【知识学习】British and American English教案1

BritishandAmericanEnglish教学案british and american english教学案module 1 british and american englishperiod onestep 1. lead-in1. do you like travelling?have you ever been to the other countries?what do you know about britain\american?(ask students to speak out as many as they can)2. what’s the difference between the uk and the usa?(the teacher can show the ss some picture.)(ask the ss to write down the differences and check with their partner) step 2. warming-up (introduction)1.read two english letters and decide which is written by an american.2prehend quotations about the differences.step 3. fast reading1. help students to grasp the main idea of the text by doing the task.2. read the titles and the first sentences of each paragraph and find four ways in which british and american english are different.step 4. reading for detailed information1.read para.1 and fill in the form.(the form is on the next page)2.do some true or false questions and check some detailed information (1)there’re a lot of difference in grammar between british and american english.(2) spelling is the first and most obvious difference between the two.(3) british people say ”write me”and ”on the team”.(4 there’s not much variation in language within the country.(5) television and internet have made it easier for the british and americans to understand each other.(6) in the future, there’ll be only one kind of english.3. beautiful sentences: to learn some important structuresstep 5. practise1.fill in the blanks with some key wordsthere’re four ways in which british and american english ________ from each other. the first and most ________ way is in the vocabulary. ingrammar there’re a few __________. the british say have you got…? ______americans prefer do you have…? the british use prepositions ______ americans sometimes ______them. the other two areas in which the two _________ are different are spelling and pronunciation. but for more than a century communications have developed _______.thanks to satellite tv and the internet, it has been possible to listen to many englishmen at the ______ of a switch. so experts believe that the two are moving ______.3. retell the text according to it.4. discussionwhich of the following do you think is the best language in the future? why?british english, american english, world english, chinesestep 6. vocabularytask: rewrite the sentences using the british words.1. match the british and american words and phases in the box..共6页，当前第1页1234562. ask the students to read their answers out and compare with theirpartners.3. rewrite the sentences using british words. .4. summarize: and practice:step 7. open worktry to find information about chinese and prepare a report to introduce the following three aspects of chinese.1.the writing system2.varieties of chinese3. language todayperiod twostep 1. grammar 1task 1: find out the uses of the verbs. rules of the tenses.activity 1. match the sentences with the correct meanings.activity2. complete the sentences with the correct form of the verbs. activity3. tell the uses of the verbs. rules of the tenses(1)complete the sentences in your own words.(2)observe, compare and find out the rules.【nmet.XX】：i ____ ping-pang quite well, but i haven’t had time to playsince the new year .a. will playb. have playedc. playedd. play【北京春招XX】：—you’re drinking too much.—only at home. no one ________ me but you.a.is seeingb. had seenc. seesd. saw2. can you explain the following use of tenses.•present simple tense•present continuous tense•present perfect tense•future tensestep 2. functiontask: giving reasonsdirections:1. underline the words which introduce reasons.2. answer the questions.3. complete the sentences with because\since\as or now that. step 3. testcomplete the messages with the correct form of the verbs.hi mum,hope you__________(be) well. i ________(have) a lovely time in new york. tomorrow we___________ (go) to see the fireworks. it’s hard to understand the accent here, but it ________(get) easier ,as i _________(be) here for 3 weeks. next week we _________(fly) to mexico where they ________(speak) no english at all, just spanish. i __________(spend) nearly all the money you gave me!love , xiao pingpractice : make your own sentences creatively, using because, since, as or now that.step 4. everyday englishtask: use the phrases freely.1. remind the students of the expressions that we have learned.2. ask the students to remember them .3. speaking practice:have a conversation using some of the phrases.step 5. homework•have a good revision of today’s lesson and make sentences with thetenses and various words to express reasons. it’s better to do some related exercises.period threestep1. warming up: talk about the problems exchange students have.•understanding the language共6页，当前第2页123456•getting on with people•food•different school subjects and timetable•local customs•climatestep 2. presentationlisten to the target language:•vocabulary and listening –2.listening to the 1st part(5m) listen and complete the passage.•hello, and welcome to today’s edition of in the air. as you know, every week on this programme we discuss an aspect of the way we _ _1____ now, and today’s topic is the language we ____2____-english. so that’s something which affects us all. the question is,what’s going to _ _3 ___ to the way we speak english in the future? are we all going to speak like americans? or will british english continue to _ 4___? later on we’re going to _ 5___ you to phone in and _ _6___ your views on the subject, but first we’re going to _ _7___ to two young people, one american, and one british, who have spent time on an educational exchange in the other’s country. we _ _8___ they will have some interesting ideas on the subject.•play again to answer the quesrions. make notes if necessary .( activity 4)•have the students compare the answer in pairs.•play the tape a third time for a final check.•check notes with the teacher.step 3. speaking and writing•1. review the content of the text by asking some questions.•in how many ways are american english and british english different?•which is the first and most obvious way?•......2. the great debatework in groups. read the notes and decide which is the best variety of language in the future.give your reasons.british english, american english, world english & chinese3. writingwrite a passage about your favourite choice and the reasons in the discussion above or write three more paragraghs about the chinese language(activity 4 on p8).step 4. homeworkget more information about the language through the internet or other method to support your composition.period fourstep 1. cultural corner1. read the text quickly and match each paragragh with the correct main idea.2. appreciate and analyze 2 or 3 long sentences.step 2. module file1. review: go over the vocabulary and grammar focus in the module file.2. put“?”next to the things you are not sure of .then solve the problems in groups or raise your questions.3. do some exercises to consolidate what we learned in this module.共6页，当前第3页123456step 3. homeworkrecite the phrases and sentence patterns .period 3: grammar—review of verb forms (1)goals●to review present simple, present continuous, present perfect and future reference; for and since with present perfectprocedures▇reviewing present simple, present continuous, present perfect active tensessimple presentpresent action or conditiongeneral truthsnon-action; habitual actionfuture time•i hear you.•here comes the bus.•there are thirty days in september.•i like music.•i run on tuesdays and sundays.•the train leaves at 4:00 p.m.present progressiveactivity in progressverbs of perception•i am playing soccer now•he is feeling sadpresent perfectwith verbs of state that begin in the past and lead up to and include the presentto express habitual or continued actionwith events occurring at an indefinited or unspecified time in the past -- with ever, never, before the passive tensessimple presentactive:passive:•the company ships the computers to many foreign countries.•computers are shipped to many foreign countries.present progressiveactive:passive:•the chef is preparing the food.•the food is being prepared.present perfectactive:passive:•someone has made the arrangements for us.•the arrangements have been made for us.■using the present perfect tense: for or since?we use present perfect tense to talk about action which started in the past and continues up to the present.examplesi have had this computer for about a year.how long have you been at this school?i haven't seen julia since september.tip! for other uses of the present perfect tense, see the present perfect tense - when to use.we use for with a period of time, for example: a few days, half an hour, two years. we use since with the time when the action started, for example: last year, june 8, i met you.each of these present perfect sentences contains a time expression. each time expression is a length of time (which requires for) or a starting time (which requires since).1 maya has been a professional ________ 1989.2 so far, it has rained ________ five hours.3 i haven't been snowboarding ________ last winter.4 jo has been a student here ________ march.5 the beaver has been an emblem of canada ________ many years.6 cougars have almost disappeared from the victoria area ________ humans settled here. 共6页，当前第4页1234567 mary has kept a diary ________ she was ten years old.8 first nations people in british columbia have told stories about the eagle ________ hundreds of years.9 the canadian two-dollar coin (or toonie) has been in circulation ________ 1996.10 they've been married ________ twenty-five years.11 i haven't phoned home______ christmas.12 we've been here__________ nine o'clock.13 i have worked for international house__________ more than eight years.14 i haven't visited my home town_________ i left school.15 i haven't been to the cinema__________ ages.16 i have studied non-stop_________ 9.15.17 i have had a driving licence_________i was eighteen.18 she hasn't had a day off _________1999.19 johan has been in england__________more than two weeks now.20 peter has been my best friend_________ we were nine.■closing down by deciding if you need for or since with these time expressions.---for/since last weekend---for/since ten seconds---for/since christmas eve---for/since a decade---for/since i finished school---for/since a couple of days---for/since my birthday---for/since a long time---for/since ten centuries---for/since the 70s---for/since i was a boy---for/since august---for/since the last month---for/since fifteen years---for/since ten seconds---for/since christmas eve---for/since a decade---for/since i finished school---for/since a couple of days---for/since my birthday---for/since a long time---for/since ten centuries---for/since the 70s---for/since i was a boy---for/since august---for/since the last month 共6页，当前第5页123456 ---for/since fifteen years---for/since the accident---for/since then---for/since we bought this house ---for/since last month---for/since a millennium---for/since i met you。

：[ ]:题材内容本模块介绍美式英语和英式英语的各方面的确区别，内容紧密结合学生所学语言知识现象，具体讲述二者区别，比较形象直观。

教学中应根据学校、班级、和学生实际情况，灵活掌握教学过程，组织教学内容。

教学目标学习策略文化意识：情感技巧热爱祖国和珍惜母语并发扬光大.参加各种英语活动，克服困难,锻炼自己用英语交际的能力.为祖国的发展,民族的融合,世界人民的团结贡献自己力量.教学重点和难点重点：．如何使用地道的英语象同学们介绍自己的观点.。

．正确理解并应用动词的各种时态.。

．礼貌的进行日常对话。

难点：能用得体的英语介绍汉语的情况。

教学方法基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习得课堂活动，强调合作探究与独立思考相结合，初步设计“——”自主学习立体模式：……。

教材处理核心任务：学生能通过查阅网站,杂志等对比;两种英语杂志的区别。

三个环节如下：：学生查阅资料，上网等，激活背景知识，了解英美风情，引入话题。

–：通过整个模块的听说读写的训练，强化“描述事物之间区别”的表达能力，为完成任务做好铺垫）：达成任务，展示成果，反馈学习情况教材安排根据学生学习英语的特点和规律，我们把本模块划分为课时：.注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』: .:.: ….’.: . .:.::..:. ...: .:.. ...:..: .. .: ::::.: (’ ).? ’` . . “?”.:..( )....::: ,.:..:..:..::..` .??\?( )’?( .) ( )....( )?., . ` ....?.?(\ \\) ...?:????:.( ’)..:::: ..:’..:..:.. .....【】：, ’.【北京春招】：’...::..:.::..\\ .:.,() () () ` () () . () () () ! :、、.:::: .::::”?”’?( ):) .) .) ...) ...:: .....( ):: ..:.：::::.:“?. ?”.:?` ?:: :..\, ..` ..。

Module 1 British and American EnglishPeriod OneStep 1. Lead-in1. Do you like travelling?Have you ever been to the other countries?What do you know about Britain\American?(Ask students to speak out as many as they can)2. What’s the difference betwe en the UK and the USA?(The teacher can show the Ss some picture.) (Ask the Ss to write down the differences and check with their partner)Step 2. Warming-up (Introduction)1.Read two English letters and decide which is written by an American.prehend quotations about the differences.Step 3. Fast reading1. Help students to grasp the main idea of the text by doing the task.2. Read the titles and the first sentences of each paragraph and find four ways in which British and American English are different.Step 4. Reading for detailed information1.Read para.1 and fill in the form.(The form is on the next page)2.Do some true or false questions and check some detailed information(1)There’re a lot of difference in grammar between British and American English.(2) Spelling is the first and most obvious difference between the two.(3) British people say ”write me” and ”on the team”.(4 There’s not much variation in language within the country.(5) Television and Internet have made it easier for the British and Americans to understand each other.(6) In the future, there’ll be only one kind of English.3. Beautiful sentences: to learn some important structuresStep 5. Practise1.fill in the blanks with some key wordsThere’re four ways in which British and American Eng lish ________ from each other. The first and most ________ way is in the vocabulary. In grammar there’re a few __________. The British say Have you got…? ______Americans prefer Do you have…? The British use prepositions ______ Americans sometimes ______them. The other two areas in which the two _________ are different are spelling and pronunciation. But for more than a century communications have developed _______.Thanks to satellite TV and the Internet, it has been possible to listen to many Englishmen at the ______ of a switch. So experts believe that the two are moving ______.3. Retell the text according to it.4. DiscussionWhich of the following do you think is the best language in the future? Why?British English, American English, world English, ChineseStep 6. VocabularyTask: Rewrite the sentences using the British words.1. Match the British and American words and phases in the box..2. Ask the students to read their answers out and compare with their partners.3. Rewrite the sentences using British words. .4. Summarize: and Practice:Step 7. Open workTry to find information about Chinese and prepare a report to introduce the following three aspects of Chinese.1.The writing system2.Varieties of Chinese3. Language todayPeriod TwoStep 1. Grammar 1Task 1: Find out the uses of the verbs. Rules of the tenses.Activity 1. Match the sentences with the correct meanings.Activity2. complete the sentences with the correct form of the verbs.Activity3. Tell the uses of the verbs. Rules of the tenses(1)Complete the sentences in your own words.(2)Observe, compare and find out the rules.【NMET.2001】：I ____ ping-pang quite well, but I haven’t had time to play since the new year .A. will playB. have playedC. playedD. play【北京春招2000】：—You’re drinking too much.—Only at home. No one ________ me but you.A.is seeingB. had seenC. seesD. sa w2. Can you explain the following use of tenses.•present simple tense•present continuous tense•present perfect tense•future tenseStep 2. FunctionTask: Giving reasonsDirections:1. Underline the words which introduce reasons.2. Answer the questions.3. Complete the sentences with because\since\as or now that.Step 3. TestComplete the messages with the correct form of the verbs.Hi Mum,Hope you__________(be) well. I ________(have) a lovely time in New York. Tomorrow we___________ (go) to see the fireworks. It’s hard to understand the accent here, but it ________(get) easier ,as I _________(be) here for 3 weeks. Next week we _________(fly) to Mexico where they ________(speak) no English at all, just Spanish. I __________(Spend) nearly all the money you gave me!Love , Xiao PingPractice : Make your own sentences creatively, using because, since, as or now that.Step 4. Everyday EnglishTask: Use the phrases freely.1. Remind the students of the expressions that we have learned.2. Ask the students to remember them .3. Speaking practice:Have a conversation using some of the phrases.Step 5. Homework•Have a good revision of today’s lesson and make sentences with the tenses and various words to express reasons. It’s better to do some related exercises.Period ThreeStep1. Warming up: Talk about the problems exchange students have.•understanding the language•getting on with people•food•different school subjects and timetable•local customs•climateStep 2. PresentationListen to the target language:•V ocabulary and Listening –2.Listening to the 1st part(5m)Listen and complete the passage. •Hello, and welcome to today’s edition of In the air. As you know, every w eek on this programme we discuss an aspect of the way we _ _1____ now, and today’s topic is the language we ____2____-English. So that’s something which affects us all. The question is,what’s going to _ _3 ___ to the way we speak English in the future? Are we all going to speak like Americans? Or will British English continue to _ 4___? Later on we’re going to _ 5___ you to phone in and _ _6___ your views on the subject, but first we’re going to _ _7___ to two young people, one American, and one Brit ish, who have spent time on an educational exchange in the other’s country. We _ _8___ they will have some interesting ideas on the subject.•Play again to answer the quesrions. Make notes if necessary .( Activity 4)•Have the students compare the answer in pairs.•Play the tape a third time for a final check.•Check notes with the teacher.Step 3. Speaking and Writing•1. Review the content of the text by asking some questions.•In how many ways are American English and British English different?•Which is the first and most obvious way?•......2. The great debateWork in groups. Read the notes and decide which is the best variety of language in the future. Give your reasons.British English, American English, World English & Chinese3. WritingWrite a passage about your favourite choice and the reasons in the discussion above or write three more paragraghs about the Chinese language(activity 4 on P8).Step 4. HomeworkGet more information about the language through the Internet or other method to support your composition.Period FourStep 1. Cultural corner1. Read the text quickly and match each paragragh with the correct main idea.2. Appreciate and analyze 2 or 3 long sentences.Step 2. Module File1. Review: Go over the vocabulary and grammar focus in the module file.2. Put“?” next to the things you are not sure of .Then solve the problems in groups or raise your questions.3. Do some exercises to consolidate what we learned in this module.Step 3. HomeworkRecite the phrases and sentence patterns .Period 3: Grammar—Review of verb forms (1)Goals●To review Present simple, present continuous, present perfect and future reference; for and since with present perfectProcedures▇ Reviewing Present simple, present continuous, present perfectTHE PASSIVE TENSES■Using the Present Perfect Tense: FOR or SINCE?We use Present Perfect tense to talk about action which started in the past and continues up to the present.ExamplesI have had this computer for about a year.How long have you been at this school?I haven't seen Julia since September.Tip! For other uses of the Present Perfect tense, see the Present Perfect Tense - When To Use.We use for with a period of time, for example: a few days, half an hour, two years. We use since with the time when the action started, for example: last year, June 8, I met you.Each of these present perfect sentences contains a time expression. Each time expression is a length of time (which requires FOR) or a starting time (which requires SINCE).1 Maya has been a professional ________ 1989.2 So far, it has rained ________ five hours.3 I haven't been snowboarding ________ last winter.4 Jo has been a student here ________ March.5 The beaver has been an emblem of Canada ________ many years.6 Cougars have almost disappeared from the Victoria area ________ humans settled here.7 Mary has kept a diary ________ she was ten years old.8 First Nations people in British Columbia have told stories about the eagle ________ hundreds of years.9 The Canadian two-dollar coin (or toonie) has been in circulation ________ 1996.10 They've been married ________ twenty-five years.11 I haven't phoned home______ Christmas.12 We've been here__________ nine o'clock.13 I have worked for International House__________ more than eight years.14 I haven't visited my home town_________ I left school.15 I haven't been to the cinema__________ ages.16 I have studied non-stop_________ 9.15.17 I have had a driving licence_________I was eighteen.18 She hasn't had a day off _________1999.19 Johan has been in England__________more than two weeks now.20 Peter has been my best friend_________ we were nine.■Closing down by deciding if you need for or since with these time expressions.---for/since last weekend---for/since ten seconds---for/since Christmas Eve---for/since a decade---for/since I finished school---for/since a couple of days---for/since my birthday---for/since a long time---for/since ten centuries---for/since the 70s---for/since I was a boy---for/since August---for/since the last month---for/since fifteen years---for/since ten seconds---for/since Christmas Eve---for/since a decade---for/since I finished school---for/since a couple of days---for/since my birthday---for/since a long time---for/since ten centuries---for/since the 70s---for/since I was a boy---for/since August---for/since the last month---for/since fifteen years---for/since the accident---for/since then---for/since we bought this house---for/since last month---for/since a millennium---for/since I met you。

Module 1 book5British and American EnglishReading and Speaking---language pointsJian ShenxiangStep1:lead-in.Step2:Listen carefully and fill in the following blanks.Words, words, wordsBritish and American English _______1_____ many ways. The first and most obvious way is in the vocabulary. There are ______2_______ different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known-Americans drive automobiles down freeways and _____3________ gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the underground in London or the subway in New York, or maybe you will______4_____ get around the town by taxi (British) or cab (American).Chips or French fries?But other words and expressions are not so well known. Americans use a flashlight, while for the British, it's a torch.The British queue up; Americans _______5_______. Sometimes the same word has a ____6______different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets. The British call these crisps. The chips the British know and love are French fries on the other side of the Atlantic.Have or have got?There are a few differences in grammar, too. The British say Have you got…? While American s prefer Do you have …? An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare ______7_______, on the weekend(American)with in theteam,__8_____________ (British). The British use prepositions where Americans sometimes omit them (I'll see you Monday; Write me soon!).Colour or color?The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program____9_______ centre, colour and programme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most _____10______ British English, can be heard on the East Coast of the US. 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 obviouslythinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner______ ______11_________ understanding a Scotsman from Glasgow than understanding a New Yorker.Step3: look at the following sentences and analyze them.1.There are hundreds of different words which are not used on the other sideof the Atlantic.which 引导定语从句，先行词为words。

《Module British and American English》教学设计外研版必修教案第一章：教学目标1.1 知识目标：让学生掌握英式英语和美式英语的差异；使学生了解英国和美国的文化背景；让学生学会如何运用英式英语和美式英语进行有效沟通。

1.2 能力目标：提高学生的听、说、读、写能力，特别是听力理解和口语表达；培养学生的跨文化交际能力；提升学生自主学习与合作学习的能力。

1.3 情感目标：激发学生对英国和美国文化的兴趣；培养学生尊重不同文化的态度；增强学生的自信心，鼓励学生在课堂上积极参与。

第二章：教学内容2.1 教材内容：英国和美国英语的发音差异；英国和美国英语的词汇差异；英国和美国英语的语法差异；英国和美国的文化背景。

2.2 教学资源：教科书《Module British and American English》；录音机或多媒体设备；网络资源，如相关视频、音频和文章。

第三章：教学过程3.1 导入：利用图片或地图引导学生关注英国和美国的位置；提问学生对英国和美国的了解，激发学生的兴趣。

3.2 讲解：通过教科书和网络资源，介绍英国和美国英语的差异；播放英国和美国英语的录音，让学生听并比较；举例说明英国和美国英语在词汇、语法和文化背景方面的差异。

3.3 实践：分组让学生进行角色扮演，模拟英国和美国人的对话；组织小组讨论，让学生分享对英国和美国文化的看法；让学生完成相关的练习题，巩固所学内容。

第四章：教学评价4.1 课堂参与度：观察学生在课堂上的发言和互动情况；记录学生的提问和回答问题的情况。

4.2 作业完成情况：检查学生完成练习题的情况；评估学生的作业质量和进度。

4.3 听力和口语表达：播放学生的角色扮演录音，评估发音和语调；观察学生的口语表达流利程度和语法准确性。

第五章：教学延伸5.1 课后作业：布置相关的阅读材料，加深对英国和美国文化的了解；让学生收集其他英美国家的英语差异，进行比较研究。

《Module British and American English》教学设计外研版必修教案一、教学目标1. 知识目标：（1）能够正确区分英式英语和美式英语的发音、词汇和语法差异；（2）了解英国和美国的文化背景、历史渊源和地理分布；（3）掌握英式英语和美式英语在日常交流中的应用场景。

2. 能力目标：（1）能够运用所学的英式英语和美式英语进行日常交流；（2）能够借助词典和网络资源自主学习英式英语和美式英语的差异；（3）提高跨文化交际能力，增强对英国和美国的认知。

3. 情感目标：（1）激发学生对英国和美国的兴趣，培养积极的学习态度；（2）培养学生尊重和理解不同文化的态度；（3）提高学生的团队合作意识和沟通能力。

二、教学重难点1. 教学重点：（1）英式英语和美式英语的发音、词汇和语法差异；（2）英国和美国的文化背景、历史渊源和地理分布；（3）英式英语和美式英语在日常交流中的应用场景。

2. 教学难点：（1）英式英语和美式英语的发音、词汇和语法差异的辨别；（2）英国和美国的文化背景、历史渊源和地理分布的理解；（3）英式英语和美式英语在日常交流中的应用场景的运用。

三、教学方法1. 情境教学法：通过设置真实、生动的情境，让学生在实践中学习和运用英式英语和美式英语；2. 互动教学法：引导学生参与课堂讨论、小组合作等互动活动，提高学生的积极性和参与度；3. 任务型教学法：设计具有挑战性和实际意义的任务，让学生在完成任务的过程中提高语言运用能力；4. 对比教学法：通过对比英式英语和美式英语的发音、词汇和语法，帮助学生更好地理解和掌握两种英语的特点。

四、教学过程1. 导入：通过展示英国和美国的图片、地图等资料，引导学生关注英式英语和美式英语的使用场景；2. 讲解：讲解英式英语和美式英语的发音、词汇和语法差异，举例说明两种英语的不同；3. 实践：设置情境，让学生运用所学的英式英语和美式英语进行角色扮演或小组讨论；4. 任务：设计具有挑战性的任务，让学生在完成任务的过程中运用所学的英式英语和美式英语；5. 总结：对本节课的内容进行总结，强调英式英语和美式英语的特点和应用场景。

《Module British and American English》教学设计外研版必修教案一、教学目标1. 知识目标：（1）能够正确识别和运用英式英语和美式英语的词汇差异；（2）能够理解并运用相关的语法规则；（3）能够运用所学知识进行简单的交流和讨论。

2. 能力目标：（1）培养学生的英语听说读写能力；（2）提高学生的跨文化交流能力。

3. 情感目标：（3）激发学生对英语学习的兴趣和热情。

二、教学重难点1. 教学重点：（1）英式英语和美式英语的词汇差异；（2）相关语法规则的运用。

2. 教学难点：（1）词汇差异在实际语境中的运用；（2）语法规则在交际中的运用。

三、教学方法1. 任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中学习和运用英语。

2. 互动式教学法：鼓励学生积极参与课堂活动，进行师生互动和生生互动。

3. 情境教学法：创设各种真实的语境，让学生在语境中学习和运用英语。

四、教学过程1. 导入：通过播放一段关于英式英语和美式英语的视频，引发学生的兴趣和好奇心。

2. 呈现：展示一些英式英语和美式英语的词汇，让学生进行区分和归纳。

3. 实践：让学生进行小组讨论，找出更多英式英语和美式英语的差异，并进行实际运用。

4. 反馈：教师对学生的表现进行评价和反馈，总结英式英语和美式英语的差异及运用。

五、作业布置1. 完成课后练习，巩固所学知识；2. 搜集更多英式英语和美式英语的词汇差异，进行进一步学习。

六、教学评价1. 评价方式：采用形成性评价和终结性评价相结合的方式，对学生的学习过程和结果进行全面评价。

2. 评价内容：（1）学生的课堂参与度；（2）学生的任务完成情况；（3）学生的作业完成情况；（4）学生的英语听说读写能力。

七、教学拓展1. 组织英式英语和美式英语的主题活动，如辩论赛、角色扮演等；2. 推荐学生阅读英式英语和美式英语的文学作品，了解两种英语的文化背景；3. 鼓励学生关注英式英语和美式英语在日常生活中的应用，提高跨文化交流能力。

《Module British and American English》教学设计外研版必修教案一、教学目标：1. 知识目标：（1）能够正确识别和运用英式英语和美式英语的词汇、语法和发音差异。

（2）了解英国和美国的文化背景，包括历史、地理、社会习俗等方面。

（3）掌握英语中的文化差异表达方式，提高跨文化交际能力。

2. 能力目标：（1）能够运用所学知识进行英式英语和美式英语的识别和转换。

（2）能够运用英语进行有关英国和美国文化背景的描述和讨论。

（3）能够用英语就文化差异进行简单的交流和讨论。

3. 情感目标：培养学生对英语学习的兴趣，增强学生的自信心，提高学生跨文化交际的意识。

二、教学内容：1. 英式英语和美式英语的词汇差异，如flat（英）/apartment（美）、lorry（英）/truck（美）等。

2. 英式英语和美式英语的语法差异，如questionnre（英）/questionary（美）、colour（英）/color（美）等。

3. 英式英语和美式英语的发音差异，如aluminium（英）/aluminum（美）、schedule（英）/schedule（美）等。

4. 英国和美国的文化背景，包括历史、地理、社会习俗等方面的差异。

5. 英语中的文化差异表达方式，如“You Brits/Yanks always do that.”等。

三、教学重点与难点：1. 教学重点：（1）英式英语和美式英语的词汇、语法和发音差异。

（2）英国和美国的文化背景及其差异。

（3）英语中的文化差异表达方式。

2. 教学难点：（1）英式英语和美式英语的词汇、语法和发音差异的运用。

（2）英国和美国的文化背景的深入了解。

（3）用英语就文化差异进行交流和讨论。

四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等任务活动，让学生在实践中学习和运用所学知识。

2. 情境教学法：创设真实的语境，让学生在具体的情境中学习英式英语和美式英语的差异。

《Module British and American English》教学设计外研版必修教案一、教学目标1. 知识目标：a. 学生能够掌握英式英语和美式英语在拼写、发音和词汇上的主要差异。

b. 学生能够理解并运用相关的语言知识，进行简单的交流和讨论。

2. 能力目标：a. 学生能够听懂并准确模仿英式英语和美式英语的发音。

b. 学生能够运用所学的知识，进行实际的英语交流。

3. 情感目标：a. 学生能够增强对英语学习的兴趣。

b. 学生能够培养对不同文化的尊重和理解。

二、教学重难点1. 教学重点：a. 学生能够掌握英式英语和美式英语的主要差异。

b. 学生能够运用相关的语言知识，进行实际的英语交流。

2. 教学难点：a. 学生对英式英语和美式英语的发音差异的准确理解和模仿。

b. 学生对相关语言知识的灵活运用。

三、教学方法1. 采用任务型教学法，通过实际的交流任务，激发学生的学习兴趣，培养学生的实际运用能力。

2. 采用情境教学法，通过设定具体的语言情境，帮助学生理解和运用相关的语言知识。

3. 采用比较教学法，通过对比英式英语和美式英语的差异，引导学生自主发现和总结。

四、课前准备1. 教师准备相关的教学材料，包括PPT、单词卡片、录音带等。

2. 学生预习相关的课文内容，了解英式英语和美式英语的基本差异。

五、教学过程1. 导入：教师通过播放一段英式英语和美式英语的对话录音，引导学生关注两种英语的差异。

2. 新课呈现：教师通过PPT展示英式英语和美式英语的拼写、发音和词汇差异，引导学生进行观察和比较。

3. 课堂活动：教师组织学生进行小组活动，让学生实际运用所学的知识，进行英式英语和美式英语的模仿和交流。

4. 巩固练习：教师设计一些练习题，帮助学生巩固所学的知识。

5. 课堂小结：教师对本节课的内容进行总结，强调英式英语和美式英语的主要差异。

6. 课后作业：教师布置一些相关的作业，让学生进一步巩固所学的知识。

六、教学反思1. 教师在课后对教学效果进行反思，分析学生的学习情况，了解教学方法的优缺点，以便对今后的教学进行改进。

British and American English教学案BritishandAmericanEnglish教学案module1BritishandAmericanEnglishPeriodoneStep1.Lead-in.Doyouliketravelling?Haveyoueverbeentotheothercountries?whatdoyouknowaboutBritain\American?2.what’sthedifferencebetweentheUkandtheUSA?Step2.warming-up.ReadtwoEnglishlettersanddecidewhichiswrittenbyanAme rican.2.comprehendquotationsaboutthedifferences.Step3.Fastreading.Helpstudentstograspthemainideaofthetextbydoing thetask.2.Readthetitlesandthefirstsentencesofeachparagrapha ndfindfourwaysinwhichBritishandAmericanEnglisharedifferent.Step4.Readingfordetailedinformation.Readpara.1andfillintheform.2.Dosometrueorfalsequestionsandchecksomedetailedinfor mationThere’realotofdifferenceingrammarbetweenBritishandAmerica nEnglish.Spellingisthefirstandmostobviousdifferencebetweenth etwo.Britishpeoplesay”writeme”and”ontheteam”.TelevisionandInternethavemadeiteasierfortheBritisha ndAmericanstounderstandeachother.Inthefuture,there’llbeonlyonekindofEnglish.3.Beautifulsentences:tolearnsomeimportantstructuresStep5.Practise.fillintheblankswithsomekeywordsThere’refourwaysinwhichBritishandAmericanEnglish________f romeachother.Thefirstandmost________wayisinthevocab ulary.Ingrammarthere’reafew__________.TheBritishsayHaveyougot…?______Am ericanspreferDoyouhave…?TheBritishuseprepositions_ _____Americanssometimes______them.Theothertwoareasi nwhichthetwo_________aredifferentarespellingandpron unciation.Butformorethanacenturycommunicationshaved eveloped_______.ThankstosatelliteTVandtheInternet,i thasbeenpossibletolistentomanyEnglishmenatthe______ ofaswitch.Soexpertsbelievethatthetwoaremoving______.3.Retellthetextaccordingtoit.4.Discussionwhichofthefollowingdoyouthinkisthebestlanguageinthe future?why?BritishEnglish,AmericanEnglish,worldEnglish,chinese Step6.VocabularyTask:RewritethesentencesusingtheBritishwords..matchtheBritishandAmericanwordsandphasesintheb ox..2.Askthestudentstoreadtheiranswersoutandcomparewith theirpartners.3.RewritethesentencesusingBritishwords..4.Summarize:andPractice:Step7.openworkTrytofindinformationaboutchineseandprepareareportto introducethefollowingthreeaspectsofchinese..Thewritingsystem2.Varietiesofchinese3.LanguagetodayPeriodTwoStep1.Grammar1Task1:Findouttheusesoftheverbs.Rulesofthetenses.Activity1.matchthesentenceswiththecorrectmeanings.pletethesentenceswiththecorrectformoft heverbs.Activity3.Telltheusesoftheverbs.Rulesofthetenses completethesentencesinyourownwords.observe,compareandfindouttherules.【NmET.XX】：I____ping-pangquitewell,butIhaven’thadtimetoplaysincethenewyear.A.willplayB.haveplayedc.playedD.play【北京春招XX】：—you’redrinkingtoomuch.—onlyathome.Noone________mebutyou.A.isseeingB.hadseenc.seesD.saw2.canyouexplainthefollowinguseoftenses.•presentsimpletense•presentcontinuoustense•presentperfecttense•futuretenseStep2.FunctionTask:GivingreasonsDirections:.Underlinethewordswhichintroducereasons.2.Answerthequestions.pletethesentenceswithbecause\since\asornowthat.Step3.Testcompletethemessageswiththecorrectformoftheverbs.Himum,Hopeyou__________well.I________alovelytimeinNewyork.Tomorrowwe___________toseethefireworks.It’shardtounderstandtheaccenthere,butit________easier, asI_________herefor3weeks.Nextweekwe_________tomexi cowherethey________noEnglishatall,justSpanish.I__________nearlyallthemoneyyougaveme!Love,XiaoPingPractice:makeyourownsentencescreatively,usingbecaus e,since,asornowthat.Step4.EverydayEnglishTask:Usethephrasesfreely..Remindthestudentsoftheexpressionsthatwehavelea rned.2.Askthestudentstorememberthem.3.Speakingpractice:Haveaconversationusingsomeofthephrases.Step5.Homework•Haveagoodrevisionoftoday’slessonandmakesentenceswiththetensesandvariouswords toexpressreasons.It’sbettertodosomerelatedexercises.PeriodThreeStep1.warmingup:Talkabouttheproblemsexchangestudent shave.•understandingthelanguage•gettingonwithpeople•food•differentschoolsubjectsandtimetable•localcustoms•climateStep2.PresentationListentothetargetlanguage:•VocabularyandListening–2.Listeningtothe1stpart Listenandcompletethepassage.•Hello,andwelcometotoday’seditionofIntheair.Asyouknow,everyweekonthisprogram mewediscussanaspectofthewaywe__1____now,andtoday’stopicisthelanguagewe____2____-English.Sothat’ssomethingwhichaffectsusall.Thequestionis,what’sgoingto__3___tothewaywespeakEnglishinthefuture?Areweallgoin gtospeaklikeAmericans?orwillBritishEnglishcontinuet o_4___?Lateronwe’regoingto_5___youtophoneinand__6___yourviewsonthesubject,butfirstwe’regoingto__7___totwoyoungpeople,oneAmerican,andoneBritish,who havespenttimeonaneducationalexchangeintheother’scountry.we__8___theywillhavesomeinterestingideasonthesubject.•Playagaintoanswerthequesrions.makenotesifnecessary.•Havethestudentscomparetheanswerinpairs.•Playthetapeathirdtimeforafinalcheck.•checknoteswiththeteacher.Step3.Speakingandwriting•.Reviewthecontentofthetextbyaskingsomequestions.•InhowmanywaysareAmericanEnglishandBritishEnglishdif ferent?•whichisthefirstandmostobviousway?•......2.Thegreatdebateworkingroups.Readthenotesanddecidewhichisthebestvar ietyoflanguageinthefuture.Giveyourreasons.BritishEnglish,AmericanEnglish,worldEnglish&chi nese3.writingwriteapassageaboutyourfavouritechoiceandthereasonsi nthediscussionaboveorwritethreemoreparagraghsaboutt hechineselanguage.Step4.HomeworkGetmoreinformationaboutthelanguagethroughtheInterne torothermethodtosupportyourcomposition.PeriodFourStep1.culturalcorner.Readthetextquicklyandmatcheachparagraghwiththe correctmainidea.2.Appreciateandanalyze2or3longsentences.Step2.moduleFile.Review:Gooverthevocabularyandgrammarfocusinthe modulefile.2.Put“?”nexttothethingsyouarenotsureof.Thensolvetheproblems ingroupsorraiseyourquestions.3.Dosomeexercisestoconsolidatewhatwelearnedinthismo dule.Step3.HomeworkRecitethephrasesandsentencepatterns.Period3:Grammar—ReviewofverbformsGoals●ToreviewPresentsimple,presentcontinuous,presentperf ectandfuturereference;forandsincewithpresentperfect Procedures▇ReviewingPresentsimple,presentcontinuous,presentper fectActiveTensesSimplePresentPresentActionorconditionGeneralTruthsNon-action;HabitualActionFutureTime•Ihearyou.•Herecomesthebus.•TherearethirtydaysinSeptember.•Ilikemusic.•IrunonTuesdaysandSundays.•Thetrainleavesat4:00p.m.PresentProgressiveActivityinProgressVerbsofPerception•Iamplayingsoccernow•HeisfeelingsadPresentPerfectwithverbsofstatethatbegininthepastandleaduptoandinc ludethepresentToexpresshabitualorcontinuedactionwitheventsoccurringatanindefinitedorunspecifiedtime inthepast--withever,never,beforeTHEPASSIVETENSESSimplepresentactive:passive:•Thecompanyshipsthecomputerstomanyforeigncountries.•computersareshippedtomanyforeigncountries.PresentProgressiveactive:passive:•Thechefispreparingthefood.•Thefoodisbeingprepared.PresentPerfectactive:passive:•Someonehasmadethearrangementsforus.•Thearrangementshavebeenmadeforus.■UsingthePresentPerfectTense:FoRorSINcE?weusePresentPerfecttensetotalkaboutactionwhichstart edinthepastandcontinuesuptothepresent.ExamplesIhavehadthiscomputerforaboutayear.Howlonghaveyoubeenatthisschool?Ihaven'tseenjuliasinceSeptember.Tip!ForotherusesofthePresentPerfecttense,seethePres entPerfectTense-whenToUse.weuseforwithaperiodoftime,forexample:afewdays,halfa nhour,twoyears.weusesincewiththetimewhentheactionst arted,forexample:lastyear,june8,Imetyou.Eachofthesepresentperfectsentencescontainsatimeexpr ession.Eachtimeexpressionisalengthoftimeorastarting time.mayahasbeenaprofessional________1989.2Sofar,ithasrained________fivehours.3Ihaven'tbeensnowboarding________lastwinter.4johasbeenastudenthere________march.5Thebeaverhasbeenanemblemofcanada________manyyears.6cougarshavealmostdisappearedfromtheVictoriaarea___ _____humanssettledhere.7maryhaskeptadiary________shewastenyearsold.8FirstNationspeopleinBritishcolumbiahavetoldstories abouttheeagle________hundredsofyears.9Thecanadiantwo-dollarcoinhasbeenincirculation_____ ___1996.0They'vebeenmarried________twenty-fiveyears.1Ihaven'tphonedhome______christmas.2we'vebeenhere__________nineo'clock.3IhaveworkedforInternationalHouse__________morethan eightyears.4Ihaven'tvisitedmyhometown_________Ileftschool.5Ihaven'tbeentothecinema__________ages.6Ihavestudiednon-stop_________9.15.7Ihavehadadrivinglicence_________Iwaseighteen.8Shehasn'thadadayoff_________1999.9johanhasbeeninEngland__________morethantwoweeksnow.20Peterhasbeenmybestfriend_________wewerenine.■closingdownbydecidingifyouneedfororsincewiththeseti meexpressions.---for/sincelastweekend---for/sincetenseconds---for/sincechristmasEve---for/sinceadecade---for/sinceIfinishedschool---for/sinceacoupleofdaysmybirthday ---for/since alongtime---for/since tencenturies ---for/since the70s---for/since Iwasaboy---for/since August---for/since thelastmonth ---for/since fifteenyears ---for/since tenseconds ---for/since christmasEve ---for/since adecadeIfinishedschool ---for/since acoupleofdays ---for/since mybirthday---for/since alongtime---for/since tencenturies---for/since the70s---for/since Iwasaboy---for/since August---for/since thelastmonth---for/since fifteenyears---for/since theaccidentthen---for/since weboughtthishouse ---for/since lastmonth---for/since amillennium---for/since Imetyou。

British and American English教学案BritishandAmericanEnglish教学案module1BritishandAmericanEnglishPeriodoneStep1.Lead-in.Doyouliketravelling?Haveyoueverbeentotheothercountries?whatdoyouknowaboutBritain\American?2.what’sthedifferencebetweentheUkandtheUSA?Step2.warming-up.ReadtwoEnglishlettersanddecidewhichiswrittenbyanAme rican.2.comprehendquotationsaboutthedifferences.Step3.Fastreading.Helpstudentstograspthemainideaofthetextbydoing thetask.2.Readthetitlesandthefirstsentencesofeachparagrapha ndfindfourwaysinwhichBritishandAmericanEnglisharedifferent.Step4.Readingfordetailedinformation.Readpara.1andfillintheform.2.Dosometrueorfalsequestionsandchecksomedetailedinfor mationThere’realotofdifferenceingrammarbetweenBritishandAmerica nEnglish.Spellingisthefirstandmostobviousdifferencebetweenth etwo.Britishpeoplesay”writeme”and”ontheteam”.TelevisionandInternethavemadeiteasierfortheBritisha ndAmericanstounderstandeachother.Inthefuture,there’llbeonlyonekindofEnglish.3.Beautifulsentences:tolearnsomeimportantstructuresStep5.Practise.fillintheblankswithsomekeywordsThere’refourwaysinwhichBritishandAmericanEnglish________f romeachother.Thefirstandmost________wayisinthevocab ulary.Ingrammarthere’reafew__________.TheBritishsayHaveyougot…?______Am ericanspreferDoyouhave…?TheBritishuseprepositions_ _____Americanssometimes______them.Theothertwoareasi nwhichthetwo_________aredifferentarespellingandpron unciation.Butformorethanacenturycommunicationshaved eveloped_______.ThankstosatelliteTVandtheInternet,i thasbeenpossibletolistentomanyEnglishmenatthe______ ofaswitch.Soexpertsbelievethatthetwoaremoving______.3.Retellthetextaccordingtoit.4.Discussionwhichofthefollowingdoyouthinkisthebestlanguageinthe future?why?BritishEnglish,AmericanEnglish,worldEnglish,chinese Step6.VocabularyTask:RewritethesentencesusingtheBritishwords..matchtheBritishandAmericanwordsandphasesintheb ox..2.Askthestudentstoreadtheiranswersoutandcomparewith theirpartners.3.RewritethesentencesusingBritishwords..4.Summarize:andPractice:Step7.openworkTrytofindinformationaboutchineseandprepareareportto introducethefollowingthreeaspectsofchinese..Thewritingsystem2.Varietiesofchinese3.LanguagetodayPeriodTwoStep1.Grammar1Task1:Findouttheusesoftheverbs.Rulesofthetenses.Activity1.matchthesentenceswiththecorrectmeanings.pletethesentenceswiththecorrectformoft heverbs.Activity3.Telltheusesoftheverbs.Rulesofthetenses completethesentencesinyourownwords.observe,compareandfindouttherules.【NmET.XX】：I____ping-pangquitewell,butIhaven’thadtimetoplaysincethenewyear.A.willplayB.haveplayedc.playedD.play【北京春招XX】：—you’redrinkingtoomuch.—onlyathome.Noone________mebutyou.A.isseeingB.hadseenc.seesD.saw2.canyouexplainthefollowinguseoftenses.•presentsimpletense•presentcontinuoustense•presentperfecttense•futuretenseStep2.FunctionTask:GivingreasonsDirections:.Underlinethewordswhichintroducereasons.2.Answerthequestions.pletethesentenceswithbecause\since\asornowthat.Step3.Testcompletethemessageswiththecorrectformoftheverbs.Himum,Hopeyou__________well.I________alovelytimeinNewyork.Tomorrowwe___________toseethefireworks.It’shardtounderstandtheaccenthere,butit________easier, asI_________herefor3weeks.Nextweekwe_________tomexi cowherethey________noEnglishatall,justSpanish.I__________nearlyallthemoneyyougaveme!Love,XiaoPingPractice:makeyourownsentencescreatively,usingbecaus e,since,asornowthat.Step4.EverydayEnglishTask:Usethephrasesfreely..Remindthestudentsoftheexpressionsthatwehavelea rned.2.Askthestudentstorememberthem.3.Speakingpractice:Haveaconversationusingsomeofthephrases.Step5.Homework•Haveagoodrevisionoftoday’slessonandmakesentenceswiththetensesandvariouswords toexpressreasons.It’sbettertodosomerelatedexercises.PeriodThreeStep1.warmingup:Talkabouttheproblemsexchangestudent shave.•understandingthelanguage•gettingonwithpeople•food•differentschoolsubjectsandtimetable•localcustoms•climateStep2.PresentationListentothetargetlanguage:•VocabularyandListening–2.Listeningtothe1stpart Listenandcompletethepassage.•Hello,andwelcometotoday’seditionofIntheair.Asyouknow,everyweekonthisprogram mewediscussanaspectofthewaywe__1____now,andtoday’stopicisthelanguagewe____2____-English.Sothat’ssomethingwhichaffectsusall.Thequestionis,what’sgoingto__3___tothewaywespeakEnglishinthefuture?Areweallgoin gtospeaklikeAmericans?orwillBritishEnglishcontinuet o_4___?Lateronwe’regoingto_5___youtophoneinand__6___yourviewsonthesubject,butfirstwe’regoingto__7___totwoyoungpeople,oneAmerican,andoneBritish,who havespenttimeonaneducationalexchangeintheother’scountry.we__8___theywillhavesomeinterestingideasonthesubject.•Playagaintoanswerthequesrions.makenotesifnecessary.•Havethestudentscomparetheanswerinpairs.•Playthetapeathirdtimeforafinalcheck.•checknoteswiththeteacher.Step3.Speakingandwriting•.Reviewthecontentofthetextbyaskingsomequestions.•InhowmanywaysareAmericanEnglishandBritishEnglishdif ferent?•whichisthefirstandmostobviousway?•......2.Thegreatdebateworkingroups.Readthenotesanddecidewhichisthebestvar ietyoflanguageinthefuture.Giveyourreasons.BritishEnglish,AmericanEnglish,worldEnglish&chi nese3.writingwriteapassageaboutyourfavouritechoiceandthereasonsi nthediscussionaboveorwritethreemoreparagraghsaboutt hechineselanguage.Step4.HomeworkGetmoreinformationaboutthelanguagethroughtheInterne torothermethodtosupportyourcomposition.PeriodFourStep1.culturalcorner.Readthetextquicklyandmatcheachparagraghwiththe correctmainidea.2.Appreciateandanalyze2or3longsentences.Step2.moduleFile.Review:Gooverthevocabularyandgrammarfocusinthe modulefile.2.Put“?”nexttothethingsyouarenotsureof.Thensolvetheproblems ingroupsorraiseyourquestions.3.Dosomeexercisestoconsolidatewhatwelearnedinthismo dule.Step3.HomeworkRecitethephrasesandsentencepatterns.Period3:Grammar—ReviewofverbformsGoals●ToreviewPresentsimple,presentcontinuous,presentperf ectandfuturereference;forandsincewithpresentperfect Procedures▇ReviewingPresentsimple,presentcontinuous,presentper fectActiveTensesSimplePresentPresentActionorconditionGeneralTruthsNon-action;HabitualActionFutureTime•Ihearyou.•Herecomesthebus.•TherearethirtydaysinSeptember.•Ilikemusic.•IrunonTuesdaysandSundays.•Thetrainleavesat4:00p.m.PresentProgressiveActivityinProgressVerbsofPerception•Iamplayingsoccernow•HeisfeelingsadPresentPerfectwithverbsofstatethatbegininthepastandleaduptoandinc ludethepresentToexpresshabitualorcontinuedactionwitheventsoccurringatanindefinitedorunspecifiedtime inthepast--withever,never,beforeTHEPASSIVETENSESSimplepresentactive:passive:•Thecompanyshipsthecomputerstomanyforeigncountries.•computersareshippedtomanyforeigncountries.PresentProgressiveactive:passive:•Thechefispreparingthefood.•Thefoodisbeingprepared.PresentPerfectactive:passive:•Someonehasmadethearrangementsforus.•Thearrangementshavebeenmadeforus.■UsingthePresentPerfectTense:FoRorSINcE?weusePresentPerfecttensetotalkaboutactionwhichstart edinthepastandcontinuesuptothepresent.ExamplesIhavehadthiscomputerforaboutayear.Howlonghaveyoubeenatthisschool?Ihaven'tseenjuliasinceSeptember.Tip!ForotherusesofthePresentPerfecttense,seethePres entPerfectTense-whenToUse.weuseforwithaperiodoftime,forexample:afewdays,halfa nhour,twoyears.weusesincewiththetimewhentheactionst arted,forexample:lastyear,june8,Imetyou.Eachofthesepresentperfectsentencescontainsatimeexpr ession.Eachtimeexpressionisalengthoftimeorastarting time.mayahasbeenaprofessional________1989.2Sofar,ithasrained________fivehours.3Ihaven'tbeensnowboarding________lastwinter.4johasbeenastudenthere________march.5Thebeaverhasbeenanemblemofcanada________manyyears.6cougarshavealmostdisappearedfromtheVictoriaarea___ _____humanssettledhere.7maryhaskeptadiary________shewastenyearsold.8FirstNationspeopleinBritishcolumbiahavetoldstories abouttheeagle________hundredsofyears.9Thecanadiantwo-dollarcoinhasbeenincirculation_____ ___1996.0They'vebeenmarried________twenty-fiveyears.1Ihaven'tphonedhome______christmas.2we'vebeenhere__________nineo'clock.3IhaveworkedforInternationalHouse__________morethan eightyears.4Ihaven'tvisitedmyhometown_________Ileftschool.5Ihaven'tbeentothecinema__________ages.6Ihavestudiednon-stop_________9.15.7Ihavehadadrivinglicence_________Iwaseighteen.8Shehasn'thadadayoff_________1999.9johanhasbeeninEngland__________morethantwoweeksnow.20Peterhasbeenmybestfriend_________wewerenine.■closingdownbydecidingifyouneedfororsincewiththeseti meexpressions.---for/sincelastweekend---for/sincetenseconds---for/sincechristmasEve---for/sinceadecade---for/sinceIfinishedschool---for/sinceacoupleofdaysmybirthday ---for/since alongtime---for/since tencenturies ---for/since the70s---for/since Iwasaboy---for/since August---for/since thelastmonth ---for/since fifteenyears ---for/since tenseconds ---for/since christmasEve ---for/since adecadeIfinishedschool ---for/since acoupleofdays ---for/since mybirthday---for/since alongtime---for/since tencenturies---for/since the70s---for/since Iwasaboy---for/since August---for/since thelastmonth---for/since fifteenyears---for/since theaccidentthen---for/since weboughtthishouse ---for/since lastmonth---for/since amillennium---for/since Imetyou。

British and American English教案1高二英语必修五module1BritishandAmericanEnglish 导学案GRAmmAR学习目标Learningaims:Recognizesometenses:ThePresentIndefinite,ThePresent continuous,ThePresentPerfectandsoon.学习重点LearningImportant：masterthebasicrulesofseveralsortsof.Forinstance:The PresentPerfect,thePresentIndefinite,Thepresentconti nuous.知识链接knowledgelinks:otherusagesofthreetenses学法指导Guidanceoflearning:Learnthembydoingsomeexercisesord rillings.探究过程Processesofexploring:【一般现在时】一般现在时表示现在经常反复发生的动作、存在的状态或习惯性的动作的时态。

构成一般现在时用行为动词的原形，但第三人称单数作主语时，动词的词尾要加-s。

（一般的动词词尾+s。

以sh/ch/s/x结尾的词+es.以辅音字母+y结尾的把y变成i，+es。

辅音字母+o结尾的+es.)【用法】)经常性或习惯性的动作，常与表示频度的时间状语连用。

时间状语always,usually,everymorning/night/evening/day/week, ,often,sometimes,fromtimetotime,twiceaweek,seldom,n ever.Ileavehomeforschoolat7everymorning.2)客观真理，客观存在，科学事实。

⑴Theearthmovesaroundthesun.⑵Shanghailiesintheeastofchina.3)表示格言或警句中。

Module 1 British and American English 教学设计1 Teaching aims1. Master the words and learn how to talk about future.2. Can express your ideas about the future.Important points1. Talk about your ideal house for the future.2. Discuss the ideal house in the future.Difficult pointsDescribe your ideal house for the future.Teaching methods1. Multi-media teaching.2. Writing on the blackboard.3. Class activities: discussion in pairs and in class.Teaching proceduresPeriod one[Introduction]Step oneSpeaking practice:1. Lead inWhat do you know about the future？Can you describe the life in the future？In this unit，we will discuss the life in the future.First look at the pictures on screen. What do you think of these pictures？2. Look at the photographs and answer the question.3. Check the answersAsk students to do the activity in pairs，and then call back the answers in class. Finally ask students to look at the samples on screen.Step twoV ocabulary practiceDo the exercises by yourself，then discuss your answers with your partner.1. Choose the building material to complete the sentences.2. Check the answers on screen.Step threeSpeaking practice:Tell the class what materials your school is made of / from.Look at the sample. You should make a list to tell us about it.☺ The building is made of steel，concrete，bricks，stones，mud，and so on.Tell the class what materials the building in the photo is of / from.☺S1. The building may be made of plastic.☺S2. The building may be made from aluminium or alnico.☺S3. The building may be made from many things w hich we don’t know now.Step fourSum upIn today's class，we learned how to describe the life in the future. We can tell others our ideal house in future. We should practice after class.Homework1. Discuss what life you want to have in the future with your partner.2. Summary your ideas and write them down.3. Exchange your writing with your partner.Period two[Reading & vocabulary]Step oneSpeaking practice1. Lead inShow the pictures about the cities and ask the question.What do you think of the pictures？2. DiscussionLet's guess what the topics，do you think，the passage will mention.alternative energy，crime，school，public service，traffic，environment，weather，entertainment3. Discuss in pairs，then choose your answer or answers and tell the class why.4. Look at the samples on screen.Step twoPre-reading1. Work in pairsAsk students to look at the questions before reading the text.☺1. What will the city of future look like？☺2. Are the cities going to get bigger or smaller？☺3. What will become very important in future？Why？☺4. What will we also have to rely more on？Why？☺5. How may we get rid of garbage problems？2. Fast readingAsk students to read the text fast as possible as they can3. Choose the best answerLook at the screen，and choose the best answer，then check the answers.The answers – C D C D DStep threeIntensive reading1. Finish the answerWhat the topics of the passage mention are ---alternative energy，crime，school，public service，environment，entertainment 2. ReadingLet’s read the passage again and learn the passage carefully.3. DiscussionLook at the questions and discuss them again，and check the answers.4. Ask students to look the sample answers on screen.☺1. What will the city of future look like？☺2. Are the cities going to get bigger or smaller？☺3. What will become very important in future？Why？☺4. What will we also have to rely more on？Why？☺5. How may we get rid of garbage problems？Step fourThe exercises1. Match the words and phrases from the text with their meanings.2. Look at the screen and check the answers.3. Match the words and phrases in the box A with those in box B.Do the exercises individually and pay attention to the words where the stress doesn't fall on the first syllable，then match them:arrest recycle alternative material resource operation4. Check the answers.Now check the answers against the passage. Then look at the screen.5. Fine the words or phrases in the text which mean these things.6. Check the answersCheck your answers with your partner. Then look at the screen.Step fiveSpeaking practice1. Ask and answer the question2. Check the answers☺1. They’ve thought how to run city in 2025.☺2. The garbage ships will go to the sun.☺3. Criminals.☺4. Peo ple won’t be allowed to smoke within a city’s limits.☺5. They will go shopping online.☺6. Their telephone number.☺7. Recreation.☺8. All cars will be powered by electricity，solar energy and wind.☺9. They will do surgery from a distance.☺10. They will go anywhere they want to go in the world.Step sixShare your ideas with others1. Discuss the questions about prediction.☺1. Which one is the strange？☺2. Which one is the most useful？☺3. Which one will come true first？☺4. Which one will come true last？Step sevenSummary☺1. When we talk about a certain future，we should use ‘be going to’.They are going to get bigger before they get smaller.☺2. When we talk about prediction，we should use ‘will be/do’.What will the city of the future look like？Homework1. Write a short passage with the title What will the life in future look like？.Pay attention to use will do and be going to do.2. Finish the exercise book.Period three[Function，listening & speaking]Step onePresentation & Review1. Lead inIn today's class，we will go on with talking about the future. Let's do the exercises first，and then check your answers with your partner.2. Discuss how to talk about future.Pay attention to the future about a certain future and about predictionLet’s look at the answers on screen.3. Match the sentences A-F with the meanings 1–6.First，read the sentences A-F and the phrases in meaning 1-6. Make sure you understand all of them. Then match them and check the answers with your partner.4. Check the answers on screen in class.Step twoListening & speakingFill in the missing words of the following passage on screen according to what you here.Step threeListening1. Think about your home then ask & answer questions.When you ask and answer the questions，you should talk about these things.•size and number of rooms•furniture in the rooms•technology2. Listen to the tape.Please pay attention to the questions while you are listening，and choose the best answer.3. Listen to the passage again and check the answers.1. a2.b3.c4.b5.a6.a7.c8.cStep fourSpeaking practiceWork in pairs and ask questions while listening.1. Listen to the listening material again and ask questions.☺1. What will the house look like？☺2. How big will your house be？How many rooms will there be in your house？☺3. In what way will the house be different？☺4. What about the furniture？☺5. How will the computer control most of the functions in the house？2. Look at the possible answers on screen.Step fiveThe exercisesWork in pairs and answer the questions.1. The questions☺1. What would happen to the dinning room and the living room？☺2. How to switch on the lights？☺3. What will the toilet be able to do？☺4. What will the dishwasher be able to do？2. Check the answers on screen.3. Speaking practiceImagine your house in future & think about these things. Look at the screen. Homework1. Discuss with your partner to talk about the future life that you can imagine.2. What will the future life look like？What new technology will it have？3. Write down what you talked about with your partner.Period four[Grammar，pronunciation & writing]Step oneGrammar1. Lead inToday we will review the future continuous.Look at these sentences on page 6.All of the statements are true except No.4.Pay attention to the verb forms of sentences，a，b and c (will be + V- ing) 2. Review what we’ve lear ned•I will go to see the film next week.•I will be sitting in the theatre to see the film at 5:00 tomorrow afternoon. •I won’t be doing the exercise at 6:00 tomorrow morning.•I will go shopping on the moon in fifty years’ time.•I will be living in a fantastic house in twenty years’ time.3. The exerciseComplete these sentences from the interview in and check the answers on screen.4. Fill in the blanks with the verbs in brackets.5. Check the answers on screen.Step twoPronunciation1. The answer to the Ex. 1☺Twenty years isn’t a long time. We won’t be living underground or in space. We’ll be living in houses and flats just as we do today.2. The answer to the Ex. 2☺ The kitchen will become the most important room in the house！We'll still be cooking，and we'll probably be using the kitchen more as a family room. And bathrooms will be bigger.Step threeWriting1. Find words or phrases that mean:* I don’t know exactly.I’m not really sure.* It’s certain definitely* I hope this will happen. hopefully* It’s possible.maybe /probably* after a long time eventually2. The different ways to talk about future:* I will be doing / I will do …* I will definitely study …* I guess that I will …Step fourWriting practice1. You should follow the instructions to finish your writing.You have to use:* 1. the future continuous tense(I’ll be doing / I won’t be doing)* 2. The introductory verbs:I hope /I guess /I imagine /I’d like to* 3. The introductory words:hopefully / eventually / maybe / definitely2. Look at the sample writing (109 words) on screen.Step fiveEveryday English1. Do the exercises individually and then check with your partner.2. Check the answers on screen.Homework1. Review what we’ve learned in the unit.2. Do the exercise book.Period five[Cultural corner]Step oneLeading in1. Reading and thinkingRead the questions and decide which prediction made in the past is the most amusing.2. DiscussionWork in pairs and tell your partner your idea.Step twoWriting practice1. Write 5-7 sentences about life in China in the future.2. Look at the samples on screen.Step threeTask1. Describing your ideal house for the future according to the questions:Where is your ideal house？What is it made of？How big is it？Will your ideal house be interesting？Describe the interesting feature of the house please.2. Look at the possible answers on screen.Step fourSummaryIn this unit，we learned ways of talking about future. When we talk about the future，we should pay attention to use will do/be or will be doing to make predictions.The samples:☺1. What will the city of the future look like？☺2. They are going to get bigger before they get smaller.Homework1. Talk about your ideal house and say something about the feature for the house.2. Finish the exercise of this unit.。