Teaching plan for Unit2 English around the world

發布時間：2016-7-21 編輯：互聯網手機版

Unit 2 English around the world

By ZhangLiping

Teaching Goals:

1. Learn about the differences between

American English and British English.

2.Learn about communication skills.

3.Report requests and demands

4.using"He/She asked ... to "' '

and" He/She told'" to-.. ".

Teaching Time: Five periods

. Background Information

Now the English language is used by

about 600 000 000 people in almost every

part of the world. Chinese is the only language used by more people. About

350 000 000 people speak English as their

native tongue. Most of them live in Australia, Canada, Great Britain, Ireland,

About 60 000 000 people, chiefly in India

and Pakistan, speak English almost as

well as their own language. Probably

150 000 000 other people can use English

to some extent. Today, about one of every

six uses English.

II. American English and British English

Written English is more or less the

same in both Britain and the USA, and in

everyday speech the two peoples have little difficulty in understanding one another. In fact, the Americans have exported

a large number of their words and phrases

to Britain--through literature, the movies, TV, American soldiers during both

world wars and tourists. The following

words and phrases are of American origin: teenager, boyfriend, radio, right

away, way of life, etc.

Some of the words that Americans

now use come from the languages of their

immigrants, particularly from the Ger-

mans. The basic meaning of "dumb" in

both British and American English, is

"unable to speak". In the USA, it

acquired a second meaning "stupid",

straight from the German "damn"( stu-

pid), and this second meaning has now

crossed the Atlantic to Britain..

There are a number of differences

between American and British English in

the spelling of words, e.g. check(US)/

cheque (UK), center (US) / centre ( UK ).

Many American English words ending in

"or", e.g. honor, vigor, labor are spelt

in British English with an "our", e. g.

honour, vigour, labour. Many verbs in

American English with "ize" or" izing"

forms, e.g. organize, realizing, are spelt

in British English "ise" or "ising'', e. g.

organise, realising. In American Eng-

lish,"practice" is used both for the verb

and noun. In British English, the verb is

spelt "practise", and the noun "prac-

tice". In the main, American English

avoids the doubling up of consonants in

nouns and verbs while British English

does not. In American English, for ex-

ample, one writes "travel, traveled, travding, traveler", while in British English

one writes "travel, travelled, travelling,

traveller."

Unit 2 The First Period

By ZhangLiping

Teaching Aims

1.Learn a dialogue about American

and British English.

2.Listen to a material.

3.Do some exercises about sentence

transformation.

Teaching Important Points:

1.How to improve the students' listening

ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Teaching Methods

Listening method to improve the

listening ability.

Discussion method to help the

have a clear idea of what they've

Teaching Aids:

1. a recorder

2. a projector and

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries

and regions are there in the world?

(About two hundred.)

T: How many languages are there in the

world?

(It's hard to say. I learned from a magazine that there were more than three

thousand. Perhaps more than five thousand)

It was thought that there were more

than three thousand before. But it is

found in recent years that there are

more than five thousand languages in

the world. Only thirteen languages are

used by above 55 million people. My

next question is: How many languages

are used as the working languages of

the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says" bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase"

all around the world".

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world

such as

the majority of

develop into

in total

without doing

one's mother tongue

communicate with

the number of

through the Internet

a number of

have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

By ZhangLiping

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely "tell/order sb. to do sth. "and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth." reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write "Order' in your exercise books. If it's a request, write" Request". (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, "sh. told/ordered sh. else to do sth. "If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, "sb. asked sb. else to do sth. "But we should pay more attention to the negative construction. Its reported orders and requests should be like these. "sh. told/ordered sb. else not to do sth." "sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all in-

direct speech. Change them into direct

speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the

coat in the closet.

"Will you please put your coat closet? "said the landlady.

The landlady asked him not to on the peg.

"Will you please not put it peg?" asked the landlady.

Please go on.

The commander ordered to stand still.

"Don't move, "the commander said to

the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word "Don'ts", there are three orders, under them there are three requests. On the right, under the word "Dos", there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say "Watch the teacher carefully. Don't come into the lab without a teacher. "In reported order. I can say" She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher."

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )