人教课标高一英语Unit2全单元教案
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1、Unit 2 English Around the World Part One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up 1. Warming up by answering a questionnaire1). Tell the
2、 students they are going to answer a questionnaire about why they are learning English.2). Write the words: Reasons for learning a foreign language on the center of the board: 3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about othe
3、r people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper. 6). Explain the ta
4、sk. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that youd like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each sectio
5、n of the questionnaire. If they wait till the end to swap, one student may use up all the time available. 7). When the task is finished, ask a couple of students to summarize their partners answers. (This may develop into a class discussion about language needs).8). The students write five sentences
6、 on their feeling about learning English.9). Collect the questionnaires.Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading (faxes, letters no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversati
7、on with other people: He learnt to use body language to communicate with deaf customers.3) actually=in fact: used when you are adding new information to what you have just said: Weve known for years. Actually, since we were babies.4) be based on:5) make use of: use sth. available 6) Only time will t
8、ell: to say that something can only be known in the future: Will Chinas national football team enter for the next finals of the World Cup? Only time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either or, in/on a team, the number o
9、f/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a, all over the world, at the top(bottom) of, pen friends, to this
10、 day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a , encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save
11、time(money), a form ofPeriod 2: A sample lesson plan for Learning about Language(Indirect Speech (II) requests 2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the ot
12、her hand, Bufords teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic words from Bufords story, using the context.Dialectic wordsfrom Bufords storyStandard Engli
13、sh equivalentsheyyallaintyeryapupswimminjumpinfeelinbouthello everyone arentyouryouchildswimmingjumpingfeelingaboutnoughshoulda seengot outtaenoughshould have seengot out of6). Play the tape again and let the students answer the questions in pairs after listening.7). Check the answers. (Variant: you
14、 may also ask the students to retell Bufords story in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:Amy (American) Lady (British)subway undergroun
15、dleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown
16、for giving directions.3. Performance: Ask two pairs to perform their dialogue in class.Sample version:S1: Excuse me, sir. But I cant find the drugstore?S2: Pardon?S1: I said I couldnt find the chemists shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You
17、 will find it ahead.S1: Thank you very much.S3: What did he say?S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.Self-assessment criteria:Did you cooperate well with your partner(s) while practicing?Can you ask for directions
18、 and give directions clearly?Can you express your ideas fluently? If not, whats your main problem?Did you go naturally between American English and British English while talking to each other.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some
19、aspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.A Sample poster CHINAS FUTURE LIES WITH LEARNING ENGLISHReasons for learning English: World trade is done in English; Internationa
20、l organization (such as the UN) use English; We need contact with the developed Western world to build our country; The developed world uses English in its dealings.Why the Chinese language will not do? Very few people in the West speak Chinese; Chinese is a difficult language to learn; Most busines
21、smen do not have time to learn new languages every time they enter a new international market.SO CHINAS FUTURE LIES WITH LEARNING ENGLISH2.Writing Assessment1) Can you give persuasive reasons for the topic on your poster?2) Can you verbalize your ideas fluently?3) Can you put your own English learni
22、ng experiences into a broader perspective?4) Can you organize your ideas in a logical way?5) Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?6) What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?F
23、urther ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:My pr
24、oblems Ideas for improvement Why I like English My future with EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework.Sample version:My experience of lear
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