高中英语Unit2《EnglishiaroundtheWorld》教案9新人教版必修1.pdf
《高中英语Unit2《EnglishiaroundtheWorld》教案9新人教版必修1.pdf》由会员分享,可在线阅读,更多相关《高中英语Unit2《EnglishiaroundtheWorld》教案9新人教版必修1.pdf(23页珍藏版)》请在三一文库上搜索。
1、用心爱心专心1 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 questionna
2、ire 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
3、 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.
4、 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 youd like them to make clear notes. It works better if the two partners swap tasks (questions and answers
5、) after each section 用心爱心专心2 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 s
6、tudents 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 no matter whether: He likes to help us even if he is very busy. 2)communicate with:
7、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: us
8、e sth. available 6)Only time will tell: to say that something can only be known in the future: 用心爱心专心5 Will Chinas national football team enter for the next finals of the Wo rld Cup? Only time will tell. Language Chunks from Unit 2 English around the world be different from, pay a role(part) in, bec
9、ause of, either ,or, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a, all over the wor
10、ld, at the top(bottom) of, pen friends, to this day, sum up, Pardon?, beg your pard on, go abroad, be used for, more of a , encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one,to another, do business, on the air, would like sb. to do, make notes
11、, fight against, keep,a secret, even though, save time(money), a form of, Period 2: A sample lesson plan for Learning about Language (Indirect Speech (II) requests 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. Remem
12、ber: pronunciation is determined by accent. On the other hand, Bufords 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 用心爱心专心11 words from Bufords story, u
13、sing the context. Dialectic words from Buford s story Standard English equivalents hey yall ain t yer ya pup swimmin jumpin feelin bout nough shoulda seen got outta hello everyone arent your you child swimming jumping feeling about enough should have seen got out of 6). Play the tape again and let t
14、he 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
15、 the speaker uses. Present the list to the students: Amy (American) Lady (British) subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side 用心爱心专心12 2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English
16、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. Sample version: S1: Excuse me, sir. But I cant find the drugstore? S2: Pardon? S1: I said I couldn
17、t find the chemists shop. S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead. S1: Thank you very much. S3: What did he say? S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will
18、 be ahead. Self-assessment criteria: Did you cooperate well with your partner(s) while practicing? Can you ask for directions and give directions clearly? Can you express your ideas fluently? If not, whats your main problem? Did you go naturally between American English and British English while tal
19、king to each other. 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 assessmen
20、t. A Sample poster CHINA S FUTURE LIES WITH LEARNING ENGLISH Reasons for learning English: 用心爱心专心13 World trade is done in English; International organization (such as the UN) use English; We need contact with the developed Western world to build our country; The developed world uses English in its
21、dealings. Why the Chinese language will not do? Very few people in the West speak Chinese; Chinese is a difficult language to learn; Most businessmen do not have time to learn new languages every time they enter a new international market. SO CHINA S FUTURE LIES WITH LEARNING ENGLISH 2.Writing Asses
22、sment 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 des
23、ign 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: S
24、tudents divided into groups of four share their own learning experiences and ideas about English learning. Step 2: Students make a list as follows: My problems Ideas for improvement Why I like English My future with English 用心爱心专心14 Step 3: Make notes about the paragraphs for the writing. Step 4: Th
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- EnglishiaroundtheWorld 高中英语 Unit2 教案 新人 必修
链接地址:https://www.31doc.com/p-5157825.html