必修5 Module 1 British and　American English 模块教案

Book 5 Module 1
British and American English
教材分析
This is the first lesson of Grade Two. It is very important to have a good lesson, which will leave a deep impression on the students.In the second year of high school, the students have already had the preliminary accumulation to the language study. Through the teaching of this section, students can understand the similarities and differences between "British English and American English" and add more materials for language learning. Therefore, the lesson will give students a deeper understanding of language learning.
教学目标
【知识目标】
Key vocabulary and phrases:
adopt combination compare confusing dimension distinctive
elevator exchange flashlight graduate international lift
line lorry obvious omit packet pavement
petrol preposition queue reference remark remove
represent settler simplify slight standard steadily
sidewalk torch variety
have difficulty (in) doing sth. get around have….in common
in favour of lead to make a difference
refer to…as… thanks to be different in
be similar to compare A with B after all
on the air pick up fight against
Key structures:
I like...because…..
The reason why… is that…..
Can you tell me why you didn’t….?
Can you tell me the reason…?
【能力目标】
To master the vocabulary in this text, understand the text at a superficial level, and understand the relevant background knowledge..
【情感目标】
Learn to diffferences among cultures.
Learn to use the British and American English to communicate in the right way.
教学重难点
【教学重点】
Learn the key words and prases.
Learn the important grammar of this period.
【教学难点】
How to use the useful expressions correctly.
How to train their ability.
课前准备
Tape recorder, Multimedia
教学过程
Period 1
Step 1. Lead-in
1. Introduction
(1) Reading (3m)
Read the quotations and tell whether you agree or disagree.
T: I will give you some quotations and famous persons. Read them and tell whether you agree or disagree about the quotations. Are you clear? Ready!
The teacher plays the PPT and shows the quotations to them.
a. We have really everything in common with America nowadays, except of course, language.---Oscar Wilde, 19th century writer
b. With a century British and American English speakers will not be able to understand each other.---Henry Sweet, 19th century linguist
c. America and England are two countries divided by a common language.
--George Bernard Shaw, 20th century writer
d. It doesn’t make much of a difference whether a teacher speaks British or American English.--Dave Sperling, founder of Dave’s ESL Cafe
2. Discussion (5m)
Read the quotations and answer the questions
T：Please answer the questions according to the quotations.
The teacher plays the PPT to them.
Questions:
(1) What is the topic of the quotations?
(2) Which is the most optimistic?
(3) Which is the most pessimistic?
(4) Which (if any) do you think are funny?
(5) Which is good news for students of English?
(6) Can you guess which quotations are from British people?
Keys
(1) The difference between British and American English
(2) D
(3) B
(4) (open answers)
(5) D
(6) Henry Sweet
3. Imagination (2m) Write down your expectations
Read the questions on the screen and write down your expectations.
The teacher plays the PPT to them.
Questions:
What do you expect British and American English to be like?
Are you optimistic or pessimistic about the British and American English?
Key to the answers:
The second writer is American.some of the reasons we know are:
British English
American English
Mum
Mom
programme
program
theatre
theater
realise
realize
write to me
write me
【设计意图】
用名人的话引出英式英语和美式英语，激发学生兴趣，有很强说服力。通过学生回答之后的系列问题，加强参与和动脑，为正式进入课文内容的学习进行热身。
Step 2. Warm-up
(5m) Read the following statements and discuss them.
T: Read the following statements and give us your opinions about each and the reasons.
The teacher plays the PPT to them.
(1) People from Hong Kong can understand people from Beijing.
(2) People from Shanghai sound the same as people from Xi’an.
(3) Chinese characters can be understood by all speakers of Chinese.
(4) American English is very different from British English.
(5) People from Britain can’t understand people from America.
Discuss and the answers are open.
T: Let’s answer them.Who can have a try?
【设计意图】
用学生熟悉的话题做切入点，可以降低难度，学生易于表达，层层递进，很自然转入英式英语和美式英语的区别，由浅入深，培养了思维习惯。
Step 3. Skimming
1.(5m) Read the passage and find the differences between British English and American English.
T: Read the titles and the first sentences of each paragraph and find four ways in which British and American English are different.
T: Let’s answer them.Some volunteers?
The teacher plays the PPT to them .
(1) Vocabulary
(2) Grammar
(3) Spelling
(4) Pronunciation
【设计意图】
阅读每一段的标题和第一句话，找出四种不同的英式英语和美式英语。用这一方法，训练学生阅读中抓主题句的能力，对学生的阅读技巧极具指导意义。
Period 2 Vocabulary. Grammar. Function
T: After the first period, we have known there are diffferences between British and American English and learn some new words. Today we will practise some vocabulary.
The teacher plays the PPT to them.
Step 1 Vocabulary 1: Learning(8m) Read the words and match them in the boxes.
T: Task one. Read the words and match them in the boxes.
apartment autumn elevator fall first floor flashlight flat garbage gas holiday ground floor lift stand in line lorry pavement petrol queue rubbish sidewalk torch truck vacation
British English:
American English:
T: Please find them and fill in the blanks.
T: Some volunteers?
The teacher plays the PPT to them .
Keys:
British English
American English
flat
apartment
autumn
fall
lift
elevator
ground floor
first floor
torch
flashlight
rubbish
garbage
petrol
gas
holiday
vacation
queue up
stand in line
lorry
truck
pavement
sidewalk
【设计意图】
从词汇入手，准确理解和正确运用英语单词和短语，能精准理解英式英语和美式英语的区别，对本节课起铺垫作用。
Step 2 Vocabulary 2: Practice(8m) Rewrite the sentences using British words.
The teacher plays the PPT to them .
T: Task Two. To use the words correctly, rewrite the sentences using British words.
Please look at the screen and replace the words with British words.
1. We really like going on vacation in the fall.
2. You don’t need to take the elevator. Our apartment is on the first floor.
3. Did you see that truck come out of the gas station?
4. Pass me a flashlight, Eddie. I’ve lost my wallet.
T: Let’s check the answers.
The teacher plays the PPT to them.
1. We really like going on vacation in the fall.
holiday autumn
2. You don’t need to take the elevator. Our apartment is on the first floor.
lift flat ground
3. Did you see that truck come out of the gas station?
lorry petrol
4. Pass me a flashlight, Eddie. I’ve lost my wallet.
torch
【设计意图】
词汇替换，旨在进一步熟悉和精准掌握英式英语和美式英语区别。
Step 3 Vocabulary 3 - Practice(5m) Write some sentences to practise.
The teacher plays the PPT to them .
T: Task Three. Please make up some sentences according to the requests.
Student A:
write some sentences in British English and ask your partner to rewrite them in American English.
Student B:
write some sentences in American English and ask your partner to rewrite them in British English.
【设计意图】
改写句子，此环节从词汇上升到句子改写，语言单位有所扩大，能力提升训练，有效进行了词汇的应用。
Step 4 Grammar 1: Matching(8m) Do exercise 1 on page 4 and match the sentences with the correct meanings.
T: We have practised more about words.The following time,let’s learn something about grammar.
The teacher plays the PPT to them .
T: Task Four. Please make up some sentences according to the requests.
The British say Have you got…? while Americans prefer Do you have…?
Many factors have influenced American pronunciation.
Some experts believe that the two varieties are moving closer together.
Some people now believe that British English will disappear.
In the future, there are going to be many “Englishes”.
Look! The man is filling his automobile with gas.
T: Who can have a try?
Answers: FEACDB
The teacher plays the PPT to them .
T: Can you explain the following use of tenses.
Group one
present simple tense
present continuous tense
present perfect tense
future tense
Group two
a changing situation B
an event which is happening now or around now B
a possible future D
a certain future D
past events which has an effect on the present C
an everyday event A
【设计意图】
信息匹配，让学生正确理解和掌握语法知识，让学生理解该语法的应用。
Step 5 Grammar – 2. Practice(5m) Complete the sentences with the correct form of the verbs.
T: Complete the above. Let’s continue something about grammar.
The teacher plays the PPT to them .
change develop speak think watch grow study
All languages _______ over a period of time.
English _______________ very rapidly.
How many people __________ Chinese?
I ___________American English is very different from British English.
Millions of people ____ satellite TV every day.
The percentage of non-English web pages ________.
What languages _____ people ____ in China?
What ____ you _________this year?
【设计意图】
给词汇一定语境，不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。
Step 6 Grammar – 3. Practice(5m) Complete the sentences with since and for.
T: To experience the differences between since and for ,we will do exercises about that.
The teacher plays the PPT to them .
English grammar has not changed much ____ the time of Shakespeare.
The American spelling system has existed ____ about 200 years.
I have been studying English ____ I was in primary school.
We have an American teacher . He has been here _____ January.
CNN has been on the air _____ more than 20 year.
Monita Raipal has worked for CNN ______ the year 2000.
T: We have known the anwers :1, 3, 4, and 6, since; 2 and 5 for. Let’s discuss the usages about them. What is the difference between SINCE and FOR?
for + some time: for an hour, for 2 days, for 3 years...
since + ?a point of time : since 12 o’clock, since I had a car, since we met....
【设计意图】
从语境练习入手，总结连词用法，符合探究的教学模式。
Step 7 Function 1: Presentation(5m) Underline the words which introduce reasons.
The teacher plays the PPT to them .
1. I like Leeds because there’s more going on here than back home in the States.
2. Since English is spoken all over the world, there are lots ofvarieties.
3. As I was the only British person in the school, they made a fuss of me.
4. I’m getting on just fine, now that I understand the local accent.
T: I ask some students to express your opinions.
T: To clear the grammar ,think of the following questions.
The teacher plays the PPT to them .
1. Which word do we use more often to introduce a reason?
2. Which expression shows that a situation has changed?
3. Which two words often come at the beginning of a sentence?
Answers: 1. Because. 2. Now that. 3. Since and as.
【设计意图】
给出例句，让学生观察规律特点，所给问题起到反拨的作用，引导学生得出结论。
Step 8 Function 2: Practice(5m) Make your own sentences creatively, using because, since, as or now that.
It is useful to learn English ________________.
_____________________, the British are used to American accents.
Americans like the British accent ______________.
Now that we have Internet, _____________.
【设计意图】
学后应用，精准练习，及时巩固，掌握语法。
Step 9 Homework
Have a good revision of today’s lesson
Do the related exercises of the workbook.
【设计意图】
复习今天的知识，温故知新；做相应练习，及时运用。
Period 3 Vocabulary and Listening. Everyday English
Step 1. Vocabulary and Listening 1: Warming up(5m)
The teacher plays the PPT to them .
T: Talk about the problems that we often have.
A. understanding the language
B. getting on with people
C. food
D. different school subjects and timetable
E. local customs
F. climate
【设计意图】
从学生熟悉话题入手，自由谈论上面话题，起到热身作用，为听力和相应任务做好思维准备。
Step 2. Vocabulary and Listening 2: Listening to the 1st part(5m)
T: Listen and complete the passage on Page 6.
T: Some volunteers?
The teacher plays the PPT to them .
Answers:
live
speak
happen
exist
ask
give
talk
think
【设计意图】
听力填词，有效训练学生的关键信息捕捉能力，促进语言掌握。
Step 3 Vocabulary and Listening 3: Listening to the interview(5m)
T: Listen to the interview and fill the form below.
The teacher plays the PPT to them .
Who
Do
?Samantha
found the local accent difficult to understand.
?Callum
didn’t find the local accent difficult to understand.
?Samantha
gets on well with other students.
?Callum
played in a school sports team.
?Samantha
discovered a lively music scene.
?Callum
enjoyed the end-of-year dance.
?Callum
thinks everyone will speak American English one day.
?Samantha
thinks it’s only natural that there are lots of varieties of English.
【设计意图】
信息量增多，学生需整理和记忆的信息也相应加大，符合教师的引导和学生为主体的课堂要求。
Step 4 Vocabulary and Listening 4: Listening and Notes-taking(10m)
T: Listen again and discuss the following questions.
The teacher plays the PPT to them .
The north of England.
Two month
They’re the same as in American English.
Do you think you’ll go home speaking with a north of England accent?
10 months.
The climate
It was easy to understand;they spoke rather slowly.
His English accent .
【设计意图】
就问题和听力材料展开讨论，让学生结合信息和问题表达思想，上升到了语言交流的最终目的。
Step 5 Everyday English (5m) Match the following expressions.
T: Paraphrase the following expressions.
The teacher plays the PPT to them .
How are you getting on?
I didn’t get what people were saying.
get used to
So far
That ‘s a good point.
made a fuss of him
cute
a couple of
picked up
worn off
BAABA BBAAA
【设计意图】
此环节来自生活中的情景交际，第一种练习设置信息匹配侧重基础任务。
Step6 Everyday English (5m) Make up some sentences ,using the phrases you have learned.
T: Let’s make up some sentences using the phrases.
The teacher plays the PPT to them .
How are you getting on?
I didn’t get what people were saying.
get used to , So far ,That ‘s a good point, made a fuss of him,cute,a couple of,picked up worn off
Use at least 5 of them to make an oral composition, talking about or making up an interesting story.
【设计意图】
此环节的设置短语应用到句子中，在基础任务上有所加强，训练学生能力。
Step 7 Vocabulary and Listening 5: Discussion(10m) Discuss the following questions.
T: Let’s discuss the following questions.
The teacher plays the PPT to them .
1. Do you think that in the future everyone will speak American English?
2. Which accent do you prefer, American accent or British accent? And why?
3. Do you want to be an exchange student? Why? What problems do you think you will meet?
【设计意图】
把表达和话题加一结合，学生用自己的语言加以回答，发散思维。
Step 8 Homework
T: Get more information about the life of the international exchange students , especially the problems they may meet in their life and prepare for a report.
【设计意图】
与生活和话题都相关的开放性任务，充分训练了学生的自主探究的能力，为书面表达打好基础。
Period 4 Speaking and Writing Cultural Corner
Step 1 Speaking and Writing 1: Reading (2m)
T: Read the notes and add more information
The teacher plays the PPT to them .
【设计意图】
在听说读环节之后，此环节开启了写的初步环节，为相关话题写作铺垫词汇和短语信息。
Step 2 Speaking and Writing 2: Debate (8m)
T: Divide the class into 3 groups and let’s have a debate.
The teacher plays the PPT to them .
Group A: British English is the best variety to learn.
Group B: American English is the best variety to learn.
Group C: World English is the best variety to learn.
【设计意图】
分组辩论旨在训练语言的最后应用，说的过程中让学生体会话题词汇和语言的魅力。
Step 3 Speaking and Writing 3: Reading (4m)
T: Read and choose the best title. Which is the best title ? And Why?
The teacher plays the PPT to them .
The origin of Chinese
What is Chinese?
Varieties of Chinese
【设计意图】
阅读短文之后，教师引导学生总结主旨要义，有效训练学生的阅读总结能力。
Step 4 Speaking and Writing 4: Writing (10m)
T: Collect information about the 3 topics and write more paragraphs.
The teacher plays the PPT to them .
The Writing System
About 5000 characters/ most people know about 2000/ elements of meaning and information about pronunciation/
Varieties of Chinese
8 main varieties/ called dialects/ Wenyan and Baihua/ Putonghua-simplified Chinese
The language Today
Pinyin, a writing system since 1958/ help to use Putonghua
【设计意图】
提炼相关信息，引导学生注意细节，为阅读和写作的思维逻辑做引导铺垫。
Step 5 Cultural Corner 1: Warming-up (3m)
T: Do you know this man? Do you know American Dictionary of the English Language?
【设计意图】
用图片形式吸引学生，同时融入文化背景知识，起到热身作用。
Step 6 Cultural Corner 2: Read and discuss (8m)
T: Let’s read and discuss the following questions.
1. What does the first paragraph talk about?
2. What does it say about the spelling of English?
3. What ‘s the relation between the spelling and the sound in English?
4. Does English spelling always represent its sound?
【设计意图】
从阅读材料对话题的延伸以及任务的设置，都体现了本部分的综合训练的作用。
Step 7 Cultural Corner 3: Notes (5m)
T: Deal with the difficult points.
The teacher plays the PPT to them .
1…. thanks to the work of Noah Webster…
2. …should have a distinctive “American ”look.
3. … suggested simplifying the spelling of English words.
4. The British criticised the dictionary, but it quickly became a standard reference book in the States.
【设计意图】
重难点词汇的解释，深化了学生对重点词的掌握，不可省略的起到画龙点睛作用。
Step 8 Cultural Corner 4: Discussion (5m)
T: According to the questions, discuss and share your idea with your partner.
The teacher plays the PPT to them .
1. What reasons did Webster have for writing an American dictionary?
2. Can you see any similarities between Webster’s work and attempts to simplify Chinese?
T: I will show you the answers.Let’s read them together.
1. He wanted to simplify the spelling of English and make it look different from British English.
2. The work of simplifying Chinese has made it convenient for people to read, understand and use the Chinese language. So has Webster’s work for American people.
【设计意图】
训练词汇、短语、句式的综合运用，学生发言有效训练了口语表达和日常交际，是本单元重点知识的综合体现。
Step 9 Homework
Do the exercises of the workbook.
【设计意图】
作业是课堂学习的延伸，是对课堂所学的技能很好的综合检测。做好单元练习，进一步深化语言的运用，通过练习加深话题和语言的内涵和外延。
教学反思
略。
Period 3
Period 4
教学反思
略。