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111Period 1: Introduction + Reading and speakingTeaching ContentIntroduction Reading and SpeakingTeaching AimsTarget Languagehavein common, linguist, make a difference, accent, compare, variety, differ, be similar to, have difficulty in doing sth.AbilityobjectivesDeveloptheSsability to scan, skip and read fast and self-study. Understand how to express differences between two things.Affection andattitudesLearn the differences between British English and American English.Form open and positive attitudes towards different varieties of English.Cultural awarenessGet prepared for the comparison of British English and American English and the main varieties of Chinese.Teaching AidMulti-mediaTeaching ProceduresStep 1Lead-in (重点词汇以黑体标记，可启发学生据语境猜词意)Warmupbywatchingavideoaboutdifferent varieties of Chinese. (宋丹丹小品，电影疯狂的石头，开国大典毛泽东讲话, 英美总统竞选演讲)Ask answer the following questions (with some important words and phrases in them):1. Which countries do you think are the speakers from?2. Do they speak the same kind/variety of Chinese or English? (similar Chinese and English though different accent)3. Do you have any difficulty in understanding the first three speakers? Why? (It doesnt matterwhether they speak standard Chinese)4. Do the two presidents differ from each other in speaking? Try to compare them.Step 2Introduction 1. Ask four students to read out the quotations, sharing the understanding of the four sentences and then answer the questions in the textbook.2. Help the students to guess the meaning of two phrases “havein common” and “make much difference” according to the context.3. Ask the students to read the emails in Activity 2 as carefully as they can and try to find out the similarities and the differences between them, deciding which writer is American.4. Ask the students to give answers to Activity 1 in Reading and speaking.Step 3Reading and SpeakingLead-inT: English is a language spoken all around the world. It plays a more andmore important role in international affairs. There are some slight differences between American English and British English. Sometimes, slight misunderstandings may occur between native speakers from Great Britain and the United States. Therefore, it is necessary to know about the differences between American English and British English in order to use English appropriately.Pre-reading1. Ask the students to read the first sentence of the passage and guess the main idea of the whole passage and the following content. Any related words, phrases and sentences are ok. (To review some words and phrases and learn to predict.t )2. Tell the students the main idea sentence of a paragraph, commonly known as a “topic sentence” or “topic statement”, most frequently appears at the beginning of a paragraph.Skimming1. Help the students to find out the differences talked about in the passage between British and American English in the quickest way. (Learn to fast read and find out the topic sentence. )Two ways:1) The red titles of the second to the fourth part2) Useful sentences:The first and most obviousway There are a few differences in grammar, too. The other two areas in which the two varieties differ are2. Ask the students to list the four differences between British and American English and give some examples before reading the whole passage.(vocabulary, grammar, spelling and pronunciation)3. The trend of English. (communication)Scanning1. Read the passage and complete the sentences with the words or phases in Activity 3 on Page 3.2. Ask the students to find out what will happen to English in the future.Post-reading1.Find out words different in vocabulary, grammar, spelling or pronunciation between British English and American English according to the passage, and then fill in the form.DifferencesBritish EnglishAmerican EnglishVocabularyGrammarSpellingPronunciation2. Discuss Activity 5 on Page 3.3. Deal with Vocabulary part.HomeworkSpeaking and writing in WorkbookPeriod 2: Language Study and GrammarTeaching ContentLanguage points in ReadingGrammarTeaching AimsTarget Languageobvious, get around, queue, confusing, omit, variety, settler, remark, steadily, satellite, flick, switch, lead to, structure, rapidly, announcement, linguisticsAbilityobjectivesFind out word meanings from clues provided by context.DeveloptheSsabilityof self-study.Learning strategiesLearn how to make notes of the new words and phrases and goodsentences. Sum up verb forms.Teaching AidsMulti-mediaTeaching ProceduresStep 1Revision&Leadin1. Help students to revise what is learnt in Period one of this module by filling the blanks:（填空部分为“读说课”的词汇复习）1)We have really everything in _with American nowadays, _ ofcourse, language.2)American and England are two countries _by a common language.3) It doesnt make much of a _whether a teacher speaks British _American English.4) We all know that British English is different _ American English, but some of us dont know how they _. Actually, they are different many ways, for example, in vocabulary, _, spelling and pronunciation. It is interesting that the British drive cars along while people on the other side of the Atlantic drive _ down freeways. Last time when I was in America, my friend Tom asked me, “Could you come over for the party on the weekend?” I felt it strange, because I usually say “_ the weekend”, and my Chinese teacher of English very often told that we should never make mistakes in _. Tom also said, “Do you have a Chinese history book?” That was different from my “Have you a Chinese history book?” Now I dont think it is _ at all. It is natural. However, dont worry _ it. After all, British English is English, and American English is English too. They are _ to each other in so many ways. The most important thing is that more and more _ are making it easier and easier for people from both sides to understand each other.2. Ask the students how they usually get the meaning of new words in a new passage.Step 2Vocabulary1. Time limit: Give the students a time limit of five minutes for vocabulary enquiry, whether this involves dictionary use, language corpus searches, or questions to the teacher.2. Meaning consensus: Get the students to work together to search for and find word meanings. (To start the procedure, ask individual students to write down three to five words from the text they most want to know the meaning of. When they have each done this, they share their list with another student and come up with a new joint list of only five words. This means they would probably have to discuss which words to leave out. Two pairs join to make new groups of four and once again they have to pool their lists and end up with only five words.) 3. Present ways to find out word meanings from clues provided by context:1) Some sentences give the definition for a difficult word with the help of punctuation such as commas, dashes or parentheses.eg：You find newsreaders and weather forecasters all speaking with different accentsAmerican, British, Australian, and even Spanish. (the meaning of “accent” can be easily guessed)2) Context sometimes gives examples to illustrate a difficult word rather than define it. We can use the examples to figure out the meaning of an unfamiliar word. eg: Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of (We can get understand the word “confusing” with the help of the following sentence easily.) The British use prepositions where Americans sometimes omit them. (From examples before this sentence we get the meaning of “omit”.)3) Synonyms are words or phrases that are similar in meaning. A synonym is one type of context clue that helps you to determine the meanings of unfamiliar words. eg: Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. (automobiles & cars, freeways & motorways, gas & petrol)4) Antonyms are words or phrases that have opposite meanings to other words or phrases. Antonym clues can help you understand new words. Page 1 activity 1. Questions 2 and 3. ( If we know the meaning of “optimistic”, then “pessimistic” is easily to understand.)5) Sentences before or after a sentence that has a difficult word sometimes explain the meaning of the word. eg: There are going to be many “Englishes”, not just two main varieties. ( From this sentence we know that “varieties” here refers to “Englishes” )6) Sometimes we can use our own experiences, or our knowledge about a certain topic, to find out the meaning of an unfamiliar word. 7) Word part clues. We can often figure out an unfamiliar word because we know the prefix or suffix attached to the root word, or the two words that make up a compound word. Words: motorway, freeway, automobile, underground, subway, etc. Step 3Language pointsWords and Phrases: (以不同语境引出重点词汇，以提问方式由学生总结常见搭配及用法，此为自学能力的培养，发现法教学)1. obvious2. confusing 3. steadily 4. remark 5. get around6. lead toSentences: （与学生共同分析、欣赏精彩句式，也可进行paraphrase练习）1. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences.2. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.3. This non-stop communication, the experts think, has made it easier for British people and Americans to understand each other.Step 4GrammarRevision: 1. Translate the following sentences. （括号内为教师点拨）1) 有很多因素影响了美语的发音。(influence 这一动作发生在过去，对现在造成影响)2) 很多专家认为这两种语言变体正越来越接近。（move这一行为目前持续发生变化）3) 一些人认为英式英语将要消失。（disappear将来可能发生）4) 在未来将会有很多种英语。（根据句意be many “Englishes”一定会发生）2. Help the students themselves to conclude the function of different verb forms and then do Activity 1 on Page 4.3. Finish activities 2 and 4 individually and then check.4. Encourage the students to compare the difference between since and for after finish Activity 3, and then the following exercise.不改变句意，互换for和since结构。1) John has been here in China since two weeks ago.2) Communications across the Atlantic have developed steadily for one hundred years.3) I have worked hard with my English for all the three senior high years.4) English grammar has not changed much since the time of Shakespeare.Step 5HomeworkGrammar and Vocabulary in Workbook.Period 3: Listening and Everyday English and FunctionTeaching ContentListening Everyday English FunctionTeaching AimsTarget Languagelocal, natural, variety, wear off, in some ways, positive, made a fuss, pick up, now thatAbilityobjectivesHelp the students to be a good guesser.Encourage the students to have a strong drive to communicate.LearningstrategiesCreate association to improve memorySelf-diagnose to learn from mistakes and improve linguisticsensitivityResource to use the materials as the first aid in problem-solvingTeaching AidsMulti-mediaTeaching proceduresStep 1Revision（检测上节课时态复习。课堂检测训练做题速度）07年高考单项填空时态考查题1. I know a little bit about Italy as my wife and I _ there several years ago. 2007 全国卷I A. are going B. had been C. went D. have been2. Is there anything wrong, Bob? You look sad.Oh, nothing much. In fact, I _ of my friends back home. 2007 全国卷IIA. have just thought B. was just thinkingC. would just think D. will just be thinking3. Did you tidy your room? 2007 上海卷 No, I was going to tidy my room but I _ visitors.A. had B. have C. have had D. will have4. They _ two free tickets to Canada, otherwise theyd never have been able to afford to go. 2007 山东卷A. had got B. got C. have got D. get 5. They became friends again that day. Until then, they _ to each other for nearly two years. 2007 安徽卷A. didnt speak B. didnt spokenC. havent spoken D. havent been speaking6. How can I apply for an online course?Just fill out this form and we _ what we can do for you. 2007 北京卷A. see B. are seeing C. have seen D. will see7. It was really very kind of you to give me a lift home.Oh, dont mention it. I _ past your house anyway. 2007 北京卷A. was coming B. will come C. had comeD. have come8. I saw Jane and her boyfriend in the park at eight yesterday evening.2007 福建卷Impossible. She _ TV with me in my home then.A. watched B. had watched C. would watch D. was watching9. Danny _ hard for long to realize his dream and now he is popular. 2007 福建卷A. works B. is working C. has worked D. worked10. Cathy is taking notes of the grammatical rules in class at Sunshine School, where she _ English for a year. 2007 湖南卷 A. studies B. studied C. is studying D. has been studying 11. Ouch! You hurt me! I am sorry. But I _ any harm. I _ to drive a rat out. 2007 江西卷 A. didnt mean; tried B. dont mean; am trying C. havent meant; tried D. didnt mean; was trying12. I have got a headache.No wonder. You _ in front of that computer too long. 2007 江西卷 A. work B. are working C. have been working D. worked13. I _ there little more than a week when I set to work with the scientist. 2007 陕西卷A. would be B. have been C. had been D. will be14. Did you see a man in black pass by just now? No, sir. I _ a newspaper. 2007 四川卷 A. read B. was reading C. would read D. am reading15. Jack bought a new mobile phone the other day. 2007 浙江卷_? Thats his third one in just one month.A. Had he B. Did he C. Does he D. Has he 【Key】CBABBDADCDDCCBB Step 2Vocabulary and Listening Pre-listening Ask the students problems they will meet as an exchange student in a foreign country. Any related words, phrases and sentences are ok.（eg: language, food, customs, climate）While-listening 1. Ask Ss to listen to the tape for Part I and get the most important information.1) Todays topic: English2) The question for today: Whats going to happen to the way we speak English in the future?3) Two interviewees: Exchange students in America and Britain.2. Listen to the Part 1again and finish Activity 2 on Page 6.3. Before listening to parts&, encourage the students to predict what questions they will ask the two exchange students if they are the interviewer. eg: 1) Where are you from? 2) What difficulty do you have there? 3) What leaves much impression on you? 4) What do you think of the future of English?4. Ask the students to guess the two students opinion about the trend of the development of English.5. Listen to parts I & II and then finish the table.Samantha CallumTime as an exchange student2 months10 monthsPart of the countryLeeds in YorkshireMississippiThe biggest problemlocal languageClimateEnjoymentpeople, musicprom ( the school dance)Opinion about the future Its natural there are lots of varieties.The British will speak AmericanEnglish.The reason for the opinionEnglish is spoken all over the world.The British hear it everyday.6. Ask two students to act out the two dialogues with the help of the table. 7. Listen again and fill in the blanks in the following sentences and then finish Everyday English.1) Im getting on fine, now that I understand the local accent.2) In fact, in some ways the accent here, in the north of England, remind me of American English.3) Whats been the most positive thing about the exchange so far?4) Since English is spoken all over the world, I guess its only natural that there are lots of varieties.5) As I was the only British person in the school they made afussof me.6) When I came home my mum said I had picked upan American accent, but its worn off now I think.7) I think the British will speak American English because they hear it every day now on TV, in films and so on.(斜体词汇简单讲解。如：猜测 “made a fussof” 的含义，可据前面 “only”一词提示理解为：pay a lot of attention to）From the above sentences, try to find words to introduce reasons.8. Answer the questions in Activity 1 and then finish Activity 2 in Function.Post-listening1. Combine a short passage about English using words from the listening material: affect, accent, positive, natural, variety. (语言输出)2. Listening practice in students workbook.Step 3Homework Make a dialogue between an exchange student back to school and his /her classmate in his/her homeland.Period 4: WritingTeaching ContentCultural cornerSpeaking and WritingTeaching AimsTarget Languageadd, in favor of, present, refer toas, attempt, simplify, combination, thanks to, standard, referenceAbilityobjectivesGuide the students to get detailed information for the writingActivate the students knowledge about different varieties of languagesLearning strategiesTeach students the right steps of writing a compositionTeaching AidsMulti-mediaStep 1Revision1. Question: What are the differences between British and American English? Give some examples. ( vocabulary revision)2. Read the notes in Activity 1 in Page 8 and answer :What do you think is the best variety of English to learn?Why? (Discuss in group and every group has a writer to report the discussion later.) (Review vocabulary and how to give reasons)Step 2Cultural corner1. Ask the students to read the passage and answer the questions in page 9. (To raise students awareness of the importance of some linguists contribution to the development of languages.)2. Present some important language points on the paper in the form of sentences with key words and phrases in them. After class they must conclude the important usage of words and phrases.( Encourage the students to learn language points from different contexts by themselves.)Important language points:Vacabulary:1. add, 2. in favor of, 3. present, 4. refer toas, 5. attempt, 6. simplify, 7. combination, 8. thanks to, 9. standard, 10. referenceSentences: 1. The Elementary Spelling Book, suggested simplifying the spelling of English words.2. By the 1850s it was selling one million copies a year , making it one of the most popular school books ever.After-class reading:Simplified Chinese vs Traditional ChineseIn the 1950s, the government of Mainland China simplified the written forms of many traditional characters in order to make learning to read and write the language easier. Simplified characters may or may not be less pleasant to look at, generally speaking, number of stokes of the characters are reduced, just keep in mind that not every character has been simplified, only some of the more complicated forms. This simplification of characters did follow some logical principles. Therefore, even we dealing with two sets of the characters, we are still able to recognise majority characters, also, there are many character remains unchanged, so learning simplified characters alongside their traditional counterparts is not too difficult. Bear in mind, the simplification process also simplified certain components that occur in many characters. People intend to think traditional Chinese looks better and more original than the simplified Chinese, most Taiwanese
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