2022年Unit,2,English,around,the,world,(综合教案).doc

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1、Unit,2,English,around,the,world,(综合教案) 篇一：人教版高中英语必修1 Unit2English around the world单元整体 BookUnit2 English around the world 单元整体教案 Material analysis： 本单元的中心话题是“世界各地的英语”，主要向英语学习者介绍英语这门语言的起源、变化及开展，英语在世界各地作为母语、第二语言和外语的区别及不同功能，特别是英式英语和美式英语在拼写以及用法方面的差异。让英语学习者全方位地理解英语，从而掌握这门语言。 Warming up 图片和征询题英式英语和美式英语的区别

2、，协助学生复习英式英语和美式英语在词汇和表达方面的差异，为阅读本单元材料做好铺垫。 Pre-reading 征询题鼓舞学生考虑将英语作为官方语言的国家，提出哪个国家拥有的英语学习者最多。 Reading 英语由于航海、战争等缘故被从英国传播到世界各地，其本身也在不断地遭到其他文化的阻碍，从而在发生着新的变化，具有鲜明的地点文化特色。 Comprehending 通过细节理解题，学生在考虑和找寻答案的过程中加深了对文章的理解。 Learning about language 学生学会使用本单元的重点词汇、句型和语言知识：带有恳求和命令口气的直截了当引语转变为间接引语。 Using languag

3、e 阅读材料向学生介绍了不同地点的英语方言，从而使学生理解英语的多面性，没有唯一的标准英语。 教学目的： 知识目的： 通过本单元的教学，协助学生： 1. 掌握与英语语言开展变化相关话题的语言表达。 2. 掌握相关的词汇、句型和表达法。 3. 理解英式英语与美式英语的差异。 4. 掌握祈使句及其间接引语的表达和应用。 才能目的： 1. 通过本单元的听说训练，培养学生获取有用信息和处理信息的才能。 2. 通过对本单元阅读材料中信息的加工处理，培养和训练学生skimming, scanning, predicting和summarizing等阅读技能。 3. 通过完本钱单元中的writing的写作任

4、务，训练学生利用本单元输入的语言材料和信息输出语言。4. 通过本单元的学习，提高学生觉察征询题、分析征询题和处理征询题的才能。 情感目的： 1. 通过对本单元“世界各地的英语”话题的学习，协助学生理解英语这门语言的起源、变化和开展， 理解英语在世界范围的区别和使用情况，协助学生构成世界英语及地域英语的概念，让学生感知英语语言的多层次和多元化，树立跨文化交际的认识。 2. 让学生认识到在全球化的进程中学习英语的重要性，协助学生总结出适宜本人的学好英语的一些 技巧和方法，为学生的自学和终身学习奠定良好的根底。 单元整体设计思路： 第一课时 Warming up, Listening 第二课时 Pr

5、e-reading, Reading, Comprehending 第三课时 Language learning 第四课时 Using language: Reading, Speaking 第五课时 Using language: writing 第六课时 综合评价练习课Reading task (p.51); Self-evaluation, Summing up and self-test/exercises 第七课时 测试讲评课 Period 1 Warming up and Listening Teaching Aims: 1. To get the students to revi

6、se the knowledge about the differences between British English and American English. 2. To get the students to practice listening skills and learn listening strategies: predicting and note-taking. 3. To arouse students? interest in learning English. Teaching important points: 1. To train the student

7、s? listening skills and strategies. 2. To train the students? speaking ability. Teaching difficult points: 1. To get every student to be involved in the listening activities. 2. To get every student to be active in class. Teaching procedures Step I. Warming up1. Look at the pictures and dialogues in

8、 Warming up. Let the students try to guess if the men can understand each other by using two different kinds of English. 2. Guess British English and American English words. elevator/lift in a team/on a team rubber/eraser petrol/gas British: lift, in a team, rubber, petrol 3. Discuss in pairs. Look

9、at the British words and guess the American equivalents. British:American: flatapartment underground subway pubbar toilet bathroom tin can autumnfall match game post mail football soccer lorry truck trousers pantsStep. Listening 1). Get students to look at the picture on page14 to make up stories ac

10、cording to the picture. 2). Get students to predict what the story is about. 3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Buford?s story, using the context.6). Play the tape again and let the students answer the

11、 questions in pairs after listening. 7). Check the answers. (Variant: you may also) Step . Practice Ask the students to retell Buford?s story in Standard English in pairs. Step . Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them

12、to work better. Step . Homework 1) Find out the countries using English as an official language. 2) Preview the reading text on page 9. Period 2 Reading Teaching aims: 1. To get students to read and master the key words and expressions:Words: voyage, native, actually, present, fluent Expressions: be

13、cause of, even if, come up, be based on, at present, make use of, a large number of 2. To get students to practice reading skills and learn reading strategies: skimming, and scanning. 3. To get students to known about the history and development of English. Teaching important points: 1. To train stu

14、dents? reading skills and strategies. 2. To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1. To get every student to be involved in the learning activities. 2. To get every student to be active in class. Teaching procedures: Step. Warming up

15、by checking the homework. 1) List the names of countries using English as an official language on the board. Britain, USA, Australia, Canada, New Zealand, Ireland, South Africa, Singapore, India, etc. 2) Students try to guess the reasons that have encourage these countries to speak English. BritainE

16、mpireUSAtrade, military base, aid, etc.Indiacolony in the past Step II. Pre-reading 1. First ask the students to see the title on the book then let them discuss in groups in order to try to guess the answers to the three questions before the text. 1). Have a student list on the board all the English

17、-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 Ga

18、mes 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 have contributed to the spread of English.篇二：Unit 2 English around the world教案 Unit 2 English around the world Topic:

19、The period of training their writing ability I. Teaching Aims and Demands: 1. Practice their speaking ability 2. Use brainstormingto train their writing skills 3. Get a further understanding of learning English II. Teaching Aids: Computer, Projector, Some pieces of paper III. Teaching Important poin

20、ts: 1. knoe the method brainstorming 2. Learn to improve their writing ability by brainstorming 3. Write a passage in a short time IV. Teaching Difficult points: 1. How to use brainstorming to prepare for a passage 2. How to help students sum up and master the knowledge about this unit. V. Teaching

21、methods: 1. Questioning andanswering 2. group work 3. brainstorming 4. Free talkVI. Cultural awareness; 1. Know the importance of learning English 2. Know the reasons of learning English VI. Emotion: 1. Learn to use brainstorming to prepare for a passge and solve the writing problems by thenselves.

22、2. Try to appreciate and learn something good from others in class. VII. Teaching procesure: Step 1: greetings and revision Step 2: the introduction of brainstorming 1. At the beginning of this class, tell them a funny story about peanut One day, four boys were in the zoo,and a police was talking to

23、 them. The boys did something wrong just now, so the police was asking them. What did you do just now? Tom. I didnt do anything but throw peanut into the elephant. So the police answered the second boy,but he answered the same as Tom.Then the police asked the third boy What did you do just now? Did

24、you do something wrong? But篇三：Unit_2_English_around_the_world_教学设计_教案 教学预备 1.教学目的 1. 语言技能目的： Talk about English and its development, different kinds of English. Talk about difficulties in language communication. Learn to make dialogue using request command. Learn to transfer from Direct Speech into

25、Indirect Speech. Learn to give opinions and organize ideas by way of brainstorming. 2. 语言知识目的： （1）重点单词、短语: subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity,fluently, frequently, usag

26、e, command （2）功能句式： English is a language spoken all around the world. There are more than 42 countries where the majority of the people speak English. The number of people who learn English as a foreign language is more than 750 million. In China students learn English at school as a foreign langua

27、ge, except for those in Hong Kong, where many people speak English as a first or a second language. 3. 情感态度目的: 让学生通过阅读获取有关英语语言开展的知识，扩大国际视“，强化文化认识，激发他们学习英语的热情。 2.教学重点/难点 1. To be able to get the main idea from the text. 2. To be able to solve the problem by analyzing.3. To be able to use the differen

28、t learning strategies for different reading purposes. 3.教学器具 多媒体 4.标签 英语 教学过程 Step1 Warming up Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English

29、learners？ towel mirror tap toilet bath / bathtub basin handle A bathroom or a toilet？ 说明 通过看一个幽默的图片，用学生平时比较熟悉的词汇，引出英国英语和美国英语的区别，再用贴近学生的话题以及学生特别想理解的英语常识激发学生的兴趣，爽朗课堂气氛。 Step2Lead in I play a short video about people from England making voyages to conquer other parts of the world, then ask the students

30、: Why is English the most widely used in so many countries? Why has English changed over time？ 设计说明 兴趣是第一老师，有了对知识的探求兴趣，理解文章只是时间征询题了。本环节通过看视频短片，让学生理解古代英国在海外的殖民拓展以及英语语言随之传播的历史，激发学生理解为什么世界上说英语的国家最多，导入本节课的话题。 Step3Fast reading1. Let the students read the text as quickly as they can, then decide whether

31、the statements are true or false: （1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries do have difficulty in understanding each other. （4）The English language in

32、 the world always stay the same as the language used in Britain. 设计说明 速读是阅读中特别重要的一项技能。让学生通过速读课文理清文章脉络后做一些简单的推断题，引导学生养成快速阅读材料并获取信息的良好阅读习惯。 2. Show the students some important words and expressions. （1）include包括，包含 比较体会 Many students went to see the film, including me.Many students went to see the fil

33、m, me included. （2）play an important role / part in 扮演重要角色 比较体会 She played an active part in the local community.He has played all kinds of roles in his life. （3）even if / though 即便，即便 比较体会 He likes to help us even if he is busy. Even though life was difficult for him, he refused to give up his drea

34、ms.（4）a large number of 许多，大量的 the number of 噎噎的数量 比较体会 A large number of students are reading the book. The number of student reading books is large. （5）communicate with 和.交流 观察探究 Do you find it difficult to communicate with your parents? He is a shy boy who cant communicate with other people very

35、well.（6）be based on 建立在.的根底上 观察探究 The book is based on a true story. He based his hopes on the good news we had yesterday. （7）make use of 利用，使用 观察探究 How are you going to make use of your pocket money?I really dont know how to make full use of the time. 设计说明 学生速读课文后会觉察一些生疏的单词、短语。上面列举的这些单词、短语不仅是理解文章的关

36、键，而且是本节课所要学习的重要语言点。本环节通过比较体会、观察探究等方式让学生掌握这些词汇，从而为下一步细读文章作好预备。 Step 4 Careful reading 1. Let the students read the passage carefully and then make a time line of the development of English.2. Let the students read the passage again and fill in the blanks with the words from the text. It is not easy f

37、or a Chinese person to speak English as _ as a _ English speaker. One reason is that English has a large _. It also has different usage in different English speaking countries. If you use “flat” instead of “_”, people in America will know you have learned British English. If you use the word “_”inst

38、ead of “lift”in Britain, people will know you have studied American English. 设计说明 这篇课文脉络特别明晰，按照时间顺序记述了英语语言的开展过程，学生特别容易通过阅读理解文章大意，找出每段的主题句以及支持主题句的细节。阅读任务的设计层层递进，一环扣一环，可以使学生更 3. Let the students listen to the text carefully and repeat the sentences. 设计说明 让学生在听中读，通过跟读进一步理解课文。一定要让学生留意语音语调，细心体会纯粹的英语发音。 S

39、tep 5 Group work Ask and answer the questions like these: When did five to seven million people speak English?Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? 设计说明 以小组为单位就与文章有关的内容进展提征询，由小组成员轮番提征询，其他成员进展抢答，优胜者给以适当的加分，鼓舞学生积极参与、合作学习。 Step 6 Practice