高一英语unit2教案

高一英语unit2教案【篇一：人教版英语必修一第二单元-unit2教学设计】unit2englisharoundtheworldreadingtheroadtomodernenglish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“aroadtomodernenglish”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：pre-reading（读前准备）此部分为热身活动reading（阅读）post-reading（读后）二、教学目标：.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.学生能够在阅读过程中对主要的阅读信息进行记录。.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step1leading-in(individualwork)doyoulikelearningenglish?andwhy?canyounamesomecountriesinwhichenglishisspoken?showawordmapontheblackboardandthestudentstofindoutthecountriesinwhichpeopleuseenglishastheirownlanguage.thenaskoneortwostudentstomarkthesecountriesonthemap.(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。）step2fast-reading(pairwork)t:well,asweknow,thereismorethanonekindofenglishintheworld.theyaredifferentfromoneanotherinsomeways.whyhasenglishchangedovertime?whatwillworldenglishbeinthefuture?doyouknow?well,today,thepassage“achecktheanswers:asksomestudentstotelltheiranswers,aftergivingtheanswers,theyshouldalsotellhowtheyfindtheanswers.(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。)step3carefulreading(groupwork)dividethewholeclassintoseveralgroups(4ineachgroup)askthestudentstofinishatimelineofthedevelopmentofenglishbyreadingthetextcarefullyingroup.askthesstofinishthistimelineingroupandthenaskseveralgroupstovoicetheiranswersaccordingaworldmapandtimeline.(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。)step4postreadingtrueorfalse1.mostenglishspeakersinthe16thcenturylivedinengland.()2.moreandmorepeopleuseenglishastheirfirstor2ndlanguage.()nativeenglishspeakerscan’tunderstandeachotherbecausetheydon’tspeakthesamekindofenglish.()4.asenglishiswidelyused,itwillbemoreandmoreimportanttohaveagoodknowledgeofenglish.()noahwebsterwrotetheamericandictionaryoftheenglishlanguage.()from1765to1947englishbecamethelanguageforgovernmentandeducationinindia.()americahasthelargestnumberofenglishlearners.()englishdevelopedwhennewsettlersandrulerscametobritain.()languagesfrequentlychange.()thisreadingdescribesthedevelopmentoftheenglishlanguage.()(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。)step5summingupafterreadingthepassage,wecanseethatenglisharespokeninmanyplacesoftheworld,andsomeofthesecountriesdeveloptheirowncharacteristicsinusingenglish.sodoyouthinkchineseenglishwillalsodevelopitsownidentity?showthestudentssomechinglish（chineseenglish）andaskthemwhicharealreadyacceptedbyenglishspeakersandwhicharenot.kowtow（叩头），kungfu（功夫），tofu（豆腐），lichi（荔枝），longtimenosee（好久不见）goodgoodstudy,daydayup.（好好学习，天天向上）giveyoucolortosee.（给你点颜色看看）peoplemountainpeoplesea（人山人海）nocando（icantdoit）englishisaworldlanguage,sowemusttryourbesttolearnenglishanduseittospreadourterrifictraditionalchineseculturetotheworld.（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。）step6homework.findoutmorechineseenglishsontheinternet..finshex1onpage11【篇二：高一英语必修一unit2教案】unit2englisharoundtheworldpartone:teachingdesign（第一部分：教学设计）period1:asamplelessonplanforreading（theroadtomodernenglish）aimstotalkaboutvarietiesofenglishtoreadaboutthehistoryofenglishlanguageproceduresi.warmingupwarmingupbyansweringaquestionnaire.tellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningenglish..writethewords:reasonsforlearningaforeignlanguageonthecenteroftheboard:.askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheinternet,topassexams,etc.writetheirsuggestionsontheboardastheymakethem..dividetheclassintopairs..giveouteachstudentonequestionnairepaper..explainthetask.thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou?dlikethemtomakeclearnotes.itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable..whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners?answers.(thismaydevelopintoaclassdiscussionaboutlanguageneeds)..thestudentswritefivesentencesontheirfeelingaboutlearningenglish..collectthequestionnaires.furtherapplyingtogetthestudentsthinkingaboutthetopicofthereadingpassage..givethestudentshintsabouttheplacestheyhaven?videthestudentswithanopportunitytothinkaboutthereasonsforthespreadofenglisharoundtheworld.★englishisoneoftheofficiallanguagesoftheolympicgamesandtheunitednations.★englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.★tourismandtradefromwesterneuropeandnorthamericahascontributedtothespreadofenglish.★satellitetv,radioprogramslikejoyfm,cdsand,ofcourse,hollywoodfilmsallbroadcastenglishintochina.also,anumberofchinesefilmsincludeenglishsubtitles.ii.readingskimmingreadquicklytogetthemainideaofthetext.letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.scanningreadtolocateparticularinformationandcompletethecomprehendingexerciseone.followingupworkingroups.discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass..doyouthinkitmatterswhatkindofenglishyoulearn?why?1)whydoyouthinkpeopleallovertheworldwanttolearnenglish?languagefocus:evenif=eventhough:inspiteofthefact;nomatterwhether:helikestohelpusevenifheisverymunicatewith:exchangeinformationorconversationwithotherpeople:helearnttousebodylanguagetocommunicatewithdeafcustomers.actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:we?veknownforyears.actually,sincewewerebabies.bebasedon…：makeuseof:usesth.availableonlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:willchina?snationalfootballteamenterforthenextfinalsoftheworldcup?onlytimewilltell.period2:asamplelessonplanforlearningaboutlanguage(indirectspeech(ii)requestscommands)aimstodiscoverusefulwordsandexpressionstodiscoverusefulstructuresproceduresi.directandindirectspeech【篇三：重大版高中英语4册unit2教案】unit2animalkingdomteachingaims:knowtheuseofthenewwords.improvethess'readingabilityteachingimportantpoints:improvethess’readingability.thenewwords.languagepointsteachingdifficultpoints:4.improvethess’readingability.masterthenewwords.languagepoints.teachingaids:ataperecorderaprojectortheblackboardteachingprocedures:period1gettingreadystep1gteetinggreetthestudentsasusual.完成gettingready中的第1项1）抢答活动，分组竞争，迅速考察学生已掌握的动物类词汇，教师给与鼓励和表扬，尤其对优胜组和表现出色的学生。2）记录活动：学生快速根据抢答词汇分类记录3）双人活动，同桌见交互讨论，补全信息，扩充词汇量。step2第二项活动1）快速连线：限制半分钟的时间，学生独立完成练习。2）订正答案：教师提问全部获取答案并予以订正。3）扩充训练：教师向各组秘密给出或组内自由规定动物名称，限定一分钟内讨论总结两句话概括其特性，其余组竞猜动物。循环两至三轮，并及时给与表扬。参考答案：c;a;b;e;d;b;cperiod2comprehendingstep1gteetinggreetthestudentsasusual.本课阅读thehoneyguide为精读材料。文章大意是：蜂蜜虽深受许多人和动物的喜爱，却不易寻觅。而在非洲有一种意想不到的寻蜜帮手一一导蜜鸟，它以食蜂房中的蜂蜡为生，由于难以得其门而入故设法召唤引导其他动物或路人前往蜂巢采蜜，并静候蜂蜡掉落，导蜜鸟既可美美地享用。它们总是对蜂蜡颇为敏感，竭尽所能探寻蜜源。对此指源之恩，当地族人充满感激的同时也心怀畏惧，一旦不能留下蜂蜡与其享用，导蜜鸟便会采取报复行为。该文章充满大自然知识的情趣，耐人寻味。要求学生阅读时，对marginnotes中的问题进行思考。重点在于根据语境和图画猜测词义。step2处理gettingready中的第3项1）限时跳读：限制学生在2分钟内熟练运用跳读技巧阅读文章第1、2自然段，并作选择。2）监控订正：随堂检查学生跳读情况，及时指导、提醒。完成后订正答案。step3处理comprehending中的第1项1）限时略读：限制学生在3~4分钟内熟练运用略读技巧阅读全文,了解大意，记忆关键信息，并排序。2）指导监控：随堂检查学生略读情况，及时指导、提醒。3）双人活动：同桌间交流讨论，更正信息。4）订正复述：教师订正排序答案，鼓励学生依据答案线索简略复述文章梗概。step4处理comprehending中的第2项1）信息回馈：把握学生对文章的理解程度，从而决定所需要补充讲解的内容。学生情况好，可让其先独立完成第2项任务：如学生情况不太好，可先进行课文结构和语言重点难点的分析和讲解。2）限时细度：限制学生在5分钟内略为详细地通读全文，并独立完成第2项任务。3）订正补充：订正答案，并就选项扩展、补充信息提问并讲解。特别注意阅读理解的考察。引导学生发现并总结阅读选择练习的一般规律。step5处理comprehending中的第3项1）感知预备：引导学生主动例举尽可能多且熟知的连词，让全班学生初步感知连词形式与功能。2）精读查找：规定学生在一定时间内通读全文，独立查找出与解释相匹配的连词。3)订正补充：订正答案，把握学生查找情况，并补充相关知识的讲解。4)应用练习：学生掌握以上连词意义及功能后，独立完成该题第2部分。订正答案参考答案：5;4;2;1;3a;c;a;b;b;auseless;if;through;once;and;when\once;as;when;if;onceperiods3-4languagepointsinreadingstep1gteetinggreetthestudentsasusual.checkthehomework.step2languagepointsinreadinghowever,unlesspeoplebuildbeehives,theonlywayforthemtogethoneyistofindawildbees,nestandtakethehoneyfromit.可是，人们若不自个儿筑蜂巢，觅取蜂蜜的唯一途径就只有去找一个嘴蜂窝然后再掏出里面的蜂蜜。unless(=ifnot)除非，用于引导让步状语从句iwon,tbelieveyouunlessiseeitwithmyowneyes.=iwon’tbelieveyouifidon,tseeitwithmyowneyes.除非亲眼所见，否则我不会相信你。don’tspeakunlessyouaretoldto.不要说话，除非要你说。如果unless引导的让步状语从句的主语与主句的主语一致，且从句的谓语动词含有be,此时可略去从句的主语+be,构成状语从句的省略。iwon’tgotoherpartyunless(iwas)invited.除非受到邀请，否则我不会去她的聚会。mybabysisternevercriedunless(sheis)hungry.我的小妹妹从来不哭，除非是饿了。thewaytodosth=thewayofdoingsth做某事的方法whatisthebestwaytocleanthis:=whatisthebestwayofcleaningthis?清洁这个物品的最佳办法是什么?thereareseveralwaysofdoingit.=thereareseveralwaystodoit.*归纳alltheway一路上bytheway顺便说，问一下noway绝不，没门onewayoranother以某种方式underway已经开始并进行着tomywayofthinking我认为，依我看inaway\inoneway\insomeway在某种程度上thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewaxinthebees’honeycomb.其实，导蜜鸟对蜂蜜本身并不感兴趣，相反，它倒是对蜂房里的蜂蜡颇为倾心。强调谓语动词时，可以在其前面加do（有人称时态的变化）1）用于陈述句表示“的确，真的”marydoeslookfinetoday.玛丽今天确实起色不错。whydon,tyoubelievehim?hedidgotherebecauseiwaswithhim.你为什么不相信他说的话？他真的去那儿了，因为我和他一起的。2）用于祈使句表示“务必，一定”dobeontimenexttime!下次一定要准时。dowearthickclothesandstrongshoes.务必穿上厚衣服和结实的鞋。thelittlebirdscannotreachthiswax,whichisdeepinsidethebees’nest.小小的导蜜鸟无法得其门而入。reach相关短语reachforthestars雄心壮志，野心勃勃beyond\ourof\within（one's）reach手不能及、伸手可及whichisdeepinsidethebees’nest是非限定性定语从句，修饰thiswax.mumboughtmeanewbicycle,whichidon'tlikeatall.妈妈给我买了一辆自行车，我并不喜欢这辆自行车。theythinkhighlyofthefilm,whosepopularityipersonallydoubtabout.他们对那部电影的评价很高，我个人却对它的受欢迎程度持怀疑态度。thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.导蜜鸟就会大声鸣叫以吸引过路的动物和行人。attractone’sattention\interest引起某人的注意、兴趣ikeeptryingtoattractthewaiter,sattention.我不断示意招呼服务员。thenewfilmhasattractedagooddealofcriticism.这部新电影招致许多批评。catchone’sattention\eye;drawsb,sattentiontosth也表达此意。anewspaperheadlinecaughthisattention\yey.报纸的大标题引起他的注意。shedrewmyattentiontoanerrorinthereport.她要我注意报告中的一处错误。attention的相关短语payattentionto….注意pleasepayattentiontowhatiamsaying.请注意我说的话。give(one's)attentionto注意，关心youmustgiveyourfullattentiontowhatyouaredoing.你必须全神贯注地做你所做的事。hegivesallhisattentiontohiscar.他十分关心他的车。turnone’satt