Module3, Unit 2 Language English and its history (Reading)
Learning goals:
After the period, the students will
1. know more about the development of the English language.
2. get further understanding of the text and be able to retell some important elements in the development of English.
3. practice more skills in reading a history article. Learning important and difficult points:
comprehension of the development of English Learning methods: individual and group work
Learning steps: Step 1 Warm-up
The teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”
Tell students that they will learn a passage dealing with English and its history. Step 2 Skimming
Students are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the general idea of the text. Step 3 careful reading
Present the questions on page 24. Let the students bear them in mind and read the text carefully to find the answers. Check the answers.
1. Why does the English language have so many rules that confuse people?
Because it is made up of the grammar and vocabulary that people from different
countries and cultures brought with them to Britain. 2. Where did the word English come from?
It came from the word Engle, as it was spelt in Old English.
3. Why can words with similar meanings be found in the English language?
These words with similar meanings developed because each word came from a
different language.
4. Who made the greatest contribution to the development from Old English to Middle English?
The French-speaking Normans, who took control of England in 1066.
5. Why are many of the words for animals different from those for meat in English? The words for the animals came from Old English, while the words for the meat
came from Old French.
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Step 4 Intensive comprehension
Ask the students to pay attention to the subtitles and divide the text into several parts. The text can be easily divided into 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English. Part1 Introduction
Read part 1 and find answer to the question “Why English has so many difficult rules?”
Because people from many different countries have lived together in Britain and they brought with them the rules and vocabulary into the English language.
Part2 Old English
Present a flow chart according to the development of Old English. The teacher can choose to tell the students some basic facts as well as to ask some detailed questions with reference to the chart.
And after completing the chart, students will be encouraged to give a short summary of Old English. If necessary, the teacher can give an example as follows:
“Before the middle of the 5th century, people spoke Celtic. Then 2 Germanic tribes the Angles, the Saxons occupied Britain. Their language mixed with Celtic and became the base of Old English. At the end of the 9th century, the Vikings, people from countries including Denmark and Norway moved to Britain. And their language mixed with Anglo-Saxon and became what we now call Old English. By the 10th century, Old English was the official language of England.”
Part3 Middle English
Read part 3 and discuss the answer to the question “What are the factors that contributed to the development of Middle English?” French and Henry IV.
Have a further discussion within groups about the influence resulting from the factors and make a summary of the factors and the effects.
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Part4 Modern English
Students are asked to finish reading the last part and find answers to the following two questions:
When did Modern English appear?
During the Renaissance in the 16th century.
What new factors are included in modern English?
Latin and Greek words, pronunciations and new words and new ways being invented. Step 6 Retelling
The key words are presented on the screen. Students are allowed 5 minutes to prepare retelling the text in pairs.
Presentation
Students are encouraged to come to the front and retell the text. The teacher could also ask students to do the retelling one after another, each student one sentence. Step 7 Writing
Write a short summary of English and its history according to what we have learned today.
Step8 Homework
Students book P98 A1,A2
Module3, Unit 2 Language
English and its history (language focus)
Learning goals:
After this period, the students will
Do some revision of what have been learned in the last lesson. 1.lcquire the usage of the language items in the text. 2.apply the language items into practical use.
Learning important points:
Language points in the text Learning steps: Step 1 Revision
The teacher starts the lesson with a short revision of what have been learned in the previous lessons. This part consists of two activities—to match the words and their definitions and to fill in the blanks. Step 2 Presentation
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Present all the language items that should be coved in the following lesson. Ask the students to find them out in the text.
Step 3 Discussion of the language items
1. consist
1) consist in主要是，主要在于
Happiness consists in appreciating what you have. 快乐就在于满足所拥有的。 2) consist of: 无被动，=be made up of 组成，构成 A university consists of teachers, administrators and students. = A university is made up of teachers, administrators and students. At last they decided to buy the apartment consisting of three rooms. = At last they decided to buy the apartment made up of three rooms. Revision: made up
a) She quickly made herself up and went out for the party.
b) Don?t believe him. He made the whole story up. c) I must make up the lost time by extra work.
make up be made up of … be made of … be made from ... 1) My favorite salad is made of lettuce, tomatoes and cucumber. 2) She made up a story to comfort her little daughter. 3) Nylon is made from air, coal and water.
4) The audience is made up of very young children.
5) The toy cost a dollar and Ted only had fifty cents, so Father made up the
difference.
6) Society is made up of people with widely differing abilities.
2. control n. / vt
in control of … in the control of … be/ come/ bring/get under control under the control of … be/get out of control lose control of …take control of a) The boy is no longer _in/under the control of_ his parents.
b) Police at present lost control of the crowd. They asked for help. c) d) e) f)
There must be someone who can take control of these naughty children. With the help of firefighters, they got the fire _under control_. Mum was angry to see her children out of control.
Who do you let be in control of_ your class while you?re out?
3…., which led to Old English replacing Celtic. 1). lead to/result in sb. doing sth.
his speech led to many people committing suicide. 4 / 13
2). lead sb. to do sth. / lead sb. to sth.
What led you to think so? What led you to this idea? The discovery of new evidence led to ___________. A. the thief having caught B. catch the thief C. the thief being caught D. the thief to be caught
4. replace vt代替，取代
1). replace A with/by B, 意为用B代替A。
Today many high schools have replaced blackboards with whiteboards. 2) take the place of , take sb?s place, in place of sb, in sb?s place They will replace us to finish the work.
= They will take the place of us /take our place to finish the work. =They will be in place of us/in our place to finish the work.
(take charge/control of , in charge/control of, search for, in sb?s search for, …)
5. the English language did borrow many words from French. did 为助动词，强调borrow的语气。 Please do be quiet. He does come here to visit her parents from time to time. They did go to Nanjing on business last year.
6.contribute to a) lead to /result in b) send… to c) donate… to
Various factors contributed to his downfall.
He contributed half of his savings to the Red Cross. He contributed his poems to the magazine.
contribution n. 可构成词组make contributions to / make a great contribution to They made a great contribution to the development of our society. 他们为社会发展做出了巨大的贡献。
7. raise vt./ n
1) The baby was raised on soybean milk. 喂养 2) The landlord raised my rent to $200. 提高 3) They are going to raise money for the school buildings. 筹集 4) He raised his glass and said: \举起 5) None of them raised any objection. 提出
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