浙江广播电视大学文本教学辅导1_变化中的英语

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浙江广播电视大学英语专业（开放本科）《变化中的英语》教学辅导1 How to Study the course/Summaries of Units O6e山weg1-2 Welcome to English in a Changing Honld.The world changes as you know,had changed. changed,has changed,is changing.will change and will be changing!English changes with the world.But how did it change with the world?Is it still changing?Will it continue to change?And in what way?Questions like these are very important to us as learnersof English.They are the questions this course book attempts to answer. However,first things first.As we did with the previous courses,let us first check if you have all the resources available. Resources checklist The materials you should have Have you gor them? "There are 4 audio cassettes accompanying the book.Note that they are not designed as listening tasks.They are prepared for you to listen to if you want the dialogues in the book to be heard and imitated.Surely you can use them as Iistening tasks yourself'to enhance your listening. *There are also some video programmes accompanying the book. They show some authentic clips about English change.You are not expected to buy them,of course,but you should watch them in the tutorial centre. *You should have a cassette recorder.It is useful for seif-recording. *You should at least bury yourself a notebook. You have the resources now.They will remain wasted if you fail to use them wiscly. English in a Changing World There are as usual eight units.Unit 1--Changing English in a changing world:an owerview- takes you to a quick tour of English across time and space:you are shown how English changes in the life ofan individual,how English changes in the Great Britain,how the standard English you are learning is different from the other dialects in the British Ises Following the overview in Unit 1,Unit 2 zooms in,so to speak.It takes a closer look at English in the past.You are led to explore loads of interesting questions:How did the English we know now come to existence in the first place?Was there only one English or were there several "Englishes"at early times?What did old English sound like?ete.ete. As we know by now,English was first spoken by people living in the British Isles surrounded by sea.The question we want to ask is:how did it spread all over the world? You can find an answer to it in Unit 3. Have you noticed that govermment officials speak "officiales"(i.e.).while peasants from the poor countryside speak a humble and simple languge?Actually,ifyou are a careful listener.you may notice that the way's people around you speak can sound quite different due to their different professions or jobs or occupations Students sound like students,children sound like children,ete We can sy that the way people speak betrays their trade.The same istrue of English. There is a technical term to capture such differences,namely social variety.This is the theme of Unit 4. We use the word Chin-English to describe someone's English which sounds like Chinese.It

1 浙江广播电视大学英语专业(开放本科) 《变化中的英语》教学辅导 1 How to Study the course/ Summaries of Units Objectives(1-2) Welcome to English in a Changing World. The world changes as you know, had changed, changed, has changed, is changing, will change and will be changing! English changes with the world. But how did it change with the world? Is it still changing? Will it continue to change? And in what way? Questions like these are very important to us as learners of English. They are the questions this course book attempts to answer. However, first things first. As we did with the previous courses, let us first check if you have all the resources available. Resources checklist The materials you should have Have you got them? *There are 4 audio cassettes accompanying the book. Note that they are not designed as listening tasks. They are prepared for you to listen to if you want the dialogues in the book to be heard and imitated. Surely you can use them as listening tasks yourself to enhance your listening. *There are also some video programmes accompanying the book. They show some authentic clips about English change. You are not expected to buy them, of course, but you should watch them in the tutorial centre. *You should have a cassette recorder. It is useful for self-recording. *You should at least buy yourself a notebook. You have the resources now. They will remain wasted if you fail to use them wisely. English in a Changing World There are as usual eight units. Unit 1--Changing English in a changing world: an overview --- takes you to a quick tour of English across time and space: you are shown how English changes in the life of an individual, how English changes in the Great Britain, how the standard English you are learning is different from the other dialects in the British Isles. Following the overview in Unit 1, Unit 2 zooms in, so to speak. It takes a closer look at English in the past. You are led to explore loads of interesting questions: How did the English we know now come to existence in the first place? Was there only one English or were there several “Englishes” at early times? What did old English sound like? etc. etc. As we know by now, English was first spoken by people living in the British Isles surrounded by sea. The question we want to ask is: how did it spread all over the world? You can find an answer to it in Unit 3. Have you noticed that government officials speak “officialese” (i.e. 官腔), while peasants from the poor countryside speak a humble and simple language? Actually, if you are a careful listener, you may notice that the ways people around you speak can sound quite different due to their different professions or jobs or occupations. Students sound like students, children sound like children, etc. We can say that the way people speak betrays their trade. The same is true of English. There is a technical term to capture such differences, namely social variety. This is the theme of Unit 4. We use the word Chin-English to describe someone’s English which sounds like Chinese. It

often carries a derogatory overtone that his or her English is poor From the point of language change, Chin-English is often the first stage that the two languages come to contact.The contact can result in changes in both languages That is,English can be influenced by Chinese,which in turn can be influenced by English.The first contact was often made by businessmen a seaport cities Unit 5 explores how the earty international trades affects the growth of the English languge. Unit 6 examines the changes English has undergone since the Second World War.English is used extensively in international science and technology.international transportation,information technology and entertainment.ELT also exerts a great demand on English. English nowadays is truly an international language.Poople can talk about the globalization of English.Having said this,suspicion grows about whether there is only one English or there are Englishes.This is the issue taken up in Unit 7. Finally breath-taking information technology has virtually turned the world imto a global village: we can say,without any sense of exaggeration,that we are living in a shrinking world!In this world, whry do you learn English?What English should you learn?These questions are answered in Unit 8. Kmowledge of English amd skills in using English English in a Changing World can be said to be a book about the knowledge of English.As a learner and teacher of English,such knowledge is essential.It enables us to sce English in a historical perspective.It helps us understand English better.We can explain,proudly,to our students or our frends why English is as it is This is not the only objective of the course,however.You are both a learner and a teacher at the same time.Your dual roles deserve a book that has dual roles to play as well.You may note that this book isao designed to enhance your listening,reading,and writing.tha is to improve your skills in using English How te do activities and tasks There are 32 activities which are made of 137 tasks Suppose that you have to complete the course within 8 weeks equal to 56 days.The average amount of'stuy per day is 2.45 tasks.If you manage your time well,this is not all too demanding One of the efficient warys to do the tasks is to follow the instructions,and do them as quickly as you can.After that,you always review the tasks you have just done -not until the end of the unit. by checking them against the unit objectives If the objective of the task is also the objective of the unit you should make sure that you have achieved the objectrve.Take Unit I for example.Some of the unit objectives are:explain why languages change as people change,and recognize and describe examples of change.When you review the tasks you have done.you should keep these objectives in mind,and later do them in your notebook.You can do them like this *the objective:explain why languages change as people change the answer can be found in Tsk 2.The key points are:people change over time.people's experiences change too,so people use languge differently.that'swhy languages change as people change If you follow the advice given here on how to do tasks.you can rest assured that you will be a very successful learner of this oourse An 8 or 18 week planner (if you have already done so during your study of A Guide fo Success /Oriemtaniom,skip this) I know you are very busy,like everybody else.I is essential that you prioritize your time very well.It takes 8 or 18 weeks to finish this course.The first step,therefore,is to draw an 8 weck 2

2 often carries a derogatory overtone that his or her English is poor. From the point of language change, Chin-English is often the first stage that the two languages come to contact. The contact can result in changes in both languages. That is, English can be influenced by Chinese, which in turn can be influenced by English. The first contact was often made by businessmen at seaport cities. Unit 5 explores how the early international trades affects the growth of the English language. Unit 6 examines the changes English has undergone since the Second World War. English is used extensively in international science and technology, international transportation, information technology and entertainment. ELT also exerts a great demand on English. English nowadays is truly an international language. People can talk about the globalization of English. Having said this, suspicion grows about whether there is only one English or there are Englishes. This is the issue taken up in Unit 7. Finally breath-taking information technology has virtually turned the world into a global village: we can say, without any sense of exaggeration, that we are living in a shrinking world! In this world, why do you learn English? What English should you learn? These questions are answered in Unit 8. Knowledge of English and skills in using English English in a Changing World can be said to be a book about the knowledge of English. As a learner and teacher of English, such knowledge is essential. It enables us to see English in a historical perspective. It helps us understand English better. We can explain, proudly, to our students or our friends why English is as it is. This is not the only objective of the course, however. You are both a learner and a teacher at the same time. Your dual roles deserve a book that has dual roles to play as well. You may note that this book is also designed to enhance your listening, reading, and writing, that is, to improve your skills in using English. How to do activities and tasks There are 32 activities which are made of 137 tasks. Suppose that you have to complete the course within 8 weeks equal to 56 days. The average amount of study per day is 2.45 tasks. If you manage your time well, this is not all too demanding. One of the efficient ways to do the tasks is to follow the instructions, and do them as quickly as you can. After that, you always review the tasks you have just done --- not until the end of the unit, by checking them against the unit objectives. If the objective of the task is also the objective of the unit, you should make sure that you have achieved the objective. Take Unit 1 for example. Some of the unit objectives are: explain why languages change as people change, and recognize and describe examples of change. When you review the tasks you have done, you should keep these objectives in mind, and later do them in your notebook. You can do them like this: *the objective: explain why languages change as people change the answer can be found in Task 2. The key points are: people change over time, people’s experiences change too; so people use language differently; that’s why languages change as people change. If you follow the advice given here on how to do tasks, you can rest assured that you will be a very successful learner of this course. An 8 or 18 week planner (if you have already done so during your study of A Guide to Success 1: Orientation, skip this) I know you are very busy, like everybody else. It is essential that you prioritize your time very well. It takes 8 or 18 weeks to finish this course. The first step, therefore, is to draw an 8 week

800-1200 12:00.2:00 lunch break 200-600 6.00-7:30 dinner 7:30-1000 10:30 bed time Haif a day on distance ieaming "The two planners are effective means for self-discipline and self-management. This message again:Self-discipline and self-management The three trial years (from 1996 to 1998)with over 1200 students all over China bear the evidence that self-discipline and self-management are among the most important factors that make a successful distance leamer.Apart from making planners such as those above.another feature of self-discipline and self-management is to monitor your own learning process In A Gmide to Success 2:Leaming Straregies,we talk about it in more detail.A quick noce will do here.Prohably you have already reallized that all the tasks are headed by instructions on how to do them.and some even have the first one done for you as an example.Learning tips and strategies are occasionally also built into the instructions or feedbock.As it is recommended above,you read the instructions earefully,and do the tasks as quickly as you can,while marking those which you find challenging or difficult.Then you spend your review time on the marked ones Marking the hard ones and goimg back to them constitule a way of monitoring your own leaming I hope you will have the will of doing it.not just one week,but week after week.until you reach the end of the course. Hope that you enjoy the course! Toots for the use时fthe feacker and student间(U-Iand-2) 1-1.Using the Objectives By the time they reach the second year,and this book.students will be familiar with Objectives.In all the books,cach Unit begins with a statement of what the writer of the material hopes they will learn from what follows Students have Objectives are set out at the start of each Unit of English a Changing World and you have them aembled here for ease and speed of reference. You can use them in amy or all of the following ways Ongmsing yow own prpartory work for classes. Reading through these Objectives helps you get an overall view of the purpoes of the book and the material in it You can do this very rapidly You can then make an assessment of how much of the material is already familiar to you -and so of the time you will need to spend in preparatory work. Dei8 with some of the quertion形itn修as话 Students sometimes ask questions about matters that are dealt with fully in a later part of'the book Such questions often arise from feelings of anxiety.They can however waste a great deal of the time of teacher and class If you have made yourself familiar with these Obyecuwes (and with the Summares that follow)you can refer to the later Unit Actrvity and page.In that way you avoid waste of time,and later repetition,and you can provide the reassurance that the questioner needs. Just one or two such answers will probably be enough to convince your class that you are someone thoroughly versed in the subject! 气Giving time and emphasis to wh过are most importa量and helping stde达ebsa If a part of a Unit-information.dialogue,or task -has directly to do with the Objectives of the Unit.then clearly that is of the first importance and students must focus on them,if necessary with 4

4 8:00 -12:00 12:00 - 2:00 lunch break 2:00 - 6:00 6:00 - 7:30 dinner 7:30 -10:00 10:30 bed time Half a day on distance learning *The two planners are effective means for self-discipline and self-management. This message again: Self-discipline and self-management The three trial years (from 1996 to 1998) with over 1200 students all over China bear the evidence that self-discipline and self-management are among the most important factors that make a successful distance learner. Apart from making planners such as those above, another feature of self-discipline and self-management is to monitor your own learning process. In A Guide to Success 2: Learning Strategies, we talk about it in more detail. A quick note will do here. Probably you have already realized that all the tasks are headed by instructions on how to do them, and some even have the first one done for you as an example. Learning tips and strategies are occasionally also built into the instructions or feedback. As it is recommended above, you read the instructions carefully, and do the tasks as quickly as you can, while marking those which you find challenging or difficult. Then you spend your review time on the marked ones. Marking the hard ones and going back to them constitute a way of monitoring your own learning. I hope you will have the will of doing it, not just one week, but week after week, until you reach the end of the course. Hope that you enjoy the course! Tools for the use of the teacher and students) （U-1 and U-2） 1-1. Using the Objectives By the time they reach the second year, and this book, students will be familiar with Objectives. In all the books, each Unit begins with a statement of what the writer of the material hopes they will learn from what follows. Students have Objectives are set out at the start of each Unit of English in a Changing World and you have them assembled here for ease and speed of reference. You can use them in any or all of the following ways: • Organising your own preparatory work for classes. Reading through these Objectives helps you get an overall view of the purposes of the book and the material in it. You can do this very rapidly. You can then make an assessment of how much of the material is already familiar to you - and so of the time you will need to spend in preparatory work. • Dealing with some of the questions students ask Students sometimes ask questions about matters that are dealt with fully in a later part of the book. Such questions often arise from feelings of anxiety. They can however waste a great deal of the time of teacher and class. If you have made yourself familiar with these Objectives (and with the Summaries that follow) you can refer to the later Unit, Activity and page. In that way you avoid waste of time, and later repetition, and you can provide the reassurance that the questioner needs. Just one or two such answers will probably be enough to convince your class that you are someone thoroughly versed in the subject! *-Giving time and emphasis to what are most important and helping students to do so. If a part of a Unit – information, dialogue, or task – has directly to do with the Objectives of the Unit, then clearly that is of the first importance and students must focus on them, if necessary with

the help of your work in the classroom.If not-then it can be skipped if time is pressing Teaching shdents to approack what they do in a purposeful and expectant way. This is an important study skill.At the start of a new Unit you can make the objectives a topie for short group (or pair)discussion in English.Ask students to decide what Ohjectives will be straightforward-because they are already partly familiar,and which refer to gmise ne knowledge. Each of them should mark in some way what they expeet to find unfamiliar and check.at the end of the Unit whether they sow he that knowledge and a fuller understanding of what they knew already. Helping students with exam revision You can assist useful revision hy asking students to look back at the objectives of the Unit you wish to revise.Ask them to re-read the objectives and to think about this question:If you were an examiner.how would you test whether a student had achieved these objectives?Think of two questions.cach of which could be arewered in a sentence or two.Give students frve minules then assemble four or five questions and imvite discussion of them.Do they test what you want to test? Are they fair?Can they be answered briefly?What sort of answer gets a good mark?A pass mark? Fail mark?This sort of class-work is effective revision and helps to reduce examination stress among students (I don't recommend asking them to write multiple-choice questions-this is simply too difficult,and because of the amount ofre-writing required,too time-consuming 1-2.Summaries of Unit Obiectives ORJECTIVES: UNIT TITLE -at the completion of the Unit you should be able to do these things.or do them betier. 1 Changing English in.Explain why languages as poople change a Changing World :Recognise and describe examples of change an overvew Understand some of the special English vocabulary used in talking about language Explain what is meant by varieties of language pl English in the Past Identify the place of English among related languages ldentify Standard English among other varicties Understand and explain what is meant by structural difterences between languages p54 2.2 Summaries-by Unit and Activity U-I Changing English in a Changing World---An Overview Activiny I Languoge and Language change pages 5-14 i)All the languages we know about change with time ii)There are at present between 4000 and 5000 langunges in the world ii)Just how many depends on what counts as a language and what counts as a dialect iv)Your individual language changes with time too

5 the help of your work in the classroom. If not – then it can be skipped if time is pressing. *-Teaching students to approach what they do in a purposeful and expectant way. This is an important study skill. At the start of a new Unit you can make the objectives a topic for short group (or pair) discussion in English. Ask students to decide what Objectives will be straightforward – because they are already partly familiar, and which refer to quite new knowledge. Each of them should mark in some way what they expect to find unfamiliar and check, at the end of the Unit whether they now have that knowledge and a fuller understanding of what they knew already. *Helping students with exam revision You can assist useful revision by asking students to look back at the objectives of the Unit you wish to revise. Ask them to re-read the objectives and to think about this question: If you were an examiner, how would you test whether a student had achieved these objectives? Think of two questions, each of which could be answered in a sentence or two. Give students five minutes then assemble four or five questions and invite discussion of them. Do they test what you want to test? Are they fair? Can they be answered briefly? What sort of answer gets a good mark? A pass mark? Fail mark? This sort of class-work is effective revision and helps to reduce examination stress among students. (I don’t recommend asking them to write multiple-choice questions – this is simply too difficult, and because of the amount of re-writing required, too time–consuming 1-2. Summaries of Unit Objectives UNIT TITLE OBJECTIVES; -at the completion of the Unit you should be able to do these things, or do them better: 1 Changing English in a Changing World : an overview • Explain why languages as people change • Recognise and describe examples of change • Understand some of the special English vocabulary used in talking about language • Explain what is meant by varieties of language p4 2 English in the Past • Identify the place of English among related languages • Identify Standard English among other varieties • Understand and explain what is meant by structural differences between languages p54 2.2 Summaries-by Unit and Activity U-1 Changing English in a Changing World---An Overview Activity 1 Language and Language change pages 5-14 i) All the languages we know about change with time ii) There are at present between 4000 and 5000 languages in the world iii) Just how many depends on what counts as a language and what counts as a dialect iv)Your individual language changes with time too

v)Older people usually dislike the changes they notice vil)We need o be careful about talking about language as if it were a living thing A有0行2 ariations in每guage in或nt places pages 1.任-2 i)There are different varicties of the English that is spoken and understood in different parts of the world.These are regional varieties of regional dialects ii)Both native speakers and second language users of English find some or all of these difficult to understand .The English of writing -Standard English is similar throughout the English-speaking world iiyTwo varicties,Educated British and Educated American English are widely taught and learned.They are used and understood wherever English is in use i时The定在mo single authorit访for the use时E利gih v)English has been so well and thoroughly described that we can usually find authoritative arswers to specific questions.The question which variety should be studied is one for learners or for those who make decisions for them Activity 3 Observing vocabulary change in English pages 23-29 刀studying tex事u can observe change in Englis动as it happens ii)New words are invented or borrowed to match new meanings Or old words are used with new meanings ii)Words in use are dropped when they are no longer needed iv)The rate of language change is uneven v)As people grow older they notice change and they often don't like it.In fact the rate of change is not so fast that people living at the same time fail to understand each other Activity 4 Languages and Dialects in the United Kingdom.pages 30-40 Compared wirk China Ergfand is a smaoll country ii)Communications are good and it is usually poosible to reach every part of it quickly i)You might expect to find that he same langunge is spoken in a very similar way in different parts- but you would be wrong! yT肠e罪rm或ferent languo零s spoken by minori酒s进heE v)English is spoken in many different ways-that is,there are mary regional dialects Regional dialects are generally not so well respected as the Standard English that you have studied vi)Most mative speakers can understand several dinlects-and have difficnlty with orkers Activity 5 Experiencing some regional dialects im English,pages 41-49 i)In this Unit you heard a short sample of four texts with very similar meanings,spoken in the 6

6 v) Older people usually dislike the changes they notice vi|)We need o be careful about talking about language as if it were a living thing. Activity 2 Variations in language in different places pages 15-23 i) There are different varieties of the English that is spoken and understood in different parts of the world .These are regional varieties of regional dialects ii) Both native speakers and second language users of English find some or all of these difficult to understand .The English of writing –Standard English is similar throughout the English–speaking world iii)Two varieties, Educated British and Educated American English are widely taught and learned .They are used and understood wherever English is in use. iv) There is no single authority for the use of English v) English has been so well and thoroughly described that we can usually find authoritative answers to specific questions .The question which variety should be studied is one for learners or for those who make decisions for them Activity 3 Observing vocabulary change in English pages 23-29 i) By studying texts you can observe change in English as it happens ii) New words are invented or borrowed to match new meanings .Or old words are used with new meanings iii) Words in use are dropped when they are no longer needed iv)The rate of language change is uneven v) As people grow older they notice change and they often don’t like it . In fact the rate of change is not so fast that people living at the same time fail to understand each other Activity 4 Languages and Dialects in the United Kingdom. pages 30-40 i) Compared with China , England is a small country ii) Communications are good and it is usually possible to reach every part of it quickly iii) You might expect to find that he same language is spoken in a very similar way in different partsbut you would be wrong! iv) There are many different languages spoken by minorities in the UK v) English is spoken in many different ways – that is , there are many regional dialects Regional dialects are generally not so well respected as the Standard English that you have studied vi) Most native speakers can understand several dialects – and have difficulty with others Activity 5 Experiencing some regional dialects in English, pages 41-49 i) In this Unit you heard a short sample of four texts with very similar meanings, spoken in the

aocents characteristie of'four places in Britain ii)They were Cornwall.London Cockney.Northumberland and the Scottish Borders in)These four were selected as illustrations Many others from many other places could have been offered instead. iv)Only some speakers in each of these places speak in this wary all the time.Some can speak in this way when they want to -and quite differently when they choose.They are bi-dialectal v)The speakers who use only the accents you heard tend to be older and the less well educated people in the community UNIT TWo:English in the P过 Activity I The English ofearlier times pages 54-63 Students were asked to record their response to reading smples of English of the past by noting their agreement or disagreement with the following )It is interesting to see what the English of the past looks like I wish the tape recorder had been invented in the 1350's and not in the 1950's!it would be good to know how the people of the past spoke! i)I believe I could understand amy Engish written since about 1750,if I had enough time and a good dictionaryI ii而If I had to study Chaucer's English-or anything earlier -I should ask for a good translation into modern English! Activity 2 Language families pages64-74 i)Languages belong to large groups.generally called language families English belongs to the Indo-Germanic group,Chinese to the Sino-Tibctan group of languages ii)lt is harder to learn a new language if it belongs to a different group from that of your mother tongue ii)Inside each group or family some languages are near relations and some are distant relations Inside the Indo-Germanic group of languages English belongs to the Germanic group. iv)The first languages we know about spoken in the British Isles were related to modern Welsh,and to Scots and Irish Gaclic. v)Scandinavian invaders,Angles,Saxons and Jutes settled in England and brough with them the dialects they spoke Aetivity 3 Standard English and other varieties,pages 74-84 Standard English is written English,used worfd-wide ii)Standard English differs only in superficial ways in different parts of the English -speaking world;it changes with time 询Stondand Erg的b is in origin the Emglish ofSouth Eaw England

7 accents characteristic of four places in Britain ii) They were Cornwall, London Cockney, Northumberland and the Scottish Borders iii) These four were selected as illustrations Many others from many other places could have been offered instead. iv) Only some speakers in each of these places speak in this way all the time. Some can speak in this way when they want to – and quite differently when they choose. They are bi-dialectal v) The speakers who use only the accents you heard tend to be older and the less well educated people in the community UNIT TWO: English in the Past Activity 1 The English of earlier times pages 54-63 Students were asked to record their response to reading samples of English of the past by noting their agreement or disagreement with the following i) It is interesting to see what the English of the past looks like I wish the tape recorder had been invented in the 1350’s and not in the 1950’s! it would be good to know how the people of the past spoke! ii) I believe I could understand any English written since about 1750 , if I had enough time and a good dictionary ! iii) If I had to study Chaucer’s English- or anything earlier – I should ask for a good translation into modern English! Activity 2 Language families pages 64-74 i)Languages belong to large groups , generally called language families English belongs to the Indo-Germanic group, Chinese to the Sino-Tibetan group of languages ii)It is harder to learn a new language if it belongs to a different group from that of your mother tongue iii)Inside each group or family some languages are near relations and some are distant relations. Inside the Indo-Germanic group of languages, English belongs to the Germanic group. iv)The first languages we know about spoken in the British Isles were related to modern Welsh, and to Scots and |Irish Gaelic. v) Scandinavian invaders, Angles, Saxons and Jutes settled in England and brought with them the dialects they spoke Activity 3 Standard English and other varieties, pages 74-84 i) Standard English is written English, used world-wide ii) Standard English differs only in superficial ways in different parts of the English –speaking world ; it changes with time iii) Standard English is in origin the English of South East England

iv)It is the English used for all educational and official purposes 小 Changes and additions to the English lexicon,pages 84-92 i)Speakers of English often make an effort to pronounce a word in the way it is pronounced in its country of origin -unless it is just too difficullt! 拉Borrowed wor本in English change as the language changes ii)Words borrowed recently are ofen unstable in pronunciation-some people try harder than others to pronounce them as they think they should be said. iv)Words that have become well established in the languge are regarded simply as English words by mot speakers Only students and people particullarly concemed with langunge know about their origins Activity 5 pages 92-103 Received Pronunciation-RP for Short iyThe pronunciation of British English which is not associated with a particullar region is that of educated people,has high prestige and is called Received Pronunciation ii)Accent changes.just as vocabulary and grammar change-but until tape recorders were invented it was not easy to record changes 面Changes in rocabulary happen guic.Grammar resis体change These are important facts because they mean we can continue to read with understanding what was written a long time ago Grammar gives us the clues we need iv)Language study can be prescriptive,productive,or descriprive v)When a teacher corrects a students mistakes,he is doing prescriptive teaching.When a teacher asks a student to practise languge hy speaking or writing he is doing productive teaching.A Unit of study like this one which tells you about how Englsh has changed and come to be as it is now, is descrip山e teaching 2-1.Using the Summaries These Suwaries an available to students.but not in the sme form or layow as they are presented here.In English in a Changing Worid they occwr at the comchcion ofeach Lnit In the eariy U作hya理presented to the student:in most可he later Units the student makes the swary:with a grater or lesser degree of help fiom the fert.as ane of his or her fasks. The purpose for the stadem is the some:o make e tht he or she book recalls and reflects on what has fust been dome,aud what has jet been leamed There is abedant researth evidence that

8 iv) It is the English used for all educational and official purposes Activity 4 Changes and additions to the English lexicon, pages 84-92 i) Speakers of English often make an effort to pronounce a word in the way it is pronounced in its country of origin –unless it is just too difficult! ii) Borrowed words in English change as the language changes iii) Words borrowed recently are often unstable in pronunciation – some people try harder than others to pronounce them as they think they should be said. iv) Words that have become well established in the language are regarded simply as English words by most speakers. Only students and people particularly concerned with language know about their origins Activity 5 pages 92-103 Received Pronunciation –RP for Short i)The pronunciation of British English which is not associated with a particular region is that of educated people, has high prestige and is called Received Pronunciation ii) Accent changes , just as vocabulary and grammar change – but until tape recorders were invented it was not easy to record changes iii) Changes in vocabulary happen quickly. Grammar resists change These are important facts because they mean we can continue to read with understanding what was written a long time ago Grammar gives us the clues we need. iv)Language study can be prescriptive, productive , or descriptive v) When a teacher corrects a students mistakes, he is doing prescriptive teaching . When a teacher asks a student to practise language by speaking or writing he is doing productive teaching . A Unit of study like this one which tells you about how English has changed and come to be as it is now, is descriptive teaching . 2-1.Using the Summaries These Summaries are available to students, but not in the same form or layout as they are presented here. In English in a Changing World they occur at the conclusion of each Unit. In the early Units they are simply presented to the student: in most of the later Units the student makes the summary, with a greater or lesser degree of help from the text, as one of his or her tasks. The purpose for the student is the same: to make sure that he or she book recalls and reflects on what has just been done, and what has just been learned There is abundant research evidence that

immediate recall of this sort is helpful in firing new material in the memory and if that recall is npeated several nimes af longer intervals each time,then the material is permenily nemembered. Selecttre summaries are for that rason a most wseful leaming tool,and nearly all recent fexthooks mkeo时hm One of the mos heipyfiud rhingsa feacher does is to ensue that stdents mderstand this,ond make use of their wderstanding A feacher who at the start of(say)Unit asks sents to send frre minites re-reading the swwaries of Uuts 2 and 3 uses time well.ensuring an informed start to the class and reaching a wide鲜plicable stdy skill There are other reasons for including summaries.set om so as to be easily rferred to (and easily related to the pagination ofthe book)for the teacher's te.Together with the Swmares (at I3)they help you prpare.plan.feach and revise.the work of your clares Teachers have to pend the time required to become familiar with the content of the book The primary tool for this pcess is the mking ofa Model Student's Norebook The sor ofoverview prorided by the Summaries does mo shorten the time rquired.but it does make it possible for you to se the time to the hes advamtage.ffyow spend the ho时-hour regiined reading the simmaries a蛋he start of yow preparaton you willfind shat your detailed study hasa comtert.has meaning foryou and sa动少Rmd It is ievitable that tenchers should ofen be in a poririon where they simply conspend the tme that poper prparation meeds bfor they meet their classes.They need to make themsehes very qcm山awh泰ekow的be rapidly reminded of#hat they oue￥Thorough knowledge simply has o wait!Easily accessible rmmaries muke rupid.even ifsperficial familiarity possible. Sawaries emable you to find our gucdly how much of rhe cowent is afready familiar fo you,and so to estimale honw mch time you will need ro prepore for your classes.They provide a way of quickly wcalling whar has gome before and will come afer ary Umit.They are needed for the overall and detailed plaming that was dercnbed at I.32amdL.3.3gfh的 Like the Objectives.they help you deal with some of the qesrion studen's raise.When shese relate fo matters.which are hondied earlier or later in the book you cam refer stdents to them-but yow Rno whe所er they are im focl N元 "We shall come to that in a later Unit "or "Who remessbers what was soid about thar in Un的3？" 9

9 immediate recall of this sort is helpful in fixing new material in the memory, and if that recall is repeated several times, at longer intervals each time, then the material is permanently remembered. Selective summaries are for that reason a most useful learning tool, and nearly all recent textbooks make use of them. One of the most helpful things a teacher does is to ensure that students understand this, and make use of their understanding. A teacher who at the start of (say) Unit 4 asks students to spend five minutes re-reading the summaries of Units 2 and 3 uses time well- ensuring an informed start to the class and teaching a widely applicable study skill. There are other reasons for including summaries, set out so as to be easily referred to (and easily related to the pagination of the book) for the teacher’s use. Together with the Summaries (at II 3) they help you prepare, plan, teach, and revise, the work of your classes Teachers have to spend the time required to become familiar with the content of the book. The primary tool for this process is the making of a Model Student’s Notebook. The sort of overview provided by the Summaries does not shorten the time required, but it does make it possible for you to use the time to the best advantage. If you spend the half-hour required reading the summaries at the start of your preparation you will find that your detailed study has a context, has meaning for you, and is easily remembered. It is inevitable that teachers should often be in a position where they simply can’t spend the time that proper preparation needs before they meet their classes. They need to make themselves very quickly familiar with the contents, or to be rapidly reminded of what they once knew. Thorough knowledge simply has to wait! Easily accessible summaries make rapid, even if superficial familiarity possible. Summaries enable you to find out quickly how much of the content is already familiar to you, and so to estimate how much time you will need to prepare for your classes. They provide a way of quickly recalling what has gone before and will come after any Unit. They are needed for the overall and detailed planning that was described at I .3.2 and I. 3 .3 of this Manual Like the Objectives, they help you deal with some of the question student’s raise. Where these relate to matters, which are handled earlier, or later in the book you can refer students to them – but only if you know whether they are in fact there. ”We shall come to that in a later Unit “, or “ Who remembers what was said about that in Unit 3?

Aec时en good and sulficient代yns "That is an interesting question-and it im one you will find raised or aswered in this book Where would you expect to find an oser?Wowld anyone be prepared to pend hatfan how looking for an answer and tell ies nexr time ifhe she was? Succesyi》" Ca明月owe cuctsto9 s be a good annver foo Since the Swwaries focus on errentials.they help you emphasise what is important and asrist mH昨ob.This is porticulr少ful a the stoge of rrison when stadens a理mos likely to comfiuse whar is simply ifestranve with what is essential,and ro fel bulemed and aous supposing thut they are expected o remember everything.Use the samaries to help themfocson wha is importonr My hope is thar aryone who reqmires to rest sudemrs.either ingformlly in class.or formally as an appointed exminer will find the Objectives and the Summaries sseful in deciding whot shond be selected for testing. 子-L.Ouestions with short anser酒 Suggestions for their use. You will find here ten questions on each Actrvity of each Unit-that is 50 questions for most Units and 40 for Units 4,7,and 8.These are straightforward questions about content,designed to tes accurate recall.There are no trick questions,and (obwiously)none that need extended discussion, or which are designed to link severnl Units You will prohably want to use them often,a few(perhaps 3-5)at any one time.Questions at the start of a class,on the Unit which students have already studied recently in preparation for this session,will usually be enough.They make a lively oral start to your class.Their use establishes your expectation that students will come having read or re-rend the Unit and completed the tasks associated with cach Activity.and that it will be fresh in their minds.This activity leads naturally t another-the opportunity for students to ask their questions You will at once become aware whether most of them hawve in fact studied the Unit,and how well they have done so.You can allow several students to answer before tuningg to the next question. If you find that the questions are mo answered readily,and that few answers are offered,you can change your plan,assign 20-30 minutes for concentrated review (independently or in pairs)of the Umit.and then try again,using a mix of the same and other questionsBy doing this you are teaching in addition to the material of the book.the need for concentrated and thorough study.Almost certainly you will find that you get a more satisfactory response if you repeat this procedure at your next class.Bear in mind however that the use of these questions does not require only accurate recall of the material studied.The exercise is both harder and more useful than it may at first sight appear to be.It is of value for at least two additional reasons .It requires listening comprehension-an din learning any language this is,for the majority of learners,the most difficult skill to acquire.It is an exercise in oral composition.Give students sufficient time.It is time usefully spent The reasons for including such a large number of questions are that this is n oral exereise that should take place often,and for brief periods at any one time The one-word answers give students immediate feedback.Although not every student in a large clas will have opportunity to aneswer orally in every session,every single student who is not inattentive gets an opportunity of estimating 10

10 Are often good and sufficient responses? “That is an interesting question – and it isn’t one you will find raised or answered in this book. Where would you expect to find an answer? Would anyone be prepared to spend half an hour looking for an answer and tell us next time if he/she was? Successful?” Can in some circumstances be a good answer too. Since the Summaries focus on essentials, they help you emphasise what is important and assist students to do so. This is particularly helpful at the stage of revision, when students are most likely to confuse what is simply illustrative with what is essential, and to feel burdened and anxious, supposing that they are expected to remember everything. Use the summaries to help them focus on what is important My hope is that anyone who requires to test students, either informally in class, or formally as an appointed examiner, will find the Objectives and the Summaries useful in deciding what should be selected for testing. 3-1.Questions with short answers Suggestions for their use. You will find here ten questions on each Activity of each Unit – that is 50 questions for most Units and 40 for Units 4, 7, and 8. These are straightforward questions about content, designed to test accurate recall. There are no trick questions, and (obviously) none that need extended discussion, or which are designed to link several Units. You will probably want to use them often, a few (perhaps 3-5) at any one time. Questions at the start of a class, on the Unit which students have already studied recently in preparation for this session, will usually be enough. They make a lively oral start to your class. Their use establishes your expectation that students will come having read or re-read the Unit and completed the tasks associated with each Activity, and that it will be fresh in their minds. This activity leads naturally t another – the opportunity for students to ask their questions. You will at once become aware whether most of them have in fact studied the Unit, and how well they have done so. You can allow several students to answer before tuning to the next question. If you find that the questions are not answered readily, and that few answers are offered, you can change your plan, assign 20-30 minutes for concentrated review (independently or in pairs) of the Unit, and then try again, using a mix of the same and other questions .By doing this you are teaching in addition to the material of the book, the need for concentrated and thorough study. Almost certainly you will find that you get a more satisfactory response if you repeat this procedure at your next class. Bear in mind however that the use of these questions does not require only accurate recall of the material studied. The exercise is both harder and more useful than it may at first sight appear to be. It is of value for at least two additional reasons .It requires listening comprehension- an din learning any language this is, for the majority of learners, the most difficult skill to acquire. It is an exercise in oral composition. Give students sufficient time. It is time usefully spent. The reasons for including such a large number of questions are that this is an oral exercise that should take place often, and for brief periods at any one time. The one-word answers give students immediate feedback. Although not every student in a large class will have opportunity to answer orally in every session, every single student who is not inattentive gets an opportunity of estimating

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浙江广播电视大学文本教学辅导1_变化中的英语

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