课件11张PPT。Reading
Questions:
With your partner, list the countries that use English as an official language.
Which country do you think has the most English learners?
Look at the title of the following passage and guess what it is about. Then read it quickly and see if you are right.Suggested answer:
1. America, Britain, Canada, Australia, New Zealand,
Singapore, Philippines, India
2. For those that speak English as their first language the
USA or India must have the largest number of native
speakers as they have the largest populations. For those
who learn English as their first foreign language China
must have the largest number as it has the largest
population.The road to modern EnglishThe roadModern Englishthe development of English
language
What kind of English
before Modern English?? 3. Guess according to the title.
1. English spoken in some other countries
2. changes of English
3. the change of English speakers
4. different kinds of Englishes
New words and expressions:
1. made voyages 2. because of that 3. native English speakers 4. apartment 5. actually 6. AD 7. was based on 8. at present 9. gradually 10. Danish 11. vocabulary 12. made use of 13. spelling 14. latter 15. identity 16. fluent 17. such as 18. Singapore 19. Malaysia16th century, the amount of English speakers in England; conquer, spoken in other countriesAmerican and British EnglishLanguage change: more German__ less like German__ Shakespeare___ America ___ Australia 19th the language was settled: two main kinds of English
Spoken in other countries: South Asia, India, …Notes about the reading
Why do many people speak English?
Inferred answer from the text:
England was strong and made voyages to conquer other parts of world.
Britain ruled some countries and taught them English.
What other factors affected the use of language?
international role
economic development
development of democracy
the image in the world
cultural development
Homework
Reread the passage and list the reasons why English is spoken in many countries.
Review the words and expressions in the passage and try to use it in the sentences with context.
课件19张PPT。Vocabulary Learning
Discussion in pairs
(1) Can you recognize the differences between AE and BE in vocabulary spelling? Make a list.
(2) Can you recognize the differences between AE and BE in vocabulary usage? Make a list.
(3) Do you think it is important whether you learn
AE or BE? Why?
(4) Can you recognize which accent is AE and
which is BE? Give an example.
Differences in vocabulary usage Differences in vocabulary spelling
Make dialogues according to this example.
British Betty: Would you like to see my flat?
American Amy: Yes. I’d like to come up to your
apartment.From the Indian-born linguist Braj Kachru 1. Inner circle means USA and UK make use of English as the first language.
2. Outer circle means countries such as India, once ruled by the British and use English as their own language.
3. The expanding circle means that in some countries, such as China, Russia, English is used as a foreign language. England (UK)Ireland America (USA) Canada Singapore South Africa Spain Malaysia Denmark France India China Russia Questions
1. What’s the official language of each country?
2. Some African countries speak English, why?
3. Why do some Asian countries, such as Singapore, Malaysia, India, also speak English?
4. English is spoken in Canada.Is there any other language frequently spoken there?
Because of the influence of strong
American economics, a number of
people prefer to use American English
instead of British English. Actually,
American English comes from the British
English. Internet also mainly use
American English because America
plays an important part in the world.
China is a country with the largest
population in the world. At present, many
young people choose to learn English.
Many of them can speak English fluently
and have become fluent English speakers.
Now the number of English speakers in
China is so large that some Chinese
words are used in the world, such as Toufu,
Kongfu.
because & because of
因为你的关心，我发现生活充满了希望。
1）Because you are concerned about me, I find that life is full of hope.
2）Because of your concern, I find that life is full of hope.
因为雨下得很大，那个男孩穿过树林回家了。
1）Because it rained heavily, the boy went back home through the woods.
2）Because of the heavy rain, the boy went back home through the woods.
such as: for example
My doctor told me not to eat fatty foods such as bacon or hamburgers. 我的医生叫我不要吃油腻的食物，如咸肉或汉堡包。
The differences in pronunciation between AE and BE are greater. For example, Americans say dance [daens], and in Southern England they say [da:ns]. 英国英语和美国英语在发音上区别更大。例如，美国人发[daens], 而英国人发[da:ns]。
★ “such as” is used to list similar things.
★ “for example” is used to illustrate the speaker’s argument.a number of & the number of
a number of 大量的（其后谓语动词用复数）
There are a number of students in the picture.
照片上有很多学生。
the number of ……的数目（其后谓语动词用单数）
The number of people has reached 50.
人数已经达到了50人。
play a part / role (in sth):
play a part: to be involved in an activity
1）His parents played a part in his success.
他的成功有他父母的因素在内。
2）Her suggestions play a very important part in our decision-making.
她的建议在我们的决定中起了很重要的作用。
3）He has played all kinds of roles in his life.
他一生中扮演了各种各样的角色。
at present: now; at this time, at this moment
She’s busy at present and can’t speak to you. 她现在很忙，不能跟你谈活。
2) At present he is a professor of mathematics
at Cambridge.
目前他是剑桥大学的数学教授。
Ex.2:
It is not easy for Chinese person to speak English as fluently as a native English speaker. One reason is that English has a large vocabulary. It also has different usage in different English speaking countries. If you use “flat” instead of “apartment”, people in American will know you have learned British English. If you use the word “elevator” instead of “lift” in Britain, people will know you have studied American English. Key answer:
come up, At present, Because of, such as, make use of A．It’s used to take people upstairs and downstairs in the
high buildings. What is it?
B．It’s a kind of liquid and very necessary for the car. Car
can’t move without it. What is it?
The form of this word is very similar to “na?ve”, but it
has one letter more than “na?ve”. What’s more, they
have different pronunciation. Which word is it?
D. It is often used as an adjective and matches with “language, position, duty, permission” and so on. Its root is office. Which word is it? WORD PUZZLE 1. Do the Exercise 1 and Exercise 4 in
Learning about Language of SB.
2. Do the Exercise 1, 2 and 3 in Using
Words and Expressions of WB.Homework Unit 2 English around the world
词汇运用和巩固课
一、教学内容：对前两个课时中的所有语言知识点进行复习和巩固。
二、教学目标：
能力目标：
学生能够运用学过的话题词汇简单描述英语在全世界的使用情况。
学生能使用一些词汇学习策略比如语境法和联系法等完成一些词汇的练习。
学生能够利用学到的核心词汇进行造句并能进行拓展使用。
词汇目标：elevator, petrol, gas, official, because of, native, apartment, actually, be based on, at present, gradually, Danish, vocabulary, make use of, spelling, fluent, fluently, Singapore, Malaysia, such as, frequent, frequently, usage, African, Spanish, play a part, recognize, accent
三、教学步骤：
步骤一 话题词汇的复习和运用
1．教师布置学生分成两人小组讨论关于英国英语和美国英语的一些问题，两人小组一个问一个答，然后改变角色，互相提问，并对对方的回答做简要纪录。
2．针对讨论中学生可能会产生分歧的问题，教师可以提供一些参考性的答案，比如上面问题中的问题一和二，学生可能会给出一些例子，教师可以补充一些新的，并增加一些本单元的新词汇或者短语。
3．教师以教材阅读文章中的对话为例，让学生用英美英语的差别编写对话，并进行口头练习，从而加强他们对英美英语区别的认识。
4．教师让学生分组观察一个语言学家关于说英语人群发展的图示，并让他们猜测这个语言学家用三个圆环分别代表什么含义。
5．教师提问每个小组猜测的情况，然后教师提供参考性答案。此图因为在国际上有争议，所以代表的只是个人的观点，教师可以鼓励学生大胆猜测，大胆运用语言，并对这种分法发表自己的观点。
6．教师引导学生继续讨论使用英语的国家。教师首先提供一些国家，并提问一些问题，让学生进行分组讨论，然后向大家汇报结果。
设计意图：本部分总的指导思想是把要学习的话题中词汇的词义和具体场景联系起来。用一个任务链使几个活动成为一个连续的整体，通过学生在小组活动中反复使用在他们大脑中建立起相关词汇的语义图，标红的单词均为本单元要掌握的词汇。
步骤二 普通核心词汇的呈现和学习
教师给学生提供两段文字，两段文字中运用到了本单元要学习的一些单词，这些单词均用红字体注出。教师把学生分成两人小组，每个人负责读其中的一段，读完之后，每个人向对方翻译出本段话的意思，然后双方交换段落，重复刚才的步骤。
2．教师让学生观察第一段落中的because of 与because 用法上的不同。如果学生观察不出，教师再给他们呈现两个句子，请学生观察差异，并总结出用法。然后让学生自己运用这两个词组造句。
3．教师提醒学生多处运用到了such as，并让学生对比such as 和以前学过的for example 两个短语有什么区别，教师可以给出一些例句，再让学生观察总结，然后让学生运用这两个词组造句。
4．教师让学生比较第一个段落中the number of 和第二个段落中的a number of 在意思上的区别, 并用例句来进行说明。
5. 教师接着把段落中的play a part in 和 at present 挑选出来再进行重点解释，并提供一些例句。
设计意图：在第一个活动中让学生在阅读两个段落之后互相交流信息，从而知道段落的大体意思。这种方式为本课要学的单词或者短语提供了具体的语境，学生可以在具体语境中更牢固地掌握语义。后面的几个核心短语学习也都是基于所提供的段落，可以对比学习，对所学词汇印象更加深刻。
步骤三 词汇运用和巩固
教师布置学生做课本P.11的词汇练习二，让学生用学过的课文中的词进行填空，然后教师核对答案。
教师布置学生做课本P.11的词汇练习三，让学生用学过的课文中的词进行填空，然后教师核对答案。
猜词游戏。教师把需要猜的词口头描述出来，然后让猜到的学生进行抢答。
设计意图：这几个活动都属于巩固练习，从词汇学习内容的各个角度出题，旨在加强学生对词汇各方面用法的掌握。
步骤四 作业
让学生继续做课本上的词汇练习。包括Learning about Language部分的Exercise 1和Exercise 4。
让学生做学生手册Using Words and Expressions部分的练习1、2和3。
设计意图：本活动旨在让学生通过一些具体的运用来进一步巩固对词汇的理解和运用。
Unit 2 English around the world
阅读课
一、教学内容：Pre-reading; Reading; Comprehending
二、教学目标：
1．能力目标：
1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。
2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进
行复述。
3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。
2．词汇目标： official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as
三、教学步骤：
步骤一 读前引入
教师让学生分组讨论课本读前中的问题，并报告讨论的结果。
教师总结学生们的讨论结果，并给出参考性的答案。
设计意图：英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。同时布置的猜测活动会加大学生的学习兴趣，从而为下面的阅读学习做准备。
步骤二 阅读
让学生带着对课文的猜测去快速阅读文章，在阅读完毕之后，教师给他们提供本篇阅读文章所涉及到的几个主要意思，然后让学生找出与这些意思对应的主要段落。
通晓文章的大意，这一步教师可以让学生学习和猜测文章中的黑体词汇，教师可以让学生把含有黑体词的句子划出来，先让学生进行猜测，对于猜测不出来的，教师可以直接告诉学生它们的中文意思，并联系上下文进行讲解，对词汇不需要进行详细的讲解，因为有专门的词汇课。
解决语言上的障碍，教师布置学生对文章进行详细阅读，并一边阅读一边对主要的阅读信息进行记录。
4．学生两人小组交换自己的阅读笔记，并互相弥补缺失的信息。并在笔记的基础上对文章的主要内容进行复述。
5．教师布置学生做课本上P.10的练习1，检查学生对文章细节的掌握程度。
6．教师给学生提供PPT中所列表格，让学生根据英语发展的时间段来进行填写。完成之后同桌之间互相交流，从而验证信息的准确性。
7. 让学生讨论教材P.10的练习3中的两个问题。这两个问题与刚学过的阅读文章密切相关，教师可以让学生分组进行讨论。在讨论这两个问题之前，教师引导学生是否可以从课文中推测出答案，然后引导学生考虑其他的影响因素。
设计意图：通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。
步骤三 作业布置
重新阅读文章，列出许多国家说英语的主要原因。
复习课文中的生词或者短语，并在句子中练习使用。
设计意图：阅读文章的处理要从三个角度，分别是信息内容、语篇知识和语言知识，在阅读步骤中重点处理的是信息内容和语篇结构，所以在作业布置中可以让学生着重语言知识来完善阅读课教学，同时为下节的词汇课做准备。
