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unit2topic3

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Topic 2 Some things usually have different meanings is different cultures.

Section A

Ⅰ. Material analysis

本课是九年级第三单元第二话题的第一课时。主活动是1a和3。通过孩子们在去机场的路上之所见及所谈引出本话题的主要内容Body Language和语法知识：用现在进行时表示将要发生的事情。1a部分通过对话呈现肢体语言和语法知识。1b和1c对1a的内容进行巩固。2通过听短文让学生更多地感知新语法。3和4则是对新语法知识进行归纳、巩固。通过本课，既可以让学生初步掌握新语法知识，体验肢体语言的作用，还可以培养学生乐于助人的情操。 Ⅱ. Teaching aims 1. Knowledge aims：

掌握本课的重点词汇和短语，初步学习“用现在进行时表示将要发生的事情”。 2. Skill aims：

能通过观察，尝试总结如何运用现在进行时表示将要发生的事情。能运用新语法知识来进行听、说活动。 3. Emotional aims: (optional) 培养学生乐于助人的良好品质。 4. Culture awareness: (optional)

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让学生知道肢体语言是沟通交流的重要手段之一。 Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: stranger, whenever, board, flight, see sb off, put out, ask sb for a ride, give sb a ride, get on Sentences: I can’t believe that I’m flying to Disneyland. I’m so excited. No need to worry.

Whenever you need help, send me an e-mail or call me. Grammar: Expressing the future by present continuous. 2. Difficult points：

能理解用现在进行时态来表示将要发生的事情。

能根据需要合理地使用现在进行时态来表示将要发生的事情。 Ⅳ. Learning strategies

能通过观察老师所给的材料，通过比较来学习新知识。通过看1b的图片培养学生猜测故事的能力。

通过3来领悟怎样使用现在进行时态来表示将要发生的事情。通过看4中的图片，运用所学知识，对其进行简单的描述。 Ⅴ. Teaching aids

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图片/录音机/幻灯片/小黑板等。 Ⅵ. Teaching procedures

Stage (time period) Interaction patterns Teacher activity Student activity Remarks Perform all kinds of gestures and let the Ss Look at the teacher’s gestures 老师做的动作应当是学guess what do they stand for. Getting 1 students ready for learning （2mins) Class activity T: Hi, everybody, look at me. I will perform some gestures. If you understand what I mean, please say it in English. and guess. S1: Keep quiet. S2: Stop! S3: Bye-bye! S4: Number One! 生所熟悉的，学生能够用英语表达出来。老师最后做一个请求搭便车的手势，学生如果不会说，也先不要告诉他们。可以告诉学生这些就是: body languages。 T: Don‟t know this one? Ha-ha! No need to S5: ... worry. You will get the answer soon. Write down a Chinese sentence on a small Translate the Chinese sentence Bb or present it on the screen and let the Ss into an English one. 2 Revision (3mins) Class activity say it in English. S1: My uncle will meet us 如果学生不能用进行时T: Look at the sentence, Try to say it in tomorrow. English. S2: My uncle is going to meet us 态来表达，让学生看1a的倒数第6行。 T: Besides these two, can you say it in tomorrow.

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another way? No one? Then look it up in S3: Oh! I get it. My uncle is 学生找到这句以后，老1a, You can find it in the Sixth Row from the meeting us tomorrow. bottom of 1a. T: Right! Is it interesting? We can use present continuous to express the future! That‟s what we are going to learn today. Group work 3 Pre-listening (8mins) Step 1: Let the Ss observe the pictures in 1b Look at the pictures, discuss and 无论学生的故事编得怎and encourage them to make up a story. then make up a story. 样，老师都要给予鼓励，师要马上点出今天要学的内容,但是一定不要作过多的讲解，点到为止。 T: Look at the pictures in 1b, discuss in S1: They are going to someplace 但不能下结论说谁是对groups and then make up a story. T: Which group would like to be the first? by bus when a man stops them. 的。在这个步骤，老师Then they stop the bus and the 可以乘机教授 minibus。 man gets on the bus. Finally, 老师要提醒学生注意那they arrive at the airport. 个人的手势。老师通过S2: They are driving to the 做这个动作教授thumb, airport. A man stops the bus. put out, 但还是不要指Maybe he wants to get on the 出这个动作的含义。

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Class activity bus. They agree. Then they get to the airport. Maybe someone is leaving for someplace by plane. Step 2: Let the Ss read the statements in 1c. Read the statements in 1c and Learn “stranger, see sb off, give sb a ride” learn new words or phrases with with the help of the word list. T: Now, read the statements in 1c and learn the new words or phrases by yourself with the help of the word list .If you need any help, raise your hand. the help of the word list. 4 While-listening (3mins) Let the Ss listen to 1a once and do 1b and 1c. Listen to 1a, do 1b and 1c. Individual work T: Listen to 1a, do 1b and 1c at the same time. Individual work Step 1: Check the answers to 1b and 1c Check the answers. 不要听完就核对答案，让学生通过阅读来核对。对于词汇简单的课文，学生完全可以自己解决。学习whenever 时，5 Post-listening (15mins) alone, then check together. S1: Two, One, Four, Three. T: First, please check your answers alone, S2: F,T, T,T. then we will check together. S3: No, the answers should be F, 如果学生基础较好，老

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F, T, T. 师可以顺便讲一下：T: (put out hand with the thumb raised) Do S4: Yes, It means that someone whatever, however, you understand now what it means? wants to ask for a ride. whoever, wherever。老师要在这个环节处理所有的词汇问题，也包括检查旧单词，如difficulty, communication 等。 Individual work Step 2: Let the Ss read 1a for the second Read 1a, circle the new words Group work time and circle the new words and and sentences which express the sentences which express the future by using future by using present present continuous. continuous. T: Do you have any trouble learning the Ss: No. new words? T: Have you found the sentences? S1: I can‟ t believe that I‟ m flying to Disneyland. S2: My uncle is meeting us tomorrow. Step 3: Let the Ss read 1a for the third time, Read 1a, discuss and find the key 对于学生遗漏的，或教discuss in groups and find the key points. points. Choose a member to 材里没有重点提到但考Let each group choose a member to speak speak out. them out. 试却有要求的，老师要S1: see sb off, put out, ask sb for 补充。如：

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T: Read 1a again, find the key points, a ride. discuss in groups and then get one of your S2: give sb a ride, get on members to present. S3: have much difficulty in sth /doing sth. Finishing Task 3 (5mins) 6 Class activity Step 1: Present 2 Columns of sentences. Read the sentences and find out Column A in present continuous, expressing the differences. the continuous; Column B in present S1: I find the time in Column A continuous, too, but expressing the future. refers to the present, but in Let the Ss study the sentences and find out Column B the time refers to the something different. future. put out, get off, get into, get out of 等。老师提前准备好这两栏。在B栏里面要用那些常用进行时来表示将来的动词。如表示位移的动词： come, go arrive, leave, stay 等；表示交通方式、行程安排的动词：fly, walk, ride, drive, board等。老师在这里要进行补充解释，让学生真正理解这种用法。顺便把board 讲解了。 T: Look at these sentences, try to find the S2: I find the verbs are different differences. too, but I don‟t know how to sum up. S3: ... Individual work Step 2: Let the Ss do 3 alone, then check the Do 3 and Check the answers. answers together. S1: I am moving to ... T: Now, do 3 quickly and we will check the S2: They are starting ...

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answers soon. S3: We are ...next Sunday . 让学生理解pick up sth. 与pick sb. up。老师让同学们评出哪一对表现最好。对于有误的pair，等他们讲完了要及时纠正，以免后面的学生犯同样的错误。 Let the Ss make up conversations in pairs. Look at the pictures and Encourage some pairs to act out. example, make up conversations T: Look at the pictures, and you will make and act out. up conversations according to the example. S1: When are you boarding? If you finish, raise your hands up. Finishing 7 Task 4 (4mins) Pair work S2: I „m boarding in several minutes. T: Come on! Boys and girls! It‟s show time S1: Who is meeting you at the now. airport? S2; My aunt is picking me up. S3:.. S4:.. S3:.. S4:.. Finishing 8 Task 2 (2mins) Let the Ss read the questions in 2 quickly, Read the questions in 2 quickly, Check 完以后，要求做Individual work then listen to the tape and choose the correct then listen to the tape and choose 全对的学生举手示意。answers. the correct answers. 如果绝大部分学生听一

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T: Read the questions in 2 quickly; make S1: clear what you should pay attention to. S2: S3: .... Class activity Step 1: Let the Ss sum up what they have Sum up and speak out learned in this period. S1: We have learned some body 遍就能完全正确地选择，就不用听两遍。 T: Now, let‟s sum up what we have learned languages. today, including the words, phrases and S2: We have learned how to use Summarizing 9 and assigning homework (3mins) sentences. Step 2: HMK Search more information about body languages in the world. In the next section, we will go on learning body language. After class, search more information about body languages in the world.

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Ⅶ. Blackboard design

Some things usually have different meanings in different cultures. Section A Words and phrases: see sb. off put out one’s thumb ask for a ride give sb a ride pick sb up pick up sth. get on/get off get into/get out of whenever/whoever/whatever strange+r =stranger have difficulty in sth./doing sth.

Grammar: Use present continuous to express the future Verbs : come, go, stay, arrive, leave, board, fly, walk, ride, drive, start, meet, ... Sentences: I am flying to Disneyland My uncle is meeting us tomorrow. No need to worry. Whenever you need help,...

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Section B

Ⅰ. Material analysis

本课是九年级第三单元第二话题的第二课时。主活动是1a和2a。通过Jane和Yukio不同的问候方式，进入本课的重点：谈论肢体语言。1a通过对话引入话题，1b和1c都是基于1a 而进行的理解练习。2a和2b则让学生学习收集常见的肢体语言。3要求学生完成排序，通过排序的过程，让学生在阅读中理解肢体语言在沟通中的重要性。4是一个很有趣的活动，贴近学生的生活。通过这个活动，也是要求学生在生活中要善于观察，学会“察言观色”。通过本课的学习，让学生通过肢体语言，知道一些讲英语国家的交际礼仪。 Ⅱ. Teaching aims 1. Knowledge aims：

掌握本课的重点词汇和短语，了解一些讲英语国家的常见肢体语言。 2. Skill aims:

能看懂一些常见的肢体语言。能在沟通中合理地运用肢体语言。 3. Emotional aims: (optional)

培养学生在生活中善于观察，并能据此作出适当反应的能力。 4. Culture awareness: (optional)

让学生知道语言具有多元性，知道肢体语言也是文化的一部分。

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Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: silence, praise, research, secret, victory, misunderstanding, be known as, use sth. to do sth., help sb. with sth.,

avoid doing sth.

Sentences: I wonder if body language means the same thing in all cultures. I think that is known as body language. Grammar: Expressing the future by present continuous. 2. Difficult points：

能理解在不同的国家，同一个肢体语言的含义是有差异的。 Ⅳ. Learning strategies

在交际的过程中，遇到语言障碍，能运用肢体语言来辅助交际。在学习的过程中，要有意识地收集一些讲英语国家的常见肢体语言。在做1c 时，要学会使用速记的方法。 Ⅴ. Teaching aids

图片/录音机/幻灯片/准备好材料的小黑板/卓别林的幽默剧片段等。

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Ⅵ. Teaching procedures

Stage (time period) Interaction patterns Teacher activity Student activity Remarks 老师可以把1a 和3里Choose some Ss to play the game “I say, you do”. Listen to the teacher’s T: Hi, everyone! Fun time now! Would you instructions and act accordingly. 面的肢体语言编进来。like to play a game with me? Who wants to Getting students 1 ready for learning (2mins) Class activity try? Don‟t worry. It‟s very easy. Just act out what I say. T: Good luck. T: Show respect. T: Express anger. T: Show agreement. T: Show friendship. ... Revision (3mins) Individual work Prepare some Chinese sentences and ask the Translate the sentences into Ss to translate them into English and then English and read them out. read them out. 用现在进行时态表示正在进行的动作和表示将能够播放一小段卓别林的幽默剧更好，无声电影都是通过肢体语言来表达的。 2 T: Look at these sentences, you have to put S1: They are leaving for Beijing 要进行的动作都要有所

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them into English on a piece of paper, then I tomorrow. will choose some Ss to read your sentences. S2: Mr. White is staying here for only three days. S3: My mom is cooking in the kitchen now. S4: Miss Lee is coming back in three days. 体现。 Let the Ss read the statements in 1b and 1c Read the statements in 1b and 让学生学会在听前进行and learn “bow, hip” by themselves. 3 Pre-listening (3mins) Individual work 1c. Learn “bow, hips”. Guess 猜测。 T: Read the statements in 1b, 1c. Try to learn some of the blanks in 1c. the two new words by yourselves. If you have any difficulty, you can ask your partner or me for help. Individual 4 While-listening (6mins) work Individual Step 1: Play the tape recorder. Let the Ss do Listen to 1a and do 1b. 1b. T: Listen to the tape, do 1b. 在学生做1c时，老师要Step 2: Play the tape recorder again. Let the Listen to 1a again and do 1c.

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work Ss do 1c. Tell the Ss to write the short forms at first and then write down the full words. T: Listen to the tape again. This time, you fill in the blanks, but don‟t try to complete the words at one time; you can just write the short forms at first. You can finish them after listening. 告诉学生：不要试图一次性写完单词，只需要要写一个自己明白的简体，听完以后再补充完整。 5 Post-listening (23mins) Individual work Step 1: Let the Ss read 1a, find the new words Read 1a, find the given words, “silence, praise, research”, check the answers learn the words and check the to 1b and 1c by themselves, then check answers. together. Finish 1b and 1c. T: Now, let‟s check the answers. S1: T,T,F,F,F. S2: body, respect. S3: peace, friendship. 让学生通过构词法、反义词来学习新词的读音或含义。 Silent－silence re+ search =research Punish－praise S4: happy, cultures, communicate. Group work Step 2: Let the Ss read 1a again, discuss in Read 1a again, discuss in groups groups and list the key points. Finish 1a. and list the key points.

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T: Read 1a again, discuss in groups, and list S1: be known as, use sth. to do sth. the key points. S2: help sb. with sth. S3: do some research, as a sign of,... Group work Step3: Let the Ss study and discuss the Study 2a and discuss in groups. Individual work gestures in 2a and try to match the meaning Match the meaning with the with the gesture. T: We have learned some gestures, now we will learn more. Study and discuss the gestures in 2a. Try to match them correctly. Step 4: Check the answers and teach the new words “secret, puzzled, victory”. Finish 2a. gesture. Check the answers and learn the new words. S1: f,d,e,b,c,a. 通过图片直接展示2a，让学生说出含义更好，老师可以在解释的过程中顺便教授新词汇。 Group work Step 5: Let the Ss discuss in groups. Collect Discuss in groups, act out and more gestures. Encourage some groups to act guess. Finish 2b. out, and let the other Ss guess what they mean. Finish 2b.

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T: Besides these gestures, do you know any other gestures? Please discuss in groups, then act them out in the front, the other Ss will guess. Go ahead! S1: (act to be tired and sleepy ) S3: (act to have a toothache.) S2: Tired and sleepy! S4: Have a toothache! Group work Step 6: Let the Ss read the instructions in 4 Discuss one of the teachers’ and discuss one of their teachers’ typical body typical body language and report 在学生讨论时，老师要language. Encourage them to report to the to the class. Finish 4. whole class. Finish 4. 适当提供帮助，有些动词或名词学生可能不会T: Have you ever noticed my body language? S1: Miss Zhang‟s typical body 表达。汇报完以后，选Of all your teachers, who has the most typical language is touching her hair. 出描述得最惟妙惟肖的body language? Now, discuss in groups, and S2: Mr. Wang‟s typical body 组别。 then report to the class. The example may language is rubbing his nose. help you a lot. Pay attention to the liaison and S3:.. intonation.

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Let the Ss read 3 carefully and put it in the Read 3 and put the sentences in correct order. First let the Ss do it alone, and the correct order. Check the then check in groups. Remind the Ss to pay answers. attention to the topic sentence, the supporting sentence and the conjunction words: but, so, however. 老师一定要告诉学生做这种排序题的技巧。通过中心句和关联词等来排序。强调词组：avoid doing sth.。 T：Now, let‟s move to 3. Read the sentences Finishing Task 3 (4mins) Individual work and first, and then put them in the right order. Before you begin to order, you had better find 6 Group work the topic sentence and the supporting sentences. Pay attention to the conjunctions like “but, so, however, for example”. If you finish, check it in your group. We will check it together later. T: Can you tell me your order now? S1: 1-4-3-7-6-2-5. T: Ok, you have different answers. What is S2: 1-3-4-7-6-5-2. the right order? S3:... Ss: 1-3-4-7-6-5-2.

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Group work Step 1: Let the Ss sum up what they have Sum up and speak them out . learned in Section B. S1: bow, hip,.. 布置这道作业，有利于减轻学生在下一次课的负担，相当于了解更多的背景知识。老师只要学生了解这些动植物在中国文化里的含义即可。 T: How time flies! There is not much time left. S2: silence, praise, research, .. We ought to sum up the key points. Let‟s begin S3: be known as, use sth. to do with the new words. T: And phrases? Summarizing 7 and assigning homework (4mins) T:.. Step 2: HMK: sth., S4: do some research, avoid doing sth. S5:.. Let the Ss search some Chinese idioms about dogs, dragons and mice. Find out the special meanings of peacock, bat, and bamboo. T: Tomorrow, We are going to learn the meanings of some animals and plants in different cultures. I‟d like you to search some Chinese idioms about dogs, dragons and mice and find out the special meanings of peacocks, bats and bamboo.

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Ⅶ. Blackboard design

Some things usually have different meanings in different cultures. Section B Words and phrases: silence praise research secret victory misunderstanding be known as use sth. to do sth. help sb. with sth. avoid doing sth. have difficulty in sth./doing sth. Grammar: Use present continuous to express the future. Sentences: I wonder if body language means the same thing. I think that is known as body language.

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Section C

Ⅰ. Material analysis

本课是九年级第三单元第二话题的第三课时。主活动是1a。通过学习1a，了解在中西方文化中相同的动植物被赋予的不同含义。1b和1c是为检测学生是否理解1a而设计，2是针对语言知识而言的，3虽然是写作任务，但可以看做是继续探讨文化差异，只是让学生自己去完成介绍文化差异的任务。了解文化差异，对于英语学习非常重要，只有知道有差异，才能更好地理解英语国家的文化。通过本课的学习，让学生知道要学好英语，不只是会说、会听、会读、会写就够了，还要理解文字所承载的文化。3的写作任务需要较多时间才能充分完成，故留作课后作业让学生独立完成，在第四课时可以让学生展示，但可以先处理3的词汇。 Ⅱ. Teaching aims 1. Knowledge aims：

掌握本课的重点词汇和短语，了解东西方文化的差异。 2. Skill aims:

能正确理解含有动植物的英语习语。

能恰当运用含有动植物的英语习语来表达地道的英语，避免中式英语。 3. Emotional aims: (optional)

让学生关爱身边的动植物，因为它们使得语言变得丰富多彩，从而使学生更加想学好这门语言。 4.Culture awareness: (optional)

知道一些常见的动植物在英语文化中的特殊含义。

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Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: differently, consider, honest, ancient, compare, courage, mistake, pride, wisdom, be regarded as, compare ...to..., make

mistakes, mistake ...for..., take pride in consider doing sth.

Sentences: In ancient times, dragons are regarded as...

The ancient emperors compared themselves to dragons. Everybody makes mistakes at times.

2. Difficult points：

能理解在不同的国家，同一动植物的含义是有差异的。在与英语本土人士交谈时，要注意这些差异，以免引起误会。 Ⅳ. Learning strategies

在遇到含有动植物的英语句子时，不能按照字面意思去理解。在平常的学习中要多收集、整理与动植物相关的习语。 Ⅴ. Teaching aids

各种动植物的图片/录音机/小黑板/PPT/英语词典等。 Ⅵ. Teaching procedures

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Stage (time period) Interaction patterns Teacher activity Student activity Remarks 准备多一点，节奏要快。 Use PPT or pictures to present all kinds of Look at the pictures and speak out gestures one by one and let the Ss speak them what they mean. 1 Revision (3mins) out in English. Class activity T: (Picture One ) T: (Picture Two ) T: (Picture Three ) ... Present some English idioms which contain Look at the sentences and guess animals or plants and let the Ss guess the their meanings. Chinese meanings. 2 Lead-in （3mins) Class activity T: Do you think your English is excellent? Do you know the meanings of these sentences? Come and take the challenge! Examples : It‟s raining cats and dogs now. S1:猫和狗像下雨那样往下跳。 S1: Good luck! S2: Have a victory! S3: It‟s a secret! S4:.... 老师上课时可带一本英语习语大词典，可以让学生现场查看其意思。最好做成PPT，以便及时核对答案。用小黑板，则要用纸把汉语先遮住，待学生说了以后再撕开。

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I have let the cat out of the bag. They lead a cat-and-dog life. Mr. Brown is taking his bird to the movie tonight. He does not want the house; it always has been a white elephant. I will give him beans. His girlfriend is a peach. Group work Pre-reading (5mins) Step 1: Present the idioms in 1a. Let the Ss discuss them in groups and guess the meaning. S2:我把猫从袋子里放出来了。 S3:他们过着像猫狗一样的生活，天天都打架。 S4:布朗先生带着他的宠物鸟去看电影。 S5:... S6:... S7:.. Translate the idioms about dogs 学生不能正确翻译的短into Chinese. 语，老师要给出正确的译文。在展示这些短语时，最好分成两栏，一栏贬义，一栏褒义。老师在解释的过程中还可以教授新词： negative meaning (贬义） positive meaning（褒义） T: Look at these idioms. Discuss them and try to S1:流浪狗 guess the meaning of them. Example : A B a homeless dog a lucky dog a mad dog Every dog has its day a running dog S2:疯狗 S3:一个正在跑的狗 S4:一个正在抓老鼠的狗 S5:一个幸运的狗 S6:每个狗都有它的一天 3

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Individual work a dog catching a mouse T: What‟s the difference between Column A and Column B? T: Wonderful! You have got it! The idioms in Column A has negative meaning while the idioms in Column B has positive meaning . That‟s to say, even the same animal, people use it differently in different cultures. For example, dogs are considered as friends in western countries and they stand for honest people .But in China we always use them to refer to bad people. Step 2: Let the Ss read 1b. Guess what this passage is mainly about. Learn the word “under+line=underline”. T: Read 1b, you may find what this passage is mainly about. You can guess the new word different(adj)+ly=differentSs: Column A is about bad people, -ly(adv.) but Column B is about good different(adj)+ence=differ- people. Read 1b. Guess what this passage is mainly about. Learn the word “underline”. ence (n.) consider =regard honest honest(adj.)+y= honesty (n.)

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“underline”. Let the Ss read 1a, underline the names of Read 1a; underline the names of animals and plants. Then do 1b. animals and plants mentioned in T: Now, let‟s read 1a. When you are reading, the passage. Then do 1b. underline the names of animals and plants. 4 While-reading (3mins) Individual work Then finish 1b. T: First, let‟s check the answers to 1b. 5 Post-reading (21mins) Individual work S1: C S2: A S3: D S4: A 通过近义词和构词法来教授新词，有助于学生加深理解。学生在理解词义上问题不大，老师主要是解决发音问题。 Step 1: Write down the new words on the Bb, Guess the meaning of the new ask the Ss to guess the meaning according to words through the context. Learn the context, then let the Ss learn them according the new words by word-formation to the word-formation and synonym. magic(n)+al=magical (adj) en+ courage (n)=encourage (v) and synonym.

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Individual work Group work compare(v) +a+ tive = comparative (adj) empire + or = emperor (the Roman Empire) ancient ≈old creature≈ animal Step 2: Let the Ss read 1a again. Then do 1c. Read 1a and do 1c. Check the T: We have learned the new words; next, you answers. will read 1a again and do 1c at the same time. If you finish, raise your hand. T: Well, I find most Ss have finished the task. S1: In Chinese culture, dogs have.. Let‟s check the answers. S2: ... Step 3: Let the Ss read 1a again, discuss in Read 1a, discuss in groups and list consider, compare在中学groups and find out the key points. the key points. 阶段是重要的动词，老T: There are many useful expressions in 1a, S1: at times =sometimes, as we 师要适当地补充。如： read 1a again, discuss in groups and try to find (all) know,... them out. T: Now, it‟s time to report. S2: be regarded as ..., compare ..to.. , consider doing sth.考虑做... be considered +adj

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Individual work S3: as a symbol of ..., stand for,... be considered +noun S4: pay attention to sth. / doing compare A to B sth. S5: ... compare A with B Step 4: Let the Ss retell the content of 1a based Retell 1a according to 1c. on the table in 1c. T&Ss: In Chinese culture, dogs T: We have read the passage three times. I usually have negative meanings. wonder how much you member. So, let‟s retell But in western culture, they are the passage, the table in 1c may give you some considered honest and good help. One, Two, Three, Begin! Finishing Task 2 and 3 6 (5mins) Individual work luck .... Step 1: Let the Ss read the phrases and the Do 2 and guess the meaning of mistake 是个重要词语，sentences in 2. Encourage the Ss to guess the “mistake, make mistakes”. meaning of “mistake, make mistakes”. 老师要进行补充。 make mistakes mistake A for B mistake-mistook-mistaken T: Do you fully understand the key phrases in 1a? Now, do 2 alone and try to guess the meaning of “make mistakes” in Sentence Five. T: Who can tell me what “make mistakes” S1: 犯错误。

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Individual work means? S2: stands for. T: Are you ready to show me your answers? S3: ... Number One is ... S4: … Step 2: Let the Ss read the words in 3. Learn the new words with the help 强调proud 和pride 的Encourage the Ss to learn the new words with of the vocabulary list. the help of the vocabulary list. T: Read the words in 3. You can learn them by yourself with the help of the vocabulary list. 用法： be proud of sth/sb. take pride in sb/sth. Class activity Step 1: Let the Ss go through this section and Go through this section, and list list the key points. Summarizing 7 and assigning homework (5mins) the key points. T: We have several minutes left. It‟s time for you Ss: Yeah. to list the key points as usual. T: Have you finished yet? T: xxx, please! Step 2: HMK S1: consider doing sth., at times,.. S2: as we know, be regarded as, ... S3: compare A to B, Compare A with B,.. S4: ...

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T: As you can see, you are required to write a passage with the title “Different Cultures, Different Meanings” based on the table in 3. I hope everybody will finish the passage,will you? I will check your writing in the next period. Don‟t make me disappointed, OK? Ⅶ. Blackboard design

Some things usually have different meanings in different cultures. Section C Words and phrases: negative meaning positive meaning different- differently-difference consider≈ regard honest+y=honesty consider doing sth. be considered +adj/n Sentences: In ancient times, dragons were regarded as ... The ancient emperors compared themselves to dragons. Everybody makes mistakes at times.

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..... Difficult points: was / were + pp: past passive voice

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Section D

Ⅰ. Material analysis

本课是九年级第三单元第二话题的第四课时，要完成Section C 的3和Section D。主活动是1a和Project。1 a是个任务型阅读，需要学生通过联系上下文，填入所缺的句子。学生在完成这个任务的同时也了解了英式英语和美式英语的差异。1b是个辅助步骤，意在检测学生的理解能力。Grammar 和Functions 是要求学生总结本话题的语法和重点句子。最后设置的Project其实是个综合型任务。学生要解决Wang Junfeng 的困难，必须要对整个话题的内容进行整合，即：英式美式英语的差异，肢体语言的差异。通过学习本课，学生会了解到英语在不同的英语国家也是有差异的，英语也会随着时间、地域的变化而变化，从而为英语学习可能面临的困难做好心理准备。因为有了这个心理准备，所以在学习英语的过程中，如果遇到困难就不会轻易放弃。 Ⅱ. Teaching aims 1. Knowledge aims：

掌握本课的重点词汇和短语，了解英式英语和美式英语的差异。 2. Skill aims:

能正确理解英式英语和美式英语的差异。

在学习英语的过程中，如果遇到这种差异，也不会造成理解上的困难。 3. Emotional aims: (optional)

知道学习英语不会一帆风顺，为战胜困难做好心理准备。 4. Culture awareness: (optional)

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知道英式英语和美式英语在哪些方面存在差异。 Ⅲ. The key points and difficult points 1. Key points:

Words and phrases: British, pronunciation, cent, expression, spelling, totally, borrow...from..., all the time, be different from, have difficulty in

doing sth.

Sentences: How are you doing?

Best wishes to you and your family. I can’t follow them.

Grammar: Showing the future by present continuous 2. Difficult points：

The English language is changing all the time. English-speaking / spoken English Ⅳ. Learning strategies

能通过完成1a ,学习利用上下文来找到缺失的句子。

能通过合作探究的方式，帮助王俊峰解决他所遇到的困难，归纳总结本话题的内容。 Ⅴ. Teaching aids

美国钱币的图片/录音机/小黑板/英语词典./英语笑话故事(纸质/音频）。 Ⅵ. Teaching procedures

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Stage (time period) Interaction patterns Teacher activity Let the Ss read a small joke caused by misunderstanding (because of the difference Student activity Read the story and try to figure out how the misunderstanding Remarks 也可以播放音频资料，让学生听。老师不要讲出这个故事的笑点。 between the British English and American English). came about. T: Do you like jokes? You are lucky today. I have prepared a very funny English joke. Now, read the Getting students 1 ready for learning (3mins) Class activity story, see if you will laugh. Example: An Englishwoman asked the Chinese waiter, “Where is the toilet, please?” “It‟s on the third floor.”, answered the waiter and the woman left. A minute later, an American man came to the waiter and asked, “Excuse me, where is the bathroom?”. “It‟s on the second floor.” Soon the waiter heard the woman shouting loudly and angrily at the man.

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T: xxx, could you tell me why you laugh? Do you S1: They went to the same know how the misunderstanding came about? place. But I don‟t know how they misunderstood. T: All right. You will get to know the answer in this period. Encourage the Ss to read their HMK assigned in the Read their HMK. Choose the last period. Choose the best one to be “The Best best passage. Writer in the Future”. S1: In different cultures, the T: Take out your homework, please. Let‟s see who meanings may be different. In will be the best writer in the future. 2 Revision (8mins) Individual work some cultures, some animals or plants are ... S2: Animals or plants may have different meanings in different cultures. For example , ... S3: As we know, gestures don‟t mean the same in different cultures, the meanings of

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animals or plants may have different meanings, too. ... S4:.. Let the Ss discuss whether there are differences Discuss whether there are 老师在提到英式英between British English and American English. differences between British 语和美式英语时，Encourage the Ss to guess what kinds of differences English and American English. 要及时板书，并利may exist between the two languages. Guess what kinds of differences 用America的词型may exist between them. We think there 变换同理教学。are British. T: Do you think there are differences between S1: 3 Pre-reading (5mins) Group work British English and American English? If you think differences between British America (n.)__ there are differences between them, then discuss in English and American English. American(adj.) groups and guess what kinds of differences may We think the writing and the Britain (n.)__ exist between them. Are you clear? T: How is your discussion? Which group is willing to have a try? meaning may be different. S2: ... British (adj.)

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Individual work While-reading (8mins) Step1: Let the Ss read 1a quickly, find out the Read 1a quickly and find out the 学生在回答问题时differences between the two languages, and put the differences between the two 会不可避免地提到four sentences in the right places. languages and put the four 新词汇，但他们不一定能正确地发音。老师要借机教学：expression, spelling, pronunciation, 别强调: Pronounce pronunciation express expression spell spelling There are differences 老师要告诉学生做特T: Maybe you are eager to know whether there are sentences in the right places. differences between British English and American English. Read 1a quickly, and you will get the answer. If there are, try to sum up the differences. What‟s more, while reading, try to put the four sentences in the right places. 4 The sentences around the blanks may provide you with useful information. Don‟t try to finish them at one time. You can solve them one by one. If you finish all the blanks, please put you hand up. T: Are there any differences between them? Who S1: knows? Hands up, please. between British English and 这种题时，要充分American English. The 利用上下文。被挖

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Individual work differences are in expressions 空的句子有可能是and spelling. 段落的中心句。 S2: Besides ..., there are still 待学生说完以后，differences in ... 最后由老师和学生一起通过联系上下文来找出正确答案。老师的分析过程，可以给学生提供方法。在核对答案时顺便教授totally 这个新词。 total (adj)+ly = T: Let‟s give them a big hand! How about the S3:B,A,D,C. sentences, who wants to share your answer with us? S4:D,A,B,C. Step2: Read 1a again and finish 1b. S5:B,D,A,C. Read 1a again and finish 1b. totally(adv) Post-reading (8mins) Individual work Step 1: Let the Ss read 1a carefully; underline the Read 1a carefully and underline new words and difficult points. T: You did very well just now. Next, read 1a again, the new words and difficult points. 5

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Class activity underline the new words and difficult points. Step 2: Teach the words “elevator, cent, and cookbook” by showing pictures or real objects and deal with the difficult points. Learn the new words and solve problems. T: We have learned the new words. Do you have any difficulties? S1: What does the word “while” mean in Para 2? S2: How to understand “The English language is changing all the time” Let the Ss read Wang Junfeng’s letter, make clear Read Wang Junfeng’s letter, what kind of help he needs, discuss in groups and discuss in groups and report the Finishing Project (8mins) report the suggestions to the class. Group work T: We know Wang Junfeng and his parents are visiting Disneyland in Los Angeles. Now he has some difficulty in communicating with the native speakers. You will discuss in groups and write a suggestions to the class. 让学生讨论完以后，不要把整篇文章写出来，只要拟6 S1: Dear Wang Junfeng, How is 一个提纲，由小组your trip? I‟m very glad to tell you the differences between the ... 代表连缀起来即可。

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letter to him to help him in the name of Michael. Group work Step 1: Let the Ss go over the whole topic, discuss Go over the whole topic, discuss 老师可以在这里问and sum up the key points of this topic. and sum up the key points of 学生开始讲的那个笑话是因为什么原T: We have finished the whole topic, now go over this topic. the topic, work in groups and sum up the grammar S1: We have learned the use of 因产生的。 and the key points. Summarizing 7 and assigning homework (5mins) Step 2: HMK: present continuous to express the future. These verbs are often used in this way, such as “come, go,....”. S2: ask for a ride, give sb. a ride, have difficulty in sth./doing sth... S3:... Let the Ss sum up the key points and write them down on the exercise book. Let the Ss search more examples about differences between American English and British English in

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expression, spelling, pronunciation, etc.

Ⅶ . Blackboard design

Some things usually have different meanings in different cultures. Section D Words and phrases: British pronounce pronunciation express expression spell spelling cent elevator(Am)=lift(Br) borrow ...from... Sentences: How are you doing? Best wishes to you and your family. I can’t follow them.

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all the time have difficulty in doing sth.

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