高中必修一英語教案

新課標高一必修1 英語教案Unit 2 English around the world (Reading)。

一名優(yōu)秀的教師在教學時都會提前最好準備，教師在教學前就要準備好教案，做好充分的準備。教案可以讓學生們能夠更好的找到學習的樂趣，幫助教師更好的完成實現(xiàn)教學目標。教案的內容具體要怎樣寫呢？以下是小編為大家精心整理的“新課標高一必修1 英語教案Unit 2 English around the world (Reading)”，供您參考，希望能夠幫助到大家。

Unit2Englisharoundtheworld
ReadingTheRoadToModernEnglish

Period1:Asamplelessonplanforreading
(THEROADTOMODERNENGLISH)
Aims
TotalkaboutvarietiesofEnglish
ToreadaboutthehistoryofEnglishlanguage

Procedures
I.Warmingup
1.Warmingupbyansweringaquestionnaire
1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.
4).Dividetheclassintopairs.
5).Giveouteachstudentonequestionnairepaper.
6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.
7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).
8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.
9).Collectthequestionnaires.

NeedsAnalysisQuestionnaire
Interviewer_______________
Interviewee_______________
Presentuse:situationsandskills
Reading(faxes,lettersnomatterwhether:Helikestohelpusevenifheisverybusy.
2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.
3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.
4)bebasedon…:
5)makeuseof:usesth.available
6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.
LanguageChunksfromUnit2Englisharoundtheworld
bedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…

Period2:AsamplelessonplanforLearningaboutLanguage
(IndirectSpeech(II)requests&commands)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures

Procedures
I.DirectandIndirectSpeech

DirectSpeechIndirectSpeech
simplepresent
Hesaid,“Igotoschooleveryday.”simplepast
Hesaid(that)hewenttoschooleveryday.
simplepast
Hesaid,“Iwenttoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentperfect
Hesaid,“Ihavegonetoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentprogressive
Hesaid,“Iamgoingtoschooleveryday.”pastprogressive
Hesaid(that)hewasgoingtoschooleveryday.
pastprogressive
Hesaid,“Iwasgoingtoschooleveryday.”perfectprogressive
Hesaid(that)hehadbeengoingtoschooleveryday,
future(will)
Hesaid,“Iwillgotoschooleveryday.”would+verbname
Hesaid(that)hewouldgotoschooleveryday.
future(goingto)
Hesaid,“Iamgoingtoschooleveryday.”presentprogressive
Hesaid(that)heisgoingtoschooleveryday.
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday
DirectSpeechIndirectSpeech
auxiliary+verbname
Hesaid,“Doyougotoschooleveryday?”
Hesaid,“Wheredoyougotoschool?”simplepast
HeaskedmeifIwenttoschooleveryday.*
HeaskedmewhereIwenttoschool.
imperative
Hesaid,“Gotoschooleveryday.”infinitive
Hesaidtogotoschooleveryday.

DirectSpeechIndirectSpeech
simplepresent+simplepresent
Hesays,“Igotoschooleveryday.”simplepresent+simplepresent
Hesays(that)hegoestoschooleveryday.
presentperfect+simplepresent
Hehassaid,“Igotoschooleveryday.”presentperfect+simplepresent
Hehassaid(that)hegoestoschooleveryday.
pastprogressive+simplepast
Hewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepast
Hewassaying(that)hewenttoschooleveryday.
pastprogressive+pastperfect
Hewassaying(that)hehadgonetoschooleveryday.

DirectSpeechIndirectSpeech
can
Hesaid,“Icangotoschooleveryday.”could
Hesaid(that)hecouldgotoschooleveryday.
may
Hesaid,“Imaygotoschooleveryday.”might
Hesaid(that)hemightgotoschooleveryday.
might
Hesaid,“Imightgotoschooleveryday.”
must
Hesaid,“Imustgotoschooleveryday.”hadto
Hesaid(that)hehadtogotoschooleveryday.
haveto
Hesaid,“Ihavetogotoschooleveryday.”
should
Hesaid,“Ishouldgotoschooleveryday.”should
Hesaid(that)heshouldgotoschooleveryday.
oughtto
Hesaid,“Ioughttogotoschooleveryday.”oughtto
Hesaid(that)heoughttogotoschooleveryday.
II.Discoveringusefulwordsandexpressions
1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.
2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.
(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)
III.Discoveringusefulstructures
(Makingcommandsandrequestsusingindirectspeech)
1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.
Youmayfollowthesesteps.
1)Chooseonewhoistogivethefirstcommand.
2)Askanotherpersoninyourgrouptotellsomebo

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新課標高一必修1 英語教案Unit 2 English around the world (綜合教案)

作為杰出的教學工作者，能夠保證教課的順利開展，教師要準備好教案，這是每個教師都不可缺少的。教案可以讓上課時的教學氛圍非常活躍，幫助教師在教學期間更好的掌握節(jié)奏。怎么才能讓教案寫的更加全面呢？下面是小編為大家整理的“新課標高一必修1 英語教案Unit 2 English around the world (綜合教案)”，僅供參考，歡迎大家閱讀。

Unit2；EnglishAroundtheWorld
Ⅰ單元教學目標
技能目標Goals
?TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish
?Talkaboutdifficultiesinlanguagecommunication
?Learntomakedialogueusingrequestwarmingup
1、能力目標(abilityaim)
a.EnablestudentstotalkabouttheworldEnglishes
b.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English

2、語言目標(languageaim)
morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學重難點(Teachingimportantpoints)
a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
三、教學方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Listening
c.Discussion
四、教具準備(Teachingaids)
acomputer;atape-recorder;aprojector
五、教學步驟(Teachingprocedure)
StepI.Leading-in
Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“l(fā)anguage”.
StepII.Warmingup.
1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.
2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.
StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”
1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.
2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)
StepIV.SpeakingTask.
Studentmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.

Unit2EnglishAroundtheWorld
PeriodTwoReading
教學目標（Teachingaims）
GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.
教學內容(Teachingcontents)
GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.
能力目標(Abilityaim)
GetsomeknowledgeofdifferentkindsofEnglish
語言目標(Languageaim)
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-theindirectspeechoftheimperativeclause
教學重難點(Teachingimportantpoints)
Theindirectspeechoftheimperativeclause
教學方法(Teachingmethods)
task-basedapproach
教具準備(Teachingaids)
multi-mediacomputer
教學步驟(Teachingprocedure)
Step1.Warmingup.
WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2.Pre-reading.
Askthestudentstodiscusssomequestionsabout“English”inpairs.
1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?

Step3.Reading.
1)Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
2)Thesecond-reading.
Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4discussions:
1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?
2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?

Step5.Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
TheformationofBritishEnglish
From17thcentury----19thcentury
TheUKcolonizedIrelandandjoinedwithScotlandlongago
Colonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslands
TheformationofAmericanEnglish
AmericancolonialrulersalsobroughttheirEnglishto:
Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcentury
IntroducethesituationofEnglishspeakinginChina.
Tellthemsomeproperitems.
Nativespeaker:ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.
L1speaker:AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit
ESL:EnglishasaSecondLanguage
L2speaker:AsecondlanguagespeakerofEnglish
EFL:EnglishasaForeignLanguage
Step6Homework
1.Finishtheexerciseonpage11.
2.Readpassageonpage51TheOxfordEnglishDictionaryandmakenotesaboutMurray’slife.

Unit2Englisharoundtheworld
PeriodThreeLearningaboutLanguage
一、教學目標（teachingaims）student’sbook;Discoveringusefulstructures
1、能力目標(abilityaim)
a.Enablestudentstotellthedifferencesbetweenarequestandacommand.
b.EnablestudentstolearnabouttheIndirectSpeech(requestsrequest;retell;polite;boss
IndirectSpeech(requestsandCommands)
二、教學重難點(Teachingimportantpoints)
a.Studentslearnaboutthedifferencesbetweenarequestandacommand.
b.StudentslearnabouttheIndirectSpeech(requestsandcommands)
c.Studentscanusetheindirectspeech.
三、教學方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Discoveringthestructurethroughexamples
c.Practice
四、教具準備(Teachingaids)
acomputer;aprojector
五、教學步驟(Teachingprocedure
Step1.Warming-up(Revision)
WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..
Dosomeexercises:changeastatementoraquestionintoIndirectSpeech.
Step2.TalkaboutRequestandCommand.
1)TalkaboutthepoliteandImpolitetune.
2)ChangethecommandsintoRequests.
3)Learntogiverequestsorcommandsaccordingtothesituations.
Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.
ask(ed)sb(not)todosth
tell/toldsb(not)todosth
Step4.PractisechangingarequestoracommandintoIndirectSpeech.
Step5.usingthestructure.
Agame:choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.

Unit2;EnglishAroundtheWorld
(PeriodFour)writing
教學目標（Teachingaims）
a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstorming
b.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.
教學內容(Teachingcontents)
Writeastatement
能力目標(Abilityaim)
Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly
語言目標(Languageaim)
Ithink,
Ibelieve,
Inmyopinion…
WelearnEnglishtodo…
教學重難點(Teachingimportantpoints)
Howtoarrangesentencecorrectly.
Trytouseconnectingwords.
教學方法(Teachingmethods)
Brainstormingway
教具準備(Teachingaids)
multi-mediacomputer
教學步驟(Teachingprocedure)
Step1leadingin
Usethebrainstormingwaytoaskstudents“Whyshouldwelive?”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.
Step2presentation
Alsousethebrainstormingwaytoask“WhyshouldwelearnEnglish?”and“howcanlearningEnglishhelpChina?”
Step3Aposter
Writeapostertocollectalltheirideas.trytousecompletelysentences,suchas:
IliketostudyEnglishanduseitforbusinessinthefuture.
IwanttostudyEnglishwellsothatIcanreadEnglishbooks.
Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:
IfIlearnEnglishwell,IcanbringintheadvancedforeigntechnologytoChina.SoChinawillbecomestronger.
IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintoChinese,thenmoreChinesecanknowmorethingsabouttheworld.
Step4writeanessay
Thetitleis“DoweneedtolearnEnglish?”
Step5displaythestructureonhowtowritetheessay.
1.Stateyourpointsofview.
2.Showthesupportingreasons.
3.Getaconclusion
Step6showthemtheconnectingwordswhichcanhelpthemtojointhesentencesandparagraphs.
Illustration:Ithink,Ibelieve,Inmyopinion,AsfarasIamconcerned…
Addition:firstly,secondly,then,besides,atlast…
Contrast:however,but,ontheotherhand…
Summary:inshort,inaword,therefore,so…
Step7givethemasimpleexamplewhichisnotcomplete
DoweneedtolearnEnglish?
IstronglythinkwenotonlyneedlearnEnglishbutalsolearnitwell…Whyshouldwelearnit…HowcanlearningEnglishhelpChinainthefuture?…So…
Step8HomeworkMyExperienceofLearningEnglish
Para1.MyproblemsinlearningEnglish.
Para2.HowIcanimprovemyEnglish.
Para.3.WhatIlikeaboutlearningEnglish.Para
Para4.HowIhopetomakeuseofmyEnglish.

Unit2:EnglishAroundtheWorld
PeriodFiveListeningsnotinthisafternoon.Who’sspeaking,please?
W:JennyCraig.Haveyougotanyideawhenhe’llbeback?
M:I’mafraidheprobablywon’tbebackuntiltomorrow.CanIgivehimamassage/
W:Wouldyoumindspellingyourname,please?
W:JennyCraig,that’sC-R-A-I-G.
M:Andyourtelephonenumber?
W:Myhomenumberis764-512
M:Andwhat’sthemessage?
W:Well,Iwaswonderingifhecouldsendarepairmantofixmydishwasher.It’sstillunderwarrant.
M:Whenwouldyouliketohaveitfixed?
W:Well,anytimenextweekThat’sconvenientfortherepairman.
M:OK,I’lltellhimthatassoonashecomesbacktomorrow.
Text8
M:Idon’tknowwhyIcan’tgetridofmycold.IhavetakenthemedicineforthreedaysandI’mstillcoughingbadlydayandnight.
W:Howcanyoustayinbedalldaylong?Getupanddosomeexercise,suchsrunning,walkingorsomeothersports.I’msureyouwillgetwellsoon.
M:WillIgetridofmycoldthatway?
W:I’msureyouwill.Sportscandoyoualotofgoodifyouhaveacold.
M:I’mtootiredtodoanythinginbed.
Test9
W:Ah!AnotherwordIdon’tknow.Ispendhalfmylifelookingupwordsinthedictionary.Comein.Oh,hi,Carrie.
M:Hi.Doyouknowwhattimeitis?
W:Sure.It’s3o’clock.
M:Butit’sSaturday.Doyouknowwhatthatmeans?
W:Forme,itmeanseightmorehoursofstudybeforebedtime.
M:Aroundhere,Jenny,Saturdayisforrelaxingandhavingfun.Comeon,let’sgotodosomething.There’sagoodmovieshowattheMultiplex.
W:I’dlovetogowithyou,Carrie.ButIcan’t.
M:Whynot?
W:LookatthispileofbooksIhavetoread.
M:Whysomany?
W:That’swhatI’dliketoknow.Eachprofessormustthinkstudentsaretakingonlyhisorhercourse.
Text10
ManypeoplesaythatoneisbetterthantheotherwhenitcomestoEnglish.However,thefactisnoonestyleofEnglishismorecorrectthantheotherbutyoumustchooseone.TherearereallyveryfewdifferencesbetweenBritishEnglishandAmericanEnglish.However,thelargestdifferencesarethechoicesofvocabularyandpronunciation.Spellingalsodifferwitheachstyle>Americanwordsendingin“o-r”and“o-u-r”inBritishEnglish.Forexample,inAmericanEnglishyouwouldspellcolor“c-o-l-o-r”and“f-l-a-v-o-r”.InBritishEnglishyouwouldSpell“c-o-l-o-u-r’and“f-l-a-v-o-u-r”.Alsotheword“t-h-e-a-t-e-r”inAmericanEnglishisspelled“t-h-e-a-t-r-e”inBritishEnglish.AmericanEnglishsays“truck’,WHILEBritishEnglishcallsit“l(fā)orry”.AmericanEnglishSAYS“twoweeks”whileBritishEnglishsays“fortnight”.InnamesofAmericanriver,theword“river”usuallycomesafterthename,forexample,ColoradoRiver.However,Britishriverhavetheword“river”beforethenamelikeRiverThames.

UnitTwo:EnglishAroundtheWorld
TheSixthperiodExercises
一．教學目標：(Teachingaims)
Finishtheexercisesontheworkbook
1．能力目標：(abilityaim)
a)Enablethestudentstocommand“commandsandrequests”
b)Throughcooperativeworkfindoutcorrectanswersthemselves
2．語言目標：(languageaim)
Fullunderstandingofthereadings
二．教學重難點(Teachingimportantpoints)
Understandingthemainideasofthepassages
三．教學方法(Teachingmethod)
a.Fastandcarefulreading
b.Individual,pairorgroupworktofinisheachtask
c.Discussion
四．教具準備(Teachingaids)
acomputer
五．教學步驟(teachingprocedure)
Step1.warmingup
Step2:speakingtask(Reviewcommandsandrequests)
Offerthemsituationsandtrytomakedialogueswithcommandsandrequests
Step3:Dothe“Reading”onP13andanswerquestionsonitbriefly.
Step4:Finishthe“ReadingTask”atp.51andcompletetheformafterit.
Step5:Groupwork:
Askthemtosumupwhatcodesandshortformsofwordstheyoftenusewhentheyoftenchatonthenetwithothers.
Step6:checkuptheirresearchingresult.
Step7:homework.

高一必修1 Unit 2 English around the world (Reading)英語教案

一名優(yōu)秀負責的教師就要對每一位學生盡職盡責，高中教師要準備好教案，這是教師工作中的一部分。教案可以讓學生們能夠更好的找到學習的樂趣，幫助高中教師在教學期間更好的掌握節(jié)奏。那么如何寫好我們的高中教案呢？小編經(jīng)過搜集和處理，為您提供高一必修1 Unit 2 English around the world (Reading)英語教案，僅供參考，大家一起來看看吧。

高一必修1英語教案
Unit2Englisharoundtheworld(Reading)
Unit2Englisharoundtheworld
ReadingTheRoadToModernEnglish
Period1:Asamplelessonplanforreading
(THEROADTOMODERNENGLISH)

Aims
TotalkaboutvarietiesofEnglish
ToreadaboutthehistoryofEnglishlanguage
Procedures
I.Warmingup
1.Warmingupbyansweringaquestionnaire
1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.
4).Dividetheclassintopairs.
5).Giveouteachstudentonequestionnairepaper.
6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.
7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).
8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.
9).Collectthequestionnaires.
NeedsAnalysisQuestionnaire
Interviewer_______________
Interviewee_______________
Presentuse:situationsandskills
Reading(faxes,lettersnomatterwhether:Helikestohelpusevenifheisverybusy.
2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.
3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.
4)bebasedon…:
5)makeuseof:usesth.available
6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.
LanguageChunksfromUnit2Englisharoundtheworld
bedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…
Period2:AsamplelessonplanforLearningaboutLanguage
(IndirectSpeech(II)requests&commands)

Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.DirectandIndirectSpeech

DirectSpeechIndirectSpeech
simplepresent
Hesaid,“Igotoschooleveryday.”simplepast
Hesaid(that)hewenttoschooleveryday.
simplepast
Hesaid,“Iwenttoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentperfect
Hesaid,“Ihavegonetoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentprogressive
Hesaid,“Iamgoingtoschooleveryday.”pastprogressive
Hesaid(that)hewasgoingtoschooleveryday.
pastprogressive
Hesaid,“Iwasgoingtoschooleveryday.”perfectprogressive
Hesaid(that)hehadbeengoingtoschooleveryday,
future(will)
Hesaid,“Iwillgotoschooleveryday.”would+verbname
Hesaid(that)hewouldgotoschooleveryday.
future(goingto)
Hesaid,“Iamgoingtoschooleveryday.”presentprogressive
Hesaid(that)heisgoingtoschooleveryday.
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday
DirectSpeechIndirectSpeech
auxiliary+verbname
Hesaid,“Doyougotoschooleveryday?”
Hesaid,“Wheredoyougotoschool?”simplepast
HeaskedmeifIwenttoschooleveryday.*
HeaskedmewhereIwenttoschool.
imperative
Hesaid,“Gotoschooleveryday.”infinitive
Hesaidtogotoschooleveryday.
DirectSpeechIndirectSpeech
simplepresent+simplepresent
Hesays,“Igotoschooleveryday.”simplepresent+simplepresent
Hesays(that)hegoestoschooleveryday.
presentperfect+simplepresent
Hehassaid,“Igotoschooleveryday.”presentperfect+simplepresent
Hehassaid(that)hegoestoschooleveryday.
pastprogressive+simplepast
Hewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepast
Hewassaying(that)hewenttoschooleveryday.
pastprogressive+pastperfect
Hewassaying(that)hehadgonetoschooleveryday.
DirectSpeechIndirectSpeech
can
Hesaid,“Icangotoschooleveryday.”could
Hesaid(that)hecouldgotoschooleveryday.
may
Hesaid,“Imaygotoschooleveryday.”might
Hesaid(that)hemightgotoschooleveryday.
might
Hesaid,“Imightgotoschooleveryday.”
must
Hesaid,“Imustgotoschooleveryday.”hadto
Hesaid(that)hehadtogotoschooleveryday.
haveto
Hesaid,“Ihavetogotoschooleveryday.”
should
Hesaid,“Ishouldgotoschooleveryday.”should
Hesaid(that)heshouldgotoschooleveryday.
oughtto
Hesaid,“Ioughttogotoschooleveryday.”oughtto
Hesaid(that)heoughttogotoschooleveryday.
II.Discoveringusefulwordsandexpressions
1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.
2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.
(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)
III.Discoveringusefulstructures
(Makingcommandsandrequestsusingindirectspeech)
1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.
Youmayfollowthesesteps.
1)Chooseonewhoistogivethefirstcommand.
2)Askanotherpersoninyourgrouptotellsomebo

新課標高一必修1 Unit 2 English around the world (綜合教案)

一名優(yōu)秀的教師在教學時都會提前最好準備，準備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓講的知識能夠輕松被學生吸收，幫助高中教師更好的完成實現(xiàn)教學目標。你知道怎么寫具體的高中教案內容嗎？下面是小編為大家整理的“新課標高一必修1 Unit 2 English around the world (綜合教案)”，歡迎您參考，希望對您有所助益！

新課標高一必修1Unit2Englisharoundtheworld(綜合教案)
Unit2；EnglishAroundtheWorld
Ⅰ單元教學目標
技能目標Goals
TalkaboutEnglishanditsdevelopment,Differentkindsof?English
Talkaboutdifficultiesinlanguagecommunication?
Learnto?makedialogueusingrequestwarmingup
1、能力目標(abilityaim)
a.EnablestudentstotalkabouttheworldEnglishes
b.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English
2、語言目標(languageaim)
morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;rubber;petrol;gas;
二、教學重難點(Teachingimportantpoints)
a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
三、教學方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Listening
c.Discussion
四、教具準備(Teachingaids)
acomputer;atape-recorder;aprojector
五、教學步驟(Teachingprocedure)
StepI.Leading-in
Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“l(fā)anguage”.
StepII.Warmingup.
1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.
2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.
StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”
1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.
2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)
StepIV.SpeakingTask.
Studentmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.
Unit2EnglishAroundtheWorld
PeriodTwoReading

教學目標（Teachingaims）
GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.
教學內容(Teachingcontents)
GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.
能力目標(Abilityaim)
GetsomeknowledgeofdifferentkindsofEnglish
語言目標(Languageaim)
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-theindirectspeechoftheimperativeclause
教學重難點(Teachingimportantpoints)
Theindirectspeechoftheimperativeclause
教學方法(Teachingmethods)
task-basedapproach
教具準備(Teachingaids)
multi-mediacomputer
教學步驟(Teachingprocedure)
Step1.Warmingup.
WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2.Pre-reading.
Askthestudentstodiscusssomequestionsabout“English”inpairs.
1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?
Step3.Reading.
1)Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
2)Thesecond-reading.
Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4discussions:
1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?
2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?
Step5.Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
TheformationofBritishEnglish
From17thcentury----19thcentury
TheUKcolonizedIrelandandjoinedwithScotlandlongago
Colonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslands
TheformationofAmericanEnglish
AmericancolonialrulersalsobroughttheirEnglishto:
Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcentury
IntroducethesituationofEnglishspeakinginChina.
Tellthemsomeproperitems.
Nativespeaker:ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.
L1speaker:AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit
ESL:EnglishasaSecondLanguage
L2speaker:AsecondlanguagespeakerofEnglish
EFL:EnglishasaForeignLanguage
Step6Homework
1.Finishtheexerciseonpage11.
2.Readpassageonpage51TheOxfordEnglishDictionaryandmakenotesaboutMurray’slife.
Unit2Englisharoundtheworld
PeriodThreeLearningaboutLanguage

一、教學目標（teachingaims）student’sbook;Discoveringusefulstructures
1、能力目標(abilityaim)
a.Enablestudentstotellthedifferencesbetweenarequestandacommand.
b.EnablestudentstolearnabouttheIndirectSpeech(requestsrequest;retell;polite;boss
IndirectSpeech(requestsandCommands)
二、教學重難點(Teachingimportantpoints)
a.Studentslearnaboutthedifferencesbetweenarequestandacommand.
b.StudentslearnabouttheIndirectSpeech(requestsandcommands)
c.Studentscanusetheindirectspeech.
三、教學方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Discoveringthestructurethroughexamples
c.Practice
四、教具準備(Teachingaids)
acomputer;aprojector
五、教學步驟(Teachingprocedure
Step1.Warming-up(Revision)
WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..
Dosomeexercises:changeastatementoraquestionintoIndirectSpeech.
Step2.TalkaboutRequestandCommand.
1)TalkaboutthepoliteandImpolitetune.
2)ChangethecommandsintoRequests.
3)Learntogiverequestsorcommandsaccordingtothesituations.
Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.
ask(ed)sb(not)todosth
tell/toldsb(not)todosth
Step4.PractisechangingarequestoracommandintoIndirectSpeech.
Step5.usingthestructure.
Agame:choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.

Unit2;EnglishAroundtheWorld
(PeriodFour)writing

教學目標（Teachingaims）
a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstorming
b.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.
教學內容(Teachingcontents)
Writeastatement
能力目標(Abilityaim)
Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly
語言目標(Languageaim)
Ithink,
Ibelieve,
Inmyopinion…
WelearnEnglishtodo…
教學重難點(Teachingimportantpoints)
Howtoarrangesentencecorrectly.
Trytouseconnectingwords.
教學方法(Teachingmethods)
Brainstormingway
教具準備(Teachingaids)
multi-mediacomputer
教學步驟(Teachingprocedure)
Step1leadingin
Usethebrainstormingwaytoaskstudents“Whyshouldwelive?”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.
Step2presentation
Alsousethebrainstormingwaytoask“WhyshouldwelearnEnglish?”and“howcanlearningEnglishhelpChina?”
Step3Aposter
Writeapostertocollectalltheirideas.trytousecompletelysentences,suchas:
IliketostudyEnglishanduseitforbusinessinthefuture.
IwanttostudyEnglishwellsothatIcanreadEnglishbooks.
Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:
IfIlearnEnglishwell,IcanbringintheadvancedforeigntechnologytoChina.SoChinawillbecomestronger.
IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintoChinese,thenmoreChinesecanknowmorethingsabouttheworld.
Step4writeanessay
Thetitleis“DoweneedtolearnEnglish?”
Step5displaythestructureonhowtowritetheessay.
1.Stateyourpointsofview.
2.Showthesupportingreasons.
3.Getaconclusion
Step6showthemtheconnectingwordswhichcanhelpthemtojointhesentencesandparagraphs.
Illustration:Ithink,Ibelieve,Inmyopinion,AsfarasIamconcerned…
Addition:firstly,secondly,then,besides,atlast…
Contrast:however,but,ontheotherhand…
Summary:inshort,inaword,therefore,so…
Step7givethemasimpleexamplewhichisnotcomplete
DoweneedtolearnEnglish?
IstronglythinkwenotonlyneedlearnEnglishbutalsolearnitwell…Whyshouldwelearnit…HowcanlearningEnglishhelpChinainthefuture?…So…
Step8HomeworkMyExperienceofLearningEnglish
Para1.MyproblemsinlearningEnglish.
Para2.HowIcanimprovemyEnglish.
Para.3.WhatIlikeaboutlearningEnglish.Para
Para4.HowIhopetomakeuseofmyEnglish.
Unit2:EnglishAroundtheWorld
PeriodFiveListeningsnotinthisafternoon.Who’sspeaking,please?
W:JennyCraig.Haveyougotanyideawhenhe’llbeback?
M:I’mafraidheprobablywon’tbebackuntiltomorrow.CanIgivehimamassage/
W:Wouldyoumindspellingyourname,please?
W:JennyCraig,that’sC-R-A-I-G.
M:Andyourtelephonenumber?
W:Myhomenumberis764-512
M:Andwhat’sthemessage?
W:Well,Iwaswonderingifhecouldsendarepairmantofixmydishwasher.It’sstillunderwarrant.
M:Whenwouldyouliketohaveitfixed?
W:Well,anytimenextweekThat’sconvenientfortherepairman.
M:OK,I’lltellhimthatassoonashecomesbacktomorrow.
Text8
M:Idon’tknowwhyIcan’tgetridofmycold.IhavetakenthemedicineforthreedaysandI’mstillcoughingbadlydayandnight.
W:Howcanyoustayinbedalldaylong?Getupanddosomeexercise,suchsrunning,walkingorsomeothersports.I’msureyouwillgetwellsoon.
M:WillIgetridofmycoldthatway?
W:I’msureyouwill.Sportscandoyoualotofgoodifyouhaveacold.
M:I’mtootiredtodoanythinginbed.
Test9
W:Ah!AnotherwordIdon’tknow.Ispendhalfmylifelookingupwordsinthedictionary.Comein.Oh,hi,Carrie.
M:Hi.Doyouknowwhattimeitis?
W:Sure.It’s3o’clock.
M:Butit’sSaturday.Doyouknowwhatthatmeans?
W:Forme,itmeanseightmorehoursofstudybeforebedtime.
M:Aroundhere,Jenny,Saturdayisforrelaxingandhavingfun.Comeon,let’sgotodosomething.There’sagoodmovieshowattheMultiplex.
W:I’dlovetogowithyou,Carrie.ButIcan’t.
M:Whynot?
W:LookatthispileofbooksIhavetoread.
M:Whysomany?
W:That’swhatI’dliketoknow.Eachprofessormustthinkstudentsaretakingonlyhisorhercourse.
Text10
ManypeoplesaythatoneisbetterthantheotherwhenitcomestoEnglish.However,thefactisnoonestyleofEnglishismorecorrectthantheotherbutyoumustchooseone.TherearereallyveryfewdifferencesbetweenBritishEnglishandAmericanEnglish.However,thelargestdifferencesarethechoicesofvocabularyandpronunciation.Spellingalsodifferwitheachstyle>Americanwordsendingin“o-r”and“o-u-r”inBritishEnglish.Forexample,inAmericanEnglishyouwouldspellcolor“c-o-l-o-r”and“f-l-a-v-o-r”.InBritishEnglishyouwouldSpell“c-o-l-o-u-r’and“f-l-a-v-o-u-r”.Alsotheword“t-h-e-a-t-e-r”inAmericanEnglishisspelled“t-h-e-a-t-r-e”inBritishEnglish.AmericanEnglishsays“truck’,WHILEBritishEnglishcallsit“l(fā)orry”.AmericanEnglishSAYS“twoweeks”whileBritishEnglishsays“fortnight”.InnamesofAmericanriver,theword“river”usuallycomesafterthename,forexample,ColoradoRiver.However,Britishriverhavetheword“river”beforethenamelikeRiverThames.
UnitTwo:EnglishAroundtheWorld
TheSixthperiodExercises

一．教學目標：(Teachingaims)
Finishtheexercisesontheworkbook
1．能力目標：(abilityaim)
a)Enablethestudentstocommand“commandsandrequests”
b)Throughcooperativeworkfindoutcorrectanswersthemselves
2．語言目標：(languageaim)
Fullunderstandingofthereadings
二．教學重難點(Teachingimportantpoints)
Understandingthemainideasofthepassages
三．教學方法(Teachingmethod)
a.Fastandcarefulreading
b.Individual,pairorgroupworktofinisheachtask
c.Discussion
四．教具準備(Teachingaids)
acomputer
五．教學步驟(teachingprocedure)
Step1.warmingup
Step2:speakingtask(Reviewcommandsandrequests)
Offerthemsituationsandtrytomakedialogueswithcommandsandrequests
Step3:Dothe“Reading”onP13andanswerquestionsonitbriefly.
Step4:Finishthe“ReadingTask”atp.51andcompletetheformafterit.
Step5:Groupwork:
Askthemtosumupwhatcodesandshortformsofwordstheyoftenusewhentheyoftenchatonthenetwithothers.
Step6:checkuptheirresearchingresult.
Step7:homework.

人教版高一英語必修1 Unit2 English around the world教案

人教版高一英語必修1Unit2Englisharoundtheworld教案

(一）說教材：我說的課題是高中一年級英語上冊第2單元Englisharoundtheworld的第三課時Reading部分。本單元的中心話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義，尤其介紹了英美語言的差異。讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區(qū)別。

（二）說教學目標：本課的教學目標有兩個方面：一、語言目標，二、情感目標。

1、語言目標：本節(jié)為閱讀課，通過閱讀使學生了解“世界英語”的一些基本概況及它的重要性和英美語言的差異。從而激發(fā)學生學習英語的興趣。

2、情感目標：讓學生領會英美不同文化差異和風俗習慣，領會語言豐富多彩性和發(fā)展變化的特征，培養(yǎng)他們的跨文化意識和世界意識。

（三）說教學重點難點：教學重點1、Reading部分中所涉及到的新詞匯、詞組及句型表達；2、發(fā)展學生的閱讀能力，尤其是歸納總結，猜詞和查讀能力；3、使學生通過交際性任務和合作的機會，培養(yǎng)他們的交際能力；4、通過學習英美語言的差異認識到學好英語的重要性。教學難點：1、使學生在意識到學好英語重要性的同時培養(yǎng)他們的祖國意識；2、與同伴一起討論并找到解決問題的方法，培養(yǎng)交際與合作能力。

（四）說教法：先利用學生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。學生通過體驗、實踐、討論、合作和探究等方式，發(fā)展聽、說、讀、寫的綜合語言技能?？傊谡n堂上抓住重點，聯(lián)系實際，以學生為主體，教師為主導，讓學生集中練習。采用限時閱讀，快速閱讀，判斷正誤等教學方法，讓學生充分體現(xiàn)課堂教學“主體者”的身份。

（五）說學法：學習方式的改變是新課程改革的目標之一。倡導自主學習、合作學習、探究學習，讓學生通過自己閱讀，小組討論，歸納總結來喚醒學生的學習意識，挖掘學生的潛能，調動其積極性和主動性，培養(yǎng)學生自主學習的精神、合作精神。學生分小組匯報結果，增強其語言表達能力及交際能力。

（六）說過程：1、導入：DoyouknowhowmanycountriesuseEnglishastheirmothertongue?DoyouknowsomethingaboutEnglisharoundtheworld?在學生思索時引出課題Englisharoundtheworld.然后再詢問學生WhatkindofEnglishhaveyoulearned?接著帶學生進入Reading部分的學習；2、Reading：（1）首先讓學生回答課本中Pre-reading所設的兩個問題；（2）給學生放錄音，讓學生盡力聽從而得出文章的大意；（3）讓學生看課本Post-reading所設的問題以及黑板上補充的幾個判斷正誤的細節(jié)性問題；（4）給出時間讓學習自己讀課文然后分小組討論，合作解決問題；（5）學生回答問題，教師給出正確答案及解析，重點講述學生有疑惑或沒有討論出結果的問題。3、總結：Thoughlearningthispassage,wehavegottoknowthatEnglishisbecomingmoreandmorepopularallovertheworldnow.SoEnglishlearningseemsimportanttoeveryone,especiallyusstudentsofthenewcentury.4、布置作業(yè)：課后熟讀課文；寫一篇自己學習英語的計劃。