高一英语上unit2-english-around-the-world-language-points课件(旧人教版)
教学设计15：Unit 2 English around the world
Unit 2 English around the world说课稿各位老师：大家好！我今天所说的课题是高中一年级英语上册第2单元English around the world。
我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。
一、教材分析1.教材内容分析今天我说课的内容是高一英语必修1第一单元English around the world.，本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。
促使学生了解英美语言在词汇、拼写、语音等方面的区别。
使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教学目标分析新课标提出了立体三维教学目标，本课我设计的教学目标如下：1）知识目标：熟悉本课的一些新单词,短语和句型。
语法方面掌握直接引语和间接引语的用法及其之间的转换，包括其中的请求与命令的用法。
2）能力目标：训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。
并鼓励学生开口说英语。
3）情感态度目标：①通过学习激发学生对英语学习的浓厚兴趣；②使学生在领会语言丰富多彩性的同时更加热爱自己的祖国，从而培养他们的祖国意识。
培养他们的跨国文化意识和世界意识。
③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
3、教学重点、难点：1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。
②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。
2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。
鼓励学生开口说英语。
二、学生分析高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
【教育学习文章】高一英语上学期Unit 2 English around the world Rea
高一英语上学期Unit 2 English around the world Reading部分说课稿高一英语上学期Unit2EnglisharoundtheworldReading 部分说课稿各位老师：大家好！我说的课题是高中一年级英语上册第2单元Englisharoundtheworld的第三课时Reading。
我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。
一、教材分析、单元背景分析本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。
促使学生了解英美语言在词汇、拼写、语音等方面的区别。
使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析w本课是高中一年级英语上册，unit2Englisharoundtheworld中的Reading.w本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。
本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
w本课时主要分为两部分:）Pre-reading.“读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。
通过对问题的讨论和比较，让学生明白学好英语的重要性。
2）.Reading“阅读”部分文体为说明文，全文共分三个段落。
全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。
3）Post-reading（读后）“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。
第二部分是填空形式，帮助学生梳理，掌握主要细节，概括中心思想，实为的一个纲要。
高中英语第一册上Unit 2 English around the world
Unit 2 English around the worldⅠ.Teaching Goals:1.Learn about the differences between American English and British English.2.Learn about munication skills.3.Report requests and demands using“He/She asked…to…〞and“He/She told…to…〞.Ⅱ.Teaching Time:Five periodsⅢ.Background InformationⅠ.English LanguageThe language we call English derives primarily from languages spoken in England for only around 1 500 years.The land now known as England was invaded by several tribes known as the Angles,Jutes and Saxons.The name England is derived from Angles’ land,and the English language es principally from a bination of the dialects spoken by these three tribes.The people of England diffused their language around the world through the establishment of colonies.The first English colonies were founded in North America,beginning with Jamestown,in 1620.The English also established colonies in Africa,Asia and many of the islands in the Atlantic,Indian and Pacific oceans.As recently as the 1950s,one-fourth of the world’s people lived in a country where English was the official language,that is,the language adopted for use by the government,even in colonies where only a small percen-tage of people actually spoke English.After independence,leaders of most former British colonies selected an indigenous language as the official one but continued to use English for international munication.Now the English language is used by about 600 000 000 people in almost every part of the world.Chinese is the only language used by more people.About 350 000 000 people speak English as their native tongue.Most of them live in Australia,Canada,Great Britain,Ireland,About 60 000 000 people,chiefly in India and Pakistan,speak English almost as well as their own language.Probably 150 000 000 other people can use English to some extent.Today,about one of every six uses English.Characteristics of English like all languages.English has some characteristics that may make it easy to learn.It has other characteristics that make it hard to learn. People who know a language related to English find many English words easy to learn. In addition, the relatively few inflections in English make that part of the language easy to learn . Characteristics that make English hard to learn includes its spelling and idioms.Inflections .An inflection is a change in a word —usually in the last syllable —to show its grammatical function.Inflections are used to indicate case, number, gender,voice,mood,and tense. English has only a few inflections. For example, to indicate case, the English noun “lion〞has only two forms:lion and lions .Spelling is a major problem for many students of English . In English, many similar sounds are spelled differently. For example, crew,blue, shoe,through and too all rhyme.Idioms.An idiom is an expression that cannot be translated word for word into another language without understanding it. English has many difficult idioms.A person might know what all the words in an idiom mean. But he still must learn the special meaning of the entire phrase to understand it .Ⅱ.American English and British EnglishWritten English is more or less the same in both Britain and the USA, and in everyday speech the two peoples have little difficulty in understanding one another. In fact, the Americans have exported a large number of their words and phrases to Britain—through literature, the movies, TV, American soldiers during both world wars and tourists. The following words and phrases are of American origin: teenager, boyfriend, radio,right away, way of life, etc.Some of the words that Americans now use e from the languages of their immigrants, particularly from the Germans. The basic meaning of “dumb〞in both British and American English, is “unable to speak〞. In the USA, it acquired a second meaning “stupid〞，straight from the German “damn〞(stupid), and this second meaning has now crossed the Atlantic to Britain.Of course, there are some American words that are peculiar to the USA and are quite different from their equivalents in the rest of the English-speaking world. Here is a list of some of the most important.The words for the “toilet〞can also cause confusion, although the word “toilet〞itself is mon to both languages.There are plications,too,with the time, the date and with numbers.There are a number of differences between American and British English in the spelling of words, e.g. check(US)/cheque(UK), center(US)/centre(UK). Many American English words ending in “or〞, e.g. honor, vigor, labor are spelt in British English with an “our〞, e.g. honour, vigour, labour. Many verbs in American English with “ize〞or“izing〞forms, e.g. organize, realizing, are spelt in British English “ise〞or “ising〞, e.g. organise, realising. In American English,“practice〞is used both for the verb and noun. In British English, the verb is spelt “practise〞, and the noun “practice〞. In the main, American English avoids the doubling up of consonauts in nouns and verbs while British English does not. In American English, for example, one writes “travel, traveled, traveling, traveler〞, while in British English one writes “travel, travelled, travelling, traveller.〞It was once predicated that British and American English would draw so far apart that eventually they would bee separate languages. The opposite has happened. The links between the two countries are so strong that linguistically and culturally too, they are closer together than ever.The First PeriodTeaching Aims:1.Learn a dialogue about American English and British English.2.Listen to a material.3.Do some exercises about sentence transformation.Teaching Important Points:1.How to improve the students’ listening ability.2.How to help the students to express their ideas freely.Teaching Difficult Point:How to use different sentence patterns to express one’s idea.Teaching Methods:1.Listening method to improve the students’ listening ability.2.Discussion method to help the students have a clear idea of what they’ve learned.Teaching Aids:1.a recorder2.a projector and some slidesTeaching Procedures:Step Ⅰ.Greetings and RevisionT:Good morning,everyone!Ss:Good morning,teacher!T:Sit down,please.In this class,I want to check your homework first,Please…(The teacher checks the students’ homework.)(The teacher and the students learn the new words and expressions of this period.The teacher gives the explanations and examples if necessary.)☞Step Ⅱ.Warming up(The teacher shows the screen.)T:Now,I’ll ask you some questions.The first question is:How many countries and regions are there in the world?S A:About two hundred.T:How many languages are there in the world?S B:It’s hard to say.I learned from a magazine that there were more than three thousand.S C:Perhaps more than five thousand,I remember.T:It was thought that there were more than three thousand before.But it is found in recent years that there are more than five thousand languages in the world.Only thirteen languages are used by above 55 million people.My next question is:How many languages are used as the working languages of the United Nations?S D:They are five.They are:Chinese,French,Russian,English and Spanish.T:In this unit,we’ll talk about English.Please open your books at Page 8.Read the text on this Page and have a discussion with your partner.Discuss the questions in the text:What is it that Joe can’t find in the bathroom?Why can’t he find it?(The students read the text aloud and then have a discussion.The teacher joins them.)(A few minutes later.)T:Who can tell us the answer to the first question?S E:It is the toilet.T:Why can’t he find it?S F:Perhaps when Joe says“bathroom〞,he means a place,where there is a toilet.But in Nancy’s eyes,it is a place where people can only have a bath.Am I right?T:Yes,you are right.As we know,Joe is an American,so he speaks American English.While Nancy is English,he speaks British English.That’s to say,there are some slight differences between British English and American English.We’ll discuss this further in the fourth period.You can read it after class to see how much you can understand it.☞Step Ⅲ.ListeningT:Let’s do listening.Please turn to Page 9.Look at the picture and read the requirement.(After a few minutes.)T:Do you know what you should do after you listen to the tape?Ss:Yes.T:I’ll play the tape twice.When I play it for the first time,just listen to it.While I play it for the second time,write some necessary information on a piece of paper and then discuss the answers with your partner.(At last the teacher asks some students to read their answers.)☞Step Ⅳ.SpeakingT:Please look at Speaking on Page 9.Practise the following dialogues with your partner and act themout.Then plete the sentences below the dialogues.(The students prepare the dialogues for a few minutes.)T:Are you ready?Ss:Yes.T:Who will give us the performance?S G.S H and S I:We’ll try.…(After the teacher asks the students to act the dialogue out.)T:Let’s plete the sentences.Who will do the first sentence?S J:Emily asked Karen to tell her how to pronounce“kilometre〞.T:The second?S K:The teacher wanted to know what Karen and Emily were talking about and what her question was.S L:Karen told the teacher that Emily had asked her how to pronounce“kilometre〞.T:Are they right?Ss:Yes,they are right.T:Now let’s plete the sentences in the second dialogue.One student,one sentence.V olunteer!S M:Ms Smith told Harry to talk those two pizzas to Mr Thompson on Broad Street,Number 12.S N:Harry asked Mr Smith to spell that name.S O:He also asked her to repeat the address.S P:Mr Smith told Harry not to forget to buy her some ketchup on her way back.☞Step Ⅴ.PracticeT:We’ve just acted out two dialogues.Now make another dialogue for three students,using the situation similiar to the one above.I’ll ask some students to act it out in three minutes.Three students a group.Let’s begin.(Three minutes later.)T:Are you ready?Ss:Yes,we all ready.Which group will be the first to perform?Will the first group give us a performance?(S a,S b and S c stand up.)S a:(To S b.)Give me a phone call when you have time.S b:I certainly will.S c:(To S b)What did he tell you?S b:He told me to give him a phone call when I had time.(The second group stand up.)S d:(To S e)Will you please tell me your telephone number?S e:It’s 6973877.S f:(To S e)What did he ask you to do?S e:He asked me to tell him my telephone number.T:Very good.Now repeat your dialogue again for each group.(The students repeat their dialogue in groups.)☞Step Ⅵ.Consolidation(The teacher writes the following sentences on the blackboard.)1.“___________,〞he said.He told me not to drink too much.2.“Make sure to turn off the light before you sleep,〞Jack said to his brother.Jack told his brother to ___________.3.“___________?〞the little girl said.The little girl asked me to help her make a kite.4.“Please buy a pen for me,〞he asked Tom.He asked Tom to ___________.5.“Be quiet!〞he said to me.He told me to ___________.T:Look at the blackboard.There are five groups of sentences.plete one of them according to the other.Do it by yourselves.We’ll check the answers later.Suggested answers:1.“Don’t drink too much,〞he said.2.Jack told his brother to turn off the light before he slept.3.“Will you please help me to make a kite?〞the little girl said.4.He asked Tom to buy a pen for him.5.He told me to be quiet.☞Step Ⅶ.Summary and HomeworkT:In this class,we have talked about something about English,listened some materials and done some exercises about sentence transformation.Please learn the sentences by heart.(Pointing to the blackboard.)After class,do more practice as we did in class and try to speak more English as you can.That’s all for today.Class is over…☞Step Ⅷ.The Design of the Writing onthe Blackboard☞Step Ⅸ.Record after Teaching____________________________________________________________________________________________________________________________The Second PeriodTeaching Aims:1.Learn the text“English around the world〞.2.Get the students to master the useful expressions in the text.3.Train the students to read the text with correct pronunciation and intonation.Teaching Important Points:1.How to improve the students’ ability to read an article.2.How to get the students to master the useful expressions.Teaching Difficult Point:The use of some useful expressions.Teaching Methods:1.Fast-reading to train the students’ reading speed.2.Reading prehension to help the students grasp the main idea of the text.3.Practise getting the students to master what they’ve learned.Teaching Aids:1.a recorder2.a projector and some slidesTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.The teacher checks the students’ homework and gives explanations if necessary.☞Step Ⅱ.Preparation for reading(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them when necessary.)T:Please answer my questions.The first question is:What language has the largest number of speakers?Ss:Chinese.T:The second question:What language is the most widely spoken and used?Ss:English.T:How many languages do you speak,S A?S A:I speak Chinese and English.T:Which is your native language?S B:My native language is Chinese.T:If you speak more than one language,in what situations do you use the languages?S C:I’m learning English.I can speak English and Chinese.I’ll speak English in everyday life and use it as much as I can.As long as the person I speak to understand English,I will talk to him in English.I think it is a good way to practise my English.At the same time,his or her English can be improved,too,if he is learning English,too.I’ll speak Chinese to anyone who can only speak Chinese.☞Step Ⅲ.Fast-readingT:As we know,English is the most widely used language.In this period,we’ll talk about English.Please open your books at Page 10.Read the text“English around the world〞fast and think about the three questions on the screen.(The teacher shows the screen.)Do it by yourselves and write the answers on a piece of paper.I’ll collect the first five pieces and see who can answer them quickly and correctly.Do you understand what I mean?Ss:Yes.(The students read the text and discuss the questions.The teacher goes among the students and joins the students in the discussion.Then the teacher collects the first five pieces of answers,examines them and gives them back to the students.While doing this.Point out any mistakes the students make and let them correct the mistakesby themselves.)T:(After a while.)Have you finished?(Ss:Yes.)Who will give us the first answer?S D:There are more than 42 countries where most of the people speak English.T:And the others?S E:In Hongkong,many people speak English as a first or a second language.S F:We can use English to municate with people everywhere around the world through the Internet.T:Are there any different ideas?…Step Ⅳ.ReadingT:Now read the text carefully and discuss the questions on the screen.Pair work or group work.(Show the screen.)(The teacher and the students discuss the questions together for a few minutes.)T:Have you finished?(Ss:Yes.)Let’s begin to answer the questions.One student,one question.V olunteers!Sa:1.More than 375 million people use English as their mother tongue.Sb:2.The number of people learning English as a second language and the number of people using it as mother tongue are almost the same.Sc:3.In England,America,Canada,Australia,South Africa etc.,we can find most native speakers of English.Sd:4.In those countries,people perhaps speak the language of their own country at home with their family,but the language of the government,schools,newspapers and TV is English.Se:5.More than 750 million people learn English as a foreign language.Sf:6.Because English has developed into the language most widely spoken and used in the world.It is the working language of most international organizations,international trade and tourism.We can listen to English songs on the radio or use English to municate with people around the world through the Internet.T:Well done!That shows you have a clear understanding of the text.Look at the screen again.I’ll explain some expressions and language points to you.(Show the screen.)T:(After explaining the language points.)Have you anything you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.(The teacher answer the questions raised by the students.)☞Step Ⅴ.Listening and Read AloudT:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.After that,read the text aloud.Are you clear?(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.) ☞Step Ⅵ.Post-reading and PracticeT:Please turn to Page 11.Let’s do Part 2,in Post-reading.plete the following summary with proper words.Pair work.Write your answers on a piece of ter,we’ll check the answers.Suggested answers:useful language;Britain;America;mother tongue;learn English;foreign language;is;used;trade;tourism;businessmen;tourists;speak;English;family;municatingT:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear?Ss:Yes.(A few minutes later.)T:Now I’ll ask some students to make sentences.One sentence at a time.S g,please give us your sentence.S g:I’ll take a sentence with the phrase“all around the world〞.We Chinese people have friends all around the world.T:Please go on!S h:the majority of:The majority of our class passed the exam.S i:in total:In total,there must have been 500 students there.S j:one’s mother tongue:Mr Smith es from the US and English is his mother tongue.S K:the number of:The number of the students in our school is increasing year by year.S l:a number of:He has lives here quite a number of years.S m:such as:Boys such as John and James are very friendly.S n:develop into:Seeds develop into plants.S o:without doing:He said this seriously without smiling.S p:municate with:The two friends hadn’t municated with each other for years.S q:through the Internet:He municated with his friends in the US through the Internet.S r:have a good knowledge of:You have a good knowledge of English.(The teacher writes the useful phrases above on the blackboard.)☞Step Ⅶ.Summary and HomeworkT:Today we’ve learned an article about English.After class,you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text.Today’s homework:Tell your classmates something about English in your own words.If you have any difficulty.Please read Part 2.Post-reading on Page 11.That’s all for today.Class is over…☞Step Ⅷ.The Design of the Writing onthe Blackboard☞Step Ⅸ.Record after Teaching____________________________________________________________________________________________________________________________The Third PeriodTeaching Aims:1.Review some useful words in the text.2.Learn and master the sentence patterns which express an order and a request,and their different features.Teaching Important Point:Point out the features of an order—which uses the imperative,namely“tell/order sb.to do sth.〞and of a request—which uses a question form or an imperative,very polite,namely“ask sb.to do sth.〞.Teaching Difficult Point:How to change orders and requests into reported orders and requests.Teaching Methods:1.Inductive method and talking method to give the students a clear picture of what they should master.2.Practice to make the students remember what they’ve learned.3.Pair work and group work to make every student active in class.Teaching Aids:a projector and some slides.Teaching Procedures:☞Step Ⅰ.Greetings and RevisionGreet the whole class as usual.The teacher checks the students’homework—let some students say something about English in their own words.If they have some difficulty.Part 2 in Post-reading on Page 11 may give them some help.☞Step Ⅱ.Word StudyT:Please turn to Page 11.Let’s do Word Study.Match the words and phrase on the left with their meanings on the right.Do it with your partner.In a few minutes,we’ll check the answers.T:(A few minutes later.)Now I’ll ask S A and S B to give their answers.S A,read the meaning on the right.One item at a time.S B,give the right word or phrase for each item.Are you clear?(S A and S B:Yes.)Suggested answers:1.closetD cupboard where you can put clothes inside.2.explainE to make something clear or easy to understand by describing or giving information about it.3.equal C the same4.municateH to give information using speech,radio signals or body movement.5.knowledgeB information and understanding about a subject,which someone has in mind.6.tradeG the activity of buying,selling or exchanging goods or services.Step Ⅲ.Grammar(Teacher says to S A:Stand up.Open the door.Look outside.Now close the door.Teacher says to S B:Sit down,please.Could you lend me your pen?Can you show me your book?)T:What did I say to S A?Ss:Stand up./Open the door./Look outside./Now close the door.T:What did I say to S B?Ss:Sit down,please.Could you lend me your pen?Can you show me your book?T:What was the difference between what I said to Student A and what I said to Student B?S:You told/ordered Student A to stand up/open the door/look outside/close the door.(They may say these in Chinese.)T:What about Student B?What did I say?S:You asked Student B to sit down/lend you his(her)pen/show you his(her)book.T:You are right.I told/ordered Student A to stand up etc.I asked Student B to lend me his(her)pen,etc.In fact,what I said to Student A is an order.What I said to Student B is a request.Its patterns are like this:Orders and Requests:Direct speech:(Orders):Do…/Don’t…(Requests):Do…,please./Can you…?Could you…?/Will you…?Would you…?Indirect speech:(Orders):sb.told/ordered sb.else to do sth.sb.told/ordered sb.else not to do sth.(Requests):sb.asked sb.else to do sth.sb.asked sb.else not to do sth.(Write them on the blackboard.)T:OK.Now I’m going to show you some sentences.If it’s an order,write“Order〞in your exercise books.If it’s a request,write“Request〞.(Show the following sentences on the screen.)(Ask some students to answer which sentences are orders,which are requests.)Suggested answers:Orders:1,4,6Requests:2,3,5T:From these sentences,we can draw such conclusions.If a sentence is an order,it often uses an imperative,namely,“sb.told/ordered sb.else to do sth.〞If a sentence is a request,it often uses a question form or an imperative,but very politely,namely,“sb.asked sb.else to do sth.〞But we should pay more attention to the negative construction.Its reported orders and requests should be like these.“sb.told/ordered sb.else not to do sth.〞“sb.asked sb.else not to do sth.〞Now open your books.Turn to Page 11.Look at Part 2 in Language Study—Grammar.In Part 1 in Grammar,which sentences are orders?S C:Sentences 2,3 and 6 are orders.T:Which sentences are requests?S D:Sentences 1,4 and 5 are requests.T:Now turn to Page 12.Look at Part 2.In Part 2,the three sentences are all indirect speech.Change them into direct speech,please.Pair work or group work.(After the students’ discussion.)T:Please give us your sentences.Who will be the first?S E:The landlady asked him to put his coat in the closet.“Will you please put your coat in the closet?〞said the landlady.The landlady asked him not to put it on the peg.“Will you please not put it on the peg?〞asked the landlady.T:Please go on.S F:The mander ordered the soldiers to stand still.“Stand still,〞the mander said to the soldiers.The mander ordered the soldiers not to move.“Don’t move,〞the mander said to the soldiers.S G:Mother told me to lock the door after midnight.“Lock the door after midnight,〞said Mother.Mother told me not to leave the door open after midnight.“Don’t leave the door open after midnight,〞said Mother.Step Ⅳ.Practice(The teacher shows the screen.)T:Look at the screen.Let’s practise orders and requests in pairs.You may notice on the left,under the word “Don’ts〞,there are three orders,under them there are three requests.On the right,under the word“Dos〞,there are three orders,under them there are three requests.First we are going to practise the orders.I can give you an example.Look at the six orders.In Direct Speech,I can say“Watch the teacher carefully.Don’t e into the lab withouta teacher.〞In reported order.I can say“She told us to watch the teacher carefully.She told us not to e into the lab without a teacher.〞After you practise the orders,you may practise the requests.Are you clear?Now let’s begin.(Give the students several minutes to practise them,then teacher may check their practice.)Suggested answers:Direct Speech:1.Don’t e into the lab without a teacher.2.Don’t touch anything in the lab.3.Don’t smoke.4.Watch the teacher carefully.5.Dip your fingers into the mixture.6.Suck your fingers.7.Will you please not put anything in the basin?8.Don’t talk so loudly,please.9.Don’t leave the books in the lab,please.10.Write your answers on the blackboard,please.11.Could you please tidy the lab after the experiment?12.Put everything in the cupboards,please.Indirect Speech:1.He told us not to e into the lab without a teacher.2.He told us not to touch anything in the lab.3.He told us not to smoke.4.He told us to watch the teacher carefully.5.He told us to dip our fingers into the mixture.6.He told us to suck our fingers.7.He asked us not to put anything in the basin.8.He asked us not to talk so loudly.9.He asked us not to leave the books in the lab.10.He asked us to write our answers on the blackboard.11.He asked us to tidy the lab after the experiment.12.He told us to put everything in the cupboards.Step Ⅴ.Summary and HomeworkT:In this class,we’ve reviewed some new words and,mainly done some exercises about orders and requests.In direct speech,they are…(Pointing to the blackboard.)In the indirect speech,they are…(Pointing to the blackboard.)Please remember these sentence patterns.Today’s homework:Part 3 on Page 12.That’s all for today.Class is over…Suggested answers to Part 3 on Page 12.She told us not to make too much noise.She told us not to forget to put our umbrellas in the stand.She told us not to smoke in the bathroom.She told us not to stay up too late.She asked us to buy some bread for her.She asked us to help her tidy the room.She asked us to speak quietly on the phone.She asked us to turn down the radio.。
高中英语 必修一 Unit2 《English around the world---Reading》
The road to modern English Some British settlers moved to
_A__m_e_r_i_c_a_.
Some British people were taken to
_A__u_s_tr_a_l_ia__.
Para 2
If an American is talking to an Englishman,
____A___.
A. They will have almost no difficulty in understanding
B. They will have a lot of misunderstandings between each other
communication
Para 3
Which of the following statements is true?
• Languages always stay the same. • Languages change only after wars. • Languages no longer change.
Noah Webster Born: October 16, 1758 Died: May 28, 1843 When Noah was 43, he started writing the first American dictionary. He did this because Americans in different parts of the country spelled, pronounced and used words differently.
高一英语上学期 Unit2 English around the world词汇解析
高一上学期词汇解析Unit2 Engih around the wordWord and e municate to emunicate wa trange in a man given to ong, awward ience一个人长期沉默的人有这样的表达能力是不寻常的。
v municate with him reguar b etter 我们经常与他通信。
communication n meage; what ou te or write通信；交流Teegramunication wa broen off 电报通讯已经中断。
echange vt give one thing and get another thing for it 交换Wi ou echange eat with me 你愿同我调换座位吗n the act of echanging; giving and taing; that which i echanged 交换；交换物Let' have an echange of view on the matter 让我们对这件事交换一下意见吧。
ervice n the act of erving; omething done to hemander n an officer who ead a groumander of the Britih force 豪将军是英国司令官。
tid v e about come to e about in thi wa 这事故就是这样发生的。
indemon aing 词组；短语At firt we' earn new word and e60 aore thing or achine wi be intaed to re 英国Paitan n 巴基斯坦南亚国家Nigeria n 尼日利亚（非洲国家）the Phiiine n 菲律宾共和国；菲律宾群岛Forida n 佛罗里达州。
高中人教版必修一 Unit 2 English Around the World 第一部分 教案
A Teaching Design for Unit2——English Around the WorldDo warming up by answering a questionnaire.1) Tell the students they are going to answer a questionnaire about why they arelearning English.2) Ask the students to think as many reasons as they can.3) Write the words: Reasons for learning a foreign language on the center of theboard.4) Divide the class into pairs.5) Give out each student one questionnaire paper.6) Explain the task. The students must question eachother about their languagelearning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you‟d 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 their 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 and choose two to share with students.Design aims: arouse students‟ interest and enthusiasm in class .Step 2: Lead-in (6 min)1) Guess picturesT：Present some national flags of English speaking countries on the ppt.S: name the English-speaking countries according to the national flags2)Pair work: Ask the students to listen to a piece of BBC news and a piece of VOAnews. Then two students in a group to find the differences between British English and American English (vocabulary, spelling, pronunciation, usage, etc.) and show some examples to them.Design aims: Using pictures to lead in to make the lesson more interesting and vivid; stimulate stud ents‟ learning interest and their motive of learn ing.Summary: using chart to make a summary of the difference between British EnglishStep 3：Listening (5 min)1)Before listening, ask students to look at the map on the book. It shows someplaces in the world where English is spoken as official language. Let students guess what this listening is about.2)Listening to the tape, ask students to work out the name of each person‟s countryand find the hints that help you identify them.3)Listening to the tape again to check the answer.Design aims:to improve students‟listening skills, to develop their imagination, to advance their ability of how to grasp information quickly and effectively.Step 4：Talking (8 min)1)Divide students into group in four.2)Tell them the difference between command and request.3)Let them read the requirements of the role-play.4)Give them three minutes to prepare.5)Ask two groups to do the role-play in the class.Design aims:let students know the difference between command and request. Let them know how to talk politely and appropriately to strangers. Let them know how to deal with emergencies in some communication occasion.Step 5：Using Words and Expressions (10 min)plete the word puzzle.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Ask students to form into pairs and to complete the word puzzle. They havethree minutes to work out it.Design aims:let students review new word they have learned in this unit. Arouse their attention into the class again. Make them feel energetic.B.Find the odd one out.1)Explain what “find the odd out” is. (“Find the odd out” is game which will letyou to choose the different one out in the group of word. Explain the newword “odd”.)2)Tell students this is a whole class game.3)Give them one minute to read eight groups of words.4)Then ask them to tell the answer loudly.Design aims: make students to think effectively and fell energetic. Teacher uses this whole class game to liven up the lesson.C.Translate Chinese sentence into English.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Give them four minutes to translate Chinese sentence into English. Ask themto use the words or expressions in the brackets.3)Use two minutes to check the answer and explain the grammar points. Design aims: let students review new word they have learned in this unit. Let them learn some new sentence structure.Step 6：Using Structures (10 min)A.Explain what direct speech and indirect speech is.We may report the words of aspeaker in two ways.1)Direct SpeechWe may quote the actual words of the speaker. This method is called Direct Speech.2)Indirect SpeechWe may report what he said without quoting his exact words. This method is called Indirect Speech or Reported Speech.Example:• Direct: Clinton said, “I am very busy now.”• Indirect: Clinton sai d that he was very busy then.B.How to change Direct to Indirect Speech?i. We have used the conjunction …that‟ before the Indirect Statement.ii. The pronoun “I” is changed to “HE”. (The Pronoun is changed in Person)iii. The verb “am” is changed to “was”.iv. The adver b “now” is changed to “then”.C.Rules for changing Direct into Indirect Speech:A. When the reporting or principal verb is in the Past Tense, all the PresentTenses in the Direct Speech are changed into Past Tense.a. A simple present tense becomes simple past tense.Example:• Direct: He said, “I am unwell.”• Indirect: He said that he was unwell.b. A present continuous tense becomes a past continuous.Example:• Direct: He said, “my mother is writing letter.”• Indirect: He said that his mother was writing letter.c. A present perfect becomes a past perfect:Are you clear about the conversion of Direct to Indirect Speech?Example:• Direct: He said, “I have passed the examination.”• Indirect: he said that he had passed the examination.d. As a rule the simple past tense in the Direct Speech becomes the past perfecttense in Indirect Speech.Example:• Direct: He said, “His horse died in the night.”• Indirect: he said that his horse had died in the night.B. The tenses will not change if the statement is still relevant or if it is a universaltruth. We can often choose whether to keep The original tenses or change them.Examples:• Direct: “I know her address”, said John.• Indirect: John said that he knows/knew her address.In this Indirect Speech, both the past tense and the present tense make thesentence a correct one.• Direct: The teacher said, “The earth goes round the sun.”• Indirect: The teacher said that the earth goes/went round the sun.The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively.C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For example, we may rewrite the above examples, putting the reporting verb in the present tense.Examples:• Direct: He says, “I am unwell.”• Indirect: He says that he is unwell.D. The pronouns of the Direct Speech are changed where necessary, so that their relations with the reporter and his hearer, Rather than with the original speaker are indicated.Examples:• Direct: He said to me, “I do not believe you.”• Indirect: He said that he did not believe me.E. Words expressing nearness in time or places are generally changed into words expressing distance.Examples:• Direct: He said, “I am glad to be here this evening.”• Indirect: he said that he was glad to be there that evening.D.Then do the exercise in the book.E.Summaries whole lesson. Tell students the homework.。
高一英语上Unit 2English around the world课件(旧人教版)
Reading
1.How many countries are there where English is their mother tongue? 2. Which nations speak English as their native language?
Listen carefully and try to complete the following sentence.
Complete the Following summary.
Hale Waihona Puke English is a language ________ spoken ______all around the world. For more than 375million people in countries such as Australia _______ and mother ______. tongue Another 375 _______, Canada English is their ______ million people _____ learn ______ English as a second language. However, most people learn English at school as a ______ foreign _______. language is The English language __also ____ used by most international organizations as their working language, as well as in international _____ trade and _______. tourism Most foreigners visiting China speak are either__________ businessmen or ______. tourists If they cannot ______ Chinese, they use ______ English to communicate with Chinese people. In global culture, for example the Internet or popular music, English is widely used. In the future we will be family using speaking Chinese with our_______, but we will be _______ English with people around the world for our work.
高一英语上unit2-english-around-the-world-language-points课件(旧人教版)
6. at all
1. 表示“不用谢” 或“哪里的话”。 It’s very kind of you ------ Not at all. We are giving you a lot of trouble. ------Not at all. 2. 用于否定句，“一点也不” He was not tired at all. 3. 用于疑问句，“到底，究竟” Is he at all suitable for the post? Have you read the report at all? 4. 与 if 连用的条件句中，作既然，即使讲 If you do it at all, do your best.
This is the first time I have been here.
这是他第一次听人说起龙卷风。(heard of)
This is the first time he have heard of tornado. 我第一次遇到他，就知道他是一个诚实的人。
I knew he was an honest person the first time I met him.
• He was looking directly at us. • I will tell him the news directly I see him.
direct & directly 填空 The train goes to Beijing direct. ______ We’re not directly _______ affected by the changes in school. wide & widely The highway is ten meters wide. He is widely known as a doctor. deep & deeply We dig deep into the ground. I was deeply moved by this film. high & highly He jumps high. He spoke very highly of her.
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Wasn't it he that had made a mistake?
强调句型巩固 1. It is/was +被强调部分+that(who)
2. It is they who are going to have a meeting tomorrow. 3. Is/was it +被强调部分+that(who)…?
13. Except, except for , besides 除汤姆以外，他们都在这里。 They all are here except Tom. 除汤姆在这里以外，他们也都在。 They all are here besides Tom. These articles are quite good except this one. Your article is quite good except for several spelling mistakes. The road was empty except for a few cars. except that 其后须接从句 Your article is quite good except that there are several spelling mistakes.
It is Joe who/that can’t find the toilet in the bathroom. It is the toilet that Joe can’t find in the bathroom.
It is in the bathroom that Joe can’t find the toilet . Is it the toilet that Joe can’t find in the bathroom.
•You look tired out but I’m more tired than you.
•You will soon get tired of him.
猜测，表肯定
must do
must be doiLeabharlann gmust have done
5. direct & directly
• direct “径直地，直接地”, 常指空间距离,不绕圈子等。
What is it that Joe can’t find in the bathroom?
It might be the toilet that Joe can’t find in the bathroom.
3. now then : 用以引出要说的话，以提出建议或征 询回应。考虑下一步要做的事或要说的话时，用以 填补暂时的停顿。 4.You must be very tired. tired (adj.) : be tired of be tired of sb / sth / doing sth 对某人（某事、做某事）感到 厌烦或不耐烦。 •I’m tired of having the same kind of food every day.
the majority 单独做主语时,谓语动词用 单复数均可 e.g. The majority agree(s) with me.
11. be equal to 1.与…相等 Three times two is equal to six. 2.胜任作某事 be equal to / be equal to doing sth The old man is not equal to the situation. adj. 相等的,同等的 In society men and women are equal. vt. 等于;比得上 He equals me in strength but not in intelligence. He almost equals your speed.
not until 的强调句型 He didn't go to bed until ten o’clock. It was not until ten o’clock that he went to bed. 疑问句的强调 When did the Long March start? When was it that the Long March started?
6. at all
1. 表示“不用谢” 或“哪里的话”。 It’s very kind of you ------ Not at all. We are giving you a lot of trouble. ------Not at all. 2. 用于否定句，“一点也不” He was not tired at all. 3. 用于疑问句，“到底，究竟” Is he at all suitable for the post? Have you read the report at all? 4. 与 if 连用的条件句中，作既然，即使讲 If you do it at all, do your best.
•The train goes to Beijing direct.
•He came and reported it direct to me.
• directly “马上，笔直地，一 …就…”着重指对事物的 •直接影响，不着重实际距离.指时间时，意为立即，马上。 •e.g.
• She has never spoken directly about Tom.
Unit 2 English around the world
Period 4 Language points
Language points
1. for the first time: 平生第一次做某事或某 段时间内第一次做某事，在句中通常单独做 状语。 the first time： “首次，第一次” 用于 引起时间状语从句 e.g. He saw tigers for the first time。 I knew we would be good friends the first time I met her.
for the first time 第一次
翻译： 我第一次到那里。 I went there for the first time. 圣诞之夜，他第一次吻了她。 On Christmas Eve, he kissed her for the first time.
the first time 第一次, 引起时间状语从句 翻译： 这是我第一次来这儿。
4. What/when/who is/was it +that(who)…?
5. It is/was not until … that …
转换练习： 1. Regular radio broadcasts didn't begin until 1920. It was not until 1920 that regular radio broadcasts began.
• He was looking directly at us. • I will tell him the news directly I see him.
direct & directly 填空 The train goes to Beijing direct. ______ We’re not directly _______ affected by the changes in school. wide & widely The highway is ten meters wide. He is widely known as a doctor. deep & deeply We dig deep into the ground. I was deeply moved by this film. high & highly He jumps high. He spoke very highly of her.
A equal number of people learn English as a second language. The number of people who learn English as a foreign language is more than 750 million.
12. a number of & the number of a great many, a number of +可数名词复数 much / a great deal of + 不可数名词 a lot / lots of / plenty of / a great quantity of +可数/不可数名词
2. Li Ming didn't watch TV until he finished his homework. It was not until Li Ming finished his homework that he watched TV.
3. Joe can’t find the toilet in the bathroom.
7. you don’t need to ask,…需要 need to do sth / need sb to do sth e.g. Bob need to ask us for help with his work. Bob needs the pop stars to play at the concert.
This is the first time I have been here.
这是他第一次听人说起龙卷风。(heard of)
This is the first time he have heard of tornado. 我第一次遇到他，就知道他是一个诚实的人。