高一英语人教课标unit 2的教案

Unit 2 English around the world说课教案Period 1Warming Up& Pre-readingAimsTo talk about varieties of EnglishTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: Warming upI: Words previewelevator n. 电梯; 升降机petrol n. 汽油=(美) gasolinegas n. 汽油; 煤气; 毒气official adj. 官方的; 正式的II Let‟s do a small quiz a bout national flags of different countries, and find out the languages spoken in these countries.III Do you know that there is more than one kind of English? In some important ways they are every different from one another. They are called world Englishes.@Can you understand the different kinds of English these people are using?Speaker1: Let‟s go to the pictures!Speaker2: OK. But how shall we go to the movies?Speaker1: Why not go by Underground?Speaker2: Er, but the subway station is far away.@Varieties of EnglishThere are many varieties (分类) of English around the world such as：Canadian EnglishBritish EnglishAmerican EnglishAustralian EnglishIndian English@ What are the differences between American English and British EnglishASpeaker1: Do you have any plan this fall?Speaker2: What? Do you mean this autumn?When you hear two native speakers of English, they may still not speak the same kind of English.Situation discussionJack is a British boy. He went to America for a trip in this summer vacation. The first day he went to a restaurant and looked around for a toilet. When he asked the waitress, she told him it is on the second floor. Jack went up two floors only to find empty rooms.Where is the toilet?BSpeaker1: Can you tell me how to spell the word “neighbor”?Speaker2: N-E-I-G-H-B-O-U-R, neighbour.When you write in English, they may not have the same spelling.@ Imitation TimeRead the two dialogues below and then find the different kinds of English. 1. L ittle Girl: Hi, I‟d like some sweets, please.Store Owner: No problem. All the candy we sell is sweet.Little Girl: I see, so you sell sweet sweets.2. Jim: Let‟s take the lorry for a trip into the countryside.Linda: Of course, I expect you to take me!J im: Oh, I‟m sorry, Linda, I mean my truck.III. Pre-reading1 With your partner, list the countries that use English as an official language.2 Which country do you think has the most English learners?IV Fun Time A JokeV. Homework1.Look up the new words and expressions of the reading in the dictionary.2. Preview the reading:THE ROAD TO MODERN ENGLISHPeriod 2Reading and ComprehendingAimsTo read about the history of English languageTeaching way: PPTTeaching procedures:Step1: GreetingsStep2: ReadingI: Words previewvoyage n. 航行; 航海apartment n. 公寓住宅; 单元套房actually adv. 实际上; 事实上base vt. 以…..为依据n. 基部; 基地; 基础gradually adv. 逐渐地; 逐步地Danish n. 丹麦语adj. 丹麦的; 丹麦人的vocabulary n. 词汇; 词汇量; 词表spelling n. 拼写; 拼法identity n. 本身; 本体; 身份fluent adj. 流利的; 流畅的Singapore n. 新加坡Malaysia n. 马来西亚II Expressions previewbecause of 因为; 由于come up 走近; 上来; 提出at present现在; 目前make use of 利用; 使用such as 例如……; 像这种的III Reading ------ THE ROAD TO MODERN ENGLISH@Skimming to get general ideasReading Comprehension I1. The text mainly tells us ___________.A. that old English is different from the English todayB. how Middle English formedC. English and its historyD. that English will keep changing2. The text is developed mainly by ____.A. placeB. timeC. people3. At the end of the _____ century, about five to seven million people spoke English.A. 14thB. 15thC. 16thAnswers: C B D@Careful reading to find the main idea for each paragraph.First, let students underline the key sentence of each paragraphSecond, let them summary the main idea in their own words.Main idea@Scanning to get detail informationReading Comprehension II1. From AD 450 to 1150, English sounded more like ________.A. FrenchB. ChineseC. GermanD. Russian2. By the ______ Shakespeare was able to use richer vocabulary than ever before.A. 1400B. 1150C. 450D. 16003. ________ has the fastest growing number of English speakers in the world.A. AustraliaB. ChinaC. IndiaD. Britain4. Which of the following statements is true?A. Languages always stay the same.B. Languages change only after wars.C. Languages no longer change.D. Languages change when cultures meet and communicate with each other. Answers: C D B D@Reading Comprehension IIII．True or false1 English had the most speakers in the 17th century.2 English developed when new settlers and rulers came to Britain.3 Languages frequently change.4 The language of the government is always the language of the country.5 English is one of the official languages used in India.6 This reading describes the development of the English language.Answers:1.F(because after the 17th century, more people began to speak English as a result of England conquering other parts of the world)2.T3.F (because language don‟t change often but only when peoples come into close contact)4.F (because the government has to use the language of the country that rules it)5.T6.TAnswers:During the 5th century AD; AD 800-1150; 1620; 18th century; 19th centuryIII DiscussionChoose one of the topics below and discuss it with your partners.1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn Chinese?Suggested answers:As we all know, English is widely used in many fields, while Chinese is spoken by the largest number of speakers. Chinese will become an international language all over the world in the near future.IV Retell the text by filling in the blanks.At first, only people in________ spoke English. Later, people from England _______ to other parts, so English beganto be spoken in _____ _____ ________. Today, _______ people speak English as their _____, second or foreign language. _______ English speakers can understandeach other but not ________.All languages change when ________ communicate with one another. So there are British English, American English, Australian English and so on. They all have their own ________. English is also spoken as a foreign or ______ language in many other countries. Maybe one day _______ English will become one of the world Englishes.Answers:At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world Englishes.V. HomeworkTranslation1.世界很多人把英语作为外语来讲。

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

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

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

高一英语Unit2教案GoalExpressionPART ⅠWANMING UP (P8)What’s the difference between British English and American English? That’s what we will begin to know from this Unite. Please try to find the answers for the questions below1.What is the woman’s name and what’s the man’s name?Answer: The woman is Nancy. The man is Joe.2.What is the nationality of the woman and the man? Why doyou think so? = What is that Nancy thinks Joe wants? What is that Joe is looking for? Answer: The woman is from Britain while the man is from the United States of America.One speaks Britain English and the other speaks American English. The man says:”Could I use your bathroom?”What he means is:”I want to go to WC.”But that’s not Britain English. Britain people say:”I want to go to the lavatory.” or “I want to go to WC.” In Britain if onementions “a bathroom”, it may have only a bath or a shower or a basin for you to wash, to take a bath or to have a shower. Only sometimes there may be a toilet in a British bathroom. A toilet is also a water closet or WC. But the word “closet” may refer to a box with a lock in which you keep your clothes and school bags at school. In American English “go to the bathroom” often means to go to the lavatory or WC. So, when Nancy hands Joe a clean towel, he is puzzled. Just look at the picture on page 8.He’s wondering why Nancy gives him a towel. He’s asking himself:” What’s the use of a towel now?” While he is thinking about a toilet or a WC—a water closet. That’s why Joe says:” I didn’t find what I was looking for!”What he was looking for is actually the toilet or the WC—the water closet, not the bath.loo (BrE), lavatory （BrE）, rest room(AmE)3.Do you know what “smart” and “funny” mean in AmericanEnglish? Answer: “smart” is used as an American slang, meaning “clever”. Such as “smart bomb”—a military slang; it’s an extremely accurate missile guided by electronic mans, as by reflected laser beam. A lot of smart bombs were used in the war against Saddam Hussein in Iraqin April 2003. “Funny” means tricky or deceptive in American English. For example, there’s some funny business going on between them. They are doing illegal business against the law.4.Can you tell a story about a misunderstanding caused bythe difference between British English and American English? Answer:During the Second World War, the British government urgently asked the Americans for some thousands of bushels of “corn” to feed liberated population. The American government shipped what in America is “corn”but in Britain is “maize” or Indian corn”. The British really wanted wheat (The British people call wheat corn in England). This linguistic blunder (big mistake) costa few million dollars to repair. So you see, “corn”meanswheat in British English but it refers to “maize” in American English. *bushel蒲式耳=35.238liters升Ask a pair of students to read the dialogue on page 8 then answer the questions one by one.LISTENING (P9)Listening TextIt’s that woman. She drives me crazy. It all started right from the very first day. I would say from the very firstevening when I set foot into that house. “Good evening, Mr Brown, could you please put your coat on a peg? –Oh no, not there, in the closet, please. Yes, thank you, and oh, your shoes, could you please take them off? Thank you. And eh, your umbrella, yes, could you please put your umbrella in the umbrella stand? Oh no, not there, here! Please don’t forget. The key of the front door, here you are, and remember, if you come home after midnight, please lock the door. Good night! Oh Mr Brown, would you please be quiet after nine o’clock in the evening?”And that was only the beginning. “Mr Brown, don’t shower after nine,” she shouted. She would walk past my door and say:” Mr Brown, would you please remember not to smoke in the bathroom? Could you walk the dog, please? Will you trun down your radio, please? Please, Mr Brown, could you speak quietly on the phone?”It was terrible. Oh, I could not have stayed there another week, for sure. And then there was this letter,”Dear Mr Brown,”it said, “could you please return the key of the front door? And one more question. Can you help me find a new tenant for my flat?The landlady asked Mr. Brown: 1.to put his coat on a peg a peg to hang on适当的时机、借口、话题等He has not a peg to hang on. 他一点借口也找不出来。

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

Unit 2 Wildlife ProtectionReading and Thinking教案教材分析：本课时的主题语境围绕保护野生物种展开，帮助学生了解野生物种的现状与未来，建立起保护野生物种的意识，掌握一系列与保护物种、环境有关的词汇与句型，如exist, harmony, attack, shoot等。

并且能够就野生物种的生存现状展开简单的讨论。

本文的价值取向在于通过阅读了解我国政府和民间组织采取了多种有效措施，认识到保护物种的重要性，增强保护地球的责任感，建立辨证思维的能力。

教学策略与设计说明：采用任务型教学法(Taskbased language teaching)，结合阅读材料和保护野生物种的主题语境，布置一系列相关活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。

教学目标：在本节课学习结束时，学生能够：1.语言能力上，熟练掌握与保护野生物种相关的一系列表达方式，如reserve,plain, observe, harmony, remind, shoot等；理解阅读文本的主要信息，领会作者的观点和态度；懂得如何表达自己对野生物种保护的观点和看法。

2.思维品质上，懂得用辩证思维思考野生物种濒临灭绝的原因；发散性思考解决办法。

3.文化意识上，通过了解藏羚羊的生存现状，认识到保护野生物种的紧迫性与必要性，意识到保护野生物种是全球共同的责任。

建立起保护地球的主人翁意识和责任感。

4.学习能力上，学会通过语境理解单词的含义，掌握跳读和扫读的技巧，正确理解和认识字面意义和隐含意义，更好的理解文章结构和意义，进一步理解文章的细节。

教学重点：1.引导学生理解文本的主旨内容，领会作者在文中表达的中心思想2.指导学生掌握文中出现的新词汇及句型。

3.了解藏羚羊的生存现状及未来，对野生物种保护建立正确的认识，表达自己对野生物种保护的观点和看法。

教学难点：正确理解和认识字面意义和隐含意义，更好的理解文章结构和意义，进一步理解文章的细节，通过主题讨论建立起辩证思维的能力。

Unit 2 English Around the WorldPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up1. Warming up by answering a questionnaire1). Tell the students they are going to answer a questionnaire about why they arelearning English.2). Write the words: Reasons for learning a foreign language on the center of theboard:3). Ask the students to suggest as many reasons as they can think of, for example, forwork, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper.6). Explain the task. The students must question each other about their languagelearning needs (or motivations). Tell them that you are going to take in thequestionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.7). When the task is finished, ask a couple of students to summarize their partners’answers. (This may develop into a class discussion about language needs).8). The students write five sentences on their feeling about learning English.9). Collect the questionnaires.Needs Analysis QuestionnaireInterviewer_______________Interviewee_______________Present use: situations and skillsReading (faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions2. Further applyingTo get the students thinking about the topic of the reading passage.1). Have a student list on the board all the English-speaking countries in the worldthat they can think of.2). Give t he students hints about the places they haven’t mentioned.3). Provide the students with an opportunity to think about the reasons for the spreadof English around the world.★English is one of the official languages of the Olympic Games and the United Nations.★English dominates international websites and provides nearly all of the new computer terminology.★Tourism and trade from Western Europe and North America has contributed to the spread of English.★Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.II. Reading1. SkimmingRead quickly to get the main idea of the text.Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another. Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.2. ScanningRead to locate particular information and complete the comprehending Exercise One.3. Following upWork in groups. Discuss the two questions and then ask two groups to report their answers to the class.1). Do you think it matters what kind of English you learn? Why?Possible answer:I don’t think so. Here are the reasons:★Native speakers from different parts of the world have no difficulty in1)Why do you think people all over the world want to learn English?4. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes to helpus 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 babie s.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 national football team enter for the next finals of the World Cup?Only time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…Period 2: A sample lesson plan for Learning about Language (Indirect Speech (II) requests & commands)AimsTo discover useful words and expressionsTo discover useful structuresProceduresI. Direct and Indirect SpeechDirect SpeechIndirect Speechsimple present + simple present He says, “I go to school every day.”simple present + simple presentHe says (that) he goes to school every day.present perfect + simple presentHe has said, “I go to school every day.”present perfect + simple presentHe has said(that) he goes to school every day.past progressive + simple pastHe was saying, “I wen t to school every day.”past progressive + simple pastHe was saying (that) he went to school every day.past progressive + past perfectHe was saying (that) he had gone to school every day.Direct Speech Indirect SpeechcanHe said, “I can go to school every day.”couldHe said (that) he could go to school every day.mayHe said, “I may go to school every day.”mightHe said (that) he might go to school every day.mightHe said, “I might go to school every day.”must had toII. Discovering useful words and expressions1.Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re yourclassmates. The teacher helps the students discover the difference in prepositions.2.Play the tape for the students to listen and ask them to mark the sentence stressand intonation. Then practice reading in pairs.(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)III. Discovering useful structures(Making commands and requests using indirect speech)1. In groups of four, think of at least three commands your teachers and parents usually give.You may follow these steps.1)Choose one who is to give the first command.2)Ask another person in your group to tell somebody what you said.3)The third person will change the request or command from direct into indirectspeech.4)Change role so that each person gets the chance to give commands and turnthem into indirect speech.2. Get the students thinking about the difference between the request and command.Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.★A: _______________________________________B: I’ll go and collect some wood right now, master.★ A: _______________________________________B: O f course I’ll be happy to collect your shopping for yo u.★A:__________________________________________B: Yes. I’ll shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won’t get your coat if you talk to me like that.★A:_________________________________________B: Sorry. I’ll get that book for you right now.Period 3: A sample lesson plan for Using Language (STANDARD ENGLISH AND DIALECTS)AimsTo read out and talk about STANDARD ENGLISH AND DIALECTSTo write about learning English by brainstormingProceduresI. Warming up1. Introduction:In China there’re so many dial ects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.2. Role-play:Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.II. Reading1. Get the students thinking about the topic of the text to predict what it says.2. Skimming:Read quickly to find the topic sentence for each paragraph.3. Scanning: Work in pairs. Read the text to locate particular information.1). Do you know what Standard English is from the text?2). What is a dialect? Why does American English have so many dialects?4. Language focus:1)believe it or not:used when you are going to say something that is true butsurprising: Believe it or not, John cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does notexist: These days there is no such a thing as a job for life.3). standard English: the form of English that most people in Britain use, and thatis not limited to one area or group of people4). dialect:a variety of a language spoken only in one area, in which words, orgrammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: Besidesdieting, exercising plays an important part in losing weight.III. ListeningTo introduce the students to a dialect and a form of standard “English”.You may follow these steps:1). Set the context for the students by describing the situation;2). Tell the class: you are going to listen to a boy named Buford. He speaks aSouthern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, spe aks standard BrE. (i.e. what is heard on the BBC.)3). Play the tape for the students to listen.4). Encourage the students to give the standard equivalents for the dialectic wordsfrom Buford’s story, using the context.6). Play the tape again and let the students answer the questions in pairs afterlistening.7). Check the answers. (Variant: you may also ask the students to retell Buford’sstory in Standard English in pairs.)IV. Speaking1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.3.Performance: Ask two pairs to perform their dialogue in class.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help someaspect of Chinese life, in particular its economy.Then, in pairs students work on their poster.Finally, ask several pairs to present their poster in class for assessment.2.Writing Assessment1)Can you give persuasive reasons for the topic on your poster?2)Can you verbalize your ideas fluently?3)Can you put your own English learning experiences into a broader perspective?4)Can you organize your ideas in a logical way?5)Have you made a brainstorming map before you set out to design your poster? Doyou think it helps your writing?6)What kind of mistakes have you made in your writing? What can you do to avoidsuch mistakes?Further ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:Step 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework.Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.Part Two: Teaching resources（第二部分：教学资源）Section 1: Approaches to process writing 程序写作教学法I. Pre-writing1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.2. PlanningStudents make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.3. Generating ideasDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. QuestioningIn groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.5. Discussing and debatingThe teacher helps students with topics, helping them develop ideas in a positive and encouraging way.II. Focusing ideas1. Fast writingThe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.2. Group compositionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.III. Evaluating, structuring and editing1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. Self-editingA good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. This way students will become better writers.3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts forspelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. Potential problemsWriting is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.Section 2: Background information on English Around the WorldI. British English, American English and ChineseII. Different English, different spellingsIII.Websites recommended to the students 推荐网站 Going to any of the websites may enable the students to learn more about the differences between American English and British English.Section 3: Words and expressions from Unit 2 English Around the WorldInclude 1.v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me. role: n.1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctorin the film. Women are often forced into a supportive role in the family.2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate. native: 1.adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York?come up:1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon? 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.Other verb al phrases of “come”come about=to happen in a way that seems impossible to control;come across= to meet or find something or someone by chance;come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;come by=to obtain something that is difficult to find; come up with=to think of an idea;(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)present: adj. 1. be present: a)to be in a particular place: How many people were present at the meeting yesterday?(opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address? c.f. What he said amused all the people present.such as:used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Suchfood as they gave us was warm and nutritious.Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.request: 1. vt.to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.recognize: vt.1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.-温馨提示：如不慎侵犯了您的权益，可联系文库删除处理，感谢您的关注！。

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。

单元整体教学设计四Reading for writing 书信、说明书旅游假话、兵马俑介绍读、写——以电子邮为方式的旅游计划的输入和输出五Discovering Useful Structures 对话讨论将来的活动以旅游计划为主要语境，学会正确使用现在进行时结构表达将来的活动；表二：单元大观念主题大观念小观念1：初步介绍旅游的点，方式，交通工具以及个人对景点的简单评价。

构建旅游相关小观念2: 了解秘鲁的旅游资源，开阔视野小观念3：介绍自己的旅行计划，发现生活中的美地。

单元大观念：本单元通过了解世界各地的旅游资源等，让学生把旅行当做人生历练和学习的一部分，加深对人与自然关系的理输出：用学到的关于旅游计划的语言知识和相关要点写一篇旅游计划输出：讨论自己旅行计划，用英语分享给同学。

输出：用英语向同学介绍秘鲁旅行，和同学合作完成一个travel brochure输出：写信介绍自己的旅游计划Listening and speaking：口语对话讨论自己自己旅行计划，为旅行做准备，用英语分享给同学。

Reading and thinking: 首先百科知识介绍秘鲁的地理位置和历史文化。

杂志介绍四个它的景点。

Reading for writing：写信介绍自己的旅游计划，目的,交通工具等，阐明原因，表达期望。

核心素养的综合表现：旅行不仅可以拓宽人的视野，陶冶品性，还能够增添人生阅历，在旅行中学习。

本单元旨在帮助学生制定旅行安排，做好旅行准备，同时要求他们把旅行当做人生历练和学习的一部分，感受并体会旅行的意义，能够通过旅行开阔自己的视野，历练精神和意志。

学情分析语言大观念小观念1：围绕语义整合性学习词汇和表达方式小观念2：围绕本单元所学目标语言点，写一篇旅行计划。

谈论旅行计划，为旅行做准备描述方式语篇结构介绍秘鲁旅行词汇短语：rent, passport, visa，make travel arrangements, have a plan for the ing holiday, look forward to sth./ doing sth.句型：词汇短语：transport,contact, source,unique, admire,flight, emperor,destination, official,narrow，recognisesb. /sth. as/to be，arrange sb’sacmodation，admiresb. for sth.，make1.应用文：旅行计划2.文章以一般现在时、一般将来时为主3.用计划句型4.使用过渡词语篇结构：总分总1. The beginning（I’m writing to sharemy travel plan withyou.）2. The body(Overthe holiday, myparents and I areplanning to go to ....)3.The ending(In a。

Unit 2 Wildlife ProtectionReading and ThinkingPeriod 1【单元学习主题】人与自然, 人教版高中英语必修2（2019版）第13页至第24页。

（6课时）【授课时长】40分钟【设计思路】本节课的重点是梳理文本，了解保护藏羚羊的前因后果和客观事实。

首先，教师引导学生根据标题猜测话题，设计问题并在阅读后回答，以培养学生自主学习的习惯和意识；其次，通过阅读旅行日志的一般方法来梳理文本，找寻文中细节信息，并根据whatwhyhow resultsmore to do这条线索来串联全文；最后，引导学生在探究字面意思的同时，探究其隐含意义，深挖文本内涵；最后布置学生课后讨论如何保护野生动物，为完成下一课时的目标做好语言铺垫。

【课标要求】1.知识要求：通过阅读本篇课文、学习提示、单元学习任务，了解叙事类语篇的主要写作目的和语篇结构，从语篇中提取主要信息和观点，理解语篇要义，根据语篇标题预测语篇的主题和内容。

通过比较、分析、思考，区分和鉴别语篇包含或反映的自然文化现象，并做出正确的价值判断。

2.核心素养要求：在阅读学习中提高语言能力，培养态度和行为取向，积极运用和调适英语学习策略，增强学生的语言能力、文化意识和学习能力，能够对事物做出正确的价值判断。

【学习建议】1.通过对标题的预测，自主提问并验证提问，梳理问题链；2.通过了解有关藏羚羊保护的背景知识，感受中国政府对保护野生动物的重视；3.通过探讨野生动物保护的话题，并将其整理分类，指导现实生活。

【学习评价】能否通过略读、扫读梳理全文的篇章结构，学习阅读技巧，并将其运用到之后的同类篇章阅读中。

【学习目标】In this class, we will:1.predict the content of the passage from its title.2.read and find out the information of each part in a travel journal;3.infer the implied meaning from the passage;e the mind map to retell the whole passage;5.read and think how people live in harmony with wildlife.【学习过程】学习环节一学生展示Good afternoon, class! My name is He Yiyang, It’s my great honor to be here to give my presentation. I am going to talk about wildlife protection. Could you please take out our textbook and turn to page 13? Did you find this sentence: When the buying stops, the killing can too. Do we really know what that means? Okay, now, let’s see some pictures at first. Please take a look at this picture. What are the things in it?Yes, they are ivory and ornaments made of ivory. Do we really need these ivory(象牙) products? We human beings steal ivories by killing up elephants to 33,000 a year, just for things that could be made of something else. Elephants need their ivory. We don't.Have you ever eaten shark fin? If people tell you shark fin (鱼翅) soup doesn't kill millions of sharks each year, don't buy it. If they tell you it's not harming shark populations, don't buy it. If they tell you it doesn't contain mercury that can kill you, definitely don't buy it. For your health, for the sharks, for the oceans, please say no to shark fin soup.Now can everyone understand the saying "When the buying stops, the killing can too."? Please don't deprive animals of essential life for something we don't need. That’s all for my presentation, thanks for your listening.学习环节二课前作业纠错（略）学习环节三Leadingin——Skimming——Scanning——Reading for implied meanings——Thinking【活动2.1 】LeadinginRead the title and look at the pictures. What can you get from them?Do you have any question about the title?A DAY IN THE CLOUDS1)Who spent the day in the clouds?2)Where were they? Were they really in the clouds?3) Why did they go there?Read the paragraph 1 and find the answer. 【活动】SkimmingRead the passage quickly and choose the correct answer. What’s the main idea of text?A ．The Changtang National Nature Reserve.B ．The protection of Tibetan antelopes.C ．Snowcovered mountains.D ．Some effective measures. 【活动】ScanningRead the passage and filling this chart below.Things the writer sees● snowcovered mountains intoclouds.● the antelopes slowly across thegreen grassThings the writer hears● times for the Tibetan antelope● measures to the Tibetan antelope ● the Tibetan antelope was fromthe endangered species list. How the writer feels or thinks● by their beauty ● our way of life● existing in harmony with【活动2.4】plete the mind mapRead the passage again and plete the mind map.【活动】Reading for implied meanings Please infer its implied meaning from the following sentences.1. The air is thin and we have to rest several times on the short hike from camp? (Where is the writer?)2. To Zhaxi, the land is sacred and protecting the wildlife is a way of life…Zhaxi and other volunteers watched over the antelopes day and night to keep them safe from attacks. (What kind of person is Zhaxi?)3. In June 2015, the Tibetan antelope was removed from the endangered species list. (What kind of result did they get?) 【检测与作业】Protecting the Tibetan antelopeWhyHow ResultsMore to do WhatThe writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What do you think we should do or change?Discuss with your partners and write what you have discussed down and prepare for sharing it in the next class.【学后反思】1.是否能够用思维导图来理解本篇文章？2.是否能够推测出文章中隐含的意思？【板书设计】Unit 2 Wildlife Protection: Reading and Thinking。

高一英语必修一unit2教案【5篇】高一英语必修一unit2教案【5篇】高一是同学适应高中英语学习的关键时期，作为一名高一英语老师，你知道如何写一篇英语教案？下面是我为你预备的高一英语必修一unit2教案，快来借鉴一下并自己写一篇与我们共享吧！高一英语必修一unit2教案精选篇5教学目标1. To practise listening comprehension.2.To practise making decisions and reasoning教学重难点1. To practise listening comprehension.2.To practise making decisions and reasoning教学工具课件教学过程Step1. revision1. check the homework exercises.1). It has been reported that children will be offered free education.It has been reported that free education will be offered to children.2). It has been said that we will be offered the latest computer science course book.It has been planned that the latest computer science course book will be offered to us.3). I have been told by Peter that I will be lent his notebook computer for a week.I have been told by Peter that his notebook computer will be lent to me for a week.2. Question: What can computers be used as?Step2. Lead-inAs we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?(TV, radio, CD-ROM, DVD, books……)Step3. Listening (SB)1. Pre-listening: What are the changes brought by different forms of IT ?What are the advantages and disadvantages of them ?2. While-listening:Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.Type of IT Advantages DisadvantagesTV You can both listen and watch. You cannot write to friends.Web You can find information. It is very expensive.Radio You can listen to English. You cannot watch a film.Book You can get information. Sometimes it is out of date.3. Post-listening:1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.I think that….In my opinion, ….I believe that….I agr ee because….I disagree because….I’ve decided that….2) (group work): Discussion :Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)Step4. Speaking1. Pre-speakingSay: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.2. While-speaking1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.Information input: Show students some pictures of different computers (desktop computer laptop computer …)Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)Supporting an opinion Challenging an opinionI think that … , because … Perhaps, but what if / about …First, … Have you thought about …One reason is that … What makes you think thatI think it is better because… I don’t like it because….(Pair work )Use the expressions to support your opinion or challenging other’s opinions.2) Oral report: (individual work )Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…3. Post-speakingConclusion—What useful expression do we use to make a decision and reason?(In this way, they can review and use the words and phrases again.)Step6 Pre-writingSay: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?Step7 WritingSay: Write a passage about the result of your discussion! It should contain:What do you have to do?What is the child like?What is the parents’ requirement of the child?What do the parents want you to do?What does the child want you to do?Then what will you do? How do you feel?Sample writing:Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I dont think it is right to do his homework for him — its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!Step8 AssessmentGet the students to assess their writing ability according to the following the questions:1. Is your composition well developed?2. Are your ideas well organized to the point?3. Do you have a good choice of words and idioms in your writing?4. Do you get a good mastery of complex structures of language?5. What kind of mistakes have you made in your writing?Step9: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is __X. I’m 321 model android.I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。

高一英语必修一unit2教案教案标题：Activating Prior Knowledge and Vocabulary Building in High School English Class教案主题：Unit 2 - Education (必修一)目标学生：高一学生，学习英语的第一年课时安排：2 课时教学目标：1. 导入前课主题，激活学生的先前知识，引导学生进入本单元主题。

2. 帮助学生学习并巩固本单元相关的词汇，增强学生的词汇能力。

3. 通过小组活动促进学生的互动合作能力和口语表达能力。

教学资源：1. 教材：高中英语必修一（人教版）2. 多媒体工具和投影仪3. 单词卡片、图片、小组分组卡片等课堂活动：课时一：1. 通过问题引入课题（5分钟）：- Have you ever thought about how education has evolved over the years? Do you think education is important for everyone? Why?- Can you think of any famous quotes about education? What do they mean to you?2. 激活背景知识（10分钟）：- 分组讨论：学生分成小组，利用已学知识，探讨并分享代表不同国家教育系统的现象、优点和缺点。

- 小组展示：代表每个小组的学生分享讨论结果。

3. 导入词汇学习（15分钟）：- 使用多媒体工具展示与本单元相关的图片，如学校、教室、教育活动等。

- 给学生提供单词卡片，让他们根据图片猜测相应单词的意思，并找到与之相关的其他单词。

- 学生之间互相交流并共享自己的答案，老师及时纠正并解释生词。

4. 课堂练习（15分钟）：- 在黑板上列出一些单词，并要求学生连线匹配单词和对应的中文意思。

- 老师和学生一起检查答案并解释正确答案的含义。

高一英语unit2教案【篇一：人教版英语必修一第二单元-unit2教学设计】unit2 english around the worldreading the road to modern english教学设计高一英语李海娟一、教材分析本单元的中心话题是“世界英语”，介绍了英语在世界上的重要性。

warming-up 简要介绍了英语语言在不同国家的差异，是学生对英国英语和美国有了粗浅的了解。

pre-reading的问题是针对阅读课文的赌钱思考，激活学生已获背景知识，激发学生阅读的兴趣。

reading “a road to modern english”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。

本课的语言知识主要围绕世界英语这一中心话题进行设计。

本课时主要分为三部分：1. pre- reading (读前准备) 此部分为热身活动2. reading （阅读）3. post-reading （读后）二、教学目标：1. 学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程2. 学生能够在阅读过程中对主要的阅读信息进行记录。

3. 学生能够了解英语在世界上的发展情况，意识到学习英语的重要性的同时，也要热爱自己的祖国，热爱自己的母语。

三、教学步骤step 1 leading-in (individual work)1. do you like learning english? and why?2. can you name some countries in which english is spoken?show a word map on the blackboard and the students to find out the countries in which people use english as their own language. then ask one or two students to mark thesecountries on the map. (通过层层设置问题，引入本课话题，引导学生思考，使学生自然而然进入教学中，激发学生学习英语的欲望。

Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OL YMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, youare Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Then let’s come to the differences.5. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.ⅣClosing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?Closing by imaginingImagine what we will do and what we can do for the 29th Olympic Games now.Closing down by narratingWe can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?Closing down by summarizingAs we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Period 2: A lesson plan for Learning about Language(The Future Passive V oice)Aims：To learn about future passive voiceTo discover useful words and expressionsTo learn the methods of words formationProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let’s dictate them. If you ca n’t, learn them by heart after class.①When and where will the next Olympic Games be held?②I live in what you call “Ancient Greece”and / used to write about the OlympicGames more than 2000 years ago.③All countries can take part if they reach the standard to be admitted to the games.④The next Olympic Games will be held in my hometown.⑤It is just as much a competition among countries to host the Olympics as to win anOlympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’. II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb, we can change the verb into a noun.That means we can change “doing some sport” into “the name of the sport”.By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.2. Means of word-formation in generalAffixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.ⅣClosing down by summarizing1.Present future passive voice (take “ask” for example)2.The passive Voice of phrasal verbGenerally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:At last they put out the fire. At last the fire was put out.They will put up a notice on the wall. A notice will be put up on the wall.Have you sent for a doctor? Has the doctor been sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the children here. The children must be taken good care of here. His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, V olleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, V olleyball, Water Polo, Weightlifting, Wrestling II.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens,borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games. The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.The Torch RelayDuring the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay t o the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony. Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers2. marked by truth: give honest answers 3.without pretensions: worked at an honest trade4.without dissimulation; frank: my honest opinion5.habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner2. in or of times long ago: ancient Rome and Greece3. having existed since a very early time: ancient history/customscompetev.to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others medaln.an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v.be the host of or for: We hosted 4 couples last night.magicaladj.possessing or using or characteristic of or appropriate to supernatural powers: a magicalspellinterviewn. 1.the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v.1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2.allow to enter; grant entry to: We cannot admit non-members into our club.3. serve as a means of entrance: This ticket will admit one adult to the show.4.give access or entrance to: The French doors admit onto the yard.5.afford possibilitye: This problem admits of no solution.6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member.8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it.2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt.4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers.2. be in a relationship with: How are these two observations related?3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate theseevents at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v.1. traverse or travel by ship on (a body of water): We sailed the Atlantic2.travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has A IDS.2. make publicity for; try to sell (a product)promisen. 1.grounds for feeling hopeful about the future: There is little or no promise that he will recover.2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort.4. make a prediction about; tell in advance。