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Module 1 Unit 2 English around the world单元规划本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。第二单元English around the world的设计可分为五部分。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;课时安排本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revisionThe First Period Words and expressionsTeaching 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 discussionTeaching procedures :Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标；第二步：大声朗读三遍，注意画线字母的发音；第三步：依次写出画线字母的音标。从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。elevator African frequently official base straight block command vocabulary latter southeastern usage 依次写出上面单词画线字母的音标： Step 2、Present brieflyLearning method：第一步：从课本第9页到第15页找出下列字词的意义；第二步：再找出你所不会的字词或短语；第三步：小组讨论完成或向老师求助。Warming up1.elevator_ 2.petrol_ 3.official_ 4.不止一种_5.不同于_你的生词：_ _ _Reading1.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.因为_ 2.走上前_ 3.目前_4.利用_ 5.例如_你的生词：_ _ _Using language1.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_你的生词：_ _ _根据要求，写出下列单词相应的形式。（3分钟）1) official(adj.) （n.）办公室 （n.）政府官员2) gradual(adj.) （adv.）逐渐地3) latter(adj.) （adj.）前者、以前的4) fluent(adj.) （adv.）流利地、流畅地5) frequent(adj.) （adv.）常常、频繁地6) spelling(adj.) （v.）拼写7） African(adj.) （n.）非洲Step 3、Practice 1) Wide reading will increase your (词汇量)2) The composition is not well written, and moreover, there are many s mistakes in it.3) Ive known Betty for years ,since we were babies, (实际上)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 homework1、 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 EnglishTeaching 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-learningTeaching procedures :Step 1、Self-directed learningTask： (1) Get the students to discuss in groups about the differences between British English and American English, and give some examples.Method: 小组竞赛，写的最快最多的小组获胜。（2）Ask students to read passage in warming up and then write the following words 词汇美式英式电梯秋天比赛电影糖果Step 2、精讲互动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 “lift” 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：个人独立完成。 第二步：小组合作核对答案并讨论。第三步：老师重点讲解。_All languages change when cultures communicate with one another. The English spoken between AD and 1150 was quite from the English spoken today .Its 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 workAsk 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 homeworkToday weve 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. Thats 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, morethan, 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-learningTeaching procedures :Step 1、Self-directed learningTo find the following sentences in the text. (3 minutes to finish)1. 以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相理解。_2. 当时的英语更多的是以德语为基础，而我们今天所说的英语不是。_3. 所以到17世纪，莎士比亚所用的词汇量比以前任何时期都大。_4. 印度讲流利英语的人数很多。_Step 2、精讲互动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 its a good film ,though she hasnt actually seen it .【仿句】他看起来很镇静，但实际上很紧张 【拓展】事实上、实际上：actually=_ ；_2. base【用法】What are you basing this theory on? The film a novel by Lewis.【归纳】base 词性 词义 把建立在基础上 以为基础/依据 【用法】This provides a good base for the development of technique?【归纳】base 词性 词义 【翻译】 【仿句】看到任何情况立即向基地/总部报告。 3. latter (adj.) 【用法】 He came up with two ways, The latter seems such better. 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 .(两者之中，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 hes back to his native land。【归纳】native 词性 词义 【仿句】 他已经离开故土中国三年了。 【用法】Are you a native of this country or just a visitor?【归纳】native 词性 词义 【翻译】 5. because of【用法】We have made such great progress because of your help。【仿句】因为下雨，我衣服都湿了 【比较】because of/because.【用法】She was late because of the heavy traffic. He came to school late because his bike broke down yesterday.【归纳】because of 后面常跟 because 后面常跟 【翻译】 He is absent today _his illness. (他今天缺席，因为他病了。).We were late _ it rained. (因为下雨，我迟到了。)6. come up (写出每句话黑体部分的意思)【用法】He came up to me and said hello to me._【仿句】他走向前去摘那朵美丽的花. Your question came up at the meeting. 词义 I will let you known if anything comes up 词义 He has come up with a good way to solve the problem. 词义 【翻译】 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.【翻译】 【仿句】We must every minute to study.【拓展】好好/充分利用 9.such as 【用法】 He has been to many countries, such as Canada great Britain and Japan.【比较】such as/for example/that is Many countries , for example, Mexico and Japan ,have a lot of earthquakes. My daughter studies four subjects in school ,that is ,China, maths, English and PE.【归纳】such as for example that is 10.morethan 【用法】He is more lucky than clever.【翻译】 【仿句】与其说他是位教师，不如说他是位作家。 【用法】By then she was more than sixty years old.【翻译】 【用法】He is more than our teacher ,he is also our best friend.【翻译】 Step 3、Homework）.单词拼写(每题1分，共6分) Many languages have Latin as their (基础) This person seems to be far away ,but is (实际上) right before your eyes. The (后半的) half of that year saw a great change of his life. The government of the island treated the (本地人) well. We should finish our own task (目前). He (提出) a good idea.）. 根据提示翻译句子（每句2分，共10分） 由于有雾，我们很难看清道路。（because of） 学生应当充分利用课堂上的时间。（make use of） 对我来说，它不仅仅是一个礼物。（more than） 我认识他们当中很多的人，例如约翰、彼得和汤姆。（such as） 那部电视剧是根据现实生活编成的。（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-learningTeaching procedures :Step1. Revise the grammar of unit 1Please change the direct speech into indirect speech1. He said, “Im 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.Request and commandOpen your books-commandPlease 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 requestsClose the door! Please .Get me something to eat! Would you please.Speak louder. Could you please3. Change the commands into requests.Close the door! _ Speak louder! _ Keep silent! _ Get me something to drink _.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. “Dont open the window,” the teacher said to the students.-The teacher told the students not to open the window.Change a request into an Indirect Speechask(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.“Dont open the window ,please,” the teacher said to the students-The teacher asked the students not to open the window.特别提醒: 1.祈使句变为间接引语，主要使用动词不定式。 2.谓语动词要做一定变化，表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用 advise。 Step 3 Practice1.“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.“Dont wait for me,” he said to them._5.“Stop wasting the time,” she said to him._Step 4 HomeworkFinish 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, “Dont speak Chinese, speak English.”_7.She said to him, “ Dont 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-learningTeaching procedures :Step 1. Self-directed learning在课本第13页Reading 部分找出下列词语的翻译词语；表示；表达 中西部的 非洲的 西班牙的 扮演；一个角色；参与 东方的；东部的 东南方的 西北方的 辨认出；承认 信不信由你 全世界 与一样 Step 2、Warming upDo 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 dialectsStep 3 Vocabulary1.ask a student to speak his own special dialect and let others guess its meaning . and ask them read vocabulary :s
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