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unit 2 english around the world
teaching aims and demands:
1. topic:
english language and its development; different kinds of english
2. vocabulary:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, midwestern, southern, eastern, southeastern, northwestern, spanish, recognize, accent, lightning, direction, ma’ma, block
3. useful expressions:
play a role in, because of, come up, such as, give a command, play a part
4. function: language difficulties in 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?
5. grammar: imperative sentences and its indirect speech
open the door.
please open the door.
would you please open the door?
he told me to open the door.
warming up
teaching aim:
1. ss will be able to know some differences between british english and american english.
2. ss will be able to master some usages of the words and phrases.
teaching procedures:
step 1 lead-in (start with a free chat with ss about learning english.)
t: how many years have you learnt english?
how many languages do we speak?
what do you find difficult in learning english? (ss may have different ideas, but they may consider vocabulary as their most difficult one.)
do you think it necessary for us ss to master such a foreign language?
(---with the development of globalization, english has become an international tool for people to communicate with each other. and we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)
in which countries is english used as the native language?
do you think the englishes spoken all around the world are all the same ?enjoy bbc and voa
step 2 discussion
activity 1. ss discuss in groups about the differences between british english and american english, and give some examples.
activity 2. ss guess which of the following words is british english and which is american english:
apartment/flat bathroom/toilet can/tin candy/sweet
check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post
mom/mum movie(film)/film pants /trousers repair/mend
sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol
step 3 warming up
t: now let’s enjoy a dialogue between two foreigners.
t: which language do they speak?
why do they misunderstand each other?
(there exist differences between englishes. the different englishes make up the world englishes.)
step 4 discussion
1. do we need to learn both british and american english?
2. what kind of english would you like to learn?
3. why?
step 5 appreciation
appreciate the dialogue between bush and blair
step6 homework
1. preview reading
2. english weekly
3. p11 ex1,2.
reading
teaching aim:
a) ss will be able to know the development of english and feel the role that culture plays in the change of language.
b) comprehend the whole passage
c) ss will be able to know how to get the key sentence of a paragraph.
teaching procedures:
step 1 lead in
ask students several questions in the form of brain storming.
1.do you know the countries where people speak english? list them on a piece of paper.
2.what are the two main groups of english?
3.do you know the differences between british english and american english?
4.do you know the history of english?
step 2 fast reading
english is not only different from country to country, but also different from what it was before. read the title “the road to modern english” and predict (预测) what the passage is mainly about?
t: scan the text to find or make out a key sentence for each paragraph.
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 3-4: all languages change when cultures communicate with one another.
paragraph 5: english is spoken as a foreign language or second language in africa and asia.
step 3. intensive reading
t: let’s enjoy the whole passage paragraph by paragraph again. pay special attention to the following qs:
how did old english develop into modern english?
why does english change all the way?
what other englishes developed from the old english?
(1). give the three major periods of the development of english.
the end of the 16th century-------- the next century ------------ today
who promoted the spread of english?
people. when they moved, they carried english to different places.
(2) t: although they speak english, yet sometimes they can not understand each other well, why?
--------- because there exist differences between different englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)
(3) t: how do these differences come about? (why does english change over time?)
--------- because of cultural communication.
ask ss to find out the characteristics of each time according to the time axis.
ad450-1150: german
1150-1500: less like german; more like french
in the 1600’s: shakespeare’s english
the time adel was written: american english
later: australian english
(4) t: besides the countries where english is used as a native language, where else is english used as a foreign language?
---------- south asia, india, south africa, singapore, malaysia and china.
activity 1. fill in the chart
ad450--1150 english was based on _______
____________ english was more like french.
at the end of the 16th century how many people speak english? __________
___________ shakespeare made use of a wider vocabulary.
___________ american english gained its own identity.
later __________ english had its identity.
activity 2. answer the following questions
(1)what is the clue of the passage?
(2) why does india have a very number of english speakers?
(3) when did people from england begin to move to other parts of the world?
activity 3: choose the correct answers.
step 4 post-reading
t: from the passage we can see english is widely accepted as a native, second or third language. no wonder the number of people learning english in china is increasing rapidly. will chinese english become one of the world englishes? ---------- “ only time will tell”。
t: how do you understand this sentence?
---------- it means that something can only be known in the future.
t: what can you infer from this sentence about the development of english in china?
--------- it indicates that it remains to be seen just how much the chinese culture will influence the english language in the present country.
step 5. language focus:
1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.
2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.
3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.
4) be based on…:
5) make use of: use sth. available
6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.
step 6 discussion
work in groups. discuss the question and then ask two groups to report their answers to the class.
1. why do you think people all over the world want to learn english?
possible answer:
the reasons why people all over the world want to learn english:
★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.
★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.(all persuasive reasons can be accepted.)
step 7 homework
1. read the passage as fluently as you can.
2. find out some words and sentences you think are beautiful and recite them.
3. p11.ex2.3.4
unit 2 english around the world
period 4 learning about language
1.teaching aims
ss will be able to use direct speech and indirect speech
2. teaching important point
summarize the rules of direct speech and indirect speech.
3. teaching difficult point
learn about the special cases in which the tenses shouldn’t be changed.
4. teaching methods
discussing, summarizing and practicing.
5. teaching procedures
step 1.discovering useful words and expressions
1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.
2. revise the phrases
be different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker,
step2.direct and indirect speech
revise the grammar of unit 1
please change the direct speech into indirect speech
1. he said, “i’m going to beijing tomorrow.
2. “what a lovely girl!” they said.
3. he asked, “are you a teacher?”
4. “this is the craziest thing i have heard of so far,” she thought.
5. mr wang said, “i was born in china in september, 1972.”
6. she said, “they had left when i arrived there.”
7. she says, “liu fang is good at english.”
8. he said, “the plane takes off at 6:30 am.”
9. he said, “where there is a will, the is a way.”
10. “ how much do you think it will cost?” he said.
step3 discovering useful structures
ⅰ.request and command
open your books-------------command
please open your books.------ request (polite)
can you open your books please? --------request (polite)
could / would you please open you books? --------request (polite)
1. make clear the difference between commands and requests and finish the following exercises:
1） go and collect the wood right now.
2） could you go and get the shopping bags, please?
3） shut the door at once.
4） go and get my coat.
5） would you please get that book for me?
2. summary
commands requests
close the door! please ………..
get me something to eat! would you please…….
speak louder………. could you please……
3. change the commands into requests.
close the door! speak louder! keep silent! get me something to drink
ⅱ.change a command into an indirect speech.
told sb (not) to do sth
“open the window,”the teacher said to the students .
---------the teacher told the students to open the window.
“don’t open the window,” the teacher said to the students.
----------the teacher told the students not to open the window.
ⅲ.change a request into an indirect speech
ask(ed) sb (not) to do sth
“open the window, please,” the teacher said to the students.
--------the teacher asked the students to open the window.
“don’t open the window ,please,” the teacher said to the students
--------the teacher asked the students not to open the window.
特别提醒 1.祈使句变为间接引语，主要使用动词不定式。
2.谓语动词要做一定变化。
• 表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用 advise。
step4 practice
1.“shut up,”she said to him.
2.“speak louder, please,” he said to her.
“can you speak louder?” he asked her
3.“try the lift,” she said to her.
4.“don’t wait for me,” he said to them.
5.“stop wasting the time,” she said to him.
6.“can you tell me a story?” the girl asked her father.
7.“follow his instructions,’ she said to me.
8.“please could you come to the reception desk?” she asked him.
9.“change your dirty uniform!” he said to the clerk.
10.“can you lend me five yuan?” he asked me.
11.the english teacher said to us, “don’t speak chinese, speak english.”
12.she said to him, “ don’t play a trick on me again.”
step 5 group work
1. in groups of four, think of at least three commands your teachers and parents usually give.
you may follow these steps.
1) choose one who is to give the first command.
2) ask another person in your group to tell somebody what you said.
3) the third person will change the request or command from direct into indirect speech.
4) change role so that each person gets the chance to give commands and turn them into indirect speech.
example:
t: please don’t talk in class.
s1: what did our teacher tell us? / what did our teacher say?
s2: he told/asked us not to talk in class. / she said not to talk in class.
step 6 homework 1.作业本a 2.英语周报