人教版普通高中英语必修一Unit 2教案

教案新人教版必修1Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语include,playarole,becauseof,international,native,comeup,culture,actually,present,vocabulary,usage,identity,suchas,rapidlyb.重点句子WorldEnglishescomefromthosecountries...P9NativeEnglishspeakerscanunderstandeachother...P9ItbecamelesslikeGerman,andmorelikeFrench...P102.Abilitygoals能力目标：EnabletheSstodescribethehistoryofEnglishandknowofthedifferencesbetweenAmericanEnglishandBritainEnglish.3.Learningabilitygoals学能目标HelpthestudentslearnhowtoanalyzethewaytheauthordescribesthehistoryofEnglish.Teachingimportantpoints教学重点：RetellthehistoryofEnglishaccordingtothechart.Teachingdifficultpoint教学难点Worktogetherwithpartnersandexpressone’sopiniononwhichkindofEnglishoneshouldlearn.Teachingprocedures&ways教学过程与方式StepIWarmingup:ArousetheSs’interestsinreading.LetthestudentsknowofworldEnglish.StepIIPre-reading:ActivatetheSs’backgroundknowledgeofEnglish.StepIIIReading1.SkimmingReadquicklytogetthemainideaofthetext.Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.2.ScanningReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.3.FollowingupWorkingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.1).DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?Possibleanswer:Idon’tthinkso.Herearethereasons:8,★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.(Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.)1)WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.(Allpersuasivereasonscanbeaccepted.)4.Languagefocus:1)evenif=eventhough:inspiteofthefact;nomatterwhether:Helikestohelpusevenifheisverybusy.2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.4)bebasedon…:5)makeuseof:usesth.available6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.Homework:Retellthetextaccordingtothechart.;Finishexercises1,2,3(Usingwordsandexpressions)P49-50.Period3(IndirectSpeech(II)requests&commands)Aims:Todiscoverusefulwordsandexpressions;Todiscoverusefulstructures8,ProceduresI.DirectandIndirectSpeechDirectSpeechIndirectSpeechsimplepresentHesaid,“Igotoschooleveryday.”simplepastHesaid(that)hewenttoschooleveryday.simplepastHesaid,“Iwenttoschooleveryday.”pastperfectHesaid(that)hehadgonetoschooleveryday.presentperfect:Hesaid,“Ihavegonetoschooleveryday.”pastperfectHesaid(that)hehadgonetoschooleveryday.presentprogressive:Hesaid,“Iamgoingtoschooleveryday.”pastprogressiveHesaid(that)hewasgoingtoschooleveryday.pastprogressive:Hesaid,“Iwasgoingtoschooleveryday.”perfectprogressiveHesaid(that)hehadbeengoingtoschooleveryday,future(will)Hesaid,“Iwillgotoschooleveryday.”would+verbnameHesaid(that)hewouldgotoschooleveryday.future(goingto)Hesaid,“Iamgoingtoschooleveryday.”presentprogressiveHesaid(that)heisgoingtoschooleveryday.pastprogressiveHesaid(that)hewasgoingtoschooleverydayDirectSpeechIndirectSpeechauxiliary+verbnameHesaid,“Doyougotoschooleveryday?”Hesaid,“Wheredoyougotoschool?”simplepastHeaskedmeifIwenttoschooleveryday.*HeaskedmewhereIwenttoschool.ImperativeHesaid,“Gotoschooleveryday.”infinitiveHesaidtogotoschooleveryday.DirectSpeechIndirectSpeechsimplepresent+simplesimplepresent+simplepresent8,presentHesays,“Igotoschooleveryday.”Hesays(that)hegoestoschooleveryday.presentperfect+simplepresentHehassaid,“Igotoschooleveryday.”presentperfect+simplepresentHehassaid(that)hegoestoschooleveryday.pastprogressive+simplepastHewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepastHewassaying(that)hewenttoschooleveryday.pastprogressive+pastperfectHewassaying(that)hehadgonetoschooleveryday.DirectSpeechIndirectSpeechcanHesaid,“Icangotoschooleveryday.”couldHesaid(that)hecouldgotoschooleveryday.MayHesaid,“Imaygotoschooleveryday.”mightHesaid(that)hemightgotoschooleveryday.Might:Hesaid,“Imightgotoschooleveryday.”mustHesaid,“Imustgotoschooleveryday.”hadtoHesaid(that)hehadtogotoschooleveryday.haveto:Hesaid,“Ihavetogotoschooleveryday.”Should:Hesaid,“Ishouldgotoschooleveryday.”shouldHesaid(that)heshouldgotoschooleveryday.oughtto:Hesaid,“Ioughttogotoschooleveryday.”oughttoHesaid(that)heoughttogotoschooleveryday.II.Discoveringusefulwordsandexpressions1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)III.Discoveringusefulstructures8,(Makingcommandsandrequestsusingindirectspeech)1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.Youmayfollowthesesteps.1)Chooseonewhoistogivethefirstcommand.2)Askanotherpersoninyourgrouptotellsomebodywhatyousaid.3)Thethirdpersonwillchangetherequestorcommandfromdirectintoindirectspeech.4)Changerolesothateachpersongetsthechancetogivecommandsandturnthemintoindirectspeech.Example:T:Pleasedon’ttalkinclass.S1:Whatdidourteachertellus?/Whatdidourteachersay?S2:Hetold/askedusnottotalkinclass./Shesaidnottotalkinclass.2.Getthestudentsthinkingaboutthedifferencebetweentherequestandcommand.Thenreadtherepliesanddecidewhethertheyareinanswertoarequestoracommand.Writethesentencedown.★A:_______________________________________B:I’llgoandcollectsomewoodrightnow,master.★A:_______________________________________B:OfcourseI’llbehappytocollectyourshoppingforyou.★A:__________________________________________B:Yes.I’llshutthedooratonce,Mr.Zhang.★A:_________________________________________B:No,Iwon’tgetyourcoatifyoutalktomelikethat.★A:_________________________________________B:Sorry.I’llgetthatbookforyourightnow.Period4:AsamplelessonplanforUsingLanguage(STANDARDENGLISHANDDIALECTS)AimsToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTSTowriteaboutlearningEnglishbybrainstormingProceduresI.Warmingup1.Introduction:InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.2.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandthe8,otheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.II.Reading1.Getthestudentsthinkingaboutthetopicofthetexttopredictwhatitsays.2.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.3.Scanning:Workinpairs.Readthetexttolocateparticularinformation.1).DoyouknowwhatStandardEnglishisfromthetext?2).Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?4.Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruebutsurprising:Believeitornot,Johncheatedintheexam.2).thereisnosucha…as:usedtosaythataparticularpersonorthingdoesnotexist:Thesedaysthereisnosuchathingasajobforlife.3).standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople4).dialect:avarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage5).playapart/rolein:beoneofthecausesthatmakesomethinghappen:Besidesdieting,exercisingplaysanimportantpartinlosingweight.III.ListeningTointroducethestudentstoadialectandaformofstandard“English”.Youmayfollowthesesteps:1).Setthecontextforthestudentsbydescribingthesituation;2).Telltheclass:youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheBBC.)3).Playthetapeforthestudentstolisten.4).EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.DialecticwordsfromBuford’sstoryStandardEnglishequivalentsheyy’allain’tyeryapupswimmin’helloeveryonearen’tyouryouchildswimming8,jumpin’feelin’‘bout‘noughshouldaseengotouttajumpingfeelingaboutenoughshouldhaveseengotoutof6).Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.7).Checktheanswers.(Variant:youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)Writing1.MakingaposterFirstaskthestudentstomakeeducatedguessesabouthowEnglishcanhelpsomeaspectofChineselife,inparticularitseconomy.Then,inpairsstudentsworkontheirposter.Finally,askseveralpairstopresenttheirposterinclassforassessment.ASampleposterCHINA’SFUTURELIESWITHLEARNINGENGLISHReasonsforlearningEnglish:※WorldtradeisdoneinEnglish;※Internationalorganization(suchastheUN)useEnglish;※WeneedcontactwiththedevelopedWesternworldtobuildourcountry;※ThedevelopedworldusesEnglishinitsdealings.WhytheChineselanguagewillnotdo?※VeryfewpeopleintheWestspeakChinese;※Chineseisadifficultlanguagetolearn;※Mostbusinessmendonothavetimetolearnnewlanguageseverytimetheyenteranewinternationalmarket.SOCHINA’SFUTURELIESWITHLEARNINGENGLISH2.WritingAssessment1)Canyougivepersuasivereasonsforthetopiconyourposter?2)Canyouverbalizeyourideasfluently?3)CanyouputyourownEnglishlearningexperiencesintoabroaderperspective?4)Canyouorganizeyourideasinalogicalway?5)Haveyoumadeabrainstormingmapbeforeyousetouttodesignyourposter?Doyouthinkithelpsyourwriting?6)Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?FurtherApplyingTheteachermayalsoguidethestudentstodothewrithingtaskintheWorkbookon8,page53.Youmaytakethefollowingsteps:Step1:StudentsdividedintogroupsoffoursharetheirownlearningexperiencesandideasaboutEnglishlearning.Step2:Studentsmakealistasfollows:MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishStep3:Makenotesabouttheparagraphsforthewriting.Step4:Theteacherhelpsdevelopideasinapositiveandencouragingway.Step5:Studentswriteaboutthetopicafterclassashomework.8