孫國明 商南縣高級中學
【教材版本】 外研版(必修5)
【教學內(nèi)容】 Everyday English, Function, Speaking and Writing
【設計理念】
英語屬于語言學科，主要是培養(yǎng)學生的聽、說、讀、寫能力，最終達到能夠靈活運用的目的。新課標更加注重學生的主動性，讓學生自主學習，自我發(fā)展，分析，解決問題的能力。新課程標準的三維教學理念，就是要充分調(diào)動學生學習主動性，發(fā)展學生的語言技能，語言知識；培養(yǎng)學生的情感態(tài)度，實現(xiàn)自我價值觀。在學習過程中掌握學習的方法和文化意識等多方面的素養(yǎng)。在教學過程中，創(chuàng)設教學情景，讓學生自主探究，在處理解決問題的過程中掌握所學知識。使學生由傳統(tǒng)的被動接受知識向主動的獲取知識的轉化。培養(yǎng)了學生的自學能力，綜合運用能力，學生的情感態(tài)度價值觀。本節(jié)課通過British And American English 的學習比較，然后了解漢語的發(fā)展過程，培養(yǎng)學生對本土文化的熱愛。再通過Everyday English, Function 的學習增加新的詞匯，為后面學習Speaking and Writing做鋪墊，在老師的引導下，學生利用所學的知識進行創(chuàng)作性的寫作練習。
【教材分析】
Ⅰ 知識結構分析
本課時主要完成Everyday English, Function, Speaking and Writing 。幫助學生學習日常用語，學會利用不同的結構來陳述理由，使用不同的連詞進行表達原因。根據(jù)所學課文的結構進行Speaking and Writing的練習。以提高學生的語言表達和綜合運用能力。
Ⅱ 知識發(fā)生發(fā)展過程分析
通過課文的學習，了解了英美英語在詞匯、語法、拼寫和發(fā)音等方面的區(qū)別。了解了英美文化的差異，探討英美英語的發(fā)展趨勢。結合漢語的實際，讓學生能夠運用所學的知識進行Speaking and Writing 的練習，在練習中運用到所學的知識。以便掌握更多的語言信息知識，為綜合運用能力的提高打下堅實的基礎。
Ⅲ 知識學習意義分析
通過本課時的學習，要求學生掌握一些日常用語，學會利用不同的結構來陳述理由。學習連詞because, as, since and now that 的用法，以及本課時的一些知識點。拓展學生的知識范圍，并根據(jù)Reading 的學習了解英美英語的區(qū)別，能用所學的知識進行綜合的Speaking and Writing的鞏固練習。進一步拓展學生的想象力，提高學生的語言運用能力。
Ⅳ 教學建議與學法指導說明
利用多媒體課件形式組織教學，按照“呈現(xiàn)-操練-小結-鞏固”的思路組織課堂教學，以學生為主體，教師加以指導，充分體現(xiàn)師生互動、生生互動。
【學情分析】
Ⅰ 原有認知發(fā)展分析
學生對本模塊的British And American English的學習，對英美英語之間的區(qū)別有了解，再通過詞匯，語法和聽力的學習為后面學習Everyday English, Function, Speaking and Writing 的學習打下了基礎。再通過的Everyday English, Function, Speaking and Writing學習進一步拓展詞匯，對所學知識加深和鞏固。使學生的知識結構更加全面，語言運用能力得到提升。
Ⅱ 原有知識結構分析
學生通過前四本書的學習，具有較豐富的詞匯和語法知識，具有一定的綜合運用能力和交際能力，為后面的學習做好了準備。
Ⅲ 非認知因素分析
從傳統(tǒng)的灌輸式教學理念到新課程的三維教學理念的轉變，傳統(tǒng)的被動學習變?yōu)橐詫W生為主，教師為輔的學習方式。學生在學習過程中培養(yǎng)思維能力，情感，價值觀等。
【教學目標】
Ⅰ 知識與技能.
（Ⅰ）日常用語
i. How are you getting on?
ii. I didn’t get what people were saying
iii. got used to
iv. so far
v. That's a good point
vi. made a fuss of him
vii. cute
viii. a couple of
ix. pick up
x. wear off
(Ⅱ) 學會利用各種結構陳述理由（常見的句型和引導詞）
i. I think...
ii. How do you feel about ...
iii. What do you think about...etc
iv. because, since, as, now that.
（Ⅲ）詞匯;
i. now that
ii. carry out
iii. find out
iv. add...\add up...\add... to...\add to...
v. in favour of
vi. refer to ...as...
Ⅱ 過程與方法.
按照“呈現(xiàn)-操練-小結-鞏固”的思路組織課堂教學，以學生為主體，教師加以指導，充分體現(xiàn)師生互動、生生互動，采用教師教授，學生討論和練習實踐相結合的教學方法。
Ⅲ 情感、態(tài)度與價值觀
（Ⅰ）從學習和知識獲取的過程中，同學們可以體驗學習的樂趣，充分發(fā)揮主觀能動性。
(Ⅱ）通過開展小組活動，培養(yǎng)學生的合作與團隊精神，體現(xiàn)學生的價值觀。
（Ⅲ）通過學習，學生可根據(jù)不同的語言環(huán)境靈活運用所學知識進行綜合練習。
【教學重點】
（Ⅰ)掌握下列詞匯；
i. now that
ii. carry out
iii. find out
iv. add...\add up...\add...to...\add to...
v. in favour of
vi. refer to ...as...
(Ⅱ) 學會Giving reasons
【教學難點】
Ⅰ 利用各種結構Giving reasons及連詞because, since, as and now that 的用法。
Ⅱ 利用所給的信息進行Speaking and Writing練習。
【教學環(huán)境】
多媒體教室，多媒體課件，課本。
【教學方法】
任務型教學，以學生為中心，老師為輔的教學，(work-group, work-whole class Task-based Language Teaching）是實施課堂教學的主要理念。
【教學思路】
按照“呈現(xiàn)-操練-小結-鞏固”的思路組織課堂教學，以學生為主體，教師加以指導，充分體現(xiàn)師生互動、生生互動的教學模式。
【教學過程】
Teaching Procedures
設計思路 通過British and American English的學習為本課時奠定了基礎。再以漢語的地方方言導入新課。使學生輕松的進入情境。引導學生運用所學的詞匯，日常用語對所給的話題，信息進行討論。學生提出知識點，教師加以講解。然后以討論的模式，以及British and American English的學習啟發(fā)引導學生利用所給的信息進行創(chuàng)作性寫作。
Step 1 Lead in
1) Show the screen
2) Ask the students to look at the screen and listen to the dialects. Then answer the following questions.
a) Which provinces do you think are they from?(Northeast, Beijing, Sichuan )
b) Do you have any difficulties in understanding what they said? Why? (No. Because what they said belongs to Chinese ,though different dialects)
Step 2 Speaking
1) Show the screen(Ask the students to read the information)
2) Divide Ss into three groups to discuss the question (British, American, World English. Which is the best variety of English to learn?)
3) Ask each group to discuss one topic .Give some reasons in favour of their chosen variety. Have one student record what they discussed.
Students might use the following sentence patterns.
I think ...
I don’t think ...
I believe ...
I don’t believe ...
In my opinion ...
I feel that...
I agree with you about ...
Because\as \since\now that
4) Call back the answers that one of the students recorded.
5) Present teacher’s ideas to the rest of the class.(show the screen)
A: I think British English is the best variety to learn because it is the language of Shakespeare.
B: I don’t think so. Please don’t forget we are the 21st century. American English is modern. What’s the use of learning out-of- date language?
A: It is totally wrong to think British English is out of date. What’s more ,British English is their mother tongue. Because the earliest immigrants from England came to settle in America.
Step 3 Function
1) Warming up by learning to give “reasons”.
2) Ask the students to underline the words which introduce reasons.
3) Answer the questions.(look at the screen)
4) Complete the sentences with because, since, as or now that.
5) Complete the sentences with the correct phrases.(Everyday English)
Step 4 Language points(look at the screen)
Teacher explains the language points
Step 5 Writing
1) Do Activity 3 and then talk about the other two topics. （look at the screen).
2) Ask the students to read the material about Chinese language. (look at the screen)
3) Divide the students into three groups to discuss. Each group for one topic about Chinese language. Have one student write down some key words , then collect some necessary vocabulary for writing.(the information about the three topics given on the screen)
4) Ask one student to combine sentences about Chinese language that they have discussed. Then form the pattern.
5) Teacher gives “the sample”.
The Chinese Language
In recent years, more and more people are beginning to learn Chinese, and Chinese is obviously spoken by more people than any other language in the world.
Chinese language can be divided into eight major varieties, of which Mandarin，also called Putonghua, based on the pronunciation of Beijing ,is referred to as the standard and is spoken by about two-thirds of the population. In the 1950s, the government of Mainland China simplified the written forms of many traditional characters in order to make learning to read and write the language easier. Numerous attempts have been made over the years to simplify the Chinese writing system.
The Chinese language today has changed a lot ， but however much it has been developed, Chinese will develop steadily. In the future , wherever you are, it will not be strange to hear a man with a Chinese
Step 6 Homework
1) Try searching for some more information about language changes on the Internet, and make some notes.
2) Write a piece of composition about “The Chinese Language”.
【教學評價】
本課時主要學習了Everyday English, Function, Speaking and Writing。通過老師對知識點的講解，然后通過學生做選擇題來對學生評價�？梢砸蕴釂柕姆绞浇袑W生回答，對做的好的及時給于表揚，不足的及時糾正。對于Speaking and Writing可以通過以下方式，看哪一組所給的理由充分（見附表）。通過小組的觀察，個人的積極參與小組活動過程的表現(xiàn)進行語言性的綜合評價，個人評價，小組評價。是對學生學習的一種鼓勵，肯定。使學生在學習過程中不斷體驗到進步與成功，認識自我，建立自信。
附表（1）；
Group One
(British English) Group Two
(American English) Group Three
（World English）
Giving reasons
完成下列練習；
Complete the sentences with because, since, as or now that.（見課本P7）
1. It is useful to learn English ______it is spoken all over the world.
2. _________they see lots of American films, the British are used to American accents.
3. Americans like the British accent _______they think it is cute.
4. It's easier to compare British and American English _______we have the Internet.
Complete the sentences with the correct answers.
1. Teens are rebellious, so we parents shouldn’t them.
A. make a difference B. make a fuss of
C. make fuss of D. make difference
2. Please all the figures to see how much they .
A. add; add up to B. add up; add up to
C. add up; add up D. add; add to
3. The patient quickly after the successful operation by Doctor Wang.
A. take up B. put up C. pick up D. set up
4. He asked whether we were women taking part in political
activities.
A. in place of B. in face of
C. in favor of D. in terms of
5. Doctor Wang Xuan the “Modern Bi Shen”, who was the inventor of
printing.
A. refer to... as... B. refer... as...
C. is refered to as D. is referred to as