1 English In A Changing World Introduction

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3 Text And New Words: Advice  Record New Unfamiliar Words  Organize In Textbook Units or by Topics  Don’t Record Every New Word  Focus on Definitions and Word Usage Context DON’T OVERDO IT! This Is NOT The Most Important Aspect Of The Course!

4 Unit 1 Changing English In A Changing World: An Overview

5 Language Change & Language Use: Activity 1: Tasks 1-3   All Languages Change Over Time   (A) Why could we reasonably expect language changes over our lives?   (B) Why could we reasonably expect language changes over history?   (C) What is the difference between a dead language, and a living language? Pairs (A, B, C): Answers Read Out To Class

6 Your Experience:  Do Your Parents / Others Speak In A Different Way To You?  Why / Why Not? Class Oral Discussion (10 minutes) Class Oral Discussion (10 minutes)

7 Language And Regional Variations:  Unit 1: Activity 2 – Task 1   Can you think of a ‘region’ in the world?   What does the term regional variation mean? Write down the meaning of this term in your own words Concepts: ‘varieties of English’; ‘regional language variations’

8 Standard English:  Unit 1: Activity 2 - Tasks 2-3   What does the term Standard English (SE) mean?   Which is the best English to study, American English or British English?   Who decides which is the best English to study? Small group discussions (10minutes) / Written Answers read out by each group (5 minutes)

9 Vocabulary Change In English:  Unit 1: Activity 3 – Tasks 1-3   How has computer technology changed the English language?   What role do abbreviations play in the English language?   How has language changed in China since 1978?   Has the English language had any impact on the Chinese language?

10 Regional Language Variation In The United Kingdom:

11 Have A Break!

12 Languages And Dialects In The United Kingdom:  Unit 1: Activity 4 – Tasks 1-3   Why are there regional language differences in the U.K./China?   In what ways might regional language differences impact on people? Small group discussion (5 minutes)

13 What Is The Difference Between A ‘Dialect’ And An ‘Accent’?   A ‘dialect’ is ………   An ‘accent’ is ……… Write down, in your own words, your definitions of each of the above (5 minutes)

14 Some Textbook Definitions:   A ‘dialect’ is a language variety (e.g. English / Chinese) or a different way of speaking by people of a certain region, locality or class within a country with grammar, words or pronunciation that may be different from other forms of the same language.   An ‘accent’ is the way in which people speak and refers only to the sounds of the language. An emphasis given to a syllable or word by means of pitch or stress.

15 Some Regional Variations In The English Language Understanding Regional Variations Of The English Language Within The U.K. VCD (5 minutes)

16 Regional Language Varieties In The United Kingdom:  Unit 1:Activity 5 – Tasks 1-3 [Tape Task 2]  Compare the different regional ways of speaking in the U.K. using either phonics or phonetics (pp 43-44) In Groups: List the phrases / words you had difficulty comprehending (10 minutes)

17 Discussion Questions:  What role (if any) do ‘dead’ languages have on present day languages?  Should people today be required to learn, or be able to understand, regional varieties of English / Chinese? Class Discussion (10 minutes)

18 Unit 2 English In The Past

19 The English Language And Its History:   How has history been responsible for the distribution of the English language throughout the U.K.?   What do you know?

20 Historic Origins Of English:

21 The Angles; Saxons And Jutes:

22 The Scandinavian Influence:

23 English Language Style And Variation – 13 th To 18 th Centuries  Unit 2: Activity 1 – Task 2 (pp 58-62)  How can we tell, by comparing these four language examples of the 13 th to the 18 th centuries, that the English language has altered over this period? In pairs (using these examples) list ways in which the English language seems to have changed over this 500 year period. (15 minutes)

24 The English Language And the Romans:  Unit 2: Activity 2 – Tasks 1-2 (pp64-67)  What are some of the Latin ‘root’ forms that Tim and Mrs Robinson discussed?  What English words do you know that have these ‘roots’?

25 What Do These Words Mean?  procreate; progress; subservient; substratum  anticlockwise; antiperspirant; antedate; antenatal;  transit; translucent; intervene; interracial

26 Your Experience With English:   What are your earliest experiences of learning difficulties you had in the English language?   Are you still having similar experiences?   What needs to happen for your situation to change? Class Interaction (10 minutes)

27 Have A Break!

28 ‘Standard English’: What Is It?  Unit 2: Activity 3 – Tasks 1-3 (pp74-82)  Define the term ‘Standard English’ (SE)  How and where did SE originate?  Why was the 15 th century responsible for the rapid spread of the English language?

29 Some Definitions:   Standard English is written English. It has a grammatical system It has a formal lexicon (vocabulary) It is used internationally It changes slowly It has prestige

30 Some Definitions:  Unit 2: Activity 3 – Task 4 (pp62-83)  Bi-dialectal means ………  Bilingual means ………  A ‘double meaning’ occurs when ………

31 The English Lexicon:  Unit 2: Activity 4 – Tasks 1-4  How large is your vocabulary?  What is the difference between a ‘receptive’ and ‘productive’ vocabulary?  What is the difference between a ‘synonym’ and an ‘antonym’?   Class Discussion (10 minutes)

32 Received Pronunciation: What Is It?  Unit 2: Activity 5 – Tasks 1-4  What is ‘RP’ and how did it originate?  Give an example of ‘RP’  Explain the difference between ‘RP’ and ‘SE’.  Comparing ‘RP’ and ‘SE’, how might these change over time? Small group discussions (10 minutes)

33 Received Pronunciation: A Definition  ‘Received Pronunciation’ is a widely accepted English speaking accent which has prestige and is used as a model of good spoken English throughout the world. BBC English BBC English VOA English VOA English Educated English (post 19 th century) Educated English (post 19 th century)

34 Teaching And Learning (Unit 2.5-4) : Teaching Methodologies Productive Teaching Ability to Speak/Read Descriptive Teaching Learning Beyond Language Sustains student motivation Prescriptive Teaching Marking and Correcting

35 Where Do You Stand?   Are you, after reading the dialogue (pp ): Highly motivated to develop your under- standing of the English language beyond a ‘learning plateau’ in order to gain a more holistic knowledge of English? Learning in order to have your mistakes pointed out and to pass an exam? Motivated to write and speak better English, and read more widely? Short class discussion (10 minutes)

36 Review:  Today we have: In Unit 1:  Seen how language changes over time  Understood how and why language varies by region  Understood what is ‘Standard English’  Differentiated between ‘dialects’ and ‘accents’ In Unit 2:  Reviewed and under- stood the historic origins of the English language  Examined some words and their Latin origins  Compared & understood the difference between ‘SE’ and ‘RP’  Established what our motivations are as learners of English

37 Thank You! See You Next Time!