高一Unit 2 English around the world教案。

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要早早地准备好适合的教案课件。教案可以让学生更好的消化课堂内容，帮助授课经验少的教师教学。那么如何写好我们的教案呢？为了让您在使用时更加简单方便，下面是小编整理的“高一Unit 2 English around the world教案”，仅供参考，欢迎大家阅读。

Unit2Englisharoundtheworld
Topic:Theperiodoftrainingtheirwritingability
I.TeachingAimsandDemands:
1.Practicetheirspeakingability
2.Use“brainstorming”totraintheirwritingskills
3.GetafurtherunderstandingoflearningEnglish
II.TeachingAids:
Computer,Projector,Somepiecesofpaper
III.TeachingImportantpoints:
1.knoethemethod“brainstorming”
2.Learntoimprovetheirwritingabilityby“brainstorming”
3.Writeapassageinashorttime
IV.TeachingDifficultpoints:
1.Howtouse“brainstorming”toprepareforapassage
2.Howtohelpstudentssumupandmastertheknowledgeaboutthisunit.
V.Teachingmethods:
1.Questioning–and—answering
2.group–work
3.brainstorming4.Freetalk
VI.Culturalawareness;
1.KnowtheimportanceoflearningEnglish
2.KnowthereasonsoflearningEnglish
VI.Emotion:
1.Learntouse“brainstorming”toprepareforapassgeandsolvethewritingproblemsbythenselves.
2.Trytoappreciateandlearnsomethinggoodfromothersinclass.
VII.Teachingprocesure:
Step1:greetingsandrevision
Step2:theintroductionof“brainstorming”
1.Atthebeginningofthisclass,tellthemafunnystoryabout“peanut”
Oneday,fourboyswereinthezoo,andapolicewastalkingtothem.Theboysdidsomethingwrongjustnow,sothepolicewasaskingthem.“Whatdidyoudojustnow?Tom.”“Ididn’tdoanythingbutthrowpeanutintotheelephant.”Sothepoliceansweredthesecondboy,butheansweredthesameasTom.Thenthepoliceaskedthethirdboy“Whatdidyoudojustnow?Didyoudosomethingwrong?”Buttheboystillsaidnothingbutthrowpeanutintotheelephant.Atlastthepolicehadtoasktheyoungestboywhathedidamomentbefore.Theboycriedloudly,“Mynameispeanut!”
2.Afterthisfunnystory,askthemsomequestionsaboutthispassage.
(1)CanyouunderstandwhatIsaidjustnow?
(2)Canyouretellthestory?
(3)Thestorycamefromanewspaper,canyoureadthepassagewithoutdifficultiesifIgiveyouthepaper?Canyouwritedownthispassage?
3.AskthemaboutthesefourbasicskillsofEnglish,“Whichisthemostdifficult?”(Maybewritingisthemostdifficultforourstrdents.)
T:Howcanwesolveit?Canwefindamethodtomakewritingeasier?Today,Iamgoingtoteachyouamethod,maybeiswillhelpyoumoreorless.Wecallit“brainstorming”.Whatis“brainstorming”?(usemultimediacomputertointroduceittothem)
4.Drawapictureandexplainthemeaningof“brainstorming”forthem.
T:Whenwedobrainstormingweshouldpayattentiontothesefoursteps,
(1)Thinkoftheanswersasmanyaspossiblebyyourself.
(2)Shareyourideaswithothers.
(3)Decidewhicharethebestideas.
(4)Putthoseideasintoamapsothatyoucaneasilyseethem.
5.Dosomesimpleexamplestopracticethismethod,writedownaword“animal”ontheblackboard,andaskthemtotalkfreelyaccordingtoit.Afterthatletthemdomorespeakingexercisesuchastalkingfreelyabout“color”or“culturerelics”.
6.Pair-work
Doamoredifficultbrainstormingexerciseinclass.Givethemtheword“English”,askthemtosaysomethingabouttheword.Discussitwiththeirpartnersandgettheanswersasmanyaspossible.
7.Askthemtoshowtheiranswersonebyone.
Step3Brainstormingaroundthetopic“WhyshouldwelearnEnglish?”
1.Group-workBrainstorming“WhyshouldIlearnEnglish?”
(1)Discussitinsidetheirgroupfreely.
(2)Writedownasmanysentencesastheycanandtrytomakeabrainstormingmap.
(3)Givethemsomeusefulwordstohelpthemifnecessary.Suchas“university,college,business,worldtrade,newspaper,magazien,program,movies,moderntechnology,development…”
2.Asksomeofthemtoreadouttheiranswers.
Afterthatshowthemanexampleontheprojector.
……
3.Teachthemhowtousethismaptohelpprepareforthepassage.(suchas“IlikeEnglish”,“Englishisuesful”)
Step4While-Writing
1.Writeapassageinclass:“AboutEnglish”.
2.Group-work
Givethemthemainideaofeachparagraph.Dividethewholeclassintofourbiggroups,eachgroupshouldtrytheirbesttofinishaparagraphinclasswiththehelpofbrainstorming.
Paragraph1ThepresentsituationofEnglish.
Paragraph2Englishisimportantanduseful.
Paragraph3MyprobleminlearningEnglish.
Paragraph4HowwillIimprovemyEnglishinthefuture.
3.Givethem12minutestofinishtheparagraphbythemselvesinclass.
Whentheyfinishwriting,thewholegroupcanappreciatethearticletheywrotefirst,thenfindoutsomemistakesifpossible.
Step5Post-Writing
1.Chooseseveralgroupstoshowtheirarticlestotheclassonthescreen.
2.Askthemiftheycanunderstandtheparagraphwrittenbyotherstudents.Andtrytofindoutsomemistakesorgivesomeadviceaboutparagraph.
3.Askthemtomarksomegoodsentencesfromotherstudents’paragraph.
4.Askthemtogiveamarktothispassage.
Step6SummaryandHomework
1.Summarizewhatwehavelearnedtoday.
2.Makeanexerciseof“brainstorming”bythemselves.
3.Writeapassageon“Myexperienceoflearning…”
Step7Recordafterteaching
1.Thefunnystorygottheirgreatinterestatthebeginningoftheclass.
2.Mostofthemcanunderstandthemeaningof“brainstorming”.
3.Manyofthemcanlearntouse“brainstorming”tohelppreparefortheirpassage.
4.Timeifnotenoughformetoaskmorestudentstoshowtheirpassages.
5.Forsomestudents,theworkbookexercise“MyexperienceoflearningEnglish”istoodifficult,soIchangethetopicofthearticle,butitisalittledifficultforsomeofthestudentstofinish.
6.It’snotnecessarytogivethemsomanyhelpfulwordstomakesentences,itmaylimittheirimagination,butIcangivethemsomeunlessthestudentsaskmetodo.
VIII.教学反思
利用一则有趣的英语故事作为本堂课的导入，一开始就充分激发了学生学习的兴趣和热情，为本课的教学开了个好头。但随后设置的四个问题，让学生得出写作是他们在学习过程中遇到的最大难题似乎有些牵强，因此学生在回答的过程中，出现了许多种答案。
在开始写作任务AboutEnglish之前，进行了“头脑风暴”这一概念的讲述，在向学生介绍“头脑风暴”的同时，也向学生展示了在进行“头脑风暴”的过程中应注意的四个要点，适当结合中文，言简意赅，在处理这部分教学时采用这种方法，也比较符合我们学校的学生普遍英语基础较薄弱的教学实际。接下来的几个环节中，组织学生围绕多个主题进行操练，同时要求学生注意收集后续写作任务中可能会用到的一些单词、词组、句子等。
但在“头脑风暴”WhyshouldwelearnEnglish?的过程中，却将一部分词汇展示于黑板上，其本意是好的，希望能为学生减少些负担和难度，但是“头脑风暴”本身的含义就在于学生自由地发挥和想象，这种做法似乎束缚了学生这方面的需求。
写作过程中，根据班级的实际情况，将班级分成几个小组，小组成员集体酝酿切磋内容要点，列出提纲后，组内各个成员各自先独立写作，然后集体评议修改，组内再整合成一篇较好的书面表达。如此写作的过程符合新课标中所提出的“通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力”这一要求。
最后一个环节中，充分运用了同伴评价这种评价方式，实际上也是合作学习的一种形式，这个步骤充分体现了学生在评价中的主体地位。学生之间可以取长补短，从而提高学习水平和能力。评价的标准要简单易操作。从宏观上把握课堂节奏，随时根据学生点评情况给予指导，指出不足，肯定优点。

相关知识

Unit 2 English around the world

一名优秀的教师在教学时都会提前最好准备，作为教师就要好好准备好一份教案课件。教案可以让讲的知识能够轻松被学生吸收，帮助教师有计划有步骤有质量的完成教学任务。那么怎么才能写出优秀的教案呢？小编特地为大家精心收集和整理了“Unit 2 English around the world”，但愿对您的学习工作带来帮助。

Unit2Englisharoundtheworld
ThefourthperiodGrammar
TeachingGoals:

Teachingimportantanddifficultpoints
HelpSstofindoutthedifferencesbetweendirectspeechandindirectspeech
Teachingmethod
Pictures-leading,discussion,comparison,simple-difficultpoints
TeachingAid
computer
TeachingProcedures:
Step1Lead-in
1).Talkaboutquestionsbelow:
Doyouknowthedefinitionofdirectspeech?
Doyouknowthedefinitionofindirectspeech?
Doyouknowthedifferencesbetweenthetwo?
Canyoufindoutsomedifferencesbetweenthetwosentences?
Step2.Somechangesthattakeplaceinindirectspeech
AsktheSstoobservesomesentencesandcomparethem.
Sswritedowntheirownthinksonpaper.
Showtheirdifferencesusingexamples.
1.[1]Directspeechisusuallyenclosed(被包围)inquotationmarks.
[2]Indirectspeechisnotnormallyenclosedinquotationmarks
2.
3.直接引语变间接引语时时态所发生的变化。
Thetensechangesmentionedabove,whichoccurbecausethemainverb(“said”,“asked”)isinthepasttense,willnothappenwhenthesituationdescribedisstilltrue.
DTishandsome.
JolinsaidthatDTwas/ishandsome.(optionalchangeoftense)
由直接引语转变为间接引语,下列情况时态不变:
1.不变的真理
2.经常的习惯
3.历史事件
4.部分情态动词(ModelVerbs),如must,oughtto,usedto,hadbetter等
Step3exercisesaboutindirectspeechandindirectspeech
Step4Homework
Gooverwhathasbeenlearnedtodayandfinishtheexercisesonthetextbook.

Unit 2 English around the world(grammar)

Unit2Directspeechandindirectspeech
ThefourthperiodGrammar
TeachingGoals:

Teachingimportantanddifficultpoints
HelpSstofindoutthedifferencesbetweendirectspeechandindirectspeech
Teachingmethod
Pictures-leading,discussion,comparison,simple-difficultpoints
TeachingAid
computer
TeachingProcedures:
Step1Lead-in
1).Talkaboutquestionsbelow:
Doyouknowthedefinitionofdirectspeech?
Doyouknowthedefinitionofindirectspeech?
Doyouknowthedifferencesbetweenthetwo?
Canyoufindoutsomedifferencesbetweenthetwosentences?
Step2.Somechangesthattakeplaceinindirectspeech
AsktheSstoobservesomesentencesandcomparethem.
Sswritedowntheirownthinksonpaper.
Showtheirdifferencesusingexamples.
1.[1]Directspeechisusuallyenclosed(被包围)inquotationmarks.
[2]Indirectspeechisnotnormallyenclosedinquotationmarks
2.
3.直接引语变间接引语时时态所发生的变化。
Thetensechangesmentionedabove,whichoccurbecausethemainverb(“said”,“asked”)isinthepasttense,willnothappenwhenthesituationdescribedisstilltrue.
DTishandsome.
JolinsaidthatDTwas/ishandsome.(optionalchangeoftense)
由直接引语转变为间接引语,下列情况时态不变:
1.不变的真理
2.经常的习惯
3.历史事件
4.部分情态动词(ModelVerbs),如must,oughtto,usedto,hadbetter等
Step3exercisesaboutindirectspeechandindirectspeech
Step4Homework
Gooverwhathasbeenlearnedtodayandfinishtheexercisesonthetextbook.

Unit 2 English around the world教案2

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容，让教师能够快速的解决各种教学问题。你知道如何去写好一份优秀的教案呢？考虑到您的需要，小编特地编辑了“Unit 2 English around the world教案2”，相信能对大家有所帮助。

Unit2Englisharoundtheworld
TheFirstPeriodSpeaking

Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
bathroom,towel,closet,pronounce,direct,haveagoodflight,atall,makeoneselfathome,
ifyou’llexcusemenow,stayup,endupwith
b.交际用语
Canyouspellthatplease?
Couldyourepeatthat,please?
Whatdoyoumeanby...?
Couldyouspeakabitslowly,please?
Sorry,Ididn’tfollowyou.
Ibegyourpardon?
Howdoyousay...inEnglish?
Howdoyoupronounce...?
Whatdoes...mean?
Canyousaythatinadifferentway?
2.Abilitygoals能力目标
TolearnsomedifferencesbetweenAmericanEnglishandBritishEnglish.
3.Learningabilitygoals学能目标
Letstudentslearnhowtodealwithlanguagedifficultiesincommunication.
Teachingimportantpoints教学重点
1.Howtoimprovethestudentsspeakingability
2.Howtomakeupanotherdialogueforthreestudentsandactitoutinclass.
Teachingdifficultpoints教学难点
HowtousedifferentsentencepatternsforlanguagedifficultiesinCommunication
Teachingmethods教学方法
1.Listeningtothetape.(individuals)
2.Pairsworktopractisethedialogueandmakeupanotherdialogue（cooperativelearning）
Teachingaids教具准备
Aprojectorandacomputer.

Teachingproceduresprotected].
Tom:Couldyouspeakabitslowly,please?
Lucy:[emailprotected].Haveyougotit?
Tom:Ok.Bye.

Situation3:
Theteachertellsthemonitoraboutthetaskthisafternoon.Andthemonitortellsittotherestofthestudents.
T:Thisafternoonwe’lldosomecleaninginourclassroomat4:00pm.Couldyoupleasetellthestudentsaboutit?
M:Certainly,I’dbegladto.
T:Pleasetellthestudentstobringsomecloth.
M:Sorry,Ididn’tquitefollowyou.Whatshallwedowithit?
T:Oh,we’llmainlycleantheglassandsweepthefloor.
M:Ok,Iwilltelltheclassaboutit.

StepVIHomework
T:Nowlet’srecallwhatwehavelearnedduringthiscourse.WehavelearnedadialogueaboutmisunderstandingbetweenJoeandNancy.Andthenwehavelearnedtheusefulexpressionsaboutlanguagedifficultiesincommunication.Ourhomework:
1.RemembertheusefulexpressionsonPage10.
2.CompleteTalkinginworkbook.

Unit 2 English around the world教案5

作为杰出的教学工作者，能够保证教课的顺利开展，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生们能够更好的找到学习的乐趣，有效的提高课堂的教学效率。您知道高中教案应该要怎么下笔吗？小编经过搜集和处理，为您提供Unit 2 English around the world教案5，供您参考，希望能够帮助到大家。

Unit2Englisharoundtheworld

1.morethan与数词连用，意为“超过，多于”，相当于over
(1)morethanone+n意味“不止一个”，虽语意上为复数，但作主语时，谓语动词用单数形式。
e.g.Morethanonestudentisclever.
(2)morethan+adj./adv./v./分词/从句，意为“不只是，非常，多过……”
e.g.It’smorethanfriendship,butnotlove.
otherthan除了ratherthan而不是

2.bedifferentfrom与……不同
拓展：bedifferentinsth.在……方面不同
tellthedifferencebetweenAandB辨别A与B的不同
bethesameas与……相同
thesame…as表示同类事物
thesame…that表示同一事物
thesame…who/when/where和……相同的……
Hewentbacktothesameplace____hehadfoundthering.
A.whereB.asC.whichD.that

3.oneanother相互，彼此=eachother
e.g.TomandAnnlookedateachother.

注：(1)eachother和oneanother是相互代词，两者都意为“相互，彼此”，在句中作动作或介词的宾语，但不能做主语。
(2)表示两个人或事物之间的相互关系用eachother；表示三个或三个以上的人或事物之间的相互关系时，用eachother或oneanother都可以。
(3)eachother’s和oneanother’s后面的名词用复数。
e.g.Dogsbitingateachotherstails.狗咬狗

4.nearly
notnearly(=farfrom)远非；绝不是
辨析：nearly与almost
almost:表示“几乎”“差不多”，常用于下列几种情况：
(1)与any,no,none,nothing,nobody,nowhere,never等词连用
(2)与too,morethan等连用
(3)和表示感觉或心理活动的静态动词连用
e.g.Hesaidalmostnothingwasinteresting.
YoucouldalmostimaginethatyouwereinDenmark.
nearly:表示“几乎，接近，差不多”，常用于被very,not,pretty修饰时
e.g.Thereisnotnearlyenoughmoneytobuyanewcamera.

5.voyage,journey,trip,tour
易混词辨析例句
voyage指“海上旅行”或“航行”ColumbusvoyagedacrosstheAtlanticOceanin1492.
travel“旅行”的总称，是不可数名词，其前不加冠词。Travelinthemountainscanbeslowanddangerous.
journey指长途陆路旅行，特指“旅途”本身。It’salonglongjourneyTillIknowwhereI’msupposedtobe
trip指短途短期旅行，一般为往返旅行。Theymadeatriptothelakesidelastweekend.
tour指“团队”观光旅游。也可表示“巡视”“巡回比赛”或“演出”。ThebandisontourinChina.

6.becauseof
(1)because与becauseof
because为连词，后接从句
becauseof为介词短语，后接名词、代词或动名词
(2)引导原因状语的介词短语：
owingto,dueto,onaccountof,asaresultof
(3)because,why与that引导的表语从句辨析
a.because表示一种动作或状态的根本原因。
b.why虽然译成“因为”，但实质上表示结果。
c.that引导的表语从句表示原因，主语通常是reason或what引导的主语从句。在thereasonwhy…is/wasthat…结构中，也只能用that引导。
e.g.Helovesherbecausesheispretty.
Sheispretty.Thatiswhyhelovesher.
Thereasonwhyhelovesheristhatshewaspretty.

7.evenif
若主句、从句皆表示将来情况，evenif从句可用一般现在时代替将来时。
e.g.Wehavedecidedtovisitthemuseumevenifitrainstomorrow.
辨析：evenif与eventhough
evenif从句的内容不肯定；而eventhough从句的内容则是事实。
e.g.Hewillnotletoutthesecretevenifheknowsit.他是否知道秘密还不确定。
Hewillnotletoutthesecreteventhoughheknowsit.他知道这个秘密。

8.comeup
(1)走近；赶上，上来
Thecomingupspringisfullofhope.
(2)发芽
Theseedlingsarecomingupfullandgreen.
(3)（尤指意想不到地）发生
Iwillletyouknowifanychangecomesup.
(4)被提出讨论，被谈到；引起注意
Thesubjectofplantingcameupintheconversation.
(5)（太阳、月亮）升起
Wewatchedthesuncomeup.
(6)出席，参加，到场
Wecameupfortheparty.(totaleclipse)

9.overprep.&adv.
(1)prep相当于during，意为“在……期间”
(2)表示时间时，还可表示“一边……，一边……，正在进行……的过程”
Thegirlssangoverdancing.
(3)超过
Youareoverten.
(4)adv.完了，结束
Classisover.

10.basevt.&n.
辨析：base与basis
base:表示具体含义，意为“根基、基础、底座”
e.g.thebaseofabuilding
basis:表示抽象含义，即“非物质方面的基础”
e.g.theeconomicbasis经济基础

11.present
(1)adj.（前置定语）现在的，当前的；（后置定语）出席的，在场的
e.g.DidyouseethepresentCEO?
DidyouseetheCEOpresent?
bepresentat出席，反义词组为：beabsentfrom缺席
(2)n.(C)礼物
(3)n.目前，现在
e.g.Theboypresentatthemeetingwasconsideringaskinghisfatherforabookonthepresenttenseasabirthdaypresent.

12.enrich
en-+adj./n.----vt.enable,enclose,encourage,enforce,enlarge,ensure,entitle

13.makeuseof
takeadvantageof利用，趁机，占……的便宜
makethebestof指（对不利的条件等）充分利用
makethemostof指尽量利用有理的条件

14.insteadof
e.g.Theywentonfootinsteadofbybus.
insteadof的考查主要集中在它连接的平行结构上，即：两个主语，两个宾语，两个状语，两个谓语或两个定语。
instead为副词，通常放在句末，在承接上文时，也可放在句首，意味“代替”。
e.g.Wehavenocoffee,wouldyouhaveteainstead?

15.command
have(a)goodcommandof….精通
commandsb.todosth.命令某人做某事
atone’scommand随心所欲地（的）；听从某人吩咐
request
byrequest应邀
e.g.Heattendedthemeetingbyrequest.
requeststh.fromsb.
Hecommandedthatthestudents____theclassroombeforehereturned.
A.didn’tleaveB.wouldn’tleaveC.needn’tleaveD.notleave
虚拟语气：一个“坚持”insist（坚持要求）
二个“命令”order,command
三个“建议”suggest,propose,advise
三个“要求”demand,request,require
从句用should+do,should可以省略。
suggest作“表明，暗示”讲、insist作“坚持认为，坚持说”讲时，其后的宾语从句用陈述语气。
e.g.Hisblushsuggestedthathelikedthegirl.
Theboyinsistedthathedidn’tlikethegirl.

16.such和so用法小结
(1)such与no,all,most,some,any,another,many,much,afew,few,little,alittle,several,one等词连用时，such应置于这些词之后。
(2)so与many,much,few,little等词连用时，so应置于这些词之前。
e.g.Therearemanysuchbooksonsaleinthebookstore.
Therearesomanybooksonsaleinthebookstore.

17.way
in…way/by…means/with…method

18.recognize
recognizethatclause
sb./sth.+tobe…
sb./sth.as…
Theyrecognizedhertobeasuperstar.
=Theyrecognizedherasasuperstar.
=Theyrecognizedthatshewasasuperstar.
易混词辨析例句
recognize指原来熟悉，经过一段时间的间隔或其他原因后重新认出来，是终止性动词。Althoughtheyhadn’tseeneachotherfor20years,theyrecognizedeachotheratfirstsight.
know延续性动词，指相互之间十分熟悉和了解。Ihaveknownhimfor20years.