1、教案 新人教版必修1Teaching 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, rapidlyb. 重点句子World Englishes come from those countries. P9Native English speakers can understand each oth
2、er. P9It became less like German, and more like French. P102. 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 t
3、he 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 ones opinion on which kind of English one should learn.Teaching procedures & ways 教学过程与方式Step I Warming up: Arouse the Ss int
4、erests in reading. Let the students know of world English.Step II Pre-reading: Activate the Ss background knowledge of English.Step III Reading 1. SkimmingRead quickly to get the main idea of the text.Let the students find out key sentence of each paragraph or ask them to summarize the main point fo
5、r each paragraph in their own words.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is
6、 spoken as a foreign language or second language in Africa and Asia.2. ScanningRead to locate particular information and complete the comprehending Exercise One. 3. Following up Work in groups. Discuss the two questions and then ask two groups to report their answers to the class. 1). Do you think i
7、t matters what kind of English you learn? Why?Possible answer:I dont think so. Here are the reasons: Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. It is necessary for us to learn the narrow differe
8、nce between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world. Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of Engl
9、ish.(Any persuasive and supporting reason the students give can be accepted.)1) Why do you think people all over the world want to learn English?Possible answer:The reasons why people all over the world want to learn English: With economy globalization, English has become the best bridge to serve th
10、e purpose of people all over the world communicating with one another. However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English
11、speaking countries or in non-English speaking countries. Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuas
12、ive reasons can be accepted.)4. Language focus:1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.3
13、) actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.4) be based on:5) make use of: use sth. available 6) Only time will tell: to say that something can only be known in the future: Will Chinas national football
14、 team enter for the next finals of the World Cup? Only time will tell.Homework: Retell the text according to the chart.; Finish exercises1, 2, 3 (Using words and expressions) P49-50.Period 3 (Indirect Speech (II) requests & commands)Aims: To discover useful words and expressions; To discover useful
15、structures ProceduresI. Direct and Indirect SpeechDirect Speech Indirect Speech simple presentHe said, “I go to school every day.” simple pastHe said (that) he went to school every day. simple past He said, “I went to school every day.” past perfectHe said (that) he had gone to school every day. pre
16、sent perfect : He said, “I have gone to school every day.” past perfect He said (that) he had gone to school every day. present progressive: He said, “I am going to school every day.” past progressiveHe said (that) he was going to school every day. past progressive: He said, “I was going to school e
17、very day.” perfect progressiveHe said (that) he had been going to school every day, future (will)He said, “I will go to school every day.” would + verb nameHe said (that) he would go to school every day. future (going to)He said, “I am going to school every day.” present progressiveHe said (that) he
18、 is going to school every day. past progressiveHe said (that) he was going to school every day Direct Speech Indirect Speech auxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?” simple pastHe asked me if I went to school every day.*He asked me where I w
19、ent to school. ImperativeHe said, “Go to school every day.” infinitiveHe said to go to school every day. Direct Speech Indirect Speech simple present + simple presentHe says, “I go to school every day.” simple present + simple presentHe says (that) he goes to school every day. present perfect + simp
20、le presentHe has said, “I go to school every day.” present perfect + simple presentHe has said (that) he goes to school every day. past progressive + simple pastHe was saying, “I went to school every day.” past progressive + simple pastHe was saying (that) he went to school every day. past progressi
21、ve + past perfectHe was saying (that) he had gone to school every day. Direct Speech Indirect Speech canHe said, “I can go to school every day.” couldHe said (that) he could go to school every day. MayHe said, “I may go to school every day.” mightHe said (that) he might go to school every day. Might
22、: He said, “I might go to school every day.” mustHe said, “I must go to school every day.” had toHe said (that) he had to go to school every day. have to: He said, “I have to go to school every day.” Should: He said, “I should go to school every day.” shouldHe said (that) he should go to school ever
23、y day. ought to: He said, “I ought to go to school every day.” ought toHe said (that) he ought to go to school every day. II. Discovering useful words and expressions1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer youre your classmates. The teacher helps the students discover the
24、 difference in prepositions.2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs. (The teacher brings the students attention to the British and American words that are different but have the same meaning.)III. Discovering
25、 useful structures(Making commands and requests using indirect speech)1. In groups of four, think of at least three commands your teachers and parents usually give. You may follow these steps.1) Choose one who is to give the first command.2) Ask another person in your group to tell somebody what you
26、 said.3) The third person will change the request or command from direct into indirect speech.4) Change role so that each person gets the chance to give commands and turn them into indirect speech.Example: T: Please dont talk in class.S1: What did our teacher tell us? / What did our teacher say? S2:
27、 He told/asked us not to talk in class. / She said not to talk in class.2. Get the students thinking about the difference between the request and command. Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down. A: _B: Ill go and collect some wo
28、od right now, master. A: _B: Of course Ill be happy to collect your shopping for you. A:_B: Yes. Ill shut the door at once, Mr. Zhang. A:_B: No, I wont get your coat if you talk to me like that. A:_B: Sorry. Ill get that book for you right now.Period 4: A sample lesson plan for Using Language(STANDA
29、RD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction: In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as stand
30、ard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predi
31、ct what it says.2. Skimming: Read quickly to find the topic sentence for each paragraph.Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialec
32、ts.3. Scanning: Work 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 focus: 1) believe it or not: used when you are going to say something that is true b
33、ut surprising: Believe it or not, John cheated in the exam.2). there is no such a as: used to say that a particular person or thing does not exist: 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
34、 to one area or group of people 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: Besides dieting, exercising plays an importan
35、t part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of
36、 AmE with an East, Texas accent. Remember: 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
37、words from Bufords story, using the context.Dialectic wordsfrom Bufords storyStandard English equivalentsheyyallaintyeryapupswimminjumpinfeelinboutnoughshoulda seengot outtahello everyone arentyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of6). Play the tape again and let the
38、students answer the questions in pairs after listening.7). Check the answers. (Variant: you may also ask the students to retell Bufords story in Standard English in pairs.)Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some aspect of Chinese life,
39、 in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.A Sample poster CHINAS FUTURE LIES WITH LEARNING ENGLISHReasons for learning English: World trade is done in English; International organization (such as
40、 the UN) use English; We need contact with the developed Western world to build our country; The developed world uses English in its 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 t
41、o learn new languages every time they enter a new international market.SO CHINAS FUTURE LIES WITH LEARNING ENGLISH2.Writing Assessment1) 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 b
42、roader perspective?4) Can you organize your ideas in a logical way?5) Have you made a brainstorming map before you set out to design 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 ApplyingThe teac
43、her may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:My problemsIdeas for improvementWhy I like EnglishMy future with EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework.
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