ⅰ.Teaching aims
1.Knowledge aim
Master the words and phrases and get a view of the road to modern English.
2.Ability aim
Train students’ reading skill.
3．Emotion aim
Let students know more about English and inspire students to study English hard.
ⅱ.Teaching important points
?? The understanding and comprehension of the passage.
ⅲ.Teaching difficult point
1.How to get to master the useful words and expressions.
2.How to improve students’ ability to read an article.
ⅳ.Teaching Procedures
Period 1
Step1. Warming up
1. Lead in: Show Ss a map of the world, and ask them the following questions:
1)?How many languages are there in the world?
2)?How many English-speaking counties are there in the world?
3)?How are you ever heard some differences between American English and British English?
Step2. Reading
1.Skimming
? Read the passage quickly and find out the answers of the questions in comprehension.
2.Scanning
The cause
Cultures communicate with one another
Time
Things that happened
Between AD450 and 1150
Based on German
1150 to 1500
Less like German; morelike French
In the 1600’s
?
Shakespeare broadened the vocabulary A big changed in English
Later
British people broughtEnglish to Australia
?
3.Listen to the tape and tell the meaning of each paragraph.
1. Para1: Brief introduction of the change in English.
2. Para.2: An example of different kinds of English.
3. Para3: The development of English.
4.Para4: English spoken in some other countries.
4.Post reading
Step3.? Discussion
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?
Homework
?Retell the passage and do the exercise in page11.
Period 2. Explanation.
?? The explanation of words and phrases and practice using them.
?? How to let students master them well.
Step1.Greetings and revision.
Step2.Language points
1. Do you know that there is more than one kind of English in the world?
你知道世界上英语的种类并不止一种吗？
?more than one +名词单数，后面的谓语动词用单数
例如：More than one student wants to go to swim.
2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。
(1)in…way(s)/by…means??? ????在……方面
We should solve this problem in a different way.
=We should solve this problem by a different way.
(2)one another/each other??? 彼此，相互之间
We should communicate with one another/each other.
我们应该相互交流。
We send card to one another/each other every year.
我们每年都相互寄卡片。
?3.They include Canadian, British, American and India English.
include???????? 包含、包括
The price includes dinner, beds and breakfast.
including(prep)???????? included(adj)
The bill came to $450,including tax.
The bill came to $450, tax included.
?contain?? 包含，容纳
contain指某物容纳在比其更大的东西之内
The basket contains a variety of fruits.
这篮子装有各种水果。
include指包括作为整体的一个部分或要素
The tour includes a visit to Paris这旅程包括游览巴黎。
4. English plays an important role as a first or second language.
plays a/an … role/part???? ??扮演……的作用、角色
Monitor plays an important role in managing a class.
班长在班级管理中起着重要的作用。
?5. Nearly all of them live in England.
他们几乎全部都住在英格兰。
almost与nearly ①两者都可以修饰 all, every, always等词，都可以用于否定句中。 ②在very, pretty, not后用nearly, 不用almost。
例如：I’m not nearly ready. ③在any, no, none, never前用almost, 不用nearly。
例如：I almost never see her.
?练一练：用nearly或almost填空
?(1). He said ______ nothing interesting.
?(2).______ 1000 people were here.
?(3).There is not ________enough boo for the whole class.
解析(1)与nothing连用，所以填almost
(2).与具体数字连用，用nearly
(3).被not修饰时，用nearly
6. Native English speakers can understand each other even if they don’t speak the same kind of English.? 把英语作为母语的人相互之间可以交流，
即使他们说的不是同一种英语。
even if /even though即使，引导让步状语从句
Even though/if he had got a good job, he still wants to look for a better one.
即使他找到了一份好的工作，他还想找更好的。
7.Would you please come up to my flat for a visit?
来我的公寓坐坐怎么样？
come up??? 上来，走近，被提出，发芽
Strangers came up to him and asked how much his books are.陌生人走到他面前，问他课本值多少钱。
The problem came up in the meeting.
问题在会议中被提出来了。
?8. Actually, it was based on German than present day English.
事实上，那时候的英语更象德语，而不是今天的英语。
(1)actually/in fact/as a matter of fact? 事实上，实际上
(2)base on/upon…??? 以、、、为基础
This movie is based on facts.
(3)present (adj) 目前的、现在的
You should look clearly the present situation.
9. It became closer to the language you are learning now.
它和我们现在学的英语更加接近。
close to相近，靠近，几乎
Our house is close to the bus stop.
close(adv)???? 位置上接近
closely(adv)??? 抽象关系上的密切
Come close to me.
I looked into the matter closely.
10. Shakespeare made use of a wider vocabulary than ever before.
莎士比亚使用了比以前更为广泛的词汇量。
make (good/full/no…) use of 使用
We could make good use of our resources.
Every minute should be made good use of.
?11. India has a very large number of English speakers.
印度有很多的人讲英语。
a number of? 大量的（其后谓语动词用复数）
A number of people have came.
the number of ……的数目（其后谓语动词用单数）
The number of homeless people has increased.
只能修饰可数名词的：
?a large/ great/ good number of,
?a good/ great many, dozens of,
?scores of, quite a few 只能修饰不可数名词的：
a great deal of, a large amount of,
quite a little, a large sum of 既可修饰可数也可修饰不可数名词的：
plenty of, a lot of, lots of,
a large quantity of
?12. Only time will tell. 时间会证明一切。
tell: 知道，判断
?It’s hard to tell whether he is right.
tell A from B: 区分，分别
?Can you tell Tom from his twin brother?
练一练：
?Step3 Exercises
?1.This bill adds up to 25 cents, ___B___
A. postage including?????????????????? B. postage included
C. to include postage?????????????????? D. and including postage
2. Mr.Huang will __A__ in the movement.
A.play a leading part???? ??????????????B. take parts
C. play leading part?????? ?????????????D. take a part
3.__B__number of students taking part
? in the training is 450.
A. ?A???? ????????B. The????? ??????C. A lot?????? ????D. Lots
4. Sometimes _____ English is quite different from ____ English in many ways.? (A)
A. speaking, writing???????? ??????????B. speaking, written
C spoken, written?????????? ??????????D. spoken, writing
?5. Using body language____ a proper way will help communicate ___others___ better. (A)
A. in, with, even???????? ?????????????B. in, with, more
C. with, with, still????? ???????????????D. with, in, most
Period 3
Step 4 Homework
?Finish exercises in workbook.
Period 3 Grammar
I. Teaching aims
1.Learn and master the sentence patterns which express an order and a request,and their different features.
2.Use these patterns to communicate with others.
3.Help students master the points in this period.
II. Teaching important points
?? Point out the features of an order---which uses the imperative, namely “tell/order sb. to do sth.”and a request---which uses a question form or an imperative, very polite, namely”ask sb. to do sth.”
III.Teaching difficulty
?? How to change orders and requests into reported orders and requests.
ⅴ.Teaching procedures
?Step1.Greeting and revision
?Step2.Grammar
1.First do some exercises.
复习
(把下列直接引语改为间接引语)
??（1）.He said:“ I’ve left my pen in my room.”→
He told me that he had left his book in his room.
??（2）.She said: “He will be busy.”→
She said that he would be busy.
（3）.She said to Tom, “Can you help me?”→
She asked Tom if/whether he could help her.
Revise the rules.
?
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： He said: “I’ve left my book in my room.”→
?He told me that he had left his book in his room. 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： She said to Tom, “Can you help me?”→ ?She asked Tom if /whether he could help her.
?3.特殊疑问句用原句中的疑问词作连接词，改为陈述语序。例如： The teacher asked, “how did you? repair it?” → The teacher asked me how I had repaired it.
?4.如何变时态：
直接引语在改为间接引语时、时态需要做相应的调整。现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。如：
She said. "I have lost a pen.“→She said she had lost a pen
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。
"The earth moves around the sun and the moon moves around the earth”, the teacher told me.
→ The teacher told me the earth moves around the sun and the moon moves around the earth。?
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。如：
Xiao Wang said. "I was born on April 2l, 1980。"
→Xiao Wang said he was born on April 20, 1980。
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：now变为then, yesterday变为 the day before, today变为that day。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”
例：this 改为that,如：
He said, "These books are mine."
→He said those books were his.
祈使句的直接引语变间接引语.
要素三：祈使句的间接引语——采用“动词+宾语+不定式”结构。 told/asked/ordered sb.(not) to do sth.
如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell，order, command等
例如: 1.The teacher said to the students, “Don’t waste your time.”
→ The teacher told the students not to waste their time.
直接引语如果是以“Let‘s”开头的祈使句，变为间接引语时，通常用“suggest +动句词（或从句）
?Do exercises
?1.“Please close the window,” he said to me.?(C) →He ______ me _____ the window. ?A. said to; to close? ????????????????B. told to; closing ?C. asked ; to close?? ???????????????D. said to; please close
?2.He said, “Don’t do that again.” (D)
? He _____ me _______ that again.
?A. said to me; not to do?? ?????????????B. said to me; don’t do
?C. told me; don’t do???? ??????????????D. told me; not to do
?3.“Don’t put it on my hat.” his wife said to him.?
His wife told him ___put it on ___hat.
? A. don’t, his?? ???B. don’t, her? ??????C. not to, his????? D. not to, her
Step3 Homework
1.Finish Page50 in Workbook.
2.Make up a dialogue with your partner One use direct speech, the other use indirect speech. And act it out next class.
Period 4.
I. Teaching aims
ⅰ.Get more information on English dialect.
ⅱ.Teaching important point
? Understand the listening material.
ⅲ. How to improve listening skill.
?Step1.Greeting and revision
Step2.Talking(workbook P48)
?? Practise the sentence patterns by making up dialogue. Students work in group of four, and choose one situation to role-play.
?Step3.Listening(1) P14
(1)Listen and find out how many people are speaking and who they are.
(2) What does Buford think of Texas? How do you know?
(3). How large was the catfish?
(4). Why did Lester get out of the water very quickly?
(5)Why did Buford and Big Bob laugh?
(6)Who is the second speaker and where is she from?
Listening P48
Listening P51
(1).What do you think you will hear in their introduction?
(2)The name of each student’s country.
Homework
Look up the words left in the vocabulary in the dictionary.
Period 5
Step 1 pre-reading
Period5.Using language
The understanding of the reading passage.
Step1. Greetings
?Step2. Pre-reading
1.China is a very big country where different dialects are spoken. Can you list some of them?
2.Is there anybody who can speak a dialect from other place?
Step 2. Reading
1.Words
2.Reading
1.Why are there so many dialects in the US?
2.What’s the standard English?
3.Can you tell an interesting or funny story that shows great difference between dialects in Chinese/English?
Language points
(3).Language points
? 1.What’s standard English?什么是标准英语?
? standard????? (n)标准,规格?? (adj)标准的
meet standard??????????? 符合标准
? standard of living?????? 生活水平
? on a standard????????????? 根据某一标准
2. Believe it or not ,there’s no such a thing as standard English. 信不信由你,世界上没有所谓的标准英语.
believe it or not?????? 信不信由你
3.However,even on TV and radio you will hear differences in the way people speak.?? 然而,甚至在电视上或收音机里都会听到人们在说话时的差异.
the way后面接定语从句时,关系代词用 that/in which或不用关系代词
4.America has many dialects, especially the midwestern, southern, African American and Spanish dialects.
?美国有很多方言,尤其是在中西部,南部, 北美洲和西班牙等地的方言.
?especially? 尤其??
?specially? 专门(指专为某一目的)
I go to visit him specially, especially in the busy days.
5.Geography also plays a part in making dialects.
?地理位置对方言的产生也有影响.
?play a (adj) part??????? 扮演…角色,起…作用
6.Although many America move a lot, they still recognize each other’s dialects.虽然许多美国人经常搬家,但他们
仍然能够辨认彼此的方言.
?recognize?????????? 辨认,认出(pick out)
?recognize sth./sb. as sth./sb.? 把…认作…
Drugs were not recognized as a problem then.?
Step4.Reading in Page 51
(1).Show some pictures of English dictionaries.
?Step5.Homework
1.Review the words and language points we have learnt in this unit.
2.Translation
(1)他们已经请求国际援助.
(2)带着有礼貌的微笑,她走了出去.
(3)他出去工作了半年,因为有病没能结束工作就回来了.
(4)他喜欢发号施令,但没有人愿意听他的.
Period 6? Writing and summar
?ⅰ.Teaching aims
(1) Train writing skills.
(2) Show brainstorming and write a passage.
(3) Review the whole unit.
ⅱ.Teaching important and difficult point
????? How to improve students’ writing skill.
ⅲ.Teaching procedures
Step1.Greeting
Step2.Writing
(1).Brainstorm
? share ideas with others;
decide which are the best ideas;
make a list of those ideas;
put those ideas into a map so that you can easily see them;
use the map to help you as you write.
(2). Write a composition after class using the way brainstorming
.Topic:?? My experience of learning English
Step3.Summary
1.The difference between American English and British English.
2.Do some exercises about words, phrases and grammar.
Step4. Homework
1.Finish the composition.
2.Review this unit.
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