Unit2-----.doc

Unit 2 English Around the World
Teaching Design (第一部分：教学设计)
Period 1: A lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1. Warming up by answering a question
1)What does the title mean?
It means Eglish is widely used
2) Which countires speak English as their official language?
Singapore,India,Canada,Amarica and so on.
3). Do different people speak the same language?
No, actually there is more than one kind of English in the world.
4) How did it came into being?
That is what we will learn in the text.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.
Paragraph 3: All languages change when cultures communicate with one another.
Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One. &two
More details about the timeline.
How is our passage organized? In order of time
Does Egglish change frequently? No, gradually.
Period 2 Language points
1. Do you know that there is more than one kind of English in the world?
more than one +名词单数, 后面的谓语动词用数。
More than one student wants to go to swim.
more than 还可以与名词、形容词、副词、动词、动名词连用，意为 “不只是，非常”
Both of them are much more than schoolmates. They are close friends.
他们俩远不只是同学, 他们是知心朋友。
more than 的反义短语是less than, 意为 “少于”
2. would you come up to my flat for a visit?
come up的用法；
a,（人）走近，上来，
b,（太阳，月亮）的升起
c,（意想不到的）发生
d,出席，参加，
e,发芽，长出。
3. Even if =even though; in spite of no matter whether
4. It was based more on German than present day English.
be based on/upon, 以….为基础/依据
5. Shakespeare made use of a wider vocabulary than ever before.
莎士比亚使用了比以前更为广泛的词汇量。
　make (good/full/no…) use of 　使
We could make good use of our resources.
Every minute should be made good use of.
6.a number of, 一些, 后接复数名词或代词，
the number of, …的数量，中心词是number.
Many people come to the meeting, but a number of them ____ early.
A. have left B. has left
The number of cars ____in our city.
A. is increasing B. are increasing
Period 3(Indirect Speech (II) requests & commands)
Aims
To discover useful structures
Procedures
1.revision
2.Discovering useful structures
如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell, order, command等。
直接引语 (变化前)
间接引语(变化后)
Let’s开头的祈使句
I said to him, “Let’s start at once.”
 that 引导的宾语从句
I suggested to him that we (should) start at once.

感叹句
He said: “How happy I am!”

祈使句
The officer said to him, “Don’t leave your post.”

that/what/how引导的宾语从句
He said that he was very happy.
He said how happy he was.

不定式
The officer ordered him not to leave his post.

(Making commands and requests using indirect speech)
2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
A: _______________________________________
B: I’ll go and collect some wood right now, master.
A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
A:_________________________________________
B: Sorry. I’ll get that book for you right now.
Period4: A lesson plan for Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming

Procedures
I. Warming up
Introduction:You know there is more than one kind English in the world.
1. Is there standard English?
II. Reading
1. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.
Para. 2: American English has many dialects whose words and expressions are different from “standard English”.
Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text?
2). What is a dialect? Why does American English have so many dialects?
4. Language focus:
1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.
6). Play the tape again and let the students answer the questions in pairs after listening.
7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)
Period5 speaking and writing
I. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British)
subway underground
left left-hand side
keep going straight go straight on
two blocks two streets
right right-hand side
2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
1. Performance: Ask two pairs to perform their dialogue in class.
Sample version:
S1: Excuse me, sir. But I can’t find the drugstore?
S2: Pardon?
S1: I said I couldn’t find the chemist’s shop.
S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.
S1: Thank you very much.
S3: What did he say?
S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.
Self-assessment criteria:
Did you cooperate well with your partner(s) while practicing?
Can you ask for directions and give directions clearly?
Can you express your ideas fluently? If not, what’s your main problem?
Did you go naturally between American English and British English while talking to each other.
Ⅱ. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
A Sample poster
CHINA’S FUTURE LIES WITH LEARNING ENGLISH
Reasons for learning English:
World trade is done in English;
International organization (such as the UN) use English;
We need contact with the developed Western world to build our country;
The developed world uses English in its dealings.
SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH
Further Applying
The teacher may also guide the students to do the writhing task in the EnglisWeekly
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