Book 1 Unit 2 設(shè)計(jì)
(1) 題：English around the world
(2) 教材分析與學(xué)生分析： Warming Up部分簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多化、多層次、多元性，對(duì)英國英語和美國英語的不同有個(gè)粗淺的了解；Pre-Reading部分的兩個(gè)問題引發(fā)學(xué)生對(duì)主題的思考，以便參加堂活動(dòng)； Reading部分The Road to odern English 簡要說明了英語語言的起、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。Comprehending部分旨在檢查學(xué)生對(duì)基本內(nèi)容的理解程度; Learning about Language 部分主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分的所學(xué)習(xí)的新單詞和短語，同時(shí)也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了半單元的語法項(xiàng)目（祈使句及其間接引語）；Using Language 部分中的Reading and talking主要介紹了當(dāng)今世界各國各地說英語都有自己的特色，即便是美國東西部、南北部說話均有所不同。
(3) 時(shí)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)目標(biāo)：
①知識(shí)與技能：了解英語在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語；對(duì)英國英語和美國英語的差異有所了解，尤其是一些常用詞匯，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本單元中出現(xiàn)的詞匯、短語的用法； 學(xué)會(huì)語言交際困難的表達(dá)法，如pardon, I beg your pardon?; 掌握祈使句及其間接引語的表達(dá)法。
②過程與方法：本單元通過對(duì)“世界英語”這一話題的探討，以加強(qiáng)學(xué)生對(duì)英語語言的了解，對(duì)當(dāng)代語言特別是英語的發(fā)展趨勢(shì)的了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國英語、澳大利亞英語、印度英語、新加坡英語等都有各自的規(guī)律和和慣用法。要提防學(xué)生認(rèn)為可以濫用英語詞匯，隨意違反英語語法規(guī)則或慣用法，不顧正常的發(fā)音、語調(diào)等。在學(xué)生用書中的聽力部分，原真實(shí)的反映了滅國南部地區(qū)英語的方言和語音，旨在讓學(xué)生感受一下將英語作為母語的本國人說話的一個(gè)側(cè)面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點(diǎn)到為止，不提倡硬性模仿。
③情感態(tài)度與價(jià)值觀：了解英國英語和美國英語的區(qū)別，兩種英語不存在那種好與不好的問題�？梢越o學(xué)生布置以下任務(wù)：通過對(duì)話形式，將所學(xué)過的英美說法的不同之處，按實(shí)際生活和想象編一段對(duì)話。盡可能運(yùn)用語言功能中表達(dá)語言困難的說法。
(5) 教學(xué)重點(diǎn)和難點(diǎn)：
詞匯： 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 idwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短語： play a role (in) because of come up such as play a part (in)
重點(diǎn)語法項(xiàng)目：祈使句及其間接引語
難點(diǎn)：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) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation
(7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder.
(8) 教學(xué)過程：詳見以下分時(shí)教學(xué)設(shè)計(jì)。
(9) 堂練習(xí)與外作業(yè)設(shè)計(jì)： 穿插于分時(shí)教學(xué)設(shè)計(jì)中
(10) 教學(xué)反思或值得改進(jìn)的地方： 見每個(gè)時(shí)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
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
后反思：本能比較好地完成教學(xué)目標(biāo)，訓(xùn)練了學(xué)生說的能力，懂得如何表達(dá)自己的思想和意見。使學(xué)生了解了世界各地的英語是有所不同的，特別是了解英國英語和美國英語的區(qū)別。 同時(shí)使學(xué)生感受到學(xué)習(xí)英語的重要性。由于學(xué)生的口語水平有限，所以探討的時(shí)候不是很深入。
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