人教版高中英語必修1Unit2Englisharoundtheworld單元整體教案

1、book unit2 english around the world 單元整體教案material analysis ：本單元的中心話題是“世界各地的英語”，主要向英語學(xué)習(xí)者介紹英語這門語言的起源、變化及發(fā)展，英語在世界各地作為母語、第二語言和外語的區(qū)別及不同功能，特別是英式英語和美式英語在拼寫以及用法方面的差異。讓英語學(xué)習(xí)者全方位地了解英語，從而掌握這門語言。warming up 圖片和問題英式英語和美式英語的區(qū)別，幫助學(xué)生復(fù)習(xí)英式英語和美式英語在詞匯和表達(dá)方面的差異，為閱讀本單元材料做好鋪墊。pre-reading 問題鼓勵(lì)學(xué)生思考將英語作為官方語言的國家，提出哪個(gè)國家擁有的英語學(xué)習(xí)者最

2、多。reading 英語由于航海、戰(zhàn)爭等原因被從英國傳播到世界各地，其自身也在不斷地受到其他文化的影響，從而在發(fā)生著新的變化，具有鮮明的地方文化特色。comprehending 通過細(xì)節(jié)理解題，學(xué)生在思考和找尋答案的過程中加深了對文章的理解。learning about language 學(xué)生學(xué)會(huì)使用本單元的重點(diǎn)詞匯、句型和語言知識： 帶有請求和命令口氣的直接引語轉(zhuǎn)變?yōu)殚g接引語。using language 閱讀材料向?qū)W生介紹了不同地方的英語方言，從而使學(xué)生了解英語的多面性，沒有唯一的標(biāo)準(zhǔn)英語。教學(xué)目標(biāo)：知識目標(biāo)：通過本單元的教學(xué)，幫助學(xué)生：1.掌握與英語語言發(fā)展變化相關(guān)話題的語言表達(dá)。2.掌

3、握相關(guān)的詞匯、句型和表達(dá)法。3.了解英式英語與美式英語的差別。4.掌握祈使句及其間接引語的表達(dá)和應(yīng)用。能力目標(biāo)：1.通過本單元的聽說訓(xùn)練，培養(yǎng)學(xué)生獲取有用信息和處理信息的能力。2.通過對本單元閱讀材料中信息的加工處理，培養(yǎng)和訓(xùn)練學(xué)生skimming, scanning, predicting 和summarizing 等閱讀技能。3.通過完成本單元中的writing 的寫作任務(wù)，訓(xùn)練學(xué)生利用本單元輸入的語言材料和信息輸出語言。4.通過本單元的學(xué)習(xí)，提高學(xué)生發(fā)現(xiàn)問題、分析問題和解決問題的能力。情感目標(biāo)：1.通過對本單元“世界各地的英語”話題的學(xué)習(xí)，幫助學(xué)生了解英語這門語言的起源、變化和發(fā)展，了解

4、英語在世界范圍的區(qū)別和使用情況，幫助學(xué)生形成世界英語及地域英語的概念，讓學(xué)生感知英語語言的多層次和多元化，樹立跨文化交際的意識。2.讓學(xué)生認(rèn)識到在全球化的進(jìn)程中學(xué)習(xí)英語的重要性，幫助學(xué)生總結(jié)出適合自己的學(xué)好英語的一些技巧和方法，為學(xué)生的自學(xué)和終身學(xué)習(xí)奠定良好的基礎(chǔ)。單元整體設(shè)計(jì)思路：第一課時(shí)warming up, listening 第二課時(shí)pre-reading, reading,comprehending 第三課時(shí)language learning 第四課時(shí)using language: reading, speaking 第五課時(shí)using language: writing 第 六 課

5、 時(shí)綜 合 評 價(jià) 練 習(xí) 課reading task (p.51); self-evaluation, summingup and self-test/exercises 第七課時(shí)測試講評課period 1 warming up and listening teaching aims: 1. to get the students to revise the knowledge about the differences between british english and american english. 2. to get the students to practice liste

6、ning skills and learn listening strategies: predicting and note-taking. 3. to arouse students interest in learning english. teaching important points: 1. to train the students listening skills and strategies. 2. to train the students speaking ability. teaching difficult points: 1. to get every stude

7、nt to be involved in the listening activities. 2. to get every student to be active in class. teaching procedures stepi. warming up 1.look at the pictures and dialogues in warming up. let the students try to guess if the men can understand each other by using two different kinds of english. 2. guess

8、 british english and american english words. elevator/lift in a team/on a team rubber/eraser petrol/gas british: lift, in a team, rubber, petrol 3. discuss in pairs. look at the british words and guess the american equivalents. british: american: flat apartment underground subway pub bar toilet bath

9、room tin can autumn fall match game post mail football soccer lorry truck trousers pants step. listening 1). get students to look at the picture on page14 to make up stories according to the picture. 2). get students to predict what the story is about. 3). play the tape for the students to listen. 4

10、). encourage the students to give the standard equivalents for the dialectic words from bufords story, using the context. dialectic words from bufords storystandard english equivalents hey yallain tyer ya pup swimminjumpin feelinboutnoughshoulda seen got outta hello everyone aren tyour you child swi

11、mming jumping feeling about enough should have seen got out of 6). play the tape again and let the students answer the questions in pairs after listening. 7). check the answers. (variant: you may also) step . practice ask the students to retell bufords story in standard english in pairs. step . summ

12、aryget students to summarize what they have learned in the period. give students some evaluation and encourage them to work better.step . homework1) find out the countries using english as an official language. 2) preview the reading text on page 9. period 2 reading teaching aims:1. to get students

13、to read and master the key words and expressions: words: voyage, native, actually, present, fluent expressions: because of, even if, come up, be based on, at present, make use of, a large number of 2. to get students to practice reading skills and learn reading strategies: skimming, and scanning. 3.

14、 to get students to known about the history and development of english. teaching important points: 1. to train students reading skills and strategies. 2. to get students to master the key words and expressions in the reading passage. teaching difficult points: 1. to get every student to be involved

15、in the learning activities. 2. to get every student to be active in class. teaching procedures:step. warming up by checking the homework.1) list the names of countries using english as an official language on the board. britain, usa, australia, canada, new zealand, ireland, south africa, singapore,

16、india, etc. 2) students try to guess the reasons that have encourage these countries to speak english. britainempireusatrade, military base, aid, etc. india colony in the past stepii. pre-reading1. first ask the students to see the title on the book then let them discuss in groups in order to try to

17、 guess the answers to the three questions before the text. 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 havent mentioned.3). provide the students with an opportunity to think about the r

18、easons 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 americahave contr

19、ibuted to the spread of english. satellite tv, radio like bbc, voa, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles. 2. ask the students to listen to the record and try to grasp the general idea of the passage. after lis

20、tening, try to answer two questions: (1) was english always the same in the past? (2) in what ways has english changed? ( both speaking and spelling.) stepii. while-readingtask 1. skimming read quickly to get the main idea of the text. let the students find out key sentence of each paragraph or ask

21、them to summarize the main point for each paragraph in their own words. paragraph 1: the spread of the english language in the world paragraph 2: native speaker can understand each other but they may not be able to understand everything. paragraph 3: all languages change when cultures communicate wi

22、th one another. paragraph 4: two big changes happened in english spelling. paragraph5: english is spoken in africa and asia. task 2. scanning read to locate particular information and complete the comprehending exercise1. task 3. listen to the tape twice and pay attention to the pronunciation. finis

23、h the comprehending exercise2. step . post-readingwork in groups. discuss the two questions in exercise3 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? possible answer: the reasons why people all over the world want

24、to learn english: with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another. however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of

25、 the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries. also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between di

26、fferent kinds of english in order to avoid misunderstanding while communicating. (all persuasive reasons can be accepted.) 2) why do you think more people in the world now want to learn chinese? various answers 3）get students to use the form in the comprehending exercise2 to retell the story. first

27、the whole class do it together. then students work with their partners. 4) check students work.step . 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 pe

28、ople: 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. available 6) only time will tell: to say t

29、hat something can only be known in the future: will chinas national football team enter for the next finals of the world cup? only time will tell.step . summaryget students to summarize what they have learned in the period. give students some evaluation and encourage them to work better. homework ch

30、oose five new phrases just learned to make sentences and write down in the exercise book. period 3: language learning teaching aims: 1) to get students to master the usage of indirect speech (ii) requests & commands 2) to get students to practice requests & commands by role-playing. 3) to ge

31、t students to summarize the grammatical rules and encourage students to apply the rules into practice. teaching important points: 1) to train students speaking skills. 2) to get students to master the grammatical rules. teaching difficult points: 1) to get every student to be involved in the listeni

32、ng activities. 2) to get every student to be active in class. teaching procedures: stepi.worming up 1. get two students to come to the front to play a show game. 2. instructions: student amakes commands and student b does what he/she is told. 3. examples: 1) point to your left eye. 2) open the door.

33、 4. get the rest to report what students a and bdid. 1) student a told student b to point to his/her eye. 2) student a told student b to open the door. step. presentation 1) get students to discuss the differences between retelling commands and requests in part1 on p12. commands: told sb. to do sth.

34、 requests: ask sb. to do sth. 2) get students to identify and classify the expressions in exercise 2 on page 12 into commands and requests. 3) let students retell the sentences in exercise3 on page12 in indirect speech. step iii. practice1. in groups of four, students think of at least three command

35、s the teachers and parents usually give. 1) student 1 ( acting as a teacher or a parent) give the first command. 2) student 2 tellsstudent 3 what student 1 said. 3) student 3 will change the request or command from direct into indirect speech. 4) change roles so that each person gets the chance to g

36、ive commands and turn them into indirect speech. example: s1: please dont talk in class.s2: what did our teacher tell us? / what did our teacher say? s3: he told/asked us not to talk in class. / she said not to talk in class. step . summary get students to summarize what they have learned in the per

37、iod. give students some evaluation and encourage them to work better.step. homework 1)follow the examplein practice, and write down a command and a request respectively. 2) ask students to preview reading on page13. period 4: reading and speaking teaching aims: 1) to get students to read and master

38、the key words and expressions 2) to get students to practice reading skills and learn reading strategies: skimming, and scanning. 3) to get students to improve their cultural awareness and know about the differences between british english and american english. teaching important points: 1)to train

39、students reading skills and strategies. 2)to get students to master the key words and expressions in the reading passage. teaching difficult points: 1)to get every student to be involved in the learning activities. 2) to get every student to be active in class. teaching procedures stepi. warming up

40、1. introduction: in china therere 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 the other a foreigner. role-play a conversation about the chines

41、e language to have them discuss why putonghua has to be used in china. stepii. reading1. get the students thinking about the topic of the text to predict what it is about. 2. skimming: read quickly to find the topic sentence for each paragraph. para. 1: there is no such a thing as standard english.

42、para. 2: american english has many dialects whose words and expressions are different from “standard english”.para. 3: geography plays a part in making dialects. 3. scanning: work in pairs. read the text to locate particular information. 1). do you know what standard english is from the text? 2). wh

43、at 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

44、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 people 4). dialect: a variant of a language spoken only in one area, in which words or grammar are slightly dif

45、ferent from other forms of the same language 5). play a part/role in: be one of the causes that make something happen: besides dieting, exercising plays an important part in losing weight. step. reading dialogues1. play the tape for the students to listen and ask them to mark the sentence stress and

46、 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.) 2. make sure the students know that the word used for directions often vary depending on what kind of english the speaker uses. pre

47、sent the list to the students: amy (american) lady (british) subway underground left left-hand side keep going straight go straight on two blocks two streets right right-hand side 3. prepare their role-play in pairs: be sure that one plays a speaker of british english and the other a speaker of amer

48、ican english. ask students to select actual streets and location in their hometown for giving directions. 4.performance: ask two pairs to perform their dialogue in class. sample version: s1: excuse me, sir . but i cant find the petrol station? s2: pardon? s1: i said i couldnt find the gas station. s

49、2: well, go round the corner on your right-hand side, straight on and cross the flyover. you will find it ahead. s1: thank you very much. s3: what did he say? s1: he told us to go round the corner on the right, go straight on and then cross the overpass. the petrol station will be ahead. step . summaryget students to summarize what they have learned in the period. give students some evaluation and encourage them to work better. step v. homeworkstudents try to think about the reasons why you are learning english, and write down three of them. period 6: writing teaching aims: 1) to get stu