高一必修1ampnbsp英语教案Unitampnbsp2ampnbspEnglishampnbsparoundampnbsptheampnbspworldampnbsp（Reading）

　　高一必修1 英语教案
　　unit 2 english around the world (reading)
　　unit 2 english around the world
　　reading the road to modern english
　　period 1: a sample lesson plan for reading
　　(the road to modern english)
　　aims
　　to talk about varieties of english
　　to read about the history of english language
　　procedures
　　i. warming up
　　1. warming up by answering a questionnaire
　　1). tell the students they are going to answer a questionnaire about why they are learning english.
　　2). write the words: reasons for learning a foreign language on the center of the board:
　　3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.
　　4). pide the class into pairs.
　　5). give out each student one questionnaire paper.
　　6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.
　　7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).
　　8). the students write five sentences on their feeling about learning english.
　　9). collect the questionnaires.
　　needs analysis questionnaire
　　interviewer_______________
　　interviewee_______________
　　present use: situations and skills
　　reading (faxes, letters & reports)
　　listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
　　writing (faxes, letters & reports)
　　future use: expectations & ambitions
　　2. further applying
　　to get the students thinking about the topic of the reading passage.
　　1). have a student list on the board all the english-speaking countries in the world that they can think of.
　　2). give the students hints about the places they haven’t mentioned.
　　3). provide the students with an opportunity to think about the reasons for the spread of english around the world.
　　english is one of the official languages of the olympic games and the united nations.
　　english dominates international websites and provides nearly all of the new computer terminology.
　　tourism and trade from western europe and north america has contributed to the spread of english.
　　satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.
　　ii. reading
　　1. skimming
　　read quickly to get the main idea of the text.
　　let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
　　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
　　read to locate particular information and complete the comprehending exercise one.
　　3. following up
　　work in groups. discuss the 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. here are the reasons:
　　native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
　　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.
　　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.)
　　1) why do you think people all over the world want to learn english?
　　possible answer:
　　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 accent 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.)
　　4. language focus:
　　1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.
　　2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.
　　3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.
　　4) be based on…:
　　5) make use of: use sth. available
　　6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.
　　language chunks from unit 2 english around the world
　　be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
　　period 2: a sample lesson plan for learning about language
　　(indirect speech (ii) requests & commands)
　　aims
　　to discover useful words and expressions
　　to discover useful structures
　　procedures
　　i. direct and indirect speech
　　direct speech indirect speech
　　simple present
　　he said, ＂i go to school every day.＂ simple past
　　he said (that) he went to school every day.
　　simple past
　　he said, ＂i went to school every day.＂ past perfect
　　he said (that) he had gone to school every day.
　　present perfect
　　he said, ＂i have gone to school every day.＂ past perfect
　　he said (that) he had gone to school every day.
　　present progressive
　　he said, ＂i am going to school every day.＂ past progressive
　　he said (that) he was going to school every day.
　　past progressive
　　he said, ＂i was going to school every day.＂ perfect progressive
　　he said (that) he had been going to school every day,
　　future (will)
　　he said, ＂i will go to school every day.＂ would + verb name
　　he said (that) he would go to school every day.
　　future (going to)
　　he said, ＂i am going to school every day.＂ present progressive
　　he said (that) he is going to school every day.
　　past progressive
　　he said (that) he was going to school every day
　　direct speech indirect speech
　　auxiliary + verb name
　　he said, ＂do you go to school every day?＂
　　he said, ＂where do you go to school?＂ simple past
　　he asked me if i went to school every day.*
　　he asked me where i went to school.
　　imperative
　　he said, ＂go to school every day.＂ infinitive
　　he said to go to school every day.
　　direct speech indirect speech
　　simple present + simple present
　　he says, ＂i go to school every day.＂ simple present + simple present
　　he says (that) he goes to school every day.
　　present perfect + simple present
　　he has said, ＂i go to school every day.＂ present perfect + simple present
　　he has said (that) he goes to school every day.
　　past progressive + simple past
　　he was saying, ＂i went to school every day.＂ past progressive + simple past
　　he was saying (that) he went to school every day.
　　past progressive + past perfect
　　he was saying (that) he had gone to school every day.
　　direct speech indirect speech
　　can
　　he said, ＂i can go to school every day.＂ could
　　he said (that) he could go to school every day.
　　may
　　he said, ＂i may go to school every day.＂ might
　　he said (that) he might go to school every day.
　　might
　　he said, ＂i might go to school every day.＂
　　must
　　he said, ＂i must go to school every day.＂ had to
　　he said (that) he had to go to school every day.
　　have to
　　he said, ＂i have to go to school every day.＂
　　should
　　he said, ＂i should go to school every day.＂ should
　　he said (that) he should go to school every day.
　　ought to
　　he said, ＂i ought to go to school every day.＂ ought to
　　he said (that) he ought to go to school every day.
　　ii. discovering useful words and expressions
　　1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.
　　2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.
　　(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)
　　iii. discovering useful structures
　　(making commands and requests using indirect speech)
　　1. in groups of four, think of at least three commands your teachers and parents usually give.
　　you may follow these steps.
　　1) choose one who is to give the first command.
　　2) ask another person in your group to tell somebo