课件20张PPT。 Unit 2 LanguageModule 3南大附中方红What’re they?Chinese characterspictograph万How did Chinese characters develop?How old is the Chinese writing? Read the article at p.38
And answer questions. 2.Who invented Chinese characters?
3.How was Chinese writing
invented?4.When did the Chinese gover-
nment simplified characters?
How old is the Chinese writing?
2.Who invented Chinese characters?Thousands of years.
Cang Jie
3.How was Chinese writing
invented?
When did the Chinese gover-
nment simplified characters?Cang Jie saw the footprints
of birds and animals in the snow and he got the idea he
could use different shapes or
pictures to represent objects.In the 1950s.Read the passage again and divide
the passage into several parts,
then give the main idea of each part.
Para. 1.
Para. 2.
Para.3-6
Para. 7-8Brief introduction of
Chinese characters.The origins of Chinese
characters.
Form and development
of Chinese characters.Pronunciation of
Chinese characters and
simplified Chinese characters.
Useful expressions
differ from
in that
over time
as a whole
develop…into
turn …into
this way
in the 1950s
Fill in the blanks with the phrases from the box below.over time according to differ from
in that this way turn…into
as a whole develop …intoOld English _______ greatly _____ the modern English we use today.
2. Life on the island has changed __________ because of the growing number of tourists who visit it every year.
3. ______________ the tickets, the train will leave at 8:30. We’d better hurry to get to the station on time! differsfromAccording to
over time4. She said it was the teacher’s praise and
encouragement that ______ her ______
a good student.
5. Install this spell check software on your
computer. You will avoid making spelling
mistakes__________.
6. Considering your idea ____________, I
think it will contribute significantly to the
development of the company. However, it
may cause some problems as well.
7.I was lucky _________ I was able to find
what I wanted.
turnedintothis way as a wholein thatStarting the project--- How to design a bookletPlanning
Preparing
Producing
Presenting
Planning ? Work in small groups and
discuss and choose what
characters the group would
like to research.
? Discuss the layout of the
booklet.
? Divide the work each group
member will do.
?Collect the information needed.
PreparingLook for information as many sources as you can find.
Tips (organizing information)
1.Introduction
2.Method
3.Findings
4.Conclusion
Producing? Everyone writes a section
of the booklet. Then put what has been written together. Add photos or illustrations where necessary.
? Proofread the draft to correct mistakes if there are any.
? New ideas can be added.
? Now the booklet is finished.
Presenting Present the
booklet to
the whole
class by
taking turns
to talk about
each section
of their booklet. Homework
1.?Do Parts B1 and B2 on page 93 in workbook.
2.Do Parts D1 and D2 on page 95 in workbook.
3.Review words and phrases in this unit.Goodbye,
everybody !Advance With English Module 3
Unit 2 Language
Teacher: Fang Hong from Nanjing University Attached High School
Project Designing a booklet
Teaching Aims:
Train the students’ writing, reading and speaking abilities.
2. Get the students to talk about writing a booklet about Chinese characters.
3. Get the students to cooperate with others.
Teaching Difficult Point:
How to help the students finish the tasks of writing and speaking.
Teaching Methods:
1. Reading, talking and writing to improve students’ integrating skills.
2. Individual, pair work and group work to make every student take an active part in class.
3. Discussion to help the students cooperate.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some beautiful pictures of
Step 2 Read the passage and answer:
1.
Step 3 Read the passage again and divide the passage into several parts, then give the main idea of each part.
Para. 1. Brief introduction of Chinese characters.
Para. 2. The origins of Chinese characters.
Para.3-6 Form and development of Chinese characters.
Para. 7-8 Pronunciation of Chinese characters and simplified Chinese characters
Step 4 Designing a booklet
(1) Planning
Ask students to work in small groups and discuss the Chinese characters their group would like to research. Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed.
Preparing
Look for information in as many sources as they can find. Then they meet, discuss and choose the information each group member has collected.
(3) Producing
Students each write a section of the booklet. They should put what they have written together and add photos or illustrations. They must proofread the draft to correct mistakes if there are any. New ideas can be added. Now the booklet is finished.
(4) Presenting
Students present their booklet to the whole class by taking turns to talk about each section of their booklet. Everyone in each group should have a chance to speak.
Step 5 Homework
Do Parts B1 and B2 on page 93 in Workbook.
Do Parts D1 and D2 on page 95 in Workbook.
Review words and phrases in this unit.
Unit 2 Language
Reading
Period 1
The general idea of this period
This article deals with how English developed and why it has many confusing rules. All the activities involved aim at checking and enhancing students’ reading abilities.
Teaching Aims:
Check and enhance students’ reading abilities.
Train ss to gain an overall understanding of the article and learn to adopt different reading strategies.
Teaching important points:
Help Ss know some knowledge about English language and its history.
Help them learn some language items.
Teaching difficult points:
how to read a history article
how to grasp the new words.
Teaching methods:
Talking to improve the students’ speaking ability.
Practice to get the students to master what they’ve learnt.
Discussion to make every student work in class.
Teaching aids:
the multi-media
the blackboard.
Teaching procedures:
Step 1.. Revision and lead in
Revision about languages.
Talk about English.
Step 2. Reading
Ask Ss to skim the article and answer the three questions on P22.
Ask Ss to reread the passage and do C1 on P24 individually.
Get Ss to scan the article again and do C2.
Help Ss to get the idea of the reading strategies.
Help Ss to finish the time table on the PPT.
Ask Ss to finish T/ F on PPT.
Step 3. Language items.
Do D1, D2 in class.
Do E in class.
Step 4. Discussion
Hold discussion in class.
Languages borrow words from each other. List some. e.g.Chinese words from English:
English words from Chinese:
2．Do you think it possible for Chinese to be the most widely used language some day? Why or why not?
Step 4. Homework.
Do Part E.
Read the article in Part B on P97, WB.
Prepare for the language items.
Learn more about English and its history on this website. http://www.nhyz.org/student/2003/030490/eh.htm
Period 2 Language Focus
Teaching aims:
1. To understand new words, phrases and sentence patterns in the reading passage;
To learn how to use them.
Teaching Important Points:
To help the students to understand the text better.
To help the students master the use of some important language points.
Teaching Difficult Points:
The usage of some words, phrases and sentence patterns.
Teaching Procedures:
Step 1 Revision and lead-in
Do part E on P25.
Step 2 Words to be learned
Do part D1.
Step 3 Phrases to be learned
Ask students to find the following phrases in the passage.
Express the langue items.
Step 4 Practice
Fill in the blanks with the new words learned.
Step 5 Assignments:
1. Keep in mind the useful words, phrases and sentence patterns and know how to use them.
2. Finish A1,A2,
课件43张PPT。Unit 2 Language南大附中 臧惠芬Module 3ReadingEnglish and its historyPeriod 1Lead-in:
1.Are you good at English?
What do you think is the most difficult part of studying English
-pronunciation, grammar, vocabulary or something else?
2. Do you think English has always stayed the same? Give some examples.1. What is the article about?
2. What are the three kinds of English discussed in the article?
3. Is English still changing?Read and answer the questions. English and its history.Old English, Middle English and Modern English.Yes.Read and answer the questions.1. Why did the Angles, the Saxons and the Jutes come from?
2. Why can similar pairs of words be found in the English language?
3. What was the German plural form replaced by?
4. Which King of England used English for all official occasions?
5. When did Modern English appear?
2. Because each word or phrase came from a different language.1. They came from the European mainland.3. It was replaced by the French way of making plurals.4. King Henry Ⅳ.5. During the Renaissance in the 16th century.
Fill in the blanks with the following words and dates from the passageEuropean 5th century Celtic
1. Before the middle of the _____________, people in Britain did not speak English.
2. The original language spoken in Britain was___________.
3. Three groups of people came to Britain from the ___________.5th centuryCelticEuropean10th century French
1066 Angles
4. The _________, the Saxons and the Jutes spoke languages that made up Anglo-Saxon.
5. Normans spoke ___________.
6. The Normans entered England in __________.
7. By the ______________, Old English was the official language of English.Angles10th century1066FrenchReading strategy: reading a history articledates, years, e.g. the 5th century
…help you understand a sequence of events and how pieces of information relate to the textWhat should you notice? Why?What can you do when you read a history article?Make a time chart, listing relevant information such as times, places and events…People in Britain all spoke a language called Celtic.
The Vikings invaded Britain and brought their languages.
Old English was the official language of England.
The Normans conquered England and took control of the country.English was adopted by all classes in England.
Henry IV became King of England and used English for all official occasions.Modern English began.
True or false:Old English consisted of an Anglo-Saxon base plus words from the languages of French and Norway.
In 1066, the Normans took control of the country and English was replaced with French.
The words for most animals come from old English just because the animals were raised and cooked by English servants.TFFDenmarkwasn’t4. English was used for all official
occasions after the Norman Conquest.
5. People from different places sometimes misunderstand each other though they both speak English.FTthe king of England.Henry Ⅳ became beefmuttonpork / baconox/ cowpigsheepThe word for the animal:The word for the meat:ox- oxen child—children
man- men shoe--shoes
foot– feet tooth---teeth
shoe- shoen house- housen
house—houses Tick the German way of making plurals.Discussion:
Languages borrow words from each other. List some. e.g. Chinese words from English:
English words from Chinese:
2. Do you think it possible for Chinese to be the most widely used language some day? Why or why not?Homework:
Do Part E on P25.
Read the article in Part B on P97, WB.
Prepare for the language items.
Learn more about English and its history on this website. http://www.nhyz.org/student/2003/030490/eh.htm
language itemsPeriod 2 Complete the passage on P25.Answers to Part E:
1. dialects
2. consisted of
3. mixed
4. official
5. vocabulary
6. meat
7. servants
8. mother tongueMatch the new words.confusing
created
consisted
raised
replace
took control ofa. was made up of
b. kept( an animal)
c. took the place of
d. had power over
e. difficult to understand
f. caused something to existLanguage items.
be made up of consist of
pick up invade
contribute to take control of
replace despite
have an impact on result in
raise adopt
be made up of
The medical team was made up of twelve doctors.
医疗队由十二名医生组成。
make up 1. 编造 整个故事都是虚构的。
The whole story is made up.
2. 补足,弥补
We need $50 to make up the loss.
我们需要五十元以弥补损失。
3. 化装 她花了一个多小时才打扮好。
It took her more than an hour to make herself up.consist
组成,构成 [(+of)]:
A university consists of teachers, administrators and students.
大学由教师,行政人员和学生组成。
Our book consists 3 units.
我们的书有3单元。
be made up of2. 一致,符合 [(+with)]
The information consists with his account.
消息与他的叙述相符合。2. 在于,存在于 [(+in)]
Tolerance consists in respecting the opinions of others.
宽容在于尊重别人的意见。
The beauty of the picture consists in its colors.
这幅画的美在于其色彩。pick up
1. The boy picked up the hat for the old man.
男孩替老人拾起了帽子。
2. Where did you pick up your technical skill?
你的技术是在哪儿学的？
3. The car stopped to pick me up.
汽车停下来接我。
pick out
1. Let me pick out some good ones for you.
让我来替你挑几个好的。He ____some French while he was on a business trip in Paris.
We'll send the ambulance to _________ the patient.
It's easy to ____her friend in a crowd because he is very tall.
A. made out B. pick up
C. pick out D. picked upDCBinvade
1. vt./vi. 侵入,侵略
The Normans invaded England in 1066.
诺曼人于一○六六年入侵英国。
2. 拥入,大批进入
In summer tourists invade the mountain village.
夏天游客成群结队地到这个山村来。
3. (疾病等)侵袭
Bird flu invaded the country.
禽流感侵袭全国。contribute to
1. to help to lead to the result; Drink contributed to his death.
酒促成了他的死亡。
2.捐(款);捐献,捐助 (donate to)
他将积蓄的一半捐献给红十字会。
He contributed half of his savings to the Red Cross.
3. 投(稿)[(+to)]
他给杂志投稿他的诗。
He contributed his poems to the magazine.
control
1. V. 控制;支配;管理;克制;抑制
She is skillful enough to control the machine.
她已有了足够的技术可以操纵这台机器了。
The British government at that time controlled the island.
当时英国政府控制该岛。
You must learn to control your temper.
你必须学会克制着不发脾气。
2. n. 支配;控制;调节;抑制[(+of/over)]
They have no control over him.
他们控制不了他。
There must be someone who can take control of these naughty children.
应该有人能管住这些淘气的孩子。
Some more phrases:
in control of… in the control of…
be/ come/ bring/get under control
under the control of…
be/get out of control
lose control of…The boy is no longer _______________________his parents.
Police at present_______________ the crowd. They asked for help.
With the help of firefighters, they got the fire ______________.
Mum was angry to see her children_______________.
Who do you let be ____________ your class while you’re out?in/ under the control of lost control ofunder controlout of controlin control ofreplace
vt.1.取代;以...代替 [(+with/by)]
The brakes have to be replaced.
刹车需要更换。
Electric lights have replaced candles.
电灯已经取代了蜡烛。
2.把...放回(原处)
She replaced the receiver.
她将听筒放了回去。
3. 归还;偿还
I will replace the cup I broke.
我愿用一个新杯子赔还我打碎的一只。despite
prep.
1. 不管,尽管,任凭 （in spite of )
Despite the traffic jam, he arrived at the conference on time.
尽管有交通阻塞，他还是准时赶到会场。
Despite advanced years, she is learning to drive.
尽管年事已高,她还在学开车。
He went to work despite his illness.
尽管生病,他还是去工作。have an impact on
影响;作用 ( influence)
Those TV programmes had an impact on his English studies.
这些电视节目对他的英语学习很有影响。 The book made a great impact on its readers.
这本书对读者有很大的影响。
result in
V. 1. 结果;导致 (lead to)
Carelessness resulted in lots of accidents.
粗心造成大量交通事故。
2. result from (because of, due to)
His failure resulted largely from his laziness.
他的失败主要是懒惰所致。n.1. 结果;成果;效果
They worked without result.
他们徒劳无功。
The result of the match was 2-1 to Chicago.
比赛结果是以2比1赢芝加哥队。
as a result (of)
It rains today, as a result, we have
to put off our picnic. =
As a result of rain, we have to put
off our picnic.
His success ____ working hard.
Too much cigarettes _____ his
deaths.
He had to take a taxi to work _____the bad weather.
result in
as a result of
results from
as a resultACBraise vt./ n
1.The baby was raised on soybean milk.
这孩子是用豆浆喂养大的。
2. The landlord raised my rent to $200.
房东把租金提高到$ 200。
3. They are going to raise money for the school buildings.
他们将为盖校舍筹集资金。
4. He raised his glass and said: "Your health, Carl."
他举起了杯子说道:"祝你健康,卡尔。"
5. None of them raised any objection.
他们谁也没提出反对意见。
True or false:
Prices have been risen up.
The sun raises in the east and sets in the west.
Jack was raised by his aunt after his parents passed away.
raisedrisesFFTadopt
Vt. 采取;采纳;吸收;接受;通过，
After much deliberation, the president decided to adopt her suggestion.
总经理再三考虑之后,决定采纳她的建议。
Mr. Kern adopted the orphan as his own son.
克恩先生将那孤儿收养为自己的儿子。
The plan was adopted after some discussion.
经过讨论,计划获得通过。Fill in the blanks with the words.
confuse, adopt, include, replace,
As they had no children of their own, they __________ an orphan.
This is a _____________word because it has two meanings.
I’m giving a lecture on recent poetry___________ war poetry.
I hope you can ________ things exactly as they were before.
replaceincludingconfusingadoptedthroughout, raise, undergo, consist of
5. I hope that I shall never again have to ___________ such an pleasant experience.
6. She __________ her finger to her lips as a sign for silence.
7. _____________the summer and autumn he continued to go to the office on foot.
8. The research team _____________ two Chinese experts and three American experts.undergoThroughoutconsists ofraisedHomework:
Finish A1 ,A2 on P92, WB.
Go over the language items learned today.
Prepare for the next lesson南大附中 臧惠芬Thank you!Advance With English Module 3
Unit 2 Language
Teacher: Fang Hong from Nanjing University Attached High School
Period 1 Welcome to the unit
Teaching Aims:
Learn about five different language forms
2. Develop students’ speaking ability by expressing their opinions in the discussion.
Teaching Important Point:
Develop students’ speaking ability.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
Do you know what title of this unit is?
What language do you speak? Can you speak other languages?
Do you know how many languages there are in the world?
Stpe 2 Welcome to the unit
(Show the students 5 pictures )
When we talk with others we make ourselves understood not just by words. Can you tell us other language forms?
Emoticons and Smileys are used by almost everyone using e-mail, chat, SMS and other forms of communication using computers.
2. Sign language is a language form used by the deaf and dumb. Show more gestures and let the students guess the meanings.
3. Braille is a special language for blind people.
Anima language
Watch a video
Step 3 Pair Work
Look at the illustrations at P. 21 and talk about the various forms of language.
Step 4 Group Work
Can you think of other ways that information can be exchanged?
Do you think English is important? Why or why not?
Do you have any effective methods for studying the English language to share with your classmates?
Step 5 Language Points
Step 6 Homework
1.Find more information on the Internet or in books.
2.Preview the reading text.
课件32张PPT。 Unit 2 LanguageModule 3南大附中方红What’s the title of the unit?Welcome to
the unitLanguage.How many languages are there in the world?
??? ?
6,000 languages are
used in the world now.
ChineseRussianEnglishSpanish
JapaneseTibetanFrench
ArabicGreekGermanDo you know other forms of language ?:-)smiley face:-(sad face:'(:-|crying facedisappointed faceemoticon:-OWow!8-|bookworm=:Ofrightened:}{:kisses(X)(Z)3:-o*<:-)mpapcoWhat does
this mean?Be quiet ! victory sign
languageWho needs
to use sign
language in
their daily
life?The deaf.whistlenursehouseLouis Braille
was born in 1809 in France. When he was young, he had an accident. Then he became blind.It was he who invented Braille.Who is he?Braille Braille is the
system of six
raised dots
created in 1821
by Louis Braille.
It’s the only way
through which
the blind can
learn to read
and write.
Do you believe animals
can “talk”?watchvideoPair WorkLook at the illustrations
at p. 21, and talk about
the various forms of
language1.Can you think of other
ways that information
can be exchanged?
2.Do you think English
is important? Why or
why not?
Group work3.Do you have any
effective methods for
studying the English
language to share
with your classmates?Music is not like most other art ______.
2. I ____________ her mother ____ her safe arrival.
3.Where can I ______________ my RMB for dollars?
Fill in the blanks with the words
and phrases from the box below.
broad, transmit, exchange, form,
inform…of, in circle, stand for formsinformedofexchanged4. They have _______________
the news by radio.
5. The letters “x” and “y”
often _______ ______unknown
numbers in mathematics.
6. His back is ________.
7. Look, the children are
dancing _____ ________.
transmittedstandforbroadincirclesbroad, transmit, exchange, form,
inform…of, in circle, stand for Homework
1.Find more information on the Internet or in books.
2.Preview the reading text.
Goodbye,
everybody !课件31张PPT。 Unit 2
Grammar and usage(1)
南大附中
朱运慧I.名词从句的种类
That the earth is round is a fact.
Mrs Black won’t believe that her son
has become a thief.
My idea is that we should do it right now.
I had no idea that you were her friend.主语从句
宾语从句
表语从句
同位语从句II.Tell the fun_ction of the following sentences.
a.subject b. object c. predicative d. appositive1.The fact that Great Britain is made up of three countries
is still unknown to many.
2. The question is whether it is worth doing.
3. Some people feel that Wales is an ancient fairy land.
4.That he will come is certain.
5.They realize that it is of great value to record and teach
them to the younger generation.
6.Why he did it wasn’t quite clear.dcbbaaIII. Noun Clauses introduced by question words:
We can use the following question words to introduce noun clauses: what, which, who/whom, whose, when, where, why and how.
We use a question word to introduce a noun clause when the clause is a wh-question. The clause can fun_ction as the subject, object or predicative of the sentence.
1. Where does a person come from?
This will affect their style of speech.
= Where a person comes from will affect their style of speech.
wh-questionsubject
2.Why does English have such strange rules?
You can begin to see it!
=You can begin to see it
why English has such strange rules!wh-questionobject
3.Why is English a langue with so many confusing rules?
This is the reason.
=This is
why English is a language with so many confusing rules.wh-questionpredicativeAttention:
We change the word order in a clause
after a question word into that of a statement.
2. We cannot leave out the question words in noun clauses in any cases.
IV.Exercises: A on Page 28
B on Page 28
Answers:
1. O 2. S 3. P
4. O 5. O 6. P
B.1. why 2. what 3.which
4.how/why 5. How 6.who
7. How 8. Which
V.Choose the best answer
---Do you remember ______ he came?
---Yes,I do. He came by car.
a.how b. when c. that d. if
2. _____ we’ll go camping tomorrow depends on the weather.
a.If b. Whether c. That d. Where
3. Ask her _____ come with us.
a.If she will come b. if will she
c. whether she d. whether will she
4. _____ we can’t understand is_____ he didn’t join us in our discussion.
a. That; why b. Which; how
c. What; what d. What; whyabadVI.主语从句
在复合句中作主句的主语.引导词有连词that (that 不可省),whether; 代词有who, what ,which;副词 when ,where, how, why 等.如:1.That he is a famous singer is known to us.
(It is known to us that he is a famous singer.)2.When he will go to America is not yet fixed.
(It is not yet fixed when he will go to America.)3.Whether she’s coming or not doesn’t matter too much. (not if)
(It doesn’t matter too much whether she’s coming or not.)VII.宾语从句
在复合句中作主句的宾语.引导词有连词that (that 常可省略),whether,if; 代词有who, whose,what ,which;副词 when ,where, how, why 等.如:1.We believe (that) he is honest.
2.I asked if (=whether) they had a cheap suit.
3. Can you tell which dictionary is hers?
4. I really don’t know what he is doing.
VIII.表语从句
在复合句中作主句的表语.引导词有连词that (that 不可省),whether; 代词有who, what ,which;副词 when ,where, how, why 等.如:
The problem is that we didn’t get in touch with him.
This is how Henry solved the problem.
His suggestion is that we (should) finish the work at once.如果句子的主语是suggestion,advice.order等名词时,后面引导的表语从句用should+动词原形,should可省略.IX.同位语从句
在句中起同位语的作用.一般放在名词 fact , news , idea , promise, thought , suggestion 等之后,用以说明或解释前面的名词.引导词有连词 that ;少数情况下也可用连接副词等.如 :1.The thought that we might success excited us.
2.The idea that they should try a second time is
worth considering.
3.The suggestion that the plan (should) be delayed will be discussed tomorrow.
4.You have no idea how worried I was.名词suggestion,advice.order等词后的同位语从句的谓语动词要用should+动词原形,should可省略.Written exercises
for Noun clausesX.Homework:
C1 on page 94 Unit 2
Grammar and usage (2)
----Empty It
Nanjing University Attached High School
Zhu Yunhui Revision
It’s a book.(指代)
It’s eight o’clock.(时间)
It’s cold outside.(天气)
It’s a long way to the museum.
(距离)
II. Empty subject it
We can use it as an empty subject
A.when we use a noun clause as the subject of a sentence.
( correct) That we would not be able
to understand Old English today is certain.
b.
( correct) Whether English will continue changing in the future is easy to answer.
c.
( correct) When we use certain words depends on the style of writing.
( preferable) It is certain that we would not be able to understand Old English today.=
( preferable) It is easy to answer whether English will continue changing in the future.=
( preferable) It depends on the style of writing
when we use certain words.=
It 作形式主语的句型:
It + be + adj. ( true, certain, possible, obvious, likely…) that…
2.It + be +noun phrase( no wonder, an honour, a pity,…) that…
3.It+be+pastparticiple ( said,reported,expected,
announced…)that…
4.It + seems/appears that….
5.It doesn’t matter that… B. When the subject is a to-infinitive:
a.
( correct) To master a foreign language is hard.
b.
( correct) To know how to use a computer is important.
( preferable) It is hard to master a foreign language.=
( preferable) It is important to know how to use a computer.=
C. When the subject is a v-ing form
a.
( correct) It is difficult to stop smoking.
b.
( correct) It takes a lot of my time travelling to Beijing.We usually use the empty subject it with a clause or to-infinitive (preferable),but with the v-ing form we prefer the real subject at the beginning. Tip( preferable) Smoking is difficult to stop.=( preferable)Travelling to Beijing takes up a lot of my time.=
2. It can also be used before seem, appear, happen, chance, turn out and prove as the empty subject of a sentence.:
a.
He seems to speak two languages.
b.
My new neighbour happens to come from my home town.It seems that he speaks two languages.=It happens that my new neighbour comes from my home town.=
3. We can emphasize the subject, object, or adverbial in a sentence
by using it +be+ the word/phrase you emphasize+ a clause introduced by that or who.
a.It was last night(not any other time) that I read about the history of English.
If we do not emphasize anything ,the sentence can be:
I read about the history of English last night.强调句:
1.It is Prof. Li who teaches us English.
强调主语
2.It is English that Prof.Li teaches us.
强调宾语
3.It was in Shanghai that I saw the film.
强调状语
III. Exercises: A on Page 31
B on page 31
Answers:
2. It depends upon what you see
and hear to decide what they are.
3. It always puzzles me why my dog
barks in certain ways.
4. It won’t be difficult buying
a machine like this.
B. 2. It is because there are several
racial groups living in Singapore
that Singapore has four official langueges.
3. It is for you that I’ve brought
something special from Singapore.
4. It will be something next week
that I’ll give it to you.
IV.作形式宾语
当复合宾语中的宾语是不定式/动名词/宾语从句时:
I think it no use arguing with you.
I found it interesting to play football.
We thought it strange that he did not come.V. Translation
1。 乘宇宙飞船去月球是可能的。
2。 我发现学好英语是很重要的。
3。他似乎已经知道问题的答案。
4。他的父母是死在二战中。
5。我们在哪儿听报告还没定。
It is possible to fly to the moon in a spaceship.I find it very important to learn English well.It seems that he has known the answer
to the problem.It was in the Second World War that
his parents died.It hasn’t been decided where
we’ll listen to the report.VI.Homework:C2 on page 94Teaching plan for Grammar and usage of Unit 2
一、Teaching aims
Let students learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
Students are expected to know that it acts as the grammatical subject of the sentence and what situations it is often used
二、Teaching steps
Revision
Revise Noun Clauses
名词从句分主语从句, 宾语从句, 表语从句和同位语从句
Noun Clauses introduced by question words
What, where, when, how, whether,who/whom, why
引导的名词从句
Exercises for Noun Clauses introduced by question words
Exercises at page 28 A
Exercises at page 29 B
Answers:
A.1. O 2. S 3. P
4. O 5. O 6. PB.1. why 2. what 3.which
4.how/why 5. How 6.who
7. How 8. Which
Choose the best answer
General Revision
Subject clause
Object clause
Predictive clause
Appositive clause
More exercises for Noun clause
Exercises :
_____is going to America for further study.
He is said that b. People said that he
c. It was said he d. It is said that he
____ happened _____ he was unfit for the office.
This;that b. That;that
c. It; that d. He;that
_____ still needs to be discussed.
How is the plan to be carried out
How the plan is to be carried out
Why is the plan carried out
When is the plan carried out
4._____ knows the secret will come here.
a. Whoever b. those c. Everyone d. Anyone
5.I wonder ____ he made such a careless mistake.
a. how b. that c. what d. why
6. We all know ____ he is getting along well with his studies.
a. that b. how c. what d. which
7. _____ do you think will join us in the work?
a. Whom b. Who c. That d. How
8. I will give the book to _____ wants to read it.
a. whoever b. whomever c. whom…d. that
9. We took ____ for granted that they would accept our advice.
a. that b. this c. it d. them
10. They expressed the hope _____ they would come over to China again.
a. which b. whom c. what d. that
Answers: d/c/b/a/d/a/b/a/c/d
Homework
Finish off workbook exercises
Grammar and Usage (2)
-----Empty Subject it
Revision for It
It’s a book.
It’s six now.
It’s fine today.
It’s two hours’ walk.
it做形式主语,宾语,从句或用在强调句
It’s difficult to learn English well.
I find it difficult to learn English well.
It is reported that a big storm would come this afternoon.
It was in Nanjing that I met him.
III.Exercises for “it ”
Exercises at page 31 A
Exercises at page 31 B
Answers:
A. 2. It depends upon what you see
and hear to decide what they are.
3. It always puzzles me why my dog
barks in certain ways.
4. It won’t be difficult buying
a machine like this.
B. 2. It is because there are several
racial groups living in Singapore
that Singapore has four official langueges.
3. It is for you that I’ve brought
something special from Singapore.
4. It will be something next week
that I’ll give it to you.
Translations
IV.Homework
Finish off Workbook exercises
南大附中
朱运慧
Unit 2 Task Report on body language
Aims in this section:
Learn how to anticipate a response
Learn hoe to formulate written questions
Learn how to conduct a survey and how to write a report
Procedures:
Skills Building1: Anticipating a response
1. Have the Ss to guidelines on page32. Make sure that they understand how to predict the answers to the questions while listening.
2. Read the statements 1 to 9. Let the Ss decide if the statements are true or false.
Listening. Finish the exercise on page 32.
Ans. 1T 2F 3F 4F 5T 6F 7F 8T 9T
Step 1: Filling in a chart
Ask Ss to say what these common gestures in the chart mean in China. And ask them to predict what they mean in America.
Have Ss listen to a recording and confirm their predicted answers.
Finish the chart on page 33.
1.good 2.telling the true 3.Yes 4.No 5.Hello or goodbye
6.crazy 7.where you are(you place) 8. good job 9.Ok
Skills building 2: Formulating written questions:
Read the guidelines on page 34 to make sure that they know what to.
Help the Ss to analyse why the questions should be asked like that.
Finish the rest two.
2.Last night, we watched a television show on CCTV8. Did you see it ? If so, did you like it?
3.I finished a book last night. How about you? What happened in the last book you read?
Step2: Surveying your classmatesTake the first one as an example and ask them to finish the rest in pairs.
Sample answers:
1a 2b 3a 4a 5a 6b 7a
Skills building 3: Organizing a report
Read the four points at the top of page 36 check out the tips. Put emphasis on the four main sections.
Have the Ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order.
Answer 8 4 2 6 3 5 1 9 7
Step 3: writing a report on body language
Now the Ss are going to write a report on body language in China with the information they gathered in Step1 and Step2.
2. When writing, they may refer to the structure ------ Get the Ss to go through the second part on page37 to get the general idea for each section.
Introduction
Procedures/Method
Results/Findings
Conclusion
Homework:
Read A on page 99
Finish B on Page 99
课件20张PPT。 Task
Reporting on body language
南大附中 于莉莉 Unit 2 LanguageSkills building 1
Anticipating a responseTry to find out some behavioural differences between Chinese and westernersUnderstand how to predict the answers to the
question while listening.Question
Where do they live? When did this take place?How long have they been
in this country?Which hand do Arabs eat with?Why would you like to write
a book about customs?Information you expect to havename of a placea specific timea time periodleft or right
handA reason or reasonsCheck the answers:1.T 2.F 3.F 4.F 5.T
6.F 7.F 8.T 9.TStep 1: filling in a chatgood 2.telling the true 3.Yes
No 5.Hello or goodbye
crazy 7.where you are(you place)
8. good job 9.OkSkills building 2:
formulating written questionsRemember the following points when
writing questionsGet to the point!Give all the necessary information.Use simple languageSample answers2.Last night, we watched a television show on CCTV8. Did you see it ? If so, did you like it?3.I finished a book last night. How about
you?What happened in the last book
You read?Step 2: surveying your classmates5 You and your friend are taking photos in a park. You are posing and your friend is holding a camera. After a flash, your friend holds up his hand with fingers pointing up and palm facing out. Index finger and thumb make an ‘O’.
a He is saying 'OK'.
b He is asking you to pose again.
Other:_______________________________1.a 2.b 3.a 4.a6 Your daughter and you are going shopping.
You want to buy a new skirt for your
daughter. You pick up a blue one and show it to her. She shakes her head from side to side.Then you pick up a red one. She nods her head up and down. Your daughter:
a likes the blue skirt.
b is satisfied with the red skirt you chose.
Other: _______________________________ 7 All of your family are enjoying a big dinner on Mid-Autumn Day. After the meal, you lean back and pat your stomach with the palm of your hand. You mean:
a Oh, I am full. It's quite delicious.
b I have got a stomach-ache.
Other:______________________________ Skills building 3:
Organizing a reportAnswers
8 4 2 6 3 5 1 9 7
Step 3:
Writing a report on body languageIntroductionProcedures/MethodResults/FindingsConclusionSample answers
This report is about body language used in
both China and the United States. It looks
at how the same gesture is used in two
Different countries and how the gesture
expresses different meanings in the two
countries. It also states the similarities and
differences of body language in these two
countries.
The information was collected from my
classmates through a survey. In order to
conduct the survey, I created some
situation sand answers for some common
gestures for my classmates to respond to.
After collecting their answers, I recorded
their answers and analyzed the statistics.
From the outcome of my survey, we can see
that for most of the gestures, people in both
countries share the same meaning, as with the
gestures of the head nodding up and down, the
head shaking from side to side and thumbs up.
There are also some differences in the meaning
of some gestures. For example, there are
differences in the meaning of the gesture of
waving, when the palm faces out and the hand
moves left and right. In the USA it means ‘Hello’, but in China it
means 'N0.', a negative answer. Nowadays,
some young Chinese also use this gesture to
greet others. So with the increase in cultural,
educational and economic exchange between
the two countries, the differences in body
language between the two nations will become
smaller and smaller.These results suggest that people from
different cultures more or less can understand
each other by using these gestures. It seems
that in the future we can make full use of body
language to help us convey our ideas or feelings
when we talk with foreign friends.
课件19张PPT。Unit 2 Language Period 3 word power南大附中 单乐群① An informal letter: Dear Mr. Lee, I that I can not come to the dinner you and Mrs. Lee are giving next Saturday for your brother because of a previous engagement that evening. am so sorryI do appreciate your asking me and hope that I will have the opportunity to meet your brother on some other occasion in the near future. ② To judge which is the better expression: 1. (To a professor you first meet)
□----- Hi,Bob.Fancy meeting you here.
□----- Good morning ,Mr.Mosley.How are you?
( Too familiar and informal. )2.(To a close friend) □ ----- Mr .Wells,would you be kind enough to pass me the salt?
□----- Could you possibly pass me the salt?
□----- Pass me the salt,
Jack.
③ Read the following sentence and find which part you think is informal. I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them. Formal and informal English Answers: Dear Mr Smith,
I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yeaterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.
I believe that there are a large number of actions you chould take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.
It is my hope that you will take my concerns into consideration. I look forward to your reply.
Yours sincerely,
Jerry Broker
A map of the worldUse the following diagram The listening answers on page 98 :(Parts A and B )1. radio TV
2. news programmes teaching programmes films
3. newspapers books
4. a learner’s dictionary
5. Oxford Advanced Learner’s Dictionary
6. coloured clear everyday similar Homework: 1. Go over what we learned in this period. 2.?Preview the next lesson 3.?To get more information about UN,according to the website given to you . http:/www.un.org/english http:/www.un.org/aboutun/index.html ? Unit 2 Language
Period 3 Word power
The general idea of this period
In this period we’ll deal with words and expressions related to language and enlarge students’ vocabulary by distinguishing formal English from informal English and by learning countries and their languages.
Teaching Aims:
Enlarge the students’ vocabulary.
Get the students to know about formal and informal English; and know something about countries and their official languages.
Through the listening practice, help the students know more how to improve their English.
Teaching important points:
Make the students know something about Formal and Informal English.
Master the words in this part and use them freely.
Teaching difficult points:
How to make the students use this skill freely to solve some problems
Teaching methods:
Talking to improve the students’ speaking ability.
Practice to get the students to master what they’ve learnt.
Discussion to make every student work in class.
Teaching aids:
the multimedia
the blackboard.
Teaching procedures:
Step 1.. Revision and lead in
Select some words and phrases often used in spoken English, then point out informal English expressions
① An informal letter:
Dear Mr. Lee,
I am so sorry that I cannot come to the dinner you and Mrs. Lee are giving next Saturday for your brother because of a previous engagement that evening.
I do appreciate your asking me and hope that I will have the opportunity to meet your brother on some other occasion in the near future.
② To judge which is the better expression:
1.(To a professor you first meet)
----- Hi, Bob. Fancy meeting you here. ( Too familiar and informal. )
----- Good morning , Mr. Mosley. How are you?
2. (To a close friend)
----- Mr. Wells, would you be kind enough to pass me the salt? ( There is no need to be so formal.)
----- Could you possibly pass me the salt? ( There is no need to be so formal.)
----- Pass me the salt, Jack .
③ Read the following sentence and find which part you think is informal.
I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.
Then ask students to present some other examples.
Formal and informal English
Formal English
Informal English
a large amount/number of
a lot of
arrange
sort out
child
kid
discard
throw away
I regret to inform you…
I’m sorry to say…
immediately
right away
in addition
plus
It is my hope…
Hope…
prevent
stop
purchase
buy
reply
answer
speak to
have a word with
take my concerns into consideration
think about it
Step 2. Presentation
Ask students to read the introductions to formal and informal English .Formal English is more common in writing, while informal English is more common in speaking.
Ask students to the formal English words with the informal English words listed in the chart on page 26.
Step 3 Practice
Ask students to practice what they have learnt above.
First point out the informal places while they are reading the letter.
Then rewrite the letter in formal English.
Answers:
Dear Mr. Smith,
I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.
I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.
It is my hope that you will take my concerns into consideration. I look forward to your reply.
Yours sincerely, Jerry Broker
Step 4 Word power ( Group work )
1. How many languages are spoken in the world today?( About 6,ooo)
2. Do you know the ten most widely spoken languages? What are they?( They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French..)
①. Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.
Use the following diagram as a pattern to organize the information.
Country
Official language(s)
Country
Official language(s)
Australia
English
Mexico
Spanish
Bengal
Bengali
New Zealand
English, Maori
Canada
English, French
Portugal
Portuguese
Chinese
Chinese
Russia
Russian
Egypt
Arabic
Saudi Arabia
Arabic
France
French
Singapore
English,Chinese, Malay, Tamil
Germany
German
Spain
Spanish
India
English, Hindi
Switzerland
French, German, Italian
Ireland
English, Irish
U. k
English
Italy
Italian
USA
English
②. Then have students finish Part A and share their answers with their group members.
③.Ask students to fill in the blanks of the following diagram about country, official language(s), people and capital, this help students enlarge their vocabulary.
country
official language(s)
people
Capital
Australia
English
Australian
Canberra
Greece
Greek
Greek
Athens
Spain
Spanish
Spanish
Madrid
Egypt
Arabic
Egyptian
Cairo
Russia
Russian
Russian
Moscow
France
French
French
Paris
Mexico
Spanish
Mexican
Mexico City
Japan
Japanese
Japanese
Tokyo
Italy
Italian
Italian
Rome
④. Discussion (Groups or pairs):
What do you think the official languages of the United Nations are?
Some resources about United Nations:
http:/www. un. org/English
http:/www.un.org/aboutun/index.html
Step 7 Listening practice
Ask students to do the exercises in Parts A and B in listening on page 98 in their Workbook. Let them know more about how to improve their English.
Step 8. Summary and homework
We’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s).Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.
Homework:
Go over what we learned in this period.
Preview the next lesson
To get more information about UN, according to the website given to you .
( http:/www. un. org/English http:/www.un.org/aboutun/index.html)
