外研版2019新版新教材 高一 必修一 英语 Unit2 Exploring English 课件(
外研版高中英语新教材必修第一册：UNIT 2 Exploring English 精品教学课件
（3）The problem which makes you worried is not unique to your son （不只是你的儿 子有）.
（4）［词汇复现］ This sculpture is unique （这个雕塑是独一无二的）；it has made a deep impression on us.
高中英语 必修第一册 UNIT 2 Exploring English
词汇四 unique adj. 独一无二的，独特的 【教材原句】 You also have to wonder at the unique madness of a language... 你一定还会对一种语言独特的疯狂感到惊奇…… 【要点必记】 be unique to 为……所特有的 【误区警示】 unique 表示“唯一的，独一无二的”时， 不与more，most 及very，rather 等表示程度 的副词连用；但当表示“独特的”时， 可与这些副词连用。
单句写作
（8）［词汇复现］The whole family was in panic because the fire burned up （烧尽） everything and the house was burned down （ 烧毁）.
高中英语 必修第一册 UNIT 2 Exploring English
高中英语 必修第一册 UNIT 2 Exploring English
单句写作
（1）This kind of monkey is unique to （为……所独有的）the island.
（2）The young man made a unique plan English.
（制订了一份独特的计划）for his
外研2019版 必修1 U2课文全文 Exploring English
Unit 2 EXPLORING ENGLISHUnderstanding ideasNeither Pine nor Apple in PineappleH ave you ever asked yourself why people often have trouble learning English? I hadn’t, until one day my five-year-old son asked me whether there was ham in a hamburger. There isn’t. This made me realize that there’s no egg in eggplant either. Neither is there pine nor apple in Pineapple. This got me thinking how English can be a crazy language to learn.For example, in our free time we can sculpt a sculpture and paint a painting, but we take a photo. And when we are traveling we say that we are in the car or the taxi, but on the train or bus! While we’re doing all this traveling, we can get seasick at sea, a irsick in the air and carsick in a car, but we don’t get homesick when we get back home. And speaking of home, why aren’t homework and housework the same thing?I f “hard” is the opposite of “soft”, why are “hardly” and “softly” not an opposing pair? If harmless actions are the opposite of harmful actions, why are shameless and shameful behaviors the same?W hen we look out of the window and see rain or snow, we can say “it’s raining” or “it’s snowing”. But when we see sunshine, we can’t say “it’s sunshining”.E ven the smallest words can be confusing. When you see the capitalized “WHO” in a medical report, do you read it as the “who” in “Who’s that?” What about “IT” and “US”?You also have to wonder at the unique madness of a language in which a house can burn up as it burns down, in which you fill in a form by filling it out, and in which an alarm is only heard once it goes off!English was invented by people, not computers, and it reflects the creativity of the human race. That is why when the stars are out, they are visible, but when the lights are out, they are invisible. And that is why when I wind up my watch, it starts, but when I wind up this passage, it ends.Tips: Unfamiliar English expressionsEach year, many additions are made to English dictionaries. Recent additions include “selfie” (a photograph that you take of yourself, usually with a mobile phone) and “netizen”(a citizen who uses the Internet).Some messaging abbreviations have also been added, for example, BRB (be right back), COZ (because) and G2G (got to go).Some of the language used on the Internet is different to the language used in other forms of communication. It may be a quick and, to you, clear way to communicate, but before you use it, stop and think: who do you want to communicate with and why? Make sure thatany abbreviations and emojis you use are appropriate for the situation, and consider whether you readers will even know what you mean by BRB or COZ.Developing ideasLearning to learnOnline English-learning forums can be a very useful learning resource. Not only can you post specific questions, but you can also broaden your knowledge by reading posts from other English learners around the word.Misadventures in EnglishLast week, our forum asked if you had any funny or strange stories about using English. We didn’t expect to get so many posts! Here are some of our favourites, to remind us that some of the English we learn in the classroom is rather different from the English in the outside world!366325 commentssharefvouritesYancyPeople say that the British always play safe with what they eat. Not true! I went to a summer school in Manchester and my English teacher was called Maggie. One day, adifferent teacher took our class. He told us that Maggie couldn’t teach that day COZ she had a frog in her throat. Poor Maggie – but why did she try to eat such a big frog?135 commentsSophieWhen I first visited New York, I went to a downtown shopping centre to buy some winter boots. At the information desk at the entrance, I asked a lady where the shoe section was. She said that it was on the first floor. So I went up to the first floor, but couldn’t find any shoes. I decided to leave. When I was looking for the exit, I saw that shoes were actually sold downstairs on the ground floor, not the first floor. Why did she give me the wrong information? X-(128 commentsJulienI’ve got and English penfriend, who I finally got to meet in London this summer. He had told me that his grandfather was “really wicked”. But when I met his grandfather, I liked him a lot. I found it very odd. Why did my friend use a negative word about such a nice man?63 commentsZheng XuThe British must have really high standards. I was part of a student exchange programmebetween a university in England and my university in China. I spent days preparing and writing my first English paper. I knew I had done a good job and was looking forward to getting a positive comment. When I got the paper back, I found my teacher had written the comment “Not bad!” Not bad? But there weren’t any errors in my paper. :-(85 comments。
2019外研版高中英语必修一Unit2 Exploring English 知识点
Unit2 Exploring English 知识点知识点1 neither…nor…既不……也不……Neither is there pine nor apple in pineapple.（教材P14）pineapple（菠萝）中既没有pine（松树）也没有apple（苹果）。
表示否定意义的词neither位于句首时，句子用倒装结构。
情景导学Neither he nor I am satisfied with your answer.他和我都对你的回答不满意。
David and Jim had been quarrelling for a long time, and neither of them backed down.戴维和吉姆已经吵了好长时间，两个人都不肯让步。
Neither could theory do without practice, nor could practice do without theory.理论没有实践不行，实践没有理论也不行。
（China Daily，20207）While the two countries are quite different in the social system and many other aspects, it is neither necessary nor possible for the two sides to change each other.尽管这两个国家在社会制度还有很多其他方面完全不同，但双方没有必要也不可能去改变彼此。
They didn't go to the park yesterday. Neither/Nor did we.昨天他们没去公园，我们也没去。
归纳拓展①neither...nor…意为“既不……也不……”，常连接两个________的成分；②neither...nor...连接两个主语时，谓语动词的单复数应和临近的主语一致，遵循“________”；③neither可以用作代词，单独作主语，表示“两者中没有一个”；④neither...nor…连接两个并列分句，且都位于________时，两个分句通常用部分倒装结构。
新外研社高中英语必修一Unit2ExploringEnglish--UsingLanguage教案
新外研社（19）高中英语必修一Unit 2 Exploring English-Using Language教案Teaching objectives:1.Enable the students to review the different kinds of formation of English.2.Guide the students to improve the students’ listening skills and ability.Evaluation objectives:1.Know about the main kinds of formation of English.2.Understand the main idea of the listening materials and get some detailed information.Teaching key and difficult pointsWord formation and listening practice.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Step1:Lead-in1.The teacher leads the students into the new lesson by reviewing the words“pineapple and basketball”.The teacher can inspire the students to think by asking some questions:T:Is there any relationship between “pineapple” and “apple”?Can you eat an apple in pineapple?Ss:...T:Can you give me some more examples like this?Ss:...T:Can you find the rule of this kind of words?Ss:..2.After the warming up, the students must have got the idea of “word formation”.Then the teacher explains the meaning of each word formation.Suggested answers:Abbreviation:a word is made up of the first letter of several words.例如：very important person--VIP重要的人；大人物Conversion: to create a new word without any change in spelling（1）动词转名词：例如：①Let’s go out for a walk.我们到外面去散散步吧②He is a man of strong build.他是一个体格健壮的男人。
外研版2019高中英语必修第一册Unit2 Exploring English Developing
Developing & Presenting ideas the main idea of each paragrph
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4
multiple meaning of wicked multiple meaning of not bad multiple meaning of on the first floor multiple meaning of frog
b pretty good, better than you expected c unable to speak clearly for a short time because your throat is dry or blocked d morally wrong and intending to hurt people; (informal) very good, fantastic
What's up? ring a bell
to sound familiar
small potatoes something unimportant
toilet water a light perfume that doesn’t have a strong smell
at sixes and sevens in a confused, badly-organised situation
a. Sophie’s post
b. Zheng Xu’s post
c. Yancy’s post
d. Julien’s post
Developing & Presenting ideas
新外研社高中必修一Unit2ExploringEnglishUnderstandingideas教案
新外研社（19）高中英语必修一Unit 2 Exploring English--Starting out&Understanding ideas教案Teaching objectives:1.Enable the students to understand the main idea of the text based on prediction and reading.Grasp the meaning of the topic and the writer’s writing purpose.2.Help the students to acquire the key information and comb the links between information.3.Guide the students to feel the unique madness of English. Understand the cultural connotation behind English words and ask them to share their ideas about that.4.Lead the students to develop correct view of English learning.Help the students develop their confidence and interest in English learning.Evaluation objectives:1.After this class, students can get the skills to read a chart and grasp the useful information from it.2.Students can know how to get the main idea of a short passage of a video and feel the beauty of English.3.Get a general idea of the passage and search more examples like the ones in the text online.Teaching key and difficult points:1.Teach the students to read the chart and get some useful information.2.Enable the students to understand the text, the writer’s writing purpose and the inner logical links.3.Guide the students to analyse the history and reasons behind different English and learn to make a survey.4.Help the students to feel the humorous writing style.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Preparation:Read the following passage and try to understand the main idea and some new words.At the end of the 16th century,about five to seven million people spoke English.Nearly all of them lived in ter in the next century,people from England made voyages①to conquer②other parts of the world and because of that,English began to be spoken in many other countries.Today,more people speak English as their first,second or a foreign language than ever before.At first the English spoken in England between about AD 450 and 1150 was very different from the English spoken today.It was based more on③German than the English we speak at present.Then gradually④between about AD 800 and 1150,English became less like German because those who ruled England spoke first Danish and later French.These new settlers enriched⑤the English language and especially⑥ its vocabulary⑦.So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before.In 1620 some British settlers moved to ter in the 18th century some British people were taken to Australia too.English began to be spoken in both countries.English now is also spoken as a foreign or second language in South Asia.For example,India has a very large number of fluent⑧ English speakers because Britain ruled India from 1765 to 1947.During that time English became the language for government and education.English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa.Today the number of people learning English in China is increasing rapidly.In fact,China may have the largest number of English learners.Will Chinese English develop its own identity⑨?Only time will tell.①voyage n.航行;航海②conquer vt.征服;占领③be based on以……为基础④gradually adv.逐渐地;逐步地⑤enrich v.使富裕;充实⑥especially adv.尤其;特别⑦vocabulary n.词汇;词汇量⑧fluent adj.流利的;流畅的⑨identity n.特征;身份Step1:Lead-inThe teacher asks the students some questions about English in order to lead them into the topic of this unit.For example:(1)How long have you learnt English?(2)What do you think of the popularity about English?(3)Which countries have English as their first language?Can you list them?The answer is various.Step2:Look at the charts on Page 13 and answer the questions1.Ask the students to look at Chart 1 and answer the question “Which language has the largest number of native speakers?”2.Ask the students to look at Chart 2 and answer the question” Which language has the largest number of learners?”3.Ask the students to think about the question “What can you learn from Chart 3?”Suggested answers:1.Chinese.2.English.3.In 1993/2003/2014,there are 50 million/200 million/300 million Chinese learning English.From the statistics we can know the number of English learners in China is increasing rapidly.Step3:Watch the video and answer the questionsThe teacher plays the video and asks the students to answer some questions after watching the video.Word bank in the video:native speaker说母语的人invasion侵略invader侵略者tribe部落original最初的 a third 1/3ahead of在……之前It has been estimated that... 据估计……1.Which countries mentioned in the video have English as their first language?2.Where do a third of English words come from?What examples are given in the video?Suggested answers:1.The UK,Ireland,the USA,New Zealand and Australia.2.More than a third of English words come from French.For example,“fruit,travel,crocodile and invasion”.Step4:Watch the video once again and try to fill in the blanksSuggested answers:Celtic,north,west,three tribes,Germany,Vikings,French,1066,Germany,many other placesStep5: Further thinkingThis time the teacher leads the students to think further to improve their thinking ability.The teacher can ask some questions to help the students to think and share.After thinking about these questions, the teacher can ask the students to share their opinions.Some possible questions:1.Why do more and more Chinese learn English?2.Why has English,instead of other languages,become the global language nowadays?Suggested answers:The answers are various.Step6: PresentationShow the students some examples of misusing English in our daily life.Ask the students to reflect on our problems in learning English.Step7:Fast readingAsk the students to read the text quickly and do Activity1 on Page 14 to get a general idea of the text.Suggested answer:wordsAsk the students to do Activity 3 on Page 16Suggested answer:3Step8:Careful readingActivity1:Ask the students to do Activity4 on Page16.Activity2:The word “pineapple” developed from the Spanish word “pina”,which means pine cone.When it came to England,“apple” was added to show it is a kind of fruit.The origin of “hamburger” was a hard beef steak called “Hamburg steak”,eaten without ter,people reinvented it and called it “hamburger”.Eggplants used to be smaller and yellow or white.They looked a bit like eggs,which led to the name “eggplant”.Question 1.How did pineapples,hamburgers and eggplants get their names?Question 2.Does the information above give you a better understanding of thepassage?Give your reasons.1.The name of “pineapple” developed from the Spanish word “pina”,with “apple” added to show it’s a kind of fruit;the name of hamburger came from the idea of “Hamburg steak”,and later people reinvented it and called it “hamburger”;eggplants got the name because they used to look like eggs.2.Students’ own answers.Activity3:In order to support his idea,the author uses many examples that show the 1madness of English.no egg in eggplantno ham in 2 neither pine nor apple in 3sculpt a sculpturepaint a(n)4BUT take a photoseasick→sick at sea5→sickin the air6→sickin a carBUT 7→/sick at home“Hard”is theopposite of “soft”.“Hardly”and“softly”are not a(n) 8pair.“Harmless” is theopposite of “harmful”.Shameful and shameless 9 are the same.burn up→burndownfill in a form→10 aformStars areout.→They are visible.Lights areout.→They are11.I wind up mywatch.→It starts.I wind up thepassage.→It12.Suggested answers:1.unique2.hamburger3.pineapple4.painting5.airsick6.carsick7.homesick8.opposing9.behaviors10.fill out11.invisible12.ends 13.reflectsStep9:Self-evaluationAfter learning together,the teacher asks the students to have a self-evaluation.1.Have you got the tips to interpret charts?2.What do you think of the development of English in the future?3.Have you got the main idea of the passage on Pages 14-15?Suggested answers:The answers are various.Step10:SummaryFirst,the teacher leads the students to recall what they have learnt from the charts on Page 13.Then,lead the students to figure out the main idea of the text on Pages 14-15.Step11:Language Points:长难句突破:分析、理解文章中的长难句。
新外研版高中英语必修一Unit2ExploringEnglish知识点总结
新外研版高中英语必修一Unit2ExploringEnglish知识点总结单词：1. likely adj.可能的，可能发生的；adv.很可能the most likely cause of the problem造成这个问题最有可能的的原因Rain is likely in our city today.今天我市可能下雨。
We are likely to be very busy tomorrow.明天我们可能很忙。
It will likely rain tomorrow.明天很有可能要下雨。
句型It is likely that... 意思是“可能......”，be动词也可用seem等系动词替换。
The car is likely to break down soon.=It’s likely that the car will break down soon.这车很可能马上要抛锚。
It is very likely that he will not agree.很可能他不会同意。
She may get the job, but it isn’t likely.她或许能得到那份工作，但是可能性不大。
It is/seems very likely that it will rain tomorrow.明天很有可能要下雨。
易混辨析possible，probable，likely1）表示“可能”的形容词possible的可能性最小，指客观上有可能；probable可能性最大，表示“很可能，十有八九”；likely更接近probable，表示外表迹象表明有可能。
如：It’s possible but not likely/ probable that he’ll come here next month.他下月有可能来这里，但是不很肯定。
It’s probable, not only possible.这事多半如此，不只是可能。
2019外研版高中英语必修一Unit2 Exploring English 词汇精练
Unit2 Exploring English 词汇精练知识点1 have trouble（in）doing sth.做某事有困难Have you ever asked yourself why people often have trouble learning English？（教材P14）你有没有问过自己，为什么人们常常在学习英语上有困难？情景导学Whenever we have trouble/difficulty/problems with our studies, our teachers always help us patiently.每当我们功课上有困难时，老师总是耐心地帮助我们。
With the speedy development of e-commerce, t the owners of physical stores feel that they have great trouble/difficulty/problems in making money.随着电子商务的迅速发展，实体店的老板们感到他们很难赚钱。
归纳拓展①have trouble/difficulty/problems（in）________sth.做某事有困难/麻烦②have trouble/difficulty/problems ________sth.在某事上有困难/麻烦链接高考单句语法填空1-1（2019北京，完形填空）If they have problems ________ registration, Wilson is there to assist them.1-2（2018天津，阅读理解D）If your awareness is as sharp as it could be, you'll have no trouble________（answer）these questions.1-3（2016江苏，阅读理解D）She had big problems________（maintain）her performance.完成句子1-4（2017浙江11月，读后续写）在第四天或第五天晚上，我们在找有空房间的旅馆上遇到了麻烦。
Unit 2 Exploring English第四课时-高一英语外研版(2019)必修第一册
forum n. 论坛 misadventure n. 事故，灾难
section n. 区域
rather adv. 相当 comment n. 评论
exit n. 出口 wicked adj. 缺德的；极好的
is a big potato in our company.
You don't say! (不会吧？真的吗？)
big potatoes: very important or famous people
ring a bell
听起来熟悉
His name rings a bell. But I can’t remember where we met.
wick ed
1.邪恶的 2.极好的，很棒的
Misunderstanding：
Julien is odd that why did his friend uses a negative word, _w__ic_ke_d___, about such a nice man?
Truth：
The word wicked has two meanings, the first is ___b_a_d___and the other is _f_a_n_ta_s_ti_c _. Julien just know the first one.
Sophie’s post B. pretty good, better than you expected
Zheng Xu’s post
C. unable to speak clearly for a short time because your throat is
高一 【英语(外研版)】必修一Unit 2 Exploring English
Reading for
main idea
Teacher asks students toread the passage quicklyto check their predictions.
15’
Reading for
information
1.Teacher asks students to read the passage carefully and do Exercise 4 on page 16 to find out the detailed information.
Option 3. Make a speech to introduce the similar characteristics of Chinese to foreigners.
and pronunciation.
2.Teacher asks studentsto retell the passage and gives some suggestions.
7’
Thinking and Sharing
1.Teacher asks students to discuss the questions:
本节课结束时，学生能够：
1.通过预测和略读，掌握文章大意和作者写作意图；
2.通过精读，获取重要信息，正确梳理信息间关系，复述文章主要内容，培养发散思维和逻辑思维；
3.认识到语言是由人类创造、发展的，是人类伟大的创造力的体现，树立正确的语言学习观。
4.思考汉语中的类似现象，实现知识的内化与迁移，培养跨文化意识。
(3)What attitude should we have towards English learning?