山东省莱芜市钢城新兴路学校高中英语 Module1教案（打包7套）外研版必修5.zip

1The Third Period GrammarTeaching 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 perfect2. 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 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 each 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 wayFuture 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 past and continue to the present. These time expressions of duration tell how long the action or state has been lasting. For tells the 2length 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 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 DiscussionFor 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 HomeworkGo over the grammar points in this module.Sum up the phrases used to give advice.1The 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 got the wrong food; went into a wrong roomunderstand the waitress; felt at home; happyCareful readingThis 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 TaskThis 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 EnglishVocabularyGrammarSpellingPronunciationStep 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 3the 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 EnglishEntrance to MacArthur High School.“the beauty of the school, the air of dignity and honor.” Entrance into the remodeled Mac CafeteriaBritish EnglishThe King’s SchoolLeading into the main part of the SchoolLeading to the restaurantDiscussionLet 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 HomeworkFinish the TASK.4Finish 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.CallumHi, 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.Samantha1The 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 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 RevisionCheck 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 2statements.Step II ReadingDeal with the reading passage.ScanningAsk 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 Englishautomobile, freeway, gas car, highway, petrolGrammarSeveral 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 EnglishVocabulary automobile, freeway, gas car, highway, petrolGrammar Do you have.?Write me soon!Have you got.?Write to me soon!Spelling center, color, program centre, colour, programmePronunciation accent on the East CoastNew York accentLondon accentGlasgow accentT: 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 ExplanationDuring 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 3English 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 textHelp 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 DiscussionDivide 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. 4Some 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 HomeworkPick out the verb forms in the text.