人教版高一必修1unit2Englisharoundtheworld[双语报版].ppt

Module 1 Module 1 策划策划: :《《学生双语报学生双语报》》制作：广东英语教学制作：广东英语教学E-classroomE-classroom课件创作中心课件创作中心 人教版（人教版（NSEFCNSEFC））项目组项目组人教版人教版人教版人教版高中英语高中英语高中英语高中英语 1策划：《学生双语报》前 言 2004200420042004年秋国家开始普通高中新课程实验新课程、新年秋国家开始普通高中新课程实验新课程、新年秋国家开始普通高中新课程实验新课程、新年秋国家开始普通高中新课程实验新课程、新理念、新教材给英语教育发展带来机遇和挑战；新型的自主、理念、新教材给英语教育发展带来机遇和挑战；新型的自主、理念、新教材给英语教育发展带来机遇和挑战；新型的自主、理念、新教材给英语教育发展带来机遇和挑战；新型的自主、合作和探究的学习方式给英语课堂注入生机和活力英语教学合作和探究的学习方式给英语课堂注入生机和活力英语教学合作和探究的学习方式给英语课堂注入生机和活力英语教学合作和探究的学习方式给英语课堂注入生机和活力英语教学回归生活、回归时代、还语言教学本来面目，正在成为广大英回归生活、回归时代、还语言教学本来面目，正在成为广大英回归生活、回归时代、还语言教学本来面目，正在成为广大英回归生活、回归时代、还语言教学本来面目，正在成为广大英语教师的共识和教学行为。

为配合新课程的实施、服务课堂教语教师的共识和教学行为为配合新课程的实施、服务课堂教语教师的共识和教学行为为配合新课程的实施、服务课堂教语教师的共识和教学行为为配合新课程的实施、服务课堂教学，我们组织制作了新课程学，我们组织制作了新课程学，我们组织制作了新课程学，我们组织制作了新课程《《《《高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件》》》》，它根，它根，它根，它根据各版别高中英语教材的必修模块而制作，课件内容与教材相据各版别高中英语教材的必修模块而制作，课件内容与教材相据各版别高中英语教材的必修模块而制作，课件内容与教材相据各版别高中英语教材的必修模块而制作，课件内容与教材相对应、与课堂教学整个流程同步每个单元分别由三大板块构对应、与课堂教学整个流程同步每个单元分别由三大板块构对应、与课堂教学整个流程同步每个单元分别由三大板块构对应、与课堂教学整个流程同步每个单元分别由三大板块构成：成：成：成： English SongEnglish SongEnglish SongEnglish Song 这一板块提供这一板块提供这一板块提供这一板块提供1 1 1 1－－－－2 2 2 2首英文歌曲。

歌曲的内首英文歌曲歌曲的内首英文歌曲歌曲的内首英文歌曲歌曲的内容与教学主题密切相关，以容与教学主题密切相关，以容与教学主题密切相关，以容与教学主题密切相关，以MTVMTVMTVMTV或自娱自乐的或自娱自乐的或自娱自乐的或自娱自乐的KaraokeKaraokeKaraokeKaraoke的形式制的形式制的形式制的形式制作充分利用此板块资源，以营造英语学习氛围、陶冶情操和作充分利用此板块资源，以营造英语学习氛围、陶冶情操和作充分利用此板块资源，以营造英语学习氛围、陶冶情操和作充分利用此板块资源，以营造英语学习氛围、陶冶情操和激发学习英语的兴趣激发学习英语的兴趣激发学习英语的兴趣激发学习英语的兴趣2策划：《学生双语报》　　　　　　 English ClassEnglish ClassEnglish ClassEnglish Class　　　　这一板块是用于课堂教学的课件，是这一板块是用于课堂教学的课件，是这一板块是用于课堂教学的课件，是这一板块是用于课堂教学的课件，是《《《《高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件》》》》的主体课件的制作是以必修模块的主体。

课件的制作是以必修模块的主体课件的制作是以必修模块的主体课件的制作是以必修模块的单元为单位，每单元按的单元为单位，每单元按的单元为单位，每单元按的单元为单位，每单元按5 5 5 5－－－－6 6 6 6个课时（个课时（个课时（个课时（PeriodPeriodPeriodPeriod））））安排设计本安排设计本安排设计本安排设计本课件提供的是编写人员的最优化设计，在实际教学中，可依据课件提供的是编写人员的最优化设计，在实际教学中，可依据课件提供的是编写人员的最优化设计，在实际教学中，可依据课件提供的是编写人员的最优化设计，在实际教学中，可依据实际情况进行调整或整合实际上，我们的教学课件是在经历实际情况进行调整或整合实际上，我们的教学课件是在经历实际情况进行调整或整合实际上，我们的教学课件是在经历实际情况进行调整或整合实际上，我们的教学课件是在经历了一年实践与探索的基础上制作而成的在课堂教学策划上，了一年实践与探索的基础上制作而成的在课堂教学策划上，了一年实践与探索的基础上制作而成的在课堂教学策划上，了一年实践与探索的基础上制作而成的在课堂教学策划上，我们依据新课程的理念，遵循共鸣、共为、共行和共享的我们依据新课程的理念，遵循共鸣、共为、共行和共享的我们依据新课程的理念，遵循共鸣、共为、共行和共享的我们依据新课程的理念，遵循共鸣、共为、共行和共享的“ “四四四四共共共共” ”原则，努力实践三个教学层面的探索：合作学习、课堂生原则，努力实践三个教学层面的探索：合作学习、课堂生原则，努力实践三个教学层面的探索：合作学习、课堂生原则，努力实践三个教学层面的探索：合作学习、课堂生活化以及引导学生经历问题的解决；突出活化以及引导学生经历问题的解决；突出活化以及引导学生经历问题的解决；突出活化以及引导学生经历问题的解决；突出“ “发现型发现型发现型发现型” ”、、、、“ “探究探究探究探究型型型型” ”、、、、“ “任务型任务型任务型任务型” ”和和和和“ “项目型项目型项目型项目型” ”四种课型的设计与创新，力争四种课型的设计与创新，力争四种课型的设计与创新，力争四种课型的设计与创新，力争为广大教师提供理念先进、教学实用、质量上乘的英语课件教为广大教师提供理念先进、教学实用、质量上乘的英语课件教为广大教师提供理念先进、教学实用、质量上乘的英语课件教为广大教师提供理念先进、教学实用、质量上乘的英语课件教学资源。

学资源 　　　　　　　　　　　　Video DataVideo DataVideo DataVideo Data　　　　这一板块从语言文化的层面，剪辑精彩的影这一板块从语言文化的层面，剪辑精彩的影这一板块从语言文化的层面，剪辑精彩的影这一板块从语言文化的层面，剪辑精彩的影像片段，介绍与单元主题相关的背景信息，影像与字幕配合，像片段，介绍与单元主题相关的背景信息，影像与字幕配合，像片段，介绍与单元主题相关的背景信息，影像与字幕配合，像片段，介绍与单元主题相关的背景信息，影像与字幕配合，中英文对照方便教学用好用足这个板块的资源有助于学生更中英文对照方便教学用好用足这个板块的资源有助于学生更中英文对照方便教学用好用足这个板块的资源有助于学生更中英文对照方便教学用好用足这个板块的资源有助于学生更好地理解该单元的内容，了解不同国家的文化、风土人情，达好地理解该单元的内容，了解不同国家的文化、风土人情，达好地理解该单元的内容，了解不同国家的文化、风土人情，达好地理解该单元的内容，了解不同国家的文化、风土人情，达成开阔视野、学会使用地道得体英语的目的成开阔视野、学会使用地道得体英语的目的成开阔视野、学会使用地道得体英语的目的。

成开阔视野、学会使用地道得体英语的目的 3策划：《学生双语报》 《《《《高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件》》》》由由由由《《《《学生双语报学生双语报学生双语报学生双语报》》》》全程策划全程策划全程策划全程策划《《《《学生双语报学生双语报学生双语报学生双语报》》》》是中国教育学会外语专业委员会会报，是中国教育学会外语专业委员会会报，是中国教育学会外语专业委员会会报，是中国教育学会外语专业委员会会报，是目前英语课改旗帜性的报刊；它以是目前英语课改旗帜性的报刊；它以是目前英语课改旗帜性的报刊；它以是目前英语课改旗帜性的报刊；它以《《《《英语课程标准英语课程标准英语课程标准英语课程标准》》》》为指导，充分体现课改的理念，强调跨文化、跨学科的为指导，充分体现课改的理念，强调跨文化、跨学科的为指导，充分体现课改的理念，强调跨文化、跨学科的为指导，充分体现课改的理念，强调跨文化、跨学科的教学内涵，全方位全流程配合课堂教学策划本套教学教学内涵，全方位全流程配合课堂教学策划本套教学教学内涵，全方位全流程配合课堂教学策划本套教学教学内涵，全方位全流程配合课堂教学。

策划本套教学课件资源包，目的是更好地为教师服务、为教学服务课件资源包，目的是更好地为教师服务、为教学服务课件资源包，目的是更好地为教师服务、为教学服务课件资源包，目的是更好地为教师服务、为教学服务 《《《《高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件高中英语课堂教学课件》》》》的设计与制作由广东英语的设计与制作由广东英语的设计与制作由广东英语的设计与制作由广东英语教学教学教学教学E-classroomE-classroomE-classroomE-classroom课件创作中心组织实施参加课件设计课件创作中心组织实施参加课件设计课件创作中心组织实施参加课件设计课件创作中心组织实施参加课件设计与制作的人员主要由一线中、青年英语教师和英语教研与制作的人员主要由一线中、青年英语教师和英语教研与制作的人员主要由一线中、青年英语教师和英语教研与制作的人员主要由一线中、青年英语教师和英语教研员组成，员组成，员组成，员组成，主编：黄自成主编：黄自成主编：黄自成主编：黄自成 henryhzc@henryhzc@ 副主编副主编副主编副主编: : : :王会玲王会玲王会玲王会玲 、谭华琼和姚康林。

高中英语教材各版别教学课、谭华琼和姚康林高中英语教材各版别教学课、谭华琼和姚康林高中英语教材各版别教学课、谭华琼和姚康林高中英语教材各版别教学课件制作项目组的执行主编和编写人员如下：件制作项目组的执行主编和编写人员如下：件制作项目组的执行主编和编写人员如下：件制作项目组的执行主编和编写人员如下：4策划：《学生双语报》人教版（人教版（人教版（人教版（NSEFCNSEFCNSEFCNSEFC））））项目组项目组项目组项目组　　执行主编：王会玲　　执行主编：王会玲　　执行主编：王会玲　　执行主编：王会玲 gcy325@gcy325@　　　　　　　　编写人员：王会玲编写人员：王会玲编写人员：王会玲编写人员：王会玲 李淑芬李淑芬李淑芬李淑芬 聂文彦聂文彦聂文彦聂文彦 傅彩华等傅彩华等傅彩华等傅彩华等外研版（外研版（外研版（外研版（NSENSENSENSE））））项目组项目组项目组项目组 　　执行主编：谭华琼　　执行主编：谭华琼　　执行主编：谭华琼　　执行主编：谭华琼 easyjanet@easyjanet@ 　　　　　　　　 编写人员：谭华琼　王锦霞　严志兴等编写人员：谭华琼　王锦霞　严志兴等编写人员：谭华琼　王锦霞　严志兴等编写人员：谭华琼　王锦霞　严志兴等北师大版（北师大版（北师大版（北师大版（BNUPBNUPBNUPBNUP））））项目组项目组项目组项目组 　　执行主编：姚康林　　执行主编：姚康林　　执行主编：姚康林　　执行主编：姚康林 softroy@softroy@ 　　　　　　　　编写人员：徐燕芳编写人员：徐燕芳编写人员：徐燕芳编写人员：徐燕芳 李雪玲李雪玲李雪玲李雪玲 曾爱芬曾爱芬曾爱芬曾爱芬 虞东霞虞东霞虞东霞虞东霞 卢锦萍等卢锦萍等卢锦萍等卢锦萍等 由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正。

反由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正反由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正反由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正反馈意见可发电子邮件给我们主编和各位执行主编衷心祝愿我们广大师生在馈意见可发电子邮件给我们主编和各位执行主编衷心祝愿我们广大师生在馈意见可发电子邮件给我们主编和各位执行主编衷心祝愿我们广大师生在馈意见可发电子邮件给我们主编和各位执行主编衷心祝愿我们广大师生在新课程实施中共同发展，共创美好明天新课程实施中共同发展，共创美好明天新课程实施中共同发展，共创美好明天新课程实施中共同发展，共创美好明天 《《《《学生双语报学生双语报学生双语报学生双语报》》》》 广东英语教学广东英语教学广东英语教学广东英语教学E-classroomE-classroomE-classroomE-classroom课件创作中心课件创作中心课件创作中心课件创作中心 2005200520052005年年年年7 7 7 7月月月月 5策划：《学生双语报》Unit 2 Unit 2 English around the worldEnglish around the world策划策划: :《《学生双语报学生双语报》》制作：广东英语教学制作：广东英语教学E-classroomE-classroom课件创作中心课件创作中心 人教人教版（版（NSEFCNSEFC））项目组项目组 人教版高中英语模块一人教版高中英语模块一人教版高中英语模块一人教版高中英语模块一6策划：《学生双语报》•English Song•English Class•Language Data•Video Data7策划：《学生双语报》澳大利亚英语澳大利亚英语a澳大利亚英语澳大利亚英语b澳大利亚人讲解英国英语美国英语和澳大利亚英语的区别，请老师自己选用8策划：《学生双语报》课时分配课时板块结合范例Periods 1＆2Warming up and Reading I Period 3Learning about languagePeriod 4Reading IIPeriod 5Listening Period 6Speaking and Writing9策划：《学生双语报》Period 1＆＆2 Warming up and Reading I Unit 2 English around the worldPeriod 1&2: 幻灯片9-26页10策划：《学生双语报》Do you like learning English? Why?Warming up – I ( 1m ) 11策划：《学生双语报》•1.Can you name some countries in which English is spoken?Warming up – II ( 9m)Read the passage in warming up, and answer the following questions?12策划：《学生双语报》English Around the Worldthe USACanadaNew ZealandAustraliaSouth Africathe United KingdomIreland 13策划：《学生双语报》3.Do you know how many people use English as their native language, second language, or foreign language? 2. Are the English in those countries the same?14策划：《学生双语报》number of speakersexample countriesworking situationthe native languagethe foreign languagethe second language375 million750 million375 millionUSA,Canada,Australia,south Africa, Ireland, New ZealandChina and many other countriesIndia, Pakistan,Nigeria,Philippines.government,schools, newspapers,TV15策划：《学生双语报》Pre-reading – I (3m)Watch the video, then tell the difference between the Englishes the man speaks and the woman speaks.(One is in British English, the other one is in American English.)16策划：《学生双语报》British EnglishAmerican English&Pre-reading – II ( 5m )Do you know the differences between American English and British English?17策划：《学生双语报》British EnglishAmerican Englishspellingpronunciationwordscolour,color,favourite,favorite,theatre,theater,centre,center,travelled,traveled,metremeteraskdancewheelnotboxpost,mail,film,movie,shop,store,I think,I guess,18策划：《学生双语报》British EnglishAmerican Englishwordslift (电梯电梯)elevatorpetrol (汽油汽油)gasflat (公寓公寓)apartmentautumnfallunderground(地铁地铁)subwayuniversity(大学大学)collegerubbish(垃圾垃圾)garbagedustbin(垃圾箱垃圾箱)trash canholidayvacationfortnight(两星期两星期）） two weeks19策划：《学生双语报》Reading – I ( 3m )Fast reading:Read the text and find out the answers to the questions of Ex. 1 on page 10. 20策划：《学生双语报》1. Read the text and try to find the main idea of each paragraph. (Work in pairs)Reading – II ( 10m ) Pair work:2. Check the answers. Ask some students to tell their answers, after giving the answers, they should also tell how they find the answers, then give the suggested answer.21策划：《学生双语报》Paragraph 1: describes the extension of English in the world.Paragraph 2: tells us native speakers can understand each other but not everything.Paragraph 3: tells the development of English as native language.Paragraph 4: tells us English is spoken as a foreign or second language in many countries.22策划：《学生双语报》Reading – III ( 5m )Group work:What can you learn from this passage?(discuss in group of four, then ask the students to show their ideas.)The aim of this step is to help the students realize the importance of English.23策划：《学生双语报》Post-reading ( 5m )1. Do you think it matters what kind of English you learn, why?2. Why do you think people all over the world want to learn English?3. Will Chinese English become one of the World English?(Students give their own answers.)24策划：《学生双语报》Language points for Reading Language points for Reading I I25策划：《学生双语报》Assignment1. Try to remember the English meaning of the new words in Reading I.2. Prepare for the next class. 3. Finish the exercises on WB.26策划：《学生双语报》27策划：《学生双语报》Period 3 Learning about language Unit 2 English around the worldPeriod 3: 幻灯片27-48页28策划：《学生双语报》Revision ( 3m )Match: (Reivew the new words) e up 2.culture 3.actually 4.presentA.evidence of intellectual development of (arts, science,etc.) in human society.B.reach;close toC.Being in the place in question;existing now.D.In actual fact;really 29策划：《学生双语报》E. for example F. govern;have authority (over). G. who sb is; what sth isH. way of using sth; treatment. 5.rule 6.usage 7.identity 8.such as30策划：《学生双语报》Checking answer – I (1m)Answer keys for Ex.1 on Page 11:1 C 2D3E4F5A6B7J8G9I10H31策划：《学生双语报》DatabaseDatabaseDatabaseIt is not easy for a Chinese person to speak English as well as a _____________ ________. This is _________ because the ___________ and usage are different in different parts of the English speaking world. If you say “flat" instead of “_________", people in America will not think you speak good English. If you use the word _________ instead of “lift" in Britain, they will look at you a little strangely! It seems you cannot win!Checking answer – II (2m)Answer keys for Ex.2 on Page11:native Englishspeakeractuallyvocabularyapartmentelevator32策划：《学生双语报》Checking answer – III (2m) Answer keys for Ex. 3 on page 11:1.includes2.cultures3.present4.Actually5.usage6. gas7. international8. Rapidly9. However10. government33策划：《学生双语报》Learning useful structure – I ( 2m )Say the following sentences to three students: S1: Open the window.S2: Pass on the book to your deskmate.S3: Will you please close the door. Then ask: What is the difference among the sentences I spoke to them just now?Help the students understand what is a command or a request.34策划：《学生双语报》Learning useful structure – II ( 2m )Make clear the difference between commands and requests and finish the following exercises:1.1.Go and collect the wood right now. Go and collect the wood right now. 2.2.Could you go and get the shopping Could you go and get the shopping bags, please? bags, please? 3.3.Shut the door at once. Shut the door at once. 4.4.Go and get my coat. Go and get my coat. 5.5.Would you please get that book for me?Would you please get that book for me? (C)(C)(R)(R)(C)(C)(C)(C)(R)(R)35策划：《学生双语报》Learning useful structure – III ( 2m )Find the rules：：Ask the students to finish the following exercises, and try to find the rules.“Make sure the door is open.” the teacher said to me.The teacher told me to make sure the door is open.“Don’t play games in the classroom.” the monitor said to us.The monitor told us not to play games in the classroom.“Will you please not smoke here?” she added.She asked me not to smoke here.36策划：《学生双语报》Learning useful structure – IV (10 m )Rules and practice of direct and indirect speech 当直接引语为祈使句时，当直接引语为祈使句时，转换为间接引语要用一个带动词转换为间接引语要用一个带动词不定式的简单句表示：不定式的简单句表示：37策划：《学生双语报》 祈使句祈使句 •直引：主语直引：主语+动词动词+“祈使句祈使句” •间引：主语间引：主语+动词动词+to Verb•e．．g．． The teacher said to me, “Come in .”•—The teacher told me to go in 。

•John said to me , “Please shut the window•—John asked me to shut the window•The teacher said to me, “ Don’t be late again.”•---- The teacher advised me not to be late again. 38策划：《学生双语报》特别提醒特别提醒 –1.祈使句变为间接引语，主要使用动词不祈使句变为间接引语，主要使用动词不定式 –2.谓语动词要做一定变化谓语动词要做一定变化•表示命令，用表示命令，用tell，，order，，command等•表示请求，用表示请求，用ask，，beg，，request等•表示忠告，用表示忠告，用 advise 39策划：《学生双语报》Open the window.Direct speechDirect speechIndirect speechIndirect speechMiss Hu told ** to open the window.Will you please open the window?Miss Hu asked ** to open the window.toldtoaskedtoDon’t open the window.Miss Hu told ** not to open the window.not40策划：《学生双语报》“Write a letter to your parents.”“Don’t play games in the classroom.”“Can you pass on the book to Tom?”“Will you please not smoke here?”The teacher told me to write a letter ….The teacher ordered me not to play games ….The teacher asked me to pass on …The teacher asked me not to smoke there.Try to do this:41策划：《学生双语报》“It is a fine day. Let’s go to the country for a picnic.” Peter said to me.Peter said that it was a fine day and asked me to go to the country for a picnic with him.Peter told me that it was a fine day and let us go to the country for a picnic.42策划：《学生双语报》  感叹句感叹句  直引：主语直引：主语+动词动词+“感叹句感叹句” 间引：主语间引：主语+动词动词+陈述句陈述句•e.g. He said, “ what a fine day it is !” •He said , “ How fine the day is !”• He said what a fine day it was . He said how fine the day was . He exclaimed that it was a fine day.43策划：《学生双语报》 特别提醒特别提醒•1. 间接感叹句的动词应该是间接感叹句的动词应该是cry 或或exclaim 。

•2.可以仍用可以仍用what，，how 等词，语序不变，也可等词，语序不变，也可以用以用that 从句，把动词从句，把动词say 改为改为cry，，shout，，exclaim 等 44策划：《学生双语报》1.He said to Tom, “Don’t do the work any more.”He told Tom not to do the work any more.PracticePractice2.Mrs. Green said, “Please sing us a song, Miss White.”3. “Be quiet, children.” said Mrs. Wilson.Mrs. Green asked Miss White to sing them a song.Mrs. Wilson told the children to be quiet. 4. All the people cried, “What magnificent clothes these are!”All the people cried what magnificent clothes these were.45策划：《学生双语报》高考链接：高考链接：1.We won’t give up _______ we should fail 10 times. ( 1993年上海年上海 ）） A. even if B. since C. whether D. until2. — I don’t have any change with me. Will you pay the fare for me?( 2000年上海）年上海） ---- ________ . A. That’s fine B. Nothing serious C. Never mind D. No problem3. ---- Do you mind if I keep pets in this building? ---- _______ .(2000上海）上海） A. I’d rather you didn’t, actually B. Of course not, it’s not allowed here C. Great! I love pets D. No, you can’t46策划：《学生双语报》•4. The teacher asked us ____ so much noise.(2003年北京）年北京）•A. don’t make B. not make • C. not making D. not to make•5. Visitors ____ not to touch the exhibits.• (NMET2001)• A. will request B. request• C. are requesting D. are requested47策划：《学生双语报》Assignment•1. Try to remember the rules of direct and indirect speech.•2. Finish the exercises on WB.•3. Prepare for the next class. 48策划：《学生双语报》49策划：《学生双语报》Period 4 Reading II Unit 2 English around the worldPeriod 4: 幻灯片49-70页50策划：《学生双语报》? ?Warming up – I ( 3m ) How many dialects are there in China ?51策划：《学生双语报》dialects family in China 北方方言北方方言吴语吴语闽南语闽南语客家话客家话湘语湘语赣语赣语粤语粤语Chinese52策划：《学生双语报》dialects in Guangdong province粤粤粤粤方方方方言言言言客方言客方言客方言客方言闽方言闽方言闽方言闽方言代表地区代表地区代表地区代表地区梅州梅州梅州梅州地区地区地区地区广州代表广州代表广州代表广州代表代表地区代表地区代表地区代表地区潮汕地区潮汕地区潮汕地区潮汕地区53策划：《学生双语报》Warming up – II ( 2m )Do you think there are some dialects in English?54策划：《学生双语报》English English dialects in dialects in different different countriescountriesBritainBritainThe U.S.AThe U.S.ACanadaCanadaAustraliaAustraliaIndiaIndiaNew ZealandNew Zealand55策划：《学生双语报》Reading – I (1m )Fast reading: Read the text on page 13 for 1 minute and answer the following question. Is there standard English?56策划：《学生双语报》Reading – II ( 5m )Detailed Reading Read the text for 3 minutes and answer the following question.1.How many dialects of American English have been listed in the text?2.Why do people from both Northeastern and Southeastern of U.S. speak with almost the same dialect? And what kind of dialect is it?3.Why are there so many dialect in American English?57策划：《学生双语报》1.How many dialects of American English have been listed in the text? midwestern, southern, African American, Spanish58策划：《学生双语报》2.Why do people from both Northeastern and Southeastern of U.S. speak with almost the same dialect? Because when Americans moved from one place to anther, they took their dialects with them.59策划：《学生双语报》3.Why are there so many dialect in American English? That’s because people come from all over the world. And geography plays a part in making dialects.60策划：《学生双语报》Reading – III ( 10m ) Reading Task on page 52Read the passage on Page 51 & 52, then fill in the following form:Country EducationJobMost important taskWho worked on it?Date of completionOther informationa61策划：《学生双语报》Country EducationJobMost important taskWho worked on it?Date of completionOther informationScotland62策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobMost important taskWho worked on it?Date of completionOther information63策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobWork in a bank, teacher.Most important taskWho worked on it?Date of completionOther information64策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobWork in a bank, teacher.Most important taskIts difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.Who worked on it?Date of completionOther information65策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobWork in a bank, teacher.Most important taskIts difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.Who worked on it?Murray, his two daughters and other editors.Date of completionOther information66策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobWork in a bank, teacher.Most important taskIts difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.Who worked on it?Murray, his two daughters and other editors.Date of completion1982Other information67策划：《学生双语报》Country ScotlandEducationVillage school then taught himself.JobWork in a bank, teacher.Most important taskIts difficulties: the biggest dictionary, work in a place where it is too hot or cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience.Who worked on it?Murray, his two daughters and other editors.Date of completion1982Other informationIdeas for this dictionary from a meeting in Britain in 1857. Begin to do it in 1895. Hoped to finish it in ten years.68策划：《学生双语报》Language points for Reading Language points for Reading IIII69策划：《学生双语报》Assignment1.Review all the new words and expressions.2.Finish the exercises on the exercise books. 3. Prepare for the next class.70策划：《学生双语报》71策划：《学生双语报》Period 5 Listening Unit 2 English around the worldPeriod 5: 幻灯片71-79页72策划：《学生双语报》Ask some students to tell the words that are different in American English & British EnglishRevision ( 2m )73策划：《学生双语报》Listening – I ( 5m )Ex. 5 on Page 12. Listen to these dialogues. Find the British and American words which are different but have the same meaning.Dialogue 1: candy----sweetsDialogue 2: truck----lorryDialogue 3: fall----autumn74策划：《学生双语报》Listening – II ( 13m )Listening on Page 14.1. Listen to the tape for the first time and try your best to get the main idea of what is talking.2. Listen to the tape for the second time, pay attention to the exercise of page 14. Try your best to find out the answers to these questions.75策划：《学生双语报》Answer keys for the exercises on page 141.1.He believes it’s almost a different country He believes it’s almost a different country from the US. The listening text tells us it from the US. The listening text tells us it is so.is so.2.2.The boys thought that the catfish was The boys thought that the catfish was almost the size of a house..almost the size of a house..3.3.He thought the catfish would eat him.He thought the catfish would eat him.4.4.They laughed because Lester believed They laughed because Lester believed the catfish would hurt him.the catfish would hurt him.5.5.Jane is the second speaker, Buford’s Jane is the second speaker, Buford’s teacher. She is from Britain.teacher. She is from Britain.6.6.She says “Hello”.She says “Hello”.76策划：《学生双语报》Listening – III ( 10m )Listening Task on Page 51.•1. Ask the students to tell the names of the countries where English is spoken.•2. Finish the listening task.• ( Students give their own answers after listening.)77策划：《学生双语报》Conclusion for listening skills (10m)• After each step of listening, ask the students who did best to tell how he / she did it, other students can have a discussion or ask him / her some questions.Everyone should try his best to find a good way for himself to improve his listening ability.78策划：《学生双语报》Assignment•1. Finish the listening task on English Weekly.•2. Make a conclusion of the skills learned in this class.79策划：《学生双语报》80策划：《学生双语报》Period 6 Speaking and writing Unit 2 English around the worldPeriod 6: 幻灯片80-99页81策划：《学生双语报》Speaking – I (5m )Make a dialogue There are three situations. Please make dialogues using commands or requests with your partner. You are encouraged to imagine interesting dialogues.82策划：《学生双语报》Situation 1 You need to ask someone to close the door but you cannot do it yourself. There are many people in the room but you cannot tell who are important and who are not. so how do you do it politely?83策划：《学生双语报》Situation 2 You are standing in the middle of a train You are standing in the middle of a train carriage and you need to leave. You carriage and you need to leave. You must not push your way to the door, so must not push your way to the door, so how do you do it politely?how do you do it politely?84策划：《学生双语报》Situation 3 A bear is about to approach a boy. A bear is about to approach a boy. What do you say to him to make sure What do you say to him to make sure that he won’t be hurt?that he won’t be hurt?85策划：《学生双语报》Pre-speaking for speaking –II ( 3m ) Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)86策划：《学生双语报》 Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)subwayunderground87策划：《学生双语报》 Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)subwayundergroundleftleft-hand side88策划：《学生双语报》 Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)subwayundergroundleftleft-hand sidekeep going straightgo straight on89策划：《学生双语报》 Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)subwayundergroundleftleft-hand sidekeep going straightgo straight ontwo blockstwo streets90策划：《学生双语报》 Read the dialogue on page 15 and find out the different British and American English words. Amy (American)Lady (British)subwayundergroundleftleft-hand sidekeep going straightgo straight ontwo blockstwo streetsrightright-hand side91策划：《学生双语报》Amy (American)Lady (British)subwayundergroundleftleft-hand sidekeep going straightgo straight ontwo blockstwo streetsrightright-hand sitemovie filmbarpubthe first floorground floor92策划：《学生双语报》Speaking – II ( 8m ) Group workForm a group in three , and make a dialogue according to the following map, try to use the words that are different in BE and AE as many as possible.Student A: is from American. Don’t know the directions, so ask Student C for help. But doesn’t know the British well.Student B: is a speaker of British English, but know both American and British English. Retell C’s words to AStudent C: is the native British there and is familiar with the directions. But doesn’t know American English.93策划：《学生双语报》RestaurantMuseumUndergroundSupermarketMiddle SchoolPubCinemaMap94策划：《学生双语报》My problemsIdeas for improvementWhy I like EnglishMy future with English. .My experience of learning EnglishWriting – I ( 4m )Pair work:Fill in the chart after discussing in pairs.95策划：《学生双语报》My problemsIdeas for improvementWhy I like EnglishMy future with EnglishListeningListen to BBC. Listen to music and movies.Help me realize my dream.Writing Practice making sentenceEnjoy original worksWords Memorize new wordsTravel My experience of learning English96策划：《学生双语报》Writing – II ( 15m ): Write a passage:Title:My Experience of learning EnglishWords: at least 100.Content:Paragraph 1 My problem in learning English.Paragraph 2 How I can improve my English.Paragraph 3 What I like about learning English.Paragraph 4 How I hope to make use of my English?97策划：《学生双语报》Writing – III ( 10m )Checking the composition.•1. Ask the students to check the composition for their partner.•2. Show some compositions on the screen, other students should give some advice.98策划：《学生双语报》Assignment1.Try to correct the composition .2.Finish the exercise of unit 2 of English Weekly.3.Finish the reading on page 53 and design a code of your own. (a group of 4).99策划：《学生双语报》100策划：《学生双语报》Language data bankLanguage data bank1.Language points for Reading I.2.2. Language points for Reading II.101策划：《学生双语报》1. include 1））用作及物动词，意为用作及物动词，意为“ “ 包括；包含包括；包含””，，不能用于进行时态。

不能用于进行时态Eg: Your duties will include putting the children to bed. 2））include 还可作还可作“ “ 包含于、、、里面；包含于、、、里面；算入算入””讲，常与讲，常与in, on, among 介词等连介词等连用Eg: He includes me among his friends. I’m included in the team.Language points for Reading Language points for Reading I I102策划：《学生双语报》2. play a role / part ( in ) 意为意为“ “ 在、、、中担任角色；在、、、中起作用在、、、中担任角色；在、、、中起作用”” Role习惯搭配习惯搭配 take (on) /perform a role 扮演角扮演角色，色，hand out roles 分派任务（角色）分派任务（角色） a leading/starting role 主角主角 eg: Ø He filled the role of a manager.Ø The UN plays an important role in international relations.Ø She’s been offered a leading role in a new film. 103策划：《学生双语报》3.Nearly all of them lived in England.Nearly 与与 almost 用法明辨：用法明辨：（（1 1）两者通用的场合。

两者通用的场合 a.a.在肯定句中在肯定句中 b.b.修饰修饰all, every, always 等时 c.c.在行为动词的否定式前时在行为动词的否定式前时104策划：《学生双语报》 （2）只用）只用 almost 的场合 a.a.和和any, no, none, nothing, nobody, nowhere, never 等连用时等连用时 b.b.和和too, more than 等连用时等连用时 c.c.和表示感觉或心理活动的静态动词连用时和表示感觉或心理活动的静态动词连用时3））只用只用Nearly的场合 a.a.被被 very, not, pretty等修饰时等修饰时 b.b.和具体数字连用时（和具体数字连用时（nearly常用）105策划：《学生双语报》4. than ever before 比以往任何时候更比以往任何时候更……You’ll speak English much better than ever before.than ever before 可看作是可看作是 than they ever speak English before 的省略形式。

在比的省略形式在比较级结构中，副词较级结构中，副词 ever 与比较级和最高级与比较级和最高级连用，用来加强语气，意为连用，用来加强语气，意为“比以往任何时比以往任何时候更候更……”106策划：《学生双语报》 ever在不同句型中的意义：在不同句型中的意义： 1））曾经；以前（用于疑问句）曾经；以前（用于疑问句） 2））无论什么时候都（不）（用语否定句）无论什么时候都（不）（用语否定句） 3））曾经（用于曾经（用于if 从句）从句） 4））到底；究竟（用于特殊疑问句）到底；究竟（用于特殊疑问句） 5））永远；老是（用于肯定句）永远；老是（用于肯定句）107策划：《学生双语报》5.Native English speaker can understand each other even if they don’t speak the same kind of English. (1) even if ( = even though ): in spite of the fact; no matter whether 即使；尽管即使；尽管 是连词词组，用来引导让步状语从句；若主、是连词词组，用来引导让步状语从句；若主、从句皆表示将来情况，从句中可用一般现在从句皆表示将来情况，从句中可用一般现在时代替将来时。

时代替将来时 (2) even if 从句所说的不那么肯定从句所说的不那么肯定 even though 从句是事实从句是事实108策划：《学生双语报》E.g: Even if he is poor, she loves him. (=He may be poor, yet she loves him.) ( Even ) though he is poor, she loves him. ( = He is poor, yet she loves him.)109策划：《学生双语报》6. Only time can tell 惟有时间将能证明惟有时间将能证明 tell 此处用作不及物动词，意为此处用作不及物动词，意为“显示出显示出”，还可作，还可作“发生影响；起作用；判断发生影响；起作用；判断”等讲110策划：《学生双语报》1.standardn.&adj.标准，规格；标准的，规格的标准，规格；标准的，规格的phrases: come up to the standard meet standards set a standard standard of living by international standards from the standards on a standard a car of standard size a standard composerLanguage points for Reading IILanguage points for Reading II111策划：《学生双语报》2.expectVt.( (理所当然理所当然) )期望，预料，认为，预期期望，预料，认为，预期usage: expect sb to do sthexpect +that-clauseexpect sthexpect to do sthI expect so. 我想是这样。

我想是这样I expect not. I don’t expect so.我想不是这样我想不是这样112策划：《学生双语报》expect & wait forexpect 主要指心理状态主要指心理状态（（a state of mind），），含有期盼的意味含有期盼的意味wait for 则指另一种行动则指另一种行动（（a sort of activity）），，特别指什么都不干而专门等待特别指什么都不干而专门等待3.specially & especially adv.尤其，特别地（可缩写为尤其，特别地（可缩写为esp.））specially: 指为某一特殊目的而专门采用的某指为某一特殊目的而专门采用的某一个方式一个方式especially:指有意突出到显眼或例外的程度，指有意突出到显眼或例外的程度，表达某事不寻常，过分或特别重要表达某事不寻常，过分或特别重要113策划：《学生双语报》4.southern,easternadj. 南方的，南部的；东方的，东部的南方的，南部的；东方的，东部的eastern一类的词与一类的词与east一类的词辨析一类的词辨析 专有名词，尤其是所表示的地方具有明确专有名词，尤其是所表示的地方具有明确的固定范围的专有名词，特别是政治区分，的固定范围的专有名词，特别是政治区分，一般用一般用east。

普通名词和所指的地方没有明普通名词和所指的地方没有明确的固定范围的专有名词多用确的固定范围的专有名词多用eastern east 重点在形容方位或从哪个方向来的；重点在形容方位或从哪个方向来的；而而eastern则指从某一固定的地方看某一个方则指从某一固定的地方看某一个方向，或指某物来自何方或某地朝哪个方向向，或指某物来自何方或某地朝哪个方向114策划：《学生双语报》5.RecognizeVt.辨认出来，承认，公认辨认出来，承认，公认phrases: recognize one’s voicerecognize sb to be ……被承认为被承认为……be recognized to be……recognize that……注意注意：：recognize是一个终止性动词是指原来是一个终止性动词是指原来很熟悉，经过一段时间的间隔或别的原因后很熟悉，经过一段时间的间隔或别的原因后又重新认出来又重新认出来115策划：《学生双语报》Sentence patterns1.believe it or not ,……e.g.. Believe it or not, there is no such a thing as standard English . 在应用在应用such，，so（（如此）时应特别注意，如此）时应特别注意，如果作定语的词是如果作定语的词是no ，，all，，most，，some，，any，，another，，many，，much，，a few，，few，，little，，a little，，several，，one.等词语等词语的时候，应用的时候，应用such，，such应放置于这些词应放置于这些词之后；若为其他形容词，之后；若为其他形容词，such 则应该放置则应该放置于这些词之前。

如果修饰名词的形容词是于这些词之前如果修饰名词的形容词是many，，much，，few，，little时，不能用时，不能用such，，而要用而要用so，且，且so 要置于这些词之前要置于这些词之前116策划：《学生双语报》2.play a part in 1>be involved in an activity. 参加某活动参加某活动. .e.g. She plays an active part in local politics.2>make a contribution to sth; have a share in sth. 对某事起作用，有贡献；参与对某事起作用，有贡献；参与e.g. She played a major part I the success of the scheme.We all have a part to play in the fight against crime. 117策划：《学生双语报》3. be related with; have effect on sth. 与与某事有关，对某事有影响某事有关，对某事有影响e.g. Geography also plays a part in making dialects.118策划：《学生双语报》119策划：《学生双语报》。