最新高中英语必修1：Unit+2+(综合教案)名师优秀教案.doc

高中英语必修1：Unit 2 (综合教案)新课标高一必修1 英语教案 Unit 2 English around the world (综合教案) Unit 2; English Around the World ?单元教学目标 技能目标Goals Talk about English and its development, Different kinds of English Talk about difficulties in language communication Learn to make dialogue using request & commands Learn to transfer from direct into indirect speech Learn to give opinions and organize ideas by way of brainstorming Learn to make a poster showing your ideas clearly ?目标语言 功能句式 Talk about English and its development Refer to Introduction in the teachers? book Talk about difficulties in language communication Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、 left-left-hand-side 、two blocks two streets. Make dialogues using request or command: Pardon? Could you repeat that, please? I beg your pardon? Can you speak more slowly, please? I don?t understand. Sorry. I can?t follow you. Could you say that again, please? How do you spell it, please? 词汇 1.四会词汇 include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction ma?am subway block 2. 认读词汇 Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3. 固定词组 play a role (in) because of come up such as play a part (in) 语法 Comma Command & request Open th Open the door. Please open the door. Would y Would you please open the door? Indirect Indirect Speech He told He told (asked) me to open the door. ?.教材分析和教材重组: 1. 教材分析 本单元的中心话题是 “English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的 了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。 1(1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。 1(2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。 1(3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。 1(4 Comprehending主要是检测学生对课文基本内容的理解程度。 1(5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目(Request & Command and Indirect Speech)。 1(6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。 2(教材重组 2(1 导入 把Warming Up 作为一堂课。 2(2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。 2(3 语言学习 把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。 2(4 写作 2(5听和说 把课文中的听和说整合成一堂课。 2(6 练习课 workbook exercises & other exx. 3(课型设计与课时分配 1st period Warming Up 2nd period Reading &Language Study 3rd period Learning About Language r& grammar 4th period Writing 5th period Listening & Speaking 6th period Exercises Unit 2 English around the world Period One Warming up 一、 教学目标(teaching aims)students book; warming up 1、 能力目标(ability aim) a. Enable students to talk about the world Englishes b. Enable students to talk about the differences between Am. English and Br. English 2、 语言目标(language aim) more than; include; play an important role; because of; international; native; elevator; flat; apartment; rubber; petrol; gas; 二、 教学重难点(Teaching important points) a. Students learn about the world Englishes and the differences between Am. English and Br. English. b. Students can understand the jokes caused by the misunderstanding of different Englishes. 三、 教学方法(Teaching method) a. Individual, pair or group work to finish each task. b. Listening c. Discussion 四、 教具准备(Teaching aids) a computer; a tape-recorder; a projector 五、 教学步骤(Teaching procedure) Step I. Leading-in Fun time: warm the students up by asking them to greet each other with their dialects. At the same time, lead the students to think about the topic of this unit- “language”. Step II. Warming up. 1) A quiz about the national flag of countries speaking English as their first or second language .Lead the students to the topic “ English Around the world”. 2) Ask the students to think about the question about the “world Englishes”. Step III. Talking about “world Englishes”, especially the differences between “American English” and “British English” 1) Listen to a dialogue between an American and an Englishman. And try to find out the cause of the misunderstanding between them. 2) Talk about the differences between American English and British English.( mainly about vocabulary and spelling) Step IV. Speaking Task. Student make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to. Unit 2 English Around the World Period Two Reading 教学目标(Teaching aims) Get the students to know English language and its development and different kinds of English through this passage. 教学内容( Teaching contents) Get the knowledge of English language and its development and different kinds of English. 能力目标(Ability aim) Get some knowledge of different kinds of English 语言目标(Language aim) Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar- the indirect speech of the imperative clause 教学重难点(Teaching important points) The indirect speech of the imperative clause 教学方法( Teaching methods) task- based approach 教具准备(Teaching aids) multi-media computer 教学步骤(Teaching procedure) Step 1. Warming up. Warm the students up by ask them to tell the differences between American English and British English. Step 2. Pre-reading. Ask the students to discuss some questions about “English” in pairs. 1.How many people speak English in the world today?2.Why do so many people speak English?3.What has helped to spread English around the world?4.Do you think it important for Chinese to learn English? Why? Step 3. Reading. 1) The first-reading. Ask the students to scan the text and choose the correct answer in the book. 2) The second-reading. Ask the students to read the text paragraph by paragraph, and get some detail information. a. For the first and second paragraph, students answer some questions b. For the third paragraph, students find out the information to fill in the table of the development of English. c. For the last paragraph, students find out the reason why India speaks English. Step4 discussions: 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? 3, Do you think Chinese will become the most popular language in the world instead of English in the future? Step 5. Extension Give the students some information of origin of British English and American English. The formation of British English From 17th century-19thcentury The UK colonized Ireland and joined with Scotland long ago Colonized ; North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English American colonial rulers also brought their English to: Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China. Tell them some proper items. Native speaker: A person who speaks English since birth but who may not speak a standard form of it. L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step6 Homework 1. Finish the exercise on page 11. 2. Read passage on page 51 The Oxford English Dictionary and make notes about Murray?s life. Unit 2 English around the world Period Three Learning about Language 一、 教学目标(teaching aims)students book; Discovering useful structures 1、 能力目标(ability aim) a. Enable students to tell the differences between a request and a command. b. Enable students to learn about the Indirect Speech( requests & commands) c. Enable students to use the Indirect Speech (requests & commands) 2、 语言目标(language aim) command; request; retell; polite; boss Indirect Speech (requests and Commands) 二、 教学重难点(Teaching important points) a. Students learn about the differences between a request and a command. b. Students learn about the Indirect Speech( requests and commands) c. Students can use the indirect speech. 三、 教学方法(Teaching method) a. Individual, pair or group work to finish each task. b. Discovering the structure through examples c. Practice 四、 教具准备(Teaching aids) a computer; a projector 五、 教学步骤(Teaching procedure Step 1. Warming-up (Revision) Warm the students up by asking them to go over the Direct Speech and Indirect Speech. Do some exercises : change a statement or a question into Indirect Speech. Step 2. Talk about Request and Command. 1) Talk about the polite and Impolite tune. 2) Change the commands into Requests. 3) Learn to give requests or commands according to the situations. Step 3. Talk about how to change a request and a command into Indirect Speech. ask(ed) sb (not) to do sth tell/told sb (not) to do sth Step 4. Practise changing a request or a command into Indirect Speech. Step 5. using the structure. A game: choose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students asked them to do. Unit 2; English Around the World (Period Four) writing 教学目标(Teaching aims) a. Let students get to know how to write a statement by using brainstorming b. Try to use connecting words or sentences to make it as an essay or passage not just several sentences. 教学内容( Teaching contents) Write a statement 能力目标(Ability aim) Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim) I think, I believe, In my opinion We learn English to do 教学重难点(Teaching important points) How to arrange sentence correctly . Try to use connecting words. 教学方法( Teaching methods) Brainstorming way 教具准备(Teaching aids) multi-media computer 教学步骤(Teaching procedure) Step1 leading in Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest. Step2 presentation Also use the brainstorming way to ask “ Why should we learn English ?” and “how can learning English help China?” Step3 A poster Write a poster to collect all their ideas. try to use completely sentences, such as : I like to study English and use it for business in the future. I want to study English well so that I can read English books. Say, come to the blackboard and write down your ideas , trying to use complete sentences, such as : If I learn English well, I can bring in the advanced foreign technology to China. So China will become stronger. I decide to learn English well , in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world. Step4 write an essay The title is “Do we need to learn English?” Step5 display the structure on how to write the essay. 1. State your points of view. 2. Show the supporting reasons. 3. Get a conclusion Step6 show them the 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 Step7 give them a simple example which is not complete Do we need to learn English? I strongly think we not only need learn English but also learn it wellWhy should we learn itHow can learning English help China in the future?So Step8 HomeworkMy Experience of Learning English Para1. My problems in learning English. Para 2. How I can improve my English. Para.3. What I like about learning English.Para Para 4. How I hope to make use of my English. Unit 2: English Around the World Period Five Listening & speaking 一( 学目标(Teaching aims) 教材(Teaching materials) listening materials on p12 and p14 on the textbook, another one attached 1、 能力目标(ability aim) enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues. 2、 语言目标(Language aim)distinguish some words used in British and American English 、 some dialect and accent 二、 教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent 三、 教学方法(Teaching method) listening and talking 四、 教学准备(Teaching aids)tape recorder and get students answer sheet printed out 五、 教学步骤(Teaching procedure) step 1 Listening Listening 1 (text book p12 ) Listen to the tape, trying to make the students know and distinguish British English and American English. Step 2 Speaking After listening to different words used in British and American English, see if they know more. Get them to say more about the differences between American and British Englsih. i.e. apartmentflat barpub bathroomtoilet cantin chalkboardblackboard crazymad elevatorlift eraserrubber gamematch linequeue Step 3 Listening Listening 2 (text book p14 ) Listen to the tape, getting to know American dialect and accent. Step 4 Speaking After listening to different dialects and accents, see if Ss know how to pronounce the following words: ask after either neither kilometer boxand more Step 5 Listening Listening 3 Listening to the tape and mark their choices. Keys:1-5 BABCB 6-10 CABAB 11-15 ACCBC 16-20 ACBCB Worksheet (please print it out) 第一部分:听力(共两节，满分30分) 第一节(共5分;每小题1.5分，满分7.5分) 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间回答有关小题和阅读下一小题。每段对话仅读一遍。 1. What does the woman mean? A. They?d better slow down. B. They have to hurry up. C. She doesn?t realize how late it is. 2. How often does Emy take her piano lesson now? A. Three times a week B. Twice a week C. Four times a week 3. Where does the talk take place? A. At a concert. B. At a ball. C. In a classroom. 4. Why did Harry got a ticket? A. He got a train ticket B. He slowed down at the wrong place C. He broke the speed limit. 5.