《神奇的方向盘》---读后感

我家里有很多郑渊洁的书，几乎他写的每本书我都买了。这个暑假，学校要求我们读他写的《神奇的方向盘》一书，我只用了一天就将这本书结结实实地读了个遍，这本书延续了他的写作风格——风趣幽默、妙趣横生，其中有这么一幅画：画面上画着郑渊洁家里的两只猫——舒克和贝塔，下面有一行文字说明“舒克和贝塔临时改名为哥白妮和家里略”，多么富有创意的名字，令我忍俊不禁。

郑渊洁在书中说，他作品里的五角飞碟是从和狗玩飞碟时得到的灵感，他还给我们讲了一个故事：一天，他在王府井和一辆车相撞，结果车主二话没说就用枪指着他，他心中一惊，但又转念一想，他们胆子再大，也不可能在光天化日之下在王府井这样繁华的地方开枪，过了一下，车主确定郑渊洁不是抢钱的才把枪收起来，到这时他才恍然大悟，原来他们是银行的运钞员。郑渊洁从这件事上得到灵感，写出了故事《麻雀》??

《神奇的方向盘》这本书妙趣横生，我边看边笑，，笑得前俯后仰，看得一旁的妈妈莫名其妙，以为我中魔了，我给她读了一段，妈妈也笑得前俯后仰，幅度比我还大。意犹未尽地看完书中的最后一个字，我合上了书，但我还是久久地沉浸在故事情节之中。郑渊洁的书以一环紧扣一环的情节让我回味无穷、百看不厌，它陪伴着我度过一段又一段美好的时光，带我在想象的王国里漫步，甚至让我背上了“书痴”的“骂名”，但我还是一如既往地喜欢他的书，和他一块在童话王国里遨游！

第二篇：方向盘

Unit Four Language and Economy

Task-based Design for Six Contact Hours

III. Suggested teaching procedures and class activities

Session 1 (90-100 min)

Listen and Talk

1. Lead in

Task1 Listen to the following passage and try to fill the missing words in the blanks.

Step 1 Lead-in questions

1.Is English popular in your country? How popular ? Give examples.

( Yes, it is very popular. People begin to learn English even since childhood. There are a variety of English language courses for learners to choose from in China.)

Step 2 Listening practice

The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks. Step 3 Word study

The teacher lays emphasis on the following words and expressions related to the topic:

discourage…from; widely spoken; dialect; overwhelmingly; official language;

multilingual; emerge; leading; rather than

Teacher: Can you pick up the words and expressions related to the topic? What are they?

Task 2 Picture description

The students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups.

Teacher: Work in groups to talk about the pictures with the help of the words and expressions you’ve learned from the listening passage. Five minutes later you will be expected to do class presentation.

2. Dialogue Samples

Dialogue 1: English for Your Studies and Future Careers.

Step 1 Lead in questions

1. Do you think how to talk about something that benefit you?

( The biggest thing is that it gives me more access to…)

With … we can use more computer software,…

It makes a big different.)

2. Are you able to talk about something that benefit you in English?

Step 2 Dialogue Samples study

The students read the first dialogue in pairs and speak out the following sentences for talking

about something that benefit you in the dialogue.

Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about

something that benefit you.

Several minutes later.

Teacher: Can you speak out the sentences you’ve summarized?

The biggest thing is that it gives me more access to knowledge.

With English we can use more computer software, get more information on the Internet… …, it makes a big difference.

And then the teacher asks the students to give more examples.

Teacher: Can you give us some more examples?

… will help you become…

… is necessary for …

Thanks to … , we can …

Dialogue 2: Popularity of English

Step 1 Lead-in question

Teacher: Do you know how to talk about the popularity of something?

(You know what ?… is becoming more and more popular…

Is there anything new in the article?

Do you know that …

Nowadays , …. there is a trend that…)

Step 2 Dialogue Samples study

The students read the second dialogue and speak out the following sentences that are used to talk about the popularity of something in the dialogue.

Teacher: Please read the second dialogue in pairs and speak out the sentences useful for talking

about the popularity of something in the dialogue.

Several minutes later.

Teacher: Now, can you speak out the sentences you’ve summarized?

(I thought you might be interested in this article.

It?s about English being the modern means of communication.

Is there any thing new in the article?

Lots of interesting statistics. Do you know that…

English is fast becoming the major language in many sectors including…

I wonder whether English will always have this role. Or will Chinese be the next international language?)

The teacher asks the students to speak out the sentences they?ve learned outside class to talk about the popularity of something in the dialogue or more sentences.

Teacher: Do you know more you’ve learned outside class?

Standby examples:

It seems that … is very popular now.

What do you think makes it so popular?

They?re the latest …

This style is really in this year.

3. Communicative Tasks

Task 1: The Lingua Franca in the 21st Century

Group Work

Direction: Write out your answers to the following questions before class, and work in small groups in class to discuss your answers. Are your answers to the three questions similar?

The students are given 5 minutes to answer the questions given using the words and phrases given. Some students summarize other group?s answers and find out the similarities and differences among them. The students should make use of the words and phrases given in task 1.

Teacher: Work in group to do Task 1. Five minutes later some groups of you are expected to tell us your answers and then the others will be invited to summarize your point of view and find out the similarities and differences among your group’s answer. The students should make use of the words and phrases given in task 1.

Task 2: The Lingua Franca in the 21st Century

The students do the task after class.

4. Read and Explore

Lexical preparation for Passage A

Step 1 Word study

Key words and expressions:

civilize; consequently; evaluate; familiarity; interpretation; occupation; promising; reward; sensitive; steer; sufficiently; benefit from; by a wide margin; fail to; focus on; put the lie to; qualify for; relevant to; range from … to …

Students are given 7 minutes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.

Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first three words, Group 2…

Sentences to be picked up:

(1) The study of literature is not only civilized and civilizing… .( Para. 1)

(2) These graduates qualify for a surprising range of jobs..( Para. 1)

(3) Their experience puts the lie to the popular superstition that English majors must choose

between journalism and teaching …. ( Para. 1)

(4) …follow a strict regimen of courses considered directly relevant to their career

choices..( Para. 2)

(5) Future medical school students are steered into multiple science course…. ( Para. 2)

(6) … a student capable of critical thinking; of clear, logical self-expression; of sensitive analysis of the motives, the actions, and the thoughts of other human beings..( Para. 2)

(7) The first evaluates skills in reading comprehension, in figure classification, and in the evaluation of written material..( Para. 3)

(8) …; and familiarity with those fundamental of biology, chemistry, and physics taught in

high school and in introductory college courses.. ( Para.4)

(9) …, where his or her skills in reading, analysis, interpretation, and precise communication

will equip him or her to excel.( Para. 4)

(10) The study and practice of medicine can only benefit from the insights into human

behavior provided by the study of literature.( Para. 4)

(11) … graduates with merely technical qualifications are finding jobs in business, but often

failing to hold them.. (Para. 5)

(12) Employers complain that these apparently promising young men and women are simply

not competent communicators: because they are not sufficiently literate, … ( Para. 5)

(13) Consequently the English major with an emphasis in business is particularly well

prepared for a future in business administration. (Para. 6)

(14) Nearly four hundred companies in fields ranging from banking and insurance to

communications to manufacturing were asked whether they hired college graduates with degrees in English,…( Para. 6)

(15) English majors are also at work in the thousand occupations provided by government at

all levels. ( Para. 7)

(16) Consider, for example, the federal government --- by a very wide margin, America?s

biggest employer.(Para.7)

(17) Again, those who seek positions of high reward and responsibility may be asked to take

a test…(Para.7)

(18) …, the test focuses on language skills: …(Para.7)

Step 2 Sentence making

The students make sentences with the following words and expressions in pairs.

evaluate; steer; benefit from; put the lie to; qualify for; relevant to; range from … to … Teacher: Let’s do more practice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later you’ll read us your sentences.

Step 3 Further study

Words for further study:

consequently; reward; steer; qualify for; relevant to; range from … to …

The teacher demonstrates the special usage of the words.

Teacher: Now, let’s have a look at the special usage of some of the key words.

The teacher demonstrates the special usage of the words.

(1) consequently adv. : as a result; therefore

e.g. The rain was heavy--- (and) consequently the land was flooded.

consequent adj. : following as a result (fml.)

consequence n. importance or condition; result

(2) reward n. : 1. (something gained as ) return for work or service

e.g. He will expect some reward after working so hard.

n: 2. an amount of money given to someone who helps the police or brings

back lost property.

e.g. He gave the boy a reward (of $ 1 ) for bring back the lost dog.

v.: 1. to give a REWARD to (someone)

e.g. He rewarded the boy (with $1) for bring back the lost dog.

v: 2.go give a REWARD for an action

e.g. How can I reward your kindness?

c.f. : award

(3) steer v. to direct the course of (as a ship or vehicle); to lead

e.g. steer a car round a corner

e.g. steer a conversation into a favorite subject

e.g. President Hu Jintao is steering our efforts in the correct direction.

steering wheel 方向盘； 舵轮

steers man 驾驶员； 舵手

(4) qualify v.: to gain a certain level of knowledge, ability, or performance, or

QULIFICATION

e.g. He qualified in medicine as a doctor this year.

Will our team qualify for the second ROUND?

qualified adj.: limited

e.g. He gave qualified agreement.

qualified for : having suitable knowledge or QUALIFICATIONS esp. for a job

e.g. He is well qualified to do / for the job.

a highly qualified man

(5) relevant adj. : connected with the subject

e.g. I know he?s black but it?s not relevant. Is he a good lawyer?

relevant to : connected with

e.g. His colour isn?t relevant to whether he? s a good lawyer.

relevance n. : the quality of being relevant

have relevance to

(6) range v.: to vary (between limits); to stretch or reach (from one limit to another) range from … to …

e.g. The children?s ages range from 5 to 15/ between 5 and 15

Prices ranged from $5 to $10.

Assignment for this session

1. Pair work

Two students role-play Communicative task 2 according to the topic and the situation of the task. Performance in class is necessary in the next session.

2. Individual work

1) The students learn the new words of Passage A by heart.

2) The students listen to and read Passage A aloud for at least two times.

3. Group work

The students do the pre-reading exercise of Passage A in groups.

Session 2 (90-100 minutes)

1. Role-playing

The students are given three minutes to do Communicative Task 2 in groups. Then some pairs give their performance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire.

Teacher: For today’s oral practice, first do Communicative Task 2. I’d like to give you two minutes to rehearse it, and then you’ll give us your performance. Some pairs will be invited to make comments on your performance according to your presentation of the your veiwpoint, your language and its fluency and pronunciation.

2. Read and Explore

Passage A Majoring in English for Fun and Profit

Step 1 Warm-up questions

1.What do you think is the present state of English learning in China?

2. If you are a non-English major student, will you choose English as your minor? Why or why not?

3. Do you think English major graduates have better chances to secure careers?

Step 2 Analyzing the passage structure

The students are given five minutes to analyze the structure of Passage A in groups.

Teacher: Please work in groups for 5 minutes so as to see how many parts the passage falls into.

Step 3 Understanding the details of each part

The students are given ten minutes to have a group discussion of the questions given on PPT according to the structure analysis of the passage.

Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage we’ve done.

Questions for discussion on PPT:

1.What do people at large think of English majors? choice of occupations?

(English majors must choose between journalism and teaching.)

2. What is the author?s attitude towards the people?s opinion on English majors?

( English majors? experience puts the lie to the popular superstition.

In fact , English majors also receive excellent preparation for

future careers in law, medicine, business, and government service..)

3. What abilities that qualify undergraduates for the jobs in law, medicine, business and government do English majors have according to the passage?

(In law: They are capable of critical thinking; of clear, logical self-expression;

of sensitive analysis of the motives, the actions, and the thoughts of other

human beings. This is the best preparation for law school.

In medicine: Their skills in reading, analysis, interpretation, and

precise communication will equip them to excel.

In business: Such insights English majors have are obviously also valuable to

the student who plans a career in commerce.

In government: They have the language skills: comprehension, analysis,

interpretation, the ability to see logical relationship between ideas,

and the ability to solve problems expressed in words. )

Step 4 Understanding the positive adjectives the author uses in the first paragraph to

describe the study of literature.

The students work in pairs to pick out the positive adjectives the author uses in the first paragraph to describe the study of literature.

Teacher: Please read the first paragraph again and pick out in pairs the positive adjectives the

author uses to describe the study of literature.

One minute later.

Tell us all the words you’ve pick out.

(civilized; civilizing; encompassing; popular; practical; surprising; excellent.)

Step 5 Understanding the turning point of the story

The students work in groups to find out the transition signals used in passage A and the functions of them..

Teacher: Please have a group discussion to find out the transition signal used in passage A and the functions of them

Transition signals used in the passage:

in fact, actually, but, moreover, clearly, as for, such, because, consequently, for example, in short.

Functions of the transition signals:

1) to indicate an additional idea: moreover

2) to indicate a contrasting idea: but

3) to indicate a possible or certainty: clearly

4) to indicate a conclusion: consequently, in short

5) to introduce a cause or reason: because

6) to introduce an example: for example

7) to emphasize or clarify: in fact, actually,

8) to change topic: as for

9) to refer to something previously mentioned: such

The students have a group discussion to answer the following question:

Teacher: Please work in groups to find out more transition signals you’ve learn in or out of class.

1) to indicate an additional idea: additionally, besides, in addition, furthermore, also, similarly,

likewise, in the same way…

2) to indicate a contrasting idea: though, although, even though, instead, at any rate, yet, neither,

despite, in spite of , nevertheless, whereas, on the other hand…

3) to indicate a possible or certainty: possibly, perhaps, no doubt, certainly, evidently…

4) to indicate a conclusion: consequently, above all, thus, as a result, in conclusion, in summary,

accordingly, therefore…

5) to introduce a cause or reason: as, for, due to , since…

6) to introduce an example: for instance, that is, namely…

7) to emphasize or clarify: in other words, as a matter of fact, of course…

8) to indicate order of sequence: first, second, next, finally, before, after, afterwards, soon, later,

now, then, at the same time, on the left, on the right, close to , above, below…

9) to indicate a generalization: in general, generally speaking, as a general rule, on the whole…

10) to refer to something previously mentioned: the former, the latter, where, which, whom.

Step 7 Sentence writing

The students do Exercise 9.

Assignment for this session

1. Oral work

Talk about the globally learning and using English , which is to be presented in the next class. Work in pairs to discuss or debate the topic: “Is it necessary for everyone to speak English?” 2. Written work

Write a short passage on the topic “The Importance of Learning Spoken English.”.

3. Exercises 2-6

Session 3 (90-100 minutes)

1. Oral work

The students talk about the learning and using of English in groups first and then one of them is assigned to represent his group to do class presentation.

Teacher: For today’s first oral practice, let’s talk about the learning and using of English according to Passage A. I’d like to give you five minutes to practice it in groups, and then the representative of your group will do the presentation in class. Some of you are to be invited to make comments on your performance according to the following assessment standard. Commentary tips on PPT:

1) the viewpoints:

It is necessary / unnecessary for everyone to speak English.

2) the language

3) the fluency

4) intonation and pronunciation

2. Class discussion of Exercises 2-8

The students raise their questions and the teacher has a discussion with them.

3. Reading Skills Practice: Identifying Tone

Step 1 Skill study

The Students are expected to read the definition of the skill and try to answer the questions listed on PPT.

Teacher: Please read the definition of the skill and work in pairs to answer the questions listed on PPT.

Question on PPT:

(1) What method can you resort to if you want to find out the author?s attitude or to interpret

and evaluate a piece of writing?

(2) How can the method profit you?

Step 2 Skill Practice

The students do Exercise 18 and the teacher holds the discussion with them.

4. Read and Explore

Passage B Could “ Japanglish” Be a Legitimate language?

Step 1 Warm-up questions

1. Do you think Chinese English should be accepted as a variety of English? Why or why not?

2. What kind of English do you think Chinese English is?

3. What can you predict about the passage from the title “ Could ?Japanglish? be a legitimate language”?

Step 2 Fast reading and class discussion

The students first do fast reading of Passage B with the help of the reading skill of “Identifying tone” within 8 minutes and try to finish Ex. 12. A class discussion of the keys to the exercise will be held by the teacher.

Teacher: OK, let’s come to the passage. Please do fast reading of Passage B with the help of the reading skill of “Identifying tone” within 8 minutes and try to finish Ex.12.

Eight minutes later.

Which did you choose for number one( two, three, four, five)? Can you tell us the sentence

that indicates the key?

Sentences indicating the keys to Ex. 12:

1. D (generalization of the passage )

2. C ( Para. 12)

3.A (Para. 15)

4. D (Para.17)

5. B ( Para. 19)

Step 3 Group discussion

The students work in groups to answer the questions in Exercise 13. Then the teacher holds a class discussion of the answers to the questions.

Teacher: Now, work in groups for 5 minutes to answer the questions in Exercise 13. Five minutes later.

What is the answer to question number one (two, three, four, five)? In which paragraph

did you find the key?

No.1 ( To show that Japanglish is comprehensible and widely used , thus deserving its

status as a legitimate language.)

No. 2( Para. 5)

No. 3(Para. Para. 8)

No. 4 ( Para. 13)

No. 5 (Para. 19)

Step 4 Class discussion of difficult points

The teacher holds a class discussion of the difficult language points the students may enquire about.

Teacher: Now, you’ve got a better understanding of the story by discussing all the questions in Ex. 12 & 13. Is there any sentence or word that you still don’t understand? OK, let’s come to the key words and expressions.

Step 5 Word study

The students make sentences with one of the words and expressions on PPT , imitating the related sentences in the passage.

Teacher: Please make a sentence with one of the words and expressions on the screen within one minute, and then you are expected to read your sentence in class.

Words and expressions on PPT:

champion; claim; criticize; debate; effective; oblige;

be true of; call for; in a way; sign up (for)

Standby examples:

1. champion n. : a person or animal unbeaten in competitions of courage, strength, or skill e.g. This dog?s only young but already you can tell he?s a champion.

Championship n. : 1) a competition held to find the CHAMPION.

2) the position, title, rank, or period of being CHAMPION

e.g. I don?t think this new fighter can take the championship from him.

2. claim v. : right to sth

e.g. Her claim to the ownership of the car is invalid.

The town?s only claim to fame is that it has the longest tunnel in the country.

n. : statement of sth. As a fact; assertion

e.g. We all believed her claim that she was innocent.

Nobody believed his claim that he was rich.

3. criticize. v. : 1) to find fault with (someone or something); judge severely

e.g. Although he praised my work in general the minister criticized my handing of this

particular matter.

2) to make judgments about the good and bad points of (someone or

something)

e.g. Would you like to read and criticize my new book?

criticism n.

4. effective adj. : Having a noticeable or desired effect; producing the desired result

e.g. He made an effective speech.

His efforts to improve the school have been very effective.

effectively adj.

effectiveness n.

5. debate v. : to argue about (something) with (someone) , usu. In an effort to persuade

other people

e.g. We debated until the bar closed.

I debated with Mary (upon/about the question).

n. : a usu. Public meeting in which a question is talked over by at lest 2 people

or groups, each expressing a different point of view.

e.g. There will be a long debate in Parliament before the new law is passed.

debatable adj.

6. oblige v. : to make (someone)feel it is necessary (to do something)

e.g. I feel obliged to say “No”.

obligation n.

be / place under an obligation to …

7. call for : 1) to demand

e.g. to call for the waiter

to call for the bill

2) to need; deserve

e.g. Your remark was not called for.

It was an uncalled for remark..

8. in a way : to a certain extent

e.g. He is a good husband in a way.

9. sign up (for) : to (cause to ) sign an agreement to take part in something, or to take a job.

e.g. There was an attempt to sign up more men for the force, but few signed up.

e.g. I?ve signed up to take a course at the local college.

5. Write and Produce

General Writing Describing Sizes and Shapes

Step 1 Purpose and kills of describing something

The teacher asks a student to explain the purpose of describing something first and then holds a

discussion of the aspects in which we can of describe something.

Teacher: In which aspects can we describe something?

(size, shape, color, texture, smell, taste, and even use.)

Examples:

1. Of the various currencies in ancient China, the round bronze coin with a square hole in

the center was by far the most common. The earliest coins in this form were a product

of China’s first centralized kingdom, the Qin dynasty, established by Qin Shi Huang in

221 B.C. (The earliest coins in China)

2. An egg is small, oval and lightweight. It is small enough to fit into the palm of a person’s

hand. (Eggs)

Step 2 Write and apply

The students do Exercise 20.

Practical Writing Personal Qualities

Sample 1 Headhunters

Step 1 Content analysis

The teacher may take the sample letter as an example for the analysis of the content of a want

ad. and explain the words and expressions marked in red.

Teacher: Please read the example and work in pairs for five minutes to discuss what information

you can get from a want ad.

Sample 1 on PPT

Headhunters Hertbridge Amsterdam European

Executive

Search & Selection Outstanding Packages

This is a unique opportunity to make a real impact on the future success of an international

business.

We are one of the leading search and selection companies focused on the European IT

industry. As part of our strategy for growth we are opening a network of offices in key European countries, in order to provide our clients with both pan-European and local market solutions.

This expansion has created the need for two additional consultants to be based either in our Hertbridge or Amsterdam offices.

We will consider only the best, ambitious and obvious potential, who meet our key requirements:

★ High caliber graduate.

★ Proven ability to build and develop client relationships.

★ A background in Search, Selection or HR with IT industry

★ Possess a combination of drive and resourcefulness.

★ Fluency in a second European language desirable.

For a completely confidential discussion, please phone Sanessa Lury or send a detailed Curriculum Vitae to her at the address below, quoting reference ARI.

GOODHOPE GRAHAMAND ASSOCIATION9 Mikemont Gate, Shenley Hill, Radlett, Herts WD 8

8RP

Telephone: 0923, 8555565. Fax:0923, 854791

Information we gain from the want ad:

1.The identity and nature of the company

2. Positions available in the company

3. Requirements for the position.( Personal Qualities wanted for the position.)

4.Contact information

the words, phrases or sentences used in Sample 1.

Teacher: Please read the example and work in pairs for five minutes to discuss what information can you get from a want ad.

Words, phrases or sentences summarized:

1. ambitious and obvious potential

2. high caliber graduate

3. proven ability to build and develop client relationships

4. a background in Search, Selection or HR with IT industry

5. possess a combination of drive and resourcefulness

6. fluency in a second European language desirable

★ Aged 27-35.

Sample 2 Recruitment Brief--- HI-style Inc

Step 1 Content analysis

The teacher may take Sample 2 as an example for the analysis of the content of a want ad. and explain the words and expressions marked in red.

Teacher: Please read the example and work in pairs for five minutes to discuss what information you can get from a want ad.

Sample 2 on PPT

RECRUITMENT BRIEF — HI-STYLE INC

Company Background

Head office: New York, USA

European HQ: Zurich, Switzerland

Turnover: ￡350 million

Products: clothing; perfume; beauty/health products

Main markets: USA, Switzerland

Job Specification

Position: Marketing Director, Europe

Location: based at European headquarters

Duties: oversee all aspects of the company’s marketing in Europe; implement new strategies for expansion in Europe

Salary: minimum ￡120,000 (negotiable) and substantial benefits package, including relocation expenses

Person Specification

Essential Desirable

Qualifications: degree; marketing, MBA

diploma or specialization

Skills: Good communication skills; IT expertise

fluency in two European languages

(one must be German)

Background: marketing upmarket fashion experience of

and health/beauty products in Europe developing new

distribution

outlets

Qualities: hard-headed, innovative; able to work even-tempered

in a team; leadership qualities outgoing, creative

Information we gain from the want ad:

1. Company Background

2. Job Specification

3. Person Specification

the words, phrases or sentences used in Sample 2.

Teacher: Please read the example and work in pairs for five minutes to discuss what information can you get from a want ad.

Words, phrases or sentences summarized:

1. Good communication skills; fluency in two European languages

(one must be German)

2. marketing upmarket fashion and health/beauty products in Europe

3. experience of developing new distribution outlets

4. hard-headed, innovative; able to work in a team; leadership qualities

5. even-tempered outgoing, creative

Assignments for this session

1. Do Exercises 14-17.

2. Topic-based PPT group project :

Topic: The tragedy of an airplane crash in the world in 2007

Directions: Finding out the types of English used in the world and the countries or regions,

which are using these types of English as their official language using PPT. Two students are expected to browse online to download some pictures showing the countries and the information about the status of English in these countries. The other two do the reporting. The project should be assigned to two groups, who should give a presentation in the next class.