Unit 2 English around the world 单元规则 本单元的中心话题是“世界英语( English around world)”,主要介绍了英语及其在世界上的发展状况( English and development)和各种各样带有民族、地域特色的英语( different English)等具体内容。语言知识和语言技能等都是围绕“世界英语”( English around the world)这一中心话题展开的。通过对这一话题的探讨,旨在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 为了围绕中心话题开展听、说、读、写活动,本单元安排了八个部分:“热身( Warming Up)”读前( Pre-reading)”阅读( Reading)”理解( Comprehending)”语言学习( earning about Language)语言运用( Using Language)小结( Summing Up)”和“学习建议 Learning tip)” 热身( Warming Up)”部分以问答( Do you know that there is more than one kind of English world?)和图表的形式,简要介绍了世界英语以及英语语言在某些重要方面有很大差异,使 学生感受到英语语言的多文化、多层次、多元性,对英国英语和美国英语的不同有一个粗 浅的了解,为本单元的进一步学习作好了准备。 “读前( Pre-reading)”部分设计了三个步骤都与单元主题有关,因此可以引发学生对课 文主题的思考,以便参与课堂活动。这时可以展开简短的讨论,讨论时要鼓励学生独立思 考,阐述不同的看法。 阅读( Reading)”部分提供了一篇文章,标题是 THE ROAD TO MODERN ENGLISH,简要地说明了英语语言的起源、发展变化、形成原因,以及它的发展趋势。通 过这篇文章,使学生了解一些关于英语的知识,了解一点当代语言新趋势和新特点,明确 为什么除了英国英语和美国英语还会有印度英语、加拿大英语等,以后可能还会有中国英 “理解( Comprehending)”部分设计了三个练习,练习1判断正误,旨在检测学生对课 文基本内容的理解程度:;练习2列出英语的发展阶段,旨在检测学生的归纳概括能力:练习 3回答问题 要求学生结合实际作答,目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思 维时间和空间,让他们做学习的主人,学会自己解决问题 语言学习( Learning about Language)'部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习:练习1是给 新单词和短语与其释义配对:练习2是用练习1中的一些单词完成段落;练习3是将短语填入 段落中使其具有意义,并将这些意群标出:练习4告诉我们有时英国人和美国人使用不同的 介词,要求用英国英语和美国英语的介词填空,并比较它们的不同。设计这些练习的主要 目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语,同时也通过 新的例子展现了美国英语、英国英语的差异。在这一环节中,教师要引导学生自学、自做 自助、自悟,并适时适当地给以指导点拨,使学生形成自主学习意识,掌握合适的学习 策略。语法项目是祈使句及其间接引语,设计了四个步骤:步骤I问能否从“阅读( Reading)” 部分中找到表示“要求”和“请求”的祈使句,观察如何用间接引语来复述;步骤2首先着重介 绍了表示“要求”和表示“请求”的祈使句之间的不同,然后要求将所给表达按“要求”和“请求 分类;步骤3要求先判断所给句子是“要求”还是“请求”,然后用间接引语复述;步骤4要求 运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求 ”和表示“请求”的祈使句之间的不同,理解并运用它们以及学会正确地转述“要求”和“请求
Unit 2 English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在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。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使 学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗 浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课 文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思 考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通 过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确 为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英 语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课 文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习 3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思 维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给 新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入 段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的 介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要 目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过 新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做 、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习 策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)” 部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介 绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求” 分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求 运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求 ”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求
。教师在教学中要注意启发学生从实际语境岀发,理解说话人的语气,灵活掌握 “语言运用( Using Language)”部分分为 Reading, Listening,Re d speaking和 Writing四个步骤: Reading主要介绍了在当今世界各国各地说英语都有自己的特 色,即便是美国东西部、南北部,说话也有所不同。学生读完文章后可讨论中国的方言 使他们感受到本国语言文化差异,这有助于培养跨文化意识; Listening部分取材于一个美 国男孩的独白录音,他来自美国南部得克萨斯州的休斯敦市,因此带有浓重的南方口音 旨在让学生感受一下将英语作为母语的本国人说话的一个侧面,所以教师在指导学生进行 听力训练时,要注意掌握尺度,让学生感觉一下、了解一下,点到为止,不提倡硬性模仿 Reading speaking主要让学生通过练习对话再次感悟和体验英国英语和美国英语的差异,随后还要 求学生选择所提供的情景编对话,以灵活生动的对话形式帮助学生熟练掌握并运用直接引 语和间接引语表达请求或要求; Writing部分让学生根据所给示范步骤,完成“ Why should earn English?”的主题写作任务。在这一环节中,教师应想方设法激发学生的学习热情,让学生 学会自己动手收集信息、处理信息,用所学语言去实践,通过自学、自做解决问题。这样 做既锻炼了学生听、说、读、写的语言运用能力,又培养了学生发现问题,解决问题的能 力 “小结( Summing Up)”部分设计了一个表格,引导学生从本单元的话题、词汇和语法等方面对所学内容进 行归纳总结。这样做的不仅便于学生复习掌握本单元的要点,而且有助于学生养成良好的 学习习惯,从而提高学习效率,同时也锻炼了学生的归纳和总结的能力。 “学习建议( Learning Tp)”部分,向学生揭示英语词汇学习的一个重要特点,即一词多义,同时提醒学生注意 这一特点,并鼓励他们运用多义词编绕口令、笑话等,增加了学生学习英语的兴趣 知识目标: 本单元需要学习的重点单词为: include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rules. usage identity government Singapore Mal orry C boss standard Midwestern southern Spanish southeastern northwestern recognize accent lightning direction ma'am block 本单元需要学习的重点词组为: play a role in because of come up such as play 本单元需要学习的重点句型为: 1. World Englishes come from those countries, where English plays an important role as a first or second language. either because of foreign rule or because of its special role as an international language.( the Attributive Clause; either..or 2. Native English speakers can understand each other even if they don't speak the same kind of 3. It became less like German and more like french because those who ruled england at that time spoke French. (those who...) 4. Today the number of people learning English in China is increasing rapidly. (the number of+ n.作主语时,谓语动词用单数形式) 5. Believe it or not. there is no such a thing as standard English. Believe it or not,.)
。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特 色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言， 使他们感受到本国语言文化差异，这有助于培养跨文化意识；Listening部分取材于一个美 国男孩的独白录音，他来自美国南部得克萨斯州的休斯敦市，因此带有浓重的南方口音。 旨在让学生感受一下将英语作为母语的本国人说话的一个侧面，所以教师在指导学生进行 听力训练时，要注意掌握尺度，让学生感觉一下、了解一下，点到为止，不提倡硬性模仿 ；Reading and speaking主要让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，随后还要 求学生选择所提供的情景编对话，以灵活生动的对话形式帮助学生熟练掌握并运用直接引 语和间接引语表达请求或要求；Writing部分让学生根据所给示范步骤，完成“Why should we learn English? ”的主题写作任务。在这一环节中，教师应想方设法激发学生的学习热情，让学生 学会自己动手收集信息、处理信息，用所学语言去实践，通过自学、自做解决问题。这样 做既锻炼了学生听、说、读、写的语言运用能力，又培养了学生发现问题，解决问题的能 力。 “小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进 行归纳总结。这样做的不仅便于学生复习掌握本单元的要点，而且有助于学生养成良好的 学习习惯，从而提高学习效率，同时也锻炼了学生的归纳和总结的能力。 “学习建议（Learning Tip）”部分，向学生揭示英语词汇学习的一个重要特点，即一词多义，同时提醒学生注意 这一特点，并鼓励他们运用多义词编绕口令、笑话等，增加了学生学习英语的兴趣。 知识目标： 本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. ) rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block 本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为： 1. World Englishes come from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . ) 2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . ) 3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . ) 4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式) 5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )
6. The US is a large country in which many different dialects are spoken.(the Attributive 7. In fact, an English dictionary like the kind you use today wasn't made until the time of the Qing Dynasty.(the Attributive Clause; not... until .) 8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend.. in doing sth 9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing.) 10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why ..) 本单元需要掌握的交际功能用语为:语言交际困难( Difficulties Pardon? beg your pardon? I dont understand Could you say that again please? Could you repeat that, please? Could you speak more slowly, please? How do you spell it, please? 本单元需要掌握的语法为:祈使句及其间接引语( the imperative sentence and 1.要求或命令( demands or orders) Open the door, told he He told/ordered me to open the door 2.请求( requests He said, "Please open the door. /Would you please open the door? -He asked me to open the doo 能力目标 1.能运用所学语言知识谈论有关“世界英语”方面的话题 2.能根据已知信息推测所听材料的内容以及拼写所听有关单词。 3.掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。 4.学会应付语言交际困难的表达法,用英语进行语言交流 5.能熟悉作文的写作步骤,写一篇介绍英语学习经历的短文。 情感目标: 通过学习讨论本单元“世界英语”的话题,使学生了解英语在世界上的发展状况,认识 各种各样带有民族、地域特色的英语,并对英国英语和美国英语的差异有所了解,尤其是 些常用词,同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人 的要求和请求,减少在实际生活中用英语交流的困难,鼓励学生抓住一切可能的机会用英 语进行交流 课时安排 This unit seeks to give students a better understanding of how English developed and how it is spoken in the world. Students are often heard talking about"standard English". In fact, as this unit hopes to make clear, there is no such thing as one standard of spoken or written English. Nor is there
6. The US is a large country in which many different dialects are spoken. (the Attributive Clause) 7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . ) 8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. ) 9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . ) 10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . ) 本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon? I beg your pardon? I don’t understand. Could you say that again please? Sorry, I can’t follow you. Could you repeat that, please? Could you speak more slowly, please? How do you spell it, please? 本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech) 1. 要求或命令(demands or orders) “Open the door, ” told he. →He told/ordered me to open the door. 2. 请求(requests) He said, “Please open the door. /Would you please open the door? ” →He asked me to open the door. 能力目标： 1. 能运用所学语言知识谈论有关“世界英语”方面的话题。 2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。 3. 掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。 4. 学会应付语言交际困难的表达法，用英语进行语言交流。 5. 能熟悉作文的写作步骤，写一篇介绍英语学习经历的短文。 情感目标： 通过学习讨论本单元“世界英语”的话题，使学生了解英语在世界上的发展状况，认识 各种各样带有民族、地域特色的英语，并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，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人 的要求和请求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英 语进行交流。 课时安排 This unit seeks to give students a better understanding of how English developed and how it is spoken in the world. Students are often heard talking about “standard English”. In fact, as this unit hopes to make clear, there is no such thing as one standard of spoken or written English. Nor is there
complete agreement on what represents"world English"and what only a dialect is. This unit focuses on the two major groups of English which linguists loosely identify as British English and American English. As you know from your own experience, both kinds of English are used in China We can also know from this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students' attention to examples of how English is al ways changing. Such linguistic awareness will make it easier for students to adjust to native English speakers from different parts of the world This knowledge will also help students to realize why the English they find in textbooks and other learning materials varies. All in all, by learning this unit, students may begin to realize if they wish to continue improving their English, they must become life-long learners of the language Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows Period 1: Warming up and Reading Period 2: Extensive Reading Period 3: Important Language Points Period 4: Grammar: Direct Speech and Indirect Speech( l) Period 5: Listening Period 7: Writing Period 8: Unit revision( Summing up and Learning tip) Period 1 warming up and reading 整体设计 从容说课 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead he topic of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on As to Warming Up, the teacher had better organize a read-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading Before reading the passage THE ROAD TO MODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage The reading passage titled THE ROAD TO MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for Exercise I in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching. the teacher can not only develop students'reading ability, including skimming, scanning and further understanding, but also get the students to learn about English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should
complete agreement on what represents “world English” and what only a dialect is. This unit focuses on the two major groups of English which linguists loosely identify as British English and American English. As you know from your own experience, both kinds of English are used in China today. We can also know from this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students’ attention to examples of how English is always changing. Such linguistic awareness will make it easier for students to adjust to native English speakers from different parts of the world. This knowledge will also help students to realize why the English they find in textbooks and other learning materials varies. All in all, by learning this unit, students may begin to realize if they wish to continue improving their English, they must become life-long learners of the language. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows: Period 1:Warming up and Reading Period 2:Extensive Reading Period 3:Important Language Points Period 4:Grammar:Direct Speech and Indirect Speech(Ⅱ) Period 5:Listening Period 6:Speaking Period 7:Writing Period 8:Unit revision(Summing up and Learning tip) Period 1 Warming up and Reading 整体设计 从容说课 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on. As to Warming Up, the teacher had better organize a read-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading. Before reading the passage THE ROAD TO MODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage. The reading passage titled THE ROAD TO MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and further understanding, but also get the students to learn about English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should
deal with any language problems while they are reading To briefly the history of English language at the end of the class. In order to arouse the students'interest the teacher can hold a competition between groups 教学重点1. Get the students to learn different reading skills 2. Get the students to learn about the English language 教学难点 Develop the students'reading ability 教学方法1 Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具准备 The multimedia and other normal teaching tools 三维目标 ledge aims 1. Get the students to learn the following useful new words and expressions in this passage: include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v. )vocabulary usage identity play a role in becaus 2. Get the students to learn about English language Develop the students reading ability and let them learn to use some reading strategies such as g, scanning Enable the students to learn about english language and know different kinds of English so as to communicate with people from different countries 教学过程 设计方案(一) Step I Lead-in and Warm Up To arouse the students' interest and lead in the topic, the teacher can organize some activities Get the students to discuss how many countries use English as their native language and whether they speak the same English They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard Then add english to these words and ask them whether they are the same 2. Get the students to discuss in groups about the differences between British English and merican English, and give some examples 3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American english apartment/flat bathroom/toilet can/tin candy/sweet elevator/lift fall/autumn game/match line/queue penal/pen friend mad/angry mail/post mom/mum movie/film pants/trousers repair/mend sick/ill cookie/biscuit crazy/mad drugstore/chemists gas/petrol step 2 Pre-reading Get the students first to discuss the two questions with their partners and then answer them
deal with any language problems while they are reading. To consolidate the contents of the reading passage, the Ss should be required to introduce briefly the history of English language at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups. 教学重点 1. Get the students to learn different reading skills. 2. Get the students to learn about the English language. 教学难点 Develop the students’ reading ability. 教学方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具准备 The multimedia and other normal teaching tools 三维目标 Knowledge aims: 1. Get the students to learn the following useful new words and expressions in this passage:include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. ) rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly play a role in because of come up such as 2. Get the students to learn about English language. Ability aims: Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on. Emotional aims: Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries. 教学过程 设计方案（一） →Step 1 Lead-in and Warm Up To arouse the students’ interest and lead in the topic, the teacher can organize some activities. 1. Get the students to discuss how many countries use English as their native language and whether they speak the same English. They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same. 2. Get the students to discuss in groups about the differences between British English and American English, and give some examples. 3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English: apartment/flat bathroom/toilet can/tin candy/sweet elevator/lift fall/autumn game/match line/queue penal/pen friend mad/angry mail/post mom/mum movie/film pants/trousers repair/mend sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol →Step 2 Pre-reading Get the students first to discuss the two questions with their partners and then answer them
1. How many people speak English in the world today? 2. Why do so many people speak English? Suggested answers: 1. About 1500 million people speak English as their first, second or foreign language 2. The reasons why so many people speak English 1)English is one of the official languages of the Olympic Games and the United Nations 2)English dominates international websites and pre nearly all of the new terminology 3)Tourism and trade from Western Europe and North America has contributed to the spread of 4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also a num ber of Chinese films include English subtitles →Step3 Readin 1 Skimming Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. Paragraphs Main ideas Paragraph I Paragraph 2 Paragraph 3 Paragraph 4 Suggested answer Paragraphs Main ideas Paragraph I The spread of the English language in the world Paragraph 2 Native speaker can understand each other but they may not be able to understand everything Paragraph 3 All languages change when cultures communicate with one another Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia. 2. Scanning 1)Go through Comprehending Exercise I and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons 2)Choose the best answer and see whether you' ve really understood the text 1)The passage mainly tells us A why English is more and more widely used in the world today B. a very brief history of the English language C the difference between British English and American English D. the different kinds of the english language in the world (2)English became closer to the language you are learning now. Here the word"close means A. very alike B. short
1. How many people speak English in the world today? 2. Why do so many people speak English? Suggested answers: 1. About 1500 million people speak English as their first, second or foreign language. 2. The reasons why so many people speak English: 1)English is one of the official languages of the Olympic Games and the United Nations. 2)English dominates international websites and provides nearly all of the new computer terminology. 3)Tourism and trade from Western Europe and North America has contributed to the spread of English. 4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles. →Step 3 Reading 1. Skimming Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. ) Paragraphs Main ideas Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Suggested answer: Paragraphs Main ideas Paragraph 1 The spread of the English language in the world Paragraph 2 Native speaker can understand each other but they may not be able to understand everything. Paragraph 3 All languages change when cultures communicate with one another. Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia. 2. Scanning 1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons. 2)Choose the best answer and see whether you’ve really understood the text. (1)The passage mainly tells us______________. A. why English is more and more widely used in the world today B. a very brief history of the English language C. the difference between British English and American English D. the different kinds of the English language in the world (2)“English became closer to the language you are learning now. ” Here the word “close” means______________. A. very alike B. short
C near D. careful ()From this passage we can infer that the English language was once influen A. the Chinese language B. South africa C South a D. both german and French (4) From this passage we can see that A. the author is quite sure that Chinese English will become one of the world Englishes B.the author has no idea whether or not Chinese English will become one of the world C. the author thinks that government and education play an important role in English learning D. the author feels every satisfied to see more and more Chinese people are learning English Suggested answers (I)B (2)A(3)D(4)B 3. Language pre While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc 4. Reading aloud Play the tape of the passage for the students to listen to and follow. Play the tape of part of passage once more; this time the students listen and repeat 5. Following up Work in groups Discuss the following two questions and then ask two groups to report the answers to the class I)Do you think it matters what kind of English you learn? Why? Possible answer: I don' t think so. The reasons are as follows: First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently Second, it is necessary for us to learn the narrow difference between different kinds of English if we ope to communicate fluently with native speakers of English from all over the world. Third different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English (Any persuasive and supporting reason the students give can be accepted. 2)Why do you think people all over the world want to learn English? Possible answer: Here are the reasons why people all over the world want to learn English. With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. However, like all major languages in the world, English is al ways changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countrie speaking countries. Also, people from different parts of the world speak English with various nd dialects, and people have to learn about the difference English in order to avoid misunderstanding while communicating (All persuasive reasons can be accepted
C. near D. careful (3)From this passage we can infer that the English language was once influenced by______________. A. the Chinese language B. South Africa C. South Asia D. both German and French (4)From this passage we can see that______________ . A. the author is quite sure that Chinese English will become one of the world Englishes B. the author has no idea whether or not Chinese English will become one of the world Englishes C. the author thinks that government and education play an important role in English learning D. the author feels every satisfied to see more and more Chinese people are learning English Suggested answers:(1)B (2)A (3)D (4)B 3. Language problems While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc. 4. Reading aloud Play the tape of the passage for the students to listen to and follow. Play the tape of part of the passage once more; this time the students listen and repeat. 5. Following up Work in groups. Discuss the following two questions and then ask two groups to report their answers to the class. 1)Do you think it matters what kind of English you learn? Why? Possible answer: I don’t think so. The reasons are as follows:First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. Second, it is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world. Third, different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English. (Any persuasive and supporting reason the students give can be accepted. ) 2)Why do you think people all over the world want to learn English? Possible answer: Here are the reasons why people all over the world want to learn English. With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries. Also, people from different parts of the world speak English with various accents and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating. (All persuasive reasons can be accepted. )
Step 4 Workbook Do Exercises I and 2 in Using words and expressions on Page 49 →Step5 Discussion Get the students in groups to discuss how their generation could influence English 1. Learn the new words and expressions in this part by heart 2. Read the text again and again. Try to retell it 设计方案(二) Step 1 Lead-in and Warm Up To arouse the students' interest and lead in the topic, the teacher can organize some activities or ask students some questions, such as "How many countries use English as their native language? Are there any differences between British English and American English? " and so on Step 2 Pre-reading Get the students first to discuss the two questions with their partners and then answer them Step 3 Reading Ask the students to read quickly to get the main idea of the text 2 Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise I(on Page 10) 3. Language problems While checking the answers with the whole class, deal with any language problems 4. Reading aloud Play the tape of the passage for the students to listen to and follow 5. Following up go ork in groups. Discuss the two questions in Comprehending Exercise 3 and then ask two ps to report their answers to the class Step 4 Workbook Do Exercises I and 2 in Using words and expressions on Page 49 → Step 5 Discussion Get the students in groups to discuss how their generation could influence English 1. Learn the new words and expressions in this part by heart 2. Read the text and again. Try to retell it. 板书设计 Unit 2 English around the world THE ROAD TO MODERN ENGLISH Paragraphs Paragraph I The spread of the English language in the world Paragraph 2 Native speaker can understand each other but they may not be able to Paragraph 3 All languages change when cultures communicate with one anothe
→Step 4 Workbook Do Exercises 1 and 2 in Using words and expressions on Page 49. →Step 5 Discussion Get the students in groups to discuss how their generation could influence English. →Step 6 Homework 1. Learn the new words and expressions in this part by heart. 2. Read the text again and again. Try to retell it. 设计方案（二） →Step 1 Lead-in and Warm Up To arouse the students’ interest and lead in the topic, the teacher can organize some activities or ask students some questions, such as “How many countries use English as their native language? ”, “Are there any differences between British English and American English? ”, and so on. →Step 2 Pre-reading Get the students first to discuss the two questions with their partners and then answer them. →Step 3 Reading 1. Skimming Ask the students to read quickly to get the main idea of the text. 2. Scanning Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise 1(on Page 10). 3. Language problems While checking the answers with the whole class, deal with any language problems. 4. Reading aloud Play the tape of the passage for the students to listen to and follow. 5. Following up Work in groups. Discuss the two questions in Comprehending Exercise 3 and then ask two groups to report their answers to the class. →Step 4 Workbook Do Exercises 1 and 2 in Using words and expressions on Page 49. →Step 5 Discussion Get the students in groups to discuss how their generation could influence English. →Step 6 Homework 1. Learn the new words and expressions in this part by heart. 2. Read the text again and again. Try to retell it. 板书设计 Unit 2 English around the world THE ROAD TO MODERN ENGLISH Paragraphs Main ideas Paragraph 1 The spread of the English language in the world Paragraph 2 Native speaker can understand each other but they may not be able to understand everything. Paragraph 3 All languages change when cultures communicate with one another
Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia. 活动与探究 Surf the Internet and try to find more about the differences between British English and American English
Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia. 活动与探究 Surf the Internet and try to find more about the differences between British English and American English