高中英語必修一第二單元課件

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　　高中英語必修一第二單元課件：

　　Unit 2 English around the world教學設計

　　(1) 課題：English around the world

　　(2) 教材分析與學生分析： Warming Up部分簡要介紹了世界英語的分支以及英語語言在不同國家產生的差異，使學生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有個粗淺的了解；Pre-Reading部分的兩個問題引發學生對課文主題的思考，以便參加課堂活動； Reading部分The Road to Modern English 簡要說明了英語語言的起源、發展變化、形成原因，以及它的發展趨勢。Comprehending部分旨在檢查學生對課文基本內容的理解程度; Learning about Language 部分主要通過各種練習幫助學生重溫本單元前幾個部分的所學習的新單詞和短語，同時也通過新的例子展現了美國英語、英國英語的差異，并著重介紹了半單元的語法項目（祈使句及其間接引語）；Using Language 部分中的Reading and talking主要介紹了當今世界各國各地說英語都有自己的特色，即便是美國東西部、南北部說話均有所不同。

　　(3) 課時安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English

　　The third period: Reading (Language points)

　　The forth Period：Learning about Language

　　The fifth period: Using Language

　　The sixth period: Listening

　　(4)教學目標：

　�、� 知識與技能：了解英語在世界上的發展狀況，認識各種各樣帶有民族、地域特色的英語；對英國英語和美國英語的差異有所了解，尤其是一些常用詞匯，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本單元中出現的詞匯、短語的用法； 學會語言交際困難的表達法，如pardon, I beg your pardon?; 掌握祈使句及其間接引語的表達法。

　�、� 過程與方法：本單元通過對“世界英語”這一話題的探討，以加強學生對英語語言的'了解，對當代語言特別是英語的發展趨勢的了解。在教授本單元時必須強調美國英語、澳大利亞英語、印度英語、新加坡英語等都有各自的規律和和慣用法。要提防學生認為可以濫用英語詞匯，隨意違反英語語法規則或慣用法，不顧正常的發音、語調等。在學生用書中的聽力部分，原文真實的反映了滅國南部地區英語的方言和語音，旨在讓學生感受一下將英語作為母語的本國人說話的一個側面。要注意掌握尺度，讓學生感受一下、了解一下，點到為止，不提倡硬性模仿。

　　③ 情感態度與價值觀：了解英國英語和美國英語的區別，兩種英語不存在那種好與不好的問題�？梢越o學生布置以下任務：通過對話形式，將所學過的英美說法的不同之處，按實際生活和想象編一段對話。盡可能運用語言功能中表達語言困難的說法。

　　(5) 教學重點和難點：

　　詞匯： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block

　　短語： play a role (in) because of come up such as play a part (in)

　　重點語法項目：祈使句及其間接引語

　　難點：Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.

　　(6) 教學策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation

　　(7) 教學煤體設計： A projector and a tape recorder.

　　(8) 教學過程：詳見以下分課時教學設計。 

　　9) 課堂練習與課外作業設計： 穿插于分課時教學設計中

　　(10) 教學反思或值得改進的地方： 見每個課時最后部分。

　　Period 1: Speaking Warming Up and Pre-Reading

　　Aims

　　To talk about varieties of English

　　To discuss why do so many people speak English

　　Procedures

　　I. Warming up

　　1. Warming up by answering a questionnaire

　　1). Tell the students they are going to answer a questionnaire about why they are learning English.

　　2). 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). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.

　　7). When the task is finished, ask a couple of students to summarize their partners’ answers. (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 Questionnaire

　　Interviewer_______________

　　Interviewee_______________

　　Present use: situations and skills

　　Reading (faxes, letters & reports)

　　Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)

　　Writing (faxes, letters & reports)

　　Future use: expectations & ambitions

　　課后反思：本課能比較好地完成教學目標，訓練了學生說的能力，懂得如何表達自己的思想和意見。使學生了解了世界各地的英語是有所不同的，特別是了解英國英語和美國英語的區別。 同時使學生感受到學習英語的重要性。由于學生的口語水平有限，所以探討的時候不是很深入。

　　Period 2 Reading：The Road to modern English

　　Aims

　　To talk about English

　　To read about the history of English language

　　Step 1 Skimming

　　Read quickly to get the main idea of the text.

　　Let 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 world

　　Paragraph 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.

　　Step 2 Scanning

　　Read to locate particular information and complete the comprehending Exercise One.

　　Step 3 Comprehending

　　1. Check the answers to exercise 1 (page 10

　　2. Answer these questions (Page 11)

　　Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.

　　1). Do you think it matters what kind of English you learn? Why?

　　Possible answer:

　　I don’t 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.

　　課后反思：本課是閱讀課。英語閱讀教學是高中教學的重中之重。許多英語教師對閱讀訓練也給予了足夠的重視，但是在訓練方式上卻存在較多的問題。多數教師過分注重語法結構的分析和句子的機械翻譯而忽視技巧培養。只有在閱讀教學中教給學生一些學習策略，培養閱讀技巧，才能讓學生有可能通過課外自學來擴大知識的攝取量，從而彌補課堂英語閱讀教學的不足。由于時間倉促以及學生口語水平的局限，本課時在學生讓學生討論的環節上，氣氛不夠熱烈，討論時間不足，今后應盡量鼓勵學生多開口說英語，以彌補這方面的缺陷。

　　Period 3: Reading (Language points)

　　Aim

　　to master some words and phrases

　　1. include v.

　　a) contain

　　eg. The price includes both house and furniture.

　　b) embrace thing as part of whole eg. I include him among my friends. 2. present

　　a) adj: being at hand; being now出席的, 在場的;現在的, 當前的 該詞可做前置定語也可做后置定語，當它做前置定語其義為“現在的”， 做后置定語其義為“出席的”

　　eg. The present members 現在的成員 The members present 在場的成員 b) n: gift

　　eg. He often gave his neighbor's kids little presents. C)vt: to offer贈送,呈獻[(+to/with)]

　　eg. They presented him with a bunch of flowers.

　　3. culture

　　n: [C][U] understanding of literature, art, music, etc

　　eg. He has studied the cultures of many western countries.

　　4．identity n: who or what a person or thing is

　　eg. You should show your identity card before you enter it.

　　5．rule

　　a) n:custom or statement about what must not be done

　　eg. He’s made it a rule to rise early.

　　It’s against the rules of the school to smoke.

　　b) vt: to govern or control

　　c) eg. The queen ruled her country for 20 years.

　　6． Request

　　vt: to ask for

　　eg. They requested financial support.

　　注意：這個詞所接的賓語從句要用虛擬語氣

　　I requested that he (should) come an hour earlier.

　　B )n: asking or being asked

　　eg. Mr. Paine made a request that I should help him.

　　7.command

　　a) vt: give orders to

　　eg. I command you to start at once. 注意：這個詞所接的賓語從句要用虛擬語氣

　　I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8．Actually adv

　　eg. She looks young, but she's actually 50.

　　Did you actually see him break the window?

　　9．International adj: of relating to or involving two or more countries in the world 國際的

　　eg. They are dealing with the international affairs. Many African countries received international help. 10.modern adj: recent

　　eg. This is a book of modern history. There is a modern hospital. 11. vocabulary n: all the words of language

　　eg. Wide reading will increase your vocabulary.

　　My English vocabulary is limited. 12.rapidly adv: quickly

　　eg. Our country develops rapidly. The number of learning English is increasing rapidly. 13.retell v: tell something once more

　　eg. Can you retell the story in your own word? The teacher asked you to retell it. 14.recognize v: to identify from previous experience

　　eg. He looked at the envelope and recognized Jenny's handwriting immediately.

　　The policeman recognized her as a thief.

　　15. government n: group which govern a country or a certain area

　　eg. The government will decide the matter.

　　The government is discussing the problem.

　　Useful expressions

　　1.play a part/ role in: to act or to be involved in an activity

　　eg. He has played an important part in carrying out the whole plan.

　　English plays an important role in international communication.

　　2. because of：by reason of sb or sth

　　eg. Because of the storm he didn't go there.

　　because of 與because 的區別，前者后接名詞或代詞，后者接句子

　　eg. He didn’t go to school because he was ill. He didn’t go to school because of his illness. 3．come up

　　eg. She came up and said, "Glad to meet you."

　　The moon came up gradually.

　　I'll let him know if anything comes up.

　　4. such as: like; for example

　　eg. I like drinks such as tea and coffee.

　　such as 與for example 的區別，前者用來羅列事物或人后者用來舉例說明

　　eg. English is also spoken in many places, such as Africa and Asia.

　　For example, Tom has the same opinion.

　　課后反思：本節課是課文知識點的傳授。著重講解課文中重要單詞和短語的運用。不足之處，教學設計任務比較單一，練習不多。

　　Period 4 : Learning about Language

　　(Indirect Speech (II) requests & commands)

　　Aims

　　To discover useful words and expressions

　　To discover useful structures

　　Procedures

　　I. Direct and Indirect Speech

　　Direct Speech Indirect Speech

　　simple present

　　He said, “I go to school every day.” simple past

　　He said (that) he went to school every day.

　　simple past

　　He said, “I went to school every day.” past perfect

　　He said (that) he had gone to school every day.

　　present perfect

　　He said, “I have gone to school every day.” past perfect

　　He said (that) he had gone to school every day.

　　present progressive

　　He said, “I am going to school every day.” past progressive

　　He said (that) he was going to school every day.

　　past progressive

　　He said, “I was going to school every day.” perfect progressive

　　He said (that) he had been going to school every day,

　　future (will)

　　He said, “I will go to school every day.” would + verb name

　　He said (that) he would go to school every day.

　　future (going to)

　　He said, “I am going to school every day.” present progressive

　　He said (that) he is going to school every day.

　　past progressive

　　He said (that) he was going to school every day

　　Direct Speech Indirect Speech

　　auxiliary + verb name

　　He said, “Do you go to school every day?”

　　He said, “Where do you go to school?” simple past

　　He asked me if I went to school every day.*

　　He asked me where I went to school.

　　imperative

　　He said, “Go to school every day.” infinitive

　　He said to go to school every day.

　　Direct Speech Indirect Speech

　　simple present + simple present

　　He says, “I go to school every day.” simple present + simple present

　　He says (that) he goes to school every day.

　　present perfect + simple present

　　He has said, “I go to school every day.” present perfect + simple present

　　He has said (that) he goes to school every day.

　　past progressive + simple past

　　He was saying, “I went to school every day.” past progressive + simple past

　　He was saying (that) he went to school every day.

　　past progressive + past perfect

　　He was saying (that) he had gone to school every day.

　　Direct Speech Indirect Speech

　　can

　　He said, “I can go to school every day.” could

　　He said (that) he could go to school every day.

　　may

　　He said, “I may go to school every day.” might

　　He said (that) he might go to school every day.

　　might

　　He said, “I might go to school every day.”

　　must

　　He said, “I must go to school every day.” had to

　　He said (that) he had to go to school every day.

　　have to

　　He said, “I have to go to school every day.”

　　should

　　He said, “I should go to school every day.” should

　　He said (that) he should go to school every day.

　　ought to

　　He said, “I ought to go to school every day.” ought to

　　He said (that) he ought to go to school every day.

　　Discovering useful words and expressions

　　1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. 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 stress and intonation. Then practice reading in pairs.

　　(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)

　　III. Discovering useful structures

　　(Making commands and requests using indirect speech)

　　1. In groups of four, think of at least three commands your teachers and parents 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 indirect speech.

　　4) Change role so that each person gets the chance to give commands and turn them into indirect speech.

　　Example:

　　T: Please don’t 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. Get the students thinking about the difference between the request and command.

　　Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.

　　★ A: _______________________________________

　　B: I’ll go and collect some wood right now, master.

　　★ A: _______________________________________

　　B: Of course I’ll be happy to collect your shopping for you.

　　★ A:__________________________________________

　　B: Yes. I’ll shut the door at once, Mr. Zhang.

　　★ A:_________________________________________

　　B: No, I won’t get your coat if you talk to me like that.

　　★ A:_________________________________________

　　B: Sorry. I’ll get that book for you right now.

　　課后反思：本節為語法課，主要講述直接引語和間接引語的相互轉換。教學設計依據《新課程標準理念》設計各種任務，使學生在完成這些任務的過程中理解、體驗實際語言的運用，掌握好直接引語和間接引語的相互轉換。

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