Unit2Englisharoundtheworld教學設計

(第6課時)

從容說課

Thisisthesixthteachingperiodofthisunit.Theteachercanfirstasksome

studentstomakeadialoguetoreviewdifferencesbetweenBritishEnglishand

AmericanEnglishinvocabulary.

Theemphasisofthisperiodshouldbeplacedondevelopingstudents9speaking

ability.Theteachercanleadinthepart.ReadingandspeakingonPage15bygetting

studentstogiveexamplesofBritishandAmericanwordswhicharedifferentbuthave

thesamemeaning.Then,askstudentstoreadthedialogueandfindthedifferent

wordsusedbyAmy(American)andalady(British).Makesuretheyknowthatthe

wordsusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeaker

uses.Atlast,letstudentsmakedialoguestopracticethewordswhicharedifferentbut

havethesamemeaning.Inthisactivity,theteacherasksstudentstoselectactual

streetsandlocationintheirhometownforgivingdirections.Ononehand,ithelps

studentstopracticepatternsfordifficultiesincommunication;ontheotherhand,

studentscanreviewdirectspeechandindirectspeechandrequests.Atthesametime,

theycanalsolearnmoreBritishandAmericanwordsandexpressionswhichare

differentbuthavethesamemeaning.So,itwillmakefordevelopingstudents9

speakingability.ThepartTalkingonPage48intheworkbookwillhavethesame

effect.

Sometimesthebestwaytounderstandalanguageistoteachittoothers,sothe

partSpeakingtaskonPage52isdesignedtoletstudentsgivesomegoodadviceon

howtoteachEnglishtobeginners.Thisspeakingtaskrequiresstudentstothinkabout

howtheylearnEnglishandchoosethemethodsthathelpedthemthemost.Thisisa

verygoodactivity,butperhapsitisalittledifficultforthemtodoso,givethemsome

helpifnecessary.

教學重點

Developthestudents9speakingabilitybymakingandactingdialogues.

教學難點

Enablethestudentstohavetheabilitytoaskdirectionsbyusingdirectspeechor

indirectspeechandrequests.

教學方法

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Role-play

教具準備

Normalteachingtools

三維目標

Knowledgeaims:

1.GetthestudentslearnsomeBritishandAmericanwordsandexpressions

whicharedifferentbuthavethesamemeaning.

2.Getthestudentstolearnpatternsfordifficultiesinlanguagecommunication.

Abilityaims:

1.Developthestudents9speakingabilitybymakingandacting.

2.Enablethestudentstolearntousepatternsfordifficultiesinlanguage

communication.

3.Letthestudentshavetheabilitytoaskdirectionsbyusingrequests.

Emotionalaims:

EnablethestudentstomastermoreBritishandAmericanwordsandexpressions

whicharedifferentbuthavethesamemeaningandpatternsfordifficultiesin

communicationsothattheycancommunicatewithforeignerswhocomefrom

differentcountriesmorefreely.

教學過程

設計方案（一）

一Step1Revision

1.Checkthehomeworkexercises.

2.AsksomepairstoplaytheirdialoguesaboutdifferencesbetweenBritish

EnglishandAmericanEnglishinvocabularyandgivesomecomments.

一Step2Lead-in

Theteachercanfirstaskstudentstogiveexamplesaboutdifferencesbetween

BritishEnglishandAmericanEnglishinvocabulary,andthentellthemtoturnto

Page15andmakeclearsomethingAmyandherAmericanfriendsmeetinLondon.

一Step3Speaking

1.Getthestudentstoreadthedialogueandfindthedifferentwordsusedby

AmericanandBritish.Makesuretheyknowthatthewordsusedfordirectionsoften

varydependingonwhatkindofEnglishthespeakeruses.

Amy(American)Lady(British)

subwayunderground

leftleft-handside

keepgoingstraightgostraighton

blockstreet

rightright-handside

2.Role-play

AskthestudentstousethewordsthatwereconfusingtoAmyandherfriendsin

arole-playoftheirown.Tellthemtheyhadbetterselectactualstreetsandlocationin

theirhometownforgivingdirections.

Sampleversion:

A:Excuseme,ma'am.Wouldyoupleasetellmewherethenearestdrugstoreis?

B:Pardon?

A:IsaidIcouldn'tfindthechemisfsshop.

B:Well,goroundthecomeronyourleft-handside,straightonandcrossthe

flyover.Youwillfinditahead.

A:Thankyouverymuch.

C:Whatdidshesay?

A:Shetoldustogoaroundthecornerontheleft,keepgoingstraightandthen

crosstheoverpass.Thedrugstorewillbeahead.

3.Dialogue

Askthestudentstoreadthedirectionsandmakesuretheyknowwhattodo.

Remindthemtousetheexpressionsfordifficultiesinlanguagecommunication.

一Step4Workbook

1.Revisepatternsfordifficultiesinlanguagecommunication

Theteacherasksstudents:Ifyoudon'thearwhatsomeonesays,whatshouldyou

say?Studentsmayanswer:Pardon?/Ibegyourpardon?/Couldyousaythatagain,

please?/Couldyourepeatthat,please?/Canyouspeakmoreslowly,please?/Howdo

youspellit,please?/Idon'tunderstand./Sorry,Ican'tfollowyou.

2.TurntoPage48.Makeadialogueinpairs,usingtheexpressions.

Getthestudentstoreadthesituationscarefullytodecidewhichonetheywould

liketochoose.Makesuretheyknowwhattodo.

SampledialogueforSituation1

(F二foreigner,Y=you)

F:Excuseme,butIcan'tfindmyfriends.Couldyoudomeafavor?

Y:Canyouspeakmoreslowly,please?

F:Theyarewaitingformeontheflyover.ButIcan'tfindit.

Y:Sorry,Ican'tfollowyou.Couldyourepeatthat,please?

F:Iwanttogototheflyover.

Y:Well,walkalongthisstreetandtakethefirstrightturnonyourright.Keep

goingstraightandyou'llseeit.

Sampledialogueforsituation2

(F=yourfather,M=yourmother,Y=you,W=waitress)

F:Excuseme,butIcan'tfindthetoilet.Canyouhelpme?

W:Er...toilet?Ifsoverthere.

B:Restroom?Butwedon'tneedtohavearest.

Y:Oh,sorry.ButwhereistheWC?

W:Ibegyourpardon?

Y:WC.

W:Sorry.ThereisnoWC.Oh,Isee.Itisonthesecondfloor.

Y:Thankyouverymuch.

(Goupstairs.)

F&M:Whereisthetoilet?Notoiletbutemptyroomshere.

Y:Oh,Isee.WeareintheUSA.Thesecondfloorheremeansthefirstfloor.Lefs

godownstairs.

一Step5Speakingtask

1.TurntoPage52.Getthestudentstoreadthedirectionsandmakesurethey

knowwhattodo.

2.Workingroupsofthree.Firstdiscuss,andthenmakealistoftheirideasand

fillinthechart.

Sampledialogue:

A:Nowlefstrytorememberwhathelpedusmostwhenwewerefirstlearning

English.

B:IrememberIlearnedthemostfromseeingthewordswrittendownanddoing

dialoguesandreadings.Doyourememberweusedtoreadthedialoguesinthebook

andthenchangethemalittleusingourownwords?Thatwasverygoodpractice.

C:Yes,andIthinklearningthegrammarandthenpracticingitinsituations

helpedmealot.

A:WhataboutlisteningtoEnglish?Whathelpedusmosttoimproveour

English?

B:Thelisteningtapesgoingwithourtextbookswereverygood.TheVCD,which

usednativespeakerstoteachEnglish,wasveryhelpful.Englishprogramsontheair

helpedmemost

C:Metoo!Metoo!

A:SoweshouldsaythatwelearnedourEnglishbylisteningtotapeswithnative

speakers,byreadingtextsthatwerenottoodifficult,bypracticingthegrammarin

situations,byspeakingEnglishusingthedialoguesandpracticingthepronunciation

ofnewwords.Thatseemsveryclear.Solet'smakealist.

一Step6Homework

1.Finishofftheworkbookexercises.

2.PreviewthenextpartWriting.

板書設計

Unit2Englisharoundtheworld

Speaking

Patternsfordifficultiesinlanguagecommunication

Pardon?

Ibegyourpardon?

Idon'tunderstand.