unit2English around the world[上学期]
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| 名称 | unit2English around the world[上学期] |  | |
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| 文件大小 | 38.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-09-16 00:08:00 | ||
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问题与思考：
1.在教学中，您采用什么方法增加学生的语言输入量？
2.您在教学设计中是否考虑了学生自主学习能力的培养？您通过什么方法培养学生的自我反思能力，让他们养成良好的学习策略？您研究和尝试过各种过程评价方法激发学生的学习自信心了吗？
Unit2 English around the world
南平第二集备组
Items Teaching aims and demands
Topics Enable students to read about and listen to what English is, how it is developing, as well as how many different kinds of English are spoken around the world
Enable students to tell and write about English, including what english is, how it is developing, as well as how many kinds of English are spoken around the world
Strategies Enable students to identify specific information about a topic when listening
Enable students to read for information they need
Enable students to use some key words to describe directions to a place orally
Guide students to give reasons to support their viewpoints
Functions Enable students to solve difficulties in language communication so that a conversation can continue
Enable students to make a polite request and give a proper command
Grammar Enable students to report other’s requests and commands
Enable students to understand the report of others’ requests and commands
Vocabulary Accent actually AD apartment block boss candy command culture direction eastern elevator flat gas government identiy include international lifhtning lorry ma’ma Malaysia midwestern petrol phrase polite present(adj) rapidly recognize request retell role rubber rule Singapore southeastern southern Spanish standard subway usage vocabulary because of, be based on, come up, different from, make use of, play a role/part (in), such as
We divide this unit into 5 periods accordingly:
Period1 Warming up & Speaking
Period2 Reading
Period3 Learning about language(grammar)
Period4 Using language(reading and listening)
Period5 Using language(writing)
1st Teaching Period
Warming up & Speaking
Teaching Aims:
1. Learn and master the words and phrase in the short essay.
2. Help the students to know different kinds of English and some differences between British English and American English.
Teaching Important Points:
1. How to improve the students’ speaking ability.
2. How to help the students to express their ideas freely.
Teaching Methods:
1. Brainstorming.
2. Pair or group discussion to help the students have a clear idea of what they’ve learned.
Teaching Procedures:
1. Greeting
2. Asking and answering
T: Now, I’ll ask you some questions. The first one is: How many countries and regions are there in the world
S1:…………………………………….
S2:………………………………………
T: It was thought that there were more than 3000 before. But it is found in recent years that there are more than 5000languages in the world. Only 13 languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations
S3: They are : Chinese, French, Russian, English and Spanish.
T: Very good! In this unit, we’ll talk about English.
3. Warming up and Speaking
Now, reading the warming up and have a discussion with your partner. Discuss these questions(shown on the blackboard):
1) Why should we learn English
2) Which kind of English do you want to learn Why
3) If you have a chance to visit an English country Can you understand the native speakers Why or why not
4) How can learning English help China in the future
5) Can you tell some differences between British English and American English
5 minutes for discussion .
(5 minutes later )
T: Let’s come to the first question .
S5:………………………………………….
S6::……………………………………………..
T: Yes. You may have many answers. But I think, in this stage English is a very important subject to you.
And now, the second question.
S1:……………………………………………..
S2…………………………………………….
T:OK! I think most of you want to visit other countries, Now, suppose you have such a chance. Let’s have a discussion about the third question.
S1……………………………………………
S2………………………………………………
S3………………………………………………
T: There are so many kinds of English in the world, but the British English and American English have the greatest influence over the world. Please look at the last question, and try to find out some differences between them.
S1:………………………………………………..
S2…………………………………………………..
S3:…………………………………………………
T: To learn English better, we need to know some background knowledge about English.. It's not clear how many people around the world use English as a second language. Numbers vary from 350 million to one billion.Some sources estimate the number of English speakers is over 300 million, others over 650 million! let's have a look at the map to see how widely English is used in the world!
HYPERLINK "http://lazarus.elte.hu/~guszlev/gb/vilag.map" \m
countries where English is the first and often only language of most people
countries where besides English as a native language there is at least one other significant native tongue
<> countries where English is not native, only official language
4.Language Input
more than
assume/take(on)/perform a role/part/(in)
because of
include
……….
Show the powerpoint to let the students learn the meaning of the words and expressions in different contexts. Then ask them to make sentences with the words and phrases.
5.Summary and Homework
In this class, we have talked about something about English, I know different students have different answers, and I’m sure most of your answers are reasonable.We have also learned some very important words and phrases.After class, you have to make up two dialogues about language learning difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express want to say.
2nd Teaching Period
Reading
I. Teaching Aims and Demands
1. Get the Ss to learn about English spoken around the world
2. Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
3. Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation.
4. Get the Ss to realize the importance of learning English.
II..Strategies Make students know how to make use of some learning resources. It’s also important to let them be aware of how much and how well they learn and have a clear idea about what to be done in their further effort
III. Skills to be trained
Skimming and scanning
IV. Teaching Procedures
Step1.Warming up
.(1). Ask the students to make a language profile as the following:
Mother tongue dialect Fluent
Second language: native Putonghua Fluent
Third language: foreign English Good
Fourth language: foreign Russian A few words
(2). Ask Ss to work in small groups of four，discuss and fill in group members’ language profile .Ask them to discuss in what situations they use the foreign languages, for example, listening to pop songs, accessing software and web sites, chat rooms, reading instructions of products, etc)
(3) Ask some groups to report.
(4)Make comments on their performances
. Introduce some terms : mother tongue, L1, ESL, EFL (see the teacher’s book in P35--36)
Step 2 Pre-reading
T: You have known that there are many branches of English, such as ……
S: American English, Canadian English, Indian English, Austrian English and so on.
T: Well done! But do you know Why there are so many world Englishes
S: ……….
(Students can have their own answers)
T: OK! What shall we look at if we want to study an language which changes from an influential language to a powerful one
S: History!
T: Yes, you are right. Any language begins with its history. So before we start our passage, I’d like to introduce briefly about the history of language. There are three periods all together in the development of English. They are Old English (AD450—1150), Middle English (1150—1500) and Modern English (1500—now).
(Writes three periods on screen)
T: And there are two nations which played an important part in English. Can you tell me what are they
S: German and Norman
T: Yes, let’s start from Old English and German culture.
(Shows a picture about Old English time)
T: English derived from the Germanic language of the Anglo-Saxons. In old English time, three Germanic tribes Anglos, Jutes and Saxons settled to British Isles with their cultures and languages. The languages they spoke belonged to Germanic one. So English has the features of German.
(Shows a picture about Middle English time)
T: What about Middle English period Which culture influenced English most
S: Norman.
T: Yes. Norman French invaded England in the 11th century. After Norman occupied Britain, French became the language used by the first class society and Norman culture got popular. So there are a large number of English words coming from French. Can you give me some examples
S: government, palace, peasant, salad and sugar and so on.
T: Well done! Let’s come to Modern English period. Have you found a common between the periods of Old English and Middle English
S: England was ruled by other nations.
Y: In later, England became more and more strong and powerful and got independence at last. During this process, the vocabulary was enlarged by many great writers such as Shakespeare.
(Shows a picture of Shakespeare)
T: Besides the self- improvement, English help the spread of English by colonization. by setting many colonies, Britain brought English to many places of the world. Take America for example.
(Shows a picture of America)
T: The colonies in America got independence and had their own language. That is why today there is English that is called American English.
Step3 While-reading
1. Skimming
Ask Ss to read through the passage and summarize the main idea of each paragraph.
2. Scanning and problem solving
(1) Explain some words and expressions.(total, in total, equal, except, except for, except that, majority, communicate, etc) ---see the teacher’s book in P28—29,P34—35
(2) Analyze some complex sentences
(Shows the long and difficult sentences on the screen and then explain them in simple English.)
(3) Paraphrase
(4) Fast reading and comprehending
T: Please read the passage quickly by yourselves and then try to finish the exercise.
(Give some time for the students to do fast reading and do the exercise. And then check the answers)
Encourage the students to have a discussion with their partners to find the main idea for each paragraph.
(Shows the following suggested answers on screen)
para.1: Brief introduction of the change in English.
Para.2: An example of different kinds of English.
Para.3: The development of English and its cause.
Para.4: English spoken in some other countries.
Ask the students to read para.3 in details. And then try to fill in the form on screen.
The Road to Modern English
The cause Cultures communicate with one another
Time Things that happened
AD450 -1150 Based on German
1150-1500 More like French→ Frenchman ruled the English
In the 1600’s Shakespeare broadened the vocabularyOne big change in English and the occurrence of American English
Later British people brought English to Australia
Step 4 post-reading
Discussion
T: So far, we have gone through the passage. Now there are some questions for you to discuss with you partners in group work. You have 5minutes and then I will ask some groups to tell us your results about these questions.
Q1: Why are there so many people learning English
Q2: What about the future of World Englishes
Q3: Someone said that it is more important to study English than Chinese. What’s your opinion
S1…
S2…
S3…
S4
Step 5. Homework
1. look up the new words in the dictionary.
2. Write a short essay about the discussion
3. Finish exercise 3 in P93
3rd Teaching Period
Learning about Language(Grammar)
Teaching Goals:
1. Knowledge:
Learn and master the sentence patterns which express orders and requests.
2. Ability:
Use these patterns to communicate with others.
3. strategies
Employ self-assessment to let students reflect on their learning strategies.
Teaching Method:
Multimedia
Teaching Procedures
Step 1 Greetings and revision
Review the useful words and expressions by letting students make up sentences using these words and expressions.
Step 2 Grammar exercises
T: In the last unit, we have learnt something about direct speech and indirect speech . We change many things such as the tense, some adverbials and some verbs.Now let’s do some exercises.
Turn the following into Indirect Speech
1 “My parents are very well,” said Tom.
2 “Are you going to learn English ” asked Jack.
3 “I have given up smoking.” Said my brother.
4 He said “I can’t go to the party tomorrow.”
5 He said. “I’ll tell Ann I saw you.”
6 She asked “Tom, where did you read it”
7 She asked “ It’s a beautiful day, isn’t it
8.She always asks her mother. “Am I a good girl ”
Suggested answers:
1 Tom said that his parents were very well.
2 Jack asked that whether/if I was going to learn English
3 My brother said that he had given up smoking.
4 He said that he couldn’t go to the party the next day.
5 He told me that he would tell Ann he had seen me.
6 He asked Tom where he had read it.
7 She asked whether/if it was a beautiful day.
8 She always asks her mother whether/if she is a good girl.
T; Well done! Today, we’ll go on with the study of indirect and direct speech. But firstly, we should learn to tell requests from commands. In English, giving commands is less polite than making a request. So usually, commands are made by those people who are bosses, teachers, leaders, officers, or someone who has authority. Now please look at your books on Page13. There are more and less polite ways to give a command.( Let students look at their books)
T: There are three kinds of expressions from not polite to very polite.( Open the window. Please open the window. Would you please open the window ) In pairs look at the commands. Then look at the different expressions for making requests. One student gives the command and the other changes it into a request.
Commands Requests
Close the door!Get me something to drink!Take the dog for a walk!Speak louder!Clean your room! Please…Could you please… Would you please…
T: Now make some dialogues using the commands /requests above.
1 You need to ask someone to close the door but you cannot do it yourself . There are many people in the room but you cannot tell who are important and who are not. So how do you do it politely
2 You are standing in the middle of a train carriage and you need to leave. You must not push your way to the door, so how do you do it politely
3 A bear is about to approach a boy. What do you say to him to make sure that he won’t be hurt.
Suggested dialogues:
1 A: Excuse me ,could you please close the door It’s so windy
B: Of course.
2 A: Excuse me , please make some room for me, I have to get off the train now.
B: Sure.
3 A: Look out! A bear is approaching you!
B: Help! I’m so scared!
A: Don’t move! Keep calm. A bear won’t attack someone who is not to offend it.
T: Ok, Now please look at these sentences on the screen. Can you show me which of them are commands and which are requests in the following
1 Close the door!
2 Would you please help me carry the case
3 Get me something to drink
4 Could you please lend me 100 yuan
5 Please turn off the lights.
6 Don’t smoke here
7.Will you clean the blackboard
8 Clean the table please.
(Answers: 1,3,6 are commands , and others are requests)
Step 3Conclusion:
Sentence patterns for commands:
Do…/ Do not do….
Sentence patterns for requests:
Do…please./ Can you do… / Could you do… / Will you do… / Would you do… Will you do… / Would you do…
Then if we want to change them into indirect speech, we should do like this:
Commands : sb. Told/ordered someone.(not) to do sth
Requests : sb. Asked sb else (not) to do sth
T: Now let’s do some exercise on the screen together.
1 Change these sentences on the screen into Indirect Speech: .
He said to me : “Don’t smoke in this room.”
He said to me: “please don’t smoke in this room.”
He said to me : “Could you please help me with my work ”
Suggested answers:
He told me not to smoke in that room
He asked me not to smoke in that room.
He asked me to help him with his work
2 Change the following sentences into Direct Speech.
The landlady asked him to put his coat in the closet.
The young father told his children not to move.
Mother told me to lock the door after midnight
Suggested answers:
“Put your coat in the closet please.” The landlady said to him.
The young father said to his children: “Don’t move.”
Mother said : “Lock the door after midnight.”
Step 4 Homework
1.Oral work:Make a dialogue with your deskmate using requests and commands.
2.Finish off the extra Ex
4th Teaching Period
Using Language(Reading &Listening)
Teaching goals:
1.Review the sentence patterns by using them
2.Get more information about English dialect.
3. Help students improve listening skill
Teaching important points
1.Know more about the difference between standard English and dialects
2.Understanding the listening material.
Teaching aids
A recorder, some slides and a projector
Teaching procedures
Step I Greetings and Revision
1. Greet the whole class as usual.
2. Review the Indirect Speech and Direct Speech
Step 2 Reading&TalkingT: As we all know, China is a very big country where different dialects are spoken. Can you list some of them
S:(Guangdong dialect, Shanghai dilect, Sichuan dialect…)
T: I think most of you are from different towns of Fujian, and we all know that there are different kinds of dialects in Fujian. Can you list some Is there any body who can say a dialect from another place
S:( Minbei dialect, Minnan dialect, Kejia dialect and Fuzhou dialect.Some students act it out)
T: Thank you !Do you think that it is easy for people to follow those speaking different dialects.S: No, some dialects are really difficult to understand.T: Then how can we solve this problem
S: We can communicate in Putonhua.
T: Yes. The difference between Chinese dialects are so big that it’s really hard to communicate in it . So now most students are taught in school in Putonghua. Then do you think that it is the same case with the US To know the answer, please read it fast and then answer these questions.1) Can you list some examples
2) Why are there so many dialects in the US
3) What is standard English
4) Do you think there is any standard English
5) Can you tell an interesting or funny story that shows great difference between dialects in Chinese
Suggested answers:
1)Yes, It has many dialects,such as Midwestern, southern, African American, and Spanish dialects.
2)Because people have come from all over the world, Geography play a part in making dialects.
3)It is to believed to be the English spoken on TV and the radio
4)No.
5)Keys or Kiss
One of friend of mine was giving an English lesson to a class of adults who had recently come to a class of adults had recently come to live in the United States. After placing a number of everyday objects on a table he asked various members of the class to give him the ruler, the book, the pen and so on. The class went very smoothly, and the students seemed to be interested and serious about the work that they were engaged in until my friend turned to an Italian and said, “Give me the keys.” The man looked surprised and somewhat at a loss. Seeing this, my friend thought that he student hadn’t heard him clearly so he repeated, “Give me the keys.” The Italian shrugged his shoulders. Then, he threw his arms around the teacher’s neck and kissed him on both cheeks.
Step2 Listening
Introduce a dialect and a form of standard “English” to the students.
You may follow these steps:
1．Set the context for the students by describing the situation and show the map of the USA;
2. Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3. Play the tape for the students to listen and get more information on English dialect;
4. Play the tape again and let the students answer the questions in pairs after listening;
5. Check the answers with the whole class;
6. Identify all the words in dialect and find out their standard English, using the context.
Dialectic words Standard English
heyy’allain’twhole’nother yastory’boutpupswimmin’jumpin’feelin’catfish‘boutalrightthinkin’goin’sure‘noughshouldaoutta helloyou allaren’twhole anotherYoustory aboutchildswimmingjumpingfeelingcatfish aboutall rightthinkinggoingsure enoughshould haveout of
7. Listen again and ask the students to retell Buford’s story in Standard English in pairs.
Step4 Summary
T: Today we have learnt some patterns which express commands or requests. And we have dealt with the reversal of the sentence patterns. After reading the passage, we have known that American English has different dialects. Though there is no standard English, we should learn to pronounce the English words correctly.
Step5 Homework
T: Today’s homework is to recite words and phrases and make a dialogue using commands and requests.Don’t forget to preview the Writing part and make a survey to find out how many dialects in China.
5th Teaching Period
Using Language(Writing)
Teaching goals
1. Language Input
Brainstorming, share, experience, make use of
2. Ability goals
Enable the students to master the way of preparing themselves before writing a composition—Brainstorming
Teaching difficult points
Write a passage about one’s experience of English Learning
Teaching methods
Task-based learning
Teaching aids
a project and a computer
Teaching procedures
Step 1 Greetings and Revision
Step 2 presentation
Task 1 Summarize the way of preparing oneself before writing.
T: Writing is a difficult item for most of you, so most students are afraid of it. When you get a subject or topic, you don’t know what to write about. Today we’ll learn to use a way, that is, brainstorming. Before you begin to write, it is helpful to prepare what you want to say. Brainstorming is the best ways to do this. Are you sure how to do brainstorming When brainstorming, you can follow these steps: (show the steps on the project to the students)
● share ideas with others;
● decide which are the best ideas;
● make a list of those ideas;
● put those ideas into a map so that you can easily see them;
● use the map to help you as you write
(Then write “Why should I learn English ” on the blackboard.)
T: Please tell me why you should learn English.
S1: I learn English to talk to native speakers.
S2: To go to university, I learn English hard.
S3: To read English Books and newspaper.
S4: ………..
T: Well, let’s show your ideas on a map. Now you can see your ideas more easily. You know, the map can help you write an excellent composition. Now do you know how to prepare yourself before writing
(show the map on the screen)
S: Yes.
T: Now please read the steps aloud, please.
Task 2 Make a brainstorming map
(Write down “How can learning English help China in the future ” on the blackboard.)
T: Why not try to make a brainstorming by ourselves Let’s practice it on the topic----How can learning English help China in the future Please discuss in groups of 6 or 8 and make a brainstorming map. After a few minutes, I will ask you to show your map on the blackboard.
(After a few minutes later , I ask a few students draw the map on the blackboard. As follows . )
Step3 writing task
Task 1 Make notes about the paragraphs for the writing
T: Well done ! Now Let’s use this skill to help ourselves write a passage. Please turn to page 53 on the workbook. You are expected to write an article on the topic “My experience of Learning English”. First, what you need to do is to think about the things you find most difficult and make a list .
My problems Ideas for improvement Why I like English My future with English
Speaking Listening Writing words Listen to the English tapes as often as possible; get an English e-pal …….. Listen to music and movies;Enjoy original works; travel. Help me realize my dream
T: Now, please make motes about the paragraphs for the writing. This will help you make your ideas clear to the reader.
My experience of Learning English
Paragraph 1 My problem in learning English.
Paragraph 2 How I can improve my English.
Paragraph 3 What I like about learning English
Paragraph 4 How I hope to make use of my English.
Task 2 writing an article
T: Now , according to your notes, write an article on the topic “My experience of learning English” Before class is over ,you should hand it in.
Step 4 Summary
T:In this class we dealt with writing skills. We can do brainstorming to help ourselves think of as many related items as possible on the topic. You know ,it’s a very good way to prepare what we want to write.
Step 5 Homework
Use the way of” brainstorm “to write an article on “pollution”
(说明：本单元还有一个课时用于知识归纳和达标测试)
教学反思：您觉得该教案在设计上做得较好的是哪方面：整体设计合理，有助于达成该课的教学目标语言知识目标和技能目标有较高的达成度注意设置问题情境，充分考虑到师生的互动注意引导学生主动学习，积极参与语言实践活动，能激发学生的学习兴趣根据不同的学习任务灵活采用教学方法关注学生的学习结果，学习任务的设置有助于不同水平学生发挥学习潜能
Step3 Using Language
注：各校教师有问题或建议可发email到:npcurriculum@
Step 4. Writing assessment
The teacher chooses one or two of the students’ writing papers to show to the class. Ss discuss:
1. Can the letter give Xiao Dong some good advice
1. Is the letter well developed
1. Are the ideas well organized to the point
1. Does the writer have a good choice of words and idioms in his writing
1. Does the writer get a good mastery of complex structures of language
What mistakes has the writing made in his writing What can we do to avoid such mistakes
Why should I
learn English
to use for business.
to use in school.
to write to pen friends.
to talk to
native speakers.
to read
English
books.
to listen to English
music and movies.
Know more about foreign
country and speed the
development of economic.
How can learning English
help China in in the future
Raise international
Competitive power
Easy to learn advanced
Technology of other country
Make Chinese culture popular all over the world
PAGE
1
1.在教学中，您采用什么方法增加学生的语言输入量？
2.您在教学设计中是否考虑了学生自主学习能力的培养？您通过什么方法培养学生的自我反思能力，让他们养成良好的学习策略？您研究和尝试过各种过程评价方法激发学生的学习自信心了吗？
Unit2 English around the world
南平第二集备组
Items Teaching aims and demands
Topics Enable students to read about and listen to what English is, how it is developing, as well as how many different kinds of English are spoken around the world
Enable students to tell and write about English, including what english is, how it is developing, as well as how many kinds of English are spoken around the world
Strategies Enable students to identify specific information about a topic when listening
Enable students to read for information they need
Enable students to use some key words to describe directions to a place orally
Guide students to give reasons to support their viewpoints
Functions Enable students to solve difficulties in language communication so that a conversation can continue
Enable students to make a polite request and give a proper command
Grammar Enable students to report other’s requests and commands
Enable students to understand the report of others’ requests and commands
Vocabulary Accent actually AD apartment block boss candy command culture direction eastern elevator flat gas government identiy include international lifhtning lorry ma’ma Malaysia midwestern petrol phrase polite present(adj) rapidly recognize request retell role rubber rule Singapore southeastern southern Spanish standard subway usage vocabulary because of, be based on, come up, different from, make use of, play a role/part (in), such as
We divide this unit into 5 periods accordingly:
Period1 Warming up & Speaking
Period2 Reading
Period3 Learning about language(grammar)
Period4 Using language(reading and listening)
Period5 Using language(writing)
1st Teaching Period
Warming up & Speaking
Teaching Aims:
1. Learn and master the words and phrase in the short essay.
2. Help the students to know different kinds of English and some differences between British English and American English.
Teaching Important Points:
1. How to improve the students’ speaking ability.
2. How to help the students to express their ideas freely.
Teaching Methods:
1. Brainstorming.
2. Pair or group discussion to help the students have a clear idea of what they’ve learned.
Teaching Procedures:
1. Greeting
2. Asking and answering
T: Now, I’ll ask you some questions. The first one is: How many countries and regions are there in the world
S1:…………………………………….
S2:………………………………………
T: It was thought that there were more than 3000 before. But it is found in recent years that there are more than 5000languages in the world. Only 13 languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations
S3: They are : Chinese, French, Russian, English and Spanish.
T: Very good! In this unit, we’ll talk about English.
3. Warming up and Speaking
Now, reading the warming up and have a discussion with your partner. Discuss these questions(shown on the blackboard):
1) Why should we learn English
2) Which kind of English do you want to learn Why
3) If you have a chance to visit an English country Can you understand the native speakers Why or why not
4) How can learning English help China in the future
5) Can you tell some differences between British English and American English
5 minutes for discussion .
(5 minutes later )
T: Let’s come to the first question .
S5:………………………………………….
S6::……………………………………………..
T: Yes. You may have many answers. But I think, in this stage English is a very important subject to you.
And now, the second question.
S1:……………………………………………..
S2…………………………………………….
T:OK! I think most of you want to visit other countries, Now, suppose you have such a chance. Let’s have a discussion about the third question.
S1……………………………………………
S2………………………………………………
S3………………………………………………
T: There are so many kinds of English in the world, but the British English and American English have the greatest influence over the world. Please look at the last question, and try to find out some differences between them.
S1:………………………………………………..
S2…………………………………………………..
S3:…………………………………………………
T: To learn English better, we need to know some background knowledge about English.. It's not clear how many people around the world use English as a second language. Numbers vary from 350 million to one billion.Some sources estimate the number of English speakers is over 300 million, others over 650 million! let's have a look at the map to see how widely English is used in the world!
HYPERLINK "http://lazarus.elte.hu/~guszlev/gb/vilag.map" \m
countries where English is the first and often only language of most people
countries where besides English as a native language there is at least one other significant native tongue
<> countries where English is not native, only official language
4.Language Input
more than
assume/take(on)/perform a role/part/(in)
because of
include
……….
Show the powerpoint to let the students learn the meaning of the words and expressions in different contexts. Then ask them to make sentences with the words and phrases.
5.Summary and Homework
In this class, we have talked about something about English, I know different students have different answers, and I’m sure most of your answers are reasonable.We have also learned some very important words and phrases.After class, you have to make up two dialogues about language learning difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express want to say.
2nd Teaching Period
Reading
I. Teaching Aims and Demands
1. Get the Ss to learn about English spoken around the world
2. Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
3. Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation.
4. Get the Ss to realize the importance of learning English.
II..Strategies Make students know how to make use of some learning resources. It’s also important to let them be aware of how much and how well they learn and have a clear idea about what to be done in their further effort
III. Skills to be trained
Skimming and scanning
IV. Teaching Procedures
Step1.Warming up
.(1). Ask the students to make a language profile as the following:
Mother tongue dialect Fluent
Second language: native Putonghua Fluent
Third language: foreign English Good
Fourth language: foreign Russian A few words
(2). Ask Ss to work in small groups of four，discuss and fill in group members’ language profile .Ask them to discuss in what situations they use the foreign languages, for example, listening to pop songs, accessing software and web sites, chat rooms, reading instructions of products, etc)
(3) Ask some groups to report.
(4)Make comments on their performances
. Introduce some terms : mother tongue, L1, ESL, EFL (see the teacher’s book in P35--36)
Step 2 Pre-reading
T: You have known that there are many branches of English, such as ……
S: American English, Canadian English, Indian English, Austrian English and so on.
T: Well done! But do you know Why there are so many world Englishes
S: ……….
(Students can have their own answers)
T: OK! What shall we look at if we want to study an language which changes from an influential language to a powerful one
S: History!
T: Yes, you are right. Any language begins with its history. So before we start our passage, I’d like to introduce briefly about the history of language. There are three periods all together in the development of English. They are Old English (AD450—1150), Middle English (1150—1500) and Modern English (1500—now).
(Writes three periods on screen)
T: And there are two nations which played an important part in English. Can you tell me what are they
S: German and Norman
T: Yes, let’s start from Old English and German culture.
(Shows a picture about Old English time)
T: English derived from the Germanic language of the Anglo-Saxons. In old English time, three Germanic tribes Anglos, Jutes and Saxons settled to British Isles with their cultures and languages. The languages they spoke belonged to Germanic one. So English has the features of German.
(Shows a picture about Middle English time)
T: What about Middle English period Which culture influenced English most
S: Norman.
T: Yes. Norman French invaded England in the 11th century. After Norman occupied Britain, French became the language used by the first class society and Norman culture got popular. So there are a large number of English words coming from French. Can you give me some examples
S: government, palace, peasant, salad and sugar and so on.
T: Well done! Let’s come to Modern English period. Have you found a common between the periods of Old English and Middle English
S: England was ruled by other nations.
Y: In later, England became more and more strong and powerful and got independence at last. During this process, the vocabulary was enlarged by many great writers such as Shakespeare.
(Shows a picture of Shakespeare)
T: Besides the self- improvement, English help the spread of English by colonization. by setting many colonies, Britain brought English to many places of the world. Take America for example.
(Shows a picture of America)
T: The colonies in America got independence and had their own language. That is why today there is English that is called American English.
Step3 While-reading
1. Skimming
Ask Ss to read through the passage and summarize the main idea of each paragraph.
2. Scanning and problem solving
(1) Explain some words and expressions.(total, in total, equal, except, except for, except that, majority, communicate, etc) ---see the teacher’s book in P28—29,P34—35
(2) Analyze some complex sentences
(Shows the long and difficult sentences on the screen and then explain them in simple English.)
(3) Paraphrase
(4) Fast reading and comprehending
T: Please read the passage quickly by yourselves and then try to finish the exercise.
(Give some time for the students to do fast reading and do the exercise. And then check the answers)
Encourage the students to have a discussion with their partners to find the main idea for each paragraph.
(Shows the following suggested answers on screen)
para.1: Brief introduction of the change in English.
Para.2: An example of different kinds of English.
Para.3: The development of English and its cause.
Para.4: English spoken in some other countries.
Ask the students to read para.3 in details. And then try to fill in the form on screen.
The Road to Modern English
The cause Cultures communicate with one another
Time Things that happened
AD450 -1150 Based on German
1150-1500 More like French→ Frenchman ruled the English
In the 1600’s Shakespeare broadened the vocabularyOne big change in English and the occurrence of American English
Later British people brought English to Australia
Step 4 post-reading
Discussion
T: So far, we have gone through the passage. Now there are some questions for you to discuss with you partners in group work. You have 5minutes and then I will ask some groups to tell us your results about these questions.
Q1: Why are there so many people learning English
Q2: What about the future of World Englishes
Q3: Someone said that it is more important to study English than Chinese. What’s your opinion
S1…
S2…
S3…
S4
Step 5. Homework
1. look up the new words in the dictionary.
2. Write a short essay about the discussion
3. Finish exercise 3 in P93
3rd Teaching Period
Learning about Language(Grammar)
Teaching Goals:
1. Knowledge:
Learn and master the sentence patterns which express orders and requests.
2. Ability:
Use these patterns to communicate with others.
3. strategies
Employ self-assessment to let students reflect on their learning strategies.
Teaching Method:
Multimedia
Teaching Procedures
Step 1 Greetings and revision
Review the useful words and expressions by letting students make up sentences using these words and expressions.
Step 2 Grammar exercises
T: In the last unit, we have learnt something about direct speech and indirect speech . We change many things such as the tense, some adverbials and some verbs.Now let’s do some exercises.
Turn the following into Indirect Speech
1 “My parents are very well,” said Tom.
2 “Are you going to learn English ” asked Jack.
3 “I have given up smoking.” Said my brother.
4 He said “I can’t go to the party tomorrow.”
5 He said. “I’ll tell Ann I saw you.”
6 She asked “Tom, where did you read it”
7 She asked “ It’s a beautiful day, isn’t it
8.She always asks her mother. “Am I a good girl ”
Suggested answers:
1 Tom said that his parents were very well.
2 Jack asked that whether/if I was going to learn English
3 My brother said that he had given up smoking.
4 He said that he couldn’t go to the party the next day.
5 He told me that he would tell Ann he had seen me.
6 He asked Tom where he had read it.
7 She asked whether/if it was a beautiful day.
8 She always asks her mother whether/if she is a good girl.
T; Well done! Today, we’ll go on with the study of indirect and direct speech. But firstly, we should learn to tell requests from commands. In English, giving commands is less polite than making a request. So usually, commands are made by those people who are bosses, teachers, leaders, officers, or someone who has authority. Now please look at your books on Page13. There are more and less polite ways to give a command.( Let students look at their books)
T: There are three kinds of expressions from not polite to very polite.( Open the window. Please open the window. Would you please open the window ) In pairs look at the commands. Then look at the different expressions for making requests. One student gives the command and the other changes it into a request.
Commands Requests
Close the door!Get me something to drink!Take the dog for a walk!Speak louder!Clean your room! Please…Could you please… Would you please…
T: Now make some dialogues using the commands /requests above.
1 You need to ask someone to close the door but you cannot do it yourself . There are many people in the room but you cannot tell who are important and who are not. So how do you do it politely
2 You are standing in the middle of a train carriage and you need to leave. You must not push your way to the door, so how do you do it politely
3 A bear is about to approach a boy. What do you say to him to make sure that he won’t be hurt.
Suggested dialogues:
1 A: Excuse me ,could you please close the door It’s so windy
B: Of course.
2 A: Excuse me , please make some room for me, I have to get off the train now.
B: Sure.
3 A: Look out! A bear is approaching you!
B: Help! I’m so scared!
A: Don’t move! Keep calm. A bear won’t attack someone who is not to offend it.
T: Ok, Now please look at these sentences on the screen. Can you show me which of them are commands and which are requests in the following
1 Close the door!
2 Would you please help me carry the case
3 Get me something to drink
4 Could you please lend me 100 yuan
5 Please turn off the lights.
6 Don’t smoke here
7.Will you clean the blackboard
8 Clean the table please.
(Answers: 1,3,6 are commands , and others are requests)
Step 3Conclusion:
Sentence patterns for commands:
Do…/ Do not do….
Sentence patterns for requests:
Do…please./ Can you do… / Could you do… / Will you do… / Would you do… Will you do… / Would you do…
Then if we want to change them into indirect speech, we should do like this:
Commands : sb. Told/ordered someone.(not) to do sth
Requests : sb. Asked sb else (not) to do sth
T: Now let’s do some exercise on the screen together.
1 Change these sentences on the screen into Indirect Speech: .
He said to me : “Don’t smoke in this room.”
He said to me: “please don’t smoke in this room.”
He said to me : “Could you please help me with my work ”
Suggested answers:
He told me not to smoke in that room
He asked me not to smoke in that room.
He asked me to help him with his work
2 Change the following sentences into Direct Speech.
The landlady asked him to put his coat in the closet.
The young father told his children not to move.
Mother told me to lock the door after midnight
Suggested answers:
“Put your coat in the closet please.” The landlady said to him.
The young father said to his children: “Don’t move.”
Mother said : “Lock the door after midnight.”
Step 4 Homework
1.Oral work:Make a dialogue with your deskmate using requests and commands.
2.Finish off the extra Ex
4th Teaching Period
Using Language(Reading &Listening)
Teaching goals:
1.Review the sentence patterns by using them
2.Get more information about English dialect.
3. Help students improve listening skill
Teaching important points
1.Know more about the difference between standard English and dialects
2.Understanding the listening material.
Teaching aids
A recorder, some slides and a projector
Teaching procedures
Step I Greetings and Revision
1. Greet the whole class as usual.
2. Review the Indirect Speech and Direct Speech
Step 2 Reading&TalkingT: As we all know, China is a very big country where different dialects are spoken. Can you list some of them
S:(Guangdong dialect, Shanghai dilect, Sichuan dialect…)
T: I think most of you are from different towns of Fujian, and we all know that there are different kinds of dialects in Fujian. Can you list some Is there any body who can say a dialect from another place
S:( Minbei dialect, Minnan dialect, Kejia dialect and Fuzhou dialect.Some students act it out)
T: Thank you !Do you think that it is easy for people to follow those speaking different dialects.S: No, some dialects are really difficult to understand.T: Then how can we solve this problem
S: We can communicate in Putonhua.
T: Yes. The difference between Chinese dialects are so big that it’s really hard to communicate in it . So now most students are taught in school in Putonghua. Then do you think that it is the same case with the US To know the answer, please read it fast and then answer these questions.1) Can you list some examples
2) Why are there so many dialects in the US
3) What is standard English
4) Do you think there is any standard English
5) Can you tell an interesting or funny story that shows great difference between dialects in Chinese
Suggested answers:
1)Yes, It has many dialects,such as Midwestern, southern, African American, and Spanish dialects.
2)Because people have come from all over the world, Geography play a part in making dialects.
3)It is to believed to be the English spoken on TV and the radio
4)No.
5)Keys or Kiss
One of friend of mine was giving an English lesson to a class of adults who had recently come to a class of adults had recently come to live in the United States. After placing a number of everyday objects on a table he asked various members of the class to give him the ruler, the book, the pen and so on. The class went very smoothly, and the students seemed to be interested and serious about the work that they were engaged in until my friend turned to an Italian and said, “Give me the keys.” The man looked surprised and somewhat at a loss. Seeing this, my friend thought that he student hadn’t heard him clearly so he repeated, “Give me the keys.” The Italian shrugged his shoulders. Then, he threw his arms around the teacher’s neck and kissed him on both cheeks.
Step2 Listening
Introduce a dialect and a form of standard “English” to the students.
You may follow these steps:
1．Set the context for the students by describing the situation and show the map of the USA;
2. Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3. Play the tape for the students to listen and get more information on English dialect;
4. Play the tape again and let the students answer the questions in pairs after listening;
5. Check the answers with the whole class;
6. Identify all the words in dialect and find out their standard English, using the context.
Dialectic words Standard English
heyy’allain’twhole’nother yastory’boutpupswimmin’jumpin’feelin’catfish‘boutalrightthinkin’goin’sure‘noughshouldaoutta helloyou allaren’twhole anotherYoustory aboutchildswimmingjumpingfeelingcatfish aboutall rightthinkinggoingsure enoughshould haveout of
7. Listen again and ask the students to retell Buford’s story in Standard English in pairs.
Step4 Summary
T: Today we have learnt some patterns which express commands or requests. And we have dealt with the reversal of the sentence patterns. After reading the passage, we have known that American English has different dialects. Though there is no standard English, we should learn to pronounce the English words correctly.
Step5 Homework
T: Today’s homework is to recite words and phrases and make a dialogue using commands and requests.Don’t forget to preview the Writing part and make a survey to find out how many dialects in China.
5th Teaching Period
Using Language(Writing)
Teaching goals
1. Language Input
Brainstorming, share, experience, make use of
2. Ability goals
Enable the students to master the way of preparing themselves before writing a composition—Brainstorming
Teaching difficult points
Write a passage about one’s experience of English Learning
Teaching methods
Task-based learning
Teaching aids
a project and a computer
Teaching procedures
Step 1 Greetings and Revision
Step 2 presentation
Task 1 Summarize the way of preparing oneself before writing.
T: Writing is a difficult item for most of you, so most students are afraid of it. When you get a subject or topic, you don’t know what to write about. Today we’ll learn to use a way, that is, brainstorming. Before you begin to write, it is helpful to prepare what you want to say. Brainstorming is the best ways to do this. Are you sure how to do brainstorming When brainstorming, you can follow these steps: (show the steps on the project to the students)
● share ideas with others;
● decide which are the best ideas;
● make a list of those ideas;
● put those ideas into a map so that you can easily see them;
● use the map to help you as you write
(Then write “Why should I learn English ” on the blackboard.)
T: Please tell me why you should learn English.
S1: I learn English to talk to native speakers.
S2: To go to university, I learn English hard.
S3: To read English Books and newspaper.
S4: ………..
T: Well, let’s show your ideas on a map. Now you can see your ideas more easily. You know, the map can help you write an excellent composition. Now do you know how to prepare yourself before writing
(show the map on the screen)
S: Yes.
T: Now please read the steps aloud, please.
Task 2 Make a brainstorming map
(Write down “How can learning English help China in the future ” on the blackboard.)
T: Why not try to make a brainstorming by ourselves Let’s practice it on the topic----How can learning English help China in the future Please discuss in groups of 6 or 8 and make a brainstorming map. After a few minutes, I will ask you to show your map on the blackboard.
(After a few minutes later , I ask a few students draw the map on the blackboard. As follows . )
Step3 writing task
Task 1 Make notes about the paragraphs for the writing
T: Well done ! Now Let’s use this skill to help ourselves write a passage. Please turn to page 53 on the workbook. You are expected to write an article on the topic “My experience of Learning English”. First, what you need to do is to think about the things you find most difficult and make a list .
My problems Ideas for improvement Why I like English My future with English
Speaking Listening Writing words Listen to the English tapes as often as possible; get an English e-pal …….. Listen to music and movies;Enjoy original works; travel. Help me realize my dream
T: Now, please make motes about the paragraphs for the writing. This will help you make your ideas clear to the reader.
My experience of Learning English
Paragraph 1 My problem in learning English.
Paragraph 2 How I can improve my English.
Paragraph 3 What I like about learning English
Paragraph 4 How I hope to make use of my English.
Task 2 writing an article
T: Now , according to your notes, write an article on the topic “My experience of learning English” Before class is over ,you should hand it in.
Step 4 Summary
T:In this class we dealt with writing skills. We can do brainstorming to help ourselves think of as many related items as possible on the topic. You know ,it’s a very good way to prepare what we want to write.
Step 5 Homework
Use the way of” brainstorm “to write an article on “pollution”
(说明：本单元还有一个课时用于知识归纳和达标测试)
教学反思：您觉得该教案在设计上做得较好的是哪方面：整体设计合理，有助于达成该课的教学目标语言知识目标和技能目标有较高的达成度注意设置问题情境，充分考虑到师生的互动注意引导学生主动学习，积极参与语言实践活动，能激发学生的学习兴趣根据不同的学习任务灵活采用教学方法关注学生的学习结果，学习任务的设置有助于不同水平学生发挥学习潜能
Step3 Using Language
注：各校教师有问题或建议可发email到:npcurriculum@
Step 4. Writing assessment
The teacher chooses one or two of the students’ writing papers to show to the class. Ss discuss:
1. Can the letter give Xiao Dong some good advice
1. Is the letter well developed
1. Are the ideas well organized to the point
1. Does the writer have a good choice of words and idioms in his writing
1. Does the writer get a good mastery of complex structures of language
What mistakes has the writing made in his writing What can we do to avoid such mistakes
Why should I
learn English
to use for business.
to use in school.
to write to pen friends.
to talk to
native speakers.
to read
English
books.
to listen to English
music and movies.
Know more about foreign
country and speed the
development of economic.
How can learning English
help China in in the future
Raise international
Competitive power
Easy to learn advanced
Technology of other country
Make Chinese culture popular all over the world
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