Module 1 British and American English

外研版高二英语第五册(必修1)教学设计
Module 1 Book 5
一.Analyses of the teaching material
㈠.The position and role of the part The theme of this module is fully reflected in the part. This part is the centre of the module. All the other parts go on around it.
㈡.Teaching focuses and difficulties
Focuses: 1. Learn to use some main vocabulary and structures. 2. Train the Ss’ 4 skills. 3. Distinguish AmE and BrE and be able to use them freely.
Difficulty: 1.Understand the complex sentences. 2. Use the two Englishes
㈢. Teaching aims:
According to the new course standards, the English teaching should achieve the teaching aims of three dimensions.
Knowledge aims: 1. Learn and memorize the new vocabulary 2. Distinguish American English and British English
Ability aims: 1.Cultivate the Ss’ four skills, especially, reading ability. 2. Cultivate the Ss’ abilities of analyzing and solving problems on their own.
Emotion attitude: 1. Help the Ss have an open attitude on the different Englishes all over the world, especially, British and American English, and accept them.
2. Try to study English well and participating in communicating in English actively. 3. Love our country and language.
Study strategies: 1. By reading the passage, the Ss learn to analyze and synthesize the materials, gain information and deepen the understanding of the passage.
2. Learn to analyze and solve problems on their own. 3. Be able to communicate using different Englishes.
Cultural idea: Let Ss know about the reasons for the two Englishes shaping and discuss if simplified Chinese characters are the advance of suiting social fast development.
二. Teaching methods and aids
1. Teaching is centered on the Ss, studying on their own. I use skimming-scanning-intensive reading method train Ss’ reading ability.
2. Task-based teaching method. I let Ss read the passage with a definite purpose and solve the problems on their own.
3. Group teaching. I divide the class into 5 groups to make every student have a chance of practicing to arouse Ss’ interest in classroom teaching.
4. I use multi-media computer, a projector, blackboard to help my teaching.
三. Teaching procedure
Step1. Pre-reading
I begin it by asking the following questions: Has anybody been to Hong Kong What do you think of it
Then show the following 5 questions:
1. Do you think we’ll have difficulty understanding people from HK Why
2. Do you think people from HK can understand people from Beijing
3. Do people from Shanghai sound the same as people from Xi’an
4. Do you think people from different regions of China can understand Chinese characters
5. Do you think BrE and AmE are quite different Can people from the two countries understand each other
Group- work: The Ss discuss the questions in groups. Then call back the answers from the groups. The teacher discusses the last question with the class again and leads in while-reading, saying we’ll learn about the differences between BrE and AmE.
Step2. While-reading
1. Class work (brain storming): In which ways is BrE different from AmE ( Ss are demanded to give as many examples as possible) By asking the question, activate Ss’ knowledge in their brain.
2. Ss skim and scan the first 4 parts to find out the 4 ways in which BrE and AmE are different and give examples. (Blackboard) First read individually, then discuss in groups. By doing so, Ss can grasp the main idea.
3. Group-work: Make some sentences with BrE and AmE words, like this: When John was driving his automobile down the freeway in NewYork, he forgot to fill up with gas. Then ask some Ss to read out their sentences in class. By doing so, Ss practice using the two Englishes to communicate.
4. Listen to the 4 parts on the recorder. Then allow Ss 5 minutes to read the part carefully, trying to solve the difficult sentences. (Group-work) If necessary, the T gives some help. Then the groups summarize the main vocabulary and structures. (Blackboard)
5. Pair-work. Let Ss read the last part “Turn on the TV” with the questions:
Q1. Why does the expert think that the non-stop communication has made it easier for British people and American people to understand each other
Q2. What will you find turning on the TV
Q3. What do you think about the future of English
Class work. Call back the answers and write down the key words to help the Ss say out the main idea of the part. Allow them 3ms to prepare it. Then ask 2 Ss to say it in class. By doing so, Ss can grasp the main idea of the second part.
6. Listen to the part on the recorder and then read it carefully and solve the problems. Group- work discussion. Solve the problems and summarize the main knowledge points. (Blackboard)
Step3. Post-reading
1. Individual work: do Activity 3. Then group-work: check the answers and give the reasons in English. Class-work: Ask the representatives say out the reasons.
2. Activity 4--brainstorming: encourage Ss to give as many answers as possible, including the ones which do not appear in the passage..
3. Group-work: Activities 1-2 in the vocabulary. Then call back the answers from the groups.
4. Let Ss do a cloze test, using the main vocabulary and structures to consolidate the knowledge points. (pair work—class work—answers)
5. Work in groups and discuss the questions in Activity 5, trying to use the main language points. Then class-work: ask the representatives to report the answers. Finally, let Ss choose a question to write it down as a writing assignment.
Homework: 1.Memorize the vocabulary.
2. Read the passage aloud and understand it.
3. Find more examples about the differences between AmE and BrE.