| 人教版高一上英语精品教案Unit 2 English around the world(人教版高一英语上册教案教学设计) |
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I. Teaching aims and demands学习目标和要求： 1.topic话题: 1>Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects 2>Make a world map of English-speaking countries 3>Collect words different in spelling, pronunciation, or meaning between British English and American English, to make a list. 2.function功能: Language difficulties in communication 语言交际困难: Can you spell that, please? Could you repeat that, please? What do you mean by …? Could you speak a bit slowly, please? Sorry, I didn’t follow you. I beg your pardon? How do you say … in English? How do you pronounce …? What does … mean? Can you say that in a different way? 3.vocabulary词汇: bathroom, towel, closet, pronounce, broad, repeat, majority, native, total, tongue, equal, government, situation, international, organization, trade, global, communicate, communication, exchange, service, signal, movement, commander, tidy, stand, independent, fall, expression, typhoon, publish, southern, president, European, howl, cookbook, compare, replace make oneself at home, in total, except for, stay up, come about, end up with, bring in, a great many, at the same time 4.grammar语法: Direct and Indirect Speech (2) 直接引语和间接引语—祈使句 1>转述他人的请求: “Help me with my homework, please.” She asked → She asked me to help her with her homework. 2>转述他人的命令: “Don’t smoke in the room,” he said. → He told me not to smoke in the room. “Make sure the door is shut, little son,” she said. → She told her little son to make sure the door was shut. 5.language usage语言运用 →运用所学语言，围绕英语语言及英美语言差别这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “English around the world” 并联系生活中的实际，书写篇短文。 II. Difficult points 难点 III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards Ⅳ. Main teaching methods 教法: 1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on. 2. Listening-and–answering activity to help the students go through with the 限listening material. 3. Use both individual work and group or pair work to make every student work and think in class Ⅴ. Periods: 7-8 periods. Ⅵ. Teaching procedures 教学过程 1. PRESENTATION & REVISION Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING. 2. WARMING-UP Introduction The Warming up exercise raises student's awareness that despite the fact that English is spoken on both sides of the Atlantic, slight misunderstandings may occur between native speakers from Great Britain and the United States. Instruction First, ask students to listen to the tape. Then ask two students to read the dialogue aloud, while other students also read. Then ask the students what it is that Nancy thinks Joe wants. And what is it that Joe is looking for? What is their misunderstanding about. Answers: In American English the word "bathroom" means a place where there is a toilet and sometimes a bath or shower. In British English, the word "bathroom" means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a shower. Extension 1 This exercise can be extended by offer¬ing other synonyms for words referring to the toilet e.g. 100 (BrE), lavatory (BrE), rest room (AmE). Extension 2 The exercise can be expanded by intro¬ducing other word pairs that are synonyms in British English and American English, but that are sometimes not immediately recognised as such in the table below. British English American English taxi transport petrol main road motorway underground subway pavement lorry cab transportation gasoline highway interstate subway underpass sidewalk truck car park secondary school university autumn holiday fortnight rubbish dustbin wardrobe flat ground floor lift' term parking lot high school college fall vacation two weeks garbage trashcan closet apartment first floor elevator semester 3. LISTENING Introduction The listening exercise offers students a number of language structures, that can be categorised as reported requests and embedded requests. The stu¬dents have to pick up and remember five of them and write them down as reported requests. The instructions to the students and the exercise can be found in the Student's book. Instruction Ask students to look at the illustration and describe what they see. Let the students listen to the tape a first time and ask them what the listening is about. Then, ask students to listen to the tape a second time and if necessary make notes of the things that Mr. Brown has been asked and told by his landlady. The students can use their notes to answer the questions. If neces¬sary, let the students listen to the tape a third time. LISTENING TEXT: It's that woman. She drives me crazy. It all started right from the very first day, I would say from the very first evening when I set foot into that house. "Good evening, Mr. Brown, could you please put your coat on a peg? - Oh no, not there, in the closet, please. Yes, thank you, and oh, your shoes, could you please take them off? Thank you. And eh, your umbrella, yes, could you please put your umbrella in the umbrella stand? Oh no, not there, here! Please don't forget. The key of the front door, here you are, and remember, if you come home after midnight, please lock the door. Good night! Oh Mr. Brown, would you please be quiet after nine o'clock in the evening?" And that was only the beginning. "Mr. Brown, don't shower after nine, "she shouted. She would walk past my door and say: "Mr. Brown, would you please remem¬ber not to smoke in the bathroom? Could you walk the dog, please? Will you turn down your radio, please? Please, Mr. Brown, could you speak quietly on the phone? " It was terrible. Oh, I could not have stayed there another week, for sure. And then there was this letter. "Dear Mr. Brown," it said, "could you please re¬turn the key of the front door? And one more question. Can you help me find a new tenant for my flat?" 1 to put his coat on a peg. 2 to put his coat in the closet. 3 to take off his shoes. 4 to put his umbrella in the umbrella stand. 5 to lock the door if he comes home after midnight. 6 to be quiet after nine o'clock in the evening. 7 not to shower after nine 0' clock in the evening. 5.not to smoke in the bathroom. 6. to walk the dog. 7 to turn down the radio. 8 to speak quietly on the phone. 9 to return the key of the front door. 10 to help her find a new tenant for the flat. The students only need to be able to write down five of these possible answers. Notes: 1 Phrases should start with the infinitive, e.g. to put, to take off, to walk, etc. 2 Negative forms have to start with not + the infini¬tive, e.g. not to shower & not to smoke. 3 Possessive pronouns change, e.g. your coat changes to his coat. 4. SPEAKING Introduction The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may other¬wise breaks down. Causes for communication break¬down include aural misunderstanding (when the speaker isn't heard correctly or pronunciation isn't clear) or semantic misunderstanding (when the speaker uses a word that is unknown or the student wants to use a word that he/she doesn't know the English equivalent of). Instruction The first dialogue can be read and prac¬tised. This speaking exercise, for three speakers, cre¬ates opportunities to practise helping others with lan¬guage difficulties and telling others what was asked (re¬ported request). The focus of the exercise is on reported speech. . The second dialogue shows how to ask for help with language difficulties. The focus of the exercise is on direct speech. Answers: Emily asked Karen how to pronounce "kilometre." The teacher asked Karen and Emily if there was any¬thing that wasn't clear to them. Karen told the teacher that Emily had asked her how to pronounce "kilometre." Ms Smith told Harry to take those two pizzas to Mr Thompson on Broad Street, Number 12. Harry asked Ms Smith if she could spell that name. He also asked her if she could repeat the address. Ms Smith told Harry not to forget to buy her some ketchup on his way back. 2 Sample dialogues: Situation 1 (Grammar) A: Excuse me. Can you tell me, how to say in English that I like this flower more than that one? Prettier? B: Haha. You say prettier when you talk about girls. Just say more beautiful. A: Oh Yeah. I thought it was something like that. T: A and B, do you have a problem? B: It's nothing. A asked me to tell her how to say more and most beautiful. Situation 2 (Repeat what was said) A: What's your telephone number, please? B: 13575391162. A: Could you repeat that, please? B: 13575391162. A: Can you speak more slowly please? B: 1-3-5-7-5-3-9-1-1-6-2. A: Got it. Thanks. Situation 3 (Meaning) A: He said that somebody was pulling his leg. B: What does "pulling your leg" mean? C: What was that? Can you say that again, please? A: B asked me what "pulling someone's leg" means. C: Well. Do you know? A: I think it means that someone is playing 'a joke on you. Extension Students can create and practise their own dialogues. They may include other language difficul¬ties 'such as pronunciation, spelling, grammar, uncer¬tainty, not understanding or misunderstanding and in¬ability to express what they mean or want to say. Some additional sample dialogues are given below. 5. SUMMARY & HOMEWORK 1. Preview the reading text 2. Learn the new words and expressions by heart. 3. Get ready to be examined in the speaking activities. Period 2 1. PRESENTATION & REVISION 1. Ask some pairs to act out the speaking activities. 2. During this period, do some reading. 2. PRE-READING Introduction The pre-reading questions help the stu¬dents warm up to think about languages and language learning. They make students reflect on the idea that they learn one language as their first language, intro¬ducing the term mother tongue, and may be able to speak other languages. Some students, especially in southern China and students of Chinese minorities may speak other Chinese languages and dialects. Those languages may actually be their rust language, while they are still learning Putonghua as a second language. Students are also encouraged to list other foreign languages, and say how well they know those languages. Example: The language profile of a student from south¬eastern Tibet may be as follows: Mother tongue Tibetan Fluent Second language: native Putonghua Fluent Third language: foreign English Good Fourth language: foreign Japanese A few words Instruction Question 1: Ask different students in the class about the languages they can speak. If there is more time, the teacher may draw the chart (above) on the blackboard and ask the students to complete it. Question 2: This question helps students reflect on the situations in which they may choose to use dif¬ferent languages. To follow the example of the Ti¬betan student above, they may be speaking Tibetan at home with their family members, and with their friends, using Putonghua at school. They may use both Tibetan and Putonghua while watching TV and listening to the radio. They may be using English on the Internet and at school. At the same time, they may use short expressions and words of one language when using another language. Note: The exercise can be extended by asking students to think about, and list all situations in which they use different languages in the four different modes (speak¬ing, listening, reading and writing). Such situations might include: listening to pop songs, accessing soft¬ware and web sites, chat rooms, reading packages of products, etc. 3. READING ENGLISH AROUND THE WORLD Introduction The reading text is about the historical development of English over the past fifty years, devel¬oping from a widely spoken national language to a uni¬versally spoken world language. The main points for attention in the first two paragraphs are: * That English is the mother tongue of 375 million people in English speaking countries such as the US, UK, Canada, Australia, New Zealand, South Africa and Ireland among others. * That an equal number of people learn English as a Second Language. * That the number of people speaking English as a for¬eign language, which they learnt at school, is much higher: more than the number of L 1 and L2 speakers together. * That taking the number of speakers of English to¬gether (L 1 + L2 + learners of English as a foreign language) totals more than 1.5 billion speakers, which is more that 25% of the world population. The main points for attention in the first two para¬graphs are: * That people who speak different languages increas¬ingly choose to speak English to communicate * That English is spoken in meetings of International Organisations and their reports are printed in English. ego United Nations, International Red Cross, World Bank, World Trade Organisation. * That international trade: import and export of goods between different countries is conducted in English: making telephone calls, sending faxes, sending email, import/export documents, etc. * That travellers who do not speak local languages may use English to book hotels and tickets, read a menu, read signs in museums, talk to people in foreign countries or to foreigners who visit their country. * That globalisation means that many products are readily available to different markets including the Chinese and that either the content or the packaging of those products is in English. For example, pop songs, computer games, web pages, films and TV programmes. Notes: 1 International organisations usually have more than one working language, including Spanish, French, Russian, Arabic and Chinese, into which all proceed¬ings are translated. However, much of the informal communication and communication in smaller inter¬national organisation is in English. 2 In international trade (postal) documents are often in French. 3 Travellers may use different languages or ways to communicate and English is part of that. 4 Products that are sold worldwide are often localised i.e. translated into local languages, which is often required by local laws. However, new prod¬ucts and culture using new media spread so fast that there is often no time for translation, and users have to use English to read or talk about them. Notes: 1 The country name the Phillipines is a plural and has a definite article because it is a group of islands. Also, the Netherlands (country name), and the Hebrides (island group). 2 English as a First Language (L1) (Mother tongue; Native language); It is the language that one or both of your parents speak. English as a Second Language (ESL); It is the lan¬guage that has official status in your country and is used by government and media beside one or more other indigenous languages. English as a Foreign Language (EFL); The language has no official status in the country other than being learnt as a school subject. 4. POST-READING The first part contains three questions. The first two questions aim at reading comprehension. The third ques¬tion asks students to apply the reading content to their own experience. Answers: 1 With more and more people using English around the world in trade (business), travel (tourism) or in¬ternational organisations, we need to be able to com¬municate using the English language. 2 Most native speakers of English are found in coun¬tries such as the United States of America, the United Kingdom and Australia (Canada, South Africa, Ire¬land or New Zealand). 3 Listening to and singing pop songs, playing com¬puter games, reading web pages, watching foreign films, VCD I DVDs and TV programmes; talking to travellers coming to China, using the Internet, read¬ing advertisements. The second part of the Post-reading tasks gives students a framework to summarise the text, and asks them to fill in the key terms of the text. The words to be filled in the blanks are: language; spoken; the United Kingdom I the UK I Great Britain I England [alternative answers: the United States of America I the USA I the US, Australia, New Zealand, Canada, Ireland or South Africa]; the United States [alternative answers: the UK, Australia, New Zealand, Canada, Ireland or South Africa]; mother tongue I native language I first language; learn En¬glish; foreign language; is; used; trade I business; tourism I travel; businessmen; tourists; speak; En¬glish; family; speaking Extension 1 Ask students to work in pairs or small groups, to write down as many English words as they can, which they have not learnt at school, but that they know from different domains such as: the news, busi¬ness, travel & tourism, the Internet, computer games, films and pop songs. Students can ask each other where they think words come from and what they mean. Extension 2 Ask students to think about the future. The text describes the growing importance of English over the past fifty years. Students may work in groups of four or five to predict the development of e.g. En¬glish, Chinese, Spanish, French and Japanese over the next fifty years. Which language will become more im¬portant and why? 5. SUMMARY & HOMEWORK 1. Read the text fluently. 2. Get LANUAGE STUDY ready. 3. Go on remembering the new words and expressions in this unit. Period 3 1. PRESENTATION & REVISION 1. Have a dictation of the new words and expressions. 2. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 3. LANGUAGE STUDY Word study Answers to the exercise: 1 D 2 E 3 A 4 F 5 C 6 H 7 B 8 G 4. GRAMMAR Direct and Indirect Speech (2): Requests and Commands Giving orders or commands, or making requests in Direct Speech, you often use imperative sentences. When these sentences are turned into Indirect Speech we often use "tell / ask ... or to do ... Commands Direct Speech: "Don't smoke in this room," he said. Indirect Speech: He told me not to smoke in that room. Requests Direct Speech: Our teacher said" "Please don't smoke in this room" Indirect Speech: Our teacher asked us not to smoke in that room. Answers to Exercise 1: Commands: 2, 6 Requests: 1, 3,4, 5 Answers to Exercise 2: 1 "Don't put your coat on the peg. Put it in the closet, please," the landlady said to him. 2 "Stand still! Don't move!" the young mother told her children. 3 "Lock the door after midnight. Don't leave the door open after midnight," Mother said to me. Answers to Exercise 3: Direct commands Dos Buy some bread for her. Help her tidy the room. Speak quietly on the phone. Turn down the radio. Don'ts Don't make too much noise. Don't forget to put your umbrella in the stand. Don't smoke in the bathroom. Don't stay up too late. Reported commands Dos He told me to buy some bread for her. He told me to help her tidy the room. She told me to speak quietly on the phone. She told me to turn down the radio. Don'ts He told me not to make too much noise. She told me not to put my umbrella in the stand. She told me not to smoke in the bathroom. He told me not to stay up too late. Extension You may ask the students turn the com¬mands into requests. The answers will be as follows: Direct requests Dos Could you buy some bread for her, please? Could you help her tidy the room, please? Speak quietly on the phone, please. Turn down the radio, please. Don'ts Don't make too much noise, please. Please don't forget to put your umbrella in the stand. Would you please not smoke in the bathroom? Would you please not stay up too late? Finally, you may ask the students to turn: these sentences into reported requests. The answers should be as fol¬lows: Reported requests Dos He asked me if I could buy some bread for her. He asked me if I could help her tidy the room. She asked me to speak quietly on the phone. She asked me to turn down the radio. Don'ts He asked me not to make too much noise. She asked me not to forget to put my umbrella in the stand. She asked me not to smoke in the bathroom. He asked me not to stay up too late. 5. SUMMARY & HOMEWORK 1. Grasp the language points in the reading text. 2. Finish all the exercises in the Student’s Book. 3. Learn to use the Grammar in this unit. Period 4 1. PRESENTATION & REVISION 1. Check the students on the grammar points. 2. Ask the students to translate some sentences. 2. GRAMMAR EXERCISES (Omitted.) 3. INTEGRATING SKILLS Reading and writing The reading text tells about the independence of the United States of America, the history of American and British English and the process of diversification of the two Englishes. Apart from conscious decision making, the desire to create a national language and various sources of language change are introduced with ex¬amples. The main differences between American and British English are explained. The gist of the text is that American and British English are in fact very similar and that Americans and Englishmen hardly ever misun¬derstand each other. Answers to Exercise 1: IC 2D 3C 4D 5D Read the next paragraph about loan words in English and summarise the main differences in vocabulary with examples in the table. Answers to Exercise 2: Word Borrowed from cent French Florida Spanish howl Indian cookbook German Extension 1 Ask students which Chinese words have been taken as loan words from English. Examples: sofa (沙发), ballet (芭蕾), radar (雷达), chocolate (巧克力 ), toast (土司), coffee (咖啡), golf (高尔夫) and jeep (吉普车). Extension 2 Ask students which other English words they know with variant spellings. Complete the table below. Words in the table below are possible answers, American English British English neighborhood neighbourhood labor labour color colour honorable honourable humor humour favorite favourite theater theatre kilometer kilometre meter metre somber sombre center centre traveling travelling labeling labeling canceling cancelling controled controlled license licence offense offence practice practise defense defence organization organisation Exercise 3: Writing Write a short passage in which you compare American and British English or two dialects in Chinese. The first sample writing passage is a contrastive essay, comparing features of American and British English. The teacher may suggest the following structure to stu¬dents for their composition. Title What are you going to write about? Paragraph I Introduction: Are the differences big or small ? Paragraph 2 Differences in Grammar and Vocabulary. Give some examples. Paragraph 3 Differences in Pronunciation. Add a Con¬clusion. Sample Composition 1: Some differences between British and American English The English used by people allover the world is mostly very similar. There are only very small differ¬ences between American English and British English. Grammar is almost the same; but there are some spelling differences. For example, the words colour, centre and traveller are spelt color, center, and traveler in American English. The differences in the spoken language are greater. For example, Americans say dance /dœns/, and in south¬ern England they say /dɑns/. In America they pronounce not /ntJ; in southern England they say /nt/. However, most of the time, people from the two countries do not have any difficulty in understanding each other. Sample Composition 2: Putonghua and the Dongbei dialect People in different parts of China speak different dialects. Putonghua helps them understand each other. Some dialects, especially those that are spoken in the south, are so different from Putonghua that they sound like a foreign language to others who do not speak them. The differences between Putonghua and other dialects, including the Dongbei dialect, which is spoken in the northeast of China, are very small. Written Chinese, including vocabulary and gram¬mar, is almost the same, but there are some words in the Dongbei dialect that are not used by people who speak Putonghua. For example, Dongbei people often use "旮旯 (gala)" to mean"角落(jiaoluo)" in Putonghua, and they also like using "俺们(anmen)" to refer to "我们(women)" . Listening to the Dongbei dialect, it is easy to hear small differences in intonation and pronunciation. For example, " 人(ren)" is often pronounced as "nin". However, the differences are so small that people who speak Putonghua and people who speak the Dongbei dialect can usually understand each other without dif¬ficulty. CHECKPOINT Answers: I She asked me to help her with her homework. 2 Could you buy some bread for me, please? 3 He told me not to smoke in the room. 4 Please make sure the door is shut 4. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 5. SUMMARY & HOMEWORK 1. Write a clear and beautiful short passage in the Exercise-book. 2. Preview WORKBOOK. Period 5 1. PRESENTATION & REVISION 1. Have a dictation of some phrases. 2. Say something about the students’ writing. 2. LISTENING Introduction The following listening text gives stu¬dents information about the differences between lan¬guage and culture in the USA and England. Instruction Ask the students to look at the exercises and make sure that they all understand what they are expected to do. Then, let the students listen to the tape. The first time they do not yet have to answer the ques¬tions. Play the tape a second time, and ask them to do the first exercise. Play the tape a third time, and give students time to answer the .questions of the second ex¬ercise. To help the students to complete the sentences in the third exercise, you may have to play the tape an¬other time. For students who find this very difficult, the teacher may pause the tape after listening to each part of the dialogue in which one of the target sentences oc¬curs. LISTENING TEXT: DAVID: What's it like living in England, Terry? TERRY: Well, I'm having a great time. But I sometimes have difficulty understanding what people are saying. DAVID: Can you explain that, please? Do you have trouble with our pronunciation? TERRY: No, but there are many words that you use in a different way. I sometimes really don't under¬stand. DAVID: Can you give an example? TERRY: A woman said she would ring me the next day. DAVID: What's strange about that? TERRY: Well, we say "I'll call you tomorrow." DAVID: Now that sounds funny to me! TERRY: There are other things that are different. In the States people stand closer to each other than English people. For example, if I'm talking to English people at a party, I find that they stand quite far away from me. DAVID: Anything else? TERRY: Well, yes. It's clear to me that English people don't like touching somebody or being touched. Now in the States, touching is an important part of being friends. Friends touch each other on the arm, for example. And we often put an arm round a friend when we say "Hello" or "Goodbye". .. DAVID: No, people in Britain wouldn't do that. TERRY: So I have to remember not to touch people when I'm in England. DAVID: What else? TERRY: You drive on the left and we drive on the right. I almost got killed on the street the other day. I wanted to cross the street so I stopped. I looked to the left and started to cross. There was a car coming from my right! Luckily it stopped and didn't hit me. Answers to the exercises: 1 English language, words, parties, touching, saying Hello and Goodbye, driving. 2 True: 2 and 4 3 The words to be filled in the blanks are: What, it like; ring; strange; call; funny; remember, England. 3. TALKING Introduction For most of the people we see during a day, we do not have time to stop and talk. A very large number of our daily contacts exist in very short dia¬logues with very little variation. Chinese students abroad often make the mistake of stopping and starting a con¬versation with people while they are really expected to give a short answer. On the other hand, in China, some students either don't know what to say, or just nod, where foreigners expect a short exchange. The following 10 pairs of sentences are greetings and things people say to each other with very little variation and in very specific situations. They should not normally be expanded into longer dialogues. Instruction Ask the students to match the pairs of sentences and write down when people say these things to each other. Next, let the students listen to the tape and check whether their answers were correct. Finally, the students can practise the pairs with a partner. Listening text: (Sentence Pairs) A: I've got to go now. Goodbye. B: It's been nice talking to you. Bye. Usage: After people have been talking to each other for a while, they say this when they want to end the conversation and go. Remarks: Polite way of ending conversation. A: How are you? B: I'm fine. Glad to see you again. Usage: Spoken when you meet somebody you know. Remarks: Informal. A: Have a good weekend! B: Same to you! Usage: Said when people say goodbye on Friday afternoon and usually do not expect to see each other until Monday. Remarks: Informal A: Cheers! B: Cheers! Usage: Said when toasting: raising glasses saying "cheers" and then drink. Remarks: Informal A: Ah, you speak English very well. B: Thank you. Usage: Said when people say something nice about your English. Remarks: Generally speaking foreigners are likely to compliment, and the expected reply is to appreciate instead of feigning modesty. A: Would you have a bit more fish, please? B: Yes, please. Usage: Both in polite questions and replies, we use the word "please." Remarks: Omitting the word please will be considered rude and impolite. A: Bless you! B: Thanks. Usage: Said only when somebody sneeze.1). Remarks: Very polite. A: Take care! B: You too! Usage: Said when you say goodbye to a very good friend. Remarks: Informal A: See you later, alligator. B: Yeah, see you later. Usage: Said when you say goodbye to somebody you know very well, .for example a classmate. Remarks: Very informal. The word "alligator" here doesn't mean anything. It's said because it rhymes with "later". Some people reply, "in a while, crocodile." A: Hi, long time no see. B: How are you? Usage: Said when you see somebody you haven't seen for a long time. Remarks: Informal 4. SUMMARY & HOMEWORK 1. Get ready to be examined in the talking activities. 2. Preview all the exercises in the workbook. Period 6 1. PRESENTATION & REVISION 1. Ask some pairs to act out the talking activities. 2. PRACTISING Vocabulary: Answers to Exercise 1: color favorite center meter traveled Answers to Exercise 2: Chinese ArnE BrE 1电梯 elevator lift 2汽油 gas petrol 3公寓 apartment flat 4秋天 fall autumn 5 地铁 subway underground 6大学 college university 7垃圾 garbage rubbish 8垃圾箱 trash can dustbin 9假期,假日 vacation holiday 10两星期 two weeks fortnight Answers to Exercise 3: 1 Thomas Jefferson said in 1786 that he hoped the US would become a country where the law was the will of the majority. 2 It is reported that tourism has become one of the world's largest and fastest growing industries. 3 They were trapped in the mountains. The only way to communicate with the outside was to use their cellphone. 4 With the help of this international exchange programme, Emma is able to come to China to study the Chinese language. 5 Mr. Wang, who is a Beijing native, has become a suc¬cessful businessman in New York. 6 The computer industry is developing fast. Do you think there will be a day when computers replace the human brain? 7 It is important that all men and women are equal un¬der the law. 8 America used to be a colony (殖民地) of Great Britain. It did not become independent until the year 1776. 9 If you choose your words carefully when you are writing you will end up with a well-written sentence. 10 Nancy told Joe to feel free and make himself at home. Grammar Answers to Exercise 1: 1 Shut up 2 Can you speak louder, please? 3 Try the lift 4 Don't wait for me. 5 Stop wasting time. 6 Can you tell me a story? Answers to Exercise 2: 1 "Could you leave the room, please?" he asked my grandmother and my cousin. 2 "Move your chair a little bit closer to the bed," he said. 3 "How old are you?" he asked. 4 "I am already ten years old," 1 said. 5 "Listen carefully," he said. 6 He said that life isn't always easy. . 7 "Will you promise me to always try to be honest?" he asked me. 8 "Follow your heart whenever you have to make a difficult decision," he said. 9 "What did you talk about with grandfather?" she asked. 10 "Please don't say anything about our conversation," he said. 3. INTEGRATING SKILLS Introduction The reading texts are about various means of communication and the relative advantages. If the teacher would like to spend time on pre- reading activities or expand the exercise, such could be done by looking at various ways of communication and their ad¬vantages, for example, cost, speed, sentimental reasons, etc. The text mainly concentrates on communication be¬tween two people (letters, emails, phone calls), but we could also think of communication in broader contexts, such as a few people sending a parcel to one person, or books, newspapers, magazines and exhibitions aiming to reach larger audiences. Answers to Exercise 1: 1 Manchester 2 Nanjing 4 San Francisco 5 Toronto 3 Singapore Instruction Match the parts of sentences on the left with an appropriate adverbial clause from parts the sen¬tences on the left. The exercise focuses on the correct usage of two linking words (conjugations): because and although. For the first three sentences, the adverbial clause (the second part) gives a reason for what is stated in the first part of the sentence (the. first part). For the second set of three sentences, the adverbial clause (the second part) gives a reason despite of which the thing that is stated in the first part of the sentence is true. Answers to Exercise 2: 1 Gerald doesn't see his parents and sister very often because they live in different countries. / Gerald doesn't see his parents and sister very often because they live in a different country. 2 Gerald's parents sometimes send him letters / a let¬ter because they don’t know how to send (him) e¬mail/an e-mail. 3 Gerald has asked his parents not to send (him) par¬cels from home because he can get everything here in China. 1 Gerald is happy in China, although most of his fam¬ily live in Singapore. 2 Gerald and his parents communicate a lot although they live in different places. 3 Gerald often calls his parents although it is a little bit expensive. Answers to Exercise 3: 1 D 2A 3E 4B 5C. 4. WRITING A sample letter for the writing may look as follows. Dear Mr. Smith, My name is Wang Ning. I am a high school student in Gansu province and I like English very much. I have a question about the differences between American and British English and I hope you can help me. I have been learning English for many years. Our schoolbooks and tapes all use British English. But when I listen to the radio or talk with foreigners, I often hear and speak American English. Now, when I speak En¬glish, some of my classmates say I speak American English, and some others say I speak British English. In fact, I don't know what kind of English I speak. I really want to know the differences between British English and American English. I wonder what are the differ¬ences between the two. Is it a problem if I sometimes use American English and sometimes British English? Thank you very much. Hope to hear from you soon. Yours sincerely, Wang Ning 5. SUMMARY & HOMEWORK 1. Finish all the exercises in this UNIT. 2. Finish the supplementary exercises given by the teacher. Period 7 1. PRESENTATION & REVISION 2. GOING OVER SUPPLIMENTARY EXERCISES 3. SUMMARY & HOMEWORK Period 8 1. PRESENTATION & REVISION 2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2 3. SUMMARY & HOMEWORK |
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