Unit 2 English around the world 单元教案

Unit 2 English around the world

教材分析
第二单元的中心话题是“世界英语”，表面上从词汇使用、读音、拼写三个方面的不同，让英语学习者直观感受英式英语与美式英语的差异，而深层中则是激发高中生对于语言文化的历史 起源、发展、变化及趋势等方面的学习与思考，强化英语学习的重要性和英语学习的必要性。
Warming up是一组代表英美词汇区别的对话，通过较为熟悉的一些英美常用词汇感知英语的种类，但同时不难发现，在英语的沟通过程中，哪种版本的英语形式都不会影响到用词达意的；
Reading部分介绍了英语作为世界语言目前的使用状况及现代英语的发展历程。阅读之前普及下学生目前的对于使用英语国家的地理范围感知，尤其是英语作为官方语言和重要第二外语的国家。文章核心可以划分为三个部分：1.英语在年代和使用中的重要地位；2.举例说明英语的表达有差异，但是沟通是无障碍的；3.现在英语的历史变迁，包括几个重要性的人物、时代及相关事件；4.英语影响下的其它国家使用状况。以时间线索带动语言发展上的探索和推动意义。
Learning about Language以一些英式英语和美式英语的通用词汇为主，另外包含一些英语的重要性及表达过程中所需的常用词汇（动词与副词），继续要求学生熟悉词性转换的运用模式和表达文章逻辑顺序的词组，例如：such as , because of , the former, the latter…；
Using Language有一篇较短的文段就标准英语和方言问题发表了一些基本认知基础，让学生们继续在语言学习中追寻适合自己的学习方式，展现英语表达过程中对于语音学习的包容性，试图从更多的角度打开对于英语学习必修发音标准的不自信；
Grammar还是直接引语变间接引语，并进行操练。不同于上个单元，本单元侧重于根据直接引语的语气---要求和命令，将祈使句类型转化为间接引语，基本规则不变；
Listening &Speaking &Writing 在输出部分重要探讨英语的重要性和掌握英语的学习方法上，让学生产生有逻辑顺序的表达及分类；
在本单元的Learning Tip中提到找到英语学习的趣味点。既然目前英语学习是具有价值和意义的，而且是我们必须要面对的一个事实，与其抱怨语言学习的难度和不悦，不如从语言的角度看看任何一门语言，学习形式可以多变，能够吸引你的趣味点是些什么。
教学目标
帮助学生建立英语学习重要性和必要性的认知观；
根据课文讲述的学习过程，学生能够清晰掌握和复述英语的发展历史进程
能够熟练表达运用祈使句表示要求和命令的间接引语，起到转述效果。
教学重点
(1) 不同种类英语的相同作用；
(2) 本单元的单词和短语；
(3) 祈使句的直接引语和间接引语转换；
教学难点
(1) 学会如何找到英语学习的兴趣点；
(2) 了解英语发展的简要时间进程；
(3) 学习如何看待英语学习的重要性；
教学过程
本单元分五课时：
第一课时：Warming up & Reading
第二课时：Language points and learning about language
第三课时：Using language & listening
第四课时：Grammar
第五课时：Speaking & Writing
Period 1 Unit 2 The road to modern English
Warming up & Reading
教学目标
【知识目标】
The different kinds of English
The worldwide effect of speaking English
The development of English
【能力目标】
To conclude the differences in various English
To talk about the history of English
【情感目标】
Learn to get the importance of speaking English
Learn to know how to explore the history of language
教学重难点
【教学重点】
To make up the timeline of the change of English
【教学难点】
Learn to get information referred to some famous event or people in the text
课前准备
Tape recorder, Multimedia
教学过程
Step1. Warming up
*Do you know that there is more than one kind of English? What are they?
*Do you know the differences between British English and American English? Can you give us an example?
Difference :___________________________________________________________
Example:____________________________________________________________
*To list the countries that use English as an official language with your partner.
【设计意图】
学习英语的过程难免会有很多思维定势，通过一些小的对话和图片唤起学生生活中的观察意识，从对话中理解英式英语和美式英语的沟通障碍是否大，并总结出英式英语和美式英语在词汇、拼写和读音三个基本方面的差异。
Step2. Pre-reading
List the countries that use English as an official language.（To use a map）
Please read the title and predict what the author will tell us in the reading passage?
the road---
modern English---
to---
【设计意图】
作为课前阅读的目的主要是激发学生的学习背景知识和调动学生从推理中找到自己感兴趣的信息点，通过阅读筛选有效的信息。这个环节主要通过地图帮助学生了解英语学习的广泛性。
Step3. Reading
1. Read the passage as quickly as you can to see if your prediction is right or wrong and underline the main idea of each paragraph:
Para1: English began to be spoken in many other countries.
Para2: Native English speakers can understand each other even if they don’t speak the same kind of English.
Para3-4: All languages change when cultures communicate with one another.
Para5: English is spoken as a foreign or second language in Africa and Asia.
Match the main idea with each paragraph.
Paragraph 1 A. the example of the difference between different native English speakers
Paragraph 2 B. widely use of English
Paragraph 3 C. English is a language spoken all around the world
Paragraph 4 D. Why English has changed over time
Paragraph 5 E. English was settle
【设计意图】
在学生第一遍阅读后，确认相关推理，现在阅读中感受并尝试画出中心句，建立良好的总分逻辑思维，然后在信息匹配中引导学生如何做好信息归纳提炼的意识，为今后学生自行提炼信息做好准备。
Comprehension of each paragraph.
Para1. The spread of the English language in the world.

Para2.
If an American is talking to an Englishman, _______.
A. They will have almost no difficulty in understanding
B. They will have a lot of misunderstandings between each other
C. The American finds it difficult to understand the Englishman
D. The English man finds it difficult to follow the American
Para3-4.
Point out the two important people in the history of English

To draw a timeline for the development of English.

Para5. Why does India take English as a second language?
【设计意图】
采用不同的阅读问题引导学生展开段落的阅读，让学生能够准确的明白每一个段落的阅读内容与全文的结构关系，并且突出重点部分“英语的变迁历史”，此部分既是重难点，又发现是具有信息顺序的，帮助学生理清阅读的时间逻辑顺序，并反复阅读。
Step4. Post-reading
To conclude the structure of the whole passage
Why does English change over time?
【设计意图】
从整体上把握文章的中心内容，突出文章的结构和内容关系。
To retell the development of modern English
Time Facts
Between AD 450 and 800 English was based more on _______________ than the English we speak at present.
Between AD 800 and 1150 English was more like Danish and _________.
At the end of 16th century About five to seven million people spoke English.
By the 1600's Shakespeare was able to make use of a wider _______________ than ever before.
In the __________ century English began to be spoken in many other countries because Englishmen conquered other parts of the world.
In 1620 English was taken to __________
In the 18th century English was taken to __________
By the 19th century English was _____________ Two big changed in English _____________ happened The American dictionary of the English language gave a separate ___________ to American English spelling.
now English is spoken as a foreign or second language in South Asia and some ____________ countries.

【设计意图】
在不干扰学生的情况下，限时明确读后复述任务，一方面加对于学生的读后是否真的完成理解进行确认，另一方面建立学生整体学习后的输出模仿习惯。
Step5. Discussion
Why do so many people want to learn English?
Why do you think more people in the world now want to lean Chinese?
【设计意图】
发散性思维训练，希望学生能够借助课文文本中的价值趋向先模仿表达出语言的实用性和沟通的必要性，再找到个人关注点，自己心中对于语言的看法。
Step6. Homework
Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why? Write down your opinion.
【设计意图】
从课文的英语语言进行拓展，让学生思考语言的重要性和必要性，同时了解下学生对于语言和社会之间的关系是如何定义的。
教学反思
略
Period 2 The road to modern English
Language points learning
教学目标
【知识目标】
To learn some basic expressions from the text
To read some examples of the new words and expressions
To deal with the difficult sentences
【能力目标】
To compare some similar expressions by dictionary
To take notes down in details
【情感目标】
Learn about how to make up one’s notes
Learn to conclude one’s own problem
教学重难点
【教学重点】
The useful expressions and difficult sentences from the text
【教学难点】
Learn to divide some difficult sentences into several pieces
课前准备
Notebook, dictionary
教学过程
Step1. Dictation

1. petrol
2. voyage
3. gradually
4. frequently
5. identify
6. the latter
7. actually
8. fluent

【设计意图】
用报单词的方式检测学生的听力，是否能够灵活借助拼读方式帮助记忆单词，因为听写的内容与下面将进行的任务有重复的关系，所以注意关注学生的为难情绪。
Step2. Match the word
1. petrol a word for gas in British English
2. voyage long trip by sea or in space
3. gradually not suddenly
4. frequently often
5. identify who or what somebody or something is
6. the latter the second of two things or people already mentioned
7. actually in fact
8. fluent able to speak or write a language well
【设计意图】
让学生养成英英释意的英语学习习惯，尽量避免脱口而出的中文对应表达，也为学生多设计一些用英语思考和反馈问题的机会。
Step3. Observation and reading aloud
1.come up _________________________________________________
My teacher came up and talked with me face to face.
In order to finish the task on time, a good piece of advice came up at the meeting.
The spring is coming and green grass is coming up.
[积累]
词组 意义 例句
come on
come across
come about
come to
come over
come out
come up with

2.base _____________________________________________________________________
The settled down at the base of the mountain.
One should always base his opinion on facts.
In my diary, I set down a series of things that are all based on facts.
[积累]
单词 词性 例句
base
basis
basic
basically

3.at present
______________________________________________________________
Mother is busy preparing dinner at present．
I can’t get in touch with him at present．
They are making a careful study of the present situation of the world·
Everyone present at the meeting was strongly against the decision·
They presented him with a bunch of flowers.
I was surprised by the presence of so many people at the meeting.
4.make use of ___________________________________________________________
Make good use of every chance to practise speaking English and your spoken English will be better soon.
[积累]
词组 意义 例句
Make full/good use of
Make the best of
Make the most of

5.such as
_______________________________________________________________
The old man is concerned about many teenagers, such as John, Peter, and Tom.
She set down a serious of things in her diary, such as her likes and dislikes.
易混词组 辨析 例句
such as
for example
that is

6.command
____________________________________________________________________
Fire when I give the command.
The troop was under his command.
He has a good command of English.
The teacher commanded him to go out the the classroom.
The teacher commanded that he should go out of the classroom.
[积累]
词组 例句
have a good command of
take the command of
at one;s command
in command of
under one;s command

7.request
_____________________________________________________________________
Finally they had to make a request for help.
He went there by request /at their request.
Visitors are requested not to smoke here.
They requested that help(should ) be sent at once.
Visitors are requested not to touch the exhibits.
【设计意图】
先要求学生在课文中找到相关的表达，以读原句为主，再看教师给出的例句，先介绍自己利用字典收集例句和拓展例句的方法，再通过大声朗读，树立学生进行知识点迁移或归纳的方法。
Step4. To deal with the difficult sentences
1.Today, more people speak English as their first, second or a foreign language than ever before.
2.At first the English spoken in England between about AD450 and 1150 was very different from the English spoken today.
3.India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947.
4.Today the number of people learning English in China is increasing rapidly.
【设计意图】
采用小组讨论模式，让学生分享自己对于句子的理解，并展示出自己是如何找到重要知识点的，也可以分享自己较为困惑的知识点，然后教师进行整体演示，引导学生进行合理的断句，在句子结构中突显“主语+谓语”的核心。
Step5. Practice

【设计意图】
完成课本和相关练习书籍中的单词、词组练习，注意学生的纠错过程和语境识别的问题。
Step6. Homework
To take down notes and complete the newspaper.
【设计意图】
进行知识整理，让学生在课外回顾课堂知识，并从练习中找到相关内容和易出现问题的地方。
Period 3 Unit 2 Standard English and dialects
Using language and listening
教学目标
【知识目标】
The useful expressions from the text
The examples and practices of important words and phrases
【能力目标】
To learn words and expressions in a proper way
To conclude the use of some expressions
【情感目标】
To help students understand the new expressions
To look for a better way of learning words and expressions
教学重难点
【教学重点】
The different pattern of words and the related expression
【教学难点】
To use new expressions in different situations
课前准备
Tape recorder, Multimedia
教学过程
Step1. Warming up
1. China is a very big country where different dialects are spoken. Can you list some of them?
2. To watch a video of imitation
【设计意图】
单一从知识上与学生分享方言，学生可能会觉得习以为常，学生缺乏语言的听觉效果，正好利用网络红人的模仿视频，让学生感受语言的差异带来的表达效果，同时，也让学生找到不同国家人说英语时的方言特色。（视频时间6分钟，课堂可以截取其中2-3分钟的内容，再使用前需要教师根据内容进行一些筛选）
Step2. Reading
1. Answer some questions
(1) How many dialects of American English have been listed in the text?
(2) Why do people from both Northwestern and Southeastern of U.S. speak with almost the same dialect?
(3) According to the whole passage, which doesn’t play a part in making dialects?
【设计意图】
文章内容比较短，利用简单的问答方式直接帮助学生抓住关键信息，在信息的准确度上和速度上给予指导。
2.To share the useful expressions
*standard English
*believe it or not
*There’s no such person/ thing as sb. / sth.
*expect sb. to do sth.
*play a/an + adj.+ part
*recognize sth. / sb. as sth. / sb.
【设计意图】
为学生做一个收集表达的示范，从课文选取一些觉得写作较为常见的表达，整理为句型或者短语，让学生学会可以迁移的方式。
Step3. Listening
1.Find out the different English between Britain English and American English

【设计意图】
调节课堂氛围的小听力，可根据课堂进度适当进行删减。为英式英语和美式英语的词汇积累做铺垫，也可以课后让学生通过网络图片形式进行。
2. Before Listening
Look at the picture on page 14 and discuss the following questions before you listen to the tape, which may be of some help to your listening.
(1) What are the three boys doing in the picture?

(2) Are they all very happy in the river?

(3) What is happening to the boy who is escaping from the water?

【设计意图】
在任务前，让学生形成主动思考的习惯，通过课文的图片和联想进行预测。
3. The First Listening Listen to the tape and find out the main idea of the listening material.
Main idea: a story about when Buford
(1) Listen to the text and pay attention to the accent and intonation.
Translate dialects on the left column into Standard English.(猜一猜)
Dialect Standard English
Hey, y’all!
We ain’t really a state
But a whole’ another country
Tell ya a story’ bout
We are feeling good
This is a fish’ bout 2 meters long
Well, alright
You should seen him
He got outta the water

(2) Listen again and put these sentences in the right sequence.
___ Lester climbed a tree.
___ Buford, Billy Bob and Lester went swimming.
___ Lester thought the catfish would eat him.
___ Buford and Billy Bob laughed.
___ Lester saw a catfish.
___ Now Lester is too afraid to visit the place
【设计意图】
第一遍听取大意并确认听取信息与图片内容的主要逻辑关系；第二遍听取文中对话的英语表达差异，并对应方言与正常表达；第三遍听取信息并完整的复述故事大致发生顺序。
Step4. Answer the following questions
(1) What does Buford think of Texas? How do you know?
(2) Why did Buford and Big Billy Bob laugh?
【设计意图】
独立问答，检测学生的概括能力和细节能力，并建议学生适当发表自己的意见和感受。
Step5. Homework
To watch the video of Jay Walker from TED and share opinions below:
Why do you think so many Chinese people want to learn English?
What should we do if we want to improve our English?
【设计意图】
迁移语言知识，进行一个视频听取后的观点交流，总结出如何改善英语或语言学习的方法。
Period 4 Grammar
Direct Speech and Indirect Speech
教学目标
【知识目标】
1. To enable Students to master some new words and expressions
2. To get the Students to have knowledge of this grammar point: subject
【能力目标】
To talk about the mood of commands and requests
To repeat others’ words fluently
【情感目标】
Students can convert statement or questions effectively
Students can communicate with others in a polite way
教学重难点
【教学重点】
Summarize the rules of Direct Speech and Indirect Speech.
【教学难点】
Learn about the special cases of commands and requests
课前准备
Notebook
教学过程
Step1. Warming up
To compare the mood of these expressions:
Wash the clothes!
Please wash the clothes!
Would you please wash the clothes?
【设计意图】
为了让学生有强烈的语境感受，通过三种语气，让学生回想自己平时的表达风格，哪一种是更让人接受的语气。
Step2. Revision
Task 1/Task 2/Task 3/Task 4 Direct Speech Indirect Speech




【设计意图】
通过三张表格，引导学生复习直接引语与间接引语关于陈述、一般疑问和特殊疑问语气的转述变化，结合学笔记回忆相关学习内容，为祈使句和感叹句的变化形成系统框架做铺垫。
Step3. The rules
S1: Open the window.
S2: Pass on the book to your classmate.
S3: Will you please close the door.
Then ask:
What is the difference among the sentences?
commands requests
Close the door! Please ………..
Get me something to eat! Would you please…….
Speak louder………. Could you please……
【设计意图】
此处设计的重点是教师演示学生自主发现规律，给学生主动思考，大胆假设的机会，教师做好归纳。
Step4. Command or Request
Make clear the difference between commands and requests and finish the following exercises:
Go and collect the wood right now. (C)
Could you go and get the shopping bags, please? (R)
Shut the door at once. (C)
Go and get my coat. (C)
Would you please get that book for me? (R)
【设计意图】
采用多种形式的输入，让学生有立体的知识框架体系，注意引导学生在原有的知识中进行归纳和总结，虽然变化细节较多，但是可以帮助学生从主次上先抓主要再抓次要，进行有序学习，避免零散的思考。
Step5. Some tips for learning

祈使句变间接引语：动词+sb.+to do sth .的形式
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advise 。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 .
Tips：
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 .
【设计意图】
详细指导学生关注一些细节变化规则，让学生在练习的过程中关注否定形式和谓语变化。
Step6. Group work
In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps:
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class. S1: What did our teacher tell us? / What did our teacher say? S2: He told/asked us not to talk in class. / She said not to talk in class.

【设计意图】
小组合作进行角色扮演，重点在学生利用身边或者自己的语境，找出祈使句和感叹句中自己规范的习惯表达。
Step7. Homework
Exercise on Page 12
Period 5 Speaking &Writing
English Learning
教学目标
【知识目标】
To practice oral English in some easy topic
To use expressions fluently and correctly
To talk about the way of learning English
【能力目标】
To help others solve some problems or give some advice
To learn some way to improve English
【情感目标】
Learn to share opinions of friendship with classmates
Learn to write a letter to friend in English
教学重难点
【教学重点】
The structure of writing
【教学难点】
To complete the reasons of exact information
课前准备
Some problems of learning English
教学过程
Step1. Warming Up
Translation:
1.语言学习已经变得越来越流行了,尤其是英语可以说是一种国际语言。
2.目前很多国家都把英语作为官方语言或者是第二语言。
3.事实上，英语在日常生活中扮演了一个文化沟通的角色。
4.但是在词汇使用、拼写和发音上，英式英语和美式英语又有很多的不同之处。
5.只有我们多去了解，才能更好的用语言去沟通。
【设计意图】
快速口语翻译练习，让学生能把之前课时的输入转化为有效的输出，从无话可说，逐渐开始模仿，可以运用学到的表达，不求表达正确，只求通畅的运用。
Step2. Reading
Read a letter and prepare for the reply
Dear Tom: How are you? I’m glad to know you like your new school and you’re getting along well with your study there. I like my new classmates and teachers here. But I have some trouble in learning English, especially listening. Sometimes I can’t understand what my teacher said in the class and I’m afraid of doing the listening exercises. I want to change the situation, but I don’t know how. Could you give me some advice? Yours, Xiao Dong

To list the need of Xiao Dong
【设计意图】
学生面对英语学习的问题都是相似的，通常难以克服自己的心理和勤奋，所以教师可以利用这个机会，更深入的把学生的英语学习障碍进行分类和解析，有助于学生从别人身上看到自己的问题，同时，让有经验或者学习优异的同学给予学习交流分享。
Step3. Group work
To discuss in the group and write down some different reasons.
Why should we learn English?
2. Why should we learn English?
【设计意图】
采用小组讨论的方式让学生交流一些广泛常见的做法，但是需要学生提出较为科学可行的方式和原因，避免学生停留在认识中，引导学生接触一些科学理论下的学习方法和分类意识。
Step4. The structure of writing
Help student use different Subject
Help student think in different items
Form the structure of a sentence
Try to combine information
Step5. Writing a reply
The structure above
New expressions
Try to use topic sentence +
【设计意图】
文章中的新单词词组并不妨碍学生的阅读，所以可以让学生大胆推理，并顺势总结学习，但是总结信里的问题还是需要学生抓住概括的核心。
Homework
To recite a passage
Some people seem to have a gift for learning languages. They pick up new words, master rules or grammar and learn to write in the new language more quickly than others. They do not seem to be more intelligent than others,so what makes language learning so much easier for them?
　　 有的人四惠有学习语言的天赋。他们比其他人更快快学会生词，掌握规则或语法以及学会用新的语言写作。他们并不比别人聪明，那么是什么使得学习语言对他们来说更容易呢？
　　 First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain， they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they try to learn from their mistakes.
　　 首先，成功的语言学习者使独立的学习者。他们不依靠书本或老师，他们能够发现自我的学习语言的方法。他们试图发现自我的模式和规则而不是等待老师给他们解释。他们是一位很好的猜测者，能够寻找线索得出自我的结论。当他们猜错的时候，他们试着从错误中学到东西。
　　 Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such chances. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they’re willing to make mistakes and try again. It is more important for them to learn and think in the language than to know the meaning of every word.
　　 成功的语言学习是一项主动的学习。因此，成功的学习者不会等待使用语言的机会，他们会寻找这样的机会。他们会尝试一切去进行交流。他们不怕重复听到的或者说些奇怪的事，他们愿意犯错并反复尝试。对他们来说更重要的是学会用所学语言来思考而不是明白每一个单词的意思。
　　 Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.
　　 最后，成功的语言学习者是有目的的学习者。他们想学习语言是因为他们对该门语言及说该门语言的人感兴趣。对他们来说，为了与这些人交流并向他们学习，学习该语言是必要的。他们发觉经常用这门语言很简单，因为他们想要用它来学习。
【设计意图】
此文有助于学生把本单元语言输入和输出进行转化，教师可根据学生学情不同进行段落或者全篇的背诵。