人教版英语必修一第二单元-unit2教学设计
(完整word版)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。
人教版必修1第二单元教学设计
以这两张图片作为导入，看到这两张图片学生们难免会想起它们背后所代表的国家，也就会想起了国家别后的不同文化，自然而然的导出英美语言存在的差异。
6. More difference between British English and American English（分别从发音，拼写，用法等发面来简要介绍英美语言上的差异，让学生对Englishes这个单词理解的会更加深刻）
设计意图：本阶段的是第一阶段的延续和提升，使学生们能更加深刻地理解世界上存在着各种不同的英语，而且这种不同不是随意的，追根究底是文化之间的不同。
步骤3：世界上有如此多的国家，如此多的国际组织和机构在使用英语，可见英语作为一种国际语言的重要性
1.解释英语是一种非常重要的国际语言.（通过本环节的解释和分析，学生们对英语的重要性会有重新的认识，为后面的“要学好英语”做好铺垫）
(1)facts（列举英语重要性和使用广泛性的一些不争的事实）
•380 million people speak English as native language.
•Two thirds of the world population as second language.
• A billion are learning it.
•By 2050, it is predicted（预言）that half of the world will master it.。
英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案
Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。
听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。
这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。
该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。
语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。
教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。
2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。
4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。
5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。
6.能了解一些国家的风景名胜。
7.复习一些辅音字母的发音及其组合的发音规律。
教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。
最新人教版高中英语必修一unit-2-reading教学设计
人教版高中英语必修一Unit 2 reading教学设计张弦第一．教材本节课教材选取的是必修一第二单元阅读部分。
第二．教学目标1.语言目标●通过对单词的预习及听录音，能够熟读文章中出现的新单词。
●能够在讨论活动中用简单的英语发表自己的看法。
●掌握阅读基本技巧并予以运用。
2.情感目标●让学生认识到英语的重要性，激发学习热情。
●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。
●通过小组讨论培养团队合作意识。
第三．教学重点及难点●提高学生的阅读技巧——scanning 和 skimming。
由于学生刚从初中进入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。
这既是本节课的重点又是难点。
●能读懂文章，了解文章的基本大意及各段落大意。
学会快速找到每段的中心句。
●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。
第四，教学过程Step1. Lead-in （6 minutes）课前放首英文歌（when you believe），为接下来的讨论提供信息。
问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。
可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。
两分钟讨论后，让学生给出答案，幻灯片如下展示：然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English.Step 2: Pre-reading （3 minutes）用三张幻灯片预习本文中的生单词及短语，为阅读扫清障碍。
（对于许多没有做预习的学生来说，这一步是非常有必要的。
人教版英语必修一unit2 单元教学总设计
Unit2 English Around the World课题: English Around the World(1)指导思想与理论依据：本单元的中心话题是“世界英语（English around theworld）”，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，加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。
(2)教材分析：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。
这是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。
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。
(3)学情分析：学生对于外国文化理解的局限性，对于英语的种类与发展趋势的掌握不是很好，对英语这种语言的起源，发展，以及未来的发展趋势理解不是很透彻。
大多数学生都是从乡镇上来的，应与学习的管道不是很多，和外界接触的少。
导致了县城乃至乡镇的学生对于英语的学习不是很到位。
(4)课时安排：The first period: (speaking) Lead in and new words.The second period: Warming up and Pre-Reading.The third period: Reading and Difficult Points.The forth period: Grammar.The fifth period: Grammar and Practice.The sixth period: Writing.(5)教学安排：①Knowledge aims:1.Get the students to learn the following useful new wordsand expressions in this passage: include, role, international, native, elevator,flat, apartment, rubber, petrol, gas, modern, culture, AD, actually,present(adj.), rule(v.), vocabulary, usage, identity, government, Singapore,Malaysia, rapidly, play a role in, because of, come up, such as. 2. Get thestudents reading ability and let them learn to use some reading strategies suchas skimming, scanning, and so on.②Ability aims: Develop the students reading ability and let them learn to usesome reading strategies such as skimming, scanning, and so on.③Emotional aims: Enable the students to learn about English language andknow different kinds of English so as to communicate with people from different countries.(6)教学重点和难点：本单元需要学习的重点单词为：include, role, international, native, elevator, flat, apartment, rubber, petrol, gas, modern, culture, AD, actually, present(adj.), rule(v.), vocabulary, usage, identity, government, Singapore, Malaysia, rapidly, phrase, candy, lorry, command, request, retell, polite, boss, standard, Midwestern, southern, eastern,recognize, accent, lightning, direction, subway, block.本单元需要重点学习的重点词组为：play a role in, because of, come up, such as, play a part(in).本单元需要学习的重点句型为：1. World English come from those countries, where English plays an important role asa first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of En-glish. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the nu mber of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attribut ive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionarie s. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have ne w dictionaries from time to time. (that is why. . . )(8)教学策略: Discussion, student-centered vocabulary, learning, pair work, teach grammar in real situation.(9)教学过程:The first period: (speaking) Lead in and new words.Step1 RevisionAsk some of the students to read his/her answer to class, about how to solve their problems.T: Now, let’s check up your homework foe last class. I’d kike some of you to read your ideas for the class. (Then give some comments.)Step2 Lead-inTo arouse the students’ interest and lead in the topic, Present a funny story to students, give a brief introduction about this unit.Step3 New words learningAnd help students to learn new words, tell them the meaning about these new words and how to use, then ask them read after teacher.Step4 HomeworkAsk students try to read new words fluently after class. Students should read the warming up firstly, and encourage students try to find the answer.The second period: Warming up and Pre-Reading.Step1 ReviewAsk all the class read the new words by themselves, and point out their problem, help them to change the wrong pronunciation. Then let students read after teacher. Step 2 Warming-upThe teacher can organize some activities or ask some questions, such as “How many countries use English as their native language? ”,“Are there any differences bet ween British English and American English? ”.1). Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. Tell the students they are going to answer a question about why they are learning English.2). To ask students write the words: Reasons for learning a foreign language on the center of the board:3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper.6). The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the question at the end, and that you’d like them to make clear notes. . If they wait till the end to swap, one student may use up all the time available.7). The students write five sentences on their feeling about learning English.8). Collect the questionnaires.Step3 Pre-readingGet the students thinking about the topic of the reading passage.1). Have a student list on the board all the English-speaking countries in the world that they can think of.2). Give the students hints about the places they haven’t mentioned.3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.★English is one of the official languages of the Olympic Games and the United Nations.★English dominates international websites and provides nearly all of the new computer terminology.★Tourism and trade from Western Europe and North America has contributed to the spread of English.★Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.Step4 HomeworkStudents will write a short passage by using 5 sentences, to explain why we must learn English.The third period: Reading and Difficult Points.In this part, students should understand the main idea about this paper, and teacher will also explain the difficult points to students, help students think deeper. Step1. SkimmingRead quickly to get the main idea of the text.Help the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.Step2. ScanningRead to locate particular information and complete the comprehending Exercise One.Step3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class. (如果学生有困难，可以用中文回答，注意引导)1). Do you think it matters what kind of English you learn? Why?2) Why do you think people all over the world want to learn English?Step4. Language focus:1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.6) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.7) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.8) actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.9) be based on…:10) make use of: use sth. available11) Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup? Only time will tell.（有可能一个课时说不完，如果说不完的，下一个课时继续讲解）Step 5 HomeworkStudents will have a brief idea about this passage, teacher can ask them try to read the passage by themselves and find out the difficult point and line out the sentences which they can no understand.The forth period: Grammar.This lesson is the most difficult and important part in this unit. Students may feel boring or have no reaction. The teacher should give a simple and interesting example to make students feel relax.Step1 reviewTeacher will read the passage at the beginning of the class. Students can try to follow the teacher.Step2 Important sentences1. World English come from those countries, where English plays an important role asa first or second language, either because of foreign rule or because of its special roleas an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of En-glish. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the nu mber of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attribut ive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionarie s. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have ne w dictionaries from time to time. (that is why. . . )The fifth period: Grammar and Practice.Step1ReviewReviewing last class’s grammar and giving new grammar to students. After teacher teach the difficult points and sentences, teacher should discover usefulStep2 PracticeTo ask students to finish practice. To do Comprehending Exercise 1(on Page 10)The sixth period: Writing.According to the several classes, students have arose themselves idea. So after this class, students will have a homework about writing.The teacher may also guide the students to do the writhing task in the Workbook on page 23. You may take the following steps:Step1:Students make a list as follows:Step2: Make notes about the paragraphs for the writing.Step3: The teacher helps develop ideas in a positive and encouraging way.教学反思: 通过学习讨论本单元“世界英语”的话题，使学生了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语，并对英国英语和美国英语的差异有所了解，尤其是一些常用词，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英语进行交流。
2020年新人教版高中英语必修一《Unit 2 Travelling Around》单元教案(附导学案)2
《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and Talking【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教学重难点】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教学过程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.1. Circle the two places Meilin is going to for holiday.A. Germany.B. England.C. Iceland.D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Choose a travel destination and discuss how to prepare for the trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1. What are the two speakers talking about?2. What is the relationship between the two speakers?Listen again and complete the table with the words you hear.Making reservationsTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Devel op students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.【教学过程】Step 1 Warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on thescreen.Step 2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 While-reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。
新人教版必修一 Unit 2 English around the world全单元[教案]
![新人教版必修一 Unit 2 English around the world全单元[教案]](https://img.taocdn.com/s3/m/fef82b3d580216fc700afd84.png)
Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon?I beg your pardon?I don’t understand.Could you say that again please?Sorry, I can’t follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
人教版高一英语必修一unit2教案
人教版高一英语必修一Unit 2教案教学目标：1. 知识目标：学习并运用情态动词的被动语态的基本用法及一些固定句型。
2. 能力目标：提高运用知识的能力。
3. 德育目标：了解一些关于环境保护的常识，树立学生的环保意识。
教学内容和过程：一、Warming-up (热身)1. 教师放录音，学生回答书本上的问题。
[设计意图]：通过听力训练，一方面提高学生的听力，另一方面为对话的学习做好铺垫。
2. 学生展示自己制作的图片，用英语介绍自己的作品。
[设计意图]：展示自己的作品，一方面可以提高学生的兴趣，另一方面为下一步的对话学习作准备。
二、Presentation (呈现)1. 教师出示图片，介绍一家手工艺品店。
引出新词：craftsmen, artisan, introduce, showcase 等。
[设计意图]：出示图片，介绍商店及新词汇，为下一步的学习扫清语言障碍。
2. 教师介绍新词汇：have got to, be in the habit of等。
并领读。
[设计意图]：使这些重要的情态动词呈现出来，并教读。
3. 呈现并学习新的句型结构：The craftsmen have to work hard to improve their skills. We must protect our environment. The sculpture is made of recycled materials. The artisan has to follow certain rules and regulations. We should not damage the showcase. 等。
并领读。
[设计意图]：呈现新的句型，为下一步的学习扫清语言障碍。
4. 教师介绍本单元的主题——环境保护和生态平衡。
通过讨论和观看一段录象帮助学生熟悉这些句型。
然后让学生试着使用这些句型进行口头表达。
教师进行点评。
[设计意图]：这一环节通过引导学生对环境保护这一话题进行讨论，使他们形成对环保问题的正确认识，增强他们的环保意识，同时熟悉并运用新句型。
2024年人教版高一英语必修一unit2教案
2024年人教版高一英语必修一unit2教案一、教学目标知识与技能学生能够掌握本单元的基本词汇和表达，包括描述人物特征、爱好、日常活动等。
学生能够熟练运用本单元的重点句型，进行简单的自我介绍和询问他人信息。
学生能够理解并运用本单元的阅读材料，获取文章中的关键信息。
过程与方法培养学生通过合作学习，共同解决问题的能力。
鼓励学生通过小组讨论、角色扮演等方式，积极参与课堂活动，提高英语应用能力。
引导学生在完成课堂任务的过程中，学会自主学习和探究学习。
情感、态度和价值观激发学生学习英语的兴趣和热情，增强他们的自信心。
帮助学生树立积极向上的学习态度，鼓励他们勇敢面对挑战。
培养学生的跨文化意识，使他们能够尊重并理解不同文化背景的人。
二、教学重点和难点教学重点本单元的重点词汇和表达，如描述人物特征的形容词、谈论日常活动的动词短语等。
本单元的重点句型，如使用“be good at”谈论某人的特长，使用“spend time doing sth.”描述日常活动等。
阅读材料的理解和应用，包括从文章中提取关键信息、理解作者的意图等。
教学难点对于某些生僻词汇的理解和记忆。
对于某些复杂句型的掌握和运用。
在阅读材料中，对于深层含义和文化背景的理解。
三、教学过程导入新课通过展示一些图片或视频，引导学生讨论图片中的人物特征、活动等，激发他们的兴趣和好奇心。
提出一些与本单元主题相关的问题，让学生思考并回答，为后续的学习做好铺垫。
词汇和句型学习教师呈现本单元的生词和短语，并解释其意义和用法。
通过例句和练习，让学生熟悉并掌握本单元的重点句型。
鼓励学生运用新学的词汇和句型进行自我介绍或描述他人，以检验他们的掌握情况。
阅读理解教师引导学生阅读本单元的阅读材料，并帮助他们理解文章的大意和细节。
通过提问和讨论的方式，让学生分析文章的结构、作者的意图以及文章中的深层含义。
鼓励学生将阅读材料与自己的生活经历联系起来，进行拓展思考和表达。
语法讲解与练习教师对本单元的语法知识进行系统讲解，包括时态、语态、非谓语动词等。
最新人教版高中英语必修一unit-2-reading教学设计
最新人教版高中英语必修一unit-2-reading教学设计一、教学目标1. 知识目标：学生能够掌握本单元的重点词汇和短语，如“castle”“landmark”等；理解课文内容，把握文章结构。
2. 技能目标：提高学生的阅读理解能力，学会提取关键信息、分析文章主旨；提升学生的口语表达能力，能够用英语讨论旅游景点和文化差异。
3. 思维目标：培养学生的批判性思维和创新思维，引导他们对不同文化进行思考和比较。
4. 情感目标：激发学生对英语学习的兴趣，增强他们对不同文化的尊重和理解。
二、教学重点与难点1. 教学重点- 掌握重点词汇和短语，理解课文内容。
- 提高阅读理解和口语表达能力。
2. 教学难点- 对文章中文化差异的理解和分析。
- 用英语准确表达自己对不同文化的看法。
就比如说，咱班同学小李，之前对英语学习不太感兴趣，觉得单词难记，课文也不好理解。
但通过咱这一单元的学习，希望他能掌握这些重点知识，提高自己的能力，对英语学习有新的认识，也能更好地理解不同国家的文化。
咱这教学目标和重难点就是为了让同学们在学习中不断进步，遇到困难也不怕，一起攻克它。
三、教学方法1. 探究式学习：在知识讲解环节，提出一些具有启发性的问题，引导学生自主探究文本内容。
例如，在阅读过程中，让学生自己找出文章中的关键信息、主题句等，培养他们的分析和归纳能力。
2. 情境教学：通过播放与单元主题相关的英文短视频，创设生动的语言情境，让学生更好地理解和感受英语的实际运用。
在实践活动环节，组织小组讨论或角色扮演，让学生在具体的情境中运用所学知识，提高语言表达能力。
3. 多媒体辅助教学：利用图片、音频、视频等多媒体资源，丰富教学内容，增强教学的趣味性和吸引力。
例如，在导入环节播放英文短视频，在知识讲解环节展示与文本内容相关的图片或音频，帮助学生更好地理解课文。
四、教学过程1. 导入- 教师在上课前准备好一段与单元主题“Traveling abroad”相关的英文短视频，视频内容可以是世界各地的美丽风景、不同国家的文化特色等。
新人教必修一Unit 2 Travelling around全单元教学设计4份教案高中英语
Unit 2 Travelling Around Period 1Listening and Speaking 教案教材分析：This teaching period mainly deals with listening and speaking. Students are expected to learn how to listen to people who discuss their plans and know some pronunciation skills. The teachers are expected to enable students to master some listening and speaking skills.教学目标：Knowledge objectives: Enable students to acquire the basic usage of some words and phrases.Skill objectives: Enable students to have a good understanding of listening skills. Emotional objectives: Develop students’sense of cooperative learning and individual capability.Thinking quality objectives: Inspire students’ spirit of patriotism.教学重难点：Listen to people who discuss their travel plans.Grasp some listening skills and the rules of pronunciation.Unit1 2 Travelling AroundPeriod 2 Reading and Thinking教学设计The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take 1. In my opinion, you could/might choose…, because you prefer to… 2. Could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. Would probably suit you, because you enjoys/ love/hate doing… Step 5: Passage Consolidation Language appreciation:•1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. • [句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与 _____________________为并列结构; ____________作方式状语; unique to the rainforest 为形容词短语作定语修饰____________ •[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。
Unit2 教学设计-【新教材】人教版高中英语必修第一册
教学目标与核心素养
Knowledge objectives:
Enable students to read an encyclopedia entry and travel brochure and understand the characteristics of this text type and get some effective information.
share their own opinions.
难点
How to let students compare the four different places and give specific suggestions.
教学资
源：
multimedia
教学准
备：
Some background for Peru
重点
1.Toenable students to learn about the characteristics andlinguistic featuresof encyclopedia and travelbrochure
2.TomakestudentslearnaboutthetravelresourcesandculturalfeaturesofPeru,and
教ห้องสมุดไป่ตู้方法：
Task-based teaching method;
Fast reading to get the general idea of the passage
Careful reading to get some detailed information in the passage
人教版英语必修一Unit 2(The Road to Modern English)教学设计
《Unit 2》教学设计英语学科组授课年级班：授课时间：授课教师：【教材剖析】1、本节在教材的地位和作用2、学科分析英语，是工具性与人文性的统一。
高中英语课程应进一步提高学生的英语阅读能力，同时培养学生的审美能力、探究能力，形成良好的思想道德素质和科学文化素质，为终身学习和有个性的发展奠定基础。
教学中应首先抓住学生对英语课文的整体把握，其次培养其阅读能力和提高其阅读技巧，在此基础上使学生感知文章的内涵。
3、教育分析英语在高中学科的地位是相当重要的。
其中阅读在英语学习中最为重要。
英语阅读在高考中占的比例也最大。
因此必须重视对学生英语阅读技巧和能力的提升。
在此基础上，提升学生对文章内涵和情感的感知能力。
4、课标要求掌握本课的词汇和重要句型以及重要知识点，掌握阅读技巧，提升阅读能力。
掌握本课课文的主要内容以及细节信息。
5、教学三维目标（1）知识与技能：掌握阅读技巧以及本课主要内容（2）过程与方法：泛读、精读；自主学习和合作学习（3）情感态度与价值观：6、教学重点与难点重点：本课课文内容的理解，知识点的掌握以及词汇的掌握难点：阅读技巧的掌握【教法、学法分析】1、学情分析本节课是为参加学校“青年教师赛教”而准备的一节课。
本课听课班级是高一2班。
该班学生从整体上来看，英语水平中等。
因此，做好相关的课文预习工作尤为重要。
标注生词，熟读课文，认真预习课后习题。
此外班上的同学大多数比较文静，只有少数几位同学思维比较活跃，愿意配合老师。
所以，对本篇阅读的授课就不能太难，而应该把课文化难为简。
以泛读为主，精读为辅的方法去授课。
2、教学方法泛读+细读+听录音+结合问题读课文3、教学手段黑板多媒体4、学法指导“要重视学生的实践活动，让学生在教学过程中主动学习、探究。
要重视师生的语言交际和心灵沟通。
”“重视学生思维方法的学习。
”据此，我确定了以下学法及能力培养：阅读体验，加深整体感知和理解。
参照注解，动口动脑，培养学生自己获取知识的能力。
英语必修一unit2教案
英语必修一unit2教案教案标题：英语必修一 Unit 2 教案教学目标：1. 通过本单元的学习，学生将能够掌握关于人际交往和情感表达的英语词汇和句型。
2. 学生将能够运用所学知识，描述人物特征、表达情感和进行简单的交流。
3. 学生将培养对他人情感的尊重和理解，提高跨文化交际能力。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 运用所学知识进行人物特征和情感的描述。
3. 学会运用英语进行简单的交流和表达。
教学难点：1. 运用所学知识进行情感表达和人物特征的描述。
2. 提高学生的听说能力，培养他们进行英语交流的自信心。
教学准备：1. 教材：英语必修一（人教版）Unit 22. 多媒体设备3. 教学课件和练习题4. 学生练习册教学过程：Step 1：导入新课（5分钟）1. 利用图片或视频引入新课，激发学生对话题的兴趣。
2. 导入本单元的重点词汇和短语，让学生熟悉相关词汇。
Step 2：课文阅读与理解（15分钟）1. 学生自主阅读课文，了解课文大意。
2. 教师指导学生理解课文中的重点词汇和句型。
3. 进行课文的整体理解和讨论，激发学生对课文内容的思考。
Step 3：词汇与语法讲解（15分钟）1. 教师讲解本单元的重点词汇和短语，并进行相关例句的讲解和练习。
2. 引导学生掌握本单元的语法知识，如形容词的比较级和最高级等。
Step 4：听力训练（15分钟）1. 播放听力材料，让学生进行听力训练。
2. 教师指导学生进行听力答题，并进行听力材料的复述和讨论。
Step 5：口语练习（20分钟）1. 学生进行小组讨论，就本单元的话题展开口语练习。
2. 教师进行适当的指导和纠正，提高学生的口语表达能力。
Step 6：写作训练（15分钟）1. 学生进行写作训练，根据所学知识，描述一个人的外貌和性格特征。
2. 教师进行写作指导和评价，提供学生写作的建议和改进方向。
Step 7：课堂总结与作业布置（5分钟）1. 教师进行课堂总结，复习本节课的重点内容。
人教版英语必修一Unit2(Writing)海报写作课教学设计
高一英语Unit2- Writing海报写作课教学设计《课程标准》指出根底教育阶段英语课程的任务是激发和培育学生学习英语的兴趣使学生树立自信念养成良好的学习习惯和形成有效的学习策略，进展自主学习的力量和合作的精神，使学生把握肯定的英语根底学问和根本技能，形成肯定的语言综合运用力量。
培育学生标准准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，高一学生刚从初中升上高中，心理上就已经学生惧怕写作，而教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性生疏缺乏，无视对学生写的力量的培育，以致有相当一局部学生学了多年外语后，写作力量仍旧很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与连接力量弱。
针对以上问题，我认为高中英语写作教学的目标必需做到：1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。
3、通过词到句子再到文章的训练，提高学生用英语进展思维的力量，培育学生自主学习和协作学习的习惯，熬炼学生用英语进展自我表达和交际的力量；拓展学生的英语思维，进展学生观看与分析问题和归纳事物特点的力量提高学生写作水平和综合运用英语的力量。
通过写作，教育学生乐观参与、主动思维、大胆实践，感受“合作学习”是一种格外有效的学习策略,体会沟通思想和共享学问的乐趣。
我以一个教学案例来谈谈我的生疏和感悟。
这堂课我主要是要求学生通过所学的单元话题，进展争论来写出我们如何写英文海报。
具体过程如下：Step1: Lead-in让一个学习小组做一张英文海报，主题是高一26 班和高一26 班进展一场篮球竞赛，图文兼并。
唤起留意，酝酿心情，让学生清楚本次课内容是：1.关于活动宣传的写作在教师的指导下进展答复以下问题。
1、要求学生答复以下问题〔全班按学习小组分别争论以下题目〕1).What is a poster included?2).What should we attention when we write a poster?3).How can we write a good poster?2、每一组将争论结果在讲台上展现。
人教高中英语必修一unit2教案
⼈教⾼中英语必修⼀unit2教案Module 1 Unit 2 English around the world●单元规划本单元主要围绕English around the world这⼀主题介绍了英语的使⽤情况、发展情况及各地不同的⽅⾔。
第⼆单元English around the world的设计可分为五部分。
第⼀部分learn something about words and expressions；第⼆部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分writing and speaking;●课时安排本单元教学可分为6个课时。
第⼀课时vocabulary;第⼆课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revisionThe First Period Words and expressionsTeaching aims :1. Know the key words and expressions in the whole unit:elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)……2. Enable the students to get familiar with the pronunciation of the important words.3. Prepare for the learning process of the whole unit.Teaching important points :1.Get familiar with the words in the text part.2.Master the important expressions such as：because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussionTeaching procedures :Step 1、Self-directed learning学习⽅法指导：第⼀步：写出所给单词的⾳标；第⼆步：⼤声朗读三遍，注意画线字母的发⾳；第三步：依次写出画线字母的⾳标。
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Unit2 English around the world
Reading The road to modern English
教学设计高一英语李海娟
一、教材分析
本单元的中心话题是“世界英语”，介绍了英语在世界上的重要性。
warming-up 简要介绍了英语语言在不同国家的差异，是学生对英国英语和美国有了粗浅的了解。
Pre-reading的问题是针对阅读课文的赌钱思考，激活学生已获背景知识，激发学生阅读的兴趣。
Reading “A road to modern English”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。
本课的语言知识主要围绕世界英语这一中心话题进行设计。
本课时主要分为三部分：
1.pre- reading (读前准备) 此部分为热身活动
2.reading （阅读）
3.post-reading （读后）
二、教学目标：
1.学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的
历史过程
2.学生能够在阅读过程中对主要的阅读信息进行记录。
3.学生能够了解英语在世界上的发展情况，意识到学习英语的重要性
的同时，也要热爱自己的祖国，热爱自己的母语。
三、教学步骤
Step 1 leading-in (individual work)
1. Do you like learning English? And why?
2.Can you name some countries in which English is spoken?
Show a word map on the blackboard and the students to find out the countries in which people use English as their own language. Then ask one or two students to mark these countries on the map. (通过层层设置问题，引入本课话题，引导学生思考，使学生自然而然进入教学中，激发学生学习英语的欲望。
)
Step2 fast-reading (pair work)
T: well, as we know, there is more than one kind of English in the world. They are different from one another in some ways. Why has English changed over time? What will world English be in the future? Do you know? Well, today, the passage “A
Check the answers: Ask some students to tell their answers, after giving the answers, they should also tell how they find the 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。
)
Step3 Careful reading （Group work）
Divide the whole class into several groups ( 4 in each group)
Ask the students to finish a timeline of the development of English by reading the text carefully in group.
Ask the ss to finish this timeline in group and then ask several groups to voice their answers according a world map and timeline.( 仔细阅读是快速阅读的延伸，根据阅读内容填空是锻炼学生阅读记录信息，查找用用信息的技巧。
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。
）
Step 4 post reading True or False
1.Most English speakers in the 16th century lived in England.( )
2. More and more people use English as their first or 2nd language.( )
3. Native English speakers can’ t understand each other because they don’t speak the same kind of English.( )
4. As English is widely used, it will be more and more important to have a good knowledge of English.( )
5. Noah Webster wrote The American Dictionary of the English Language.( )
6. From 1765 to 1947 English became the language for government and education in India. ( )
7. America has the largest number of English learners. ( )
8. English developed when new settlers and rulers came to Britain.()
9. Languages frequently change.( )
10. This reading describes the development of the English language. ( )
（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。
）
Step 5 summing up
After reading the passage, we can see that English are spoken in many places of the world, and some of these countries develop their own characteristics in using English. So do you think Chinese English will also develop its own identity?
Show the students some Chinglish (Chinese English) and ask them which are already accepted by English speakers and which are not.
kowtow(叩头)，kungfu(功夫)，tofu(豆腐)，lichi (荔枝)，long time no see(好久不见)
good good study, day day up. (好好学习，天天向上) give you color to see.(给你点颜色看看) people mountain people sea(人山人海)
no can do (I can't do it)
English is a world language, so we must try our best to learn English and use it to spread our terrific traditional Chinese Culture to the world. (这是个很好的机会引导学生在领会到英语重要性的同时，更加热爱自己的祖国，培养学生们的祖国意识。
)
Step6 Homework
1.Find out more Chinese Englishs on the internet.
2.Finsh EX1 on page 11。