高一必修一Unit 2 English Around the World教案
Unit 2 English Around the World
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
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.
2. Further applying
To get 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 haven?t 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.
II. Reading
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.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
3. Following up
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?
1)Why do you think people all over the world want to learn English?
4. Language focus:
1)even if=even though: in spite of the fact; no matter whether: He likes to help
us even if he is very busy.
2)communicate with: exchange information or conversation with other people:
He learnt to use body language to communicate with deaf customers.
3)actually=in fact: used when you are adding new information to what you have
just said: We?ve known for years. Actually, since we were babies.
4)be based on…:
5)make use of: use sth. available
6)Only time will tell: to say that something can only be known in the future:
Will China?s national football team enter for the next finals of the World Cup?
Only time will tell.
Period 2: A sample lesson plan for 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
II. 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 Briti sh 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.
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: O f 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.
Period 3: A sample lesson plan for Using Language (STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction:In China there?re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
2. Role-play:Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text?
2). What is a dialect? Why does American English have so many dialects?
4. 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). the re 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 people
4). 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 language
5). play a part/role in: be one of the causes that make something happen: Besides
dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a
Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford?s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words
from Buford?s story, using the context.
6). Play the tape again and let the students answer the questions in pairs after
listening.
7). Check the answers. (Variant: you may also ask the students to retell Buford?s
story in Standard English in pairs.)
IV. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
3.Performance: Ask two pairs to perform their dialogue in class.
V. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
2.Writing Assessment
1)Can you give persuasive reasons for the topic on your poster?
2)Can you verbalize your ideas fluently?
3)Can you put your own English learning experiences into a broader perspective?
4)Can you organize your ideas in a logical way?
5)Have you made a brainstorming map before you set out to design your poster? Do
you think it helps your writing?
6)What kind of mistakes have you made in your writing? What can you do to avoid
such mistakes?
Further Applying
The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.
Step 2: Students make a list as follows:
Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way.
Step 5: Students write about the topic after class as homework.
Part Two: Teaching resources（第二部分：教学资源）
Section 1: Approaches to process writing 程序写作教学法
I. Pre-writing
1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.
2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.
3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)
4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.
5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.
2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).
3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.
4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing
1.Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.
2. Self-editing
A good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.
4. The importance of feedback
It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.
5. Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.
6. Potential problems
Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students
will start to recognise the value of a process writing approach as their written work improves.
Section 2: Background information on English Around the World
I. British English, American English and Chinese