“世界英语”是本单元的中心话题，，它的词汇部分设置连线、填空等形式的习题，同时让学生学会语言障碍的表达法，在运用中让学生巩固所学单词及词组，体会英美语言差异，并让学生能用所学构思方法写一篇关于英语学习经验的作文，培养学生就所给话题进行语言构思的能力。

    学情分析

    本节词汇课，课标要求学生掌握并扩展世界英语词汇的知识；在第一部分，学生要对相关词汇有所了解，第二部分通过文章强化词汇，第三部分通过练习巩固生词，最后扩展到词汇运用的写作知识。学生基础参差不齐，多数学生对阅读文中的词汇比较轻视，不具备良好的阅读习惯和较强的阅读能力，感受不到英语语言文化的魅力和学习英语词汇的乐趣。目前，学生上课以interpersonal的交流为主，而interpretative和presentational形式比重不够。学生的课外语言活动环境不够丰富，通常缺乏以词汇、语法和写作练习为主的语言运用。

    教学目标

    创设语境帮助学生学习本单元的重点单词及与与主题相关的词汇。

    教学重点和难点

    教学重点  1. Get the students to learn different reading skills.

    2. Get the students to learn about the English language.

    教学难点  Develop the students’ reading ability.

    教学方法  1. Task-based teaching and learning

    2. Cooperative learning

    3. Discussion

    教具准备    The multimedia and other normal teaching tools

    三维目标

    Knowledge aims:

    1. Get the students to learn the following useful new words and expressions in this passage: include　role　international　native　elevator　flat　apartment　rubber　petrol　gas　modern　culture　AD　actually　present(adj. )　rule(v. )　vocabulary　usage　identity　government　Singapore　Malaysia　rapidly

play a role in　because of　come up such as

    2. Get the students to learn about English language.

    Ability aims:

    Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.

    Emotional aims:

    Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.

    教学过程

    设计方案

→Step 1 Lead-in and Warming Up

To arouse the students’ interest and lead in the topic, the teacher can organize some activities.

1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.

2. Get the students to discuss in groups about the differences between British English and American English, and give some examples.

3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English:

apartment/flat　bathroom/toilet　can/tin　candy/sweet　elevator/lift　fall/autumn game/match　line/queue　penal/pen friend　mad/angry　mail/post　mom/mum　movie/film　pants/trousers　repair/mend　sick/ill　cookie/biscuit　crazy/mad　drugstore/chemist’s gas/petrol

→Step 2 Pre-reading

Get the students first to discuss the two questions with their partners and then answer them.

1. How many people speak English in the world today?

2. Why do so many people speak English?

[设计思路] 这两部分以问答等的形式，使学生了解世界英语及英语词汇在某些重要方面有很大差异，为本单元的进一步学习作好了准备。设计的内容都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动，运用所学词汇展开简短的讨论，鼓励学生独立思考，阐述不同的看法。

→Step 3 Reading

1. Skimming

Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. 

2. Scanning

1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons.

2)Choose the best answer and see whether you’ve really understood the text.

(1)The passage mainly tells us______________.

A. why English is more and more widely used in the world today

B. a very brief history of the English language

C. the difference between British English and American English

D. the different kinds of the English language in the world

(2)“English became closer to the language you are learning now. ” Here the word “close” means______________.

A. very alike

B. short 

C. near

D. careful

(3)From this passage we can infer that the English language was once influenced by______________.

A. the Chinese language

B. South Africa

C. South Asia

D. both German and French

(4)From this passage we can see that______________　.

A. the author is quite sure that Chinese English will become one of the world Englishes

B. the author has no idea whether or not Chinese English will become one of the world Englishes

C. the author thinks that government and education play an important role in English learning

D. the author feels every satisfied to see more and more Chinese people are learning English

3. Language problems

While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc.

4. Reading aloud

Play the tape of the passage for the students to listen to and follow. Play the tape of part of the passage once more; this time the students listen and repeat.

5. Following up

Work in groups. Discuss the following two questions and then ask two groups to report their answers to the class.

1)Do you think it matters what kind of English you learn? Why?

2)Why do you think people all over the world want to learn English?

[设计思路] Reading部分运用了速读或者说略读与细读或者说找读的阅读技能，突出了阅读任务设计的层次性、多样性与灵活性，以小组为单位回答问题的成果展示方式，使学生了解当代语言词汇的新趋势和新特点，既是语言词汇的学习过程也同时渗透了合作学习精神。

→Step 4 Workbook

Do Exercises 1 and 2 in Using words and expressions on Page 49.

→Step 5 Discussion

Get the students in groups to discuss how their generation could influence English.

[设计思路]本部分设计的练习，旨在检测学生对课文基本内容的理解程度；列出英语词汇的发展阶段，旨在检测学生的归纳概括能力；回答问题, 要求学生结合实际作答，目的是挖掘学生学习词汇的潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。

→Step 6 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again. Try to retell it.

    德育渗透

    Life is just a series of trying to make up your mind. 生活是由一系列下决心的努力所构成的。

    Hitch your wagon to a star. 树雄心，立大志。

    Success belongs to the persevering. 胜利属于有毅力者。

    No success in life merely happens. 人生中没有什么成功是纯粹偶然得来的。

Where there is a will, there is a way. 有志者事竟成

    活动与探究

    Surf the Internet and try to find more about the differences between British English and American English.

More and more people learn and speak English. Why? Hold a group discussion, and write a short passage titled “Why should we learn English? ” to list the reasons.

    教学反思

    本节课设计这些练习是帮助学生学习本单元的新单词和短语，通过新的词汇例子来展现美国英语与英国英语的差异。在这一环节中，我设计了许多问答活动，都有所侧重，保证大部分学生能按时按质完成任务，鼓励全体学生积极的展现自我，形成自主学习意识。从教学实践来看，学生乐于在小组中进行合作学习和进行成果展示，但任务设计及其难度是开展小组合作的重点和难点。在任务型教学中，也融入了传统的板书和语言形式的操练，对学生的学习更具目的性、指引性。我在设计教学时充分利用各种教学手段，根据学生实际整合有限的课程资源，从多方面调动学生学习的积极性，特别是最后一个巩固环节，不仅要求学生回答问题，还结合作文的模式，让学生根据所给信息，完成“Why should we learn English? ”的主题写作任务。在这一环节中，让学生课后学会收集信息、处理信息，用所学语言去实践，既锻炼了学生听、说、读、写的语言运用能力，又培养了学生良好的英语学习习惯，也增强了学生学习英语的兴趣，从而提高了英语学习成绩。