A Teaching Plan

Title of lesson: Unit 2 English around the world

Type of lesson: New lesson

Teaching aims: Ss will be able to use the functional sentences to express their

language difficulties and be able to have a good understanding of the

differences between Br E and Am E through the practice of the four

basic skills: listening, speaking, reading and writing.

Teaching contents: 1. Vocabulary: 40 (大綱), 8 (課標(biāo))

2. Functional sentences

3. Grammar---Direct Speech & Indirect Speech (2)

4. Topic: Language learning (1)

Teaching focus: 1. Differences between Br E & Am E

2. Language difficulties

Teaching aids: Tape recorder, computer, projector, worksheet

Period One: Warming up & Listening

Aim: Ss will be able to practise their listening skills by doing the exercises and to

know that Br E & Am E are sometimes different.

Step 1: Listening

Ask the Ss to listen to the dialogue twice and then do the multiple choice.

1) Joe came to Britain _____.

A. by train B. by air C. by ship

2) He came from the city _____.

A. Seattle B. London C. New York

3) Joe felt _____ after he got to Nancy’s home.

A. surprised B. excited C. tired

4) Joe wants to use Nancy’s _____.

A. telephone B. computer C. bathroom

5) The bathroom is _____.

A. the second door on the right downstairs

B. the second door on the left upstairs

C. the first door on the left upstairs

Step 2: Reading and discussing

1. Ask the Ss to read the dialogue and try to find out what Joe was looking for with the help of the picture.

2. Ask the Ss to have a discussion in groups of four about the reason why Joe can’t find it.

3. Help the Ss to understand Br E and Am E are sometimes different.

Step 3: Listening

1. A brief introduction of the dialogue.

2. Ask the Ss to listen to the dialogue and finish the exercise

( question answers or multiple choices ).

3. Ask the Ss to listen to the dialogue and fill in the blanks or write down a

whole sentence.

4. Check their answers, hand out the listening material and ask them to read it.

Step 4: Homework (A task )

Ask the Ss to think about more examples to show the differences between Br E & Am E and complete the form given below

British English American English

Spelling

Pronunciation

Words

Period Two: Speaking

Aim: Help the Ss learn to use the functional sentences to express their language

difficulties through the practice of reading and speaking.

Step 1: Dialogue One

1. Ask the Ss to read the dialogue after the tape

2. Ask the Ss to practise reading individually

3. Ask the Ss to practise reading in groups of three

4. Ask the Ss to act it out in class

5. Ask the Ss to finish the exercise (Page 9)

Step 2: Dialogue Two (the same step as Dialogue 1)

Step 3: Dialogue Three (補(bǔ)充舊教材S1U3中的對(duì)話, the same step as Dialogue 1)

Yang Mei is now studying in the States. She meets her new teacher, Sara for the first time. Sara is an American. They are talking before the term starts.

Sara: So you are Yang Mei. Nice to meet you.

Yang Mei: How do you do? I’m sorry. I know only a little English. I have some

difficulty in pronouncing some of the words in English.

Sara: No, you’re doing fine.

Yang Mei: Thank you.

Sara: And when do you take your next exams?

Yang Mei: In June.

Sara: I see. What do you want to do next fall?

Yang Mei: Pardon? Would you please say that again more slowly?

Sara: What do you want to do next fall?

Yang Mei: Next what? I’m sorry I don’t quite follow you.

Sara: What do you want to do next September? Do you have any plans?

Yang Mei: I’d like to study medicine and become a doctor.

Sara: Right. Nice meeting you, Yang Mei. Bye.

Yang Mei: Goodbye.

Step 4: Functional sentences

1. Ask the Ss to pick out from the three dialogues the functional sentences about language learning

2. Help the Ss summarize the functional sentences ( Textbook Page 10)

Step 5: Practice & Communication

Ask the Ss to make up new dialogues with the functional sentences in pairs. Some situations are given to help them. They may think of other proper situations in which they use the functional sentences.

Situation 1: You ask your friend if he/she knows how to say “網(wǎng)站” in English and how to spell it.

Situation 2: You are not sure about the spelling of the word “favourite” and your classmate tells you the different spellings in Br E and Am E.

Situation 3: You telephone the flower shop and ask the florist the deliver some flowers to your girl friend. You tell the florist your friend’s name and address.

Period Three: Reading

Aim: Help the Ss have a good understanding of the text and solve their

difficulties with the passage by reading, discussing and doing the exercise.

Step 1: Pre-reading

Some questions for discussion:

1. How many languages do you speak?

2. Which is your native language?

3. Do you speak English as well as your native language?

4. Do you think it necessary to learn English well besides your native language? Why?

5. In what situations do you use English?

Step 2: Reading

1. Ask the Ss to read the text fast and try to find out the answers to the following two questions.

Questions: 1) How many people in the world are speaking English as their

native language?

2) What is English in most international organisations?

2. Ask the Ss to read the text again and then try to judge the following statements (或參見目標(biāo)練習(xí)冊Page 16). They may do the exercise individually first and then discuss their answers in groups.

( ) 1)We can find native speakers of English in Britain, America,

Canada, New Zealand, India and so on.

( ) 2) The number of people learning English as a second language is

far less than that of people speaking English as native language.

( ) 3) In some countries such as Philippines and Pakistan people speak

their own languages at home while English in public.

( ) 4) English is widely used in tourism as well as international

organisations and trade.

( ) 5) Those who come to China on business and vacation can speak

Chinese very well.

( ) 6) English is not only the working language but the one of global

culture.

Key: F F T T F T

3. Ask the Ss to read the text aloud following the tape and pick out the difficult words and sentences.

4. Help the Ss to solve their difficulties.

Step 3: Post-reading

1. Give the Ss several questions and ask them to have a discussion in groups of four and then give a report in class.

Questions: 1) In which countries do we find most native speakers of English?

Give the names of them.

2) How many people speak English as their native language?

3) How many people speak English as a second language?

4) What is the number of people learning English as a foreign

language?

5) In which part of China people speak English as a first or second

language?

6) Why is it becoming more and more important to have a good

knowledge of English?

7) Living in China you can use English every day in different

situations. Give two examples.

8) What about the present situation of English learning in Beijing?

What do you think of that?

2. A task activity: Suppose it is 2008 now and the Olympic Games are being held in Beijing. Many foreign guests have come to Beijing and they want to have a good understanding of the city. You are a college student and also act as a volunteer of the Games. Think about and tell us what you can do for the foreign guests.

Period Four: Language study

I. Word study

Aim: Help the Ss learn to use some useful and important words and phrases.

Step 1: Ask the Ss to finish the exercise on the textbook (Page11)

Step 2: Help the Ss learn some words in detail

1. find

--Ask the Ss to repeat the following sentences and summarize how to use the word “find”.

1) I found the bathroom, but I didn’t find what I was looking for. (find+sth.)

2) The situation is found in countries such as India, Pakistan, Nigeria and the Philippines. (find+sth.)

3) In which countries do we find most native speakers of English?(find+sb.)

4) I’m sure that you’ll find the book interesting. (find+n.+adj.)

5) When he woke up, he found himself in hospital. (find+oneself)

6) You’ll find it difficult to get along with him. (find+it+adj.+to do)

7) We found that he was a good-natured man. (find+that-)

8) They finally found out the truth of the matter. (find out )

2. the number of / a number of

--Give the Ss the following examples and ask them to tell the difference between “the number of” and “a number of”.

1) The number of the students in our school is over 2000.

2) A number of students in my class are fond of rock music.

3) The number of traffic accidents recently is increasing.

4) A large number of doctors and nurses have contracted SARS.

--Ask the Ss to complete the following sentences according to the Chinese translation.

1) The number of the students standing outside of the office is about ten.

（站在辦公室外面的學(xué)生人數(shù)大約是十人。）

2) A number of my friends are going abroad for a holiday this National Day. （我的一些朋友準(zhǔn)備在這個(gè)國慶節(jié)出國渡假。）

3) The number of days in February is either 28 or 29. （二月的總天數(shù)不是二十八天就是二十九天。）

4) A number of traffic accidents recently have been / are caused by new drivers. (近來相當(dāng)多的交通事故是由新司機(jī)引起的。)

3. except / except for

--Show the Ss several examples and help them explain the sentences in English and tell the difference between “except” and “except for”.

1) All of us went there except him. (He didn’t go there.)

2) We go to school every day except Sunday. (We don’t go to school on Sunday.)

3) Your composition is good except for a few spelling mistakes. (You made a few spelling mistakes in your composition.)

4) In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or second language. (The students in Hong Kong speak English as a first or second language.)

--Ask the Ss to fill in the blanks with “except” or “except for”

1) All the students began to write down the numbers except one boy. He seemed to be thinking about something.

2) The movie was good except for the ending. The ending was not wonderful at all.

3) I enjoyed the party except for the music because the music was too loud.

4) Everybody except John was able to answer the question. He needed help.

5) We had a pleasant time there except for the weather. It rained nearly the whole day.

6) There was a broken chair in the room. Except for the broken chair, the room is empty.

4. trade (見學(xué)習(xí)叢書第11頁)

5. stand(見學(xué)習(xí)叢書第12頁)

Step 3: Ask the Ss to fill in the blanks with the proper phrases given below.

make oneself at home in total come about

more than at all more or less

1. Tell me how the accident _______________.

2. What is the number of the visitors to the exhibition _______________ ?

3. The repairs to the car will cost _______________ 200 yuan. I’m not very sure.

4. During the dinner party, the host asked us to _________________ and to help ourselves to whatever food we liked.

5. It was early March, but the weather was not _______________ cold.

6. People _______________ 18 years of age have the right to vote in China.

Step 4: Translation (Workbook P93)

Ss are asked to finish the exercise individually and then have a group

discussion.

Period Five Grammar

Aim: Help the Ss distinguish a request and a command and learn to report

requests or commands.

Step 1: Ask the Ss to look at the sentences and decide which is a request and which is a command. (Textbook Page 12-1)

Step 2: Ask the Ss to do the exercise in pairs (Textbook Page 12-3)

Step 3: More exercise (Workbook Page 93-1)

Step 4: Ask the Ss to finish the checkpoint and make a summary

Period Six: Integrating skills

Step 1: Discussing

Ask the Ss to have a discussion on the homework about the differences between Br E & Am E.

Step 2: Reading

1. Ask the Ss to read the first passage and finish the reading comprehension

2. Help the Ss to solve their problems about the passage

3. Ask the Ss to read the second passage and finish the exercise

4. Help the Ss to solve their problems about the passage

Step 3: Discussion

Ask the Ss to have a discussion about the different dialects in Chinese. Ss are given the task before class and they are expected to collect some information. Ss are encouraged to report what they have learned about the different dialects in Chinese.

Step 4: Writing

Ask the Ss to write a short passage in which they compare American and British English or dialects in Chinese. They should be given some language help.

For example: There be…,

the differences in …between…,

spelling and pronunciation,

be spelt…,

pronounce the word…,

while…,

however…,

besides…,

almost the same…,

have some/no difficulty in …,

understand each other…