高中英语-【课堂实录】British and American English拓展阅读教学设计学情分析教材分析课后反思

《BritishandAmericanEnglish》ExtensiveReading教学设计（一）课程标准及分析《课标》对高中生阅读能力的要求是：①能理解阅读材料中不同的观点和态度；②能识别不同文体的特征；③能通过分析句子结构理解难句和长句；④能在教师的帮助下欣赏浅显的文学作品；⑤能根据学习任务的需要从电子读物或网络中获取信息并进行加工处理；⑥除教材外，课外阅读量应累计达到36万词以上。课标对本堂课的要求是：了解英式英语和美式英语的区别，帮助学生进行英语语言异同的比较，学会辨认不同类别的英语；学习掌握新词汇和短语，归纳和整理英式英语和美式英语的不同词汇、短语；流利地说出并写出有关介绍英语英语区别的词语和结构的句子；通过查读、略读等手段对语言材料进行分析、综合，辨别不同变体的英语，提高分析问题和解决问题的能力；讨论对“worldEnglishes”的看法，如学习情况允许的话，带领学生探讨“简化汉字是否是适应社会快速发展的一种进步”的问题。结合本堂阅读课的教学内容，我将本课时可行性课标确定为：通过深层阅读和拓展阅读帮助学生拓宽知识面和视野，同时理解含有关于语言学习和外语学习的短语和结构的句子、段落；通过讨论、口头写作等形式，要求学生介绍自己语言学习的经历或体验，达到学以致用的目的。本课例的时间是一课时。（二）教材分析：首先，从教学内容来看，包含背景性英文文章介绍、时文阅读欣赏、博客论坛等，具有一定的趣味性和知识性，学生在读完文章的同时能够收获很多的英文知识，易激发学生的学习兴趣，满足学生的求知欲望；其次，从文章题材来看，包括正反对比式文章、议论文、记叙文和微博等题材，每篇设置相应的任务，中心突出，易于归纳总结；第三，从前后知识点的衔接来看，本课涉及的语法是动词时态（一般现在时、现在进行时和现在完成时）以及定语从句，通过具体语境的识读和辨认，帮助学生形成完整的动词时态以及定语从句的语法观念。由于学生刚升入高二，用英语思考并表述自己观点的能力仍受到很多限制，因此，引导学生读懂文章并能够用文中所学有用词汇和结构表述自己对语言学习以及“WillChinesebecomethedominantlanguageintheworld”的看法，是本课的教学重点也是教学难点。（三）学情分析：知识基础与能力方面：通过前四册英语课本的学习，学生已经适应高中英语学习的特点和外研版教材的特点，基本具备了自主学习能力和相互合作的意识，有能力自我预习、拓展阅读、自我反思、自我巩固、自我总结。因此，在授课过程中，教师要特别注重问题的设置角度、设问的梯度、对学生的点拨。学习能力方面：学生有较强的合作学习意识和能力，同时经过高一的学习业已具备基本的独立学习和独立思考能力，既能自己完成学习材料的预习和学习任务，又能通过合作学习激发思维，有效解决学习中遇到的问题。学生个性表现方面：我校学生大多思想活跃，思维敏捷，又较强的自我表现欲望，但用英语表述自我观点能力稍显不足。因此，课堂上教师采用小组讨论而后集中展示的方式，以点带面，以面促点，讨论、辩论、集中展示等活动，树立人人参与的意识、设置人人开口的活动、形成人人学习的学习氛围。（四）课时教学目标鉴于上述分析，形成以下课时教学目标：1.知识目标：学习掌握新词汇和短语，归纳和整理有关语言学习的词汇、短语、句式，并做类比记忆。2.阅读目标：了解文章基本内容并概括归纳文章大意和段落大意，并从文章中获取有效信息。3.技能目标：通过浅层、深层和拓展阅读，学会略读、查读和长难句划分等阅读技巧。拓展活动、巩固提升（3分）拓展升华延伸课堂（7分）合作交流深层对话（25分）学案引领自主学习（7分）创设情境激情导入（3分）拓展活动、巩固提升（3分）拓展升华延伸课堂（7分）合作交流深层对话（25分）学案引领自主学习（7分）创设情境激情导入（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.(通过学生口头作文展示，让学生自由表达对于语言学习和语言变化的看法，锻炼其在实际交际情境中运用所学知识的能力；通过教师例文的展示，进一步拓宽学生的视野，加大语言输入力度）Step2:Fast-reading(5-8min’)Passage11.Readthetextquickly,especiallythefirstsentenceofeachparagraph.andLettheSsfindtheanswertothefollowingquestion.(Toskimandscanthepassagetocomprehendthepassage.)Whatcanyouconcludefromthethreequotations.Readthepassageagaintogetmoreinformation1)WhatcausesstudentstomisuselanguageaccordingtoEleanorJohnson?2)WhothinkspositivelyoftheeffectoftheInternetonlanguage?Accordingtothethreeexperts,whatdotheeducatorsneedtodo?ReadforfunToshowtheSssomeinterestingmaterialsaboutlanguagetohelpthemrelax.(大语篇输入，训练学生快速浏览能力，并学会寻找文章主体段和主题句，同时教会学生如何从冗长复杂的句子中寻找有效信息)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:英语阅读中的避讳:指读心读音读复视摇头读)（中等语篇输入，引导学生注重分析文章结构和段落与段落间的联系，理清文章内部脉络结构，培养学生的整体语篇意识和谋篇布局能力）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.(通过精选的微博文章激发学生对于汉语是否会取代英语成为全球支配性语言问题的思考兴趣，开展全班性的讨论，拓展学生的思维和知识触角，巩固本堂课的教学效果同时达到拓宽学生视野的目的）板书设计dominant\conquer\assumption\obstacle\random\distinguish\frustrated\unintentional\comparable\makegrammaticalerrors\ontherise\giverisetoItissafetoconcludethat……巩固练习Englishhasbeenthed__________languageforaboutonecentury.Thef_________studentsdidn’tknowhowtoc_______thecurrentproblems.Thestudentsoftenmadeg_________________errorswhilewriting.Thenumberofthegraduateswhoareeagertogoabroadis___________________.（八）课后作业设计WhatdifficultiesdidyoumeetinEnglishlearning?Howdidyoudealwiththem?Writeapassagetointroduceyourexperienceoraskyourbestfriendforsomeadvice.Module1Book5BritishandAmericanEnglishExtensiveReading导学案莱阳九中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:英语阅读中的避讳:指读心读音读复视摇头读)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.知识基础与能力方面：通过前四册英语课本的学习，学生已经适应高中英语学习的特点和外研版教材的特点，基本具备了自主学习能力和相互合作的意识，有能力自我预习、拓展阅读、自我反思、自我巩固、自我总结。因此，在授课过程中，教师要特别注重问题的设置角度、设问的梯度、对学生的点拨。学习能力方面：学生有较强的合作学习意识和能力，同时经过高一的学习业已具备基本的独立学习和独立思考能力，既能自己完成学习材料的预习和学习任务，又能通过合作学习激发思维，有效解决学习中遇到的问题。学生个性表现方面：我校学生大多思想活跃，思维敏捷，又较强的自我表现欲望，但用英语表述自我观点能力稍显不足。因此，课堂上教师采用小组讨论而后集中展示的方式，以点带面，以面促点，讨论、辩论、集中展示等活动，树立人人参与的意识、设置人人开口的活动、形成人人学习的学习氛围。教学效果评估表：学生表现自主程度能以饱满的热情、浓厚的兴趣积极地进行自主学习，做到手、脑、口并用，具有良好的学习意识、学习习惯、学习方法和学习能力；能通过自主学习较好地掌握有关英美英语差异的知识和技能；能做到全员、全程、全面参与课堂教学活动，表现出较强的参与性。优秀：良好：一般：创新精神积极参与课堂上的探究和实践活动；欧较强的探究意识，能主动提出问题，敢于发表自己的观点并通过思考得出有关结论；敢于大胆质疑，敢于发表不同见解；优秀：良好：一般：合作意识小组学习有条不紊，互查互帮富有成效；能在师生互动、生生互动中获得成功的体验，感受学习的乐趣，提高合作意识和交往技能；优秀：良好：一般：自我展现学生个体或学习小组能把我机会，采取有效的方式，紧紧围绕问题阐述观点和想法，语言简洁、言简意赅，声音洪亮能表现出自信优秀：良好：一般：教师行为情感互动师生相互尊重，关系民主、和谐；教师能自觉充当学生学习的促进者和参与者，坚持循循善诱，以情感人、以理服人；学生思维积极；优秀：良好：一般：思维培养能设计层次合理、具有一定思维含量的问题，并以问题为载体，引发学生探究兴趣；能有效地引导学生实践、探索、发现、质疑、求异、体验，在教学活动中培样创新精神；优秀：良好：一般：教学方式灵活地采用各种教学方式，适时采用小组合作；注重创设自由、平等、民主、和谐的教学氛围和情境；优秀：良好：一般：主导作用能创设引导学生进行自主学习的问题情境，注重为学生提供足够的主动参与的时间和空间，并通过科学的组织和恰当的启发、引导、点拨、使学生的自主学习确有成效；优秀：良好：一般：因材施教能针对不同层次学生的差异，通过分层要求和分类指导，最大限度地满足不同学生的学习需求，使各类学生都得到较好的发展；优秀：良好：一般：调控能力在课堂的组织上收放自如；能正确处理课堂偶发事件；课堂气氛活跃、有序；优秀：良好：一般：教学手段能恰如其分地运用教具和多媒体进行教学优秀：良好：一般：基本素质有较强的课堂驾驭能力和课堂教学机智；英语基本功扎实，课堂用语有效，课堂组织有序，应变灵活，举止得体；教态自然大方；板书工整，设计自然美观；优秀：良好：一般：教学效果课堂教学和谐高效，通过全员积极参与教学活动，能较好地达成预期的教学目标，切实激发学生的学习兴趣，促进了学生知识结构的完善和基本能力的发展，使不同层次的学生都有不同程度的收获。优秀：良好：一般：首先，从教学内容来看，包含背景性英文文章介绍、时文阅读欣赏、博客论坛等，具有一定的趣味性和知识性，学生在读完文章的同时能够收获很多的英文知识，易激发学生的学习兴趣，满足学生的求知欲望；其次，从文章题材来看，包括正反对比式文章、议论文、记叙文和微博等题材，每篇设置相应的任务，中心突出，易于归纳总结；第三，从前后知识点的衔接来看，本课涉及的语法是动词时态（一般现在时、现在进行时和现在完成时）以及定语从句，通过具体语境的识读和辨认，帮助学生形成完整的动词时态以及定语从句的语法观念。由于学生刚升入高二，用英语思考并表述自己观点的能力仍受到很多限制，因此，引导学生读懂文章并能够用文中所学有用词汇和结构表述自己对语言学习以及“WillChinesebecomethedorminantlanguageintheworld”的看法，是本课的教学重点也是教学难点。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声望.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesagreatobstacletoforeigners.InAsia,whereChina'sinflu