unit 5 Lets eat (A)全英文教案

unit 5 Lets eat (A)全英文教案（精选7篇）

篇1：unit 5 Lets eat (A)全英文教案

Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s guess what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they?(Teach the new words: banana, grape)T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T:(在黑板上画简笔画)Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does./

No, she/he doesn’t.Teaching Process: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.

篇2：unit 5 Lets eat (A)全英文教案

作者：佚名

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Warm-up activities 1 Create an interest in the issue of sharing the limited natural resources.Depending on therest of the class, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available(e.g., fwater, etc.)and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discuss in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the class.Presentation(Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation(Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation(Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation(Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points(Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.)to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points(Part B& C)Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation(Vocabulary)1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to guess the names inst and then compare with a partner.3 Check answers with the whole class.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation(Grammar Part A)1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole class.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation(Grammar Part B)1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the class.Presentation(Grammar Part B2)1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation(Integrated skills A)1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?

篇3：unit 5 Lets eat (A)全英文教案

关键词：电路分析原理,全英文教学,留学生

0 引言

随着我国综合国力的提高,为了满足高等教育国际化对创新人才的需求,越来越多的留学生进入我国的高校学习。对于接受外国留学生的高等学校,应当具备相应的教学条件,而对留学生开设的相应课程要进行全英文教学,这也是国际化教育的趋势。“电路分析原理”作为我校电子通信类专业的主干课程,同样面向留学生开放,从而进行全英文教学的建设显得十分迫切。本文主要从对教材的选择和教学内容的安排为出发点,结合考虑教学方式,教师定位以及考核方式等几个方面,采取了多种改革措施。比如,采用全英文课堂教学,并在教材编写、教案设计及实施、反馈与改进等方面提出相应的解决方案,以期待将留学生的电路分析原理的全英文教学工作不断完善,以达到良好的教学效果。同时希望对今后留学生的教学有一定的借鉴作用。

1 全英文课堂教学简介

本课程作为电子通信类专业的一门公共专业基础课,是衔接基础课和专业课的桥梁,因此,该课程在留学生的专业系统教育中显得尤为重要。无论是留学生还是上课教师,要将这么重要而且专业性极强的专业基础课学好和教好,必须先过好语言这一关。全英文的教学模式势在必行,并且该模式对学生和教师都提出了相当高的要求。老师和学生都要不仅要能读懂英语文献、看懂和听懂用英语讲授的专业课,还要能用英语讨论和理解专业问题,准确表达自己的思想和观点。

全英文课堂教学中要突出基本概念,必须先制定好教学大纲,严格按大纲教学,为后续专业课程的学习打下坚实的基础。考虑到该课程的重要性,该英文课程大纲不能降低要求,而应该在语言方面、系统知识和应用能力等方面对学生提出更高的要求。由于“电路分析原理”课程是一门知识点多、理解难点较大的一门专业基础课,课程难点较多,在课程学时有限的情况下,课堂教学中要突出重点[1]。

电路课程全英文教学模式的两个重要指标就是:一是,把课程专业基础知识传授给学生;二是,逐步使学生建立起用英语进行思维的学习习惯。在教学过程中围绕学习重点,在有限的计划学时内,采用以学生为主教师为辅师生积极互动的引导式教学模式进行教学,而不是传统的填鸭式教学模式。在教学过程中,教师要多举学生身边的生活实例或最新工程实践的例子作为教学切入点进行启发式教学,让学生学会独立思考,引导学生认知并深刻理解实例中所涉及的基本原理,引出专业知识点的基本理论,最后总结出书本知识与实际应用的相关性。这样的教学模式可以将理论与实践相结合,使知识来源于工程又应用于实践,让空洞乏味的专业理论知识变得更加鲜活。

全英文教学中,一本合适的英文教材对于教学效果的提升尤为重要。很多原版英文教材陈述过于繁琐,给学生造成的学习压力很大,而与现在越来越少的课时相比,更显得不现实。所以,教师最好要结合学生的专业知识背景和语言背景重新编写一本合适的英文教材。在讲授课程难点时,我们要对比多本国内和国外原版教材的具体内容,找到一些更容易让学生理解的方式方法并把它们融入到自编的教材和课堂讲义中,从而提高全英文教学的课堂教学效率[2]。

2 教学模式改革

留学生的专业课程基础知识普遍没有中国学生的扎实,且由于该课程重点难点较多,如果给留学生采用国内普遍采用的“填鸭式”教学方法,留学生一般很难接受。学生一旦前面的知识没掌握好,很大程度上会对后面知识的学习产生阻碍和拖后腿现象,会极大地挫伤学生学习的自信心。因此,必须改进教学方法,采用多种教学方法相结合的方式进行留学生的全英文教学。

2.1 教学方法改进

现代教学一般采用多媒体的教学方法,教师授课时通过多媒体将教学内容以简单的文字描述配合视频、动画、录音、图片等种生动形象的方式呈现给学生,这样的方式比传统板书的教学方式的确要生动得多。对于电路这种理论性很强的专业基础课,上课内容乏闷,学生容易倦怠是我们在上这门课时遇到的最大问题。利用多媒体进行电路分析原理课程的教学可让上课内容变得更加形象生动,使学生产生新鲜感,因而是许多教学工作者一直乐于接受的方法。对留学生使用幻灯片进行全英文教学,首先可以减少语言方面的障碍,毕竟很多时候上课教师都是本国教师,和学生在语言交流上还是不会太熟练,因此很多内容可以通过课件传递给学生;其次可以增大信息量。教师可以预先为所授课程准备足够的课件,其中每一次的课件内容可以以问题的形式提出,让学生一起思考问题的答案,从而可以加深对课程知识点和问题的理解。通过这种授课的方式能极大地提高学习的效率[3]。

同时,电路分析原理这门课除了有很多概念性的内容之外,也有很多公式和计算类的例题和习题。学生不但需要充分理解这些概念和例题,还要花时间进行练习,只有将习题掌握的很熟练,才能对课程知识点理解得彻底。由于课时有限,课堂上教师只能讲授课程理论知识点、概念和一些重要的例题。所以教师还需要给学生布置一些课后习题作为学生的家庭作业,巩固当天所学的知识点,并且举一反三,由此可以大大提高授课效果[4]。

2.2 提高学习效率

除此之外,给留学生上全英文的电路分析原理课还可以给学生总结英文版的国际通用的专用术语,并指导学生预习这些专业术语。全英文版教材中一般也会分章列出了该章会出现的专业英文单词,这在很大程度上有助于学生因听力上反应不及时造成的对专业术语和知识点的理解问题。除此之外,还要鼓励学生积极发言讨论,这样课堂一点也不显得枯燥,可以很好地调动课堂氛围,也最大可能地提高了留学生上课的学习效率。

受国外教育模式的影响,留学生的课堂表现与中国学生完全不同,国外留学生一般在课堂上表现比较活跃,学生和老师互动的也比较频繁,在老师面前不会有很强的拘束感,有问题直接提问,思维敏捷,学习主动性强。但这种课堂气氛有好处也有坏处,具体表现在留学生课堂组织纪律性不强,上课迟到、甚至旷课现象比中国学生的课堂上发生的频率要高。因此上课教师除了要关心他们的成绩之外也要对他们进行严格考勤,考勤结果要记录并加入综合成绩的评定范围,以提高他们的到课率和课堂效率。

2.3 考核方式改进

目前,我国大多数高校教学的考核方式仍然是以期末考核为主,实行“一卷定成绩”的简单化的考核方式。为确保学生平时不学习临时抱佛脚、突击考试的现象不再发生,改变这种单一化的考核制度势在必行。借鉴美国电路课程的考核模式并结合我国实际情况,可将留学生全英文课程的考核内容设定为课后作业,平时测验,期末考试,实验课和课程设计成绩,上课出席率等内容,且各组成部分均在总成绩中占有一定的分值比例。这样的成绩构成就迫使学生在学习时就要全面重视各个环节的要求而不能重此薄彼,使学生对知识的应用能力得到了大大提高[5]。

众所周知,我国大部分高校的本科生的动手能力和独立思考能力与发达国家先进高校比具有很大的差距。究其原因,与采用的传统的重理论轻实践的考核方式不无关系。而采用这种完善后的课程考核方式实现了理论考核与实践兼顾同等重要,不可偏重任何一方[6]。

此外,课程设计与实验课通过小组完成教师交给的任务,不但培养学生的团队意识,而且提高他们的团队科研协作能力,通过分组汇报提高了他们的口头表达能力,特别是专业英语的口头表达得到了锻炼,逐渐使学生的表达能力满足国际化的需要。

3 结束语

在高等教育国际化的大背景下,“电路原理”双语教学课程的改革与实践为培养出更多具有国际竞争力的高素质人才。本文提出了采用多样化的教学方式,并采用美式先进的教育理念组织教学,培养学生独立学习的能力,增强教师和学生间的交流互动;本文还提出了多样化的考核方式,采用较为科学的国际化的课程考核方式,高度重视理论与实践的结合,加强学生综合素质的培养,培养出高素质具有国际竞争力的创新人才。

参考文献

[1]王焱,徐亚妮.高等教育课程国际化探析[J].教育与职业,2013,23:125-127.

[2]吴素平,王旭红.“电路”课程全英文教学模式探索[J].中国电力教育,2012,6:94-95.

[3]田慧,闻跃,杜普选.“电路分析”全英文课堂教学探索[J].电气电子教学学报,2013,5:37-39.

[4]吴仕宏,纪建伟,曹英丽,等.本科课程教学国际化的探索与实践——以电路双语教学为例[J].高等农业教育,2015,11:79-81.

[5]郑冬梅,张喜春,李奕松,等.提高高等农林院校课堂教学有效性的思考[J].高等农业教育,2014,4:65-67.

篇4：unit 5 Lets eat (A)全英文教案

关键词　服装广告　全英文　教学

中图分类号：H319 文献标识码：A

服装广告学（Fashion　Advertising）是一门具有极强实践性的交叉专业课程。它集市场营销学、心理学、美学等为一体。全英文课程的开设，不论对于专业教师或是学生都是个很大的挑战。如何不让全英文课程沦为单纯的翻译课程，是全英文教学中需要直面的问题。

1　课程目标

本课程的设立以“培养具有国际视野，拥有较强实践能力的人才”为课程建设目标。为达到上述目标，本课程着重如下几点的建设：

（1）参与性。通过搭建师生参与课程的互动平台，引导学生项目参与，激发学生的学习热情。笔者主持了校创意实践服装展示平台的建设，该平台主要是通过实体和虚拟展示手段，为服装广告、展示等课程提供教研平台。为了提升学生的兴趣，该平台开发了一些项目，让学生适当地参与。通过将理论教学与实境教学的结合，极大提高了学生的学习积极性。

（2）实践性。大学生的实践能力不强，已成为影响学生就业、社会适应和创造性的重要因素。本课程的设计，希望通过实践环节的强化，来增强学生的综合专业能力的提升。比如，课程中设置了一个“Presentation”环节，要求学生针对广告课程，课下做一些主题研究。

（3）引导性。作为应用类的课程，授课教师不仅仅是知识传授者，也是行业导师。服装广告内容繁多，从广告调研、策划、创意、制作直至媒介，代表着不同的职业发展方向。每个学生的个人的能力和兴趣都不尽相同。有些学生的组织沟通能力较强；有些学生则擅长创意和制作。所以应该针对学生的不同特点，鼓励学生探索各自不同的兴趣方向。

2　教材选择

选择教材是一门课程的开课基础。目前市场上出现了一批针对广告学的英文教材，通过一段时间的筛选，我们锁定了《当代广告学精要》（Essentials　of　Contemporary　Advertising）。这本教材，让我们真切地感受到了它对课程教学的莫大帮助。好的双语教材选择要点，总结如下：

（1）拥有完备的教辅内容。在对比中外数本不同教材之后，笔者切实体会到经典教材对于教辅资料编撰的用心。目前市场上的大多数教材，只是单纯地罗列课程章节内容、案例和课程思考题。但对于全英文教学来说，这些是远远不够的。由于是全英文授课，这就要求教师需要付出比普通课程更多的时间备课。这也要求教材能够提供尽量完备的教辅资料。本课程选用的阿伦斯的教材，就拥有海量教辅资料。从课件、教师指导到视频、网络资料应有尽有，让教师节省了大量资料准备时间，从而将注意力专注于课程准备上。

（2）具有国际视野。作为市场经济的产物，广告在国外经历了数百年的发展历程，总结了一整套完整理论体系。全英文课程开设的一个重要目的就是为了汲取国外专业课程的精华，体会理解先进的教学思维模式和方式方法。国外的教材，索然在结构框架和内容编排上与教师一般的授课习惯不尽相同；但是一些经典教材，仍然具有非常大的优势。首先，国外经典教材的逻辑严密完整。比如我们选用的《当代广告学精要》（essentials　of　contemporary　advertising），它对当代广告的基本理论、沿革、经济社会与法规层面的思考直至理解广告目标受众、广告策划、广告创意过程、接触受众、整合营销传播等一系列理论进行了精细的梳理，体现了最新国际的广告学的研究成果。

3　教学方法

（1）增强学生的参与性。在教师主导教学的前提下，充分调动学生的学习兴趣。比如，通过情境课堂等方式，让学生在实际参与过程中，体验服装广告的内涵。如在广告创意与制作中，结合学校的服装展示活动，让学生根据主题进行会展广告招贴的设计，独立完成广告创意和平面设计，对个人设计方案展开评比，选出最佳创意、最佳文案和最佳设计等奖项。组织英文广告辩论赛、穿插广告软件学习模块。这些环节设置，大幅提升了学生的积极性，取得了很好的教學效果。

（2）组织专题学习小组。以四个同学为一小组，组织学生自主学习，比如课前预习和专题研讨。由于全英文课程有大量的专业词汇，如果学生没有进行课前预习，不出一刻钟就会走神，对学习失去兴趣。所以要想上好课，必须双重“备课”，教师备好课，学生也要“备好课”。

（3）利用数字化手段拓展课堂空间。适时地拓宽网络课堂和虚拟课堂，利用新型教学方法打破传统课堂时间、地理上的限制。比如建设课程网站，设置包括主题讨论、广告资料链接、优秀作业在线展示　、有问必答等互动板块，打破传统课堂45分钟的界限。加强学生与教师的沟通，利用飞信将每个班级编组，学生如有任何问题可以随时通过飞信提问。同时教师的教学要求和教学补充资料可以通过飞信及时传递给学生。通过拓展课堂空间、共享资源，使之成为“活”的课堂。

4　结语

服装广告全英文课程的开设，对于教师和学生都是一个很大的挑战。从教师角度来说，应该结合专业特点，以培养实践性人才为出发点，来选择合适教材、优化教学环节和提升教学效果。在课程设计上，应突出参与性、实践性和引导性，意在培养具有较强专业能力和综合能力的实践型人才。在此基础上，需要注重选择经典教材并灵活运用各种教学手段。在教材选择上，应该具备国际视野，同时兼具海量的教辅资料，从而能够使教师脱离繁重的资料准备，专注于备课；在教学方法上，秉承课程特点，提倡课程的参与性、互动性和数字化，从而取得较好的教学效果。

参考文献

[1]　王霞.关于高校双语课程教学的几点思考[J].知识经济，2012（5）.

[2]　崔淼.专业实践应用课程的双语教学反思：以“广告心理学”为例[J].消费导刊，2009（8）.

[3]　顾永琦，董连忠.香港双语教学尝试的经验教训及启示[J].现代外语，2005（1）.

[4]　戴烽.《广告心理学》网络双语教学新探索[J].南昌高专学报，2009（6）.

篇5：全英文教案

3.Communication through learning

4.Situational teaching method情境教学法 V.Studying Ways

Activity-based learning(individual 个别的work;pair work;group work;class work)VI.Teaching Procedure Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time)Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T-shirt/ shirt/ dress/skirt?

2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures.阴影图片 Step 4 extension

篇6：六年级下册全英文教案设计

Where did you go?

Part B

Bowu school Ding Longhua Teaching aims :

1.To learn the new words : ate fresh food , bought gifts , went swimming , took pictures

2.Key sentences: How was your summer holiday, John?

It was good.I went swimming every weekend.3.Student can make sentences use the key sentences.Important points :

The key sentences Difficult points : 1.Make sentences

2.Translate sentences into Chinese Teaching aids : The word cards , a tape Procedure: Step1: Warming up

1.Greetings

2.Free talk

Step2: Revision

1.Review the words

2.Review the “ Let’s talk ” of Part A

Step3: Presentation

1.Open the book “ let ’s learn ”

2.Show cards of the new words : ate fresh food , bought gifts , went swimming , took pictures

3.Listen to me carefully

4.Read after me

5.Listen to the tape and read after it.Key sentences :How was your summer holiday?

It was good.I went swimming every weekend.7.Translate into Chinese and teacher explain

Step4: Practice.Read new words by themselves.Listen to the tape and read after it

3.Give enough time to read them

Step5.Blackboard design :

Unit Three

Where did you go?

Part B

Let’s learn : ate fresh food went swimming

took pictures

bought gifts

Amy:How was your summer holiday,yifan?

篇7：全英文教案 Unit2

The theme of this class is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this class, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousness of intercultural.Part 2: Teaching Aims

1.Knowledge Objects

①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects

（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command（2）Grammar and sentence

①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral Objects

Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousness, arouse their enthusiasm for English learning.Part 3: Teaching Key Points and Teaching Difficulties

1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.Part 4: Teaching method

1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method

Create the scenarios, lead in the topic, group discussions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:

Teaching Procedures Step1： Warming up

Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in

I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading

1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English.（2）Written English is the same in both American English and British English.（3）Sometimes people from the two countries have difficulty in understanding each other.（4）The English language in the world always stay the same as the language used in Britain.2.Show the students some important words and expressions.（1）include包括，包含

（2）play an important role / part in 扮演重要角色（3）even if / though 即使，即便（4）a large number of 许多，大量的（5）communicate with 和...交流（6）be based on 建立在......的基础上（7）make use of 利用，使用 Step 4： Careful reading 1.Let the students read the passage carefully and then make a time line of the development of English.2.Let the students read the passage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.3.Let the students listen to the text carefully and repeat the sentences.Step 5 ：Group work

Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice

Retell the history of English and tell the differences of ancient English and modern English, British English and American English.Step 7：Summary

Answer questions: Tell us what did you learn from this lesson? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.Step 8：Homework

1.Go over the text and try to learn all the useful words and expressions in this part by heart.2.Write a passage about your English learning.Part 6: After-class reflection