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新人教必修一 Unit2 English around the World[全单元课件]


Period 1&2 & Warming up and Reading I
Unit 2 English around the world

Warming up – I ( 1m )

Do you like learning English? Why?

Warming up – II ( 9m)

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Read the passage in warming up, and answer the following questions? 1.Can you name some countries in which English is spoken?

English Around the World

the United Kingdom the USA Ireland Australia New Zealand

Canada

South Africa

2. Are the English in those countries the same? 3.Do you know how many people use English as their native language, second language, or foreign language?

number of example speakers countries the native language the foreign language the second language
USA,Canada, Australia,south Africa, Ireland, New Zealand

working situation

375 million 750 million 375 million

China and many other countries government, India, Pakistan,Niger schools, ia,Philippines. newspapers, TV

Pre-reading – I (3m)

Watch the video, then tell the difference between the English the man speaks and the English the woman speaks.

(One is in British English, the other one is in American English.)

Pre-reading – II ( 5m )

Do you know the differences between American English and British English? American English

&
British English

British English colour, favourite, theatre, centre, travelled, metre

American English

spelling

color, favorite, theater, center, traveled, meter

pronunciation

ask not post,

dance box film,

wheel

mail, movie,

words I think, shop, I guess, store,

British English

American English

lift (电梯 电梯) 电梯 petrol (汽油 汽油) 汽油 flat (公寓 公寓) 公寓 autumn

elevator gas apartment

words

fall underground(地铁 subway 地铁) 地铁 university(大学 college 大学) 大学 garbage rubbish(垃圾 垃圾) 垃圾 dustbin(垃圾箱 trash can 垃圾箱) 垃圾箱 holiday vacation fortnight(两星期) 两星期) 两星期 two weeks

Reading – I ( 3m )

Fast reading:

Read the text and find out the answers to the questions of Ex. 1 on page 10.

Reading – II ( 10m )

Pair work: 1. Read the text and try to find the main idea of each paragraph. (Work in pairs) 2. Check the answers. Ask some students to tell their answers, after giving the answers, they should also tell how they find the answers, then give the suggested answer.

Paragraph 1: describes the extension of English in the world. Paragraph 2: tells us native speakers can understand each other but not everything. Paragraph 3: tells the development of English as native language. Paragraph 4: tells us English is spoken as a foreign or second language in

many countries.

Reading – III ( 5m )

Group work: What can you learn from this passage? (discuss in group of four, then ask the students to show their ideas.) The aim of this step is to help the students realize the importance of English.

Post-reading ( 5m )

1. Do you think it matters what kind of English you learn, why? 2. Why do you think people all over the world want to learn English? 3. Will Chinese English become one of the World English?
(Students give their own answers.)

Assignment
1. Try to remember the English meaning of the new words in Reading I. 2. Prepare for the next class. 3. Finish the exercises on WB.

Period 3 Learning about language
Unit 2 English around the world

Revision ( 3m )

Match: (Review the new words) 1.come up 2.culture 3.actually
D. A.

B. C.

evidence of intellectual development of (arts, science,etc.) in human society. reach;close to Being in the place in question;existing now. In actual fact;really

4.present

5.rule 6.usage 7.identity 8.such as

E. for example F. govern;have authority (over). G. who sb is; what sth is H. way of using sth; treatment.

Checking answer – I (1m)

Answer keys for Ex.1 on Page 11: 2D 3E 1C 4F 7J 10H 5A 8G 6B

9I

Checking answer – II (2m)

Answer keys for Ex.2 on Page11: It is not easy for a Chinese person to native English speak English as well as a _____________ speaker ________. This is actually _________ because the vocabulary ___________ and usage are different in different parts of the English speaking world. If you say “flat" instead of apartment “_________", people in America will not think you speak good English. If you use elevator the word _________ instead of “lift" in Britain, they will look at you a little strangely! It seems you cannot win!

Checking answer – III (2m)

Answer keys for Ex. 3 on page 11: 6. gas 1. includes 7. international 2. cultures 8. Rapidly 3. present 9. However 4. Actually 10. government 5. usage

Learning useful structure – I ( 2m )

Say the following sentences to three students: S1: Open the window. S2: Pass on the book to your deskmate. S3: Will you please close the door. Then ask: What is the difference among the sentences I spoke to them just now? Help the students understand what is a command or a request.

Learning useful structure – II ( 2m )

Make clear the difference between commands and requests and finish the following exercises: 1. Go and collect the wood right now. (C) 2. Could you go and get the shopping bags, please? (R) 3. Shut the door at once. (C) 4. Go and get my coat. (C) 5. Would you please get that book for me? (R)

Learning useful structure – III ( 2m )

Find the rules:Ask the students to finish the : following exercises, and try to find the rules.
“Make sure the door is open.” the teacher said to me. The teacher told me to make sure the door is open. “Don’t play games in the classroom.” the monitor said to us. The monitor told us not to play games in the classroom. “Will you please not smoke here?” she added. She asked me not to smoke here.

Learning useful structure – IV (10 m )

Rules and practice of direct and indirect speech 当直接引语为祈使句时, 当直接引语为祈使句时, 转换为间接引语要用一个带动词 不定式的简单句表示: 不定式的简单句表示:

祈使句
直引:主语 动词 祈使句” 动词+“祈使句 直引:主语+动词 祈使句” 间引:主语+动词 动词+to Verb 间引:主语 动词

e.g. The teacher said to me, “Come . . in .” —The teacher told me to go in 。 John said to me , “Please shut the window。” 。 —John asked me to shut the window。 。 The teacher said to me, “ Don’t be late again.” ---- The teacher advised me not to be late again.

特别提醒
1.祈使句变为间接引语,主要使用动词不 祈使句变为间接引语, 祈使句变为间接引语 定式。 定式。 2.谓语动词要做一定变化。 谓语动词要做一定变化。 谓语动词要做一定变化 表示命令, 表示命令,用tell,order,command等。 , , 等 表示请求, 表示请求,用ask,beg,request等。 , , 等 表示忠告, 表示忠告,用 advise。 。

Direct speech

Indirect speech Miss Hu told ** to open the window.

Open the window.

Will you please Miss Hu asked ** to open the window? open the window. Don’t open the window.
Miss Hu told ** not to open the window.

Try to do this:

“Write a letter to your parents.”
The teacher told me to write a letter ….

“Don’t play games in the classroom.”
The teacher ordered me not to play games ….

“Can you pass on the book to Tom?”
The teacher asked me to pass on …

“Will you please not smoke here?”
The teacher asked me not to smoke there.

“It is a fine day. Let’s go to the country for a picnic.” Peter said to me. Peter said that it was a fine day and asked me to go to the country for a picnic with him. Peter told me that it was a fine day and let us go to the country for a picnic.

感叹句
直引:主语 动词 感叹句” 动词+“感叹句 直引:主语+动词 感叹句” 间引:主语+动词 动词+陈述句 间引:主语 动词 陈述句 e.g. He said, “ what a fine day it is !” He said , “ How fine the day is !” He said what a fine day it was . He said how fine the day was . He exclaimed that it was a fine day.

特别提醒
1. 间接感叹句的动词应该是 间接感叹句的动词应该是cry 或exclaim 。 2.可以仍用 可以仍用what,how 等词,语序不变,也可 等词,语序不变, 可以仍用 , 以用that 从句,把动词 从句,把动词say 改为 改为cry,shout, 以用 , , exclaim 等。

Practice 1.He said to Tom, “Don’t do the work any more.” He told Tom not to do the work any more. 2.Mrs. Green said, “Please sing us a song, Miss White.” Mrs. Green asked Miss White to sing them a song. 3. “Be quiet, children.” said Mrs. Wilson. Mrs. Wilson told the children to be quiet. 4. All the people cried, “What magnificent clothes these are!” All the people cried what magnificent clothes these were.

高考链接: 高考链接:
1. We won’t give up _______ we should fail 10 times. ( 1993年上海 ) 年上海 A. even if B. since C. whether D. until 2. — I don’t have any change with me. Will you pay the fare for me?( 2000年上海) 年上海) 年上海 ---- ________ . A. That’s fine B. Nothing serious C. Never mind D. No problem 3. ---- Do you mind if I keep pets in this building? ---- _______ .(2000上海) 上海) 上海 A. I’d rather you didn’t, actually B. Of course not, it’s not allowed here C. Great! I love pets D. No, you can’t

4. The teacher asked us ____ so much noise.(2003年北京) 年北京) 年北京 A. don’t make B. not make C. not making D. not to make 5. Visitors ____ not to touch the exhibits. (NMET2001) A. will request B. request C. are requesting D. are requested

Assignment 1. Try to remember the rules of direct and indirect speech. 2. Finish the exercises on WB. 3. Prepare for the next class.

Period 4 Reading II

Unit 2 English around the world

?
Warming up – I ( 3m )

How many dialects are there in China ?

dialects family in China

Chinese
北方方言 赣语 粤语 吴语 闽南语 客家话

湘语

dialects in Guangdong province

粤 客方言 方 言 闽方言

代表地区 梅州

代表地区 广州

代表地区 潮汕地区

Warming up – II ( 2m )

Do you think there are some dialects in English?

Britain

The U.S.A

English dialects in different countries

Canada Australia India New Zealand

Reading – I (1m )

Fast reading: Read the text on page 13 for 1 minute and answer the following question. Is there standard English?

Reading – II ( 5m )

Detailed Reading Read the text for 3 minutes and answer the following question. 1.How many dialects of American English How have been listed in the text? 2.Why do people from both Northeastern and Southeastern of U.S. speak with almost the same dialect? And what kind of dialect is it? 3.Why are there so many dialect in American English?

1.How many dialects of American English have been listed in the text? midmid-western, southern, African American, Spanish

2.Why do people from both Northeastern and Southeastern of U.S. speak with almost the same dialect? Because when Americans moved from one place to anther, they took their dialects with them.

3.Why are there so many dialect in American English? That’s because people come from all over the world. And geography plays a part in making dialects.

Reading – III ( 10m )

Reading Task on page 52

Read the passage on Page 51 & 52, then fill in the following form: Country Education Job Most important task Who worked on it? Date of completion Other information a

Country Scotland Education Job Most important task Who worked on it? Date of completion Other information

Country Scotland Education Village school then taught himself. Job Most important task Who worked on it? Date of completion Other information

Country Scotland Education Village school then taught himself. Job Work in a bank, teacher. Most important task Who worked on it? Date of completion Other information

Country Education Job Most important task

Scotland Village school then taught himself. Work in a bank, teacher. Its difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.

Who worked on it? Date of completion Other information

Country Education Job Most important task

Scotland Village school then taught himself. Work in a bank, teacher. Its difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience. Murray, his two daughters and other editors.

Who worked on it? Date of completion Other information

Country Education Job Most important task

Scotland Village school then taught himself. Work in a bank, teacher. Its difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience. Who worked on it? Murray, his two daughters and other editors. Date of 1982 completion Other information

Country Education Job Most important task

Scotland Village school then taught himself. Work in a bank, teacher. Its difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience. Murray, his two daughters and other editors. 1982

Who worked on it? Date of completion

Other information

Ideas for this dictionary from a meeting in Britain in 1857. Begin to do it in 1895. Hoped to finish it in ten years.

Assignment
Review all the new words and expressions. 2. Finish the exercises on the exercise books. 3. Prepare for the next class.
1.

Period 5 Listening
Unit 2 English around the world

Revision ( 2m )

Ask some students to tell the words that are different in American English & British English

Listening – I ( 5m )

Ex. 5 on Page 12. Listen to these dialogues. Find the British and American words which are different but have the same meaning. Dialogue 1: candy----sweets Dialogue 2: truck----lorry Dialogue 3: fall----autumn

Listening – II ( 13m )

Listening on Page 14. 1. Listen to the tape for the first time and try your best to get the main idea of what is talking. 2. Listen to the tape for the second time, pay attention to the exercise of page 14. Try your best to find out the answers to these questions.

Answer keys for the exercises on page 14
1.

2. 3. 4. 5. 6.

it’s He believes it s almost a different country from the US. The listening text tells us it is so. The boys thought that the catfish was almost the size of a house.. He thought the catfish would eat him. They laughed because Lester believed the catfish would hurt him. Buford’s Jane is the second speaker, Buford s teacher. She is from Britain. Hello”. She says “Hello . Hello

Listening – III ( 10m )

Listening Task on Page 51. 1. Ask the students to tell the names of the countries where English is spoken. 2. Finish the listening task. ( Students give their own answers after listening.)

Conclusion for listening skills (10m)

After each step of listening, ask the students who did best to tell how he / she did it, other students can have a discussion or ask him / her some questions.Everyone should try his best to find a good way for himself to improve his listening ability.

Assignment 1. Finish the listening task on English Weekly. 2. Make a conclusion of the skills learned in this class.

Period 6 Speaking and writing
Unit 2 English around the world

Speaking – I (5m )

Make a dialogue There are three situations. Please make dialogues using commands or requests with your partner. You are encouraged to imagine interesting dialogues.

Situation 1 You need to ask someone to close the door but you cannot do it yourself. There are many people in the room but you cannot tell who are important and who are not. so how do you do it politely?

Situation 2 You are standing in the middle of a train carriage and you need to leave. You must not push your way to the door, so how do you do it politely?

Situation 3 A bear is about to approach a boy. What do you say to him to make sure that he won’t won t be hurt?

Pre-speaking for speaking –II ( 3m )

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) Lady (British)

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) subway Lady (British) underground

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) subway left Lady (British) underground left-hand side

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) subway left keep going straight Lady (British) underground left-hand side go straight on

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) subway left keep going straight two blocks Lady (British) underground left-hand side go straight on two streets

Read the dialogue on page 15 and find out the different British and American English words.
Amy (American) subway left keep going straight two blocks right Lady (British) underground left-hand side go straight on two streets right-hand side

Amy (American) subway left keep going straight two blocks right movie bar the first floor

Lady (British) underground left-hand side go straight on two streets right-hand site film pub ground floor

work Form a group in three , and make a dialogue according to the following map, try to use the words that are different in BE and AE as many as possible. Student A: is from American. Don’t know the directions, so ask Student C for help. But doesn’t know the British well. Student B: is a speaker of British English, but know both American and British English. Retell C’s words to A Student C: is the native British there and is familiar with the directions. But doesn’t know American English.

Speaking – II ( 8m ) Group

Map
Restaurant

Museum

Underground

Supermarket

Middle School

Pub

Cinema

Writing – I ( 4m )

Pair work:Fill in the chart after discussing in pairs. My experience of learning English
My Ideas for problem improvement s Why I like English My future with English

. .

My experience of learning English

My Ideas for problems improvement Listening Listen to BBC.

Why I like English

Writing

Words

Listen to music and movies. Practice Enjoy making original sentence works Memorize new Travel words

My future with English Help me realize my dream.

Writing – II ( 15m ):

Write a passage:

Title:My Experience of learning English Words: at least 100. Content:Paragraph 1 My problem in learning English. Paragraph 2 How I can improve my English. Paragraph 3 What I like about learning English. Paragraph 4 How I hope to make use of my English?

Writing – III ( 10m )

Checking the composition. 1. Ask the students to check the composition for their partner. 2. Show some compositions on the screen, other students should give some advice.

Assignment
1. 2.

3.

Try to correct the composition . Finish the exercise of unit 2 of English Weekly. Finish the reading on page 53 and design a code of your own. (a group of 4).


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