英语人教版 (新课标)Unit 2 English around the world教学设计

这是一份英语人教版 (新课标)Unit 2 English around the world教学设计，共9页。

●从容说课
This is the third perid f the unit. The lessn deals mainly with the grammar，that is，the structure which expresses cmmands and requests and the reversal f the indirect speech and direct speech. The secnd part f this perid is anther passage “Standard English And Dialects”.After it，there is an exercise fr us t make up dialgues using the cmmands and requests. This part is t give students a chance t practice this kind f structure. The secnd part f this perid is anther passage “Standard English And Dialects”.
In this lessn we first review the grammar we learn in last unit. S students will be asked t d sme exercises abut this grammar item. By ding s，students can recall sme rules f the reversal between the direct speech and indirect speech. Then，students will have a task t tell the requests frm cmmands. Then shw the sentence patterns f requests and cmmands. Using is the aim f the language teaching，s after learning the structures，the mst imprtant ne is t put them int use. After ding sme exercises abut reversal f direct speech and indirect speech，students will use these sentence patterns in daily life by making up dialgues accrding t the situatin n Page 13.T make the students master the structure well，I think it is necessary t ffer mre practice.
And the passage in this part is t prvide students with mre infrmatin n English and imprve students’ reading speed. S I think it is nt necessary t treat it as an intensive reading material accrding t the aim. Instead，I will teach it as an extensive reading passage.
●三维目标
1.Knwledge：
Learn and master the sentence patterns which express an rder and a request，and their different features.
2.Ability：
Use these patterns t cmmunicate with thers.
3.Emtin：
Help students master the pints in this perid.
●教学重点
Pint ut the features f an rder—which uses the imperative，namely “tell/rder sb. t d sth.” and a request—which uses a questin frm r an imperative，very plite，namely “ask sb. t d sth.”
●教学难点
Hw t change rders and requests int reprted rders and requests.
●教具准备
slides
●教学过程
Step 1 Greetings and revisin
Greet the whle class as usual.
Review the useful wrds and expressins by letting students make up sentences using these wrds and expressins.
Step 2 Grammar
T：In the last unit，we have learnt smething abut the direct speech and indirect speech. We knw while we change direct speech int indirect speech，we shuld change many things such as the tense，sme adverbials and sme verbs.
Nw let’s first d sme exercises.
Turn the fllwing int Indirect Speech
1.“I brke yur CD player，” he said t me.
2.“Are yu sure yu didn’t d anything t this？” he asked me.
3.“A friend in need is a friend indeed，” Mther said t me.
4.Tm said，“I bught a bk fr my brther yesterday.”
5.He said，“I shall meet her at my ffice.”
6.The teacher said，“I must g nw.”
7.He said，“I can d hmewrk myself nw.”
8.He said，“The huse was built in 1965.”
9.“Why was Jenny late fr schl？” Mr Baker wanted t knw.
10.They said，“will yu visit the museum tmrrw？”Turn the fllwing int Direct Speech.
11.I said that I wuld try my best.
12.He wndered （asked） hw lng it tk t d the wrk.
13.Bb asked Jhn whether he had seen his wallet.
14.His aunt said that she had gt there five days befre.
15.I asked Tm why he had nt tld her the truth.
Suggested answers：
1.He tld me that he had brken my CD player.
2.He asked me if I was sure I hadn’t dne anything t that.
3.Mther tld me that a friend in need is a friend indeed.
4.Tm said that he had bught a bk fr his brther the day befre.
5.He said that he wuld meet her at his ffice.
6.The teacher said he had t g/must g then.
7.He said that he culd d hmewrk himself then.
8.He said that the huse was built in 1965.
9.Mr Baker wanted t knw why Jenny had been late fr schl.
10.They asked if we wuld visit the museum the next day.
11.I said，“I’ll try my best.”
12.He asked，“Hw lng des it take t d the wrk？”
13.Bb asked Jhn，“Have yu seen my wallet？”
14.His aunt said，“I gt here five days ag.”
15.“Why didn’t yu tell her the truth？” I asked Tm.
T：Yu did a very gd jb. Tday，we’ll g n t study indirect and direct speech. But firstly，we shuld learn t tell requests frm cmmands. In English，giving cmmands is less plite than making a request. S mst f time，cmmands are made by thse peple wh are bsses，teachers，leaders，fficers，r sme ther ne wh has authrity. Nw wuld yu please tell which f them are cmmands？
（shw them a slide）
1.Clse the dr!
2.Wuld yu please help me carry the case？
3.Get me smething t drink.
4.Culd yu lend me 100 yuan？
5.Please turn ff the lights.
6.Dn’t smke here.
7.Will yu clean the blackbard？
8.Clean the table please.
S：1，3，6 are cmmands，and thers are requests.
T：That’s right.S we can draw a cnclusin：
Sentence pattern fr cmmands： nt d...
Sentence pattern fr requests： yu d...？/Culd yu d...？/Will yu d...？/Wuld yu d...？
Then if we want t change them int indirect speech，we shuld d like this：
Cmmands：sb. tld/rdered sb. （nt） t d sth.
Requests：sb. asked sb. else （nt） t d sth.
Accrding t these rules，let’s d sme practice.
1.Change these sentences int Indirect Speech.
He said t me，“Dn’t smke in this rm.”
He said t me，“Please dn’t smke in this rm.”
He said t me，“Culd yu please help me with my wrk？”
Suggested answers：
He tld me nt t smke in that rm.
He asked me nt t smke in that rm.
He asked me t help him with his wrk.
2.Change the fllwing sentences int Direct Speech.
The landlady asked him t put his cat in the clset.
The yung father tld his children nt t mve.
Mther tld me t lck the dr after midnight.
Suggested answers：
“Put yur cat in the clset please，” the landlady said t him.
The yung father said t his children，“Dn’t mve.”
Mther said，“Lck the dr after midnight.”
3.（the teacher shw the screen）
T：Lk at the screen. Let’s practise cmmands and requests in pairs. Yu may ntice n the left，under the wrd “Dn’ts”，there are three rders，under them there are three rders，under them there are three requests. On the right，under the wrd “Ds”，there are three rders，under them there are there requests. First we are ging t practise the cmmands. I can give yu an example. Lk at the six rders. In Direct Speech，I can say “Watch the teacher carefully. Dn’t cme int the lab withut a teacher.” In reprted rder. I can say “She tld us t watch the teacher carefully. She tld us nt t cme int the lab withut a teacher.” After yu practise the rders，yu may practise the requests. Are yu clear？Nw let’s begin.（give students several minutes t practise them，then teacher may check）
Suggested answers：
Direct Speech：
1.Dn’t cme int the lab withut a teacher.
2.Dn’t tuch anything in the lab.
3.Dn’t smke.
4.Watch the teacher carefully.
5.Dip yur fingers int the mixture.
6.Suck yur fingers.
7.Will yu please nt put anything in the basin？
8.Dn’t talk t ludly，please.
9.Dn’t leave the bks in the lab，please.
10.Write yur answers n the blackbard，please.
11.Culd yu please tidy the lab after the experiment？
12.Put everything in the cupbards please.
Indirect Speech：
1.He tld us nt t cme int the lab withut a teacher.
2.He tld us nt t tuch anything in the lab.
3.He tld us nt t smke.
4.He tld us t watch the teacher carefully.
5.He tld us t dip ur fingers int the mixture.
6.He tld us t suck ur fingers.
7.He asked us nt t put anything in the basin.
8.He asked us nt t talk s ludly.
9.He asked us nt t leave the bks in the lab.
10.He asked us t write ur answers n the blackbard.
11.He asked us t tidy the lab after the experiment.
12.He tld us t put everything in the cupbards.
4.Nw let’s use these patterns t make up sme dialgues. Please turn t the exercise n P13.
Suggested dialgues：
（1）A：Excuse me，culd yu please clse the dr？It’s s windy.
B：Of curse.
（2）A：Excuse me，please make sme rm fr me. I have t get ff the train nw.
B：Sure.
（3）A：Lk ut!A bear is appraching yu!
B：Help! I’m s scared!
A：Dn’t mve! Keep calm. A bear wn’t attack smene wh is nt t ffend it.
Step 3 Reading
T：As we all knw，China is a very big cuntry where different dialects are spken. Can yu list sme f them？
S：Guangdng dialect，Shanghai dialect，Sichuan dialect...
T：Is there anybdy wh can speak a dialect frm ther place？
S：（sme students act it ut）
T：Thank yu! D yu think that it is easy fr peple t fllw thse speaking different dialect？
S：N. Sme dialects are really difficult t understand.
T：Then hw can we slve this prblem？
S：We can cmmunicate in Putnghua.
T：Yes. The difference between Chinese dialects are s big that it’s really hard fr peple t cmmunicate in it. S nw mst students are taught in schl in Putnghua. Then d yu think that it is the same case with the US？
S：I think s.
T：What is it that makes yu think s？
S：I think that the US is a big cuntry just like China. Besides，it is a cuntry in which many peple are frm different places. S I think that peple may speak dialects.
T：Let’s try t find it ut whether it is the case. Nw read it fast and then answer these questins.
1.Is there the same case？Can yu list sme examples？
2.Why are there s many dialects in the US？
3.What is the standard English？
4.D yu think there’s the standard English？
5.Can yu tell an interesting r funny stry that shws great difference between dialects in Chinese？
Suggested answers：
has many dialects，such as Midwestern，suthern，African American and Spanish dialects.
2.Because peple have cme frm all ver the wrld. Gegraphy als plays a part in making dialects.
3.It is believed t be the English spken n TV and the radi.
4.N.
5.Keys r Kiss？
One friend f mine was giving an English lessn t a class f adults wh had recently cme t live in the United States. After placing quite a number f everyday bjects n a table he asked varius members f the class t give him the ruler，the bk，the pen and s n. The class went very smthly，and the students seemed interested and serius abut the wrk that they were engaged in until my friend turned t an Italian and said，“Give me the keys.” The man lked surprised and smewhat at a lss（有点手足无措）.
Seeing this，my friend thught that the student hadn’t heard him clearly，s he repeated，“Give me the keys.” The Italian shrugged his shulders. Then，he threw his arms arund the teacher’s neck and kissed him n bth cheeks.
Step 4 Summary
T：Tday we have learnt sme patterns which express cmmands r requests. And we have dealt with the reversal f the sentence patterns. After reading the passage，we have knwn that American English has different dialects. Thugh there is n standard English，we shuld learn t prnunce the English wrds crrectly.
Step 5 Hmewrk
T：Tday’s hmewrk is t recite wrds and phrases and make a dialgue using sentence patterns f expressing cmmands and requests.
●板书设计
●活动与探究
1.One aim f this activity is t give students a chance t practice the sentence patterns in practice. S students are requested t make a research f the situatins in which requests and cmmands are used. The ther aim is t make research n dialects in China. They are asked t lk int which dialect is the mst ppular in China and what causes this situatin.
2.将下列对话改成间接引语
The fllwing dialgue is an excerpt frm Mark Twain’s The Millin-Pund Bank Nte.
Henry fund that there was a millin-pund nte in the envelpe. He thught the tw brthers had made a mistake. He hurried t their huse and rang the bell. The servant appeared. Henry asked fr the brthers.
Servant：They are gne.
Henry：Where？
Servant：T the Cntinent.
Henry：The Cntinent？
Servant：Yes，sir.
Henry：When will they be back？
Servant：In a mnth，they said.
Henry：A mnth! Tell me hw t get wrd t them. It’s f great imprtance.
Servant：I can’t，indeed. I’ve n idea where they’ve gne.
Henry：Then I must see sme member f the family.
Servant：Family is away，t—in Egypt and India，I think.
Henry：There’s been an immense mistake made. They’ll be back befre night. Tell them I’ve been here，and that I’ll keep cming till it’s all right，and they needn’t wrry.
Servant：I’ll tell them，if they cme back，but I’m nt expecting them. They said yu’d be here in an hur t make inquiries，but I must tell yu it’s all right，they’ll be here n time t meet yu.
●备课资料
English Teaching in the USA
The United States f America is mainly an English-speaking cuntry. The majrity f the ppulatin speak English as their native language. Business，educatin，scial activities，etc. are cnducted in English. Acrss the cuntry，peple prnunce many English wrds in several different ways，but fr the mst part，Americans speak ne cmmn language. This language is smetimes called American English.
Hwever nt everyne in the is a native speaker f English. Mst immigrants（移民） are speakers f ther languages. There are hundreds f cmmunities（社区） arund the where English is nt the mst cmmnly used language. Chinese，Italian，German，Greek，Spanish，and French are all spken in varius cmmunities in the U.S. Spanish is the secnd mst cmmnly spken language after English. It is widely spken in New Yrk and acrss the suthern part f the cuntry. Fr speakers f ther languages，learning English is imprtant，but teaching peple t speak English as a secnd language was given little attentin. Nn-English speakers were expected t “pick up” the language by meeting with thers in public. Recently，this has changed.
Tday，mst large public schls and cmmunity clleges have ESL（English as a Secnd Language） prgrams：American English teachers feel that English students shuld learn the language the way they will use it. Therefre，ESL prgrams ffer different English lessns t different students. Sme prgrams teach students t cmmunicate in English in public. Other prgrams teach the kind f English peple will need fr their jbs. American ESL instructinal methds d nt lay emphasis（强调） n grammar r translatin，but n the imprtance f cmmunicatin. The gal is t get the English learners t learn by using the language.
Multiple chices：
1. Peple in the United States____________.
A. are all native speakers f English
B. speak English in varius ways
C. all speak American English
D. are immigrants frm English-speaking cuntries
2. In the past the nn-English immigrants____________.
A. didn’t knw hw t learn English
B. fund that English was nt imprtant
C. learned English thrugh bks
D. paid special attentin t teaching English
3.____________is the mst widely used language except English in the U.S.
A.ESL B. FrenchC. SpanishD. Chinese
4.The phrase “pick up” in the secnd paragraph means “____________”.
A. try t masterB. repeat again and again
C. g t schl smetimesD. learn withut studying r taking lessns
5. ESL prgrams teach the students____________.
A. nly grammatical rules and idims
B.t use English thrugh practice
C. different languages
D.t learn English by translating their wn native languages int English
Answers：1.B 2.A 3.C 4.D 5.B
Wrds and Idims
T break yur neck 美国人在讲话和写文章的时候经常用一些和人体各部分有关系的成语或俗语。本文介绍的两个习惯用语就是和脖子（neck）有关的。在美国英语里有一些习惯用语都和neck 这个词有联系，但是它们的意思却各不相同。例如t break yur neck，它的意思并不是指你的脖子真的断了，而是尽一切力量努力去做某件事的意思。
I wish Sam wuld study harder，because I am breaking my neck t scrape up the mney t keep him in cllege.我希望萨姆念书再用功一些，因为我一直在想尽办法凑足钱好让他继续念大学。
美国人的生活是很紧张的，节奏很快，人人感到压力很大。可是，下面这个例子说的是那个修电视机的工人当天运气比较好，碰到了一个好顾客。这位顾客对他说：
Yu dn’t have t break yur neck fixing this TV set：I really dn’t need it next week.你不必赶紧修这个电视机，我下星期并不需要它。
“T stick yur neck ut”有时把脖子伸得太长是很危险的。中国话里有“枪打出头鸟”的说法，在英文里就是“t stick yur neck ut.”据说，“t stick yur neck ut”这个说法是用来形容乌龟的处境的。当乌龟的头缩在乌龟壳里的时候，一切都很安全。可是，一旦它们把头伸出来，那可就危险了。现在，“t stick yur neck ut”已经成为美国人在日常生活中常用的表达形式了，它的意思是不顾一切地硬来、担风险。
I think my bss is dead wrng abut hiring his sn-in law，but I’m nt ging t stick my neck ut and tell him!我认为我的老板雇用他的女婿是绝对错误的，但是我才不去冒那风险告诉他呢！
可是，不怕担风险的人还是有的。下面这个人就是在称赞他们州的国会议员：
I admire ur cngressman—he’s ne plitician wh’s nt afraid t stick his neck ut and say what he really thinks，even if it csts him sme vtes.我很钦佩我们的国会议员。他是一个敢于冒风险说自己心里话的政治家，即使那样做会使他失去一些选票。
Dn’ts
Ds
Cme int/lab/withut...
Tuch/anything/lab
Smke
Put/anything/basin
Talk/s ludly
Leave/bks/lab
Watch/teacher/carefully
Dip/finger/mixture
Suck finger
Write/answer/blackbard
Tidy/lab/experiment
Put/everything/cupbards
Unit 2 English arund the wrld
The Third Perid
cmmands
request
Direct
Speech
D...
D nt d...
Will yu d...？
Wuld yu d...？
Can yu d...？
Culd yu d...？
Indirect
Speech
sb. tld/rdered sb. t d...
sb. tld/rdered sb. nt t d...
Sb. asked sb. t d/nt t d...