人教版高中英语必修1 Unit2English around the world单元整体教案.docx

人教版高中英语必修1 Unit2English around the world单元整体教案.docx

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人教版高中英语必修1Unit2Englisharoundtheworld单元整体教案

BookⅠUnit2Englisharoundtheworld

单元整体教案

Materialanalysis：

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、变化及发展，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了解英语，从而掌握这门语言。

Warmingup

图片和问题英式英语和美式英语的区别，帮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

问题鼓励学生思考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、战争等原因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

通过细节理解题，学生在思考和找寻答案的过程中加深了对文章的理解。

Learningaboutlanguage

学生学会使用本单元的重点词汇、句型和语言知识：

带有请求和命令口气的直接引语转变为间接引语。

Usinglanguage

阅读材料向学生介绍了不同地方的英语方言，从而使学生了解英语的多面性，没有唯一的标准英语。

教学目标：

知识目标：

通过本单元的教学，帮助学生：

1.掌握与英语语言发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.了解英式英语与美式英语的差别。

4.掌握祈使句及其间接引语的表达和应用。

能力目标：

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能力。

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.通过完成本单元中的writing的写作任务，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，提高学生发现问题、分析问题和解决问题的能力。

情感目标：

1.通过对本单元“世界各地的英语”话题的学习，帮助学生了解英语这门语言的起源、变化和发展，了解英语在世界范围的区别和使用情况，帮助学生形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，树立跨文化交际的意识。

2.让学生认识到在全球化的进程中学习英语的重要性，帮助学生总结出适合自己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基础。

单元整体设计思路：

第一课时Warmingup,Listening

第二课时Pre-reading,Reading,Comprehending

第三课时Languagelearning

第四课时Usinglanguage:

Reading,Speaking

第五课时Usinglanguage:

writing

第六课时综合评价练习课Readingtask（p.51）;Self-evaluation,Summingupandself-test/exercises

第七课时测试讲评课

Period1WarmingupandListening

TeachingAims:

1.TogetthestudentstorevisetheknowledgeaboutthedifferencesbetweenBritishEnglishandAmericanEnglish.

2.Togetthestudentstopracticelisteningskillsandlearnlisteningstrategies:

predictingandnote-taking.

3.Toarousestudents’interestinlearningEnglish.

Teachingimportantpoints:

1.Totrainthestudents’listeningskillsandstrategies.

2.Totrainthestudents’speakingability.

Teachingdifficultpoints:

1.Togeteverystudenttobeinvolvedinthelisteningactivities.

2.Togeteverystudenttobeactiveinclass.

Teachingprocedures

StepI.Warmingup

1.LookatthepicturesanddialoguesinWarmingup.LetthestudentstrytoguessifthemencanunderstandeachotherbyusingtwodifferentkindsofEnglish.

2.GuessBritishEnglishandAmericanEnglishwords.

elevator/liftinateam/onateamrubber/eraserpetrol/gas

British:

lift,inateam,rubber,petrol

3.Discussinpairs.LookattheBritishwordsandguesstheAmericanequivalents.

British:

American:

flatapartment

undergroundsubway

pubbar

toiletbathroom

tincan

autumnfall

matchgame

postmail

footballsoccer

lorrytruck

trouserspants

StepⅡ.Listening

1）.Getstudentstolookatthepictureonpage14tomakeupstoriesaccordingtothepicture.

2）.Getstudentstopredictwhatthestoryisabout.

3）.Playthetapeforthestudentstolisten.

4）.EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.

Dialecticwords

fromBuford’sstory

StandardEnglish

equivalents

Hey

y’all

ain’t

yer

ya

pup

swimmin’

jumpin’

feelin’

‘bout

‘nough

shouldaseen

gotoutta

hello

everyone

aren’t

your

you

child

swimming

jumping

feeling

about

enough

shouldhaveseen

gotoutof

6）.Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.

7）.Checktheanswers.（Variant:

youmayalso）

StepⅢ.Practice

AskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.

StepⅣ.Summary

Getstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.

StepⅤ.Homework

1）FindoutthecountriesusingEnglishasanofficiallanguage.

2）Previewthereadingtextonpage9.

Period2Reading

Teachingaims:

1.Togetstudentstoreadandmasterthekeywordsandexpressions:

Words:

voyage,native,actually,present,fluent

Expressions:

becauseof,evenif,comeup,bebasedon,atpresent,makeuseof,alargenumberof

2.Togetstudentstopracticereadingskillsandlearnreadingstrategies:

skimming,andscanning.

3.TogetstudentstoknownaboutthehistoryanddevelopmentofEnglish.

Teachingimportantpoints:

1.Totrainstudents’readingskillsandstrategies.

2.Togetstudentstomasterthekeywordsandexpressionsinthereadingpassage.

Teachingdifficultpoints:

1.Togeteverystudenttobeinvolvedinthelearningactivities.

2.Togeteverystudenttobeactiveinclass.

Teachingprocedures:

StepⅠ.Warmingupbycheckingthehomework.

1）ListthenamesofcountriesusingEnglishasanofficiallanguageontheboard.

Britain,USA,Australia,Canada,NewZealand,Ireland,SouthAfrica,Singapore,India,etc.

2）StudentstrytoguessthereasonsthathaveencouragethesecountriestospeakEnglish.

Britain→EmpireUSA→trade,militarybase,aid,etc.India→colonyinthepast…

StepII.Pre-reading

1.Firstaskthestudentstoseethetitleonthebookthenletthemdiscussingroupsinordertotrytoguesstheanswerstothethreequestionsbeforethetext.

1）.HaveastudentlistontheboardalltheEnglish-speakingcountriesintheworldthattheycanthinkof.

2）.Givethestudentshintsabouttheplacestheyhaven’tmentioned.

3）.ProvidethestudentswithanopportunitytothinkaboutthereasonsforthespreadofEnglisharoundtheworld.

★EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.

★Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.

★TourismandtradefromWesternEuropeandNorthAmericahavecontributedtothespreadofEnglish.

★SatelliteTV,radiolikeBBC,VOA,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.

2.Askthestudentstolistentotherecordandtrytograspthegeneralideaofthepassage.Afterlistening,trytoanswertwoquestions:

（1）WasEnglishalwaysthesameinthepast?

（2）InwhatwayshasEnglishchanged?

（Bothspeakingandspelling.）

StepII.While-reading

Task1.Skimming

Readquicklytogetthemainideaofthetext.

Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.

Paragraph1:

ThespreadoftheEnglishlanguageintheworld

Paragraph2:

Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.

Paragraph3:

Alllanguageschangewhenculturescommunicatewithoneanother.

Paragraph4:

TwobigchangeshappenedinEnglishspelling.

Paragraph5:

EnglishisspokeninAfricaandAsia.

Task2.Scanning

ReadtolocateparticularinformationandcompletethecomprehendingExercise1.

Task3.Listentothetapetwiceandpayattentiontothepronunciation.FinishthecomprehendingExercise2.

StepⅢ.Post-reading

Workingroups.DiscussthetwoquestionsinExercise3andthenasktwogroupstoreporttheiranswerstotheclass. 

1）     WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?

Possibleanswer:

ThereasonswhypeopleallovertheworldwanttolearnEnglish:

★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.

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

★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.

（Allpersuasivereasonscanbeaccepted.）

 2）WhydoyouthinkmorepeopleintheworldnowwanttolearnChinese?

Variousanswers

3）GetstudentstousetheforminthecomprehendingExercise2toretellthestory.Firstthewholeclassdoittogether.Thenstudentsworkwiththeirpartners.

4）Checkstudents’work.

StepⅣ.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.

StepⅤ.Summary

Getstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.

Ⅵ.Homework

Choosefivenewphrasesjustlearnedtomakesentencesandwritedownintheexercisebook.

Period3:

Languagelearning

Teachingaims:

1）TogetstudentstomastertheusageofIndirectSpeech（II）Requests&Commands

2）TogetstudentstopracticeRequests&Commandsbyrole-playing.

3）Togetstudentstosummarizethegrammaticalrulesandencouragestudentstoapplytherulesintopractice.

Teachingimportantpoints:

1）Totrainstudents’speakingskills.

2）Togetstudentstomasterthegrammaticalrules.

Teachingdifficultpoints:

1）Togeteverystudenttobeinvolvedinthelisteningactivities.

2）Togeteverystudenttobeactiveinclass.

Teachingprocedures:

StepI.Wormingup

1.Gettwostudentstocometothefronttoplayashowgame.

2.Instructions:

StudentAmakescommandsandStudentBdoeswhathe/sheistold.

3.Examples:

1）Pointtoyourleftey