高中英語必修一教案Unit1Friendship1.Teachingaimsanddemands類別課程標準要求掌握的項目話題Friendsandfriendship;interpersonalrelationships詞匯addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能態度(attitudes)Areyouafraidthat?I’vegrownsocrazyaboutIdidn’tdare2.同意和不同意（agreementanddisagreement）Iagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）That’scorrect.Ofcoursenot.語法直接引語和間接引語(1):陳述句和疑問句陳述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.一般疑問句Heasked,“Areyouleavingtonight?”Heaskeduswhetherwewereleavingthatnight.特殊疑問句“Whendidyougotobedlastnight?”fathersaidtoAnne.FatheraskedAnnewhenshewenttobedthenightbefore.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.WarmingupThequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-readingThequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.ComprehendingIthelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.LearningaboutlanguageItteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.UsinglanguageThetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.SummingupItsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.LearningtipThispartencouragesstudentstoformthehabitofwritingadiary.IntegratingskillsThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2)MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3.TeachingplansforeachperiodPeriod1Warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……2)AbilitygoalsDescribeyourfriendsinEnglishFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.LearningabilitygoalsToencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2.Teachingimportantpoints:Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:Worktogetherwithpartnersanddescribeoneofyourgoodfriends.Discusswithpartnersandfindoutwaystosolvetheproblems.4.TeachingmethodsTask-basedteachingandlearningCooperativelearningDiscussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……When/Wherewegottoknoweachother.2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books……1).______is/aremostimportanttoyou.2).Youspendmostofyourfreetimewith____.3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.Asktheclasswhetherornottheyagreewithallthequalitieslisted.Thenhavethestudentsdothesurveyinthetextbook.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:Step4Talkingandsharing(workinpairs)1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:I(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……Whattodo

reasons

2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定義)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(條目),andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2.Whatfactorsmaycausethebreakdownofagoodfriendship?3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6HomeworkWritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.Whydoyouthinkfriendsareimportanttoyou?3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.Reading1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?Why?3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.Wherewouldyouplantohide?

Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?3.DiscoveringusefulwordsandexpressionsStep4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Grammar1．TeachingobjectivesLearntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules...Step3practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect...Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills“FriendshipinHawaii”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1Lead-in1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.AndtheteacherwilladdonemoreHawaii.Step2Fastreading1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3CarefulreadingReadthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4WritingtaskShowproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5Listening&Writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnn’sbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.Step2ListeningBesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3Post-listeningDoyouthinkMissWang’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)Idon’thaveenoughpocketmoney.I’mnotsatisfiedwithmyappearance.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.IworkhardbutIhardlymakeprogress.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4WritingYouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.Step5HomeworkWriteastoryaboutyouandyourfriend.Unit2EnglishAroundtheWorldⅠ單元教學目標技能目標GoalsTalkaboutEnglishanditsdevelopment,DifferentkindsofEnglishTalkaboutdifficultiesinlanguagecommunicationLearntomakedialogueusingrequest&commandsLearntotransferfromdirectintoindirectspeechLearntogiveopinionsandorganizeideasbywayofbrainstormingLearntomakeapostershowingyourideasclearlyⅡ目標語言功能句式TalkaboutEnglishanditsdevelopmentRefertoIntroductionintheteachers’bookTalkaboutdifficultiesinlanguagecommunicationDifferentspeakermaycomefromdifferentplace,sotheymayusedifferentwordsanddialect,suchassubway-underground、left-left-hand-side、twoblockstwostreets.Makedialoguesusingrequestorcommand:Pardon?Couldyourepeatthat,please?Ibegyourpardon?Canyouspeakmoreslowly,please?Idon’tunderstand.Sorry.Ican’tfollowyou.Couldyousaythatagain,please?Howdoyouspellit,please?詞匯1.四會詞匯includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandylorrycommandrequestretellpolitebossstandardmid-westernsouthernSpanisheasternnorthernrecognizeaccentlightningdirectionma’amsubwayblock2.認讀詞匯ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish3.固定詞組playarole(in)becauseofcomeupsuchasplayapart(in)語法Command&requestOpenthedoor.Pleaseopenthedoor.Wouldyoupleaseopenthedoor?IndirectSpeechHetold(asked)metoopenthedoor.Ⅲ.教材分析和教材重組:1.教材分析本單元的中心話題是“Englishlanguageanditsdevelopment,differentkindsofEnglish”.通過對世界英語這一話題的探討,加強學生對英語語言的了解,對當代語言特別是英語發展趨勢的了解.世界在發展,時代在前進,語言作為交流的工具,也隨著時代的發展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創新,這就形成了各種各樣帶有國家、民族、地區特色的英語.沒有人們認為的那種唯一的標準英語。盡管如此，我們還是要通過本課文的學習讓同學們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規律和慣用法，和不同的發音規律。1．1WarmingUp簡要介紹了世界英語的分支以及英語語言在不同國家產生的差異，使學生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。1．2Pre-reading通過兩個問題引發學生對課文主題的思考，以便參與課堂活動。1．3Reading簡要地說明英語語言的起源、發展變化、形成原因，以及它的發展趨勢。1．4Comprehending主要是檢測學生對課文基本內容的理解程度。1．5LearningAbouttheLanguage主要通過各種練習幫助學生重溫本單元前幾個部分所學的新單詞和短語，同時也通過新的例子展現了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request&CommandandIndirectSpeech）。1．6UsingLanguage其中的readingandtalking主要介紹了當今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養跨文化意識，可以讓學生學完課文后討論中國的方言，使他們感受到本國的文化差異。2．教材重組2．1導入把WarmingUp作為一堂課。2．2精讀把Pre-reading、Reading和Comprehending整合在一起作為一堂課精讀課。2．3語言學習把LearningAboutLanguage和Workbook中的UsingWords,UsingStructures結合在一起。2．4寫作2．5聽和說把課文中的聽和說整合成一堂課。2．6練習課workbookexercises&otherExx.3．課型設計與課時分配1stperiodWarmingUp2ndperiodReading&LanguageStudy3rdperiodLearningAboutLanguager&grammar4thperiodWriting5thperiodListening&Speaking6thperiodExercisesPeriod1Warmingup教學目標（teachingaims）student’sbook;warmingup1、能力目標(abilityaim)a.EnablestudentstotalkabouttheworldEnglishesb.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English2、語言目標(languageaim)morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;rubber;petrol;gas;教學重難點(Teachingimportantpoints)a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.教學方法(Teachingmethod)a.Individual,pairorgroupworktofinisheachtask.b.Listeningc.Discussion教具準備(Teachingaids)acomputer;atape-recorder;aprojector教學步驟(Teachingprocedure)StepI.Leading-inFuntime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit--“language”.StepII.Warmingup.1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)StepIV.SpeakingTask.Studentsmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.Period2Reading教學目標（Teachingaims）GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.教學內容(Teachingcontents)GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.能力目標(Abilityaim)GetsomeknowledgeofdifferentkindsofEnglish語言目標(Languageaim)Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar--theindirectspeechoftheimperativeclause教學重難點(Teachingimportantpoints)Theindirectspeechoftheimperativeclause教學方法(Teachingmethods)task-basedapproach教具準備(Teachingaids)multi-mediacomputer教學步驟(Teachingprocedure)Step1Warmingup.WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.Step2Pre-reading.Askthestudentstodiscusssomequestionsabout“English”inpairs.1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?Step3Reading.1)Thefirst-reading.Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.2)Thesecond-reading.Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.a.Forthefirstandsecondparagraph,studentsanswersomequestionsb.Forthethirdandfourthparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.Step4Discussions:1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?Step5ExtensionGivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish.TheformationofBritishEnglishFrom17thcentury—19thcenturyTheUKcolonizedIrelandandjoinedwithScotlandlongagoColonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslandsTheformationofAmericanEnglishAmericancolonialrulersalsobroughttheirEnglishto:Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcenturyIntroducethesituationofEnglishspeakinginChina.Tellthemsomeproperitems.Nativespeaker:ApersonwhospeaksEnglishsincebirthbut