Unit 2　English around the world-Extensive Reading[全单元8份教案]

Period 2　Extensive Reading
整体设计
从容说课
This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. That’s enough here.
We will deal with two passages:Standard English and Dialects on Page 13 and The Oxford English Dictionary on Page 51. In order to lead in the topic of the first passage, the teacher can first introduce something about Chinese putonghua and dialects and let the students make a role-play about it. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage. Then ask the students to find the topic sentence for each paragraph by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problems the students can’t work out by themselves. For the second passage, just do as the first. This is an extensive reading lesson, so the teaching steps should be simple.
教学重点? Develop the students’ reading skills by extensive reading.
教学难点?Enable the students to listen and understand more English dialects.
教学方法? 1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备? A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students learn the new words and expressions:standard　Midwestern　southern　Spanish　play a part　southeastern　northwestern　recognize
2. Get the students to know about standard English and dialects.
Ability aims:
1. Develop the students’ reading skills by extensive reading.
2. Enable the students to listen and understand more English dialects.
Emotional aims:
1. Enable the students to try to use standard English and Chinese putonghua in their daily life by reading this passage.
2. Enable the students to learn about the contributions that scholars have made to the development of the language from reading task.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell about the English language.
→Step 2 Lead-in
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. However, local people also speak their own dialects.
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.
→Step 3 Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming
Get the students to read quickly to find the topic sentence for each paragraph.
Paragraphs Topic sentences
Paragraph 1
Paragraph 2
Paragraph 3
Suggested answers:
Paragraphs Topic sentences
Paragraph 1 There is no such a thing as standard English.
Paragraph 2 American English has many dialects whose words and expressions are different from “standard English”
Paragraph 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 Points
While checking the students’ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions, such as dialect, standard, believe it or not, play a role in, and so on.
Suggested explanations:
1)believe it or not used when you are going to say something that is true but surprising e. g. 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 e. g. 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 e. g. Besides dieting, exercising plays an important part/role in losing weight.
→Step 4 Games
The teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible.
T: Which dialect is it
Ss: Northeast. . .
The student who answers right will tell an interesting story that shows great difference between dialects in China.
Students tell their partner an interesting story.
→Step 5 Discussion
Get the students to discuss in groups “Why do we learn Putonghua ”
Suggested answer:
Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem.
→Step 6 Workbook
Reading task(on Page 51)
1. Lead-in
Tell the students: If we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary. Please turn to Page 51. We will read a passage about it.
2. Skimming
Get the students to read the passage quickly, then answer the questions:
1)Who is the editor
2)How many years did it take to complete the dictionary
3. Scanning
Get the students to read the passage carefully to locate particular information, then fill in the table.
4. While checking, deal with some language problems that the students can’t solve by themselves.
→Step 7 Homework
1. Finish off the workbook exercises.
2. Learn the useful words and expressions by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell about English language.
→Step 2 Lead-in
1. Introduction: Chinese putonghua
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.
→Step 3 Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming
Get the students to read quickly to find the topic sentence for each paragraph.
3. Scanning
Work in pairs. Read the text carefully to locate particular information.
4. Language Points
While checking the students’ answers, deal with any language problems to see if the students can guess the meanings of some new words and expressions.
→Step 4 Games
The teacher plays the recorder. Students listen and recognize different dialects in China as quickly as possible. The student who answers right will tell an interesting story that shows great difference between dialects in China.
→Step 5 Discussion
Get the students to discuss in groups “Why do we learn Putonghua ”.
→Step 6 Workbook
Reading task(on Page 51)
1. Lead-in
If we meet a new word, we will turn to our dictionaries. The Oxford English Dictionary is the largest dictionary.
2. Skimming
Get the students to read the passage quickly, then answer some questions.
3. Scanning
Get the students to read the passage carefully to locate particular information.
4. While checking, deal with some language problems that the students can’t solve by themselves.
→Step 7 Homework
1. Finish off the workbook exercises.
2. Learn the useful words and expressions by heart.
板书设计
Unit 2　English around the world
Standard English and Dialects
Paragraphs Topic sentences
Paragraph 1 There is no such a thing as standard English.
Paragraph 2 American English has many dialects whose words and expressions are different from “standard English”
Paragraph 3 Geography plays a part in making dialects.
活动与探究
Have a group discussion to talk about Chinese putonghua and dialects. Then write a short passage to report what you have discussed.Period 8　Revision
(Summing up and Learning tip)
整体设计
从容说课
This is the eighth(also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts:Summing up and Learning tip.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to make some jokes with those words which have several different meanings when learning English. It will make students feel it is interesting and easy to learn such words. So, make sure that the students have a try.
In this period, the teacher can also add more practices to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 54 in the workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
教学重点
Get the students to review and consolidate what they have learned in this unit.
教学难点?Get the students to turn what they have learned into their ability.
教学方法? Summarizing, discussing and practicing
教具准备? A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to go over useful new words and expressions.
2. Have the students review the grammar:the imperative sentence and its indirect speech.
Ability aims:
1. Develop the students’ ability to use the important language points.
2. Enable the students to learn to express difficulties in language communication.
Emotional aim:
1. Get the students to make English learning fun and easy by making jokes.
2. Strengthen the students’ comprehension of English around the world.
教学过程
设计方案（一）
→Step 1 Checking the homework exercises.
→Step 2 Lead-in
Tell the students:Up to now, we have finished Unit 2. Have you learned and grasped all in this unit Turn to Page 16. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for the students to sum up by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about different kinds of English.
(The students’ answers may vary. )I have mainly learned about the differences between British English and American English in vocabulary.
From this unit you have also learned
useful verbs:include, rule, command, request, retell, recognize
useful nouns:role, native, elevator, flat, apartment, rubber, petrol, gas, culture, vocabulary, usage, identity, government, Singapore, Malaysia, phrase, candy, lorry, command, request, boss, standard, Spanish, accent, lightning, direction, ma’am, subway, block
useful adjectives:international, native, modern, present, polite, standard, Midwestern, southern, Spanish, eastern, southern, northwestern
other expressions:play a role(in), because of, come up, such as, play a part(in)
new grammar item:the imperative sentence and its indirect speech
→Step 4 Word and expression exercises
Show the exercises on the screen or give out test papers.
1. Complete the following sentences with the proper forms of the given words and expressions.
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
1)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 father has never______________ in her life.
11)Police are trying to discover the______________ of a baby found by the roadside.
12)Some flowers______________ orchids and roses are becoming rare in this town.
13)I 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.
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
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/if
2. 14)Western　15)vocabulary　16)communication　17)native　18)included　19)requests　20)actually
→Step 5 Grammar exercises
Turn the following direct speech into indirect speech and indirect into direct.
1. “Make sure the light is off when you leave, ” said he.
2. Mary asked a stranger, “Could you please tell me the way to the railway station ”
3. He told me not open the windows at night.
4. She asked me to lend her a hand.
Suggested answers:
1. He told me to make sure the light was off when I left.
2. Mary asked a stranger to tell her the way to the railway station.
3. He said to me, “Don’t open the windows at night. ”
4. “Would you please lead me a hand ” he asked me.
→Step 6 Discussion and talk
Supposed situation:
A foreigner from Hawaii is visiting your city. He wants to go to a cinema, but doesn’t know the way. He asks you the way.
Some words and expressions are given below:movie/film, block/street, left/left-hand side, apartment/flat, fall/autumn.
The teacher can ask students to work in pairs. First discuss and then practice the dialogue with their partners. Make sure they use some British and American words which are different but have the same meaning and patterns for difficulties in communication.
Sample dialogue:
(F=foreigner, Y=you)
F:Aloha.
Y:Pardon What is Aloha
F:That is Hello!
Y:Hello! What can I do for you
F:Would you please tell me the way to the cinema I’d like to see a movie.
Y:Movie
F:Yes. That’s a film.
Y:Go straight ahead and cross three streets. The cinema is on your left-hand side.
F:Could you say that again, please
Y:Go straight ahead and then go over three blocks. The cinema will be on your left. By the way, where are you from
F:I’m from Hawaii. I am visiting your city. I like your city very much.
Y:I’m glad to hear that. Please follow me. I can take you to the cinema. My flat is on that street.
F:Sorry, I can’t follow you. What is flat
Y:Flat means apartment. I moved here last autumn.
F:Do you mean “last fall”
Y:Quite right. Well, your English is quite different from what my teacher teaches.
F:Actually, I speak American English. You understand British and American English. That’s great!
→Step 7 Learning tip
It is interesting to learn new words and master several different meanings for each of them by making some jokes with these words. Encourage students to have a try.
→Step 8 Assessment
1. Checking yourself(on Page 54 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Testing assessment
Show the exercises on the screen or give out test papers.
1)Choose the best answer.
(1)I didn’t come to school yesterday. The reason is______________ I was ill at home.
A. because
B. why
C. as
D. that
(2)Li Ping has some trouble______________ remembering some English words，while Xiao Wang has some difficulties______________ English pronunciation.
A. in; in B. with; with
C. in; with D. with; in
(3)______________ books are given to him as presents.
A. A good many
B. A great deal of
C. A good many of
D. A large number
(4)The work is______________ finished.
A. quite
B. much
C. little by little
D. more or less
(5)The students asked the teacher______________.
A. three-day vacation
B. three days’ leave
C. for a three-day leave
D. for three days’ holiday
(6)The student told me that he______________ the exam______________.
A. has had; yesterday
B. had; the day before yesterday
C. had had; the day before
D. had had; yesterday
(7)I beg your pardon I don’t quite______________ you.
A. know B. listen to
C. follow D. clear
(8)English______________ a lot of words from French.
A. brought out B. brought in
C. brought up D. brought on
(9)My father doesn’t want to buy a car now,______________ he needs one in fact.
A. but B. so
C. because D. though
(10)It was raining hard at that time.______________　，we arrived there on time.
A. However
B. Until
C. But
D. While
(11)I don’t think physics______________　.
A. easy to be learned
B. easily to learn
C. easy to learn
D. easily to be learned
(12)—______________ was the party like
— Wonderful.
A. How B. What
C. Which D. When
(13)I don’t think she had a good time there,______________　
A. do I B. doesn’t she
C. did she D. didn’t she
(14)One______________ ten students______________ playing computer games.
A. in; like B. in; likes
C. of; like D. over; likes
(15)Li Lei gives me more help than______________.
A. Mary is B. Mary does
C. Mary did D. Mary gives
2)Reading comprehension
The development of the English language falls into three reasonable different periods. Old English lasted from about 450 A. D. ，when the first Germanic tribes(部落）began to settle in England，until about 1100. Middle English extended from about 1100 to about 1475. And Modern English began about 1475 and has lasted to the present time. Of course，the breaks were not as sudden and definite as these dates suggest. There has never been a year when the language was not changing. In spite of that, the traits(特性）of the three periods are so different that a man who knows both Old and Modern English well will find a great deal of difficulty reading some of the Middle English writings without additional study in the important aspects of the language.
(1)The writer organized this passage according to______________.
A. time order
B. word order
C. the order of events
D. the importance of each language
(2)This passage suggests that a person who knows Old English well______________.
A. can learn foreign languages well
B. will have no trouble in reading Modern English
C. probably has less difficulty in learning German
D. can certainly speak Modern English well
(3)According to the passage, which of the following is true
A. The English language will be different from what it is today in fifty years.
B. If you want to learn Modern English well，you must learn Old English well first.
C. English is spoken widely in the world.
D. The history of the English language is short and simple.
(4)We know from this passage______________.
A. Old English began with the first Germanic tribes’ settlement in England
B. Old English lasted 850 years
C. Middle English was developed by the Germanic tribes
D. Middle English lasted 275 years
(5)Shakespeare wrote famous plays during the late 1500s and early 1600s，we can say that he wrote in______________.
A. Old English
B. Late Middle English
C. Early Middle English
D. Modern English
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1)(1)D　(2)C　(3)A　(4)D　(5)C　(6)C　(7)C　(8)B　(9)D　(10)A　(
11)C　(12)B　(13)C　(14)A　(15)B
2)(1)A　(2)C　(3)A　(4)A　(5)D
→Step 9 Homework
1. Review and summarize what you have learned in Unit 2.
2. Preview the next unit.
板书设计
Unit 2　English around the world
Unit Revision
Summing UpWrite down what you have learned about different kinds of English.(The students’ answer may vary. )I have mainly learned about the differences between British English and American English in vocabulary.From this unit you have also learneduseful verbs:include, rule, command, request, retell, recognizeuseful nouns:role, native, elevator, flat, apartment, rubber, petrol, gas, culture, vocabulary, usage, identity, government, Singapore, Malaysia, phrase, candy, lorry, command, request, boss, standard, Spanish, accent, lightning, direction, ma’am, subway, blockuseful adjectives:international, native, modern, present, polite, standard,Midwestern, southern, Spanish, eastern, southern, northwesternother expressions:play a role(in), because of, come up, such as, play a part(in)new grammar item:the imperative sentence and its indirect speech
活动与探究
Design 1
When you learn English, try to have fun with the language. It is boring to memorize new words, especially ones that have several different meanings. Can you find an interesting way Have a try to make some jokes using these words.
Sample jokes:
1. Don’t rock that baby on the rock while playing that rock music.
2. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I don’t wish the wish you wish to wish.
3. If white chalk chalks white on a black blackboard, will black chalk chalks black on a white whiteboard then
Design 2
Read the part Project on Page 53 in the workbook and surf in the Internet for more information about a code out of class. Make up a series of codes of your own to save time when taking notes.
Sample code:
1. e=English　2. m=mathematics　3. ph=physics　4. po=politics
5. ex=exercise　6. sb. =somebody　7. sth. =something　8. =unclear
9. AFAIK=as far as I know　10. BTW=by the wayPeriod 3　Important Language Points
整体设计
从容说课
This is the third teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to review what they learned in the second period.
The emphasis in this period will be laid on the important new words, expressions and sentence patterns. In order to make the students understand these points thoroughly, the teacher can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to let the students know their usages. Some words and expressions, such as include, command, request, recognize, because of, such as, play a role in, etc. are very useful and important. The teacher ought to pay more attention to them and design special exercises.
Also in this unit, there are some words which show directions, such as western, eastern, Midwestern, southern and northwestern. The teacher can first get students to review east, west, south and north they learned in Junior middle school, then enlarge them and design situations to make students master them by games.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
Enable the students to grasp the usages of such important new words and expressions as include, command, request, recognize, because of, such as, play a role in, etc.
教学难点?Enable the students to grasp the usages of include, recognize, such as, etc. and understand some difficult and long sentences.
教学方法? 1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备? The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and grasp some important new words and expressions:include　role　international　native　elevator　flat　apartment　rubber　petrol　gas　modern　culture　actually　present(adj. )　rule(v. )　vocabulary　usage　identity　government　rapidly　phrase　candy　lorry　command　request　retell　polite　boss　standard　southern　eastern　southeastern　northwestern　recognize　accent　lightning direction　subway　block　play a role in 　because of 　come up 　such as 　play a part(in)
2. Get the students to understand some useful sentence patterns:
1)Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )
2)It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )
3)Believe it or not, there is no such a thing as standard English. (Believe it or not. . . )
4)The US is a large country (in which. . . )
5)These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . (in)doing. . . )
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to learn how to understand new words, expressions and difficult sentences according to the context.
Emotional aim:
Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell something about different English dialects.
→Step 2 Reading and exercise
Get the students to try to find out the words and expressions as quickly as possible in the related parts and let them learn some important new words and expressions by studying their contexts, clues and word-formation.
The teacher shows the following on the screen.
Fill in the blanks with the words and expressions in this unit to complete the following sentences.
1. He likes to help us______________ he is very busy.
2. We’ve known for years.______________, since we were babies.
3.______________, John cheated in the exam.
4. There is a______________ of stone on the road.
5. He has played all kinds of______________ in his life.
6. He learnt to use body language to______________ with deaf customers.
→Step 3 Checking
Explain the problems the students meet while checking the answers.
Suggested answers:
1. even if　2. Actually　3. Believe it or not　4. block　5. roles　6. communicate
→Step 4 Language Points
1. include vt. to be one of the parts; to make something or someone part of a larger group包括；包含
The price includes postage charges.
价格包括邮费在内。
The university includes ten colleges.
该大学有10个学院。
including & included:
There were twelve of us, including Tom and me.
我们有12人，包括我和Tom在内。
Everyone has to go to the dentist’s, you included.
人人都得去牙科诊所，你也不例外。
1)Last Sunday, Sara took with a few of her friends,______________, to the World Park where we enjoyed ourselves very much.
A. I including
B. me including
C. included me
D. including me
2)Mary has ten story books,____________5 Chinese ones and 5 English ones____________.
A. including; including
B. including; included
C. included; included
D. included; including
答案：1)D　2)B
2. role n. the character played by an actor in a play or film; the position that someone has in society or an organization角色；作用
Matthews plays the role of a young doctor in the film.
Matthews在这部电影中扮演一名青年医生。
Women are often forced into a supportive role in the family.
妇女往往被迫在家庭中成为辅助角色。
play a leading/major/key role in be important in making changes happen在……起主要作用；起带头作用
Mandela played a leading role in ending apartheid in South Africa.
Mandela在结束南非种族隔离方面起了重要的作用。
They are playing an important role in safeguarding peace.
他们在保卫和平中起着重要作用。
play a role & play a part:
play a role to act, take the actor’s part in a play扮演角色
He has played all kinds of roles in his life.
他一生中扮演了各种各样的角色。
play a part to be involved in an activity参加某活动
She played an active part in the local community.
她积极参与地方活动。
两个短语都可表示to make a contribution to sth. ; have a share in sth. (对某事起作用、有贡献)
She played an important role/a major part in winning the match.
她对这场比赛的胜利起了重要作用。
Everyone played______________ the full.
A. his role in 　B. their roles to 　C. their roles as 　D. his role to
答案：B
3. because of as the result of a particular thing or someone’s action因为；由于；为了
He had to retire because of poor health.
他因健康原因不得不退休。
I didn’t go out because of rain.
因为下雨，所以我没有出去。
because & because of:
because conj. for the reason that因为。用于从句的开头，放在主语和谓语动词之前。
because of prep. by reason of(sb. /sth. ); on account of因为（某人/某事物）。用于名词或代词前面。
She got the job because she was the best candidate.
她得到了这项工作因为她是最佳候选人。
They are here because of us.
他们是为了我们来到这里的。
Tom was absent______________ school______________ the illness.
A. from; because of B. in; for C. at; because D. out of; because of
答案：A
4. native
1)adj. associated with the place and circumstances of one’s birth出生地的；与出生地有关的
They never saw their native land again.
他们再也没有看到过他们的祖国。
native language/tongue the language you spoke when you first learned to speak母语
2)n. a person who was born in a particular place当地人
Are you a native of New York
你是纽约人吗？
5. come up
1)to be mentioned被提出
A lot of new questions came up at the meeting.
会上提出了许多新的问题。
2)to be about to happen soon临近
Don’t you have a birthday coming up soon
不是快到你的生日了吗？
3)to move near someone or something by walking走近
Come up to the front of the room so everyone can see you.
请到房间的前面来，让大家都能看到你。
4)(of plants)to appear above the soil（指植物）长出地面
The grass is just beginning to come up.
草刚开始长出来。
5)(of the sun)to rise（指太阳）升起
We watched the sun come up.
我们观看了日出。
6)to occur; arise发生；出现
I’m afraid something urgent has come up. I won’t be able to see you tonight.
很抱歉，有些急事，今晚不能见你了。
come about to happen in a way that seems impossible to control发生
come across to meet or find something or someone by chance碰到；偶遇
come along to get along; to encourage sb. to try harder一起来；同意，赞成；进展，进步
come by to obtain something that is difficult to find弄到，获得；偶然搞到，偶然得到
come up with to think of an idea提出（建议）；找到（答案、解决办法）
（1）Mary______________ her old classmate on the street yesterday evening.
A. came up B. came along C. came across D. came about
（2）Much to our surprise, the airline has______________ a new solution to the problem of jet-plane.
A. put up with
B. come up with
C. catch up with
D. keep up with
（3）A lot of questions which are related to everyday life have______________ at the meeting.
A. come to B. come around C. come up D. come out
答案：1. C　2. B　3. C
(The word “come” has many phrasal verbs. It is better to ask students to refer to a good dictionary. )
6. present adj.
1)be present
（1）to be in a particular place(opposite of “absent”)出席；在场
How many people were present at the meeting yesterday
昨天的会议有多少人出席
(2)to be remembered for a long time呈现
The memory of the disaster last year is still present in her mind.
去年那场灾害现在还时常呈现在她的脑海中。
2)(only before noun)existing now现存的；现在的，目前的
What’s your present address
你现在住在哪里？
at present现在；目前
be present to出现在……面前
for the present暂时；暂且
live in the present顺应当前形势；只顾眼前
up to/until the present直到现在
7. such as like; for example(used to give an example of something)诸如，譬如说； 像……那样的（用于列举）
The local economy still relies on traditional industries such as farming and mining.
当地经济依然依赖于传统的工业，比如农业和矿业。
My doctor told me not to eat fatty foods such as bacon or hamburgers.
我的医生叫我不要吃油腻的食物，如咸肉或汉堡包。
8. 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指挥，命令；博得，得到
Who commands here
谁在这儿指挥？
The general commanded that the regiment(should)attack at once. /The general commanded the regiment to attack at once.
将军命令部队立刻发起攻击。
Dr. Yang commands a great deal of respect as a surgeon.
作为外科医生，杨博士博得了（社会的）敬仰。
2)n.
get/have a good command of to get/have a good mastery of精通；能自由应用
We should have a good command of English.
我们应该精通英语。
9. request
1)vt. to ask for something politely or formally（郑重或正式）请求，要求，恳求，邀请
Your presence is immediately requested.
即请光临。
All I request of you is that you(should)be punctual.
我只要求你准时。
She requested him to go with her.
她邀请他一同去。
2)n. a polite demand for something请求，要求，邀请
They have made an urgent request for international aid.
他们紧急请求国际援助。
in great
/request sth. from/of sb. 向某人要求某物
/at sb. ‘s request/at the request of sb. 应某人要求
/as requested依照请求
/by request(of)依照请求；应邀；如嘱
/in great request(=much in request)非常需要，非常喜爱
/make(a)request for请求，要求
ask, beg & request：
若要某人做某事，ask是最通俗、最口语化的词。
I asked her to shut the window.
我让她关上窗户。
request主要用于较正式的讲话和文字中，常用于通告中，多用于被动语态。
Passengers are kindly requested not to smoke in the car.
乘客请勿在车厢内（或汽车内）吸烟。
beg指以谦恭的姿态要求给予巨大的帮助。
He knew he had hurt her and begged her to forgive him.
他自知伤了她的心而央求她原谅。
Visitors______________ not to touch the exhibits.
A. will request 　B. request 　C. are requesting 　D. are requested
答案：D
10. recognize vt.
1)to know who someone is or what something is, because you have ever seen them or it before认出；辨出
Susan came home so thin and weak that her own children hardly recognized her.
Susan回家时又瘦又弱，孩子都差点没认出她来。
2)to accept that an organization has legal or official authority承认；认可
British medical qualifications are recognized in Canada.
加拿大承认英国的行医资格。
(1)Although we had not met each other for over 20 years, I______________ her in the crowds at the first sight.
A. knew
B. recognized
C. regarded
D. reconsidered
(2)—Oh, it’s you! I______________ you.
—I’ve just had my hair cut, and I’ve wearing new glasses.
A. didn’t recognize
B. hadn’t recognized
C. haven’t recognized
D. don’t recognize
(3)Tom is recognized______________ the best student.
A. to B. as C. with D. for
答案：(1)B　(2)A　(3)B
→Step 5 Analyzing some important and difficult sentences
1. Native English speakers can understand each other even if they don’t speak
the same kind of English.
这里的even if they don’t speak the same kind of English是让步状语从句，整个句子可以翻译成“以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相交流”。
even if等于even though，意思是“即使、尽管”，引导让步状语从句。
Even if we have learned “even though” we still find it difficult to use.
尽管我们学过“even though”，但我们还是发现运用它很难。
Mr. Smith likes to help us even if/though he is very busy.
史密斯先生虽然很忙，他还是愿意帮我们。
2. It became less like German, and more like French because those who ruled England at that time spoke French.
这里的because those who ruled England at that time spoke French是原因状从句，who ruled England at that time是定语从句，整个句子可以翻译成“它（英语）不那么像德语，而更像法语了，因为那时的英国的统治者讲法语”。
3. Believe it or not, there is no such a thing as Standard English.
这里的Believe it or not意思是“信不信由你、不管你信不信”，通常在句子中作插入语，有逗号和句子分开。such(. . . )as在这里相当于like或for example。整个句子可以翻译成“信不信由你，（世界上）根本没有什么标准英语”。
Believe it or not, what I said just now is true.
信不信由你，我刚才说的是真的。
4. The US is a large country in which many different dialects are spoken.
这里的in which many different dialects are spoken是由介词in+which引导的定语从句，修饰先行词country，介词in也可以放在定语从句中，即which many different dialects are spoken in。整个句子可以翻译成“美国是一个大国，国内说着许许多多的方言”。
They went to a large garden in which were many green trees and red flowers.
他们来到一个大花园，里面长着许多红花绿树。
5. These men spent nearly all of their lives trying to collect words for their dictionaries.
句子中的spend. . . (in)doing. . . 意思是“花费（时间等）干……”，有时也用spend. . . on+n. 。整个句子的意思是“这些人几乎用了他们一生的时间为了编词典收集单词”。
Now more and more city adults spend their leisure time trying to improve themselves at school or college.
现在越来越多的城市里的成年人把他们的闲暇时间花在学校里提高自己。
Mary spent 10 dollars on the new beautiful dress.
玛丽花10美元买了这条漂亮的裙子。
6. So why has English changed over time
句子中的over相当于throughout(a period)或during，意思是“贯穿（一时间段）”，所以整个句子可译成“那么，英语在一段时间里为什么会起变化呢？”。
Over the years he has become more patient.
这几年他越来越有耐心。
Rick came to town over the weekend.
瑞克周末到城里来过。
7. Actually, it was based more on German than present day English.
句子中base sth. on sth. (to use sth. as grounds, evidence, etc. for sth. else)，意思是“以某事物为另一事物的根据、证据等”，也常用be based on的形式。因此，该句可翻译成“实际上，当时的英语更多的是以德语为基础的，而现代英语不是”。
He based his hopes on the good news we had yesterday.
他把希望寄托在我们昨天得到的好消息上。
This novel is based on fact.
这部小说是以事实为根据的。
→Step 6 Consolidation
Show the exercises on the screen or give out test papers.
1. Mr. White will______________ in the movement.
A. play a leading part
B. take parts
C. play leading part
D. take a part
2.______________ of the students who took part in the military training is 450.
A. A number
B. A lot
C. Lots
D. The number
3. Sometimes______________ English is quite different from______________ English in many ways.
A. speaking; writing B. spoken; written
C. speaking; written D. spoken; writing
4. When we visited Zhangzhuang again ten years later, we found it changed so much that we could hardly______________ it.
A. remember
B. think about
C. believe
D. recognize
5. The office ordered his soldiers______________　.
A. to stand still
B. to not stand still
C. not stand still
D. stand still
6. They lived a hard life and were often made______________ for over ten hours a day.
A. work
B. to work
C. to working
D. worked
7. Do you have any difficulty______________　
A. on listening B. to listening
C. for listening D. in listening
8. Please tell me the way you thought of______________ the garden.
A. take care of
B. to take care of
C. taking care of
D. to take care
9. It’s______________ hot here. We can’t stay here for a long time.
A. much
B. very much
C. much too
D. too much
10. How did all these______________
A. came out
B. come up
C. come across
D. come about
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
答案：1. A　2. D　3. B　4. D　5. A　6. B　7. D　8. B　9. C　10. B
→Step 7 Workbook
Do Exercise 3 on Page 49 in Using words and expressions.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 3 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 2　English around the world
Important Language Points
1. He likes to help us______________ he is very busy.2. We’ve known for years.______________　, since we were babies.3.______________　, John cheated in the exam.4. There is a______________ of stone on the road． 5. He has played all kinds of______________ in his life.6. He learnt to use body language to______________ with deaf customers.
活动与探究
Words showing directions are important in our daily life. Remember them by doing a game as follows.
1. Let students draw a square as follows to represent a classroom.
2. Tell students the “front” stands for “north”.
3. Then ask students to write down all the directions including the adjectives in the box correctly.
4. Play a game.
Supposed situation:A hides something in a box and asks B to guess where it is. B has to use direction words.
Sample dialogue.
A:I have hidden my dictionary somewhere in the classroom. Can you guess where it is
B:Is it in the south
A:No.
B:Is it in the southwest
A:No.
. . .Period 4　Grammar
（Direct Speech and Indirect Speech(Ⅱ)）
整体设计
从容说课
This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.
This teaching period is a grammar lesson. The students are expected to make clear what a command is and what a request is, and how to turn their direct speech into indirect speech in this period.
In this lesson, we will first offer a supposed situation and make the students learn about the differences between demands and requests. The situation makes students know that in English, giving commands is less polite than making a request. Not everyone should give commands. People who often give commands are bosses, teachers and parents. If giving commands, we use such structures as “Do. . . ” and “Don’t. . . ”; if making a request, we can say “Please do. . . ”, “Will/Would you(please). . . ”, “Can/Could you(please). . . ”, etc.
Later on, we’ll summarize the rules of turning Direct speech into Indirect speech and make students know: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. ”. Then ask them to do exercises and make dialogues according to supposed situations. This can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.
教学重点? Get the students to master the rules of how to express a request and a command in direct speech and indirect speech.
教学难点?Enable the students to use a request and a command in direct speech and indirect speech.
教学方法? 1. Task-based teaching and learning
2. Cooperative learning
3. Discussion and practice
教具准备? A projector and other normal teaching tools
三维目标
Knowledge aim:Get the students to learn the rules of requests and commands in direct speech and indirect speech.
Ability aim:Enable the students to use the rules properly in different situations.
Emotional aim:Enable the students to communicate with others well by using requests and commands properly.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Get the students to dictate some useful words and expressions.
3. Change a statement or a question into indirect speech.
→Step 2 Summarizing the difference between commands and requests
The teacher speaks to three students:
Xiao Ming, close the door.
Xiao Mei, please pass on the dictionary to Li Ming.
Wang Juan, will you please answer me a question
Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ”, I make requests.
Show the following on the screen.
Direct Speech
Commands Do. . . /Don’t. . .
Requests Do. . . , please.Can/Could you(please). . . Will/Would you(please). . .
→Step 3 Practice(1)
Turn to Page 12.
1. Change the commands into requests(Exercise 3 in Discovering useful structures). Students work in pairs.
2. Make dialogues using the commands/requests. Work in pairs. Students are encouraged to imagine interesting dialogues.
Sample dialogues:
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.
3. Do Exercise 2(Using structures Page 50)
Students read the exercise to know what they are expected to do, then do it individually. While checking the answers, deal with any problems students may meet.
→Step 4 Summarizing the rules of turning Direct speech into Indirect speech
Work in pairs.
Show some examples on the screen. Ask students to study them carefully and discuss in pairs to find out the rules.
“Make sure the light is off, ” The teacher said to me.The teacher told me to make sure the light was off.“Don’t play balls in the street, ” the policeman said to us. The policeman told us not to play balls in the street.“Can you lend me ten dollars ” Mary said.Mary asked me to lend her ten dollars.“Will you please not smoke here ” she said.She asked me not to smoke here.
A few minutes later, ask one student to write his or her answers in the table.
Direct Speech Indirect speech
Commands Do/Don’t. . .
Requests Do. . . , please.Can/Could you(please). . . Will/Would you(please). . .
After discussion, the correct answer is shown on the blackboard. The students can see:
Direct Speech Indirect speech
Commands Do/Don’t. . . Sb. told sb. else(not)to do. . .
Requests Do. . . , please.Can/Could you(please). . . Will/Would you(please). . . Sb. asked sb. else(not)to do. . .
Conclusion:If we change commands, we may use the patterns:sb. told/ordered sb. else(not)to do sth. ; if we change requests, we can use “sb. asked sb. else(not)to do sth. ”
→Step 5 Practice(2)
1. Turn to Page 50. Do Exercise 1 in Using structures.
Teacher makes a dialogue with two students. Just like the following:
T:Turn on the light, Mary.
A:What did our teacher tell Mary
B:She told Mary to turn on the light.
Students work in groups of 3.
2. Ask students to work in groups of 3 to make a dialogue. Be sure to use indirect and direct speech and requests.
Supposed situation:A doesn’t know the way to the cinema and turns to C for help. B retells C’s words to A.
→Step 6 Consolidation
1. They weren’t talking to you, but you heard them. What did you hear them say
1)She told him to shut up. I am sure I heard her say to him “______________”.
2)He asked her to speak louder. I am sure I heard him ask her “______________”.
3)She told her to try the lift. I am sure I heard her say to her “______________”.
4)He told them not to wait for him. I am sure that I heard him say to him “______________”.
5)She told him to stop wasting time. I am sure I heard her say to him “______________”.
6)The girl asked her father to tell her a story. I am sure I heard her ask him “______________”.
2. Work in pairs. Look at the Dos and Don’ts below. Turn them into commands and requests. First use Direct Speech, then use Indirect Speech.
Dos Don’ts
Buy some bread for her. Make too much noise.
Help her tidy the room. Forget to put your umbrella in the stand.
Speak quietly on the phone. Smoke in the bathroom.
Turn down the radio. Stay up too late.
3. Games
Choose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students ask them to do.
If time is limited, it can be done as homework.
→Step 7 Homework
1. Finish off the workbook exercises.
2. Prepare the next part.
板书设计
Unit 2　English around the world
Grammar:the Imperative Sentence and Its Indirect Speech
Direct Speech Indirect speech
Commands Do/Don’t. . . Sb. told sb. else(not)to do. . .
Requests Do. . . , please.Can/Could you(please). . . Will/Would you(please). . . Sb. asked sb. else(not)to do. . .
活动与探究
If you are an assistant, make some Dos and Don’ts for your school library. Then make dialogues with your classmates using commands and requests and the indirect speech.Period 7　Writing
整体设计
从容说课
This is the seventh teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.
The emphasis of this period is laid on developing the students’ writing ability. First summarize the brainstorming way of preparing oneself before writing, let the students know how to make a brainstorming map, and then ask them to make one on the topic question:How can learning English help China in the future This is one of the best ways for students to prepare what they want to say before they begin to write.
Making a poster is also very useful for students to collect ideas and sentences before writing. Make one on China’s Future Lies in Learning English.
After the two steps above, the teacher can let the students write a short passage titled “Should we learn English ” According to the brainstorming map on the top of Page 15 and the poster they makes in Step 4, they can decide the structure of the passage should be as follows:State your points of view; show the supporting reasons; get a conclusion. Then, show students some connecting words which can help them to join the sentences and paragraphs. They will write a good passage.
As for Writing task on Page 53 in the workbook, it can be done as homework. The teacher can model this writing task by sharing his own learning experiences. In essence, it is an effort to help students organize their self-reflection.
教学重点? Develop the students’ writing ability by making a brainstorming map and a poster.
教学难点
Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.
教学方法? Brainstorming and cooperative-learning
教具准备? A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the brainstorming way.
2. Get the students to learn to make a poster.
3. Get the students to learn some connecting words and sentences.
Ability aims:
1. Develop the students’ writing ability.
2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.
3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.
Emotional aim:
Enable the students to master writing skills and write excellent articles.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Get two pairs of students to make dialogues about asking directions using requests.
→Step 2 Presentation
Summarize the brainstorming way of preparing oneself before writing.
The teacher writes the topic question “Why should I learn English ” on the blackboard.
Student 1:I learn English to talk to native speakers.
Student 2:To go to college, I learn English hard.
Student 3:I like reading. I learn English so as to read English novels.
(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )
Teacher:Well, let’s show your ideas on a brainstorming map.
(Show the map on the screen. )
Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing
Students:Yes.
→Step 3 Making a brainstorming map
The teacher writes down the topic question “How can learning English help China in the future ” on the blackboard. Ask students to make a brainstorming map with a partner.
Several minutes later, ask a student draws the map on the blackboard.
Sample map:
→Step 4 Making a poster
First ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.
Sample poster
China’s Future Lies in Learning English Reasons for learning English: World trade is done in English;International organizations(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 entera new international market.So China’s Future Lies in Learning English
→Step 5 Writing a short passage
1. The title is “Should we learn English ”
2. Show the structure on how to write the passage.
1)State your points of view.
2)Show the supporting reasons.
3)Get a conclusion
3. Show the students connecting words which can help them to join the sentences and paragraphs.
Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .
Addition:firstly, secondly, then, besides, at last. . .
Contrast:however, but, on the other hand. . .
Summary:in short, in a word, therefore, so. . .
Sample passage:
Should we learn English
Many 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. So I strongly think we should learn English.
Firstly, learning 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.
Secondly, 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.
However, 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 ahead!
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.
→Step 6 Homework
Writing task on Page 53 in the workbook.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Get two pairs of students to make dialogues about asking directions using requests.
→Step 2 Presentation
Summarize the brainstorming way of preparing oneself before writing.
→Step 3 Making a brainstorming map
Write down the topic question “How can learning English help China in the future ”on the blackboard. Ask students to make a brainstorming map with a partner. Several minutes later, ask a student draws the map on the blackboard.
→Step 4 Making a poster
First ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.
→Step 5 Writing a short passage
1. The title:Should we learn English
2. The structure on how to write the passage:
1)State your points of view.
2)Show the supporting reasons.
3)Get a conclusion.
3. Connecting words:
Illustration:I think. . . I believe. . . In my opinion. . .
Addition:　firstly　secondly　then　besides　at last. . .
Contrast:　however　but　on the other hand. . .
Summary:in short　in a word　therefore　so. . .
→Step 6 Homework
Writing task on Page 53 in the workbook.
板书设计
Unit 2　English around the world
Writing
A brainstorming map:
活动与探究
More and more people learn and speak English. Why Hold a group discussion, and write a short passage titled “Why is English spoken in so many places around the world ”to list the reasons.
Sample passage:
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. Children go to school to learn English everywhere in the world. More people speak English as their first, second or foreign language.Unit 2　English around the world
单元规则
本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在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。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。
“读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。
“阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。
“理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。
“语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。
“语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到本国语言文化差异，这有助于培养跨文化意识；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斯州的休斯敦市，因此带有浓重的南方口音。旨在让学生感受一下将英语作为母语的本国人说话的一个侧面，所以教师在指导学生进行听力训练时，要注意掌握尺度，让学生感觉一下、了解一下，点到为止，不提倡硬性模仿；Reading and speaking主要让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，随后还要求学生选择所提供的情景编对话，以灵活生动的对话形式帮助学生熟练掌握并运用直接引语和间接引语表达请求或要求；Writing部分让学生根据所给示范步骤，完成“Why should we learn English ”的主题写作任务。在这一环节中，教师应想方设法激发学生的学习热情，让学生学会自己动手收集信息、处理信息，用所学语言去实践，通过自学、自做解决问题。这样做既锻炼了学生听、说、读、写的语言运用能力，又培养了学生发现问题，解决问题的能力。
“小结（Summing Up）”部分设计了一个表格，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归纳总结。这样做的不仅便于学生复习掌握本单元的要点，而且有助于学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳和总结的能力。
“学习建议（Learning Tip）”部分，向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，并鼓励他们运用多义词编绕口令、笑话等，增加了学生学习英语的兴趣。
知识目标：
本单元需要学习的重点单词为：include　role　international　native　elevator　flat　apartment　rubber　petrol　gas　modern　culture　AD　actually　present(adj. )　rule(v. )　vocabulary　usage　identity　government　Singapore　Malaysia　rapidly　phrase candy　lorry　command　request　retell　polite　boss　standard　Midwestern　southern　Spanish　eastern　southeastern　northwestern　recognize　accent　lightning　direction　ma’am　subway　block
本单元需要学习的重点词组为：play a role in　because of　come up　such as　play a part(in)
本单元需要学习的重点句型为：
1. World Englishes come from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )
2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )
3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )
4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)
5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )
6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)
7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )
8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )
9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . )
10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )
本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication)
Pardon
I beg your pardon
I don’t understand.
Could you say that again please
Sorry, I can’t follow you.
Could you repeat that, please
Could you speak more slowly, please
How do you spell it, please
本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)
1. 要求或命令(demands or orders)
“Open the door, ” told he.
→He told/ordered me to open the door.
2. 请求(requests)
He said, “Please open the door. /Would you please open the door ”
→He asked me to open the door.
能力目标：
1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。
3. 掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。
4. 学会应付语言交际困难的表达法，用英语进行语言交流。
5. 能熟悉作文的写作步骤，写一篇介绍英语学习经历的短文。
情感目标：
通过学习讨论本单元“世界英语”的话题，使学生了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语，并对英国英语和美国英语的差异有所了解，尤其是一些常用词，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英语进行交流。
课时安排
This unit seeks to give students a better understanding of how English developed and how it is spoken in the world. Students are often heard talking about “standard English”. In fact, as this unit hopes to make clear, there is no such thing as one standard of spoken or written English. Nor is there complete agreement on what represents “world English” and what only a dialect is. This unit focuses on the two major groups of English which linguists loosely identify as British English and American English. As you know from your own experience, both kinds of English are used in China today.
We can also know from this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students’ attention to examples of how English is always changing. Such linguistic awareness will make it easier for students to adjust to native English speakers from different parts of the world. This knowledge will also help students to realize why the English they find in textbooks and other learning materials varies. All in all, by learning this unit, students may begin to realize if they wish to continue improving their English, they must become life-long learners of the language.
Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows:
Period 1:Warming up and Reading
Period 2:Extensive Reading
Period 3:Important Language Points
Period 4:Grammar:Direct Speech and Indirect Speech(Ⅱ)
Period 5:Listening
Period 6:Speaking
Period 7:Writing
Period 8:Unit revision(Summing up and Learning tip)
Period 1　Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on.
As to Warming Up, the teacher had better organize a read-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading.
Before reading the passage THE ROAD TO MODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage.
The reading passage titled THE ROAD TO MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and further understanding, but also get the students to learn about English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.
To consolidate the contents of the reading passage, the Ss should be required to introduce briefly the history of English language at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点?1. Get the students to learn different reading skills.
2. Get the students to learn about the English language.
教学难点?Develop the students’ reading ability.
教学方法?1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备? The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions in this passage:include　role　international　native　elevator　flat　apartment　rubber　petrol　gas　modern　culture　AD　actually　present(adj. )　rule(v. )　vocabulary　usage　identity　government　Singapore　Malaysia　rapidly
play a role in　because of　come up such as
2. Get the students to learn about English language.
Ability aims:
Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.
Emotional aims:
Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.
教学过程
设计方案（一）
→Step 1 Lead-in and Warm Up
To arouse the students’ interest and lead in the topic, the teacher can organize some activities.
1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.
They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same.
2. Get the students to discuss in groups about the differences between British English and American English, and give some examples.
3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English:
apartment/flat　bathroom/toilet　can/tin　candy/sweet　elevator/lift　fall/autumn game/match　line/queue　penal/pen friend　mad/angry　mail/post　mom/mum　movie/film　pants/trousers　repair/mend　sick/ill　cookie/biscuit　crazy/mad　drugstore/chemist’s gas/petrol
→Step 2 Pre-reading
Get the students first to discuss the two questions with their partners and then answer them.
1. How many people speak English in the world today
2. Why do so many people speak English
Suggested answers:
1. About 1500 million people speak English as their first, second or foreign language.
2. The reasons why so many people speak English:
1)English is one of the official languages of the Olympic Games and the United Nations.
2)English dominates international websites and provides nearly all of the new computer terminology.
3)Tourism and trade from Western Europe and North America has contributed to the spread of English.
4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
→Step 3 Reading
1. Skimming
Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. )
Paragraphs Main ideas
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Suggested answer:
Paragraphs Main ideas
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
1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons.
2)Choose the best answer and see whether you’ve really understood the text.
(1)The passage mainly tells us______________.
A. why English is more and more widely used in the world today
B. a very brief history of the English language
C. the difference between British English and American English
D. the different kinds of the English language in the world
(2)“English became closer to the language you are learning now. ” Here the word “close” means______________.
A. very alike
B. short
C. near
D. careful
(3)From this passage we can infer that the English language was once influenced by______________.
A. the Chinese language
B. South Africa
C. South Asia
D. both German and French
(4)From this passage we can see that______________　.
A. the author is quite sure that Chinese English will become one of the world Englishes
B. the author has no idea whether or not Chinese English will become one of the world Englishes
C. the author thinks that government and education play an important role in English learning
D. the author feels every satisfied to see more and more Chinese people are learning English
Suggested answers:(1)B　(2)A　(3)D　(4)B
3. Language problems
While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc.
4. Reading aloud
Play the tape of the passage for the students to listen to and follow. Play the tape of part of the passage once more; this time the students listen and repeat.
5. Following up
Work in groups. Discuss the following 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. The reasons are as follows:First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. Second, 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. Third, 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. )
2)Why do you think people all over the world want to learn English
Possible answer:
Here are 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 accents 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 4 Workbook
Do Exercises 1 and 2 in Using words and expressions on Page 49.
→Step 5 Discussion
Get the students in groups to discuss how their generation could influence English.
→Step 6 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again. Try to retell it.
设计方案（二）
→Step 1 Lead-in and Warm Up
To arouse the students’ interest and lead in the topic, the teacher can organize some activities or ask students some questions, such as “How many countries use English as their native language ”, “Are there any differences between British English and American English ”, and so on.
→Step 2 Pre-reading
Get the students first to discuss the two questions with their partners and then answer them.
→Step 3 Reading
1. Skimming
Ask the students to read quickly to get the main idea of the text.
2. Scanning
Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise 1(on Page 10).
3. Language problems
While checking the answers with the whole class, deal with any language problems.
4. Reading aloud
Play the tape of the passage for the students to listen to and follow.
5. Following up
Work in groups. Discuss the two questions in Comprehending Exercise 3 and then ask two groups to report their answers to the class.
→Step 4 Workbook
Do Exercises 1 and 2 in Using words and expressions on Page 49.
→Step 5 Discussion
Get the students in groups to discuss how their generation could influence English.
→Step 6 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again. Try to retell it.
板书设计
Unit 2　English around the world
THE ROAD TO MODERN ENGLISH
Paragraphs Main ideas
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.
活动与探究
Surf the Internet and try to find more about the differences between British English and American English.Period 6　Speaking
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first ask some students to make a dialogue to review differences between British English and American English in vocabulary.
The emphasis of this period should be placed on developing students’ speaking ability. The teacher can lead in the part. Reading and speaking on Page 15 by getting students to give examples of British and American words which are different but have the same meaning. Then, ask students to read the dialogue and find the different words used by Amy(American)and a lady(British). Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses. At last, let students make dialogues to practice the words which are different but have the same meaning. In this activity, the teacher asks students to select actual streets and location in their hometown for giving directions. On one hand, it helps students to practice patterns for difficulties in communication; on the other hand, students can review direct speech and indirect speech and requests. At the same time, they can also learn more British and American words and expressions which are different but have the same meaning. So, it will make for developing students’ speaking ability. The part Talking on Page 48 in the workbook will have the same effect.
Sometimes the best way to understand a language is to teach it to others, so the part Speaking task on Page 52 is designed to let students give some good advice on how to teach English to beginners. This speaking task requires students to think about how they learn English and choose the methods that helped them the most. This is a very good activity, but perhaps it is a little difficult for them to do so, give them some help if necessary.
教学重点? Develop the students’ speaking ability by making and acting dialogues.
教学难点? Enable the students to have the ability to ask directions by using direct speech or indirect speech and requests.
教学方法? 1. Task-based teaching and learning
2. Cooperative learning
3. Role-play
教具准备? Normal teaching tools
三维目标
Knowledge aims:
1. Get the students learn some British and American words and expressions which are different but have the same meaning.
2. Get the students to learn patterns for difficulties in language communication.
Ability aims:
1. Develop the students’ speaking ability by making and acting.
2. Enable the students to learn to use patterns for difficulties in language communication.
3. Let the students have the ability to ask directions by using requests.
Emotional aims:
Enable the students to master more British and American words and expressions which are different but have the same meaning and patterns for difficulties in communication so that they can communicate with foreigners who come from different countries more freely.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs to play their dialogues about differences between British English and American English in vocabulary and give some comments.
→Step 2 Lead-in
The teacher can first ask students to give examples about differences between British English and American English in vocabulary, and then tell them to turn to Page 15 and make clear something Amy and her American friends meet in London.
→Step 3 Speaking
1. Get the students to read the dialogue and find the different words used by American and British. Make sure they know that the words used for directions often vary depending on what kind of English the speaker uses.
Amy(American) Lady(British)
subway underground
left left-hand side
keep going straight go straight on
block street
right right-hand side
2. Role-play
Ask the students to use the words that were confusing to Amy and her friends in a role-play of their own. Tell them they had better select actual streets and location in their hometown for giving directions.
Sample version:
A:Excuse me, ma’am. Would you please tell me where the nearest drugstore is
B:Pardon
A:I said I couldn’t find the chemist’s shop.
B:Well, go round the corner on your left-hand side, straight on and cross the flyover. You will find it ahead.
A:Thank you very much.
C:What did she say
A:She told us to go around the corner on the left, keep going straight and then cross the overpass. The drugstore will be ahead.
3. Dialogue
Ask the students to read the directions and make sure they know what to do. Remind them to use the expressions for difficulties in language communication.
→Step 4 Workbook
1. Revise patterns for difficulties in language communication
The teacher asks students:If you don’t hear what someone says, what should you say Students may answer:Pardon /I beg your pardon /Could you say that again, please /Could you repeat that, please /Can you speak more slowly, please /How do you spell it, please /I don’t understand. /Sorry, I can’t follow you.
2. Turn to Page 48. Make a dialogue in pairs, using the expressions.
Get the students to read the situations carefully to decide which one they would like to choose. Make sure they know what to do.
Sample dialogue for Situation 1
(F=foreigner, Y=you)
F:Excuse me, but I can’t find my friends. Could you do me a favor
Y:Can you speak more slowly, please
F:They are waiting for me on the flyover. But I can’t find it.
Y:Sorry, I can’t follow you. Could you repeat that, please
F:I want to go to the flyover.
Y:Well, walk along this street and take the first right turn on your right. Keep going straight and you’ll see it.
Sample dialogue for situation 2
(F=your father, M=your mother, Y=you, W=waitress)
F:Excuse me, but I can’t find the toilet. Can you help me
W:Er. . . toilet It’s over there.
B:Restroom But we don’t need to have a rest.
Y:Oh, sorry. But where is the WC
W:I beg your pardon
Y:WC.
W:Sorry. There is no WC. Oh, I see. It is on the second floor.
Y:Thank you very much.
(Go upstairs. )
F & M:Where is the toilet No toilet but empty rooms here.
Y:Oh, I see. We are in the USA. The second floor here means the first floor. Let’s go downstairs.
→Step 5 Speaking task
1. Turn to Page 52. Get the students to read the directions and make sure they know what to do.
2. Work in groups of three. First discuss, and then make a list of their ideas and fill in the chart.
Sample dialogue:
A:Now let’s try to remember what helped us most when we were first learning English.
B:I remember I learned the most from seeing the words written down and doing dialogues and readings. Do you remember we used to read the dialogues in the book and then change them a little using our own words That was very good practice.
C:Yes, and I think learning the grammar and then practicing it in situations helped me a lot.
A:What about listening to English What helped us most to improve our English
B:The listening tapes going with our textbooks were very good. The VCD, which used native speakers to teach English, was very helpful. English programs on the air helped me most.
C:Me too! Me too!
A:So we should say that we learned our English by listening to tapes with native speakers, by reading texts that were not too difficult, by practicing the grammar in situations, by speaking English using the dialogues and practicing the pronunciation of new words. That seems very clear. So let’s make a list.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Preview the next part Writing.
板书设计
Unit 2　English around the world
Speaking

Patterns for difficulties in language communication
Pardon I beg your pardon I don’t understand.Could you say that again, please Sorry, I can’t follow you.Could you repeat that, please Can you speak more slowly, please How do you spell it, please
活动与探究
Speaking is very important in our daily life as well as in our English learning. Make a dialogue with your partner in English out of class.
1. The vocabulary, grammar and function you will use are as follows:
Vocabulary:hi/hello　movie/film　block/street　fall/autumn　right/right-hand side　keep straight/go straight on. . .
Grammar:the imperative sentence and its indirect speech
Function:difficulties in language communication
2. You can follow the steps:
Step 1 Choose your partner.
Step 2 Suppose a real situation.
Step 3 Discuss and make up the dialogue.
Step 4 Act it out with your partner.Period 5　Listening
整体设计
从容说课
This is the fifth teaching period of this unit. The teacher can first get the students to review what they learned in the last period by doing some exercises, such as changing requests and commands into indirect speech, etc.
The emphasis of this period should be laid on developing students’ listening ability. The part Listening on Page 14 in the textbook introduces students to a dialect and a form of “standard English”. The teacher can first lead in the topic by talking about “standard English” and dialects they read in the part Reading and talking, set the context for the students by describing the situation, and then play the tape for them to listen. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary.
As to the parts Listening on Page 48 and Listening task on Page 51 in the workbook, the teaching procedure can be approximately the same as the above.
Some students may find it hard to listen and understand listening materials and what a foreigner says. Tell them:Practice can solve this problem. Do remember the more you listen to English, the easier it becomes.
教学重点? Develop the students’ listening ability by understanding words used in British and American English which have the same meanings and some dialect accents.
教学难点?Get the students to understand different dialect accents.
教学方法? 1. Task-based listening
2. Cooperative learning
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
Get the students to distinguish some words used in British and American English and some dialects.
Ability aims:
1. Enable students to catch and understand the listening materials and distinguish British and American English, try using them in dialogues.
2. Develop the students’ ability to get special information and take notes while listening.
Emotional aims:
Let the students learn about “standard English” and dialects in order to understand people who come from different English-speaking countries and communicate with them freely.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Review commands and requests.
→Step 2 Warming up
1. Talk about “standard English” and dialects.
2. Turn to Page 14. Set the context for the students by describing the situation.
The teacher can first ask students to look at the picture and read the passage, then describe the picture and the boys.
→Step 3 Listening
1. Tell the students:You are going to listen to a boy named Buford. He speaks a Southern dialect of American English with the East Texas accent. Remember:pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard British English. First, listen and know of standard British English and Southern dialects.
2. Play the tape for the students to listen to.
3. Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.
Dialectic words from Buford’s story Standard English equivalents
hey hello
y’all everyone
ain’t aren’t
yer your
ya you
pup child
swimmin’ swimming
jumpin’ jumping
feelin’ feeling
‘bout about
‘nough enough
shoulda seen should have seen
got outta got out of
4. Play the tape again and let the students answer the questions in pairs after listening.
5. Check the answers with the whole class.
→Step 4 Listening and writing(Listening on Page 48)
Students read the directions, listen to the tape to get the general idea and then fill in the form.
1. Tell the students:Before you listen to the tape, please read the directions to guess what this lestening is about. Make notes while listening.
2. 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.
3. Teacher checks the answers and explains some difficult listening points if necessary.
→Step 5 Discussing and listening(Listening task on Pages 51-52)
1. Discuss the question in pairs:What do you usually do to improve your English
2. Tell the students:We are going to listen about how Wang Ting and Chen Peng improve their English.
3. Play the tape for students to find out the main idea.
4. Play the tape again for students to answer the questions.
5. Play a third time for students to write down the three ways Wang Ting suggests to improve English skills.
6. Check the answers with the whole class.
→Step 6 Homework
1. Finish off the workbook exercises.
2. Learn about some differences between British English and American English in vocabulary.
板书设计
Unit 2　English around the world
Listening
Dialectic words from Buford’s story Standard English equivalents
y’all swimmin’ jumpin’ shoulda seen . . . everyone swimming jumping should have seen . . .
活动与探究
Music and songs are beautiful. Listening to music and songs is an effective listening practice. Surf the Internet to find an English song you like and enjoy it with your partners.
An English song strongly commended:
我最喜欢的英文歌——《毕业生》主题曲The Sound of Silence
Hello darkness, my old friend,
你好，黑夜，我的老朋友，
I’ve come to talk with you again.
我再次来和你交谈。
Because a vision softly creeping,
因为一个柔和的视线缓缓前行，
Left its seeds while I was sleeping.
留下它的种子，在我熟睡之时。
And the vision that was planted in my brain,
这种视觉感受被种植在我的脑海中，
Still remains,
一直留存，
Within the sound of silence.
一片沉默。
In restless dreams I walked along.
在局促不安的梦中我独自行走。
Narrow streets of cobblestone.
狭窄的街道铺着鹅卵石。
Beneath the halo of a street lamp,
在路灯的光晕下，
I turned my collar to the cold and damp.
我竖起衣领来抵挡寒冷和湿气。
When my eyes were stabbed by the flash of a neon light,
当我的眼睛被跳动的霓虹灯刺伤时，
That split the night.
夜晚也被撕裂。
And touched the sound of silence.
然后触到了一片沉默。
And in the naked light,
在暴露的灯光下，
I saw ten thousand people maybe more.
我看见人头攒动。
People talking without speaking.
人们不用语言交谈，
People hearing without listening.
人们不用听觉倾听。
People writing songs that voices never share.
人们谱写歌曲，歌声从不被分享。
And no one dared.
没人敢冒险，
Disturb the sound of silence.
搅乱一片沉默。
“Fools, ” said I, “You do not know,
“愚蠢，”我说，“你们不知道，
Silence like a cancer grows. ”
沉默像癌症一样生长。”
Hear my words that I might teach you.
听我的语言，我可以教你们。
Take my arms that I might reach you.
抓住我的手臂，我可以够到你们。
But my words like silent raindrops fell.
但是我的话像沉默的雨点无声地掉落。
And echoed in the wells of silence.
回声中，还是一片沉默。
And the people bowed and prayed,
人们服从，祈祷，
To the neon god they made.
对着他们制出的霓虹灯偶像。
And the sign flashed out its warning,
标志闪烁出警告，
In the words that it was forming.
用已形成的表达方式。
And the sign said, “The words of the prophets are written on the subway walls and tenement halls. ”
标志说：“预言被写在了地铁的墙上和房间的客厅里。”
And whispered in the sounds of silence.
低语，在一片沉默中。