教案Book 8 Module 4 Which English

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教案Module4WhichEnglish

Module 4 Which English?Reading and Vocabulary教学目标分析三维教学目标1、知识与能力1) To help the students learn about some words in this period;2) To help the students develop reading skills (skimming and scanning);3)To help the students learn about many different Englishes.2、过程与方法Use different tasks to guide the students’ learning to help the students learn individually and to encourage the students to learn to work in groups.3、情感态度价值观1) To help the students establish a good attitude of learning English.2) To help the students understand the different culture of learning English in different countries.教学重点、难点分析教学重点及难点1. To help the students improve their reading skills, understand thepassage and finish the reading comprehension exercise;2. To encourage the students to learn and use what they have learnt to express the difference of English in different countries.教学辅助工具:Multi-media, blackboard and handout.教学过程Step 1 Warming-up1. Show the students some pictures and lead them to the topic of this class to help the students get relaxed, arouse their interest and lead to the topic..2. Explain The Rule of Group Activity for the students to help the students get ready for group activity.Step 2 Pre-readingAsk students some questions about the passage to encourage students to talk about food and arouse their interest in reading the passage.Step 3 While-reading1.Ask students to skim the text and find information from the passage to help students practise their reading skill and guide them to answer the questions.2. Encourage students to do word challenge and if necessary, correct their pronunciation to help students know about key words in the text and get ready for detail reading.3. Ask students to scan the text again and find more detail information to finish more exercise to help students practise their reading skills and reading speed.Step 4 Post-readingEncourage the whole class to send congratulations to the “Best Group” to make a conclusion of this class.Step 5 Homework1.Read the passage again and try to retell it with your own words.2.Write a short passage to express how do you think if everyone in the world just spoke English.Teaching reflection:。

高中英语：Module 4 Which English--Introduction教案(外研版选修8 module4)

Which English--Introduction教案(外研版选修8 module4)V ocabulary and speakingStep 1. New words and expressions in the module:1. Ask the students to read the new words by themselves for a few minutes and guess the correct pronunciation.2. Ask a few students to read the new words for the others to hear.3. Correct the students’ mistakes in reading4. Read the new words and expressions for students to follow.Step 2. Introduction:1. In how many countries is English used as a native language?2. In how many countries is English used as a second language?3. Is English spoken in English-speaking countries the same or different?4. What caused the differences?Step3. Activity1 Match the photos with the countries and say what they have in mon.(1.) Ask the students to do these sentences individually, then check with their partners.(2) Call back the answer(3) Ask the students to describe the picturesPicture 1: Australia - Sydney harbor with the bridge and the Opera HousePicture 2: Singapore - with the Lion symbol of SingaporePicture 3: Jamaica – a fruit seller with a stall of exotic fruitPicture 4: Britain – the Big Ben which is the symbol of London. Step 4. Work in pairs. Choose the correct meaningsStep 5. Activity 3 :Guess where the speakers or writers of the sentences in Activity2 e fromStep 6. Activity 4 Look at the sentences in Activity 2 again and find: A message on a mobile phoneA line written by ShakespeareAn Australian word meaning afternoonA way of talking about the past in SingaporeA way of talking about the future in Jamaica(1.) Ask the students to do these sentences individually, then check with their partners.(2) Call back the answersStep7. Activity 5:Work in groups and answer the questions:Which of the sentences are written in correct English?2. How important is it to speak correct English?3. Why is English spoken all over the world?Homework:1. Learn the new words by heart and prepare for a dictation next class.2. Preview the next: Reading and V ocabulary.。

Book8 Module4 which English说课

外研高中英语Book8 Module4 which EnglishReading and Vocabulary说课稿尊敬的各位评委，下午好！很高兴有机会向大家展示一下我对外研高中英语第八册第四模块Reading and Vocabulary部分的教学设计。

新课标要求我们要围绕三维教学目标开展教学，整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。

根据这一要求，针对所带三个班级学生的实际情况，我重新整合教材完成了教学设计。

它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。

第一：教材分析该模块的主题是：不同国家间英语的差异，Reading and V ocabulary是整个模块的核心。

它以文章which English？为载体，为我们介绍了不同国家间英语的差异。

同时呈现出了本模块的重点词汇、句型、语法和语言功能。

第二：目标和方法分析这节课的语言知识目标有三个：一是识记与自然灾害有关的14个单词，学会运用4个重点单词和7个重点短语，这是基础也是重点；二是理解并运用一个so ... that...引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。

这是重点也是难点；三是注意动词不定式在文中的运用，这为下节语法课的学习做了铺垫。

我把这节课的能力目标定位在：重点操练学生整体把握文章结构和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。

为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。

针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。

用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。

这是本课的文化意识目标。

第三：过程分析我设计的教学过程分四个环节，包括五个活动。

它是阅读和处理导学案同步进行的过程。

英语：选修8 Module 4《Which English-Listening and Everyday English》教案(外研版)

spilt tea all over. It’s still a bit wet. Man: Oh, in that case, perhaps I’ll just wait for another taxi. Taxi Driver: Could be a long wait.
Man: It doesn’t matter, I’d rather not sit in the front. Taxi Driver: As you wish. Step 2: Read the statement and give your opinion. Then make notes about your ideas in the form in activity two. Step 3: Activity 3. For reference 1 (d), 2 (f), 3 (e), 4 (a), 5 (c), 6 (b) Step 4: Everyday English For reference rmal 2. I can’t explain. 3. there was a problem
K. 5.clear and easy to understand
or something? Can’t you give me a straight answer, and just say what’s happened? Woman: I’m sorry sir. I’ve got no idea what’s happened.
Conversation 4 Man: Are you free? Taxi Driver: Yes sir. Sit in the front seat, please, if you don’t mind. Man: Can’t I sit in the back? Taxi Driver: There’s a problem with the back seat. The last passenger

外研版选修八：Module 4 Which English Section Ⅱ

Section ⅡIntroduction & Reading and Vocabulary—Language Pointsinstantly ad v.立刻，马上conj.一……就…… (＝as soon as)(教材P44)The quality of someone’s voice and their choice of words make a person instantly recognisable, even though you can’t see him or her.一个人的音质及措辞都能让这个人立即被辨认出来，即使你看不见他/她。

instant n．瞬间，刹那adj. 立刻的，立即的the instant 一……就……in an instant 立刻；马上①He sent me an email instantly he arrived in Paris.他一到巴黎就给我发了一封电子邮件。

②I asked him a question about how to learn English and he replied instantly.我一问他如何学英语，他马上就给我答复了。

[即学即练]——单句语法填空①(广东卷)This site gives you instant (instantly) access to a wide range of information on studying and living in the UK.②Much to my surprise, she burst into tears the instant she read the letter written by her mother. [链接写作]——句式升级(普通表达)As soon as he arrived at the theatre, he found the ticket a friend gave him left at home.③(高级表达)On arriving at the theatre, he found the ticket a friend gave him left at home．(on doing)④(高级表达)The moment/instant/minute/Instantly/Immediately/Directly he arrived at the theatre, he found the ticket a friend gave him left at home.⑤(高级表达)Hardly/No sooner had he arrived at the theatre when/than he found the ticket a friend gave him left at home. (hardly...when.../no sooner...than...)instantly既可作副词，也可作连词，有类似用法的词还有immediately, directly等。

高中英语.外研社.BOOK8.(含MP3课文录音及PPT课件).Module4—WhichEngli

5. All the following are the aims of the treaty EXCEPT ______. A. preventing the scientific use of the continent B. keeping it from nuclear test and radioactive waste C. promoting international scientific project D. ending arguments about who owns the land
set foot on its mainland was Carstens Borchgrevink.
The Antarctic It was signed in 1961 to prevent the 8.
Treaty
_c_o_m_m__e_r_c_ia_l__ and military use, which
There are gases, 5. m__i_n_e_r_a_lsand rocks available for scientific research.
The discovery It was the 6. _l_a_s_t_ continent to be of Antarctica discovered and the 7. _f_ir_s_t_ person to
The north pole The south pole
Module1 Reading & vocabulary (1) Antarctica:
The Last Continent
Read the text quickly and choose a heading for each paragraph.

【外研版】英语选修八：Module 4《Which English》(第1课时)ppt课件

课内合作探究
1．instantly (1)adv.立即，马上 I asked him a question and he replied instantly. 我一问，他就马上回答。 (2)conj.一……就……(相当于as soon as) I phoned him instantly(directly)I heard the news. 我一听到消息就打电话给他。

Australian English has traces of both Irish and cockney speech patterns，because the first speakers were 6.________who came from all over Britain.Many of the Aboriginal words passed into the language.But the main differences lie in individual sounds and intonation 7.________. In Jamaica，this is not the case.The variety of English has some of the grammatical 8.________of the African languages.
Module 4
Which English？
Module 4
第一课时 Introduction & Reading and Vocabulary(1)
1
课前自主预习
3
巩固提升
2
课内合作探究
4
课后强化作业
课前自主预习

高中英语外研版高中选修8Module4WhichEnglish-教学设计

Module 4 (B8) Which English?Teaching Design for Introduction, reading&vocabularyAnalysis on the Learners:Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They have been learning English for over 8 years and they are interested in different varieties of English used in different countries. They are not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot, so I must try my best to keep up their passion, help them develop critical thinking, the sense of achievement and build up good values.Analysis on the Teaching MaterialThe content of my lesson mainly includes a reading passage, through which, I'll enable the students to know more about different varieties of English used in the world and meanwhile help the students to improve their reading skills and make them aware of the importance of understanding and respecting different cultures.Teaching Aims:Knowledge1. To help the Ss acquire and use the new words and expressions2. To help the Ss understand the complicated sentences in the passage.Abilities1. To develop the Ss' abilities of listening, speaking, reading and writing.2. To improve the Ss' reading abilities, especially the skill skimming and scanning3. To improve the Ss' ability of critical thinking4. To train the Ss' abilities of studying by themselves and through cooperation.EmotionTo help the Ss to realize the importance of understanding, respecting and protecting different languages and cultures. Teaching Important Points:1. To help the Ss get a general idea of different varieties of English in different countries.2. To guide the Ss to improve their reading skills.Teaching Difficult Points:To help the Ss to improve their abilities of understanding further information and develop their critical thinking through readingTeaching Methods:Communicative Approach, Task-based Language Learning, Total Situational ActionTeaching Aids:1. A multi-media computer2. A blackboardTeaching Procedure:StepI. Lead-in1. Greet the Ss, ask them what they know about the English language.2. Show the Ss 4 photos representing 4 different countries, Australia, Britain, Jamaica and Singapore, ask them to match the photos with countries and find what they have in common.3. Show the Ss 5 English sentences on the screen and ask them how they understand them4. Discussion: Which one is a message on a mobile phone? Which is a line written by Shakespeare? Which word means "afternoon"? Which is a way of talking about the past in Singapore? Which is a way of talking about the future in Jamaica?Step II. Reading1. Fast ReadingAsk the Ss to go through the 1st paragraph of the passage to find out the answer to the question--- How many varieties ofEnglish are there?2. Part1 (Reading for the main idea)Ask the Ss to read the first 3 paragraphs to find out the main idea of each paragraph.Summarize the skill of finding the topic sentence.3. Part2 (Reading for details)Ask the Ss to read the next part "Australia" and tell whether the sentences are true or false and tell the reason why, if it's false.(1) Australian English is only about 200 years old. ( )(2) Most of the first English speakers arrived in Australia voluntarily. ( )(3) There are some Aboriginal words in English ( )(4) The main differences between Australian English and other varieties of English lie in grammar and vocabulary.( )(5) Australian English is easy to understand. ( )4. Part3( Reading for further information)(1) What are the main features of Jamaican English according to the writer?A. grammar and vocabularyB. grammar and rhythmC. vocabulary and pronunciationD. vocabulary and rhythm(2)What does the underlined word mean in “Almost everyone is Singapore is bilingual, while some people speak three or four languages.”A. able to speak EnglishB. able to speak two languagesC. able to speak SinglishD. good at learning language(3) The last 2 paragraphs about Jamaica and Singapore imply that _________.A.Jamaican English has features of the African languages.B.Some people in Singapore are bilingual.C.The English spoken in a certain country is influenced by the mother tongue of the speakers.D.There are similarities between Jamaican English and Singapore English.Step III. VocabularyEncourage the Ss to guess the meanings of some new words or phrases according to the context and do Activity7 on of the textbook.Step IV. DiscussionAsk the Ss to discuss the questions in groups of 4, and then exchange their opinions among the whole class.1. Why has English become an international language with so many varieties?2. Do you agree that communication is more important than correctness? Why (not)?3. Why do you think the Speak Good English movement was created in 1999? Do you think it’s necessary?Step V. ConsolidationAsk the Ss to read the whole passage again and fill in the blanks.When we _____________ (接到一个电话), we can recognize a person from ___________ ____________________(音质和他的用词). ________ (在这个意义上)，we say everyone’s use of language is different. There are _________________ (多种英语) or any other for that matter, as there are speakers of it. English is spoken as an ____________ (官方语言) in more than 60 countries, and it can _____________ ____________ (因地方的不同听起来非常不同). It is easy for us to ________________________ (区分英国英语与美国英语).There is not really a __________ (标准形式) that everyone can ______ (同意), and English is __________ (广泛地使用), so it is hard to tell which English is correct and which is incorrect. ________(只要) speakers can understand each other, correctness __________ (无关紧要). Australian English has traces of both Irish and cockney speech patterns, because the first speakers were prisoners who __________________ (来自不列颠各地). Many of the Aboriginal words _________ (成为…的一部分) the language.But the main differences ____ (在于) individual sounds and intonation patterns. In Jamaica, _____________ (情况不同). The variety of English has some of the _______________ (语法特征) of the African language. In Singapore, English is spoken by about ______________ (半数人口). Sentences often _______ (以…结束)the word lah. English has been influenced ________ (尤其)by Malay and the Chinese dialect Hokkien.。

外研版高中英语选修8Module4教案WhichEnglish

Module 4 Which English?教学设计说明话题介绍本模块主题为不同国家间英语的差异，并引入了与此有关的词汇。

要求学生了解上述内容并掌握有关的词汇，培养有关的语言技能。

Period 1 Reading and Vocabulary (1) INTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并为第一课时“阅读课”。

课文“Which English?”属说明文体，介绍了英国、澳大利亚、牙买加和新加坡四个说英语的国家。

在学生课前自学、预习的基础上，以背景介绍导入新课，然后采取“自上而下”的阅读教学模式，引导学生关注文章的篇章结构、段落大意，得出“树型图”，进行“信息转换”，理解全文、复述意义。

教师还可以参考“教学资源”The Analysis of the Difficult Sentences from Module 4 Which English?中的材料，帮助学生解决字、词、句等方面的问题。

Period2 Reading and Vocabulary (2) Reading and Vocabulary “The Future of English”为阅读课，介绍了当今英语对世界的影响和发展趋势，配有三个相关活动。

通过快速阅读了解文章大意，再精读回答相关问题，充分理解文章结构及重点词、句。

Period3 Reading Practice Reading Practice “Colourful E nglish”　也是阅读课。

阅读内容为英语中的成语和谚语等。

分为七个活动，围绕课文展开。

Activity1为读前活动；Activities2-4 帮助学生抓文章的主旨；Activity5为细节理解；Activities6-7以文章内容为基础，组织学生开展说和写。

Period4 Cultural Corner 课本55页“文化阅读课/CULTURE CORNER”的主题为Chinese as a Foreign Language“汉语作为一门外语”。

高二外研选修8 Module 4 Which English教案

Module 4 Which English? Ｉ．模块教学目标III. 教材分析与教材重组1. 教材分析本模块主要介绍了当今世界上使用最广泛的语言———英语在使用过程中不断发展、改进、更新并吸收、交融其它文化，从而形成了各种各样带有某个国家、民族或地区特色的英语。

即便是在英国本土，甚至在伦敦东西部、南北部，说话均有所不同。

那种所谓的BBC 英语不再被人们认为是“唯一”的标准英语了。

文章同时也预测了英语的发展趋势。

学生学习本模块可以了解到英语语言的丰富多彩，通过讨论英汉语言文化差异，有助于培养学生的跨文化意识。

本模块旨在为学生学习英语打开一扇窗户，使学生了解当代语言发展新趋势和新特点。

1.1 INTRODUCTION简要列举了英语的分支以及英语语言的使用在不同国家、不同时期、不同场合产生的差异，使学生感受英语语言的多元化、多层次，对英国英语和世界其他国家的英语有一个粗浅的了解。

1.2 READING AND VOCABULARY（1）讲述了英语语言使用的广泛性和多样性，以及不同国家的英语形成的原因及其特色。

1.3 GRAMMAR(1)复习各种状语。

1.4 LISTENING 通过听不同口音的英语对话，猜测对话发生的地点及英语种类,并根据所听内容回答细节问题。

1.5 EVERYDAY ENGLISH 根据日常对话猜测口语常用语的意义。

1.6 GRAMMAR(2) 复习各种状语从句。

1.7 SPEAKING要求学生讨论美国英语、英国英语的差异,英语有无难易之分,有无正误之分，为什么? 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。

1.8 READING AND VOCABULARY（2）阐述英语的重要性以及发展趋势。

1.9 WRITING要求学生根据所给示范步骤，完成以“It would be much easier if everyone in the world just spoke English.”为主题的写作任务。

高中英语：Module 4 Which English--Reading Practice教案(外研版选修8 module4)

Which English--Reading Practice教案(外研版选修8 module4> Step 1. CheckingReview the new words and expressions in the module :b5E2RGbCAP1. Ask the students to read the new words by themselves fora few minutes. p1EanqFDPw2. Have a dictation on the new words and expressions in the module.DXDiTa9E3dStep2. Reading PracticeActivity 1 on page 53.Look at the title of the passage, what do you expectRTCrpUDGiTthe passage to be about?Activity 2 on page 53.Read and listen to the passage and 5PCzVD7HxAdecide which sentences are not topic sentencesActivity 4 on page 54. Decide where these sentencesjLBHrnAILggo in the passage.Activity 5 on page 54.Choose the best answersActivity 6 on page lete the sentences in your own words.xHAQX74J0XStep3. Main language points in the textThus1.）如此,这样,以此方式They told her to water the flowers every morning, and she did it thus.LDAYtRyKfE他们吩咐她每天早晨浇花,于是她照办了。

外研版高三一轮复习说课稿

外研版选修八Module 4 Which English ? 说课稿一、教材分析今天我所说的教材是选自外研版顺序选修八的第四模块。

本模块主题为不同国家间英语的差异。

由于我们现在是高三的一轮复习不是新授课，所以对教材的分析不同于新授课。

我把整个模块仅仅作为一个词汇的复习的辅助材料。

选修8 是最后的一本书，而Module 4 又是这本书的中间部分，所以他有着承上启下的作用。

二、学情分析学生是刚刚经历过省一模考试的。

面对高考压力及考试题型的变化，学生心理上有很大波动。

因此要适当增加难度，增强信心。

但高三学生的注意力有一定的稳定性，观察能力强，具有一定的目的性，系统性和全面性。

同时已经初步实现行具体思维向抽象思维的过渡，具有一定的语言知识和英语应用的能力。

三、说教学方法由于高三的一轮复习都是将原有的旧知识进行梳理、归纳。

因此我认为高三老师的主要作用不是将旧知识进行简单的重复而是起到一个连接作用。

基于这个观点本课的教学方法是围绕核心问题，设定小任务；尽可能提供训练学生技能的机会；开展自主性学习的课堂活动。

四、说学法由于英语高考题型的变化，我希望可以通过这样的复习课来培养学生掌握一下学习方法：知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。

五、教学目标根据《新课标》总目标的描述、高考考试大纲及高考题型的变化，结合本课的内容，把本课的教学目标系统化，分别是语言知识目标、语言技能目标、情感与文化意识和学习策略。

1.语言知识目标: 词汇：convince , debate, oppose, clarify etc句型：强调句型2. 语言技能目标：在综合情景中的词汇用法3. 学习策略目标：能够进行知识的梳理和归纳4. 情感与文化意识目标：通过了解世界各地的英语使用情况从而认识到语言对人们的影响。

六、教学重点及难点教学重点：有关词汇教学难点：词汇在语境中的综合运用突破难点的关键：在语境中精讲多练七、教学流程及设计意图1．导入 1. 熟读本模块的单词和课文设计意图：培养语感，训练听力为完形填空打下预感基础。

高中英语：Module 4 Which English--Grammar教案(外研版选修8 module4)

Which English--Grammar教案(外研版选修8 module4>Step 1. Revision:Revise the language points of the passage we have learned.RwtHwWoYQvSay the underlined sentencesStep 2. Activity 1 on Page 47: Match the underlined words and phrases with the statements. RwtHwWoYQvA prepositional phrase can be used as adverbial.An adverb can be used as adverbial.A noun phrase can be used as adverbial.A clause can be used as adverbial.An –ing phrase can be used as adverbialStep 3状语概述1状语的定义：状语是用来修饰动词、形容词、副词或整个句子的成分；一般表示时间、地点、方式、程度、原因、条件、目的、结果、让步、伴随等意义。

2状语的位置：英语中的状语在句中的位置比较灵活：修饰形容词的状语，通常放在所修饰的词之前；修饰动词的状语，通常放在所修饰的词之后。

但有些副词，如等作状语时，则放在实义动词之前，助动词、be动词或情态动词之后。

3状语的构成：状语常由副词、形容词、介词词组、非谓语动词和状语从句、独立主格结构担任。

4状语的分类:状语可分为十种：目的状语原因状语结果状语时间状语地点状语方式状语让步状语比较状语条件状语伴随状语Step4. Activity 2: Work in pairs. Read the sentences in activity 1 againRwtHwWoYQvand answer the questions.1. Which adverbial is used to express result?2. Which adverbial is used to express manner?3. Which adverbial is used to express degree?4. Which adverbial is used to express place?5. Which adverbial is used to express cause?6. Which adverbial is used to express time?7. Which adverbial is used to express frequency?(1.> Ask the students to do this individually, then check with their partners.RwtHwWoYQv(2> Call back the answers from the whole class, having one student read the question and another give the answer.RwtHwWoYQvStep5. Activity3 onP47(1.> Ask the students to do these sentences individually, then check with their partners.RwtHwWoYQv(2> Ask the students to answer the questions, reading the complete sentences. Step6 状语从句概述RwtHwWoYQv1．状语从句可分为九种：目的状语从句原因状语从句结果状语从句时间状语从句地点状语从句方式状语从句让步状语从句比较状语从句条件状语从句2．常用连词：<1）A. while引导的从句中谓语动词必须是能够延续的动词B. since引导的从句用过去时，主句用现在完成时。

2013外研版选修八Module 4《Which English》word教案

如果你不喜欢你的书,我和你对换。
I usually trade at this department store.
我通常在这家百货店买东西。
4.count
to count from 1 tse apples.
清点一下这些苹果。
count it an honor (to do sth.)
这是一发烧的病例。
There are three cases of fever in school.
学校有三个发烧病人了。
a difficult case to prove
一个很难办的案子
In this case I'm acting for my friend Mr. Smith.
我在这次诉讼中代表我的朋友史密斯的利益。
警察有充足的事实对付那个囚犯。
Is that the case? No, that's not the case.
当鸟食公司要在我们当地电影院演杂技的消息传出时,我们都赶紧跑去观看。
At school we learn a variety of things.
在学校我们学习各种东西。
（与of连用）变种
new varieties of wheat
小麦的新品种
He didn't come for a variety of reasons.
The case against Mr. White is said to be heard tomorrow.
据说怀特先生被起诉一案定于明天开庭。
The case was settled out of court.
这案件在庭外解决。
The police have a clear case against the prisoner.

第八册第四模块

Summary
What have you learned in this lesson?
Homework
1. Preview Reading and Vocabulary (1) on page 44, finish Activities 5 and 7. 2. Finish Activity 5 on Workbook page 111.
Britain
Jamaica
Activity2 Choose the correct meanings.
1.See you this arvo. 2.CU2NITE. 3.Wherefore art thou? 4.Where you go yesterday? 5.Mi a-go lef today. (a) See you tonight. (b) Where are you? (c) I’m leaving today. (d) See you this afternoon. (e) Where did you go yesterday.
2 3
arvo 4 5
Cultural Corner(P55)
Chinese as a Foreign Language
Prediction
Look at the title of the passage, what topics do you think will be mentioned in the text? A. more foreigners are learning Chinese
ቤተ መጻሕፍቲ ባይዱ TASK 1
Read the passage quickly and check your prediction.
A more foreigners are learning Chinese B the reason for learning Chinese