3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other 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 task. 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 you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section 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 on their feeling about learning English.

9). Collect the questionnaires.

Needs Analysis Questionnaire

Interviewer_______________

Interviewee_______________

Present use: situations and skills

Reading (faxes, letters & reports)

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

Writing (faxes, letters & reports)

Future use: expectations & ambitions

2. Further applying

To get the students thinking about the topic of the reading passage.

1). Have a student list on the board all the English-speaking countries in the world that they can think of.

2). Give the students hints about the places they haven’t mentioned.

3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.

★ English is one of the official languages of the Olympic Games and the United Nations.

★ English dominates international websites and provides nearly all of the new computer terminology.

★ Tourism and trade from Western Europe and North America has contributed to the spread of English.

★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

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.

3. Following up

Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.

1). Do you think it matters what kind of English you learn? Why?

Possible answer:

I don’t think so. Here are the reasons:

★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.

★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.

★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.

(Any persuasive and supporting reason the students give can be accepted.)

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.)

4. 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.

Language Chunks from Unit 2 English around the world

be different from, pay a role(part) in, because of, either …or…, 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, 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 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 one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

Period 2: A sample lesson plan for Learning about Language

(Indirect Speech (II) requests & commands)

Aims

To discover useful words and expressions

To discover useful structures

Procedures

I. Direct and Indirect Speech

Direct Speech	Indirect Speech
simple present He said, “I go to school every day.”	simple past He said (that) he went to school every day.
simple past He said, “I went to school every day.”	past perfect He said (that) he had gone to school every day.
present perfect He said, “I have gone to school every day.”	past perfect He said (that) he had gone to school every day.
present progressive He said, “I am going to school every day.”	past progressive He said (that) he was going to school every day.
past progressive He said, “I was going to school every day.”	perfect progressive He said (that) he had been going to school every day,
future (will) He said, “I will go to school every day.”	would + verb name He said (that) he would go to school every day.
future (going to) He said, “I am going to school every day.”	present progressive He said (that) he is going to school every day.
	past progressive He said (that) he was going to school every day
Direct Speech	Indirect Speech
auxiliary + verb name He said, “Do you go to school every day?” He said, “Where do you go to school?”	simple past He asked me if I went to school every day.* He asked me where I went to school.
imperative He said, “Go to school every day.”	infinitive He said to go to school every day.

Direct Speech	Indirect Speech
simple present + simple present He says, “I go to school every day.”	simple present + simple present He says (that) he goes to school every day.
present perfect + simple present He has said, “I go to school every day.”	present perfect + simple present He has said (that) he goes to school every day.
past progressive + simple past He was saying, “I went to school every day.”	past progressive + simple past He was saying (that) he went to school every day.
	past progressive + past perfect He was saying (that) he had gone to school every day.

Direct Speech	Indirect Speech
can He said, “I can go to school every day.”	could He said (that) he could go to school every day.
may He said, “I may go to school every day.”	might He said (that) he might go to school every day.
might He said, “I might go to school every day.”
must He said, “I must go to school every day.”	had to He said (that) he had to go to school every day.
have to He said, “I have to go to school every day.”
should He said, “I should go to school every day.”	should He said (that) he should go to school every day.
ought to He said, “I ought to go to school every day.”	ought to He said (that) he ought to go to school every day.

II. 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. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.

(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)

III. Discovering useful structures

(Making commands and requests using indirect speech)

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.

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.

Period 3: A sample 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

1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.

II. Reading

1. Get the students thinking about the topic of the text to predict what it says.

2. 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.

Dialectic words

from Buford’s story

Standard English

equivalents

hey

y’all

ain’t

yer

pup

swimmin’

jumpin’

feelin’

‘bout

‘nough

shoulda seen

got outta

hello

everyone

aren’t

your

you

child

swimming

jumping

feeling

about

enough

should have seen

got out of

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.)

IV. 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.

3. 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.

V. 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.

Why the Chinese language will not do?

※ Very few people in the West speak Chinese;

※ Chinese is a difficult language to learn;

※ Most businessmen do not have time to learn new languages every time they enter a new international market.

SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH

2.Writing Assessment

1) 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 learning 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?

Further Applying

The 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 problems	Ideas for improvement	Why I like English	My future with English

Step 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 learning English

Many 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 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 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 afraid 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!

Learning 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 Tw 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-writing

1. Brainstorming

Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. Planning

Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. 3. Generating ideas

Discovery 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. Questioning

In groups, the idea is to generate lots of questions about the topic. This helps students 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 debating

The teacher helps students with topics, helping them develop ideas in a positive and encouraging way. II. Focusing ideas

1. Fast writing

The 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 revised. 2. Group compositions

Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. Changing viewpoints

A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. Varying form

Similar 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 newspaper article, etc. III. Evaluating, structuring and editing

1.Ordering

Students 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 reader does not know. 2. Self-editing

A 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 proofreading

Here, the texts are interchanged and the evaluation 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 feedback

It takes a lot of time 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 other classes, etc. can provide an easy solution to providing a real audience.

5. Writing as communication

Process 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 as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.

6. Potential problems

Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students 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 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 World

I. British English, American English and Chinese

Cars and Driving
British English	American English	Chinese
car park	parking lot	停车场
driving license	driver's 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
Food
British English	American English	Chinese
biscuit	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
Others
British English	American English	Chinese
autumn	fall	秋天
bill	check	清单
bin 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
chemist’s	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)	tuition	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	men’s 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 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 trolley	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	背心
waistcoat	vest	马甲

II. Different English, different spellings

American English

theater, center, liter

color, honor, labor, favor, vapor

traveler, woolen

skillful, fulfill

check

program

story

realize, analyze, apologize

defense, offense, license

burned

dreamed

smelled

spelled

spoiled

British English

theatre, center, litre

colour, honour, labour, favour, vapour

traveler, woolen

skilful, fulfil

cheque

programme

storey

realise, analyse, apologise

defence, offence, licence

burnt/burned

dreamt/dreamed

smelt/smelled

spelt/spelled

spoilt/spoiled

III.Websites recommended to the students 推荐网站

www.e-l-e.net.cn www.bg-map.com

www.esl.about.com www.english-zone.com

www.effingpot.com www.topics-mag.com

Going to any of the websites may enable the students to learn more about the differences between American English and British English.

Section 3: Words and expressions from Unit 2 English Around the World

Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.

role: n. 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.

because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate.

native: 1. adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York?

come up: 1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon? 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.

Other verbal phrases of “come”

come about=to happen in a way that seems impossible to control;

come across= to meet or find something or someone by chance;

come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;

come by=to obtain something that is difficult to find; come up with=to think of an idea;

(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)

present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday?(opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address? c.f. What he said amused all the people present.

such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.

Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.

request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.

recognize: vt. 1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.

上一篇教案：人教新课标必修1全册精品教案( Unit 3 Travel Journal)

下一篇教案：人教新课标英语必修1全册精品教案( Unit 1 Friendship)