A: When are you leaving forDisneyland?
B: I’m leaving this afternoon.
(在每个小组充分训练之后，教师找出几组表演对话。)
T: Now I’ll ask several groups to act out the dialogs. Let’s have a competition.
(通过竞赛，让学生熟练掌握现在进行时表将来的用法。)
Step 4 Practice 第四步 练习(时间:10分钟) 学习体态语，巩固现在进行时表将来的用法。在不同情境中练习目标语言，展开任务型活动，激发学生学习兴趣。
1. (准备一些写有指令性动作的卡片，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)
T: I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do.
S1: (做动作)What am I going to do?
S2: You are going shopping.
S1: Yes, you are right. / No, you are wrong.
S3: (做动作)What am I going to do?
S4: Are you flying to …?
S3: Yes, I am. / No, I’m not.
…
2. (出示2体态语的图片，师生对话，让学生猜出它们的含义。)
T: Class, suppose you are traveling in theUnited States. But you can’t speak English. If you are in trouble, what are you going to do?
Ss: …
T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in theUnited States. Guess the meanings of them, and you can discuss with your partners.
(教师把图片贴在黑板上，一分钟后提问学生。)
T: What’s the meaning of the gesture in Picture ①?
S1: It means “Have a victory”. (可帮助学生回答。)
T: What about Picture ②?
S2: It means I’m puzzled. (帮助学生回答。)
(板书并要求学生掌握victory；理解puzzled。)
T: Class, do you agree with him / her?
Ss: Yes. / No.
…
3. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，并且用简笔画把它们做成小卡片，组织学生进行“猜一猜”的游戏。)
T: Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards to the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.
(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生的学习兴趣。)
Step 5 Project 第五步 综合探究活动(时间:5分钟) 让学生收集不同国家的手势语和英语国家在语音、拼写等方面的差异，锻炼学生的探究能力。
1. (引导学生收集不同国家的手势语并理解其含义。)
T: Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.
Country | Gesture | Meaning | America |
|
| Germany |
|
| Australia |
|
| Japan |
|
| India |
|
| … |
|
|
2. Homework:
(1)Write several sentences using present continuous to show the future.
(2)Collect more information about the differences in English among different English—speaking countries, including spelling and pronunciation.
板书设计：
English is spoken differently in different countries. Section B face to face I’m flying toDisneyland. see sb. off My uncle is meeting us tomorrow. put out It’s quite all right. ask for a ride I’m leaving forDisneylandthis afternoon.
give sb. a ride
get in
pick up
have much difficulty (in) doing …
|
Section C The main activity is1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases:
pronounce, pronunciation, fill in
2. Discuss the differences between British English and American English in spelling,
pronunciation and expression.
3. Cultivate students’ exploring spirit and open their minds to accept language differences.
Ⅱ. Teaching aids 教具 录音机/图片/小黑板/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 复习现在进行时表将来的用法、肢体语言及英语在不同国家表达上的差异，导入新课。
1. (把全班同学分成若干组，教师给出关键词，让学生用现在进行时表将来的结构进行造句抢答，评选出优胜小组。)
如：
T: Fly.
G1: We are flying toDisneyland.
…
2. (做游戏，复习肢体语言。)
T: Now, let’s play a game to review the body language.
(每组选出一名成员站在讲台上，面向全体同学，教师向全班同学出示手势语的图片并要求同学们读出相应的英语，(不要让讲台上的同学看到图片。)讲台上的同学按同学们读出的内容做动作或表情，要求快速反应，做错的同学被淘汰，最后保留在讲台上的同学所在的组获胜。)
3. (引导学生复习不同国家英语表达上的差异。)
T: Well done! Boys and girls, yesterday I asked you to collect more information about differences in English among different English-speaking countries. Now I’ll ask a pair to perform in the front. S1, S2,would you like to show us your dialog?
S1, S2: Yes, of course.
S1: Hello, what should people say when they meet other people inBritain?
S2: They often say“Hello”. But what about inAustralia?
S1: “G’day” instead.
S2: What should people say when someone did something well inBritain then?
S1: Well done! And what about inAustralia?
S2: Good on ya, mate!
S1: …
S2: …
T: Boys and girls, do you think their oral English is very good?
Ss: Yes.
T: Who has the best pronunciation in our class?
(板书pronunciation并引出它的动词形式，要求学生掌握；要求学生理解oral。)
pronunciation (n. ) —— pronounce(v. ), oral
|
(提醒学生注意拼写。)
Ss: Li Lan.
T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot”? (教师板书hot)
Li Lan:Yes, it’s/hCt/.
T: You’re right. You know it pronounces /hCt/ in British English, while in American English it pronounces /hB:t/. Besides pronunciation, there are also differences between American English and British English, such as spelling and expression.
(板书，要求学生理解生词expression。)
T: Now, if you want to know more about differences between American English and British English, let’s learn1a.
Step 2 Presentation 第二步 呈现(时间:12分钟) 让学生听录音，判断英语和美语的差异，然后读1a找出具体的不同点并学习部分生词。
1. (设置问题，让学生带着问题去听1a。)
T: Please listen to the tape carefully and find out what the differences between British English andAmerican English are.
(教师用小黑板出示听力问题，听后核对答案。)
(1) How many kinds of differences are mentioned in the passage?
(2) What are they?
|
T: Who can answer Question 1?
S1: I can. There are three.
T: Yes, what are they?
S1:American English is different from British English in pronunciation, spelling and some expressions.
2. (要求学生默读课文，找出英、美式英语的区别，并列举出相应的例子，完成1b。)
T: Read 1aagain, and fill in the form in 1b.
(板书并要求学生掌握。)
(师生互动，加深学生对美式英语与英式英语区别的理解。)
T: S2, could you tell me how to pronounce “clerk” in British English?
S2: Oh, yes. It’ s /klB:k/.
T: But how to pronounce it in American English?
S2: It’s /kl\:rk/.
(板书并要求学生理解。)
T: Great. S3, could you spell the past participle form of travel in American English?
S3: T-R-A-V-E-L-E-D.
T: Good. But how to spell it in British English?
S3: T-R-A-V-E-L-L-E-D.
T: S4, which take the subway, Americans or British people?
S4: Americans.
T: OK. You can make a similar conversation with your partner.
3. (再播1a录音，让学生跟读课文，特别注意英美发音有区别的单词。)
Step 3 Consolidation 第三步 巩固(时间:8分钟) 通过做游戏、复述等方式，巩固同学们对英式英语和美式英语区别的理解。
1. (做游戏“我知道你是哪国人”，通过发音、拼写、表达等方面存在的差异，了解谈话双方信息。)
T: Now, let’s play the game “I know where you come from. ” You can use the knowledge we have learned in this topic. You can begin like this:
S1: Hello. May I ask you a question?
S2: Of course, please.
S1: How do you pronounce “hot”?
S2: /hCt/.
S1: Thanks. I know you are an Englishman.
S2: (作吃惊状)How do you know that?
S1: I know that from your pronunciation.
S2: Oh. I see.
S3: Good on ya, mate!
S1: Oh. I know you’re fromAustralia. InAustralia, people call their friends “mates”.
S3: That’s right. There are differences in English among different English-speaking countries.
(教师也可先做出示范，然后再多找几组同学操练此类游戏。)
2. (完成1b中的表格；利用1b的表格，让学生复述1a。 )
T: Now, according to what we have just learned, we know American English and British English are different. Please finish 1b first. I’ll ask some students to retell the text. You can use the form in 1b.
Example:
We all know American English is different from British English in pronunciation, spelling and expression.
…
Step 4 Practice 第四步 练习(时间:9分钟) 继续谈论英式英语与美式英语的差异，完成1c和2。
1. (两人一组，合作完成1c。核对答案。然后做链式问答游戏，两组同时展开，看谁做的又快又好。)
T: Now, let’s play a game “Who does quickly and well?”.
Example:
A: “Fall” in America is “秋天”. Do you know how to express “秋天” inEngland?
B: Yes, it’s “autumn”. Do you know how to spell “数学” in British English?
C: Yes, it’s “maths”. Do you know how to spell it in American English?
D: Yes. It’s “math”.
…
2. (通过谈论去迪斯尼乐园游玩的Wang Junfeng，引出2。)
T: Do you know where Wang Junfeng is?
S1: Of course.
T: Now he is in Disneyland and he finds some information aboutDisneyland. Let’s share it with him.
3. (学生默读2并找出重点词组，教师讲解。帮助学生了解Pirates of the Caribbean，向学生介绍加勒比海盗和魔积山的相关内容。)
(板书)
not only… but also
be fond of
be close to
Pirates of theCaribbean
|
Example:
Not only he but also I am interested in watching TV.
The children are fond of playing toys.
His home is close to his school.
4. (让学生把2中文字与相应的图片连接起来。完成2。然后核对答案。)
T: Match the pictures with the right sentences. Then I will ask a student to read the sentences, and check the answers.
Step 5 Project 第五步 综合探究活动(时间:6分钟) 1. (通过找朋友游戏，让学生在玩的同时更好的区分英、美两种英语，并给予总结。)
要求：(1)分给学生上面写有英、美式英语的小卡片。
(2)让学生判断手中的小卡片是英式还是美式英语，然后根据两种形式的英语分成两大组。拿英式英语的学生站在一侧，拿着美式英语的学生站在另一侧。
(3)再让学生找到与手中的词相对应的同义词，要求学生比速度和正确率。
(4)完毕后，要求几名学生以对话或报告等形式讲述英、美两国英语的不同。
2. Homework:
After class, see two English films. One is made in theUK, the other is made in theUS.
板书设计：
English is spoken differently in different countries. Section C pronounce(v.)—pronunciation(n.) be fond of fill in be close to not only… but also… in person |
Section D The main activities are1aand 4. 本课重点活动是1a和4。
Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases:
come about, force, take in, cent, accent
2. Learn how the differences between American English and British English came about.
3. Review present continuous to show the future:
I’m flying toDisneylandtomorrow.
My uncle is meeting us tomorrow.
Ⅱ. Teaching aids 教具 小黑板/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 教师用小黑板出示以下表格，让学生填表后编几组对话，复习上节课所学的英式英语和美式英语之间的区别，导入新课。
British English | American English | [hRt] | [hB:t] | dialogue |
|
| a living room | metre |
|
| [kl\:rk] | … | … |
T: Now, let’s review Section C. How many kinds of differences are mentioned between British English and American English?
S1: Three. They are different in pronunciation, spelling and expression.
T: Who can give me some examples?
S2: We pronounce the word“hot”[hCt] in Britain, but it is pronounced as [hB:t] in America.
S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”.
S4: InBritain people usually relax in a sitting room, but in a living room inAmerica.
…
T: Good. You learn very well. But how did these differences come about? Do you want to know? OK, let’s learn1ato find out.
Step 2 Presentation 第二步 呈现(时间:10分钟) 由上面的复习入手，继续谈论问题：这种差别是怎样形成的？呈现本课内容，并讲解生词。
1. (教师引导学生学习本课生词。)
T: As we know, there are some differences between American English and British English. How did the differences come about?
(板书并要求学生掌握。)
(教师可鼓励学生用汉语说出。)
T: Long ago, many British people were forced to leave their country for some other places. These places were later calledAmerica,Canada andAustralia. The English language was brought to these places by them. The language changed little by little in different parts of the world.
(板书并要求学生掌握。)
T: The English language has also taken in many new words from other languages. In a word, the English language is changing all the time. Understand?
Ss: Yes.
(板书并要求学生掌握。)
T: Now, look at your books and listen to1a, find out how these differences came about.
2. (学生默读课文，整体感知文章主旨，并将各自的生词和疑难点汇报给老师，并由老师写在黑板上，学生互助解决，老师作适当补充讲解，指出需要掌握的生词，然后播放录音，学生跟读，培养听力技能。)
be forced to do cent
in the beginning German
take in kowtow
in short
|
Step 3 Consolidation 第三步 巩固(时间:8分钟) 让学生再读1a，完成1b和1c，然后改编短文，巩固1a。
1. (学生再读1a，完成1b和1c。师生核对答案。)
T: Read1aagain, and mark the statements in 1b True or False and match the words with the languages in1c. Then we’ll check the answers together.
2. (小组合作。把课文内容改编成一个对话, 然后进行表演。巩固1a。)
Example:
T: S1, may I ask you some questions?
S1: Of course.
T: There are differences between American English and British English, but how did they come about?
S1: Long ago, many British people were forced to… The English language was brought to… In the beginning… the same as…, changed little by little…
T: What’s the meaning of the word “cookbook”?
S1: It’s a book for cooking. It’s from German. The English language has taken in many new words from other languages. For example, it borrowed “tofu” and “kowtow” from Chinese.
(教师及时给予鼓励，让学生勇于开口讲英语。)
T: Well done, thank you. You’ve learnt very well.
Step 4 practice 第四步 练习(时间:10分钟) 复习本话题的重点语法及有用表达，鼓励学生采用合作学习的方法，学会归纳和总结。 1. (复习现在进行时表示将来时的用法。教师出示一些位移动词，让学生做出更多的例句。) T: Now let’s make some sentences with the present continuous tense to show the future. OK? Ss: OK! (出示位移动词) T: Who wants to try? S1: I’m leaving forDisneyland tomorrow. S2: The most exciting time is coming. S3: We are traveling toAmerica next summer holiday. … 2. (小组合作。要求学生找出本话题中所有现在进行时表将来的句子。然后小组间进行交流，检查句子是否正确。) T: Now, please find out all the sentences which show the future by present continuous yourselves. Then discuss in groups. 3. (听2a录音，学生跟读。) T: OK, listen to2aand repeat the sentences. (板书) I’m flying toDisneylandtomorrow. I’m leaving this afternoon. … |
4. (1)(复习归纳本话题的语言点。通过小组合作的形式，把全班分为8组，在规定的时间内列出本话题的语言点，根据学生实际，可在2b基础上对学生普遍认为重要的语言点进行适当拓展。) T: Let’s have a competition. I will divide you into eight groups. You have to list all the useful expressions in this topic within the fixed time. Then we’ll check to see which group is the winner. (2)(听2b录音，学生跟读。) T: Listen to 2b and follow. (板书) I can’t follow you. Can you speak more slowly, please? Have a good trip! The foreigner is asking for a ride. … |
|
发表于 2013-9-23 10:14:40
QQ好友和群
QQ空间
腾讯微博
腾讯朋友
收藏
分享
顶
踩
楼主