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紫霞仙客的博客

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Unit 2 English around the world1  

2009-12-04 22:25:57|  分类: 高一英语必修1 |  标签: |举报 |字号 订阅

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 Unit 2 English around the world1 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 2 English around the world1 - 紫霞仙客 - 紫霞仙客的博客

 

Unit 2 English around the world1 - 紫霞仙客 - 紫霞仙客的博客

 

English-speaking countries

Unit 2 English around the world1 - 紫霞仙客 - 紫霞仙客的博客

整体设计

从容说课

This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on.

As to Warming Up, the teacher had better organize a read-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading.

Before reading the passage THE ROAD TO MODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage.

The reading passage titled THE ROAD TO MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and further understanding, but also get the students to learn about English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.

To consolidate the contents of the reading passage, the Ss should be required to introduce briefly the history of English language at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.

教学重点1. Get the students to learn different reading skills.

2. Get the students to learn about the English language.

教学难点Develop the students’ reading ability.

教学方法1. Task-based teaching and learning    2. Cooperative learning    3. Discussion

教具准备 The multimedia and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the following useful new words and expressions in this passage:include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. ) rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly

play a role in because of come up such as

2. Get the students to learn about 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 English language and know different kinds of English so as to communicate with people from different countries.

教学过程

设计方案(一)

→Step 1 Lead-in and Warm Up

To arouse the students’ interest and lead in the topic, the teacher can organize some activities.

1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.

They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same.

2. Get the students to discuss in groups about the differences between British English and American English, and give some examples.

3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English:

apartment/flat bathroom/toilet can/tin candy/sweet elevator/lift fall/autumn game/match line/queue penal/pen friend mad/angry mail/post mom/mum movie/film pants/trousers repair/mend sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol

→Step 2 Pre-reading

Get the students first to discuss the two questions with their partners and then answer them.

1. How many people speak English in the world today?

2. Why do so many people speak English?

Suggested answers:

1. About 1500 million people speak English as their first, second or foreign language.

2. The reasons why so many people speak English:

1)English is one of the official languages of the Olympic Games and the United Nations.

2)English dominates international websites and provides nearly all of the new computer terminology.

3)Tourism and trade from Western Europe and North America has contributed to the spread of English.

4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

→Step 3 Reading

1. Skimming

Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. )

Paragraphs

Main ideas

Paragraph 1

 

Paragraph 2

 

Paragraph 3

 

Paragraph 4

 

Suggested answer:

Paragraphs

Main ideas

Paragraph 1

The spread of the English language in the world

Paragraph 2

Native speaker can understand each other but they may not be able to understand everything.

Paragraph 3

All languages change when cultures communicate with one another.

Paragraph 4

English is spoken as a foreign language or second language in Africa and Asia.

2. Scanning

1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons.

2)Choose the best answer and see whether you’ve really understood the text.

(1)The passage mainly tells us______________.

A. why English is more and more widely used in the world today

B. a very brief history of the English language

C. the difference between British English and American English

D. the different kinds of the English language in the world

(2)“English became closer to the language you are learning now. ” Here the word “close” means______________.

A. very alike

B. short 

C. near

D. careful

(3)From this passage we can infer that the English language was once influenced by______________.

A. the Chinese language

B. South Africa

C. South Asia

D. both German and French

(4)From this passage we can see that______________ .

A. the author is quite sure that Chinese English will become one of the world Englishes

B. the author has no idea whether or not Chinese English will become one of the world Englishes

C. the author thinks that government and education play an important role in English learning

D. the author feels every satisfied to see more and more Chinese people are learning English

Suggested answers:(1)B (2)A (3)D (4)B

3. Language problems

While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc.

4. Reading aloud

Play the tape of the passage for the students to listen to and follow. Play the tape of part of the passage once more; this time the students listen and repeat.

5. Following up

Work in groups. Discuss the following two questions and then ask two groups to report their answers to the class.

1)Do you think it matters what kind of English you learn? Why?

Possible answer:

I don’t think so. The reasons are as follows:First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. Second, it is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world. Third, different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.

(Any persuasive and supporting reason the students give can be accepted. )

 2)Why do you think people all over the world want to learn English?

Possible answer:

Here are the reasons why people all over the world want to learn English. With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries. Also, people from different parts of the world speak English with various accents and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.

(All persuasive reasons can be accepted. )

→Step 4 Workbook

Do Exercises 1 and 2 in Using words and expressions on Page 49.

→Step 5 Discussion

Get the students in groups to discuss how their generation could influence English.

→Step 6 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again. Try to retell it.

设计方案(二)

→Step 1 Lead-in and Warm Up

To arouse the students’ interest and lead in the topic, the teacher can organize some activities or ask students some questions, such as “How many countries use English as their native language? ”, “Are there any differences between British English and American English? ”, and so on.

→Step 2 Pre-reading

Get the students first to discuss the two questions with their partners and then answer them.

→Step 3 Reading

1. Skimming

Ask the students to read quickly to get the main idea of the text.

2. Scanning

Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise 1(on Page 10).

3. Language problems

While checking the answers with the whole class, deal with any language problems.

4. Reading aloud

Play the tape of the passage for the students to listen to and follow.

5. Following up

Work in groups. Discuss the two questions in Comprehending Exercise 3 and then ask two groups to report their answers to the class.

→Step 4 Workbook

Do Exercises 1 and 2 in Using words and expressions on Page 49.

→Step 5 Discussion

Get the students in groups to discuss how their generation could influence English.

→Step 6 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again. Try to retell it.

 

活动与探究

 Surf the Internet and try to find more about the differences between British English and American English.

备课资料

1. British English, American English and Chinese

 

Cars and Driving

British English

American English

Chinese

car park

parking lot

停车场

driving license

driver’s license

驾照

flyover

overpass

天桥

four way

crossroads

十字路口

hire car

rental car

租用车

motorway

freeway(Western U. S. )

expressway(Eastern U. S. )

高速公路

petrol

gasoline(gas)

汽油

tyre

tire

轮胎

windscreen

windshield

挡风玻璃

2. Websites recommended to the students

www. e-l-e. net. cn          www. bg-map. com

www. esl. about. comwww. english-zone. com

www. effingpot. comwww. topics-map. com

 

Going to any of the websites may enable the students to learn more about the differences between American English and British English.

3. Further reading

How English Is Spoken

As you are well aware, not all of your students are motivated to learn English. One way to motivate reluctant learners is to give them some ownership over the learning process. This is, of course, achieved through student-centered activities but also through reading passages that take the reader into consideration. The following reading passage, therefore, is intended to let your students know that they, too, are “players in the drama” of how English is spoken.

Who decides how English is spoken around the world? What about those who write dictionaries or books, do they decide what is good and what is bad English? Or do governments decide when a language will change? Probably you have thought about this question once or twice before. The answer is that none of these people decide how English will be spoken. Believe it or not, many of the biggest changes in how English is spoken have come from common people in the streets. And one of the most important places where English has changed is on the playground!

These playgrounds can be any place where young people meet, such as a sports field or a beach. For example, black kids invented many new words in American English as they played basketball or music. Often words used by black kids in the big cities become popular with other kids many years later. Another popular sport, baseball, has also given many words and expressions to American English. On the beaches of southern California, teenagers invented words to describe how they felt when they surfed. These words found their way into the high schools and then to other places. Similar changes in English happened among young people in Ireland and Australia. Children from one group would find ways to play with children of another group more easily. Often they made new words just to develop an identity different from their parents.

 

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