高二外研版必修and american english教案

Module BritishandAmerican技能目標(biāo)技能目標(biāo)Skill▲Talkaboutvarietiesof▲Practisegiving▲Reviewofverbforms:presentsimple,presentcontinuous,presentperfectandfuturereference;forandsincewithpresentperfect▲Identifyavarietyof▲WriteaboutI’mI’mgettingonjustfine,nowthatIunderstandthelocalEverydayHowareyougettingon?Idon’tgetitgetusedto...That’sagood...makeafussofintheschool,theymadeafussofAsIwastheonlyPractisegivingIlikeLeedsbecausethere’smoregoingonherethanbackhomeintheStates.SinceEnglishisspokenallovertheworld,therearelotsofvarieties.adopt,combination,compare,confusing,dimension,distinctive,elevator,exchange,flashlight,graduate,international,lift,line,lorry,obvious,omit,packet,pavement,petrol,preposition,queue,reference,remark,remove,represent,settler,simplify,slight,standard,steadily,sidewalk,torch,varietylinguist,accent,motorway,underground,subway,differ,variation,salite,flick,witch,structure,rapidly,announcement,linguistics,edition,cute,add,attempt,look,criticisehave...incommon,makeadifference,getaround,besimilarto,havedifficulty(in)ngsth.,leadto,infavourof,referto...as...,thankstoadopt,compare,confusing,remark,remove,represent,simplify,have...incommon,makeadifference,getaround,besimilarto,havedifficulty(in)sth.,leadto,infavourof,referto...as...,thanksReviewofverbforms:presentsimple,presentcontinuous,presentperfectandfuturereference; forandsincewithpresentperfectTheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?Someexpertsbelievethattwovarietiesaremovingclosertogether.ManyfactorshavehadaninfluenceonAmericanpronunciation.SomepeoplenowbelievethatBritishEnglishwilldisappear.Inthefuture,therearegoingtobemanyLook!ThemanisfillinghisautowithTheaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.P2ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.P2ateacherwhograduatedfromYaleUniversityin1778.分析與重本模塊以BritishandAmericanEnglish為話(huà)題，從聽(tīng)說(shuō)讀寫(xiě)等方面談?wù)摿擞?huì)有很多種英語(yǔ)，而不是只有英國(guó)英語(yǔ)和英語(yǔ)。INTRODUCTION通過(guò)談?wù)撚⒄Z(yǔ)的發(fā)展和兩篇來(lái)區(qū)分英美英語(yǔ)，READINGANDSPEAKINGVOCABULARYANDLISTENING要求學(xué)生討論交流學(xué)生在生活及學(xué)發(fā)展趨勢(shì)的材料并回答問(wèn)題。FUNCTION練習(xí)使用because,sinceas和nowthatSPEAKINGANDWRITING要求學(xué)生通過(guò)小組活動(dòng)，辯論學(xué)習(xí)哪一種CULTURALCORNER是一篇關(guān)于韋氏簡(jiǎn)化英語(yǔ)拼寫(xiě)的文章，鼓勵(lì)學(xué)TASK要求上網(wǎng)通過(guò)對(duì)TheGuardian 與USAToday )相同話(huà)題文章的對(duì)比找出英美英語(yǔ)的不同將INTRODUCTION與VOCABULARY及WORKBOOK中的READINGANDSPEAKING及其后面的練習(xí)題整合在一起上一節(jié)把GRR和WORKBOOK中的Gr 將VOCABULARY LISTENING，EVERYDAYFUNCTIONWORKBOOKListeningandspeaking結(jié)合在一起，上一節(jié)CULTURALCORNERSPEAKINGANDWRITING“綜合課（一TASK,WORKBOOKReadingSpeakingandwriting設(shè)計(jì)為一節(jié)課型設(shè)計(jì)與分配（經(jīng)分析，本模塊可以用6教完1stPeriodVocabularyBuilding2ndPeriodReading3rdPeriod 4thPeriodListeningandSpeaking5thPeriod IntegratingSkills(I)6thPeriodIntegratingSkills(II)分教TheFirstPeriod Teachinggoals教學(xué)目標(biāo)Targetlanguageaccent,linguist,have...incommon,makeaAbilitygoalsEnablestudentstomemorizesomecommonwordswhicharedifferentinAmericanandBritishEnglishsothattheycanlBritishEnglishfromAmericanEnglish.LearningabilitygoalsBycomparingtwos,studentswilllearnsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingimportantpointsSomecommonwordswhicharedifferentinAmericanandBritishTeachingdifficultpointsHowtomemorizethecommonwordswhicharedifferentinBritishEnglishandAmericanEnglish.TeachingmethodsExiningandpractising.Teachingaids教具準(zhǔn)備Aprojectorandacomputer.Teachingprocedures&waysStepILead-T:Goodmorning/afternoon,Ss:Goodmorning/afternoon,Mr/T:WhatisthemostwidelyspokenlanguageintheSs:T:Quiteright.Nowlookatthemapoftheworld,youwillfindhowwidelyEnglishisbeingusedasanofficiallanguage.Showthefollowingmapon StepIIGeneralknowledgeonInordertostimulatestudents’interest,givethemaT:Fromthemap,weknowthatmanypeoplearespeakingEnglishallovertheworld.DoyouthinktheyarespeakingthesameEnglish?Ss:OfcourseT:HowmuchdoyouknowaboutdifferentEnglishes,boysandgirls?Nowlet’sdoaquizonvarietiesofEnglish.Itdoesn’tmatterifyoudon’tknowthecorrectanswer.Youmayworkingroupsandafewminuteslaterwewillchecktheanswerstogether.ShowthefollowingontheDoyouknowEnglishes?AquizonvarietiesofEnglishMultiple-choiceexerciseAmericanEnglishandBritishEnglishspellsomewordsdifferently.AllthesewordsarespelttheBritishwayexceptone.WhichoneisspelttheAmericanway?a. b. c. d.e.BobMarleyisfromJamaica,anEnglishspeakingcountryintheCaribbean.OneofhissongsiscalledNoWoman,NoCry.ThisisCaribbeanEnglish.WhatwouldthetranslationbeinStandardEnglish?Ifyoudon’thaveawoman,youdon’tIdon’thaveawomanandIamDon’tcry,Womendon’tThewomanisWhichcountrydoesNOThaveEnglishasanofficiallanguage?（note:therearethreecorrectanswershere）a.Pakistanb.Bangladeshc.d.e.SriThereisatypeofaccentcalledRP.RPmeansReceivedPronunciation.WhichofthefollowingEnglishpeoplespeakwithanRPaccent?Prince b.Robbiec.Paul d.Tonye.DavidInwhatcountrymightyouhearthefollowingexpression:a.TheUnitedStatesb.Australiac.d.Englande.SouthWhichofthefollowingsignswouldyouseeinSanFrancisco,USA?(Note:therearetwocorrectanswershere)SubwayticketsavailableAskyourwaiterfortheNappiesandbabyclothesonephoneElevatorisoutofKofiAnnan,theUNGeneralSecretary,isfromanEnglishspeakingcountryinAfrica.Whichcountryishefrom?a.SouthAfricab.Nigeriac.Zambiad.Ghanae.SamplebFora,c,dande,Americansspellthemcolor,traveler,tireandcb,dandaRPisconsideredbymanytobetheaccentoftheelite.ButactuallyveryfewEnglishpeoplespeakwithanRPaccentnow.bItisaninformalwayofsayingoinaandSubwayisanAmericanword.InBritainpeoplesaytube.InAmerica,peopleaskthewaiterforthebill.NappiesarediapersinAmericanInAmericanpeoplecallit ephoneInBritain,anelevatoriscalledadStepIIIT:AfterlearningsomeinformationaboutEnglishes,let’shearrecordingsofaccentsfromaroundtheEnglishspeakingworld.ClickonanyoftheflagsbelowtohearrecordingsofaccentsfromaroundtheEnglishspeakingworld.T:Afterhearingtherecordings,whatwouldyouliketoS:DifferentpeoplespeakEnglishwithadifferentaccent.S:IthinkAmericanEnglishsoundsmorebeautiful.S:T:SowecangettheconclusionthatsinceEnglishisspokenallovertheworld,therearelotsofvarieties.Butwhatarethetwomainvarieties?Ss:BritishEnglishandAmericanShowthesymbolsofthetwocountriesontheStepIVT:InthisclasswearegoingtolearnsomecommonwordswhicharedifferentinAmericanEnglishandBritishEnglish.Hereisthelist.IhopethevocabularylistAmericanBritishbabylooorchoppedAmericanBritishbabylooorchoppedbloke,licensenumbermotormovieparkingcarfullpotatotrashtrunkwindshieldzippostalThreeminuteslaterexchangeyouranswerswithyourneighbourpair.Afterthatwewillchecktheanswerswiththewholeclass.Aftercheckingtheanswers,goonwiththevocabularyexercisesintheStepVVocabularyT:OK,let’scometothevocabularyexercisesintheWORKBOOK.WorkingroupstodoExercise5.FirstmatchtheBritishEnglishwordswiththeAmericanEnglishwords.Theneachmembermakesasentenceusinganyofthegivenwords,theothermembersarerequiredtojudgewhichEnglishheorsheisspeaking.AfterdealingwithExercise5inthisway,ask5pairsofstudentstospeakoutthesentencesinExercise6,oneinBritishEnglishandtheotherinAmericanEnglish.Suppose5studentsarefromtheUS,whiletheother5fromtheUK.Therestoftheclasswillguesswhichcountryheorshecomesfromafterhearinghisorhersentence.AsforExercises7&8,studentswillbeaskedtodotheexercisesindividually.Fiveminuteslaterchecktheanswerswiththewholeclass.Showtheanswersonthe.MakesureeverystudentknowsthecorrectanswerssothattheycanthesewordsStepVIAskthestudentstoreadthetwosonpage1anddecidewhichwriterisAmerican.T:Ok,let’scometothesonpage1.Readthesandsaywhatthewritershaveincommon.S:Theyarebothexchangestudents.Theybothwritetotheirmothersandasktheirmotherstowriteback.T:Good.Thenwhatdotheythinkofthelocalaccent?Dotheyhavethesamefeeling?S:Callumsaysthattheaccentisn’tgoingtobeaproblemwhileSamanthathinksthatthelocalaccentisverydifferentfromhers.T:WhathaveyoufoundabouttheirusingofwordsandS:TheyusewordswithsamemeaningsbutdifferentT:CanyoucometotheBbandlistthemAsampleprogramme,theatre,program,theater,T:AnyotherS:Theyusedifferentvocabularytoexpressthesamemeaning.Forexample,“hithere”and“hi”;“writetome”and“writeme”;“use address”and“”.T:NowdecidewhichwriterisS:IthinkSamanthaisSumuptheT:OK,everyone!Sofarinthisclasswe’vedonesomevocabularyexercisesandcheckedtwos.FromthesewehavelearnedsomedifferencesbetweenBritishEnglishandAmericanEnglish.Let’ssumupwhatthedifferencesare.Ss:TheyaredifferentinvocabularyandT:Quitegood!Americanssometimesomitprepositions(Writemewhenyouhaveamoment).Thoughtheyhavesomedifferences,theyarestillacommonlanguage.Somepeoplefocusonthedifferences,whilesomeonthecommonthings.Nowlet’scomeExercise1,somequotationsonAfterngExercise2onpage1,continuewithExercise1.Letstudentsworkingroupsanddiscussthequestionstogether.Theyareencouragedtothinkactivelyandspeakouttheirownopinions.SampleThetopicofthequotationsisBritishEnglishandAmericanaisthemostbisthemostbisfunny.ItisalittlebitdisagoodnewsforstudentsofIguessquotationsaandcarefromBritishStepGooverthevocabularyinModuleTrytomemorizethegivenwordswhicharedifferentinAmericanEnglishandBritishTheSecondPeriod Teachinggoals教學(xué)目標(biāo)TargetLanguageobvious,confusing,compare,omit,variety,differ,steadily,getaround,besimilarto,havedifficulty(in)ngsth.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.AbilitygoalsLearnaboutthedifferencesbetweenBritishEnglishandAmericanEnglishandthedevelopmentofEnglish.LearningabilitygoalsBycomparingthedifferencesbetweenAmericanEnglishandBritishEnglish,studentswillbeconsistentintheirpreferenceofEnglish,eitherAmericanEnglishorBritishTeachingimportant&difficultpointsThedifferencesbetweenBritishEnglishandAmericanTeachingmethods教學(xué)方法Listening,readinganddiscussing.Teachingaids教具準(zhǔn)備Ataperecorder,aprojectorandaTeachingprocedures&waysStepIChecktheT:Goodmorning/afternoon,Ss:Goodmorning/afternoon,Mr/T:WhatdidwelearnSs:SomedifferencesbetweenBritishEnglishandAmericanT:WhatareSs:TheyaredifferentinvocabularyandT:WhocangiveussomeS:SidewalkisAmericanEnglish.InBritainpeoplesaypavement.S:AmericansspellprogramwhileBritishspellprogramme.S:AmericansspelltheaterwhileBritishspellS:Americanssometimesomitprepositions.Forexample,“WritemewhenyouhaveaT:I’mgladyou’vedoneaverygoodjob.ThisclasswearegoingtolearnmoreaboutBritishEnglishandAmericanEnglish.Beforestartingthetext,pleaseworkwithyourpartnersanddoExercise1onpage2:Checkthetruestatements.StepIIDealwiththereadingAskthestudentstoscanthetextandfindthedifferencesbetweenAmericanEnglishandBritishEnglish.T:FirstI’dlikeyoutodoscanningandthenfinishtheformwiththeinformationyougetfromthetext.Afteryoufinish,pleasecompareitwithyourpartner’s.Showtheformon DifferencesAmericanBritishauto,way,car,highway, DifferencesAmericanBritishauto,way,car,highway, DoyouWritemeDifferencesAmericanBritishauto,way,car,highway, DoyouWritemeHaveyouWritetomecenter,color,centre,colour,accentontheEastLondonGlasgowT:FromthisformwecanhaveaclearimageofthewaysinwhichBritishEnglishandAmericanEnglisharedifferent.Let’scometoExercise3onpage3.AskthestudentstoskimthetextandthenfinishExercise4onpage3.T:Lookatthequestionsfirst.Thenskimthetexttofindtheanswers.Thenchecktheanswerswiththewholeclass.StepIIIExDuringthisprocedure,ythetapeforthestudents.Askthemtounderlinethedifficultsentences.Afterthestudentslisteningtothetape,exinthetextanddealwithsomelanguageproblems.T:Nowwewilldealwithsomedifficultlanguagefocuses.NowIwillythetapeforyou.Pleasemakeamarkwhereyouhavedifficulties.AfterlisteningtotheT:DoyouhaveanydifficultieswiththeS:Couldyoupleaseexinthesentencetous:ButithasalsoledtolotsofAmericanwordsandstructurespassingintoBritishEnglish,sothatsomepeoplenowbelievethatBritishEnglishwilldisappear.T:Wecanunderstanditlikethis:LotsofAmericanwordsandstructureshavebeenbroughtinwiththehelpofthenon-stopcommunication,sosomepeopleareworriedthatBritishEnglishwilldisappear.ThissentenceimpliesthatAmericanEnglishissimplerandtheUSismuchmoreinfluential.SoAmericanEnglishismorepopular.Justlikethelanguage,moreandmorepeoplearelearning,becauseourcountry ingstrongerandstronger.Maybeinthefutureemanycountries’officiallanguage.DoyouhaveanyotherSs:StepIVyzingtheHelpthestudentsyzethestructureofthetext.Askthestudentstodiscussingroupsandlatereachgroupwillbeaskedtospeakouttheiropinions.Afterthat,showthesampleanswersonthe.T:OK.Let’sreadthetextagain.Pleaselookatthestructureofthetextandfindoutitswritingstyle.Youmaydiscussitingroups.Youaregiven5minutes.5minutesT:Pleasestophere.I’mgladyouthoughtactivelyandhadaheateddiscussion.Whatisthetopicofthetext?Whatisthetextabout?S:TheEnglishS:ThetextcomparesBritishEnglishwithAmericanEnglish.ItintroducesthedifferencesbetweenBritishEnglishandAmericanEnglish.S:ItlsinthefuturetherearegoingtobemanyT:Quitegood.Thistextisanexpositorywriting.ItcomparesBritishEnglishwithAmericanEnglish.TheparagraphsbelowthefirstfourheadingsintroducedifferencesbetweenBritishEnglishandAmericanEnglishinfourways.Fromthemwecanlearnthedifferencesinvocabulary,grr,spellingandpronunciation.ThelastheadinglsusthedevelopmentofEnglish.SomepeoplebelievethatBritishEnglishwilldisappearwhiletheinternationaldimensionsuggeststhatinthefuturetherearegoingtobemanyEnglishes.Showthefollowingonthe.Part1(thefirstfourheadings)DifferencesbetweenBritishEnglishandAmericanEnglishinfourways:vocabulary, r,spellingandpronunciation.Part2(thelastThedevelopmentofSomepeoplebelievethatBritishEnglishwilldisappearwhiletheinternationaldimensionsuggeststhatinthefuture,therearegoingtobemanyEnglishes.T:Nowlet’scometoExercise5onpage3.Discussourlanguage—StepVDividethestudentsintodifferentgroupsandaskthemtodiscussthequestionsinExercise5onpage3.Theyaregivenseveralminutestodiscuss.Eachmemberisencouragedtothinkactivelyandparticipateinthediscussion.Makesureallthestudentshavetheirownopinions.SampleThereare2mainvarieties,MandarinandTheyaredifferentinYes,theydo.Peoplefromdifferentregionsspeakwithdifferentaccents.Someaccentsarequitedifferentfromothers,andyoumayfindyoudon’tunderstandevenawordofa fromsomeregion.Ithinkmoreandmoreforeignerswilllearnandwillbeoneofthemostwidelyusedlanguagesintheworld.Itisalsopossiblethatwillbetheofficiallanguageinmanycountries.StepVIPickouttheverbformsintheTheThirdPeriod TeachinggoalsTargetlanguageLearnthegr r—verbforms:presentsimple,presentcontinuous,presentperfectandfuturereference;forandsincewithpresentperfectAbilitygoalsEnablethestudentstousetheverbformsLearningabilitygoalsHelpthestudentslearnhowtouseverbformsTeachingimportantpointsThedifferencesbetweenpresentsimpleandpresentTeachingdifficultpoints教學(xué)難點(diǎn)Howtousepresentperfectproperly.Teachingmethods教學(xué)方法Exiningandpractising.TeachingaidsAprojectorandaTeachingprocedures&waysStepIAskthestudentstopickouttheverbformsusedinthetext.Thensumupthefollowingverbforms:presentsimple,presentcontinuous,presentperfectandfuturereference;forandsincewithpresentperfect.StepII DealwithExercise1onpage4.Fromthisexercise,thestudentswillhaveabetterunderstandingofthemeaningofeachverbform.Showthefollowingonthe.Meaningofeachverbform:PresentHabitualorrepeatedScientificfact/thinggenerallyacceptedasPresentActioninprogressatthisActioninprogressthroughaperiodoftimeincludingthePresentPastactionorstatewhichisconnectedtothepresentinsomeFuturePredictionsand“Begoingto”isusuallyusedtotalkaboutanintentionorn.Itisusuallyusedtomakeapredictionaboutimmediatefuture.forandsincewithPresentUsethepresentperfectwithfor,sincetotalkaboutactionsandstatesthatbeganinthepastandcontinuetothepresent.Thesetimeexpressionsofdurationlhowlongtheactionorstatehasbeenlasting.Forlsthelengthoftime.(Forcansometimesbeomitted.)Sincelsthebeginningofthetimeperiod.StepIIIDealwiththegrrExercise2onpage4.Letthestudentsdotheexerciseindividuallyfirst,thentheywilldiscusswhytheychoosetheverbform.Checktheanswerswiththewholeclass.DealwiththegrrExercises3-4onpage5inthesameStepIVForExercise5,dividethestudentsintodifferentgroupsanddiscussthefutureofEnglish.ThencompletethesentenceinExercise5.Askthestudentstomakeuseoffuturereference.SampleInthefuture,EnglishisgoingtobespokenbymoreandmoreInthefuture,EnglishisgoingtobeoneoftheofficiallanguagesinInthefuture,Englishspeakersofdifferentvarietieswon’tfinditdifficulttounderstandeachother.StepVPracticeDealwiththe rexercisesinWORKBOOK.Thestudentsareencouraged thereasonswhytheychoosetheverbIftimeisenough,dealwithExercise2asaInordertostimulatethestudents’interest,dealwithExercise2asagame.Makemultiplecopiesofthisexerciseoraddmoresentences.(Teachermayalsoaskthestudentstowritesentencesorpickfromthetextandcutthemandthendistributethemtotheirclassmates.)Cuttheexerciseintopieces,dividethestudentsintopairsorgroups,andgiveeachpair/groupacompletesetofallthesentencestomatch.Distributeonecardperstudent.Thestudentsshouldwalkaroundtheroomandfindtheanswertotheirsentences.Combinationsmustbegrticallycorrectandlogical.Remindthestudentsthattheyshouldpayattentiontopunctuation.Oncetheyhavefoundtheirmatches,askeachpairtoreadtheirsentenceandidentifyboththetimeframeandthetense(s)used.Ifnecessary,emphasizeanytrickygrrstructures.StepGooverthegr rpointsinthismodule.Sumupthephrasesusedtogiveadvice. ListeningandSpeakingTeachinggoals教學(xué)目標(biāo)TargetLanguageannouncement,linguistics,edition,cute,getusedtosomething,sofar,acoupleof,wearoff,pickup(anaccent),makeafussofsomeoneIlike...SinceEnglishisspokenallovertheAsIwastheonlyBritish intheschool,...I’mgettingonjustfine,nowthat...AbilitygoalsListentopeopletalkingaboutproblemsthatexchangestudentsLearningabilitygoalsEnablethestudentstolearntheproblemsthatexchangestudentshavebylisteningsomeTeachingimportantpointsVocabularyandEverydayTeachingdifficultpointsHowtogivereasonsbyusingthepatternsintargetTeachingmethodsListeningforspecificinformationandrole-TeachingaidsAtaperecorder,aprojectorandacomputer.Teachingprocedures&ways教學(xué)過(guò)程與方式StepIRevisionChecktheAsksomestudentstomakesomesentencesusingdifferentverbStepIIVocabularyandAftertherevision,goonwithVOCABULARYANDLISTENINGonpage5.Exercise1isapre-listeningexercise.Thisexercisewillhelpthestudentsunderstandtheproblemsthattheexchangestudentshaveinthelisteningpart.Asmostofthestudentsdon’thavetherelatedexperienceofexchangestudents’life,teachermaysuggestthattheymayrecallthelifewhentheystayedawayfromtheirhometown,esp.wherepeoplespeakadialect.Thestudentsmayhavedifferentopinions.T:TodayweshallgoonwiththetopicofEnglish.Firstlet’sdiscusswhatproblemsthatexchangestudentshave.Maybeyoudon’thavesuchanexperience,butyoumayexperiencelivingawayfromhome,wherepeoplespeakadialect.Whatproblemsdidyouhavethen?Forexample,youcanimaginewhatproblemsaCantonesemayhaveinBeijing,andwhatproblemsaBeijingermayhaveinGuangzhouorShanghai?Pleaselookatpage5andnumbertheproblemsintheorderofimportance.AfterdealingwithExercise1,continuewithExercise2onpage6.Thestudentsarerequiredtodothisexerciseindividually.Threeminuteslaterchecktheanswerswiththewholeclass.Exercises3-4areexerciseswhichrequirethestudentstolistenformainideas.yingthetape,askthestudentstolookthroughthequestionsfirst.Accordingtothequestions,thestudentsmaymakeapredictiontothelisteningmaterials.ythetapeagainifnecessary.Thenchecktheanswerswiththewholeclass.Afterlistening,askthestudentstodiscusstheproblemsthetwoexchangestudentshaveandtalkaboutthelanguage—English.StepIIIEverydayAskthestudentstogetthemeaningsoftheexpressionsinboldbychoosingthecorrectanswers.Thenletthemcreatesituationsinwhichtheseexpressionscanbeused.Inthisway,theywilllearntousethemlyindailylife.StepIVAskthestudentstopickoutthewordswhichintroducereasonsinthesentencesofExercise1ofFUNCTION.ThenanswerthequestionsfollowedandfinishExercise2.T:Whatwordsdoyouusuallyusewhenyouwanttogiveorintroduceareason?S:Usuallyweuse“because”.Forexample,“Iwaslateforschoolthismorningbecausetherewastrafficjamonmywaytoschool.”T:Verygood.Whatelsecanweusetointroducereasons?Turntopage7andreadthesentencesinExercise1ofFUNCTION.Pickoutthewordsthatintroducereasons.Ask4studentstolthewordineachsentencethatintroducesreason.AndwritethemontheBb.Showthefollowingwordsorexpressionsonthe nowT:WhichworddoweusemoreoftentointroduceaSs:T:WhichexpressionshowsthatasituationhasSs:NowT:WhichtwowordsoftencomeatthebeginningofaSs:SinceandT:Goodanswers.Whatdothesewordsorexpressionshaveincommonexceptthattheyallintroducereasons?S:IfindthattheyareallfollowedbysentencestogiveT:Correct.That’sthepointyoushouldpayattentionto.NowcompletethesentencesinExercise2withthewordsontheBb.ChecktheanswersafterthestudentsfinishStepVListeningandSpeakingFirstdealwiththelisteningexercises13-14inWORKBOOK.Thenaskstudentstopreparearole-ybyfollowingtheinstructionsofExercise15.Aftertheroley,askthestudentstodiscusshowtoimprovetheirEnglish.T:Nowwewilllistentoaradioprogramme.Listenforthefirsttimeandtrytogetthegeneralideaofit.ythetapeforthefirstT:Beforeyoulistentoitagain,readthestatementsinExercises13and14togetthelisteningpointsfirst.Thenlistenandfinishtheexercises.ChecktheanswersaftertheyfinishT:Nowlet’sdoarole-y.Workinpairs.YouarerequiredtotalkaboutaquestionslistedinExercise15.Onewillbethecallertotheprogramme,theotherpresenter.Areyouclear?OK,6minutesforyou.6minuteslater.Asktwopairstodotherole-ybeforeAsample etoourprogramme,B:IamverygladtobehereandsaysomethingaboutEnglishA:First,IamwonderinghowyoucanimproveyourEnglish.WillyougivesomeadvicetoourEnglishlearners?B:Ithinkthemostimportantthingistogetinterestedinthelanguage.Ifyouhavenointerestinit,howcanyoubeexpectedtolearnitwell?A:SincetherearevarietiesofEnglishsuchasBritishEnglish,AmericanEnglish,AustralianEnglishandsoon,whichaccentshouldthelearnersadopt?Whichaccentdoyouprefer?B:Itdoesn’tmakemuchofadifferencewhetheryouspeakBritishEnglishorAmericanEnglish.Ifpeoplecanunderstandeachother,that’sOK.IpreferAmericanEnglish.A:WhyaresomanypeoplelearningB:Thereasonissimple.Englishis ingofficiallanguageinmanycountries.Englishisalsotheworkinglanguageinmanyinternationalcorporations.A:Lastquestion.AretheremanydifferencesbetweenAmericanEnglishandBritishB:AmericanEnglishandBritishEnglisharedifferentinseveralways.Forexample,vocabulary,spelling,grrandpronunciation.Butit’snotaproblemforpeoplefromAmericaandBritaintocommunicatewitheachother.Nowadays,thetwovarietiesaremovingcloserandcloser.A:ThanksforyourwonderfulexnationsandT:OK,herearesometipsfromanexpert.Ihopeyouwillfindthemusefulandputsomeofthemintopractice.I’msureyouwillmakegreatprogress.GoodlucktoyourEnglishDistributethefollowinghandoutstotheHowtoLearnHerearesometipswhichmayhelpyoutomastertheEnglishSpeakwithoutThebiggestproblemmostpeoplefaceinlearninganewlanguageistheirownfear.Theyworrythattheywon’tsaythingscorrectlyorthattheywilllookstupidsotheydon’ttalkatall.Don’tdothis.Thefastestwaytolearnanythingistodoit—againandagainuntilyougetitright.Likeanything,learningEnglishrequirespractice.Don’tletalittlefearstopyoufromgettingwhatyouwant.UseAllofYourEvenifyoustudyEnglishatalanguageschoolitdoesn’tmeanyoucan’tlearnoutsideofclass.Usingasmanydifferentsources,methodsandtoolsaspossible,willallowyoutolearnfaster.TherearemanydifferentwaysyoucanimproveyourEnglish,sodon’tlimityourselftoonlyoneortwo.TheInternetisafantasticresourceforvirtuallyanything,butforthelanguagelearnerit’sperfect.TheabsolutebestwaytolearnEnglishistosurroundyouwithit.TakenotesinEnglish,putEnglishbooksaroundyourroom,andlistentoEnglishlanguageradiowatchEnglishnews,moviesandevision.SpeakEnglishwithyourfriendswheneveryoucan.ThemoreEnglishmaterialthatyouhavearoundyou,thefasteryouwilllearnandthemorelikelyitisthatyouwillbegin“thinkinginEnglish”.ListentoNativeSpeakersAsMuchAsTherearesomegoodEnglishteachersthathavehadtolearnEnglishasasecondlanguagebeforetheycouldteachit.However,thereareseveralreasonswhymanyofthebestschoolsprefertohirenativeEnglishspeakers.OneofthereasonsisthatnativespeakershaveanaturalflowtotheirspeechthatstudentsofEnglishshouldtrytoimitate.ThecloserESL/EFLstudentscangettothisrhythmorflow,themoreconvincingandcomfortabletheywill WatchEnglishFiandThisisnotonlyafunwaytolearnbutitisalsoveryeffective.BywatchingEnglishfi(especiallythosewithEnglishsubtitles)youcanexpandyourvocabularyandheartheflowofspeechfromtheactors.IfyoulistentothenewsyoucanalsoheardifferentListentoEnglishMusiccanbeaveryeffectivemethodoflearningEnglish.Infact,itisoftenusedasawayofimprovingcomprehension.Thebestwaytolearnthoughistogetthelyrics(words)tothesongsyouarelisteningtoandtrytoreadthemasthesings.ThereareseveralgoodInternetsiteswhereonecanfindthewordsformostsongs.Thiswayyoucanpracticeyourlisteningandreadingatthesametime.Andifyouliketosing,StudyAsOftenAsOnlybystudyingthingslikegrrandvocabularyandngexercises,canyoureallyimproveyourknowledgeofa