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Unit Seven
Book Two
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Unit 7&nbs=
p;
Book Two
Text =
A: The
Glorious Messiness of English
![](3D"slide0046_image007.jpg")
Teaching
Objectives
After learning this unit, students are supposed to be able to
•grasp
the main idea and structure of the text;
• understand some idiomatic English
usages mentioned in the unit;
• master key language points and
structures in the text;
• conduct a series of
reading, listening, speaking, and writing activities related to the theme of the unit.
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Text Analysis
Key Sentence
Patterns
![](3D"slide0003_image017.gif")
Writing & Reading Skills
Lead-in Activities
Background Informa=
tion
![3DContents](3D"slide0003_image018.gif")
Key Word Study
=
Lead-in
Activities (1):
Listen to the recording two or <=
span
style=3D'position:absolute;top:27.75%;left:56.92%;width:41.76%;height:5.25=
%'>three times and then think over the following questions:
=
1.What is the passage about?
=
2.What's your impression of the English language?
3.Can you give one or two examples to illustratethe messiness of the English language?
4.Can you guess what the texts in this unit are going to be about?
![](3D"slide0006_image020.gif")
=
=
![](3D"dsld0006_image021.gif")
=
Lead-in
Activities (2):
• Work in
groups to discuss the following questions.
• 1) What problems do you have in t=
rying
to learn English in your middle
school?
• 2) What other things do you think=
we
can gain through English language learning
?
• 3) Why do you think the computer =
can
help you in learning English?
![](3D"slide0008_image022.gif")
Backg=
round
Information
![](3D"slide0008_image024.jpg")
Background
Information
History of
English
![](3D"slide0008_image025.gif")
The Roots of English
English began as a west Germanic language which was brought to England <=
/span>by the Saxons around 400 A.D.
Old English
•Old English was the spoken and written language of England between 400 and 1100 A.D. Many words used today come from Old English, including man, woman, king, mother, =
etc. But Old English was very different from modern English and only a few words can be easily recognized. In the 9th and 10th centuries, when Vikings invaded England, Old Norse words, e.g. sky, take and get and many place names, entered=
the
language.
Middle English
•From the=
Norman Conquest (1066) until the =
late
12th century =
English
was replaced as the official language by Norman French, though English was still used by the l=
ower
classes. English from about
1300 to 1500 is known as Middle English<=
/b>. It was influenced by French and also Latin in
vocabulary and =
pronunciation.
French brought many words connected with government, e.g. sovereign, royal, court, legal and =
government itself. Latin was the language of religion and
learning and gave to English words s=
uch
as minister, angel, master, scho=
ol and grammar. Literature began again to be written in Engl=
ish during this period. One of the most famous Mid=
dle
English works is
Chaucer’s The Canterbury
Tales.
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Modern English
•Modern English developed from the
Middle English dialect of the East Midlands and was influenced by the English used =
in London, where a printing press was set up by William Caxton in 1476. English changed a great deal from this time =
until the end of the 18th century. During the Renaissance, <=
/span>many words were introduced from Greek and Latin to express <=
/span>new ideas, especially in science, medicine and philosophy. <=
/span>They included physics, species,
architecture, encyclopedia and <=
span
style=3D'position:absolute;top:66.66%;left:3.58%;width:91.75%;height:8.23%=
'>hypothesis. In the 16th century
several versions of the Bible helped bring written English to ordinary people. The =
Elizabethan period is also famous for its drama, and =
Shakespeare’s plays were seen by many people. <=
/div>
American English
•By the 18th century <=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:88%;color:#99CC00;
mso-color-index:7;mso-fareast-language:ZH-CN'>American English was =
established and developing
independently from=
=
British English. After colonists arrived in=
the
US =
new
words began to be added from Native American <=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:88%;color:#99CC00;
mso-color-index:7;mso-fareast-language:ZH-CN'>languages, and from French a=
nd
Spanish. In 1783, =
soon
after Johnson’s dictionary was published, Noah =
Webster’s The Elementary Spelling B=
ook was published in the US. At firs=
t it
used Johnson’s =
spellings,
but later editions contained many of what have come to be known as
American spellings, e.g. harbor and favorite.
20th Century English
• During the 19th and early 2=
0th
centuries many
dictionaries and books about language were published. New words ar=
e still being added to Eng=
lish
from other languages,
including Chinese (feng
shui) <=
/span>and Japanese (karaoke ). Existing words gain new senses, and new
expressions spread quickly through television and the Internet. =
English Variety<=
span
lang=3DEN-GB style=3D'mso-fareast-language:ZH-CN'>: Pidgin English
The
influence of the mass media appears likely to result in
standardized pronunciation, more uniform spelling, and
eventually a spelling closer to actual pronunciation. Despite
the likelihood of such standardization, a unique feature
of the English language remains its tendency to grow
and change. Despite the warnings of linguistic purists,
new words are constantly being coined and usages
modified to express new concepts. Its vocabulary =
is
constantly enriched by linguistic borrowings,
particularly by cross-fertilizations from American
English. Because it is capable of infinite possibilities
of communication, the English language has become
the chief international language.
![](3D"slide0016_image027.jpg")
![](3D"slide0016_image029.jpg")
Key Words Study
corrupt: cause errors=
to
appear in / cause to act <=
span
style=3D'position:absolute;top:12.0%;left:5.99%;width:88.2%;height:8.5%'><=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:64%;mso-fareast-language:
ZH-CN'>dishonestly in return for personal gains
1. These jargo=
ns
merely corrupt your good English.
<=
span
style=3D'visibility:hidden'>•
![](3D"slide0018_image030.gif")
resemble: be like or similar to
![](3D"slide0018_image032.gif")
![](3D"slide0018_image033.gif")
e.g. I’d say they resemble each other.
Practice: Translate the following sentence
我觉得=
0182;更像他妈妈一些。
spring up: to grow quickly
<=
span
style=3D'visibility:hidden'>•
•The boy has really sprung up this sum=
mer. I hardly recognized him.=
•How that plant has sprung up since I =
last saw it.
•Modern schools sprang up like bamboo =
shoots after a spring ra=
in. descend from: to be passed down from (sb. living in an earlier time)
<=
span
style=3D'visibility:hidden'>•
•This festival descends from a religious rite.这ߑ=
0;节日起源于宗教仪式&=
#12290;
•This ring has descended from my great-grandmother.
=
<=
span
class=3DBB style=3D'position:absolute;left:-4.39%'>•This house has descended from our ancestors. 这=
2;房子是我们祖上传下&=
#26469;的。
lose to: (or: be lost to) (adj.) to be no longer <=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:73%;mso-fareast-language:
ZH-CN'>possessed by (sb.)
<=
span
style=3D'visibility:hidden'>•
•The fortune was lost to the family be=
fore the war.
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•The art was lost to the world.
这种技艺=
4050;在世上失传。
come up with: to think of; have an idea about =
=
(sth.) (no pass., usu. simple tenses)
•I
hope you can come up with a better plan than this.
•He came up with a new suggestion. 他৻=
2;出ߚ=
2;一项新建议。
•Scientists will have to come up with =
new methods of increasing the
world’s food supply. 科学家们将不得不&#=
25343;出增加世界粮食ߵ=
9;应的新方法。
come with (sb. or sth.): to accompany sb. o=
r <=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:73%;color:#FF5050;
mso-fareast-language:ZH-CN'>sth.
<=
span
style=3D'visibility:hidden'>•
•Success wi=
ll come
with practice. 成功来自=
实践。
•Wisdom com=
es with
age. 智慧随着年龄增=
长。
•Robins com=
es with
the spring. 知更鸟随着=
春天来到。 settle in: to (cause to) start living in (a place)
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<=
span
style=3D'visibility:hidden'>•
•My family settled in this city over a
century ago.
•The people who had escaped from the w=
ar were settled in special
camp.
<=
span
class=3DBB style=3D'position:absolute;left:-3.82%'>•He settled in Malaysia. 他ऩ=
0;居马来西亚。
enrich: make rich or rich=
er /
improve=
<=
span
style=3D'visibility:hidden'>•
=
•The develo=
pment of
oil fields enriched many Arabian countries.
•Travel enr=
iches
people’s lives.
tolerance (1):
• the quality of
allowing other people to say and do as they like, even if you don’t agree or approve of it (followed by of/for<=
/span>)
<=
span
style=3D'font-family:"Times New Roman";color:#FF5050;visibility:hidden'>•
=
e.g. School teachers have to have a great deal of tolerance in order to deal with difficult children. tolerance (2):
<=
span
style=3D'font-family:"Times New Roman";color:#FF5050;visibility:hidden'>•
&#=
8226;the ability to bear sth. painful or unpleasant (followed by of/for)
<=
span
style=3D'font-family:"Times New Roman";color:#FF5050;visibility:hidden'>•
=
•e.g. Human beings have limited
tolerance of noise. =
Text Analysis
![](3D"slide0028_image034.gif")
Part =
One
Part =
Two
Part =
Three
Massive borrowing from other languages is
a major feature of the English lan=
guage.
(Paras 1-3):<=
/span>
Text Analysis
![](3D"slide0030_image035.gif")
Part =
One
Part =
Two
Part =
Three
Tells about the
history of the English language
from the Indo-European parent language
to modern Engl=
ish.
(Paras 4-16):
Text Analysis
![](3D"slide0032_image036.gif")
Part =
One
Part =
Two
Part =
Three
Tolerance, love of freedom, =
and
respect for the rights of
others — these qualities in =
the
English-speaking people
explain the richness of their lang=
uage.
(Paras 17-19)=
:
![](3D"slide0033_image037.gif")
=
=
![](3D"dsld0033_image038.gif")
![](3D"slide0033_image039.gif")
What&=
#8217;s
the main idea of the text?
![](3D"slide0034_image040.gif")
Key Sentence
Patterns
=
;
![](3D"slide0034_image042.gif")
Suppose: (常用被动语态) 期望; 认为必须, 认为应=
该; 认为必要;（口）认为可以=
•We are supposed to be there at six. <=
/span>我ߤ=
4;得ࢷ=
2;6 点钟到达=
7027;里。
• When is the ship supposed to leave=
? 船ॵ=
2;该ࢷ=
2;什麽时候开？
•You are not supposed to kick people. =
你ߎ=
1;可ߣ=
7;踢人。
•None of us girls is supposed to smoke=
. 我们ࣱ=
9;孩子都不该吸烟
supposed to:
•Be supposed to has a meaning rather li=
ke should. It is used to talk abo=
ut what
people have
to do according to the rules or the law, or about what is expected to
happen.
• 1) Catholics are supposed to go to church on Sundays.
<=
/span> 2) Lucy was supposed to come to lunch. What’s happened? <=
/span>
Contrast: “what is supposed to happen=
221;
and “what actual=
ly
happens”
<=
span
style=3D'font-family:"Times New Roman";visibility:hidden'>•
<=
/span>
•Cats are supposed to be afraid of dogs, but ou=
r Tibby =
has
just chased Mr. Glidewell’s bulldog right =
down
the road.
•Not supposed to: o=
ften
express prohibitions.
<=
span
style=3D'visibility:hidden'>•
&#=
8226;You’re not supposed to be in there.
&#=
8226; People under eighteen=
aren’t supposed to buy alcoholic drinks <=
/div>
instead of —ing
•Instea=
d is
not used alone as a preposition; we use the
two words instead of. If instead of is follow=
ed
by a verb, the –ing form is, of course, necess=
ary
1) I stayed in bed all day=
instead of going to work.&=
#13;
2) She went shopping ins=
tead
of having lunch.
![](3D"slide0038_image043.gif")
Writing
Skills—the way to
transfer information into written (spoken) language from a graph=
or <=
span
lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:=
"Times New Roman";
mso-hansi-font-family:"Times New Roman";font-size:156%;color:#FF3399;
mso-fareast-language:ZH-CN'>chart
Decide what
<=
/div>
it is about
![](3D"slide0038_image044.gif")
Make observation
or comparison
Go into
the details
Find out what is
the general information
the graph gives
![](3D"slide0038_image045.gif")
![](3D"slide0038_image046.gif")
![](3D"slide0038_image047.gif")
Summary: Expressions & Patterns (1)
•<=
/span>put heads =
together=
商谈；谋划
•<=
/span>to the ful=
l extent
of one’s power =
竭尽全力地
•<=
/span>come back =
from a
trip 旅行归来
•<=
/span>Send them =
direct
(to me). 把它（他）们直=
5509;送交=
=
（给我）
•<=
/span>Success wi=
ll come
with practice. 成功来自实践=
290;
•the influe=
nce of
climate on vegetables 气候对植=
=
物的影响
•<=
/span>enrich the=
mind
with knowledge 用知识充实头!=
041;
•<=
/span>set up a
provisional (puppet) government 建立临=
时（傀儡）政府
Summary: Expressions & Patterns (2)
•set up an
international tribunal to try Japanese war criminals =
设立国际法庭审判日=
6412;战犯
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<=
span
style=3D'font-size:88%'>•set up a n=
ew
economic order 建立新的经济 =
209;序
<=
span
style=3D'font-size:88%'>•land in Ch=
ina (on
the Chinese soil) 抵达中国
<=
/div>
• have a tol=
erance
for a drug 对某种药有耐!=
647;力
•a law put =
into
force against smuggling. 已经实施=
的反走私法
<=
span
style=3D'font-size:88%'>•put ideas =
into
action 使思想成为行动=
3;
Assignments
<=
span
style=3D'font-family:"Times New Roman";visibility:hidden'>•
<=
/span>
•Transl=
ate
the Chinese passage into English (in Compre=
hensive
Exercises, on Page 224)
•Go on
line, and try to find three useful English Learni=
ng
websites. Then share your findings with y=
our
classmates, and explain why you choose
those websites to recommend.
![](3D"slide0044_image048.gif")
![](3D"slide0044_image050.jpg")
![](3D"slide0044_image051.gif")
q Think: the history of Chinese language
' + ENDSHOW_MESG + '
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