小编给大家提供高中英语必修一第二单元课件，欢迎参考！
高中英语必修一第二单元课件：
Unit 2 English around the world教学设计
(1) 课题：English around the world
(2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解；Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动； Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标：
① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法； 学会语言交际困难的'表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。
③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇： include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点：Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：详见以下分课时教学设计。
9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。
Period 1: Speaking Warming Up and Pre-Reading
Aims
To talk about varieties of English
To discuss why do so many people speak English
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, 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 language learning needs (or motivations). Tell them that you are going to take in the questionnaires 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 Questionnaire
Interviewer_______________
Interviewee_______________
Present use: situations and skills
Reading (faxes, letters & reports)
Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
Writing (faxes, letters & reports)
Future use: expectations & ambitions
课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。 同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不是很深入。
Period 2 Reading：The Road to modern English
Aims
To talk about English
To read about the history of English language
Step 1 Skimming
Read 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 world
Paragraph 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.
Step 2 Scanning
Read to locate particular information and complete the comprehending Exercise One.
Step 3 Comprehending
1. Check the answers to exercise 1 (page 10
2. Answer these questions (Page 11)
Work 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 in understanding each other despite the fact that they speak a bit differently.
★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.
★ 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 supporting reason the students give can be accepted.)
2) Why do you think people all over the world want to learn English?
Possible answer:
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 people 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 countries or in non-English speaking countries.
★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.
课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。
Period 3: Reading (Language points)
Aim
to master some words and phrases
1. include v.
a) contain
eg. The price includes both house and furniture.
b) embrace thing as part of whole eg. I include him among my friends. 2. present
a) adj: being at hand; being now出席的, 在场的;现在的, 当前的 该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”， 做后置定语其义为“出席的”
eg. The present members 现在的成员 The members present 在场的成员 b) n: gift
eg. He often gave his neighbor's kids little presents. C)vt: to offer赠送,呈献[(+to/with)]
eg. They presented him with a bunch of flowers.
3. culture
n: [C][U] understanding of literature, art, music, etc
eg. He has studied the cultures of many western countries.
4．identity n: who or what a person or thing is
eg. You should show your identity card before you enter it.
5．rule
a) n:custom or statement about what must not be done
eg. He’s made it a rule to rise early.
It’s against the rules of the school to smoke.
b) vt: to govern or control
c) eg. The queen ruled her country for 20 years.
6． Request
vt: to ask for
eg. They requested financial support.
注意：这个词所接的宾语从句要用虚拟语气
I requested that he (should) come an hour earlier.
B )n: asking or being asked
eg. Mr. Paine made a request that I should help him.
7.command
a) vt: give orders to
eg. I command you to start at once. 注意：这个词所接的宾语从句要用虚拟语气
I command that you (should) start at once. b) n: order eg. The army received the command to fire. 8．Actually adv
eg. She looks young, but she's actually 50.
Did you actually see him break the window?
9．International adj: of relating to or involving two or more countries in the world 国际的
eg. They are dealing with the international affairs. Many African countries received international help. 10.modern adj: recent
eg. This is a book of modern history. There is a modern hospital. 11. vocabulary n: all the words of language
eg. Wide reading will increase your vocabulary.
My English vocabulary is limited. 12.rapidly adv: quickly
eg. Our country develops rapidly. The number of learning English is increasing rapidly. 13.retell v: tell something once more
eg. Can you retell the story in your own word? The teacher asked you to retell it. 14.recognize v: to identify from previous experience
eg. He looked at the envelope and recognized Jenny's handwriting immediately.
The policeman recognized her as a thief.
15. government n: group which govern a country or a certain area
eg. The government will decide the matter.
The government is discussing the problem.
Useful expressions
1.play a part/ role in: to act or to be involved in an activity
eg. He has played an important part in carrying out the whole plan.
English plays an important role in international communication.
2. because of：by reason of sb or sth
eg. Because of the storm he didn't go there.
because of 与because 的区别，前者后接名词或代词，后者接句子
eg. He didn’t go to school because he was ill. He didn’t go to school because of his illness. 3．come up
eg. She came up and said, "Glad to meet you."
The moon came up gradually.
I'll let him know if anything comes up.
4. such as: like; for example
eg. I like drinks such as tea and coffee.
such as 与for example 的区别，前者用来罗列事物或人后者用来举例说明
eg. English is also spoken in many places, such as Africa and Asia.
For example, Tom has the same opinion.
课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。
Period 4 : Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day?”
He said, “Where do you go to school?” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.
Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. 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 stress and 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 indirect speech.
4) Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example:
T: Please don’t talk in class.
S1: What did our teacher tell us? / What did our teacher say?
S2: He told/asked us not to talk in class. / She said not to talk in class.
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: Of course I’ll be happy to collect your shopping for you.
★ 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.
课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。
【高中英语必修一第二单元课件】相关文章：
高一必修一第二单元作文09-18
语文第二单元整组课件05-07
新课标必修一语文同步测试·第二单元07-19
人教版必修3高一语文第二单元《登高》学案12-06
高一必修一单元英语作文09-14
高一必修二五单元作文10-26
必修二 离骚 课件09-05
人教版必修5第二单元《陈情表》学案12-06
离骚高一必修2课件11-05
高中必修二离骚 课件09-04