Unit 2 English Around the World.docx

Unit 2 English Around the World.docx

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Unit2EnglishAroundtheWorld

Unit2EnglishAroundtheWorld

PartOne:

TeachingDesign（第一部分：

教学设计）

Period1:

Asamplelessonplanforreading

（THEROADTOMODERNENGLISH）

Aims

TotalkaboutvarietiesofEnglish

ToreadaboutthehistoryofEnglishlanguage

Procedures

I.Warmingup

1.Warmingupbyansweringaquestionnaire

1）.TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.

2）.Writethewords:

Reasonsforlearningaforeignlanguageonthecenteroftheboard:

3）.Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.

4）.Dividetheclassintopairs.

5）.Giveouteachstudentonequestionnairepaper.

6）.Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds（ormotivations）.Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks（questionsandanswers）aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.

7）.Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.（Thismaydevelopintoaclassdiscussionaboutlanguageneeds）.

8）.ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.

9）.Collectthequestionnaires.

NeedsAnalysisQuestionnaire

Interviewer_______________

Interviewee_______________

Presentuse:

situationsandskills

Reading（faxes,letters&reports）

Listening&speaking（telephoning,meetings,negotiations,publicspeaking,socializing）

Writing（faxes,letters&reports）

Futureuse:

expectations&ambitions

2.Furtherapplying

Togetthestudentsthinkingaboutthetopicofthereadingpassage.

1）.HaveastudentlistontheboardalltheEnglish-speakingcountriesintheworldthattheycanthinkof.

2）.Givethestudentshintsabouttheplacestheyhaven’tmentioned.

3）.ProvidethestudentswithanopportunitytothinkaboutthereasonsforthespreadofEnglisharoundtheworld.

★EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.

★Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.

★TourismandtradefromWesternEuropeandNorthAmericahascontributedtothespreadofEnglish.

★SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.

II.Reading

1.Skimming

Readquicklytogetthemainideaofthetext.

Letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.

Paragraph1:

ThespreadoftheEnglishlanguageintheworld

Paragraph2:

Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.

Paragraph3:

Alllanguageschangewhenculturescommunicatewithoneanother.

Paragraph4:

EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.

2.Scanning

ReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.

3.Followingup

Workingroups.Discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.

1）.DoyouthinkitmatterswhatkindofEnglishyoulearn?

Why?

Possibleanswer:

Idon’tthinkso.Herearethereasons:

★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.

★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersofEnglishfromallovertheworld.

★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.

（Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.）

WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?

Possibleanswer:

ThereasonswhypeopleallovertheworldwanttolearnEnglish:

★Witheconomyglobalization,Englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.

★However,likeallmajorlanguagesintheworld,Englishisalwayschanging.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.

★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.

（Allpersuasivereasonscanbeaccepted.）

4.Languagefocus:

evenif=eventhough:

inspiteofthefact;nomatterwhether:

Helikestohelpusevenifheisverybusy.

communicatewith:

exchangeinformationorconversationwithotherpeople:

Helearnttousebodylanguagetocommunicatewithdeafcustomers.

actually=infact:

usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:

We’veknownforyears.Actually,sincewewerebabies.

bebasedon…:

makeuseof:

usesth.available

Onlytimewilltell:

tosaythatsomethingcanonlybeknowninthefuture:

WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?

Onlytimewilltell.

LanguageChunksfromUnit2Englisharoundtheworld

bedifferentfrom,payarole（part）in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop（bottom）of,penfriends,tothisday,sumup,Pardon?

begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime（money）,aformof…

Period2:

AsamplelessonplanforLearningaboutLanguage

（IndirectSpeech（II）requests&commands）

Aims

Todiscoverusefulwordsandexpressions

Todiscoverusefulstructures

Procedures

I.DirectandIndirectSpeech

DirectSpeechIndirectSpeech

simplepresentHesaid,“Igotoschooleveryday.”simplepastHesaid（that）hewenttoschooleveryday.

simplepastHesaid,“Iwenttoschooleveryday.”pastperfectHesaid（that）hehadgonetoschooleveryday.

presentperfectHesaid,“Ihavegonetoschooleveryday.”pastperfectHesaid（that）hehadgonetoschooleveryday.

presentprogressiveHesaid,“Iamgoingtoschooleveryday.”pastprogressiveHesaid（that）hewasgoingtoschooleveryday.

pastprogressiveHesaid,“Iwasgoingtoschooleveryday.”perfectprogressiveHesaid（that）hehadbeengoingtoschooleveryday,

future（will）Hesaid,“Iwillgotoschooleveryday.”would+verbnameHesaid（that）hewouldgotoschooleveryday.

future（goingto）Hesaid,“Iamgoingtoschooleveryday.”presentprogressiveHesaid（that）heisgoingtoschooleveryday.

pastprogressiveHesaid（that）hewasgoingtoschooleveryday

DirectSpeechIndirectSpeech

auxiliary+verbnameHesaid,“Doyougotoschooleveryday?

”Hesaid,“Wheredoyougotoschool?

”simplepastHeaskedmeifIwenttoschooleveryday.*HeaskedmewhereIwenttoschool.

imperativeHesaid,“Gotoschooleveryday.”infinitiveHesaidtogotoschooleveryday.

DirectSpeechIndirectSpeech

simplepresent+simplepresentHesays,“Igotoschooleveryday.”simplepresent+simplepresentHesays（that）hegoestoschooleveryday.

presentperfect+simplepresentHehassaid,“Igotoschooleveryday.”presentperfect+simplepresentHehassaid（that）hegoestoschooleveryday.

pastprogressive+simplepastHewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepastHewassaying（that）hewenttoschooleveryday.

pastprogressive+pastperfectHewassaying（that）hehadgonetoschooleveryday.

DirectSpeechIndirectSpeech

canHesaid,“Icangotoschooleveryday.”couldHesaid（that）hecouldgotoschooleveryday.

mayHesaid,“Imaygotoschooleveryday.”mightHesaid（that）hemightgotoschooleveryday.

mightHesaid,“Imightgotoschooleveryday.” 

mustHesaid,“Imustgotoschooleveryday.”hadtoHesaid（that）hehadtogotoschooleveryday.

havetoHesaid,“Ihavetogotoschooleveryday.” 

shouldHesaid,“Ishouldgotoschooleveryday.”shouldHesaid（that）heshouldgotoschooleveryday.

oughttoHesaid,“Ioughttogotoschooleveryday.”oughttoHesaid（that）heoughttogotoschooleveryday.

II.Discoveringusefulwordsandexpressions

Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.

Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.

（Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.）

III.Discoveringusefulstructures

（Makingcommandsandrequestsusingindirectspeech）

1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandpare