推荐一堂高中英语语法复习课

English around the world

教材分析与教材重组

1. 教材分析

本单元以“世界英语”为中心话题，旨在通过本单元的学习让学生粗略了解世界英语的发展状况,认识各种各样具有民族,地域特色的英语

以及它们的出现原因和不同之处。同时让学生学会语言障碍的表达法，能够区分、转述命令或请求语气的祈使句，并让学生能用所学构思方法写一篇关于英语学习经验的作文。

1.1 Warming Up 介绍世界英语，要求学生区分英美语单词。此部分的目的是丰富学生有关世界英语的知识。激发学生对英语发展历史的兴趣。

1.2 Per-reading部分设置了两个与主题相关的问题。在激活学生已有

知识的同时引导学生为下一步阅读做好准备。

1.3 Reading是一篇介绍英语发展史的文章。文章首先以英语在分布范围上的扩展来陈述英语的发展。第二段提出英语已发展为多个分支，并举例说明。第三，四段以时间为顺序，描述英语在不同时期与不同文化的交融，说明世界英语的形成原因,并对中国英语提出设想。

1.4 Comprehending 设计了两个习题。第一部分以选择题的形式检测学生对课文的理解。第二部分设置了两个开放性思考问题。引导学生在掌握课文的基础上联系实际，对英语学习现状陈述自己的观点。培养学生的思辨能力。

1.5 Learning about Language分词汇和语法两个部分。词汇部分设置连线、填空等形式的习题，在运用让中学生巩固所学单词及词组，体会英美语言差异。第二部分讲解了本单元的语法项目（1）学会区分、感悟“命令”与“请求”的语言结构和语气；（2）学习转述他人的“请求”和“命令”的间接引语。同时给出直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。培养学生的转述能力。

1.6 Using Language包括四个部分。以语言实践为目的。

(1) Reading and talking 是一篇阅读材料介绍了英语方言。要求学生在阅读的基础上讨论中国的方言。贴近生活有利于调动学生的积极性并使学生感受不同文化，认识到不同化之间亦有相似之处。

(2) Listening and writing 是一位美国男孩所的讲述的故事及他的老师

对故事的转述。学生可通过听来体会南方方言与标准英语的不同。并强化学生通过听来获取有关说话人信息的能力。

(3) Speaking 以问路的一段对话将英美语差异与间接引语结合起来，要求学生运用所学知识编一段对话，将间接引语运用于实际生活。

(4) Writing 共有四部分。第一二部分示范主题作文写作步骤。三四部分设置任务，要求学生写一篇关于英语学习的文章。培养学生就所给话题进行构思的能力。

2. 教材重组

从教材内容与单元目标分析，本单元可分为六课时。

2.1 将Discovering useful words and expressions的1，2，3，4作为预习部分。为阅读作铺垫。可将Warming Up, Pre-reading，Reading, 与Comprehending四部分整合在一起上一节阅读课。

2.2 将Using language中的Reading and talking与Workbook中的READING TASK两篇阅读材料结合为一节泛读课。

2.3 Using language中的Listening and writing与Workbook中的LISTENING, LISTENING TASK部分可以放在一节课中处理。

2.4 Discovering useful structure与Using language中的speaking,

Workbook中的LISTING STRUCTURES整合为语法课。

2.5 Workbook中的TALKING涉及到本单元的两项内容，即语言交际困难的表达法和间接引语，可以和Speaking task整合在一起上一堂口语课。

2.6 Using language中的Writing与Workbook中的WRITING TASK和PROJECT组成一节写作课。

3. 课型设计与课时分配

1st period Reading

2nd period Extensive Reading

3rd period Listening

4th period Grammar

5th period Speaking

6th period Writing

The First Period Reading

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidly

b. 重点句子

World Englishes come from those countries... P9

Native English speakers can understand each other... P9

It became less like German, and more like French... P10

2. Ability goals能力目标

Enable the Ss to describe the history of English and know of the differences between American English and Britain English.

3. Learning ability goals学能目标

Help the students learn how to analyze the way the author describes the history of English.

Teaching important points 教学重点

Retell the history of English according to the chart.

Teaching difficult point 教学难点

Work together with partners and express one’s opinion on which ki nd of

English one should learn.

Teaching methods 教学方法

Discussion.

Reading.

Listening.

Cooperative learning.

Teaching aids 教具准备

A recorder, a projector and some slides.

Teaching procedures & ways 教学过程与方式

Step I Greeting and revision

T: Good morning / afternoon, boys and girls!First I will check the words and expressions you have previewed. (P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)

Teacher shows answers on the screen.

T: Please look at the screen and check your answer. Do you have any question?

S：Are “such as”and “for example”the same?

T: OK, I’ll give you two examples:

1. He knows five languages, such as Russian, French and Spanish.

2. The differences in the spoken language are greater.

S: Oh, I see. “Such as” is used to list similar things, while “for example” is used to prove the speakers words.

Ss ask any questions and Teacher explains to them in class.

Step II Warming up

Arouse the Ss’ interests in reading. Let the students know of world English.

T: So much for the words. Can you name some countries in which English is spoken?

Ss: Of course. America, Britain, Canada, Australia...

Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.

T: Are these Englishes the same?

S: I think they are the same. They are all called English.

S: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.

T: Well, turn to page 9. Read the warming up. Please answer the questions below.

Ss: (scanning) There is more than one kind of English.

T: Please go on reading and try to tell AE words from BE words below. After reading the students give their answers.

T: Who will show your answer?

S: I think “mum, in a team, rubber, petrol” are BE words. And “mom, on a team, erase r, gas” are AE words.

T: Can you give them a name?

Ss: World English.

T: Very good.

Step III Pre-reading

Activate the Ss’ background knowledge of English.

T: From Warming up we know many people speak English in the world. How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions.

A few minutes later.

S: Maybe 1000 million people speak English today. Because many countries were colonies of England so English is spoken as a first or second language in many countries.

S: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English.

T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English.

Step IV Reading

Get the students to know the history of English and help the Ss to form a

good habit of reading.

Point to the Bb.

T: How did different kinds of English come about? Please read the text “The Road to Modern English” quickly and pick out the answer.

Ss read quickly to find the answer.

T: Any volunteer to answer the question?

S: I will. English has changed over time. All languages change when cultures communicated with one another.

T: Any different ideas? Well, you all have the same answer.

Task1 Reading and choose correct answers.

T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.

T: Now who would like to tell us your answer? Any volunteer? The first one?

S: I will. English has the most speakers now.

T: Good. What’s the answer to the second?

S: Languages change when cultures change.

T: Right. How do you know？

S: I judge it, according to the second sentence in the third paragraph. T: Good. Can you choose the right answer to question 3？

S: Yes. From AD 450 to1150 English sounds more like German.

T: Excellent. What about question 4?

S: Around 1600’s.

T: Very good. The last one ? Let’s answer it together.

Ss: China.

T: You are quite right.

Task2 Read and summarize the main idea of each paragraph. Work in groups of four.

T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four.

After a few minutes.

T: What’s the main idea of the first paragraph?

S1: The first paragraph tells us that more and more people speak English. S2: I don’t think so. It describes the extension of English in the world. T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2？

S: It tells us native speakers can understand each other but not everything.

Let the Ss give an example to prove this point.

T: Can you tell me what the third paragraph is about?

S: All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells t he development of English as native language.

T: Quite right. What about the last paragraph?

S: English is spoken as a foreign or second language in many countries. T: How many parts can we divide the text into？

S: Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.

Task3 Analyze the text.

T: Please read the text again to tell the main idea of each part and the function of each paragraph. After reading please fill in the chart below. Discussion

S1: The first part describes the history of English in chronological order: 16th century-the next century —today.

S2: It describes the development of English from the angle of its extension in region. Look, England — many other countries — more people than before (China).

S3: I agree with S2.

S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English has changed into world English.

T: Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers.

Sample chart (slide)

Part Paragraph Function

Part1: 1

Part2: 3

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