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

1、BookIUnit2Englisharoundtheworld單元整體教案Materialanalysis：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。Warmingup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方面的差異，為閱讀本單元材料做好鋪墊。Pre-reading問題鼓勵學(xué)生思考將英語作為官方語言的國家，提出哪個國家擁有的英語學(xué)習(xí)者最多。Reading英

2、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。Learningaboutlanguage學(xué)生學(xué)會使用本單元的重點詞匯、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。Usinglanguage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，沒有唯一的標準英語。教學(xué)目標：知識目標：通過本單元的教學(xué)，幫助學(xué)生：掌握與英語語言發(fā)展變化相關(guān)話題的語言表達。掌握相關(guān)的詞匯、句型和表達法。了解英式英語與美

3、式英語的差別。掌握祈使句及其間接引語的表達和應(yīng)用。能力目標：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：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

4、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)生認識到在全球化的進程中學(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)計思路：第一課時Warmingup,Listening第二課時Pre-reading,Reading,Comprehending第三課時Languagelearning第四課時Usinglanguage:Reading,Speaking第五課時Usinglanguage:writing第六課時綜合評價練習(xí)課Readingtask(p.51);Self-evaluation,Summi

5、ngupandself-test/exercises第七課時測試講評課Period1WarmingupandListeningTeachingAims:TogetthestudentstorevisetheknowledgeaboutthedifferencesbetweenBritishEnglishandAmericanEnglish.Togetthestudentstopracticelisteningskillsandlearnlisteningstrategies:predictingandnote-taking.ToarousestudentsinterestinlearningE

6、nglish.Teachingimportantpoints:Totrainthestudentslisteningskillsandstrategies.Totrainthestudentsspeakingability.Teachingdifficultpoints:Togeteverystudenttobeinvolvedinthelisteningactivities.Togeteverystudenttobeactiveinclass.TeachingproceduresStepI.WarmingupLookatthepicturesanddialoguesinWarmingup.L

7、etthestudentstrytoguessfthemencanunderstandeachotherbyusingtwodifferentkindsofEnglish.GuessBritishEnglishandAmericanEnglishwords.elevator/liftinateam/onateamrubber/eraserpetrol/gasBritish:lift,inateam,rubber,petrolDiscussinpairs.LookattheBritishwordsandguesstheAmericanequivalents.British:American:fl

8、atapartmentundergroundsubwaypubbartoiletbathroomtincanautumnfallmatchgamepostmailfootballsoccerlorrytrucktrouserspantsDiffmreriEesinHocmbulzryusage&EA.EgotothepicturesgotothemoviesundergroundsubwayliftelevatorinateamonateamrubbereraserflatapartmentlorrytruckpetrolgasStepIIListening.Getstudentstolook

9、atthepictureonpagel4tomakeupstoriesaccordingtothepicture.Getstudentstopredictwhatthestoryisabout.Playthetapeforthestudentstolisten.EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBufordsstory,usingthecontext.DialecticwordsStandardEnglishfromBufordsstoryequivalentsHeyhelloyall

10、everyoneaintarentyeryouryayoupupchildswimmmswimming5jumpinjumpingfeellnfeelingboutaboutnoughenoughshouldaseenshouldhaveseengotouttagotoutof6).Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.7).Checktheanswers.(Variant:youmayalso)StepIII.PracticeAskthestudentstoretellBufordss

11、toryinStandardEnglishinpairs.StepWSummaryGetstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.StepVHomeworkFindoutthecountriesusingEnglishasanofficiallanguage.Previewthereadingtextonpage9.Period2ReadingTeachingaims:Togetstudentstoreadandmasterth

12、ekeywordsandexpressions:Words:voyage,native,actually,present,fluentExpressions:becauseof,evenif,comeup,bebasedon,atpresent,makeuseof,alargenumberofTogetstudentstopracticereadingskillsandlearnreadingstrategies:skimming,andscanning.TogetstudentstoknownaboutthehistoryanddevelopmentofEnglish.Teachingimp

13、ortantpoints:Totrainstudentsreadingskillsandstrategies.Togetstudentstomasterthekeywordsandexpressionsinthereadingpassage.Teachingdifficultpoints:Togeteverystudenttobeinvolvedinthelearningactivities.Togeteverystudenttobeactiveinclass.Teachingprocedures:StepIWarmingupbycheckingthehomeworkListthenameso

14、fcountriesusingEnglishasanofficiallanguageontheboard.Britain,USA,Australia,Canada,NewZealand,Ireland,SouthAfrica,Singapore,India,etc.StudentstrytoguessthereasonsthathaveencouragethesecountriestospeakEnglish.BritainEmpireUSAtrade,militarybase,aid,etc.Indiacolonyinthepast.StepIIPre-readingFirstaskthes

15、tudentstoseethetitleonthebookthenletthemdiscussingroupsinordertotrytoguesstheanswerstothethreequestionsbeforethetext.HaveastudentlistontheboardalltheEnglish-speakingcountriesintheworldthattheycanthinkof.Givethestudentshintsabouttheplacestheyhaventmentioned.Providethestudentswithanopportunitytothinka

16、boutthereasonsforthespreadofEnglisharoundtheworld.EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.TourismandtradefromWesternEuropeandNorthAmericahavecontributedtothespreadofEnglish.SatelliteTV

17、,radiolikeBBC,VOA,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.Askthestudentstolistentotherecordandtrytograspthegeneralideaofthepassage.Afterlistening,trytoanswertwoquestions:WasEnglishalwaysthesameinthepast?InwhatwayshasEnglishchanged?

18、(Bothspeakingandspelling.)StepII.While-readingTask1.SkimmingReadquicklytogetthemainideaofthetext.Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeacho

19、therbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:TwobigchangeshappenedinEnglishspelling.Paragraph5:EnglishisspokeninAfricaandAsia.Task2.ScanningReadtolocateparticularinformationandcompletethecomprehendingExercise1.Task3.Liste

20、ntothetapetwiceandpayattentiontothepronunciation.FinishthecomprehendingExercise2.TheroadtornEnglishAD450-1150TlheEnglishwaespokeninEngland,illwasbasedmoreonllhantheEnglishw&speakatpiwsont.ADSOO-115OQ-ncfaii-Rfl口I斤1wHgEiiiHIfiiidHirokiAfirtOaaiishandltirFltitieli.,EtialifilillliilkaGammriuInthw1CnOij

21、raoffiwidor囂尺卬thAniIn1620&omeBlitishsettHorsmovedtoihiillaisihcentury1765-1S47Enyllisfel燒也舉翕p口Ic住町itihkdid衣腎uvull傘咗EnAfikidItbtiii2：aiitutheiliiiriciuciforandeducationinilncHBy1IihT9thTimEiijllii;ti|砂n對1_*迦幻口宕khIvIIheI.Tvvo|mijmk：-SamuellJdinsonwrotehitswrotnuvi?n?P|3naloijijlcjintityIpEric|li?ihipp

22、llingaNowEnnliihraBirakoninG.,aiin-dsoon.StepIII.Post-readingWorkingroups.DiscussthetwoquestionsinExercise3andthenasktwogroupstoreporttheiranswerstotheclass.WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:Witheconomyglobalizati

23、on,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcoun

24、triesorinnon-Englishspeakingcountries.Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.(Allpersuasivereasonscanbeaccepted.)Whydoyouthinkmorepeopleinthew

25、orldnowwanttolearnChinese?VariousanswersGetstudentstousetheforminthecomprehendingExercise2toretellthestory.Firstthewholeclassdoittogether.Thenstudentsworkwiththeirpartners.Checkstudentswork.StepWLanguagefocus:evenif=eventhough:inspiteofthefact;nomatterwhether:Hmunicatewith:exchangeinformationorconve

26、rsationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:Weveknownforyears.Actually,sincewewerebabies.bebasedon.:makeuseof:usesth.availableOnlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillCh

27、inasnationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.StepVSummaryGetstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.W.HomeworkChoosefivenewphrasesjustlearnedtomakesentencesandwritedownintheexercisebook.Period3:Languagele

28、arningTeachingaims:TogetstudentstomastertheusageofIndirectSpeech(II)Requests&CommandsTogetstudentstopracticeRequests&Commandsbyrole-playing.Togetstudentstosummarizethegrammaticalrulesandencouragestudentstoapplytherulesintopractice.Teachingimportantpoints:Totrainstudentsspeakingskills.Togetstudentsto

29、masterthegrammaticalrules.Teachingdifficultpoints:Togeteverystudenttobeinvolvedinthelisteningactivities.Togeteverystudenttobeactiveinclass.Teachingprocedures:StepIWormingupGettwostudentstocometothefronttoplayashowgame.Instructions:StudentAmakescommandsandStudentBdoeswhathe/sheistold.Examples:Pointto

30、yourlefteye.Openthedoor.GettheresttoreportwhatStudentsAandBdid.StudentAtoldStudentBtopointtohis/hereye.StudentAtoldStudentBtoopenthedoor.StepIIPresentationGetstudentstodiscussthedifferencesbetweenretellingCommandsandRequestsinPart1onP12.Commands:toldsb.todosth.Requests:asksb.todosth.Getstudentstoide

31、ntifyandclassifytheexpressionsinExercise2onpage12intoCommandsandRequests.LetstudentsretellthesentencesinExercise3onpage12inindirectspeech.StepIII.PracticeIngroupsoffour,studentsthinkofatleastthreecommandstheteachersandparentsusuallygive.1)Student1(actingasateacheroraparent)givethefirstcommand.2)Stud

32、ent2tellsStudent3whatStudent1said.Student3willchangetherequestorcommandfromdirectintoindirectspeech.Changerolessothateachpersongetsthechancetogivecommandsandturnthemintoindirectspeech.Example:SI:Pleasedonttalkinclass.S2:Whatdidourteachertellus?/Whatdidourteachersay?S3:Hetold/askedusnottotalkinclass.

33、/Shesaidnottotalkinclass.StepWSummaryGetstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.StepVHomeworkFollowtheExampleinpractice,andwritedownaCommandandaRequestrespectively.AskstudentstopreviewReadingonpage13.Period4:ReadingandSpeakingTeachingA

34、ims:1)Togetstudentstoreadandmasterthekeywordsandexpressions2)Togetstudentstopracticereadingskillsandlearnreadingstrategies:skimming,andscanning.TogetstudentstoimprovetheirculturalawarenessandknowaboutthedifferencesbetweenBritishEnglishandAmericanEnglish.Teachingimportantpoints:1)Totrainstudentsreadi

35、ngskillsandstrategies.2)Togetstudentstomasterthekeywordsandexpressionsinthereadingpassage.Teachingdifficultpoints:1)Togeteverystudenttobeinvolvedinthelearningactivities.2)Togeteverystudenttobeactiveinclass.TeachingproceduresStepI.Warmingup1.Introduction:InChinathereresomanydialectsthatthegovernmente

36、ncouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandtheotheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.StepII.ReadingGetthestudentsthinkingaboutthetopicofthe

37、texttopredictwhatitisabout.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.Scanning:Workinpairs.Readthetext

38、tolocateparticularinformation.DoyouknowwhatStandardEnglishisfromthetext?.Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruebutsurprising:Believeitornot,Johncheatedintheexam.thereisnosucha.as:usedtosaythataparticularperso

39、northingdoesnotexist:Thesedaysthereisnosuchathingasajobforlife.standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople.dialect:avariantofalanguagespokenonlyinonearea,inwhichwordsorgrammarareslightlydifferentfromotherformsofthesamelanguage.playapart/role

40、in:beoneofthecausesthatmakesomethinghappen:Besidesdieting,exercisingplaysanimportantpartinlosingweight.StepIII.ReadingdialoguesPlaythetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.(TheteacherbringsthestudentsattentiontotheBritishandAmericanwordst

41、hataredifferentbuthavethesamemeaning.)MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Presentthelisttothestudents:Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handsidePrep

42、aretheirrole-playinpairs:BesurethatoneplaysaspeakerofBritishEnglishandtheotheraspeakerofAmericanEnglish.Askstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.Performance:Asktwopairstoperformtheirdialogueinclass.Sampleversion:SI:Excuseme,sir.ButIcantfindthepetrolstation?S2:Par

43、don?SI:IsaidIcouldntfindthegasstation.S2:Well,goroundthecorneronyourright-handside,straightonandcrosstheflyover.Youwillfinditahead.S1:Thankyouverymuch.S3:Whatdidhesay?S1:Hetoldustogoroundthecornerontheright,gostraightonandthencrosstheoverpass.Thepetrolstationwillbeahead.StepIV.SummaryGetstudentstosummarizewhattheyhavelearnedintheperiod.Givestudentssomeevaluationandencouragethemtoworkbetter.StepV.HomeworkStudentstrytothinkaboutthereasonswhyyouarelearni