高一英語教案都有哪些？學習英語，旨在促進學生全面發展，主要包括專業實踐、創新創業實踐、社會實踐和國際交流。下面是小編為大家帶來的高一英語教案范文七篇，希望大家能夠喜歡！

高一英語教案范文【篇1】

(1) 課題：Friendship (2) 教材分析與學生分析： 本單元的中心話題是“友誼”，幾乎所有的內容都是圍繞這一中心話題展開的。Warming Up部分以調查問卷的形式引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法;Pre-Reading部分的幾個問題啟發學生對“友誼”和“朋友”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友;Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事;Comprehending部分通過連句、多項選擇和問答形式幫助學生對課文內容、細節進行更深入的理解; Using about Language 部分教學本課重點詞匯和重點語法項目。 (3) 課時安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教學目標： ① 知識與技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

② 過程與方法：本單元在讀前階段就提出問題，讓學生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，可以再引導學生深入討論幾個與本單元話題有關的問題：1.描述朋友; 2. 結交網友;3. 觀點交流;4. 善\不善交朋友; 5. 朋友的重要性。 ③ 情感態度與價值觀：學完本單元后要求學生進行自我評價，主要評價自己在本單元中的學習情況。對書中的內容是否感興趣，有哪些收獲，解決了什么問題。使學生加深對友誼、友情的理解，以及如何正確交友，處理朋友之間發生的問題等。 (5) 教學重點和難點：

詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短語： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重點語法項目： 直接引語和間接引語的互相轉換

難點：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教學策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教學煤體設計： A projector and a tape recorder. (8) 教學過程：詳見以下分課時教學設計。 (9) 課堂練習與課外作業設計： 穿插于分課時教學設計中

(10)教學反思或值得改進的地方： 見每個課時最后部分。

Period One：Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her? 找教案 http://www.zhaojiaoan.com

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree. I don't agree

That's correct. Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Scoring

高一英語教案范文【篇2】

She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.

The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(盧浮宮博物館) where it is housed.

“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化學狀態).

Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (視覺) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”

However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.

In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum

一日暴之,十日寒之,未有能生者也。《孟子》

hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.

During World War II, French hid the painting in small towns to keep it out of the hands of German forces.

Like many old ladies, the Mona Lisa has some interesting stories to tell.

11. What does the writer mean by “time is catching up with the Mona Lisa”?

A. The painting woman is not so beautiful any more.

B. Ageing is something that affects us all.

C. The painting needs repairing.

D. At such an old age, she is no longer popular.

12.. What makes the repair work difficult?

A. The wooden panel is thin and old.

B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.

D. Experts can’t agree on how to carry out repairs.

13. What makes her so mysterious according to Professor Livingston?

A. The materials the Italian artist used. B. The way she smiles.

C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes

(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.

There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.

Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).

We should keep away from(遠離) all these bad habits, and try to form such habits as will be good for ourselves and others.

14. ________ are formed little by little.

高一英語教案范文【篇3】

教學準備

教學目標

1. 知識與技能目標

(1)通過閱讀有關曼哈頓的藝術博物館加深對博物館的了解和認識。提高閱讀能力同時學習有關介紹博物館的相關詞匯和表達，并能在特定語境中合理運用。

(2)通過扮演導游對感興趣的博物館進行介紹，提高學生的英語口頭表達能力同時掌握本單元教學目標和要求中的詞匯用法。

(3)通過提供相關詞匯進行對濰坊本地的博物館(濰坊風箏博物館、楊家埠民間藝術大觀園)寫一個宣傳廣告，提高學生的英語寫作能力。

2. 過程與方法目標

(1)通過展現曼哈頓以及曼哈頓五個藝術館的相關圖片激發學生的學習興趣，并激發學生頭腦中相關的背景知識為節課做熱身。

(2)通過閱讀課文利用Skimming 和 Scanning閱讀技能找到每個藝術館的地理位置、藝術特色等相關信息，提高分析處理英文信息的能力。通過尋找描述每個藝術館的關鍵詞培養學生的歸納總結信息的能力，同時為下一個扮演導游介紹藝術館的活動做鋪墊，提供相關的語言詞匯鋪墊。

(3)通過提供相關詞匯進行對濰坊本地的博物館(濰坊風箏博物館、楊家埠民間藝術大觀園)寫一個宣傳廣告，提高學生的英語寫作能力。

3. 情感、態度、價值觀目標

通過學習，使學生了解世界的藝術館，培養學生的文化意識和對藝術的興趣。同時激發學生對家鄉的自豪感和熱愛之情。

教學重難點

教學重點：閱讀課文、運用文中相關詞匯進行說和寫的活動以提高學生讀、寫、說的能力。

教學難點：在說和寫的過程中如何運用相關詞匯和表達方式來正確、準確、有效的介紹各個藝術館的特點。

教學過程

(一)展示學習目標與小組評價規則

(二)“導入”

展示曼哈頓的相關圖片，展示課文中出現的5個藝術館的圖片及名字。

(三) Fast reading

快速掃讀課文

(四)Detailed Reading: 詳細閱讀

(五)Challenge your speaking(口語能力提升)

提供參考詞匯： Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英語寫作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

寫作參考詞匯：濰坊世界風箏博物館(Weifang World Kite Museum)

楊家埠民間藝術大觀園(Yangjiabu Folk Art Museum)

kite 風箏 wood-print new year pictures木板年畫 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在這里你可以欣賞到… artist 藝術家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得參觀

(七)成果展示

個別學生優秀作文展示

(黑板展示)

展示作文評分細則

教師點評

課后習題

測評練習

測評一：

從文中找出相對應的短語和句子。(預習測評)

1.寧愿做…

2.對…偏愛

3.值得一去

4.吸引

5.在于

6.不僅僅是

7.向…引進(介紹)

8.生活方式

9.貯存于

10. 入場費(門票)

11. 一個…的收藏

12.每兩年

13.健在的藝術家

14.亨利.克萊.弗利克是紐約的一位富豪，于1919年去世，把他的房子、家具和藝術收藏品全部留給了美國人民。

15. 這家博物館展示的不只是看得見的藝術之美，它還向你介紹了古代的生活方式。

16. 館內沒有永久展出，展品都是隨時更換的。

測評二

Writing (寫作測評)

Write an advertisement to introduce one of the museums in Weifang. within80 words

高一英語教案范文【篇4】

StepILeadin

Showthepicture，talkaboutthefollowingthequestions?

1)Whatmighthappeniftheoilgetstoohot?

2)Whatwouldyoudoifthepanofoilcatchesfire?

StepIIListening

PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.

1)WhatdidJennyaskYangPeitodofirst?

2)DidYangPeicarrythepanoutofthekitchenatonce?

Key：

1)JennyaskedYangPeitoturnoffthegasandcoverthepan.

2)No，shedidn't.

StepIIIReading

AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：

1.ShouldIstayinmyroom?(No)

2.ShouldIleavethebuildingatonce?(Yes)

3.ShouldItakemyroomkey?(Yes)

4.ShouldItakethelift?(No)

StepIVPlayarole

TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：

1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out

ThentheTasksonepairtoactthesceneinfrontoftheclass.

StepVLanguagefocus

1.Takecare：becareful.

2.Isthefireout?Iftherearenoflames，thefireisout.

3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.

StepVIExamination

Completethedialogueswithsuitablewords.

1.A：Be_______!Thepanisvery_______.Youmightget_______.

B：Thanks，Mum.Butwhat_______Ido?

A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.

2.A：Look_______!Yourcoathas_______fire.

B：Ohdear!

A：Takeit_______andputit_______thewater.

3.A：Take_______!You_______throwthecigaretteend(煙頭)here.Lookatthosenewspapers.Theymight_______fire.

B：Oh，I'mterribly________.

4.A：_______careful!Yourclothes_______getcaughtinthatmachine……

B：Thankyou.Ididn'tknowIwassoclose________it.

StepVIIHomework

1.FinishofftheWorkbookexercises.

2.PreparationtheLesson62.

高一英語教案范文【篇5】

教材內容分析;本單元的交際功能項目為"問路"及"路線的指引"。第61課是本單元的第一課，通過一幅地圖，一段對話介紹了本單元的重點語法項目有關問路和指路的表達法，為后面的學習打下基礎。

二、學情分析：

本課教學對象是職一年級兩個班20多個聾生，學生掌握英語的水平參差不齊，三分之二同學經過初中三年的學習，在詞匯、句型、語法方面都有了一定的基礎，能夠按著老師的教學進度進行學習活動，還有三分之一學生來自外地，初中時沒有學過英語，因為單詞量的匱乏，接受起新知識來有些困難，對英語表現興趣不濃，主動性差，所以在教學中我特別注重以激發學生的學習興趣為前提，充分發揮學生學習的主動性。

三、教學理念：根據新課程標準的目的和要求，結合教材內容和我班聾生的實際情況，設定適當的教學目標，本課教學遵循聾生認知規律和心理特點，從聾生已有的知識基礎和認知能力出發，精心設計教學過程，整個教學過程以激發學生學習語言的興趣為前提，鼓勵學生進行自主創造性活動，盡量做到先學后教，以學定教，讓教為學服務。

四、教學目標和重點、難點：基于以上教學理念，結合教材內容和我們班聾生的實際情況，制定以下教學目標和重、難點。

知識與技能：

A:學習、掌握下列新單詞和詞組:

kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch

cafe

B:學習，理解并掌握“詢問方向”(Askingfordirections)和“應答方向”(Givingdirections)的日常交際用語:

詢問方向：

Excuseme.Canyoutellmethewaytothe…?

Whichisthewaytothe…

Istherea…nearhere?

Whereisthenearest…..

CanyoutellmehowIcangetthewayto…

…

指路：

Walk/Goalongthisroadand…

Goupthisroadtotheend./Goonuntil…

Turnleftatthe…crossing.

Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.

…

過程與方法：教師通過圖片，視頻，創設情景，學生積極參與，通過師生、生生互動，使學生更快地理解和運用關于方向的詢問和應答。

情感態度和價值觀：通過本課的學習，培養學生的觀察力，想象力，創造性和合作性，提高學生學習英語的興趣，增加學生學習英語的自信心。鼓勵學生敢于開口,團結合作,培養他們樂于助人的良好品質。

重、難點：

1.新詞匯的熟練掌握。

2.詢問方向”(Askingfordirections)和“應答方向”(Givingdirections)的日常交際用語的運用:

五、教學方法：

教法：基于新課程教學理念和我班聾生的實際情況，我在教學中采取啟發式教學法、創設情景法、任務型教學方式和多媒體輔助教學。

學法：以教師為主導，學生為主體，學生自主分析，合作探究，師生，生生互動等方法。

六、教學過程：

Step1.Leading-in

1.Warmup.LetSsguesstheplaces.(教師準備好相關圖片，教師提問，學生猜。)

A.Ifwewanttoseethefilms,wecangotothecinema.

B.Ifwewanttogoboating,wecangotothepark.

C.Ifweareill,wehavetogotohospital.

D.Ifwewanttoborrowbooks,wecangotothelibrary.

E.Ifwewanttodrinkcoffee,wecangotothecafe.

F.Ifwewanttopostletters,wecangotothepostoffice.

(創設情景，激發興趣,同時利用這種方式，復習了建筑物的名詞)

2.Pairwork:教師出示第六頁第一部分的圖片問：Whereisthe…?兩個人一組對圖片上建筑物的位置進行問答。

(通過問答練習，復習關于方位的詞：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…為后面的進一步學習奠定基礎。)

Step2.Presentation

1、教師創設情景：假如我現在就站在圖片上那個小人的位置上，Canyoutellmethewaytothelibrary?要求學生只需用漢語來描述即可，然后引導學生進入課文第二部分問路指路的句型。

(創設情景，激起學生的學習興趣，因為本課問路指路的句型對于我們聾生來說太難，在教學中只能循序漸進，先要求其理解，能用漢語正確描述路線，再要求其掌握)

2、教師領讀---生生合作探究---教師補充總結問路指路句型

教師先帶領大家讀一遍，學生合作探究每句的含義。達到理解并掌握，然后教師補充其他問路指路的句型，學生可將其放在一起來記憶。

(在教師指導下，學生合作探究理解并掌握問路指路的句型。體現了以教師為主導，學生為主體的教學方法，同時突破本課重點)

Step3.Practicing

Askformoredirections

使用方框里的句型，來對第一部分圖片里的其他位置進行問答練習

Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?

Goalongthisroadand…

Goupthisroadtotheend.

Goonuntilyoureachtheend.

Turnleftatthe…crossing.

Takethesecondturningontheleft.

Goacrossthebridge.

It’sbetweenthe…andthe…

Youwillsee…infrontofyou.

Youcan’tmissit.

高一英語教案范文【篇6】

Unit 1 Good Friends

Teaching aims and demands:

a. Achieve language skills and related knowledge about the topic of friends and friendship;

b. Learn to express likes and dislikes and make apologies:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend.

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them.

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

Then ask the students to express their ideas freely. Encourage the students to say more about friends.

Step 3

Listening

Ask the students to listen to the tape and fill in the blanks in the listening part.

Step 4 Talking/Practice

Ask the students to page 85. Make a similar dialogue as in exercise 2.

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.

Step 5 Homework

Finish Exercise 3 in the workbook.

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision.

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

Step 3 Reading

Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

Then students read the text, and answer the following questions.

1.How does Chuck Noland come to a deserted island?

2. In order to survive on the island alone, what does he need to learn?

3. What does he understand at last?

4. For us, what lesson we can learn from Chuck?

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film.

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films.

Step 2 Language Study

Ask the students fill in the blanks with proper words.

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech.

Then ask the students to do the exercise in the Part Grammar on P5.

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out.

Step 5 Homework

Ask the students to finish the exercise2 in their workbook.

高一英語教案范文【篇7】

Unit 2 English Around the World

Teaching aims and demands:

a. Achieve language skills and related knowledge about the language of English;

b. Learn to communicate when in language difficulties:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson1

Step 1 Presentation

Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.

Step 2 Warming Up

Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?

Step 3 Reading

Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.

Step 4 Speaking

Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.

Step 5 Practice

Ask the students to make a similar dialogue.

Step 6 Listening

Listen to the tape and fill the blanks in the part LISTENING.

Step 7 Homework

Finish exercise1 on page 91 in the TALKING part.

Lesson2

Step 1 Revision

Check the homework.

Step 2 Presentation

Show the students some pictures in different situations in order to get them know everywhere English is needed.

Step 3 Reading

Ask the students to read the text. And find the topic sentence in each paragraph.

Step 4 Post-Reading

Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.

Step 5 Homework

Finish exercise in the part PRACTISING in their workbooks..

Lesson 3

Step 1.Revision

Check the home work.

Step 2 Word Study

Ask the students to match the words on the left with their meaning on the right.

Step 3 Grammar

Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.

Step 4 Practice

Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.

Step 5 Workbook

If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.

Step 6 Homework

Review the last part what is Direct Speech and what is Indirect Speech.

Lesson 4

Step 1 Revision

Check the homework. by doing exercise 1 in part Grammar in the workbook..

Step 2 Presentation

Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.

Step 3 Reading

Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.