1、Unit 2 English Around the World Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)AimsTo talk about varieties of EnglishTo read about the history of English languageProceduresI. Warming up 1. Warming up by answering a questionnaire1). Tell the
2、 students they are going to answer a questionnaire about why they are learning English.2). Write the words: Reasons for learning a foreign language on the center of the board: 3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about othe
3、r people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.4). Divide the class into pairs.5). Give out each student one questionnaire paper. 6). Explain the ta
4、sk. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that youd like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each sectio
5、n of the questionnaire. If they wait till the end to swap, one student may use up all the time available. 7). When the task is finished, ask a couple of students to summarize their partners answers. (This may develop into a class discussion about language needs).8). The students write five sentences
6、 on their feeling about learning English.9). Collect the questionnaires.Needs Analysis QuestionnaireInterviewer_Interviewee_Present use: situations and skillsReading (faxes, letters no matter whether: He likes to help us even if he is very busy.2) communicate with: exchange information or conversati
7、on 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: Weve known for years. Actually, since we were babies.4) be based on:5) make use of: use sth. available 6) Only time will t
8、ell: to say that something can only be known in the future: Will Chinas national football team enter for the next finals of the World Cup? Only time will tell.Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either or, in/on a team, the number o
9、f/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have ones own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a, all over the world, at the top(bottom) of, pen friends, to this
10、 day, sum up, Pardon?, beg your pardon, go abroad, be used for, more of a , encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from oneto another, do business, on the air, would like sb. to do, make notes, fight against, keepa secret, even though, save
11、time(money), a form ofPeriod 2: A sample lesson plan for Learning about Language(Indirect Speech (II) requests 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 ot
12、her hand, Bufords 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 Bufords story, using the context.Dialectic wordsfrom Bufords storyStandard Engli
13、sh equivalentsheyyallaintyeryapupswimminjumpinfeelinbouthello everyone arentyouryouchildswimmingjumpingfeelingaboutnoughshoulda seengot outtaenoughshould have seengot out of6). Play the tape again and let the students answer the questions in pairs after listening.7). Check the answers. (Variant: you
14、 may also ask the students to retell Bufords story in Standard English in pairs.)IV. Speaking1. 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 undergroun
15、dleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side2. 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
16、for giving directions.3. Performance: Ask two pairs to perform their dialogue in class.Sample version:S1: Excuse me, sir. But I cant find the drugstore?S2: Pardon?S1: I said I couldnt find the chemists shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You
17、 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
18、 and give directions clearly?Can you express your ideas fluently? If not, whats your main problem?Did you go naturally between American English and British English while talking to each other.V. Writing1. Making a posterFirst ask the students to make educated guesses about how English can help some
19、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 CHINAS FUTURE LIES WITH LEARNING ENGLISHReasons for learning English: World trade is done in English; Internationa
20、l 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.Why the Chinese language will not do? Very few people in the West speak Chinese; Chinese is a difficult language to learn; Most busines
21、smen do not have time to learn new languages every time they enter a new international market.SO CHINAS FUTURE LIES WITH LEARNING ENGLISH2.Writing Assessment1) Can you give persuasive reasons for the topic on your poster?2) Can you verbalize your ideas fluently?3) Can you put your own English learni
22、ng experiences into a broader perspective?4) Can you organize your ideas in a logical way?5) Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?6) What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?F
23、urther ApplyingThe teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.Step 2: Students make a list as follows:My pr
24、oblems Ideas for improvement Why I like English My future with EnglishStep 3: Make notes about the paragraphs for the writing.Step 4: The teacher helps develop ideas in a positive and encouraging way. Step 5: Students write about the topic after class as homework.Sample version:My experience of lear
25、ning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English
26、 is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it
27、will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. There are some people who are afra
28、id to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!Le
29、arning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.Part Two: Teaching resources（第二部分：教学资源）Section 1: Approaches to process writing 程序写作教学法I. Pre-wri
30、ting1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. PlanningStudents make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. 3. Generating ide
31、asDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.) 4. QuestioningIn groups, the idea is to generate lots of questions about the topic. This helps student
32、s focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition. 5. Discussing and debatingThe teacher helps students with topics, helping them develop ideas in a positive and encouraging way. II. Focusing ideas 1. Fast writ
33、ingThe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is rev
34、ised. 2. Group compositionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose differe
35、nt points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a ne
36、wspaper article, etc. III. Evaluating, structuring and editing 1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the re
37、ader does not know. 2. Self-editingA good writer must learn how to evaluate their own language to improve through checking their own text, looking for errors, structure. This way students will become better writers. 3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation
38、is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information. 4. The importance of feedbackIt takes a lot of ti
39、me and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with othe
40、r classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but
41、 as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing. 6. Potential problemsWriting is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the s
42、tudents and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then
43、they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.Section 2: Background information on English Around the WorldI. British English, American English and ChineseCars and DrivingBriti
44、sh English American English Chinesecar park parking lot 停车场driving license drivers license 驾照flyover overpass 天桥four way crossroads 十字路口hire car rental car 租用车motorway freeway(Western U.S.)expressway (Eastern U.S.)高速公路petrol gasoline(gas) 汽油tyre tire 轮胎windscreen windshield 挡风玻璃FoodBritish English A
45、merican English Chinesebiscuit cookie 饼干chips French fries 炸土豆片crisps potato chips 油炸土豆片jacket potato baked potato 带皮烤的马铃薯jam jelly 酱mince hamburger 碎牛肉；牛肉饼porridge oatmeal 稀饭pudding dessert 布丁；甜点sweet dessert 餐后甜点tin can 罐头OthersBritish English American English Chineseautumn fall 秋天 bill check 清单bi
46、n liner trash bag 垃圾袋botanic garden botanical garden 植物园braces suspenders 吊裤带；吊杆charity non-profit organization 慈善机构chemists pharmacy/drug store 药店cinema movie theater, theater 电影院coach bus 长途汽车DIY do it yourself 自己动手做dustbin trash can 垃圾箱engaged (as in telephone) busy （电话）占线fee (for schooling) tuit
47、ion 学费fit (verb) equip, fit out 安装flat apartment 单元住宅football soccer 足球freephone toll-free 免费电话toll-free dress (noun) 外衣；服装gents mens room 男厕headmaster principal 男厕hire (hire a car) rent (rent a car) 租借holiday vacation 假日ill sick 有病的in future in the future 未来，将来in hospital in the hospital 住院join the
48、 train get on the train 上火车jumper sweater 毛线衫licence (noun) license 执照lift elevator 电梯lorry truck 卡车maths math 数学nil zero 零note bill 纸币on stream on line 在生产中post mail 邮件queue line 长队railway railroad 铁路return round trip 返程rise (noun - in salary) raise 加薪rubber eraser 橡皮擦rucksack backpack 背包shopping t
49、rolley shopping car 购物手推车“sorry” “excuse me”, “pardon me” 对不起stand (for election) run (for election) 竞选swear word curse word 咒语subway underpass 餐巾subway underpass 地下道；地铁tea towel dish towel 餐巾telephone box telephone booth 电话亭toilet restroom 厕所torch flashlight 火炬trainers sneakers 运动鞋transport (noun) transportation 运输trousers pants 裤子trolley cart 手推车tube subway 地铁underground subway 地铁vest undershirt
