《BritishandAmericanEnglish》ExtensiveReading教學設計（一）課程標準及分析《課標》對高中生閱讀能力的要求是：①能理解閱讀材料中不同的觀點和態度；②能識別不同文體的特征；③能通過分析句子結構理解難句和長句；④能在教師的幫助下欣賞淺顯的文學作品；⑤能根據學習任務的需要從電子讀物或網絡中獲取信息并進行加工處理；⑥除教材外，課外閱讀量應累計達到36萬詞以上。課標對本堂課的要求是：了解英式英語和美式英語的區別，幫助學生進行英語語言異同的比較，學會辨認不同類別的英語；學習掌握新詞匯和短語，歸納和整理英式英語和美式英語的不同詞匯、短語；流利地說出并寫出有關介紹英語英語區別的詞語和結構的句子；通過查讀、略讀等手段對語言材料進行分析、綜合，辨別不同變體的英語，提高分析問題和解決問題的能力；討論對“worldEnglishes”的看法，如學習情況允許的話，帶領學生探討“簡化漢字是否是適應社會快速發展的一種進步”的問題。結合本堂閱讀課的教學內容，我將本課時可行性課標確定為：通過深層閱讀和拓展閱讀幫助學生拓寬知識面和視野，同時理解含有關于語言學習和外語學習的短語和結構的句子、段落；通過討論、口頭寫作等形式，要求學生介紹自己語言學習的經歷或體驗，達到學以致用的目的。本課例的時間是一課時。（二）教材分析：首先，從教學內容來看，包含背景性英文文章介紹、時文閱讀欣賞、博客論壇等，具有一定的趣味性和知識性，學生在讀完文章的同時能夠收獲很多的英文知識，易激發學生的學習興趣，滿足學生的求知欲望；其次，從文章題材來看，包括正反對比式文章、議論文、記敘文和微博等題材，每篇設置相應的任務，中心突出，易于歸納總結；第三，從前后知識點的銜接來看，本課涉及的語法是動詞時態（一般現在時、現在進行時和現在完成時）以及定語從句，通過具體語境的識讀和辨認，幫助學生形成完整的動詞時態以及定語從句的語法觀念。由于學生剛升入高二，用英語思考并表述自己觀點的能力仍受到很多限制，因此，引導學生讀懂文章并能夠用文中所學有用詞匯和結構表述自己對語言學習以及“WillChinesebecomethedominantlanguageintheworld”的看法，是本課的教學重點也是教學難點。（三）學情分析：知識基礎與能力方面：通過前四冊英語課本的學習，學生已經適應高中英語學習的特點和外研版教材的特點，基本具備了自主學習能力和相互合作的意識，有能力自我預習、拓展閱讀、自我反思、自我鞏固、自我總結。因此，在授課過程中，教師要特別注重問題的設置角度、設問的梯度、對學生的點撥。學習能力方面：學生有較強的合作學習意識和能力，同時經過高一的學習業已具備基本的獨立學習和獨立思考能力，既能自己完成學習材料的預習和學習任務，又能通過合作學習激發思維，有效解決學習中遇到的問題。學生個性表現方面：我校學生大多思想活躍，思維敏捷，又較強的自我表現欲望，但用英語表述自我觀點能力稍顯不足。因此，課堂上教師采用小組討論而后集中展示的方式，以點帶面，以面促點，討論、辯論、集中展示等活動，樹立人人參與的意識、設置人人開口的活動、形成人人學習的學習氛圍。（四）課時教學目標鑒于上述分析，形成以下課時教學目標：1.知識目標：學習掌握新詞匯和短語，歸納和整理有關語言學習的詞匯、短語、句式，并做類比記憶。2.閱讀目標：了解文章基本內容并概括歸納文章大意和段落大意，并從文章中獲取有效信息。3.技能目標：通過淺層、深層和拓展閱讀，學會略讀、查讀和長難句劃分等閱讀技巧。拓展活動、鞏固提升（3分）拓展升華延伸課堂（7分）合作交流深層對話（25分）學案引領自主學習（7分）創設情境激情導入（3分）拓展活動、鞏固提升（3分）拓展升華延伸課堂（7分）合作交流深層對話（25分）學案引領自主學習（7分）創設情境激情導入（3分）Teachingprocess:Step1:leading-in(3min’)ExchangetheideasabouttheinclusiontoEnglishwordsintoChinesebyshowingthecompositionsselectedfromStudents.”Generally,Iam_________theinclusion.AsthenumberofEnglishlearnersisontherise,it’snotdifficultforthemtounderstandthesewordsinChinesecontexts.Besides,itis,onsomeoccasions,moreconvenienttouseEnglishwords.Inourglobalvillage,wecanseethatitisnotuncommonforonelanguagetoborrowwordsfromotherlanguages.InEnglish,therearemanywordsborrowedfromLatin,French,orevenChinese.Infact,Chinesehasneverstoppedtakingwordsfromotherlanguages.So,it’ssafetoconcludethatitisreasonabletoincludeEnglishwordswhichfacilitatesdailycommunication.Itendtotakethe“_______”sidefortworeasons.Firstly,thisinclusionhasactuallypollutedourmothertongue.Soonerorlater,manyEnglishaccentswillriseandfallwiththefourChinesetones.And,rulesdon’ttellushowtopronouncesuchEnglish-turnedChinesewordsas“wifi”and“out”inaChineseway.Secondly,suchaninclusionmaygiverisetoprejudiceoftheeducatedagainstthosewithlittleknowledgeofEnglish.Justforoneillustration,whilecollegestudentstake“Bye-bye”forgrantedwhenpartingfromeachother,itmayunconsciouslyhurtthefeelingofsomeonewhoisusedto“zaijian”.Inshort,notonlyhastheinclusionpoisonedChinese,itmayalsobringaboutdistancebetweentheChinesepeople.(通過學生口頭作文展示，讓學生自由表達對于語言學習和語言變化的看法，鍛煉其在實際交際情境中運用所學知識的能力；通過教師例文的展示，進一步拓寬學生的視野，加大語言輸入力度）Step2:Fast-reading(5-8min’)Passage11.Readthetextquickly,especiallythefirstsentenceofeachparagraph.andLettheSsfindtheanswertothefollowingquestion.(Toskimandscanthepassagetocomprehendthepassage.)Whatcanyouconcludefromthethreequotations.Readthepassageagaintogetmoreinformation1)WhatcausesstudentstomisuselanguageaccordingtoEleanorJohnson?2)WhothinkspositivelyoftheeffectoftheInternetonlanguage?Accordingtothethreeexperts,whatdotheeducatorsneedtodo?ReadforfunToshowtheSssomeinterestingmaterialsaboutlanguagetohelpthemrelax.(大語篇輸入，訓練學生快速瀏覽能力，并學會尋找文章主體段和主題句，同時教會學生如何從冗長復雜的句子中尋找有效信息)Passage2Readingtasks(Toacquireinformationandtofurtherunderstandthepassage)Fillinthecharttoorganizeyourideas Title ProblemsinlearningaforeignlanguageParagraph1 Tobringinthetopic.Learningaforeignlanguageisimportant,however,learninganewlanguagecomeswithitsown_______.BodyParagraph2:__________Eachlanguagehasitsownsetofgrammaticalrules.Withoutproperknowledgeofthegrammar,apersonwellsurelymake__________________mistakes. Paragraph3:___________Pronunciationproblemsareoneofthebiggestproblemastudentfaceswhenlearninganewlanguage.Speakinganewlanguage_________canseemlikeachallenge. Paragraph4:_________Whilelearninganotherlanguage,itisimportanttohaveabasicunderstandingofits_______.LeadtheStudentstoanalysethepassagestructureandshowittothem.Paragraph1paragraph2paragraph3paragraph4DetailedreadingReadthepassageagainandanswerthefollowingquestions.Whatskillsarenecessaryforlearningaforeignlanguagebesidesgrammar?Whatsuggestionsaregiveninthepassageaboutpracticingpronunciation?Accordingtothepassage,whyisitimportanttolearntheculturebehindaforeignlanguage?(Focus:英語閱讀中的避諱:指讀心讀音讀復視搖頭讀)（中等語篇輸入，引導學生注重分析文章結構和段落與段落間的聯系，理清文章內部脈絡結構，培養學生的整體語篇意識和謀篇布局能力）Step3:Integrating(10-12’)ShowtheStudentsonemicro-blogtakenfromBBCnewsandbroadcast.HaveadiscussionwiththeStudentswhetherMandarinChinesewillbecomethedominantlanguageintheworldorreplaceEnglishglobally?ThenlettheSsreadthefollowingpassageandconcludetheauthor’sopinion.Englishhasbeenthedominantgloballanguageforacentury,butisitthelanguageofthefuture?IfMandarinChineseistochallengeEnglishglobally,thenitfirsthastoconqueritsownbackyard.TheassumptionthatMandarinwillgrowwithChina'seconomicrisemaybewrong.ConsiderJapanwhich,afterhighpost-wareconomicgrowth,becametheworld'ssecond-biggesteconomy.TheJapaneselanguagesawnocomparableriseinpowerandprestige.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesaformidableobstacletoforeigners.InAsia,whereChina'sinfluenceisthousandsofyearsold,thismayposelessofaproblem.ButintheWest,evendedicatedstudentslabourforyearsbeforetheycanconfidentlyreadatextofnormaldifficultyonarandomtopic.Finally,manylanguagesinAsia,AfricaandtheAmazonuse"tones"(rising,falling,flatordippingpitchcontours)todistinguishdifferentwords.Forspeakersoftonallanguages(likeVietnamese)learningthetonesofMandarinposesnoparticulardifficulty.Butspeakersofnon-tonallanguagesstruggletolearntonesinadulthood-justaskanyadultMandarin-learnerfortheirfunnieststoryaboutusingawordwiththewrongtone.(通過精選的微博文章激發學生對于漢語是否會取代英語成為全球支配性語言問題的思考興趣，開展全班性的討論，拓展學生的思維和知識觸角，鞏固本堂課的教學效果同時達到拓寬學生視野的目的）板書設計dominant\conquer\assumption\obstacle\random\distinguish\frustrated\unintentional\comparable\makegrammaticalerrors\ontherise\giverisetoItissafetoconcludethat……鞏固練習Englishhasbeenthed__________languageforaboutonecentury.Thef_________studentsdidn’tknowhowtoc_______thecurrentproblems.Thestudentsoftenmadeg_________________errorswhilewriting.Thenumberofthegraduateswhoareeagertogoabroadis___________________.（八）課后作業設計WhatdifficultiesdidyoumeetinEnglishlearning?Howdidyoudealwiththem?Writeapassagetointroduceyourexperienceoraskyourbestfriendforsomeadvice.Module1Book5BritishandAmericanEnglishExtensiveReading導學案萊陽九中LearningAims:1.Tounderstandthepassagesandimproveourreadingskills.2.Toapplywhatwelearntopractice.3.Toknowsomethingaboutlanguages。4.Toexpressourownideasintermsoflanguages.TeachingImportantPoints1.Mastersometargetwordsandexpressions.2.StudentsknowsomethingaboutlanguagesanddifferentopinionsaboutwhethertheChineseMandarinwillreplaceEnglishglobally..TeachingDifficultPointsStudentsimprovetheirreadingabilityandknowaboutsomereadingskills.2.Tounderstandsomelongsentences.TeachingProcedures:StepI.Lead-inCheckthehomeworkwiththestudentsandshowtwogoodexamplestothestudents.Thenletthestudentsfillinthekeywordinordertointroducethetopicofthisclass.(TodrawSs’attention)Differentpeoplehavedifferentopinions.ToemphasizetwosentencesandlettheSsmasterthetwosentencepatterns.it’ssafetoconcludethatitisreasonabletoincludeEnglishwordswhichfacilitatesdailycommunication.NotonlyhastheinclusionpoisonedChinese,itmayalsobringaboutdistancebetweentheChinesepeople.(Focus:tosummarize“Someprinciplesforreading”:accumulation\repetition

simplication\confidence.)StepII.ReadingPassage11.Readthetextquickly,especiallythefirstsentenceofeachparagraph.andLettheSsfindtheanswertothefollowingquestion.(Toskimandscanthepassagetocomprehendthepassage.)Whatcanyouconcludefromthethreequotations.Readthepassageagaintogetmoreinformation1)WhatcausesstudentstomisuselanguageaccordingtoEleanorJohnson?2)WhothinkspositivelyoftheeffectoftheInternetonlanguage?Accordingtothethreeexperts,whatdotheeducatorsneedtodo?3.ReadforfunToshowtheStudentssomeinterestingmaterialsaboutlanguagetohelpthemrelax.Passage2Readingtasks(Toacquireinformationandtofurtherunderstandthepassage)Fillinthecharttoorganizeyourideas Title ProblemsinlearningaforeignlanguageParagraph1 Tobringinthetopic.Learningaforeignlanguageisimportant,however,learninganewlanguagecomeswithitsown_______.BodyParagraph2:__________Eachlanguagehasitsownsetofgrammaticalrules.Withoutproperknowledgeofthegrammar,apersonwellsurelymake__________________mistakes. Paragraph3:___________Pronunciationproblemsareoneofthebiggestproblemastudentfaceswhenlearninganewlanguage.Speakinganewlanguage_________canseemlikeachallenge. Paragraph4:_________Whilelearninganotherlanguage,itisimportanttohaveabasicunderstandingofits_______.LeadtheStudentstoanalysethepassagestructureandshowittothem.Paragraph1paragraph2paragraph3paragraph4DetailedreadingReadthepassageagainandanswerthefollowingquestions.Whatskillsarenecessaryforlearningaforeignlanguagebesidesgrammar?Whatsuggestionsaregiveninthepassageaboutpracticingpronunciation?Accordingtothepassage,whyisitimportanttolearntheculturebehindaforeignlanguage?(Focus:英語閱讀中的避諱:指讀心讀音讀復視搖頭讀)StepIIIGroupworkandclassworkShowtheStudentsonemicro-blogtakenfromBBCnewsandbroadcast.HaveadiscussionwiththeStudentswhetherMandarinChinesewillbecomethedominantlanguageintheworldorreplaceEnglishglobally?ThenlettheStudentsreadthefollowingpassageandconcludetheauthor’sopinion.Englishhasbeenthedominantgloballanguageforacentury,butisitthelanguageofthefuture?IfMandarinChineseistochallengeEnglishglobally,thenitfirsthastoconqueritsownbackyard.TheassumptionthatMandarinwillgrowwithChina'seconomicrisemaybewrong.ConsiderJapanwhich,afterhighpost-wareconomicgrowth,becametheworld'ssecond-biggesteconomy.TheJapaneselanguagesawnocomparableriseinpowerandprestige.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesaformidableobstacletoforeigners.InAsia,whereChina'sinfluenceisthousandsofyearsold,thismayposelessofaproblem.ButintheWest,evendedicatedstudentslaborforyearsbeforetheycanconfidentlyreadatextofnormaldifficultyonarandomtopic.Finally,manylanguagesinAsia,AfricaandtheAmazonuse"tones"(rising,falling,flatordippingpitchcontours)todistinguishdifferentwords.Forspeakersoftonallanguages(likeVietnamese)learningthetonesofMandarinposesnoparticulardifficulty.Butspeakersofnon-tonallanguagesstruggletolearntonesinadulthood-justaskanyadultMandarin-learnerfortheirfunnieststoryaboutusingawordwiththewrongtone.StepIV.ConsolidationTesttheStudentswhethertheyhaverememberedthefollowingwordsandphrases.dominant\conquer\assumption\obstacle\random\distinguish\frustratedunintentional\comparable\makegrammaticalerrors\ontherise\giverisetoItissafetoconcludethat……Step=5\*ROMANVSummaryThisclasswehavegotmoreinformationabouttheinfluencesoftheInternetonlanguagelearningandtheinclusionofEnglishwordsintoChinese,inadditiontothefutureofMandarinChinese.Asaproverbgoes,readingenrichesmind.Ithinkifwecanseizeeveryopportunitytoread,wewillenjoyafulfilledlife.Step=6\*ROMANVIHomeworkWhatdifficultiesdidyoumeetinEnglishlearning?Howdidyoudealwiththem?Writeapassagetointroduceyourexperienceoraskyourbestfriendforsomeadvice.知識基礎與能力方面：通過前四冊英語課本的學習，學生已經適應高中英語學習的特點和外研版教材的特點，基本具備了自主學習能力和相互合作的意識，有能力自我預習、拓展閱讀、自我反思、自我鞏固、自我總結。因此，在授課過程中，教師要特別注重問題的設置角度、設問的梯度、對學生的點撥。學習能力方面：學生有較強的合作學習意識和能力，同時經過高一的學習業已具備基本的獨立學習和獨立思考能力，既能自己完成學習材料的預習和學習任務，又能通過合作學習激發思維，有效解決學習中遇到的問題。學生個性表現方面：我校學生大多思想活躍，思維敏捷，又較強的自我表現欲望，但用英語表述自我觀點能力稍顯不足。因此，課堂上教師采用小組討論而后集中展示的方式，以點帶面，以面促點，討論、辯論、集中展示等活動，樹立人人參與的意識、設置人人開口的活動、形成人人學習的學習氛圍。教學效果評估表：學生表現自主程度能以飽滿的熱情、濃厚的興趣積極地進行自主學習，做到手、腦、口并用，具有良好的學習意識、學習習慣、學習方法和學習能力；能通過自主學習較好地掌握有關英美英語差異的知識和技能；能做到全員、全程、全面參與課堂教學活動，表現出較強的參與性。優秀：良好：一般：創新精神積極參與課堂上的探究和實踐活動；歐較強的探究意識，能主動提出問題，敢于發表自己的觀點并通過思考得出有關結論；敢于大膽質疑，敢于發表不同見解；優秀：良好：一般：合作意識小組學習有條不紊，互查互幫富有成效；能在師生互動、生生互動中獲得成功的體驗，感受學習的樂趣，提高合作意識和交往技能；優秀：良好：一般：自我展現學生個體或學習小組能把我機會，采取有效的方式，緊緊圍繞問題闡述觀點和想法，語言簡潔、言簡意賅，聲音洪亮能表現出自信優秀：良好：一般：教師行為情感互動師生相互尊重，關系民主、和諧；教師能自覺充當學生學習的促進者和參與者，堅持循循善誘，以情感人、以理服人；學生思維積極；優秀：良好：一般：思維培養能設計層次合理、具有一定思維含量的問題，并以問題為載體，引發學生探究興趣；能有效地引導學生實踐、探索、發現、質疑、求異、體驗，在教學活動中培樣創新精神；優秀：良好：一般：教學方式靈活地采用各種教學方式，適時采用小組合作；注重創設自由、平等、民主、和諧的教學氛圍和情境；優秀：良好：一般：主導作用能創設引導學生進行自主學習的問題情境，注重為學生提供足夠的主動參與的時間和空間，并通過科學的組織和恰當的啟發、引導、點撥、使學生的自主學習確有成效；優秀：良好：一般：因材施教能針對不同層次學生的差異，通過分層要求和分類指導，最大限度地滿足不同學生的學習需求，使各類學生都得到較好的發展；優秀：良好：一般：調控能力在課堂的組織上收放自如；能正確處理課堂偶發事件；課堂氣氛活躍、有序；優秀：良好：一般：教學手段能恰如其分地運用教具和多媒體進行教學優秀：良好：一般：基本素質有較強的課堂駕馭能力和課堂教學機智；英語基本功扎實，課堂用語有效，課堂組織有序，應變靈活，舉止得體；教態自然大方；板書工整，設計自然美觀；優秀：良好：一般：教學效果課堂教學和諧高效，通過全員積極參與教學活動，能較好地達成預期的教學目標，切實激發學生的學習興趣，促進了學生知識結構的完善和基本能力的發展，使不同層次的學生都有不同程度的收獲。優秀：良好：一般：首先，從教學內容來看，包含背景性英文文章介紹、時文閱讀欣賞、博客論壇等，具有一定的趣味性和知識性，學生在讀完文章的同時能夠收獲很多的英文知識，易激發學生的學習興趣，滿足學生的求知欲望；其次，從文章題材來看，包括正反對比式文章、議論文、記敘文和微博等題材，每篇設置相應的任務，中心突出，易于歸納總結；第三，從前后知識點的銜接來看，本課涉及的語法是動詞時態（一般現在時、現在進行時和現在完成時）以及定語從句，通過具體語境的識讀和辨認，幫助學生形成完整的動詞時態以及定語從句的語法觀念。由于學生剛升入高二，用英語思考并表述自己觀點的能力仍受到很多限制，因此，引導學生讀懂文章并能夠用文中所學有用詞匯和結構表述自己對語言學習以及“WillChinesebecomethedorminantlanguageintheworld”的看法，是本課的教學重點也是教學難點。Generally,Iam_________theinclusion.AsthenumberofEnglishlearnersisontherise,it’snotdifficultforthemtounderstandthesewordsinChinesecontexts.Besides,itis,onsomeoccasions,moreconvenienttouseEnglishwords.Inourglobalvillage,wecanseethatitisnotuncommonforonelanguagetoborrowwordsfromotherlanguages.InEnglish,therearemanywordsborrowedfromLatin,French,orevenChinese.Infact,Chinesehasneverstoppedtakingwordsfromotherlanguages.So,it’ssafetoconcludethatitisreasonabletoincludeEnglishwordswhichfacilitatesdailycommunication.Itendtotakethe“_______”sidefortworeasons.Firstly,thisinclusionhasactuallypollutedourmothertongue.Soonerorlater,manyEnglishaccentswillriseandfallwiththefourChinesetones.And,rulesdon’ttellushowtopronouncesuchEnglish-turnedChinesewordsas“wifi”and“out”inaChineseway.Secondly,suchaninclusionmaygiverisetoprejudiceoftheeducatedagainstthosewithlittleknowledgeofEnglish.Justforoneillustration,whilecollegestudentstake“Bye-bye”forgrantedwhenpartingfromeachother,itmayunconsciouslyhurtthefeelingofsomeonewhoisusedto“zaijian”.Inshort,notonlyhastheinclusionpoisonedChinese,itmayalsobringaboutdistancebetweentheChinesepeople.Passage1Sincethefirstwebbrowserappearedoncomputerscreensin1994,theInternethasradicallychangedglobalcommunication.havinganaffectonlanguageandwriting,butpeoplestilldebatewhetherornotthey'reforthebetter.EleanorJohnsonisaprofessoratColumbiaUniversitywhoowesagrowingmisuseoflanguagetotheexplosionofelectroniccommunication."Ithinkthattextmessaginghasmadestudentsbelievethatit'sfarmoreacceptablethanitactuallyistojustmakescreaminglyspellingandgrammaticalerrors,"shesaid.DavidCrystalisaBritishlinguistandauthorofover100books,CrystalsaysthedynamicnatureoftheInternetmakesitdifficultforcomprehensiveanalysisofitseffectstostayup-to-date.Hehadtorevisethebookin2006tokeepupwiththechangingtechnologyButCrystalbelievesthattheimpactoftheworldwidewebonlanguageremainsminimal."WhenwelookatthespecificeffectoftheInternetonlanguage,languagesaskingthequestion,hasEnglishbecomeadifferentlanguageasaresultoftheInternet,theanswerhastobeno,"hesaid."ThemaineffectoftheInternetonlanguagehasbeentoincreasetheexpressiverichnessoflanguage,providingthelanguagewithanewsetofcommunicativewaysthathaven'texistedinthepast,"hesaid.ErinJansen,founderofNetlingo,anonlinedictionaryofInternetandtextmessagingterms,alsosaysthenewtechnologyhasnotcompletelychangedexistinglanguagebutaddedtothevocabulary.JansenhasworkedintheInternetindustrysince1994andagreeswithCrystalthatwhatwe'reseeingismorewaystouselanguagetocommunicate."Basicallyit'safreedomofexpression,"shesaid.Jansensaysthatwhileshehasheardfromfrustratededucatorsaboutthenewkindsofmistakesinspellingandgrammarinstudentwork,theexpandingmeansofexpressionbringsbenefitstotheclassroomaswell."Ialwaysadvocate,don'tgetangryorupsetaboutthat,getcreative.Ifit'shelpingthekidswritemoreorcommunicatemoreintheirfirstdraft,that'sgreat,that'swhatteachersandeducatorswant,togetstudentscommunicating,"shesaid.BothCrystalandJansenpointtoemailasanexampleofpeoplemisunderstandingtheInternet'seffect.Theysaythatelectronicmailisofteninformal,andsomanypeopledonotuseproperspellingorgrammar.Buttheysaythisismoreareflectiononthenatureofthemessagethenthewriter'sabilitytouselanguagecorrectly.WhiletheInternet'suseoflanguagemightchangerapidlyoverthenextfewyears,Johnson,CrystalandJansenallpointoutthateducatorsneedtoensurethatstudentsmaintainanacademicunderstandingoftheuseandrulesoflanguage.Passage2Learningaforeignlanguageisimportantifyouwanttotravelordobusinessaroundtheworld.However,learninganewlanguagecomeswithitsownproblems.Eventhebrighteststudentscanfindthenewlanguagedifficultandhardtounderstand.GrammarEachlanguagehasitsownsetofgrammaticalrules,anditcanbequitedifferentfromwhatastudentwouldexpect.Althoughtranslationandconversationskillsarenecessaryinlearningaforeignlanguage,grammarstudyisalsoimportant.Withoutproperknowledgeofthegrammar,apersonwillsurelymakeunintentionalmistake.PronunciationPronunciationproblemsareoneofthebiggestproblemsastudentfaceswhenlearninganewlanguage.Studentsfromdifferentplacesareaccustomedtotheirownaccents,andspeakinganewlanguagefluentlycanseemlikeachallenge.Studentsmustlistencarefullytothewayinwhichnativespeakerspronouncelettersandwords.Speakingtonativepeople,listeningtomusicandwatchingmovieswillhelpyouhearhowwordsshouldbepronounced.Neverbeafraidtoaskanativeoryourteachertospeakslowlyortoshowyouhowtosaysomethingcorrectly.CulturaldifferencesAllculturesaredifferent,andsoaretheirtraditions.Thesetraditionscaninfluencetheirnativelanguageandcausesomeconfusionfornon-nativespeakers.Whilelearninganotherlanguage,itisimportanttohaveabasicunderstandingofitsculture.Withoutlearningtheculturebehindthelanguageyouarestudying,youwon’tbeabletomasteritasanativespeakerdoes.Readthepassageandanswerthefollowingquestions:Whatskillsarenecessaryforlearningaforeignlanguagebesidesgrammar?Whatsuggestionsaregiveninthepassageaboutpracticingpronunciation?Accordingtothepassage,whyisitimpossibletolearntheculturebehindaforeignlanguage?Passage3Englishhasbeenthedominantgloballanguageforacentury,butisitthelanguageofthefuture?IfMandarinChineseistochallengeEnglishglobally,thenitfirsthastoconqueritsownbackyard.TheassumptionthatMandarinwillgrowwithChina'seconomicrisemaybewrong.ConsiderJapanwhich,afterhighpost-wareconomicgrowth,becametheworld'ssecond-biggesteconomy.TheJapaneselanguagesawnocomparableriseinpowerandprestige聲望.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesagreatobstacletoforeigners.InAsia,whereChina'sinflu