高一英语必修一unit2教案
教学环节设计
40分钟
设计活动和设计理由
Warming-up
(3 min)
【活动】Guessing game, to let ss to choose the suitable response according to the situation
Set the scenes:
Scene 1: On a Monday morning, a mother found his lazy son still sleeping in the bed after having asked him to get up for several times. As a result, the mother angrily said to his son, “_______________________________________” (A. My dear son, would you like to get up and go to school? B. Get up right away or I will slap your face! )
【理由】From mechanical to semi-controlled to meaningful practice, ss can gradually grasp the grammar of “indirect speech and use them in real scene
Assignment
(2 min)
【作业】Summary
【理由】ss have a clear mind of the knowledge they learn
3、该课PPT
4、教学反思（该授课老师）
1）该课的设计方面
2）课堂教学过程
3）学生学习效果
2. Have a brief review of the changes of adverbial of time,adverbial of placein indirect speech
【理由】lessen the difficulty in learning the grammar rules
3.Meaningful practice:ask ss to be the News Reporters of school’s newspaper and retell the news with indirect speech (combine with the grammar in unit 1)
Command:表命令，语气较强烈，用于双方关系较亲密，多为祈使句，带“！”
Scene 2: A boy fell in love with a pretty girl and asked the girl “___________”
(A. Would you like togo to see a movie with me? B. Go and see the movie with me!)
使用：简介引语多用于转述他人的话，如闻报道
教学目标制定
1.学会区分command,request, suggest三种语气并初步掌握三种语气的间接引语。
2.综合运用陈述句，疑问句和表命令，请求语气的间接引语在新闻报道中的使用
学生难度预测
1.对command, request,和suggestion三种语气相应的表达产生混淆
1、教材语言材料:注明人教版英语必修1第2单元第12页
2、教学设计
授课者
刘靖雯
授课对象
高一学生
语言材料分析
直接引语与间接引语：
意义：直接引语用于第三方或者第二方转述第一方的原话，且“Sit down!”, “Go away!”等句子，表示command，“命令”语气，用于关系较密切的双方，或长辈对晚辈，上司对下属的训斥，要求，命令等，语气较强硬，多为祈使句。“Would you like…”, “Please…”等句子表示request，“请求”语气，礼貌程度较高，用于关系较疏远的双方，较为客气。“let’s”表示suggestion，“建议”，用于关系较为平等的双方，如同学，同事等。
Request：表请求，较为礼貌，双方关系较为疏远，多带“would you like ….”please…
Scene 3: Two students felt so boring and wanted to do something to refresh themselves. A said to B, “______________________” B said, “Oh, my god!” (Let’s do some reading)
While-teaching
(10 min)
【活动】
1. T firstly demonstrates how to change Direct speech into Indirect speech and summarizes some rules for ss.
Rules:command/request: ask/tell/order/command/warn/advise sb to do (positive)
(20 min)
【活动】
1.Mechanicalpractice:fill in the blanks
2.Semi-controlledpractice:T set the scenes for ss to make some dialogues by using command or request and retell them with indirect speech.
let’…,表建议suggestion
【理由】incite ss’ interest and let them to understand 3 kinds of tones in real scenes.
Pre-teaching
(5 min)
【活动】1. T displays some phrases of command, request and suggestion and asks ss to classify them. T firstly demonstrates and ss later imitate. (Later, T explains, gives a chart to help ss to distinguish.
ask/tell/order/command/warn/advise sb not to do (negative)
suggestion:suggest doing/that sb (should) do sth
【理由】ss have a clear mind of the rules
Post-teaching
形式：command/request: ask/tell/order/command/warn/advise sb to do (positive)
ask/tell/order/command/warn/advise sb not to do (negative)
suggestion: suggest doing/that sb (should) do sth
必修一英语第二单元教案
一、教材分析1、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、教材内容分析本课是高中一年级英语上册，unit 2 English around the world 中的Reading.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。
本课时主要分为两部分:1）Pre-reading. (读前准备)“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)“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，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。
三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。
3、教学重点1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。
2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。
3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。
4、教学难点1）、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。
高一英语必修一《Unit2Poems》教案
高一英语必修一?Unit2Poems ?教案教案【一】教学目标教学目标(TeachingAims)知识与技能(KnowledgeandSkills)了解教学大纲关于语法填空的命题特点。
能够根据语法填空的命题特点自己编语法填空的题目掌握语法填空的解题方法与技巧过程与方法(ProcessandMethods)让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式实行相互学习和讨论。
情感态度与价值观(Feeling,AttitudesandValues) 学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。
教学重难点教学重点(ImportantPoints) ：1.让学生了解语法填空的命题特点掌握语法填空的解题方法与技巧教学难点(DifficultPoints) ：语法填空中词性的转换教学过程(Teachers’Activities)StepI ：Lead-inReviewthenewwordsandexpressionsofthisunitbythemtogether,andthendoTask1---speakouttheotherformsaccordingtothegivenwords ListentothesongJingleBellsandtrytofillawordintoeachblank.StepII ：Pre-practisingQuestionsDoyouthinkitisdifficulttocompletetheitemsofblank-fillingwithgrammarknowledge?②Haveyoufiguredoutthe characteristicsoftheitem?2.ExplainingInthisitemthereare10blanksforyoutofillinwithlessthanoneproperword someblankswithagivenwordwhileotherswithnonefillintheblankswiththeproperformofthegivenwordaccordingtoitsgrammaticalandlogicalmeaning. chooseapreposition,pronoun,conjunctionoranarticletofillintheblankwithoutanygivenword. DiscussionHowcanwefinishtheitemsstepbystepwithourgrammarknowledge?___________________________________________.___________________________________________.___________________________________________.StepIII：While-practisingMakinganitemofgrammaticalblank-fillingbasedon theparagraphofthetext.morethan5blanks.someblankswithgivenword.otherswithnone.exchangetheitemyoumadeforyourpartnertocompleteit.Thewholeclassfinishtheonetheteacherpreparedforthem.StepIV：Post-practisingsomeofthestudents’anwsersandgivecomments.aconclusionStepV ：HomeworkAssignmentFurtherimproveyourskillsofdealingwiththegrammarfilling.onPage10,NanfangNewClass教案【二】教学准备教学目标Teachinggoals1.Targetlanguagea.ImportantwordsandphrasesPoem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,sal ty,endless,translate,nurseryrhyme,takeiteasy,runoutof,makeupofb.ImportantsentencesWhichpoemisaboutthingsthatdon ’tmakesense?Poetsusemanydifferentformsofpoemstoexpressthemselves.Ihadn’ttakenmyeyeofftheball.Wehadn’ttakeniteasy.Thepoemismadeupoffivelines.AlotofTangpoetryhasbeentranslatedintoEnglish.ThetranslationshaveafreeformthatE nglishpeopleliketocopy.2.Abilitygoalsa.EnableSstotalkaboutdifferenttypesofpoems：nurseryrhymes;listpoems;cinquain,;haiku;Tangpoemsb.EnableSstotalkaboutdifferentpurposesofwritingpoems.c.Understandthemainthemeofeachpoem.d.EnableSstochantsomeoftheirfavoritepoems.3.LearningabilityEnableSstodistinguishdifferenttypesofpoems教学重难点TeachingimportantpointsTalkaboutfivemaintypesofpoems.Understandthemainpurposeofwritingthepoems.Teachingdifficultpoints Findtherhythmofeachpoem.Chantthepoem.Understandthemainpurposeofwritingthepoems.教学过程Teachingprocedures&waysStep1.GreetingsStep2.PresentationAskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood, eitherinChineseorinEnglish.Talkaboutsomefamouspoetsbothhomeandabroad,eitherancientonesormodernones.Brainstorming：Whatwillyouthinkofwhenwetalkabouttheword“poem〞?Step3.WarmingupReadthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems.(e.g.theyhaveastr ongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheym akenosense.)TellSsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesontheBb.AskSswhytheythinkth epoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard. GiveSsatimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscussthepurposeofwritingpoem s.Askonepersonfromeachgrouptoreadtheirgroup’slistandaddtheirsuggestionstothelistontheboard. (Suggestedreasons：tocreatecertainfeelingsorimagesinthereader;toshareafeelingorexperience;todescribesomethingin detailorgiveanimpression;togetthereadertothinkaboutanidea;toexpressapointofview;tomaketherea derexperiencethesight,sounds,smells,feelandtastesofsomething;tocreateamood,toplaywithwords---theirsounds,rhymeandrhythm.)Iftimepermits,insmallgroupsorasaclass,discussthekindsoftopicsthatpoetswriteabout.(people ,animals,nature,landscapes,thesea,theseasons,stories,death,war,youthandoldage,feelingandexpe riences,emotionslikelove,hate,sadness,regretanddesire,etc.)Step4.Pre-readingPeoplefromdifferentcountrieswritedifferentkindsofpoems.GetSstodiscussthequestionsonPage9withtheirpartners：DoyouhaveafavoritepoeminChinese?Why?DoyouhaveafavoritepoeminEnglish?Why?Astoexercise2,giveSspracticeinanimportantreadingskill：scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.Readthetableinexerc ise2withtheSs.Tellthemthattheyaregoingtolookfortheinformationinthetable,justinthepoemsthemse lves,notintheotherpartsofthetext.Theyaretolookonlyforthosepiecesofinformationandnotreadevery word.Doanexamplewiththem.Suggestedanswerstoexercise2 ：Step5.ReadingScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreadi ng.TeachergivesSsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlya ndthenasksomedetailedquestionsaboutthetextontheslideshow.TeachershouldencourageSstoexpressth eirideas.Q1.Whydopeoplewritepoetry?Q2.Howmanyformsofpoemsarementionedinthepassage?Whatarethey?Q3.Whatdoes“nurseryrhyme〞mean?Whydotheydelightsmallchildren?Q4.What’sthecharacteristicof“listpoems〞?Whatabout“cinquain〞?Q5.WhydoEnglishPeoplelike “Haiku〞?Q6.AreyoufamiliarwithTangPoems?Doyouknowthetitleofthelastpoeminthetext?ListeningBeforeSsreadthetext,havethemclosetheirbooksandlistentothetextwiththeireyesclosed.ThisgivesSstheopportunitytolistentothesoundsor “music〞ofthepoemsbeforereadingthemindetail.Tellthemthatitdoesn ’tmatteriftheydon ’tunderstandeveryword.FirstreadingGetSstoreadthetextcarefully,findingtheone sentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence.SecondreadingTellSsthattheyaregoingtolookattherhythmoftwoofthepoems.Makesuretheyknowwhatrhythmis.ReadthelimerickaloudandhaveSslistenforthestrongbeats .Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard. TherewasanoldmanwithabeardWhosaid“itisjustas Ifeared 〞.“FourinsectsandthenTwobirdsandahenHaveallmadeahomeinmybeard 〞.NowreadthepoemA&B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiran swers.Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.ThirdreadingJustasanyscenecanserveasthesubjectofapainting, soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesre latestohisorherpurpose.Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferabl yaloud,toappreciateitsmeaning.Readthelastpoem(PoemH),andanswerthefollowingquestions ：Q1.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?Q2.Howdoyouunderstandthesentence〞journeyerreturn,thisstonewouldutterspeech.thesentence inyourownwords.Shouldthe 〞?ExplainQ3.Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?Q4.DoyouknowtheChinesetitleofthispoem?DoyouknowtheChineseversionofthepoem? Step6.Makeashortsummaryofthisperiod.课后习题HomeworkSurfsomewebsitestofindoutmoreinformationaboutpoets.Reviewthecontentofthereadingpassage.2.FinishtheexercisesonPage12&13.。
高一英语人教版必修第一册教案：Unit 2
Unit 2 Travelling AroundReading for Writing教学设计科目：英语课题：Reading for Writing 课时：1课时教学目标与核心素养：知识目标：掌握邮件的写作格式能力目标：提高写作能力情感目标：开阔国际视野教学重难点教学重点：引导学生写一封语言简练、语意连贯、结构清晰的电子邮件，介绍自己的旅游计划教学难点：在写作中恰当的融入表达感情的语言结构。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-writing1. Greeting2. Leading-in教师活动：Ask students some questions to draw their attention.For foreign visitors, Which city in China may attract them most?Xi’an is always a popular destination for tourists. For a foreign tourist, Xi’an is a must-go place in C hina. What do you think is special about Xi’an?学生活动：简单讨论中国的热门旅游城市。
活动目的：吸引学生的注意力。
二、While- writing1.教师活动：Please read the page about the Terracotta Army from a travel brochureand tell us what amazes you most.学生活动：阅读关于兵马俑的宣传页。
2.学生活动：阅读Richard写给Xiao Li的邮件，说出邮件谈到了旅游计划的哪几个方面，例如：where to go, when to go, why, how, with whom, what to do等。
3.教师活动：Guide students to analyse the structure of the text.学生活动：完成活动2中的第一个步骤。
新教材高一英语人教版(2019)必修第一册教案：Unit 2 Trav 含答案
Unit 2 Travelling AroundListening and Speaking 教学设计科目：英语课题：Listening and Speaking 课时：1 课时教学目标与核心素养：知识目标：熟悉表达将来计划的语言结构，为本单元的语法学习做好铺垫。
能力目标：培养学生制定计划时全面考虑、系统安排的意识和能力。
情感目标：增强学生的爱国情怀，开阔学生的国际视野。
教学重难点：教学重点：帮助学生掌握通过听关键词获取关键信息的技能教学难点：了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-in教师活动：Show some pictures of travelling.学生活动：学生讨论活动1 中的问题。
二、While- listening学生活动：(1)学生浏览活动2 中的问题和选项,预测听力内容。
学生听第一段对话,完成选择,然后师生核对答案。
(2)学生浏览活动3 的听力任务,明确需要回答的问题,学生听第二段对话,记录问题答案,然后互相核对答案。
然后师生核对答案。
(3)学生根据短语搭配先尝试在活动4 的表格空白处填人适当的词语,然后听录言核对答案。
教师活动：Show the listening text and pay attention to the structure of “bedoing”三、After-listening学生活动：运用学到的短语创编对话，以“ How are you getting readyfor your trip”为主题。
并在班内展示。
四、Summary总结课上所学。
作业布置：复习课上所学生词和短语。
新高一英语教案必修1Unit221Startingout教学设计(1)
Unit 2 Exploring EnglishPeriod 1 Starting Out & Understanding Ideas教学设计本节课是高中英语第一册Unit 2 Exploring English 的引入和阅读部分。
本单元的内容异常丰富多彩，活动形式多种多样，集趣味性和实用性为一体。
教师通过深入挖掘教材，充分发挥教材的功能，有助于激发学生对于英语学习的兴趣，提升学生的英语学科素养，同时为以后的英语学习铺平道路，打好基础。
单元标题中的Exploring值得教师深思。
英语语言就好像一个广阔的海洋，教师想办法将学生带入其中，去探索，去发现，去获取。
就本节课而言，教师需要兼顾知识性，趣味性，思辨性，因此要仔细设定教学目标与重难点，再通过教学流程呈现出来，还是具有相当挑战性的任务。
1.语言能力目标：1）能够读懂简单图表，从中获取具体信息，并将图表内容文字化；2）能够通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2.思维品质目标：初步了解举例、对比等写作手法，并理解作者如何通过这些方法组织安排文章，呈现自己观点。
3.文化意识目标：1）通过了解一些单词/词组的起源，探究思考单词/词组的含义，体会英语语言的多样性，趣味性。
2）初步将英语语言与汉语母语进行比较，培养跨文化交际意识。
4.学习能力目标：1）树立正确的英语学习观，通过初步了解英语语言的一些特点，培养对英语学习的兴趣。
2）能够多渠道获取英语学习资源，培养英语学习能力。
1.重点1）读懂简单图表，从中获取具体信息，并描述自己所见；2）通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2. 难点（1）理解文章的组织方式（举例/对比）；（2）理解英语语言特点，并将其与汉语进行比较。
Part 1. Start outStep 1 Charts and questionsLook at the charts and answer the questions:1.According to Chart 1, which language has the largest number of native speakers?Answer: Chinese. (There is no doubt Chinese has the largest number of native speakers because China has the largest population in the world.)2.According to Chart 2, which language has the largest number of learners?Answer: English. (English is widely used and learned in the world.3.What can you learn from Chart 3?Advice:Teachers ask students to describe Chart 3 use their own language. And the description will be excellent if it includes facts and opinions. For example：In 1993/2003/2014, there are 50 million/200 million/300 million Chinese learning English. (facts) From the statistics we can know the number of English learners in China is increasing rapidly. (Opinion)4.Why do you think so many people in China learn English?Answer: OPEN.Step 2 Video TimeWatch the video and answer the question.1.Which countries have English as their first language?Tips:(1)There are more than one countries have English as their first language because the question uses “which countries”.(2)When students watch the video, they can take some notes using short hand.2.Where do a third of English words come from? What examples are given in the video?Part 2. Understanding ideasStep 1. Activity 1 & 2 on page 14.Look at the title of the passage and the pictures. Tick what you think the passage is about.FoodCookingWordsPlantsFruitTips:The question “what do you think the passage is about” refers to the topic/main idea of the passage, so there is only one choice meet the requirement. But some students may choose plants or fruit, that’s all right. Step 2. Activity 4 on page 16.Task 1. Complete the notes with words from the passage.Task 2. Answer the questions according to the notes.1.How does the author organize his passage? Give some examples.2.Why does the author think people often have trouble learning English?Tips:The tasks require students to find out facts and opinions.Step 3. Activity 3 on page 16.Choose the author’s purpose in writing the passage.Tips:To get the author’s purpose, students should get the key words of each choice. For example, for the first choice, the key word should be “tell” and for the second choice, the key word should be “give advice”. Step 4. Read the following information and answer the questions.1.How did the pineapple, hamburger and eggplant get their names?(Answer the questions from the aspects of shape, type, ingredients, etc.)2.Does the information offer you a better understanding of the passage? Give your reasons.Step 5. Think and Share1.Do you agree with the author’s opinion about the English language? Give your reasons.(Before answering the questions, think about “what’s the author’s opinion” carefully.)2.What do you find most challenging about learning English? How do you deal with this?(guide students to think about their problems in learning English)3.The author describes some phenomenon of English in the passage. For example, “When I wind up my watch, it starts, but when I wind up this passage, it ends.”Can you think any similar phenomenon of Chinese like this? Give your examples.Step 6. Homework。
人教版高一英语必修一unit2教案
人教版高一英语必修一unit2教案高一英语必修一unit2教案1Module 1 Our Body and Healthy Habits1. Lead in.Class, tell me. When you are ill in hospital for a few day，who will pay forit? Your parents? It’s very bad. The health insurance company? Good, it’s muchbetter.Today we are going to learn about the health care system in three differentcountries. Now listen to the tape and try to answer the question:What are the three countries?---Britain, America, and Canada.2. Well, all of you have done a good job. Now read the passage quickly andtry to find the answer to this question:Which health care system do you think is the best? Give two or three sentences to explain why.--I think Canada has a better system, because health care is free. When youbecome ill, medical fees are paid for by the government.3. Answer some more questions:What’s the problem with the American system?The problem is that poorer people don’t have the money to pay for privatehealth insurance. As a result, they often have both health and money problems.Why have there been problems with the British health care system recently?This is because the government has not put enough money into the health service.What’s the result of the problems with the British health care system? More people are using private health insurance. They see doctors and thehealth insurance pay the doctors.4. Deal with some language points:1) pay for sth.pay sbpay money for sthpay sb for sth.pay off the debtspay backpay a visit topay attention to2) begin with= start withThe conference began with a song.高一英语必修一unit2教案2. I wish you were here.wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。
高一英语必修一unit2教案
Teaching Plan for the Senior English Book1 Unit2 English Around the WorldPeriod 1 Warming-up&readingBy—Yang Sept 21, 2013 ★Teaching Aims:1.Knowledge Aim:to get the Ss to know English language and its development.2.Ability Aim:to develop the Ss‵reading and comprehending ability.3.Emotion Aim:to inspire the Ss to learn English well.★Teaching Key Points:1.Get the Ss to know more about English language.2.Train different reading skills for different purposes..★Teaching Difficult Points:1.How to enable the Ss to understand the reading passage better.★Teaching Methods:1.Question-and-answer activity2.Skimming ﹑Fast-reading and Careful-reading3.Individual﹑pair or group work★Teaching Aids:1.a multimedia2.a tape recorder3. the Bb★Teaching Procedures:◆Sectio nⅠ:Warming-upStep1 Lead-inBegin the new lesson by raising the following questions.Q1:How many languages are there in the world?Q2:Which language is the most widely used language in the world？Step2 Catching a glimpse of BrE vs AmEGet the Ss to get to know English language in the form of questions ,then show some pictures and a piece of video.Q1:Have you seen the word “Englishes”？What is the meaning of it?Q2:Do you know the differences between BrE and AmE？What are they?◆Sectio nⅡ:Reading (The Road to Modern English):Step1 Pre-readingNew words and phrases on Page93Step2 GuessingAsk the Ss to look at the title of the passage and try to guess what the passage is about.Step3 SkimmingRequest the Ss to skim the whole passage and find out the topic sentence of each paragraph.Step4 Fast-readingPlay the tape for the Ss and then ask the Ss to match the main idea of each part.Step5 Careful-reading1.Read part1(Para1) and anwser the two questions.Q1: How many people speak English at the end of the 16C?Q2:Why did English begin to be spoken in many other countries in the 17 century?2.Read part2(para2)and translate the first sentence into Chinese.3.Read Part3(Para3-para4)and finish the following tasks.Task1:Choose the best answer according to the text.① Which statement is true?A. Languages always stay the same .nguages change only after warsnguages no longer changenguages change when cultures change②From AD450 to 1150 English sounded more like .A.FrenchB.ChineseC.GermanD.Russion③Who moved to America and then Australia?A.German settlersB.French settlersC.British settlersD.Danish settlers④ When was the English language finally settled?A.By the 19th centuryB.By the 18th centuryC.By the 1600’sD.At the end of the 17th century4.Read part 4(para5) and do the ture (T)or false(F) exercise.①English now is spoken as official language in South Asia.( )②India has the largest number of fluent English speakers.( )③Britain ruled India from 1765 to 1947.( )④Today the number of people learning English in China is growing rapidly.( )⑤China has the largest number of English learners.( )Step6 Post –reading1.Cooperation:In order to get a good view of the development of English ,it is necessary for the Ss to cooperate in the form of group work to finish the table below.The Road to Modern EnglishStep 7 SummaryStep8 Homework1.Discussion:Will Chinese English become one of the world Englishes?2..Find the important and difficult words、phrases and sentences in the passage. 【Daily Proverb】:Life is a game we have to play,English is a language we have to learn to play this game.生活是一场游戏，英语是我们必须学会玩这场游戏的语言)。
人教版高一英语必修一unit2教案
人教版高一英语必修一Unit 2教案教学目标：1. 知识目标：学习并运用情态动词的被动语态的基本用法及一些固定句型。
2. 能力目标：提高运用知识的能力。
3. 德育目标：了解一些关于环境保护的常识，树立学生的环保意识。
教学内容和过程：一、Warming-up (热身)1. 教师放录音，学生回答书本上的问题。
[设计意图]：通过听力训练，一方面提高学生的听力，另一方面为对话的学习做好铺垫。
2. 学生展示自己制作的图片，用英语介绍自己的作品。
[设计意图]：展示自己的作品，一方面可以提高学生的兴趣，另一方面为下一步的对话学习作准备。
二、Presentation (呈现)1. 教师出示图片，介绍一家手工艺品店。
引出新词：craftsmen, artisan, introduce, showcase 等。
[设计意图]：出示图片，介绍商店及新词汇，为下一步的学习扫清语言障碍。
2. 教师介绍新词汇：have got to, be in the habit of等。
并领读。
[设计意图]：使这些重要的情态动词呈现出来，并教读。
3. 呈现并学习新的句型结构：The craftsmen have to work hard to improve their skills. We must protect our environment. The sculpture is made of recycled materials. The artisan has to follow certain rules and regulations. We should not damage the showcase. 等。
并领读。
[设计意图]：呈现新的句型，为下一步的学习扫清语言障碍。
4. 教师介绍本单元的主题——环境保护和生态平衡。
通过讨论和观看一段录象帮助学生熟悉这些句型。
然后让学生试着使用这些句型进行口头表达。
教师进行点评。
[设计意图]：这一环节通过引导学生对环境保护这一话题进行讨论，使他们形成对环保问题的正确认识，增强他们的环保意识，同时熟悉并运用新句型。
2024年人教版高一英语必修一unit2教案
2024年人教版高一英语必修一unit2教案一、教学目标知识与技能学生能够掌握本单元的基本词汇和表达，包括描述人物特征、爱好、日常活动等。
学生能够熟练运用本单元的重点句型，进行简单的自我介绍和询问他人信息。
学生能够理解并运用本单元的阅读材料，获取文章中的关键信息。
过程与方法培养学生通过合作学习，共同解决问题的能力。
鼓励学生通过小组讨论、角色扮演等方式，积极参与课堂活动，提高英语应用能力。
引导学生在完成课堂任务的过程中，学会自主学习和探究学习。
情感、态度和价值观激发学生学习英语的兴趣和热情，增强他们的自信心。
帮助学生树立积极向上的学习态度，鼓励他们勇敢面对挑战。
培养学生的跨文化意识，使他们能够尊重并理解不同文化背景的人。
二、教学重点和难点教学重点本单元的重点词汇和表达，如描述人物特征的形容词、谈论日常活动的动词短语等。
本单元的重点句型，如使用“be good at”谈论某人的特长，使用“spend time doing sth.”描述日常活动等。
阅读材料的理解和应用，包括从文章中提取关键信息、理解作者的意图等。
教学难点对于某些生僻词汇的理解和记忆。
对于某些复杂句型的掌握和运用。
在阅读材料中，对于深层含义和文化背景的理解。
三、教学过程导入新课通过展示一些图片或视频，引导学生讨论图片中的人物特征、活动等，激发他们的兴趣和好奇心。
提出一些与本单元主题相关的问题，让学生思考并回答，为后续的学习做好铺垫。
词汇和句型学习教师呈现本单元的生词和短语，并解释其意义和用法。
通过例句和练习，让学生熟悉并掌握本单元的重点句型。
鼓励学生运用新学的词汇和句型进行自我介绍或描述他人，以检验他们的掌握情况。
阅读理解教师引导学生阅读本单元的阅读材料，并帮助他们理解文章的大意和细节。
通过提问和讨论的方式，让学生分析文章的结构、作者的意图以及文章中的深层含义。
鼓励学生将阅读材料与自己的生活经历联系起来，进行拓展思考和表达。
语法讲解与练习教师对本单元的语法知识进行系统讲解，包括时态、语态、非谓语动词等。
Unit2TravellingAroundListeningandSpeaking教案高中英语人教版
人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。
教材包括一篇听力材料和相关练习题。
教学目标：1. 学会关注对话中的关键信息，了解对话大意。
2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。
3. 运用所学知识讨论并制定旅行计划。
教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。
教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。
学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。
他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。
因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。
教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。
2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。
3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。
教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。
2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。
3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。
4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。
在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。
2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。
3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。