Unit2EnglishAroundtheWorldTeachingDesign1stTeachingPeriodReading第五备课合作组(THEROADTOMODERNENGLISH)AimsTotalkaboutvarietiesofEnglishToreadaboutthehistoryofEnglishlanguageProceduresI.Warmingup1）AskstudentstonametheEnglish-speakingcountriesaccordingtothenationalflags.2).AskthestudentstosuggestthereasonswhytheywanttolearnEnglishasmanyastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.3).ProvidethestudentswithanopportunitytothinkaboutthereasonsforthespreadofEnglisharoundtheworld.★EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.★Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.★TourismandtradefromWesternEuropeandNorthAmericahascontributedtothespreadofEnglish.★SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.II.Reading1.SkimmingReadquicklytogetthemainideaofthetext.Guidethestudentstofindoutkeysentencesofeachparagraphoraskthemtosummarizethemainpointsforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakerscanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasaforeignlanguageorasecondlanguageinAfricaandAsia.2.Scanning1）ReadtolocateparticularinformationandcompletecomprehendingExerciseOne.2）Thecause CulturescommunicatewithoneanotherTime ThingsthathappenedBetweenAD450and1150 BasedonGerman1150to1500 LesslikeGerman;morelikeFrenchInthe1600’s Shakespearebroadenedthevocabulary.AbigchangedinEnglishLater BritishpeoplebroughtEnglishtoAustralia3.FollowingupWorkingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.1).DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?Possibleanswer:Idon’tthinkso.Herearethereasons:★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.★ItisnecessaryforustolearnthenarrowdifferencesbetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.(Anypersuasiveandsupportingreasonthestudentsgiveisaccepted.)WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglishareasfollows★Witheconomyglobalization,Englishhasbecomethebestbridgetoservepeople’spurposeofcommunicatingwithoneanotheraroundtheworld.★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentsanddialects,andpeoplehavetolearnabouttheslightestdifferencesbetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.(Allpersuasivereasonscanbeaccepted.)4.Languagefocus:evenif=eventhough:inspiteofthefact;nomatterwhether:eg.Helikestohelpusevenifheisverybusy.communicatewith:exchangeinformationorconversationwithotherpeople:eg.Helearnttousebodylanguagetocommunicatewithdeafcustomers.actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:eg.We’veknowneachotherforyears,actually,sincewewerebabies.bebasedon…makeuseof:usesth.availableOnlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:eg.WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.LanguageChunksfromUnit2Englisharoundtheworldbedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,comeupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…5.AssignmentDoaresearchonthedifferencesbetweenAmericanEnglish,BritishEnglish(inspelling,accentetc.),imitatetheiraccentsandactoutthescenewheretheyhappentomeet.Unit22ndTeachingPeriodLearningaboutLanguage第六备课合作组I.WordStudy1Leadin(GooverthenewwordsfromWarmingUpandReading)include,role,playarolein,becauseof,international,native,elevator,flat,apartment,rubber,petrol,gas,modern,comeup,culture,AD,actually,present,rule,vocabulary,usage,identitygovernment,suchas,Singapore,Malaysia,rapidly2WholeClass(P11Ex3)Completethesentences,usingwordsabove.1includes 2cultures 3present4actually 5usage 6gas7international 8rapidly 9However10government3PairWork(P11Ex1)Matchthenewwordsandexpressionswiththeirmeanings.1C 2D 3E 4F 5A 6B7J 8G 9I 10H4WholeClass(P11Ex2)Completethepassagewithsomeofthewordsabove.nativeEnglishspeaker;actually;vocabulary;apartment;elevatorII.ThedifferencesbetweenBritishEnglishandAmericanEnglish.1DifferentPreposition(Teachercanexplainthedifferencebygivingquickexamples.Makethestudentslistenattentively,andthenaskthemtofinishEx4onpage12.Seehowmanyofthemcangetitcorrect.)2DifferentVocabulary(printoutlist,letthestudentslearnitafterclass.)3DifferentSpelling(thesameasDifferentVocabulary)III.DiscoveringUsefulstructures1Summarizethedifferencebetweencommandsandrequests.Workinpairs.T:First,listentomecarefully.(Speaktothreestudents)S1,openthewindow.S2,passonthebooktoLucy.S3,willyoupleaseclosethedoor?(Writethethreesentencesontheblackboard.)T:WhatisthedifferenceamongthesentencesIspoketothemjustnow?S4:Thefirstsentenceisnotpolite,whilethelastsentenceisverypolite.T:Excellent!HowdidIshowmypoliteness?S5:Youuse“Please…Willyouplease…?”T:Speakingthefirstsentence,Igiveacommand.Using“Please…Willyouplease…?”,Imakerequests.Showthefollowingonthescreen.DirectSpeechCommands:Do/Don’tRequests:Do…,please.Canyou…?Couldyou…?Willyou…?Wouldyou…?T:Pleaseturntopage13.Changethecommandsintorequests.(Studentsworkinpairs.)S1:Closethedoor!S2:Couldyoupleaseclosethedoor?……2FindoutthecommandandrequestfromWarmingUpandReading.Example:“Lookattheseexamples,”theteachersaidtous.(warmingup)“Wouldyoupleasecomeuptomyflatforavisit?”shesaid.(reading)Showthestudentshowtoretellthetwosentencesinindirectspeech.Theteachertoldustolookatthoseexamples.(command)Sheaskedmetogouptoherflatforavisit.(request)3Follow-upActivityWorkingroupofthree,pretendingtheyarenewspaperreporters.Thinkofaquestiontoaskpeople.Role1:reporterRole2:apersonbeinginterviewedRole3:apersonwhohearsthereporter’stranslationfromdirectspeechtoindirectspeech.Example:Reporter:Whatdoyouthinkaboutgrowingmoretreesinourcity?Person1:Ithinkit’saverygoodidea.Person2:Whatdidhesay?Reporter:Hesaidthathethinksit’saverygoodidea.4ConsolidationDoEx2onWBP50:Readtherepliesandwritearequestoracommand.Studentsreadtheexercisetoknowwhattheyareexpectedtodo,thendoitindividually.Goandcollectthewoodrightnow./Willyoupleasecollectmyshopping?Shutthedooratonce./Goandgetmycoat.Wouldyoupleasegetthatbookforme?5SummarytherulesofturningDirectspeechintoIndirectspeech.Workinpairs.Showsomeexamplesonthescreen.T:Lookatthescreen,please.Discusswithyourpartner:WhatdoIwantyoutolearn?“Makesurethedoorisopen.”Theteachersaidtome.Theteachertoldmetomakesurethedoorwasopen.“Don’tplaygamesintheclassroom.”themonitorsaidtous.Themonitortoldusnottoplaygamesintheclassroom.“Canyoulendmetenyuan?”Tomsaid.Tomaskedmetolendhimtenyuan.“Willyoupleasenotsmokehere?”shesaid.Sheaskedmenottosmokehere.Afterdiscussion,thecorrectanswerisshownontheblackboard.DirectSpeechCommands:Do/Don’tRequests:Do…,please.Canyou…?Couldyou…?Willyou…?Wouldyou…?IndirectSpeechCommands:Atold/orderedB(not)todosthRequests:AaskedB(not)todosthⅣ.PracticeMakedialoguesaccordingtothesituationsonP13.Workinpairs.T:Therearethreesituations.Wouldyoupleasemakedialoguesusingcommandsorrequestswithyourpartner?(Studentsareencouragedtoimagineinterestingdialogues.)Afterafewminutes.T:Let’sseewhichpaircompletesthetaskwell.Group1,comehere,andplayyourdialogue.(Situation1)A:Excuseme.Whowoulddomeafavortoclosethedoor?B:Speaklouder,please.A:Willyoupleaseclosethedoor?B:OK.Iwill.A:Thankyouverymuch.B:Mypleasure.(Situation2)A:Excuseme.It’stimeformetogetoff.Wouldyoupleasemakewayforme?B:Ofcourse.I’llbehappytomakewayforyou.Goahead.A:Thankyou.B:You’rewelcome.Oh,myGod,Ineedtoloosemyweight.Ⅵ.HomeworkPage49Ex1-3注：1课本第12页练习5放在听力部分，本课不使用。2印给学生的关于英国英语和美国英语的资料在教参第27-28页。Unit2Englisharoundtheworld3rdTeachingPeriodReading,listening&speaking第七备课合作组Aims:1.tofurtherunderstandtherelatedknowledgeofthelanguageofEnglish,esp.thedifferencesbetweenAm.EandBr.EandsomeEnglishdialects2.tointegratereading,listeningandspeakingSteps:Leadin1.Playaguessinggame:Tsays“同学们好”inoneChinesedialect.GettheSstoguessthemeaningandsayitinotherChinesedialects.SsareencouragedtosaysomedailyChineseindifferentdialects.2.HaveabriefintroductiontothedialectfamilyinChina3.Questions:IsiteasytocommunicatewitheachotherifpeoplespeakdifferentChinesedialects?WhatisStandardChinese?WhyisPutonghuausedinChina?IsthereanystandardEnglishanddialects?Reading1.pre-readingquestionsWhatisstandardEnglish?AretheremanyEnglishdialects?2.FastreadingSsarerequiredtoanswerthequestionsabove3.Carefulreadinga.LettheSsidentifythewords:standard,dialect,Spanish,recognize,playapart;midwestern,southeastern,northwestern,eastern…b.Questions:1)HowmanydialectsofAmericanEnglishhavebeenlistedinthetext?2)WhydopeoplefrombothnortheasternandsoutheasternofU.S.speakwithalmostthesamedialect?3)WhydoesAmericanEnglishhavesomanydialects?CanAmericansrecognizeeachother’sdialects?4.Getthemainideaofthepassage.(IttellsusthatthereisnosuchthingasstandardEnglish,andAmericanEnglishhasmanydialectsbecausepeoplecomefromallovertheworldandgeographyplaysapartinitbutAmericanscanrecognizeeachother’sdialects.)Listening1.Givethestudentsabriefintroductionaboutthelisteningmaterial(telltheSsthatthefirstspeakerspeakswithonekindofsoutherndialectandaccent).2.Prediting:.GettheSstoobservethepictureandanswerthequestions:Whataretheboysdoing?Whatdoesthefishlooklike?Howdoyouthinkthelittleboyfeels?Whatabouttheothertwoboys?3..PlaythefirstpartfortheSstolistenandtrytoanswerthefirstfourquestionsonPage144.Playthesecondpartandanswerquestions5&65.Checktheanswers1)Workinpairstoexplainthefollowingsentencesin“standardEnglish”a.Now,y’allneedtounderstandthatweain’treallyastate,butawhole’nothercountry.Nowletmetellyaastory’boutwhenIwasjustapup.b.Wewasjumpin’inthewaterandfeelin’good.Thenalongcomesthiscatfish’boutthesizeofahouse.c.LittleLesterstartstothinkin’it’sgoin’toeathimsure’nough.Man,youshouldaseenhim.Hegotouttathewaterfastaslightningandclimbedupatree.(y’all-everyone;ya-you;ain’t-aren’t;nother-northern;‘bout-about;pup-smallboy;swimmin’-swimming;jumpin’-jumping;feelin’-feeling;sure’nough-sureenough;shoulda-shouldhave;outta-outof)2)DiscusstheanswersinpairsandthenchecktheanswerswiththewholeclassSpeaking1.AskthestudentstoreadthedialogueinrolesandlistthedifferentwordsbetweenAm.EandBr.E.Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handside2.Comparision.MatchtheAmericanexpressionsandBritishexpressionstolearnmoreaboutthedifferencesbetweenAmericanEnglishandBritishEnglish(TmayplaygamesorhaveacompetitionamongtheSs.SsareencouragedtosaymoredifferencesbetweenAm.EandBr.E.)AmericanEnglishBritishEnglishfallautumneraserrubbertrucklorrysubwayundergroundmoviefilmcandysweetsdrugstorechemist’slivingroomsittingroomapartmentflatthefirstfloorgroundfloorelevatorliftvacationholiday…3.Practice:DividetheSsintogroupsandaskthemtomakeadilogueaboutgivingdirectionstoacertainplaceaccordingtothemap.Theymayusethewordsandexpressionsabove.Ssarerequiredtouseindirectanddirectspeechandrequests.(onestudentplaysaspeakerofBritishEnglishandtheotherplaysaspeakerofAmericanEnglish.)IftheSsarenotactive,TcanprovidethefollowingsituationsorasktheSstocompletethefollowingdialogues.Situation1:ApersonfromtheUSisstandingoutsidetheundergroundwithhisfriend.Hewantstogotothecinema,buthedoesn’tknowtheway,soheasksdirectionsandtellsittohisfriend.A:Excuseme,couldyoupleasetelluswherethecinemais_?We’dliketoseeamovie_.B:Movie?AYes,that’sa_film___.B:Well.Gostraightaheadandcrosstwostreets.Thecinemaisonyourleft-handside.Thereisafountaininfrontofit.A:Thanks.C:Whatdidshetellus?A:Shetoldustokeepgoingstraightandcrosstwoblocks.Thecinemawillbeonourrignt.Situation2:Aworriedmanisstandingoutsidetherestaurant.Hewantstobuysomemedicinebuthedoesn’tknowtheway.Soheasksdirections.A:Excuseme.Wouldyoupleasetellmethewaytothenearestdrugstore?B:Youmeanthenearestchemist’s?A:Yeah.Mysonis_sick____.Iwanttobuysomemedicine.B:Oh,I’msorrytohearthat.Pleasefollowme.Icantakeyoutothechemist’s.My__flat____isoppositetoit.APardon?Whatisflat?B:Oh,flatmeans__apartment______.Imovedherelastautumn.A:Doyoumean“_lastfall__”___?B:Quiteright.Well,yourEnglishisquitedifferentfromwhatmyteacherteaches.A:Actually,IspeakAmericanEnglish.YouunderstandbothAmericanEnglishandBritishEnglish.That’sgreat.SummaryGettheSstogeneralizewhattheyhavelearntinthisperiod.Homework1.PrepareanewdialogueaboutgivingdirectionstoaplaceinXiamen.TrytousebothAmericanEnglishandBritishEnglish.Besuretousedirectandindirectspeechandrequest.2.Recitethenewwords3.Makealistofasmanydirectionwordsaspossible.附：Unit2（Usinglanguage）教学设计说明本课是unit2中的知识运用部分，是在学生对英语这门语言有了一定认识，尤其是了解了美国英语和英国英语的异同，同时又学习了祈使句和间接引语以及如何在不同情境下使用命令和请求等相关的功能和语法项目的基础上进行的。目的是让学生进一步感受英语的特色所在，同时将所学的知识有机地结合起来进行听和说，提高学生的能力。本课各环节的编排基本不变，只是将Reading的读后部分，即对中国方言的讨论调整为全课的导入。首先进行一个guessinggame，即听方言猜意思，由此调动学生的兴趣，在简单介绍中国方言的种类后，引发问题—IsiteasytocommunicatewithothersifpeoplespeakdifferentChinesedialects?WhatisstandardChinese?WhyisputonghuausedinChina?水到渠成后引发学生思考：IsthereanystandardEnglishanddialects?从而过渡到文章“standardEnglishanddialects”的阅读。Reading这一环节重在引导学生归纳全文的中心大意，故在fastreading和carefulreading中设计了一系列问题，帮助学生完成大意的归纳。程度好的学生可鼓励他们自行组织语言，程度较差的学生则只要安排他们根据提示完成大意填空题。在阅读中，还注重培养学生的猜词能力，重点让学生在上下文中猜出生词的大意。由于学生对所学的生词不可能一步到位，因此在
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设计中，对生词反复呈现加以强调。对于方位词，如eastern,southern,southeastern等，教师可根据构词法等适当进行点拨，并启发学生对方位词作进一步的归纳和总结（此部分可安排在课后作业中进行巩固）。Listening部分重在让学生对比两段独白的语音，感受美国方言的特色。由于第一个speaker的口音浓重且用了不少俚语，故一定得对学生进行简明的介绍。为降低难度，听力开始时让学生认真观察课本上的插图并回答问题，进行听前的热身。听力分两部分进行。听完第一段独白后，让学生试着完成课本前四个小题，但老师不予以答案。完成第二部分后，让学生完成后两小题。在学生对两部分的听力对比之后，安排学生以pairwork的形式对第一部分的相关文字进行解释，再次感受美国南部方言的特点，并在此基础上对前四个问题的答案进行讨论，得出正确答案。Speaking环节重点不在问路，而是主要在问路的情境中让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，并要求学生进行角色表演，以仿真的对话形式熟练掌握如何运用直接英语和间接引语表达请求。此环节是的本课的一处难点，学生在对话中容易陷入一般的问路指路。故在设计过程中，首先让学生分角色操练对话，得出英国英语和美国英语在词语使用的差异，再让学生以竞赛或抢答或连线等方式（应情而定）归纳出美国英语和英国英语在词语（还可适当指出读音等其他方面的区别）使用方面的不同点，在此基础上再安排学生模仿文中对话以pairwork或groupwork形式根据所给的地图编排新的对话。为避免学生“偏题”，本环节还适当创设一定的情境，并提醒学生运用本
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初级会计实务单元训练题天津单元检测卷六年级下册数学单元教学设计框架单元教学设计的基本步骤主题单元教学设计
所学的知识。为了让程度差的学生有话可说，本环节提供了相关的例子，教师们可灵活选用。在summary环节中，可让学生总结归纳本课重点，教师适当予以补充。在homework部分，教师可将speaking部分进行延伸，让学生根据厦门的实际情况设定相关情境，利用所学知识按要求编排对话表演，同时在复习本课所学单词基础上，对方位词作进一步的归纳和总结。本课在设计过程中力求以多种形式启发引导学生共同完成目标，同时考虑到学生程度的差异，在一些环节中对学生做出不同要求，教师们可根据生源情况灵活增删使用。Unit2EnglisharoundtheWorldPartIVWriting第八备课合作组1教学内容：以“WhyshouldIlearnEnglish”话题作为导入，指导学生根据写作要求，用brainstorming方式组织材料,小组合作写一篇书面表达“MyExperienceoflearningEnglish”。2教学目标:(1)写作技能目标：在学习了reading之后，理解掌握文章的基本内容，掌握本单元的词汇和句型，熟悉写作的基本方法，培养写作的基本技能。(2)学习策略目标：小组合作通过观察、体验、探究等形式培养写作技能并资源共享。(3)情感态度目标：让学生通过倾听、讨论、体验、分享、激励等合作过程，培养合作精神。3教学重点、难点写作过程中指导学生进行小组合作的学习策略；引导学生对写作作品进行
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。4教学过程：StepIPre-Writing:Task1:learnthewayofpreparingoneselfbeforewriting.T:Inthereadingperiod,wehavementionedthetopic“WhydosomanypeoplespeakEnglish?”Youhavesomanywonderfulideas.Right?Noweveryone,let’saskourselvesagain“WhyshouldIlearnEnglish?”(Write“WhyshouldIlearnEnglish?”ontheblackboard.)S1:IlearnEnglishtotalktonativespeakers.S2:Togotouniversity.S3…T:Well,let’sshowyourideasonamap.(Showthemaponthescreen.)T:Weputyourideasintoamapsothatwecanseetheideaseasily.Thismapcanhelpuswriteanexcellentcomposition.Now,doyouknowhowtoprepareyourselfbeforewriting?WhyshouldIlearnEnglish?TouseforbusinessTogotouniversityTotalktonativeToreadEnglishspeakersbooksTowritetopenTolistentoEnglishfriendsmusicandmoviesSs:Yes.T:Turntopage15.Readoutthewritingsteps.（备注：这是写作前的示范与分析，向学生展示语篇建构如何由浅层语言要素过度到深层语境要素，从而达到写作的目的。）StepIIWhile-Writing:T:JustnowwetalkaboutwhyyoushouldEnglish.AndweallunderstandthatweshouldlearnEnglishwell.Butasweknow,itisnotaneasyjobtolearnEnglishwell.WhynotshareourexperienceoflearningEnglish?Themoreweshare,themoreprogresswewillmake.Firstly,let’stakealookatsomefamouspeople’sexperienceonlearningEnglishTask2Groupwork.Writeapassageon“MyexperienceoflearningEnglish”T:Turntopage53,WRITINGTASK.Nowworkingroupsanddobrainstormingonthetopic..Remembertotakenotesabouttheparagraphsforthewriting.Paragraph1MyproblemsinlearningEnglish.Paragraph2HowIcanimprovemyEnglish.Paragraph3WhatIlikeaboutlearningEnglish.Paragraph4HowIhopetomakeuseofmyEnglish.MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglish（备注：根据班级情况分成几个小组，考虑到写作后还要交流汇报，时间有限，以4-6组为宜。小组成员集体酝酿切磋内容要点，列出提纲后，组内各个成员各自先独立写作，然后集体评议修改，组内再整合成一篇较好的书面表达。写作的过程符合新课标的“通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力”。）StepⅢPost-Writing:Task3:Eachgroupleadercomestoshowtheirwritingtotheclassontheprojectorandgetsascoregivenbythewholeclassaccordingtothefollowingassessmentcriteria.Assessmentcriteria:Content/information30pointsFluency20pointsPlanning20pointsGrammar20pointsPresentation10pointsTask4:Revisethewritingingroups.（备注：同伴评价实际上是合作学习的一种形式，体现学生在评价中的主体地位。学生之间可以取长补短，从而提高学习水平和能力。评价的
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要简单易操作。教师从宏观上把握课堂节奏，随时根据学生点评情况给予指导，指出不足，肯定优点。然后各个小组根据刚才的点评指导把该文重写一遍，收入小组学习
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袋。）StepⅣHomeworkWriteapassageon“MyexperienceoflearningX”Unit2EnglisharoundtheWorld1stTeachingPeriod第十三备课合作组TeachingAims:TogetstudentstohaveageneralviewaboutthehistoricaldevelopmentofEnglishTogetstudentstoknowdifferentkindsofEnglisharoundtheworld,especiallythedifferencesbetweenBritishEnglishandAmericanEnglish.Toimprovethestudents’readingability.TeachingImportantPointsHowtoimprovethestudents’readingabilityHowtomakestudentsenlargetheirknowledgeonEnglishthroughreading.TeachingProcedure:StepOne:Warming-UpGreetingAskthestudentstolistentoapieceofBBCnewsandapieceofVOAnewsandtelltheirdifferences.(apieceofBBCnewsandapieceofVOAnews)/AskthestudentstolistensomepiecesofEnglishmaterials,includingBritish,American,Australian,CanadianandsoontomakethemknowclearlythattherearedifferentkindsofEnglisharoundtheworld.(somepiecesofEnglishmaterials,includingBritish,American,Australian,Canadianandsoon.)Pairwork:twoinagroupfindthedifferencesbetweenBritishEnglishandAmericanEnglish(vocabulary,spelling,pronunciation,usage,etc.)andshowsomeexamplestothem.(thedifferencesbetweenBritishEnglishandAmericanEnglish(vocabulary,spelling,pronunciation,usage,etc.))StepTwo:Pre-readingGroupDiscussion:HowmanycountriesintheworldwherethemajorityofitspeoplespeakEnglish?HowmanypeoplespeakEnglishintheworldtoday?WhatdoyouknowaboutthedevelopmentofEnglish?(提高题)Checktheanswer:ShowthemaponPage51andgivetheanswerAskstudentstosearchtheanswerthroughtheinternet.GiveabriefintroductionofthedevelopmentofEnglishtostudents.StepThree:ReadingFastreadingReadthetextquickly&tellusthemainideaofeachparagraph.(Pickoutthetopicsentenceoftheparagraphifthereis.)SecondreadingReadthetextcarefullyandfinishtheexerciseonPage10.Answerthefollowingquestions:A:WhichlanguagedoesmodernEnglishsoundlike?B:HowisEnglishusedinSouthAsia?StepFour:FurtherReadingAskstudentstofinishanarticleaboutEnglishtofurtherimprovetheirreadingabilityandenlargetheirknowledgeaboutEnglish.(文章可由教师自己依本班学生的实际水平而定)e.g.光明日报出版社P52.（见幻灯片）StepFive:GroupWorkSixinagrouptomakeaninvestigationonthefollowingquestions:WhydosomanypeoplespeakEnglish?Whichreasondoyourgroupthinkisthemostimportantone?Oneofthemembersofthegroupwillbethereportertogivetheclassyouranswer.(可提供几个原因做例子，帮助学生拓展思维，也帮助暂时较落后的学生开口)StepSix:SummaryandhomeworkInthislesson,welearntsomethingaboutEnglish,youcanlearnmorethroughreadingandtheinternet.Homework:Listentothetextandread
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