人教版高一必修1unit2Englisharoundtheworld双语报版

策划：《学生双语报》1前言

2004年秋国家开始普通高中新课程实验。新课程、新理念、新教材给英语教育发展带来机遇和挑战；新型的自主、合作和探究的学习方式给英语课堂注入生机和活力。英语教学回归生活、回归时代、还语言教学本来面目，正在成为广大英语教师的共识和教学行为。为配合新课程的实施、服务课堂教学，我们组织制作了新课程《高中英语课堂教学课件》，它根据各版别高中英语教材的必修模块而制作，课件内容与教材相对应、与课堂教学整个流程同步。每个单元分别由三大板块构成：

EnglishSong

这一板块提供1－2首英文歌曲。歌曲的内容与教学主题密切相关，以MTV或自娱自乐的Karaoke的形式制作。充分利用此板块资源，以营造英语学习氛围、陶冶情操和激发学习英语的兴趣。策划：《学生双语报》2

EnglishClass

这一板块是用于课堂教学的课件，是《高中英语课堂教学课件》的主体。课件的制作是以必修模块的单元为单位，每单元按5－6个课时（Period）安排设计。本课件提供的是编写人员的最优化设计，在实际教学中，可依据实际情况进行调整或整合。实际上，我们的教学课件是在经历了一年实践与探索的基础上制作而成的。在课堂教学策划上，我们依据新课程的理念，遵循共鸣、共为、共行和共享的“四共”原则，努力实践三个教学层面的探索：合作学习、课堂生活化以及引导学生经历问题的解决；突出“发现型”、“探究型”、“任务型”和“项目型”四种课型的设计与创新，力争为广大教师提供理念先进、教学实用、质量上乘的英语课件教学资源。

VideoData

这一板块从语言文化的层面，剪辑精彩的影像片段，介绍与单元主题相关的背景信息，影像与字幕配合，中英文对照方便教学。用好用足这个板块的资源有助于学生更好地理解该单元的内容，了解不同国家的文化、风土人情，达成开阔视野、学会使用地道得体英语的目的。策划：《学生双语报》3

《高中英语课堂教学课件》由《学生双语报》全程策划。《学生双语报》是中国教育学会外语专业委员会会报，是目前英语课改旗帜性的报刊；它以《英语课程标准》为指导，充分体现课改的理念，强调跨文化、跨学科的教学内涵，全方位全流程配合课堂教学。策划本套教学课件资源包，目的是更好地为教师服务、为教学服务。

《高中英语课堂教学课件》的设计与制作由广东英语教学E-classroom课件创作中心组织实施。参加课件设计与制作的人员主要由一线中、青年英语教师和英语教研员组成，主编：黄自成henryhzc@

副主编:王会玲、谭华琼和姚康林。高中英语教材各版别教学课件制作项目组的执行主编和编写人员如下：策划：《学生双语报》4人教版（NSEFC）项目组执行主编：王会玲

gcy325@163.com

编写人员：王会玲李淑芬聂文彦傅彩华等外研版（NSE）项目组执行主编：谭华琼

easyjanet@

编写人员：谭华琼王锦霞严志兴等北师大版（BNUP）项目组执行主编：姚康林

softroy@

编写人员：徐燕芳李雪玲曾爱芬虞东霞卢锦萍等由于编制的时间仓促，恐有疏漏之处，敬请老师和同学们批评指正。反馈意见可发电子邮件给我们主编和各位执行主编。衷心祝愿我们广大师生在新课程实施中共同发展，共创美好明天。

《学生双语报》

广东英语教学E-classroom课件创作中心

2005年7月策划：《学生双语报》5

Unit2

Englisharoundtheworld策划:《学生双语报》制作：广东英语教学E-classroom课件创作中心人教版（NSEFC）项目组人教版高中英语模块一策划：《学生双语报》6EnglishSongEnglishClassLanguageDataVideoData策划：《学生双语报》7澳大利亚英语a澳大利亚英语b澳大利亚人讲解英国英语美国英语和澳大利亚英语的区别，请老师自己选用策划：《学生双语报》8课时分配课时板块结合范例Periods1＆2WarmingupandReadingIPeriod3LearningaboutlanguagePeriod4ReadingIIPeriod5ListeningPeriod6SpeakingandWriting策划：《学生双语报》9Period1＆2WarmingupandReadingI

Unit2EnglisharoundtheworldPeriod1&2:幻灯片9-26页策划：《学生双语报》10DoyoulikelearningEnglish?Why?Warmingup–I(1m)

策划：《学生双语报》111.CanyounamesomecountriesinwhichEnglishisspoken?Warmingup–II(9m)Readthepassageinwarmingup,andanswerthefollowingquestions?策划：《学生双语报》12EnglishAroundtheWorldtheUSACanadaNewZealandAustraliaSouthAfricatheUnitedKingdomIreland策划：《学生双语报》133.DoyouknowhowmanypeopleuseEnglishastheirnativelanguage,secondlanguage,orforeignlanguage?

2.AretheEnglishinthosecountriesthesame?策划：《学生双语报》14numberofspeakersexamplecountriesworkingsituationthenativelanguagetheforeignlanguagethesecondlanguage375million750million375millionUSA,Canada,Australia,southAfrica,Ireland,NewZealandChinaandmanyothercountriesIndia,Pakistan,Nigeria,Philippines.government,schools,newspapers,TV策划：《学生双语报》15Pre-reading–I(3m)Watchthevideo,thentellthedifferencebetweentheEnglishesthemanspeaksandthewomanspeaks.(OneisinBritishEnglish,theotheroneisinAmericanEnglish.)策划：《学生双语报》16BritishEnglishAmericanEnglish&Pre-reading–II(5m)

DoyouknowthedifferencesbetweenAmericanEnglishandBritishEnglish?策划：《学生双语报》17BritishEnglishAmericanEnglishspellingpronunciationwordscolour,color,favourite,favorite,theatre,theater,centre,center,travelled,traveled,metremeteraskdancewheelnotboxpost,mail,film,movie,shop,store,Ithink,Iguess,策划：《学生双语报》18BritishEnglishAmericanEnglishwordslift(电梯)elevatorpetrol(汽油)gasflat(公寓)apartmentautumnfallunderground(地铁)subwayuniversity(大学)collegerubbish(垃圾)garbagedustbin(垃圾箱)trashcanholidayvacationfortnight(两星期）twoweeks策划：《学生双语报》19Reading–I(3m)

Fastreading:ReadthetextandfindouttheanswerstothequestionsofEx.1onpage10.策划：《学生双语报》201.Readthetextandtrytofindthemainideaofeachparagraph.(Workinpairs)Reading–II(10m)

Pairwork:2.Checktheanswers.Asksomestudentstotelltheiranswers,aftergivingtheanswers,theyshouldalsotellhowtheyfindtheanswers,thengivethesuggestedanswer.策划：《学生双语报》21Paragraph1:describestheextensionofEnglishintheworld.Paragraph2:tellsusnativespeakerscanunderstandeachotherbutnoteverything.Paragraph3:tellsthedevelopmentofEnglishasnativelanguage.Paragraph4:tellsusEnglishisspokenasaforeignorsecondlanguageinmanycountries.策划：《学生双语报》22Reading–III(5m)

Groupwork:

Whatcanyoulearnfromthispassage?

(discussingroupoffour,thenaskthestudentstoshowtheirideas.)TheaimofthisstepistohelpthestudentsrealizetheimportanceofEnglish.策划：《学生双语报》23Post-reading(5m)1.DoyouthinkitmatterswhatkindofEnglishyoulearn,why?2.WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?3.WillChineseEnglishbecomeoneoftheWorldEnglish?(Studentsgivetheirownanswers.)策划：《学生双语报》24LanguagepointsforReadingI策划：《学生双语报》25Assignment1.TrytoremembertheEnglishmeaningofthenewwordsinReadingI.2.Prepareforthenextclass.3.FinishtheexercisesonWB.策划：《学生双语报》26Takeabreak!策划：《学生双语报》27Period3Learningaboutlanguage

Unit2EnglisharoundtheworldPeriod3:幻灯片27-48页策划：《学生双语报》28Revision(3m)

Match:(Reivewthenewwords)

1.comeup2.culture3.actually4.presentevidenceofintellectualdevelopmentof(arts,science,etc.)inhumansociety.reach;closetoBeingintheplaceinquestion;existingnow.Inactualfact;really策划：《学生双语报》29E.forexample

F.govern;haveauthority(over).

G.whosbis;whatsthis

H.wayofusingsth;treatment.

5.rule6.usage7.identity

8.suchas策划：《学生双语报》30Checkinganswer–I(1m)

AnswerkeysforEx.1onPage11:1C

2D3E4F5A6B7J8G9I10H策划：《学生双语报》31DatabaseDatabaseDatabaseItisnoteasyforaChinesepersontospeakEnglishaswellasa_____________________.Thisis

_________

becausethe___________andusagearedifferentindifferentpartsoftheEnglishspeakingworld.Ifyousay“flat"insteadof“_________",peopleinAmericawillnotthinkyouspeakgoodEnglish.Ifyouusetheword_________insteadof“lift"inBritain,theywilllookatyoualittlestrangely!Itseemsyoucannotwin!Checkinganswer–II(2m)

AnswerkeysforEx.2onPage11:nativeEnglishspeakeractuallyvocabularyapartmentelevator策划：《学生双语报》32Checkinganswer–III(2m)

AnswerkeysforEx.3onpage11:includesculturespresentActuallyusage6.gas7.international8.Rapidly9.However10.government策划：《学生双语报》33Learningusefulstructure–I(2m)

Saythefollowingsentencestothreestudents:

S1:Openthewindow.S2:Passonthebooktoyourdeskmate.S3:Willyoupleaseclosethedoor.Thenask:

WhatisthedifferenceamongthesentencesIspoketothemjustnow?Helpthestudentsunderstandwhatisacommandorarequest.策划：《学生双语报》34Learningusefulstructure–II(2m)

Makeclearthedifferencebetweencommandsandrequestsandfinishthefollowingexercises:Goandcollectthewoodrightnow.Couldyougoandgettheshoppingbags,please?Shutthedooratonce.Goandgetmycoat.Wouldyoupleasegetthatbookforme?

(C)(R)(C)(C)(R)策划：《学生双语报》35Learningusefulstructure–III(2m)

Findtherules：Askthestudentstofinishthefollowingexercises,andtrytofindtherules.

“Makesurethedoorisopen.”theteachersaidtome.Theteachertoldmetomakesurethedoorisopen.“Don’tplaygamesintheclassroom.”themonitorsaidtous.Themonitortoldusnottoplaygamesintheclassroom.“Willyoupleasenotsmokehere?”sheadded.Sheaskedmenottosmokehere.策划：《学生双语报》36Learningusefulstructure–IV(10m)

Rulesandpracticeofdirectandindirectspeech

当直接引语为祈使句时，转换为间接引语要用一个带动词不定式的简单句表示：策划：《学生双语报》37

祈使句

直引：主语+动词+“祈使句”间引：主语+动词+toVerbe．g．Theteachersaidtome,“Comein.”—Theteachertoldmetogoin。Johnsaidtome,“Pleaseshutthewindow。”—Johnaskedmetoshutthewindow。Theteachersaidtome,“Don’tbelateagain.”Theteacheradvisedmenottobelateagain.

策划：《学生双语报》38特别提醒

1.祈使句变为间接引语，主要使用动词不定式。2.谓语动词要做一定变化。表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用advise。

策划：《学生双语报》39Openthewindow.DirectspeechIndirectspeechMissHutold**toopenthewindow.Willyoupleaseopenthewindow?MissHuasked**toopenthewindow.toldtoaskedtoDon’topenthewindow.MissHutold**nottoopenthewindow.not策划：《学生双语报》40“Writealettertoyourparents.”“Don’tplaygamesintheclassroom.”“CanyoupassonthebooktoTom?”“Willyoupleasenotsmokehere?”Theteachertoldmetowritealetter….Theteacherorderedmenottoplaygames….Theteacheraskedmetopasson…Theteacheraskedmenottosmokethere.Trytodothis:策划：《学生双语报》41“Itisafineday.Let’sgotothecountryforapicnic.”Petersaidtome.Petersaidthatitwasafinedayandaskedmetogotothecountryforapicnicwithhim.Petertoldmethatitwasafinedayandletusgotothecountryforapicnic.策划：《学生双语报》42

感叹句

直引：主语+动词+“感叹句”间引：主语+动词+陈述句e.g.Hesaid,“whatafinedayitis!”Hesaid,“Howfinethedayis!”Hesaidwhatafinedayitwas.Hesaidhowfinethedaywas.Heexclaimedthatitwasafineday.策划：《学生双语报》43

特别提醒

1.间接感叹句的动词应该是cry或exclaim。2.可以仍用what，how等词，语序不变，也可以用that从句，把动词say改为cry，shout，exclaim等。

策划：《学生双语报》441.HesaidtoTom,“Don’tdotheworkanymore.”HetoldTomnottodotheworkanymore.Practice2.Mrs.Greensaid,“Pleasesingusasong,MissWhite.”3.“Bequiet,children.”saidMrs.Wilson.Mrs.GreenaskedMissWhitetosingthemasong.Mrs.Wilsontoldthechildrentobequiet.4.Allthepeoplecried,“Whatmagnificentclothestheseare!”Allthepeoplecriedwhatmagnificentclothesthesewere.策划：《学生双语报》45高考链接：Wewon’tgiveup_______weshouldfail10times.(1993年上海）

A.evenifB.sinceC.whetherD.until2.—Idon’thaveanychangewithme.Willyoupaythefareforme?(2000年上海）

________.A.That’sfineB.NothingseriousC.NevermindD.Noproblem3.DoyoumindifIkeeppetsinthisbuilding?_______.(2000上海）

A.I’dratheryoudidn’t,actuallyB.Ofcoursenot,it’snotallowedhereC.Great!IlovepetsD.No,youcan’t策划：《学生双语报》464.Theteacheraskedus____somuchnoise.(2003年北京）A.don’tmakeB.notmakeC.notmakingD.nottomake5.Visitors____nottotouchtheexhibits.(NMET2001)A.willrequestB.requestC.arerequestingD.arerequested策划：《学生双语报》47Assignment1.Trytoremembertherulesofdirectandindirectspeech.2.FinishtheexercisesonWB.3.Prepareforthenextclass.策划：《学生双语报》48Takeabreak!策划：《学生双语报》49Period4ReadingII

Unit2EnglisharoundtheworldPeriod4:幻灯片49-70页策划：《学生双语报》50?Warmingup–I(3m)

HowmanydialectsarethereinChina?策划：《学生双语报》51dialectsfamilyinChina北方方言吴语闽南语客家话湘语赣语粤语Chinese策划：《学生双语报》52dialectsinGuangdongprovince粤方言客方言闽方言代表地区梅州地区广州代表代表地区潮汕地区策划：《学生双语报》53Warmingup–II(2m)DoyouthinktherearesomedialectsinEnglish?策划：《学生双语报》54EnglishdialectsindifferentcountriesBritainTheU.S.ACanadaAustraliaIndiaNewZealand策划：《学生双语报》55Reading–I(1m)

Fastreading:

Readthetextonpage13for1minuteandanswerthefollowingquestion.

IstherestandardEnglish?策划：《学生双语报》56Reading–II(5m)

DetailedReading

Readthetextfor3minutesandanswerthefollowingquestion.1.HowmanydialectsofAmericanEnglishhavebeenlistedinthetext?2.WhydopeoplefrombothNortheasternandSoutheasternofU.S.speakwithalmostthesamedialect?Andwhatkindofdialectisit?3.WhyaretheresomanydialectinAmericanEnglish?策划：《学生双语报》571.HowmanydialectsofAmericanEnglishhavebeenlistedinthetext?midwestern,southern,AfricanAmerican,Spanish策划：《学生双语报》582.WhydopeoplefrombothNortheasternandSoutheasternofU.S.speakwithalmostthesamedialect?BecausewhenAmericansmovedfromoneplacetoanther,theytooktheirdialectswiththem.策划：《学生双语报》593.WhyaretheresomanydialectinAmericanEnglish?

That’sbecausepeoplecomefromallovertheworld.Andgeographyplaysapartinmakingdialects.策划：《学生双语报》60Reading–III(10m)ReadingTaskonpage52

ReadthepassageonPage51&52,thenfillinthefollowingform:CountryEducationJobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformationa策划：《学生双语报》61CountryEducationJobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformationScotland策划：《学生双语报》62CountryScotlandEducationVillageschoolthentaughthimself.JobMostimportanttaskWhoworkedonit?DateofcompletionOtherinformation策划：《学生双语报》63CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskWhoworkedonit?DateofcompletionOtherinformation策划：《学生双语报》64CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?DateofcompletionOtherinformation策划：《学生双语报》65CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.DateofcompletionOtherinformation策划：《学生双语报》66CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.Dateofcompletion1982Otherinformation策划：《学生双语报》67CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotorcold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.Whoworkedonit?Murray,histwodaughtersandothereditors.Dateofcompletion1982OtherinformationIdeasforthisdictionaryfromameetinginBritainin1857.Begintodoitin1895.Hopedtofinishitintenyears.策划：《学生双语报》68LanguagepointsforReadingII策划：《学生双语报》69AssignmentReviewallthenewwordsandexpressions.Finishtheexercisesontheexercisebooks.3.Prepareforthenextclass.策划：《学生双语报》70Takeabreak!策划：《学生双语报》71Period5Listening

Unit2EnglisharoundtheworldPeriod5:幻灯片71-79页策划：《学生双语报》72AsksomestudentstotellthewordsthataredifferentinAmericanEnglish&BritishEnglishRevision(2m)策划：《学生双语报》73Listening–I(5m)

Ex.5onPage12.

Listentothesedialogues.FindtheBritishandAmericanwordswhicharedifferentbuthavethesamemeaning.Dialogue1:candysweetsDialogue2:trucklorryDialogue3:fallautumn策划：《学生双语报》74Listening–II(13m)

ListeningonPage14.1.Listentothetapeforthefirsttimeandtryyourbesttogetthemainideaofwhatistalking.2.Listentothetapeforthesecondtime,payattentiontotheexerciseofpage14.Tryyourbesttofindouttheanswerstothesequestions.策划：《学生双语报》75Answerkeysfortheexercisesonpage14Hebelievesit’salmostadifferentcountryfromtheUS.Thelisteningtexttellsusitisso.Theboysthoughtthatthecatfishwasalmostthesizeofahouse..Hethoughtthecatfishwouldeathim.TheylaughedbecauseLesterbelievedthecatfishwouldhurthim.Janeisthesecondspeaker,Buford’steacher.SheisfromBritain.Shesays“Hello”.策划：《学生双语报》76Listening–III(10m)

ListeningTaskonPage51.1.AskthestudentstotellthenamesofthecountrieswhereEnglishisspoken.2.Finishthelisteningtask.(Studentsgivetheirownanswersafterlistening.)策划：《学生双语报》77Conclusionforlisteningskills(10m)

Aftereachstepoflistening,askthestudentswhodidbesttotellhowhe/shedidit,otherstudentscanhaveadiscussionoraskhim/hersomequestions.Everyoneshouldtryhisbesttofindagoodwayforhimselftoimprovehislisteningability.策划：《学生双语报》78Assignment1.FinishthelisteningtaskonEnglishWeekly.2.Makeaconclusionoftheskillslearnedinthisclass.策划：《学生双语报》79Takeabreak!策划：《学生双语报》80Period6Speakingandwriting

Unit2EnglisharoundtheworldPeriod6:幻灯片80-99页策划：《学生双语报》81Speaking–I(5m)

Makeadialogue

Therearethreesituations.Pleasemakedialoguesusingcommandsorrequestswithyourpartner.Youareencouragedtoimagineinterestingdialogues.策划：《学生双语报》82Situation1

Youneedtoasksomeonetoclosethedoorbutyoucannotdoityourself.Therearemanypeopleintheroombutyoucannottellwhoareimportantandwhoarenot.sohowdoyoudoitpolitely?策划：《学生双语报》83Situation2

Youarestandinginthemiddleofatraincarriageandyouneedtoleave.Youmustnotpushyourwaytothedoor,sohowdoyoudoitpolitely?策划：《学生双语报》84Situation3

Abearisabouttoapproachaboy.Whatdoyousaytohimtomakesurethathewon’tbehurt?策划：《学生双语报》85Pre-speakingforspeaking–II(3m)Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)策划：《学生双语报》86Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayunderground策划：《学生双语报》87Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handside策划：《学生双语报》88Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraighton策划：《学生双语报》89Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreets策划：《学生双语报》90Readthedialogueonpage15andfindoutthedifferentBritishandAmericanEnglishwords.

Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handside策划：《学生双语报》91Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handsitemovie

filmbarpubthefirstfloorgroundfloor策划：《学生双语报》92Speaking–II(8m)GroupworkFormagroupinthree,andmakeadialogueaccordingtothefollowingmap,trytousethewordsthataredifferentinBEandAEasmanyaspossible.StudentA:isfromAmerican.Don’tknowthedirections,soaskStudentCforhelp.Butdoesn’tknowtheBritishwell.StudentB:isaspeakerofBritishEnglish,butknowbothAmericanandBritishEnglish.RetellC’swordstoAStudentC:isthenativeBritishthereandisfamiliarwiththedirections.Butdoesn’tknowAmericanEnglish.策划：《学生双语报》93RestaurantMuseumUndergroundSupermarketMiddleSchoolPubCinemaMap策划：《学生双语报》94MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglish..MyexperienceoflearningEnglishWriting–I(4m)Pairwork:Fillinthechartafterdiscussinginpairs.策划：《学生双语报》95MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishListeningListentoBBC.Listentomusicandmovies.Helpmerealizemydream.WritingPracticemakingsentenceEnjoyoriginalworksWordsMemorizenewwordsTravelMyexperienceoflearningEnglish策划：《学生双语报》96Writing–II(15m):

Writeapassage:Title:MyExperienceoflearningEnglishWords:atleast100.Content:Paragraph1MyprobleminlearningEnglish.Paragraph2HowIcanimprovemyEnglish.Paragraph3WhatIlikeaboutlearningEnglish.Paragraph4HowIhopetomakeuseofmyEnglish?策划：《学生双语报》97Writing–III(10m)

Checkingthecomposition.1.Askthestudentstocheckthecompositionfortheirpartner.2.Showsomecompositionsonthescreen,otherstudentsshouldgivesomeadvice.策划：《学生双语报》98AssignmentTrytocorrectthecomposition.Finishtheexerciseofunit2ofEnglishWeekly.Finishthereadingonpage53anddesignacodeofyourown.(agroupof4).策划：《学生双语报》99Takeabreak!策划：《学生双语报》100LanguagedatabankLanguagepointsforReadingI.2.LanguagepointsforReadingII.策划：《学生双语报》1011.include

1）用作及物动词，意为“包括；包含”，不能用于进行时态。Eg:Yourdutieswillincludeputtingthechildrentobed.

2）include还可作“包含于、、、里面；算入”讲，常与in,on,among介词等连用。Eg:Heincludesmeamonghisfriends.I’mincludedintheteam.LanguagepointsforReadingI策划：《学生双语报》1022.playarole/part(in)

意为“在、、、中担任角色；在、、、中起作用”。

Role习惯搭配

take(on)/performarole扮演角色，handoutroles分派任务（角色）

aleading/startingrole主角

eg:Hefilledtheroleofamanager.TheUNplaysanimportantroleininternationalrelations.She’sbeenofferedaleadingroleinanewfilm.

策划：《学生双语报》103

3.NearlyallofthemlivedinEngland.Nearly与almost用法明辨：（1）两者通用的场合。

a.在肯定句中。

b.修饰all,every,always等时。

c.在行为动词的否定式前时。策划：《学生双语报》104

（2）只用almost的场合。

a.和any,no,none,nothing,nobody,nowhere,never等连用时。

b.和too,morethan等连用时。

c.和表示感觉或心理活动的静态动词连用时。（3）只用Nearly的场合。

a.被

very,not,pretty等修饰时。

b.和具体数字连用时（nearly常用）。策划：《学生双语报》1054.thaneverbefore比以往任何时候更……You’llspeakEnglishmuchbetterthaneverbefore.thaneverbefore可看作是

thantheyeverspeakEnglishbefore的省略形式。在比较级结构中，副词

ever与比较级和最高级连用，用来加强语气，意为“比以往任何时候更……”。策划：《学生双语报》106

ever在不同句型中的意义：

1）曾经；以前（用于疑问句）

2）无论什么时候都（不）（用语否定句）

3）曾经（用于if从句）

4）到底；究竟（用于特殊疑问句）

5）永远；老是（用于肯定句）策划：《学生双语报》1075.NativeEnglishspeakercanunderstandeachothereveniftheydon’tspeakthesamekindofEnglish.

(1)evenif(=eventhough):inspiteofthefact;nomatt