Unit2 Book1 English around the world Learning about Language教案 高一英語課件教案 人教版

《Unit2 Book1 English around the world Learning about Language教案 高一英語課件教案 人教版》由會員分享，可在線閱讀，更多相關(guān)《Unit2 Book1 English around the world Learning about Language教案 高一英語課件教案 人教版（9頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、Unit 2 English around the world Learning about Language 廈門市翔安第一中學(xué) 梁金蘭 1．教學(xué)內(nèi)容分析 人教社《普通高中課程標(biāo)準(zhǔn)英語教科書英語（1）》高一第二單元Unit 2 English around the world中的Learning about Language。 本單元的中心話題是 “English language and its development, different kinds of English”，通過對世界上的英語這一話題的探討，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。世

2、界在發(fā)展，時代在前進(jìn)，語言作為交流的工具，也隨著時代的發(fā)展而變化。由于英語在世界上的廣泛使用，它不斷地吸收、交融、容納、創(chuàng)新，這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語。 本課時主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個部分所學(xué)的新單詞和短語，同時也通過新的例子展現(xiàn)出美國英語、英國英語的差異。 2．教學(xué)目標(biāo) 知識目標(biāo): words and expressions of Unit2 能力目標(biāo):1. 學(xué)生能夠運用學(xué)過的話題詞匯感悟英國英語和美國英語的不同。 2. 學(xué)生能使用一些詞匯學(xué)習(xí)策略比如語境法和聯(lián)想法等完成一些詞匯的練習(xí)。 3. 學(xué)生能夠利用學(xué)到的核心詞匯進(jìn)行造句并能進(jìn)行拓展

3、使用。 情感目標(biāo):1. 學(xué)生對記憶單詞感興趣。 2. 學(xué)生具有合作意識與競爭意識。 3．教學(xué)思路及教學(xué)過程流程圖 本節(jié)課注重改善當(dāng)前中學(xué)生英語詞匯學(xué)習(xí)狀況，旨在幫助學(xué)生掌握有效的詞匯學(xué)習(xí)策略。注重構(gòu)建策略引導(dǎo)型的詞匯教學(xué)模式，即從詞匯的形式到詞匯的意義，再到詞匯的應(yīng)用。 Tongue twister Lead-in Focus on the form Presentation Match the new words with the pictures Match the

4、 new words and expressions with their meanings. A competition Guess the words or expressions. Focus on the meaning Practice Compare the following sentences and explain the differences. Find the correct meanings of the phrase “come up” from the right column. Focus on t

5、he usage Practice A competition. Make up a story as funny as possible. Brain-storm . 詞語接龍 Make sentences. Finish a passage without words given Finish a passage with the given words Catch the words.

6、 Sum up Fill in the forms. Evaluation Peer-assessment Self-assessment Use baidu for information Homework Classify the words Make word cards 4．教學(xué)過程設(shè)計 Step 1 Lead-in (3′) Ton

7、gue twisters A The students are divided into groups of six. Each group chooses one sentence. The students guess the meaning, find out the right sense groups and practice reading. B Have a competition to see which group reads the most fluently. 1 Can you can a can as a canner can can a

8、 can? 2 Don’t rock that baby on the rock while playing that rock music. 【設(shè)計意圖】 1 激活學(xué)生已有的知識和經(jīng)驗，調(diào)動學(xué)生的主觀能動性，使其學(xué)習(xí)構(gòu)建新的知識。 2 揭示詞匯一詞多義的特點、學(xué)會劃分意群和在語境中掌握詞義。 3 提高課堂的趣味性與說英語的流利性。 Step 2 Focus on the form (10′) A Match the new words with the pictures. 1 elevator 2 petrol/gas 3 voyage 4 apartment

9、 5 Danish 6 vocabulary 7 Singapore 8 Malaysia A B C D E F G H I Answer: 1C 2A 3B 4E 5D 6G 7F 8H B Match the new words and expressions with their meanings. (Ex.1 P11) 1 petrol A who or what somebody o

10、r something is 2 voyage B a word for gas in British English 3 gradually C not sudden 4 frequently D in fact 5 identity E the second of two things or people already mentioned 6 the latter F often 7 actually G long trip by sea or in space 8 fluent H able to spe

11、ak or write a language well Answer: 1 B 2 G 3 C 4 F 5 A 6 E 7 D 8 H C A competition Guess the meanings. There are four meanings of words or expressions for each group. The students have to guess what it is. The group which could finish the task in the least time will be the winner. The winner

12、 will get 5 points. The second one will get 3 points. The third one will get one point. Group 1 1 for example 2 a set of rooms for living in 3 the way that words are used in a language 4 a machine used for moving people or things up and down Group 2 1 visit a place 2 all the wo

13、rds and phrases you learn 3 agreed, said or done by the government 4 the way in which a word is spelled Group 3 1 person who has spoken English since birth 2 as the result of a particular thing or someone’s action 3 used to give an example of something 4 long trip by sea or in space G

14、roup 4 1 at this time; now 2 who or what sb./sth. is 3 slowly, over a long period of time 4 happening often 【設(shè)計意圖】 1 使學(xué)生學(xué)會圖片聯(lián)想法、拼讀策略和英語釋義法，并且注意詞匯的形式。 2 使學(xué)生了解拆分法。如usage, 可以拆成一個us, 一個age；base拆成as加在be里；Malaysia拆成M過去位于(lay)亞洲（Asia）之間。 Step 3 Focus on the meaning (5′) A Read the following senten

15、ces and work out their meanings in pairs. Find the correct meanings of the phrase “come up” from the right column. Sentences Meaning 1. The sky was dark blue and clear when the moon came up. 2. Your question came up at the meeting. 3. I came up for interview but didn’t get the job. 4. A child

16、came up to me and showed me the way to the station. 5. Don’t you have a birthday coming up soon? 6.The seeds are just beginning to come up. A to move near someone or something by walking B to appear above the soil C to be mentioned D to be about to happen soon E to come to a place regarded a

17、s higher Answer: 1 E 2 C 3 A 4 A 5 D 6 B B Compare the following sentences and explain the differences in pairs. 1 A Actually, he knows four languages, such as Chinese, English and Danish. B Actually, he knows four languages, namely, Chinese, English, Danish and Japanese. C The differences in

18、 pronunciation between AE and BE are greater. For example, Americans say dance [daens], and in Southern England they say [da:ns]. 2 A A large number of students in Singapore are reading the book. B The number of students reading the book is large in Singapore. 3 A Because you are concerned about

19、 me, I find that life is full of hope. B Because of your concern, I find that life is full of hope. 4 A Actually, he is a native of Malaysia. B Actually, bananas are native to Taiwan. 5 A The Danish native language is Danish. But at present a large number of people are learning English. B H

20、ow many of the group coming from Malaysia are present today? 【設(shè)計意圖】 1 使學(xué)生學(xué)會語境學(xué)習(xí)法、了解詞塊以及一詞多義。 2 學(xué)生通過觀察對比總結(jié)出的結(jié)論，記憶深刻。并且能注意詞匯的意義。 Step 4 Focus on the usage (20′) A Make sentences using “ make use of, be based on”. You can use the following words or pictures if you like. film student Danish

21、 native visitor usage B Play the game “詞語接龍”. 1 Brainstorm the words with the form “adj.+ly→adv.”. 2 Observe the following sentences . 1) We hold conferences frequently. 2) Research is also advanced by frequent conference to exchange experience. 3 Play the game “詞語接龍”，the fi

22、rst one makes a sentence using the adjective, the next one the adverb of the same adjective using the following words.. official, actually, gradual, gradually, fluent, fluently, frequent, frequently C Add these phrases to the rhyme so that it makes sense. Then read the rhyme aloud and mark t

23、he sense groups. (Ex.3 P11) such as make use of because of come up at present “Will you _________ to my flat?” asked the spider to the fly. “___________ it’s so pleasant to look down from so high. ____________ the clear sky it’s possible to see Buildings _____________ theatres and ho

24、tels by the sea. So won’t you please ___________ this chance to look?” The fly agreed immediately without a second thought. But as soon as she went up with a step so light that day, The spider caught and ate her and she was never seen again! Answer: come up At present Because of such as mak

25、e use of D Complete this passage with the words from the Warming up and Reading. (Ex.2 P11) It is not easy for a Chinese person to speak English as ________ as a _________ English speaker. One reason is that English has a large __________. It also has different usage in different English speaking

26、 countries. If you use “flat” instead of “_________”, people in American will know you have learned British English. If you use the word “_________” instead of “l(fā)ift” in Britain, people will know you have studied American English. Answer: fluently native vocabulary apartment elevator E A com

27、petition Make up a story as funny as possible using the following words or phrases learnt today. because of, come up, at present, make use of, such as, be based on, actually, fluent, fluently, gradually 1 The students are divided into groups of six. Each one makes up a sentence. Then they joi

28、n the sentences together and make some necessary changes. Add up more if they can. 2 Each group chooses one to present their work. The group which uses five words or phrases will get 5 points. The more, the better. The group which uses the most words or phrases wins. 【設(shè)計意圖】 1 強調(diào)詞匯學(xué)習(xí)的關(guān)鍵是運用，使學(xué)生學(xué)會構(gòu)詞

29、法、語境學(xué)習(xí)法和詞塊聯(lián)想法。 2 再一次復(fù)習(xí)意群的劃分，學(xué)會根據(jù)意群科學(xué)地記憶，并且欣賞語言的韻律之美。 3 培養(yǎng)學(xué)生的合作意識與競爭意識。 Step 5 Sum up(3′) Catch the words. The word will turn up very very quickly! You have to open your eyes and catch the words. Every time there are three words. The words are what we have learnt in this period. Write down the w

30、ords . 【設(shè)計意圖】 1 形式新穎，學(xué)生情緒高漲，興奮度高；快速閃現(xiàn)，學(xué)生注意力高度集中；學(xué)生回憶記下，再定格，復(fù)現(xiàn)率高；記憶效果好。 2 再一次復(fù)習(xí)本課的內(nèi)容。 Step 6 Evaluation (4′) Fill in the forms: A Self-assessment 策略： 1. 拆分法 _______ 2. 大腦風(fēng)暴法 _______ 3. 拼讀策略 _______ 4. 圖片聯(lián)想法 _______ 5. 英語釋義法 _______ 6. 詞塊學(xué)習(xí)法 _______ 7. 構(gòu)詞法 _______ 8. 語境學(xué)習(xí)法

31、語言知識： 1. 形容詞、副詞：____________________________________ 2. 名詞：____________________________________________ 3. 名詞、形容詞：____________________________________ 4. 國名：____________________________________________ 5. 名詞、動詞：______________________________________ 6. 重點短語：____________________________________

32、____ 7. 重點詞匯：________________________________________ 語言能力 1 Can you apply the word formation rules to vocabulary expansion? 2 Can you make sentences with the words or phrases learnt today? 3 Can you guess the meaning of most of the new vocabulary in the reading passages without consulting the

33、dictionary or the vovabulary list? 4 Do you know reading is one of the most effective and efficient ways of increasing vocabulary? Reflection(反思) 1. I did well in 2. I would try to do better in 3. I need to put more effort in B Peer-assessment

34、 Group 1 Group 2 Group 3 Group4 They worked together well. They speak clearly and loudly. They are creative and active. I understood what they said. Others … Step 7 Homework Optional homework. The students can choose one to finish. 1.

35、Make word cards as funny as possible using baidu to search pictures. 2. Classify the words and expressions in U2 according to the following topics: the location of English and its people, the development of English, British English and American English and the dialects of English. Choose one to dev

36、elop into an article using baidu to search some useful information. 【設(shè)計意圖】 鞏固所學(xué)詞匯，培養(yǎng)學(xué)生利用百度搜索獲取信息的能力。 5、教學(xué)反思 本課時為詞匯教學(xué)，Wilkins指出：“沒有語法不能很好地表達(dá)，而沒有詞匯則什么也不能表達(dá)?！币虼?，詞匯教學(xué)在英語知識體系中非常重要。 此教學(xué)設(shè)計環(huán)節(jié)為：呈現(xiàn)→發(fā)現(xiàn)→歸納→實踐→活用，教學(xué)流程是:呈現(xiàn)語言材料--學(xué)生觀察分析歸納規(guī)則--練習(xí)中嘗試運用規(guī)則。即發(fā)現(xiàn)和探究的方法，啟發(fā)學(xué)生通過所給的啟示，如詞匯的英語釋義或例句，自己找出書中的重點語言項目，即課程標(biāo)準(zhǔn)所要求掌

37、握的語言知識及有關(guān)的規(guī)則。我從詞匯的形式、意義和應(yīng)用三個方面精心設(shè)計了不同層次、多種形式的練習(xí)，以加深學(xué)生對所學(xué)單詞和結(jié)構(gòu)的理解，培養(yǎng)他們初步運用這些詞匯的技能，以引導(dǎo)學(xué)生逐步具有在綜合語言實踐活動中靈活運用詞匯的能力。這樣讓學(xué)生自主探究,掌握語言知識,形成學(xué)習(xí)能力，符合新課程的教學(xué)理念。 此教學(xué)教學(xué)反饋貫穿于教學(xué)的每個環(huán)節(jié)之中，強調(diào)以形成性評價為主的原則。通過自我反饋、同伴反饋啟發(fā)學(xué)生對自己在這節(jié)課參與各種教學(xué)活動中表現(xiàn)出的學(xué)習(xí)興趣、態(tài)度、語用和交流能力進(jìn)行評價，讓學(xué)生了解自己所處的發(fā)展?fàn)顟B(tài)，體驗進(jìn)步與成功，從而產(chǎn)生進(jìn)步的動力。體現(xiàn)了以學(xué)生為本、以學(xué)生為主體的教育評價理念。

38、P.S.單詞卡的一個例子： The pet told the African,“他(pet)滾動(roll)鐵圈時把鐵鉤(l)掉進(jìn)汽油(petrol)里了，l在汽油(petrol)里掙扎，發(fā)出該死該死(gas)的聲音。唉，petrol本來就是gas嘛。并且看到丹麥人(Danish)在斗牛，D被牛角劈成了Sp，變成了西班牙人(Spanish)。更奇怪的是，他最近(recent)口音（accent）變了，re變成了ac。也許是方言（dialect）的一種新用法（usage）吧。這種用法（usage）只有我們(us)這種年齡(age)的人才懂吧。”聽了這些話，非洲人（African）大笑，f變成了我(me)，又變成了奧巴馬。哈哈，奧巴馬本來就是非裔美國人(African-American)嘛。 生詞為： 1. African 2. petrol 3. gas 4. Danish 5. Spanish 6. accent 7. dialect 8. usage 9