 Unit 40 Learning a Language.  Brainstorming Brainstorming  Listening Listening ...

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Transcript of  Unit 40 Learning a Language.  Brainstorming Brainstorming  Listening Listening ...

  • Slide 1
  • Unit 40 Learning a Language
  • Slide 2
  • Brainstorming Brainstorming Listening Listening Speaking Speaking
  • Slide 3
  • Expressions for language accent, dialect, pronunciation, syllable, intonation, tone, rhyme, stress, grammar, syntax, structure, context, vocabulary, phrase, word, lexicon, morpheme, prefix, suffix, slang, idiom, jargon Expressions for assessing language behavior appropriate (appropriateness), accurate (accuracy), proper, fluent (fluency), erroneous, meaningful, logical, nonsense, make no sense, comprehensible, readable, to the point, redundant, repetitive, wordy, concise, precise, formal, informal Expressions for using a language express, read, scan, listen to, translate, interpret, summarize, paraphrase, outline (vt.)
  • Slide 4
  • Expressions for types of language use poetry, sonnets, fiction, nonfiction, novel, story, news reports, document, script, lyrics, summary, essay, composition, dissertation/ thesis, autobiography, biography, note, memo speech, conversations, dialogue, monologue, lecture, interview, presentation Expressions for types of language users writer/author, reader, translator, interpreter, poet, scriptwriter, playwright, copywriter, reporter, journalist Expressions for learning a language: rote learning, review, preview, revise, make notes, repeat, communication, interaction, input, intake, output, language aptitude, learning strategies
  • Slide 5
  • Listen to a story (approximately 300 words long) twice and retell immediately after youve heard it. Information Points Yes / No 1. Pat Jones when 22 2. decided to travel around the world and see many places when young 3. after finish college at home in Britain, 4. first visit Latin America 5. find a job secondary school in Bolivia as English teacher 6. spoke Spanish able to communicate even students not know English 7. A sentence read stuck in mind: dream in a foreign language you then master it 8. repeat it to students, hoping she dream in Spanish they in English 9. Tim, worst student, explain in Spanish for not doing homework
  • Slide 6
  • Information Points (Cont)Yes /No 10. gone to bed early sleep badly 11. Pat angry explanation nothing to do with homework 12. dream all night in English 13. surprised since a bad student 14. jealous not in Spanish yet 15. encourage Tim to ask for the dream 16. all people spoke English 17. signs, newspapers, magazines, TV programs in English 18. Wonderful, what did they say to you? 19. Im sorry, thats why I slept badly 20. No idea what they said; nightmare
  • Slide 7
  • Listen and answer the following questions: 1. Why is Li studying a foreign language? --Li felt from his middle school days that he had a talent for language, both the mother tongue and English. But later he questioned his decision and language aptitude. Despite his doubts he has become more interested in and fascinated by learning a new language. 2. What is his attitude toward learning vocabulary, grammar, pronunciation? -- He doesnt think they are difficult. 3. What, according to Li, is the most difficult aspect in learning English? And why? --He finds what stands in his way when learning English is the special use of certain words, i.e. idioms. They are not easy to understand although they consist of familiar words; and there is a huge body of idioms for learners to master.
  • Slide 8
  • 4. How does Li define the term idiom? --An idiom is an expression whose meaning cannot be derived from the meaning of the individual words in the expression.idiom 5. How did he misunderstand a British student the other day? -- Li was told that the British student watched a football match and got a kick out of it. Li thought he was hit by the ball or kicked out of the stadium by a football player. Actually the British student meant he had got a lot of fun from watching the match. 6. Which area of language is Li going to study in the future? --Li is interested in cultural studies, which he thinks is a neglected but very important area, because he believes that it is mainly the cultural aspects of language rather than the other linguistic aspects that determines successful communication.
  • Slide 9
  • kick the bucket [euphemism -- die] be the top dog / wear the pants e.g. Mr. Brown has been our top dog for 25 years, but he's retiring. Three of our senior executives are fighting for his job and nobody knows who'll end up as new top dog. The old man still owns the shop and comes to work. But his son wears the pants now. mad money e.g. The other day we ran out of gas sixty miles from home. I had forgotten my wallet. But we were lucky - my wife remembered she had her mad money, so we were able to buy gas to get back home. be on thin ice e.g. Young man, unless you start turning in your assignments on time and pull up your test scores, I have to tell you that you are on thin ice in this class. Right now you're very close to failing.
  • Slide 10
  • a fat cat e.g. I hate to see fat cats showing off all their money, but I would sure love to be one myself. But I guess my only chance of being a fat cat is to win ten million dollars in the lottery. poker face e.g. I never know whether my boss likes my work or not -- he is a real poker face ! rain check e.g. I'd love to go out with you, Ben. I'm sorry I'm busy tonight, but I'd like a rain check. have a heart e.g. Charlie, I know I've owed you the hundred bucks for a long time. But, have a heart : give me a little more time because I really don't have it right now. cross my heart e.g. "Billy, cross my heart, it wasn't me who broke your bicycle. rub elbows with e.g. If you travel across America by bus, you rub elbows with all sorts of people. You'll meet older retired people, young students and others who ride the bus because it's cheaper than flying.
  • Slide 11
  • Choose several questions from the following list and interview your partner about them: 1. When did you start learning English? 2. Do you enjoy English learning? 3. Do you think you have a talent for learning a language? 4. Why did you choose English as your major at college? 5. What is the most difficult aspect in learning English? Why? How do you intend to deal with it? 6. How do you manage to remember new words? 7. Do you think it is helpful to recite passages? 8. What do you think is the best way to improve your pronunciation? 9. What do you read out of class? 10. What would you choose if you have a chance of learning another foreign language? Why?
  • Slide 12
  • Task 1: Conversation/ play A conversation/ short play about misunderstanding caused by the misuse of language in communication (e.g. idioms, pronunciation) Task 2: Conversation / Play A conversation / short play about misunderstanding caused by the use of different dialects of English (e.g. American English vs. British English) Task 3: Mini-lecture A short lecture introducing several interesting idioms and their stories.
  • Slide 13
  • Task 4: Story telling A story based on the picture on page 60. Task 5: Play --- China English? A short play about difficulties in explaining to foreigners those objects or ideas characteristic of Chinese culture (e.g. ). You could also briefly present your view on the proper way that such things should be expressed in English. Task 6: Debate --- The younger the better? A debate on the issue whether children can do better in learning a foreign language than adults.
  • Slide 14
  • Pre-reading Tasks Pre-reading Tasks Read the Text Read the Text Post-reading Tasks Post-reading Tasks Words & Expressions Words & Expressions Language Work (A, B, C)ABC
  • Slide 15
  • Pre-reading Task 1. Why do people learn a foreign language? (e.g. Chinese EFL learners) 2. What is the difference between learning a language and learning how to drive a car? 3. Why do people using the same language sometimes have trouble understanding each other? Read the Text - Questions for skimming: 1. What aspects of language learning are discussed in the text? -- Three important aspects of language learning: (1) Learning a language is a life-long activity and cannot be done systematically with clear ultimate success; (2) Words, besides their core meanings, are often used creatively and have extended meanings; (3) There are variations and dialects within one language; 2. How does the author put forward his points? --By trying to clear up three related misconceptions about language learning.
  • Slide 16
  • Read the Text Questions for reading comprehension 1. What is the first misconception held by people? --Language learning is a fixed unchanging process. It can be learned systematically (just like learning geometry and riding a bicycle)and with clear ultimate success. 2. What do people realize after learning a language? -- they need to work very hard to succeed and they are not masters of their own mother tongue. 3. Why is studying a language an endless voyage? -- Language is a complex affair with a variety of regional dialects and social styles; and it is also the product of the historical mingling of other languages (e.g. English as a hybrid)hybrid 4. How has the English language developed into its present form? -- It was originally a form of ancient German. Later it collided with a special kind of old French and was subjected to several waves of Latin and a flood of Greek. Some other languages have also enriched the English language.
  • Slide 17
  • 5. What is the second common misconception about language? --Words have fixed and clear-cut meaning