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Unit 2 English around the worldThe road to modern EnglishAt the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language than ever before.Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:British Betty: Would you like to see my flat?American Amy: Yes. I’d like to come up to your apartment.So why has English changed over time? Actually, all languages change and develop when cultures meet and communicate with each other. At first, the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to be spoken in both countries.Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The America Dictionary of the English Language. The latter gave a separate identity to American English spelling.English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.STANDARD ENGLISH AND DIALECTSWhat is standard English? Is it spoken in Britain, the US, Canada, Australia, India and New Zealand? Believe it or not, there is no such thing as standard English. This is because in the early days of radio, those who reported the news were expected to speak excellent English. However, on TV and the radio you will hear differences in the way people speak.When people use words and expressions different from “standard language”, it is called a dialect. American English has many dialects, especially the midwestern, southern, African American and Spanish dialects. Even in some parts of the USA, two people from neighboring towns speak a little differently. American English has so many dialects because people have come from all over the world.Geography also plays a part in making dialects. Some people who live in the mountains of the eastern USA speak with an older kind of English dialect. When Americans moved from one place to another, they took their dialects with them. So people from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA. The USA is a large country in which many different dialects are spoken. Although many Americans move a lot, they still recognize and understand each other’s dialects.。
高一英语必修一Unit 2课文翻译Unit 2 English around the worldReadingTHE ROAD TO MODERN ENGLISH通向现代英语之路At the end of the 16th century, about five to seven million peoplespoke English. 16世纪末期大约有5百万到7百万人说英语. Nearly allof them lived in England.几乎所有这些人都生活在英国。
Later in thenext century, people from England made voyages to conquer other partsof the world and because of that, English began to be spoken in manyother countries.后来，在17世纪英国人开始航海征服了世界其它地区。
于是，许多别的国家开始说英语了。
Today, more people speak Englishas their first, second or foreign language than ever before.如今说英语的人比以往任何时候都多，他们有的是作为第一语言来说，有的是作为第二语言或外语。
Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相交流。
请看以下例子：British Betty: Would you like to see my flat?英国人贝蒂：“请到我的公寓(flat)里来看看，好吗?”American Amy: Yes, I’d like to come up to your apartment.美国人艾米：“好的。
人教版高一英语必修一《Unit 2 English around the world》评课稿1. 前言•学科名称：英语•教材版本：人教版高一英语必修一•单元名称：Unit 2 English around the world 本篇评课稿旨在对人教版高一英语必修一《Unit 2 English around the world》进行评析，探讨教材的设计与内容，并提供一些教学建议和反馈。
2. 教材概述《Unit 2 English around the world》是高一英语必修一教材中的一个单元，主要目的是帮助学生了解英语在世界范围内的重要性和多样性。
本单元分为四个部分，分别展示了英语在不同国家和地区的应用和特点。
2.1 第一部分：Listening第一部分主要通过听力练习让学生对英语的应用和变体有初步了解。
•学习目标：通过听力训练，学生能够听懂不同地区的英语口音，提高听力理解能力。
•内容概述：学生将听到来自英国、美国、印度等地不同母语人士的英语发音，通过听力练习，学会区分不同英语口音特点。
•教学评价：本部分设置了多样的听力材料，并提供了配套的听力练习，通过多次反复练习，能够帮助学生更好地理解不同的英语口音，从而提高听力水平。
•建议与反馈：为了进一步提高学生的听力理解能力，可以增加一些真实英语对话的听力材料，并提供更多的听力练习题，引导学生进行听力训练。
2.2 第二部分：Speaking第二部分通过讲话和对话的练习，提高学生的口语表达能力以及交际能力。
•学习目标：通过课堂练习，学生能够模仿并正确运用英语口音和语调，并能够进行简单的英语对话和交流。
•内容概述：学生将练习模仿英美人士的英语发音，进行有关英语使用的对话练习，如问路、订购食物等场景。
•教学评价：本部分通过组织学生进行角色扮演和小组对话的方式，有效地锻炼了学生的口语表达能力，激发了学生的兴趣和参与度。
•建议与反馈：为了提高学生的口语表达水平，可以增加一些生活化实用的对话练习，如购物、旅行等场景，让学生更好地应用所学知识。
高中英语必修1（Unit2Englisharoundtheworldthe5thperiod）精品教案TheFifthPeriod●从容说课Thisisthefifthperiodofthisunit.Inthispart，twoitemswillbedealtwith，thatis，thewordsleftinthevocabulary，thereadingintheworkbook.Thefirstitem，learningnewwordsleftinthevocabularyistoremovethebarrierinthefollowingstudy.Andhowtoletstudentslearnthewords withinterestisadifficultissue.Ithinkitisbettertogivestudentsthechancetolearnnewwordsbythemselves.Letstudentsloo kupwordsinthedictionaryand thencomm unicatewithothersinclass，whichcaninspirestudents.Andthenletthemmakeupsomesentences.Theseconditemisanotherpassageonthesubject “English”.ItgivesstudentsmuchmoreinformationonEnglish.Todealwiththispassage，7stepsaredesigned：（1）predictwhatwillbetalked（2）listentofindoutanswers（3）answerquestions（4）scanningtofillinatable（5）summary （6）discussion（7）homework●三维目标1.Knowledge：Learningtherestwordsinthevocabulary.2.Ability：Theunderstandingofthereadingpassage.3.Emotion：Guidestudentshowtoremembermorewordsassoonaspossible.●教学重点Theunderstandin gofthereadingpassage.●教学难点（1）Howtoletstudentsmasterwords.（2）Howtoletstudentsunderstandthepassagewell.●教具准备cassetterecorder；cardswithwordsonthe m●教学过程Step1GreetingsGreetthewholeclassasusual.Step2NewwordsandvocabularyT：Yesterday，Iaskedyoutolookupthewordsleftinthevocabularyinthedictionary.Haveyoubeenpreparedforit？Now，let’shaveagame.Let’sdividethewholeclassinto2groups.Eithergroupchoosesonestudentasarepresentative.I’llshowther epresentativeawordoraphrase，sheorheshouldexplainitinEnglish.Ifthegroup’smemberscanguessit，yourgroupwillwin10points.Eithergrouphas5chances.Let’sgo!Possibleexplanation：mand：（1）v.totellsb.todosth.（2）anorder2.standard：generallyusedoracceptedasnormal3.playapartin：playarolein4.dialect：awayofspeakingthatisusedonlyinaparticulararea5.request：（1）v.toasksb.todo（2）n.anactofaskingforsth.inapoliteorformalway6.polite：theoppositeofrude7.retell：totellastoryagainorinadifferentform8.accent：awayofsayingwordsthatshowswhatcountry，esfrom9.recognize：toknowwhothepersonis10.eastern：inorfromtheeast ofacountryorplaceT：Welldone!Nowlet’sdealwiththesomeofthewordsandphrasesindeal.mandv.命令，指挥commandsb.todo；commandsth.；博得，应得commandthat-clausee.g.Hecommandedhismantoretreat.ThetroopswerecommandedbyGerneralHaig.Thekingcommandedthatshe（should）beexecuted.（建议，命令，要求一类词后从句中用虚拟语气，此类动词有suggest，advise，order，request，require，command，demand...）Hecommanded thebuilding（should）betorndown.n.命令［C］；指挥，控制［U］e.g.Areyourefusingtoobeymycommands？Youmustobeyhiscommandthatthebuilding（should）betorndown.Takecommandof；beincommand；underone’scommand；underthecommandofsb.e.g.Shetookcommandofthisclassaftertheformermanagerleft.Shefeltincommandofherlife.ThebattleshipisunderthecommandofCaptainBlake.2.requestv.requeststh.（fromsb.）；requestsb.todo；requestthat-clausee.g.Youcanrequestafreecopyoftheleaflet（宣传单）.Youarerequestednottosmokeintherestaurant.Sherequestedthatnoone（should）betoldofherdecision untilthenextmeeting.n.request（forsth.）；request（that）e.g.Requestsforvisaswillbedealtwithwithin48hours.Herrequestthatmoresweetsbeservedwasrefused.3.recognize辨认出；意识到；承认recognizesb./sth.（by/fromsth.）通过……认出……；recognizesth.（assth.）；把……认作是……recognizethat意识到；承认e.g.Irecognizedthehousefromyourdescription.Drugswerenotrecognizedasaproblemthen.Nobodyrecognizedhowurgentthesituationwas.Werecognizedthatthetaskwasnoteasy.4.standardn.规格，标准［C&U］raise/improve/lowerstandard提高/降低标准set（sb.）astandard给某人定一个标准e.g.Hesethimselfsuchahighstandardthatheoftendisappointshimself.ofhigh/lowstandard具高/低标准的standards行为标准，道德标准amanofhighstandards一个道德高尚的人Step3ReadingT：WehavelearntEnglishformanyyears.Theninyouropinion，whatisaveryimportanthelptoyourEnglishstudy？S：teachers，books，tapes...T：Anythingelse？IsthereanythingthatyoucanturntoforhelpwhenyouareconfusedwhilelearningEnglish？S：Ithinkadictionaryisagreathelp.T：Yeah.Whenwemeetacrossnewwordsweoftenlookthemupinadictionary.Whatisthemostwidely-useddictionaryinChin ese？S：XinhuaDictionary.T：ThenwhichonedoyouthinkisusedwidelyinEnglish？S：I’msorryIhavenoidea.T：It’s LongmanDictionary andthe OxfordEnglishDictionary.Today，we’llreadapassageonthe OxfordEnglishDictionary.Nowaccordingtothetitle，whatdoyouthinkwillbementionedinthepassage？S：Ithinkthewriter，thetimewhenwasitwritten，whyitwaswritten，howitwaswritten，thefeatureofthedictionarywillbementioned.T：Now，let’slistentoittoseewhetheryouranswerisrigh t.（afterlistening）T：Doyouthinkthatyouranswerisright？S：Ithinkthatitdoesn’tmentionthefeatureofthedictionary.T：Yes.Nowlet’sreaditaloudtoanswerthesequestionsthen.①Whywasitwritten？②Whendiditstarttobewritten？③Whoisthewriter？④Howitwaswritten？S：①Toencourageeverybodytospellthesame.②Theideawasraisedin1857.And22yearsl ater，itbegantobewritten.③Threemenworkedtogetheronthedictionary：SamuelJohnson，NoahWebster，andJamesMurray.④Ittookthethreemennearlyalloftheirlivestotrytocollectwords.T：Goodjob!Thenwhofirstbegantoworkonthedictionary？S：Murray.T：Yes.Nowlet’sreadthelastparagraph.AndthenfinishthetableaboutnotesonJamesMurray’slifewithyourpartners.（checktogether）Step4Consolidation/discussionT：Afterreadingit，canyousaysomethingaboutMurray？Let’sdoachainreaction.EachstudentjustsaysonesentenceaboutMurray.T：Doyouthinkitworthsothesepeople’sspendingsomuchtimeon？Why？Nowdiscusswithyourpartnerandlistsomereasons.（discussforabout3minutes）Now，it’sshowtime.S：Wethinkthatitworththeirjob.Iftherewerenodictionaries，peoplewouldhavenoruletoguidethemwhileusingthelanguage，whichwillleadtoamessinEnglishbecausedifferentpeople wouldusedifferentlawstouseit.Thentherewillbemoredifficul tyinunderstandingoneanother.Withthedictionary，peoplehaveasetruletojudgewhethertheirwayofusingthelanguageisright.Step5SummaryandhomeworkToday，wehavelearnedthewordsleftinthevocabularyandwe’vegotsomeinformationonthelargeEnglishdictionary.Afterclass，pleasereadthewordsagainandagaintorecitethemandtrytousethemtomakeupsentences.●板书设计Unit2EnglisharoundtheworldTheFifthPeriodWordsmand2.request3.recognize4.standardUnderstandingofthepassageGuessingQuestions●活动与探究ThisresearchistodoresearchontheconceptoftheOxfordDictionaryandsomeotherkindsofdictionaryinEnglishspok encountries.SostudentsshouldworkingroupstostudytheitemsoftheOxfordDictionaryandfindoutthenamesofothertypenames Themostpopularone ThereasonAbout theOxfordEnglishDictionaryThe OxfordEnglishDictionary istheacceptedauthorityontheevolutionoftheEnglishlanguageoverthelastmillenniu m.Itisanunsurpassedguidetothemeaning，history，andpronunciationofoverhalfamillionwords，bothpresentandpast.Ittracestheusageofwordsthrough2.5millionquotationsfromawiderangeofinternationalEnglishlan guagesources，fromclassicliteratureandspecialistperiodicalstofilmscriptsandcookerybooks.The OED coverswordsfromacrosstheEnglish-speakingworld，fromNorthAmericatoSouthAfrica，fromAustraliaandNewZealandtotheCaribbean.Italsooffersthebestinetymologicalanalysisandinlistingofvariantspelli ngs，anditshowspronunciationusingtheInternationalPhoneticAlphabet.Asthe OED isahistoricaldictionary，itsentrystructureisverydifferentfromthatofadictionaryofcurrentEnglish，inwhichonlypresent-daysensesarecovered，andinwhichthemostcommonmeaningsorsensesaredescribedfirst.Foreachwordinthe OED，thevariousgroupingsofsensesaredealtwithinch ronologicalorderaccordingtothequotationevidence，i.e.thesenseswiththeearliestquotationsappearfirst，andthesenseswhichhavedev elopedmorerecentlyappearfurtherdowntheentry.Inacomplexentrywithmanystrands，thedevelopmentovertimecanbeseeninastructurewithseveral“branches”.TheSecondEditionofthe OED iscurrentlyavailableasa20-volumeprint edition，onCD-ROM，andnowalsoonline.Updatedquarterlywithatleast1000newandrevisedentries，OED Onlineoffersunparalleledaccesstothegreatestcontinuingworkofscholarshipthatthiscenturyhasproduced’（Newsweek）.Tofindoutmoreaboutthe OED Online，whynotfollowourfree tour？“Aboutthe OxfordEnglishDictionary”invitesyoutoexploretheintriguingbackgroundanddistinctivecharacterofthe OED.Here，youwillfindin-deptharticlesaboutthehistoryofthe OED，aninsidelookattheprogrammesusedtoenlargeandupdatethe OED entries，little-knownfactsaboutitscontent，andmuchmore.。
The Sixth Period●从容说课This is the 6th period of this unit in which two gargets are set.One is to deal with the speaking part and the second one is writing.This part of speaking refers to 2 items.One is Am.English and Br.English.The other one is the sentence patterns that express orders and request.First，students will be advised to do reading in roles to find out the Am.English and Br.English and then find out the sentence pattern and then reverse them into Direct Speech or Indirect Speech.Writing is a difficult item for students.This part mainly teaches students a skill called brainstorming.I’ll let students to do some brainstorming exercise to train them.After they have mastered this skill，I’ll have students write a plete passage.●三维目标1.Knowledge：Practice speaking.2.Ability：Train writing skills.3.Emotion：Get a further understanding of the importance of learning English.●教学重点Show brainstorming and write a passage.●教学难点How to improve students’writing skill.●教具准备slides●教学过程Step 1 Greetings and revisionT：（Greet the whole class as usual）Yesterday，we learnt some new words and phrases.Would you tell me your sentences that you made up using these new words？Step 2 Lead-inExcellent.In this unit “English around the World”，we learnt some knowledge of English.We’ve known that English is different even in some English-speaking countries.It’s called world English.And we’ve learnt some sentence structures which express orders and requests and the reversal of Indirect Speech and Direct Speech of these patterns.This class，we’ll use these things in practice.Step 3 SpeakingT：So now let’s see the speaking part on P15.Go through the instructions first.（after 1 minute）So it is a dialogue between Americans and Britain.So you think that they will have much difficulty in understanding each other？S：No.Though there’re some differences between Am.English and Br.English，they can understan d each other.T：Yes.Let’s do reading in roles.Boys play as Amy and girls act as the lady.Pay attention topronunciation and intonation.（students read it）T：Excellent!Have you found the different words that they use which mean the same？S：Amy uses subway and blocks while the lady use underground and streets instead.T：Well done!Then cou ld you find out the requests and mands in direct speech in this dialogue？S：Request：Could you please tell me where the nearest subway is？mand：Go round the corner on your left-hand side，straight on and cross 2 streets.T：Could you change them into indirect speech？S：Amy asked the lady to tell her where the nearest subway was.The lady told Amy to go round the corner on her left-hand side，straight on and cross 2 streets.Step 4 WritingT：Now let’s get down to another target of this class wr iting.This is an item most students are afraid of，because when they get a subject or topic，they don’t know what to write about.Today we’ll learn to use a way，that is，brainstorming.First go through the instructions and the example by yourselves.T：Are you sure how to do brainstorming？Now let’s first practise it on an easy topic—pollution.S：T：Good job.Now let’s turn to a more difficult topic “How can lea rning English help China in the future？First，let’s still do brainstorming.S：T：Well done!Now let’s use this skill to help ourselves write a passage.Please turn to Page 53 on the workbook.Now you should write an article on the topic “My Experience of Learning English”.First list the answers you think of to fill in the blanks.And then choose some useful information to write the article according to the settled structure.Step 5 SummaryThis class we de alt with writing skills.We can do brainstorming to help ourselves think of as many r elated items as possible on the topic.It is a very good way to write an article.Step 6 HomeworkWrite a passage on the topic “How can we improve our pronunciation”.●板书设计Unit 2 English around the worldThe Sixth Period （Writing）●活动与探究Some foreigners think that Putonghua and the Dongbei dialect are just the same.Write a passage on the parison of Putonghua and the Dongbei dialect to show their difference to them using the way—brainstorming.Sample position：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 grammar，is almost the same，but there are some words in the Dongbei dialect that are not used by people who speak Puto nghua.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 “yin”.However，the differences are so small that people who speak Putonghua and people who speak the Dongbei dialect can usually understand each other without difficulty.●备课资料Methods to Improve Your WritingA.Bear in mind that writing well involves other abilities than simply being able to write correct English，especially when content and organization are concerned.B.Keep in mind that your audiences are foreign users of English when considering what to write and how to express yourself.C.Note that cultural differences result in stylistic differences in English and Chinese writing.D.Try to overe your special weakness in writing with the help of your teacher and correct them only one by one，starting from the easier ones such as spelling，punctuation and word division.E.Learn to paraphrase.F.Practice makes perfect.G.Read simplified versions of English novels and English translations of world masterpieces.H.Make good use of all kinds of dictionaries.。
