教案Book 8 Module 4 Which English
教案Module4WhichEnglish
Module 4 Which English?Reading and Vocabulary教学目标分析三维教学目标1、知识与能力1) To help the students learn about some words in this period;2) To help the students develop reading skills (skimming and scanning);3)To help the students learn about many different Englishes.2、过程与方法Use different tasks to guide the students’ learning to help the students learn individually and to encourage the students to learn to work in groups.3、情感态度价值观1) To help the students establish a good attitude of learning English.2) To help the students understand the different culture of learning English in different countries.教学重点、难点分析教学重点及难点1. To help the students improve their reading skills, understand thepassage and finish the reading comprehension exercise;2. To encourage the students to learn and use what they have learnt to express the difference of English in different countries.教学辅助工具:Multi-media, blackboard and handout.教学过程Step 1 Warming-up1. Show the students some pictures and lead them to the topic of this class to help the students get relaxed, arouse their interest and lead to the topic..2. Explain The Rule of Group Activity for the students to help the students get ready for group activity.Step 2 Pre-readingAsk students some questions about the passage to encourage students to talk about food and arouse their interest in reading the passage.Step 3 While-reading1.Ask students to skim the text and find information from the passage to help students practise their reading skill and guide them to answer the questions.2. Encourage students to do word challenge and if necessary, correct their pronunciation to help students know about key words in the text and get ready for detail reading.3. Ask students to scan the text again and find more detail information to finish more exercise to help students practise their reading skills and reading speed.Step 4 Post-readingEncourage the whole class to send congratulations to the “Best Group” to make a conclusion of this class.Step 5 Homework1.Read the passage again and try to retell it with your own words.2.Write a short passage to express how do you think if everyone in the world just spoke English.Teaching reflection:。
高中英语：Module 4 Which English--Introduction教案(外研版选修8 module4)
Which English--Introduction教案(外研版选修8 module4)V ocabulary and speakingStep 1. New words and expressions in the module:1. Ask the students to read the new words by themselves for a few minutes and guess the correct pronunciation.2. Ask a few students to read the new words for the others to hear.3. Correct the students’ mistakes in reading4. Read the new words and expressions for students to follow.Step 2. Introduction:1. In how many countries is English used as a native language?2. In how many countries is English used as a second language?3. Is English spoken in English-speaking countries the same or different?4. What caused the differences?Step3. Activity1 Match the photos with the countries and say what they have in mon.(1.) Ask the students to do these sentences individually, then check with their partners.(2) Call back the answer(3) Ask the students to describe the picturesPicture 1: Australia - Sydney harbor with the bridge and the Opera HousePicture 2: Singapore - with the Lion symbol of SingaporePicture 3: Jamaica – a fruit seller with a stall of exotic fruitPicture 4: Britain – the Big Ben which is the symbol of London. Step 4. Work in pairs. Choose the correct meaningsStep 5. Activity 3 :Guess where the speakers or writers of the sentences in Activity2 e fromStep 6. Activity 4 Look at the sentences in Activity 2 again and find: A message on a mobile phoneA line written by ShakespeareAn Australian word meaning afternoonA way of talking about the past in SingaporeA way of talking about the future in Jamaica(1.) Ask the students to do these sentences individually, then check with their partners.(2) Call back the answersStep7. Activity 5:Work in groups and answer the questions:Which of the sentences are written in correct English?2. How important is it to speak correct English?3. Why is English spoken all over the world?Homework:1. Learn the new words by heart and prepare for a dictation next class.2. Preview the next: Reading and V ocabulary.。
Book8 Module4 which English说课
外研高中英语Book8 Module4 which EnglishReading and Vocabulary说课稿尊敬的各位评委，下午好！很高兴有机会向大家展示一下我对外研高中英语第八册第四模块Reading and Vocabulary部分的教学设计。
新课标要求我们要围绕三维教学目标开展教学，整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
根据这一要求，针对所带三个班级学生的实际情况，我重新整合教材完成了教学设计。
它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。
第一：教材分析该模块的主题是：不同国家间英语的差异，Reading and V ocabulary是整个模块的核心。
它以文章which English？为载体，为我们介绍了不同国家间英语的差异。
同时呈现出了本模块的重点词汇、句型、语法和语言功能。
第二：目标和方法分析这节课的语言知识目标有三个：一是识记与自然灾害有关的14个单词，学会运用4个重点单词和7个重点短语，这是基础也是重点；二是理解并运用一个so ... that...引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。
这是重点也是难点；三是注意动词不定式在文中的运用，这为下节语法课的学习做了铺垫。
我把这节课的能力目标定位在：重点操练学生整体把握文章结构和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。
为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。
针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。
用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。
这是本课的文化意识目标。
第三：过程分析我设计的教学过程分四个环节，包括五个活动。
它是阅读和处理导学案同步进行的过程。
英语：选修8 Module 4《Which English-Listening and Everyday English》教案(外研版)
Man: It doesn’t matter, I’d rather not sit in the front. Taxi Driver: As you wish. Step 2: Read the statement and give your opinion. Then make notes about your ideas in the form in activity two. Step 3: Activity 3. For reference 1 (d), 2 (f), 3 (e), 4 (a), 5 (c), 6 (b) Step 4: Everyday English For reference rmal 2. I can’t explain. 3. there was a problem
K. 5.clear and easy to understand
or something? Can’t you give me a straight answer, and just say what’s happened? Woman: I’m sorry sir. I’ve got no idea what’s happened.
Conversation 4 Man: Are you free? Taxi Driver: Yes sir. Sit in the front seat, please, if you don’t mind. Man: Can’t I sit in the back? Taxi Driver: There’s a problem with the back seat. The last passenger
外研版选修八：Module 4 Which English Section Ⅱ
Section ⅡIntroduction & Reading and Vocabulary—Language Pointsinstantly ad v.立刻，马上conj.一……就…… (＝as soon as)(教材P44)The quality of someone’s voice and their choice of words make a person instantly recognisable, even though you can’t see him or her.一个人的音质及措辞都能让这个人立即被辨认出来，即使你看不见他/她。
instant n．瞬间，刹那adj. 立刻的，立即的the instant 一……就……in an instant 立刻；马上①He sent me an email instantly he arrived in Paris.他一到巴黎就给我发了一封电子邮件。
②I asked him a question about how to learn English and he replied instantly.我一问他如何学英语，他马上就给我答复了。
[即学即练]——单句语法填空①(广东卷)This site gives you instant (instantly) access to a wide range of information on studying and living in the UK.②Much to my surprise, she burst into tears the instant she read the letter written by her mother. [链接写作]——句式升级(普通表达)As soon as he arrived at the theatre, he found the ticket a friend gave him left at home.③(高级表达)On arriving at the theatre, he found the ticket a friend gave him left at home．(on doing)④(高级表达)The moment/instant/minute/Instantly/Immediately/Directly he arrived at the theatre, he found the ticket a friend gave him left at home.⑤(高级表达)Hardly/No sooner had he arrived at the theatre when/than he found the ticket a friend gave him left at home. (hardly...when.../no sooner...than...)instantly既可作副词，也可作连词，有类似用法的词还有immediately, directly等。
高中英语.外研社.BOOK8.(含MP3课文录音及PPT课件).Module4—WhichEngli
5. All the following are the aims of the treaty EXCEPT ______. A. preventing the scientific use of the continent B. keeping it from nuclear test and radioactive waste C. promoting international scientific project D. ending arguments about who owns the land
set foot on its mainland was Carstens Borchgrevink.
The Antarctic It was signed in 1961 to prevent the 8.
Treaty
_c_o_m_m__e_r_c_ia_l__ and military use, which
There are gases, 5. m__i_n_e_r_a_lsand rocks available for scientific research.
The discovery It was the 6. _l_a_s_t_ continent to be of Antarctica discovered and the 7. _f_ir_s_t_ person to
The north pole The south pole
Module1 Reading & vocabulary (1) Antarctica:
The Last Continent
Read the text quickly and choose a heading for each paragraph.
【外研版】英语选修八：Module 4《Which English》(第1课时)ppt课件
课内合作探究
1．instantly (1)adv.立即，马上 I asked him a question and he replied instantly. 我一问，他就马上回答。 (2)conj.一……就……(相当于as soon as) I phoned him instantly(directly)I heard the news. 我一听到消息就打电话给他。
Australian English has traces of both Irish and cockney speech patterns，because the first speakers were 6.________who came from all over Britain.Many of the Aboriginal words passed into the language.But the main differences lie in individual sounds and intonation 7.________. In Jamaica，this is not the case.The variety of English has some of the grammatical 8.________of the African languages.
Module 4
Which English？
Module 4
第一课时 Introduction & Reading and Vocabulary(1)
1
课前自主预习
3
巩 固 提 升
2
课内合作探究
4
课后强化作业
课前自主预习
高中英语外研版高中选修8Module4WhichEnglish-教学设计
Module 4 (B8) Which English?Teaching Design for Introduction, reading&vocabularyAnalysis on the Learners:Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They have been learning English for over 8 years and they are interested in different varieties of English used in different countries. They are not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot, so I must try my best to keep up their passion, help them develop critical thinking, the sense of achievement and build up good values.Analysis on the Teaching MaterialThe content of my lesson mainly includes a reading passage, through which, I'll enable the students to know more about different varieties of English used in the world and meanwhile help the students to improve their reading skills and make them aware of the importance of understanding and respecting different cultures.Teaching Aims:Knowledge1. To help the Ss acquire and use the new words and expressions2. To help the Ss understand the complicated sentences in the passage.Abilities1. To develop the Ss' abilities of listening, speaking, reading and writing.2. To improve the Ss' reading abilities, especially the skill skimming and scanning3. To improve the Ss' ability of critical thinking4. To train the Ss' abilities of studying by themselves and through cooperation.EmotionTo help the Ss to realize the importance of understanding, respecting and protecting different languages and cultures. Teaching Important Points:1. To help the Ss get a general idea of different varieties of English in different countries.2. To guide the Ss to improve their reading skills.Teaching Difficult Points:To help the Ss to improve their abilities of understanding further information and develop their critical thinking through readingTeaching Methods:Communicative Approach, Task-based Language Learning, Total Situational ActionTeaching Aids:1. A multi-media computer2. A blackboardTeaching Procedure:StepI. Lead-in1. Greet the Ss, ask them what they know about the English language.2. Show the Ss 4 photos representing 4 different countries, Australia, Britain, Jamaica and Singapore, ask them to match the photos with countries and find what they have in common.3. Show the Ss 5 English sentences on the screen and ask them how they understand them4. Discussion: Which one is a message on a mobile phone? Which is a line written by Shakespeare? Which word means "afternoon"? Which is a way of talking about the past in Singapore? Which is a way of talking about the future in Jamaica?Step II. Reading1. Fast ReadingAsk the Ss to go through the 1st paragraph of the passage to find out the answer to the question--- How many varieties ofEnglish are there?2. Part1 (Reading for the main idea)Ask the Ss to read the first 3 paragraphs to find out the main idea of each paragraph.Summarize the skill of finding the topic sentence.3. Part2 (Reading for details)Ask the Ss to read the next part "Australia" and tell whether the sentences are true or false and tell the reason why, if it's false.(1) Australian English is only about 200 years old. ( )(2) Most of the first English speakers arrived in Australia voluntarily. ( )(3) There are some Aboriginal words in English ( )(4) The main differences between Australian English and other varieties of English lie in grammar and vocabulary.( )(5) Australian English is easy to understand. ( )4. Part3( Reading for further information)(1) What are the main features of Jamaican English according to the writer?A. grammar and vocabularyB. grammar and rhythmC. vocabulary and pronunciationD. vocabulary and rhythm(2)What does the underlined word mean in “Almost everyone is Singapore is bilingual, while some people speak three or four languages.”A. able to speak EnglishB. able to speak two languagesC. able to speak SinglishD. good at learning language(3) The last 2 paragraphs about Jamaica and Singapore imply that _________.A.Jamaican English has features of the African languages.B.Some people in Singapore are bilingual.C.The English spoken in a certain country is influenced by the mother tongue of the speakers.D.There are similarities between Jamaican English and Singapore English.Step III. VocabularyEncourage the Ss to guess the meanings of some new words or phrases according to the context and do Activity7 on of the textbook.Step IV. DiscussionAsk the Ss to discuss the questions in groups of 4, and then exchange their opinions among the whole class.1. Why has English become an international language with so many varieties?2. Do you agree that communication is more important than correctness? Why (not)?3. Why do you think the Speak Good English movement was created in 1999? Do you think it’s necessary?Step V. ConsolidationAsk the Ss to read the whole passage again and fill in the blanks.When we _____________ (接到一个电话), we can recognize a person from ___________ ____________________(音质和他的用词). ________ (在这个意义上)，we say everyone’s use of language is different. There are _________________ (多种英语) or any other for that matter, as there are speakers of it. English is spoken as an ____________ (官方语言) in more than 60 countries, and it can _____________ ____________ (因地方的不同听起来非常不同). It is easy for us to ________________________ (区分英国英语与美国英语).There is not really a __________ (标准形式) that everyone can ______ (同意), and English is __________ (广泛地使用), so it is hard to tell which English is correct and which is incorrect. ________(只要) speakers can understand each other, correctness __________ (无关紧要). Australian English has traces of both Irish and cockney speech patterns, because the first speakers were prisoners who __________________ (来自不列颠各地). Many of the Aboriginal words _________ (成为…的一部分) the language.But the main differences ____ (在于) individual sounds and intonation patterns. In Jamaica, _____________ (情况不同). The variety of English has some of the _______________ (语法特征) of the African language. In Singapore, English is spoken by about ______________ (半数人口). Sentences often _______ (以…结束)the word lah. English has been influenced ________ (尤其)by Malay and the Chinese dialect Hokkien.。
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Module 4 Which EnglishPeriod 1 Reading and V ocabulary(1) --Which EnglishGoals: To develop reading and speaking ability.To learn something more about the English language.To learn to use some words and expressions. ProceduresStep 1: Warming up 1. Warming up by questioningStep 2: Reading and Vocabulary (1) J1. Listening. Listen to the tape carefully and finish activity 1.2. Surface- reading. Read the text aloud and finish activity 2 to tell T or F.3. Deep- reading. Read the text again and finish activity 3. Match the ideas with each paragraph. Step 3: The general idea of Reading and Vocabulary (1) Which English The general idea English varies from area to area across the world, and there are many varieties of English, such as Australian English, Jamaican English, Singlish and so on. Step 4: The analysis of the text Varieties English.Step 6: HomeworkBlackboard DesignModule 4 Which EnglishPeriod 2 Reading and Vocabulary (2) --The Future of EnglishGoals ：To develop reading and speaking ability.To learn something about the future of English.Step 1: Warming up Warming up by questioning Now we know there are many different kinds of English. In your opinion, what the development of the future English will be.Step 2: Listening Listen to the tape and finish activity one.Step 3: Surface-reading Read the text and finish activity two. Choose the correct answers.Step 4: Deep-reading Read the text again and do activity three. Complete the sentences with the correct words in the boxStep 5: The general idea of Reading and Vocabulary (2) The future of EnglishStep 6: The analysis of the textParagraph 1. English has been speaking around the worldParagraph 2. More people now speak English as a second language than as a native language. Paragraph 3. New pattern of using English – non-native English is speaking.Step 7: HomeworkBlackboard DesignModule 4 Which EnglishPeriod 3 Reading Practice -- Colourful EnglishGoals ：To develop reading and speaking ability.To learn some interesting English idioms to help you know English better.Step 1: Warming up by questioning In Chinese, there are many interesting idioms. In fact, there are many idioms in English, too. Now let’s learn some.Step 2: Listening Listen to the tape and finish activity 1.Step 3: Surface- reading. Read the text and finish activity 2.Step 4: Deep-reading. Read the text again and do activity 5 then choose the correct answers. Step 5: Excises—do activities1. Activity 3.2. Activity 4 Read the text silently and find the sentences in the text.3. Activity 6 Complete the sentences.Step 6: The analysis of Reading and Practice.The general idea: About interesting expressions in English.Step 7: HomeworkBlackboard DesignModule 4 Which EnglishPeriod 4 Grammar and Usage--Review adverbial and adverbial clausesGoals: To review adverbial and adverbial clauses.To discover and learn to use some useful words and expressionsTo discover and learn to use some useful structures Grammar (1) Review of adverbial Step 1: Uses of adverbial 英语中,修饰动词、形容词、副词等的句子成分叫状语(adverbial)。
状语的功用：状语说明地点、时间、原因、目的、结果、条件、方向、程度、方式和伴随状况等。
状语一般由副词、介词短语、分词和分词短语、不定式或相当于副词的词或短语来担当。
其位置一般放在句末，但也可放在句首或句中。
1.副词一般在句子中做状语．He speaks English very well. He is playing under the tree.中的under the tree 2.不定式在句子中可以作目的状语。
I come specially to see you. 3.介词短语My parents often tell us about their bitter life in the past. Ten years ago, she began to live in Dalian. He lived in Australia. The boy was praised for his bravery. 4.从句作状语When she was 12 years old, she began to live in Dalian. You won’t pass the exam unless you study hard. If I am not busy tomorrow, I will play football with you. 5.分词作状语Having had a quarrel with his wife, he left home in a bad temper. Inhibited in one direction, it now seems that the Mississippi is about to take another.Step 2: Exercises on the students’ books 1. Activity 1 For reference a: 1,3,5,7; b: 2,6; c: 7; d: 4; e: 8.2. Activity 2 For reference 1. result adverbial 2. manner adverbial3. degree adverbial adverbial.5. cause adverbial6. time adverbial7. frequency adverbial 3. Activity 3Grammar (2) Review of adverbial clauseStep 1: Uses of adverbial clause 状语从句在主从复合句中修饰主句的动词、形容词或副词等，按意义分为时间、地点、原因、目的、结果、条件、让步、方式、比较等状语从句。
1.时间状语从句引导时间状语从句的从属连词有after, as, before, once, since, till, until, when, whenever, while, as soon as, no sooner… than…, hardly… when…, scarcely… when… 等，以及名词短语the moment, the instant, every time 等。
如：I saw him when/ while he was going out of the room. 在他走出房间时我碰见了他。