人教版英语必修一第二单元-unit2教学设计教学内容
(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。
人教版高一英语必修一Unit 2 English around the world教案、教学设计
Unit 2 English around the world学科：English 授课班级：Senior One 执教教师：授课时间：I．教学内容分析本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。
世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。
由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。
这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。
II．教学重点和难点（一）了解英语在世界上的发展状况，以及各种各样带有民族、地域特色的英语。
（二）了解英语和美语的一些基本的差异，像单词的拼写，单词的发音，句式结构等。
尤其是一些常用词。
（三）掌握本单元教学目的和要求中的词汇的用法。
（四）学会英语中有关交际困难的表达法，，如Pardon? I beg your pardon?熟练掌握祈使句及其间接引语的表达法。
III．教学计划第一课时：Warming Up第二课时：Pre-reading, Reading,第三课时：Comprehending, Learning about Language第四课时：Using Language第五课时：Reading and speaking第六课时：WorkbookIV．教学步骤：Period 1 Warming UpTeaching Goals:1.Get Ss to realize that there are some differences between American Englishand British English.2.Get Ss to practise their oral English.Teaching Procedures:Step 1. Leading-inDo you like to see the film? Do you know the other name of film? Yes. It’s movie. Do you know the difference betweens the two words? One is British English and the other is American English. Do you know the differences between them? The differences between the British and American English are spelling, pronunciation,usage and the most important is culture.Step 2. Warming UpPurpose: To make students understand the differences between American and British English1. Pair work:(1) Get Ss to discuss other words that they have learned.(2) Give Ss some words and expressions and have a discussion①Words:英美电影films movies 旁注汽油petrol gas, gasoline图钉drawing thumb tack钞票banknote bill跳远long jump broad jump糖果sweets candy(1)Divide Ss into groups and ask them to make a dialogue.(2)Let Ss practice the dialogue with their partners.Periods 2 Pre-reading and ReadingTeaching Goals:1.Get Ss to learn about English spoken around the world2.Improve Ss’ reading ability, especially the skills of summarizing, word guessing andscanning.3.Get Ss to realize the importance of learning English and of love of our own country.4.Encourage Ss to think and talk in English through communicative tasks and provideSs with chances of cooperation.Teaching Procedures:Step 1. Leading-inPresent Ss with the names of seven countries （the UK, the USA, Canada, Australia, South Africa, Ireland and New Zealand）, and ask S s: “Is there any relationship between these 7 countries?” Allow Ss to show their own opinions. The answer is that English is the mother tongue to the people in these 7 countries.1.Present Ss with the names of some other countries: India, Pakistan, Nigeria and thePhilippines. Then ask: “Is English spoken in these countries?” Allow Ss to show their own opinions. English is used as an official language in these countries, which is spoken on formal occasions like governing, schooling and news reporting.2.Also in many countries, English is learned as a foreign language, like in China, Japan,France and so on. So although English doesn’t have the most speakers in the world, it is the most popular language all over the world. Today we’re going to read a lesson entitled English around the world.Step 2. Reading1.Skimming:Get Ss to read through the passage and find the topic sentence of each paragraph.Para 1 Today, more people speak English as their first, second or foreign language than ever before.Para 2 Native English speakers can understand each other even if they don’t speak the same kind of English.Para 3 All languages change when cultures communicate with one another.Para 4 English is also spoken as a foreign or second language in South Asia.2. ScanningPurpose: To get Ss to have some details in the text.Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.Q1. How many people spoke English at the end of the 16th century? Where did they live?Q2. Why is English to be spoken in many other countries in the next century?Q3. Which country has the largest number of English speakers?Q4. Why has English changed over time?Q5. Why does India have a very large number of English speakers?Suggested answers:A1. At the end of the 16th century, about five to seven million people spoke English.A2. In the next century, people from England started moving to other parts of the world,so English began to be spoken in many other countries.A3. China may have the largest number of English speakers.A4.Because all languages change when cultures communicate with one another.A5.India has a very large number of English speakers. This is because Britain ruled India from 1765 to 1947.3.Careful reading:Get Ss to read the passage carefully again and meanwhile try to guess the meaning of the following words or phrases: even if, come up, actually, play a role, vocabulary, usage, identity , government.even if=even though: in spite of the fact; no matter whetherplay a role: to be involved in an activityactually: really; in factvocabulary: all the words and phrases you learnsuch as: for exampleelevator: a machine used for moving people or things up and down4.After reading:Allow Ss to discuss with their partners the meaning of the new words. Then let some Ss explain the words. The teacher can give some further explanations if necessary.5.Answer these questions.(1) Do you think what kind of English you learn matters? Why?(2) Why do you think people all over the world want to learn English?(3) Give Ss chances to ask each other questions on the passage.6. Read the passage and choose the correct answer⑴English has /had the most speakers _______.A. now B, when the British ruled many parts of the worldC. in the time of ShakespeareD. in the 12th century .⑵Which of the following sentence is true?A Language always stay the same B. Language change only after warsC .Language no longer changeD .Language change when cultures change⑶From AD450 to 1150,English sounded more like ______.A . French B. ChineseC. GermanD. Russian⑷Shakepeare’s English was spoken around_______.A. 1400’sB. 1150’sC .450’s D. 1600’s⑸Which country has the fastest growing number of English speakers in the world ?A. Australia B ChinaC. IndiaD. BritainSuggested Answers: (1) A (2) D (3) C (4) D (5) BStep 3. Discussion1.After reading the passage, we’ve learned so much about English spoken around theworld. Do you think it’s necessary to have a good knowledge of English? Why do you think so? Please form groups of four and discuss these questions with your partners.(The teacher should walk around to provide any necessary help.)2.Give the students chances to express their opinions freely.3.Summary by the teacher:Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope every one in our class can make an effort to learn English well. But on the other hand, it does n’t mean English is better than Chinese just as some students said just now. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country(It’s a good chance to lead the students to love our own country as well as to learn English well.)Step 4. Words and expressions1. Native English speakers can understand each other even if theydon’t speak the same kind of English .以英语作为母语的人，即使他们讲的英语不尽相同，也可以相互交流。
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.。
2019人教版高中英语必修一Unit2 Listening and Talking教学设计
Unit 2 Listening and Talking 教学设计Period ⅣListening and talking●课时内容Make reservations主题语境：人与自我主题群：生活与学习子主题：旅游—为旅游预订机票、宾馆、餐厅等语篇类型：录音、文本文本分析：[What]本节课为听说课，学习语篇为一段预订航班的对话录音，包括开场白、谈论时间、谈论个人偏好、支付方式以及其他信息。
文本设置为首先听录音，回答谈论的话题和对话者之间的关系，然后听录音获取一些细节信息，最后采用role-play的形式讨论预订机票、宾馆和餐厅。
[why]提高学生使用英语为旅行做预订的能力，使生活变得更方便。
[How]教学材料将英语语用目标和本单元的主题语境有机结合起来，让学生在主题语境的探究过程中提高英语语用能力，深入对主题的探究。
●课时目标1.能够听懂预订的开场白、谈论时间、谈论个人偏好支付方式以及其他信息。
2.能够根据实际情况使用恰当的语言预订航班、宾馆、餐厅等。
●重点难点重点：理解和学会做预订的正确语言形式。
难点：根据实际情况预订生活中的一些事情。
●教学准备教师准备：教学录音。
学生准备：预习关于预订相关语言。
教学过程Step I 学习理解活动一：获取与梳理1.Listen for gist.（SB，P29，Part 1）First go through the questions with students and make sure they understand their tasks，and then play the tape for students to listen and get the answers to the two questions in Part 1.2.Listen for specific information.（SB，P29，Part 2）（1）First go through the contents of the table in Part 2,and then ask students to observe the main heading of the table.(2)Understand the main aspects of making reservations.(3) Predict some answers.Making reservationsOther information ____your name, sir? Robert Williams. Payment ____to pay? By credit card.3.Note-taking.Play the tape and ask students to take some notes and write down some functional sentences.【设计意图】通过第一次听录音获取谈论的话题和谈话者的关系，第二次听录音获取预订航班开场白、谈论时间、谈论个人偏好、支付方式以及其他信息。
Unit 2 Reading for Writing教学设计-高中英语人教版(2019)必修第一册
Step3 Reading
T: Ask students to read the email and summarize the main idea of each paragraph.
1.Main purpose for the trip
2.Other plans for the trip
3.transport
再次阅读文本，回答每段段意，掌握文本细节信息，培养学生对信息筛选，分析，归纳总结的能力
详细阅读每一段，梳理文章结构信息及语言特点，从宏观到微观，学生掌握文本的组织形式，内容安排，学习仿写
环节五
Step5 Writing
T:Ask students to write an email to Richard and talk about your own travel plan.
be planning to/be going to…
The reason for your plan: amazing
I’ve heard that... and I can’t wait to go.
It is an amazing sight…
…is almost unbelievable.
Other plans for the trip
·A specific purpose?
·A fixed layout(格式)?
·Appropriate language?
·Neat handwriting?
·Does each paragraph have a clear main idea?
·Does the writer use the present continuous tense for future plans?
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。
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。
Unit2LookingintotheFutureUsingLanguage教学设计高中英语人教版选
语篇分析下的写作教学设计（人教版选必一Unit2）授课内容：人教版选择性必修一 Unit2 LOOKING INTO THE FUTURE (Using LanguageWele or reject future changes)授课课型：读写课语篇分析一、宏观组织结构1、语篇类型书面连续性文体，议论文体裁（驳论文）2、篇章结构第一段：以无人驾驶模式汽车撞车造成的事故为引，展示不同人对新科技的不同看法与态度。
第二段：展示在自然状态下简朴生活的群体，不依赖现代新科技。
第三段：展示新科技为人们带来的好处。
第四段：以作者个人经历和经验出发，佐证新科技的便利以及作者本人积极对待新科技。
3、语篇模式“主张反主张”模式二、微观组织结构（一）语法手段照应（1）第三人称代词A: “They”集中体现在文本第二段：They do not...; They have lived... and they will...等B: “It”集中体现在文本第三段和第四段：Moreover, the Internet has made it possible...; It has also made..., as it allows...等（2）比较词语better than; rather than; much easier等（二）词汇手段1、词的重复：new technology; driverless car; accept; change; advance; benefit；work2、同义词：ceaseresist; advocateaccept;3、反义词：opposeaccept; the natural environmentpolluted cities4、上下义词：the Internetnetworks\social media（三）连接手段连词、副词、词组and; that; since; as; when; nevertheless; hence; personally; of course; but; on the one hand... on the other hand...等三、主题内容不同的人对待新科技的不同态度四、主题意义深入思考新技术对个人、生活、社会的影响，新技术可能带来的问题和如何解决，多角度思考科技与人、与社会的关系。
2020年新人教版高中英语必修一《Unit 2 Travelling Around》单元教案(附导学案)2
《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and Talking【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教学重难点】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教学过程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.1. Circle the two places Meilin is going to for holiday.A. Germany.B. England.C. Iceland.D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Choose a travel destination and discuss how to prepare for the trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1. What are the two speakers talking about?2. What is the relationship between the two speakers?Listen again and complete the table with the words you hear.Making reservationsTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Devel op students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.【教学过程】Step 1 Warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on thescreen.Step 2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 While-reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。
人教版高一英语必修一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。
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。
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。
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人教版英语必修一第二单元-u n i t2教学设
计
Unit2 English around the world
Reading The road to modern English
教学设计高一英语杨瑞艳
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。