高一英语必修1 unit2 教案.doc

如有侵权，请联系网站删除，仅供学习与交流高一英语必修1 unit2 教案【精品文档】第 18 页Unit 2 English Around the World Teaching Design1st Teaching Period Reading 第五备课合作组(THE ROAD TO MODERN ENGLISH)1) AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up 1）Ask students to name the English-speaking countries according to the national flags.2). Ask the students to suggest the reasons why they want to learn English as many 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. 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 computer 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.II. Reading1. SkimmingRead quickly to get the main idea of the text.Guide the students to find out key sentences of each paragraph or ask them to summarize the main points for each paragraph in their own words.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speakers 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 a second language in Africa and Asia.2. Scanning1）Read to locate particular information and complete comprehending Exercise One. 2）The cause  Cultures communicate with one anotherTime Things that happenedBetween AD 450 and 1150 Based on German1150 to 1500 Less like German; more like FrenchIn the 1600s Shakespeare broadened the vocabulary. A big changed in EnglishLater British people brought English to Australia3. 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 it matters what kind of English you learn? Why?Possible answer:I dont 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 differences 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 is 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 are as follows With economy globalization, English has become the best bridge to serve peoples purpose of communicating with one another around the world. 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 accents and dialects, and people have to learn about the slightest differences between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)4. Language focus:2) even if=even though: in spite of the fact; no matter whether: eg. He likes to help us even if he is very busy.3) communicate with: exchange information or conversation with other people: eg. He learnt to use body language to communicate with deaf customers.4) actually=in fact: used when you are adding new information to what you have just said:eg. Weve known each other for years, actually, since we were babies.5) be based on6) make use of: use sth. available 7) Only time will tell: to say that something can only be known in the future: eg. Will Chinas national football team enter for the next finals of the World Cup? Only time will tell.Language 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, come up to, over time, communicate with, be based on, make use of, have ones own identity, such as, Only time can tell, 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 oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save time(money), a form of5. Assignment Do a research on the differences between American English, British English (in spelling, accent etc.), imitate their accents and act out the scene where they happen to meet.Unit 2 2nd Teaching Period Learning about Language第六备课合作组I. Word Study1 Lead in (Go over the new words from Warming Up and Reading) include, role, play a role in, because of, international, native, elevator, flat, apartment, rubber, petrol, gas, modern, come up, culture, AD, actually, present, rule, vocabulary, usage, identity government, such as, Singapore, Malaysia, rapidly2 Whole Class (P11 Ex3) Complete the sentences, using words above. 1 includes         2 cultures     3 present 4 actually         5 usage        6 gas 7 international    8 rapidly      9 However 10 government3 Pair Work (P11 Ex1) Match the new words and expressions with their meanings. 1 C    2 D    3 E    4 F    5 A    6 B 7 J    8 G    9 I    10 H4 Whole Class (P 11 Ex2) Complete the passage with some of the words above. native English speaker; actually; vocabulary; apartment; elevatorII. The differences between British English and American English.1 Different Preposition (Teacher can explain the difference by giving quick examples. Make the students listen attentively, and then ask them to finish Ex4 on page 12. See how many of them can get it correct.)2 Different Vocabulary ( print out list , let the students learn it after class.)3 Different Spelling (the same as Different Vocabulary)III. Discovering Useful structures1 Summarize the difference between commands and requests. Work in pairs. T: First, listen to me carefully. ( Speak to three students) S1, open the window. S2, pass on the book to Lucy. S3, will you please close the door? (Write the three sentences on the blackboard.) T: What is the difference among the sentences I spoke to them just now? S4: The first sentence is not polite, while the last sentence is very polite. T: Excellent! How did I show my politeness? S5: You use “ PleaseWill you please?” T: Speaking the first sentence, I give a command. Using “Please Will you please?”, I make requests. Show the following on the screen.Direct SpeechCommands: Do/ DontRequests:Do, please.Can you?Could you?Will you?Would you? T: Please turn to page13. Change the commands into requests. (Students work in pairs.) S1: Close the door! S2: Could you please close the door?2 Find out the command and request from Warming Up and Reading. Example: “Look at these examples,” the teacher said to us. (warming up) “Would you please come up to my flat for a visit?” she said. (reading) Show the students how to retell the two sentences in indirect speech. The teacher told us to look at those examples. (command) She asked me to go up to her flat for a visit. (request)3 Follow-up Activity Work in group of three, pretending they are newspaper reporters. Think of a question to ask people. Role 1: reporter Role 2: a person being interviewed Role 3: a person who hears the reporters translation from direct speech to indirect speech. Example: Reporter: What do you think about growing more trees in our city? Person 1: I think its a very good idea. Person 2: What did he say? Reporter: He said that he thinks its a very good idea.4 ConsolidationDo Ex2 on WB P50 : Read the replies and write a request or a command. Students read the exercise to know what they are expected to do, then do it individually. Go and collect the wood right now. / Will you please collect my shopping? Shut the door at once. / Go and get my coat. Would you please get that book for me?5 Summary the rules of turning Direct speech into Indirect speech. Work in pairs. Show some examples on the screen.T: Look at the screen, please. Discuss with your partner: What do I want you to learn?“Make sure the door is open.” The teacher said to me.The teacher told me to make sure the door was open.“Dont play game sin the classroom.” the monitor said to us.The monitor told us not to play games in the classroom.“Can you lend me ten yuan?” Tom said.Tom asked me to lend him ten yuan.“Will you please not smoke here?” she said.She asked me not to smoke here. After discussion, the correct answer is shown on the blackboard. Direct SpeechCommands: Do/ Dont Requests: Do, please.Can you? Could you?Will you? Would you?Indirect SpeechCommands: A told/ ordered B (not) to do sthRequests: A asked B (not) to do sth. PracticeMake dialogues according to the situations on P13. Work in pairs. T: There are three situations. Would you please make dialogues using commands or requests with your partner? (Students are encouraged to imagine interesting dialogues.) After a few minutes. T: Lets see which pair completes the task well. Group 1, come here, and play your dialogue. (Situation 1) A: Excuse me. Who would do me a favor to close the door? B: Speak louder, please. A: Will you please close the door? B: OK. I will. A: Thank you very much. B: My pleasure. (Situation 2) A: Excuse me. Its time for me to get off. Would you please make way for me? B: Of course. Ill be happy to make way for you. Go ahead. A: Thank you. B: Youre welcome. Oh, my God, I need to loose my weight. Homework Page 49 Ex1-3注：1课本第12页练习5放在听力部分，本课不使用。 2 印给学生的关于英国英语和美国英语的资料在教参第27-28页。Unit 2 English around the world 3rd Teaching PeriodReading, listening & speaking 第七备课合作组Aims: 1.to further understand the related knowledge of the language of English, esp.the differences between Am.E and Br.E and some English dialects 2.to integrate reading,listening and speakingSteps:Lead in1.Play a guessing game: T says “同学们好” in one Chinese dialect. Get the Ss to guess the meaning and say it in other Chinese dialects. Ss are encouraged to say some daily Chinese in different dialects.2.Have a brief introduction to the dialect family in China 3.Questions: Is it easy to communicate with each other if people speak different Chinese dialects? What is Standard Chinese? Why is Putonghua used in China? Is there any standard English and dialects ?Reading1. pre-reading questionsWhat is standard English? Are there many English dialects?2.Fast readingSs are required to answer the questions above3.Careful readinga.Let the Ss identify the words: standard, dialect, Spanish, recognize, play a part; midwestern, southeastern, northwestern, easternb.Questions: 1)How many dialects of American English have been listed in the text?2)Why do people from both northeastern and southeastern of U.S. speak with almost the same dialect?3)Why does American English have so many dialects? Can Americans recognize each others dialects?4. Get the main idea of the passage.(It tells us that there is no such thing as standard English, and American English has many dialects because people come from all over the world and geography plays a part in it but Americans can recognize each others dialects.)Listening1.Give the students a brief introduction about the listening material (tell the Ss that the first speaker speaks with one kind of southern dialect and accent).2.Prediting:.Get the Ss to observe the picture and answer the questions:What are the boys doing? What does the fish look like?How do you think the little boy feels? What about the other two boys?3.Play the first part for the Ss to listen and try to answer the first four questions on Page 144.Play the second part and answer questions 5&65.Check the answers 1) Work in pairs to explain the following sentences in “standard English” a. Now, yall need to understand that we aint really a state , but a wholenother country. Now let me tell ya a storybout when I was just a pup. b. We was jumpinin the water and feelingood.Then along comes this catfishbout the size of a house. c. Little Lester starts to thinkinits gointo eat him surenough. Man, you shoulda seen him. He got outta the water fast as lightning and climbed up a tree. (yall- everyone ; ya-you; aint-arent; nother-northern; bout-about; pup-small boy; swimmin-swimming; jumpin-jumping; feelin-feeling; surenough-sure enough; shoulda- should have; outta-out of)2) Discuss the answers in pairs and then check the answers with the whole classSpeaking1.Ask the students to read the dialogue in roles and list the different words between Am.E and Br.E. Amy(American) Lady(British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side2.Comparision. Match the American expressions and British expressions to learn more about the differences between American English and British English(T may play games or have a competition among the Ss.Ss are encouraged to say more differences between Am.E and Br.E.)American English British Englishfall autumner