【正文】 o difficulty understanding another kind of English. (Any persuasive and supporting reason the students give can be accepted.) 1) Why do you think people all over the world want to learn English? Possible answer: The reasons why people all over the world want to learn English: ★ With economy globalization, English has bee the best bridge to serve the purpose of people all over the world municating with one another. ★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in nonEnglish speaking countries. ★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while municating. (All persuasive reasons can be accepted.) 4. Language focus: 1) even if=even though: in spite of the fact。 reports) Future use: expectations amp。 ※ Chinese is a difficult language to learn。 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. (. 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 from Buford’s story Standard English equivalents hey y?all ain?t yer ya pup swimmin? jumpin? feelin? ?bout ?nough shoulda seen got outta hello everyone aren?t your you child swimming jumping feeling about enough should have seen 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 lefthand side keep going straight go straight on two blocks two streets right righthand side 2. Prepare their roleplay 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. S2: Well, go round the corner on your righthand 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. Selfassessment 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