孫國明 商南縣高級(jí)中學(xué)
【教材版本】 外研版(必修5)
【教學(xué)內(nèi)容】 Everyday English, Function, Speaking and Writing
【設(shè)計(jì)理念】
英語屬于語言學(xué)科，主要是培養(yǎng)學(xué)生的聽、說、讀、寫能力，最終達(dá)到能夠靈活運(yùn)用的目的。新課標(biāo)更加注重學(xué)生的主動(dòng)性，讓學(xué)生自主學(xué)習(xí)，自我發(fā)展，分析，解決問題的能力。新課程標(biāo)準(zhǔn)的三維教學(xué)理念，就是要充分調(diào)動(dòng)學(xué)生學(xué)習(xí)主動(dòng)性，發(fā)展學(xué)生的語言技能，語言知識(shí)；培養(yǎng)學(xué)生的情感態(tài)度，實(shí)現(xiàn)自我價(jià)值觀。在學(xué)習(xí)過程中掌握學(xué)習(xí)的方法和文化意識(shí)等多方面的素養(yǎng)。在教學(xué)過程中，創(chuàng)設(shè)教學(xué)情景，讓學(xué)生自主探究，在處理解決問題的過程中掌握所學(xué)知識(shí)。使學(xué)生由傳統(tǒng)的被動(dòng)接受知識(shí)向主動(dòng)的獲取知識(shí)的轉(zhuǎn)化。培養(yǎng)了學(xué)生的自學(xué)能力，綜合運(yùn)用能力，學(xué)生的情感態(tài)度價(jià)值觀。本節(jié)課通過British And American English 的學(xué)習(xí)比較，然后了解漢語的發(fā)展過程，培養(yǎng)學(xué)生對(duì)本土文化的熱愛。再通過Everyday English, Function 的學(xué)習(xí)增加新的詞匯，為后面學(xué)習(xí)Speaking and Writing做鋪墊，在老師的引導(dǎo)下，學(xué)生利用所學(xué)的知識(shí)進(jìn)行創(chuàng)作性的寫作練習(xí)。
【教材分析】
Ⅰ 知識(shí)結(jié)構(gòu)分析
本課時(shí)主要完成Everyday English, Function, Speaking and Writing 。幫助學(xué)生學(xué)習(xí)日常用語，學(xué)會(huì)利用不同的結(jié)構(gòu)來陳述理由，使用不同的連詞進(jìn)行表達(dá)原因。根據(jù)所學(xué)課文的結(jié)構(gòu)進(jìn)行Speaking and Writing的練習(xí)。以提高學(xué)生的語言表達(dá)和綜合運(yùn)用能力。
Ⅱ 知識(shí)發(fā)生發(fā)展過程分析
通過課文的學(xué)習(xí)，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(shì)。結(jié)合漢語的實(shí)際，讓學(xué)生能夠運(yùn)用所學(xué)的知識(shí)進(jìn)行Speaking and Writing 的練習(xí)，在練習(xí)中運(yùn)用到所學(xué)的知識(shí)。以便掌握更多的語言信息知識(shí)，為綜合運(yùn)用能力的提高打下堅(jiān)實(shí)的基礎(chǔ)。
Ⅲ 知識(shí)學(xué)習(xí)意義分析
通過本課時(shí)的學(xué)習(xí)，要求學(xué)生掌握一些日常用語，學(xué)會(huì)利用不同的結(jié)構(gòu)來陳述理由。學(xué)習(xí)連詞because, as, since and now that 的用法，以及本課時(shí)的一些知識(shí)點(diǎn)。拓展學(xué)生的知識(shí)范圍，并根據(jù)Reading 的學(xué)習(xí)了解英美英語的區(qū)別，能用所學(xué)的知識(shí)進(jìn)行綜合的Speaking and Writing的鞏固練習(xí)。進(jìn)一步拓展學(xué)生的想象力，提高學(xué)生的語言運(yùn)用能力。
Ⅳ 教學(xué)建議與學(xué)法指導(dǎo)說明
利用多媒體課件形式組織教學(xué)，按照“呈現(xiàn)-操練-小結(jié)-鞏固”的思路組織課堂教學(xué)，以學(xué)生為主體，教師加以指導(dǎo)，充分體現(xiàn)師生互動(dòng)、生生互動(dòng)。
【學(xué)情分析】
Ⅰ 原有認(rèn)知發(fā)展分析
學(xué)生對(duì)本模塊的British And American English的學(xué)習(xí)，對(duì)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(xué)習(xí)為后面學(xué)習(xí)Everyday English, Function, Speaking and Writing 的學(xué)習(xí)打下了基礎(chǔ)。再通過的Everyday English, Function, Speaking and Writing學(xué)習(xí)進(jìn)一步拓展詞匯，對(duì)所學(xué)知識(shí)加深和鞏固。使學(xué)生的知識(shí)結(jié)構(gòu)更加全面，語言運(yùn)用能力得到提升。
Ⅱ 原有知識(shí)結(jié)構(gòu)分析
學(xué)生通過前四本書的學(xué)習(xí)，具有較豐富的詞匯和語法知識(shí)，具有一定的綜合運(yùn)用能力和交際能力，為后面的學(xué)習(xí)做好了準(zhǔn)備。
Ⅲ 非認(rèn)知因素分析
從傳統(tǒng)的灌輸式教學(xué)理念到新課程的三維教學(xué)理念的轉(zhuǎn)變，傳統(tǒng)的被動(dòng)學(xué)習(xí)變?yōu)橐詫W(xué)生為主，教師為輔的學(xué)習(xí)方式。學(xué)生在學(xué)習(xí)過程中培養(yǎng)思維能力，情感，價(jià)值觀等。
【教學(xué)目標(biāo)】
Ⅰ 知識(shí)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(xué)會(huì)利用各種結(jié)構(gòu)陳述理由（常見的句型和引導(dǎo)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(jié)-鞏固”的思路組織課堂教學(xué)，以學(xué)生為主體，教師加以指導(dǎo)，充分體現(xiàn)師生互動(dòng)、生生互動(dòng)，采用教師教授，學(xué)生討論和練習(xí)實(shí)踐相結(jié)合的教學(xué)方法。
Ⅲ 情感、態(tài)度與價(jià)值觀
（Ⅰ）從學(xué)習(xí)和知識(shí)獲取的過程中，同學(xué)們可以體驗(yàn)學(xué)習(xí)的樂趣，充分發(fā)揮主觀能動(dòng)性。
(Ⅱ）通過開展小組活動(dòng)，培養(yǎng)學(xué)生的合作與團(tuán)隊(duì)精神，體現(xiàn)學(xué)生的價(jià)值觀。
（Ⅲ）通過學(xué)習(xí)，學(xué)生可根據(jù)不同的語言環(huán)境靈活運(yùn)用所學(xué)知識(shí)進(jìn)行綜合練習(xí)。
【教學(xué)重點(diǎn)】
（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(xué)會(huì)Giving reasons
【教學(xué)難點(diǎn)】
Ⅰ 利用各種結(jié)構(gòu)Giving reasons及連詞because, since, as and now that 的用法。
Ⅱ 利用所給的信息進(jìn)行Speaking and Writing練習(xí)。
【教學(xué)環(huán)境】
多媒體教室，多媒體課件，課本。
【教學(xué)方法】
任務(wù)型教學(xué)，以學(xué)生為中心，老師為輔的教學(xué)，(work-group, work-whole class Task-based Language Teaching）是實(shí)施課堂教學(xué)的主要理念。
【教學(xué)思路】
按照“呈現(xiàn)-操練-小結(jié)-鞏固”的思路組織課堂教學(xué)，以學(xué)生為主體，教師加以指導(dǎo)，充分體現(xiàn)師生互動(dòng)、生生互動(dòng)的教學(xué)模式。
【教學(xué)過程】
Teaching Procedures
設(shè)計(jì)思路 通過British and American English的學(xué)習(xí)為本課時(shí)奠定了基礎(chǔ)。再以漢語的地方方言導(dǎo)入新課。使學(xué)生輕松的進(jìn)入情境。引導(dǎo)學(xué)生運(yùn)用所學(xué)的詞匯，日常用語對(duì)所給的話題，信息進(jìn)行討論。學(xué)生提出知識(shí)點(diǎn)，教師加以講解。然后以討論的模式，以及British and American English的學(xué)習(xí)啟發(fā)引導(dǎo)學(xué)生利用所給的信息進(jìn)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(xué)評(píng)價(jià)】
本課時(shí)主要學(xué)習(xí)了Everyday English, Function, Speaking and Writing。通過老師對(duì)知識(shí)點(diǎn)的講解，然后通過學(xué)生做選擇題來對(duì)學(xué)生評(píng)價(jià)。可以以提問的方式叫學(xué)生回答，對(duì)做的好的及時(shí)給于表揚(yáng)，不足的及時(shí)糾正。對(duì)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(gè)人的積極參與小組活動(dòng)過程的表現(xiàn)進(jìn)行語言性的綜合評(píng)價(jià)，個(gè)人評(píng)價(jià)，小組評(píng)價(jià)。是對(duì)學(xué)生學(xué)習(xí)的一種鼓勵(lì)，肯定。使學(xué)生在學(xué)習(xí)過程中不斷體驗(yàn)到進(jìn)步與成功，認(rèn)識(shí)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(xí)；
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