Unit 5 Languages Around the World Listening and Talking 教案-2024-2025学年高中英语人教版（2019）必修第一册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 5 Languages Around the World -Listening and Talking 教学目标 Language ability: Understand conversations about language diversity, use expressions for suggestions/opinions. Cultural awareness: Recognize global linguistic richness and cultural connections via languages. Thinking quality: Analyze reasons for language changes and multilingualism’s significance. Learning ability: Practice listening for key info, collaborate in discussions on language preservation. 重难点 Key: Grasping functional phrases (e.g., “What if...”, “I think...”) and main ideas about language variations. Difficult: Distinguishing subtle tones in suggestions, expressing views coherently on language protection. 教学过程 Teacher: Good day, class! Today, we are going to embark on an exciting journey into the world of languages, specifically focusing on different kinds of English. As we know, English is spoken in many countries around the globe, and this has led to the development of various forms of the language. Let's start by watching a short video. Pay close attention to the interactions and see if you can spot any differences. [Video plays, showing a conversation between a British person and an American person with some misunderstandings due to language differences] Teacher: Alright, video's over. So, what did you notice? Did you see any misunderstandings happening? And what do you think caused those misunderstandings? Yes, [Student's name]? Student 1: I saw that they had some problems understanding each other's words. Like, one person used a word, and the other seemed confused. I think it was because they were using different kinds of English. Teacher: Exactly! That's a great observation. There are indeed many different kinds of English, such as British English, American English, Australian English, and more. Now, let's move on to our first listening activity. Listen carefully to the first part of the talk and try to figure out what different kinds of English are mentioned. Also, think about how these different kinds of English might be different from each other. Are they different in the way they sound, the words they use, or something else? [Listening to the first part of the talk] Teacher: Okay, time's up. So, what different kinds of English were mentioned? Raise your hands. [Student's name]? Student 2: British English, American English, and Australian English were mentioned. Teacher: Correct. And can you tell me how these different kinds of English might be different? [Student's name]? Student 3: I think they might be different in vocabulary. Like, in the video, they used different words for the same thing. Teacher: That's right. Vocabulary is one of the aspects where they differ. But there are also differences in pronunciation and grammar. Now, non - native English speakers might get confused when they encounter these differences. For example, if a student has learned British English, they might not be familiar with the different vocabulary that an American might use. Let's listen to the second part of the talk. This time, listen for the pairs of words that a student is confused by. Tick them in the boxes on your worksheet. [Listening to the second part of the talk] Teacher: Alright, stop listening. Let's go through the pairs of words. What were the two pairs of words that the student was confused by? [Student's name]? Student 4: The pairs were “semester/term” and “subway/underground”. Teacher: Very good. Now, let's take a closer look at these differences. Let's start with vocabulary. Look at the pairs of words below. Which are British English and which are American English? We have “petrol/gas”, “sweet/candy”, “toilet/restroom”, “flat/apartment”, “garden/yard”. Discuss in pairs and then we'll share our answers. [Students discuss in pairs] Teacher: Okay, let's share. Who wants to start? [Student's name]? Student 5: “Petrol” is British English and “gas” is American English. Teacher: Correct. What about the next pair? [Student's name]? Student 6: “Sweet” is British English and “candy” is American English. Teacher: Great. And for “toilet/restroom”? [Student's name]? Student 7: “Toilet” is British English and “restroom” is American English. Teacher: Right. How about “flat/apartment”? [Student's name]? Student 8: “Flat” is British English and “apartment” is American English. Teacher: Good. And finally, “garden/yard”? [Student's name]? Student 9: “Garden” is British English and “yard” is American English. Teacher: Excellent. Now, let's talk about pronunciation. English words can be pronounced differently in British and American English. For example, the word “tomato”. In British English, it's pronounced /təˈmɑːtəʊ/, while in American English, it's pronounced /təˈmeɪtoʊ/. Listen carefully as I pronounce some words. Try to tell which pronunciation is British and which is American. “Schedule” - /ˈʃedjuːl/ (British) and /ˈskedʒuːl/ (American). “Dance” - /dɑːns/ (British) and /dæns/ (American). “Hot” - /hɒt/ (British) and /hɑːt/ (American). Can you hear the differences? Now, you try. Repeat after me. [Students repeat the words with the different pronunciations] Teacher: Well done. Now, let's look at spelling. There are also differences in spelling between British and American English. For example, “colour” in British English is spelled “color” in American English. “Centre” in British English is “center” in American English. “Theatre” in British English is “theater” in American English. Can you think of more examples? Discuss in your groups. [Students discuss in groups] Teacher: Okay, let's hear some of your examples. [Student's name]? Student 10: “Neighbourhood” in British English is “neighborhood” in American English. Teacher: Good one. [Student's name]? Student 11: “Labour” in British English is “labor” in American English. Teacher: Right. Now, let's do a role - play activity. Suppose you are a student who has learned American English, and your partner is British. Choose one or two pairs of words that are used differently in British and American English. Create a situation and make a dialogue. Try to use the expressions we've learned to ask for clarification, like “What does... mean?”, “Do you mean...?”, “I beg your pardon.” [Students start role - playing] Teacher: Alright, time's up. Let's have some pairs come to the front and share their dialogues. [Pair of students come to the front and perform their dialogue] Teacher: Very good. You used the words and the expressions for clarification very well. Now, let's think about why these differences exist. English has spread around the world, and as it was adopted in different countries, it evolved. The local cultures, histories, and even the influence of other languages in those regions have all contributed to these differences. But despite these differences, English speakers from different countries can usually understand each other with some effort. Now, let's move on to another aspect of language learning. We know that English is widely spoken, but why do people also study other foreign languages? Let's have a class discussion. What are some reasons you think people study languages like French, Spanish, Chinese, or Arabic? [Student's name]? Student 12: Maybe they want to travel to countries where those languages are spoken. Teacher: That's a great reason. Traveling allows us to experience different cultures more deeply when we can communicate in the local language. What else? [Student's name]? Student 13: They might want to do business with people from those countries. Teacher: Exactly. In the global economy, being able to speak another language can open up many business opportunities. [Student's name]? Student 14: Maybe they are interested in the literature, music, or movies of that language. Teacher: Right. Language is closely tied to culture, and learning a language can give us access to a rich world of literature, music, and movies. Now, let's listen to a short speech about languages around the world. Listen carefully and tick the two languages with the most native speakers. Also, circle the official languages of the United Nations. [Listening to the speech] Teacher: Okay, stop listening. So, which two languages have the most native speakers? [Student's name]? Student 15: Chinese and Spanish. Teacher: Correct. And what are the official languages of the United Nations? [Student's name]? Student 16: English, French, Spanish, Russian, Arabic, and Chinese. Teacher: Great. The United Nations uses these six languages to communicate globally. Now, think about this. There are nearly 7,000 languages in the world. Each language is unique and carries the history and culture of the people who speak it. Learning a foreign language, apart from English, can be very useful. It can help us build connections with people from different parts of the world, expand our knowledge, and even enhance our career prospects. Now, I want you to work in pairs or groups. Discuss which other language you would like to learn and why. You can use the example on the board as a guide. [Students start discussing] Teacher: Alright, let's hear from some of the groups. [Group of students share their choice of language and the reasons] Teacher: Wonderful reasons. It's clear that there are many motivations for learning a new language. Now, for homework, I want you to work in pairs to polish your dialogues from the role - play activity and write them down. Also, surf the Internet and find out more differences between American English and British English. You can look at grammar differences, more vocabulary differences, or even differences in idiomatic expressions. We'll share our findings in the next class. That's all for today's class. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$