第一篇：高中英语必修2·Unit5·Music-Reading教案(人教新课
Unit 5 Music
Reading---教案
Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming
up
(2)Developing their abilities to express their feeling on music and enlarge their
knowledge on music
Procedures:
Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are
you good at singing, Can you play a musical instrument”
Ask students to answer the 4 questions in groups actively while introducing different kinds of
music in the world.Step 2 pre—reading
(1)Get the students to discuss the questions with their partners and then ask them to report their
work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have
(Beatles, Back—street boy, West—life)
2、Which one do you like best?
(2)Introduce something about “The Monkeys”
Step 3 skimming
Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?
2、When did “The Monkeys” break up and when did it reunite?
Step 4 Second reading
In this part, students will read the text again and try to understand the sentences and the main idea of
each paragraph, and then finish the exercise 2 and 4 in Comp rending
Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5
Step 6:Feedback
第二篇：高中英语必修4 Unit5教案
高中英语必修4 Unit5教案
高中英语必修4Unit5教案
Unit5Themeparks
.单元教学目标
技能目标SkillGoals
Talkaboutdifferenttypesofthemeparksindifferentcultures
Showpeoplearoundaplaceandgivedirections
Studywordformation
writeanintroductiontoaplacewithdetailedexplanations
II.目标语言
功能句式
Expressionsusedtoshowpeoplearoundaplace
wearehappytoshowyou...overthereisthe...Downthepathyoucansee...Themainidea/themeintheparkis...youwillenjoydoing/seeing...Expressionsusedtoaskthewayandgivedirections
can/couldyoushowmewhere...is?
can/couldyoutellmethewayto...?
Howcanwegetto...?
Howfaris/arethe...?
youcanreach...bybus/subway/...Goalong/down...andturnleft/rightatthe...crossing.Itisjustbehind/nextto/oppositethe...,youcan’tmissit.Itisabout...minutes’walk/busride.Itisabout...metersaway.词汇
．
四会词汇
theme,amusement,various,variety,rides,equipment,experiment,advance,advanced,technique,test,cloth,Brazil,jungle,creature,up-to-date,excitement,volunteer,jungle,sneaker,admission,outing,shuttle,brand,advanced
2．认读词汇
rollercoaster,fantasyland,imaginary,imagination,vary,Futuroscope,mysterious,T-Rexcombination
3．词组
Nowonder,inadvance,getcloseto,cometolife，结构
wordFormation
III.教材分析和教材重组
.教材分析
本单元以Themeparks为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。
.1warmingup通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。
.2Pre-reading通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。
.3Reading通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。
.4comprehending让学生从的标题及各段大意来整体理解课文。
.5LearningaboutLanguage分词汇和语法两部分。
Discoveringusefulwordsandexpressions中的练习1是以给出意思写出相对应词汇的形式考查对中重要词汇及短语的理解。练习2是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/becloserto这一短语不同意义及用法的准确运用。
Discoveringusefulstructures是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。
.6UsingLanguage分为四个部分练习听、说、读、写。)Listening
练
习
听
力
可
配
合ListeningonP69inworkbook及ListeningTaskonP73进行。
2）Readingandspeaking这是一篇泛读，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。
3）writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。
4）Speaking根据所准备的公园概况介绍写一段
对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。
2.教材重组
2.1因本教材重点强调的是阅读能力，故将warming-up,Reading,comprehending合在一起设计成一节“精读课”。2.2LearningaboutLanguage,UsingStructures
中
和的workbookUsingwordsandexpressions,Usingstructures合在一起,设计成一节“语法课”（既有词汇又有语法）。
2.3将UsingLanguage中的Listening,workbook中的Listening和Listeningtask整合成一节“听力课”。
2.4将Readingandspeaking，workbook
中的Readingtask整合为一节“泛读课”，旨在从整体上理解课文，作为对本单元话题“主题公园”的知识扩充。
2.5将Speaking,workbook
中的Talking
和Speakingtask整合为一节“口语课”。
2.6将UsingLanguage中的writing和workbook中的writingtask整合成一节“写作课”。
3.课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）
stperiod
IntensiveReading
2ndperiod
LanguageStudy
3rdperiod
Listening
4thperiod
ExtensiveReading
5thperiod
Speaking
6thperiod
writing
IV.分课时教案
TheFirstPeriod
IntensiveReading
Teachinggoals
教学目标
.Targetlanguage目标语言
a.重点词汇和短语
themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,brand,equipment,sneakers,cometolife,minority,fantasy,getcloseto,settlers,takeanactivepartin,experiment,advanced,technique
b．重点句子
Asyouwanderaroundthefantasyamusementpark,youmayseeSnowwhiteormickeymouseinaparadeoronthestreet.withalltheseattractions,nowondertourismisincreasingwhereverthereisaDisneyland.2.Abilitygoals能力目标
Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.3.Learningabilitygoals学能目标
Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.Teachingimportantpoints
教学重点
Tosolvethequestionsincomprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.Teachingdifficultpoints
教学难点
Howtogiveageneralinstruction/descriptionofaplace.Teachingmethods
教学方法
Listening;
Skimming;
Scanning;
Task-based.Teachingaids
教具准备
Arecorderandacomputer.Teachingprocedures&&ways
教学过程与方式
StepIRevision
T:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,atease
T:Now,handinyourpaperplease;I
’llcheckyourworkafterclass.StepII
warmingup
T:Let’slookatthe
picturesonP33.Trytomatchthenamesoftheparkswiththepictures.canyouguesswhichareparksandwhicharethemeparks?
T:whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?
Sa:ofcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI
’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:Iwouldliketogotowaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.„
StepIII
Reading
Skimming
T:It
’sinterestingtolistentoyourideas.Todaywearegoingtostudyapassageaboutthemeparks.ThetitleisTHEmEPARkS
—FUNANDmoRETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.T:Haveyougotthemainideaofthepassage?whocantellmethetopicsentencesofsixparagraphs?
Topicsentences
Paragraph1.Differentkindsofthemeparks.Paragraph2.Disneyland.Paragraph3.Dollywood
Paragraph4.England’scamelotPark
Scanning
T:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen..whatisthepurposeofDollywood?whatkindofpeopledoyouthinkwillvisitsthisthemepark?
2.whatdoyouknowaboutancientEnglishstories?whatotheractivitiesdoyouimaginethereareatcamelotPark?
3.Disneylandisaplacetohavefun.whatwillyoudoifyouhaveachancetovisitDisneyland?
4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?why?
suggestedanswers
.ThepurposeofDollywood
istoshowandcelebrateAmerica’straditional southeasternculture.ProbablyalotofAmericanswillvisitthisthemepark.2-4studentswillgivetheirownanswers.StepV
Discussion
T:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVI
Homework
Rememberallthenewwordsandphrasesinthereadingpassage.writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodListening
Teachinggoals
.Targetlanguage
cloth,marineLandthemepark,dolphins,polarbears,dotricks,arollercoaster,dugout
2.Abilitygoals
Enablethestudentstomastertheskilloflisteningforinformation.3.Learningabilitygoals
Helpthestudentslearnhowtogettheskillsoflistening.Teachingimportantpoints
Listentothethreematerialsaboutcustoms,Seaworldandbuildingadugoutboatandanswerthequestionscorrectly.Teachingdifficultpoints
Listenandgettheneededinformationtocompletetheexercises.Teachingmethods
Listeningandcooperativelearning.Teachingaids
I
Arecorder,acassettetapeandacomputer.Teachingprocedures&ways
StepI
Revision
checkthestudents'homework.StepII
Listening
Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyou'dbettertakesomenotesofit.T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowlet'slistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.Studentslistentotherecordingforthefirsttime.T:Haveyougottheanswers?Let'scheck.checktheanswerstogether.T:Let'slistentothetapeagainandanswerthequestionsin
Part2.youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.StepIII
Listening
T:Let'scometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandjiyangwhoarevisitingtheSeaworld.T:HaveyoueverbeentoSeaworld?
Ss:yes.T:whatcanyoudoinSeaworld?
Ss:wecanfeedthedolphins.wecanplaywiththepolarbears.wecanwatchseaanimalsdoperformances.wecangodivingtoseefish.wecanseelearnaboutthedifferentkindsoffishandseaweed.wecangosurfingonthesea.T:Good.Let'slistentotherecordingabouttheSeaworldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Let'sgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.T:Haveyougottheanswers?Let'scheck.Teachercheckstheanswerswiththewholeclass.T:Let'slistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.T:ok.Let'skeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Let'sgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.StepIV
ListeningTask
T:Let'sturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?
Ss:yes.T:Great!youwillbeabletodoitafterdoingthelistening.T:Let'sfindouthowtobuildadugoutboatfirst.whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Let'slisten.StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.T:Haveyougotallthisinformation?Let'scheck.Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.T:Now,wecometothebuildingofahouseofpalmleaves.whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.withthisfivequestionsinmind,let'sbeginlistening.StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Let'schecktheanswerstogether.Teacherscheckstheanswerswiththewholeclass.StepV
Homework
Dothelisteningagainafterclass.PreviewReadingandspeaking,Readingtask.ThethirdperiodGrammar
compound
.合成名词
n+n
airconditioner
空调
bloodpressure
血压
incometax
所得税
creditcard
信用卡
adj+n
centralbank
中央银行
fastfood快餐
solarsystem
太阳系
remotecontrol
遥控
v-ing+另一词
washingmachine
洗衣机
drivinglicense
驾驶执照
其他方式
by-product
副产品
editor-in-chief
主编
2.合成形容词
过去分词或带ed词尾的词构成。
absent-minded
心不在焉的 grey-haired
头发灰白的
动词的ing或另一词构成 long-suffering
长期受苦的 far-reaching
深远的
3.合成动词及合成副词
water-ski
滑冰
overeat吃得太多
baby-sit
看孩子
empty-handed一无所获的Derivation:addletterstothebeginningortheendofaword.)前缀:
dis-:disagree,dislike，disappear
in-:incorrect,impossible,irregular，un-:unhappy,unable,unfit，non-:nonstop,nonverbal
re-:rewrite,review
2)后缀:
构
成名
词
：-er,-ese,-ist,-ian,-ment,-tion,-ness,-th.buyer,chinese,socialist,musicianagreement,collection,illness,truth
构成形容词:-al,-an,-ful,-ing,-y,-less
national,American,careful，exciting,cloudy,useless
构成动词:-fy,-ise:
beautify,realize
构成副词:-ly:
badly
构成数词:-teen,-ty,-th
thirteen,sixty,twelfth
conversion:changethepartofspeechofaword.
第三篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案
Unit 2 English Around the World
Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, Different kinds of English
Talk about difficulties in language communication
Learn to make dialogue using request & commands
Learn to transfer from direct into indirect speech
Learn to give opinions and organize ideas by way of brainstorming
Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式
Talk about English and its development Refer to Introduction in the teachers’ book
Talk about difficulties in language communication
Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?
词汇
1.四会词汇
include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组
play a role(in)because of come up such as play a part(in)
语法
Command & request
Open the door.Please open the door.Would you please open the door? Indirect Speech
He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析
本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1 Warming Up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一个粗浅的了解。
1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4 Comprehending主要是检测学生对课文基本内容的理解程度。
1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
2．教材重组
2．1 导入 把Warming Up 作为一堂课。
2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。
2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。
2．4 写作
2．5听和说 把课文中的听和说整合成一堂课。
2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配
1st period Warming Up
2nd period Reading &Language Study
3rd period Learning About Language r& grammar 4th period Writing
5th period Listening & Speaking 6th period Exercises
Unit 2 English around the world Period One Warming up
一、教学目标（teaching aims）student’s book;warming up
1、能力目标(ability aim)
a.Enable students to talk about the world Englishes
b.Enable students to talk about the differences between Am.English and Br.English
2、语言目标(language aim)
more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;
二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Listening c.Discussion
四、教具准备(Teaching aids)
a computer;a tape-recorder;a projector
五、教学步骤(Teaching procedure)Step I.Leading-in
Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”
1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading
教学目标（Teaching aims）
Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)
Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)
Get some knowledge of different kinds of English 语言目标(Language aim)
Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2
Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3
Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions
b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4
Discussions:
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, Do you think Chinese will become the most popular language in the world instead of English in the future?
Step 5
Extension
Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century
The UK colonized Ireland and joined with Scotland long ago
Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English
American colonial rulers also brought their English to:
Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language
L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6
Homework
1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world
Period Three Learning about Language
一、教学目标（teaching aims）student’s book;Discovering useful structures
1、能力目标(ability aim)
a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)
2、语言目标(language aim)
command;request;retell;polite;boss Indirect Speech(requests and commands)
二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice
四、教具准备(Teaching aids)a computer;a projector
五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)
Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth
Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing
教学目标（Teaching aims）
a.Let students get to know how to write a statement by using brainstorming
b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement
能力目标(Ability aim)
Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…
We learn English to do…
教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way
教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step1 Leading in
Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation
Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster
Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay
The title is “Do we need to learn English?”
Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…
Step7 Give them a simple example which is not complete Do we need to learn English?
I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking
一、学目标(Teaching aims)
教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached
1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent
二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent
三、教学方法(Teaching method)listening and talking
四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out
五、教学步骤(Teaching procedure)Step 1 Listening
Listening 2(text book p14)
Listen to the tape, getting to know American dialect and accent.Step 2 Speaking
After listening to different dialects and accents, see if Ss know how to pronounce the following words:
ask after either neither kilometer box……and more
Unit Two :English Around the World The Sixth period Exercises
一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)
a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings
二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading
b.Individual, pair or group work to finish each task c.Discussion
四．教具准备(Teaching aids)a computer
五．教学步骤(teaching procedure)Step 1.Warming up
Step 2: speaking task(Review commands and requests)
Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:
Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.
第四篇：人教版高中英语必修二unit5语法教案
Study Case for Grammar in Unit 5 SB2 Step 1.Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2.Sort out the following messages that are mixed up to make complete sentences containing attributive clauses.Pay attention to the use of prepositions.1.I remember the day
with which
Dave composed our first hit
was chosen by Mike’s mum.2.The guitar
when our band was formed
is in a music museum.3.The name
in whom
we have great interest
as if it was yesterday.4.The show
by which
we were to become famous
was in American.5.The singer
with whom
we practiced the most
is Freddy.6.The musicians
at which
we played our first hits
toured Europe with us.Step 3.Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which.There have been many popular bands in the world ,________ the most famous was the Beatles.The four young men ________made up the band only performed and recorded from 1963 to 1970.During those years they gave many concerts, ________ they played all their latest hits.They made many records, ________ they will always be remembered.Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems.Although they were not trained actors they took part in films ________ they often played themselves.Their performances were humorous and interesting.Their fans, ________ the Beatles would not have been so famous, at last caused problems for them.They followed them every where.Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4.Practice
Play a game of definitions.Get into pairs.One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which.If the answer is correct , swap roles.If not, continue with the next question.Pick out some questions below to play the game.Work out some questions of your own if you like.EXAMPLE: S1: What’s a letter box? S2: It’s a box with a hole through which the postman puts the letters.1.What’s a gym?(in which)
2.What’s a vacation?(during which)3.What’s a library?(from/in which)
4.What’s a university?(at which)5.What’s a doctor?(to whom)
6.What’s a studio?(at which)7.Who’s Father Christmas?(from whom)
8.What’s a good friend?(with whom)
Tips: 1.building, exercise 2.period of time, relax and enjoy themselves 3.building, borrow books 4.place of higher learning , students study a particular subject to a high level 5.a person, be sick 6.a place if you are a band, your can record your songs.7.a person, receive presents 8.a person, share all your troubles.Step 5.Instruction
“介词+关系代词”引导的定语从句的基本用法
例句：
1.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? 2.They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3.Later they may give performances in pubs or clubs, for which they are paid in cash.4.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法
当关系代词在定语从句中充当介词的宾语时，我们用介词＋关系代词(whom或which)引导定语从句。如果指人，用介词＋whom；如果指物，用介词＋which。介词前置时，关系代词不能用that或who，即介词不与that或who连用。若介词后置则可以用that/who，还可省略。
There comes Tom,_____ whom I have been waiting for an hour.汤姆来了，我等他等了一个小时了。
He handed me a pen, _____which I wrote down his phone number.他递给我一支钢笔，我就用它写下了他的电话号码。Do you know the boy that/who/whom she was talking to? 你知道与她交谈的那个男孩是谁吗？
二、“介词＋关系代词”的种类 1．介词＋which/whom Is this the car for which you paid a high price? 这是你花大价钱买的车吗？
He broke his glasses, without which he can't see anything.他打破了眼镜，没有眼镜他什么也看不见。
The policeman with whom Mr.Smith is talking in the office is my friend.正在办公室与史密斯先生谈话的那个警察是我的朋友。
(2009·陕西高考)Gun control is a subject________ Americans have argued for a long time.A．of which
B．with which
C．about which
D．into which 2．代词/数词＋介词＋which/whom Mary has two brothers, both of whom are doctors.玛丽有两个哥哥，他们都是医生。
The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.这家工厂每年生产50万双鞋子，其中80%销往国外。
(2011·浙江高考)English is a language shared by several diverse cultures, each of ________ uses it somewhat differently.A．which
B．what
C．them
D．those 3．the＋形容词/名词＋介词＋which/whom China has hundreds of islands, the largest of which is Taiwan.中国有成百上千的岛屿，最大的是台湾岛。
I will talk to those students the homework of whom hasn't been done.我要和没完成作业的同学谈话。
The book, the cover of which/whose cover is red, is written by Mr.Jones.这本书是琼斯先生写的，它的封面是红色的。
(2010·江苏高考)The newlybuilt café，the walls of ________ are painted light green，is really a peaceful place for us, especially after hard work.A．that
B．it
C．what
D．which 4．介词＋whose＋名词(指物的先行词在定语从句中作定语时还可以用the +noun +of which的结构来表示)He lives in an old house, under whose roof live a family of birds.他住在一座老房子里，在屋檐下住着一窝鸟。
We were grateful to Mr.Li, in whose car we had traveled home.我们都很感谢李先生，我们就是坐他的车回家的。5．“介词＋which”常可以和when, where, why互换
I'll never forget the days when(in which/during which)I worked with you.我将永远不会忘记和你一起工作的那些日子。This is the office where(in which)I used to work.这就是我过去工作过的办公室。
I'd like you to explain the reason why(for which)you were absent.我想让你解释一下你缺席的原因。
(先行词在定语从句中作状语时根据不同类型的状语，用不同的介词+关系代词，时间状语使用on;in;by;during等表示时间的介词；地点状语用on;in;at;to;from等表示地点的介词；原因状语用for;方式状语用in;by;with等。)where可以替代to/at/from/in which, 例如：They visited the city where/in which John Denver was born.when可以替代during/at/in/on which，例如：I will never forget the year when/in which our band started.why可以替代for which，例如：The reason why/for which he left the band was that he hated the busy life.how可以替代in which，但是要同时去掉the way，例如：The students do not know how/the way in which a music band can be formed.Eample: I don’t understand the way in which you solved this problem.→I don’t understand how you solved this problem.1.This is the month during which we like to go to outdoor concerts.→This is the month when we like to go to outdoor concerts.2.She gave a musical concert in the hall in which we interviewed a famous violinist last week.→She gave a musical concert in the hall where we interviewed a famous violinist last week.3.Lillian lives in a town in which there are many cultural events.→Lillian lives in a town where there are many cultural events.4.A concert hall is a place to which you go to buy tickets for a show.→A concert hall is a place where you go to buy tickets for a show.5.Finding a job as a singer was the reason for which I moved.→Finding a job as a singer was the reason why I moved.6.Summer is the time at which it is best to practise outside with your band.→Summer is the time when it is best to practise outside with your band.7.His studio was the place in which we recorded our greatest hits.→His studio was the place where we recorded our greatest hits.8.I relied on my car until it broke down at the place at which three roads meet.→I relied on my car until it broke down at the place where three roads meet.9.I am familiar with your songs and the way in which you compose them.→I am familiar with your songs and how you compose them.10.It is a time at which the sun begins to sink and the moon to rise.→It is a time when the sun begins to sink and the moon to rise.三．“介词+关系代词”引导定语从句介词的选择
“介词关系代词”分为三种情况：介词必须放在关系代词前；介词必须放在从句谓语动词后，不提前；介词既可以放在从句谓语动词后，也可提前。1.介词必须放在关系代词前
指代先行词的关系代词与介词构成介词短语时，介词必须放在关系代词前。例如： This is the desk on which I found my book.注意：关系代词which代替先行词the desk, 并与介词on构成介词短语on the desk, 作定语从句的地点状语。例如： I’d prefer to live in the house in front of which there is a cherry tree.关系代词which代替先行词the house, 与in front of 构成介词短语in front of the house, 作定语从句的地点状语。例如： There was a time in history during which the blacks were treated as slaves.关系代词which代替先行词a time, 与介词during构成介词短语during a time, 作定语从句的时间状语。例如： I don’t like the way in which he treats us.关系代词which代替先行词the way,与介词in构成介词短语in the way, 作定语从句的方式状语。先行词为表示方式的名词the way时，此定语从句还可以用关系代词that或省略关系代词。2.介词必须放在从句谓语动词后，不提前
当介词与定语从句的谓语动词连用构成固定的短语动词时，介词不能提前放在关系代词前面，而是要放在从句的谓语动词之后。例如：
He is the man(who/whom/that)I’m looking for.定语从句（who/whom/that）I’m looking for 的谓语动词是固定的短语动词look for，介词for不能与look分开，因此介词for不能提到关系代词前。
这类短语如：look for, look after, look forward to, put in for申请,care for,pay a visit to 3.介词既可以放在从句谓语动词后，也可提前
当介词可以与指代先行词的关系代词构成短语搭配，也可以与定语从句的谓语动词连用构成短语动词时，介词可以放在关系代词前，也可以放在从句的谓语动词之后。例如：
Do you know the person(who/whom/that)I talked to just now(=to whom I talked just now)? 在“介词+关系代词”结构中，介词后面的关系代词只能用which（指物）或whom(指人)。在本句中介词可以与代替先行词the person的关系代词whom构成短语to the person或与从句中的动词talk构成动词短语talk to,因此介词to 可以放在关系代词前，也可以放在从句的谓语动词之后。[课堂实练]
1.I don’t think the number of people ____ this happens is very large.A.whom
B.to whom
C.on whom
D.which 2.The school has 3,000 students, _____ 1,800 are men.A.whose
B.of whom
C.that
D.of which
3.Recently I bought an ancient Chinese vase, ______ was very reasonable.A.which price
B.the price of which C.its price
D.the price of whose
4.The gentleman ______ you told me yesterday proved to be a thief.A.who
B.about whom
C.whom
D.with whom 5.She wrote a lot of stories for children, _____ this is one example.A.in which
B.of which
C.among them
D.of them 6.He offered us a lot of money _____ we couldn’t buy these machines.A.without which
B.with that
C.with which D.without that 7.Mary, ____ for help, has gone to England.A.who I can go to
B.whom I can go C.to whom I can go
D.I can go to
8.Now we have very powerful telescopes _____ we can study the skies.A.in which
B.with which
C.through which
D.by which 9.The man ______ she was married was a soldier.A.whom
B.to whom
C.with whom
D.who 10.Tom, ____ I went to the concert, is a friend of mine.A.whom
B.who
C.with whom
D.whose 附：
一、与介词搭配 动词+介词
begin with 从/以„开始 believe in 信任/信赖/信仰
belong in/on/under在„中/上面/下面有适当位置 belong to 属于„
break/burst into 闯入;突发 break through 冲破
call at 短暂访问/停靠(某地)call for 要求/需要„
call on 看望;号召(某人)care about 对„关心/感兴趣
care for 对„关心/喜欢/尊重/想要;照料
catch at 去接/抓„
change for 转车去„处;于(某物)交换
change/turn into 变成(=become)come across 走过„来;偶然碰到/找到
come at 达到/了解/攻击„
come from 来自/出身于„
come into 进入;开始;得到;继承
come to(oneself)苏醒(=come back to life)come upon 偶然碰到/攻袭/发生/出现于
concern about 关心„
connect with 连系/衔接„
consist of 由„组成
count on 信赖/指望„
date from 始于„
deal in 经营/从事„
deal with 涉及/处理/应付„;与„打交道/做生意
depend on 依赖/依靠„
die for 为„而死;渴望
die from/of 死于„
dive for 冲向„
dive into 潜入(水中)declare against/for 声明反对/赞成„
do for 适用于/替代/毁掉„
engage in 从事/参加„„
feed on 以„为(主)食/维持生活
feel like 如同/想要„
leave for 动身去„处
lie in 在于„
listen for 注意想要听到„
动词短语分类
finish with 完成;与„绝交 fit into适合于„ fly at 扑向„ fly into 突然爆发 fool with 胡弄;玩弄 gasp at 因„倒抽一口冷气 get into 进入 get off 从(车、船等)下来 get on 上(车、船等)glare at 怒目注视 go over 复习/过一遍„ go through 通过 hear from 受到„的音、信 hear of/about 听说;因„受责备 insist on 坚持要/坚决主张„ join in 加入/一起(做„某事)jump at/on 跃/扑向„;欣然接受„;匆匆作出(结论)jump into 跳入/踊跃投入„ keep to 不离开/坚守/遵行„ knock about 漫游„ knock at/on 敲(门、窗等)knock against 偶然遇到(某人)knock into 撞到„ laugh at 嘲笑„;因„而笑 lay for 埋伏等待„ lay into 猛攻/痛击„ lead to/into 通向/导致„ learn about/of 获悉/听说„ learn from 向„学习;从„吸取教训 listen to 听/倾听„ live by 靠„过活;住在„附近live on 以„为主食;靠„生活 long for 渴望„ look at 看„ look for 寻找„ look into
朝„里看;浏览/查阅/调查/顺便进入访看„ look like 看起来像„
look through 通看/复看/浏览/查看„ look to 注意/照顾/依靠/朝向„ make at 扑向/攻击„
make for 走向/扑向/导致„
manage with 驾驭„;用„来对付 manage without 没„而能对付 meet with(偶尔)遇到;符合 operate on 给„作手术 pay for 为„付款/受罚
play with 以„玩耍/消遣;和„开玩笑 point to/at 指向/指着„ prepare for 为„作准备
quarrel about(sth.)with(sb.)
为(某事)而与(某人)争吵 refer to 指/谈到/参阅„ rely on 依靠„
result from 由„引起 result in 终至„的结果
run across 穿过/偶然发现„ run after 追捕/追随/伺候„ run at 向„冲去/突袭
run for 匆忙来/去拿„;竞选(公职)run into
跑进„;与„相撞/相连接;延续到/共计达„ run to 跑向/求助于„;共达/值„;有(做„的)rush at 冲向/猛攻/匆忙处理„ search for 搜寻
see about 照料/探寻/考虑„ see after 照顾/照看„ see to 照料/修理/注意„
seek after/to 寻求
set about 着手/开始/攻击/散布 send for 派人请„ share in 分享 shoot at 朝„射击
shout at 冲„吼叫/叫嚷 shout to 朝„喊
sit for 参加(考试);代表„当议员 stand by 与„站在一起 stand for 代表„ stare at 盯着看„
step on 踩在„上;用力踩„(加油门)stick to 粘住/坚持„
struggle against 与„斗争 struggle for 为„而斗争 succeed in 在„获得成功
suffer from 受„之苦;患„(病)speak about/of 谈及
speak against/for 发言反对/为„辩护talk about/of 谈到„ talk with/to 与„交谈
think about 考虑/想起/回想„
think of 考虑/想起/记得/想出/认为 turn against 背叛„
turn towards 朝向/倾向于„ twist around 缠绕/摆布„ urge against 极为反对„ wait for 等待 wait on 伺候
win over 战胜/说服„ wish for 想得到/渴望„ work at 从事/致力于/学习„
work on 从事/忙于/影响/安装好„ work to 根据„行事
work towards 设法达到/获得„
第五篇：人教新课标高中英语必修1 Unit 2教案(含六课时)
人教新课标高中英语必修1教案（含六课时）
Unit 2: English Around the World Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, different kinds of English.Talk about difficulties in language communication.Learn to make dialogue using request and commands.Learn to transfer from direct speech and indirect speech.Learn to give opinions and organize ideas by way of brainstorming.Learn to make a poster showing your ideas clearly.Ⅱ单元目标语言
功能句式
Talk about English and its development，Refer to the introduction in the teachers’ book.Talk about difficulties in language communication.Different speakers may come from different places, so they may use different words and dialects, such as subway and underground railway, left-hand-side and on the left, two blocks and two streets.Make dialogue using request and commands:
Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please?
I don’t understand.Sorry, I can’t follow you.Could you say that again, please? How do you spell it, please?
词汇
1.四会词汇
Include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction subway block 2.认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Butord Lest catfish 3.固定词组
Play a role(in), because of, come up, such as 语法
Command & request Open the door.Please Open the door.Would you please open the door.Direct and indirect speech He told(asked)me to open the door.Ⅲ.单元教材分析和教材重组 1.教材分析
本单元的中心话题是“English language and its development, different kinds of English”.通过对世界英语这一话题的探讨，加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解，世界在发展，时代在前进，语言作为交流的工具，也随着时代的发展而变化，由于英语在世界上的广泛应用，它不断吸收、交融、容纳、创新，这就形成了各种各样带有国家、民族、地区特色的英语。尽管如此，我们还是要通过本单元课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和习惯用法和不同发音规则。
1.1 Warming up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一个初步的了解。
1.2 Pre –reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1.3 Reading 简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。1.4 Comprehending 主要是检测学生对课文基本内容的理解程度。
1.5 Learning About the Language 主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request &Command and Indirect Speech）
1.6 Using Language其中的reading and talking主要介绍了当今世界各地英语有自己的特色，即使是美国东西部、南北部、说话均有所不同。为了帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。2.教材重组
2.1 导入 把Warming Up作为一堂课。
2.2 精读 把Pre-reading, Reading和 Comprehending整合在一起作为一堂精读课
2.3 语言学习把Learning About the Language 和Workbook 中的Using Structures结合在一起。
2.4写作
2.5听和说 把课文中的听和说整合成一堂课。
2.6练习课 workbook exercise & other exercise 3.课型设计与课时分配
st period Warming Up nd period Reading & Language Study rd period Learning About the Language & grammar th period Writing th period Listing & Speaking th period Exercise
Unit 2 English around the World Period One
Warming Up
一、教学目标（teaching aims）1.能力目标（ability aim）
a.Enable students to talk about the world English b.Enable students to talk about the differences between Am.English and Br.English 2.语言目标(language aim)More than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas
二、教学重难点（Teaching important points and difficult points）
a.Students learn about the World English and the differences between Am.English and Br.English b.Students can understand the jokes caused by the misunderstanding of different English.三、教学方法（Teaching Methods）
a.Individual, pair or group work to finish each task.b.listening c.Discussion
四、教具（Teaching aids）
A computer;a tape-recorder;a projector
五、教学步骤（Teaching procedure）Step 1.Leading-in Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to thing about the topic of this unit---“language”.Step 2.Warming Up 1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the World”.2)Ask the students to think about the question about the “world Englishes”.Step 3.Talking about “world Englishes”, especially the differences between Am.English and Br.English.1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between Am.English and Br.English.(mainly about vocabulary and spelling)Step 4.Speaking task Student make up a dialogue with a misunderstanding caused by the differences between Am.English and Br.English like the dialogue they listened to
六、作业
七、板书设计
八、反思
Unit2 English Around the World Period Two Reading
一、教学目标（teaching aims）
Get the students to know English language and its development and different kinds of English through this passage.教学内容（Teaching contents）
Get the knowledge of English language and its development and different kinds of English.能力目标（ability aim）
Get some knowledge of different kinds of English.语言目标(language aim)Grasp some words and expressions: such as;play a role in;because of;come up;play a part in.Learn the grammar: the indirect speech of the imperative clause.二、教学重难点（Teaching important points and difficult points）The indirect speech of the imperative clause.三、教学方法（Teaching Methods）Task-based approach
四、教具（Teaching aids）Multi-media computer
五、教学步骤（Teaching procedure）Step 1.Warming Up Warm the students up by asking then to tell the differences between Am.English and Br.English Step 2.Pre-reading Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do some people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 4.Reading 1)The First-reading Ask the students to scan the text and choose the correct answer in the book.2)The second reading Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions.b.For the third paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why Indians speaks English.Step 4.Discussion 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.Do you think Chinese will become the most popular language in the world instead of English in the future? Step 5.Extension Give the students some information of origin of Am.English and Br.English.六、作业（Homework）
1.Finish the exercise on page 10.2.Read passage on page 51
七、板书设计
八、反思
Unit 2 English Around the World Period Three Learning about the Language
一、教学目标（teaching aims）1.能力目标（ability aim）
a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(request & command).c.Enable students to use about the Indirect Speech(request & command).2.语言目标（Language aim）
Command;request;retell;polite;boss Indirect Speech(request & command)
二、教学重难点（Teaching important points and difficult points）a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(request & command).c.Students can use about the Indirect Speech.三、教学方法（Teaching Methods）
a.Individual, pair or group work to finish each task.b.discovering the structure through examples.c.Practice
四、教具（Teaching aids）A computer, a projector
五、教学步骤（Teaching procedure）Step1.Warming-Up(Revision)Warm the students up by asking them to go over the direct speech and the indirect speech.Do some exercise: change a statement or a question into indirect speech.Step2.Talk about Request and command.1)Talk about the polite and impolite tune.2)Change the commands into requests.3)Learn to give requests or commands according to the situations.Step3.Talk about hoe to change a request and a command into indirect speech.Ask(ed)sb.(not)to do sth.Tell/told sb.(not)to do sth.Step4.Practise change a request or command into indirect speech.Step5.Using the structure A game: Choose two students act two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.六、作业（Homework）
七、板书设计
八、反思
Unit 2 English Around the World Period Four Writing
一、教学目标（Teaching aims）
a.Let students get to know how to write a statement by using brainstorming b.Try to use connecting words or sentences to make it as an essage or passage not just several sentences 教学内容（Teaching contents）Write a statement 能力目标（Ability aim）
Use the brainstorming way to connect sentences and then arrange them properly.语言目标（Language aim）I think’ I believe’
In my opinion, We learn English to……
二、教学重难点（Teaching important and difficult points）How to arrange sentences correctly.Try to use connecting words.三、教学方法（Teaching methods）Brainstorming way
四、教具（teaching aids）Multi-media computer
五、教学步骤（Teaching procedure）Step1.Lead-in Use the brainstorming way to ask students “Why should we live?”which is a simple question,at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster Write a poster to collect all their ideas, try to use complete sentences, such as: I like to study English use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, try to use complete sentences, Such as: If I learn English well,I can bring in the advanced foreign technology to Ching, so China will become stronger.I decide to learn English well.In this case I canard English novels, so I can translate them inro Chinese, then more Chinese can know more things about the world.Step4.Write a essay The title is “Do we need to learn English?”
Step5.Display the structure on how to write the essay.1.State your point of view.2.Show the supporting reasons.3.Get a conclusion Step6.Show them the connecting words which can help them to join the sentence and paragraphs.Illustration: I think, I believe, In my opinion, As far as I am concern…… Addition: firstly, secondly, then, besides, at last…… Contrast: however, but, on the other hand…… Summary: in short, in a word, therefore, so……
Step7.Give them a simple example which is not complete Do we need to learn English? I strongly think we not only need to learning English but also learn it well……why should we learn it……How can Learning English help China in the future?......六、作业（Homework）
七、板书设计
八、反思
Unit 2 English Around the World Period Five Listening & Speaking
一、教学目标（Teaching aims）
教材(Teaching materials)listening materials on P12 and P14 on the textbook, another one attached 能力目标（ability sim）
Enable students to catch the listening materials and understand them and distinguish American and British English, try to use them in dialogues.语言目标（Language aim）
Distinguish some words used in American and British English, and some dialect and accent.二、教学重难点（Teaching important and difficult points）
Understand words used in American and British English which have the meanings and some dialect accents.三、教学方法（Teaching methods）Listening and talking
四、教具（Teaching aids）
Tape recorder and get students answer sheet printed out
五、教学步骤（Teaching procedure）Step1.Listening Textbook P14 Listen to the tape, getting to know American dialect and accent.Step4.Speaking After listen to different dialects and accents, see if students know how to pronounce the following words: Ask, after, either, neither, kilometer, box,…..Step3.Listening Do exercise.六、作业（Homework）
七、板书设计
八、反思
Unit 2 English Around the World Period Six Exercise
一、教学目标（Teaching aims）Finish the exercise on the workbook 1.能力目标（Ability aim）
a.Enable the students to command “commands and requests” b.Through cooperative work find out correct answer themselves.2.语言目标（Language aim）Full understanding of the readings.二、教学重难点（Teaching important and difficult point）Understand the main ideas of the passage.三、教学方法（Teaching method）a.Fast and careful reading b.Individual, pair or group work to finish each task.c.Discussion
四、教具（Teaching aids）A computer
五、教学步骤（Teaching procedure）Step1.Warming up Step2.Speaking task(Review commands and requests)Offer them situations and try to make dialogue with commands and requests.Step3.Do the “Reading”on P13 and answer questions on it briefly.Step4.Finish the “Reading task”on P51 and complete the form after it.Step5.Group work Ask them to sum up what codes and short forms of words they often use when they often chat in the net wuth others.Step6.Check up their researching result.六、作业（Homework）
七、板书设计
八、反思
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