Unit 2  English around the world

 （第4课时Using Language）

 湖北黄陂一中盘龙校区

一、教材内容分析

覆盖内容：Reading and listening

教材分析：本课时教学内容是阅读与听力教学相结合，在阅读材料的背景下来学习英语的文化特征和美式英语与英式英语的区别。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、阅读、视听来提升学生的阅读和听力能力是本课时的重点，同时达到开阔学生视野，培养语言学习兴趣的效果。

二、教学目标

By the end of this class, the students will be able to

■  To help students read about STANDARD ENGLISH AND DIALECTS

■  To help students listen to dialects in English

■  To introduce the students to a dialect and a form of standard “English”

三、教学过程

Step 1  Lead-in and presentation （5 minutes）

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.

（1）How many dialects are there in China？What are they?

     北方方言、粤语、客家话、赣语、吴语、闽南话、湘语等

（2）Do you think there are some dialects in English?

3. Predicting: Get the students thinking about the topic of the text to predict what it says.

【设计说明：本环节以中国方言的种类引入目标阅读文章，让学生通过说，讨论的形式，并在教师的提示下自我发现并关注感知本篇文章的主题及内容，吸引学生对本节课内容产生浓厚兴趣。】

Step 2  Reading（15 minutes）

1. Fast reading: Is there standard English?

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 with almost the same dialect?

3.Why are there so many dialects in American English?

     2. Detailed reading:

Read quickly to find the topic sentence for each paragraph.

     3. Language focus:

1.believe it or not: / 2. there is no such a …as / 3). standard English / 4). play a part/role in / 5). Dialect

     4.Finish Ex.3 so that Ss can experience some examples of different English.

【设计说明：本环节先通过让学生接触语言材料，再通过学生自己观察，发现及教师的适当引导，进而从中总结归纳出文章的主旨大意，摸索英语篇章快速阅读的技巧，有利于学生探究学习和自主学习能力的提高。】

Step 3  Listening （15 minutes）

1. Pre-listening (single work)

(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.)

2．Listening (pair work)

(1)Play the tape for the students to listen and ask Ss to complete Ex.3 on Page 14.

(2) Play the tape again and let the students answer the questions of Ex.4 on page 14 in pairs after listening.

（3）Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.

【设计说明：本环节采用的“体验视听—分析讨论—再次视听—观察归纳”的教学模式让学生体验探究英语方言，提升英语听力，更多了解语言的地域特征】

Step 4  Expansion（6 minutes）

       1. Read the passage on page 53and discuss the questions on page 54 with a partner.

    【设计说明：本环节为语言在不同场合的特殊运用效果，属于拓展学生知识视野阶段。要求学生快速阅读，再过渡到用简短英语讨论并发表观点，符合学生的认知规律。同时让学生在具体运用中体会语言的实践运用效果，提升语言的兴趣是行之有效的。】

Step 5 Assessment and summary （3 minutes）

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.

【设计说明：本环节通过生生之间对学生课堂表现的互评及教师的点评，学生能及认知，能对英语有更全面的理解与记忆，尤其是美式英语与英式英语的对比。教师对这节课重点内容做简单小结，帮助学生整理思路，形成清晰的认识，消除对英语学习的恐惧。】

Step 6 Homework （1 minute）

1. Try to find some examples about the differences between AmE and BrE.

2. Do Reading Task on Page 51 .

【设计说明： 运用与拓展本课所学内容，让学生在阅读练习中进一步巩固所学内容，达到下次课交流的效果，另外拓展学生对本单元主题内容的知识视野。】