教学设计思路
高中英语课程的总体目标是使学生在义务教育阶段，英语学习的基础上，进一步明确英语学习的目的，发展自主学习的能力，形成有效的英语学习策略，培养学生英语的综合语言运用能力。根据《英语课程标准》的要求，“高中英语课程的设计与实施要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动地学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。这就要求教师在充分领会新课程理念的基础上，挖掘自身潜力，结合学生的实际需要，创造性地选择和设计自己的教学方式与方法。” 学习任务分析（包含重难点）
本单元的中心话题围绕“English”展开，这是学生相对熟悉的一个话题，不仅是学生知识体系的一次丰富，也是其情感上的充实和发展。这堂课是本单元学习的第二个课时，第一课时为热身课，第三课时为语法课，本次教学内容将起到承上启下的作用。因此，通过第二课时的设计，并考虑到单元的整体进度，本课采取了Reading和Comprehending相结合的课型，采用music-enjoying, brainstorming, questions, quiz, questionnaire，discussion等不同形式，思路连贯，衔接自然。
整体的教学以学生为主体，旨在激发学生学习兴趣，培养学生分析比较事物能力、对事物整体思考能力和口头表达能力，从而更好地完成教学任务。
通过本课时的学习，
Analysis of the Teaching Materials
The lesson consists of two parts. Part one serves as warming up, which mainly discusses the different English around the world and the difference between American English and British English; part two deals with the reading passage of this unit—The Road to Modern English. Extensive reading is involved in this part, so as to spot the general structure and the detailed information of the passage. Analysis of the Students
The students of this class are from the key middle school, so most of them have a good command of English.
Important points and difficult point
Important points: 1. Differences between British English and American English.
2. The general structure of the reading passage.
Difficult point: 1. The time and events in the reading passage. Teaching aims
1. Aims on knowledge
① To make the students clear about the difference between British English and
American English as well as the detailed knowledge of the reading passage ② Give the students some questions which are related to the title for a further thinking.
2. Aims on abilities
① Improve the students’ speaking skills through the warming up process. ② Improve the reading skills through analyze the whole reading passage. 3. Aims on emotion
Make the students know more about the English culture as well as the thoughts
of Chinese culture. Teaching aids
courseware, blackboard, tape recorder, etc. Teaching procedures
Step 1. Warming up
Activity 1: Music-listening (2mins) Share the students with a piece of music “You and Me” and then ask the students to answer some questions that are related to topic as well as the song. Quiz:
1. Who are the singers of this song? (Liu Huan and Sarah Brightman) 2. Why should this song be sung in both English and Chinese? (The Olympic games
were held in Beijing, it can spread the Chinese culture and English is an international and official language.) [Purpose]: to arouse the students’ interests in the lesson and make the students to know the word “official”.
Activity 2: Map-showing and quiz-answering (3mins)
Show the students a world map and ask the students to name some countries who also speak English as their official language.
(Great Britain、America、Australia、Singapore、New Zealand、India、South Africa…) [Purpose]: to make the students have a general idea about the world English. Activity 3: Dialogue-showing (3mins)
Ask students a question “Can people from these countries understand each other even if they don’t speak the same kind of English?” and present a dialogue to prove the answer.
British English American English
Bar Pub Tin Can Sweets Candies Biscuits Cookies Lift Elevator Flat Apartment Match Game Football Soccer Picture Movie Underground Subway
British English American English
Difference in vocabulary
Neighbourhood Neighborhood Traveler Traveler Colour Color Honourable Honorable Favourite Favorite Theatre Theater Kilometre Kilometer
British English American English Dance [da:ns] [dæns] Difference in spelling
Not [not] [na:t] Difference in pronunciation
[Purpose]: to make the students know the differences between British English and American English.
Step 2. While reading The Road to Modern English Activity 4: Guessing-game (2mins)
Ask students to answer the question before reading the passage. Quiz:
What’s the meaning of the word “road” in the title of the passage? （The word “road” here means history or development.）
[Purpose]：to get the students to know the general idea of the passage.
Activity 5: Skimming (5mins)
Ask the students to skim the whole passage and find out the topic sentence of each paragraph. Paragraph one More people speak English as their first, second or a foreign language than ever before. Native English speakers can understand each other even if they don’t speak the same kind of English. All languages change and develop when cultures meet and communicate with each other. Paragraph two Paragraph three Paragraph four Paragraph five Finally by the 19 century the language was settled. English now is also spoken as a foreign or a second language in South Asia. th [Purpose]: to train the students’ reading skills and the ability of analyzing the topic sentence.
Activity 6: Scanning (Group work) (5mins) Q1: In what order is the text written? (In chronological order)
Q2: Can you find out the time in the passage?
(Between about AD 450 and 1150/ Between about AD 800 and 1150/ At the end of
the 16th century/ In the 17th century/ By the 1600’s/ 1620/ Later in the 18th century/ From 1765 to 1947/ By 19th century)
[Purpose]: to help the students to get the structure of the passage and to practice the students’ cooperation spirit. Activity 7: Careful reading (10mins)
Ask the students to listen to the tape of the whole passage and find out the events that are related to each time in the passage and then fill in the table.
Time Events that happened Between AD 450 and1150 It is based more on German than the English we speak at present Between AD800 and 1150 It became less like German; new settlers enriched the English language and especially its vocabulary At the end of the 16th About five to seven million people spoke century English Later in the next century(17th century) People from England made voyages to conquer other parts of the world and because of that English began to be spoken in many other countries. Shakespeare was able to make use of a wider vocabulary than ever before Some British settlers moved to America In the 1600’s In 1620 Later in the 18th century Some British people were taken to Australia 1765 to 1947 British ruled India, and India has a very large number of fluent English speakers. The English language was settled and American English spelling had a separate identity. By the 19th century [Purpose]: to get the students to have a detailed information of the whole passage.
Step 3. Post reading (3mins) Activity 8: Role-play
Suppose one of the students is a guide of a historical museum and he or she has to present the tourists about the development of the English language in the right chronological order. He or she can refer to the timetable while preparing the task. Sample:
Guide: Good morning, ladies and gentlemen, I am so glad to be here to introduce the development of the English language …
[Purpose]: to have a review of the time and events that have presented in the passage.
Activity 9: Discussion Question:
Can Chinese English become one of the world Englishes? Why or why not?
(The answers are quite different, but I can conclude it into one sentence “Only time will tell”)
[Purpose]: to end the reading passage with the key sentence of the passage thus can give students an emotional shock. Step 4. Assignment (2mins) Reread the whole passage and think about the detailed information of the passage
that have learned today, then retell the whole passage to your partner. [Purpose]: to help the students to have a review of the whole passage after class through retelling. Layout of blackboard
Unit 2 English Around the World
The Road to Modern English
Gordon Brown Para1: Barack Obama Para2 Can Chinese English vocabulary Para3: become one of the the world Englishes? spelling Para4:
pronunciation Para5:
Only time will tell
Teacher’s reflection
On the whole, the lesson went on well.
Most of the teaching aims have been achieved. Besides, the important point was laid great emphasis on and the difficult point was crackled to a certain extent. During the class, especially the warming-up section, students were quite motivated and actively participated in the various activities designed by the teacher. As a result, their basic knowledge of earthquakes has been enriched a lot.
When it comes to the shortcomings, one case in point is that some activities such as locating the topic sentence of each paragraph are a bit difficult to Senior ones. Another one is that the number of tasks designed can be reduced.
Period 2: A sample lesson plan for Learning about Language (Indirect Speech (II) requests & commands) Aims
To discover useful words and expressions To discover useful structures
Procedures
I. Direct and Indirect Speech Direct Speech simple present Indirect Speech simple past He said, “I go to school every day.” He said (that) he went to school every day. simple past past perfect He said, “I went to school every He said (that) he had gone to school every day.” day. present perfect past perfect He said, “I have gone to school every He said (that) he had gone to school every day.” day. present progressive past progressive He said, “I am going to school every He said (that) he was going to school every day.” day. past progressive perfect progressive He said, “I was going to school every He said (that) he had been going to school day.” every day, future (will) would + verb name He said, “I will go to school every He said (that) he would go to school every day.” day. future (going to) present progressive He said, “I am going to school every He said (that) he is going to school every day.” day. past progressive He said (that) he was going to school every day Direct Speech auxiliary + verb name Indirect Speech simple past He said, “Do you go to school every He asked me if I went to school every day.* day?” He asked me where I went to school. He said, “Where do you go to school?” imperative infinitive He said, “Go to school every day.” He said to go to school every day.
Direct Speech
Indirect Speech simple present + simple present simple present + simple present He says, “I go to school every day.” He says (that) he goes to school every day. present perfect + simple present present perfect + simple present He has said, “I go to school every He has said (that) he goes to school every day.” day. past progressive + simple past past progressive + simple past He was saying, “I went to school every He was saying (that) he went to school every day.” day. past progressive + past perfect He was saying (that) he had gone to school every day.
Direct Speech can Indirect Speech could He said, “I can go to school every He said (that) he could go to school every day.” day. may might He said, “I may go to school every He said (that) he might go to school every day.” day. might He said, “I might go to school every day.” must had to He said, “I must go to school every He said (that) he had to go to school every day.” day. have to He said, “I have to go to school every day.” should should He said, “I should go to school every He said (that) he should go to school every day.” day. ought to ought to He said, “I ought to go to school every He said (that) he ought to go to school day.” every day. II. Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your
classmates. The teacher helps the students discover the difference in prepositions.
2. Play the tape for the students to listen and ask them to mark the sentence stress
and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.) III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2) Ask another person in your group to tell 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. Period 3: A sample lesson plan for 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 Standard English from Buford’s story equivalents hey hello y’all everyone ain’t aren’t yer your ya you pup child swimmin’ swimming jumpin’ jumping feelin’ feeling ‘bout about ‘nough enough shoulda seen should have seen got outta 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 2. 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. 3. 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
1) Can you give persuasive reasons for the topic on your poster? 2) Can you verbalize your ideas fluently?
3) Can you put your own English learning experiences into a broader perspective? 4) Can you organize your ideas in a logical way?
5) Have you made a brainstorming map before you set out to design your poster? Do
you think it helps your writing?
6) What kind of mistakes have you made in your writing? What can you do to avoid
such mistakes?
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