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Unit 2 English around the world5  

2009-12-06 10:29:48|  分类: 高一英语必修1 |  标签: |举报 |字号 订阅

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Period 5 Listening

整体设计

从容说课

This is the fifth teaching period of this unit. The teacher can first get the students to review

what they learned in the last period by doing some exercises, such as changing requests

and commands into indirect speech, etc.

The emphasis of this period should be laid on developing students’ listening ability.

The part Listening on Page 14 in the textbook introduces students to a dialect and a form of

“standard English”.

 The teacher can first lead in the topic by talking about “standard English” and dialects

 they read in the part Reading and talking, set the context for the students by describing

the situation, and then play the tape for them to listen. While they are listening, the teacher

should pause and repeat the key sentences to help students understand. When checking

the answers, explain some difficult listening points if necessary.

As to the parts Listening on Page 48 and Listening task on Page 51 in the workbook,

the teaching procedure can be approximately the same as the above.

Some students may find it hard to listen and understand listening materials and what

a foreigner says. Tell them:Practice can solve this problem. Do remember the more

 you listen to English, the easier it becomes.

教学重点 Develop the students’ listening ability by understanding words

used in British and American English which have the same meanings and some

dialect accents.

教学难点Get the students to understand different dialect accents.

教学方法 1. Task-based listening   2. Cooperative learning

教具准备

A tape recorder and other normal teaching tools

三维目标

Knowledge aims:

Get the students to distinguish some words used in British and American English and

some dialects.

Ability aims:

1. Enable students to catch and understand the listening materials and distinguish British

and American English, try using them in dialogues.

2. Develop the students’ ability to get special information and take notes while listening.

Emotional aims:

Let the students learn about “standard English” and dialects in order to understand

people who come from different English-speaking countries and communicate with them freely.

教学过程

设计方案(一)

→Step 1 Revision

1. Check the homework exercises.     2. Review commands and requests.

→Step 2 Warming up

1. Talk about “standard English” and dialects.

2. Turn to Page 14. Set the context for the students by describing the situation.

The teacher can first ask students to look at the picture and read the passage, then describe

 the picture and the boys.

→Step 3 Listening

1. Tell the students:You are going to listen to a boy named Buford. He speaks a Southern

dialect of American English with the East Texas accent. Remember:pronunciation is determined

by accent. On the other hand, Buford’s teacher, Jane, speaks standard British English. First,

listen and know of standard British English and Southern dialects.

2. Play the tape for the students to listen to.

3. Encourage the students to give the standard equivalents for the dialectic words from Buford’

s story, using the context.

Dialectic words

from Buford’s story

Standard English

equivalents

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

shoulda seen

should have seen

got outta

got out of

 

4. Play the tape again and let the students answer the questions in pairs after listening.

5. Check the answers with the whole class.

→Step 4 Listening and writing(Listening on Page 48)

Students read the directions, listen to the tape to get the general idea and then fill in the form.

1. Tell the students:Before you listen to the tape, please read the directions to guess what

 this lestening is about. Make notes while listening.

2. Play the tape for the first time so that the students can get a general idea. The second

and third time, the students write and check their answers. Pause and repeat the key sentences.

3. Teacher checks the answers and explains some difficult listening points if necessary.

→Step 5 Discussing and listening(Listening task on Pages 51-52)

1. Discuss the question in pairs:What do you usually do to improve your English?

2. Tell the students:We are going to listen about how Wang Ting and Chen Peng improve

their English.

3. Play the tape for students to find out the main idea.

4. Play the tape again for students to answer the questions.

5. Play a third time for students to write down the three ways Wang Ting suggests to improve

English skills.

6. Check the answers with the whole class.

→Step 6 Homework

1. Finish off the workbook exercises.

2. Learn about some differences between British English and American English in vocabulary.

板书设计

Unit 2 English around the world

Listening

Dialectic words from Buford’s story

Standard English equivalents

y’all

swimmin’

jumpin’

shoulda seen

. . .

everyone

swimming

jumping

should have seen

. . .

活动与探究

 Music and songs are beautiful. Listening to music and songs is an effective listening practice.

Surf the Internet to find an English song you like and enjoy it with your partners.

An English song strongly commended:

我最喜欢的英文歌——《毕业生》主题曲The Sound of Silence

 

Hello darkness, my old friend,

你好,黑夜,我的老朋友,

I’ve come to talk with you again.

我再次来和你交谈。

Because a vision softly creeping,

因为一个柔和的视线缓缓前行,

Left its seeds while I was sleeping.

留下它的种子,在我熟睡之时。

And the vision that was planted in my brain,

这种视觉感受被种植在我的脑海中,

Still remains,

一直留存,

Within the sound of silence.

一片沉默。

In restless dreams I walked along.

在局促不安的梦中我独自行走。

Narrow streets of cobblestone.

狭窄的街道铺着鹅卵石。

Beneath the halo of a street lamp,

在路灯的光晕下,

I turned my collar to the cold and damp.

我竖起衣领来抵挡寒冷和湿气。

When my eyes were stabbed by the flash of a neon light,

当我的眼睛被跳动的霓虹灯刺伤时,

That split the night.

夜晚也被撕裂。

And touched the sound of silence.

然后触到了一片沉默。

And in the naked light,

在暴露的灯光下,

I saw ten thousand people maybe more.

我看见人头攒动。

People talking without speaking.

人们不用语言交谈,

People hearing without listening.

人们不用听觉倾听。

People writing songs that voices never share.

人们谱写歌曲,歌声从不被分享。

And no one dared.

没人敢冒险,

Disturb the sound of silence.

搅乱一片沉默。

“Fools, ” said I, “You do not know,

“愚蠢,”我说,“你们不知道,

Silence like a cancer grows. ”

沉默像癌症一样生长。”

Hear my words that I might teach you.

听我的语言,我可以教你们。

Take my arms that I might reach you.

抓住我的手臂,我可以够到你们。

But my words like silent raindrops fell.

但是我的话像沉默的雨点无声地掉落。

And echoed in the wells of silence.

回声中,还是一片沉默。

And the people bowed and prayed,

人们服从,祈祷,

To the neon god they made.

对着他们制出的霓虹灯偶像。

And the sign flashed out its warning,

标志闪烁出警告,

In the words that it was forming.

用已形成的表达方式。

And the sign said, “The words of the prophets are

written on the subway walls and tenement halls. ”

标志说:“预言被写在了地铁的墙上和房间的客厅里。”

And whispered in the sounds of silence.

低语,在一片沉默中。

 

备课资料

1. Different English, different spellings

American English

British English

theater, center, liter

theatre, center, litre

color, honor, labor, favor, vapor

colour, honour, labour, favour, vapour

Traveler, woolen

traveller, woollen

skillful, fulfill

skilful, fulfil

check

cheque

program

programme

story

storey

realize, analyze, apologize

realise, analyse, apologise

defense, offense, license

defence, offence, licence

burned

burnt/burned

dreamed

dreamt/dreamed

smelled

smelt/smelled

spelled

spelt/spelled

spoiled

spoilt/spoiled

 

2. Listening text

Listening(on Page 14)

Hello, everyone, I am Buford’s teacher, Jane, from Britain. Perhaps you didn’t quite

 understand everything Buford said. He said that he lives in Houston, a city in Texas. He

wants everyone to know that he doesn’t believe Texas is a state in the USA but a

different country. Buford says that he would like to tell you a story about him when he was

 a small child. One hot summer’s day he was swimming with Big Billy Bob and Lester.

They were jumping into the water, which felt good. Then he says that they saw a catfish

almost the size of a house but, he adds, that the catfish was really smaller. Buford says

that Lester thought he was going to be eaten by the catfish. He says, goodness, you

 should have seen Lester! He says that Lester got out of the water faster than lightning

and climbed up a tree.Buford and Big Billy Bob just laughed a lot. To this day, he says,

Lester won’t visit that place.

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