高中英语Unit2Englisharoundtheworld(第1课时)教案新人教版必修1

This article is about the Michael Jackson song. For the concept in Jewish moral philosophy, see Tikkun olam."Heal the World" is a song from Michael Jackson's album Dangerous, released in 1992.In a 2001 Internet chat with fans, Jackson said that "Heal the World" is the song he was most proud to have created. He also created the Heal the World Foundation, a charitable organization which was designed to improve the lives of children. The organization was also meant to teach children how to help others. This concept of 'betterment for all' would become a centerpiece for the Dangerous World Tour.ReceptionThe song reached number two in the UK Singles Chart in December 1992, kept off the number one position by Whitney Houston's "I Will Always Love You". It peaked number 27 on the Billboard Hot100. AllMusic editor Stephen Thomas Erlewine called this song "middle-class soft." David Browne of Entertainment Weekly praised the song: "And when his voice isn't competing with drum machines, it has rarely sounded stronger-achingly pure on Heal the World," Rolling Stone's Alan Light was not satisfied, calling it "a Hallmark-card knockoff of "We Are the World." Michael Joseph Jackson (August 29, 1958 – June 25, 20xx) was an American singer, songwriter, and dancer. Dubbed the "King of Pop", he was one of themost popular entertainers in the world, and was the best-selling music artist at the time of his death. Jackson's contributions to music, dance, and fashion alongover four decades.The media has commonly referred to Jackson as the "King of Pop" because, throughout his career, he transformed the art of music videos and paved the way for modern pop music. For much of Jackson's career, he had an unparalleled worldwide influence over the younger generation through his musical and humanitarian works. His music and videos, such as Thriller, fostered racial diversity in MTV's roster and steered its focus from rock to pop music and R&B, shaping the channel into a form that proved enduring. Jackson's work continues to influence numerous artists of various music genres. He is recognized as the Most Successful Entertainer of All Time by Guinness World Records.。

Unit2Englisharoundtheworld（人教版高一英语上册教案教学设计）Teaching Goals:1. to learn about differences between American and British;2. to learn about communication skills;3. to use reported requests: He asked me to…4. to use reported commands: She told me to…5. to write a passage comparing AE and BE.Teaching Key points:1. to know how to use reported requests and commands;2. to know some differences between AE and BE;3. to write a passageTeaching difficult points:1. to grasp some changes when using Indirect Speech;2. to write a passage;3. to learn to use the following phrases:1) all the way2) a language spoken…3) the majority of ….4) in total5) the number of…6) except for…7) with + n. + doing…8) have a good knowledge ofThe First PeriodTeaching Aims:1. to know some differences between AE and BE;2. to complete listening practice;3. to revise Indirect Speech.Teaching procedures:Step One Lead-in1. ask the Ss how many countries speak English and whether they speak the same English language.2. introduce the characters of the dialogue to the Ss.Step Two Warming up1. the Ss look at the picture and read the dialogue and answer the questions:1) what is it that Joe can’t find in the bathroom?2) Why can’t he find it?2. introduce some background knowledge to the Ss.AE: in the “bathroom” there must be a toilet but may not be a bath or a shower.BE: in the “bathroom” there must be a bath or a shower but may not be a toilet.Dif ferent ways of expressing “toilet”BE Toilet, public toilet, lavatory, WC(water closet) gents/ladiesAE Restroom, washroom men’s room/ ladies’ room3. Key points:1) fly all the way direct = have a straight flight2) make oneself at home = be at home/ feel at homeOur hostess made us all feel quite at home.She asked us to make ourselves at home.Step Three Listening1. Listen carefully to the tape and write down the house rules.2. check the answers with the Ss.Step Four Speaking1. ask the Ss to practise Dialogue 1 in pairs2. Complete the following sentences using Indirect Speech.1) Emily asked Karen _________________________2) The teacher asked Karen and Emily ____________3) Karen told the teacher that Emily had asked her ___________3. ask the Ss to practise Dialogue 2 in pairs.4. Complete the following sentences using Indirect Speech.1) Ms Smith told Harry _______________________.2) Harry asked Ms Smith ______________________3) He also asked her ___________________4) Ms Smith told Harry not ______________________.Step Five Free Talk1. ask the Ss to think of another situation and make up another dialogue. Try to use the communication expressions: (tips: page 14)1) Can you…2) Could you please ….3) What do you mean by …4) How do you say …5) I beg your pardon?Step Six Workbook1. the Ss do the talking practice on page 91.Step Seven Assignments1. the Ss make their own dialogues in pairs.The Second PeriodTeaching Aims:1. to promote the Ss’ abilities of reading comprehension;2. to know the importance of studying English;3. to learn to use the following phrases:1) the majority of…2) in total3) the number of…4) except for….5) without being…6) with +n. + doing…Teaching procedures:Step One Revision1. Ask the Ss to act out their own dialogues.2. ask the Ss to report what they hear by using Indirect Speech.3. revise the useful expressions:1) what do you mean by….?2) I beg your pardon?3) How do you pronounce….?Step Two Pre-reading1. ask the Ss questions:1) How many languages do you speak?2) Which is your native language?2. ask the Ss to discuss:1) If you speak more than one language, in what situations do you use the languages?2) How widely is English used?Step Three Reading1. ask the Ss to read through the passage quickly and find the answer to this question:How many people learn English as a foreign language?2. the Ss read the passage again and answer more questions:1) Why is it becoming more and more important to have a good knowledge of English?2) In which countries do we find more native speakers of English?3) Give two examples about using English every day indifferent situations.Step Four Key points1. a language spoken all around the worlda nice glass broken last week2. the majority of peopleThe majority of students like to play football.3. in total = in all4. a number of …./ the number of….1) A number of people learn English as a second language.2) The number of people is more than 750 million.5. except for…/except1) He answered all the questions except the last one.2) We go there every day except Sunday.3) Except for one old lady, the bus was empty.4) Your compositions is good except for some spelling mistakes.Notice:1) He answered the questions except for /except the last one.2) We go to bed before ten, except in summer.6. without + n. /doing..1) You can’t pass the examinations without working hard.2) You should check the oil before starting the car.3) I look forward to hearing from you.7. with +n. + doing..1) With the old man leading the way, the soldiers walked towards the forest.2) She felt nervous with so many people looking at her.Step Five Reading1. the Ss read through the passage loudly.Step Six Consolidation1. the Ss complete the summary on page 11.2. check the answers with the Ss.3. the Ss match the words on page 11.4. check the answers with the class.Step Seven Workbook1. the Ss do the vocabulary practice on page 92.Step Eight Assignments1. Do Ex. 3 on page 93 in their exercise books.2. Do additional exercises.The Third PeriodTeaching Aims:1. to grasp the patterns about requests and commands;2. to grasp the patterns about reporting requests and commands.Teaching procedures:Step One Revision1. check the homework with the Ss.2. revise the changes in Indirect Speech.1) tenses.2) pronouns;3) word orders;Step Two Presentation1. present the sentences:Sit down ------Please sit downDon’t stand here ----- Please don’t stand here.Give me the book ---- Could you give me the book?2. ask the Ss to tell the differences between these two columns.Teach requests and commands(orders)requests: ask sb. to do sth. in a very polite way.3.part one, page 12. Decide which is a request and which is a request.Requests: 1) 3) 4) 5)Demands: 2) 6)Step Three Direct Speech and Indirect Speech1. give examples to the Ss:1) “Could you help me with my homework?” she asked.---- She asked me to _____________________________.2) “Put your coat in the closet,” he said to me.---- He told me to put my coat in the closet.3) “Please don’t stand here,” He said to them.---- He asked them not to stand there.4) “Don’t stand here,” he said to them.---- He told them not to stand there.2. The Ss change the other four sentences.3. the Ss change the sentences into Direct Speech.4. check the answers with the studentsStep Four Practice1. work in pairs. Turn them into commands and requests.Examples:1) buy some bread for her.Direct Speech Indirect SpeechBuy some bread for her. She asked me to buy some bread for her.Could you please buy some bread for her? She told me to buy some bread for her.2. the Ss practise in pairs.3. ask some Ss to report their work.Step Five WorkbookThe Ss do the grammar exercises on page 33.Step six AssignmentsDo part 2 in their exercise books.The Fourth PeriodTeaching Aims:1. to revise the language points the Ss have learned;2. to get some feedback from the Ss.Exercises for revision:一. 单项选择1. The word "write" has the same pronunciation ______ the word "right".A. ofB. asC. toD. from2. -May I have a look at your new bike?-Yes. But it's the same ____ yours.A. withB. toC. asD. like3. We all write ______, even when there's not much to say.A. now and thenB. by and byC. step and stepD. more and more4. Jim has some _____ learning Chinese.A. difficulty onB. difficulties withC. difficulties atD. difficulty in5. Are you interested in _____ English or ______ English?A. speaking...writingB. spoken...writtenC. speaking...writtenD. spoken...writing6. What is the answer ______ the question.A. forB. ofC. toD. about7. _____ English words come from foreign language.A. The great manyB. A great manyC. The great many ofD. A great many of8. -What does "medicine" mean in this sentence?-_____.A. YesB. SorryC. PardonD. Excuse me9. Written English is ______ the same in both Britain and America.A. more or lessB. more and lessC. more and moreD. less or less10. The reason for his absence(缺席) is ____ he missed the early bus.A. thatB. whyC. becauseD. for(BCADB CBCAA)二.阅读理解(A) "Learning a language is easy. Even a child can do it!"Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely (相反), some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: "Read as much as you can in the new language." "Practice speaking the language every day." "Live with people who speak the language." "Don't translate -try to think in the new language." "Learn as a child would learn; play with the language."But what does a successful language learner do? Language learning research shows that successful language learners aresimilar in many ways.First of all , successful language learners are independent learner. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it .What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined(概括) above.1. A successful language learner must __________A. be very intelligentB. depend on a good book or teacherC. try always to speak correctlyD. try to learn the new language independently, actively, and purposely2. Which of the following would most probably not be a piece of advice offered by a language teacher?A. Never guess the meaning of a word.B. Don't translate----try to think in the new language.C. Find every chance to speak the language.D. Read as much as possible in the new language.3. The expression "play with the language" in Para 4 means to ______.A. learn the language to play with a childB. learn the language from a childC. learn the language in a more natural wayD. use the language as a toy4. According to Para 7, thinking in the language is more important than knowing the meaning of everyword of the language. Why ?A. Knowing the meaning of every word is useless.B. Thinking in the language is easier than knowing the meaning of every word.C. Knowing the meaning of every word requires more timeD. When thinking in the language, you are using the language in an active way.5. The word " techniques" in the last line of the text can not be replaced by _______.A. methodsB. skillsC. toolsD. reasons(B) The first time I sold a painting was during an art show. I was satisfied with all the people who stopped at my booth(摊位), only to leave without buying anything. One couple, kept returning to admire a particular painting, and they finally decided to buy it.My first sale! Someone did like my work. Then, as they walked away, I heard the woman say,” Won’t Grandma’s wedding portrait look wonderful in this frame (框)?"6. No one would buy the painting because his painting were_______.A. good-looking but of no useB. so expensive that no one could afford toC. not good enough to be worth buyingD. very cheap but wonderful7. That particular painting was ____.A. valuable and was admired by all the peopleB. worth the moneyC. able to be used for weddingD. of no artistic value8. The couple bought the painting__________.A. and were going to put it beside their grandma's wedding portraitB. and was going to put it in the frame in place of their grandma's wedding portraitC. and then took the painting away from the frame and put their grandma's wedding portrait inD. that looked exactly the same as their grandma's wedding portrait9. From the passage we can see that________.A. all his paintings were set in frames on saleB. all the paintings were wonderfulC. nobody bought a paintingD. no one but a couple was attracted by the beautiful paintings10. From the passage we know that________.A. none of the painting was any goodB. there was no beautiful painting except that particular oneC. not all the painting were poorD. if his paintings had been good, they might have been sold out(DADDD CDCAA)The Fifth PeriodTeaching Aims:1. to know some differences between AE and BE;2. to write a short passage about AE and BE.Teaching procedures:Step One Revision1. check the homework2. revise Indirect Speech by asking the Ss to report what the teacher says.1) Please say it again.2) Could you please not stand here?3) Get out of my way.4) Don’t talk in class.Step Two Reading1. the Ss read the first passage quickly and answer this question:What differences do the two languages have?2. Read carefully and do the multiple choices on page 13.3. check the answers with the Ss.4. useful expressions:1) come about2) an answer to this question3) stay the same4) while5) in the same way6) end up with7) have difficulty in doing4. the Ss read the second paragraph and fill in the chart. words borrowed fromcent old French5. study the following and make sentences:1) over centuries2) One of the reasons is that ….3) bring inStep Three Writing1. Write a passage comparing AE and BE.1) What do you know about AE and BE?2) What differences do they have?3) Which do you like better? Why?2. ask the Ss to discuss how to organize their writing in pairs3. ask some pairs to report their work.4. the Ss write a passage.Step Four AssignmentsThe Ss write their passage in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to get some feedback from the Ss.Exercises for Unit Two:一.用所学的单词填空:1. When writing an article, you should pay attention to g____ mistakes as well as spelling.2. The teacher’s e____ makes him feel full of strength.3. To study the international s____ is very important for a diplomat (外交官).4. With the d____ of modern science, people’s living conditions are better and better.5. Before the party, he sent out a lot of i____.6. The modern army are all e____ with high-technique (高科技) weapons.7. Can you give me a vivid (生动的) d____ of what you have seen about the film?8. The teacher’s p____ plays a very important role in a student’s growing-up.9. To set up good s____ relations is very important for everyone.10. Though his knowledge is very l____, he pretends to be a know-all.二.单项选择:( )1. ____ impressed me most was ____ streams of cars went on every road.A．That, that B．What, that C．It, / D．Which, it( )2. You ____ after a long distance. ? Yes, I need a good rest.A．must tire B．must be tiredC．must have been tired D．must have tired( )3. The cost of living last month ____ 200 yuan.A．added up to B．added C．adds D．add to( )4. Mr. Johnson works in a hospital, and the heart ward is____.A．in the control B．in control of him C．in his control D．in control( )5. Move off the box, please. It stands ____.A．in my way B．on my way C．by the way D．in a way( )6. I’m sorry to have troubled you. ? ____.A．All right B．Never mind it C．Not at all D．That’s all right( )7. ____ all the vegetables to go bad, he sold at half price.A．In stead of B．Rather than C．Would rather D．Had better( )8. He had done his best to do it, but he failed ____.A．at all B．after all C．in all D．above all( )9. They have no idea at all ____ by the police.A．why he was questioned B．that why was he questioned C．the reason why he was questioned D．of the reason that he was questioned( )10. Finally the chief handed everything ____ he had stolen to the police.A．after B．what C．whatever D．that( )11. Have you made up your mind ____ for your holiday.A．what to do B．to do what C．what are you going to do D．what you are going( )12. Do you still remember the lecture given by that famous musician? Yes. ____.A．Never I shall forget it B．Never shall I forget itC．Neither shall I forget it D．So do I( )13. Was it at a theatre ____ Lincoln was murdered?A．where B．in which C．that D．which( )14. It seems to me that she is not the same person ____ sheused to be.A．whom B．that C．as D．the( )15. ____, she couldn’t say even a word.A．Excited B．Being excited C．Exciting D．Being excite三. 阅读理解Thomas Lagos graduated from Wittenberg University in Ohio in only one year. His father, Greek immigrant (移民), said “whatever Tommy do, he like to do fast.”Thomas studied at Showee High School. He taught himself to read 750 words a minute. While he was in high school, he took 15 1/2 of the 36 credits (学分) he needed to graduate from university. He took another 12 credits at the university simply by taking examination without attending the courses. The remaining credits he took by the old-fashioned method of attending classes.His grades were an average straight A (平均全优), so he graduated with greatest honors. Now, at the age of 19, he has entered the graduates school (研究院) of Michigan University.( )1. Thomas Lagos is ____.A．a Greek B．An AmericanC．an immigrant D．an American living in Greece( )2. Thomas’ father ____.A．doesn’t speak English B．speaks English perfectlyC．is an Englishman D．speaks English poorly( )3. While in high school, Thomas ____.A．completed his university studies B．took most of his university creditsC．finished nearly half his university credits D．did no university studies( )4. The number of credits Thomas took by attending university courses was ____.A．36 B．15 1/2 C．12 D．8 1/2( )5. Thomas entered Wittenberg University ____. A．at the age of 18 B．at the age of 19C．in one year D．with greatest honors。

人教版高中英语必修第一册 《Unit 2：English around the World》教案一、教学目标1.知识目标o学生能够掌握与英语在世界各地的发展和差异相关的重点词汇和短语，如 “official, voyage, native, actually, base” 等。

o学生能够理解并运用描述英语在不同地区特点和变化的句型。

2.技能目标o学生能够听懂有关英语在全球使用情况的对话和讲座，并提取关键信息。

o学生能够阅读并理解介绍英语在世界各地演变的文章。

o学生能够用英语简单比较和阐述不同地区英语的特点。

o学生能够就英语的全球化影响进行讨论和书面表达。

3.情感目标o培养学生对英语语言多样性的认识和尊重。

o激发学生学习英语的兴趣和动力，了解其作为全球通用语言的重要性。

二、教学重难点1.教学重点o重点词汇和短语的准确理解与运用。

o课文中关于英语在世界各地发展和变化的内容理解。

o引导学生用英语描述不同地区英语的差异。

2.教学难点o帮助学生理解英语语言变体背后的文化和历史原因。

o培养学生在讨论和写作中清晰表达对英语全球化的观点。

三、教学方法1.对比分析法：对比不同地区英语的特点，加深学生的理解。

2.案例教学法：通过具体实例，讲解英语的变化和差异。

3.小组合作法：组织学生分组讨论，共同探究问题。

四、教学过程（一）导入（5 分钟）1.展示不同国家或地区人们说英语的视频片段。

2.提问学生：Did you notice any differences in the way they speak English?（二）词汇教学（10 分钟）1.呈现本单元的重点词汇和短语，结合具体语境进行讲解。

2.通过词汇游戏，如词汇配对、猜词义等，巩固词汇记忆。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。

2.提出引导性问题，如：What do you think the passage will talk about English around the world?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨大意。

UNIT 2 English Around the WorldTeaching aims and demands:1.Topic:English language and its development; different kinds of English2.Vocabulary:include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, blockeful expressions:play a role in, because of, come up, such as, give a command, play a part4.Function: language difficulties in communicationPardon? I beg your pardon? I don’t understand.Could you say that again, please? S orry, I can’t follow you.Could you repeat that, please? Can you speak more slowly, please?5.Grammar: imperative sentences and its indirect speechOpen the door. Please open the door.Would you please open the door? He told me to open the door.Warming upTeaching Aim:1. Ss will be able to know some differences between British English and American English.2. Ss will be able to master some usages of the words and phrases.Teaching procedures:Step 1 Lead-in (Start with a free chat with Ss about learning English.)T: How many years have you learnt English? How many languages do we speak?What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)Do you think it necessary for us Ss to master such a foreign language?(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)In which countries is English used as the native language? Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOAStep 2 discussionActivity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.Activity 2. Ss guess which of the following words is British English and which is American English:apartment/flat bathroom/toilet can/tin candy/sweetcheck/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ postmom/mum movie(film)/film pants /trousers repair/mendsick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrolStep 3 warming upT: Now let’s enjoy a dialogue between two foreigners.T: Which language do they speak? Why do they misunderstand each other?(There exist differences between Englishes. The different Englishes make up the world Englishes.)Step 4 discussion1.Do we need to learn both British and American English?2.What kind of English would you like to learn?3.Why?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.ReadingTeaching aim:a) Ss will be able to know the development of English and feel the role that culture plays in the change of language. b) Comprehend the whole passagec) Ss will be able to know how to get the key sentence of a paragraph.Teaching procedures:Step 1 lead inAsk students several questions in the form of brain storming.1.Do you know the countries where people speak English? List them on a pieceof paper.2.What are the two main groups of English?3.Do you know the differences between British English and American English?4．Do you know the history of English?Step 2 fast readingEnglish is not only different from country to country, but also different from what it was before. Read the title “the road to modern English〞 and predict (预测) what the passage is mainly about?T: Scan the text to find or make out a key sentence for each paragraph.Let the students find out key sentence of each paragraph or ask them to summarizeStep 3. Intensive readingT: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:How did old English develop into modern English?Why does English change all the way?What other Englishes developed from the old English?(1). Give the three major periods of the development of English.the end of the 16th century-------- the next century ------------ todayWho promoted the spread of English?People. When they moved, they carried English to different places.(2) T: Although they speak English, yet sometimes they can not understand each other well, why?--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)(3) T: How do these differences come about? (Why does English change over time?)--------- Because of cultural communication.Ask ss to find out the characteristics of each time according to the time axis.AD450-1150: German 1150-1500: less like German; more like FrenchIn the 1600’s: Shakespeare’s English The time ADEL was written: American EnglishLater: Australian English(4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language?---------- South Asia, India, South Africa, Singapore, Malaysia and China.Activity 1. fill in the chartActivity 2. Answer the following questions(1)What is the clue of the passage?(2) Why does India have a very number of English speakers?(3) When did people from England begin to move to other parts of the world?Activity 3: Choose the correct answers.Step 4 Post-ReadingT: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “ Only time will tell〞.T: How do you understand this sentence?---------- It means that something can only be known in the future.T: What can you infer from this sentence about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.Step 5. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes tohelp us even if he is very busy.2)communicate with: exchange information or conversation with other people:He learnt to use body language to communicate with deaf customers.3)actually=in fact: used when you are adding new information to what you havejust said: We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell: to say that something can only be known in the future:Will China’s nati onal football team enter for the next finals of the World Cup? Only time will tell.Step 6 DiscussionWork in groups. Discuss the question and then ask two groups to report their answers to the class.Step 7 Homework1. Read the passage as fluently as you can.2. Find out some words and sentences you think are beautiful and recite them.3. p11.ex2.3.4Vocabulary and Useful ExpressionsWarming up1.They are called world Englishes and they include Canadian, British, American,Australian and Indian.include: v. 包括，包含e.g. The price includes service. 这个价钱包括服务费。

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

2.掌握不同英语变体的特点。

3.培养学生对英语学习的兴趣和跨文化意识。

二、教学重难点
1.重点：英语的全球分布和变体特点。

2.难点：理解不同英语变体之间的差异。

三、教学方法
多媒体教学法、对比分析法、讨论法。

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

2.知识讲解
（1）介绍英语在全球的分布情况。

（2）讲解不同英语变体，如英式英语、美式英语、澳式英语等的特点。

3.对比分析
（1）对比不同英语变体在发音、词汇、语法等方面的差异。

（2）通过例子让学生感受差异。

4.小组讨论
（1）讨论不同英语变体对交流的影响。

（2）分享自己对某种英语变体的喜好及原因。

5.文化拓展
（1）介绍英语国家的文化差异。

（2）培养跨文化意识。

6.课堂小结
总结英语在世界的地位和不同变体的特点。

7.作业布置
（1）收集不同英语变体的例子。

（2）写一篇短文介绍自己对英语变体的认识。

Unit 2 English around the worldWarming up教学目标〔teaching aims〕student’s book; warming up能力目标(ability aim)a. Enable students to talk about the world Englishesb. Enable students to talk about the differences between Am. English and Br. English语言目标(language aim)more than; include; play an important role; because of; international; native; elevator; flat; apartment; rubber; petrol; gas;教学重难点(Teaching important points)a. Students learn about the world Englishes and the differences between Am. English and Br. English.b. Students can understand the jokes caused by the misunderstanding of different Englishes. 教学方法(Teaching method)a. Individual, pair or group work to finish each task.b. Listeningc. Discussion教具准备(Teaching aids)a puter; a tape-recorder; a projector教学步骤(Teaching procedure)Step I. Leading-inFun time: warm the students up by asking them to greet each other with their dialects. At the same time, lead the students to think about the topic of this unit--- “language〞.Step II. Warming up.A quiz about the national flag of countries speaking English as their first or second language .Lead the students to the topic “ English Around the world〞.Ask the students to think about the question about the “world Englishes〞.Step III. Talking about “world Englishes〞, especially the differences between “American English〞 and “British English〞Listen to a dialogue between an American and an Englishman. And try to find out the cause of the misunderstanding between them.Talk about the differences between American English and British English.( mainly about vocabulary and spelling)Step IV. Speaking Task.Student make up a dialogue with a misunderstanding caused by the differences between “American English〞 and “British English〞 like the dialogue they listened to.Learning about Language教学目标〔teaching aims〕student’s book; Discovering useful structures能力目标(ability aim)a. Enable students to tell the differences between a request and a mand.b. Enable students to learn about the Indirect Speech( requests & mands)c. Enable students to use the Indirect Speech (requests & mands)语言目标(language aim)mand; request; retell; polite; bossIndirect Speech (requests and mands)教学重难点(Teaching important points)a. Students learn about the differences between a request and a mand.b. Students learn about the Indirect Speech( requests and mands)c. Students can use the indirect speech.教学方法(Teaching method)a. Individual, pair or group work to finish each task.b. Discovering the structure through examplesc. Practice教具准备(Teaching aids)a puter; a projector教学步骤(Teaching procedureStep 1. Warming-up (Revision)Warm the students up by asking them to go over the Direct Speech and Indirect Speech.. Do some exercises : change a statement or a question into Indirect Speech.Step 2. Talk about Request and mand.Talk about the polite and Impolite tune.Change the mands into Requests.Learn to give requests or mands according to the situations.Step 3. Talk about how to change a request and a mand into Indirect Speech.ask(ed) sb (not) to do sthtell/told sb (not) to do sthStep 4. Practise changing a request or a mand into Indirect Speech.Step 5. using the structure.A game: choose two students act as two robots. One listens to the requests, the other listens to the mands. Other students give either requests or mands, and the robots do what the students asked them to do.Exercises一．教学目标：(Teaching aims)Finish the exercises on the workbook1．能力目标：(ability aim)Enable the students to mand “mands and requests〞Through cooperative work find out correct answers themselves2．语言目标：(language aim)Full understanding of the readings二．教学重难点(Teaching important points)Understanding the main ideas of the passages三．教学方法(Teaching method)a. Fast and careful readingIndividual, pair or group work to finish each taskDiscussion四．教具准备(Teaching aids)a puter五．教学步骤(teaching procedure)Step 1.warming upStep 2: speaking task (Review mands and requests)Offer them situations and try to make dialogues with mands and requestsStep 3 :Do the “Reading〞 on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task〞 at p.51 and plete the form after it.Step 5: Group work:Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.。

Unit 2 English around the world教案(新课标版高一英语教案教学设计)Teaching aims and demandsGoals:1. Learn about differences between American and British English.2. Learn about communication skills.3. Use reported requests and reported commands.4. Learn to write a passage comparing American and British English.Useful expressions:Language difficulties in communicationCan you spell that, please? 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 … means? Can you say that in a different way?Useful phrases:make oneself at home in total except for stay up come about end up with bring in a great many at the same timeGrammar: Direct Speech and Direct SpeechTeaching plan I for Warming upI. Point out the new words and phrases: bathroom, Nancy, make yourself at home, towel.II. Ask students to listen to the tape.III. Ask two students to read the dialogue aloud, while other students also read.IV. Ask the students: what is it that Nancy thinks Joe wants?What is it that Joe is looking for? What is their misunderstanding about? (Answers: in American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a shower.V. Language points1. Oh, there you are. Now then, did you have a good flight?(1) There you are. 行了，好了a. 直译为“你在那儿”。

Unit 2 English around the worldObjectives:To understand the spread of English as a global languageTo develop reading, writing, and speaking skills in EnglishTo practice using new vocabulary related to the topicMaterials:Textbook: High School English People's Education Press New Curriculum Standard Compulsory 1 Handouts: vocabulary list, discussion questionsAudiovisual aids: video clips or images related to the spread of EnglishProcedures:I. Warm-upGreet the students and ask them how they are doing.Introduce the topic of English around the world and ask the students how they use English in their daily lives.Write their answers on the board.II. VocabularyProvide the students with a list of new vocabulary related to the spread of English.Pronounce each word, give the definition, and use it in a sentence.Ask the students to repeat the word after you and use it in a sentence.III. ReadingDistribute the reading passage from the textbook or other material related to English around the world.Ask the students to read the passage silently and underline any words or phrases they don't understand.After they finish reading, ask them to summarize the main idea of the passage.IV. DiscussionDivide the students into small groups and give them a list of discussion questions related to the reading passage.Ask each group to discuss the questions and write down their answers.After the discussion, ask each group to present their answers to the class.V. WritingAsk the students to write a short essay about the importance of learning English in today's world. Encourage them to use the new vocabulary words they learned in the lesson.After they finish writing, ask some students to share their essays with the class.VI. ConclusionSummarize the main points of the lesson and ask the students if they have any questions. Assign any homework, such as writing a blog post about their experiences with English orcreating a presentation about the spread of English in their country.Assessment:Participation in the discussion and group workQuality of the written essay about the importance of learning EnglishUse of the new vocabulary words in the essay.Extension:Ask the students to research the different varieties of English spoken around the world, such as British English, American English, Australian English, and so on. Have them create a chart or a presentation highlighting the similarities and differences between the different varieties.Have the students conduct a survey about the use of English in their local community. They can ask questions such as "How often do you use English?" and "What do you use English for?" Then, ask them to analyze their findings and present their results to the class.Organize a debate on the topic of whether English should be the global language. Divide the class into two groups, one arguing in favor of English and the other arguing against it.Homework:Ask the students to write a reflective journal entry about their personal experiences with English. They can write about a time when they struggled to communicate in English or a time when they felt proud of their English abilities.Have the students read a news article in English about a current event from a country where English is widely spoken. Ask them to summarize the article in their own words and discuss the implications of the event.Ask the students to watch a movie or TV show in English with subtitles and write a review of the show. They should include a summary of the plot, their opinions about the acting and directing, and any new vocabulary words they learned.。

Unit 2 English around the world 教案教学目标【知识目标】The different kinds of EnglishThe worldwide effect of speaking EnglishThe development of English【能力目标】To conclude the differences in various EnglishTo talk about the history of English【情感目标】Learn to get the importance of speaking EnglishLearn to know how to explore the history of language教学重难点【教学重点】To make up the timeline of the change of English【教学难点】Learn to get information referred to some famous event or people in the text 【考点同步解读】一、重点短语1. be different from 与…不同 be the same as 与…一样2. one another 相互，彼此（=each other）3. official language 官方语言4. at the end of 在…结束时5. because of 因为（后接名词或名词性短语）because 因为（后接句子）6. native speakers 说母语的人7. be based on 根据，依据8. at present 目前；当今9. especially 特别，尤其specially 专门地10. make use of 利用…make the best of 充分利用…11. a large number of 大量的，很多（作主语，谓语动词用复数）the number of …的数量（作主语，谓语动词用单数）12. in fact = actually= as a matter of fact 事实上13. believe it or not 信不信由你14. there is no such thing as…没有这样的事…15. be expected to …被期待做某事16. play a part/role in …在…起作用17. make lists of…列清单18. included 包括（前面接包括的对象）Including包括（后接包括的对象）19. command sb. to do sth. 命令某人去做某事command + that 从句（从句用should +V原20. request sb. to do sth. 要求某人做某事request + that 从句(从句用should +V原)二、语法----英语中的命令（command）语气和请求(request)语气命令语气：表示直接命令某人做某事，语气比较重，不怎么礼貌，一般用于上级对下级请求语气：表示请求某人做某事，语气比较缓和，非常礼貌【核心素养聚焦】本单元的中心话题是English language and its development, different kinds of English通过对世界英语这一话题的探讨，加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解，世界在发展，时代在前进，语言作为交流的工具，也随着时代的发展而变化，由于英语在世界上的广泛应用，它不断吸收、交融、容纳、创新，这就形成了各种各样带有地区特色的英吾。

高一英语 Unit2《English around the world第一课时》精品教案旧人教版第一册I．Brief Statements Based on the UnitAs we all know，English is a language spoken all around the world and English is mainly divided into British English and American English．Then how many countries are there in the world where the majority of the people speak English? What are the differences between American English and British English? How did these differences come about? We can get all the answers to these questions in this unit．Because the central topic for this unit is English around the world．The part of Warming Up introduces the similarities and differences between American English and British English in the form of a dialogue．Its listening part gives us a lot of expressions about “request and or der”．Speaking part chiefly practises changing direct speech about request and command into indirect Speech．In particular the rules of interchanges between them get strengthened in the grammar of Language Study in this unit．Reading part is an expository writing. It shows us much about English. We know more than 750 million people speak English as their native language or a second language．More than 750 million people learn English as a foreign language of the working language of most international organizations, trade and tourism．In the aspect of integrating skills, teacher should not only train the students’ reading ability, but also gradually improve student ability to write an expository article in English through practice.Ⅱ．Teaching Aims and Demands续表Ⅲ．Teaching Time：Five periodsⅣ．Background InformationAmerican English and British EnglishThe Americans and British use different greetings．In the USA the commonest greeting is “Hi!”．In Britain it is “Hello!” or“How are you?”．“Hi”is creeping into(不知不觉地进入)British．too．when they are introduced to someone，the Americans say，“Glad to know you．”The British say，“How d o you do?”or “Pleased t o meet you．”When A mericans say “Good-bye”, they nearly always add．“Have a good day．”or “Have a good trip，”etc．to friends and strangers alike．Britains are beginning to use “Have a good day”．The British usually use “have got”in the same of “have”．The Americans hardly ever do．Am.E：—Do you have a car／room，etc．?—Yes，l do．Br. E：一Have you got a car／room，etc．?—Yes．1 have．Finally, there are a number of differences between American and British English in the spelling of words．for example．check(US)／cheque(UK)，center(US)／centre(UK)． Many American words ending in “or”such as ho nor．vigor，labor are spelt in British English with an “o ur”like honour，vigour，labour． Many verbs in American English with “ize” or“izing” forms such as organize, realizing are spelt in British English with “ise” or “ising” like organize，realizing．In AmericanEnglish，“practice” is used as both a verb and a noun．In British English．the verb is spelt “practise”．and the noun “practice”．And in the main，American English avoids the doubling up of consonants(辅音字母)in nouns and verbs while British English does not．In American English，for example．one writes “travel．traveled，traveling，traveler”．It was once predictied that British and American English would become separate languages finally．But the opposite has happened．The links between the two countries are so strong that linguistically(语言上), and probably culturally too，they are closer together than ever．The First PeriodTeaching Aims:1. Learn a dialogue about American English and British English.2. Listen to a material.3. Do some exercises about sentence transformation.Teaching Important Points:1. How to improve the students’ listening ability.2. How to help the students to express their ideas freely.Teaching Difficult Point:How to use different sentence patterns to express one’s idea.Teaching Methods:1. Listening method to improve the students’ listening ability.2. Discussion method to help the students have a clear idea of what they’ve learned.Teaching Aids:1. a recorder2. a projector and some slidesTeaching Procedures:Step Ⅰ.Greetings and RevisionT: Good morning, everyone!Ss: Good morning, teacher!T: Sit down, please. In this class, I want to check your homework first, Please…(The teacher checks the students’ homework.)(The teacher and the students learn the new words and expressions of this period.The teacher give the explanations and examples if necessary.) Step Ⅱ.Warming up(The teacher shows the screen.)1. How many countries and regions are there in the world?2. How many languages are there in the world?3. How many languages are used as the working languages of the United Nations?T: Now, I’ll ask you some questions. The first question is: How many countries and regions are there in the world?S A: About two hundred.T: How many languages are there in the world?S B: It’s hard to say. I learned from a magazine that there were more than threethousand.S C: Perhaps more than five thousand, I remember.T: 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?S D: They are five. They are: Chinese, French, Russian, English and Spanish.T: In this unit, we’ll talk about English. Please open your books at Page 8.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?(The students read the text aloud and then have a discussion. The teacher joins them.)(A few minutes later.)T: Who can tell us the answer to the first question?S E: It is the toilet.T: Why can’t he find it?S F: Perhaps when Joe says“bathroom”,he means a place, where there is a toilet. But in Nancy’s eyes, it is a place where people can only have a bath. Am I right?T: Yes, you are 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 understand it.Step Ⅲ.ListeningT: Let’s do listening. Please turn to Page 9.Look at the picture and read the requirement.(After a few minutes.)T: Do you know what you should do after you listen to the tape?Ss: Yes.T: 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 some students to read their answers.)Answers: The landlady asked Mr. Brown1 to put his coat on a peg.2 to put his coat in the closet3 to take off his shoes.4 to put his umbrella in the umbrella stand5 to lock the door if he comes home after midnight.6 to be quiet after nine o’clock in the evening7 not to shower after nine o’clock in the evening.8 not to smoke in the bathroom9 to walk the dog10 to turn down the radio11 to speak quietly on the bathroom.12 to return the key of the front door13 to help her find a new tenant for the flat.T: Now let’s listen to another dialogue. First look at background and requirements on Page 91.（After a while, teacher plays the tape. Finally check the answers.）Answers to the exercises:1 English language, words, parties, touching, saying, Hello and Goodbye, driving2 True: 2 and 43 1 What; it like2 ring3 strange4 call5 funny6 remember; EnglandStep Ⅳ.SpeakingT: Please look at Speaking on Page 9.Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.(The students prepare the dialogues for a few minutes.)T: Are you ready?Ss: Yes.T: Who will give us the performance?S G.S H and S I: We’ll try.…(After the teacher asks the students to act the dialogue out.)T: Let’s complete the sentences. Who will do the first sentence?S J: Emily asked Karen to tell her how to pronounce“kilometre”.T: The second?S K: The teacher wanted to know what Karen and Emily were talking about and what her question was.S L: Karen told the teacher that Emily had asked her how to pronounce“kilometre”.T: Are they right?Ss: Yes, they are right.T: Now let’s complete the sentences in the second dialogue. One student, one sentence. Volunteer!S M: Ms Smith told Harry to talk those two pizzas to Mr. Thompson on Broad Street, Number 12.S N: Harry asked Mr. Smith to spell that name.S O: He also asked her to repeat the address.S P: Mr. Smith told Harry not to forget to buy her some ketchup on her way back.Step Ⅴ.PracticeT: We’ve just acted out two dialogues. Now make another dialogue for three students, using the situation similar to the one above. I’ll ask some students to act it out in three minutes. Three students a group. Let’s begin.(Three minutes later.)T: Are you ready?Ss: Yes, we all ready. Which group will be the first to perform? Will the first group give us a performance?(S a, S b and S c stand up.)S a: (To S b.)Give me a phone call when you have time.S b: I certainly will.S c:(To S b)What did he tell you?S b: He told me to give him a phone call when I had time.(The second group stand up.)S d: (To S e)Will you please tell me your telephone number?S e: It’s 6973877.S f: (To S e)What did he ask you to do?S e: He asked me to tell him my telephone number.T: Very good. Now repeat your dialogue again for each group.(The students repeat their dialogue in groups.)Step Ⅵ.Consolidation(The teacher writes the following sentences on the blackboard.)1.“___________,”he said.He told me not to drink too much.2.“Make sure to turn off the light before you sleep,”Jack said to his brother.Jack told his brother to ___________.3.“___________?”the little girl said.The little girl asked me to help her make a kite.4.“Please buy a pen for me,”he asked Tom.He asked Tom to ___________.5.“Be quiet!”he said to me.He told me to ___________.T: 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 answers later.Suggested answers:1.“Don’t drink too much,”he said.2. Jack told his brother to turn off the light before he slept.3.“Will you please help me to make a kite?”the little girl said.4. He asked Tom to buy a pen for him.5. He told me to be quiet.Step Ⅶ.Summary and HomeworkT: In this class, we have talked about something about English, listened some materials and done 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. Class is over…Step Ⅷ.The Design of the Writing on the BlackboardUnit 2 English around the worldThe First PeriodComplete the following sentences:1.“Don’t drink too much,”he said.He told me not to drink too much.2.“Make sure to turn off the light before you sleep,”Jack said to his brother. 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.The little girl asked me to help her to make a kite.4.“Please buy a pen for me,”he asked Tom.He asked Tom to buy a pen for him.5.“Be quiet!”he said to me.He told me to be quiet.Step Ⅸ.Record after Teaching____________________________________________________________________________________________________________________________。