《变化中的英语》单元教学信息2.docx

《变化中的英语》单元教学信息2.docx

《《变化中的英语》单元教学信息2.docx》由会员分享，可在线阅读，更多相关《《变化中的英语》单元教学信息2.docx（62页珍藏版）》请在冰豆网上搜索。

《变化中的英语》单元教学信息2

英语专业（教育/经贸方向）《变化中的英语》课程导学---单元教学信息2（U-1andU-2）

Toolsfortheuseoftheteacherandstudents）

1-1.UsingtheObjectives

Bythetimetheyreachthesecondyear,andthisbook,studentswillbefamiliarwithObjectives.Inallthebooks,eachUnitbeginswithastatementofwhatthewriterofthematerialhopestheywilllearnfromwhatfollows.StudentshaveObjectivesaresetoutatthestartofeachUnitofEnglishinaChangingWorldandyouhavethemassembledhereforeaseandspeedofreference.

Youcanusetheminanyorallofthefollowingways:

∙Organisingyourownpreparatoryworkforclasses.

ReadingthroughtheseObjectiveshelpsyougetanoverallviewofthepurposesofthebookandthematerialinit.Youcandothisveryrapidly.Youcanthenmakeanassessmentofhowmuchofthematerialisalreadyfamiliartoyou-andsoofthetimeyouwillneedtospendinpreparatorywork.

∙Dealingwithsomeofthequestionsstudentsask

Studentssometimesaskquestionsaboutmattersthataredealtwithfullyinalaterpartofthebook.Suchquestionsoftenarisefromfeelingsofanxiety.Theycanhoweverwasteagreatdealofthetimeofteacherandclass.IfyouhavemadeyourselffamiliarwiththeseObjectives（andwiththeSummariesthatfollow）youcanrefertothelaterUnit,Activityandpage.Inthatwayyouavoidwasteoftime,andlaterrepetition,andyoucanprovidethereassurancethatthequestionerneeds.

Justoneortwosuchanswerswillprobablybeenoughtoconvinceyourclassthatyouaresomeonethoroughlyversedinthesubject!

*-Givingtimeandemphasistowhataremostimportantandhelpingstudentstodoso.

IfapartofaUnit–information,dialogue,ortask–hasdirectlytodowiththeObjectivesoftheUnit,thenclearlythatisofthefirstimportanceandstudentsmustfocusonthem,ifnecessarywiththehelpofyourworkintheclassroom.Ifnot–thenitcanbeskippediftimeispressing.

*-Teachingstudentstoapproachwhattheydoinapurposefulandexpectantway.Thisisanimportantstudyskill.AtthestartofanewUnityoucanmaketheobjectivesatopicforshortgroup（orpair）discussioninEnglish.AskstudentstodecidewhatObjectiveswillbestraightforward–becausetheyarealreadypartlyfamiliar,andwhichrefertoquitenewknowledge.Eachofthemshouldmarkinsomewaywhattheyexpecttofindunfamiliarandcheck,attheendoftheUnitwhethertheynowhavethatknowledgeandafullerunderstandingofwhattheyknewalready.

*Helpingstudentswithexamrevision

YoucanassistusefulrevisionbyaskingstudentstolookbackattheobjectivesoftheUnityouwishtorevise.Askthemtore-readtheobjectivesandtothinkaboutthisquestion:

Ifyouwereanexaminer,howwouldyoutestwhetherastudenthadachievedtheseobjectives?

Thinkoftwoquestions,eachofwhichcouldbeansweredinasentenceortwo.Givestudentsfiveminutesthenassemblefourorfivequestionsandinvitediscussionofthem.Dotheytestwhatyouwanttotest?

Aretheyfair?

Cantheybeansweredbriefly?

Whatsortofanswergetsagoodmark?

Apassmark?

Failmark?

Thissortofclass-workiseffectiverevisionandhelpstoreduceexaminationstressamongstudents.（Idon’trecommendaskingthemtowritemultiple-choicequestions–thisissimplytoodifficult,andbecauseoftheamountofre-writingrequired,tootime–consuming

1-2.SummariesofUnitObjectives

UNIT

TITLE

OBJECTIVES;

-atthecompletionoftheUnityoushouldbeabletodothesethings,ordothembetter:

1

ChangingEnglishinaChangingWorld:

anoverview

∙Explainwhylanguagesaspeoplechange

∙Recogniseanddescribeexamplesofchange

∙UnderstandsomeofthespecialEnglishvocabularyusedintalkingaboutlanguage

∙Explainwhatismeantbyvarietiesoflanguagep4

2

EnglishinthePast

∙IdentifytheplaceofEnglishamongrelatedlanguages

∙IdentifyStandardEnglishamongothervarieties

∙Understandandexplainwhatismeantbystructuraldifferencesbetweenlanguagesp54

2.2Summaries-byUnitandActivity

U-1ChangingEnglishinaChangingWorld---AnOverview

Activity1

LanguageandLanguagechangepages5-14

i）Allthelanguagesweknowaboutchangewithtime

ii）Thereareatpresentbetween4000and5000languagesintheworld

iii）Justhowmanydependsonwhatcountsasalanguageandwhatcountsasadialect

iv）Yourindividuallanguagechangeswithtimetoo

v）Olderpeopleusuallydislikethechangestheynotice

vi|）Weneedobecarefulabouttalkingaboutlanguageasifitwerealivingthing.

Activity2

Variationsinlanguageindifferentplacespages15-23

i）TherearedifferentvarietiesoftheEnglishthatisspokenandunderstoodindifferentpartsoftheworld.Theseareregionalvarietiesofregionaldialects

ii）BothnativespeakersandsecondlanguageusersofEnglishfindsomeorallofthesedifficulttounderstand.TheEnglishofwriting–StandardEnglishissimilarthroughouttheEnglish–speakingworld

iii）Twovarieties,EducatedBritishandEducatedAmericanEnglisharewidelytaughtandlearned.TheyareusedandunderstoodwhereverEnglishisinuse.

iv）ThereisnosingleauthorityfortheuseofEnglish

v）Englishhasbeensowellandthoroughlydescribedthatwecanusuallyfindauthoritativeanswerstospecificquestions.Thequestionwhichvarietyshouldbestudiedisoneforlearnersorforthosewhomakedecisionsforthem

Activity3

ObservingvocabularychangeinEnglishpages23-29

i）BystudyingtextsyoucanobservechangeinEnglishasithappens

ii）Newwordsareinventedorborrowedtomatchnewmeanings.Oroldwordsareusedwithnewmeanings

iii）Wordsinusearedroppedwhentheyarenolongerneeded

iv）Therateoflanguagechangeisuneven

v）Aspeoplegrowoldertheynoticechangeandtheyoftendon’tlikeit.Infacttherateofchangeisnotsofastthatpeoplelivingatthesametimefailtounderstandeachother

Activity4

LanguagesandDialectsintheUnitedKingdom.pages30-40

i）ComparedwithChina,Englandisasmallcountry

ii）Communicationsaregoodanditisusuallypossibletoreacheverypartofitquickly

iii）Youmightexpecttofindthathesamelanguageisspokeninaverysimilarwayindifferentparts-butyouwouldbewrong!

iv）TherearemanydifferentlanguagesspokenbyminoritiesintheUK

v）Englishisspokeninmanydifferentways–thatis,therearemanyregionaldialects

RegionaldialectsaregenerallynotsowellrespectedastheStandardEnglishthatyouhavestudied

vi）Mostnativespeakerscanunderstandseveraldialects–andhavedifficultywithothers

Activity5

ExperiencingsomeregionaldialectsinEnglish,pages41-49

i）InthisUnityouheardashortsampleoffourtextswithverysimilarmeanings,spokenintheaccentscharacteristicoffourplacesinBritain

ii）TheywereCornwall,LondonCockney,NorthumberlandandtheScottishBorders

iii）ThesefourwereselectedasillustrationsManyothersfrommanyotherplacescouldhavebeenofferedinstead.

iv）Onlysomespeakersineachoftheseplacesspeakinthiswayallthetime.Somecanspeakinthiswaywhentheywantto–andquitedifferentlywhentheychoose.Theyarebi-dialectal

v）Thespeakerswhouseonlytheaccentsyouheardtendtobeolderandthelesswelleducatedpeopleinthecommunity

UnitTwo:

EnglishinthePast

Activity1

TheEnglishofearliertimespages54-63

StudentswereaskedtorecordtheirresponsetoreadingsamplesofEnglishofthepastbynotingtheiragreementordisagreementwiththefollowing

i）ItisinterestingtoseewhattheEnglishofthepastlookslike

Iwishthetaperecorderhadbeeninventedinthe1350’sandnotinthe1950’s!

itwouldbegoodtoknowhowthepeopleofthepastspoke!

ii）IbelieveIcouldunderstandanyEnglishwrittensinceabout1750,ifIhadenoughtimeandagooddictionary!

iii）IfIhadtostudyChaucer’sEnglish-oranythingearlier–IshouldaskforagoodtranslationintomodernEnglish!

Activity2

Languagefamiliespages64-74

i）Languagesbelongtolargegroups,generallycalledlanguagefamilies

EnglishbelongstotheIndo-Germanicgroup,ChinesetotheSino-Tibetangroupoflanguages

ii）Itishardertolearnanewlanguageifitbelongstoadifferentgroupfromthatofyourmothertongue

iii）Insideeachgrouporfamilysomelanguagesarenearrelationsandsomearedistantrelations.InsidetheIndo-Germanicgroupoflanguages,EnglishbelongstotheGermanicgroup.

iv）ThefirstlanguagesweknowaboutspokenintheBritishIsleswererelatedtomodernWelsh,andtoScotsand|IrishGaelic.

v）Scandinavianinvaders,Angles,SaxonsandJutessettledinEnglandandbroughtwiththemthedialectstheyspoke

Activity3

StandardEnglishandothervarieties,pages74-84

i）StandardEnglishiswrittenEnglish,usedworld-wide

ii）StandardEnglishdiffersonlyinsuperficialwaysindifferentpartsoftheEnglish–speakingworld;itchangeswithtime

iii）StandardEnglishisinorigintheEnglishofSouthEastEngland

iv）ItistheEnglishusedforalleducationalandofficialpurposes

Activity4

ChangesandadditionstotheEnglishlexicon,pages84-92

i）SpeakersofEnglishoftenmakeanefforttopronounceawordinthewayitispronouncedinitscountryoforigin–unlessitisjusttoodifficult!

ii）BorrowedwordsinEnglishchangeasthelanguagechanges

iii）Wordsborrowedrecentlyareoftenunstableinpronunciation–somepeopletryharderthanotherstopronouncethemastheythinktheyshouldbesaid.

iv）WordsthathavebecomewellestablishedinthelanguageareregardedsimplyasEnglishwordsbymostspeakers.Onlystudentsandpeopleparticularlyconcernedwithlanguageknowabou