人教版高一英语必修1 Unit2 English around the world 全单元教案.docx

人教版高一英语必修1 Unit2 English around the world 全单元教案.docx

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人教版高一英语必修1Unit2Englisharoundtheworld全单元教案

人教版高一英语必修1Unit2Englisharoundtheworld全单元教案

Unit2EnglishAroundtheWorld

PartOne:

TeachingDesign（第一部分：

教学设计）

Period1:

Asamplelessonplanforreading

（THEROADTOMODERNENGLISH）

Aims

TotalkaboutvarietiesofEnglish

ToreadaboutthehistoryofEnglishlanguage

Procedures

I.Warmingup

1.Warmingupbyansweringaquestionnaire

1）.TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.

2）.Writethewords:

Reasonsforlearningaforeignlanguageonthecenteroftheboard:

3）.Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.

4）.Dividetheclassintopairs.

5）.Giveouteachstudentonequestionnairepaper.

6）.Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds（ormotivations）.Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks（questionsandanswers）aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.

7）.Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.（Thismaydevelopintoaclassdiscussionaboutlanguageneeds）.

8）.ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.

9）.Collectthequestionnaires. 

2.Furtherapplying

Togetthestudentsthinkingaboutthetopicofthereadingpassage.

1）.HaveastudentlistontheboardalltheEnglish-speakingcountriesintheworldthattheycanthinkof.

2）.Givethestudentshintsabouttheplacestheyhaven’tmentioned.

3）.ProvidethestudentswithanopportunitytothinkaboutthereasonsforthespreadofEnglisharoundtheworld.

★EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.

★Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.

★TourismandtradefromWesternEuropeandNorthAmericahascontributedtothespreadofEnglish.

★SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.

II.Reading

1.Skimming

Readquicklytogetthemainideaofthetext.

Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.

Paragraph1:

ThespreadoftheEnglishlanguageintheworld

Paragraph2:

Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.

Paragraph3:

Alllanguageschangewhenculturescommunicatewithoneanother.

Paragraph4:

EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.

2.Scanning

ReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.

3.Followingup

Workingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.

1）.DoyouthinkitmatterswhatkindofEnglishyoulearn?

Why?

Possibleanswer:

Idon’tthinkso.Herearethereasons:

★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.

★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.

★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.

（Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.）

1）     WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?

Possibleanswer:

ThereasonswhypeopleallovertheworldwanttolearnEnglish:

★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.

★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.

★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.

（Allpersuasivereasonscanbeaccepted.）

4.Languagefocus:

1）     evenif=eventhough:

inspiteofthefact;nomatterwhether:

Helikestohelpusevenifheisverybusy.

2）     communicatewith:

exchangeinformationorconversationwithotherpeople:

Helearnttousebodylanguagetocommunicatewithdeafcustomers.

3）     actually=infact:

usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:

We’veknownforyears.Actually,sincewewerebabies.

4）     bebasedon…:

5）     makeuseof:

usesth.available

6）     Onlytimewilltell:

tosaythatsomethingcanonlybeknowninthefuture:

WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?

Onlytimewilltell.

LanguageChunksfromUnit2Englisharoundtheworld

bedifferentfrom,payarole（part）in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop（bottom）of,penfriends,tothisday,sumup,Pardon?

begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth., fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime（money）,aformof…

Period2:

AsamplelessonplanforLearningaboutLanguage

（IndirectSpeech（II）requests&commands）

Aims

Todiscoverusefulwordsandexpression_r_rs

Todiscoverusefulstructures

Procedures

I.DirectandIndirectSpeech

DirectSpeech

IndirectSpeech

simplepresent

Hesaid,“Igotoschooleveryday.”

simplepast

Hesaid（that）hewenttoschooleveryday.

simplepast

Hesaid,“Iwenttoschooleveryday.”

pastperfect

Hesaid（that）hehadgonetoschooleveryday.

presentperfect

Hesaid,“Ihavegonetoschooleveryday.”

pastperfect

Hesaid（that）hehadgonetoschooleveryday.

presentprogressive

Hesaid,“Iamgoingtoschooleveryday.”

pastprogressive

Hesaid（that）hewasgoingtoschooleveryday.

pastprogressive

Hesaid,“Iwasgoingtoschooleveryday.”

perfectprogressive

Hesaid（that）hehadbeengoingtoschooleveryday,

future（will）

Hesaid,“Iwillgotoschooleveryday.”

would+verbname

Hesaid（that）hewouldgotoschooleveryday.

future（goingto）

Hesaid,“Iamgoingtoschooleveryday.”

presentprogressive

Hesaid（that）heisgoingtoschooleveryday.

pastprogressive

Hesaid（that）hewasgoingtoschooleveryday

DirectSpeech

IndirectSpeech

auxiliary+verbname

Hesaid,“Doyougotoschooleveryday?

”Hesaid,“Wheredoyougotoschool?

”

simplepast

HeaskedmeifIwenttoschooleveryday.*HeaskedmewhereIwenttoschool.

imperative

Hesaid,“Gotoschooleveryday.”

infinitive

Hesaidtogotoschooleveryday.

DirectSpeech

IndirectSpeech

simplepresent+simplepresent

Hesays,“Igotoschooleveryday.”

simplepresent+simplepresent

Hesays（that）hegoestoschooleveryday.

presentperfect+simplepresent

Hehassaid,“Igotoschooleveryday.”

presentperfect+simplepresent

Hehassaid（that）hegoestoschooleveryday.

pastprogressive+simplepast

Hewassaying,“Iwenttoschooleveryday.”

pastprogressive+simplepast

Hewassaying（that）hewenttoschooleveryday.

pastprogressive+pastperfect

Hewassaying（that）hehadgonetoschooleveryday.

DirectSpeech

IndirectSpeech

can

Hesaid,“Icangotoschooleveryday.”

could

Hesaid（that）hecouldgotoschooleveryday.

may

Hesaid,“Imaygotoschooleveryday.”

might

Hesaid（that）hemightgotoschooleveryday.

might

Hesaid,“Imightgotoschooleveryday.”

must

Hesaid,“Imustgotoschooleveryday.”

hadto

Hesaid（that）hehadtogotoschooleveryday.

haveto

Hesaid,“Ihavetogotoschooleveryday.”

should

Hesaid,“Ishouldgotoschooleveryday.”

should

Hesaid（that）heshouldgotoschooleveryday.

oughtto

Hesaid,“Ioughttogotoschooleveryday.”

oughtto

Hesaid（that）heoughttogotoschooleveryday.

II.Discoveringusefulwordsandexpression_r_rs

1.      Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.

2.      Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.

（Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.）

III.Discoveringusefulstructures

（Makingcommandsandrequestsusingindirectspeech）

1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.

Youmayfollowthesesteps.

1）      Chooseonewhoistogivethefirstcommand.

2）      Askanotherpersoninyourgrouptotellsomebody