篇一：人教版高中英语必修1 Unit2English around the world单元整体教案
BookⅠUnit2 English around the world
单元整体教案
Material analysis：
本单元的中心话题是“世界各地的英语”，主要向英语学习者介绍英语这门语言的起源、变化及发展，英语在世界各地作为母语、第二语言和外语的区别及不同功能，特别是英式英语和美式英语在拼写以及用法方面的差异。让英语学习者全方位地了解英语，从而掌握这门语言。
Warming up
图片和问题英式英语和美式英语的区别，帮助学生复习英式英语和美式英语在词汇和表达方面的差异，为阅读本单元材料做好铺垫。
Pre-reading
问题鼓励学生思考将英语作为官方语言的国家，提出哪个国家拥有的英语学习者最多。
Reading
英语由于航海、战争等原因被从英国传播到世界各地，其自身也在不断地受到其他文化的影响，从而在发生着新的变化，具有鲜明的地方文化特色。
Comprehending
通过细节理解题，学生在思考和找寻答案的过程中加深了对文章的理解。
Learning about language
学生学会使用本单元的重点词汇、句型和语言知识：带有请求和命令口气的直接引语转变为间接引语。 Using language
阅读材料向学生介绍了不同地方的英语方言，从而使学生了解英语的多面性，没有唯一的标准英语。 教学目标：
知识目标：
通过本单元的教学，帮助学生：
1. 掌握与英语语言发展变化相关话题的语言表达。
2. 掌握相关的词汇、句型和表达法。
3. 了解英式英语与美式英语的差别。
4. 掌握祈使句及其间接引语的表达和应用。
能力目标：
1. 通过本单元的听说训练，培养学生获取有用信息和处理信息的能力。
2. 通过对本单元阅读材料中信息的加工处理，培养和训练学生skimming, scanning, predicting和summarizing等阅读技能。
3. 通过完成本单元中的writing的写作任务，训练学生利用本单元输入的语言材料和信息输出语言。
4. 通过本单元的学习，提高学生发现问题、分析问题和解决问题的能力。
情感目标：
1. 通过对本单元“世界各地的英语”话题的学习，帮助学生了解英语这门语言的起源、变化和发展，
了解英语在世界范围的区别和使用情况，帮助学生形成世界英语及地域英语的概念，让学生感知英语语言的多层次和多元化，树立跨文化交际的意识。
2. 让学生认识到在全球化的进程中学习英语的重要性，帮助学生总结出适合自己的学好英语的一些
技巧和方法，为学生的自学和终身学习奠定良好的基础。
单元整体设计思路：
第一课时 Warming up, Listening
第二课时 Pre-reading, Reading, Comprehending
第三课时 Language learning
第四课时 Using language: Reading, Speaking
第五课时 Using language: writing
第六课时 综合评价练习课Reading task (p.51); Self-evaluation, Summing up and
self-test/exercises
第七课时 测试讲评课
Period 1 Warming up and Listening
Teaching Aims:
1. To get the students to revise the knowledge about the differences between British English and American English.
2. To get the students to practice listening skills and learn listening strategies: predicting and note-taking.
3. To arouse students? interest in learning English.
Teaching important points:
1. To train the students? listening skills and strategies.
2. To train the students? speaking ability.
Teaching difficult points:
1. To get every student to be involved in the listening activities.
2. To get every student to be active in class.
Teaching procedures
Step I. Warming up
1. Look at the pictures and dialogues in Warming up. Let the students try to guess if the men can understand each other by using two different kinds of English.
2. Guess British English and American English words.
elevator/lift in a team/on a team rubber/eraser petrol/gas
British: lift, in a team, rubber, petrol
3. Discuss in pairs. Look at the British words and guess the American equivalents.
British:American:
flatapartment
underground subway
pubbar
toilet bathroom
tin can
autumnfall
match game
post mail
football soccer
lorry truck
trousers pants
StepⅡ. Listening
1). Get students to look at the picture on page14 to make up stories according to the picture.
2). Get students to predict what the story is about.
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford?s story, using the context.
6). Play the tape again and let the students answer the questions in pairs after listening.
7). Check the answers. (Variant: you may also)
Step Ⅲ. Practice
Ask the students to retell Buford?s story in Standard English in pairs.
Step Ⅳ. Summary
Get students to summarize what they have learned in the period. Give students some
evaluation and encourage them to work better.
Step Ⅴ. Homework
1) Find out the countries using English as an official language.
2) Preview the reading text on page 9.
Period 2 Reading
Teaching aims:
1. To get students to read and master the key words and expressions:
Words: voyage, native, actually, present, fluent
Expressions: because of, even if, come up, be based on, at present, make use of, a large number of
2. To get students to practice reading skills and learn reading strategies: skimming, and
scanning.
3. To get students to known about the history and development of English.
Teaching important points:
1. To train students? reading skills and strategies.
2. To get students to master the key words and expressions in the reading passage.
Teaching difficult points:
1. To get every student to be involved in the learning activities.
2. To get every student to be active in class.
Teaching procedures:
StepⅠ. Warming up by checking the homework.
1) List the names of countries using English as an official language on the board.
Britain, USA, Australia, Canada, New Zealand, Ireland, South Africa, Singapore, India, etc.
2) Students try to guess the reasons that have encourage these countries to speak English. Britain→EmpireUSA→trade, military base, aid, etc.India→colony in the past … Step II. Pre-reading
1. First ask the students to see the title on the book then let them discuss in groups in order to try to guess the answers to the three questions before the text.
1). Have a student list on the board all the English-speaking countries in the world that they can think of.
2). Give the students hints about the places they haven?t mentioned.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations. ★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America have contributed to the spread of English.
篇二：Unit 2 English around the world教案
Unit 2 English around the world
Topic: The period of training their writing ability I. Teaching Aims and Demands:
1. Practice their speaking ability
2. Use ―brainstorming‖to train their writing skills
3. Get a further understanding of learning English II. Teaching Aids:
Computer, Projector, Some pieces of paper
III. Teaching Important points:
1. knoe the method ―brainstorming‖
2. Learn to improve their writing ability by
―brainstorming‖
3. Write a passage in a short time
IV. Teaching Difficult points:
1. How to use ―brainstorming‖ to prepare for a
passage
2. How to help students sum up and master the
knowledge about this unit.
V. Teaching methods:
1. Questioning – and—answering
2. group – work
3. brainstorming 4. Free talk
VI. Cultural awareness;
1. Know the importance of learning English
2. Know the reasons of learning English
VI. Emotion:
1. Learn to use ―brainstorming‖ to prepare for a
passge and solve the writing problems by thenselves.
2. Try to appreciate and learn something good from
others in class.
VII. Teaching procesure:
Step 1: greetings and revision
Step 2: the introduction of ―brainstorming‖
1. At the beginning of this class, tell them a funny
story about ―peanut‖
One day, four boys were in the zoo,and a police was talking to them. The boys did something wrong just now, so the police was asking them. ―What did you do just now? Tom.‖ ― I didn’t do anything but throw peanut into the elephant.‖ So the police answered the second boy,but he answered the same as Tom.Then the police asked the third boy ―What did you do just now? Did you do something wrong?‖ But
篇三：Unit_2_English_around_the_world_教学设计_教案
教学准备
1.教学目标
1. 语言技能目标：
①Talk about English and its development, different kinds of English. ②Talk about difficulties in language communication.
③Learn to make dialogue using request & command.
④Learn to transfer from Direct Speech into Indirect Speech.
⑤Learn to give opinions and organize ideas by way of brainstorming.
2. 语言知识目标：
（1）重点单词、短语:
subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity,fluently, frequently, usage, command （2）功能句式： ①English is a language spoken all around the world.
②There are more than 42 countries where the majority of the people speak English.
③The number of people who learn English as a foreign language is more than 750 million.
④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.
3. 情感态度目标:
让学生通过阅读获取有关英语语言发展的知识，扩大国际视“，强化文化意识，激发他们学习英语的热情。
2.教学重点/难点
1. To be able to get the main idea from the text. 2. To be able to solve the problem by analyzing.
3. To be able to use the different learning strategies for different
reading purposes.
3.教学用具
多媒体课件
4.标签
英语
教学过程
Step1 Warming up
Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？
towel mirror tap toilet bath / bathtub basin handle
A bathroom or a toilet？
[设计说明]
通过看一个幽默的图片，用学生平时比较熟悉的词汇，引出英国英语和美国英语的区别，再用贴近学生的话题以及学生很想了解的英语常识激发学生的兴趣，活跃课堂气氛。
Step2Lead in
I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？
[设计说明]
兴趣是第一老师，有了对知识的探求兴趣，理解文章只是时间问题了。本环节通过看视频短片，让学生了解古代英国在海外的殖民拓展以及英语语言随之传播的历史，激发学生了解为什么世界上说英语的国家最多，导入本节课的话题。
Step3Fast reading
1. Let the students read the text as quickly as they can, then decide whether the statements are true or false:
（1）There is no difference between American English and British English.
（2）Written English is the same in both American English and British English.
（3）Sometimes people from the two countries do have difficulty in understanding each other.
（4）The English language in the world always stay the same as the language used in Britain.
[设计说明]
速读是阅读中很重要的一项技能。让学生通过速读课文理清文章脉络后做一些简单的判断题，引导学生养成快速阅读材料并获取信息的良好阅读习惯。
2. Show the students some important words and expressions.
（1）include包括，包含
[比较体会]
Many students went to see the film, including me.Many students went to see the film, me included.
（2）play an important role / part in 扮演重要角色
[比较体会]
She played an active part in the local community.He has played all kinds of roles in his life.
（3）even if / though 即使，即便
[比较体会]
He likes to help us even if he is busy. Even though life was difficult for him, he refused to give up his dreams.
（4）a large number of 许多，大量的
the number of 噎噎的数量
[比较体会]
A large number of students are reading the book. The number of student reading books is large.
（5）communicate with 和...交流
[观察探究]
Do you find it difficult to communicate with your parents?
He is a shy boy who can’t communicate with other
people very well.（6）be based on 建立在......的基础上
[观察探究]
The book is based on a true story.
He based his hopes on the good news we had yesterday.
（7）make use of 利用，使用
[观察探究]
How are you going to make use of your pocket money?I really don’t know how to make full use of the time.
[设计说明]
学生速读课文后会发现一些生疏的单词、短语。上面列举的这些单词、短语不仅是理解文章的关键，而且是本节课所要学习的重要语言点。本环节通过比较体会、观察探究等方式让学生掌握这些词汇，从而为下一步细读文章作好准备。
Step 4 Careful reading
1. Let the students read the passage carefully and then make a time line of the development of English.
2. Let the students read the passage again and fill in the blanks with the words from the text.
It is not easy for a Chinese person to speak English as ___ as a ___ English speaker. One reason is that English has a large ___. It also has different usage in different English speaking countries. If you use “flat”
instead of “___”, people in America will know you have learned British English. If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.
[设计说明]
这篇课文脉络非常清晰，按照时间顺序记述了英语语言的发展过程，学生很容易通过阅读了解文章大意，找出每段的主题句以及支持主题句的细节。阅读任务的设计层层递进，一环扣一环，可以使学生更
3. Let the students listen to the text carefully and repeat the sentences.
[设计说明]
让学生在听中读，通过跟读句子进一步理解课文。一定要让学生注意语音语调，细心体会纯正的英语发音。
Step 5 Group work
Ask and answer the questions like these:
When did five to seven million people speak English?Why did English begin to be spoken in many other countries?
Which country may have the largest number of English learners?
[设计说明]
以小组为单位就与文章有关的内容进行提问，由小组成员轮流提问，其他成员进行抢答，优胜者给以适当的加分，鼓励学生积极参与、合作学习。
Step 6 Practice
《Unit,2,English,around,the,world,(综合教案)》出自：百味书屋
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