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Unit2 English around the worldReading The road to modern English教学设计高一英语李海娟一、教材分析1.本单元的中心话题是“世界英语”, 介绍了英语在世界上的重要性。
warming-up 简要介绍了英语语言在不同国家的差异, 是学生对英国英语和美国有了粗浅的了解。
Pre-reading的问题是针对阅读课文的赌钱思考, 激活学生已获背景知识, 激发学生阅读的兴趣。
Reading “A road to modern English”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。
本课的语言知识主要围绕世界英语这一中心话题进行设计。
本课时主要分为三部分:2.pre- reading (读前准备) 此部分为热身活动3.reading （阅读）4.post-reading （读后）1.二、教学目标:2.学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程3.学生能够在阅读过程中对主要的阅读信息进行记录。
三、学生能够了解英语在世界上的发展情况, 意识到学习英语的重要性的同时, 也要热爱自己的祖国, 热爱自己的母语。
四、教学步骤Step 1 leading-in (individual work)2. 1.D.yo.lik.learnin.English.An.why?3.Can you name some countries in which English is spoken?.Engl nguage.The.as.on.o.tw.student.t.mar.thes.countrie.o.th.map.(通过层层设置问题, 引入本课话题, 引导学生思考, 使学生自然而然进入教学中, 激发学生学习英语的欲望。
)Step2 fast-reading (pair work)T.well.a.w.know.ther.i.mor.tha.on.kin.o.Englis.i.th.world.The.ar.differen.fro.on.an othe.i.som.ways.Wh.ha.Englis.change.ove.time.Wha.wil.worl.Englis.b.i.th.future.D.yChec.th.answers.As.som.student.t.tel.thei.answers.afte.givin.th.answers.the.shoul .als.tel.ho.the.fin.th.answers.(快速阅读后要求学生了解文章大意, 并能对全文的结构有一个认识。
Unit 2 Travelling AroundListening and Speaking 教学设计科目：英语课题：Listening and Speaking 课时：1 课时教学目标与核心素养：知识目标：熟悉表达将来计划的语言结构，为本单元的语法学习做好铺垫。
能力目标：培养学生制定计划时全面考虑、系统安排的意识和能力。
情感目标：增强学生的爱国情怀，开阔学生的国际视野。
教学重难点：教学重点：帮助学生掌握通过听关键词获取关键信息的技能教学难点：了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-in教师活动：Show some pictures of travelling.学生活动：学生讨论活动1 中的问题。
二、While- listening学生活动：(1)学生浏览活动2 中的问题和选项,预测听力内容。
学生听第一段对话,完成选择,然后师生核对答案。
(2)学生浏览活动3 的听力任务,明确需要回答的问题,学生听第二段对话,记录问题答案,然后互相核对答案。
然后师生核对答案。
(3)学生根据短语搭配先尝试在活动4 的表格空白处填人适当的词语,然后听录言核对答案。
教师活动：Show the listening text and pay attention to the structure of “bedoing”三、After-listening学生活动：运用学到的短语创编对话，以“ How are you getting readyfor your trip”为主题。
并在班内展示。
四、Summary总结课上所学。
作业布置：复习课上所学生词和短语。
Unit 2Learning about Language教学设计科目：英语课题：Learning about Language课时：1课时教学目标与核心素养：知识目标：让学生了解将来进行时的用法。
能力目标：让学生学会分辨和判断将来进行时的应用情况。
情感目标：让学生能够用将来进行时介绍未来活动计划。
教学重难点教学重点：让学生能够了解并运用将来进行时做预测。
教学难点：判断哪些情况适合将来进行时。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：教师提出话题：你认为在未来科技可能会怎样发展？学生活动：学生思考教师提出的问题并与同伴讨论。
（注意时态用法）活动目的：通过思考相关问题导入本节课所讲内容。
二、While-class1. 教师活动：引导学生学习将来进行时的用法。
将来进行时由“will/shall be +现在分词”构成，shall 用于第一人称，will用于各种人称。
将来进行时表示将来某一时间正在进行的动作，常表示已经安排好的事情。
学生活动：理解将来进行时的用法，学会举例说明。
2. 教师活动：介绍将来进行时。
将来进行时的用法（1）表示将来某一时刻或某一时间段内正在进行的动作，常与at this time tomorrow, at…o'clock tomorrow afternoon等表示将来某个具体时间点或时间段的时间状语连用。
（2）将来进行时可以表示已经计划好的事（3）将来进行时用来表示委婉客气（4）将来进行时可以表示现在正在进行的动作，但这个动作会延续到将来。
（5）将来进行时可以用于解释原因。
【注意】一般将来时强调的是“将来要发生”的动作和状态，而将来进行时表示“将来某个时间正在进行”的动作。
学生活动：学生学习其他将来时的表达方法，并进行造句练习。
一般将来时与将来进行时的区别（1）一般将来时表示事先没有考虑而只是在说话时作出的决定；也用于表示事物的倾向性或规律性。
必修第一册 Unit 2 Travelling Around教学设计Period 3 Discovering Useful StructuresTeaching material: Talk about your future plansTeaching objectives: In this lesson, the students will1. be able to understand and correctly use the present continuous tense to talk about future plans2. be able to know other ways to talk about future plans3. tell the differences between the simple future tense and the present continuous tense in talking about future plans Difficult point: Guide the students to tell the differences between simple future tense and present continuous tense in talking about future plansFocal point: Guide the students to understand and use the present continuous tense properly in real situations Teaching aids: PowerPoint, blackboardTeaching approaches: Discovery-Conclusion-Practice-Application Teaching MethodTeaching procedures:Step 1 Lead in Share your travel plans for the coming National Day holidays1. Where are you planning to travel?2. When are you leaving?3. How are you getting there?4. How are you getting around while travelling there?5. What are you eating while travelling there?Step 2 DiscoveryLook at the sentences. What do you think the tense in the sentences expresses?1. I’m travelling around Europe for two weeks with my aunt and uncle.2. We are renting a car and driving!3. My parents are taking me to Hong Kong during the October holiday.The present continuous tense is used to talk about future plans.Step 3 ConclusionActivity 1 Read the conversation and underline verbs in the present continuous tense. Discuss with your partner when and how these verbs are used.Amy: Hello, Jeremy! What are you doing this weekend?Jeremy: Hi, Amy! Some friends and I are going to that new water park on Saturday. Do you want to join us? Amy: Sure, I’d love to! What time and where?Jeremy: We’re meeting at 10:00 a.m. at the bus stop near our school.Amy: How about lunch? Are you eating there at the water park?Jeremy: Well, I’m bringing my own lunch. I think some of the others are eating at the park, but the food there is really expensive.Conclusion: 现在进行时表将来多用于谈论已经计划好了的未来安排1. 用于大多数表示位置移动的动词（位移动词）（短语）：go, come, travel, leave, bring, take, arrive, return, start, fly, visit, take off, land, see off, set off等2. 也可用于非位移动词（短语）：eat, do, meet, plan, buy, have, spend, play, finish, stay, rent, book, attend, pack, contact, apply for, pick up, check out等，此时常常与表示将来的时间状语连用。
Welcome Unit
Period 2 Reading and Thinking：First Impressions
教学设计
教材分析
本节课是高中英语第一册Welcome Unit的阅读和思考部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，让学生逐渐适应高中阶段的节奏和生活，对比初中来找寻不同之处，从而尽快适应新的生活。
从阅读意识的培养上，让学生了解叙事体裁需要一定的顺序，让文章更有层次感。
最后，在读的过程中了解一些必须掌握的词汇。
教学目标与核心素养
语言能力目标
新课标对于高考语篇意识非常重视，其中的叙事类型学生并不陌生，只是没有从宏观把握的习惯，这节课内容虽然很简单，但是可以借此培养他们对叙事顺序的思考，帮助他们具有一定的语言意识和英语语感，在常见的具体语境中整合性的运用已有的语言知识。
思维品质目标：
通过对比主人公的高中生活和自己的高中生活来寻找相同点和不同点，建立高中学习目标，树立远大理想并正确评价各种思想观点。
同时通过对文章信息的重新整合，做到创造性地表达自己的观点，具备初步运用英语进行独立思考的能力。
教学重难点
1.重点
（1）通过skimming 的方式快速找出文章的叙述顺序；
（2）学会用已知的内容去解决未知的问题，用已经了解的词汇去学习新的词汇；
2. 难点
（1）可以分辨叙述顺序，并可以换一种顺序来叙述；
（2）学会寻找一段中的关键词来重复故事。
教学过程。
Unit2 Grammar 教学设计Direct Speech and Indirect Speech (Ⅱ): requests and commands教学设计设计意图This is the last teaching period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on understanding and using the grammar. Therefore, teachers should create a relatively real context to present enough sentences for students to draw a conclusion about the rules of how to change direct speech into indirect speech when one gives a command or a request. In the meantime, teachers should offer more opportunities for students to practice. Exercises designed ought to be simple and easy to operate, which is of great help to students’ understanding, to somewhat difficult questions to enhance stude nts’ ability.教学重点Enable students to get familiar with how to change direct speech into indirect speech when they use the sentences to give a command or a request.教学难点Get students to master the rules and enable them to use these rules.知识目标Help students to know the rules of this grammar point: tell/order/command/ ask/advise somebody to do something or suggest doing something.Enable students to use the rules to make new sentences.教学过程Task 1 复习Lead-inHello, everybody!Today we are going to learn something new about Direct Speech and Indirect Speech. Since you have learned something about it in Unit 1, let’s have a revision. The situation is:Mary wanted to go swimming. On her arrival, she found John was already there.Look at the screen about four sentences that Mary said and change them into indirect speech. When you do the exercises, pay special attention to the rules.I. Change the sentences from direct speech into indirect speech.1. She said, “I want to go swimming now.”2. She said, “John, when did you set off for the swimming pool?”3. She said to John, “Do you come here by bike or by bus?”4. She said, “Practice makes perfect.”The teacher gives students several minutes to finish the exercises. Students give the answers and they also need to point out the rules. The teacher writes down the key words of the rules on the blackboard.When students give their answers, make sure that they:①have a good command of the rules about the change of persons, tenses, pronouns and adverbials.②know the differences about the transformation between declarative sentences and interrogative sentences.Ⅱ. Fill in the blanks.1. A. She said, “My brother left home three years ago.”B. She said brother home three years .2. A: He asked me, “Will you go to the park this evening?”B: He asked me I to the park evening.3. A: She said, “What are you doing?”B: She asked me doing.Ⅲ. Multiple choices.1. I asked them they got married.A. whoB. thatC. whichD. when2. ——What did she think of the film?。
人教版高中英语必修一Unit2说课稿人教版高中英语必修一Unit 2说课稿English around the world Reading部分各位老师：大家好！我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。
我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。
一、教材分析1、单元背景分析本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。
促使学生了解英美语言在词汇、拼写、语音等方面的区别。
使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析本课是高中一年级英语上册，unit 2 English around the world 中的Reading.w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。
本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
w 本课时主要分为两部分:1）Pre-reading. (读前准备)“读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。
通过对问题的讨论和比较，让学生明白学好英语的重要性。
2）.Reading (阅读)“阅读”部分文体为说明文，全文共分三个段落。
全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。
3）Post-reading（读后）“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。
第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。
【2019统编版】人教版高中英语必修第一册Unit 2全单元备课教案教学设计Period 1 Listening Speaking＆Talking教学目标与核心素养：1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperativ e learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.教学重难点：1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the studentsneed to solve the following task.1．Circle the two places Meilin is going to for holiday.A． Germany. B. England. C. Iceland. D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: Speaking ProjectWork In pairs. Choose a travel destination and discuss how to prepare for the tripPart 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1．What are the two speakers talking about?2．What is the relationship between the two speakers?2 Listen again and complete the table with the words you hear.Making reservationsOpening:Talking about timeTalking about what you prefer:Other informationPaymentTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Booking air tickets Booking a hotel room Booking a table for dinnerPeriod 2 Reading and Thinking教学目标与核心素养：1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.教学重难点：1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.教学过程：1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. Mike, a well -paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation.2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life of this country.3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery.4. Mary, a designer, is planning to make a trip to a place, where she can enjoy the different architecture of this country and some excellent food. She also likes going shopping.1.In my opinion, you could/might choose…, because you prefer to…2.Could be a perfect choice for you, for…3.As far as I am concerned, you would enjoy…, for…4.Would probably suit you, because you enjoys/ love/hate doing…Step 5: Passage ConsolidationLanguage appreciation:• 1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.•[句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与_____________________为并列结构;____________作方式状语; unique to the rainforest为形容词短语作定语修饰____________•[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。
