人教高中英语必修一unit2学习教案设计.doc

Module 1 Unit 2 English around the world●单元规划本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。

第二单元English around the world的设计可分为五部分。

第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking;●课时安排本单元教学可分为6个课时。

第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revisionThe First Period Words and expressionsTeaching aims :1. Know the key words and expressions in the whole unit:elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)……2. Enable the students to get familiar with the pronunciation of theimportant words.3. Prepare for the learning process of the whole unit.Teaching important points :1.Get familiar with the words in the text part.2.Master the important expressions such as：because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussionTeaching procedures :Step 1、Self-directed learning学习方法指导：第一步：写出所给单词的音标；第二步：大声朗读三遍，注意画线字母的发音；第三步：依次写出画线字母的音标。

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 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。

听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。

这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。

该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。

语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。

教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。

2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。

4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。

5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。

6.能了解一些国家的风景名胜。

7.复习一些辅音字母的发音及其组合的发音规律。

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，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。

【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。

Unit 2 English around the world 教材分析第二单元的中心话题是“世界英语”，表面上从词汇使用、读音、拼写三个方面的不同，让英语学习者直观感受英式英语与美式英语的差异，而深层中则是激发高中生对于语言文化的历史起源、发展、变化及趋势等方面的学习与思考，强化英语学习的重要性和英语学习的必要性。

Warming up是一组代表英美词汇区别的对话，通过较为熟悉的一些英美常用词汇感知英语的种类，但同时不难发现，在英语的沟通过程中，哪种版本的英语形式都不会影响到用词达意的；Reading部分介绍了英语作为世界语言目前的使用状况及现代英语的发展历程。

阅读之前普及下学生目前的对于使用英语国家的地理范围感知，尤其是英语作为官方语言和重要第二外语的国家。

文章核心可以划分为三个部分：1.英语在年代和使用中的重要地位；2.举例说明英语的表达有差异，但是沟通是无障碍的；3.现在英语的历史变迁，包括几个重要性的人物、时代及相关事件；4.英语影响下的其它国家使用状况。

以时间线索带动语言发展上的探索和推动意义。

Learning about Language以一些英式英语和美式英语的通用词汇为主，另外包含一些英语的重要性及表达过程中所需的常用词汇（动词与副词），继续要求学生熟悉词性转换的运用模式和表达文章逻辑顺序的词组，例如：such as , because of , the former, the latter…；Using Language有一篇较短的文段就标准英语和方言问题发表了一些基本认知基础，让学生们继续在语言学习中追寻适合自己的学习方式，展现英语表达过程中对于语音学习的包容性，试图从更多的角度打开对于英语学习必修发音标准的不自信；Grammar还是直接引语变间接引语，并进行操练。

不同于上个单元，本单元侧重于根据直接引语的语气---要求和命令，将祈使句类型转化为间接引语，基本规则不变；Listening &Speaking &Writing 在输出部分重要探讨英语的重要性和掌握英语的学习方法上，让学生产生有逻辑顺序的表达及分类；在本单元的Learning Tip中提到找到英语学习的趣味点。

Unit 2 Travelling AroundPeriod 4 Listening and Talking教材分析该板块的活动主题是“预订”（make reservations）。

学生通过听一段电话预订机票的对话，熟悉电话预订的过程需要了解的相关信息，学习相关电话用语，然后模拟生活中的场景来创编电话预订机票、宾馆或餐馆座位的对话，并分角色表演。

听力文本是一段电话录音，Robert Williams打电话给航空公司预订从伦敦到巴黎的机票。

该对话按照以下逻辑顺序呈现了电话预订机票的全过程：发起对话—>确定预订信息（起止地点、时间等）—>确定航班需求—>确定乘客姓名—>确定付款方式。

从语言特点来看，对话中除了常见的电话用语“How can I help you?”等，还有询问意愿的委婉用语，如“May I ask how would you like to ...?”教学目标1.能运用一定的生活经验和背景知识，推测听力文本中说话双方的身份，把握对话大意。

2.能在听的过程中关注细节，留意电话预订机票的各个步骤。

3.能够在听力输入后，进行口语输出，模拟电话预订机票、宾馆或餐馆座位等生活场景的交流。

教学重难点【教学重点】引导学生通过听力活动来总结电话订票的几个步骤。

【教学难点】指导学生运用恰当表达在不同的生活场景下模拟电话订机票、宾馆或餐馆座位等。

教学过程Task Make reservationsStep 1 Warming-upDiscussion: What reservations do we need to make before or while we travel?Step 2 Pre-listeningBrainstorming: when talking about air ticket / hotel room / dinner table reservation, what words and expressions come into your mind?Step 3 While-listening1.Work on Activity 1. Listen to the phone call and answer the questions.(1)What are the two speakers talking about?(2)What is the relationship between the two speakers?2. Listen to conversation again and decide whether the statements are true or false.(1) ( ) The man would like to buy a plane ticket from London to Berlin.(2) ( ) The man prefer the 9:30 flight.(3) ( ) The man would like to travel business class.(4) ( ) The man would like to book a return flight.(5) ( ) The man would like to pay by cash.3. Work on Activity 2. Listen again and complete the table with the words you hear.Step 4 Post-listening1.Please read through the table in Activity 2 and summarize the 5 steps to make a reservation.2.Present some formal and polite expressions used in telephone conversation.Step 5 Pre-talking1.Review words and expressions used in making a reservation.2.Present some useful expressions for booking a hotel room.Step 6 TalkingWork on Activity 3. Imagine you are making plans for the holiday. Choose one of the situations below and role play a phone call with a partner.Step 7 Assignment1.Review words and expressions we learned today.2.Practice making a hotel/flight/dinner table reservation with your family members.高考质量提升是一项系统工程，涉及到多个方面、各个维度，关键是要抓住重点、以点带面、全面突破，收到事半功倍的效果。

【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。

必修一 Unit2 English around the worldReadingTeaching goals 教课目的1. Target language目口号言a.要点词汇和短语include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidlyb.要点句子World Englishes come from those countries... P9Native English speakers can understand each other... P9It became less like German, and more like French... P102. Ability goals能力目标Enable the Ss to describe the history of English and know of the differences between American English and Britain English.3. Learning ability goals学能目标Help the students learn how to analyze the way the author describes the history of English.Teaching important points教课要点Retell the history of English according to the chart.Teaching difficult point教课难点Work together with partners and express one ’s opinion on which kind of English one should learn.Teaching methods 教课方法Discussion.Reading.Listening.Cooperative learning.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教课过程与方式Step I Greeting and revisionT:Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed.(P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)Teacher shows answers on the screen.T: Please look at the screen and check your answer. Do you have any question?S： Are“ such as” and“ for example” the same?T: OK, I’ ll give you two examples:1.He knows five languages, such as Russian, French and Spanish.2.The differences in the spoken language are greater.S: Oh, I see. Such“as” is used to list similar things, while“ for example” is used to prove the speakers w Ss ask any questions and Teacher explains to them in class.Step II Warming upArouse the Ss’interests in reading. Let the students know of world English.T:So much for the words. Can you name some countries in which English is spoken?Ss: Of course. America, Britain, Canada, Australia...Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.T:Are these Englishes the same?S:I think they are the same. They are all called English.S:I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.T:Well, turn to page 9. Read the warming up. Please answer the questions below.Ss: (scanning) There is more than one kind of English.T:Please go on reading and try to tell AE words from BE words below.After reading the students give their answers.T:Who will show your answer?S: I think um,“m in a team, rubber, petrol” are BE words“mom,.And on a team, eraser, gas” are AE words.T:Can you give them a name?Ss: World English.T:Very good.Step III Pre-readingActivate the Ss ’background knowledge of English.T:From Warming up we know many people speak English in the world. How many people speak English andwhy do so many people speak English? Please discuss with your partners and answer the questions.A few minutes later.S:Maybe 1000 million people speak English today. Because many countries were colonies of England so Englishis spoken as a first or second language in many countries.S:We can ’t get the exact number. More and more people begin to learn English because English is theworking language in the United Nations. Everywhere children go to school to learn English.T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they’tdon speak the same kind of English.Step IV ReadingGet the students to know the history of English and help the Ss to form a good habit of reading.Point to the Bb.T: How did different kinds of English come about? Please read the text“ The Road to Modern English”and pick out the answer.Ss read quickly to find the answer.T: Any volunteer to answer the question?S: I will. English has changed over time. All languages change when cultures communicated with one another.T: Any different ideas?Well, you all have the same answer.Task1 Reading and choose correct answers.T:Turn to page 10. Please read the questions and multiple answers first to know what information we should get,and then read the passage to find the answer.S:I will. English has the most speakers now.T:Good. What ’s the answer to the second?S:Languages change when cultures change.T: Right. How do you know？S:I judge it, according to the second sentence in the third paragraph.T:Good. Can you choose the right answer to question 3 ？S:Yes. From AD 450 to1150 English sounds more like German.T:Excellent. What about question 4?S:Around 1600 ’s.T:Very good. The last one? Let ’s answer ittogether. Ss: China.T:You are quite right.Task2 Read and summarize the main idea of each paragraph. Work in groups of four.T:Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four.After a few minutes.T: What ’s the main idea of the first paragraph?S1: The first paragraph tells us that more and more people speak English.S2: I don’hinktt so. It describes the extension of English in the world.T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2？S: It tells us native speakers can understand each other but not everything.Let the Ss give an example to prove this point.T: Can you tell me what the third paragraph is about?S:All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.T:Quite right. What about the last paragraph?S:English is spoken as a foreign or second language in many countries.T:How many parts can we divide the text into ？S:Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.Task3 Analyze the text.T:Please read the text again to tell the main idea of each part and the function of each paragraph. Afterreading please fill in the chart below.DiscussionS1: The first part describes the history of English in chronological order: 16th century-the next century— today.S2: It describes the development of English from the angle of its extension in region. Look, England—many other countries — more people than before (China).S3: I agree with S2.S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English haschanged into world English.T:Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers.Sample chart (slide)Part Paragraph FunctionPart1:12Part2:34Suggested answersPart Paragraph FunctionPart1:The extension of English1Describe the development ofin the world English from the angle of itsextension in region.England— many othercountries—more people thanbefore (China).Part2:English changes when2Raise the fact: English hasits culture communicate with developed into world Englishothers3Describe the development ofEnglish in English speakingcountries.4Describe the development ofEnglish in countries where it isspoken as a foreign or secondlanguage.Step V Post-readingCheck the Ss’understanding of the text, help the Ss deal with new language points.Task Express one’s own opinion. Work in groups of four.T:There are many kinds of English. Which kind of English are we learning?Ss: Both AE and BE.Show questions on the screen and ask a student to read them.T: Please discuss these questions and tell us your answers.1.Do you think it matters what kind of English you learn? Why?2.Why do you think people all over the world want to learn English?3.Will Chinese English become one of the world English?After a few minutes.T:OK, I ’ ll ask some groups to report their opinions. Group 1, can you tell us your opinion?S:Yes. I think we should learn BE because other kinds of English came from it.T:Any different ideas?S: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.T: Wonderful! What about the second question?S:With the development of economy, it is necessary for people from different countries to communicate witheach other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English.T:Very good! What ’s your opinion?S:I think because of the wide use of computer, people have to learn English. Computer plays an important partin the popularity of English.T:OK. Question 3.Yes or no ？S:My answer is “ yes ”A . large number of Chinese especially young people are learning English. English is communicating with Chinese culture. There will be Chinese English.T:Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming.Question timeT:It ’ s time for you to ask any questions or let me explain the sentences that hinder your understanding of the text. Ss ask questions freely.T:Now let ’s deal with some language points. Turn to page 9. Let ’ s look atthe sentence: However, they may not understand everything. This sentence means that sometimes they can understand each other, but sometimes theyhave difficulty understanding each other. The English spoken between about AD 450 and 1150 was very differentfrom the English spoken today. In this sentence,“ spoken between about AD 450 and 1150” and“are used to describe the English.HomeworkRetell the text according to the chart.Finish exercises1, 2, 3 (Using words and expressions) P49-50.。

UNIT 2LOOKING INTO THE FUTURE主题语境人与社会——未来生活背景导入：5G作为经济社会数字化转型的关键使能器，通过与大数据、人工智能、云计算等技术的交叉融合，赋能制造业转型升级和优化发展，5G技术以及未来5G对我们日常生活的影响。

Forging a 5G futureThe future in sci­fi movies seems so close, yet so far away. Delightfully, 5G technology makes that future look easily achievable①. Schools, hospitals, transportation, factories—even our homes will soon use this powerful wireless network. Last year, China started testing 5G mobilenetworks in its several cities. So what is 5G? It's the latest generation of cellular (蜂窝状的)network technology. It is faster and more stable than 4G, the previous generation.5G's benefits mainly come from speed and connectivity②. The advantage of higher speeds is obvious. People will be able to use the Internet at a much greater speed than before. Imagine being able to download an entire movie in just a few seconds! That's how fast 5G will be.With 5G, people can conveniently solve many problems.For example, one of the biggest problems with developing driverless cars is the delay between sending a signal and receiving it. Driverless cars③ must be able to react instantly to sudden changes in their environment, such as a dog running across the road.This will require these cars to send and receive huge amounts of data within milliseconds④. Such speed helps other technologies, too. It will also allow doctors toperform operations remotely, using robots. The robots will respond more quickly to the doctors' movements.So what about 5G's connectivity？We may develop “smart” environments with it.Imaginehaving a smart home that automatically⑤ turns the lights on when you open your front door.“New things become possible when you can move information at a massive scale⑥，”Gordon Smith, CEO of telecom equipment reseller Sagent, told The Telegraph.“5G becomes the great enabler.”No matter where it is implemented, it looks like 5G will bring us a more exciting and convenient future.①achievable adj. 可完成的；可有成就的②connectivity n. 连通(性), 联结(度)③driverless cars 无人驾驶汽车④milliseconds n．[计量]毫秒⑤automatically ad v. 无意识地；自动地⑥at a massive scale 大规模地[随手记]Section ⅠReading and Thinking每/日/金/句：The greatest advances in science are brought about by a new and bold imagination.科学最伟大的进步来源于崭新而大胆的想象力。

Unit 2 Travelling AroundSection A Reading and Thinking教学设计科目：英语课题：Section A Reading and Thinking课时：1课时教学目标与核心素养：知识目标：Know more about Peru in geography, history and famous travel destinations.能力目标：Master the features of the encyclopedia and the travel brochure.情感目标：Express your own ideas on the given topics by critical thinking.教学重难点教学重点：Master the features of the encyclopedia and the travel brochure.教学难点：Express your own ideas on the given topics by critical thinking.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：活动目的：二、While-class教师活动：观察PPT并回答上面的问题：1. Which is the capital of Peru?2. Which of these is the flag of Peru?3. Which is the currency of Peru?教师活动：Read the text on page 26 and guess: What types is it: encyclopedia or brochure? Complete the notes based on the above text.Read the and pictures about the text TRA VEL PERU and try to answer the following questions:1. What types is it: encyclopedia or brochure?2. What kind of information does it provide for tourists?答案：1.It is a brochure.2.(1) How to get to the destination.(2) Hotel information.(3) Introduction about tourist attraction and local specialty.3. Read the text and fill in the table. Then discuss the questions below with a partner.Read the text again and decide whether the statements are true (T) or False (F).1. People can explore the rainforest and enjoy some rare and unusual plants and animals in Amazon Rainforest.2. Tourist will drive cars to go through the Andes Mountains on the way to the city of Machu Picchu.3. Inca builders cut stones to exact sizes so that these perfect fit of stones can hold walls together.4. Uros usually use water plants to make their homes.5. In Cusco, people will visit the museums, admire the architecture, stay with a local Uros family, enjoy the excellent local food, and go shopping at the local markets.答案：TFTTFComplete the passage with the correct forms of the new words from the two texts.Cusco is a popoular d_________ for tourists, because of its u_______ place in the history of South America. Cusco was the capital city of the Inca E________ which was the most powerful in South America until the 1500s. There are two especially interesting things to a________ about the Inca civilisation. The first is the roads and p______ they built to connect their important cities. These Inca roads were made up of two north-south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their o________. Second, the Incas built wonderful cities full of amazing architecture—but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!三、After-classImagine one of you works in a travel agency, please recommend your favorite tour(s) to your customers who would like to travel Peru for their holiday.作业布置：完成同步课时作业。

Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon?I beg your pardon?I don’t understand.Could you say that again please?Sorry, I can’t follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。

新人教版必修一Unit 2 Reading and Thinking教案课题UNIT 2 TRA VELLING AROUNDPeriod 2 Reading and Thinking学科英语班级授课教师教学目标1. Students can learn about the famous scenic spots and cultural features of Peru.2. Read an encyclopedia entry and travel brochure about Peru for more details.3. Practise the skill of identifying the types of the two texts about Peru.4. Students can learn some new words and expressions and use them in the context.教学主题该板块的教学主题是“探索秘鲁”（Explore Peru）。

学生通过观看视频、阅读有关南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后要完成根据游客的兴趣爱好推荐合适的旅行路线的任务。

该板块的活动模拟现实生活中人们通过阅读旅游宣传册或者其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制订旅行计划做好准备。

教科书选择具有南美风情和特色的国家——秘鲁为目的地，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。

该部分除了文字以外，还提供了图片、地图、视频等多模态形式的语篇，培养其看的能力。

教学重点引导学生掌握介绍性文本和旅游宣传册的结构特征、文体特征及语言特点，了解秘鲁旅游资源及文化特色，形成个人见解。

教学难点1. 让学生快速阅读语篇以获取文章关键信息，预测文本内容，概括段落大意。

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。

2024年人教版高一英语必修一unit2教案一、教学目标知识与技能学生能够掌握本单元的基本词汇和表达，包括描述人物特征、爱好、日常活动等。

学生能够熟练运用本单元的重点句型，进行简单的自我介绍和询问他人信息。

学生能够理解并运用本单元的阅读材料，获取文章中的关键信息。

过程与方法培养学生通过合作学习，共同解决问题的能力。

鼓励学生通过小组讨论、角色扮演等方式，积极参与课堂活动，提高英语应用能力。

引导学生在完成课堂任务的过程中，学会自主学习和探究学习。

情感、态度和价值观激发学生学习英语的兴趣和热情，增强他们的自信心。

帮助学生树立积极向上的学习态度，鼓励他们勇敢面对挑战。

培养学生的跨文化意识，使他们能够尊重并理解不同文化背景的人。

二、教学重点和难点教学重点本单元的重点词汇和表达，如描述人物特征的形容词、谈论日常活动的动词短语等。

本单元的重点句型，如使用“be good at”谈论某人的特长，使用“spend time doing sth.”描述日常活动等。

阅读材料的理解和应用，包括从文章中提取关键信息、理解作者的意图等。

教学难点对于某些生僻词汇的理解和记忆。

对于某些复杂句型的掌握和运用。

在阅读材料中，对于深层含义和文化背景的理解。

三、教学过程导入新课通过展示一些图片或视频，引导学生讨论图片中的人物特征、活动等，激发他们的兴趣和好奇心。

提出一些与本单元主题相关的问题，让学生思考并回答，为后续的学习做好铺垫。

词汇和句型学习教师呈现本单元的生词和短语，并解释其意义和用法。

通过例句和练习，让学生熟悉并掌握本单元的重点句型。

鼓励学生运用新学的词汇和句型进行自我介绍或描述他人，以检验他们的掌握情况。

阅读理解教师引导学生阅读本单元的阅读材料，并帮助他们理解文章的大意和细节。

通过提问和讨论的方式，让学生分析文章的结构、作者的意图以及文章中的深层含义。

鼓励学生将阅读材料与自己的生活经历联系起来，进行拓展思考和表达。

语法讲解与练习教师对本单元的语法知识进行系统讲解，包括时态、语态、非谓语动词等。

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

高中英语必修知识点1《Unit 2 English around theworld》人教版教案高中英语必修知识点1《Unit 2 English around the world》人教版教案学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。

下面和xx小编一起看看有关高中英语必修知识点1《Unit 2 English around the world》人教版教案。

《Unit 2 English around the world》教案1教学准备教学目标Teaching aims:1） Get the students to master some important words， phrases and sentence patterns.2） Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of more than ， come up， over， be based on，present， a/ the number ofTeaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one 不止一个eg：More than one girl in this school holds such a view.more than one 后跟___________，作主语时，谓语动词要用______。

more than1）. more than +num（数词） :overShe showed the visitors around the museum，__________________________________________________________________________（其建造花了3年多时间）2）more than +n: not onlyMusic is more than just a sound--- it s a way of thinking.3） more than +adj/v : very听到这个消息我很高兴。

Unit 2 Travelling Around Period 1Listening and Speaking 教案教材分析：This teaching period mainly deals with listening and speaking. Students are expected to learn how to listen to people who discuss their plans and know some pronunciation skills. The teachers are expected to enable students to master some listening and speaking skills.教学目标：Knowledge objectives: Enable students to acquire the basic usage of some words and phrases.Skill objectives: Enable students to have a good understanding of listening skills. Emotional objectives: Develop students’sense of cooperative learning and individual capability.Thinking quality objectives: Inspire students’ spirit of patriotism.教学重难点：Listen to people who discuss their travel plans.Grasp some listening skills and the rules of pronunciation.Unit1 2 Travelling AroundPeriod 2 Reading and Thinking教学设计The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.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.1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.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 take 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 Consolidation Language 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。

人教高中英语必修一Unit2Listening and Speaking教学设计1.教学内容What:本课材料主题为“准备好去旅行”（Get ready to travel）。

听力文本由两段对话构成。

第一段对话中Meilin向Paul介绍自己的叔叔与婶婶要去欧洲自由行的计划，谈到目的地国家、出行方式、以及出国旅行的必要准备工作。

第二段对话中Paul向Meilin 介绍自己与父母去云南丽江旅行的计划，谈到了去丽江的原因、当地天气、计划参观的景点，以及准备的衣物等。

Why: 学生通过听两段对话了解旅行前要做哪些准备，最终能与同伴分享自己的旅行计划。

此外该板块选取了国内和国外不同景点，既能增强学生爱国情怀，又能开阔学生的国际视野。

How: 活动1是听前活动，激活学生关于旅行的相关背景知识，列出的八个短语是精选出的有关行前准备的常用搭配，学生在语境中学习并体会这些短语，以备口语输出之用。

活动2-4是听力活动，检测学生捕捉细节信息与获取主旨大意的能力，同时渗透听关键词的策略。

活动5是听后的口语表达，与同伴分享自己的旅行计划和行前准备，培养其制定计划的能力和语言表达的能力。

2.学情分析高一学生英语听力在初中已有一定经验，具备一定能力，但在具体听的微技能上缺乏系统训练，听的有效性有待进一步提高，此外由于中考没有口语考查，因此口头表达相对较弱。

但是处于青少年期的学生，思维活跃，活泼好动，喜欢交流和表达，好奇心强，乐于接受新鲜事物，相信通过系统练习，学生的听说能力会逐步提高。

3.课时目标（1）在语境中学习理解词块并能简单应用。

（2）通过听力练习，能抓住关键词，理解听力文本大意。

（3）使用本单元所学词汇和结构表达将来的计划，并能与同伴分享旅行计划。

（4）了解一些有关旅行前要准备的东西，形成制定计划时全面考虑、系统安排的意识。

4.教学重点难点听出关键词并根据关键词抓住材料的主旨大意；掌握有关行前准备的常用表达。

5.教学过程6.板书设计。

高中英语必修一unit2教案教学设计教学设计：高中英语必修一Unit 2教学目标•理解并掌握本单元的重点词汇和短语•能够听、说、读、写有关本单元话题的基本内容•能够运用所学知识，描述人的外貌和性格特点•能够运用所学知识，谈论日常活动及学习计划教学准备•多媒体课件和投影设备•单元课本和相关教学素材•学生课前作业和学习笔记教学过程第一课时：词汇与短语学习1.导入新课，引出本单元的话题。

2.学生小组活动，根据已学知识，合作完成一个名词、形容词和短语的分类表。

3.教师板书、解读生词，画重点。

引导学生进行发音、拼写练习。

4.学生个人积极思考，用新词汇设计并表达三个有关自己或他人的句子。

鼓励学生使用所学短语。

第二课时：听说训练1.多媒体呈现听力材料，引导学生仔细聆听，并回答问题。

2.学生小组活动，就所听内容展开讨论，鼓励使用本单元的语言表达。

3.随机选择几位学生进行口头表达，展示听说能力，鼓励合理使用本单元的词汇和短语。

第三课时：阅读理解1.学生们阅读本单元的阅读材料，理解文章并挑选关键信息填写阅读答案。

2.学生小组合作，分享阅读理解中的收获，提出问题并交流解决方法。

3.进行小组间的问答竞赛，检验学生对文章内容的理解程度。

第四课时：语言运用1.学生小组活动，运用本单元的句型和短语，设计对话，描述自己的外貌和性格特点。

2.学生交替演练对话，注意语音语调及地道语言表达。

3.分组进行对话展示，班级评价。

教师进行点评，给予表扬和改进建议。

第五课时：写作训练1.学生小组合作，回答书本上的写作任务并撰写一个自我介绍。

2.提供写作指导，引导学生用自己的语言描述自己的外貌、性格和兴趣爱好。

3.学生小组内交流修改，改善写作表达，力求完整、准确和连贯。

扩展活动•学生自主阅读与本单元话题相关的文章或故事，并进行相关讨论与交流。

•学生小组合作，准备一个小剧本，围绕本单元话题展开表演。

课堂反馈•学生个人语言表达能力的提高情况•学生对本单元话题的理解和掌握程度•学生学习及表现的积极性和参与度。