高中英语 通案U2English Around the World教案 新人教版必修1.docx
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高中英语 通案U2English Around the World教案 新人教版必修1.docx
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高中英语通案U2EnglishAroundtheWorld教案新人教版必修1
TeachingPlanUnit2EnglishAroundtheWorld
Topic:
EnglishAroundtheWorld
Teaching
Aims
Languageknowledge
词汇
1.四会词汇
includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandylorrycommandrequestretellpolitebossstandardmidwesternsouthernSpanisheasternnorthernrecognizeaccentlightningdirectionma’amsubwayblock
2.认读词汇
ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish
3.固定词组
playarole(in)becauseofcomeupsuchasplayapart(in)
语法
CommaCommand&request
OpenthOpenthedoor.Pleaseopenthedoor.
WouldyWouldyoupleaseopenthedoor?
IndirectIndirectSpeech
功能句式
TalkaboutEnglishanditsdevelopment
RefertoIntroductionintheteachers’book
Talkaboutdifficultiesinlanguagecommunication
HetoldHetold(asked)metoopenthedoor.
Languageskills
TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish
Talkaboutdifficultiesinlanguagecommunication
Learntomakedialogueusingrequest&commands
Learntotransferfromdirectintoindirectspeech
Learntogiveopinionsandorganizeideasbywayofbrainstorming
Learntomakeapostershowingyourideasclearly
Culturalconscious
-ness
ToreadaboutthehistoryofEnglishlanguage本单元的中心话题是“Englishlanguageanditsdevelopment,differentkindsofEnglish”.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,我们还是要通过本课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。
Affect
&Attitude
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。
Learningstrategies
Teaching
periods
Period1
Warmingup.
Period2
Reading&LanguageStudy
Period3
LearningAboutLanguager&grammar
Period4
Listening&Speaking
Period5
Writing
Period6
Exercises
Period7
Period8
Period1
TextWarmingup
Importantpoints
StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
Difficultpoints
MakesurethestudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1GreetingsandRevision
morning,everyone.
Inthisclass,Iwanttocheckyourhomeworkfirst.Thenlearnthenewwordsandexpressionsofthisperiod.Theteachergivestheexplanationsandexamples
.
Step2
Leading-in
Funtime:
warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“language”.
Step3Warmingup.
1.Warmingupbyansweringaquestionnaire
1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2).Writethewords:
Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.
1).Dividetheclassintopairs.
2).Giveouteachstudentonequestionnairepaper.
3).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.
4).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).
5).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.
9).Collectthequestionnaires
Step4Listening
Step5
…
Thedesignofthewritingontheblackboard
Recordafter
teaching
Period2
TextTheroadtoModernEnglish
Importantpointsand
Difficultpoints
GetsomeknowledgeofdifferentkindsofEnglish
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-theindirectspeechoftheimperativeclause
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1Warmingup.
WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2Pre-reading.
1.HowmanypeoplespeakEnglishintheworldtoday?
2.WhydosomanypeoplespeakEnglish?
3.WhathashelpedtospreadEnglisharoundtheworld?
4.DoyouthinkitimportantforChinesetolearnEnglish?
Why
Askthestudentstodiscusssomequestionsabout“English”inpairs.
Step3Reading.
1)Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
Step3
2)Thesecond-reading.Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4
discussions:
1.DoyouthinkitmatterswhatkindofEnglishyoulearn?
Why?
2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?
Step5Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
Step6
Homework
Finishtheexerciseonpage11.
Thedesignofthewritingontheblackboard
Recordafter
teaching
Period3
TextLearningaboutLanguage
Importantpoints
Studentslearnaboutthedifferencesbetweenarequestandacommand.
Difficultpoints
1.StudentslearnabouttheIndirectSpeech(requestsandcommands)
2.Studentscanusetheindirectspeech.
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1.Warming-up(Revision)
Dosomeexercises:
changeastatementoraquestionintoIndirectSpeech.
WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech.
Step2
TalkaboutRequestandCommand.
1)TalkaboutthepoliteandImpolitetune.
2)ChangethecommandsintoRequests.
3)Learntogiverequestsorcommandsaccordingtothesituations.
Step3
TalkabouthowtochangearequestandacommandintoIndirectSpeech.
ask(ed)sb(not)todosth
tell/toldsb(not)todosth
Step4
PractisechangingarequestoracommandintoIndirectSpeech.
Step5
choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.
usingthestructure.
Agame
Step6Homework
Thedesignofthewritingontheblackboard
Recordafter
teaching
Period4
TextSTANDARDENGLISHANDDIALECTS
Importantpoints
ToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTS
Difficultpoints
MakesurethestudentscanwriteaboutlearningEnglishbybrainstorming
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1
Warmingup
1.Introduction:
InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.
2.Role-play:
Getstudentstoworkinpairs.LetonestudentbeaChineseandtheotheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.
.
Step2Reading
1.Getthestudentsthinkingaboutthetopicofthetexttopredictwhatitsays.
2.Skimming
3.Scanning
1).DoyouknowwhatStandardEnglishisfromthetext?
2).Whatisadialect?
WhydoesAmericanEnglishhavesomanydialects?
Readquicklytofindthetopicsentenceforeachparagraph.
Workinpairs.Readthetexttolocateparticularinformation.
Step3Languagefocus
1.believeitornot:
2.thereisnosucha…as
3).standardEnglish
5).playapart/rolein
4).dialect
Step4
Homework
Thedesignofthewritingontheblackboard
Recordafter
teaching
Period4
TextListening&speaking
Importantpointsand
Difficultpoints
understandwordsusedinBritishandAmericanwhichhavethesamemeaningsandsomedialectaccent
Teachingprocedures
Activity
Objectives
(设计意图)
Interaction
time
Step1Listening
Tointroducethestudentstoadialectandaformofstandard“English”.
.
Step
(1)
Setthecontextforthestudentsbydescribingthesituation;
Step
(2)
Telltheclass:
youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:
pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheBBC.)
Step(3)
Playthetapeforthestudentstolisten.
Step(4)
Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.
Step(5)
Checktheanswers.(Variant:
youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)
Step2Speaking
1.MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses
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