Unit 5 Languages Around the World Listening and talking 教案-2025-2026学年高中英语人教版必修第一册

Unit 5 Langugaes around the World-Listening and Talking ---Explore different kinds of English（教案） I. Teaching Objectives (教学目标) 1. Linguistic Ability: Recognize the differences between BrE and AmE in vocabulary (e.g., petrol/gas), spelling (e.g., -our/-or), and pronunciation. Master functional expressions for clarification: "Pardon?", "Do you mean...?", "What does ... mean?". 2. Learning Ability: Capture specific information (confusing words) from listening materials. Use clarification strategies to solve communication breakdowns. II. Key & Difficult Points (重难点) Key Point: Recognizing common BrE/AmE vocabulary pairs and spelling rules. Difficult Point: Using clarification strategies naturally in conversation, not just memorizing the words. III. Teaching Procedures (教学过程) Step 1: Lead-in (3 mins) Activity: Fast Quiz Teacher asks the following questions to activate background knowledge: 1. "Which language has the most native speakers: English, Spanish, or Chinese?" (Answer: Chinese) 2. "Does English have the second largest number?" (Answer: No, Spanish is 2nd. English is 3rd.) 3. "Why do we learn English if it's 3rd?" (It's a global language with many varieties.) 【设计意图】：利用数据反差（英语并非母语人数第一）快速以此引入本课主题——英语的广泛传播和多样性。 Step 2: Listening & Discovery (12 mins) Task 1: General Understanding (Part 1) Listen: Play Part 1 of the audio. Check: "What different kinds of English are mentioned?" Key: British, American, Australian, etc. Discussion: "Do these differences stop people from understanding each other?" Guide: No, usually few problems, but can cause confusion for learners. Task 2: Catch the Details (Part 2) Listen: Play the conversation between Amy and Betty. Fill in the blanks (Activity 2): Identify the two pairs of confusing words. Answer: semester / term; subway / underground. Concept Check: Explain that "semester" (AmE) usually refers to half a school year, while "term" (BrE) often implies a three-term system. 【教师点拨】：此处不仅是听力训练，更是为了引出具体的词汇差异，为下一步的归纳做铺垫。 Step 3: Vocabulary Builder (10 mins) 1. Match the Words (Activity 3) Students classify words into BrE or AmE columns. Pairs: petrol / gas, sweet / candy, toilet / restroom, flat / apartment. 2. Explore Spelling Rules (Summary) Teacher guides students to find spelling patterns (Write on blackboard): -re vs -er: centre / center, theatre / theater. -our vs -or: colour / color, honour / honor, labour / labor. -ll- vs -l-: traveller / traveler. Different words: autumn / fall. 3. Expansion Food: chips (BrE) / fries (AmE); biscuits (BrE) / cookies (AmE). Transport: lorry (BrE) / truck (AmE); lift (BrE) / elevator (AmE). Life: queue (BrE) / line (AmE); rubber (BrE) / eraser (AmE). 【设计意图】：单纯罗列单词容易枯燥，通过归纳“拼写规律”能帮助学生举一反三。 Step 4: Dialogue Analysis (8 mins) Context: The "Pants" Misunderstanding Read & Role-play: Students read the conversation between Martin and Zhou Wei (Activity 4). Analyze the Crash: Zhou Wei means: Trousers (AmE "pants"). Martin thinks: Underwear (BrE "pants"). Result: Embarrassment! Extract Strategies: How did they fix it? (Focus on Functional Language) Asking: "Pardon?" "Do you mean...?" "What does ... mean?". Clarifying: "That's what I mean by..." "In British English, it means...". 【难点突破】：提醒学生注意语调（Intonation）。当使用 "Pardon?" 或 "Do you mean...?" 时，通常使用升调表示礼貌的询问，而非生硬的质问。 Step 5: Speaking Practice (7 mins) Task: "Talk Your Way Out" Scenario: Student A is a British tourist, Student B is an American local (or vice versa). Input: Choose one pair of words (e.g., chips/fries or first floor/ground floor). Model: A: Excuse me, can I get some chips? B: I'm sorry. Do you mean potato chips in a bag? A: No, I mean the hot fried potatoes. B: Oh! You mean French fries! A: Yes, that's what I mean. Action: Practice in pairs using the expressions from the box. IV. Homework & Summary 1. Summary: Use a mind map to summarize 3 spelling differences and 3 vocabulary differences between BrE and AmE. 2. Homework: Polish the dialogue created in class and write it down. Challenge: Find out what "jumper" and "football" mean in BrE vs AmE. (Teacher's key: jumper = sweater/毛衣; football = soccer vs American football). V. Teaching Reflection Highlights: The lesson logic follows "Listen → Discover → Summarize → Apply". The "Pants" joke effectively breaks the ice and makes the necessity of clarification real to students. Improvements: In the vocabulary section, avoid overwhelming students with too many lists. Focus on the spelling rules (Pattern recognition) is more effective than rote memorization. Monitor the "Asking for Clarification" activity closely. Ensure students are actually acting out the confusion (using gestures/expressions) rather than just reading lines. The "Pardon?" intonation needs specific drilling. 1 学科网（北京）股份有限公司 $