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Unit 2English around the world
单元规则
本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。
“读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。
“阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。
“理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。
“语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。
“语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到
本国语言文化差异，这有助于培养跨文化意识；Listening部分取材于一个美国男孩的独白录音，他来自美国南部得克萨斯州的休斯敦市，因此带有浓重的南方口音。旨在让学生感受一下将英语作为母语的本国人说话的一个侧面，所以教师在指导学生进行听力训练时，要注意掌握尺度，让学生感觉一下、了解一下，点到为止，不提倡硬性模仿；Reading and speaking 主要让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，随后还要求学生选择所提供的情景编对话，以灵活生动的对话形式帮助学生熟练掌握并运用直接引语和间接引语表达请求或要求；Writing部分让学生根据所给示范步骤，完成“Why should we learn English? ”的主题写作任务。在这一环节中，教师应想方设法激发学生的学习热情，让学生学会自己动手收集信息、处理信息，用所学语言去实践，通过自学、自做解决问题。这样做既锻炼了学生听、说、读、写的语言运用能力，又培养了学生发现问题，解决问题的能力。
“小结（Summing Up）”部分设计了一个表格，引导学生从本单元的话题、词汇和语法等方面对所学内容进行归纳总结。这样做的不仅便于学生复习掌握本单元的要点，而且有助于学生养成良好的学习习惯，从而提高学习效率，同时也锻炼了学生的归纳和总结的能力。
“学习建议（Learning Tip）”部分，向学生揭示英语词汇学习的一个重要特点，即一词多义，同时提醒学生注意这一特点，并鼓励他们运用多义词编绕口令、笑话等，增加了学生学习英语的兴趣。
知识目标：
本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block
本单元需要学习的重点词组为：play a role in because of come up such as play a part(in)
本单元需要学习的重点句型为：
1. 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. (the Attributive Clause; either. . . or. . . )
2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )
3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )
4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)
5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )
6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)
7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )
8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )
9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. (while doing. . . )
10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )
本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language 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?
Could you speak more slowly, please?
How do you spell it, please?
本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)
1. 要求或命令(demands or orders)
“Open the door, ” told he.
→He told/ordered me to open the door.
2. 请求(requests)
He said, “Please open the door. /Would you please open the door? ”
→He asked me to open the door.
能力目标：
1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
2. 能根据已知信息推测所听材料的内容以及拼写所听有关单词。
3. 掌握理解本单元关于“世界英语”的内容和基本的阅读技巧。
4. 学会应付语言交际困难的表达法，用英语进行语言交流。
5. 能熟悉作文的写作步骤，写一篇介绍英语学习经历的短文。
情感目标：
通过学习讨论本单元“世界英语”的话题，使学生了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语，并对英国英语和美国英语的差异有所了解，尤其是一些常用词，同时学会应付语言交际困难的表达方法、如何表达要求和请求以及转述别人的要求和请求，减少在实际生活中用英语交流的困难，鼓励学生抓住一切可能的机会用英语进行交流。
课时安排
This unit seeks to give students a better understanding of how English developed and how it is spoken in the wor ld. Students are often heard talking about “standard English”. In fact, as this unit hopes to make clear, there is no such thing as one standard of spoken or written English. Nor is there complete agreement on what represents “world English” and what only a dialect is. This unit focuses on the two major groups of English which linguists loosely identify as British English and American English. As you know from your own experience, both kinds of English are used in China today.
We can also know from this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students’ attention to examples of how English is always changing. Such linguistic awareness will make it easier for students to adjust to native English speakers from
different parts of the world. This knowledge will also help students to realize why the English they find in textbooks and other learning materials varies. All in all, by learning this unit, students may begin to realize if they wish to continue improving their English, they must become life-long learners of the language.
Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into eight periods as follows:
Period 1:Warming up and Reading
Period 2:Extensive Reading
Period 3:Important Language Points
Period 4:Grammar:Direct Speech and Indirect Speech(Ⅱ)
Period 5:Listening
Period 6:Speaking
Period 7:Writing
Period 8:Unit revision(Summing up and Learning tip)
Period 1Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by organizing some activities, such as getting the students to discuss how many countries use English as their native language, whether they speak the same English, differences between British English and American English, and so on.
As to Warming Up, the teacher had better organize a read-discuss activity. First ask them to read the short passage in this part on Page 9. Later let them guess which of the following words on the screen British English is and which American English is. This activity helps to make the students ready for Reading.
Before reading the passage THE ROAD TO MODERN ENGLISH, the students should discuss the questions in the part Pre-reading in pairs to know about the reasons why so many people speak English in the world today. This makes for getting the students thinking about the general topic of the reading passage.
The reading passage titled THE ROAD TO MODERN ENGLISH offers a very brief history of English language. Since it presents information in chronological order, it is best to examine it paragraph by paragraph. So, the teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for Exercise 1 in Comprehending, and finally follow up to do Exercise 2. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and further understanding, but also get the students to learn about English language. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.
To consolidate the contents of the reading passage, the Ss should be required to introduce briefly the history of English language at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点 1. Get the students to learn different reading skills.
2. Get the students to learn about the English language.
教学难点 Develop the students’ reading ability.
教学方法 1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备 The multim edia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions in this passage:include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. )vocabulary usage identity government Singapore Malaysia rapidly
play a role in because of come up such as
2. Get the students to learn about English language.
Ability aims:
Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.
Emotional aims:
Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.
教学过程
设计方案（一）
→Step 1 Lead-in and Warm Up
To arouse the students’ interest and lead in the topic, the teacher can organize some activities.
1. Get the students to discuss how many countries use English as their native language and whether they speak the same English.
They may speak out America, Britain, Canada, Australia. Teacher writes American, British, Canadian, and Australian on the blackboard. Then add English to these words and ask them whether they are the same.
2. Get the students to discuss in groups about the differences between British English and American English, and give some examples.
3. Ask the students to read the passage in Warming Up and then guess which of the following words is British English and which is American English:
apartment/flat bathroom/toilet can/tin candy/sweet elevator/lift fall/autumn game/match line/queue penal/pen friend mad/angry mail/post mom/mum movie/film pants/trousers repair/mend sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol
→Step 2 Pre-reading
Get the students first to discuss the two questions with their partners and then answer them.
1. How many people speak English in the world today?
2. Why do so many people speak English?
Suggested answers:
1. About 1500 million people speak English as their first, second or foreign language.
2. The reasons why so many people speak English:
1)English is one of the official languages of the Olympic Games and the United Nations.
2)English dominates international websites and provides nearly all of the new computer terminology.
3)Tourism and trade from Western Europe and North America has contributed to the spread of English.
4)Satellite TV, radio programs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
→Step 3 Read ing
1. Skimming
Ask the students to read quickly to get the main idea of the text. (Let them find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. )
Paragraphs Main ideas
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Suggested answer:
Paragraphs Main ideas
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 All languages change when cultures communicate with one another.
Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
1)Go through Comprehending Exercise 1 and make sure the students know what to do. Let them read the whole passage carefully to locate particular information decide whether the statements are true or false and give the reasons.
2)Choose the best answer and see whether you’ve really understood the text.
(1)The passage mainly tells us______________.
A. why English is more and more widely used in the world today
B. a very brief history of the English language
C. the difference between British English and American English
D. the different kinds of the English language in the world
(2)“English became closer to the language you are learning now. ” Here the word “close” means______________.
A. very alike
B. short
C. near
D. careful
(3)From this passage we can infer that the English language was once influenced by______________.
A. the Chinese language
B. South Africa
C. South Asia
D. both German and French
(4)From this passage we can see that______________.
A. the author is quite sure that Chinese English will become one of the world Englishes
B. the author has no idea whether or not Chinese English will become one of the world Englishes
C. the author thinks that government and education play an important role in English learning
D. the author feels every satisfied to see more and more Chinese people are learning English
Suggested answers:(1)B(2)A(3)D(4)B
3. Language problems
While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as culture, identity, etc.
4. Reading aloud
Play the tape of the passage for the students to listen to and follow. Play the tape of part of the passage once more; this time the students listen and repeat.
5. Following up
Work in groups. Discuss the following two questions and then ask two groups to report their answers to the class.
1)Do you think it matters what kind of English you learn? Why?
Possible answer:
I don’t think so. The reasons are as follows:First, native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently. Second, it is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world. Third, different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.
(Any persuasive and supporting reason the students give can be accepted. )
2)Why do you think people all over the world want to learn English?
Possible answer:
Here are 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 accents 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 4 Workbook
Do Exercises 1 and 2 in Using words and expressions on Page 49.
→Step 5 Discussion
Get the students in groups to discuss how their generation could influence English.
→St ep 6 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again. Try to retell it.
设计方案（二）
→Step 1 Lead-in and Warm Up
To arouse the students’ interest and lead in the topic, the teacher can organize some activi ties
or ask students some questions, such as “How many countries use English as their native language? ”, “Are there any differences between British English and American English? ”, and so on.
→Step 2 Pre-reading
Get the students first to discuss the two questions with their partners and then answer them.
→Step 3 Reading
1. Skimming
Ask the students to read quickly to get the main idea of the text.
2. Scanning
Let them read the whole passage carefully to locate particular information. Do Comprehending Exercise 1(on Page 10).
3. Language problems
While checking the answers with the whole class, deal with any language problems.
4. Reading aloud
Play the tape of the passage for the students to listen to and follow.
5. Following up
Work in groups. Discuss the two questions in Comprehending Exercise 3 and then ask two groups to report their answers to the class.
→Step 4 Workbook
Do Exercises 1 and 2 in Using words and expressions on Page 49.
→Step 5 Discussion
Get the students in groups to discuss how their generation could influence English.
→Step 6 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again. Try to retell it.
板书设计
Unit 2English around the world
THE ROAD TO MODERN ENGLISH
Paragraphs Main ideas
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 All languages change when cultures communicate with one another.
Paragraph 4 English is spoken as a foreign language or second language in Africa and Asia.
活动与探究
Surf the Internet and try to find more about the differences between British English and American English.
人教版高一英语必修一语法归纳 以下是小编整理的高一必修一英语人教版语法归纳希望可以帮助大家，把语法进行归纳。 Unit 1 1. 词组: add up 合计 add up to 总计达 add… to…把。。加到。。。里 add to 增加增添扩建 2. calm… down 平静下来 3. have got to 不得不，必须 4. be concerned about / for 关心 5. walk the dog 遛狗 cheat … of 欺骗。。 6. go through 穿过完成用完通过仔细检查 go ahead 同意某人的请求go by 流逝 7. set down 记下 set up 建立 set off 出发引爆 set out to do=set about doing 着手做某事 8. a series of 一系列 9. on purpose 故意地 by accident= chance 偶然地 10. in order to= so as to 为了目的是in order that = so that 11. at dusk 在黄昏 at dawn 在黎明 at midnight 在午夜 at noon 在中午 12. face to face 面对面 13. no longer= not … any longer 不再 14. settle down 安顿下来 suffer from 遭受,患病 15. recover from 恢复 ,痊愈 16. get/ be tired of 对…感到厌烦 17. make a list of 列清单 18. pack… up 装箱打包 19. get along/ on with与…相处,/ 进展 20. fall in love 爱上
Module 1 Grammar I. be going to 的用法 be going to结构表示按计划、打算去做某事，表示人的主管意图，有时还可表示预测有迹象要发生某事。如： . How long is your aunt going to stay in China for a visit? (计划、打算) . Look at the clouds. It’s going to rain. (有迹象要发生) . George is putting on weight. He is going to be quite fat. (预测) II. be going to与will的区别 . will表示说话人认为、相信要发生的事, 不含具体时间, 可以指遥远的将来; be going to 表示按计划、打算即将发生的事。 . 二者都可以表示“意图”。但是表示事先考虑的事情用be going to, 否则用will。如: I am not going to / won’t tell him about it. --This is a very heavy box. --I’ll help you to carry it. . be going to 可以用在条件句中表示将来, will则不行。如: If you are going to attend the party, you’d better leave now. Module 2 Grammar 不定式作状语 不定式作目的状语 He broke into the house to steal something. Many drug addicts are now in treatment centers to stop taking drugs. He’s saving up to buy a new car. He uses a computer to send emails. 2)有时候在不定式前面加上in order to或 so as to, 否定式为 in order not to 和so as not to: Let’s hurry so as to go to school in time. Let’s hurry so as not to be late for school. She studied very hard in order to catch up with others. She studied very hard in order not to lag behind. 3) 不定式表示目的时,通常它的逻辑主语就是句子的主语,但如果不是的话,就要用for…结构表示逻辑主语,如：
Unit 2 English around the world 一、单词识记命令 1.________________ n.& vt. 2. ________________ adv. really 请求,要求 3._________________ n.& vt. 承认,辨认出 4._________________ vt. 闪电 5._________________ n. 地的/本国 6._______________ adj. 直的 7._______________ adj. 直接adv. 后者的,较后的 8._______________ adj. 毒气;气体;汽油 9._______________ n. 阻塞vt.街区 10.________________ n. 11. identity n. __________________ 12. eastern adj.__________________ 13. official adj.___________________ 14. voyage n. _____________________ 15. gradual adj. _____________________ 16. vocabulary n. _____________________ 17. elevator n. _____________________ 18. apartment n. _____________________ 19. expression n. _____________________ 20. accent n. _____________________ 二、词汇拓展基地;基部n.为根据……以1. base vt. ;基础的___________adj. 主要地;实际上;基本上___________adv.根本的基准;要
北师大版高一英语语法（必修一-必修四） 必修一 一、一般现在时和现在进行时 1，一般现在时e:反复进行的，经常性的动作（惯例或习惯） Eg, He watches soap operas. 及状态I live in Beijing. 一般现在时常和下列时间状语连用：always, usually, from, time to time, twice a week, rarely,seldom, once a month, never. 2,现在进行时：说话时正在进行的动作（现在，此刻） 一定时间段内经常进行的动作 和现在进行时连用的时间状语有just, now, at the moment, at present. 二、一般将来时：将来的安排和打算 1、be going to表示打算要做的事情。 2、现在进行时表示已经确定或安排好事情。 Eg,I’m getting married in June. 3、一般现在是表示不可改变的官方活动或时间表 The summer term begins on the 15thofFebruary. 三、一般过去时和过去进行时 1,一般过去时：表示过去完成的动作或过去的情境和习惯。 Eg: She climb the stairs and went to her room.
用一般过去时要在规则动词词尾加-ed，或用不规则动词的过去式，一般过去式的疑问句和否定句用did和didn’t加动词原形。 2、过去进行时：过去某段时间正在进行的动作形成某些事件发生的情境动作。 Eg, It was raining during the whole match. 当过去进行时和一般过去时出现在同一个句子中时，过去进行时描述故事发生的背景，儿一般过去时则报道该事件。 Eg，We driving along a country lane when, suddenly a car drove past us. Form:过去进行时的结构是：主语+was /were +动词-ing形式。 Eg，The driver was sitting behind the wheel. 四、现在完成时和一般过去式，现在完成时表示发生在过去的事情对现在依然有明显的影响发生在过去的动作但是不知道动作发生的时间或对动作发生的确切时间不感兴趣。 现在完成时经常和下列时间状语连用： Before, ever, never, already, and , yet.already用于肯定句，yet用于疑问句和否定句。 Venus and Serena have played each other before.(重要的事他们过去进行了比赛，但是何时比赛并不重要—现在完成时) Venus and Serena have played each other in June 1999.(我们知道此事发生的确切时间—一般过去时) 五、被动语态 在下列情况下使用被动语态： 1、不知道耶不需要知道谁做的这件事。
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
人教版高一英语必修一Unit2知识梳 理、重点词汇解析及单元自测课文回忆 2.说明文阅读技巧：找全文或每段的the main point（中心话题） Paragraph1: The spread of English language in the world Paragraph2:Native speaker can understand each other but they may not be able to understand everything Paragraph3:All languages change when cultures communicate with one another Paragraph4:English is spoken as a foreign language or second language in Africa and Asia 3.短语归纳 1. 不只有一种英语more than one kind of English 2. 在一些重要方面in some important ways 3. 彼此不同be different from one another 4. 与现代英语不同be different from modern / present day English 5. 世界英语world Englishes 6. 起着的重要作用play an important role / part 7. 起着越来越重要的作用play a more and more /an increasingly important part / role 8. 因为它特殊的作用because of its special role 9. 国际语言an international language 10. 在16世纪末at the end of the 16th century 11. 在17世纪初at the beginning of the 17th century 12. 在20世纪前期in the early 20 th century 13. 比以往任何时候都than ever before 14. 即使even if / even though 15. 以德语为基础be based on German 16. 使用更大的词汇量make use of a wider vocabulary 17. 它自己的特色its own identity 18. 众多讲英语的人 a very large number of English speakers 19. 学英语的人数the number of people learning English 20. 迅速增长 increase rapidly 21. 标准英语 standard English 22. 信不信由你believe it or not 23. 讲最好的英语speak excellent English 24. 相邻的城镇neighboring towns 25. 从一个地方搬到另一个地方move from one place to another 26. 充分利用不同的方言make full use of different dialects 27. 目前的形势present situation 28. 国际组织an international organization 29. 词汇与惯用法vocabulary and usage 30. 辨认出他的口音recognize his accent 31. 中西部地区的方言midwestern dialect(s)
必修一英语知识点总结 Unit 1 1.add up 合计 add up to 加起来是… add to 增加，促进 add…to…把…加到…上 add that 补充说 2.upset ①adj.心烦意乱的；不安的；不适的②vt.使不安；使心烦 作为动词时，过去式、过去分词皆为upset，现在分词为upsetting 3.ignore vt 不理睬，忽视 1）ignorance n.无知 be in ignorance of 对…无知 out of ignorance 出于无知 2）ignorant adj. 无知的 be ignorant of 对…不了解 4. concern ① vt. 使担忧；涉及② n. 担心；关注/系 the concerned people 担忧的人 the people concerned 牵连到的人们 1) be concerned about/for 关心 2) be concerned with/in 牵涉到 3）as/so far as…be concerned 关于；至于；就…而言 5.set down 记下；放下；登记 1）set about doing 着手做某事2）set of 动身；出发；引爆3) set up 竖起；开设 4）set/put forward 提出；促进5）set out to do 出发；着手做6）set…aside 搁置 7）set down to doing 着手做 6.on purpose 故意；=by design for the purpose of 目的是 =with the purpose of 反义词：by accident/chance 7. in order to In order to 为了（位于句首/句中 so as to 只位于句中 in order that 位于句首或居中 so that 引导结果状语从句，需加情态动词may, might, could, can 等 8. power n.能力，力量，权力 1) be in power 执政；掌权=come to power = take power 2)have the power to do 有…的能力3）beyond/out of one’s power v某人力所不能及的 power 指职权/权力或做某事所依靠的能力 energy指人的精力，自然界能量 strength 指力量，力气 force 指自然界力量，暴力，军队力量，压制力 9.settle vt.使定居 vi.定居 settle down 安定；习惯于某种生活；认真做某事 settle down to doing sth.=get down to sth 着手认真做某事 settle in/into 安顿下来，适应…… settlement n. 解决；定居 settler n.殖民者 10.recover recover from 从……中恢复过来 recover sth. 获得某物 recover oneself镇定下来
人教版高中英语必修二 知识点梳理 ）巩固练习 重点题型（ 常考知识点 限制性定语从句和非限制性定语从句 概念引入： He is a person who never gives up.他是个永远不服输的人。 I found him in the woods,where has a well-known tree. (我是在树林里找到他的，那里有一棵很有名的树。) Our guide,(who was a Frenchman,)was an excellent cook. 我们的导游是个很优秀的厨师，他是个法国人 She was not on the train which arrived just now。 她没在刚刚到达的那辆车上 语法点拨 什么是定语从句？ 修饰主语、宾语、表语的句子就叫做定语从句。引导定语从句的关系词有： 关系代词：who,whom,whose,which,that 关系副词：when,where,why 我们把下面两个句子组合成一个复合句： 1.This is our school.It is beautiful. →This is our school which is beautiful. 2.This is our school.W e study in our school. →This is our school which we study in. →This is our school in which we study. →This is our school where we study. 3.Do you know the r oom?It is made of amber. →Do you know the room which is made of amber? 4.I have read the newspaper.It carries the important news. →I have r ead the newsp aper which carries the important news. 从上述定语从句的组合我们可以看出： 先行词和关系词的关系：关系代词实际上是先行词的复指；关系词whose实际上是先行词的所有格。 1.A plane is a machine t hat can fly. the machine=that 2.The boy who brok e the window is called Wangkai. the boy=who 3.The boy whose p arents are working outside was b r oug ht up by his grandfather. the boy’s=whose 【高一英语语法（二）定语从句（二）356521限制性定语从句和非限制性定语从句】
Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到
人教版必修一各单元知识点总结 Unit One Friendship 一、重点短语 1.go through 经历，经受get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上9. join in 参加（某个活动）；take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来11. suffer from 遭受12. be/get tired of…对…感到厌倦 13. be concerned about 关心14. get on/along well with 与…相处融洽15. be good at/do well in 擅长于…16. find it + adj. to do sth. 发现做某事是…17. no longer / not …any longer 不再…18. too much 太多（后接不可数n.）much too 太…(后接adj.)19. not…until 直到…才20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为…make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。 间接引语：用自己的话转述别人的话。间接引语在多数情况下可构成宾语从句且不要加引号。 例：Mr. Black said, “ I’m busy.” Mr. Black said that he was busy. 变化规则 （一）陈述句的变化规则 直接引语如果是陈述句，变为间接引语时，用连词that（可省略）引导，从句中的人称、时态、指示代词、时间状语、地点状语都要发生相应的变化。 人称的变化——人称的变化主要是要理解句子的意思 例：1. He said, “ I like it very much.”→He said that he liked it very much. 2. He said to me, “I’v left my book in your room.” →He told me that he had left his book in my room. 时态的变化
必修二Unit1 限定性和非限定性定语从句 用所给词的适当形式填空： 1.Tom won the first prize, _______ everybody knows. 2.Yesterday I met Ling Ping, _______ seemed to be very busy. 3.Our teacher, ________ wife is a nurse, is very strict with us. 4._______ is known to us all, Taiwan is part of China. 5.He lost my bike, ______ made me unhappy. 6.I don’t know the reason ______ he was late for the class. 7.The house ______ I lived ten years ago has been pulled down. 8.The reason, ______ he looks unhappy today, is unknown to us. 9.He left his hometown in 1992, _____ he was only 12 years old. 10.Is this factory the one _______ a lot of students visited yesterday? 11.W atch out! Don’t get close to the building _____ walls are being painted. 12.T he famous actor became successful, _______ began to appear on the stage to make a living at the age of 8. 13.I s this the magazine _______ she often writes articles? ---- Yes, it is. 14.U ntil now, we have raised 50,000 pounds for the poor children, _______ is quite unexpected. 15.H e was educated at a famous university, after _______ he went abroad and settled there. 16.______is known to us all, April 14, 2010 was the day _____ Yushu earthquake happened. 17.S oon children in the camp had many friends, _______ they shared food, stories and projects. 高考真题: 1.（2017北京）The little problems ______ we meet in our daily lives may be
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
高中英语必修一语法汇总 高一二部英语组 一时态 1. 一般现在时（时态） 用法 1）用于表示主语现在的性格特征，说话时的感觉，状态等。 I like swimming in summer. 2) 表示反复发生动作或存在的状态。 He usually goes to work by bus. 3) 表示客观事实或普遍真理。 The earth goes around the sun. 4) 时间、条件、让步状语从句中。 If it is sunny, we will go camping tomorrow. 5) 表按规定，计划等预计要发生的未来动作。 The next bus comes at 10 am. 2. 现在进行时（时态） 用法 1）说话瞬间正在进行的动作。 Someone is waiting for you outside. 2）现阶段正在进行的动作。 He’s writing a novel these days. 3）表不满，愤怒，赞赏等情感。 She’s always finding fault with others. 4）表委婉语气。 I’m hoping to hear from you soon. 5）表将要发生动作。 The train is coming. 3. 将来的安排和打算（不是时态，是表达将来的含义） 有三种表达方式 1）be going to 依据现在观察到的迹象，预测将来会发生的事。 It is going to rain. 表达想要做某事的企图。 I’m never going to buy a mobile phone. 2）现在进行时表已经确定或安排好的将来事件（即现在进行时中第5条）The train is coming. 3）一般现在时表未来的官方事件或不可改变的时间表（即一般现在时中第5条）The next bus comes at 10 am. 4. 一般过去时（时态） 用法
教学过程 一、课堂导入 QUESTION1： Do you know the past participle form of the following words? 1、build 2、break 3、Bring 4、Buy 5、Choose 6、Come 7、Drink 8、Drive 9、Forbid 10、Give 11、Hold 12、Learn 13、Make 14、Read 15、Smell 16、Teach QUESTION2: What can you find? 1．Your children will be taken good care of by us when you are out. 2．Many new cars will be made in this factory next year. 3．His house will be painted next week. 4．The meeting will be held next month.
5．He will not be punished for it. 6．Those books will be published next month. [自我总结] 以上句子都用了________时，且谓语动词与其主语之间皆为_______关系。 二、复习预习 1、语态分为几种？分别是什么？ 答：两种。主动语态以及被动语态。主动语态表示主语是动作的_______。被动语态表示主语是动作的_______。 2、被动语态使用条件有哪些？ 不知道或没有必要说明动作的执行者是谁。 强调动作的承受者, 而不强调动作的执行者。 3、都学过哪些形式的被动语态？是什么？ 答：一般时态：am/is/are +过去分词 过去时态：was/were +过去分词 练习：1、The Chinese food _____ （consider）to be the healthiest in the world. 2、John ___ （punish）, for he went swimming yesterday without permission. 三、知识讲解 Step1、 1. He will give a talk soon . A talk ________________ (by him) soon. 2.They will have a show tomorrow. A show _______________(by them) tomorrow. 3.They will invite us to the party next week. We ____________________ to the party next week. 总结：一般将来时被动语态的结构为：will/shall + be +动词的过去分词
高二英语必修二语法知识点归纳 【一】 Worried about the journey, I was unsettled for the first few days. Well-known for their expertise, his parents’ company ….. Confused by the new surroundings, I was hit by the lack of fresh air. Exhausted, I slid into the bed and fell fast asleep. 过去分词作状语：过去分词作状语时，说明动作发生的背景或情况，其等同于一个状语从句。vt 过去分词作状语时与主句主语构成被动关系，表示被动和完成，vi 过去分词表示状态或动作的完成。 Heated , water changes into steam . The professor came in, followed by a group of young people . 1 作原因状语，等于as / since / because 引导从句 Moved by what she sai d ,we couldn’t help crying . = ( As we are moved by what she said … 2 作时间状语，等于when 引导时间从句，如果分词表示的动作与谓语的动作同时发生，可在分词前加when/ while / until 等使时间意义更明确。 When heated , water can be changed into steam . Seen from the hill ,the park looks very beautiful .= ( When t he park is seen from the hill…
人教版高中英语必修一Unit 2 reading教学设计 张弦 第一．教材 本节课教材选取的是必修一第二单元阅读部分。 第二．教学目标 1.语言目标 ●通过对单词的预习及听录音，能够熟读文章中出现的新单词。 ●能够在讨论活动中用简单的英语发表自己的看法。 ●掌握阅读基本技巧并予以运用。 2.情感目标 ●让学生认识到英语的重要性，激发学习热情。 ●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。 ●通过小组讨论培养团队合作意识。 第三．教学重点及难点 ●提高学生的阅读技巧——scanning 和 skimming。由于学生刚从初中进 入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。这既是本节课的重点又是难点。 ●能读懂文章，了解文章的基本大意及各段落大意。学会快速找到每段的 中心句。 ●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。 第四，教学过程 Step1. Lead-in （6 minutes） 课前放首英文歌（when you believe），为接下来的讨论提供信息。问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。两分钟讨论后，让学生给出答案，幻灯片如下展示：
然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English. Step 2: Pre-reading （3 minutes） 用三张幻灯片预习本文中的生单词及短语，为阅读扫清障碍。（对于许多没有做预习的学生来说，这一步是非常有必要的。）预习词汇如下：Voyage apartment actually base gradually Danish Vocabulary spelling identity fluent Singapore Malaysia because of come up at present make use of such as Step 3: Reading Task 1: listening—获得文章大意 (6 minutes) 听前给出一道文章主旨题。（此题设计为选择题以降低难度） The passage mainly tells us__ B __ A. Why English is more and more widely used in the world today. B. A very brief history of the English language. C.The difference between British English and American English. D. Different kinds of English language Task 2: scanning（寻读）—寻找细节 (10 minutes) 让学生带着四个问题进行限时阅读5分钟，读前学会寻读的技巧。（四题皆为选择题，由易道难。学生可将寻读技巧运用于实践，此过程中，教师也不能袖手旁观，应给学生必要的指导和帮助，发展学生自主学习能力成为学习主体。）Tip： What are the key words ? 名词、动词、形容词、副词等