人教版高中英语必修一精品导学案：Unit 2 English around the world 新人教版必修1
高一上人教版英语必修1学案Unit2 English around the world学案语言运用导学案2
Unit 2 of Book I English around the world (learning about language and Using language)语言运用导学案编写人：审核人：审批人：【使用说明及学法指导】1、20分钟理解并熟记基本有法，建立每个词条的知识树。
2、10分钟合作探究，联系生活实际灵活运用所学知识。
3、5分钟成果展示点评课内探究案的内容。
4、5分钟巩固落实、当堂检测。
【学习目标】1、扎实掌握3个单词、1个短语和2个句型的用法，提高语言运用的能力。
2、通过自主学习和合作探究，学会归纳总结的方法。
3、激情投入，高效参与课堂，体验用英语表达情感的快乐。
【自学导引】课前自主学习Ⅰ.单词识记Ⅰ.单词预知1．v. 命令；掌握；请求，要求；辨认出；承认；公认2．n. 使用，用法；方言；词语；表达；卡车；口音；闪电；街区；木块；出租车3. adj. 中西部的；东方的；东南方的；西北方的；直的Ⅱ.短语天地1．官方语言2．作航海旅行3．与……交流4．利用5．许多6．……的数量7. make sense ___________8. As we know ____________9．扮演一个角色；参与Ⅲ.句型搜索:经典句式1．in the early days of radio，those whoreported the news were expected to speak excellent English.(this)这是因为在早期的收音机时代，对新闻播音员的要求是讲一口极好的英语。
2．However，on TV and the radio you will heardifferences .(way)但是，从电视上和收音机上，你会听到不同的人有着不同的说话方式。
3．So people from the mountains in the southeastern USAspeak with almost dialect people in the northwesternUSA.(as)所以来自美国东南部山区的人和来自美国西北部的人说着同样的地方方言。
人教版课标必修一 Unit 2 English around the World学案
Section One Warming Up and Reading I. New Words 1. base vt. 以…为依据 n. 基础，基地，基部 the base of a building 屋基 We camped at the base of the mountain. 我们在山脚下面扎下营寨。 What are you basing your theory on? 你在把什么作为你的理论基础？ This news report is based mainly on facts. 这则新闻报道主要是根据事实进行的。 The movie is based on a real life incident. 该电影是以一件真实的生活小事为原型的。 I base my hope on the good news we had yesterday. 我把希望寄托在我们昨天得到的那条好消 息上。 1) The film _________________________(根据)a novel by Lawrence is exciting. 2) One should always __________________________ facts.(观点以事实为根据) 3) Success is _________________________________(成功的基础是努力工作) 2. command n./vt. 命令，指令，掌握 n. an order/a control Begin when I give the command. 我发指令就开始。 He has a hundred men under his command. 他指挥 100 个人。 I never promised to obey his command. 我从未许诺遵守他的命令。 Jill has a good command of spoken English. 吉尔英语口语掌握很好。 under one’s demand 在某人控制之下 have a good command of 精通，掌握 vt. to direct, to order I command you to start at once. 我命令你马上开始。 =I command that you (should) start at once. 1) In English, ______ ________(发命令)is less polite than making a request. 2) The general __________ his men _____________(命令…攻打) the city. 3) The army is _______________________________________(国王直接统帅). 3. request v.t/n. 要求，请求 vt. to ask, to demand politely I requested him to be on time. 我要求他准时。 ＝I requested that he (should) be on time. You are requested to arrive at the hall on time. 要求你准时到达大厅。 She requested that no one should be told of her decision. 她要求她的决定不许告诉任何人。 You must request permission(许可 ) from your teacher if you want to leave. 如果你想走必须取得 老师同意。 n. something that has been asked for, a polite demand She made a request for some water. 她要了一些水。 Hu Jintao paid a visit to America at Bush’s request(应…之邀 ) last week. 上周应布什之邀胡锦涛 访问美国。 1) May I request you __________________________(停止谈话)? 2) I requested that ___________________(他来) an hour earlier. ＝I requested him ______________________an hour earlier.
高中英语 Unit2 English around the world 教材导学 新人教版必修1
Unit 2 English around the world【单元导航】中国式英语欧洲人做过精细的统计，自1994年以来加入国际英语行列的词汇中，中式英语贡献了5%到20%，超过任何其他来源。
除“孔夫子(Confucious)”、“中国功夫(kung fu)”、“麻将(mahjong)”或者“豆腐(tofu)”之类绝无仅有的称谓，再挑拣几个真正有中国气质、代表华夏气派、并影响全球当代生活的“鸡蛋词”。
(一)丝绸——silk中国是养蚕大国，丝绸的故乡。
“silk”的发音，显然是汉语的音译，这个词代表了中国高超的工艺技术和贸易强势。
即便现在，丝绸仍在现代生活中充当雍容华丽、典雅高贵的象征。
(二)茶——tea这个词，又是英国人从拗口的闽南话里偷走的。
茶，和丝绸、瓷器比肩，堪称古代中国对外贸易的拳头产品。
目前，品茶代表了一种生活方式和文化品位。
18世纪的柴斯特顿勋爵在《训子家书》里写道：“尽管茶来自东方，它毕竟是绅士气味的；而可可则是个痞子、懦夫，一头粗野的猛兽。
”(三)世外桃源——Shangrila (Xanadu)这是两个近义词，都有“世外桃源”的意思。
“Shangrila”出自西藏的传说之地——香格里拉，“Xanadu”则是蒙古的元上都。
如果要表达“世外桃源”，通常采用“Xanadu”这个词。
(四)风水——Feng Shui风水，还是音译。
它凝聚了古代中国在活人住宅和死人墓地方面的集体智慧。
近年来，风水在美国红极一时，从中国人唇齿之间发出的音节，已经成为当代人急需探究的学问。
(五)走狗——running dogs中国式英语“running dogs”贴切地表达了一种见利忘义、供人驱使的“下三烂”。
最先运用这个词的是中国人，还是英国人，已无从考证；重要的是，英语世界接纳了“走狗”，并以汉语的思维抚育这个“外来词”。
接纳词汇的同时，无形中也接受了中国人的价值观。
(六)大款、巨亨——tycoon这种称呼是近些年才流行街巷的，指有钱、有势的商人或者企业家，中国传统的叫法是“大掌柜”。
高一上人教版英语必修1学案Unit2 English around the world学案阅读导学案
9．________n．本身；本体；身份
10．________adj.流利的；流畅的________adv.流利地；流畅地
11．________adj.频繁的；常见的_________adv.常常；频繁地
12．__________n．& vt.命令；指令；掌握
A．Because Indians like learning English very much.
B．Because India has the largest number of English learners.
C．Because Britain ruled India from 1765 to 1947.
13．________n．& vt.请求；要求
14．___________n．词语；表示；表达________vt.表示；表达
15．________vt.辨认出；承认；公认
16．________n．口音；强调；重音
17．________adv.直接；挺直adj.直的；笔直的；正直的
18．________n．街区；块；木块；石块
◆Choose the correct answers.（1.2.4.5.6.7.8细节理解题3.9-12与高考接轨）
1.English has the most speakers ___.
A. nowadays
B. when the British ruled many parts of the world
C. In 1620.
D. Later in the 18th century.
8.Which country has the fastest growing number of English speakers in the world?
高中英语 Unit 2 English around the world Reading The road to modern English教学设计 新人教版必修1
Unit 2 English around the world教材内容分析人教版>必修一第二单元阅读The road to modern English。
本篇阅读课文说明了英语语言的发展、变化和原因，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，特别是英语语言的发展变化，了解当代语言的新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、非洲英语等，以后可能还会有中国英语。
本课是高一学生新学年的第二单元，对于培养学生的阅读兴趣和信心以及阅读技能的训练作用重大。
教学目标1．语言技能目标：学完本课之后，学生能够通过标题预测文章内容，通过快速浏览课文、细读课文获取相关信息，并把这些信息内化为己有。
2. 语言知识目标：学完本科之后，学生将掌握以下词汇用法：because of, at present, gradually, be based on, make use of, fluent, such as, come up, voyage把握以下词汇含义：vocabulary, spelling, native, apartment, latter, identity 识得以下词汇：Singapore, Malaysia, Danish3. 学习策略目标：通过学习本课，学生将掌握以下策略交际策略：了解不同国家和地区使用不同的英语，但是以英语为母语的人基本不存在理解方面的障碍。
获取信息的策略：学生学会从因特网获取信息。
4. 情感态度目标：通过学习本课，学生将意识到学习并掌握英语的重要性，并树立学好英语的信心，意识到努力学习是祖国更加强大的必要性，同时把学好外语当成自我发展的一个重要过程。
5. 文化意识目标：通过对本课的学习，学生能认识到学习一门语言不仅仅要学语言本身，与其相关的文化背景、历史背景都是学习的内容。
教学过程Step 1 Warming-up and lead-in (8 mins)(1) 小测试: 对比阅读Robert Burns的诗A Red Red Rose和一首现代诗(4 mins)T: Hello, class. You have all been learning English for at least 3 years. But how good is your English? How much do you know about English? Today, let’s look here and have a test to see how good your English is. Here is a poem by Robert Burns, who was an English poet, or exactly, a Scottish poet. This poem, A Red Red Rose, is one of the most famous in the world. Read it and listen. Let’s see if you have any difficulty in understanding it.A Red Red RoseRobert BurnsO, my Luve's like a red, red roseThat's newly sprung in June;O, my Luve's like the melodie,That's sweetly play'd in tune.As fair art thou, my bonnie lass,So deep in luve am I;And I will luve thee still, my dear,Till a' the seas gang dry.Till a' the seas gang dry, my dear,And the rocks melt wi' the sun;I will luve thee still, my dear,While the sands o' life shall run.And fare thee well, my only Luve!And fare thee well, a while!And I will come again, my Luve,Tho' it were ten thousand mile!T: Did you find it easy or difficult? What about this one? This poem was written by a modern writer.I Am Not YoursI am not yours, not lost in you,Not lost, although I long to beLost as a candle lit at noon,Lost as a snowflake in the sea.You love me, and I find you stillA spirit beautiful and bright,Yet I am I, who long to beLost as a light is lost in light.Oh plunge me deep in love—put outMy senses, leave me deaf and blind,Swept by the tempest of your love,A taper in a rushing wind.T: Why is the first poem difficult to understand while the second one not? (Mainly because of some of the words used in the first poem, which are not often used now. Robert Burns lived in the 18th century while the writer of the second poem is a modern poet.) So we can see people in the past used different words from what is used today.(2) 听一段一位学生和来自澳大利亚的外教的对话(4 mins)T: Now, when one day Qiu Zhensong met our foreign teacher Zak, who is from Australia, what happened? Let’s welcome Zak and Qiu Zhensong.(After the dialogue, the foreign teacher explained.) Did you understand our dialogue? (Ss: No.) What’s the difficulty? (Different words were used in Australia which you do not know in American or British English.) T: So from the two poems and the dialogue we can see people from different countries speak different English and people in different times also use different English. How did the difference come about?[意图说明] 引入话题：不同时代、不同国家所使用的英语有所不同。
高一英语人教版必修一导学案Unit 2 English around the world Period Ⅱ Reading Comprehension含答案
Period ⅡReading ComprehensionⅠ.单词巩固1．v. ________征服，占领________以……为根据________使富裕n．________电梯________汽油________汽油，气体________航行________公寓________词汇，词汇表________拼写________本身，身份2．adj./ad v. ________官方的________本国的________实际上________逐渐的________逐渐地________较后的________流利的________流利地________频繁的________常常Ⅱ.短语回顾1．________________由于，因为2．________________走近，上来3．________________目前4．________________利用5．________________例如Ⅰ.阅读课文，判断正误1．Nearly all of the English-speaking people lived in England at the end of 16th century.()2．In the 17th century，people in many other countries began to speak English as their first，second or a foreign language.()3．Native English speakers usually don’t speak the same kind of English，but they can sometimes understand each other.()4．English spoken in England between about AD 540 and 1150 was different from the English spoken today.()5．At first English was based more on German while the English spoken today is based on Danish and French.()6．The English language wasn’t settled until the 19th century.()7．Noah Webster wrote a dictionary，giving a separate identity to American English spelling.()8．Today English is widely spoken in the world except in South Africa.()Ⅱ.阅读课文，给每段选择正确大意1．Paragraph 1 ()A．Why has English changed over time?2．Paragraph 2 () B．Native English speakers can understand each other even if they don’t speak the same kind of English.3．Paragraph 3 () C．English is now spoken as a foreign or second language in South Asia.4．Paragraph 4 () D．Finally by the 19th century the language was settled.5．Paragraph 5 () E．Many people all over the world speak English.Ⅲ.阅读课文，完成下列表格1．Where did most of the English speakers live at the end of the 16th century?A．America. B．England.C．South Asia. D．South Africa.2．When did English begin to be spoken in many other countries?A．In the 17th century.B．At the end of the 16th century.C．Between about AD 450 and 1150.D．In the 19th century.3．According to the text，which of the following statements is TRUE?A．Languages always stay the same.B．Languages change only after wars.C．Languages no longer change.D．Languages change when cultures change.4．From Paragraph 3，we can learn that from AD 450 to 1150，English sounded more like ______.A．German B．Chinese C．French D．Russian5．Why does India have a very large number of fluent English speakers?A．Because Indians like learning English very much.B．Because India has the largest number of English learners.C．Because Britain ruled India from 1765 to 1947.D．Because India has a close relationship with Britain.Ⅴ.SummaryAs you know，English has changed over time.Why？1.________ all languages change and develop when cultures meet and 2.________ with each other.At first，English was 3.________ more on German than the English we speak 4.____________.Then 5.________ new settlers came and enriched the English language and especially its 6.________.So by the 1600’s Shakespeare was able to 7.____________ a wider vocabulary than ever before.In 1620 some British settlers moved to ter in the 18th century some British people were taken to Australia too.English began to be spoken in both countries.Finally by the 19th century the language was settled.At that time two big changes in English 8.________ happened：first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of the English Language.The 9.________ gave a separate 10.________ to American English spelling.Period ⅡReading Comprehension 课前准备区Ⅰ.1.conquer；base；enrich；elevator；petrol；gas；voyage；apartment；vocabulary；spelling；identity2．official；native；actually；gradual；gradually；latter；fluent；fluently；frequent；frequently Ⅱ.1.because of e up 3.at present4．make use of 5.such as课堂活动区Ⅰ.1.T 2.F 3.F 4.F 5.F 6.T7.T8.FⅡ.1.E 2.B 3.A 4.D 5.CⅢ.1.German 2.ruled 3.less 4.enriched 5.1600’s6．made use ernment10.19th11.dictionary 12.foreignⅣ.1.B 2.A 3.D 4.A 5.CⅤ.1.Actually municate3．based 4.at present 5.gradually6．vocabulary7.make use tter10．identity。
人教版高中英语必修一 Unit2 English around the。world 说课稿
人教版高中英语必修一 Unit2 English around the。
world 说课稿Step 2 Pre-reading预读在本课的预环节，我会让学生先阅读课文标题和开头，引导学生思考本文的主题和内容，并提出问题，激发学生的阅读兴趣。
Step 3 While-reading阅读在阅读环节，我会让学生先快速阅读全文，然后再细读，帮助学生理解文中的重点内容和语言表达方式。
同时，我会引导学生掌握一些阅读技巧，如划重点、圈关键词等。
Step 4 Post-reading课文后续在课文后续环节，我会让学生完成一些阅读任务，如完成课文中的填空题、选择题等，帮助学生巩固所学知识，并提高他们的阅读能力。
Step 5 n讨论在讨论环节，我会让学生分组进行小组讨论，就课文中的主题展开讨论，并让学生分享自己的看法和观点，帮助学生提高口语表达能力。
Step 6 Summary总结在课程总结环节，我会让学生回顾本节课的研究内容和收获，并提出一些问题，帮助学生进一步加深对所学知识的理解和掌握。
七．板书设计本节课的板书设计如下：Unit 2 English around the worldXXXEnglish varietiesBritish English vs。
American English八．教学反思通过本节课的教学，我发现学生对于英语在世界上的发展和各种特色英语的了解有了更深入的认识，并且学生的阅读能力和口语表达能力也得到了提高。
同时，我也发现在教学过程中，有些学生仍然存在害羞不愿开口说英语的问题，我会在以后的课堂中继续引导学生多多开口，提高他们的英语口语表达能力。
人教英语新课标必修1全册精品教案(Unit2EnglishAroundtheWorld)
人教英语新课标必修1全册精品教案(Unit2EnglishAroundtheWorld)unit 2 english around the worldpart one: teaching design (第一部分：教学设计)period 1: a sample lesson plan for reading(the road to modern english)aimsto talk about varieties of englishto read about the history of english languageproceduresi. warming up 1. warming up by answering a questionnaire1). tell the students they are going to answer a questionnaire about why they are learning english.2). write the words: reasons for learning a foreign language on the center of the board: 3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.4). divide the class into pairs.5). give out each student one questionnaire paper. 6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take inthe questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available. 7). when the task is finished, ask a couple of students to summarize their partners’answers. (this may develop into a class discussion about language needs).8). the students write five sentences on their feeling about learning english.9). collect the questionnaires.needs analysis questionnaireinterviewer_______________interviewee______________ _present use: situations and skillsreading (faxes, letters & reports)listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)writing (faxes, letters & reports)future use: expectations & ambitions2. further applyingto get the students thinking about the topic of the reading passage.1). have a student list on the board all the english-speaking countries in the world that they can think of.2). give the students hints about the places they haven’t mentioned.3). provide the students with an opportunity to think about the reasons for the spread of english around the world.★english is oneof the official languages of the olympic games and the united nations.★english dominates international websites and provides nearly all of the new computer terminology.★tourism and trade from western europe and north america has contributed to the spread of english.共13页，当前第1页12345678910111213★satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.ii. reading1. skimmingread quickly to get the main idea of the text.let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.paragraph 1: the spread of the english language in the worldparagraph 2: native speaker can understand each other but they may not be able to understand everything.paragraph 3: all languages change when cultures communicate with one another.paragraph 4: english is spoken as a foreign language or second language in africa and asia.2. scanningread to locate particular information and complete the comprehending exercise one. 3. following up work in groups. discuss the two questions and then ask two groups to report their answers to the class. 1). do you think itmatters what kind of english you learn? why?possible answer:i don’t think so. here are the reasons:★native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.★different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.(any persuasive and supporting reason the students give can be accepted.)1) why do you think people all over the world want to learn english?possible answer:the reasons why people all over the world want to learn english:★with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.★however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.★also,people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.(all persuasive reasons can be accepted.)共13页，当前第2页123456789101112134. language focus:1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.4) be based on…:5) make use of: use sth. available 6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will nguage chunks from unit 2 english around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time cantell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…period 2: a sample lesson plan for learning about language(indirect speech (ii) requests & commands)aimsto discover useful words and expressionsto discover useful structures proceduresi. direct and indirect speechdirect speech indirect speech simple presenthe said, “i go to school every day.”simple pasthe said (that) he went to school every day. simple pasthe said, “i went to school every day.”past perfecthe said (that) he had gone to school every day. present perfecthe said, “i have gone to school every day.”past perfecthe said (that) he had gone to school every day. present progressivehe said, “i am going to school every day.”past progressivehe said (that) he was going to school every day. past progressivehe said, “i was going to school every day.”perfect progressivehe said (that) he had been going to school every day, future (will)he said, “i will go to school every day.”共13页，当前第3页12345678910111213would + verb namehe said (that) he would go to school every day. future (going to)he said, “i am going to school every day.”present progressivehe said (that) he is going to school every day. past progressivehe said (that) he was going to school every day direct speech indirect speech auxiliary + verb namehe said, “do you go to school every day?”he said, “where do you go to school?”simple pasthe asked me if i went to school every day.*he asked me where i went to school. imperativehe said, “go to school every day.”infinitivehe said to go to school every day. direct speech indirect speech simple present + simple presenthe says, “i go to school every day.”simple present + simple presenthe says (that) he goes to school every day. present perfect + simple presenthe has said, “i go to school every day.”present perfect + simple present he has said (that) he goes to school every day. past progressive + simple pasthe was saying, “i went to school every day.”past progressive + simple pasthe was saying (that) he went to school every day. past progressive + past perfecthe was saying (that) he had gone to school every day. direct speech indirect speech canhe said, “i can go to school every day.”couldhe said (that) he could go to school every day. mayhe said, “i may go to school every day.”mighthe said (that) he might go to school every day. mighthe said, “i might go to school every day.”musthe said, “i must go to school every day.”had tohe said (that) he had to go to school every day. have tohe said, “i have to go to school every day.”shouldhe said, “i should go to school every day.”shouldhe said (that) he should go to school every day. ought tohe said, “i ought to go to school every day.”ought tohe said (that) he ought to go to school every day. ii. discovering useful words and expressions1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs. (the teacher brings the students’attention to the british and american words that are different but have the same meaning.)iii. discovering useful structures(making commands and requests using indirect speech)1. in groups of four, think of at least three commands your teachers and parents usually give. 共13页，当前第4页12345678910111213you may follow these steps.1) choose one who is to give the first command.2) ask another person in your group to tell somebody what you said.3) the third person will change the request or command from direct into indirect speech.4)change role so that each person gets the chance to give commands and turn them into indirect speech.example: t: please don’t talk in class.s1: what did our teacher tell us? / what did our teacher say?s2: he told/asked us not to talk in class. / she said not to talk in class.2. get the students thinking about the difference between the request and command. then read the replies and decide whether they are in answer to a request or a command. write the sentence down.★a: _______________________________________b: i’ll go and collect some wood right now, master.★a: _______________________________________b: of course i’ll be happy to collect your shopping for you.★a:__________________________________________b: yes. i’ll shut the door at once, mr. zhang.★a:_________________________________________b: no, i won’t get your coat if you talk to me like that.★a:_________________________________________b: sorry. i’ll get that book for you right now.period 3: a sample lesson plan for using language(standard english and dialects)aimsto read out and talk aboutstandard english and dialectsto write about learning english by brainstormingproceduresi. warming up1. introduction: in china there’re so many dialects that the government encourages the whole nation to speak putonghua, which is regarded as standard chinese.2. role-play: get students to work in pairs. let one student be a chinese and the other a foreigner. role-play a conversation about the chinese language to have them discuss why putonghua has to be used in china.ii. reading1. get the students thinking about the topic of the text to predict what it says.2. skimming: read quickly to find the topic sentence for each paragraph.para. 1: there is no such a thing as standard english.para. 2: american english has many dialects whose words and expressions are different from “standard english”.para. 3: geography plays a part in making dialects.3. scanning: work in pairs. read the text to locate particular information.1). do you know what standard english is from the text?2). what is a dialect? why does american english have so many dialects?4. language focus: 共13页，当前第5页123456789101112131) believe it or not: used when you are going to say something that is true but surprising: believe it or not, john cheated in the exam.2). there is nosuch a …as: used to say that a particular person or thing does not exist: these days there is no such a thing as a job for life.3). standard english: the form of english that most people in britain use, and that is not limited to one area or group of people 4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: besides dieting, exercising plays an important part in losing weight.iii. listeningto introduce the students to a dialect and a form of standard “english”.you may follow these steps:1). set the context for the students by describing the situation;2). tell the class: you are going to listen to a boy named buford. he speaks a southern dialect of ame with an east, texas accent. remember: pronunciation is determined by accent. on the other hand, buford’s teacher, jane, speaks standard bre. (i.e. what is heard on the bbc.)3). play the tape for the students to listen.4). encourage the students to give the standard equivalents for the dialectic words from buford’s story, using the context.dialectic words from buford’s storystandard english equivalents hey y’all ain’t yerya pup swimmin’jumpin’feelin’‘bout ‘nough shoulda seen got outtahello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of6). play the tape again and let the students answer the questions in pairs after listening.7). check the answers. (variant: you may also ask the students to retell buford’s story in standard english in pairs.)iv. speaking1. make sure the students know that the word used for directions often vary depending on what kind of english the speaker uses. present the list to the students:amy (american) lady (british)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streets共13页，当前第6页12345678910111213right right-hand side2. prepare their role-play in pairs: be sure that one plays a speaker of british english and the other a speaker of american english. ask students to select actual streets and location in their hometown for giving directions.3. performance: ask two pairs to perform their dialogue in class.sample version:s1: excuse me, sir. but i can’t find the drugstore?s2: pardon?s1: i said i couldn’t find the chemist’s shop.s2: well, go round the corner on your right-hand side, straight on and crossthe flyover. you will find it ahead.s1: thank you very much.s3: what did he say?s1: he told us to go round the corner on the right, go straight on and then cross the overpass. the drugstore will be ahead.self-assessment criteria:did you cooperate well with your partner(s) while practicing?can you ask for directions and give directions clearly?can you express your ideas fluently? if not, what’s your main problem?did you go naturally between american english and british english while talking to each other.v. writing1. making a posterfirst ask the students to make educated guesses about how english can help some aspect of chinese life, in particular its economy.then, in pairs students work on their poster.finally, ask several pairs to present their poster in class for assessment.a sample poster china’s future lies with learning englishreasons for learning english:※world trade is done in english;※international organization (such as the un) use english;※we need contact with the developed western world to build our country;※the developed world uses english in its dealings.why the chinese language will not do?※very few people in the west speak chinese;※chinese is a difficult language to learn;※most businessmen do not have time to learn new languages every timethey enter a new international market.so china’s future lies with learning english2.writing assessment1) can you give persuasive reasons for the topic on your poster?2) can you verbalize your ideas fluently?共13页，当前第7页123456789101112133) can you put your own english learning experiences into a broader perspective?4) can you organize your ideas in a logical way?5) have you made a brainstorming map before you set out to design your poster? do you think it helps your writing?6) what kind of mistakes have you made in your writing? what can you do to avoid such mistakes?further applyingthe teacher may also guide the students to do the writhing task in the workbook on page 53. you may take the following steps:step 1: students divided into groups of four share their own learning experiences and ideas about english learning.step 2: students make a list as follows:my problemsideas for improvementwhy i like englishmy future with englishstep 3: make notes about the paragraphs for the writing.step 4: the teacher helps develop ideas in a positive and encouraging way. step 5: students write about the topic after class as homework. sample version:my experience of learning englishmany people all over the world speak english as their secondlanguage. it is not too much to say that it has become an international language. studying english can make life fun. it enables you to watch american movies, read english books and listen to english songs. moreover, as english is an international language, you will be able to communicate with foreigners when you are on a trip abroad. traveling will be more interesting that way. it is a good idea to make friends with foreigners. in my opinion, it is the best way to improve your english. in addition, it will be fun and it will expand your view of the world. if you make friends with a native speaker, you can practice your spoken english more often and then you can communicate with people around the world. you can also become familiar with the customs and habits of different cultures. there are some people who are afraid to make friends with foreigners because they are not confident of their english. however, many foreigners do not care about grammar. they will get your key words in the sentence and figure out the whole meanings. therefore, it is unnecessary to be afraid to make friends with them; just go head!learning english helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony.briefly said, english is so useful to us that we should all learn it.part tw teaching resources（第二部分：教学资源）共13页，当前第8页12345678910111213section 1: approaches to process writing 程序写作教学法i. pre-writing1. brainstorminggetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. planningstudents make a plan of the writing before they start. these plans can be compared and discussed in groups before writing takes place. 3. generating ideasdiscovery tasks such as cubing (students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. questioningin groups, the idea is to generate lots of questions about the topic. this helps students focus upon audience as they consider what the reader needs to know. the answers to these questions will form the basis to the composition.5. discussing and debatingthe teacher helps students with topics, helping them develop ideas in a positive and encouraging way. ii. focusing ideas 1. fast writingthe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. writing as quickly as possible, if they cannotthink of a word they leave a space or write it in their own language. the important thing is to keep writing. later this text is revised. 2. group compositionsworking together in groups, sharing ideas. this collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. changing viewpointsa good writing activity to follow a role-play or storytelling activity. different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. varying formsimilar to the activity above, but instead of different viewpoints, different text types are selected. how would the text be different if it were written as a letter, ora newspaper article, etc. iii. evaluating, structuring and editing1.orderingstudents take the notes written in one of the pre-writing activities above and organize them. what would come first? why? here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. self-editinga good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. this way students will become better writers.3. peer editing and proofreadinghere, thetexts are interchanged and the evaluation is done by other students. in the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. you could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. the importance of feedback共13页，当前第9页12345678910111213it takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. positive comments can help build student confidence and create good feeling for the next writing class. it also helps if the reader is more than just the teacher. class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. writing as communicationprocess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. it requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. potential problemswriting is a complex process and can lead to learner frustration. as with speaking, it is necessary to provide a supportiveenvironment for the students and be patient. this approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. in the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.section 2: background information on english around the worldi. british english, american english and chinesecars and drivingbritish englishamerican englishchinesecar parkparking lot 停车场driving licensedriver's license 驾照flyover overpass天桥four waycrossroads十字路口hire carrental car 租用车motorwayfreeway(western u.s.)expressway (eastern u.s.)高速公路petrolgasoline(gas)汽油tyretire轮胎windscreenwindshield挡风玻璃foodbritish englishamerican englishchinesebiscuitcookie饼干chipsfrench fries炸土豆片crispspotato chips油炸土豆片jacket potatobaked potato带皮烤的马铃薯jamjelly 酱mince hamburger碎牛肉；牛肉饼porridge oatmeal稀饭puddingdessert布丁；甜点sweetdessert餐后甜点tincan罐头othersbritish englishamericanenglishchineseautumnfall 秋天billcheck清单bin linertrash bag垃圾袋botanic gardenbotanical garden植物园bracessuspenders吊裤带；吊杆charitynon-profit organization慈善机构chemist’spharmacy/drug store 药店cinema movie theater, theater电影院coachbus长途汽车diydo it yourself自己动手做dustbintrash can垃圾箱engaged (as in telephone)busy（电话）占线共13页，当前第10页12345678910111213fee (for schooling)tuition学费fit (verb)equip, fit out安装flat apartment 单元住宅footballsoccer 足球freephonetoll-free免费电话toll-freedress (noun)外衣；服装gentsmen’s room男厕headmasterprincipal男厕hire (hire a car)rent (rent a car)租借holidayvacation假日illsick有病的in future in the future未来，将来in hospital in the hospital住院join the trainget on the train 上火车jumpersweater毛线衫licence (noun) license执照liftelevator电梯lorrytruck卡车mathsmath数学nilzero零notebill纸币on stream on line 在生产中postmail邮件queueline长队railwayrailroad铁路returnround trip返程rise (noun -in salary)raise加薪rubbereraser橡皮擦rucksackbackpack背包shopping trolleyshopping car购物手推车“sorry”“excuse me”, “pardon me”对不起stand (for election)run (for election) 21————来源网络整理，仅供供参考竞选swear word curse word咒语subwayunderpass餐巾subwayunderpass地下道；地铁tea toweldish towel餐巾telephone boxtelephone booth电话亭toilet restroom厕所torchflashlight火炬trainerssneakers运动鞋transport (noun)transportation运输trouserspants裤子trolleycart手推车tube subway 地铁undergroundsubway地铁vestundershirt背心waistcoatvest马甲ii. different english, different spellingsamerican englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiledbritish englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/s poilediii.websites recommended to the students 推荐网站 bg-mapesl.about english-zoneeffingpot topics-mag going to any of the websites may enable the students to learn more about the differences between american english and british english.section 3: words and expressions from unit 2 english around the world include 1. v. to be one————来源网络整理，仅供供参考22of the parts; to make something or someone part of a larger group: our tour party included several retired couples. the team is looking strong; especially now they have included beckham. 2. including & included: everyone has to go to the dentist’s, you included. there were twelve of us, including tom and me.共13页，当前第11页1234567891011121323————来源网络整理，仅供供参考。
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新课标人教版 Unit 2 English around the world 世界上的英语核心词汇1．Not having seen him for a long time，I can hardly ____________ (认出)him. 2．They went____________(直接)home without stopping at the gas station，for it was too late.3．The result of the long police investigation is that the ____________(身份)of the killer is still a complete mystery.4．I know from the young man’s ____________(口音)that he is from the South. 5．You’d better find a ______________(本地人)to tell you how to get there. 6．Follow the ____________(说明)that your doctor gives you.7．Reading is one of the best ways of enlarging your ____________(词汇量)．8．____________ on a real story happening in Shenzhen，the film attracted a lot of audience.(base)9．He is a strong ____________ and he ____________ the whole nation with an iron hand.(government)10．Recovery from the disease is very ____________.As the weather ____________ becomes warmer and warmer，he will pick up.(gradual)1．recognize 2.straight 3.identity 4.accent 5.native 6．directions 7.vocabulary 8.Based ernor；governs 10.gradual；gradually高频短语1．________________ 因为；由于2．________________ 走近；上来；提出3．________________ 现在；目前4．________________ 利用；使用5．________________ 例如……；像这种的6．________________ 扮演一个角色；参与7．________________ 即使8．________________ 以……为基础1．because of e up 3.at present 4.make use of5．such as 6.play a part(in) 7.even if 8.be based on重点句式1．Today，____________ people speak English as their first，second or a foreign language ____________ ever before.如今说英语的人比以往任何时候都多了，他们有的是作为第一语言来说，有的是作为第二语言或外语。
2．Native English speakers can understand each other __________ they don’t speak the same kind of English.以英语作为母语的人，即使他们所讲的语言不尽相同，也可以相互理解。
3．Actually all languages change and develop when cultures meet and ________________ each other.事实上，当不同文化互相交流渗透时，所有的语言都会有所变化、有所发展的。
4．____________ more ____________ German than the English we speak at present. 当时的英语更多地是以德语为基础，而我们今天所说的英语不是。
5．________________，there is ________________ as standard English.信不信由你，(世界上)没有什么标准英语。
1．more；than 2.even if municate with 4.It was based；on 5.Believe it or not；no such thing知识详解1command n．[C]命令，指令；[U]掌握vt. 命令；指挥，支配；博得，赢得(回归课本P12)Can you find the following command and request from Reading？你能从阅读中找出下面的命令和要求吗？[归纳拓展](1) at sb.’s command听某人的支配in command of指挥；控制under one’s command由……指挥take command of控制；担任……的指挥have a good command of很好地掌握，精通(2) command sb.to do sth.命令某人做某事command that...(should)do...命令……做……[例句探源]①(牛津P390)The police arrived and took command of the situation.警察到达后就控制了局势。
②Applicants will be expected to have a good command of computer skills.申请人必须有很好的电脑技能。
③The general commanded that we attack at once.将军下令我们立刻发起进攻。
[即境活用]1．In order to have a good________of English，he resigned and went abroad. A．command B．needC．master D．direction解析：选A。
句意：为了很好地掌握英语，他辞了职到国外去了。
have a good command of 表示“很好地掌握”的意思。
2．He commanded that the students________the classroom before he returned. A．didn’t leave B．wouldn’t leaveC．needn’t leave D．not leave解析：选D。
本题考查command后that从句应用虚拟语气的用法，具体表示为：从句谓语部分用“should(not)＋动词原形”形式，should可以省略。
2request n．& vt. 请求；要求(回归课本P12)In English you use a command or a request when you want someone to do something.在英语中，当你想让别人做事时，你使用命令或请求方式。
[归纳拓展](1) make (a) request for请求；要求……at sb.’s request＝at the request of sb.应某人之要求(2) request sb.to do sth.请求/要求某人做某事request that...(should)do sth.请求……做某事request sth.from/of sb. 向某人请求某物[例句探源]①(朗文P1280)They have made an urgent request for international aid.他们紧急请求国际援助。
②(牛津P1693)You are requested not to smoke in the restaurant.请不要在餐馆吸烟。
③(牛津P1693)He was there at the request of his manager.他按经理的要求到了那里。
④(牛津P1693)She requested that no one (should) be told of her decision.她要求不要向任何人谈起她的决定。
【巧学助记】常用(should)＋do构成虚拟语气的动词口诀：一坚持：insist二命令：order，command三建议：advise，suggest，propose四要求：request，require，demand，desire[即境活用]3．I’m sorry that I cannot accept your________to attend your birthday party，Linda，because I’m ________to answer all the customers’ letters tonight by my boss. A．requirement；requiredB．demand；requestedC．request；askedD．request；required解析：选D。
句意：对不起Linda，我不能接受参加你生日宴会的邀请，因为老板要求我今晚把顾客的来信全部回完。
第一个空表示邀请或请求，用request；第二个是老板的要求，用required。
4．Don’t respond to any emails________personal information，no matter how official they look.A．searching B．askingC．requesting D．questioning解析：选C。
ask for sth.和request sth.都可表示“要求某事物”，而question sth.为“对某事物提出质疑”；search a place表“搜某处”。
5．I shouldn’t have accepted the man’s present，but I found it difficult to turn down his________.A．offer B．requestC．suggestion D．plan解析：选A。