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 expression_r_rs 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 Standard English from Buford’s story equivalents hey hello y’all everyone ain’t aren’t yer your ya you pup child swimmin’ swimming jumpin’ jumping feelin’ feeling ‘bout about ‘nough enough shoulda seen should have seen got outta 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.
人教版高一英语必修1 Unit2 English around the world 全单元教案
