Advance with English

1. Advance with English Module 3 Unit 2 Language 常州市田家炳实验中学 徐 丹

2. 教学目标 • 知识目标 • 能力目标 • 德育目标

3. 在单词：理解、内化、运用本单元生词，其中要重点掌握一些单词throughout, confusing, contribute, replace, raise, adopt, include, depend, record, promise, disagree, set, spread, access，represent, combine, complex, originally, reflect, indicate be made up of, consist of, pick up, lift up, contribute to, take control of, depend on, look up, care about, differ from, as a whole, turn into 1 Noun clauses introduced by question wh-词: (疑问词引导的名词从句) 2 Empty subject it (形式主语 it) to know the history of the English language, similarities and differences of body language used in different countries and areas, development of Chinese characters 知识目标 • 单词 • 词组 • 语法 • 文化

4. 能力目标 a 听to listen for specific information, to know how to predict the answers to the questions while listening • 语言能力目标: b 说 to describe point timeand sequences, stating reasons, to discuss the development of languages, to expand vocabulary related to countries and languages • 综合能力目标: 进一步发展学生基本语言运用的同时，根据高中生的认知特点和发展需要，着重提高学生运用多种媒体和信息资源自主学习的能力，有效交际，收集、整理、处理信息的能力，运用英语进行思维能力。 c 读to read an article about the history of English and a report about the way written language developed in China, to know how to read a history article d 写to distinguish between formal and informal English, to present a report about Chinese and Western body language, to write a booklet about Chinese characters

5. 德育目标 学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。

6. 教学重点与难点 1 以四会要求课文中重要生词以及词组 2 疑问词引导的名词从句，形式主语 it 3 如何阅读有关中英历史型的文献，制作时间事件 列表辅助阅读 • 重点 • 难点 1 如何理解性记忆Reading上的出现有许多专用名词 2 Grammar and usage 上的难点

7. 教 法 与 学 法 • 教 法 以运用任务型教学为主，其他情景教学法、直观教学法为辅，我们英语课堂实际采取“P---T---P”自主学习立体模式 （Pre-task——Task-cycle——Post-task） • 学 法 Reading部分，学生制图记忆理解信息； Grammar and Usage 学生比较归纳，分析概括规律 word power学生进行分类记忆和联想记忆； Task 学生合作学习，培养思维能力、合作能力、发现归纳学习的能力，用完成任务来锻炼学生的技能； Project小组合作，经过4 P 完成任务。

8. 教学内容整体分析及课时安排 Welcome to the unit Different language forms (Period 1) Reading English and its history (Period2~3) Reading strategy Word Power Formal and informal (Period4) Countries and languages Grammar and Usage Noun clause introduced by question words Empty subject it (Period 5~6)

9. Task Anticipating a response (Period7~8) Formulating written language Organizing a report Project Designing a booklet (Period9~10) Self-assessment Revision and self-assessment (period 11)

10. Welcome to the unit (Period 1) Goals: The students will 1 know different language forms, including written language, oral language, emoticons (a special internet language), sign language, Braille and animal language. 2 talk about other ways of communication more than the verbal language 3 Talk about effective methods of studying the English language

11. Step 1 Lead-in How many languages are there on the paper money? Do you recognize all the languages on it? What are they ? 1 What is Braille? 2 Who invented Braille?

12. What does this sign mean in Britain? Do you think the same sign means the same to people all over the world? Can you show some examples and explain them? Who needs to use sign language a lot in their daily life?

13. :- ) =  1 What does this emoticon mean? 2 What is an emoticon? 3 When do people usually use this kind of language? 4 Can you give me some other emoticons? :-( :-O :-D :-P 8-) :~-(

14. obtain more information Do you believe animals can ‘talk’? How do animals communicate with others? Can you give some examples? How do bees communicate with each other?

15. Step 3 Learn more information Read the article on Page 102 in their workbook. They will learn more information about the language of bees.

16. Step 4 Sharing information Encourage them to discuss the three questions listed under the five pictures on P21. Have students exchange their opinions and make sure each individual has a chance to express themselves.

17. 备课资料 • Braille http://www.louisbrailleschool.org/ • Animal language http://www.liuyangriver.com/XXLR1.ASP?ID=7628

18. Reading (Period 2~3) Goals: The students will: 1 know how to read a history article with the help of a time chart. 2 gain an overall understanding of the article and enhance reading abilities. 3 learn to adopt different ways to read different types of articles. 4 master the usage of the new words and phrases. 5 get a better understanding about English culture

19. God bwye! Step 1 Lead-in Imagine one day if you talk with a person from ancient times, can you understand him easily? God be with ye! Goodbye! God be with you!

20. 1 Where did the Angles, the Saxons and Jutes come from? 2 Why can similar pairs of words be found in the English language? 3 What was the German plural form replaced by? 4 Which King of England made English used as the official language? 5 When did Modern English appear? Step 2 Reading-comprehension Question: If we divide the development of English into three parts, what are they? (Skimming) What changes happened during three periods? (Scanning)

21. Careful reading People in Britain all spoke a language called Celtic The Vikings invade Britain and brought their language By the 10th century The Normans conquered England and took control By the latter of the 14th century Henry IV became King of London and used English for all official occasions. During the Renaissance in the 16th century Fill in the form according the content of the article.

22. 450 1399 16th At the end of 9th events Invaded by the three Germanic tribes the Vikings invaded Normans conquered Henry Ⅳ became King the Renaissance 1066 Celtic Anglo-Saxon Old English English, French English modern English language Reading strategy

23. Step 3 Consolidation Activities: Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language. If time permits, the teacher can select another article for students to practice reading history articles.

24. 备课资料 • The Renaissance http://www.fjtu.com.cn/fjnu/courseware/0823/course/_source/web/lesson/char1/j2.htm • 外语教学与研究出版社《欧洲文化入门》 《英语词汇学》 《英语国家概况》

25. Language Study Words: throughout, confusing, European, create, nowadays, consist, contribute, rule, replace, raise, adopt, include, depend, record Phrases: be made up of , consist of, pick up, lift up, contribute to, take control of, have an impact on, result in, depend on, Sentences: It is certain that ------ etc. Exercise: P24~25 Part D1, D2，E P106 A1, A2

26. Word Power Goals: The students will: 1 enlarge their vocabulary by distinguishing formal English from informal English. 2 know different countries and their official languages.

27. 词汇教学 语境法 联想法 解释法 听写加工法 文化性原则

28. Countries and languages Lead-in Imagine that you have just finished your round-the-world travel, your friends are very interested in it. They are asking you a lot of questions about the countries.

29. Mexico Saudi Arabica Brazil

30. Fill in this chart

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32. Most of the English language that you learn can be used in many situations, but you will also hear or read language that is formal or informal. Students will compare the formal English words with informal English words listed in the chart on P26.

33. Consolidation • Rewrite a letter on Page 26 • Do Part A and Part B on Page 104.

34. Grammar and Usage Goals: The students will: 1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause. 2 know the empty subject it acts as the grammatical subject of the sentence and in what situations it is often used.

35. ①如何识别并理解名词性从句在句中充当什么成分.①如何识别并理解名词性从句在句中充当什么成分. • Noun Clause: ② that, wh-连接代词,wh-连接副词 ③ 如何选择连词

36. Grammar and usage I like English . 主语 谓语动词 宾语 若主语和宾语是个句子，就称为主语从句和宾语从句 Whoever breaks the law will be punished . It was good news that everyone got back safely I want to know what has happened .

37. The problem remains unknown. 主语 谓语系动词 表语 若表语是个句子，就称为表语从句 The problem is whether Polly can find her way . The truth is that he is fit for the job . Beijing , the capital of China , is a big city . 主语 系动语 表语 同位语 若同位语是个从句，就称为同位语从句 The news that the plane had crashed made us mad . The fact that Polly didn't ask for help is a pity.

38. 引导名词性从句的连词分为三种： 连词 that 连接代词 who, whom, whose, which, what 连接副词 when, where, how, why 等。

39. 从整句结构 和 从句结构的分析入手 1 Who was responsible for the accident is not yet clear? 2 You can begin to see why English has such strange rules. 3 My idea is that we should spend our holidays by the seaside. 连接代词 连接副词 连词 that

40. Revise the definition of a noun clause Go through <English and its history> and find as many noun clauses as they can. • Show them on the screen and let students read. Find out what sentence element each clause is. That is why English is a language with so many confusing rules

41. 语法讲解点 1. 语序。从句一定要是陈述语序。如： （1）These pictures will show you what the village looks like now. （2）How many guests will be invited isn’t decided yet. 2. 时态。宾语从句的时态需要和主句进行协调。如主句是过去时，从句要用相应的过去时。 （1）He told me that he had seen the film. （2）They said they would spend their holiday in Hainan. （3）Father said he was carrying out an important project. （4）Did you know where the accident took place ?

42. Consolidation Part C1 on Page 100

43. Empty subject it Step 1 Try to find the real subject • It is important for us to learn English well today. • It is no use wasting your time reading such books all day. Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31)

44. Step 2 Translation: 1 要掌握一门外语是困难. It is hard to master a foreign language. To master a foreign language is hard.  Read Part 1 on Page 30.

45. Step 3 Rewrite the sentences It seems that he speak two languages. = He seems to speak two languages. My new neighbour happens to come from my hometown. =It happens that my new neighbour come from my hometown. Draw students’ attention to Part 2 on page 30.

46. Step 4 how to emphasize the element in a sentence by using Empty Subject it (先复习以前所接触的强调信息的一些方法) Jane gave Mary a handbag at Christmas. It was Jane that / who gave Mary a handbag at Christmas. It was Mary that Jane gave a handbag (to) at Christmas. It was a handbag that John gave Mary at Christmas. It was at Christmas that John gave Mary a handbag. Conclusion: It + be的一定形式+被强调部分+that /who分句

47. 形式主语和形式宾语的应用： 当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem. （2）It was important that we should make the plan carefully. （3）It remains a secret how the animals came to live in the sea. 当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如： （1）I found it very difficult that one learns several languages at the same time. （2）He thinks it necessary that we should be given more time practising oral English. 3）He made it clear that he would leave the office soon.

48. Step 5 Consolidation • Have students do C2 on page 100 in their Workbook

49. Task (Period 7~8) Goals : The students will: • practice their language skills of listening, reading, speaking and writing. • learn how to anticipate a response, how to conduct a survey and how to write a report. • get the knowledge about body language and the customs of other countries. 让学生课前查询有关common gesture

50. Skills Building 1 Anticipating a response Step 1 Lead-in • Talk about past experience and find out the differences on customs between Chinese people and Westerners. • Ask some groups to report their results.