人教版高中英语必修一Unit-2说课稿

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新人教必修一 Unit2 English around the world[说课稿]

Good morning ，everyone. It`s my great pleasure to stand here to present my lesson plan. It is a reading type lesson. The reading material is from PEP NSEFC Module1 Unit2----English around the World. The topic of this unit is English language，its development and different kinds of English. This passage talks about the development of English，from old English to Modern English. The analysis and rearrangement of teaching materialTo help students understand better ，I have made following rearrangement .Since Para.1 and para.5 both talk about the English spread in space. Para.3 and para.4 both talk about the development of English in the time order. And para.4 mentioned the difference between British English and American English in spelling ，students will follow to learn another difference in para2，，which is the different English expression. So the teaching order is not from para.1 to para.5 one by one，instead，firstly，para1 and para5，secondly，para3 and para4 and lastly，para2. With the two clear clue，Ss will understand the passage more logically and easily.The analysis of learning conditionAs the center of my class，my students have already acquired a certain amount of words and expressions ，and equipped with basic reading skills，which make it possible to generally understand the passage. While they have learned English for several years，they are still in lack of the background knowledge of the English，such as the history of English ，how it changes and why. What`s more，they need more chance to practice the reading skills，so that they can use correctly and freely.Concerning of the teaching material and my students` learning condition ，I set following achievable and practical Learning ObjectivesBy the end of the lesson，Ss will be able to achieve theLanguage skills1)As a famous linguistic said “reading is a psycholinguistic guessing game”，prediction ability plays an important role on reading effectively and efficiently. So in this lesson，students will continually practice such ability to guess “ road” mean ，and based on the understanding of thetitle to predict the reading content.2)Another main reading skill to develop is to get the main information--- finding the key words in a sentence to summarize the English feature in different time3)Since reading as a input process，students need to transfer the information into their own ，so retelling is a good way to check their learning. Students will ask to retell the passage with the help of the offered clues and key words，so their speaking ability will have another practice.2. Language knowledge1)Know the meaning and usage of new words，phrases and sentences properly，such as: rule(used as a verb)，make voyage to conquer ect. Whats` more ，they can use it correctly and freely2)Ss will have deeper understand the topic of English and Know the difference betweenAmerican English and British English in spelling and expression. And the terms of “first language “ ，” second l anguage ，“ foreign language “.3. AffectsStudents will have deeper impression of the popularity of English speaking by being offered the specific figures ，so they will realize the importance of learning English and have higher motivation to learn. Additionally，they can consider a language age as an developing process instead of a static one.4. Learning strategies1) communicate strategy:According to the new curriculum criteria，the teaching process should be an interactive process: by interacting with teacher and classmates，students can achieve accomplishments easily and happily . so students will encouraged to communicate with others in English politely and fluently not only in class but also after class.2) resource strategySs can develop their resource strategy by searching the internet to learn more about the English language.5. Cultural awareness1) Since language as the media of culture，students will realize that learning a language and learning its history should be hand in hand. So while learning the development of English，students will consider more about the history. Only by doing so，they will have a wild cultural mind.2) Since many important person played important roles in English development，students will learn from such famous person by getting more information.Language focuses1.Predicting，scanning and retelling2.The new words and expressions and the language points which are associated with them3.The development of EnglishAnticipated difficulties1.Employ different reading skills to understand the text accurately.2.Grasp the knowledge about the development of English and retell it.Teaching methodsAccording to Stanovich `s opinion :reading is an interactive process，involving knowledge of the world and various types of language knowledge ，any of which may interact with any other to contribute to text comprehension. So I mainly adopt interactive- compensatory approach. Teaching aidsMultimedia devices and PPT documentsTeaching procedure:Now I will present my teaching procedure. I mainly adopt the three –stage models: pre-reading；wile-reading；post-readinglead in (5mins)At the beginning of the class，I will lead in the reading material by the following two activities: First I will offer two pictures. One is a piece of written paper，which looks like musical composition，and another picture is a ring，on which carves the unfamiliar words . I will ask them to guess what are they ，and lead to the answer that they are old English. By creating the information gap，students will have a high motivation to learn more about old English .The second activity is that I will encourage students to try to translate four sentences take from Robert burns: red，red rose.During the process，students will not only realize the difference between old English and modern English but also enjoy the pleasure of translation.These two lead-in activities will naturally arouse their motivation to know what has actually happened to English. So，it would be easy for my students to learn that the word”road “in the tile ，which mean the “development”While-readingStep1 fast reading (6mins)Ativity1: After understanding the title，students will ask to predict how would the author illustrate the development of modern English ，if he or she was the writer what aspects of English would be mentioned. Activity2: Then skimming the passage to check their prediction and get that the whole passage can be divide two parts: one is the way of English spread，which is in the space aspect，and the other is about the way of English change，which is in the time order. With this two clues ，students will have a clear understand of the passage.Step2 careful reading p1/5 (10mins)Activity1Before learning the English spread，I will ask students to guess how many people are speaking English ，how many countries take English as their official language. By making the contrast the English use in 16c ，students will realize the popularity of English and the importance of learning English .Activity 2Then students will go though paragraph1 and 5 to list the English spoken countries，and learn the difference of the terms : first language，second language ，foreign language .Activity 3Students read paragraph1 and 5 again and find when and why English began to spoken in other countries. So the students will learn about the history of British exploration age and learn the important term “ make voyage to conquer”，and the new word “ colony”Activity 4 guess “where am I from”While the spreading，English has borrowed many words from other countries，so students will try to match the words with the country they come from. This interesting activity will help students to realize that if we want to keep a language alive，we must keep a wide mind to keep up with the tome and bring into others` wordStep 3 careful reading p2-4 (15mins)Activity 1.Read p3-4 to find the key time，and fill in the blanks of the table，which is about the English feature in certain time. As the passage mentions many important person who made great contribution to the English change ，I will add more personal information to help students better understandActivity 2.Since the p4 mentioned the American English identity，students after learning the different spelling of some words，they will ask to read p2 to learn different expression .Post-reading1.Retell the passage (8mins)You are supposed to be English linguistic teachers，and this is the first class of the new term ，you have to give a brief introduction of the development of modern English to your students . Homework (1mins)1.Search the internet or read books to learn more about the English language and the Britishhistory2.Discuss why people all over the world are speaking English，will such phenomena kill thelanguage diversity ?At last，it’s my blackboard design. On the right，they are the key language points. In the middle，it’s the outline of the passage.。

必修一英语unit2说课稿

必修一英语unit2说课稿尊敬的同事们，今天我们要共同探讨的是必修一英语的第二单元。

本单元的主题是“校园生活”，旨在通过一系列与学校生活相关的语言材料，帮助学生提高英语听说读写的能力，同时培养他们对校园文化的认识和参与感。

# 教学目标1. 学生能够理解并运用与校园生活相关的词汇和短语。

2. 学生能够通过阅读和听力练习，获取和处理信息。

3. 学生能够通过口语和写作活动，表达自己对校园生活的看法和经历。

4. 学生能够了解并尊重不同文化背景下的校园生活差异。

# 教学内容- 词汇学习：重点词汇包括但不限于：campus, dormitory, cafeteria, library, extracurricular activities等。

- 语法点：本单元的语法重点是现在进行时和一般现在时的使用，以及如何描述日常活动。

- 阅读材料：选取与校园生活相关的短文，如学生的日常安排、校园活动介绍等。

- 听力练习：包括对话和短文，涉及学生在校园中的交流场景。

- 口语练习：角色扮演、小组讨论等形式，让学生练习如何在实际情境中使用英语进行交流。

- 写作任务：撰写关于自己校园生活的短文或日记，描述一天的活动或对某个校园事件的看法。

# 教学方法- 情景教学：通过模拟校园生活的场景，让学生在实际语境中学习和使用语言。

- 合作学习：鼓励学生在小组内合作，共同完成阅读、讨论和写作任务。

- 任务型学习：设计具体的任务，如制定校园活动计划，让学生在完成任务的过程中学习语言。

# 教学过程1. 导入：通过提问和讨论，激发学生对校园生活的兴趣和已有知识。

2. 呈现：展示新词汇和语法结构，通过例句和解释帮助学生理解。

3. 练习：通过填空、匹配、转换句子等形式，巩固学生对新知识的掌握。

4. 应用：通过听力和阅读材料，让学生在实际语境中应用所学知识。

5. 产出：组织口语和写作活动，让学生展示他们对校园生活的理解和表达能力。

# 教学评价- 通过课堂参与度、作业完成情况和口语、写作的表现来评价学生的学习效果。

人教版新课标版高一英语必修1unit2英语说课稿[教案]

英语全英说课样稿I Teaching Aims:1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …II Teaching ApproachesCommunicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids:1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-inActivities 1 Free talk (class work)I will invite Ss to answer the following Qs.Q1: Who do you think looks coolest in our class?Q2: Do you like him/her?Q3: If so, why? If not, why?Activity 2 Picture-talking /Music-talking (individual work)Download some pictures/music from the Internet.Guiding Qs may be:Q1: Who’s she/he?Q2: Do you like him/her?Q3: If so, why? If not, why?Q4: Do you think he/she is perfect?Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess (class work)In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming (class work)In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …Step 3. ReadingActivity 1 Skimming (class work)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning (group work)Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form: TitlePart/Para.Main ideaDetailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusion2 a.b.c.Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work)Invite some group members to report their work to the whole class.Goal: To overcome Ss’ shyness and stimulate Ss to speak i n public. Activity 4 Further understanding and word study (pair work)Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)Q1: What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdkB. klklklklC. opieporiwpD. jdlkjflkdQ2: What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D.Q3: The word “flawless” in Lin e 5 of Para.2 can be replaced by ___Q4: Which of the following statements is true or not true?Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4. Post-readingActivity1 Role-play(pair work)Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion (Group work)Topics may be :Q1: Do u want to be perfect?Q2: Do u think there is anyone in the world that is perfect?Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/…(group work)Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …Step 5. HomeworkTask 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about … (Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.Goal: To encourage Ss to study English spontaneously and independently after class, ar ouse Ss’ interest in traditional Chineseculture and develop Ss’ culture awareness and cross-culture communicative skills.As for my blackboard-design, since time is limited, I’d like to give a brief introduction.TitleHere is the formHere are some new words for SsSo much for my presentation. Thank u very much. Bye-b高一人教课标必修1 Unit 3 说课稿Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period ofreading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones. III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first ste p. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "Howdo people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading. Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepe n the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the w hole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them tocon solidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. That’s all for my interpretation. Thank you。

人教版高中英语必修一 Unit2 English around the world 说课稿

人教版高中英语必修１Unit2 English around the world说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit2 English around the world》。

我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．教材分析本单元的中心话题是“世界上的英语”，通过对这一话题的探讨加强学生对英语、特别是英语发展趋势的了解。

英语作时为人类交流的工具必然随着时代的发展而变化。

由于英语在世界上的重要地位和它的广泛使用，因此形成了各种各样带有某个国家、某个民族或某个地域的特色英语。

本课旨在为学生学习英语打开一扇窗户，使学生了解语言的变化趋势。

二．学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。

英语作为一门语言，其最基本的作用就是人际交流。

但是中国学生普遍的情况是不愿开口说英语。

因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。

三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。

四．教学重点难点重点：了解记叙文的文体特点，并以此指导阅读。

难点：培养学生在阅读过程中获取和处理信息的能力。

五.说教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，来激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。

因此我打算运用以下教学方法：(1)多媒体教学如：给学生播发相关视频(2)任务型教学法如：完成一些阅读任务(3)合作学习法如：小组讨论等六．说教学过程Step1 Lead in导入课堂的开始，我先给学生播放一段前段时间在网上很火的视频“东北小伙模仿９国口音说英语”，东北小伙模仿各国人说英语模仿得惟妙惟肖，他抓住了各国人说英语的特点。

高中英语必修一unit2-reading-说课稿

Unit2 English around the world一、Analyzing of teaching material1. Analysis of the status and function of the lessonThe topic of this unit is “English around the world”. This unit seeksto give students a better understanding of how English developed and how it is spoken in the world. Through learning this lesson, the students would be clear that English is spoken in many countries throughout the world and many of them have different forms of expression. This lesson aims to open a window for students to learn English and to understand the developing trend of language.2. Teaching aims(1)Knowledge aims:a. To enable the students to remember the new words & phrases;b. Students will learn the difference between American& British English ；c. Students will learn about the history and development of English.(2)Ability aims:a. To develop the students’ reading ability, learn to use some strategies such as scanning，summarizing and prediction;b. To develop the students’ listening and speaking ability, encourage students to speak English more.(3)Emotional aims:a. To let students have a better understanding of the importance of learning English and inspire them to study hard;b. To broaden students’ international mind and understand the cultural diversity, increase students’ consciousness of cross culture communication;c. To cultivate st udents’ ability to cooperate with each other.3. Teaching key points and difficult pointsKey points：（1）Let students master the new words and phrases in the passage;（2）Develop students’ reading ability, especially summarizing and scanning ability. Difficult points:（1）Through cooperation, cultivate students’ communication ability;（2）To express one’s idea on which kind of English one should learn and guess the name of the speaker’s country by listening.二．Analysis of the studentsMy students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with preliminary ability of speaking and writing. However, the differences in students’ personality and English proficiency are very large and they may be not adapt to the change of study method because of more strict requirement.三．Analyzing of teaching method1. Multi-media teaching:Use a projector and a multi-media computer system to show students some pictures, some audio files, some topics or reading tasks.2. Task-based learning: Let students accomplish some tasks in the class.It can effectivelystimulate students’ init iative in learning and develop their ability in language application. 3. Activity-based teaching:Let students work individually, in pair and in groups. It can encourage students to think more, cooperate with partners and express their ideas more readily.四．Analyzing of study methods:1. Use some reading skill—scan, predicting & summarizing.2. Cooperative learning:Students join in group discussion and exchange ideas, which provides more chances for them to speak English, communicate with each other and learn to cooperate with others to solve problems.五、Analyzing of teaching proceduresI. Lead-in (5 minutes)After greeting, I will ask the students three questions:Q1:What language has the largest number of speakers in the world?Q2: What language is the most widely spoken and used in the world?Q3: How many countries do you know use English as their mother tongue?This questions aim to draw the topic of this lesson—English around the world, increase students’ interest to know more about English ar ound the world.Then I will give a brief introduction of difference between American& British English to the students.II .Pre-reading activities (5 minutes)First, I would ask the students to discuss and answer the first two questions in the book Page9:Q1: With your partner, list the countries that use English as an official language.Q2: Which country do you think has the most English learners?Then, after they express their ideas to me, I will ask them to make a prediction of the text according to the title.This activity will encourage students to think more, collect more information about English so that they are more accessible to the lesson. Also, they begin to learn how to predict before reading a text.III. While-reading activities(25 minutes)Activity 1: listening (5 minutes)Ask the students to listen to the tape and get the main points of the text. Then, ask students what information they have got through listening.This activity will improve students’ listening skill and have a general knowle dge about the text.Activity 2: scanning (5 minutes)Ask the students to scan the text and conclude the main idea of each paragraph. Then, let them discuss in pairs and ask several students to express what they conclude.By this activity students will grasp the reading skill—scanning and reading with a goal in mind. Also, they will say more target words and sentences.Activity 3: major details (8minutes)Get the students to find some important major details and then finishes the 6 questionsabout “true or false” in Page10 through reading the passage. After they finish the questions, I will give them two minutes to discuss the answers with their partners.This activity aims to checkout whether the students comprehend the main idea of the text and whether they can master some details of the lesson.Activity 4: Comprehending (10 minutes)Ask the students to finish 5 reading comprehension multiple- choice questions in my PPT. After they finish the questions, give them two minutes to discuss the answers with their partners.IV. Post-reading activities (5minutes)Activity: Group discussionAsk students to discuss three questions in group and then ask representatives of each group to express their ideas.1.Why is it becoming more and more important to have a good knowledge of English?2. In which countries do we find most native speakers of English?Give the names of three counties.3. Living in China you can use English every day in different situations. Give twoexamples.By this activity students will gain more chances to express their opinion in English. Also, they will learn to cooperate and communicate with each other, which will improve their language competence and innovation.VI. Homework (2minutes)1. To write a summary passage in at least 100 words about the text .2. Reading the passage after class.Thank you！。

人教版高中英语必修一 Unit2 English around the。world 说课稿

人教版高中英语必修一 Unit2 English around the。

world 说课稿Step 2 Pre-reading预读在本课的预环节，我会让学生先阅读课文标题和开头，引导学生思考本文的主题和内容，并提出问题，激发学生的阅读兴趣。

Step 3 While-reading阅读在阅读环节，我会让学生先快速阅读全文，然后再细读，帮助学生理解文中的重点内容和语言表达方式。

同时，我会引导学生掌握一些阅读技巧，如划重点、圈关键词等。

Step 4 Post-reading课文后续在课文后续环节，我会让学生完成一些阅读任务，如完成课文中的填空题、选择题等，帮助学生巩固所学知识，并提高他们的阅读能力。

Step 5 n讨论在讨论环节，我会让学生分组进行小组讨论，就课文中的主题展开讨论，并让学生分享自己的看法和观点，帮助学生提高口语表达能力。

Step 6 Summary总结在课程总结环节，我会让学生回顾本节课的研究内容和收获，并提出一些问题，帮助学生进一步加深对所学知识的理解和掌握。

七．板书设计本节课的板书设计如下：Unit 2 English around the worldXXXEnglish varietiesBritish English vs。

American English八．教学反思通过本节课的教学，我发现学生对于英语在世界上的发展和各种特色英语的了解有了更深入的认识，并且学生的阅读能力和口语表达能力也得到了提高。

同时，我也发现在教学过程中，有些学生仍然存在害羞不愿开口说英语的问题，我会在以后的课堂中继续引导学生多多开口，提高他们的英语口语表达能力。

高中英语必修一Unit-2-English-around-the-world说课设计

Unit 2 English around the worldLesson1 Standard English and dialects 说课设计一、教学内容分析本课是人教版高中英语必修一Unit 2 English around the world，Lesson1 Standard English and dialects(标准英语及方言)。

本册书共分为五个新授课单元，着重培养学生的语言知识和语言技能，并在此基础上让学生主动建构所学知识，以此发展学生的综合运用语言能力；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，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。

本课通过介绍标准英语与方言，使学生对英语的发展有所了解，并且认识到学习英语的重要性。

二、教学目标本课旨在为学生英语学习打开一扇窗户，让学生分辨各类英语，了解英语方言的演变过程，领悟英语学习的重要性。

通过这样的一个学习过程，使学生掌握有关询问他人国籍和籍贯、表达介绍和爱好的句型。

使学生在真实的情境中养成良好的交流、倾听和主动参与的习惯；在小组合作中体验成功的快乐；培养关心和爱护他人的良好品质。

三、教学重点根据课程标准的要求和本课在教材中的地位和作用，以及教学实践中学生认知方面的特点，本课教材的重点为：1、了解英语在世界上的发展状况、变化趋势；2、对英国英语和美国英语的差异有所了解，尤其是一些常用词，如flat[flæt]和apartment（公寓）；lift和elevator[eliveitə]（电梯）；rubber [rʌbə]和eraser（橡皮擦）等3、掌握本课重点词汇、词组及句型的用法，学会语言交际困难的表达法，如Pardon？I beg your pardon？4、掌握间接引语中命令与请求的表达法。

四、学情分析对于刚步入高中的学生，做好初高中知识的过渡和衔接很重要，词汇学习应注重词汇的运用，让学生明白词汇的意义后，多给学生提供使用词汇的机会，如通过文章学习，让学生结合上下文，掌握运用recognize[rɛkəɡ，naɪz]（If you recognize someone or something, you know who that person is or what that thing is.）,actually[æktʃu:əli:] （Well, actually, I think that's exactly what it is.）等词汇解释和说明观点。

说课稿人教版英语高一必修1 Unit2 English around the word

人教版高中英语必修一Unit 2 English around the world writing partGood morning, dear judges,I’m the candidate NO.6 applying for the senior middle school English teacher.Today it is my great honor to stand here to give my presentation. Today my topic is “the writing part ”.My presentation can be divided into the following six aspects: analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now, I will present them one by one.一、Analysis of teaching materialThe text I am going to present is the writing period of Unit 2 English around the world which is taken from NSEFC BOOK1.This writing part is about the importance of learning English.Students had gotten a general idea of the development of English throughout the history in reading passage, which lay a good foundation in this part---how to use what Students learnt in the previous part to write an composition on learning English.The designing of teaching objectives is one of the essential factors in evaluating the quality of the classes. Taking the requirement of the on the new curriculum standard along with analysis of the teaching material, I identify the following teaching objectives:1.Knowledge objectivesThe students will have a better understanding of the structure and characteristics of an poster under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.Ability objectivesTheir ability of information gathering, analyzing, comparing and making conclusion will be enhances through discussing in groups in pre-writing part while the ability of imagination, cohering, creating and persuading will be developed in writing session.3.Emotional objectivesStudents attach more importance on English after the completion of the composition bythe end of the class.The teaching key points:1. The students will have a better understanding of the structure and characteristics of an poster under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.The students will improve their writing skills through teamwork and cooperation.The teaching difficult points:Students will develop their writing strategy.Based on the analysis of teaching material, now let me analyze the students.二、Analysis of the studentsA senior student in high school has learnt English for several years. The students in this grade have known sionome basic knowledge of development of English and they are active in mind. They are able to express simple ideas in simple English under the teacher’s guidance. A freshman in senirman has gradually formed the competence of processing information and analyzing problems, however their writing skills and using the proper words and sentence sturctures is a bit difficult for them, therefore in this lesson, I will strestudents the students’ ability of exprestudentsing English in a correct way. For instance, organize them to brainstorm their ideas in English about the significance of learning English. In addition, this topic is familiar to students as for their daily life, so I will make use of it to motivate them.三、Teaching methodsIn this lesson, task-based approach is mainly adopted combined with process writing approach，which can attract students’ attention to the class as well as arousing their learning interest. I’ll design some tasks, like discussing the importance of English and the structure of t he poster in groups.四、Learning methodsStudents will accomplish these activities through self-learning and working in pairs and in groups.Here comes the most important part----teaching procedures, which includes six steps: leading-in, pre-writing, while-writing, post-writing, summary and homework.五、Teaching procedures(一）Step one : leading-in (creat a situaaation)Show a video where a couple of Chinese tourist come to English for a ten-day visit. Unluckily,they get lost in the street.what’s more ,they can’t communicate in English.They are upset.Students will watch the video while thinking over two questions:what happened in the video? What can we learn from the video? It can a ttract students’ attention and the writing lesson can be naturally led-in.(二）Step two pre-writingIn this step,I will show the students a CLOSE TEST by filling in the blanks with the words and phrases about the development of English in this to sum up the structure of an factual composition Next read the requirements of the writing task and make a list of the key words and outline the passage to be written.(三）Step three while-writingStudents are encouraged to write through group-cooperation. They are expected to design the structure and carry out parelle-writing through the given format of poster. While carrying out this work, the teacher may walk around the students to give some help when necessary.Targets: Guide the Students to write the passage, improve their communication ability and cultivate their team spirit.(四）Step four post-writingSs work in groups to check their writing and correct mistakes with the help of teachers.Good writing will be recommended to be presented with the rest of the class. the students are required to make necessary changes in their writing and copy them in their exercise book for further correction.Targets: Help the Ss correct their composition and improve their evaluation ability.(五）Step five summaryBy the end of the class, I’ll invite some Ss to conclude what we have learnt today.Teacher makes some supplements and emphasized the difficult points. Then the teacher emphasizes the importance of learning English and students are inspired to study hard .(六）Step 6 homeworkStudents will polish their writing and make another poster as their homework. Their final work will be modified and selected, then the most succestudentsful ones will be put up on theEnglish Corner.purpose:This step plays an important role in improving their writing skills and autonomous learning ability.六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic.That is all. Thank you!附原文：。

人教版高中英语必修第一册《Unit 2 Travelling around》说课稿

人教版高中英语必修第一册《Unit 2 Travelling around》说课稿一、说教材人教版高中英语必修第一册《Unit 2 Travelling around》是高中英语课程的必修教材之一，本单元主要讲述了旅游的话题。

学习本单元的内容可以帮助学生扩展词汇量、提高听说读写等英语语言技能，并且能够培养学生的旅游意识和跨文化交际能力。

二、说教学目标知识目标1.学生能够掌握本单元的词汇和短语，如destination, package tour, brochure, souvenir,local cuisine等。

2.学生能够了解并描述旅行的目的地以及旅行中的流程。

3.学生能够阅读并理解与旅游相关的文章和广告，提取信息。

能力目标1.学生能够运用所学的词汇、短语和句型进行口头表达，能够用英语描述旅游的常见问题。

2.学生能够通过听力材料获取旅游相关的信息，并能够根据听力材料完成相关任务。

3.学生能够阅读并理解旅游广告、文章等文本，并能够从中获取所需信息。

情感目标1.培养学生的旅游意识和跨文化交际能力，增强学生对不同国家和地区的兴趣和了解。

2.提高学生的自学能力和合作意识，培养学生独立学习和团队合作的能力。

三、说教学重难点教学重点1.旅游相关的词汇和短语的掌握及运用。

2.用英语描述旅行的目的地和旅行过程。

教学难点1.提高学生的听力技能，能够从听力材料中获取重要信息。

2.培养学生的阅读理解能力，能够从旅游广告、文章等文本中获取所需信息。

四、说教学内容及安排1. 词汇和短语的学习（课时1）1.1 听读课文中的生词通过听读课文中的生词，帮助学生掌握本单元所需的词汇和短语。

1.2 词汇和短语的分类学习将本单元所涉及的词汇和短语进行分类学习，如旅行方式（package tour），旅行目的地（destination），旅行准备（brochure），旅行购物（souvenir）等。

2. 口语表达技巧的训练（课时2-3）2.1 选择合适的语句结构进行描述通过训练，帮助学生选择合适的语句结构进行描述旅行的目的地和旅行过程，如使用There is/are…，I want to…等。

必修1-2说课稿

高一英语Unit1 Friendship——Reading 说课稿一、教学内容分析（一）知识背景及新课标、新教材1. 本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有：人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。

2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。

本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。

通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。

（二）教学目标1、知识技能①学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补I wonder whether/if 一句式等②学会用英语谈论友谊2、能力目标提高学生的阅读能力并学会用一些阅读技能，如guessing key sentences ,skinning ,scanning and so on3、情感目标使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊（三）教学重点 1、培养学生的阅读技能，学会欣赏文学作品 2、让学生在语境中学习并掌握文章中的词汇和短语 3、提高学生的阅读技能（四）教学难点 1、怎样提高阅读技能2、掌握make+o+oc二、教学方法1、任务型教学2、合作学习3、讨论三、具体教学步骤（一）导入（Lead-in）这一步骤的重点在于激发学生的兴趣活动方式：师生互动教师提问：What is important in your Life ? 学生的答案会有money study time hip etc 再问：DO you want to know he what important in my life? Listen to a song《朋友》导入的同时引出一句谚语：A friend in need is a friend indeed (拓展学生的知识) 最后指出今天新学内容是Friendship(二)pre-reading 问答形式：1、 Why do you need friends?2、What do you think a good friend should be like3、Does a friend always have to be a person?4.Have you ever considered making friends with animals, plants or even an object?看阅读文章的标题猜猜安妮的朋友是谁介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。

高中英语新人教版必修第一册Unit2READING说课稿

高中英语新人教版必修第一册Unit2READING说课稿高一必修1 Unit 2 Travelling Around说课稿早上好。

今天我说课的主题是新版必修一第二单元Travelling Around，第一篇课文Travel Peru。

我准备从教材，学情，教学目标，教学重难点，教法学法，教学过程几方面来说。

一、说教材1. Travelling Around在必修1中是一个重要话题。

本课是一节泛读课，Travel Peru是从brochure中截取四段，内容涉及亚马孙雨林，马丘比丘，库斯科，的的喀喀湖，描述了秘鲁国比较有特色的四个地点，相关历史及作者旅途所见所闻。

教材设置这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生对异域风情历史的学习兴趣。

2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

学习英语是人发展的一部分，体现更多人文精神的情感，并有自己的见解。

二、说学情高一的学生初入高中，虽已具备一定的英语基础，也有自己独立的思想，但大部分同学基础一般，词汇及语法知识薄弱，加之高中知识相对较难，本节课对于一部分同学有一定难度。

但是，好在学生们普遍对新鲜事物感兴趣，所以本节课以增强学生的兴趣和自信为出发点，以提高学生的阅读能力为目的。

在教学设计上由浅入深，层层递进。

通过小组合作的形式，让大部分学生参与进来，使其体验英语学习的乐趣和自信心。

三、说教学目标:知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。

能力目标：提高学生的预测，略读，查读等阅读技巧。

情感目标：激发学生学习英语的兴趣；培养爱国情怀，拓展国际视野；提高小组合作意识。

四、说教学重难点：引导学生区分介绍性文本（encyclopedia）和旅游宣传手册（brochure）两种文体；了解秘鲁相关背景历史及旅游资源，并形成个人见解。

高中英语必修一unit2词汇说课稿

Unit2 English around the World词汇说课稿（新人教版必修1）Hello everyone. Today I’m very happy to have an opportunity to talk about some of my teaching ideas. My topic is taken the usage of the key words in Unit 2 Book 1. It is made up of four parts.Part I My understanding of this lesson●The analysis of this lesson:This lesson is about the usage of some key words taken from the Unit2, Book 1. The lesson of words may be less interesting than the reading. But studying vocabulary plays a key part in the study of English. Besides, in this lesson, most of words are necessary ones for students. These key words have different means and usages. So it may be a litter hard for students to master them.●Teaching aims:1. Knowledge aim: get the usages of these words, such as because of,come up,command, request, play a part in. and can use them to makesentences freely.2. Ability aim: improve students’ self-study ability and the ability of summary.3. Emotional aim: make the students get interested in studying vocabulary,build up their confidence in the study of words.●Key points: how to recite these words ,phrases and the usages of thesewords●Teaching difficult points: let students master these words and can use themfreelyPartⅡMy teaching theories, methods, and teaching toolsBefore dealing with this lesion, I’ll do my best to carry out the following theories: make the students the real masters in class while the teacher himself acts as director. So the class is a students-centre class. The following teaching methods and aids help to achieve it.●Teaching methods:1. Situational Method2. Example Teaching Method3. Pair-work and individual-work method●Teaching aid1. projector2. multimedia3. tape4. blackboardPartⅢStudying MethodsMost of our students lack interest in learning vocabulary. They think it is boring. So as a teacher, I must adopt differ methods for the lesson to make it attractive for students. Through this lesson, improve their self-study ability and get them to know how to understand a sentence by t he situational context and can use these words flexible. Now let’ s come to the most important part of my lecturePart Ⅳ Teaching ProceduresIn order to arrange my teaching procedures systematically and logically, I will divide my teaching procedures into 5 steps.Step 1 leading-in (4 minutes)Let students enjoy two songs called because of you and because I love you, and show the names of the songs on the screen. Then ask the students: "are the music nice?""Both of the name want to show the meaning of "因为" Why does one uses because of, and the other uses because ?"By doing this, lead the students to this lesson---words.Step 2 Reading the words and expressionsRead the words and expressions in the word-list together following the tape.By doing this, can get the students to know how to pronounce these words and recite them according to the pronunciation.Step 3 Usages of these wordsFor the words having different meaning, I'll show some sentences on the screen. In each sentence, the word will have different meaning. and let the students guess the meaning of the words according to the situation. Then summary the meanings of the words.For example: come up1) The children came up to me and showed me the way to the station.2) The sky was dark blue and clear when the moon came up.3) Your question came up at the meeting.4) Tom came up with a good idea.For the words have different usages, I'll also show some different sentences. Let the students themselves translate the sentences and discover the usages of the words and summary the usages.For example: command1) The policeman commanded the thief to stop.2) The teacher commanded that he should go out of the classroom.3) The boss commanded that Tom finish the work on time.4) The commanded is that we should set out at once.5) It is the command that the desk be moved away.6) Tom has a good command of France, so he can communicate with France fluentlyThis can exercise the ability of observation and self-study.Step 4 ConsolidationDo exercises and check the answers with their group members. and each group have one student write down the answers on the blackboard. For the different answers,each group has to give the explanation.By doing this, students can consolidate knowledge learned this lesson and improve the ability of team-work.Step 5 HomeworkWrite a short passage about anything. Students are supposed to use the words we have learned this lesson.By doing this, students can further consolidate knowledge learned this lesson and improve the ability of writing.Part ⅤBlackboard DesignIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I'll write teaching aims; in the middle of the blackboard, there should be summary of the knowledge. As for the right part, I will left to the students to write down the answers of the exercises.。

人教版英语必修一第二单元-unit2教学设计

Unit2 English around the worldReading The road to modern English教学设计高一英语李海娟一、教材分析1.本单元的中心话题是“世界英语”, 介绍了英语在世界上的重要性。

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

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

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

本课的语言知识主要围绕世界英语这一中心话题进行设计。

本课时主要分为三部分:2.pre- reading (读前准备) 此部分为热身活动3.reading （阅读）4.post-reading （读后）1.二、教学目标:2.学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程3.学生能够在阅读过程中对主要的阅读信息进行记录。

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

四、教学步骤Step 1 leading-in (individual work)2. 1.D.yo.lik.learnin.English.An.why?3.Can you name some countries in which English is spoken?.Engl nguage.The.as.on.o.tw.student.t.mar.thes.countrie.o.th.map.(通过层层设置问题, 引入本课话题, 引导学生思考, 使学生自然而然进入教学中, 激发学生学习英语的欲望。

)Step2 fast-reading (pair work)T.well.a.w.know.ther.i.mor.tha.on.kin.o.Englis.i.th.world.The.ar.differen.fro.on.an othe.i.som.ways.Wh.ha.Englis.change.ove.time.Wha.wil.worl.Englis.b.i.th.future.D.yChec.th.answers.As.som.student.t.tel.thei.answers.afte.givin.th.answers.the.shoul .als.tel.ho.the.fin.th.answers.(快速阅读后要求学生了解文章大意, 并能对全文的结构有一个认识。

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。

人教版_新课标版_高一英语_必修1unit2_英语_说课稿[教案]

人教版_新课标版_高一英语_必修1unit2_英语_说课稿[教案]I Teaching Aims：1. To develop Ss’basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about …and have a better understanding of the importance of ….As for teaching approaches, I think …II Teaching ApproachesCommunicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on：1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids：1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-inActivities 1 Free talk (class work)I will invite Ss to answer the following Qs.Q1：Who do you think looks coolest in our class?Q2：Do you like him/her?Q3：If so, why? If not, why?Activity 2 Picture-talking /Music-talking (individual work) Download some pictures/music from the Internet.Guiding Qs may be：Q1：Who’s she/he?Q2：Do you like him/her?Q3：If so, why? If not, why?Q4：Do you think he/she is perfect?Goal：To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess (class work)In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming (class work)In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…Goal：To develop Ss’reading skill---predicting and present some new words in the passage such as …Step 3. ReadingActivity 1 Skimming (class work)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Goal：To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning (group work)Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form：TitlePart/Para.Main ideaDetailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusion2 a.b.c.Goal：To develop Ss’reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work)Invite some group members to report their work to the whole class.Goal：To overcome Ss’shyness and stimulate Ss to speak in public.Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)Q1：What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdkB. klklklklC. opieporiwpD. jdlkjflkdQ2：What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D.Q3：The word “flawless”in Line 5 of Para.2 can be replaced by ___Q4：Which of the following statements is true or not true?Goal：To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4. Post-readingActivity1 Role-play(pair work)Suppose one student is a …and the other ….Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion (Group work)Topics may be ：Q1：Do u want to be perfect?Q2：Do u think there is anyone in the world that is perfect?Q3：Look at the subtitle/title “Remind yourself”, remind yourself of what?Activity3 Poster-designing/Cartoon-designing/…(group work)Goal：These post-reading activities are intended to develop Ss’creative thinking and get them to know the importance of …Step 5. HomeworkTask 1 Write a summary of the passage (about 100 words) (Individual work)Goal：To spur Ss to consolidate what they have learned. Task 2 Look up some more information about …(Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.Goal：To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chineseculture and develop Ss’culture awareness and cross-culture communicative skills.As for my blackboard-design, since time is limited, I’d like to give a brief introduction.TitleHere is the formHere are some new words for SsSo much for my presentation. Thank u very much. Bye-b高一人教课标必修1 Unit 3 说课稿Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects：the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, generalidea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts：the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum ofEnglish, in order to fulfill the learning task of this lesson, I establish the following objectives：a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc. b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the tripdown the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part：the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps：Step I：Lead-in and pre-reading, Step II：While-reading, Step III：Consolidation, Step IV：Post-reading, Step V：Homework.Step I：Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting therivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II：While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts：fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. Thisexercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III：Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do WangKun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV：Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V：Homework (1min)Finally it comes to the homework. Ss are required to reviewthe learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you。

高中英语必修一unit2说课稿

开题概述：1. 介绍Unit 2的主题和内容本单元的主题是“人际交往”，主要内容涉及到情感表达、人际关系等方面的知识。

通过学习本单元，学生将能够更好地理解自己与他人的情感交流，提高自己的交际能力。

2. 为什么选择这个主题作为高中生，他们正处于青春期，对人际关系和情感表达有着强烈的需求和好奇心。

通过学习这个主题，可以帮助学生更好地认识自己，提高他们的人际交往能力，培养他们积极健康的人际关系。

3. 学习目标和重点本课程通过对Unit 2的学习，学生将能够掌握一定的情感表达和人际交往技巧，培养积极阳光的人格品质，提高交际能力。

内容详解：1. 课文内容介绍本单元的课文主要包括“人际关系”、“情感表达”、“交际技巧”等方面的内容。

通过学习这些课文，学生可以更好地理解人际关系的本质和人与人之间的互动方式。

2. 课文分析本单元的课文内容比较丰富，涉及到了情感的表达、人际关系的处理、交际技巧的培养等方面。

学生需要通过阅读、理解和分析这些课文，从中汲取知识，提高自己的人际交往能力。

3. 语言知识点讲解本单元涉及到的语言知识点主要包括情感词汇、人称代词、被动语态等。

这些知识点在本单元的课文中都有所体现，并且对于学生掌握英语语言的表达能力和交际能力具有重要意义。

教学设计：1. 教学重点和难点本单元的教学重点在于培养学生的情感表达能力、人际交往技巧等方面；而难点则在于如何帮助学生将这些知识应用到实际生活中，提高他们的交际能力和情感表达能力。

2. 教学方法本节课采用多种教学方法，包括课文朗读、情境模拟、小组讨论等。

通过这些活动，可以使学生更好地理解课文内容，掌握相关知识点，并培养其交际能力。

3. 教学流程（1）导入：通过展示相关图片、视瓶等方式引入本课的主题，激发学生的学习兴趣。

（2）学习课文：通过朗读、阅读、分析等方式学习课文内容，理解相关知识点。

（3）情境模拟：通过小组活动、角色扮演等方式，让学生在实际情境中体验人际交往的技巧。

说课稿人教版高中英语必修一 unit 2 English around the world

人教版高中英语必修一Unit 2 English Around the World一、Analysis of teaching materialThis unit is about English such as its history and dialects. The reading passage named “the road to modern English” is the center of this unit. The reading passage offers a very brief history of English language. It give Ss a better understanding of how English developed and how it is spoken in the world.1、Knowledge and skill objectiveTo help students to understand and master the words, phrases and sentence patterns and students will be able to know that there are a lot of different dialects in the same language.2、Process and method objectiveStudents will be able to use direct speech and indirect speech and understand the main idea, to scan for the needed information and to grasp the details.3、Emotional, Attitude and Value objectiveTo help students to learn more about English and become more andmore interested in English Teaching Key PointsTo help the students get a general idea of the whole passage,and some detailed information and language points as well and to help the students undestand wht there are so many dialects in English and how English changes.Teaching Difficult PointsEnglish language,its development and so many dialects. Learn about the special cases in which the special cases in which the tenses shouldn’t be changed.二、Analysis of StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learningability.三、Analysis of Teaching methodsTask-based language teaching is adopted in this lesson. The task is to get the structure of this text. I will ask students to dividethe whole text into three parts and try to get the main idea of each part. By means of TBLT, students are involved and engaged in the task and classroom activities, and therefore they can learn moreabout the text.四、Analysis of Learning methodsSs need to develop some reading strategies such as skimming,scanning, summarizing information, and so on. In this lesson, students are instructed to develop the above mentioned reading strategies. Since the reading part tells the history of English, it’s necessary for Ss to search some bacground information about it.五、Teaching Procedures(一）Step1 Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “English around the world”. I will encourage students to join a discussion on the following questions:Do you know the countries where people speak English? List them on a piece of paper.What are the two main groups of English?Do you know the differences between British English and American English?Do you know the history of English?The answers must be related to the topic. After this, the students will be eager to know something about the passage. and this is the very time to naturally lead the class intostep 2.（二）Step 2 Pre-readingIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is todevelop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 How modern English develops?Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I will divide the whole class into some groups to give an introduction of the history of modern English.(三）Step 3 While-readingThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details.It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.(四）Step 4 Post-readingLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 2 students to interview each other just like the Greek wr iter and Li Yan do , and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.1. Why do you think people all over the world want to learn English?2. Why do you think people all over the world now want to learn Chinese?（五）Step 5 Homework1. Read the passage as fluently as you can.2. Find out the words and sentences you think are beautiful and recite.六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic. That is all. Thank you!附原文。

新人教版英语必修一_Unit 2 阅读课-说课课件

2
Learners’ interaction
3
Communicat ive teaching method
VI Analysis of teaching procedures
7 minutes
Stage 1: Lead-in
20 minutes
Stage 2: Top-down reading
13 minutes
Stage 3: Production
VI Analysis of teaching procedures
Stage 1: Lead-in
Step 1: Video Welcome to Peru Step 2: Brainstorming activity
The design of the stage is a process where the learners’ interests are raised and construct meaning based on their own experience and what they have already known.
Linguistic objectives
Skill objectives
Emotional objectives
know the key words improve reading skills and phases
IV Analysis of teaching focus
Key point:
Learn about the features of travel brochures
Teaching focus
Difficult point:
compare the four different places and give specific suggestions

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

我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。

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

尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。

促使学生了解英美语言在词汇、拼写、语音等方面的区别。

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

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

本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

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

通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）.Reading (阅读)“阅读”部分文体为说明文，全文共分三个段落。

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

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

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

三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。

3、教学重点1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。

2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。

3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

4、教学难点1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2）、与同伴一起讨论并找到解决问题的方法。

5、教学目标根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。

1. 语言目标本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

尤其介绍了英美英语语言的差异。

通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。

教师根据课文内容用不同的形式来训练学生，提高阅读技能。

由于课文讲述的是世界英语的话题，学生会感兴趣。

为了引起共鸣，可把课文与生活中经历结合一起讨论。

本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。

从而激发学生学习英语的兴趣。

2. 情感目标让学生领会英美不同文化差异和风俗习惯，领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

培养他们的跨国文化意识和世界意识。

二、说教法教学环环相扣，设计紧凑。

先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。

通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。

使他们掌握阅读技巧的同时也增加了见识。

在小组讨论过程中，学会用已学词、句表达出自己的观点。

学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。

为了激发学生的兴趣愉快地学，我采用限时阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。

三、说教学程序1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在学生思索时，引出课题English around the world。

接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。

从另一个角度，先给学生一个语言上的input。

激发学生的兴趣和欲望.2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题：1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。

教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。

3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

任务1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题1. How many countries are there where the majority of people speak English?2. How is English used in Hong Kong?3. What language should we use on the Internet so that we can communicate with people around the world ?任务2：让学生带着问题阅读课文（scanning）。

有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。

阅读后学生给出答案（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。

）任务3：根据课文内容，判断句子对与错。

1、There are more than 42 countries where the majority of the people speak English in the world.（）2、There are more than 37,500,000 people who learn English as a second language.（）3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）4、More than 750,000,000 people learn English as a foreign language.（）5、English is the only one working language of most international organizational trade and tourism.( )（此设计是为了检查学生是否理解文章大意和一些重点细节。

）任务4：根据课文内容，完成以下五道阅读理解题。

1、According to the text, which is TRUE about those who useEnglish as a second language?A. English is also their mother tongue.B. They use more than two official languages in their country.C. People enjoy talking to their family members at home in their native language.D. They learn English at high school for about five years.2、What’s the situation of English used in China?A. Most Chinese students learn English at school as a foreign language.B. All Chinese students speak English as a foreign language.C. The majority of Chinese students speak English at school as a second language.D. The majority of people in Hong Kong use English as their mother language.3、What’s the main idea of the passage?A. There are more than 42 countries where th majority of the people speak English in the world.B. More than 750 million people learn English as a foreign language.C. English is the language of global culture such as popular music and the Internet.D. English is the language which is the most important and widely used in the world today.4、Which is right according to the text?A. Native speakers of English might find it unnecessary for them to learn a foreign language.B. English will be the only English to be used in the future.C. English is the working language of most international organizations, international trade and tourism.D. With the development of China’s economy, Chinese will be more and more important than English.5、Which is WRONG to answer the following questions.Why is it becoming more and more important to have a good knowledge of English?A. More and more people will become interested in English.B. English is one of the working languages of most international organizations, international trade and tourism.C. We can communicate with people around the world everywhere through the Internet by using English.D. English has developed into the language most widely spoken and used in the world.（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。