高一英语教学案例分析English-Around-The-World.doc

English Around The World
教学案例分析

English Around The World教学案例分析
教学年级：高一
课题名称：English Around the World
教材版本：人教版高中英语必修
一、教材分析
1. 1教材的地位与作用
本单元以“世界英语”为话题，介绍了英语在当今世界所起的重要作用，使学生进一步了解学好英语的必要性，了解英美语言在词汇、拼写、语音等方面的区别，学会用请求和命令两种方式转述他人的话语，知晓在写作过程中尽量使用间接引语的优越性。
1．2教学的重点与难点
通过口语听力和阅读练习，提高学生阅读能力及听说能力。帮助学生了解英国人和美国人在用词上的差异，使他们认识到掌握这些差异的重要性，并能在平时学习中注意这些词的积累。
二、 教学目标分析
2．1 知识与技能
WARMING UP提供了一个因不了解英美两国人在用词差异上造成误解的例子，使学生们认识到掌握英美两种语言差异的重要性，为Integrating Skills 中英美语言差异一文作了铺垫。
LISTENING部分要求学生听后快速记下房东太太对Brown先生所讲的住房规矩，培养学生通过听快速获取有效信息的能力，并在“写”的实际中运用“请求和命令”两种用语间接转述他人的请求。
SPEAKING部分要求学生三人一组合作，学会在不同场合下运用请求和命令两种用语口头转述他人所说的话，提高他们的语言表达能力。
PRE-READING 是READING的热身活动。通过对这两个问题的讨论使学生意识到学习第二语言（英语）的重要性。
READING部分是一篇说明文。文章的三个段落均说明了英语的确是世界范围内使用最广泛的一门语言，是联合国的工作语言，是其他语言无法替代的。
POST-READING 部分设计了两种练习，练习一的前两题是细节题，第三题是一个开放性题目，鼓励学生将英语学习与现实生活相联系。练习二是填空题，帮助学生梳理文章、概括中心思想。
LANGUAGE STUDY分词汇和语法两部分。其中，Word study 旨在培养学生用英语解释生词的能力；语法部分是有关“请求和命令”用语的直接引语和间接引语的转换。
INTEGRATING SKILLS 通过阅读使学生了解英国英语和美国英语的差异及产生差异的历史文化背景。在归纳其差异的基础上写一篇有关“英美语言差异”的小短文，也可模仿课文写出你所熟悉的不同方言的一些区别。
2．2过程与方法
分为五课时：Period One –Warming-up and Listening
Period Two—Speaking and Reading
Peroid Three—Language Study
Period Four—Integrating Skills
Period Five---Exercises
2.3情感态度与价值观
三、 学情分析
3．1学生学习本科的基础
教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
三、教学目标
本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。
教学内容大致分为以下几个方面：
1 、看图片和听录音引入话题。
2 、从网上下载一些图片并展示给学生看，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书）
3 、学生阅读课文后完成精读练习。
5 、语言学习 -- 难句解释。
6 、小结文章，一是找关键线索，二是写作手法。
7 、小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标）。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
课前需要准备中外文物图片以及对这些图片简短的录音描述。
五、教学过程
Period One
Teaching Aims
1. Learn a dialogue about American and British English
2. Learn the text “English around the world”
Teaching Important Points:
1. Improve the Ss’ ability of reading an article.
2. Ss get a general idea of the history of English
3. Let Ss learn how to summarize the outline of the text by looking through it .
Teaching Difficult Points:
How to train Ss’ ability of reading and ability of summarizing an article.
Teaching Methods:
Discussion, fast reading, careful reading
Teaching Procedures:
1 Lead-in
Questions about English: Do you like English? Why? How long have you been studying English? In which country do people speak English as their mother language? In which country do people speak English as their second language? Are the American English and the British English the same?
2 Warming-up
1) Yes, the American English and the British English are much the same, but there are some differences in fact. Joe , an American comes to Britain for the first time and is puzzled. Why ?
2) Talk about the picture: Look, where is he? What does he look for in fact?
3) Read out the dialogue and ask more questions: How did Joe get to London? Did he have a good sleep? Why did Nancy give him a new towel? What did he actually want?
4) language points:
have a good flight, make yourself at home,
3 pre- reading
T: What language has the largest number of speakers? What language is most widely used and spoken? How many languages can you speak? In what situation do you speak Chinese? What about English?
T: What does the sentence” The world is a village” mean?
Is it necessary for us to learn the reason why English id used so widely all over the world.? Maybe you want to know more .Let’s read the passage English around the world
4. Fast reading
1) ( Skimming) Look through the text and then answer: Why will it be more and more important to have a good knowledge of English? ( Because many people communicate in English every day )
2) Reading comprehension exercises ( show on the screen)
5 Careful reading
( Scanning ) read it more carefully and answer:
1. How many people use English as their mother tongue?
2. How many people learn English as a second language ?
3. How is English used in countries such as India, Pakistan, Nigeria and Philippines?
4. How may people learn English as a foreign language?
6 Read out the passage and write the outline of each part .
Part 1 More than 750 million people speak English as their native language or a second language.
Part 2 More than 750 million people learn English as a foreign language.
Part 3 English is the working language of most international organizations trade and tourism.
Main idea : English is really a language spoken all round the world.
6 Homework
Read out the passage and do Ex.2 on P.11 to prepare to report the summary of the passage .

Period Two
Teaching Aims
1. Learn and master these words and phrases:
all round the world, majority, more than, in total, of one’s own, except for, communicate with, through the Internet, develop into
2. Get the Ss to read the text “English around the world” smoothly
3. Get the Ss to read the passage “ American English and British English”
Teaching Important Points:
1. Improve the Ss’ ability of reading an article.
2. Ss get a general idea of the difference between American English and British English
Teaching Difficult Points:
Teaching Procedures:
1. Lead-in
Yesterday we read the passage” English around the world ” , and we’ve known the historical development of English around the world over the past fifty years and importance of English. Who can tell me something about English?
2. Review
Check their homework on P.11 in class “ complete the following summary ”
3. Read the passage out by following the tape and get Ss to pay attention to the pronunciation and intonation.
4. Language Points
1) the majority of : the greater number or part ; most ( 后接可数名词或集合名词，谓语用复数)
eg. The majority of the students like pop music. ( most of students )
The majority of population live in the country.
2) more than : over
3) in total: altogether
4) of one’s own: belonging to oneself and no one else
5) except for: not including ( nothing but, all but 中常用but )
except: Everyone except me is into classical music.
except for: His composition is good except for some spell mistakes.
except that: John is a good student except that he is careless.
besides:
apart from（ 教改班可以不讲）依据上下文可以是except 或是besides
Apart from the cost, the hat doesn’t suit me.
6) develop into
With hard work, she developed into a great writer.
7) With so many people communicating in English every day, we can see it will be more important to have a good knowledge of English.
A Communicate with: exchange information, news, idea
B With + 名词（代词）+ doing/ done/ /to do / adj./ adv./ prep. phrase
eg. The murderer was brought in, with his hands tied behind his back.
The teacher came in, with a book in her hand.
With the prices going up , people can’t buy big houses.
We like to sleep with windows open.
I can’t go to movie with you with so many clothes to wash.
She was lying in the sofa, with her glasses on .
C have a good knowledge of / have no knowledge of / have a knowledge of
8) through the Internet
5. Read aloud
I’ll play the tape for again and repeat it. Try to follow the tape and read aloud. If you find any difficulty , hands up and let me know.
6. Word Study (P. 11)
Read through the words ,then match the words on the left with their meanings on the right.
7. Workbook (P. 93)
Ex.3 Get the Ss to translate the Chinese into English in class. Some on the Bb. The rest in their books.
8. Homework
1) Recite the whole passage
2) Translate the sentences:
1. 大多数人在这次车祸中幸免遇难。
2. 我们每人都要学会怎样与别人交流。
3. 这套房子总计花费20万元。
4. 他正努力掌握丰富的英语知识，以便发展成为一名著名的外交家。
5. 由于不知如何是好， 他去找父母帮忙。
6. 窗子被打破，这间房子特别冷。

Period Three
Teaching Aims
1. Learn the words and phrases:
Pet, stand closet, pronounce , motorbike, ketchup, tenant, drive sb. Crazy, set foot in, walk the dog, hurry up, on one’s way back
2. sentence structures: Would you please……? Could you please …… ?
3. Let Ss experience and use the useful expressions of the reported requests and orders by listening and writing.
Teaching Important Points:
1. Improve the Ss’ ability of listening and speaking.
2. Let Ss learn how to use reported requests and orders.
Teaching Difficult Points:
Let the Ss know how to change the pronouns , tenses, adverbials in turning the direct speech into the indirect speech.
Teaching Methods:
Review, listening, explanation, inductive methods.
Teaching Procedures:
1 Revision
Show some sentences on the screen, and get the students to report them. Pay attention to the changes of the pronouns , tenses, adverbials.
1. He said to me,” I ‘m afraid I can’t get there tomorrow ”
2. Joe said to Jerry, “ Are you frond of classical music ?”
3. Joe said to Jerry, “Where did you buy the dictionary yesterday ? ”
4. The teacher said to Jerry, “Have you finished your composition today?”
2 Pre-listening
Look at the picture without looking at the textbooks. Can you imaging what happens between the man and the old lady? Ss are encouraged to expressed their ideas about it.
3 Listening
1) Listen to the tape and try to find out: What is the old lady doing in the picture?
( She is telling Mr.Brown many house rules.)
2) Listen to the tape for a second time . What rules is she giving? They are required to write down as many as possible.
While the Ss are listening, the teacher writes down the difficult words and phrases : peg, stand, drive me crazy, set foot in , wake the dog
3) Get the individual student to report the rules using : The landlady asked Mr Brown to ……
If the ss can not get it , just pause the tape and play the part again.
4) Show the rules on the screen and get the Ss to practice how to report the requests.
4 Post- listening
1) Retell the story in your own words.
2) What do you think of the landlady? Does she use polite sentence structures? What are they?
( write down on the screen : Would you please……? Could you please …… ? ) Is she a good communicator?
5 Speaking
1) Part 1 Listen and repeat , then Ss are required to read and act out the dialogues in groups in class .
2) Get the others to report the requests in the dialogues.
3) Deal with part 2 in the same way.
6 Summary
We have learn how to report the requests and orders using “A asked B to do … ” or “ A told B to do …”
7 Homework
P.10. Speaking 2 work in a group of four or three and make up another dialogue .
P.91.Talking : Match the follow pairs and write down the situations .
Period Four
Teaching Aims
1 Ss master the usage of requests and orders well by practicing the grammar .
2 Read the passage “ Don’t forget to stay in touch ”
Teaching Important Points:
1. Let Ss grasp requests and orders and know well the patterns of requests and orders.
2. Train the Ss’ ability of reading
Teaching Difficult Points:
Let the Ss know how and when to use requests and orders in right situations.
Teaching Methods:
explanation, practicing
Teaching Procedures:
3. Revision Check their homework.
1) Yesterday we learned how to report the requests and orders and you are required to make up another dialogue about another situation .Are you ready? Get one group to act out .
2) P.91 Get the Ss to match the following pairs and discuss the situation when people say the words.
4. Lead-in
Show the Ss the requests and orders in real situations
T: Stand up, Joe. What did I say to Joe? S1: You told Joe to stand up.
T: Sit down, please. What did I say to Joe? S2: You asked Joe to sit down.
T: Could I use your book? What did I say to Joe? S3: You asked Joe if you could use his book?
Tell the Ss sentence 1 is an order. We use “A told B to do ” to report the order; and Sentences2 and 3 are requests ,so we use “ A asked B to do ” What about negative forms?
T: Don’t shout in class. S3: The teacher told us not to shout in class.
T: Don’t be worried, please. S4: The teacher asked us not to be worried.
5. Grammar. Turn to P.12
Part 1. Look at the sentences and decide which is an order and which is a request. Then use “A told B to do “ or “ A asked B to do ” to report them.
Part 2. Change the three sentences into direct sentences. ( 根据各班情况自行处理)
6. Workbook P.93 Ex.1 of Grammar.
First get the Ss to know what should be done by reading through the examples. Then get them to do it in class orally.
7. Checkpoint 2 Get the Ss to go through the sentences and complete them using direct and indirect speech. Then the whole class read out all the sentences.
8. Reading on P.94
Read the passage 1 and then Complete the sentences ( Ex2)
Read the passage 2 and then Complete the sentences ( Ex3)
9. Homework Ex.2 on P.93 Do it in the exercise book .

Period Five
Teaching Aims
1. Learn the passage American English and British English
2. Learn the words and phrases: the differences between, come about, stay the same , while , at the same time, end up with , except for, more or less, have some difficulty in doing sth.
3. Get the Ss to know the difference between American English and British English
Teaching Important Points:
1. Improve the Ss’ ability of reading an article.
2. Ss grasp the differences between American English and British English
3. Get the Ss to master some important sentences:
How did the differences come about ?
For a long time …… stayed the same, while the ……
At the same time, ……,ending up with different words.
Except for……,written English is more or less the same……
4. Let Ss learn how to summarize the outline of the text by looking through it .
Teaching Difficult Points:
How do we compare AE and BE or dialects in Chinese .
Teaching Methods:
Discussion, fast reading, careful reading
Teaching Procedures:
1. Lead-in
What is Joe’s nationality ? What about Nancy? Why is there the misunderstanding between them?
( There are differences between American English and British English )
2. Fast-reading
English is a young language, which grew from other languages, such as German, French and etc. Now it is spoken by people all over the world . We know that more than 42 countries where the majority of people speak English. However, English is not exactly the same in different countries. Today,