高中英語(yǔ)必修一第二單元課件
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高中英語(yǔ)必修一第二單元課件：
Unit 2 English around the world教學(xué)設(shè)計(jì)
(1) 課題：English around the world
(2) 教材分析與學(xué)生分析： Warming Up部分簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有個(gè)粗淺的了解；Pre-Reading部分的兩個(gè)問(wèn)題引發(fā)學(xué)生對(duì)課文主題的思考，以便參加課堂活動(dòng)； Reading部分The Road to Modern English 簡(jiǎn)要說(shuō)明了英語(yǔ)語(yǔ)言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。Comprehending部分旨在檢查學(xué)生對(duì)課文基本內(nèi)容的理解程度; Learning about Language 部分主要通過(guò)各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分的所學(xué)習(xí)的新單詞和短語(yǔ)，同時(shí)也通過(guò)新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，并著重介紹了半單元的語(yǔ)法項(xiàng)目（祈使句及其間接引語(yǔ)）；Using Language 部分中的Reading and talking主要介紹了當(dāng)今世界各國(guó)各地說(shuō)英語(yǔ)都有自己的特色，即便是美國(guó)東西部、南北部說(shuō)話均有所不同。
(3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教學(xué)目標(biāo)：
① 知識(shí)與技能：了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語(yǔ)；對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異有所了解，尤其是一些常用詞匯，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本單元中出現(xiàn)的詞匯、短語(yǔ)的用法； 學(xué)會(huì)語(yǔ)言交際困難的表達(dá)法，如pardon, I beg your pardon?; 掌握祈使句及其間接引語(yǔ)的表達(dá)法。
② 過(guò)程與方法：本單元通過(guò)對(duì)“世界英語(yǔ)”這一話題的探討，以加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的'了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)的發(fā)展趨勢(shì)的了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、新加坡英語(yǔ)等都有各自的規(guī)律和和慣用法。要提防學(xué)生認(rèn)為可以濫用英語(yǔ)詞匯，隨意違反英語(yǔ)語(yǔ)法規(guī)則或慣用法，不顧正常的發(fā)音、語(yǔ)調(diào)等。在學(xué)生用書(shū)中的聽(tīng)力部分，原文真實(shí)的反映了滅國(guó)南部地區(qū)英語(yǔ)的方言和語(yǔ)音，旨在讓學(xué)生感受一下將英語(yǔ)作為母語(yǔ)的本國(guó)人說(shuō)話的一個(gè)側(cè)面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點(diǎn)到為止，不提倡硬性模仿。
③ 情感態(tài)度與價(jià)值觀：了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別，兩種英語(yǔ)不存在那種好與不好的問(wèn)題。可以給學(xué)生布置以下任務(wù)：通過(guò)對(duì)話形式，將所學(xué)過(guò)的英美說(shuō)法的不同之處，按實(shí)際生活和想象編一段對(duì)話。盡可能運(yùn)用語(yǔ)言功能中表達(dá)語(yǔ)言困難的說(shuō)法。
(5) 教學(xué)重點(diǎn)和難點(diǎn)：
詞匯： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短語(yǔ)： play a role (in) because of come up such as play a part (in)
重點(diǎn)語(yǔ)法項(xiàng)目：祈使句及其間接引語(yǔ)
難點(diǎn)：Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation
(7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder.
(8) 教學(xué)過(guò)程：詳見(jiàn)以下分課時(shí)教學(xué)設(shè)計(jì)。
9) 課堂練習(xí)與課外作業(yè)設(shè)計(jì)： 穿插于分課時(shí)教學(xué)設(shè)計(jì)中
(10) 教學(xué)反思或值得改進(jìn)的地方： 見(jiàn)每個(gè)課時(shí)最后部分。
Period 1: Speaking Warming Up and Pre-Reading
Aims
To talk about varieties of English
To discuss why do so many people speak English
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the 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 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 task. 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 you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section 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 on their feeling about learning English.
9). Collect the questionnaires. Needs Analysis Questionnaire
Interviewer_______________
Interviewee_______________
Present use: situations and skills
Reading (faxes, letters & reports)
Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
Writing (faxes, letters & reports)
Future use: expectations & ambitions
課后反思：本課能比較好地完成教學(xué)目標(biāo)，訓(xùn)練了學(xué)生說(shuō)的能力，懂得如何表達(dá)自己的思想和意見(jiàn)。使學(xué)生了解了世界各地的英語(yǔ)是有所不同的，特別是了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別。 同時(shí)使學(xué)生感受到學(xué)習(xí)英語(yǔ)的重要性。由于學(xué)生的口語(yǔ)水平有限，所以探討的時(shí)候不是很深入。
Period 2 Reading：The Road to modern English
Aims
To talk about English
To read about the history of English language
Step 1 Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
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.
Step 2 Scanning
Read to locate particular information and complete the comprehending Exercise One.
Step 3 Comprehending
1. Check the answers to exercise 1 (page 10
2. Answer these questions (Page 11)
Work in groups. Discuss the 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. Here are the reasons:
★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ 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.
★ 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:
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 accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.
課后反思：本課是閱讀課。英語(yǔ)閱讀教學(xué)是高中教學(xué)的重中之重。許多英語(yǔ)教師對(duì)閱讀訓(xùn)練也給予了足夠的重視，但是在訓(xùn)練方式上卻存在較多的問(wèn)題。多數(shù)教師過(guò)分注重語(yǔ)法結(jié)構(gòu)的分析和句子的機(jī)械翻譯而忽視技巧培養(yǎng)。只有在閱讀教學(xué)中教給學(xué)生一些學(xué)習(xí)策略，培養(yǎng)閱讀技巧，才能讓學(xué)生有可能通過(guò)課外自學(xué)來(lái)擴(kuò)大知識(shí)的攝取量，從而彌補(bǔ)課堂英語(yǔ)閱讀教學(xué)的不足。由于時(shí)間倉(cāng)促以及學(xué)生口語(yǔ)水平的局限，本課時(shí)在學(xué)生讓學(xué)生討論的環(huán)節(jié)上，氣氛不夠熱烈，討論時(shí)間不足，今后應(yīng)盡量鼓勵(lì)學(xué)生多開(kāi)口說(shuō)英語(yǔ)，以彌補(bǔ)這方面的缺陷。
Period 3: Reading (Language points)
Aim
to master some words and phrases
1. include v.
a) contain
eg. The price includes both house and furniture.
b) embrace thing as part of whole eg. I include him among my friends. 2. present
a) adj: being at hand; being now出席的, 在場(chǎng)的;現(xiàn)在的, 當(dāng)前的 該詞可做前置定語(yǔ)也可做后置定語(yǔ)，當(dāng)它做前置定語(yǔ)其義為“現(xiàn)在的”， 做后置定語(yǔ)其義為“出席的”
eg. The present members 現(xiàn)在的成員 The members present 在場(chǎng)的成員 b) n: gift
eg. He often gave his neighbor's kids little presents. C)vt: to offer贈(zèng)送,呈獻(xiàn)[(+to/with)]
eg. They presented him with a bunch of flowers.
3. culture
n: [C][U] understanding of literature, art, music, etc
eg. He has studied the cultures of many western countries.
4．identity n: who or what a person or thing is
eg. You should show your identity card before you enter it.
5．rule
a) n:custom or statement about what must not be done
eg. He’s made it a rule to rise early.
It’s against the rules of the school to smoke.
b) vt: to govern or control
c) eg. The queen ruled her country for 20 years.
6． Request
vt: to ask for
eg. They requested financial support.
注意：這個(gè)詞所接的賓語(yǔ)從句要用虛擬語(yǔ)氣
I requested that he (should) come an hour earlier.
B )n: asking or being asked
eg. Mr. Paine made a request that I should help him.
7.command
a) vt: give orders to
eg. I command you to start at once. 注意：這個(gè)詞所接的賓語(yǔ)從句要用虛擬語(yǔ)氣
I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8．Actually adv
eg. She looks young, but she's actually 50.
Did you actually see him break the window?
9．International adj: of relating to or involving two or more countries in the world 國(guó)際的
eg. They are dealing with the international affairs. Many African countries received international help. 10.modern adj: recent
eg. This is a book of modern history. There is a modern hospital. 11. vocabulary n: all the words of language
eg. Wide reading will increase your vocabulary.
My English vocabulary is limited. 12.rapidly adv: quickly
eg. Our country develops rapidly. The number of learning English is increasing rapidly. 13.retell v: tell something once more
eg. Can you retell the story in your own word? The teacher asked you to retell it. 14.recognize v: to identify from previous experience
eg. He looked at the envelope and recognized Jenny's handwriting immediately.
The policeman recognized her as a thief.
15. government n: group which govern a country or a certain area
eg. The government will decide the matter.
The government is discussing the problem.
Useful expressions
1.play a part/ role in: to act or to be involved in an activity
eg. He has played an important part in carrying out the whole plan.
English plays an important role in international communication.
2. because of：by reason of sb or sth
eg. Because of the storm he didn't go there.
because of 與because 的區(qū)別，前者后接名詞或代詞，后者接句子
eg. He didn’t go to school because he was ill. He didn’t go to school because of his illness. 3．come up
eg. She came up and said, "Glad to meet you."
The moon came up gradually.
I'll let him know if anything comes up.
4. such as: like; for example
eg. I like drinks such as tea and coffee.
such as 與for example 的區(qū)別，前者用來(lái)羅列事物或人后者用來(lái)舉例說(shuō)明
eg. English is also spoken in many places, such as Africa and Asia.
For example, Tom has the same opinion.
課后反思：本節(jié)課是課文知識(shí)點(diǎn)的傳授。著重講解課文中重要單詞和短語(yǔ)的運(yùn)用。不足之處，教學(xué)設(shè)計(jì)任務(wù)比較單一，練習(xí)不多。
Period 4 : Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He 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.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day?”
He said, “Where do you go to school?” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.
Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re 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. 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 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 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.
2. Get the students thinking about the difference between 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: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
課后反思：本節(jié)為語(yǔ)法課，主要講述直接引語(yǔ)和間接引語(yǔ)的相互轉(zhuǎn)換。教學(xué)設(shè)計(jì)依據(jù)《新課程標(biāo)準(zhǔn)理念》設(shè)計(jì)各種任務(wù)，使學(xué)生在完成這些任務(wù)的過(guò)程中理解、體驗(yàn)實(shí)際語(yǔ)言的運(yùn)用，掌握好直接引語(yǔ)和間接引語(yǔ)的相互轉(zhuǎn)換。
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