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Module 1 Unit 2 English around the world ●單元規(guī)劃 本單元主要圍繞English around the world這一主題介紹了英語的使用情況、發(fā)展情況及各地不同的方言。 第二單元English around the world的設(shè)計可分為五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●課時安排 本單元教學可分為6個課時。第一課時vocabulary;第二課時為reading；第三課時為language points；第四課時為grammar；第五課時為using language；第六課時為writing and speaking；第七課時為revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)…… Teaching methods: Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 學習方法指導：第一步：寫出所給單詞的音標； 第二步：大聲朗讀三遍，注意畫線字母的發(fā)音； 第三步：依次寫出畫線字母的音標。 從單詞表找出下列詞匯的音標，并熟讀。注意畫線字母的發(fā)音。 elevator ［ ］ African［ ］frequently［ ］ official［ ］ base［ ］ straight［ ］block ［ ］command［ ］ vocabulary［ ］latter［ ］southeastern［ ］usage［ ］ 依次寫出上面單詞畫線字母的音標： ［ ］［ ］［ ］［ ］［ ］［ ］［ ］［ ］［ ］［ ］［ ］［ ］ Step 2、Present briefly Learning method：第一步：從課本第9頁到第15頁找出下列字詞的意義； 第二步：再找出你所不會的字詞或短語； 第三步：小組討論完成或向老師求助。 Warming up 1.elevator______________ 2.petrol______________ 3.official______________ 4.不止一種____________5.不同于_____________ 你的生詞： _________________ __________________ ________________ Reading 1.voyage ___________ 2.native_________ 3.apartment________ 4.actually_________ 5.base___________ 6.gradually__________ 7. Danish___________ 8.vocabulary_________ 9.spelling__________ 10.latter___________ 11.identity_________ 12.fluent____________ 13.Singapore________ 14.Malaysia_________ 15.frequently_________ 16.usage__________ 17.command_________ 18.request__________ 1.因為_____________ 2.走上前___________ 3.目前_________________ 4.利用________________ 5.例如_________________ 你的生詞： _______________ __________________ _________________ Using language 1.expression________ 2.African____________ 3.Spanish___________ 4.eastern___________ 5.southeastern__________ 6.northwestern_________ 7.recognize__________ 8.reward____________ 9.lorry____________ 10.lightning 11. straight_________ 12.block___________ 13.cab____________ 1.扮演角色_____________ 你的生詞： _____________ _______________ ______________ 根據(jù)要求，寫出下列單詞相應(yīng)的形式。（3分鐘） 1) official(adj.) → （n.）辦公室 → （n.）政府官員 2) gradual(adj.) → （adv.）逐漸地 3) latter(adj.) → （adj.）前者、以前的 4) fluent(adj.) → （adv.）流利地、流暢地 5) frequent(adj.) → （adv.）常常、頻繁地 6) spelling(adj.) → （v.）拼寫 7） African(adj.) → （n.）非洲 Step 3、Practice 1) Wide reading will increase your (詞匯量) 2) The composition is not well written, and moreover, there are many s mistakes in it. 3) I’ve known Betty for years ,since we were babies, (實際上) 4) F ，she would find herself looking out of the window, lost in thought. 5) People use an e to go up and down stairs. 6) He speaks English f . 7) He walked along in the shadows, hoping no one would r him. 8）I knew from his (口音) that he was from the south. Step 4 Summary and homework 1、 Write the words and expressions you have learnt during this class. 2、Preview warming up and reading part. The Second Period The Road to Modern English Teaching aims : 1. Warming-up: Enable students to know the differences between British English and American English. 2. Reading: (1)Develop students’ reading abilities and get them to know the development of English language. (2)Talk about difficulties in language communication. Teaching important points : 1. To carry out the four reading tasks and get most students understand the passage. 2. To give a summary of whole passage. 3. To be able to use the different learning strategies for different reading purposes. Teaching methods: Brainstorming, cooperative-learning Teaching procedures : Step 1、Self-directed learning Task： (1) Get the students to discuss in groups about the differences between British English and American English, and give some examples. Method: 小組競賽，寫的最快最多的小組獲勝。 （2）Ask students to read passage in warming up and then write the following words 詞匯 美式 英式 電梯 秋天 比賽 電影 糖果 Step 2、精講互動 Task 1: Fast reading. Let the students read the text as quickly as they can, then decide whether the statements are true or false: （1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries do have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain. Task 2 : Careful reading. 1. Let the students read the passage carefully and then make a time line of the development of English. 2. Let the students read the passage again and fill in the blanks with the words from the text. It is not easy for a Chinese person to speak English as ___ as a ___ English speaker. One reason is that English has a large ___. It also has different usage in different English speaking countries. If you use “flat” instead of “___”, people in America will know you have learned British English. If you use the word “___”instead of “l(fā)ift” in Britain, people will know you have studied American English. 3. Let the students listen to the text carefully and repeat the sentences. Step 3、Practice Learning methods: 第一步：個人獨立完成。 第二步：小組合作核對答案并討論。 第三步：老師重點講解。 ________All languages change when cultures communicate with one another. The English spoken between AD and 1150 was quite from the English spoken today .It’s based more on than the English we speak at present. Later, it became less like German. One big change in English happened when the American Dictionary of the English Language, which gave American English a separate , came . Now India has a large number of English speakers. This is because English became the language for and education during 1765 to 1947 , when Britain ruled India . English is also spoken in many other countries in Africa and Asia, such South Africa, Singapore and Malaysia. The number of people learning English in China is also increasing Step 4 Group work Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 5 Summary and homework Today we’ve learned an article on “the road to modern English”. After class，you should read it again and again to get the idea of the text further. That’s all for today. Class is over. The Third Period Language points Teaching aims : 1.Get students to learn useful words and expressions in this part: actually, base, latter, native, because of, come up, at present, make use of, such as, more…than,… 2. Enable students to use useful words and expressions correctly. Teaching important points : To master the useful words and expressions; To do exercises with useful words and expressions correctly. Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures : Step 1、Self-directed learning To find the following sentences in the text. (3 minutes to finish) 1. 以英語作為母語的人，即使他們所講的語言不盡相同，也可以互相理解。 _____________________________________________________________________ 2. 當時的英語更多的是以德語為基礎(chǔ)，而我們今天所說的英語不是。 _____________________________________________________________________ 3. 所以到17世紀，莎士比亞所用的詞匯量比以前任何時期都大。 ______________________________________________________________________________ 4. 印度講流利英語的人數(shù)很多。 _____________________________________________________________________ Step 2、精講互動 Learning methods: Step1 ：Do teamwork to finish all language points in your group. Step2 ：Check your answers in your group. Step3 ：To show answers in the whole class by turns. 1. actually (adv.) 【用法】He says it’s a good film ,though she hasn’t actually seen it . 【仿句】他看起來很鎮(zhèn)靜，但實際上很緊張 【拓展】事實上、實際上：actually=_____________ ；_____________ 2. base 【用法】①What are you basing this theory on? ②The film a novel by Lewis. 【歸納】base 詞性 詞義 把…建立在…基礎(chǔ)上 以…為基礎(chǔ)/依據(jù) 【用法】This provides a good base for the development of technique? 【歸納】base 詞性 詞義 【翻譯】 【仿句】看到任何情況立即向基地/總部報告。 3. latter (adj.) 【用法】① He came up with two ways, The latter seems such better. ② Jane and Mary are good friends; the former is a teacher , and the latter is a nurse. 【搭配】前者…后者… 【仿句】Of the two , is better than .(兩者之中，后者比前者更佳) 【拓展】late (adj/adv.) later(adj.) (adv.) latest(adj.) lately (adv.) 4. native 【用法】 After a long stay in England he’s back to his native land。 【歸納】native 詞性 詞義 【仿句】 他已經(jīng)離開故土中國三年了。 【用法】Are you a native of this country or just a visitor? 【歸納】native 詞性 詞義 【翻譯】 5. because of 【用法】We have made such great progress because of your help。 【仿句】因為下雨，我衣服都濕了 【比較】because of/because. 【用法】She was late because of the heavy traffic. He came to school late because his bike broke down yesterday. 【歸納】because of 后面常跟 because 后面常跟 【翻譯】① He is absent today ____________his illness. (他今天缺席，因為他病了。) ②.We were late _________ it rained. (因為下雨，我遲到了。) 6. come up (寫出每句話黑體部分的意思) 【用法】①He came up to me and said hello to me.____________ 【仿句】他走向前去摘那朵美麗的花. ② Your question came up at the meeting. 詞義 ③ I will let you known if anything comes up 詞義 ④ He has come up with a good way to solve the problem. 詞義 【翻譯】 7. at present 【用法】At present, he is a holiday. 【仿句】He is free ___________ ,and you can go to him for advice. 【拓展】present (adj.)_____________present (n.)_____________ 8.make use of 【用法】You should make use of this chance.【翻譯】 【仿句】We must every minute to study. 【拓展】好好/充分利用 9.such as 【用法】① He has been to many countries, such as Canada great Britain and Japan. 【比較】such as/for example/that is ② Many countries , for example, Mexico and Japan ,have a lot of earthquakes. ③ My daughter studies four subjects in school ,that is ,China, maths, English and PE. 【歸納】such as for example that is 10.more…than 【用法】He is more lucky than clever.【翻譯】 【仿句】與其說他是位教師，不如說他是位作家。 【用法】By then she was more than sixty years old.【翻譯】 【用法】He is more than our teacher ,he is also our best friend. 【翻譯】 Step 3、Homework Ⅰ）.單詞拼寫(每題1分，共6分) ① Many languages have Latin as their (基礎(chǔ)) ② This person seems to be far away ,but is (實際上) right before your eyes. ③ The (后半的) half of that year saw a great change of his life. ④ The government of the island treated the (本地人) well. ⑤ We should finish our own task (目前). ⑥ He (提出) a good idea. Ⅱ）. 根據(jù)提示翻譯句子（每句2分，共10分） ① 由于有霧，我們很難看清道路。（because of） ② 學生應(yīng)當充分利用課堂上的時間。（make use of） ③ 對我來說，它不僅僅是一個禮物。（more than） ④ 我認識他們當中很多的人，例如約翰、彼得和湯姆。（such as） ⑤ 那部電視劇是根據(jù)現(xiàn)實生活編成的。（base） The Forth Period Grammar Teaching aims : ● Enable students to learn about the Indirect Speech( requests & commands) ● Summarize the rules of Direct Speech and Indirect Speech. ( requests & commands) ● Encourage Ss to be active in the activities and make Ss to be confident; Teaching important points : ● Students learn about the differences between a request and a command. ● Enable students to use the Indirect Speech (requests & commands) Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures : Step1. Revise the grammar of unit 1 Please change the direct speech into indirect speech 1. He said, “I’m going to Beijing tomorrow. __________________________________________________________ 2. “What a lovely girl!” they said. __________________________________________________________ 3. He asked, “Are you a teacher?” __________________________________________________________ 4. “This is the craziest thing I have heard of so far,” she thought. __________________________________________________________ 5. Mr Wang said, “I was born in China in September, 1972.” __________________________________________________________ 6. She said, “They had left when I arrived there.” __________________________________________________________ 7. She says, “Liu Fang is good at English.” __________________________________________________________ 8. He said, “The plane takes off at 6:30 am.” __________________________________________________________ 9. He said, “Where there is a will, the is a way.” __________________________________________________________ 10. “ How much do you think it will cost?” he said. __________________________________________________________ Step 2 Discovering useful structures Ⅰ.Request and command Open your books-------------command Please open your books.------ request (polite) Can you open your books please? --------request (polite) Could / would you please open you books? --------request (polite) 1. Make clear the difference between commands and requests and finish the following exercises: Go and collect the wood right now. Could you go and get the shopping bags, please? Shut the door at once. Go and get my coat. Would you please get that book for me? 2. Summary commands requests Close the door! Please ……….. Get me something to eat! Would you please……. Speak louder………. Could you please…… 3. Change the commands into requests. Close the door! _________________________________________ Speak louder! ________________________________________ Keep silent! ____________________________________________ Get me something to drink __________________________________________ Ⅱ.Change a command into an Indirect Speech. told sb (not) to do sth “Open the window,”the teacher said to the students . ---------The teacher told the students to open the window. “Don’t open the window,” the teacher said to the students. ----------The teacher told the students not to open the window. Ⅲ.Change a request into an Indirect Speech ask(ed) sb (not) to do sth “Open the window, please,” the teacher said to the students. --------The teacher asked the students to open the window. “Don’t open the window ,please,” the teacher said to the students --------The teacher asked the students not to open the window. 特別提醒: 1.祈使句變?yōu)殚g接引語，主要使用動詞不定式。 2.謂語動詞要做一定變化，表示命令，用tell，order，command等。表示請求，用ask，beg，request等。表示忠告，用 advise。 Step 3 Practice 1.“Shut up,”she said to him. __________________________________________________________ 2.“Speak louder, please,” he said to her. __________________________________________________________ “Can you speak louder?” he asked her __________________________________________________________ 3.“Try the lift,” she said to her. __________________________________________________________ 4.“Don’t wait for me,” he said to them. __________________________________________________________ 5.“Stop wasting the time,” she said to him. __________________________________________________________ Step 4 Homework Finish the following exercises after class: 1.“Can you tell me a story?” the girl asked her father. __________________________________________________________ 2.“Follow his instructions,’ she said to me. __________________________________________________________ 3.“Please could you come to the reception desk?” she asked him. __________________________________________________________ 4.“Change your dirty uniform!” he said to the clerk. __________________________________________________________ 5..“Can you lend me five yuan?” he asked me. __________________________________________________________ 6..The English teacher said to us, “Don’t speak Chinese, speak English.” __________________________________________________________ 7..She said to him, “ Don’t play a trick on me again.” __________________________________________________________ The Fifth Period Using language Teaching aims : 1、Enable the students to get the words andphrases about Standard English through reading. 2、Develop the students’ reading ability by putting the paragraphs in order. 3、Get the students to think about the possibility of the global communications Teaching important points : How to find topic sentences and get the correct theme of the mixed paragraphs Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures : Step 1. Self-directed learning 在課本第13頁Reading 部分找出下列詞語的翻譯 詞語；表示；表達 中西部的 非洲的 西班牙的 扮演；一個角色；參與 東方的；東部的 東南方的 西北方的 辨認出；承認 信不信由你 全世界 與…一樣 Step 2、Warming up Do you speak the same dialects even in the same place? Show the learning goals of this period to the students: (1) Some important words and phrases: standard English；.dialect； expression；；play a part (in)； recognize ； accent；lightning；straight；block ； believe it or not … (2)To understand the texts as a whole by putting the paragraphs back. (3)To recognize topic sentences. (4)To know how to identify the diversity of dialects Step 3 Vocabulary 1.ask a student to speak his own special dialect and let others guess its meaning . and ask them read vocabulary :s