2. (师生互动，导入1a。)

T:　 Boys and girls, please answer my questions. Whose written English is good in our class?

Ss: Wang Yun.

T:　 Whose oral English is great in our class?

Ss: Li Mei.

T:　 Who has good pronunciation in our class?

(板书领读，讲解并列出它的动词形式，要求学生掌握。)

(提醒学生注意拼写。)

Ss: Li Lan.

T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot”? (教师板书hot)

Li Lan:Yes, It’s/hCt/.

T:　 Yes. You know it pronounces [hCt ] in British English. While in American English “hot” pronounces /hB:t/. Besides pronunciation, there are other differences between American English and British English, such as spelling and expression.

T:　 Now, if you want to know a lot about differences between American English and British English, let’s learn 1a.

Step 2　 Presentation 第二步 　呈现(时间:10分钟)

Step 1　 Review 第一步 　复习(时间:10分钟)

1. (教师检查作业，引导学生复习Section A中讲英语的不同国家英语表达的不同。)

T: Hello! Boys and girls, we learned differences in English among different English-speaking countries in Section A. Now I’ll ask a group to perform in the front. S₁, S₂, would you like to show us your dialog?

S₁: Hello, what should people say when they meet other people in Britain?

S₂: Hello, but what about in Australia?

S₁: G’day instead.

S₂: What should people say when someone did something well in Britain then?

S₁: Well done! And what about in Australia?

S₂: Good on ya, mate.

S₁: …

S₂: …

T:　 They did a good job, didn’t they?

Ss: Yes, they did.

T:　　　　　 What should we say to them, class?

Ss: Congratulations!

T:　 Yeah. Congratulations to them. (学生鼓掌)

(复习此对话中表达法的不同，目的是为导入1a英语国家在发音、拼写、表达三方面的差异做铺垫。)

录音机/卡片/小黑板

2. Discuss the differences between British English and American English in spelling,

　pronunciation and expression.

1. Learn some new words and expressions:

pronounce, pronunciation, fill in, in person

2. Homework:

Write several sentences using present continuous to show future.

板书设计：

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

1. (引导学生收集不同国家的手势语并理解其含义。)

T:　 Suppose you’re a volunteer of the 2008 Olympics Games, try to search the Internet for sign language and body language as much as possible, and then make a form like this. After that, please make a report to your class.

4. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，运用简笔画做成小卡片，组织学生进行“猜一猜”的游戏，和其他同学分享。)

T:　 Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guesses what the gesture is.

(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生学习兴趣。)

Step 5　 Project 第五步 　综合探究活动(时间:5分钟)

3. (出示2体态语的图片，让学生猜出它们的含义。帮助学生了解生词puzzled。)

T:　 Class, suppose one of you is travelling in the United States. But you can’t speak English. If you are in trouble, what are you going to do?

Ss: …

T:　 Good. You can take an interpreter with you and you can make a gesture to express your meaning. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss them with you partner.

(教师把图片贴在黑板上，一分钟后提问学生。)

T:　 What’s the meaning of the gesture in Picture 1?

S₁: It means “Have a victory”.

T:　 Class, do you agree with him / her?

Ss: Yes. / No.

T:　 …

2. (让学生看1b, 双人讨论图片所表达的意思。)