优秀教案 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 a useful phrase:
Australian, difference, autumn, face to face
2. Learn some useful sentences:
(1) Sorry, I can’t follow you. Can you speak more slowly, please?
(2) English is spoken differently in different English-speaking countries.
(3) Have a good trip!
(4) If you want to succeed in making yourself understood, you need to know some of these differences.
3. Learn present continuous to show the future:
I’m flying toDisneylandtomorrow.
4. Discuss the differences in using English around the world.
Ⅱ. Teaching aids 教具
幻灯片/小黑板/录音机/教学挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
师生对话，复习被动语态，引出英语在不同国家的不同说法，导入新课。
T: In Topic 1, we’ve learned the importance of English. Now let’s review it. I’ll give you some key words. Please say some sentences using passive voice. Are you ready?
Ss: Yes.
T: Firstly, the key words: English, speak.
Ss: English is spoken as the first language inAmerica.
T: Well done! Next: English, use.
Ss: English is widely used throughout the world.
…
T: Good class="t_table" >| Good class="t_table" > |
different—difference
British
Australian
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Step 2 Presentation 第二步 呈现(时间:12分钟)布置听力任务，以听的形式呈现1a内容，然后指导学生进行小组合作，解决1a中的重难点。
1. (用幻灯片呈现听力任务，听录音二遍后，核对答案。)
(1) How to say “hello” inAustralia?
(2) InAustralia, what do people call all their friends?
(3) Who call girls “sheilas”, Canadians or Australians?
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T: English is spoken differently in different countries. Now please listen to the tape carefully and answer the questions above.
2. (教师出示小黑板呈现下列内容，学生连线，并理解生词trunk。)
| A | B |
| g’ day | well done |
| sheilas | friends |
| boot | hello |
| mates | all girls |
| Good>trunk |
(板书并解释生词。)
3. (要求学生再读1a，指导学生进行小组合作，找出重难点并讨论解决。)
(板书并要求学生理解。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)通过听录音、师生对话和复述，让学生巩固所学知识，并培养其实际运用语言的能力。
1. (教师讲解语法：现在进行时表示将来。听录音并跟读，注意语音语调，巩固1a。)
(板书下列内容。)
Grammar: Showing the future by present continuous.
e.g. ①I’m coming.
②I’m leaving.
③I’m flying to Disneyland tomorrow.
…
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(让学生初步掌握该语法。)
2. (出示1b中的四幅图片，师生问答，复习1a中的内容，完成1b。)
T: Boys and girls, please look at Picture 1. What’re the boys doing?
Ss: They are greeting when they meet class="t_table" >autumn=fall
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2. (让学生根据3中的内容猜其意思，并给出更多的网络语言。完成3。)
T: We know English is very interesting. It has different meanings in different countries. There is another interesting English, which is called e-mail English.
T: Boys and girls, do you like surfing the Internet?
Ss: Yes .
T: Do you often send e-mails to your friends?
Ss: Yes .
T: OK. Do you know the meanings of the following e-mail English in 3? You can read it firstly.
(学生阅读3，1分钟后。)
T: Now, let’s check the answers.
(板书并要求学生掌握。)
T: Can you give more examples of e-mail English?
Ss: Yes.
(一个学生说，其他同学猜意思)
S1: …
S2: It means…
Step 5 Project 第五步 综合探究活动(时间:5分钟)分组展示，组内交流，评价与鼓励。培养学生综合运用能力和探究能力，体现学以致用原则。
1. (小组活动。把学生分成几组，分别写出由汉语转化而来的英文单词及由英语转化而来的汉语外来词。评选出优胜小组。)
For example:
English word from Chinese
| Kungfu, tofu…
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Chinese word from English
| 咖啡，可口可乐……
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2. Homework:
Collect more information about e-mail English.
板书设计：
English is spoken differently in different countries.Section Adifferent→difference Sorry, I can’t follow you. Can you speak more slowly, please?face to face I’m flying toDisneylandtomorrow. Have a good trip!
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Section BThe main activity is1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标1. Learn a new word and some phrases:
see … off, put out, ask for a ride, give sb. a ride, get in, pick up, victory
2. Learn some useful sentences:
(1)The foreigner is asking for a ride.
(2) It’s quite all right.
(3) I hope I won’t have much difficulty communicating.
(4)Whenever you need help, send me an e-mail or call me.
3. Go class="t_table" >thumb
put out
ask for a ride
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T: OK, look at the picture in1a, what’s the foreigner doing?
Ss: He is asking for a ride.
T: Yes, where is he going? Let’s listen to1a.
Step 2 Presentation 第二步 呈现(时间:12分钟)让学生带着问题听1a的录音，以听力的形式呈现1a内容，并找出文中重点词句和目标语言，师生共同学习语法，为下一步的学以致用打基础。
1. (设置听力任务，首先帮助学习理解生词flight，然后让学生带着任务听1a录音，从整体上把握对话意思，并完成所列问题。)
(板书要求学生理解。)
T: Listen to the tape and answer the following questions.
(1) Where’s the foreigner going?
(2) When is Wang Junfeng’s flight?
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(师生一起核对答案，对错误答案先不纠正，让学生再听一遍，找出问题的关键进行对比，提高学生听力技能。)
2. (让学生朗读1a，在练习本中写下现在进行时表示将来的句子，仔细观察并试着去掌握。)
T: Please read1aand write down the sentences that use present continuous to show the future.
(板书)
I’m flying toDisneyland.
I’m leaving this afternoon.
My uncle is meeting us tomorrow.
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3. (师生共同总结现在进行时表将来的用法，教师用幻灯片展示。)
现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词(come, go, start, leave, stay, arrive …)。例如：
I’m going.
When are you starting?
I’m leaving tomorrow.
…
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：
I’m meeting you after class.
She is buying a new bike soon.
…
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4. (小组合作，找出1a的重点词组，同时教师帮助学生掌握see…off, give sb. a ride和get in；理解minibus；了解guidebook。)
(板书生词并解释。)
see…off, give sb. a ride, get in, minibus, guidebook
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(幻灯片展示下列词句。)
Michael and Kangkang are going to see them off. → see sb. off
Could you please give me a ride to the airport? → give sb. a ride
We’re going to the same place. Get in, please. → get in
They are class="t_table" > |
pick up
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4. (教师展示1c图画，给出一些关键词，让学生用现在进行时表将来的结构造句并板书。)
T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.
leave for Disneyland this afternoon travel toCanadatomorrow
come home in twenty minutes start at 7 o’clock go toShanghainext week
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Picture1: …is leaving for Disneyland this afternoon.
Picture2: …is traveling to Canada tomorrow.
Picture3: …is getting home in twenty minutes.
Picture4: …is starting at 7 o’clock.
Picture5: …is going to Shanghai next week.
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5. (在熟悉现在进行时表将来的用法之后，两人一组对话操练，完成1c。)
T: Pair work. Make dialogs with your partner according to the example in1c.
Example:
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 class="t_table" >victory
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 class="t_table" >| Country | Gesture | Meaning |
| America |
|
|
| Germany |
|
|
| Australia |
|
|
| Japan |
|
|
| India |
|
|
| … |
|
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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 Bface 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 …
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Section CThe 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 class="t_table" >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?
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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 class="t_table" >| not class="t_table" > |
| English is spoken differently in different countries.Section Cpronounce(v.)—pronunciation(n.) be fond offill in be close tonot class="t_table" > |
| 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
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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.… |
Step 5 project 第五步 综合探究活动(时间:10分钟)做猜谜游戏，活跃课堂气氛，完成3。并由谈论本话题的主要内容导入4，让学生小组讨论学习Wang Junfeng的来信并给Wang Junfeng写一封回信。1. (猜谜游戏：学生四人一组。每组轮流派代表出谜语，下一组猜谜。猜对的一组得分，未猜对则出题组得分。完成3。) T: Let’s play a guessing game. You work in groups of four. Any student from each group in turn describes something in riddle format, and the students from the next group guess. If the riddle is guessed correctly, the guess group wins class="t_table" >| accent |
T: Let’s read his e-card to find out what he wants to know and try our best to help him.(学生小组讨论学习e-card，并写回信。找个别同学作汇报。)3. Homework:Write a passage about the differences amongAmerican English, British English, Canadian English and Australian English.板书设计：| English is spoken differently in different countries.Section Dbe forced to do sth. in the beginning I’m flying toDisneylandtomorrow.little by little take in I can’t follow you.borrow… from… in a word Could you speak more slowly, please? |
