english around the world教案

A Teaching Design for Module 2 Unit2

Reading ——English Around the World 【Analysis of the text】:

The main topic of the passage is about “English language and its development, different kinds of English and the importance of it”. It is an exposition. With the rapid development of the world and the time, language as a communication tool is also developing and changing very fast. And English, as the world’s most widely used language, is absorbing foreign culture and being innovated all the time. It can enrich s tudents’ knowledge about English language, especially the current trend of English development. Besides by learning this text, students can learn how to use data to write an exposition. Meanwhile, it provides a situation for the learning the language points.

【Analysis of the students】:

Currently students are in Grade 1, senior high school. This is the second unit of the first semester. The students are not very used to the teaching mode of senior high school, lack independent study ability and are very dependent of teachers. In addition, they may have difficult in understanding connotative meanings of the text. Thus teachers should lead and guide students correctly and effectively. What’s more, teachers should also help students build their knowledge system and encourage classroom communication.

【Teaching objectives】:

1.Knowledge objectives: students will be able to

①Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar- the indirect speech of the imperative clause

②know more about English language and its development and different kinds of English through this passage.

2. Ability objectives: students will be able to

①improve their reading ability

②practice scanning for specific information by answering several questions at the beginning of the passage.

③practice their oral English through group discussion and group task.

3. Affective objectives: students will be able to

①experience different kinds of activities in the English class and develop their interest towards English.

②know more about the English culture, realize the importance of English.

4. Learning strategy:

①resourcing strategy: students will be encouraged to take advantage of the internet for more information about the development of English.

②cognitive strategy: students will be able to think about problems actively and give immediate feedback.

③cooperative strategy: students will learn more communicative skills by doing the group work and develop their cooperative spirit.

【Teaching important points】:

1. Students will be able to learn the importance of English around the world.

2. Students will be able to practice some reading skills, such as scanning, generalization, reference.

3. Students will be able to improve their ability of independent study and grasp some reading skills, like skimming and scanning.

【Teaching difficult points】:

1. How to train students’reading skills effectively and guide students to use these skills correctly.

2. How to arouse students’interest and enthusiasm in class and help them develop their ability of independent study.

【Teaching methods】:

Task-based teaching method and communicative teaching method.

Heuristic teaching approach, discussion approach.

【Teaching aids】:

Multi media; ppt

【Time】：

One lesson, 45 minutes

【Teaching procedures】：

Step1: Lead in (6mins)

(1)Guess pictures

T：present some national flags of English speaking countries on the ppt.

S: name the English-speaking countries according to the national flags.

(2)Pair work

Ask the students to listen to a piece of BBC news and a piece of VOA news and two in a group find the differences between British English and American English(vocabulary, spelling, pronunciation, usage ,etc.) and show some examples to them.

Design aims: Using pictures to lead in to make the lesson more interesting and vivid; stimulate students’ learning interest and their motive of learning.

Step2: Pre-Reading (4mins)

Ask students to discuss the following 2 questions:

1.What are the three ways a language is often used ?

＊Mother tongue/native language

＊Second language/Official language

＊Foreign language

2. How to decide the importance of a language?

＊The number of native speakers

＊How widely the native speakers are spread

＊The cultural, economic and political influence of those who speak and write in it. Design aims:Help students get some information about language and be well prepared for intensive reading.

Step3: While-reading (25mins)

1. Skimming (5mins)

Ask the students to read quickly to get the main idea of the text.

2. Scanning (5mins)

Guide the students to find out key sentences of each paragraph or ask them to

3. Detailed reading (15mins)

(1)①Ask students to read the Para.1 very carefully and fill in the form

③Check the answer

(2) Ask students to read the Para.2 very carefully and judge according to Para.2 whether the following statements as T or F.

?The number of people who learn English as a foreign language is more man 750

million．

?All people learn English for five or six years at high school.

?In China students learn English at school as a foreign language，but not Hong

Kong.

?People in Hong Kong speak English only as a second language．

(3) Ask students to read the Para.2 very carefully and answer the following questions.

What language should we use on the Internet so that we can communicate with people around the world?

How can we use English every day in China?

Why English is so important around the world?

Design aims: Get the students comprehend the passage quickly and accurately, and

meanwhile help the students to form a good habit of reading. Train students’ ability to search for detailed information and reading comprehension

Step4. Post-reading (8mins)

Group Discussion

Discuss two open questions:

Q1：Why do you want to learn English ?

A1：for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Q2: What do you think are the reasons for the spread of English around the world?

A1: ★English is one of the official languages of the Olympic Games and the United Nations.

★English dominates international websites and provides nearly all of the new computer terminology.

★Tourism and trade from Western Europe and North America has contributed to the spread of English.

★Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English

Design aims: Using open questions let students express their own thoughts and doing group work to help their cooperate sprit. Talking freely can also create a relaxing atmosphere in class.

Step5. Homework (2mins)

1. Search for some information about the wide use of English in China on the internet.

2. Write a short essay about the discussion.

Design aims:Train students’ ability to search for information and writing skills. Help them consolidate knowledge.

【Blackboard design】：

Unit 2 English Around the World

On the left

Important Words and Expressions

1.Majority n.大多数the majority of

2.native speakers 本地人

3.mother tongue(MT) 母语

4.foreign language(FL) 外语

5.international organization 国际组织

6.international trade 国际贸易

7.Tourism 旅游业

8.global culture 全球文化

9.popular music 流行音乐

10.have a good knowledge of 更好的了解到

On the right

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AroundTheWorld世界各地

Around The World 世界各地 On vacation 度假 Take photos 拍照 On the beach 在海边 a group of people 一群人 play beach volleyball 打沙滩排球 be surprised 惊讶的 be surprised at sth./sb.对某人或某人感到惊讶 in this heat 在酷暑中be relaxed 放松 have a good time 玩得很痛快 in different kind of weather 在不同的天气里Thank sb for(doing)sth由于（做）某事而感谢某人 How’s it going? 近况如何Some…others…一些…另一些… Look like..看起来像。。。 二、句型／日常交际用语 (1)-How’s the weather(+地点)? –It’s raining? (2)-What’s the weather like?—It’s sunny./It’s cold and snowing. (3)-How’s it going? –Great./Not bad. (4)Thanks you for joining CCTV’s Around The World show? (5)-Is Aunt Wang there? –Yes,she is/No,she isn’t Unit 7 What dose he look like? 一、词组 look like 看起来像.... curly /short/straight/long hair 卷／短／直发medium height/build 中等高度／身体 a little bit 一点儿… a pop singer 一位流行歌手 play的用法。 wear glasses 戴眼镜 have a new look 呈现新面貌 go shopping 去购物 the captain of the basketball team 篮球队队长Nobody knows me 没有人认识我 would like 想要 a large/medium/small bowl 大碗/中碗/小碗 what size 什么尺寸 orange juice 桔汁 green tea 绿茶 phone number 电话号码 as well as 而且 what kind of 表示….的种类 a kind of 一种… some kind of 许多种… a bowl of rice 一碗米饭 a bottle fo orange juice 一瓶桔子汁 three oranges 三个桔子(可数) a bottle fo orange j 一瓶桔子汁(不可数) some chicken 一些鸡肉(不可数) three chickens 三只小鸡(可数) do one’s homework 做某人的家庭作业 如：do my homework 做我的家庭作业 play +运动或棋类 如：play soccer 踢足球play chess 下棋 play +乐器如：play the guitar 弹吉他 go to the movies 去看电影 do some reading 阅读 study for the (math) test 准备（数学）考试 stay at home 呆家里 go to summer camp 去夏令营 go to the mountains 去爬山 visit sb 拜访某人 go shopping 去购物 last month 上个月 three days ago 三天前 yesterday 昨天 look for 寻找 go for a walk 散步 in the morning/afternoon/evening 在早上／ 在下午／在晚上 play computer games 玩电脑游戏 It was time to do sth 该。。。的时候了 ptetty good 相当好；不错 in the conner 在角落 kind of boring 有点无聊 be lost 迷路 feel happy 感到高兴 be fun 很有趣 on vacation 在度假 Central Park 中央公园 the Great Wall 长城 the Palace Museum 故宫 Tian’an Men Square 天安门广场 talk show 谈话节目 soap opera 肥皂剧 sports show 体育节目 game show 比赛节目 think of 认为 how about… …怎么样？＝what about… in fact 事实上 a thirteen-year-old boy 一个十三岁的男孩＝ The boy is thirteen years old talk to(with)… 跟…谈话 thanks for… 为…感谢 each student 每个学生 key ring 钥匙链 baseball cap 棒球帽 the school magazine 校刊 can’t stand 不能忍受 don’t mind 不介意／无所谓／不在乎 school rules 学校规章制度 break the rules 违反规章制度 in the hallways 在过道 listen to music 听音乐 in the music room 在音乐教室里 in the dining hall 在餐厅 sports shoes 运动鞋 gym class 体育课 after school 放学后 have to do 不得不做 too many 太多 get up 起床 by ten o’clock 十点之前 make dinner 做饭 the childre n’s palace 少年宫 1. have a good time = enjoy oneself 玩得很 开心 2. match …with 与…配对 3. on the Great Wall 在长城上 4. talk to 对…说话 5. on a school trip 学校外出活动 6. That’s great 太棒了 7. the others 其他的（人/物） 8. lots of 许多，大量的 9. eat lunch 吃午饭 10. lie in the sun 躺在阳光下 11. send me a postcard = send a postcard to me 寄给我明信片 12. at the moment 此刻，现在 13. in front of 在…的前面 14. write to sb. 写信给… 15. a lot 非常，许多 16. enjoy doing 喜欢（享受）做某事 17. shop for presents 购买… 18. take photos 照相 19. at this moment 此刻 20. in different places 在不同的地方 21. leave work 离开工作 22. go home 回家 23. wait for buses 等公交车 24. run for the trains 追火车 25. drive a car 开车 26. at home 在家 27. walk to pubs 走路去酒馆 28. have afternoon tea 喝下午茶 29. have dinner 吃饭（正餐） 30. watch a ballet 看芭蕾 31. get up 起床 32. get dressed 穿衣服 33. drink coffee 喝咖啡

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

《公共空间设计》课程标准

《公共空间设计》 课程代码：zh012 课程类别：专业技能课 学 分：5 总 学 时：80 适用专业：装潢艺术设计 一、前 言 (一) 课程性质 1、课程性质与作用 该课程是装潢艺术设计专业二年二期学生的室内设计课程，教学对象学习过工程制图、设计表现、室内设计原理等课程，具备一定的专业设计与制作能力。本课程属专业必修课，是专业核心技术课程模块之一。 2、前导和后续课程 图1：前导及后续课程 （二）课程设计思路 本课程以办公类、商业类、餐饮类、休闲类、展览类、娱乐类空间设计项目为载体贯穿始终，利用项目的执行，将公共空间的类型与特征、公共空间的设计方法、设计流程及手绘方案表现、AUTO CAD 、3Ds MAX 相关软件的运用等相关知识与技能按照项目流程及技术方法需要在各子项目和任务中进行嵌入与引导，指导学生完成项目任务，形成课程可展示成果。 校企双方教师以学生完成项目的操作过程、阶段性成果和项目成果综合质量来评定学生课程成绩。作品完成后，组织对作品进行适当的陈设、展示，使学生形成必要的成就感。 前导课程 室内设计原理 室内设计制图 室内设计表现 后续课程 公共空间设计 专题设计 毕业设计 顶岗实习

二、课程目标 （一）知识目标 1、知道公共空间的基本种类； 2、了解地域经济、文化对相关公共空间的影响； 3、了解国家或行业协会对公共空间设计的相关技术标准与要求； 4、了解室内设计行业新技术、新工艺与新材料的发展与基本用途； 5、理解各类公共空间的特定功能； 6、掌握室内设计相关原理、图纸规范； 7、掌握空间形态的组合方式与设计方法。 （二）能力目标 通过导入与实施项目，学生能运用公共空间特定功能、表现形式、装饰工程要求等相关知识，根据室内设计相关的技术标准等要求，按照空间设计的基本流程、设计手法和操作规范，利用手绘表现、计算机CAD、3Dsmax软件平台相关技术，完成符合课程项目要求的设计图纸，预设效果，最后编制设计说明，并与相关图纸一起装订成册。 （三）素质目标 1、表达与交流能力——在项目执行过程中需保持有效的口头沟通、项目组内工作的有效衔接、设计方案的有效陈述与说明； 2、知识产权维护能力——在项目执行过程中，坚持设计的原创性，注意保护设计成果的知识产权，并不窃取他人的设计成果； 3、执行力——能够正确理解项目任务书相关要求，能够正确的按照设计计划方案执行相关任务，按时、按质地完成并提供阶段性可展示成果； 4、职业道德和敬业精神——按时到岗，保持岗位的整洁，图纸摆放、收纳、整理有序，形成有效的技术档案，树立良好的知识产权维护意识； 5、组织能力——保持项目组内工作的有效衔接，各岗位之间保持有序、有效的负责关系，保障项目的正常实施； 6、操作规范——遵循室内设计工作室计算机、打印机、扫描仪等相关设备操作规范。 三、课程学习内容与学时分配 （一）课程总体设计 通过本课程的学习，使学生理解公共空间设计的基本理论知识，掌握公共空间设计的基本流程和设计手法，为其胜任室内设计师的工作奠定基础。 本课程共计80学时，分为6个教学单元，教学单元、任务及学时分配设计具体见表1。

教学设计 高一英语ppt课件教案 人教版

新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析

翻译中的归化与异化

“异化”与“归化”之间的关系并评述 1、什么是归化与异化 归化”与“异化”是翻译中常面临的两种选择。钱锺书相应地称这两种情形叫“汉化”与“欧化”。A．归化 所谓“归化”（domestication 或target-language-orientedness），是指在翻译过程中尽可能用本民族的方式去表现外来的作品；归化翻译法旨在尽量减少译文中的异国情调，为目的语读者提供一种自然流畅的译文。Venuti 认为，归化法源于这一著名翻译论说，“尽量不干扰读者，请作者向读者靠近” 归化翻译法通常包含以下几个步骤：（1）谨慎地选择适合于归化翻译的文本；（2）有意识地采取一种自然流畅的目的语文体；（3）把译文调整成目的语篇体裁；（4）插入解释性资料；（5）删去原文中的实观材料；（6）调协译文和原文中的观念与特征。 B．“异化”（foreignization或source-language-orientedness）则相反，认为既然是翻译，就得译出外国的味儿。异化是根据既定的语法规则按字面意思将和源语文化紧密相连的短语或句子译成目标语。例如，将“九牛二虎之力”译为“the strength of nine bulls and two tigers”。异化能够很好地保留和传递原文的文化内涵，使译文具有异国情调，有利于各国文化的交流。但对于不熟悉源语及其文化的读者来说，存在一定的理解困难。随着各国文化交流愈来愈紧密，原先对于目标语读者很陌生的词句也会变得越来越普遍，即异化的程度会逐步降低。 Rome was not built in a day. 归化:冰冻三尺,非一日之寒. 异化:罗马不是一天建成的. 冰冻三尺,非一日之寒 异化:Rome was not built in a day. 归化:the thick ice is not formed in a day. 2、归化异化与直译意译 归化和异化，一个要求“接近读者”，一个要求“接近作者”，具有较强的界定性；相比之下，直译和意译则比较偏重“形式”上的自由与不自由。有的文中把归化等同于意译，异化等同于直译，这样做其实不够科学。归化和异化其实是在忠实地传达原作“说了什么”的基础之上，对是否尽可能展示原作是“怎么说”，是否最大限度地再现原作在语言文化上的特有风味上采取的不同态度。两对术语相比，归化和异化更多地是有关文化的问题，即是否要保持原作洋味的问题。 3、不同层面上的归化与异化 1、句式 翻译中“归化”表现在把原文的句式（syntactical structure）按照中文的习惯句式译出。

unit2englisharoundtheworld课文及翻译

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