Unit 2 English Around the World教案1.pdf

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1、Unit 2 English Around the WorldUnit 2 English Around the WorldPart One:Teaching Design(Part One:Teaching Design(第一部分：教学设计第一部分：教学设计)Period 1:A sample lesson plan for readingPeriod 1:A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)(THE ROAD TO MODERN ENGLISH)AimsAimsTo talk about varieties

2、 of EnglishTo read about the history of English languageProceduresProceduresI.Warming upI.Warming up1.Warming up by answering a questionnaire1.Warming up by answering a questionnaire1).Tell the students they are going to answer a questionnaire about why they arelearning English.2).Write the words:Re

3、asons for learning a foreign languageReasons for learning a foreign language on the center of theboard:3).Ask the students to suggest as many reasons as they can think of,for example,forwork,as a hobby,to learn about other people,to travel,to read literature in theoriginal,to read research papers,to

4、 meet foreigners,to surf the Internet,to passexams,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 languagelearning needs(or motivations).T

5、ell them that you are going to take in thequestionnaires at the end,and that youd like them to make clear notes.It worksbetter if the two partners swap tasks(questions and answers)after each section ofthe questionnaire.If they wait till the end to swap,one student may use up all thetime available.7)

6、.When the task is finished,ask a couple of studentsto summarize their partnersanswers.(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 QuestionnaireNeeds Analysis

7、QuestionnaireInterviewer_Interviewer_Interviewee_Interviewee_Present use:situations and skillsReading(faxes,letters&reports)Listening&speaking(telephoning,meetings,negotiations,public speaking,socializing)Writing(faxes,letters&reports)Future use:expectations&ambitionsFuture use:expectations&ambition

8、s2.Further applying2.Further applyingTo get the students thinking about the topic of the reading passage.1).Have a student list on the board all the English-speaking countries in the worldthat they can think of.2).Give the students hints about the places they havent mentioned.3).Provide the students

9、 with an opportunity to think about the reasons for the spreadof English around the world.English is one of the official languages of the Olympic Games and the UnitedNations.English dominates international websites and provides nearly all of the newcomputer terminology.Tourism and trade from Western

10、 Europe and North America has contributedto the spread of English.Satellite TV,radio programs like Joy FM,CDs and,of course,Hollywoodfilms all broadcast English into China.Also,a number of Chinese filmsinclude English subtitles.II.ReadingII.Reading1.Skimming1.SkimmingRead quickly to get the main ide

11、a of the text.Let the students find out key sentence of each paragraph or ask them to summarize themain point for each paragraph in their own words.Paragraph 1:Paragraph 1:The spread of the English language in the worldParagraph 2:Paragraph 2:Native speaker can understand each other but they may not

12、 be able tounderstand everything.Paragraph 3:Paragraph 3:All languages change when cultures communicate with one another.Paragraph 4:Paragraph 4:English is spoken as a foreign language or second language in Africaand Asia.2.Scanning2.ScanningRead to locate particular information and complete the com

13、prehending Exercise One.3.Following up3.Following upWork in groups.Discuss the two questions and then ask two groups to report theiranswers to the class.1).Do you think it matters what kind of English you learn?Why?Possible answer:Possible answer:I dont think so.Here are the reasons:Native speakers

14、from different parts of the world have no difficulty inunderstanding each other despite the fact that they speak a bit differently.It is necessary for us to learn the narrow difference between different kinds ofEnglish if we hope to communicate fluently with native speakers of English from allover t

15、he world.Different kinds of English have the same language core.If you have got a goodcommand of one kind,you will almost have no difficulty understanding another kindof English.(Any persuasive and supporting reason the students give can be accepted.)1)Why do you think people all over the world want

16、 to learn English?Possible answer: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 thepurpose of people all over the world communicating with one another.However,like all major languages in the worl

17、d,English is always changing.Inorder to adjust to native speakers from different parts of the world,it is a must forpeople all over the world to learn English,whether in English speaking countries or innon-English speaking countries.Also,people from different parts of the world speak English with va

18、rious accentand dialects,and people have to learn about the difference between different kinds ofEnglish in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)4.Language focus:4.Language focus:1)even ifeven if=even though:in spite of the fact;no matter wheth

19、er:He likes to helpus even if he is very busy.2)communicate with:communicate with:exchange information or conversation with other people:He learnt to use body language to communicate with deaf customers.3)actuallyactually=in fact:used when you are adding new information to what you havejust said:Wev

20、e known for years.Actually,since we were babies.4)be based onbe based on:5)make use of:make use of:use sth.available6)OnlyOnly time willtime will tell:tell: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 wi

21、ll tell.Language Chunks from Unit 2 English around the worldLanguage Chunks from Unit 2 English around the worldbe different from,pay a role(part)in,because of,either or,in/on a team,thenumber of/a number of,than ever before,even if,comp up to,over time,communicate with,be based on,make use of,have

22、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,atthe top(bottom)of,pen f riends,to this 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 t

23、o time,English-speaking countries,from oneto another,do business,on the air,wouldlike sb.to do,make notes,fight against,keepa secret,even though,savetime(money),a form ofPeriod 2:A sample lesson plan for Learning about LanguagePeriod 2:A sample lesson plan for Learning about Language(Indirect Speech

24、(Indirect Speech(II)(II)requests&commands)requests&commands)AimsAimsTo discover useful words and expressionsTo discover useful structuresProceduresProceduresI.Direct and Indirect SpeechI.Direct and Indirect SpeechDirect SpeechDirect SpeechIndirect SpeechIndirect Speechsimple presentsimple presentsim

25、ple pastsimple pastHe said,“I gogo to school every day.”He said(that)he wentwent to school every day.simple pastsimple pastpast perfectpast perfectHe said,“I wentwent to school every day.”He said(that)he hadhad gonegone to school everyday.present perfectpresent perfectpast perfectpast perfectHe said

26、,“I have gonehave gone to school every He said(that)he hadhad gonegone to school everyday.”day.present progressivepresent progressivepast progressivepast progressiveHe said,“I am goingam going to school everyHe said(that)he waswas goinggoing to school everyday.”day.past progressivepast progressivepe

27、rfect progressiveperfect progressiveHe said,“I was goingwas going to school every He said(that)he hadhad beenbeen goinggoing to schoolday.”every day,future(will)future(will)would+verb namewould+verb nameHe said,“I willwill gogo to school every He said(that)he wouldwould gogo to school everyday.”day.

28、future(going to)future(going to)present progressivepresent progressiveHe said,“I am goingam going to school everyHe said(that)he is goingis going to school every day.day.”past progressivepast progressiveHe said(that)he waswas goinggoing to school everydayIndirect SpeechIndirect SpeechDirect SpeechDi

29、rect Speechauxiliary+verb nameauxiliary+verb namesimple pastsimple pastHe said,“Do you goDo you go to school everyHe asked me if I wentif I went to school every day.*day?”He asked me where I wentwhere I went to school.Hesaid,“Where“Where dodoyouyougogotoschool?”imperativeimperativeHe said,“GoGo to s

30、chool every day.”Direct SpeechDirect SpeechinfinitiveinfinitiveHe said to goto go to school every day.Indirect SpeechIndirect Speechsimple present+simple presentsimple present+simple presentsimple present+simple presentsimple present+simple presentHe sayssays,“I gogo to school every day.”He sayssays

31、(that)he goesgoes to school every day.present perfect+simple presentpresent perfect+simple presentpresent perfect+simple presentpresent perfect+simple presentHe hashas saidsaid,“I gogo to school every He hashas saidsaid(that)he goesgoes to school everyday.”day.past progressive+simple pastpast progre

32、ssive+simple pastpast progressive+simple pastpast progressive+simple pastHe waswas sayingsaying,“I wenwent to school He was sayingwas saying(that)he wentwent to school everyevery day.”day.past progressive+past perfectpast progressive+past perfectHe was sayingwas saying(that)he had gonehad gone to sc

33、hoolevery day.Direct SpeechDirect SpeechIndirect SpeechIndirect SpeechcancancouldcouldHe said,“I cancan gogo to school every He said(that)he couldcould gogo to school everyday.”day.maymaymightmightHe said,“I maymay gogo to school every He said(that)he mightmight gogo to school everyday.”day.mightmig

34、htHe said,“I mightmight gogo to school everyday.”mustmusthad tohad toHe said,“I mustmust gogo to school every He said(that)he hadhad to to gogo to school everyday.”day.have tohave toHe said,“I have to gohave to go to school everyday.”shouldshouldshouldshouldHe said,“I should goshould go to school ev

35、eryHe said(that)he shouldshould go to school everyday.”day.ought toought toought toought toHe said,“I oughtought to to go to school He said(that)he ought toought to go to school everyevery day.”day.II.Discovering useful words and expressionsII.Discovering useful words and expressions1.Work in pairs.

36、Do exercises 1,2,3 and 4.Then check the answer youre yourclassmates.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 stressand intonation.Then practice reading in pairs.(The teacher brings the students

37、 attention to the British and American words that aredifferent but have the same meaning.)III.Discovering useful structuresIII.Discovering useful structures(Making commands and requests using indirect speech)1.In groups of four,think of at least three commands your teachers and parents1.In groups of

38、 four,think of at least three commands your teachers and parentsusually give.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

39、indirectspeech.4)Change role so that each person gets the chance to give commands and turn theminto indirect speech.Example: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.2.2.GetGet

40、 thethe studentsstudents thinkingthinking aboutabout thethe differencedifference betweenbetween thethe requestrequest mand.Then read the replies and decide whether they are in answer to a request or acommand.Write the sentence down.A:_B:Ill go and collect some wood right now,master.A:_B:Of course Il

41、l be happy to collect your shopping for you.A:_B:Yes.Ill shut the door at once,Mr.Zhang.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 LanguagePeriod 3:A sample lesson plan for Using Language(STANDARD EN

42、GLISH AND DIALECTS)(STANDARD ENGLISH AND DIALECTS)AimsAimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresProceduresI.Warming upI.Warming up1.Introduction:1.Introduction:In China therere so many dialects that the government encourages

43、the whole nation to speak Putonghua,which is regarded as standard Chinese.2.2.Role-play:Role-play:Get students to work in pairs.Let one student be a Chinese and theother a foreigner.Role-play a conversation about the Chinese language to have themdiscuss why Putonghua has to be used in China.II.Readi

44、ngII.Reading1.Get the students thinking about the topic of the text to predict what it says.1.Get the students thinking about the topic of the text to predict what it says.2.Skimming:2.Skimming:Read quickly to find the topic sentence for each paragraph.Para.1:Para.1:There is no such a thing as Stand

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

46、 is from the text?2).What is a dialect?Why does American English have so many dialects?4.Language focus:4.Language focus:1)believebelieve it it oror not:not:used when you are going to say something that is true butsurprising:Believe it or not,John cheated in the exam.2).there is no such a as:there i

47、s no such a as:used to say that a particular person or thing does notexist:These days there is no such a thing as a job for life.3).standard English:standard English:the form of English that most people in Britain use,and thatis not limited to one area or group of people4).dialect:dialect:a variety

48、of a language spoken only in one area,in which words,orgrammar are slightly different from other forms of the same language5).play a part/role in:play a part/role in:be one of the causes that make something happen:Besidesdieting,exercising plays an important part in losing weight.III.ListeningIII.Li

49、steningTo introduce the students to a dialect and a form of standard“English”.You may follow these steps:1).Set the context for the students by describing the situation;2).Tell the class:you are going to listen to a boy named Buford.He speaks aSouthern dialect of AmE with an East,Texas accent.Rememb

50、er:pronunciation isdetermined by accent.On the other hand,Bufords teacher,Jane,speaks standardBrE.(i.e.what is heard on the BBC.)3).Play the tape for the students to listen.4).Encourage the students to give the standard equivalents for the dialectic wordsfrom Bufords story,using the context.Dialecti