高一上册英语教案 unit2教案

最新人教版高一unit2全单元教案（人教版高一英语上册教案教学设计）Step I : Warming Up介绍世界英语，要求学生区分英美语单词。

Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。

Step III: ReadingTask 1:Reading and choose the correct answers.Task 2:Read and summarize the main idea of eachParagraph. ( work in groups of four )Para.1 the extension of English in the worldPara.2 Native speaker can understand each other but not everything.Para.3 the development of English as native languagePara.4 English is spoken as a foreign or second language in many countries.Task 3: Analyze the textPart one (Para.1): the extension of English in the worldPart Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive readingTeaching materials:（P11-12 Learning about the language ,P51-52 Reading Task ）Step I. Check the words and expressions .(P11&12 Discovering useful words and phrases part 1,2,3&4) Step II. Listen and find the British and AmericanWhich are different but have the same meaning.( work in pairs)P12 part 5Step III. Pre-readingStep IV. Reading and talking( P13)Task1 : Read and answer questions:Task2: Read and fill in the map.辩别southeast ,northeast ,southwest, northwest,south,east, west, north.Step IV. Homework:Read the passage on P52 and fill in the table.The third period: ListeningTeaching materials:Step I. Check the homework.( the passage on P52 and fill in the table.)Step II. Listen and answer questions.(P14)Step III. Listen and write AE words.( P48)Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken inSo many places.(p51 Listening task)Step IV. Homework:write a short list of reasons why English is spoken in So many places.The fourth period: GrammarTeaching materials: P12 Discovering useful structure, P50 Using Structures , P15 SpeakingStep I.The fifth period:SpeakingTeaching materials:Talking on P48-49project on p53--54The sixth period: WritingTeaching materials: Speaking task on P52Writing task on P53The seventh period: Summing up讲评作文3.Do some exercises about sentence transformation.Teaching Important Points:1.How to improve the students' listening ability.2.How to help the students ideas freely.Teaching Difficult Point1.How to use different words to express one's idea.ProceduresI. Greetings and Revisionmorning, everyone.In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examplesII. Warming upNow, I'll ask you some questions.The first question is: How many countries and regions are there in the world?(About two hundred.)T: How many languages are there in the world?(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand) It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?: They are five. French, Russian, Spanish. English and Chinese.In this unit, we'll talk about English.Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us theanswer question? :It is the toilet. Why can't he find it? Perhaps when Joe says" bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.III. Listening :Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )Step iV. SpeakingPlease look at Speaking on Page 9Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.Now let's completeHarry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her wayWe've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.Step VI. Consolidation(The teacher writes the following sentences on the blackboard. )Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answersSuggested answers1. "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.StepVII. Summary and HomeworkListen to some materials and do some exercises about sentence transformation. Please learn the sentences by heart.(Pointing to the blackboard. )After class, do more practice as we did in class and try to speak more English as you can. That's all for today. ClassUnit2 Second Teaching Aims1. 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 text4. correct pronunciation and intonation.5. How to improve the students' ability to read an article.6. How to get the students to master the useful expressions.Teaching Difficult Point:The use of some useful expressions.1. Fast-reading to train students' reading speed.2. Reading comprehension getting the students to grasp the main idea3. Practise what they've learned.Teaching ProceduresStep I ~ Greetings and RevisionGreet the whole class as usual.The teacher checks the students' homework and gives explanationsStep 1I ~ Preparation for reading(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them . )Please answer my questions.The first question is:What language has the largest number of speakers?The second question: What language is the most widely spoken and used?English. How many languages do you say ? I speak Chinese and English.:Which is your native language?(SB: My native language is Chinese. )T If you speak more than one language, in what situations do you use the languages? : (I'm learning English. I can speak English and Chinese. I'll speak English in everyday life and use it as much as I can. As long as the person I speak to understand English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I'll speak Chinese to anyone who can only speak Chinese.)Step III. Fast-readingAs we know, English is the most widely used language. In this period, we'll talk about English. Please open your books at Page10. Read the text" English around the world "fast and think about the three questions on the screen. ( The teacher shows the screen. ) Do it by yourselves and write the answers on a piece of paper. I'll collect the first five pieces and see who can answer them quickly and correctly. Do you understand what I mean?Answer the following questions:1. How many countries are there where the majority of the people speak English?2. How is English used in Hongkong?3. What language should we use on Internet so that we can communicate with people around the world?(The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students. While doing this. Point out any mistakes the students make and let them correct the mistakes by themselves. We can use English to communicate with people everywhere around the world through the Internet.Are there any different ideas?Step IV. ReadingNow read the text carefully and discuss the questions on the screen.(Show the screen. )answer the following questions:1.How many people use English their mother tongue?2.How many people learn English as a second language?3.In which countries do we find most native speakers of English? Give the names of five countries.4.How is English used in countries such:: as India, Pakistan,Nigeria and Philippines?5.How many people learn English as a foreign language?6.Why is it becoming more and morel important to have a good knowledge: of English?Living in China you can use English every day in different situations. Give two examples.One student, one question. Volunteers !1. More than 375 million people use English as their mother tongue.2. The number of people learning English as a second language and the number of people using it as mother tongue are almost the same.3. In England, America, Canada, Australia, South Africa etc. , we can find most native speakers of English.4. In those countries, people perhaps speak the language of their own country at home with their family, but the language of the government, schools, newspapers and TV is English.5. More than 750 million people learn English as a foreign language.6. Because English has developed into the language most widely spoken and used in the world. It is the working language of most international organizations, international trade and tourism. We can listen to English songs on the radio or use English to communicate with people around the world through the Internet.Well done! That shows you have a clear understanding of the text. Look at the screen again. I'll explain some expressions and language points all around the world.,all over the worldthe majority of..the greater number /amount (esp. of people) the number of " number: figures"e. g. The number of students absent is 6. a number of: several, many e. g. A number of students were absent yesterday.in total: when all have been added up.In total, there must have been 20 000 people one's mother tongue: one's native language.communicate with: communicate, to::make ( news, opinions, feelings, etc. ) known. (The teacher answer the raised by the students. )Step V. Listening and Read AloudLet's listen to the tape. I'll play the tape twice. When I first play it, just listen. When I play it for the second time, listen and repeat it. After that, read the text aloud. Are you clear?(The teacher plays the tape for the students to listen and repeat. While the students read, the teacher goes among the students to correct the students' mistakes in pronunciation, intonation and stress. )Step VI. Post-reading and PracticePlease turn to Page 11. Let's do Part 2, Complete the following summary with proper words. Pair work. Write your answers on a piece of paper. Later, we'll check the answers.Suggested answers:useful language; Britain; America; mothertongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicatingNow let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Areyou clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase"all around the world".We Chinese people have friends all around the world.T: Please go on !the majority of:The majority of class passed the exam.in total:In total, there must have been 500 students there.one's mother tongue:Mr Smith comes from the US and English is his mother tongue.the number of:The number of the school is increasing has lives here quite a Sm:such as:Boys such as John and James are very friendly. :develop into:Seeds develop into plants.:without doing:He said this seriously without smiling. :communicate with:The two friends hadn't communicated with each other for years. :through the Internet:He communicated with his friends in the US through the Internet.have a good knowledge of:You have a good knowledge of English. (The teacher writesthe useful phrases above on the blackboard. )Step ~. Summary and HomeworkT: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading onPage 11. That's all for today. Class is over... Step vm. The DesignWritingUnit 2 English around the worldThe Second PeriodUseful Phrases:all around the world such as the majority of develop into in total without doingone's mother tongue communicate with the number of through the Interneta number of have a good knowledge ofStep IX. Record after TeachingUnit2 The Third PeriodTeaching AimsReview some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.Teaching Important PointPoint out the features of an order which uses the imperative, namely "tell/order sb. to do sth. "and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth." reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductivemethod and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching ProceduresStep I Greetings and RevisionGreet the whole class as usual.The teacher checks the students' home-work--let some students say somethingabout English in their own words. If theyhave some difficulty. Part 2 in Post-read-ing on Page 11 may give them some help. ~F Step I] ~ Word StudyT:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers.(A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?Step II Grammar(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?Ss:Stand up./Open the door./Now close the door.T: What did I say to Se?Look outCould you lend me your pen?Can you show me your book?T: What was the difference between what I said to Student Aand what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )T: What about Student B? What did I say?S: You asked Student B to sit down/lendyou his (her) pen/show you his (her)book.T.. You are right. I told/ordered StudentA to stand up etc. I asked StudentB tolend me his(her) pen, etc. In fact, whatI said to Student A is an order. What Isaid to Student B is a request. Its pat-terns are like this:Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write "Order' in your exercise books. If it's a request, write" Request". (Show the following sentences on screen. )Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, "sh. told/ordered sh. else to do sth. "If a sentence is a request, it often uses a question form or an imperative, but very politely, namely,"sb. asked sb. else to do sth. "But we should pay more attention to the negative construction. Its reported orders and requests should be like these. "sh. told/ordered sb. else not to do sth." "sb. asked sb. else not to do sth. 'Now open your books. Turn to Page 11. Look at Part 2 in Language StudyGrammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are ordersT: Which sentences are requests?SD :Sentences 1,4 and 5 are requests.T: Now turn to Page 12. Look at Part 2.In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.(After the students' discussion. )T: Please give us your sentences. WhoSE: The landlady asked him to put the coat in the closet."Will you please put your coat closet? "said the landlady.The landlady asked him not to on the peg."Will you please not put it peg?" asked the landlady.Please go on.The commander ordered to stand still."Don't move, "the commander said to the soldiers.Step IV. Practice(The teacher shows the screen. )Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word "Don'ts", there are three orders, under them there are three requests. On the right, under the word "Dos", there arethree orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Lookat the six orders. In Direct Speech, I can say "Watch the teacher carefully. Don't come into the lab without a teacher. "In reported order. I can say" She told us to watch theteacher carefully. She told us not to come into the lab without a teacher."After you practise the orders, you may practise the requests. Are you clear?Now let's begin.(Give the students practise them, then their practice. )Suggested answers:Indirect Speech:1. He told us not to come into the labwithout a teacher.2. He told us not to touch anything in the tab.3. He told us not4. He told us to fully.5. He told to smoke. watch the teacher dip our fingers6. He told us to suck our fingers.7. He asked us not to put anything basin.8. He asked us not to talk so loudly.9. He asked us not to leave the books in the lab.10. He asked us to write our answers on the blackboard.11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everythingStep V. Summary and HomeworkIn this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~ Step VI. The Design of the WritingUnit 2 English around the worldThe Third PeriodOrders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'" ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after TeachingUnit2 The Fourth PeriodTeaching AimsLearn the text to get the students know about the differences between American English and British English.Get the students to master the words and expressions of the text.Teaching Important PointsImprove the students' readingImprove the students' writing ability.Get the students to know about American English and British English.Teaching Difficult PointHow to improve the students' writing ability. T eaching MethodsFast-reading and students' reading ability. Practice and pair work or group work.Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:Step I Greetings and RevisionGreet the whole class as usual.T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )Step ]I. Fast Reading:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is A merican English for “think" ? What did Noah Webster do make American English from British English?T: Who will give us the first answer?SA :I'll try. In American English "I guess" is used instead of "I think".T: Quite right. What is the second?SB: He changed the spelling of many words.Step III. ReadingT: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..1. When did America become an independent country?2. Where did the word" fall" (meaning: "autumn")first come from?3. Can you give some examples to show spelling differences between American and British English?4. Is there any difference in written English in the two countries?5. What differences are there in spoken English in the two countries?6. Do you think that people from Britain and America can understand each! other?7. Why do you think so?8. How did the differences between British and American English come about?9. Which do you prefer, American English or British English? Why?(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, onequestion, Volunteers !1. In 1776, America became an independent country.2. The word "fall" first came from England.3. Yes, I can. For example, the words "colour, centre and travelled' in British English are spelt" color, center and traveled 'in American English.4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Pleaselisten to me carefully.Notes to the text:1. come about--happen, take placee. g. When John woke up, he was in the hospital, but he didn't know how that had come about.2.stay vi. --keep, remaine. g. The door stayed open all3. end up with--finish withe. g. The party ended up singing of Liu Huan.(The teacher answers any questions asked by the students. ) Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.Suggested answers ..1. C~2. B~3. C;4. D~5. DStep IV. Listening and Reading AloudT.. Let's listen to the tape. When I play it for the first time, just listen to it.When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear?(The teacher plays the tape for students to listen.) students read the text, the teachergoes among the students and corrects the students' mistakes in pronunciation Intonation and stress. )Step V. Reading and WritingNow look at Reading and Writing on Page 13. Read the paragraph about American English and fill in the chart.First read the passage, please. Then do it in groups. Write。

Unit 2 English around the world一．学习目标和要求1. 掌握以下单词和习惯用语1)单词Nancy; bathroom; towel; landlady; closet; Karen; pronounce; Thompson;broad; repeat; Dave; ketchup; majority; native; total; tongue;equal; government; situation; Pakistan; Nigeria; the Philippines;international; organization; trade; tourism ;global; communicate;communication; exchange; service; signal; movement; peg; commander;tidy; stand independent; fall; expression; tornado; Spanish;southern; statement; president; European; Florida; howl; cookbook2）习惯用语make yourself at home; forget to do sth; in total2. 功能意念项目了解并掌握美式英语和英式英语的区别。

3. 语法1) 学习直接引语和间接引语（2）。

2) 学习ask/tell sb. to do sth结构。

4．语言运用运用所学语言，围绕英语学习这一话题，完成教材和练习册中的听、说、写的各项任务；阅读课文 “English around the world”并联系生活中的实际进行书写练习。

二．学习指导1．单词和习惯用语的用法1)flight n.[C]飞行；航班Did you have a good flight?你乘飞机一路愉快吗？They made a successful flight across the ocean.他们成功地飞越了这个大洋。

人教版高一英语必修一unit2教案高一英语必修一unit2教案1Module 1 Our Body and Healthy Habits1. Lead in.Class, tell me. When you are ill in hospital for a few day，who will pay forit? Your parents? It’s very bad. The health insurance company? Good, it’s muchbetter.Today we are going to learn about the health care system in three differentcountries. Now listen to the tape and try to answer the question:What are the three countries?---Britain, America, and Canada.2. Well, all of you have done a good job. Now read the passage quickly andtry to find the answer to this question:Which health care system do you think is the best? Give two or three sentences to explain why.--I think Canada has a better system, because health care is free. When youbecome ill, medical fees are paid for by the government.3. Answer some more questions:What’s the problem with the American system?The problem is that poorer people don’t have the money to pay for privatehealth insurance. As a result, they often have both health and money problems.Why have there been problems with the British health care system recently?This is because the government has not put enough money into the health service.What’s the result of the problems with the British health care system? More people are using private health insurance. They see doctors and thehealth insurance pay the doctors.4. Deal with some language points:1) pay for sth.pay sbpay money for sthpay sb for sth.pay off the debtspay backpay a visit topay attention to2) begin with= start withThe conference began with a song.高一英语必修一unit2教案2. I wish you were here.wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。

Unit 2 English around the worldReading-- English around the worldTeaching PlanPart 1 Saying the textⅠ.The position and usage of teaching materialThis text is from Unit 2 SEFC Book One published by the People’s Education Press.This unit is taught on the topic of “English around the world.”It includes three parts:Pre-reading,Reading and Post-reading.The reading part inrtiduces that English within the scope of world of people life inside a different role for undertaking and an important function for rising. Among them the point introduceds English 2 kinds of changes primarily:British English and American EnglishPart 2.Analysis of the text:Teaching Aims:1.Learn and master the following words and expressions: majority nativetotal tongue equal government situation international organization trade tourism global communicate 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. To learn to use reported requests and commands.4.To listen focusing on key words and detailsTeaching Important Point:1.Train the students to summarize the main idea of each paragraph.2.How to get the students to master the useful expressions: a majority of in totalexcept for3 How to let the students learn the difference between B ritish English andAmerican EnglishTeaching Difficult Points:1 think and talk in English through communicative tasks and provide Ss withchances of cooperation.2Get 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 work in class.Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardPart 3 Saying the students:The Ss in our High School are all country Ss.Their foundation is worse, the study is passive, lack the study habit, but the plasticity is stronger and they have rich imagination and a little experience of life,the can solve some problems by themselves.Part 3 Teaching ProceduresStep1 Lead-in2.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.2.Scanning(1)Ask Ss listen to the tape and fill in the form(2)Ask Ss to work in pairs to discuss(3)Check the answerStep 3.Carefully reading(1)Explain some words and expressions.majority: the largest number/biggest part of something.the Phillipines: is a plural and has a definite article because it is a group of islands.Mother tongue: I think the two words together form a noun,because you can say that English is the mother tongue for very many people.As the sentence starts with In total it probabhy gives a conclusion of what was said in the two sentences before,so probabhy the meaning of mother tongue is the same as native countries International: the word is an adjective.After looking it up in the dictionary,I understand that inter-,just as in the word internet means between,and nation means country.International means between countries.Organizations:there it says that means something like a group or club,ir business and if it is international that it can be found in different countries or people from different countries can be part of it .Communicate: In the sentence and also further down it says that we use English to do something(communicate) with people.From the dictionary I learnt that is means to share information with other people by speaking,writing or using body language.(2)Analyze some complex sentencesA …except for those in Hong Kong ,where many people speak English as a first or asecond language.except多用于引起同类事物中被排除的一项e.g. He answered all the questions except the last one.We go there every day except Sunday.except fo r 用于引述细节以修正句子的主要意思e.g. Except for one old lady,the bus was empty.Your picture is good except for some of the colours.B With so many people communicating in English every day,it wil become moreand more important to have a good knowledge of English.动词-ing形式用作状语时，其逻辑主语一般应与句子的主语一致。

Unit 2 The Olympic GamesPeriod 1Pre-class task: about vocabulary of item in the Olympic GamesStep 1 Word Game:Part 1: Each group get 4 words to guess. one points for each.Part 2: The quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.shot put 击剑discus throw 摔跤javelin throw 悬挂式滑翔Marathon 冰球Canoeing 举重ice hockey 马拉松Weightlifting 划独木舟Wrestling 铁饼fencing 推铅球hang-gliding 标枪Part 3: The quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.Rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercisesStep 2 Warming upTalk about when ,where, and anything you know about the Olympics according to the pictures given.1. get Ss to talk about picturesTeacher can give one example2. let 2 Ss share their understanding of the pictures and act it out for the classStep 3. Speaking Activity 1 ( Warming up p17)Page 49 Now turn to page 49 and look at exx.1&21.Read through the words and fill in the form2.Work in pairs and make a simple dialogue using the information in the form by asking:•Do you know which sports are usually part of the Winter Olympics?•Which sports are played between team?•In which sports are Chinese athletes the best?3.Pairs to act it outStep 4 Speaking Activity 2Teacher help the Ss to talk about their hobbies(about sports) by teaching them some expression.1.show some useful express2.explain them if necessary.3.give some words of sports for Ss to talk with their partner.4.act it outStep 6 Homework1.Find out the fact in Warming up to the number given to you (it’ll be checked tomorrow)2.Finish Exx.1-4 on p11-123.《课程探究》Exx 1&24.Go over the new words.Period 2Step 1 Number gameHave the Ss to open the book on page 9, try to match the number to the events. The one who get the closest answer will get 1 point of the group1.show the number to the Ss2.have the Ss write down the answers by filling with the number in the table776 B. C. The ancient Olympic Games start in Greece.393 A. D. The ancient Olympic Games stop1896 The modern Olympic Games start in Greece.311&13 The numbers of competitors & countries took part in 18961932 China first joined in the Games.1984 China first got gold medal by Xuhaifeng.10.000&119 The numbers of competitors & countries joined in Sydney Olympic2004 China got the 2th place in Athens.2008 China will host the 29th Summer Olympics in Beijing.3. check and give points to the group.Step 2 Pre-readingShowing the Motto of the Beijing 2008 Olympic Games Bid (北京奥运申报口号) to the whole class.1.raise a question: “Do you know more about the Olympics history?”2.get the Ss to read about an interview to get more.3. get the Ss to make sure the relationship between Pausanias and LiliStep 3 Reading comprehensionRead the Olympic Games1.Make sure the information they have to get:The 29th Olympics The old OlympicsThe Olympic GamesThe 27th Olympics The modern Olympics1st time: Read the text quickly and find out the answers to the following Qs:1). The old Olympics: when / where / who/what to get2). The modern Olympics: how often / how many sets / who3). The 27th Olympics: when / where to live/ for the spirit of…4). The 29th Olympic: when / where/ what to get2nd time: Read the text carefully and answer the question on page 11,have the Ss:. 1.Read the passage again and find out the answers to the questions in Ex 22.Discuss the answers with your partner3.Tell the whole class the answersStep 4 Summing up1 individual work, take out a piece of paper to sum up the text2.pair work: “Close the books, talk about the Olympics with what you have learnt & your own knowledge.”3.act it outStep 5 Homework1.《英语周报》知识点练习和短文改错2.Finish Ex.1 of a table on p113.P50 Ex.2, P51 reading task4.Go over notes on page 78-79.Period 3 & 4Step 1 Homework checking & motivating1.check the homework2. talk the motto of modern Olympic Games: Swifter/faster, higher, strongerStep 2 Language points1. Ss give the phrases and expressions according to the Chinese T gives2. Ss raise Qs on some difficult points they found while reading the textReading text:1.Take part in/join in 参加2.The spirit of ……精神、宗旨、灵魂ed to 过去常常4.Find out 查明，找出5.Every four years 每四年，每隔三年6.All over the world （遍及）全世界7. A set of 一套，一组pete with/against 和……竞争pete for…为……而竞争10.be admitted to 获准做某事11.be admitted as 作为…被接受12.reach the standard 达到……水平、标准13.play an important role/part in 在……方面扮演重要角色（起重要作用）14.as well as 和……一样15.think you for your time 感谢您（能抽空……）e from the same root 同根17.Have (no) chance of doing sth. 有（没）做……的机会18.Go with 伴随，与……搭配19.relate…to…把……与关联起来20.relate with 和……有关21.Run against…和……赛跑22.Hear of 听说23.Make sure 确定24.Take turns 轮流25.One after another 一个接一个take part in参加take part in, join, join in, attend的区别take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。

Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an in terview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OL YMPIC GAMES. But first, I ' like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try? …Right. You know so much about the Olympics. Toady, we ' learn more about it i n ancient Greece.Warming up by describingNow, boys and girls. I 'll show you a video show of the 28 th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Won derful. That 'Liu Xia ng. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expect ing and excited about it. Let 'discuss what we can do for it. And imagi ne what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let 'do it in turn. Let 'begin from the first row here …ok, you did a good job. Let 'summarize your answers.Please look at the three pictures in the read ing. Please talk about them. Imagi ne whatever you can. For reference: The first picture is the status of a great Greek. His n ame is Pausa ni as. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so in formative that it may be called the foun dati on of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake'travels.The sec ond picture is the ope ning cere mony of the Olympic Games. Maybe this is the prin ciple stadium. It 'large and can hold thousa nds of audie nee.The third picture is a Chin ese athlete n amed Yang Yang. She won a gold medal for Chi na in the 2002 win ter Olympic Games. She is a famous skati ng player.3. Talking and SharingWe know there are many differe nces and similarities about the ancient and moder n Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronun ciati on and inton ati on as well as the pauses with in each senten ce. Then try to get the gen eral idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let 'play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the moder n Olympics like?4. Reading and collecting informationOk, now let 'read it silently. First let ' talk about the same points between the ancient and modern Olympics. Who can an swer? Any volun teers?Then let 'come to the differe nces.Next you are to read and un derl ine all the useful expressi ons or collocati ons in the passage. Copythem to your no tebook after class as homework.IV Closing downClosing down by doing exerciseTo end the less on you are to do the comprehe nding exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. Ithas cost a lot of money. Do you think it is worthwhile? Why?Imagine what we will do and what we can do for the 29 th Olympic Games now.We can see the text is written in a conversational style. And there are two speakers. One is Pausa ni as, a Greek writer 2000 years ago, the other is Li Li, a Chin ese girl. Now let ' cha nge it into a n arrative style. I n other words, let 'describe the ancient and modern Olympic Games in our own words. Who would like to have a try?As we have finished the passage we'll sum up what we have learned. First let 's see the writing skills. It is written in a conversational style. It's in a very interesting way. It adopts a dialogue betwee n Pausa nias who lived 2000 years ago and a Chin ese gird in moder n world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoke n En glish and elliptical phrases.Through the comparis on betwee n the ancient and moder n Olympic Games, we have lear ned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep un dersta nding of the Games. From the passage, we can also get to know that the Olympic Games are develop ing and improvi ng. It 'sour duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment. Period 2: A lesson plan for Learning about Language(The Future Passive Voice)Aims：To lear n about future passive voiceTo discover useful words and expressi onsTo lear n the methods of words formati onProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let 's dictate them. If you ca n ', learn them by heartafter class.①When and where will the n ext Olympic Games be held?②I live in what you call Ancient Greece” and / used to write about the Olympic Gamesmore tha n 2000 years ago.③All coun tries can take part if they reach the sta ndard to be admitted to the games.④The n ext Olympic Games will be held in my hometow n.⑤It is just as much a competition among countries to host the Olympics as to win anOlympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1,2, 3 and 5 first. Check your an swers aga inst your classmates'. II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By addi ng -ing to a verb, we can cha nge the verb into a noun.That means we can cha nge doing some sport "into the n ame of the sport”.By addi ng -er to a verb, we can cha nge the verb into a noun. That means we can cha nge doing some sport" into the person who does the sport".2. Means of word-formati on in gen eralAffixation, conversion, and composition (or compounding) are the chief means of word-formati on in En glish. Besides these, there are also other mi nor ways of word-formati on in cludi ng clipp ing, acro nymy, ble nding etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formatio n of prese nt future passive voice. For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.W Closing down by summarizing2.The passive Voice of phrasal verbGen erally speak ing, only tran sitive verbs can form the passive voice, for only tran sitive verbs can be followed by objects. But many intran sitive verbs together with some prepositi ons and adverbs can be used as tran sitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositi ons and adverbs. For examples:At last they put out the fire. —► At last the fire was put out.They will put up a no tice on the wall. ■*—► A no tice will be put up on the wall.Have you sent for a doctor? —► Has the doctor bee n sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the childre n here. —► The childre n must be take n good care of here. His classmates laughed at him for the foolish mistake —► He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo liste n and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducing Hi! Class. You know Greece is the world-k nown country with an ancient civilizati on .It has a long history with so much marvelous culture. The Greeks had won derful stories about the Gods and Godd nesses who were part of their religi on. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were un predictable and capricious. To try to get the support of the Gods people had to pray to them and offer them prese nt. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in huma n history. Or can you speak out some n ames of Greek Gods and Goddesses. Prometeus 普罗米修斯a son of the former chief GodSphinx 斯芬克斯----- a being with a human face but a lion bodyPan dora 潘多拉--- a beautiful girl with every ill and evil thought and deedZeus 宙斯--- the chief God who governed the worldHera 天后--- the wife of Zeus who governed the loven . Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestio ns after the text on page14.2. Reading and answeringRead the text aga in, and an swer the follow ing questi ons.A. What was Atlanta 'problem?B. What were Atlanta ' rules?C. What was Hippomenes ' amazement?D. What made Hippome nes cha nge his mind?E. Whom did Hippome nes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and un derl ine all the useful expressi ons or collocati ons in the passage. Copy them to your no tebook after class as homework.For liste ning turn to page 15 and be ready to do exercises 1.First read the questi ons carefully and imagi ne what is the liste ning about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are goi ng to put the text A STORY OF ATLANTA on stage. You kn ow there are four charactors in the story. Who would like to be them?Who will be Alanta ' father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek prin cess. Zhang Qiang, you are the brave young man Hippome nes. Lucy, you are the Goddess of Love. Zhou Gang, you are the prin cess 'father. The rest of class, please prepare it in groups of four. Then act your play before class.A text play of THE STORY OF ATIANTATime: one morning in spri ngPlace: at the palacePeople: the old kin g(K), the prin cess (A), the young man (H), the Goddess of love (L).F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers.Why don 'you marry? So many young kings and princess want to marry you, and they are all so rich, smart and n ice.A:Oh, dear father. I have promised that I will only be married to a man who can run faster tha n me. I will run aga inst him. If he cannot run as fast as me, he will be killed. No one will be pard on ed.F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?A: I won 'marry uni ess I am allowed to run in the Olympic Games. (Hippome nes is allowed to come in)H: Oh, my kin dest king and my prettiest prin cess!1 'marrythe princess. I 'lcompete with you.A: Do you know the rules?H: Yes, prin cess!F: Oh, young man! Go away! You can 'win her. You are only losing your life!H: No, I want a try!F: L: Foolish thing! Go away! Don 'go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watch ing everyth ing above him in the sky and pities him)Oh, young man, what's the matter? Why are you so sad?H: L: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her? Ok, young man. Do you really want to marry her and love her?H: L: Of course. She is so beautiful.Ok, it is easy. Take these three golde n apples.Throw apples in front of Atla nta whe n she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.H: Oh, tha nk you, my Goddess!Now, class. Let's carry out a survey of the in terests in the class and write dow n the n ames of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collecti on?Which of the sports do you like best?What is your favorite sport?Are you in terested in table tennis?After the survey, the ones who have the same in terests sit together and please work in groups of four to talk about their in terest.Why do you like this sport / music / collect ion?When do you begi n to like it?What 'enjoyable about the hobby?What have you lear ned from the hobby?III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes.You may begi n like this : Oh, my dear prin cess, I want to marry you …2. Writing a descriptionTurn to page 16 and follow the direct ion to write a descripti on of your favorite hobby.Here is an example:Go to the library to read or get on li ne to search in order to find more in formati on on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Mon day morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, V olleyball, Water Polo, Weightlifting, WrestlingII. Olympic TraditionsThe Olympic AnthemThe Olympic an them was writte n by the Greek n ati onal poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic an them to crow n Olympic ceremonies at the 1958 IOC Sessi on in Tokyo.The Olympic MottoThe Olympic motto swifter, higher, stronger "comes from three Latin words "citus, altius, fortius ”, which actually mean "faster, higher, braver".The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern Olympic Games in Athens,borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games. The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is asfollows: ”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well. ”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag 's creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“ In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams. ”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where itburned throughout the competitions. It has become a major symbol for solidarity among nationsand embodies the Olympic spirit en compass ing the ideals of purity, the en deavour for perfecti on, the struggle for victory, frien dship and peace.The Torch RelayDuring the 1896 Games in Athe ns, young in spired sportsme n had orga ni sed the first torch relays.However, the traditi on of the Olympic torch officially bega n at the Berlin Games in 1936. As inan cie nt times, the torch is lit by the sun in Ancient Olympia, the n passed from runner to runner ina relay to the host city, where it is used to light the Olympic Stadium ' s flame during the Gar Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. markedby truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and hon estancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3.hav ing existed si nee a very early time: an cie nt history/customscompetev. to try to win sth. in competiti on with some one else: Joh n competed for a place at their school,but did n t get it. compete for someth ing; en gage in a con test; measure on eself aga inst othersmedaln. an award for winning a champi on ship or commemorat ing some other eventhostn. a man who receives guests: He acted as host to his father's frien ds. China is the host countryfor 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last ni ght.magical adj. possess ing or using or characteristic of or appropriate to super natural powers: a magicalspellinterviewn. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for aninterview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We' ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or nolonger working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate theseevents at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don 'dvteartise the fact that he has AIDS. 2. make publicity for; try to sell (a product) promisen. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about; tell in advance。

人教修订版英语高一上Unit 2 English around the world单元教案一、Teaching aims and demands1.Topics⑴.interview the headmaster and other teacher about the school rules and the ways to learn all the subjects⑵.make a world map of English-speaking countries⑶.collect words different in spelling, pronunciation, or meaning between British English and American English, to make a list2.Function：language difficulties in communicationCan you spell that? Could you repeat that, please?What do you mean by...? Could you speak a bit slowly, please?Sorry, I didn't follow you. I beg your pardon?How do you say...in English? How do you pronounce...?What does...mean? Can you say that in a different way?3.V ocabularybathroom;towel;closet;pronounce;broad;repeat;majority;native;total;tongue;equal;governmen t;situation;international;organization;trade;tourism;global;communicate;communication;exchange; service;signal;movement;commander;tidy;stand;independent;fall;expression;typhoon;publish;sout hern;president;European; howl; cookbook; compare; replacemake oneself at home; in total; except for; stay up; come about; end up with; bring in; a great many; at the same time4.Grammar：direct and indirect speech: imperative(requests and demands)：二、Teaching Time：Five periods三、Teaching procedures:The First PeriodStep Ⅰ. Greetings and Revision（p24）Step Ⅱ. Warming upThree questions：（Key.：p24）①How many countries and regions are there in the world? （About two hundred）②How many languages are there in the world?（Three thousand before,But it is found in the recent years that there are more than five thousand languages）③How many languages are used as the working languages of the United nations?（There are five. They are.：Chinese, French, Revision English and Spanish）Another two questions：①What do you think Joe is looking for in the bathroom?②Why can't he find it? （Key：p24）StepⅢ. Speaking①Read or act in pairs（p9，Key：p25）②Fill in the blanks（p9，Key：p25）③Practise using the following：（Key：p26）Can you spell that? Could you repeat that, please?What do you mean by...? Could you speak a bit slowly, please?Sorry, I didn't follow you. I beg your pardon?How do you say...in English? How do you pronounce...?What does...mean? Can you say that in a different way?StepⅣ. Languages pints△Write a passage comparing American and British English.★compare vt. 和...比较,对照(+with/to) ；比喻为,把...比作(+to)Compared with him, I am a bungler.与他相比,我只能算是一个笨拙的人。

Teaching Plan for Lesson 2(SEFC Book1A)English around the WorldThe Third Period, reading and speakingI. Teaching Objectives1. Language Objectives(1) Important words and phrasesDirection, underground, subway, straight, right-hand side, block, go straight on, turn left...(2) Important sentence patternsa. Could you tell me where the ...is?b. Could you speak more slowly please?c. Sorry, I can’t follow you.d. She told us that we should...2. Ability Objectives(1) Able to have the ability to ask the directions in different kinds of English.(2)Able to have a better understanding of the differences between British English and American English.(3) Able to use some expressions to solve the communication problems politely, such as,pardon? I beg your pardon?3. Moral ObjectivesHelp students form a good moral conduct and respect the culture of different countries and nationality.II. Important PointsChoose proper expressions in different situations when you are in trouble, such as, pardon? I beg your pardon? Could you tell me…? Sorry, I can’t follow you.III. Difficult Points1. Know more about British English and American English.2. Express yourself clearly and correctly.IV. Teaching Methods1. Reading, discussing, creating,(Asking and Answering, group work, performing).2. Teaching Aids: a tape recorder, a projector and a computer.V. Teaching ProceduresStep I Lead-in (2 minutes)Review the last period and choose Putonghua as an example to arouse students’interest of studying different kinds of English.T: First of all, I’d like you to tell me what you have learned in the last period.Suggested answer: I have learned what dialect is, what Standard English is and whythere are so many dialects in a country or the world T: So, in China, there are so many local dialects. Although the government encouragesthe whole nation to speak Putonghua,which is regarded as “standard”Chinese.However, local people also speak their own dialects. So in our English study, we maymeet the same situation, that is, one thing has the different expressions. Let’s look atthe textbook.Step II Reading (15 min)T: Sometimes you may meet a foreigner in a public place and the foreigner will ask for directions. In English, the words used for directions often vary depending onwhat kind of English the speaker uses. Today we’ll learn something about these.Task 1. Discuss with your partner and fill the blanks on the blackboard.T: First of all, let’s look at these four words, they are from American English. Now, can you give me the equivalence in British English? You can discuss with youpartners.Task 2. Practice this dialogue and underline the words that mean the same. Find out these words and list them on the paper.T: Ok, now my class, after finishing the blanks, let’s begin to learn more about these words. Please look at the dialogue; I’d like you to have a quick look at theinstruction of this dialogue. Learn to collect information from instruction. Payattention, while you read it, please think about these questions:1.What happen to Amy and her friend?2.Where are they from?3.What are they talking about?4.Who are they asking?Suggested answers:1.They can not find the nearest underground station.2.They are from America.3.They are talking about the way to find the station.4. A British lady.Task 3. Ask some students to practice this dialogue.Task 4. Ask students to find out the word that mean the sameT: From the dialogue, Amy and her friend use some words that make the British lady confuse, please underline them.Suggested answers:Step III Speaking (25 min)Analyze the sentence appeared in the part 2, then give Ss some situations andsample dialogues and ask them to make dialogue with these sentences.T: Look at the first sentence in the dialogue（excuse me, could you please tell me…）, do you think Amy express in a polite way? And here we’ll learn more polite expressions, and then you and your partner may choose one of two situations to make a dialogue with these sentences.Pardon? I beg your pardon? I don’t understand.Could you say that again please? Sorry, I can’t follow you!T: Could you tell me what kind of situation should we use these expressions and ifwe express them in impolite ways, what can we say?Suggested answer: when we are in trouble or we can not understand someone’smeaning. Impolite way: say it again / slowly, I can’t follow you…T: “say it again”is a command and it is a impolite expression. If we want to be polite, we’d better use the tone of request or add a “please”. Now I will giveyou an impolite example, after you read it, please change it in to polite one.Sample dialogue:A: Hei guy, do you known where I can find a cab, I just lost my way.B: Er…well, go round the corner on your left-hand side; go straight on andcross two streets.A: Slowly, I can’t follow you, ok？B: I’m sorry, I must go now, I have something important to deal with.A: Er…Changed dialogue:A: Excuse me, could you tell me where I can find a cab?B:Er…the taxi? Well, go round the corner on your left-hand side, go straighton and cross two streets.A: sorry, I can’t follow you, could you speak more slowly please?B: ok. I said that you should go round the corner on your left-hand side, gostraight on and cross two streets.A: Thanks so much.B: You’re welcome.Ask students use the following situation to make a polite dialogue, and act it.You are a British. You are visiting America. Your car needs some more petrol, butyou cannot find a petrol station. Ask directions to the nearest one.Step IV Summary (2 min)T: Today, we enjoyed making dialogues about asking directions. And, we also learneda few British English words and American English words which means the same.After class you should collect more words like these. I hope that you can have abetter understanding of British English and American English. What’s more, it isnecessary to know more about other counties’ culture and civilization, and form agood moral conduct while communicate with others.Step V Homework Assignment (1 min)1. Remember the dialogue on page 15 by heart.2. Do the exercises on page 52.3. Copy the dialogue4. Collect British English words and American English wordsUnit 2 English around world。

人教版高一英语必修一Unit 2教案教学目标：1. 知识目标：学习并运用情态动词的被动语态的基本用法及一些固定句型。

2. 能力目标：提高运用知识的能力。

3. 德育目标：了解一些关于环境保护的常识，树立学生的环保意识。

教学内容和过程：一、Warming-up (热身)1. 教师放录音，学生回答书本上的问题。

[设计意图]：通过听力训练，一方面提高学生的听力，另一方面为对话的学习做好铺垫。

2. 学生展示自己制作的图片，用英语介绍自己的作品。

[设计意图]：展示自己的作品，一方面可以提高学生的兴趣，另一方面为下一步的对话学习作准备。

二、Presentation (呈现)1. 教师出示图片，介绍一家手工艺品店。

引出新词：craftsmen, artisan, introduce, showcase 等。

[设计意图]：出示图片，介绍商店及新词汇，为下一步的学习扫清语言障碍。

2. 教师介绍新词汇：have got to, be in the habit of等。

并领读。

[设计意图]：使这些重要的情态动词呈现出来，并教读。

3. 呈现并学习新的句型结构：The craftsmen have to work hard to improve their skills. We must protect our environment. The sculpture is made of recycled materials. The artisan has to follow certain rules and regulations. We should not damage the showcase. 等。

并领读。

[设计意图]：呈现新的句型，为下一步的学习扫清语言障碍。

4. 教师介绍本单元的主题——环境保护和生态平衡。

通过讨论和观看一段录象帮助学生熟悉这些句型。

然后让学生试着使用这些句型进行口头表达。

教师进行点评。

[设计意图]：这一环节通过引导学生对环境保护这一话题进行讨论，使他们形成对环保问题的正确认识，增强他们的环保意识，同时熟悉并运用新句型。