英語高一人教新課標(biāo)必修一unit2 單元整體教學(xué)設(shè)計

1、英語高一人教新課標(biāo)必修一Unit2 單元整體教學(xué)設(shè)計本單元的中心話題是“世界英語(English around the world)”，主要介紹了英語及其在世界上的發(fā)展?fàn)顩r(English language and its development)和各種各樣帶有民族、地域特色的英語(different kinds of English)等具體內(nèi)容。語言知識和語言技能等都是圍繞“世界英語”(English around the world)這一中心話題展開的。通過對這一話題的探討，旨在加強學(xué)生對英語語言的了解，對當(dāng)代語言特別是英語發(fā)展趨勢的了解。為了圍繞中心話題開展聽、說、讀、寫活動，本單元安排

2、了八個部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學(xué)習(xí)(Learning about Language)”“語言運用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”。“熱身（Warming Up）”部分以問答(Do you know that there is more than one kind of English in the world? )和圖表的形式，簡要介紹了世界英語以及英語語言在某些重要方面有很大差異，使學(xué)生感受到英語語言

3、的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解，為本單元的進一步學(xué)習(xí)作好了準(zhǔn)備?！白x前（Pre-reading）”部分設(shè)計了三個步驟都與單元主題有關(guān)，因此可以引發(fā)學(xué)生對課文主題的思考，以便參與課堂活動。這時可以展開簡短的討論，討論時要鼓勵學(xué)生獨立思考，闡述不同的看法?！伴喿x（Reading）”部分提供了一篇文章，標(biāo)題是THE ROAD TO MODERN ENGLISH，簡要地說明了英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。通過這篇文章，使學(xué)生了解一些關(guān)于英語的知識，了解一點當(dāng)代語言新趨勢和新特點，明確為什么除了英國英語和美國英語還會有印度英語、加拿大英語等，

4、以后可能還會有中國英語?！袄斫猓–omprehending）”部分設(shè)計了三個練習(xí)，練習(xí)1判斷正誤，旨在檢測學(xué)生對課文基本內(nèi)容的理解程度；練習(xí)2列出英語的發(fā)展階段，旨在檢測學(xué)生的歸納概括能力；練習(xí)3回答問題, 要求學(xué)生結(jié)合實際作答，目的是挖掘?qū)W生的學(xué)習(xí)潛能。這階段要注意給他們提供充分的思維時間和空間，讓他們做學(xué)習(xí)的主人，學(xué)會自己解決問題。“語言學(xué)習(xí)（Learning about Language）”部分教學(xué)本課重點詞匯和重點語法項目。詞匯部分設(shè)計了4個練習(xí)：練習(xí)1是給新單詞和短語與其釋義配對；練習(xí)2是用練習(xí)1中的一些單詞完成段落；練習(xí)3是將短語填入段落中使其具有意義，并將這些意群標(biāo)出；練習(xí)4告訴

5、我們有時英國人和美國人使用不同的介詞，要求用英國英語和美國英語的介詞填空，并比較它們的不同。設(shè)計這些練習(xí)的主要目的是通過各種練習(xí)幫助學(xué)生重溫本單元前幾個部分所學(xué)習(xí)的新單詞和短語，同時也通過新的例子展現(xiàn)了美國英語、英國英語的差異。在這一環(huán)節(jié)中，教師要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，并適時適當(dāng)?shù)亟o以指導(dǎo)點撥，使學(xué)生形成自主學(xué)習(xí)意識，掌握合適的學(xué)習(xí)策略。語法項目是祈使句及其間接引語，設(shè)計了四個步驟：步驟1問能否從“閱讀(Reading)”部分中找到表示“要求”和“請求”的祈使句，觀察如何用間接引語來復(fù)述；步驟2首先著重介紹了表示“要求”和表示“請求”的祈使句之間的不同，然后要求將所給表達按“要求”和

6、“請求”分類；步驟3要求先判斷所給句子是“要求”還是“請求”，然后用間接引語復(fù)述；步驟4要求運用“要求”和“請求”結(jié)合具體語境編對話。設(shè)計這些練習(xí)的目的就是讓學(xué)生了解表示“要求”和表示“請求”的祈使句之間的不同，理解并運用它們以及學(xué)會正確地轉(zhuǎn)述“要求”和“請求”。教師在教學(xué)中要注意啟發(fā)學(xué)生從實際語境出發(fā)，理解說話人的語氣，靈活掌握。“語言運用（Using Language）”部分分為Reading, Listening, Reading and speaking和Writing四個步驟：Reading主要介紹了在當(dāng)今世界各國各地說英語都有自己的特色，即便是美國東西部、南北部，說話也有所不同。學(xué)

7、生讀完文章后可討論中國的方言，使他們感受到本國語言文化差異，這有助于培養(yǎng)跨文化意識；Listening部分取材于一個美國男孩的獨白錄音，他來自美國南部得克薩斯州的休斯敦市，因此帶有濃重的南方口音。旨在讓學(xué)生感受一下將英語作為母語的本國人說話的一個側(cè)面，所以教師在指導(dǎo)學(xué)生進行聽力訓(xùn)練時，要注意掌握尺度，讓學(xué)生感覺一下、了解一下，點到為止，不提倡硬性模仿；Reading and speaking主要讓學(xué)生通過練習(xí)對話再次感悟和體驗英國英語和美國英語的差異，隨后還要求學(xué)生選擇所提供的情景編對話，以靈活生動的對話形式幫助學(xué)生熟練掌握并運用直接引語和間接引語表達請求或要求；Writing部分讓學(xué)生根據(jù)所

8、給示范步驟，完成“Why should we learn English? ”的主題寫作任務(wù)。在這一環(huán)節(jié)中，教師應(yīng)想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)熱情，讓學(xué)生學(xué)會自己動手收集信息、處理信息，用所學(xué)語言去實踐，通過自學(xué)、自做解決問題。這樣做既鍛煉了學(xué)生聽、說、讀、寫的語言運用能力，又培養(yǎng)了學(xué)生發(fā)現(xiàn)問題，解決問題的能力。“小結(jié)（Summing Up）”部分設(shè)計了一個表格，引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方面對所學(xué)內(nèi)容進行歸納總結(jié)。這樣做的不僅便于學(xué)生復(fù)習(xí)掌握本單元的要點，而且有助于學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，從而提高學(xué)習(xí)效率，同時也鍛煉了學(xué)生的歸納和總結(jié)的能力?！皩W(xué)習(xí)建議（Learning Tip）”部分，

9、向?qū)W生揭示英語詞匯學(xué)習(xí)的一個重要特點，即一詞多義，同時提醒學(xué)生注意這一特點，并鼓勵他們運用多義詞編繞口令、笑話等，增加了學(xué)生學(xué)習(xí)英語的興趣。知識目標(biāo)：本單元需要學(xué)習(xí)的重點單詞為：includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj. )rule(v. )vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrase candylorrycommandrequestretellpolit

10、ebossstandardMidwesternsouthernSpanisheasternsoutheasternnorthwesternrecognizeaccentlightningdirectionmaamsubwayblock本單元需要學(xué)習(xí)的重點詞組為：play a role inbecause ofcome upsuch asplay a part(in)本單元需要學(xué)習(xí)的重點句型為：1. World Englishes come from those countries, where English plays an important role as a first or seco

11、nd language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they dont speak the same kind of English. (even if. . . )3. It became less like German,

12、and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主語時，謂語動詞用單數(shù)形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, .

13、. . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasnt made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their liv

14、es trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionar

15、ies from time to time. (that is why. . . )本單元需要掌握的交際功能用語為：語言交際困難(Difficulties in language communication)Pardon?I beg your pardon?I dont understand.Could you say that again please?Sorry, I cant follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本單

16、元需要掌握的語法為：祈使句及其間接引語(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.He told/ordered me to open the door.2. 請求(requests)He said, “Please open the door. /Would you please open the door? ”He asked me to open the door.能力目標(biāo)：1. 能運用所學(xué)語言知識談?wù)撚嘘P(guān)“世界英語”方面的話題。

17、2. 能根據(jù)已知信息推測所聽材料的內(nèi)容以及拼寫所聽有關(guān)單詞。3. 掌握理解本單元關(guān)于“世界英語”的內(nèi)容和基本的閱讀技巧。4. 學(xué)會應(yīng)付語言交際困難的表達法，用英語進行語言交流。5. 能熟悉作文的寫作步驟，寫一篇介紹英語學(xué)習(xí)經(jīng)歷的短文。情感目標(biāo)：通過學(xué)習(xí)討論本單元“世界英語”的話題，使學(xué)生了解英語在世界上的發(fā)展?fàn)顩r，認(rèn)識各種各樣帶有民族、地域特色的英語，并對英國英語和美國英語的差異有所了解，尤其是一些常用詞，同時學(xué)會應(yīng)付語言交際困難的表達方法、如何表達要求和請求以及轉(zhuǎn)述別人的要求和請求，減少在實際生活中用英語交流的困難，鼓勵學(xué)生抓住一切可能的機會用英語進行交流。課時安排This unit see

18、ks to give students a better understanding of how English developed and how it is spoken in the world. Students are often heard talking about “standard English”. In fact, as this unit hopes to make clear, there is no such thing as one standard of spoken or written English. Nor is there complete agre

19、ement on what represents “world English” and what only a dialect is. This unit focuses on the two major groups of English which linguists loosely identify as British English and American English. As you know from your own experience, both kinds of English are used in China today.We can also know fro

20、m this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students attention to examples of how English is always changing. Such linguistic awareness will make it easier f

21、or students to adjust to native English speakers from different parts of the world. This knowledge will also help students to realize why the English they find in textbooks and other learning materials varies. All in all, by learning this unit, students may begin to realize if they wish to continue

22、improving their English, they must become life-long learners of the language.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows:Period 1:Warming up and ReadingPeriod 2:Extensive ReadingPeriod 3:Important Language PointsPer

23、iod 4:Grammar:Direct Speech and Indirect Speech()Period 5:ListeningPeriod 6:SpeakingPeriod 7:WritingPeriod 8:Unit revision(Summing up and Learning tip)Period 1Warming up and Reading整體設(shè)計從容說課This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topi

24、c of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on.As to Warming Up, the teacher had better organize a r

25、ead-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading.Before reading the passage THE ROAD TO M

26、ODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage.The reading passage titled THE ROAD TO

27、MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefu

28、lly to locate particular information for Exercise 1 in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching, the teacher can not only develop students reading ability, including skimming, scanning and further understanding, but also get the students to learn a

29、bout English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.To consolidate the contents of the reading passage, the Ss should be required to introduce b

30、riefly the history of English language at the end of the class. In order to arouse the students interest, the teacher can hold a competition between groups.教學(xué)重點1. Get the students to learn different reading skills.2. Get the students to learn about the English language.教學(xué)難點Develop the students readi

31、ng ability.教學(xué)方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具準(zhǔn)備 The multimedia and other normal teaching tools三維目標(biāo)Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage:includeroleinternationalnativeelevatorflatapartmentr

32、ubberpetrolgasmoderncultureADactuallypresent(adj. )rule(v. )vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyplay a role inbecause ofcome up such as2. Get the students to learn about English language.Ability aims:Develop the students reading ability and let them learn to use some reading str

33、ategies such as skimming, scanning, and so on.Emotional aims:Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.教學(xué)過程設(shè)計方案（一）Step 1 Lead-in and Warm UpTo arouse the students interest and lead in the topic, t

34、he teacher can organize some activities.1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard.

35、 Then add English to these words and ask them whether they are the same.2. Get the students to discuss in groups about the differences between British English and American English, and give some examples.3. Ask the students to read the passage in Warming Up and then guess which of the following word

36、s is British English and which is American English:apartment/flatbathroom/toiletcan/tincandy/sweetelevator/liftfall/autumn game/matchline/queuepenal/pen friendmad/angrymail/postmom/mummovie/filmpants/trousersrepair/mendsick/illcookie/biscuitcrazy/maddrugstore/chemists gas/petrolStep 2 Pre-readingGet

37、 the students first to discuss the two questions with their partners and then answer them.1. How many people speak English in the world today?2. Why do so many people speak English?Suggested answers:1. About 1500 million people speak English as their first, second or foreign language.2. The reasons

38、why so many people speak English:1)English is one of the official languages of the Olympic Games and the United Nations.2)English dominates international websites and provides nearly all of the new computer terminology.3)Tourism and trade from Western Europe and North America has contributed to the

39、spread of English.4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.Step 3 Reading1. SkimmingAsk the students to read quickly to get the main idea of the text. (Let them find out key sentence of

40、each paragraph or ask them to summarize the main point for each paragraph in their own words. )ParagraphsMain ideasParagraph 1Paragraph 2Paragraph 3Paragraph 4Suggested answer:ParagraphsMain ideasParagraph 1The spread of the English language in the worldParagraph 2Native speaker can understand each

41、other but they may not be able to understand everything.Paragraph 3All languages change when cultures communicate with one another.Paragraph 4English is spoken as a foreign language or second language in Africa and Asia.2. Scanning1)Go through Comprehending Exercise 1 and make sure the students know

42、 what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons.2)Choose the best answer and see whether youve really understood the text.(1)The passage mainly tells us_.A. why English is more and more widel

43、y used in the world todayB. a very brief history of the English languageC. the difference between British English and American EnglishD. the different kinds of the English language in the world(2)“English became closer to the language you are learning now. ” Here the word “close” means_.A. very alik

44、eB. short C. nearD. careful(3)From this passage we can infer that the English language was once influenced by_.A. the Chinese languageB. South AfricaC. South AsiaD. both German and French(4)From this passage we can see that_.A. the author is quite sure that Chinese English will become one of the wor

45、ld EnglishesB. the author has no idea whether or not Chinese English will become one of the world EnglishesC. the author thinks that government and education play an important role in English learningD. the author feels every satisfied to see more and more Chinese people are learning EnglishSuggeste

46、d answers:(1)B(2)A(3)D(4)B3. Language problemsWhile checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc. 4. Reading aloudPlay the tape of the passage for the students to listen

47、to and follow. Play the tape of part of the passage once more; this time the students listen and repeat.5. Following upWork in groups. Discuss the following 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?Possib

48、le answer:I dont think so. The reasons are as follows:First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. Second, it is necessary for us to learn the narrow difference between different kinds of E

49、nglish if we hope to communicate fluently with native speakers of English from all over the world. Third, different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and s

50、upporting reason the students give can be accepted. ) 2)Why do you think people all over the world want to learn English?Possible answer:Here are the reasons why people all over the world want to learn English. With economy globalization, English has become the best bridge to serve the purpose of pe

51、ople all over the world communicating with one another. However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countr

52、ies or in non-English speaking countries. Also, people from different parts of the world speak English with various accents and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons ca

53、n be accepted. )Step 4 WorkbookDo Exercises 1 and 2 in Using words and expressions on Page 49.Step 5 DiscussionGet the students in groups to discuss how their generation could influence English.Step 6 Homework1. Learn the new words and expressions in this part by heart.2. Read the text again and again. Try to retell it.設(shè)計方案（二）Step 1 Lead-in and W