人教高中英语必修一Unit 2 Reading说课稿

高一英语上学期Unit 2 English around the world Reading部分说课稿

各位老师：

大家好！

我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。

一、教材分析

1、单元背景分析

本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2、教材内容分析

w 本课是高中一年级英语上册，unit 2 English around the world 中的Reading.

w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

w 本课时主要分为两部分:

1）Pre-reading. (读前准备)

“读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）.Reading (阅读)

“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）Post-reading（读后）

“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。

三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。

3、教学重点

1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。

2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

4、教学难点

1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2）、与同伴一起讨论并找到解决问题的方法。

5、教学目标

根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。

1. 语言目标

本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。

2. 情感目标

让学生领会英美不同文化差异和风俗习惯，领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。二、说教法

教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用限时阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。

三、说教学程序

1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望.

2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题：1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。

3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

任务1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题1. How many countries are there where the majority of people speak English?

2. How is English used in Hong Kong?

3. What language should we use on the Internet so that we can communicate with people around the world ?

任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案

（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）

任务3：根据课文内容，判断句子对与错。

1、There are more than 42 countries where the majority of the people speak English in the world.（）

2、There are more than 37,500,000 people who learn English as a second language.（）

3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）

4、More than 750,000,000 people learn English as a foreign language.（）

5、English is the only one working language of most international organizational trade and tourism.( )

（此设计是为了检查学生是否理解文章大意和一些重点细节。）

任务4：根据课文内容，完成以下五道阅读理解题。

1、According to the text, which is TRUE about those who use

English as a second language?

A. English is also their mother tongue.

B. They use more than two official languages in their country.

C. People enjoy talking to their family members at home in their native language.

D. They learn English at high school for about five years.

2、What’s the situation of English used in China?

A. Most Chinese students learn English at school as a foreign language.

B. All Chinese students speak English as a foreign language.

C. The majority of Chinese students speak English at school as a second language.

D. The majority of people in Hong Kong use English as their mother language.

3、What’s the main idea of the passage?

A. There are more than 42 countries where th majority of the people speak English in the world.

B. More than 750 million people learn English as a foreign language.

C. English is the language of global culture such as popular music and the Internet.

D. English is the language which is the most important and widely used in the world today.

4、Which is right according to the text?

A. Native speakers of English might find it unnecessary for them to learn a foreign language.

B. English will be the only English to be used in the future.

C. English is the working language of most international organizations, international trade and tourism.

D. With the development of China’s economy, Chinese will be more and more important than English.

5、Which is WRONG to answer the following questions.

Why is it becoming more and more important to have a good knowledge of English?

A. More and more people will become interested in English.

B. English is one of the working languages of most international organizations, international trade and tourism.

C. We can communicate with people around the world everywhere through the Internet by using English.

D. English has developed into the language most widely spoken and used in the world.

（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）

4、Post-reading（Group-work）：

任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2）In which countries do we find most native speakers of English? Give the names of three counties. 3）Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great…

（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）

5、Summing-up（总结）

Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyon e should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well

as to learn English well.)

6、布置作业

1、课后熟读课文；

2、完成Post-reading Ex.2。

（作者:董渝宁）

Reading & Comprehending

第一步：快速阅读，Comprehending, Activity 1，学生快速阅读课文，找出完成这道习题所需的信息，学生互相对答案，之后老师给出正确答案；

第二步：精读课文，找出每个段落的主题句或者段落大意；

Paragraph 1: Today, more people speak English as their first, second or

foreign language than ever before.

Paragraph 2: Native English speakers can understand each other even if they don't speak the same kind of English. However, they may not be able to understand

everything.

Paragraph 3: All languages change when cultures communicate with one

another.

Paragraph 4: English's position as world language is yet to be clearly

understood or defined.

第三步：详细解释每个段落。

第一段首先让学生用已有的知识介绍自己对17—19世纪这段历史，特别是英国及其殖民地扩张这段历史的了解；然后老师可说明英语随着殖民地的扩张而向外传播，并适当补充相关的词汇(the expansion of the British Empire, the establishment of colonies in the New Continent, the spread of English, etc.)；

Beginning in the 17th century, and continuing well into the 19th century, the UK, which had long ago colonized Ireland and joined with Scotland, colonized much of the world: First in North America, the Caribbean, India, including what is now Pakistan and Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara, Africa, Hong Kong, Singapore and the Pacific islands.

What's more, American colonial rulers also brought their kind of English to Hawai'i, Puerto Rico, the Philippines and other Pacific islands in the late

19th century.

第二段教师解释第二段提到的例子，复习上节课学习过的英式英语和美式英语的区

别；

The biggest difference between British and American English is not in spelling but in word usage. Different English- speaking cultures sometimes use the same words in different ways. For example, British English speakers prefer to say “I've got” whereas American English speakerds simply say “I have”. In response to something that was not fully understood, a British English speaker says “Pardon?” or “Sorry?” An American English speaker is more likely to say “What's that? “Say that again? “Say what?” or even “Come again?” All of these differences are a direct result of cultures separated both

geographically and historically.

第三段学生阅读本段文章，理解英语的历史和发展进程，教师补充关于英语的历史和发展进程更详尽的知识以及对英语发展起着重要作用的人物：Shakespeare，William Tyndale，Noah Webster, 同时举例说明英语大量引用外来词来扩大词汇量(可参考背景

资料)；

第四段学生从本段找出英语目前在不同国家的地位，并预测英语未来的发展；

第四步：P11, Comprehending, Activity 2.学生讨论并回答问题；

第五步：学习课文难点及重点词汇的用法；例如：

include：Many students went to see the film, including me.

Many students went to see the film, me included.

play an important role/part in:

She played an active part in the local community.

He has played all kinds of roles in his life.

even if/ though:

He likes to help us even if he is busy.

Even though life was difficult for him, he refused to give up his dreams.

communicate with:

Do you find it difficult to communicate with your parents?

He is a shy boy who can't communicate with other people very well.

be based on:

The book is based on a true story.

He based his hopes on the good news we had yesterday.

make use of:

How are you going to make use of your pocket money?

I really don't know how to make full use of the time.

a large number of, the number of:

A large number of students are reading the book.

The number of students reading the book is large.

第五步：播放录音，学生小声跟读, 注意语音语调。

Homework

朗读课文，复习课文的重点单词句式和段落；

完成 Learning about language Activities 1,2,3.

第一课时

Warming up

第一步：合上书本，要求学生说出对英语有多少了解（How much do you know about the English language?）让学生自由回答（It is the official language of many countries and the UN; It is learned by people in many non-English speaking

countries; etc. Answers may vary）；

第二步：向学生介绍世界上两种主要的英语：VOA（Voice of America）英语和BBC （British Broadcasting Corporation）英语, 如有足够的资料，可以播放两段录音,让学生比较这两种英语在语音上的区别，例如hot, not, dance, answer 等；

第三步：引入英式英语和美式英语在词汇上的区别，除了课本里提到的例子，向学生提供更多英式英语的单词让学生说出相对应的美式英语单词；

例如：film, autumn, rubber, tyre, theatre, colour, ...

( movie, fall, eraser, tire, theater, color ...)

第四步: 可提前向学生介绍第12页的 Activities 4 and 5. 先让学生独立完成习题4，然后核对答案。至于习题5，则让学生听录音跟读，让学生体会英式英语和美式

英语在词汇上的不同，并注意重音和语调。

Pre-reading

第一步：让学生说出他们知道的说英文国家名（ How many English-speaking countries can you think of ?）, 老师可以适当补充一些学生不太熟悉的国家名字，例如 Jamaica, Philippines, Pakistan, Bangladesh, New Zealand, Palestine, parts

of sub-Sahara；

第二步：学生分组讨论：Do you know the reasons why English is spoken by so many people in so many different countries? 适当给学生一些提示词语：trade, tourism, Internet website, official language of UN, entertainment, etc；

第三步：讨论完毕后，让个别学生用自己的话回答问题；

第四步：总结学生的发言，给学生一个比较全面的参考答案：

1. Trade and tourism from Western Europe and North America has contributed

to the spread of English. China is now one of the world's most popular tourist

destinations.

2. English is the language that dominates international Internet websites

and provides nearly all of the new computer technology.

3. English is one of the official languages of the Olympic Games and the

United Nations. The UN also has its headquarters in New York City.

4. Satellite TV, radio programme like Joy FM, CDs, and Hollywood films all broadcast English into China. Also, a number of Chinese films include English

subtitles.

Workbook (P 48, Listening)

第一步：向学生解释听力任务，让学生明确听力目的：Activity 1，听录音，写出与练习中英式英语词汇相对应的美式英语词汇；Activity 2，听录音，回答问题；

第二步：学生独立完成 Activity 1，并全班一起核对答案。再次对学生强调英式英文和美式英文在词汇上的区别，例如本题练习中出现的六组词语；

British English ───── American English

Lift elevator

Pictures photos

Underground subway

Autumn fall

第三步：在学生浏览 Activity 2 的问题后，播放录音，学生边听边记录有用信息点（视学生具体情况决定播放录音的次数）；

第四步：学生回答问题，全班核对答案；

第五步：向学生补充关于听力如何捕捉有用信息的技巧，帮助学生改进听力方法。

在 Activity 2 里，要回答五个问题，学生必须在听前浏览问题，把握听力的重点应该放在哪些信息点上。例如，问题一“What TV programme is Zhao Li watching? ”的重点词是TV programme，因此在听录音的过程中，学生如果对与TV programme 有关的信息加以注意，很容易就可以捕捉到答案应为 CCTV 9's World Wide Watch. 再如，问题四“How will listening to a good speaker of English help you?”的重点词应为 How，在听录音的过程中，学生应该对“如何帮助你学好英语”这个问题形成紧张感，从而留意到听力原文中的问题“Wouldn't it be better to listen to a native speaker?”以及该问题的答案“Any good speaker of English can help your listening

skill”。

Homework

熟悉本单元单词，预习 Reading。

第三课时

Learning about language

Discovering useful words and expressions

第一步：Activity 1，学生复习左边十个单词，然后自行完成练习，全班一起核对

答案；

第二步：Activity 2；

第三步：Activity 3，先复习课文出现的重点单词，学生自行完成，并可将其中的

句子作为例句来学习；

第四步：Activity 4，先复习英式英文和美式英文的差别，包括词汇上（film—‘movie, autumn—fall, rubber—eraser, ），语音上（hot, not, dance, answer）和用法上（I've go—I have）的区别，引出部分介词的用法也有不同,例如a quarter past five—a quarter after five，然后让学生完成，最后给出正确答案;

第五步：Activity 5，先播放录音让学生听明白三组对话的意思，然后按照题目要求把三组对话的重点词找出来，通过这三组对话让学生更加深刻感受到英式英语和美式

英语在词汇上的差异:

British English ───── American English

Candy sweet

Lorry truck

Autumn fall

Workbook （P 49， Using words and expressions）

第一步: 先让学生复习并熟悉本单元的词汇，然后再做习题一并核对答案。

第二步：先和学生一起复习练习二提供的单词和短语的用法，然后完成练习。让学生在句子中体会并熟悉这些单词和短语的用法。

Discovering useful structures

第一步：复习第一单元学习过的陈述句和疑问句直接引语的部分重点内容;

1. 直接引语是陈述句

如果引用的句子原来是一个陈述句，变为间接引语时，在引语的开头用连词 that 来引导 ( 在口语中 that 常省去 ) ，要注意从句中人称、时态、代词、状语等相应变

化。如：

“You are really my best friend,”Tom said to me.

→ Tom said that I was really his best friend.

“I will come here again tomorrow,”he said.

→ He said he would go there again the nest day.

He said : “the best seed - heads should be hung up to dry.”

→ He said that the best seed-heads should be hung up to dry.

2. 直接引语是疑问句

①如果引用的句子原来是一个一般疑问句，变成间接引语时，须用从属连词 if 或

whether 来引导 ( 不再用 that 作连词 ) 。

②直接引语如果是特殊疑问句，变成间接引语时，原疑问句中的疑问词 who,

whose, what, which, where, why, how 等就成了引导间接引语的连词。

③原直接引语中的疑问语在间接引语中变为陈述语序。

④直接引语中的问号变成了句号。

⑤人称、时态、状语等也相应变化。如：

He asked,“Is it raining now? ”

→ He asked whether / if it was raining then.

The man asked me,“How old are you?”

→ The man asked me how old I was.

They asked him,“When do you harvest the wheat?”

→ They asked him when he harvested the wheat.

I asked the man,“Who are you?”

→ I asked the man who he was.

The teacher asked her,“Why did you come?”

→ The teacher wondered why she had come.

第二步：解释 command 和 request 两种句式及这两个词语的用法( give commands, make a request/ request that somebody should do)，并让学生分辨这两

种句子；

第三步：Activity 1，学生阅读句子，学习如何将表示命令和请求的句子变成间接引语。然后让学生说出更多表示命令和请求的句子，并将它们变成间接引语；

第四步：Activity 2，学生比较表示命令和请求的句子在表达上有什么特点（commands are less polite while requests are polite），然后让学生说出什么人经常下命令（例如上级，长辈，老师等），什么人经常发出请求（下级，晚辈，学生等）；最后是两人活动，一个学生给命令或发出请求，另一学生将它们变成间接引语；

第五步：补充语法知识：如何将祈使句变为间接引语;

转述祈使句的时候，要将祈使句的动词原形变为动词不定式并在动词不定式前根据句子的意思用 tell ( 命令 ) ，ask ( 请求 ) , order ( 命令 ) 等及物动词加宾语。如果祈使句为否定式，则在不定式前面加 not 。例如：

He said to the girl,“Do it at once.”

→ He ordered the girl to do it at once.

“Be quiet!”I told the children.

→ I told the children to be quiet.

He said to farmers,“Do things at the right time of the year.”

→ He told farmers to do things at the right time of the year.

“Don't grow plants in the same place year after year.”the farmer said.

→The farmer told me not to grow plants in the same place year after year.

He said,“Don't talk!”

→ He told us not to talk.

注意：有些句子虽以疑问形式出现，但并非提出询问，而是表示请求、建议、劝告等意思。这种问句通常也采取 ask , advise + 宾语 + 不定式结构来转为间接引语。

如：

“Could you lend me a bike?”he said.

→ He asked me to lend him my bike.

“Would you mind waiting a moment?”

→ He asked me to wait a moment.

“Why don't you go there by plane?”

→ He advised me to go there by plane.

What about having a walk?

→ He suggested having a walk.

第六步：Activity 3，先让学生阅读三个给出的情景，然后进行两人活动，根据所给情景编写小对话，最后在课堂上表演对话。

Workbook （P 50，Using structures）

第一步：分组活动：按照练习要求分成三个同学一组进行此项活动;

第二步：适当抽几组同学将他们的活动结果演示出来，不当的地方进行及时的纠正;

第三步：让学生独自完成练习二，核对答案;

第四步：复习总结本单元的语法项目，并强调相关注意事项.

Workbook （P 48，Talking)

第一步：和学生复习方框里面的习惯表达;

第二步：和学生一起阅读所给的情景，让学生自由选择情景进行对话练习;

第三步：学生编写对话;

第四步：学生表演对话。

Homework

1. 复习本课所学的词汇和语法；

2. 预习 Using language Reading：Standard English and dialects