Listening and vocabulary优质课教案推荐

课题：Book 5 Module 1, Vocabulary & Reading 一、教学目标、方法和手段概述

课

题

British and American English 课

型

Reading & Vocabulary 知识目标

To learn: 1. New words:

obvious, motorway, underground, subway, flashlight, queue, confusing, preposition, compare, omit, variety, differ, settler,

remark, variation, etc. 2. Phrases:

be similar to, have difficulty (in) doing 3.

Stylistic Features: expository. To train:

1. Fast reading skills, such as skimming, scanning & careful reading

2. Working cooperatively with others To arouse students: 1. A broad mind to absorb different varieties of English.

2. Cooperation with others. 1. Full understanding of the text by using different reading skills. 2. Learn the new words & phrases (see the above). To develop the students’ reading strategy。

目

标

要

求

能力目标

情感态度价值观

教学重难点

教学方法

教学手段

任务型教学路子：以学生活动为主，在活动中学习和应用所学的语言知识。

多媒体教学

二、教学流程设计

Step1 Leading-in & Warming up

The teacher begins the class by asking the following question:

Suppose a British man meet an American, do you think they can understand each other? Why or why not? Group-work: The Ss discuss the questions in groups. Then call back the answers from the groups. The teacher discusses the last question with the class again and leads in reading, saying we’ll learn about the differences between BrE and AmE.

Step2 Pre-reading

Ask students to read new words on page2.

Step 3 While-reading

1

1. Skimming

Get the students to read the first four parts of the text quickly (in 3 mins), and find out the 4 ways in which BrE and AmE are different.

（设计意图：帮助学生快速掌握文章大意和文章脉络，提高学生篇章意识。）

Answer: Vocabulary, grammar, spelling and pronunciation

2. Scanning

(Group work: Ask different groups to PK with each other. ) （设计意图：训练学生scanning ability，更清晰的把握文章。）

Activity 1 Read Para1&2 and fill in the form. (3min) These 2 parts tell the difference in _________.

British English cars underground taxi torch chips American English freeway gas stand in line

Activity 2

Read Para3 and fill in the form. (2min) This part tells the difference in _________. American English Do you have …?

My friend just arrived. on the team on the weekend Activity 3 Read Para4 and fill in the form. (2min) These 2 parts tells the difference in _________. American English center color British English

British English

2

program

3. Careful reading (5min)

Let Ss read the last part “Turn on the TV” with the questions:

Pair work: one asks questions and the other one answer) Q1. Why does the expert think that the non-stop communication has made it easier for British people and American people to understand each other? Q2. What will you find turning on the TV? Q3. What do you think about the future of English? Step4: Post-reading: 1.

Consolidation: Get the students to work in pairs to fill in the blanks according to what they learn from the text. Then, ask students to retell the text.

（设计意图：帮助学生“先上口，后上手”，会用课文中的词汇熟练表达所学内容。）

There’re four ways in which British and American English ________ 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 English’s at the ______ of a switch. So experts believe that the two are moving ______ 2.

Translation (Students work in groups and translate the following sentences from the text into Chinese, and pay attention to the underlined part. The teacher explain something when necessary.)

（设计意图：帮助学生理解文章长难句，提高学生细节理解能力）

1. The British use prepositions where Americans sometimes omit them. 2. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are 2 countries divided by a common language, he was obviously thinking about the differences. 3. After all, there is probably as much variation of pronunciation as between them.

4. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a

3

New Yorker.

5. Since the 1980s, with satellite TV and the internet, it has been possible to listen to British and American English at the flick of a switch.

6. This non-stop communication, the experts think, has made it easier for British people and Americans to understand each other. 7. It has led to lots of American words and structures passing into British English.

8. This international dimension suggests that in the future, there are going to be many “Englishes”, not just 2 main varieties. 3. Discussion. (Students work in groups and discuss the following questions. )

1. How many main varieties of Chinese are there?

2. In what ways are they different?

3. Do Chinese people from different regions have problems understanding each other?

4. What will happen to Chinese in the future?

（设计意图：培养学生的文化意识，更加关注祖国语言的发展，热爱自己国家的语言。）

三、课时作业设计

1. Write a short summery of the text within 80—100 words. 2. Read the passage on page69 and do exercises9,10, 11,and 12. 四、课时评价设计

1. 自我评价：

说说学习过程中自己特别感兴趣并有帮助的三项活动，说出这些活动在哪些方面对自己有帮助

Activity Group PK

Retell the text Translation

2. 小组互评：

What kind of help Improve cooperative ability and confidence

Improve speaking ability and have a good consolidation

Improve Detail-reading ability

4

姓名

发言的次数

（多于平均3，一般2，少于平均

1）

3 3 2 1 和同学的合作意愿（好3，一般2，不太愿意1）

3 3 2 1 对同伴的启发为小组活动准备的和帮助（较大3，资料（较多3，一般一般2，几乎没2 ，很少1）

有1）

3 2 1 1 3 2 1 1 总分

陆伟

施奥

王为仁

郭德明

12 10 6 4 五、教

后

记

1．Weak points: (1)Time arrangement is not so good, sometimes the students cannot finish the task in given time.

(2) Group work still needs improving. Some students are not so active in group work.

(3) Broken English. Because of a long summer holiday, the teacher cannot speak English so fluently.

2. Good points：

The teaching procedure is clear.

5