Unit-2-Learning-a-Language2英语第二单元

Unit-2-Learning-a-Language2英语第二单元PartIListening&SpeakingActivitiesBrainstormingListeningSpeakingBrainstormingExpressionsforlanguage

accent,dialect,pronunciation,syllable,intonation,tone,rhyme,stress,grammar,syntax,structure,context,vocabulary,phrase,word,lexicon,morpheme,prefix,suffix,slang,idiom,jargon

BrainstormingExpressionsforlanguage

accent,dialect,pronunciation,syllable,intonation,tone,rhyme,stress,grammar,syntax,structure,context,vocabulary,phrase,word,lexicon,morpheme,prefix,suffix,slang,idiom,jargon口音，方言，发音，音节，语调，声调，韵律，

重音，语法，句法，结构，上下文，词汇，短语，

单词，词汇，语素，前缀，后缀，俚语，成语，行话

Expressionsfortypesoflanguageusers

writer,author,reader,translator,interpreter,poet,scriptwriter,playwright,reporter,journalistExpressionsforlearningalanguage:rotelearning,review,preview,revise,makenotes,repeat,communication,interaction,input,intake,output,languageaptitude,learningstrategies

Expressionsfortypesoflanguageusers

writer,author,reader,translator,interpreter,poet,scriptwriter,playwright,reporter,journalist作家、作者、读者、译者、翻译、诗人、剧作家、编剧、记者、新闻记者Expressionsforlearningalanguage:rotelearning,review,preview,revise,makenotes,repeat,communication,interaction,input,intake,output,languageaptitude,learningstrategies死记硬背、复习、预习、复习、笔记、复述、

交流、互动、输入、输入、输出、语言能力、学习策略HowdoyoulearnEnglish?Chooseseveralquestionsfromthefollowinglistandinterviewyourpartneraboutthem:1.WhendidyoustartlearningEnglish?2.DoyouenjoyEnglishlearning?3.Doyouthinkyouhaveatalentforlearningalanguage?4.WhatisthemostdifficultaspectinlearningEnglish?Why?Howdoyouintendtodealwithit?5.Howdoyoumanagetoremembernewwords?6.Doyouthinkitishelpfultorecitepassages?7.Whatdoyouthinkisthebestwaytoimproveyourpronunciation?8.Whatwouldyouchooseifyouhaveachanceoflearninganotherforeignlanguage?Why?GroupOralTasksTask1:Conversation/playAconversation/shortplayaboutmisunderstandingcausedbythemisuseoflanguageincommunication(e.g.idioms,pronunciation)Task2:Conversation/PlayAconversation/shortplayaboutmisunderstandingcausedbytheuseofdifferentdialectsofEnglish(e.g.AmericanEnglishvs.BritishEnglish)Task3:Mini-lectureAshortlectureintroducingseveralinterestingidiomsandtheirstories.Task4:StorytellingAstorybasedonthepicture.Task5:Play---ChinaEnglish?AshortplayaboutdifficultiesinexplainingtoforeignersthoseobjectsorideascharacteristicofChineseculture(e.g.旗袍，皮蛋，蚂蚁上树等).YoucouldalsobrieflypresentyourviewontheproperwaythatsuchthingsshouldbeexpressedinEnglish.Task6:Debate---Theyoungerthebetter?Adebateontheissuewhetherchildrencandobetterinlearningaforeignlanguagethanadults.PartIIReadingComprehension&LanguageActivitiesPre-readingTasksReadtheTextPost-readingTasksWords&ExpressionsLanguageWork(A,B,C)LearningaLanguagePre-readingTask1.Whatisthedifferencebetweenlearningalanguageandlearninghowtodriveacar?2.Whydopeopleusingthesamelanguagesometimeshavetroubleunderstandingeachother?ReadtheText-Questionsforskimming:1.Whataspectsoflanguagelearningarediscussedinthetext?--Threeimportantaspectsoflanguagelearning:(1)Learningalanguageisalife-longactivityandcannotbedonesystematicallywithclearultimatesuccess;(2)Words,besidestheircoremeanings,areoftenusedcreativelyandhaveextendedmeanings;(3)Therearevariationsanddialectswithinonelanguage;SummaryA.SummarizethestoryByclearingupthreemisconceptionsoflanguagelearning,theauthorintendstohelpthelearnersbecomeawareofthreeaspectsoflanguageandlanguagelearning:(1)languageisnotafixedunchangingthingandlearningalanguageisalifelongtask;(2)wordshaveextendedmeaningsinadditiontotheircoreones;(3)practitionersofthesamelanguagemaynotnecessarilyunderstandeachother.ReadtheText–Questionsforreadingcomprehension1.HowhastheEnglishlanguagedevelopedintoitspresentform?--ItwasoriginallyaformofancientGerman.LateritcollidedwithaspecialkindofoldFrenchandwassubjectedtoseveralwavesofLatinandafloodofGreek.SomeotherlanguageshavealsoenrichedtheEnglishlanguage.HistoryoftheEnglishLanguageTimeEventandItsinfluenceonEnglish3000B.C.–1000B.C.55BC–410AD5thcentury597AD750AD–1050AD1066AD16thcenturyTheIndo-EuropeanslivedinBritain,callingthemselves“Celts”.JuliusCaesarandhisarmyconqueredBritainandthenativeCelticlanguagewasinfluencedbyLatin.TheAnglesandSaxonsinvadedBritainandthelanguageofAnglesandSaxons(OldEnglish)cameintocontactwiththeCelticlanguage.SaintAugustineintroducedChristianityintoBritainandhundredsofLatinandGreekwordsenteredOldEnglish.TheVikingsattackedBritainandtheirlanguageNorsecollidedwithEnglishTheNormanConquestbroughtadual-languageperiodinhistory(OldFrenchastheofficiallanguage)TheRenaissance(Thehumanisticrevivalofclassicalart,architecture,literature,andlearningthatoriginatedinItalyinthe14thcenturyandlaterspreadthroughoutEurope.);ManyLatinandGreekwordscameintoEnglishB.SummarizetheparagraphsParagraph1:Theauthoraguesthat,contrarytotheviewthatlanguagecouldbelearnedsystematicallywithclearultimatesuccess,learningalanguageisactuallyalifelongactivity.Paragraph2:TheauthorusestheEnglishlanguageasanexletoshowthateverylanguageisacomplexaffair,andlearningalanguageisthus,metaphoricallyspeaking,anendlessvoyage.Paragraph3-4:Theauthordiscussesthesecondmisconceptionthatwordshavefixedandclearmeanings,andpointsoutthatwords,besidetheircoremeanings,arealsousedcreativelyandhaveextendedmeanings.Paragraph5:Theauthordiscussesthemisconceptionthatthespeakersofalanguagespeakexactlythesamevarietyandhavenoproblemsunderstandingeachother.DialectusersofthesamelanguageinfactmaynotnecessarilyunderstandeachotherTextAnalysis1....wespeakandthinkasthoughthelanguageinquestionwereafixedunchangingthing.inquestion:beingtalkedabout[idioms]outofquestion:noproblemoutofthequestion:impossible,notworthdiscussingEg:Whereisthemaninquestion?---WouldyouliketogohuntingonSaturday?---Ok,outofquestion.Anewbicycleisoutofthequestion---wecan'taffordit.Words&Expressionsultimate[final]e.g.Becomingpresidentishisultimategoal.subsequently[afterwards]embarkon/upon[starttodo]

e.g.We'reembarkingon/uponanewprojectlaterthisyear.masterof:personwhohascontrolorwhohassth.athisdisposalHeisamasterofthesituation.Para1当我们谈到学习一门语言诸如英语、日语或西班牙语时，我们用这种语言说话和思考就好像正在谈论中的语言是固定不变的，我们期望像学几何或学骑车一样系统地学习并最终取得显著的成效。许多人发现这仅是一种误解时便放弃了。实际上，他们开始了一份持续终生的工作。这种经验使他们不仅意识到如果想要成功不得不努力工作，而且意识到在很多情况下，他们连著自己所谓的母语也没有精通。

mingling[mixture,combination]hybrid[mixtureofverydifferentthings]collidewith[comeinto(violent)contactwith,encounter]

e.g.Itwaspredictedthatacometwouldcollidewithoneoftheplanets.besubjectedtosth.:tocausesb./sth.toexperienceorundergosth.Shewasrepeatedlysubjectedtotorture.Asatestthemetalwassubjectedtogreatheat.cf.besubjecttosb./sth.1)tobeobligedtoobeysb./sth.,undertheauthorityofsb./sth.Wearesubjecttothelawoftheland.2)tobeliabletosth.Trainsaresubjecttodelayaftertheheavysnowfalls.3)tobedependingonsth.asaconditionTheplanissubjecttothedirector'sapproval.floodofsth.:greatquantityorvolumeShereceivedafloodofletters.

bitsandpieces:someminorandbrokenthingsIntheprocessofacquiringknowledge,don'tforgettoaccumulatebitsandpieces.

beincontactwith:tokeepcommunicationwithsb.Ourtroopsareincontactwiththeenemy.Para2其实，学习任何语言就像是一次永无止境的航行。当今世界上使用的成千上万语言中的每一种语言都是一件复杂的事情。许多语言确实有一种标准形式---特别是书面语---这就是我们要学习的，然而，他们也可能有各种各样的地区方言和社会文体，许多是历史进程中和其他语言融合的产物。英语就是这样一种混合语言。大约二千年前开始演变的。首先是一种古德语形式，与一种特殊的古法语发生了冲突，其后又吸取了一些拉丁语和希腊语。自那以后有吸收了它的使用者所接触的其他所有语言的点点滴滴。

1mon:belongingto,affectingallornearlyallmembersofagrouporsocietyItisaflowercommoninricefields.2.Thereareseveralmenmissinginthatchessset.man:n.aplayingpiecethatwecanmoveinagameofchess3.Theboatwasmannedentirelybywomenandchildren.[paraphrase]Womenandchildrenwereinchargeoftheboat'soperation.man:v.tosupplymenorpeopleneededinoperationalposts.TheGeneralmannedtheassaulttroopswithhisbravestsoldiers.Para3关于语言的第二种常见误解是单词意思固定清楚。这种想法—无论不幸还是有幸—是远远不正确的。举个十分简单和具体的英语单词"man"为例。似乎足够清楚，指的是"成年男子"。当然的确如此，但是考虑一下下列句子：

1）

Thereareseveralmenmissinginthatchessset.那副象棋缺了几颗棋子。

2）

Theboatwasmannedentirelybywomenandchildren.这艘船全由妇女和小孩掌舵。

legitimate:lawful,reasonableHeisacriminalwhorunsalegitimatebusinessaswell.2.Partofthepleasureandgeniusoflanguagemaywellariseoutofthisslight"misuse"ofwords.slight"misuse"ofwordsNote7maywell:reasonably,probably[grammaticalpoint]wellcanbeusedaftercan,could,may,mightwiththemeaningof"justifiably,reasonably,probably".Imightwellconsideritlater.(=I'llprobablyconsideritlater.)Ican'tverywellleavenow.(=It'snotgoodformetoleavenow.)

convey:v.toexpress,makeknowntoanotherpersonWordscannotconveyhowdelightedIwas.Para4你可能争论这些句子有点不自然。是的，它们不是单词"man"的日常用法，而是其中心意义的合理延伸。尤其有趣的是在第二个句子中它作动词用而不是名词。这表明我们期望成年男子做水手，而不是妇女当然更不是小孩。语言中的一些乐趣和天赋很可能是由这种单词的细微差别的误用而产生的。别忘了，如果你叫一个人"猫"或"卷心菜"，虽然你不是表达字面意思，但它们会被曲解成许多意思。

equivalent:n.a.equalinvalue,amount,meaning,importancebeequivalentto:tobeequaltoWhatis$5equivalenttoinFrenchfrancs?IsthereaFrenchwordthatistheexactequivalentoftheEnglishword'home'?toacertain/someextent:partly,somewhatTosomeextentIwasabittired.havetroublewith:tohaveinconveniencewithIhavesometroublewithapproachtomyteacher.Para5关于语言的第三个误解是：每一种语言都被—或者说应该被它的所有使用者到处同样地使用和理解。当然，一般说来，使用英国英语标准形式的人都能理解其在美国英语中的对等词。英语这两种主要形式相似程度极大。这些国家的讲方言的人在互相理解对方时有严重的障碍，甚至到了怀疑他们是否真正使用同一语言的程度。一个来自纽约布鲁克林的人与来自伦敦的伦敦佬交流有困难，一位古板的英国上校不会和一个加里福利亚的嬉皮士谈笑风生。然而他们都属于20世纪世界英语的巨大群体中的成员。LanguageWork(A)1.subsequently2.ultimately3.equivalent4.mingling5.legitimate6.literal7.Identification8.conveyLanguageWork(B)Thegovernmenthopestogainenoughsupportfortheprojectinquestion.Therescuepartyembarkedonfreeingtheboytrappedinthehollowtree.Theexpeditiontravellinginouter-spacehasbeenincontactwiththescientistsontheearth.Ihavehadavarietyofexperienceswithglue.ButglueandIsimplyarenotmeantforeachother.DadandIdiffercompletelyanddon’tseemuchofeachother.Afterall,Istilllovehim,forheismyfather.Withrestrictivebindingsappliedtomyknees,IwasclumsytotheextentthatIcouldonlyhobblealong.Thecarpentercouldonlyfindbitsandpiecestodointhebasement.Itoftenhappensinmanyfamiliesthatthevaluesystemoftheoldergenerationcollideswiththatoftheyoungergeneration.LanguageWork(C)1.a.Allthenewrecruitsweresubjectedtointenseandrigoroustraininginthefirstthreemonths.b.Yearsago,blackchildrenweresubjectedtoracialdiscriminationinmanyschools.c.ThelandoneithersideoftheYellowRiverwasoftensubjectedtofloods.2.a.Ifpeopledon’tknowhimwell,theywouldthinkthatheissomewhatdifficulttogetalongwith.b.Thoughhehadmadealotofpreparationfortheexam,hestillfeltsomewhatnervous.c.Sheisconsideredasomewhatfussygirlsinceshe’sseriousabouteverythingandmakesexaggeratingcomments.3.a.Thelittlegirlistooyoungtoconveyherideacoherently.b.ProfoundgratitudeandaffectiontowardhisfirstEnglishteacherwasconveyedinthespeaker’sspeech.c.Hersmilesexplicitlyconveyedhersatisfactionwithherdaughter’sperformance.4.a.Heclaimsthathecanoffermeajob,butIdon’tbelievehim.b.Nowsomeyoungpeopleclaimthatlifeisjustaboutenjoyingoneself.c.HitlerclaimedthathewouldrepresentthewillofGermanpeople.5.a.Thecustomercomplainedthatshehadhadaproblemwiththenewshoes.b.Theyhaveseriousproblemscommunicatingwitheachotherduetotheirdifferentfamilybackground.c.WithoutBraille,blindpeoplewouldhavegreatproblemsreadingandwriting.LanguageWork(D)Ifoneholdstheseconceptions,onewillverylikelybedisappointedwiththeresultofthelearningandmayeventuallygiveupthestudy.Ifoneisafraidoftakinglanguagelearningalifelongtask,onewillnotsucceed.Learningalanguagerequiresbothhardworkandperseverance.IfonethinksalltheEnglishwordsarecreatedbynativespeakers,oneunderestimatesthecomplexityoftheEnglishlanguageandwillnotbewellpreparedforthehardworkoflearningEnglishvocabulary.Ifonethinksso,onewouldfinditdifficulttounderstandcreativeuseoflanguageandconsequentlyfailtoappreciatemuchofthepleasurethatlanguageoffers.Ifadictionarybecomesthestraight-jacketofone’slanguageuse,figuresofspeech(suchassimileandmetaphor)willlargelydisappear.PartIIIExtendedActivitiesDictationReadMoreGrammarWorkTranslationCulturalInformationDictationAlllanguageschangeconstantly.//Whenspeakersofasinglelanguagearedividedintodifferentgroupsbyregionorsocialstatus,//thedialectofeachgroupdevelopsintoitsownway.//Atsomepoint,thesegroupswillnolongerbeabletounderstandeachother.//Andonelanguagemaysplitintoseverallanguages//whicharedifferentbutclearlyrelated.//WehavehistoricalevidenceofsuchachangeinthecaseofLatin.//AfterthefalloftheRomanEmpireinthefifthcenturyAD,//thevariousLatin-speakinggroupsinEuropelosttouchwitheachother,//andLatindevelopedintothe“romance”languages,//sonamedfortheirRomansource,//includingPortuguese,Spanish,French,ItalianandRomanian.//Today,thesearedistinctlanguages.//ARomanianspeakerwillnotunderstandaFrenchspeaker.//Butthehistoricalconnectionwillbeseenintheirvocabulary.//Forexle,theword“fish”looksquitesimilarinforminLatin,Italian,FrenchandRomanian.//MythsofGreeceandRomeMajorGodsandGoddessesGreekMythRolesRomanMythJupiter

NeptunePluto

VulcanApolloSupremegodZeusBrotherofZeus,GodoftheseaPoseidonBrotherofZeus,GodoftheunderworldHadesGodoffireandmetalworkingHephaestusSonofZeusandLeto,Godoflight,prophecyandpoetryandmusicandhealingApolloWifeofZeus,principalgoddess,protectorofmarriageJunoHeraAresSonofZeusandHera,GodofWarMarsDaughterofZeusandLeto,twinsisterofApollo,GoddessofhuntingandtheMoonArtemisDianaAphroditeVenusAthenaGoddessofwisdomandskill,guardianofAthensMinervaHermesGodofcommerceandcunningandinventionandtheft,alsothemessengerofgodsMercuryDaughterofZeusandDione,GoddessofloveandbeautyExpressionsfromGreek&RomanMythology[1]Achilles’heel—one’ssmallbutfatalweakness[2]aTrojanhorse—sth.orsb.thatisdeceivingandattacksandweakenssthsecretlyfromwithin[3]narcissism—toogreatloveforone’sownabilityorphysicalappearance(fromNarcissus,abeautifulyoungmanwhofellinlovewithhisownreflection)[4]psyche—soul;spirit(fromPsyche,goddessofthesoul)[5]playCupidforsb—actasmatch-makerforsb[6]behitbyCupid’sarrows—fallinlovewithsb[7]anIliadofwoes—asuccessionofmiseriesIlliad-aGreekepicpoem(attributedtoHomer)describingthesiegeofTroy[8]siren—anapparatusformakingaloudandlongwarningsound:policesirens;firesirens,etc.(fromSirenswhosesweetsingingcharmedsailorsandcausedthewreckoftheirships)[9]Pandora’sbox—alargenumberofproblemsorevilsPandora-thefirstwoman;createdbyHephaestusonordersfromZeuswhopresentedhertoEpimetheus(brotherofPrometheus)alongwithaboxfilledwithevils[10]Oedipuscomplex—(inFreudianpsychology)anunconscioussexualdesirebyayoungboyforhismothercombinedwithhatredofhisfatherGrammarWork1.Evenifitrainedintorrentstomorrow,Iwouldn’tstaytherealldaylong.2.Shewouldbepreparedtocomethepartyprovided/providingthatshecouldbringherdaughter.3.Iwon’ttellyourparentsaboutitonconditionthatyouapologizeforyourrudeness.4.Fredwillbeatschoolnextweekproviding/providedthathehasrecoveredfromhiscold.5.Ifwedon’twanttobelate,we’dbettercallataxinow.6.Detergentscan’tharmafabricprovided/providingthatitisproperlydissolved.7.Supposing/Supposeallthedoorswerelocked,howwouldyougetintothehouse?8.Supposing/Supposeyouwereleftonadesertedisland,whatwouldyoudofirstthen?IfConditionals(Unreal)SubordinateMainClauseContrarytoIfI,we,she,he…+did…/were…I,we,she,he…+would(should)do….presentI,we,she,he…+haddone…I,we,she,he…+would(should)havedone…pastI,we,she,he…+did/wereto/shoulddo…I,we,she,he…+would(should)do…futuree.g.IfIweretenyearsyounger,Iwouldconsiderenteringthemarathon.IfIhadmet