高中英语Module 1 British and American English教案.docx

Module 1 British and American EnglishI.模块教学目标技能目标Skill Goals Talk about varieties of English Practise giving reasons Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect Identify a variety of English Write about the Chinese languageII.目标语言功能句式Practise giving reasonsI like Leeds because there's more going on here than back home in the States.Since English is spoken all over the world, there are lots of varieties.As I was the only British person in the school, they made a fuss of me.I'm getting on just fine, now that I understand the local accent.Everyday EnglishHow are you getting on?I don't get it. get used to .That's a good point. make a fuss of.pharmacistchemistpotato chipscrispsrenthiresausagebangersidewalkpavementsoccerfootballsweaterjumpertrash canbintrucklorrytrunk (car)bootvacationholidayvestwaistcoatwindshield (car)windscreenzip codepostal codeT: Open your books at page 4. Let's do the vocabulary exercises. You may work in pairs. Three minutes later exchange your answers with your neighbour pair. After that we will check the answers with the whole class.After checking the answers, go on with the vocabulary exercises in the WORKBOOK.Step V Vocabulary (WORKBOOK)T: OK, let's come to the vocabulary exercises in the WORKBOOK. Work in groups to do Exercise 5. First match the British English words with the American English words. Then each member makes a sentence using any of the given words, the other members are required to judge which English he or she is speaking.After dealing with Exercise 5 in this way, ask 5 pairs of students to speak out the sentences in Exercise 6, one in British English and the other in American English. Suppose 5 students are from the US, while the other 5 from the UK. The rest of the class will guess which country he or she comes from after hearing his or her sentence. As for Exercises 7 & 8, students will be asked to do the exercises individually. Fiveminutes later check the answers with the whole class. Show the answers on thePowerPoint. Make sure every student knows the correct answers so that they can usethese words correctly.Step VI PracticeAsk the students to read the two emails on page 1 and decide which writer isAmerican.T: Ok, let's come to the emails on page 1. Read the emails and say what the writershave in common.S: They are both exchange students. They both write to their mothers and ask theirmothers to write back.T: Good. Then what do they think of the local accent? Do they have the same feeling?S: Callum says that the accent isn ft going to be a problem while Samantha thinks thatthe local accent is very different from hers.T: What have you found about their using of words and expressions?S: They use words with same meanings but different spellings.T: Can you come to the Bb and list them out?A sample list:callumSamanthaprogramme, theatre, realiseprogram, theater, realizeT: Any other difference?S: They use different vocabulary to express the same meaning. For example, “hithere and "hi ; write to me and ""write me " ; "use email address and<c 7 email .T: Now decide which writer is American?S: I think Samantha is American.Sum up the differences.T: OK, everyone! So far in this class we”s sum up what the differences are.Ss: They are different in vocabulary and spelling.T: Quite good! Americans sometimes omit prepositions (Write me when you have a moment). Though they have some differences, they are still a common language. Some people focus on the differences, while some on the common things. Now let's come to Exercise 1, some quotations on English.After doing Exercise 2 on page 1, continue with Exercise 1. Let students work in groups and discuss the questions together. They are encouraged to think actively and speak out their own opinions.Sample answers:1. The topic of the quotations is British English and American English.2. a is the most optimistic.3. b is the most pessimistic.4. b is funny. It is a little bit exaggerated.5. d is a good news for students of English.5.1 guess quotations a and c are from British people.Step VII HomeworkGo over the vocabulary in Module 1.1. Try to memorize the given words which are different in American English and British English.The Second Period ReadingTeaching goals 教学目标Target Language 目标语言a.重点词汇和短语 obvious, confusing, compare, omit, variety, differ, steadily, get around, be similar to, have difficulty (in) doing sth.b.重点句式The accent, which is most similar to British English, can be heard on the East Coast of the US.A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.1. Ability goals 能力目标Learn about the differences between British English and American English and the development of English.2. Learning ability goals 学能目标By comparing the differences between American English and British English, students will be consistent in their preference of English, either American English or British English.Teaching important & difficult points 教学重难点The differences between British English and American English.Teaching methods 教学方法Listening, reading and discussing.Teaching aids教具准备A tape recorder, a projector and a computer.Teaching procedures & ways 教学过程与方式Step I RevisionCheck the homework.T: Good morning / afternoon, class!Ss: Good morning /afternoon, Mr/Ms.T: What did we learn yesterday?Ss: Some differences between British English and American English.T: What are they?Ss: They are different in vocabulary and spelling.T: Who can give us some examples?S: Sidewalk is American English. In Britain people say pavement.S: Americans spell program while British spell programme.S: Americans spell theater while British spell theatre.S: Americans sometimes omit prepositions. For example, Write me when you have a moment. T: I'm glad you've done a very good job. This class we are going to learn more about British English and American English. Before starting the text, please work with your partners and do Exercise 1 on page 2: Check the true statements.Step II ReadingDeal with the reading passage.ScanningAsk the students to scan the text and find the differences between American English and British English.T: First rd like you to do scanning and then finish the form with the information you get from the text. After you finish, please compare it with your partner's.Show the form on the PowerPoint.Differences (in)American EnglishBritish Englishautomobile, freeway, gascar, highway, petrolGrammarSeveral minutes later, let the students compare their information with each other in pairs. Then show the following form on the PowerPoint.Differences (in)American EnglishBritish EnglishVocabularyautomobile, freeway, gascar, highway, petrolGrammarDo you have.?Write me soon!Have you got.?Write to me soon!Spellingcenter, color, programcentre, colour, programmePronunciationaccent on the East CoastNew York accentLondon accentGlasgow accentT: From this form we can have a clear image of the ways in which British English and American English are different. Let's come to Exercise 3 on page 3.SkimmingAsk the students to skim the text and then finish Exercise 4 on page 3.T: Look at the questions first. Then skim the text to find the answers.Then check the answers with the whole class.Step III ExplanationDuring this procedure, play the tape for the students. Ask them to underline the difficult sentences. After the students listening to the tape, explain the text and deal with some language problems.T: Now we will deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.After listening to the tape.T: Do you have any difficulties with the text?S: Could you please explain the sentence to us: But it has also led to lots of American words and structures passing into British English, so that some people now believe that British English will disappear.T: We can understand it like this: Lots of American words and structures have been brought in with the help of the non-stop communication, so some people are worried that British English will disappear. This sentence implies that American English is simpler and the US is much more influential. So American English is more popular. Just like the Chinese language, more and more people are learning Chinese, because our country is becoming stronger and stronger. Maybe in the future Chinese will become many countries' official language. Do you have any other questions?Ss: No.Step IV Analyzing the textHelp the students analyze the structure of the text. Ask the students to discuss in groups and later each group will be asked to speak out their opinions. After that, show the sample answers on the PowerPoint.T: OK. Let's read the text again. Please look at the structure of the text and find out its writing style. You may discuss it in groups. You are given 5 minutes.5 minutes later.T: Please stop here. I'm glad you thought actively and had a heated discussion. What is the topic of the text? What is the text about?S: The English language.S: The text compares British English with American English. It introduces the differences between British English and American English.S: It tells in the future there are going to be many Englishes.T: Quite good. This text is an expository writing. It compares British English withAmerican English. The paragraphs below the first four headings introduce the differences between British English and American English in four ways. From them we can learn the differences in vocabulary, grammar, spelling and pronunciation. The last heading tells us the development of English. Some people believe that British English will disappear while the international dimension suggests that in the future there are going to be many Englishes.Show the following on the PowerPoint.Part 1 (the first four headings)Differences between British English and American English in four ways: vocabulary, grammar, spelling and pronunciation.Part 2 (the last heading)The development of English:Some people believe that British English will disappear while the international dimension suggests that in the future, there are going to be many Englishes.T: Now let's come to Exercise 5 on page 3. Discuss our language 一 Chinese.Step V DiscussionDivide the students into different groups and ask them to discuss the questions in Exercise 5 on page 3. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinions.Sample answers:1. There are 2 main varieties, Mandarin and Cantonese.2. They are different in pronunciation.3. Yes, they do. People from different regions speak with different accents. Some accents are quite different from others, and you may find you don't understand even a word of a person from some region.4. I think more and more foreigners will learn Chinese and Chinese will be one of the most widely used languages in the world. It is also possible that Chinese will be the official language in many countries.Pick out the verb forms in the text.The Third Period GrammarTeaching goals 教学目标1. Target language 目标语言Learn the grammar - verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect2. Ability goals 能力目标Enable the students to use the verb forms freely.3. Learning ability goals 学能目标Help the students learn how to use verb forms freely.Teaching important points 教学重点The differences between present simple and present continuous.Teaching difficult points 教学难点How to use present perfect properly.Teaching methods 教学方法Explaining and practising.Teaching aids教具准备A projector and a computer.Teaching procedures & ways 教学过程与方式Step I RevisionAsk the students to pick out the verb forms used in the text. Then sum up the following verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect.Step II GrammarDeal with Exercise 1 on page 4. From this exercise, the students will have a better understanding of the meaning of each verb form.Show the following on the PowerPoint.Meaning of each verb form:Present SimpleHabitual or repeated actionScientific fact / thing generally accepted as truePresent ContinuousAction in progress at this momentAction in progress through a period of time including the presentPresent PerfectPast action or state which is connected to the present in some wayFuture ReferencePredictions and expectations“Be going to“ is usually used to talk about an intention or plan. It is usually used to make a prediction about immediate future.for and since with Present PerfectUse the present perfect with for, since to talk about actions and states that began in the past and continue to the present. These time expressions of duration tell how long the action or state has been lasting. For tells the length of time. (For can sometimes be omitted.) Since tells the beginning of the time period.Step III PracticeDeal with the grammar Exercise 2 on page 4. Let the students do the exercise individually first, then they will discuss why they choose the verb form. Check the answers with the whole class.Deal with the grammar Exercises 3-4 on page 5 in the same way.Step IV DiscussionFor Exercise 5, divide the students into different groups and discuss the future of English. Then complete the sentence in Exercise 5. Ask the students to make use of future reference.Sample sentences:In the future, English is going to be spoken by more and more people.In the future, English is going to be one of the official languages in China.In the future, English speakers of different varieties won't find it difficult to understand each other.Deal with the grammar exercises in WORKBOOK. The students are encouraged to tell the reasons why they choose the verb form.If time is enough, deal with Exercise 2 as a game.In order to stimulate the students' interest, deal with Exercise 2 as a game. Make multiple copies of this exercise or add more sentences.(Teacher may also ask the students to write sentences or pick from the text and cut them and then distribute them to their classmates.) Cut the exercise into pieces, divide the students into pairs or groups, and give each pair / group a complete set of all the sentences to match. Distribute one card per student. The students should walk around the room and find the answer to their sentences. Combinations must be grammatically correct and logical. Remind the students that they should pa