【正文】 velopment and different kinds of EnglishPractice expressing language difficulties in municationLearn to use reported requests and mandsLearn the steps of preparing a position and write a passage about experience of English learningII． 目標(biāo)語言功能句式Dealing with language difficulties inmunicationPlease...Could you please...?Would you please...?Pardon? I beg your pardon?I don’t understand.Could you say that again, please?Could you repeat that, please?Can you speak more slowly, please?Sorry, I can’t follow you.How do you spell it, please?詞匯1. 四會詞匯include, role, international, native, elevator, flat, apartment, rubber, petrol, gas modern, culture, AD, actually, present, rule, vocabulary, usage, identity, government, Singapore, Malaysia, rapidly, phrase, candy, lorry, mand, request，retell, polite boss, standard, eastern, Spanish, midwestern, southestern, northwestern, accent, recognize, lightning, direction, ma’am, subway, block2. 認(rèn)讀詞匯Shakespeare，Noah Webster, Lori, dialect, Houston, Texas, Buford, Lester, catfish3. 詞組play a role in, because of, e up, such as, play a part (in)，in the 1600’s, give mands 4. 重點詞匯actually, elevator, native, apartment, vocabulary, include, usage, present, international, rapidly, block語法Direct and Indirect Speech(2)——Requestsand CommandsHe / she asked ... (not) to do ...He / she ordered / told ...(not) to do ...重點句子1. World Englishes e from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. P92. Native English speakers can understand each other even if they don’t speak the same kind of English. However, they may not be able to understand everything. P93. It became less like German, and more like French because those who ruled England at that time spoke French. P104. Today the number of people learning English in China is increasing rapidly. P105. Believe it or not, there is no such a thing as standard English. P136. The US is a large country in which many different dialects are spoken. P137. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. P518. There men spent nearly all of their lives trying to collect words for their dictionaries. P519. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. P5210. We know that languages develop and change over time and that is why we have new dictionaries from time to time. P52III. 教材分析與教材重組1. 教材分析本單元以“世界英語”為中心話題，旨在通過本單元的學(xué)習(xí)讓學(xué)生粗略了解世界英語的發(fā)展?fàn)顩r,認(rèn)識各種各樣具有民族,地域特色的英語以及它們的出現(xiàn)原因和不同之處。同時讓學(xué)生學(xué)會語言障礙的表達法，能夠區(qū)分、轉(zhuǎn)述命令或請求語氣的祈使句，并讓學(xué)生能用所學(xué)構(gòu)思方法寫一篇關(guān)于英語學(xué)習(xí)經(jīng)驗的作文。 Warming Up 介紹世界英語，要求學(xué)生區(qū)分英美語單詞。此部分的目的是豐富學(xué)生有關(guān)世界英語的知識。激發(fā)學(xué)生對英語發(fā)展歷史的興趣。 Perreading部分設(shè)置了兩個與主題相關(guān)的問題。在激活學(xué)生已有知識的同時引導(dǎo)學(xué)生為下一步閱讀做好準(zhǔn)備。 Reading是一篇介紹英語發(fā)展史的文章。文章首先以英語在分布范圍上的擴展來陳述英語的發(fā)展。第二段提出英語已發(fā)展為多個分支，并舉例說明。第三，四段以時間為順序，描述英語在不同時期與不同文化的交融，說明世界英語的形成原因,并對中國英語提出設(shè)想。 Comprehending 設(shè)計了兩個習(xí)題。第一部分以選擇題的形式檢測學(xué)生對課文的理解。第二部分設(shè)置了兩個開放性思考問題。引導(dǎo)學(xué)生在掌握課文的基礎(chǔ)上聯(lián)系實際，對英語學(xué)習(xí)現(xiàn)狀陳述自己的觀點。培養(yǎng)學(xué)生的思辨能力。 Learning about Language分詞匯和語法兩個部分。詞匯部分設(shè)置連線、填空等形式的習(xí)題，在運用讓中學(xué)生鞏固所學(xué)單詞及詞組，體會英美語言差異。第二部分講解了本單元的語法項目（1）學(xué)會區(qū)分、感悟“命令”與“請求”的語言結(jié)構(gòu)和語氣；（2）學(xué)習(xí)轉(zhuǎn)述他人的“請求”和“命令”的 間接引語。同時給出直接引語和間接引語的用法訓(xùn)練，包括單句的練習(xí)和情景語法練習(xí)。培養(yǎng)學(xué)生的轉(zhuǎn)述能力。 Using Language包括四個部分。以語言實踐為目的。 (1) Reading and talking 是一篇閱讀材料介紹了英語方言。要求學(xué)生在閱讀的基礎(chǔ)上討論中國的方言。貼近生活有利于調(diào)動學(xué)生的積極性并使學(xué)生感受不同文化，認(rèn)識到不同化之間亦有相似之處。(2) Listening and writing 是一位美國男孩所的講述的故事及他的老師對故事的轉(zhuǎn)述。學(xué)生可通過聽來體會南方方言與標(biāo)準(zhǔn)英語的不同。并強化學(xué)生通過聽來獲取有關(guān)說話人信息的能力。(3) Speaking 以問路的一段對話將英美語差異與間接引語結(jié)合起來，要求學(xué)生運用所學(xué)知識編一段對話，將間接引語運用于實際生活。(4) Writing 共有四部分。第一二部分示范主題作文寫作步驟。三四部分設(shè)置任務(wù)，要求學(xué)生寫一篇關(guān)于英語學(xué)習(xí)的文章。培養(yǎng)學(xué)生就所給話題進行構(gòu)思的能力。2. 教材重組從教材內(nèi)容與單元目標(biāo)分析，本單元可分為六課時。 將Discovering useful words and expressions的1，2，3，4作為預(yù)習(xí)部分。為閱讀作鋪墊。可將Warming Up, Prereading， Reading, 與Comprehending四部分整合在一起上一節(jié)閱讀課。 將 Using language中的Reading and talking與 Workbook中的READING TASK兩篇閱讀材料結(jié)合為一節(jié)泛讀課。 Using language中的Listening and writing與Workbook中的LISTENING, LISTENING TASK部分可以放在一節(jié)課中處理。 Discovering useful structure與 Using language中的speaking, Workbook中的LISTING STRUCTURES整合為語法課。 Workbook中的TALKING涉及到本單元的兩項內(nèi)容，即語言交際困難的表達法和間接引語，可以和 Speaking task整合在一起上一堂口語課。 Using language中的Writing與Workbook中的WRITING TASK和 PROJECT組成一節(jié)寫作課。3. 課型設(shè)計與課時分配1st period Reading 2nd period Extensive Reading 3rd period Listening4th period Grammar5th period Speaking6th period WritingⅣ. 分課時教案The First Period ReadingTeaching goals 教學(xué)目標(biāo)1. Target language目標(biāo)語言a. 重點詞匯和短語 include, play a role, because of, international, native, e up, culture, actually, present, vocabulary, usage, identity, such as, rapidlyb. 重點句子World Englishes e from those countries... P9Native English speakers can understand each other... P9It became less like German, and more like French... P102. Ability goals能力目標(biāo)Enable the Ss to describe the history of English and know of the differences between American English and Britain English.3. Learning ability goals學(xué)能目標(biāo)Help the students learn how to analyze the way the author describes the history of English.Teaching important points 教學(xué)重點Retell the history of English according to the chart.Teaching difficult point 教學(xué)難點Work together with partners and express one’s opinion on which kind of English one should learn.Teaching methods 教學(xué)方法Discussion.Reading.Listening.Cooperative learning.Teaching aids 教具準(zhǔn)備A recorder, a projector and some slides.Teaching procedures amp。 ways 教學(xué)過程與方式Step I Greeting and revisionT: Good morning / afternoon, boys and girls!First I will check the words and expressions you have previewed. (P1112 Discovering useful words and phrases part 1, 2, 3, and 4)Teacher shows answers on the screen. T: Please look at the screen and check your answer. Do you have any question?S： Are “such as” and “for example” the same?T: OK, I’ll give you two examples:1. He kno