Unit 2 Exploring English-Starting out 教案-2025-2026学年高中英语外研版必修第一册

Unit 2 Exploring English-Starting out 内容导航 This section opens with charts and a video to spark curiosity about global language distribution, English speakers, learners, and historical development. It leads students to explore why English is widely used and what makes it interesting to learn. 教学目标和重难点 1. 教学目标 Language Ability: Understand key data from charts and video; grasp basic terms about native speakers and global learners; express simple views on English popularity. Cultural Awareness: Learn English’s global spread and cultural roots; respect language diversity; recognize how language carries cultural creativity and history. Thinking Quality: Compare chart data to spot differences; raise questions about confusing English words; develop logical analysis and critical observation. Learning Ability: Get used to multi-modal input like charts and videos; form habits of note-taking, pair discussion, and summary; build confidence in exploring English independently. 2. 教学重难点 Key Points: Master information extraction from charts and video; know major languages by native speakers and English’s global learner size; understand basic facts of English historical development. Difficult Points: Analyze hidden messages behind data; connect personal learning experience to explain English popularity; express views clearly with supporting details in simple English. 教学过程 Step 1: Warm-up and Lead-in The teacher greets students naturally and initiates an open, interactive discussion to activate prior knowledge and emotional engagement. The teacher asks: “Look around our classroom and your daily life. Where can you see or hear English?” The teacher encourages students to list examples such as brand logos, phone settings, movie lines, public signs, and game words. After free sharing, the teacher follows up: “Do you think English is a popular language around the world? Why do so many people choose to learn it?” Then the teacher shows several vivid pictures, including street signs in English-speaking countries, international meetings with simultaneous interpretation, and short clips of teenagers from different countries talking in simple English. The teacher does not give direct answers but creates a mild cognitive conflict: many languages exist, yet English is widely used and learned globally. Finally, the teacher writes the unit title “Exploring English” on the board and tells students that today’s starting-out activities will help them use real data and video facts to explore English together. Design Intent: Daily-life brainstorming lowers anxiety and connects textbook content to real scenarios. Picture and scenario input provides intuitive perception. Open questions guide active thinking instead of passive listening, naturally introducing the unit theme and laying psychological and cognitive groundwork for later chart analysis and video watching. Step 2: Chart Observation and Information Reading The teacher presents Chart 1 and Chart 2 from the textbook clearly on the screen, with simple labels easy to read. Before detailed analysis, the teacher teaches and clarifies two core phrases: native speakers and language learners, using plain English explanations and simple examples students can understand quickly. The teacher reminds students that when reading charts, they should first check titles and categories, then compare numbers and rankings. First, guide students to study Chart 1 independently. The teacher assigns clear observation tasks: find which language has the largest number of native speakers and list the top three languages briefly. Students look, point, and circle key numbers silently. After independent observation, the teacher organizes pair sharing: each student tells their partner their answer and one simple reason from the chart. Then the teacher invites volunteers to speak in front of the class and confirms the key result: Chinese has the largest number of native speakers worldwide. Next, shift to Chart 2 with the same process. The teacher sets focused tasks: find which language has the largest number of learners across the world and notice how much higher its number is than others. Students observe and underline key data. Pair discussion follows: talk about what surprises them most in this chart. Class presentation comes afterward, and the teacher highlights a clear contrast: although Chinese tops native speakers, English ranks first in global learners. After finishing the two basic questions, the teacher raises deeper guiding questions to help students dig beyond surface numbers: What can you learn from the contrast between the two charts? Does large native speaker number mean the language is most widely learned by foreign people? The teacher allows enough thinking time and collects different opinions without rushing standard answers. The teacher summarizes gently: language native population and global learning popularity are two different facts, and English’s wide learning shows its special global position. Design Intent: Step-by-step chart reading trains basic data-literacy skills essential for senior high English learning. Independent observation ensures personal thinking; pair sharing increases participation and reduces speaking pressure. Contrast analysis builds logical thinking quality. Gradual question design moves from easy to difficult, helping students understand objective facts and hidden logic naturally. Step 3: Pre-video Watching Preparation Before playing the official video, the teacher carries out necessary preparation to remove listening obstacles and set clear watching purposes. First, the teacher briefly introduces the video theme: it shows simple history of English development and tells why English is used in many countries today. The teacher explains that the video uses clear slow narration and vivid scene pictures, so students can catch key words easily. Then the teacher presents two fixed textbook watching questions in bold clear font: First, which countries mentioned in the video have English as their first language? Second, where do a third of English words come from? The teacher asks students to read the two questions silently and circle key question words such as countries and come from. Meanwhile, the teacher teaches several tiny helpful tips: focus on nouns of country names during watching; write short simple abbreviations instead of full long spellings; pay attention when the speaker says numbers or historical time points. After tip guidance, the teacher arranges light prediction activity: combine what they already know, guess which countries will probably be mentioned and write one or two guesses quickly on paper. The teacher does not correct guesses but tells students to check if their predictions match video content later. Design Intent: Pre-video preparation avoids blind listening and helps students watch with clear goals. Key-word reading and note-taking tips improve learning strategies and learning ability. Prediction activity activates background knowledge, increases interest, and makes students more focused to verify ideas, laying solid foundation for effective information catching while watching. Step 4: While-video Watching and Information Extraction The teacher plays the video for the first time in complete normal flow without pause. The requirement for students is general global understanding: mainly know the video is talking about English history and global use, do not worry about every single word, and just feel the general content and rhythm. After the first watching, the teacher asks a simple feeling question: Is the video easy to follow? Which part draws your attention most? Students give short one-sentence feedback freely. Then the teacher plays the video for the second time and asks students to finish the two target questions carefully. During watching, students can write short notes beside each question. When important information appears, the video scene and sound are obvious, and the teacher does not interrupt deliberately but walks around the classroom gently to observe students’ note-taking situations and give silent guidance to students with difficulties. After the second complete watching, the teacher pauses and organizes quick group communication: in groups of four, compare notes, supplement missing information, and try to agree on complete answers to the two questions. Group members help each other: students who catch clear details share unclear parts with others. The teacher listens to group discussions nearby and finds typical incomplete answers for later correction and explanation. Finally, the teacher invites groups to report answers publicly. For the first question about countries using English as the first language, the teacher lists typical mentioned countries on the board and reminds students to remember simple correct spelling. For the second question about where a third of English words come from, the teacher emphasizes key historical facts and repeats the sentence slowly to ensure most students hear and understand clearly. Design Intent: Two-time watching follows cognitive rules: first global perception, second detailed extraction, reducing listening difficulty. In-class walking guidance cares for different-level students. Group mutual supplementation develops cooperative learning ability and improves information completeness. Public report and blackboard presentation clarify standard key information and consolidate language input effectively. Step 5: Post-video Deep Discussion and Personal Connection After confirming basic video answers, the teacher launches layered deep discussion combining charts and video content to push understanding from facts to views. The first discussion question connects the former charts: From the charts and the video facts together, why do you think so many people around the world decide to learn English? The teacher allows open multiple answers and guides students to use simple sentence structures such as I think… because… to organize expression. Students share different reasons: some mention many countries use English; some say international communication needs English; some say English helps watch foreign movies and know different cultures. The teacher accepts all reasonable opinions and sorts them into three clear categories on the board: communication use, global spread, and cultural understanding. Then the teacher turns to personal learning experience and raises reflective questions: Have you ever felt English is a little confusing or interesting when learning? Can you give one small example? The teacher provides gentle guidance with simple word hints such as hamburger, eggplant to trigger curiosity. Students recall daily learning confusion and tiny interesting points and speak freely in simple broken English or supported short sentences. The teacher does not correct word mistakes strictly at this moment but affirms active sharing attitude. The teacher concludes naturally: English is not only a useful communication tool but also a language full of human creativity, and that is why exploring English can bring us surprise and fun. This conclusion connects to the unit topic perfectly. Design Intent: Integrating chart and video information trains comprehensive multi-source analysis ability and improves thinking quality from single fact collection to integrated reasoning. Personal experience connection links input to real emotion, enhances learning motivation, and cultivates positive attitude toward English exploration. Tolerant mistake treatment lowers speaking pressure and protects output willingness. Step 6: Language Highlight and Useful Expression Consolidation Based on the whole lesson’s input materials, the teacher selects simple practical high-frequency expressions and data-description sentence patterns appropriate for starting-out level, without difficult long grammar. First, list core noun phrases reviewed repeatedly: native speakers, language learners, global communication, historical development. The teacher reads collectively, leads students to read twice, and asks individuals to read to check pronunciation clarity. Then present basic functional sentence patterns used to describe charts and express simple opinions: According to the chart…; …has the largest number of…; We can learn that…; I think English is popular because… The teacher explains each pattern’s usage scenario briefly: the first three are for data objective description; the last one is for personal subjective opinion. The teacher gives one simple example for each pattern on the screen. After explanation, the teacher conducts quick substitution practice. Students choose one chart fact or one personal idea and finish one sentence using the given patterns independently. Then volunteers read their sentences aloud. The teacher gives gentle correction on small word order or article problems and praises correct complete sentences warmly. Design Intent: Concentrated consolidation of high-frequency phrases and sentence patterns turns implicit input into explicit usable language knowledge, strengthening basic language ability. Simple substitution practice ensures immediate output application, avoiding passive reception only. Timely encouragement builds confidence and forms good learning circulation of input-consolidation-output. Step 7: Summary and Slight Extension Preview The teacher guides students to complete whole-lesson joint summary instead of unilateral teacher narration. The teacher uses sequential guiding questions: What did we observe at the beginning? What key data did we get from two charts? What important facts did we learn from the video? What simple opinions can we hold about English learning and spread? Students answer one by one briefly, and the teacher complements and organizes logic clearly on the board. The teacher makes a clear concise conclusion for this starting-out lesson: we have known language native speaker distribution, English’s huge global learner group, simple English historical spread reasons, and we have felt English’s practical value and creative fun. This lesson helps us open the door of exploring English, and the following lessons will go deeper into interesting English word phenomena and language diversity. At last, assign simple after-class optional tasks suitable for starting-out difficulty: First, review today’s chart key data and useful sentence patterns; Second, find one interesting or confusing English word after class and write it down for next class sharing. The tasks are light, clear, and not heavy-burden. Design Intent: Student-led joint summary tests instant learning effect and develops independent summary learning ability. Clear logic blackboard sorting consolidates whole-lesson framework cognition. Brief preview creates expectation for follow-up unit learning. Light optional after-class tasks extend exploration interest without pressure and form seamless connection between in-class and after-class learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $