Ｉ． 單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Learn about the differences between American English and British English.

Learn about communication skills.

Report requests and demands using “He/She asked me to...” and “He/She told me to…”.

Write a short passage comparing American and British English.

ＩＩ． 目標(biāo)語(yǔ)言

功

能

句

式 Language difficulties in communication

Can you spell... , please?

Could you repeat... , please?

What do you mean by saying... ?

Could you speak a little slowly, please?

Sorry, I couldn’t follow you.

I beg your pardon?

How do you say... in English?

How do you pronounce…?

What does... mean?

Could you explain it in another way?

詞

匯 1．四會(huì)詞匯：bathroom, towel, closet, pronounce, broad, repeat, majority, native, total, tongue, equal, government, situation, international, organization, trade, tourism, global, communicate, communication, exchange, service, signal, movement, commander, tidy, stand, independent, fall, expression, typhoon, publish, southern, president, European, howl, cookbook, compare, replace

2．認(rèn)讀詞匯：Nancy, landlady, Karen, Thompson, Dave, ketchup, the United Kingdom, mother tongue, Pakistan, Nigeria, the Philippines, peg, tornado, Spanish, Noah Webster, statement, Florida

3．詞組：make oneself at home, in total, except for, stay up, come about, end up with, bring in, a great many

4．重點(diǎn)詞匯：pronounce, majority, native, international, trade, tourism, communication, exchange, compare

結(jié)

構(gòu) Direct and Indirect Speech(2)-Requests and Commands

He/she asked/told...(not) to do...

重

點(diǎn)

句

子 1. English is a language spoken all around the world. P10

2. With so many people communicating ..., it will become more and more important to have a good knowledge of English. P11

3. How did these differences come about? P12

4. For a long time the language in America stayed the same, while the language... P12

5. At the same time, British English..., ending up with different words. P13

6. Except for ..., written English is more or less the same... P13

7. However, most of the time ... do not have any difficulty in understanding... P13

8. Not only did Xiaohua learn ..., she also became interested... P95

9. I try to read as many books and magazines as I can find about Canada.

III. 教材分析與教材重組

1. 教材分析

本單元以“世界英語(yǔ)”為話題，介紹了英語(yǔ)在當(dāng)今世界所起的重要作用，使學(xué)生進(jìn)一步了解學(xué)好英語(yǔ)的必要性，了解英美語(yǔ)言在詞匯、拼寫、語(yǔ)音等方面的區(qū)別，學(xué)會(huì)用請(qǐng)求和命令兩種方式轉(zhuǎn)述他人的話語(yǔ)，知曉在寫作過(guò)程中盡量使用間接引語(yǔ)的優(yōu)越性。

1.1 WARMING UP提供了一個(gè)因不了解英美兩國(guó)人在用詞差異上造成誤解的例子，使學(xué)生們認(rèn)識(shí)到掌握英美兩種語(yǔ)言差異的重要性，為Integrating Skills 中英美語(yǔ)言差異一文作了鋪墊。

1.2 LISTENING部分要求學(xué)生聽(tīng)后快速記下房東太太對(duì)Brown先生所講的住房規(guī)矩，培養(yǎng)學(xué)生通過(guò)聽(tīng)快速獲取有效信息的能力，并在“寫”的實(shí)際中運(yùn)用“請(qǐng)求和命令”兩種用語(yǔ)間接轉(zhuǎn)述他人的請(qǐng)求。

1.3 SPEAKING部分要求學(xué)生三人一組合作，學(xué)會(huì)在不同場(chǎng)合下運(yùn)用請(qǐng)求和命令兩種用語(yǔ)口頭轉(zhuǎn)述他人所說(shuō)的話，提高他們的語(yǔ)言表達(dá)能力。

1.4 PRE-READING 是READING的熱身活動(dòng)。通過(guò)對(duì)這兩個(gè)問(wèn)題的討論使學(xué)生意識(shí)到學(xué)習(xí)第二語(yǔ)言（英語(yǔ)）的重要性。

1.5 READING部分是一篇說(shuō)明文。文章的三個(gè)段落均說(shuō)明了英語(yǔ)的確是世界范圍內(nèi)使用最廣泛的一門語(yǔ)言，是聯(lián)合國(guó)的工作語(yǔ)言，是其他語(yǔ)言無(wú)法替代的。

1.6 POST-READING 部分設(shè)計(jì)了兩種練習(xí)，練習(xí)一的前兩題是細(xì)節(jié)題，第三題是一個(gè)開(kāi)放性題目，鼓勵(lì)學(xué)生將英語(yǔ)學(xué)習(xí)與現(xiàn)實(shí)生活相聯(lián)系。練習(xí)二是填空題，幫助學(xué)生梳理文章、概括中心思想。

1.7 LANGUAGE STUDY分詞匯和語(yǔ)法兩部分。其中，Word study 旨在培養(yǎng)學(xué)生用英語(yǔ)解釋生詞的能力；語(yǔ)法部分是有關(guān)“請(qǐng)求和命令”用語(yǔ)的直接引語(yǔ)和間接引語(yǔ)的轉(zhuǎn)換。

1.8 INTEGRATING SKILLS 通過(guò)閱讀使學(xué)生了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異及產(chǎn)生差異的歷史文化背景。在歸納其差異的基礎(chǔ)上寫一篇有關(guān)“英美語(yǔ)言差異”的小短文，也可模仿課文寫出你所熟悉的不同方言的一些區(qū)別。

2. 教材重組

2.1 從話題內(nèi)容上分析，WARMING UP與SPEAKING部分的PART TWO話題較為一致。將WARMING UP作為SPEAKING部分PART TWO的引入部分上一節(jié)“口語(yǔ)課”，讓學(xué)生了解英美語(yǔ)言的確存在差異，有時(shí)若不了解其差異會(huì)造成很尷尬的局面；進(jìn)而讓學(xué)生練習(xí)和掌握語(yǔ)言交際中遇到障礙時(shí)的一些常用句型。

2.2 將 LISTENING 和SPEAKING部分的PART ONE設(shè)計(jì)成一節(jié)“聽(tīng)力課”，為本單元語(yǔ)法課作鋪墊。

2.3 將PRE-READING, READING和POST-READING整合上一節(jié)“閱讀課”，訓(xùn)練學(xué)生的閱讀理解能力和技巧。

2.4 將LANGUAGE STUDY和WORKBOOK中的PRACTISING語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。

2.5 利用INTEGRATING SKILLS的READING和WRITING上一節(jié)“讀寫課”，讓學(xué)生了解英美兩種語(yǔ)言的差異并將其整理成文。

3.課型設(shè)計(jì)與課時(shí)分配（教材重組后，本單元可用五課時(shí)完成）

1st period 口語(yǔ)課

2nd period 聽(tīng)力課

3rd period 閱讀課

4th period 語(yǔ)法課

5th period 讀寫課

IV.分課時(shí)教案

The First Period Speaking

Teaching goals 教學(xué)目標(biāo)

1. Target language 目標(biāo)語(yǔ)言

a. 重點(diǎn)詞匯和短語(yǔ)

bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with

b. 交際用語(yǔ)

Can you spell that please?

Could you repeat that, please?

What do you mean by ...?

Could you speak a bit slowly, please?

Sorry, I didn’t follow you.

I beg your pardon?

How do you say ... in English?

How do you pronounce...?

What does ... mean?

Can you say that in a different way?

2. Ability goals 能力目標(biāo)

To learn some differences between American English and British English.

3. Learning ability goals 學(xué)能目標(biāo)

Let students learn how to deal with language difficulties in communication.

Teaching important points 教學(xué)重點(diǎn)

1. How to improve the students speaking ability

2. How to make up another dialogue for three students and act it out in class.

Teaching difficult points 教學(xué)難點(diǎn)

How to use different sentence patterns for language difficulties in Communication

Teaching methods 教學(xué)方法

1. Listening to the tape .(individuals)

2. Pairs work to practise the dialogue and make up another dialogue（cooperative learning）

Teaching aids 教具準(zhǔn)備

1. a recorder

2. a projector and some slides

Teaching procedures && ways 教學(xué)過(guò)程與方式

Step I Greetings and Revision

T: Good morning/afternoon, boys and girls!

Ss: Good morning/afternoon, Mr Chen!

T: Sit down, please. Today we are going to learn Unit 2: English around the world, but I want to check your homework first.

1. Check whether they have remembered the ten important sentences.

2. Check whether they have previewed the new words and expressions in this unit. Then the teacher write down: English around the world - The First Period on the blackboard.

Step II Warming up

T: Look at the picture and try to guess:

Qs: 1.What do you think is happening in the picture?

2.Where do you think is the man?

Sa: A funny story is happening.

Sb: The man is in the bathroom.

Ask the students to discuss the following questions.

1. What is Joe’s nationality? How about Nancy?

2. What it is that Nancy thinks Joe wants?

3. What is it that Joe is looking for?

4. What is their misunderstanding about?

After discussion.

Sa: Joe is an American while Nancy is British.

Sb: Nancy thinks Joe wants to have a bath.

Sc: Joe is looking for a toilet.

Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.

T: You did quite well. There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.

Step III Speaking

T: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy. Then turn your book to page10. Let’s do Speaking-Part Two. In the following box there are several useful expressions. These sentences are all about the language difficulties in communication. When we express our requests and orders, we use them. Here I give you a few minutes to remember these sentences.

Can you spell that, please?

Could you repeat that, please?

What do you mean by ...?

Could you speak a bit slowly, please?

Sorry, I didn’t follow you.

I beg your pardon?

How do you say ... in English?

How do you pronounce...?

What does ... mean?

Can you say that in a different way?

T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc. and act out in class, using the useful expressions above.

Sample dialogues

Situation 1:

Taking a message: A is visiting B, but B is not in , C takes a message for B

A: Is B at home?

C: Sorry, she isn’t in. She went out just now.

A: Oh, could you do me a favor to take a message to her? I am her workmate.

C: I’d be glad to.

A: Could you please tell her we have decided to go out for an autumn outing. Please ask her whether she’d like to join us. My phone is 7500924

C: Could you repeat that, please?

A: It’s 7500924

C: Ok. I have taken it down. I’ll tell her about it the time she comes back

Situation 2:

Answering the telephone: Lucy is trying to call Mary, but Mary is not in .Tom takes a message.

Tom: Hello! This is Tom speaking.

Lucy: Is Mary in?

Tom: She is not in. Can I take a message for you ?

Lucy: It’s very kind of you. Henry Potter Ⅲ is going to be put on in the cinema at 3:00 pm this afternoon. I have got two tickets. If she wants to, please tell her to send an e-mail to me at noon. The address is lucy_pretty123456@yahoo.com.

Tom: Could you speak a bit slowly, please?

Lucy: lucy_pretty123456@yahoo.com. Have you got it?

Tom: Ok. Bye.

Situation 3:

The teacher tells the monitor about the task this afternoon. And the monitor tells it to the rest of the students.

T: This afternoon we’ll do some cleaning in our classroom at 4:00 pm . Could you please tell the students about it?

M: Certainly, I’d be glad to .

T: Please tell the students to bring some cloth

M: Sorry, I didn’t quite follow you. What shall we do with it?

T: Oh, we’ll mainly clean the glass and sweep the floor.

M: Ok, I will tell the class about it.

Extension Task: Students can create and practise their own dialogues. They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say. (若時(shí)間不足，可改為作業(yè))

Step VI Homework

T: Now let’s recall what we have learned during this course. We have learned a dialogue about misunderstanding between Joe and Nancy. And then we have learned the useful expressions about language difficulties in communication. Our homework:

1. Remember the useful expressions on Page10.

2. Complete Talking in workbook.

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