高中英语人教版 (2019)必修 第一册Unit 5 Languages around the world优质课件ppt

课题

Period 5 Listening and Talking & Assessing Your Progress & Project

单元

Unit 5 Languages Around the World

学科

English

教材

分析

During this period, the class will focus on listening, talking, assessing and projects.

Students are expected to get the skill to express lack of understanding.

The teachers would inspire students to master skills to create a word bank.

教学目标与核心素养

Knowledge objectives: Enable the students focus on assessment.

Skill objectives: Help the students master listening and talking skills.

Emotional objectives: Enable the students overcome the difficulty of remembering words.

Thinking quality objectives: Inspire the students to develop a new method to remember words.

重点

1. Master the usage of key words and phrases.
2. Improve the students’ ability to express.

难点

Let students master how to create a word bank.

教学过程

教学环节

教师活动

学生活动

设计意图

Daily routine

Step 1

Warm up

Teacher greets the whole class as usual.

-  Activate students and remind them to concentrate.

Step 2

Preview check

Teacher asks students the meaning of words, phrases and knowledge points learnt last lesson.

Students answer the questions loudly together.

-  Check the teaching situation of last lesson quickly.

-  Help students consolidate the knowledge points.

Lead-in

Step 3

Video: Differences vocabulary in the house

Can you think of more pairs of words like these?

After getting the information and the meaning of the new words, answer the questions.

-  Use pictures to catch students’ attention.

-  Expand their horizons and spark their interest.

Step 4

New words

Teacher explains the meaning of the new words, and asks students to translate the meaning of the whole sentence.

gas

petrol

subway

apartment

pants

I begged him to come back to New York with me.

beggar n.

-  Teach the meaning of new words.

Step 5

Let’s play

Teacher choses students to answer the questions.

1. Coal is actually cheaper than _______(燃气).
2. ________(汽油) is the fuel which is used to drive motor vehicles.
3. We are not going to _______ for help anymore.
4. The closest ________ stop is Houston Street.
5. We rented an unfurnished _________.

keys:1. gas 2. Petrol 3. beg 4. subway 5. apartment

-  Familiarize the new words

-  Clear the tackle of next step.

Listening and Talking

Step 6

Let’s listen

Teacher shows the questions and asks students to answer.

Listen to the first part of the talk. What are the different kinds of English mentioned?

keys:

British English, American English, and Australian English.

Listen to the second part of the talk. What are the two pairs of words that the student is confused by? Tick them in the boxes.

keys:

semester/term; subway/underground

Look at the pairs of words below. Which words are British English and which are American English? Try to think of more pairs of words like these.

keys:

British English: petrol; sweet; toilet; honour; mum; flat

American English: gas; candy; restroom; honor; mom; apartment

Read and role-play the conversation. What misunderstanding has happened?

Martin: Hey, Zhou Wei, do you want to go shopping? There's a sale at my favourite store. Zhou Wei: Oh, yes! I really need to buy some pants.

Martin: Pants? That's funny. I don't usually go shopping with my friends for pants.

Zhou Wei: You don't? Don't you like to have somebody tell you if the pants look good or not?

Martin: Er... Not really ... Hey, wait, do you mean trousers—what you and I are wearing on our legs right now?

Zhou Wei: Oh, yes. That's what I mean by pants! That's American English, isn't it?

Martin: Yes, it is! I knew what you meant, by the way. I was just joking with you. Did you know that in British English, "pants" means something very different?

Zhou Wei: Really? So what does it mean?

Martin: In British English, the word "pants" means underwear....

keys:

Zhou Wei refers to pants, American English for trousers. Martin explains that pants refers to underwear in British English.

Do the practice.

-  Familiarize students with the context.

-  Exercise students’ listening skills.

Step 7

Expression

Express lack of understanding

I’m sorry but I’m not sure (that) I understand.

Sorry, I’m not sure (that) I know what you mean.

Sorry but I don’t quite follow you.

Ask for clarification

Could you say it in another way?

Can you clarify that for me?

Could you rephrase that?

When you say…, do you mean…?

Students learn how to express.

-  Get the tips of expression.

-  Improve their talking skill.

Step 8

Pair Work

Choose one or two pairs of words in Activity 3 and make a conversation. The expressions below may help you.

Asking for clarification

Do you mean ...? 

Does that mean ...? 

I'm sorry. What does ... mean?

I'm sorry. Would you mind repeating ...? 

I beg your pardon.

So am I right in saying ...? 

So what you're really saying is ...

Use what they have learnt to discuss with their partner.

-  Practice their listening and talking skills.

-  Share their ideas and broaden their horizons.

-  Practice their team work sprit.

Assessing Your Progress

Step 9

Let’s assess

Read the first part of a passage and find suitable words for the blanks.

Part I

The first foreign language I ever learnt was French, but it didn't go very well. My mother asked our neighbour to teach me when I was seven. French wasn't his _________ language, but he used to live in France, so he could speak a little. However, _________ his help, I learnt very little French. I just didn't feel that it _________ my daily life in any way, so I didn't try. When I entered senior high school, my _________ towards language learning changed. I had to learn Latin, which I've always been interested in because I want to study law. For this reason, learning Latin wasn't a _________ for me like learning French. Soon I began to read _________ books in Latin. It certainly wasn't easy, but I got to read lots of interesting stories about ancient _________. Reading those books opened a window for me to another world and gave me a new              _________ on my own world.

keys:

1. native
2. despite
3. related to
4. attitude
5. struggle
6. classic
7. civilisations
8. points of view

Read the second part of the passage and combine the words in the two boxes to complete the restrictive relative clauses.

Part II

I became interested in learning more languages aside from English. Then I saw an advertisement that offered a wonderful summer course in German, and that was the _________ I decided to take on a new language. The_________ we met for classes was quite small, but there was a whole world of language to explore. Our teacher was Mrs Haus: a tall, thin, quiet, grey-haired lady. I'll never forget the first _________ she introduced herself to us. She never once raised her voice, but as soon as she began to speak, the room fell silent. What was the reason? Because Mrs Haus LOVED German language and culture — and everybody who was in her classes couldn't help but love the language, too. We all loved the _________ she talked about German food and traditions. And I realised what makes a good teacher. A good teacher is _________ is in love with what she or he is teaching.

What ways did the writer use to learn foreign languages?

keys:

1. way in which
2. building in which/where
3. day when
4. class in which
5. someone who/that

Answer the questions.

-  Assess their level of knowledge.

-  Consolidate knowledge structure.

Project

Step 10

Create your own word bank

Study an English-English dictionary to help you create a word bank.

There are many different English-English dictionaries. Here is an entry from a commonly used dictionary.

demand

n.1 [C] a firm request for something • a demand for equal pay

2 [pl.] (- of sth) things required that are usually difficult and/or tiring • the demands of the new job 3 Mille request of customers for goods or services • There is an increasing demand on English translators these days. IDM by popular demand; in demand; on demand

v. 1 to ask for something strongly • I demand to know what's going on.

• The boss demanded that all workers arrive in time. 2 to need one's effort, time, skill, etc. • Many sports demand speed and strength.

Choose the words that are most difficult/useful to you and put them into your word bank.

Decide how to organise the words. For example:

in alphabetical order: A, B, C, etc.

by group: all the words related to a certain topic, pronunciation, part of speech, etc.

by commonly confused words, such as "chicken/kitchen", "diary/dairy", etc.

by memory devices: words that you have memorised together, such as words with the same roots, etc.

Complete the entries

           English definitions

           grammar information

           one or two example sentences

Illustrate them

             drawings

             diagrams

             tables

             cartoons

e.g.

tongue

n. the soft part inside one’s mouth that we use for speaking and eating

cab

n. a taxi

calligraphy

n. the art of producing beautiful writing using special pens or brushes

Learn how to prepare the project.

-  Help students to master practical skills.

Step 11

Work in pairs. Exchange ideas with each other about how you made your word bank. Then discuss how you are going to use it to help your English study.

Step 12

Language points

Teacher explains the language points and makes some exercise.

1. beg vt. 恳求；祈求；哀求

beg the question

beg your pardon

beg leave

beg to differ

beg for mercy

回避问题实质

对不起，请原谅

请允许

恕不同意

请求宽恕，求饶

The book is rather highly priced, but so well worth ______ that it should be begged or borrowed rather than missed.

A．to read   B．to be read 

C．reading   D．being read

key: C

“Beg your pardon?” means ________.

A. Please say it again

B. I feel pity

C. I don’t know

D. Excuse me

key: A

-     Help students know about the knowledge points deeper.

-     Let students know how to use these words and phrases.

Step 13

Exercise

Teacher asks students to fill the gap together.

Read the definitions of each word below. Then choose the correct one for each sentence.

major

[1] adj. more important than other things of the same kind

[2] n. the most important subject that a student studies in university

Sugar is a major cause of health problems.

His major is the French language.

base

[1] n. the main part of something

[2] v. to be in the main place where a company does its business

The company is based in Guangzhou.

This dish has a milk base.

character

[1] n. the qualities of a person or place that make it different from others

[2] n. a letter, number, or other mark used in writing

[3] n. a person in a story or film

Old Korean and Japanese characters are related to Chinese characters.

Work hard to be known as a person of good character.

The story is about two main characters, a little boy and his mother.

keys:

1. 1;2
2. 2;1
3. 2;1;3

Complete the passage with the correct relative pronouns or adverbs below.

There are two main ways that an interpreter can provide spoken translation. First is the method __________ requires the speaker to stop every few sentences, so the interpreter can translate those sentences for the audience. The second method is the one _________ the interpreter listens and translates at the same time. This second method is more difficult, but the place _________ the interpreter is located is not so important. The interpreter can be in a completely different location from the speaker, listen through headphones, and translate for an audience sitting in another location!

keys:

1. which/that
2. in which/where
3. where/in which

Step 14

Reflecting

         What did you think of the quote at the beginning of the unit?

         Did you find it easy or difficult to talk about your reasons for learning a foreign language? Why?

         Did you learn anything new from the text about Chinese characters? If so, what did you learn?

         How does learning about different kinds of English affect your English study?

-  Think about the questions

-  Make students think about what they have learnt.

-  Help

Summary and Homework

Step 15

Summary

Teacher leads students to have a summary of this lesson.

Language points

gas, petrol, subway, apartment, pants, beg

Others:

Explore different kinds of English

Asking for clarification

Create your own word bank

Follow the teacher’s thinking flow and read the words and phrases loudly.

-  Consolidate students’ knowledge.

-  Form knowledge system.

Step 16

Homework

Start to build up your own word bank

Take notes.

-  Consolidate students’ knowledge and prepare for the following lesson.

板

书

Unit 5 Languages Around the World

Period 5 Listening and Talking & Assessing Your Progress & Project

Language points

gas, petrol, subway, apartment, pants, beg

Others:

Explore different kinds of English

Asking for clarification

Create your own word bank