人教版高中英语必修一Unit2EnglisharoundtheworldGrammar
英语人教版必修1高中一年级 Unit2-Workbook(新人教版必修1)
4 Write down the three ways Wang Ting suggests to improve English skills.
1. Listening to _E_n_g_l_is_h__so_n__g_s is an easy
way to _le_a_r_n_ some idiomatic e_x_p_r_e_s_s_io_n_s_. 2. Watching _t_h_e_n__ew__s_a_n_d__t_h_e_i_n_te_r_v_i_e_w_s_
2 Listen to what Wang Ting and Chen Peng have to say and find out how they improve their English. Write down the main idea.
Wang Ting and Chen Peng are discussing how they improve their English listening outside class.
early summer.
Reading Task
The Oxford English Dictionary 的历史
How it began 1857: The Philological Society of London calls for a new English Dictionary More work than they thought 1884: Five years into a proposed ten-year project
高一人教新课标版必修一
Unit 2 English around the world
Workbook
2 Work out the name of each student’s country and find the hints that help you identify them.
人教版高中英语 必修一 Unit2 《English around the world---Reading》 课件 (共28张ppt)
Para 4: Finally by the 19th century the language was settled.
Can you name some countries in which English is used as an official language ?
the United Kingdom
Ireland
the USA
Canada
South Africa
Australia New Zealand
AD800----1500 By the 1600s 1620
Based more on German Influenced Danish and French
Shakespeare used a wider vocabulary British settlers moved to America
From 18th century British colonized Australia
1765- English became the language for 1947 government and education in India.
Timeline of English development
Time The road to modern English
By the Two big changes in English
English was based more on German.
AD
人教版高一英语必修一Unit2 English around the world-课件(共17张PPT)
Fill in the blanks with proper words according to the text.
The English between AD 450 and 1150 was based more on _G_e_r_m__a_n.
From AD 800 to 1150, those who ruled England spoke first _____D_a_nainshd later ______F_r.ench
Para1 para2 para3 para4 Para5
English now is spoken in South Asia. China has the largest number of English learners.
English changed over time because languages change and develop when cultures meet and communicate.
English was settled in 19th century.
As time went by, British people brought English to the world.And many people speak English now in the world.
Though native speakers speak different English but they can understand each other.
Development of English
people
the end of the 16th century
England
the next century
人教新课标高中英语必修一Unit 2 English around the world课件
BritishEnglish
10
BritishEnglish
AmericanEnglish
spelling
pronunciation
colour, favourite, theatre, centre, travelled, metre
color, favorite, theater, center, traveled, meter
2.Prepareforthenextclass. 3.FinishtheexercisesonWB.
19
20
Period3Learningaboutl anguage
Unit2Englisharoun dtheworld
21
Period3:幻灯片27-48页
Revision(3m)
Match:(Reivewthenewwords)
dtous. Themonitortoldusnottoplaygamesintheclassroom. “Willyoupleasenotsmokehere?”sheadded. Sheaskedmenottosmokehere.
29
Learningusefulstructure–IV(10m)
apartment
autumn
fall
underground(地铁) subway university(大学) college
rubbish(垃圾) garbage
dustbin(垃圾箱) trashcan
holiday
vacation
fortnight(两星期）twoweeks
12
Reading–I(3m)
Paragraph2:tellsusnativespeakerscanund erstandeachotherbutnoteverything.
人教版高中英语 必修一 Unit2 《English around the world---Reading》 课件 (共27张ppt)
Conclusion
Language can change with time.
Language can change
time
when cultures
communicate with
each other.
place
Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?
English became the language for
_g_o_v_e_r_n_m__e_n_t_a_n__d_e_d_u_c_a_t_i_o_n_.
By the 19th century
Now
The road to modern English
The English language was settled. Two big changes in E__n_g_li_s_h_s_p_e_l_li_n_g__ happened: Samuel Johnson wrote his _d_i_c_ti_o_n_a_r_y_ and Noah Webster wrote _T_h__e_A_m__e_ri_c_a_n__D_i_ct_i_o_n_a_ry__o_f_____
Para 1--Development of English
people
the end of the 16th century
人教版高中英语必修一 Unit 2 English around the world PPT课件
By the 1600s
Later in the 18th century
vocabulary … were taken to Australia.
Britain ruled India …was spoken in India. The language was settled. Two dictionaries brought…
apartment movie candy elevator fall bar can subway game soccer be on vacation
Speaking Task:
Use the words above to make a dialogue to show the differences between Am. E and Br. E. Look at an example:
cheque programme
tyre
check program
tire
realise, apolze
The road to modern
English
Fast reading Which country has the fastest growing number of English learners in the world?
Part 3 Part 4
Fill in the following form about the development of English according to time order
AD450～1150
was based more on German
Between about AD 800 and 1150 At the end of the 16th century
高中英语人教版必修1《Unit 2 English around the world Section
1. Can you find the following command and
request from Reading？
command n.& vt.命令；指令；掌控 command that sb. (should) do sth.命令某人做某事 command sb. to do sth.命令某人做某事
2. 当直接引语为表示建议、提议、要求、劝告的 祈使句(或表示要求、提议、劝告、建议的疑问句) 时 , 多 用 suggest+doing/that 从 句 ( 如 suggest 后 接 that从句时, 从句使用虚拟语气should+动词原形, should也可省略), 及ask/advise/want/beg sb. +to do等结构。
*The leader said to the workers, “Don’t speak while working. ” →The leader warned the workers not to speak while working.
【名师点津】 (1)不论是否定祈使句, 还是表示委婉语气的否定疑问 句, 在变为间接引语时, 要用不定式的否定情势: not/never to do sth. 。 (2)直接引语中的称呼语变为间接引语时, 一样把它当 作主句谓语动词的宾语用。 *She said, “Don’t make so much noise, children! ” →Shetold the children not make so much noise.
③We recognize him to be a hardworking and
honest person.
_公__认__
高中人教版必修一 Unit 2 English Around the World 第一部分 教案
A Teaching Design for Unit2——English Around the WorldDo warming up by answering a questionnaire.1) Tell the students they are going to answer a questionnaire about why they arelearning English.2) Ask the students to think as many reasons as they can.3) Write the words: Reasons for learning a foreign language on the center of theboard.4) Divide the class into pairs.5) Give out each student one questionnaire paper.6) Explain the task. The students must question eachother about their languagelearning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you‟d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.7) When the task is finished, ask a couple of students to summarize their partners‟answers. (This may develop into a class discussion about language needs).8) The students write five sentences on their feeling about learning English.9) Collect the questionnaires and choose two to share with students.Design aims: arouse students‟ interest and enthusiasm in class .Step 2: Lead-in (6 min)1) Guess picturesT：Present some national flags of English speaking countries on the ppt.S: name the English-speaking countries according to the national flags2)Pair work: Ask the students to listen to a piece of BBC news and a piece of VOAnews. Then two students in a group to find the differences between British English and American English (vocabulary, spelling, pronunciation, usage, etc.) and show some examples to them.Design aims: Using pictures to lead in to make the lesson more interesting and vivid; stimulate stud ents‟ learning interest and their motive of learn ing.Summary: using chart to make a summary of the difference between British EnglishStep 3：Listening (5 min)1)Before listening, ask students to look at the map on the book. It shows someplaces in the world where English is spoken as official language. Let students guess what this listening is about.2)Listening to the tape, ask students to work out the name of each person‟s countryand find the hints that help you identify them.3)Listening to the tape again to check the answer.Design aims:to improve students‟listening skills, to develop their imagination, to advance their ability of how to grasp information quickly and effectively.Step 4：Talking (8 min)1)Divide students into group in four.2)Tell them the difference between command and request.3)Let them read the requirements of the role-play.4)Give them three minutes to prepare.5)Ask two groups to do the role-play in the class.Design aims:let students know the difference between command and request. Let them know how to talk politely and appropriately to strangers. Let them know how to deal with emergencies in some communication occasion.Step 5：Using Words and Expressions (10 min)plete the word puzzle.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Ask students to form into pairs and to complete the word puzzle. They havethree minutes to work out it.Design aims:let students review new word they have learned in this unit. Arouse their attention into the class again. Make them feel energetic.B.Find the odd one out.1)Explain what “find the odd out” is. (“Find the odd out” is game which will letyou to choose the different one out in the group of word. Explain the newword “odd”.)2)Tell students this is a whole class game.3)Give them one minute to read eight groups of words.4)Then ask them to tell the answer loudly.Design aims: make students to think effectively and fell energetic. Teacher uses this whole class game to liven up the lesson.C.Translate Chinese sentence into English.1)Ask students to read the requirements in the textbook. Make sure thateveryone is familiar with those requirements.2)Give them four minutes to translate Chinese sentence into English. Ask themto use the words or expressions in the brackets.3)Use two minutes to check the answer and explain the grammar points. Design aims: let students review new word they have learned in this unit. Let them learn some new sentence structure.Step 6：Using Structures (10 min)A.Explain what direct speech and indirect speech is.We may report the words of aspeaker in two ways.1)Direct SpeechWe may quote the actual words of the speaker. This method is called Direct Speech.2)Indirect SpeechWe may report what he said without quoting his exact words. This method is called Indirect Speech or Reported Speech.Example:• Direct: Clinton said, “I am very busy now.”• Indirect: Clinton sai d that he was very busy then.B.How to change Direct to Indirect Speech?i. We have used the conjunction …that‟ before the Indirect Statement.ii. The pronoun “I” is changed to “HE”. (The Pronoun is changed in Person)iii. The verb “am” is changed to “was”.iv. The adver b “now” is changed to “then”.C.Rules for changing Direct into Indirect Speech:A. When the reporting or principal verb is in the Past Tense, all the PresentTenses in the Direct Speech are changed into Past Tense.a. A simple present tense becomes simple past tense.Example:• Direct: He said, “I am unwell.”• Indirect: He said that he was unwell.b. A present continuous tense becomes a past continuous.Example:• Direct: He said, “my mother is writing letter.”• Indirect: He said that his mother was writing letter.c. A present perfect becomes a past perfect:Are you clear about the conversion of Direct to Indirect Speech?Example:• Direct: He said, “I have passed the examination.”• Indirect: he said that he had passed the examination.d. As a rule the simple past tense in the Direct Speech becomes the past perfecttense in Indirect Speech.Example:• Direct: He said, “His horse died in the night.”• Indirect: he said that his horse had died in the night.B. The tenses will not change if the statement is still relevant or if it is a universaltruth. We can often choose whether to keep The original tenses or change them.Examples:• Direct: “I know her address”, said John.• Indirect: John said that he knows/knew her address.In this Indirect Speech, both the past tense and the present tense make thesentence a correct one.• Direct: The teacher said, “The earth goes round the sun.”• Indirect: The teacher said that the earth goes/went round the sun.The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively.C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For example, we may rewrite the above examples, putting the reporting verb in the present tense.Examples:• Direct: He says, “I am unwell.”• Indirect: He says that he is unwell.D. The pronouns of the Direct Speech are changed where necessary, so that their relations with the reporter and his hearer, Rather than with the original speaker are indicated.Examples:• Direct: He said to me, “I do not believe you.”• Indirect: He said that he did not believe me.E. Words expressing nearness in time or places are generally changed into words expressing distance.Examples:• Direct: He said, “I am glad to be here this evening.”• Indirect: he said that he was glad to be there that evening.D.Then do the exercise in the book.E.Summaries whole lesson. Tell students the homework.。
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2)直接引语中有具体的过去某年、某月、 某日作状语，变为间接引语时,时态 不变。 XiaoWangsaid,“IwasbornonApril2l,198 9.” →XiaoWangsaidhewasbornonApril20,1 989.
3)直接引语中被引述的部分是反复出现的, 习惯性的动作或说话时情况仍然存在 的,变间接引语时,时态保持不变。 Theboysaidtous,“Iusuallyget upatsixeveryday.”
nextweek(month,year)→thenextweek( month,year) ago→before here→there
Howtoretelltheminindirectspeech. “Lookatthisexample,”theteachersaidto us. →Theteachertoldustolookatthatexample. “Wouldyouliketoseemyflat?”sheasked. →Sheaskedmetoseeherflat.
6.LiMingsaidtome,“Willyoukeepthe secretforme?” →_________________________________ LiMingaskedmetokeepthesecretforhi ________. m
7.Myteacheralwayssaid,“Whatan interestingandchallengingjob teachingis!” →_______________________________ Myteacheralwayssaidwhataninter _______________________________ estingandchallengingjobteaching _____________. was
一般过去时 过去将来时 过去进行时 过去完成时 过去完成时 过去完成时
如： 1)Shesaid,“Ihavelostapen.” →Shesaidshehadlostapen. 2)Shesaid,“Wehopeso.” →Shesaidtheyhopedso. 3)Shesaid,“Hewillgotoseehisfriend.” →Shesaidhewouldgotoseehis friend.
5)若直接引语的谓语中含有 would,should,might,must,usedto,oughtt o,hadbetter等动词时。 Shesaid,“Weshouldhelpeachother.”
→Shesaidweshouldhelpeachother.
5.如何变状语： 直接引语变间接引语，状语变化有其内在 规律，时间状语由“现在”改为“原来”。 例如:now变为then,yesterday变为 thedaybefore,today变为thatday。 地点状语,尤其表示方向性的,或用指示代 词修饰的状语,由“此”改为“彼”。
3.Katesaid,“Let’sdiscusstheproblem tomorrow.” Katesuggesteddiscussingtheproblemthe →__________________________________ nextday ___________. Katesuggestedthatwe(should)discussthe →__________________________________ problemthenextday ______________________.
2.疑问句的间接引语。一般疑问句后连接 词用if或whether，而引述选择疑问句时 只能用whether，引述动词用asked，没 有间接引语的可以加一个间接宾语me， him等。例如： ShesaidtoTom,“Canyouhelpme?” →SheaskedTomif/whetherhecould helpher.
★如果直接引语中的谓语动词是一般现 在时、现在完成时或将来时，变成间接 引语时，时态无需变化。（这一点同样 适用于陈述句和疑问句。）
直接引语与间接引语之间的转换规律 繁多，但同学们要记住：语言是活生 生的，在平时的学习中要灵活掌握并 使用这.“SpeakEnglishmoreoftenthanjustin class,”ourEnglishteachersaidtous. OurEnglishteachersuggestedthatwe(sho →__________________________________ uld)speakEnglishmoreoftenthanjustincl __________________________________ ass _____________. OurEnglishteachersuggestedspeakingE →__________________________________ nglishmoreoftenthanjustinclass ________________________________.
Tom’sfathersaidtohim,“Don’tdriveto ofast.” →Tom’sfathertoldhimnottodrivetoofast. 转述祈使句时，如果祈使句为否定式， 在_________________。 不定式前加not
“Comenextweek,”Bobsuggested. →Bobsuggestedmycoming/thatI(should)c omethefollowingweek. “Letmegiveyoualifthome,”Davidsaid. →Davidofferedtogivemealifthome. 引述表示“建议，提议”的祈使句时， 可以采用“suggest+______________ ”或 动词-ing形式 “suggest+_________ that从句 ”，也可以采用 “offer+不定式”等结构。
但要注意在以下几种情况下。在直接引 语变为间接引语时，时态一般不变化。 1)直接引语是客观真理。 “Theearthmovesaroundthesunand themoonmovesaroundtheearth”,the teachertoldme. →Theteachertoldmetheearthmoves aroundthesunandthemoonmoves aroundtheearth.
→Theboytoldusheusuallygetsupatsixeve
ryday.
4)若直接引语中含有when,since,while等引
导的表示过去的时间状语从句,变间接 引语时,从句时态不变。 Shesaid,“IwenttherewhenIwassixyearsold.” →Shesaidshehadgonetherewhenshewassix yearsold.
根据括号内的提示补全下列句子。 1.He’sstudiedintheUSand____________ _________________( 精通英语). hasagoodcommandofEnglish 2.Youmustobey____________________( 老师的命令). theteacher’scommands 3.Icommand____________________ youtostartatonce/ __________________________( 你立即动 身 ). thatyou(should)startatonce
Theofficercommandedhismentofire. Hecommandedthatthestudents(should)cr osstheriver. commandv.吩咐，命令 常用于以下结构： ______________________ ； commandsb.todosth. command+that从句（从句谓语用 “should+动词原形”，should可以省 略）。
8.“Happyweekendtoyou!”myteacher saidtouslastFriday. →_________________________________ Myteacherwishedusahappyweekendlast __________. Friday
Canyoufindthefollowingcommandandrequ estfromReading? commandn.命令；掌握 mandofsth.掌握…… e.g.Sincehewastheheadofthefamily, hiswishwasacommand. MaryhasagoodcommandofChinese.
3.ShesaidtoTom,“Canyouhelpme?”→
SheaskedTomif/whetherhecould
helpher.
1.陈述句的间接引语—连接词用that,在 口语中可省略。引述动词用said,told,等。 例如： Hesaid,“I’veleftmybookinmyroom.” →Hetoldmethathehadlefthisbook inhisroom.
观察句子中直接引语与间接引语的转化 规律，加以总结。 Hesaidtome,“Pleaseopenthewindow.” →Heaskedmetoopenthewindow. “Becarefulwiththedog,”shesaidtome. →Shetoldmetobecarefulwiththedog. 直接引语变间接引语转述祈使句时，通 常采用“动词+宾语+不定式”结构。常 见的引述动词有ask,tell等。
“Whatalovelyhouseitis!”Petersaid. →Petersaidwhatalovelyhouseitwas. “Howwellyoulook!”Janesaid. →JanesaidhowwellIlooked. how what 或______ 引述感叹句时，常以________ 为被引述分句的引导词。