unit2 english around the world 单元教案

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NSECS Module 1 Unit 2 Teaching plan
This unit covers the information of the English language around the world, the differences of the English language in different countries, as well as the development of the English language.
In this unit, students will learn something about the development of the English language. After learning, they will have a clear idea of how English is used and the role it plays all over the world. Also they will learn some new words and expressions, as well as grammar --- direct speech and indirect speech. The teaching aims of this unit should be: to develop students’ abilities in speaking, reading listening and writing, and to enable students to learn more things about the English language , also to realize the interests in learning English and the importance of English.
To finish this unit, we need about 8 periods.
Period 1 Warming up
Teaching aims
Knowledge aims:
Get the students to learn the following useful new words and expressions in these parts: underground, subway, elevator, rubber, petrol, gas, straight, bocks, cab, Malaysia, more than, be different from, why not…
Ability aims:
Develop students’ ability in listening and speaking
Emotional aims:
1. Arouse students’ interests in English
2. Get to know something about the differences about the English language in different places
Key points of teaching:
Get the information about the English language
Difficult points of teaching:
Develop the abilities in listening and speaking
Teaching methods:
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
Teaching procedures:
Step 1 Lead-in (discussion or brainstorm)
To arouse the students’ interest and lead in the topic, the teacher can organize some activities.
--- We have learnt English for at least 3 years. Do you know in which countries people speak English Make a list of them with your partner…
Then, the teacher can show students a map of the world and some countries where English is spoken as native language…
--- We can see that English is spoken all over the world. And do you think English around the world is just the same ...
I want to share a story about American English and British English with you. Just guess what happened: In a cafe in London, a British girl was drinking a cup of coffee. An American young man walked towards her and said to her, “Excuse me, do you have time ” The girl looked at the young man and said angrily, “I’m afraid I don’t know who you are. Get away! ” The young felt strange and answered, “Don’t be angry, Miss. I just want to know what time it is now!” The girl smiled and asked, “Are you American ”...
--- Can you guess why the girl was angry
“Do you have time ” in American English we say “I want to know what time it is.” But in British English it means “If you have spare time, I want to have a talk with you!”
--- You can see that there are different ways to express the same meaning in English in different countries. Do you know anything about the differences of The English language in different places Discuss with your partner and give some examples…
Step 2 Warming up
1. Exercise 1 in warming up
2. Exercise 2 in warming up
3. More examples about the differences: expression, spelling
4. Language points: more than, be different form, why not
Step 3 Discovering
Read the dialogues on page 13 and find the British and American words.
Homework
Preview the reading part of this unit
Period 2 Reading
Teaching aims:
Knowledge aims
1. Get the students to learn following new words and expressions: voyages, native, apartment, actually, base, gradually, Danish, vocabulary, spelling, latter, identity, fluent, Singapore, Malaysia, come up, at present, because of, make use of, such as
2. Get the students to learn about The English language
Ability aims
Develop the students’ reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on
Emotional aims:
Enable the students to learn about the English language and know different kinds of English so as to communicate with people from different countries
Key points of teaching:
1. Get students to learn different reading skills
2. Get the students to learn about the English language
Difficult points of teaching:
Develop the students’ reading ability
Teaching methods:
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
Teaching procedures:
Step 1 Lead-in
Last period, we have talked about the differences in English in differences places. Today, let’s learn more about the development of the English language.
Step 2 New words in the passage
Step 3 Reading
Task 1 skimming
Ask the students to read the text quickly to get the main idea of each paragraph.
Para.1 Many people all over the world speak English.
Para.2 Native speakers can understand each other even if they don't speak the same kind of English.
Para.3 Why has English changed over time
Para.4 Finally by the 19th century the language was settled.
Para.5 English is now spoken wide in south Asia.
Task 2 Scanning
Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text
Q1. How many people spoke English at the end of the 16th century Where did they live
Q2. Why is English to be spoken in many other countries in the next century
Q3. Which country has the largest number of English speakers
Q4. Why has English changed over time
Q5. Why does India have a very large number of English speakers
Suggested answers:
A1. At the end of the 16th century, about five to seven million people spoke English.
A2. In the next century, people from England started moving to other parts of the world, so English began to be spoken in many other countries.
A3. China may have the largest number of English speakers.
A4.Because all languages change when cultures communicate with one another.
A5.India has a very large number of English speakers. This is because Britain ruled India from 1765 to 1947.
Task 3 Careful-reading
Comprehending exercise 2
Task 4 comprehending
Read the passage and finish comprehending exercise 1
(Go through the comprehending exercise and make sue the students know what to do)
Step 4 Discussion
Comprehending exercise 3
Homework
Exercise 1 and 2 in Discovering useful words and expressions
Period 3 Language points in reading
Teaching aims:
Knowledge aims
1. Get the students to learn and grasp some important new words and expressions
2. Get the students to understand some useful sentence patterns
Ability aims
1. Enable the students to use some useful words and expressions correctly
2. Enable the students to learn how to understand new words, expressions and difficult sentences according to the context
Emotional aim
Develop the students’ spirit of cooperation and teamwork
Key points of teaching:
Enable the students to grasp the usage of important words and expressions
Difficult points of teaching:
Enable the students to grasp the usage of some key words and understand some difficult and long sentences.
Teaching procedures:
Step 1 revision
1. Check the homework exercises
2. Review the development of The English language in reading part
Step 2 Listen to the reading part and get more familiar with this part
Step 3 Language points
1. At the end of the 16th century…
At the end of 在……的末尾，可表示时间或空间
e.g. We finished unit one at the end of last week.
That shop is at the end of the street.
拓展：by the end of, in the end
2. …because of that, English began to be spoken…
拓展：because of 介词词组“由于、因为”，连同后面的名词组成介词短语在句中作原因状语
辨析：because 和 because of
because 是连词，引导状语从句
because of 是介词词组，和后面的名词连用，在句中作状语
3．Native English speakers can understand each other even if …
拓展：even if / even though “即使”“虽然…但…”引导让步状语从句
4．It was based more on German than the English we speak at present.
拓展：base sth on/upon …
be based on 以…为基础
e.g. One should always base his opinion on facts.
One’s opinion should be based on facts.
拓展：at present
present作名词，“目前”、“现在”“礼物”
作形容词，“现在的、现任的、目前的”前置定语；“出席的、到场的”后置定语
e.g. He is the present headmaster.
All people present in the meeting felt very upset.
作动词，“呈现、提交”
5. For example, India has a very large number of fluent English speakers because …
Today the number of people learning English in china is increasing rapidly.
拓展：for example, such as
拓展：a number of , the number of
Homework
Exercise 3、4 in learning about language
Preview grammar
Period 4 Grammar
Teaching aims:
1. Get the students to learn the rules of requests and commands in direct speech and indirect speech
2. Enable the students to use the rules properly in different situations
Key points of teaching:
Get the students to master the rules of how to express a request and command in direct speech and indirect speech
Difficult points of teaching:
Enable the students to use a request and command in direct speech and indirect speech
Teaching procedures:
Step 1.Revision
Check the homework exercises
Step 2 Summarizing the difference between commands and requests
1. The teacher speaks to some students:
xx, close the door.
xx, please pass on the dictionary to xx.
xx, can you give me your book
Write these sentences on the blackboard. Tell the difference between commands and requests
Direct Speech
Commands Do… / Don’t…
Requests Do…please.
Can / Could you (please)…
Will / Would you (please)…
2. Practice
Page 12. exercise 2
Change the commands into requests
Step 3 Summarizing the rules of turning direct speech into indirect speech
Command and Request
祈使句变间接引语，采用动词+sb.+to do sth .的形式，其否定形式是在不定式前加not ，即动词+sb.+to do sth 。 表示请求时用动词ask；表示命令时用order/tell ；表示建议时用adivse 。如：
“Follow your teacher’ instructions ,”Mother said to me.→
Mother told me to follow my teacher’s instructions .
She said to us ： “Please sit down .”→
She asked us to sit down .
He said to him ,“go away ”. →
He ordered him to go away .
注意：
1.不定式的否定形式中，not 必须放在to 前面。
误：He told me to not forget to turn off the light .
正：He told me not to forget to turn off the light .
2. 祈使句间接引语到的引述动词除了ask ，tell ，order，advise 之外，还有remind，warn 等。
“Remember to switch off all the lights ,she said .” →
She reminded me to switch off all the lights .
“Don’t make the same mistake any more ”,she said . →
She warned me not to make the same mistake .
Step 4. Consolidation
Page 12 exercise 3
Practice
单项填空（直接引语与间接引语）
(1) The teacher asked us ______so much noise
A .don’t make B. not make C. not making D. not to make
(2) Yesterday he told me that he had met his uncle ______.
A. two years ago B. two years before C. before two years D. for two years
(3) I was told that the singer _____in 1980.
A. was born B. is born C. had been born D. had born
(4) The teacher told us that the earth _____around the sun ,
A. travels B. traveled C. had traveled D is traveling
(5) He said he_____ here soon .
A. would go B. would come C. will go D,. will come
(6) John suggested _____swimming tomorrow.
A going B. to go C. we will go D. we going
(7) The teacher _____ me to have another try ,
A. warned B. suggested C. hoped D. asked
(8) Mother said that ______would do all washing herself .
A. she B. her C. we D. I
(9)“______polite to the guests ,”said my father ,
A.Please B. Do be C. Are D .Should
(10) He left here, ______that he was thankful for our help.
A. said B. to say C. saying D. say
Suggested Answers:
(1)～(5) DBAAB (6)～(10) ADABC
Homework
Grammar exercise in students’ newspaper
Period 5 Extensive reading
Teaching aims:
Knowledge aims
1. Get the students to learn the new words and expressions: standard, expression, Midwestern, eastern, northwestern, Spanish, recognize, plays a part
2. Get the students to know about standard English and dialects
Ability aims
1. Develop the students’ reading skills by extensive reading
2. Enable the students to listen and understand more English dialects
Emotional aims
Enable the students to try to use standard English and Chinese Putonghua in their daily life by reading this passage
Key points of teaching:
Develop the students’ reading skills by extensive reading
Difficult points of teaching:
Enable the students to listen and understand English dialects
Teaching method:
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
Teaching procedures:
Step 1 Revision
Check the homework exercises
Step 2 Lead-in
Talk about students’ dialects…
In China, there are so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However, local people also speak their own dialects. For English, there are also Standard English and dialects…
Step 3 Reading
Task 1 Get the students to think about the topic of the text to predict what it says
Task 2 skimming
Get the students to read quickly to find the topic sentence for each paragraph
Para.1 There is no such thing as Standard English
Para.2 American English has many dialects whose words and expressions are different form “standard English”
Para.3 geography plays a part in making dialects.
Task 3 scanning
Why does the US have so many dialects
Step 4. Language points
1. Believe it or not, here is no such a thing as standard English.
拓展：Believe it or not, “信不信由你”，通常用于口语
拓展：such和no, all, most, some, any, another, many, much, a few, few, little, a little, several 等词连用时，such应置于这些词之后
2. Geography also plays a part in making dialects.
拓展：play a part in 在……中扮演角色，在……中起作用
Play a role in
3. … they still recognize and understand each other’s dialects.
拓展： recognize
(1) recognize 和 know
recognize 认出，辨认出曾见过的人或物；承认，终止性动词
know 认识，熟悉，延续性动词
(2) recognize sth / sb 辨别出……
recognize sb to be 承认某人是……
be recognized as 被承认为……
4. on TV and the radio
the same as
especially / specially
If time permits, there also can be a discussion: Why do we learn Putonghua
Homework
Read the passage on page 51 to know more about The English language
Exercise about on students’ newspaper
Period 6 using language
Teaching contents:
Reading on page 51
Listening on page14
Exercise
Teaching aims:
Develop the students’ integrating skills
Key points of teaching:
Develop students’ listening and reading skills
Difficult points of teaching:
Get the students to understand different dialect accents
Teaching procedures:
Step 1 Revision
Check the homework exercises
Step 2 reading on page 51
Step 3 Listening
1. Background
Pronunciation is important to people’s understanding of a language. For English, it is the same. In the US, the southern dialect of American English is especially difficult for non-native speakers to understand. This dialect has had a disproportionate influence on speech in the US in the past three decades because so many American political leaders speak it.
2. Exercise 2 on page14
Find out the words of local dialect and encourage the students to try to give the standard words
hey---hello, y’all---everyone, ain’t---aren’t, yer---your, ya---you, pup---child, swimmin’---swimming, jumpin’---jumping, feelin’---feeling, ‘bout---about, ‘nough---enough, shoulds seen---should have seen, got outta---got out of
3. Listening
Listen and finish exercise 3 on page 14
(listen, get the information, check the answer)
Homework
Exercise about words on students’ newspaper
Period 7 writing
Teaching aims:
Knowledge aims
1. Get the students to learn the brainstorming way
2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster
3. Get the students to learn some connecting words and sentences
Ability aims
1. Develop the students’ writing ability
2. Get the students to learn to collect useful ideas and sentences by using they brainstorming way or making poster
3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage
Emotional aims
Enable the students to master writing skills and write excellent articles
Key points of teaching:
Develop the students’ writing ability by making brainstorming map and a poster
Difficult points of teaching:
Get the students to learn to use connecting words or sentences properly to arrange sentences correctly
Teaching method:
Brainstorming and cooperative-learning
Teaching procedures:
Step 1 Revision
Check the homework exercises
Step 2 Lead-in
Summarize the brainstorming way of preparing oneself before writing
The teacher writes the topic question “Why should I learn English ” on the blackboard and encourages the students to give their opinions.
……
Show the brainstorming map to the students
By the way of making the brainstorming map we can see the ideas easily and clearly. This map can help you write an excellent composition. Now let’s try to make another brainstorming map…
Step 3 Make a brainstorming map
Step 4 Make a poster
Homework
Check what you have written in class
If it is necessary, there can also be the 8th period for summing up and doing exercises
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