[仁爱版初三英语上册知识点]仁爱版初三英语上册全册教案3

【jiaoan.jxxyjl.com--九年级英语教案】

2. (教师呈现一些写有国家、语言、民族的卡片，和学生一起谈论三者的对应关系，引出生词和被动语态。然后，请学生将此三类卡片一一对应地贴到黑板上的相应栏目中。)
t: s1, which do you like better, chinese or english?
s1: i like chinese better.
t: so do i. chinese and english are both languages. chinese is spoken by the most people
throughout the world while english is the most popular language throughout the world.
  (板书，要求学生掌握language；理解throughout。)
language
throughout=all over
t: there are many countries in the world. different languages are spoken by people in different countries. now here are some cards about the countries, the languages and the people. can you stick them on the blackboard in the correct order?
s2: i can have a try.
people language country
chinese
english/englishman
american
japanese
french/frenchman
… chinese
english
english
japanese
french
… china
england
u.s.a.
japan
france
(可请3-4名学生分工完成。)
3. (1) (通过上面这个表格，进行对话练习，引出被动语态。)
t: look at the blackboard and answer my questions. which language do chinese people speak?
s3: they speak chinese.
t: good! it means “chinese is spoken by chinese”. and which language do australians speak?
s4: they speak english.
t: you’re right. english is spoken by australians.
(进行上述对话时，板书以下结构，并讲解它们的意思和区别。)

(2)(要求学生根据表格，仿照以上对话练习被动语态。)
s5: which language do americans speak?
s6: they speak english.
s7: english is spoken by americans.
…
t: good jobs. this class we’re going to learn section a, topic 1, unit 3.
step 2  presentation 第二步  呈现(时间:10分钟)
教师展示图片，创造情景对话，呈现新词汇和被动语态，完成1a，1b。
1. (教师出示一幅mickey mouse和donald duck的卡通图片，导入新课，学习生词。)
t: now, look at this cartoon. who are they?
ss: mickey mouse and donald duck.
t: do you like them?
ss: yes. we like them very much.
t: they are very popular. they are enjoyed by millions of people from all over the world. i think you would like to see more cartoon characters.
(板书并要求学生理解。)
cartoon
character
they are enjoyed by millions of people from all over the world.
2. (要求学生听录音，并回答下列问题。熟悉1a内容，培养听力技能。)
  (出示小黑板。)
(1)where will wang junfeng and his parents visit?
(2)which language is widely spoken throughout the world?
(边听边观察，若学生有许多不懂之处，再放一遍录音，然后核对答案。)
3. (让学生速读1a，完成1b，提醒学生重点理解被动语态的用法，并找出重点、难点。培养学生快速阅读能力。)12345678910111213141516171819202122232425262728293031
 t: now please read the dialog rapidly, and find out the key points and the difficulties. you just
have two minutes, then let’s solve them together.
 (两分钟后，学生互相讨论，教师解答疑难点。)
 s1: what does “guess what!” mean?
 s2: it means “guess what it is / they are …?”
…
 (板书并进行补充讲解。)
guess what! 
can’t wait to do sth. 
have a good chance to do sth.
t: now please fill in the blanks in 1b according to 1a.
(核对答案。并让学生集体通读一遍。)
step 3  consolidation 第三步  巩固(时间:7分钟)
巩固1a，完成2，继续呈现新词汇，培养学生的听、说能力。
1. (分组朗读1a。然后分角色表演。对表演好的组给予表扬。)
  t: please read 1a in groups, then act it out in roles.
2. (根据1a，要求学生改写并复述。)
t: don’t look at your english book. who can retell the dialog? s1, can you have a try? i’m sure you can.
s1: yes. thank you! wang junfeng and his parents will go to disneyland…
3. (听录音，继续呈现部分新词汇，练习学生的听力，完成2。)
t: do you know who created mickey mouse? it is walt disney. it is said that he used to sit in the family garage and drew pictures. one day he saw a mouse come into the garage and play. at last he drew a mouse and he was pleased with it.
(板书并要求学生理解garage；掌握be pleased with。)
garage
be pleased with
t: from now on, please listen carefully and mark each sentence with (t) for true or (f) for false. are you ready for it?
(板书并要求学生掌握。)
from now on
(核对答案。)
step 4  practice 第四步  练习(时间:10分钟)
通过师生互动，学生练习，教师小结的方式，进一步加深对被动语态的了解，归纳出主动语态与被动语态互变的规律。
1. (师生互动：由听力部分的mickey mouse话题引入、归纳被动语态的结构。)
t: we all know mickey mouse is liked by many people and english is widely spoken throughout the world.
(教师重复并强调画线部分，然后板书被动语态的结构。)
be (am, is, are)+p.p.
2. (教师再举几个例子，并要求学生跟读，进一步加深对被动语态的了解。)
t: now, here are other sentences. please read after me, and pay attention to the structure “be+p.p.”.
(板书)
the baby is looked after well by his mother.
these cars are produced by the workers.
3. (学生口头完成3a，核对答案，然后齐读。)
t: ok. let’s practice 3a.
4. (1)(教师引导学生认真观察3b的句子变化，使学生更深刻理解被动语态。)
 t: ok！boys and girls, let’s make sentences using the passive voice. i’ll give you some examples first, then you make sentences by yourselves according to the sentence patterns. do you understand?
ss: yes. 12345678910111213141516171819202122232425262728293031
t: you know, people grow tea in our area. we can also say like this:
(板书句子并领读。)
people grow tea in our area.

tea is grown by people in our area.
t: do you plant trees? many people plant trees in their gardens. we can also say:
(板书句子并领读。)
many people plant trees.

trees are planted by many people.
t: now, let’s do some exercises. ok? look at the small blackboard.
(2)(由学习被动语态到运用被动语态。)
(出示小黑板。)
active voice passive voice
1. much rubbish pollutes the river.
2. people love disneyland.
3. many children like mickey mouse.
4. the americans speak english.  1. the river is polluted by much rubbish.
2.
3.
4.

active voice passive voice
1. people grow rice in the south.
2.
3.
4.  1. rice is grown in the south by people.
2. dogs are kept at home by people.
3. flowers are planted in his garden by tom.
4. machines are made in the factory by workers.
(教师请6位学生在黑板上把表格填充完整，并要求其余的学生独立完成，之后相互核对答案，最后教师讲解。)
 (学生齐读以上句子，教师鼓励学生运用被动语态造句。)

step 5  project 第五步  综合探究活动(时间:10分钟)
教师出示过去分词，要求学生尽量用被动语态对表演内容进行表述，并描述一天的生活。进一步巩固被动语态的用法。
1.  (学生复习动词的过去分词broken, chosen, cut, done, eaten, drunk, caught, bitten, found, worn, sent, spoken, told等等。鼓励他们把这些动词与topic list(如下文所示)的某一题目结合起来进行编剧表演活动。要求活动中尽量出现表达被动意义的动作或情节，最后小组推举一位同学，尽量多的用被动语态句子对表演内容进行讲述。)
topic list
(1)lost and found(suggested words: lose, find)
(2)an accident(suggested words: hit, send)
(3)catch a thief(suggested words: steal, catch)
(4)hunting(suggested words: shoot, scare)
(一组的主要事件：lost and found
学生表演：学生a丢了手表，学生b和c帮他寻找并且找到，最后其中的一位同学对故事进行描述：)
  my watch is lost. i can’t find it. but i am helped by chen jing and li mei. it is found at the corner of the playground by li mei. my watch is sent to me now.
(二组的事件主题：an accident
学生表演：行人被车撞倒，被送入医院，肇事者被送进警局。二组的选派同学以新闻的形式报道：)
 an old man is hit by a taxi when he is crossing the street. he is sent to hospital immediately by two students. the taxi driver is taken to the police station for questioning.
(三组的创意表演……)
(四组的创意表演……)
(活动规则如下：)
(1)(活动单位：8~10人的小组。)
(2)(活动形式：头脑风暴。每小组任选一个题目，根据题目和所给出的动词表，联系日常生活，采用头脑风暴的形式设计出一个能使用最多动词被动语态的故事片断或情节，并根据情节进行表演。)12345678910111213141516171819202122232425262728293031
(3)(评奖：在学生表演的基础上，评选出最佳台词奖，最佳情节设计奖，最生动表演奖和最清晰陈述奖。)
2. homework:
make sentences with the simple present passive voice to describe your daily life.
for example:
(1) our classroom is cleaned by us every day.
(2)                                 
(3)                                 
(4)                                 
板书设计：
english is widely spoken throughout the world.
            section a
throughout=all over  disneyland is enjoyed by millions of people from all over the world.
from now on  i can’t wait to fly there.
be pleased with  you’ll have a good chance to practice english there.         try your best and work much harder from now on.

section b
the main activities are 1a and 2a. 本课重点活动是1a和2a。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and phrases:
 on business, be similar to, translate, translate…into, company, general, in general, besides, once in a while, whenever, divide, divide … into …, postman
2. learn some useful sentences:
  (1)is it possible that you will have any trouble?
  (2)in general, he has no trouble understanding people from different countries, because most of them can speak english.
  (3)besides, it is used as a second language in india and some other countries.
  (4)whenever that happens, an interpreter helps him.
3. go on learning the simple present passive voice.
  (1)is english spoken as the official language in cuba?
  (2)once in a while, jane’s father has to travel to a country where english is not spoken.
4. talk about languages around the world.
ⅱ. teaching aids 教具
录音机/幻灯片或小黑板
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:10分钟)
教师检查作业并通过创设情境复习被动语态，呈现部分新词汇。
1. (教师检查作业，复习被动语态。)
t: we learnt passive voice yesterday. let’s check your homework.12345678910111213141516171819202122232425262728293031
s1: trees are planted by people every year.
s2: homework is done by us every day.
s3: …
(让学生多说句子，调动学生积极性。)
(教师进行归纳总结后，让学生两人一组完成3，并互相纠正出现的错误，让学生更准确地掌握被动语态。)
t: you all speak very well. pay attention to “be (am, is, are)+p. p. ” now turn to p56. look at
the example in part 3.
(与学生一起复习主动语态和被动语态之间的转换，以避免一些容易出现的错误。)
t: please find out difficult points.
ss: we don’t know the meaning of “divide”, “divide … into …” and “postman”.
t: divide means “make something separate into parts.” for example, a cake is divided into some pieces by us. postman means “a person whose job is to collect and deliver letters”.
(板书并要求学生掌握divide, divide … into …, postman；理解deliver。)
divide
divide … into …
postman
deliver
t: please follow the example to make sentences, and write them down on your books. and i’ll ask five students to write their answers on the blackboard, … now, who can? s4, s5, s6, s7, s8 please.
(板书)
many problems are caused by the large population.

(全班一起核对答案，改正错误，并画出被动语态的结构，以示强调并加深印象。)
2. (双人活动。一个学生说主动语态的句子，另一个学生说被动语态的句子。)
t: ok, let’s go on practising the passive voice. one student says a sentence with the active voice. his/her partner changes it with the passive voice. is it easy?
ss: yes.
s9: i do my homework after class.
s10: his homework is done after class.
s11: i like english very much.
s12: english is liked by s11 very much.
…
3. (承接section a，复习讲英语的国家，导入新单词。)
t: well done. who can tell me in which countries people speak english? s13, please.
s13: english is spoken by most people in great britain.
s14: english is spoken in america.
s15: …
t: we can also say english is spoken as the first language in great britain, america, australia …
(板书)
english is spoken as the first language in great britain, america, australia…
(领读句子，让学生了解讲英语的国家，引出新单词。)
t: i have a friend. he works in a company. it’s possible that he will have trouble when he has a long conversation with foreigners or go abroad on business.
(板书并领读，要求学生掌握。)
company, on business
t: what should he/she do?
s16¬: ask the interpreters for help. they can translate one language into another orally, for example, translate english into spanish or french. besides, they can explain the culture of the country.(教师帮助学生回答。)12345678910111213141516171819202122232425262728293031
(板书并要求学生掌握translate… into…和besides；理解interpreter, french, spanish；了解orally。)
translate ... into …
besides
interpreter
spanish
french
orally
step 2  presentation 第二步  呈现(时间:10分钟)
听1a录音，完成1b，继续呈现新词汇，学习1a的语言项目。
1. (教师导入新课。)
t: we all know english is spoken in many countries in the world. now jane’s father will go to cuba on business. is english spoken in cuba? will jane’s father have any trouble? let’s listen to the tape and mark the following sentences with (t) for true or (f) for false.
(教师放录音，用幻灯片或小黑板呈现下列问题，判断句子的正误。)
(1) jane’s father is going to cuba for traveling. (   )
(2) english is spoken as the official language in cuba. (   )
(3) spanish is similar to english. (   )
answers: f, f, f
(核对答案，学生答错的答案不要急于更正，再放一遍录音，训练学生捕捉信息的能力。)
2. (让学生快速阅读对话，找出疑难点，教师板书并鼓励学生探究释疑。)
t: now read the dialog. please find out the important and difficult points.
s1: i don’t know the meaning of the word “similar”.
t: it means “almost the same but not exactly the same”.
(出示两个相似的文具。)
t: are these two pencil-boxes similar?
ss: yes, they are.
t: this pencil-box is similar to that one.
(板书并要求学生理解exactly；掌握be similar to。)
exactly
be similar to
3. (再听1a录音，学生跟读，注意语音语调。)
  t: now, listen to 1a again and follow the tape, paying attention to the pronunciation and intonation.
4. (学生完成1b。先猜生词的意思，后教师核对答案，讲解生词。)
t: please find out the difficult points.
ss: we don’t know the meanings of “system” and “pack”.
t: system means “an organized set of ideas or theories or a particular way of doing sth.” pack means “put clothes, etc into a bag in preparation for a trip away from home.”
(板书并要求学生理解。)
system
pack
step 3  consolidation 第三步  巩固(时间:10分钟)
学习1a和2a，让学生复述1a，培养学生快速阅读能力，巩固被动语态的用法。
1. (让学生分组练习1a，然后表演, 为复述1a打下基础。教师一定要给出较充裕的时间，让学生能较流畅的表演。 )
t: ok, boys and girls, please practise the dialog with your partner. after that, act it out in front of the class.
2. (对1a进行复述或改编，达到学以致用的目的。)
(方案一) (教师给出关键词，让学生以第三人称复述1a。)
pack bags, cuba, on business, official language
spanish, be similar to, not really, is it possible that, if necessary, an interpreter
t: who can retell the dialog in your own words? you can begin like this: jane’s father is packing his bags now. he’s going to cuba on business…12345678910111213141516171819202122232425262728293031
(请1~2名学生复述课文，做示范。) 
(方案二) (教师可以鼓励学生，在1a的基础上加以创新。)
 for example:
 (s1—xiu feng, s2—xiu mei)
 s1: xiu mei, why are you packing your bags?
s2: i’m going to beijing.
s1: that’s great. there are many places of interest in beijing, such as the great wall and the summer palace.
s2: yes, the great wall is visited by many people every year.
s1: maybe you will meet some trouble when you are on your trip. you’re a stranger in beijing.
s2: it doesn’t matter. i will take a map with me. if necessary, i’ll ask a policeman for help.
s1: ok! have a good trip then!
3. (以小组合作的方式学习2a，并回答下列问题，用幻灯片或小黑板出示下列问题。)
t: good job. let’s read 2a, then answer the following questions:
①in general, does jane’s father have any trouble understanding people from different
countries?
②has jane’s father ever traveled to a country where english is not spoken?
③when does jane’s father need an interpreter?
④what does an interpreter do?
(核对答案。)
4. (1)(鼓励学生找出难点。对重点内容进行板书和讲解，讲解时根据情况，让学生造句，加深理解。)
t: do you have anything that you can’t understand? please put up your hands.
s3: i don’t know the meanings of “whenever” and “once in a while”.
t: whenever means “no matter when”. once in a while means “sometimes or at times”.
for example: no matter when you go home, please call me.
whenever you go home, please call me.
  (板书，要求学生掌握。)
whenever=no matter when in general
once in a while have no trouble doing sth.
(2)(听2a录音，跟读，注意语音和语调。)
t: now listen to the tape of 2a and repeat, paying attention to the pronunciation and intonation.
step 4  practice 第四步  练习(时间:10分钟)
根据2a，完成2b，通过练习让学生熟练掌握被动语态的用法。
1. (根据2a，要求学生快速完成2b。核对答案后以问答的形式巩固语言常识。)
t: s1, which language is spoken as the first language in cuba, china, great britain, japan …?
s1: spanish is spoken…
2. (让学生将下面的句子由主动语态变成被动语态，或者将被动语态改为主动语态。)
t: please change the following sentences into the simple present passive voice. or please change the passive voice into the active voice.
(出示小黑板。)

active voice passive voice
1. all of us like her.
2. li ping often rides a bike.
3.they clean their rooms every day. 1. …
2. …
3. …

passive voice active voice
1. is the baby taken good care of by him?
2. this book is found by kangkang.
3. the homework is done after class by us. 1. …12345678910111213141516171819202122232425262728293031
2. …
3. …
(学生完成练习后，教师核对答案并总结。)
step 5  project 第五步  综合探究活动(时间:5分钟)
让学生说出把英语作为第一语言的国家，完成表格。并调查英语在哪些方面被广泛运用，告诉学生学习英语的重要性。
1. (让学生写出至少五个说英语的回家，并从国旗、著名建筑、语言等方面收集资料，完成下列表格。)
country flag language famous building
   
   
  (注：国旗要画出来，并着上颜色。)
2. homework:
  make a survey: when and where do people use english? and prepare for the next section.
板书设计：
english is widely spoken throughout the world.
section b
on business     in general
translate…into…    is english spoken as the official language in cuba?
divide … into …    is it possible that you will have any trouble?
be similar to    have no trouble doing sth.
once in a while

section c
the main activity is 1a. 本课重点活动是1a。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and phrases:
tongue, mother tongue, state, speaker, communicate, conference, tourist
2. go on learning the simple present passive voice:
of all these languages, english is the most widely used.
3. let the students know the wide uses of english in the world.
ⅱ. teaching aids 教具
小黑板/召开国际会议的图片/世界地图/录音机/英语标识
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:8分钟)
师生复述section b中的2a，然后检查作业，复习上节课的语言项目，为导入新课作准备。
1. (小黑板出示上节课的重点短语，复述section b中的2a。)
t: look at these phrases, and let’s retell 2a, section b.
(出示短语。)
on business    in general    have no trouble doing sth.
once in a while    translate and explain
e.g. jane’s father often goes abroad on business. in general, he has no trouble understanding people from different countries…
(如果必要，可再复述一遍。)
2. (教师检查作业，让学生汇报上节课所布置的任务，为学习新课作准备。)
t: when and where do people use english?
s1: i will have long conversations with americans in english.
s2: i will use english if i take part in an international meeting …
s3: most of the world’s scientists read in english.
s4: english is useful when you go abroad.
…
(教师小结，准备导入新课。)
step 2  presentation 第二步  呈现(时间:15分钟)
展示图片，创设情景对话，呈现新词汇。然后让学生阅读1a，完成1b。提高学生的阅读能力，让学生感受到英语在日常生活中的广泛应用。
1. (教师出示一张召开国际会议的图片，图片中有发言人，有英文背景。师生互动，呈现新单词。)12345678910111213141516171819202122232425262728293031
t:  do you know which language is spoken as their mother tongue in france?
s1: french.
(板书、讲解并领读，要求学生掌握。)
tongue, mother tongue
t: which language is spoken as their mother tongue in china?
s2: chinese.
t: look at this picture. can you tell me what they are doing?
ss: they are having a meeting.
t: yes. they are having an international conference.
(板书并要求学生掌握。)
conference
t: (指着发言人。)which language is the speaker speaking? can you guess?
ss: yes. i think he is speaking english.
(板书并要求学生掌握。)
speak—speaker 
(教师出示世界地图。)
  t: english is spoken in many countries. it becomes an international language today. more and more people use english to communicate on the internet, phones and in the letters. it’s a useful tool for the people from all over the world to communicate with each other. it is spoken not only in the united kingdom, the united states, but also in china and many other places. more and more chinese people are practicing speaking english.
(板书并要求学生掌握communicate和state，理解kigdom和the united kingdom。)
communicate, kingdom, the united kingdom, state
t: is english spoken by the largest number of people in the world?
ss: yes.
t: i don’t agree with you. chinese is spoken as the first language in china which has the largest population in the world. so chinese is spoken by the largest number of people in the world, and english is the most widely used in the world. english is useful in many different fields of life, such as business, airlines, technology and tourism. tourists also speak english when they go abroad. in a word, english is the most widely used. it plays an important part in our life.
(板书并要求理解tourism；掌握tourist。)
tourism
tourist
chinese is spoken by the largest number of people in the world.
english is the most widely used in the world.
(让学生复述，对比并写下这两个句子以加深印象。)
2. (教师用小黑板出示下面的内容，要求学生听1a的录音并填空。)
t: we all know english is the most widely used in the world, but do you know how many people speak english as their mother tongue in the world? now let’s listen to the tape and write down the correct numbers in the brackets.
english around the world
             (1)(   )people speak english as their mother tongue in the world.
             (2)over 226 million people speak english in             .12345678910111213141516171819202122232425262728293031
english is used   (3)english is also learned as a foreign language in             .
             (4)about (   )of the world’s scientists read in english.
             (5)about (   )users of the internet communicate in english.
(1)(听录音一至二遍，要求学生在括号中填入数字。核对答案，鼓励学生。)
(2)(再读课文，要求学生用国家名称填写方框，回答文前问题，并找出课文中心句。核对答案。)
(3)(根据上面表格，师生互动问答，复习被动语态。)
t: you did very well. now look at the form and answer my questions with passive voice. s3,
how many people speak english as their mother tongue?
s3: english is spoken as their mother tongue by over 400 million people.
t: in which countries english is spoken?
s4: in the u.s.a. …
t: …
s5: …
t: so english is the most widely used, isn’t it?
ss: yes, it is.
3. (再读课文，完成1b，核对答案。)
  t: please read 1a again. then finish 1b.
step 3  consolidation 第三步  巩固(时间:10分钟)
学生精读1a，并根据1b提供的数字复述1a，培养学生的概括能力和表达能力。
1. (学生跟读课文，找出重难点，教师鼓励学生讨论并做补充讲解。)
t: boys and girls, if you have any problems, please put up your hands. let’s discuss and solve them together.
…
(板书并讲解。)
the number of
a number of
two thirds of
another+数词
more and more important
  (举例并强调be动词用法。)
example:
the number of the students in our class is 60.
a number of students are doing some cleaning.
2. (根据section c中1b提供的数字对课文复述，要使用被动语态。)
  (方案一)
(复述课文。分组活动，每组5~6人，以接力赛的形式复述课文。最后选本组较好的2~3人把课文复述完整，表扬优秀，鼓励后进。)
(方案二)
(两人对话。假设一个同学没上这节课，他问另一个同学今天学了哪些内容。根据这一情况，把所学主要内容表现出来。)
example:
s1: hi, s2. i didn’t go to school today. would you like to tell me what we learned in the english class?
s2: we learned english around the world.
s1: is it interesting? can you tell me something about it?
s2: ok, i learn how important english is …
(s2把书中所学英语的重要性详细讲给s1。)
s1: english is really very important. i must study english hard from now on. thank you, s2.
t: you all did very well just now. boys and girls, you are great!
step 4  practice 第四步  练习(时间:7分钟)
听2录音，完成2和3。让学生进一步认识到英语在我们日常生活中的重要性。12345678910111213141516171819202122232425262728293031
1. (学生听录音，完成2。核对答案。)
  t: listen to 2, finish it, then check the answers.
2. (1)(学生分组讨论他们身边所能听到或看到的英语，然后把内容按下列表格填好。完成3。)
where what meaning
building exit 安全出口
square parking 停车场
  
  
(2)(方案一) (学生分组汇报，比比哪组列的更多。)
example:
s1: i see “keep quiet” in the school library. it means …
(方案二) (以互问互答的方式来展示或猜出内容，学生抢答比赛。)
example:
s2: we can see it in public places.
s3: is it “no smoking”?
s2: no, it means you must be careful and mustn’t touch it.
s4: it’s “danger”.
s2: you’re right.
step 5  project 第五步  综合探究活动(时间:5分钟)
讨论生活中英语被广泛应用的例子以及学习英语的重要性。
1. (1)(分组活动，每组6人，讨论生活中常用英语标识。)
  example:
be quiet. don’t litter. no photos. no smoking. …
  (2)每组把收集到的所有英语标识整理出来，做成卡片。
(3)向全班同学展示卡片。评出优胜组。
(4)利用卡片进行问答。
example:
(学生展示一张表示no photos的卡片，然后用卡片进行问答。)
s1: what does this sign mean?
s2: it means you can’t take photos there.
s1: where can this sign be put?
s2: it is usually put in the museums.
(学生活动时教师给予适当指导。)
2. homework:
list five reasons to explain why we study english.
板书设计：
english is widely spoken throughout the world.
section c
 mother tongue   of all these languages, english is the most widely used.
 the number of
 a number of
 two thirds of

section d
the main activities are 1a and 4. 本课重点活动是1a和4。
ⅰ. teaching aims and demands 教学目标
1. learn a new word:
position
2. review the simple present passive voice.
3. talk about the international language—english.
ⅱ. teaching aids 教具
录音机/若干图片/幻灯片

ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:9分钟)
教师检查作业，组织复习section c的内容，使学生更深地认识到学习英语的重要性，为导入新课作准备。
1. (检查学生作业并和学生探讨学习英语的方法，使学生更深地认识到学习英语的重要性。)
t: hello, everybody! we know english is becoming an international language. it is spoken by people from all over the world. i’m sure you have made up your minds to study it well. now, let’s do it together. are you confident?
ss: yes.
t: but we must master good methods, or we won’t succeed. s1, can we share your experience of studying english?
s1: of course. i try my best to speak english at any time with my classmates.
s2: i often keep english diaries. 12345678910111213141516171819202122232425262728293031
s3: i listen carefully in class and do my homework carefully after class.
s4: i often read books written in english as many as i can.
s5: …
t: your ideas are all great. i think your ideas will be helpful to the others, right?
ss: yes.
2. (句子接龙，组织复习section c的内容，承前启后，降低学习难度。)
  t: now who can tell me why english is so important? please say it one by one.
s6: over 400 million people speak english as their mother tongue.  
s7: another 300 million people speak english…
s8: it is learned as a foreign language in japan, germany…
s9: …
t: so english is most widely spoken all over the world.
step 2  presentation 第二步   呈现(时间:9分钟)
创设情境，呈现新单词，然后听1a录音，完成1b。培养学生的阅读能力，提高阅读速度。
1. (通过师生互动，呈现新单词，并导入新课。)
t:  china has developed rapidly in recent years. and it has become more and more powerful. our space industry has taken the leading position as well as the u.s.a. and russia.
(板书并要求学生掌握position；理解powerful和leading。)
position
powerful
leading
t: with the development of china, will chinese become an international language as well as english?
ss: yes./no.
t: we know english is widely spoken throughout the world. do you know the reasons? now, let’s listen to the history of english.
2. (听1a录音，给下列句子排序，呈现课文内容，强调英语发展的时间顺序。)
(用幻灯片出示下列句子。)
(   )since the 1950s, the u.s.a. has become more and more powerful, and its internet industry has taken the leading position in the world.
(   )english became an international language.
(   )since the 1970s, more people have been learning english in china.
(   )in the 19th century, great britain became powerful.
(   )the internet helped english to become more popular.
(边放录音边巡视，若仍有许多学生不能正确排序，则再放一遍。)
3. (核对答案，然后就上述内容进行对话，进一步熟悉课文。)
t:  now let’s check the answer. it’s easy. who can tell us your answer?
s1: the right order is 3-2-5-1-4.
t: nice work. when did great britain become a powerful country?
s2: in the 19th century.
(尽可能地让学生用文中的重点短语进行回答。)
t: since the 1950s, why has the u.s.a. become more and more powerful?
s3: because the american computer and internet industry has taken the leading position in the world.
t: are students required to learn english in china?
s4: yes, the study of english is regarded as a very important industry …12345678910111213141516171819202122232425262728293031
t: …
s5: …
t: why did english become an international language?
ss: (齐声朗读上述内容。)
4. (教师帮助学生解疑答惑，板书本课的重要知识点并练习。)
(板书)
it’s true that…
be regarded as
example:
s6: it’s true that the XX olympic games was held in beijing.
s7: yang liwei is regarded as a hero in china.
5. (学生阅读课文，完成1b中的表格，然后核对答案。)
t: read 1a again. then fill out the table. if you can’t finish it, you can discuss it with your partner.
step 3  consolidation 第三步  巩固(时间:10分钟)
创设情境，呈现新单词，完成2。然后要求学生复述1a，让学生对英语重要性的认识得到全面提高。
1. (教师出示带有英文的图片，产品说明书或常见的英文标志。创设情境呈现新单词，完成2。)
t: we know english has become an international language. it is used in many ways. most of the instructions are written in english. and we can see many books are written in english in the library. we can also see some english signs around us. can you give some examples?
s1: in the supermarket: no smoking.
s2: in the park: don’t litter!
s3: on the street: no parking!
s4: in the cinema: exit.
t: good answers! and in the library: be quiet!
t: let’s make several signs and show them in our school. ok?
ss: ok.
(让学生继续收集一些英文标志，完成2。)
2. (要求学生以1b表格中的内容为线索，用自己的语言复述课文。)
t: please retell the text according to the table in 1b.
3. (要求学生整合section c和section d的内容，对英语重要性的认识会得到更全面的提高。若学生认为困难很大，也可以板书提纲。)
  (出示幻灯片。)
                              1. the 19th century  great britain…
                              2. the 1950s    the u.s.a. …
                              3. the 1970s    china…
                              over 400 million people…  mother tongue
                              300 million people…        second language12345678910111213141516171819202122232425262728293031
                              two thirds…              scientists, read
                              about 200 million users…   internet, communicate
(方案一) (要求写一篇短文，训练写作能力。)
(方案二) (根据提纲内容，通过两个学生谈话，把本课主要内容体现出来。这也是复述课文的一种方式。)
example:
s1: hello, s2. how are you?
s2: fine, thank you . what’s your favorite subject?
s1: english. i like english best. what about you?
s2: me, too. english is very important.
s1: yes, i have just learnt english is spoken around the world. do you know why english is so important?
s2: because over 400 million people speak english as their mother tongue. around 300 million people speak english as their second language, and it is also widely used on the internet.
s1: it’s really very important just like what you said, but do you know why english became an international language?
s2: our teacher told us just now. in the nineteenth century, the great britain became a powerful country, so its language—english became an international language.
s1: that’s right, but not enough. since the 1950s, the u.s.a. has become more and more powerful. its computer and internet industry took the leading position in the world. as a result, english became more and more popular together with the internet.
 …
(由于英语成为世界性语言的原因比较多，学生说的可能不会这么具体。教师可以从别的话题导入，以对话的形式复述本课内容。)
step 4  practice 第四步  练习(时间:10分钟)
听3a和3b录音，以活动的形式来复习一般现在时的被动语态，并归纳出本话题的重要句型。
1. (以活动的形式复习被动语态，完成3a。)
(教师出示一些词汇，让学生找出可与之搭配的动词，并完整地说出一个被动语态的句子。)
housework speak
meals use
english clean
computers do
classroom cook
…  …
  (听3a，进一步强调被动语态的结构。)
(板书)
disneyland is enjoyed by millions of people from all over the world.
is english spoken as the official language in cuba?
…
2. (以小组比赛的形式，复习被动语态。将学生分为四组，每次每组一名同学到讲台上来说几句话，尽可能多地使用含有被动语态的句子。)
s1:  i have a happy family. i love my mother. when i get up every morning, the breakfast is cooked for me. my clothes are always washed by my mother. 12345678910111213141516171819202122232425262728293031
s2:  i like making things. i have many toys at home. they are made by me.
s3:  i like helping my mother do housework. the tables are always cleaned by me. dishes are washed by me, too.
s4:  my sister is a writer. many books are written by her.
s5:  do you know gone with the wind? whom is it written by?
…
(尽可能多地让学生说出含有被动语态的句子，给予鼓励，调动学生的积极性，营造一个和谐的课堂氛围。)
3. (头脑风暴。让学生快速地说出本话题的重要功能用语，比一比谁说得最多。)
t: let’s think about the useful expressions in this topic. if you know, you can say them to the class.
(表扬说的既准确又多的同学。)
t: listen to 3b, then follow the tape.
(接下来教师说汉语，学生说英语，进一步强化本话题的重要功能用语。)
step 5  project 第五步  综合探究活动(时间:7分钟)
进一步讨论英语的重要性，了解国际语言的发展历史。训练学生对语言的组织和表达能力。
1. (组织学生分组探讨将来是英语还是汉语会被最广泛使用。先列出观点，后做演讲。)
t: in recent years, china has developed rapidly. more and more people throughout the world are learning chinese. do you think chinese will be most widely used in the world?
ss: yes/no.
(根据学生的回答，把全班分成两组进行讨论，列出观点后报告给全班。幻灯片出示下表。)
the importance of chinese
                                 
                                   the importance of english
                                 
                                 
the advantages of learning chinese
                                 
                                   the advantages of learning english12345678910111213141516171819202122232425262728293031
                                 
                                 
the development of chinese
                                 
                                   the development of english
                                 
conclusion
                                 
                                   conclusion
                                 
                                 
2. homework:
  write a report about the importance of english.

板书设计：

english is widely spoken throughout the world.
section d
take the leading position it’s true that …
be regarded as   is english spoken as the official
as well as    language in cuba?

topic 2  english is spoken differently
   in different countries.
section a
the main activity is 1a. 本课重点活动是1a。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and a useful phrase:
australian, difference, autumn, face to face
2. learn some useful sentences:
(1) sorry, i can’t follow you. can you speak more slowly, please?12345678910111213141516171819202122232425262728293031
(2) english is spoken differently in different english-speaking countries.
(3) have a good trip!
  (4) if you want to succeed in making yourself understood, you need to know some of these differences.
3. learn present continuous to show the future:
i’m flying to disneyland tomorrow.
4. discuss the differences in using english around the world.
ⅱ. teaching aids 教具
幻灯片/小黑板/录音机/教学挂图
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:8分钟)
师生对话，复习被动语态，引出英语在不同国家的不同说法，导入新课。
t: in topic 1, we’ve learned the importance of english. now let’s review it. i’ll give you some key words. please say some sentences using passive voice. are you ready?
ss: yes.
t: firstly, the key words: english, speak.
ss: english is spoken as the first language in america.
t: well done! next: english, use.
ss: english is widely used throughout the world.
…
t: good on ya, mate! can you understand me?
ss: sorry, we can’t.
t: i just said “well done!” in australia, people use the words “good on ya, mate!” instead of “well done!”
(板书)
good on ya, mate! = well done!
t: in fact, though english is widely spoken around the world, there are some differences among american english, british english, canadian english and australian english. what are the differences between them? let’s come to 1a and learn about it.
(板书并要求学生掌握difference和australian；理解british。)
different—difference
british
australian
step 2  presentation 第二步  呈现(时间:12分钟)
布置听力任务，以听的形式呈现1a内容，然后指导学生进行小组合作，解决1a中的重难点。
1. (用幻灯片呈现听力任务，听录音二遍后，核对答案。)
(1) how to say “hello” in australia?
(2) in australia, what do people call all their friends?
(3) who call girls “sheilas”, canadians or australians?
t: english is spoken differently in different countries. now please listen to the tape carefully and answer the questions above.
2. (教师用小黑板或幻灯片呈现下列内容，学生阅读1a，根据不同国家的语言表达习惯，完成表格，并理解生词trunk。)
g’day    hello    friends    mates    good on ya, mate!    well done    sheila    sheilas    boot    trunk
(板书并解释生词。)
trunk
 
british english     
australian english     
canadian english     
american english     12345678910111213141516171819202122232425262728293031
t: stop reading, please. now who can tell me which expressions are british english? please put up your hands. s1.
s1: …
t: which expressions are australian english?
s2: …
3. (要求学生再读1a，指导学生进行小组合作，找出重难点并讨论解决。)
(板书并要求学生理解。)
suitcase
step 3  consolidation 第三步  巩固(时间:10分钟)
通过听录音、师生对话和复述，让学生巩固所学知识，并培养其实际运用语言的能力。
1. (教师讲解语法：现在进行时表示将来。听录音并跟读，注意语音语调，巩固1a。)
  (板书下列内容。)
grammar: showing the future by present continuous.
e.g. ①i’m coming.
②i’m leaving.
③i’m flying to disneyland tomorrow.
 …
(让学生初步掌握该语法。)
2. (出示1b中的四幅图片，师生问答，复习1a中的内容，完成1b。)
t: boys and girls, please look at picture 1. what’re the boys doing?
ss: they are greeting when they meet on the way to school.
t: do you know what they are saying?
ss: g’day.
t: if they come from great britain, what will they say?
ss: they will say “hello/hi, nice to meet you…”
t: you’re right.
(以同样的方式呈现其他三幅图片，师生进行对练，或者让学生同桌对练。)
3. (在前面操练的基础上，复述课文，可采取分组活动的方式进行，然后选出几名学生做简短演讲。)
s1: ladies and gentlemen, i’m very happy to speak here. my topic is “different countries, different english” …
4. (让学生完成1c，并核对答案。)
 t: please finish 1c by yourself, then we will check the answers.
step 4  practice 第四步  练习(时间:10分钟)
通过做游戏的形式谈论不同国家在英语表达上的差异。做听力练习，讨论e-mail english，让书本知识走进学生的生活，培养学生的综合语言运用能力。
1. (玩游戏的过程中，要求每两个学生把同一意思的两种英语表达对应起来进行对练。)
t: let’s play a game and express the same meaning with these different words or sentences. one student says a sentence and the partner says another expression that has the same meaning. do you understand?
ss: yes.
t: s1, s2, please do it first.
s1: i will say “hello” to you when we meet in england.
s2: i will say “g’day” to you if we are from australia.
…
2. (做听力练习，完成2。)
  t: good on ya, mate! we’ve learned to express the same meaning with different words. now please listen to 2 and find out what “fall” means in this dialog.
  (听录音后，核对答案，要求学生掌握生词autumn。并解释fall在美式英语中的意思。)
  (板书)
autumn=fall
3. (让学生根据3中的内容猜其意思，并给出更多的网络语言。完成3。)
t:  we know english is very interesting. it has different meanings in different countries. there is another interesting english, which is called e-mail english.12345678910111213141516171819202122232425262728293031
t: boys and girls, do you like surfing the internet?
ss: yes .
t: do you often send e-mails to your friends?
ss: yes .
t: ok. do you know the meanings of the following e-mail english in 3? you can read it firstly.
(学生阅读3，1分钟后。)
t: now, let’s check the answers.
(板书并要求学生掌握。)
face to face
t: can you give more examples of e-mail english?
ss: yes.
(一个学生说，其他同学猜意思)
s1: …
s2: it means…
step 5  project 第五步  综合探究活动(时间:5分钟)
分组展示，组内交流，评价与鼓励。培养学生综合运用能力和探究能力，体现学以致用原则。
1. (小组活动。把学生分成几组，分别写出由汉语转化而来的英文单词及由英语转化而来的汉语外来词。评选出优胜小组。)
  for example:
english word from chinese kungfu, tofu…
chinese word from english 咖啡，可口可乐……
2. homework:
collect more information about e-mail english.
板书设计：
english is spoken differently in different countries.
section a
different→difference   sorry, i can’t follow you. can you speak more slowly, please?
face to face     i’m flying to disneyland tomorrow.
      have a good trip!

section b
the main activity is 1a. 本课重点活动是1a。
ⅰ. teaching aims and demands 教学目标
1. learn a new word and some phrases:
see … off, put out, ask for a ride, get in, pick up, victory
2. learn some useful sentences:
(1)the foreigner is asking for a ride.
(2) it’s quite all right.
(3) i hope i won’t have much difficulty communicating.
(4)whenever you need help, send me an e-mail or call me.
3. go on learning present continuous to show the future:
(1)my uncle is meeting us tomorrow.
(2)when are you leaving for disneyland?
(3)i’m leaving this afternoon.
4. talk about sign language and body language.
ⅱ. teaching aids 教具
录音机/幻灯片/教学挂图/小卡片
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:8分钟)
通过师生对话，复习不同英语国家的表达习惯及网络用语，引出手势语，导入1a。
t: we know that english is spoken differently in different countries. then how to say hello to each other in australia?
s1: they say “g’day”.
t: what does the word “boot” mean in british english?
s2: it’s the trunk of a car.
t: good! what’s the meaning of “f2f” in e-mail english?
s3: face to face.
t: what about “gr8”?
s4: it means “great”.
t: well done! in fact, english speakers communicate in this kind of simplified form. besides, they also use gestures to express their meanings. look at me. this is my thumb. i put out my hand with my thumb raised. (做拇指朝上伸出手的动作。) what’s my meaning? do you know?12345678910111213141516171819202122232425262728293031
ss: sorry, we don’t know.
t: it means that i am asking for a ride.
(板书生词及短语，讲解并要求掌握put out, ask for a ride;了解thumb。)
thumb
put out
ask for a ride
t: ok, look at the picture in 1a, what’s the foreigner doing?
ss: he is asking for a ride.
t: yes, where is he going? let’s listen to 1a.
step 2  presentation 第二步  呈现(时间:12分钟)
让学生带着问题听1a的录音，以听力的形式呈现1a内容，并找出文中重点词句和目标语言，师生共同学习语法，为下一步的学以致用打基础。
1. (设置听力任务，首先帮助学习理解生词flight，然后让学生带着任务听1a录音，从整体上把握对话意思，并完成所列问题。)
(板书要求学生理解。)
flight
t: listen to the tape and answer the following questions.
(1) what’s the foreigner leaving for?
(2) when is wang junfeng’s flight?
(师生一起核对答案，对错误答案先不纠正，让学生再听一遍，找出问题的关键进行对比，提高学生听力技能。)
2. (让学生朗读1a，在练习本中写下现在进行时表示将来的句子，仔细观察并试着去掌握。)
t: please read 1a and write down the sentences that use present continuous to show the future.
(板书)
i’m flying to disneyland.
i’m leaving this afternoon.
my uncle is meeting us tomorrow.
3. (师生共同总结现在进行时表将来的用法，教师用幻灯片展示。)
现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词(come, go, start, leave, stay, arrive …)。例如：
i’m going.
when are you starting?
i’m leaving tomorrow.
…
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：
i’m meeting you after class.
she is buying a new bike soon.
…
4. (小组合作，找出1a的重点词组，同时教师帮助学生掌握see…off和get in；理解minibus；了解guidebook。)
(板书生词并解释。)
see…off, get in, minibus, guidebook
(幻灯片展示下列词句。)
they are on their way to the airport. → on one’s way to
michael and kangkang are going to see them off. → see sb. off
i hope i won’t have much difficulty communicating. → have difficulty (in) doing …
step 3  consolidation 第三步  巩固(时间:10分钟)
以角色表演等形式巩固1a，并操练现在进行时表将来的用法，体现学以致用原则，培养学生语言实际运用能力。
1. (播放1a录音，学生跟读并注意语音语调，然后进行人机对话。)
  t: read after the tape and pay attention to the pronunciation and intonation. suppose you are wang junfeng. listen to the tape and make a dialog with it.
2. (学生分组对话练习，然后让每组分角色进行表演。完成1a。)
t: class, now let’s work in groups. i’ll choose six students to act the dialog out in the front.12345678910111213141516171819202122232425262728293031
3. (根据1a，判断正误，完成1b。)
  t: mark true or false according to 1a. finish 1b.
  (核对答案。教师解释pick up并板书。要求学生掌握该词组。)
pick up
4. (教师展示1c图画，给出一些关键词，让学生用现在进行时表将来的结构造句并板书。)
t: here are some pictures. now make sentences with the key words given below, using present continuous to show the future.
leave for disneyland this afternoon   travel to canada tomorrow
come home in twenty minutes  start at 7 o’clock   go to shanghai next week

picture1: …is leaving for disneyland this afternoon.
picture2: …is traveling to canada tomorrow.
picture3: …is getting home in twenty minutes.
picture4: …is starting at 7 o’clock.
picture5: …is going to shanghai next week.
5. (在熟悉现在进行时表将来的用法之后，两人一组对话操练，完成1c。)
t: pair work. make dialogs with your partner according to the example in 1c.
example:
a: when are you leaving for disneyland?
b: i’m leaving this afternoon.
(在每个小组充分训练之后，教师找出几组表演对话。)
t: now i’ll ask several groups to act out the dialogs. let’s have a competition.
(通过竞赛，让学生熟练掌握现在进行时表将来的用法。)
step 4  practice 第四步  练习(时间:10分钟)
学习体态语，巩固现在进行时表将来的用法。在不同情境中练习目标语言，展开任务型活动，激发学生学习兴趣。
1. (准备一些写有指令性动作的卡片，如go shopping，leave for shanghai, fly to america等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)
t: i have some cards here. there are some instructions on them. i’ll ask one student to choose a card and he should do an action according to the card he gets. other students should guess what he is going to do. now let’s see which team acts best.
s1: (做动作)what am i going to do?
s2: you are going shopping. am i right?
s1: yes, you are right. / no, you are wrong.
s3: (做动作)what am i going to do?
s4: are you flying to …?
s3: yes, i am. / no, i’m not.
…
2. (出示2a体态语的图片，师生对话，让学生猜出它们的含义。)
t: class, suppose one of you is traveling in the united states. but you can’t speak english. if you are in trouble, what are you going to do?
ss: …
t: good. you can take an interpreter with you or you can make a gesture to express your meanings. now, look at these gestures that people often use in the united states. guess the meanings of them, and you can discuss with your partners.
(教师把图片贴在黑板上，一分钟后提问学生。)
t: what’s the meaning of the gesture in picture ①?12345678910111213141516171819202122232425262728293031
s1: it means “have a victory”. (可帮助学生回答。)
t: what about picture ②?
s2: it means i’m puzzled. (帮助学生回答。)
(板书并要求学生掌握victory；理解puzzled。)
victory
puzzled
t: class, do you agree with him / her?
ss: yes. / no.
…
3. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，并且用简笔画把它们做成小卡片，组织学生进行“猜一猜”的游戏。)
t: boys and girls, let’s work in groups and each group has four students. we stick the gesture cards to the back of one student. he / she can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.
(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生的学习兴趣。)
step 5  project 第五步  综合探究活动(时间:5分钟)
让学生收集不同国家的手势语和英语国家在语音、拼写等方面的差异，锻炼学生的探究能力。
1. (引导学生收集不同国家的手势语并理解其含义。)
t: suppose you’re a volunteer of the XX olympic games, try to search the internet for sign language and body language as many as possible, and then make a form like this. after that, please make a report to your class.
country gesture meaning
america  
germany  
australia  
japan  
india  
…  
2. homework:
(1)write several sentences using present continuous to show the future.
(2)collect more information about the differences in english among different english—speaking countries, including spelling and pronunciation.
板书设计：
english is spoken differently in different countries.
section b
face to face      i’m flying to disneyland.
see sb. off      my uncle is meeting us tomorrow.
put out      it’s quite all right.
ask for a ride     i’m leaving for disneyland this afternoon.
get in                           
pick up
have much difficulty (in) doing …
section c
the main activity is 1a. 本课重点活动是1a。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and phrases:
pronounce, pronunciation, fill in
2. discuss the differences between british english and american english in spelling,
 pronunciation and expression.
3. cultivate students’ exploring spirit and open minds to accept different languages.
ⅱ. teaching aids 教具12345678910111213141516171819202122232425262728293031
录音机/图片/小黑板/卡片
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:10分钟)
复习现在进行时表将来的用法、肢体语言及英语在不同国家表达上的差异，导入新课。
1. (把全班同学分成若干组，教师给出关键词，让学生用现在进行时表将来的结构进行造句抢答，评选出优胜小组。)
如：
t: fly.
g1: we are flying to disneyland.
…
2. (做游戏，复习肢体语言。)
t: now, let’s play a game to review the body language.
(每组选出一名成员站在讲台上，面向全体同学，教师向全班同学出示手势语的图片并要求同学们读出相应的英语，(不要让讲台上的同学看到图片。)讲台上的同学按同学们读出的内容做动作或表情，要求快速反应，做错的同学被淘汰，最后保留在讲台上的同学所在的组获胜。)
3. (引导学生复习不同国家英语表达上的差异。)
t:  well done! boys and girls, yesterday i asked you to collect more information about differences in english among different english-speaking countries. now i’ll ask a pair to perform in the front. s1, s2, would you like to show us your dialog?
s1, s2: yes, of course.
s1: hello, what should people say when they meet other people in britain?
s2: they often say“hello”. but what about in australia?
s1: “g’day” instead.
s2: what should people say when someone did something well in britain then?
s1: well done! and what about in australia?
s2: good on ya, mate!
s1: …
s2: …
t: boys and girls, do you think their oral english is very good?
ss: yes.
t: who has the best pronunciation in our class?
(板书pronunciation并引出它的动词形式，要求学生掌握；要求学生理解oral。)
pronunciation (n. ) —— pronounce(v. ), oral
(提醒学生注意拼写。)
ss: li lan.
t: yes, you’re right. li lan, please stand up. can you pronounce “hot”? (教师板书hot)
li lan:yes, it’s//.
t: you’re right. you know it pronounces /ht/ in british english, while in american english “hot” pronounces //. besides pronunciation, there are other differences between american english and british english, such as spelling and expression.
(板书，要求学生理解生词expression。)
expression
t: now, if you want to know more about differences between american english and british english, let’s learn 1a.
step 2  presentation 第二步  呈现(时间:12分钟)
让学生听录音，判断英语和美语的差异，然后读1a找出具体的不同点并学习部分生词。
1. (设置问题，让学生带着问题去听1a。)
t: please listen to the tape carefully and find out what the differences between british english and american english are.12345678910111213141516171819202122232425262728293031
(教师用小黑板出示听力问题，听后核对答案。)
(1) how many kinds of differences are mentioned in the dialog?
(2) what are they?
t:  who can answer question 1?
s1: i can. there are three.
t:  yes, what are they?
s1: american english is different from british english in pronunciation, spelling and some expressions.
2. (要求学生默读课文，找出英、美式英语的区别，并列举出相应的例子，完成1b。)
t: read 1a again, and fill in the form in 1b.
(板书并要求学生掌握。)
fill in
(师生互动，加深学生对美式英语与英式英语区别的理解。)
t: s2, could you tell me how to pronounce “clerk” in british english?
s2: oh, yes. it’ s //.
t: but how to pronounce it in american english?
s2: it’s //.
(板书并要求学生理解。)
clerk
t: great. s3, could you spell the past participle form of travel in american english?
s3: t-r-a-v-e-l-e-d.
t: good. but how to spell it in british english?
s3: t-r-a-v-e-l-l-e-d.
t: s4, which take the subway, americans or british people?
s4: americans.
t: ok. you can make a similar dialog with your partners.
3. (再播1a录音，让学生跟读课文，特别注意英美发音有区别的单词。)
step 3  consolidation 第三步  巩固(时间:8分钟)
通过做游戏、复述等方式，巩固同学们对英式英语和美式英语区别的理解。
1. (做游戏“我知道你是哪国人”，通过讲英语的国家在发音、拼写、表达等方面的差异，了解谈话双方信息。)
t: now, let’s play the game “i know where you come from. ” you can use the knowledge we have learned in this topic. you can begin like this:
s1: hello. may i ask you a question?
s2: of course, please.
s1: how do you pronounce “hot”?
s2: //.
s1: thanks. i know you are an englishman.
s2: (作吃惊状)how do you know that?
s1: i know that from your pronunciation.
s2: oh. i see.
s3: good on ya, mate!
s1: oh. i know you’re from australia. in australia, people call their friends “mates”.
s3: that’s right. there are differences in english among different english-speaking countries.
(教师也可先做出示范，然后再多找几组同学操练此类游戏。)
2. (完成1b中的表格；利用1b的表格，让学生复述1a。 )
t: now, according to what we have just learned, we know american english and british english are different. please finish 1b first. i’ll ask some students to retell the text. you can use the form in 1b.
example:
we all know american english is different from british english in pronunciation, spelling and expression. 12345678910111213141516171819202122232425262728293031
…
step 4  practice 第四步  练习(时间:9分钟)
继续谈论英式英语与美式英语的差异，完成1c和2。
1. (两人一组，合作完成1c。核对答案。然后做链式问答游戏，两组同时展开，看谁做的又快又好。)
t: now, let’s play a game “who does quickly and well?”.
example:
a: “fall” in america is “秋天”. do you know how to express “秋天” in england?
b: yes, it’s “autumn”. do you know how to spell “数学” in british english?
c: yes, it’s “maths”. do you know how to spell it in american english?
d: yes. it’s “math”.
…
2. (通过谈论去迪斯尼乐园游玩的wang junfeng，引出2。)
t: in last lesson, who knows where wang junfeng is?
s1: he has gone to disneyland in california.
t: yes, now he is there. he finds some information about disneyland. let’s enjoy it with him.
3. (学生默读2并找出重点词组，教师讲解。帮助学生了解pirates of the caribbean，向学生介绍加勒比海盗和魔积山的相关内容。)
(板书)
not only… but also
be fond of
be close to
pirates of the caribbean
example:
not only he but also i am interested in watching tv.
the children are fond of playing toys.
his home is close to his school.
4. (让学生把2中文字与相应的图片连接起来。完成2。然后核对答案。)
t: match the pictures with the right sentences. then i will ask a student to read the sentences, and check the answers.
step 5  project 第五步  综合探究活动(时间:6分钟)
1. (通过找朋友游戏，让学生在玩的同时更好的区分英、美两种英语，并给予总结。)
要求：(1)分给学生上面写有英、美式英语的小卡片。
(2)让学生判断手中的小卡片是英式还是美式英语，然后根据两种形式的英语分成两大组。拿英式英语的学生站在一侧，拿着美式英语的学生站在另一侧。
(3)再让学生找到与手中的词相对应的同义词，要求学生比速度和正确率。
(4)完毕后，要求几名学生以对话或报告等形式讲述英、美两国英语的不同。
2. homework:
    after class, see two english films. one is made in uk, the other is made in us.
板书设计：
english is spoken differently in different countries.
section c
pronounce(v.)—pronunciation(n.) be fond of
fill in be close to
not only… but also… in person

section d
the main activities are 1a and 4. 本课重点活动是1a和4。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and phrases:
come about, force, take in, cent, accent
2. learn how the differences between american english and british english came about.
3. review present continuous to show the future:
i’m flying to disneyland tomorrow.
my uncle is meeting us tomorrow.

ⅱ. teaching aids 教具
小黑板/录音机
ⅲ. five-finger teaching plan 五指教学方案12345678910111213141516171819202122232425262728293031
step 1  review 第一步  复习(时间:7分钟)
教师用小黑板出示以下表格，让学生填表后编几组对话，复习上节课所学的英式英语和美式英语之间的区别，导入新课。
british english american english
[] []
dialogue 
 a living room
metre 
 []
… …
t: now, let’s review section c. how many kinds of differences are there between british english and american english?
s1: three. they are different in pronunciation, spelling and expression.
t: who can give me some examples?
s2: the word“hot”is pronounced as [ht] in britain, but it is pronounced as [] in america.
s3: the word“dialog”is spelt as“dialogue”in britain, but in america it is spelt as“dialog”.
s4: in britain people usually relax in a sitting room, but in a living room in america.
…
t: good. you learn very well. but how did these differences come about? do you want to know? ok, let’s learn 1a to find out.
step 2  presentation 第二步  呈现(时间:10分钟)
由上面的复习入手，继续谈论问题：这种差别是怎样形成的？呈现本课内容，并讲解生词。
1. (教师引导学生学习本课生词。)
t: as we know, there are some differences between american english and british english. how did the differences come about?
(板书并要求学生掌握。)
come about
t: long ago, many british people were forced to leave their country for some other places. these places were later called america, canada and australia. the english language was brought to these places by them. the language changed little by little in different parts of the world.
(板书并要求学生掌握。)
force
t: the english language has also taken in many new words from other languages. in a word, the english language is changing all the time. understand?
ss: yes.
(板书并要求学生掌握。)
take in
t: now, look at your books and listen to 1a, find out how these differences came about.
2. (让学生看着课文听1a录音，理解英、美式英语差异形成的原因，同时画出文中的生词及疑难点。学生小组合作解决，教师再作补充讲解，要求掌握文中部分短语及生词cent;理解german;了解kowtow。)
be forced to do,  cent
in the beginning,  german
take in,   kowtow
in short,
step 3  consolidation 第三步  巩固(时间:8分钟)
让学生再读1a，完成1b和1c，然后改编短文，巩固1a。
1. (学生再读1a，完成1b。师生核对答案。)
  t: read 1a again, and mark the statements in 1b true or false.
2. (让学生读1c，根据1a迅速找出答案，然后进行核对。)12345678910111213141516171819202122232425262728293031
  t: ok. please read 1a again and match the words with the languages in 1c. then we’ll check the answers together.
3. (小组合作。把课文内容改编成一个对话, 然后进行表演。巩固1a。)
  example:
t:  s1, may i ask you some questions?
s1: of course.
t: there are differences between american english and british english, but how did they come about?
s1: long ago, many british people were forced to… the english language was brought to… in the beginning… the same as…, changed little by little…
t:  what’s the meaning of the word “cookbook”?
s1: it’s a book for cooking. it’s from german. the english language has taken in many new words from other languages. for example, it borrowed “tofu” and “kowtow” from chinese.
(教师及时给予鼓励，让学生勇于开口讲英语。)
t: well done, thank you. you’ve learnt very well.

step 4  practice 第四步  练习(时间:10分钟)
复习本话题的重点语法及有用表达，鼓励学生采用合作学习的方法，学会归纳和总结。
1. (复习现在进行时表示将来时的用法。教师出示一些位移动词，让学生做出更多的例句。)
t: we have learnt to show the future by present continuous in this topic. now let’s make some sentences with the present continuous tense to show the future. ok?
ss: ok!
(出示位移动词)
leave
travel
come
…
t: who wants to try?
s1: i’m leaving for disneyland tomorrow.
s2: the most exciting time is coming.
s3: we are traveling to america next summer holiday.
…
2. (小组合作。要求学生找出本话题中所有现在进行时表将来的句子。然后小组间进行交流，检查句子是否正确。)
  t: now, please find out all the sentences which show the future by present continuous by yourselves. then discuss in groups.
3. (听2a录音，学生跟读。)
t: ok, listen to 2a and repeat the sentences.
(板书)
i’m flying to disneyland tomorrow.
i’m leaving this afternoon.
…
4. (1)(复习归纳本话题的语言点。通过小组竞赛的形式，把全班分为8组，要求在规定的时间内列出本话题的语言点，评选出优胜组。)
t: let’s have a competition. i will divide you into eight groups. you have to list all the useful expressions in this topic within the fixed time. then we’ll check to see which group is the winner.
(2)(听2b录音，学生跟读。)
t: listen to 2b and follow.
(板书)
i can’t follow you.
can you speak more slowly, please?
have a good trip!
the foreigner is asking for a ride.
…

step 5  project 第五步  综合探究活动(时间:10分钟)
做猜谜游戏，活跃课堂气氛，完成3。并由谈论本话题的主要内容导入4，让学生小组讨论学习wang junfeng的来信并给wang junfeng写一封回信。12345678910111213141516171819202122232425262728293031
1. (猜谜游戏：学生四人一组。每组轮流派代表出谜语，下一组猜谜。猜对的一组得分，未猜对则出题组得分。完成3。)
  t: let’s play a guessing game. you work in groups of four. any student from each group in turn describes something in riddle format, and the students from the next group guess. if the riddle is guessed correctly, the guess group wins one score, otherwise the riddle group wins the score.
  g1: what color is the white cap that is thrown into the black sea?
  g2: white. which table doesn’t have legs?
  g3: timetable. who earns a living by driving his customers away?
  g4: the driver. …
  …
  (教师可以出一些谜语让学生竞猜，各组抢答得分。)
  t: i’ll give you some riddles. if your answer is right, you can get one score for your group. ok?
  ss: yes.
  t: are you ready?
  ss: yes.
  t: all right. no.1: what letter is an animal?
  s5: … (b).
  t: no.2: what letter is an question?
  s6: … (y).
  …
2. (师生讨论本话题内容，引出4，并学习生词accent。)
t: what do we talk about in this topic?
ss: the differences between british english and american english.
t: yes. if someone has trouble in communicating in english, can you help him/her?
ss: sure./certainly./no problem.
t: ok. wang junfeng is in california now. he has some difficulties in understanding the people there. because their accents are not all the same.
(板书并要求学生掌握。)
accent
t: let’s read his e-card to find out what he wants to know and try our best to help him.
(学生小组讨论学习e-card，并写回信。找个别同学作汇报。)
3. homework:
write a passage about the differences among american english, british english, canadian english and australian english.
板书设计：
english is spoken differently in different countries.
section d
be forced to do sth. in the beginning  i’m flying to disneyland tomorrow.
little by little take in i can’t follow you.
borrow… from… in a word  could you speak more slowly, please?

topic 3  could you give us some advice on how to learn english well? 
唐建兰  中学英语一级
section a
the main activity is 1a. 本课重点活动是1a。
ⅰ. teaching aims and demands 教学目标
1. learn some new words and phrases:
dare, at times, grammar, copy, notebook, keep a diary, pardon, repeat
2. learn some useful sentences:
(1)could you make yourself understood in the u.s.a.?
(2)i dare not speak english in public.
(3)i beg your pardon? / pardon?12345678910111213141516171819202122232425262728293031
(4)i’m sorry, i only know a little english.
(5)how do you say … in english?
3. learn the usage of “wh-+to do”:
(1)i don’t know what to do.
(2)i don’t know how to say/spell that in english.
4. talk about language learning strategies.
ⅱ. teaching aids 教具
录音机/教学挂图
ⅲ. five-finger teaching plan 五指教学方案
step 1  review 第一步  复习(时间:7分钟)
师生互动，复习上一话题所学内容，培养学生的听、说能力，导入新课。
1. (检查作业，教师让两名同学复述英式英语和美式英语的主要差异及产生差异的原因，巩固上一话题所学内容。)
t: let’s review the last topic. i will ask one student to tell us the differences between british english and american english. who can try?
s1: let me try. generally speaking, american english is different from british english in pronunciation, spelling and expression. but people from the two countries do not have much difficulty in understanding each other.
t: nice work. now who can tell us how these differences came about?
s2: i know. long ago, many british people were forced to leave their country. they brought the english language to other countries, such as america, australia and canada. so the language changed little by little from one part of the world to another and the english language is changing all the time.
t: great. you learned a lot.
2. (师生问答，讨论学习英语是否有困难，导入新课。)
t: as you know, with the development of the world, it’s more and more important to learn english well. do you agree with me?
ss: yes.
t: do you think it is easy to learn english well?
ss: no, we don’t think so.
t: do you want to get some suggestions?
ss: of course.
t: ok, let’s begin our new lesson to talk about how to learn english well.
 step 2  presentation 第二步  呈现(时间:15分钟)
通过分组讨论，师生互动，听录音等形式完成2，呈现1a，完成1b。培养学生的听、说能力和自主解决问题的能力。
1. (学生分组讨论学习英语时遇到的困难，老师给出建议，同时呈现并教学生词。)
example:
t:  what problems do you have in learning english?
s1:  i forget new words easily.
t: copy them in a notebook and take it with you.
(板书并要求学生掌握。)
copy
notebook
t: what about you, s2?
s2:  i find it difficult to write compositions.
t: keep a diary to practice it.
(板书并要求学生掌握。)
keep a diary
t: s3, do you have any problems in learning english?
s3: yes, i’m afraid of speaking english in public.
t: you mean you dare not speak english in public. don’t be shy. be confident.12345678910111213141516171819202122232425262728293031
(板书并要求学生掌握。)
dare
2. (教师总结讨论结果，同时教学部分生词。)
t: many students have difficulty in learning english. some forget new words easily. some dare not speak english in public. some are not good at grammar. some even feel like giving up learning english at times …
(板书并要求学生掌握。)
grammar
at times
t: do you want to get more suggestions? let’s listen to the tape and check li ming’s difficulties. then match them with miss wang’s suggestions.
3. (听2录音，核对答案，完成2。)
(如果学生感觉有困难，可再放一遍录音，必要时老师给以指导。)
4. (导入新课，呈现1a，完成1b。)
 (1)(出示课文图片，导入1a。)
t: here’s a picture. now look at the picture. who’s that boy?(教师指着图中的王俊锋)
ss: he is wang junfeng.
t: yes. he is back from the u.s.a. do you think he had a good trip?
ss: yes.
t: did he have any difficulties in the u.s.a.?
ss: we think so.
(2)(听1a录音，回答问题。)
t: now listen to the tape and answer the following question.
what difficulties did wang junfeng meet in the u.s.a?
(师生核对答案。)
t: who can answer the question?
s4: he couldn’t make himself understood in the u.s.a. at times.
t: do you agree with him/her?
ss: yes.
s5: he couldn’t have long conversations with the people there.
t: very good! do other students agree?
ss: yes.
(板书)
he couldn’t make himself understood…
(讲解make oneself understood)
example:
can you make yourself understood in our class?
(3)再听1a录音，找出李明和李想的困难是什么，完成1b。
t: listen to 1a again and find out what troubles li ming and li xiang have.
(核对答案。)
5. (让学生再读课文，找出疑难点，并要求学生分组讨论解决疑难点，教师作补充讲解。)
step 3  consolidation 第三步  巩固(时间:5分钟)
通过角色表演、复述等形式巩固1a。
1. (让学生再读1a，然后三个人一组，分角色表演1a。)
t: now, it’s time to act out the dialog. first, i’ll ask a group to come to the blackboard. are you ready?
ss: yes.
(尽量多找几组同学表演, 了解学生对1a的掌握情况。)
2. (找同学分别复述li ming、wang junfeng和li xiang在学英语方面的困难。)
  s1: i’m li ming. i dare not speak english in public.
s2: i’m wang junfeng, i’ve worked hard at it, but i haven’t made any progress. i feel like giving up.
  s3: i’m li xiang. it’s so difficult for me to remember new words.
  …
step 4  practice 第四步  练习(时间:10分钟)
通过师生互动，小组对话等形式讨论学生英语学习中遇到的困难及解决方案，进一步学习1a，完成3。
1. (让学生讨论1b中孩子们的困难并根据2中的内容给出恰当的建议。)12345678910111213141516171819202122232425262728293031
t: wang junfeng, li ming and li xiang have some difficulties in studying english. how can they study english well? do you know how we can help them? that is to say, do you know how to help them?
(板书)
do you know how we can help them?
do you know how to help them?
(解释语法结构how+to do，让学生用how+to do造句。)
t: let’s make some sentences using how+to do.
s1: i don’t know how to learn english well.
…
(根据2中的内容给出恰当的建议。)
t: very good! now, answer my question “do you know how to help them?”
s2: they can take part in the english corner.
s3: they can copy new words in a notebook.
s4: they can keep a diary.
s5: they can buy a grammar book.
s6: …
2. (让学生两人一组自由对话，讨论英语学习中的困难及解决办法。)
s7: i forget new words easily.
s8: you can copy new words in a notebook and take it with you.
s7: i can’t pronounce well.
s8: you can often listen to the tape.
s7: i am not good at grammar.
s8: you can buy a grammar book.
s7: i am not good at writing compositions.
s8: you can keep a diary in english.
3. (分组活动。完成3。)
(1)(完成搭配, 教师核对答案。)
(学生在自由对话过程中，教师就其中某一内容故意装作没听清楚。)
t: i’m sorry, i can’t hear you clearly. (教师向其他同学提问。) what should i say when i can’t hear clearly?
s9: can you speak more slowly, please?
s10: sorry, i can’t follow you.
t: yes. we can also say “i beg your pardon?/pardon?/repeat it, please!”
(板书并要求掌握repeat, pardon；理解beg。)
beg, pardon, repeat
(2)(教师让学生两人一组利用(1)部分的句子练习对话。)
example:
s11: excuse me, could you tell me how i can get to the post office?
s12: i’m sorry, i can’t follow you. can you speak again more slowly?
s11: could you tell me how to get to the post office?
(让学生两人一组做更多的对话，加深对特殊疑问词+to do这个语法的运用。)
(板书)
could you tell me how to get to the post office?

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