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　　Unit 2 English Around the World  Teaching Design
　　1st Teaching Period  Reading           µÚÎ屸¿ÎºÏ×÷×é
　　(THE ROAD TO MODERN ENGLISH)
　　1) Aims
　　To talt varieties of English
　　To read about the history of English language
　　Procedures
　　I. Warming up
　　1£©Asdents to name the English-speantries according to the national flags.
　　2). Ask the students to suggest the reasons why they want to learn English as many 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.
　　3). Provide the students with an opportunity to thint the reasons for the spread of English around the world.
　　¡ï English is one of the official languages of the Olympic Games and the United Nations.
　　¡ï English dominates international websites and provides nearly all of the new computer terminology.
　　¡ï Tourism and trade from Western Europe and North America has contributed to the spread of English.
　　¡ï 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.
　　Guide the students to find out key sentences of each paragraph or ask them to summarize the main points for each paragraph in their own words.
　　Paragraph 1: The spread of the English language in the world
　　Paragraph 2: Native speakers 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 a second language in Africa and Asia.
　　2. Scanning
　　1£©Read to locate particular information and complete comprehending Exercise One.
　　2£©
　　The cause                                         Cultures communicate with one another
　　Time Things that happened
　　Between AD 450 and 1150 Based on German
　　1150 to 1500 Less like German; more like French
　　In the 1600¡¯s Shakespeare broadened the vocabulary. A big changed in English
　　Later British people brought English to Australia
　　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:
　　¡ï Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
　　¡ï It is necessary for us to learn the narrow differences between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.
　　¡ï 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 is accepted.)
　　Unit 2  2nd Teaching Period  Learning about Language
　　µÚÁù±¸¿ÎºÏ×÷×é
　　I. Word Study
　　1 Lead in
　　(Go over the new words from Warming Up and Reading)
　　include, role, play a role in, because of, international, native, elevator, flat, apartment, rubber,
　　petrol, gas, modern, come up, culture, AD, actually, present, rule, vocabulary, usage, identity
　　government, such as, Singapore, Malaysia, rapidly
　　2 Whole Class (P11 Ex3) Complete the sentences, using words above.
　　1 includes         2 cultures     3 present    4 actually         5 usage        6 gas
　　7 international    8 rapidly      9 However   10 government
　　3 Pair Work   (P11 Ex1) Match the new words and expressions with their meanings.
　　1 C    2 D    3 E    4 F    5 A    6 B   7 J    8 G    9 I    10 H
　　4 Whole Class  (P 11 Ex2) Complete the passage with some of the words above.
　　native English speaker; actually; vocabulary; apartment; elevator
　　II. The differences between British English and American English.
　　1 Different Preposition
　　(Teacher can explain the difference by giving quick examples. Make the students listen attentively, and then ask them to finish Ex4 on page 12. See how many of them can get it correct.)
　　2 Different Vocabulary  ( print out list , let the students learn it after class.)
　　3 Different Spelling   (the same as Different Vocabulary)
　　III. Discovering Useful structures
　　1 Summarize the difference between commands and requests. Work in pairs.
　　T: First, listen to me carefully. ( Speak to three students) S1, open the window. S2,
　　pass on the boocy. S3, will you please close the door?
　　(Write the three sentences on the blackboard.)
　　T: What is the difference among the sentences I spoke to them just now?
　　S4: The first sentence is not polite, while the last sentence is very polite.
　　T: Excellent! How did I show my politeness?
　　S5: You use ¡° Please¡­Will you please¡­?¡±
　　T: Speaking the first sentence, I give a command. Using ¡°Please¡­ Will you please¡­?¡±,
　　I maests.
　　Show the following on the screen.
　　Direct Speech
　　Commands: Do/ Don¡¯t
　　Requests:
　　Do¡­, please.
　　Can you¡­?
　　Could you¡­?
　　Will you¡­?
　　Would you¡­?
　　T: Please turn to page13. Change the commands into requests.
　　(Students work in pairs.)
　　S1: Close the door!      S2: Could you please close the door?
　　¡­¡­
　　2 Find out the command and request from Warming Up and Reading.
　　Example: ¡°Look at these examples,¡± the teacher said to us.  (warming up)
　　¡°Would you please come up to my flat for a visit?¡± she said.  (reading)
　　Show the students how to retell the two sentences in indirect speech.
　　The teacher told us to look at those examples. (command)