第一篇：高中英語必修2·Unit5·Music-Reading教案(人教新課

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

up

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback

第二篇：高中英語必修4 Unit5教案

高中英語必修4 Unit5教案

高中英語必修4Unit5教案

Unit5Themeparks

.單元教學(xué)目標(biāo)

技能目標(biāo)SkillGoals

Talkaboutdifferenttypesofthemeparksindifferentcultures

Showpeoplearoundaplaceandgivedirections

Studywordformation

writeanintroductiontoaplacewithdetailedexplanations

II.目標(biāo)語言

功能句式

Expressionsusedtoshowpeoplearoundaplace

wearehappytoshowyou...overthereisthe...Downthepathyoucansee...Themainidea/themeintheparkis...youwillenjoydoing/seeing...Expressionsusedtoaskthewayandgivedirections

can/couldyoushowmewhere...is?

can/couldyoutellmethewayto...?

Howcanwegetto...?

Howfaris/arethe...?

youcanreach...bybus/subway/...Goalong/down...andturnleft/rightatthe...crossing.Itisjustbehind/nextto/oppositethe...,youcan’tmissit.Itisabout...minutes’walk/busride.Itisabout...metersaway.詞匯

．

四會(huì)詞匯

theme,amusement,various,variety,rides,equipment,experiment,advance,advanced,technique,test,cloth,Brazil,jungle,creature,up-to-date,excitement,volunteer,jungle,sneaker,admission,outing,shuttle,brand,advanced

2．認(rèn)讀詞匯

rollercoaster,fantasyland,imaginary,imagination,vary,Futuroscope,mysterious,T-Rexcombination

3．詞組

Nowonder,inadvance,getcloseto,cometolife，結(jié)構(gòu)

wordFormation

III.教材分析和教材重組

.教材分析

本單元以Themeparks為話題，旨在通過本單元的教學(xué)，使學(xué)生了解分散于世界各地的各種各樣的主題公園，學(xué)會(huì)向別人介紹某個(gè)景點(diǎn)的大體情況，以及計(jì)劃各項(xiàng)活動(dòng)，同時(shí)培養(yǎng)學(xué)生對(duì)世界及生活的熱愛。

.1warmingup通過向?qū)W生呈現(xiàn)四個(gè)風(fēng)格各異的世界著名主題公園，激發(fā)學(xué)生學(xué)習(xí)本單元的興趣。

.2Pre-reading通過學(xué)生對(duì)主題公園里活動(dòng)的想象，交流了解主題公園的有關(guān)知識(shí)。

.3Reading通過介紹世界各地形式各異的主題公園概況，使學(xué)生了解風(fēng)格迥異的各國主題公園。

.4comprehending讓學(xué)生從的標(biāo)題及各段大意來整體理解課文。

.5LearningaboutLanguage分詞匯和語法兩部分。

Discoveringusefulwordsandexpressions中的練習(xí)1是以給出意思寫出相對(duì)應(yīng)詞匯的形式考查對(duì)中重要詞匯及短語的理解。練習(xí)2是以短文填詞完型的形式考查對(duì)練習(xí)1中詞匯的運(yùn)用。練習(xí)4則以完成句子的形式考查學(xué)生對(duì)get/becloserto這一短語不同意義及用法的準(zhǔn)確運(yùn)用。

Discoveringusefulstructures是通過填表格的練習(xí)方式向?qū)W生呈現(xiàn)英語詞匯不同的構(gòu)詞法（合成及派生）。

.6UsingLanguage分為四個(gè)部分練習(xí)聽、說、讀、寫。)Listening

練

習(xí)

聽

力

可

配

合ListeningonP69inworkbook及ListeningTaskonP73進(jìn)行。

2）Readingandspeaking這是一篇泛讀，介紹更新奇的主題公園（觀察未來）。然后讓學(xué)生練習(xí)朗讀課文的第二段，注意個(gè)別特殊的發(fā)音方式。接著把（觀察未來）公園的各項(xiàng)活動(dòng)性質(zhì)歸類及解釋理由。然后根據(jù)自己對(duì)的理解為該主題公園繪制一張地圖。最后分別說出（觀察未來）主題公園會(huì)讓你體驗(yàn)到的三種時(shí)間及空間的經(jīng)歷。

3）writing要求介紹某一主題公園的概況，包括種類，方位，各活動(dòng)項(xiàng)目及門票收費(fèi)。

4）Speaking根據(jù)所準(zhǔn)備的公園概況介紹寫一段

對(duì)話，作為導(dǎo)游回答一位正在游覽公園的朋友對(duì)公園情況的一些詢問。

2.教材重組

2.1因本教材重點(diǎn)強(qiáng)調(diào)的是閱讀能力，故將warming-up,Reading,comprehending合在一起設(shè)計(jì)成一節(jié)“精讀課”。2.2LearningaboutLanguage,UsingStructures

中

和的workbookUsingwordsandexpressions,Usingstructures合在一起,設(shè)計(jì)成一節(jié)“語法課”（既有詞匯又有語法）。

2.3將UsingLanguage中的Listening,workbook中的Listening和Listeningtask整合成一節(jié)“聽力課”。

2.4將Readingandspeaking，workbook

中的Readingtask整合為一節(jié)“泛讀課”，旨在從整體上理解課文，作為對(duì)本單元話題“主題公園”的知識(shí)擴(kuò)充。

2.5將Speaking,workbook

中的Talking

和Speakingtask整合為一節(jié)“口語課”。

2.6將UsingLanguage中的writing和workbook中的writingtask整合成一節(jié)“寫作課”。

3.課型設(shè)計(jì)與設(shè)時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六個(gè)課時(shí)教完。）

stperiod

IntensiveReading

2ndperiod

LanguageStudy

3rdperiod

Listening

4thperiod

ExtensiveReading

5thperiod

Speaking

6thperiod

writing

IV.分課時(shí)教案

TheFirstPeriod

IntensiveReading

Teachinggoals

教學(xué)目標(biāo)

.Targetlanguage目標(biāo)語言

a.重點(diǎn)詞匯和短語

themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,brand,equipment,sneakers,cometolife,minority,fantasy,getcloseto,settlers,takeanactivepartin,experiment,advanced,technique

b．重點(diǎn)句子

Asyouwanderaroundthefantasyamusementpark,youmayseeSnowwhiteormickeymouseinaparadeoronthestreet.withalltheseattractions,nowondertourismisincreasingwhereverthereisaDisneyland.2.Abilitygoals能力目標(biāo)

Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.3.Learningabilitygoals學(xué)能目標(biāo)

Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.Teachingimportantpoints

教學(xué)重點(diǎn)

Tosolvethequestionsincomprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.Teachingdifficultpoints

教學(xué)難點(diǎn)

Howtogiveageneralinstruction/descriptionofaplace.Teachingmethods

教學(xué)方法

Listening;

Skimming;

Scanning;

Task-based.Teachingaids

教具準(zhǔn)備

Arecorderandacomputer.Teachingprocedures&&ways

教學(xué)過程與方式

StepIRevision

T:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,atease

T:Now,handinyourpaperplease;I

’llcheckyourworkafterclass.StepII

warmingup

T:Let’slookatthe

picturesonP33.Trytomatchthenamesoftheparkswiththepictures.canyouguesswhichareparksandwhicharethemeparks?

T:whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?

Sa:ofcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI

’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:Iwouldliketogotowaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.?

StepIII

Reading

Skimming

T:It

’sinterestingtolistentoyourideas.Todaywearegoingtostudyapassageaboutthemeparks.ThetitleisTHEmEPARkS

—FUNANDmoRETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.T:Haveyougotthemainideaofthepassage?whocantellmethetopicsentencesofsixparagraphs?

Topicsentences

Paragraph1.Differentkindsofthemeparks.Paragraph2.Disneyland.Paragraph3.Dollywood

Paragraph4.England’scamelotPark

Scanning

T:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen..whatisthepurposeofDollywood?whatkindofpeopledoyouthinkwillvisitsthisthemepark?

2.whatdoyouknowaboutancientEnglishstories?whatotheractivitiesdoyouimaginethereareatcamelotPark?

3.Disneylandisaplacetohavefun.whatwillyoudoifyouhaveachancetovisitDisneyland?

4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?why?

suggestedanswers

.ThepurposeofDollywood

istoshowandcelebrateAmerica’straditional southeasternculture.ProbablyalotofAmericanswillvisitthisthemepark.2-4studentswillgivetheirownanswers.StepV

Discussion

T:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVI

Homework

Rememberallthenewwordsandphrasesinthereadingpassage.writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodListening

Teachinggoals

.Targetlanguage

cloth,marineLandthemepark,dolphins,polarbears,dotricks,arollercoaster,dugout

2.Abilitygoals

Enablethestudentstomastertheskilloflisteningforinformation.3.Learningabilitygoals

Helpthestudentslearnhowtogettheskillsoflistening.Teachingimportantpoints

Listentothethreematerialsaboutcustoms,Seaworldandbuildingadugoutboatandanswerthequestionscorrectly.Teachingdifficultpoints

Listenandgettheneededinformationtocompletetheexercises.Teachingmethods

Listeningandcooperativelearning.Teachingaids

I

Arecorder,acassettetapeandacomputer.Teachingprocedures&ways

StepI

Revision

checkthestudents'homework.StepII

Listening

Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyou'dbettertakesomenotesofit.T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowlet'slistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.Studentslistentotherecordingforthefirsttime.T:Haveyougottheanswers?Let'scheck.checktheanswerstogether.T:Let'slistentothetapeagainandanswerthequestionsin

Part2.youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.StepIII

Listening

T:Let'scometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandjiyangwhoarevisitingtheSeaworld.T:HaveyoueverbeentoSeaworld?

Ss:yes.T:whatcanyoudoinSeaworld?

Ss:wecanfeedthedolphins.wecanplaywiththepolarbears.wecanwatchseaanimalsdoperformances.wecangodivingtoseefish.wecanseelearnaboutthedifferentkindsoffishandseaweed.wecangosurfingonthesea.T:Good.Let'slistentotherecordingabouttheSeaworldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Let'sgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.T:Haveyougottheanswers?Let'scheck.Teachercheckstheanswerswiththewholeclass.T:Let'slistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.T:ok.Let'skeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Let'sgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.StepIV

ListeningTask

T:Let'sturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?

Ss:yes.T:Great!youwillbeabletodoitafterdoingthelistening.T:Let'sfindouthowtobuildadugoutboatfirst.whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Let'slisten.StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.T:Haveyougotallthisinformation?Let'scheck.Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.T:Now,wecometothebuildingofahouseofpalmleaves.whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.withthisfivequestionsinmind,let'sbeginlistening.StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Let'schecktheanswerstogether.Teacherscheckstheanswerswiththewholeclass.StepV

Homework

Dothelisteningagainafterclass.PreviewReadingandspeaking,Readingtask.ThethirdperiodGrammar

compound

.合成名詞

n+n

airconditioner

空調(diào)

bloodpressure

血壓

incometax

所得稅

creditcard

信用卡

adj+n

centralbank

中央銀行

fastfood快餐

solarsystem

太陽系

remotecontrol

遙控

v-ing+另一詞

washingmachine

洗衣機(jī)

drivinglicense

駕駛執(zhí)照

其他方式

by-product

副產(chǎn)品

editor-in-chief

主編

2.合成形容詞

過去分詞或帶ed詞尾的詞構(gòu)成。

absent-minded

心不在焉的 grey-haired

頭發(fā)灰白的

動(dòng)詞的ing或另一詞構(gòu)成 long-suffering

長期受苦的 far-reaching

深遠(yuǎn)的

3.合成動(dòng)詞及合成副詞

water-ski

滑冰

overeat吃得太多

baby-sit

看孩子

empty-handed一無所獲的Derivation:addletterstothebeginningortheendofaword.)前綴:

dis-:disagree,dislike，disappear

in-:incorrect,impossible,irregular，un-:unhappy,unable,unfit，non-:nonstop,nonverbal

re-:rewrite,review

2)后綴:

構(gòu)

成名

詞

：-er,-ese,-ist,-ian,-ment,-tion,-ness,-th.buyer,chinese,socialist,musicianagreement,collection,illness,truth

構(gòu)成形容詞:-al,-an,-ful,-ing,-y,-less

national,American,careful，exciting,cloudy,useless

構(gòu)成動(dòng)詞:-fy,-ise:

beautify,realize

構(gòu)成副詞:-ly:

badly

構(gòu)成數(shù)詞:-teen,-ty,-th

thirteen,sixty,twelfth

conversion:changethepartofspeechofaword.

第三篇：人教新課標(biāo)高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標(biāo)語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會(huì)詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對(duì)世界英語這一話題的探討,加強(qiáng)學(xué)生對(duì)英語語言的了解,對(duì)當(dāng)代語言特別是英語發(fā)展趨勢的了解.世界在發(fā)展,時(shí)代在前進(jìn),語言作為交流的工具,也隨著時(shí)代的發(fā)展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創(chuàng)新,這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語.沒有人們認(rèn)為的那種唯一的標(biāo)準(zhǔn)英語。盡管如此，我們還是要通過本課文的學(xué)習(xí)讓同學(xué)們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對(duì)英國英語和美國英語的不同有一個(gè)粗淺的了解。

1．2 Pre-reading通過兩個(gè)問題引發(fā)學(xué)生對(duì)課文主題的思考，以便參與課堂活動(dòng)。

1．3 Reading簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。

1．4 Comprehending主要是檢測學(xué)生對(duì)課文基本內(nèi)容的理解程度。

1．5 Learning About the Language主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分所學(xué)的新單詞和短語，同時(shí)也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項(xiàng)目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養(yǎng)跨文化意識(shí)，可以讓學(xué)生學(xué)完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導(dǎo)入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學(xué)習(xí)把Learning About Language和Workbook中的Using Words, Using Structures 結(jié)合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習(xí)課 workbook exercises & other Exx.3．課型設(shè)計(jì)與課時(shí)分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學(xué)目標(biāo)（teaching aims）student’s book;warming up

1、能力目標(biāo)(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(biāo)(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準(zhǔn)備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學(xué)步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“l(fā)anguage”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學(xué)目標(biāo)（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)(Ability aim)

Get some knowledge of different kinds of English 語言目標(biāo)(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學(xué)重難點(diǎn)(Teaching important points)The indirect speech of the imperative clause 教學(xué)方法(Teaching methods)task-based approach 教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學(xué)目標(biāo)（teaching aims）student’s book;Discovering useful structures

1、能力目標(biāo)(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(biāo)(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準(zhǔn)備(Teaching aids)a computer;a projector

五、教學(xué)步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學(xué)內(nèi)容(Teaching contents)Write a statement

能力目標(biāo)(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(biāo)(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學(xué)重難點(diǎn)(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學(xué)方法(Teaching methods)Brainstorming way

教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學(xué)目標(biāo)(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(biāo)(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(biāo)(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學(xué)重難點(diǎn)(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學(xué)方法(Teaching method)listening and talking

四、教學(xué)準(zhǔn)備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學(xué)步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學(xué)目標(biāo)：(Teaching aims)Finish the exercises on the workbook 1．能力目標(biāo)：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標(biāo)：(language aim)Full understanding of the readings

二．教學(xué)重難點(diǎn)(Teaching important points)Understanding the main ideas of the passages 三．教學(xué)方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準(zhǔn)備(Teaching aids)a computer

五．教學(xué)步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第四篇：人教版高中英語必修二unit5語法教案

Study Case for Grammar in Unit 5 SB2 Step 1.Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2.Sort out the following messages that are mixed up to make complete sentences containing attributive clauses.Pay attention to the use of prepositions.1.I remember the day

with which

Dave composed our first hit

was chosen by Mike’s mum.2.The guitar

when our band was formed

is in a music museum.3.The name

in whom

we have great interest

as if it was yesterday.4.The show

by which

we were to become famous

was in American.5.The singer

with whom

we practiced the most

is Freddy.6.The musicians

at which

we played our first hits

toured Europe with us.Step 3.Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which.There have been many popular bands in the world ,________ the most famous was the Beatles.The four young men ________made up the band only performed and recorded from 1963 to 1970.During those years they gave many concerts, ________ they played all their latest hits.They made many records, ________ they will always be remembered.Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems.Although they were not trained actors they took part in films ________ they often played themselves.Their performances were humorous and interesting.Their fans, ________ the Beatles would not have been so famous, at last caused problems for them.They followed them every where.Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4.Practice

Play a game of definitions.Get into pairs.One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which.If the answer is correct , swap roles.If not, continue with the next question.Pick out some questions below to play the game.Work out some questions of your own if you like.EXAMPLE: S1: What’s a letter box? S2: It’s a box with a hole through which the postman puts the letters.1.What’s a gym?(in which)

2.What’s a vacation?(during which)3.What’s a library?(from/in which)

4.What’s a university?(at which)5.What’s a doctor?(to whom)

6.What’s a studio?(at which)7.Who’s Father Christmas?(from whom)

8.What’s a good friend?(with whom)

Tips: 1.building, exercise 2.period of time, relax and enjoy themselves 3.building, borrow books 4.place of higher learning , students study a particular subject to a high level 5.a person, be sick 6.a place if you are a band, your can record your songs.7.a person, receive presents 8.a person, share all your troubles.Step 5.Instruction

“介詞+關(guān)系代詞”引導(dǎo)的定語從句的基本用法

例句：

1.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? 2.They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3.Later they may give performances in pubs or clubs, for which they are paid in cash.4.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法

當(dāng)關(guān)系代詞在定語從句中充當(dāng)介詞的賓語時(shí)，我們用介詞＋關(guān)系代詞(whom或which)引導(dǎo)定語從句。如果指人，用介詞＋whom；如果指物，用介詞＋which。介詞前置時(shí)，關(guān)系代詞不能用that或who，即介詞不與that或who連用。若介詞后置則可以用that/who，還可省略。

There comes Tom,_____ whom I have been waiting for an hour.湯姆來了，我等他等了一個(gè)小時(shí)了。

He handed me a pen, _____which I wrote down his phone number.他遞給我一支鋼筆，我就用它寫下了他的電話號(hào)碼。Do you know the boy that/who/whom she was talking to? 你知道與她交談的那個(gè)男孩是誰嗎？

二、“介詞＋關(guān)系代詞”的種類 1．介詞＋which/whom Is this the car for which you paid a high price? 這是你花大價(jià)錢買的車嗎？

He broke his glasses, without which he can't see anything.他打破了眼鏡，沒有眼鏡他什么也看不見。

The policeman with whom Mr.Smith is talking in the office is my friend.正在辦公室與史密斯先生談話的那個(gè)警察是我的朋友。

(2009·陜西高考)Gun control is a subject________ Americans have argued for a long time.A．of which

B．with which

C．a(chǎn)bout which

D．into which 2．代詞/數(shù)詞＋介詞＋which/whom Mary has two brothers, both of whom are doctors.瑪麗有兩個(gè)哥哥，他們都是醫(yī)生。

The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.這家工廠每年生產(chǎn)50萬雙鞋子，其中80%銷往國外。

(2011·浙江高考)English is a language shared by several diverse cultures, each of ________ uses it somewhat differently.A．which

B．what

C．them

D．those 3．the＋形容詞/名詞＋介詞＋which/whom China has hundreds of islands, the largest of which is Taiwan.中國有成百上千的島嶼，最大的是臺(tái)灣島。

I will talk to those students the homework of whom hasn't been done.我要和沒完成作業(yè)的同學(xué)談話。

The book, the cover of which/whose cover is red, is written by Mr.Jones.這本書是瓊斯先生寫的，它的封面是紅色的。

(2010·江蘇高考)The newly-built café，the walls of ________ are painted light green，is really a peaceful place for us, especially after hard work.A．that

B．it

C．what

D．which 4．介詞＋whose＋名詞(指物的先行詞在定語從句中作定語時(shí)還可以用the +noun +of which的結(jié)構(gòu)來表示)He lives in an old house, under whose roof live a family of birds.他住在一座老房子里，在屋檐下住著一窩鳥。

We were grateful to Mr.Li, in whose car we had traveled home.我們都很感謝李先生，我們就是坐他的車回家的。5．“介詞＋which”常可以和when, where, why互換

I'll never forget the days when(in which/during which)I worked with you.我將永遠(yuǎn)不會(huì)忘記和你一起工作的那些日子。This is the office where(in which)I used to work.這就是我過去工作過的辦公室。

I'd like you to explain the reason why(for which)you were absent.我想讓你解釋一下你缺席的原因。

(先行詞在定語從句中作狀語時(shí)根據(jù)不同類型的狀語，用不同的介詞+關(guān)系代詞，時(shí)間狀語使用on;in;by;during等表示時(shí)間的介詞；地點(diǎn)狀語用on;in;at;to;from等表示地點(diǎn)的介詞；原因狀語用for;方式狀語用in;by;with等。)where可以替代to/at/from/in which, 例如：They visited the city where/in which John Denver was born.when可以替代during/at/in/on which，例如：I will never forget the year when/in which our band started.why可以替代for which，例如：The reason why/for which he left the band was that he hated the busy life.how可以替代in which，但是要同時(shí)去掉the way，例如：The students do not know how/the way in which a music band can be formed.Eample: I don’t understand the way in which you solved this problem.→I don’t understand how you solved this problem.1.This is the month during which we like to go to outdoor concerts.→This is the month when we like to go to outdoor concerts.2.She gave a musical concert in the hall in which we interviewed a famous violinist last week.→She gave a musical concert in the hall where we interviewed a famous violinist last week.3.Lillian lives in a town in which there are many cultural events.→Lillian lives in a town where there are many cultural events.4.A concert hall is a place to which you go to buy tickets for a show.→A concert hall is a place where you go to buy tickets for a show.5.Finding a job as a singer was the reason for which I moved.→Finding a job as a singer was the reason why I moved.6.Summer is the time at which it is best to practise outside with your band.→Summer is the time when it is best to practise outside with your band.7.His studio was the place in which we recorded our greatest hits.→His studio was the place where we recorded our greatest hits.8.I relied on my car until it broke down at the place at which three roads meet.→I relied on my car until it broke down at the place where three roads meet.9.I am familiar with your songs and the way in which you compose them.→I am familiar with your songs and how you compose them.10.It is a time at which the sun begins to sink and the moon to rise.→It is a time when the sun begins to sink and the moon to rise.三．“介詞+關(guān)系代詞”引導(dǎo)定語從句介詞的選擇

“介詞關(guān)系代詞”分為三種情況：介詞必須放在關(guān)系代詞前；介詞必須放在從句謂語動(dòng)詞后，不提前；介詞既可以放在從句謂語動(dòng)詞后，也可提前。1.介詞必須放在關(guān)系代詞前

指代先行詞的關(guān)系代詞與介詞構(gòu)成介詞短語時(shí)，介詞必須放在關(guān)系代詞前。例如： This is the desk on which I found my book.注意：關(guān)系代詞which代替先行詞the desk, 并與介詞on構(gòu)成介詞短語on the desk, 作定語從句的地點(diǎn)狀語。例如： I’d prefer to live in the house in front of which there is a cherry tree.關(guān)系代詞which代替先行詞the house, 與in front of 構(gòu)成介詞短語in front of the house, 作定語從句的地點(diǎn)狀語。例如： There was a time in history during which the blacks were treated as slaves.關(guān)系代詞which代替先行詞a time, 與介詞during構(gòu)成介詞短語during a time, 作定語從句的時(shí)間狀語。例如： I don’t like the way in which he treats us.關(guān)系代詞which代替先行詞the way,與介詞in構(gòu)成介詞短語in the way, 作定語從句的方式狀語。先行詞為表示方式的名詞the way時(shí)，此定語從句還可以用關(guān)系代詞that或省略關(guān)系代詞。2.介詞必須放在從句謂語動(dòng)詞后，不提前

當(dāng)介詞與定語從句的謂語動(dòng)詞連用構(gòu)成固定的短語動(dòng)詞時(shí)，介詞不能提前放在關(guān)系代詞前面，而是要放在從句的謂語動(dòng)詞之后。例如：

He is the man(who/whom/that)I’m looking for.定語從句（who/whom/that）I’m looking for 的謂語動(dòng)詞是固定的短語動(dòng)詞look for，介詞for不能與look分開，因此介詞for不能提到關(guān)系代詞前。

這類短語如：look for, look after, look forward to, put in for申請(qǐng),care for,pay a visit to 3.介詞既可以放在從句謂語動(dòng)詞后，也可提前

當(dāng)介詞可以與指代先行詞的關(guān)系代詞構(gòu)成短語搭配，也可以與定語從句的謂語動(dòng)詞連用構(gòu)成短語動(dòng)詞時(shí)，介詞可以放在關(guān)系代詞前，也可以放在從句的謂語動(dòng)詞之后。例如：

Do you know the person(who/whom/that)I talked to just now(=to whom I talked just now)? 在“介詞+關(guān)系代詞”結(jié)構(gòu)中，介詞后面的關(guān)系代詞只能用which（指物）或whom(指人)。在本句中介詞可以與代替先行詞the person的關(guān)系代詞whom構(gòu)成短語to the person或與從句中的動(dòng)詞talk構(gòu)成動(dòng)詞短語talk to,因此介詞to 可以放在關(guān)系代詞前，也可以放在從句的謂語動(dòng)詞之后。[課堂實(shí)練]

1.I don’t think the number of people ____ this happens is very large.A.whom

B.to whom

C.on whom

D.which 2.The school has 3,000 students, _____ 1,800 are men.A.whose

B.of whom

C.that

D.of which

3.Recently I bought an ancient Chinese vase, ______ was very reasonable.A.which price

B.the price of which C.its price

D.the price of whose

4.The gentleman ______ you told me yesterday proved to be a thief.A.who

B.about whom

C.whom

D.with whom 5.She wrote a lot of stories for children, _____ this is one example.A.in which

B.of which

C.among them

D.of them 6.He offered us a lot of money _____ we couldn’t buy these machines.A.without which

B.with that

C.with which D.without that 7.Mary, ____ for help, has gone to England.A.who I can go to

B.whom I can go C.to whom I can go

D.I can go to

8.Now we have very powerful telescopes _____ we can study the skies.A.in which

B.with which

C.through which

D.by which 9.The man ______ she was married was a soldier.A.whom

B.to whom

C.with whom

D.who 10.Tom, ____ I went to the concert, is a friend of mine.A.whom

B.who

C.with whom

D.whose 附：

一、與介詞搭配 動(dòng)詞+介詞

begin with 從/以?開始 believe in 信任/信賴/信仰

belong in/on/under在?中/上面/下面有適當(dāng)位置 belong to 屬于?

break/burst into 闖入;突發(fā) break through 沖破

call at 短暫訪問/停靠(某地)call for 要求/需要?

call on 看望;號(hào)召(某人)care about 對(duì)?關(guān)心/感興趣

care for 對(duì)?關(guān)心/喜歡/尊重/想要;照料

catch at 去接/抓?

change for 轉(zhuǎn)車去?處;于(某物)交換

change/turn into 變成(=become)come across 走過?來;偶然碰到/找到

come at 達(dá)到/了解/攻擊?

come from 來自/出身于?

come into 進(jìn)入;開始;得到;繼承

come to(oneself)蘇醒(=come back to life)come upon 偶然碰到/攻襲/發(fā)生/出現(xiàn)于

concern about 關(guān)心?

connect with 連系/銜接?

consist of 由?組成

count on 信賴/指望?

date from 始于?

deal in 經(jīng)營/從事?

deal with 涉及/處理/應(yīng)付?;與?打交道/做生意

depend on 依賴/依靠?

die for 為?而死;渴望

die from/of 死于?

dive for 沖向?

dive into 潛入(水中)declare against/for 聲明反對(duì)/贊成?

do for 適用于/替代/毀掉?

engage in 從事/參加??

feed on 以?為(主)食/維持生活

feel like 如同/想要?

leave for 動(dòng)身去?處

lie in 在于?

listen for 注意想要聽到?

動(dòng)詞短語分類

finish with 完成;與?絕交 fit into適合于? fly at 撲向? fly into 突然爆發(fā) fool with 胡弄;玩弄 gasp at 因?倒抽一口冷氣 get into 進(jìn)入 get off 從(車、船等)下來 get on 上(車、船等)glare at 怒目注視 go over 復(fù)習(xí)/過一遍? go through 通過 hear from 受到?的音、信 hear of/about 聽說;因?受責(zé)備 insist on 堅(jiān)持要/堅(jiān)決主張? join in 加入/一起(做?某事)jump at/on 躍/撲向?;欣然接受?;匆匆作出(結(jié)論)jump into 跳入/踴躍投入? keep to 不離開/堅(jiān)守/遵行? knock about 漫游? knock at/on 敲(門、窗等)knock against 偶然遇到(某人)knock into 撞到? laugh at 嘲笑?;因?而笑 lay for 埋伏等待? lay into 猛攻/痛擊? lead to/into 通向/導(dǎo)致? learn about/of 獲悉/聽說? learn from 向?學(xué)習(xí);從?吸取教訓(xùn) listen to 聽/傾聽? live by 靠?過活;住在?附近live on 以?為主食;靠?生活 long for 渴望? look at 看? look for 尋找? look into

朝?里看;瀏覽/查閱/調(diào)查/順便進(jìn)入訪看? look like 看起來像?

look through 通看/復(fù)看/瀏覽/查看? look to 注意/照顧/依靠/朝向? make at 撲向/攻擊?

make for 走向/撲向/導(dǎo)致?

manage with 駕馭?;用?來對(duì)付 manage without 沒?而能對(duì)付 meet with(偶爾)遇到;符合 operate on 給?作手術(shù) pay for 為?付款/受罰

play with 以?玩耍/消遣;和?開玩笑 point to/at 指向/指著? prepare for 為?作準(zhǔn)備

quarrel about(sth.)with(sb.)

為(某事)而與(某人)爭吵 refer to 指/談到/參閱? rely on 依靠?

result from 由?引起 result in 終至?的結(jié)果

run across 穿過/偶然發(fā)現(xiàn)? run after 追捕/追隨/伺候? run at 向?沖去/突襲

run for 匆忙來/去拿?;競選(公職)run into

跑進(jìn)?;與?相撞/相連接;延續(xù)到/共計(jì)達(dá)? run to 跑向/求助于?;共達(dá)/值?;有(做?的)rush at 沖向/猛攻/匆忙處理? search for 搜尋

see about 照料/探尋/考慮? see after 照顧/照看? see to 照料/修理/注意?

seek after/to 尋求

set about 著手/開始/攻擊/散布 send for 派人請(qǐng)? share in 分享 shoot at 朝?射擊

shout at 沖?吼叫/叫嚷 shout to 朝?喊

sit for 參加(考試);代表?當(dāng)議員 stand by 與?站在一起 stand for 代表? stare at 盯著看?

step on 踩在?上;用力踩?(加油門)stick to 粘住/堅(jiān)持?

struggle against 與?斗爭 struggle for 為?而斗爭 succeed in 在?獲得成功

suffer from 受?之苦;患?(病)speak about/of 談及

speak against/for 發(fā)言反對(duì)/為?辯護(hù)talk about/of 談到? talk with/to 與?交談

think about 考慮/想起/回想?

think of 考慮/想起/記得/想出/認(rèn)為 turn against 背叛?

turn towards 朝向/傾向于? twist around 纏繞/擺布? urge against 極為反對(duì)? wait for 等待 wait on 伺候

win over 戰(zhàn)勝/說服? wish for 想得到/渴望? work at 從事/致力于/學(xué)習(xí)?

work on 從事/忙于/影響/安裝好? work to 根據(jù)?行事

work towards 設(shè)法達(dá)到/獲得?

第五篇：人教新課標(biāo)高中英語必修1 Unit 2教案(含六課時(shí))

人教新課標(biāo)高中英語必修1教案（含六課時(shí)）

Unit 2: English Around the World Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, different kinds of English.Talk about difficulties in language communication.Learn to make dialogue using request and commands.Learn to transfer from direct speech and indirect speech.Learn to give opinions and organize ideas by way of brainstorming.Learn to make a poster showing your ideas clearly.Ⅱ單元目標(biāo)語言

功能句式

Talk about English and its development，Refer to the introduction in the teachers’ book.Talk about difficulties in language communication.Different speakers may come from different places, so they may use different words and dialects, such as subway and underground railway, left-hand-side and on the left, two blocks and two streets.Make dialogue using request and commands:

Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please?

I don’t understand.Sorry, I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會(huì)詞匯

Include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Butord Lest catfish 3.固定詞組

Play a role(in), because of, come up, such as 語法

Command & request Open the door.Please Open the door.Would you please open the door.Direct and indirect speech He told(asked)me to open the door.Ⅲ.單元教材分析和教材重組 1.教材分析

本單元的中心話題是“English language and its development, different kinds of English”.通過對(duì)世界英語這一話題的探討，加強(qiáng)學(xué)生對(duì)英語語言的了解，對(duì)當(dāng)代語言特別是英語發(fā)展趨勢的了解，世界在發(fā)展，時(shí)代在前進(jìn)，語言作為交流的工具，也隨著時(shí)代的發(fā)展而變化，由于英語在世界上的廣泛應(yīng)用，它不斷吸收、交融、容納、創(chuàng)新，這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語。盡管如此，我們還是要通過本單元課文的學(xué)習(xí)讓同學(xué)們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和習(xí)慣用法和不同發(fā)音規(guī)則。

1.1 Warming up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對(duì)英國英語和美國英語的不同有一個(gè)初步的了解。

1.2 Pre –reading通過兩個(gè)問題引發(fā)學(xué)生對(duì)課文主題的思考，以便參與課堂活動(dòng)。

1.3 Reading 簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。1.4 Comprehending 主要是檢測學(xué)生對(duì)課文基本內(nèi)容的理解程度。

1.5 Learning About the Language 主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分所學(xué)的新單詞和短語，同時(shí)也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項(xiàng)目（Request &Command and Indirect Speech）

1.6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地英語有自己的特色，即使是美國東西部、南北部、說話均有所不同。為了幫助培養(yǎng)跨文化意識(shí)，可以讓學(xué)生學(xué)完課文后討論中國的方言，使他們感受到本國的文化差異。2.教材重組

2.1 導(dǎo)入 把Warming Up作為一堂課。

2.2 精讀 把Pre-reading, Reading和 Comprehending整合在一起作為一堂精讀課

2.3 語言學(xué)習(xí)把Learning About the Language 和Workbook 中的Using Structures結(jié)合在一起。

2.4寫作

2.5聽和說 把課文中的聽和說整合成一堂課。

2.6練習(xí)課 workbook exercise & other exercise 3.課型設(shè)計(jì)與課時(shí)分配

st period Warming Up nd period Reading & Language Study rd period Learning About the Language & grammar th period Writing th period Listing & Speaking th period Exercise

Unit 2 English around the World Period One

Warming Up

一、教學(xué)目標(biāo)（teaching aims）1.能力目標(biāo)（ability aim）

a.Enable students to talk about the world English b.Enable students to talk about the differences between Am.English and Br.English 2.語言目標(biāo)(language aim)More than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas

二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）

a.Students learn about the World English and the differences between Am.English and Br.English b.Students can understand the jokes caused by the misunderstanding of different English.三、教學(xué)方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.listening c.Discussion

四、教具（Teaching aids）

A computer;a tape-recorder;a projector

五、教學(xué)步驟（Teaching procedure）Step 1.Leading-in Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to thing about the topic of this unit---“l(fā)anguage”.Step 2.Warming Up 1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the World”.2)Ask the students to think about the question about the “world Englishes”.Step 3.Talking about “world Englishes”, especially the differences between Am.English and Br.English.1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between Am.English and Br.English.(mainly about vocabulary and spelling)Step 4.Speaking task Student make up a dialogue with a misunderstanding caused by the differences between Am.English and Br.English like the dialogue they listened to

六、作業(yè)

七、板書設(shè)計(jì)

八、反思

Unit2 English Around the World Period Two Reading

一、教學(xué)目標(biāo)（teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容（Teaching contents）

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)（ability aim）

Get some knowledge of different kinds of English.語言目標(biāo)(language aim)Grasp some words and expressions: such as;play a role in;because of;come up;play a part in.Learn the grammar: the indirect speech of the imperative clause.二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）The indirect speech of the imperative clause.三、教學(xué)方法（Teaching Methods）Task-based approach

四、教具（Teaching aids）Multi-media computer

五、教學(xué)步驟（Teaching procedure）Step 1.Warming Up Warm the students up by asking then to tell the differences between Am.English and Br.English Step 2.Pre-reading Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do some people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 4.Reading 1)The First-reading Ask the students to scan the text and choose the correct answer in the book.2)The second reading Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions.b.For the third paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why Indians speaks English.Step 4.Discussion 1.Do you think it matters what kind of English you learn? Why? 2.Why do you think people all over the world want to learn English? 3.Do you think Chinese will become the most popular language in the world instead of English in the future? Step 5.Extension Give the students some information of origin of Am.English and Br.English.六、作業(yè)（Homework）

1.Finish the exercise on page 10.2.Read passage on page 51

七、板書設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Three Learning about the Language

一、教學(xué)目標(biāo)（teaching aims）1.能力目標(biāo)（ability aim）

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(request & command).c.Enable students to use about the Indirect Speech(request & command).2.語言目標(biāo)（Language aim）

Command;request;retell;polite;boss Indirect Speech(request & command)

二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(request & command).c.Students can use about the Indirect Speech.三、教學(xué)方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.discovering the structure through examples.c.Practice

四、教具（Teaching aids）A computer, a projector

五、教學(xué)步驟（Teaching procedure）Step1.Warming-Up(Revision)Warm the students up by asking them to go over the direct speech and the indirect speech.Do some exercise: change a statement or a question into indirect speech.Step2.Talk about Request and command.1)Talk about the polite and impolite tune.2)Change the commands into requests.3)Learn to give requests or commands according to the situations.Step3.Talk about hoe to change a request and a command into indirect speech.Ask(ed)sb.(not)to do sth.Tell/told sb.(not)to do sth.Step4.Practise change a request or command into indirect speech.Step5.Using the structure A game: Choose two students act two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.六、作業(yè)（Homework）

七、板書設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Four Writing

一、教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming b.Try to use connecting words or sentences to make it as an essage or passage not just several sentences 教學(xué)內(nèi)容（Teaching contents）Write a statement 能力目標(biāo)（Ability aim）

Use the brainstorming way to connect sentences and then arrange them properly.語言目標(biāo)（Language aim）I think’ I believe’

In my opinion, We learn English to……

二、教學(xué)重難點(diǎn)（Teaching important and difficult points）How to arrange sentences correctly.Try to use connecting words.三、教學(xué)方法（Teaching methods）Brainstorming way

四、教具（teaching aids）Multi-media computer

五、教學(xué)步驟（Teaching procedure）Step1.Lead-in Use the brainstorming way to ask students “Why should we live?”which is a simple question,at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster Write a poster to collect all their ideas, try to use complete sentences, such as: I like to study English use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, try to use complete sentences, Such as: If I learn English well,I can bring in the advanced foreign technology to Ching, so China will become stronger.I decide to learn English well.In this case I canard English novels, so I can translate them inro Chinese, then more Chinese can know more things about the world.Step4.Write a essay The title is “Do we need to learn English?”

Step5.Display the structure on how to write the essay.1.State your point of view.2.Show the supporting reasons.3.Get a conclusion Step6.Show them the connecting words which can help them to join the sentence and paragraphs.Illustration: I think, I believe, In my opinion, As far as I am concern…… Addition: firstly, secondly, then, besides, at last…… Contrast: however, but, on the other hand…… Summary: in short, in a word, therefore, so……

Step7.Give them a simple example which is not complete Do we need to learn English? I strongly think we not only need to learning English but also learn it well……why should we learn it……How can Learning English help China in the future?......六、作業(yè)（Homework）

七、板書設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Five Listening & Speaking

一、教學(xué)目標(biāo)（Teaching aims）

教材(Teaching materials)listening materials on P12 and P14 on the textbook, another one attached 能力目標(biāo)（ability sim）

Enable students to catch the listening materials and understand them and distinguish American and British English, try to use them in dialogues.語言目標(biāo)（Language aim）

Distinguish some words used in American and British English, and some dialect and accent.二、教學(xué)重難點(diǎn)（Teaching important and difficult points）

Understand words used in American and British English which have the meanings and some dialect accents.三、教學(xué)方法（Teaching methods）Listening and talking

四、教具（Teaching aids）

Tape recorder and get students answer sheet printed out

五、教學(xué)步驟（Teaching procedure）Step1.Listening Textbook P14 Listen to the tape, getting to know American dialect and accent.Step4.Speaking After listen to different dialects and accents, see if students know how to pronounce the following words: Ask, after, either, neither, kilometer, box,…..Step3.Listening Do exercise.六、作業(yè)（Homework）

七、板書設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Six Exercise

一、教學(xué)目標(biāo)（Teaching aims）Finish the exercise on the workbook 1.能力目標(biāo)（Ability aim）

a.Enable the students to command “commands and requests” b.Through cooperative work find out correct answer themselves.2.語言目標(biāo)（Language aim）Full understanding of the readings.二、教學(xué)重難點(diǎn)（Teaching important and difficult point）Understand the main ideas of the passage.三、教學(xué)方法（Teaching method）a.Fast and careful reading b.Individual, pair or group work to finish each task.c.Discussion

四、教具（Teaching aids）A computer

五、教學(xué)步驟（Teaching procedure）Step1.Warming up Step2.Speaking task(Review commands and requests)Offer them situations and try to make dialogue with commands and requests.Step3.Do the “Reading”on P13 and answer questions on it briefly.Step4.Finish the “Reading task”on P51 and complete the form after it.Step5.Group work Ask them to sum up what codes and short forms of words they often use when they often chat in the net wuth others.Step6.Check up their researching result.六、作業(yè)（Homework）

七、板書設(shè)計(jì)

八、反思