Topic 2
Section A
The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标
1. Master some new words and useful expressions: difference, autumn
①I can’t follow you. Can you speak more slowly, please?
②English is spoken differently in different English-speaking countries. ③Have a good trip!
2. Learn present continuous to show the future: I’m flying to Disneyland tomorrow.
3. Discuss differences in English among different English-speaking countries. Ⅱ. Teaching aids 教具
录音机/小黑板/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
1. (教师展示下列图片，以旧带新，导入本课内容和生词。)
①(教师展示或在黑板上贴一张有伦敦标志的图片，复习已学的问候语。)
T: Nice to see you again. Today we’ll learn a new topic. First, let’s look at the beautiful picture on the blackboard. We’re flying to some place to see our friends. Can you guess where we’re flying today?
Ss: London. We can see Big Ben in the picture.
T: That’s right. What should we say when we meet them there?
Ss: Hello, nice to see you again.
T: Yes. What should we say when we want to express that our friends did something well? Ss: Well done! (板书) Well done ②(教师呈现另一幅图，师生互动对话。) T: Look at this picture. What place is it? Ss: Sydney.
T: Yes. Sydney is in Australia. As we know, Australia is also an English-speaking country. But Australian English isn’t the same as British English. For example, in Australia people say “g’day” instead of “hello” and “Good on ya, mate!” instead of “Well done!”.
T: Now, you see . Australian English is different from British English. And American English is different from British English, too. For example, British people say“football”while Americans say“soccer”. So there are a few differences from each other in different English-speaking countries. (板书) different — difference 2. (师生对练，明确不同国家英语不同的表达方式。)
T: Now, you know English is spoken differently in different countries. Let’s practise them again, OK? Ss: OK.
T: What should we say when we meet other people in Britain? Ss: Hello or Hi.
T: But what about in Australia? Ss: G’day instead.
T: What should we say when someone did something well in Australia? Ss: We’ll say “Good on ya, mate!” instead of “Well done”.
Step 2 Presentation 第二步 呈现(时间:12分钟)
1. (教师用小黑板出示下列内容，要求学生听1a录音，并找出不同国家英语不同的表达方式的对应关系。) g’day hello friends mates Good on ya, mate! Well done Sheila sheilas boot trunk British English: Australian English: Canadian English: T: The tape is over. Now who can tell me which expressions are British English? Please put up your hands, S1. S1: …
T: Which expressions are Australian English? S2: … T: …
(若学生的答案不是很准确，先不核对答案，让学生看书，找出自己听错的地方，让学生领悟听力的关键点。)
2. (让学生跟读1a录音，熟悉内容，注意语音语调。)
3. (出示1b中的四幅图片，师生问答，复习1a中的内容并完成1b。) T: Boys and girls, please look at Picture 1. What’re the boys doing? Ss: They are greeting while they are meeting on the way to school. T: If they come from Great Britain, what will they say? Ss: They will say “Hello, Hi, Nice to meet you again, …
T: You’re right.
(以同样的方式出示其他三幅图片，与学生进行对练，也可以让学生与学生对练。) 4. (要求学生再读课文，指导学生小组合作，找出重难点并讨论解决。) (板书) I can’t follow you. Can you speak more slowly, please? I’m flying to … Have a good trip! 5. (根据上面板书的四个句型，要求学生编一个简短对话，学以致用。)
T: Look at the blackboard. Read the sentences after me… . The sentence “I’m flying to …” means “I will fly to …”. It shows the future by present continuous. Can you make another sentence. S3?
S3: He is coming here next week.
S4: My parents are leaving for Beijing tomorrow. S5: …
T: Very good. Give you three minutes to make a short dialog with your partner according to the four sentences on the blackboard. After that, act it out. OK, go! For example:
S6:Hello! May I speak to S7? S7: Hello! Speaking!
S6:S7, tomorrow I’m leaving for Mount Huang for my holidays. Would you like to go there with me?
S7: I can’t follow you. Can you speak more slowly, please? S6: I’m going to Mount Huang tomorrow.
S7: Really? I’d love to. But I must stay at home to look after my little sister. S6: What a pity!
S7: Have a good trip!(Enjoy yourself!) S6: Thank you.
Step 3 Consolidation 第三步 巩固(时间:12分钟)
1. (根据第二个步骤中小黑板出示的内容，要求每两个学生把同一意思的两种英语表达对应起来进行对练。)
T: Look at the blackboard again. Let’s express the same meaning with these different words or sentences. One student says a sentence and your partner says another expression that has the same meaning. Do you understand? Ss: Yes.
T: S1, S2 please do it first. S1: I will say “Hello” to you when we meet in England. S2: I will say “G’day” if we are from Australia. S3: … S4: …
2. (在前面操练的基础上，复述课文，可采取分组活动的方式进行，然后选出几名学生做一简短演讲。)
S5: Ladies and gentlemen, I’m very happy to speak here. My topic is “Different Countries,
Different English, …”
3. (让学生完成1c，并核对答案。)
Step 4 Practice 第四步 练习(时间:5分钟)
1. (教师出示一张秋天落叶纷飞的图片，导入生词。) T: Look at this picture. Is it beautiful? Ss: Yes, it is.
T: Which season is it? Ss: It’s fall.
T: Yes. It is American English here. In England the people call the four seasons “spring, summer, autumn and winter”.(教师重复读autumn,并释义。) 2. (播放2录音，选择正确答案，然后核对答案。)
3. (让学生根据3中内容猜其意思，并给出更多的网络语音。) T: Boy and girls. Do you like surfing on the Internet? Ss: Yes .
T: Do you often send e-mails to your friends? Ss: Yes .
T: OK. What are the meanings of the following e-mail English in 3? Ss: …
T: Can you give more examples of e-mail English? Ss: Yes.
(一个学生说，其他同学猜意思) S1: … S2: It means…
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (分组活动。把学生分成若干小组交流，然后做一个调查，把讨论结果列表加以记录。) T: Now discuss the differences in English among different English-speaking countries in groups. Then make a survey with your partners and fill in the chart. Then report it to our class. Situations Meet other people Do something well … British English Hello Australian English G’day American English For example:
S1: In Britain, we say “hello” to each other when we meet other people, but in Australia we say
“G’day”.
S2: Yeah. That’s really common in our everyday life. When people did something well, we say
“Well done!” in Britain while we say “Good on ya, mates!” in Australia. S3: … S4: … 2. Homework:
(课后让学生收集课本以外有关讲英语的国家不同英语表达的资料，比较他们之间的不同之处，制作一个表格加以区分以加深印象。)
T: Today we’ve learned some differences in English among different English-speaking countries. After class, you can collect much more information about that. Make a form and compare the differences between them. 板书设计：
English is spoken differently in different countries. Section A Well done! I can’t follow you. Have a good trip! Can you speak more slowly, please? English-speaking country I’m flying to … Section B
The main activities are 1a, 1c and 2. 本课重点活动是1a, 1c和2。 Ⅰ. Teaching aims and demands 教学目标
1. Master some new words and useful expressions: see sb. off, victory, ask for a ride The foreigner is asking for a ride. I hope I won’t have any difficulty.
2. Go on learning present continuous to show the future: (1)I’m leaving for California.
(2)My uncle is meeting us tomorrow. (3)When are you leaving for Disneyland?
3. Talk about the sign languages and body languages. Ⅱ. Teaching aids 教具
录音机/教学挂图/小卡片/图片(机票) Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (教师出示一张飞机票的图片，导入本课语法和生词。) T: Nice to see you again, class.
Ss: Nice to see you again, my dear teacher.
T: I’m sorry to tell you that I can’t have English classes for you next week. I’m leaving for Beijing to have an important meeting this weekend. It’s my plane ticket. (板书)
I’m leaving for … Ss: Really? When are you leaving? Mr. / Miss …, we want to see you off.
T: My flight takes off at 7:00 a. m. , you needn’t see me off. If you have any difficulty in studying English, you can ask Mr. Hu for help. OK? Ss: OK. T: At the same time, try your best to get ready for next week’s exam. I hope you will have a victory in it.
(教师解释并领读flight, see sb. off, have any difficulty (in doing…), victory。) Ss: We will. Don’t worry. Mr. / Miss … Have a good trip! T: Thank you.
2. (教师讲解进行时表将来的句式，并结合1c组织练习。) (板书) I’m leaving for Disneyland this afternoon. T: Boys and girls, look at the sentence on the blackboard. Then could you tell me what’s the meaning of this sentence? Who can?
Ss: It means you will fly to Disneyland this afternoon.
T: Yes, that’s right. But if we plan or hope to do something eagerly in the future, we should express like this.
(教师指导学生观察黑板上的句子，让学生给出更多例句。)
3. (教师展示1c图画，给出一些关键词，让学生用将来时态造句并板书。)
T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future. leave for Disneyland this afternoon travel to Canada tomorrow come home in twenty minutes start at 7 o’clock go to Shanghai next week
Picture1: …is leaving for Disneyland this afternoon. Picture2: …is travelling to Canada tomorrow. Picture3: …is coming home in twenty minutes. Picture4: …is beginning at 7 o’clock. Picture5: …is going to Shanghai next week. 4. (在熟悉了现在进行时表将来的用法之后，两人一组对话操练。)
T: Pair work. Make dialogs with your partners according to the example of 1c. A: When are you leaving for Disneyland? B: I’m leaving this afternoon.
(在每个小组充分训练之后，教师找出几组表演对话。)
T: Now I’ll ask several groups to act out the dialog. Let’s have a competition. (通过竞赛，学生已熟练掌握现在进行时表将来的用法，为进一步呈现和理解1a做好准备。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
1. (设置并板书听力任务，让学生带着任务听1a录音，从整体上对对话的意思加以把握。) T: Listen to the tape and find out the answers to the questions on the blackboard. Where is Wang Junfeng flying? What should Wang Junfeng do if he needs help? (师生一起核对答案，对错误答案先不纠正，要求学生再听一遍，找出问题关键进行对比，提高学生听力技能。)
2. (教师再放1a录音，让学生边听边在练习本中写下现在进行时表将来的句子。)
T: Listen to the tape again and write down the sentences that use present continuous to show the future.
3. (在Step1和听力理解的基础上，师生共同做如下总结。) 现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词。例如：
I’m going.
When are you starting? I’m leaving tomorrow.
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如： I’m meeting you after class. She is buying a new bike soon.
4. (学生跟录音读，然后进行人机对话。)
T: Read after the tape, then suppose you are Wang Junfeng. Listen to the tape and make a dialog
with Kangkang and Michael.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (在学生熟悉了对话内容的基础上进行分组对话练习，然后让每组分角色进行表演。) T: Class, now let’s work in pairs. Each group chooses five students to play a role in the dialog, then act the dialog out.
2. (准备一些指令性动作，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽签，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。) T: I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do. Now who is the volunteer and do the action here? S1: (做动作)What am I going to do? S2: You are going shopping. Am I right? S1: Yes, you are right. / No, you are wrong. S3: (做动作)What am I going to do? S4: Are you going to …? S3: Yes, I am. / No, I’m not.
3. (让学生看1b, 双人讨论图片所表达的意思。)
Step 4 Practice 第四步 练习(时间:7分钟)
1. (出示2体态语的图片，让学生猜出它们的含义。)
T: Class, suppose one of you is travelling in the United States. But you can’t speak English. If you are in trouble, what are you going to do? Ss: …
T: Good. You can take a interpreter with you and you can take a gesture to express your
meaning. Now, look at these gestures that people often use in the United States. And guess the meanings of them, you can discuss them with you partner. (教师把图片贴在黑板上，一分钟后提问学生。) T: What’s the meaning of the gesture in Picture 1? S1: It means “Call me or ring me up”. T: Class, do you agree with him / her? Ss: Yes. / No. T: …
2. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，运用简笔画做成小卡片，组织学生进行“猜一猜”的游戏，和其他同学分享。)
T: Boys and girls. Let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guess what the gestures mean.
(通过此小游戏让学生在娱乐中掌握了不同体态语及其含义，激发了学生学习兴趣。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (引导学生收集不同国家的手势语的不同含义。)
T: Suppose you’re a volunteer of the 2008 Olympics Games, try to search the Internet for information as much as possible, and then make a form like this. After that please make a report to your class. Countries Gestures Meanings America Germany Australia Japan India … 2. Homework: Write ten sentences using present continuous to show future. 板书设计： English is spoken differently in different countries. Section B ask for a ride I’m flying to Disneyland. have any difficulty (in doing …) I’m leaving this afternoon. Have a victory. Section C
The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and expressions: pronounce, pronunciation, fill in
2. Discuss the differences between British English and American English in spelling, and expression.
Ⅱ. Teaching aids 教具 录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教师检查作业，引导学生复习Section A中讲英语的不同国家英语表达的不同。)
T: Hello! Boys and girls, we have learned differences in English among different English-speaking countries in Section A. Now I’ll ask a group to perform in class. S1, S2 would you like to give your performance?
S1: Hello, what should people say when they meet other people in Britain? S2: Hello, but what about in Australia? S1: G’day instead.
S2: What should people say when someone did something well in Britain then? S1: Well done! And what about in Australia? S2: Good on ya. S1: … S2: …
T: They did a good job, didn’t they? Ss: Yes, they did.
T: What should we say to them, class? Ss: Congratulations!
T: Yeah. Congratulations to them. (学生鼓掌)
(复习此对话中表达法的不同，目的是为导入1a英语国家在发音、拼写、表达等三方面的差异做铺垫。)
2. (师生互动，导入1a。)
T: Boys and girls. Please answer my questions, OK? Ss: OK.
T: Whose written English is good in our class? Ss: Wang Yun.
T: Whose oral English is great in our class? Ss: Li Mei.
T: Who has a good pronunciation in our class? Ss: Li Lan.
T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot”. (教师板书hot) Li Lan:Yes, It’s//.
T: Yes. You know it pronounces [ht ] in British English. While in American English “hot” pronounces //. Beside pronunciation, there are other differences between American English and British English, such as spelling and expression. (板书) written English oral English pronunciation (n. ) —— pronounce(v. ) (领读，并提醒学生注意拼写。) T: Now, if you want to know a lot about differences between American English and British
English, let’s learn more about it.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (播放1a录音，让全体学生一起回答问题。)
T: Boys and girls, listen to the tape carefully. Then answer the question: Do people from the
two countries have any difficulties in understanding each other? 2. (学生默读课文。教师出示小黑板，让学生填表格，完成1b以此加深对所学知识的印象。) T: I’ll give you three minutes, read 1a again, then I’ll ask a student to come here and fill in the form. (板书)
For example: Difference British English American English Spelling //, //, // fill out a living room take the subway (师生一起核对答案。) (师生互动，加深学生对美式英语与英式英语的区别和理解。) T: S1. Could you tell me how to pronounce “clerk” in British English? S1: Oh, yes. It’ s //.
T: How to pronounce in American English?
S1: It’s //.
T: Great. S2. Could you spell the past participle form of travel in American English? S2: T-R-A-V-E-L-E-D.
T: Good. But how to spell it in British English? S2: It spells T-R-A-V-E-L-L-E-D.
T: S3. Which take the subway, Americans or British people? S3: Americans.
T: OK. You can make a similar dialog with your partners. 让学生大声朗读课文。
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (做游戏“我知道你是哪国人”，通过所学过的讲英语的国家在拼写、发音、表达等方面的差异了解谈话双方信息。)
T: Now, let’s play a game “I know where you come from. ” You can use the knowledge we have learned in this topic. You can begin like this: S1: Hello. May I ask you a question? S2: Of course, please.
S1: How do you pronounce “hot”? S2: //.
S1: Thanks. I know you are an Englishman. S2: (In surprise)How do you know that? S1: I know that from your pronunciation.
S2: Oh. I see. You did your homework so well. Good on ya, mate.
S1: Oh. I know you’re from Australia. In Australia, people call their friends “mate”.
S2: That’s right. There are differences in English among different English-speaking countries. (多找几组同学操练此类游戏。)
2. (通过操练学生已熟悉1a，利用板书的表格，让学生复述1a。 )
T: Now, according to what we have just learned, we know American English and British English are different. I’ll ask some students to retell the text. You can use the form on the blackboard. For example:
We all know American English is different from British English in pronunciation and spelling and expression. … …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (双人活动。教师把事先准备好的英美不同的表达习惯和拼写习惯的卡片分给学生。让他们互相找相对应的英式或美式英语的表达方式。)
T: Now class. Let’s play a game “find my friend”. Here are some cards which have different
expressions between American English and British English. Find out the other card with the same meaning. S: OK.
(学生们做此游戏。)
2. (玩游戏两人一组，一问一答。看谁做的又快又好，完成2。)
T: Now, let’s play a game “who does quickly and well?”. For example: A: “Fall” in America is “秋天”. Do you know how to express it in England? B: Yes, It’s “autumn”.
C: Do you know how to spell “数学” in British English?
D: I know that it’s “maths”. But do you know how to spell it in American English? C: Yes. It’s “math”. … …
3. (在熟悉课文的基础之上，让学生找出更多的在发音，拼写和表达方面的不同实例。) T: Now, let’s do exercise in pairs. Discuss with your partner and try to find out more examples
to show the differences in pronunciation, spelling and expression between British English and American English. Are you ready? Ss: Yes.
T: OK. Let’s begin.
(学生两人一组就自己所学过的单词发音，拼写和表达方面的不同进行激烈的讨论。) 4. Work alone:
(1)(王俊峰刚刚从美国的迪斯尼乐园回来，让我们和他一起分享在迪斯尼乐园的快乐吧！) (默读课文找出重点词组，教师讲解。) (板书) not only… but also be close to in person be fond of For example:
Not only he but also I am interested in watching TV. His home is close to his school.
My father went to market to buy wine in person. The children are fond of playing toys.
(2)(学生默读课文，把序号与相应的图片连接起来。完成3。)
T: Read the text again and match the pictures with the right sentences. (3)(找学生读课文，核对答案。)
T: Now I’d like to ask a student to read the text, and other students listen to him (her) carefully, then let’s check the right answers.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (利用所学知识为2008年奥运会办一期辅导班，培训志愿者，内容为区分美国英语和英国英语在拼写，发音与表达等方面的不同。) Difference Spelling Pronunciation Expression … British English American English 2. Homework:
假设老师给几位同学去英国、美国、澳大利亚等国旅游的机会，回国后向同学们汇报这些国家英语的差异。可以让同学写一篇关于任何一个国家的报道。 板书设计：
English is spoken differently in different countries. written English oral English fill in fill out Section C pronounce(v. )—pronunciation(n. ) Section D
The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and useful expressions: come about, force, cent, in a word
2. learn about how the differences between American English and British English come about. 3. Review present continuous to show the future: I’m flying to Disneyland tomorrow. My uncle is meeting us tomorrow.
4. Review the sign languages and body languages. Ⅱ. Teaching aids 教具 录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (检查作业, 以对话的形式复习上节课所学的英式英语和美式英语之间的区别。)
T: Now, let’s review Section C. How many differences are there between British English and American English?
S1: Three. They are in pronunciation, spelling and expression. T: Who can give me some examples? S2: The word“hot”is pronounced as [ht] in Britain, but it is pronounced as [ha：t] in America. S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”. S4: In Britain if you want to relax, you relax in a sitting room, but in America in a living room. T: Good. You learn very well.
2. (教师出示以下表格，让两位同学填表后编出更多的相似对话，引出1a的内容和生词。)
British English colour favourite metre maths American English color pants theather T: As we know, there are some differences between American English and British English. How did the differences come about? (板书) come about T: “Come about” means something happens. Long ago, British people were forced to leave
their country. They came to America, Canada and Australia, and brought the English language to these countries. The language changed little by little from one part of the world to another. Here “forced” means sb. has to do something.(领读并讲解come about, forced。)
Step 2 presentation 第二步 呈现(时间:5分钟)
1. (教师提出问题，学生回答。)
T: What’s the difference between“color”and“colour”？ S1: Spelling.
T: Which do you prefer?
S1: I prefer“color”. C-O-L-O-R.
T: If you are in America, which word will you use and how to read? S: …
2. (学生快速阅读课文1a，画出中心语句，了解文章大意，培养学生快速阅读能力。) (学生说出，教师板书。)
(1) Many British people were forced to leave their country for some other places. (2) In the beginning, Americans spoke the same as they did in England. (3) In a word, the English language is changing all the time.
3. (学生再读1a, 完成1b。若教师认为练习对学生会较难, 可采用小组合作的方式进行, 错的句子让学生更正。)
T: Boys and girls, let’s check the answers of 1b. Now, is the first sentence true or false? S2. S2: It’s false. T: Why?
S2: Because there are differences between the two languages. T: …
4. (学生跟读1a录音, 并找出不懂之处, 教师给予讲解。)
T: Do you have any difficulty? If you don’t understand anything in 1a. Please hands up. S3: … S4: …
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (读1c, 让学生在1a中迅速找出问题答案, 培养学生根据问题快速查找信息的能力, 然后核对答案。)
2. (1)(方案一:给出关键词，让学生复述1a。)
(2)(方案二:小组合作。把课文内容改编成一个对话, 然后进行表演。) S1: S2, may I ask you some questions? S2: Of course.
S1: What’s the meaning of the word “cookbook”?
S2: It’s a book for cooking. It’s from German. The English language has taken in many new
words from other languages. For example, it borrowed “tofu” and “kowtow” from Chinese. S1: Oh, I see. There are differences between American English and British English, but how
did they come about? S2: …
(学生不一定能说全所有内容，教师应及时给予鼓励，让学生勇于开口讲英语。)
Step 4 practice 第四步 练习(时间:10分钟)
1. (复习2a现在进行时表将来时。) (出示小黑板) I’m flying to Disneyland tomorrow. My uncle is meeting us tomorrow. When are you leaving for Disneyland? I’m leaving this afternoon. 2. (教师指导学生观察黑板上的句子，并进行总结，让学生给出更多例句。) T: Class, can you give me more examples? S1: I’m leaving for Beijing soon. S2: The most exciting time is coming.
S3: We are travelling to America next summer holiday. S4: …
3. (听2b录音，复习2b，然后让学生听写这些句子。)
Step 5 project 第五步 综合探究活动(时间:10分钟)
1. (先读Kangkang的e-mail，根据Step 1中的表格，写一封回信，完成3。) 2. Homework:
(分组调查英语国家语言的差异，完成下列表格。) (1)For example: Countries America Britain Australia … (2) 板书设计： English is spoken differently in different countries. Section D come out 1. I’m flying to Disneyland tomorrow. be forced to do sth. 2. My uncle is meeting us tomorrow. in a word 3. I can’t follow you. 4. The foreigner is asking for a ride.
Differences Reasons
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