新人教必修一 Unit2 English around the world[教學設(shè)計]

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1、Lesson Plan NSEFC Module1 Unit2 Reading: The Road to Modern English Student: Grade One, Senior Period: Period 1 Lesson type: Reading Duration: 45 min Teaching ideology The current theory views reading as an interactive process. This process does not only involve the printed page but also th

2、e readers’ general knowledge of the world and of the language. During the process of reading, all these factors interact with each other and compensate for each other. The analysis and rearrangement of teaching material (教材分析有必要與教材重組分開嗎？覺得教材重組完全可以跟教材分析放在一起) This reading material is from PEP NSEFC

3、 Module1 Unit2----English around the World, the reading part. The title of the passage is The Road to Modern English. The topic of this unit is English language, its development and different kinds of English. This passage talks about the development of English, from old English to Modern English. I

4、t gives Ss the chance to have a glance of the history of English language. Para.1 and para.5 both talk about the spreading usage of English in space. Para.3 and para.4 both talk about the development of English in time order. Since in para.4 mentioned the difference between British English and Ameri

5、can English in spelling, students will follow to learn another difference, which is the different English expression in these two countries . So the teaching order is rearranged, not from para.1 to para.5, but firstly, para1 and para5, secondly, para3 and para4 and lastly, para2. With the two clear

6、clues—English spreading and English development, Ss will understand the passage more logically and easily. The analysis of learning condition Students are in Grade 1. They have already acquired a certain amount of words and expressions which lay the foundation for the understanding of the passage

7、.Though they have learned English for several years, they are still in lack of the background knowledge of the English, such as the development of English, why English changed over time, etc. What’s more, most students can not employ different kinds of reading skills to understand the text freely.

8、 Learning Objectives By the end of the lesson, Ss will be able to achieve the following objectives: 1. Language skills 1) Predict the content of the text according to the title. 2) Scan for the countries which speak English. 3) Finding the key words to summarize the English feature in differe

9、nt time 4) Grasping the main information to retell the story 2. Language knowledge 1) Know the meaning of some language points, such as rule (used as a verb), make voyages to conquer, at present, the sentence “only time will tell”, etc. 2) Learn the development of English and the reasons that

10、English has changed over time. 3) Know the difference between American English and British English in spelling and expressing. 4) Know what first, second and foreign language mean. 3. Affects 1) have deeper impression of the popularity of English. 2) realize the importance of learning English

11、 and have higher motivation to learn it. 3) consider a language with an approach of development instead of a static one. 4. Learning strategies （第二點有必要寫出來嗎？它是在課后實現(xiàn)的，不是在課堂實現(xiàn)） 1) communicative strategy: communicate with others in English politely and fluently not only in class but also after clas

12、s. 2) develop their resource strategy by searching the internet to learn more about the English language. 5. Cultural awareness （會不會寫得太多了？） 1) realize that learning a language and learning its history should be hand in hand and have a wide cultural mind. 2) Know something about Shakespeare and

13、 Noah Webster. 3) Know that the difference between British English and American English will not prevent a good communication. 4) Know other languages’ influences on English vocabulary. 5) Know basically about the UK’s colonizing. Language focuses 1) Predicting, scanning and retelling 2) Th

14、e new words and expressions and the language points which are associated with them 3) The development of English Anticipated difficulties 1) Employ different reading skills to understand the text accurately. 2) Grasp the knowledge about the development of English and retell it. Teaching method

15、s Three-stage teaching model (pre-reading, while-reading and post-reading) Communicative Method Teaching aids Multimedia devices and PPT documents Teaching procedures Stage1 Pre-reading (9 min) Activity1: Guessing game (3 min) Look at a picture of a language and guess which kind of languag

16、e it belongs to. And then guess the meanings of some sentences which are written in old English and listen to the teacher’s explanation of the background knowledge of the sentences. And I will luve thee still, my dear, While the sands o’life shall run. 親愛的，我將依然愛你，直到生命的沙漏盡。 Till a’the seas ga

17、ng dry, my dear, And the rocks melt wi’ the sun! 直到海枯石爛。 And fare thee weel, my only luve, And fare thee weel a while! 再見吧，我唯一的愛， 讓我們暫時別離! (Key: old English) Background knowledge: These three sentences are from a red red rose, which is written by a famous English poet Robert Bur

18、ns. [Teaching notes] Arouse students’ interest in the topic and activate the classroom atmosphere. Students will realize how old English is different from modern English when talking about the meaning of these sentences written in old English, which will get them mentally prepared for the read

19、ing comprehension. Activity2: Predicting (4 min) Guess the meaning of the word “road” and then predict the content of the passage. (Key: Development) [Teaching notes] The title of the passage uses a metaphor to elude the development of English, which may be an obstacle for the students’ reading,

20、 so the guessing task will helps Ss kick out the obstacle. At the same, students are given the chance to guess the content of the passage before reading so that their ability of prediction will be developed. Activity3: Answering questions (2 min) How many people are speaking English? (Key: One o

21、ut of every five people on earth can speak English) How many countries use the English as the official language? (Key: 51) [Teaching notes] Compared with the statistic in para.1, Ss will get to know the wide spread usage of English in the world. Stage 2:While-reading （26 min） para.1¶.5:

22、Activity 1: Scanning (4 min) Read the paragraphs aloud and underline the countries which speak English. Activity 2: Answering the questions (10 min) Answer the questions, learn the background knowledge and understand the sentence “Only time will tell.” 1) When did English begin to be spoken i

23、n many other countries? (Key: In the 17th century.) 2) Why did English begin to be spoken in many other countries at that time? (Key: Because people from England made voyages to conquer other parts of the world.) Background knowledge: The UK used to be the country on which the sun never se

24、t. It made voyages to conquer many other countries. In 1921, its colony is about 36 million km2. Though the colonization age has been over, there are more and more people are learning and speaking English .some countries take it as first language, some as second language ,while others as foreign

25、language. First language: (also native language, mother tongue, arterial language, or L1) is the language a human being learns from birth English as the first language: UK/US/Canada/Australia…. Second language: a language other than the mother tongue that a person or community uses for publi

26、c communication, esp. in trade, higher education, and administration English as the second language: India / Singapore…. Foreign language: a language not spoken by the people of a certain place. It is also a language not spoken in the native country of the person referred to English as the for

27、eign language: China/ Russia/ Japan… [Teaching notes] Train Ss’ reading ability of scanning for the detailed information of the passage. The wh- questions, which are closely related to the main points of para.1, help the students grasp its main idea.(不同語言對英語語言的影響) Activity3: Matching Match th

28、e words on the left with their origins. Atom/ epilepsy hamburger cancer/ tumor mortgage/ entail Kung-fu/ tea Judo/sushi Greek Latin French German Japanese Chinese [Teaching notes] During the spreading, English has already many borrowed words. This matching will help to b

29、roaden their mind and to think about how to keep a language alive. Para.3¶.4: Activity: Filling in the blanks (9 min) Listen to the recording of the paragraphs, underline the phrases that have something to do with time and then fill in the form. Know the meaning of “rule” and the phrases—

30、and “at present”; learn to use “be based on”. Know the background knowledge about Shakespeare and Noah Webster. time ?English development AD 450-1150 The English was spoken in England. It was based more on German than the English we speak at present. AD 800-1150 Because the people who r

31、uled England spoke first Danish and later French, English became less like German. In the 1600s Shakespeare made use of a wider vocabulary than ever before. In 1620 Some British settlers moved to America. In the 1800s Some British people were taken to Australia. In 1900s English was sett

32、led. Two big changes in English spelling happened. Background knowledge: William Shakespeare ( 26 April 1564 – died 26 April 1616) ● Vocabulary :more than20,000 ● Plays:37 ● Comedies:16 ● Tragedies :11 ● Sonnets:154 ● Great works: Macbeth(麥克白）, Hamlet（哈姆雷特）, King Lear（李爾王）, Othello （

33、奧賽羅） Noah Webster: Webster was interested in changing the spellings of words. He wanted words to be spelled the way they were pronounced. For example, he thought the word head should be spelled "hed ",and the word laugh should be spelled laf. That is why Americans write color and labor ,and the

34、 British write colour and labour. This dictionary took more than twenty years to write. It was the first American English dictionary, published in 1828. Webster's dictionary had over 70,000words and gave the meaning and origin of each. [Teaching notes] In the process of filling the form, studen

35、ts’ reading skill of scanning for the detailed information is improved and it will help Ss understand the paragraph logically, which will lessen Ss’ learning about the development of English. In addition, the analysis of some important language points and the introduction of the background informati

36、on will help the students understand the paragraph better. Para.2: Activity: Finding the synonyms (3 min) Find the synonyms in the conversation. British Betty: Would you like to see my flat? American Amy: Yes, I’d like to come up to your apartment. [Teaching notes] Para.4 mentions t

37、he American English identity and introduces the different English spelling. After that, students will follow to learn another difference: the different expression. It will help get the Ss know the fact that the difference between British English and American English will not prevent a good communica

38、tion. Stage 3 Post-reading (9 min) Activity: Retelling (9 min) Suppose you are an expert specialized in English, now you’ll give a lecture to introduce the development of it. References: English spread The end of 1600s The 1700s today English change AD 450-1150: based on German AD

39、800-1150: more like French 1600s: Shakespeare time 1900s: settled 1800s: Australia 1620: America [Teaching notes] The activity is carried out under the certain situation to activate the atmosphere of the class and arouse students’ interest and at the same time, it helps Ss strengthe

40、n what they have learnt during the lesson. Homework (1min) 1. Learn more about English language and UK history. () 2. Discuss: Do you think the globalization will kill the language diversity? Blackboard design Unit 2. The Road to Modern English para.1&5: spread para.3&4: development : difference in expressing at present rule be based on On the right: Key language points In the middle: Outline of the passage Designed by：黃凱倫、愛微、尉丹、娃娃