Transcript Unit 5 Language

Unit 5 Language
Contents
Preparation: aspects of language
Reading
-ICR: How I Discovered Words
-ACR: -Passage I: Foreign Accents
-Passage II: Not Just Parrot-talk
Part III
Part IV: Translation
A minute for you to think
aspects of language
Languages across the world (major languages / minor
languages)
English Dialects and Accents
Body / non-verbal language (see part one-2, P200)
Animal language (see ACR: Passage 2, P223)
Language acquisition (input-output):
a special case: ICR-How I Discovered Words
Major languages
World map
Minor languages
• Japanese?
• Korean?
…
• Mongolian? (video)
• Maori language? (video 1, video 2)
...
 How “minor” or ancient a language could be:
Movie excerpt (The Gods Must Be Crazy)
---an anthropological / ethnological perspective
English Dialects and Accents
http://web.ku.edu/~idea/index.htm
• Asia
India
China (Zhejiang, Beijing)
Afghanistan
Taiwan
• Africa
Tanzania
South Africa
• South America
Peru
In-Class Reading
How I Discovered Words
Pre-reading task
1. To read Three Days to See (by Helen Keller)
Think about the following 3 questions after reading the
text on P201:
2. What is the world like to one who’s both
blind and deaf?
3. How can one who’s both blind and deaf learn
words?
4. How can a healthy one find a way to teach a
blind and deaf person words?
What’s unique of Helen’s teacher?
Hints:
• two major elements for language acquisition:
input (see, hear, touch)
output (speak, write, sign language)
---what can Helen do of all the above?
• When you know a word: signifier (word) & signified (object)
• Was Helen born blind and deaf?
• Keys to miracle: curiosity / passion / interests / destiny
(motivation) -----L33-36; L16-23
The difficult journey to WORDS
the signified and signifier thing:
words as names of things
The difficult journey to W-O-R-D-s
The dark: Para 3
“light” / “wordless cry”
The teacher’s first attempt: Para 5
D-O-L-L
the problem / barrier: Helen did not know
that ______________,
she was spelling a word
words exist
that __________________,
everything had a name
or that __________________.
monkey-like imitation
So the spelling game is only a _______________
(which doesn’t make any sense)
The difficult journey to W-O-R-D-s
More failed attempts: para 6, L43-47
Helen was still in the dark world: para 6, L 48-57
Wordless emotions
and thoughts
The difficult journey to W-O-R-D-s
A monumental moment: Words / language
reached Helen: para 7
“Helen discovered the words”:
W-A-T-E-R (spelling)--- water (thing) --- water (name)
How?
Touch / feel / repeated spelling
New life with words: para 8
thing-name-thoughts
with the knowledge that __________________
with “right” emotions and thoughts
Reading Helen’s Journey
Reading Helen’s journey to word
• “Light! Give me light!” was the wordless cry of my
soul.
• I did not know that I was spelling a word or even
that words exist, I was simply making my fingers
go in monkey-like imitation.
• My teacher had been with me several weeks
before I understood that everything has a name.
• Neither sorrow nor regret followed my passionate
outburst. I had not loved the doll.
• This thought, if a wordless sensation may be called
a thought, made me hop and skip with pleasure.
Reading Helen’s journey to word
• I stood still, my whole attention fixed upon the
motions of her fingers.
• Suddenly, I felt a misty consciousness as of
something forgotten—a thrill of returning thought;
and somehow the mystery of language was
revealed to me.
• I knew that “w-a-t-e-r” meant the wonderful cool
something that was moving over my hand.
• That living thing awaken my soul, gave it light, joy,
set it free!
Reading Helen’s journey to word
• Everything had a name, and each name gave
girth to a new thought.
• As we returned to the house every object
which I touched seemed to quiver with life.
• Then my eyes filled with tears: for I realized
what I had done, and for the first time I felt
repentance and sorrow.
The expectant moments
as a “great ship” shut
in “white darkness”
The expectant moments
Para 1: to understand two long sentences
Para 2: the afternoon of “the eventful day”
Para 3: white darkness
Language study
the new language phenomena in the text
Purposeful repetitions:
wordless: L26, L56
reveal: L 30, L 64,
everything has/had a name: L 42, L68
sorrow & regret / repentance: L51, L74
sentiment / sensation: L 53, L 56
thought: L56, L63, L69
New words list
Phrases and expression list
Exercises
After-Class Reading
-Passage I: Foreign Accents
-Passage II: Not Just Parrot-talk
① Student’s questions: 会计；国贸
② Vocabulary & exercises
Part III:
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E1: enrich your language power
E2: Br. English vs. Am. English: spelling
Br. English vs. Am. English: expression
E3.4.5: discussion on English learning:
after-class
Part IV: translation
定语从句的翻译2—非限定性定语从句
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认识非限定性定语从句：what, how,
why
非限定性定语从句的翻译方法（英译中）
与限定性定于从句一样
why: 英语思维和中文思维对逻辑的理解
不一样
A minute for you to think
 New words
 New phrases
 New concepts about language and
language acquisition
 More profound understanding about
accent and variations in English
spellings / expressions…