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.(共26张PPT)
How many languages can you speak
Warming up
Minnan dialect
Chinese
English
方言
Wenzhou dialect
…and so on
Question:
In which countries English is used as the native language
U.K.
U.S.A.
Canada
Australia
New Zealand
South Africa
English-speaking countries
English
Are the English spoken all around the world the same
Find out the synonyms (同义词） in the following conversation.
A:Hey, let’s go and see a soccer game. It is very exciting.
B: Great. I like football match very much.
BrE AmE
The differences between British English and American English.
vocabulary
spelling
pronunciation
football soccer
match game
colour
dance
color
[d ns]
[da:ns]
The Road to Modern English
Two big changes in English spelling happened .
Native speakers can understand each other but not everything.
English is also spoken as a foreign or second language .
The spread of English in the world.
All languages change and develop when cultures meet and communicate with each other.
Para1
Para2
Para3
Para4
Para5
Learning tip:
The first sentence and second sentence of a paragraph usually is the topic sentence.
Skimming:Match the topic sentences with each paragragh.(3mins)
1. When did English begin to be spoken in many other countries
2. Why did English begin to be spoken in many other countries at that time
Read para.1 carefully and answer the following questions.
In the 17th century.
Because people from England made voyages to conquer other parts of the world.
Find the synonyms（同义词） in the conversation.
British Betty: Would you like to see my flat
American Amy: Yes, I’d like to come up to your apartment.
Synonyms: flat apartment （公寓）
Time Events
AD 450-1150 The English was spoken in England. It was based more on __________than the English we speak at present.
AD 800-1150 Because the people who ________ England spoke first Danish and later French, English became _________ like German.
In the 1600s _______________ made use of a wider vocabulary than ever before.
In 1620 Some British settlers moved to ___________.
In the 18th century Some British people were taken to _________.
German
ruled
less
Shakespeare
America
Australia
be based on 根据，以…为依据
at present 现在，目前
rule v. 统治，控制
1.Samuel Johnson’s dictionary gave a separate identity to American English spelling.
2.From 1765 to 1947, English became the language for Indian government.
3.We’re sure that Chinese English will develop its own identity.
4. India has a very large number of fluent English speakers.
F
T
Para. 4&5 T or F
F
T
Only time will tell.
Noah Webster
The four groups will do a competition together.
There are four different questions that have different amout of money. Each group can choose one question. If the group can offer the right answer, they get the money. If the group gives the wrong answer,they lose the money.
Q4:
Q3:
Q2:
Q1:
Q1:Ture or False ($ 500,000)
1. The language of the government is always the language of the country.
2. English is one of the official languages used in India.
F
T
Q2:Which of the following statement is true
（$300,000）
Languages always stay the same
B. Languages change only after wars
C. Languages no longer change
D. Languages change when cultures change
Q3: ($300,000)
The text mainly tells us ____.
A. that old English is different from
the English today
B. how Modern English came into being
C. English and its history
D. that English will keep changing
Q4: How did American English spelling get the separate identity ($5000000)
Noah Webster wrote The American
Dictionary of the English Language,
which gave a separate identity to
American English spelling.
Why do people all over the world want to learn English
(The group who can offer the best answer is able to get the money.)
For trade
For learning foreign culture
For entertainment
For passing the exams
For surfing the internet
English is one of the official language of the Olympic Games and the United Nations.
English is an international language.
At the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in ________ .As people from England made_______ to conquer other parts of the world ,English began to be ______ in many other countries. Now more people speak English than ever _______. ________English speakers can understand each other even ___they don’t speak the same kind of English .
England
voyages
spoken
Native
before
if
Post reading
Retell the passage and fill in the blanks.
________all languages change when ________ communicate with each other. Now American English and American English have their own_______. English is also spoken in many other countries in Africa and______, such____ South Africa, Indian, Singapore and Malaysia. Today the number of the people in China ___ increasing _______. In the future Chinese English may become one of the world Englishes.
cultures
identity
Asia
as
is
rapidly
Actually
U.K.
U.S.A.
Canada
Australia
New Zealand
South Africa
English-speaking countries(共37张PPT)
Direct speech &indirect speech
Requests and commands
You are beautiful.
If we report her statement, we say… …
She told her that she was beautiful.
Before the palace ball , the witch said to Cinderella…
use (that ).
陈述
are was
连词:
语序:
时态:
代词:
You she
She said to her
“You
are
beautiful.”
Direct:
She told her
Indirect:
that
was
she
beautiful.
陈述动词
said to told
When they were dancing, the prince asked Cinderella…
If we report his question, we say… …
He asked her where
she was from.
Where are you from
use wh-word in wh-questions.
Direct:
Indirect:
He said to her
are
you
from ”
He asked her
where
she
was
“Where
连词:
代词:
change the pronouns( you to she).
时态:
one step back into the past (are to was).
语序:
陈述
陈述动词
change ( said to asked).
from.
He asked her if she was pleased.
After the palace ball, the prince asked Cinderella…
Are you pleased
If we report his question, we say… …
use if / whether in yes-no questions.
陈述
move one step back into the past (are to was).
连词
语序
时态
代词
change the pronouns( you to she).
He said to her
“Are
you
pleased ”
Direct:
He asked her
Indirect:
if
was
she
pleased.
陈述动词
change ( said to asked).
Suddenly, Cinderella remembered what the witch said to her before she left home…
She told her to leave the castle before 12 o’clock.
The Reporter
Leave the castle before 12 o’clock.
祈使句
Close the door.
Please close the door.
Could you close the door
Direct speech
Commands
命令
Requests
要求；请求
Do. . . /Don’t. . .
Will/Would you(please). . .
Can/Could you(please). . .
Do. . . , please.
Requests or Commands
1. Could I use your bathroom
request
2. Put your coat in the closet.
command
3. Speak quietly on the phone, please.
request
4. Will you help me with my
homework this afternoon
request
5. Could you meet me at four
request
6. Take your shoes off before you
enter the room.
command
Suddenly, Cinderella remembered what the witch said to her before she left home…
She told her to leave the castle before 12 o’clock.
The Reporter
Leave the castle before 12 o’clock.
The next day, the prince wanted to find the girl whose feet were fit for the shoes. So the officer asked Cinderella …
He asked her to put her feet in the shoes.
The Reporter
Put your feet in the shoe, please.
Finally, the prince found his true princess, he said…
He asked her to go to the castle with him.
The Reporter
Would you go to the castle with me
Discovery:
She said to her, “Leave the castle before 12 o’clock.”
He said to her, “Put your feet in the shoe, please.”
He asked her, “Would you go to the castle with me ”
She told her to leave the castle before 12 o’clock.
He asked her to put her feet in the shoes.
He asked her to go to the castle with him.
转述祈使句时的变化： ① 如果直接引语是表示请求(request)的口气，则间接引语用 ask sb. to do sth.
②如果直接引语是表示命令(command)的口气，则间接引语用 tell / order sb. to do sth.
③ 去掉 please
④注意人称，时态做相应变化。
SUMMARY
“Open the window,”the teacher
said to the students .
(command)
The teacher told the students
to open the window.
Change a command into an indirect Speech
“Don’t open the window,” the teacher said to the students.
The teacher told the students not to open the window.
tell/told sb not to do sth
(command)
“Open the window, please,” the
teacher said to the students.
(request)
The teacher asked the students
to open the window.
Change a request into an indirect Speech.
“Don’t open the window ,please,” the teacher said to the students.
The teacher asked the students
not to open the window.
ask/asked sb not to do sth
(request)
Direct Speech
直接引语 Indirect speech
间接引语
Commands
命令 Do/Don’t. . .
Requests
要求；
请求 Do. . . , please.
Can/Could you(please). . .
Will/Would you(please). . .
Sb. told sb. (not)to do. . .
Sb. asked sb. (not)to do. . .
“Don't forget to give the message to my wife,” he said
to Li Ping.
He _______ Li Ping _______ _______ forget to give the
message to _______ wife.
2. “Mum, please help me find my shirt,” he said.
He _______ his mother _______ help _______ find
______ shirt.
3. “Use your knife to cut the boots open,” the officer said to the guard.
The officer_______ the guard ____ ____ ___ knife to cut the boots open.
told
not to
his
asked
to
him
his
ordered
to use his
Practice
4. “Don't spend too much time on football!” Mother said to me.
Mother _______ me _______ _______ _______ too much time on football.
5. “Will you sleep and get up early, children ” Father said.
Father _______ the children _______ _______ and _______ up early.
told
not to spend
asked
to sleep
get
Practice
Exercise
1.Mother said to me, “Come back home by five.”
2.My father said to me , “Do not give up your hope.”
3.His secretary said to me, “Please call back after lunch.”
4. The teacher said to me, “Don’t play games in the classroom.”
重点：使用 suggest , advise等时，其后接that宾语时，that 不可省，should 通常可以省略。
我建议他应该用功读书。
4.He said to me, “ you should give up smoking.”
5. She said , “let’s go for a walk.”
感叹句
仍用what，how 等词，语序不变
也可以用that 从句
1.Miss.Lee said, “What a good idea you have!”
2. She said , “How convenient on-line shopping is!”
Miss R, “Open the window.”
Direct speech
Indirect speech
Miss R told ** to
open the window.
Miss R, “Will you please open the window ”
Miss R asked ** to
open the window.
told
to
asked
to
Miss R, “Don’t open the window.”
Miss R told ** not
to open the window.
not
书本P12 exercise3
1. The children asked their teacher to sing a song for them.
2. The mother told her child to turn off the radio.
3. The dentist asked his/her patient to open his/her mouth, so that he/she could see the bad tooth clearly.
4. The secretary asked the woman on the phone to hold on for a minute.
书本P12 exercise3
5. John asked his classmate to lend him his pen.
John asked his classmate if he could borrow his pen.
6. The teacher asked his student to come up to his/her office.(共37张PPT)
actual (adj. ) + -ly 变成副词 actually （adv. ）
思考并列举几个类似变化的词。
【思考提示】
peaceful （adj. ）→ peacefully （adv. ）
happy （adj. ） → happily （adv. ）
beautiful（adj. ）→ beautifully （adv. ）
Two big changes in English spelling happened .
Native speakers can understand each other but not everything.
English is also spoken as a foreign or second language .
The spread of English in the world.
All languages change and develop when cultures meet and communicate with each other.
Para1
Para2
Para3
Para4
Para5
Learning tip:
The first sentence and second sentence of a paragraph usually is the topic sentence.
Skimming:Match the topic sentences with each paragragh.(3mins)
At the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in ________ .As people from England made_______ to conquer other parts of the world ,English began to be ______ in many other countries. Now more people speak English than ever _______. ________English speakers can understand each other even ___they don’t speak the same kind of English .
England
voyages
spoken
Native
before
if
Post reading
Retell the passage and fill in the blanks.
________all languages change when ________ communicate with each other. Now American English and British English have their own_______. English is also spoken in many other countries in Africa and______, such____ South Africa, Indian, Singapore and Malaysia. Today the number of the people in China ___ increasing _______. In the future Chinese English may become one of the world Englishes.
cultures
identity
Asia
as
is
rapidly
Actually
Why do people all over the world want to learn English
(The group who can offer the best answer is able to get the money.)
For trade
For learning foreign culture
For entertainment
For passing the exams
For surfing the internet
English is one of the official language of the Olympic Games and the United Nations.
English is an international language.
The Road to Modern English
more than
1. 用在数词之前,相当于 over
Mary and Amy are more than classmates
2.与其他词连用相当于 “不仅仅,岂止”
1.都市生活与乡村生活迥然不同
City life ________________country life.
2. 他们的产品只在包装上不同。
Their products are only different ________ packaging.
be different from 和…不同
be different in 在….方面不同
is different from
in
(1)You can see our school at the end of the street.
在…的末端(时间，地点)
1. At the end of the 16th century…
16世纪末期
1) 他将在下个月底去北京。
He will go to Beijing at the end of next month.
2) 在路的尽头你可以找到一家商店。
You will find a shop at the end of the road.
2. because of …
因为
Because he is ill, he is not here today.
因为他病了，所以他今天没来。
Because of his illness, he is not here today.
because of vs. because
because+句子
because of+ 名词/代词
Complete the sentences
___________ carelessness, he made many mistakes in the exam.
___________ he is so careless, he made many mistakes in the exam.
Practice 1
Because of
Because
3. …than ever before
You’ll speak English better than ever before.
比以往任何时候更……
（1）你的英语会讲得比以前更好。
4. …even if they don’t speak the same kind of English.
even if =even though “即使，尽管”，用来引导
一个让步状语从句。
即使明天下雨，我们也要去春游。
Even if it rains tomorrow, we will go for a spring outing.
We won’t give up _________ we fail 10 times.
A. even if B. since C. whether D. until
A
①A child came up to me and showed me the
way to the station.
②The sun came up.
③Your question came up at the meeting.
④ The manager came up with a good idea
走近
升起
被提出
5. I’d like to come up to your apartment.
想出，提出（答案，计划）
到…，走近…
So why has English changed over time
那么， 英语在一段时间里为什么会起变化呢？
Over :贯穿， 经过（一段时间）
e.g Over the years, he has become more patient.
经过这些年， 他边得更有耐心
e.g 周末她会来杭州。
She will come to Hangzhou over the weekend.
e.g圣诞节时你在家吗？
Will you stay at home over Christmas
over 超过(=more than)， 再三 (again)
over 2 minutes over and over
Actually all languages change and develop when cultures meet and communicate with each other.
actually = in fact
communicate vi.
It’s necessary that young and old people should communicate with each other.
6. communicate with each other
交流，联系
（1） 他擅长与他人交流。
He is good at communicating with others.
（2）我们通常用书信彼此联络。
We usually communicate with each other by letter.
7. It was more based on German than the English
base on /be based on 以…为基础
The film is based on a true story.
（1）你应该把观点建立在事实上。
You should base your opinion on facts.
（2）这部电影是以真实故事为依据。
at present 目前，现在
(1) Present ['prez nt] adj. 现在的；出席的；到场的
How many people were present at the meeting
(2)n.礼物['prez nt]
（3）vt. 赠于，授予[pri'zent]
present sth to sb.=present sb. with sth.
…because those who ruled England
spoke first Danish and later French.
rule n. 规则，统治
v. 支配，统治
He does everything by rule.
He makes it a rule to walk a half hour
before breakfast
The queen ruled the country.
Danish n. 丹麦文
adj. 丹麦的，丹麦人的，丹麦文的
9. make use of….
利用
好好利用
充分利用
make good use of
make full use of
We should make good use of time.
We should make full use of internet resources.
（1）我们要好好利用时间。
（2）我们要充分利用网络资源(resource)。
a number of “许多, 大量”, 后接复数名词，
a great number of / a large number of / a small number of ）
（1）大量的书不见了。
A number of books are missing.
（2）许多学生在背书(recite)。
A number of students are reciting.
the number of “……的数目”,后接可数名词复数，作主语时谓语动词用单数。
.the number of / a number of
（1）教室里学生的人数是60。
The number of students in the classroom is 60.
（2）苹果的数目是10个。
The number of apples is10.
The number of people invited_____ fifty, but a number of them _____absent for different reasons.
A . were; was B. was; was
C. was ; were D. were; were
The number of my books only 16.
A number of books in the library.
is
are
such as / for example 都是用于例举事物
such as 放中间, 但不等于总和(部分例举)
He knows several languages, such as
English, French and German.
that is / namely (全举)
for example (例举同类中的一个)
Some students, for example, John, didn’t
finish homework.
Some English programs, _____ English on Sunday, Follow Me, are very helpful to us.
A. for example
B. according to
C. such as
D. because of
Noise, ____, is a kind of pollution.
A. such as
B. take for example
C. like
D. for example
C
D
12. Only time will tell.
时间会证明一切。
tell 知道, 判断，区分
It’s hard to tell whether he is right.
tell apart/ tell A from B: 区分，分别
Can you tell Tom from his twin brother
Can you tell the twins apart 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.(共23张PPT)
Using language
Reading2
Standard English and Dialect
midwestern
African
Spanish
northwestern
lorry
accent
lightning
block
express
recognize
中西部的
非洲的
西班牙的
西北方的
卡车
口音；腔调
闪电
街区
表达
认出；承认
believe it or not
be different from
play a part in
from one place to another
the same...as
take sth with sb
信不信由你
与...不同
在...扮演一个角色
从一个地方到另一个地方
和...相同
随身携带某物
China is a very big country where
different dialects are spoken. Can
you list some of them
Pre-reading
Dialects family in Chinese
北方方言
吴语
闽南语
客家话
湘语
赣语
粤语
Chinese
Dialects family in Cangnan
Wenzhou(温州) dialect
She (畲)
dialect
Min(闽) dialect
Man (蛮)dialect
Jingxiang（金乡） dialect
Cangnan(苍南)
“曾经有一份真诚的爱情摆在我的面前，但是我没有珍惜，等到了失去的时候才后悔莫及，尘世间最痛苦的事莫过于此。如果上天可以给我一个机会再来一次的话，我会跟那个女孩子说‘我爱你’。如果非要把这份爱加上一个期限，我希望是一万年！”
Say this passage in your dialect.
Do you think there are some dialects in English
English dialects in different countries
Britain
The U.S.A
Canada
Australia
India
Singapore
Listen to the tape and find the main idea of each paragraph
Para1
Para2
Para3
There is no such thing as standard English.
American English has many dialects.
Geography also plays a part in making dialect.
Read Para.1 carefully and answer the following questions
Is there standard English
Why do people think the English spoken on TV and the radio is standard English
There is no such thing as standard English.
In the early days, reporters were expected to speak excellent English.
Read Para.2 carefully and answer the following questions:
What is a dialect
Why are there so many dialects in American English
Words and expressions different from the “standard English” .
People come from all over the world take their dialects with them when they move to America.
Read Para.3 carefully and answer the following questions:
Why do people from both Northwestern and Southeastern U.S. speak with almost the same dialect
Because when Americans moved from one place to another, they took their dialects with them.
1. Believe it or not, there’s no such thing as standard English.
信不信由你,世界上没有所谓的标准英语。
believe it or not 信不信由你
信不信由你，他通过了考试。
Believe it or not, he passed the exam.
Language points
信不信由你，我今天早晨在街上遇到一个超级巨星。
Believe it or not, I met a superstar on the street this morning.
there is no such thing/things as …. 没有像…的东西
There is no such thing as ghost in the world.
世界上没有鬼魂这样的东西。
As I know , there is ______ car as his car in this city .
A. no such B. no a C. not such D. no such a
not such a
这是个太有意思的故事。
This is so interesting a story.
This is such an interesting story.
Have a try…
总结
so+ adj. + 冠词
such + 冠词 + adj.
她是如此美丽的一个女孩。
She is so beautiful a girl.
She is such a beautiful girl.
拓展
3. However, on TV and the radio you will hear differences in the way people speak.
然而, 甚至在电视上或收音机里都会听到人们在说话时的差异。
the way后面接定语从句时, 关系代词that/in which或不用关系代词。
the way that people speak
the way in which people speak
the way people speak
I don’t like___ you speak to her.
A. the way B. the way in that
C. the way which D. the way of which
你最好找到学习的方法。
You’d better find the way you study.
他改变了和别人交流的方式 。
He changed the way he communicated with others.
4. America English has many dialects, especially in ….
美国英语有很多方言, 尤其是在…。
especially 尤其, 表达事物不寻常或特别重要
specially 专门(指专为某一目的)
Our garden is beautiful, in autumn.
I came here to see you.
The coffee was _________ made for you.
especially
specially
specially
5. Geography also plays a part in making dialects.
地理位置对方言的产生也有影响。
play a (adj.) part/role (in)
扮演…角色, 起…作用
在…中起重要作用
在…中起积极作用
play an important part in…
play an active part in…
阅读在英语学习中起重要作用。
Reading plays an important part in learning English.
每个人都在我们的班集体中扮演着重要的角色。
Everyone plays an important part in our class.
6.Although many Americans move a lot, they still recognize each other’s dialects.
虽然许多美国人经常搬家, 但他们仍然能够辨认彼此的方言。
1. recognize 辨认,认出(pick out)
2. recognize sth./sb. as …
recognize sth./sb. to be…
承认…..
他们承认他是位伟大的领导者。
They recognized him as a great leader.
They recognized him to be a great leader.
我能在人群中找到他。
I can recognize him in the crowd.
你能认出他的字吗？
Can you recognize his handwriting
Homework:
Preview the grammar points on P12.
Prepare for the dictation of unit1-2. (周三晚自习)
3. Finish an exercise paper.(下午第一节课后上交 )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.
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 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.(共15张PPT)
Unit 2 English around the world
Revision
When you learn English, you can keep these sentences in your minds.
No matter how difficult English is, I will keep on learning.
No matter how terrible my memory is, I will keep on repeating.
No matter how many people give up, I will keep on working hard.
No matter how many mistakes I make, I will keep on speaking.
No matter how defeated I feel, I will keep on trying.
StepⅠ我爱记单词
A.词形变化
1.______________实际的adj.→_____________实际上adv.
2. _____________ 东方n. →_____________ 东方的；东部的adj.
3. _____________ 逐渐的 adj. →_____________ 逐渐地，逐步地 adv.
4. _____________频繁的 adj. →_____________频繁地，常常 adv.
5. _____________官方的，正式的 adj. →_____________ 办公室 n.
→_____________军官，官员n.
actual
actually
east
eastern
gradual
gradually
frequent
frequently
official
office
officer
B. 重点单词 ★
1. ______________n. 礼物adj. 在场的；目前的vt. 赠送
2. ______________ n. & v. 命令；指令；掌握
3. ______________ n. & v. 请求；要求
4. ______________vt. 辨认出；承认；公认
5. ______________ adj.笔直的；正直的 adv. 直接；挺
直
6. ______________ v. & n. 以…为基础
【练习】首字母填空
1.The officer c____________ his soldiers to fire.
2.I r________________ her by her red hat.
3.The mountain bike is a birthday p____________
from my parents.
4.This novel is b________ on historical facts.
present
command
request
recognize
straight
base
ommanded
ecognized
resent
ased
StepⅡ我爱记短语
A. 重点短语 ★
1._____________________ 走近；上来；提出
2. _____________________ 利用；使用
3. _____________________ 例如；像这种的
4. _____________________ 扮演一个角色；参与
5. _____________________ 因为；由于
6. _____________________ 目前，现在
7. _____________________即使，尽管
come up
make use of
such as
play a part/role in
because of
at present
even if/though
8. ____________________、_____________________、
_____________________、_____________________
大量的，许多的
9. _____________________ 比以往任何时候更…
10. _____________________ 与…交流
11. _____________________ 期望某人做某事
12. _____________________ 现任主席
13. _____________________ 到场的学生
14. _____________________ 信不信由你
15.______________________ … 的数量
a number of
numbers of
a large number of
large numbers of
than ever before
communicate with
expect sb to do sth
the present chairman
the students present
believe it or not
the number of
B. 灵活运用
运用本单元词汇，根据句义用其正确形式替换句子中划线部分的词语 。
1.In fact , he was the uncle of another student.
→
2.The journey was put off as a result of bad weather.
→
3.I don’t see my parents as often as I’d like to.
→
4.Many trees will be planted next year.
→
5.Even if I didn’t like her present, I accepted it at last.
→
Actually
because of
frequently
a number of
Even though
StepⅢ 我爱写句子
Complete the sentences(完成句子)
1. 当今在中国学英语的人数正在迅速增长.
Today ______ _________ ______ _______ learning
English in China _____ increasing rapidly.
2. 我们必须好好利用我们的闲暇时间。
We must ________ _______ _______ _____ our
free time.
3. 联合国在国际关系中扮演着重要的作用。
The UN _______ ________ _____________ __________
________ international relations.
4. 不止一个学生读过这本书。
__________ __________ ___________ _____________ has read
this book..
5. 为什么不用电子邮件与他保持联系呢？
___________ _________ keep in touch with him by e-mail
the number of people
is
make good use of
plays an important part
in
More than one student
Why not
Step Ⅳ 课文佳句仿写
1.【原句】English is also spoken in Singapore and Malaysia and countries in Africa such as south Africa. 在新加坡，马来西亚和非洲其他国家，比如南非，人们也说英语。
[模仿要点] 列举三者以上事物的表达。
【模仿1】下课后我喜欢去踢足球，打篮球和参加一些有趣的活动(activities)如唱歌跳舞。
_____________________________________________________________
_____________________________________________________________
【模仿2】在英国旅游期间(During the tour in the UK)，我们参考了博物馆，城堡(castles)和一些名胜(places of interest)如一些公园和花园。
______________________________________________________________
______________________________________________________________
After class I like to play football and basketball and take part in
some interesting activities such as singing and dancing.
During the tour in the UK ,we visited museum ,castles and
some places of interest such as some parks and gardens.
Step Ⅳ 课文佳句仿写
2.【原句】Today, more people speak English as their first, second or a foreign language than ever before.
今天把英语作为自己的第一语言、第二语言或外语来使用的人比以往任何时候都多。
[模仿要点] than ever before
现在，把汽车作为交通工具（transportation）的人比以往任何时候都多。
______________________________________________________________
______________________________________________________________
At present , more people use cars as their transportation than
ever before.
StepⅤ缩写课文
用词汇的适当形式填空
At the end of the 16th century, English was only spoken by people from England. They were native speakers. Today, maybe China ______ (have) the largest number of English learners. A lot of Chinese people speak English _______ their foreign language.
The English language ______________ (change) quite a lot over the last four centuries. Old English sound more or less like German for it was _________ (base)on German, but modern English sounds more like French than German ___________ England was once ruled by the French.
has
as
has changed
based
because
Two people had great effects on the English changes. One was Shakespeare, who enlarged the English _____________ (词汇) ; the other was Noah Webster, __________ wrote a dictionary that gave
American English its own ___________(身份).
vocabulary
who
identity
StepⅥ 越读越爱读
Some useful reading skills
1.如何应对考察主旨大意的题型？
① 要找出文章的主题句（Topic sentence）,了解文章的主题和中心观点.
灵活运用细读、跳读和略读等技巧，特别要注意文章首段和末段，首段包含文
章要阅述的观点，而末段往往是文章的结论性的观点。同时，要注意每一段的
第一句话，因为这一句话往往是理解这一段的主要内容和回答问题的关键。
② 学会归纳概括 ，不少文章的中心思想贯穿全文，并没
有用一句话明确表达出来，这就要求学生学会归纳概括。同
时，要注意由in summary, in a word, as a result, finally,
in short, in conclusion和in brief等“信号词”引导的句子。
但必须注意，不要以部分代整体，也不要过度概括。
2. 如何处理猜测词义的题型？
① 要在划线词、短语的前一个和后一个句义上理解，注意连词and、or等。
还要注意句中是否有though、rather、but、on the other hand等转折词。
② 可将选项中的词带入原文中一一比对，符合逻辑习惯、最通顺的词即
为正确选项。
不可望词生意，要根据语境去判断。Unit 2 English around the world
Vocabulary and Useful Expressions
Warming up
They are called world Englishes and they include Canadian, British, American, Australian and Indian.
include: v. 包括，包含
e.g. The price includes service.
这个价钱包括服务费。
【发散思维】
including prep. 包括
e.g. I have to prepare food for six people, including me/ me included.
我必须准备包括我在内6个人的餐点。
【趁热打铁】
When the accidents happened, there were 100 people on the bus, ________
A. include a teacher B. including a teacher
C. included a teacher D. a teacher included
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.
I. where English plays an important role as a first or second language 是where 引导的定语从句，修饰countries。
e.g. This is the house where I lived ten years ago.
这是我十年前住过的房子。
II. play a role : to act, take the actor’s part in a play 扮演角色
e.g. The U.N. plays an important role in international relations.
联合国在国际关系方面扮演着重要的角色。
play a part: to be involved in an activity 参加某活动; 也可以表示“扮演角色”。
e.g. She played an active part in the local community.
她积极参与地方活动。（相当于take an active part in ）
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。
III． because of prep. by reason of (sb / sth)；on account of 因为…，后接名词或代词。
e.g. He didn’t attend the meeting because of the bad weather.
他由于天气不好而没有参加这个会议。
【同义词辨析】
because : for the reason that 因为。because 是连词，引导原因状语从句。
because of：是介词，后接名词或代词。
【趁热打铁】
They came here ___________.
A. because us B. because of us C. because of we D. because we
IV. international adj.国际的；世界的
e.g. They signed an international agreement on nuclear waste.
他们签定了关于核废料的国际协议。
V. native 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）
Reading
Would you please come up to my flat for a visit
请到我的公寓来坐坐，好吗？
come up ：1）if someone comes up to you, they come close to you, especially in order to speak to you. 走过来，走近
e.g. One of the teachers came up and started talking to me.
一位老师走过来，开始和我谈起话来。
A man came up to him and asked for help.
一个人走到他前面，向他寻求帮助。
Why don’t you come up to New York for the weekend
为何不去纽约过周末呢？
2）if a subject comes up, people mention it and discuss it. (话题议题)被提出
e.g. His name came up in the conversation. The subject of salaries didn’t come up.
他的名字在谈话中被提起。没有提薪水。
So why has English changed over time
那么英语在一段时间里为什么会起变化呢？
over: throughout (a period); during 贯穿（一时间段）。
e.g. Over the years he has become more patient.
这几天他越来越有耐心。
【趁热打铁】
She has been ill in bed _____ the past week.
A. at B. on C. over D. above
[答案：C]
【点击高考】
They had a pleasant chat ______ a cup of coffee. [NMET 2003年，北京，33]
A. for B. with C. during D. over
[答案：D over在…时。他们在喝咖啡时进行了一次愉快的谈话。]
All languages change when cultures communicate with one another.
当不同文化互相沟通时，所有的语言都会发生变化。
culture: the beliefs, way of life, art, and customs that are shared and accepted by people in a particular society. 文化
e.g. In our culture, it is rude to ask someone how much they earn.
在我们的文化中，问他人挣多少钱是不礼貌的。
I love working abroad and meeting people from different cultures.
我喜欢在国外工作，这样可以接触到不同文化的人。
Actually, it was based more on German than present day English.
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。
I. actually in fact; as a matter of fact 事实上
e.g. Actually, he is telling a lie.
事实上，他在撒谎。
II. base: to use sth as grounds, evidence, etc for sth else, 常用于base sth on sth 结构以及其被动结构中，表示以某事物为另一事物的根据，证据等。
e.g. 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。
III. present: adj. 1） the present day also the present in the time now, or modern times现在的，目前的，当前的
The custom has continued from the 5th century to the present day.
这风俗习惯从5世纪流传到目前。
2）in a particular place。 出席的，在场的，与absent 相对。常用于be present at/in
A lot of students were present at the meeting.
很多学生出席那个会议。
(3) to be felt strongly or remembered for a long time. （事物等）留存（在心中）
The memory of her brother’s death is still present in/to her mind.
她弟弟的去世仍然记在她的心中。
It became less like German, and more like French because those who ruled England at that time spoke French.
它不那么像德语，而更像法语了，因为那时英国的统治者讲法语。
.rule : to have the official power to control a country and the people who live there.统治（国家，国民）
Queen Victoria ruled England for 64 years.
维多利亚女王统治英国64年。
It became close to the language you are learning now.
它变得更接近你们正在学习的这种语言。
close to: 靠近，接近
Our house is close to the bus stop.
我们的房子离公共汽车站很近。
In the 1600’s, Shakespeare made use of a wider vocabulary than ever before.
莎士比亚用的词汇量比以前任何时期都大。
I. in the 1600’s :在17 世纪。也可以写作：in the 1600s.
In the 1980’s great changes took place in China.
在二十世纪八十年代，中国发生了巨大的变化。
【趁热打铁】
Through he is ________(60 多岁) , he is still learning English.
He came to China ________ （在二十世纪60 年代）。
[答案：1) in his sixties; 2)in the 1960’s]
II. make use of : to use 利用，使用
Students should make full use of their time.
学生应该充分利用时间。
III. vocabulary all the words that someone knows or uses. 词汇
Reading is one of the best ways of improving your vocabulary.
阅读是提高你的词汇量的最好的方法之一。
IV. than ever before：比以前…
He is studying English harder than ever (before).
One big change in English usage happened when Noah Webster wrote the American Dictionary of the English Language, giving American English its own identity.
英语用法发生了大变化，那就是诺厄· 韦伯斯特编撰《美国英语辞典》的那个时期，这本辞典体现了美国英语的特色。
identity: n. 本人，身份；相同，一致；个性
e.g. Why did she need to conceal her identity
她为什么需要隐藏她的身份呢？
English is also spoken in many other countries in Africa and Asia, such as South Africa, Singapore and Malaysia.
在非洲和亚洲许多其他国家，比如：南非，新加坡，马来西亚等国人们也说英语。
such as: used when giving an example of something
e.g. Cartoon characters such as Mickey Mouse and Snoopy are still popular.
像米老鼠和唐老鸭一样的动画人物仍然很受欢迎。
Today the number of people learning English in China is increasing rapidly.
目前在中国学习英语的人数正在迅速增长。
Learning English in China: 在句子中作people 的定语。
e.g. There are a lot of parents waiting for their children at the gate of our school.
有许多家长在我们学校门口等着孩子。
【点击高考】
The picture _______ on the wall is painted by my nephew. [NMET 2000年春，北京]
A. having hung B. hanging C. hangs D. being hung
[答案：B hang 在该句中是不及物动词，现在分词hanging 作picture 的定语，表示一种状态。]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.
