Starter-2 English worldwide 教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

Starter-2 English worldwide This unit, "English Worldwide", focuses on the global prevalence of the English language. It delves into how English has become an international language, used in various aspects of life across different countries. Through this unit, students will learn about the reasons behind English's wide - spread use, such as historical, economic, and cultural factors. They will also explore how English is adapted and used uniquely in different regions, for example, the differences between British English, American English, and other varieties. The unit includes texts, dialogues, and discussions that expose students to real - world scenarios where English is the common means of communication, like in international business, entertainment, and online interactions. 教学目标 Students will be able to understand and explain the reasons for the global spread of English, such as the influence of the British Empire, the rise of the United States as a superpower, and the development of international trade and communication. Learn about different varieties of English, including British English, American English, and some unique features of English in other English - speaking countries like Australia and Canada, such as vocabulary differences (e.g., "lorry" in British English vs. "truck" in American English). Grasp key vocabulary related to the topic, such as "international language", "dialect", "accent", "globalization", and be able to use them correctly in sentences. 教学重难点 The historical, economic, and cultural factors that have contributed to the global spread of English. The main differences between British English and American English in terms of vocabulary, pronunciation, and grammar. How to use key vocabulary related to the topic in real - life communication. International language: A language widely used around the world for communication between different countries. Example: "English is considered an international language." Dialect: A form of a language that is spoken in a particular area and has some different words, grammar, or pronunciation. Example: "There are many dialects of English in the UK." Accent: The way in which people from a particular area, country, or social class pronounce words. Example: "He has a strong American accent." Globalization: The process by which businesses or other organizations develop international influence or start operating on an international scale. Example: "Globalization has made English more important than ever." Colony: A country or area that is under the political control of another country. Example: "Many countries were once colonies of the British Empire." Superpower: A very powerful and influential country. Example: "The United States is a superpower in the world." 教学过程 1 Lead - in (5 minutes) Activity: Show students some pictures of international events, like the Olympics, international business meetings, and famous English - speaking singers or movie stars. Then ask them questions like "What language do you think people use to communicate in these events?" and "Why do you think this language is so widely used?" Purpose: This activity aims to arouse students' interest in the topic and activate their prior knowledge about the global use of English. 2 Pre - reading (10 minutes) Vocabulary introduction: Present the key vocabulary related to the topic on the blackboard or through PPT. Explain the meanings and pronunciations of words like "international language", "dialect", "accent", "globalization", etc. Use simple examples and real - life situations to help students understand. For example, when explaining "dialect", you can say, "In our city, we may have some local words that people from other places may not understand. That's a kind of dialect." Prediction: Show students the title of the reading passage "English Worldwide" and some pictures related to the text. Ask them to predict what the passage might be about. For example, they may predict that it will talk about where English is spoken, why it is popular, etc. Purpose: To ensure students have a basic understanding of the new words before reading and to guide them to think about the content of the text, which helps with better comprehension. 3 While - reading (15 minutes) Skimming: Let students quickly read the passage for 2 - 3 minutes to get the main idea. Then ask them to summarize the main idea in one or two sentences. For example, the main idea could be that English has become a global language due to various historical, economic, and cultural factors. Scanning: Ask students to read the passage again more carefully and look for specific information. Give them some questions, such as "What are the main historical events that contributed to the spread of English?" or "Name two differences between British English and American English mentioned in the text." Have them underline the relevant sentences in the text. Group discussion: Divide students into small groups. Give each group a topic related to the text, like "Which factor do you think is the most important for the spread of English?" or "If you could choose, which variety of English would you like to learn more, and why?" Let them discuss in groups for 3 - 4 minutes and then each group selects a representative to share their ideas with the class. Purpose: Through skimming, scanning, and group discussion, students can improve their reading skills, understand the text in - depth, and learn to express their opinions. 4 Post - reading (10 minutes) Listening activity: Play a short recording of different people speaking English with different accents (British, American, Australian, etc.). Ask students to listen carefully and try to identify the accents. After that, discuss with the class how they recognized the accents. Writing task: Ask students to write a short paragraph (about 50 - 80 words) about the importance of English in their future lives. They can use the knowledge and ideas they have learned in this class. For example, they may write, "English is very important for my future. I want to travel around the world, and English will help me communicate with people from different countries. Also, many good jobs require good English skills." Purpose: The listening activity helps students improve their listening skills in identifying different accents, and the writing task consolidates their understanding of the topic and their ability to use English to express their thoughts. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including the reasons for the global spread of English, different English varieties, and the new vocabulary. Review with students the main ideas they discussed and learned. Homework: Ask students to search for more information about a particular English - speaking country (e.g., Canada, New Zealand) and find out some unique features of the English used there. They can present their findings in the next class. Have students practice reading a passage about English varieties aloud and record their voices. They should try to imitate the accents as much as possible. Purpose: The summary helps students review what they have learned, and the homework tasks can further expand their knowledge and practice their language skills. 教学反思 Positive aspects: The lead - in activity was effective in attracting students' attention and getting them interested in the topic. The pictures of international events were vivid and relevant, which made it easy for students to relate to the global use of English. The group discussion in the while - reading stage encouraged students to actively participate in the class. They were able to exchange different ideas and views, which deepened their understanding of the text. The listening activity of identifying different accents was well - received by students. It provided a practical and fun way for them to distinguish between different English varieties. Areas for improvement: When explaining the historical and economic reasons for the spread of English, some students seemed a bit confused. Maybe the explanations were still too complex for them. Next time, more simple and vivid examples could be used. For example, when talking about the influence of the British Empire, we could use more stories or pictures about how the British brought English to their colonies. In the writing task, some students had difficulty expressing their ideas clearly. It might be necessary to provide more writing guidance, such as giving them some sentence structures or key words to start with. The time management could be improved. In the group discussion, some groups needed more time to fully express their ideas, which made the following post - reading activities a bit rushed. In the future, more precise time control should be practiced. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$