高中英语 精品示范教案 23页

Unit2EnglishAroundtheWorldPartOne:TeachingDesign(第一部分：教学设计)Period1:Asamplelessonplanforreading(THEROADTOMODERNENGLISH)AimsTotalkaboutvarietiesofEnglishToreadaboutthehistoryofEnglishlanguageProceduresI.Warmingup1.Warmingupbyansweringaquestionnaire1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.4).Dividetheclassintopairs.5).Giveouteachstudentonequestionnairepaper.6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworks23\nbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.9).Collectthequestionnaires.NeedsAnalysisQuestionnaireInterviewer_______________Interviewee_______________Presentuse:situationsandskillsReading(faxes,letters&reports)Listening&speaking(telephoning,meetings,negotiations,publicspeaking,socializing)Writing(faxes,letters&reports)Futureuse:expectations&ambitions2.FurtherapplyingTogetthestudentsthinkingaboutthetopicofthereadingpassage.1).HaveastudentlistontheboardalltheEnglish-speakingcountriesintheworldthattheycanthinkof.2).Givethestudentshintsabouttheplacestheyhaven’tmentioned.3).ProvidethestudentswithanopportunitytothinkaboutthereasonsforthespreadofEnglisharoundtheworld.★EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.★Englishdominatesinternationalwebsitesandprovidesnearlyallofthenew23\ncomputerterminology.★TourismandtradefromWesternEuropeandNorthAmericahascontributedtothespreadofEnglish.★SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.II.Reading1.SkimmingReadquicklytogetthemainideaofthetext.Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.2.ScanningReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.3.FollowingupWorkingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.1).DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?Possibleanswer:Idon’tthinkso.Herearethereasons:★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.23\n★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.(Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.)1)WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.(Allpersuasivereasonscanbeaccepted.)4.Languagefocus:1)evenif=eventhough:inspiteofthefact;nomatterwhether:Helikestohelpusevenifheisverybusy.2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.4)bebasedon…:5)makeuseof:usesth.available23\n1)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.LanguageChunksfromUnit2Englisharoundtheworldbedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…Period2:AsamplelessonplanforLearningaboutLanguage(IndirectSpeech(II)requests&commands)AimsTodiscoverusefulwordsandexpressionsTodiscoverusefulstructuresProceduresI.DirectandIndirectSpeech23\nDirectSpeechIndirectSpeechsimplepresentHesaid,“Igotoschooleveryday.”simplepastHesaid(that)hewenttoschooleveryday.simplepastHesaid,“Iwenttoschooleveryday.”pastperfectHesaid(that)hehadgonetoschooleveryday.presentperfectHesaid,“Ihavegonetoschooleveryday.”pastperfectHesaid(that)hehadgonetoschooleveryday.presentprogressiveHesaid,“Iamgoingtoschooleveryday.”pastprogressiveHesaid(that)hewasgoingtoschooleveryday.pastprogressiveHesaid,“Iwasgoingtoschooleveryday.”perfectprogressiveHesaid(that)hehadbeengoingtoschooleveryday,future(will)Hesaid,“Iwillgotoschooleveryday.”would+verbnameHesaid(that)hewouldgotoschooleveryday.future(goingto)Hesaid,“Iamgoingtoschooleveryday.”presentprogressiveHesaid(that)heisgoingtoschooleveryday.pastprogressiveHesaid(that)hewasgoingtoschooleverydayDirectSpeechIndirectSpeechauxiliary+verbnameHesaid,“Doyougotoschooleveryday?”Hesaid,“Wheredoyougotoschool?”simplepastHeaskedmeifIwenttoschooleveryday.*HeaskedmewhereIwenttoschool.imperativeHesaid,“Gotoschooleveryday.”infinitiveHesaidtogotoschooleveryday.23\n  DirectSpeechIndirectSpeechsimplepresent+simplepresentHesays,“Igotoschooleveryday.”simplepresent+simplepresentHesays(that)hegoestoschooleveryday.presentperfect+simplepresentHehassaid,“Igotoschooleveryday.”presentperfect+simplepresentHehassaid(that)hegoestoschooleveryday.pastprogressive+simplepastHewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepastHewassaying(that)hewenttoschooleveryday.pastprogressive+pastperfectHewassaying(that)hehadgonetoschooleveryday.DirectSpeechIndirectSpeechcanHesaid,“Icangotoschooleveryday.”couldHesaid(that)hecouldgotoschooleveryday.mayHesaid,“Imaygotoschooleveryday.”mightHesaid(that)hemightgotoschooleveryday.mightHesaid,“Imightgotoschooleveryday.” mustHesaid,“Imustgotoschooleveryday.”hadtoHesaid(that)hehadtogotoschooleveryday.23\nhavetoHesaid,“Ihavetogotoschooleveryday.” shouldHesaid,“Ishouldgotoschooleveryday.”shouldHesaid(that)heshouldgotoschooleveryday.oughttoHesaid,“Ioughttogotoschooleveryday.”oughttoHesaid(that)heoughttogotoschooleveryday.II.Discoveringusefulwordsandexpressions1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)III.Discoveringusefulstructures(Makingcommandsandrequestsusingindirectspeech)1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.Youmayfollowthesesteps.1)Chooseonewhoistogivethefirstcommand.2)Askanotherpersoninyourgrouptotellsomebodywhatyousaid.3)Thethirdpersonwillchangetherequestorcommandfromdirectintoindirectspeech.4)Changerolesothateachpersongetsthechancetogivecommandsandturnthemintoindirectspeech.Example:T:Pleasedon’ttalkinclass.S1:Whatdidourteachertellus?/Whatdidourteachersay?S2:Hetold/askedusnottotalkinclass./Shesaidnottotalkinclass.23\n2.Getthestudentsthinkingaboutthedifferencebetweentherequestandcommand.Thenreadtherepliesanddecidewhethertheyareinanswertoarequestoracommand.Writethesentencedown.★A:_______________________________________B:I’llgoandcollectsomewoodrightnow,master.★A:_______________________________________B:OfcourseI’llbehappytocollectyourshoppingforyou.★A:__________________________________________B:Yes.I’llshutthedooratonce,Mr.Zhang.★A:_________________________________________B:No,Iwon’tgetyourcoatifyoutalktomelikethat.★A:_________________________________________B:Sorry.I’llgetthatbookforyourightnow.Period3:AsamplelessonplanforUsingLanguage(STANDARDENGLISHANDDIALECTS)AimsToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTSTowriteaboutlearningEnglishbybrainstorming23\nProceduresI.Warmingup1.Introduction:InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.2.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandtheotheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.II.Reading1.Getthestudentsthinkingaboutthetopicofthetexttopredictwhatitsays.2.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.3.Scanning:Workinpairs.Readthetexttolocateparticularinformation.1).DoyouknowwhatStandardEnglishisfromthetext?2).Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?4.Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruebutsurprising:Believeitornot,Johncheatedintheexam.2).thereisnosucha…as:usedtosaythataparticularpersonorthingdoesnotexist:Thesedaysthereisnosuchathingasajobforlife.3).standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople4).dialect:avarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage5).playapart/rolein:beoneofthecausesthatmakesomethinghappen:Besides23\ndieting,exercisingplaysanimportantpartinlosingweight.III.ListeningTointroducethestudentstoadialectandaformofstandard“English”.Youmayfollowthesesteps:1).Setthecontextforthestudentsbydescribingthesituation;2).Telltheclass:youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheBBC.)3).Playthetapeforthestudentstolisten.4).EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.DialecticwordsfromBuford’sstoryStandardEnglishequivalentsheyy’allain’tyeryapupswimmin’jumpin’feelin’‘bout‘noughshouldaseengotouttahelloeveryonearen’tyouryouchildswimmingjumpingfeelingaboutenoughshouldhaveseengotoutof6).Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.23\n7).Checktheanswers.(Variant:youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)IV.Speaking1.MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Presentthelisttothestudents:Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handside2.Preparetheirrole-playinpairs:BesurethatoneplaysaspeakerofBritishEnglishandtheotheraspeakerofAmericanEnglish.Askstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.1.Performance:Asktwopairstoperformtheirdialogueinclass.Sampleversion:S1:Excuseme,sir.ButIcan’tfindthedrugstore?S2:Pardon?S1:IsaidIcouldn’tfindthechemist’sshop.S2:Well,goroundthecorneronyourright-handside,straightonandcrosstheflyover.Youwillfinditahead.S1:Thankyouverymuch.S3:Whatdidhesay?S1:Hetoldustogoroundthecornerontheright,gostraightonandthencrosstheoverpass.Thedrugstorewillbeahead.Self-assessmentcriteria:Didyoucooperatewellwithyourpartner(s)whilepracticing?Canyouaskfordirectionsandgivedirectionsclearly?Canyouexpressyourideasfluently?Ifnot,what’syourmainproblem?23\nDidyougonaturallybetweenAmericanEnglishandBritishEnglishwhiletalkingtoeachother.V.Writing1.MakingaposterFirstaskthestudentstomakeeducatedguessesabouthowEnglishcanhelpsomeaspectofChineselife,inparticularitseconomy.Then,inpairsstudentsworkontheirposter.Finally,askseveralpairstopresenttheirposterinclassforassessment.ASampleposterCHINA’SFUTURELIESWITHLEARNINGENGLISHReasonsforlearningEnglish:※WorldtradeisdoneinEnglish;※Internationalorganization(suchastheUN)useEnglish;※WeneedcontactwiththedevelopedWesternworldtobuildourcountry;※ThedevelopedworldusesEnglishinitsdealings.WhytheChineselanguagewillnotdo?※VeryfewpeopleintheWestspeakChinese;※Chineseisadifficultlanguagetolearn;※Mostbusinessmendonothavetimetolearnnewlanguageseverytimetheyenteranewinternationalmarket.SOCHINA’SFUTURELIESWITHLEARNINGENGLISH2.WritingAssessment1)Canyougivepersuasivereasonsforthetopiconyourposter?2)Canyouverbalizeyourideasfluently?3)CanyouputyourownEnglishlearningexperiencesintoabroaderperspective?4)Canyouorganizeyourideasinalogicalway?5)Haveyoumadeabrainstormingmapbeforeyousetouttodesignyourposter?Doyouthinkithelpsyourwriting?6)Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoid23\nsuchmistakes?FurtherApplyingTheteachermayalsoguidethestudentstodothewrithingtaskintheWorkbookonpage53.Youmaytakethefollowingsteps:Step1:StudentsdividedintogroupsoffoursharetheirownlearningexperiencesandideasaboutEnglishlearning.Step2:Studentsmakealistasfollows:MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishStep3:Makenotesabouttheparagraphsforthewriting.Step4:Theteacherhelpsdevelopideasinapositiveandencouragingway.Step5:Studentswriteaboutthetopicafterclassashomework.Sampleversion:MyexperienceoflearningEnglishManypeopleallovertheworldspeakEnglishastheirsecondlanguage.Itisnottoomuchtosaythatithasbecomeaninternationallanguage.StudyingEnglishcanmakelifefun.ItenablesyoutowatchAmericanmovies,readEnglishbooksandlistentoEnglishsongs.Moreover,asEnglishisaninternationallanguage,youwillbeabletocommunicatewithforeignerswhenyouareonatripabroad.Travelingwillbemoreinterestingthatway.Itisagoodideatomakefriendswithforeigners.Inmyopinion,itisthebestwaytoimproveyourEnglish.Inaddition,itwillbefunanditwillexpandyourviewoftheworld.Ifyoumakefriendswithanativespeaker,youcanpracticeyourspokenEnglishmoreoftenandthenyoucancommunicatewithpeoplearoundtheworld.Youcanalsobecomefamiliarwiththecustomsandhabitsofdifferentcultures.23\nTherearesomepeoplewhoareafraidtomakefriendswithforeignersbecausetheyarenotconfidentoftheirEnglish.However,manyforeignersdonotcareaboutgrammar.Theywillgetyourkeywordsinthesentenceandfigureoutthewholemeanings.Therefore,itisunnecessarytobeafraidtomakefriendswiththem;justgohead!LearningEnglishhelpsusmeetdifferentpeopleandlearnmoreabouttheirculture,thusfacilitatingmutualunderstandingandharmony.Brieflysaid,Englishissousefultousthatweshouldalllearnit.PartTwo:Teachingresources（第二部分：教学资源）Section1:Approachestoprocesswriting程序写作教学法I.Pre-writing1.BrainstormingGettingstartedcanbedifficult,sostudentsdividedintogroupsquicklyproducewordsandideasaboutthewriting.2.PlanningStudentsmakeaplanofthewritingbeforetheystart.Theseplanscanbecomparedanddiscussedingroupsbeforewritingtakesplace.3.GeneratingideasDiscoverytaskssuchascubing(Studentswritequicklyaboutthesubjectinsixdifferentways.1.describeit2.compareit3.associateit4.analyseit5.applyit6.arguefororagainstit.)4.QuestioningIngroups,theideaistogeneratelotsofquestionsaboutthetopic.Thishelpsstudentsfocusuponaudienceastheyconsiderwhatthereaderneedstoknow.Theanswersto23\nthesequestionswillformthebasistothecomposition.5.DiscussinganddebatingTheteacherhelpsstudentswithtopics,helpingthemdevelopideasinapositiveandencouragingway.II.Focusingideas1.FastwritingThestudentswritequicklyonatopicforfivetotenminuteswithoutworryingaboutcorrectlanguageorpunctuation.Writingasquicklyaspossible,iftheycannotthinkofawordtheyleaveaspaceorwriteitintheirownlanguage.Theimportantthingistokeepwriting.Laterthistextisrevised.2.GroupcompositionsWorkingtogetheringroups,sharingideas.Thiscollaborativewritingisespeciallyvaluableasitinvolvesotherskills(speakinginparticular).3.ChangingviewpointsAgoodwritingactivitytofollowarole-playorstorytellingactivity.Differentstudentschoosedifferentpointsofviewandthinkabout/discusswhatthischaracterwouldwriteinadiary,witnessstatement,etc.4.VaryingformSimilartotheactivityabove,butinsteadofdifferentviewpoints,differenttexttypesareselected.Howwouldthetextbedifferentifitwerewrittenasaletter,oranewspaperarticle,etc.III.Evaluating,structuringandediting1.OrderingStudentstakethenoteswritteninoneofthepre-writingactivitiesaboveandorganizethem.Whatwouldcomefirst?Why?Hereitisgoodtotellthemtostartwithinformationknowntothereaderbeforemovingontowhatthereaderdoesnotknow.2.Self-editingAgoodwritermustlearnhowtoevaluatetheirownlanguage─toimprovethroughcheckingtheirowntext,lookingforerrors,structure.Thiswaystudentswillbecomebetterwriters.23\n3.PeerEditingandproofreadingHere,thetextsareinterchangedandtheevaluationisdonebyotherstudents.Intherealworld,itiscommonforwriterstoaskfriendsandcolleaguestochecktextsforspelling,etc.Youcouldalsoaskthestudentstoreducethetexts,toeditthem,concentratingonthemostimportantinformation.4.TheimportanceoffeedbackIttakesalotoftimeandefforttowrite,andsoitisonlyfairthatstudentwritingisrespondedtosuitably.Positivecommentscanhelpbuildstudentconfidenceandcreategoodfeelingforthenextwritingclass.Italsohelpsifthereaderismorethanjusttheteacher.Classmagazines,swappingletterswithotherclasses,etc.canprovideaneasysolutiontoprovidingarealaudience.5.WritingascommunicationProcesswritingisamoveawayfromstudentswritingtotesttheirlanguagetowardsthecommunicationofideas,feelingsandexperiences.Itrequiresthatmoreclassroomtimeisspentonwriting,butasthepreviouslyoutlinedactivitiesshow,thereismorethanjustwritinghappeningduringasessiondedicatedtoprocesswriting.6.PotentialproblemsWritingisacomplexprocessandcanleadtolearnerfrustration.Aswithspeaking,itisnecessarytoprovideasupportiveenvironmentforthestudentsandbepatient.Thisapproachneedsthatmoretimebespentonwritinginclass,butasyouhaveseen,notallclassroomtimeisspentactuallywriting.Studentsmayalsoreactnegativelytoreworkingthesamematerial,butaslongastheactivitiesarevariedandtheobjectivesclear,thentheywillusuallyacceptdoingso.Inthelongterm,youandyourstudentswillstarttorecognisethevalueofaprocesswritingapproachastheirwrittenworkimproves.Section2:BackgroundinformationonEnglishAroundtheWorldI.BritishEnglish,AmericanEnglishandChinese23\nCarsandDrivingBritishEnglishAmericanEnglishChinesecarparkparkinglot停车场drivinglicensedriver'slicense驾照flyoveroverpass天桥fourwaycrossroads十字路口hirecarrentalcar租用车motorwayfreeway(WesternU.S.)expressway(EasternU.S.)高速公路petrolgasoline(gas)汽油tyretire轮胎windscreenwindshield挡风玻璃FoodBritishEnglishAmericanEnglishChinesebiscuitcookie饼干chipsFrenchfries炸土豆片crispspotatochips油炸土豆片jacketpotatobakedpotato带皮烤的马铃薯jamjelly酱mincehamburger碎牛肉；牛肉饼porridgeoatmeal稀饭puddingdessert布丁；甜点sweetdessert餐后甜点tincan罐头OthersBritishEnglishAmericanEnglishChineseautumnfall秋天billcheck清单23\nbinlinertrashbag垃圾袋botanicgardenbotanicalgarden植物园bracessuspenders吊裤带；吊杆charitynon-profitorganization慈善机构chemist’spharmacy/drugstore药店cinemamovietheater,theater电影院coachbus长途汽车DIYdoityourself自己动手做dustbintrashcan垃圾箱engaged(asintelephone)busy（电话）占线fee(forschooling)tuition学费fit(verb)equip,fitout安装flatapartment单元住宅footballsoccer足球freephonetoll-free免费电话toll-freedress(noun)外衣；服装gentsmen’sroom男厕headmasterprincipal男厕hire(hireacar)rent(rentacar)租借holidayvacation假日illsick有病的infutureinthefuture未来，将来inhospitalinthehospital住院jointhetraingetonthetrain上火车jumpersweater毛线衫licence(noun)license执照liftelevator电梯lorrytruck卡车mathsmath数学23\nnilzero零notebill纸币onstreamonline在生产中postmail邮件queueline长队railwayrailroad铁路returnroundtrip返程rise(noun-insalary)raise加薪rubbereraser橡皮擦rucksackbackpack背包shoppingtrolleyshoppingcar购物手推车“sorry”“excuseme”,“pardonme”对不起stand(forelection)run(forelection)竞选swearwordcurseword咒语subwayunderpass餐巾subwayunderpass地下道；地铁teatoweldishtowel餐巾telephoneboxtelephonebooth电话亭toiletrestroom厕所torchflashlight火炬trainerssneakers运动鞋transport(noun)transportation运输trouserspants裤子trolleycart手推车tubesubway地铁undergroundsubway地铁vestundershirt背心waistcoatvest马甲23\nII.DifferentEnglish,differentspellingsAmericanEnglishtheater,center,litercolor,honor,labor,favor,vaportraveler,woolenskillful,fulfillcheckprogramstoryrealize,analyze,apologizedefense,offense,licenseburneddreamedsmelledspelledspoiledBritishEnglishtheatre,center,litrecolour,honour,labour,favour,vapourtraveler,woolenskilful,fulfilchequeprogrammestoreyrealise,analyse,apologisedefence,offence,licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiledIII.Websitesrecommendedtothestudents推荐网站www.e-l-e.net.cnwww.bg-map.comwww.esl.about.comwww.english-zone.comwww.effingpot.comwww.topics-mag.comGoingtoanyofthewebsitesmayenablethestudentstolearnmoreaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.Section3:WordsandexpressionsfromUnit2EnglishAroundtheWorldInclude1.v.tobeoneoftheparts;tomakesomethingorsomeonepartofalarger23\ngroup:Ourtourpartyincludedseveralretiredcouples.Theteamislookingstrong;especiallynowtheyhaveincludedBeckham.2.including&included:Everyonehastogotothedentist’s,youincluded.Thereweretwelveofus,includingTomandme.role:n.1.thecharacterplayedbyanactorinaplayorfilm;thepositionthatsomeonehasinsocietyoranorganization:Matthewsplaystheroleofayoungdoctorinthefilm.Womenareoftenforcedintoasupportiveroleinthefamily.2.playaleading/major/keyrolein=beimportantinmakingchangeshappen:MandelaplayedaleadingroleinendingapartheidinSouthAfrica.becauseof=astheresultofaparticularthingorsomeone’saction:Hehadtoretirebecauseofillhealth.c.f.Shegotthejobbecauseshewasthebestcandidate.native:1.adj.yournativecountryortownistheplacewhereyouwereborn:Theyneversawtheirnativelandagain.2.nativelanguage/tongue:thelanguageyouspokewhenyoufirstlearnedtospeak.3.n.apersonwhowasborninaparticularplace：AreyouanativeofNewYork?comeup:1.tobementioned：Alotofnewquestionscameupatthemeeting.2.tobeabouttohappensoon：Don’tyouhaveabirthdaycomingupsoon?3.tomovenearsomeoneorsomethingbywalking:Comeuptothefrontoftheroomsoeveryonecanseeyou.Otherverbalphrasesof“come”comeabout=tohappeninawaythatseemsimpossibletocontrol;comeacross=tomeetorfindsomethingorsomeonebychance;comealong=getalong;toappearatatimeyoudon’texpect;toencouragesb.totryharder;comeby=toobtainsomethingthatisdifficulttofind;comeupwith=tothinkofanidea;(Thesmallword“come”hasmanyphrasalverbs.Itisbettertoaskthestudentstorefertoagooddictionary.)present:adj.1.bepresent:a)tobeinaparticularplace:Howmanypeoplewerepresentatthemeetingyesterday?(oppositeof“absent”)b)toberememberedforalongtime:Thememoryofthedisasterlastyearisstillpresentinhermind.2.(only23\nbeforenoun)existingnow:What’syourpresentaddress?c.f.Whathesaidamusedallthepeoplepresent.suchas:usedtogiveanexampleofsomething;such…as/that:usedtoemphasizethatthereisasmallamountofsomethingorthatitisofgoodquality:Thelocaleconomystillreliesontraditionalindustriessuchasfarmingandmining.c.f.Suchfoodastheygaveuswaswarmandnutritious.Command:1.vi&vt.totellsomeoneofficiallytodosomething,esp.ifyouareamilitaryleaderorakingtogetsomethingsuchasattentionorrespect:Thegeneralcommandedthattheregiment(should)attackatonce.OrTheGeneralcommandedtheregimenttoattackatonce.Dr.Youngcommandsagreatdealofrespectasasurgeon.2.get/haveagoodcommandofEnglish=toget/haveagoodmasteryofEnglish.request:1.vt.toaskforsomethingpolitelyorformallyrequestthat(should)+v/requestsb.todosth.:Thestaffrequestedthathereconsiderhisdecision.Allclubmembersarerequestedtoattendtheannualmeeting.2.n.apolitedemandforsomething:Theyhavemadeaurgentrequestforinternationalaid.recognize:vt.1.toknowwhosomeoneisorwhatsomethingis,becauseyouhaveeverseenthemoritbefore:Susancamehomesothinandweakthatherownchildrenhardlyrecognizedher.2.toacceptthatanorganizationhaslegalorofficialauthority:BritishmedicalqualificationsarerecognizedinCanada.3.berecognizedas=tobethoughtofasbeingverygoodbyalotofpeople:JulesVerne’snovelwasrecognizedasaworkofgenius.23