必修5

Module1BritishandAmericanEnglish教案設計引言英語教學屬于語言能力的教學，主要是讓學生通過聽、說、讀、寫等方面的語言實踐活動去發展英語語言能力，培養學生主動閱讀，自主發展，分析問題、解決問題的能力。新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。開展課堂探究是培養學生綜合語言運用能力的最佳手段。所以在教學活動中有情景創設，學生探究，學生處理問題和鞏固訓練等環節。詞匯教學很重要，也是影響教學成敗的關鍵之一。適當注意詞匯形式、詞匯的搭配、以及詞匯的功能和意義，特別是詞匯在語篇、語境中的功能和意義的教學極其重要。所以詞匯教學可培養學生的實踐能力。教材分析

本模塊以BritishandAmericanEnglish為話題，通過閱讀材料讓學生了解英美語言的差異，并借助聽力、討論、閱讀、寫作等一系列扎實有效的教學活動，進一步拓展學生的想象力，提升他們的語言實踐能力，并通過掌握相關詞匯，培養學生對漢語語言的感知。Introduction通過讓學生閱讀課本中的引語和郵件，使他們感受并理解英美英語的區別。同時學習和鞏固相關的詞匯，為后面的閱讀和寫作創造條件。ReadingandSpeaking1.課文通過對英美英語在詞匯、語法、拼寫和發音等方面區別的描述，使學生真切地感受并領會英美英語的區別，并且學會對兩者進行對比和分析，了解英美文化的差異，探討英美英語的發展動向。2.文章含有大量有用的信息、詞匯和語言結構，讓學生在了解英美英語區別的同時，掌握更多的語言基礎知識，為綜合運用和初步交際能力的提高打好堅實的基礎。Vocabulary學習詞匯，加深對英美英語區別的理解，并進行對比。Grammar1.復習一般現在時、現在進行時、現在完成時等語法知識，完成相關練習。2.復習for和since在現在完成時中的使用。VocabularyandListening1.聽有關交流學生在國外學習生活的錄音，然后完成與錄音內容相關的練習。2.復習部分常用詞匯，通過對這些詞匯的重復運用，進一步了解英美英語的區別對生活學習的影響。EverydayEnglish通過練習進一步鞏固聽力內容，了解和掌握關于howareyougettinggo,don’tyougetwhatpeoplesay,acoupleof,that’sagoodpoint等詞語在日常交際中的運用。Function學會利用不同的結構來陳述理由，培養學生在日常學習過程中自覺使用不同連詞進行表達，提高學生的語言表達和運用能力。Speakingandwriting1.利用教材所給信息結合個人，表明對varietiesofEnglish的看法，說出理由，加深認識。2.根據現有知識討論并描寫漢語的由來、變體、書寫體系、發展趨勢等，培養學生用英語思維和表達的能力，嘗試使用本單元所學的詞匯。Culturalcorner通過閱讀文章幫助學生認識對美國英語的發展做出貢獻的NoahWebster，了解更多有關美國英語的發展過程。由此可對漢語發展和漢字簡化做出相應的思考。Task學生自主學習，比較英美英語，找出區別。Modulefile提高學生歸納總結、自我檢驗的能力和自學能力。Workbook簡要總結了本模塊重點詞匯、語法、重點句型。旨在加深對各種語言知識的訓練與回顧，達到牢固掌握知識技能的目的。

教材整合

Period1Introduction+ReadingandspeakingPeriod2LanguagepointsandGrammarPeriod3Listening+EverydayEnglish+FunctionPeriod4Culturalcorner+SpeakingandWritingPeriod5TaskandModulefile教學原則交際教學法(Communicativeapproach)情景教學法(Situationalapproach)整體語言教學法(Wholelanguageteaching)教學方法任務型教學(Task-basedLanguageTeaching)是實施課堂教學的主要理念。

Period1:Introduction+ReadingandspeakingTeachingContentIntroduction＋ReadingandSpeakingTeachingAimsTargetLanguagehave…incommon,linguist,makeadifference,accent,compare,variety,differ,besimilarto,havedifficultyindoingsth.Ability

objectivesDevelop

the

Ss’

abilitytoscan,skipandreadfastandself-study.Understandhowtoexpressdifferencesbetweentwothings.AffectionandattitudesLearnthedifferencesbetweenBritishEnglishandAmericanEnglish.FormopenandpositiveattitudestowardsdifferentvarietiesofEnglish.CulturalawarenessGetpreparedforthecomparisonofBritishEnglishandAmericanEnglishandthemainvarietiesofChinese.TeachingAidMulti-mediaTeachingProceduresStep4GrammarRevision:1.Translatethefollowingsentences.（括號內為教師點撥）1)有很多因素影響了美語的發音。(influence這一動作發生在過去，對現在造成影響)2)很多專家認為這兩種語言變體正越來越接近。（move這一行為目前持續發生變化）3)一些人認為英式英語將要消失。（disappear將來可能發生）4)在未來將會有很多種英語。（根據句意bemany“Englishes”一定會發生）2.HelpthestudentsthemselvestoconcludethefunctionofdifferentverbformsandthendoActivity1onPage4.3.Finishactivities2and4individuallyandthencheck.4.EncouragethestudentstocomparethedifferencebetweensinceandforafterfinishActivity3,andthenthefollowingexercise.不改變句意，互換for和since結構。1)JohnhasbeenhereinChinasincetwoweeksago.2)CommunicationsacrosstheAtlantichavedevelopedsteadilyforonehundredyears.3)IhaveworkedhardwithmyEnglishforallthethreeseniorhighyears.4)EnglishgrammarhasnotchangedmuchsincethetimeofShakespeare.Step5HomeworkGrammarandVocabularyinWorkbook.

Period3:ListeningandEverydayEnglishandFunctionTeachingContentListening＋EverydayEnglish＋FunctionTeachingAimsTargetLanguagelocal,natural,variety,wearoff,insomeways,positive,madeafuss,pickup,nowthatAbility

objectivesHelpthestudentstobeagoodguesser.Encouragethestudentstohaveastrongdrivetocommunicate.LearningstrategiesCreateassociationtoimprovememorySelf-diagnosetolearnfrommistakesandimprovelinguisticsensitivityResourcetousethematerialsasthe"firstaid"inproblem-solvingTeachingAidsMulti-mediaTeachingproceduresStep1Revision（檢測上節課時態復習。課堂檢測訓練做題速度）07年高考單項填空時態考查題1.IknowalittlebitaboutItalyasmywifeandI______thereseveralyearsago.[2007全國卷I]

A.aregoing

B.hadbeen

C.went

D.havebeen2.—Isthereanythingwrong,Bob?Youlooksad.

—Oh,nothingmuch.Infact,I______ofmyfriendsbackhome.[2007全國卷II]

A.havejustthought

B.wasjustthinking

C.wouldjustthink

D.willjustbethinking3.—Didyoutidyyourroom?[2007上海卷]

—No,IwasgoingtotidymyroombutI______visitors.

A.had

B.have

C.havehad

D.willhave4.They______twofreeticketstoCanada,otherwisethey’dneverhavebeenabletoaffordtogo.[2007山東卷]A.hadgot

B.got

C.havegot

D.get5.Theybecamefriendsagainthatday.Untilthen,they______toeachotherfornearlytwoyears.[2007安徽卷]

A.didn’tspeak

B.didn’tspoken

C.haven’tspoken

D.haven’tbeenspeaking6.—HowcanIapplyforanonlinecourse?

—Justfilloutthisformandwe______whatwecandoforyou.[2007北京卷]A.see

B.areseeing

C.haveseen

D.willsee7.—Itwasreallyverykindofyoutogivemealifthome.

—Oh,don’tmentionit.I______pastyourhouseanyway.[2007北京卷]A.wascoming

B.willcome

C.hadcome

D.havecome8.—IsawJaneandherboyfriendintheparkateightyesterdayevening.[2007福建卷]—Impossible.She______TVwithmeinmyhomethen.A.watched

B.hadwatched

C.wouldwatch

D.waswatching9.Danny______hardforlongtorealizehisdreamandnowheispopular.[2007福建卷]A.works

B.isworking

C.hasworked

D.worked10.CathyistakingnotesofthegrammaticalrulesinclassatSunshine

A.studies

B.studied

C.isstudying

D.hasbeenstudying11.—Ouch!Youhurtme!

—Iamsorry.ButI______anyharm.I______todrivearatout.[2007江西卷]

A.didn’tmean;tried

B.don’tmean;amtrying

C.haven’tmeant;tried

D.didn’tmean;wastrying12.—Ihavegotaheadache.

—Nowonder.You______infrontofthatcomputertoolong.[2007江西卷]

A.work

B.areworking

C.havebeenworking

D.worked13.I______therelittlemorethanaweekwhenIsettoworkwiththescientist.[2007陜西卷]A.wouldbe

B.havebeen

C.hadbeen

D.willbe14.—Didyouseeamaninblackpassbyjustnow?

—No,sir.I______anewspaper.[2007四川卷]

A.read

B.wasreading

C.wouldread

D.amreading15.—Jackboughtanewmobilephonetheotherday.[2007浙江卷]—______?That’shisthirdoneinjustonemonth.A.Hadhe

B.Didhe

C.Doeshe

D.Hashe

【Key】CBABB

DADCD

DCCBBStep2VocabularyandListeningPre-listeningAskthestudentsproblemstheywillmeetasanexchangestudentinaforeigncountry.Anyrelatedwords,phrasesandsentencesareok.（eg:language,food,customs,climate…）While-listening1.AskSstolistentothetapeforPartIandgetthemostimportantinformation.1)Today’stopic:English2)Thequestionfortoday:What’sgoingtohappentothewaywespeakEnglishinthefuture?3)Twointerviewees:ExchangestudentsinAmericaandBritain.

2.ListentothePart1againandfinishActivity2onPage6.3.BeforelisteningtopartsⅠ&Ⅱ,encouragethestudentstopredictwhatquestionstheywillaskthetwoexchangestudentsiftheyaretheinterviewer.eg:1)Whereareyoufrom?

2)Whatdifficultydoyouhavethere?

3)Whatleavesmuchimpressiononyou?

4)WhatdoyouthinkofthefutureofEnglish?4.Askthestudentstoguessthetwostudents’opinionaboutthetrendofthedevelopmentofEnglish.5.ListentopartsI&IIandthenfinishthetable.

Samantha

CallumTimeasanexchangestudent2months10monthsPartofthecountryLeedsinYorkshireMississippiThebiggestproblemlocallanguageClimateEnjoyment

people,musicprom(theschooldance)OpinionaboutthefutureIt’snaturaltherearelotsofvarieties.TheBritishwillspeakAmerican

English.ThereasonfortheopinionEnglishisspokenallovertheworld.TheBritishheariteveryday.6.Asktwostudentstoactoutthetwodialogueswiththehelpofthetable.7.ListenagainandfillintheblanksinthefollowingsentencesandthenfinishEverydayEnglish.1)I’mgettingonfine,

now

that

Iunderstandthelocalaccent.2)Infact,insomewaystheaccenthere,inthenorthofEngland,remindmeofAmericanEnglish.3)What’sbeenthemostpositivethingabouttheexchangesofar?4)SinceEnglishisspokenallovertheworld,Iguessit’sonlynaturalthattherearelotsofvarieties.5)AsIwastheonlyBritishpersonintheschooltheymade

a

fuss

ofme.6)WhenIcamehomemymumsaidIhadpicked

up

anAmericanaccent,butit’sworn

off

nowIthink.7)IthinktheBritishwillspeakAmericanEnglishbecausetheyheariteverydaynowonTV,infilmsandsoon.(斜體詞匯簡單講解。如：猜測“madeafussof”的含義，可據前面“only”一詞提示理解為：payalotofattentionto）Fromtheabovesentences,trytofindwordstointroducereasons.8.AnswerthequestionsinActivity1andthenfinishActivity2inFunction.

Post-listening1.CombineashortpassageaboutEnglishusingwordsfromthelisteningmaterial:affect,accent,positive,natural,variety.(語言輸出)2.Listeningpracticeinstudents’workbook.Step3HomeworkMakeadialoguebetweenanexchangestudentbacktoschoolandhis/herclassmateinhis/herhomeland.

Period4:WritingTeachingContentCulturalcorner＋SpeakingandWritingTeachingAimsTargetLanguageadd,infavorof,present,referto…as…,attempt,simplify,combination,thanksto,standard,referenceAbility

objectivesGuidethestudentstogetdetailedinformationforthewritingActivatethestudents’knowledgeaboutdifferentvarietiesoflanguagesLearningstrategiesTeachstudentstherightstepsofwritingacompositionTeachingAidsMulti-media

Step1Revision1.Question:WhatarethedifferencesbetweenBritishandAmericanEnglish?Givesomeexamples.(vocabularyrevision)2.ReadthenotesinActivity1inPage8andanswer:WhatdoyouthinkisthebestvarietyofEnglishtolearn?Why?(Discussingroupandeverygrouphasawritertoreportthediscussionlater.)(Reviewvocabularyandhowtogivereasons)Step2Culturalcorner1.Askthestudentstoreadthepassageandanswerthequestionsinpage9.(Toraisestudents’awarenessoftheimportanceofsomelinguists’contributiontothedevelopmentoflanguages.)2.Presentsomeimportantlanguagepointsonthepaperintheformofsentenceswithkeywordsandphrasesinthem.Afterclasstheymustconcludetheimportantusageofwordsandphrases.

(Encouragethestudentstolearnlanguagepointsfromdifferentcontextsbythemselves.)Importantlanguagepoints:Vacabulary:1.add,2.infavorof,3.present,4.referto…as…,5.attempt,6.simplify,7.combination,8.thanksto,9.standard,10.referenceSentences:1.TheElementarySpellingBook,suggestedsimplifyingthespellingofEnglishwords.2.Bythe1850sitwassellingonemillioncopiesayear,makingitoneofthemostpopularschoolbooksever.

After-classreading

:SimplifiedChinesevsTraditionalChineseInthe1950s,thegovernmentofMainlandChina"simplified"thewrittenformsofmany"traditional"charactersinordertomakelearningtoreadandwritethelanguageeasier.

Simplifiedcharactersmayormaynotbelesspleasanttolookat,generallyspeaking,numberofstokesofthecharactersarereduced,justkeepinmindthatnoteverycharacterhasbeensimplified,onlysomeofthemorecomplicatedforms.

Thissimplificationofcharactersdidfollowsomelogicalprinciples.Therefore,evenwedealingwithtwosetsofthecharacters,wearestillabletorecognisemajoritycharacters,also,therearemanycharacterremainsunchanged,solearningsimplifiedcharactersalongsidetheirtraditionalcounterpartsisnottoodifficult.Bearinmind,thesimplificationprocessalsosimplifiedcertaincomponentsthatoccurinmanycharacters.

PeopleintendtothinktraditionalChineselooksbetterandmoreoriginalthanthesimplifiedChinese,mostTaiwaneseandHongkongnesecriticisessimplifiedChineseastheystillusingtraditionalChinesewhilstMainlandChinaandSingaporeusethesimplifiedChinese.ThereareapplicationsthatattempttoconvertbetweensimplifiedandtraditionalChinese.Step3Writing1.

Doactivity3inpage8andthentalkabouttheothertwotitles.(To

help

the

students

strengthen

what

they

have

learnt.)2.

Activity4.Dividethestudentsintothreegroupstodiscuss.EachgroupforonetopicabouttheChineselanguage.Onewriterineachgrouptowritedownsomekeywordsaboutthediscussionandwritethemdownontheblackboardlater.(Collectsomenecessaryvocabularyforwriting)3.

AskanotherstudentinanothergrouptocombinesentencesforChineselanguagebyusingthekeywordsontheblackboard.(Learntocombinesentences).4.

WriteapassagefortheChineselanguageincludingthetopicdiscussedbeforethis,suchas,theoriginofChinese,thewritingsystem,varietiesofChineseandsoon.1).Makeaplanforthecomposition.(Teachercansupplyotherinformationforstudents)2).Teachhowtodrawanoutlineandthenexpanditintoapassage.(Studentslearnhowtorearrangesentences.)MaterialabouttheChineselanguage:·Chineseisspokenbymorepeoplethananyotherlanguageintheworld.·ChinesehasmorethantwicethenumberofspeakersofEnglish,thoughofcourseitlackstheuniversalityofEnglishandisspokenbyfewpeoplenotofChineseorigin.ChinesehasbeenanofficiallanguageoftheUnitedNationssincethefoundingoftheorganizationin1945.·ThoughChinesehasmanydialects,Mandarin,basedonthepronunciationofBeijing,isconsideredthestandardandisspokenbyabouttwo-thirdsofthepopulation.·Chineseiswrittenwiththousandsofdistinctivecharacterscalledideographswhichmostofthetimeshavelittlerelationtothesoundofaword.·TheearliestChinesecharacterswerepictographs,suchasacrescentforthemoon,oracirclewithadotinthecentertorepresentthesun.·TheChinesecharactersdohavetheadvantageofmakingwrittencommunicationpossiblebetweenpeoplespeakingmutuallyunintelligibledialectsandlanguages.·NumerousattemptshavebeenmadeovertheyearstosimplifytheChinesesystemofwriting.

參考范文：TheChineseLanguageInrecentyears,moreandmorepeoplearebeginningtolearnChinese,andChineseisobviouslyspokenbymorepeoplethananyotherlanguageintheworld.Chineselanguagecanbedividedintoeightmajorvarieties,ofwhichMandarin,alsocalledPutonghua,basedonthepronunciationofBeijing,isreferredtoasthestandardandisspokenbyabouttwo-thirdsofthepopulation.Inthe1950s,thegovernmentofMainlandChinasimplifiedthewrittenformsofmanytraditionalcharactersinordertomakelearningtoreadandwritethelanguageeasier.NumerousattemptshavebeenmadeovertheyearstosimplifytheChinesewritingsystem.TheChineselanguagetodayhaschangedalot,buthowevermuchithasbeendeveloped,Chinesewilldevelopsteadily.Inthefuture,whereveryouare,itwillnotbestrangetohearamanwithaChineseaccent.(斜體部分體現本模塊詞匯和句型的運用)Step4HomeworkTry

searching

for

some

more

information

aboutlanguagechangeson

the

Internet,andmakesomenotes.

Period5:RevisionTeachingContentTask＋ModulefileTeachingAimsTargetLanguageTotestthe