Unit 2 English around the world全单元教案

Vocabulary
1. Complete the following sentences with the proper form of the given words.
include modern present identity government standard recognize direction play a big part (role) in such as even if (though) be based on a number of
l ) The price ______________ dinner, bed and breakfast.
2) The film ____________a true story that happened in the 17th century.
3 ) We should replace the equipment with something more ___________.
4) ____________ great ____________ high school teachers are needed in Shenzhen.
5) I couldn't _____________ my friend because I hadn't seen her for seven years.
6) Large classes ______________ great problems to many teachers.
7) The ______________ has announced plans to make the city more beautiful.
8 ) He set himself such high _____________ that he often disappointed himself.
9 ) Are you sure we are in the right ___________
10) Her lather has never ___________ in her life.
11) Police are trying to discover the ________________ of a baby found by the roadride.
12) Some flowers ________________orchids and roses are becoming rare in this town.
13) 1 can still remember the accident, ______________ it happened long ago.
2. Complete the sentences with proper words.
14) My grandfather doesn't like the W ____________way of life, so he came back to our hometown last year.
15) She has a very large v____________ and she can read English novels now.
16) Being deaf and dumb makes c_____________ very difficult.
17) His n___________ language is not Chinese but he can speak it fluently.
18) Everyone went to see the film, me i_______________.
19) He made repeated r______________ for help but nobody noticed that.
20) He spoke for an hour but didn't a___________________ say anything important.
Vocabulary
1.1) includes 2) is based on 3) modern 4) A, number of
5) recognize 6) present 7) government 8) standard 9) direction 10) played a big part (role) in 11) identity 12) such as 13) even though
2. 14) Western 15) vocabulary 16) communication 17) native 18) included 19) requests 20) ActuallyUnit 2 English around the world
Reading The Road To Modern English
Period 1: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.
4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.
7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires.
Needs Analysis Questionnaire
Interviewer_______________
Interviewee_______________
Present use: situations and skills
Reading (faxes, letters & reports)
Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
Writing (faxes, letters & reports)
Future use: expectations & ambitions
2. Further applying
To get the students thinking about the topic of the reading passage.
1). Have a student list on the board all the English-speaking countries in the world that they can think of.
2). Give the students hints about the places they haven’t mentioned.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.
Paragraph 3: All languages change when cultures communicate with one another.
Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
3. Following up
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn Why
Possible answer:
I don’t think so. Here are the reasons:
★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.
★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.
(Any persuasive and supporting reason the students give can be accepted.)
1) Why do you think people all over the world want to learn English
Possible answer:
The reasons why people all over the world want to learn English:
★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.
★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.
(All persuasive reasons can be accepted.)
4. Language focus:
1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
3) actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
4) be based on…:
5) make use of: use sth. available
6) Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the world
be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
Period 2: A sample lesson plan for Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day ”
He said, “Where do you go to school ” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.
Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
II. Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2）Ask another person in your group to tell somebo关于英国英语和美国英语：
英国英语就是英国人说的英语British English ，而南部英国人所说的话则是英国的标准英语。美国英语就是美国人说的英语American English 。
为什么英国英语和美国英语有差别？这里有历史的原因。
　　美国是一个移民国家，最早的移民就是17世纪来自英国而在美国东部定居的英国移民，到18世纪后期，英国移民已有四百多万。他们说的英语大致上还是英国英语。但随后的两个世纪以来，陆续有大批的移民来自爱尔兰、德国、法国、斯堪纳维亚国家、东欧和南欧的一些国家。此外还有从墨西哥来的西班牙人，和亚洲来的中国人和日本人。所有这些人都须学英语才能生活下去，而这些人原来所说的本国语又都对英语带来影响。但是总的来说，美国英语主要是17世纪英国英语在美国的进一步发展。美国英语继承了英国英语的语法结构和基本词汇，但是在词汇方面也吸收了一些外来成分。这些外来成分来自美洲印第安人的语言和许多移民国家的语言。
美国英语和英国英语之间的区别有以下几个方面：
1．在词汇方面的区别：
　　gas /gasoline (美) —— petrol (英）;
baggage (美)—— luggage(英);
package (美)—— parcel(英);
mail(美) —— post(英);
stairway（美）——staircase(英)
subway ---- underground, elevator---- lift
apartment ----- flat, truck ---- lorry
bathroom ----- toilet, candy ---- sweets
eraser ---- rubber, fall ---- autumn
garbage ---- rubbish, mail ---- post
movie ---- film, sick ----- ill
soccer---- football, vacation ----- holiday
the first floor ----- ground floor (1楼)
the second floor ---- first floor (2楼) 等。
2．在拼写方面的区别：
check (美)——cheque (英)；
jail（美）—— gaol（英）；
tire（美）——tyre(英)。
美国英语一般用-or词尾，英国英语用-our词尾：color——colour; favorite——favourite; labor——labour ; honor------honour等。
美国英语用-er词尾，英国英语用-re词尾：center——centre; meter——metre; theater——theatre等。
美国英语不双写辅音字母l，英国英语要双写辅音字母l：
marveled——marvelled; quarreler——quarreller; traveling——travelling 等。
3．在读音方面的区别：
again: （美）——（英）；
clerk:（美）—— （英）；
laboratory: 美——（英）；此外，像dance, class, fast, half, path 这些词中的元音字母a，美国英语读作[]，英国英语读作[]， 如[dns]（美）——[dns]（英）；[kls]（美）—— [kls]（英）等。
4．在语法方面的区别：
　　在表示汉语“有”的意思时，美国英语多用动词have，英国英语多用动词完成式have got。
例如：She has an interesting book. (美) ——She has got an interesting book. (英)。
又如，美国英语说I insisted that everything be ready by six o'clock that evening.
而在当前标准英国英语里这类虚拟语气形式是“should＋动词原形”，也就是：I insisted that everything should be ready by six o'clock that evening.
　　 尽管美国英语和英国英语有着上述一些区别，但是，这些区别并不影响相互之间的交际，毕竟二者都是英语。而且随着国际交往的频繁，美国英语和英国英语的差距将愈来愈小。因此，在学习中不必过于强调二者之间的区别。Part Two : New words for Comprehending
1.role: n.角色 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2.作用 play a leading/major/key role/part in起重要作用 Mandela played a leading role in ending apartheid in South Africa. What part does music play in our life Did you play a part in the fighting He played a key role in the movement .
2.command: 1. vi & vt. =order命令，要求: （跟从句时用虚拟should +do） He commanded his men to attack at once. The teacher ~ed that he should go out of the classroom . The captain's ~ was that all soldiers should start off at five in the morning. 2.掌握，拥有：指挥Dr. Young commands a great deal of respect as a surgeon. Who will ~ the troops
N1.命令，Fire when I give yu the command . All of yu here must obey my commands .2.控制，指挥：he has 12oo men under his command.
The police arrived and took ~ of the situation. For the first time in years,I felt in ~ of my life . Be at one's ~ 由某人支配，听某人的吩咐I am now at your ~ ,what would yu like me to do 3,知识的掌握，运用 get/ have a good command of English（=to get/have a good mastery of English）.
3.request: 1. vt. 正式，礼貌的请求，要求： request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. He ~ed a cell phone from me. All club members are requested to attend the annual meeting. 2. N.正式的请求，要求 a polite demand for something: They have made an urgent request for international aid. He went there at the request of his manager.(应某人的请求) on ~ 一经要求：We will offer our help to them on request .
4.recognize: vt. 1. 认出，Susan came home so thin and weak that her own children hardly recognized her. They ~ed the man without difficulty .2. 认可，承认： British medical qualifications are recognized in Canada. The diplomas in The mainland are not ~ed in Taiwan. 3. be recognized as= to be thought of as 被公认为 : He was ~ed as a big shot in Chinese history .Jules Verne’s novel was recognized as a work of genius.
5.straight ,adj,adv.
(1):adv:立刻，一直：直接地；坦诚地：Come ~ home after school. I was too tired to walk ~. I told him ~ that I didn't like him . Go ~ down this road and then turn left .
Adj:笔直的；值的；坦诚的：a ~ line /road long ~ hair It's time for some ~ talking .
Vt.straighten. 使 变直： I straightened my tie and walked in..Words and expressions
Part One :key words.
1.native: 1.本土的，本地的adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue母语: the language you spoke when you first learned to speak. 3. N本地人. a person who was born in a particular place：Are you a native of New York
actually=in fact::事实上
Enrich:en+adj:----vt:使变得
Base .vt 1.base in 以 为据点、总部：They based their company in Shanghai.
Their company is based in Shanghai. 2.base on ；以 为基础：We should base our opinions on facts. The film is based on a novel by Lu 、Xun.
N.底部，底座；总部，基地；（有形的）:the ~ of the building /cup /company
Basis :基础，根据；（抽象的）：the ~ of his theory on ~ of 以 为基础
latter(两者中的后者): i like the latter book. John and James are brothers.The former is a teacher,and the latter is an engineer.
Late,adj/adv: 迟的，晚的，
Later,adj.后期的，较晚的，adv.后来
Latest,adjl最新的，最近的， lately .adv.最近，近来
Part Two :key phrases.
1.because of =as the result of；= owing to =due to (due to 不能位于句首）
He had to retire ~ ill health. Shegot the job because she was the best candidate.
Thanks to 幸亏，多亏；就怪 Thanks to your help,I passed the exam.
We went the wrong way ,thanks to your bad idea .
2come up: 1. to be mentioned被提出(主语是被提出的内容)：A lot of new questions came up at the meeting. 2. to be about to happen soon快来到：Don’t you have a birthday coming up soon 3. to move near someone or something by walking走过来，走到: Come up to the front of the room so everyone can see e up with:提出（主语是提出者）；He came up with some good ideas at the meeting .
Other verbal phrases of “come”
come about=to happen :发生：Can you tell me how the accident came about
come across= to meet or find something or someone by chance; I came across some old coins in the drawer .
Come out :被出版，发行：His new novel came out last week.
3present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time存在的: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now当今，现在的: What’s your present address c.f. What he said amused all the people present.（所有在场的人）
4,suchas: z(例举的事物不是全部，且位于名词前面。 For example:可用于句中，句首，句末，前后用逗号隔开。 That is =namely :例举所有的事物：
He can speak four languages ,such as French ,German. He can speak four languages that is A,B,C ,D.Structures and Patterns
1. So English began to be spoken in many other countries.
1) The question to be discussed this afternoon is how to use task-based learning.
2) The most urgent thing to be done is to inform all teachers of the meeting.
3) The computer that needs to be repaired is in Room 203.
2. Believe it or not, there is no such a thing as standard English.
1) Believe it or not, it only took him seven hours to finish reading this book.
2) Believe it or not, I have learned one thousand English songs in one month.
3) Rain or sunshine, the farmers work in the fields all year round.
3. However, even on TV and the radio you will hear differences in the way people
1) However, even she did a lot for him, he didn't like her at all.
2) However, even he tried his best, he failed in the exam.
3) However, even a rumour can be accepted by the public if it is repeated a hundred times.
4. Not everyone should give commands.
1) Not everything went well with them.
2) Not all of us feel happy.
3) They may not tell all the people there.
5. Why do you think people all over the world want to learn English
1) Who do you think can come to help us
2) What do you think is the best way to protect wildlife
3) What do you think would happen if there was no food, no water or no air tomorrow
6. India has a very large number of English speakers. This is because Britain ruled India from 1765 to 1947.
1) Hubert never experienced any fear, and this was partly because he was not intelli gent enough.
2) "This photo doesn't look like you." "That's because it isn't me—it's my sister" .
3) "They're not going on holiday this year." "Is that simply because they are too busy "Unit 2 English around the world 知识探讨
　　1．1　头脑风暴
　　1．How many languages can you speak What are they
　　There are many possible answers to this question, such as one, two, three…
　　Chinese, English, Japanese, Russian, Korean…
　　2．Do you know how many Englishes there are in the world Why
　　Possible answers: two, three… American English, British English, Indian English…
　　Any answer is possible. Every student should answer the second question according to their knowledge of history.
　　e. g. ①Englishmen once ruled America and India…
　　②Many people moved to America long ago.
　　3．Do you know the differences between American English and British English
　　Possible answers: ①They are different in spelling. For example: colour, centre and travelled are spelt color, center and traveled in American English.
　　②They are different in pronunciation. For example, Americans say dance［d ns］and in southern England they say［da: ns］. In America they pronounce not［nat］; in southern England they say［n t］.
　　③They use different words. For example:
Am. English Br. English
elevator lift
fall autumn
first floor ground floor
candy sweet
check bill
apartment flat
subway underground railway
　　4. Why should you learn English
　　Answers are various, e. g. ①English is an international language, spoken in many countries. ②Learn English to love our country! Learn English to make money globally! ③21st century is the century for English and for Chinese to dominate.（21世纪是英文和中文并行于全球的世纪）
　　1．2　语篇探究
　　1．Why does China have the largest number of English speakers
　　Possible answer: Because China has the largest population in the world and more and more Chinese people speak English today.
　　2．Is English still changing now Why
　　There may be several reasons. You can use your knowledge to find out possible reasons, e.g. ①More and more people speak English in the world and this can help cultures communicate with each other more often. ②With the development of society, new things appear year by year, which will add to English vocabulary…
　　3．Why is the number of people learning English in China in creasing rapidly
　　There may be several reasons. You can find out possible reasons according to the facts, e. g. ①Because Chinese want to communicate with other countries more often. ②Because Chinese people want to develop their economy rapidly. ③Because Chinese people have developed their economy rapidly.
　　1．3　阅读讨论
　　While you are struggling to improve your English, you might be encouraged by the fact that the Chinese language has also proved popular among young people overseas.
　　The Third National Chinese Speaking Competition for High School Students was held in South Korea on May 18. The 30 final contestants impressed（给……留下深刻印象）the judges with interesting topics and attractive performances.
　　Lots of schools and colleges in South Korea and the United States offer Chinese courses every week. Many students also come to China to learn the language. According to the Chinese Ministry of Education, by the end of last year, nearly 30 million people from 85 countries and areas were learning standard Chinese－putong hua.
　　"I think a good knowledge of Chinese can help me get a good job back in my country as there is a growing number of companies setting up operations（业务）in China. "said a 24-year-old student at Peking University from South Korea.
　　She added that a certificate（证书）of the Chinese proficiency Test, or Hanyu Shuiping Kaoshi（HSK）, is important when seeking a job in a large South Korean company.
　　China has offered the HSK test throughout the world since 1990. In its first 10 years the number of test takers grew by up to 50 per cent every year. It was almost as popular as the American Educational Testing Service's Test of English as a Foreign Language（TOEFL,英语托福考试）.
　　The majority of people now taking the test are from South Korea, followed by Japan, the United States, Germany and Italy.
　　Questions:
　　1．What does the writer think of Chinese
　　答案：He thinks Chinese is popular in many countries.
　　2．Why does the foreign girl student study Chinese
　　答案：Because it is easier for her to get a job in her country.
　　3．Do you think Chinese is as popular as English in the future Why
　　答案：Yes. Because China plays an important part in the world. It has become a trade partner of many countries. More and more countries will trade with China.
　　4．What about your Chinese course Are you interested in it
　　答案：There are many answers to this question.Unit 2 English around the world
一． 学习目标和要求
1. 掌握以下单词和习惯用语
1)单词
Nancy; bathroom; towel; landlady; closet; Karen; pronounce; Thompson; broad; repeat; Dave; ketchup; majority; native; total; tongue; equal; government; situation; Pakistan; Nigeria; the Philippines; international; organization; trade; tourism ;global; communicate; communication; exchange; service; signal; movement; peg; commander; tidy; stand independent; fall; expression; tornado; Spanish; southern; statement; president; European; Florida; howl; cookbook
2）习惯用语
make yourself at home; forget to do sth; in total
2. 功能意念项目
了解并掌握美式英语和英式英语的区别。
3. 语法
1) 学习直接引语和间接引语（2）。
2) 学习ask/tell sb. to do sth结构。
4．语言运用
运用所学语言，围绕英语学习这一话题，完成教材和练习册中的听、说、写的各项任务；阅读课文 “English around the world”并联系生活中的实际进行书写练习。
二．学习指导
1．单词和习惯用语的用法
1)flight n.[C]飞行；航班
Did you have a good flight
你乘飞机一路愉快吗？
They made a successful flight across the ocean.
他们成功地飞越了这个大洋。
a non-stop flight不着陆飞行
a round-the–world flight环球飞行
2) directly adv. 直接地；一直地；直截了当地
He looked directly at us.
他直瞪瞪地看我们。
He speaks very directly to people.
他跟人们讲话很直率。
3) majority n.[C]（大）多数
The Liberal Party has a majority in the House.
自由党在议院中占多数。
The company holds a majority of the stock.
该公司拥有大多数股份。
The majority of people seem to prefer TV to radio.
大多数人似乎都喜欢看电视，而不喜欢听收音机。
4) native adj.本国的；本土的；n.[C]本国人；本地人；土著人
（1） adj.本国的；本土的
native customs 当地风俗
His native language is German.
他的母语是德语。
Potato is native to America.
马铃薯是美洲产的。
Many foreigners have gone native in China.
许多外国人在中国已入乡随俗。
（2） n.[C]本国人；本地人；土著人
a native of London(Wales/India/Kenya)
伦敦人（威尔士人/印度人/肯尼亚人）
5）equal adj. 相等的；同等的；平等的
Women demand equal pay for equal work.
妇女要求同工同酬。
Not all men are equal in ability.
不是所有的人都有同样的能力。
One kilometer is equal to five eighths of a mile.
一公里等于八分之五英里。
n.[C]相等的事物；（地位）相同的人
As an artist, she knows no equal.
作为艺术家，她是无以伦比的。
Let A be the equal of B.
设 A 等于 B 。
6) situation n.[U]位置，地点；地位；地势；
Measures must be taken to meet the situation.
必须采取措施以应付这种局面。
The country is in a critical situation.
国家处于紧急状态。
a dangerous situation difficult situation
困难的处境 危险的处境
economic situation sb’s financial situation
经济状况 某人的经济状况
the geographical situation a good situation
地理位置 好的形势
the international situation the domestic situation
国际形势 国内形势
7) international adj.国际的；世界的
They signed an international agreement on nuclear waste.
他们签定了关于核废料的国际协议。
International bomber international date line
洲际轰炸机 日界线
international law international call
国际公法 国际长途
international conventions
国际惯例
8) organization [C]组织，团体；机构；机制
He had been engaged in the organization of a strike.
他一直从事组织罢工工作
build up /establish/form an organization
建立起一个团体
a charity organization a commercial organization
慈善机构 商业团体
an international organization a religious organization
国际组织 宗教组织
a social organization a woman organization
社会团体 妇女组织
9) tourism n.[U]游览；观光；观光事业
Some countries obtain large sums of foreign exchange from tourism.
有些国家靠观光事业赚取大量外汇。
10) communicate vi. 交流；传递；传送
communication n. [U] 交流；传递
Deaf people communicate by sign language.
聋人用手势交流 。
The two friends haven’t communicated with each other for years.
这两个朋友已经多年没有联系了。
communicate clearly communicate directly
清楚地表达 直接交流
communicate officially (unofficially)
正式[非正式]地交流；官方[非官方]地交流
11) knowledge n. [C]知识；学识
We must broaden and enrich our knowledge.
我们必须扩展和丰富我们的知识。
He has a wide knowledge of history.
他具有丰富的历史知识。
absorb knowledge acquire knowledge
吸取知识 获得知识
accumulate knowledge demand knowledge
积累知识 需要知识
spread knowledge actual knowledge
传播知识 实际知识
all branches of knowledge background knowledge
各门学问 背景知识
common knowledge an elementary knowledge
常识 基础知识
extensive knowledge general knowledge
广阔的知识 一般知识
12）make yourself at home
请不要拘束，随便一些
13）forget to do sth.表示忘记要做某事
I forgot to tell her about it.
我忘记告诉他这事了 。
He forgot to buy a newspaper.
他忘了买报纸了。
forget doing sth. 忘记曾做过某事
I forgot telling her about it .
我忘记了曾把这事告诉过他。
14）in total 总共；总计
How many people took part in the activity in total
15) mother tongue 母语
What is your mother tongue
Chinese is my mother tongue.
你的母语是什么？是汉语
2.语言要点
1）You must be very tired.
表示肯定推测一定正在做某事
must +be doing sth. 一定正在做某事
He must be writing a letter to his parents.
She must be waiting for him.
He must be telling lies.
Must have done sth. 对过去的事情的肯定推测
It must have rained last night.
You must have seen this play before.
注意：反义疑问句的形式 It must have rained last night, didn’t it He must have finished his experiment, haven’t he 虽然Must 表示肯定推测，但mustn’t 却一定不能表推测。表示不可能的时候我们采用 can’t。
2)In China students learn English at school as a foreign language, except for those in Hong Kong.
除了香港以外，中国学生都把英语当成一门外语学习。
except for结构：表示对一个人或事物先做一个总体评价，然后就其局部提出一点看法，意为“除去……一点以外”，“只是……”
Your composition is good except for a few spelling mistakes.
你的作文很好除了有一点拼写错误以外。
The carpet is good except for its price.
地毯很好，只是价钱太高。
Except for John, the whole class passed the test.
除了约翰以外，全班考试都通过了。
3) With so many people communicating in English every day,we can see that it will be more and important to have a good knowledge of English.
with +宾语+形容词/副词
He slept with the window open.
他开着窗户睡觉
He was working there with only a shirt on .
他只穿一件衬衫在那干活。
with+宾语+介词短语
The teacher came into the classroom with a book In his hand.
老师手里拿着书走进了教室。
with+宾语+doing
With night coming on, we started for home .夜幕降临我们就动身回家了.
The meeting ended with all singing the International.会议以全体高唱国际歌结束。
with+宾语+done
He went away without a word more spoken. 他没再说一句话就走了。
He stood for an instant with his hand still raised.他站了一会，手依然举着。
With+宾语 +to do
With nothing to do, I went out for a walk.由于没有什么事可做，我便到外面去散步。
With machinery to do all the work, they will soon have got in the crops.
由于所有的工作都由机器进行，他们将很快收完庄稼。
3.语法说明
1)学习直接引语和间接引语（2）：
(1)祈使句：直接引语是祈使句，变为间接引语时，在原祈使句前加 to 或否定的加 not to 。
人称的变化
He said , “I like it very much.” 他说：“我非常喜欢它”
He said that he liked it very much. 他说他非常喜欢它。
He said to me , “I’ve left my book in your room.”
他对我说：“我把书放在你的间了”
He told me that he had left his book in my room.他告诉我他把书放在我的房间了。
时态的变化：
如主句的谓语动词是一般过去时。直接引语变间接引语时，从句的谓语动词在时态方面要做相应的变化。如主句的谓语动词是现在时，从句的时态则无需变化。
直接引语转换成间接引语时态的变化 例 句
直接引语 间接引语
一般现在时 一般过去时现在进行时 过去进行时现在完成时 过去完成时一般过去时 过去完成时过去完成时不变一般将来时 过去将来时 He said , “I’m afraid I can’t finish this work”He said , “I’m using the knife”She said, “I have not heard from him since May .”He said , “I came to help you.”He said, “I had finished my homework before supper.”Zhou Lan said, “I ‘ll do it after class” He said that he was he was afraid he couldn’t finish that work.He said that he was using the knife.She said that she had not heard from him since May.He said that he had come to help me.He said that he had finished his homework before supper.Zhou Lan said that she would do it after class.
指示代词,时间状语和动词的变化
直接引语转换成间接引语的变化 例 句
直接引语 间接引语
This that这个 那个these those 这些 那些now then现在 那时today that day今天 那天yesterday the day before昨天 前一天tomorrow the next (following) day 第二天 here there 这里 那里come go来 去 She said , “I will come this morning”He said , “These books are mine.”He said , “It is nine o’clock now.”He said , “I haven’t seen her today.”She said , “I went there yesterday.”She said , “I’ll go there tomorrow.”He said , “My sister was here three days ago.”She said , “I will come here this evening.” She said that she would go that morning He said that those books were his .He said that it was nine o’clock then.He said that he hadn’t seen her that day.She said that she had gone there the day beforeShe said that she would go there the next (following )day.He said that his sister had been there three days before.She said that she would go there that evening.
注：直接引语如果是客观真理，变为间接引语时，时态不变。
He said , “Light travels much faster than sound.”
He said that light travels much faster than sound.
2)代词用法复习：
种类：人称代词 、物主代词、反身代词、指示代词、疑问代词、不定代词、
用法：物主代词
形容词性物主代词有： my your his her its our your their 一般作定语。名词性物主代词有： mine yours his hers its ours yours theirs一般作主语宾语和表语。
反身代词: myself yourself himself herself itself ourselves yourselves themselves一般作宾语、表语、同位语
指示代词 英语中的指示代词有 this that these those it such same等指示代词一般作主语、宾语、表语和定语
注意：一般指以后要说的事，this是对下文而言。而 that 一般指已说的人和事物，对上文而言。
疑问代词： 疑问代词有 who whom whose what which whoever whatever whichever .疑问代词一般位于句首，构成特殊疑问句。
不定代词
不定代词有 both、either、neither、all、none、 each、every、some 、any、 another、other、no
both表示两个人或事物（所修饰词和谓语动词为复数形式）具有形容词和代词的特征，可做主语、宾语、定语和同位语
either表示两者中的一个，这个或那个，所修饰的谓语动词为单数。具有形容词和代词的特征，可作主语、宾语和定语
注意： 还可作副词在否定句中意思是“也”
Neither 表示两者中的任何一个也不，所修饰词和谓语动词为单数，具有形容词和代词的特征，可作主语、宾语和定语
all 表示三者以上的人或事物译为全体或都，所修饰词和谓语动词为复数。
注意：有时表示不可数的东西，谓语动词用单数。
none 表示没有一个人和东西的意思，多表三者以上的人或事物。只有代词特征，故不能作定语。可作主语（如想到所有人的情况，谓语动词用复数形式，如谈每个人的情况，谓语动词用单数形式），还可做宾语和同位语。如:
None of us are perfect.
None of them has that kind of experience.
A friend to all is a friend to none.
We none of us said anything.
No 这一不定代词是没有的意思，只有形容词的特征，只能作定语。
Time waits for no man.
No man is born wise.
It’s no trouble at all.
each 表示每一、各、各自的意思。具有形容词和代词的特征，所修饰词和谓语动词为单数形式。可作主语、宾语、定语和同位语。如：
Each of us has something to say on the subject.
Each of the rooms is sixteen feet square.
Our class teacher had a talk with each of us .
Each month we had a meeting .
We each have an English book.
every 是每一个的意思，具有形容词的特征，只能作定语。如：
Every room is bright and tidy.
We have an English class every day.
注意：all every both 的句子中如有not 出现，为部分否定；如表示全部否定含义则需使用 none 或 neitherNot all the animals hibernate in winter.不是所有的动物都在冬天冬眠。2）Both of us are not diligent。我们不都勤奋。3）Every boy isn’t here .不是所有的男孩儿都在这。4）None of them are here.他们都不在这。
any和 some 意思是一些、任何，可修饰可数名词和不可数名词。 通常用于疑问句、
否定句和条件句。
I have some questions.
There is some water in the bottle.
If you have any questions, please ask.
注意：但在疑问句中表示问对方想吃什么时，通常用some.另外some 修饰单数可数名词。译为：某一、某个
other 意思是“另外的 ”，作定语，表示两个人或事物通常用 one…the other 。others 是 other 的复数形式，等于other 加复数名词，译为剩下的或其他的。如果表示剩下的所有的，则前面加 “the”
He has two sons; one is a work ,the other is a doctor.
Some students went to the street and others stayed at school.
There are forty students in our class. Ten of them are girls the others are boys.
三、课文理解 根据课文内容判断正误（True or False）
( )1.Most native speakers of English are found in the United Kingdom, the United states of America, Canada, Australia, South Korea ,and Ireland.
( )2.In total, for less than 375 million people English is their native language
( )3.Everywhere in the world children go to school to learn English.
( )4.In only 20 years, English has developed into the language most widely spoken and used in the world.
( )5.Businessman and tourists who come to China often come here being able to speak Chinese well.
四．语法知识训练：
A. 把下列直接引语的句子变成间接引语。
1．“Bob, be sure to lock the window before you go to bed. ” mother said.
2． The teacher told his students, “watch me carefully when I do this experiment.”
3．“Please pass me the sugar” Mary asked her sister.
4．“Don’t forget to turn off lights before you leave the room.” Mrs. Green told her son.
5．“Please don’t go to school until you have no fever” the doctor said to the patient.
6．“Don’t drink too much.” The wife asked her husband.
7． He said , “Don’t look out of the windows while the train is moving.
8．“Could you please show me how to use the computer,” he asked.
9． The teacher said to us, “The earth is round.”
10．Mr. Wu often says, “You must speak English as often as possible.”
11．“I prefer maths to physics.” he said.
12．“Are you interested in history and biology ” she asked them.
13．“How often do you visit your home village ” I asked him.
14. He said to us, “Follow your teacher’s instructions”
15．“Don’t punish the children.” the woman said to him.
B．用代词填空
16． Lao Li is my good friend. He thinks more of ______than
————.（他总是考虑别人比自己多）
17． Doesn’t she feel lonely all by ________ （难道她一个人不感觉孤独吗？）
18． Do they have great concern for _____work (他们彼此关心对方的工作吗？)
19．____who want to go to the cinema may sign up here.
(那些想要去看电影的人可以在这里签名)
20． ________ of the answers is right.（这两个答案中没有一个答案是对的 ）
21． Everything _____ ready and all _______ eager to enjoy the Christmas party
（所有的事情都已经准备好了，所有的人都在渴望着圣诞晚会。）
22． Please help ______ to some fish. (请随便吃一些鱼)
23． After he came to ______, he tried to rise to his feet.
(在他苏醒以后，他想努力站起来。)
24． Because of my poor English, I am afraid I can’t make_____ understood in English.
（因为我的英语不好，我恐怕不能让别人明白我的意思）
25． Let’s exchange _________ gifts.（让我们彼此交换礼物）
26． We are going to stay at _____ hotel as we did last year.
（我们将呆在去年住的同一所旅馆里）
27． My parents _____ in on Sunday evening.
（我们父母亲在周日晚上都在家了）
28． _______ of us is perfect, we all may make some mistakes.
（我们没有一个人是完美的，我们都会犯一些错误。）
29． One of his parents is a doctor._____ is an engineer.
（他的父母一位是医生，另一位是工程师。）
30． Some people like to stay at home on Sunday, but ______ like to go to the cinema.
（一些人在周日喜欢呆在家里，而另外一些人却喜欢去电影院）
五．综合知识训练
I.基础知识运用
A．单向选择
1 Women were engaged in the strike for ________ pay with man .
A. right B. high C. equal D. value
2 Can you tell us some ________ customs in your country I am deeply interested in it.
A. popular B. wonderful C. native D. advanced
3. Besides the major, you should also consider your financial _______.
A. organization B. situation C. reputation D. support
4．According to ______ conventions, the meeting will be held every other year.
A. common B. ordinary C. international D. special
5．Thailand obtain large sums of foreign exchange from _________.
A. industry B. agriculture C. advertisements D. tourism
6．The two friends haven’t _____ with each other for years.
A. talk B. tell C. speak D. communicate
7.Studying is a process of ___________ knowledge.
A．remembering B. accumulating C. demanding D. spreading
8. The carpet is very good ______ its colour.
A. besides B. except that C. except for D. but
9. Those reformers always pay close attention to ________ development.
A. globe B. global C. the earth’s D. rapid
10.______cars were parked outside the school.
A．The big number of B. The large number of
C．big number D.A large number of
将下列英语译成英语
11. 你乘飞机一路愉快吗？
__________________________________
12. 她跟人们讲话很直率
__________________________________
该公司拥有大多数股份
__________________________________
大多数人都喜欢看电视，而不喜欢听收音机。
__________________________________
并非所有的人都有同样的能力。
__________________________________
必须采取措施以应付这种局面。
__________________________________
聋人用手势交流。
__________________________________
我们必须扩展和丰富我们的知识。
__________________________________
我忘了去邮信了。
__________________________________
除了有一些拼写错误以外，你的作文写的很好。
__________________________________
II.完形填空：
Paul had long promised to marry Clara, but at thirty –three he met and married Alice. Clara was made (21)d______ in this way.
Paul was taken before a judge. And he had to pay 600 pounds because of the broken promise. Paul had (22)b______ the money. He agreed to pay back 5 pounds a month.
Paul and Alice were poor but not unhappy. They had little food, certainly, even before the children began to arrive. They worked very hard,(23)n_______ taking a holiday .In time, there were seven mouths in the family.
The years of hard work and little food changed the family so much. After 12 years of family time , Paul was alone in the world . And the 20 years ended, Paul paid off all the debts.
One day it was a holiday, he went to the park. He sat down on a seat . A middle- aged woman came and sat down near him. It was (24) C_______. She said, “The 600 pounds has been in a bank since the day it was paid to me, Paul. It is now 6000 pounds, and I have kept it for you .Will you let me share it with you ”
“No,”said Paul. “Each thousand is a lost life in a desert between us. It can never bring me any (25)h______.”
III.阅读理解：
A
In the 20th century many new nations have been set up. Though their people
may be free to vote and to elect their leaders, yet unjust opinions, unusual and harmful customs take a long time to die out.
There was a good example of this recently. In a newly republic when a girl of
fourteen refused to marry a sixty-year-old man who had bought her for 40 pounds. Her father had agreed to the marriage when the girl was only four years old and had sold her to a man who already had at least six wives .Just before the marriage ceremony, the girl ran away and wrote to the president of the republic. In her letter, she pointed out that although her country was independent, its people were still not truly free. Some human beings were like slaves, she said, and women could be bought and sold like cows or sheep. She asked the president if he thought this was
right. The president felt sorry for her and he immediately changed the cruel law which allowed women to be bought and sold.
In a way ,the girl had won a victory but she still had a big problem. She
had to find 40 pounds to repay the man who might have become her husband. There seemed to be n way of finding so much money. Luckily, however, the girl’s story was told on a radio program in Europe and nearly 2,000 pounds poured in from listeners. The buyer got his money back and the girl was free to marry anyone she chose. She had true freedom for herself and for others like her.
根据短文内容判断正误（True or False）。
( )26. In most countries, unjust opinions and harmful customs died out easily
( )27. A girl of fourteen in a newly founded country refused to attend the old man’s
marry the man much older than her.
( )28. Upon receiving the girl’s letter, the president of the country helped her father repay the man.
( )29. Before the republic was founded, most women there were freely bought and sold.
( )30. In the end, the girl was free to marry anyone but was in debt.
B
Foreign language are widely taught. In every big city in the United States,
as well as in most small and middle-sized cities, you can find instruction in at least seven foreign languages. Of course, the so-called commonly taught languages ,such as French, Spanish, and German are popular. Finding more exotic language may be more difficult, however, and in such cases, you may wish to consider some form of self-instruction. The National Association of Self –Instructional Language Programmes(NASLP) has a large network of instructions that offer self-study programs in many uncommonly taught languages. Your local librarian should know hoe t get in touch with this organization.
根据短文内容判断正误（True or False）。
( )31. People in middle-sized towns in the United States learn a foreign language
( )32. French, Spanish, Japanese are popular for people to learn in the United States.
( )33. The word “exotic ” perhaps means unusual.
( )34. NASLP is an organization to help people find job.
( )35. Your local librarian can tell you how to learn a foreign language.
C
Nearly three-quarters of adult American believe it is important or very
important to speak a second language ,according to a Sunday newspaper survey.
The most popular second language was Spanish, studied by 54 percent, and
French ,studied by 34 percent. Latin and German followed with 11 percent and 9 percent.
The most popular way to learn a second language was living where a language is
spoken(33 percent),teaching oneself with a book(30 percent),listening to tapes (24 percent),taking private lessons (11 percent), and using an electronic translator (6 percent).
The vast majority ,87 percent of answer-sheets said they believed it was “never
too late ” to learn a second language, the CNN/US News found.
36. About three-fourths grown-ups in America think it ____ to speak a second language.
A. easy B. important C. difficult D. possible
37. Which one is the most popular foreign in America
A. French B. Spanish C. Chinese D. German
38. Most people believe the best way to learn a foreign language is ____
A. listening to the recorder B. teaching himself
C. speaking to foreigners D. living where a language is spoken
39. It seems that most ____learn a second language in America.
A. children B. elders C. women D. grown-ups
40. Many people think that _____.
A. only old people can learn a second language
B. old people can not learn a second language
C. any one can learn a second language anytime
D. one should stop learning a second language when he is old
D
When a child enters school, he will learn many different kinds of skills. For example, he will learn to speak correctly, to read well, and to behave properly .One of the most important skills that he must get is good handwriting.
There are two main ways in which the language is written by hand. The first form is called printing. It looks much like the letters in this book. The letters have simple lines or cursive. They are not corrected. The second method of writing is called cursive. Cursive letters are slanted to one side. They are usually connected. Printing is usually learned before cursive writing.
Each person has a unique cursive writing which is difficult to copy exactly. Fro example, it is difficult to forge a person’s signature on a check. Some people believe that your handwriting shows a lot about your personality .The study of predicting a person’s character of personality from handwriting is called graphology.
41. According to the passage__________.
A. printing letters are never slanted
B. printing letters are only used in books
C. cursive writing is easier to learn
D. cursive writing is more difficult than printing
42. Writing which is not connected is called ________.
A. cursive writing B. printing
C. graphology D. signature
43. From this passage,we may conclude that ____.
A. printing is more beautiful than cursive writing
B. predicting personality is rather easy
C. cursive writing is not easy to forge
D. a good person must write well
44. Graphology deals with the connection between a person’s handwriting and the way that person______.
A. speaks B. writes C. learns D. acts
45.A good title for this passage is _____.
A.HANDRITING B.SPEAKINGANDWRITING
C.HANDWRITINGAND PERSONALITY D. A UNIQUE CURSIVEWRITING
VI.单句改错：
46. Why your brother have to have a rope around his neck when he goes out for a walk with you
47. Thomas joined in the army last year.
48. American is a highly developed country.
49. Driving is also great importance.
50. If you’ve past the driving test after learning, you can drive the real car.
51. There must be grown-up who has a driver’s license beside you.
52. They were tiring after a long day’s hard work.
53. They filled their cares with fruit, vegetables and sheeps.
54. They returned back in the evening with some money and perhaps a present for their children.
55. That evening on TV, I heard that the old woman was bad injured in the leg.
V.书面表达：
请根据下列提示，写一篇题目为“Computers ”的文章。
电脑出现于20世纪初。当时的电脑很庞大，能占一间房子。而且运算速度也很慢；
随着时间的推移，电脑越来越小，运算越来越快，存储的信息也越来越多；
在21世纪，随着网络的发展，人们之间的交流更方便了。我们在网上交谈，发送电子邮件，而且还可以查阅我们所需要的信息。
字数：120词左右
Unit 2
三、课文理解 1. F 2. F 3. T 4. F 5. F
四、语法训练
1. Mother told Bob to be sure to lock the door before he go to bed.
2. The teacher asked his students to watch him carefully when he did that experiment.
3. Mary asked her sister to pass her the sugar.
4. Mrs. Green told her son not to forget to turn off lights before he left the room.
5. The doctor asked the patient not to go to school until he had no fever.
6. The wife asked her husband not to drink too much.
7. He asked the passengers not to look out of the windows when the train was moving.
8. He asked me if I could show him how to use the computer.
9. The teacher told the students that the earth is round.
10.Mr Wu often tells me that I must speak English as often as possible.
11.He said that he preferred maths to physics.
12.She asked them if they were interested in history and biology.
13.I asked him how often he visited his home village.
14.He told us to follow my teacher’s instructions.
15.The woman told him net to punish the children.
16. others himself 17. herself 18. one another’s 19. Those 20.Neither
21. is…are 22. yourself 23. himself 24. myself 25. each other’s
26. the same 27. were both 28. None 29. the other 30. others
五、综合训练
I.基础知识运用
A. 1---5 CCBCD 6---10 DBCBD
B. 11. Did you have a good flight
12. She speaks very directly to people.
13. The company holds a majority of the stock.
14. The majority of people seem to prefer TV to radio.
15. Not all men are equal in ability.
16. Measures must be taken to meet the situation.
17. Deaf people communicate by sign language.
18. We must broaden and enrich our knowledge.
19. I forgot to post the letter.
20. Except for spelling mistakes, your composition is good.
II.完形填空
21. disappointed 22. borrowed 23. never 24. Clara 25. happiness
III. 阅读理解
26---30 FFFTF 31---35 FFTFF
36---40 BBDDC 41---45 DBCDA
IV. 单句改错
1. does 2. in 3. American ---America 4. of加在 great前 5. past--- pass
6. a 加在grown-up 前7. tiring---tired 8. sheeps ---sheep 9. back
10. bad---badly
V.书面表达
Computers are more and more popular nowadays. The computer was first invented in the early 20th century. The computer at that time was very large and took up much room. Besides the speed was very slow.
As time went on, the computer was smaller and smaller. The speed is faster than ever before. More information can be stored in it.
Now with the appearance of the Internet, we can communicate with others conveniently. People can use a computer to make a phone call, and can talk to each other on the net. What is the most important to us students is to look up information.Word Study
1. include v.
a) to have something or someone as part of something larger or more general
The tour included a visit to the Science Museum.
b) include sb./sth. (in /among sth.) ; make sb./sth. part of a larger group or set
All students were included in the initial planning discussions.
*including prep. : used to show that someone or something is part of a larger group, amount, or process
The band played many songs, including some of my favourites.
* included adj. [only after noun/pronoun]: including someone or something
Everyone has to go to the dentist, you, included.
Everybody here has a bad cold, including myself.
We're all going to the game, Betty included\
2. modern adj.
belonging to the present time or most recent time Unemployment is one of the major problems of modern times.
made or done using the most recent designs or methods I always prefer a modern hotel to a traditional one when travel.
c) (of art, music, literature, etc) using styles that have been recently developed and
are very different from traditional styles)
My younger brother shows his interest in modern dance.
3. present adj.
(of a person ) being in a particular place
Were you present when the news was announced
happening or existing now
The new library will be double the size of the present one.
n.
a) thing given or received as a gift
This hook was a present from my brother.
b) at present; at this time; now
The film is set sometime between 1995 and the present.
v. give or hand over sth. to sb.
present sb. with sth. / present sth. to sb.
The president presented a cheque for 500,000 to cancer research.
4. identity n.
a) who or what sb./sth. is
There is no clue to the identity of the thief since we can't find his identity card.
b) [U. ] exact likeness or sameness
Our strong sense of national identity has been shaped by our history.
5. government n. [U. ]
a) the group of people who officially control a country
The government are discussing the proposal.
b) method or system of governing
People should know the importance of good government in a developing country.
c) governing, power to govern
If we do not have strong government, there will be rioting.
in government
What would the opposition do if they were in government (=governing the country)
6. standard n.
a) thing used as a test or measure for weights, lengths, quality, etc
People were very poor before the 1980s, by today's standards.
b) (often pl.) required, expected or accepted level of quality
He is a man with a high moral standard.
adj.
a) serving as, used as or conforming to a standard
What is the standard size of a twin bed
b) average, normal or usual; not special or unusual
It is the standard modal of a car.
7. recognize v.
a) recognize sb./sth. (by sth.) : to know who someone is or what something is, because you have seen, heard, experienced, or learned about them in the past
I recognize her by her red hat.
b) to accept that something is true or real
Smoking is recognized as a leading cause of lung cancer.
c) to officially show respect lor someone for an achievement
He was recognized by the governor for his work.
8. direction n.
a) course taken by a moving person or thing; way that a person or thing looks or faces
Tom went off in one direction and Harry in another.
b) way in which sb./sth. develops or is developed
That is the present direction of government thinking.
c) (often pl.) information or instructions about what to do, where to go, how to do sth. etc.
I gave him full directions to enable him to find the house.Unit 2 English around the world 单元概述
本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。
第二单元English around the world的设计可分为五部分。第一部分warming up；第二部分learn something about the road to modern English；第三部分learn something about words and expressions；第四部分the structure which expresses commands and requests；第五部分using language。
第一部分通过比较英美两种英语中存在的差异及猜测同义异形单词的所属类别，使学生对world English这一概念有所感知，为其余部分的学习提供认知基础。
第二部分以一篇阅读文章（The road to modern English）的方式呈现，介绍了英语的分布、使用、发展等情况，使学生对world English的由来更为了解，并通过讨论等方式让学生对英语的重要性有更深的体会，激发学生对英语的求知欲。
第三部分是语言学习板块。通过单词的讲解及运用，更好地掌握一些重要的词汇。这一部分还包括英美两种英语中不同搭配的练习以及听力练习，让学生更好地认知world English这一概念。
第四部分为语言学习板块，主要是掌握命令、请求的句式以及此种句式直接引语及间接引语的转换。
第五部分是语言运用部分，包含了听、说、读、写4个板块。
●课时安排
本单元教学可分为7个课时。第一课时为reading；第二课时为language points；第三课时为grammar；第四课时为listening；第五课时为extensive reading；第六课时为writing and speaking；第七课时为consolidation and evaluation。
　　
The history of the English language is divided into three periods: The period from 450 to 1150 is known as the Old English. It is described as the period of full inflections（词尾变化）, since during most of this period the case endings of the noun, the adjective and the conjunction（结合）of the verbs were not weakened. Old English was a highly inflected language. It had a complete system（体系）of declensions（变格）with four cases and conjunctions. So Old English grammar differs from Modern English grammar in these aspects（方面）.
　　The period from 1150 is known as the Middle English period. It is known as the period of reducing inflections. This period was marked by important changes in the English language. The Norman Conquest was the cause of these changes. The change of this period had a great effect on both grammar and vocabulary. In this period many Old English words were lost, but thousands of words borrowed from French and Latin appeared in the English vocabulary. In the Middle English period grammatical gender（性）of nouns disappeared, completely replaced by the natural gender.
　　The modern English period extends from 1500 to the present day. The Early modern English period extends from 1500 to 1700. The chief effect of this time was great humanistic（人文主义的）movement of the Renaissance. The influence of Latin and Greek on English was great. The nineteenth and twentieth centuries are a period of rapid expansion（扩张）for the English. Vocabulary in the history of the English language.
　　The development of the English language in America can be separated into three periods: The first period extends from the settlement of Jamestown in 1607 to the end of colonial（殖民地的）times. In this period the population in America numbered about four million people, 90 percent of whom came from Britain. The second period covers the expansion of the original（最初的）thirteen colonies. This time may be said to close with the Civil War, about 1860. This period was marked by the arrival of the new immigrants（移民）from Ireland and Germany. The third period, since the Civil War, is marked by an important change in the source from which the European immigrants came. They came from northern and southern Europe in large numbers.
　　As time went on, the English language gradually changed on both sides of the Atlantic. The Americans adopted（接纳）many words from foreign languages and invented a large number of new words to meet their various needs.
　　American English began in the seventeenth century. At the beginning of the 17th century the English language was brought to North America by colonists from England. They used the language spoken in England, that is, Elizabethan English, the language used by Shakespeare, Milton and Banyan. At first the language stayed the same as the language used in Britain, but slowly the language began to change. Sometimes, the English spoken in America changed but sometimes the language spoken in the place stayed the same, while the language in England changed.
　　Following the American independence, famous persons like Thomas Jefferson, John Adams, and Noah Webster began to consider that the country should have a language of its own. English in America has developed a character（特点）of its own, reflecting（反映）the life and the physical and social environment（环境）of the American people.Period 2 Reading
Teaching aim:
a) Ss will be able to know the development of English and feel the role that culture plays in the change of language.
b) Comprehend the whole passage
c) Ss will be able to know how to get the key sentence of a paragraph.
Teaching procedures:
Step 1 lead in
Ask students several questions in the form of brain storming.
1.Do you know the countries where people speak English List them on a piece of paper.
2.What are the two main groups of English
3.Do you know the differences between British English and American English
4．Do you know the history of English
Step 2 fast reading
English is not only different from country to country, but also different from what it was before. Read the title “the road to modern English” and predict (预测) what the passage is mainly about
T: Scan the text to find or make out a key sentence for each paragraph.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3-4: All languages change when cultures communicate with one another.Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia.
Step 3. Intensive reading
T: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:
How did old English develop into modern English
Why does English change all the way
What other Englishes developed from the old English
(1). Give the three major periods of the development of English.
the end of the 16th century-------- the next century ------------ today
Who promoted the spread of English
People. When they moved, they carried English to different places.
(2) T: Although they speak English, yet sometimes they can not understand each other well, why
--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)
(3) T: How do these differences come about (Why does English change over time )
--------- Because of cultural communication.
Ask ss to find out the characteristics of each time according to the time axis.
AD450-1150: German
1150-1500: less like German; more like French
In the 1600’s: Shakespeare’s English
The time ADEL was written: American English
Later: Australian English
(4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language
---------- South Asia, India, South Africa, Singapore, Malaysia and China.
Activity 1. fill in the chart
AD450--1150 English was based on _______
____________ English was more like French.
At the end of the 16th century How many people speak English __________
___________ Shakespeare made use of a wider vocabulary.
___________ American English gained its own identity.
Later __________ English had its identity.
Activity 2. Answer the following questions
(1)What is the clue of the passage
(2) Why does India have a very number of English speakers
(3) When did people from England begin to move to other parts of the world
Activity 3: Choose the correct answers.
Step 4 Post-Reading
T: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes ---------- “ Only time will tell”.
T: How do you understand this sentence
---------- It means that something can only be known in the future.
T: What can you infer from this sentence about the development of English in China
--------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.
Step 5. Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Step 6 Discussion
Work in groups. Discuss the question and then ask two groups to report their answers to the class.
Why do you think people all over the world want to learn English
Possible answer:The reasons why people all over the world want to learn English:★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
Step 7 Homework
1. Read the passage as fluently as you can.
2. Find out some words and sentences you think are beautiful and recite them.
3. p11.ex2.3.4Unit 2 English around the world
I．教学内容分析
本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。
“热身”（Warming Up）部分简要介绍了英语的不同种类，以及他们的形成原因，使学生在感受英语的多元化的同时，能够了解到语言的多样性，激发学生学习英语的好奇心。
“读前”（Pre-reading）部分的三个问题引发学生的对课文主题的思考， 使学生产生悬念，以便进一步讲解课文。
“阅读”（Reading）该部分主要讲述了英语的起源 、发展、及演化的过程，让学生对英语的历史有一个初步的了解。文中通过对英语与美语的简单比较，让学生知道尽管他们的表达方式有所不同，但他们还是能够做到相互理解，听懂对方要表达的内容。在最后对英语以后的发展趋势进行讲解。
“理解”（Comprehending）该部分通过练习题的形式，让学生对课文有个整体把握。加深对课文的理解，并提高学生的快速阅读的能力。
“语言学习”( Learning about language) 部分是通过练习题的形式，让学生能够对该单元出现的单词和短语进行练习，达到学以致用的目的。并通过几组练习的形式来让学生更进一步了解英语和美语的差别。另外还着重讲述了该单元的语法祈使句及间接引语。
“语言运用”（using language）中的Reading主要介绍了当今世界各国各地说英语都有自己的特色，学生读完文章后可讨论中国的方言，感受不同国家的不同的方言，又助于学生更好的学习语言。 Listening部分取材于一个美国男孩的独白录音，他来自美国南部得克萨州的休斯顿市，通过学生听这段纯正的美语方言来更好的了解英语。Speaking主要让学生通过联系对话再次感悟和体验英国英语和美国英语的差异，让学生在实践中熟练掌握如何运用直接引语和见解引语表达请求。Writing 部分让学生根据所给师范步骤完成a poster。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇、和语法等方面对所学内容进行总结，便于学生形成一个整体的框架，对本单元的知识形成体系。
“学习建议”（Learning Tip）部分，想学生揭示英语词汇学习的一个重要特点，即一词多义，同时提醒学生注意这一特点， 并通过一些幽默的故事或绕口令来体现这一特点。
II．教学重点和难点
了解英语在世界上的发展状况， 以及各种各样带有民族、地域特色的英语。
了解英语和美语的一些基本的差异，像单词的拼写，单词的发音，句式结构等。尤其是一些常用词。
掌握本单元教学目的和要求中的词汇的用法。
学会英语中有关交际困难的表达法，，如Pardon I beg your pardon
熟练掌握祈使句及其间接引语的表达法。
III．教学计划
第一课时：Warming Up
第二课时：Pre-reading, Reading,
第三课时：Comprehending, Learning about Language
第四课时：Using Language
第五课时：Listening, Speaking, Writing
第六课时：Workbook
IV．教学步骤：
Period 1 Warming Up
Teaching Goals:
Get Ss to realize that there are some differences between American English and British English.
Get Ss to practise their oral English.
Teaching Procedures:
Step 1. Leading-in
Do you like to see the film Do you know the other name of film Yes. It’s movie. Do you know the difference betweens the two words One is British English and the other is American English. Do you know the differences between them The differences between the British and American English are spelling, pronunciation, usage and the most important is culture.
Step 2. Warming Up
Purpose: To make students understand the differences between American and British English
1. Pair work:
(1) Get Ss to discuss other words that they have learned.
(2) Give Ss some words and expressions and have a discussion
① Words:
英 美
电影 films movies
汽油 petrol gas, gasoline
图钉 drawing thumb tack
钞票 banknote bill
跳远 long jump broad jump
糖果 sweets candy
② Expressions:
British English American English
I’ve just had lunch. I just had lunch/ I’ve just had lunch.
I’ve already seen that film. I’ve already seen that film/I already saw that film.
Have you finished your homework yet Have you finished your homework yet/Did you finish your homework yet
Do you have a car Have you got a car
He hasn’t got any friends. He doesn’t have any friends.
She has a beautiful new home. She’s got a beautiful new home.
On the weekend. At the weekend.
On the team. In the team.
Please write me soon. Please write to me soon.
2. Group work:
Divide Ss into groups and ask them to make a dialogue.
Let Ss practice the dialogue with their partners.
Periods 2 Pre-reading and Reading
Teaching Goals:
Get Ss to learn about English spoken around the world
Improve Ss’ reading ability, especially the skills of summarizing, word guessing and scanning.
Get Ss to realize the importance of learning English and of love of our own country.
Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation.
Teaching Procedures:
Step 1. Leading-in
Present Ss with the names of seven countries （the UK, the USA, Canada, Australia, South Africa, Ireland and New Zealand）, and ask Ss: “Is there any relationship between these 7 countries ” Allow Ss to show their own opinions. The answer is that English is the mother tongue to the people in these 7 countries.
Present Ss with the names of some other countries: India, Pakistan, Nigeria and the Philippines. Then ask: “Is English spoken in these countries ” Allow Ss to show their own opinions. English is used as an official language in these countries, which is spoken on formal occasions like governing, schooling and news reporting.
Also in many countries, English is learned as a foreign language, like in China, Japan, France and so on. So although English doesn’t have the most speakers in the world, it is the most popular language all over the world. Today we’re going to read a lesson entitled English around the world.
Step 2. Reading
Skimming:
Get Ss to read through the passage and find the topic sentence of each paragraph.
Para 1 Today, more people speak English as their first, second or foreign language than ever before.
Para 2 Native English speakers can understand each other even if they don’t speak the same kind of English.
Para 3 All languages change when cultures communicate with one another.
Para 4 English is also spoken as a foreign or second language in South Asia.
2. Scanning
Purpose: To get Ss to have some details in the text.
Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.
Q1. How many people spoke English at the end of the 16th century Where did they live
Q2. Why is English to be spoken in many other countries in the next century
Q3. Which country has the largest number of English speakers
Q4. Why has English changed over time
Q5. Why does India have a very large number of English speakers
Suggested answers:
A1. At the end of the 16th century, about five to seven million people spoke English.
A2. In the next century, people from England started moving to other parts of the world, so English began to be spoken in many other countries.
A3. China may have the largest number of English speakers.
A4.Because all languages change when cultures communicate with one another.
A5.India has a very large number of English speakers. This is because Britain ruled India from 1765 to 1947.
Careful reading:
Get Ss to read the passage carefully again and meanwhile try to guess the meaning of the following words or phrases: even if, come up, actually, play a role, vocabulary, usage, identity , government.
even if=even though: in spite of the fact; no matter whether
play a role: to be involved in an activity
actually: really; in fact
vocabulary: all the words and phrases you learn
such as: for example
elevator: a machine used for moving people or things up and down
After reading:
Allow Ss to discuss with their partners the meaning of the new words. Then let some Ss explain the words. The teacher can give some further explanations if necessary.
Answer these questions.
(1) Do you think what kind of English you learn matters Why
(2) Why do you think people all over the world want to learn English
(3) Give Ss chances to ask each other questions on the passage.
6. Read the passage and choose the correct answer
⑴English has /had the most speakers _______.
A. now B, when the British ruled many parts of the world
C. in the time of Shakespeare D. in the 12th century .
⑵Which of the following sentence is true
A Language always stay the same B. Language change only after wars
C .Language no longer change D .Language change when cultures change
⑶ From AD450 to 1150,English sounded more like ______.
A . French B. Chinese
C. German D. Russian
⑷ Shakepeare’s English was spoken around_______.
A. 1400’s B. 1150’s
C .450’s D. 1600’s
⑸Which country has the fastest growing number of English speakers in the world
A. Australia B China
C. India D. Britain
Suggested Answers: (1) A (2) D (3) C (4) D (5) B
Step 3. Discussion
After reading the passage, we’ve learned so much about English spoken around the world. Do you think it’s necessary to have a good knowledge of English Why do you think so Please form groups of four and discuss these questions with your partners. (The teacher should walk around to provide any necessary help.)
Give the students chances to express their opinions freely.
Summary by the teacher:
Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope every one in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese just as some students said just now. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country(It’s a good chance to lead the students to love our own country as well as to learn English well.)
Step 4. Words and expressions
1. Native English speakers can understand each other even if they don’t speak the same kind of English .以英语作为母语的人，即使他们讲的英语不尽相同，也可以相互交流。
even if 即使；尽管
even if I have a walk all the way I’ll get there .即使我得一路走着去，我也 要走着去。
2．All languages change and develop when cultures meet and communicate with each other .当不同的文化相互渗透时，所有的语言都会发生变化。
communicate (with sb) 通消息；交流；相连
With the Internet ,he can communicate directly with HongKong and Beijng .用互联网，他能直接与香港与北京联系。
3. It was based more on German than the English we speak at present. 实际上，当时的英语更多的是以德语为基础，而现代英语不是。
Be based on 以……为基础
This song is based on an old folk song. 这支歌源于一只古老的民间歌曲。
Step 5. Exercises:
1.Match the new words and expressions with their meanings.
1 actually A for example
2 elevator B a set of rooms for living in
3 na ve English speaker C really ;in fact
4 come up to a place D a machine used for moving people or things up and down
5 such as E person who has spoken English since birth
6 apartment F visit a place
7 play a role （in） G all the words and phrases you learn
8 vocabulary H the way that words are used in a language
9 include I have something or somebody as one of a group
10 usage J have a part in
Suggested Answers: (1) C (2) D (3) E (4) F (5) A (6) B (7) J (8) G (9) I (10) H
plete this passage with some of the words above.
It is not easy for a Chinese person to speak English as _____ as a ______ English speaker. One reason is that English has a large __________. It also has different usage in different English speaking countries. If you use “flat" instead of “___________", people in America will know you have learned British English. If you use the word _________ instead of “lift" in Britain, people will know you have studied America English.
Suggested Answers:
fluently, native, vocabulary, apartment, elevator
Step 5. End
1. Summarize what has been learned during this course.
2. Homework: Write about your feelings, which come into your mind after learning this passage.
Period 3 Learning about Language
Teaching Goals: 1. To enable Ss to master some new words and expressions
To get the Ss to have knowledge of this grammar point: subject
Teaching Procedures:
Step 1. Grammar
1. Command and Request
祈使句变间接引语，采用动词+sb.+to do sth .的形式，其否定形式是在不定式前加not ，即动词+sb.+to do sth 。 表示请求时用动词ask；表示命令时用order/tell ；表示建议时用adivse 。如：
“Follow your teacher’ instructions ,”Mother said to me.→
Mother told me to follow my teacher’s instructions .
She said to us ： “Please sit down .”→
She asked us to sit down .
He said to him ,“go away ”. →
He ordered him to go away .
注意：
1.不定式的否定形式中，not 必须放在to 前面。
误：He told me to not forget to turn off the light .
正：He told me not to forget to turn off the light .
2. 祈使句间接引语到的引述动词除了ask ，tell ，order，advise 之外，还有remind，warn 等。
“Remember to switch off all the lights ,she said .” →
She reminded me to switch off all the lights .
“Don’t make the same mistake any more ”,she said . →
She warned me not to make the same mistake .
Practice
Purpose: To get the Ss to have knowledge of the grammar through exercise.
2. Exercises
单项填空（直接引语与间接引语）
The teacher asked us ______so much noise
A .don’t make B. not make C. not making D. not to make
(2) Yesterday he told me that he had met his uncle ______.
two years ago B. two years before C, before two years D. for two years
(3) I was told that the singer _____in 1980.
was B. is born C. had been born D. had born
(4) The teacher told us that the earth _____around the sun ,
A. travels B. traveled C. had traveled D is traveling
(5) He said he_____ here soon .
would go B. would come C. will go D,. will come
(6) John suggested _____swimming tomorrow.
A going B. to go C. we will go D. we going
(7) The teacher _____ me to have another try ,
warned B. suggested C. hoped D. asked
(8) Mother said that ______would do all washing herself .
she B. herC. we D. I
(9)“______polite to the guests ,”said my father ,
Please B. Do be C. Are D .Should
(10) He left here, ______that he was thankful for our help.
A. said B. to say C. saying D. say
Suggested Answers:
(1)～(5) DBAAB (6)～(10) ADABC
Period 4 using language
Teaching Goal :
1. Learn something about standard English and dialects.
Learn some language points.
Teaching Procedures:
Step 1. Reading and talking
Purpose: Through reading the text to know something about the dialect in English .
1. In china, there are so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. However local people also speak their own dialects.
2.Get Ss to work in pairs. Let one student be a Chinese and the other a foreigner. Play a conversation about the Chinese language, Putonghua and different dialects .
3.If you think students might have difficulty telling a story, you may have them discuss why Putonghua has to be used in China .
Step 2. Words and expressions
1. believe it or not 信不信由你
Believe it or not ,John cheated in the exams .信不信由你，约翰在考试中作弊了，
2.standard: adj标准的，合乎规范的
standard time 标准时间
standard English 标准英语
3. play a part in 在……中发挥作用
He played an important part in the meeting .他在会议中发挥着重要作用。
4. recognize vt. 认得，认出
recognize an old friend 认出一位老朋友
Step 3. Listening
Purpose :to practise students listening ability.
Individual work
Listen to the passage and ask Ss to answer the following True or False questions
⑴There is such a thing as standard English.
⑵American English has so many dialects because people have come from all over the world.
⑶Geography also play a part in making dialects.
⑷Americans cant recognize each other’s dialect.
Suggested Answers: (1) F (2) T (3) T (4) F
2.Group work
Ask Ss to have a discussion and explain their reasons .
Period 5 Listening，Speaking & Writing
Teaching Goal:
To practice Ss’ listening, speaking and writing ability.
Teaching Procedures:
Step1. Listening
Individual work :
Listening to the text and put these sentences in the right sequence.
Key:
Buford, Billy Bob and Lester went swimming.
Lester saw a catfish.
Lester thought the catfish would eat him.
Lester climbed a tree.
Buford and Billy Bob laughed.
Now Lester is too afraid to visit the place.
Listening to the text and answer the following questions .
What does Buford think of Texas How do you know
How large was the catfish
why did Lester get out of the water very quickly
Why did Buford and Big Billy Bob laugh
Suggested Answers:
He believes it’s almost a different country from the US. The listening text tells us it is so.
The boys thought that the catfish was almost the size of a house.
He thought the catfish would eat them.
They laughed because Lester believed the catfish would hurt him.
Step 2. Speaking
Purpose:To practice Ss’ oral English.
1. Sometimes Ss may meet a foreigner in a public place and the foreigner may ask for directions. In English, the words used for directions often vary depending on what kind of English the speaker uses. After Ss read this dialogue, you can ask them to identify the differences in directions given by Amy and the lady. Here is a list.
Amy （American） Lady （British）
subway underground
left left-hand side
keep going straight go straight on
two blocks two streets
right right-hand side
Step 3. writing
Purpose: To make a poster that shows all your ideas clearly .
1. Individual work:
Since Ss are very young and many would like to learn English well, so please list some reasons why we should learn English well. And then ask Ss to answer one by one.
Suggested Answers:
to use for business.
to talk to people who speak English.
to use in school.
to read English books.
2 Group work:
Divide Ss into several groups and ask them to write a poster and ask some of them to read their passage.
Sample poster.
CHINA’S FUTURE LIES WITH LEARNING ENGLISHReasons:For learning English World trade is done in English International organizations use EnglishWe need contact with the developed Western world to build out country The developed world use English in its dealings Why the Chinese language will not d Very few people in the West speak Chinese Chinese is a difficult language to learn .Most businessman don’t have time to learn a new language every time they enter a new international market .SO CHINA’S FUTURE LIES WITH LEARNING ENGLISHUnit 2 English Around the World
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.
4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.
7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires.
Needs Analysis QuestionnaireInterviewer_______________Interviewee_______________Present use: situations and skillsReading (faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions
2. Further applying
To get the students thinking about the topic of the reading passage.
1). Have a student list on the board all the English-speaking countries in the world that they can think of.
2). Give the students hints about the places they haven’t mentioned.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
3. Following up
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn Why
Possible answer:I don’t think so. Here are the reasons:★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and supporting reason the students give can be accepted.)
Why do you think people all over the world want to learn English
Possible answer:The reasons why people all over the world want to learn English:★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
4. Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
Period 2: A sample lesson plan for Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day ”
He said, “Where do you go to school ” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.

Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
II. Discovering useful words and expressions
Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class.S1: What did our teacher tell us / What did our teacher say S2: He told/asked us not to talk in class. / She said not to talk in class.
2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
★ A: _______________________________________
B: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
Period 3: A sample lesson plan for Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text
2). What is a dialect Why does American English have so many dialects
4. Language focus:
believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.
Dialectic wordsfrom Buford’s story Standard English equivalents
heyy’allain’tyeryapupswimmin’jumpin’feelin’‘bout‘noughshoulda seengot outta hello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of
6). Play the tape again and let the students answer the questions in pairs after listening.
7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)
IV. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side
2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
Performance: Ask two pairs to perform their dialogue in class.
Sample version:S1: Excuse me, sir. But I can’t find the drugstore S2: Pardon S1: I said I couldn’t find the chemist’s shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.S1: Thank you very much.S3: What did he say S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.Self-assessment criteria:Did you cooperate well with your partner(s) while practicing Can you ask for directions and give directions clearly Can you express your ideas fluently If not, what’s your main problem Did you go naturally between American English and British English while talking to each other.
V. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
A Sample poster CHINA’S FUTURE LIES WITH LEARNING ENGLISHReasons for learning English:World trade is done in English;International organization (such as the UN) use English;We need contact with the developed Western world to build our country;The developed world uses English in its dealings.Why the Chinese language will not do Very few people in the West speak Chinese;Chinese is a difficult language to learn;Most businessmen do not have time to learn new languages every time they enter a new international market.SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH
2.Writing Assessment
Can you give persuasive reasons for the topic on your poster
Can you verbalize your ideas fluently
Can you put your own English learning experiences into a broader perspective
Can you organize your ideas in a logical way
Have you made a brainstorming map before you set out to design your poster Do you think it helps your writing
What kind of mistakes have you made in your writing What can you do to avoid such mistakes
Further Applying
The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.
Step 2: Students make a list as follows:
My problems Ideas for improvement Why I like English My future with English
Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way.
Step 5: Students write about the topic after class as homework.
Sample version:My experience of learning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.
Part Two: Teaching resources（第二部分：教学资源）
Section 1: Approaches to process writing 程序写作教学法
I. Pre-writing
1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.
2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.
3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)
4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.
5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.
2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).
3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.
4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing
1.Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first Why Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.
2. Self-editing
A good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.
4. The importance of feedback
It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.
5. Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.
6. Potential problems
Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.
Section 2: Background information on English Around the World
I. British English, American English and Chinese
Cars and Driving
British English American English Chinese
car park parking lot 停车场
driving license driver's license 驾照
flyover overpass 天桥
four way crossroads 十字路口
hire car rental car 租用车
motorway freeway(Western U.S.)expressway (Eastern U.S.) 高速公路
petrol gasoline(gas) 汽油
tyre tire 轮胎
windscreen windshield 挡风玻璃
Food
British English American English Chinese
biscuit cookie 饼干
chips French fries 炸土豆片
crisps potato chips 油炸土豆片
jacket potato baked potato 带皮烤的马铃薯
jam jelly 酱
mince hamburger 碎牛肉；牛肉饼
porridge oatmeal 稀饭
pudding dessert 布丁；甜点
sweet dessert 餐后甜点
tin can 罐头
Others
British English American English Chinese
autumn fall 秋天
bill check 清单
bin liner trash bag 垃圾袋
botanic garden botanical garden 植物园
braces suspenders 吊裤带；吊杆
charity non-profit organization 慈善机构
chemist’s pharmacy/drug store 药店
cinema movie theater, theater 电影院
coach bus 长途汽车
DIY do it yourself 自己动手做
dustbin trash can 垃圾箱
engaged (as in telephone) busy （电话）占线
fee (for schooling) tuition 学费
fit (verb) equip, fit out 安装
flat apartment 单元住宅
football soccer 足球
freephone toll-free 免费电话
toll-free dress (noun) 外衣；服装
gents men’s room 男厕
headmaster principal 男厕
hire (hire a car) rent (rent a car) 租借
holiday vacation 假日
ill sick 有病的
in future in the future 未来，将来
in hospital in the hospital 住院
join the train get on the train 上火车
jumper sweater 毛线衫
licence (noun) license 执照
lift elevator 电梯
lorry truck 卡车
maths math 数学
nil zero 零
note bill 纸币
on stream on line 在生产中
post mail 邮件
queue line 长队
railway railroad 铁路
return round trip 返程
rise (noun - in salary) raise 加薪
rubber eraser 橡皮擦
rucksack backpack 背包
shopping trolley shopping car 购物手推车
“sorry” “excuse me”, “pardon me” 对不起
stand (for election) run (for election) 竞选
swear word curse word 咒语
subway underpass 餐巾
subway underpass 地下道；地铁
tea towel dish towel 餐巾
telephone box telephone booth 电话亭
toilet restroom 厕所
torch flashlight 火炬
trainers sneakers 运动鞋
transport (noun) transportation 运输
trousers pants 裤子
trolley cart 手推车
tube subway 地铁
underground subway 地铁
vest undershirt 背心
waistcoat vest 马甲
II. Different English, different spellings
American Englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiled British Englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiled
III.Websites recommended to the students 推荐网站
www.e-l-e. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) www.bg- ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
www.esl. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) www.english- ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
www. ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) www.topics- ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
Going to any of the websites may enable the students to learn more about the differences between American English and British English.
Section 3: Words and expressions from Unit 2 English Around the World
Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.
role: n. 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.
because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate.
native: 1. adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York
come up: 1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.
Other verbal phrases of “come”
come about=to happen in a way that seems impossible to control;
come across= to meet or find something or someone by chance;
come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;
come by=to obtain something that is difficult to find; come up with=to think of an idea;
(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)
present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address c.f. What he said amused all the people present.
such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.
Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.
request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.
recognize: vt. 1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.Unit 2 English around the world
Words and expressions from Unit 2 English Around the World
Period One: Part One :key words for warming up and reading
Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.
1.native: 1.本土的，本地的adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue母语: the language you spoke when you first learned to speak. 3. N本地人. a person who was born in a particular place：Are you a native of New York
actually=in fact::事实上
Enrich:en+adj:----vt:使变得
Base .vt 1.base in 以 为据点、总部：They based their company in Shanghai.
Their company is based in Shanghai. 2.base on ；以 为基础：We should base our opinions on facts. The film is based on a novel by Lu 、Xun.
N.底部，底座；总部，基地；（有形的）:the ~ of the building /cup /company
Basis :基础，根据；（抽象的）：the ~ of his theory on ~ of 以 为基础
latter(两者中的后者): i like the latter book. John and James are brothers.The former is a teacher,and the latter is an engineer.
Late,adj/adv: 迟的，晚的，
Later,adj.后期的，较晚的，adv.后来
Latest,adjl最新的，最近的， lately .adv.最近，近来
Part Two :key phrases.
1.because of =as the result of；= owing to =due to (due to 不能位于句首）
He had to retire ~ ill health. Shegot the job because she was the best candidate.
Thanks to 幸亏，多亏；就怪 Thanks to your help,I passed the exam.
We went the wrong way ,thanks to your bad idea .
2come up: 1. to be mentioned被提出(主语是被提出的内容)：A lot of new questions came up at the meeting. 2. to be about to happen soon快来到：Don’t you have a birthday coming up soon 3. to move near someone or something by walking走过来，走到: Come up to the front of the room so everyone can see e up with:提出（主语是提出者）；He came up with some good ideas at the meeting .
Other verbal phrases of “come”
come about=to happen :发生：Can you tell me how the accident came about
come across= to meet or find something or someone by chance; I came across some old coins in the drawer .
Come out :被出版，发行：His new novel came out last week.
3present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time存在的: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now当今，现在的: What’s your present address c.f. What he said amused all the people present.（所有在场的人）
4,such as: z(例举的事物不是全部，且位于名词前面。 For example:可用于句中，句首，句末，前后用逗号隔开。 That is =namely :例举所有的事物：
He can speak four languages ,such as French ,German. He can speak four languages that is A,B,C ,D.
Period Two and Three:Warming-up and Reading
The Road To Modern English
Part One:Warming-up : 词组：（1）名词前带冠词：go to the concert/fashion show /supermarket /night market /a meeting /a lecture/ （2）名词前不带冠词：Go to school /work /bed /church 简单英式英语与美式英语比较
1用词不同；
British English American English
手机 mobile phone cell phone
笔记本电脑 laptop notebook
秋天 autumn fall
支票 cheque check
裤子 trousers pants
酒吧 pub bar
修理 repair fix
搭配不同：
在街上 in the street on ~
在周末 at the weekend on ~
在拐弯处 at the corner on ~
一楼 the ground floor the first floor
一种 a sort of a kind of
当心 look out watch out
打电话 ring sb up call sb up
Part Two: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims :1.To talk about varieties of English 2.To read about the history of English language Procedures I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.
Questions for the students to answer .
1)What are all the English-speaking countries in the world
2).What are the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming :Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.
Paragraph 3: All languages change when cultures communicate with one another.
Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
1). Do you think it matters what kind of English you learn Why
Possible answer:
I don’t think so. Here are the reasons:
★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.
★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.
Do you think we have to know the differences between AE and BE
(Any persuasive and supporting reason the students give can be accepted.)
3) Why do you think people all over the world want to learn English
Possible answer:
The reasons why people all over the world want to learn English:
★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.
★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating. (All persuasive reasons can be accepted.)
4. Language focus:
1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
3) actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
4) be based on…:
5) make use of: use sth. available
6) Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Some other key language points; (1)present and past participle used as Attribute eg: English spoken in England (=which /that was spoken in England )表示完成和被动：people learning English in China (=who are learning English in China)表示进行和主动：
a number of & the number of:a number of 大量的（其后谓语动词用复数） There are a number of students in the picture. 照片上有很多学生。 the number of ……的数目（其后谓语动词用单数） The number of people has reached 50.人数已经达到了50人。
形容词的比较级形式表示最高级含义：Shakespeare was able to make use of a wider vocabulary than ever before. 一般结构为： any other +单数名词 / any of the other+pl
比较级+than anyone else /anything else (else 不能省)
6. Homework：Use the expressions to make some sentences and then form a paragrphs.
Because of the influence of strong American economics, a number of people prefer to use American English instead of British English. Actually, American English comes from the BritishEnglish. Internet also mainly use American English because America plays an important part in the world.
China is a country with the largest population in the world. At present, many young people choose to learn English.Many of them can speak English fluently and have become fluent English speakers. Now the number of English speakers in China is so large that some Chinese words are used in English such as Toufu, Kongfu.
Period Four :
Part Two : New words for Comprehending
1.role: n.角色 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2.作用 play a leading/major/key role/part in起重要作用 Mandela played a leading role in ending apartheid in South Africa. What part does music play in our life Did you play a part in the fighting He played a key role in the movement .
2.command: 1. vi & vt. =order命令，要求: （跟从句时用虚拟should +do） He commanded his men to attack at once. The teacher ~ed that he should go out of the classroom . The captain's ~ was that all soldiers should start off at five in the morning. 2.掌握，拥有：指挥Dr. Young commands a great deal of respect as a surgeon. Who will ~ the troops
N1.命令，Fire when I give yu the command . All of yu here must obey my commands .2.控制，指挥：he has 12oo men under his command.
The police arrived and took ~ of the situation. For the first time in years,I felt in ~ of my life . Be at one's ~ 由某人支配，听某人的吩咐I am now at your ~ ,what would yu like me to do 3,知识的掌握，运用 get/ have a good command of English（=to get/have a good mastery of English）.
3.request: 1. vt. 正式，礼貌的请求，要求： request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. He ~ed a cell phone from me. All club members are requested to attend the annual meeting. 2. N.正式的请求，要求 a polite demand for something: They have made an urgent request for international aid. He went there at the request of his manager.(应某人的请求) on ~ 一经要求：We will offer our help to them on request .
4.recognize: vt. 1. 认出，Susan came home so thin and weak that her own children hardly recognized her. They ~ed the man without difficulty .2. 认可，承认： British medical qualifications are recognized in Canada. The diplomas in The mainland are not ~ed in Taiwan. 3. be recognized as= to be thought of as 被公认为 : He was ~ed as a big shot in Chinese history .Jules Verne’s novel was recognized as a work of genius.
5.straight ,adj,adv.
(1):adv:立刻，一直：直接地；坦诚地：Come ~ home after school. I was too tired to walk ~. I told him ~ that I didn't like him . Go ~ down this road and then turn left .
Period Five :Grammar (II)
III. Discovering useful structures
Direct and Indirect Speech :Making commands and requests using indirect speech)
1 In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2) Ask another person in your group to tell somebody what you said.
3) The third person will change the request or command from direct into indirect speech.
4) Change role so that each person gets the chance to give commands and turn them into indirect speech.
Commands: told/ordered sb to do ;
Requests:asked sb to do :
补充：表示提议、建议时的用法
：直接英语为“would you like me to post the letter for you ”，间接引语可用He offered to post the letter for me .
直接引语为“Why not ,why don't you what about doing，let's ”间接引语则可用 suggest doing /that sb should do
eg: Let's put the our bags in the shop " He suggested puting /we should put
Period Six: Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text
2). What is a dialect Why does American English have so many dialects
4. Language focus:
1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.
定语从句：
the way (that /in which/不填)+完整的简单句
The way (that/which/不填)+不完整的简单句（一般缺少主、宾、语）
The way(that/in which) he explained the theory to us was too old .
The way (that /which) he introduced to us was too old .
(2) :the same .....as :表示同一类
The same......that 表示同一个
（3）in which=where 表示地点
Period Seven: Approaches to process writing 程序写作教学法
I. Pre-writing
1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.
2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.
3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)
4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.
5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.
2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).
3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.
4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing
1.Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first Why Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.
2. Self-editing
A good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.
4. The importance of feedback
It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.
5. Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.
6. Potential problems
Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.
Next let's write an essay "Why are so many foreigners learning Chinese "
Background information on English Around the World
I. British English, American English and Chinese
Cars and Driving
British English American English Chinese
car park parking lot 停车场
driving license driver's license 驾照
flyover overpass 天桥
four way crossroads 十字路口
hire car rental car 租用车
motorway freeway(Western U.S.)expressway (Eastern U.S.) 高速公路
petrol gasoline(gas) 汽油
tyre tire 轮胎
windscreen windshield 挡风玻璃
Food
British English American English Chinese
biscuit cookie 饼干
chips French fries 炸土豆片
crisps potato chips 油炸土豆片
jacket potato baked potato 带皮烤的马铃薯
jam jelly 酱
mince hamburger 碎牛肉；牛肉饼
porridge oatmeal 稀饭
pudding dessert 布丁；甜点
sweet dessert 餐后甜点
tin can 罐头
Others
British English American English Chinese
autumn fall 秋天
bill check 清单
bin liner trash bag 垃圾袋
botanic garden botanical garden 植物园
braces suspenders 吊裤带；吊杆
charity non-profit organization 慈善机构
chemist’s pharmacy/drug store 药店
cinema movie theater, theater 电影院
coach bus 长途汽车
DIY do it yourself 自己动手做
dustbin trash can 垃圾箱
engaged (as in telephone) busy （电话）占线
fee (for schooling) tuition 学费
fit (verb) equip, fit out 安装
flat apartment 单元住宅
football soccer 足球
freephone toll-free 免费电话
toll-free dress (noun) 外衣；服装
gents men’s room 男厕
headmaster principal 男厕
hire (hire a car) rent (rent a car) 租借
holiday vacation 假日
ill sick 有病的
in future in the future 未来，将来
in hospital in the hospital 住院
join the train get on the train 上火车
jumper sweater 毛线衫
licence (noun) license 执照
lift elevator 电梯
lorry truck 卡车
maths math 数学
nil zero 零
note bill 纸币
on stream on line 在生产中
post mail 邮件
queue line 长队
railway railroad 铁路
return round trip 返程
rise (noun - in salary) raise 加薪
rubber eraser 橡皮擦
rucksack backpack 背包
shopping trolley shopping car 购物手推车
“sorry” “excuse me”, “pardon me” 对不起
stand (for election) run (for election) 竞选
swear word curse word 咒语
subway underpass 餐巾
subway underpass 地下道；地铁
tea towel dish towel 餐巾
telephone box telephone booth 电话亭
toilet restroom 厕所
torch flashlight 火炬
trainers sneakers 运动鞋
transport (noun) transportation 运输
trousers pants 裤子
trolley cart 手推车
tube subway 地铁
underground subway 地铁
vest undershirt 背心
waistcoat vest 马甲
II. Different English, different spellings
American Englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiled British Englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiledUnit 2 English Around the World
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.
4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.
7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires.
Needs Analysis QuestionnaireInterviewer_______________Interviewee_______________Present use: situations and skillsReading (faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions
2. Further applying
To get the students thinking about the topic of the reading passage.
1). Have a student list on the board all the English-speaking countries in the world that they can think of.
2). Give the students hints about the places they haven’t mentioned.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
3. Following up
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn Why
Possible answer:I don’t think so. Here are the reasons:★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and supporting reason the students give can be accepted.)
Why do you think people all over the world want to learn English
Possible answer:The reasons why people all over the world want to learn English:★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
4. Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
Period 2: A sample lesson plan for Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day ”
He said, “Where do you go to school ” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.

Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
II. Discovering useful words and expressions
Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class.S1: What did our teacher tell us / What did our teacher say S2: He told/asked us not to talk in class. / She said not to talk in class.
2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
★ A: _______________________________________
B: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
Period 3: A sample lesson plan for Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text
2). What is a dialect Why does American English have so many dialects
4. Language focus:
believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.
Dialectic wordsfrom Buford’s story Standard English equivalents
heyy’allain’tyeryapupswimmin’jumpin’feelin’‘bout‘noughshoulda seengot outta hello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of
6). Play the tape again and let the students answer the questions in pairs after listening.
7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)
IV. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side
2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
Performance: Ask two pairs to perform their dialogue in class.
Sample version:S1: Excuse me, sir. But I can’t find the drugstore S2: Pardon S1: I said I couldn’t find the chemist’s shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.S1: Thank you very much.S3: What did he say S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.Self-assessment criteria:Did you cooperate well with your partner(s) while practicing Can you ask for directions and give directions clearly Can you express your ideas fluently If not, what’s your main problem Did you go naturally between American English and British English while talking to each other.
V. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
A Sample poster CHINA’S FUTURE LIES WITH LEARNING ENGLISHReasons for learning English:World trade is done in English;International organization (such as the UN) use English;We need contact with the developed Western world to build our country;The developed world uses English in its dealings.Why the Chinese language will not do Very few people in the West speak Chinese;Chinese is a difficult language to learn;Most businessmen do not have time to learn new languages every time they enter a new international market.SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH
2.Writing Assessment
Can you give persuasive reasons for the topic on your poster
Can you verbalize your ideas fluently
Can you put your own English learning experiences into a broader perspective
Can you organize your ideas in a logical way
Have you made a brainstorming map before you set out to design your poster Do you think it helps your writing
What kind of mistakes have you made in your writing What can you do to avoid such mistakes
Further Applying
The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.
Step 2: Students make a list as follows:
My problems Ideas for improvement Why I like English My future with English
Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way.
Step 5: Students write about the topic after class as homework.
Sample version:My experience of learning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.
Part Two: Teaching resources（第二部分：教学资源）
Section 1: Approaches to process writing 程序写作教学法
I. Pre-writing
1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.
2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.
3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)
4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.
5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.
2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).
3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.
4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing
1.Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first Why Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.
2. Self-editing
A good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.
4. The importance of feedback
It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.
5. Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.
6. Potential problems
Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.
Section 2: Background information on English Around the World
I. British English, American English and Chinese
Cars and Driving
British English American English Chinese
car park parking lot 停车场
driving license driver's license 驾照
flyover overpass 天桥
four way crossroads 十字路口
hire car rental car 租用车
motorway freeway(Western U.S.)expressway (Eastern U.S.) 高速公路
petrol gasoline(gas) 汽油
tyre tire 轮胎
windscreen windshield 挡风玻璃
Food
British English American English Chinese
biscuit cookie 饼干
chips French fries 炸土豆片
crisps potato chips 油炸土豆片
jacket potato baked potato 带皮烤的马铃薯
jam jelly 酱
mince hamburger 碎牛肉；牛肉饼
porridge oatmeal 稀饭
pudding dessert 布丁；甜点
sweet dessert 餐后甜点
tin can 罐头
Others
British English American English Chinese
autumn fall 秋天
bill check 清单
bin liner trash bag 垃圾袋
botanic garden botanical garden 植物园
braces suspenders 吊裤带；吊杆
charity non-profit organization 慈善机构
chemist’s pharmacy/drug store 药店
cinema movie theater, theater 电影院
coach bus 长途汽车
DIY do it yourself 自己动手做
dustbin trash can 垃圾箱
engaged (as in telephone) busy （电话）占线
fee (for schooling) tuition 学费
fit (verb) equip, fit out 安装
flat apartment 单元住宅
football soccer 足球
freephone toll-free 免费电话
toll-free dress (noun) 外衣；服装
gents men’s room 男厕
headmaster principal 男厕
hire (hire a car) rent (rent a car) 租借
holiday vacation 假日
ill sick 有病的
in future in the future 未来，将来
in hospital in the hospital 住院
join the train get on the train 上火车
jumper sweater 毛线衫
licence (noun) license 执照
lift elevator 电梯
lorry truck 卡车
maths math 数学
nil zero 零
note bill 纸币
on stream on line 在生产中
post mail 邮件
queue line 长队
railway railroad 铁路
return round trip 返程
rise (noun - in salary) raise 加薪
rubber eraser 橡皮擦
rucksack backpack 背包
shopping trolley shopping car 购物手推车
“sorry” “excuse me”, “pardon me” 对不起
stand (for election) run (for election) 竞选
swear word curse word 咒语
subway underpass 餐巾
subway underpass 地下道；地铁
tea towel dish towel 餐巾
telephone box telephone booth 电话亭
toilet restroom 厕所
torch flashlight 火炬
trainers sneakers 运动鞋
transport (noun) transportation 运输
trousers pants 裤子
trolley cart 手推车
tube subway 地铁
underground subway 地铁
vest undershirt 背心
waistcoat vest 马甲
II. Different English, different spellings
American Englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiled British Englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiled
Section 3: Words and expressions from Unit 2 English Around the World
Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.
role: n. 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.
because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate.
native: 1. adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York
come up: 1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.
Other verbal phrases of “come”
come about=to happen in a way that seems impossible to control;
come across= to meet or find something or someone by chance;
come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;
come by=to obtain something that is difficult to find; come up with=to think of an idea;
(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)
present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address c.f. What he said amused all the people present.
such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.
Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.
request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.
recognize: vt. 1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.Unit 2 English around the world
Background information on English Around the World
I. British English, American English and Chinese
Cars and Driving
British English American English Chinese
car park parking lot 停车场
driving license driver's license 驾照
flyover overpass 天桥
four way crossroads 十字路口
hire car rental car 租用车
motorway freeway(Western U.S.)expressway (Eastern U.S.) 高速公路
petrol gasoline(gas) 汽油
tyre tire 轮胎
windscreen windshield 挡风玻璃
Food
British English American English Chinese
biscuit cookie 饼干
chips French fries 炸土豆片
crisps potato chips 油炸土豆片
jacket potato baked potato 带皮烤的马铃薯
jam jelly 酱
mince hamburger 碎牛肉；牛肉饼
porridge oatmeal 稀饭
pudding dessert 布丁；甜点
sweet dessert 餐后甜点
tin can 罐头
Others
British English American English Chinese
autumn fall 秋天
bill check 清单
bin liner trash bag 垃圾袋
botanic garden botanical garden 植物园
braces suspenders 吊裤带；吊杆
charity non-profit organization 慈善机构
chemist’s pharmacy/drug store 药店
cinema movie theater, theater 电影院
coach bus 长途汽车
DIY do it yourself 自己动手做
dustbin trash can 垃圾箱
engaged (as in telephone) busy （电话）占线
fee (for schooling) tuition 学费
fit (verb) equip, fit out 安装
flat apartment 单元住宅
football soccer 足球
freephone toll-free 免费电话
toll-free dress (noun) 外衣；服装
gents men’s room 男厕
headmaster principal 男厕
hire (hire a car) rent (rent a car) 租借
holiday vacation 假日
ill sick 有病的
in future in the future 未来，将来
in hospital in the hospital 住院
join the train get on the train 上火车
jumper sweater 毛线衫
licence (noun) license 执照
lift elevator 电梯
lorry truck 卡车
maths math 数学
nil zero 零
note bill 纸币
on stream on line 在生产中
post mail 邮件
queue line 长队
railway railroad 铁路
return round trip 返程
rise (noun - in salary) raise 加薪
rubber eraser 橡皮擦
rucksack backpack 背包
shopping trolley shopping car 购物手推车
“sorry” “excuse me”, “pardon me” 对不起
stand (for election) run (for election) 竞选
swear word curse word 咒语
subway underpass 餐巾
subway underpass 地下道；地铁
tea towel dish towel 餐巾
telephone box telephone booth 电话亭
toilet restroom 厕所
torch flashlight 火炬
trainers sneakers 运动鞋
transport (noun) transportation 运输
trousers pants 裤子
trolley cart 手推车
tube subway 地铁
underground subway 地铁
vest undershirt 背心
waistcoat vest 马甲
II. Different English, different spellings
American Englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiled British Englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiled
Words and expressions
Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.
role: n. 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.
because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate.
native: 1. adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York
come up: 1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.
Other verbal phrases of “come”
come about=to happen in a way that seems impossible to control;
come across= to meet or find something or someone by chance;
come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;
come by=to obtain something that is difficult to find; come up with=to think of an idea;
(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)
present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address c.f. What he said amused all the people present.
such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.
Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.
request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.
recognize: vt. 1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.
Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day ”
He said, “Where do you go to school ” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.

Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
HYPERLINK "http://image./i ct=503316480&z=60025751&tn=baiduimagedetail&word=学英语&in=8" \t "_blank"
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
　1．在某些方面___________________________________
　　答案：in some ways
　　2．或者……或者___________________________________
　　答案：either…or
　　3．起重要作用___________________________________
　　答案：play an important part / role
　　4．走近；达到___________________________________
　　答案：come up to
　　5．以……为基础___________________________________
　　答案：be based on / base…on…
　　6．接近于___________________________________
　　答案：be close to
　　7．在17世纪___________________________________
　　答案：in the 1600's / in the 1600s…
　　8．利用___________________________________
　　答案：make use of
　　9．信不信由你___________________________________
　　答案：believe it or not
　　10．玩得快乐___________________________________
　　答案：have fun
　　11．请求___________________________________
　　答案：make a request
　　12．经过时间___________________________________
　　答案：over time
　　13．即使___________________________________
　　答案：even if / even though
　　14．……的数量___________________________________
　　答案：the number of…
　　15．解决问题___________________________________
　　答案：solve the problem
　　16．另一门语言___________________________________
　　答案：a second language
　　17．带去___________________________________
　　答案：take…withUnit 2 English around the world
Warming up and listening
1.Questions:
Now, How many languages do you speak Which is your native language
If we speak more than one language (foreign language), in which situations
do we use the language
2.In what situations is English used
A.__________________________________ B.________________________________________
C.______________________________________ D.________________________________________
3.Do you know the countries where people speak English
________________________________________________________________
4.Why are there so many countries speaking English as their first or second language
Do you think the Englishes spoken all around the world are all the same
5.. What are the two main groups of English ___________________________________
Do you know any difference between B.E and A.E Match the words that
have the same meaning.
center grey
flat centre
color apartment
lift elevator
gray honour
honor colour
6. Listen to the passage and put these sentences in the right sequence.
_______ Lester climbed a tree
_______ Buford, Billy and Lester went swimming
_______ Lester thought the catfish would eat him.
_______Before and Billy Bob laughed.
_______ Lester saw a catfish
_______ Now Lester is too afraid to visit the place.
7. Listen to the passage again and answer the following questions.
1. What does Buford think of Texas
___________________________________________________________________
2. How large was the catfish
___________________________________________________________________
3. Why did Lester get out of the water so quickly
____________________________________________________________________
4. Why did Buford and Big Billy Bob laugh
____________________________________________________________________
Homework
1.Oral work: Why do so many people speak English
2.Preview the reading
答案：
2.In what situations is English used
in an international talk/meeting
in schools
on the air (on TV, on the radio…)
When we sing English songs.
When we listen to English.
3.Do you know the countries where people speak English
Britain(UK) America (USA) Canada Australia New Zealand South Africa
4.Why are there so many countries speaking English as their first or second language
Do you think the Englishes spoken all around the world are all the same
5.. What are the two main groups of English B.E (BBC)and A.E(VOA)
Do you know the difference between B.E and A.E
Eg. Do you have any plan this fall == What Do you mean this autumn
6.Match the words that have the same meaning.
Center grey
flat centre
color apartment
lift elevator
gray honour
honor colour
7.Listen to a dialogue and answer the following questions.
1, Where did the dialogue take place
2, Where was the man from
3, How did he travel
4, What was he looking for
5, Did he find what he wanted
6, What happened to him Why Extensive Reading
Step I Greeting and revision
Check the students’ homework by asking some of the students to retell the text.
T: Good morning/ afternoon, boys and girls. who can retell the text
S: Let me have a try. At first, only people in England spoke English, Later, People from England moved to other parts, So English began to be spoken in many countries. Today, more people speak English as their first, second or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world Englishes.
Task Listen and find the British and American words which are different but have the same meaning. Work in pairs.
T: Turn to page12, Part 5. Listen to the dialogues one by one. Then tell your partner which words are different but have the same meaning. Let’s listen to the first one.
After listening, the students give their answers: sweet-candy, lorry-truck, autumn-fall.
Step II Pre-reading
Task Introduce their dictionaries.
T: If we meet a new word, we will turn to our dictionaries. Who would like to introduce your dictionary to us
S1: My dictionary is the Oxford English Dictionary. It can help me find new words, phrases, examples and so on.
S2: This is my dictionary. With its help, I can tell the difference between similar words. What’s more, pictures in it make it easy for me to understand and master new words.
Step III Reading.
Task 1 Listen and answer questions.
T: The Oxford English dictionary is the largest dictionary. Who is the editor How many years did it take to complete the dictionary Now please listen to the tape and answer questions.
Students listen to the tape carefully and answer questions.
T: Who is the editor
S: James Murray and some others.
T: Excellent: Next question
Ss: Forty-four years.
Task2 Read the passage and fill in the table. Work in pairs.
T: Please turn to page 52. Read the table first.
Make sure the students know what they are expected to do.
T: When you fill in “ Its difficulties” and “ Qualities needed”. Please discuss with your partner.
Students read the passage and fill in the table.
Discussion
S1: It’s the biggest dictionary, so it is very difficult to complete.
S2: And there was no computer at that time, so he had to write with pen and paper…
T: OK. I’ll ask some groups to report their opinions.
Students show their answers.
Country Scotland
Education Village school, then taught himself.
Job Work in a bank, teacher.
Most important task Its difficulties: the biggest dictionary, work in a place where it is too hot or to cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.
Who worked on it Murray, his two daughters and other editors.
Date of completion 1928
Other information Ideas for this dictionary from a meeting in Britain in 1857. Began to do it in 1895.Hoped to finish it in ten years.
StepIV Reading and talking (P13)
Task 1 Read and answer questions.
Write “ dialect” on the blackboard.
T: Please explain it in English.
Ss: dialect means a form of a language that people speak in a particular part of a country.
T: You are quite right. There are many dialects in American English. Do you know why Please turn to page 13 and find the answer in the text.
One minute later.
T: Who would tell me why
S3: Let me try. That is because people come from all over the world. And geography plays a part in making dialects.
Task 2 New words.
T: Very good. Now, look at the screen and try to guess the meaning of these words and put them in the right places in the map.
Bb: southeast, northeast, southwest, northwest, south, west, east
north
Ask one student to fill in the map. Show more words on the screen.
T: What’s the difference between these two groups
Bb: southeastern, northeastern, southwestern, northwestern, southern ,eastern, northern
Students watch and look up their dictionaries.
Ss: The first group is noun. The second is adjective.
T: Please try to memory these words.
Task 3 Games. Work in groups of 4.
Teacher plays the recorder. Students listen and recognize different dialects in China.
T: Which dialect is it
Ss: Dongbei…
T: Who will tell an interesting story that shows great difference between dialects in China
Students tell their partner an interesting story.
Discussion: “Why do we learn Putonghua ”
T: Please discuss with your partner “why do we learn Putonghua ”
Ss: Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem.
Step V Homework
Preview Listening on page 14. Describe the picture and the three boys and answer first four questions.Unit 2 English around the world
The First Period
Students’ level: Senoir 1
Teaching materials: Warming up and reading
Teaching aims:
To train students’ reading skill.
To help students get to know about English development
To help students better understand “learning English”
To help students understand and use some important words and expressions
Words: native actually fluent
Expressions: more than be different from because of come up
communicate with be based on at present
make use of such as the munber of
Structures: …over time
.the latter…..
Teaching important knots:
The understanding and comprehension of the passage.
Teaching difficulties；
（1）How to get to master the useful words and expressions.
（ 2）How to improve students’ ability to read an article.
Teaching aids:
cassette recorder，some pieces of slide
Teaching procedures:
Ⅰ Preparation for the class
Step 1 Greetings
T：Good morning，boys and girls!
S：Good morning，teacher!
Step 2 lead in
T: Good morning, class. We have been learning English for several years. Do you think English is the most diffcult among the subjects
Ss: Yes/ No
T: We know, English is very important in the world. It is widely used and spoken in the world. We are all learning English now because English is so popular in the world. But do you know why it is so How many reasons could you giving for the spread of English around the world
Ss: Because It is…
English is one of the official languages of the Olympic Games and the United Nations.English dominates international websites and provides nearly all of the new computer terminology.Tourism and trade from Western Europe and North America has contributed to the spread of English.Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
T: Since English is widely used in the world,many countries learn English. We call it “English around the world”. So today we’re going to learn :unit2. Please turn to page 9
Ⅱ Warming up.
T: Now I will ask you one qestion:What is our monther tongue
Ss: Chinese
T: Very good. Besides Chinese , what language are we learning
Ss: English.
T:Yes..English is spoken as foreign language in China. But do you know how many English-speaking countries there are in the world Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdomthe United States of AmericaCanadaAustralia South AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.
T: There are many counties that speak English as as their native language, Is the English they speak the same
Ss: Yes / no
T: Though we speak English, but there are some differences. There are a dialogue which can show the difference between the American English and british English.
T：（a slide：Nancy：Oh，there you are.Now then，did you have a good flight？
Joe：Sure，we flew all the way direct from Seattle to London.
Nancy：You must be very tired.Did you sleep at all on the plane？
Joe：No，not really.I’m very tired.Could I use your bathroom？
Nancy：Why，of course.You don’t need to ask，just make yourself at home.Let me give you a clean towel.
Joe：A towel？
Nancy：Yes.Here you are.The bathroom is upstairs.It’s the second door on the left.
（After a while）
Nancy：Have you found it？
Joe：Well，eh，yes，I mean no.I mean，I found the bathroom，but I didn’t find what I was looking for!）
Here is a short dialogue.Read it and discuss with your partner：What is it that Joe can’t find in the bathroom？Why can’t he find it？
Sb：It is the toilet.
T：And why？
Sc：Perhaps when Joe says “bathroom”，he means a place，where there is a toilet.But in Nancy’s eyes，it is a place where people can only have a bath.
T：You are right.Do you know why there’s a misunderstanding between them？
Sd：Because they speak different kinds of English.
T：Great.There’s more than one kind of English in the world.In some important ways they’re different.They’re called world English.Can you guess what they include？
Se：Canadian，British，American，Australian and Indian English.
T：Right.So you know even two native speakers of English may still not speak the same kind of English.Look at another examples:
Eg: -What do you want to do after class
-Let’s go to the pictures.
-Ok. But how shall we go to the movies
-why not go by underground
-Er, But the subway station is far away
T: From the dialogue, we can see the difference between the American English and British English. Such as Pronunciation, Spelling, Meaning, Usage
Am.English： lift. in a team；eraser；petrol; autumn; theatre; realise
British English : elevator；on a team；rubber；gas; fall; theater; realize
Ⅲ. Reading
T：Just now，we’ve known that there’re many differences among English, so there are many kinds of English in the world.Then why are there so many kinds？
Ss：We don’t know.
T：Anyway，we’ll find out the cause today.Now read the title of the passage “the road to modern English”.What do you think it will tell us？
Sf：I guess it will tell us the development of English.
Step 1 ,Fast reading
T：Now let’s find out whether your answer is right.So please read the passage fast in silence and find out the main idea of each paragraph.
Suggested answer：
Para.1：Brief introduction of the change in English.
Para.2：An example of different kinds of English.
Para.3：The development of English.
Para.4：English spoken in some other countries.
Step 2. careful reading
Activity 1
T：You’ve mastered the structure of the passage.Now please read para.1 and 2 loud in detail.
T：（several minutes later） Have you finished？Here’re some statements of which some are right while some not.Read them and then tell whether they are true or false.If false，please find out the mistake and correct it.
（slides：1.Most of the English speakers in the 16th century lived in England.
2.More and more people use English as their first or 2nd language.
3.The US has the largest number of English speakers.
4.Native English speakers can understand everything because they speak the same kind of English.）
Sg：The first one is true.
Sh：The second one is true.
Si：The third one is false.China has the largest number of English speakers.
Sj：The fourth one is false.Native English speakers may not be able to understand everything because they do not speak the same kind of English
Activity.2
T：You did a very good job.Now please read the passage again..And then fill in the form on the screen.
The Road To Modern English
The cause： Cultures communicate with one another
Time Things that happened
During the 5th centuryAD Based on German
Between about AD800 and 1150 English was influenced by Danish and French invades
In the 1600’s Shakespeare broadened the vocabulary.A big change in English，giving its own identity→why？→caused by “American Dictionary of the English language” written by Noah Webster
1620 British settlers moved to America in the “Mayflower”
From the 18th century British colonized Australia.
1765-1497 English spoken in India
By 19th century Dictionaries standardized the spelling of English
T：We know culture communication brings about changes in English.Can you think of any effect that Chinese has on English？
Sk：In English there are some Chinese words such as gongfu，long time no see，...
T：Great!With more closely communication of culture，English is changing more frequently.
T：As we all know，English is spoken as the native language mostly in western countries.Then what about English in some other parts of the world？After reading the last paragraph，would you please say something about the present situation of English in your own words？
Sl：It is also spoken as a foreign or 2nd language in many other countries.For example，in India，it is used for government and education.In some African and Asian countries，it is also spoken，such as in South Africa，Singapore and Malaysia.While in China，the number of English speakers is increasing fast.
T：Quite good.
Ⅳ. Langeage points
1.more than
more than-----n/.--------不只是， 不仅仅是
more than-----mnu.------多余， 大于， 超过
more than-----adj/participal------非常， 十分
more than------v-----不止做
more ….. than……与其说……不如说……
no more than------仅仅， 不过， 只是
not more than-----至多， 不超过
Eg：There are more than 70 students in our class
I am more than happy to take you there in my car.
He is more a poet than a professor.
What you should do is more than mastering the new words
More tha one worker has been fired.
2.be different from….in
be the same as
Eg: My opinoins are different from yours.
City life is very different from country life.
Our house is different from your house in several ways.
3. voyage: 只远距离的水上或空中旅行
trip：通常指近距离的旅行或远足
journey；指远距离的陆地旅行
tour：指观光， 考察等环游旅行
travel：指一切旅行， 尤指旅行的概念。
　　Ｅg: The voyage from America to France took me two months.
How did you enjoy your travels in Europe
I go to work by train, and the trip or journey takes half an hour.
He made a tour around the world.
4.because; conj.----clause
because of: prep-phr----n/n-phr
Eg: We were late because it rained.
She didn’t come the party because of what you said.
You have to say sorry to her because you broke tha glass.
He is absent today because of his illness.
5. native; n/adj 本国的， 本土的
Be native to 产于……..
本地人， 本国人
Eg: It is easy to see that he is a native Englishman.
Are you a native here, or just a visitor
Banana is native to Taiwang
6.come up：走进， 发芽， 提出
Eg：He came up to me and said hello to me.
When spring comes, the grass come up.
The problem came up at the meeting yesterday.
come about 产生， 发生
come across 偶然相遇
come at 攻击， 向……扑来
come from 来自于
come out 出版， 开花， 结果
7.So why has English changed over time
Over time……..as time goes by/ throughout a period/ during
Eg: Over the years he has become more patient.
We discussed the matter over tea and cakes.
What did you do over the weekend
8.actually: adv-----in fact / as a matter of fact
Eg: He looks unpleasant, but actually he is very kind.
He didn’t actually steal the money.
I said it was Tuesday, but in fact it was Monday.
9. communicate with : 和…….交流
Communicate sth. to sth. 把……传达…..
Eg：It’s necessary that young and old people should communicate more with each other.
The coach is never good at communicating with his players.
Could you communicate the news to other students in the class
10. base sth. On sth.
be based on 建在……基础上， 以…….为根据
Eg: He based his hopes on the good news we had ysterday.
This novel is based on fact.
11. at present
Eg：I am quite at leisure at present if you want me to help you.
I have no enough material in hand at present.
At no time has the country been more prosperous than at present.
for the present 暂时， 暂且。
up to the present 直到现在
be present at 出席， 在场
12. make use of 利用
be out of use 作废
in use 正在用
go out of use 停止使用
bring sth into use 开始使用某事物
come into use
Eg: You should make good use of time to study hard.
She makes use of people she meets as raw materials for her fiction.
13. latter. 后来， 后者
The latter half of the year
In the latter part of her life
the former…….the latter……
Eg: If I offered you more mony or a car, which would you choose, the former or the latter
14. a number of----ns----v 许多， 大量
The number of---ns---vs ……的数量
Eg：A number of teachers are present at the meeting, the numbe rof them is 3000
Noadays, a large number of women, especially those from countryside, work in the clothing industry.
The nuumber of the citizens in ths city is over 2 million.
15. sucu as/ for example/ namely/ That is
such as : 表示不完全的列举， 可和and so on 连用
for example: 举例来说明， 证明或对前一句进行解释和说明。
namely: 完全的列举
Eg：You should take part in more activities, such as playing basketball, going swimming and so on.
He can speak four kinds of languages, namely Chinese, English, French and Japanese.
There are many kinds of polution, for example, noiseis a kind of polution.
Ⅴ. Summary and homework
T：Today we’ve learned an article on “the road to modern English”.After class，you should read it again and again to get the idea of the text further.Do the exercises of comprehending and try to tell your partner something about English in our own words.That’s all for today.Class is over.
The Second Period
Teaching materials: unit2 learning about langeage
Teaching aims:
Do some exercises to master words and phrases.
Learn to use these words and phrases in daily life.
Train students perseverance and patience by remembering new words and phrases.
Teaching importants:
Explanation of words and phrases and practise using them.
Teaching different points:
How to let student master them well.
Teaching aids:
slides
Teaching time: 45 munitues
Teaching pocedures；
Step 1 Greetings and revision
Greet the whole class as usual.
T：Yesterday we learnt a passage and I asked you to finish the comprehending exercises.Who can tell me the answer？
S：A，D，C，D，B
T：Great!Now who can retell the content of the passage to us？
S：Let me try.English is used more and more today.The number of the people speaking it is increasing rapidly.China has the biggest number of English speakers.However，even two native speakers do not speak the same English because there are many kinds of English.That is caused by communication of culture.So actually even they can not understand everything they say.Besides being spoken as the native tongue，English is also used as a foreign or 2nd language in many other countries.In a word，it is more and more important.
Step 2 Learning about language
Activity1 practice
T：You did such a good job.You have mastered the text quite well.This period we will try to master the useful words and expressions in the first period.First let’s do exercise 1 in the part of learning about language.Please read the word or phrase and then match it with the right meaning.
（Suggested answer：C D E F A B J G I H）
Activity 2
T：Keep these words in mind.And then choose some of them to fill in the blanks in exercise 2.
（suggested answer：fluently，native，vocabulary，apartment，elevator）
T：Now we’ll turn to a difficult one.You should fill in the blanks using the phrases.
Explain the meaning of the phrases.
Lead Ss to do the exercise of no.3
（Suggested answer：come up At present Because of such as make use of）
Activity 3
The difference between American English and British English
T：Well done!As we all know，there’re some differences between British English and American English.Can you give me some examples？
S：（Ss can present their report on their research yesterday）
Suggested examples about differences between Am.English and Br.English in spelling
American English British English
neighborhoodlaborcolorhonorablehumorfavoritetheaterkilometermetersombercentertravelinglabelingcancelingcontroledlicenseoffensepracticedefenseorganization neighbourhoodlabourcolourhonourablehumourfavouritetheatrekilometremetresombrecentretravellinglabellingcancellingcontrolledlicenceoffencepractisedefenceorganisation
T：Sometimes，they even use different prepositions.Let’s move to exercise 4.
（Suggested answers：In Am.English：on；on；after；on；than；on；In Br.English：in；at；past；in；from; in）
T：Excellent.Just now you said that British and American English use different words to express the same meaning.Let’s move to exercise 5 and find out the different words that mean the same.
S：sweets and candy；lorry and truck；autumn and fall
T：So nice!Now please practise reading them in pairs，paying attention to the sentence stress and intonation.
（Practice reading for a few minutes.）
Step 3 Summary and homework
Summary:
T: Today we revised some words and phrases. The most important is that we should put them into sentences and how to use them correctly.
Nomework:
Preview “structure:
The Third Period
Students’ level: Senoir 1
Teaching materials: structure
Teaching aims:
To learn and master the sentence patterns which express an order and a request
To use these patterns to communicate with others.
To help students master the points in this period.
Teaching importants knots:
Point out the features of an order—which uses the imperative，namely “tell/order sb. to do sth.” and a request—which uses a question form or an imperative，very polite，namely “ask sb. to do sth.”
Teaching knots:
How to change orders and requests into reported orders and requests.
Teaching aids:
slides
Teaching procedures:
Step 1 Greetings and revision
Greet the whole class as usual.
Review the useful words and expressions by letting students make up sentences using these words and expressions.
Step 2 Grammar
T：In the last unit，we have learnt something about the direct speech and indirect speech.We know while we change direct speech into indirect speech，we should change many things such as the tense，some adverbials and some verbs.
Activity 1
Now let’s first do some exercises.
Turn the following into Indirect Speech
1.“I broke your CD player，” he said to me.
2.“Are you sure you didn’t do anything to this？” he asked me.
3.“A friend in need is a friend indeed，” Mother said to me.
4.Tom said，“I bought a book for my brother yesterday.”
5.He said，“I shall meet her at my office.”
6.The teacher said，“I must go now.”
7.He said，“I can do homework myself now.”
8.He said，“The house was built in 1965.”
9.“Why was Jenny late for school？” Mr Baker wanted to know.
10.They said，“will you visit the museum tomorrow？”Turn the following into Direct Speech.
11.I said that I would try my best.
12.He wondered （asked） how long it took to do the work.
13.Bob asked John whether he had seen his wallet.
14.His aunt said that she had got there five days before.
15.I asked Tom why he had not told her the truth.
Suggested answers：
1.He told me that he had broken my CD player.
2.He asked me if I was sure I hadn’t done anything to that.
3.Mother told me that a friend in need is a friend indeed.
4.Tom said that he had bought a book for his brother the day before.
5.He said that he would meet her at his office.
6.The teacher said he had to go/must go then.
7.He said that he could do homework himself then.
8.He said that the house was built in 1965.
9.Mr Baker wanted to know why Jenny had been late for school.
10.They asked if we would visit the museum the next day.
11.I said，“I’ll try my best.”
12.He asked，“How long does it take to do the work？”
13.Bob asked John，“Have you seen my wallet？”
14.His aunt said，“I got here five days ago.”
15.“Why didn’t you tell her the truth？” I asked Tom.
Activity 2
T：You did a very good job.Today，we’ll go on to study indirect and direct speech.But firstly，we should learn to tell requests from commands.In English，giving commands is less polite than making a request.So most of time，commands are made by those people who are bosses，teachers，leaders，officers，or some other one who has authority.Now would you please tell which of them are commands？
（show them a slide）
1.Close the door!
2.Would you please help me carry the case？
3.Get me something to drink.
4.Could you lend me 100 yuan？
5.Please turn off the lights.
6.Don’t smoke here.
7.Will you clean the blackboard？
8.Clean the table please.
S：1，3，6 are commands，and others are requests.
T：That’s right.So we can draw a conclusion：
Sentence pattern for commands：Do.../Do not do...
Sentence pattern for requests：Do...please./Can you do...？/Could you do...？/Will you do...？/Would you do...？
Then if we want to change them into indirect speech，we should do like this：
Commands：sb. told/ordered sb. （not） to do sth.
Requests：sb. asked sb. else （not） to do sth.
Activity 3
According to these rules，let’s do some practice.
1.Change these sentences into Indirect Speech.
He said to me，“Don’t smoke in this room.”
He said to me，“Please don’t smoke in this room.”
He said to me，“Could you please help me with my work？”
Suggested answers：
He told me not to smoke in that room.
He asked me not to smoke in that room.
He asked me to help him with his work.
2.Change the following sentences into Direct Speech.
The landlady asked him to put his coat in the closet.
The young father told his children not to move.
Mother told me to lock the door after midnight.
Suggested answers：
“Put your coat in the closet please，” the landlady said to him.
The young father said to his children，“Don’t move.”
Mother said，“Lock the door after midnight.”
3.（the teacher show the screen）
Don’ts Dos
Come into/lab/without...Touch/anything/labSmokePut/anything/basinTalk/so loudlyLeave/books/lab Watch/teacher/carefullyDip/finger/mixtureSuck fingerWrite/answer/blackboardTidy/lab/experimentPut/everything/cupboards
T：Look at the screen.Let’s practise commands and requests in pairs.You may notice on the left，under the word “Don’ts”，there are three orders，under them there are three orders，under them there are three requests.On the right，under the word “Dos”，there are three orders，under them there are there requests.First we are going to practise the commands.I can give you an example.Look at the six orders.In Direct Speech，I can say “Watch the teacher carefully.Don’t come into the lab without a teacher.” In reported order.I can say “She told us to watch the teacher carefully.She told us not to come into the lab without a teacher.” After you practise the orders，you may practise the requests.Are you clear？Now let’s begin.（give students several minutes to practise them，then teacher may check）
Suggested answers：
Direct Speech：
1.Don’t come into the lab without a teacher.
2.Don’t touch anything in the lab.
3.Don’t smoke.
4.Watch the teacher carefully.
5.Dip your fingers into the mixture.
6.Suck your fingers.
7.Will you please not put anything in the basin？
8.Don’t talk too loudly，please.
9.Don’t leave the books in the lab，please.
10.Write your answers on the blackboard，please.
11.Could you please tidy the lab after the experiment？
12.Put everything in the cupboards please.
Indirect Speech：
1.He told us not to come into the lab without a teacher.
2.He told us not to touch anything in the lab.
3.He told us not to smoke.
4.He told us to watch the teacher carefully.
5.He told us to dip our fingers into the mixture.
6.He told us to suck our fingers.
7.He asked us not to put anything in the basin.
8.He asked us not to talk so loudly.
9.He asked us not to leave the books in the lab.
10.He asked us to write our answers on the blackboard.
11.He asked us to tidy the lab after the experiment.
12.He told us to put everything in the cupboards.
Activity 4
4.Now let’s use these patterns to make up some dialogues.Please turn to the exercise on P13.
Suggested dialogues：
（1）A：Excuse me，could you please close the door？It’s so windy.
B：Of course.
（2）A：Excuse me，please make some room for me.I have to get off the train now.
B：Sure.
（3）A：Look out!A bear is approaching you!
B：Help!I’m so scared!
A：Don’t move!Keep calm.A bear won’t attack someone who is not to offend it.
Step 3 Summary
T：Today we have learnt some patterns which express commands or requests.And we have dealt with the reversal of the sentence patterns.After reading the passage，we have known that American English has different dialects.Though there is no standard English，we should learn to pronounce the English words correctly.
Step 4 Homework
T：Today’s homework is to recite words and phrases and make a dialogue using sentence patterns of expressing commands and requests.
The fourth period
Students’ level: Senoir 1
Teaching materials: Using language
Teaching aims:
To improve Ss’ reading ability
To learn about the standard English and dialect
To practice the dialogues about the difference between American and British English
To master usages of the words and phrases:
request command recogonize
believe it or not
play a part in
Teaching knots:
To learn what standard English and dialect are
Teaching time: 45 munitues
Teaching procedures:
ⅠPreparation for the class
1.Greetings between the teacher and the students;
2. Lead in
T: Good morning, everyone. This unit we talked there are some differences between the American English and British English.In which aspect do the difference exist
Ss: Such as meaning, usage, spelling and pronunciation.
T：As we all know，China is a very big country where different dialects are spoken.Can you list some of them？
S：Guangdong dialect，Shanghai dialect，Sichuan dialect...
T：Is there anybody who can speak a dialect from other place？
S：（some students act it out）
T：Thank you!Do you think that it is easy for people to follow those speaking different dialect？
S：No.Some dialects are really difficult to understand.
T：Then how can we solve this problem？
S：We can communicate in Putonghua.
T：Yes.The difference between Chinese dialects are so big that it’s really hard for people to communicate in it.So now most students are taught in school in Putonghua.Then do you think that it is the same case with the US？
S：I think so.
T：What is it that makes you think so？
S：I think that the US is a big country just like China.Besides，it is a country in which many people are from different places.So I think that people may speak dialects.
ⅡReading and speaking
Step1 reading
Activity 1
T：Let’s try to find it out whether it is the case.Now please turn to page 13, we will learn “using language”. read it fast and then answer these questions.
1.Is there the same case？Can you list some examples？
2.Why are there so many dialects in the US？
3.What is the standard English？
4.Do you think there’s the standard English？
5.Can you tell an interesting or funny story that shows great difference between dialects in Chinese？
(note: ask five students to answer the questions)
Suggested answers：
1.Yes.It has many dialects，such as Midwestern，southern，African American and Spanish dialects.
2.Because people have come from all over the world.Geography also plays a part in making dialects.
3.It is believed to be the English spoken on TV and the radio.
4.No.
5.Keys or Kiss？
One friend of mine was giving an English lesson to a class of adults who had recently come to live in the United States.After placing quite a number of everyday objects on a table he asked various members of the class to give him the ruler，the book，the pen and so on.The class went very smoothly，and the students seemed interested and serious about the work that they were engaged in until my friend turned to an Italian and said，“Give me the keys.” The man looked surprised and somewhat at a loss（有点手足无措）.
Seeing this，my friend thought that the student hadn’t heard him clearly，so he repeated，“Give me the keys.” The Italian shrugged his shoulders.Then，he threw his arms around the teacher’s neck and kissed him on both cheeks.
Activity 2
T: Undeline the topic sentence of each paragraph
Para. 1: There is no such a thing as Standard English.
Para. 2: English has many dialects whose words and expressions are different from “standard English”.
Para. 3: Geography plays a part in making dialects.
Step 2 speaking.
T: From the passage, we know aithough American speak English, there are their dialect.It is obvious that there are the differences between countries.There is a dialogue which also shows the difference.
Activity 1.
Lead ss to read three dialogues.
Ask Ss to read the dialogues according to roles.
Activity 2
Find the British and American words but have the same meaning.
Ⅲ. Language points
1. request n/v 要求， 请求
request sb to do sth
request that sb (should) do sth
Eg: I requested them to stop making such noise.
I requested that he should leave at once
She requested that I should be there.
at sb’s request= at the request of sb 应某人之请求
by request of 由于受到要求
make a request for sth from sb 向某人要求某物
in request 有需要， 受欢迎
I bought it at your request
He made repeated requests for money from his father.
command n/v
command sb to do sth
command that sb should do sth
Eg: They commanded him to come down.
He commanded that each of them should come at 8 o’clock..
In command of 统帅……
Underthe command of 在……统帅下， 在…..指挥下
get command of 控制
command oneself 控制自己
Eg: The general is in command of the army.
The army is under the command of the general.
Believe it or not, there is no ………
believe it or not 信不信由你
Eg: Believe it or not, I met a super football star this morning on the street.
Believe it or not, I came to your house yesterday evening but you were out.
4. play a part/role in 在….. 起作用， 扮演……角色
play an important/active/significant in
Eg: Wtaer plays an important part in our daily life.
She plays an role in the play.
5. recognize v, 认出， 识别出， 辨别出。 原来认识，经过一段时间重新认出。 终止性动词
Know v 认识， 延续性动词。相互十分熟悉。
Recognize sb as
Recognize sb/sth to be 认为是…….
Eg: I recognize him as a celever man.
They recognize him to be a great leader.
I have known him for ten years. But I didn’t recognize him just now because he has changed a lot.
Ⅳ. Summary and homework
T: Today we learned what standart English ang dialect are. And also we learned some words and phrases, so after class you will use them to make sentences.
The Fifth Period
Students’ level: Senoir 1
Teaching materials: listening
Teaching aims:
To Get more information on English dialect.
To improve Ss’ listening skill
Teaching important knots:
Use the sentence patterns in life.
Understand the listening material.
Teaching difficult points:
How to improve students’ listening skills
Teaching aids:
cassette recorder, tape
Teaching time: 45 munitues
Teaching procedures:
Step 1 Greetings and Revision
Greet the whole class as usual.
T：Yesterday we learnt the sentence patterns which express commands and requests.Who can tell me something about it？
S：To express commands，we can use “Do...；Do not do...”.
S：To express requests，we can use “Do...please；Do not do...please；Will you do...？Would you do...？Can you do...？Could you do...？”
T：Yes，you are right.Then how can we change them into Indirect Speech？
S：If it is a command，we can use “sb. told/ordered sb. to do...；sb. told/ordered not to do...”.
S：If it is a request，we can use “sb. asked sb （not） to do”.
T：Please tell which one is the right answer.
“____________，”Li Ming said to his teacher.
A.Can you buy me a new watch？
B.Give me that book，
C.Lend me your bike，
D.Could you help me with my English？
S：I think D is the right answer.
T：Could you tell me why？
S：Because A is not logical.B and C are commands.In last period we learnt that commands should be made by people who have authority.So I think here D is right.
T：Your explanation is perfect.
Step 2 Talking （Workbook P48）
T：Great.Now let’s practise the sentence patterns by making up dialogues.So please turn to P48 and look at the part of talking.Please work in groups of four.And choose one situation to role-play.
（5 minutes for preparation）
T：Now let’s begin.
Possible version：
Group 1：
A.（foreigner）：Excuse me，could you give me a hand？
B：Sure.You seem to be looking for someone.
A：Yes.My Chinese friends and I promised to meet at the exit of the subway.
B：Could you speak a bit slowly.I can’t quite follow you.I guess you are looking for your Chinese friends.
A：I’m sorry.I wasn’t noticing it just now.Yeah，we said that we would meet here—the exit of the subway at 2 p.m.And it is 2：15，but I still can not find them.
B：Exit 1 or Exit 2？
A：What do you mean？There’re 2 exits？
B：Yes.Here are two exits.So you should be sure which one is where you promised to meet.
A：I see.I am sure that they must be waiting for me at the other exit.Thank you very much!
Group 2：
（P：parents；W：waitress；Y：you）
P：Excuse me，could you tell me where the toilet is？
W：Er...the restroom？Well，go straight ahead，and it will be at the end of the corridor.
P：But we do not need rest.We are just looking for a toilet.
Y：I mean we want to go the WC.
W：WC？We don’t have one.
Y：No WC!How can a restaurant have no WC？
W：I’m sorry!But what do you really mean by saying WC？
Y：It’s a place where we can wash hands.
W：Ah，I see.Well，go up to the second floor.
Y：Thank you so much!
（You and your parents go up two floors but only find empty rooms there.）
W：Have you found it？
Y：No，we went up two floors，but we didn’t find a toilet but empty rooms.
Group 3：
A：Excuse me，could you help me？
B：Sure？What’s it？
A：Our English teacher is telling us something important，but I can quite follow her.She’s speaking so fast.
B：Yeah，she’s really speaking fast.Then how can I help you？
A：Could you ask the teacher to speak a little bit slowly？
B：Of course I can，but why don’t you do so？
A：Er...
B：I see.
（Student B puts up his hand）
T：Yes？
B：I’m sorry，but would you speak a little slowly？
Step 3 Listening （Ⅰ）
T：Yesterday，we have learnt something about dialects in the US.Today let us listen to the dialogue spoken with an accent.Please turn to the listening part on P14.First listen and find out how many people there are in the dialogue and who they are.
S：...
T：Great!Now please listen to it again，and answer the questions on the text book.
（after listening） Have you got the answers？Now compare notes with your partner.
T：Are you sure about your answers now？Let’s check together.
T：You did a very good job.Now we will listen to it again.After that，you should retell the story to your partner.See？
S：...
T：So you see，there is some difficulty for people to understand the dialects.Right？So what we do while learning English？
S：We can learn standard English.
S：I don’t think so，because we have learnt that there’s no standard English actually.So I think what we should do is to pronounce better，and use the correct words and grammar.
Step 4 Listening （Ⅱ）
T：By reading the passage “ the road to modern English“，we have known English is a world language which is spoken in many countries and areas.In this period we will listen to native speakers from different English-speaking countries.Please move to P51 and look at Listening Task.Now several students in an international high school in Shanghai are describing where they come from.What do you think you will hear in their introduction？
S：I guess they will talk about the location，climate，people，custom，specific things，and so on.
T：You are very clever.We are introducing some place，most of time we will give some description of the climate，people，custom，people，history，places of interests，and so on.
T：Listen carefully，then tell which topics are mentioned.
S：...
T：Good.Then I will play the tape again.This time you should try to guess the name of each student’s country.
S：...
T：Good job.This time，you should pay much attention to each student’s description.After listening it again，you should describe the country using your own words.
S：...
T：Well done!Now work in groups of four and discuss with your partners why English is spoken in so many places around the world.Make a list of the reasons and then report your group work with other groups.
Step 5 Summary
This class we have review the grammar part by using it in daily life.We have practised reading as well.We learn the language in order to use it.So I advise you practise using what we learnt daily so that they can be part of your knowledge.
Step 6 Homework
Look up the words left in the vocabulary in the dictionary.
Design of the blackboard
Unit 2 English around the world
The Fourth Period
Sentence patterns
Guessing the topics mentioned in the tape
This activity is to do some research on the listening skills.Students are required to surf the internet to search for some information on advice on improving listening.
The Sixth Period
Teaching materials:
Reading, speaking and writing
Teaching aims:
Practice speaking.
Train writing skills.
Get a further understanding of the importance of learning English.
Teaching important knots:
Show brainstorming and write a passage.
Teaching difficult points:
How to improve students’ writing skill.
Teaching aids；
slides
Teaching procedures:
ⅠPreparation for the class
Step 1 Greetings and revision
T：（Greet the whole class as usual）
Yesterday，we learnt some new words and phrases.Would you tell me your sentences that you made up using these new words？
Step 2 Lead-in
Excellent.In this unit “English around the World”，we learnt some knowledge of English.We’ve known that English is different even in some English-speaking countries. So there are differences between the english. Then how does the difference show in the communication Today we will learn last part “Speaking and writing”.
Ⅱ. Speaking
Activity 1 reading
T：So now let’s see the speaking part on P15.Go through the instructions first.（after 1 minute）
So it is a dialogue between Americans and Britain.So you think that they will have much difficulty in understanding each other？
S：No.Though there’re some differences between Am.English and Br.English，they can understand each other.
T：Yes.Let’s do reading in roles.Boys play as Amy and girls act as the lady.Pay attention to pronunciation and intonation.
（students read it）
T：Excellent!Have you found the different words that they use which mean the same？
S：Amy uses subway and blocks while the lady use underground and streets instead.
T：Well done!Then could you find out the requests and commands in direct speech in this dialogue？
S：Request：Could you please tell me where the nearest subway is？
Command：Go round the corner on your left-hand side，straight on and cross 2 streets.
T：Could you change them into indirect speech？
S：Amy asked the lady to tell her where the nearest subway was.The lady told Amy to go round the corner on her left-hand side，straight on and cross 2 streets.
Activity 2 Speaking
T: This unit we talked about though we all speak one language, perhaps the way we express is different, which can produce the barrier when we hear what others say. Do you think so
Ss: yes
T: If we can’t understand what others say, what should we do
Ss:………
T: There are some useful phrases which we can use to express.
Eg: Parden
I beg your parden
Could you say that again please
Could you speak more slowly please
Sorry, I can’t follow
Practice
T: Since we learn the useful phrases, there are two situations. You choose one of them to make a dialogue according to the useful phrases.
( A few munitues later, ask Ss to act it out)
Ⅲ Writing
Activity1 brainstorm
T: We all know English is very difficult, but we must learn English. Do you think English is very imporanrt in our life
Ss: Yes
T: Why should we learn English Now in groups of four brainstorm for as many reasons as possible why you are learning English.
Why should we learn English
To live in an English-speaking country To work in an English-speaking countryTo do studies or researches in EnglishTo learn world history in English To travel around the worldTo study abroadTo have secret communicationTo pass an English examTo get in touch with my rootsTo revive my languageTo learn about world cultureTo learn about other religionsTo learn it to meet my linguistic interestChallenging yourselfSounds/looks good to meOne language is never enough!To better understand our thought processes To understand your own language and culture betterTo keep your mind healthy (from Harvey Schmidt)To find your future husband/wife (from Rico Suave)To better understand the rest of humankind To talk to friends without others understandingTo learn songs in other languages To help people in need To help you understand how other people think
Activity 2
T：Well done!Now let’s use this skill to help ourselves write a passage. “Why should we learn English”
Activity 3 Making a poster
T: If we think of many reasons, we can make a poster to call more people to learn English. How do we make a poster . We take a “Why should we do exercises ” as a example.
Then, in pairs, work on your poster.
I will ask several pairs to present their posters in class for assessment.
A Sample poster
Why should we do exercises I have to keep fit.I have to make myself strong.I have to fight illness and disease.I have to enjoy myself.I have to build up my skills.
T: It is made up of “Title, reason and conlusion”
Activity 4 language points
1. straight adj/adv. 直接， 挺直： 直的， 笔直的
Straight off/away 立即， 马上
go straight 直走， （口语）改邪归正
straight out 坦率地
Eg：Go straight this way, please.
I hope you could tell me the news straight away.
He expressed his love to her straight out.
2. block n/v 街区， 块，石块
V : 诸塞， 妨碍
block off 封锁， 封闭
block up 堵塞， 挡住
Eg: Walk two blocks, and you will find the store at the corner
The police block off the street to search the murderer.
The big stone blocked up the man’s man.
ⅣSummary
This class we dealt with writing skills.We can do brainstorming to help ourselves think of as many related items as possible on the topic.It is a very good way to write an article.
Ⅴ Homework
Write a passage on the topic “How can we improve our pronunciation”.
Why should we learn EnglishListening
Step I Revision
Describe the picture and the boys.
T: Any volunteers to describe the picture
S1: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the river.
S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is Little Lester.
T: Could you find the answers to the four questions
Ss: Yes.
T: Good. What does Buford think of Texas How do you know it
S: He believes it’s almost a different country from the US. The text tells us so.
T: How large was the catfish
S: The catfish was almost the size of a house.
T: Why did Lester get out of the water very quickly
S: He thought the catfish would eat him.
T: Why did Buford and Big Billy Bob laugh
S: Because the fish is harmless but Lester was so frightened and fled so fast.
Step II Listening and writing (P14)
Task Listen and answer questions.
T: Another two persons will describe this story. One is Buford, who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is his teacher, Jane, who speaks standard British English. First, listen and know of standard British English and Southern dialects.
Students listen to the tape and try to understand.
T: Now listen for a second time and answer the last two questions. Make notes while listening.
A few minutes later, check their answers.
T: A, Can you answer question5
S: Yes. Jane, Buford’s teacher, is the second speaker. She is from Britain.
T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you
S: She says “Hello”.
Step III Listening
Task 1 Listen and write the AE words.
T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48 LISTENING. The BE words have been written down. Read it. Then listen to the dialogue. In the conversation, “rush hour” is the name of a popular Hollywood film.
After listening.
T: Please read your answers together. ( Write down the answers.)
Ss: pictures-movies, lorry- truck, underground-subway, sweets-candy, autumn-fall.
Task 2 Listen and write down answers to questions.
Students read the questions to find out the listening point first, and then listen to the tape to get the answers.
T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please read the questions to find out the listening point. Make notes of the answers while listening.
Play the tape for the first time so that the students can get a general idea. The second and third time, the students write and check their answers. Pause and repeat the key sentences.
T: Can you answer questions now
Ss: Yes.
T: Good. What TV programme is Zhao Li listening
S1: CCTV-9 World Wide Watch.
T: Excellent! Who would like to answer the next questions
S2: 2. Zhao Li thinks that listening to TV programs will improve her English.
3. She thinks that Cao Ri is a good speaker. He uses American English.
4. The more listening practice you have, the better your listening skills will get, especially if you hear variety of speakers.
5. You should be patient and keep trying. Soon you will understand more and more.
Teacher checks the answers and explains some difficult listening points if necessary.
Step IV Listening task
Task 1 Read the map and listen and find where the students come from.
T: Please turn to page 51 and read the map. What does it tell us
S: It marks the places where English is spoken an a first or second language. Maube it is about world English.
T: Very clever! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map.
It is a little difficult to finish the task individually. Teacher may do the first one with the students. While listening, repeat the key sentences.
T: Let’s guess the first one together.
Play the tape.
T: From the first sentences and “British rulers”, we know S1 comes from India. Go on listening and write down your answer on the map.
Students listen to the tape and write down their answers.
Teacher plays the tape twice. A few minutes later.
T: Check your answers with your partner. Listen to the tape again.
T: OK. Where is S2 from
S: S2 is from Louisiana in the US.
T: What about the others
Ss: S3 is from Jamaica, S4 Ireland, S5 Philippines, and S6 Singapore.
T: Very good.
Step V Homework
1. Make a short list of reasons why English is spoken in so many places around the world.
Sample
Why is English spoken in so many places around the world
English is the language most widely spoken and used in the world. Why Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nations. People realize the importance of English learning. Everywhere in the world children go to school to learn English. More people speak English as their first, second or foreign language.
2. Preview page 15 Speaking. List the words that were confusing to Amy.Period 4 Learning about Language
1．Teaching aims
Ss will be able to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step 1.Discovering useful words and expressions
Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
2. Revise the phrases
be different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker,
Step2.Direct and Indirect Speech
Revise the grammar of unit 1
Please change the direct speech into indirect speech
1. He said, “I’m going to Beijing tomorrow.
2. “What a lovely girl!” they said.
3. He asked, “Are you a teacher ”
4. “This is the craziest thing I have heard of so far,” she thought.
5. Mr Wang said, “I was born in China in September, 1972.”
6. She said, “They had left when I arrived there.”
7. She says, “Liu Fang is good at English.”
8. He said, “The plane takes off at 6:30 am.”
9. He said, “Where there is a will, the is a way.”
10. “ How much do you think it will cost ” he said.
Step3 Discovering useful structures
Ⅰ.Request and command
Open your books-------------command
Please open your books.------ request (polite)
Can you open your books please --------request (polite)
Could / would you please open you books --------request (polite)
1. Make clear the difference between commands and requests and finish the following exercises:
Go and collect the wood right now.
Could you go and get the shopping bags, please
Shut the door at once.
Go and get my coat.
Would you please get that book for me
2. Summary
commands requests
Close the door! Please ………..
Get me something to eat! Would you please…….
Speak louder………. Could you please……
3. Change the commands into requests.
Close the door! Speak louder! Keep silent! Get me something to drink
Ⅱ.Change a command into an Indirect Speech.
told sb (not) to do sth
“Open the window,”the teacher said to the students .
---------The teacher told the students to open the window.
“Don’t open the window,” the teacher said to the students.
----------The teacher told the students not to open the window.
Ⅲ.Change a request into an Indirect Speech
ask(ed) sb (not) to do sth
“Open the window, please,” the teacher said to the students.
--------The teacher asked the students to open the window.
“Don’t open the window ,please,” the teacher said to the students
--------The teacher asked the students not to open the window.
特别提醒 1.祈使句变为间接引语，主要使用动词不定式。
2.谓语动词要做一定变化。
表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用 advise。
Step4 Practice
1.“Shut up,”she said to him.
2.“Speak louder, please,” he said to her.
“Can you speak louder ” he asked her
3.“Try the lift,” she said to her.
4.“Don’t wait for me,” he said to them.
5.“Stop wasting the time,” she said to him.
6.“Can you tell me a story ” the girl asked her father.
7.“Follow his instructions,’ she said to me.
8.“Please could you come to the reception desk ” she asked him.
9.“Change your dirty uniform!” he said to the clerk.
10.“Can you lend me five yuan ” he asked me.
11.The English teacher said to us, “Don’t speak Chinese, speak English.”
12.She said to him, “ Don’t play a trick on me again.”
Step 5 Group work
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class.S1: What did our teacher tell us / What did our teacher say S2: He told/asked us not to talk in class. / She said not to talk in class.
Step 6 Homework 作业本ASpeaking
Step I Revision
Check students’ homework.
Ask some students to play their dialogues in class and give some comments.
Step II Leading in
Task 1 Revise patterns for language difficulties in communication.
T: A(loudly), can you lend me your dictionary (lowly)
Sa: Pardon
T: Can you tell some similar expressions
Ss: I beg your pardon / I don’t understand./ Could you say that again, please / Could you repeat that, please / Can you speak more slowly, please Sorry, I can’t follow you./ How do you spell it, please
T: Great! Turn to page 48. Read the expressions loudly and try to memory them.
Task2 Make a dialogue, using the expressions. Work in pairs.
T: Turn to page 49. There are three situations. Read them carefully to know the situations.
Students read the three situations to decide which one they would like to choose.
T: Make a dialogue with your partner, using the expressions above.
A few minutes later.
T: Which group will come and act you dialogue in class
Ss: We will.
Sample dialogue for situation1 A- foreigner B – you.
A: Excuse me, but I can’t find my friends. Can you help me
B: Could you say that again, please
A: They are waiting for me at the Science Museum. But I can’t find it.
B: Sorry, I can’t follow you. Can you speak more slowly, please
A: Sorry. I said I want to go to the Science Museum.
B: Well, walk along this street and take the first left turn on your left. Walk on until you reach the gate.
Sample dialogue for situation2 A-your father B–your mother C-you D-waitress.
A: Excuse me, but I can’t find the toilet. Can you help me
D: Er…toilet It’s over there.
B: Restroom But we don’t need to have a rest.
C: Oh, sorry. But where is the WC
D: Pardon
C: W-C.
D: Sorry. There is no WC. Oh, I see. I know what you want. It is on the second floor.
C: Thank you very much.
Go up two floors.
A & B: No toiler but empty rooms. Where is the toilet
C: We are in the USA. The second floor Let’s go downstairs. It’s on the first floor.
Sample dialogue for situation3 A- your teacher B – you.
A: Now for homework, you must write a dialogue about difficult language problems. Is that clear
B: Sorry, Miss Li, but Li Lin can’t follow you.
A: Pardon.
B: Li Lin doesn’t understand what you said.
A: Oh, I see. Well, let me say it in a different way.
Step III Speaking task
T: Well done! The second floor in British English is the third floor in American English. What great change in English! Travel plays an important part in the change of English. Please turn to page 52 and tell me other things that cause languages to change.
Students have previewed it.
Answers: Teenagers, movies, radio, and TV
Task Give advice on how to teach English to beginners.
Work in groups of 4.
T: Well done! The government would like to get some advice on how to teach English to beginners. Can you help them Please work in groups of 4 and list your ideas together.
Students discuss and write down their suggestions.
S1: I think it will make the textbook interesting to use cartoons in it.
S2: Why not design some games Students like games, which will make the words easy to memory.
S3: In my opinion, English songs are of great help.
S4: We can draw some interesting characters like Mickey Mouse to teach English to beginners.
T: Wonderful ideas! I believe the government will take your advice.
Step IV Project
Task 1 Fast-reading
T: Turn to page 53. Please read the text quickly to find the answer to question 1.
Students read the text to find the answer to question 1.
T: According to the reading passage, what is the use of a code
S: It can help people to communicate secrets easily.
Task 2 Discuss the last two questions with your partners.
What other uses can a code have List one or two here. Describe a situation where codes may not help the people who use them.
Discussion
S1: A code can mark the directions or ways when we are traveling in a forest.
S2: It can also help to make notes if a speaker speaks too fast.
S3: But sometimes codes may not help the people who use them.
S4: I can give an example. In a war, if the enemies know the meaning of the codes, they may not help the people who use them.
Task 3 Make a code to make notes.
T: What does sth mean
Ss: Something.
T: What about “e.g.”
Ss: Example.
T: Please make a code to write to your partner and guess the meaning of others’ code.
Step V Homework
Make a code to write to your partner.
Memorize the new words and phrases.Grammar
Step I Greeting
T: Good morning, boys and girls.
Step II Grammar (I)
Task 1 Summarize the difference between commands and requests. Work in pairs.
T: First, listen to me carefully. ( Speak to three students) S1, open the window. S2, pass on the book to Lucy. S3, will you please close the door
Write the three sentences on the blackboard.
T: What is the difference among the sentences I spoke to them just now
S4: The first sentence is not polite, while the last sentence is very polite.
T: Excellent! How did I show my politeness
S5: You use “ Please…Will you please… ”
T: Speaking the first sentence, I give a command. Using “Please… Will you please… ”, I make requests.
Show the following on the screen.
Direct SpeechCommands: Do/ Don’tRequests:Do…, please.Can you… Could you… Will you… Would you…
T: Please turn to page13. Change the commands into requests.
Students work in pairs.
Sa: Close the door!
Sb: Could you please close the door
Task2 Make dialogues. Work in pairs.
T: There are three situations. Would you please make dialogues using commands or requests with your partner
Students are encouraged to imagine interesting dialogues.
After a few minutes.
T: Let’s see which pair completes the task well. Group 1, come here, and play your dialogue.
Situation 1
A: Excuse me. Who would do me a favor to close the door
B: Speak louder, please.
A: Will you please close the door
B: OK. I will.
A: Thank you very much.
B: My pleasure.
Situation 2
A: Excuse me. It’s time for me to get off. Would you please make way for me
B: Of course. I’ll be happy to make way for you. Go ahead.
A: Thank you.
B: You’re welcome. Oh, my God, I need to loose my weight.
Task3 Read the replies and write a request or a command.
T: How wonderful your plays are! Now, please turn to page50, Part2. Finish the exercise according to the request of the exercise.
Students read the exercise to know what they are expected to do, then do it individually.
T: S6, read your answer, please.
S: The sentences are:
Go and collect the wood right now.
Will you please collect my shopping
Shut the door at once.
Go and get my coat.
Would you please get that book for me
Step III Grammar (II)
Task1 Summary the rules of turning Direct speech into Indirect speech. Work in pairs.
Show some examples on the screen.
T: Look at the screen, please. Discuss with your partner: What do I want you to learn
“Make sure the door is open.” The teacher said to me.The teacher toke me to make sure the door was open.
“Don’t play game sin the classroom.” the monitor said to us.The monitor told us not to play games in the classroom.
“Can you lend me ten yuan ” Tom said.Tom asked me to lend him ten yuan.
“ Will you please not smoke here ” she said.She asked me not to smoke here.
A few minutes later.
T: Who would come and write your answers on the blackboard
S: I’d like to.
Ask one student to write his answer on the blackboard.
sb told sb else (not) to do sth.sb asked sb else (not) to do sth
T: If you don’t agree with them, you can change their answers.
After discussion, the correct answer is shown on the blackboard. The students can see:
Direct SpeechCommands: Do/ Don’tRequests:Do…, please.Can you… Could you… Will you… Would you…
Indirect speechCommands: sb told/ ordered sb else (not) to do sthRequests: sb asked sb else (not) to do sth
T: Now who can tell us how to change commands and requests into reported orders and requests
S: If we change commands, we may use the pattern: sb told/ ordered sb else (not) to do sth. If we change requests, we can use “sb asked sb else (not) to do sth”.
Task2 Make dialogues with reported commands and requests.
T: Turn to page50. Work in groups of 3. Read the example to know what you should do.
Teacher makes a dialogue with two students.
T: Please turn on the recorder.
S1: What did our teacher tell us
S2: She told us to turn on the recorder.
Students work in groups of 3.
Step IV Speaking
T: Please turn to page 15. Check your homework . Read aloud the words that were confusing to Amy.
Show it on the screen. Teacher may give more words.
AE BE Chinese
subwaykeep going straightrightleftblocksmoviebarthe first floor undergroundgo straight onright-hand sideleft-hand sidestreetsfilmpubground floor 地铁一直向前走右左街区电影酒吧一楼
Task mask a dialogue.
T: Now work in groups of 3. A is from America. B, A’s friend, is a speaker of British English. C is in London. A doesn’t know the directions, so A asks C for help. Then B retells C’s words to A. Please make a dialogue, using given words and this map. Be sure to use indirect and direct speech and requests.
If time is limited, it can be done as homework.
Restaurant Museum Underground
Supermarket Middle school
Pub Cinema
Step VI Homework
Make a dialogue using target language and the map. Preview SPEAKING TASK (P52). Read the passage and list things that cause languages to change.人教版新教材高一英语模块一
Unit 2 The Road To Modern English阅读课教案
Teaching goals
Language skills
(1).To be able to get the main idea from the text.
(2).To be able to use the different learning strategies for different reading purposes.
Emotion attitude
To have the correct emotion and purpose of learning English.
Learning strategies
(1). To be able to solve the promble by analysing .
(2). To communicate learning experience with teacher and classmates.
culture awareness
To know the world culture by learning English.
Teaching important points
(1).To be able to get the main idea from the text.
(2)To be able to solve the promble by analysing .
Teaching difficult point
To be able to use the different learning strategies for different reading purposes.
Teaching methods: analysis, discussion
Teaching aids: tape-recorder, computer and some slides
Teaching material: Reading (1)
Teaching Procedures
Step 1 Greeting
Greet the students as usual.
Step 2 Revision and lead-in
(show the pictures od a football, an eraser, a flat and a lift on the screen.)
T: What’s this ( Point to the football.)
S: It’s a football.
T: Yes. An Englishman usually calls it a football. But what do Americans usually call it
S: a soccer.
T: What about this one ( Point to the eraser.)
…
T: Well, as we know, there is more than one kind of English in the word. They are different from one another in some ways. Why has English changed over time What will world English be in the future Do you kown Well, today, the passage “The Road To Modern English” wil tell us. Now please open your books and turn to page 9.
Step 3 Fast reading and comprehending
( show the following tips on the screen.)
略读或跳读（找重点词。关键句理解文章大致内容。）做题：（双向式做题法） 题目关键词文章对应处 答案 前后即测试点
T: Now before we read the pasage and do the exercises in COMPRHENDING, let’s learn some tips. Please look at the screen. For the first time you must scan the text quickly for three minutes. Be sure not to read the text sentence by sentence .Read the key words and key sentences to gain a brief idea about the topic of the text. Then read the questions and find the key words. Go back to the text and find the words or their synonyms. You can find the answers aroud the key words. ( After a while.)
T: Have you finished yet (S: yes.) OK. Now let’s check the answers. Who will give the first answer
S1: A. “ English has the most speakers now.”
T: where in the text did you find the key words or its synonyms
S1: In the first paragraph the last sentence. “ China may have the largest number of English Speakers.” The sentence ahead shows us that the time is today or now.
T: Very good. And what about the next question
( It doesn’t matter whether the students make mistakes. The most important of all is to lead them to find the key words or sentences and get the right answers.)
Step 4 Analysis of the structure of the text
T: Now read the passage again. Try to find the topic sentnces in five minutes. (After a while.)
Paragraph 1
T: Can you find a topic sentence in Paragraph 1.
Ss: No.
T: Can you find the words indicating the times Read them out.
Ss: “ At the end of , in the next century, today.”
T: Very good. We can see that as the time went by, the number of people speaking English increased. Now use one sentence to sum up the paragraph. Who would like to try Well, Lin Hong, Have a try.
S2: More and more people start to speak English.
T: Right. ( Write the sentence down.) Let’s go on to the next paragraph.
Paragraph 2
T: which is the key sentence
S3: The first sentence. “ Native English speakers can understand each other even if they don’t speak the same kind of English.”
T: Can you see the example in the paragraph
Ss: Yes.
T: Is it used to support the first sentence
Ss: No.
T: Actually it is used to support the sentence--- However, they may not be able to understand everything. Generally speaking, the sentence beginning with such words--- however, but ---after a statement is what the writer intends to give emphasis on. Thus ,it is often the key sentences. So why can’t they understand each other
Ss: World English are different from each other in some ways.
T: Exactly. That’s what the writer intends to illustrate. ( Write it down on the blackboard.) What about the third paragraph
( conclusion) From the four topic sentences we can see they mainly focus on one thing. What’s it
Ss: English.
T: Yes, they are about four aspects of the history of English. So we can say that it’s a brief history of English. ( Write it down.)
Now let’s see the structure of the passage. ( show on the screen.)
The Road To Modern English P1 More and more people ① at the end of …start to speak English. ② in the next century… ③ today…P2 World English are different ①…However From each other in some ways. ② For example A Brief History Of English P3 English has changed over time because ① AD 450--1150 all languages change when cultures ② 1150--1500 communicate with each other. ③ 600’s P4 English is also spoken in many other countries.
T: why did the writer decide to end the passage with a question According to the passage, languages change when culturescommunicate with one another. So the writer intended to predict a possible road to modern English, that is, when Chinese culture communicate with Eglish culture, English may chang, too. So as time goes by, Chinese English may become one of the world English. That is what the writer intended to tell us about in this passage. So the writer gave it the title--- The Road To Modern English. When we want to write something, we should follow the following way:
First, decide what to write on the topic. ( the brief history of English)Then, develop four ideas from the topic.Next, give some figures or examples to develop and support the ideas.A good article needs a good start, a good closing and a proper title.(1). Start the pasage in a way directly related to the topic. （ 开门见山）(2). End the passage with a question and a saying. ( Only time will tell)(3). A proper title. (The Road To Modern English)
When we read a pasage we can grasp the main idea and the writer’s intention in a similar way, too.
Step 5: Discussion
T: Now let’s discuss the questions in Comprehending Section 2.
( Let the students discuss in pairs. Then share their opinions in class.The answers may vary. But it doesn’t matter what their answers may be. Most important of all, encourage them to express what they really think.)
Step 6 summing up and homework
T: Today, we have learned a text about the brief history of English. We have also learn some useful reading skills and writing skills. ( Show on the screen.)
1. 略读或跳读（找重点词。关键句理解文章大致内容。）做题：（双向式做题法） 题目关键词文章对应处 答案 前后即测试点 3. 如何找主题句或关键句（1）顺承式段落多在第一句；（2）转折式段落常是第二句带有however,but的句子。
First, decide the topic. Then, develop four ideas from th etopic.Next, give some figures or examples to develop and support the ideas.A good article needs a good start, a good closing and a proper title. You may:(1). Start the pasage in a way directly related to the topic.（ 开门见山）(2). End the passage with a question and a saying. (3). A proper title.
T: Rview them and practice more after class. And finfish the exercise in the part of Learning About Languange. That’s all for today.