2018届外研版必修5一轮复习：Module1BritishandAmericanEnglish单元教案（36页）

2018届外研版必修5一轮复习：Module1BritishandAmericanEnglish单元教案（36页）

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 Chinese language II. 目标语言 功 能 句 式 Practise giving reasons I 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 English How are you getting on?‎ I don’t get it.‎ ‎... get used to ...‎ That’s 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, packet, pavement, petrol, preposition, queue, reference, remark, remove, represent, settler, simplify, slight, standard, steadily, sidewalk, torch, variety ‎2. 认读词汇 linguist, accent, motorway, underground, subway, differ, variation, satellite, flick, witch, structure, rapidly, announcement, linguistics, edition, cute, add, attempt, look, criticise ‎3. 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 to ‎4． 重点词汇和短语 adopt, compare, confusing, remark, remove, represent, simplify, 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 to 语 法 Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect The British say Have you got...? While Americans prefer 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 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. ‎ ‎2. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker. ‎ ‎3. For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale‎ ‎University in 1778. ‎ Ⅲ. 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 AND 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 SPEAKING 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 ( www.usatoday.com) 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VOCABULARY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 CORNER 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 ‎Building ‎ 2nd Period Reading ‎ ‎ 3rd Period Grammar ‎ ‎ 4th Period Listening and Speaking ‎ ‎ 5th Period Integrating Skills (I)‎ ‎ 6th Period Integrating Skills (II)‎ IV. 分课时教案 The First Period ‎Vocabulary‎ ‎Building Teaching 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 difference ‎2. 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 tell 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 points 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 & ways教学过程与方式 Step I Lead-in T: Good morning / afternoon, class!‎ Ss: Good morning / afternoon, Mr / Ms...‎ T: What is the most widely spoken language in the world? ‎ Ss: English.‎ T: Quite right. Now look at the map of the world, you will find how widely English is being used as an official language.‎ Show the following map on the PowerPoint.‎ Step II General knowledge on Englishes In order to stimulate students’ interest, give them a quiz.‎ T: From the map, we know that many people are speaking English all over the world. Do you think they are speaking the same English?‎ Ss: Of course not.‎ T: How much do you know about different Englishes, boys and girls? Now let’s do a quiz on varieties of English. It doesn’t matter if you don’t know the correct answer. You may work in groups and a few minutes later we will check the answers together.‎ Show the following on the PowerPoint.‎ Do you know Englishes? A quiz on varieties of English Multiple-choice exercise ‎1. American English and British English spell some words differently. All these words are spelt the British way except one. Which one is spelt the American way?‎ a. colour b. mustache c. traveller d. tyre ‎ e. organisation ‎2. Bob Marley is from Jamaica, an English speaking country in the Caribbean. One of his songs is called No Woman, No Cry. This is Caribbean English. What would the translation be in Standard English?‎ a. If you don’t have a woman, you don’t cry.‎ b. I don’t have a woman and I am crying.‎ c. Don’t cry, woman.‎ d. Women don’t cry.‎ e. The woman is crying.‎ ‎3. Which country does NOT have English as an official language? （note: there are three correct answers here）‎ a. Pakistan b. Bangladesh c. India d. Japan ‎ e. ‎Sri Lanka ‎4. There is a type of accent called RP. RP means Received Pronunciation. Which of the following English people speak with an RP accent?‎ a. Prince Charles b. Robbie Williams ‎ c. Paul McCartney d. Tony Blair ‎ e. David Beckham ‎5. In what country might you hear the following expression: “Goodday!”?‎ a. The United States b. Australia c. Canada ‎ d. England e. ‎South Africa ‎6. Which of the following signs would you see in San Francisco‎, ‎USA? (Note: there are two correct answers here)‎ a. Subway tickets available here.‎ b. Ask your waiter for the check.‎ c. Nappies and baby clothes on sale! ‎ d. Telephone box.‎ e. Elevator is out of service.‎ ‎7. Kofi Annan, the UN General Secretary, is from an English speaking country in Africa. Which country is he from?‎ a. South Africa b. Nigeria c. Zambia d. Ghana e. ‎Zimbabwe Sample answers:‎ ‎1. b ‎ For a, c, d and e, Americans spell them color, traveler, tire and organization.‎ ‎2. c ‎ ‎3. b, d and e ‎ ‎4. a ‎ RP is considered by many to be the accent of the elite. But actually very few English people speak with an RP accent now.‎ ‎5. b ‎ It is an informal way of saying Hello in Australia.‎ ‎6. a and e Subway is an American word. In Britain people say tube.‎ In America, people ask the waiter for the bill.‎ Nappies are diapers in American English.‎ In American people call it a telephone booth.‎ In Britain, an elevator is called a lift.‎ ‎7. d Step III Introduction T: After learning some information about Englishes, let’s hear recordings of accents from around the English speaking world.‎ Click on any of the flags below to hear recordings of accents from around the English speaking world.‎ ‎ ‎ ‎ ‎ T: After hearing the recordings, what would you like to say?‎ S: Different people speak English with a different accent.‎ S: I think American English sounds more beautiful.‎ S: ...‎ T: So we can get the conclusion that since English is spoken all over the world, there are lots of varieties. But what are the two main varieties?‎ Ss: British English and American English.‎ Show the symbols of the two countries on the PowerPoint.‎ ‎ ‎ Step IV Vocabulary T: In this class we are going to learn some common words which are different in American English and British English. Here is the list. I hope the vocabulary list will ‎ help you know some of the differences between American English and British English.‎ Show the following on the PowerPoint or print it out as handouts for the students.‎ American English British English apartment flat argument row baby carriage pram band-aid plaster bathroom loo or WC can tin chopped beef mince cookie biscuit corn maize diaper nappy elevator lift eraser rubber flashlight torch fries chips gas petrol guy bloke, chap highway motorway license plate number plate line queue mail post motor home caravan movie theater cinema pants trousers parking lot car park period full stop pharmacist chemist potato chips crisps rent hire sausage banger sidewalk pavement soccer football sweater jumper trash can bin truck lorry trunk (car)‎ boot vacation holiday vest waistcoat windshield (car)‎ windscreen zip code postal code T: 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. Five ‎ minutes later check the answers with the whole class. Show the answers on the PowerPoint. Make sure every student knows the correct answers so that they can use these words correctly. ‎ Step VI Practice Ask the students to read the two emails on page 1 and decide which writer is American.‎ T: Ok, let’s come to the emails on page 1. Read the emails and say what the writers have in common. ‎ S: They are both exchange students. They both write to their mothers and ask their mothers 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’t going to be a problem while Samantha thinks that the 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:‎ callum Samantha programme, theatre, realise program, theater, realize T: Any other difference?‎ S: They use different vocabulary to express the same meaning. For example, “hi there” and “hi”; “write to me” and “write me”; “use email address” and “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’ve done some vocabulary exercises and checked two emails. From these we have learned some differences between British English and American English.Let’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 Exercise1, 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.‎ ‎6. I guess quotations a and c are from British people.‎ Step VII Homework ‎1. Go over the vocabulary in Module 1.‎ ‎2. Try to memorize the given words which are different in American English and British English.‎ The Second Period ‎Reading Teaching 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 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 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 Revision Check 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 Reading Deal with the reading passage.‎ Scanning Ask the students to scan the text and find the differences between American English and British English.‎ T: First I’d 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 English British English automobile, freeway, gas car, highway, petrol Grammar Several minutes later, let the students compare their information with each other in pairs. Then show the following form on the PowerPoint.‎ Differences (in)‎ American English British English Vocabulary automobile, freeway, gas car, highway, petrol Grammar Do you have...?‎ Write me soon!‎ Have you got...?‎ Write to me soon!‎ Spelling center, color, program centre, colour, programme Pronunciation accent on the East Coast New York‎ accent London‎ accent Glasgow‎ accent T: 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. ‎ Skimming ‎ Ask 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 Explanation During 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 text Help 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 with American 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 — Chinese.‎ Step V Discussion Divide 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. ‎ Step VI Homework Pick out the verb forms in the text.‎ The Third Period Grammar Teaching 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 perfect ‎2. 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 Revision Ask 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 Grammar Deal 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 Simple Habitual or repeated action Scientific fact / thing generally accepted as true Present Continuous Action in progress at this moment Action in progress through a period of time including the present Present Perfect Past action or state which is connected to the present in some way Future Reference Predictions 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 Perfect Use 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 Practice Deal 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 Discussion For 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.‎ 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’ 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 pay attention 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 Homework Go over the grammar points in this module.‎ Sum up the phrases used to give advice.‎ The Fourth Period Listening and Speaking Teaching 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 someone b. 重点句式 I like ... because...‎ Since English is spoken all over the world,...‎ As I was the only British person in the school,...‎ I’m 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.‎ 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 procedures & ways 教学过程与方式 Step I Revision Check the homework. ‎ Ask some students to make some sentences using different verb forms.‎ Step II Vocabulary and Listening After the revision, go on with VOCABULARY AND LISTENING on page 5.‎ Exercise 1 is a pre-listening exercise. This exercise will help the students understand the problems that the exchange students have in the listening part. As most of the students don’t 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 students may have different opinions.‎ T: Today we shall go on with the topic of English. First let’s discuss what problems that exchange students have. Maybe you don’t have such an experience, but you may experience living away from home, where people speak a dialect. What problems did you have then? For example, 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 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 make 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 the 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 Function Ask the students to pick out the words which introduce reasons in the sentences 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 good. 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 Bb.‎ because since as now that T: 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 in common except that they all introduce reasons? ‎ S: I find that they are all followed by sentences to give reasons.‎ T: Correct. That’s 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 Listening 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. Then listen and finish the exercises.‎ Check the answers after they finish them.‎ T: Now let’s do a role-play. Work in pairs. You are required to talk about a questions listed in Exercise 15. One will be the caller to the programme, the other presenter. Are you clear? OK, 6 minutes for you.‎ ‎6 minutes later. Ask two pairs to do the role-play before class.‎ A sample conversation:‎ A: Welcome to our programme, Mr...!‎ B: I am very glad to be here and say something about English learning.‎ A: First, I am wondering how you can improve your English. Will you give some advice to our English learners?‎ B: I think the most important thing is to get interested in the language. If you have no interest in it, how can you be expected to learn it well? ‎ A: Since there are varieties of English such as British English, American English, Australian English and so on, which accent should the learners adopt? Which accent ‎ do you prefer?‎ B: It doesn’t make much of a difference whether you speak British English or American English. If people can understand each other, that’s OK. I prefer American English.‎ A: Why are so many people learning English?‎ B: The reason is simple. English is becoming official language in many countries. English is also the working language in many international corporations. ‎ A: Last question. Are there many differences between American English and British English?‎ B: American English and British English are different in several ways. For example, vocabulary, spelling, grammar and pronunciation. But it’s not a problem for people from America and Britain to communicate with each other. Nowadays, the two varieties are moving closer and closer. ‎ A: Thanks for your wonderful explanations and answers. ‎ T: OK, here are some tips from an expert. I hope you will find them useful and put some of them into practice. I’m sure you will make great progress. Good luck to your English studies!‎ Distribute the following handouts to the students.‎ How to Learn English!‎ Here are some tips which may help you to master the English Language!‎ Speak without Fear ‎ The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it — again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want. ‎ Use All of Your Resources ‎ Even if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so ‎ don’t limit yourself to only one or two. The Internet is a fantastic resource for virtually anything, but for the language learner it’s perfect. ‎ Surround Yourself with English ‎ The absolute best way to learn English is to surround you with it. Take notes in English, put English books around your room, and listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English”. ‎ Listen to Native Speakers As Much As Possible ‎ There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become. ‎ Watch English Films and Television ‎ This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents. ‎ Listen to English Music ‎ Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good Internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine. ‎ Study As Often As Possible! ‎ Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language. ‎ Do Exercises and Take Tests Many people think that exercises and tests aren’t much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you’ve learned. Keep doing this and you really will make some progress with English.‎ Record Yourself ‎ Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much. ‎ Listen to English ‎ By this, we mean, speak on the phone or listen to radio broadcasts, audiobooks, CDs or MP‎3 in English. This is different from watching the television or films because you can’t see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.‎ Finally Have fun!‎ Step VI Homework Find some information on attempts to simplify Chinese.‎ The Fifth Period Integrating Skills (I)‎ Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 ‎ add, present, attempt, simplify, combination, distinctive, look, criticise, standard, reference, in favour of, refer to ... as ..., thanks to b. 重点句式 For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale‎ ‎University in 1778. ‎ ‎2. Ability goals 能力目标 Help the students to learn about Noah Webster’s contribution to American English.‎ ‎3. Learning ability goals 学能目标 Encourage the students to think critically why Noah Webster felt that written English in the newly independent United States should have a distinctive “American” look.‎ Teaching important & difficult points 教学重难点 Help the students learn how to organize their language and write a passage about the Chinese language.‎ Teaching methods 教学方法 ‎ Task-based teaching method.‎ Teaching aids 教具准备 A recorder, a projector and a computer.‎ Teaching procedures & ways 教学过程与方式 Step I Lead-in T: Good morning / afternoon, class!‎ Ss: Good morning / afternoon, Mr / Ms...‎ T: Who would like to say something on how to learn English well?‎ S: Listen to native speakers as much as possible.‎ S: Do exercises and take tests.‎ S: Watch English films and television.‎ S: Surround yourself with English.‎ ‎...‎ T: Good. If you listen to news or watch films, you can also hear different accents. When you read, you may come across different varieties of English. Now please open your books and look at page 8. Work in groups and discuss which the best variety of English to learn is.‎ Step II Speaking and Writing Divide the students into different groups. They will discuss and decide which the best variety of English to learn is. After they’ve decided, they will present their ideas to the rest of the class. Then the students will vote for the best variety of English to learn. After dealing with Exercises 1-2, continue with Exercises 3-4.‎ T: Read the notes in Exercise 1 on page 8. Decide which variety of English you would choose to learn, American English, British English or World English? Then get into different groups according to your choices. If you have other choices of variety such as Australian English, that’s OK. Then we will have a debate among different groups.‎ A sample debate:‎ A: We think American English is the best variety of English to learn because American English is very popular. Its accent is very pleasant. ‎ B: But British English is the “original” variety of the language, so we choose to learn British English.‎ C: With the development of society, people from different areas communicate with each other more often than before. Accent is not important if people understand each other. So we choose World English.‎ A: American culture plays a very important role. Most English language films are American.‎ B: There are many great writers in Britain. For example, Shakespeare, J.K. Rowling who writes a series of novels on Harry Potter, which are the most popular novels in the world.‎ A: American English is the variety most used in international business.‎ C: English doesn’t belong to one group of people. People communicate with each other in English because English is the bridge between them. We need to communicate with non-native speakers as well as native speakers. So we think World English is the best variety of English to learn.‎ B: We still think British English is. The BBC and many international newspapers use it.‎ A: VOA is also very influential.‎ T: Now that you can not persuade each other, each of you has your reasons for your ‎ choice. Now let’s vote for the variety of English best to learn.‎ ‎...‎ T: So much for the language — English, let’s come to our mother tongue — Chinese. First discuss in groups and decide which is the best title for the paragraph. After this, you will work in groups to write brief notes on the three given topics. You may refer to the brief notes in Exercise 1. ‎ Because of time limit, the students are asked to write the three paragraphs about the Chinese language after class.‎ Step III Cultural Corner Get the students read the passage in CULTURAL CORNER and then discuss and answer the following questions in groups. ‎ T: Today we’re going to learn something about a linguist who made great contribution to American English. Who is he? ‎ Ss: Noah Webster.‎ T: Yes, let’s look at his profile.‎ Show his picture and profile on the PowerPoint.‎ Born: October 16, 1758‎ Place: ‎Hartford‎, ‎Connecticut Died: May 28, 1843‎ Place: ‎New Haven‎, ‎Connecticut Noah Webster was a truly remarkable man, shrewd, passionate, learned and energetic, God-fearing and patriotic. He was author of the first American dictionary.‎ T: Now read the text quickly and discuss the following questions. Seven minutes later, we will check the answers.‎ Show the questions on the PowerPoint.‎ ‎1. What was Noah Webster?‎ ‎2. Why did he feel that written English in the newly independent United States should have a distinctive “American” look?‎ ‎3. What was his first work?‎ ‎4. What is Webster best known for?‎ ‎5. How do you know his dictionary is very important?‎ Sample answers:‎ ‎1. Noah Webster was a teacher who graduated from Yale‎ ‎University in 1778.‎ ‎2. Because he had fought against the British in the Independence war, he loved his own country very much. He wanted his own language different from British English. He believed that America should have its own standards of grammar and spelling, and not be so closely tied to the old British ways. Noah Websters’ texts promoted an American sense of identity, and set the standards for American’s use of the English language as their own, separate from the English language of the British. The spelling, pronunciation, and grammar of the English language in this country became uniquely American as his textbooks were used in schools for nearly 100 years.‎ ‎3. The Elementary Spelling Book, which suggested simplifying the spelling of English words was extremely popular.‎ ‎4. American dictionary of the English language, which first appeared in 1828.‎ ‎5. After it came out, it soon became a standard reference book in the States. Today it is still the number one dictionary for American students.‎ T: From the text and his profile, we learned that Noah Webster was a truly remarkable man, shrewd, passionate, learned and energetic, God-fearing and patriotic. He was called father of the American dictionary. So that’s why he is still respected over such a long time. Being upright and learned will gain one great respect. We should learn from him. Everyone should love his own country and do something for the country. As students we can introduce our country to people in other parts of the world and we can also encourage them to learn Chinese, because the Chinese language is part of Chinese culture.‎ Step IV Homework ‎ Finish writing about the Chinese language.‎ A sample writing:‎ The Chinese writing system ‎ ‎ Chinese characters have a very long history. Their earliest known form, found on ‘oracle bones’ dating back over 3,000 years, was already a fully developed system of writing. The current form of the characters, based on brush and ink, dates from the fourth century AD.‎ ‎ Around 50,000 characters are actually in use in the modern language. Most people know about 20,000 to read books and newspapers.‎ ‎ Chinese is written with characters known as 漢字 [汉字] (hànzi). Most characters have elements of meaning and information about pronunciation. The characters were originally pictures of people, animals or other things but over the centuries they have become increasingly stylised and no longer resemble the things they represent. Many of the characters are actually compounds of two or more characters.‎ Varieties of Chinese ‎ ‎ The better-known and most distinct minority dialects include those spoken around China’s coastal fringes, such as Shanghainese（Shanghai hua）, Fujianese （Minnan hua） and Cantonese （Guangdong hua）, though even within the areas covered by these dialects you’ll find huge local divergences. All varieties of Chinese are tonal. This means that each syllable can have a number of different meanings depending on the intonation with which it is pronounced. For example, Mandarin has 4 tones, Cantonese has between 6 and 9 (it depends who you ask) and Taiwanese has 7 tones. The major varieties of Chinese are mutually unintelligible, but most people in China and Taiwan who don’t speak Mandarin as their first language, can speak or least understand it. However in Hong Kong and Macau few people speak Mandarin, so they tend to use English to communicate with people from other parts of China or Taiwan. ‎ ‎ Each of the major varieties of Chinese has numerous dialects. For example, Mandarin can be divided into northern, southern and south-western dialects, which are more or less mutually intelligible. Chinese people from different parts of the country therefore communicate with each other through the common language of ‎ Putonghua. Putonghua has been systematically promoted over the past hundred years as the unifying language of the Chinese people.‎ The Language Today ‎ The Chinese language has become more important globally, and China has also played a positive role in promoting its Chinese. More than 30 million people in the world are learning Chinese as a foreign language through various ways. In the United States, about 24,000 high school students are learning Chinese, while more than one million high school students are learning French. ‎ ‎ The Chinese language is also an important part of the human heritage, and the human individuality as well. With China’s rapidly growing economy and increasing international exchanges, value of the Chinese language is rising constantly.‎ The Sixth Period Integrating Skills (II)‎ Teaching goals 教学目标 ‎1. Target language目标语言 重点句式 ‎... I haven’t seen much of the world.‎ New York‎ is five hours behind the UK and I’m not finding it easy to switch to local time.‎ But in American, they say first floor instead of ground floor...‎ ‎2. Ability goals 能力目标 Help the students to further understand the differences between America English and British English.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to judge different varieties of English and write about experiences with language problems.‎ Teaching important points教学重点 The differences between British English and American English.‎ Teaching difficult points教学难点 How to be consistent in one’s preference in using English.‎ Teaching methods教学方法 ‎ Listening, speaking, discussing and writing.‎ 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 Lead-in T: Yesterday we learned about the problems exchange students may have. What is the problem?‎ Ss: Exchange students may have difficulty in understanding the local language.‎ T: Quite good. We are going to read the diary of an exchange student, Katy. Let’s find out her few days in New York. Please turn your books to page 69 and read the diaries. Then fill in the form with the information you get from her diaries. ‎ Step II Reading (WORKBOOK)‎ Deal with Reading on page 69.‎ Fast reading Ask the students to read the text fast and give them five minutes to fill in the form.‎ Name From Staying in For what on 3rd July on 4th July Katy Five minutes later check the answers with the whole class.‎ Sample answers:‎ Name From Staying in For what on 3rd July on 4th July Katy Perth‎, ‎Scotland New York To study American literature Difficult to switch to the local time; got the wrong food; went into a wrong room Couldn’t understand the waitress; felt at home; happy Careful reading This time play the tape for the students to listen. Ask them to read the diaries carefully to make sure they understand the diaries fully. Then deal with the exercises on page 70. After checking the answers, ask the students to find out the differences between British English and American English.‎ T: Katy had some problems at first because she didn’t speak American English. But luckily at last she was at home and really happy. In her diary she mentioned some differences between British English and American English. What are they?‎ S: British say chips while Americans use crisps.‎ S: The ground floor in British English refers to the first floor in American English.‎ S: British spell centre instead of center which is American English.‎ ‎...‎ T: Good! We’ll learn more about the differences between British English and American English. Now let’s click the following two websites. Let’s find an article on Education in each edition and compare the two editions to find the differences. ‎ Show the following websites on the Bb.‎ The Guardian (www.guardian.co.uk)‎ USA Today（www.usatoday.com）‎ Step III Task This task will be finished in a computer lab. If the school doesn’t have a computer lab, teacher may download some articles for the students to identify a variety of English. The students are asked to: ‎ ‎1. Look for differences between British and American English. ‎ ‎2. Make a list of differences in spelling and grammar. Teacher may show the differences on the PowerPoint.‎ Differences Pronunciation British English Vocabulary Grammar Spelling Pronunciation Step IV Speaking and Writing (WORKBOOK)‎ Divide the students into groups and deal with the exercises on page 72. When dealing with Exercise 16, let the students try to identify the differences in vocabulary and spelling. When every group finishes their signs, they will show the signs to the rest of the class.‎ T: Turn to page 72, you will find a menu and an advertisement for a hotel in Exercise 16. Read them and decide if they are American or British.‎ After a while.‎ T: Look at the menu, is it American or British?‎ S: American. ‎ T: How about the advertisement?‎ S: British.‎ T: Good. Can you find any difference between them?‎ S: “Center” in the menu and “centre” in the advertisement mean the same, but they have different spellings. So the two languages are different in spelling.‎ S: “Sidewalk” and “pavement” also mean the same. That’s the difference in vocabulary. ‎ S: ...‎ T: Now look at Exercise 17. Read the instruction and write two signs. You are given 6 minutes.‎ Two sample signs:‎ American English Entrance to MacArthur‎ ‎High School.‎ ‎“the beauty of the school, the air of dignity and honor.” ‎ Entrance into the remodeled Mac Cafeteria British English The King’s School Leading into the main part of the School Leading to the restaurant Discussion Let the students discuss Exercise ‎18 in different groups and make notes so that they can finish the task in Exercise 19. Everyone is asked to write a postcard to a friend at home. If there is not enough time, they should finish it after class.‎ Step V Homework Finish the TASK.‎ Finish writing the postcard.‎ Two sample postcards:‎ Hi, Linda! I’m in Orlando‎ ‎Florida. I’m visiting Disneyland. I am having great fun. But I had some problems. I wasn’t used to their accent. Because I speak British English, when I ordered some chips, I got crisps. When I got to my hotel, I went into the wrong room, because Americans say first floor instead of ground floor. Luckily most of the time we can understand each other. I’m learning some American English.‎ Write to you tomorrow.‎ Callum Hi, Linda! I’m in Shakespearean Village, England. Here I am very delighted to find out many of our quaint expressions developed from their daily life. But I met some problems because I speak American English. When I ordered some chips, the waiter gave me French fries. Here people call chips crisps. Yesterday when I arrived my hotel, I couldn’t find my room, because it is on the ground floor. Later I was told in British English ground floor means first floor. When I said I wanted to see a movie, luckily I was shown to a movie theater, which they call a cinema. Good news people ‎ here love my accent very much. They say it is very cute.‎ Write you tomorrow.‎ Samantha