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Unit 2 Exploring English
Developing ideas
了解一些英语中常见的容易引起误解的词（组）；
掌握（读/写/译）文章中出现的重点词（组）；
根据提示复述故事。
重点
了解文化差异，培养文化意识；
文章中出现的重点词（组）
2. 难点
根据提示信息复述故事。
Step 1 Warming-up
Read the following expressions and guess their meanings.
Match the meanings to the expressions.
Does the answer meet your explanation What’s your opinion about these expressions
Step 2 Prediction
Look at the title of the passage and guess what the passage is about.
Step 3 Reading
Read the passage and circle the expressions that caused the misunderstandings.
Step 4 Matching
Here are the definitions of the expressions that caused the misunderstandings. Match the definitions to the posts.
(British English) the floor of a building above the one at the bottom level; (American English) the floor of a building at the bottom level.
fairly good, better than you expected.
Be unable to speak clearly for a short time because your throat is dry or blocked.
Morally wrong and intending to hurt people; (informal)very good, fantastic.
Step 5 Pair work
Work in pairs. Retell the situations in the four posts.
Step 6 Thinking and sharing
Which post do you find most interesting Why
What would deal you with the situations described in the posts
What can you do to avoid misunderstandings in English
Do you know any Chinese expressions that often cause misunderstandings for foreigners Share them with the class.
Step 7 Learning to learn
Online English-learning forums can be a very useful learning resource. Not only can you post specific questions, but you can also broaden your knowledge by reading posts from other English learners around the world.
The posts on Page 21 reminded us that some of the English we learn in the classroom is rather different form the English in the outside world.
Question: What’s your opinion about the two paragraphs above
完形填空
Several years ago, a public school teacher was hired and sent to visit children who were 　1　 in a city hospital.Her job was to help them with their 　2　 so they would not be too far behind when 　3　 enough to return to school.
One day, this teacher received a(n) 　4　 requesting that she visit a particular child.She took the boy’s name and 　5　 number and was told by the teacher on the other end of the line,“We are studying nouns and adverbs now. I’d be 　6　 if you could help him with his homework so he doesn’t 　7　 the others.”
The boy’s room was 　8　 in the hospital’s burn unit. Before she was 　9　 to enter, she had to put on the special coverings against infection. She was told not to touch the boy or his bed. The young boy, 　10　 burned, was obviously in great pain.The teacher felt 　11　 and didn’t know what to say. Finally she said, “Your 　12　 sent me to help you.” The next morning when she returned, one of the nurses asked, “What did you do to that boy ” 　13　 she could finish an apology, the nurse 　14　 her by saying, “We’ve been 　15　 about him, but ever since you were here yesterday his whole attitude has changed. He’s fighting back, responding to 　16　... it’s a thought he’s decided to live.”
The boy himself later explained that he completely gave up his 　17　 and felt he was going to die, until he saw that special teacher. Everything had 　18　 with the teacher’s simple help. With happy tears in his eyes, he 　19　 it like this: “They wouldn’t send a special teacher to work on nouns and adverbs with a 　20　 boy.”
1.A.patients B.nurses C.volunteers D.assistants
2.A.recovery B.difficulty C.homework D.housework
3.A.smart B.well C.old D.kind
4.A.letter B.e-mail C.note D.call
5.A.room B.ID C.telephone D.car
6.A.grateful B.amazed C.willing D.curious
7.A.compare with B.refer to C.fall behind D.rely on
8.A.replaced B.surrounded C.hidden D.located
9.A.allowed B.forced C.pushed D.forbidden
10.A.regularly B.badly C.gradually D.naturally
11.A.moved B.disappointed C.awkward D.lonely
12.A.mother B.teacher C.doctor D.classmate
13.A.Once B.Before C.After D.Until
14.A.encouraged B.disturbed C.interrupted D.warned
15.A.crazy B.confident C.worried D.curious
16.A.experiences B.treatments C.permissions D.suggestions
17.A.hope B.study C.family D.work
18.A.happened B.continued C.disappeared D.changed
19.A.expressed B.announced C.celebrated D.complained
20.A.tired B.disabled C.lying D.dying
【答案解析】
Step 4 Matching
1. post 2 2. post 4 3. post 1 4. post 3
完形填空
语篇解读:本文为记叙文。讲述了一个孩子被严重烧伤后,住进医院重症病房,他自己感到绝望。治疗期间学校为他专门请了一位老师帮他补习功课,唤起了孩子对生命的渴望。
1.【答案】A
【解析】由空后的in a city hospital及下文的The boy’s room was 　8 in the hospital’s burn unit.可知,孩子们在住院治疗,故用patients。
2.【答案】C
【解析】由下文的help him with his homework可知,老师帮助孩子们做作业(homework)。
3.【答案】B
【解析】由空后的return to school可知,孩子们痊愈(well)后回到学校。
4.【答案】D
【解析】由下文的on the other end of the line可知,老师接到一个电话(call)。
5.【答案】A
【解析】由下文的The boy’s room was 　8　 in the hospital’s burn unit.可知,老师记下这个学生的名字和房间(room)号码。
6.【答案】A
【解析】句意:如果你帮他做作业,他就不会落后于(fall behind)其他同学,我将不胜感激(grateful)。
7.【答案】C
【解析】句意:如果你帮他做作业,他就不会落后于(fall behind)其他同学,我将不胜感激(grateful)。
8.【答案】D
【解析】be located in意为“坐落于”。句意:男孩的房间在医院烧伤监护室。
9.【答案】A
【解析】为防止感染,老师必须穿上特殊服装才能被允许(allowed)进入病房。
10.【答案】B
【解析】根据was obviously in great pain可知,这个孩子烧伤很严重,故用badly。
11.【答案】C
【解析】见此情形,老师心里感到非常不舒服,故用awkward。
12.【答案】B
【解析】由上文的was told by the teacher on the other end of the line可知,打电话的人应该是一位老师(teacher)。
13.【答案】B
【解析】before引导时间状语从句,此处表示“未来得及”。
14.【答案】C
【解析】她还未来得及说完道歉的话语,护士就打断了(interrupted)她。
15.【答案】C
【解析】由下文可知,一开始护士们对他感到有些担心(worried)。
16.【答案】B
【解析】由下文的it’s a thought he’s decided to live可知,孩子态度改变了,积极配合治疗,故用treatments。
17.【答案】A
【解析】由上文护士所说的话及and felt he was going to die可知,一开始这个孩子完全放弃了生的希望。
18.【答案】D
【解析】这位老师的一点儿帮助改变了(changed)一切。
19.【答案】A
【解析】由语境可知,孩子表达(expressed)的是他原来的想法。
20.【答案】D
【解析】孩子原以为学校不会为一个即将死去的(dying)孩子找一名教授名词和副词的老师。Unit 2 Exploring English
Starting out & Understanding ideas
学习目标
1.能够读懂简单图表，从中获取具体信息，并将图表内容文字化。
2.能够通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
3.初步了解举例、对比等写作手法，并理解作者如何通过这些方法组织安排文章，呈现自己观点。
重点难点
重点
读懂简单图表，从中获取具体信息，并描述自己所见；
通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2. 难点
（1）理解文章的组织方式（举例/对比）；
（2）理解英语语言特点，并将其与汉语进行比较。
学习过程
Part 1. Start out
Step 1 Charts and questions
Look at the charts and answer the questions:
According to Chart 1, which language has the largest number of native speakers
According to Chart 2, which language has the largest number of learners
What can you learn from Chart 3
Why do you think so many people in China learn English
Step 2 Video Time
Watch the video and answer the question.
Which countries have English as their first language
Where do a third of English words come from What examples are given in the video
Part 2. Understanding ideas
Step 1. Activity 1 & 2 on page 14
Look at the title of the passage and the pictures. Tick what you think the passage is about.
Food
Cooking
Words
Plants
Fruit
Step 2. Activity 4 on page 16
Task 1. Complete the notes with words from the passage.
Task 2. Answer the questions according to the notes.
How does the author organize his passage Give some examples.
Why does the author think people often have trouble learning English
Step 3. Activity 3 on page 16
Choose the author’s purpose in writing the passage.
学习进阶
Step 1. Read the following information and answer the questions
How did the pineapple, hamburger and eggplant get their names
Does the information offer you a better understanding of the passage Give your reasons.
Step 2. Think and Share
Do you agree with the author’s opinion about the English language Give your reasons.
What do you find most challenging about learning English How do you deal with this
The author describes some phenomenon of English in the passage. For example, “When I wind up my watch, it starts, but when I wind up this passage, it ends.” Can you think any similar phenomenon of Chinese like this Give your examples.Unit 2 Exploring English
Using language
学习目标
1.了解四种不同的构词法：派生法，合成法，转化法，缩写法的基本原理和各自特点。
2.通过观察、比较、举例等方式，发现词汇之间的关联性和共性，并从中加深对构词法的理解。
3.通过学习构词法，了解英语词汇的一些来源，从而进一步加深对英语的理解，进一步培养起对英4.树立正确的英语学习观念：重视单词，重视积累。
5.能够综合运用不同的构词法帮助自己识记单词，提高记单词的效率。
重点难点
重点
认识四种不同的构词法，理解其操作方式和特点。
2.难点
（1）识别构词法；
（2）利用构词法帮助自己记忆单词。
学习过程
Step 1 课前自学
请同学们阅读并理解以下内容。
语言中词的总和构成词汇，但是词汇并不是一堆杂乱无章、互不相关的群体，而是一个严密体系，在这个结构的体系中，词与词之间有着各种各样的联系。英语中的这些联系的规律总结起来就是构词。英语中构词的方法就是构词法。构词法主要有合成法、转化法、派生法和缩略法四种。掌握构词法是迅速扩大词汇量的重要方法之一。
合成法
合成法就是指由两个或两个以上的单词合成一个新词词，这个新词叫合成词，一般而言新词的词义也就是原来合成之前的词的意义结合。这种构词方式主要有两种：复合法、结合法。合成法主要是构成合成名词和合成形容词。
复合法构成的复合词，它们各个结合的部分相互间的语法关系是紧密相关的。如blackboard和darkroom都是形容词和名词形成的结构，writing desk是动词名词和名词形式的结构。
结合法形成的词是形态合成词，它的结合是用一个起来连接作用的中缀来把两个或两上以上的词根词素紧紧的连缀在一起。如，用辅音字母－s－来缀全两个词根词素构成的词有：salesman, townspeople等。
转化法
不用借助构词词缀，把一个单词从一种词类转化成另一种词类的方法就是转化法。由于词类转化的结果，英语中就形成了大量外形相同但词类不同的词，即同形异类词。一般来讲，转化法得到的词，词义相互之间是紧密相关的。例如face，作名词为“脸”，而作动词，则为“面对”。
派生法
派生法又叫词缀法，即在一个单词前或其后加上词缀，构成新的单词。加在单词前面的叫做前缀，加在单词后面的叫做后缀。一般来讲，前缀都有自己特别的含义，它们能改变词义但不改变词性，如like（喜欢）加上前缀dis-（不），则得到反义词dislike。而后缀没有具体意义，所以它们改变词性但不改变词义，如sad（形容词，悲伤的）加上后缀-ness, 则得到名词sadness（悲伤）。加缀法是构词法中最重要的方法之一，大家要牢牢掌握。而前缀和后缀的类型都有很多，大家要在平时的学习过程中不断积累，深化理解。待到摸清规律，词汇量必然会上一个大的台阶。
缩略法
缩略法是把原有的词汇通过缩短，在读音和写法一呈现新的形式，这种构词方式用得很普遍，特别是近几年来，随着科学技术的飞速发展，产生了很多新的缩略词。
自学检测
请回答以下问题。
什么是构词法？
构词法有什么作用？
构词法的分类有哪些？
利用你手里的资源，试着为每一种构词法找到几个例子。
Step 2 小组合作学习
全班分为若干个小组并完成以下任务：
完成课本第17页活动1：将黑体部分单词与他们对应的构词法匹配。
限时活动：在课本14、15页的课文中找出更多运用到以上构词法的词汇，看哪个组有多又快又准。（需说明属于哪一种构词法）
学习进阶
Step 1 结对活动
独立完成课本17页活动2。
与合作伙伴讨论并展示答案。
Step 2 小组活动
全班分为若干个小组，每个小组选定合成法、转化法、派生法和缩略法其中一种，利用资源寻找相关单词，看哪个组在有限时间里找到最多符合条件的词汇。
课后巩固
为每一种构词法寻找不少于五个例子。Writing—Writing a story about a misunderstanding
in English
[学范文·背佳句]——它山之石，可以攻玉
范文诠解 [参考范文] [名师论道]
　　Last summer, I stayed with a British host family.One day, I was really surprised when Jeremy, the son of the family, told me that we would have toad in the hole for dinner.I wasn't sure whether we were going to eat a real toad in a hole.If so, how terrible! I joined them at dinner time with butterflies in my stomach.To my astonishment, a dish of sausages cooked in Yorkshire pudding (a mix that tastes a bit like pancakes)was served on the table, and it tasted delicious.It turned out that toad in the hole is a typical dish for a British dinner, and there's no toad! What an amazing experience! It was interesting to try such yummy food with a strange name. [学语言] 从体裁上，要求写一篇记叙文，因此写作内容要求有时间、地点、人物、事件等要素。题目要求写一篇有关误解的故事，因此范文特别突出“误解”一词，文章两次用到感叹句“how terrible！”，“What an amazing experience！”，多次用到表示困惑、惊讶的表达“with butterflies in my stomach”，“to my astonishment”，“amazing”，将对这道菜的误解进行了生动地描绘。 范文多次用到复合句，例如： I wasn't sure whether we were going to ... It turned out that ... What an amazing experience！ I was really surprised when ...等提升了文章的表达效果。 [学结构] 文章主要分为三部分： 第一部分主要交代故事的时间、地点、人物以及事件； 第二部分主要叙述故事引发的困惑、误解等； 第三部分主要道出结果，误会解除。 另外文章的写作线索为：困惑→惊讶→恍然大悟。
佳 句 背 诵 常用的开头语 1．There was an interesting experience/story happening in 2020, which I still remember now. 2020年发生了一件有趣的经历，现在我仍然记得。 2．It was a beautiful day and the sun was shining. 那是美好的一天，阳光灿烂。 3．Up to now, I still remember one interesting/terrible/embarrassing thing which happened years ago.直到现在，我仍然记得发生在多年前的一件有趣的/可怕的/尴尬的事情。 主体部分常用表达 1．When I told my friend, she said I was pulling my legs. 当我把这件事告诉朋友时，她说我在开玩笑。 2．It occurred to me that there should be some jobs available at a KFC fast food restaurant. 我突然想起来了在肯德基快餐店应该可以找到工作。 3．Only when he explained this term could I understand that he was trying to find his friends. 只有当他解释了这个术语后我才明白他想找到他的朋友们。 常用的结束语 1．It turned out that it was a delicious dish. 结果那是一道美味的菜。 2．Since then I have worked hard at lessons. 自从那以后我努力学习功课。
[仿佳作·找差距]——巧借外力，事半功倍
[题目要求]
根据提示情节，用英语编写一个故事。
Yesterday，we went to Fred's birthday party.After all the dishes were served，he told us that he had bigger fish to fry.
Note：Having bigger fish to fry in English means having something more important to do.
[仿写步骤]
Step 1　一仿结构布局合理
开头：交代故事的时间、地点、人物等。
主体：叙述趣事引发的误会、困惑和惊讶。
结尾：消除误解。
Step 2　二仿语言规范美观
　①昨天是我的同学弗雷德的生日，我被邀请去他家和其他一些同学一起吃晚饭。
Yesterday was my classmate Fred's birthday and I was invited to have dinner at his home with some other classmates.
②回到桌边，他告诉我们他有更大的鱼要炒，让我们等一会儿。
Returning to the table，he told us that he had bigger fish to fry and asked us to wait a moment.
③我们都希望他回来时给我们带些鱼来。
We all expected him to bring us some fish when he returned.
④他很快就两手空空地回来了。
He came back with nothing soon.
⑤我问他鱼在哪里，这使他很不解。
I asked where the fish was, which made him very puzzled.
⑥他意识到我误解了他。
He realised that I misunderstood him.
⑦他向我们解释说，在英语中，having bigger fish to fry的意思是有更重要的事情要做。
He explained to us that having bigger fish to fry means having something more important to do in English.
⑧我们都笑了，然后继续吃饭。
We all laughed and continued our dinner.
Step 3　三仿句间过渡自然
　⑨用however连接句③和句④。
We all expected him to bring us some fish when he returned.However, he came back with nothing soon.
⑩用so连接句⑥和句⑦。
He realised that I misunderstood him，so he explained to us that having bigger fish to fry means having something more important to do in English.
Step 4　誊写
Yesterday was my classmate Fred's birthday and I was invited to have dinner at his home with some other classmates.
When we arrived，he had prepared all the food for us.We expressed our best wishes to him and presented him with our gifts.Then we sat around the table，enjoying the delicious food.A few minutes later，Fred got up from his seat and answered a call.Returning to the table，he told us that he had bigger fish to fry and asked us to wait a moment.We all expected him to bring us some fish when he returned.However, he came back with nothing soon.I asked where the fish was，which made him very puzzled.Suddenly，he realised that I misunderstood him，so he explained to us that having bigger fish to fry means having something more important to do in English.We all laughed and continued our dinner.

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