Unit3UnderstandingeachotherWordpowerTeachingaim:ThissectionteachesEnglishwordsborrowedfromotherlanguages.InpartsAandB,studentsarepresentedwithanoutlinearticleandaspidergramaboutthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.InPartC,studentsareaskedtoapplythewordsthattheyhavelearntinPartsAandBtopracticaluse.StudentsareexpectedtousetheseborrowedwordstocompletesentencesandenlargetheirEnglishvocabulary.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepresentedtostudents.Teachingprocedures:1.Lead–inAskstudentswhattheythinkisthemostdifficultpartofstudyingEnglish.TheymaysaylearningvocabularyisbecausetherearetoomanyEnglishwordsandmostofthemhaverandomspelling.HavestudentsdiscussandtrytoworkoutifthereisaeasywaytolearnandrememberEnglishvocabulary.Providestudentswiththefollowingtips:Rememberthespellingofawordbyitspronunciation.Rememberthespellingofawordbyanalyzingtheformationoftheword.Rememberthemeaningofawordbymakingasentencewithit.Rememberthemeaningofawordbystudyingtheoriginoftheword.Youcanencouragestudentstotelleachotherwhatmethodstheyusuallyuseinlearningnewwords.2.Drawstudents’attentiontotheoriginofEnglishwords.Youmaybegintheactivitylikethis:Englishisoneofthemostwidely-spokenlanguagesinthewordanditisusedastheinternationalworkinglanguageinmanyplacesthroughouttheworld.ButwheredotheEnglishlanguageandallitswordscomefrom?IsitpossiblethatEnglishborrowedwordsfromotherlanguages?Ifso,canyougiveussomeexamples?YoucanaskstudentstogiveexamplesofEnglishwordsthathavebeenborrowedfromotherlanguages.Askthestudentstohaveadiscussionandtellthemthatknowingtheoriginmayhelpthemlearnawordandsometimesitprovestobeeffectiveinrememberingmanynewwords.3.Vocabularylearning用心爱心专心1.HavestudentsfocusonthereadingpassageinPartA,whichisanonlinearticleaboutEnglishwordsborrowedfromotherlanguages.YoucanfirstaskstudentstoreadthearticleandanalyzehowwordsareborrowedfromotherlanguagesandusedintheEnglishlanguage.Askstudentstofinishthefollowingtableindividuallyfirst.Afterthat,remembertocheckanswerswiththewholeclass.LanguageCategoriesofwordsFrenchFood,entertainment,jobsGermanTools,mechanicals,equipment,snacks,geologicaltermsItalianMusic,thearts,themilitaryArabicSpices,chemicals,animals,food,mathematics2.AskstudentstofocusonPartB,whichisaspidergram.ShowingsomeofthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.Askstudentstoaddmoreexamplestothespidergramifpossible.3.AskstudentstofocusonPartC,whichservesasastrengtheningexercisetocheckstudents’abilitytounderstandsomenewwordsandusethemcorrectly.Inordertofillintheblankscorrectly,studentshavetounderstandthepassageandtheexactmeaningsofthesewords.Havestudentscompletetheexerciseindividuallyfirstandthenchecktheanswerswiththeclass.4.Youcanusethefollowingactivitytofurthercheckstudents’comprehensionofthepassage.WhichwordsareborrowedfromItalian?WhatwasItalyfamousforinthe18thcentury?WhatdoesthewriterthinkoftheGermans?WhichwordsareborrowedfromGerman?WhatweretheArabsgreatfor?5.Askstudentstofinishthetwoexercisesonpage122inWorkbook.FirsttheyshouldcompletethenotesinPartAafterlisteningtotherecording,andthencompletethee-mailinPartC.Theycandotheseastheirhomework.VocabularyextensionAskstudentstofocusonPartD.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepresentedtostudents.Theseidiomsallhaveacharacteristicconnectionwithananimalorathing.Askstudentstoreadtheidiomandguessthe用心爱心专心meaningofeachofthemfirst.Thenhavestudentsreadexplanationsandlearntheirmeanings.Havestudentsdotheexercisesindividuallyfirstandthencheckanswerswiththeclass.用心爱心专心
