 課 Reading task (p.51); Self-evaluation, Summing up and self-test/exercises第七課時測試講評課Period 1 Warming up and ListeningTeaching Aims:1. To get the students to revise the knowledge about the differences between British English and American English.2. To get the students to practice liste

6、ning skills and learn listening strategies: predicting and note-taking.3. To arouse students interest in learning English.Teaching important points:1. To train the students listening skills and strategies.2. To train the students s peaking ability.Teaching difficult points:1. To get every student to

7、 be involved in the listening activities.2. To get every student to be active in class.Teaching proceduresStep I. Warming up1. Look at the pictures and dialogues in Warming up. Let the students try to guess if the men can understand each other by using two different kinds of English.2. Guess British

8、 English and American English words.elevator/lift in a team/on a team rubber/eraser petrol/gasBritish: lift, in a team, rubber, petrol3. Discuss in pairs. Look at the British words and guess the American equivalents.British:American:flatapartmentundergroundsubwaypubbartoiletbathroomtincanautumnfallm

9、atchgamepostmailfootballsoccerlorrytrucktrouserspants契耳英玷0DifferencesJn Yocrbijlciy| THDifferences in vocabulary spellingB.EA.EB.EA.Ego to the picturesgo to the moviestheatre, centretheater, centerunderground liftsubway elevatorcolour, hcnourcolor, honorin a teamon a teamtravellertravelerrubbererase

10、rrealise, analyse, apologiserealize, analyze, apologizeflatapartmentlorrytruckdefencedefensegasprogrammeprogramStep n . Listening1) . Get students to look at the picture on page14 to make up stories according to the picture.2) . Get students to predict what the story is about.3) . Play the tape for

11、the students to listen.s4) . Encourage the students to give the standard equivalents for thdealectic words from Buford story, using the context.Dialectic words Standard English from Buford ' s story equivalents Hey hello y' all everyone ain ' taren ' tyer your ya you pup child swimmi

12、n' swimming jumpin ' jumping feelin 'feeling 'bout about'nough enoughshoulda seen should have seengot outta got 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)Step m. PracticeAsk the

13、 students to retell Buford ' s story in Standard English in pairs.Step IV. SummaryGet students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.Step V. Homework1) Find out the countries using English as an official language.2) Pre

14、view the reading text on page 9.Period 2 ReadingTeaching aims:1. To get students to read and master the key words and expressions:Words: voyage, native, actually, present, fluentExpressions: because of, even if, come up, be based on, at present, make use of, a large number of2. To get students to pr

15、actice reading skills and learn reading strategies: skimming, and scanning.3. To get students to known about the history and development of English.Teaching important points:1. To train students reading skills and strategies.2. To get students to master the key words and expressions in the reading p

16、assage.Teaching difficult points:1. To get every student to be involved in the learning activities.2. To get every student to be active in class.Teaching procedures:Step I . Warming up by checking the homework.1) List the names of countries using English as an official language on the board.Britain,

17、 USA, Australia, Canada, New Zealand, Ireland, South Africa, Singapore, India, etc.2) Students try to guess the reasons that have encourage these countries to speak English.Britai nEmpireUSAftrade, military base, aid, etc. Indiafcolony in the past Step II. Pre-reading1. First ask the students to see

18、 the title on the book then let them discuss in groups in order to try to guess the answers to the three questions before the text.1) . Have a student list on the board all the English-speaking countries in the world that they can think of.2) . Give the students hints about the places they hvaen t m

19、entioned.3) . Provide the students with an opportunity to think about the reasons 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 computerterm

20、inology. Tourism and trade from Western Europe and North America have contributed to the spread of English. Satellite TV, radio like BBC, VOA, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2. Ask the students to listen

21、 to the record and try to grasp the general idea of the passage. After listening, try to answer two questions:(1) Was English always the same in the past?(2) In what ways has English changed? ( Both speaking and spelling.)Step II. While-readingTask 1. SkimmingRead quickly to get the main idea of the

22、 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 everyt

23、hing.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: Two big changes happened in English spelling.Paragraph5: English is spoken in Africa and Asia.Task 2. ScanningRead to locate particular information and complete the comprehending Exercise1.Task 3. Listen t

24、o the tape twice and pay attention to the pronunciation. Finish the comprehendingExercise2.The rend to modern EnglishA D gO-1 1 寫口The Eng lisiJh was spoken lin> Em gland, h was ba Bed itiofb on Ihan the EngHiBhi we speaik at prB&ent.AD aQO-115DBabaji4sh th* p«fcop|w wHnEr>g|Lanci spol

25、ka firnt Djiniuh ar>dF lufielk, Eny Hsh hiicaitnufllkw Gumiuifi.liqiGUO.iTHacin ljmoi q，tth口kCFIn 1 方上。Schw Brit hall BetllBi b moved 1c.In th b ISlfiiMturySaur hi IBi h kKlk pttu pIdkitik Io,1765-1'P47EriiyBwh wkt* wpokwo In IrtilMwhIIi <ik ivi<mfiH Aid 力 M hwcbivTiMItie IvkFhgiige for

26、andin Ind Ita*©y lh« igrfhiGontuiyTh« Ericjliwhw；i* K*rti|wif| Two 1 疝口 tlianfaw*：Samuel Jolinwiote 1111aiNwh We.田Its. wic.>l*_jmiHaeopQim。itlenlHy IdEncili¥h mpolliliy NowErii|li$<h< 沁 專 門承qn iii_ i.hnd ao on.Step m. Post-readingWork in groups. Discuss the two questions

27、 in Exercise3 and then ask two groups to report their answers to the class.1) Why do you think people all over the world want to learn English?Possible answer:The reasons why people all over the world want to learn English: With economy globalization, English has become the best bridge to serve the

28、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 sp

29、eaking 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 persuasiv

30、e reasons can be accepted.)2) Why do you think more people in the world now want to learn Chinese?Various answers3) Get students to use the form in the comprehending Exercise2 to retell the story. First the whole class do it together. Then students work with their partners.4) Check students work.Ste

31、p IV. Language focus:1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.3) actually=in fact: used w

32、hen 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. available6) Only time will tell: to say that something can only be known in the future: Will China national football team enter for the next f

33、inals of the World Cup? Only time will tell.Step V. SummaryGet students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.VI. HomeworkChoose five new phrases just learned to make sentences and write down in the exercise book.Period 3:

34、Language learningTeaching aims:1) To get students to master the usage of Indirect Speech (II) Requests & Commands2) To get students to practice Requests & Commands by role-playing.3) To get students to summarize the grammatical rules and encourage students to apply the rules into practice.Te

35、aching important points:1) To train students speaking skills.2) To get students to master the grammatical rules.Teaching difficult points:1) To get every student to be involved in the listening activities.2) To get every student to be active in class.Teaching procedures:Step I. Worming up1. Get two

36、students to come to the front to play a show game.2. Instructions: Student A makes commands and Student B does what he/she is told.3. Examples:1) Point to your left eye.2) Open the door.4. Get the rest to report what Students A and B did.1) Student A told Student B to point to his/her eye.2) Student

37、 A told Student B to open the door.Step n . Presentation1) Get students to discuss the differences between retelling Commands and Requests in Parti on P12.Commands: told sb. to do sth.Requests: ask sb. to do sth.2) Get students to identify and classify the expressions in Exercise 2 on page 12 into C

38、ommands and Requests.3) Let students retell the sentences in Exercise3 on page12 in indirect speech.Step III. Practice1. In groups of four, students think of at least three commands the teachers and parents usually give.1) Student 1 ( acting as a teacher or a parent) give the first command.2) Studen

39、t 2 tells Student 3 what Student 1 said.3) Student 3 will change the request or command from direct into indirect speech.4) Change roles so that each person gets the chance to give commands and turn them into indirect speech.Example:51: Please don ' t talk in class.52: What did our teacher tell

40、us? / What did our teacher say?53: He told/asked us not to talk in class. / She said not to talk in class.Step IV. SummaryGet students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.Step V. Homework1) Follow the Example in practice,

41、 and write down a Command and a Request respectively.2) Ask students to preview Reading on page13.Period 4: Reading and SpeakingTeaching Aims:1) To get students to read and master the key words and expressions2) To get students to practice reading skills and learn reading strategies: skimming, and s

42、canning.3) To get students to improve their cultural awareness and know about the differences between British English and American English.Teaching important points:1)To train students' reading skills and strategies.2)To get students to master the key words and expressions in the reading passage

43、.Teaching difficult points:1)To get every student to be involved in the learning activities.2) To get every student to be active in class.Teaching proceduresStep I. Warming up1. Introduction: In China there' re so many dialectsehm ehe encourages the wholenation to speak Putonghua, which is regar

44、ded 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.Step II. Reading1. Get the students thinking about the topic of

45、the text to predict what it is about.2. Skimming:Read quickly to find the topic sentence for each paragraph.Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from " standard English ” .Para. 3: Geography p

46、lays 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:1) believe it or not: used when you are going to

47、 say something that is true but surprising: Believe itor not, John cheated in the exam.2) . there is no such a as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3) . standard English: the form of English that most people in Britai

48、n use, and that is not limited toone area or group of people4) . dialect: avariant 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,

49、exercising plays an important part in losing weight.Step m . Reading dialogues1. 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

50、 different but have the same meaning.)2. Make sure the students know that the word used for directions often vary depending on whatLady (British) underground left-hand side go straight on two streets right-hand sidekind of English the speaker uses. Present the list to the students:Amy (American)subw

51、ayleftkeep going straighttwo blocksright3. 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.4. Performance: Ask two pairs to pe

52、rform their dialogue in class.Sample version:51: Excuse me, sir But I can ' t findethol station?52: Pardon?51: I said I couldn ' t gas shetion.52: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.51: Thank you very much.53: What did

53、 he say?he51: He told us to go round the corner on the right, go straight on and then cross t overpass. The petrol station will be ahead.Step IV. SummaryGet students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.Step V. HomeworkStudents try to think about