英语二.docx
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英语二.docx
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英语二
目录
Unit1TextAHowDifficultIsEnglish?
2
Unit1TextBLearningaLanguage3
Unit2TextACaughtBetweenTwoCultures5
Unit2TextBCultureShock–TheInitialStresses6
Unit3TextABooks8
Unit3TextBTheHistoryofBooks9
Unit4TextADon’tLetAngerGetthebestofyou10
Unit4TextBTheArtofListening12
Unit5TextATheMostImportantDayinmyLife13
Unit5TextBHeLedaUsefulLife15
Unit6TextATheBritishEducationalSystem16
Unit6TextBHigherEducationintheUnitedStates17
Unit7TextAChristmas19
Unit7TextBThanksgivingDay21
Unit8TextAHowtoGiveaGoodSpeech22
Unit8TextBTheMysteryofSpeakingEffectively23
Unit9textATheWebLifestyle25
Unit9TextBWhatAreComputers26
Unit10TextAWorkingWomen-EastandWest27
Unit10TextBWomen'sLiberation29
Unit11TextAMyfather’sshadow31
Unit11TextBThePerfectPicture32
Unit12TextAImportance33
Unit12TextBTheThreeGenerationsofTimeManagement35
Unit13TextALiveandLearn37
Unit13TextBSaveMoneyforCollegeonMyOwn38
Unit14TextAManWillPrevail40
Unit14TextBTheNewFrontierJohnKennedyJuly15,196041
Unit15TextAFourMinutesThatGetYouHired42
Unit15TextBBringyourHearttoWork44
Unit1TextAHowDifficultIsEnglish?
LikethenationalpushforAsianliteracyinAustralia,therehasbeenforeignlanguagesfervorinChinawithEnglishontopofthelist.Englishisnotonlytaughtatschools,collegesanduniversities,butalsoateveningclasses,onradioandTV.Parentshireprivatetutorsfortheirschoolchildren;adultEnglishlearnerswouldsacrificetheweekendatanEnglishcornerinapublicparkpracticingtheirspokenEnglishwithpeopleofthesameinterestanddetermination.IsEnglishsuchadifficultlanguagethatitreallydemandspeopletoinvestalargeamountoftimeandenergybeforeitismastered?
Theanswer,ifIamaskedtooffer,Isundoubtedly,yes.
Frommypersonalexperience,IthinklearningEnglishmeansfarmorethanlearningitspronunciation,itsgrammaticalrules,itswords,etc.Itinvolveslearningeverythingaboutthecountrieswhereitisusedandthepeoplewhouseit.Withoutsuchacompleteunderstandingofthelanguage,theEnglishaforeignerspeakswillinevitablysoundstrangeorevenunintelligiblethoughthereisnotanythingwrongwithhispronunciation,sentencestructureandthewordsheuses.
ThesocialcustomsandhabitsoftheEnglish-speakingpeoplecontributealottothedifficultyaforeignerhasinlearningit,TaketheChineseEnglishlearnersforexample.“Hello”and“Goodmorning”maysoundalittlebitsimpletoChinesepeople.ItistotallybeyondtheunderstandingofaChineseEnglishlearnerthatnativeEnglishspeakerswouldbeannoyedwhenthey’readdressed“Whereareyougoing?
”whichisacommonlyusedaddressingamongtheChinese.IsthereanythingwrongwiththeEnglishsentencestructure?
Ofcoursenot.IttakesquitesometimeforaChineseEnglishlearnertounderstandthewesternconceptofprivacybeingviolatedinthisaddress.Bythesametoken,‘Haveyoueaten?
”(WhichisanotheraddressingtermtheChinesepeopleusuallyuse)willsoundtonativeEnglishspeakersthattheChinesearesohospitablethattheyinvitepeopletomealsoff-handedly.Meanwhile,theChinesewouldbeshockedtohear,“Oh,It’sveryniceofyou.When?
”,iftheaddresseehappenstohaveacravingforChinesecookingandhasnothadhisdinneryet?
“Wecansaywearegoingtohavechickenfordinner.Whycan’twesaypig,bullorsheepfordinnerinsteadofpork,beeformutton?
”ChineseEnglishlearnersmayraisesuchquestions.FiguringoutthereasonsforthepeculiarEnglishvocabularyisnoeasytaskforChineseEnglishlearners.ButtheproblemisthatmemorizingEnglishwordsmechanicallywouldbedevastatingandinefficientiftheydidnotknowwhathadhappenedinBritishhistory.ThuslearningEnglish(andotherlanguagesaswell)involveslearningthehistoryofthecountrieswhereitisspoken.AtaskofthiskindismoredifficultforChineseEnglishlearnersthanforpeoplewhospeakawesternlanguageotherthanEnglishbecauseChinesehasnotingincommonwhitthealphabeticEnglishandChinahadlittlecontactwiththeWesternworldinmodernhistory.Consequently,thebackgroundknowledgeofEnglishfascinateslargenumbersofinterestedanddeterminedEnglishlearnersinChinabutatthesametimedisheartensquiteafew.
TheWesternandOrientalvaluesarefoundtobeinconfrontationinlearningEnglish.NativeEnglishspeakersmaycomplainaboutChineseconfusionwhenusing“he”and“she”,forthetwowordssoundthesame,though,differentinwrittenformsinChinese.Asaresult,somenativeEnglishspeakersconcludethattheChineseareunabletotellthedifferencebetweenthetwosexes.ButnativeEnglishspeakersaremoregenderblindthantheChinesewhentheymentiontheircousins.ThenconfusioncausedbytheconfrontationofWesternandChinesevalues,toacertainextent,affectstheChineseEnglishlearner’scomprehensionofwhathe/shereadsandhears.OnlybydevelopinganunderstandingandtoleranceofdifferentculturalvaluescanaChineseEnglishlearnerreachthegoalofcommunicatingwithnativeEnglishspeakers.
AChineseEnglishlearnercouldnothaveagoodcommandofEnglishunlessheovercomestheculturalbarriers(notall,ofcourse!
)inlearningEnglish.ManyChinesetranslatewhattheythinkaboutinChineseintoEnglishwhentheytallorwrite.ThiskindofEnglishinevitablyaffectsthefluencyandflowofspeech,theamountofinformationconveyed,and,aboveall,thequalityofcommunication.
Theaboveis,notwholly,howdifficultEnglishis.Somenativespeakersmighthavesaid,“Youforeignersdon’tusegoodEnglish!
”atthetimeaforeignerfailstounderstandwhatheissaying,“WhyshouldI?
”Iwouldprotest,though.Still,Ihavetokeepaskingmyself:
IsitpossibleforaforeignertocommandEnglish?
Unit1TextBLearningaLanguage
Moststudentswouldliketoknowhowtolearnalanguagemoreeasily.Mostlinguistsandlanguageteacherswouldalsoliketoknowthis.Linguistsareworkingonthisproblemintwoways.First,theyaretryingtounderstandhowchildrenlearntospeakandunderstandtheirnativelanguage.Theyarealsotryingtolearnhowpeoplelearnasecondlanguage.
Linguistsareyounotsurehowchildrenlearntospeak.Somelinguiststhinkthatchildrenarebornwithanabilitytolearnandusealanguage.Thisdoesnotmeanthattheycomeintotheworldknowingtheirnativelanguage.Itmeansthat,alongwithmanyotherthings,theyarebornwiththeabilitytolearntheirnativelanguage.Withjustalittleexposuretothelanguage,andalittlehelpfromtheirparents,theyareabletolearntospeak.Anothergroupoflinguistsdoesnotthinkthisiscorrect.
Thissecondgroupoflinguistthinksthatchildrenlearntousealanguagefromtheirparents.Theybelievethatparentsteachtheirchildrentoproducesoundsandwordsintheirlanguage.Whenchildrenknowsomewords,theirparentswillbegintoteachthemtosaysentences.Theselinguistsdonotthinkthatparentsteachtheirchildreninthesamewaythatadultsaretaughtasecondlanguage.Instead,parentsprobablyteachtheirchildrenbytalkingtothemandcorrectingtheiruseoflanguage.Theselinguistsfeelthatchildrenlearntheirlanguagemainlyfromtheenvironment.Inthiscase,theenvironmentistheirfamilyandtheirhome.Asyousee,thenfirstgroupoflinguistsdisagrees.
Therearesomeothertheoriesabouthowchildrenlearnalanguage.Manypeoplearestudyingtheprocessoflanguagelearningbychildren.Thisworkisbeingdoneinmanycountries.Linguistsarenottheonlypeoplewhoareinterestedinthisprocess.Manypsychologists,doctors,andparentsarealsointerested.Peoplewhoteachforeignlanguageareinterested,too.
Foreignlanguageteachersareinterestedinhowchildrenlearntospeaktheirnativelanguageforaveryimportantreason.Iftheyknewhowchildrenlearntheirnativelanguage,perhapstheywouldhaveaneasywaytoteachadults,aswellaschildren,asecondlanguage.Thisisaveryinterestingidea.Someforeignlanguageteachersbelievethatadultslearnasecondlanguagethesamewaychildrenlearntheirnativelanguage.Theseteacherstrytomaketheirstudents’learningsimilartothatofchildren.Theseteachersspeakonlytheforeignlanguageintheclassroom.Theywillnottalktostudentsinthenativelanguage.Theytrytoexposethemtoasmuchofthespokenforeignlanguageaspossible.Theydonotteachthemanyrulesforusingthelanguage.Mostparentsdon’tteachtheirchildrentheirchildrenrulesforlanguageusage,either.Theysimplytellthemhowtosaysomethingcorrectly.Foreignlanguageteachersusingthisspokenlanguagemethoddothesamething.Forsomestudents,thismethodissuccessful.Theylearntospeakquicklyandeasily.Theyseemtoenjoyusingthelanguage,andtheydonotpaymuchattentiontowhethertheyuseexactlytherightrulesforwhattheysay.Somestudents,however,cannotlearnalanguagethisway.Linguistsaretryingtofindanotherwaytoteachthemalanguage.
Asecondmethod,therule-learningmethod,sometimesworksbetterwiththesestudents.Somelinguistsbelievethatlearningaforeignlanguageisdifferentfromlearningtospeakone’snativelanguage.Theyfeelthatstudentsmustlearntherulesforusingthelanguagebymemorizingthemandmustpracticesayingthinginthelanguageandusingtherulescorrectly.Theselinguiststrytoteachstudentstherulesofthelanguagetheywanttolearn.Thentheygivethemmanysentencesinthelanguagetosayoverandoveragain.Thestu
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