2022年人教版高中英語必修1-Unit2English-around-the-world單元整體教案

1、BookUnit2 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、變化及開展,英語在世界各地作為母語、其次語言和外語的區(qū)分及不同功能,特殊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)者全方位地明白英語,從而把握這門語言；Warming up 圖片和問題英式英語和美式英語的區(qū)分,幫忙同學(xué)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 問題勉勵(lì)同學(xué)摸索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)

2、者最多；Reading 英語由于航海、戰(zhàn)爭等緣由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)懂得題,同學(xué)在摸索和找尋答案的過程中加深了對文章的懂得；Learning about language 同學(xué)學(xué)會使用本單元的重點(diǎn)詞匯、Using language 句型和語言學(xué)問： 帶有懇求和命令口氣的直接引語轉(zhuǎn)變?yōu)殚g接引語；閱讀材料向同學(xué)介紹了不同地方的英語方言,從而使同學(xué)明白英語的多面性,沒有唯獨(dú)的標(biāo)準(zhǔn)英語；教學(xué)目標(biāo)：學(xué)問目標(biāo)：通過本單元的教學(xué),幫忙同學(xué)：1. 把握與英語語言開展變化相關(guān)話題的語言表達(dá)

3、；2. 把握相關(guān)的詞匯、句型和表達(dá)法；3. 明白英式英語與美式英語的差異；4. 把握祈使句及其間接引語的表達(dá)和應(yīng)用；才能目標(biāo)：1.通過本單元的聽說訓(xùn)練,培育同學(xué)獵取有用信息和處理信息的才能；skimming, scanning, predicting 和2.通過對本單元閱讀材料中信息的加工處理,培育和訓(xùn)練同學(xué)summarizing 等閱讀技能；供學(xué)習(xí)參考3. 通過完本錢單元中的 writing 的寫作任務(wù),訓(xùn)練同學(xué)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),提高同學(xué)發(fā)覺問題、分析問題和解決問題的才能；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),幫忙同學(xué)明白英語

4、這門語言的起源、變化和開展,明白英語在世界范疇的區(qū)分和使用情形,幫忙同學(xué)形成世界英語及地域英語的概念,讓同學(xué)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. 讓同學(xué)熟悉到在全球化的進(jìn)程中學(xué)習(xí)英語的重要性,幫忙同學(xué)總結(jié)出適合自己的學(xué)好英語的一些技巧和方法,為同學(xué)的自學(xué)和終身學(xué)習(xí)奠定良好的根底；單元整體設(shè)計(jì)思路：第一課時(shí) Warming up, Listening 其次課時(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

5、language: writing 第 六 課 時(shí) 綜 合 評 價(jià) 練 習(xí) 課 Reading task p.51; Self-evaluation, Summing up 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 s

6、tudents to practice listening 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 poin

7、ts: 1. To get every student to be involved in the listening activities. 2. To get every student to be active in class. Teaching procedures 供學(xué)習(xí)參考Step I. 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 diff

8、erent kinds of English. 2. Guess 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 underg

9、round subway pub bar toilet bathroom 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. 供學(xué)習(xí)參考2. Get students to predict what the story is about. 3. Play the

10、tape for the students to listen. 4. Encourage the students to give the standard equivalents for the dialectic words from Bufords story, using the context. Dialectic words Standard English from Bufords story equivalents Hey hello yall everyone ain t aren tyer your ya you pup child swimminswimming jum

11、pin jumping feelinfeeling bout about nough enough shoulda seen should have seen got outta 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 Buford Step . Summary

12、s story in Standard English in pairs.Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better.Step . Homework 1 Find out the countries using English as an official language. 2 Preview the reading text on page 9. 供學(xué)習(xí)參考Period 2 Rea

13、ding Teaching aims: 1. To get students 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

14、 strategies: skimming, and scanning. 3. 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:

15、1. To get every student to be involved 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 Zeala

16、nd, Ireland, South Africa, Singapore, India, etc. 2 Students try to guess the reasons that have encourage these countries to speak English. Britai nEmpire USAtrade, military base, aid, etc. Indiacolony in the past Step II. Pre-reading 1. First ask the students to see the title on the book then let t

17、hem discuss in groups in order to try to 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 ha vent mentioned.3. Provide the students wi

18、th 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. 供學(xué)習(xí)參考 English dominates international websites and provides nearly all of the new computer terminology. Tourism and trade fro

19、m Western Europe and North America have contributed 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 gra

20、sp the general idea of the passage. After listening, 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. Step II. While-reading Task 1. Skimming Read quickly to get the main idea of the text. Let the students find ou

21、t key sentence of each paragraph or ask 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 langu

22、ages change when cultures communicate with 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 p

23、ay attention to the pronunciation. Finish the comprehending Exercise2. 供學(xué)習(xí)參考Step . Post-reading Work 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: Th

24、e reasons why people all over the world want 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 adju

25、st to native speakers from different parts of 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

26、have to learn about the difference between different 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 3Get students to use the form in the comprehend

27、ing Exercise2 to retell the story. First the whole class do it together. Then students work with their partners. 4 Check students work.供學(xué)習(xí)參考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

28、 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: Weve known for years. Actually, since we were babies.4 be based on : 5 make use of: use sth. ava

29、ilable 6 Only time will tell: to say that 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 . Summary Get students to summarize what they have learned in the period. Give students some evaluation and enc

30、ourage them to work better. Homework Choose 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 & Command

31、s by role-playing. 3 To get 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

32、involved in the listening activities. 2 To get every student to be active in class. Teaching procedures: 供學(xué)習(xí)參考Step I. Worming up 1. Get two students to come to the front to play a show game. 2. Instructions: Student A makes commands and Student B does what he/she is told. 3. Examples: 1 Point to you

33、r left eye. 2 Open the door. 4. Get the rest to report what Students A and B did. 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. Co

34、mmands: told sb. to do sth. 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. Practice 1. In groups of four, students think

35、 of at least three commands the teachers and parents usually give. 1 Student 1 acting as a teacher or a parent give the first command. 2 Student 2 tells Student 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

36、gets the chance to give 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. 供學(xué)習(xí)參考Step . Summary Get students to summarize what the

37、y have learned in the period. Give students some evaluation and encourage them to work better.Step. Homework 1 Follow the Example in 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 stud

38、ents to read and master 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 importa

39、nt points: 1To train students reading skills and strategies. 2To get students to master the key words and expressions in the reading passage. Teaching difficult points: 1To get every student to be involved in the learning activities. 2 To get every student to be active in class. Teaching procedures

40、Step I. Warming up 1. Introduction: In China therere so many dialects that the go vernment 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 conversat

41、ion about the Chinese language to have them discuss why Putonghua has to be used in China. Step II. Reading供學(xué)習(xí)參考1. 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 t

42、hing as Standard English. Para. 2: American English has many dialects whose words and expressions are different from “ standard EnglishPara. 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

43、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

44、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 people 4. dialect: a variant of a language spoken only in one area, in which words or gramm

45、ar are slightly different 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 dialogues 1. Play the tape for the students to listen and ask them to mark the

46、 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. 2. Make sure the students know that the word used for directions often vary depending on what kind of English the

47、 speaker uses. Present the list to the students: 供學(xué)習(xí)參考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 othe

48、r a speaker of American 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

49、 the gas station. S2: 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

50、 ahead. Step . Summary Get students to summarize what they have learned in the period. Give students some evaluation and encourage them to work better. Step V. Homework Students try to think about the reasons why you are learning English, and write down three of them. 供學(xué)習(xí)參考Period 6: Writing Teaching aims: 1 To g