【英语教案】Unit2EnglishAroundtheWorld教案2

Part Two: Teaching resources (第二部分：教学资源)I. Pre-writing1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writi ng.2. PlanningStude nts make a pla n of the writi ng before they start. These pla ns can be compared and discussed in groups before writi ng takes place.3. Generating ideasDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or aga inst it.)4. QuestioningIn groups, the idea is to gen erate lots of questi ons about the topic. This helps stude nts focus upon audie nee as they con sider what the reader n eeds to know. The an swers to these questi ons will form the basis to the compositi on.5. Discussing and debatingThe teacher helps stude nts with topics, help ing them develop ideas in a positive and en couragi ng way.II. Focusing ideas1. Fast writingThe students write quickly on a topic for five to ten minutes without worrying about correct Ianguage or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own Ianguage. The important thing is to keep writing. Later this text is revised.2. Group compositionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it invo Ives other skills (speak ing in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.III. Evaluating, structuring and editing1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. Self-editingA good writer must lear n how to evaluate their own Ian guage —to improve through checking their own text, looking for errors, structure. This way students will become better writers.3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards第 2 页the com muni cati on of ideas, feeli ngs and experie nces. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. Potential problemsWrit ing is a complex process and can lead to learner frustrati on. As with speak in g, it is n ecessary to provide a supportive en vir onment for the stude nts and be patie nt. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, the n they will usually accept doing so. In the long term, you and your stude nts will start to recognise the value of a process writing approach as their written work improves.Ill.Websites recommended to the studentS隹荐网站www.e-l-e. net.c n www.e nglish-z on Going to any of the websites may enable the students to learn more about the differe nces betwee n America n En glish and British En glish.Section 3: Words and expressions from Unit 2 EnglishInclude 1. v. to be one of the parts; to make someth ing or some one part of a larger group: Our tour party in cluded several retired couples. The team is look ing strong; especially now they have in cluded Beckham.2. including & included: Every one has to go to the dentist ' s, you Thueede re twelve of us, including Tom and me. role: n. 1. the character played by an actor in a play or film; the positi on that some one has in society or an orga ni zati on: Matthews plays the role of a young doctor in the film. Wome n are ofte n forced in to a supportive role in the family. 2. play a leading/major/key role in=be importa nt in maki ng cha nges happe n: Man dela played a leadi ng role in ending apartheid in South Africa.because o=as the result of a particular thing or some one' s actiorHe had to retire because of ill health.c.f. She got the job because she was the best can didate. native: 1. adj. your native country or town is the place where you were born: They n ever saw their n ative land aga in2. native language/tongue the Ian guage you spoke whe n you first lear ned to speak3. n. a pers on who was born in a particular placeAre you a n ative of New York?come up:1. to be mentioned: A lot of new questions came up at the meeting2. to beabout to happen soon：Don' t you have a birthday coming up soon?3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.Other verbal phrases of “ come”come abou=t to happen in a way that seems impossible to control;come acros=s to meet or find something or someone by chance;come along=get along; to appear at a time you don ' t expect; to encourage sb. to try harder;come by=to obtain something that is difficult to find; come up with=to think of an idea;(The small word “ come” has many phrasal verbs. It is bettaesrktothe students torefer to a good dictionary.)present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday?(opposite of “ a b s)etnotbe”re) membered for along time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What' s your present address c?.f. What he said amused all the people present. such as: used to give an example of somethi ng; such …as/that:used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for第8 页something: They have made a urgent request for international aid.recognize: vt.1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her.2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne ' s novel was recognized as a work of genius.。

《Unit2English around the world》教学设计
一、教学目标
1.了解英语在世界范围内的使用情况。

2.掌握不同英语变体的特点。

3.培养学生对英语学习的兴趣和跨文化意识。

二、教学重难点
1.重点：英语的全球分布和变体特点。

2.难点：理解不同英语变体之间的差异。

三、教学方法
多媒体教学法、对比分析法、讨论法。

四、教学过程
1.导入
播放不同国家的人说英语的视频片段，引出英语在世界范围内的使用话题。

2.知识讲解
（1）介绍英语在全球的分布情况。

（2）讲解不同英语变体，如英式英语、美式英语、澳式英语等的特点。

3.对比分析
（1）对比不同英语变体在发音、词汇、语法等方面的差异。

（2）通过例子让学生感受差异。

4.小组讨论
（1）讨论不同英语变体对交流的影响。

（2）分享自己对某种英语变体的喜好及原因。

5.文化拓展
（1）介绍英语国家的文化差异。

（2）培养跨文化意识。

6.课堂小结
总结英语在世界的地位和不同变体的特点。

7.作业布置
（1）收集不同英语变体的例子。

（2）写一篇短文介绍自己对英语变体的认识。

高一英语 Unit2 English around the world教案（通用2篇）高一英语 Unit2 English around the world 篇1高一英语 unit2 english around the world教案unit2 english around the world 第二课时（pre-reading----reading知识点）学习目标：1.掌握重点词汇的用法2.能够灵活运用新句型重难点：能够灵活运用新词汇及句型学习过程：一、知识探究1…. and because of that, english began to be spoken in many other countries.e.g.①tell your friends about the changes of the plan because of your illness.②they are here because of us.③we staye d at home because it rained.④he was punished just because of what he had said.自主探究①because of “因为；由于”，是短语，其后可接，动名词或由what引导的从句，在句中作状语。

②because “因为；由于”，是，后接。

练习①他们为了孩子而搬家到这里。

they moved here __________ the baby.②因为下雨，所以我回来了。

i came back ____________ the rain.③我们这么做因为我们觉得这是我们的职责。

we did it ___________ we felt it our duty.2.i’d like to come up to your apartment.猜测下列句子中come up 的词义。

①the little by came up to the stranger and showed him how to get to the police station.②we won’t forget the day when we watched the sun come up on top of the tai mountain.③it is certain that the question will come up at the meeting.④the snowdrops are just beginning to come up. _⑤i am afraid something urgent has come up. ____短语归纳come 邂逅come 向…扑来,攻击 come 来自 come 出版;开花；结果是come 想出，发现，提出come 发生come 绕道而来 come 落下,塌下指点迷津come up /come up with①come up 意为“被提及”时，其主语是被提出的内容，不能用于被动语态。

Unit,2,English,around,the,world,(综合教案)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。

高一英语Unit2 English around the world教案（通用2篇）高一英语 Unit2 English around the world教案篇1高一英语 Unit2 English around the world教案篇2高一英语unit2 english around the world教案自助式复习板块学问搜寻a. 单词1.发音(v.)_____________2.宽的 (adj.)______________3.毛巾 (n.)____________4.多数 (n.)_____________5.本国的 (adj.)_______________6.舌头 (n.)____________7.相等的 (adj.)_______________8.政府 (n.)____________9.国际的 (adj.)_______________10.情景 (n.)____________11.表情 (n.)_____________12.组织 (n.)_____________13.全球的 (adj.)________________14.交际 (v.)__________________15.服务 (n.)______________16.信号 (n.)______________17.司令官 (n.)______________18.独立自主的 (adj.)_________________19.比较 (v.)___________________20.出版 (v.)___________________答案：1.pronounce 2.broad 3.towel 4.majority 5.native 6.tongue 7.equal ernment9.international 10.situation 11.expression anization 13.global municate15.service mander 18.independent pare20.publishb. 短语21.在这种情景下________ ________ ________22.与某人沟通_______ ________ ________23.引进,赢利________ _________24.发生_______ ________25.许多_______ ________ ________26.熬夜_______ ________27.大多数_________ _________ _________28.别客气_______ _________ _________ _________29.以……告终_______ ________ _______30.一个欧洲国家______ _______ ________31.母语，本族语______ ________32.全球变暖________ ________33.对……有非常好的了解________ ________ ________ _________________34.多多少少，或多或少________ ________ ________35.做……有困难________ ________ _________ _________36.说英语的国家________ ________37.总共________ _________38.国际组织________ __________39.交换服务________ ________40.在过去的几个世纪里________ ________ ________答案：21.in this situation municate with somebody23.bring ine about25.a great many 26.stay up 27.the majority of 28.make oneself at home 29 end up with 30 an european country31.mother tongue/native language 32.global warming 33.have a good knowledge of 34.more or less 35.have difficulty (in )doing36.english speaking countries 37.in total38.international organization 39.exchange services 40.over the centuriesc. 句型41.在那个男孩的关心下，我们没费多大的劲就找到了那个村庄。

探究英语的样性——Unit2Englisharoundtheworld(Reading)教案。

一、英语使用的分布情况英语作为一门国际语言，其分布范围非常广泛，大约有20亿人将英语作为第二语言或外语来使用。

而英语作为母语的人数约为3亿人左右，其主要分布在英国、美国、加拿大、澳大利亚等国家。

此外，在英属印度、新加坡、马来西亚等地区，英语也是其官方语言之一。

除此之外，英语还广泛使用在科学研究、国际商务、学术交流、旅游娱乐等方面。

二、英语的特点和变化1.口音差异在全球各地，英语的口音和语调存在很大的差异。

例如，在英国，人们通常使用的是英式英语，而在美国，人们会使用美式英语，而在澳大利亚，人们则会使用澳式英语。

此外，由于英语是一种全球性语言，因此在不同地区使用的英语也会受到其他语言的影响，从而形成不同的口音和语调。

2.词汇差异由于英语在不同地区的使用场景和文化背景的不同，因此在词汇方面也会存在差异。

比如，在英式英语中，人们通常使用“lorry”来指代卡车，而在美式英语中，这个词则被称为“truck”。

3.语法差异英语在不同地区的语法也会存在差异。

例如，英式英语中的“have got”通常被缩写成“have”，而美式英语中则相反，通常将“have”缩写成“got”。

三、英语的影响1.语言层面英语作为一门全球性语言，其影响力不仅存在于使用方面，还体现在语言表达和传播上。

许多词汇和语言表达方式已经被广泛接受和使用，例如“OK”、“cool”、“by the way"等，已经成为全球人们日常使用的词汇。

2.文化层面英语作为源自于英国的语言，在其使用过程中也会带有一定的英国文化元素。

例如，英式下午茶、盎格鲁-撒克逊文化等。

3.社会层面英语作为全球通用语言，不仅在国际交流、商务合作中发挥着重要作用，同时也被人们视为是学术、文化、科技等领域的重要工具之一。

其在社会发展中的作用越来越凸显。

四、英语的未来英语作为一门全球通用语言，其影响力和地位已经无可替代，其未来发展前景也非常广阔。

教案课题：Unit2 English around the world课时：1学时（40mins）教材：新课标人教版高一英语教材一、教材分析：本节课的中心话题是“English language and its development, different kinds of English”。

通过对英语语言的发展历史这一话题的探讨，加强学生对英语语言的了解，特别是对英语发展趋势的了解。

在完成本节课的学习后，学生能感受到英语语言的多层次和多元化，有助于培养学生的跨文化意识。

二、教学目标：1. 语言技能目标：①谈谈英语及它的发展和不同的种类②谈谈语言交际的困难点.③学会用要求和命令来对话④学会将直接引语转化成间接引语⑤学会通过头脑风暴的方法组织和表达自己的观点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 E nglish.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 f or those in Hong Kong, where many people speak English as a first or a seco nd 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。

Unit2 English around the world教案示例二Teaching plan for Unit 2 of SEFC Book 1 AThe Second Period ReadingI.Teaching Aims:1.Learn the text“English around the world”.2.Get the students to master the useful expressions in the text.3.Train the students to read the text with correct pronunciation and intonation.4.To get the students to revise the direct speech and indirect speech.5.to get the students to learn the difference between the British English and the American English.II.Teaching Important Points:1.How to improve the students’ ability to read an article.2.How to get the students to master the useful expressions.III.Teaching Difficult Point:The use of some useful expressions.IV.Teaching Methods:1.Fast-reading to train the students’ reading speed.2.Reading prehension to help the students grasp the main idea of the text.3.Practise getting the students to master what they’ve learned.V.Teaching Aids:1.a recorder2.a projector and some slidesVI.Teaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.To get the students to revise the direct speech and indirect speech.plete the following according to the other.1." _________________,"he said.He told me not to drink too much.2. "Make sure to turn off the ligh t before you sleep,” Jack said to his brother. Jack told his brother to __________________.3."_________ ?"the little girl said.The little girl asked me to help her make a kite.4. "Please buy a pen for me," he asked Tom.He asked Tom to_________________.5. "Be quiet!' he said to me.He told me to______________.Suggested answers:1. "Don't drink too much, "he said.2. Jack told his brother to turn off the light before he slept.3. "Will you please help me to make a kite?" the little girl said.4. He asked Tom to buy a pen for him.5. He told me to be quiet.Step Ⅱ.words and expressions.1.majority n.大多数；大部分The majority of people seem to prefer watching games to playing games.大部分的人似乎都喜欢看比赛，而不喜欢参加比赛。

Unit2 English Around the World period2 (Indirect Speech (II) requests & mands)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI.Direct and Indirect SpeechDirect Speech Indirect Speechsimple present He said, “I go to school every day.〞simple past He said (that) he went to school every day.simple past He said, “I went to school every day.〞past perfect He said (that) he had gone to school every day.present perfect He said, “I have gone to school every day.〞past perfect He said (that) he had gone to school every day.present progressive He said, “I am going to school every day.〞past progressive He said (that) he was going to school every day.past progressive He said, “I was going to school every day.〞perfect progressive He said (that) he had been going to school every day,past progressive + past perfect He wassaying (that) he had gone to school everyday.Direct Speech Indirect Speechcan He said, “I cango to school every day.〞could He said (that) he couldgo to school every day.may He said, “I may go to school every day.〞might He said (that) he might go to school every day.might He said, “I might go to school every day.〞must He said, “I must go to school every day.〞had to He said (that) he had to go to school every day.have to He said, “I have to go to school every day.〞should He said, “I should go to school every day.〞should He said (that) he should go to school every day.ought to He said, “I ought to go to school every day.〞ought to He said (that) he ought to go to school every day.II.Discovering useful words and expressions1.Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’reyourclassmates. The teacher helps the students discover the difference in prepositions.2.Play the tape for the students to listen and ask them to mark the sentencestressand intonation. Then practice reading in pairs.(The teacher brings the students’ atten tion to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making mands and requests using indirect speech)1. In groups of four, think of at least three mands your teachers and parents usually give.You may follow these steps.1)Choose one who is to give the first mand.2)Ask another person in your group to tell somebody what you said.3)The third person will change the request or mand from direct into indirectspeech.4)Change role so that each person gets the chance to give mands and turn theminto indirect speech.2. Get the students thinking about the difference between the request and mand. Then read the replies and decide whether they are in answer to a request or a mand. Write the sentence down.★ A: _______________________________________B: I’ll go and collect some wood right now, master.★ A: _______________________________________B: O f course I’ll be happy to collect your shopping for you.★ A:__________________________________________B: Yes. I’ll shut the door at once, Mr. Zhang.★ A:_________________________________________B: No, I won’t get your coat if you talk to me like that.★ A:_________________________________________B: Sorry. I’ll get that book for you right now.。

高一英语必修二教案《Unit 2 English around the world》教案【一】教学准备教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play a part (in)Patterns…because of that, English began to b spoken in many other countri es.Actually all languages change and develop…The latter gave a separate identity to American English spelling.教学重难点■ To help students get to know about English development■ To help students better understand “learning English”■ To help students understand and use some important words and ex pressions■ To help students identify examples of Indirect Speech (II): req uest & commands in the text教学工具课件教学过程⑴Warming up by listingGood morning, class. We have been learning English for several yea rs. But how many English-speaking countries are there in the world ? N ow let’s make a list of them on the blackboard.English Countries ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of E nglish. In total, for more than 375 million people English is their mo ther tongue.Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own count ry at home but the language of the government, schools, newspapers, an d TV is English.Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.⑵Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English ?●What is Standard English ?Standard English is the form of English that most people in Britai n use, and that is not limited to one area or group of people.●What is a dialect ?A dialect is a variety of a language spoken only in one area, in w hich words, or grammar are slightly different from other forms of the same language.●Do we have standard Chinese ? What is it ?In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chi nese.⑶Warming up by giving reasonsUnit 2 English around the world is what we are going to learn toda y. We are all learning English now because English is so popular in th e world. But do you know why it is so ? How many reasons could you giv ing for the spread of English around the world ?* English is one of the official languages of the Olympic Games an d 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 has cont ributed to the spread of English.* Satellite TV, radio programs like Joy FM, CDs and, of course, Ho llywood films all broadcast English into China. Also, a number of Chin ese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it ? Could y ou suggest to the class as many reasons as you can think of, why peopl e in the world learn English ?for work, as a hobby, to learn about other people, to travel, to r ead literature in the original, to read research papers, to meet forei gners, to surf the Internet, to pass exams, etc.Go on with your reasons. I shall write your suggestions on the boa rd as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each par agraph.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.Paragraph 3: English changes and develops when cultures meet and c ommunicate with each other.Paragraph 4: By the 19th century English is settled.Paragraph 5: English is spoken as a foreign language or second lan guage in South Asia.4. Reading and fillingRead the text to complete the chart below.Time E nglish is influenced by…AD 450-1150 German1150-1500 FrenchIn the 1600’s Shakespeare, who make use of a wider vocabulary tha n ever beforeBy the 19th century Samuel Johnson, Noah WebsterNow Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and c opy all the useful expressions down in your notebook.Useful expressionsat the end of…, make voyages, speak English as…, in the next cen tury, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make us e of…, move to…, later in the 18th century, give a s eparate identity to…, have a very large number of…, fluent English speakers, become t he language for…, develop one’s own identity, increase rapidly教案【二】教学准备教学目标Teaching aims:1) Get the students to master some important words, phrases and se ntence patterns.2) Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of “more than , come up, over, be based on, pre sent, a/ the number of”Teaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English ?more than one 不止一个eg:More than one girl in this school holds such a view.more than one 后跟___________,作主语时,谓语动词要用______。