人教版高中英语必修1精品教案Unit 2 English around the World
Unit 2 English around the WorldTeaching aims and demands:1.Topic:English language and its development; different kinds of English2.Vocabulary:include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, blockeful expressions:play a role in, because of, come up, such as, give a command, play a part4.Function: language difficulties in communicationPardon?I beg your pardon? I don’t understand.Could you say that again, please?Sorry, I can’t follow you.Could you repeat that, please?Can you speak more slowly, please?5.Grammar: imperative sentences and its indirect speechOpen the door.Please open the door.Would you please open the door?He told me to open the door.Warming upTeaching Aim:1. Ss will be able to know some differences between British English and American English.2. Ss will be able to master some usages of the words and phrases.Teaching procedures:Step 1 Lead-in (Start with a free chat with Ss about learning English.)T: How many years have you learnt English?How many languages do we speak?What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)Do you think it necessary for us Ss to master such a foreign language?(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)In which countries is English used as the native language?Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOAStep 2 discussionActivity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.Activity 2. Ss guess which of the following words is British English and which is American English:apartment/flat bathroom/toilet can/tin candy/sweetcheck/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ postmom/mum movie(film)/film pants /trousers repair/mendsick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrolStep 3 warming upT: Now let’s enjoy a dialogue between two foreigners.T: Which language do they speak?Why do they misunderstand each other?(There exist differences between Englishes. The different Englishes make up the world Englishes.)Step 4 discussion1.Do we need to learn both British and American English?2.What kind of English would you like to learn?3.Why?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.ReadingTeaching aim:a) Ss will be able to know the development of English and feel the role that culture plays in the change of language.b) Comprehend the whole passagec) Ss will be able to know how to get the key sentence of a paragraph.Teaching procedures:Step 1 lead inAsk students several questions in the form of brain storming.1.Do you know the countries where people speak English? List them on a piece of paper.2.What are the two main groups of English?3.Do you know the differences between British English and American English?4．Do you know the history of English?Step 2 fast readingEnglish is not only different from country to country, but also different from what it was before. Read the title “the road to modern English” and predict (预测) what the passage is mainly about? T: Scan the text to find or make out a key sentence for each paragraph.Let the students find out key sentence of each paragraph or ask them to summarize the mainpoint for each paragraph in their own words.Step 3. Intensive readingT: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:How did old English develop into modern English?Why does English change all the way?What other Englishes developed from the old English?(1). Give the three major periods of the development of English.the end of the 16th century-------- the next century ------------ todayWho promoted the spread of English?People. When they moved, they carried English to different places.(2) T: Although they speak English, yet sometimes they can not understand each other well, why?--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)(3) T: How do these differences come about? (Why does English change over time?)--------- Because of cultural communication.Ask ss to find out the characteristics of each time according to the time axis.AD450-1150: German1150-1500: less like German; more like FrenchIn the 1600’s: Shakespeare’s EnglishThe time ADEL was written: American EnglishLater: Australian English(4) T: Besides the countries where English is used as a native language, where else is Englishused as a foreign language?---------- South Asia, India, South Africa, Singapore, Malaysia and China.Activity 1. fill in the chartActivity 2. Answer the following questions(1)What is the clue of the passage?(2) Why does India have a very number of English speakers?(3) When did people from England begin to move to other parts of the world?Activity 3: Choose the correct answers.Step 4 Post-ReadingT: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “ Only time will tell”.T: How do you understand this sentence?---------- It means that something can only be known in the future.T: What can you infer from this sentence about the development of English in China?--------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.Step 5. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes to help us even if heis very busy.2)communicate with: exchange information or conversation with other people: He learntto use body language to communicate with deaf customers.3)actually=in fact: used when you are adding new information to what you have just said:We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell:to say that something can only be known in the future: Will China’snational football team enter for the next finals of the World Cup? Only time will tell. Step 6 DiscussionWork in groups. Discuss the question and then ask two groups to report their answers to the class.1.Why do you think people all over the world want to learn English?Step 7 Homework1. Read the passage as fluently as you can.2. Find out some words and sentences you think are beautiful and recite them.3. p11.ex2.3.4Unit 2 English around the worldVocabulary and Useful ExpressionsWarming up1.They are called world Englishes and they include Canadian, British, American, Australian andIndian.include: v. 包括，包含e.g. The price includes service.这个价钱包括服务费。
高中英语新人教版精品教案《必修一 unit 2 English Around the World》
Unit2 Engih Around the Word教学设计一、课程内容及授课内容分析教材分析：此教学设计是针对人民教育出版社出版的高中?英语?必修 1 Unit2 Engih around the word中的第一篇阅读课文?The Road To Modern Engih?所设计的阅读课。
本单元的中心话题是世界上的英语，课文类型为说明文，旨在通过对这一话题的探讨加强学生对英语语言及英语开展趋势的了解。
文章的标题是“通向现代英语之路〞，主要说明了英语语言从老式英语到现代英语的开展过程，为学生提供了了解英语语言开展史的时机。
本文分为四个局部：英语语言的起源、开展变化、形成原因和它的开展趋势。
本文的教学目的是使学生了解英语语言的变化趋势，明确为什么除了英国英语和美国英语，还会有印度英语，加拿大英语等，以后或许还会有中国英语。
学情分析：此内容的授课对象为高一年级学生，他们刚刚步入高中，思维敏捷，有较好的记忆力和模仿能力，求知欲和求学意识。
学生们在初中阶段已经掌握了一局部根底的单词和词组，这有助于他们对文章的理解。
这个阶段的学生能够用简单的英语表达个人的观点和意见，在学习英语的过程中希望有更多的时机表现自己，得到他人的肯定；也希望能掌握有效的阅读方法，提高自己的阅读能力和交际能力，因此教师在课堂教学活动中应注重初高中知识的衔接，并尽量让学生参与到教学活动中来。
学生对于英语语言的文化背景知识知之甚少，因此对本单元主题背景知识的理解不够全面，比方英语语言的开展历史，英语语言为什么会开展等，因此在阅读材料时存在理解方面的一定困难。
Teaching Aim：Knowedge Obective:1 Learn the deveomunicatee i ue one of the word EngihT: Now it i dicuion time The toe one of the word EngihYou are required to dicu with our e one of the word Engih I thin Chinee Engih wi become one of the word Engih becaue our countr i becoming tronger China i at an iman e ie German Shae ewor 〔2 min〕1 Find more eamerican Engih and Britih Engih2 Tr to rete the aage。
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。
新人教版必修一 Unit 2 English around the world-Writing[优秀教案]
![新人教版必修一 Unit 2 English around the world-Writing[优秀教案]](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/a8543ceb856a561252d36f73.webp)
Period 7Writing整体设计从容说课This is the seventh teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.The emphasis of this period is laid on developing the students’ writing ability. First summarize the brainstorming way of preparing oneself before writing, let the students know how to make a brainstorming map, and then ask them to make one on the topic question:How can learning English help China in the future? This is one of the best ways for students to prepare what they want to say before they begin to write.Making a poster is also very useful for students to collect ideas and sentences before writing. Make one on China’s Future Lies in Learning English.After the two steps above, the teac her can let the students write a short passage titled “Should we learn English? ” According to the brainstorming map on the top of Page 15 and the poster they makes in Step 4, they can decide the structure of the passage should be as follows:State your points of view; show the supporting reasons; get a conclusion. Then, show students some connecting words which can help them to join the sentences and paragraphs. They will write a good passage.As for Writing task on Page 53 in the workbook, it can be done as homework. The teacher can model this writing task by sharing his own learning experiences. In essence, it is an effort to help students organize their self-reflection.教学重点 Develop the students’ writing ability by making a brainstorming map and a poster.教学难点Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.教学方法 Brainstorming and cooperative-learning教具准备 A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the brainstorming way.2. Get the students to learn to make a poster.3. Get the students to learn some connecting words and sentences.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.Emotional aim:Enable the students to master writing skills and write excellent articles.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.The teacher writ es the topic question “Why should I learn English? ” on the blackboard.Student 1:I learn English to talk to native speakers.Student 2:To go to college, I learn English hard.Student 3:I like reading. I learn English so as to read English novels.(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )Teacher:Well, let’s show your ideas on a brainstorming map.(Show the map on the screen. )Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing?Students:Yes.→Step 3 Making a brainstorming mapThe teacher writes down the topic question “How can learning English help China in the future? ” on the blackboard. Ask students to make a brainstorming map with a partner.Several minutes later, ask a student draws the map on the blackboard.Sample map:→Step 4 Mak ing a posterFirst ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.Sample posterChina’s Future Lies in Learning EnglishReasons for learning English:World trade is done in English;International organizations(such as the UN)use English;We need contact with the developed Western world to build our country;The developed world uses English in its dealings.Why the Chinese language will not do?Very few people in the West speak Chinese;Chinese is a difficult language to learn;Most businessmen do not have time to learn new languages every time they entera new international market.So China’s Future Lies in Learning English→Step 5 Writing a short passage1. The title is “Should we learn English? ”2. Show the structure on how to write the passage.1)State your points of view.2)Show the supporting reasons.3)Get a conclusion3. Show the students connecting words which can help them to join the sentences and paragraphs.Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .Addition:firstly, secondly, then, besides, at last. . .Contrast:however, but, on the other hand. . .Summary:in short, in a word, therefore, so. . .Sample passage:Should we learn English?Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.Secondly, it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.→Step 6 HomeworkWriting task on Page 53 in the workbook.设计方案（二）→Step 1 Revision1. Check the homework exercises.2. Get two pairs of students to make dialogues about asking directions using requests.→Step 2 PresentationSummarize the brainstorming way of preparing oneself before writing.→Step 3 Making a brainstorming mapWrite down the topic question “How can learning English help China in the future? ”on the blackboard. Ask students to make a brainstorming map with a partner. Several minutes later, ask a student draws the map on the blackboard.→Step 4 Making a posterFirst ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.→Step 5 Writing a short passage1. The title:Should we learn English?2. The structure on how to write the passage:1)State your points of view.2)Show the supporting reasons.3)Get a conclusion.3. Connecting words:Illustration:I think. . . I believe. . . In my opinion. . .Addition:firstly secondly then besides at last. . .Contrast:however but on the other hand. . .Summary:in short in a word therefore so. . .→Step 6 HomeworkWriting task on Page 53 in the workbook.板书设计Unit 2English around the worldWritingA brainstorming map:活动与探究More and more people learn and speak English. Why? Hold a group discussion, and write a short passage titled “Why is English spoken in so many places around the world? ”to list the reasons.Sample passage:Why is English spoken in so many places around the world?English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nations. People realize the importance of English learning. Children go to schoolto learn English everywhere in the world. More people speak English as their first, second or foreign language.。
人教版新课标高一英语必修1unit2 english around the world Reading教案
高中英语教学设计课题: Unit 2 English around the worldThe Road to Modern English (Reading)(New Senior English for China Student’s Book 1)I. Teaching Contents 教学内容Unit 2 English around the World (NSEFC Book 1)Reading: The Road to the Modern English(普通高中课程标准实验教科书(必修)人教版英语(1)第二单元《英语在世界各地》的阅读部分《通向现代英语之路》)II. Design of Teaching Objectives 教学目标设计（三维目标）1.Knowledge objectives 知识目标(1)Able to understand the meaning of following words, phrase and sentence pattern and use them properly. (掌握以下单词、短语以及句型的含义，并合理使用他们)①Important words(重点单词)：Native, base, actually, gradually, rule, Danish, latter, identity, fluent②Important phrases(重点词组)：Because of, come up, base on, make use of, a large number of③Important sentence pattern(重点句型)People from England made voyage to conquer other parts of the world and because of that,...in many other countries.Native English speakers can understand each other even if …the same kind of English.(2)Able to let student know the process of English change and the influence to the language when two different culture meet each other. (使学生大致了解英语演变的过程，和当在两种文化碰撞下，对语言产生的影响。
英语人教必修一Unit 2English around the world 教案
Unit 2 English around the world 教材分析第二单元的中心话题是“世界英语”，表面上从词汇使用、读音、拼写三个方面的不同，让英语学习者直观感受英式英语与美式英语的差异，而深层中则是激发高中生对于语言文化的历史起源、发展、变化及趋势等方面的学习与思考，强化英语学习的重要性和英语学习的必要性。
Warming up是一组代表英美词汇区别的对话，通过较为熟悉的一些英美常用词汇感知英语的种类，但同时不难发现，在英语的沟通过程中，哪种版本的英语形式都不会影响到用词达意的；Reading部分介绍了英语作为世界语言目前的使用状况及现代英语的发展历程。
阅读之前普及下学生目前的对于使用英语国家的地理范围感知，尤其是英语作为官方语言和重要第二外语的国家。
文章核心可以划分为三个部分：1.英语在年代和使用中的重要地位；2.举例说明英语的表达有差异，但是沟通是无障碍的；3.现在英语的历史变迁，包括几个重要性的人物、时代及相关事件；4.英语影响下的其它国家使用状况。
以时间线索带动语言发展上的探索和推动意义。
Learning about Language以一些英式英语和美式英语的通用词汇为主，另外包含一些英语的重要性及表达过程中所需的常用词汇（动词与副词），继续要求学生熟悉词性转换的运用模式和表达文章逻辑顺序的词组，例如：such as , because of , the former, the latter…；Using Language有一篇较短的文段就标准英语和方言问题发表了一些基本认知基础，让学生们继续在语言学习中追寻适合自己的学习方式，展现英语表达过程中对于语音学习的包容性，试图从更多的角度打开对于英语学习必修发音标准的不自信；Grammar还是直接引语变间接引语，并进行操练。
不同于上个单元，本单元侧重于根据直接引语的语气---要求和命令，将祈使句类型转化为间接引语，基本规则不变；Listening &Speaking &Writing 在输出部分重要探讨英语的重要性和掌握英语的学习方法上，让学生产生有逻辑顺序的表达及分类；在本单元的Learning Tip中提到找到英语学习的趣味点。
人教版高一英语必修1_Unit2_English_around_the_world_全单元教案
人教版高一英语必修1 Unit2 English around the world 全单元教案Unit 2 English Around the WorldPart One: Teaching Design (第一局部：教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up1. Warming up by answering a questionnaire1). Tell the students they are going to answer a questionnaire about why they are learning English.2). Write the words: Reasons for learning a foreign language on the center of the board:3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper.6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).8). The students write five sentences on their feeling about learning English.9). Collect the questionnaires.2. Further applyingTo get the students thinking about the topic of the reading passage.1). Have a student list on the board all the English-speaking countries in the world that they can think of.2). Give the students hints about the places they haven’t mentioned.3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.★English is one of the official languages of the Olympic Games and the United Nations.★English dominates international websites and provides nearly all of the new computer terminology.★Tourism and trade from Western Europe and North America has contributed to the spread of English.★Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.II. Reading1. SkimmingRead quickly to get the main idea of the text.Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.2. ScanningRead to locate particular information and complete the comprehending Exercise One.3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class.1). Do you think it matters what kind of English you learn? Why?1) Why do you think people all over the world want to learn English?4. Language focus:1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.3) actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.4) be based on…:5) make use of: use sth. available6) Only time will tell: to say that something ca n only be known in the future: Will China’s national football team enter for the next finals of the World Cup? Only time will tell.Period 2: A sample lesson plan for Learning about Language (Indirect Speech (II) requests & commands)AimsTo discover useful words and expression_r_rsTo discover useful structuresProceduresI. Direct and Indirect SpeechII. Discovering useful words and expression_r_rs1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.(The teacher brings the students’ attention to the Br itish and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)1. In groups of four, think of at least three commands your teachers and parents usually give.You may follow these steps.1) Choose one who is to give the first command.2) Ask another person in your group to tell somebody what you said.3) The third person will change the request or command from direct into indirect speech.4) Change role so that each person gets the chance to give commands and turn them into indirect speech.2. Get the students thinking about the difference between the request and command.Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.★A: _______________________________________B: I’ll go and collect some wood right now, master.★A: _______________________________________B: Of course I’ll be happy to collect your shopping for you.★A:__________________________________________B: Yes. I’ll shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won’t get your coat if you talk to me like that.★A:_________________________________________B: Sorry. I’ll get that book for you right now.Period 3: A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction: In China there’re so many dialects that the government encourag es the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find the topic sentence for each paragraph.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.6). Play the tape again and let the students answer the questions in pairs after listening.7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the othera speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.3. Performance: Ask two pairs to perform their dialogue in class.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.2.Writing Assessment1) Can you give persuasive reasons for the topic on your poster?2) Can you verbalize your ideas fluently?3) Can you put your own English learning experiences into a broader perspective?4) Can you organize your ideas in a logical way?5) Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?6) What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?Further ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:Step 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way.Step 5: Students write about the topic after class as homework.。
高中英语 UNIT 2 English Around the World教案 新人教版必修1
UNIT 2 English Around the WorldTeaching aims and demands:1.Topic:English language and its development; different kinds of English2.Vocabulary:include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, blockeful expressions:play a role in, because of, come up, such as, give a command, play a part4.Function: language difficulties in communicationPardon? I beg your pardon? I don’t understand.Could you say that again, please? S orry, I can’t follow you.Could you repeat that, please? Can you speak more slowly, please?5.Grammar: imperative sentences and its indirect speechOpen the door. Please open the door.Would you please open the door? He told me to open the door.Warming upTeaching Aim:1. Ss will be able to know some differences between British English and American English.2. Ss will be able to master some usages of the words and phrases.Teaching procedures:Step 1 Lead-in (Start with a free chat with Ss about learning English.)T: How many years have you learnt English? How many languages do we speak?What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)Do you think it necessary for us Ss to master such a foreign language?(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)In which countries is English used as the native language? Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOAStep 2 discussionActivity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.Activity 2. Ss guess which of the following words is British English and which is American English:apartment/flat bathroom/toilet can/tin candy/sweetcheck/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ postmom/mum movie(film)/film pants /trousers repair/mendsick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrolStep 3 warming upT: Now let’s enjoy a dialogue between two foreigners.T: Which language do they speak? Why do they misunderstand each other?(There exist differences between Englishes. The different Englishes make up the world Englishes.)Step 4 discussion1.Do we need to learn both British and American English?2.What kind of English would you like to learn?3.Why?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.ReadingTeaching aim:a) Ss will be able to know the development of English and feel the role that culture plays in the change of language. b) Comprehend the whole passagec) Ss will be able to know how to get the key sentence of a paragraph.Teaching procedures:Step 1 lead inAsk students several questions in the form of brain storming.1.Do you know the countries where people speak English? List them on a pieceof paper.2.What are the two main groups of English?3.Do you know the differences between British English and American English?4．Do you know the history of English?Step 2 fast readingEnglish is not only different from country to country, but also different from what it was before. Read the title “the road to modern English〞 and predict (预测) what the passage is mainly about?T: Scan the text to find or make out a key sentence for each paragraph.Let the students find out key sentence of each paragraph or ask them to summarizeStep 3. Intensive readingT: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:How did old English develop into modern English?Why does English change all the way?What other Englishes developed from the old English?(1). Give the three major periods of the development of English.the end of the 16th century-------- the next century ------------ todayWho promoted the spread of English?People. When they moved, they carried English to different places.(2) T: Although they speak English, yet sometimes they can not understand each other well, why?--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)(3) T: How do these differences come about? (Why does English change over time?)--------- Because of cultural communication.Ask ss to find out the characteristics of each time according to the time axis.AD450-1150: German 1150-1500: less like German; more like FrenchIn the 1600’s: Shakespeare’s English The time ADEL was written: American EnglishLater: Australian English(4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language?---------- South Asia, India, South Africa, Singapore, Malaysia and China.Activity 1. fill in the chartActivity 2. Answer the following questions(1)What is the clue of the passage?(2) Why does India have a very number of English speakers?(3) When did people from England begin to move to other parts of the world?Activity 3: Choose the correct answers.Step 4 Post-ReadingT: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “ Only time will tell〞.T: How do you understand this sentence?---------- It means that something can only be known in the future.T: What can you infer from this sentence about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.Step 5. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes tohelp us even if he is very busy.2)communicate with: exchange information or conversation with other people:He learnt to use body language to communicate with deaf customers.3)actually=in fact: used when you are adding new information to what you havejust said: We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell: to say that something can only be known in the future:Will China’s nati onal football team enter for the next finals of the World Cup? Only time will tell.Step 6 DiscussionWork in groups. Discuss the question and then ask two groups to report their answers to the class.Step 7 Homework1. Read the passage as fluently as you can.2. Find out some words and sentences you think are beautiful and recite them.3. p11.ex2.3.4Vocabulary and Useful ExpressionsWarming up1.They are called world Englishes and they include Canadian, British, American,Australian and Indian.include: v. 包括，包含e.g. The price includes service. 这个价钱包括服务费。
高一英语人教版必修1 Unit 2 English around the world 教案
高一英语人教版必修1 Unit 2 English around the world教案Unit 2 English around the worldTeaching Aims:1.Know the development of English in the world; enable Ss to master the differences between American English and British English.2. Learn how to express the difficulties in communication, such as Pardon/ I beg your pardon?3. Master Direct Speech and Indirect Speech.Teaching important points:V ocabulary：include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway blockplay a role (in) because of come up such as play a part (in)Teaching difficult points:Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.Teaching methods:Comprehensive methods: Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situationTeaching design:Period 1: Warming Up and Pre-ReadingI. Teaching objectives:To talk about varieties of English; To discuss why so many people speak English II. Teaching procedures:Step I. Lead-in and warming-upTell the students they are going to answer a questionnaire about why they are learning English. Then ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.Step II. Finish the questionnaireDivide the class into pairs and give out each student one questionnaire paper.Explain the task. The students must question each other about their language learning needs (or motivations).Step III. Summarize the answersWhen the task is finished, ask a couple of students to summarize their partners’ answers. Then choose some students to write their answers about learning English.Step IV. Expand Ss' knowledge of the use of English languageThe situations and skills in using English:Reading(faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Period 2 Reading：The Road to modern EnglishAimsTo talk about EnglishTo read about the history of English languageStep 1 SkimmingRead quickly to get the main idea of the text.Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.Step 2 ScanningRead to locate particular information and complete the comprehending Exercise One.Step 3 Comprehending1. Check the answers to exercise 1 (page 10)2. Answer these questions (Page 11)Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.1). Do you think it matters what kind of English you learn? Why?2) Why do you think people all over the world want to learn English?Step 4 Master language points1. include v.a) containeg. The price includes both house and furniture.b) embrace thing as part of whole eg. I include him among my friends. 2. present2.Presenta) adj: being at hand; being now出席的, 在场的;现在的, 当前的该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”，做后置定语其义为“出席的”eg. The present members 现在的成员The members present 在场的成员b) n: gifteg. He often gave his neighbor's kids little presents.C)vt: to offer赠送,呈献[(+to/with)]eg. They presented him with a bunch of flowers.3. culturen: [C][U] understanding of literature, art, music, etceg. He has studied the cultures of many western countries. 4．identity n: who or what a person or thing iseg. You should show your identity card before you enter it. 5．rulea) n:custom or statement about what must not be done eg. He’s made it a rule to rise early.It’s against the rules of the school to smoke.b) vt: to govern or controlc) eg. The queen ruled her country for 20 years. 6．Requestvt: to ask foreg. They requested financial support.注意：这个词所接的宾语从句要用虚拟语气I requested that he (should) come an hour earlier.B )n: asking or being askedeg. Mr. Paine made a request that I should help him.manda) vt: give orders toeg. I command you to start at once. 注意：这个词所接的宾语从句要用虚拟语气I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8．Actually adveg. She looks young, but she's actually 50.Did you actually see him break the window?9．International adj: of relating to or involving two or more countries in the world 国际的eg. They are dealing with the international affairs. Many African countries received international help.10.modern adj: recenteg. This is a book of modern history. There is a modern hospital.11. vocabulary n: all the words of languageeg. Wide reading will increase your vocabulary.My English vocabulary is limited.12.rapidly adv: quicklyeg. Our country develops rapidly. The number of learning English is increasing rapidly.13.retell v: tell something once moreeg. Can you retell the story in your own word? The teacher asked you to retell it.14.recognize v: to identify from previous experienceeg. He looked at the envelope and recognized Jenny's handwriting immediately.The policeman recognized her as a thief.15. government n: group which govern a country or a certain areaeg. The government will decide the matter.The government is discussing the problem.Useful expressions1.play a part/ role in: to act or to be involved in an activityeg. He has played an important part in carrying out the whole plan.English plays an important role in international communication.2. because of：by reason of sb or stheg. Because of the storm he didn't go there.because of 与because 的区别，前者后接名词或代词，后者接句子eg. He didn’t go to school because he was ill. He didn’t go to school because of his illness.3．come upeg. She came up and said, "Glad to meet you."The moon came up gradually.I'll let him know if anything comes up.4. such as: like; for exampleeg. I like drinks such as tea and coffee.such as 与for example 的区别，前者用来罗列事物或人,后者用来举例说明eg. English is also spoken in many places, such as Africa and Asia.For example, Tom has the same opinion.Period 3 : Learning about Language(Indirect Speech (II) requests & commands)AimsTo discover useful words and expressionsTo discover useful structuresProceduresStep 1. Direct and Indirect SpeechStep 2 Discover useful words and expressions1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)1. In groups of four, think of at least three commands your teachers and parents usually give.You may follow these steps.1) Choose one who is to give the first command.2) Ask another person in your group to tell somebody what you said.3) The third person will change the request or command from direct into indirect speech.4) Change role so that each person gets the chance to give commands and turn them into indirect speech.2. Get the students thinking about the difference between the request and command.Period 4: Using LanguageAimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play: Get students to work in pairs. Let one student be a Chinese and theother a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find the topic sentence for each paragraph.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1)believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besidesdieting, exercising plays an important part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE.(i.e. what is heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.5). Play the tape again and let the students answer the questions in pairs after listening.6). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students: Amy (American) Lady (British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand sidePrepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.Performance: Ask two pairs to perform their dialogue in class.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.2.Writing AssessmentCan you give persuasive reasons for the topic on your poster?Can you verbalize your ideas fluently?Can you put your own English learning experiences into a broader perspective?Can you organize your ideas in a logical way?Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?Further ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:Step 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way.Step 5: Students write about the topic after class as homework.Period 5: ListeningStep I Describe the picture and the boys.Step II Listening and writing (P14)Ask the Ss to listen and answer questions.Step III Listening againTask 1 Listen and write the AE words.T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48 LISTENING. The BE words have been written down. Read it. Then listen to the dialogue. In the conversation, “rush hour” is the name of a popular Hollywood film.After listening.T: Please read your answers together. ( Write down the answers.)Ss: pictures-movies, lorry-truck, underground-subway, sweets-candy, autumn-fall.Task 2 Listen and write down answers to questions.Students read the questions to find out the listening point first, and then listen to the tape to get the answers. T: Now the recorder will introduce a new way of Englishlearning. Before listen to the tape, please read the questions to find out the listening point. Make notes of the answers while listening.Play the tape for the first time so that the students can get a general idea. The second and third time, the students write and check their answers. Pause and repeat the key sentences.T: Can you answer questions now?Ss: Yes.T: Good. What TV programme is Zhao Li listening?S1: CCTV-9 World Wide Watch.T: Excellent! Who would like to answer the next questions?S2: 2. Zhao Li thinks that listening to TV programs will improve her English.3. She thinks that Cao Ri is a good speaker. He uses American English.4. The more listening practice you have, the better your listening skills will get, especially if you hear variety of speakers.5. You should be patient and keep trying. Soon you will understand more and more.Teacher checks the answers and explains some difficult listening points if necessary.Step IV Listening taskTask 1 Read the map and listen and find where the students come from.T: Please turn to page 51 and read the map. What does it tell us? S: It marks the places where English is spoken an a first or second language. Maube it is about world English.T: Very clever! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map.It is a little difficult to finish the task individually. Teacher may do the first one with the students. While listening, repeat the key sentences.T: Let’s guess the first one together.Play the tape.T: From the first sentences and “British rulers”, we know S1 comes from India. Go on listening and write down your answer on the map.Students listen to the tape and write down their answers.Teacher plays the tape twice. A few minutes later.T: Check your answers with your partner. Listen to the tape again.T: OK. Where is S2 from?S: S2 is from Louisiana in the US.T: What about the others?Ss: S3 is from Jamaica, S4 Ireland, S5 Philippines, and S6 Singapore.T: Very good.Step V Homework1. Make a short list of reasons why English is spoken in so many places around the world.2. Preview page 15 Speaking. List the words that were confusing to Amy.。
高中英语人教版必修1教案-Unit_2_English_around_the_world_教学设计_教案_7
教学准备1. 教学目标Teaching objectives:Knowledge aim:To learn the important words and phrases in this unit. communicate native even if come up base on at present make use of Identity fluent such as because ofAbility aims:1. To master the usage of the important words in this unit..2. To learn how to use these words correctly.2. 教学重点/难点1. How to help themselves learn to use the words and expressions.3. 教学用具课件4. 标签English around the world教学过程Teaching procedure:Step1: GreetingStep2: leading in by the summaryStep3: individual and class activitiesActivity1: Complete this summary with words from the reading.English has changed when cultures meet and __________ with each other. ______English speakers can understand each other even__they don’t speak the same kind of English. For example, Britishand American people can understand the sentence: I want to ________ to your apartment or flat. Between about AD450 and 1150, English was _____ more on German_______ England was once ruled by theGerman.The Settlers to England enriched and enlarged its vocabulary, so by 1600’s Shakespeare can__________ a wider vocabulary. By the 19th century American English spelling got a separate _________when Noah Webster wrote his dictionary. At ________, more people speak English as their first, second or a foreign language than ever before. People in South Asia _______ as India, Singapore speak ________ English.Activity 2: Fill in the blank according to the picture1. The Chinese President xi is _______________ with Obama,__________they come from different country.2.Legend of swords (古剑奇谭) is ________ famous novel Jean heart sword spirit3. Our ________ language is Chinese.The giant Panda is ________to China.He is a _________ of Han Chuan.4. I went back not ____________ the rain, but __________ I was tired.5. A terrible earthquake happened in LuDian yunnan province. Many people lost their lives. the Chinese president Xi stressed theefforts to _________ prime time(黄金时间) to rescue the victims of the disaster and the relevant departments(相关部门) tried their best to make sure the ________ of the dead.6.some popular dating(约会) shows ______ one out of hundred (百里挑一)and take me out (我们约会吧)attracted more boys and girls to attend in foreign countries.Activity3: Guess the meaning of the words “come up”①While they were talking, a cat came up.②The sky was bright when the sun came up.③The question finally came up for discussion.④The seeds I sowed last week came up quickly.⑤I will let you know if anything comes up.Activity 4: Translate the following sentence into Chinese.At present, the present village leader Li rui is busy in packingthose presents, and then he will present them to each child who are present at program called where are we going, dad.Step4: Group tasksTask 1: Tell the words for each meaning.1. As a result of : because of2. Able to speak or write a language well: fluent3. Who or what somebody or something is : identity4. Belonging to one by birth: native5. To approach, to come forward: come up6. In spite of the fact or belief: even if / thoughTask2: Short writingtips:将以上句子连成一篇小短文,红体部分汉字使用本单元的词汇和短语表达。
人教高中英语 必修一unit2教案
人教高中英语必修一unit2教案Module 1 Unit 2 English around the world●单元规划本单元主要围绕English around the world这一主题介绍了英语的使用情况、开展情况及各地不同的方言。
第二单元English around the world的设计可分为五局部。
第一局部learn something about words and expressions；第二局部warming up and reading；第三局部the structure which expresses commands and requests；第四局部using language；第五局部 writing and speaking; ●课时安排本单元教学可分为6个课时。
第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revisionThe First Period Words and expressionsTeaching aims :1. Know the key words and expressions in the whole unit:elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points :1.Get familiar with the words in the text part.2.Master the important expressions such as：because of, come up, at present, such as, play a part (in)……Teaching methods: Task-based teaching and learning;cooperative-learning; group discussionTeaching procedures :Step 1、Self-directed learning学习方法指导：第一步：写出所给单词的音标；第二步：大声朗读三遍，注意画线字母的发音；第三步：依次写出画线字母的音标。