人教版高一英语教案第二单元
人教版高一英语必修一unit2教案模板
人教版高一英语必修一unit2教案模板高一英语必修一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 for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.Today we are going to learn about the health care system in three different countries. 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 and try 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 you become ill, medical fees are paid for by the goverXXXent.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 private health 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 goverXXXent 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 the health 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。
高一英语人教版必修第一册教案：Unit 2
Unit 2 Travelling AroundReading for Writing教学设计科目：英语课题：Reading for Writing 课时：1课时教学目标与核心素养：知识目标：掌握邮件的写作格式能力目标：提高写作能力情感目标：开阔国际视野教学重难点教学重点：引导学生写一封语言简练、语意连贯、结构清晰的电子邮件，介绍自己的旅游计划教学难点：在写作中恰当的融入表达感情的语言结构。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-writing1. Greeting2. Leading-in教师活动：Ask students some questions to draw their attention.For foreign visitors, Which city in China may attract them most?Xi’an is always a popular destination for tourists. For a foreign tourist, Xi’an is a must-go place in C hina. What do you think is special about Xi’an?学生活动：简单讨论中国的热门旅游城市。
活动目的：吸引学生的注意力。
二、While- writing1.教师活动：Please read the page about the Terracotta Army from a travel brochureand tell us what amazes you most.学生活动：阅读关于兵马俑的宣传页。
2.学生活动：阅读Richard写给Xiao Li的邮件，说出邮件谈到了旅游计划的哪几个方面，例如：where to go, when to go, why, how, with whom, what to do等。
3.教师活动：Guide students to analyse the structure of the text.学生活动：完成活动2中的第一个步骤。
人教版高一英语Unit2 English around the world 教案
高一英语Unit2 English around the worldPeriod one wordsAims: 1. Learn about word formation ( compounding, derivation…)2. Master the following words. 1) make oneself at home 2) majority 3)except for 4)exchange 5)comeabout 6) end up with 7) a great manyStep one: Revision1.allow sb. to do/allow doing2.whisper, in a whisper3.I am only two minutes late.Step two: Read after the teacher the new wordsStep three: Learn the words:1.bathroom US: room with a toiletBr: room in which there is a bath ( and also usu. a wash-basin and sometimes a toilet) more compounding words with the word room eg: classroom, dining-room, reading-room, drawing-room, living-room, sitting-room, bedroom.2.make yourself at home: feel at home /be at homeeg: I don’t feel at home in the strange place.I can’t make myself at home here.I am not at home talking to teachers.ndlady: the female owner of a home that is rented by othersthe female owner of a shoplandlord: the owner of a large area of land4.closet: a small room or cupboard for storing things5.pronounce: How do you pronounce the word “pronunciation” ?eg. invention, translation, repetition, situation, organization.6.majority : more than halfeg: A/The majority of the students in our class are boys.In our class, boys are in the/a majority.Major n. My major in university was English education.v. I majored in English in university.7.broad : broad-minded, broad daylight, broad shoulders, broad plainswide: wide road, a wide river, open your arms wide, two meters wideconclusion: wide is the usual word to talk about the physical distance from one side of sth.to the other ; broad is often used in more abstract expressions.Note: wide interests, wide knowledge8.native adj. native language/mother tongue ; a native speaker of Englishn. He is a native of English.Local: He speaks English with a local accent.9. total adj. n. in total adv. totally10.equal adj. be equal toeg: All men are born equal.We are of the equal height .= We are equal to each other in height.She makes a mess of the job and she isn’t equal to the position.v. eg: 2 plus 2 equals 4. I equal you in height but not in intelligence.11. situation eg: in a good(bad) situationbe situated in : No.1 middle school is situated/located in the north of Handan city.12.except for: Your composition is excellent except for a few spelling mistakes.The desk is clean except for a dirty dot.except: Everybody has come except him.We all went to the park except him. (but)13.trade n. sweet tradevt. trade sth. with sb. May I trade seats with you ? (exchange)trade sth. for sth. May I trade my apple for your banana? (exchange)14.end up with: The story ends up with a happy ending.15.a great many: a great many students ; a great many of the students ; a great many of uspare … to …eg: A teacher’s job is often compared to a candle.compare …with eg: We shouldn’t compare a green hand with an expert.Compared with china, Japan is quite a small country.Homework: sentence-makingI. 1. total 2. equal 3. except for 4. majority 5.trade 6. compareII.Preview warming up and speaking..Period two Warming-up ,listening &speakingI. Teaching aims:1.talk about the difference between American English and British English;2. Vocabulary : bathroom, towel, closet, pronounce, pizza…3.Similar dialogue presentation with new words and expressions used withinII. Teaching aids: tape recorder /slide show/ computer /multimedia education softwareIII. Grammar: indirect speech, direct speech, requests and commandsIV. Teaching steps:1. Warming up:①T asks Ss: How long have you learned English?Do you know why you study English at school②T says: English is spoken on both sides of the Atlantic. Most of people over the world speak English. If you master a foreign language, you can learn more about the foreign language, foreign culture and even the news of world.③T says: Do you know A.E/ B.E? in fact, there are some difference between A.E and B.E. Sometime slight misunderstandings may occur between active speakers from Great Britain and the United State.④ let Ss listen to the tape.T says: We’ll learn a dialogue. Joe is an American who has come to Britain for the first time.T says: please listen to the tape and find the answer to the questions: (slide show)⑤ let Ss listen to the tape again.⑥ Let Ss read the dialogue loudly.⑦ If possible, get Ss to act it out.⑧ If possible, give Ss enough time to make a similar dialogue.2. Listening①T asks Ss: What can you see in the picture? ( a old lady and a man), The man is Mr. Brown , and the old lady is Mr. Brown’s landlady who has many house rules.② Play the tape twice.T says: Let’s listen to the tapes twice and write down five of house rules like the examples, using the phrase ‘ask….to…’③ check the answers with the Ss.3.Speaking① let Ss listen to the tape and follow it(dialogue 1 ), paying attention to the intonation.② let Ss finish the sentences and check the answers in the class.③ get Ss to work in pairs and act dialogue1 out.④ the same way to play dialogue 2.⑤ if possible, get the Ss work in pairs to make a similar dialogues(slide show I, II,III). (slide show I )(slide show II ) (slide show III )⑥let Ss make a dialogue, using the useful expression.IV Teaching crux:Teacher can deal with some language points or useful words:1．Did you have a good flight?2．Did you sleep at all on the plane?At all主要用于否定句、疑问句和条件句，用以加强语气，与否定词连用，表示“一点也不”e.g. I don’t agree with you at all.Do you feel ill at all?3．You don’t need to ask, just make yourself at home.Make yourself at home请随便，别拘束e.g. Sit down by the fire and make yourself at home.If you get to my house before I do, help yourself to a drink and make yourself at home.4．Can you tell me how to pronounce…?Pronounce v. ---pronunciation n.Don’t forget to buy me some ketchup on your way back.Forget后接不定式，表示“忘记了要去做的事情”；后面动名词表示“忘记了已经做过的事情”e.g.I’ve forgotten to lock the door.He has forgotten meeting me last year.祈使句Don’t forget…表示提醒某人“别忘了做某事”Don’t forget to shake the bottle before use.Don’t forget to give my regards to them.Period three pre-reading, reading, post-readingI. Teaching aims :1.reading comprehension2. Vocabulary: majority, native, total, in total, tongue, mother tongue, equal, government, situation, except for, international…3.Similar dialogue presentation with new words and expressions used withinII. Teaching aids: tape recorder /slide show/ computer /multimedia education softwareIII. Grammar: indirect speech, direct speechIV. Teaching steps:1. Pre-reading:①T asks Ss:How many languages do you speak?Which is your native language?If you speak more than one language, in what situations do you use the languages?②let student read the passage for several minutes.③teach some new words to Ss: (slide show)2.Reading①T says to Ss: Today we will read a passage about the historical development of English over the past fifty year, developing from a widely spoken national language to a universally spoken world language.②let Ss read the text silently, and then fill in blanks(slide show)1The English is the mother tongue of 375 millionpeople in English speaking countries such as the US, UK,Canada, Australia, New Zealand, South Africa and Ireland amongothers.2The number of people who learn English as foreignlanguage is more than 750 million. Most people learn English forfive or six years at high school.3English is the working language of most internationalorganizations, international trade and tourism. English is also thelanguage of global culture, such as popular music and theInternet.③let Ss read the text again, and then work in pairs to answer another questions:Why is it becoming more and more important to have a good knowledge of English?In which countries do we find most native speakers of English? Give the names of the three countries.Living in China you can use English every day in different situations. Give two examples.④play the tape to Ss and let them follow and repeat the text.⑤deal with some language points and new words1. There many people speak English as a first or a second language.“ the+序数词” 用来表示编号，强调“第……”e.g. Who is the first man to land on the moon?“ a+序数词”强调“再一……，又……”e.g. We’ll have to do it a second time.He had jumped two times but failed; he tried to jump a third time.2.Chinese businessmen, taxi drivers and students talk with them using English.Using English是现在分词短语做方式状语。
最新人教版高一unit2全单元教案（人教版高一英语上册教案教学设计）
最新人教版高一unit2全单元教案（人教版高一英语上册教案教学设计）Step I : Warming Up介绍世界英语，要求学生区分英美语单词。
Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。
Step III: ReadingTask 1:Reading and choose the correct answers.Task 2:Read and summarize the main idea of eachParagraph. ( work in groups of four )Para.1 the extension of English in the worldPara.2 Native speaker can understand each other but not everything.Para.3 the development of English as native languagePara.4 English is spoken as a foreign or second language in many countries.Task 3: Analyze the textPart one (Para.1): the extension of English in the worldPart Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive readingTeaching materials:（P11-12 Learning about the language ,P51-52 Reading Task ）Step I. Check the words and expressions .(P11&12 Discovering useful words and phrases part 1,2,3&4) Step II. Listen and find the British and AmericanWhich are different but have the same meaning.( work in pairs)P12 part 5Step III. Pre-readingStep IV. Reading and talking( P13)Task1 : Read and answer questions:Task2: Read and fill in the map.辩别southeast ,northeast ,southwest, northwest,south,east, west, north.Step IV. Homework:Read the passage on P52 and fill in the table.The third period: ListeningTeaching materials:Step I. Check the homework.( the passage on P52 and fill in the table.)Step II. Listen and answer questions.(P14)Step III. Listen and write AE words.( P48)Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken inSo many places.(p51 Listening task)Step IV. Homework:write a short list of reasons why English is spoken in So many places.The fourth period: GrammarTeaching materials: P12 Discovering useful structure, P50 Using Structures , P15 SpeakingStep I.The fifth period:SpeakingTeaching materials:Talking on P48-49project on p53--54The sixth period: WritingTeaching materials: Speaking task on P52Writing task on P53The seventh period: Summing up讲评作文3.Do some exercises about sentence transformation.Teaching Important Points:1.How to improve the students' listening ability.2.How to help the students ideas freely.Teaching Difficult Point1.How to use different words to express one's idea.ProceduresI. Greetings and Revisionmorning, everyone.In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examplesII. Warming upNow, I'll ask you some questions.The first question is: How many countries and regions are there in the world?(About two hundred.)T: How many languages are there in the world?(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand) It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?: They are five. French, Russian, Spanish. English and Chinese.In this unit, we'll talk about English.Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us theanswer question? :It is the toilet. Why can't he find it? Perhaps when Joe says" bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.III. Listening :Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )Step iV. SpeakingPlease look at Speaking on Page 9Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.Now let's completeHarry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her wayWe've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.Step VI. Consolidation(The teacher writes the following sentences on the blackboard. )Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answersSuggested answers1. "Don't drink too much," he said.2. Jack told his brother to turn off the light before he slept.3. "Will you please help me to make a kite?" the little girl said.4. He asked Tom to buy a pen for him.5. He told me to be quiet.StepVII. Summary and HomeworkListen to some materials and do some exercises about sentence transformation. Please learn the sentences by heart.(Pointing to the blackboard. )After class, do more practice as we did in class and try to speak more English as you can. That's all for today. ClassUnit2 Second Teaching Aims1. Learn the text" English around the world".2. Get the students to master the useful expressions in the text.3. Train the students to read the text4. correct pronunciation and intonation.5. How to improve the students' ability to read an article.6. How to get the students to master the useful expressions.Teaching Difficult Point:The use of some useful expressions.1. Fast-reading to train students' reading speed.2. Reading comprehension getting the students to grasp the main idea3. Practise what they've learned.Teaching ProceduresStep I ~ Greetings and RevisionGreet the whole class as usual.The teacher checks the students' homework and gives explanationsStep 1I ~ Preparation for reading(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them . )Please answer my questions.The first question is:What language has the largest number of speakers?The second question: What language is the most widely spoken and used?English. How many languages do you say ? I speak Chinese and English.:Which is your native language?(SB: My native language is Chinese. )T If you speak more than one language, in what situations do you use the languages? : (I'm learning English. I can speak English and Chinese. I'll speak English in everyday life and use it as much as I can. As long as the person I speak to understand English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I'll speak Chinese to anyone who can only speak Chinese.)Step III. Fast-readingAs we know, English is the most widely used language. In this period, we'll talk about English. Please open your books at Page10. Read the text" English around the world "fast and think about the three questions on the screen. ( The teacher shows the screen. ) Do it by yourselves and write the answers on a piece of paper. I'll collect the first five pieces and see who can answer them quickly and correctly. Do you understand what I mean?Answer the following questions:1. How many countries are there where the majority of the people speak English?2. How is English used in Hongkong?3. What language should we use on Internet so that we can communicate with people around the world?(The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students. While doing this. Point out any mistakes the students make and let them correct the mistakes by themselves. We can use English to communicate with people everywhere around the world through the Internet.Are there any different ideas?Step IV. ReadingNow read the text carefully and discuss the questions on the screen.(Show the screen. )answer the following questions:1.How many people use English their mother tongue?2.How many people learn English as a second language?3.In which countries do we find most native speakers of English? Give the names of five countries.4.How is English used in countries such:: as India, Pakistan,Nigeria and Philippines?5.How many people learn English as a foreign language?6.Why is it becoming more and morel important to have a good knowledge: of English?Living in China you can use English every day in different situations. Give two examples.One student, one question. Volunteers !1. More than 375 million people use English as their mother tongue.2. The number of people learning English as a second language and the number of people using it as mother tongue are almost the same.3. In England, America, Canada, Australia, South Africa etc. , we can find most native speakers of English.4. In those countries, people perhaps speak the language of their own country at home with their family, but the language of the government, schools, newspapers and TV is English.5. More than 750 million people learn English as a foreign language.6. Because English has developed into the language most widely spoken and used in the world. It is the working language of most international organizations, international trade and tourism. We can listen to English songs on the radio or use English to communicate with people around the world through the Internet.Well done! That shows you have a clear understanding of the text. Look at the screen again. I'll explain some expressions and language points all around the world.,all over the worldthe majority of..the greater number /amount (esp. of people) the number of " number: figures"e. g. The number of students absent is 6. a number of: several, many e. g. A number of students were absent yesterday.in total: when all have been added up.In total, there must have been 20 000 people one's mother tongue: one's native language.communicate with: communicate, to::make ( news, opinions, feelings, etc. ) known. (The teacher answer the raised by the students. )Step V. Listening and Read AloudLet's listen to the tape. I'll play the tape twice. When I first play it, just listen. When I play it for the second time, listen and repeat it. After that, read the text aloud. Are you clear?(The teacher plays the tape for the students to listen and repeat. While the students read, the teacher goes among the students to correct the students' mistakes in pronunciation, intonation and stress. )Step VI. Post-reading and PracticePlease turn to Page 11. Let's do Part 2, Complete the following summary with proper words. Pair work. Write your answers on a piece of paper. Later, we'll check the answers.Suggested answers:useful language; Britain; America; mothertongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicatingNow let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Areyou clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase"all around the world".We Chinese people have friends all around the world.T: Please go on !the majority of:The majority of class passed the exam.in total:In total, there must have been 500 students there.one's mother tongue:Mr Smith comes from the US and English is his mother tongue.the number of:The number of the school is increasing has lives here quite a Sm:such as:Boys such as John and James are very friendly. :develop into:Seeds develop into plants.:without doing:He said this seriously without smiling. :communicate with:The two friends hadn't communicated with each other for years. :through the Internet:He communicated with his friends in the US through the Internet.have a good knowledge of:You have a good knowledge of English. (The teacher writesthe useful phrases above on the blackboard. )Step ~. Summary and HomeworkT: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading onPage 11. That's all for today. Class is over... Step vm. The DesignWritingUnit 2 English around the worldThe Second PeriodUseful Phrases:all around the world such as the majority of develop into in total without doingone's mother tongue communicate with the number of through the Interneta number of have a good knowledge ofStep IX. Record after TeachingUnit2 The Third PeriodTeaching AimsReview some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.Teaching Important PointPoint out the features of an order which uses the imperative, namely "tell/order sb. to do sth. "and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth." reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductivemethod and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching ProceduresStep I Greetings and RevisionGreet the whole class as usual.The teacher checks the students' home-work--let some students say somethingabout English in their own words. If theyhave some difficulty. Part 2 in Post-read-ing on Page 11 may give them some help. ~F Step I] ~ Word StudyT:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers.(A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?Step II Grammar(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?Ss:Stand up./Open the door./Now close the door.T: What did I say to Se?Look outCould you lend me your pen?Can you show me your book?T: What was the difference between what I said to Student Aand what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )T: What about Student B? What did I say?S: You asked Student B to sit down/lendyou his (her) pen/show you his (her)book.T.. You are right. I told/ordered StudentA to stand up etc. I asked StudentB tolend me his(her) pen, etc. In fact, whatI said to Student A is an order. What Isaid to Student B is a request. Its pat-terns are like this:Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write "Order' in your exercise books. If it's a request, write" Request". (Show the following sentences on screen. )Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, "sh. told/ordered sh. else to do sth. "If a sentence is a request, it often uses a question form or an imperative, but very politely, namely,"sb. asked sb. else to do sth. "But we should pay more attention to the negative construction. Its reported orders and requests should be like these. "sh. told/ordered sb. else not to do sth." "sb. asked sb. else not to do sth. 'Now open your books. Turn to Page 11. Look at Part 2 in Language StudyGrammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are ordersT: Which sentences are requests?SD :Sentences 1,4 and 5 are requests.T: Now turn to Page 12. Look at Part 2.In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.(After the students' discussion. )T: Please give us your sentences. WhoSE: The landlady asked him to put the coat in the closet."Will you please put your coat closet? "said the landlady.The landlady asked him not to on the peg."Will you please not put it peg?" asked the landlady.Please go on.The commander ordered to stand still."Don't move, "the commander said to the soldiers.Step IV. Practice(The teacher shows the screen. )Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word "Don'ts", there are three orders, under them there are three requests. On the right, under the word "Dos", there arethree orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Lookat the six orders. In Direct Speech, I can say "Watch the teacher carefully. Don't come into the lab without a teacher. "In reported order. I can say" She told us to watch theteacher carefully. She told us not to come into the lab without a teacher."After you practise the orders, you may practise the requests. Are you clear?Now let's begin.(Give the students practise them, then their practice. )Suggested answers:Indirect Speech:1. He told us not to come into the labwithout a teacher.2. He told us not to touch anything in the tab.3. He told us not4. He told us to fully.5. He told to smoke. watch the teacher dip our fingers6. He told us to suck our fingers.7. He asked us not to put anything basin.8. He asked us not to talk so loudly.9. He asked us not to leave the books in the lab.10. He asked us to write our answers on the blackboard.11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everythingStep V. Summary and HomeworkIn this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~ Step VI. The Design of the WritingUnit 2 English around the worldThe Third PeriodOrders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'" ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after TeachingUnit2 The Fourth PeriodTeaching AimsLearn the text to get the students know about the differences between American English and British English.Get the students to master the words and expressions of the text.Teaching Important PointsImprove the students' readingImprove the students' writing ability.Get the students to know about American English and British English.Teaching Difficult PointHow to improve the students' writing ability. T eaching MethodsFast-reading and students' reading ability. Practice and pair work or group work.Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:Step I Greetings and RevisionGreet the whole class as usual.T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )Step ]I. Fast Reading:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is A merican English for “think" ? What did Noah Webster do make American English from British English?T: Who will give us the first answer?SA :I'll try. In American English "I guess" is used instead of "I think".T: Quite right. What is the second?SB: He changed the spelling of many words.Step III. ReadingT: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..1. When did America become an independent country?2. Where did the word" fall" (meaning: "autumn")first come from?3. Can you give some examples to show spelling differences between American and British English?4. Is there any difference in written English in the two countries?5. What differences are there in spoken English in the two countries?6. Do you think that people from Britain and America can understand each! other?7. Why do you think so?8. How did the differences between British and American English come about?9. Which do you prefer, American English or British English? Why?(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, onequestion, Volunteers !1. In 1776, America became an independent country.2. The word "fall" first came from England.3. Yes, I can. For example, the words "colour, centre and travelled' in British English are spelt" color, center and traveled 'in American English.4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Pleaselisten to me carefully.Notes to the text:1. come about--happen, take placee. g. When John woke up, he was in the hospital, but he didn't know how that had come about.2.stay vi. --keep, remaine. g. The door stayed open all3. end up with--finish withe. g. The party ended up singing of Liu Huan.(The teacher answers any questions asked by the students. ) Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.Suggested answers ..1. C~2. B~3. C;4. D~5. DStep IV. Listening and Reading AloudT.. Let's listen to the tape. When I play it for the first time, just listen to it.When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear?(The teacher plays the tape for students to listen.) students read the text, the teachergoes among the students and corrects the students' mistakes in pronunciation Intonation and stress. )Step V. Reading and WritingNow look at Reading and Writing on Page 13. Read the paragraph about American English and fill in the chart.First read the passage, please. Then do it in groups. Write。
人教版高中英语必修第一册 《Unit 2：English around the World》教案
人教版高中英语必修第一册 《Unit 2：English around the World》教案一、教学目标1.知识目标o学生能够掌握与英语在世界各地的发展和差异相关的重点词汇和短语，如 “official, voyage, native, actually, base” 等。
o学生能够理解并运用描述英语在不同地区特点和变化的句型。
2.技能目标o学生能够听懂有关英语在全球使用情况的对话和讲座，并提取关键信息。
o学生能够阅读并理解介绍英语在世界各地演变的文章。
o学生能够用英语简单比较和阐述不同地区英语的特点。
o学生能够就英语的全球化影响进行讨论和书面表达。
3.情感目标o培养学生对英语语言多样性的认识和尊重。
o激发学生学习英语的兴趣和动力，了解其作为全球通用语言的重要性。
二、教学重难点1.教学重点o重点词汇和短语的准确理解与运用。
o课文中关于英语在世界各地发展和变化的内容理解。
o引导学生用英语描述不同地区英语的差异。
2.教学难点o帮助学生理解英语语言变体背后的文化和历史原因。
o培养学生在讨论和写作中清晰表达对英语全球化的观点。
三、教学方法1.对比分析法：对比不同地区英语的特点，加深学生的理解。
2.案例教学法：通过具体实例，讲解英语的变化和差异。
3.小组合作法：组织学生分组讨论，共同探究问题。
四、教学过程（一）导入（5 分钟）1.展示不同国家或地区人们说英语的视频片段。
2.提问学生：Did you notice any differences in the way they speak English?（二）词汇教学（10 分钟）1.呈现本单元的重点词汇和短语，结合具体语境进行讲解。
2.通过词汇游戏，如词汇配对、猜词义等，巩固词汇记忆。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出引导性问题，如：What do you think the passage will talk about English around the world?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨大意。
高中英语人教版 选择性必修第一册教案：UNIT 2 LOOKING INTO THE FUTURE
UNIT 2LOOKING INTO THE FUTURE主题语境人与社会——未来生活背景导入：5G作为经济社会数字化转型的关键使能器，通过与大数据、人工智能、云计算等技术的交叉融合，赋能制造业转型升级和优化发展，5G技术以及未来5G对我们日常生活的影响。
Forging a 5G futureThe future in scifi movies seems so close, yet so far away. Delightfully, 5G technology makes that future look easily achievable①. Schools, hospitals, transportation, factories—even our homes will soon use this powerful wireless network. Last year, China started testing 5G mobilenetworks in its several cities. So what is 5G? It's the latest generation of cellular (蜂窝状的)network technology. It is faster and more stable than 4G, the previous generation.5G's benefits mainly come from speed and connectivity②. The advantage of higher speeds is obvious. People will be able to use the Internet at a much greater speed than before. Imagine being able to download an entire movie in just a few seconds! That's how fast 5G will be.With 5G, people can conveniently solve many problems.For example, one of the biggest problems with developing driverless cars is the delay between sending a signal and receiving it. Driverless cars③ must be able to react instantly to sudden changes in their environment, such as a dog running across the road.This will require these cars to send and receive huge amounts of data within milliseconds④. Such speed helps other technologies, too. It will also allow doctors toperform operations remotely, using robots. The robots will respond more quickly to the doctors' movements.So what about 5G's connectivity？We may develop “smart” environments with it.Imaginehaving a smart home that automatically⑤ turns the lights on when you open your front door.“New things become possible when you can move information at a massive scale⑥，”Gordon Smith, CEO of telecom equipment reseller Sagent, told The Telegraph.“5G becomes the great enabler.”No matter where it is implemented, it looks like 5G will bring us a more exciting and convenient future.①achievable adj. 可完成的；可有成就的②connectivity n. 连通(性), 联结(度)③driverless cars 无人驾驶汽车④milliseconds n．[计量]毫秒⑤automatically ad v. 无意识地；自动地⑥at a massive scale 大规模地[随手记]Section ⅠReading and Thinking每/日/金/句：The greatest advances in science are brought about by a new and bold imagination.科学最伟大的进步来源于崭新而大胆的想象力。
2020年新人教版高中英语必修一《Unit 2 Travelling Around》单元教案(附导学案)2
《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and 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 cooperative 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】Step 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 students need 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 trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their 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?Listen again and complete the table with the words you hear.Making reservationsTalking 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.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】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.【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 travelling 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. Devel op 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】Step 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 thescreen.Step 2 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.Step 3 While-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.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. 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 enjoy/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. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。
人教版高一英语必修二unit2全套课件学习教案
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和某人(mǒu rén)就某事讨价还价 She bargained with the fishmonger over the price. 她与鱼贩讲价钱。 (2)make a bargain with sb.和某人(mǒu rén)达成协议、约定 He has made a bargain with his father. (3)a good (bad) bargain买得（不）合算 (4) strike a bargain with sb. 与某人(mǒu rén)成交 (5) It's a bargin. 这可是便宜货。 (6) a bargain price (＝a low price) 廉价
人教新课标高一英语必修二第2单元教案
2. Check the answers.
第二次阅读：通过个体阅读、回答问题，训练学生捕捉关键信息的能力；通过回答问题，培养学生的归纳和推断能力。让学生进一步了解课文内容。
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1.Ss find the differences and the similarities between ancient Olympics and modern Olympics.
四、教学方法
1、以任务型教学为理念，强调教学方法的灵活性和多样性。
2、采用5P教学法(即preparation, presentation, practice, production, progress)，学生通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习富有成效。
五、教学过程
2.Ss work in groups and check their answers.
3.Check the answers.
4.Ss enjoy a video.
第三次阅读：通过找读，要求学生找出古、现代奥运会各自的特点和相同之处，加深对奥运会的了解；让学生在阅读中注意到本课的重点词汇和表达方式；培养学生捕捉文章细节信息的能力，培养学生的阅读策略。
2、学情分析：本节课的授课对象是我校高一（26）班，是一个尖子班，期中考试（试题难度0.5~0.6）成绩全班61人的平均分为104分，其中优秀以上9人，极格以上50人。该班学生来有一半来自农村。学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。随着2008年北京奥运会的顺利召开，学生对奥运会话题有很大兴趣。但要恰当运用英语词汇表达已有的奥运知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来说仍有一定难度。
高中英语新课标(人教版必修一) 教案 Unit2 (The First Period))
必修一Unit2 English around the worldThe First Period●从容说课This is the first period of this unit.This period focuses on reading.In this lesson，there are a warming up and a passage of reading “The Road To Modern English”.This warming up attracts students’ attention to the phenomenon of world English.The reading passage tells us the present situation in which English is used and the development of English.To let students to form a good habit of reading and have proper reading strategies are one of the main tasks for senior middle school English teaching，so in this period，we should teach according to this aim.In this lesson，students will have a general idea of the conception of world English by guessing some words on American English and Britain English.To arouse students’ interest，I’ll present them some typical funny stories about different kinds of English.This is to get the students ready for the reading part.Before reading the passage，students should first get familiar with the new words in the text to remove the barrier in reading.Then students are asked to guess what the text will tell us.This step is designed to train students ability to predict the content of a passage according the title.The next step is to ask students to have a general idea of the structure of the text with the purpose of improving the skill of skimming.After that，detailed reading follows.In the step，students will be asked to deal with the passage paragraph by paragraph in which they will have different tasks to finish such as true-or-false exercise，filling a form with information in the text and retelling.This step trains students’ scanning skill and conclusion skill.The last step for students is to discuss the topic “It is not necessary for we Chinese to learn English since we have our own elegant language”.This is to train students to read critically.Besides，it can arouse students’ interest in learning English.●三维目标1.Knowledge：Master the words and phrases and get a view of the road to modern English.2.Ability：Train students’ reading skill.3.Emotion：Let students know more about English and inspire students to study English hard.●教学重点The understanding and comprehension of the passage.●教学难点（1）How to get to master the useful words and expressions.（2）How to improve students’ ability to read an article.●教具准备cassette recorder，some pieces of slide●教学过程Step 1 GreetingsT：Good morning，boys and girls!S：Good morning，teacher!Step 2 Warming upT：English is a widely used language.Do you know in which countries English is spoken as their native language？S a：The US，the UK，Australia，Canada...T：（a slide：Nancy：Oh，there you are.Now then，did you have a good flight？Joe：Sure，we flew all the way direct from Seattle to London.Nancy：Y ou must be very tired.Did you sleep at all on the plane？Joe：No，not really.I’m very tired.Could I use your bathroom？Nancy：Why，of course.Y ou don’t need to ask，just make yourself at home.Let me give you a clean towel.Joe：A towel？Nancy：Y es.Here you are.The bathroom is upstairs.It’s the second door on the left.（After a while）Nancy：Have you found it？Joe：Well，eh，yes，I mean no.I mean，I found the bathroom，but I didn’t find what I was looking for!）Here is a short dialogue.Read it and discuss with your partner：What is it that Joe can’t find in the bathroom？Why can’t he find it？S b：It is the toilet.T：And why？S c：Perhaps when Joe says “bathroom”，he means a place，where there is a toilet.But in Nancy’s eyes，it is a place where people can only have a bath.T：Y ou are right.Do you know why there’s a misunderstanding between them？S d：Because they speak different kinds of English.T：Great.There’s more than one kind of English in the world.In some important ways they’re different.They’re called world English.Can you guess what they include？S e：Canadian，British，American，Australian and Indian English.T：Right.So you know even two native speakers of English may still not speak the same kind of English.Look at the examples on P9.Now try to guess which of the following words are British English and which are American English.Suggested answers：Am.English：mom；on a team；rubber；gasBr.English：mum；in a team；eraser；petrolStep 3 New WordsT：From today on，we’ll learn something about English around the world.First of all，let’s get familiar with the new words.Y esterday I asked you to read the new words and look up the meaning of them.Now let’s have a game in which one of you tells us the meaning or the explanation of the words and the others guess which word it is.Let’s go!Suggested explanation：1.include：have something or somebody as one of a group.e.g.：The tour included a visit to the Science Museum.2.play a role in：have a part in3.international：connected with two or more countries4.native：（1）connected with the place where you have always lived or have lived for a long time（2）a person who lives in a particular place，especially sb. who has lived there a long time5.elevator：lift6.flat：（1）having a smooth surface （2）（Br. E） a set of rooms for living in7.apartment：（Am. E） a set of rooms for living in8.modern：of the present time or recent timee up：to move toward10.culture：the customs and beliefs，art，way of life and social organization of a particular country or group11.actually：really；in fact12.present：（1）existing or happening now （2）being in a particular place13.rule：control14.vocabulary：all the phrases and phrases you learnage：the way in which words are used in a language16.identity：who or what sb./sth. isernment：the group of people who are responsible for controlling a country or a state18.rapidly：fastT：That’s great!Y ou’ve made a good preparation.Now please read the words together.（show words and explanations on the slide）Step 4 Pre-readingT：Just now，we’ve known that there’re many kinds of English in the world.Then why are there so many kinds？Ss：We don’t know.T：Anyway，we’ll find out the cause today.Now read the title of the passage “the road to modern English”.What do you think it will tell us？S f：I guess it will tell us the development of English.Step 5 SkimmingT：Now let’s find out whether your answer is right.So please read the passage fast in silence and find out the main idea of each paragraph.Suggested answer：Para.1：Brief introduction of the change in English.Para.2：An example of different kinds of English.Para.3：The development of English.Para.4：English spoken in some other countries.Step 6 ScanningT：Y ou’ve mastered the structure of the passage.Now please read para.1 and 2 loud in detail.T：（several minutes later）Have you finished？Here’re some statements of which some are right while some not.Read them and then tell whether they are true or false.If false，please find out the mistake and correct it.（slides：1.Most of the English speakers in the 16th century lived in England.2.More and more people use English as their first or 2nd language.3.The US has the largest number of English speakers.4.Native English speakers can understand everything because they speak the same kind of English.）S g：The first one is true.S h：The second one is true.S i：The third one is false.China has the largest number of English speakers.S j：The fourth one is false.Native English speakers may not be able to understand everything because they do not speak the same kind of English.T：Y ou did a very good job.Now please read para.3 after the tape.And then fill in the form on the screen.The Road To Modern EnglishThe cause：Cultures communicate with one anotherTime Things that happenedBetween AD 450and 1150Based on German1150 to 1500 Less like German；more like French→why？→because Frenchmen ruled England thenIn the 1600’s Shakespeare broadened the vocabulary.A big change in English，giving its own identity→why？→caused by “American Dictionary of the English language”written by Noah WebsterLater British people brought English to AustraliaT：We know culture communication brings about changes in English.Can you think of any effect that Chinese has on English？S k：In English there are some Chinese words such as gongfu，long time no see，...T：Great!With more closely communication of culture，English is changing more frequently.T：As we all know，English is spoken as the native language mostly in western countries.Then what about English in some other parts of the world？After reading the last paragraph，would you please say something about the present situation of English in your own words？S l：It is also spoken as a foreign or 2nd language in many other countries.For example，in India，it is used for government and education.In some African and Asian countries，it is also spoken，such as in South Africa，Singapore and Malaysia.While in China，the number of English speakers is increasing fast.T：Quite good.Step 7 DiscussionT：So far，we’ve known that English is becoming more and more important in China.It has been an important subject for Chinese students.But someone say that Chinese is a much more elegant language.So it is more important for us to master it and it is not so necessary for us to master a foreign language.Do you agree with this opinion and why？Suggested answer：I don’t agree with it.With the cultural communication becoming more and more frequent，the chance to contact foreigners，exported goods，international conferences，and so on，is more and more.As the most widely used language，English is regarded as the language used in most international situations.Thus，if we want to keep up with the times，we’d better master English and use it as a tool.Step 8 Summary and homeworkT：Today we’ve learned an article on “the road to modern English”.After class，you should read it again and again to get the idea of the text further.Do the exercises of comprehending and try to tell your partner something about English in our own words.That’s all for today.Class is over.●板书设计Unit 2 English around the worldThe First PeriodNew words：Main idea of each para-graph：... ...... ...●活动与探究This activity is to make research into differences between different kinds of world English and some words from other languages in English.Divide students into two groups to do research and fill the following table in their free time.Differences Pronunciation Spelling MeaningUsage...Words from other languages Chinese Japanese French Spanish German...●备课资料Soon There Will Be No Such Thing As “Wrong”English In this article：Senior Indian journalist Gautaman Bhaskaran says that English is so flexible that one day there will be too many variations around the world.English is a victim of its own success.The other day The Times in London displayed a cartoon showing an excited schoolboy flaunting his test scores：“I done good in English.”Days later，editors of the Oxford Dictionary of English rued the spread of what they termed “greengrocer’s English”.Grammar and syntax，they regretted，were going out of fashion.Others in England—in the Oxford University Press，the BBC and so on—said the incorrect use of cliches were marring the smooth flow of a great language whose ability to imbibe and absorb has been one important reason for its success.This success also stems from the language’s unique position of being the only one spoken in most parts of the world.Really，English has no boundaries.Even in countries such as Japan and China，which were not colonized by Britain，English is making a determined “conquest”.Unfortunately，such a conquest is not always welcome because a language sometimes doubles as a political weapon.At some point it ceases to be just a means of communication and English is a classic example of this.It has always led a troubled life.It has been disliked，even hated，largely because the people who originally spoke English conquered，colonized and terrorized half the world，or just about.The animosity to the language continues，at least in some places.The bitterness that the French，for instance，have for English is a good example of a language being giving a quasi-political role in society.Fortunately，this aversion does not run as it did some years ago，and there is a growingrealization that English is the lingua franca.China and Japan，among a host of other nations，have been making serious efforts to promote the language.Some months ago there was a hue and cry in Singapore over the spread of “terrible English”which the authorities called “Singlish”.“Down with it!”they said，and urged Singaporeans to learn correct English，the phenomenal flexibility of which has often made things difficult for those who have to use it every day.Today even university graduates find it hard to pen a couple of correct sentences in it.More horrifying is that many teachers and university vice-chancellors speak and write poor and ungrammatical English.Often，they are found to be out of touch with what is called “usage”and，as we all know，this is one of the pillars the language rests on.Y et，despite the mess that English is in India，the nation has—more than two centuries after Samuel Johnson wrote his English dictionary—become the hottest destination for top lexicographers.The new 10th revised edition of the Oxford Concise English Dictionary inc ludes hundreds of Indian words.Leading the list of 600 Indian English entries are “Hindutva”（Hindu identity），“dada”（older brother），“panchayat”（local administration），“chai”（tea），“pani”（water），“puri”（a dish made of wheat）and “dosa”（rice pancake）.In fact，Indian words from 20 per cent of entries and rank as the third-largest component after American and Australian English segments.Other former British colonies such as New Zealand，South Africa and the Caribbean islands follow the Indian English collection of words.English，despite its hiccups，is endearing to the common Indian man or woman.About 150 years after Lord Macaulay introduced the language in India to create “babus”（clerks）for the British bureaucracy，70 million Indians speak English，a number that is higher than that in Britain.However，there is a sneaking fear among Puritans that with this kind of spread，English may stop being English.While the French have fanatically preserved the purity of their language，the English have liberally allowed other influences to affect their lingo.So，what is seen as its strength —the fact that people all over the world understand it—can be an undermining obstacle.There might be a serious problem if every state or continent were to have its own version of English.As one writer said：“There is a risk in relentless atomization.”With too many variations of the language，a time may come when one group of English-speaking people may not be able to understand another.This is happening.Hear the way Singaporeans speak English.Listen to the Australians pronouncing “e”；it sounds like “a”.A few of the films made lately by British directors Ken Loach and Mike Leigh had to have subtitles in English.Accents in the north of Britain can be hard for people in the south to understand，let alone those outside the island.The point is，no language must be allowed such flexibility—anything goes in the name of functional communication—that people begin to take liberties with it.Ultimately，there may be no such thing as wrong English.The schoolboy in the Times cartoon was doing just that.He knew nobody would scold him for getting his English wrong.不久以后就没有“错误的”英语这一说了英语成了自身成功的牺牲品，前几天，伦敦的《泰晤士报》刊登了一幅漫画，上面画了一个兴高采烈的男学生炫耀他的考试成绩：“I done good in English”（我的英语成绩不错）。
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。
人教版高一英语必修2_Unit_2_教案
Unit 2 The Olympic GamesPeriod 1 Pre-class task: about vocabulary of item in the Olympic GamesStep 1 Word Game: Part 1: Each group get 4 words to guess. one points for each. Part 2: The quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.shot put击剑discus throw 摔跤javelin throw 悬挂式滑翔Marathon 冰球Canoeing 举重ice hockey 马拉松Weightlifting 划独木舟Wrestling 铁饼fencing 推铅球hang-gliding 标枪Part 3: The quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.Rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercisesStep 2 Warming upTalk about when ,where, and anything you know about the Olympics according to the pictures given.1. get Ss to talk about picturesTeacher can give one example2. let 2 Ss share their understanding of the pictures and act it out for the classStep 3. Speaking Activity 1 ( Warming up p17)Page 49 Now turn to page 49 and look at exx.1&21.Read through the words and fill in the form2.Work in pairs and make a simple dialogue using the information in the form by asking:•Do you know which sports are usually part of the Winter Olympics?•Which sports are played between team?•In which sports are Chinese athletes the best?3.Pairs to act it outStep 4 Speaking Activity 2Teacher help the Ss to talk about their hobbies(about sports) by teaching them some expression.1. show some useful express2.explain them if necessary.3.give some words of sports for Ss to talk with their partner.4.act it outStep 6 Homework1.Find out the fact in Warming up to the number given to you (it’ll be checked tomorrow)2.Finish Exx.1-4 on p11-123.《课程探究》Exx 1&24.Go over the new words.Period 2Step 1 Number gameHave the Ss to open the book on page 9, try to match the number to the events. The one who get the closest answer will get 1 point of the group1.show the number to the Ss2.have the Ss write down the answers by filling with the number in the table776 B. C. The ancient Olympic Games start in Greece.393 A. D. The ancient Olympic Games stop1896 The modern Olympic Games start in Greece.311&13 The numbers of competitors & countries took part in 18961932 China first joined in the Games.1984 China first got gold medal by Xuhaifeng.10.000&119 The numbers of competitors & countries joined in Sydney Olympic2004 China got the 2th place in Athens.2008 China will host the 29th Summer Olympics in Beijing.3. check and give points to the group.Step 2 Pre-readingShowing the Motto of the Beijing 2008 Olympic Games Bid (北京奥运申报口号) to the whole class.1.raise a question: “Do you know more about the Olympics history?”2.get the Ss to read about an interview to get more.3. get the Ss to make sure the relationship between Pausanias and LiliStep 3 Reading comprehensionRead the Olympic Games1.Make sure the information they have to get:The 29th Olympics The old OlympicsThe Olympic GamesThe 27th Olympics The modern Olympics1st time: Read the text quickly and find out the answers to the following Qs:1). The old Olympics: when / where / who/what to get2). The modern Olympics: how often / how many sets / who3). The 27th Olympics: when / where to live/ for the spirit of…4). The 29th Olympic: when / where/ what to get2nd time: Read the text carefully and answer the question on page 11,have the Ss:. 1.Read the passage again and find out the answers to the questions in Ex 22.Discuss the answers with your partner3.Tell the whole class the answersStep 4 Summing up1 individual work, take out a piece of paper to sum up the text2.pair work: “Close the books, talk about the Olympics with what you have learnt & your own knowledge.”3.act it outStep 5 Homework1.《英语周报》知识点练习和短文改错2.Finish Ex.1 of a table on p113.P50 Ex.2, P51 reading task4.Go over notes on page 78-79.Period 3 & 4Step 1 Homework checking & motivating1.check the homework2. talk the motto of modern Olympic Games: Swifter/faster, higher, strongerStep 2 Language points1. Ss give the phrases and expressions according to the Chinese T gives2. Ss raise Qs on some difficult points they found while reading the textReading text:1.Take part in/join in 参加2.The spirit of ……精神、宗旨、灵魂ed to 过去常常4.Find out 查明，找出5.Every four years 每四年，每隔三年6.All over the world （遍及）全世界7. A set of 一套，一组pete with/against 和……竞争pete for…为……而竞争10.be admitted to 获准做某事11.be admitted as 作为…被接受12.reach the standard 达到……水平、标准13.play an important role/part in 在……方面扮演重要角色（起重要作用）14.as well as 和……一样15.think you for your time 感谢您（能抽空……）e from the same root 同根17.Have (no) chance of doing sth. 有（没）做……的机会18.Go with 伴随，与……搭配19.relate…to…把……与关联起来20.relate with 和……有关21.Run against…和……赛跑22.Hear of 听说23.Make sure 确定24.Take turns 轮流25.One after another 一个接一个take part in参加take part in, join, join in, attend的区别take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。
【超全精美教案】最新人教版高一英语必修2教学案Unit 2 The Olympic Games
Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OL YMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, youare Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Then let’s come to the differences.5. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.ⅣClosing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?Closing by imaginingImagine what we will do and what we can do for the 29th Olympic Games now.Closing down by narratingWe can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?Closing down by summarizingAs we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Period 2: A lesson plan for Learning about Language(The Future Passive V oice)Aims：To learn about future passive voiceTo discover useful words and expressionsTo learn the methods of words formationProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let’s dictate them. If you ca n’t, learn them by heart after class.①When and where will the next Olympic Games be held?②I live in what you call “Ancient Greece”and / used to write about the OlympicGames more than 2000 years ago.③All countries can take part if they reach the standard to be admitted to the games.④The next Olympic Games will be held in my hometown.⑤It is just as much a competition among countries to host the Olympics as to win anOlympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’. II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb, we can change the verb into a noun.That means we can change “doing some sport” into “the name of the sport”.By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.2. Means of word-formation in generalAffixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.ⅣClosing down by summarizing1.Present future passive voice (take “ask” for example)2.The passive Voice of phrasal verbGenerally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:At last they put out the fire. At last the fire was put out.They will put up a notice on the wall. A notice will be put up on the wall.Have you sent for a doctor? Has the doctor been sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the children here. The children must be taken good care of here. His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, V olleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, V olleyball, Water Polo, Weightlifting, Wrestling II.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens,borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games. The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.The Torch RelayDuring the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay t o the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony. Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers2. marked by truth: give honest answers 3.without pretensions: worked at an honest trade4.without dissimulation; frank: my honest opinion5.habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner2. in or of times long ago: ancient Rome and Greece3. having existed since a very early time: ancient history/customscompetev.to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others medaln.an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v.be the host of or for: We hosted 4 couples last night.magicaladj.possessing or using or characteristic of or appropriate to supernatural powers: a magicalspellinterviewn. 1.the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v.1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2.allow to enter; grant entry to: We cannot admit non-members into our club.3. serve as a means of entrance: This ticket will admit one adult to the show.4.give access or entrance to: The French doors admit onto the yard.5.afford possibilitye: This problem admits of no solution.6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member.8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it.2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt.4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers.2. be in a relationship with: How are these two observations related?3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate theseevents at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v.1. traverse or travel by ship on (a body of water): We sailed the Atlantic2.travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has A IDS.2. make publicity for; try to sell (a product)promisen. 1.grounds for feeling hopeful about the future: There is little or no promise that he will recover.2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort.4. make a prediction about; tell in advance。
人教高中英语必修一unit2教案
⼈教⾼中英语必修⼀unit2教案Module 1 Unit 2 English around the world●单元规划本单元主要围绕English around the world这⼀主题介绍了英语的使⽤情况、发展情况及各地不同的⽅⾔。
第⼆单元English around the world的设计可分为五部分。
第⼀部分learn something about words and expressions；第⼆部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分writing and speaking;●课时安排本单元教学可分为6个课时。
第⼀课时vocabulary;第⼆课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revisionThe First Period Words and expressionsTeaching aims :1. Know the key words and expressions in the whole unit:elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)……2. Enable the students to get familiar with the pronunciation of the important words.3. Prepare for the learning process of the whole unit.Teaching important points :1.Get familiar with the words in the text part.2.Master the important expressions such as：because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussionTeaching procedures :Step 1、Self-directed learning学习⽅法指导：第⼀步：写出所给单词的⾳标；第⼆步：⼤声朗读三遍，注意画线字母的发⾳；第三步：依次写出画线字母的⾳标。
人教版高一英语教案第二单元
Unit 2 English around the worldＩ．单元教学目标技能目标GoalsLearn about the differences between American English and British English. Learn about communication skills.Report requests and demands using “He/She asked me to...” and“He/She told me to…”．Write a short passage comparing American and British English.ＩＩ．目标语言功能句式Language difficulties in communication Can you spell... , please?Could you repeat... , please?What do you mean by saying... ?Could you speak a little slowly, please? Sorry, I couldn’t follow you.I beg your pardon?How do you say... in English?How do you pronounce…？What does... mean?Could you explain it in another way?词汇1．四会词汇：bathroom, towel, closet, pronounce, broad, repeat, majority, native, total, tongue, equal, government, situation, international, organization, trade, tourism, global, communicate, communication, exchange, service, signal, movement, commander, tidy, stand, independent, fall, expression, typhoon, publish, southern, president, European, howl, cookbook, compare, replace2．认读词汇：Nancy, landlady, Karen, Thompson, Dave, ketchup, theUnited Kingdom, mother tongue, Pakistan, Nigeria, the Philippines, peg, tornado, Spanish, Noah Webster, statement, Florida3．词组：make oneself at home, in total, except for, stay up, come about, end up with, bring in, a great many4．重点词汇：pronounce, majority, native, international, trade, tourism, communication, exchange, compare结构Direct and Indirect Speech(2)—Requests and Commands He/she asked/told...(not) to do...重点句子1. English is a language spoken all around the world. P102. With so many people communicating ..., it will become more and more important to have a good knowledge of English. P113. How did these differences come about? P124. For a long time the language in America stayed the same, while the language... P125. At the same time, British English..., ending up with different words. P136. Except for ..., written English is more or less the same... P137. However, most of the time ... do not have any difficulty in understanding... P138. Not only did Xiaohua learn ..., she also became interested... P959. I try to read as many books and magazines as I can find about Canada.III. 教材分析与教材重组1. 教材分析本单元以“世界英语”为话题，介绍了英语在当今世界所起的重要作用，使学生进一步了解学好英语的必要性，了解英美语言在词汇、拼写、语音等方面的区别，学会用请求和命令两种方式转述他人的话语，知晓在写作过程中尽量使用间接引语的优越性。
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Unit 2 English around the world Ｉ．单元教学目标ＩＩ．目标语言III. 教材分析与教材重组1. 教材分析本单元以“世界英语”为话题，介绍了英语在当今世界所起的重要作用，使学生进一步了解学好英语的必要性，了解英美语言在词汇、拼写、语音等方面的区别，学会用请求和命令两种方式转述他人的话语，知晓在写作过程中尽量使用间接引语的优越性。
1.1 WARMING UP提供了一个因不了解英美两国人在用词差异上造成误解的例子，使学生们认识到掌握英美两种语言差异的重要性，为Integrating Skills 中英美语言差异一文作了铺垫。
1.2 LISTENING部分要求学生听后快速记下房东太太对Brown先生所讲的住房规矩，培养学生通过听快速获取有效信息的能力，并在“写”的实际中运用“请求和命令”两种用语间接转述他人的请求。
1.3 SPEAKING部分要求学生三人一组合作，学会在不同场合下运用请求和命令两种用语口头转述他人所说的话，提高他们的语言表达能力。
1.4 PRE-READING 是READING的热身活动。
通过对这两个问题的讨论使学生意识到学习第二语言（英语）的重要性。
1.5 READING部分是一篇说明文。
文章的三个段落均说明了英语的确是世界范围内使用最广泛的一门语言，是联合国的工作语言，是其他语言无法替代的。
1.6 POST-READING 部分设计了两种练习，练习一的前两题是细节题，第三题是一个开放性题目，鼓励学生将英语学习与现实生活相联系。
练习二是填空题，帮助学生梳理文章、概括中心思想。
1.7 LANGUAGE STUDY分词汇和语法两部分。
其中，Word study 旨在培养学生用英语解释生词的能力；语法部分是有关“请求和命令”用语的直接引语和间接引语的转换。
1.8 INTEGRATING SKILLS 通过阅读使学生了解英国英语和美国英语的差异及产生差异的历史文化背景。
在归纳其差异的基础上写一篇有关“英美语言差异”的小短文，也可模仿课文写出你所熟悉的不同方言的一些区别。
2. 教材重组2.1 从话题内容上分析，WARMING UP与SPEAKING部分的PART TWO话题较为一致。
将WARMING UP作为SPEAKING部分PART TWO的引入部分上一节“口语课”，让学生了解英美语言的确存在差异，有时若不了解其差异会造成很尴尬的局面；进而让学生练习和掌握语言交际中遇到障碍时的一些常用句型。
2.2 将LISTENING 和SPEAKING部分的PART ONE设计成一节“听力课”，为本单元语法课作铺垫。
2.3 将PRE-READING, READING和POST-READING整合上一节“阅读课”，训练学生的阅读理解能力和技巧。
2.4 将LANGUAGE STUDY和WORKBOOK中的PRACTISING语法练习题整合在一起上一节“语法课”。
2.5 利用INTEGRATING SKILLS的READING和WRITING上一节“读写课”，让学生了解英美两种语言的差异并将其整理成文。
3.课型设计与课时分配（教材重组后，本单元可用五课时完成）1st period 口语课2nd period 听力课3rd period 阅读课4th period 语法课5th period 读写课IV.分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up withb. 交际用语Can you spell that please?Could you repeat that, please?What do you mean by ...?Could you speak a bit slowly, please?Sorry, I didn’t follow you.I beg your pardon?How do you say ... in English?How do you pronounce...?What does ... mean?Can you say that in a different way?2. Ability goals 能力目标To learn some differences between American English and British English.3. Learning ability goals 学能目标Let students learn how to deal with language difficulties in communication. Teaching important points 教学重点1. How to improve the students speaking ability2. How to make up another dialogue for three students and act it out in class. Teaching difficult points 教学难点How to use different sentence patterns for language difficulties in Communication Teaching methods 教学方法1. Listening to the tape .(individuals)2. Pairs work to practise the dialogue and make up another dialogue（cooperative learning）Teaching aids 教具准备1. a recorder2. a projector and some slidesTeaching procedures && ways 教学过程与方式Step I Greetings and RevisionT: Good morning/afternoon, boys and girls!Ss: Good morning/afternoon, Mr Chen!T: Sit down, please. Today we are going to learn Unit 2: English around the world, butI want to check your homework first.1. Check whether they have remembered the ten important sentences.2. Check whether they have previewed the new words and expressions in this unit. Then the teacher write down: English around the world —The First Period on theblackboard.Step II Warming upT: Look at the picture and try to guess:Qs: 1.What do you think is happening in the picture?2.Where do you think is the man?Sa: A funny story is happening.Sb: The man is in the bathroom.Ask the students to discuss the following questions.1. What is Joe’s nationality? How about Nancy?2. What it is that Nancy thinks Joe wants?3. What is it that Joe is looking for?4. What is their misunderstanding about?After discussion.Sa: Joe is an American while Nancy is British.Sb: Nancy thinks Joe wants to have a bath.Sc: Joe is looking for a toilet.Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.T: You did quite well. There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.Step III SpeakingT: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy. Then turn your book to page10. Let’s do Speaking—Part Two. In the following box there are several useful expressions. These sentences are all about the language difficulties in communication. When we express our requests and orders, we use them. Here I give you a few minutes to remember these sentences.Can you spell that, please?Could you repeat that, please?What do you mean by ...?Could you speak a bit slowly, please?Sorry, I didn’t follow you.I beg your pardon?How do you say ... in English?How do you pronounce...?What does ... mean?Can you say that in a different way?T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc. and act out in class, using the useful expressions above.Sample dialoguesSituation 1:Taking a message: A is visiting B, but B is not in , C takes a message for BA: Is B at home?C: Sorry, she isn’t in. She went out just now.A: Oh, could you do me a favor to take a message to her? I am her workmate.C: I’d be glad to.A: Could you please tell her we have decided to go out for an autumn outing. Please ask her whether she’d like to join us. My phone is 7500924C: Could you repeat that, please?A: It’s 7500924C: Ok. I have taken it down. I’ll tell her about it the time she comes backSituation 2:Answering the telephone: Lucy is trying to call Mary, but Mary is not in .Tom takes a message.Tom: Hello! This is Tom speaking.Lucy: Is Mary in?Tom: She is not in. Can I take a message for you ?Lucy: It’s very kind of you. Henry Potter Ⅲis going to be put on in the cinema at 3:00 pm this afternoon. I have got two tickets. If she wants to, please tell her to **************************************************************. Tom: Could you speak a bit slowly, please?Lucy:***************************.Haveyougotit?Tom: Ok. Bye.Situation 3:The teacher tells the monitor about the task this afternoon. And the monitor tells it to the rest of the students.T: This afternoon we’ll d o some cleaning in our classroom at 4:00 pm . Could you please tell the students about it?M: Certainly, I’d be glad to .T: Please tell the students to bring some clothM: Sorry, I didn’t quite follow you. What shall we do with it?T: Oh, we’ll mainly cl ean the glass and sweep the floor.M: Ok, I will tell the class about it.Extension Task: Students can create and practise their own dialogues. They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say. (若时间不足，可改为作业)Step VI HomeworkT: Now let’s recall what we have learned during this course. We have learned a dialogue about misunderstanding between Joe and Nancy. And then we have learned the useful expressions about language difficulties in communication. Our homework:1. Remember the useful expressions on Page10.2. Complete Talking in workbook.详细内容请订阅《名师说课》。