最新人教版高一unit 2全單元教案

發(fā)布時間：2016-6-19 編輯：互聯(lián)網(wǎng) 手機(jī)版

Step I : Warming Up介紹世界英語，要求學(xué)生區(qū)分英美語單詞。

Step II: Pre-reading 在激活學(xué)生已有知識的同時引導(dǎo)學(xué)生為下一步的閱讀做好準(zhǔn)備。

Step III: Reading

Task 1:Reading and choose the correct answers.

Task 2:Read and summarize the main idea of each

Paragraph. ( work in groups of four )

Para.1 the extension of English in the world

Para.2 Native speaker can understand each other but not everything.

Para.3 the development of English as native language

Para.4 English is spoken as a foreign or second language in many countries.

Task 3: Analyze the text

Part one (Para.1): the extension of English in the world

Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.

Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading

Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）

Step I. Check the words and expressions .

(P11&12 Discovering useful words and phrases part 1,2,3&4)

Step II. Listen and find the British and American

Which are different but have the same meaning.

( work in pairs)P12 part 5

Step III. Pre-reading

Step IV. Reading and talking( P13)

Task1 : Read and answer questions:

Task2: Read and fill in the map.

辯別southeast ,northeast ,southwest, northwest,south,east, west, north.

Step IV. Homework:

Read the passage on P52 and fill in the table.The third period: Listening

Teaching materials:

Step I. Check the homework.( the passage on P52 and fill in the table.)

Step II. Listen and answer questions.(P14)

Step III. Listen and write AE words.( P48)

Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in

So many places.(p51 Listening task)

Step IV. Homework:write a short list of reasons why English is spoken in So many places.

The fourth period: Grammar

Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking

Step I.

The fifth period:Speaking

Teaching materials:Talking on P48-49

project on p53--54The sixth period: Writing

Teaching materials: Speaking task on P52

Writing task on P53The seventh period: Summing up

講評作文

3.Do some exercises about sentence transformation.

Teaching Important Points:

1.How to improve the students' listening ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries and regions are there in the world?

(About two hundred.)

T: How many languages are there in the world?

(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)

It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says" bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase"

all around the world".

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world such as the majority of develop into in total without doing

one's mother tongue communicate with the number of through the Internet

a number of have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely "tell/order sb. to do sth. "and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth." reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write "Order' in your exercise books. If it's a request, write" Request". (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, "sh. told/ordered sh. else to do sth. "If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, "sb. asked sb. else to do sth. "But we should pay more attention to the negative construction. Its reported orders and requests should be like these. "sh. told/ordered sb. else not to do sth." "sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the coat in the closet.

"Will you please put your coat closet? "said the landlady.

The landlady asked him not to on the peg.

"Will you please not put it peg?" asked the landlady.

Please go on.

The commander ordered to stand still.

"Don't move, "the commander said to the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word "Don'ts", there are three orders, under them there are three requests. On the right, under the word "Dos", there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say "Watch the teacher carefully. Don't come into the lab without a teacher. "In reported order. I can say" She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher."

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )

Suggested answers:

Indirect Speech:

1. He told us not to come into the lab

without a teacher.

2. He told us not to touch anything in the tab. 3. He told us not

4. He told us to fully.

5. He told to smoke. watch the teacher dip our fingers

6. He told us to suck our fingers.

7. He asked us not to put anything basin.

8. He asked us not to talk so loudly.

9. He asked us not to leave the books in the lab.

10. He asked us to write our answers on the blackboard.

11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything

Step V. Summary and Homework

In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.

Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~

Step VI. The Design of the Writing

Unit 2 English around the world

The Third Period

Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'" ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching

Unit2 The Fourth Period

Teaching Aims

Learn the text to get the students know about the differences between American English and British English.

Get the students to master the words and expressions of the text.

Teaching Important Points

Improve the students' reading

Improve the students' writing ability.

Get the students to know about American English and British English.

Teaching Difficult Point

How to improve the students' writing ability. Teaching Methods

Fast-reading and students' reading ability. Practice and pair work or group work.

Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )

(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )

Step ]I. Fast Reading

:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think" ? What did Noah Webster do make American English from British English?

T: Who will give us the first answer?

SA :I'll try. In American English "I guess" is used instead of "I think".

T: Quite right. What is the second?

SB: He changed the spelling of many words.

Step III. Reading

T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..

1. When did America become an independent country?

2. Where did the word" fall" (meaning: "autumn")first come from?

3. Can you give some examples to show spelling differences between American and British English?

4. Is there any difference in written English in the two countries?

5. What differences are there in spoken English in the two countries?

6. Do you think that people from Britain and America can understand each! other?

7. Why do you think so?

8. How did the differences between British and American English come about?

9. Which do you prefer, American English or British English? Why?

(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one

question, Volunteers !

1. In 1776, America became an independent country.

2. The word "fall" first came from England.

3. Yes, I can. For example, the words "colour, centre and travelled' in British English are spelt" color, center and traveled 'in American English.

4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.

5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.

6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.

7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.

8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.

Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

Notes to the text:

1. come about--happen, take place

e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.

2.stay vi. --keep, remain

e. g. The door stayed open all

3. end up with--finish with

e. g. The party ended up singing of Liu Huan.

(The teacher answers any questions asked by the students. )

Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.