高中英语 Unit 2《Englishi around the World》教案8 新人教版必修1

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高中英语 Unit 2《Englishi around the World》教案2 新人教版必修1

Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Payattention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Then let’s come to the differences.5. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Ⅳ Closing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?Closing by imaginingImagine what we will do and what we can do for the 29th Olympic Games now.Closing down by narratingWe can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?Closing down by summarizingAs we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Period 2: A lesson plan for Learning about Language(The Future Passive Voice)Aims：To learn about future passive voiceTo discover useful words and expressionsTo learn the methods of words formationProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let’s dictate them. If you ca n’t, learn them by heart after class.①When and where will the next Olympic Games be held?②I live in what you call “Ancient Greece” and / used to write aboutthe Olympic Games more than 2000 years ago.③All countries can take part if they reach the standard to be admittedto the games.④The next Olympic Games will be held in my hometown.⑤It is just as much a competition among countries to host the Olympicsas to win an Olympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb, we can change the verb into a noun.That means we can change “doing some sport” into “the name of the sport”. By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.2. Means of word-formation in generalAffixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formation of present futurepassive voice.Ⅳ Closing down by summarizing1.Present future passive voice (take “ask” for example)2.The passive Voice of phrasal verbGenerally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice. But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:At last they put out the fire. At last the fire was put out.They will put up a notice on the wall. A notice will be put up on the wall. Have you sent for a doctor? Has the doctor been sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the children here. The children must be taken good care of here.His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about. When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, WrestlingII.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from aDominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games.The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace. The Torch RelayDuring the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers2.marked by truth: give honest answers 3.without pretensions: worked at an honest trade4. without dissimulation; frank: my honest opinion5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs competev. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against othersmedaln. an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.magicaladj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spellinterviewn. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club.3.serve as a means of entrance: This ticket will admit one adult to the show.4.give access or entrance to: The French doors admit onto the yard.5. afford possibilitye: This problem admits of no solution.6. declare to be true or admit the existence or reality or truth of: He admitted his errors.7.admit into a group or community: We’ll have to vote on whether or not to admit a new member.8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it.2. substitute a person or thing for (another that isbroken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt.4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers.2. be in a relationship with: How are these two observations related?3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.sailn. 1.a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic2. travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has A IDS.2. make publicity for; try to sell (a product)promisen. 1.grounds for feeling hopeful about the future: There is little or no promise that he will recover.2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort.4. make a prediction about; tell in advance。

人教版高中英语必修一 Unit2English around the world

人教版高中英语必修一Unit2English around theworld人教版高中英语必修一Unit2English around the world 的单词和词组练习一、基本词汇：n. :1) elevator 电梯2) gas气体;汽油;煤气;毒气3) apartment(美)公寓4) spelling拼写;拼法5) Singapore新加坡6) lorry(英)卡车7) lightning闪电8) cab出租车9) petrol(英)汽油10)voyage航行;航海11)vocabulary词汇;词汇量;词汇表12)identity本身;本体;身份13)Malaysia马来西亚;马来群岛14)accent口音;腔调;重音15)block街区;块;木块;石块adj. :1) latter较后的;后半的;(两者中)后者的2) African非洲的;非洲人的;非洲语言的3) southeastern东南方的4) Midwestern中西部;有中西部特征的5) eastern东部的;东方的6) northwestern西北方的n./v. :1)base以……为基础;基部;基地;基础2)mand命令;指令;掌握;命令;指挥;支配3)request请求;要求n./adj.:1)native本地人;本国人;本国的;本地的2)Danish丹麦语;丹麦的;丹麦人的;丹麦语的3)Spanish西班牙人;西班牙语;西班牙的;西班牙人的;西班牙语的adj/adv.1) straight直接;挺直;直的;笔直的;正直的二、重点词汇：1) use n&v. 用处;使用 usage n.用法;词语惯用法2) express v.表达 expression n.词语;表达;表情3) recognize v. 辨认出;承认 recognition n.认出;识别;承认4) actually adv. 实际上 actual adj.实际上的5) graadually adv. 逐渐地;逐步地 gradual adj.逐渐的;逐步的6) fulently adv. 流利地 fluency n.流利;流畅 fulent adj.流利的7) frequently adv. 常常;频繁地 frequent adj.频繁的;常见的8) office n. 办公室 official adj.官方的三、重点短语：1) because of… 由于;因为because of和 because的区别：beccause of(后接词组或单词)because (作连词，后跟句子)eg:He was late not only because of his illness but also because he missed the train.不仅因为他的病痛而且因为他误了火车他才迟到的。

人教版高中英语必修一高一Unit2《EnglisharoundtheWorld》完成句子

高中英语学习材料madeofjingetieji完成句子第Ⅰ组1.信不信由你，因为粗心大意，他没有通过考试。

(believe,because)，he couldn’t pass the exam his carelessness.2.我们正在说话，一个男子走了过来。

(come)While we were talking，a man .3.这部小说是以历史事实为依据的。

(base)The novel historical facts.4.你知道他在这部电视剧中扮演的角色吗？(role)Do you know that he the TV play?5.然而，她的儿子已认不出她了，因为她又脏又瘦。

(recognize)，her son couldn’t she was dirty and thin.6.你知道不止有一种英语吗？(more than)Do you know that there is kind of English?7.以英语为母语的人，即使他们所讲的语言不尽相同，也可以互相听懂。

(even if)Native English speakers can understand each other they don’t speak the same kind of English.8.那家公司正在物色一位新的会计，工资多少尚未确定。

(present)That firm is looking for a new accountant. the salary they willoffer hasn’t been left open.9.他精通德语。

(command)He German.10.汤姆逐渐从病中康复并返回学校。

(recover)Tom and returned to school.答案：1.Believe it or not；because of 2.came up 3.is based on 4.the role；played in 5.However；recognize her because 6.more than one 7.even if/though8.At present 9.has a good command of 10.gradually recovered from his illness第Ⅱ组1.当今在中国学英语的人数正在迅速增长。

高中英语 Unit 2《Englishi around the World》教案7 新人教版必修1

Unit2 English Around the WorldTeaching Aims:1 Learn the text “The road to modern English”.2 Make students understand that there are many kinds of English around the world.3 Get the students to master the useful words in the teat.Teaching Important Points:1 How to improve the students’ ability to read an article.2 How to summarize the difference between British English and American English.Teaching Difficult Point:Help students master the article wellTeaching Methods:1 Fast-reading to train the students’ reading speed.2 Reading comprehension to help the students grasp the main idea of the text.3 Discussion method.Teaching Aids:1 a recorder2 a projector and some slidesTeaching Procedures:Step I. Greet the whole class as usual.Step II. Warming Up1 Show some pictures and talk about the wide use of English around the world.2. In many countries people speak EnglishIn many countries people speak English as their mother language, second language or foreignlanguage. (Show a world map)3 T: Are their English all the same? Take British English and American English for exampleDifferent use of wordsBritish English American EnglishLife elevatorFlat apartmentThen make students guess which the words is British English and which the words is American EnglishMum/mom; in a team/on a team; rubber/eraser; petrol/gasT: From that we know when we hear two native speakers of English, they may still not speak the same kind of English. And English in the same country may be different from before. Now let’s read an article about the changes of English.“The road to modern English”Step III reading1 Read the text quickly and find out key sentences in each paragraph.1) English is a language spoken all around the world.2) The example of the difference between different native English speakers.3) Why English has changed over time.4) Wildly use of English.2. Listen to the tape and then complete the Comprehending(p10).Answers: 1 A , 2 D,3C,4D,5B3. Discussion1 Do you think it matters what kind of English you learn? Why?2 Why do you think people all over the world want to learn English?Step IV. PracticeFinish the practice of Learning about Language ( 1,3)Step V. HomeworkLearning about Language(2,4)。

高中英语必修知识点1《Unit 2 English around the world》人教版教案

高中英语必修知识点1《Unit 2 English around theworld》人教版教案高中英语必修知识点1《Unit 2 English around the world》人教版教案学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。

下面和xx小编一起看看有关高中英语必修知识点1《Unit 2 English around the world》人教版教案。

《Unit 2 English around the world》教案1教学准备教学目标Teaching aims:1） Get the students to master some important words， phrases and sentence patterns.2） Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of more than ， come up， over， be based on，present， a/ the number ofTeaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one 不止一个eg：More than one girl in this school holds such a view.more than one 后跟___________，作主语时，谓语动词要用______。

more than1）. more than +num（数词） :overShe showed the visitors around the museum，__________________________________________________________________________（其建造花了3年多时间）2）more than +n: not onlyMusic is more than just a sound--- it s a way of thinking.3） more than +adj/v : very听到这个消息我很高兴。

高中英语 Unit 2《Englishi around the World》教案11 新人教版必修1

Unit 2 English Around the worldPeriod one wordsAims: 1. Learn about word formation ( compounding, derivation…)2. Master the following words. 1) make oneself at home 2) majority 3)exceptfor 4)exchange 5)come about 6) end up with 7) a great manyStep one: Revision1.allow sb. to do/allow doing2.whisper, in a whisper3.I am only two minutes late.Step two: Read after the teacher the new wordsStep three: Learn the words:1.bathroom US: room with a toiletBr: room in which there is a bath ( and also usu. a wash-basin and sometimes a toilet)more compounding words with the word room eg: classroom, dining-room, reading-room, drawing-room, living-room,sitting-room, bedroom.2.make yourself at home: feel at home /be at homeeg: I don’t feel at home in the strange place.I can’t make myself at home here.I am not at home talking to teachers.ndlady: the female owner of a home that is rented by othersthe female owner of a shoplandlord: the owner of a large area of land4.closet: a small room or cupboard for storing things5.pronounce: How do you pronounce the word “pronunciation” ?eg. invention, translation, repetition, situation, organization.6.majority : more than halfeg: A/The majority of the students in our class are boys.In our class, boys are in the/a majority.Major n. My major in university was English education.v. I majored in English in university.7.broad : broad-minded, broad daylight, broad shoulders, broad plainswide: wide road, a wide river, open your arms wide, two meters wideconclusion: wide is the usual word to talk about the physical distance from one side of sth. to the other ; broad is often used in more abstractexpressions.Note: wide interests, wide knowledge8.native adj. native language/mother tongue ; a native speaker of Englishn. He is a native of English.Local: He speaks English with a local accent.9. total adj. n. in total adv. totally10.equal adj. be equal toeg: All men are born equal.We are of the equal height .= We are equal to each other in height.She makes a mess of the job and she isn’t equal to the position.v. eg: 2 plus 2 equals 4. I equal you in height but not in intelligence.11. situation eg: in a good(bad) situationbe situated in : No.1 middle school is situated/located in the north of Handan city.12.except for: Your composition is excellent except for a few spellingmistakes.The desk is clean except for a dirty dot.except: Everybody has come except him.We all went to the park except him. (but)13.trade n. sweet tradevt. trade sth. with sb. May I trade seats with you ? (exchange)trade sth. for sth. May I trade my apple for your banana?(exchange)14.end up with: The story ends up with a happy ending.15.a great many: a great many students ; a great many of the students ; a greatmany of uspare … to …eg: A teacher’s job is often compared to a candle.compare …with eg: We shouldn’t compare a green hand with an expe rt.Compared with china, Japan is quite a small country. Homework: sentence-makingI. 1. total 2. equal 3. except for 4. majority 5.trade 6. compareII.Preview warming up and speaking..Period two Warming-up ,listening &speakingI. Teaching aims:1.talk about the difference between American English and British English;2. Vocabulary : bathroom, towel, closet, pronounce, pizza…3.Similar dialogue presentation with new words and expressions used withinII. Teaching aids: tape recorder /slide show/ computer /multimedia education softwareIII.Grammar: indirect speech, direct speech, requests and commandsIV. Teaching steps:1.Warming up:①T asks Ss: How long have you learned English?Do you know why you study English at school2②T says: English is spoken on both sides of the Atlantic. Most of people over the world speak English. If you master a foreign language, you can learn more about the foreign language, foreign culture and even the news of world.③T says: Do you know A.E/ B.E? in fact, there are some difference between A.E and B.E. Sometime slight misunderstandings may occur between active speakers from Great Britain and the United State.④ let Ss listen to the tape.T says: We’ll learn a dialogue. Joe is an American who has come to Britain for the first time.T says: please listen to the tape and find the answer to the questions: (slide show)⑤ let Ss listen to the tape again.⑥ Let Ss read the dialogue loudly.⑦ If possible, get Ss to act it out.⑧ If possible, give Ss enough time to make a similar dialogue.2. Listening①T asks Ss: What can you see in the picture? ( a old lady and a man), The man is Mr. Brown , and the old lady is Mr. Brown’s landlady who has many house rules.② Play the tape twice.T says: Let’s listen to the tapes twice and write down five of house rules like the examples, using the phrase ‘ask….to…’③ check the answers with the Ss.3.Speaking① let Ss listen to the tape and follow it(dialogue 1 ), paying attention to the intonation.② let Ss finish the sentences and check the answers in the class.③ get Ss to work in pairs and act dialogue1 out.用心爱心专心3④ the same way to play dialogue 2.⑤ if possible, get the Ss work in pairs to make a similar dialogues(slide show I, II,III).(slide show I )(slide show II )(slide show III )4⑥ let Ss make a dialogue, using the useful expression.IV Teaching crux:Teacher can deal with some language points or useful words:1．Did you have a good flight?2．Did you sleep at all on the plane?At all主要用于否定句、疑问句和条件句，用以加强语气，与否定词连用，表示“一点也不”e.g. I don’t agree with you at all.Do you feel ill at all?3．You don’t need to ask, just make yourself at home.Make yourself at home请随便，别拘束e.g. Sit down by the fire and make yourself at home.If you get to my house before I do, help yourself to a drink and make yourself at home.4．Can you tell me how to pronounce…?Pronounce v. ---pronunciation n.Don’t forget to buy me some ketchup on your way back.Forget后接不定式，表示“忘记了要去做的事情”；后面动名词表示“忘记了已经做过的事情”e.g.I’ve forgotten to lock the door.He has forgotten meeting me last year.祈使句Don’t forget…表示提醒某人“别忘了做某事”Don’t forget to shake the bottle before use.Don’t forget to give my regards to them.Period three pre-reading, reading, post-readingI. Teaching aims :1.reading comprehension2. Vocabulary: majority, native, total, in total, tongue, mother tongue, equal, government, situation, except for, international…用心爱心专心53.Similar dialogue presentation with new words and expressions used withinII. Teaching aids: tape recorder /slide show/ computer /multimedia education softwareIII.Grammar: indirect speech, direct speechIV. Teaching steps:1.Pre-reading:①T asks Ss:How many languages do you speak?Which is your native language?If you speak more than one language, in what situations do you use the languages?②let student read the passage for several minutes.③teach some new words to Ss: (slide show)2.Reading①T says to Ss: Today we will read a passage about the historical development of English over the past fifty year, developing from a widely spoken national language to a universally spoken world language.②let Ss read the text silently, and then fill in blanks(slide show)6③let Ss read the text again, and then work in pairs to answer another questions:Why is it becoming more and more important to have a good knowledge of English?In which countries do we find most native speakers of English? Give the names of the three countries.Living in China you can use English every day in different situations. Give two examples.④ play the tape to Ss and let them follow and repeat the text.⑤ deal with some language points and new words1. There many people speak English as a first or a second language.“ the+序数词” 用来表示编号，强调“第……”e.g. Who is the first man to land on the moon?“ a+序数词”强调“再一……，又……”e.g. We’ll have to do it a second time.He had jumped two times but failed; he tried to jump a third time.2.Chinese businessmen, taxi drivers and students talk with them using English.Using English是现在分词短语做方式状语。

人教版高一英语必修一unit2 English around the world 全单元课件(共85张)

come about 出现，发生 note come across 偶然遇到或找到 come around 恢复; 还原; 改变某人的意见或立场 come down 传承; 按习惯通过或处理 come out 成为众所周知; 发行或发表; 结果; 自己公开宣布 come over 过来; 偶然拜访 come up with 宣布或发现
Percentage of English speakers by country
Canada the UK
the USA India Singapore Australia South Africa
… New Zealand
Can you name some English-speaking countries?
2. The sea was calm at the beginning of our ______(航行).
voyage
3. The new couple finally moved into a new apartment ________(公寓). 4. He adds words to thevocabulary __________(词汇表) from
6. make (good/full/no…) use of （好好/充分/不）利用, 使用
我们应该好好利用我们的时间去努力学习。
We should make good use of our time to study hard.
7. latter adj. 较后的；后半的；（两者中）后者的
辨析：
command n.&vt. 命令，指令；掌握拓展: Have a good command of 掌握；精通（尤

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Unit 2 English Around the World
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of
English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points. Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more
differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech. Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook.. Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned. Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.。