【教师版】高中英语教学案：Unit2 English around the world Period 6 Speaking（新人教版必修1）
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| 名称 | 【教师版】高中英语教学案：Unit2 English around the world Period 6 Speaking（新人教版必修1） |  | |
| 格式 | zip | ||
| 文件大小 | 15.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2012-06-07 11:22:28 | ||
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Period 6 Speaking
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first ask some students to make a dialogue to review differences between British English and American English in vocabulary.
The emphasis of this period should be placed on developing students’ speaking ability. The teacher can lead in the part. Reading and speaking on Page 15 by getting students to give examples of British and American words which are different but have the same meaning. Then, ask students to read the dialogue and find the different words used by Amy(American)and a lady(British). Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses. At last, let students make dialogues to practice the words which are different but have the same meaning. In this activity, the teacher asks students to select actual streets and location in their hometown for giving directions. On one hand, it helps students to practice patterns for difficulties in communication; on the other hand, students can review direct speech and indirect speech and requests. At the same time, they can also learn more British and American words and expressions which are different but have the same meaning. So, it will make for developing students’ speaking ability. The part Talking on Page 48 in the workbook will have the same effect.
Sometimes the best way to understand a language is to teach it to others, so the part Speaking task on Page 52 is designed to let students give some good advice on how to teach English to beginners. This speaking task requires students to think about how they learn English and choose the methods that helped them the most. This is a very good activity, but perhaps it is a little difficult for them to do so, give them some help if necessary.
教学重点? Develop the students’ speaking ability by making and acting dialogues.
教学难点? Enable the students to have the ability to ask directions by using direct speech or indirect speech and requests.
教学方法? 1. Task-based teaching and learning
2. Cooperative learning
3. Role-play
教具准备? Normal teaching tools
三维目标
Knowledge aims:
1. Get the students learn some British and American words and expressions which are different but have the same meaning.
2. Get the students to learn patterns for difficulties in language communication.
Ability aims:
1. Develop the students’ speaking ability by making and acting.
2. Enable the students to learn to use patterns for difficulties in language communication.
3. Let the students have the ability to ask directions by using requests.
Emotional aims:
Enable the students to master more British and American words and expressions which are different but have the same meaning and patterns for difficulties in communication so that they can communicate with foreigners who come from different countries more freely.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs to play their dialogues about differences between British English and American English in vocabulary and give some comments.
→Step 2 Lead-in
The teacher can first ask students to give examples about differences between British English and American English in vocabulary, and then tell them to turn to Page 15 and make clear something Amy and her American friends meet in London.
→Step 3 Speaking
1. Get the students to read the dialogue and find the different words used by American and British. Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses.
Amy(American) Lady(British)
subway underground
left left-hand side
keep going straight go straight on
block street
right right-hand side
2. Role-play
Ask the students to use the words that were confusing to Amy and her friends in a role-play of their own. Tell them they had better select actual streets and location in their hometown for giving directions.
Sample version:
A:Excuse me, ma’am. Would you please tell me where the nearest drugstore is
B:Pardon
A:I said I couldn’t find the chemist’s shop.
B:Well, go round the corner on your left-hand side, straight on and cross the flyover. You will find it ahead.
A:Thank you very much.
C:What did she say
A:She told us to go around the corner on the left, keep going straight and then cross the overpass. The drugstore will be ahead.
3. Dialogue
Ask the students to read the directions and make sure they know what to do. Remind them to use the expressions for difficulties in language communication.
→Step 4 Workbook
1. Revise patterns for difficulties in language communication
The teacher asks students:If you don’t hear what someone says, what should you say Students may answer:Pardon /I beg your pardon /Could you say that again, please /Could you repeat that, please /Can you speak more slowly, please /How do you spell it, please /I don’t understand. /Sorry, I can’t follow you.
2. Turn to Page 48. Make a dialogue in pairs, using the expressions.
Get the students to read the situations carefully to decide which one they would like to choose. Make sure they know what to do.
Sample dialogue for Situation 1
(F=foreigner, Y=you)
F:Excuse me, but I can’t find my friends. Could you do me a favor
Y:Can you speak more slowly, please
F:They are waiting for me on the flyover. But I can’t find it.
Y:Sorry, I can’t follow you. Could you repeat that, please
F:I want to go to the flyover.
Y:Well, walk along this street and take the first right turn on your right. Keep going straight and you’ll see it.
Sample dialogue for situation 2
(F=your father, M=your mother, Y=you, W=waitress)
F:Excuse me, but I can’t find the toilet. Can you help me
W:Er. . . toilet It’s over there.
B:Restroom But we don’t need to have a rest.
Y:Oh, sorry. But where is the WC
W:I beg your pardon
Y:WC.
W:Sorry. There is no WC. Oh, I see. It is on the second floor.
Y:Thank you very much.
(Go upstairs. )
F & M:Where is the toilet No toilet but empty rooms here.
Y:Oh, I see. We are in the USA. The second floor here means the first floor. Let’s go downstairs.
→Step 5 Speaking task
1. Turn to Page 52. Get the students to read the directions and make sure they know what to do.
2. Work in groups of three. First discuss, and then make a list of their ideas and fill in the chart.
Sample dialogue:
A:Now let’s try to remember what helped us most when we were first learning English.
B:I remember I learned the most from seeing the words written down and doing dialogues and readings. Do you remember we used to read the dialogues in the book and then change them a little using our own words That was very good practice.
C:Yes, and I think learning the grammar and then practicing it in situations helped me a lot.
A:What about listening to English What helped us most to improve our English
B:The listening tapes going with our textbooks were very good. The VCD, which used native speakers to teach English, was very helpful. English programs on the air helped me most.
C:Me too! Me too!
A:So we should say that we learned our English by listening to tapes with native speakers, by reading texts that were not too difficult, by practicing the grammar in situations, by speaking English using the dialogues and practicing the pronunciation of new words. That seems very clear. So let’s make a list.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Preview the next part Writing.
板书设计
Unit 2 English around the world
Speaking
Patterns for difficulties in language communication
Pardon I beg your pardon I don’t understand.Could you say that again, please Sorry, I can’t follow you.Could you repeat that, please Can you speak more slowly, please How do you spell it, please
活动与探究
Speaking is very important in our daily life as well as in our English learning. Make a dialogue with your partner in English out of class.
1. The vocabulary, grammar and function you will use are as follows:
Vocabulary:hi/hello movie/film block/street fall/autumn right/right-hand side keep straight/go straight on. . .
Grammar:the imperative sentence and its indirect speech
Function:difficulties in language communication
2. You can follow the steps:
Step 1 Choose your partner.
Step 2 Suppose a real situation.
Step 3 Discuss and make up the dialogue.
Step 4 Act it out with your partner.
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first ask some students to make a dialogue to review differences between British English and American English in vocabulary.
The emphasis of this period should be placed on developing students’ speaking ability. The teacher can lead in the part. Reading and speaking on Page 15 by getting students to give examples of British and American words which are different but have the same meaning. Then, ask students to read the dialogue and find the different words used by Amy(American)and a lady(British). Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses. At last, let students make dialogues to practice the words which are different but have the same meaning. In this activity, the teacher asks students to select actual streets and location in their hometown for giving directions. On one hand, it helps students to practice patterns for difficulties in communication; on the other hand, students can review direct speech and indirect speech and requests. At the same time, they can also learn more British and American words and expressions which are different but have the same meaning. So, it will make for developing students’ speaking ability. The part Talking on Page 48 in the workbook will have the same effect.
Sometimes the best way to understand a language is to teach it to others, so the part Speaking task on Page 52 is designed to let students give some good advice on how to teach English to beginners. This speaking task requires students to think about how they learn English and choose the methods that helped them the most. This is a very good activity, but perhaps it is a little difficult for them to do so, give them some help if necessary.
教学重点? Develop the students’ speaking ability by making and acting dialogues.
教学难点? Enable the students to have the ability to ask directions by using direct speech or indirect speech and requests.
教学方法? 1. Task-based teaching and learning
2. Cooperative learning
3. Role-play
教具准备? Normal teaching tools
三维目标
Knowledge aims:
1. Get the students learn some British and American words and expressions which are different but have the same meaning.
2. Get the students to learn patterns for difficulties in language communication.
Ability aims:
1. Develop the students’ speaking ability by making and acting.
2. Enable the students to learn to use patterns for difficulties in language communication.
3. Let the students have the ability to ask directions by using requests.
Emotional aims:
Enable the students to master more British and American words and expressions which are different but have the same meaning and patterns for difficulties in communication so that they can communicate with foreigners who come from different countries more freely.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs to play their dialogues about differences between British English and American English in vocabulary and give some comments.
→Step 2 Lead-in
The teacher can first ask students to give examples about differences between British English and American English in vocabulary, and then tell them to turn to Page 15 and make clear something Amy and her American friends meet in London.
→Step 3 Speaking
1. Get the students to read the dialogue and find the different words used by American and British. Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses.
Amy(American) Lady(British)
subway underground
left left-hand side
keep going straight go straight on
block street
right right-hand side
2. Role-play
Ask the students to use the words that were confusing to Amy and her friends in a role-play of their own. Tell them they had better select actual streets and location in their hometown for giving directions.
Sample version:
A:Excuse me, ma’am. Would you please tell me where the nearest drugstore is
B:Pardon
A:I said I couldn’t find the chemist’s shop.
B:Well, go round the corner on your left-hand side, straight on and cross the flyover. You will find it ahead.
A:Thank you very much.
C:What did she say
A:She told us to go around the corner on the left, keep going straight and then cross the overpass. The drugstore will be ahead.
3. Dialogue
Ask the students to read the directions and make sure they know what to do. Remind them to use the expressions for difficulties in language communication.
→Step 4 Workbook
1. Revise patterns for difficulties in language communication
The teacher asks students:If you don’t hear what someone says, what should you say Students may answer:Pardon /I beg your pardon /Could you say that again, please /Could you repeat that, please /Can you speak more slowly, please /How do you spell it, please /I don’t understand. /Sorry, I can’t follow you.
2. Turn to Page 48. Make a dialogue in pairs, using the expressions.
Get the students to read the situations carefully to decide which one they would like to choose. Make sure they know what to do.
Sample dialogue for Situation 1
(F=foreigner, Y=you)
F:Excuse me, but I can’t find my friends. Could you do me a favor
Y:Can you speak more slowly, please
F:They are waiting for me on the flyover. But I can’t find it.
Y:Sorry, I can’t follow you. Could you repeat that, please
F:I want to go to the flyover.
Y:Well, walk along this street and take the first right turn on your right. Keep going straight and you’ll see it.
Sample dialogue for situation 2
(F=your father, M=your mother, Y=you, W=waitress)
F:Excuse me, but I can’t find the toilet. Can you help me
W:Er. . . toilet It’s over there.
B:Restroom But we don’t need to have a rest.
Y:Oh, sorry. But where is the WC
W:I beg your pardon
Y:WC.
W:Sorry. There is no WC. Oh, I see. It is on the second floor.
Y:Thank you very much.
(Go upstairs. )
F & M:Where is the toilet No toilet but empty rooms here.
Y:Oh, I see. We are in the USA. The second floor here means the first floor. Let’s go downstairs.
→Step 5 Speaking task
1. Turn to Page 52. Get the students to read the directions and make sure they know what to do.
2. Work in groups of three. First discuss, and then make a list of their ideas and fill in the chart.
Sample dialogue:
A:Now let’s try to remember what helped us most when we were first learning English.
B:I remember I learned the most from seeing the words written down and doing dialogues and readings. Do you remember we used to read the dialogues in the book and then change them a little using our own words That was very good practice.
C:Yes, and I think learning the grammar and then practicing it in situations helped me a lot.
A:What about listening to English What helped us most to improve our English
B:The listening tapes going with our textbooks were very good. The VCD, which used native speakers to teach English, was very helpful. English programs on the air helped me most.
C:Me too! Me too!
A:So we should say that we learned our English by listening to tapes with native speakers, by reading texts that were not too difficult, by practicing the grammar in situations, by speaking English using the dialogues and practicing the pronunciation of new words. That seems very clear. So let’s make a list.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Preview the next part Writing.
板书设计
Unit 2 English around the world
Speaking
Patterns for difficulties in language communication
Pardon I beg your pardon I don’t understand.Could you say that again, please Sorry, I can’t follow you.Could you repeat that, please Can you speak more slowly, please How do you spell it, please
活动与探究
Speaking is very important in our daily life as well as in our English learning. Make a dialogue with your partner in English out of class.
1. The vocabulary, grammar and function you will use are as follows:
Vocabulary:hi/hello movie/film block/street fall/autumn right/right-hand side keep straight/go straight on. . .
Grammar:the imperative sentence and its indirect speech
Function:difficulties in language communication
2. You can follow the steps:
Step 1 Choose your partner.
Step 2 Suppose a real situation.
Step 3 Discuss and make up the dialogue.
Step 4 Act it out with your partner.