人教版高一必修1unit2Englisharoundtheworld雙語報版

策劃：《學生雙語報》1前言

2004年秋國家開始普通高中新課程實驗。新課程、新理念、新教材給英語教育發(fā)展帶來機遇和挑戰(zhàn)；新型的自主、合作和探究的學習方式給英語課堂注入生機和活力。英語教學回歸生活、回歸時代、還語言教學本來面目，正在成為廣大英語教師的共識和教學行為。為配合新課程的實施、服務(wù)課堂教學，我們組織制作了新課程《高中英語課堂教學課件》，它根據(jù)各版別高中英語教材的必修模塊而制作，課件內(nèi)容與教材相對應(yīng)、與課堂教學整個流程同步。每個單元分別由三大板塊構(gòu)成：

EnglishSong

這一板塊提供1－2首英文歌曲。歌曲的內(nèi)容與教學主題密切相關(guān)，以MTV或自娛自樂的Karaoke的形式制作。充分利用此板塊資源，以營造英語學習氛圍、陶冶情操和激發(fā)學習英語的興趣。策劃：《學生雙語報》2

EnglishClass

這一板塊是用于課堂教學的課件，是《高中英語課堂教學課件》的主體。課件的制作是以必修模塊的單元為單位，每單元按5－6個課時（Period）安排設(shè)計。本課件提供的是編寫人員的最優(yōu)化設(shè)計，在實際教學中，可依據(jù)實際情況進行調(diào)整或整合。實際上，我們的教學課件是在經(jīng)歷了一年實踐與探索的基礎(chǔ)上制作而成的。在課堂教學策劃上，我們依據(jù)新課程的理念，遵循共鳴、共為、共行和共享的“四共”原則，努力實踐三個教學層面的探索：合作學習、課堂生活化以及引導學生經(jīng)歷問題的解決；突出“發(fā)現(xiàn)型”、“探究型”、“任務(wù)型”和“項目型”四種課型的設(shè)計與創(chuàng)新，力爭為廣大教師提供理念先進、教學實用、質(zhì)量上乘的英語課件教學資源。

VideoData

這一板塊從語言文化的層面，剪輯精彩的影像片段，介紹與單元主題相關(guān)的背景信息，影像與字幕配合，中英文對照方便教學。用好用足這個板塊的資源有助于學生更好地理解該單元的內(nèi)容，了解不同國家的文化、風土人情，達成開闊視野、學會使用地道得體英語的目的。策劃：《學生雙語報》3

《高中英語課堂教學課件》由《學生雙語報》全程策劃?！秾W生雙語報》是中國教育學會外語專業(yè)委員會會報，是目前英語課改旗幟性的報刊；它以《英語課程標準》為指導，充分體現(xiàn)課改的理念，強調(diào)跨文化、跨學科的教學內(nèi)涵，全方位全流程配合課堂教學。策劃本套教學課件資源包，目的是更好地為教師服務(wù)、為教學服務(wù)。

《高中英語課堂教學課件》的設(shè)計與制作由廣東英語教學E-classroom課件創(chuàng)作中心組織實施。參加課件設(shè)計與制作的人員主要由一線中、青年英語教師和英語教研員組成，主編：黃自成henryhzc@

副主編:王會玲、譚華瓊和姚康林。高中英語教材各版別教學課件制作項目組的執(zhí)行主編和編寫人員如下：策劃：《學生雙語報》4人教版（NSEFC）項目組執(zhí)行主編：王會玲

gcy325@163.com

編寫人員：王會玲李淑芬聶文彥傅彩華等外研版（NSE）項目組執(zhí)行主編：譚華瓊

easyjanet@

編寫人員：譚華瓊王錦霞嚴志興等北師大版（BNUP）項目組執(zhí)行主編：姚康林

softroy@

編寫人員：徐燕芳李雪玲曾愛芬虞東霞盧錦萍等由于編制的時間倉促，恐有疏漏之處，敬請老師和同學們批評指正。反饋意見可發(fā)電子郵件給我們主編和各位執(zhí)行主編。衷心祝愿我們廣大師生在新課程實施中共同發(fā)展，共創(chuàng)美好明天。

《學生雙語報》

廣東英語教學E-classroom課件創(chuàng)作中心

2005年7月策劃：《學生雙語報》5

Unit2

Englisharoundtheworld策劃:《學生雙語報》制作：廣東英語教學E-classroom課件創(chuàng)作中心人教版（NSEFC）項目組人教版高中英語模塊一策劃：《學生雙語報》6EnglishSongEnglishClassLanguageDataVideoData策劃：《學生雙語報》7澳大利亞英語a澳大利亞英語b澳大利亞人講解英國英語美國英語和澳大利亞英語的區(qū)別，請老師自己選用策劃：《學生雙語報》8課時分配課時板塊結(jié)合范例Periods1＆2WarmingupandReadingIPeriod3LearningaboutlanguagePeriod4ReadingIIPeriod5ListeningPeriod6SpeakingandWriting策劃：《學生雙語報》9Period1＆2WarmingupandReadingI

Unit2EnglisharoundtheworldPeriod1&2:幻燈片9-26頁策劃：《學生雙語報》10DoyoulikelearningEnglish?Why?Warmingup–I(1m)

策劃：《學生雙語報》111.CanyounamesomecountriesinwhichEnglishisspoken?Warmingup–II(9m)Readthepassageinwarmingup,andanswerthefollowingquestions?策劃：《學生雙語報》12EnglishAroundtheWorldtheUSACanadaNewZealandAustraliaSouthAfricatheUnitedKingdomIreland策劃：《學生雙語報》133.DoyouknowhowmanypeopleuseEnglishastheirnativelanguage,secondlanguage,orforeignlanguage?

2.AretheEnglishinthosecountriesthesame?策劃：《學生雙語報》14numberofspeakersexamplecountriesworkingsituationthenativelanguagetheforeignlanguagethesecondlanguage375million750million375millionUSA,Canada,Australia,southAfrica,Ireland,NewZealandChinaandmanyothercountriesIndia,Pakistan,Nigeria,Philippines.government,schools,newspapers,TV策劃：《學生雙語報》15Pre-reading–I(3m)Watchthevideo,thentellthedifferencebetweentheEnglishesthemanspeaksandthewomanspeaks.(OneisinBritishEnglish,theotheroneisinAmericanEnglish.)策劃：《學生雙語報》16BritishEnglishAmericanEnglish&Pre-reading–II(5m)

DoyouknowthedifferencesbetweenAmericanEnglishandBritishEnglish?策劃：《學生雙語報》17BritishEnglishAmericanEnglishspellingpronunciationwordscolour,color,favourite,favorite,theatre,theater,centre,center,travelled,traveled,metremeteraskdancewheelnotboxpost,mail,film,movie,shop,store,Ithink,Iguess,策劃：《學生雙語報》18BritishEnglishAmericanEnglishwordslift(電梯)elevatorpetrol(汽油)gasflat(公寓)apartmentautumnfallunderground(地鐵)subwayuniversity(大學)collegerubbish(垃圾)garbagedustbin(垃圾箱)trashcanholidayvacationfortnight(兩星期）twoweeks策劃：《學生雙語報》19Reading–I(3m)

Fastreading:ReadthetextandfindouttheanswerstothequestionsofEx.1onpage10.策劃：《學生雙語報》201.Readthetextandtrytofindthemainideaofeachparagraph.(Workinpairs)Reading–II(10m)

Pairwork:2.Checktheanswers.Asksomestudentstotelltheiranswers,aftergivingtheanswers,theyshouldalsotellhowtheyfindtheanswers,thengivethesuggestedanswer.策劃：《學生雙語報》21Paragraph1:describestheextensionofEnglishintheworld.Paragraph2:tellsusnativespeakerscanunderstandeachotherbutnoteverything.Paragraph3:tellsthedevelopmentofEnglishasnativelanguage.Paragraph4:tellsusEnglishisspokenasaforeignorsecondlanguageinmanycountries.策劃：《學生雙語報》22Reading–III(5m)

Groupwork:

Whatcanyoulearnfromthispassage?

(discussingroupoffour,thenaskthestudentstoshowtheirideas.)TheaimofthisstepistohelpthestudentsrealizetheimportanceofEnglish.策劃：《學生雙語報》23Post-reading(5m)1.DoyouthinkitmatterswhatkindofEnglishyoulearn,why?2.WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?3.WillChineseEnglishbecomeoneoftheWorldEnglish?(Studentsgivetheirownanswers.)策劃：《學生雙語報》24LanguagepointsforReadingI策劃：《學生雙語報》25Assignment1.TrytoremembertheEnglishmeaningofthenewwordsinReadingI.2.Prepareforthenextclass.3.FinishtheexercisesonWB.策劃：《學生雙語報》26Takeabreak!策劃：《學生雙語報》27Period3Learningaboutlanguage

Unit2EnglisharoundtheworldPeriod3:幻燈片27-48頁策劃：《學生雙語報》28Revision(3m)

Match:(Reivewthenewwords)

1.comeup2.culture3.actually4.presentevidenceofintellectualdevelopmentof(arts,science,etc.)inhumansociety.reach;closetoBeingintheplaceinquestion;existingnow.Inactualfact;really策劃：《學生雙語報》29E.forexample

F.govern;haveauthority(over).

G.whosbis;whatsthis

H.wayofusingsth;treatment.

5.rule6.usage7.identity

8.suchas策劃：《學生雙語報》30Checkinganswer–I(1m)

AnswerkeysforEx.1onPage11:1C

2D3E4F5A6B7J8G9I10H策劃：《學生雙語報》31DatabaseDatabaseDatabaseItisnoteasyforaChinesepersontospeakEnglishaswellasa_____________________.Thisis

_________

becausethe___________andusagearedifferentindifferentpartsoftheEnglishspeakingworld.Ifyousay“flat"insteadof“_________",peopleinAmericawillnotthinkyouspeakgoodEnglish.Ifyouusetheword_________insteadof“l(fā)ift"inBritain,theywilllookatyoualittlestrangely!Itseemsyoucannotwin!Checkinganswer–II(2m)

AnswerkeysforEx.2onPage11:nativeEnglishspeakeractuallyvocabularyapartmentelevator策劃：《學生雙語報》32Checkinganswer–III(2m)

AnswerkeysforEx.3onpage11:includesculturespresentActuallyusage6.gas7.international8.Rapidly9.However10.government策劃：《學生雙語報》33Learningusefulstructure–I(2m)

Saythefollowingsentencestothreestudents:

S1:Openthewindow.S2:Passonthebooktoyourdeskmate.S3:Willyoupleaseclosethedoor.Thenask:

WhatisthedifferenceamongthesentencesIspoketothemjustnow?Helpthestudentsunderstandwhatisacommandorarequest.策劃：《學生雙語報》34Learningusefulstructure–II(2m)

Makeclearthedifferencebetweencommandsandrequestsandfinishthefollowingexercises:Goandcollectthewoodrightnow.Couldyougoandgettheshoppingbags,please?Shutthedooratonce.Goandgetmycoat.Wouldyoupleasegetthatbookforme?

(C)(R)(C)(C)(R)策劃：《學生雙語報》35Learningusefulstructure–III(2m)

Findtherules：Askthestudentstofinishthefollowingexercises,andtrytofindtherules.

“Makesurethedoorisopen.”theteachersaidtome.Theteachertoldmetomakesurethedoorisopen.“Don’tplaygamesintheclassroom.”themonitorsaidtous.Themonitortoldusnottoplaygamesintheclassroom.“Willyoupleasenotsmokehere?”sheadded.Sheaskedmenottosmokehere.策劃：《學生雙語報》36Learningusefulstructure–IV(10m)

Rulesandpracticeofdirectandindirectspeech

當直接引語為祈使句時，轉(zhuǎn)換為間接引語要用一個帶動詞不定式的簡單句表示：策劃：《學生雙語報》37

祈使句

直引：主語+動詞+“祈使句”間引：主語+動詞+toVerbe．g．Theteachersaidtome,“Comein.”—Theteachertoldmetogoin。Johnsaidtome,“Pleaseshutthewindow。”—Johnaskedmetoshutthewindow。Theteachersaidtome,“Don’tbelateagain.”Theteacheradvisedmenottobelateagain.

策劃：《學生雙語報》38特別提醒

1.祈使句變?yōu)殚g接引語，主要使用動詞不定式。2.謂語動詞要做一定變化。表示命令，用tell，order，command等。表示請求，用ask，beg，request等。表示忠告，用advise。

策劃：《學生雙語報》39Openthewindow.DirectspeechIndirectspeechMissHutold**toopenthewindow.Willyoupleaseopenthewindow?MissHuasked**toopenthewindow.toldtoaskedtoDon’topenthewindow.MissHutold**nottoopenthewindow.not策劃：《學生雙語報》40“Writealettertoyourparents.”“Don’tplaygamesintheclassroom.”“CanyoupassonthebooktoTom?”“Willyoupleasenotsmokehere?”Theteachertoldmetowritealetter….Theteacherorderedmenottoplaygames….Theteacheraskedmetopasson…Theteacheraskedmenottosmokethere.Trytodothis:策劃：《學生雙語報》41“Itisafineday.Let’sgotothecountryforapicnic.”Petersaidtome.Petersaidthatitwasafinedayandaskedmetogotothecountryforapicnicwithhim.Petertoldmethatitwasafinedayandletusgotothecountryforapicnic.策劃：《學生雙語報》42

感嘆句

直引：主語+動詞+“感嘆句”間引：主語+動詞+陳述句e.g.Hesaid,“whatafinedayitis!”Hesaid,“Howfinethedayis!”Hesaidwhatafinedayitwas.Hesaidhowfinethedaywas.Heexclaimedthatitwasafineday.策劃：《學生雙語報》43

特別提醒

1.間接感嘆句的動詞應(yīng)該是cry或exclaim。2.可以仍用what，how等詞，語序不變，也可以用that從句，把動詞say改為cry，shout，exclaim等。

策劃：《學生雙語報》441.HesaidtoTom,“Don’tdotheworkanymore.”HetoldTomnottodotheworkanymore.Practice2.Mrs.Greensaid,“Pleasesingusasong,MissWhite.”3.“Bequiet,children.”saidMrs.Wilson.Mrs.GreenaskedMissWhitetosingthemasong.Mrs.Wilsontoldthechildrentobequiet.4.Allthepeoplecried,“Whatmagnificentclothestheseare!”Allthepeoplecriedwhatmagnificentclothesthesewere.策劃：《學生雙語報》45高考鏈接：Wewon’tgiveup_______weshouldfail10times.(1993年上海）

A.evenifB.sinceC.whetherD.until2.—Idon’thaveanychangewithme.Willyoupaythefareforme?(2000年上海）

________.A.That’sfineB.NothingseriousC.NevermindD.Noproblem3.DoyoumindifIkeeppetsinthisbuilding?_______.(2000上海）

A.I’dratheryoudidn’t,actuallyB.Ofcoursenot,it’snotallowedhereC.Great!IlovepetsD.No,youcan’t策劃：《學生雙語報》464.Theteacheraskedus____somuchnoise.(2003年北京）A.don’tmakeB.notmakeC.notmakingD.nottomake5.Visitors____nottotouchtheexhibits.(NMET2001)A.willrequestB.requestC.arerequestingD.arerequested策劃：《學生雙語報》47Assignment1.Trytoremembertherulesofdirectandindirectspeech.2.FinishtheexercisesonWB.3.Prepareforthenextclass.策劃：《學生雙語報》48Takeabreak!策劃：《學生雙語報》49Period4ReadingII

Unit2EnglisharoundtheworldPeriod4:幻燈片49-70頁策劃：《學生雙語報》50?Warmingup–I(3m)

HowmanydialectsarethereinChina?策劃：《學生雙語報》51dialectsfamilyinChina北方方言吳語閩南語客家話湘語贛語粵語Chinese策劃：《學生雙語報》52dialectsinGuangdongprovince粵方言客方言閩方言代表地區(qū)梅州地區(qū)廣州代表代表地區(qū)潮汕地區(qū)策劃：《學生雙語報》53Warmingup–II(2m)DoyouthinktherearesomedialectsinEnglish?策劃：《學生雙語報》54EnglishdialectsindifferentcountriesBritainTheU.S.ACanadaAustraliaIndiaNewZealand策劃：《學生雙語報》55Reading–I(1m)

Fastreading:

Readthetextonpage13for1minuteandanswerthefollowingquestion.

IstherestandardEnglish?策劃：《學生雙語報》56Reading–II(5m)

DetailedReading

Readthetextfor3minutesandanswerthefollowingquestion.1.HowmanydialectsofAmericanEnglishhavebeenlistedinthetext?2.WhydopeoplefrombothNortheasternandSoutheasternofU.S.speakwithalmostthesamedialect?Andwhatkindofdialectisit?3.WhyaretheresomanydialectinAmericanEnglish?策劃：《學生雙語報》571.HowmanydialectsofAmericanEnglishhavebeenlistedinthetext?midwestern,southern,AfricanAmerican,Spanish策劃：《學生雙語報》582.WhydopeoplefrombothNortheasternandSoutheasternofU.S.speakwithalmostthesamedialect?BecausewhenAmericansmovedfromoneplacetoanther,theytooktheirdialectswiththem.策劃：《學生雙語報》593.WhyaretheresomanydialectinAmericanEnglish?

That’sbecausepeoplecomefromallovertheworld.Andgeographyplaysapartinmakingdialects.策劃：《學生雙語報》60Reading–III(10m)ReadingTaskonpage52

ReadthepassageonPage51&52,thenfillinthefollowingform:CountryEducationJobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformationa策劃：《學生雙語報》61CountryEducationJobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformationScotland策劃：《學生雙語報》62CountryScotlandEducationVillageschoolthentaughthimself.JobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformation策劃：《學生雙語報》63CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskWhoworkedonit?DateofcompletionOtherinformation策劃：《學生雙語報》64CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?DateofcompletionOtherinformation策劃：《學生雙語報》65CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.DateofcompletionOtherinformation策劃：《學生雙語報》66CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.Dateofcompletion1982Otherinformation策劃：《學生雙語報》67CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.Dateofcompletion1982OtherinformationIdeasforthisdictionaryfromameetinginBritainin1857.Begintodoitin1895.Hopedtofinishitintenyears.策劃：《學生雙語報》68LanguagepointsforReadingII策劃：《學生雙語報》69AssignmentReviewallthenewwordsandexpressions.Finishtheexercisesontheexercisebooks.3.Prepareforthenextclass.策劃：《學生雙語報》70Takeabreak!策劃：《學生雙語報》71Period5Listening

Unit2EnglisharoundtheworldPeriod5:幻燈片71-79頁策劃：《學生雙語報》72AsksomestudentstotellthewordsthataredifferentinAmericanEnglish&BritishEnglishRevision(2m)策劃：《學生雙語報》73Listening–I(5m)

Ex.5onPage12.

Listentothesedialogues.FindtheBritishandAmericanwordswhicharedifferentbuthavethesamemeaning.Dialogue1:candysweetsDialogue2:trucklorryDialogue3:fallautumn策劃：《學生雙語報》74Listening–II(13m)

ListeningonPage14.1.Listentothetapeforthefirsttimeandtryyourbesttogetthemainideaofwhatistalking.2.Listentothetapeforthesecondtime,payattentiontotheexerciseofpage14.Tryyourbesttofindouttheanswerstothesequestions.策劃：《學生雙語報》75Answerkeysfortheexercisesonpage14Hebelievesit’salmostadifferentcountryfromtheUS.Thelisteningtexttellsusitisso.Theboysthoughtthatthecatfishwasalmostthesizeofahouse..Hethoughtthecatfishwouldeathim.TheylaughedbecauseLesterbelievedthecatfishwouldhurthim.Janeisthesecondspeaker,Buford’steacher.SheisfromBritain.Shesays“Hello”.策劃：《學生雙語報》76Listening–III(10m)

ListeningTaskonPage51.1.AskthestudentstotellthenamesofthecountrieswhereEnglishisspoken.2.Finishthelisteningtask.(Studentsgivetheirownanswersafterlistening.)策劃：《學生雙語報》77Conclusionforlisteningskills(10m)

Aftereachstepoflistening,askthestudentswhodidbesttotellhowhe/shedidit,otherstudentscanhaveadiscussionoraskhim/hersomequestions.Everyoneshouldtryhisbesttofindagoodwayforhimselftoimprovehislisteningability.策劃：《學生雙語報》78Assignment1.FinishthelisteningtaskonEnglishWeekly.2.Makeaconclusionoftheskillslearnedinthisclass.策劃：《學生雙語報》79Takeabreak!策劃：《學生雙語報》80Period6Speakingandwriting

Unit2EnglisharoundtheworldPeriod6:幻燈片80-99頁策劃：《學生雙語報》81Speaking–I(5m)

Makeadialogue

Therearethreesituations.Pleasemakedialoguesusingcommandsorrequestswithyourpartner.Youareencouragedtoimagineinterestingdialogues.策劃：《學生雙語報》82Situation1

Youneedtoasksomeonetoclosethedoorbutyoucannotdoityourself.Therearemanypeopleintheroombutyoucannottellwhoareimportantandwhoarenot.sohowdoyoudoitpolitely?策劃：《學生雙語報》83Situation2

Youarestandinginthemiddleofatraincarriageandyouneedtoleave.Youmustnotpushyourwaytothedoor,sohowdoyoudoitpolitely?策劃：《學生雙語報》84Situation3

Abearisabouttoapproachaboy.Whatdoyousaytohimtomakesurethathewon’tbehurt?策劃：《學生雙語報》85Pre-speakingforspeaking–II(3m)Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)策劃：《學生雙語報》86Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayunderground策劃：《學生雙語報》87Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handside策劃：《學生雙語報》88Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraighton策劃：《學生雙語報》89Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreets策劃：《學生雙語報》90Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handside策劃：《學生雙語報》91Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handsitemovie

filmbarpubthefirstfloorgroundfloor策劃：《學生雙語報》92Speaking–II(8m)GroupworkFormagroupinthree,andmakeadialogueaccordingtothefollowingmap,trytousethewordsthataredifferentinBEandAEasmanyaspossible.StudentA:isfromAmerican.Don’tknowthedirections,soaskStudentCforhelp.Butdoesn’tknowtheBritishwell.StudentB:isaspeakerofBritishEnglish,butknowbothAmericanandBritishEnglish.RetellC’swordstoAStudentC:isthenativeBritishthereandisfamiliarwiththedirections.Butdoesn’tknowAmericanEnglish.策劃：《學生雙語報》93RestaurantMuseumUndergroundSupermarketMiddleSchoolPubCinemaMap策劃：《學生雙語報》94MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglish..MyexperienceoflearningEnglishWriting–I(4m)Pairwork:Fillinthechartafterdiscussinginpairs.策劃：《學生雙語報》95MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishListeningListentoBBC.Listentomusicandmovies.Helpmerealizemydream.WritingPracticemakingsentenceEnjoyoriginalworksWordsMemorizenewwordsTravelMyexperienceoflearningEnglish策劃：《學生雙語報》96Writing–II(15m):

Writeapassage:Title:MyExperienceoflearningEnglishWords:atleast100.Content:Paragraph1MyprobleminlearningEnglish.Paragraph2HowIcanimprovemyEnglish.Paragraph3WhatIlikeaboutlearningEnglish.Paragraph4HowIhopetomakeuseofmyEnglish?策劃：《學生雙語報》97Writing–III(10m)

Checkingthecomposition.1.Askthestudentstocheckthecompositionfortheirpartner.2.Showsomecompositionsonthescreen,otherstudentsshouldgivesomeadvice.策劃：《學生雙語報》98AssignmentTrytocorrectthecomposition.Finishtheexerciseofunit2ofEnglishWeekly.Finishthereadingonpage53anddesignacodeofyourown.(agroupof4).策劃：《學生雙語報》99Takeabreak!策劃：《學生雙語報》100LanguagedatabankLanguagepointsforReadingI.2.LanguagepointsforReadingII.策劃：《學生雙語報》1011.include

1）用作及物動詞，意為“包括；包含”，不能用于進行時態(tài)。Eg:Yourdutieswillincludeputtingthechildrentobed.

2）include還可作“包含于、、、里面；算入”講，常與in,on,among介詞等連用。Eg:Heincludesmeamonghisfriends.I’mincludedintheteam.LanguagepointsforReadingI策劃：《學生雙語報》1022.playarole/part(in)

意為“在、、、中擔任角色；在、、、中起作用”。

Role習慣搭配

take(on)/performarole扮演角色，handoutroles分派任務(wù)（角色）

aleading/startingrole主角

eg:Hefilledtheroleofamanager.TheUNplaysanimportantroleininternationalrelations.She’sbeenofferedaleadingroleinanewfilm.

策劃：《學生雙語報》103

3.NearlyallofthemlivedinEngland.Nearly與almost用法明辨：（1）兩者通用的場合。

a.在肯定句中。

b.修飾all,every,always等時。

c.在行為動詞的否定式前時。策劃：《學生雙語報》104

（2）只用almost的場合。

a.和any,no,none,nothing,nobody,nowhere,never等連用時。

b.和too,morethan等連用時。

c.和表示感覺或心理活動的靜態(tài)動詞連用時。（3）只用Nearly的場合。

a.被

very,not,pretty等修飾時。

b.和具體數(shù)字連用時（nearly常用）。策劃：《學生雙語報》1054.thaneverbefore比以往任何時候更……You’llspeakEnglishmuchbetterthaneverbefore.thaneverbefore可看作是

thantheyeverspeakEnglishbefore的省略形式。在比較級結(jié)構(gòu)中，副詞

ever與比較級和最高級連用，用來加強語氣，意為“比以往任何時候更……”。策劃：《學生雙語報》106

ever在不同句型中的意義：

1）曾經(jīng)；以前（用于疑問句）

2）無論什么時候都（不）（用語否定句）

3）曾經(jīng)（用于if從句）

4）到底；究竟（用于特殊疑問句）

5）永遠；老是（用于肯定句）策劃：《學生雙語報》1075.NativeEnglishspeakercanunderstandeachothereveniftheydon’tspeakthesamekindofEnglish.

(1)evenif(=eventhough):inspiteofthefact;nomatt