人教版英语必修一第二单元教案

人教版英语必修一第二

单元教案

-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Reading

Step I Greeting and revision

T: Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed. (pages 11-12 Discovering useful words and expressions Parts1-4)

Teacher shows answers on the screen.

T: Please look at the screen and check your answer. Do you have any question?

S: Are “such as” and “for example” the same?

T: OK. I’ll give you two examples:

1.He knows five languages, such as Russian, French and Spanish.

2.The differences in the spoken language are greater. For example, Americans say dance

[d?ns], and in southern England they say [d?ns].

Students ask any questions and teacher explains to them in class.

Step II warming up

Arouse the students’ interest in reading. Let t he students know of world English.

T: So much for the words. Can you name some countries in which English is spoken?

Ss: Of course. America, Britain, Canada, Australia…

Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words.

T: Are these Englishes the same?

S1: I think they are the same. They are all called English.

S2: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.

T: Well, turn to page 9. Read the Warming Up. Please answer the questions below.

Ss: (scanning) There is more than one kind of English.

T: Please go on reading and try to tell AE words from BE words below.

After reading, the students give their answers.

T: Who will show your answer?

S: I think “mum, in a team, rubber, petrol” are BE words. And “mom, on a team, eraser, gas” are AE words.

T: Can you give them a name?

Ss: World English.

T: Very good.

Step III Pre-reading

Activate the students’ background knowledge of English.

T: From Warming Up we know many people speak English in the world. How many people speak English and why do so many people speak English

Please discuss with your partners and answer the questions.

A few minutes later.

Sa: Maybe 1000 million people speak English today. Because many countries were colonies of England, so English is spoken as a first or second language in many countries.

Sb: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English. T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English.

Step IV Reading

Get the students to know the history of English and help the students to form a good habit of reading.

Point to the blackboard.

T: how did different kinds of English come about Please read the test “The Road to Modern English” quickly and pick out the answer.

Students read quickly to find the answer.

T: Any volunteer to answer the question?

S: I will. English has changed over time. All languages change when cultures communicate with one anther.

T: Any different ideas Well, you all have the same answer.

Task 1: Reading and choose correct answers.

T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.

A few minutes later.

T: Now who would like to tell us your answer Any volunteer

1 A

2 D

3 C

4 D

5 B

Task 2: Read and summarize the main idea of each paragraph. Work in groups of 4

T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of 4.

After a few minutes.

T: What is the main idea of the first paragraph?

S1: The first paragraph tells us that more and more people speak English.

S2: I don’t think so. It describes the extension of English in the world.

T: Right. The first paragraph describes the extension of English in the world. What is the main ides of paragraph 2.

S3: It tells us native speakers can understand each other but not everything.

Let the students give an example t o prove this point.

T: Can you tell me what the third paragraph is about?

S4: All languages change when cultures comm unicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.

T: Quite right. What about the last paragraph?

S5: English is spoken as a foreign or second language in many countries.

T: How many parts can we divide the text into?

Ss: Two parts. The first paragraph is the first part, and paragraph 2,3 and 4 can be Part 2.

Step V: Post-reading

Check the students’ understanding of the text, help the students deal with new languag e points. Task : Express one’s own opinion. Wok in groups of 4.

T: There are many kinds of English. Which kind of English are we learning?

Ss: Both AE and BE.

Show questions on the screen and ask a student to read them.

T: Please discuss these questions and tell us your answers.

1.Do you think it matters what kind of English you learn Why

3.Why do you think people all over the world want to learn English?

4.Will Chinese English become one of the world Englishes?

After a few minutes.

T: OK. I’ll ask some groups to report their opinions. Group 1, Can you tell us your opinion?

S1: Yes. I think we should learn BE Because other kinds of English came from it.

T: Any different ideas?

S2: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.

T: Wonderful! What about the second question?

S3: With the development of economy, it is necessary for people from different countries to communicate with each other. So we need a language to be work language, while English is

the most widely used language. So people all over the world want to learn English.

T: Very good! OK. Queation3. Yes or no?

S4: My answer is “yes”. A large number of Chinese especially young people are learning English.

English is communicating with Chinese Culture. There will be Chinese English. T: Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily.

Also, it is of great help not only to our own development but also to the development of our country. The Olympic Game will be held in Beijing. Let’s work hard and welcome its coming.

Question time

T: It is time for you to ask any questions or let me explain the sentences that hinder your understanding of the text.

Students ask questions freely.

Step VI Homework

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Unit 2English around the world 单元规则本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

人教版高中英语必修三 unit 2 Healthy eating教学设计

人教版高中英语必修三 unit 2 Healthy eating教学设计（一）教学内容分析这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。（二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohy drate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food a nd clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“hea lthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。（三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着，用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

人教版高一英语教学设计新部编版(1)

教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校

Unit 1 Friendship (1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period：Reading The third period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion. ②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交朋友; 5. 朋友的重要性。 ③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。(5) 教学重点和难点：

(人教版)高一英语必修三教案：Unit2《Healthy eating》

英语：Unit2《Healthy eating》 Period 2 Reading 教案（新人教版必修3） Analysis of the teaching material This is the second teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them. Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. This part is very useful for the next part Reading. The reading passage Come and Eat Here (1) introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The per son who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it in their own words and then write down it on the paper. The teacher also needs to make a summary on the passage to let students

人教版高中英语必修一Unit1friendship阅读课教案

Lesson Plan 学科英语赖菲菲2015120101 Background information: Students:40 senior high school students, Grade 1. Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on. Ability objective: By the end of this lesson, students will 1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like. 2.learn about the formats of a diary or a letter. Emotion objective: To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids:PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins) 1. Warming-up(1min) Enjoy a piece of music and find out its theme. 2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins) ⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3. Go through the text quickly to find out:(1min) ⑴how many parts it contains? ⑵what the different parts are about?

(完整word版)高中英语高一人教版必修一-unit2Englisharoundtheworld教案、教学设计

Unit 2 English around the world 学科：English 授课班级：Senior One 执教教师：授课时间： I．教学内容分析本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。 II．教学重点和难点（一）了解英语在世界上的发展状况，以及各种各样带有民族、地域特色的英语。（二）了解英语和美语的一些基本的差异，像单词的拼写，单词的发音，句式结构等。尤其是一些常用词。（三）掌握本单元教学目的和要求中的词汇的用法。（四）学会英语中有关交际困难的表达法，，如Pardon? I beg your pardon? 熟练掌握祈使句及其间接引语的表达法。 III．教学计划第一课时：Warming Up 第二课时：Pre-reading, Reading, 第三课时：Comprehending, Learning about Language 第四课时：Using Language 第五课时：Reading and speaking 第六课时：Workbook IV．教学步骤： Period 1 Warming Up Teaching Goals: 1.Get Ss to realize that there are some differences between American English and British English. 2.Get Ss to practise their oral English. Teaching Procedures: Step 1. Leading-in Do you like to see the film? Do you know the other name of film? Yes. It’s movie. Do you know the difference betweens the two words? One is British English and the other is American English. Do you know the differences between them? The differences between the British and American English are spelling, pronunciation, usage and the most important is culture. Step 2. Warming Up Purpose: To make students understand the differences between American and British English 1. Pair work: (1) Get Ss to discuss other words that they have learned. (2) Give Ss some words and expressions and have a discussion ①Words: 英美电影films movies 旁注