Learning about Language教学活动设计方案

Period 4 : 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 simple past He said, “I go to school every He said (that) he went to school every day.”

day.

simple past past perfect He said, “I went to school every He said (that) he had gone to school day.”

every day.

present perfect past perfect He said, “I have gone to school He said (that) he had gone to school every day.”

every day.

present progressive past progressive He said, “I am going to school He said (that) he was going to school every day.”

every day.

past progressive perfect progressive He said, “I was going to school He said (that) he had been going to every day.”

school every day,

future (will) would + verb name He said, “I will go to school He said (that) he would go to school every day.”

every day.

future (going to) present progressive He said, “I am going to school He said (that) he is going to school every day.”

every day.

past progressive He said (that) he was going to school every day

Direct Speech

Indirect Speech

auxiliary + verb name simple past He said, “Do you go to school He asked me if I went to school every every day?”

day.* He said, “Where do you go to He asked me where I went to school.

school?”

imperative infinitive He said, “Go to school every He said to go to school every day.

day.”

Direct Speech

Indirect Speech

simple present + simple simple present + simple present present He says (that) he goes to school every day.

He says, “I go to school every day.”

present perfect + simple present perfect + simple present present He has said (that) he goes to school every day.

He has said, “I go to school every day.”

past progressive + simple past past progressive + simple past He was saying, “I went to school every He was saying (that) he went to day.”

school every day.

past progressive + past perfect He was saying (that) he had gone to school every day.

Direct Speech

Indirect Speech

can could He said, “I can go to school every He said (that) he could go to school day.”

every day.

may might He said, “I may go to school every He said (that) he might go to school day.”

every day.

might

He said, “I might go to school every day.”

must had to He said, “I must go to school every He said (that) he had to go to school day.”

every day.

have to

He said, “I have to go to school every day.”

should should He said, “I should go to school He said (that) he should go to school every day.”

every day.

ought to ought to He said, “I ought to go to school He said (that) he ought to go to school every day.”

every day.

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.

课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。

Period 5: 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

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

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.

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

Can you give persuasive reasons for the topic on your poster?

Can you verbalize your ideas fluently?

Can you put your own English learning experiences into a broader perspective?

Can you organize your ideas in a logical way?

Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?

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.

课后反思：本节为泛读课，能体现新课程标准的精神，帮助学生“进一步明确学习英语的目的，发展自主学习和合作学习的能力，形成有效的英语策略”。教学过程中注意师生互动：教师有效讲授引导，学生有效倾听并适时反应，注重学生阅读能力的培养。