(共32张PPT)
Topic 1 English is widely spoken throughout the world.
（仁爱科普版版）九年级
上
Section C 读写优质课
Unit 3 English Around the World
Learning objectives
1
Lead in
Pre-reading
3
While-reading
Post-reading
5
Summary
Assessment
7
Homework
2
4
6
8
1
Learning objectives
After learning the lesson, we can:
01
02
03
04
learn some core words and expressions of the text.
use Passive voice better.
get the main idea, structure and more details by skimming, scanning and intensive reading.
know more about the wide use of English and understand the importance of learning English.
A wide knowledge of English helps us to
watch English television programs.
read English books.
go abroad.
travel in foreign countries.
enjoy English films.
We use English when we
When and where do we use English
The English language plays an important part in our lives.
Brainstorm
2
Lead in
Why is English so important
2
Lead in
at international conferences
business people
tourist
scientist
English is used in many different fields of life.
international business
tourism
technology
the world's airline
the Internet
2
Lead in
Which language is the most widely used in the world
No！Chinese is spoken by the largest number of people in the world.
English
3
Pre-reading
Skimming
Read 1a and underline the topic sentence of the passage.
Of all these languages, English is the most widely used.
How many people speak English as their mother tongue
母语
There are more than 1.4 billion people around the world.
So English is used widely.
While-reading
4
Just find the numbers and read the information around them.
3 000
500 million
309 million
300 million
more than 3 000 languages spoken in the world
more than 500 million people speak English as their mother tongue
the population of the United States
about 300 million people speak English as their second language
Scanning
Find out what the red numbers refer to.
While-reading
4
1c Read 1a again and fill in the blanks.
1. a native language, such as in __________ and ____________.
2. the _________ language.
3. a foreign language, such as in some European countries, ________ and _________.
4. the _______ language for international business, the world’s airline and the ___________.
England
the United States
English is used as
Scanning
While-reading
4
the U.S.A.
Canada
New Zealand
Australia
the United Kingdom
Ireland
English-speaking countries
the root of English
English is (most) widely used throughout the world.
European countries
While-reading
4
Paragraph 2
n. 根，起源
the root of ...的根源
eg.We got the root of the problem.
1.The language was spread by ___________and________________in new lands.
2.What's the population of America
n.商人
In England and the United States,English is a native language.
n.讲（某种语言）的人
English trader
English governments
adj.当地的
While-reading
4
1c Read 1a again and fill in the blanks.
1. a native language, such as in __________ and ____________.
2. the _________ language.
3. a foreign language, such as in some European countries, ________ and _________ .
4. the _______ language for international business, the world’s airline and the ___________ .
England
the United States
second
China
Japan
English is used as
Scanning
While-reading
4
Paragraph 3
Mark T(Ture) or F(False).
1.About 300 billion people speak English as their second language. ( )
2.Some in China study English as a foreign language. ( )
T
F
Europe n.欧洲
European adj.欧洲的
as well as : ……和…… 也 在句中连接并列成分，当连接两个并列主语时，谓语动词和as well as 前保持一致。
e.g. My mother as well as I ______ to the supermarket every Saturday.
People in many countries study English as a foreign language.
goes
adj.外国的
While-reading
4
1c Read 1a again and fill in the blanks.
1. a native language, such as in __________ and ______________.
2. the _________ language.
3. a foreign language, such as in some European countries, ________ and _________.
4. the _____ language for international business, the world’s airline and the ___________.
England
the United States
second
China
Japan
base
Internet
English is used as
Scanning
While-reading
4
Paragraph 4
n.根据，根基，总部
v.以...为基础
国际商务
显然
It is +adj. that
(1)青少年和他们父母亲交流有困难很普遍。
______________ the teenagers have trouble communicating with their parents.
It is common that
(2)我们有可能在年前搬进新房子。
_________________ we move to the new house before the Spring Festival.
It is possible that
English is becoming more important.
While-reading
4
Read and repeat
5
Post-reading
Retell
1. a native language, such as in __________ and ____________.
2. the _________ language.
3. a foreign language, such as in some European countries, ________ and _________ .
4. the _______ language for international business, the world’s airline and the ___________ .
England
the United States
second
China
Japan
base
Internet
English is used as
Of all these languages, English is the most widely used.
It is clear that the English language is becoming more important.
5
Post-reading
2 Complete the passage with the correct forms of the verbs.
English is the most widely used international language nowadays. It _________(speak) as the mother tongue in such countries as the United Kingdom, the United States, Canada, Australia and New Zealand. In many other countries, people ________ (speak ) English as their second language. There are about 750 million English speakers in the world. English _________(use) in many different fields of life, such as business, tourism and technology. Business people ____ (use) English at international conferences, and tourists ______ (speak) English when they go abroad. Many English signs __________________(see) in public places. A wide knowledge of English helps us follow English television programs and ______ (enjoy) interesting films. The English language ______(play) an important part in our lives.
is spoken
speak
is used
use
speak
are seen/can be seen
enjoy
plays
5
Post-reading
thousands of 数以千计的
2) show
v.
show sb. the way to 告诉某人去……的路
show sb. sth./ show sth to sb. 出示某物给某人
n.
表演
fashion show / talk show / flower show
2)最近的调查显示，有超过5亿的人把英语作为母语。
paragraph 1
Language points
be spread 散布、宣传
the root of ...的根源
eg.We got the root of the problem.
make sb sth
eg. We made Tom our monitor.
Paragraph 2
market trader 商贩
以英语为母语者
Language points
定语从句，修饰名词people,译为“把英语当做第二语言学习的人。
as well as : ……和…… 也 在句中连接并列成分，当连接两个并列主语时，谓语动词和as well as 前保持一致。
e.g. (1)Guo Moruo is a famous writer as well as a great poet.
(2)Mother as well as I goes to the supermarket every Saturday.
(3)The teacher as well as the students __________ (invite)
to visit the new museum.
is invited
Paragraph 3
Language points
显而易见，英语变得更重要了。
It is +adj. that
(1)青少年和他们父母亲交流有困难很普遍。
___ is common that the teenagers ______________________ with their parents.
It
have trouble
communicating
(2)我们有可能在年前搬进新房子。
_________________ we move to the new house before the Spring Festival.
It is possible that
Paragraph 4
Language points
Emotion
It is important to learn English well.
5
Post-reading
3a Work in groups and find the answers to the questions on the Internet. Then share the information with your group members.
Where is Chinese mainly spoken
How many people speak Chinese as their second language Where are they from
How many people are learning Chinese as a foreign language Why are they learning Chinese
5
Post-reading
3b Write a passage based on the study in 3a.
You may start like this:
Nowadays, Chinese is becoming more and more popular all over the world.
It’s mainly spoken\
used \learned
as the official language in China
by the largest number of speakers in the world.
... as a foreign language
People learn it because\for
they believe in the rapid development of China.
they love Chinese culture
they like the language itself.
5
Post-reading
One possible version:
Nowadays Chinese is becoming more and more popular all over the world. It’s mainly spoken in China, and has the largest number of speakers in the world. Chinese is also the official language in China and Singapore and it is learned by more and more people as a foreign language. By the year of 2010, over 100 million people learned Chinese as their foreign language. People learn Chinese for various reasons. Some learn it because they believe in the rapid development of China. Some learn it because they love the Chinese culture and others learn it just because they like the language itself. With the development of China, the number of Chinese learners will be larger and larger.
5
Post-reading
6
Summary
We learn:
some words: root, trader, native, speaker, foreign, base, European
2. some phrases: mother tongue, as well as, play an important part in
3. some sentences:
Recent surveys show that…
It is adj. that…
We can:
Know more about the wide use of English.
Understand the importance of learning English.
7
Assessment
Try hard OK Good Excellent
Read and write new words.
Use passive voice better.
Get the main idea, structure and more details by skimming, scanning and intensive reading.
Know more about the wide use of English and understand the importance of learning English.
8
Homework
基础性作业：
1. Review the vocabulary and the sentence structures.
提高性作业：
2. Talk with your classmates to know more about English.
拓展性作业：
3. Polish your writing and share it with your classmates.
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Unit 3 English Around the World Topic 1 English is widely spoken throughout the world.课时教学设计
本单元第3课时 Section C 课型 阅读课
语篇研读
What---语篇主题和主要内容 本课属于新课标话题“人与社会”——“社会服务与人际沟通”中的“跨文化沟通与交流，语言与文化”话题，向学生介绍英语的广泛使用展开主要内容。 Why---语篇传递的主题意义 通过本节课的学习，学生能够了解英语学习的重要性，激发学习动机。 How---文体结构、语言特点及功能 在Section C的说明文中由Kangkang等人计划去野餐展开，同时，文本继续呈现一般现在时态的被动语态，让学生学会并运用。
学情分析
【已知】 教学对象为初三的学生，学生具备一定的阅读和写作能力，能够通过阅读文本获取关键信息，同时也能够运用一些简单的句式结构表达自己的看法，观点和意图。 【未知】 学生在日常的实际生活当中针对英语知识进行运用，对于英语这门语言的使用范围等不是很熟悉。 【能知】 通过本节课的学习，学生能够用相关的词汇、短语和句型描述文本内容；借助逻辑关系图式和问题提示理解主题、复现短文内容；能够体会到英语学习的重要性，激发学习动机。
课时教学目标
通过本课学习，学生能够： 学习理解： 感知与注意：联系课文旧知，激发学生兴趣，比如Lead-in以头脑风暴导入；通过读看辨，初步理解词汇和语篇意义；通过图片猜测语篇内容； 获取与梳理：通过泛读和精读直接从文本获取信息，完成阅读练习； 概括与整合：概括短文大意。 应用实践： 描述与阐释：复述短文的主要内容； 分析与判断：学习和运用日常的功能用语；分析练习中常见的句型表达的含义及用法；针对英语和汉语谈谈自己的理解； 内化与运用：学会用常见的句型表达描述新情境。 迁移创新： 推理与论证：提供新的情景，运用正确的常见句型完成对话。
教学重难点
教学重点： 1.Some expressions: root, trader, native, speaker, foreign, base, European, kingdom, tourism, conference, tourist, mother tongue, as well as, a wide knowledge of, play an important part in, 2. Use Passive voice better. 3. Know more about the wide use of English and understand the importance of learning English. 教学难点： 正确使用相关的词汇和表达来复述有关英语的文本；学习常见的口语和书面表达方式，学会表达自己的观点看法；能够了解英语学习的重要性，激发学习动机。
教学方法
英语教学活动观，情境式教学，任务型教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 感知与注意：联系课文旧知，激发学生兴趣，比如Lead-in以头脑风暴导入；通过读看辨，初步理解词汇和语篇意义；通过图片猜测语篇内容； 概括与整合：概括短文大意 任务一： Lead in Brainstorm: When and where do we use English Watch a video about why English is so important. Speak out some examples.
任务二：Pre-reading Ask and answer. 任务一: 1.观察学生导入活动是否能引起学生兴趣，为接下来的学习做铺垫； 2.通过前面的学习，图片提示，观察学生掌握新单词的情况，且能否读出正确读音； 任务二： 通过观察学生对英文和中文的了解多少，进行接下来针对性的学习和补充。
设计意图 通过导入的图片和头脑风暴引导学生进入学习状态，既吸引学生注意力，又活跃课堂氛围；同时通过师生问答对英文和中文的了解，可以激活学生的已知知识，可以为接下来的学习做铺垫。
教学目标 学习活动 效果评价
学习理解： 获取与梳理：通过泛读和精读直接从文本获取信息，完成阅读练习； 概括与整合：概括短文大意 任务三：While-reading Skimming: Read 1a and underline the topic sentence of the passage. Answer how many people speak English as their mother tongue Scanning: Find out what the red numbers refer to. Work on 1c. Read 1a again and fill in the blanks from para.1 to para. 4 to explain. Find out English-speaking countries on the map. 任务三: 观察学生答题情况，评价学生通过阅读获取信息的能力。 评价学生能否正确分析掌握并运用宾语从句。
设计意图 通过泛读和精读等一系列活动，锻炼学生快速获取大意和抓取文章重点细节的能力，掌握文章描述英语被使用的四种用途—— 本地语言、第二语言、外国语言、国际商务的基本语言，对英语的广泛用途进行了解。
教学目标 学习活动 效果评价
应用实践： 描述与阐释：复述短文的主要内容； 分析与判断：学习和运用日常的功能用语；分析练习中常见的句型表达的含义及用法；针对英语和汉语谈谈自己的理解； 内化与运用：学会用常见的句型表达描述新情境。 迁移创新： 推理与论证：提供新的情景，运用正确的常见句型完成对话。 任务四: Post-reading Read and repeat. Retell 1a according to the mind-map. Work on 2. Complete the passage with the correct forms of the verbs. Learn some language points. Thinking: It is important to learn English well. Work on 3a. Work in groups and find the answers to the questions on the Internet. Then share the information with your group members. Work on 3b. Write a passage based on the study in 3a. 任务五：summary 任务六：homework 任务四: 观察学生能否在新的情境中巩固运用本课重难点； 观察学生能否根据框架和关键词写出一篇关于中文的作文。 任务五:根据学生回答情况，判断学生是否已经掌握新知。
设计意图 通过复述文本，有助于学生对该篇的文本内容进行深入理解；基于框架写关于中文的作文，可以帮助学生更好地了解文章的组成部分；通过书面写作和展示成果，可以让学生在课堂上运用所学知识，巩固内化本课重难点。
课时教学板书设计
Unit 3 Topic 1 Section C
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： Review the vocabulary and the sentence structures. 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： Talk with your classmates to know more about English. 提高运用知识的能力。 加深对本节课内容的理解和消化。
拓展题： Polish your writing and share it with your classmates. 培养学生的读写结合能力和迁移创新能力，学会内化运用。 锻炼学生的写作润色能力，把课堂中所学知识落实到书面上。
课后反思（实施后填写）
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单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 仁爱科普版 教材页数 P55-62
单元名称 Unit 3 English Around the World Topic 1 English is widely spoken throughout the world.
单元主题及主要内容分析
主题范畴：人与社会 主题群：社会服务与人际沟通 子主题：跨文化沟通与交流，语言与文化 单元话题：世界上主要国家的语言 主题意义：了解语言的重要性和多样性，知晓异国文化在沟通中的重要作用，从而增强学生学习语言的欲望 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义Topic 1 Section A 1a对话Kangkang, Li Xiang, Wang Junfeng谈论去迪士尼乐园游玩。知道英语作为一种国际语言，了解英语的重要性并以此来增强他们学习英语的动力；同时，通过了解卡通人物，让学生知道动漫电影是世界文化的重要组成部分。Topic 1 Section B 1a对话通过Jane和她父亲谈论去Cuba出差时可能遇到的困难。了解异国文化在沟通中的重要作用，知道语言的重要性和多样性，从而增强学生学习语言的欲望。Topic 1 Section C 1a说明文向学生介绍英语的广泛使用。体会到英语学习的重要性，激发学生的学习动机。Topic 1 Section D 1a说明文介绍英语的历史发展。了解英语在历史上受欢迎的原因，以此来激发学生的学习兴趣。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“世界上主要国家的语言”这一话题，开展教学活动。 已有基础 经过前面的学习，学生已经具备了一定的语言基础，能够根据教师设置的各种活动表达自己的观点，为这节课的教学提供了良好的基础。 存在问题 经过学习，学生已经具备了大量的知识储备，但是学生对于不同国家的官方语言以及语言的发展过程不是很了解。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 本单元以“世界上主要国家的语言”为主题，主题为English is widely spoken throughout the world.以语言等讨论为发展主线，完成本单元本话题的语音(如：重音、弱读、读、停顿、升降调等)、词汇(如：表示语言发展的名词、动词和动词词组)、语法和功能项目的学习，培养学生的听说技能、读写技能和学习策略，如预测、词汇图记忆策略等达到让学生了解异国文化在沟通中的重要作用，知道语言的重要性和多样性等文化意识目标以及体会到英语学习的重要性，激发学生的学习动机等情感目标。 【单元学习目标】学习本单元后，能够： 语言能力：学习相关的单词和短语；通过观察课文插图来猜测课文内容；正确地运用强读和弱读技巧，使句子更加抑扬顿挫，富有韵律感；运用图片等非语言信息理解主题、复现对话；能综合运用本话题的语法，词汇，句型写出有关介绍中文的文章。 学习能力：在对话中进一步理解、掌握一般现在时的被动语态的构成；能运用一般现在时态的被动语态进行看图写句子。获取文章主要信息的阅读能力，在语篇中进一步理解、掌握和运用一般现在时的被动语态。 3.思维品质：在阅读文本过程，学习分析文章的结构；在学习语法时，能正确分析句子结构，正确使用简单句造句；学生能够对本话题的所有知识进行归纳和总结，深刻地体会到英语学习的重要性。 4.文化意识：能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；在书面表达中，能综合运用本话题的语法、词汇、句型，描述语言的大概发展过程，了解英语的历史发展过程，感受不同语言的魅力，表达情感、态度、观点和意图等。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时Section A 听说课 学习相关的单词和短语，并让学生在对话中进一步理解、掌握一般现在时的被动语态的构成。 通过两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达自己情感；创设情景，让学生根据问题情景进行对话。
第二课时Section B 听说课 继续学习一般现在时态的被动语态。能通过观察课文插图来猜测课文内容。能运用一般现在时态的被动语态进行看图写句子。能正确地运用强读和弱读技巧，使句子更加抑扬顿挫，富有韵律感。 通过回答问题链，评价学生能够听懂对话内容；根据图片和文本，学习一般现在时态的被动语态，评价学生对该知识点的掌握。
第三课时Section C 读写课 培养学生获取文章主要信息的阅读能力，并学习相关的单词和短语，让学生在语篇中进一步理解、掌握和运用一般现在时的被动语态。同时，也让学生更深刻地体会到英语学习的重要性。 通过略读回答问题链，精读根据关键词归纳具体信息，评价学生是否能够掌握文章大意；小组讨论对英语和汉语的理解，并写出一篇短文，评价学生对目标语言的内化。
第四课时Section D 综合复习课 （语法+读写） 对本话题的所有知识进行归纳和总结；了解英语的历史发展过程，同时也感受到不同语言的魅力。 通过略读回答问题链，根据关键词复述文章，评价学生是否能够掌握文本的大意；在框架的基础上完成介绍中文的短文。
单元评价设计
过程性评价：通过一系列听、说、读、看、写等学习任务，夯实学生的基础知识，提高语言综合运用能力。 终结性评价：每学完一个Section，利用听写小卷，检测学生的基础知识掌握程度；通过单元检测，检查学生的语言运用能力，并查漏补缺。
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