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育人犹如春风化雨，授业不惜蜡炬成灰
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Unit Two English around the world The First Period (Warming up & pre-reading)
Teaching aims:
1. to know that English has not only taken different forms in the world but plays different roles.
2. to know how wide spread English is in the world today. 3. to master some useful words and expressions. Teaching methods: 1. discussing
2. cooperative learning Teaching materials: Warming up Teaching procedures: Step One: Leading-in
1. Free talk: Something about English
Let the Ss talk about English language as many as they can. Step Two: Discussion
Ask the Ss:
1 Do you know where is English spoken in the world?
(Let some Ss list on the Bb all the English-speaking counties in the world that they can think of, then give them hints about places that they haven’t mentioned)
2 How many people speak English in the world today?
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3 Why do so many people speak English?
4 Do you think that there is only one kind of English in the world?
(Tell the Ss that English has a variety of spoken and written forms, and there are two major groups of English: British English and American English.)
Step Three: Guess and discuss
1. Have the Ss guess which of the following words is British English and which is American English: （前美后英）
Elevator\\lift on a team / in a team eraser / rubber gas /petrol
2. Give Ss a few of the British English words, let them discuss in pairs and try to guess the British English equivalents.
E.g.. Pub: bar mad : crazy autumn :fall
mend : repair post : mail film : movie\\ film
ill :sick lorry : truck match :game
Step Four: Language points: 1 in some way 在某些方面
e.g. In some way, it’s good, but it’s expensive. 词组联想：on the \\ one’s way to 在去 …… 的路上 in the way 挡路
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in no way 决不 in a way 在一定程度上 by way of 经由…… 2 because+从句
because of+名词/代词 E.g.. We were late because it rained. They are here because of us.
Step Six: Assignments
1.Ask Ss to give more words that are spoken or written in different forms. 2. Prepare for Reading
The Second and Third Period
( reading and comprehending) Teaching aims:
1. to know about how English developed----a brief history of the English language
2. to promote the Ss’ abilities of reading comprehension 3. to learn about some new language points
Teaching methods: 1. reading and discussion
育人犹如春风化雨，授业不惜蜡炬成灰
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2. cooperative learning and speaking Teaching materials: Reading, Comprehending Teaching procedures: Step One: Leading-in
T: English, like all major world languages, it is constantly changing . Do you know the brief history of the English language? Step Two: Reading
1. Ask the Ss to skim the passage and answer the following questions: What does the passage mainly talk about?
Which country has the largest number of English speakers? （China） Why has English changed over time?(Paras3-4)
2. Let the Ss read the passage and give the main idea for each paragraph. Pare1: It’s about the number of the people who speak English. Pare2: Native English speakers can understand each other , but may
not be able to understand everything.
Para3-4: (The second sentence)
Pare5: English is also spoken as a foreign or second language in
Asia and Africa.
(仅供参考) Step Three: Discussion
1. Have Ss consider and discuss how much their lives may change English in the future?
育人犹如春风化雨，授业不惜蜡炬成灰
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2. Let Ss predict the role their generation will play in the development of the English language.
Step Four: Listen to the text and then go through it with the whole class.
Step Five: Language points
1. even if = even though : in spite of the fact; no matter whether 即使； 尽管。引导让步状语从句。
Even if we have learned “even though”, we still find it difficult to use. He likes to help us even though he is very busy. Even if I have to walk all the way I’ll get there. 2. however adv. conj.
表示“然而、可是”。可放在句首、句尾，也可插在句中，其后一般要用逗号。
E.g.. It looked like a rain. However, it is clear this morning. He said that it was so; he was mistaken, however. 3．Not…everything “并非一切都”
1) 否定词not与all, both , every及其复合词(everything, everybody, everywhere)等词连用，一般来说表示不完全否定。
E.g. All the boys don’t like football. = Not all the boys like football. (Some boys like football but some of them don’t.)
Both of the answers are not right. ( One of the two answers is wrong.) 2) 否定词not 与表频率的副词always 连用时 （not always =
育人犹如春风化雨，授业不惜蜡炬成灰
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sometimes）例如：
E.g. I don’t always tell them that they’ve made a mistake.我并不总是同他们说他们弄错了。
He isn’t always late for school. 他也不是上课老迟到。
3）含有seldom, hardly, little, few等准否定词的句子也应属于部分否定范围。
E.g. You have done little for us. 你几乎没为我们干什么。
Very few people understood what he said. 几乎没人懂他的话。 4．come up 走近；上来
E.g. He came up to the young lady over there and started talking to her. come up with 提出 come about 发生
come out 出版；出现；显露出来 come across 偶然碰上
E.g. He came up with a new suggestion. 他提出了一项新的建议。 How did the differences between British English and American English come about?
英国英语和美国英语之间的不同是怎样形成的？ When will your book come out? 你的书什么时候出版？
5．over : throughout (a period ); during 贯穿（一时间段）
E.g. Over the years he has become more patient.这几年他越来越有耐
育人犹如春风化雨，授业不惜蜡炬成灰
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心。
Rick came to town over the weekend.瑞克周末到城里来过。 6．base sth. on sth. 以某事物为另一事物的根据、证据等
E.g.. He based his hopes on the good news we had yesterday. 他把希望
寄托在我们昨天得到的好消息上。
This novel is based on fact. 这部小说是以事实为根据的。 7. more ┉ than ┉ “与其说┄倒不如说┄”
E.g.. He is more lucky than clever. 与其说他聪明，倒不如说他幸运。
He looks more asleep than dead. 与其说他死了，倒不如说他看上去睡着了。
8. be/get close to 近；接近；差不多 E.g. The cost was close to 1000 yuan. We were so close to winning the game. 9. make use of 利用
make good /full use of = make the best /most of 好好/充分利用 Now he can make use of money better than before. He makes good use of time to study.
10. the number of ┉的数量 （作主语时谓语动词用单数形式） a number of 许多 （其后接可数名词复数，作主语时谓语动词用复数形式）
E.g.. The number of the Ss in our school is nearly 4000 and a number
育人犹如春风化雨，授业不惜蜡炬成灰
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of them are fond of pop music. 11. Since prep.
1) since +时间状语 / since + 时间状语从句 （主句用完成时） E.g. He has stayed at home for two weeks since his lE.g. was broken in the football match. 2) since +过去一个时间点 E.g. I have been here since 1998. 3) since + 一段时间+ ago
E.g. I have been here since five months ago. 4) It is +一段时间 + since 从句
E.g. It is two years since I became a postgraduate student. Step Six: Comprehending
Get the Ss to do the exercises in this part. Step Seven: Consolidation
Listen to the text again to appreciate it. Step Nine: Assignments
1. Read the key sentences in the text 2. Do the exercises on Page 11-12.
育人犹如春风化雨，授业不惜蜡炬成灰
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The Fourth Period (Listening)
Teaching aims:
to train and develop listening skills by listening to the listening exercises in this unit Teaching methods: Listening and speaking
Teaching materials: listening parts on Page 14, Page48 and Page 51. Teaching procedures: Step One: Revision
Check the answers to the homework Step Two: Listening
1. Listen to the dialogue on Page12, Page 14 and practise reading them in pairs, paying attention to the sentence stress and intonation. 2. Find the British and American words which are different but have the
育人犹如春风化雨，授业不惜蜡炬成灰
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same meaning. Step Three: Listening
Listen to the paragraph on Page 14 and do Exx3 、4 on Page 14. Step Four: Listening (on P48 ) and listening task (on P51)
1. (P48) listen to the first dialogue and write the American English words from the dialogue that have the same meanings as the British words that are given.
2. Have the Ss listen to the second conversation and finish Ex2 on Page 48.
3. (P51) Listen to the tape and try to finish Ex2-4. Step Six: Assignments
1. Do the exercises on Page 49 ( Exx 1,2 and 3).
2. Revise the Direct Speech and Indirect Speech in Unit 1.
育人犹如春风化雨，授业不惜蜡炬成灰
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The Fifth Period (Discovering Useful Structures)
Teaching aims:
Let the Ss use the Direct Speech and Indirect Speech better. Teaching methods: 1. discovery learning 2. cooperative learning Teaching materials: Page 12 Teaching procedures: Step One: Revision
1. Check the homework with the Ss
2. Revise what we have learned about the Direct Speech and Indirect Speech in unit1. Rewrite the following sentences. 1. I like singing. (He said)
2. Will you come to see me tomorrow? (Mary asked him…) 3. When did you tell him the truth? (They asked me…) 4. What has he done? ( Do you know…)
5. Anne is washing clothes now. (Mother told me …)
育人犹如春风化雨，授业不惜蜡炬成灰
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Step Two: discovering useful structures
1. Look at the following three sentences and see which one is not polite and which is very polite.
Open the window. (not polite) Please open the window. (polite)
Would you Please open the window? (very polite) 2 Use “Please…./ Could you please…? / Would you please…?” to change the following COMMANDS into REQUESTS. Close the door. Give something to drink. Take the dog for a walk. Speak louder. Clean your room.
3 Go through the two examples in Part1 with the whole class, then present some other sentences for Ss: (1) She said to us, “Please sit down.”
She asked us to sit down. (2) He said to him, “Go away.”
He ordered him to go away.
(3) Mother said to me, “Come back before 10:00.”
Mother told me to go back before 10:00. (4) He said , “ Don’t make so much noise, boys.”
育人犹如春风化雨，授业不惜蜡炬成灰
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He told the boys not to make so much noise.
*转述祈使句时，要将祈使句的动词原形变为带to的不定式，并在不定式的前面根据句子的意思加上tell, ask, order等动词，如果祈使句为否定式，在不定式的前面加 not 。
注意：1）不定式的否定形式中，not必须放在to前面。
2）祈使句间接引语的引述动词除了ask, tell, order外，也可根据情况使用advise, remind, warn等。
E.g.. “Remember to switch off all the lights.” She said. She remembered me to switch off all the lights. “Don’t make the same mistake any more. ” she said. She told / asked / warned me not to make the same mistake any more.
另外，还要注意指示代词、时间状语、地点状语、语序等的变化。 Step Three: Practice
1. Do the three exercises on P12.(Discuss in pairs first and then ask some individual students to do.). Step Four: Assignments
1. Wb, Page 50:Using structure 1 and2. 2. Prepare for Reading on Page13.
育人犹如春风化雨，授业不惜蜡炬成灰
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The Sixth Period
( Reading on Page 13 and Reading task on Page 51)
Teaching aims: 1. to learn about dialects
2. to promote the Ss’ abilities of reading comprehension 3. to learn about the following words and expressions:
believe it or not; be expected to; in the way; play a part in; 表示方位的名词、形容词等。
Teaching methods: 1. reading and discussion
2. cooperative learning and speaking
3. Teaching methods: Reading (Page 13) and Reading task (on Page 51) Teaching procedures: Step One: Leading-in Ask the Ss：
1)Do people from every parts of China speak in the same
way? Do they use the same words and expressions?
2) Do you know why putonghua has to be used in China?
Step Two: Reading
1. Get the Ss to read the passage and then answer the following questions:
1) Is there anything as standard English? ( No. )
育人犹如春风化雨，授业不惜蜡炬成灰
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2) Why do so many people believe the English spoken on TV and the radio is standard English? (Para 1 ) 3) What is dialect? (Para 2 )
4) Why does American English have so many dialects? ( Para 2 –3 )
Step Three: Listening to the text and comprehend it Language points: 1 believe it or not 2 expect sth\\sb expect to do expect sb. to do expect + that-clause
e.g. I’m expecting your good news.
I expect him to send me an email rather than write to me. 3 …… in the way people speak
当the way 后面接定语从句时，可以用in which, that 或不用任何引导词。
e.g. I don’t like the way that you treat the homeless boy. 我不喜欢你对那个无家可归的孩子的方式。 Step Four: Reading task on Page 51
1) Get the Ss to read the passage and try to finish the table on Page 51.
育人犹如春风化雨，授业不惜蜡炬成灰
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2) Discuss the answers in pairs 3) Get some Ss to report their answers.
The Seventh Period (Reading and Speaking & Writing)
Teaching aims:
1. to develop Ss’ speaking and writing ability and learn to express their own views
2. enable Ss to write sth about English Teaching methods: 1. tasked-based learning Teaching procedures: Step One: Writing
Task One: (On Page 15) “ How can British English and American English be different in daily life?” 1. First let the Ss discuss this topic
2. Ask the Ss to make a brainstorming map as the dialogue , deciding what they want to say.
3. Get the Ss to read the dialogue on Page 15 and understand it. 4. Write a short passage .
Task Two: (On Page 53) Ask the Ss to write a passage about their experiences of learning English
1. Get the Ss to discuss how they learn English and talk about their experiences of learning English.
育人犹如春风化雨，授业不惜蜡炬成灰
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2. According to the main idea of each Paragraph that are given on Page 53, Write a passage Step Two: Assignments
1. Fill in the form in Sum up (Page 16)
2. Fill in the form in Checking yourself (Page 54)
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