人教版高一英语教案第二单元
人教版高一英语必修一unit2教案模板
人教版高一英语必修一unit2教案模板高一英语必修一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 for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.Today we are going to learn about the health care system in three different countries. 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 and try 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 you become ill, medical fees are paid for by the goverXXXent.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 private health 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 goverXXXent 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 the health 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。
人教版高中英语高一unit2 说课教案
Unit 2 English around the world说课教案Period 1Warming Up& Pre-readingAimsTo talk about varieties of EnglishTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: Warming upI: Words previewelevator n. 电梯; 升降机petrol n. 汽油=(美) gasolinegas n. 汽油; 煤气; 毒气official adj. 官方的; 正式的II Let‟s do a small quiz a bout national flags of different countries, and find out the languages spoken in these countries.III Do you know that there is more than one kind of English? In some important ways they are every different from one another. They are called world Englishes.@Can you understand the different kinds of English these people are using?Speaker1: Let‟s go to the pictures!Speaker2: OK. But how shall we go to the movies?Speaker1: Why not go by Underground?Speaker2: Er, but the subway station is far away.@Varieties of EnglishThere are many varieties (分类) of English around the world such as：Canadian EnglishBritish EnglishAmerican EnglishAustralian EnglishIndian English@ What are the differences between American English and British EnglishASpeaker1: Do you have any plan this fall?Speaker2: What? Do you mean this autumn?When you hear two native speakers of English, they may still not speak the same kind of English.Situation discussionJack is a British boy. He went to America for a trip in this summer vacation. The first day he went to a restaurant and looked around for a toilet. When he asked the waitress, she told him it is on the second floor. Jack went up two floors only to find empty rooms.Where is the toilet?BSpeaker1: Can you tell me how to spell the word “neighbor”?Speaker2: N-E-I-G-H-B-O-U-R, neighbour.When you write in English, they may not have the same spelling.@ Imitation TimeRead the two dialogues below and then find the different kinds of English. 1. L ittle Girl: Hi, I‟d like some sweets, please.Store Owner: No problem. All the candy we sell is sweet.Little Girl: I see, so you sell sweet sweets.2. Jim: Let‟s take the lorry for a trip into the countryside.Linda: Of course, I expect you to take me!J im: Oh, I‟m sorry, Linda, I mean my truck.III. Pre-reading1 With your partner, list the countries that use English as an official language.2 Which country do you think has the most English learners?IV Fun Time A JokeV. Homework1.Look up the new words and expressions of the reading in the dictionary.2. Preview the reading:THE ROAD TO MODERN ENGLISHPeriod 2Reading and ComprehendingAimsTo read about the history of English languageTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: ReadingI: Words previewvoyage n. 航行; 航海apartment n. 公寓住宅; 单元套房actually adv. 实际上; 事实上base vt. 以…..为依据n. 基部; 基地; 基础gradually adv. 逐渐地; 逐步地Danish n. 丹麦语adj. 丹麦的; 丹麦人的vocabulary n. 词汇; 词汇量; 词表spelling n. 拼写; 拼法identity n. 本身; 本体; 身份fluent adj. 流利的; 流畅的Singapore n. 新加坡Malaysia n. 马来西亚II Expressions previewbecause of 因为; 由于come up 走近; 上来; 提出at present现在; 目前make use of 利用; 使用such as 例如……; 像这种的III Reading ------ THE ROAD TO MODERN ENGLISH@Skimming to get general ideasReading Comprehension I1. The text mainly tells us ___________.A. that old English is different from the English todayB. how Middle English formedC. English and its historyD. that English will keep changing2. The text is developed mainly by ____.A. placeB. timeC. people3. At the end of the _____ century, about five to seven million people spoke English.A. 14thB. 15thC. 16thAnswers: C B D@Careful reading to find the main idea for each paragraph.First, let students underline the key sentence of each paragraphSecond, let them summary the main idea in their own words.Main idea@Scanning to get detail informationReading Comprehension II1. From AD 450 to 1150, English sounded more like ________.A. FrenchB. ChineseC. GermanD. Russian2. By the ______ Shakespeare was able to use richer vocabulary than ever before.A. 1400B. 1150C. 450D. 16003. ________ has the fastest growing number of English speakers in the world.A. AustraliaB. ChinaC. IndiaD. Britain4. Which of the following statements is true?A. Languages always stay the same.B. Languages change only after wars.C. Languages no longer change.D. Languages change when cultures meet and communicate with each other. Answers: C D B D@Reading Comprehension IIII．True or false1 English had the most speakers in the 17th century.2 English developed when new settlers and rulers came to Britain.3 Languages frequently change.4 The language of the government is always the language of the country.5 English is one of the official languages used in India.6 This reading describes the development of the English language.Answers:1.F(because after the 17th century, more people began to speak English as a result of England conquering other parts of the world)2.T3.F (because language don‟t change often but only when peoples come into close contact)4.F (because the government has to use the language of the country that rules it)5.T6.TAnswers:During the 5th century AD; AD 800-1150; 1620; 18th century; 19th centuryIII DiscussionChoose one of the topics below and discuss it with your partners.1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn Chinese?Suggested answers:As we all know, English is widely used in many fields, while Chinese is spoken by the largest number of speakers. Chinese will become an international language all over the world in the near future.IV Retell the text by filling in the blanks.At first, only people in________ spoke English. Later, people from England _______ to other parts, so English beganto be spoken in _____ _____ ________. Today, _______ people speak English as their _____, second or foreign language. _______ English speakers can understandeach other but not ________.All languages change when ________ communicate with one another. So there are British English, American English, Australian English and so on. They all have their own ________. English is also spoken as a foreign or ______ language in many other countries. Maybe one day _______ English will become one of the world Englishes.Answers:At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world Englishes.V. HomeworkTranslation1.世界很多人把英语作为外语来讲。
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。
人教版高一英语Unit2 English around the world 教案
高一英语Unit2 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)except for 4)exchange 5)comeabout 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 abstract expressions.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 spelling mistakes.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 great many 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 expert.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 school②T 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.④ 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 )⑥let 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…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 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)1The English is the mother tongue of 375 millionpeople in English speaking countries such as the US, UK,Canada, Australia, New Zealand, South Africa and Ireland amongothers.2The number of people who learn English as foreignlanguage is more than 750 million. Most people learn English forfive or six years at high school.3English is the working language of most internationalorganizations, international trade and tourism. English is also thelanguage of global culture, such as popular music and theInternet.③let 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.④play the tape to Ss and let them follow and repeat the text.⑤deal 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。
最新人教版高一unit2全单元教案（人教版高一英语上册教案教学设计）
最新人教版高一unit2全单元教案（人教版高一英语上册教案教学设计）Step I : Warming Up介绍世界英语，要求学生区分英美语单词。
Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。
Step III: ReadingTask 1:Reading and choose the correct answers.Task 2:Read and summarize the main idea of eachParagraph. ( work in groups of four )Para.1 the extension of English in the worldPara.2 Native speaker can understand each other but not everything.Para.3 the development of English as native languagePara.4 English is spoken as a foreign or second language in many countries.Task 3: Analyze the textPart one (Para.1): the extension of English in the worldPart Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive readingTeaching materials:（P11-12 Learning about the language ,P51-52 Reading Task ）Step I. Check the words and expressions .(P11&12 Discovering useful words and phrases part 1,2,3&4) Step II. Listen and find the British and AmericanWhich are different but have the same meaning.( work in pairs)P12 part 5Step III. Pre-readingStep IV. Reading and talking( P13)Task1 : Read and answer questions:Task2: Read and fill in the map.辩别southeast ,northeast ,southwest, northwest,south,east, west, north.Step IV. Homework:Read the passage on P52 and fill in the table.The third period: ListeningTeaching materials:Step I. Check the homework.( the passage on P52 and fill in the table.)Step II. Listen and answer questions.(P14)Step III. Listen and write AE words.( P48)Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken inSo many places.(p51 Listening task)Step IV. Homework:write a short list of reasons why English is spoken in So many places.The fourth period: GrammarTeaching materials: P12 Discovering useful structure, P50 Using Structures , P15 SpeakingStep I.The fifth period:SpeakingTeaching materials:Talking on P48-49project on p53--54The sixth period: WritingTeaching materials: Speaking task on P52Writing task on P53The seventh period: Summing up讲评作文3.Do some exercises about sentence transformation.Teaching Important Points:1.How to improve the students' listening ability.2.How to help the students ideas freely.Teaching Difficult Point1.How to use different words to express one's idea.ProceduresI. Greetings and Revisionmorning, everyone.In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examplesII. Warming upNow, I'll ask you some questions.The first question is: How many countries and regions are there in the world?(About two hundred.)T: How many languages are there in the world?(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand) 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?: They are five. French, Russian, Spanish. English and Chinese.In this unit, we'll talk about English.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? Who can tell us theanswer question? :It is the toilet. Why can't he find it? Perhaps when Joe says" bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I 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 under- stand it.III. Listening :Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. 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 students to read their answers. )Step iV. SpeakingPlease look at Speaking on Page 9Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.Now let's completeHarry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her wayWe've just acted out two dialogues. Now make another dialogue 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.Step VI. Consolidation(The teacher writes the following sentences on the blackboard. )Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answersSuggested answers1. "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.StepVII. Summary and HomeworkListen to some materials and do 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. ClassUnit2 Second Teaching Aims1. 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 text4. correct pronunciation and intonation.5. How to improve the students' ability to read an article.6. How to get the students to master the useful expressions.Teaching Difficult Point:The use of some useful expressions.1. Fast-reading to train students' reading speed.2. Reading comprehension getting the students to grasp the main idea3. Practise what they've learned.Teaching ProceduresStep I ~ Greetings and RevisionGreet the whole class as usual.The teacher checks the students' homework and gives explanationsStep 1I ~ 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 . )Please answer my questions.The first question is:What language has the largest number of speakers?The second question: What language is the most widely spoken and used?English. How many languages do you say ? I speak Chinese and English.:Which is your native language?(SB: My native language is Chinese. )T If you speak more than one language, in what situations do you use the languages? : (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-readingAs we know, English is the most widely used language. In this period, we'll talk about English. Please open your books at Page10. 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?Answer the following questions:1. How many countries are there where the majority of the people speak English?2. How is English used in Hongkong?3. What language should we use on Internet so that we can communicate with people around the world?(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 mistakes by themselves. We can use English to communicate with people everywhere around the world through the Internet.Are there any different ideas?Step IV. ReadingNow read the text carefully and discuss the questions on the screen.(Show the screen. )answer the following questions:1.How many people use English their mother tongue?2.How many people learn English as a second language?3.In which countries do we find most native speakers of English? Give the names of five countries.4.How is English used in countries such:: as India, Pakistan,Nigeria and Philippines?5.How many people learn English as a foreign language?6.Why is it becoming more and morel important to have a good knowledge: of English?Living in China you can use English every day in different situations. Give two examples.One student, one question. Volunteers !1. More than 375 million people use English as their mother tongue.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.3. In England, America, Canada, Australia, South Africa etc. , we can find most native speakers of English.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.5. More than 750 million people learn English as a foreign language.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 communicate with people around the world through the Internet.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 all around the world.,all over the worldthe majority of..the greater number /amount (esp. of people) the number of " number: figures"e. g. The number of students absent is 6. a number of: several, many e. g. A number of students were absent yesterday.in total: when all have been added up.In total, there must have been 20 000 people one's mother tongue: one's native language.communicate with: communicate, to::make ( news, opinions, feelings, etc. ) known. (The teacher answer the raised by the students. )Step V. Listening and Read AloudLet'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 PracticePlease turn to Page 11. Let's do Part 2, Complete the following summary with proper words. Pair work. Write your answers on a piece of paper. Later, we'll check the answers.Suggested answers:useful language; Britain; America; mothertongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicatingNow 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. Areyou clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. 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 !the majority of:The majority of class passed the exam.in total:In total, there must have been 500 students there.one's mother tongue:Mr Smith comes from the US and English is his mother tongue.the number of:The number of the school is increasing has lives here quite a Sm:such as:Boys such as John and James are very friendly. :develop into:Seeds develop into plants.:without doing:He said this seriously without smiling. :communicate with:The two friends hadn't communicated with each other for years. :through the Internet:He communicated with his friends in the US through the Internet.have a good knowledge of:You have a good knowledge of English. (The teacher writesthe useful phrases above on the blackboard. )Step ~. 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 onPage 11. That's all for today. Class is over... Step vm. The DesignWritingUnit 2 English around the worldThe Second PeriodUseful Phrases:all around the world such as the majority of develop into in total without doingone's mother tongue communicate with the number of through the Interneta number of have a good knowledge ofStep IX. Record after TeachingUnit2 The Third PeriodTeaching AimsReview some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.Teaching Important PointPoint 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, ask sb. to do sth." reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductivemethod and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching ProceduresStep I Greetings and RevisionGreet the whole class as usual.The teacher checks the students' home-work--let some students say somethingabout English in their own words. If theyhave some difficulty. Part 2 in Post-read-ing on Page 11 may give them some help. ~F Step I] ~ 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.(A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?Step II Grammar(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?Ss:Stand up./Open the door./Now close the door.T: What did I say to Se?Look outCould you lend me your pen?Can you show me your book?T: What was the difference between what I said to Student Aand 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/lendyou his (her) pen/show you his (her)book.T.. You are right. I told/ordered StudentA to stand up etc. I asked StudentB tolend me his(her) pen, etc. In fact, whatI said to Student A is an order. What Isaid to Student B is a request. Its pat-terns are like this:Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered 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. ) 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 screen. )Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, "sh. told/ordered sh. 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. "sh. 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 StudyGrammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are ordersT: Which sentences are requests?SD :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. WhoSE: The landlady asked him to put the coat in the closet."Will you please put your coat closet? "said the landlady.The landlady asked him not to on the peg."Will you please not put it peg?" asked the landlady.Please go on.The commander ordered to stand still."Don't move, "the commander said to the soldiers.Step IV. Practice(The teacher shows the screen. )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 arethree orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Lookat the six orders. In Direct Speech, I can say "Watch the teacher carefully. Don't come into the lab without a teacher. "In reported order. I can say" She told us to watch theteacher carefully. She told us not to come 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 practise them, then their practice. )Suggested answers:Indirect Speech:1. He told us not to come into the labwithout a teacher.2. He told us not to touch anything in the tab.3. He told us not4. He told us to fully.5. He told to smoke. watch the teacher dip our fingers6. He told us to suck our fingers.7. He asked us not to put anything 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. He told us cupboards. to put everythingStep V. Summary and HomeworkIn 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 black- board. )Please remember these sentence patterns.Today's homework: Part 3 on Page 12. That's all for to- day. 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 room. 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 phone. She asked us to turn down the radio. ~ Step VI. The Design of the WritingUnit 2 English around the worldThe Third PeriodOrders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'" ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after TeachingUnit2 The Fourth PeriodTeaching AimsLearn the text to get the students know about the differences between American English and British English.Get the students to master the words and expressions of the text.Teaching Important PointsImprove the students' readingImprove the students' writing ability.Get the students to know about American English and British English.Teaching Difficult PointHow to improve the students' writing ability. T eaching MethodsFast-reading and students' reading ability. Practice and pair work or group work.Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:Step I Greetings and RevisionGreet the whole class as usual.T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )Step ]I. Fast Reading:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is A merican English for “think" ? What did Noah Webster do make American English from British English?T: Who will give us the first answer?SA :I'll try. In American English "I guess" is used instead of "I think".T: Quite right. What is the second?SB: He changed the spelling of many words.Step III. ReadingT: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..1. When did America become an independent country?2. Where did the word" fall" (meaning: "autumn")first come from?3. Can you give some examples to show spelling differences between American and British English?4. Is there any difference in written English in the two countries?5. What differences are there in spoken English in the two countries?6. Do you think that people from Britain and America can understand each! other?7. Why do you think so?8. How did the differences between British and American English come about?9. Which do you prefer, American English or British English? Why?(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, onequestion, Volunteers !1. In 1776, America became an independent country.2. The word "fall" first came from England.3. Yes, I can. For example, the words "colour, centre and travelled' in British English are spelt" color, center and traveled 'in American English.4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Pleaselisten to me carefully.Notes to the text:1. come about--happen, take placee. g. When John woke up, he was in the hospital, but he didn't know how that had come about.2.stay vi. --keep, remaine. g. The door stayed open all3. end up with--finish withe. g. The party ended up singing of Liu Huan.(The teacher answers any questions asked by the students. ) Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.Suggested answers ..1. C~2. B~3. C;4. D~5. DStep IV. Listening and Reading AloudT.. Let's listen to the tape. When I play it for the first time, just listen to it.When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear?(The teacher plays the tape for students to listen.) students read the text, the teachergoes among the students and corrects the students' mistakes in pronunciation Intonation and stress. )Step V. Reading and WritingNow look at Reading and Writing on Page 13. Read the paragraph about American English and fill in the chart.First read the passage, please. Then do it in groups. Write。
人教版高中英语必修第一册 《Unit 2：English around the World》教案
人教版高中英语必修第一册 《Unit 2：English around the World》教案一、教学目标1.知识目标o学生能够掌握与英语在世界各地的发展和差异相关的重点词汇和短语，如 “official, voyage, native, actually, base” 等。
o学生能够理解并运用描述英语在不同地区特点和变化的句型。
2.技能目标o学生能够听懂有关英语在全球使用情况的对话和讲座，并提取关键信息。
o学生能够阅读并理解介绍英语在世界各地演变的文章。
o学生能够用英语简单比较和阐述不同地区英语的特点。
o学生能够就英语的全球化影响进行讨论和书面表达。
3.情感目标o培养学生对英语语言多样性的认识和尊重。
o激发学生学习英语的兴趣和动力，了解其作为全球通用语言的重要性。
二、教学重难点1.教学重点o重点词汇和短语的准确理解与运用。
o课文中关于英语在世界各地发展和变化的内容理解。
o引导学生用英语描述不同地区英语的差异。
2.教学难点o帮助学生理解英语语言变体背后的文化和历史原因。
o培养学生在讨论和写作中清晰表达对英语全球化的观点。
三、教学方法1.对比分析法：对比不同地区英语的特点，加深学生的理解。
2.案例教学法：通过具体实例，讲解英语的变化和差异。
3.小组合作法：组织学生分组讨论，共同探究问题。
四、教学过程（一）导入（5 分钟）1.展示不同国家或地区人们说英语的视频片段。
2.提问学生：Did you notice any differences in the way they speak English?（二）词汇教学（10 分钟）1.呈现本单元的重点词汇和短语，结合具体语境进行讲解。
2.通过词汇游戏，如词汇配对、猜词义等，巩固词汇记忆。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出引导性问题，如：What do you think the passage will talk about English around the world?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨大意。
高中英语人教版 选择性必修第一册教案：UNIT 2 LOOKING INTO THE FUTURE
UNIT 2LOOKING INTO THE FUTURE主题语境人与社会——未来生活背景导入：5G作为经济社会数字化转型的关键使能器，通过与大数据、人工智能、云计算等技术的交叉融合，赋能制造业转型升级和优化发展，5G技术以及未来5G对我们日常生活的影响。
Forging a 5G futureThe future in scifi movies seems so close, yet so far away. Delightfully, 5G technology makes that future look easily achievable①. Schools, hospitals, transportation, factories—even our homes will soon use this powerful wireless network. Last year, China started testing 5G mobilenetworks in its several cities. So what is 5G? It's the latest generation of cellular (蜂窝状的)network technology. It is faster and more stable than 4G, the previous generation.5G's benefits mainly come from speed and connectivity②. The advantage of higher speeds is obvious. People will be able to use the Internet at a much greater speed than before. Imagine being able to download an entire movie in just a few seconds! That's how fast 5G will be.With 5G, people can conveniently solve many problems.For example, one of the biggest problems with developing driverless cars is the delay between sending a signal and receiving it. Driverless cars③ must be able to react instantly to sudden changes in their environment, such as a dog running across the road.This will require these cars to send and receive huge amounts of data within milliseconds④. Such speed helps other technologies, too. It will also allow doctors toperform operations remotely, using robots. The robots will respond more quickly to the doctors' movements.So what about 5G's connectivity？We may develop “smart” environments with it.Imaginehaving a smart home that automatically⑤ turns the lights on when you open your front door.“New things become possible when you can move information at a massive scale⑥，”Gordon Smith, CEO of telecom equipment reseller Sagent, told The Telegraph.“5G becomes the great enabler.”No matter where it is implemented, it looks like 5G will bring us a more exciting and convenient future.①achievable adj. 可完成的；可有成就的②connectivity n. 连通(性), 联结(度)③driverless cars 无人驾驶汽车④milliseconds n．[计量]毫秒⑤automatically ad v. 无意识地；自动地⑥at a massive scale 大规模地[随手记]Section ⅠReading and Thinking每/日/金/句：The greatest advances in science are brought about by a new and bold imagination.科学最伟大的进步来源于崭新而大胆的想象力。
2020年新人教版高中英语必修一《Unit 2 Travelling Around》单元教案(附导学案)2
《Unit 2 Travelling Around》单元教案Unit 2 Travelling AroundListening and Speaking & Listening and Talking【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教学重难点】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教学过程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.1. Circle the two places Meilin is going to for holiday.A. Germany.B. England.C. Iceland.D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1. Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Choose a travel destination and discuss how to prepare for the trip.PronunciationHave the Ss listen and repeat. Then try to add more words to each group.Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.Step 2: Listening and TalkingTeacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1. What are the two speakers talking about?2. What is the relationship between the two speakers?Listen again and complete the table with the words you hear.Making reservationsTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Unit 2 Travelling Around–Listening and SpeakingUnit 2 Travelling Around-Reading and Thinking【教材分析】The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Devel op students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.【教学过程】Step 1 Warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on thescreen.Step 2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 While-reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。
人教版高一英语必修二unit2全套课件学习教案
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和某人(mǒu rén)就某事讨价还价 She bargained with the fishmonger over the price. 她与鱼贩讲价钱。 (2)make a bargain with sb.和某人(mǒu rén)达成协议、约定 He has made a bargain with his father. (3)a good (bad) bargain买得（不）合算 (4) strike a bargain with sb. 与某人(mǒu rén)成交 (5) It's a bargin. 这可是便宜货。 (6) a bargain price (＝a low price) 廉价
人教新课标高一英语必修二第2单元教案
2. Check the answers.
第二次阅读：通过个体阅读、回答问题，训练学生捕捉关键信息的能力；通过回答问题，培养学生的归纳和推断能力。让学生进一步了解课文内容。
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1.Ss find the differences and the similarities between ancient Olympics and modern Olympics.
四、教学方法
1、以任务型教学为理念，强调教学方法的灵活性和多样性。
2、采用5P教学法(即preparation, presentation, practice, production, progress)，学生通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习富有成效。
五、教学过程
2.Ss work in groups and check their answers.
3.Check the answers.
4.Ss enjoy a video.
第三次阅读：通过找读，要求学生找出古、现代奥运会各自的特点和相同之处，加深对奥运会的了解；让学生在阅读中注意到本课的重点词汇和表达方式；培养学生捕捉文章细节信息的能力，培养学生的阅读策略。
2、学情分析：本节课的授课对象是我校高一（26）班，是一个尖子班，期中考试（试题难度0.5~0.6）成绩全班61人的平均分为104分，其中优秀以上9人，极格以上50人。该班学生来有一半来自农村。学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。随着2008年北京奥运会的顺利召开，学生对奥运会话题有很大兴趣。但要恰当运用英语词汇表达已有的奥运知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来说仍有一定难度。
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Unit 2 English around the world Ｉ．单元教学目标ＩＩ．目标语言III. 教材分析与教材重组1. 教材分析本单元以“世界英语”为话题，介绍了英语在当今世界所起的重要作用，使学生进一步了解学好英语的必要性，了解英美语言在词汇、拼写、语音等方面的区别，学会用请求和命令两种方式转述他人的话语，知晓在写作过程中尽量使用间接引语的优越性。
1.1 WARMING UP提供了一个因不了解英美两国人在用词差异上造成误解的例子，使学生们认识到掌握英美两种语言差异的重要性，为Integrating Skills 中英美语言差异一文作了铺垫。
1.2 LISTENING部分要求学生听后快速记下房东太太对Brown先生所讲的住房规矩，培养学生通过听快速获取有效信息的能力，并在“写”的实际中运用“请求和命令”两种用语间接转述他人的请求。
1.3 SPEAKING部分要求学生三人一组合作，学会在不同场合下运用请求和命令两种用语口头转述他人所说的话，提高他们的语言表达能力。
1.4 PRE-READING 是READING的热身活动。
通过对这两个问题的讨论使学生意识到学习第二语言（英语）的重要性。
1.5 READING部分是一篇说明文。
文章的三个段落均说明了英语的确是世界范围内使用最广泛的一门语言，是联合国的工作语言，是其他语言无法替代的。
1.6 POST-READING 部分设计了两种练习，练习一的前两题是细节题，第三题是一个开放性题目，鼓励学生将英语学习与现实生活相联系。
练习二是填空题，帮助学生梳理文章、概括中心思想。
1.7 LANGUAGE STUDY分词汇和语法两部分。
其中，Word study 旨在培养学生用英语解释生词的能力；语法部分是有关“请求和命令”用语的直接引语和间接引语的转换。
1.8 INTEGRATING SKILLS 通过阅读使学生了解英国英语和美国英语的差异及产生差异的历史文化背景。
在归纳其差异的基础上写一篇有关“英美语言差异”的小短文，也可模仿课文写出你所熟悉的不同方言的一些区别。
2. 教材重组2.1 从话题内容上分析，WARMING UP与SPEAKING部分的PART TWO话题较为一致。
将WARMING UP作为SPEAKING部分PART TWO的引入部分上一节“口语课”，让学生了解英美语言的确存在差异，有时若不了解其差异会造成很尴尬的局面；进而让学生练习和掌握语言交际中遇到障碍时的一些常用句型。
2.2 将LISTENING 和SPEAKING部分的PART ONE设计成一节“听力课”，为本单元语法课作铺垫。
2.3 将PRE-READING, READING和POST-READING整合上一节“阅读课”，训练学生的阅读理解能力和技巧。
2.4 将LANGUAGE STUDY和WORKBOOK中的PRACTISING语法练习题整合在一起上一节“语法课”。
2.5 利用INTEGRATING SKILLS的READING和WRITING上一节“读写课”，让学生了解英美两种语言的差异并将其整理成文。
3.课型设计与课时分配（教材重组后，本单元可用五课时完成）1st period 口语课2nd period 听力课3rd period 阅读课4th period 语法课5th period 读写课IV.分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up withb. 交际用语Can you spell that please?Could you repeat that, please?What do you mean by ...?Could you speak a bit slowly, please?Sorry, I didn’t follow you.I beg your pardon?How do you say ... in English?How do you pronounce...?What does ... mean?Can you say that in a different way?2. Ability goals 能力目标To learn some differences between American English and British English.3. Learning ability goals 学能目标Let students learn how to deal with language difficulties in communication. Teaching important points 教学重点1. How to improve the students speaking ability2. How to make up another dialogue for three students and act it out in class. Teaching difficult points 教学难点How to use different sentence patterns for language difficulties in Communication Teaching methods 教学方法1. Listening to the tape .(individuals)2. Pairs work to practise the dialogue and make up another dialogue（cooperative learning）Teaching aids 教具准备1. a recorder2. a projector and some slidesTeaching procedures && ways 教学过程与方式Step I Greetings and RevisionT: Good morning/afternoon, boys and girls!Ss: Good morning/afternoon, Mr Chen!T: Sit down, please. Today we are going to learn Unit 2: English around the world, butI want to check your homework first.1. Check whether they have remembered the ten important sentences.2. Check whether they have previewed the new words and expressions in this unit. Then the teacher write down: English around the world —The First Period on theblackboard.Step II Warming upT: Look at the picture and try to guess:Qs: 1.What do you think is happening in the picture?2.Where do you think is the man?Sa: A funny story is happening.Sb: The man is in the bathroom.Ask the students to discuss the following questions.1. What is Joe’s nationality? How about Nancy?2. What it is that Nancy thinks Joe wants?3. What is it that Joe is looking for?4. What is their misunderstanding about?After discussion.Sa: Joe is an American while Nancy is British.Sb: Nancy thinks Joe wants to have a bath.Sc: Joe is looking for a toilet.Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.T: You did quite well. There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.Step III SpeakingT: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy. Then turn your book to page10. Let’s do Speaking—Part Two. In the following box there are several useful expressions. These sentences are all about the language difficulties in communication. When we express our requests and orders, we use them. Here I give you a few minutes to remember these sentences.Can you spell that, please?Could you repeat that, please?What do you mean by ...?Could you speak a bit slowly, please?Sorry, I didn’t follow you.I beg your pardon?How do you say ... in English?How do you pronounce...?What does ... mean?Can you say that in a different way?T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc. and act out in class, using the useful expressions above.Sample dialoguesSituation 1:Taking a message: A is visiting B, but B is not in , C takes a message for BA: Is B at home?C: Sorry, she isn’t in. She went out just now.A: Oh, could you do me a favor to take a message to her? I am her workmate.C: I’d be glad to.A: Could you please tell her we have decided to go out for an autumn outing. Please ask her whether she’d like to join us. My phone is 7500924C: Could you repeat that, please?A: It’s 7500924C: Ok. I have taken it down. I’ll tell her about it the time she comes backSituation 2:Answering the telephone: Lucy is trying to call Mary, but Mary is not in .Tom takes a message.Tom: Hello! This is Tom speaking.Lucy: Is Mary in?Tom: She is not in. Can I take a message for you ?Lucy: It’s very kind of you. Henry Potter Ⅲis going to be put on in the cinema at 3:00 pm this afternoon. I have got two tickets. If she wants to, please tell her to **************************************************************. Tom: Could you speak a bit slowly, please?Lucy:***************************.Haveyougotit?Tom: Ok. Bye.Situation 3:The teacher tells the monitor about the task this afternoon. And the monitor tells it to the rest of the students.T: This afternoon we’ll d o some cleaning in our classroom at 4:00 pm . Could you please tell the students about it?M: Certainly, I’d be glad to .T: Please tell the students to bring some clothM: Sorry, I didn’t quite follow you. What shall we do with it?T: Oh, we’ll mainly cl ean the glass and sweep the floor.M: Ok, I will tell the class about it.Extension Task: Students can create and practise their own dialogues. They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say. (若时间不足，可改为作业)Step VI HomeworkT: Now let’s recall what we have learned during this course. We have learned a dialogue about misunderstanding between Joe and Nancy. And then we have learned the useful expressions about language difficulties in communication. Our homework:1. Remember the useful expressions on Page10.2. Complete Talking in workbook.详细内容请订阅《名师说课》。