《English around the World 》3高一英语同课异构说课获奖教学课件

English around the world说课稿人教课标版全面版尊敬的各位听众，今天我将为大家介绍一节关于“英语在世界范围内的普及和应用”的说课稿。

本说课稿将结合人教课标版的全面版教材，从教材分析、教学目标、教学重难点、教学方法和过程、教学反思等多个方面进行讲解。

首先，让我们来分析一下教材。

人教课标版全面版教材是一套注重培养学生英语语言运用能力和实践能力的教材，其中涵盖了英语基础知识、语法知识、口语表达、阅读理解等方面的内容。

本节课的主题是“英语在世界范围内的普及和应用”，旨在让学生了解英语在全球的普及程度和应用范围，为后续的学习和实践打下坚实的基础。

接下来，我们来说一说本节课的教学目标。

首先，我们要让学生了解英语在世界范围内的普及程度和应用范围，提高学生对英语学习的认识和兴趣；其次，我们要让学生掌握相关单词、短语和句型的用法，提高他们的英语语言运用能力；最后，我们要让学生能够运用所学知识进行实践应用，提高他们的英语实践能力。

在教学重难点的分析上，我们要特别注意英语在不同国家和地区的变异性和适应性。

由于英语在不同的地域和文化背景下会产生不同的语言习惯和表达方式，因此学生需要了解和掌握各种不同的英语变体，以便更好地进行跨文化交流和沟通。

在教学方法和过程的讲解上，我们将采用多种教学方法相结合的方式，包括讲授法、案例分析法、小组讨论法等。

具体的教学过程将包括：课堂导入、讲授新知识、小组讨论、案例分析、课堂小结等环节。

同时，我们还将借助多媒体技术，如视频、图片等手段来辅助教学，提高学生的学习兴趣和效果。

最后，我们来谈一谈教学反思。

在教学过程中，我们要密切关注学生的反应和表现，及时调整教学策略和方法，确保学生能够理解和掌握所学内容。

我们还要注重培养学生的自主学习和创新能力，鼓励他们在实践中不断探索和发现新的语言知识和文化背景。

总之，本节关于“英语在世界范围内的普及和应用”的说课稿旨在让学生了解英语在全球的普及程度和应用范围，提高学生对英语学习的认识和兴趣，为后续的学习和实践打下坚实的基础。

高一英语Unit2 English around the world三The Third Period●从容说课This is the third period of the unit.The lesson deals mainly with the grammar，that is，the structure which expresses commands and requests and the reversal of the indirect speech and direct speech.The second part of this period is another passage “Standard English And Dialects”.After it，there is an exercise for us to make up dialogues using the commands and requests.This part is to give students a chance to practice this kind of structure.The second part of this period is another passage “Standard English And Dialects”.In this lesson we first review the grammar we learn in last unit.So students will be asked to do some exercises about this grammar item.By doing so，students can recall some rules of the reversal between the direct speech and indirect speech.Then，students will have a task to tell the requests from commands.Then show the sentence patterns of requests and ing is the aim of the language teaching，so after learning the structures，the most important one is to put them into use.After doing some exercises about reversal of direct speech and indirect speech，students will use these sentence patterns in daily life by making up dialogues according to the situation on Page 13.To make the students master the structure well，I think it is necessary to offer more practice.And the passage in this part is to provide students with more information on English and improve students’reading speed.So I think it is not necessary to treat it as an intensive reading material according to the aim.Instead，I will teach it as an extensive reading passage.●三维目标1.Knowledge：Learn and master the sentence patterns which express an order and a request，and their different features.2.Ability：Use these patterns to communicate with others.3.Emotion：Help students master the points in this period.●教学重点Point out the features of an order—which uses the imperative，namely “tell/order sb. to do sth.” and a request—which uses a question form or an imperative，very polite，namely “ask sb. to do sth.”●教学难点How to change orders and requests into reported orders and requests.●教具准备slides●教学过程Step 1 Greetings and revisionGreet the whole class as usual.Review the useful words and expressions by letting students make up sentences using these words and expressions.Step 2 GrammarT：In the last unit，we have learnt something about the direct speech and indirect speech.We know while we change direct speech into indirect speech，we should change many things such as the tense，some adverbials and some verbs.Now let’s first do some exercises.Turn the following into Indirect Speech1.“I broke your CD player，” he said to me.2.“Are you sure you didn’t do anything to this？” he asked me.3.“A friend in need is a friend indeed，” Mother said to me.4.Tom said，“I bought a book for my brother yesterday.”5.He said，“I shall meet her at my office.”6.The teacher said，“I must go now.”7.He said，“I can do homework myself now.”8.He said，“The house was built in 1965.”9.“Why was Jenny late for school？” Mr Baker wanted to know.10.They said，“will you visit the museum tomorrow？”Turn the following into Direct Speech.11.I said that I would try my best.12.He wondered （asked） how long it took to do the work.13.Bob asked John whether he had seen his wallet.14.His aunt said that she had got there five days before.15.I asked Tom why he had not told her the truth.Suggested answers：1.He told me that he had broken my CD player.2.He asked me if I was sure I hadn’t done anything to that.3.Mother told me that a friend in need is a friend indeed.4.Tom said that he had bought a book for his brother the day before.5.He said that he would meet her at his office.6.The teacher said he had to go/must go then.7.He said that he could do homework himself then.8.He said that the house was built in 1965.9.Mr Baker wanted to know why Jenny had been late for school.10.They asked if we would visit the museum the next day.11.I said，“I’ll try my best.”12.He asked，“How long does it take to do the work？”13.Bob asked John，“Have you seen my wallet？”14.His aunt said，“I got here five days ago.”15.“Why didn’t you tell her the truth？” I asked Tom.T：You did a very good job.Today，we’ll go on to study indirect and direct speech.But firstly，we should learn to tell requests from commands.In English，giving commands is less polite than making a request.So most of time，commands are made by those people who are bosses，teachers，leaders，officers，or some other one who has authority.Now would you please tell which of them are commands？（show them a slide）1.Close the door!2.Would you please help me carry the case？3.Get me something to drink.4.Could you lend me 100 yuan？5.Please turn off the lights.6.Don’t smoke here.7.Will you clean the blackboard？8.Clean the table please.S：1，3，6 are commands，and others are requests.T：That’s right.So we can draw a conclusion：Sentence pattern for commands：Do.../Do not do...Sentence pattern for requests：Do...please./Can you do...？/Could you do...？/Will you do...？/Would you do...？Then if we want to change them into indirect speech，we should do like this：Commands：sb. told/ordered sb. （not） to do sth.Requests：sb. asked sb. else （not） to do sth.According to these rules，let’s do some practice.1.Change these sentences into Indirect Speech.He said to me，“Don’t smoke in this room.”He said to me，“Please don’t smoke in this room.”He said to me，“Could you please help me with my work？”Suggested answers：He told me not to smoke in that room.He asked me not to smoke in that room.He asked me to help him with his work.2.Change the following sentences into Direct Speech.The landlady asked him to put his coat in the closet.The young father told his children not to move.Mother told me to lock the door after midnight.Suggested answers：“Put your coat in the closet please，” the landlady said to him.The young father said to his children，“Don’t move.”Mother said，“Lock the door after midnight.”3.（the teacher show the screen）T：Look at the screen.Let’s practise commands and requests in pairs.You may notice on the left，under the word “Don’ts”，there are three orders，under them there are three orders，under them there are three requests.On the right，under the word “Dos”，there are three orders，under them there are there requests.First we are going to practise the commands.I can give you an example.Look at 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 the teacher 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 students several minutes to practise them，then teacher may check）Suggested answers：Direct Speech：1.Don’t come into the lab without a teacher.2.Don’t touch anything in the lab.3.Don’t smoke.4.Watch the teacher carefully.5.Dip your fingers into the mixture.6.Suck your fingers.7.Will you please not put anything in the basin？8.Don’t talk too loudly，please.9.Don’t leave the books in the lab，please.10.Write your answers on the blackboard，please.11.Could you please tidy the lab after the experiment？12.Put everything in the cupboards please.Indirect Speech：1.He told us not to come into the lab without a teacher.2.He told us not to touch anything in the lab.3.He told us not to smoke.4.He told us to watch the teacher carefully.5.He told us to dip our fingers into the mixture.6.He told us to suck our fingers.7.He asked us not to put anything in the 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.12.He told us to put everything in the cupboards.4.Now let’s use these patterns to make up some dialogues.Please turn to the exercise on P13. Suggested dialogues：（1）A：Excuse me，could you please close the door？It’s so windy.B：Of course.（2）A：Excuse me，please make some room for me.I have to get off the train now.B：Sure.（3）A：Look out!A bear is approaching you!B：Help!I’m so scared!A：Don’t move!Keep calm.A bear won’t attack someone who is not to offend it.Step 3 ReadingT：As we all know，China is a very big country where different dialects are spoken.Can you list some of them？S：Guangdong dialect，Shanghai dialect，Sichuan dialect...T：Is there anybody who can speak a dialect from other place？S：（some students act it out）T：Thank you!Do you think that it is easy for people to follow those speaking different dialect？S：No.Some dialects are really difficult to understand.T：Then how can we solve this problem？S：We can communicate in Putonghua.T：Yes.The difference between Chinese dialects are so big that it’s really hard for people to communicate in it.So now most students are taught in school in Putonghua.Then do you think that it is the same case with the US？S：I think so.T：What is it that makes you think so？S：I think that the US is a big country just like China.Besides，it is a country in which many people are from different places.So I think that people may speak dialects.T：Let’s try to find it out whether it is the case.Now read it fast and then answer these questions.1.Is there the same case？Can you list some examples？2.Why are there so many dialects in the US？3.What is the standard English？4.Do you think there’s the standard English？5.Can you tell an interesting or funny story that shows great difference between dialects in Chinese？Suggested answers：1.Yes.It has many dialects，such as Midwestern，southern，African American and Spanish dialects.2.Because people have come from all over the world.Geography also plays a part in making dialects.3.It is believed to be the English spoken on TV and the radio.4.No.5.Keys or Kiss？One friend of mine was giving an English lesson to a class of adults who had recently come to live in the United States.After placing quite a number of everyday objects on a table he asked various members of the class to give him the ruler，the book，the pen and so on.The class went very smoothly，and the students seemed interested and serious about the work that they were engaged in until my friend turned to an Italian and said，“Give me the keys.” The man looked surprised and somewhat at a loss（有点手足无措）.Seeing this，my friend thought that the student hadn’t heard him clearly，so he repeated，“Give me the keys.” The Italian shrugged his shoulders.Then，he threw his arms around the teacher’s neck and kissed him on both cheeks.Step 4 SummaryT：Today we have learnt some patterns which express commands or requests.And we have dealt with the reversal of the sentence patterns.After reading the passage，we have known that American English has different dialects.Though there is no standard English，we should learn to pronounce the English words correctly.Step 5 HomeworkT：Today’s homework is to recite words and phrases and make a dialogue using sentence patterns of expressing commands and requests.●活动与探究1.One aim of this activity is to give students a chance to practice the sentence patterns in practice.So students are requested to make a research of the situations in which requests and commands are used.The other aim is to make research on dialects in China.They are asked to look into which dialect is the most popular in China and what causes this situation.2.将下列对话改成间接引语The following dialogue is an excerpt from Mark Twain’s The Million-Pound Bank Note.Henry found that there was a million-pound note in the envelope.He thought the two brothers had made a mistake.He hurried to their house and rang the bell.The servant appeared.Henry asked for the brothers.Servant：They are gone.Henry：Where？Servant：To the Continent.Henry：The Continent？Servant：Yes，sir.Henry：When will they be back？Servant：In a month，they said.Henry：A month!Tell me how to get word to them.It’s of great importance.Servant：I can’t，indeed.I’ve no idea where they’ve gone.Henry：Then I must see some member of the family.Servant：Family is away，too—in Egypt and India，I think.Henry：There’s been an immense mistake made.They’ll be back before night.Tell them I’ve been here，and that I’ll keep coming till it’s all right，and they needn’t worry.Servant：I’ll tell them，if they come back，but I’m not expecting them.They said you’d be here in an hour to make inquiries，but I must tell you it’s all right，they’ll be here on time to meet you.●备课资料English Teaching in the USAThe United States of America is mainly an English-speaking country.The majority of the population speak English as their native language.Business，education，social activities，etc.are conducted in English.Across the country，people pronounce many English words in several different ways，but for the most part，Americans speak one common language.This language is sometimes called American English.However not everyone in the U.S.A. is a native speaker of English.Most immigrants（移民） are speakers of other languages.There are hundreds of communities（社区） around the U.S.A.where English is not the most commonly used language.Chinese，Italian，German，Greek，Spanish，and French are all spoken in various communities in the U.S.Spanish is the second most commonly spoken language after English.It is widely spoken in New York and across the southern part of the country.For speakers of other languages，learning English is important，but teaching people to speak English as a second language was given little attention.Non-English speakers were expected to “pick up” the language by meeting with others in public.Recently，this has changed.Today，most large public schools and community colleges have ESL（English as a Second Language）programs：American English teachers feel that English students should learn the language the way they will use it.Therefore，ESL programs offer different English lessons to different students.Some programs teach students to communicate in English in public.Other programs teach the kind of English people will need for their jobs.American ESL instructional methods do not lay emphasis（强调） on grammar or translation，but on the importance of communication.The goal is to get the English learners to learn by using the language.Multiple choices：1.People in the United States____________.A.are all native speakers of EnglishB.speak English in various waysC.all speak American EnglishD.are immigrants from English-speaking countries2.In the past the non-English immigrants____________.A.didn’t know how to learn EnglishB.found that English was not importantC.learned English through booksD.paid special attention to teaching English3.____________is the most widely used language except English in the U.S.A.ESLB.FrenchC.SpanishD.Chinese4.The phrase “pick up” in the second paragraph means “____________”.险说自己心里话的政治家，即使那样做会使他失去一些选票。

高一英语 Unit 2《English around the world》说课稿Reading-- English around the worldTeaching PlanGood evening, ladies and gentlemen, I am glad to be here and share my teaching plan with you. I am ready to begin my representation with six parts : say teaching material, say the students, teaching procedures, group discussion and blackboard design.First, let me talk about the teaching materialPart 1 Saying the teaching materialThis text is from Unit 2 ,Book One published by the People’s Education Press. The topic of “English around the world.” It is a reading text ,which is the road to morden English.Teaching Aims:1.Learn and master some important words and expressions:majority native total tongue equal government situation international organization trade tourism global exchange service signal a majority of in total except for stay up end up with a great many2. To learn about some differences between American and British English.3. focuse on key words and details about the text.Teaching Important Point:1.Train the students to summarize the main idea of each paragraph3 How to let the students learn the difference between B ritish English andAmerican EnglishTeaching Difficult Points:1 think and talk in English through my tasks and provide Ss with chances ofcooperation.2 Get the Ss to realize the importance of learning English.Teaching Methods:1.Discussion before reading to make the Ss interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they’ve learnedbetter.4.Pair work or group work to make every student realize the importance of learningEnglish.Teaching Aids:1.the multimedia, some cards.2. a tape recorder3.the blackboardPart2 Saying the students:In our daily teaching,our students is passive, lack the study interest. They will have difficulty in analyzing long sentences in this text. I will use cards and gifts to motivate them.After teaching th is lesson, I’ll try to enable students to know the brief history of English and build their interest in learning English.Part 3 Teaching ProceduresStep1 Lead-in2.Ask Ss to work in small groups of four，discuss and fill in group members’language profile .Ask them to discuss in what situations they use the foreign languages.(e.g. listening to pop songs, accessing software and web sites, chat rooms, reading packages of products, etc)3 Ask some groups to report.4. Introduce some terms : mother tongue, native speak,Step2 While-reading1. SkimmingAsk Ss to read through the passage and summarize the main idea of each paragraph. Para 1 More than 750 million people speak English as their native language or a second language.Para 2 More than 750 million people learn English as a foreign language.Para 3 English is the working language of most international organization, trade and tourism.。

Unit2 English Around the World说课稿一、说教材1. 教材分析：本课的中心话题是“世界英语”，介绍了英语在世界范围内的人们生活中所承担的不同角色及所起的重要作用。

这篇文章是一篇说明文，它介绍了英语是世界上最为广泛使用的语言，并通过具体数字来说明英语使用的广泛性和重要性。

2. 教学目标1) 知识目标：要求学生掌握大纲词及短语：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.2) 能力目标：着重培养学生的阅读能力。

通过阅读该文章，获取有关于世界英语的信息，并使学生能阅读类似难度的篇章。

3) 情感目标：使学生认识到学习英语的重要性：为了更好地与各国人民沟通，获取新的知识，从而为祖国做贡献。

3. 基本技能：读、说有关英语语言话题的知识。

4．三点1）重点：掌握大纲词及短语2）难点：读，说3）关键：创设情景，让学生溶入其中，充分调动其非智力因素。

二、说学情1．学生特点：1）基础教差；2）学习被动，缺乏好的学习习惯2．知识结构：知识零碎，没有形成系统，结构不完整。

尤其是基础知识匮乏，在初中应当建立的基本框架没有建立起来，给英语教学带来一定难度。

3．思维特征：缺乏创造性的思维，有幼稚化的倾向；缺乏条理性和逻辑性，缺少思想深度。

三、说教学过程为全面提高学生的阅读理解能力及综合运用语言能力，培养学生的创新能力与自主学习的能力，主要设计如下步骤：教具：多媒体1．精心导入：教师首先提出问题：How many languages can you speak? 直接导入到语言这一话题。

再让学生展示自己的方言，并利用多媒体将事先录制好的声音播放出来（用不同语言或方言说我是一个中国人），提高学生学习的兴趣。