Предметно-ориентировочные курсы
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Методические разработки занятий элективного курса «Путешествие по странам изучаемого языка (Великобритания, США)» Тема: The English Language Цели: Познавательный аспект – знакомство с историей английского языка, осознание связи языков мира. Воспитательный аспект – воспитание уважительного отношения к другой культуре. Развивающий аспект – развитие способности к формулированию выводов из прочитанного, развитие познавательного интереса учащихся, расширение кругозора учащихся по теме. Учебный аспект – развитие умения аудирования и чтения с целью извлечения главной информации. Оснащение: магнитофон, кассета, карточки с фрагментами текста “The English Language”, карточки с изолированными словами. 1. There is a spidergraph on the blackboard.  Teacher: (pointing to the blackboard) The topic of our lesson is “The English Language”. Today we’ll try to find the roots of the English Language. The English Language is a mixture of different languages. It has a lot of words which are not originally English. What languages have they come from? Can you give any examples? (The teacher writes students’ suggestions on the spidergraph). 2. Teacher: Let’s listen to the texts about the roots of the English Language. To make your listening easier you may look at the text on your cards. Take the card № 1. №1 The Germanic influence The Anglo-Saxons, who invaded England in AD 350, came from Germany, Denmark and Holland. They spoke a Germanic language which became the basis of Old English. Even today, words used in modern English for ordinary objects are mostly Anglo-Saxon, or Germanic, in origin. Germanic Languages, such as Danish, German, Norwegian and Swedish, have very similar words for the objects in the box below. Words of Germanic origin are usually short (often just one syllable) and tend to be informal in modern English. shoe clothes earth sun moon day man wife friend house food water sleep love say live have be work After listening the teacher refers to the spidergraph and puts a tick near the languages if they are on the blackboard or writes some of the languages.  Norwegian German SwedishDanish Are the words of German original short or long? – (short) Are they formal or informal? – (informal) What objects are they used for? – (ordinary) 3. Teacher: Take the card №2. Look at the table and compare the words of German origin. What do they have in common? №2
4. The nearest neighbour of England is France. Let’s see if there are French words in the English language. Take the card №3. №3 The French influence English also so many similarities with Romance languages, whose origin is Latin. The words in the box blow came to England with the French-speaking Normans. Notice that the words are associated with power: Norman French was used as the language of government. Words of Latin origin are usually longer than words of Germanic origin and often have a more formal meaning in English than in the original Romance language. Norman-French words did not enter English immediately. When the Normans invaded in 1066, ordinary people still spoke Old English. Imagine a Norman feast. The English would look after the animals and cook the meat, still calling the animals by their Old English names. The Normans, when they saw the cooked meat arrive at the table, would use French ones. This explains why the English language now has different words for animals and meats.
After listening the teacher refers to the spidergraph and puts a tick near the French language if it is on the blackboard or writes the word “French”. Let’s compare the word of German and French origin. What are the words of French origin associated with? – (power and government). Are they long or short? – (long). Are they formal or informal? – (formal). 5. Take the card №4. Let’s find out what other roots the English language has. №4 The classical influence Two centuries later came the Renaissance: there was a revival of interest in ancient culture, Greek and Latin. Some Latin words already existed because of the influence of Norman French, but thousands more words of Latin origin flooded into English. This explains why modern English has pairs of words which mean almost the same thing, such as base, which came into English from Norman-French, and basis, which came into English during the Renaissance. The Latin words were joined by hundreds of Greek words. At the same time, it became more popular throughout Europe to use your mother tongue, not Latin, for written documents: the Bible, in particular, began to be read in the language of the country. By the seventeenth century, it became possible to describe something in English with words of Germanic, Latin and Greek origin. This is still true today. Compare the following:
The expansion of learning The period from the Renaissance to the present day has seen many new ideas and inventions, especially in science and technology. As new things are invented, new words have to be created. Often these new words are created from existing Greek or Latin words put together in new ways. When someone invented an instrument for speaking to another person at a distance, it was called a telephone, from the Greek words tele (=far) and phone (=sound). There are now thousands of such words in English. Just think of television, microscope, psychology and thermometer. After listening the teacher puts a tick or writes the words “Latin” “Greek” on the blackboard. 6. Look at the table on your card: Do we have any of these words in our language? Can you give any examples of the words which refer to science, inventions and technology? Take the card №5. Listen about one more root. №5 The colonial influence Words from foreign countries have entered English as a result of trade and colonial expansion: alcohol and algebra come from Arabic: divan and khaki from Persian: chocolate and tomato from native American languages: bungalow and cot from Gujerati: tea and tycoon from Chinese. Other words were invented in the English-speaking former colonies, the USA in particular. Many British people complain about Americanisms entering the English language, but do not realize how many of the words they use come from American English. It is because of the USA that English is now truly a word language; a world language; a world where over 90 per cent of scientific papers are written in English and a world where people who do not speak other’s mother tongue are most likely to communicate in English. After listening the teacher puts a tick or writes on the blackboard. Teacher: We can see that English easily borrows words from the countries into which it expands. Are there Russian words in the English language? (sputnik, balalaika, kulak, samovar). Are there English words in the Russian language? (sport, goal, lift, cocktail). 7. There are cards with words on your desks. Could you define what language they are from? Go to the blackboard, put the cards near the name of the languages. If there are no languages or origins, draw lines and write the name of the language.
So, we have distributed all the cards. Look, the whole world is on the blackboard. We see that the English language gets words from different languages, and the words go from one language into another, the language interact with each other. Although the countries are different and the languages are different we have a lot in common. We want to communicate, to cooperate, to understand each other. We want to make, to love, to live in peace. Литература
Тема: The British and American English Цели: Познавательный аспект – знакомство с вариантами английского языка (американский английский и британский английский) Воспитательный аспект – воспитание потребности и способности понимать культуру англоязычных стран через язык. Развивающий аспект – развитие способности к сравнению и сопоставлению языковых и речевых единиц; развитие умения работать в парах, микрогруппах, развитие памяти. Учебный аспект – развитие умений в аудировании коротких монологических высказываний, в чтении на уровне слова, предложения, текста, в управляемом письме, в диалогической речи на уровне образца, в неподготовленном умении в монологической речи. Оснащение: магнитофон, кассета, раздаточные карточки 1. Teacher: When the British landed in North America in 1620 they took their language with them. Since then, British English (BE) and American English (AE) have developed separately, and there are now some differences between them. The differences are quite small and speakers of American and British English usually have no problems understanding each other. Do you know what differences there are between BE and AE? 2. Teacher: There are differences in grammar, vocabulary, spelling and pronunciation but what are they? Take the card №1 and compare the pronunciation. Would you like to say the words? Which way of pronunciation do you like? 3. Now listen to six people speaking. Are they British or American? Write BE or AE. 1. Well, I don’t think British English and American English are so different. [UK] 2. They sound different, but most of the words are the same. There aren’t any real communication problems. [USA] 3. I was talking on the phone to someone over there and he said he would give me a ring later. I thought, is he mad? A ring? What for? Anyway, he meant he was going to call me later! [USA] 4. The accent’s different, that’s all really. Oh, and some words. [UK] 5. I was in London once and asked somebody where the nearest drugstore was. They didn’t know what I was talking about! They say ‘chemist’ or something. [USA] 6. They say cookies, we say biscuits. They say jelly and we say jam. It’s just words like that. [UK] 4. Spelling is the most conservative part of the language, but it also has some differences. Take the card №2. Which variant does your computer give? 5. Take the card №3. Look at the grammar structures. Have you ever seen an American variant in books, newspapers and magazines? 6. Take the card №4. Could you read, compare and find the difference? Would you form groups of four and act out small dialogues? Choose any variant you like. 7. Certainly, you have noticed that vocabulary has the largest number of differences. Look at the card №5 and study the differences. Listen and say if the word is British or American. (The teacher pronounces some words for students to comprehend). 8. Would you like to look at the card №6 and decide if the speaker is using BE or AE? Cross out the incorrect answer, explain your choice. 9. Would you take the card №7? The text includes some words used in AE. Underline them and write BE words on the right-hand side. 10. English has become the world language, but what variant of English will be used in the 21 century BE |
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