人教版英语必修1 Unit2 English around the world（Using language：standard English and dialects）说课稿
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| 名称 | 人教版英语必修1 Unit2 English around the world（Using language：standard English and dialects）说课稿 |  | |
| 格式 | doc | ||
| 文件大小 | 41.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-07-23 10:47:57 | ||
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Using language “standard English and dialects “说课稿
Good morning, teachers. It’s my great honor to be here sharing my lesson with you. The content of my lesson is Senior English Book 1 Unit 2’s Using Language. I’ll be ready to begin this lesson from 4 parts: Analysis of the teaching material, the teaching methods, the students and studying methods, the teaching procedure. First, let me talk about the teaching material.
PartⅠ?The?analysis?of?the?teaching?material??
1.?Analysis?of?the?position?of?the?lesson
The爐itle of 爐his爎eading爄s爴Standard English and dialects ". The purpose of the reading is to show students that there is no such thing as 揝tandard English. What people usually mean by this is grammatical English .However, there are many variants of what is considered standard or grammatical ways of saying things .These variants are called dialects .All countries have dialects and because the USA is so large it has many too .The passage introduces the students to some of the differences in American English. In China ,too, there are so many local dialects although the government encourages the whole nation to speak Putonghua, which is regarded as 揝tandard Chinese. However, local people also speak their own dialects. The most well-known is the use of Cantonese in Hong Kong.
2. Teaching燗ims
According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the following:
1. Knowledge aims:
(1) Learn爐he爊ew爓ords爄n爐his爌assage.
(2)The students will know there is no such thing as 揝tandard English
(3)Learn爐o燿eal爓ith燿ifficulties爄n爈anguage燾ommunication
2 Ability aims:
(1)To燿evelop爐he爏tudents挔reading燼bility,爈earn爐o爑se爏ome爎eading爏trategies爏uch燼s skimming燼nd爏canning;
(2) To爀ncourage爏tudents爐o speak English.
3 Emotional aims:
(1) To increase爐he爏tudents挔interest爄n爈earning燛nglish.
(2)Broaden爐he爏tudents挔international爉ind燼nd爑nderstand爐he燾ultural燿iversity.燗nd爂radually爁orm爐he燾onsciousness爋f燾ross燾ulture燾ommunication,爓hich爓ill燽e爐he燽asis爁or爈earning燙hinese燼nd燱estern燾ulture.
(3) To燾ultivate爏tudents挔ability爐o燾ooperate爓ith爀ach爋ther.
3. Teaching Keys & Difficulties
Key points:
(1) Let students master new words and phrases in the passage.
(2)Develop students reading ability, especially summarizing,爏kimming燼nd爏canning燼bility.
(3) Through cooperation, cultivate their communication ability.
Difficult points:
Applying the expressions to language situations and writing a poster
PartⅡ?Teaching?methods
As?is?known?to?us?all,?a?good?teaching?method?requires?that?the?teacher?should?help?the?Ss?
develop?good?sense?of?the?English?language. To achieve the teaching aims, I follow the “student-centered” principle. Make the students the real masters in class while the teacher acts as a director. And the communicative approach and task-based method are adopted. I make every student work in class through pair or group work. Besides, to increase students interest for learning, I will make full use of modern equipment and some encouraging and polite remarks.
PartⅢ?Analysis?of?the?students and studying methods?
Learning is as important as teaching. While learning, Ss should use their eyes, ears, mouth and heart to see, listen, speak and feel. Ss should learn by reading, speaking, observing, cooperating, discussing, and deducing. Above all, they should learn with interest and motivation.
PartⅣ?Teaching?procedures
Step1:?lead-in
Ask one student where he comes from. Use his language to speak “有一只小鸟站在石头上晒太阳。Then I ask the students” How many dialects are there in Chinese？”
Explanation: this part aims to stimulate Ss’ interest and thus lead to the following talk naturally.
Step2: Talk
Topic ;”Do you think there are some dialects in English？Which one is standard English？”
Explanation: By asking these questions, Teacher collects Ss opinions of standard English and lead to the reading passage naturally.
Step 3. Reading
1 .Individual work: Read the text fast and keep the questions in mind:
揊ind out the top sentences in each paragraph
2. Pair work
Choices :(1) Standard English is spoken厖.
A in Britain B in the USA C in Canada D in no place
(2 ) 厖. is called dialects？
A The native language
B The language which is different from “standard English”
C The language spoken in most parts of the country
D The language spoken by most people
3 American English has so many dialects because ……….
A People have come from all over the world
B The USA is made up of so many states
C Americans move from one place to another
D The USA is a large country
4 As many Americans move all over the country ,they 厖.
A Change their dialects
B Take the dialects with them
C Don抰 speak their dialects
D Can抰 understand each other抯 dialects
5 Many people believe the English spoken on TV and the radio is standard English because厖.
A There are no differences in the way people speak on TV and the radio
B English spoken in BBC and VOA is the same
C Those who reported the news were expected to speak excellent English in the early days of radio
D English spoken on TV and the radio doesn抰 contain dialects
Explanation: This step is to train Ss skill of scanning to find out the related information in the passage and encourages Ss to discuss in pairs and get more ideas share them with others, and get ready for the following speaking.
3 Guess time （Group-work）：
Judge which country just from the voices. This task is a little challenging but meaningful. The students should pay more attention to the pronunciations and hints such as pictures carefully.
Explanation: This step is to train the students. expressions ,especially when they have different ideas .How to communicate with each other well? And get ready for the poster.
4 show time ?:design the poster（Group-work）：
According to the country which they are interested in ,they design a poster to attract tourists to travel in it . They can make the best use of their imaginations to design the poster.
Explanation: by creating a situation close to life, this part aims to encourage Ss to talk in English, using what they have learned, thus to practice their communicating ability of using language in a true situation and to improve the imagination ,creation and cooperation .The poster is designed here to let Ss have an initial idea of posters, thus laying a base for the following writing.
Step 4. Writing
1) Ss are asked to write a poster for their country to put it on yuyu Daily, according to the requirements and reference.
Requirements: 1. writing in the correct structure.
燼t least 3 reference words and phrases.
燼t least 3 shortened sentences .attractive and persuasive ideas.
Reference:
Words or expressions :standard, believe it or not ,difference, welcome. etc.
Function: Shortened sentences, eg, welcome to the USA
2) Assessment of the first draft:1. Does the poster have a clear structure?
2. Do you use at least 3 words and expressions from this unit?
3. Do you use at least 3 shortened sentences?
4. Do you use correct forms in verbs and nouns?
5. Does it sound persuasive?
If all above are done , you will get A.
3)牋牋 present a version written by a student. Get Ss to assess it according to the given criteria, and correct mistakes if any.
4)牋牋 Get Ss to exchange their writings and assess them.
Explanation: Teacher creates a stage for the writing task to motivate Ss interest and eager to write. By giving requirements and reference, Teacher lays emphasis on the form of language and the content of language as well, thus achieving the goal of using language in a true situation. Teacher offers assessment to Ss to guide them to make comments and help them learn from others.
Step5. Topic Summary and Conclusion
1 Ss Summarize their understanding of 搒tandard English and dialects with one sentence or proverb and share it with classmates.
2.牋燭eacher concludes: We are what we are!
Through learning this passage, we have got to know that there is no such thing as standard English. With China抯 entry into WTO, Chinglish is becoming more and more familiar with people. We must keep it in mind that our mother tongue is the most beautiful language in the world ,but we can抰 ignore the importance of English. The reason why we learn English is that we should be more capable of building up our country.
Explanation: Summarizing the topic helps deepen Ss understanding of the topic and collecting and sharing the summary helps broaden Ss knowledge and make a preparation for the following project. A good conclusion can call on them to pay attention to no such standard English.
Step6. Homework:
Revise and polish the writing.
Assess your writing in pairs according to the given criteria.
Project: Hold a poster competition
Explanation: This step aims to improve Ss writing ability and self-assessing ability by revising and polishing. Assessing in pairs helps achieve the goal of developing Ss ability of cooperation, and communication. The competition motivates Ss to perfect their posters, share and learn from others.
Part6. On blackboard design
Words & phrases牋牋牋牋牋牋牋牋牋牋牋牋 useful expressions
Standard,dialects.
Play a part in believe it or not
Expect,recognize
,take ..with , there is no such 卆s
10
Good morning, teachers. It’s my great honor to be here sharing my lesson with you. The content of my lesson is Senior English Book 1 Unit 2’s Using Language. I’ll be ready to begin this lesson from 4 parts: Analysis of the teaching material, the teaching methods, the students and studying methods, the teaching procedure. First, let me talk about the teaching material.
PartⅠ?The?analysis?of?the?teaching?material??
1.?Analysis?of?the?position?of?the?lesson
The爐itle of 爐his爎eading爄s爴Standard English and dialects ". The purpose of the reading is to show students that there is no such thing as 揝tandard English. What people usually mean by this is grammatical English .However, there are many variants of what is considered standard or grammatical ways of saying things .These variants are called dialects .All countries have dialects and because the USA is so large it has many too .The passage introduces the students to some of the differences in American English. In China ,too, there are so many local dialects although the government encourages the whole nation to speak Putonghua, which is regarded as 揝tandard Chinese. However, local people also speak their own dialects. The most well-known is the use of Cantonese in Hong Kong.
2. Teaching燗ims
According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the following:
1. Knowledge aims:
(1) Learn爐he爊ew爓ords爄n爐his爌assage.
(2)The students will know there is no such thing as 揝tandard English
(3)Learn爐o燿eal爓ith燿ifficulties爄n爈anguage燾ommunication
2 Ability aims:
(1)To燿evelop爐he爏tudents挔reading燼bility,爈earn爐o爑se爏ome爎eading爏trategies爏uch燼s skimming燼nd爏canning;
(2) To爀ncourage爏tudents爐o speak English.
3 Emotional aims:
(1) To increase爐he爏tudents挔interest爄n爈earning燛nglish.
(2)Broaden爐he爏tudents挔international爉ind燼nd爑nderstand爐he燾ultural燿iversity.燗nd爂radually爁orm爐he燾onsciousness爋f燾ross燾ulture燾ommunication,爓hich爓ill燽e爐he燽asis爁or爈earning燙hinese燼nd燱estern燾ulture.
(3) To燾ultivate爏tudents挔ability爐o燾ooperate爓ith爀ach爋ther.
3. Teaching Keys & Difficulties
Key points:
(1) Let students master new words and phrases in the passage.
(2)Develop students reading ability, especially summarizing,爏kimming燼nd爏canning燼bility.
(3) Through cooperation, cultivate their communication ability.
Difficult points:
Applying the expressions to language situations and writing a poster
PartⅡ?Teaching?methods
As?is?known?to?us?all,?a?good?teaching?method?requires?that?the?teacher?should?help?the?Ss?
develop?good?sense?of?the?English?language. To achieve the teaching aims, I follow the “student-centered” principle. Make the students the real masters in class while the teacher acts as a director. And the communicative approach and task-based method are adopted. I make every student work in class through pair or group work. Besides, to increase students interest for learning, I will make full use of modern equipment and some encouraging and polite remarks.
PartⅢ?Analysis?of?the?students and studying methods?
Learning is as important as teaching. While learning, Ss should use their eyes, ears, mouth and heart to see, listen, speak and feel. Ss should learn by reading, speaking, observing, cooperating, discussing, and deducing. Above all, they should learn with interest and motivation.
PartⅣ?Teaching?procedures
Step1:?lead-in
Ask one student where he comes from. Use his language to speak “有一只小鸟站在石头上晒太阳。Then I ask the students” How many dialects are there in Chinese？”
Explanation: this part aims to stimulate Ss’ interest and thus lead to the following talk naturally.
Step2: Talk
Topic ;”Do you think there are some dialects in English？Which one is standard English？”
Explanation: By asking these questions, Teacher collects Ss opinions of standard English and lead to the reading passage naturally.
Step 3. Reading
1 .Individual work: Read the text fast and keep the questions in mind:
揊ind out the top sentences in each paragraph
2. Pair work
Choices :(1) Standard English is spoken厖.
A in Britain B in the USA C in Canada D in no place
(2 ) 厖. is called dialects？
A The native language
B The language which is different from “standard English”
C The language spoken in most parts of the country
D The language spoken by most people
3 American English has so many dialects because ……….
A People have come from all over the world
B The USA is made up of so many states
C Americans move from one place to another
D The USA is a large country
4 As many Americans move all over the country ,they 厖.
A Change their dialects
B Take the dialects with them
C Don抰 speak their dialects
D Can抰 understand each other抯 dialects
5 Many people believe the English spoken on TV and the radio is standard English because厖.
A There are no differences in the way people speak on TV and the radio
B English spoken in BBC and VOA is the same
C Those who reported the news were expected to speak excellent English in the early days of radio
D English spoken on TV and the radio doesn抰 contain dialects
Explanation: This step is to train Ss skill of scanning to find out the related information in the passage and encourages Ss to discuss in pairs and get more ideas share them with others, and get ready for the following speaking.
3 Guess time （Group-work）：
Judge which country just from the voices. This task is a little challenging but meaningful. The students should pay more attention to the pronunciations and hints such as pictures carefully.
Explanation: This step is to train the students. expressions ,especially when they have different ideas .How to communicate with each other well? And get ready for the poster.
4 show time ?:design the poster（Group-work）：
According to the country which they are interested in ,they design a poster to attract tourists to travel in it . They can make the best use of their imaginations to design the poster.
Explanation: by creating a situation close to life, this part aims to encourage Ss to talk in English, using what they have learned, thus to practice their communicating ability of using language in a true situation and to improve the imagination ,creation and cooperation .The poster is designed here to let Ss have an initial idea of posters, thus laying a base for the following writing.
Step 4. Writing
1) Ss are asked to write a poster for their country to put it on yuyu Daily, according to the requirements and reference.
Requirements: 1. writing in the correct structure.
燼t least 3 reference words and phrases.
燼t least 3 shortened sentences .attractive and persuasive ideas.
Reference:
Words or expressions :standard, believe it or not ,difference, welcome. etc.
Function: Shortened sentences, eg, welcome to the USA
2) Assessment of the first draft:1. Does the poster have a clear structure?
2. Do you use at least 3 words and expressions from this unit?
3. Do you use at least 3 shortened sentences?
4. Do you use correct forms in verbs and nouns?
5. Does it sound persuasive?
If all above are done , you will get A.
3)牋牋 present a version written by a student. Get Ss to assess it according to the given criteria, and correct mistakes if any.
4)牋牋 Get Ss to exchange their writings and assess them.
Explanation: Teacher creates a stage for the writing task to motivate Ss interest and eager to write. By giving requirements and reference, Teacher lays emphasis on the form of language and the content of language as well, thus achieving the goal of using language in a true situation. Teacher offers assessment to Ss to guide them to make comments and help them learn from others.
Step5. Topic Summary and Conclusion
1 Ss Summarize their understanding of 搒tandard English and dialects with one sentence or proverb and share it with classmates.
2.牋燭eacher concludes: We are what we are!
Through learning this passage, we have got to know that there is no such thing as standard English. With China抯 entry into WTO, Chinglish is becoming more and more familiar with people. We must keep it in mind that our mother tongue is the most beautiful language in the world ,but we can抰 ignore the importance of English. The reason why we learn English is that we should be more capable of building up our country.
Explanation: Summarizing the topic helps deepen Ss understanding of the topic and collecting and sharing the summary helps broaden Ss knowledge and make a preparation for the following project. A good conclusion can call on them to pay attention to no such standard English.
Step6. Homework:
Revise and polish the writing.
Assess your writing in pairs according to the given criteria.
Project: Hold a poster competition
Explanation: This step aims to improve Ss writing ability and self-assessing ability by revising and polishing. Assessing in pairs helps achieve the goal of developing Ss ability of cooperation, and communication. The competition motivates Ss to perfect their posters, share and learn from others.
Part6. On blackboard design
Words & phrases牋牋牋牋牋牋牋牋牋牋牋牋 useful expressions
Standard,dialects.
Play a part in believe it or not
Expect,recognize
,take ..with , there is no such 卆s
10