必修5MODULE1BRITISHANDAMERICANENGLISH教案设计.doc

1、引言英语教学属于语言能力的教学，主要是让学生通过听、说、读、写等方面的语言实践活动去发展英语语言能力，培养学生主动阅读，自主发展，分析问题、解决问题的能力。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在教学活动中有情景创设，学生探究，学生处理问题和巩固训练等环节。词汇教学很重要，也是影响教学成败的关键之一。适当注意词汇形式、词汇的搭配、以及词汇的功能和意义，特别是词汇在语篇、语境中的功能和意义的教学极其重要。所以词汇教学可培养学生的实践能

2、力。 教材分析本模块以British and American English为话题，通过阅读材料让学生了解英美语言的差异，并借助听力、讨论、阅读、写作等一系列扎实有效的教学活动，进一步拓展学生的想象力，提升他们的语言实践能力，并通过掌握相关词汇，培养学生对汉语语言的感知。Introduction通过让学生阅读课本中的引语和邮件，使他们感受并理解英美英语的区别。同时学习和巩固相关的词汇，为后面的阅读和写作创造条件。Reading andSpeaking1. 课文通过对英美英语在词汇、语法、拼写和发音等方面区别的描述，使学生真切地感受并领会英美英语的区别，并且学会对两者进行对比和分析，了解英美文

3、化的差异，探讨英美英语的发展动向。2. 文章含有大量有用的信息、词汇和语言结构，让学生在了解英美英语区别的同时，掌握更多的语言基础知识，为综合运用和初步交际能力的提高打好坚实的基础。Vocabulary学习词汇，加深对英美英语区别的理解，并进行对比。Grammar1. 复习一般现在时、现在进行时、现在完成时等语法知识，完成相关练习。2. 复习for和since在现在完成时中的使用。Vocabulary and Listening 1. 听有关交流学生在国外学习生活的录音，然后完成与录音内容相关的练习。2. 复习部分常用词汇，通过对这些词汇的重复运用，进一步了解英美英语的区别对生活学习的影响。E

4、veryday English通过练习进一步巩固听力内容，了解和掌握关于how are you getting go, dont you get what people say, a couple of, thats a good point等词语在日常交际中的运用。Function学会利用不同的结构来陈述理由，培养学生在日常学习过程中自觉使用不同连词进行表达，提高学生的语言表达和运用能力。Speaking and writing1. 利用教材所给信息结合个人，表明对varieties of English的看法，说出理由，加深认识。2. 根据现有知识讨论并描写汉语的由来、变体、书写体系、发展

5、趋势等，培养学生用英语思维和表达的能力，尝试使用本单元所学的词汇。Cultural corner通过阅读文章帮助学生认识对美国英语的发展做出贡献的Noah Webster，了解更多有关美国英语的发展过程。由此可对汉语发展和汉字简化做出相应的思考。Task学生自主学习，比较英美英语，找出区别。Module file提高学生归纳总结、自我检验的能力和自学能力。Workbook简要总结了本模块重点词汇、语法、重点句型。旨在加深对各种语言知识的训练与回顾，达到牢固掌握知识技能的目的。教材整合Period 1Introduction + Reading and speakingPeriod 2Langu

6、age points and GrammarPeriod 3Listening + Everyday English + FunctionPeriod 4Cultural corner + Speaking and WritingPeriod 5Task and Module file教学原则交际教学法(Communicative approach)情景教学法(Situational approach)整体语言教学法 (Whole language teaching)教学方法任务型教学(Task-based Language Teaching)是实施课堂教学的主要理念。Period 1: In

7、troduction + Reading and speakingTeaching ContentIntroduction Reading and SpeakingTeaching AimsTarget Languagehavein common, linguist, make a difference, accent, compare, variety, differ, be similar to, have difficulty in doing sth.AbilityobjectivesDeveloptheSsability to scan, skip and read fast and

8、 self-study. Understand how to express differences between two things.Affection andattitudesLearn the differences between British English and American English.Form open and positive attitudes towards different varieties of English.Cultural awarenessGet prepared for the comparison of British English

9、and American English and the main varieties of Chinese.Teaching AidMulti-mediaTeaching ProceduresStep 1Lead-in (重点词汇以黑体标记，可启发学生据语境猜词意)Warmupbywatchingavideoaboutdifferent varieties of Chinese. (宋丹丹小品，电影疯狂的石头，开国大典毛泽东讲话, 英美总统竞选演讲)Ask answer the following questions (with some important words and phrase

10、s in them):1. Which countries do you think are the speakers from?2. Do they speak the same kind/variety of Chinese or English? (similar Chinese and English though different accent)3. Do you have any difficulty in understanding the first three speakers? Why? (It doesnt matterwhether they speak standa

11、rd Chinese)4. Do the two presidents differ from each other in speaking? Try to compare them.Step 2Introduction 1. Ask four students to read out the quotations, sharing the understanding of the four sentences and then answer the questions in the textbook.2. Help the students to guess the meaning of t

12、wo phrases “havein common” and “make much difference” according to the context.3. Ask the students to read the emails in Activity 2 as carefully as they can and try to find out the similarities and the differences between them, deciding which writer is American.4. Ask the students to give answers to

13、 Activity 1 in Reading and speaking.Step 3Reading and SpeakingLead-inT: English is a language spoken all around the world. It plays a more andmore important role in international affairs. There are some slight differences between American English and British English. Sometimes, slight misunderstandi

14、ngs may occur between native speakers from Great Britain and the United States. Therefore, it is necessary to know about the differences between American English and British English in order to use English appropriately.Pre-reading1. Ask the students to read the first sentence of the passage and gue

15、ss the main idea of the whole passage and the following content. Any related words, phrases and sentences are ok. (To review some words and phrases and learn to predict.t )2. Tell the students the main idea sentence of a paragraph, commonly known as a “topic sentence” or “topic statement”, most freq

16、uently appears at the beginning of a paragraph.Skimming1. Help the students to find out the differences talked about in the passage between British and American English in the quickest way. (Learn to fast read and find out the topic sentence. )Two ways:1) The red titles of the second to the fourth p

17、art2) Useful sentences:The first and most obvious way There are a few differences in grammar, too. The other two areas in which the two varieties differ are2. Ask the students to list the four differences between British and American English and give some examples before reading the whole passage.(v

18、ocabulary, grammar, spelling and pronunciation)3. The trend of English. (communication)Scanning1. Read the passage and complete the sentences with the words or phases in Activity 3 on Page 3.2. Ask the students to find out what will happen to English in the future.Post-reading1.Find out words differ

19、ent in vocabulary, grammar, spelling or pronunciation between British English and American English according to the passage, and then fill in the form.DifferencesBritish EnglishAmerican EnglishVocabularyGrammarSpellingPronunciation2. Discuss Activity 5 on Page 3.3. Deal with Vocabulary part.Homework

20、Speaking and writing in WorkbookPeriod 2: Language Study and GrammarTeaching ContentLanguage points in ReadingGrammarTeaching AimsTarget Languageobvious, get around, queue, confusing, omit, variety, settler, remark, steadily, satellite, flick, switch, lead to, structure, rapidly, announcement, lingu

21、isticsAbilityobjectivesFind out word meanings from clues provided by context.DeveloptheSsabilityof self-study.Learning strategiesLearn how to make notes of the new words and phrases and goodsentences. Sum up verb forms.Teaching AidsMulti-mediaTeaching ProceduresStep 1Revision&Leadin1. Help students

22、to revise what is learnt in Period one of this module by filling the blanks:（填空部分为“读说课”的词汇复习）1)We have really everything in _with American nowadays, _ ofcourse, language.2)American and England are two countries _by a common language.3) It doesnt make much of a _whether a teacher speaks British _Amer

23、ican English.4) We all know that British English is different _ American English, but some of us dont know how they _. Actually, they are different many ways, for example, in vocabulary, _, spelling and pronunciation. It is interesting that the British drive cars along while people on the other side

24、 of the Atlantic drive _ down freeways. Last time when I was in America, my friend Tom asked me, “Could you come over for the party on the weekend?” I felt it strange, because I usually say “_ the weekend”, and my Chinese teacher of English very often told that we should never make mistakes in _. To

25、m also said, “Do you have a Chinese history book?” That was different from my “Have you a Chinese history book?” Now I dont think it is _ at all. It is natural. However, dont worry _ it. After all, British English is English, and American English is English too. They are _ to each other in so many w

26、ays. The most important thing is that more and more _ are making it easier and easier for people from both sides to understand each other.2. Ask the students how they usually get the meaning of new words in a new passage.Step 2Vocabulary1. Time limit: Give the students a time limit of five minutes f

27、or vocabulary enquiry, whether this involves dictionary use, language corpus searches, or questions to the teacher.2. Meaning consensus: Get the students to work together to search for and find word meanings. (To start the procedure, ask individual students to write down three to five words from the

28、 text they most want to know the meaning of. When they have each done this, they share their list with another student and come up with a new joint list of only five words. This means they would probably have to discuss which words to leave out. Two pairs join to make new groups of four and once aga

29、in they have to pool their lists and end up with only five words.) 3. Present ways to find out word meanings from clues provided by context:1) Some sentences give the definition for a difficult word with the help of punctuation such as commas, dashes or parentheses.eg：You find newsreaders and weathe

30、r forecasters all speaking with different accentsAmerican, British, Australian, and even Spanish. (the meaning of “accent” can be easily guessed)2) Context sometimes gives examples to illustrate a difficult word rather than define it. We can use the examples to figure out the meaning of an unfamilia

31、r word. eg: Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of (We can get understand the word “confusing” with the help of the following sentence easily.) The British use prepositions where Americans sometimes omit them. (From example

32、s before this sentence we get the meaning of “omit”.)3) Synonyms are words or phrases that are similar in meaning. A synonym is one type of context clue that helps you to determine the meanings of unfamiliar words. eg: Americans drive automobiles down freeways and fill up with gas; the British drive

33、 cars along motorways and fill up with petrol. (automobiles & cars, freeways & motorways, gas & petrol)4) Antonyms are words or phrases that have opposite meanings to other words or phrases. Antonym clues can help you understand new words. Page 1 activity 1. Questions 2 and 3. ( If we know the meani

34、ng of “optimistic”, then “pessimistic” is easily to understand.)5) Sentences before or after a sentence that has a difficult word sometimes explain the meaning of the word. eg: There are going to be many “Englishes”, not just two main varieties. ( From this sentence we know that “varieties” here ref

35、ers to “Englishes” )6) Sometimes we can use our own experiences, or our knowledge about a certain topic, to find out the meaning of an unfamiliar word. 7) Word part clues. We can often figure out an unfamiliar word because we know the prefix or suffix attached to the root word, or the two words that

36、 make up a compound word. Words: motorway, freeway, automobile, underground, subway, etc. Step 3Language pointsWords and Phrases: (以不同语境引出重点词汇，以提问方式由学生总结常见搭配及用法，此为自学能力的培养，发现法教学)1. obvious2. confusing 3. steadily 4. remark 5. get around6. lead toSentences: （与学生共同分析、欣赏精彩句式，也可进行paraphrase练习）1. When the

37、 Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences.2. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.3. This no

38、n-stop communication, the experts think, has made it easier for British people and Americans to understand each other.Step 4GrammarRevision: 1. Translate the following sentences. （括号内为教师点拨）1) 有很多因素影响了美语的发音。(influence 这一动作发生在过去，对现在造成影响)2) 很多专家认为这两种语言变体正越来越接近。（move这一行为目前持续发生变化）3) 一些人认为英式英语将要消失。（disapp

39、ear将来可能发生）4) 在未来将会有很多种英语。（根据句意be many “Englishes”一定会发生）2. Help the students themselves to conclude the function of different verb forms and then do Activity 1 on Page 4.3. Finish activities 2 and 4 individually and then check.4. Encourage the students to compare the difference between since and for

40、after finish Activity 3, and then the following exercise.不改变句意，互换for和since结构。1) John has been here in China since two weeks ago.2) Communications across the Atlantic have developed steadily for one hundred years.3) I have worked hard with my English for all the three senior high years.4) English gra

41、mmar has not changed much since the time of Shakespeare.Step 5HomeworkGrammar and Vocabulary in Workbook.Period 3: Listening and Everyday English and FunctionTeaching ContentListening Everyday English FunctionTeaching AimsTarget Languagelocal, natural, variety, wear off, in some ways, positive, made

42、 a fuss, pick up, now thatAbilityobjectivesHelp the students to be a good guesser.Encourage the students to have a strong drive to communicate.LearningstrategiesCreate association to improve memorySelf-diagnose to learn from mistakes and improve linguisticsensitivityResource to use the materials as

43、the first aid in problem-solvingTeaching AidsMulti-mediaTeaching proceduresStep 1Revision（检测上节课时态复习。课堂检测训练做题速度）07年高考单项填空时态考查题1. I know a little bit about Italy as my wife and I _ there several years ago. 2007 全国卷I A. are going B. had been C. went D. have been2. Is there anything wrong, Bob? You look

44、 sad.Oh, nothing much. In fact, I _ of my friends back home. 2007 全国卷IIA. have just thought B. was just thinkingC. would just think D. will just be thinking3. Did you tidy your room? 2007 上海卷 No, I was going to tidy my room but I _ visitors.A. had B. have C. have had D. will have4. They _ two free t

45、ickets to Canada, otherwise theyd never have been able to afford to go. 2007 山东卷A. had got B. got C. have got D. get 5. They became friends again that day. Until then, they _ to each other for nearly two years. 2007 安徽卷A. didnt speak B. didnt spokenC. havent spoken D. havent been speaking6. How can

46、I apply for an online course?Just fill out this form and we _ what we can do for you. 2007 北京卷A. see B. are seeing C. have seen D. will see7. It was really very kind of you to give me a lift home.Oh, dont mention it. I _ past your house anyway. 2007 北京卷A. was coming B. will come C. had comeD. have come8. I saw Jane and her boyfriend in the park at eight yesterday evening.2007 福建卷Impossible. She _ TV with me in my home then.A. watched B. had watched C. would watch D. was watching9. Danny _ hard for long to realize his dream and now he is popular.