仁爱科普版九年级上册Topic 2 Some things usually have different meanings in different cultures.精品教案

这是一份仁爱科普版九年级上册Topic 2 Some things usually have different meanings in different cultures.精品教案，共23页。教案主要包含了教学重难点，教学目标，教学准备，教学过程，板书设计等内容，欢迎下载使用。

【教学重难点】
The main activity is 1a．本课重点活动是1a。
【教学目标】
1．Learn sme new wrds and a useful phrase:
Australian, difference, autumn, face t face
2．Learn sme useful sentences:
（1） Srry, I can’t fllw yu. Can yu speak mre slwly, please?
（2） English is spken differently in different English-speaking cuntries.
（3） Have a gd trip!
（4） If yu want t succeed in making yurself understd, yu need t knw sme f these differences.
3．Learn present cntinuus t shw the future:
I’m flying t Disneyland tmrrw.
4．Discuss the differences in using English arund the wrld．
【教学准备】
幻灯片/小黑板/录音机/教学挂图
【教学过程】
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 Tpic 1, we’ve learned the imprtance f English. Nw let’s review it. I’ll give yu sme key wrds. Please say sme sentences using passive vice. Are yu ready?
Ss:Yes.
T:Firstly, the key wrds: English, speak.
Ss:English is spken as the first language in America．
T:Well dne! Next: English, use.
Ss:English is widely used thrughut the wrld．
…
T:Gd n ya, mate! Can yu understand me?
Ss:Srry, we can’t.
T:I just said “Well dne!” In Australia, peple use the wrds “Gd n ya, mate!” instead f “Well dne!”
(板书)
T: In fact, thugh English is widely spken arund the wrld, there are sme differences amng American English, British English, Canadian English and Australian English. What are the differences between them? Let’s cme t 1a and learn abut it.
(板书并要求学生掌握difference和Australian；理解British。)
Step 2 Presentatin
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。)
T: English is spken differently in different cuntries. Nw please listen t the tape carefully and answer the questins abve.
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。)
(板书并解释生词。)

T:Stp reading, please. Nw wh can tell me which expressins are British English? Please put up yur hands. S1．
S1…
T:Which expressins 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。)
Step 3 Cnslidatin
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。)
(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:Bys and girls, please lk at Picture 1．What’re the bys ding?
Ss:They are greeting when they meet n the way t schl.
T:D yu knw what they are saying?
Ss:G’day.
T:If they cme frm Great Britain, what will they say?
Ss:They will say “Hell/Hi, nice t meet yu…”
T:Yu’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 t speak here. My tpic is “Different Cuntries, Different English” …
4．(让学生完成1c，并核对答案。)
T: Please finish 1c by yurself, then we will check the answers.
Step 4 Practice
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 wrds r sentences. One student says a sentence and the partner says anther expressin that has the same meaning. D yu understand?
Ss:Yes.
T: S1, S2, please d it first.
S1:I will say “Hell” t yu when we meet in England．
S2:I will say “G’day” t yu if we are frm Australia．
…
2．(做听力练习，完成2。)
T:Gd n ya, mate! We’ve learned t express the same meaning with different wrds. Nw please listen t 2 and find ut what “fall” means in this dialg.
(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)
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 knw English is very interesting. It has different meanings in different cuntries. There is anther interesting English, which is called e-mail English.
T:Bys and girls, d yu like surfing the Internet?
Ss:Yes .
T:D yu ften send e-mails t yur friends?
Ss:Yes .
T:OK. D yu knw the meanings f the fllwing e-mail English in 3? Yu can read it firstly.
(学生阅读3，1分钟后。)
T:Nw, let’s check the answers.
(板书并要求学生掌握。)
T:Can yu give mre examples f e-mail English?
Ss:Yes.
(一个学生说，其他同学猜意思)
S1…
S2:It means…
Step 5 Prject
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。)
Fr example:
2．Hmewrk:
Cllect mre infrmatin abut e-mail English.
【板书设计】
Sectin B
【教学重难点】
The main activity is 1a．本课重点活动是1a。
【教学目标】
1．Learn a new wrd and sme phrases:
see … ff, put ut, ask fr a ride, get in, pick up, victry
2．Learn sme useful sentences:
（1）The freigner is asking fr a ride.
（2） It’s quite all right.
（3） I hpe I wn’t have much difficulty cmmunicating.
（4）Whenever yu need help, send me an e-mail r call me.
3．G n learning present cntinuus t shw the future:
（1）My uncle is meeting us tmrrw.
（2）When are yu leaving fr Disneyland?
（3）I’m leaving this afternn.
【教学准备】
录音机/幻灯片/教学挂图/小卡片
【教学过程】
Step 1 Review
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 knw that English is spken differently in different cuntries. Then hw t say hell t each ther in Australia?
S1:They say “g’day”.
T:What des the wrd “bt” mean in British English?
S2:It’s the trunk f a car.
T:Gd! What’s the meaning f “F2F” in e-mail English?
S3:Face t face.
T:What abut “GR8”?
S4:It means “great”.
T:Well dne! In fact, English speakers cmmunicate in this kind f simplified frm. Besides, they als use gestures t express their meanings. Lk at me. This is my thumb．I put ut my hand with my thumb raised．(做拇指朝上伸出手的动作。) What’s my meaning? D yu knw?
Ss:Srry, we dn’t knw.
T:It means that I am asking fr a ride.
(板书生词及短语，讲解并要求掌握put ut, ask fr a ride;了解thumb。)
T:OK, lk at the picture in 1a, what’s the freigner ding?
Ss:He is asking fr a ride.
T:Yes, where is he ging? Let’s listen t 1a．
Step 2 Presentatin
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。)
T:Listen t the tape and answer the fllwing questins.
(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 dwn the sentences that use present cntinuus t shw the future.
(板书)
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。)
4．(小组合作，找出1a的重点词组，同时教师帮助学生掌握see…ff和get in；理解minibus；了解guidebk。)
(板书生词并解释。)
(幻灯片展示下列词句。)
Step 3 Cnslidatin
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 attentin t the prnunciatin and intnatin. Suppse yu are Wang Junfeng. Listen t the tape and make a dialg 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, nw let’s wrk in grups. I’ll chse six students t act the dialg ut in the frnt.
3．(根据1a，判断正误，完成1b。)
T:Mark True r False accrding t 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。)
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 sme pictures. Nw make sentences with the key wrds given belw, using present cntinuus t shw the future.
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 wrk. Make dialgs with yur partner accrding t the example in 1c．
Example:
A:When are yu leaving fr Disneyland?
B:I’m leaving this afternn.
(在每个小组充分训练之后，教师找出几组表演对话。)
T:Nw I’ll ask several grups t act ut the dialgs. Let’s have a cmpetitin.
(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
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g shpping，leave fr Shanghai, fly t 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 sme cards here. There are sme instructins n them. I’ll ask ne student t chse a card and he shuld d an actin accrding t the card he gets. Other students shuld guess what he is ging t d. Nw let’s see which team acts best.
S1:(做动作)What am I ging t d?
S2:Yu are ging shpping. Am I right?
S1:Yes, yu are right. / N, yu are wrng.
S3:(做动作)What am I ging t d?
S4:Are yu flying t …?
S3:Yes, I am. / N, I’m nt.
…
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, suppse ne f yu is traveling in the United States. But yu can’t speak English. If yu are in truble, what are yu ging t d?
Ss…
T:Gd．Yu can take an interpreter with yu r yu can make a gesture t express yur meanings. Nw, lk at these gestures that peple ften use in the United States. Guess the meanings f them, and yu can discuss with yur partners.
(教师把图片贴在黑板上，一分钟后提问学生。)
T:What’s the meaning f the gesture in Picture ①?
S1:It means “Have a victry”. (可帮助学生回答。)
T:What abut Picture ②?
S2:It means I’m puzzled．(帮助学生回答。)
(板书并要求学生掌握victry；理解puzzled。)
T:Class, d yu agree with him / her?
Ss:Yes. / N.
…
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:Bys and girls, let’s wrk in grups and each grup has fur students. We stick the gesture cards t the back f ne student. He / She can ask questins abut the gestures, and the ther three just describe the gestures and make the student wh has pictures n 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 Prject
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:Suppse yu’re a vlunteer f the 2008 Olympic Games, try t search the Internet fr sign language and bdy language as many as pssible, and then make a frm like this. After that, please make a reprt t yur class.
2．Hmewrk:
（1）Write several sentences using present cntinuus t shw the future.
（2）Cllect mre infrmatin abut the differences in English amng different English—speaking cuntries, including spelling and prnunciatin.
【板书设计】
Sectin C
【教学重难点】
The main activity is 1a．本课重点活动是1a。
【教学目标】
1．Learn sme new wrds and phrases:
prnunce, prnunciatin, fill in
2．Discuss the differences between British English and American English in spelling, prnunciatin and expressin.
3．Cultivate students’ explring spirit and pen minds t accept different languages.
【教学准备】
录音机/图片/小黑板/卡片
【教学过程】
Step 1 Review
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 t Disneyland．
…
2．(做游戏，复习肢体语言。)
T:Nw, let’s play a game t review the bdy 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 dne! Bys and girls, yesterday I asked yu t cllect mre infrmatin abut differences in English amng different English-speaking cuntries. Nw I’ll ask a pair t perfrm in the frnt. S1, S2, wuld yu like t shw us yur dialg?
S1, S2: Yes, f curse.
S1:Hell, what shuld peple say when they meet ther peple in Britain?
S2:They ften say“Hell”. But what abut in Australia?
S1:“G’day” instead．
S2:What shuld peple say when smene did smething well in Britain then?
S1:Well dne! And what abut in Australia?
S2:Gd n ya, mate!
S1…
S2…
T:Bys and girls, d yu think their ral English is very gd?
Ss:Yes.
T:Wh has the best prnunciatin in ur class?
(板书prnunciatin并引出它的动词形式，要求学生掌握；要求学生理解ral。)
(提醒学生注意拼写。)
Ss:Li Lan.
T:Yes, yu’re right. Li Lan, please stand up. Can yu prnunce “ht”? (教师板书ht)
Li Lan:Yes, it’s
T:Yu’re right. Yu knw it prnunces /ht/ in British English, while in American English “ht” prnunces //. Besides prnunciatin, there are ther differences between American English and British English, such as spelling and expressin.
(板书，要求学生理解生词expressin。)
T:Nw, if yu want t knw mre abut differences between American English and British English, let’s learn 1a．
Step 2 Presentatin
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 t the tape carefully and find ut 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。)
T:Wh can answer Questin 1?
S1:I can. There are three.
T:Yes, what are they?
S1:American English is different frm British English in prnunciatin, spelling and sme expressins.
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 frm in 1b．
(板书并要求学生掌握。)
(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, culd yu tell me hw t prnunce “clerk” in British English?
S2:Oh, yes. It’ s /T:But hw t prnunce it in American English?
S2:It’s
(板书并要求学生理解。)
T:Great. S3, culd yu spell the past participle frm f travel in American English?
S3:T-R-A-V-E-L-E-D．
T:Gd．But hw t spell it in British English?
S3:T-R-A-V-E-L-L-E-D．
T:S4, which take the subway, Americans r British peple?
S4:Americans.
T:OK. Yu can make a similar dialg with yur 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 Cnslidatin
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: Nw, let’s play the game “I knw where yu cme frm. ” Yu can use the knwledge we have learned in this tpic．Yu can begin like this:
S1:Hell. May I ask yu a questin?
S2:Of curse, please.
S1:Hw d yu prnunce “ht”?
S2://.
S1:Thanks. I knw yu are an Englishman.
S2:(作吃惊状)Hw d yu knw that?
S1:I knw that frm yur prnunciatin.
S2:Oh. I see.
S3: Gd n ya, mate!
S1:Oh. I knw yu’re frm Australia．In Australia, peple call their friends “mates”.
S3:That’s right. There are differences in English amng different English-speaking cuntries.
(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: Nw, accrding t what we have just learned, we knw American English and British English are different. Please finish 1b first. I’ll ask sme students t retell the text. Yu can use the frm in 1b．
Example: We all knw American English is different frm British English in prnunciatin, spelling and expressin.
…
Step 4 Practice
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:Nw, let’s play a game “Wh des quickly and well?”.
Example:
A:“Fall” in America is “秋天”. D yu knw hw t express “秋天” in England?
B:Yes, it’s “autumn”. D yu knw hw t spell “数学” in British English?
C:Yes, it’s “maths”. D yu knw hw t 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 lessn, wh knws where Wang Junfeng is?
S1:He has gne t Disneyland in Califrnia．
T:Yes, nw he is there. He finds sme infrmatin abut Disneyland．Let’s enjy 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 f the Caribbean，向学生介绍加勒比海盗和魔积山的相关内容。)
(板书)
Example:
Nt nly he but als I am interested in watching TV.
The children are fnd f playing tys.
His hme is clse t his schl.
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 t read the sentences, and check the answers.
Step 5 Prject
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．Hmewrk:
After class, see tw English films. One is made in UK, the ther is made in US.
【板书设计】
Sectin D
【教学重难点】
The main activities are 1a and 4．本课重点活动是1a和4。
【教学目标】
1．Learn sme new wrds and phrases:
cme abut, frce, take in, cent, accent
2．Learn hw the differences between American English and British English came abut.
3．Review present cntinuus t shw the future:
I’m flying t Disneyland tmrrw.
My uncle is meeting us tmrrw.
【教学过程】
Step 1 Review
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。
T:Nw, let’s review Sectin C．Hw many kinds f differences are there between British English and American English?
S1:Three. They are different in prnunciatin, spelling and expressin.
T:Wh can give me sme examples?
S2:The wrd“ht”is prnunced as [ht] in Britain, but it is prnunced as [] in America．
S3:The wrd“dialg”is spelt as“dialgue”in Britain, but in America it is spelt as“dialg”.
S4:In Britain peple usually relax in a sitting rm, but in a living rm in America．
…
T:Gd．Yu learn very well. But hw did these differences cme abut? D yu want t knw? OK, let’s learn 1a t find ut.
Step 2 Presentatin
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 knw, there are sme differences between American English and British English. Hw did the differences cme abut?
(板书并要求学生掌握。)
T: Lng ag, many British peple were frced t leave their cuntry fr sme ther places. These places were later called America, Canada and Australia．The English language was brught t these places by them. The language changed little by little in different parts f the wrld．
(板书并要求学生掌握。)
T:The English language has als taken in many new wrds frm ther languages. In a wrd, the English language is changing all the time. Understand?
Ss:Yes.
(板书并要求学生掌握。)
T:Nw, lk at yur bks and listen t 1a, find ut hw these differences came abut.
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kwtw。)
Step 3 Cnslidatin
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 r False.
2．(让学生读1c，根据1a迅速找出答案，然后进行核对。)
T:OK. Please read 1a again and match the wrds with the languages in 1c．Then we’ll check the answers tgether.
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 yu sme questins?
S1:Of curse.
T:There are differences between American English and British English, but hw did they cme abut?
S1:Lng ag, many British peple were frced t… The English language was brught t… In the beginning… the same as…, changed little by little…
T:What’s the meaning f the wrd “ckbk”?
S1:It’s a bk fr cking. It’s frm German. The English language has taken in many new wrds frm ther languages. Fr example, it brrwed “tfu” and “kwtw” frm Chinese.
(教师及时给予鼓励，让学生勇于开口讲英语。)
T: Well dne, thank yu. Yu’ve learnt very well.
Step 4 practice
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 t shw the future by present cntinuus in this tpic．Nw let’s make sme sentences with the present cntinuus tense t shw the future. OK?
Ss:OK!
(出示位移动词)
T:Wh wants t try?
S1:I’m leaving fr Disneyland tmrrw.
S2:The mst exciting time is cming.
S3:We are traveling t America next summer hliday.
…
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:Nw, please find ut all the sentences which shw the future by present cntinuus by yurselves. Then discuss in grups.
3．(听2a录音，学生跟读。)
T:OK, listen t 2a and repeat the sentences.
(板书)
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 cmpetitin. I will divide yu int eight grups. Yu have t list all the useful expressins in this tpic within the fixed time. Then we’ll check t see which grup is the winner.
（2）(听2b录音，学生跟读。)
T:Listen t 2b and fllw.
(板书)
Step 5 prject
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。
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. Yu wrk in grups f fur. Any student frm each grup in turn describes smething in riddle frmat, and the students frm the next grup guess. If the riddle is guessed crrectly, the guess grup wins ne scre, therwise the riddle grup wins the scre.
G1:What clr is the white cap that is thrwn int the Black Sea?
G2:White. Which table desn’t have legs?
G3:Timetable. Wh earns a living by driving his custmers 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 yu sme riddles. If yur answer is right, yu can get ne scre fr yur grup. OK?
Ss:Yes.
T:Are yu ready?
Ss:Yes.
T:All right. N.1: What letter is an animal?
S5… （B）.
T:N.2: What letter is an questin?
S6… (Y).
…
2．(师生讨论本话题内容，引出4，并学习生词accent。)
T:What d we talk abut in this tpic?
Ss:The differences between British English and American English.
T:Yes. If smene has truble in cmmunicating in English, can yu help him/her?
Ss:Sure./Certainly./N prblem.
T:OK. Wang Junfeng is in Califrnia nw. He has sme difficulties in understanding the peple there. Because their accents are nt all the same.
(板书并要求学生掌握。)
T:Let’s read his e-card t find ut what he wants t knw and try ur best t 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．Hmewrk:
Write a passage abut the differences amng American English, British English, Canadian English and Australian English.
【板书设计】
Gd n ya, mate! = Well dne!
different—difference
British
Australian
（1） Hw t say “hell” in Australia?
（2） In Australia, what d peple call all their friends?
（3） Wh call girls “sheilas”, Canadians r Australians?
g’day hell friends mates Gd n ya, mate! Well dne Sheila sheilas bt trunk
trunk
British English
Australian English
Canadian English
American English
suitcase
Grammar: Shwing the future by present cntinuus.
e.g. ①I’m cming.
②I’m leaving.
③I’m flying t Disneyland tmrrw.
…
autumn=fall
face t face
English wrd frm Chinese
Kungfu, tfu…
Chinese wrd frm English
咖啡，可口可乐……
English is spken differently in different cuntries.
Sectin A
different→differenceSrry, I can’t fllw yu. Can yu speak mre slwly, please?
face t faceI’m flying t Disneyland tmrrw.
Have a gd trip!
thumb
put ut
ask fr a ride
flight
（1） What’s the freigner leaving fr?
（2） When is Wang Junfeng’s flight?
I’m flying t Disneyland．
I’m leaving this afternn.
My uncle is meeting us tmrrw.
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(cme, g, start, leave, stay, arrive …)。例如：
I’m ging.
When are yu starting?
I’m leaving tmrrw.
…
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 yu after class.
She is buying a new bike sn.
…
see…ff, get in, minibus, guidebk
They are n their way t the airprt. → n ne’s way t
Michael and Kangkang are ging t see them ff. → see sb．ff
I hpe I wn’t have much difficulty cmmunicating. → have difficulty (in) ding …
pick up
leave fr Disneyland this afternn travel t Canada tmrrw
cme hme in twenty minutes start at 7 ’clck g t Shanghai next week
Picture1: …is leaving fr Disneyland this afternn.
Picture2: …is traveling t Canada tmrrw.
Picture3: …is getting hme in twenty minutes.
Picture4: …is starting at 7 ’clck.
Picture5: …is ging t Shanghai next week.
victry
puzzled
Cuntry
Gesture
Meaning
America
Germany
Australia
Japan
India
…
English is spken differently in different cuntries.
Sectin B
face t faceI’m flying t Disneyland．
see sb．ffMy uncle is meeting us tmrrw.
put utIt’s quite all right.
ask fr a rideI’m leaving fr Disneyland this afternn.
get in
pick up
have much difficulty (in) ding …
prnunciatin (n. ) —— prnunce(v. ), ral
expressin
（1） Hw many kinds f differences are mentined in the dialg?
（2） What are they?
fill in
clerk
nt nly… but als
be fnd f
be clse t
Pirates f the Caribbean
English is spken differently in different cuntries.
Sectin C
prnunce(v.)—prnunciatin(n.)be fnd f
fill inbe clse t
nt nly… but als…in persn
British English
American English
[]
[]
dialgue
a living rm
metre
[]
…
…
cme abut
frce
take in
be frced t d,cent
in the beginning,German
take in,kwtw
in shrt,
leave
travel
cme
…
I’m flying t Disneyland tmrrw.
I’m leaving this afternn.
…
I can’t fllw yu.
Can yu speak mre slwly, please?
Have a gd trip!
The freigner is asking fr a ride.
…
accent
English is spken differently in different cuntries.
Sectin D
be frced t d sth.in the beginning I’m flying t Disneyland tmrrw.
little by littletake inI can’t fllw yu.
brrw… frm…in a wrd Culd yu speak mre slwly, please?