Unit 2 English around the world 综合教案北师大版文档格式.docx
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Unit 2 English around the world 综合教案北师大版文档格式.docx
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功能句式
TalabutEnglishanditsdevelpent
RefertIntrdutinintheteahers’b
Talabutdiffiultiesinlanguageuniatin
Differentspeaeraefrdifferentplae,stheausedifferentrdsanddialet,suhassuba-undergrund、left-left-hand-side、tblststreets
aedialguesusingrequestrand:
Pardn?
uldurepeatthat,please?
Ibegurpardn?
anuspearesll,please?
Idn’tunderstandSrrIan’tfllu
uldusathatagain,please?
Hduspellit,please?
词汇
四会词汇
inluderleinternatinalnativeelevatrflatapartentrubberpetrlgasdernultureADatuallpresentrulevabularusageidentitgvernentSingaprealasiarapidlphraseandlrrandrequestretellplitebssstandardidesternsuthernSpanisheasternnrthernregnizeaentlightningdiretina’asubabl
2认读词汇
ShaespeareNahebsterLridialetHustnTexasBufrdLesteratfish
3固定词组
plaarlebeausefeupsuhasplaapart
语法
aand&
request
penthpenthedrPleasepenthedr
ulduldupleasepenthedr?
IndiretIndiretSpeeh
HetldHetldetpenthedr
Ⅲ教材分析和教材重组:
教材分析
本单元的中心话题是“Englishlanguageanditsdevelpent,differentindsfEnglish”通过对世界英语这一话题的探讨,加强学生对英语语言的
了解,对当代语言特别是英语发展趋势的了解世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语没有人们认为的那种唯一的标准英语。
尽管如此,我们还是要通过本文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法,和不同的发音规律。
.1aringUp简要介绍了世界英语的分支以及英语语言在不同国家产生的差异,使学生感受英语语言的多文化、多层次、多元性,对英国英语和美国英语的不同有一个粗浅的了解。
.2Pre-reading通过两个问题引发学生对文主题的思考,以便参与堂活动。
.3Reading简要地说明英语语言的起源、发展变化、形成原因,以及它的发展趋势。
.4prehending主要是检测学生对文基本内容的理解程度。
.LearningAbuttheLanguage主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语,同时也通过新的例子展现了美国英语、英国英语的差异,并着重介绍了本单元的语法项目(Request&
andandIndiretSpeeh)。
.6UsingLanguage其中的readingandtaling主要介绍了当今世界各地各国说英语有自己的特色,即便是美国东西部、南北部,说话均有所不同。
为帮助培养跨文化意识,可以让学生学完文后讨论中国的方言,使他们感受到本国的文化差异。
2.教材重组
2.1导入把aringUp作为一堂。
2.2精读把Pre-reading、Reading和prehending整合在一起作为一堂精读。
2.3语言学习把LearningAbutLanguage和rb中的Usingrds,UsingStrutures结合在一起。
2.4写作
2.听和说把文中的听和说整合成一堂。
2.6练习rbexerises&
therexx
3.型设计与时分配
stperidaringUp
2ndperidReading&
LanguageStud
3rdperidLearningAbutLanguager&
graar
4thperidriting
thperidListening&
Speaing
6thperidExerises
Unit2Englisharundtherld
Peridnearingup
一、教学目标(teahingais)student’sb;
aringup
、能力目标
aEnablestudentsttalabuttherldEnglishes
bEnablestudentsttalabutthedifferenesbeteenAEnglishandBrEnglish
2、语言目标
rethan;
inlude;
plaaniprtantrle;
beausef;
internatinal;
native;
elevatr;
flat;
apartent;
rubber;
petrl;
gas;
二、教学重难点
aStudentslearnabuttherldEnglishesandthedifferenesbeteenAEnglishandBrEnglish
bStudentsanunderstandtheesausedbtheisunderstandingfdifferentEnglishes
三、教学方法
aIndividual,pairrgruprtfinisheahtas
bListening
Disussin
四、教具准备
aputer;
atape-rerder;
apretr
五、教学步骤
StepILeading-in
Funtie:
arthestudentsupbasingthetgreeteahtheriththeirdialetsAtthesaetie,leadthestudentstthinabutthetpifthisunit---“language”
StepIIaringup
)AquizabutthenatinalflagfuntriesspeaingEnglishastheirfirstrsendlanguageLeadthestudentstthetpi“EnglishArundtherld”
2)Asthestudentstthinabutthequestinabutthe“rldEnglishes”
StepIIITalingabut“rldEnglishes”,espeiallthedifferenesbeteen“AerianEnglish”and“BritishEnglish”
)ListentadialguebeteenanAerianandanEnglishanAndtrtfinduttheauseftheisunderstandingbeteenthe
2)TalabutthedifferenesbeteenAerianEnglishandBritishEnglish
StepIVSpeaingTas
Studentaeupadialgueithaisunderstandingausedbthedifferenesbeteen“AerianEnglish”and“BritishEnglish”liethedialguethelistenedt
Unit2EnglishArundtherld
PeridTReading
教学目标(Teahingais)
GetthestudentstnEnglishlanguageanditsdevelpentanddifferentindsfEnglishthrughthispassage
教学内容
GetthenledgefEnglishlanguageanditsdevelpentanddifferentindsfEnglish
能力目标
GetsenledgefdifferentindsfEnglish
语言目标
Graspserdsandexpressinssuhas,plaarlein/beausef/eup/plaapartinandlearnthegraar-theindiretspeehftheiperativelause
教学重难点
Theindiretspeehftheiperativelause
教学方法
tas-basedapprah
教具准备
ulti-ediaputer
教学步骤
Step1aringup
arthestudentsupbasthettellthedifferenesbeteenAerianEnglishandBritishEnglish
Step2Pre-reading
Asthestudentstdisusssequestinsabut“English”inpairs
HanpeplespeaEnglishintherldtda?
2hdsanpeplespeaEnglish?
3hathashelpedtspreadEnglisharundtherld?
4DuthinitiprtantfrhinesetlearnEnglish?
h?
Step3Reading
)Thefirst-reading
Asthestudentstsanthetextandhsetherretanserintheb
2)Thesend-reading
Asthestudentstreadthetextparagraphbparagraph,andgetsedetailinfratin
aFrthefirstandsendparagraph,studentsansersequestins
bFrthethirdparagraph,studentsfinduttheinfratintfillinthetablefthedevelpentfEnglish
Frthelastparagraph,studentsfindutthereasnhIndiaspeasEnglish
Step4disussins:
DuthinitattershatindfEnglishulearn?
2,hduthinpepleallvertherldanttlearnEnglish?
3,DuthinhineseillbeethestppularlanguageintherldinsteadfEnglishinthefuture?
StepExtensin
GivethestudentsseinfratinfriginfBritishEnglishandAerianEnglish
ThefratinfBritishEnglish
Fr17thentur----19thentur
TheUlnizedIrelandandinedithStlandlngag
lnized;
NrthAeria,thearibbeanIndia,inludingPaistan,Bangladesh,Australia,NeZealand,Palestine,partsfsub-SaharaAfria,Hngng,SingapreandthePaifiIslands
ThefratinfAerianEnglish
AerianlnialrulersalsbrughttheirEnglisht:
Haaii,PuertRi,thePhilippinesandtherPaifiislandinthelate19thentur
IntrduethesituatinfEnglishspeainginhina
Telltheseprperites
Nativespeaer:
ApersnhspeasEnglishsinebirthbuthantspeaastandardfrfit
L1speaer:
AnativespeaerfEnglishhusesitashisrherthertngueraniigranttanEnglish-speainguntrhalasprefertuseit
ESL:
EnglishasaSendLanguage
L2speaer:
AsendlanguagespeaerfEnglish
EFL:
EnglishasaFreignLanguage
Step6Her
Finishtheexerisenpage11
2Readpassagenpage1ThexfrdEnglishDitinarandaentesabuturra’slife
PeridThreeLearningabutLanguage
Disveringusefulstrutures
aEnablestudentsttellthedifferenesbeteenarequestandaand
bEnablestudentstlearnabuttheIndiretSpeeh
EnablestudentstusetheIndiretSpeeh
and;
request;
retell;
plite;
bss
IndiretSpeeh
aStudentslearnabutthedifferenesbeteenarequestandaand
bStudentslearnabuttheIndiretSpeeh
Studentsanusetheindiretspeeh
bDisveringthestruturethrughexaples
Pratie
arthestudentsupbasingthetgvertheDiretSpeehandIndiretSpeeh
Dseexerises:
hangeastateentraquestinintIndiretSpeeh
Step2TalabutRequestandand
)TalabutthepliteandIplitetune
2)hangetheandsintRequests
3)Learntgiverequestsrandsardingtthesituatins
Step3TalabuththangearequestandaandintIndiretSpeeh
assbtdsth
tell/tldsbtdsth
Step4PratisehangingarequestraandintIndiretSpeeh
Stepusingthestruture
Agae:
hsetstudentsatastrbtsnelistensttherequests,thetherlistensttheandstherstudentsgiveeitherrequestsrands,andtherbtsdhatthestudentsasedthetd
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