2022年人教版高中英语必修1-Unit2English-around-the-world单元整体教案

1、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、其次语言和外语的区分及不同功能,特殊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明白英语,从而把握这门语言；Warming up 图片和问题英式英语和美式英语的区分,帮忙同学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 问题勉励同学摸索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

2、者最多；Reading 英语由于航海、战争等缘由被从英国传播到世界各地,其自身也在不断地受到其他文化的影响,从而 在发生着新的变化,具有鲜明的地方文化特色；Comprehending 通过细节懂得题,同学在摸索和找寻答案的过程中加深了对文章的懂得；Learning about language 同学学会使用本单元的重点词汇、Using language 句型和语言学问： 带有恳求和命令口气的直接引语转变为间接引语；阅读材料向同学介绍了不同地方的英语方言,从而使同学明白英语的多面性,没有唯独的标准英语；教学目标：学问目标：通过本单元的教学,帮忙同学：1. 把握与英语语言开展变化相关话题的语言表达

3、；2. 把握相关的词汇、句型和表达法；3. 明白英式英语与美式英语的差异；4. 把握祈使句及其间接引语的表达和应用；才能目标：1.通过本单元的听说训练,培育同学猎取有用信息和处理信息的才能；skimming, scanning, predicting 和2.通过对本单元阅读材料中信息的加工处理,培育和训练同学summarizing 等阅读技能；供学习参考3. 通过完本钱单元中的 writing 的写作任务,训练同学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,提高同学发觉问题、分析问题和解决问题的才能；情感目标：1.通过对本单元 “ 世界各地的英语话题的学习,帮忙同学明白英语

4、这门语言的起源、变化和开展,明白英语在世界范畴的区分和使用情形,帮忙同学形成世界英语及地域英语的概念,让同学感知英语语言的多层次和多元化,树立跨文化交际的意识；2. 让同学熟悉到在全球化的进程中学习英语的重要性,帮忙同学总结出适合自己的学好英语的一些技巧和方法,为同学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 其次课时 Pre-reading, Reading, Comprehending 第三课时 Language learning 第四课时 Using language: Reading, Speaking 第五课时 Using

5、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 revise the knowledge about the differences between British English and American English. 2. To get the s

6、tudents 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 students listening skills and strategies. 2. To train the students speaking ability. Teaching difficult poin

7、ts: 1. To get every student to be involved in the listening activities. 2. To get every student to be active in class. Teaching procedures 供学习参考Step I. Warming up 1. Look at the pictures and dialogues in Warming up. Let the students try to guess if the men can understand each other by using two diff

8、erent 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 at the British words and guess the American equivalents. British: American: flat apartment underg

9、round subway pub bar toilet bathroom tin can autumn fall match game post mail football soccer lorry truck trousers pants Step. Listening 1. Get students to look at the picture on page14 to make up stories according to the picture. 供学习参考2. Get students to predict what the story is about. 3. Play the

10、tape for the students to listen. 4. Encourage the students to give the standard equivalents for the dialectic words from Bufords story, using the context. Dialectic words Standard English from Bufords story equivalents Hey hello yall everyone ain t aren tyer your ya you pup child swimminswimming jum

11、pin jumping feelinfeeling bout about nough enough shoulda seen should have seen got outta got out of 6. Play the tape again and let the students answer the questions in pairs after listening. 7. Check the answers. Variant: you may also Step . Practice Ask the students to retell Buford Step . Summary

12、s story in Standard English in pairs.Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.Step . Homework 1 Find out the countries using English as an official language. 2 Preview the reading text on page 9. 供学习参考Period 2 Rea

13、ding Teaching aims: 1. To get students to read and master the key words and expressions: Words: voyage, native, actually, present, fluent Expressions: because 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

14、 strategies: skimming, and scanning. 3. To get students to known about the history and development of English. Teaching important points: 1. To train students reading skills and strategies. 2. To get students to master the key words and expressions in the reading passage. Teaching difficult points:

15、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 by checking the homework.1 List the names of countries using English as an official language on the board. Britain, USA, Australia, Canada, New Zeala

16、nd, Ireland, South Africa, Singapore, India, etc. 2 Students try to guess the reasons that have encourage these countries to speak English. Britai nEmpire USAtrade, 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 t

17、hem 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-speaking countries in the world that they can think of. 2. Give the students hints about the places they ha vent mentioned.3. Provide the students wi

18、th 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. 供学习参考 English dominates international websites and provides nearly all of the new computer terminology. Tourism and trade fro

19、m Western Europe and North America have contributed to the spread of English. Satellite TV, radio like BBC, VOA, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles. 2. Ask the students to listen to the record and try to gra

20、sp the general idea of the passage. After listening, try to answer two questions: 1 Was English always the same in the past. 2 In what ways has English changed. Both speaking and spelling. Step II. While-reading Task 1. Skimming Read quickly to get the main idea of the text. Let the students find ou

21、t key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. Paragraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other but they may not be able to understand everything. Paragraph 3: All langu

22、ages change when cultures communicate with one another. Paragraph 4: Two big changes happened in English spelling. Paragraph5: English is spoken in Africa and Asia. Task 2. Scanning Read to locate particular information and complete the comprehending Exercise1. Task 3. Listen to the tape twice and p

23、ay attention to the pronunciation. Finish the comprehending Exercise2. 供学习参考Step . Post-reading Work in groups. Discuss the two questions in Exercise3 and then ask two groups to report their answers to the class. 1 Why do you think people all over the world want to learn English. Possible answer: Th

24、e reasons why people all over the world want to learn English: With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. However, like all major languages in the world, English is always changing. In order to adju

25、st to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries. Also, people from different parts of the world speak English with various accent and dialects, and people

26、have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating. All persuasive reasons can be accepted. 2 Why do you think more people in the world now want to learn Chinese. Various answers 3Get students to use the form in the comprehend

27、ing Exercise2 to retell the story. First the whole class do it together. Then students work with their partners. 4 Check students work.供学习参考Step . Language focus: 1 even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy. 2 communicate with: exchange

28、 information or conversation with other people: He learnt to use body language to communicate with deaf customers. 3 actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.4 be based on : 5 make use of: use sth. ava

29、ilable 6 Only time will tell: to say that something can only be known in the future: Will Chinas national football team enter for the next finals of the World Cup. Only time will tell.Step . Summary Get students to summarize what they have learned in the period. Give students some evaluation and enc

30、ourage them to work better. Homework Choose five new phrases just learned to make sentences and write down in the exercise book. Period 3: Language learning Teaching aims: 1 To get students to master the usage of Indirect Speech II Requests & Commands 2 To get students to practice Requests & Command

31、s by role-playing. 3 To get students to summarize the grammatical rules and encourage students to apply the rules into practice. Teaching important points: 1 To train students speaking skills. 2 To get students to master the grammatical rules. Teaching difficult points: 1 To get every student to be

32、involved in the listening activities. 2 To get every student to be active in class. Teaching procedures: 供学习参考Step I. Worming up 1. Get two students to come to the front to play a show game. 2. Instructions: Student A makes commands and Student B does what he/she is told. 3. Examples: 1 Point to you

33、r left eye. 2 Open the door. 4. Get the rest to report what Students A and B did. 1 Student A told Student B to point to his/her eye. 2 Student A told Student B to open the door. Step . Presentation 1 Get students to discuss the differences between retelling Commands and Requests in Part1 on P12. Co

34、mmands: told sb. to do sth. Requests: ask sb. to do sth. 2 Get students to identify and classify the expressions in Exercise 2 on page 12 into Commands and Requests. 3 Let students retell the sentences in Exercise3 on page12 in indirect speech. Step III. Practice 1. In groups of four, students think

35、 of at least three commands the teachers and parents usually give. 1 Student 1 acting as a teacher or a parent give the first command. 2 Student 2 tells Student 3 what Student 1 said. 3 Student 3 will change the request or command from direct into indirect speech. 4 Change roles so that each person

36、gets the chance to give commands and turn them into indirect speech. Example: S1: Please dont talk in class.S2: What did our teacher tell us. / What did our teacher say. S3: He told/asked us not to talk in class. / She said not to talk in class. 供学习参考Step . Summary Get students to summarize what the

37、y have learned in the period. Give students some evaluation and encourage them to work better.Step. Homework 1 Follow the Example in practice, and write down a Command and a Request respectively. 2 Ask students to preview Reading on page13. Period 4: Reading and Speaking Teaching Aims: 1 To get stud

38、ents to read and master the key words and expressions 2 To get students to practice reading skills and learn reading strategies: skimming, and scanning. 3 To get students to improve their cultural awareness and know about the differences between British English and American English. Teaching importa

39、nt points: 1To train students reading skills and strategies. 2To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1To get every student to be involved in the learning activities. 2 To get every student to be active in class. Teaching procedures

40、Step I. Warming up 1. Introduction: In China therere so many dialects that the go vernment encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. 2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversat

41、ion about the Chinese language to have them discuss why Putonghua has to be used in China. Step II. Reading供学习参考1. Get the students thinking about the topic of the text to predict what it is about. 2. Skimming: Read quickly to find the topic sentence for each paragraph. Para. 1: There is no such a t

42、hing as Standard English. Para. 2: American English has many dialects whose words and expressions are different from “ standard EnglishPara. 3: Geography plays a part in making dialects. 3. Scanning: Work in pairs. Read the text to locate particular information. 1. Do you know what Standard English

43、is from the text. 2. What is a dialect. Why does American English have so many dialects. 4. 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

44、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 people 4. dialect: a variant of a language spoken only in one area, in which words or gramm

45、ar are slightly different from other forms of the same language 5. play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight. Step . Reading dialogues 1. Play the tape for the students to listen and ask them to mark the

46、 sentence stress and intonation. Then practice reading in pairs. The teacher brings the students attention to the British and American words that are different but have the same meaning. 2. Make sure the students know that the word used for directions often vary depending on what kind of English the

47、 speaker uses. Present the list to the students: 供学习参考Amy American Lady British subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side 3. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the othe

48、r a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions. 4. Performance: Ask two pairs to perform their dialogue in class. Sample version: S1: Excuse me, sir. But I cant find the petrol station. S2: Pardon. S1: I said I couldnt find

49、 the gas station. S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead. S1: Thank you very much. S3: What did he say. S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The petrol station will be

50、 ahead. Step . Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Step V. Homework Students try to think about the reasons why you are learning English, and write down three of them. 供学习参考Period 6: Writing Teaching aims: 1 To g