人教版必修一unit2 reading 教案 工作案例
必修一 Unit2 reading说课稿
必修一Unit2 reading说课稿一、说教材1教材简析：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解对当代语言特别是英语发展趋势的了解。
这一课“the road to modern English”简要地说明了英语语言的起源发展变化形成原因，以及它的发展趋势。
阐述了各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。
这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家某个民族，或某个地区特色的英语，那种所谓BBC标准英语不再被人们认为是“唯一”的标准英语了。
本课旨在为学生学习英语对打开一扇窗户，使学生了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还有印度英语、加拿大英语等，以后可能还会有中国英语。
另外，这节课是上面Warming up英美词汇不同用法的延续，又是reading的基础。
起到承上启下的作用。
2、教学目的、目标：新教学目标指出学习英语要通过任务活动来完成，要从英语学科特点出发，激发学生兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，结合语言的文化教育，掌握语言基本知识和技能。
A、知识目标：①让学生了解英语语言的起源、发展变化、形成原因，以及它的发展趋势。
②掌握单词短语come up, culture, AD, actually, present, rule vocabulary usage identity government such as sing a pore Malaysia rapidly.B、语言目标：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?Can you speak more slowly, please?How do you spell it, please?Would you please come up to my flat for a visit?She means we should come up to her apartmentC、能力目标：本课通过英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语，各国英语的差异，从而让学生了解英语在各国的文化背景，以及各国英语各自的规律性和惯用性，从而达到与不同国家的人交流时适用最准确最地道的语言。
【教案】Unit2Reading+for+Writing+教学设计人教版(2019)必修第一册+
学科核心素养教学设计“ Travelling Around ”学科核心素养单元教学设计【学习内容】本单元围绕旅行这一主题展开，内容涉及计划制订、行前准备、景点介绍、旅游文明行为以及旅游业发展利弊的讨论等内容。
引言部分主要表达的是旅行，于年轻人而言，是教育的一部分；于年长者而言，则是一种经历，想让人们认识旅行意义及其重要性。
Listening and speaking部分则谈的主要是旅行所需和如何计划，了解旅行培养学生制订计划时全面考虑、系统安排的意识与能力。
Reading and thinking部分主要讲的是南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观，是为了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。
Listening and talking体现的是国内旅行计划及其相关注意事项，主题是熟悉电话预订的过程及需要了解的相关信息，学习相关电话用语，然后模拟生活中的场景。
Discover useful structure是为了掌握现在进行时表示将来计划的用法，并运用这一表达与同伴讨论周末计划。
Reading for writing部分是以电子邮件和宣传页的结合介绍了作者的西安旅行计划；介绍了作者的西安旅行计划，旨在认识中华文化瑰宝，探索、思考国内外有价值的旅游资源及其文化内涵。
Video time介绍了马丘比丘，旨在引导学生学习如何全面看待问题，权衡利弊，呼吁文明旅游。
基于以上内容，我们可以将本单元有机分成三个小版块：旅行前的准备、旅行中的意义、旅行后的感悟，最终让学生通过制定行前计划，提高规划能力，通过了解国内外的著名景点和文化特色，拓展国际视野，最后了解旅游业发展的利弊，树立文明游客意识。
【学习目标】1.梳理如何做好旅行前的准备1.1学生能够谈论旅行前的准备工作，并与同伴分享旅行计划。
1.2学生能够能够通过打电话预订并安排旅行中的吃、住、行等事宜。
高一人教课标版 必修一unit 2 Reading(教案)
Teaching Plan
Title
Unit 2 English around the world
Instructor
Class
Type
Reading
Date
Teaching Goals
Knowledge and Ability:
1. Enable the Ss to learn about the English language .
Teachers /Students’ activities
Teaching Intention
Step1
Lead-in（+7’）
1. Talk about the languages around English.
2. Identify the Ar.E and Br.E.
S&T: Talk about different types of English by answering the questions.
Step6 Discussion
（+7’）
Have a discussion:
Why do we learn English?
T&S:
Discuss with classmates.
To Enable the Ss to learn the importance of studying Putonghua.
T: Give Ss several minutes to read the passage carefully.
S:Read each part carefully to get the detailed information.
高中英语人教版(2019)必修第一册Welcome unit Period 2 Reading and Thinking优秀教学设计
Welcome Unit
Period 2 Reading and Thinking：First Impressions
教学设计
教材分析
本节课是高中英语第一册Welcome Unit的阅读和思考部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，让学生逐渐适应高中阶段的节奏和生活，对比初中来找寻不同之处，从而尽快适应新的生活。
从阅读意识的培养上，让学生了解叙事体裁需要一定的顺序，让文章更有层次感。
最后，在读的过程中了解一些必须掌握的词汇。
教学目标与核心素养
语言能力目标
新课标对于高考语篇意识非常重视，其中的叙事类型学生并不陌生，只是没有从宏观把握的习惯，这节课内容虽然很简单，但是可以借此培养他们对叙事顺序的思考，帮助他们具有一定的语言意识和英语语感，在常见的具体语境中整合性的运用已有的语言知识。
思维品质目标：
通过对比主人公的高中生活和自己的高中生活来寻找相同点和不同点，建立高中学习目标，树立远大理想并正确评价各种思想观点。
同时通过对文章信息的重新整合，做到创造性地表达自己的观点，具备初步运用英语进行独立思考的能力。
教学重难点
1.重点
（1）通过skimming 的方式快速找出文章的叙述顺序；
（2）学会用已知的内容去解决未知的问题，用已经了解的词汇去学习新的词汇；
2. 难点
（1）可以分辨叙述顺序，并可以换一种顺序来叙述；
（2）学会寻找一段中的关键词来重复故事。
教学过程。
最新人教版高中英语必修一unit-2-reading教学设计
人教版高中英语必修一Unit 2 reading教学设计张弦第一．教材本节课教材选取的是必修一第二单元阅读部分。
第二．教学目标1.语言目标●通过对单词的预习及听录音，能够熟读文章中出现的新单词。
●能够在讨论活动中用简单的英语发表自己的看法。
●掌握阅读基本技巧并予以运用。
2.情感目标●让学生认识到英语的重要性，激发学习热情。
●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。
●通过小组讨论培养团队合作意识。
第三．教学重点及难点●提高学生的阅读技巧——scanning 和 skimming。
由于学生刚从初中进入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。
这既是本节课的重点又是难点。
●能读懂文章，了解文章的基本大意及各段落大意。
学会快速找到每段的中心句。
●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。
第四，教学过程Step1. Lead-in （6 minutes）课前放首英文歌（when you believe），为接下来的讨论提供信息。
问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。
可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。
两分钟讨论后，让学生给出答案，幻灯片如下展示：然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English.Step 2: Pre-reading （3 minutes）用三张幻灯片预习本文中的生单词及短语，为阅读扫清障碍。
（对于许多没有做预习的学生来说，这一步是非常有必要的。
Unit 2 Reading for Writing教学设计-高中英语人教版(2019)必修第一册
Step3 Reading
T: Ask students to read the email and summarize the main idea of each paragraph.
1.Main purpose for the trip
2.Other plans for the trip
3.transport
再次阅读文本，回答每段段意，掌握文本细节信息，培养学生对信息筛选，分析，归纳总结的能力
详细阅读每一段，梳理文章结构信息及语言特点，从宏观到微观，学生掌握文本的组织形式，内容安排，学习仿写
环节五
Step5 Writing
T:Ask students to write an email to Richard and talk about your own travel plan.
be planning to/be going to…
The reason for your plan: amazing
I’ve heard that... and I can’t wait to go.
It is an amazing sight…
…is almost unbelievable.
Other plans for the trip
·A specific purpose?
·A fixed layout(格式)?
·Appropriate language?
·Neat handwriting?
·Does each paragraph have a clear main idea?
·Does the writer use the present continuous tense for future plans?
Unit-2-Reading-and-Thinking教案--人教版高中英语必修第一册
新人教版必修一Unit 2 Reading and Thinking教案课题UNIT 2 TRA VELLING AROUNDPeriod 2 Reading and Thinking学科英语班级授课教师教学目标1. Students can learn about the famous scenic spots and cultural features of Peru.2. Read an encyclopedia entry and travel brochure about Peru for more details.3. Practise the skill of identifying the types of the two texts about Peru.4. Students can learn some new words and expressions and use them in the context.教学主题该板块的教学主题是“探索秘鲁”（Explore Peru）。
学生通过观看视频、阅读有关南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后要完成根据游客的兴趣爱好推荐合适的旅行路线的任务。
该板块的活动模拟现实生活中人们通过阅读旅游宣传册或者其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制订旅行计划做好准备。
教科书选择具有南美风情和特色的国家——秘鲁为目的地，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。
该部分除了文字以外，还提供了图片、地图、视频等多模态形式的语篇，培养其看的能力。
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、文体特征及语言特点，了解秘鲁旅游资源及文化特色，形成个人见解。
教学难点1. 让学生快速阅读语篇以获取文章关键信息，预测文本内容，概括段落大意。
高中英语必修一unit2阅读教案
高中英语必修一unit2阅读教案第一篇：高中英语必修一unit2阅读教案必修一Unit2 The Road to Modern English第二课时阅读课一、教学内容：Pre-reading;Reading;Comprehending(p.9)二、教学目标 1．能力目标：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）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。
3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。
2．词汇目标：official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：学生通过学习英语的发展史，激发对学习英语的兴趣。
三、教学方法运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。
采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。
四、教学步骤：步骤一复习导入新课（2分钟）1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。
2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。
【设计意图】通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。
英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。
步骤二、阅读听说理解文章（20分钟）1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。
人教课标版必修1英语Unit2 Reading 课程教学设计(一)
Unit2 Reading 名师教学设计（一）Unit 2 English Around the WorldReading -The Road to Modern English 教学设计人教版高中英语[必修1]设计：新疆生产建设兵团第一第一团双语中学张延峰一、教学对象分析本校为团场双语高中，学生的英语基础普遍薄弱。
本堂课执教班级是平行班，学生在阅读、词汇和语音等方面的运用能力较差。
因此，在课前通过完成导学案，学生提前做了一些准备，熟悉了本单元的词汇，预习了阅读部分。
二、教材内容分析这篇阅读简要地讲述了英语语言的发展、变化的过程以及原因，和它的发展趋势。
通过阅读，学生还明确了为什么除了英式英语和美式英语，还会有印度英语、非洲英语等，以后可能还会有中国英语。
本课是高一新生入学不久学习的内容，对于培养学生的阅读兴趣和信心，训练他们的阅读技能都有着很大的帮助。
三、教学目标1.语言技能目标：学生能够通过标题预测文章内容，通过快速浏览课文、细读课文获取相关信息。
2.语言知识目标：掌握以下词汇、短语的含义：voyage, conquernative,apartment,vocabulary,actually,base,gradual,gradually,enrich,spelling, latter, identity, fluent, fluently, because of, come up, at present, make use of, such as, official language识得以下词汇：Singapore, Malaysia, Danish3.学习策略目标：交际策略：了解不同国家和地区使用不同的英语，但是以英语为母语的人基本不存在理解方面的障碍。
获取信息的策略：学生能够通过网络、查阅书籍获取所需信息。
4.情感态度目标：通过本课，让学生认识到掌握英语的重要性，树立学好英语的信心，同时也认识到汉语在世界的影响，为自己是中国人感到自豪。
Unit 2 Reading and Thinking 教学设计-高中英语人教版必修第一册
必修一Unit 2 Travelling AroundReading and Thinking----Explore Peru 教学设计I. Learning objectives:1.To read and tell the differences between an encyclopedia and a travel brochure;2.To know the travel resources and cultural features of a country;3.To recommend different tours to this country for different tourists.II. Teaching key and difficult points:1.Key point: let students know the travel resources and cultural features of Peru and thedifference between encyclopedia and travel brochure.2.Difficult point: In the end, students are able to compare the four different places and givespecific suggestions to different people with different interests.III. Teaching aids: PowerPoint, blackboard, chalk, handoutsIV. Teaching methods: students-centred teaching method, task-based teaching methodV. Teaching proceduresProcedure Activities PurposesStep 1: Lead-in (5min)1.The teacher shows two pictures: one is Francis Bacon and hisfamous saying “Travel, in the younger sort, is a part of education;in the elder, a part of experience.”, the other is Dong Qichang andhis famous saying “读万卷书，行万里路”2.Seeing and experiencing are more important, today we willvisit a country. This country has great ancient Inca culture,centuries-old Spanish villages, deep rainforest, high mountainsand a beautiful coastline. Do you know which country it is?Arouse students’interest in the topicand lead to today’sreading ----TravelPeru.Step 2: Self-study (10min)Students should finish the following 3 tasks (different studentsfinish different tasks).Task 1: Look through the texts quickly. What types of text are they:encyclopedia or brochure? (Students A, B & C)Task 2: Read Text 1 quickly and finish Chart 1----BasicInformation of Peru. (Students C)Task 3: Read Text 2 carefully and finish Chart 2----Four Tours inPeru. (Students A & B)Let Ss learn about the typesof text, practice the abilityof scanning, getting thebasic information ofPeru, careful reading andgetting some detailedinformation from thepassage.1Accommodation Local homeActivities Boating, hiking, exploring nature➢In this part, 2 groups are required to show their answers on the screen, each group leader explaining his / her answers.Other groups watch carefully and have the chance to supplement and correct.➢The answers are:Amazon Rainforest ---- 4 days, flight and boat, in the middle of the forest;Machu Picchu ----walking, walking in the mountains and exploring the ancient city;Cusco ---- 4 days, local hotel, visiting the museums, admiring the architecture, enjoying the excellent local food, shopping at the local markets;Lake Titicaca ----4 days, car and boat, enjoying the beautiful countryside, staying with local familyStep 5: Examination & ExerciseSuppose you are a travel agent, and the following peoplewant a package trip to Peru and ask for your advice. Pleaserecommend them the destination according to their interest.1.Mike, a well-paid photographer, who hasgreat interest in adventuring and exploration.He hopes to have an active holiday and takesome pictures of different kinds of animals. Hedoesn’t need first class accommodation.Review the knolearnt and practicability of analyzingas speaking.2.Mary, a designer, is planning to make a tripto a place, where she can enjoy the differentarchitecture of this country and some excellentfood. She also likes going shopping.The answers are:1. Amazon Rainforest, because he can enjoy animals unique tothe rainforest.2. Cusco, because she can admire the architecture, enjoy theexcellent food and go shopping at the local markets.。
人教版高中英语必修一Unit2 Reading名师教学设计
How do you spell it, please?
（2）通过本课的学习使学生能够在理解的基础上复述课文。
3.情感态度目标:
通过文本的理解，引导学生学会应付语言交际困难的表达法，用英语进行语言交流。通过对英语与其它语言的对比分析中,能够让学生在了解英语发展趋势的前提下对英语有新的认知与感悟。激发学生对于英语学习的兴趣，使学生保持对英语的恒久热爱。
4.思维目标
通过阅读让学生了解阅读过程中有很多阅读障碍，但是可以通过调整心态和注意力，读懂细节，推测隐含内容，从而掌握大意，获取所需信息。
教学重点：
1.掌握理解本单元关于“世界英语”的内容和基本的阅读技巧；
2.对英国英语和美国英语的差异有所了解，尤其是一些常用词，如flat和apartment; lift和elevator; rubber和eraser等。。
identity, government, Singapore, Malaysia, rapidly, phrase, candy, lorry, command, request，retell, polite boss, standard, eastern, Spanish,
midwestern, southeastern, northwestern, accent, recognize, lightning, direction, ma’am, subway, block
Would you please...?
Pardon?
I beg your pardon?
I don’t understand.
Could you say that again, please?
人教版高中英语必修一unit-2-reading教学设计说明
人教版高中英语必修一Unit 2 reading教学设计弦第一．教材本节课教材选取的是必修一第二单元阅读部分。
第二．教学目标1.语言目标●通过对单词的预习及听录音，能够熟读文章中出现的新单词。
●能够在讨论活动中用简单的英语发表自己的看法。
●掌握阅读基本技巧并予以运用。
2.情感目标●让学生认识到英语的重要性，激发学习热情。
●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。
●通过小组讨论培养团队合作意识。
第三．教学重点及难点●提高学生的阅读技巧——scanning 和 skimming。
由于学生刚从初中进入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。
这既是本节课的重点又是难点。
●能读懂文章，了解文章的基本大意及各段落大意。
学会快速找到每段的中心句。
●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。
第四，教学过程Step1. Lead-in （6 minutes）课前放首英文歌（when you believe），为接下来的讨论提供信息。
问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。
可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。
两分钟讨论后，让学生给出答案，幻灯片如下展示：然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English.Step 2: Pre-reading （3 minutes）用三幻灯片预习本文中的生单词及短语，为阅读扫清障碍。
（对于许多没有做预习的学生来说，这一步是非常有必要的。
人教课标版必修1英语Unit2 Reading 教学设计
Unit2 Reading 公开课教学设计（二）The General Idea of This PeriodThis unit focuses on English around the world, aiming to make students have a good command of the basic knowledge of English by discussing this topic. With the development of the society, language s have changed a lot, especially English. Therefore, some people put forward a point of view that English has developed into the world English under the influence of cultural combination and communication. This period is designed to open the window for students to learn English better.Teaching Content AnalysisThe emphasis of warming up& pre-reading part is laid on improving the students' speaking ability and inspiring then to show interest in the history and development of English. First let the students finish the questionnaire survey on British English and American English, making then get a general idea of the differences of these 2 kinds of English. Then summarize the differences from3 aspects:spelling, pronunciation and vocabulary. Meanwhile, consolidate learning out comes by doing exercise and enjoying a video clip.After the two steps above, the teacher design a role-play activity in order to letthen know there may be some misunderstanding while people speak Britain English or American English. The teacher gives a sample dialogue about it.Later, the teacher introduces the development of Chinese English and tell then notto speak English to the best their ability with a guess game.At last, show some kinds of English all around the world on the big screen, lettingthen discuss with their group members: Why English is called a global language?As for the pre-reading part, the goal we will achieve is to encourage students interested in the history and development of English so as to make preparations for the reading passage. So in the end, the teacher show two pictures about the 01d English and Middle English and conclude the purpose of learning a language to arouse the students' reflection on it.Teaching Aims Analysis1. Knowledge aim: Master the different expressions about British English and American English.2. Ability aim: Develop the students' speaking ability and cultivate students' abilityto analyze the problem and give reasons.Emotional aim: Enable the students to learn about English language and know different kinds of English so as to freely communicate with people from different countries.Teaching Points AnalysisKey points:1. Get the students to learn the differences between British English and American English.2. Discuss and talk about the reasons why English is called the global language. Difficult point: How to express their opinions properly and correctly.Teaching Procedure(Greeting)Step l: Lead-in(s ay ”How are you?” in British English and American English)Step2:Activityl(individual work):let the students finish a questionnaire survey and make some of then share their results.Step3:Show the differences about British English and American English from 3 aspects1. Spelling: The teacher explain and let students enjoy a video clip about it.2. Pronunciation: show them on the big screen and read one by one3. V ocabulary: Activity2(pair work):show the different expressions with the samemeaning in the table and then let students practice by using a sentence structure__________ meaning__________ (Chinese meaning)in British, while in American English, we say________________.Step4: Explain to the students that there may be some misunderstanding and do a role-play activity.Activity3 (group work):Role-playStep5: Introduce some knowledge about the development of Chinese English and make a quiz about some English e:pressionsActivity4 (whole class):QuizStep6: Show other kinds of Englishes around the world and make a discussion Activity5 (group work): discussion: Why English is called the global language?Step7: Pre-reading: show two pictures about 01d English and Middle English to arousestudents' interest.Step8: Conclusion: conclude the purpose of learning a languageStep9: HomeworkA Teaching PlanLanzhou No.2 Middle SchoolZhang Yan。
【教案】Unit 2 Reading for Writing 人教版(2019)选择性必修第一册
O1U2读写课教案一、 教学内容分析本课教学内容选自人教版普通高中英语教材选择性必修第一册第二单元LOOKING INTO THE FUTURE 的Project ：Write a letter to yourself from the future 部分，主要任务为应用文写作。
属于“人与社会”主题范畴下的“科学与技术”主题群。
旨在激发学生的想象力，生成个人对科技和人类关系的认识，以建构正确的科技观，实现学科育人价值。
课文是一篇来自未来的写给自己的信的范文，除了称呼和署名，正文主要分为开头、主体和结尾三个部分。
开头部分交代了这封信的写作目的；主体部分阐明了自己感兴趣的职业和未来科技变化对该职业的影响，以及在未来该职业的优势和劣势；结尾部分总结全文。
该文结构清晰，内容明确，适合学生学习和模仿。
就文章结构来看，该文包含了一般信件的必要组成部分，包括写信对象称呼语、写信目的、具体内容、总结以及署名，为学生完成写作任务提供了一个可模仿的框架。
就文章语言来看，该文有一些功能句式，如“I want to write this letter to ...”“ All in all...”等等，为学生的写作输出提供了语言支架。
就文章内容来看，文章话题为未来职业，属于未来科技话题，要求学生具备活跃的想象力和创造力。
学生可以通过阅读文章和教师引导提取文章的结构以及功能句型，并且通过独立思考和小组讨论激发想象力和创造力，培养创新性思维。
二、 学情分析授课对象是Z 省某普通高中高一年级的学生，他们经过义务教育阶段的英语学习，已基 本具备了一定的应用文写作基础以及基本的语言能力，形成同伴合作的学习习惯。
对科技发展和未来科技改变生活的展望是思想活跃、满怀憧憬的高中生熟悉且感兴趣的话题，这为本课的学习提供了有利条件。
但绝大多数学生在运用话题词汇表达观点方面还需进一步加强，对于信件的结构和功能句式也不熟悉，且缺乏对科技与人类关系的辩证性思考，他们的逻辑性思维能力和批判性思维能力也有待进一步提升，不能独立完成一封高质量的信件写作。
人教版英语必修一Unit 2(reading)教学设计
Module 1 Unit 2English around the world 教学设计(reading阅读课)Ⅰ. Teaching materials analysis：Warming-up mainly introduces the differences between American English and British English. And the reading passage mainly describes the development of the English language. By learning the topic, students can know more about how English will develop and cultivate cross-culture awareness.Ⅱ. Students analysisThe students have just graduated from junior middle school and they have not got used to senior English learning. Because of the new words in the reading passage, they lack confidence and it is difficult for them to read for the specific information in limited time. So I will try to design some tasks to build up their confidence, encourage them to take an active part in activities and develop their reading habits.Ⅲ. Teaching Aims and Demands（教学目标）:a.Knowledge Objects: To enable students to learn about the development of the English languageb. Ability Objects: To train the reading skills of studentsc.Moral Objects: To motivate students to learn English wellⅣ. Important Points: to train the reading skills of studentsⅤ. Difficult Points: to read for specific information in limited timeVI．Teaching Aids: Multi-mediaVII．Teaching Procedures:Step 1: Greeting and Warming-up（热身）a. Watch a video clip—a man imitating the accents of Chinese English, Indian English, Japanese English, American English and German English) .b. Summarize the differences between Br. E & Am. E.vocabulary spelling pronunciationc. Present pictures to learn the new words( underlined in the following sentences) and background informationIn AD450, actually, there was only British English.British made voyages to conquer other countries.Present the map marking countries ruled by the UK (1921英国殖民地)British settlers ruled India, Singapore, Malaysia etc.Gradually English was spoken in more countries.List the countries using English as an official languageStep 2: Pre-readingRead the title “The Road to Modern English” and guess (猜测) what thepassage is about. (Present a picture of a road. Later have students draw a road and write down the timeline of the development of English by the roadside.)A. How to learn English wellB. The development of EnglishC. The difference between modern English and old EnglishStep 3: Reading comprehendingTask 1: Read the text quickly and check your guess.KEY: BTask 2: Read the text and decide whether the statements are true(T) or false(F).1. English developed when cultures communicate with each other. (Line 9-10)2. Between about AD450 and 1150 English was based on French. (Line11-12) .3. Samuel Johnson gave a separate identity to American English spelling. (Line 20)4. English is one of the official languages in India. (Line 24)Keys: (T) (F) (F) (T)Task 3: Draw a road and write down the timeline of the development of English by the roadside. AD 450-1150: English was based more on German.AD 800-1150:by the 1600s:in 1620:in the 18th century:by the 19th century:from1765-1947:Today:Keys: English was influenced by Danish and French.Shakespeare made use of a wider vocabulary.British settlers moved to America.English began to be spoken in Australia.English was settled.English became the language for government and education in India.More people speak English as their first, second or a foreign language than ever before.Task 4: With the book closed, listen to the text and fill the blanks.All languages develop when cultures ___________each other. Between AD450 and1150, English was____ more on German. Then betweenAD800-1150, those who _____England spoke first Danish and later French. In the 1600s, Shakespeare __________ a wider vocabulary. In 1620 British _____ moved to America. From 1765 to 1947 English became the language for ________ and education in India. By the 19th Century the language_______. Today, the number of people learning English is________ rapidly.Keys :communicate with; based; ruled; made use of; settlers; government; was settled; increasing Step 4: Speaking task:Discuss in groups of 4-6classmates.Why do you think people all over the world want to learn English?Useful expressions: surf the Net上网official language官方语言the Olympics the UN联合国travel abroad 出国旅游study abroad 出国留学Step 5: Homework: Learning about the Language Task 1,2,3&4Step 6: Summing up▪In this class I have learned▪1…▪2…▪…▪To improve myself, after class I will do▪1…▪2…▪…Reserve activity: Retell the text using the timeline. Blackboard writing design（板书设计）:Unit 2 English around the worldfluent nativeAfter class reflection（课后反思）:Thank you very much!。
人教高中英语必修一Unit 2 Reading说课稿
人教高中英语必修一Unit 2 Reading说课稿
高一英语上学期Unit2Englisharoundtheworld(Reading)说课稿
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Englisharoundtheworld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
w本课是高中一年级英语上册，unit2Englisharoundtheworld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....。
Unit 2 Reading and Thinking示范课教学设计【人教选必修1】
Unit 2 Looking into the FutureReading and Thinking教材分析本单元围绕“展望未来”这一主题展开，反映了人们对未来生活与技术发展的期待与担忧，鼓励学生深入思考现代科技发展对未来人类生活的影响与意义。
开篇页主题图是一张充满未来概念的创意图。
开篇引言传递了作者对人类创造力的肯定和期待：预测未来最好的方式是创造未来。
图片与引言相结合，引发学生思考人与科技、未来、社会的关系。
阅读板块的活动主题是“交流对智能家居的看法”（Exchange views on smart homes）。
学生通过阅读一篇介绍未来智能家居的说明文，了解技术发展给生活带来的便利，并思考这些变化可能产生的问题。
在有关科技和未来的主题语境下，从居家生活切入话题可以让读者感觉到未来科技发展与生活息息相关，从而拉近话题与读者的距离，激发他们的阅读兴趣。
教学目标1. 能正确理解使用下列词汇：integrate, automatic, efficient, switch, instant, warning等。
2. 能读懂并理解杂志专栏文章，了解此类文章的语篇结构和语言特点。
3. 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。
4. 能够根据文体和语言特点判断文章的目标读者和写作目的。
5. 能够了解科技发展，尤其是智能家居对人类生活的重要影响和意义。
教学重难点【教学重点】引导学生通过快速阅读识别文章的写作目的和目标读者。
【教学难点】引导学生结合语篇主题和内容，全面思考并积极期待未来科技的发展。
教学过程Step 1 Warming-up1.Look at the opening page and discuss the following questions.(1) What comes to your mind when you see the unit title and the theme picture?(2) What might be talked about in this unit?2. Appreciate the quote and think about the questions.(1) How do you understand the quote?(2) What’s the possible connection between the quote and the picture?(3) What’s the relationship between man and technology likely to be in the future?设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生背景知识。
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2. Get the students to learn about English language.
Ability aims:
Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.
☆教学重点和难点
本单元需要学习的重点单词为：includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj. )rule(v. )vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrase candylorrycommandrequestretellpolitebossstandardMidwesternsouthernSpanisheasternsoutheasternnorthwesternrecognizeaccentlightningdirectionma’amsubwayblock
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. . . )
☆教学过程
教学环节
教师活动
预设学生行为
1.Get the students first to discuss the two questions with their partners and then answer them.
2. Ask the students to read quickly to get the main idea of the text
☆学生学习活动评价设计
通过学习讨论本单元“世界英语”的话题，使学生了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语，并对英国英语和美国英语的差异有所了解，尤其是一些常用词，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英语进行交流。
Emotional aims:
Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.
3.掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。
4.学会应付语言交际困难的表达法，用英语进行语言交流。
5.能熟悉作文的写作步骤，写一篇介绍英语学习经历的短文。
☆板书设计
Unit 2English around the world
THE ROAD TO MODERN ENGLISH
Paragraphs
4. Today the number of people learning English inChinais 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, . . . )
设计意图
Step 1 Lead-in and Warm Up
Step 2 Pre-reading
Step 3Reading
Step 4 Workbook
Step 5 Discussion
Step 6 Homework
To arouse the students’ interest and lead in the topic, the teacher can organize some activities or ask students some questions, such as “How many countries use English as their native language? ”, “Are there any differences between British English and American English? ”, and so on.
6. TheUSis 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. . . )
3. Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise 1(on Page 10)
1.能运用所学语言知识谈论有关“世界英语”方面的话题。
2.能根据已知信息推测所听材料的内容以及拼写所听有关单词。
☆教学反思
1.让学生明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。
2.本堂课使用多媒体教学，能够调动学生英语学习的积极性，为学生创设了良好的英语交际环境。
3.以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求，实现了英语在真实情景中的应用。
☆教材分析
读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。
“阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。
☆教学基本信息
课题
人教版必修一unit2 English around the world (reading)
作者及工作单位
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☆指导思想与理论依据
本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。
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 ruledEnglandat that time spoke French. (those who. . . )
Paragraph 3
All languages change when cultures communicate with one another.
Paragraph 4
English is spoken as a foreign language or second language in Africa andAsia.
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 inScotlandand taught himself while working in a bank. (while doing. . . )
Main ideas
Paragraph 1
The spread of the English language in the world
Paragraph 2
Native speaker can understand each other but they may not be able to understand everything.
本单元需要学习的重点词组为：play alay a part(in)