Unit Seven Learning about English Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P206 Get the Ss to listen to the recording Ask the Ss to answer the following questions: b. Theme of the unit: & Text A: STEP FOUR: New Lesson ( 80’ ) Text A on P206-P210 Comprehension a. Pre-reading Background Knowledge (1) History of English New words and expressions b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Questions on P213 Text Organization Part One: (Paras1-3) Massive borrowing from other languages is a major feature of the English language. Part Two: (Paras4-16) Tells about the history of the English language from Indo-European parent language to modern English. important historical events Part Three: (Paras17-19) Tolerance, love of freedom, and respect for the rights of others---these qualities in English-speaking people explain the richness of their language. 3. Writing characteristics (1) an expository essay (2) rhetorical devices 4. Discussion (1) What does the title The Glorious Messiness of English mean? Give a few examples to illustrate. (2) What do you think of Jespersen’s remark “The English language would not have been what it is if the English had not been for centuries great respecters of liberties of each individual…”? Give reasons. (3) What do you think has made English “the first truly global language”? 5. Main idea STEP FIVE: Consolidation ( 8’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P213-215 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 1. massive: large in scale, amount, or degree e.g. The ancient temple’s massive stone pillars had begun to crumble. 2. snack: a small meal e.g. I usually have a snack of a hamburger and a glass of coke at lunchtime. 3. corrupt: 4. ban: forbid (sth.) officially (used in the pattern: ban sth.; ban sb. from sth./doing sth.) e.g. The local government will ban smoking in all offices later this year. Scientists from many countries called on the international community to create an international convention to ban human cloning as soon as possible. 5. invent: (1) make or design (sth. that has not existed before); create (sth.) e.g. James Watt invented the steam engine Alexander Graham Bell invented the telephone. 6. fascinating: of great interest or attraction e.g. The story of his adventures in the Arctic was fascinating to listen to. I found the discussion about cloning absolutely fascinating. 7. strictly speaking: if one uses words, applies rules, etc. in their exact sense e.g. He’s not strictly speaking an artist; he is more of a performer. 8. tolerance: (1) the quality of allowing other people to say and do as they like, even if you don’t agree or approve of it (followed by of/for) (2) the ability to bear sth. painful or unpleasant (followed by of/for) 9. to a (very real, certain, etc.) extent: to the degree specified e.g. I agree with him to some extent but there are still some areas of sharp disagreement between us. 10. necessity: (1) sth. you must have in order to live properly or do sth. e.g.: Water is a basic necessity of life. 11. arouse: provoke ( a particular feeling or attitude) e.g. These educational toys give children a feeling of self-worth by arousing their interest in challenging tasks. 12. surrender: give in (followed by to) e.g. After several weeks of severe attacks, Afghanistan’s Taliban forces surrendered to the Northern Alliance. 13. virtually: for the most part, almost e.g. It’s virtually impossible to tell the imitation from the real thing. It has been raining virtually non-stop for the several days. 14. invade: enter with armed forces e.g. In July 1937 the Japanese army invaded China. 15. mystery: sth. that people can’t ,or have not been able to understand or explain e.g. The politician’s sudden death remains a mystery to us all. STEP FIVE: Consolidation ( 7’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 2.Language Focus P217-224 b.Written: 1. P217 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 16. resemble: be like or similar e.g. I’d say he resemble his mother more than his father. In his childhood, Stevie Wonder loved music and would pound spoons or forks on any surface that resemble a drum. 17. systematic: done according to a system e.g. Our professor not only imparts knowledge to us, but also teaches us how to read books in a systematic way. The staff made a systematic check to make sure that no name had been omitted from the register. 18. descend: come down (from a source), go down (followed by from) e.g. These ideas descend from those of the ancient philosophers. The Japanese are thought to be descended from tribes from the north of China. 19. establish: (1) cause to be, set up e.g. The school was established in 1905 by an Italian professor. The bank helps people wanting to establish their business. (2) place or settle sb./oneself in a position, an office, etc. (used in the pattern: establish sb./oneself as) e.g. They are rapidly es themselves as the market leaders. She established her fame as an actress. 20. drift: move or go somewhere in a slow way e.g. Jimmy spent the year drifting around Europe. As rural factories shed labor, people drift towards the cities. The football match was over, and the crowds drifted away from the stadium. 21. climate: (an area or region with) a regular pattern of weather conditions e.g. Brought up in the south of China, she wouldn’t enjoy living in such a cold climate. Due to the greenhouse effect, changes in the earth’s climate have taken place. 22. pass (sth.) on to (sth.): hand or give (sth.) to (sb.) e.g. When you have finished reading the novel, please pass it to Laura. The King passed on much of his fortune to the princess. 23. addition: a person or thing added (followed by to ) e.g. The baby is a welcome addition to the Smith family. The young professor will be a most valuable addition to our board. 24. conquer: take possession and control of (country, city, etc.) by force; defeat e.g. Afghanistan’s Northern Alliance conquered Kabul a month ago. She has conquered the hearts of many man. The Spanish once conquered most of South America. 25.royal: of a king or queen, or other members of their family, and things relating to them e.g. The newborn baby was welcomed not only by the Japanese royal family but by the country at large. The royal wedding drew large crowds from across the country. 26. alternative: one of two or more possibilities (followed by to ) e.g. Check out the alternatives before deciding whether to go to a nearby college. What was the alternative to going home? 27. modify: change slightly e.g. The school authorities plan to modify the school regulations The computer programmers tried to modify the design of the software to make it suitable for commercial production. 28. enrich: (1) make rich or richer e.g. That once poor coastal village has been enriched by the profits from tourism. The development of oil fields enriched many Arabian countries. (2) improve e.g. It is important to enrich the soil prior to planting. Travel enriches people’s lives. 29. classic: a work of art recognized as having lasting value e.g. Both Tom Jones and Wuthering Heights are classics. His manual on botany has become a classic among scientists. 30. source: a place from which sth. comes or is obtained e.g. Tourism, which is a major source of income for the city, has been seriously affected by the terrorist attacks. The source of the anthrax outbreak in the USA remained a mystery. 31. out of control: no longer able to be controlled e.g. The fire was out of control by the time the second fire engine arrived. There was nothing they could do about it. The situation was out of control. 32. fortunately: by good luck e.g. Fortunately, my friend survived the car accident. Fortunately a life guard noticed that the woman was drowning and she was rescued. I had forgotten my key, but fortunately the door wasn’t locked. 33. put into practice: e.g. Having delayed several times, we must put this v plan into practice now. They weren’t allowed to put into practice in their daily lives the teachings they received. 34. strike out: start being independent; start doing what one wants to do in life e.g. After working for his father for about ten years, he decided to strike out on his own. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the structures and long sentences of the text; 2.Language Focus P217-224 b.Written: 1. P219 3 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures in Text A 1. Yet there is something direct to the heart that speaks to us from the earliest words in our language. *There is/there are/there must be 表示“存在” e.g. There are plenty more other fish in the sea. There is a time for everything. There is a many a true word spoken in jest. There is no accounting for tastes. There is no rose without a thorn. There is no smoke without fire. There is no telling when he will return. There is none so blind as those who will not see. Strictly speaking, it(walkman) was invented by Japanese manufactures who put two simple English words together to name their product. * “副词+speaking” 表示用词，解释或陈述的方式是粗略，准确或一般泛泛而谈等。 e.g. Strictly speaking, spiders are not insects, although most people think they are. Roughly speaking, I’d need about 500 dollars. Generally speaking, the more expensive the stereo, the better it is. 3. The government tries to ban words from English… which French kids are supposed to say instead---but they don’t. *to be supposed to do (1) 认为…必要，认为必须（应该） e.g. We are supposed to be here at seven. You are not supposed to smoke on the bus. You are supposed to ask the teacher if you want. (2) 原来期望 e.g. The new laws are supposed to prevent crime. The meeting were supposed to take place on Tuesday, but we have had to postpone it. 4. That doesn’t bother us, but it does bother the French. *(1) to bother sb. 使（人）有些担心或不安 e.g. Being in a crowd really bothers me. Mandy hates walking home alone at night but it doesn’t bother me. (2) bother about, bother sb. that e.g. I don’t think his feelings are worth bothering about. It really bothered me that he’d forgotten my birthday. (3) (not) bother to do sth. 介意，（努力）做事情 e.g. Don’t bother to take this heavy case with you. Let’s mail it home. bother sb. about/with sth. e.g. Don’t bother me with those stupid questions. can’t/couldn’t be bothered to do sth. e.g. I can’t be bothered to go to the movie. not bothered about sth. e.g. Don’t bother about tidying up the room. Difficult sentences in Text A 1. The government tries to ban words from English and declares that walkman is not desirable; so they invent a word, balladeur, which French kids are supposed to say instead---but they don’t. (The government wants to forbid the use of English words, so it announces that it is not proper to say “walkman”, and they make up a word, balladeur, hoping that the French children could use it. But the children do no use it at all.) The happy tolerance, that willingness to accept words from anywhere, explains that richness of English and why it has become, to a very real extent, the first truly global language. (The English people are very willing to accept foreign words, that is why English has such a large vocabulary and why it has indeed become an international language.) Over three centuries English gradually swallowed French, and by the end of the 15th century what was developed was a modified, greatly enriched language---Middle English---with about 10,000 “borrowed” French words. (More than three centuries later, English successfully made French a part of it and by the end of 15th century, English was improved and developed into Middle English which had a large vocabulary and borrowed 10,000 French words.) The English language would have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself. (Because in the past the English people showed great respect for freedom and others’ rights, and because they could work independently for themselves, English was developed into today’s English.) Consider that the same cultural soil producing the English language also nourished that great principles of freedom and right of man in the modern world. (Let us think about the fact that the same culture not only produced the English language, but also produced great rules fro freedom and human rights in today’s world.) Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A 1. Comprehension Pre-reading * Background knowledge (2) While-reading * Go through the Text paragraph by paragraph *Point out the important structures and long sentences for further explanation later (3) Post-reading *Text Questions *Text Organization * Writing Characteristics * Discussion *Main Idea 2. Language items 34 words and phrases 4 structures 5 sentences 3 paragraphs 1 essay 3. Exercises P213-P224 b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P222 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: 1.To understand Text B 2.To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P225) (1) status (2) exceed (3) trend (4) crude (5) contribute (6) give way to (7) integrate (8) unique (9) authority (10) to name a few (11) aspect (12) predict (13) genuine (14) in transition (15) rid oneself of (16) shift (17) substantial (18)economic (19) professional (20) dominate 2. Comprehension (1) Explain the text (2) Summarize Text Organization Part One (Paras 1-4) The global spread of English over the last 40 years has been remarkable and it is unparalleled in three ways. Part Two: (Paras 5-9) Three factors continue to contribute to the spread of English. Part Three: (Para 10-17) The future of English is unpredictable, but there are two possibilities. Part Four: (Para18) English is still a dominant language in the 21st century and will supplement or co-exist with other languages. (3) Summarize General idea The global spread of English over the last 40 years has been remarkable and it is unparalleled in three ways: by increasing number of users of the language; by its depth of penetration into societies; by its range of functions. In the future three factors will continue to contribute to the spread of English: English usage in science, technology and commerce; the ability to integrate vocabulary from other languages; and the acceptability of various English dialects. The future of English is difficult to predict, but there are two possibilities: it is an international language in at least a hundred years; more language users shift their native language into English in the 21st century and will supplement or co-exists with other languages. 3. Long sentences It’s unparalleled in several ways: by increasing number of users of the language; by its depth of penetration into societies; by its range of functions. What began some 1,500 years ago as a crude language, originally spoken by little known German tribes who invaded England, now covers the globe. With this technical and scientific dominance came the beginning of overall dominance by the language, first in Europe and then globally. While languages such as English, German, and French have been international languages because of their governments’ political power, this is less likely to be the case in the 21st century where economics and shifts in population will have more influence on languages. b. the theme-related language learning tasks (Part IV) 1. Group Discussion (P232-233) 2. Essay Writing P234 Information Transfer To transfer information into written (or spoken) language from a graph or chart, we need first of all decide what it is about. Then we must find out what is the general information the graph gives. After that, we may go into the details and make observations or comparisons about some specifics that are worth our attention. Take, for example, the graph given above. First of all, by looking at the explanation beside it, we know the graph is an estimate of English speakers during the period pf 1950 to 2050. Upon closer examination we can establish what each curve in the graph represents. Then by examining the three curves, that is where each starts and where it ends, we will find a general trend in the rise or fall of these curves. After that, you may comment on some of the specific details of the graph. You may observe, for example, that by 2010, the number of L2 speakers will exceed that of L1 speakers. You may also comment on the drastic increase of EFL speakers in the period between 1970-2000. Finally see to it that the information you give is well organized. Titles for choice *Estimates of English Speakers from 1950-2050 ①The changes of the estimated numbers of each of the three groups of English speakers from 1950-2050; ②The individual patterns of the changes of the three groups during this period. STEP FIVE: Consolidation ( 10’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P229-232) b. Written: 2.Write an essay