九年级英语上册 Topic 2 English is spoken differently in different countries 教案 仁爱版.doc

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?
(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? Please read 1a and find out the answers.
(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. (教师出示小黑板呈现下列内容，学生连线，并理解生词trunk。)
A
B
g’ day
well done
sheilas
friends
boot
hello
mates
all girls
Good on ya, mate!
trunk
(板书并解释生词。)
trunk
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)
做听力练习，讨论e-mail English，
1. (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
2. (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.
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, give sb. 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 “OIC”?
S4: It means “Oh, I see.”
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?
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) Where’s the foreigner going?
(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, give sb. a ride和get in；理解minibus；了解guidebook。)
(板书生词并解释。)
see…off, give sb. a ride, get in, minibus, guidebook
(幻灯片展示下列词句。)
Michael and Kangkang are going to see them off. → see sb. off
Could you please give me a ride to the airport? → give sb. a ride
We’re going to the same place. Get in, please. → get in
They are on their way to the airport. → on one’s way to
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.
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.
S1: (做动作)What am I going to do?
S2: You are going shopping.
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2体态语的图片，师生对话，让学生猜出它们的含义。)
T: Class, suppose you are 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?
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 2008 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.
give sb. a ride
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 their minds to accept language differences.
Ⅱ. Teaching aids 教具
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/hCt/.
T: You’re right. You know it pronounces /hCt/ in British English, while in American English it pronounces /hB:t/. Besides pronunciation, there are also 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.
(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 passage?
(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 /klB:k/.
T: But how to pronounce