新人教版必修一 Unit 2 English around the world-Grammar[优秀教案]
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。
（完整版）高中英语人教版必修一课文内容电子版Unit2
（完整版）高中英语人教版必修一课文内容电子版Unit2Unit 2 English around the worldThe road to modern EnglishAt the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language than ever before.Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example: British Betty: Would you like to see my flat?American Amy: Yes. I’d like to come up to your apartment.So why has English changed over time? Actually, all languages change and develop when cultures meet and communicate with each other. At first, the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later 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 thattime two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The America Dictionary of the English Language. The latter gave a separate identity to American English spelling.English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.STANDARD ENGLISH AND DIALECTSWhat is standard English? Is it spoken in Britain, the US, Canada, Australia, India and New Zealand? Believe it or not, there is no such thing as standard English. This is because in the early days of radio, those who reported the news were expected to speak excellent English. However, on TV and the radio you will hear differences in the way people speak.When people use words and expressions different from “standard language”, it is called a dialect. American English has many dialects, especially the midwestern, southern, African American and Spanish dialects. Even in some parts of the USA, two people from neighboring towns speak a little differently. American English has so many dialects because people have come from all over the world.Geography also plays a part in making dialects. Some people who live in the mountains of the eastern USA speak with an olderkind of English dialect. When Americans moved from one place to another, they took their dialects with them. So people from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA. The USA is a large country in which many different dialects are spoken. Although many Americans move a lot, they still recognize and understand each other’s dialects.。
人教版必修一Unit2《English around the world》(the 1st period)word教案
英语：Unit2《English around the world》the 1st period教案（1）（新人教版必修1）The First Period●从容说课This is the first period of this unit.This period focuses on reading.In this lesson，there are a warming up and a passage of reading “The Road To Modern English”.This warming up attracts students’ attention to the phenomenon of world English.The reading passage tells us the present situation in which English is used and the development of English.To let students to form a good habit of reading and have proper reading strategies are one of the main tasks for senior middle school English teaching，so in this period，we should teach according to this aim.In this lesson，students will have a general idea of the conception of world English by guessing some words on American English and Britain English.To arouse students’ interest，I’ll present them some typical funny stories about different kinds of English.This is to get the students ready for the reading part.Before reading the passage，students should first get familiar with the new words in the text to remove the barrier in reading.Then students are asked to guess what the text will tell us.This step is designed to train students ability to predict the content of a passage according the title.The next step is to ask students to have a general idea of the structure of the text with the purpose of improving the skill of skimming.After that，detailed reading follows.In the step，students will be asked to deal with the passage paragraph by paragraph in which they will have different tasks to finish such as true-or-false exercise，filling a form with information in the text and retelling.This step trains students’scanning skill and conclusion skill.The last step for students is to discuss the topic “It is not necessary for we Chinese to learn English since we have our own elegant language”.This is to train students to read critically.Besides，it can arouse students’ interest in learning English.●三维目标1.Knowledge：Master the words and phrases and get a view of the road to modern English.2.Ability：Train students’ reading skill.3.Emotion：Let students know more about English and inspire students to study English hard.●教学重点The understanding and comprehension of the passage.●教学难点（1）How to get to master the useful words and expressions.（2）How to improve students’ ability to read an article.●教具准备cassette recorder，some pieces of slide●教学过程Step 1 GreetingsT：Good morning，boys and girls!S：Good morning，teacher!Step 2 Warming upT：English is a widely used language.Do you know in which countries English is spoken as their native language？S a：The US，the UK，Australia，Canada...T：（a slide：Nancy：Oh，there you are.Now then，did you have a good flight？Joe：Sure，we flew all the way direct from Seattle to London.Nancy：You must be very tired.Did you sleep at all on the plane？Joe：No，not really.I’m very tired.Could I use your bathroom？Nancy：Why，of course.You don’t need to ask，just make yourself at home.Let me give you a clean towel.Joe：A towel？Nancy：Yes.Here you are.The bathroom is upstairs.It’s the second door on the left.（After a while）Nancy：Have you found it？Joe：Well，eh，yes，I mean no.I mean，I found the bathroom，but I didn’t find what I was looking for!）Here is a short dialogue.Read it and discuss with your partner：What is it that Joe can’t find inthe bathroom？Why can’t he find it？S b：It is the toilet.T：And why？S c：Perhaps when Joe says “bathroom”，he means a place，where there is a toilet.But in Nancy’s eyes，it is a place where people can only have a bath.T：You are right.Do you know why there’s a misunderstanding between them？S d：Because they speak different kinds of English.T：Great.There’s more than one kind of English in the world.In some important ways they’re different.They’re called world English.Can you guess what they include？S e：Canadian，British，American，Australian and Indian English.T：Right.So you know even two native speakers of English may still not speak the same kind of English.Look at the examples on P9.Now try to guess which of the following words are British English and which are American English.Suggested answers：Am.English：mom；on a team；rubber；gasBr.English：mum；in a team；eraser；petrolStep 3 New WordsT：From today on，we’ll learn something about English around the world.First of all，let’s get familiar with the new words.Yesterday I asked you to read the new words and look up the meaning of them.Now let’s have a game in which one of you tells us the meaning or the explanation of the words and the others guess which word it is.Let’s go!Suggested explanation：1.include：have something or somebody as one of a group.e.g.：The tour included a visit to the Science Museum.2.play a role in：have a part in3.international：connected with two or more countries4.native：（1）connected with the place where you have always lived or have lived for a long time（2）a person who lives in a particular place，especially sb. who has lived there a long time5.elevator：lift6.flat：（1）having a smooth surface （2）（Br. E）a set of rooms for living in7.apartment：（Am. E）a set of rooms for living in8.modern：of the present time or recent timee up：to move toward10.culture：the customs and beliefs，art，way of life and social organization of a particular country or group11.actually：really；in fact12.present：（1）existing or happening now （2）being in a particular place13.rule：control14.vocabulary：all the phrases and phrases you learnage：the way in which words are used in a language16.identity：who or what sb./sth. isernment：the group of people who are responsible for controlling a country or a state18.rapidly：fastT：That’s great!You’ve made a good preparation.Now please read the words together.（show words and explanations on the slide）Step 4 Pre-readingT：Just now，we’ve known that there’re many kinds of English in the world.Then why are there so many kinds？Ss：We don’t know.T：Anyway，we’ll find out the cause today.Now read the title of the passage “the road to modern English”.What do you think it will tell us？S f：I guess it will tell us the development of English.Step 5 SkimmingT：Now let’s find out whether your answer is right.So please read the passage fast in silence and find out the main idea of each paragraph.Suggested answer：Para.1：Brief introduction of the change in English.Para.2：An example of different kinds of English.Para.3：The development of English.Para.4：English spoken in some other countries.Step 6 ScanningT：You’ve mastered the structure of the passage.Now please read para.1 and 2 loud in detail.T：（several minutes later）Have you finished？Here’re some statements of which some are right while some not.Read them and then tell whether they are true or false.If false，please find out the mistake and correct it.（slides：1.Most of the English speakers in the 16th century lived in England.2.More and more people use English as their first or 2nd language.3.The US has the largest number of English speakers.4.Native English speakers can understand everything because they speak the same kind of English.）S g：The first one is true.S h：The second one is true.S i：The third one is false.China has the largest number of English speakers.S j：The fourth one is false.Native English speakers may not be able to understand everything because they do not speak the same kind of English.T：You did a very good job.Now please read para.3 after the tape.And then fill in the form on the screen.T：We know culture communication brings about changes in English.Can you think of any effect that Chinese has on English？S k：In English there are some Chinese words such as gongfu，long time no see，...T：Great!With more closely communication of culture，English is changing more frequently.T：As we all know，English is spoken as the native language mostly in western countries.Then what about English in some other parts of the world？After reading the last paragraph，would you please say something about the present situation of English in your own words？S l：It is also spoken as a foreign or 2nd language in many other countries.For example，in India，it is used for government and education.In some African and Asian countries，it is also spoken，such as in South Africa，Singapore and Malaysia.While in China，the number of English speakers is increasing fast.T：Quite good.Step 7 DiscussionT：So far，we’ve known that English is becoming more and more important in China.It has been an important subject for Chinese students.But someone 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 for us to master a foreign language.Do you agree with this opinion and why？Suggested answer：I don’t agree with it.With the cultural communication becoming more and more frequent，the chance to contact foreigners，exported goods，international conferences，and so on，is more and more.As the most widely used language，English is regarded as the language used in most international situations.Thus，if we want to keep up with the times，we’d better master English and use it as a tool.Step 8 Summary and homeworkT：Today we’ve learned an article on “the road to modern English”.After class，you should read it again and again to get the idea of the text further.Do the exercises of comprehending and try to tell your partner something about English in our own words.That’s all for today.Class is over.●板书设计Unit 2 English around the worldThe First PeriodNew words：Main idea of each para-graph：... ...... ...●活动与探究This activity is to make research into differences between different kinds of world English and some words from other languages in English.Divide students into two groups to do research and fill the following table in their free time.Differences Pronunciation Spelling MeaningUsage...Words from other languages Chinese Japanese French Spanish German...●备课资料Soon There Will Be No Such Thing As “Wrong”English In this article：Senior Indian journalist Gautaman Bhaskaran says that English is so flexible that one day there will be too many variations around the world.English is a victim of its own success.The other day The Times in London displayed a cartoon showing an excited schoolboy flaunting his test scores：“I done good in English.”Days later，editors of the Oxford Dictionary of English rued the spread of what they termed “greengrocer’s English”.Grammar and syntax，they regretted，were going out of fashion.Others in England—in the Oxford University Press，the BBC and so on—said the incorrect use of cliches were marring the smooth flow of a great language whose ability to imbibe and absorb has been one important reason for its success.This success also stems from the language’s unique position of being the only one spoken in most parts of the world.Really，English has no boundaries.Even in countries such as Japan and China，which were not colonized by Britain，English is making a determined “conquest”.Unfortunately，such a conquest is not always welcome because a language sometimes doubles as a political weapon.At some point it ceases to be just a means of communication and English is a classic example of this.It has always led a troubled life.It has been disliked，even hated，largely because the people who originally spoke English conquered，colonized and terrorized half the world，or just about.The animosity to the language continues，at least in some places.The bitterness that the French，for instance，have for English is a good example of a language being giving a quasi-political role in society.Fortunately，this aversion does not run as it did some years ago，and there is a growing realization that English is the lingua franca.China and Japan，among a host of other nations，have been making serious efforts to promote the language.Some months ago there was a hue and cry in Singapore over the spread of “terrible English”which the authorities called “Singlish”.“Down with it!”they said，and urged Singaporeans to learn correct English，the phenomenal flexibility of which has often made things difficult for those who have to use it every day.Today even university graduates find it hard to pen a couple of correct sentences in it.More horrifying is that many teachers and university vice-chancellors speak and write poor and ungrammatical English.Often，they are found to be out of touch with what is called “usage”and，as we all know，this is one of the pillars the language rests on.Yet，despite the mess that English is in India，the nation has—more than two centuries after Samuel Johnson wrote his English dictionary—become the hottest destination for top lexicographers.The new 10th revised edition of the Oxford Concise English Dictionary includes hundreds of Indian words.Leading the list of 600 Indian English entries are “Hindutva”（Hindu identity），“dada”（older brother），“panchayat”（local administration），“chai”（tea），“pani”（water），“puri”（a dish made of wheat）and “dosa”（rice pancake）.In fact，Indian words from 20 per cent of entries and rank as the third-largest component after American and AustralianEnglish segments.Other former British colonies such as New Zealand，South Africa and the Caribbean islands follow the Indian English collection of words.English，despite its hiccups，is endearing to the common Indian man or woman.About 150 years after Lord Macaulay introduced the language in India to create “babus”（clerks）for the British bureaucracy，70 million Indians speak English，a number that is higher than that in Britain.However，there is a sneaking fear among Puritans that with this kind of spread，English may stop being English.While the French have fanatically preserved the purity of their language，the English have liberally allowed other influences to affect their lingo.So，what is seen as its strength —the fact that people all over the world understand it—can be an undermining obstacle.There might be a serious problem if every state or continent were to have its own version of English.As one writer said：“There is a risk in relentless atomization.”With too many variations of the language，a time may come when one group of English-speaking people may not be able to understand another.This is happening.Hear the way Singaporeans speak English.Listen to the Australians pronouncing “e”；it sounds like “a”.A few of the films made lately by British directors Ken Loach and Mike Leigh had to have subtitles in English.Accents in the north of Britain can be hard for people in the south to understand，let alone those outside the island.The point is，no language must be allowed such flexibility—anything goes in the name of functional communication—that people begin to take liberties with it.Ultimately，there may be no such thing as wrong English.The schoolboy in the Times cartoon was doing just that.He knew nobody would scold him for getting his English wrong.不久以后就没有“错误的”英语这一说了英语成了自身成功的牺牲品，前几天，伦敦的《泰晤士报》刊登了一幅漫画，上面画了一个兴高采烈的男学生炫耀他的考试成绩：“I done good in English”（我的英语成绩不错）。
新人教必修一-Unit2-English-around-the-world[同步练习]
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Unit 2 English around the world一、单词拼写1. I had lost my _________ （身份）card and was being questioned by the police.2. Do you want to take the __________（电梯）or use the stairs?3. ____________（实际上），The cost of repairs was a lot less than we had expected.4. Total profit was $ 690 million in the ___________（后者的）half of 2000.5. The ship sank on its long ____________（航行）home.6. Air is a mixture of g _____________.7. Their arguments were becoming more and more f________.8. She’s f _________ in four languanges.9. His English v __________ is getting bigger all the time.10. Spanish is the country’s o __________ language.11. If you c ________ someone to do something, you order them to do it.12. He walked five b __________ down High Street.13. When she saw me, she r _________ me at once.14. The book refers to modern English _________(惯用法).15. Thank you for all your e __________ of praise.16. The ten most ___________(频繁地)asked questions are listed below.17.Jet Li has played lots of leading r_______ in Kong Fu films.18. What is _______ (标准) English?19.The Indian _______ (本地人) aren’t getting on well with the Whites in this area.20.Judging from his _______ (口音), he must be from North East of China.21.Your ______________ (词汇量) decides your success.22..To speak English ________ (流利地)，you’d better make use of every chance to practise.23.His interest in maths ______________ (逐渐地) increases.二、短语回顾1. 因为；由于__________________2. 走近；上来__________________3. 目前；现在__________________4. 以…为基础__________________5. 使用；利用__________________6. 例如_______________________7. 扮演一个角色；参与___________________ 8. 即使__________________9. 信不信由你__________________ 10. 大量的；许多______________11. …的数量；…的数目_______________ 12. 想出；提出________________三、根据中文意思补全句子1. 在学校的管理中，校长起着重要的作用。
高中英语 UNIT 2 English Around the World教案 新人教版必修1
UNIT 2 English Around the WorldTeaching aims and demands:1.Topic:English language and its development; different kinds of English2.Vocabulary:include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, blockeful expressions:play a role in, because of, come up, such as, give a command, play a part4.Function: language difficulties in communicationPardon? I beg your pardon? I don’t understand.Could you say that again, please? S orry, I can’t follow you.Could you repeat that, please? Can you speak more slowly, please?5.Grammar: imperative sentences and its indirect speechOpen the door. Please open the door.Would you please open the door? He told me to open the door.Warming upTeaching Aim:1. Ss will be able to know some differences between British English and American English.2. Ss will be able to master some usages of the words and phrases.Teaching procedures:Step 1 Lead-in (Start with a free chat with Ss about learning English.)T: How many years have you learnt English? How many languages do we speak?What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)Do you think it necessary for us Ss to master such a foreign language?(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)In which countries is English used as the native language? Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOAStep 2 discussionActivity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.Activity 2. Ss guess which of the following words is British English and which is American English:apartment/flat bathroom/toilet can/tin candy/sweetcheck/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ postmom/mum movie(film)/film pants /trousers repair/mendsick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrolStep 3 warming upT: Now let’s enjoy a dialogue between two foreigners.T: Which language do they speak? Why do they misunderstand each other?(There exist differences between Englishes. The different Englishes make up the world Englishes.)Step 4 discussion1.Do we need to learn both British and American English?2.What kind of English would you like to learn?3.Why?Step 5 appreciationAppreciate the dialogue between Bush and BlairStep6 Homework1. Preview reading2. English weekly3. p11 ex1,2.ReadingTeaching aim:a) Ss will be able to know the development of English and feel the role that culture plays in the change of language. b) Comprehend the whole passagec) Ss will be able to know how to get the key sentence of a paragraph.Teaching procedures:Step 1 lead inAsk students several questions in the form of brain storming.1.Do you know the countries where people speak English? List them on a pieceof paper.2.What are the two main groups of English?3.Do you know the differences between British English and American English?4．Do you know the history of English?Step 2 fast readingEnglish is not only different from country to country, but also different from what it was before. Read the title “the road to modern English〞 and predict (预测) what the passage is mainly about?T: Scan the text to find or make out a key sentence for each paragraph.Let the students find out key sentence of each paragraph or ask them to summarizeStep 3. Intensive readingT: Let’s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs:How did old English develop into modern English?Why does English change all the way?What other Englishes developed from the old English?(1). Give the three major periods of the development of English.the end of the 16th century-------- the next century ------------ todayWho promoted the spread of English?People. When they moved, they carried English to different places.(2) T: Although they speak English, yet sometimes they can not understand each other well, why?--------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)(3) T: How do these differences come about? (Why does English change over time?)--------- Because of cultural communication.Ask ss to find out the characteristics of each time according to the time axis.AD450-1150: German 1150-1500: less like German; more like FrenchIn the 1600’s: Shakespeare’s English The time ADEL was written: American EnglishLater: Australian English(4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language?---------- South Asia, India, South Africa, Singapore, Malaysia and China.Activity 1. fill in the chartActivity 2. Answer the following questions(1)What is the clue of the passage?(2) Why does India have a very number of English speakers?(3) When did people from England begin to move to other parts of the world?Activity 3: Choose the correct answers.Step 4 Post-ReadingT: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- “ Only time will tell〞.T: How do you understand this sentence?---------- It means that something can only be known in the future.T: What can you infer from this sentence about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country.Step 5. Language focus:1)even if=even though: in spite of the fact; no matter whether: He likes tohelp 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 havejust said: We’ve known for years. Actually, since we were babies.4)be based on…:5)make use of: use sth. available6)Only time will tell: to say that something can only be known in the future:Will China’s nati onal football team enter for the next finals of the World Cup? Only time will tell.Step 6 DiscussionWork in groups. Discuss the question and then ask two groups to report their answers to the class.Step 7 Homework1. Read the passage as fluently as you can.2. Find out some words and sentences you think are beautiful and recite them.3. p11.ex2.3.4Vocabulary and Useful ExpressionsWarming up1.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。
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.
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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.
人教版新课标英语必修一Unit2EnglisharoundtheworldReading课件
Unit 2 Reading -2 English Around the World
Recollect the passage you've learned.
Recollect the passage you've learned.
Read the passage aloud please. Recall the scene in the passage when reading.
even if they don't speak _th_e__s_am__e_k_i_n_d_o_f__ English.
6. “Would you _li_k_e_t_o_s_e_e_m__y_f_l_a_t _?” “ Yes. I'd like to come up _t_o_y_o_u_r__ap_a_r_t_m_e_n_t___.”
8. At first the English spoken in England between __a_b_o_u_t_A_D__4_5_0__an_d__1_1_5_0___ was very different from the English __s_p_o_k_e_n_t_o_d_a_y_.
Comprehension -- Exercise 1. 4. The language of the government is always the
F language of the country.
(because the government has to use the language of the country that rules it) 5. English is one of the official languages used in
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__
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Period 4Grammar（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 theimportant 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 acommand 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 dosth. ; 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 th e rules of how to express a request and a commandin 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 learning2. Cooperative learning3. Discussion and practice教具准备 A projector and other normal teaching tools三维目标Knowledge aim:Get the students to learn the rules of requests and commands in direct speech and indirect speech.Ability aim:Enable the students to use the rules properly in different situations.Emotional aim:Enable the students to communicate with others well by using requests and commands properly.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Get the students to dictate some useful words and expressions.3. Change a statement or a question into indirect speech.→Step 2 Summarizing the difference between commands and requestsThe teacher speaks to three students:Xiao Ming, close the door.Xiao Mei, please pass on the dictionary to Li Ming.Wang Juan, will you please answer me a question?Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests.Show the following on the screen.Direct SpeechCommands Do. . . /Don’t. . .Requests Do. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?→Step 3 Practice(1)Turn to Page 12.1. Change the commands into requests(Exercise 3 in Discovering useful structures). Students work in pairs.2. Make dialogues using the commands/requests. Work in pairs. Students are encouraged to imagine interesting dialogues.Sample dialogues:Situation 1A: Excuse me. Who would do me a favor to close the door?B: Speak louder, please.A: Will you please close the door?B: OK. I will.A: Thank you very much.B: My pleasure.Situation 2A: Excuse me. It’s time for me to get off. Would you please make way for me?B: Of course. I’ll be happy to make way for you. Go ahead.A: Thank you.B: Y ou’re welcome. Oh, my God, I need to loose my weight.3. Do Exercise 2(Using structures Page 50)Students read the exercise to know what they are expected to do, then do it individually. While checking the answers, deal with any problems students may meet.→Step 4 Summarizing the rules of turning Direct speech into Indirect speechWork in pairs.Show some examples on the screen. Ask students to study them carefully and discuss in pairs to find out the rules.“Make sure the light is off, ” The teacher said to me.The teacher told me to make sure the light was off.“Don’t play balls in the street, ” the policeman said to us. The policeman tol d us not to play balls in the street.“Can you lend me ten dollars? ” Mary said.Mary asked me to lend her ten dollars.“Will you please not smoke here? ” she said.She asked me not to smoke here.A few minutes later, ask one student to write his or her answers in the table.Direct Speech Indirect speechCommands Do/Don’t. . .Requests Do. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?After discussion, the correct answer is shown on the blackboard. The students can see:Direct Speech Indirect speechCommands Do/Don’t. . .Sb. told sb. else(not)to do. . .Sb. asked sb. else(not)to do. . . Requests Do. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?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 Consolidation1. 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’tsBuy 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. GamesChoose 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 Homework1. Finish off the workbook exercises.2. Prepare the next part.板书设计Unit 2English around the worldGrammar:the Imperative Sentence and Its Indirect SpeechDirect Speech Indirect speechCommands Do/Don’t. . .Sb. told sb. else(not)to do. . .Sb. asked sb. else(not)to do. . . Requests Do. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?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.。