2016人教版高中英语必修一Unit 2《English around the world》word教案1.doc

1、Unit 2 English Around the WorldPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up 1. Warming up by answering a questionnaire1). Tell the

2、students they are going to answer a questionnaire about why they are learning English.2). Write the words: Reasons for learning a foreign language on the center of the board: 3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other

3、 people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper. 6). Explain the tas

4、k. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that youd like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section

5、 of the questionnaire. If they wait till the end to swap, one student may use up all the time available. 7). When the task is finished, ask a couple of students to summarize their partners answers. (This may develop into a class discussion about language needs).8). The students write five sentences

6、on their feeling about learning English.9). Collect the questionnaires.Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading (faxes, letters no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversatio

7、n with other people: He learnt to use body language to communicate with deaf customers.3) actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.4) be based on:5) make use of: use sth. available 6) Only time will te

8、ll: to say that something can only be known in the future: Will Chinas national football team enter for the next finals of the World Cup? Only time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either or, in/on a team, the number of

9、/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a, all over the world, at the top(bottom) of, pen friends, to this

10、day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a , encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save t

11、ime(money), a form ofPeriod 2: A sample lesson plan for Learning about Language(Indirect Speech (II) requests & commands)AimsTo discover useful words and expressionsTo discover useful structures ProceduresI. Direct and Indirect SpeechDirect Speech Indirect Speech simple presentHe said, “I go to scho

12、ol every day.” simple pastHe said (that) he went to school every day. simple past He said, “I went to school every day.” past perfectHe said (that) he had gone to school every day. present perfect He said, “I have gone to school every day.” past perfect He said (that) he had gone to school every day

13、. present progressiveHe said, “I am going to school every day.” past progressiveHe said (that) he was going to school every day. past progressiveHe said, “I was going to school every day.” perfect progressiveHe said (that) he had been going to school every day, future (will)He said, “I will go to sc

14、hool every day.” would + verb nameHe said (that) he would go to school every day. present progressiveHe said (that) he is going to school every day. future (going to)He said, “I am going to school every day.” past progressiveHe said (that) he was going to school every day Direct Speech Indirect Spee

15、ch auxiliary + verb nameHe said, “Do you go to school every day?”simple pastHe asked me if I went to school every day.*He asked me where I went to school. He said, “Where do you go to school?” imperativeHe said, “Go to school every day.” infinitiveHe said to go to school every day. Direct Speech Ind

16、irect Speech simple present + simple presentHe says, “I go to school every day.” simple present + simple presentHe says (that) he goes to school every day. present perfect + simple presentHe has said, “I go to school every day.” present perfect + simple presentHe has said (that) he goes to school ev

17、ery day. past progressive + simple pastHe was saying (that) he went to school every day. past progressive + simple pastHe was saying, “I went to school every day.” past progressive + past perfectHe was saying (that) he had gone to school every day. Direct Speech Indirect Speech canHe said, “I can go

18、 to school every day.” couldHe said (that) he could go to school every day. mayHe said, “I may go to school every day.” mightHe said (that) he might go to school every day. might He said, “I might go to school every day.” mustHe said, “I must go to school every day.” had toHe said (that) he had to g

19、o to school every day. have toHe said, “I have to go to school every day.” shouldHe said, “I should go to school every day.” shouldHe said (that) he should go to school every day. ought toHe said, “I ought to go to school every day.” ought toHe said (that) he ought to go to school every day. II. Dis

20、covering useful words and expressions1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer youre your classmates. The teacher helps the students discover the difference in prepositions.2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation.

21、Then practice reading in pairs. (The teacher brings the students attention to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)1. In groups of four, think of at least three commands your

22、 teachers and parents usually give. You may follow these steps.1) Choose one who is to give the first command.2) Ask another person in your group to tell somebody what you said.3) The third person will change the request or command from direct into indirect speech.4) Change role so that each person

23、gets the chance to give commands and turn them into indirect speech.Example: T: Please dont 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.2. Get the students thinking about the difference between

24、the request and command. Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down. A: _B: Ill go and collect some wood right now, master. A: _B: Of course Ill be happy to collect your shopping for you. A:_B: Yes. Ill shut the door at once, Mr. Zh

25、ang. A:_B: No, I wont get your coat if you talk to me like that. A:_B: Sorry. Ill get that book for you right now.Period 3: A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormi

26、ngProceduresI. Warming up1. Introduction: In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conve

27、rsation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming: Read quickly to find the topic sentence for each paragraph.Para. 1: There is no such a thing as Stand

28、ard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the te

29、xt?2). What is a dialect? Why does American English have so many dialects?4. Language focus: 1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.2). there is no such a as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that