Unit2EnglishAroundtheWorldperiod3(STANDARDENGLISHANDDIALECTS)AimsToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTSTowriteaboutlearningEnglishbybrainstormingProceduresI.Warmingup1.Introduction:InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.2.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandtheotheraforeigner.Role-playaconversationabouttheChineselanguagetohavethemdiscusswhyPutonghuahastobeusedinChina.II.Reading1.Getthestudentsthinkingaboutthetopicofthetexttopredictwhatitsays.2.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.3.Scanning:Workinpairs.Readthetexttolocateparticularinformation.1).DoyouknowwhatStandardEnglishisfromthetext?2).Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?4.Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruebutsurprising:Believeitornot,Johncheatedintheexam.2).thereisnosucha…as:usedtosaythataparticularpersonorthingdoesnotexist:Thesedaysthereisnosuchathingasajobforlife.3).standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople4).dialect:avarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage5).playapart/rolein:beoneofthecausesthatmakesomethinghappen:Besidesdieting,exercisingplaysanimportantpartinlosingweight.III.ListeningTointroducethestudentstoadialectandaformofstandard“English”.Youmayfollowthesesteps:1).Setthecontextforthestudentsbydescribingthesituation;2).Telltheclass:youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheBBC.)3).Playthetapeforthestudentstolisten.4).EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.DialecticwordsfromBuford’sstoryStandardEnglishequivalentsheyy’allain’tyeryapuphelloeveryonearen’tyouryouchildswimmin’jumpin’feelin’‘bout‘noughshouldaseengotouttaswimmingjumpingfeelingaboutenoughshouldhaveseengotoutof6).Playthetapeagainandletthestudentsanswerthequestionsinpairsafterlistening.7).Checktheanswers.(Variant:youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)IV.Speaking1.MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Presentthelisttothestudents:Amy(American)Lady(British)subwayundergroundleftleft-handsidekeepgoingstraightgostraightontwoblockstwostreetsrightright-handside2.Preparetheirrole-playinpairs:BesurethatoneplaysaspeakerofBritishEnglishandtheotheraspeakerofAmericanEnglish.Askstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.1.Performance:Asktwopairstoperformtheirdialogueinclass.Sampleversion:S1:Excuseme,sir.ButIcan’tfindthedrugstore?S2:Pardon?S1:IsaidIcouldn’tfindthechemist’sshop.S2:Well,goroundthecorneronyourright-handside,straightonandcrosstheflyover.Youwillfinditahead.S1:Thankyouverymuch.S3:Whatdidhesay?S1:Hetoldustogoroundthecornerontheright,gostraightonandthencrosstheoverpass.Thedrugstorewil...
