英语人教版 (2019)Unit 5 Languages around the world教案

这是一份英语人教版 (2019)Unit 5 Languages around the world教案，共5页。

Instructional Design
Polyglots:
what are they and who can be one?

Workbook
Module 1 Unit 5



Reading
Polyglots: what are they and who can be one?

Ⅰ. Analysis of the Teaching Material
This text mainly talks about what polyglots are and who can be a polyglot. The writer uses four examples to state what polyglots are- Zhao Yuanren, Queen Elizabeth I, Quiseppe Mezofanti and Tim Doner, and introduces the story of Tim Doner to tell the readers that anyone can try to be a polyglot. The first three examples are especially talented people, whereas the fourth example Tim Doner is an ordinary teenager, who tried different methods to make learning fun. The text is intended to encourage readers to learn more than one language and not just as a school subject, inspire the readers to study languages by communicating, learning about its culture and understanding how different people think.
Ⅱ. Analysis of the Students
Senior 1 students have already mastered a certain number of English vocabulary, and reading skills. They can express personal opinions clearly in English. Meanwhile, senior 1 students have the ability to study both independently and cooperatively. They have their own values, criteria for judgment, and will choose the relevant reading strategies respectively according to their own needs. Moreover, they can also be inspired to think and output creatively.
Ⅲ . Teaching Objectives
By the end of the class, students should be able to
1. figure out the structure of the text according to signal words and transitional sentences.
2. learn various methods of language learning from Tim Doner.
3. understand the sayings of Nelson Mandela and Tim, and learn the essence of language study.
4. understand the importance of learning more than one language and analyze the writing skills.
Ⅳ. Teaching Important and Difficult Points
Ø Lead the students to master the meaning and usages of the new words and expressions: polyglot, living proof, sign up for, comment, represent, translate, etc.
Ø Lead the students to figure out the structure of the whole text.
Ø Lead the students to appreciate the sayings by Tim Doner and Nelson Mandela.
Ⅴ. Teaching Procedures
Activity 1: Activating
1.The teacher greets the students in different languages.
2.The teacher asks questions about the video shown during the break.
Q1: Who is the old man in the video?
Q2: What is very special about him?
Q3: What do we call the people who can speak so many languages?
Q4: What do you think of him?
Q5: Do you want to be a polyglot?
3.The teacher leads the students to read the word “polyglot” and explain the meaning of “poly-” and “-glot”.
[Intention]
A series of questions asked about the video will stimulate students’ thinking about what polyglots are and who can be a polyglot. And they are led to believe that being a polyglot is really difficult. But after reading the passage, they will understand anyone can be a polyglot. Some difficult words will be dealt with in lead-in.

Activity 2: Predicting
The teacher asks the students to read the title, look at the pictures, and predict what the passage will be talked about from the title and the picture.
[Intention]
Predicting is an important reading strategy to help them mentally prepared for what is going to be read and guess the writing purpose, paving the way for reading.

Activity 3: Reading for structure
The teacher asks the students to read the passage fast and conclude the main idea of each paragraph.
Para.1
some polyglots
Para.2
Tim’s methods
Para.3
Tim’s opinions





[Intention]
Through fast reading, the students can catch a few key words, like some polyglots and Tim Doner. By concluding each paragraph, students will have a general idea about the text, paving the way for the next step.

Activity 4: Reading for detailed information
1. Read Para. 1 and find out who are mentioned in Para.1.
Q1: Who are mentioned in Para.1?
Q2: What do they have in common?
Q3: How do they seem?
Q4: Do all polyglots have to be especially talented?
Q5: If no, can you find the words that support your answer?
Q6: Who proved that anyone can be a polyglot?
Q7: What might be talked about in this following paragraphs?
2.Let’s read Para.2 and find out what languages Tim has learned and how he learned these languages.
languages
methods
(pay attentions to the verbs)
feelings


















Q1: What languages has Tim learnt? How he learnt these languages? Pay attention to the verbs.
Q2: How did Tim feel when he first learnt French and Latin?
Q3: How did Tim feel when he learnt these new languages?
Q4: Why did Tim try different methods to learn languages?
Q5: What other methods can make learning fun too?
[Intention]
The passage introduces four examples. The first three examples are people who are especially talented, whereas the fourth example is an ordinary person to show the readers that anyone can be a polyglot. the author uses a transitional sentence in paragraph one to lead the reader to learn about Tim Doner, and how he leaned languages. Looking for verbs is a good way to lead students to read with purpose and find the methods of learning languages.

Activity 5: Understanding the sayings
T: Let’s read Para.3 and look for what Tim has said about language learning. Pay attention to the quotation marks.
[Tim said,
“Knowing a language is a lot more than knowing a couple of words out of a dictionary.”
“Open up your mind to the fact that languages represents a cultural world view.”
“You can translate words easily but you can’t quite translate meaning.”]
Q1: What does the first saying mean? What are languages for?
Q2: Let’s look at the second saying. Besides the language itself, what else should we learn?
Q3: How about the third saying? What’s your understanding?
Q4: That is Tim’s opinion. How about Mandela?
[Mandela said,
“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” ]
Q5: What does Mandela want to tell us?
Q6: That is part of Tim’s wish. What is Tim’s wish?
Learn more than one language and not just as a school subject.
[Intention]
Students are encouraged to think and talk about their understandings of the sayings by Tim and Nelson Mandela to extend their thinking.

Activity 6: Reading for writing skills and theme
1. Review the whole passage and think about how the writer develops his text.
2. Think about the author’s writing purpose.
3. Think about what we can learn from Tim
T: Since international communication is playing an important role in the world, as language learners, what can we learn from Tim in language learning?
[Intention]
After reading the whole passage, students can learn some writing skills by reflecting on the writing skills and the purpose of the writer. Understanding the intention of the author can help the students learn the spirits from Tim, paving the way for the next step. Through group work, the students will learn how to work cooperatively and collect group ideas to make a group presentation. This is also a step for students to rethink about the spirits of Tim and how they can better learn languages.

Concluding
Nothing is difficult to a willing heart.
With determination, we all can be a polyglot.
Participate in cultural communication
Open your mind to the world
Learn more languages
You are more capable than you think
Get involved in more exchanges
Learn to understand the differences
Open your heart to another language
Take immediate action
Let’s try to be a polyglot.

Assignments
1. Write a blog to share your own experience of language learning and your understanding of being a polyglot.
2. Do some research online about how other polyglots learn foreign languages.


Some polyglots
Tim’s opinions and wish
Tim’s methods
What?
What are polyglots?
How to be one?
Anyone can be a polyglot!
---giving examples
---using numbers
---using quotes
---making contrasts
Why?
Polyglots: what are they and who can be one?
How?
talented
amazing
Blackboard DesignPara.3
Para21