Unit 2 Language 教学设计
教学设计
The analysis of this unit:
This unit introduces and develops the theme o language. The aim of this unit:
1. Provide Ss a good chance to gain some knowledge about English and its history. 2. The reading strategy helps Ss learn about the writing features in a typical history article and learn effective ways to read these articles. 3. Enable Ss to conduct a survey and write a report. 4. Help Ss apply what they’ve learnt to design a booklet. Teaching periods:
Period 1: welcome to the unit and listening Period 2-4: Reading and language focus Period 5- 6: Word Power
Period 7—9 Grammar and usage, including exercises in the workbook Period 10-12: Task Period 13-15: Project
Period 16—18: English Weekly
Welcome to the unit and listening
The analysis of this part:
In this section: five different language forms, including written language, oral language, emotions( a special Internet language), sign language, Braille and animal language will be introduced to us. Teaching aims and requirements: 1. Help Ss practice listening and speaking 2. Help Ss know about different languages.
3. Encourage Ss think about effective methods for studying the English language.
Teaching difficult point:
How to help Ss practice their oral English ability and listening ability Teaching Procedures: Step one: Lead-in
Have free talks with Ss as follows: What language do you speak? Can you speak other language?
Do you think that language is the only way people communicate with each other? What other methods of communication can you think of? Step two: Picture talking Picture 1: languages Questions:
Do you speak any other language besides Chinese? If so, can you speak a little for us? Which other language do you like to learn best, English, Japanese or Spanish? Why? Which language do you think is the hardest? Why? Picture 2: Emotions Questions:
What does this emotion stand for? ( A beaming喜气洋洋的, 愉快的 smile.) What is an emotion?
An intense mental state that arises subjectively rather than through conscious effort and is often accompanied by physiological changes; a strong feeling:
冲动：由主观引起而非理智作用的一种强烈的感情状态，并且经常伴有心理上的变化；一种强烈的感觉：
the emotions of joy, sorrow, reverence, hate, and love.快乐、痛苦、尊敬、痛恨和爱的冲动
When do people usually use this kind of language?
(When they are talking on the Internet or sending short messages.) Could you give some more examples?
(For example: ( :-( )stands for sadness; ( :))stands for happiness; :-o stands for surprise.)
Picture 3: Sign language Questions:
What does this sign mean in Britain? (good luck)
Do you think the same sign means the same to people all over the world? If you think so, can you show some examples and explain them?
( Take the American gesture OK for example. Making a circle with one’s thumb and index finger(食指, first finger/forefinger) means ‘ money’ in Japan but ‘zero’ in France.
Who needs to use sign language in their daily lives? (Deaf people or those who are unable to hear)
Have you ever used sign language? Is it helpful for you to communicate with others? Picture 4: Braille
A system of writing and printing for visually impaired or sightless people, in which varied arrangements of raised dots representing letters and numerals are identified by touch
盲人点字：供视力障碍或失明者用的书写和印刷方法体系，其中用不同排列的凸点符号代表字母或数字，通过触摸方式来辨认 What is Braille? (A special language for blind people) Who invented Braille? ( A Frenchman called Louis Braille) Have you heard about him?
What did he do for blind people? (He invented a special language for them, so it was named after him.)
Picture 5: Animal language
Why do bees fly in circles? ( To inform their partners about food and danger) Do you believe animals can ‘talk’?
If possible, ask Ss to share their stories about animal language they know. Step three: Discussion
Encourage Ss to discuss the three questions listed under the five pictures on page 21 Then ask them to exchange their opinions and report their responses back to the whole class.
Answers for discussion:
1. WE have many other ways to exchange ideas or information.
For example: Chinese people relayed fire signals at night and smoke signals in the day from one Great Wall watchtower to another in ancient times. To use pigeons to send messages in the past time
Nowadays, to use the language of flowers to communicate meaning Rose = love; tulip= formal announcement of love郁金香 Forget-me-not = keeping me in your memory. 勿忘草
2. Chinese is the most spoken language, while English is the most widely used around the world.
It’s useful to learn English if you want to travel, do business, or study abroad. What’s more, in 2008, the 29th Olympic Games will be held in Beijing. We are learning English to welcome people from other parts of the world. 3. To learn English well, different people have different methods or ways. Step four: Listening
1. Have Ss listen to tape and finish listening exercises on page 104 2. Check answers together.
Homework: 1. Go over what are learned in class. 2. Do some reading on page 102
Reading
Teaching aims:
1 know how to read a history article with the help of a time chart. 2 gain an overall understanding of the article and enhance reading abilities. 3 learn to adopt different ways to read different types of articles. 4 master the usage of the new words and phrases. 5 get a better understanding about English culture Teaching important points Teaching difficult points:
Teaching methods: Pair and group work Teaching aids:
Blackboard & multimedia Teaching procedures: Step 1 Lead-in
Imagine one day if you talk with a person from ancient times, can you understand him easily?
God be with ye!
God bwye!
God be with you! Goodbye!
Step 2 Reading-comprehension 1. Skimming Question:
If we divide the development of English into three parts, what are they? Finish Ex. A on page 22 2. Scanning
1)What changes happened during three periods? 2)Where did the Angles, the Saxons and Jutes come from? 3)Why can similar pairs of words be found in the English language? 4) What was the German plural form replaced by?
5) Which King of England made English used as the official language? 6) When did Modern English appear? 3. Careful reading Questions:
I. Fill in the form according the content of the article.
Time Before the middle of the 5th century Events People in Britain all spoke a language called Celtic At the end of the 9th century By the 10th century The Vikings invade Britain and brought their language Old English was the official language of England In 1066 The Normans conquered England and took control By the latter of the 14th century In 1399 English was adopted by all classes in England Henry IV became King of London and used English for all official occasions. During the Renaissance in the 16th century II. Fill in the chart
Events Invaded by the
Modern English began Three Germanic the Vikings Normans Henry Ⅳ the Renaissance Tribes invaded conquered became King
450 At the end of 9th 1066 1399 16th language Step 3 Reading strategy Step 4 Exercise:
P24~25 Part C1, C2,D1, D2，E
P106 A1, A2 Step 5 Consolidation Activities:
Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language.
If time permits, the teacher can select another article for students to practice reading history articles.
Language Points
Teaching aims:
Deal with some words for the reading Teaching important points Usage of some words and phrases Teaching difficult points:
Learn the usage of some words and phrases Teaching methods: Pair and group work Teaching aids: Blackboard Teaching procedures
1 throughout 贯穿、遍及
(1) prep. He is famous throughout the world. 他闻名于世界。
It rained throughout the night. 雨下了一整夜。
(2) adv. The house was painted white throughout. 这所房子全都被粉刷成了白色。 2 be made up of 由---组成、构成
be made from 由--制成 Wine is made from grapes. be made of 由---制作成 What’s your shirt made of? be made up of 由---组成
3 confusing 令人困惑的 adj. confused 糊涂的，迷惑的 adj.
The instructions on the box are very confusing. 盒子上使用的说明令人费解。 People are confused about all the different labels on food. 人们被那些五花八门的事物标签搞得稀里糊涂。
confuse v. 使某人迷惑 confuse A with B.
confusion n.不确定，困惑，混淆 4 European
adj.欧洲的，全欧的 European languages 欧洲的语言 the European Union 欧盟 n. 欧洲人 Europe n. 欧洲
5 create v. 创造、创作、创建
The government plans to create more jobs for young people. 政府计划为年轻人创造更多的就业机会。
v. 引起，产生（感觉或印象）
The company is trying to create young energetic image. 这家公司正在试图塑造一个充满火力的年轻形象。
creator n.创造者 creation n. 创造、创建，创造物 creative adj. 创造性的
6 nowadays adv. 现今、目前
Nowadays most kids prefer watching TV to reading. 现在大多数孩子都喜欢看电视而不喜欢读书。 7 consist vi 组成，构成 consist of 由---组成（构成）
The United Kingdom consists of Great Britain and Northern Ireland. 联合王国包括大不列颠与北爱尔兰。 consist of doing sth.
His job consists of helping old people who live alone. 他的工作包括帮助无人照顾的独居老人。
consist in 在于，存在于
The beauty of the city consists in its building. 8 pick up / lift up 抬高、吊起
She went over to the crying child and picked(lifted) her up.她走到啼哭的孩子身边，把她抱起来
pick sb. up 接某人，让人乘车，搭载 pick sth. up. 偶然得到，听到，学会
9 contribute vi.& vt 贡献, 起作用，有助于促成，出力，做出贡献 (1) contribute sth. to sth. 捐献、捐助 contribute to the Red Cross向红十字会捐献 (2) contribute to sth. 是---原因之一
Medical negligence was said to have contributed to her death. 据说医务人员的玩忽职守是她死亡的原因之一 10 take control of 控制，取得对---控制 under control of 在---控制之下 lose control of 失去对---控制 in the control of 在---控制之下 11 rule vt. 控制
At that time John ruled England. 当时是约翰统治着英格兰。 rule over sb/sth. 控制、统治、支配 n. 常规，习惯，统治，管理
That’s why English is a language with so many confusing rules. 12 replace 取代，替换，代替，更新，把---放回原处 replace sb/sth with(by) sb/sth.
Teachers will never be replaced by computers in the classroom.课堂上电脑永远不会取代老师
Replace the magazines after reading. 阅读过后请把杂志放回原处。 13 raise vt. 饲养牲畜，抚养小孩
They were both raised in the south. 他们都是在南方长大的。
Many English people worked as servants who raised animals and cooked for the Normans. vt. 增加，提高
I have never heard him even raise his voice. 我甚至从没听到他提高过嗓门儿。 vt.引起，导致, 使出现
The plans for the new development have raised angry protests from locals.
新的开发计划惹得当地居民愤怒反抗。 14 adopt v.
1). 采用, 采纳; 正式通过
adopt sb.'s methods of teaching 采用某人的教学方法 adopt an idea 采纳意见
adopt a report 接受报告 沿用, 借用(别国语言等) English was adopted by all classes in England. 2).收养, 立嗣 adopt a child 收为养子 15 include verb. 包括；包含
The tour included a visit to the Science Museum.这次旅游包括参观科学博物馆。 We all went, me included. 我们都去了，连我在内。 including prep. 包括---在内
It’s ￡7.50, including tax. 包括税款在内共7.5英镑。 16 pronounce v. 发音，读音，正式宣布
Very few people can pronounce my name correctly. 很少有人能把我的名字念正确。 pronunciation n. 发音，读音
17 have an impact on sth. 对某事（物）有影响 impact n. 巨大影响，强大作用
Her speech made a profound impact on everyone. 她的讲话对每个人都有深远的影响。
impact v. 对某事物有影响，有作用
Her father’s death impacted greatly on her childhood year. 父亲去世对她的童年造成巨大影响。
18 result in sth. 导致，造成
Acting before thinking always results in failure. 做事不先考虑总会导致失败 19 upper class 上层，上流社会，上等阶层 Her family is very upper class. 她的家庭地位显赫。 20 undergo huge changes 经历，经受巨大的变化 undergo repairs 经历检修 undergo undergone
21 depend on (upon) sth. / sb. 依赖，依靠，确信，指望 He was the person you could depend on. 他是你可以信赖的人。
Can we depend on you coming in on Sunday? 我们能指望你星期天来参加吗？ 在非正式英语中，在what, how 或whether等词前常用depend而非depend on. 在正式的书面英语中，depend 后总是跟on或upon, upon较正式，不如on 常用。 22 record vt. 记录，记载
Her childhood is recorded in the diaries of those years. 她的童年生活都记在当年的日记里。
record vt. 录制，录音，录象，复制
Did you remember to record ‘Friends’ for me? 你记得为我录下电视节目《朋友》了吗？
record n. 书面记录，唱片，（有关过去的）事实，记录，经历 You should keep a record of your expense. 你应该记下你的各项开支。 a record company 唱片公司
break the record 打破记录， set a new record 刷新记录 Sentences
1 Despite this fact, French still had an impact on the English language. despite 不管，尽管 in spite of
Despite applying for hundreds of jobs, he is still out of work. 尽管申请了数百个工作，但仍然在失业中。
2 It is certain that this process will continue, and people will keep inventing new words and new ways of saying things.
It is certain ---这里it 是一个形式主语指that 所引导的名词性分句。
Word power
The general idea of this period
In this period we’ll deal with words and expressions related to language and enlarge students’ vocabulary by distinguishing formal English from informal English and by learning countries and their languages. Teaching Aims:
1. Enlarge the students’ vocabulary.
2. Get the students to know about formal and informal English; and know something about countries and their official languages.
3. Through the listening practice, help the students know more how to improve their English.
Teaching important points:
1. Make the students know something about Formal and Informal English. 2. Master the words in this part and use them freely. Teaching difficult points:
How to make the students use this skill freely to solve some problems Teaching methods:
1. Talking to improve the students’ speaking ability. 2. Practice to get the students to master what they’ve learnt. 3. Discussion to make every student work in class. Teaching aids: 1. the multimedia 2. the blackboard.
Teaching procedures: Step 1.. Revision and lead in
Select some words and phrases often used in spoken English, then point out informal English expressions
① An informal letter: Dear Mr. Lee,
I am so sorry that I cannot come to the dinner you and Mrs. Lee are giving next Saturday for your brother because of a previous engagement that evening.
I do appreciate your asking me and hope that I will have the opportunity to meet your brother on some other occasion in the near future.
② To judge which is the better expression:
1.(To a professor you first meet)
□ ----- Hi, Bob. Fancy meeting you here. ( Too familiar and informal. ) □ ----- Good morning , Mr. Mosley. How are you? 2. (To a close friend)
□ ----- Mr. Wells, would you be kind enough to pass me the salt? ( There is no
need to be so formal.)
□ ----- Could you possibly pass me the salt? ( There is no need to be so formal.) □ ----- Pass me the salt, Jack .
③ Read the following sentence and find which part you think is informal.
I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.
Then ask students to present some other examples. Formal and informal English
Formal English a large amount/number of arrange child discard I regret to inform you… immediately a lot of sort out kid throw away I’m sorry to say… right away Informal English in addition It is my hope… prevent purchase reply speak to take my concerns into consideration
Step 2. Presentation
1.
plus Hope… stop buy answer have a word with think about it Ask students to read the introductions to formal and informal English .Formal English is more common in writing, while informal English is more common in speaking.
2. Ask students to the formal English words with the informal English words listed in the chart on page 26.
Step 3 Practice
Ask students to practice what they have learnt above.
First point out the informal places while they are reading the letter. Then rewrite the letter in formal English. Answers: Dear Mr. Smith,
I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.
I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.
It is my hope that you will take my concerns into consideration. I look forward to your reply.
Yours sincerely, Jerry Broker
Step 4 Word power ( Group work )
1. How many languages are spoken in the world today?( About 6,000)
2. Do you know the ten most widely spoken languages? What are they?( They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French..)
①. Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.
Use the following diagram as a pattern to organize the information.
Country Australia Bengal Official language(s) English Bengali Country Mexico New Zealand Official language(s) Spanish English, Maori Canada Chinese Egypt English, French Chinese Arabic Portugal Russia Saudi Arabia Portuguese Russian Arabic France French Singapore English, Malay, Tamil Chinese, Germany India German English, Hindi Spain Spanish German, Switzerland French, Italian Ireland Italy English, Irish Italian U. k USA English English ②. Then have students finish Part A and share their answers with their group members.
③.Ask students to fill in the blanks of the following diagram about country, official language(s), people and capital, this help students enlarge their vocabulary.
country Australia Greece Spain Egypt Russia France Mexico Japan Italy official language(s) English Greek Spanish Arabic Russian French Spanish Japanese Italian people Australian Greek Spanish Egyptian Russian French Mexican Japanese Italian Capital Canberra Athens Madrid Cairo Moscow Paris Mexico City Tokyo Rome
④. Discussion (Groups or pairs):
What do you think the official languages of the United Nations are?
Some resources about United Nations:
http:/www. un. org/English
http:/www.un.org/aboutun/index.html Step 7 Listening practice
Ask students to do the exercises in Parts A and B in listening on page 98 in their Workbook. Let them know more about how to improve their English. Step 8. Summary and homework
We’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s).Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.
Homework:
1. Go over what we learned in this period. 2. Preview the next lesson
3. To get more information about UN, according to the website given to you .
( http:/www. un. org/English http:/www.un.org/aboutun/index.html)
Grammar and Usage
Teaching aims:
1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
2 know the empty subject it acts as the grammatical subject of the sentence and in
what situations it is often used. Teaching important points Noun clauses
Teaching difficult points:
Noun clauses introduced by question words Teaching methods: Pair and group work Teaching procedures
I. Noun clauses introduced by question words Step 1 引导名词性从句的连词分为三种： 连词 that
连接代词 who, whom, whose, which, what 连接副词 when, where, how, why 等。 Step 2 从整句结构 和 从句结构的分析入手 1 Who was responsible for the accident is not yet clear? 连接代词
2 You can begin to see why English has such strange rules. 连接副词
3 My idea is that we should spend our holidays by the seaside. 连词 that
Step 3. Revise the definition of a noun clause
Go through Step 4 Consolidation Part C1 on Page 100 II. Empty subject it Step 1 Try to find the real subject It is important for us to learn English well today. It is no use wasting your time reading such books all day. Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31 Step 2 Translation: 1 要掌握一门外语是困难. It is hard to master a foreign language. To master a foreign language is hard. Read Part 1 on Page 30. Step 3 Rewrite the sentences It seems that he speak two languages. = He seems to speak two languages. My new neighbour happens to come from my hometown. =It happens that my new neighbour come from my hometown. Draw students’ attention to Part 2 on page 30. Step 4 how to emphasize the element in a sentence by using Empty Subject it (先复习以前所接触的强调信息的一些方法) Jane gave Mary a handbag at Christmas. It was Jane that / who gave Mary a handbag at Christmas. It was Mary that Jane gave a handbag (to) at Christmas. It was a handbag that John gave Mary at Christmas. It was at Christmas that John gave Mary a handbag. Conclusion: It + be的一定形式+被强调部分+that /who分句 形式主语和形式宾语的应用： 当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如： （1）It is said that they have succeeded in working out the problem. （2）It was important that we should make the plan carefully. （3）It remains a secret how the animals came to live in the sea. 当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如： （1）I found it very difficult that one learns several languages at the same time. （2）He thinks it necessary that we should be given more time practising oral English. （3）He made it clear that he would leave the office soon. Step 5 Consolidation Have students do C2 on page 100 in their Workbook Task Teaching aims: 1. practice their language skills of listening, reading, speaking and writing. 2. learn how to anticipate a response, how to conduct a survey and how to write a report. 3. get the knowledge about body language and the customs of other countries. Teaching important points Noun clauses Teaching difficult points: Noun clauses introduced by question words Teaching methods: Pair and group work Teaching aids: Blackboard & multimedia Skills Building 1 Anticipating a response Teaching procedures Step 1 Lead-in Talk about past experience and find out the differences on customs between Chinese people and Westerners. Ask some groups to report their results. Step 2 Listening Show the questions on the screen. Before reading, have Ss read Statements 1 to 9. Listen to the tape and decide which one is right and which is wrong. Step 3 Filling in a chart Have students listen to the recording confirm their predicted answers. Finish the chart on P33. Step 4 Guess Period 8 Skills building 2~3 Teaching proceduresStep 1 Revision The meanings of different gestures. Step 2 Read the guidelines on page34 Practise writing questions.( page34) Step 3 Presenting the questionnaire Students must present their questionnaire on the screen via the projector and the information they need. Step 4 Results Question 1 Question 2 Total number of a _____ b ______ Total number of a _____ b ___ Question 3 Question 4 Total number of a _____ b ______ Total number of a _____ b ____ Step 5 Organizing a report1 Introduction – What the report is about 2 Procedure/ Method- What you did to find the information. 3 Results/Findings –What you found out or proved in. 4 Conclusion – A summary of the report. Organize the sentences on page36 into the appropriates. Step6. Writing a report 1. Ask Ss to read the instructions in Step3. 2. Help the Ss write their reports. Project Teaching aims: learn and use English through doing group works. read and use the background information to complete their booklet. learn how to design a booklet. know more about the history of Chinese character. learn and master the words and phrases in the article. Teaching important points know more about the history of Chinese character. learn and master the words and phrases in the article. Teaching difficult points: learn and master the words and phrases in the article. Teaching methods: Pair and group work Teaching aids: Blackboard & multimedia Step 1 Lead-in Questions: 1 As a Chinese, do you know anything about the history of the Chinese Character? 2 Do you know the relevant simplified Chinese character of each of the following? (根据繁体字写出简体字) Step 2 Skimming When do we use the simplified Chinese characters? Step 3 Scanning 1 Why did Chinese people invent numerous characters? We invented characters to represent ideas, objects or actions. 2 According to the legend, who invented Chinese characters? How did he get the idea? 3 How did we combine two or more elements to express ideas? Can you give us an example? 4 What characters are called pictophonetic ones? Step 4 Main idea of each part Subsections Paragraph 1 Paragraph 2 Paragraph 3-6 Paragraph 7-8 Main idea Brief introduction of Chinese characters The origins of Chinese characters Form and development of Chinese characters Pronunciation of Chinese characters and simplified Chinese characters Step5 Consolidation Have the group work and give more examples of how Chinese characters were formed. Guess what kind of characters they are. Step 6 Designing a booklet Planning Preparing Producing Presenting 因篇幅问题不能全部显示，请点此查看更多更全内容