1、Module 1 British and American English I. 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 Chi
2、nese languageII. 目标语言功 能 句 式Practise giving reasonsI like Leeds because theres 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.Im getting on just fine, now t
3、hat I understand the local accent.Everyday EnglishHow are you getting on?I dont get it. get used to .Thats a good point. make a fuss of .词 汇1. 四会词汇adopt, combination, compare, confusing, dimension, distinctive, elevator, exchange, flashlight, graduate, international, lift, line, lorry, obvious, omit
4、, packet, pavement, petrol, preposition, queue, reference, remark, remove, represent, settler, simplify, slight, standard, steadily, sidewalk, torch, variety2. 认读词汇linguist, accent, motorway, underground, subway, differ, variation, satellite, flick, witch, structure, rapidly, announcement, linguisti
5、cs, edition, cute, add, attempt, look, criticise3. 词组have . in common, make a difference, get around, be similar to, have difficulty (in) doing sth., lead to, in favour of, refer to . as ., thanks to4 重点词汇和短语adopt, compare, confusing, remark, remove, represent, simplify, have . in common, make a dif
6、ference, get around, be similar to, have difficulty (in) doing sth., lead to, in favour of, refer to . as ., thanks to语 法Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfectThe British say Have you got.? While Americans pr
7、efer Do you have.?Some experts believe that two varieties are moving closer together.Many factors have had an influence on American pronunciation.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
8、with gas.重 点 句 子1. The accent, which is most similar to British English, can be heard on the East Coast of the US. P22. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker. P23. For Americans things are a little bit easier, thanks to the work of Noah
9、Webster, a teacher who graduated from Yale University in 1778. P9. 教材分析与教材重组1. 教材分析本模块以 British and American English 为话题，从听说读写等方面谈论了英国英语和美国英语的异同，并对英语的发展趋势作了概括。文中最后总结不论讲哪种英语，沟通交流是目的，只要人们相互理解，哪种英语都不重要，所以将来会有很多种英语，而不是只有英国英语和美国英语。1.1 INTRODUCTION 通过谈论英语的发展和两篇 email 来区分英美英语，为本模块的学习奠定了良好的基础。1.2 READING AN
10、D SPEAKING 介绍英美英语的区别及英语的发展趋势。1.3 VOCABULARY 介绍了英美英语在词汇方面的区别。1.4 GRAMMAR 复习英语动词时态：一般现在时、现在进行时、一般将来时和现在完成时。1.5 VOCABULARY AND LISTENING 要求学生讨论交流学生在生活及学习中可能遇到的问题，然后听一段交流学生谈论不同英语对他们的影响及英语的发展趋势的听力材料并回答问题。1.6 EVERYDAY ENGLISH 是对一些英语习惯用语的理解练习。1.7 FUNCTION 练习使用 because, since / as 和 now that 句型来说明原因。1.8 SPE
11、AKING AND WRITING 要求学生通过小组活动，辩论学习哪一种英语（British, American or World English）是最好的。写作部分要求学生根据提示写一篇介绍汉语的文章。1.9 CULTURAL CORNER 是一篇关于韦氏简化英语拼写的文章，鼓励学生找出韦氏编写词典的原因，并且比较韦氏工作与汉语简化的相似之处。1.10 TASK 要求同学们上网通过对 The Guardian (www.guardian.co.uk) 与 USA Today ( ) 相同话题文章的对比，找出英美英语的不同。2. 教材重组2.1 将 INTRODUCTION 与 VOCABUL
12、ARY 及 WORKBOOK 中 的Vocabulary 整合在一起上一节“词汇课” 。重点介绍英美英语在词汇方面的不同，为学习课文打下基础。2.2 把 READING AND SPEAKING 及其后面的练习题整合在一起上一节“阅读课” 。2.3 把 GRAMMAR 和 WORKBOOK 中的 Grammar 整合在一起上一节“语法课” 。2.4 将 VOCABULARY AND LISTENING，EVERYDAY ENGLISH, FUNCTION 和 WORKBOOK 中的 Listening and speaking 结合在一起，上一节“听说课” 。2.5 将 CULTURAL CO
13、RNER 和 SPEAKING AND WRITING 设计为一节“综合课（一） ”。2.6 将 TASK,WORKBOOK 的 Reading 和 Speaking and writing 设计为一节“综合课（二） ”。3. 课型设计与课时分配（经教材分析，本模块可以用 6 课时教完。 ）1st Period Vocabulary Building2nd Period Reading 3rd Period Grammar 4th Period Listening and Speaking 5th Period Integrating Skills (I)6th Period Integrat
14、ing Skills (II)IV. 分课时教案The First Period Vocabulary BuildingTeaching goals 教学目标 1. Target language 目标语言重点词汇和短语accent, linguist, have . in common, make a difference2. Ability goals 能力目标Enable students to memorize some common words which are different in American and British English so that they can t
15、ell British English from American English.3. Learning ability goals 学能目标By comparing two emails, students will learn some differences between British English and American English.Teaching important points 教学重点Some common words which are different in American and British English.Teaching difficult po
16、ints 教学难点How to memorize the common words which are different in British English and American English.Teaching methods 教学方法Explaining and practising.Teaching aids 教具准备A projector and a computer.Teaching procedures “write to me” and “write me”; “use email address” and “email”.T: Now decide which writ
17、er is American?S: I think Samantha is American.Sum up the differences.T: OK, everyone! So far in this class weve done some vocabulary exercises and checked two emails. From these we have learned some differences between British English and American English.Lets sum up what the differences are.Ss: Th
18、ey 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 lets come to Exercise1,
19、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
20、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.6. I guess quotations a and c are from British people.Step VII Homework1. Go over the vocabulary in Module 1.2. Try to memorize the given words
21、which are different in American English and British English.The Second Period ReadingTeaching goals 教学目标1. 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
22、 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.2. Ability goals 能力目标 Learn about the differences between British English and American English and the development of English.3. Learning ab
23、ility 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 for and since with present perfect2. Ability goals 能力目标Enable the students to use the v
24、erb 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 practi
25、sing.Teaching aids 教具准备A projector and a computer.Teaching procedures 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 e
26、ach 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 w
27、ayFuture 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
28、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 stu
29、dents 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 E
30、nglish. 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 di
31、fferent varieties wont find it difficult to understand each other.Step V Practice (WORKBOOK)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
32、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 o
33、r 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 pay attent
34、ion to punctuation. Once they have found their matches, ask each pair to read their sentence and identify both the timeframe and the tense(s) used. If necessary, emphasize any tricky grammar structures. Step VI HomeworkGo over the grammar points in this module.Sum up the phrases used to give advice.
35、The Fourth Period Listening and SpeakingTeaching goals 教学目标1. Target Language 目标语言a. 重点词汇和短语announcement, linguistics, edition, cute, get used to something, so far, a couple of, wear off, pick up (an accent), make a fuss of someoneb. 重点句式I like . because.Since English is spoken all over the world,.A
36、s I was the only British person in the school,.Im getting on just fine, now that.2. Ability goals 能力目标Listen to people talking about problems that exchange students have. 3. Learning ability goals 学能目标Enable the students to learn the problems that exchange students have by listening to some material
37、.Teaching important points 教学重点Vocabulary and Everyday English.Teaching difficult points 教学难点How to give reasons by using the patterns in target language.Teaching methods 教学方法 Listening for specific information and role-play.Teaching aids 教具准备A tape recorder, a projector and a computer.Teaching proc
38、edures & ways 教学过程与方式Step I RevisionCheck the homework. Ask some students to make some sentences using different verb forms.Step II Vocabulary and ListeningAfter the revision, go on with VOCABULARY AND LISTENING on page 5.Exercise 1 is a pre-listening exercise. This exercise will help the students u
39、nderstand the problems that the exchange students have in the listening part. As most of the students dont have the related experience of exchange students life, teacher may suggest that they may recall the life when they stayed away from their hometown, esp. where people speak a dialect. The studen
40、ts may have different opinions.T: Today we shall go on with the topic of English. First lets discuss what problems that exchange students have. Maybe you dont have such an experience, but you may experience living away from home, where people speak a dialect. What problems did you have then? For exa
41、mple, you can imagine what problems a Cantonese may have in Beijing, and what problems a Beijinger may have in Guangzhou or Shanghai? Please look at page 5 and number the problems in the order of importance. After dealing with Exercise 1, continue with Exercise 2 on page 6. The students are required
42、 to do this exercise individually. Three minutes later check the answers with the whole class.Exercises 3-4 are exercises which require the students to listen for main ideas. Before playing the tape, ask the students to look through the questions first. According to the questions, the students may m
43、ake a prediction to the listening materials. Play the tape again if necessary. Then check the answers with the whole class.After listening, ask the students to discuss the problems the two exchange students have and talk about the language English.Step III Everyday English Ask the students to get th
44、e meanings of the expressions in bold by choosing the correct answers. Then let them create situations in which these expressions can be used. In this way, they will learn to use them freely in daily life.Step IV FunctionAsk the students to pick out the words which introduce reasons in the sentences
45、 of Exercise 1 of FUNCTION. Then answer the questions followed and finish Exercise 2.T: What words do you usually use when you want to give or introduce a reason?S: Usually we use “because”. For example, “I was late for school this morning because there was traffic jam on my way to school.”T: Very g
46、ood. What else can we use to introduce reasons? Turn to page 7 and read the sentences in Exercise 1 of FUNCTION. Pick out the words that introduce reasons.Ask 4 students to tell the word in each sentence that introduces reason. And write them on the Bb.Show the following words or expressions on the
47、Bb.because since as now thatT: Which word do we use more often to introduce a reason?Ss: Because.T: Which expression shows that a situation has changed?Ss: Now that.T: Which two words often come at the beginning of a sentence?Ss: Since and as. T: Good answers. What do these words or expressions have
48、 in common except that they all introduce reasons? S: I find that they are all followed by sentences to give reasons.T: Correct. Thats the point you should pay attention to. Now complete the sentences in Exercise 2 with the words on the Bb.Check the answers after the students finish it.Step V Listen
49、ing and Speaking (WORKBOOK)First deal with the listening exercises 13-14 in WORKBOOK. Then ask students to prepare a role-play by following the instructions of Exercise 15. After the role play, ask the students to discuss how to improve their English. T: Now we will listen to a radio programme. Listen for the first time and try to get the general idea of it.Play the tape for the first time.T: Before you listen to it again, read the statements in Exercises 13 and 14 to get the listening points first
