2019-2020年九年級(jí)英語上冊(cè)Unit 3 Letters from the past.doc

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2019-2020年九年級(jí)英語上冊(cè)Unit 3 Letters from the past The main activities are 1a, 1c and 2.本課重點(diǎn)活動(dòng)是1a，1c和2。 Ⅰ.Teaching aims and demands 教學(xué)目標(biāo) 1. Master some useful words: follow, London, dialog, autumn 2. Learn present continuous to show the future. I’m flying to Disneyland tomorrow. 3. Discuss differences in English among different English-speaking countries. Ⅱ.Teaching aids 教具 錄音機(jī)/教學(xué)圖片/簡(jiǎn)筆畫圖片/課件（任老師選）3e68 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)（時(shí)間：10分鐘） 1.（教師展示或在黑板上貼張有倫敦標(biāo)志的圖片，復(fù)習(xí)已學(xué)的問候語。） T: Nice to see you again. Today we’ll go to a new topic. First, let’s look at the beautiful pictures on the blackboard. We’re flying to some place to see our friends. Can you guess where we’re flying today? Ss: London. We can see Big Ben in the picture. T: That’s right. What should we say when we meet them there? Ss: Hello, nice to see you again. T: Yes. What should we say when we want to express that our friends did something well? Ss: Well done! (板書如下：) London Hello Well done 2. (教師呈現(xiàn)另一幅圖，師生互動(dòng)對(duì)話。) T: Look at this picture. What place is it? Ss: Sydney. T: Yes. Sydney is in Australia. As we know, Australia is also an English-speaking country. But Australian English isn’t the same as British English. For example, in Australia people say “g’day” instead of “hello”and“Good on ya, mate!”instead of“Well done!” Ss: That’s really interesting. T: Would you like to know more about that, class? Ss: Of course we’d love to. 3. (教師在黑板上貼上不同情景的簡(jiǎn)筆畫，根據(jù)每幅簡(jiǎn)筆畫分別討論在不同的講英語國(guó)家英語表達(dá)間的不同之處。) (師生根據(jù)簡(jiǎn)筆畫討論英語間表達(dá)的不同，并板書在黑板上。) hello——g’day Well done! ——Good on ya, mate! sheila——sheilas trunk——boot (讓學(xué)生根據(jù)圖畫和板書兩人一組操練。) For example: S1: What should we say when we meet other people in Britain? S2:Hello.But what about in Australia? S1:G’day instead. S2: What should we say when someone did something well in Britain? S1: Well done! And what about in Australia? S2: Good on ya, mate! (每組的兩名學(xué)生就板書的關(guān)鍵詞互相操練一遍。) Step 2 Presentation 第二步 呈現(xiàn)（時(shí)間：5分鐘） 1. (教師讓兩名學(xué)生到臺(tái)前即興表演，復(fù)習(xí)原來的對(duì)話，從而引出對(duì)話1a。) S1: What should we say when we meet other people in Britain? S2: Hello. How about in Australia? S1: G’day instead. S2: What should we say when someone did something well in Britain? S1: Well done! And what about in Australia? S2: Good on ya, mate! 2. (設(shè)置并板書聽力任務(wù)，讓學(xué)生帶著任務(wù)聽錄音。) T: Jane, Kangkang and Wang Junfeng are talking about something interesting. Listen to the tape and answer the questions. (1) What are Jane, Kangkang and Wang Junfeng talking about? (2) Are there any differences in English among different English-eaking countries? (3) Could you tell us what the differences are? (教師盡可能多地找學(xué)生回答以上問題，調(diào)動(dòng)全體學(xué)生的積極性。) 3. (在熟悉對(duì)話1a的基礎(chǔ)上讓學(xué)生在課本上劃出重點(diǎn)詞句并加以理解，教師補(bǔ)充解釋。) For example: I can’t follow you. Can you speak more slowly, please? Is Australian English the same as British English? I’m flying to Disneyland tomorrow. (板書并講解以下內(nèi)容：) follow, speak more slowly, the same as, fly to... Step 3 Consolidation 第三步 鞏固（時(shí)間：5分鐘） 1.(教師再放一遍錄音，要求學(xué)生不看課文，只看黑板上面的關(guān)鍵詞，加深對(duì)話印象。) T: Listen to the tape again. Don’t look at your text, but you can look at the key points on the blackboard. 2.(利用關(guān)鍵詞分排找出一名學(xué)生代表進(jìn)行造句比賽，看哪排造句又多又好，每句加兩分。) T: OK. It’s time to make sentences. The first row, begin with “follow you”. Ready? Go! (教師給出幾排推薦的學(xué)生的比賽分?jǐn)?shù)，看哪排為優(yōu)勝者。) 3.(在前面操練的基礎(chǔ)上，根據(jù)板書內(nèi)容復(fù)述課文。本活動(dòng)采取分組活動(dòng)，全班按八人一組，每組選出一名學(xué)生針對(duì)1a的內(nèi)容進(jìn)行一分鐘的簡(jiǎn)短演講。) T: Now I think most of you have been very familiar with 1a. I’ll ask one student in each group to make a one-minute speech. The most exciting time is ing. Who can make it first? ... For example: Ladies and gentlemen, I’m very happy to speak here... Step 4 Practice 第四步 練習(xí)（時(shí)間：10分鐘） 1.（通過1a的學(xué)習(xí)及對(duì)一分鐘演講內(nèi)容的評(píng)講，讓學(xué)生做1c。） T: Boys and girls, good on ya, mate! Everyone in each group has given us a wonderful speech. From 1a we know something different in English among different English-speaking countries. Now let’s do 1c and plete the passage with the correct form of the words in the box. (教師找學(xué)生說出答案，并板書：) used, same, change, differences, succeed, know 2. (在完成1c的基礎(chǔ)上，進(jìn)行相關(guān)2 Work alone的聽力訓(xùn)練。) T: Well, we’ve learned a lot about differences in English among different English-speaking countries. Here is a passage about the differences. (1)Listen to the tape with these questions and choose the right answers. (根據(jù)所聽錄音內(nèi)容，讓學(xué)生兩人一組，詢問結(jié)果并了解彼此做題的方法及錄音對(duì)話中有關(guān)講英語國(guó)家英語的不同表達(dá)方式，對(duì)有異議地方做好標(biāo)記。) (2)Check up (學(xué)生互校答案后與老師核對(duì)，找出自己聽漏或聽錯(cuò)的原因。最后老師在針對(duì)易錯(cuò)題分析的基礎(chǔ)上讓學(xué)生再聽一遍錄音以求對(duì)錄音原文有個(gè)整體把握。) (3)(學(xué)生在接受了大量的語言輸入后，會(huì)有意識(shí)地模仿對(duì)話，產(chǎn)生練習(xí)的欲望。教師應(yīng)提供給學(xué)生一個(gè)熱情表演的情景，激發(fā)學(xué)生興趣，活躍課堂氣氛，提高學(xué)生應(yīng)用英語的能力，培養(yǎng)他們的合作精神。) T: I’ll ask some students to act the dialog out in front of the class and teach them how to master the skills of listening. Step 5 Project 第五步 綜合探究活動(dòng)（時(shí)間：15分鐘） 1.（引入學(xué)生討論在日常生活中常遇到的一些不同的表達(dá)方式。） T: OK, after learning this section we have been very familiar with the differences in English among different English-speaking countries. In order to express our meanings more quickly, we have different expressions in our everyday life. Here are some examples. Discuss with your partner and try to guess the meaning of the following e-mail English. E-mail English Normal English BTW by the way F2F OIC CU How RU GR8 (在學(xué)生討論得出結(jié)果后和教師核對(duì)答案，教師點(diǎn)評(píng)此類e-mail英語表達(dá)的不同特點(diǎn)和方法，并要求學(xué)生分組討論出盡可能多的e-mail英語，并做好記錄向?qū)W生報(bào)告以求資源共享。) T：After discussing, you can check up the answers with me. You can give more e-mail English if possible and share them with your classmates. 2. (分組活動(dòng)。把學(xué)生按自己習(xí)慣分成若干小組交流，然后做一個(gè)調(diào)查，把討論結(jié)果列表加以記錄。) T: Now discuss the differences in English among different English-speaking countries in groups. Then make a survey of your partners and fill in the chart. Then report it to your class. Situations British English Australian English Meet other people Hello G’day Do something well ... For example: S1: In Britain, we say “hello” to each other when we meet other people, but in Australia we say “G’day”. S2: Yeah. That’s really mon in our everyday life. When people did something well, we say “Well done!” in Britain while we say“Good on ya, mate!”in Australia. S3: ... S4: ... 3. Homework: (1)(課后讓學(xué)生根據(jù)收集課本以外有關(guān)講英語國(guó)家不同英語表達(dá)的資料，比較他們之間的不同之處，制作一個(gè)表格加以區(qū)分以加深印象。) T: Today we’ve learned some differences in English among different English-speaking countries. After class, you can collect much more information about that. Make a form and pare the differences between them. (2)(根據(jù)自己收集的素材在理解的基礎(chǔ)上寫一篇小短文，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和自我構(gòu)建能力，了解英語國(guó)家文化意識(shí)，激發(fā)學(xué)生學(xué)習(xí)英語的興趣。) Write a short passage. (about one hundred words) For example: As we know, English is widely used around the world. But there are differences in English among different English-speaking countries... Section B The main activities are 1a, 1b and 2.本課重點(diǎn)活動(dòng)是1a, 1b和2。 Ⅰ. Teaching aims and demands 教學(xué)目標(biāo) 1. (1)Master some new words and useful expressions: see sb.off，victory (2)Learn some useful sentences: What’s up? I hope I won’t have any difficulty. Whenever you need help, send me an e-mail or telephone me. 2. Go on learning present continuous to show the future: I can’t believe that I’m flying to Disneyland. I’m leaving for California. My uncle is meeting us tomorrow. I’m leaving soon. 3. Talk about the sign languages and body languages: I’m sorry. It’s a secret. Calm down. I’m puzzled. I’m just kidding. Have a victory. Ⅱ.Teaching aids 教具 錄音機(jī)/教學(xué)掛圖/多媒體課件/簡(jiǎn)筆畫圖片 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)（時(shí)間：15分鐘） 1.（檢查上節(jié)所布置的作業(yè)，找學(xué)生根據(jù)所收集資料和寫的短文在課堂上讓同學(xué)們做個(gè)即興演講。） T: (After checking the homework) Good on ya, mate! You all did that quite well. Ss: Thanks, dear teacher. T: Well, the most exciting time is ing. I have a chance to go to the United States to visit Disneyland. I will give this chance to the person who performs best. Who can have a try? Who’d like to be the first? You can begin like this... For example: Ladies and gentlemen, As we know, English is widely used around the world. But not all the English speakers can understand each other all the time because there are some differences in English among different English-speaking countries. Sometimes... (這個(gè)復(fù)習(xí)活動(dòng)旨在激發(fā)學(xué)生口語操練的興趣，根據(jù)各位同學(xué)的表現(xiàn)，教師和學(xué)生共同評(píng)定出一名優(yōu)勝者，把去迪斯尼樂園參觀的機(jī)會(huì)給他，為導(dǎo)入下一步做鋪墊。) 2. (通過演講競(jìng)賽活動(dòng)，選出口語、語音等能力俱佳的優(yōu)勝者去參觀迪斯尼樂園，自然導(dǎo)入本課重點(diǎn)之一，即現(xiàn)在進(jìn)行時(shí)表將來。) T: The winner is... He is the lucky dog. (Teacher and the students) Congratulations! He is flying to Disneyland tomorrow. (教師板書。) He is flying to Disneyland tomorrow. T: Boys and girls, look at the sentence on the blackboard. Do you know what tense it is? Ss: Present Continuous. T: Yes. Is he on the way to Disneyland? Ss: No. T: Has he arrived at Disneyland? Ss: No. T: Then could you tell me what’s the meaning of this sentence? Who can? S1: It means he will fly to Disneyland. S2: It means he is going to fly to Disneyland. ... T: Yes, that’s right. But if we plan or hope to do something eagerly in the future, we should express like this instead. (教師指導(dǎo)學(xué)生觀察黑板上的句子，要求學(xué)生給出更多例句。) T: Class, can you give me more examples? S3: I’m leaving for Beijing soon. S4: ... S5: ... 3. (教師展示1c圖畫，給出一些關(guān)鍵詞，讓學(xué)生用將來時(shí)態(tài)造句并板書。) 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 e home in twenty minutes begin at 7 o’clock go to Shanghai next week Picture 1: ... is leaving for Disneyland this afternoon. Picture 2: ... is traveling to Canada tomorrow. Picture 3: ... is ing home in twenty minutes. Picture 4: ... is beginning at 7 o’clock. Picture 5: ... is going to Shanghai next week. 4. (在熟悉了現(xiàn)在進(jìn)行時(shí)表將來的用法之后，兩人一組對(duì)話操練。) T: Pair work. Make dialogs with your partners according to the following example. For example: S6: When are you leaving for Disneyland? S7: I’m leaving this afternoon. (在每個(gè)小組充分訓(xùn)練之后，教師找出幾組表演對(duì)話。) T: Now stop! I’ll ask several groups to act out the dialog. Let’s have a petition. (通過訓(xùn)練，學(xué)生已熟練掌握現(xiàn)在進(jìn)行時(shí)表將來的用法，為進(jìn)一步呈現(xiàn)和理解1a做好準(zhǔn)備。) Step 2 Presentation 第二步 呈現(xiàn)（時(shí)間：10分鐘） 1. (設(shè)置并板書聽力任務(wù)，讓學(xué)生帶著任務(wù)聽錄音，從整體上對(duì)對(duì)話的意思加以把握。) T: Listen to the tape and find out the answers to these questions on the blackboard. Where is Wang Junfeng flying? What time is Wang’s flight? What should Wang Junfeng do if he needs help? Who is meeting them tomorrow? (聽錄音回答問題。) Answers: He is flying to Disneyland. At five o’clock. He can send Kangkang an e-mail or telephone him. His uncle is meeting them tomorrow. 2. (教師再放錄音，要求學(xué)生邊聽錄音，邊在練習(xí)本上寫出現(xiàn)在進(jìn)行時(shí)表將來的句子和關(guān)鍵詞句并板書。) T: Listen to the tape again and write down the sentences that use present continuous to show the future and key words or phrases. (教師要求學(xué)生找出他們并板書。) I’m flying to Disneyland. I’m leaving for California. My uncle is meeting us tomorrow. I’m leaving soon. (1) (在Step 1和聽力理解的基礎(chǔ)上，師生共同作如下總結(jié)。) 現(xiàn)在進(jìn)行時(shí)表將來時(shí)常有“意圖”、“安排”（但不是固定不變的）或“打算”的含義，這種現(xiàn)在進(jìn)行時(shí)比較生動(dòng)，給人一種期待感。它常表最近或較近的將來，所用動(dòng)詞多是轉(zhuǎn)移動(dòng)詞。如： I’m going. When are you starting? I’m leaving tomorrow. 表將來的現(xiàn)在進(jìn)行時(shí)除用轉(zhuǎn)移動(dòng)詞外，亦可用某些非轉(zhuǎn)移動(dòng)詞。如： I’m meeting you after class. She is buying a new bike soon. see sb. off, be worried about, ask for a ride... (2) (根據(jù)選出的重點(diǎn)短語進(jìn)行鏈條式接龍?jiān)炀溆螒颉? T: Boys and girls, let’s have a chain drill with the phrases you picked out from the text. Go! S1: I saw my old friend off just now. S2: ... S3: ... 3. (在學(xué)生熟悉了對(duì)話內(nèi)容的基礎(chǔ)上進(jìn)行分組對(duì)話練習(xí)，然后讓每組分角色進(jìn)行表演。) T: Class, now it’s time to work in pairs. Each group chooses some students to play a role in the dialog, then act the dialog out. Step 3 Consolidation 第三步 鞏固（時(shí)間：5分鐘） 1 (教師放錄音1a，學(xué)生聽，注意語音語調(diào)。) T: Listen to the tape, pay attention to the stress and intonation. 2. (學(xué)生跟錄音機(jī)讀，找學(xué)生進(jìn)行人機(jī)對(duì)話。) T: Read after the tape, then suppose you are Wang Junfeng, listen to the tape and make a dialog with Kangkang, Michael. 3. (準(zhǔn)備一些指令性動(dòng)作，如go shopping, leave for Shanghai, fly to America等等，讓一些同學(xué)來抽簽，抽到哪個(gè)指令就只能做一些相關(guān)的動(dòng)作，讓其他各組同學(xué)來猜，進(jìn)行組與組間的評(píng)比。) T: I have some cards here. There are some instructions on them. I’ll ask one student at a time and you should do the action according to the card you get. Other students should guess what he’s going to do. S1: What am I going to do? S2: You are going shopping. Am I right? S1: Yes, you are right./ No, you are wrong. S3: What am I going to do? S4: You are... Step 4 Practice 第四步 練習(xí)（時(shí)間：10分鐘） 1. (利用powerpoint課件呈現(xiàn)課本P64的一些常用體態(tài)語的圖畫，讓學(xué)生猜一下它們的意思。) T: Look at the pictures. They are mainly about the sign languages and body languages. These gestures are often used in the United States. Do you know their meanings, class? (利用圖畫布置任務(wù)，激發(fā)學(xué)生積極討論每幅圖畫所代表體態(tài)語的含義。) T: You have discussed the gestures with your partners. Have you got that? Ss: Yes. T: OK. Give me the meanings of the pictures you have known. S1: Picture 1 means “I’m just kidding.” S2: Picture 2 means “Have the victory.” S3: ... S4: ... (教師根據(jù)學(xué)生所說出的體態(tài)語含義做出合理的板書設(shè)計(jì)?？勺寣W(xué)生運(yùn)用發(fā)散思維列舉出更多的體態(tài)語。) 2. (在熟悉這些體態(tài)語的基礎(chǔ)上，教師讓學(xué)生根據(jù)不同的體態(tài)語事先做成簡(jiǎn)筆畫的卡片，組織學(xué)生進(jìn)行“猜一猜”的游戲。) T: Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He/She can ask some questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guess what the gestures mean. (通過此小游戲讓學(xué)生在娛樂中掌握了不同體態(tài)語及其含義，激發(fā)了學(xué)生學(xué)習(xí)的興趣。) Step 5 Project 第五步 綜合探究活動(dòng)（時(shí)間：5分鐘） 1. (引導(dǎo)學(xué)生收集不同國(guó)家的手勢(shì)語的不同含義。) T: Suppose you’re a volunteer of the xx Olympics Games. Try to search the Internet for information as much as possible and then make a form like this. Then make a report to your class. Country Gestures Meaning America Germany Australia Japan India … 2. Homework: Write ten sentences using present continuous to show the future. Section C The main activities are 1a and 2. 本課重點(diǎn)活動(dòng)是1a和2。 Ⅰ. Teaching aims and demands 教學(xué)目標(biāo) 1. Master some new words and useful expressions: pronounce, written English, pronunciation, as for 2. Review present continuous to show the future. 3. Discuss the differences between British English and American English. Ⅱ.Teaching aids 教具 錄音機(jī)/教學(xué)掛圖/一張世界地圖/多媒體課件 Ⅲ.Five-finger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)（時(shí)間：10分鐘） 1. (教師引導(dǎo)學(xué)生復(fù)習(xí)Section A的不同講英語國(guó)家英語表達(dá)的不同。) T: Boys and girls, we have learned differences in English among different English-speaking countries in Section A.Now I’ll ask the group which hasn’t performed in the front to practice that. S1: Hello, what should people say when they meet other people in Britain? S2: 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: They did a good job, didn’t they? Ss: Yes. They did a good job. T: What should we say to them, class? Ss: Congratulations! T: Yeah, congratulations to them. (clapping) (復(fù)習(xí)此對(duì)話中表達(dá)法的不同，目的就是為導(dǎo)入1a英語國(guó)家在拼寫、發(fā)音、表達(dá)等三方面的差異做鋪墊。) 2. (教師呈現(xiàn)一幅世界地圖，為談?wù)撚⒄Z國(guó)家文化風(fēng)俗習(xí)慣創(chuàng)設(shè)一個(gè)情景。) T: Look at the picture. What is it, do you know? Ss: A map of the world. T: We have been learning English, but could you tell me which countries are English-speaking countries? S3: Britain, America. S4: Canada, Australia. S5: New Zealand. S6: ... 3. (學(xué)生回答同時(shí)師生一起在世界地圖上找出這些國(guó)家的具體位置，可以介紹這些國(guó)家的customs, greetings, food, sports等，接著導(dǎo)入1a中語言方面的差異。) T: You’re right. English is spoken as the first language in these countries and they have many differences, such as customs, greetings, food and so on. Ss: That sounds interesting. Could you tell us something about that, dear teacher? T: Of course. In this section we’ll learn the differences among different countries, especially the differences between American English and British English. Ss: Aha, they speak the same language. Are there any differences between them? T: Yes. Can you guess the differences between them? S7: Er, spelling. S8: Expressions. S9: The sound. I know American English and British English have different sounds. S10: ... T: Hmm, sound means pronunciation. (教師板書，并寫出其動(dòng)詞形式。) pronunciation pronounce (讓學(xué)生用兩詞造句，熟練其用法。) For example: The letter “s” in the word “house” pronounces ［s］. Americans are used to pronounce［ｋ｜V:rｋ］in American English. 4. (讓學(xué)生根據(jù)英語語言的不同方面分組討論，了解拼寫、表達(dá)、語音三方面的差異。) T: Class, now we know there are mainly three differences among different English-speaking countries, such as spelling, expressions and pronunciation. Do you want to learn some more about the differences between American English and British English? Ss: That’s great. T: OK, let’s learn Section C 1a. (自然過渡到下一步。) Step 2 Presentation 第二步 呈現(xiàn)（時(shí)間：10分鐘） 1. (閱讀前，教師設(shè)計(jì)一些問題用板書或多媒體展示，讓學(xué)生聽錄音，采取小組搶答形式，多讓幾個(gè)同學(xué)發(fā)言。) T: Boys and girls, listen to the tape carefully. I’ll divide you into five groups and let’s have a petition. Then we choose a group which can answer these questions quickly and correctly. Go! (1)What’s the difference between “color” and “colour”? Which do you prefer? Why? (2)Can you pronounce /hｐt/ and /hB:t/? Do you know how to spell this word? (3)What differences can you tell between British English and American English? (4)Is written English quite different from oral English between British English and American English? (5)When can you find the differences in spelling easily? (6)Do people from the two countries have any difficulties in understanding each other most of the time? (通過搶答調(diào)動(dòng)全體學(xué)生的參與意識(shí)，在多數(shù)學(xué)生回答之后教師進(jìn)行評(píng)價(jià)，這樣也不會(huì)挫傷學(xué)生積極性。) 2. (限時(shí)默讀，然后合上課本設(shè)計(jì)一個(gè)英美語言差異的表格，加以填充。) T: Well, read 1a quickly and silently. Make a form with your books closed and fill in the form according to the passage. (學(xué)生設(shè)計(jì)表格，教師可找一名學(xué)生上黑板畫出表格并填充。) For example: Differences British English American English spelling pronunciation expression 3. (在熟悉課本的基礎(chǔ)上，讓學(xué)生找出更多實(shí)例。) T: Aha, it’s time to work in pairs. Discuss with your partner and try to find out more examples to show the differences in spelling and expressions between British English and American English. Are you interested in doing this, class? Ss: Yes. T: OK. Ready? Go! (經(jīng)過一番討論之后，找學(xué)生在黑板上寫出課文之外的拼寫、表達(dá)方面的詞匯。) For example: British English: __________________________ American English: ________________________ Step 3 Consolidation 第三步 鞏固（時(shí)間：10分鐘） 1. (做游戲“你知道我是哪國(guó)人嗎？”參照本話題學(xué)過的英語國(guó)家在拼寫、發(fā)音、表達(dá)等方面的差異，了解談話雙方信息。) T: Now let’s play a game“Can you guess where I e from?”You can use the knowledge we’ve learned in this topic. You can begin like this. For example: S1: Hello. May I ask you a question? S2: Of course you can. S1: What do you call a man who works in a bank? S2: We call him a clerk ［k｜B:k］. S1: Thanks. I’m sure you’re an English man. S2: (In surprise) How do you know that? S1: I know that from your pronunciation. S2: Oh, I see. Wow, you did your homework so well. Good on ya, mate. S1: Aha, I know you’re from Australia. In Australia, people call their friends “mate”. S2: That’s right. There are differences in English among different English-speaking countries. (以此游戲形式多找?guī)捉M操練。) 2. (通過操練學(xué)生已熟悉1a，利用板書的表格，讓學(xué)生復(fù)述1a。) （方案一） T: OK. We’re familiar with the differences between American English and British English. I’ll ask some students to recite the text without looking at the books. You can use the form on the blackboard. For example: Some people may not clearly know the differences between American English and British English. However, American English is different from British English in spelling, pronunciation... (方案二) (教師可模仿接龍游戲進(jìn)行復(fù)述課文的操練。) T: We can recite the text just like a chain drill. You can begin like this. For example: S3: Some people may not clearly know the differences between American English and British English. However, American English is different from British English in spelling, pronunciation... S4: When a learner is used to［ｈDｔ, ｋｌB:ｋ, 5ｌｅV[(r)］,he may not understand［ｈB:t,ｋｌ\:ｒｋ,5ｌｉ:V[ｒ］immediately. S5: ... S6: ... Step 4 Practice 第四步 練習(xí)（時(shí)間：10分鐘） 1. (教師把準(zhǔn)備好的英美不同的表達(dá)習(xí)慣分給學(xué)生，讓學(xué)生分成兩組，把卡片分給他們并讓他們互相貼在每位學(xué)生的后背上，然后每組各自圍成一圈，每個(gè)學(xué)生把對(duì)方背上貼的英式或美式單詞用英語描述出來，找出對(duì)應(yīng)的英式或美式英語的表達(dá)方式。) T: Now my students, let’s play a game “Find your friend”. Here are some cards, which have different expressions between American English and British English. Find out the other card with the sam