高中一年级人教版英语Unit2-教案

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人教版高中英语高一unit2 说课教案

Unit 2 English around the world说课教案Period 1Warming Up& Pre-readingAimsTo talk about varieties of EnglishTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: Warming upI: Words previewelevator n. 电梯; 升降机petrol n. 汽油=(美) gasolinegas n. 汽油; 煤气; 毒气official adj. 官方的; 正式的II Let‟s do a small quiz a bout national flags of different countries, and find out the languages spoken in these countries.III Do you know that there is more than one kind of English? In some important ways they are every different from one another. They are called world Englishes.@Can you understand the different kinds of English these people are using?Speaker1: Let‟s go to the pictures!Speaker2: OK. But how shall we go to the movies?Speaker1: Why not go by Underground?Speaker2: Er, but the subway station is far away.@Varieties of EnglishThere are many varieties (分类) of English around the world such as：Canadian EnglishBritish EnglishAmerican EnglishAustralian EnglishIndian English@ What are the differences between American English and British EnglishASpeaker1: Do you have any plan this fall?Speaker2: What? Do you mean this autumn?When you hear two native speakers of English, they may still not speak the same kind of English.Situation discussionJack is a British boy. He went to America for a trip in this summer vacation. The first day he went to a restaurant and looked around for a toilet. When he asked the waitress, she told him it is on the second floor. Jack went up two floors only to find empty rooms.Where is the toilet?BSpeaker1: Can you tell me how to spell the word “neighbor”?Speaker2: N-E-I-G-H-B-O-U-R, neighbour.When you write in English, they may not have the same spelling.@ Imitation TimeRead the two dialogues below and then find the different kinds of English. 1. L ittle Girl: Hi, I‟d like some sweets, please.Store Owner: No problem. All the candy we sell is sweet.Little Girl: I see, so you sell sweet sweets.2. Jim: Let‟s take the lorry for a trip into the countryside.Linda: Of course, I expect you to take me!J im: Oh, I‟m sorry, Linda, I mean my truck.III. Pre-reading1 With your partner, list the countries that use English as an official language.2 Which country do you think has the most English learners?IV Fun Time A JokeV. Homework1.Look up the new words and expressions of the reading in the dictionary.2. Preview the reading:THE ROAD TO MODERN ENGLISHPeriod 2Reading and ComprehendingAimsTo read about the history of English languageTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: ReadingI: Words previewvoyage n. 航行; 航海apartment n. 公寓住宅; 单元套房actually adv. 实际上; 事实上base vt. 以…..为依据n. 基部; 基地; 基础gradually adv. 逐渐地; 逐步地Danish n. 丹麦语adj. 丹麦的; 丹麦人的vocabulary n. 词汇; 词汇量; 词表spelling n. 拼写; 拼法identity n. 本身; 本体; 身份fluent adj. 流利的; 流畅的Singapore n. 新加坡Malaysia n. 马来西亚II Expressions previewbecause of 因为; 由于come up 走近; 上来; 提出at present现在; 目前make use of 利用; 使用such as 例如……; 像这种的III Reading ------ THE ROAD TO MODERN ENGLISH@Skimming to get general ideasReading Comprehension I1. The text mainly tells us ___________.A. that old English is different from the English todayB. how Middle English formedC. English and its historyD. that English will keep changing2. The text is developed mainly by ____.A. placeB. timeC. people3. At the end of the _____ century, about five to seven million people spoke English.A. 14thB. 15thC. 16thAnswers: C B D@Careful reading to find the main idea for each paragraph.First, let students underline the key sentence of each paragraphSecond, let them summary the main idea in their own words.Main idea@Scanning to get detail informationReading Comprehension II1. From AD 450 to 1150, English sounded more like ________.A. FrenchB. ChineseC. GermanD. Russian2. By the ______ Shakespeare was able to use richer vocabulary than ever before.A. 1400B. 1150C. 450D. 16003. ________ has the fastest growing number of English speakers in the world.A. AustraliaB. ChinaC. IndiaD. Britain4. Which of the following statements is true?A. Languages always stay the same.B. Languages change only after wars.C. Languages no longer change.D. Languages change when cultures meet and communicate with each other. Answers: C D B D@Reading Comprehension IIII．True or false1 English had the most speakers in the 17th century.2 English developed when new settlers and rulers came to Britain.3 Languages frequently change.4 The language of the government is always the language of the country.5 English is one of the official languages used in India.6 This reading describes the development of the English language.Answers:1.F(because after the 17th century, more people began to speak English as a result of England conquering other parts of the world)2.T3.F (because language don‟t change often but only when peoples come into close contact)4.F (because the government has to use the language of the country that rules it)5.T6.TAnswers:During the 5th century AD; AD 800-1150; 1620; 18th century; 19th centuryIII DiscussionChoose one of the topics below and discuss it with your partners.1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn Chinese?Suggested answers:As we all know, English is widely used in many fields, while Chinese is spoken by the largest number of speakers. Chinese will become an international language all over the world in the near future.IV Retell the text by filling in the blanks.At first, only people in________ spoke English. Later, people from England _______ to other parts, so English beganto be spoken in _____ _____ ________. Today, _______ people speak English as their _____, second or foreign language. _______ English speakers can understandeach other but not ________.All languages change when ________ communicate with one another. So there are British English, American English, Australian English and so on. They all have their own ________. English is also spoken as a foreign or ______ language in many other countries. Maybe one day _______ English will become one of the world Englishes.Answers:At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world Englishes.V. HomeworkTranslation1.世界很多人把英语作为外语来讲。

新教材高一英语人教版(2019)必修第一册教案：Unit 2 Trav 含答案

Unit 2 Travelling AroundListening and Speaking 教学设计科目：英语课题：Listening and Speaking 课时：1 课时教学目标与核心素养：知识目标：熟悉表达将来计划的语言结构，为本单元的语法学习做好铺垫。

能力目标：培养学生制定计划时全面考虑、系统安排的意识和能力。

情感目标：增强学生的爱国情怀，开阔学生的国际视野。

教学重难点：教学重点：帮助学生掌握通过听关键词获取关键信息的技能教学难点：了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-in教师活动：Show some pictures of travelling.学生活动：学生讨论活动1 中的问题。

二、While- listening学生活动：(1)学生浏览活动2 中的问题和选项,预测听力内容。

学生听第一段对话,完成选择,然后师生核对答案。

(2)学生浏览活动3 的听力任务,明确需要回答的问题,学生听第二段对话,记录问题答案,然后互相核对答案。

然后师生核对答案。

(3)学生根据短语搭配先尝试在活动4 的表格空白处填人适当的词语,然后听录言核对答案。

教师活动：Show the listening text and pay attention to the structure of “bedoing”三、After-listening学生活动：运用学到的短语创编对话，以“ How are you getting readyfor your trip”为主题。

并在班内展示。

四、Summary总结课上所学。

作业布置：复习课上所学生词和短语。

英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案

Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。

听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。

这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。

该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。

语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。

教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。

2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。

4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。

5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。

6.能了解一些国家的风景名胜。

7.复习一些辅音字母的发音及其组合的发音规律。

教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。

高一英语Unit2教案新课标人教版

高一英语Unit2教案GoalExpressionPART ⅠWANMING UP (P8)What’s the difference between British English and American English? That’s what we will begin to know from this Unite. Please try to find the answers for the questions below1.What is the woman’s name and what’s the man’s name?Answer: The woman is Nancy. The man is Joe.2.What is the nationality of the woman and the man? Why doyou think so? = What is that Nancy thinks Joe wants? What is that Joe is looking for? Answer: The woman is from Britain while the man is from the United States of America.One speaks Britain English and the other speaks American English. The man says:”Could I use your bathroom?”What he means is:”I want to go to WC.”But that’s not Britain English. Britain people say:”I want to go to the lavatory.” or “I want to go to WC.” In Britain if onementions “a bathroom”, it may have only a bath or a shower or a basin for you to wash, to take a bath or to have a shower. Only sometimes there may be a toilet in a British bathroom. A toilet is also a water closet or WC. But the word “closet” may refer to a box with a lock in which you keep your clothes and school bags at school. In American English “go to the bathroom” often means to go to the lavatory or WC. So, when Nancy hands Joe a clean towel, he is puzzled. Just look at the picture on page 8.He’s wondering why Nancy gives him a towel. He’s asking himself:” What’s the use of a towel now?” While he is thinking about a toilet or a WC—a water closet. That’s why Joe says:” I didn’t find what I was looking for!”What he was looking for is actually the toilet or the WC—the water closet, not the bath.loo (BrE), lavatory （BrE）, rest room(AmE)3.Do you know what “smart” and “funny” mean in AmericanEnglish? Answer: “smart” is used as an American slang, meaning “clever”. Such as “smart bomb”—a military slang; it’s an extremely accurate missile guided by electronic mans, as by reflected laser beam. A lot of smart bombs were used in the war against Saddam Hussein in Iraqin April 2003. “Funny” means tricky or deceptive in American English. For example, there’s some funny business going on between them. They are doing illegal business against the law.4.Can you tell a story about a misunderstanding caused bythe difference between British English and American English? Answer:During the Second World War, the British government urgently asked the Americans for some thousands of bushels of “corn” to feed liberated population. The American government shipped what in America is “corn”but in Britain is “maize” or Indian corn”. The British really wanted wheat (The British people call wheat corn in England). This linguistic blunder (big mistake) costa few million dollars to repair. So you see, “corn”meanswheat in British English but it refers to “maize” in American English. *bushel蒲式耳=35.238liters升Ask a pair of students to read the dialogue on page 8 then answer the questions one by one.LISTENING (P9)Listening TextIt’s that woman. She drives me crazy. It all started right from the very first day. I would say from the very firstevening when I set foot into that house. “Good evening, Mr Brown, could you please put your coat on a peg? –Oh no, not there, in the closet, please. Yes, thank you, and oh, your shoes, could you please take them off? Thank you. And eh, your umbrella, yes, could you please put your umbrella in the umbrella stand? Oh no, not there, here! Please don’t forget. The key of the front door, here you are, and remember, if you come home after midnight, please lock the door. Good night! Oh Mr Brown, would you please be quiet after nine o’clock in the evening?”And that was only the beginning. “Mr Brown, don’t shower after nine,” she shouted. She would walk past my door and say:” Mr Brown, would you please remember not to smoke in the bathroom? Could you walk the dog, please? Will you trun down your radio, please? Please, Mr Brown, could you speak quietly on the phone?”It was terrible. Oh, I could not have stayed there another week, for sure. And then there was this letter,”Dear Mr Brown,”it said, “could you please return the key of the front door? And one more question. Can you help me find a new tenant for my flat?The landlady asked Mr. Brown: 1.to put his coat on a peg a peg to hang on适当的时机、借口、话题等He has not a peg to hang on. 他一点借口也找不出来。

人教版高中英语必修一Unit2说课稿

人教版高中英语必修一Unit2说课稿人教版高中英语必修一Unit 2说课稿English around the world Reading部分各位老师：大家好！我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。

我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。

一、教材分析1、单元背景分析本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2、教材内容分析本课是高中一年级英语上册，unit 2 English around the world 中的Reading.w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。

本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

w 本课时主要分为两部分:1）Pre-reading. (读前准备)“读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。

通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）.Reading (阅读)“阅读”部分文体为说明文，全文共分三个段落。

全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）Post-reading（读后）“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。

第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。

人教版高一英语必修一unit2教案

人教版高一英语必修一unit2教案高一英语必修一unit2教案1Module 1 Our Body and Healthy Habits1. Lead in.Class, tell me. When you are ill in hospital for a few day，who will pay forit? Your parents? It’s very bad. The health insurance company? Good, it’s muchbetter.Today we are going to learn about the health care system in three differentcountries. Now listen to the tape and try to answer the question:What are the three countries?---Britain, America, and Canada.2. Well, all of you have done a good job. Now read the passage quickly andtry to find the answer to this question:Which health care system do you think is the best? Give two or three sentences to explain why.--I think Canada has a better system, because health care is free. When youbecome ill, medical fees are paid for by the government.3. Answer some more questions:What’s the problem with the American system?The problem is that poorer people don’t have the money to pay for privatehealth insurance. As a result, they often have both health and money problems.Why have there been problems with the British health care system recently?This is because the government has not put enough money into the health service.What’s the result of the problems with the British health care system? More people are using private health insurance. They see doctors and thehealth insurance pay the doctors.4. Deal with some language points:1) pay for sth.pay sbpay money for sthpay sb for sth.pay off the debtspay backpay a visit topay attention to2) begin with= start withThe conference began with a song.高一英语必修一unit2教案2. I wish you were here.wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。

人教版高中英语必修一教案：Unit2EnglandaroundtheworldReading

必修一 Unit2 English around the worldReadingTeaching goals 教课目的1. Target language目口号言a.要点词汇和短语include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidlyb.要点句子World Englishes come from those countries... P9Native English speakers can understand each other... P9It became less like German, and more like French... P102. Ability goals能力目标Enable the Ss to describe the history of English and know of the differences between American English and Britain English.3. Learning ability goals学能目标Help the students learn how to analyze the way the author describes the history of English.Teaching important points教课要点Retell the history of English according to the chart.Teaching difficult point教课难点Work together with partners and express one ’s opinion on which kind of English one should learn.Teaching methods 教课方法Discussion.Reading.Listening.Cooperative learning.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教课过程与方式Step I Greeting and revisionT:Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed.(P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)Teacher shows answers on the screen.T: Please look at the screen and check your answer. Do you have any question?S： Are“ such as” and“ for example” the same?T: OK, I’ ll give you two examples:1.He knows five languages, such as Russian, French and Spanish.2.The differences in the spoken language are greater.S: Oh, I see. Such“as” is used to list similar things, while“ for example” is used to prove the speakers w Ss ask any questions and Teacher explains to them in class.Step II Warming upArouse the Ss’interests in reading. Let the students know of world English.T:So much for the words. Can you name some countries in which English is spoken?Ss: Of course. America, Britain, Canada, Australia...Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.T:Are these Englishes the same?S:I think they are the same. They are all called English.S:I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.T:Well, turn to page 9. Read the warming up. Please answer the questions below.Ss: (scanning) There is more than one kind of English.T:Please go on reading and try to tell AE words from BE words below.After reading the students give their answers.T:Who will show your answer?S: I think um,“m in a team, rubber, petrol” are BE words“mom,.And on a team, eraser, gas” are AE words.T:Can you give them a name?Ss: World English.T:Very good.Step III Pre-readingActivate the Ss ’background knowledge of English.T:From Warming up we know many people speak English in the world. How many people speak English andwhy do so many people speak English? Please discuss with your partners and answer the questions.A few minutes later.S:Maybe 1000 million people speak English today. Because many countries were colonies of England so Englishis spoken as a first or second language in many countries.S:We can ’t get the exact number. More and more people begin to learn English because English is theworking language in the United Nations. Everywhere children go to school to learn English.T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they’tdon speak the same kind of English.Step IV ReadingGet the students to know the history of English and help the Ss to form a good habit of reading.Point to the Bb.T: How did different kinds of English come about? Please read the text“ The Road to Modern English”and pick out the answer.Ss read quickly to find the answer.T: Any volunteer to answer the question?S: I will. English has changed over time. All languages change when cultures communicated with one another.T: Any different ideas?Well, you all have the same answer.Task1 Reading and choose correct answers.T:Turn to page 10. Please read the questions and multiple answers first to know what information we should get,and then read the passage to find the answer.S:I will. English has the most speakers now.T:Good. What ’s the answer to the second?S:Languages change when cultures change.T: Right. How do you know？S:I judge it, according to the second sentence in the third paragraph.T:Good. Can you choose the right answer to question 3 ？S:Yes. From AD 450 to1150 English sounds more like German.T:Excellent. What about question 4?S:Around 1600 ’s.T:Very good. The last one? Let ’s answer ittogether. Ss: China.T:You are quite right.Task2 Read and summarize the main idea of each paragraph. Work in groups of four.T:Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four.After a few minutes.T: What ’s the main idea of the first paragraph?S1: The first paragraph tells us that more and more people speak English.S2: I don’hinktt so. It describes the extension of English in the world.T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2？S: It tells us native speakers can understand each other but not everything.Let the Ss give an example to prove this point.T: Can you tell me what the third paragraph is about?S:All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.T:Quite right. What about the last paragraph?S:English is spoken as a foreign or second language in many countries.T:How many parts can we divide the text into ？S:Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.Task3 Analyze the text.T:Please read the text again to tell the main idea of each part and the function of each paragraph. Afterreading please fill in the chart below.DiscussionS1: The first part describes the history of English in chronological order: 16th century-the next century— today.S2: It describes the development of English from the angle of its extension in region. Look, England—many other countries — more people than before (China).S3: I agree with S2.S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English haschanged into world English.T:Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers.Sample chart (slide)Part Paragraph FunctionPart1:12Part2:34Suggested answersPart Paragraph FunctionPart1:The extension of English1Describe the development ofin the world English from the angle of itsextension in region.England— many othercountries—more people thanbefore (China).Part2:English changes when2Raise the fact: English hasits culture communicate with developed into world Englishothers3Describe the development ofEnglish in English speakingcountries.4Describe the development ofEnglish in countries where it isspoken as a foreign or secondlanguage.Step V Post-readingCheck the Ss’understanding of the text, help the Ss deal with new language points.Task Express one’s own opinion. Work in groups of four.T:There are many kinds of English. Which kind of English are we learning?Ss: Both AE and BE.Show questions on the screen and ask a student to read them.T: Please discuss these questions and tell us your answers.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?3.Will Chinese English become one of the world English?After a few minutes.T:OK, I ’ ll ask some groups to report their opinions. Group 1, can you tell us your opinion?S:Yes. I think we should learn BE because other kinds of English came from it.T:Any different ideas?S: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.T: Wonderful! What about the second question?S:With the development of economy, it is necessary for people from different countries to communicate witheach other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English.T:Very good! What ’s your opinion?S:I think because of the wide use of computer, people have to learn English. Computer plays an important partin the popularity of English.T:OK. Question 3.Yes or no ？S:My answer is “ yes ”A . large number of Chinese especially young people are learning English. English is communicating with Chinese culture. There will be Chinese English.T:Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming.Question timeT:It ’ s time for you to ask any questions or let me explain the sentences that hinder your understanding of the text. Ss ask questions freely.T:Now let ’s deal with some language points. Turn to page 9. Let ’ s look atthe sentence: However, they may not understand everything. This sentence means that sometimes they can understand each other, but sometimes theyhave difficulty understanding each other. The English spoken between about AD 450 and 1150 was very differentfrom the English spoken today. In this sentence,“ spoken between about AD 450 and 1150” and“are used to describe the English.HomeworkRetell the text according to the chart.Finish exercises1, 2, 3 (Using words and expressions) P49-50.。

高中英语人教版必修第一册Unit 2 Travelling Around 教案

Unit 2 Travelling AroundSection A Reading and Thinking教学设计科目：英语课题：Section A Reading and Thinking课时：1课时教学目标与核心素养：知识目标：Know more about Peru in geography, history and famous travel destinations.能力目标：Master the features of the encyclopedia and the travel brochure.情感目标：Express your own ideas on the given topics by critical thinking.教学重难点教学重点：Master the features of the encyclopedia and the travel brochure.教学难点：Express your own ideas on the given topics by critical thinking.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：活动目的：二、While-class教师活动：观察PPT并回答上面的问题：1. Which is the capital of Peru?2. Which of these is the flag of Peru?3. Which is the currency of Peru?教师活动：Read the text on page 26 and guess: What types is it: encyclopedia or brochure? Complete the notes based on the above text.Read the and pictures about the text TRA VEL PERU and try to answer the following questions:1. What types is it: encyclopedia or brochure?2. What kind of information does it provide for tourists?答案：1.It is a brochure.2.(1) How to get to the destination.(2) Hotel information.(3) Introduction about tourist attraction and local specialty.3. Read the text and fill in the table. Then discuss the questions below with a partner.Read the text again and decide whether the statements are true (T) or False (F).1. People can explore the rainforest and enjoy some rare and unusual plants and animals in Amazon Rainforest.2. Tourist will drive cars to go through the Andes Mountains on the way to the city of Machu Picchu.3. Inca builders cut stones to exact sizes so that these perfect fit of stones can hold walls together.4. Uros usually use water plants to make their homes.5. In Cusco, people will visit the museums, admire the architecture, stay with a local Uros family, enjoy the excellent local food, and go shopping at the local markets.答案：TFTTFComplete the passage with the correct forms of the new words from the two texts.Cusco is a popoular d_________ for tourists, because of its u_______ place in the history of South America. Cusco was the capital city of the Inca E________ which was the most powerful in South America until the 1500s. There are two especially interesting things to a________ about the Inca civilisation. The first is the roads and p______ they built to connect their important cities. These Inca roads were made up of two north-south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their o________. Second, the Incas built wonderful cities full of amazing architecture—but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!三、After-classImagine one of you works in a travel agency, please recommend your favorite tour(s) to your customers who would like to travel Peru for their holiday.作业布置：完成同步课时作业。

新人教版必修一 Unit 2 English around the world全单元[教案]

Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：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 phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon?I beg your pardon?I don’t understand.Could you say that again please?Sorry, I can’t follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。

人教版高一英语必修一unit2教案

人教版高一英语必修一Unit 2教案教学目标：1. 知识目标：学习并运用情态动词的被动语态的基本用法及一些固定句型。

2. 能力目标：提高运用知识的能力。

3. 德育目标：了解一些关于环境保护的常识，树立学生的环保意识。

教学内容和过程：一、Warming-up (热身)1. 教师放录音，学生回答书本上的问题。

[设计意图]：通过听力训练，一方面提高学生的听力，另一方面为对话的学习做好铺垫。

2. 学生展示自己制作的图片，用英语介绍自己的作品。

[设计意图]：展示自己的作品，一方面可以提高学生的兴趣，另一方面为下一步的对话学习作准备。

二、Presentation (呈现)1. 教师出示图片，介绍一家手工艺品店。

引出新词：craftsmen, artisan, introduce, showcase 等。

[设计意图]：出示图片，介绍商店及新词汇，为下一步的学习扫清语言障碍。

2. 教师介绍新词汇：have got to, be in the habit of等。

并领读。

[设计意图]：使这些重要的情态动词呈现出来，并教读。

3. 呈现并学习新的句型结构：The craftsmen have to work hard to improve their skills. We must protect our environment. The sculpture is made of recycled materials. The artisan has to follow certain rules and regulations. We should not damage the showcase. 等。

并领读。

[设计意图]：呈现新的句型，为下一步的学习扫清语言障碍。

4. 教师介绍本单元的主题——环境保护和生态平衡。

通过讨论和观看一段录象帮助学生熟悉这些句型。

然后让学生试着使用这些句型进行口头表达。

教师进行点评。

[设计意图]：这一环节通过引导学生对环境保护这一话题进行讨论，使他们形成对环保问题的正确认识，增强他们的环保意识，同时熟悉并运用新句型。

2024年人教版高一英语必修一unit2教案

2024年人教版高一英语必修一unit2教案一、教学目标知识与技能学生能够掌握本单元的基本词汇和表达，包括描述人物特征、爱好、日常活动等。

学生能够熟练运用本单元的重点句型，进行简单的自我介绍和询问他人信息。

学生能够理解并运用本单元的阅读材料，获取文章中的关键信息。

过程与方法培养学生通过合作学习，共同解决问题的能力。

鼓励学生通过小组讨论、角色扮演等方式，积极参与课堂活动，提高英语应用能力。

引导学生在完成课堂任务的过程中，学会自主学习和探究学习。

情感、态度和价值观激发学生学习英语的兴趣和热情，增强他们的自信心。

帮助学生树立积极向上的学习态度，鼓励他们勇敢面对挑战。

培养学生的跨文化意识，使他们能够尊重并理解不同文化背景的人。

二、教学重点和难点教学重点本单元的重点词汇和表达，如描述人物特征的形容词、谈论日常活动的动词短语等。

本单元的重点句型，如使用“be good at”谈论某人的特长，使用“spend time doing sth.”描述日常活动等。

阅读材料的理解和应用，包括从文章中提取关键信息、理解作者的意图等。

教学难点对于某些生僻词汇的理解和记忆。

对于某些复杂句型的掌握和运用。

在阅读材料中，对于深层含义和文化背景的理解。

三、教学过程导入新课通过展示一些图片或视频，引导学生讨论图片中的人物特征、活动等，激发他们的兴趣和好奇心。

提出一些与本单元主题相关的问题，让学生思考并回答，为后续的学习做好铺垫。

词汇和句型学习教师呈现本单元的生词和短语，并解释其意义和用法。

通过例句和练习，让学生熟悉并掌握本单元的重点句型。

鼓励学生运用新学的词汇和句型进行自我介绍或描述他人，以检验他们的掌握情况。

阅读理解教师引导学生阅读本单元的阅读材料，并帮助他们理解文章的大意和细节。

通过提问和讨论的方式，让学生分析文章的结构、作者的意图以及文章中的深层含义。

鼓励学生将阅读材料与自己的生活经历联系起来，进行拓展思考和表达。

语法讲解与练习教师对本单元的语法知识进行系统讲解，包括时态、语态、非谓语动词等。

Unit2TravellingAroundListeningandSpeaking教案高中英语人教版

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

新教材高一英语人教版(2019)必修第一册教案：Unit 2 Travell 含答案

Unit 2 Travelling AroundReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与旅游相关的词汇和表达。

能力目标：学习从不同渠道搜集信息，制定旅行计划；提高思维品格和文化品格。

情感目标：增加学生了解非英语国家的机会，使其拥有更广阔的国际视野。

教学重难点：教学重点：引导学生掌握介绍性文本和旅游宣传册的结构特征，文本特征及语言特点。

教学难点：了解秘鲁旅游资源及文化特点，形成个人见解。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in(1)教师活动：It’s a country with the world’s longest mountain range, largest rainforest,oldest settlements, and great ancient civilization. It’s a country with coasts, highlands,and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers thenext. What’s this country?学生活动：带着下面两个问题观看活动1 的视频：What did you see in the video?What impresses you most in the video?(2)教师活动：We’ve just learnt about Peru by watching a video. What are some other sources from which we can find more information about this country?学生活动：讨论其他信息来源的渠道。

2019统编人教版高中英语必修第一册unit 2《Travelling around》全单元教案教学设计

【2019统编版】人教版高中英语必修第一册Unit 2全单元备课教案教学设计Period 1 Listening Speaking＆Talking教学目标与核心素养：1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperativ e learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.教学重难点：1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the studentsneed to solve the following task.1．Circle the two places Meilin is going to for holiday.A． Germany. B. England. C. Iceland. D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: Speaking ProjectWork In pairs. Choose a travel destination and discuss how to prepare for the tripPart 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1．What are the two speakers talking about?2．What is the relationship between the two speakers?2 Listen again and complete the table with the words you hear.Making reservationsOpening:Talking about timeTalking about what you prefer:Other informationPaymentTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Booking air tickets Booking a hotel room Booking a table for dinnerPeriod 2 Reading and Thinking教学目标与核心素养：1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.教学重难点：1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.教学过程：1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. Mike, a well -paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation.2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life of this country.3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery.4. Mary, a designer, is planning to make a trip to a place, where she can enjoy the different architecture of this country and some excellent food. She also likes going shopping.1.In my opinion, you could/might choose…, because you prefer to…2.Could be a perfect choice for you, for…3.As far as I am concerned, you would enjoy…, for…4.Would probably suit you, because you enjoys/ love/hate doing…Step 5: Passage ConsolidationLanguage appreciation:• 1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.•[句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与_____________________为并列结构;____________作方式状语; unique to the rainforest为形容词短语作定语修饰____________•[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。

新人教必修一Unit 2 Travelling around全单元教学设计4份教案高中英语

Unit 2 Travelling Around Period 1Listening and Speaking 教案教材分析：This teaching period mainly deals with listening and speaking. Students are expected to learn how to listen to people who discuss their plans and know some pronunciation skills. The teachers are expected to enable students to master some listening and speaking skills.教学目标：Knowledge objectives: Enable students to acquire the basic usage of some words and phrases.Skill objectives: Enable students to have a good understanding of listening skills. Emotional objectives: Develop students’sense of cooperative learning and individual capability.Thinking quality objectives: Inspire students’ spirit of patriotism.教学重难点：Listen to people who discuss their travel plans.Grasp some listening skills and the rules of pronunciation.Unit1 2 Travelling AroundPeriod 2 Reading and Thinking教学设计The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take 1. In my opinion, you could/might choose…, because you prefer to… 2. Could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. Would probably suit you, because you enjoys/ love/hate doing… Step 5: Passage Consolidation Language appreciation:•1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. • [句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与 _____________________为并列结构; ____________作方式状语; unique to the rainforest 为形容词短语作定语修饰____________ •[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。

高一英语必修一unit2教案【5篇】

高一英语必修一unit2教案【5篇】高一英语必修一unit2教案【5篇】高一是同学适应高中英语学习的关键时期，作为一名高一英语老师，你知道如何写一篇英语教案？下面是我为你预备的高一英语必修一unit2教案，快来借鉴一下并自己写一篇与我们共享吧！高一英语必修一unit2教案精选篇5教学目标1. To practise listening comprehension.2.To practise making decisions and reasoning教学重难点1. To practise listening comprehension.2.To practise making decisions and reasoning教学工具课件教学过程Step1. revision1. check the homework exercises.1). It has been reported that children will be offered free education.It has been reported that free education will be offered to children.2). It has been said that we will be offered the latest computer science course book.It has been planned that the latest computer science course book will be offered to us.3). I have been told by Peter that I will be lent his notebook computer for a week.I have been told by Peter that his notebook computer will be lent to me for a week.2. Question: What can computers be used as?Step2. Lead-inAs we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?(TV, radio, CD-ROM, DVD, books……)Step3. Listening (SB)1. Pre-listening: What are the changes brought by different forms of IT ?What are the advantages and disadvantages of them ?2. While-listening:Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.Type of IT Advantages DisadvantagesTV You can both listen and watch. You cannot write to friends.Web You can find information. It is very expensive.Radio You can listen to English. You cannot watch a film.Book You can get information. Sometimes it is out of date.3. Post-listening:1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.I think that….In my opinion, ….I believe that….I agr ee because….I disagree because….I’ve decided that….2) (group work): Discussion :Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)Step4. Speaking1. Pre-speakingSay: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.2. While-speaking1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.Information input: Show students some pictures of different computers (desktop computer laptop computer …)Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)Supporting an opinion Challenging an opinionI think that … , because … Perhaps, but what if / about …First, … Have you thought about …One reason is that … What makes you think thatI think it is better because… I don’t like it because….(Pair work )Use the expressions to support your opinion or challenging other’s opinions.2) Oral report: (individual work )Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…3. Post-speakingConclusion—What useful expression do we use to make a decision and reason?(In this way, they can review and use the words and phrases again.)Step6 Pre-writingSay: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?Step7 WritingSay: Write a passage about the result of your discussion! It should contain:What do you have to do?What is the child like?What is the parents’ requirement of the child?What do the parents want you to do?What does the child want you to do?Then what will you do? How do you feel?Sample writing:Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I dont think it is right to do his homework for him — its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!Step8 AssessmentGet the students to assess their writing ability according to the following the questions:1. Is your composition well developed?2. Are your ideas well organized to the point?3. Do you have a good choice of words and idioms in your writing?4. Do you get a good mastery of complex structures of language?5. What kind of mistakes have you made in your writing?Step9: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is __X. I’m 321 model android.I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。

高一英语必修一unit2教案

高一英语必修一unit2教案教案标题：Activating Prior Knowledge and Vocabulary Building in High School English Class教案主题：Unit 2 - Education (必修一)目标学生：高一学生，学习英语的第一年课时安排：2 课时教学目标：1. 导入前课主题，激活学生的先前知识，引导学生进入本单元主题。

2. 帮助学生学习并巩固本单元相关的词汇，增强学生的词汇能力。

3. 通过小组活动促进学生的互动合作能力和口语表达能力。

教学资源：1. 教材：高中英语必修一（人教版）2. 多媒体工具和投影仪3. 单词卡片、图片、小组分组卡片等课堂活动：课时一：1. 通过问题引入课题（5分钟）：- Have you ever thought about how education has evolved over the years? Do you think education is important for everyone? Why?- Can you think of any famous quotes about education? What do they mean to you?2. 激活背景知识（10分钟）：- 分组讨论：学生分成小组，利用已学知识，探讨并分享代表不同国家教育系统的现象、优点和缺点。

- 小组展示：代表每个小组的学生分享讨论结果。

3. 导入词汇学习（15分钟）：- 使用多媒体工具展示与本单元相关的图片，如学校、教室、教育活动等。

- 给学生提供单词卡片，让他们根据图片猜测相应单词的意思，并找到与之相关的其他单词。

- 学生之间互相交流并共享自己的答案，老师及时纠正并解释生词。

4. 课堂练习（15分钟）：- 在黑板上列出一些单词，并要求学生连线匹配单词和对应的中文意思。

- 老师和学生一起检查答案并解释正确答案的含义。

高一英语unit2教案

高一英语unit2教案【篇一：人教版英语必修一第二单元-unit2教学设计】unit2 english around the worldreading the road to modern english教学设计高一英语李海娟一、教材分析本单元的中心话题是“世界英语”，介绍了英语在世界上的重要性。

warming-up 简要介绍了英语语言在不同国家的差异，是学生对英国英语和美国有了粗浅的了解。

pre-reading的问题是针对阅读课文的赌钱思考，激活学生已获背景知识，激发学生阅读的兴趣。

reading “a road to modern english”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。

本课的语言知识主要围绕世界英语这一中心话题进行设计。

本课时主要分为三部分：1. pre- reading (读前准备) 此部分为热身活动2. reading （阅读）3. post-reading （读后）二、教学目标：1. 学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程2. 学生能够在阅读过程中对主要的阅读信息进行记录。

3. 学生能够了解英语在世界上的发展情况，意识到学习英语的重要性的同时，也要热爱自己的祖国，热爱自己的母语。

三、教学步骤step 1 leading-in (individual work)1. do you like learning english? and why?2. can you name some countries in which english is spoken?show a word map on the blackboard and the students to find out the countries in which people use english as their own language. then ask one or two students to mark thesecountries on the map. (通过层层设置问题，引入本课话题，引导学生思考，使学生自然而然进入教学中，激发学生学习英语的欲望。

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高一英语必修一unit2教案【5篇】

高一英语必修一unit2教案

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