外研版 (2019)必修 第一册Unit 2 Exploring English教案及反思

课程基本信息

课例编号

学科

英语

年级

高一

学期

一

课题

高一【英语（外研）008】必修一 Unit 2 Exploring English （3）

教科书

书名：  《英语》（新标准）必修一                              

出版社： 外研社             出版日期： 2019 年 6 月

教学人员

姓名

单位

教学目标

教学目标：

At the end of the class， students will be able to

1. get the main ideas of the three conversations and match them to the pictures;

2. note down the information in the three conversations and complete the table;

3. realize that new words and expressions have been and will be added to the language;

4. act out the conversations using the expressions of asking for and explaining the meanings.

教学重点：

Note down key information of conversations.

教学难点：

Act out the conversations using the expressions just learned.

教学过程

时间

教学环节

主要师生活动

Step 1

Lead-in

1. Teacher guides students to recall what they have got on the journey of exploring English in the previous lessons.

（keep changing， creative， word formation， American and British English...）

2. Lead in new exploration： unfamiliar English expressions.

4

Step 2

Pre-

Listening

1.Students read “Did you know?” individually on Page 19 of students’ book to get some information about recent additions to English dictionary.

2. Teacher invites students to talk what else they know about recent additions and the reasons. （Students may talk about Chinese examples.）

Eg. APP

1. short for application

Unplug

1. to temporarily refrain from using electronic devices （such as computers or smart-phones）

2. to temporarily withdraw from the responsibilities and obligations of everyday life （such as work or home duties）

996

拜（拜访、拜见；拜拜）

4

Step 3

Listening for main ideas

1. Students view the pictures in Activity 6， and predict what will be talked about.

2. Teacher plays the recording of the conversations for the first time. Students listen and complete Activity 6. Share answers and check whether their prediction is right.

8

Step 4

Listening for detailed information

1. Students read the table in Activity 7. Teacher leads students to observe the structure of the table and pay attention to the missing information.

2. Teacher plays the recording for the second time and students fill in the blanks in the table.

3. Teacher plays the recording for the third time for students to confirm their answers. （For advanced students， they may note down useful expressions of asking for and explaining the meanings of unfamiliar English.）

4. Some students read out their answers.

4

Step 5

Listening for speaking

1. Students talk about useful expressions of asking for and explaining the meanings of unfamiliar English and write them down.

2. Teacher plays the recording again for students to make any necessary changes to their notes.

3. Students share their notes.

3

Step 6

Speaking

1. Students work in pairs and act out the conversation by referring to clues on Page 81 and 84.
    Teacher reads through useful expressions and gives explanations.

Expressions of asking for the meaning：

I beg your pardon?

What does ... mean?

What’s that for?

When you say... you mean...，right?

Expressions of explaining the meaning：

It means...

It’s a short way of saying...

You use it to...

2. Teacher shows students the criteria and students watch performance from different groups， grade it and give comments. （Criteria： attached at the end of this teaching plan）

Your performance will be judged by pronunciation， intonation， language （that means whether you have used the expressions we have learned）， content （that means whether you can ask and explain unfamiliar English）. And down below you can see we have space for comment. So later when two students are making a conversation， all the other students will grade their performance and give them comment and advice. In this way， all of you will have a better understanding of how to make a good conversation.

3. Act out the conversation：

Situation 1：

You are student A， a waiter/waitress， you ask your customer （ student B） whether he/she needs a doggy bag. Student B， a customer， doesn't know what it is and ask him/her to explain.

Student B （customer）： Excuse me. Can I have the bill， please?

Student A （waiter/waitress）： Yes， sir. How would you like to pay for it， sir?

Student B （customer）： Paypal please.

Student A （waiter/waitress）： Thank you. Do you need a doggy bag?

Student B （customer）： I beg your pardon?

Student A （waiter/waitress）： Do you need a doggy bag? I mean， do you need a box to take unfinished food back?

Student B （customer）： Oh， I see. A doggy bag. An interesting expression. I do need one. Thank you.

Student A （waiter/waitress）： You’re welcome. Do come again.

Situation 2：

You are student A， a customer. You ask student B （a shop assistant）  what “3 for 2” means.

Student A （customer）： Excuse me. What does “3 for 2” mean?

Student B （shop assistant）： It means if you buy two items， you get a third one for free.

Student A （customer）： Oh， that’s a good bargain. Thank you!

2

Step 7

Summary

1. Teacher guides students to talk about the change of language.（So we can’t only learn English rules. Language is alive. Be ready to ask for meanings of unfamiliar expressions.）
    2. Teacher leads students to recall useful expressions just learned.

3. Students read “learning to learn”， and teacher emphasizes using language in an appropriate way. 

1

Homework

Option 1. Work in pairs. Find new words and their meanings on the internet， and have a similar conversation.

Option 2. Tell your classmates what you have learned in today’s class.

Pronunciation and intonation

5’

Language（useful expressions）

5’

Content

5’

Score

comment