人教版高中英語全冊教案［必修1～5］教案全集

人教版高中英語必修全冊教案必修1必修5人教版高中英語必修1精品教案2人教版高中英語必修2精品教案87人教版高中英語必修3精品教案171人教版高中英語必修4精品教案241人教版高中英語必修5精品教案308人教版高中英語必修1教案UNIT1FRIENDSHIPWARMINGUP,PREREADINGANDREADINGREADING“ANNESBESTFRIEND”1TEACHINGOBJECTIVES1TODEVELOPTHESTUDENTSREADINGABILITY,LEARNTOUSESOMEREADINGSTRATEGIESSUCHASGUESSING,KEYSENTENCES,SKIMMINGANDSOON2TOGETTHESTUDENTSTOREALIZETHEIMPORTANCEOFFRIENDSANDFRIENDSHIP,ANDTOTELLTRUEFRIENDSFROMFALSEFRIENDS3TOGRASPSOMEUSEFULWORDSANDEXPRESSIONSINTHISPASSAGE,SUCHASONPURPOSE,BECRAZYABOUTETC4TOLEARNTHEWRITINGSTYLEOFTHISPASSAGE2TEACHINGMETHODTASKBASEDTEACHING3TEACHINGPROCEDURESSTEP1PREREADING1PLEASEENJOYTHREEPIECESOFMUSICANDFINDOUTWHATTHEYAREABOUT2DOESAFRIENDALWAYSHAVETOBEAPERSONWHATELSECANBEYOURFRIEND3WHATDOYOUKNOWABOUTTHEWORLDWARII4BACKGROUNDINTRODUCTIONSTEP2FASTREADING1WHOISANNEWHO/WHATWASANNESBESTFRIENDWHENANDWHEREDIDTHESTORYHAPPEN2FILLINTHEFORMBELOWTHETIMEOFTHESTORYTHEPLACEOFTHESTORYTHEHEROINEOFTHESTORYANNESBESTFRIENDTHELENGTHOFTIMETHEYHIDAWAYTHEDATEOFTHEDIARYSTEP3CAREFULREADING1ANSWERTHEFOLLOWINGQUESTIONSWHYDIDANNEMADEHERDIARYHERBESTFRIENDWHATISANORDINARYDIARYLIKEACCORDINGTOANNEWHATABOUTHERDIARYWHYWASSHESOCRAZYABOUTTHINGSTODOWITHNATUREWHYDIDSHESTAYAWAKEONPURPOSEUNTILVERYLATEONEEVENINGWHYDIDNTSHEDAREOPENTHEWINDOWWHENTHEMOONWASTOOBRIGHTHOWDOYOUUNDERSTANDTHEEXPRESSIONS“SPELLBOUND”AND“HELDMEENTIRELYINTHEIRPOWDER”2READINGTOSUMMARISETHEMAINIDEAOFEACHPARAGRAPHSKIMTHETEXTANDSUMMARISETHEMAINIDEAOFEACHPARAGRAPHINONESENTENCEPARAONEANNEMADEHERDIARYHERBESTFRIENDWHOMSHECOULDTELLEVERYTHINGPARATWOANNESDIARYACTEDASHERTRUEFRIENDDURINGTHETIMESHEANDHERFAMILYHADTOHIDEAWAYFORALONGTIMEPARATHREEHAVINGBEENKEPTINDOORSFORSOLONG,ANNEGREWSOCRAZYABOUTEVERYTHINGTODOWITHNATURESTEP4POSTREADING1COMPREHENDINGEXERCISESONPAPERTIMENATUREFEELINGBEFOREHIDINGAFTERHIDING2DISCUSSWHATKINDOFFEELINGSOFANNETHEFOLLOWINGWORDSFROMTHELETTERIMPLYWORDSANNESFEELINGNATUREFREE,PEACEFUL,RELAXEDOUTDOORSFREECRAZYANXIOUS,EAGER,THIRSTYDIDNTDARESCARED,FRIGHTENEDTHUNDERING,ENTIRELY,POWERHELPLESS,DEPRESSED,LONELYSTEP5ACTIVITYFOURSTUDENTSAGROUPTODISCUSSTHESITUATIONSUPPOSEYOUFOURHAVETOHIDEYOURSELVESFOR3MONTHSDURINGTHETHREEMONTHS,YOUWILLBEOFFEREDTHEBASICFOOD,WATERANDCLOTHESYOURGROUPCANTAKE5THINGSWITHYOUWHATWILLYOUTAKEWHYHOWWILLYOUSPENDTHE3MONTHSHOWWILLYOUTREATEACHOTHERANDMAKEFRIENDSSTEP6HOMEWORK1REVIEWTHEIMPORTANTWORDS,PHRASESANDDIFFICULTSENTENCESINTHETEXTANDMAKESENTENCESUSINGTHEWORDSGIVENBYTHETEACHER2FINISHEX13ONP4UNIT1FRIENDSHIPVOCABULARYANDUSEFULEXPRESSIONSLEARNINGABOUTLANGUAGETEACHINGAIMS1TODISCOVERANDLEARNTOUSESOMEWORDSANDEXPRESSIONS2TOENABLESTUDENTSTOREWRITESENTENCESUSINGDIRECTORINDIRECTSPEECH3TOLEARNMOREINFORMATIONABOUTANNE4TOCULTIVATETHESPIRITOFCOOPERATION,SELFTEACHINGANDSELFEXPLORINGTEACHINGPROCEDURESSTEP1REVISION1REVIEWSOMETHINGABOUT“ANNESBESTFRIEND”BYUSINGSOMETRUEORFALSESENTENCES1AFRIENDWOULDLAUGHATYOUF2ANNELIVEDINAMSTERDAMINTHENETHERLANDSDURINGWORLDWARIIT3SHEANDHERFAMILYHIDAWAYFORONEYEARBEFORETHEYWEREDISCOVEREDF4SHEKEPTADIARYASOTHERSDIDF5SHEWASFONDOFNATURET6SHESTAYEDAWAKEINTHENIGHTBECAUSESHECOULDNTSLEEPWELLF7SHECOULDNTGOOUTASSHELIKEDT2COLLECTTHESENTENCESSTUDENTSTHINKWONDERFULORDIFFICULTTOUNDERSTANDSAMPLESENTENCES1SHEANDHERFAMILYHIDAWAYFORNEARLYTWENTYFIVEMONTHSBEFORETHEYWEREDISCOVERED2IWONDERIFITSBECAUSEIHAVENTBEENABLETOBEOUTDOORSFORSOLONGTHATIVEGROWNSOCRAZYABOUTEVERYTHINGTODOWITHNATURE3THEREWASATIMEWHENADEEPBLUESKY,THESONGOFTHEBIRDS,MOONLIGHTANDFLOWERSCOULDNEVERHAVEKEPTMESPELLBOUND4THEDARK,RAINYEVENING,THEWIND,THETHUNDERINGCLOUDSHELDMEENTIRELYINTHEIRPOWER5ITWASTHEFIRSTTIMEINAYEARANDAHALFTHATIDSEENTHENIGHTFACETOFACESTEP2LANGUAGEPOINTS1GROWCRAZYABOUTSTH對狂熱,癡迷BECRAZYABOUTEGMYCOUSINGROWSCRAZYABOUTCOMPUTERGAMES2GOTHROUGH1TOEXAMINECAREFULLY仔細閱讀或研究IWENTTHROUGHTHESTUDENTSPAPERSLASTNIGHT2TOEXPERIENCE經(jīng)歷，遭受或忍受YOUREALLYDONTKNOWWHATWEWENTTHROUGHWHILEWORKINGONTHISPROJECT3STAYVTOCONTINUETOBEINAPARTICULARSTATEORSITUATIOIN系動詞，表是狀態(tài)。后跟名詞或形容詞，不能用于被動語態(tài)和進行時態(tài)。EGHESTAYEDSINGLEALLHISLIFE4MAKE/CALLONOUNASOC5HIDEAWAY6DISCOVERCOLUMBUSDISCOVEREDAMERICAIN14927SETDOWNTOWRITEDOWNSOMETHINGSOTHATYOUHAVEARECORDOFITIWANTTOSETDOWNMYFEELINGSONPAPEROTHERVERBALPHRASESOF“SET”SETASIDETOKEEPSOMEMONEYORTIMEFORASPECIALPURPOSESETOFFTOSTARTTOGOSOMEWHERE/TOCAUSEAEXPLOSIONSETOUTTOSTARTAJOURNEY/TOTALKABOUTSOMETHINGINANORGANIZEDWAYSETUPTOSTARTANORGANIZATION/TOBUILDSOMETHING8OURDOORS/INDOORSDONTSTAYINDOORSSINCETHEWEATHERISSOFINE9WELLTHEYSPEAKWELLOFHIMWELLDONE10ONPURPOSEICAMEHEREONPURPOSETOSEEYOU11INORDERTOINORDERTOCATCHTHETRAIN,SHEHURRIEDTHROUGHHERWORK12TOOMUCH/MUCHTOO13ENTIRELYFORHIM,THISWILLBEANENTIRELYNEWHOBBY14INONESPOWER/OUTOFONESPOWERS15ITWASTHEFIRST/SECONDTIMETHATITISTHEFIRSTTIMETHATHEHASBEENINTHISCITYITWASTHESECONDTIMETHATHEHADMADETHESAMEMISTAKES16FACETOFACEIRUSHEDOUTOFTHEOFFICEANDFOUNDMYSELFFACETOFACEWITHTHEBOSS17FARADV“過于；得多”,表示程度，經(jīng)常與TOO或形容詞、副詞的比較級連用。EGSHESPEAKSENGLISHFARBETTERTHANITHISROOMISFARTOOWARMCFVERY,MUCH,FAR18DARE1MODALV多用于否定句、疑問句、條件狀語從句、WHETHERIF等名詞性從句或有否定意義的句中，后接動詞原形。沒有人稱和數(shù)的變化,其時態(tài)只有現(xiàn)在時和過去時。否定式在其后加NOTEGHOWDAREHESAYSUCHAWORDIFYOUDAREDOTHATAGAIN,YOULLBEPUNISHED2VT敢，膽敢。有人稱、數(shù)和時態(tài)的變化。在否定句和疑問句中，DARE后的TO可保留也可省略。EGIWONDERHOWHEDARETODAYSUCHWORDS19HAPPENTODOSTHITSOJUSTHAPPENEDTHAT不能用于進行時態(tài)。EGIHAPPENEDTOBEOUTWHENHECAMEITSOHAPPENEDTHATIWASOUTWHENHECAMEUNIT1FRIENDSHIPLISTENING,SPEAKINGANDWRITINGSTEP1APPRECIATIONREADTHEFOLLOWINGPOEMCAREFULLYANDWRITEDOWNTHEPAIRSOFWORDSTHATRHYMEANDADDMORESIMILARRHYMINGWORDSSTEP2PREWRITINGHOWTOMAKEFRIENDSWITHOTHERS1READALETTERFROMASTUDENTCALLEDXIAODONGWHATSHISPROBLEM2SUPPOSEYOUWEREEDITOR,PLEASEWRITEYOURADVICETOXIAODONGDISCUSSINGROUPSOFFOURCOLLECTYOURADVICETOXIAODONGANDYOURATTITUDEUSEFULEXPRESSIONSINMYOPINION,YOUSHOULDMYADVICEISITHINK/BELIEVEIMAFRAIDTHATIADVISEYOUTOIDONTTHINKDONTWORRYIAGREE/IDONTAGREEITHINKSO/IDONTTHINKSOSTEP3WHILEWRITINGTHISACTIVITYENABLESSTUDENTSTOEXPRESSTHEIRFEELINGSANDTOHELPOTHERSINOTHERWORDS,ITGIVESSTUDENTSABETTERUNDERSTANDINGOFHOWTODEALWITHTHISCOMMONSITUATIONTHISISASMUCHAROLEPLAYASAWRITINGACTIVITY,SOITISIMPORTANTFORSTUDENTSTODISCUSSTHEIRIDEASFIRSTINTHISWAYTHEYCANCOLLECTTHEIRIDEAS,SORTTHEMOUTANDPREPARETOWRITEASKTHESSTOWRITEALETTERTOXIAODONGASANEDITORANDGIVEHIMSOMEADVICE1SSMAKEALISTABOUTTHEIMPORTANTINFORMATIONTHATTHEYNEED2SSBEGINTOWRITETHELETTERTOXIAODONG3SSREVISETHEIRLETTERSBYTHEMSELVES4SSEXCHANGETHEIRWRITINGPAPERWITHTHEIRPARTNERSANDCORRECTTHEMISTAKESTENSE,SPELLING,LETTERS,STRUCTURES5SSGETBACKTHEIROWNWRITINGPAPERANDWRITETHELETTERAGAINWRITINGTIPSCONTENTSTHELETTERSHOULDCONTAINTHEFOLLOWINGPOINTS1MAKEANEFFORTTOCHANGETHESITUATION2STARTTALKINGTOPEOPLEABOUTWHATYOUBOTHLIKE3JOININPEOPLESDISCUSSION4SHOWYOURINTERESTINTHEIRTALK5TRYTOMAKEFRIENDSWITHONEORTWOCLASSMATESSTRUCTURETOPICSENTENCEYOURPOINTOFVIEWBODYYOURADVICECONCLUSIONYOURWISHESTENSEASITISALETTER,SIMPLEPRESENTTENSEWILLBEAPPLIEDTOTHEWRITINGCONNECTORSILLUSTRATION闡述ITHINK,IBELIEVE,ISUGGEST,INMYOPINIONADDITION（遞進）SECONDLY,ANDTHEN,BESIDES,INADDITIONCONTRAST（轉(zhuǎn)折）BUT,HOWEVER,ONTHEOTHERHANDSUMMARY總結INSHORT,INAWORD,THEREFORE,SOSTEP4POSTWRITINGCHOOSESOMESTUDENTSWRITINGPAPERANDSHOWINTHECLASSASKTHESSTOCORRECTTHEMISTAKESTOGETHERANDALSOLEARNFROMSOMEGOODWRITINGSSAMPLEWRITINGDEARXIAODONG,SOMEPEOPLELIKETALKINGWITHOTHERS,BUTSOMEPEOPLEARESHYIFYOUFALLINTOTHESECONDGROUP,ITCANBEHARDTOMAKEFRIENDSBUTYOUCANCHANGETHESITUATIONWHATAREYOUINTERESTEDINIFYOULIKEBASKETBALL,FOREXAMPLE,YOUCOULDTALKWITHSOMEOFYOURCLASSMATESWHOLIKEBASKETBALLTHEEASIESTWAYTOSTARTTALKINGTOPEOPLEISTOFINDSOMETHINGYOUHAVEINCOMMONIFYOUARESTANDINGBESIDEAGROUPOFYOURCLASSMATES,JOININTHEIRDISCUSSIONIFYOUKNOWSOMETHINGABOUTTHESUBJECTTHEYAREDISCUSSINGBUTIFYOUDONT,YOUSHOULDNTFEELAFRAIDTOSAY,FOREXAMPLE,”THATSOUNDSINTERESTING,WHATISITABOUTONCEYOUSTARTTALKINGTOONEPERSON,ITWILLGETEASIERTOTALKTOOTHERSFINDONEPERSONYOUHAVESOMETHINGINCOMMONWITH,ANDONCEYOUBECOMEFRIENDSWITHHIM,HISFRIENDSWILLSTARTTALKINGTOYOUTOOGOODLUCKEDITORHOMEWORKWRITETHECOMPOSITIONUNIT1FRIENDSHIPGRAMMARANDUSEFULSTRUCTURES1TEACHINGOBJECTIVESLEARNTOUSEDIRECTSPEECHANDINDIRECTSPEECH2TEACHINGIMPORTANTPOINTSUMMARIZETHERULESOFDIRECTSPEECHANDINDIRECTSPEECH3TEACHINGDIFFICULTPOINTLEARNABOUTTHESPECIALCASESINWHICHTHETENSESSHOULDNTBECHANGED4TEACHINGMETHODSDISCUSSING,SUMMARIZINGANDPRACTICING5TEACHINGPROCEDURESSTEP1WARMINGUPWARMINGUPBYDISCOVERINGUSEFULWORDSANDEXPRESSIONSSTEP2PRESENTATIONBOYSACTONECARTOONFIGUREANDSAYSSOMETHINGTEACHERASKS“WHATDIDHE/SHESAY”GIRLSACTTHEOTHERCARTOONFIGUREANDANSWERTHETEACHERSQUESTIONTHENBOYSANDGIRLSEXCHANGETHESHOESARETOOBIGFORMEWHATDIDHESAYHESAIDTHESHOESWERETOOBIGFORHIMSTEP3GRAMMARTHESTUDENTSWILLLEARNTHEUSEOFDIRECTSPEECHANDINDIRECTSPEECHSTATEMENTSANDQUESTIONSFIRSTTRYTOMAKECLEARTOTHESTUDENTSWHATDIRECTANDINDIRECTSPEECHIS,WITHTHEHELPOFTHEPRACTICEINSTEPIIITHENGIVETHEMSOMEEXAMPLESATLASTGETTHEMTOSUMMARIZETHERULESOFDIRECTSPEECHANDINDIRECTSPEECHSTATEMENTSANDQUESTIONSTINTHISPART,WEARETOLEARNTHEUSEOFDIRECTSPEECHANDINDIRECTSPEECHSTATEMENTSANDQUESTIONSWHENDOWEUSEDIRECTSPEECHANDWHENDOWEUSEINDIRECTSPEECHTNOWLETSLOOKATTHESESENTENCESAGAINIFWEWANTTOCHANGEDIRECTSPEECHINTOINDIRECTSPEECH,WHATSHOULDBECHANGEDSSDISCUSSBYTHEMSELVESSSSENTENCESTRUCTURES,TENSES,PRONOUNS,ADVERBIALSOFTIMEANDPLACEANDVERBSSHOULDBECHANGEDTQUITERIGHTLOOKATTHEFORMONTHESCREENTHESEARETHERULES一、直接引語變成間接引語，句子結構的變化1陳述句用連詞THAT引導，THAT在口語中常省略。主句的謂語動詞可直接用引語中的SAID,也可用TOLD來代替，注意，可以說SAIDTHAT,SAIDTOSBTHAT,TOLDSBTHAT，不可直接說TOLDTHATHESAID,“IHAVEBEENTOTHEGREATWALL”HESAIDTOUSTHATHEHADBEENTOTHEGREATWALLHESAID,“ILLGIVEYOUANEXAMINATIONNEXTMONDAY”HETOLDUSTHATHEWOULDGIVEUSANEXAMINATIONTHENEXTMONDAY解題步驟“IDONTLIKECOMPUTERS,”SARAHSAIDTOHERFRIENDSSARAHSAIDTOHERFRIENDSTHATIDONTLIKECOMPUTERSSHEDIDNTSARAHSAIDTOHERFRIENDSTHATSHEDIDNTLIKECOMPUTERS2一般疑問句間接引語用連詞WHETHER或IF引導，原主句中謂語動詞SAID要改為ASKEDME/HIM/US等，語序是陳述句的語序HESAID,“DOYOUHAVEANYDIFFICULTYWITHPRONUNCIATION”HEASKEDMEWHETHER/IFIHADANYDIFFICULTYWITHMYPRONUNCIATIONHESAID,“YOUAREINTERESTEDINENGLISH,ARENTYOU”HEASKEDWHETHERIWASINTERESTEDINENGLISH解題步驟ISITEASYTOIMPROVETHECONDITIONOFTHESOILTHEYASKEDHIM“ITISEASYTOIMPROVETHECONDITIONOFTHESOIL”THEYASKEDHIMIFITISEASYTOIMPROVETHECONDITIONOFTHESOILWASTHEYASKEDHIMIFITWASEASYTOIMPROVETHECONDITIONOFTHESOIL3特殊疑問句原來的疑問詞作為間接引語的連詞，主句的謂語動詞用ASKSB來表達，語序改為陳述句語序HESAIDTOME，“WHATSYOURNAME”HEASKEDMEWHATMYNAMEWASHEASKEDUS,“HOWMANYCARFACTORIESHAVEBEENBUILTINYOURCOUNTRY”HEASKEDUSHOWMANYCARFACTORIESHADBEENBUILTINOURCOUNTRY解題步驟WHENDOYOUHARVESTTHEWHEATTHEYASKEDHIMYOUHARVESTTHEWHEATTHEYASKEDHIMWHENYOUHARVESTTHEWHEATHEHARVESTEDTHEYASKEDHIMWHENHEHARVESTEDTHEWHEAT4選擇疑問句用WHETHEROR表達，而不用IFOR，也不用EITHERORHEASKED,“DOYOUSPEAKENGLISHORFRENCH”HEASKEDMEWHETHERISPOKEENGLISHORFRENCHIASKED,“WILLYOUTAKEBUSORTAKETRAIN”IASKEDHIMWHETHERHEWOULDTAKEBUSORTAKETRAIN二、在直接引語變?yōu)殚g接引語時需要注意的變化1注意時態(tài)的變化DIRECTINDIRECTPRESENTPASTPASTPASTANDPASTPERFECTPRESENTPERFECTPASTPERFECTPASTPERFECTPASTPERFECT2注意人稱變化。3注意指示代詞的變化THIS,THESETHAT,THOSE4注意時間的變化NOW,TODAY,THISWEEK,YESTERDAY,LASTWEEK,FOURDAYSAGO,THEDAYBEFOREYESTERDAY,TOMORROW,NEXTMONTHTHEN,THATDAY,THATWEEK,THEDAYBEFORE,THEWEEKBEFORE,FOURDAYSBEFORE,TWODAYSBEFORE,THENEXTDAY,THENEXTMONTH5注意地點的變化HERETHERE6注意個別趨向動詞的變化COME,BRINGGO,TAKE三、謂語動詞時態(tài)變化需要注意幾點1直接引語表述的是客觀真理，變?yōu)殚g接引語時，時態(tài)不變THEGEOGRAPHYTEACHERSAID,“THESUNRISESINTHEEASTANDSETSINTHEWEST”THEGEOGRAPHYTEACHERTOLDUSTHATTHESUNRISESINTHEEASTANDSETSINTHEWEST2如果直接引語所表述的內(nèi)容在目前和說話時同樣有效，變間接引語時，時態(tài)可不變THECHILDRENSAID,“WELOVETHISGAME”THEYTOLDUSTHATTHEYLOVETHATGAME3主句謂語動詞的時態(tài)是現(xiàn)在時態(tài)，在引述時，時態(tài)不變。SHESAYS,“ILLNEVERFORGETTHEDAYSINTHECOUNTRY”SHESAYSTHATSHELLNEVERFORGETTHEDAYSINTHECOUNTRY從句時態(tài)無須改變的還有以下情況1當主句的謂語動詞是將來時的時候2當直接引語部分帶有具體的過去時間狀語時3當直接引語中有以WHEN,WHILE引導的從句，表示過去的時間時4當引語是諺語、格言時5當直接引語中有情態(tài)動詞SHOULD,WOULD,COULD,HADBETTER,WOULDRATHER,MIGHT,MUST,OUGHTTO,USEDTO,NEED時STEP4PRACTICEFOREX1,GETTHESTUDENTSTOLOOKATTHESENTENCESCAREFULLYINPAIRSINORDERTOFINDOUTTHEDIFFERENCEBETWEENDIRECTSPEECHANDINDIRECTSPEECHGUIDETHESTUDENTSTOFINDOUTTHECHANGESINPRONOUNFORMS,WORDORDER,ADVERBIALSANDSOON,ESPECIALLYTHEVERBTENSES,THEUNDERLINEPARTSASKTHESTUDENTSTOPAYATTENTIONTOTHEREPORTINGCLAUSEFOREX2,ASKTHESTUDENTSTODOITBYTHEMSELVES,THENCHECKEXERCISES1HESAID,“IMAFRAIDICANTFINISHTHISWORK”2HESAID,“IHAVENTHEARDFROMHIMSINCEMAY”3TOMSAID“IWILLSEEYOUNEXTWEEK”4“WHYWEREYOULATEAGAIN”THETEACHERSAIDTOME5“IDONTLIKESWIMMING,”SAIDSARAH6HISFRIENDSASKEDHIMIFHEWOULDGOTODALIAN7“HAVEYOUBEENTOPARIS”MYCLASSMATEASKEDME高考鏈接1READERSCAN_QUITEWELLWITHOUTKNOWINGTHEEXACTMEANINGOFEACHWORDAGETOVERBGETINCGETALONGDGETTHROUGH2ITSHARDFORMETOIMAGINEWHATIWOULDBEDOINGTODAYIFI_INLOVE,ATTHEAGEOFSEVEN,WITHTHEMELINDACOXLIBRARYINMYHOMETOWNAWOULDNTHAVEFALLENBHADNOTFALLENCSHOULDFALLDWERETOFALL3FATHERWENTTOHISDOCTORFOR_ABOUTHISHEARTTROUBLEAANADVICEBADVICECADVICESDTHEADVICES4IWONDERHOWHE_THATTOTHETEACHERADARETOSAYBDARESAYINGCNOTDARESAYDDAREDSAYSTEP6CORRECTINGMISTAKESTANALYSESTHECOMMONMISTAKESSSHAVEMADEDURINGTHEPRACTICETNOWLETSLOOKATTHESCREENANDPAYATTENTIONTOTHESESENTENCESCHOOSETHERIGHTSENTENCEANDTELLMEWHYTHEOTHERONEISWRONGUNIT2ENGLISHAROUNDTHEWORLDTEACHINGAIMSANDDEMANDS1TOPICENGLISHLANGUAGEANDITSDEVELOPMENTDIFFERENTKINDSOFENGLISH2VOCABULARYINCLUDE,ROLE,INTERNATIONAL,NATIVE,ELEVATOR,FLAT,APARTMENT,RUBBER,PETROL,GAD,MODERN,HOWEVER,CULTURE,ACTUALLY,PRESENTADJ,RULEV,VOCABULARY,USAGE,GOVERNMENT,RAPIDLY,CANDY,LORRY,COMMAND,POLITE,REQUEST,BOSS,STANDARD,MIDWESTERN,SOUTHERN,EASTERN,SOUTHEASTERN,NORTHWESTERN,SPANISH,RECOGNIZE,ACCENT,LIGHTNING,DIRECTION,MAMA,BLOCK3USEFULEXPRESSIONSPLAYAROLEIN,BECAUSEOF,COMEUP,SUCHAS,GIVEACOMMAND,PLAYAPART4FUNCTIONLANGUAGEDIFFICULTIESINCOMMUNICATIONPARDONIBEGYOURPARDONIDONTUNDERSTANDCOULDYOUSAYTHATAGAIN,PLEASESORRY,ICANTFOLLOWYOUCOULDYOUREPEATTHAT,PLEASECANYOUSPEAKMORESLOWLY,PLEASE5GRAMMARIMPERATIVESENTENCESANDITSINDIRECTSPEECHOPENTHEDOORPLEASEOPENTHEDOORWOULDYOUPLEASEOPENTHEDOORHETOLDMETOOPENTHEDOORWARMINGUPTEACHINGAIM1SSWILLBEABLETOKNOWSOMEDIFFERENCESBETWEENBRITISHENGLISHANDAMERICANENGLISH2SSWILLBEABLETOMASTERSOMEUSAGESOFTHEWORDSANDPHRASESTEACHINGPROCEDURESSTEP1LEADINSTARTWITHAFREECHATWITHSSABOUTLEARNINGENGLISHTHOWMANYYEARSHAVEYOULEARNTENGLISHHOWMANYLANGUAGESDOWESPEAKWHATDOYOUFINDDIFFICULTINLEARNINGENGLISHSSMAYHAVEDIFFERENTIDEAS,BUTTHEYMAYCONSIDERVOCABULARYASTHEIRMOSTDIFFICULTONEDOYOUTHINKITNECESSARYFORUSSSTOMASTERSUCHAFOREIGNLANGUAGEWITHTHEDEVELOPMENTOFGLOBALIZATION,ENGLISHHASBECOMEANINTERNATIONALTOOLFORPEOPLETOCOMMUNICATEWITHEACHOTHERANDWEARETHEFUTUREOFOURHOMELAND,SOITSOURDUTYTOPROSPEROURCOUNTRYTHEREFORE,TOMASTERAFOREIGNLANGUAGEBECOMESANECESSITYINWHICHCOUNTRIESISENGLISHUSEDASTHENATIVELANGUAGEDOYOUTHINKTHEENGLISHESSPOKENALLAROUNDTHEWORLDAREALLTHESAMEENJOYBBCANDVOASTEP2DISCUSSIONACTIVITY1SSDISCUSSINGROUPSABOUTTHEDIFFERENCESBETWEENBRITISHENGLISHANDAMERICANENGLISH,ANDGIVESOMEEXAMPLESACTIVITY2SSGUESSWHICHOFTHEFOLLOWINGWORDSISBRITISHENGLISHANDWHICHISAMERICANENGLISHAPARTMENT/FLATBATHROOM/TOILETCAN/TINCANDY/SWEETCHECK/BANKNOTECHEQUEELEVATOR/LIFTFALL/AUTUMNGAME/MATCHLINE/QUEUEPENAL/PENFRIENDMAD/ANGRYMAIL/POSTMOM/MUMMOVIEFILM/FILMPANTS/TROUSERSREPAIR/MENDSICK/ILLCOOKIE/BISCUITCRAZY/MADDRUGSTORE/CHEMISTSGAS/PETROLSTEP3WARMINGUPTNOWLETSENJOYADIALOGUEBETWEENTWOFOREIGNERSTWHICHLANGUAGEDOTHEYSPEAKWHYDOTHEYMISUNDERSTANDEACHOTHERTHEREEXISTDIFFERENCESBETWEENENGLISHESTHEDIFFERENTENGLISHESMAKEUPTHEWORLDENGLISHESSTEP4DISCUSSION1DOWENEEDTOLEARNBOTHBRITISHANDAMERICANENGLISH2WHATKINDOFENGLISHWOULDYOULIKETOLEARN3WHYSTEP5APPRECIATIONAPPRECIATETHEDIALOGUEBETWEENBUSHANDBLAIRSTEP6HOMEWORK1PREVIEWREADING2ENGLISHWEEKLY3P11EX1,2READINGTEACHINGAIMASSWILLBEABLETOKNOWTHEDEVELOPMENTOFENGLISHANDFEELTHEROLETHATCULTUREPLAYSINTHECHANGEOFLANGUAGEBCOMPREHENDTHEWHOLEPASSAGECSSWILLBEABLETOKNOWHOWTOGETTHEKEYSENTENCEOFAPARAGRAPHTEACHINGPROCEDURESSTEP1LEADINASKSTUDENTSSEVERALQUESTIONSINTHEFORMOFBRAINSTORMING1DOYOUKNOWTHECOUNTRIESWHEREPEOPLESPEAKENGLISHLISTTHEMONAPIECEOFPAPER2WHATARETHETWOMAINGROUPSOFENGLISH3DOYOUKNOWTHEDIFFERENCESBETWEENBRITISHENGLISHANDAMERICANENGLISH4DOYOUKNOWTHEHISTORYOFENGLISHSTEP2FASTREADINGENGLISHISNOTONLYDIFFERENTFROMCOUNTRYTOCOUNTRY,BUTALSODIFFERENTFROMWHATITWASBEFOREREADTHETITLE“THEROADTOMODERNENGLISH”ANDPREDICT預測WHATTHEPASSAGEISMAINLYABOUTTSCANTHETEXTTOFINDORMAKEOUTAKEYSENTENCEFOREACHPARAGRAPHLETTHESTUDENTSFINDOUTKEYSENTENCEOFEACHPARAGRAPHORASKTHEMTOSUMMARIZETHEMAINPOINTFOREACHPARAGRAPHINTHEIROWNWORDSPARAGRAPH1THESPREADOFTHEENGLISHLANGUAGEINTHEWORLDPARAGRAPH2NATIVESPEAKERCANUNDERSTANDEACHOTHERBUTTHEYMAYNOTBEABLETOUNDERSTANDEVERYTHINGPARAGRAPH34ALLLANGUAGESCHANGEWHENCULTURESCOMMUNICATEWITHONEANOTHERPARAGRAPH5ENGLISHISSPOKENASAFOREIGNLANGUAGEORSECONDLANGUAGEINAFRICAANDASIASTEP3INTENSIVEREADINGTLETSENJOYTHEWHOLEPASSAGEPARAGRAPHBYPARAGRAPHAGAINPAYSPECIALATTENTIONTOTHEFOLLOWINGQSHOWDIDOLDENGLISHDEVELOPINTOMODERNENGLISHWHYDOESENGLISHCHANGEALLTHEWAYWHATOTHERENGLISHESDEVELOPEDFROMTHEOLDENGLISH1GIVETHETHREEMAJORPERIODSOFTHEDEVELOPMENTOFENGLISHTHEENDOFTHE16THCENTURYTHENEXTCENTURYTODAYWHOPROMOTEDTHESPREADOFENGLISHPEOPLEWHENTHEYMOVED,THEYCARRIEDENGLISHTODIFFERENTPLACES2TALTHOUGHTHEYSPEAKENGLISH,YETSOMETIMESTHEYCANNOTUNDERSTANDEACHOTHERWELL,WHYBECAUSETHEREEXISTDIFFERENCESBETWEENDIFFERENTENGLISHES,NOTONLYINVOCABULARY,BUTALSOINPRONUNCIATIONANDSPELLINGHOT/MUM/HONOUR/HONOR/NEIGHBOUR/NEIGHOR3THOWDOTHESEDIFFERENCESCOMEABOUTWHYDOESENGLISHCHANGEOVERTIMEBECAUSEOFCULTURALCOMMUNICATIONASKSSTOFINDOUTTHECHARACTERISTICSOFEACHTIMEACCORDINGTOTHETIMEAXISAD4501150GERMAN11501500LESSLIKEGERMANMORELIKEFRENCHINTHE1600SSHAKESPEARESENGLISHTHETIMEADELWASWRITTENAMERICANENGLISHLATERAUSTRALIANENGLISH4TBESIDESTHECOUNTRIESWHEREENGLISHISUSEDASANATIVELANGUAGE,WHEREELSEISENGLISHUSEDASAFOREIGNLANGUAGESOUTHASIA,INDIA,SOUTHAFRICA,SINGAPORE,MALAYSIAANDCHINAACTIVITY1FILLINTHECHARTAD4501150ENGLISHWASBASEDON_ENGLISHWASMORELIKEFRENCHATTHEENDOFTHE16THCENTURYHOWMANYPEOPLESPEAKENGLISH_SHAKESPEAREMADEUSEOFAWIDERVOCABULARY_AMERICANENGLISHGAINEDITSOWNIDENTITYLATER_ENGLISHHADITSIDENTITYACTIVITY2ANSWERTHEFOLLOWINGQUESTIONS1WHATISTHECLUEOFTHEPASSAGE2WHYDOESINDIAHAVEAVERYNUMBEROFENGLISHSPEAKERS3WHENDIDPEOPLEFROMENGLANDBEGINTOMOVETOOTHERPARTSOFTHEWORLDACTIVITY3CHOOSETHECORRECTANSWERSSTEP4POSTREADINGTFROMTHEPASSAGEWECANSEEENGLISHISWIDELYACCEPTEDASANATIVE,SECONDORTHIRDLANGUAGENOWONDERTHENUMBEROFPEOPLELEARNINGENGLISHINCHINAISINCREASINGRAPIDLYWILLCHINESEENGLISHBECOMEONEOFTHEWORLDENGLISHES“ONLYTIMEWILLTELL”THOWDOYOUUNDERSTANDTHI