人教版英语必修一unit2 单元教学总设计.doc

Unit2 English Around the World课题: English Around the World(1) 指导思想与理论依据：本单元的中心话题是“世界英语（English around the world）”，主要介绍了英语及其在世界上的发展状况（English language and its development）和各种各样带有民族，地域特色的英语（different kinds of English）等具体内容。语言知识和语言技能等都是围绕“世界英语（English around the world）”这一中心话题展开的。通过对这一话题的探讨，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。(2) 教材分析：Pre-reading部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这是可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。Reading部分提供了一篇文章，标题是The Road to Modern English,简要地说明了英语语言的起源，发展变化，形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语，还会有印度英语，加拿大英语等。以后可能还会有中国英语。(3) 学情分析：学生对于外国文化理解的局限性，对于英语的种类与发展趋势的掌握不是很好，对英语这种语言的起源，发展，以及未来的发展趋势理解不是很透彻。大多数学生都是从乡镇上来的，应与学习的管道不是很多，和外界接触的少。导致了县城乃至乡镇的学生对于英语的学习不是很到位。(4) 课时安排：The first period: (speaking) Lead in and new words. The second period: Warming up and Pre-Reading. The third period: Reading and Difficult Points. The forth period: Grammar. The fifth period: Grammar and Practice. The sixth period: Writing.(5) 教学安排： Knowledge aims:1.Get the students to learn the following useful new words and expressions in this passage: include, role, international, native, elevator, flat, apartment, rubber, petrol, gas, modern, culture, AD, actually, present(adj.), rule(v.), vocabulary, usage, identity, government, Singapore, Malaysia, rapidly, play a role in, because of, come up, such as. 2. Get the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. Ability aims: Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. Emotional aims: Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.(6) 教学重点和难点：本单元需要学习的重点单词为：include, role, international, native, elevator, flat, apartment, rubber, petrol, gas, modern, culture, AD, actually, present(adj.), rule(v.), vocabulary, usage, identity, government, Singapore, Malaysia, rapidly, phrase, candy, lorry, command, request, retell, polite, boss, standard, Midwestern, southern, eastern, recognize, accent, lightning, direction, subway, block.本单元需要重点学习的重点词组为：play a role in, because of, come up, such as, play a part(in).本单元需要学习的重点句型为：1.WorldEnglishcomefromthosecountries,whereEnglishplaysanimportantroleasafirstorsecondlanguage,eitherbecauseofforeignruleorbecauseofitsspecialroleasaninternationallanguage.(theAttributiveClause;either.or.)2.NativeEnglishspeakerscanunderstandeachothereveniftheydontspeakthesamekindofEn-glish.(evenif.) 3.ItbecamelesslikeGerman,andmorelikeFrenchbecausethosewhoruledEnglandatthattimespokeFrench.(thosewho.)4.TodaythenumberofpeoplelearningEnglishinChinaisincreasingrapidly.(thenumberof+n.作主语时，谓语动词用单数形式)5.Believeitornot,thereisnosuchathingasstandardEnglish.(Believeitornot,.)6.TheUSisalargecountryinwhichmanydifferentdialectsarespoken.(theAttributiveClause)7.Infact,anEnglishdictionarylikethekindyouusetodaywasntmadeuntilthetimeoftheQingDynasty.(theAttributiveClause;not.until.)8.Thesemenspentnearlyalloftheirlivestryingtocollectwordsfortheirdictionaries.(spend.indoingsth.)9.Attheageoffourteen,helefthisvillageschoolinScotlandandtaughthimselfwhileworkinginabank.(whiledoing.)10.Weknowthatlanguagesdevelopandchangeovertimeandthatiswhywehavenewdictionariesfromtimetotime.(thatiswhy.) (8)教学策略: Discussion, student-centered vocabulary, learning, pair work, teach grammar in real situation.(9)教学过程:The first period: (speaking) Lead in and new words.Step1 RevisionAsk some of the students to read his/her answer to class, about how to solve their problems.T: Now, lets check up your homework foe last class. Id kike some of you to read your ideas for the class. (Then give some comments.)Step2 Lead-inToarousethestudentsinterestandleadinthetopic,Present a funny story to students, give a brief introduction about this unit. Step3 New words learningAnd help students to learn new words, tell them the meaning about these new words and how to use, then ask them read after teacher.Step4 HomeworkAsk students try to read new words fluently after class. Students should read the warming up firstly, and encourage students try to find the answer. The second period: Warming up and Pre-Reading.Step1 ReviewAsk all the class read the new words by themselves, and point out their problem, help them to change the wrong pronunciation. Then let students read after teacher.Step2Warming-upTheteachercanorganizesomeactivitiesorasksomequestions,suchas“HowmanycountriesuseEnglishastheirnativelanguage?”,“ArethereanydifferencesbetweenBritishEnglishandAmericanEnglish?”.1). Introduction: In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. Tell the students they are going to answer a question about why they are learning English.2). To ask students 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). The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the question at the end, and that youd like them to make clear notes. . If they wait till the end to swap, one student may use up all the time available.7). The students write five sentences on their feeling about learning English.8). Collect the questionnaires.Step3 Pre-readingGet 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 world that they can think of.2). Give the students hints about the places they havent mentioned.3). Provide the students with an opportunity to think about the reasons for the spread of English around the world. English is one of the official languages of the Olympic Games and the United Nations. English dominates international websites and provides nearly all of the new computer terminology. Tourism and trade from Western Europe and North America has contributed to the spread of English. Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.Step4 HomeworkStudents will write a short passage by using 5 sentences, to explain why we must learn English.The third period: Reading and Difficult Points.In this part, students should understand the main idea about this paper, and teacher will also explain the difficult points to students, help students think deeper.Step1. SkimmingRead quickly to get the main idea of the text.Help 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 worldParagraph 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.Step2. ScanningRead to locate particular information and complete the comprehending Exercise One.Step3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class. (如果学生有困难，可以用中文回答，注意引导)1). Do you think it matters what kind of English you learn? Why? Possible answer:I dont 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.(All persuasive reasons can be accepted.)Step4. Language focus:1)believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.2). there is no such a as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.6)even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.7)communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.8)actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.9)be based on:10)make use of: use sth. available11)Only time will 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 will tell.（有可能一个课时说不完，如果说不完的，下一个课时继续讲解）Step 5 Homework Students will have a brief idea about this passage, teacher can ask them try to read the passage by themselves and find out the difficult point and line out the sentences which they can no understand.The forth period: Grammar. This lesson is the most difficult and important part in this unit. Students may feel boring or have no reaction. The teacher should give a simple and interesting example to make students feel relax.Step1 review Teacher will read the passage at the beginning of the class. Students can try to follow the teacher. Step2 Important sentences1.WorldEnglishcomefromthosecountries,whereEnglishplaysanimportantroleasafirstorsecondlanguage,eitherbecauseofforeignruleorbecauseofitsspecialroleasaninternationallanguage.(theAttributiveClause;either.or.)2.NativeEnglishspeakerscanunderstandeachothereveniftheydontspeakthesamekindofEn-glish.(evenif.) 3.ItbecamelesslikeGerman,andmorelikeFrenchbecausethosewhoruledEnglandatthattimespokeFrench.(thosewho.)4.TodaythenumberofpeoplelearningEnglishinChinaisincreasingrapidly.(thenumberof+n.作主语时，谓语动词用单数形式)5.Believeitornot,thereisnosuchathingasstandardEnglish.(Believeitornot,.)6.TheUSisalargecountryinwhichmanydifferentdialectsarespoken.(theAttributiveClause)7.Infact,anEnglishdictionarylikethekindyouusetodaywasntmadeuntilthetimeoftheQingDynasty.(theAttributiveClause;not.until.)8.Thesemenspentnearlyalloftheirlivestryingtocollectwordsfortheirdictionaries.(spend.indoingsth.)9.Attheageoffourteen,helefthisvillageschoolinScotlandandtaughthimselfwhileworkinginabank.(whiledoing.)10.Weknowthatlanguagesdevelopandchangeovertimeandthatiswhywehavenewdictionariesfromtimetotime.(thatiswhy.) The fifth period:Grammar and Practice.Step1ReviewReviewing last classs grammar and giving new grammar to students. After teacher teach the difficult points and sentences, teacher should discover useful structures to students. Direct and Indirect SpeechDirect SpeechIndirect Speechsimple presentHe said, “I go to school every day.”simple pastHe said (that) he went to school every day.simple pastHe said, “I went to school every day.”past perfectHe said (that) he had gone to school every day.present perfectHe said, “I have gone to school every day.”past perfectHe said (that) he had gone to school every day.present progressiveHe said, “I am going to school every day.”past progressiveHe said (that) he was going to school every day.past progressiveHe said, “I was going to school every day.”perfect progressiveHe said (that) he had been going to school every day,future (will)He said, “I will go to school every day.”would + verb nameHe said (that) he would go to school every day.future (going to)He said, “I am going to school every day.”present progressiveHe said (that) he is going to school every day.past progressiveHe said (that) he was going to school every dayDirect SpeechIndirect Speechauxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?”simple pastHe asked me if I went to school every day.*He asked me where I went to school.imperativeHe said, “Go to school every day.”infinitiveHe said to go to school every day.Direct SpeechIndirect Speechsimple present + simple presentHe says, “I go to school every day.”simple present + simple presentHe says (that) he goes to school every day.present perfect + simple presentHe has said, “I go to school every day.”present perfect + simple presentHe has said (that) he goes to school every day.past progressive + simple pastHe was saying, “I went to school every day.”past progressive + simple pastHe was saying (that) he went to school every day.past progressive + past perfectHe was saying (that) he had gone to school