【英语】2018人教版必修1一轮复习：Unit2Englisharoundtheworld教案设计(15页)

【英语】2018人教版必修1一轮复习：Unit2Englisharoundtheworld教案设计(15页)

‎ Unit 2English around the world 教案设计 ‎(1) 课题：English around the world ‎(2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解；Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动； Reading部分The Road to Modern English 简要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。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的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，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using Language 部分中的Reading and talking主要介绍了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、南北部说话均有所不同。‎ ‎(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading ‎ The second period: Reading The Road to modern English The third period: Reading (Language points)‎ The forth Period：Learning about Language The fifth period: Using Language ‎ The sixth period: Listening ‎(4)教学目标：‎ ① 知识与技能：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；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法； 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。‎ ② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，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。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。‎ ③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。‎ ‎(5) 教学重点和难点：‎ 词汇： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block ‎ 短语： play a role (in) because of come up such as play a part (in)‎ 重点语法项目：祈使句及其间接引语 难点：Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.‎ ‎(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation ‎(7) 教学煤体设计： A projector and a tape recorder.‎ ‎(8) 教学过程：详见以下分课时教学设计。‎ ‎(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中 ‎(10) 教学反思或值得改进的地方： 见每个课时最后部分。‎ Period 1: Speaking Warming Up and Pre-Reading Aims To talk about varieties of English To discuss why do so many people speak English Procedures I. Warming up 找教案 ‎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). Divide 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 课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。 同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不是很深入。‎ Period 2 Reading：The Road to modern English Aims To talk about English ‎ To read about the history of English language Step 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.‎ Step 2 Scanning Read to locate particular information and complete the comprehending Exercise One. ‎ Step 3 Comprehending ‎ ‎1. Check the answers to exercise 1 (page 10‎ ‎2. Answer these questions (Page 11)‎ 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.)‎ ‎2) 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.‎ 课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。‎ Period 3: Reading (Language points)‎ Aim 找教案 to master some words and phrases 1. include v.‎ a) contain ‎ eg. The price includes both house and furniture.‎ b) embrace thing as part of whole ‎ eg. I include him among my friends.‎ 2. present a) adj: being at hand; being now出席的, 在场的;现在的, 当前的 该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”， 做后置定语其义为“出席的”‎ eg. The present members 现在的成员 ‎ The members present 在场的成员 b) n: gift eg. He often gave his neighbor's kids little presents.‎ C)vt: to offer赠送,呈献[(+to/with)]‎ eg. They presented him with a bunch of flowers.‎ 1. culture n: [C][U] understanding of literature, art, music, etc ‎ eg. He has studied the cultures of many western countries.‎ ‎4．identity n: who or what a person or thing is eg. You should show your identity card before you enter it. ‎ ‎5．rule a) n:custom or statement about what must not be done ‎ eg. He’s made it a rule to rise early.‎ It’s against the rules of the school to smoke.‎ a) vt: to govern or control b) ‎ eg. The queen ruled her country for 20 years.‎ 6． Request ‎ vt: to ask for ‎ eg. They requested financial support.‎ 注意：这个词所接的宾语从句要用虚拟语气 I requested that he (should) come an hour earlier.‎ B )n: asking or being asked eg. Mr. Paine made a request that I should help him.‎ ‎7.command a) vt: give orders to eg. I command you to start at once.‎ 注意：这个词所接的宾语从句要用虚拟语气 I command that you (should) start at once.‎ b) n: order ‎ eg. The army received the command to fire.‎ ‎8．Actually adv eg. She looks young, but she's actually 50.‎ Did you actually see him break the window?‎ ‎9．International adj: of relating to or involving two or more countries in the world 国际的 eg. They are dealing with the international affairs.‎ ‎ Many African countries received international help.‎ ‎10.modern adj: recent eg. This is a book of modern history.‎ ‎ There is a modern hospital.‎ ‎11. vocabulary n: all the words of language eg. Wide reading will increase your vocabulary.‎ ‎ My English vocabulary is limited.‎ ‎12.rapidly adv: quickly eg. Our country develops rapidly.‎ ‎ The number of learning English is increasing rapidly.‎ ‎13.retell v: tell something once more eg. Can you retell the story in your own word?‎ ‎ The teacher asked you to retell it.‎ ‎14.recognize v: to identify from previous experience eg. He looked at the envelope and recognized Jenny's handwriting immediately.‎ ‎ The policeman recognized her as a thief.‎ ‎15. government n: group which govern a country or a certain area eg. The government will decide the matter.‎ The government is discussing the problem. 找教案 Useful expressions ‎1.play a part/ role in: to act or to be involved in an activity ‎ eg. He has played an important part in carrying out the whole plan.‎ ‎ English plays an important role in international communication.‎ ‎2. because of：by reason of sb or sth ‎ eg. Because of the storm he didn't go there.‎ because of 与because 的区别，前者后接名词或代词，后者接句子 eg. He didn’t go to school because he was ill.‎ ‎ He didn’t go to school because of his illness.‎ ‎3．come up ‎ eg. She came up and said, "Glad to meet you."‎ ‎ The moon came up gradually.‎ I'll let him know if anything comes up.‎ 1. such as: like; for example ‎ eg. I like drinks such as tea and coffee.‎ such as 与for example 的区别，前者用来罗列事物或人后者用来举例说明 eg. English is also spoken in many places, such as Africa and Asia.‎ ‎ For example, Tom has the same opinion.‎ 课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。‎ Period 4 : 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. ‎ 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 somebody what you said.‎ ‎3) The third person will change the request or command from direct into indirect speech.‎ ‎4) Change role so that each person gets the chance to give commands and turn them into indirect speech.‎ Example: ‎ T: Please don’t talk in class.‎ S1: What did our teacher tell us? / What did our teacher say?‎ ‎ S2: He told/asked us not to talk in class. / She said not to talk in class.‎ ‎2. Get the students thinking about the difference between the request and command. ‎ Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.‎ ‎★ A: _______________________________________‎ B: I’ll go and collect some wood right now, master.‎ ‎★ A: _______________________________________‎ B: Of course I’ll be happy to collect your shopping for you.‎ ‎★ A:__________________________________________‎ B: Yes. I’ll shut the door at once, Mr. Zhang.‎ ‎★ A:_________________________________________‎ B: No, I won’t get your coat if you talk to me like that.‎ ‎★ A:_________________________________________‎ B: Sorry. I’ll get that book for you right now.‎ 课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。 ‎ Period 5: Using Language ‎ ‎(STANDARD ENGLISH AND DIALECTS)‎ Aims To read out and talk about STANDARD ENGLISH AND DIALECTS To write about learning English by brainstorming Procedures I. Warming up ‎1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.‎ ‎2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.‎ II. Reading ‎1. Get the students thinking about the topic of the text to predict what it says.‎ ‎2. Skimming: ‎ Read quickly to find the topic sentence for each paragraph.‎ Para. 1: There is no such a thing as Standard English.‎ Para. 2: American English has many dialects whose words and expressions are different from “standard English”.‎ Para. 3: Geography plays a part in making dialects.‎ ‎3. Scanning: Work in pairs. Read the text to locate particular information.‎ ‎1). Do you know what Standard English is from the text?‎ ‎2). What is a dialect? Why does American English have so many dialects?‎ ‎4. Language focus: ‎ ‎1)believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.‎ ‎2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.‎ ‎3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people ‎ ‎4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language ‎5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.‎ III. Listening To introduce the students to a dialect and a form of standard “English”.‎ You may follow these steps:‎ ‎1). Set the context for the students by describing the situation;‎ ‎2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)‎ ‎3). Play the tape for the students to listen.‎ ‎4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.‎ Dialectic words from Buford’s story Standard English ‎ equivalents hey y’all ain’t yer ya pup swimmin’‎ jumpin’‎ feelin’‎ ‎‘bout ‎‘nough shoulda seen got outta hello ‎ everyone ‎ aren’t your you child swimming jumping feeling about enough should have seen got out of ‎6). Play the tape again and let the students answer the questions in pairs after listening.‎ ‎7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)‎ IV. Speaking ‎1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:‎ Amy (American) Lady (British)‎ subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.‎ Performance: Ask two pairs to perform their dialogue in class.‎ Sample version:‎ S1: Excuse me, sir. But I can’t find the drugstore?‎ S2: Pardon?‎ S1: I said I couldn’t find the chemist’s shop.‎ S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.‎ S1: Thank you very much.‎ S3: What did he say?‎ S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.‎ Self-assessment criteria:‎ Did you cooperate well with your partner(s) while practicing?‎ Can you ask for directions and give directions clearly?‎ Can you express your ideas fluently? If not, what’s your main problem?‎ Did you go naturally between American English and British English while talking to each other.‎ V. Writing ‎1. Making a poster First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.‎ Then, in pairs students work on their poster.‎ Finally, ask several pairs to present their poster in class for assessment.‎ A Sample poster ‎ CHINA’S FUTURE LIES WITH LEARNING ENGLISH Reasons for learning English:‎ World trade is done in English;‎ International organization (such as the UN) use English;‎ We need contact with the developed Western world to build our country;‎ The developed world uses English in its dealings.‎ Why the Chinese language will not do?‎ Very few people in the West speak Chinese;‎ Chinese is a difficult language to learn;‎ Most businessmen do not have time to learn new languages every time they enter a new international market.‎ SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH ‎2.Writing Assessment Can you give persuasive reasons for the topic on your poster?‎ Can you verbalize your ideas fluently?‎ Can you put your own English learning experiences into a broader perspective?‎ Can you organize your ideas in a logical way?‎ Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?‎ What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?‎ Further Applying The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:‎ Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.‎ Step 2: Students make a list as follows:‎ My problems Ideas for improvement Why I like English My future ‎ with English Step 3: Make notes about the paragraphs for the writing.‎ Step 4: The teacher helps develop ideas in a positive and encouraging way. ‎ Step 5: Students write about the topic after class as homework.‎ Sample version:‎ My experience of learning English Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. ‎ Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. ‎ It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. ‎ There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!‎ Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.‎ 课后反思：本节为泛读课，能体现新课程标准的精神，帮助学生“进一步明确学习英语的目的，发展自主学习和合作学习的能力，形成有效的英语策略”。教学过程中注意师生互动：教师有效讲授引导，学生有效倾听并适时反应，注重学生阅读能力的培养。‎ Period 6: Listening Step I Describe the picture and the boys.‎ T: Any volunteers to describe the picture?‎ S1: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the river.‎ S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is Little Lester.‎ T: Could you find the answers to the four questions?‎ Ss: Yes.‎ T: Good. What does Buford think of Texas? How do you know it?‎ S: He believes it’s almost a different country from the US. The text tells us so.‎ T: How large was the catfish? ‎ S: The catfish was almost the size of a house.‎ T: Why did Lester get out of the water very quickly?‎ S: He thought the catfish would eat him.‎ T: Why did Buford and Big Billy Bob laugh?‎ S: Because the fish is harmless but Lester was so frightened and fled so fast.‎ 找教案 Step II Listening and writing (P14)‎ Task Listen and answer questions.‎ T: Another two persons will describe this story. One is Buford, who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is his teacher, Jane, who speaks standard British English. First, listen and know of standard British English and Southern dialects.‎ Students listen to the tape and try to understand.‎ T: Now listen for a second time and answer the last two questions. Make notes while listening.‎ A few minutes later, check their answers.‎ T: A, Can you answer question5?‎ S: Yes. Jane, Buford’s teacher, is the second speaker. She is from Britain.‎ T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you?‎ S: She says “Hello”.‎ Step III Listening Task 1 Listen and write the AE words. ‎ T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48 LISTENING. The BE words have been written down. Read it. Then listen to the dialogue. In the conversation, “rush hour” is the name of a popular Hollywood film.‎ After listening.‎ T: Please read your answers together. ( Write down the answers.)‎ Ss: pictures-movies, lorry- truck, underground-subway, sweets-candy, autumn-fall.‎ Task 2 Listen and write down answers to questions.‎ Students read the questions to find out the listening point first, and then listen to the tape to get the answers.‎ T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please read the questions to find out the listening point. Make notes of the answers while listening.‎ Play the tape for the first time so that the students can get a general idea. The second and third time, the students write and check their answers. Pause and repeat the key sentences. ‎ T: Can you answer questions now?‎ Ss: Yes.‎ T: Good. What TV programme is Zhao Li listening?‎ S1: CCTV-9 World Wide Watch.‎ T: Excellent! Who would like to answer the next questions?‎ S2: 2. Zhao Li thinks that listening to TV programs will improve her English.‎ ‎ 3. She thinks that Cao Ri is a good speaker. He uses American English.‎ ‎ 4. The more listening practice you have, the better your listening skills will get, especially if you hear variety of speakers.‎ ‎ 5. You should be patient and keep trying. Soon you will understand more and more.‎ Teacher checks the answers and explains some difficult listening points if necessary.‎ Step IV Listening task Task 1 Read the map and listen and find where the students come from.‎ T: Please turn to page 51 and read the map. What does it tell us?‎ S: It marks the places where English is spoken an a first or second language. Maube it is about world English.‎ T: Very clever! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map.‎ It is a little difficult to finish the task individually. Teacher may do the first one with the students. While listening, repeat the key sentences.‎ T: Let’s guess the first one together.‎ Play the tape.‎ T: From the first sentences and “British rulers”, we know S1 comes from India. Go on listening and write down your answer on the map.‎ Students listen to the tape and write down their answers.‎ Teacher plays the tape twice. A few minutes later.‎ T: Check your answers with your partner. Listen to the tape again.‎ T: OK. Where is S2 from?‎ S: S2 is from Louisiana in the US.‎ T: What about the others?‎ Ss: S3 is from Jamaica, S4 Ireland, S5 Philippines, and S6 Singapore.‎ T: Very good. ‎ Step V Homework ‎1. Make a short list of reasons why English is spoken in so many places around the world. 找教案 Sample Why is English spoken in so many places around the world?‎ English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nations. People realize the importance of English learning. Everywhere in the world children go to school to learn English. More people speak English as their first, second or foreign language.‎ ‎2. Preview page 15 Speaking. List the words that were confusing to Amy.‎ 课后反思：本课为听力课，能依据新课程标准进行教学设计，训练和提高学生的听力水平的能力，比较好地完成教学目标。‎