Module 2 Developing and Developed Countries
单元规划
话题任务
1. Talk about the two biggest problems for developing countries.
2. Learn to write an advertisement for a place.
3. Learn to make comparisons of two places.
4. Talk about the differences between developing and developed countries.
教学重点
单词
hunger; income; poverty; human; development; index(指数); measure(措施); goal; expectancy; position(位置); educate; figure; household; homeless; charity; crowded(拥挤的); freeway; inhabitant; similarity(相似性); unfortunate(不幸的); location; tourism; transport; industrial(工业的); polluted(受到污染的); smart; vast; entertainment; exchange(交换)
短语
at the top of(在……的顶端); at the bottom of(在……的底部); make efforts(努力); be connected with(和……有关系); be close to(接近, 靠近)
句型
1. The index measures a country’s achievements in three ways: life expectancy(how long people usually live), education and income.
这项指标从三个方面衡量一个国家的成就: 寿命, 教育和收入。(在三个方面)
2. The index has some surprises.
这项指标显示了一些令人感到意外的情况。(抽象名词的具体化)
3. Norway is at the top of the list, while the US is at number 7.
挪威高居榜首, 而美国则排第七。(连词表对比)
4. For example, in nine years(1953-1962), China increased life expectancy by 13 years.
譬如, 在九年(1953～1962)的时间里, 中国人均寿命就增加了13岁。(谓语动词增加或减少的数量)
5. The bottom ten countries are all African countries, with Sierra Leone(in West Africa)at the bottom of the list.
处于末端的十个国家均是非洲国家, 塞拉利昂(西非)排在最后。(with结构)
语法
几组连词的区别:
1. but 与however
The report shows that we are making progress but that we need to make greater efforts.
In the last ten years in China, 150 million people moved out of poverty. However, the challenges are still great.
2. although与while
Norway is at the top of the list, while the US is at number 7.
Although developed countries give some financial help, they need to give much more.
教学难点
1. Talk about the situation of the developing countries.
2. Link words.
3. Learn to write a description comparing two places.
4. Write an advertisement for your hometown.
课时安排
Periods needed: Six
Period 1 Introduction; Speaking; Everyday English
Period 2 Reading and Vocabulary
Period 3 Grammar; Pronunciation
Period 4 Vocabulary and Listening; Function
Period 5 Vocabulary and Speaking; Writing
Period 6 Cultural Corner; Task; Module File
Period 1 Introduction; Speaking; Everyday English
整体设计
教材分析
本节学习本模块词汇的发音、意义、拼写; 复习和学习一些国家的名称, 练习陈述理由说服他人和询问他人了解信息的对话方式, 地图和多媒体课件将会对本节的学习有很大帮助。词汇部分为会话提供了话题和内容材料, 教师可以讲学生分成小组活动结对讨论然后在课堂上练习展示会话内容。
三维目标
1. 知识与技能
1)Let students know the meanings of the new words and try to use them.
2)Train their speaking skills.
3)Revise the names of some countries to lay foundation for the coming study.
4)Make sure students use simple English to debate over the two biggest problems for developing countries.
2. 过程与方法
1)Encourage students to know how to work with each other by organizing some activities.
2)Encourage students to speak in class through organizing some pair or group work.
3. 情感与价值
Deepen their understanding of the developing countries through the discussion of the two biggest problems for developing countries.
教学重点
1. Motivate students to work together.
2. Practice to improve their speaking skills.
教学难点
1. Encourage students to talk about the two biggest problems for developing countries.
2. Motivate students’ enthusiasm about participating in classroom activities.
教学方法
Individual work, pair work to get every student to participate in class.
教学过程
→ Step 1 Introduction
Activities 1&2 can be combined to carry out teaching.
Option One
1)Individual work or pair work to learn the words in Activity One.
2)Show a map of the world on the screen. Ask students to point out the geographical positions of the countries listed. You may use simple questions such as “Where is Norway? ” “Can you locate it on the map? ” “Which continent does it belong to? ”. Finally fill in the form individually.
Suggested answers to Activity One:
Continent
Country
North America
the US.
Asia
Japan
Europe
the Netherlands, France, the UK, Germany, Iceland, Norway, Sweden
Oceania
Australia
3)Learn the new words in Activity 2.
4)Pair work to study the definitions and then match the words with the definitions. After that, you may call back their answers in a whole-class setting and if necessary, you may wish to explain some difficult ones.
Suggested answers to Activity Two:
1. education 2. poverty 3. disease 4. hunger 5. income 6. developed country 7. developing country
5)A whole-class discussion. Students say something about the developed and developing areas that they know. They can cite some examples.
Option Two
1)The teacher leads students to speak out the names of the countries they know. Show a map of the world on the screen and ask them to point out the locations of these countries. If they have any difficulty, you may give a hand. Through this Activity you can know how many words they have mastered. For example:
S1: This is the UK. It is in Europe.
S2: Here is the USA. It is in America.
S3: This is France.
T: Do you know what countries are to the east of France?
S3: Sorry, I don’t know.
T: OK. Germany, Switzerland, and Italy are to the east of France.
2)Pair work to learn the words in the box that are new to them(if there is any).
3)Students ask and answer questions about the countries listed in the box in pairs so that they can make sure of the locations of these countries.
4)A teacher-and-student conversation to lead in the words in Activity Two. For example:
T: (Point to the countries in Activity One and ask students. )Do you think these countries are developed countries or developing countries?
Ss: I think most of them are developed countries.
T: Why do you think these countries are developed countries?
Ss: Their average income is higher, I think.
T: Do you think children in these countries can go to school or college?
Ss: Of course they can.
T: Oh, yes. It means people there can receive education easily. But children in some other countries can’t go to school. Do you know why?
Ss: They are poor.
T: Exactly, because they have very little money. That’s to say they are in poverty. Do you think they have illnesses very often?
Ss: I think so.
T: Yes. Diseases are like disasters. What about food? Do they have enough food?
Ss: No. They often go hungry.
T: That is to say, they often suffer from hunger because of their poverty.
5)Group discussion. Ask students to use the words that they have learned to describe the countries in the box. They are free to say however much about a certain country. For example:
This is Norway. It is in North Europe. It is a developed country. People in the country have high education, because the income of the people there is high.
Activity Three
Option One
1)Explain the following phrase to the class.
Not many children have an education up to 11 years old.
到十一岁能受教育的孩子不多。
up to 常置于表数量的名词前, 意为 “ 一直到, 多达”。
The little boy can count up to a thousand.
那个小男孩能一直数到一千。
up to now/then 直到现在/那时
另外 up to 还可以表示“忙于/胜任/轮到……的责任”。
The children are very quiet; I wonder what they are up to.
孩子们非常安静, 我不知道他们在搞什么。
Tom is not really up to that job. 汤姆不是真的胜任那份工作。
It is up to us to study hard. 努力学习是我们的责任。
练习
—What do you want to do next？We have half an hour until the basketball game.
—_____________ . Whatever you want to do is fine with me.
A. It just depends
B. It’s up to you
C. All right
D. Glad to hear that
答案: B It’s up to you. 随你的便。所提供的情景“Whatever you want to do is fine with me. ”说明对方所做的事都会使说话人高兴。
2）Pair work to discuss the question in Activity Three. They should give reasons for their answer.
3）Call back suggestions from the whole class, and try to start a discussion.
Option Two
1)The teacher starts a discussion about the problem of “hunger” by asking “In which countries is hunger serious? Can you name some countries in which hunger is serious? ”
2)The teacher asks the following questions:
Do you think in some African countries many children have education until they grow up?
How many years of education do you think they can have? Ten years? Five years? Or only one year?
By asking the questions the teacher starts a discussion about the problem of “not many children have education up to 11 years old”.
3）Students ask and answer questions about the other two problems, that is, “poverty” and “disease”.
Option Three
1)The teacher asks students “Which are the two biggest problems for developing countries? ” and then divides the whole class into four groups according to their answers. Students with the same answer are group members.
2)The group members in each group discuss the question in detail so that they may make preparations for the coming debate.
3)A representative from each group is chosen to make a one-to-one debate.
→ Step 2 Speaking
Option One
1. Read through the role information and the examples while students follow. Make sure they understand the information and know what to do.
2. Pair students and remind them to make a few notes on what they might say.
3. Circulate and monitor their production.
4. Ask some good ones to perform in a whole class-setting.
Option Two
1. Ask students to read the information and examples. Make sure they know what to do.
2. Offer a sample for them to refer to.
A: Hi, David. I’m collecting money for a charity. Can you give some money?
B: That’s interesting. But why?
A: We are collecting money for developing countries.
B: For developing countries?
A: Yes, you know, every day 799 million people in developing countries are hungry.
B: God. I do think I should give some money to them.
A: Thank you. If we make greater efforts, more people will have safe drinking water.
B: You are right. Now I know we should do our best to help people in developing countries to reduce poverty.
A: It’s so kind of you!
B: How much should I give? What about 5 dollars?
A: It’s up to you.
3. Pair students and ask them to follow the sample to produce their own one.
4. Some good pairs are encouraged to act out their own dialogues.
→ Step 3 Everyday English
1. Pair students and ask them to finish the following exercises in pairs. And then call back their answers as complete sentences in a whole class setting.
(Show the following on the screen. )
1. How do you find it? Means_____________ .
a. What is your opinion about it?
b. How did you get there?
2. It’s totally fascinating means_____________ .
a. It’s very, very interesting
b. It’s very, very important
3. as you see (them) means_____________ .
a. while you see them
b. in your opinion
4. I didn’t get that means_____________ .
a. I didn’t take that
b. I didn’t hear what you said
5. (Let’s)find some of the action means_____________ .
a. Let’s do something interesting
b. Let’s act
Suggested answers:
a, a, b, b, a
2. Have students work in pairs to make up a short dialogue, using at least two expressions.
3. Some good ones are invited to act the dialogues out.
→ Step 4 Summary and Homework
In this period we first learned about some countries and the continents they belong to. And then we learned some new words used to describe a country. We talked about developing and developed countries. What’s more, we talked about the problems facing the developing countries. Besides, we learned some Everyday English, from which we know how to express our opinions in English. And we also know how to debate with each other. From this period students will surely understand the weight put on their shoulders: work hard to make great contributions to our motherland.
Homework: memorize the words learned in this period.
板书设计
Module 2 Developing and Developed Countries
Period 1 Introduction; Speaking; Everyday English
Hunger Introduction Everyday English
Income North America: the US 1. How do you find it?
Poverty Asia: Japan 2. It’s totally fascinating that
Charity Europe: France, Germany, Iceland, Norway 3. as you see (them)
Industrial Sweden, the Netherlands, the UK 4. (Let’s)find some of the action
Polluted Oceania: Australia 5. I didn’t get that
Vast boiling water 沸腾的水 boiled water 开水
a rising sun 冉冉升起的太阳 a risen sun 升起的太阳
falling leaves 正在落下的叶子(在空中) fallen leaves 落叶(在地上)
活动与探究
1. Encourage students to think of more names of developing countries.
2. Make students debate with each other.
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