小學語文微課教案

Unit3ComputersBook2。

Unit3ComputersBook2
Period1Wordsandexpressions
LiuJuan
I.Content:
NewwordsandexpressionsinUnit3
II.Teachingaims:
Masterthenewwordsandexpressions.
III.Mainpoints:
1.Pronouncethewordsandphrasescorrectly
2.TrytorememberthespellingandChinesemeaning
IV.Difficultpoints
Usethewordsfreely
V.Teachingsteps
STEP1.Pronunciationcorrecting
Readaftertheteacherorthetapetwice.Thentheteacherasksthestudentstoreadwordsbythemselves.
STEP2.Skillsinmemorizingthenewwords
Theteacheranalysesthestructureandusageofthenewwordsbriefly.
STEP3.Consolidationofthewordsandexpressions
★單詞翻譯
1.____________vt.計算2.____________n.計算器3.____________n.筆記本
4.____________a.簡單的5.____________n.工藝；技術6.____________a.科技的
7.____________n.革命8.____________a.宇宙的9.____________a.數(shù)學的
10.____________a.人造的11.____________n.智力；智能12.____________ad.完全地
13.____________n.網(wǎng)絡14.____________ad.真實地15.____________n.種族
16.____________n.誕生17.____________n.優(yōu)勢；優(yōu)點18.____________n.缺點
19.____________v.打字20.____________vi.不同意21.____________n.選擇
22.____________n.原料23.____________ad.親自地24.____________vt.創(chuàng)造
25.____________n.教練26.____________n.步驟；動作27.____________vi.出現(xiàn)
28.____________n.腦29.____________n.拖把30.____________vi.徘徊
★詞組
1.___________________共有；共用2.___________________依……看來
3.___________________走過；過去4.___________________處理；安排；對付
5.___________________在某種程度上6.___________________彌補；整理
7.___________________畢竟8.___________________在……的幫助下
9.___________________看守；監(jiān)視
★單詞拼寫
1.Creditcardshavebroughtabouta________(革命)inpeople’sspendinghabits
2.I’msorrytosaythatI______(徹底地)forgetaboutit.
3.Lookbeforeleap.Don’tbe____________(頭腦簡單的).
4.Withthedevelopmentof_________(技術),morepracticalmachineshavebeeninvented.
5.Inbasketballmatches,Americanplayershaveanobvious_________(優(yōu)勢)inheight.
6.P________speaking,I’minfavoroftheplan.
7.Inc______withmanyothers,sheappliedforatrainingplace.
8.Idon’tlikea________flowers,whichcannotpurify(凈化)theair.
9.An_______computeriseasytocarry.
1o.He’sveryclever.He’sgotquitehighi____________quality.
★選詞填空
Inaway,serve,whatsmore,intheway,makeup,
develop,personally,aboveall,share
1.Helivedinapoordistrictinahouse_____withanotherfamily.
2.Donttakeitseriously.Thestoryisonly________.
3.Icouldntgetthroughthegatebecauseyourcarwas________.
4.Thechangewasanimprovement___________.
5.Illbuyahousewhichmodern,comfortableand_____inaquietplace.
6.Theoldmanis______inhealth.
7.Peterworkswell.______helikestohelpothers.
8.Hisbrother__________inthearmyfortwoyears.
9.Youshouldnthavetalkedabouttheboys___________affairs.
10.Doyoumindwaitingafewmoreminutesforthephotos?They______.
STEP4.Usingwordsandexpressions(SsbookP20)
STEP5.Homework
1.Learnallthewordsandexpressionsbyheart.
2.Previewthetextandfinishdiscoveringusefulwordsandexpressions.
BlackboardDesign:

Unit3ComputersBook2
Period2Text
LiuJuan

I.Content
Text:WhoamI?
II.Teachingaims:
1.understandingthegeneralmeaningofthenewtexttotrainthereadingabilityofthestudents
2.德育目標：了解計算機的發(fā)展歷程。
III.Importantanddifficultpoints:
1.Graspthegeneralideaofthetext.
2.LearnaboutsomecharacteristicsoftheEnglishpoems
3.Retellthetextfreely
IV.Teachingsteps:jAB88.COm

STEP1.Leadinandwarmingup:
1.Lookatthepicturesonp17anddiscusswhattheyhaveincommon.
STEP2.Pre-reading
Howhavecomputerschangedourlife?
__________________________________________________________________
__________________________________________________________________
STEP3.Fastreading:
Readthepassagesilentlyandquicklyandanswerthefollowingquestions,You’llbegiven5minutes.
1）Whowasthefirstpersontodevisetheearliestcomputer?
_______________________________________________________________________
2)Whatdidhemakeandwhatdiditdo?
_______________________________________________________________________
3)Whowasthenextimportantpersontodesigncomputers?
_______________________________________________________________________
STEP4.Carefulreading
Task1:Fillintheblanksaccordingtothetimeline.
1642:___________________________________________________________
_____:TheAnalyticalMachinewasmadebyCharlesBabbage．
1936:___________________________________________________________
1960s:___________________________________________________________
_____:Thefirstfamilyofcomputersconnectedtoeachother．
1970s:___________________________________________________________
Now:___________________________________________________________
STEP5.Interview
Asareporter,youwillinterviewMr.COMPUTER.
STEP6.Homework
1.Previewthesecondtext(SB,P22)
2.Readingtask(WB,P58)
BlackboardDesign:

Unit3ComputersBook2
Period4Grammar
LiuJuan

Teachingaim:GrasptheusagesofThePresentPerfectPassiveVoiceandusethemfreely
Importantanddifficultpoints:
TheusagesofThePresentPerfectPassiveVoice
ThePresentPerfectPassiveVoice
現(xiàn)在完成時被動語態(tài)由”has/have+been+及物動詞的過去分詞”構成。使用現(xiàn)在完成時被動語態(tài)要注意以下幾點：
1.只帶有一個賓語的動詞變?yōu)楸粍诱Z態(tài)時，將主動語態(tài)的賓語變?yōu)楸粍诱Z態(tài)的主語。例如：
Wehavebuiltmanyhousesinthepasttenyears.
→Manyhouseshavebeenbuiltinthepasttenyears.
2.帶有雙賓語的動詞，如give,send,bring,take,teach,show,tell,make,sing,write,read,sell,buy,tell,pay,lend,pass,promise等，變?yōu)楸粍诱Z態(tài)時，可將其中一個賓語變?yōu)橹髡Z，另一個保留不動。例如：
Wehavegivenhimthebook.
→Hehasbeengiventhebook.
→Thebookhasbeengiventohim.
3.帶有復合賓語的動詞變?yōu)楸粍诱Z態(tài)時，只能將賓語變?yōu)橹髡Z，原來的賓補改為主語補足語。原來省略to的不定式作賓補的，被動語態(tài)中要用帶to的不定式。例如：
Ihavetoldthemtohelpyou.→Theyhavebeentoldtohelpyou.
Ihavemadeherworkhard.→Shehasbeenmadetoworkhard.
4.短語動詞變?yōu)楸粍诱Z態(tài)時，要注意保持短語的完整性，動詞后原有的介詞或副詞不可遺漏。例如：
Theyhavereferredtothebooks.→Thebookshavebeenreferredto(bythem).
Hehasthoughtofawayofdongit.→Awayofdoingithasbeenthoughtof.
1.Hundredsofjobs________ifthefactorycloses.（2001全國春招）
A.loseB.willbelostC.arelostD.willlose
[解析]本句的意思是：如果工廠倒閉，那么將失去數(shù)百個工作崗位。loseajob意為”失業(yè)”。工作將被失去，要用將來時態(tài)的被動語態(tài)，因此排除答案A、C和D，答案選B。
2.ThemayorofBeijingsaysthatallconstructionworkfortheBeijingOlympics________by2006.(2004北京)
A.hasbeencompletedB.hascompleted
C.willhavebeencompletedD.willhavecompleted
[解析]賓語從句中主語allconstructionworkfortheBeijingOlympics和謂語動詞complete之間有被動關系，所以謂語要用被動語態(tài)，因此排除選項B和D；by2006暗示謂語要用將來完成時態(tài)，因此答案選C。
3.Allthepreparationsforthetask________,andwearereadytostart.(NMET2000春招)
A.completedB.completeC.hadbeencompletedD.havebeencompleted
[解析]本句的意思是：這項工作的一切準備工作已經(jīng)就緒,我們只等開始了。前半句主語和謂語有被動關系，后半句暗示說話是從現(xiàn)在著眼，所以用現(xiàn)在完成時態(tài)的被動語態(tài)。答案D。
練習:
★單項填空
1.Papermoney_____foroverathousandyears.
A.usedB.hasbeenusedC.hasusedD.isusing
2.Comeandsitdownbythefire.Yourhand_____cold.
A.hasbeenleftB.feelsC.isleftD.hasleft
3.Tillnow,threefilms_____inthatsmallvillagethismonth.
A.haveshownB.havebeenshown
C.wereshownD.willbeshown
4.Doyouknowthethief_____bythepolice?
A.hascaughtB.hasbeencatching
C.wascaughtD.hasbeencaught
5.Mysisterisworkinginthepowerplantthat_____forjustoneyear.
A.wasusedB.hasbeenused
C.isusedD.hasused
6.Isthisthereason_____heexplainedatthemeetingforhiscarelessnessinthework?
A./B.whatC.howD.why
7.Theywereallverytired,butnoneofthemwouldstop_____.
A.takingarestB.totakearest
C.restingD.rest
8.Herfacewentred_____hehadsaid.
A.becausethatB.becausewhat
C.becauseofwhatD.because
9.Tomprefers_____ratherthan_____.
A.stayathome;gooutB.tostayathome;goout
C.stayathome;togooutD.tostayathome;togoout
Finishtheexerciseonpage21(Discoveringusingstructures)
BlackboardDesign:

Unit3ComputersBook2
Period3Languagepoints
LiuJuan

ITeachingaims:
Teachandstudythelanguagepointstograspandusethemfreely.
IIImportantanddifficultpoints:
incommon,anyway,goby,so...that...
IIITeachingmethods:Practising
IVTeachingSteps:Languagepointslearning
1.Insmallgroups,discusswhattheyhaveincommon?分小組，討論它們的共同點。
[要點導航]incommon共有，公用（常與have，own等動詞連用，在句中多作狀語）。例如：
Thetwobrothersownthecompanyincommon.
兄弟倆共有這家公司。
Thetwocultures________________________.這兩種文化具有許多相同之處。
JaneandIhavenothingincommon(=IhavenothingincommonwithJane).
我與簡毫無共同之處。
[思維拓展]incommonwith和……一樣（作方式狀語）。例如：
,helikesfootball.他和很多其他的男孩一樣喜歡足球。
havenothingincommon無共同之處
havelittleincommon幾乎無共同之處
havesomethingincommon有一些共同之處
havealotincommon有許多共同之處
以下是從英國國家語料庫中精選出來的幾個例句：
（1）Youknow,Dorothy,youandIhaveonethingincommon．
（2）WejusthadnothingincommonandIcouldntcommunicatewithhisdullbusinessfriends．
（3）Isuddenlyfeltwehadalotincommon．
TomandIhavenothingincommon.=I
我和湯姆沒有共同之處。
common,ordinary和usual的區(qū)別:
common指“共有的，公共的；共同的；常見的”。例如：
Heistheircommonenemy.他是他們共同的敵人。
Theproblemsarecommontoallsocieties.這些問題是所有社會的通病。
common作“普通的”講可與ordinary換用。如“普通人”也可說成commonpeople。
ordinary意為“普通的，平淡無奇的”，指沒有什么特別的地方。例如：
Weareallordinarypeople.我們都是普通人。
Heisinordinaryclothes.他穿著平常的衣服。
usual意思是“平常的，通常的，一向的”，含有遵循常規(guī)的、習慣性的、一貫如此的意思。例如：
TeaisconsideredtobetheusualdrinkoftheBritishpeople.
茶被認為是英國人的日常飲料。
Hemadetheusualmistakesthatallbeginnersmake.
他犯的就是那些初學這老犯的錯誤。
2.Anyway,let’sgobacktomyhistory.無論如何，讓我們追溯一下我的歷史。
anywayadv.無論如何，反正（句子副詞，等于anyhow。用于轉換話題或回到原話題時）。例如：
Anywayit’sworthtrying.不管怎樣，值得試一下。
That’snotmyfault,anyway.反正那不是我的錯。
AnywayImustfinishtheworktoday.無論如何，我今天必須完成工作。
[思維拓展]anywayadv.總之（句子副詞，用于結束談話時）。例如：
Anyway,Imustbegoingnow.總之，我現(xiàn)在得走了。
Anyway,afterthreemonthsattheclinic,she’dmadeafullrecovery.
總之，在診所治療三個月后，她完全康復了。
3.Astheyearshavegoneby,Ihavebeenmadesmallerandsmaller.
一年一年過去了，我被制造得越來越小。
此處as引導時間狀語從句，表示“一邊……一邊”、“隨著”之意。
goby（時間）過去，流逝；經(jīng)過，走過（某處）。
Severalyearswentbybeforewemetagain.
過去了好幾年我們才再度見面。
Don’tletthisopportunity___________.不要錯失良機。
Asquadcarwentby(us)atfullspeed.
一輛巡邏車以全速駛過（我們的）身旁。
拓展:goafter追求goagainst反對goahead先行一步；進展
goover復習goout熄滅gothough經(jīng)歷；經(jīng)受；仔細檢查
goonwith繼續(xù)goinfor愛好；從事gooff悄悄離開；食物變壞
goon進展；時間的過去（重過程）passbysb從某人旁邊經(jīng)過
Idon’t________rock‘n’roll.It’smuchtoonoisyformytaste.（2004北京）
A.goafterB.goawaywithC.gointoD.goinfor
goafter追求；goawaywith與某人一塊離開；
gointo進入；goinfor愛好，從事。答案為D。
4.AndmymemorybecamesolargethatIcouldn’tbelieveit!
我的記憶力變得那么大以至于我都不能相信了。
so…that…意思是”太……以至于……”，引導結果狀語從句。
adj./adv.+that-clause
so+adj.+a/an+單數(shù)可數(shù)名詞+that-clause
many/much/few/little+n.+that-clause
so與many/few/little/much連用當little修飾可數(shù)指大小時與such連用。
She’ssoillthatshecan’tgetoutofbed.她病得很重，都下不了床了。
Therewere___________________________________Ihadtowriteitagain.
作文中有那么多錯誤，我不得不重寫。
拓展such…that…意為”太……以至于……”，也引導結果狀語從句。有以下用法：

a/an+adj.+單數(shù)可數(shù)名詞+that-clause
such+adj.+復數(shù)名詞+that-clause
adj.+不可數(shù)名詞+that-clause
Thesearesuchinterestingbooksthatchildrenliketoreadthem.這些書很有趣，孩子們喜歡讀。
sothat既可以表達結果，又可以表達目的，表目的相當于inorderthat。
Istoppedsothatyoucouldcatchup.我停下來以便你能趕上
so…that…結構的so+形容詞/副詞位于句首時，主句要倒裝。
Soharddoesheworkthatheseldomgoeshome.他工作那么努力，幾乎不回家。
such…as…中的as引導的是一個定語從句。
1)Hewassuch________goodspeakerthatheheldourattentioneveryminuteof________three-hourlecture.
A．不填;theB．a(chǎn);不填C．a(chǎn);theD．a(chǎn);a
考查such+a/an+adj.+單數(shù)可數(shù)名詞+that-clause結構和冠詞的用法。
2).Ihurried____Iwouldntbelateforclass．（MET87）
A．since?B．sothatC．a(chǎn)sif?D．unless
3)．Itis____workofartthateveryonewantstohavealookatit．（98上海卷）
A．sounusualB．suchunusual
C．suchanunusualD．soanunusual
_________________
湯姆跑得如此快以致于沒有人趕上他(catchupwith)
It’ssointerestingabookthatIhavereaditmanytimes.
=
It’sheavyastonenoonecanliftit.
It’sheavyastonenoonecanlift.
so…that和such…that可以相互轉換，請把下面的句子轉換為so…that結構：
Itwassuchawarmdaythattheyallwentouting.
=___________________________________________________
Exercises:
1.Howdoyouacaraccidentwhenishappens?
A.doaboutB.dowithC.dealwithD.dealabout
2.Tillnow,threenewgymnasiumsinBeijing.
A.wouldbecompletedB.wasbeingcompleted
C.havebeencompletedD.hadbeencompleted
3.Whenandwheretogofortheon-salaryholidayyet.
A.arenotdecidedB.haven’tbeendecided
C.isnotbeingdecidedD.hasn’tbeendecided
4.–Goforapicnicthisweekend,ok?
--.Ilovegettingclosetonature.
A.Icouldn’tagreemoreB.I’mafraidnot
C.IbelievenotD.Idon’tthinkso
5.Mrsmithandhiswifethehouseworkandlivehappily.
A.spareB.supportC.careD.share
6.Hehadlittleeducationthathecan’tteachalittlechild.
A.so,suchB.such,suchC.so,soD.such,so
7.Christmasiscoming;weareinOctoberalready.
A.onthewayB.inthewayC.outofthewayD.bytheway
8.–Whathappenedtoyoulastnight?Whydidn’tyoucometomypartyintime?
--Sorry,thetrafficwastooheavy,and,mycarbrokedownontheway.
A.what’smoreB.what’stheworse
C.what’sworseD.worstofall
9.Hemetocome,buthasn’tcomeyet.
A.wantedB.allowedC.promisedD.let
10.Hepraisesforhishonesty.
A.wonB.beatC.defeatedD.Struck
BlackboardDesign:

擴展閱讀

Unit3《Goingplaces》教案2

I.TeachingAims:

1.Learnandmasterthefollowingwordsandexpressions:adventure,experience(v.),simply,rafting,vacation,basic,equipment.spider,paddle,poisonous,getawayfrom,insteadof,getcloseto,watchoutfor,protect…from…,becareful(not)todosth.

2.Trainthestudentsreadingability.

II.ImportantPoints:

1.Improvethestudentsreadingability.

2.Masterthefollowingphrases:

getawayfrom,insteadof,getcloseto,watchoutof,protect…from…,takeexercise,becareful(not)todosth.

III.DifficultPoints:

Masterthefollowingsentencestructures:

1.Yetthereareotherreasonswhypeopletravel.

2.Itisdoneonriversandstreamswherethewatermovesquickly.

3.…comesfromthefactthatthewaterinthesestreamsandriverslookswhitewheninmovesquickly.

IV.Teachingmethods:

1.Arousethestudents’interestbytalkingaboutsth.theymayinterestedin.

2.Mixeduseoffastreadingandcarefulreadingtohelpthestudents

TeachingProcedures:

Step1Revision

Gooveryesterdayswordswiththestudents.Step2Pre-reading

Groupworktodiscussthesethreequestions.Thencollectanswers.

1.Doyouliketravel?Why/Whynot?

2.Wherewouldyoumostliketotravel?Why?

3.Haveyouevertriedanyadventuretravel?Step3Reading

BooksopenatPage17.Readthepassagequicklytogetthegeneralideaandanswerthequestionsonthescreen.

1.Whydopeopletravel?

2.Howmanykindsofadventuretravelarementionedinthepassage?

3.Whatarehikingandrafting?

Teachergivesstudentsenoughtimetoreadthetextandcollectstheiranswers.

Suggestedanswers:

1.Therearemanyreasons.Manypeopletraveltoseesomebeautifulorfamousplaces.Somepeopletraveltomeetfriendstoexperiencelifeinotherpartsorsimplytogetawayfromcoldweather.Manyoftodaystravelerswanttohaveanewexperiencefromtheirtravelsorwishtohaveanadventure.

2.Twokinds.Theyarehikingandrafting.

3.Hikingisgoingforalongwalkinthemountain,intheforestorinthecountry.Raftingistravelingonasmallflatfloatingboatmadeofwooddownriversandstreams.

T:Nowreadthepassageagainandtrytogetasmuchinformationasyoucan.Afterawhile,welldoanexerciseonP18.Step5Languagepoints

Listentothetapeparagraphbyparagraph.Meanwhile,findouttheimportantphrasesanddifficultsentences.

getawayfrom,insteadof,getcloseto,takeexercise,goforahike,watchoutfor,protect…from…,becareful(not)todosth.

(1)Yetthereareotherreasonswhypeopletravel.

(2)Itisdoneonriversandstreamswherethewatermovesquickly.

(3)Thename"whitewater"comesfromthefactthatthewaterinthese…Step6ListeningandConsolidation

Listentothetapeagain.Askthestudentstopayattentiontotheirpronunciationandintonation.

Fillinthechartinyourbooks.Comparehikingandraftingandwritetheirsimilaritiesanddifferences.Pleaseprepareitinpairs.ThenIllchecktheanswers.

(Afterafewminutes,teacheraskssomestudentstogivetheiranswersandshowsthemonthescreen.)HikingRafting

Similarities1)Theyareadventuretravel.

2)Theyaregoodwaystoexperiencenature.

3)Theyarefunandexcitingbutdangerous.

DifferencesPlacesclosetohome

inthemountain

inaforest

alongtheriver

inthecityontherivers

onthestreams

Equipmentgoodshoes

clothes,abackpackgoodclothes

alifejacket

Costlittlemoneymuchmoney

Skills

neededwatchoutfordangers,suchasspiders,snakesorpoisonousplantshowtohandletheraft;howtopaddle,howtogetinoroutoftheraft

Benefitsgetclosetonature,takeexerciseexperiencenature

Homework

Readsomepassagesaboutotheradventuretraveltoknowsomethingaboutthem.

Unit2Module3LanguagePoints

一名優(yōu)秀的教師就要對每一課堂負責，作為教師就需要提前準備好適合自己的教案。教案可以讓學生更好地進入課堂環(huán)境中來，讓教師能夠快速的解決各種教學問題。教案的內(nèi)容具體要怎樣寫呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit2Module3LanguagePoints”，希望能為您提供更多的參考。

Unit2Module3LanguagePoints

vocabulary;tribe;European;invade;invasion;factor;conquer;conquest;ox;bacon;plural;ending;upper;class;Greek;undergo;dialect;context;numerous;peak;element;

throughout;confusing;create;nowadays;official;liftup;development;rule;servant;mothertongue;occasion;modern;include;pronunciation;pronounce;style;process;difficulty;unknown;disagree;standard;phrase;department;pure;easily;across;racial;character;action;combine;writing;drawing;physical;square;simplify;complex;asawhole;originally;eventually;turninto;reflect;prisoner;symbol;direction;opposite;

bemadeupof;consistof;pickup;contributeto;takecontrolof;replace;despite;impact;raise;adopt;dependon;record;promise;lookup;set;careabout;ban;spread;access;differfrom;represent;indicate;

1.standfor=represent代表,為…的縮寫
例：WhatdoesWPOstandfor?
譯：我謹代表全班歡迎你的到來。
2.pickup1)撿起,收拾;2)收聽,接收;3)(用車)來接4)(不是通過正規(guī)教育和指導)學會
5)(偶然)得到消息6)(無意地廉價)買到7)(生意)好轉
請寫出下列句中pickup的含義：
1)Shewentovertothecryingchildandpickedherup.
2)Iwillpickyouupattheairportatfive.
3)WewereabletopickuptheBBCWorldService.
4)ShepickedupSpanishandmanyagoodhabitwhenshewaslivinginMexico.
5)Tradeusuallypicksupinthespringandthesaleshavepickedup14%thisyear.
6)Youcanpickuplotsofusedstampsverycheaply.
3.plusprep1)加上2）=aswellas和
例：1)2plus5is7.2)TheteacherplusfivestudentsisgoingtoNanjingnextweek.
adv=besides另外
例：Hehasastrongarmy.Plus,itishighlytrained.
4.contribute(sth)to給….作出貢獻，捐贈
譯:1）ImmigrantshavecontributedtoBritishcultureinmanyways.
2）Thewriterpersonallycontributed00totheHopeproject.
contributeto導致，是…的成因之一
例：1)Allthesefactorscontributedtohissuccess.
2)Medicalnegligencewassaidtohavecontributedtoherdeath.
◆同義詞組：resultin;leadto
譯：做為一名捐助者(contributor)，他為家鄉(xiāng)的教育做出了巨大的貢獻。
5.controlvt.控制
例：1)Thepolicecouldn’tcontrolthesituation.
2)Hecouldn’tcontrolhisangerandgavehisbossagoodbeating.
n.短語：losecontrolof失去對…的控制；takecontrolofsth控制住…
getoutofcontrol失去控制；bringsthundercontrol把…控制住
例：1)Helostcontrolofhistemper.2)Anarmedgrouptookcontroloftheschool.
3)Atfirstthefiregotoutofcontrol.Fortunately,thefirewasfinallybroughtundercontrol.
6.replacevt.取代，替換短語：sbreplaceAwithB:用B取代A
同義短語：takeone’splace=taketheplaceofsb/sth…
例：1)Hewashurtandanotherplayerreplacedhim.2)Thegatewasbrokensowereplaceditwithanewone.
譯：電燈已經(jīng)取代了蠟燭。
7.despiteprep=inspiteof盡管，不管，不顧
例：1)Hervoicewasshakingdespiteallhereffortstocontrolit.
譯：1）盡管年齡大了，他仍然和我們一道勞動。
2）盡管天氣不好，我們的假期仍過的很愉快。(用despite,although分別翻譯)

8.adoptvt.1)采納、采取2)收養(yǎng)，過繼
例：1）Aftermuchconsideration,thepresidentdecidedtoadopthersuggestion.
2）Mr.Kernadoptedtheorphanashisownson.
9.promisevi.vt許諾,答應
短語：promise(sb)todosth;promisesbsth;promisesthtosb；promisesbthat+clause
例：1)-----Promiseme(that)youwon’tdoanythingstupid.
-----Ipromise.
2)Thechildrenhavepromisedtogiveusahandwiththepacking.
譯：他答應過幫助我。
n.諾言，承諾promise(n)構成的常見詞組:
makeapromisekeepapromise
carryoutapromisebreakapromise
例：1)Don’tmakepromisesyoucan’tkeep.
2)Hehasbrokenhispromisethateveryonewillbegivenarise.
promisingadj.有前途的,有希望的,會成功的
例：1)Theweatherispromising.天氣可望好轉。
2)Heisapromisingyoungsinger.
10.banbanning,bannedvt.n.禁止,取締
例：1)Thereisabanonsmoking.2)abannedbook/film
短語：bansb.fromdoing同義短語：1)______________2)_________________3)___________________
譯：他被禁止出席這次會議。
11.access1.)vt.接近,利用,靠近2.)n.接近的機會，享用權accessibleadj可接近的，可進入的
短語：haveaccesstosth/sb有機會(使用或接近)
例：1)Theyaccessedthebuildingbutdidn’tknowwhichroomIwasin.
2)Fallenrockscutofftheonlyaccesstothevillage.
3)Hegavemeaccesstohisrecords.
譯：1)每個學生都可免費使用圖書館。
2)只有高級官員才能接近總統(tǒng)。
12.mix混合、摻和
短語：mixAwithB：把A和B混合；AmixwithB：A和B相交融
例：1)Ifyoumixblueandyellow,youwillgetgreen.
2)Itisbettertomixworkwithpleasure.
3)Oildoesn’tmixwithwater.油和水不相交融。
◆mixturen混合物;mixedadj混合的，混雜的，男女混合的
例：1)Thecityisamixtureofancientandmodernbuildings.
2)Hearingthenews,Ihadmixedfeelings.
3)amixedschool男女兼收的學校4)mixeddoubles男女混合雙打
◆Fillintheblankswith:mix,mix…up,mixture,mixed
1)Don’t______theflourandthesugar.
2)Oilwon’t_____withwater.
3)You’realways______me_____withmytwinsister.
4)Welistenedtothenewswitha______ofsurpriseandhorror.
5)Addtheeggstothe_____andbeatwell.
6)Istillhave______feelingsaboutgoingtoBrazil.
7)Youcomefroma_____school.Whatdoyouthinkofa_______marriage?
13.consistvi組成，構成AconsistofB:A由B組成/構成(無被動)同義短語：AismadeupofB
例：1)Auniversityconsistsofteachers,administratorsandstudents.大學由教師,行政人員和學生組成。
2)Ourbookconsistsof3units.我們的書有3單元。
Thisclubconsistsofmorethan200members.轉換：___________________________________________
14.differvi不同differentadj不同的
短語：AdifferfromB(insth)A(在…方面)不同于B
同義短語：AbedifferentfromB(insth)
反義短語：AbesimilartoB
例：OldEnglishdiffersfromtheEnglishwespeaknow.
=OldEnglishisdifferentfromtheEnglishwespeaknow.
譯:日語發(fā)音和法語大不相同.
15.careabout1)關心、關懷例：Hesincerelycaresabouthisemployees.
2)在乎、在意例：Shedidn’tcareaboutanythingpeoplemightsay.
◆carefor1)喜歡、關心
例：Theemperorcaredfornothingmorethannewclothes.HowthePartycaresforus!
2)照顧、照料
例：Thechildrenarewellcaredforinthekindergarten.
◆Fillintheblankswithcareaboutorcarefor:
1)Heisverygoodat_________sickanimals.
2)Hewasgiventreatmentand_________untilherecovered.
3)Theydon’t______much______music.
4)Idon’t_______youropinion.
16.whatif…假設/如果…,將會怎么樣
譯：1)ButthequestioniswhatifIstillcan’tunderstandthemeanings.
2)Whatifwemovedthesofaoverthere?
3)Whatifwefailintheexam?
4)假如他明天不來怎么辦？
17.wordn1)詞;2)話；3)消息
Translatethefollowingsentences:
1)Canyousparemeafewminutes?Iwanttohaveawordwithyou.
2)Ratherthanhavewordswithhiswife,helefthome.
3)HehaspromisedtohelpyouandI’msurehewillkeephisword.
4)Theyaskedhimtoleave-----inotherwords,hewasfired.
5)Heisclever,diligentandhonest.Inaword,heisagoodstudent.
6)WordcamethathehadbeenacceptedbyNanjingNormalUniversity.
18.表示“許多”的詞語歸納：
只能修飾可數(shù)名詞只能修飾不可數(shù)名詞可數(shù)和不可數(shù)名詞均可
many,
agood/greatmany,
a(large/great)numberof,
manya+nmuch,
agreat/gooddealof,
agreatamountofalotof,lotsof,
plentyof,
alarge/greatquantityof,
quantitiesof
(選)1）_____ofstudentswhoseparentshave_______moneygoabroadforfurtherstudyeveryyear.
A.Anumber;agreatmanyB.Agoodmany;agreatdealof
C.Anumber;alargeamountofD.Agreatmany;agreatamountof
2）Asaresultofdestroyingtheforest,alarge_____ofthedesert_____coveredtheland.
A.number;hasB.quantity;hasC.number;haveD.quantity;have
19.Fillintheblankswiththeproperformsofriseorraise:
1)Everyoneknowsthatthesun______intheeastandsetsinthewest.
2)Seeingthenationalflag_____ontheplayground,wecouldn’tkeepbackourtears.
3)She______toherfeetand_______herrighthandwithgreatdifficulty.
4)Withprices________quickly,peoplewereinapanic.
5)Thequestion________byhimmadenosense.
6)We_______alotofmoneytohelp_______theorphans.
注釋：risevi1)上升，升起2)起身，起立
raisevt1)舉起，升起2)籌集（錢）3)提出（問題）4)養(yǎng)育（孩子）

Unit 2 English around the world教案3

一名愛崗敬業(yè)的教師要充分考慮學生的理解性，作為教師就要早早地準備好適合的教案課件。教案可以保證學生們在上課時能夠更好的聽課，幫助授課經(jīng)驗少的教師教學。你知道如何去寫好一份優(yōu)秀的教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit 2 English around the world教案3”，歡迎閱讀，希望您能夠喜歡并分享！

Englisharoundtheworld教案

Unit2Englisharoundtheworld

TheFirstPeriod

●從容說課
Thisisthefirstperiodofthisunit.Thisperiodfocusesonreading.Inthislesson，thereareawarmingupandapassageofreading“TheRoadToModernEnglish”.Thiswarmingupattractsstudents’attentiontothephenomenonofworldEnglish.ThereadingpassagetellsusthepresentsituationinwhichEnglishisusedandthedevelopmentofEnglish.ToletstudentstoformagoodhabitofreadingandhaveproperreadingstrategiesareoneofthemaintasksforseniormiddleschoolEnglishteaching，sointhisperiod，weshouldteachaccordingtothisaim.
Inthislesson，studentswillhaveageneralideaoftheconceptionofworldEnglishbyguessingsomewordsonAmericanEnglishandBritainEnglish.Toarousestudents’interest，I’llpresentthemsometypicalfunnystoriesaboutdifferentkindsofEnglish.Thisistogetthestudentsreadyforthereadingpart.Beforereadingthepassage，studentsshouldfirstgetfamiliarwiththenewwordsinthetexttoremovethebarrierinreading.Thenstudentsareaskedtoguesswhatthetextwilltellus.Thisstepisdesignedtotrainstudentsabilitytopredictthecontentofapassageaccordingthetitle.Thenextstepistoaskstudentstohaveageneralideaofthestructureofthetextwiththepurposeofimprovingtheskillofskimming.Afterthat，detailedreadingfollows.Inthestep，studentswillbeaskedtodealwiththepassageparagraphbyparagraphinwhichtheywillhavedifferenttaskstofinishsuchastrue-or-falseexercise，fillingaformwithinformationinthetextandretelling.Thissteptrainsstudents’scanningskillandconclusionskill.Thelaststepforstudentsistodiscussthetopic“ItisnotnecessaryforweChinesetolearnEnglishsincewehaveourownelegantlanguage”.Thisistotrainstudentstoreadcritically.Besides，itcanarousestudents’interestinlearningEnglish.
●三維目標
1.Knowledge：
MasterthewordsandphrasesandgetaviewoftheroadtomodernEnglish.
2.Ability：
Trainstudents’readingskill.
3.Emotion：
LetstudentsknowmoreaboutEnglishandinspirestudentstostudyEnglishhard.
●教學重點
Theunderstandingandcomprehensionofthepassage.
●教學難點
（1）Howtogettomastertheusefulwordsandexpressions.
（2）Howtoimprovestudents’abilitytoreadanarticle.
●教具準備
cassetterecorder，somepiecesofslide
●教學過程
Step1Greetings
T：Goodmorning，boysandgirls!
S：Goodmorning，teacher!
Step2Warmingup
T：Englishisawidelyusedlanguage.DoyouknowinwhichcountriesEnglishisspokenastheirnativelanguage？
Sa：TheUS，theUK，Australia，Canada...
T：（aslide：Nancy：Oh，thereyouare.Nowthen，didyouhaveagoodflight？
Joe：Sure，weflewallthewaydirectfromSeattletoLondon.
Nancy：Youmustbeverytired.Didyousleepatallontheplane？
Joe：No，notreally.I’mverytired.CouldIuseyourbathroom？
Nancy：Why，ofcourse.Youdon’tneedtoask，justmakeyourselfathome.Letmegiveyouacleantowel.
Joe：Atowel？
Nancy：Yes.Hereyouare.Thebathroomisupstairs.It’stheseconddoorontheleft.
（Afterawhile）
Nancy：Haveyoufoundit？
Joe：Well，eh，yes，Imeanno.Imean，Ifoundthebathroom，butIdidn’tfindwhatIwaslookingfor!）
Hereisashortdialogue.Readitanddiscusswithyourpartner：WhatisitthatJoecan’tfindinthebathroom？Whycan’thefindit？
Sb：Itisthetoilet.
T：Andwhy？
Sc：PerhapswhenJoesays“bathroom”，hemeansaplace，wherethereisatoilet.ButinNancy’seyes，itisaplacewherepeoplecanonlyhaveabath.
T：Youareright.Doyouknowwhythere’samisunderstandingbetweenthem？
Sd：BecausetheyspeakdifferentkindsofEnglish.
T：Great.There’smorethanonekindofEnglishintheworld.Insomeimportantwaysthey’redifferent.They’recalledworldEnglish.Canyouguesswhattheyinclude？
Se：Canadian，British，American，AustralianandIndianEnglish.
T：Right.SoyouknoweventwonativespeakersofEnglishmaystillnotspeakthesamekindofEnglish.LookattheexamplesonP9.NowtrytoguesswhichofthefollowingwordsareBritishEnglishandwhichareAmericanEnglish.
Suggestedanswers：Am.English：mom；onateam；rubber；gas
Br.English：mum；inateam；eraser；petrol
Step3NewWords
T：Fromtodayon，we’lllearnsomethingaboutEnglisharoundtheworld.Firstofall，let’sgetfamiliarwiththenewwords.YesterdayIaskedyoutoreadthenewwordsandlookupthemeaningofthem.Nowlet’shaveagameinwhichoneofyoutellsusthemeaningortheexplanationofthewordsandtheothersguesswhichworditis.Let’sgo!
Suggestedexplanation：
1.include：havesomethingorsomebodyasoneofagroup.
e.g.：ThetourincludedavisittotheScienceMuseum.
2.playarolein：haveapartin
3.international：connectedwithtwoormorecountries
4.native：（1）connectedwiththeplacewhereyouhavealwayslivedorhavelivedforalongtime
（2）apersonwholivesinaparticularplace，especiallysb.whohaslivedtherealongtime
5.elevator：lift
6.flat：（1）havingasmoothsurface（2）（Br.E）asetofroomsforlivingin
7.apartment：（Am.E）asetofroomsforlivingin
8.modern：ofthepresenttimeorrecenttime
9.comeup：tomovetoward
10.culture：thecustomsandbeliefs，art，wayoflifeandsocialorganizationofaparticularcountryorgroup
11.actually：really；infact
12.present：（1）existingorhappeningnow（2）beinginaparticularplace
13.rule：control
14.vocabulary：allthephrasesandphrasesyoulearn
15.usage：thewayinwhichwordsareusedinalanguage
16.identity：whoorwhatsb./sth.is
17.government：thegroupofpeoplewhoareresponsibleforcontrollingacountryorastate
18.rapidly：fast
T：That’sgreat!You’vemadeagoodpreparation.Nowpleasereadthewordstogether.（showwordsandexplanationsontheslide）
Step4Pre-reading
T：Justnow，we’veknownthatthere’remanykindsofEnglishintheworld.Thenwhyaretheresomanykinds？
Ss：Wedon’tknow.
T：Anyway，we’llfindoutthecausetoday.Nowreadthetitleofthepassage“theroadtomodernEnglish”.Whatdoyouthinkitwilltellus？
Sf：IguessitwilltellusthedevelopmentofEnglish.
Step5Skimming
T：Nowlet’sfindoutwhetheryouranswerisright.Sopleasereadthepassagefastinsilenceandfindoutthemainideaofeachparagraph.
Suggestedanswer：
Para.1：BriefintroductionofthechangeinEnglish.
Para.2：AnexampleofdifferentkindsofEnglish.
Para.3：ThedevelopmentofEnglish.
Para.4：Englishspokeninsomeothercountries.
Step6Scanning
T：You’vemasteredthestructureofthepassage.Nowpleasereadpara.1and2loudindetail.
T：（severalminuteslater）Haveyoufinished？Here’resomestatementsofwhichsomearerightwhilesomenot.Readthemandthentellwhethertheyaretrueorfalse.Iffalse，pleasefindoutthemistakeandcorrectit.
（slides：1.MostoftheEnglishspeakersinthe16thcenturylivedinEngland.
2.MoreandmorepeopleuseEnglishastheirfirstor2ndlanguage.
3.TheUShasthelargestnumberofEnglishspeakers.
4.NativeEnglishspeakerscanunderstandeverythingbecausetheyspeakthesamekindofEnglish.）
Sg：Thefirstoneistrue.
Sh：Thesecondoneistrue.
Si：Thethirdoneisfalse.ChinahasthelargestnumberofEnglishspeakers.
Sj：Thefourthoneisfalse.NativeEnglishspeakersmaynotbeabletounderstandeverythingbecausetheydonotspeakthesamekindofEnglish.
T：Youdidaverygoodjob.Nowpleasereadpara.3afterthetape.Andthenfillintheformonthescreen.
TheRoadToModernEnglish
Thecause：Culturescommunicatewithoneanother
TimeThingsthathappened
BetweenAD450and1150BasedonGerman
1150to1500LesslikeGerman；morelikeFrench→why？→becauseFrenchmenruledEnglandthen
Inthe1600’sShakespearebroadenedthevocabulary.
AbigchangeinEnglish，givingitsownidentity→why？→causedby“AmericanDictionaryoftheEnglishlanguage”writtenbyNoahWebster
LaterBritishpeoplebroughtEnglishtoAustralia
T：WeknowculturecommunicationbringsaboutchangesinEnglish.CanyouthinkofanyeffectthatChinesehasonEnglish？
Sk：InEnglishtherearesomeChinesewordssuchasgongfu，longtimenosee，...
T：Great!Withmorecloselycommunicationofculture，Englishischangingmorefrequently.
T：Asweallknow，Englishisspokenasthenativelanguagemostlyinwesterncountries.ThenwhataboutEnglishinsomeotherpartsoftheworld？Afterreadingthelastparagraph，wouldyoupleasesaysomethingaboutthepresentsituationofEnglishinyourownwords？
Sl：Itisalsospokenasaforeignor2ndlanguageinmanyothercountries.Forexample，inIndia，itisusedforgovernmentandeducation.InsomeAfricanandAsiancountries，itisalsospoken，suchasinSouthAfrica，SingaporeandMalaysia.WhileinChina，thenumberofEnglishspeakersisincreasingfast.
T：Quitegood.
Step7Discussion
T：Sofar，we’veknownthatEnglishisbecomingmoreandmoreimportantinChina.IthasbeenanimportantsubjectforChinesestudents.ButsomeonesaythatChineseisamuchmoreelegantlanguage.Soitismoreimportantforustomasteritanditisnotsonecessaryforustomasteraforeignlanguage.Doyouagreewiththisopinionandwhy？
Suggestedanswer：
Idon’tagreewithit.Withtheculturalcommunicationbecomingmoreandmorefrequent，thechancetocontactforeigners，exportedgoods，internationalconferences，andsoon，ismoreandmore.Asthemostwidelyusedlanguage，Englishisregardedasthelanguageusedinmostinternationalsituations.Thus，ifwewanttokeepupwiththetimes，we’dbettermasterEnglishanduseitasatool.
Step8Summaryandhomework
T：Todaywe’velearnedanarticleon“theroadtomodernEnglish”.Afterclass，youshouldreaditagainandagaintogettheideaofthetextfurther.DotheexercisesofcomprehendingandtrytotellyourpartnersomethingaboutEnglishinourownwords.That’sallfortoday.Classisover.
●板書設計
Unit2Englisharoundtheworld
TheFirstPeriod
Newwords：Mainideaofeachpara-graph：
......
......
●活動與探究
ThisactivityistomakeresearchintodifferencesbetweendifferentkindsofworldEnglishandsomewordsfromotherlanguagesinEnglish.
Dividestudentsintotwogroupstodoresearchandfillthefollowingtableintheirfreetime.
DifferencesPronunciation
Spelling
Meaning
Usage
...
WordsfromotherlanguagesChinese
Japanese
French
Spanish
German
...
●備課資料
SoonThereWillBeNoSuchThingAs“Wrong”English
Inthisarticle：SeniorIndianjournalistGautamanBhaskaransaysthatEnglishissoflexiblethatonedaytherewillbetoomanyvariationsaroundtheworld.
Englishisavictimofitsownsuccess.TheotherdayTheTimesinLondondisplayedacartoonshowinganexcitedschoolboyflauntinghistestscores：“IdonegoodinEnglish.”Dayslater，editorsoftheOxfordDictionaryofEnglishruedthespreadofwhattheytermed“greengrocer’sEnglish”.Grammarandsyntax，theyregretted，weregoingoutoffashion.
OthersinEngland—intheOxfordUniversityPress，theBBCandsoon—saidtheincorrectuseofclichesweremarringthesmoothflowofagreatlanguagewhoseabilitytoimbibeandabsorbhasbeenoneimportantreasonforitssuccess.
Thissuccessalsostemsfromthelanguage’suniquepositionofbeingtheonlyonespokeninmostpartsoftheworld.Really，Englishhasnoboundaries.EvenincountriessuchasJapanandChina，whichwerenotcolonizedbyBritain，Englishismakingadetermined“conquest”.
Unfortunately，suchaconquestisnotalwayswelcomebecausealanguagesometimesdoublesasapoliticalweapon.AtsomepointitceasestobejustameansofcommunicationandEnglishisaclassicexampleofthis.
Ithasalwaysledatroubledlife.Ithasbeendisliked，evenhated，largelybecausethepeoplewhooriginallyspokeEnglishconquered，colonizedandterrorizedhalftheworld，orjustabout.Theanimositytothelanguagecontinues，atleastinsomeplaces.
ThebitternessthattheFrench，forinstance，haveforEnglishisagoodexampleofalanguagebeinggivingaquasi-politicalroleinsociety.
Fortunately，thisaversiondoesnotrunasitdidsomeyearsago，andthereisagrowingrealizationthatEnglishisthelinguafranca.ChinaandJapan，amongahostofothernations，havebeenmakingseriouseffortstopromotethelanguage.
SomemonthsagotherewasahueandcryinSingaporeoverthespreadof“terribleEnglish”whichtheauthoritiescalled“Singlish”.“Downwithit!”theysaid，andurgedSingaporeanstolearncorrectEnglish，thephenomenalflexibilityofwhichhasoftenmadethingsdifficultforthosewhohavetouseiteveryday.
Todayevenuniversitygraduatesfindithardtopenacoupleofcorrectsentencesinit.Morehorrifyingisthatmanyteachersanduniversityvice-chancellorsspeakandwritepoorandungrammaticalEnglish.Often，theyarefoundtobeoutoftouchwithwhatiscalled“usage”and，asweallknow，thisisoneofthepillarsthelanguagerestson.
Yet，despitethemessthatEnglishisinIndia，thenationhas—morethantwocenturiesafterSamuelJohnsonwrotehisEnglishdictionary—becomethehottestdestinationfortoplexicographers.
Thenew10threvisededitionoftheOxfordConciseEnglishDictionaryincludeshundredsofIndianwords.Leadingthelistof600IndianEnglishentriesare“Hindutva”（Hinduidentity），“dada”（olderbrother），“panchayat”（localadministration），“chai”（tea），“pani”（water），“puri”（adishmadeofwheat）and“dosa”（ricepancake）.Infact，Indianwordsfrom20percentofentriesandrankasthethird-largestcomponentafterAmericanandAustralianEnglishsegments.OtherformerBritishcoloniessuchasNewZealand，SouthAfricaandtheCaribbeanislandsfollowtheIndianEnglishcollectionofwords.
English，despiteitshiccups，isendearingtothecommonIndianmanorwoman.About150yearsafterLordMacaulayintroducedthelanguageinIndiatocreate“babus”（clerks）fortheBritishbureaucracy，70millionIndiansspeakEnglish，anumberthatishigherthanthatinBritain.
However，thereisasneakingfearamongPuritansthatwiththiskindofspread，EnglishmaystopbeingEnglish.WhiletheFrenchhavefanaticallypreservedthepurityoftheirlanguage，theEnglishhaveliberallyallowedotherinfluencestoaffecttheirlingo.So，whatisseenasitsstrength—thefactthatpeopleallovertheworldunderstandit—canbeanunderminingobstacle.
TheremightbeaseriousproblemifeverystateorcontinentweretohaveitsownversionofEnglish.Asonewritersaid：“Thereisariskinrelentlessatomization.”Withtoomanyvariationsofthelanguage，atimemaycomewhenonegroupofEnglish-speakingpeoplemaynotbeabletounderstandanother.Thisishappening.HearthewaySingaporeansspeakEnglish.ListentotheAustralianspronouncing“e”；itsoundslike“a”.
AfewofthefilmsmadelatelybyBritishdirectorsKenLoachandMikeLeighhadtohavesubtitlesinEnglish.AccentsinthenorthofBritaincanbehardforpeopleinthesouthtounderstand，letalonethoseoutsidetheisland.
Thepointis，nolanguagemustbeallowedsuchflexibility—anythinggoesinthenameoffunctionalcommunication—thatpeoplebegintotakelibertieswithit.Ultimately，theremaybenosuchthingaswrongEnglish.TheschoolboyintheTimescartoonwasdoingjustthat.HeknewnobodywouldscoldhimforgettinghisEnglishwrong.
不久以后就沒有“錯誤的”英語這一說了
英語成了自身成功的犧牲品，前幾天，倫敦的《泰晤士報》刊登了一幅漫畫，上面畫了一個興高采烈的男學生炫耀他的考試成績：“IdonegoodinEnglish”（我的英語成績不錯）。幾天后，《牛津英語詞典》的編輯們對他們所定義的“菜販子講的英語”的傳播大為悲嘆。他們感到遺憾的是，語法和句法都過時了。
其他一些在英國——牛津大學出版社、BBC（英國廣播公司）等的人說：不正確地使用陳腐辭藻損害著一種偉大語言的流暢性，英語博采眾長的能力是其成功的一個重要原因。
英語的成功同樣源自其獨特的地位，它是在世界的大多數(shù)地區(qū)都使用的惟一一門語言。的確，英語沒有國界。甚至在沒有被英國所殖民過的國家，諸如中國和日本，英語正進行著決定性的“征服”。
不幸的是，這種征服不總是受到歡迎，因為一種語言有時會被兼作政治武器。有時候，語言不再僅僅是一種溝通的工具，而英語又是這種情況的一個經(jīng)典范例。
英語總是擺脫不掉困擾。它曾不受人喜歡，甚至遭人厭惡過。主要是因為最初講英語的人征服、殖民和脅迫了世界的一半地區(qū)，或者說將近一半地區(qū)。對英語的敵意還在持續(xù)著，至少在某些地方仍是這樣。
語言在社會中被賦予了一種準政治的作用，比如法國人對英語的嫉恨就是一個很好的例子。
幸運的是，這種對英語的厭惡不像多年前那么嚴重，人們越來越認識到英語其實是一種混合語。在眾多國家，比如中國和日本，一直在大力推廣英語的使用。
幾個月前在新加坡，人們大聲抗議被當局稱作“新加坡式英語”的“可怕的英語”正在到處傳播?！皦蛄?！”他們說道，并督促新加坡人學習正確的英語。對于那些每天都必須使用英語的人來說，英語異常的靈活性經(jīng)常把事情搞得很困難。
現(xiàn)在，即使是大學畢業(yè)生都會發(fā)現(xiàn)寫幾句正確的英文句子很難。更可怕的是，許多教師和大學副校長說著和寫著糟糕的不合語法的英語。人們經(jīng)常會發(fā)現(xiàn)這些人不注重語言的“用法”，正如我們都知道的，用法是語言的支柱之一。
然而，盡管英語在印度被搞得一團糟，在塞謬爾?約翰遜編寫了他的英語字典兩個多世紀以后，這個國家已經(jīng)成為頂級詞典編纂者們最熱門的詞匯來源地。
《牛津簡明英語詞典》新近出版的第十修訂版收錄了幾百個印度詞匯。在600條印度英語詞條中最重要的詞匯是“Hindutva”（印度身份），“dada”（長兄），“panchayat”（地方行政機關），“chai”（茶），“pani”（水），“puri”（用小麥做的食品），以及“dosa”（烤米餅）。實際上，印度詞匯構成了20%的詞條并且在美國和澳大利亞英語條目之后，成為第三大詞典詞匯組成部分。從其他前英國殖民地，比如新西蘭、南非和加勒比海群島所收錄的詞匯都位居印度英語之后。
普通的印度人都還是喜歡英語的，盡管有時會有些小問題。麥考利勛爵將英語引入到印度并為英國官僚機構創(chuàng)造了像“babus”（職員）這樣的詞匯，150年之后，有7000萬的印度人在講英語，人數(shù)比在英國講英語的人都要多。
然而，清教徒卻普遍心存恐懼，怕如此下去英語會變得面目全非了。與法國人狂熱地保護法語純潔性的做法不同，英國人很大方地接受了外界對其影響。結果是，世界各地的人都懂英語——可以說這一優(yōu)勢削弱了英語的純潔性。
如果每個國家或大陸都有其版本的英語的話，那么問題可能就嚴重了。正如一位作家所說的：“無休止使英語分化是危險的?！庇⒄Z如果有太多的變種的話，會出現(xiàn)這樣的情況：當一群講英語的人可能聽不懂另一群人所講的英語。這種情況事實上正在發(fā)生。您來聽聽新加坡人說的英語。聽澳大利亞人發(fā)“e”這個音的；聽起來就像發(fā)“a”這個音。
最近由英國導演肯?露弛和麥克?雷導演的幾部電影中不得不加上了英語字幕，因為英國北部人的口音讓英國南方的人很難聽懂，更不用說英國以外的人了。
問題的關鍵是，沒有什么語言可以允許有如此的靈活性——以至于人們借實際溝通之名，就可以隨意使用了。最終的結果是：可能不會有錯誤的英語這回事了。在《泰晤士報》卡通中的男學生正是這么做的。因為他清楚沒有人會指責他所講的英語不正確。

Unit 2?Healthy eating Period 3 教案

Unit2Healthyeating
Period3Learningaboutlanguage:Grammar
整體設計
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththegrammar:learntheuseofoughttoandreviewtheuseofcan,could,may,might,will,would,shall,should,must,can’t.Studentsoftenfeelmodalverbsabstractanddifficult,soitisnecessarytomakethelessoninterestingandconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthereadingpassageComeandEatHere(1)again,tickoutthesentencesusingmodalverbsfromthereadingpassageandtranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachmodalverbbygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage13andmoreexercisesforstudentstomastertherelatedmodalverbs.Finally,summarizetheuseofoughttoandletstudentsmakeitclearhoweachmodalverbisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage54andadditionalexercisesforconsolidation.
教學重點
1.Getstudentstoreviewandconsolidatetheuseofcan,could,may,might,will,would,shall,should,must,can’t.
2.Letstudentslearntheuseofoughtto.
教學難點
Enablestudentstolearnhowtouseoughttocorrectly.
三維目標
知識目標
1.Getstudentstoknowmoreaboutmodalverbs.
2.Letstudentslearntheuseofoughtto.
能力目標
Enablestudentstousemodalverbscorrectlyandproperlyaccordingtothecontext.
情感目標
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.

教學過程
設計方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.ReadthepassageComeandEatHereagaintofindwordsandexpressionsthatmeanthesame.

AlternativewordsandexpressionsWordsandexpressionsfromthetext
should
runawayafterdoingsomethingwrong
somethingtomakeyouthinbyeatingit
wishtoknowaboutsomething
getridofsomething
Alternativewordsandexpressions
partsofplantsthathelpfoodmovequicklythroughthebody
changingfoodintosomethingthebodycanuse
properamountofdifferentkindsoffoodneededforgoodhealth

Givestudentsaboutfourminutestofindthesuitablewordsandexpressions.Thenchecktheanswerswiththewholeclass.
Suggestedanswers:
AlternativewordsandexpressionsWordsandexpressionsfromthetext
shouldoughtto
runawayafterdoingsomethingwronggetawaywith
somethingtomakeyouthinbyeatingitslimmingfoods
wishtoknowaboutsomethingcuriosity
getridofsomethingthrowaway
AlternativewordsandexpressionsWordsandexpressionsfromthetext
partsofplantsthathelpfoodmovequicklythroughthebodyfibre
changingfoodintosomethingthebodycanusedigestion
properamountofdifferentkindsoffoodneededforgoodhealthbalanceddiet
→Step2Leading-inbyrevision
Translatethefollowingsentencesandexplainhoweachofthesemodalverbsisbeingusedinthesituations.
1.Hecouldhardlysupporthisfamilybeforehefoundthenewjob.
2.Wherecould/cantheboybenow?
3.May/MightIcomein?
4.Youmay/mightcatchsightofthesunrisefromherewhenyougetupbefore5inthemorning.
5.Youmusthurryuporyou’llbelate.
6.Whateveryouwant,youshallhave.
7.WeshouldreadEnglishaloudeverymorning.
8.Hewouldsitthereforhours,doingnothingatall.
Suggestedanswers:
1.他在找到那份新工作前幾乎無法養(yǎng)家糊口。(ability)
2.那孩子現(xiàn)在能在哪兒呢？(guessing)
3.我可以進來嗎？(askforpermission)
4.你在早晨五點鐘以前起來,或許能從這兒看到日出。(possibility)
5.你必須得快點兒,不然會遲到的。(necessity)
6.你想得到什么,你就可以有什么。(promise)
7.我們應該每天早晨朗讀英文。(duty)
8.他總是在那兒一坐就是幾個小時,什么都不干。(pasthabit)
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage10toreadthroughthepassageComeandEatHere,letthempickoutthesentencesusingmodalverbsandtranslatethemintoChinese.
Suggestedanswers:
1)Bylunchtimetheywouldallbesold.
到午飯時分,它們都會賣完。
2)Bynowhisrestaurantoughttobefullofpeople.
到了這個時候,他的餐館本該賓客盈門的。
3)Whatcouldhavehappened?
發(fā)生了什么事呢？
4)Nothingcouldbebetter.
再沒有比這些更好（吃）的了。
5)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.
要是李昌不像往常那樣來他的餐館吃飯,那問題就嚴重了。
6)Hecouldnotbelievehiseyes.
他簡直不能相信他的眼睛。
7)Perhapsheshouldgotothelibraryandfindout.
也許他應該去圖書館查查清楚。
8)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!
他不可能讓詠慧哄騙人們后跑掉。
9)Hehadbetterdosomeresearch.
他最好作一番調(diào)查。
10)Theywouldbecometiredveryquickly.
他們很快就會到疲乏。
11)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.
或許打折的方法和新的招牌能夠幫他贏回顧客。
2.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesemodalverbsisbeingusedinthesituations.Usethefunctionwordsbelowtoexplainthemeaningofthemodalverbs.Ifstudentshavesomedifficulty,givethemahand.
IntentionDutyPermissionPossibilityGuessingAbility
Suggestedanswers:
1)Possibility2)Possibility3)Possibility4)Possibility5)Guessing6)Intention7)Duty8)Intention9)Duty10)Possibility11)Ability
3.Summingup:theuseofoughtto
oughtto的用法
ought無人稱和時態(tài)的變化,后接帶to的動詞不定式。oughtto可表示“義務”“要求”或“勸告”,常譯作“應該”“應當”等,和should差不多,只是語氣稍重一些;有時表示“非常可能”的意思。否定式為oughtnotto(oughtn’tto),疑問式為OughtI/you/...to...?
1.表示“責任或義務”
Suchthingsoughtnottobeallowed,oughtthey?
這類事情不應該被準許,是嗎？
—Oughthetogo?他應該去嗎？
—Yes,heoughtto.是的,他應該去。
2.表示“適當,合適或應該”
Coffeeoughttobedrunkwhileitishot.
咖啡應該趁熱喝。
Thereoughttobemorebusesduringtherushhours.
在上下班高峰期,公共汽車應當多一些。
3.表示“可能性”
Harryoughttowinthisrace.
哈里應該會贏得這場比賽。
Ifhestartedatseven,heoughttobeherenow.
假如他在七點出發(fā)的話,現(xiàn)在大概到這兒了。
4.表示“勸告或建議”
Ithinkyououghttoeatmorebody-buildingfood.
我認為你應當多吃些有營養(yǎng)的食物。
HesaidIoughttodothatjob.
他說我適宜做那項工作。
5.表示“推測”,意為“照說應該;想必一定”,后跟不定式的一般時、進行時或完成時,分別表示對現(xiàn)在、現(xiàn)在進行或過去情況的推測。
Shehashadworkingexperiencebefore.Sheoughttobefitforthejob.
她以前有過工作經(jīng)驗,應該勝任這項工作。
It’sjust9o’clock.Maryoughttobedoingherhomeworkinherroomnow.
才剛九點,按說瑪麗應該在房間里做作業(yè)。
Itoughttohaverainedlastnight.
昨晚應該下過雨。
6.表示“責備或后悔”
oughtto后接不定式的完成式時,表示“本應該做某事而事實上沒做”;其否定式表示“本不應該做某事而事實上做了”。
Yououghttohavedonetheseexercisesbecauseyouwererequiredtosoduringyourholidays.
這些練習你本應該做完的,因為假期里就要求你做了。
Sheoughtnottohavetoldhimthebadnews,whichhadabadeffectonhisexaminations.
她本不應該告訴他這個不幸的消息,結果影響了他的考試。
→Step4Grammarpractice
1.TurntoPage13.AskstudentstodoExercise2inDiscoveringusefulstructures.Firstletthemdiscussinpairshoweachofthesemodalverbsisbeingusedinthesituations.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage50.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.
→Step5Askingandanswering
Letstudentsworkinpairs.Oneasksaquestionandtheotheranswersit.Remindthemtousemodalverbsintheiranswer.
Showthefollowingonthescreentostudents.
Example:
S1:Whatshouldyoudoafterschool?
S2:Ihavetogohomeatonce.Ineedtotakethebus.IoughttodomyhomeworkassoonasIgethome.
Otherpossiblequestions:
1.Doyouknowwhatyouhavetodowhenyouborrowbooksfromthelibrary?
2.Doyouknowwhattodowhenyourteethache?
3.Doyouknowwhattodoifyouneedtomeetsomeoneyoudon’tknowattheairport?
4.Doyouknowwhattodoifyouwanttogetadiscountinashop?
5.Doyouknowwhatyoushoulddowhenyoumeetthehostessinyourfriend’shome?
Thefollowingproceduresmaybefollowed:
1.Letstudentsaskandanswerthequestionsinpairs.
2.Askasmanypairsaspossibletoperformtheirdialoguetotheclass.
→Step6Closingdownbyaquiz
Showthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutestoseeiftheyhavemasteredtheuseofmodalverbs.Fiveminuteslater,checktheanswerswiththewholeclass.
1.—What’sthematterwithyou?
—Oh,I’mnotfeelingwellinthestomach.I______________somuchfriedfishjustnow.
A.shouldn’teat
B.mustn’teat
C.oughtn’ttohaveeaten
D.mustn’thaveeaten
2.—Mum,IclimbedtogettheTeddyBearfromthetopoftheshelf.
—Mygoodness!You______________yourself.You______________dothatagain.
A.musthavehurt;mustn’t
B.shouldhavehurt;can’t
C.mayhavehurt;mustn’t
D.mighthavehurt;won’tbeableto
3.Thetrainwastenminuteslate,soI______________haverunallthewayfrommyhousetothestation.
A.couldn’t
B.shouldn’t
C.needn’t
D.mustn’t
4.You______________worryabouttheoldman.He______________wellalready.
A.needn’t;mayget
B.didn’thaveto;gets
C.mustn’t;got
D.needn’t;mayhavegotten
5.—ShallItellJohnaboutit?
—No,you______________,forI’vetoldhimalready.
A.needn’t
B.wouldn’t
C.mustn’t
D.shouldn’t
Suggestedanswers:CCCDA
→Step7Homework
1.Finishofftheworkbookexercises.
2.PreviewthereadingpassageComeandEatHere(2)onPage14,findthesentencesinwhichmodalverbsareused,andseeifyoucanunderstandthesituations.
設計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)平衡膳食
2)應該;應當
3)減肥;體重減輕
4)被放過;（做壞事）不受懲罰
5)說謊;撒謊
6)到了這個時候,他的餐館本該賓客盈門的。
7)再沒有比這些更好（吃）的了。
8)要是李昌不像往常那樣來他的餐館吃飯,那問題就嚴重了。
9)他簡直不能相信他的眼睛。
10)他不可能讓詠慧哄騙人們后跑掉。
→Step2Warmingupbyaskingandanswering
Letstudentsworkinpairs.Oneasksaquestion.Theotheranswersit.Remindthemtousemodalverbstheyhavelearnedintheiranswers.
Example:
S1:Whatshouldyoudoafterschool?
S2:Ihavetogohomeatonce.Ineedtotakethebus.IshoulddomyhomeworkassoonasIgethome.
→Step3Discoveringusefulstructures
Askstudentstounderlinethesentencescontainingmodalverbsinthereadingpassageandusethefunctionwordsbelowtoexplainthemeaningofthemodalverbs.
IntentionDutyPermissionPossibilityGuessingAbility
→Step4Learningtheuseofoughtto
1.AskstudentstoturntoPage91andlearnthepart6oughtbythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Askstudentstofinishthefollowingexerciseswithin8minutes.Thenchecktheanswerswiththewholeclass.
1.Exercise2inDiscoveringusefulstructuresonPage13.
2.Exercise1inUsingstructuresonPage50.
→Step6Consolidation
Letstudentsworkinpairstochooseoneofthesituationsbelowanddevelopitintoaconversation.Makesuretheyuseasmanymodalverbsaspossible.
1.Yourfriendseessomeonestealapursefromanoldlady’spocket.He/Shedoesnothingbutisveryworriedaboutthis.He/Shecomesuptoyouforyouradvice.Whatwouldyoutellhim/hertodo?
2.Yourfriendhasborrowedyourmobilephoneandlostitwhilehewasoutwithhisfriends.Youareveryangrywithhim.Heisnotconcerned.Whatareyougoingtosaytoeachother?
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Practiceyourconversationwithyourpartnerandbereadytopresentittotheclass.

板書設計
Unit2Healthyeating
theuseofoughtto
UseExamples
ought無人稱和時態(tài)的變化,后接帶to的動詞不定式。oughtto可表示“義務”“要求”或“勸告”,常譯作“應該”“應當”等,和should差不多,只是語氣稍重一些;有時表示“非常可能”的意思。否定式為oughtnotto(oughtn’tto),疑問式為OughtI/you/...to...?(1)ThereissomethingIoughttotellyoubeforeyouleave.
(2)Heoughtnottodothat.
(3)—Oughthetoseethedoctor?
—Yes,heoughtto.
(4)Ifsheiscompletelywell,sheoughttobebackatschooltoday.
活動與探究
Afterclass,makeupadialoguewithyourpartnertotalkaboutfoodyoulikeordislike.Bereadytopresentyourdialoguetotheclass.Youmustusethefollowingexpressionsandasmanywordsthatarereferredtoasyouknow.
ExpressionsFoodwords
Myfavoritefood/fruit/meatis...
I’mfondof...Idon’tofteneat...
Ireallyhate...Ican’tstand...
makemegain/loseweightfriedchickensmokedchickenroastduckbarbecuedmuttonlemonbeefsweetandsourfishsteamedfishcreamedtomatoesfriedeggplantcucumbersaladboiledeggsstir-friedmushrooms
Thebeginningisgiventoyou.
A:Doyouknowhowtomakesoup?
B:Yes,Iputinmushrooms,tomatoesandeggstomakeavegetablesoup.
A:Oh,Ican’tstandtomatoes....