Unit19LanguageLesson2VarietiesofEnglishTeachingAims:1.TopracticelisteningstrategiesforidentifyingdifferentEnglishaccents2.TodevelopawarenessofdifferentEnglishexpressionsindifferentcountries.3.Topractiseusingphrasalverbs.4.TodiscussthedifferentaccentspeoplehavewhenspeakingEnglish.Teachingdifficulties:1.TopracticelisteningstrategiesforidentifyingdifferentEnglishaccents2.TodevelopawarenessofdifferentEnglishexpressionsindifferentcountriesResourcesused:Cassette,ComputerTeachingprocedures:Ⅰ.WarmingupT:HowmanycountriescanyounamewhereEnglishisthenativelanguage?DoalltheseEnglishspeakerssoundthesame?S:T:Englishiswidelyusedintheworld,butforsomereasonssuchashistory,culture,costumeandsoonEnglishisspokendifferentlyindifferentcountriesmoreorless.Lookatthekeywords.Matchthemtowordswiththesamemeaninginthelistbelow.Dotheexercise2Studentworkinpairsmatchingthekeywordstothewordswiththesamemeaninginthelist.Dotheexercise3Asaclass,studentsdiscusswhatmakesthepairsofwordsdifferent.Question:WhatdoyouthinkmakestheKeyWordsdifferentfromthewordsinthelist?Answer:ThekeywordsareBritishexpressions,whilethewordsbelowareAmericanexpressionⅡListentolearn1.Dotheexercise4Listentothedialogueanddecideifthesestatementsaretrue(T)orfalse(F).PlaythecassetteonceforstudentstodecideifthesestatementsaretrueorfalseCheckanswersasaclass.Askstudentstocorrectthefalsestatements.Ifnecessary,playthecassetteagain.2.Dotheexercise5Asaclass,discusswhyLiangWeiminthoughtallEnglishspeakerssoundedlikeBBCWorldServicereporters.Question:WhydoyouthinkLiangWeiminthoughtallEnglishspeakerssoundedlikeBBCWorldServicereports?Answer:LiangWeimindidn’tknowpeoplehavedifferentEnglishaccentsdependingonwheretheycomefrom3.Dotheexercise6Askstudentstoreadthestrategiestotheclassinordertounderstandthelisteningskill.PlaythecassettetwiceforstudentstolistenanddecidewhethertheyarespokeninanAmericanaccentoraBritishaccent.Checkanswersasaclassbyplayingthecassetteagain,pausingaftereachsentence,andhavingstudentsrepeatthepronunciationwhichisthecluetotheaccent.Question:CanyouidentifyaruleforthedifferenceintheAmericanandBritishpronunciationofthesound/a:/.PlaythecassettetwicetoletstudentsidentifyaruleforthedifferenceintheAmericanandBritishpronunciationofthesound/a:/.Answer:Britishpronunciationofthesound/a:/butinAmericanEnglishispronounced/æ/5.Dotheexercise7PlaythecassettetwiceforstudentstolistenanddecidewhethertheyarespokeninanAustralianaccentoraBritishaccent.Byplayingthecassettechecktheanswerandaskstudentstotellthereason,andpausingaftereachsentence.Andhavingstudentsrepeatthepronunciationwhichisthecluetotheaccent.Question:CanyouidentifyaruleforthedifferenceintheAustralianandBritishpronunciationofthesound/ei/PlaythecassettetwicetoletstudentsidentifyaruleforthedifferenceintheAustralianandBritishpronunciationofthesound/ei/Answer:Britishpronunciationofthesound/ei/butAustralianpronouncesas/ai/6.Dotheexercise8.Playthecassetteonceforstudentstolistenanddecidewherethespeakerscomefrom.PlaythecassetteagainandpauseaftereachspeakerforstudentstowritedownthewordswhichhavebeenpronounceddifferentlywithAmerican,BritishorAustralianaccents.Checkanswerasaclassandaskstudentstosharerulestheyhavenoticedfortheeachcountry.ⅢListening1.Haveindividualsreadoutthelisteningstrategies.AskstudentsifthesestrategiesalsoapplywhenlisteningtoChinese.Dotheexercise9ListentotheCanadiantraveldialogues.UsetheStrategiestochoosethecorrectalternativeforeachdialogue.Thereisoneextraanswer.Playthecassettetwiceforstudentstolistenandanswerthequestion2.WhenwespeakEnglishwemustpayattentiontoexpressingourideaindirectlyandpolitelyandfollowitscustomandhabit.Nowlet’sreadthroughtheFunctionFileandseeiftheycanmatchanyoftheexpressionwiththegaps.ListenagainandusetheseexpressionstocompletetheFunctionFile.3.Dotheexercise11Listentwoorthreetimes,pausingitforstudentstorepeatthepoliterequestsⅣHomeworkWorkinpairs.StudentAandStudentBturntopage103
