高中必修一英語教案

高一英語教案：《English around the world》教案四。

高一英語教案：《English around the world》教案四

Reading: The Road to Modem English

Words and Expressions

Learning Aims:

1.學(xué)生通過聽寫所學(xué)單詞，深化記憶；

2.學(xué)生通過感悟總結(jié)歸納，掌握重點詞匯和詞組的用法。

Important Points

because of, come up, at present, be based on, make use of, latter, such as,

Difficult Points

more than, come up, be based on, latter, such as

Teaching Method

“讀一悟一寫模式

Learning Procedures學(xué)習(xí)過程

Stcp1.Revision Notes

Words Dictation

1.__________2._________3. _________

4. __________5. _________6. _________

StepⅡ. Leading-in

We have known the development of modern English. Today, let's study some useful and important language points.

StepⅢ. Language Points

1. Later in the next century, people from England made voyage to conquer other parts of the world and because of that, English begun to be spoken in many other countries.

【知識點1】because of(WB Page29) Yes【】

辨析because與because of的用法

He was late because of the heavy rain.

He was late because it rained.

He walked slowly because of his bad leg.

I didn't go to the party because hadn't finished my homework.

歸納：1)because of是連詞短語，后接____________________

2)because是連詞，后接_____________________。

即學(xué)即練：用because 或 because of填空

1)We sent him to hospital immediately(立刻，馬上)he was badly hurt.

2)He had to delaying(推遲)going w Beijing his illness.

2. I'd like to come up to your apartment.

【知識點2】come up為不及物動詞短語，意為“走近，上前，(太陽、月亮等)升起，被提及”。

1) She carne up and said, “Glad to meet you.”

I came up to Beijing in2008.

The policeman cane up to us and asked me what had happened.

意為“___________________”

2) The sun has come up.

意為“__________________________”

3) Many problems have come up at the meeting.

意為“___________________________”

辨析1)The idea came up in their conversation.

2) The subject came up during the dinner.

3) I hope a better plan can come up at the meeting.

come up表示“”，不及物，無被語態(tài)，主語為物，如plan，suggestion, idea等。

1) They came up with the idea in their conversation.

2) I hope you can come up with a better plan than this.

come up with表示“_________”，及物動詞詞組，主語為人。

即學(xué)即練：

(1)用come up或come up with的適當形式填空。

a. A difficult question the meeting last night.

b. When the question was under discussion, Tom__________ an idea that the prices of cars should be reduced.

(2)單句改錯

A better idea has been come up in our class.

_____________________________________________________________________

拓展固定搭配

Yes【】

No【】

come back 回來come out出來，出版

come from來自come across 偶然遇見

即學(xué)即練：用come back, come out，come from和come across填空。

(1)Amy is my friend and she America.

(2)His first book in 1997 and was a great success.

(3)It was based more on German than the English we speak at present

【知識點3】base

1)We camped(安營扎寨)at the base of the mountain.

Chinese is the base of all other subjects.

base在這里是_________詞，意為“______________”

2) He based the book on his own life.

This sung is based on an old folk tune(民歌曲調(diào)).

base在這里是___________詞，意為“_____________”，常用于詞組____________。

即學(xué)即練：語法填空

(1)My decision ______________on a series of facts.

(2)That company has offices all over the world, but the is in London.

【知識點4】at present

1) The old man is all right at present.

At present意為“___________________”

2) I fell good at present.

拓展present

1) Every body was present.

The present situation in African countries is terrible, so you'd better bot go there.

present是詞________，意為“_________”

2) She thanked me for the present.

This is your present. Happy birthday!

preset是詞______________，意為“_____________”

3) This is what I present you in the article.

He presented some pictures to me.

preset是詞_____________，意為“_________________”

即學(xué)即練：根據(jù)漢語意思完成句子。

(1)客人都到齊了。The guests are all____________________.

(2)那是件來自湯姆的禮物。It was the wedding___________ from Tom.

(3)我現(xiàn)在不需要這本字典。I don't need the dictionary_________________.

4. So by the 1600's Shakespeare was able to make use of a wider vocabulary than ever before.

【知識點5】make use of

Teachers should teach students to make use of referee book.

意為“_______________”

They began to consider(考慮)how to make use of these book.

拓展固定搭配

make good use of 好好利用make full use of 充分利用

make the best of/make the most of 充分利用

即學(xué)即練：根據(jù)漢語提示完成句子。

(1)We should(充分利用)every minutes o study all the subjects.

(2)It is very important for you w(好好利用)your time now.

Step V. Practice

1.用所給短語正確形式完成下列句子。

come up, because of, be based on, make use of, at present

1) He realized that she was crying_______________ wt he had said.

2) While we were talking ,the young man__________ a better idea.

3) We should train(訓(xùn)練)them to _______________ reference book.

4) No one can help us with our work____________________.

5) This song ____________an old love story.

2.根據(jù)漢語提示寫出單詞或詞組。

As we all know, English is widely used all over the world. It is the official language of many countries __________(比如說)USA, British, an, etc.________(由于)voyages of England in the 17"century,LEnglishbegan to be spoken in many countries. English has changed over time from AD 450 to 1150 when cultures meet and communicate each other. Then, Shakespeare was able to_________(使用)a wider vocabulary than before. In the 19 century two big changes in English spelling happened._______(現(xiàn)在),a number of people learn English in China.______(實際上)，China may have the largest number of English learners. I’m sure that you can become fluent English speakers if you can work hard.

StepⅥ. Homework

Review what we have learned today.

English the practice paper.

Preview the reading text of page 1.3.

延伸閱讀

高一英語教案：《English around the world》教案六

高一英語教案：《English around the world》教案六

Learning objectives:

Knowledge aims: 1.To learn the new words and expressions:

standardplay a partrecognize believe it or not

2. To know about standard English and dialects.

Ability aims: 1. To develop the students’ reading skills.

2. To understand more English dialects.

Emotional aims:

Try to use standard English and Chinese Putonghua in their daily life

Learn Procedures

Step1. Lead—in

1) Enjoy a song whose language is written in Chinese dialects.

2) Learn more about Chinese dialects according to a map.

3) Students volunteer to speak or sing a song in certain Chinese dialects.

Step2. Preview

Guide students to read and recite important words and expressions.

1. standard adj. 標準的

2. dialect n. 方言

3. expression n. 詞語；表示；表達

4. African adj. 非洲的；非洲人的；非洲語言的

5. Spanish adj. 西班牙的；西班牙人的；西班牙語的；

6. recognize vt. 辨認出；承認；公認

7. accent n. 口音；腔調(diào)；

1. believe it or not 信不信由你

2. from all over the world來自世界各地

3. play a part (in) 扮演一個角色；參與

4. from one place to another從一個地方到另一個地方

5. There is no such thing as沒有像…樣的

Step3. Fast reading

Read the passage and find out the topic sentence of each paragraph.

Para1._______________________________________________

Para2._______________________________________________

Para3________________________________________________

Step4. Intensive reading

Ⅰ.To finish (T) or (F) questions on page 25 in the reference book.

1).There is no standard English in the writer’s opinion. (　 　)

2).The English spoken on TV and the radio is standard English.()

3).American English has many dialects but in the same town people say the same dialect.(　)

Ⅱ. Finish multiple choices on page 25 in the reference book.

1.Why do many people believe the English spoken on TV and the radio is standard English?

A. Because the English spoken on TV and the radio is the same.

B. Because the English spoken on TV and the radio is expected excellent.

C. Because the government tells them what standard English is.

D. Because they can’t speak English well by themselves.

2.Which of the statements about dialects is TRUE?

A. No words and expressions spoken on TV are dialects.

B. In Britain there are more dialects than in the USA.

C. Dialects are widely used in the USA.

D. Dialects are better than standard English.

3. What’s the main idea of the third paragraph?

A. Geography plays a part in making dialects.

B. Some people live in the mountains.

C. The people who live in different areas can understand each other.

D. Americans like moving from one place to another.

4. As many Americans move all over the country，they__________.

A. change their dialects

B. take their dialects with them

C. don’t speak their dialects

D. can’t understand each other’s dialects

Step5. Language points

1.(教材P13)Believe it or not，there is no such thing as standard English.

信不信由你，(世界上)沒有什么標準英語。

常用作插入語，也叫獨立成分：

believe it or not信不信由你 to tell (you) the truth(跟你)說實話

to be exact準確地說 generally speaking一般說來

judging from/by根據(jù)……判斷

eg, Judging from his accent，he must be from the North.

從他的口音判斷，他一定是北方人。

2.(教材P13)Believe it or not，there is no such thing as standard English.

信不信由你，(世界上)沒有什么標準英語。

There are many such books in the library. 圖書館里有很多這樣的書。

there is no such...(as...)是固定句式，表示“沒有(像……)這樣的……”。句中“no such＋單數(shù)名詞”意為“沒有這樣的……”

世上沒有免費的午餐。There’s no such thing as a free lunch.

3.(教材P13)Geography also plays a part in making dialects.

地理位置對方言的產(chǎn)生也有影響。

Who played the role of a shoemaker in Just Call Me Nobody? 誰在《大笑江湖》中扮演小鞋匠這一角色？

play a part in= play a role in

他在完成整個計劃中起著重要的作用。

He carrying out the whole plan.

Step6. Mini composition

Brainstorm on the following topic and then make a poster(海報).

Then ask some students to present their poster after discussing with their group members.

Finally, to appreciate a good composition-------Why should we learn English?

Why should we learn English？The reasons are as follows.

To start with, English is recognized as an official language in many countries. Second, a large number of Chinese people are setting up business in foreign countries. Finally, China is developing so fast that more and more students want to study and travel abroad.

All in all, English plays an important part in communication , it is high time that we should learn English well.

Step7.Practice

Try to imitate a short passage using the points that you have listed.

教學(xué)反思：

高一英語教案：《English around the world》教案五

高一英語教案：《English around the world》教案五

1.Listen for the first time

T: Next, let’s enjoy one of the most representative dialects in America--- Southern dialect. (Just listen to the boy’s talking in Listening part on P14)

T: Can you understand what the boy is talking about? What do you think of its pronunciation and intonation?

S: It’s difficult. /The way of speaking sounds strange------

T: It doesn’t matter. It’s really difficult for non-native speakers to understand the English dialects. Luckily, we have another speaker who interprets the dialect into simple and standard English. So please listen to it and grasp the general idea. And answer one question: Who is the second speaker?

S: She is the boy’s teacher Jane.

T: Very good.

2.Listen again and answer the six questions

T: Ok, now please listen to what the boy is talking about and try to find the answers to the following questions.

(Students may be allowed to look at the script of dialect on P14; they should lay more emphasis on the Jane’s talking)

T: Could you find the answers to the six questions?

Ss: Yes.

T: Good. What does Buford think of Texas? How do you know it?

_________________________________________________________________

T: How large was the catfish?

_________________________________________________________________

T: Why did Lester get out of the water fast as lightning?

_________________________________________________________________

T: Why did Buford and Big Billy Bob laugh?

_________________________________________________________________

T: Can you answer Question 5?

_________________________________________________________________

T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you?

_________________________________________________________________

3. Listen for the third time, identify the words in dialect and find out their standard English equivalents.

T: You’ve done a good job. I’m sure you have understood the main idea of the story. It contains a lot of words in dialect. Please turn to page 14, listen again and please try to identify them and find out their standard English equivalents according to the third listening and your understanding. Then finish the table.

(Play the tape for the third time with the help of the scrip of the boy’ talking on p14)

Words in dialect Standard English

y’all

ain’t

whole’nother

ya

story’bout

swimmin’

jumpin’

feelin’

catfish’bout

Alright

thinkin’

goin’

sure’nough

Shoulda

Outta

LISTENING TEXT

Hello, everyone, I am Buford’s teacher, Jane, from Britain. Perhaps you didn’t quite understand everything Buford said. He said that he lives in Houston, a city in Texas. He wants everyone to know that he doesn’t believe Texas is a state in the USA but a different country. Buford says that he would like to tell you a story about him when was a small child . One hot summer’s day he was swimming with Big Billy Bob and Lester. They were jumping into the water, which felt good. Then he says that they saw a catfish almost the size of a house but, he adds, that the catfish was really smaller. Buford says that Lester thought he was going to be eaten by the catfish. He says, goodness, you should have seen Lester! He says that Lester got out of the water faster than lighting and climbed up a tree. Buford and Big Billy Bob just laughed a lot. To this day, he says, Lester won’t visit that place.

高一英語教案：《English around the world》教案一

高一英語教案：《English around the world》教案一

Teaching Aims:

1.Learn and master the following words and expressions: majority native total tongue equal government situation international organization trade tourism global communicate

2.Train the Ss to summarize the main idea of each paragraph.

3.Get the Ss to know the importance of English.

Teaching Important Point:

1.To get the Ss to master the useful expressions:

a majority of in total except for

2.To make the Ss know the situation of English around the world clearly.

Teaching Difficult Points:

1. How to arouse the Ss’ interest in learning English .

2??? How to help the Ss complete the reading tasks smoothly.

Teaching Methods:

1.The method of arousing the Ss interest in what they will learn.

2.Task-based approach to improve the Ss’ reading ability.

Teaching Aids:

1.the multimedia

2.a tape recorder

3.the blackboard

Teaching Procedure:

Step1 Pre-reading

Arouse the students’ interest by a questionnaire:

1.What are we doing here today?

2.Why do we learn English as a foreign language?

3.Besides English, what other languages can you speak?

4.In what situations do you speak English/ Chinese/ Qionglai dialect/ other languages?

Step2 While-reading??

1.?Skimming

Ask Ss to read the passage and summarize the main idea of each paragraph.

Para1 More than 750 million people speak English as their native language or a second language.

Para2 More than 750 million people learn English as a foreign language.

Para3 English is the working language of most international organization, trade and tourism.

2.?Scanning

Read the text carefully, and then tell me what these numbers refer to.

42 countries 375 million 750 million 50 years

3. Multiple-choice

1. People from the following countries except ____ use English as their mother language.

A. New Zealand B. South Africa C. the Philippines D. Ireland

2. Which is true about those who use English as a second language?

A.English is also their mother tongue.

B.English is usually the official language in their countries.

C.They learn English for five or six years at high school.

D.They talk with family members at home in English.

3. What’s the situation of English used in China?

A. All Chinese students speak English as a foreign language.

B. Most Chinese students learn English at school as a foreign language.

C. The majority of Chinese speak English at school as a foreign language.

D. The majority of people in Hong Kong use English as their mother tongue.

4. Which of the following statements cannot be inferred from the last paragraph?

A. In the past 50 years, the English language has developed very fast.

B. English is widely used in different fields around the world.

C. Those who can’t speak good English will never be successful in international trade.

D. More and more people around the world will be able to communicate in English.

Step 3. Post -reading

1. Complete the summary on P11.

2. Listen to the text and repeat after the tape.

3. Retelling

Ask the students to retell the text in their own words with their books closed.

The teacher will show some key words on the screen to help them.

Then invite some students to retell the three paragraphs in turn.

Step 5?? Homework

Try to retell the text in your own words and write down the passage.

高一英語教案：《English around the world》教案三

高一英語教案：《English around the world》教案三

Type: Reading

Duration: 40minutes

Teaching ideology

The current theory view reading as a interactive process which involves not only the printed page but also the reader's old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading.

While-reading and Post-reading.

Teaching material and learning condition

The analysis of teaching material

The teaching material is the reading part from NEW SENIOR ENGL. ISII FOR CHINA STUDENT'S BOOK 1. UNIT 2. Using language. The topic of this unit is Standard English and Dialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para. 2 introduces American English has so many dialects because people have come from all over the world. The lat

paragraph tells about (Geography also plays a part in making dialects. The topic is not new to the Ss. But there is some new words and phases in the passage.

The analysis of learning condition

The students are from grade l in senior high school. As high school students. they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade. they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of American English. But they may not know American English Dialects be fore. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

Learning objectives

1. Language skills

AL the beginning of the class. Ss can predict the content of the passage based on the title. Ss can scan the passage and find out the specific information such as standard English and dialects.

2. Language knowledge

Ss can master the key words and phrases of the passage as follows, believe it or not. standard. dialect. expressions, excellent. play a part in. recognize.

Ss can learn how to express their own opinions.

3. Affects

Ss will realize that the importance of mandarin and dialects and they will concern themselves with the issue of popularizing mandarin and protecting dialects

4. Cultural awareness

Ss will broaden their minds by knowing something about the diversity of language culture

5. Learning strategies

Ss will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.

Ss will communicate with each other in English while doing the group work.

Language focuses and anticipated difficulties

Language focuses

This is a reading period so the focus is to cultivate the students' reading skills. The many activities are designed to help Ss to train their reading skills, such as skimming. scanning and summarizing.

It is also important for the Ss to master the new words and phrases.

Anticipated difficulties

As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.

Ss may did not heard American English dialects before, so the teacher will tell them some back ground knowledge about it.

Teaching method

Three-stage model: Based on the understanding of reading as an interactive process. Teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.

The three stages are pre-reading. While-reading and post-reading.

Teaching aids

Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage.

I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

Teaching procedures

Step1. Pre-reading(6min)

Activity1. Greetings and Free-talking(6min)

T Leads into the topic by asking Ss to read a poem in their own dialects.

T: Hello boys and girls.

(Ss say hello to the teacher. ）

T:Please look at the PPT, do you know this poem?

（Ss tell the things appear in their minds freely. )

T:Who wrote this poem?

(Ss tell the name of Xu Zhimo. )

T:Now please use mandarin to read this poem together.

(Ss read the poem)

T:(OK. very good. But now I’d like to ask some Ss to read this poem in your own dialects. Who

want to have a try?

(Ss read the poem in their own dialects. )

[Aims]

In this step. T first leads in the topic by talking with the Ss freely about Chinese dialects and mandarin which is familiar to them and then Ss read the poem in their own dialects. This activity aim to arouse the Ss interests in the topic Then Ss will be mentally prepared for the reading comprehension. What's more. when they are talking about the characteristics of Standard language and dialects, they will realize that the diversity of language culture.

Step2. While-reading (15min)

Activity. Skimming (2min)

T:Today we will learn something new about English, now please skim the passage and find the topic sentence of each paragraph.

Activity2. Scanning (4min)

T asks Ss to Read the passage and then choose the best answer according to the text.

T: This time please scan the passage, and while scanning the passage please underline the in formation which is useful in your mind.

Activity3. Watching a video (4min)

T plays a video to the Ss which can help the students to have a better understanding of the passage.

Activity4. Filling the blanks (5 min)

Tasks the students to underline the language points in the blanks and try their best to remember them.

[Aims]

In this step. the Ss first know some information of dialects in American English and after watching the video it is easier for them to understand the passage.

And activity 1. 2 and 4 can help students to improve their reading skills.

step3. Post-reading (18min)

Activity 1. Discussion

T gives the Ss some picture of popularizing mandarin and protecting dialect. And ask the Ss to prefer one of them and discuss it with their group member. And the give the Ss the teacher's own idea.

[Aims]

After this discussion, it can help Ss to be aware of the diversity of language culture. And can help them to express their own idea.

Homework (1min)

1. Please write a small passage: why do we need to protect dialect? OR Why do we need to popularize mandarin?

2. 基礎(chǔ)課時分層-Unit2 單元語言點 教材基礎(chǔ)鞏固