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高一英语 Unit 2《English around the world》说课稿Reading-- English around the worldTeaching PlanGood evening, ladies and gentlemen, I am glad to be here and share my teaching plan with you. I am ready to begin my representation with six parts : say teaching material, say the students, teaching procedures, group discussion and blackboard design.First, let me talk about the teaching materialPart 1 Saying the teaching materialThis text is from Unit 2 ,Book One published by the People’s Education Press. The topic of “English around the world.” It is a reading text ,which is the road to morden English.Teaching Aims:1.Learn and master some important words and expressions:majority native total tongue equal government situation international organization trade tourism global exchange service signal a majority of in total except for stay up end up with a great many2. To learn about some differences between American and British English.3. focuse on key words and details about the text.Teaching Important Point:1.Train the students to summarize the main idea of each paragraph3 How to let the students learn the difference between B ritish English andAmerican EnglishTeaching Difficult Points:1 think and talk in English through my tasks and provide Ss with chances ofcooperation.2 Get the Ss to realize the importance of learning English.Teaching Methods:1.Discussion before reading to make the Ss interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they’ve learnedbetter.4.Pair work or group work to make every student realize the importance of learningEnglish.Teaching Aids:1.the multimedia, some cards.2. a tape recorder3.the blackboardPart2 Saying the students:In our daily teaching,our students is passive, lack the study interest. They will have difficulty in analyzing long sentences in this text. I will use cards and gifts to motivate them.After teaching th is lesson, I’ll try to enable students to know the brief history of English and build their interest in learning English.Part 3 Teaching ProceduresStep1 Lead-in2.Ask Ss to work in small groups of four，discuss and fill in group members’language profile .Ask them to discuss in what situations they use the foreign languages.(e.g. listening to pop songs, accessing software and web sites, chat rooms, reading packages of products, etc)3 Ask some groups to report.4. Introduce some terms : mother tongue, native speak,Step2 While-reading1. SkimmingAsk Ss to read through the passage and summarize the main idea of each paragraph. Para 1 More than 750 million people speak English as their native language or a second language.Para 2 More than 750 million people learn English as a foreign language.Para 3 English is the working language of most international organization, trade and tourism.。
人教版高中英语必修１Unit2 English around the world说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit2 English around the world》。
我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。
一．教材分析本单元的中心话题是“世界上的英语”，通过对这一话题的探讨加强学生对英语、特别是英语发展趋势的了解。
英语作时为人类交流的工具必然随着时代的发展而变化。
由于英语在世界上的重要地位和它的广泛使用，因此形成了各种各样带有某个国家、某个民族或某个地域的特色英语。
本课旨在为学生学习英语打开一扇窗户，使学生了解语言的变化趋势。
二．学情分析高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流。
但是中国学生普遍的情况是不愿开口说英语。
因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。
三．教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。
四．教学重点难点重点：了解记叙文的文体特点，并以此指导阅读。
难点：培养学生在阅读过程中获取和处理信息的能力。
五.说教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式，来激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
因此我打算运用以下教学方法：(1)多媒体教学如：给学生播发相关视频(2)任务型教学法如：完成一些阅读任务(3)合作学习法如：小组讨论等六．说教学过程Step1 Lead in导入课堂的开始，我先给学生播放一段前段时间在网上很火的视频“东北小伙模仿９国口音说英语”，东北小伙模仿各国人说英语模仿得惟妙惟肖，他抓住了各国人说英语的特点。
Unit 2 English around the world 3rd Teaching PeriodReading, listening & speakingAims: 1.to further understand the related knowledge of the language of English, esp.the differences between Am.E and Br.E and some English dialects2.to integrate reading,listening and speakingSteps:Lead in1.Play a guessing game: T says “同学们好” in one Chinese dialect. Get the Ss to guess themeaning and say it in other Chinese dialects. Ss are encouraged to say some dailyChinese in different dialects.2.Have a brief introduction to the dialect family in China3.Questions: Is it easy to communicate with each other if people speak different Chinesedialects? What is Standard Chinese? Why is Putonghua used in China? Is there anystandard English and dialects ?Reading1. pre-reading questionsWhat is standard English? Are there many English dialects?2.Fast readingSs are required to answer the questions above3.Careful readinga.Let the Ss identify the words: standard, dialect, Spanish, recognize, play a part;midwestern, southeastern, northwestern, eastern…b.Questions: 1)How many dialects of American English have been listed in the text?2)Why do people from both northeastern and southeastern of U.S. speak withalmost the same dialect?3)Why does American English have so many dialects? Can Americans recognizeeach other’s dialects?4. Get the main idea of the passage.(It tells us that there is no such thing as standard English, and American English has many dialectsbecause people come from all over the world and geography plays a part in it but Americans can recognize each other’s dialects.)Listening1.Give the students a brief introduction about the listening material (tell the Ss that the first speaker speaks with one kind of southern dialect and accent).2.Prediting:.Get the Ss to observe the picture and answer the questions:What are the boys doing? What does the fish look like?How do you think the little boy feels? What about the other two boys?3..Play the first part for the Ss to listen and try to answer the first four questions on Page 144.Play the second part and answer questions 5&65.Check the answers1) Work in pairs to explain the following sentences in “standard English”a. Now, y’all need to understand that we ain’t really a state , but a whole’nother country.Now let me tell ya a story’bout when I was just a pup.b. We was jumpin’in the water and feelin’good.Then along comes this catfish’bout the size ofa house.c. Little Lester starts to thinkin’it’s goin’to eat him sure’nough. Man, you shoulda seenhim. He got outta the water fast as lightning and climbed up a tree.(y’all- everyone ; ya-you; ain’t-aren’t; nother-northern; ‘bout-about; pup-small boy;swimmin’-swimming; jumpin’-jumping; feelin’-feeling; sure’nough-sure enough; shoulda- should have; outta-out of)2) Discuss the answers in pairs and then check the answers with the whole classSpeaking1.Ask the students to read the dialogue in roles and list the different words between Am.E and Br.E.Amy(American) Lady(British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand sideparision. Match the American expressions and British expressions to learn more about the differences between American English and British English(T may play games or have a competition among the Ss.Ss are encouraged to say more differences between Am.E and Br.E.) American English British Englishfall autumneraser rubbertruck lorrysubway undergroundmovie filmcandy sweetsdrugstore chemist’sliving room sitting roomapartment flatthe first floor ground floorelevator liftvacation holiday…3.Practice:Divide the Ss into groups and ask them to make a dilogue about giving directions to a certain place according to the map.They may use the words and expressions above.Ss arerequired to use indirect and direct speech and requests.(one student plays a speakerof British English and the other plays a speaker of American English.) If the Ss are not active,T can provide the following situations or ask the Ss to complete the following dialogues.Situation1: A person from the US is standing outside the underground with his friend.He wants to go to the cinema,but he doesn’t know the way,so he asks directions andtells it to his friend.A: Excuse me, could you please tell us where the cinema is_? We’d like to see a movie_.B: Movie?A Yes, that’s a _ film___.B: Well. Go straight ahead and cross two streets. The cinema is on your left-hand side. There is a fountain in front of it.A:Thanks.C: What did she tell us?A: She told us to keep going straight and cross two blocks. The cinema will be on our rignt.Situation2:A worried man is standing outside the restaurant. He wants to buy some medicine but he doesn’t know the way.So he asks directions.A: Excuse me. Would you please tell me the way to the nearest drugstore?B: You mean the nearest chemist’s?A:Yeah. My son is _sick____. I want to buy some medicine.B: Oh ,I’m sorry to hear that. Please follow me. I can take you to the chemist’s. My __flat____ is opposite to it.APardon? What is flat?B: Oh, flat means __apartment______. I moved here last autumn.A: Do you mean “_last fall__”___?B:Quite right. Well, your English is quite different from what my teacher teaches.A: Actually, I speak American English. You understand both American English and British English. That’s great.SummaryGet the Ss to generalize what they have learnt in this period.Homework1.Prepare a new dialogue about giving directions to a place in Xiamen.Try to use both American English and British English. Be sure to use direct and indirect speech and request.2.Recite the new words3.Make a list of as many direction words as possible.附：Unit2（Using language）教学设计说明本课是unit2中的知识运用部分，是在学生对英语这门语言有了一定认识，尤其是了解了美国英语和英国英语的异同，同时又学习了祈使句和间接引语以及如何在不同情境下使用命令和请求等相关的功能和语法项目的基础上进行的。
人教版高中英语必修一Unit 2 English around the world writing partGood morning, dear judges,I’m the candidate NO.6 applying for the senior middle school English teacher.Today it is my great honor to stand here to give my presentation. Today my topic is “the writing part ”.My presentation can be divided into the following six aspects: analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now, I will present them one by one.一、Analysis of teaching materialToday's lesson is from is the writing period of Unit2 English around the world ,BOOK1,published by NSEFC.This class is mainly about why should we learn English.Students had gotten a general idea of the development of English throughout the history in the reading part, which lay a good basis on this part---how to use what students learnt in the previous part to write an composition on learning English.Based on the analysis of the teaching material, I set up the following three objectives:1.Knowledge objectives1.Students can get a better understanding of the structure,format of the writing composition under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.Ability objectivesThrough independent observation and group discussions and classroom practice under the guidance of teachers, students can use the language to finish writing, improving English writing ability .3.Emotional objectivesStudents are encouraged to developing their consciousness of cooperation through the group work. What’s more, the students' interest in English writing can also be improved..The teaching key points:1. The students will have a better understanding of the structure and characteristics of an poster under the guidance of the teachers.The students will master some useful words and expressions about the development of English to make a good poster.2.The students will improve their writing skills through teamwork and cooperation.The teaching difficult points:1.Students are able to complete the composition independent.2.Students can develop their ability of writing strategy.Based on the analysis of teaching material, now let me analyze the students.二、Analysis of the studentsA senior student in high school has learnt English for several years. The students in this grade have known sionome basic knowledge of development of English and they are active in mind. They are able to express simple ideas in simple English under the teacher’s guidance. A freshman in senirman has gradually formed the competence of processing information and analyzing problems, however their writing skills and using the proper words and sentence sturctures is a bit difficult for them, therefore in this les son, I will strestudents the students’ ability of exprestudentsing English in a correct way. For instance, organize them to brainstorm their ideas in English about the significance of learning English. In addition, this topic is familiar to students as for their daily life, so I will make use of it to motivate them.三、Teaching methodsIn this lesson, task-based approach is mainly adopted combined with process writing approach，which can attract students’ attention to the clastudents as well as arousing their learning interest. I’ll design some tasks, like discussing the importance of English and the structure of the poster in groups.四、Learning methodsStudents will accomplish these activities through self-learning and working in pairs and in groups.Here comes the most important part----teaching procedures, which includes six steps: leading-in, pre-writing, while-writing, post-writing, summary and homework.五、Teaching procedures(一）Step one : leading-inShow a map of world ,then the students can look at the map while thinking over two questions:what can they see in the map?How many countries do they speak English? It cana ttract students’ attention and the topic “English”can be naturally led-in..(二）Step two pre-writingIn this step,I will show the students a exercise that translate the following words ,phases and sentences into English or Chinese that are related to English, meanwhilethree students are required to write down their answers on the blackboard.Then revise the words and expessions together with the teacher.(三）Step three while-writingStudents are encouraged to write through group-cooperation. They are expected to design the structure and carry out parelle-writing through the given format of poster. While carrying out this work, the teacher may walk around the students to give some help when necesssary.Targets: Guide the Students to write the passage, improve their communication ability and cultivate their team spirit.(四）Step four post-writingSs exchange their writing with other members in the groups (two or four students in a group), and ask the students to give some comments on the one he or she has read.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners’ writing. Get each group to recommend one or two passages and share it with the rest of the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.Targets: Help the Ss correct their composition and improve their evaluation ability.(五）Step five summaryBy the end of the class, some students are invited to conclude what we have learnt today. Teacher makes some supplements and emphasized the difficult points. Then the teacher emphasizes the importance of learning English and students are inspired to study hard .(六）Step 6 homeworkStudents will polish their writing and make another poster as their homework. Their finalwork will be modified and selected, then the most successful ones will be put up on the English Corner.purpose:This step plays an important role in improving their writing skills and autonomous learning ability.六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic.That is all. Thank you!附原文：。
各位评委老师大家好！我是12号考生，今天我说课的内容是人教版高一英语Unit 2 English around the world。
以下我将从说教材，讲教学目标，说教学方法，教学过程，板书设计和教学效果，六个阶段来完成今天的说课。
首先，我们分析下教材，This unit is to introduce English language and its development to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.根据对教材的理解和内容的分析，我将从知识，技能和情感三个方面来说明教学目标：The knowledge aim is to help students understand and master the new words, phrases and sentence patterns and have deeper understanding of the topic ----English. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students understand the spread of English 下面我们来说下学生的情况，Although the students have the basic abilities of learning, speaking, reading and writing, they still need many opportunities to practice what they have learned and to develop their autonomous and cooperative learning ability.Based on the requirement of the syllabus, the important point is help students understand and master the important words, phrases and expressions.(differences between American English and British English in spelling and expressions) The difficult point is to help students master the grammar points. (---identify examples of Direct Speech & Indirect Speech (2): requests and commands in the text) 下面来探究我们的教学方法。
高一英语教案：《English around the world》教案三高一英语教案：《English around the world》教案三Type: ReadingDuration: 40minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the reader's old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading.While-reading and Post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NEW SENIOR ENGL. ISII FOR CHINA STUDENT'S BOOK 1. UNIT 2. Using language. The topic of this unit is Standard English andDialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para. 2 introduces American English has so many dialects because people have come from all over the world. The latparagraph tells about (Geography also plays a part in making dialects. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade l in senior high school. As high school students. they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade. they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of American English. But they may not know American English Dialects be fore. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skillsAL the beginning of the class. Ss can predict the content of thepassage based on the title. Ss can scan the passage and find out the specific information such as standard English and dialects.2. Language knowledgeSs can master the key words and phrases of the passage as follows, believe it or not. standard. dialect. expressions, excellent. play a part in. recognize.Ss can learn how to express their own opinions.3. AffectsSs will realize that the importance of mandarin and dialects and they will concern themselves with the issue of popularizing mandarin and protecting dialects4. Cultural awarenessSs will broaden their minds by knowing something about the diversity of language culture5. Learning strategiesSs will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.Ss will communicate with each other in English while doing the group work.Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students' reading skills. The many activities are designed to help Ss to train their reading skills, such as skimming. scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard American English dialects before, so the teacher will tell them some back ground knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process. Teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.The three stages are pre-reading. While-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage.I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Pre-reading(6min)Activity1. Greetings and Free-talking(6min)T Leads into the topic by asking Ss to read a poem in their own dialects.T: Hello boys and girls.(Ss say hello to the teacher. ）T:Please look at the PPT, do you know this poem?（Ss tell the things appear in their minds freely. )T:Who wrote this poem?(Ss tell the name of Xu Zhimo. )T:Now please use mandarin to read this poem together.(Ss read the poem)T:(OK. very good. But now I’d like to ask some Ss to read this poem in your own dialects. Whowant to have a try?(Ss read the poem in their own dialects. )[Aims]In this step. T first leads in the topic by talking with the Ss freelyabout Chinese dialects and mandarin which is familiar to them and then Ss read the poem in their own dialects. This activity aim to arouse the Ss interests in the topic Then Ss will be mentally prepared for the reading comprehension. What's more. when they are talking about the characteristics of Standard language and dialects, they will realize that the diversity of language culture.Step2. While-reading (15min)Activity. Skimming (2min)T:Today we will learn something new about English, now please skim the passage and find the topic sentence of each paragraph.Activity2. Scanning (4min)T asks Ss to Read the passage and then choose the best answer according to the text.T: This time please scan the passage, and while scanning the passage please underline the in formation which is useful in your mind.Activity3. Watching a video (4min)T plays a video to the Ss which can help the students to have a better understanding of the passage.Activity4. Filling the blanks (5 min)Tasks the students to underline the language points in the blanks and try their best to remember them.[Aims]In this step. the Ss first know some information of dialects in American English and after watching the video it is easier for them to understand the passage.And activity 1. 2 and 4 can help students to improve their reading skills.step3. Post-reading (18min)Activity 1. DiscussionT gives the Ss some picture of popularizing mandarin and protecting dialect. And ask the Ss to prefer one of them and discuss it with their group member. And the give the Ss the teacher's own idea.[Aims]After this discussion, it can help Ss to be aware of the diversity of language culture. And can help them to express their own idea.Homework (1min)1. Please write a small passage: why do we need to protect dialect? OR Why do we need to popularize mandarin?2. 基础课时分层-Unit2 单元语言点教材基础巩固。
