外研版（2019）必修第一册 Unit 2 Exploring English Misadventures in English 教案（表格式）（无答案）
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| 名称 | 外研版（2019）必修第一册 Unit 2 Exploring English Misadventures in English 教案（表格式）（无答案） |
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| 格式 | docx | ||
| 文件大小 | 236.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-02 00:00:00 | ||
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课题 Unit 2 Exploring English Misadventures in English
Analysis of textbook and students
The discourse type of this article is a forum topic discussion, which is a new media discourse.The text introduces the confusion and misunderstandings that four English learners encounter during their learning process. The teaching target is high school freshmen with a certain vocabulary foundation, but reading ability and self-directed learning ability need to be improved.They have some knowledge about English expression and have mastered some basic reading methods and skills.They show difficulty in guessing the meaning of some English expression and lack some background information about English.They show keen interest in learning English expression and willing to explore the diversity of the language. They easily feel discouraged in understanding the expression and will not feel confident in English learning.
Teaching objectives
1.Guide students tomaster the key words and phrases 2.Guide students to gain the main idea and some detailed information 3.Encourage students to apply what they have learned to the role-play 4.Guide students to understand the diversity and creativity of the English language
Teaching Key and difficult points
Teaching key points： Let students realize the differences between different cultures.
2. Enable the students master the main idea and some detailed information by fast-reading and careful-reading. Teaching difficult points： Encourage sthudents toapply what they have learned to the daily life and understand the diversity,creativity and cultural content of English language. And thus cultivate cross-cultural awareness
Teaching Approach and Aids
Approach:task-based teaching;situational approach;cooperative teaching Aids:blackboard;learning sheets;mutimedia platform
Teaching procedures
Step One: Leading-in Watch a short video. Design purpose:To attract students’interest and then introduce the topic. Step Two: Fast reading Task 1: Where does the passage come from A map. B. Online English-learning forum C. Newspaper. Task 2: Read the text fast, find out the following words,and match the meanings with them. words meanings 1. have a frog in her throat(para.2) 2. the first floor (para.3) 3.wicked(para.4) 4.not bad(para.5)A.(British English) the floor is above the ground level; (American English) the floor is at ground level. B. very good, better than you wanted C. She can't speak clearly because her throat is dry. D. morally(道义上) bad；very good in spoken language(口语)
Design purpose: To let students learn the type of the passage and to let students learn to guess the meanings of the English expressions. Step Three: Careful reading Task 1: Read para.2-3 carefully and decide the following sentences are true(T) or false(F). 1.Yancy's English teacher is called Maggie. ( ) 2.Maggie could not teach that day because there was really a big frog in her throat. ( ) 3. Sophie went to a downtown shopping centre to buy some winter clothes. ( ) 4. The first floor has the same meaning in the UK and in the USA.( ) Task 2: Read para.4 and answer the two questions. 1. Does Julien like his penfriend's grandfather 2. How does Julien feel when he hears his penfriend uses"really wicked" A. Happy B. Excited C. Angry D.Confused Task3: Read para.5 and fill in the blanks. Zhengxu was part of a student exchange programme. He spent days____________(prepare)his English paper and looked forward ____ getting a positive comment. At last, his teacher________ (write) a “not bad”, but there were not any _______(error) in his paper. Design purpose: To master some detalied information about the text and have a clear understanding about the structure. Step Four: Post reading Role Play: Practise the role-play. You should:
1.Fill in the blanks using the words from the table in groups.
2.Choose two students to show the dialogue. Lucy: Bob, I think the new job is hard for me. I just came here last week. I ________________________. Bob: Lucy, don't worry. I want to help you, but today _____________. Lucy: It doesn't matter.You should drink more water. I can ask my father for help. Bob: Great, I remember he is nice and really w______. Lucy: Yes, I am_______________. Look! there is a new cafe on_______________of the building, so we can go there by lift(电梯). Bob: Great! I hear the coffee there is ________. I can't wait to drink it. Lucy: OK, Let's go now! Design purpose: To apply what they have learned to the role-play and consolidate the language points. Step Five: Summary Understand the diversity,creativity and cultural content of English language. Tips: Read more books, watch more films and travel more. Design purpose:To let students understand the diversity,creativity and cultural content of English language. Homework: Write a short passage to describe your experience about misadventures in English. Design purpose:To encourage students to deepen their understanding of the English language.
Blackboard Design
In the fifth minute, I show the topic. In the twenty-fifth minute, I present the main idea and the main structure. In the thirty-five minute, I summarize the text and gain a deeper meaning behind it
Teaching Reflction
Achieved points: key words and phrases;the main structure;guess the meaning and deepen the understanding of English 2.Problems:difficulty in transferring and creating. 3.Solutions: spend more time to fully discuss provide more language support
Analysis of textbook and students
The discourse type of this article is a forum topic discussion, which is a new media discourse.The text introduces the confusion and misunderstandings that four English learners encounter during their learning process. The teaching target is high school freshmen with a certain vocabulary foundation, but reading ability and self-directed learning ability need to be improved.They have some knowledge about English expression and have mastered some basic reading methods and skills.They show difficulty in guessing the meaning of some English expression and lack some background information about English.They show keen interest in learning English expression and willing to explore the diversity of the language. They easily feel discouraged in understanding the expression and will not feel confident in English learning.
Teaching objectives
1.Guide students tomaster the key words and phrases 2.Guide students to gain the main idea and some detailed information 3.Encourage students to apply what they have learned to the role-play 4.Guide students to understand the diversity and creativity of the English language
Teaching Key and difficult points
Teaching key points： Let students realize the differences between different cultures.
2. Enable the students master the main idea and some detailed information by fast-reading and careful-reading. Teaching difficult points： Encourage sthudents toapply what they have learned to the daily life and understand the diversity,creativity and cultural content of English language. And thus cultivate cross-cultural awareness
Teaching Approach and Aids
Approach:task-based teaching;situational approach;cooperative teaching Aids:blackboard;learning sheets;mutimedia platform
Teaching procedures
Step One: Leading-in Watch a short video. Design purpose:To attract students’interest and then introduce the topic. Step Two: Fast reading Task 1: Where does the passage come from A map. B. Online English-learning forum C. Newspaper. Task 2: Read the text fast, find out the following words,and match the meanings with them. words meanings 1. have a frog in her throat(para.2) 2. the first floor (para.3) 3.wicked(para.4) 4.not bad(para.5)A.(British English) the floor is above the ground level; (American English) the floor is at ground level. B. very good, better than you wanted C. She can't speak clearly because her throat is dry. D. morally(道义上) bad；very good in spoken language(口语)
Design purpose: To let students learn the type of the passage and to let students learn to guess the meanings of the English expressions. Step Three: Careful reading Task 1: Read para.2-3 carefully and decide the following sentences are true(T) or false(F). 1.Yancy's English teacher is called Maggie. ( ) 2.Maggie could not teach that day because there was really a big frog in her throat. ( ) 3. Sophie went to a downtown shopping centre to buy some winter clothes. ( ) 4. The first floor has the same meaning in the UK and in the USA.( ) Task 2: Read para.4 and answer the two questions. 1. Does Julien like his penfriend's grandfather 2. How does Julien feel when he hears his penfriend uses"really wicked" A. Happy B. Excited C. Angry D.Confused Task3: Read para.5 and fill in the blanks. Zhengxu was part of a student exchange programme. He spent days____________(prepare)his English paper and looked forward ____ getting a positive comment. At last, his teacher________ (write) a “not bad”, but there were not any _______(error) in his paper. Design purpose: To master some detalied information about the text and have a clear understanding about the structure. Step Four: Post reading Role Play: Practise the role-play. You should:
1.Fill in the blanks using the words from the table in groups.
2.Choose two students to show the dialogue. Lucy: Bob, I think the new job is hard for me. I just came here last week. I ________________________. Bob: Lucy, don't worry. I want to help you, but today _____________. Lucy: It doesn't matter.You should drink more water. I can ask my father for help. Bob: Great, I remember he is nice and really w______. Lucy: Yes, I am_______________. Look! there is a new cafe on_______________of the building, so we can go there by lift(电梯). Bob: Great! I hear the coffee there is ________. I can't wait to drink it. Lucy: OK, Let's go now! Design purpose: To apply what they have learned to the role-play and consolidate the language points. Step Five: Summary Understand the diversity,creativity and cultural content of English language. Tips: Read more books, watch more films and travel more. Design purpose:To let students understand the diversity,creativity and cultural content of English language. Homework: Write a short passage to describe your experience about misadventures in English. Design purpose:To encourage students to deepen their understanding of the English language.
Blackboard Design
In the fifth minute, I show the topic. In the twenty-fifth minute, I present the main idea and the main structure. In the thirty-five minute, I summarize the text and gain a deeper meaning behind it
Teaching Reflction
Achieved points: key words and phrases;the main structure;guess the meaning and deepen the understanding of English 2.Problems:difficulty in transferring and creating. 3.Solutions: spend more time to fully discuss provide more language support