1、Period 2Extensive Reading整体设计从容说课This is the second teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be pu
2、t on developing the students reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Thats enough
3、 here.We will deal with two passages:Standard English and Dialects on Page 13 and The Oxford English Dictionary on Page 51. In order to lead in the topic of the first passage, the teacher can first introduce something about Chinese putonghua and dialects and let the students make a role-play about i
4、t. The purpose of this activity is to begin to focus the students attention on the main topic of the reading passage. Then ask the students to find the topic sentence for each paragraph by skimming and to locate particular information by scanning. While checking their answers with the whole class, d
5、eal with language problems the students cant work out by themselves. For the second passage, just do as the first. This is an extensive reading lesson, so the teaching steps should be simple.教学重点 Develop the students reading skills by extensive reading.教学难点Enable the students to listen and understan
6、d more English dialects.教学方法 1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备 A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students learn the new words and expressions:standardMidwesternsouthernSpanishplay a partsoutheasternnorthwesternrecog
7、nize2. Get the students to know about standard English and dialects.Ability aims:1. Develop the students reading skills by extensive reading.2. Enable the students to listen and understand more English dialects.Emotional aims:1. Enable the students to try to use standard English and Chinese putonghu
8、a in their daily life by reading this passage.2. Enable the students to learn about the contributions that scholars have made to the development of the language from reading task.教学过程设计方案（一）Step 1 Revision1. Check the homework exercises.2. Ask some students to tell about the English language.Step 2
9、Lead-in1. Introduction:In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However, local people also speak their own dialects.2. Role-play:Get students to work in pairs. Let one student be a Chinese and the oth
10、er a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.Step 3 Reading1. Get the students thinking about the topic of the text to predict what it says.2. SkimmingGet the students to read quickly to find the topic sentence for eac
11、h paragraph.ParagraphsTopic sentencesParagraph 1Paragraph 2Paragraph 3Suggested answers:ParagraphsTopic sentencesParagraph 1There is no such a thing as standard English.Paragraph 2American English has many dialects whose words and expressions are different from “standard English”Paragraph 3Geography
12、 plays a part in making dialects.3. ScanningWork 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 PointsWhile checking the students answers, deal with any lan
13、guage problems to see if the students can guess the meanings of the new words and expressions, such as dialect, standard, believe it or not, play a role in, and so on.Suggested explanations:1)believe it or not used when you are going to say something that is true but surprising e. g. Believe it or n
14、ot, John cheated in the exam.2)there is no such a as used to say that a particular person or thing does not exist e. g. 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
15、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 language5)play a part/role in be one of the causes that make something happen e. g. Besides dieting, exercising plays an important part/role in losing weight.Step
16、 4 GamesThe teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible.T: Which dialect is it?Ss: Northeast. . .The student who answers right will tell an interesting story that shows great difference between dialects in China.Students tell their par
17、tner an interesting story.Step 5 DiscussionGet the students to discuss in groups “Why do we learn Putonghua? ”Suggested answer:Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem.Step 6 WorkbookReading task(on
18、 Page 51)1. Lead-inTell the students: If we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary. Please turn to Page 51. We will read a passage about it.2. SkimmingGet the students to read the passage quickly, then answer the questions:1)Who is
19、the editor?2)How many years did it take to complete the dictionary?3. ScanningGet the students to read the passage carefully to locate particular information, then fill in the table.4. While checking, deal with some language problems that the students cant solve by themselves.Step 7 Homework1. Finis
20、h off the workbook exercises.2. Learn the useful words and expressions by heart.设计方案（二）Step 1 Revision1. Check the homework exercises.2. Ask some students to tell about English language.Step 2 Lead-in1. Introduction: Chinese putonghua2. Role-play: Get students to work in pairs. Let one student be a
21、Chinese and the other a foreigner. Role-play a conversation about the Chinese language.Step 3 Reading1. Get the students thinking about the topic of the text to predict what it says.2. SkimmingGet the students to read quickly to find the topic sentence for each paragraph.3. ScanningWork in pairs. Re
22、ad the text carefully to locate particular information.4. Language PointsWhile checking the students answers, deal with any language problems to see if the students can guess the meanings of some new words and expressions.Step 4 GamesThe teacher plays the recorder. Students listen and recognize diff
23、erent dialects in China as quickly as possible. The student who answers right will tell an interesting story that shows great difference between dialects in China.Step 5 DiscussionGet the students to discuss in groups “Why do we learn Putonghua? ”.Step 6 WorkbookReading task(on Page 51)1. Lead-inIf
24、we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary.2. SkimmingGet the students to read the passage quickly, then answer some questions.3. ScanningGet the students to read the passage carefully to locate particular information.4. While checki
25、ng, deal with some language problems that the students cant solve by themselves.Step 7 Homework1. Finish off the workbook exercises.2. Learn the useful words and expressions by heart.板书设计Unit 2English around the worldStandard English and DialectsParagraphsTopic sentencesParagraph 1There is no such a
26、 thing as standard English.Paragraph 2American English has many dialects whose words and expressions are different from “standard English”Paragraph 3Geography plays a part in making dialects.活动与探究Have a group discussion to talk about Chinese putonghua and dialects. Then write a short passage to report what you have discussed.
