最新高中英语必修1unit 2 全单元教案docWord格式文档下载.docx

1、3）. Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the b

2、oard as they make them.4）. Divide the class into pairs.5）. Give out each student one questionnaire paper. 6）. Explain the task. The students must question each other about their language learning needs （or motivations）. Tell them that you are going to take in the questionnaires at the end, and that

3、youd like them to make clear notes. It works better if the two partners swap tasks （questions and answers） after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available. 7）. When the task is finished, ask a couple of students to summarize t

4、heir partners answers. （This may develop into a class discussion about language needs）.8）. The students write five sentences on their feeling about learning English.9）. Collect the questionnaires.Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading （faxes, le

5、tters & reports）Listening & speaking （telephoning, meetings, negotiations, public speaking, socializing）Writing （faxes, letters &Future use: expectations & ambitions2. Further applyingTo get the students thinking about the topic of the reading passage.1）. Have a student list on the board all the Eng

6、lish-speaking countries in the world that they can think of.2）. Give the students hints about the places they havent 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 G

7、ames 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 has contributed to the spread of English. Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood fil

8、ms all broadcast English into China. Also, a number of Chinese films include English subtitles.II. Reading1. SkimmingRead quickly to get the main idea of the text.Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.Pa

9、ragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or secon

10、d language in Africa and Asia.2. ScanningRead to locate particular information and complete the comprehending Exercise One. 3. Following up Work in groups. Discuss the two questions and then ask two groups to report their answers to the class. 1）. Do you think it matters what kind of English you lea

11、rn? Why?Possible answer:I dont think so. Here are the reasons: Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. It is necessary for us to learn the narrow difference between different kinds of English

12、 if we hope to communicate fluently with native speakers of English from all over the world. Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.（Any persuasive and supporting rea

13、son the students give can be accepted.）1） Why do you think people all over the world want to learn English?The 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 w

14、ith one another. However, like all major languages in the world, English is always changing. In order to adjust 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 countrie

15、s. Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.（All persuasive reasons can be accepted.）4. Language focus:1） even

16、 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 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 infor

17、mation 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. available 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

18、 time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role（part） in, because of, either or, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity, such as, O

19、nly time can tell, native speaker, as well as, solve a problem, believe it or not, no such a, all over the world, at the top（bottom） of, pen friends, to this day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a , encourage sb. to do sth., work on, feel like sth., from time to tim

20、e, English-speaking countries, from oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save time（money）, a form ofPeriod 2: A sample lesson plan for Learning about Language（Indirect Speech （II） requests & commands）To discover useful wo

21、rds and expressionsTo discover useful structures I. Direct and Indirect SpeechDirect Speech Indirect Speech simple presentHe said, “I go to school every day.” simple pastHe said （that） he went to school every day. simple past He said, “I went to school every day.” past perfectHe said （that） he had g

22、one to school every day. present perfect He said, “I have gone to school every day.” past perfect present progressiveHe said, “I am going to school every day.” past progressiveHe said （that） he was going to school every day. He said, “I was going to school every day.” perfect progressiveHe said （tha

23、t） he had been going to school every day, future （will）He said, “I will go to school every day.” would + verb nameHe said （that） he would go to school every day. future （going to）He said （that） he is going to school every day. He said （that） he was going to school every day auxiliary + verb nameHe s

24、aid, “Do you go to school every day?”He said, “Where do you go to school?” He asked me if I went to school every day.*He asked me where I went to school. imperativeHe said, “Go to school every day.” infinitiveHe said to go to school every day. simple present + simple presentHe says, “I go to school

25、every day.” He says （that） he goes to school every day. present perfect + simple presentHe has said, “I go to school every day.” He has said （that） he goes to school every day. past progressive + simple pastHe was saying, “I went to school every day.” He was saying （that） he went to school every day

26、. past progressive + past perfectHe was saying （that） he had gone to school every day. canHe said, “I can go to school every day.” couldHe said （that） he could go to school every day. mayHe said, “I may go to school every day.” mightHe said （that） he might go to school every day. He said, “I might g

27、o to school every day.” mustHe said, “I must go to school every day.” had toHe said （that） he had to go to school every day. have toHe said, “I have to go to school every day.” shouldHe said, “I should go to school every day.” He said （that） he should go to school every day. ought toHe said, “I ough

28、t to go to school every day.” He said （that） he ought to go to school every day. II. Discovering useful words and expressions1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer youre your classmates. The teacher helps the students discover the difference in prepositions.2. Play the tape for the students to listen and ask them to mark the 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.）III. Discovering useful