Unit 2 English around the world
教学目的和要求
（Teaching aims and demands）
类别 课程标准要求掌握的项目
话
题 English language and its development; different kinds of English
词
汇 include role international native elevator flat apartment rubber petrol gas modern culture AD actually present（adj.） rule（v.） vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma\’am subway block
play a role（in） because of come up such as play a part （in）
功
能 语言交际困难 （Difficulties in language communication）
Pardon? I beg your pardon? I don\’t understand．
Could you say that again, please? Sorry, I can\’t follow you．
Could you repeat that, please?
Can you speak more slowly, please?
How do you spell it, please?
语
法 间接引语（II）：祈使句
Open the door．Please open the door．
Would you please open the door?
He told （asked）me to open the door．
教学建议
（Suggested teaching notes）
一、教学内容分析
“热身”（Warming Up）部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
“读前”（Pre-reading）部分的两个问题引发学生对课文主题的思考，以便参与课堂活动。
“阅读”（Reading）部分THE ROAD TO MODERN ENGLISH简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。
“理解”（Comprehending）部分旨在检测学生对课文基本内容的理解程度。
“语言学习”（Learning about Language）部分，主要通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目 （祈使句及其间接引语）。
“语言运用”（Using Language）部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话均有所不同。学生读完文章后可讨论中国的方言，使他们感受到本国语言文化差异，有助于培养跨文化意识。Listening 部分取材于一个美国男孩的独白录音，他来自美国南部得克萨斯州的休斯顿市，因此带有浓重的南方口音。Speaking主要让学生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，随后还要求学生进行角色表演，以灵活生动的对话形式帮助学生熟练掌握如何运用直接引语和间接引语表达请求。Writing部分让学生根据所给示范步骤完成“How can learning English help China in the future?” 的主题写作任务。
“小结”（Summing Up）部分要求同第一单元。
“学习建议”（Learning Tip）部分，向学生揭示英语词汇学习的一个重要特点，即一词多义，同时提醒学生注意这一特点，并鼓励他们运用多义词编绕口令、笑话等。
本单元所涉及的要点是：
（一）了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语。
（二）对英国英语和美国英语的差异有所了解，尤其是一些常用词，如 flat 和 apartment; lift 和 elevator; rubber和eraser等。
（三）掌握本单元教学目的和要求中的词汇的用法。
（四）学会语言交际困难的表达法，如Pardon? I beg your pardon?
（五）掌握祈使句及其间接引语的表达法。
二、教学方法建议
（一）关于“世界英语” 本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。那种所谓的BBC标准英语不再被人们认为是“唯一”的标准英语了。本课旨在为学生学习英语又打开一扇窗户，使学生了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语，还会有印度英语、加拿大英语等，以后可能还会有中国英语。
尽管如此，教师在教授本课时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律性和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。要注意防止过分渲染非标准英语，防止学生认为讲英语可以随心所欲，更不可忽视对学生进行基本的标准语言训练。特别应该指出的是在学生用书的听力部分，原文真实地反映了美国南部地区英语的方言和口音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面，所以教师在指导学生进行听力训练时，要注意掌握尺度，让学生感觉一下、了解一下，点到为止，不提倡硬性模仿。
（二）英国英语和美国英语的区别 可以给学生布置以下任务：通过对话形式，将所学过的英美说法不同之处，按实际生活和想象编一段对话，尽可能运用语言功能中的表达语言困难的说法，操作过程如下：
Step 1 Give students some words and expressions such as movie / film, block / street, apartment / flat, fall / autumn, gas / petrol, etc．
Step 2 Divide the students into groups and ask them to make a dialogue．
Step 3 Let students practise the dialogue with their partners．
编写对话不一定将所给词汇全部用上，下面的对话仅供教师参考：
（A person from Hawaii is visiting China．He wants to go to a cinema, but doesn\’t know the way．He asks a Chinese student the way．）
S1: Aloha．
S2: Pardon? What is Aloha?
S1: That is Hello!
S2: Hello! What can I do for you?
S1: Would you tell me the way to the cinema? I\’d like to see a movie．
S2: Movie?
S1: Yes．That\’s a film．
S2: Go straight ahead and cross three streets．The cinema is on your left-hand side．
S1: Could you say that again, please?
S2: Go straight ahead and then go over three blocks．The cinema will be on your left．By the way, where are you from?
S1: I\’m from Hawaii．I am visiting your country．I like your country very much．
S2: I\’m glad to hear that．Please follow me．I can take you to the cinema．My flat is on that street．
S1: Sorry, I can\’t follow you．What is flat?
S2: Flat means apartment．I moved here last autumn．
S1: Do you mean“last fall”?
S2: Quite right．Well, your English is quite different from what my teacher teaches．
S1: Actually, I speak American English．You understand British and American English．That\’s great!
本书第27-28页提供了有关美国英语和英国英语的补充资料，可供教学参考。
（三）教学表示方位的词语 本课涉及到表示方位的说法，教师可联系初中学过的east, west, south, north结合本课中的western, eastern, midwestern, southern, northwestern扩展一下，通过做游戏的方法，让学生熟练使用这些方位词的表示方法。参考步骤如下：
Step 1 Let students draw a square as follows to represent a classroom．
Step 2 Tell Ss the \"front\" stands for \"north\"．
Step 3 Then ask Ss to write down all the directions including the adjectives in the box correctly．
Step 4 If time permits, let them play a game afterwards．
（S1 hides something in a box and asks S2 to guess where it is．S2 has to use direction words．）
S1: I have hidden my book somewhere in the classroom．Can you guess where it is?
S2: Is it in the south?
S1: No．
S2: Is it in the southwest?
S1: No．
...
（四）语法教学 本课主要语法项目是祈使句及其间接引语。这一项目在练习册的Using structures部分中已得到充分训练。教师可以引导学生再设计一些真实情景将词汇、语法、功能放在一起使用。
S1: Please lend me your eraser．
S2: I beg your pardon? I don\’t quite understand you．
S3: He asked you to lend him your rubber．
三、自我评价建议
在本单元的练习册中的Checking yourself中，已列出部分自我评价的参考资料，这里再提供一些材料，供教师指导学生自我评价使用。
（一）非测试性评价
序号 评价项目 评价内容 学生自评
1 单元主题 1 Are you interested in the topic of this unit? Why?
2 How much did you know about English before you started this unit?
3 What have you learned from this unit?
4 What do you think about”World Englishes?
2 阅读理解能力 1 Can you guess the meaning of most of the new vocabulary in the reading passages without consulting the dictionary or the vocabulary list?
2 Do you think the comprehension questions are difficult or easy?
3 词汇与语法掌握水平 1 Which new words and expressions in this unit do you think are very important?
2 Can you make sentences with these words and expressions?
3 Do you know how to make commands and requests using indirect speech? Is there a rule that you can follow? What is it?
4 听的能力 1 Do you find it difficult to understand the listening texts in this unit? What do you think is the main problem?
2 How many times do you usually need to listen to the tape?
5 口语表达能力及参与意识 1 Did you ask any questions while learning this unit?
2 Did you enjoy the speaking activities of this unit? Did you take an active part in your groupwork? Did you cooperate well with your partner（s）while practising?
3 Can you express your ideas fluently? If not, what\’s your main problem?
6 书面表达能力 1 Have you ever done brainstorming before writing? In what way do you think it helps your writing?
2 What kind of mistakes have you made in your writing? What can you do to avoid such mistakes in the future?
7 自主学习能力 1 Do you study the unit before class? What kind of preparation do you usually make?
2 What kind of revision did you do atfer learning this unit?
3 Can you finish your homework independently? Did you ask your classmates or teacher for help?
（二）测试性评价
Tick the words or expressions that you have learned in the list．Note which is American English and which is British English．Match the words with the same meaning．After you finish, look them up in the dictionary or on the Internet to check．One word one point．Then add up your scores and record the result．
（答案参见本书第27-28页参考资料）
drugstore ＼ tin（of beans）
eraser ＼ biscuit
living room ＼ maize
flashlight ＼ chemist\’s
corn driving license
elevator rubber
gas, gasoline torch
cookie petrol
can（of beans） lift
driver\’s license sitting room, drawing room
补充参考资料
（Supplementary reference materials）
补充注释
（一）词汇注释
1．add（v．）
1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。
Please add something to what I\’ve said, John．约翰，请对我说的话做点补充吧。
2）to join numbers, amount, etc so as to find the total 相加。
Add up these figures for me, please．请帮我把这些数字加起来。
add to something：to increase 增加。
What he did has added to our difficulties．他的所作所为增加了我们的困难。
add up to：to amount to 加起来等于；总计（达）。
The cost added up to 100 million yuan．费用总计达一亿元。
2．cheat
用作动词，表示
1）to act in a dishonest way in order to win 欺骗；作弊。
Any student caught cheating will have to leave the classroom．任何被发现作弊的学生将被赶出教室。
2）to take from （someone）in a dishonest way 骗；骗取。
They cheated the old woman （out）of her money by making her sign a document she didn\’t understand．他们让那老妇人在她不懂的文件上签字，骗了她的钱。
用作名词，表示
1）an act of cheating 作弊行为。
2）one who cheats 骗子。
3．go through
1）to examine carefully 仔细阅读或研究。
I went through the students?papers last night．昨晚我仔细阅读了学生的作业。
2）to experience 经历；遭受或忍受。
You really don\’t know what we went through while working on this project．你的确不知道我们搞这个项目吃了多少苦。
4．crazy （adj．）
1）mad, foolish 疯狂的，愚蠢的。
It\’s crazy to go out in such hot weather．在这么热的天出门，真是愚蠢。
2）wildly excited; very interested 狂热的，着迷的。
She is crazy about dancing．她对跳舞十分着迷。
5．lonely （v．）: unhappy because of being alone or without friends 孤独的，寂寞的。
He has been very lonely since his wife left him．妻子走后，他十分孤独。
lonely 与alone 的区别
alone （adj．）
1）without any friends or separated from others 单独的。
She lives alone．她独自一人生活。
2）only仅仅；只有。用于名词或代词之后。
The gloves alone cost $ 80．光是手套就花了80美元。
3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不带走；不触摸；不干涉某人或某事。
Leave that alone．It\’s mine．不要动，那是我的东西。
She has asked to be left alone．她要求不要打扰她。
6．be concerned about / for：be worried about 担心。
We\’re all concerned about her safety．我们都为她的安全担忧。
（二）难句解析
1．Your friend comes to school very upset．你的朋友来上学，心情非常不好。
1）upset （adj．）: worried; annoyed 不安的；心烦意乱的。
2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心烦意乱。
His cheating in the exam upset his teacher．他在考试中作弊，这使他的老师很生气。
2．Your friend, who doesn\’t work hard, asks you to help him / her cheat in the exam by looking at your paper．
这里的who doesn\’t work hard 是非限制性定语从句。整个句子可译成“你的朋友不用功。他要在考试中（偷）看你的试卷，（要你）帮他作弊。”
3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈能推心置腹的朋友呢？
whom you could tell everything to 是定语从句，修饰friend。
此处的 like 相当于such as。
He has learned some foreign languages, like （such as）French and German．他已学会了几门外语，如法语和德语。
4．I can well remember that ... 我记得非常清楚……
well n．井 adj．身体好 adv．好；非常 int．喔，噢，这个……
本课这句话中的well 是副词，意思是“非常、彻底、完全”（quite, much, thoroughly）。
George was well and truly drunk．乔治喝得烂醉。
I couldn\’t very well say no when there was no one else she could ask．她没有别人可以求助，我实在是无法拒绝她。
He finished the exam well within the time allowed．他在规定时间之前很早就做完了试卷。
5.... flowers could never have kept me spellbound．……鲜花从未令我心迷神往过。
spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。
The children watched spellbound as the magician took rabbits from his hat．当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。
Teaching guide for the Student\’s Book（学生用书教学指导）
INTRODUCTION
This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．
PERSONS
Mr Frank Anne\’s father who once worked in a trade office
Mrs Frank Anne\’s mother who stayed at home to look after the family
Margot Anne\’s older sister who was very intelligent, studious, and quiet
Peter Son of another family who lived with the Franks in the attic
BACKGROUND
This is a true story．It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe．The Nazi Party ruled Germany from 1933 to 1945．One of their key policies was to kill all the Jews in Europe．If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland．Families were separated and transported in trains．For many days, they went without food, water, sanitation or fresh air．To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends．This is what Anne\’s family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．
______________________________________
SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic? which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne\’s family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne\’s apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．
______________________________________
WARMING UP
The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To \"Warm up\" means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．
This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．
The following are suggestions for introducing the topic of this unit:
1 Get the students to make a list of three qualities a good friend should have．
2 Have students get into groups of four to find out what qualities each has listed．
3 Have a member of each group report on what their lists have in common and list them on the board．
4 Ask the class whether or not they agree with all the qualities listed．
5 Now have students do the survey in the textbook．
6 Have students look again at the list to see whether it should be revised．
Explanation of each item:
Question 1
This question deals with how thoughtful you are towards others．How much do you value your friend? Is it enough to help him / her? Would you change the time of the day you go to the cinema to fit in with him / her? The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows a concern for your friend as well as your wish to go to see a film．C gets a slightly lower score because although it shows you want to go with your friend （because you change the plan）, you do not help your friend．
Question 2
This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken? A gets the lowest score because you are not giving your friend another chance to behave better this time．B gets a higher score because you let your friend borrow the camera again．This shows kindness and forgiveness for the trouble you had when it was returned broken．But you are not balancing his needs against your own．That is why C gets the highest score．You are showing your friend that you will trust him / her with the camera again but this time you are giving him / her rules in case it gets broken．
Question 3
This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities? A gets the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend．This is not responsible．You have things that you need to do．Of course your friend is important but not more important than your responsibilities．B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too．But it does not show any real interest in his / her problem．C gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．
Question 4
This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do? A provides the correct amount of responsibility to your friend．You recognize that it was your fault and will put it right and pay for the damage．So it gets the highest score．B provides some understanding that you are responsible．You put the situation right but you do not pay for the damage yourself．So it does not get the highest score．C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour．
Question 5
This question is concerned with honesty．If you let your friend look at your paper or somebody else\’s paper, you are helping them to cheat．That is not honest, so answers A and C get no marks．But it takes courage to tell your friend that they should have studied and that they cannot look at your paper．That is also the honest answer．So you get 6 points for B, which is more than any
other in the quiz．
Results
4-7 points: You are not a good friend．You either neglect your friend\’s needs or just do what he / she wants you to do．You should think about what a good friend needs to do．Think more about this．
8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend\’s needs and feelings．Try to strike a balance between your friend\’s needs and your own responsibilities．
13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend\’s needs．Well done!
PRE-READING
The purpose of the pre-reading activity is to begin to focus students?attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．
READING
The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne\’s longing for a normal life．She especially missed going outside and enjoying nature．
1 Teaching new words and structures
The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student\’s misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．
2 Understanding ideas
This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:
1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel?
2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?
3 Ask students to guess why the windows had to stay closed．
4 Consider what Anne means by the word \"crazy.\" In this context, \"crazy\" has the informal meaning of \"enthusiastic\" but its formal meaning is \"mad.\" However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．
5 In the same way, ask the students to consider what \"spellbound\" means．In this context it means \"to concentrate with delight for some time.\"
Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．
3 Discussion of ideas
This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:
1 What you would do if your family were going to be killed just because they did something the Emperor did not like?
2 Where would you plan to hide?
3 How would you arrange to get food given to you every day?
4 What would you do to pass the time?
4 Discussion of style
This is where the students begin to use the text to help their own writing．So it is important to ask the students:
1 What do you think is the purpose of this passage? Why did Anne write it?
2 Do you think it is successful? Do you understand Anne\’s feelings?
3 What is Anne\’s tone? In other words, is the author angry, sad, happy or thrilled?
4 What is Anne\’s point of view? Do you agree with it? If so, why? If not, why not?
The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．
COMPREHENDING
These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．
Answer key for Exercise 1:
1 C 2 A 3 B 4 E 5 D
Answer key for Exercise 2:
1 B 2 C 3 D 4 A 5 C
Suggested answers to Exercise 3:
1 Students answers may vary but must include a reason．
2 You could describe Anne\’s feelings as sad and lonely．She realized what she was missing by going into hiding．
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 trust 2 upset 3 loose
4 calm down 5 crazy 6 set down
7 go through 8 on purpose 9 face to face
10 according to
Answer key for Exercise 2:
1 upset 2 calm down 3 concerned about 4 trust
5 according to 6 crazy 7 go through
Answer key for Exercise 3:
1 concerned 2 purpose 3 entirely
4 outdoors 5 nature 6 thought
Answer key for Exercise 4:
1 ... you had to pay to get it repaired．
2 ... he / she will have to pay to get it repaired．
3 You will tell your friend that you\’ve got to go to class．
4 ... but you have to go to class．
5 ... they had to hide or they would be caught by the German Nazis．
Discovering useful structures
Answer key for Exercise 2:
1 Anne said that she was going to hide from the Germans．
2 Anne said that she didn\’t know the address of her new home．
3 She said that she could not ask her father because it was not safe to know．
4 The girl said that she had to pack up her things very quickly．
5 Dad asked her why she chose her diary and old letters．
6 “Are you very hot with so many clothes on?”Mum asked her．
7 “What else have you got?”Margot asked her．
8 “When shall we go back home?”Anne asked her father．
9 “How can I see my friends?”Anne asked her sister．
10 “Why did you go to bed so late last night?”Mother asked Anne．
USING LANGUAGE
Reading, listening and writing
The purpose of this part of the unit is to provide the students with opportunities to practise the language in a variety of realistic communicative activities．Most of the activities in this section integrate （ie combine）at least two of the four skills — reading, listening, writing and speaking．Such activities encourage the students to use higher-order critical thinking skills （see Supplementary Teaching Resources）．Furthermore, the students are challenged not only in the cognitive but also in the affective and psychomotor domains of learning （see A Glossary of Selected Teaching Terms）．In the activity presented here, the students are given practice in writing a letter to the editor of a popular radio show．It helps the students to express feelings in a logical way．Just as importantly, it demonstrates how they can make a positive response to pressure from their classmates．
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