Unit 2 Language 说课
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课件66张PPT。Advance with English Module 3 Unit 2
Language常州市田家炳实验中学 徐 丹教学目标知识目标
能力目标
德育目标知识目标单词
词组
语法
文化能力目标语言能力目标:
d 写 to distinguish between formal and informal English, to present a report about Chinese and Western body language, to write a booklet about Chinese charactersa 听 to listen for specific information, to know how to predict the answers to the questions while listeningb 说 to describe point time and sequences, stating reasons, to discuss the development of languages, to expand vocabulary related to countries and languagesc 读 to read an article about the history of English and a report about the way written language developed in China, to know how to read a history article综合能力目标: 进一步发展学生基本语言运用的同时，根据高中生的认知特点和发展需要，着重提高学生运用多种媒体和信息资源自主学习的能力，有效交际，收集、整理、处理信息的能力，运用英语进行思维能力。德育目标 学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。教学重点与难点重点
难点1 以四会要求课文中重要生词以及词组
2 疑问词引导的名词从句，形式主语 it
3 如何阅读有关中英历史型的文献，制作时间事件
列表辅助阅读1 如何理解性记忆Reading上的出现有许多专用名词
2 Grammar and usage 上的难点
教 法 与 学 法教 法
以运用任务型教学为主，其他情景教学法、直观教学法为辅，我们英语课堂实际采取“P---T---P”自主学习立体模式 （Pre-task——Task-cycle——Post-task）
学 法
Reading部分，学生制图记忆理解信息；
Grammar and Usage 学生比较归纳，分析概括规律
word power学生进行分类记忆和联想记忆；
Task 学生合作学习，培养思维能力、合作能力、发现归纳学习的能力，用完成任务来锻炼学生的技能；
Project小组合作，经过4 P 完成任务。 教学内容整体分析及课时安排Welcome to the unit Different language forms (Period 1) Reading English and its history (Period2~3)
Reading strategy Word Power Formal and informal (Period4)
Countries and languagesGrammar and Usage Noun clause introduced by question words
Empty subject it (Period 5~6)Task Anticipating a response (Period7~8)
Formulating written language
Organizing a reportProject Designing a booklet (Period9~10)Self-assessment Revision and self-assessment (period 11)Welcome to the unit (Period 1)Goals:
The students will
1 know different language forms, including written language, oral language, emoticons (a special internet language), sign language, Braille and animal language.
2 talk about other ways of communication more than the verbal language
3 Talk about effective methods of studying the English languageHow many languages are there on the paper money?
Do you recognize all the languages on it?
What are they ?Step 1 Lead-in1 What is Braille?
2 Who invented Braille?
What does this sign mean in Britain?
Do you think the same sign means the same to people all over the world?
Can you show some examples and explain them?
Who needs to use sign language a lot in their daily life?:- ) 1 What does this emoticon mean?
2 What is an emoticon?
3 When do people usually use this kind of language?= ?4 Can you give me some other emoticons?:-( :-O :-D
:-P 8-) :~-( How do bees communicate with each other?Do you believe animals can ‘talk’?
How do animals communicate with others?
Can you give some examples? obtain more informationStep 3 Learn more informationRead the article on Page 102 in their workbook. They will learn more information about the language of bees.Encourage them to discuss the three questions listed under the five pictures on P21.
Have students exchange their opinions and make sure each individual has a chance to express themselves.Step 4 Sharing information备课资料
Braille
http://www.louisbrailleschool.org/
Animal language
http://www.liuyangriver.com/XXLR1.ASP?ID=7628
Reading (Period 2~3)Goals:
The students will:
1 know how to read a history article with the help of a time chart.
2 gain an overall understanding of the article and enhance reading abilities.
3 learn to adopt different ways to read different types of articles.
4 master the usage of the new words and phrases.
5 get a better understanding about English cultureStep 1 Lead-inGod be with you!God be with ye!Goodbye!Imagine one day if you talk with a person from ancient times, can you understand him easily? Step 2 Reading-comprehension Question:
If we divide the development of English into three parts, what are they? (Skimming)
What changes happened during three periods? (Scanning)Fill in the form according the content of the article.Careful readingeventslanguageCeltic Reading strategyInvaded by the three Germanic tribes Anglo-Saxon the Vikings invadedOld English 1066Normans conqueredEnglish, French Henry Ⅳ became KingEnglishthe Renaissancemodern English Step 3 ConsolidationActivities: Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language. If time permits, the teacher can select another article for students to practice reading history articles.
The Renaissance
http://www.fjtu.com.cn/fjnu/courseware/0823/course/_source/web/lesson/char1/j2.htm
外语教学与研究出版社《欧洲文化入门》
《英语词汇学》
《英语国家概况》
备课资料Language Study Words: throughout, confusing, European, create, nowadays, consist, contribute, rule, replace, raise, adopt, include, depend, record Phrases: be made up of , consist of, pick up, lift up, contribute to, take control of, have an impact on, result in, depend on, Exercise: P24~25 Part D1, D2，E
P106 A1, A2Sentences: It is certain that ------ etc.Word PowerGoals:
The students will:
1 enlarge their vocabulary by distinguishing formal English from informal English.
2 know different countries and their official languages. 词汇教学 解释法 语境法
联想法 听写加工法?文化性原则 Countries and languagesLead-in
Imagine that you have just finished your round-the-world travel, your friends are very interested in it. They are asking you a lot of questions about the countries.MexicoBrazilSaudi ArabicaFill in this chartTwo Invitations 谨订于七月五日星期日晚八时在香港深水湾道100号新亚洲大酒店为家父家母的金婚纪念举行晚宴，敬请光临
王楷康夫妇敬约
敬请回复 七月五日晚上八时在香港深水湾道100号新亚洲大酒店庆祝我们父母结婚50周年，一起吃晚饭.记得来啊!
王楷康夫妇 Most of the English language that you learn can be used in many situations, but you will also hear or read language that is formal or informal.
Students will compare the formal English words with informal English words listed in the chart on P26.Consolidation Rewrite a letter on Page 26
Do Part A and Part B on Page 104.
Grammar and UsageGoals:
The students will:
1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
2 know the empty subject it acts as the grammatical subject of the sentence and in what situations it is often used.Noun Clause:
①如何识别并理解名词性从句在句中充当什么成分.② that, wh-连接代词,wh-连接副词③ 如何选择连词Grammar and usageI like English .主语谓语动词宾语若主语和宾语是个句子，就称为主语从句和宾语从句Whoever breaks the law will be punished .
It was good news that everyone got back safely
I want to know what has happened .引导名词性从句的连词分为三种：
连词 that
连接代词 who, whom, whose, which, what
连接副词 when, where, how, why 等。
1 Who was responsible for the accident is not yet clear?
2 You can begin to see why English has such strange rules.
3 My idea is that we should spend our holidays by the seaside.连接代词连接副词连词 that从整句结构 和 从句结构的分析入手Revise the definition of a noun clause
Go through and find as many noun clauses as they can.
Show them on the screen and let students read. Find out what sentence element each clause is.
That is why English is a language with so many confusing rules语法讲解点1. 语序。从句一定要是陈述语序。如：
（1）These pictures will show you what the village looks like now.
（2）How many guests will be invited isn’t decided yet.
2. 时态。宾语从句的时态需要和主句进行协调。如主句是过去时，从句要用相应的过去时。
（1）He told me that he had seen the film.
（2）They said they would spend their holiday in Hainan.
（3）Father said he was carrying out an important project.
（4）Did you know where the accident took place ?
ConsolidationPart C1 on Page 100Empty subject itStep 1 Try to find the real subject
It is important for us to learn English well today.
It is no use wasting your time reading such books all day. Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31)Step 2Translation:
1 要掌握一门外语是困难.
It is hard to master a foreign language.
To master a foreign language is hard.?Read Part 1 on Page 30.Step 3 Rewrite the sentencesIt seems that he speak two languages.
= He seems to speak two languages.My new neighbour happens to come from my hometown.
=It happens that my new neighbour come from my hometown.
Draw students’ attention to Part 2 on page 30.
Step 4 how to emphasize the element in a sentence by using Empty Subject it(先复习以前所接触的强调信息的一些方法)
Jane gave Mary a handbag at Christmas.
It was Jane that / who gave Mary a handbag at Christmas.
It was Mary that Jane gave a handbag (to) at Christmas.
It was a handbag that John gave Mary at Christmas.
It was at Christmas that John gave Mary a handbag.
Conclusion: It + be的一定形式+被强调部分+that /who分句
形式主语和形式宾语的应用：
当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret how the animals came to live in the sea.
当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：
（1）I found it very difficult that one learns several languages at the same time.
（2）He thinks it necessary that we should be given more time practising oral English.
3）He made it clear that he would leave the office soon.
Step 5 Consolidation
Have students do C2 on page 100 in their Workbook Task (Period 7~8)Goals :
The students will:
practice their language skills of listening, reading, speaking and writing.
learn how to anticipate a response, how to conduct a survey and how to write a report.
get the knowledge about body language and the customs of other countries.让学生课前查询有关common gesture Talk about past experience and find out the differences on customs between Chinese people and Westerners.
Ask some groups to report their results.Step 1 Lead-inSkills Building 1 Anticipating a responseStep 2 ListeningShow the questions on the screen.
1 Can you talk to us about your new book?
2 What is included in the book?
3 Have you heard any funny stories about people getting the customs wrong?
4 Do you have advice for business people in your book?
Questions: What information do you expect to hear?Step 3 Filling in a chart Have students listen to the recording confirm their predicted answers. Finish the chart on P33.Step 4 Guess http://tbxt.educast.cn/GZ03-04-2/10/XK20_NJ10/ZY20040330094946328/KZZL/SC20040330095134640.mht
Skills building 2~3Step 1 Revision
The meanings of different gestures.
Step 2
Organize the sentences below into the appropriates.Step 3 Presenting the questionnaire
Students must present their questionnaire on the screen via the projector and the information they need. (skills building 2)Step 5 Writing a report
1 Introduction – What the report is about
2 Procedure/ Method- What you did to find the information.
3 Results/Findings –What you found out or proved in.
4 Conclusion – A summary of the report.备课资料：http://www.chinaetr.com/Article_Show.asp?ArticleID=945
http://tbxt.educast.cn/GZ03-04-2/10/XK20_NJ10/ZY20040330094946328/KZZL/SC20040330095134640.mhtProject (Period 9~10)Goals
The students will:
learn and use English through doing group works.
read and use the background information to complete their booklet.
learn how to design a booklet.
know more about the history of Chinese character.
learn and master the words and phrases in the article.Step 1 Lead-inQuestions:
1 As a Chinese, do you know anything about the history of the Chinese Character?
2 Do you know the relevant simplified Chinese character of each of the following? (根据繁体字写出简体字）
標點 總會 離開SkimmingWhen do we use the simplified Chinese characters?
Scanning1 Why did Chinese people invent numerous characters?
We invented characters to represent ideas, objects or actions.
2 According to the legend, who invented Chinese characters? How did he get the idea?
3 How did we combine two or more elements to express ideas? Can you give us an example?
4 What charcaters are called pictophonetic ones?
Consolidation Have the group work and give more examples of how Chinese characters were formed.
Guess what kind of characters they are.Language StudyDesigning a bookletPlanning
Preparing
Producing
PresentingRevision and Self-assessmentGoals:
The students will
1 review the language study and grammar
2 assess themselves as learnersThank you联系电话: 5288736 (小灵通)
Language常州市田家炳实验中学 徐 丹教学目标知识目标
能力目标
德育目标知识目标单词
词组
语法
文化能力目标语言能力目标:
d 写 to distinguish between formal and informal English, to present a report about Chinese and Western body language, to write a booklet about Chinese charactersa 听 to listen for specific information, to know how to predict the answers to the questions while listeningb 说 to describe point time and sequences, stating reasons, to discuss the development of languages, to expand vocabulary related to countries and languagesc 读 to read an article about the history of English and a report about the way written language developed in China, to know how to read a history article综合能力目标: 进一步发展学生基本语言运用的同时，根据高中生的认知特点和发展需要，着重提高学生运用多种媒体和信息资源自主学习的能力，有效交际，收集、整理、处理信息的能力，运用英语进行思维能力。德育目标 学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。教学重点与难点重点
难点1 以四会要求课文中重要生词以及词组
2 疑问词引导的名词从句，形式主语 it
3 如何阅读有关中英历史型的文献，制作时间事件
列表辅助阅读1 如何理解性记忆Reading上的出现有许多专用名词
2 Grammar and usage 上的难点
教 法 与 学 法教 法
以运用任务型教学为主，其他情景教学法、直观教学法为辅，我们英语课堂实际采取“P---T---P”自主学习立体模式 （Pre-task——Task-cycle——Post-task）
学 法
Reading部分，学生制图记忆理解信息；
Grammar and Usage 学生比较归纳，分析概括规律
word power学生进行分类记忆和联想记忆；
Task 学生合作学习，培养思维能力、合作能力、发现归纳学习的能力，用完成任务来锻炼学生的技能；
Project小组合作，经过4 P 完成任务。 教学内容整体分析及课时安排Welcome to the unit Different language forms (Period 1) Reading English and its history (Period2~3)
Reading strategy Word Power Formal and informal (Period4)
Countries and languagesGrammar and Usage Noun clause introduced by question words
Empty subject it (Period 5~6)Task Anticipating a response (Period7~8)
Formulating written language
Organizing a reportProject Designing a booklet (Period9~10)Self-assessment Revision and self-assessment (period 11)Welcome to the unit (Period 1)Goals:
The students will
1 know different language forms, including written language, oral language, emoticons (a special internet language), sign language, Braille and animal language.
2 talk about other ways of communication more than the verbal language
3 Talk about effective methods of studying the English languageHow many languages are there on the paper money?
Do you recognize all the languages on it?
What are they ?Step 1 Lead-in1 What is Braille?
2 Who invented Braille?
What does this sign mean in Britain?
Do you think the same sign means the same to people all over the world?
Can you show some examples and explain them?
Who needs to use sign language a lot in their daily life?:- ) 1 What does this emoticon mean?
2 What is an emoticon?
3 When do people usually use this kind of language?= ?4 Can you give me some other emoticons?:-( :-O :-D
:-P 8-) :~-( How do bees communicate with each other?Do you believe animals can ‘talk’?
How do animals communicate with others?
Can you give some examples? obtain more informationStep 3 Learn more informationRead the article on Page 102 in their workbook. They will learn more information about the language of bees.Encourage them to discuss the three questions listed under the five pictures on P21.
Have students exchange their opinions and make sure each individual has a chance to express themselves.Step 4 Sharing information备课资料
Braille
http://www.louisbrailleschool.org/
Animal language
http://www.liuyangriver.com/XXLR1.ASP?ID=7628
Reading (Period 2~3)Goals:
The students will:
1 know how to read a history article with the help of a time chart.
2 gain an overall understanding of the article and enhance reading abilities.
3 learn to adopt different ways to read different types of articles.
4 master the usage of the new words and phrases.
5 get a better understanding about English cultureStep 1 Lead-inGod be with you!God be with ye!Goodbye!Imagine one day if you talk with a person from ancient times, can you understand him easily? Step 2 Reading-comprehension Question:
If we divide the development of English into three parts, what are they? (Skimming)
What changes happened during three periods? (Scanning)Fill in the form according the content of the article.Careful readingeventslanguageCeltic Reading strategyInvaded by the three Germanic tribes Anglo-Saxon the Vikings invadedOld English 1066Normans conqueredEnglish, French Henry Ⅳ became KingEnglishthe Renaissancemodern English Step 3 ConsolidationActivities: Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language. If time permits, the teacher can select another article for students to practice reading history articles.
The Renaissance
http://www.fjtu.com.cn/fjnu/courseware/0823/course/_source/web/lesson/char1/j2.htm
外语教学与研究出版社《欧洲文化入门》
《英语词汇学》
《英语国家概况》
备课资料Language Study Words: throughout, confusing, European, create, nowadays, consist, contribute, rule, replace, raise, adopt, include, depend, record Phrases: be made up of , consist of, pick up, lift up, contribute to, take control of, have an impact on, result in, depend on, Exercise: P24~25 Part D1, D2，E
P106 A1, A2Sentences: It is certain that ------ etc.Word PowerGoals:
The students will:
1 enlarge their vocabulary by distinguishing formal English from informal English.
2 know different countries and their official languages. 词汇教学 解释法 语境法
联想法 听写加工法?文化性原则 Countries and languagesLead-in
Imagine that you have just finished your round-the-world travel, your friends are very interested in it. They are asking you a lot of questions about the countries.MexicoBrazilSaudi ArabicaFill in this chartTwo Invitations 谨订于七月五日星期日晚八时在香港深水湾道100号新亚洲大酒店为家父家母的金婚纪念举行晚宴，敬请光临
王楷康夫妇敬约
敬请回复 七月五日晚上八时在香港深水湾道100号新亚洲大酒店庆祝我们父母结婚50周年，一起吃晚饭.记得来啊!
王楷康夫妇 Most of the English language that you learn can be used in many situations, but you will also hear or read language that is formal or informal.
Students will compare the formal English words with informal English words listed in the chart on P26.Consolidation Rewrite a letter on Page 26
Do Part A and Part B on Page 104.
Grammar and UsageGoals:
The students will:
1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
2 know the empty subject it acts as the grammatical subject of the sentence and in what situations it is often used.Noun Clause:
①如何识别并理解名词性从句在句中充当什么成分.② that, wh-连接代词,wh-连接副词③ 如何选择连词Grammar and usageI like English .主语谓语动词宾语若主语和宾语是个句子，就称为主语从句和宾语从句Whoever breaks the law will be punished .
It was good news that everyone got back safely
I want to know what has happened .引导名词性从句的连词分为三种：
连词 that
连接代词 who, whom, whose, which, what
连接副词 when, where, how, why 等。
1 Who was responsible for the accident is not yet clear?
2 You can begin to see why English has such strange rules.
3 My idea is that we should spend our holidays by the seaside.连接代词连接副词连词 that从整句结构 和 从句结构的分析入手Revise the definition of a noun clause
Go through
Show them on the screen and let students read. Find out what sentence element each clause is.
That is why English is a language with so many confusing rules语法讲解点1. 语序。从句一定要是陈述语序。如：
（1）These pictures will show you what the village looks like now.
（2）How many guests will be invited isn’t decided yet.
2. 时态。宾语从句的时态需要和主句进行协调。如主句是过去时，从句要用相应的过去时。
（1）He told me that he had seen the film.
（2）They said they would spend their holiday in Hainan.
（3）Father said he was carrying out an important project.
（4）Did you know where the accident took place ?
ConsolidationPart C1 on Page 100Empty subject itStep 1 Try to find the real subject
It is important for us to learn English well today.
It is no use wasting your time reading such books all day. Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31)Step 2Translation:
1 要掌握一门外语是困难.
It is hard to master a foreign language.
To master a foreign language is hard.?Read Part 1 on Page 30.Step 3 Rewrite the sentencesIt seems that he speak two languages.
= He seems to speak two languages.My new neighbour happens to come from my hometown.
=It happens that my new neighbour come from my hometown.
Draw students’ attention to Part 2 on page 30.
Step 4 how to emphasize the element in a sentence by using Empty Subject it(先复习以前所接触的强调信息的一些方法)
Jane gave Mary a handbag at Christmas.
It was Jane that / who gave Mary a handbag at Christmas.
It was Mary that Jane gave a handbag (to) at Christmas.
It was a handbag that John gave Mary at Christmas.
It was at Christmas that John gave Mary a handbag.
Conclusion: It + be的一定形式+被强调部分+that /who分句
形式主语和形式宾语的应用：
当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret how the animals came to live in the sea.
当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：
（1）I found it very difficult that one learns several languages at the same time.
（2）He thinks it necessary that we should be given more time practising oral English.
3）He made it clear that he would leave the office soon.
Step 5 Consolidation
Have students do C2 on page 100 in their Workbook Task (Period 7~8)Goals :
The students will:
practice their language skills of listening, reading, speaking and writing.
learn how to anticipate a response, how to conduct a survey and how to write a report.
get the knowledge about body language and the customs of other countries.让学生课前查询有关common gesture Talk about past experience and find out the differences on customs between Chinese people and Westerners.
Ask some groups to report their results.Step 1 Lead-inSkills Building 1 Anticipating a responseStep 2 ListeningShow the questions on the screen.
1 Can you talk to us about your new book?
2 What is included in the book?
3 Have you heard any funny stories about people getting the customs wrong?
4 Do you have advice for business people in your book?
Questions: What information do you expect to hear?Step 3 Filling in a chart Have students listen to the recording confirm their predicted answers. Finish the chart on P33.Step 4 Guess http://tbxt.educast.cn/GZ03-04-2/10/XK20_NJ10/ZY20040330094946328/KZZL/SC20040330095134640.mht
Skills building 2~3Step 1 Revision
The meanings of different gestures.
Step 2
Organize the sentences below into the appropriates.Step 3 Presenting the questionnaire
Students must present their questionnaire on the screen via the projector and the information they need. (skills building 2)Step 5 Writing a report
1 Introduction – What the report is about
2 Procedure/ Method- What you did to find the information.
3 Results/Findings –What you found out or proved in.
4 Conclusion – A summary of the report.备课资料：http://www.chinaetr.com/Article_Show.asp?ArticleID=945
http://tbxt.educast.cn/GZ03-04-2/10/XK20_NJ10/ZY20040330094946328/KZZL/SC20040330095134640.mhtProject (Period 9~10)Goals
The students will:
learn and use English through doing group works.
read and use the background information to complete their booklet.
learn how to design a booklet.
know more about the history of Chinese character.
learn and master the words and phrases in the article.Step 1 Lead-inQuestions:
1 As a Chinese, do you know anything about the history of the Chinese Character?
2 Do you know the relevant simplified Chinese character of each of the following? (根据繁体字写出简体字）
標點 總會 離開SkimmingWhen do we use the simplified Chinese characters?
Scanning1 Why did Chinese people invent numerous characters?
We invented characters to represent ideas, objects or actions.
2 According to the legend, who invented Chinese characters? How did he get the idea?
3 How did we combine two or more elements to express ideas? Can you give us an example?
4 What charcaters are called pictophonetic ones?
Consolidation Have the group work and give more examples of how Chinese characters were formed.
Guess what kind of characters they are.Language StudyDesigning a bookletPlanning
Preparing
Producing
PresentingRevision and Self-assessmentGoals:
The students will
1 review the language study and grammar
2 assess themselves as learnersThank you联系电话: 5288736 (小灵通)