《English around the World 》3高一英语同课异构讲课获奖教学课件

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《English-around-the-world》高一英语说课稿

高一英语 Unit 2《English around the world》说课稿Reading-- English around the worldTeaching PlanGood evening, ladies and gentlemen, I am glad to be here and share my teaching plan with you. I am ready to begin my representation with six parts : say teaching material, say the students, teaching procedures, group discussion and blackboard design.First, let me talk about the teaching materialPart 1 Saying the teaching materialThis text is from Unit 2 ,Book One published by the People’s Education Press. The topic of “English around the world.” It is a reading text ,which is the road to morden English.Teaching Aims:1.Learn and master some important words and expressions:majority native total tongue equal government situation international organization trade tourism global exchange service signal a majority of in total except for stay up end up with a great many2. To learn about some differences between American and British English.3. focuse on key words and details about the text.Teaching Important Point:1.Train the students to summarize the main idea of each paragraph3 How to let the students learn the difference between B ritish English andAmerican EnglishTeaching Difficult Points:1 think and talk in English through my tasks and provide Ss with chances ofcooperation.2 Get the Ss to realize the importance of learning English.Teaching Methods:1.Discussion before reading to make the Ss interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they’ve learnedbetter.4.Pair work or group work to make every student realize the importance of learningEnglish.Teaching Aids:1.the multimedia, some cards.2. a tape recorder3.the blackboardPart2 Saying the students:In our daily teaching,our students is passive, lack the study interest. They will have difficulty in analyzing long sentences in this text. I will use cards and gifts to motivate them.After teaching th is lesson, I’ll try to enable students to know the brief history of English and build their interest in learning English.Part 3 Teaching ProceduresStep1 Lead-in2.Ask Ss to work in small groups of four，discuss and fill in group members’language profile .Ask them to discuss in what situations they use the foreign languages.(e.g. listening to pop songs, accessing software and web sites, chat rooms, reading packages of products, etc)3 Ask some groups to report.4. Introduce some terms : mother tongue, native speak,Step2 While-reading1. SkimmingAsk Ss to read through the passage and summarize the main idea of each paragraph. Para 1 More than 750 million people speak English as their native language or a second language.Para 2 More than 750 million people learn English as a foreign language.Para 3 English is the working language of most international organization, trade and tourism.。

人教版高中英语必修一 Unit2 English around the world 说课稿

人教版高中英语必修１Unit2 English around the world说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit2 English around the world》。

我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．教材分析本单元的中心话题是“世界上的英语”，通过对这一话题的探讨加强学生对英语、特别是英语发展趋势的了解。

英语作时为人类交流的工具必然随着时代的发展而变化。

由于英语在世界上的重要地位和它的广泛使用，因此形成了各种各样带有某个国家、某个民族或某个地域的特色英语。

本课旨在为学生学习英语打开一扇窗户，使学生了解语言的变化趋势。

二．学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。

英语作为一门语言，其最基本的作用就是人际交流。

但是中国学生普遍的情况是不愿开口说英语。

因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。

三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。

四．教学重点难点重点：了解记叙文的文体特点，并以此指导阅读。

难点：培养学生在阅读过程中获取和处理信息的能力。

五.说教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，来激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。

因此我打算运用以下教学方法：(1)多媒体教学如：给学生播发相关视频(2)任务型教学法如：完成一些阅读任务(3)合作学习法如：小组讨论等六．说教学过程Step1 Lead in导入课堂的开始，我先给学生播放一段前段时间在网上很火的视频“东北小伙模仿９国口音说英语”，东北小伙模仿各国人说英语模仿得惟妙惟肖，他抓住了各国人说英语的特点。

《English around the World 》3高一英语同课异构说课获奖教学课件

Para. 2
B. English was settled .
Para. 3 Para. 4 Para. 5
C. English has changed over time .
D. English is spoken as a foreign or second language in South Asia .
In the next century
English was spoken
English was mainly in spoken in ______ _________________
Today
English is spoken in_____________
Q2 : Do British have difficulty in understanding American?
Difficult Points 4. Teaching Methods 5. Teaching Procedure 6. Blackboard Design
Part 1 Analysis of the Teaching Material
Part 2 Teaching Aims
1.Knowledge and Skill Aims (1) The students can understand the development of English. (2) To improve the students’ reading skills , like skimming and scanning. 2.Process and Method Aims The students can get a better understanding of the development of English by skimming and scanning the text . 3. Emotional Attitude and Value Aims The students can realize that all languages will change and develop because of cultural communication .

人教版高中英语必修一 Unit 2 English around the World Period 3 教案1

Unit 2 English around the world 3rd Teaching PeriodReading, listening & speakingAims: 1.to further understand the related knowledge of the language of English, esp.the differences between Am.E and Br.E and some English dialects2.to integrate reading,listening and speakingSteps:Lead in1.Play a guessing game: T says “同学们好” in one Chinese dialect. Get the Ss to guess themeaning and say it in other Chinese dialects. Ss are encouraged to say some dailyChinese in different dialects.2.Have a brief introduction to the dialect family in China3.Questions: Is it easy to communicate with each other if people speak different Chinesedialects? What is Standard Chinese? Why is Putonghua used in China? Is there anystandard English and dialects ?Reading1. pre-reading questionsWhat is standard English? Are there many English dialects?2.Fast readingSs are required to answer the questions above3.Careful readinga.Let the Ss identify the words: standard, dialect, Spanish, recognize, play a part;midwestern, southeastern, northwestern, eastern…b.Questions: 1)How many dialects of American English have been listed in the text?2)Why do people from both northeastern and southeastern of U.S. speak withalmost the same dialect?3)Why does American English have so many dialects? Can Americans recognizeeach other’s dialects?4. Get the main idea of the passage.(It tells us that there is no such thing as standard English, and American English has many dialectsbecause people come from all over the world and geography plays a part in it but Americans can recognize each other’s dialects.)Listening1.Give the students a brief introduction about the listening material (tell the Ss that the first speaker speaks with one kind of southern dialect and accent).2.Prediting:.Get the Ss to observe the picture and answer the questions:What are the boys doing? What does the fish look like?How do you think the little boy feels? What about the other two boys?3..Play the first part for the Ss to listen and try to answer the first four questions on Page 144.Play the second part and answer questions 5&65.Check the answers1) Work in pairs to explain the following sentences in “standard English”a. Now, y’all need to understand that we ain’t really a state , but a whole’nother country.Now let me tell ya a story’bout when I was just a pup.b. We was jumpin’in the water and feelin’good.Then along comes this catfish’bout the size ofa house.c. Little Lester starts to thinkin’it’s goin’to eat him sure’nough. Man, you shoulda seenhim. He got outta the water fast as lightning and climbed up a tree.(y’all- everyone ; ya-you; ain’t-aren’t; nother-northern; ‘bout-about; pup-small boy;swimmin’-swimming; jumpin’-jumping; feelin’-feeling; sure’nough-sure enough; shoulda- should have; outta-out of)2) Discuss the answers in pairs and then check the answers with the whole classSpeaking1.Ask the students to read the dialogue in roles and list the different words between Am.E and Br.E.Amy(American) Lady(British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand sideparision. Match the American expressions and British expressions to learn more about the differences between American English and British English(T may play games or have a competition among the Ss.Ss are encouraged to say more differences between Am.E and Br.E.) American English British Englishfall autumneraser rubbertruck lorrysubway undergroundmovie filmcandy sweetsdrugstore chemist’sliving room sitting roomapartment flatthe first floor ground floorelevator liftvacation holiday…3.Practice:Divide the Ss into groups and ask them to make a dilogue about giving directions to a certain place according to the map.They may use the words and expressions above.Ss arerequired to use indirect and direct speech and requests.(one student plays a speakerof British English and the other plays a speaker of American English.) If the Ss are not active,T can provide the following situations or ask the Ss to complete the following dialogues.Situation1: A person from the US is standing outside the underground with his friend.He wants to go to the cinema,but he doesn’t know the way,so he asks directions andtells it to his friend.A: Excuse me, could you please tell us where the cinema is_? We’d like to see a movie_.B: Movie?A Yes, that’s a _ film___.B: Well. Go straight ahead and cross two streets. The cinema is on your left-hand side. There is a fountain in front of it.A:Thanks.C: What did she tell us?A: She told us to keep going straight and cross two blocks. The cinema will be on our rignt.Situation2:A worried man is standing outside the restaurant. He wants to buy some medicine but he doesn’t know the way.So he asks directions.A: Excuse me. Would you please tell me the way to the nearest drugstore?B: You mean the nearest chemist’s?A:Yeah. My son is _sick____. I want to buy some medicine.B: Oh ,I’m sorry to hear that. Please follow me. I can take you to the chemist’s. My __flat____ is opposite to it.APardon? What is flat?B: Oh, flat means __apartment______. I moved here last autumn.A: Do you mean “_last fall__”___?B:Quite right. Well, your English is quite different from what my teacher teaches.A: Actually, I speak American English. You understand both American English and British English. That’s great.SummaryGet the Ss to generalize what they have learnt in this period.Homework1.Prepare a new dialogue about giving directions to a place in Xiamen.Try to use both American English and British English. Be sure to use direct and indirect speech and request.2.Recite the new words3.Make a list of as many direction words as possible.附：Unit2（Using language）教学设计说明本课是unit2中的知识运用部分，是在学生对英语这门语言有了一定认识，尤其是了解了美国英语和英国英语的异同，同时又学习了祈使句和间接引语以及如何在不同情境下使用命令和请求等相关的功能和语法项目的基础上进行的。

《English around the World 》高一英语同课异构教案

1.Lead students to the topic.
2.Arouse their interest inleaning language.
Let students themselves predict the main idea.
Step4
Fastreading
Task 1Findthe key sentencein each paragraph.
Step 1
Warming up
Step2
Lead in
Step3 Pre-reading
Students’ Activities
Purpose
Q1:Do you know in which countries people speak English?
Q2：What do you use English for?
3.Emotion Objectives: The students could be interested in the development of English as well as Chinese.
Important and Difficult points
Important points：
1. English has/had the most speakers____.
A. now
B. when the British ruled many parts of the world
C. in the time of Shakespeare
D. in the 12th century
2. Which of the following statement is ቤተ መጻሕፍቲ ባይዱrue?

English Around the World 公开课一等奖课件高中英语

The number of students on the ground was more than 200. 在操场上的学生人数有200多人。
The number of the students in our school ___about 2000 and the majority of them ________ hard working .
A. are ; are
B.is ; are
C. are; is
D.is ; is
3. total: ★n.[c]总数
England scored a total of 436 runs. That will cost you 15yuan in total. (总共) ★adj.总计的,完全的 total losses总损失 a total surprise令人完全吃惊的
plete the Following summary.
English is a _la_n_g_u_ag_e__ s_p_o_k_e_n_all around the world. For more than 375million people in countries such as _A_u_st_r_a_li_a and _C_a_n_a_d_a_, English is their _m_o_t_h_er_ _t_on_g_u_e_. Another 375 million people _L_ea_r_n_ E__ng_l_is_h_ as a second language. However, most people learn English at school as a __fo_r_ei_g_n _la_n_g_u_a_g_e. The English language _is_also _u_s_e_dby most international organizations as their working language, as well as in inter-national _t_r_a_d_e and _to_u_r_is_m__. Most foreigners visiting China are either_b_u_s_in_e_s_sm__e_n ort_ou_r_i_st_s_. If they cannot __sp_e_a_k_ Chinese, they use _E_n_g_li_sh_ to communicate with Chinese people. In global culture, for example the Internet or popular music, English is widely used. In the future we will be speaking Chinese with our__fa_m__il_y_, but we will be _s_p_e_a_k_in_gEnglish with people around the world for our work.

说课稿英语高一必修1 Unit2 English around the word 同课异构3

人教版高中英语必修一Unit 2 English around the world writing partGood morning, dear judges,I’m the candidate NO.6 applying for the senior middle school English teacher.Today it is my great honor to stand here to give my presentation. Today my topic is “the writing part ”.My presentation can be divided into the following six aspects: analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now, I will present them one by one.一、Analysis of teaching materialToday's lesson is from is the writing period of Unit2 English around the world ,BOOK1,published by NSEFC.This class is mainly about why should we learn English.Students had gotten a general idea of the development of English throughout the history in the reading part, which lay a good basis on this part---how to use what students learnt in the previous part to write an composition on learning English.Based on the analysis of the teaching material, I set up the following three objectives:1.Knowledge objectives1.Students can get a better understanding of the structure,format of the writing composition under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.Ability objectivesThrough independent observation and group discussions and classroom practice under the guidance of teachers, students can use the language to finish writing, improving English writing ability .3.Emotional objectivesStudents are encouraged to developing their consciousness of cooperation through the group work. What’s more, the students' interest in English writing can also be improved..The teaching key points:1. The students will have a better understanding of the structure and characteristics of an poster under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.The students will improve their writing skills through teamwork and cooperation.The teaching difficult points:1.Students are able to complete the composition independent.2.Students can develop their ability of writing strategy.Based on the analysis of teaching material, now let me analyze the students.二、Analysis of the studentsA senior student in high school has learnt English for several years. The students in this grade have known sionome basic knowledge of development of English and they are active in mind. They are able to express simple ideas in simple English under the teacher’s guidance. A freshman in senirman has gradually formed the competence of processing information and analyzing problems, however their writing skills and using the proper words and sentence sturctures is a bit difficult for them, therefore in this les son, I will strestudents the students’ ability of exprestudentsing English in a correct way. For instance, organize them to brainstorm their ideas in English about the significance of learning English. In addition, this topic is familiar to students as for their daily life, so I will make use of it to motivate them.三、Teaching methodsIn this lesson, task-based approach is mainly adopted combined with process writing approach，which can attract students’ attention to the clastudents as well as arousing their learning interest. I’ll design some tasks, like discussing the importance of English and the structure of the poster in groups.四、Learning methodsStudents will accomplish these activities through self-learning and working in pairs and in groups.Here comes the most important part----teaching procedures, which includes six steps: leading-in, pre-writing, while-writing, post-writing, summary and homework.五、Teaching procedures(一）Step one : leading-inShow a map of world ,then the students can look at the map while thinking over two questions:what can they see in the map?How many countries do they speak English? It cana ttract students’ attention and the topic “English”can be naturally led-in..(二）Step two pre-writingIn this step,I will show the students a exercise that translate the following words ,phases and sentences into English or Chinese that are related to English, meanwhilethree students are required to write down their answers on the blackboard.Then revise the words and expessions together with the teacher.(三）Step three while-writingStudents are encouraged to write through group-cooperation. They are expected to design the structure and carry out parelle-writing through the given format of poster. While carrying out this work, the teacher may walk around the students to give some help when necesssary.Targets: Guide the Students to write the passage, improve their communication ability and cultivate their team spirit.(四）Step four post-writingSs exchange their writing with other members in the groups (two or four students in a group), and ask the students to give some comments on the one he or she has read.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners’ writing. Get each group to recommend one or two passages and share it with the rest of the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.Targets: Help the Ss correct their composition and improve their evaluation ability.(五）Step five summaryBy the end of the class, some students are invited to conclude what we have learnt today. Teacher makes some supplements and emphasized the difficult points. Then the teacher emphasizes the importance of learning English and students are inspired to study hard .(六）Step 6 homeworkStudents will polish their writing and make another poster as their homework. Their finalwork will be modified and selected, then the most successful ones will be put up on the English Corner.purpose:This step plays an important role in improving their writing skills and autonomous learning ability.六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic.That is all. Thank you!附原文：。

说课稿English around the world

各位评委老师大家好！我是12号考生，今天我说课的内容是人教版高一英语Unit 2 English around the world。

以下我将从说教材，讲教学目标，说教学方法，教学过程，板书设计和教学效果，六个阶段来完成今天的说课。

首先，我们分析下教材，This unit is to introduce English language and its development to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.根据对教材的理解和内容的分析，我将从知识，技能和情感三个方面来说明教学目标：The knowledge aim is to help students understand and master the new words, phrases and sentence patterns and have deeper understanding of the topic ----English. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students understand the spread of English 下面我们来说下学生的情况，Although the students have the basic abilities of learning, speaking, reading and writing, they still need many opportunities to practice what they have learned and to develop their autonomous and cooperative learning ability.Based on the requirement of the syllabus, the important point is help students understand and master the important words, phrases and expressions.(differences between American English and British English in spelling and expressions) The difficult point is to help students master the grammar points. (---identify examples of Direct Speech & Indirect Speech (2): requests and commands in the text) 下面来探究我们的教学方法。

高一英语unit2第三课时《English around the world》

Conclusion
(1)beyond expression without expression
(2)express an express train an express letter
4．recognize (1) The moment I answered the phone, I recognized his voice. (2) ①We recognize him as/to be a hardworking and honest person.
3．expression (1)①When people use words and expressions different from the “standard language”， it is called a dialect. ②The scenery was beautiful beyond expression. (2)He looked at me without expression.
②The smoke rose straight up. (2)This road is straight.
Conclusion
straight away/off I hope you could tell me the truth straight away/off.
Key Phrases
7．play a part (in) ①Geography also plays a part in making dialects. ②His excellent debate played an important role in winning his
2．request (1)①He came to attend the party at her request.

高一英语教案：《English around the world》教案三

高一英语教案：《English around the world》教案三高一英语教案：《English around the world》教案三Type: ReadingDuration: 40minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the reader's old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading.While-reading and Post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NEW SENIOR ENGL. ISII FOR CHINA STUDENT'S BOOK 1. UNIT 2. Using language. The topic of this unit is Standard English andDialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para. 2 introduces American English has so many dialects because people have come from all over the world. The latparagraph tells about (Geography also plays a part in making dialects. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade l in senior high school. As high school students. they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade. they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of American English. But they may not know American English Dialects be fore. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skillsAL the beginning of the class. Ss can predict the content of thepassage based on the title. Ss can scan the passage and find out the specific information such as standard English and dialects.2. Language knowledgeSs can master the key words and phrases of the passage as follows, believe it or not. standard. dialect. expressions, excellent. play a part in. recognize.Ss can learn how to express their own opinions.3. AffectsSs will realize that the importance of mandarin and dialects and they will concern themselves with the issue of popularizing mandarin and protecting dialects4. Cultural awarenessSs will broaden their minds by knowing something about the diversity of language culture5. Learning strategiesSs will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.Ss will communicate with each other in English while doing the group work.Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students' reading skills. The many activities are designed to help Ss to train their reading skills, such as skimming. scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard American English dialects before, so the teacher will tell them some back ground knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process. Teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.The three stages are pre-reading. While-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage.I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Pre-reading(6min)Activity1. Greetings and Free-talking(6min)T Leads into the topic by asking Ss to read a poem in their own dialects.T: Hello boys and girls.(Ss say hello to the teacher. ）T:Please look at the PPT, do you know this poem?（Ss tell the things appear in their minds freely. )T:Who wrote this poem?(Ss tell the name of Xu Zhimo. )T:Now please use mandarin to read this poem together.(Ss read the poem)T:(OK. very good. But now I’d like to ask some Ss to read this poem in your own dialects. Whowant to have a try?(Ss read the poem in their own dialects. )[Aims]In this step. T first leads in the topic by talking with the Ss freelyabout Chinese dialects and mandarin which is familiar to them and then Ss read the poem in their own dialects. This activity aim to arouse the Ss interests in the topic Then Ss will be mentally prepared for the reading comprehension. What's more. when they are talking about the characteristics of Standard language and dialects, they will realize that the diversity of language culture.Step2. While-reading (15min)Activity. Skimming (2min)T:Today we will learn something new about English, now please skim the passage and find the topic sentence of each paragraph.Activity2. Scanning (4min)T asks Ss to Read the passage and then choose the best answer according to the text.T: This time please scan the passage, and while scanning the passage please underline the in formation which is useful in your mind.Activity3. Watching a video (4min)T plays a video to the Ss which can help the students to have a better understanding of the passage.Activity4. Filling the blanks (5 min)Tasks the students to underline the language points in the blanks and try their best to remember them.[Aims]In this step. the Ss first know some information of dialects in American English and after watching the video it is easier for them to understand the passage.And activity 1. 2 and 4 can help students to improve their reading skills.step3. Post-reading (18min)Activity 1. DiscussionT gives the Ss some picture of popularizing mandarin and protecting dialect. And ask the Ss to prefer one of them and discuss it with their group member. And the give the Ss the teacher's own idea.[Aims]After this discussion, it can help Ss to be aware of the diversity of language culture. And can help them to express their own idea.Homework (1min)1. Please write a small passage: why do we need to protect dialect? OR Why do we need to popularize mandarin?2. 基础课时分层-Unit2 单元语言点教材基础巩固。

Unit+2+English+around+the+world(讲)-高一英语同步精品课堂(提升版)(必修1).doc

（人教版）一、教材分析本单元讨论的话题是“世界英语”，介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。

本单元也介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

二、重、难点知识点提示重点：让学生熟悉与本话题相关的一些重点单词、短语难点：1. 结合所学句型阐述英美语言的差异2. 使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

三、重点知识点讲解：考点（一）重点单词1.base vt.以……为根据 n.基部；基地；基础eg. The family base was vital to my development.家庭基础对我的发展至关重要。

One should always base one's opinion on facts.一个人应当把看法建立在事实基础上。

【归纳】base...on/upon把……建立在……的基础上be based on/upon以……为基础/依据eg. Based on a true story，the novel is highly thought of.以一个真实的故事为基础，这部小说受到了高度评价。

The figures are based upon average market prices.这些数字是基于平均市场价格而得出的。

【练习】1. _____ an important decision more on emotion than on reason，you will regret it sooner or later.A．Based B．Basing C．Base D．To base【答案】 B【解析】前后两部分之间没有连词且用逗号连接，因此空格处只能填非谓语动词形式，主语you与base之间为主动关系，动词不定式只能作目的状语，或与only一起表示意外的结果，故空格处应使用现在分词表条件。

高一英语 Unit2《English around the world第三课时》精品教案旧人教版第

高一英语 Unit2《English around the world第三课时》精品教案旧人教版第一册Teaching Aims:1. Review some useful words in the text.2. Learn and master the sentence patterns which express an order and a request, and their different features.Teaching Important Point:Point out the features of an order—which uses the imperative, namely“tell/order sb. to do sth.”and of a request—which uses a question form or an imperative, very polite, namely“ask sb. to do sth.”.Teaching Difficult Point:How to change orders and requests into reported orders and requests.Teaching Methods:1. Inductive method and talking method to give the students a clear picture of what they should master.2. Practice to make the students remember what they’ve learned.3. Pair work and group work to make every student active in class.Teaching Aids:a projector and some slides.Teaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.The teacher checks the students’homework—let some students say something about English in their own words. If they have some difficulty. Part 2 in Post-reading on Page 11 may give them some help.Step Ⅱ.Word StudyT: Please turn to Page 11.Let’s do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we’ll check the answers.T:(A few minutes later.)Now I’ll ask S A and S B to give their answers. S A, read the meaning on the right. One item at a time. S B, give the right word or phrase for each item. Are you clear?(S A and S B: Yes.)Suggested answers:1. closetD cupboard where you can put clothes inside.2. explainE to make something clear or easy to understand by describing or giving information about it.3. equalC the same4. communicateH to give information using speech, radio signals or body movement.5. knowledgeB information and understanding about a subject, which someone has in mind.6. tradeG the activity of buying, selling or exchanging goods or services.T: Now let’s do another exercise. Please turn to Page 92.Look at the part of Vocabulary. I give you four minutes to do it. Then I’ll check it. Now please begin. (After a while teacher checks the answers.)Answers to Exercise 1:Color favorite center meter traveledAnswers to Exercise 2:Chinese Am.E flat1.电梯 elevator lift2.汽油 gas petrol3.公寓 apartment flat4.秋天 fall autumn5.地铁 subway underground6.大学 college university7.垃圾 garbage rubbish8.垃圾箱 trash can dustbin9.假期，假日 vacation holiday10.两星期 two weeks fortnightAnswers to Exercise 3:1. Thomas Jefferson said in 1786 that he hoped the US would become a country where the law was the will of the majority.2. It is reported that tourism has become one of the world’s largest and fastest growing industries.3. They were trapped in the mountains. The only way to communicate with the outside was to use their cell phone.4. With the help of this international exchange programme, Emma is able to come to China to sturdy the Chinese language.5. Mr. Wang, who is a Beijing native, has become a successful businessman in New York.6. The computer industry is developing fast. Do you think there will be a day when computers replace the human brain?7. It is important that all men and women are equal under the law.8. America used to be a colony of Great Britain. It did not become independent until the year 1776.9. If you choose your words carefully when you are writing you will end up witha well-writing sentense.10. Nancy told Joe to feel free and make himself at home.Step Ⅲ.Grammar(Teacher says to S A: Stand up. Open the door. Look outside. Now close the door.Teacher says to S B: Sit down, please. Could you lend me your pen? Can you showme your book?)T: What did I say to S A?Ss: Stand up./Open the door./Look outside./Now close the door.T: What did I say to S B?Ss: Sit down, please. Could you lend me your pen? Can you show me your book?T: What was the difference between what I said to Student A and what I said to Student B?S: You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese.)T: What about Student B? What did I say?S: You asked Student B to sit down/lend you his(her)pen/show you his(her)book.T: You are right. I told/ordered Student A to stand up etc. I asked Student B to lend me his (her)pen, etc. In fact, what I said to Student A is an order. What I said to Student B is a request. Its patterns are like this: Orders and Requests:Direct speech:(Orders):Do…/Don’t…(Requests):Do…,please./Can you…?Could you…?/Will you…?Would you…?Indirect speech:(Orders):sb. told/ordered sb. else to do sth.sb. told/ordered sb. else not to do sth.(Requests):sb. asked sb. else to do sth.sb. asked sb. else not to do sth.(Write them on the blackboard.)T: OK. Now I’m going to show you some sentences. If it’s an order, write“Order”in your exercise books. If it’s a request, write“Request”.(Show the following sentences on the screen.)(Ask some students to answer which sentences are orders, which are requests.) Suggested answers:Orders: 1, 4, 6Requests: 2, 3, 5T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely,“sb. told/ordered sb. else to do sth.”If a sentence is a request, it often uses a question form or an imperative, but very politely, namely,“sb. asked sb. else to do sth.”But we should pay more attention to the negative construction. Its reported orders and requests should be like these.“sb. told/ordered sb. else not to do sth.”“sb. asked sb. else not to do sth.”Now open your books. Turn to Page 11.Look at Part 2 in Language Study—Grammar.In Part 1 in Grammar, which sentences are orders?S C: Sentences 2,3 and 6 are orders.T: Which sentences are requests?S D: Sentences 1,4 and 5 are requests.T: Now turn to Page 12.Look at Part 2.In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.(After the students’ discussion.)T: Please give us your sentences. Who will be the first?S E: The landlady asked him to put his coat in the closet.“Will you please put your coat in the closet?”said the landlady.The landlady asked him not to put it on the peg.“Will you please not put it on the peg?”asked the landlady.T: Please go on.S F: The commander ordered the soldiers to stand still.“Stand still,”the commander said to the soldiers.The commander ordered the soldiers not to move.“Don’t move,”the commander said to the soldiers.S G: Mother told me to lock the door after midnight.“Lock the door after midnight,”said Mother.Mother told me not to leave the door open after midnight.“Don’t leave the door open after midnight,”said Mother.Step Ⅳ.Practice(The teacher shows the screen.)T: Look at the screen. Let’s practise orders and requests in pairs. You may notice on the left, under the word“Don’ts”,there are three orders, under them there are three requests. On the right, under the word“Dos”,there are three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say“Watch the teacher carefully. Don’t come into the lab without a teacher.”In reported order. I can say “She told us to watch the teacher carefully. She told us not to come into the lab without a teacher.”After you practise the orders, you may practise the requests. Are you clear? Now let’s begin.(Give the students several minutes to practise them, and then teacher may check their practice.)Suggested answers:Direct commands:DosBuy some bread for her.Help her tidy the roomSpeak quietly on the phone.Turn down the radio.Don’tDon’t make too much noise.Don’t forget to put your umbrella in the stand.Don’t smoke in the bathroomDon’t stay up too late.Direct requestsDosCould you buy some bread for her, please?Could you help her tidy the room, please?Speak quietly on the phone please.Turn down the radio, please.Don’tsDon’t make too much noise, please.Please don’t forget to put your umbrella in the stand. Would you please not smoke in the bathroom?Would you please not stay up too late?Reported commandsDosHe told me to buy some bread for her.He told me to help her tidy the room.She told me to speak quietly on the phone.She told me to turn down the radio.Don’tsHe told me not to make too much noiseShe told me not to put my umbrella in the stand.She told me not to smoke in the bathroom.He told me not to stay up too late.Reported requestsDosHe asked me if I could buy some bread for her.He asked me to turn down the radio.Don’tsHe asked me not to make too much noise.She asked me not to forget to put my umbrella in the stand. She asked me not to smoke in the bathroom.He asked me not to stay up too late.Step Ⅴ.Summary and HomeworkT: In this class, we’ve reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are…(Pointing to the blackboard.)In the indirect speech, they are…(Pointing to the blackboard.)Please remember these sentence patterns. Today’s homework: Part 3 on Page 12.That’s all for today. Class is over…GrammarAnswers to Exercise 1:1shut up2Can you speak louder, please?3Try the lift4Don’t wait for me.5stop wasting time6Can you tell me a story.Answers to Exercise 2:1 “Could you leave the room, please?” he asked my grandmother and my cousin.2 “Move your chair a little/bit closer to the bed,” he said.3 “How old are you?” he asked.4 “I am already ten years old,” I said5 “Listen carefully.” he said6 He said that life isn’t always easy.7 “Will you promise me to always try to be honest?” he asked me.8 “Follow your heart whenever you have to make a difficult decision,”he said.9 “What did you tald about with grandfather?” she asked.10 “please don’t say anything about our conversation,” he said.Step Ⅵ.The Design of the Writing on the BlackboardUnit 2 English around the worldThe Third PeriodOrders and Requests:Direct speech:(Orders)Do…(Requests)Do…,please.Don’t…Can(Will)you do…?Could(Would)you please do…?Indirect Speech: (Orders)sb. told/ordered sb. else to do sth.sb. told/ordered sb. else not to close.(Requests)sb. asked sb .else to do sth.sb. asked sb. else not to do sth.Step Ⅶ.Record after Teaching____________________________________________________________________________________________________________________________。

高中英语课件English around the world--period3

Period 3 A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS) IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit.Objectives■To help students read about STANDARD ENGLISH AND DIALECTS■To help students listen to dialects in English■To help students act out conversation and write their own■To help students brainstorm for reasons why we learn English and make a poster about learning EnglishProcedures1.Warming up by making a listThere is not a single English in the world. There are varieties of Englishes. That is, there are many different dialects of English in the world. We are going to make a list of dialects of the English language.2. Reading⑴Reading for main ideasTurn to page 13. We are going to read the text quickly to find the topic sentence for each paragraph.⑵Going to the detailsDo you have any difficulties with the structure and the words in the passage?Now we shall talk about them in detail.3. ListeningLet’s go to page 14. We are going to listen to a boy named Buf ord speaking a southern dialect of AmE with an East, Texas accent.You know pronunciation is determined by accent. I am speaking with accent, too. It is a Chinese accent.On the other hand, Buford’s teacher, Jane, speaks standard BrE. That’s what is hear d on the BBC.I am going to play the tape twice for you to listen to answer the four questions on page 14.Next listen once more to complete the form below giving the standard equivalents for the dialectic words from Buford’s story, using the context.4. Talking about British English (BrE) and American English5. Learning about the differences between British English (BrE) and American English (AmE)6. Listening to and acting out conversationsOn page 15 you see a conversation among Amy, Lady and friends. Read, listen to and act it out in groups of three.7. Writing⑴Brainstorming for ideasWhy should we learn English? Now in groups of four brainstorm for as many reasons as possible why you are learning English.⑵Making a posterWhy should we do exercises?Make guesses about your title, reasons and conclusion.Then, in pairs, work on your poster.I will ask several pairs to present their posters in class for assessment.⑶Assessing your writingsCan you give persuasive reasons for the topic on your poster?Can you verbalize your ideas fluently?Can you put your own 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?8. Closing down by reading article about learning English。

福建省高一英语上册第3单元Unit 3 English around the world 全套教案

人教版高中一年级必修1表格版教案Unit 2 English around the world Period 1●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课全面理解课文起到一个铺垫作用。

●教学地位本单元主要讲的是英语的发展和英语的种类。

学生作为英语学习的学习者，有必要较为深刻地了解英语语言的相关信息，减少学生在英语学习中的一些障碍，所以说本单元在书中有非常重要的地位。

新课导入建议可以通过下面两种不同类型的活动热身，根据教学实际选择使用。

活动一：以笑话引入话题。

活动二：放几段来自不同国家的母语为英语的外国人的录音。

不同的发音特点会激发学生兴趣从而引发思考。

●教学流程设计导入新课。

→学生阅读“美文阅读”与“诱思导学”(见学案第18页)。

→学生就“美文阅读”进行讨论，统一答案。

↓学生阅读课文(见课本第9、10页)并完成“语篇理解”(见学案第19页)。

←师生共同讨论并统一答案。

←让学生快速阅读课文(见课本第9、10页)，并完成“篇章结构”(见学案第18页)。

↓学生共同讨论，并让学生发表各自见解，最后统一答案。

→学生再次仔细阅读课文(见课本第9、10页)，进行深度理解，并完成“课文缩写”(见学案第19页)。

→老师指导学生讨论，共同找出答案。

↓让学生根据所给出的表格进行自我评估(见学案第19页)。

←学生讨论，并让学生代表发表他们讨论得出的答案。

老师予以更正。

←让学生完成“知识初探”部分(见学案第19页)。

↓老师布置作业，让学生看课本第9、10页并完成课本第11页第1、2、3、4题，预习学案Period Ⅱ(见学案第20页)。

I. Warming up 1. Warming up by answering aquestionnaire1). Tell the students they aregoing to answer aquestionnaire about whythey are learning English.2). Write the words: Reasonsfor learning a foreignlanguage on the center ofthe board:to get the main idea of th e text.2. Scanning3.Following uppoint for each paragraph in their own words.Read to locate particular information and complete the comprehending Exercise One.Work in groups. Discuss thetwo questions and then ask two groups to report their answers to the class.learn? Why?Unit2 English Around the World period2 (Indirect Speech (II) requests & commands)AimsTo discover useful words and expressionsTo discover useful structuresI. Direct andIndirect Speech Direct Speech simple present He said, “I simple past He said, “III.useful wordsPlay the tapetheto Work in pairs.1.Do exercises 1, 2, 3 and 4. Then check theanswer you’re your classmates. The teacher helps the students discover the difference in prepositions.(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)1.In groups of four, think of at least threethe thethe and 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 rig ht now, master.★ A: ___________________B: O f 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.Unit2 English Around the World period3(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstorming●教学目标(1)熟记学案中所列出的单词和短语。

高一英语Unit2 English around the world三教案

高一英语Unit2 English around the world三The Third Period●从容说课This is the third period of the unit.The lesson deals mainly with the grammar，that is，the structure which expresses commands and requests and the reversal of the indirect speech and direct speech.The second part of this period is another passage “Standard English And Dialects”.After it，there is an exercise for us to make up dialogues using the commands and requests.This part is to give students a chance to practice this kind of structure.The second part of this period is another passage “Standard English And Dialects”.In this lesson we first review the grammar we learn in last unit.So students will be asked to do some exercises about this grammar item.By doing so，students can recall some rules of the reversal between the direct speech and indirect speech.Then，students will have a task to tell the requests from commands.Then show the sentence patterns of requests and ing is the aim of the language teaching，so after learning the structures，the most important one is to put them into use.After doing some exercises about reversal of direct speech and indirect speech，students will use these sentence patterns in daily life by making up dialogues according to the situation on Page 13.To make the students master the structure well，I think it is necessary to offer more practice.And the passage in this part is to provide students with more information on English and improve students’reading speed.So I think it is not necessary to treat it as an intensive reading material according to the aim.Instead，I will teach it as an extensive reading passage.●三维目标1.Knowledge：Learn and master the sentence patterns which express an order and a request，and their different features.2.Ability：Use these patterns to communicate with others.3.Emotion：Help students master the points in this period.●教学重点Point out the features of an order—which uses the imperative，namely “tell/order sb. to do sth.” and a request—which uses a question form or an imperative，very polite，namely “ask sb. to do sth.”●教学难点How to change orders and requests into reported orders and requests.●教具准备slides●教学过程Step 1 Greetings and revisionGreet the whole class as usual.Review the useful words and expressions by letting students make up sentences using these words and expressions.Step 2 GrammarT：In the last unit，we have learnt something about the direct speech and indirect speech.We know while we change direct speech into indirect speech，we should change many things such as the tense，some adverbials and some verbs.Now let’s first do some exercises.Turn the following into Indirect Speech1.“I broke your CD player，” he said to me.2.“Are you sure you didn’t do anything to this？” he asked me.3.“A friend in need is a friend indeed，” Mother said to me.4.Tom said，“I bought a book for my brother yesterday.”5.He said，“I shall meet her at my office.”6.The teacher said，“I must go now.”7.He said，“I can do homework myself now.”8.He said，“The house was built in 1965.”9.“Why was Jenny late for school？” Mr Baker wanted to know.10.They said，“will you visit the museum tomorrow？”Turn the following into Direct Speech.11.I said that I would try my best.12.He wondered （asked） how long it took to do the work.13.Bob asked John whether he had seen his wallet.14.His aunt said that she had got there five days before.15.I asked Tom why he had not told her the truth.Suggested answers：1.He told me that he had broken my CD player.2.He asked me if I was sure I hadn’t done anything to that.3.Mother told me that a friend in need is a friend indeed.4.Tom said that he had bought a book for his brother the day before.5.He said that he would meet her at his office.6.The teacher said he had to go/must go then.7.He said that he could do homework himself then.8.He said that the house was built in 1965.9.Mr Baker wanted to know why Jenny had been late for school.10.They asked if we would visit the museum the next day.11.I said，“I’ll try my best.”12.He asked，“How long does it take to do the work？”13.Bob asked John，“Have you seen my wallet？”14.His aunt said，“I got here five days ago.”15.“Why didn’t you tell her the truth？” I asked Tom.T：You did a very good job.Today，we’ll go on to study indirect and direct speech.But firstly，we should learn to tell requests from commands.In English，giving commands is less polite than making a request.So most of time，commands are made by those people who are bosses，teachers，leaders，officers，or some other one who has authority.Now would you please tell which of them are commands？（show them a slide）1.Close the door!2.Would you please help me carry the case？3.Get me something to drink.4.Could you lend me 100 yuan？5.Please turn off the lights.6.Don’t smoke here.7.Will you clean the blackboard？8.Clean the table please.S：1，3，6 are commands，and others are requests.T：That’s right.So we can draw a conclusion：Sentence pattern for commands：Do.../Do not do...Sentence pattern for requests：Do...please./Can you do...？/Could you do...？/Will you do...？/Would you do...？Then if we want to change them into indirect speech，we should do like this：Commands：sb. told/ordered sb. （not） to do sth.Requests：sb. asked sb. else （not） to do sth.According to these rules，let’s do some practice.1.Change these sentences into Indirect Speech.He said to me，“Don’t smoke in this room.”He said to me，“Please don’t smoke in this room.”He said to me，“Could you please help me with my work？”Suggested answers：He told me not to smoke in that room.He asked me not to smoke in that room.He asked me to help him with his work.2.Change the following sentences into Direct Speech.The landlady asked him to put his coat in the closet.The young father told his children not to move.Mother told me to lock the door after midnight.Suggested answers：“Put your coat in the closet please，” the landlady said to him.The young father said to his children，“Don’t move.”Mother said，“Lock the door after midnight.”3.（the teacher show the screen）T：Look at the screen.Let’s practise commands and requests in pairs.You may notice on the left，under the word “Don’ts”，there are three orders，under them there are three orders，under them there are three requests.On the right，under the word “Dos”，there are three orders，under them there are there requests.First we are going to practise the commands.I can give you an example.Look at the six orders.In Direct Speech，I can say “Watch the teacher carefully.Don’t come into the lab without a teacher.” In reported order.I can say “She told us to watch the teacher carefully.She told us not to come into the lab without a teacher.” After you practise the orders，you may practise the requests.Are you clear？Now let’s begin.（give students several minutes to practise them，then teacher may check）Suggested answers：Direct Speech：1.Don’t come into the lab without a teacher.2.Don’t touch anything in the lab.3.Don’t smoke.4.Watch the teacher carefully.5.Dip your fingers into the mixture.6.Suck your fingers.7.Will you please not put anything in the basin？8.Don’t talk too loudly，please.9.Don’t leave the books in the lab，please.10.Write your answers on the blackboard，please.11.Could you please tidy the lab after the experiment？12.Put everything in the cupboards please.Indirect Speech：1.He told us not to come into the lab without a teacher.2.He told us not to touch anything in the lab.3.He told us not to smoke.4.He told us to watch the teacher carefully.5.He told us to dip our fingers into the mixture.6.He told us to suck our fingers.7.He asked us not to put anything in the basin.8.He asked us not to talk so loudly.9.He asked us not to leave the books in the lab.10.He asked us to write our answers on the blackboard.11.He asked us to tidy the lab after the experiment.12.He told us to put everything in the cupboards.4.Now let’s use these patterns to make up some dialogues.Please turn to the exercise on P13. Suggested dialogues：（1）A：Excuse me，could you please close the door？It’s so windy.B：Of course.（2）A：Excuse me，please make some room for me.I have to get off the train now.B：Sure.（3）A：Look out!A bear is approaching you!B：Help!I’m so scared!A：Don’t move!Keep calm.A bear won’t attack someone who is not to offend it.Step 3 ReadingT：As we all know，China is a very big country where different dialects are spoken.Can you list some of them？S：Guangdong dialect，Shanghai dialect，Sichuan dialect...T：Is there anybody who can speak a dialect from other place？S：（some students act it out）T：Thank you!Do you think that it is easy for people to follow those speaking different dialect？S：No.Some dialects are really difficult to understand.T：Then how can we solve this problem？S：We can communicate in Putonghua.T：Yes.The difference between Chinese dialects are so big that it’s really hard for people to communicate in it.So now most students are taught in school in Putonghua.Then do you think that it is the same case with the US？S：I think so.T：What is it that makes you think so？S：I think that the US is a big country just like China.Besides，it is a country in which many people are from different places.So I think that people may speak dialects.T：Let’s try to find it out whether it is the case.Now read it fast and then answer these questions.1.Is there the same case？Can you list some examples？2.Why are there so many dialects in the US？3.What is the standard English？4.Do you think there’s the standard English？5.Can you tell an interesting or funny story that shows great difference between dialects in Chinese？Suggested answers：1.Yes.It has many dialects，such as Midwestern，southern，African American and Spanish dialects.2.Because people have come from all over the world.Geography also plays a part in making dialects.3.It is believed to be the English spoken on TV and the radio.4.No.5.Keys or Kiss？One friend of mine was giving an English lesson to a class of adults who had recently come to live in the United States.After placing quite a number of everyday objects on a table he asked various members of the class to give him the ruler，the book，the pen and so on.The class went very smoothly，and the students seemed interested and serious about the work that they were engaged in until my friend turned to an Italian and said，“Give me the keys.” The man looked surprised and somewhat at a loss（有点手足无措）.Seeing this，my friend thought that the student hadn’t heard him clearly，so he repeated，“Give me the keys.” The Italian shrugged his shoulders.Then，he threw his arms around the teacher’s neck and kissed him on both cheeks.Step 4 SummaryT：Today we have learnt some patterns which express commands or requests.And we have dealt with the reversal of the sentence patterns.After reading the passage，we have known that American English has different dialects.Though there is no standard English，we should learn to pronounce the English words correctly.Step 5 HomeworkT：Today’s homework is to recite words and phrases and make a dialogue using sentence patterns of expressing commands and requests.●活动与探究1.One aim of this activity is to give students a chance to practice the sentence patterns in practice.So students are requested to make a research of the situations in which requests and commands are used.The other aim is to make research on dialects in China.They are asked to look into which dialect is the most popular in China and what causes this situation.2.将下列对话改成间接引语The following dialogue is an excerpt from Mark Twain’s The Million-Pound Bank Note.Henry found that there was a million-pound note in the envelope.He thought the two brothers had made a mistake.He hurried to their house and rang the bell.The servant appeared.Henry asked for the brothers.Servant：They are gone.Henry：Where？Servant：To the Continent.Henry：The Continent？Servant：Yes，sir.Henry：When will they be back？Servant：In a month，they said.Henry：A month!Tell me how to get word to them.It’s of great importance.Servant：I can’t，indeed.I’ve no idea where they’ve gone.Henry：Then I must see some member of the family.Servant：Family is away，too—in Egypt and India，I think.Henry：There’s been an immense mistake made.They’ll be back before night.Tell them I’ve been here，and that I’ll keep coming till it’s all right，and they needn’t worry.Servant：I’ll tell them，if they come back，but I’m not expecting them.They said you’d be here in an hour to make inquiries，but I must tell you it’s all right，they’ll be here on time to meet you.●备课资料English Teaching in the USAThe United States of America is mainly an English-speaking country.The majority of the population speak English as their native language.Business，education，social activities，etc.are conducted in English.Across the country，people pronounce many English words in several different ways，but for the most part，Americans speak one common language.This language is sometimes called American English.However not everyone in the U.S.A. is a native speaker of English.Most immigrants（移民） are speakers of other languages.There are hundreds of communities（社区） around the U.S.A.where English is not the most commonly used language.Chinese，Italian，German，Greek，Spanish，and French are all spoken in various communities in the U.S.Spanish is the second most commonly spoken language after English.It is widely spoken in New York and across the southern part of the country.For speakers of other languages，learning English is important，but teaching people to speak English as a second language was given little attention.Non-English speakers were expected to “pick up” the language by meeting with others in public.Recently，this has changed.Today，most large public schools and community colleges have ESL（English as a Second Language）programs：American English teachers feel that English students should learn the language the way they will use it.Therefore，ESL programs offer different English lessons to different students.Some programs teach students to communicate in English in public.Other programs teach the kind of English people will need for their jobs.American ESL instructional methods do not lay emphasis（强调） on grammar or translation，but on the importance of communication.The goal is to get the English learners to learn by using the language.Multiple choices：1.People in the United States____________.A.are all native speakers of EnglishB.speak English in various waysC.all speak American EnglishD.are immigrants from English-speaking countries2.In the past the non-English immigrants____________.A.didn’t know how to learn EnglishB.found that English was not importantC.learned English through booksD.paid special attention to teaching English3.____________is the most widely used language except English in the U.S.A.ESLB.FrenchC.SpanishD.Chinese4.The phrase “pick up” in the second paragraph means “____________”.险说自己心里话的政治家，即使那样做会使他失去一些选票。