人教版初中英语必修1精品教案
Unit 1 Friendship
Warming Up, Pre-reading and Reading
Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3. Teaching procedures:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2. Does a friend always have to be a person? What else can be your friend?
3. What do you know about the World War II?
4. Background introduction
Step 2 fast reading
1. Who is Anne?
Who/What was Anne’s best friend?
When and where did the story happen?
2. fill in the form below.
The time of the story
The place of the story
The heroine of the story
Anne’s best friend
The length of time they hid
away
The date of the diary
Step 3. Careful Reading
1. Answer the following questions:
Why did Anne made her diary her best friend?
What is an ordinary diary like according to Anne?What about her diary?
Why was she so crazy about things to do with nature?
Why did she stay awake on purpose until very late one evening?
Why didn’t she dare open the window when the moon was too bright?
How do you understand the expressions “spellbound” and “held me entirely in their powder”?
2. Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two:Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about
everything to do with nature.
Step 4 Post-reading
1. Comprehending exercises (on paper)
Time Nature Feeling
Before hiding
After hiding
2. Discuss what kind of feelings of Anne the following words from the letter imply.
words Anne’s feeling
nature free, peaceful, relaxed
outdoors free
crazy anxious, eager, thirsty
didn’t dare scared, frightened
thundering, entirely, power helpless, depressed, lonely
Step5. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
Step 6. Homework
1.Review the important words, phrases and difficult sentences in the text and
make sentences using the words given by the teacher.
2.Finish Ex.1-3 on p4.
Unit 1 Friendship
Vocabulary and Useful Expressions
Learning about language
Teaching aims:
1.To discover and learn to use some words and expressions.
2.To enable students to rewrite sentences using direct or indirect speech
3.To learn more information about Anne.
4.To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching procedures:
Step 1 Revision
1. Review something about “Anne’s best friend” by using some True-or-False sentences
1) A friend would laugh at you. F
2)Anne lived in Amsterdam in the Netherlands during World War II. T
3)She and her family hid away for one year before they were discovered. F
4)She kept a diary as others did. F
5)She was fond of nature. T
6)She stayed awake in the night because she couldn’t sleep well. F
7)She couldn’t go out as she liked. T
2. Collect the sentences students think wonderful or difficult to understand.
Sample sentences
1) She and her family hid away for nearly twenty-five months before they were discovered.
2) I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve
grown so crazy about everything to do with nature.
3) There was a time when a deep blue sky, the song of the birds, moonlight and
flowers could never have kept me spellbound.
4) The dark, rainy evening ,the wind, the thundering clouds held me entirely in their power.
5) It was the first time in a year and a half that I’d seen the night face to face. Step 2 Language points
1. grow crazy about sth.对…狂热,痴迷be crazy about …
eg. My cousin grows crazy about computer games.
2. go through
1). To examine carefully 仔细阅读或研究
I w ent through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
3.stay v. to continue to be in a particular state or situatioin
系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。
eg. He stayed single all his life.
4.make/call + O +Noun (as O.C.)
5.hide away
6.discover Columbus discovered America in 1492.
7. set down: to write down something so that you have a record of it:
I want to set down my feelings on paper.
Other verbal phrases of “set”
set aside: to keep some money or time for a special purpose
set off: to start to go somewhere/ to cause a explosion
set out: to start a journey/ to talk about something in an organized way
set up: to start an organization/ to build something
8. o urdoors / indoors Don’t stay indoors since the weather is so fine.
9. well They speak well of him. Well done.
10 on purpose I came here on purpose to see you.
11 in order to In order to catch the train , she hurried through her work.
12 too much/ much too
13 entirely For him, this will be an entirely new hobby.
14 in one’s power / out of one’s powers
15 it was the first/second time that …
It is the first time that he has been in this city.
It was the second time that he had made the same mistakes
16 face to face
I rushed out of the office and found myself face to face with the boss.
17.far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。
eg. She speaks English far better than I.
This room is far too warm.
cf. very, much, far
18.dare1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词
性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.
eg. How dare he say such a word!
If you dare do that again, you’ll be punished.
2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的
to可保留也可省略。
eg. I wonder how he dare to day such words.
19．happen to do sth.
It so (just) happened that…不能用于进行时态。
eg. I happened to be out when he came. = It so happened that I was out when he came.
Unit 1 Friendship
Listening, Speaking and Writing
Step 1 Appreciation
Read the following poem carefully and write down the pairs of words that rhyme and add more similar rhyming words.
Step 2. Pre-writing
How to make friends with others?
1.Read a letter from a student called Xiaodong. What’s his problem?
2.Suppose you were editor, please write your advice to Xiaodong.
Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions:
In my opinion, you should…
My advice is…
I think/ believe…
I’m afraid that…
I advise you to…
I don’t think…
Don’t worry…
I agree/ I don’t agree.
I think so./ I don’t think so.
Step 3 While-writing
This activity enables students to express their feelings and to help others．In other words, it gives students a better understanding of how to deal with this common situation．This is as much a role play as a writing activity, so it is important for students to discuss their ideas first．In this way they can collect their ideas, sort them out and prepare to write．
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1.Ss make a list about the important information that they need.
2.Ss begin to write the letter to Xiaodong.
3.Ss revise their letters by themselves.
4.Ss exchange their writing paper with their partners and correct the mistakes. (tense,
spelling, letters, structures….)
5.Ss get back their own writing paper and write the letter again.
Writing tips
Contents (The letter should contain the following points)
1. Make an effort to change the situation.
2. Start talking to people about what you both like.
3. Join in people’s discussion.
4. Show your interest in their talk.
5. Try to make friends with one or two classmates.
Structure
Topic sentence (your point of view)
Body (your advice)
Conclusion (your wishes)
Tense: As it is a letter, Simple Present Tense will be applied to the writing. Connectors:
Illustration (阐述) I think, I believe, I suggest, in my opinion…
Addition（递进）secondly, and then, besides, in addition…
Contrast（转折）but, however, on the other hand…
Summary(总结) in short, in a word, therefore, so…
Step 4. Post-writing
Choose some stud ents’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Sample writing:
Dear Xiaodong,
Some people like talking with others, but some people are shy．If you fall into the second group, it can be hard to make friends．But you can change the situation．What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball．The easiest way to start talking to people is to find something you have in common．
If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing．But if you don't, you shouldn't feel afraid to say, for example,” That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others．
Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too．
Good luck!
Editor
Homework: write the composition
Unit 1 Friendship
Grammar and Useful Structures
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn ab out the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step 1 Warming up
Warming up by discovering useful words and expressions
Step 2 Presentation
Boys act one cartoon figure and says something.
Teacher asks “What did he/she say?”
Girls act the other cartoon figure and answer the teacher’s question.
Then boys and girls exchange.
The shoes are too big for me.
What did he say?
He said the shoes were too big for him
Step 3 Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
一、直接引语变成间接引语，句子结构的变化
1.陈述句
用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said, 也可用told来代替，注意，可以说said that, said to sb. that, told sb. that，不可直接说told that
He said, “I have been to the Great Wall. ”→He said to us that he had been to the Great Wall.
He said, “I'll give you an examination next Monday. ”
→ He told us that he would give us an examination the next Monday.
解题步骤:
“I don’t like computers,” Sarah said to her friends.
Sarah said to her friends that I don’t like computers .
she did n’t
Sarah said to her friends that she didn’t like computers.
.2.一般疑问句
间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序
He said, “Do you have any difficulty with pronunciation?”
→He asked (me) whether/if I had any difficulty with my pronunciation.
He said, “You are interested in English, aren't you?”
→He asked whether I was interested in English.
解题步骤:
Is it easy to improve the condition of the soil?
( They asked him )“It is easy to improve the condition of the soil.”
They asked him if it is easy to improve the condition of the soil
was
They asked him if it was easy to improve the condition of the soil.
3.特殊疑问句
原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb. )来表达，语序改为陈述句语序
He said to me，“What's your name?” → He asked me what m y name was.
He asked us, “How many car factories have been built in your country?”
→He asked us how many car factories had been built in our country.
解题步骤：
When do you harvest the wheat ?
( They asked him )you harvest the wheat
They asked him When you harvest the wheat.
He harvested
They asked him when he harvested the wheat.
4.选择疑问句
用whether…or…表达，而不用if…or…，也不用either…or…
He asked, “Do you speak English or French?”
→He asked me whether I spoke English or French.
I asked, “Will you take bus or take train?”
→I asked him whether he would take bus or take train.
二、在直接引语变为间接引语时需要注意的变化
1. 注意时态的变化Direct indirect
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
2. 注意人称变化。
3. 注意指示代词的变化this, these(that, those)
4. 注意时间的变化 now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month)
5. 注意地点的变化 here( there)
6. 注意个别趋向动词的变化 come, bring (go, take)
三、谓语动词时态变化需要注意几点：
1.直接引语表述的是客观真理，变为间接引语时，时态不变
The geography teacher said, “The sun rises in the east and sets in the west.”
The geography teacher told us that the sun rises in the east and sets in the west.
2. 如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变
The children said, “We love this game.”
They told us that they love that game.
3.主句谓语动词的时态是现在时态，在引述时，时态不变。
She says, “I’ll never forget the days in the country.”
She says that she’ll never forget the days in the country.
从句时态无须改变的还有以下情况:
1. 当主句的谓语动词是将来时的时候
2. 当直接引语部分带有具体的过去时间状语时
3. 当直接引语中有以when, while引导的从句，表示过去的时间时
4. 当引语是谚语、格言时
5. 当直接引语中有情态动词should, would, could, had better, would rather, might, must, ought to, used to, need时
Step 4 Practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Exercises:
1. He said , “I m afraid I can’t finish this work.”
2.He sa id , “I haven’t heard from him since May.”
3.Tom said “I will see you next week.”
4. “Why were you late again?” The teacher said to me.
5. “I don’t like swimming,” said Sarah.
6. His friends asked him if he would go to Dalian.
7. “Have you been to Paris?” My classmate asked me.
高考链接
1.Readers can ________ quite well without knowing the exact meaning of each word.
A. get over
B. get in
C. get along
D. get through
2.It’s hard for me to imagine what I would be doing to day if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown.
A. wouldn’t have fallen
B. had not fallen
C. should fall
D. were to fall
3.Father went to his doctor for _______ about his heart trouble.
A. an advice
B. advice
C. advices
D. the advices
4. I wonder how he ____ that to the teacher.
A. dare to say
B. dare saying
C. not dare say
D. dared say
Step6 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Unit 2 English around the World
Teaching aims and demands:
1.Topic:
English language and its development; different kinds of English
2.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, block
https://www.doczj.com/doc/1d9473143.html,eful expressions:
play a role in, because of, come up, such as, give a command, play a part
4.Function: language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
5.Grammar: imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Warming up
Teaching 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 VOA
Step 2 discussion
Activity 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/sweet
check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post
mom/mum movie(film)/film pants /trousers repair/mend
sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol
Step 3 warming up
T: Now let’s e njoy 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 discussion
1.Do we need to learn both British and American English?
2.What kind of English would you like to learn?
3.Why?
Step 5 appreciation
Appreciate the dialogue between Bush and Blair
Step6 Homework
1. Preview reading
2. English weekly
3. p11 ex1,2.
Reading
Teaching 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 passage
c) Ss will be able to know how to get the key sentence of a paragraph.
Teaching procedures:
Step 1 lead in
Ask students several questions in the form of brain storming.
1.Do you know the countries where people speak English? List them on a piece of 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 reading
English 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 summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.
Paragraph 3-4: All languages change when cultures communicate with one another.
Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia.
Step 3. Intensive reading
T: 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 ------------ today
Who 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 French
In the 1600’s: Shakespeare’s English
The time ADEL was written: American English
Later: 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 chart
AD450--1150 English was based on _______
____________ English was more like French.
At the end of the 16th century How many people speak English? __________ ___________ Shakespeare made use of a wider vocabulary.
___________ American English gained its own identity.
Later __________ English had its identity.
Activity 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-Reading
T: 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 to help 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 have just said:
We’ve known for years. Actually, since we were babies.
4)be based on…:
5)make use of: use sth. available
6)Only time will tell:to say that something can only be known in the future: Will China’s
national football team enter for the next finals of the World Cup? Only time will tell. Step 6 Discussion
Work in groups. Discuss the question and then ask two groups to report their answers to the class.
1.Why do you think people all over the world want to learn English?
Possible answer:
The reasons why people all over the world want to learn English:
★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.
★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
Step 7 Homework
1. Read the passage as fluently as you can.
2. Find out some words and sentences you think are beautiful and recite them.
3. p11.ex2.3.4
Unit 2 English around the world
Vocabulary and Useful Expressions
Warming up
1.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。
【发散思维】
including prep. 包括
e.g. I have to prepare food for six people, including me/ me
included.
我必须准备包括我在内6个人的餐点。
【趁热打铁】
When the accidents happened, there were 100 people on the bus, ________
A. include a teacher
B. including a teacher
C. included a teacher
D. a teacher included
2.World Englishes come from those countries where English
plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language.
I. where English plays an important role as a first or second
language 是where 引导的定语从句，修饰countries。
e.g. This is the house where I lived ten years ago.
这是我十年前住过的房子。
II. play a role : to act, take the actor’s part in a play 扮演角色
e.g. The U.N. plays an important role in international
relations.
联合国在国际关系方面扮演着重要的角色。
play a part: to be involved in an activity 参加某活动; 也可以表示“扮演角色”。
e.g. She played an active part in the local community.
她积极参与地方活动。（相当于take an active part in ）
She played an important role / a major part in winning the match.
她对这场比赛的胜利起了重要作用。
III．because of prep. by reason of (sb / sth)；on account of 因为…，后接名词或代词。
e.g. He didn’t attend the meeting because of the bad weather.他由于天气不好而没有参加这个会议。
【同义词辨析】
because : for the reason that 因为。because 是连词，引导原因状语从句。
because of：是介词，后接名词或代词。
【趁热打铁】
They came here ___________.
A. because us
B. because of us
C. because of we
D. because we
IV. international adj.国际的；世界的
e.g. They signed an international agreement on nuclear waste.
他们签定了关于核废料的国际协议。
V. native 1）adj.本国的；本土的
native customs当地风俗
His native language is German.
他的母语是德语。
Potato is native to America.
马铃薯是美洲产的。
Many foreigners have gone native in China.
许多外国人在中国已入乡随俗。
2）n.[C]本国人；本地人；土著人
a native of London(Wales/India/Kenya)
伦敦人（威尔士人/印度人/肯尼亚人）
Reading
3.Would you please come up to my flat for a visit?
请到我的公寓来坐坐，好吗？
come up ：1）if someone comes up to you, they come close to you, especially in order to speak to you. 走过来，走近
e.g. One of the teachers came up and started talking to me.
一位老师走过来，开始和我谈起话来。
A man came up to him and asked for help.
一个人走到他前面，向他寻求帮助。
Why don’t you come up to New York for the weekend?
为何不去纽约过周末呢？
2）if a subject comes up, people mention it and discuss it. (话题议题)被提出
e.g. His name came up in the conversation. The subject of salaries didn’t come up.
他的名字在谈话中被提起。没有提薪水。
4.So why has English changed over time?
那么英语在一段时间里为什么会起变化呢？
over: throughout (a period); during 贯穿（一时间段）。
e.g. Over the years he has become more patient.
这几天他越来越有耐心。
【趁热打铁】
She has been ill in bed _____ the past week.
A. at
B. on
C. over
D. above
[答案：C]
【点击高考】
They had a pleasant chat ______ a cup of coffee. [NMET 2003年，北京，33]
A. for
B. with
C. during
D. over
[答案：D over在…时。他们在喝咖啡时进行了一次愉快的谈话。]
5.All languages change when cultures communicate with one another.
当不同文化互相沟通时，所有的语言都会发生变化。
culture: the beliefs, way of life, art, and customs that are shared and accepted by people in a particular
society. 文化
e.g. In our culture, it is rude to ask someone how much they earn.
在我们的文化中，问他人挣多少钱是不礼貌
的。
I love working abroad and meeting people from different cultures.
我喜欢在国外工作，这样可以接触到不同文化
的人。
6.Actually, it was based more on German than present day English.
实际上，当时的英语更多的是以德语为基础的，而现代英语不是。
I. actually in fact; as a matter of fact 事实上
e.g. Actually, he is telling a lie.
事实上，他在撒谎。
II. base: to use sth as grounds, evidence, etc for sth else, 常用于base sth on sth 结构以及其被动结构中，表示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。
III. present: adj. 1）the present day also the present in the time now, or modern times现在的，目前的，当前的
The custom has continued from the 5th century to the present day.
这风俗习惯从5世纪流传到目前。
2）in a particular place。出席的，在场的，与absent 相对。常用于be present at/in
A lot of students were present at the meeting.
很多学生出席那个会议。
(3) to be felt strongly or remembered for a long time. （事物等）留存（在心中）
The memory of her brother’s death is still present in/to her mind.
她弟弟的去世仍然记在她的心中。
7.It became less like German, and more like French because those who ruled England at that
time spoke French.
它不那么像德语，而更像法语了，因为那时英国的统治者讲法语。
.rule : to have the official power to control a country and the people who live there.统治（国家，国民）
Queen Victoria ruled England for 64 years.
维多利亚女王统治英国64年。
8.It became close to the language you are learning now.