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一、教学内容分析
本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，英语也随着社会的发展和不同人群的交流而不断变化。
二、涉及的要点
1 了解英语在世界上的发展状况，认识各种带有民族、地域特色的英语。
2 对英国英语和美国英语的差异有所了解，尤其是一些常用词，如flat和apartment；lift和elevator；rubber和eraser等。
3 掌握本单元教学目的和课标词汇的用法。
4 学会语言交际困难的表达法，如Pardon？I beg your pardon？
5 掌握间接引语中命令与请求的表达法。
三、Teaching objectives
Knowledge Objectives:
1. to learn about differences between American & British English;
2. to learn about the history and development of English;
3. to use reported requests: He asked me to…
4. to use reported commands: She told me to…
5. to write a passage to explain Why should we learn English?
Ability Objectives:
to develop the Ss’ speaking, reading, listening & writing abilities
Emotion Objectives:
to let Ss know more about English & inspire students to study hard
四、Teaching periods
Period1: Warming Up, Speaking and Writing
Period2-3: Reading and explanation
Period4: Grammar ( Indirect Speech )
Period5: Using language
Period6: Exercises and Reading Task
五、Teaching plan
Period 1 Warming Up, Speaking and Writing
Teaching Goals:
1. to know some differences betweenAE & BE;
2. to practice speaking English and talk about the reasons why we learn English;
Teaching procedures:
Step1: Lead-in:
Introduction about differences between AE and BE
The teacher give some American English & then ask Ss to say out British English
candy--- sweets check--- cheque/banknote
fall ---autumn game--- match
gas/gasoline ---petrol mad ---angry
mail ---post restroom ---public toilet/WC
soccer ---football vacation ---holiday
the first floor ---ground floor the second floor---first floor
Step2: Discussion
Ask Ss to list the countries that use English as an official language. And then have a discussion with their partners. Why do so many people speak or learn English?
to communicate with foreigners
the reasons to learn English
to use for business to use in school
to travel abroad to read English books
to write to pen friends to listen to English music
to pass entrance exams to college
Summary: Since English is very important, we should try our best to learn it well from now on.
Step3: New words & expressions
New words & expressions from subway to such as (P93)
Step4: Homework
Write a composition: Why should we learn English?
Period 2 Reading and explanation（1）
Teaching Goals:
1. to understand the text and learn about the development of English.
2. to improve the reading abilities
3. to master one reading skill: prediction
Teaching procedures:
Step1: Greetings and dictation.
Step2: Lead-in and prediction.
Yesterday we talked about some differences between American English and British English. Could you tell me why they have some differences?
Tell Ss to skim the whole text and try to find out the reason. Before skim the text, ask Ss to make a prediction according to the title of the text.
Step3: Comprehending.
1.Ask Ss to listen to the record carefully and Try to find out the keys to Comprehending. (1-2)
2. Read the text one more time and try to grasp the general idea of each paragraph.
Para.1: Many people all over the world speak English.
Para.2: Native speakers can understand each other even if they don’t speak the same kind of English.
Para.3: Why has English changed over time.
Para.4: Finally by the 19th century the language was settled.
Para 5: English is now spoken in South Asia.
Step 4: Homework
Try to find something they don’t understand in the text and memorize the new words and expressions.
Period 3 Reading and explanation (2)
Teaching Goals:
1. Master the language points and useful expressions.
2. Explanation of words & expressions & practice using them
Teaching procedures:
Step1: Retelling
Ask Ss to retell the text according to the main idea of each paragraph.
English is used more and more today. The number of the people speaking it is increasing rapidly. China has the biggest number of English speakers. However, even two native speakers do not speak the same English because there are many kinds of English. That is caused by communication of culture. So, actually even they can not understand everything they say. Besides being spoken as the native tongue, English is also used as a foreign or 2nd language in many other countries. In a word, it becomes more and more important.
Step2: Notes:
A: Key words & expressions
1. the road to modern English
to 与to连用的名词：key /answer entrance monument memorial
e.g: the key to the bike, the entrance exams to college
There stands a Monument to the People’s Heroes on the hill.
2. at the end of…
at the end of by the end of in the end end end up…with
e.g: At the end of last term they held an important meeting.
By the end of the term we will have finished Student’s Book2.
By the end of last year we had finished reading The Two Cities.
They ended up the party with the song Happy Birthday to You.
We started with soup and ended up with fruit.
3. all 与 both 的用法
e.g: Not all the students have a dictionary=All the students haven’t a dictionary.
None of the students has a dictionary.
Not both his brothers are in the army=Both his brothers aren’t in the army.
Neither of his brothers is in the army.
(not 与 every each both all everything everybody连用表示半否定，而全否定用
no one none neither nothing nobody not any)
4. start to do sth=start doing sth (与begin同)
In the next century, people from England started moving to other parts of the world.=In the next century, people from England started to move to other parts of the world.
但以下情况只用 start to do sth:
The ice began to melt.
They are starting to study a foreign language.
5. however conj. 尽管如此；然而；
Certainly he apologized. However, I won’t forgive him.
We waited for her for a long time that day, she didn’t come, however.
You should try to get a good night’s sleep______much work you have to do.
A. however B. no matter C. although D. whatever
We’ll have to finish it, however long it takes.(no matter how long it takes)
6. base…on/upon…
What are you basing this theory on?
One should always base his opinion on facts.
The movie is based on a real story
Please write a story______(base)on the plots of the movie. (based)
7. make(good/full/no…)use of…
We could make good/better use of our resources.
Every minute should be made use of______(study) hard. (to study)
8. the number of & a number of： ……的数量 & 许多……
The number of (Numbers of ) the students in our school is 1650.
A number of the students have their own computers.
A number of (Numbers of )well-qualified people have recently left the company.
The number of people to the meeting is 128.?
9. Only time will tell.
Tell: know & judge
It’s hard to tell whether he’s telling the truth.
Time will tell whether he is faithful to you.
Can you tell Tom from his twin brother?
Only: Only the doctor can do the operation.
Only in this way can we work out the problem.
Only then did he realize the mistake he had made.
Only when he came home did he find his wallet was stolen.
Not only was everything taken away from him, but (also) his citizenship (was taken away from him, too).
B key Sentences:
1. At the end of the 16th century, about five to seven million people spoke English.
2. English became less like German because those who ruled England spoke first Danish and later French.
3. India has a very large number of fluent English speakers.
4. Today the number of people learning English in China is increasing rapidly.
Step3: Exercises in Learning about language (1-2) .
Step4: Homework for today:
1. Keep the words & expressions in mind & try to learn the text by heart.
2. Finish the rest of exercises in Learning about Language.
Period 4 Grammar ( Indirect Speech )
Teaching Goals:
1. to review the useful words & expressions
2. to master indirect speech related to command & request
Teaching procedures:
Step1: Review the useful words & expressions by doing exercises
1.___________(大量的) people have applied for the job.(A large number of)
2.___________(…的数量) the panda is declining.(The number of)
3.I’ll go there,__________(即使) I have to walk.(even if)
4.He ________(到…) me to ask for a light. (came up to)
5.The novel is about a family who can’t __________(交流) each other.(communicate with)
6. He_____ his plan ____(以…为根据) interests of most people.(based…on)
7.Why doesn’t he ___________(利用) his singing talant?(make use of)
Step2: Check the answers: Learning about Language on Page 11
(Ask the Ss to check the answers with each other, teacher may help them if necessary.)
Step3: Review the indirect speech and explain the new ones related to command and request.
First do some exercises.
1.He said:“ I’ve left my pen in my room.”→
He told me that he had left his book in his room.
2.She said: “He will be busy.”→
She said that he would be busy.
3.She said to Tom, “Can you help me?”→
She asked Tom if/whether he couldhelp her.
Revise the rules.
1.陈述句的间接引语—连接词用that，在口语中可省略。引述动词用said, told,等。
例如： He said: “I’ve left my book in my room.”→
He told me that he had left his book in his room.
2.疑问句的间接引语。一般疑问句后连接词用if或whether，而引述选择疑问句时只能用whether，引述动词用asked，没有间接引语的可以加一个间接宾语me, him等.
例如： She said to Tom, “Can you help me?”→
She asked Tom if /whether he could help her.
3. 特殊疑问句用原句中的疑问词作连接词，改为陈述语序。
例如： The teacher asked, “How did you repair it?” →
The teacher asked me how I had repaired it.
4.如何变时态：
直接引语在改为间接引语时、时态需要做相应的调整。现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。
如：She said. "I have lost a pen.“→She said she had lost a pen
但要注意在以下几种情况下。在直接引语变为间接引语时，时态一般不变化。
1)直接引语是客观真理。
"The earth moves around the sun and the moon moves around the earth”, the teacher told me.
→ The teacher told me the earth moves around the sun and the moon moves around the earth。
2)直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。如：
Xiao Wang said. "I was born on April 2l, 1980。"
→Xiao Wang said he was born on April 20, 1980。
5.如何变状语：
直接引语变间接引语，状语变化有其内在规律，时间状语由“现在”改为“原来”
例：now变为then, yesterday变为 the day before, today变为that day。地点状语，尤其表示方向性的，或用指示代词修饰的状语，由“此”改为“彼”
例：this 改为that,
如：He said, "These books are mine."
→He said those books were his.
要素三：祈使句的间接引语——采用“动词+宾语+不定式”结构。 told/asked/ordered sb.(not) to do sth.
如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell，order, command等
例如:
1.The teacher said to the students, “Don’t waste your time.”
→ The teacher told the students not to waste their time.
直接引语如果是以“Let‘s”开头的祈使句，变为间接引语时，通常用“suggest +动句词（或从句）
Step3: Summary
Direct Speech: Sentence pattern for commands: Do… & Don’t do…
Sentence pattern for requests: Do…, please.
Can/Could you do…?
Will/Would you do…?
Indirect Speech:
Sentence pattern for commands: sb. told/ordered sb (not) to do sth.
Sentence pattern for requests: sb. asked sb. else (not) to do sth.
Step4: Finish the exercise 2 on Page 12.
If necessary, explain some common mistakes Ss usually make.
Step5: Homework for today:
Finish the rest of exercises on Page 12 and exercises 1 & 2 on Page49
Preview the Reading on Page 13.
Period 5 Using language
Teaching Goals:
1. to better master Direct Speech & Indirect Speech
2. to learn about different dialects and their causes
Teaching procedures:
Step 1: Check the answers to homework and explain the common mistakes Ss usually make.
Step 2: Ask Ss to read the text on Page 13 and have a discussion with their partners to make sure they can understand what is standard English. If necessary, explain some difficult points in the Reading on Page 13. (Notes)
1. Believe it or not, there is no such thing as standard English.
2. This is because in the early days of radio, those who reported the news were expected to speak excellent English.
3. However, on TV and the radio you will hear differences in the way people speak.
4. So people from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA.
5. The USA is a large country in which many different dialects are spoken.
Step 3: Exercises: exchange the sentences:
1. He said to me,“Don’t smoke in this room.”
2. He said to me, “Please don’t smoke in this room.”
3. He said to me, “”Could you please help me with my work?”
4. The landlady asked him to put his coat in this closet.
5. The young father told his children not to move.
6. Mother told me to lock the door after midnight.
Step4: Homework:
to make a dialogue using sentence patterns of expressing commands & requests.
Period 6
Teaching Goals:
To improve reading skills and abilities
Teaching procedure:
Step1: Check the translation on Page 50
Step2: Check the answers on Reading Task on Page 51:
Notes on Murray’s life
1. Country: born in Scotland
2. Education: no formal education; taught himself while working
3. Job: worked in a bank before beginning to compile the OED
4. Most important task: compiling the first edition of the OED
Its difficulties:1) worked in a shed in his garden & behind his house
2)very cold as it was one metre underground
3)no heating; he had to wear a coat & put his feet in a box to keep warm
4)no electric light; he worked at night with candles
Qualities needed:1) commitment 2)perseverance
3)accuracy
5. Who worked on it: at first just Murray; later his 2 daughters; finished by other editors after his death
6. Date of completion:1928
7. Other information: first edition took 44 years to compile
Step3: Read the text again and answer the following questions:
1．Why was it written? (to encourage everybody to spell the same.)
2. When did it to be written?
(The idea was raised in 1857.And 22 years later, it began to be written.)
3. Who is the writer?
(Three men worked together on the dictionary: Samuel Johnson, Noah Webter & James Murray.)
4. How it was written?
(It took the three men nearly all of their lives to try to collect words)
Step4: Read again and discuss whether it worth so these people’s spending so much time on? Why?
We think that it worth their job. If there were no dictionaries, people would have no rule to guide them while using the language, which will lead to a mess in English because different people would use it. Then there will be more difficultly in understanding one another. With the dictionary, people have a set rule to judge whether their way of using the language is right.
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发表于 2012-11-2 09:35:02
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