Uchebnik_lakhotyuk_mikhaylova

d.The police [kכ:t] the burglar and he ended up in [kכ:t] in front of Judge Jordan.

e.I [blυ:] up six red balloons and ten [blυ:] ones for the party.

f.We [nju:] that Sue and Jim had bought a [nju:] car.

g.I [sכ:] Jack at the doctor’s with a [sכ:] throat.

h.The book I [red] had a [red] cover.

i.We [rəυd] our horses along the narrow [rəυd] .

(8)English is too hard to read for children

8.1 Key words. Fill the gaps in the sentences using these key words from the text.

surplus	resistant	literacy
dyslexia	simplify	problematic
tricky	hinders
uniform	reform

a.If something is ____________________, it causes problems.

b.If you ____________________ something, you make it easier.

c.If something is ____________________, it is the same in all cases.

d.If something is ____________________, it is extra and more than you need.

e.A ____________________ problem is one that is very difficult to solve.

f.If you ____________________ a system, you change it to make it better.

g.____________________ is the ability to read and write.

h.If something ____________________ a process it makes it more difficult or slow.

i.____________________ is a difficulty some people have with reading and spelling.

j.If you are ____________________ to something, you fight against it.

8.2 Look in the text and find the answers to these questions as quickly as possible.

1.When did the Turks change their alphabet from Arabic to Latin?

2.When did the Germans reform their spelling system?

3.When did the Portuguese make changes to their spelling system?

4.How many difficult words do British children meet by the age of 11?

5.How many basic words could be simplified just by dropping surplus letters?

6.How long does it take British children to reach a basic level of reading competence?

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English is too hard to read for children

Baffling spelling system is blamed as literacy falls short of level in other European nations

Anushka Asthana, education correspondent June 8, 2008

The English spelling system is ‘absolutely awful’. That is the conclusion of new research that has found that children meet 800 words by the age of 11 that hinder their reading because of the way they are spelt.

Monkey, asparagus, spinach, caterpillar, dwarf, banana, handkerchief, soldiers, stomach and telescope have all been included on the long list of words that confuse children because they contain letter combinations that are more commonly pronounced in a different way.

The words have all been identified as problematic for reading, as opposed to writing, because of their ‘phonic unreliability’, according to the study The Most Costly English Spellings. Masha Bell, who did the research, argued that there were 200 words on the list that could be improved just by dropping ‘surplus letters’ such as the i in friend or the u in shoulder.

“English is the worst of all the alphabetical languages,” said Bell. “It is unique in that there are not just spelling problems but reading problems. They do not exist anywhere else.”

Bell argued that the spelling system cost schools money and was the reason for poor literacy results in the UK compared with the rest of Europe. In Finland, where words are usually pronounced as they look, children learn to read fluently within three months, she said. In the UK, academics have found that it takes three years for a child to reach a basic level of reading competence. The tricky spellings make English particularly difficult for children with dyslexia and children from poorer families, whose parents may not read to them very regularly.

In the research Bell gives examples of words that have the same pronunciation but different letter combinations. Examples include to and two; clean and gene; same and aim; day and grey; kite and light; and stole and coal. Then there are those that look similar but sound

different with the combinations of ‘ea’, ‘ee’ and the letter ‘o’ causing most trouble. Among the words in this category are eight and height, break and dreamt, and move and post. The letters ‘ough’ can also be pronounced in a number of different ways.

Simplifying the system would improve literacy,

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according to Bell, but she said people were resistant to change. “People feel that they have suffered so much at the hands of English spelling that they don’t want to look at it,” she said. But other countries have made changes. Last month the parliament in Portugal, where the spelling system is also thought to be complicated, voted to reform and simplify it.

“In 1928 the Turks changed their whole alphabet from Arabic to Latin,” said John Wells, professor of phonetics at University College London and president of the Spelling Society. “It happened in the Soviet Union.” In Germany there were changes made in the 1990s to make the writing system more regular. English has also developed with words such as olde and worlde dropping the e.

Wells wants to see things change again and says there are two possible approaches. The first would be to simplify the way in which words are spelt and then allow people to choose whether to use the new or old system, while the second approach would involve a complete change. “The Spelling Society is in favour of the first approach,” he said.

Chris Davis, spokesman for the National Primary Headteachers’ Association, said the spelling system had a major effect on children’s literacy progress: “It definitely slows English children down. In international comparisons, languages that are phonetically uniform always come top.” But he said that teachers would be unwilling to see things change. “It would be such a big change that people would find it very difficult to even consider it,” he said.

“There are already problems because of the different spelling system in America, but people would also be against using American spelling. I think it is a question of ownership, that it is our language.” Davis argued that people felt spelling was linked to the origin of words.

© Guardian News & Media 2008

First published in The Observer, 8/06/08

8.3 Are these statements True (T) or False (F) according to the text?

1.The words in the list are problematic for reading.

2.The letter e in friend and the o in shoulder are ‘surplus letters’.

3.English children take longer to learn to read than Finnish children.

4.Teachers want English spelling to be simplified.

5.Some English words contain combinations of letters that are usually pronounced in a different way and this is confusing for children.

6.English is more difficult to learn than any other language.

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8.4 Discussion

Do you think English spelling is difficult? Would you like English spelling to be simplified? Think of some difficult English words to spell. What would they look like with simpler spelling?

(9) British and American English.

9.1 Look through the article Two Nations Separated by the same language and say how it answers the question in the first sentence.

9.2 Comprehension Check. Answer the questions:

1.Who is the 'two language' - theory supported by?

2.What is this theory based on?

3.Do these differences block normal comprehension?

4.Why did Allen Walker Read begin compiling a dictionary of 'Briticisms'?

5.Why do we have to acknowledge that B. Shaw's observation is less true today?

Two Nations Separated by the same language.

Is there such a thing as an American Language? The differences between the English language as spoken in Great Britain and the variety spoken in the United States is a subject much discussed by laymen and

linguists alike. Some laymen, both American and English, have been known to claim that American English is now a different language, but the reasons they wish to stress the differences usually have more to do with national pride than linguistics. In Britain, the 'two language' theory is generally espoused by anti-American purists who want to distance themselves from the 'vulgar' New World corruption of their language, as though it were 'the true church', and in the United States, talk of an American language usually comes from boastful nationalists who pretend that what is spoken there is a home-grown product and not a 'foreign' import.

The truth is that there is less difference between what is spoken in Boston. Massachusetts and Boston. England than there is between the American spoken in New York and Oklahoma, or the English spoken in East London and West Devonshire. The difference between a standard British English and a standard American English can probably be equated with the

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difference between the Spanish spoken in Spain and that spoken in, say, Argentina, or the German spoken in the Federal Republic as opposed to Austria.

It is a matter of some vocabulary differences (though usually not very important words) and expressions, some minor spelling changes, a few differences in prepositions, and of course a matter of accent which affects the pronunciation, but then these variations, and more, can be heard travelling (US traveling) from one area to another within the same country. Certainly the differences are not extensive enough to block normal comprehension, and a very English film where all the characters speak pure British English, such as Chariots of Fire, can be perfectly understood and be as popular in America as the All-American movies, such as Indiana Jones, are in Britain. Neither the accents of the actors, not the colloquial expressions in the dialogue, nor the local references or national subject matter come between the audience and the entertainment.

Nonetheless, variations do exist and are endlessly fascinating to academics in both nations.

The distinguished American professor of linguistics, Allen Walker Read, aged 82, has spent the last 50 years of his life researching and compiling a dictionary of 'Briticisms' to explain to Americans how their version of English differs from that which is spoken on the other side of the Atlantic Ocean. Professor Read, who is professor emeritus of English at Columbia University in New York City, first became fascinated by the idea of a British dictionary for Americans when he was at Oxford University on a Rhodes scholarship, and was involved in working on a dictionary of Americanisms.

It was George Bernard Shaw who first made the observation that America and Britain were 'two nations separated by the same language', but Professor Read acknowledges that this is less true today than in Shaw's time. With the speed the media transmit language, in books films and television, the differences are fast eroding, and if British youths are picking up the latest American slang from Hollywood films or television soap operas, trendy Americans nowadays pepper their conversation with classic Briticisms like posh and bloody. Professor Read hopes to have his dictionary ready for publication in about three years' time, but the rate things are changing, it's possible that by then the book will be out-dated or old hat.

Notes:

layman - person who is not an expert on a subject;

professor emeritus - a professor who has retired but retains the title; trendy – fashionable;

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posh - smart, elegant, expensive;

bloody - British adjective (vulgar) with no particular meaning; old hat - something already known: nothing new.

9.3 Vocabulary development. Match the words in the column on the left with the meanings on the right.

1. pretend (v)	a. to support (an aim, idea etc.)
2. espouse (v)	b. to consider or make equal
3. corruption (n)	c. a form of smth, that is changed from its
4. equate (v)	original form
5. affect (v)	d. to cause some result or change in (influence)
6. block (v)	e. to prevent from happening
7. distinguished (adj)	f. to admit; recognise the fact
8. acknowledge (v)	g. having great fame and respect
9. eroding (adj)	h. to wear away gradually
	i. to make a claim, esp. one that cannot be
	supported

9.4 Guess the meanings of the words in bold in the article above.

9.5 Use some of the words from the article above in the following sentences.

1.Americans take a great _________ in their Constitution.

2.He __________ that he could speak 6 languages fluently.

3.This is a book about business practice __________ to theory.

4.I'll do it, but later. It's __________ time.

5.Smoking __________ health.

6.What is the most popular students' __________ .

7.I don't __________ to understand all these technical terms.

8.This is a training course for employed and unemployed __________ .

9.The new rulers said that the previous government had been riddled with

_________ .

10.................... is said to be the «fourth» power.

9.6 Grammar Pattern. Impersonal Passive.

The impersonal passive can be formed in two main ways:

·It + passive + that clause

·subject + passive + to-infinitive (in all forms).

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It is used when there is some doubt about the truth of the statement, or when it is necessary to be cautious, and distance the speaker from the statement.

Compare these sentences:

a.Jim tells lies.

b.It is said that Jim tells lies.

c.Jim is said to tell lies.

Sentence (a) is a direct accusation, and a statement presented as truth. Sentences (b) and (c) are more cautious, and do not involve the speaker in the accusation. These verbs are often used in the passive in this way: believe, consider, know, report, say, suppose, think, understand.

When the agent is included (for emphasis, or to add important information), it comes after the passive verb.

He is believed by the police to be hiding in Ireland.

9.7 Replace the Russian words or word combinations in the sentences below by suitable English equivalents.

1. It is said that English spoken in East London (сильно отличается от английского на котором говорят в Западном Девоншире). 2. It is known that vocabulary differences (не препятствуют пониманию). 3. It is believed that a very English film (может стать таким же популярным в Америке,

как и чисто американский фильм). 4. It is reported that professor Read

(провел 50 лет своей жизни, составляя словарь «бритицизмов»). 5. It is expected that Professor Read's dictionary (будет опубликован через3

года).

9.8 Listen to a short conversation about British and American English and answer the questions.

1.According to this class discussion, how is the word center spelled in British English?

2.What does the word flat mean in British English?

3.On what did the class agree?

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9.9 British and American English. Some vocabulary differences. Match the words in the first column, which are often used in British English to the common American English terms in the second column.

lift	downtown
pavement	store
town centre	mailman
underground	elevator
bill (in a restaurant)	subway
shop	vacuum cleaner
hoover	sidewalk
postal code	check
postman	zip code

9.10 Here are some sentences in American English. How would they be different in British English?

a.I saw my friend Sally on the weekend.

b.The President was in Moscow Tuesday.

c.Don’t forget to write me.

d.He loves to read in bed.

e.I already boiled the water, but I didn’t make the coffee yet.

f.I found London very strange at first, but now I’ve gotten used to it.

9.11 You will hear an American talking about the differences. Listen and check your answers (9.10).

(10) US English

10.1 Vocabulary Development. Mind the pronunciation.

advocacy	[´ædvəkəsı]	ethnic
assimilation	[ə¸sımı'leı∫n]	financial
assistance	[ə'sıstəns]	immigrant
bilingual	[baı'lıŋwəl]	liberty
climate	[´klaımıt]	percentage

[´eθnık] [faı'næn∫əl] ['ımıgrənt] ['lıbətı]

[pə´sentıdʒ]

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10.2 Vocabulary Development. Check if you know these words.

abridge (v)

amendment (n) ballot (n)

catch up with (v) comply with (v) declare (v)

deprive smb of st (v) designate (v) diversity (n) elimination (n) entitle (v)

evolve (v) fluency (n) heritage (n)

jeopardy (n)

justice (n)

institute (v) insurance (n) pass (v) prejudice (n)

restrict (v) proficiency (n) staggering (adj) threat (n)

[ə'brıdʒ] [ə´mendment] [´bælət] ['kæt∫Λp] [kəm'plaı] [dı'kleə] [dı'praıv] [´dezıgneıt] [daı'və:sıtı]

[ı¸lımı´neı∫ən]

[ın'taıtl] [ı'vבlv] ['flu:ənsı]

['herıtıdʒ]

[´dʒepədı]

[´dʒΛstıs] ['ınstıtju:t]

[ın´∫υərəns] [pa:s]

['predʒədıs] [rı'strıkt] [prə´fı∫ənsı] ['stægərıŋ] [θret]

ограничивать; урезать

поправка; исправление бюллетень приближаться к уровню соблюдать; исполнять объявлять лишать; отнимать назначать; многообразие исключение давать право развиваться беглость наследие

опасность; риск

справедливость

учреждать

страховка принимать (закон) предубеждение

ограничивать уровень; опытность ошеломляющий угроза

10.2 Give Russian equivalents.
to pass a law	an insurance claim
to gain strength	be in jeopardy
a constitutional amendment	a threat to individual liberty
a multilingual ballot	an advocacy group
a language proficiency standard	to abridge the rights of smb
citizenship requirements	to be entitled to some rights
prejudice toward	to comply with

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10.3 Jigsaw reading. Here is a list of questions that relate to the two articles (A and B) about languages in the USA. Divide into two groups and read your texts to see which of the questions are answered.

1.How many languages are spoken throughout the USA?

2.What is the most / least multilingual state?

3.Which two languages have the most number of speakers in the USA?

4.What is a legally declared official language in the USA?

5.How many states have an official language?

6.What is U.S. English?

7.What was the attitude of John Adams / John F. Kennedy to the language policy in the USA?

8.How does the government support the civil rights of linguistic minority groups?

(A) Does the U.S. Need an Official Language?

In a California hospital with a high percentage of Filipino nurses (and patients), the staff was forbidden to speak any language other than English while at work, including the time they were on breaks. Several largely Asian Los Angeles suburbs have passed city laws that restrict the posting of nonEnglish signs. Some homeless shelters have even barred those who don't speak English from entering. Incidents such as these illustrate the climate in which a movement to make English the official language of the United States is gaining strength.

The organized force behind this movement is a group called U.S. English. The goal of U.S. English is to pass a constitutional amendment designating English as the official language of the

USA. Beyond the declaration of official status, the practical purposes of such an amendment would include the elimination of multilingual ballots, the restriction of bilingual education, and the raising of language proficiency standards for citizenship requirements.

As the movement grows, philosophical sides are taken and legal battles are fought. While the English-only promoters argue that a climate of language pluralism would result in a culturally and linguistically divided nation, opponents of this movement charge that the actual basis of U.S. English and other such groups is prejudice against new immigrant groups. They argue that the imposition of an amendment to enforce language

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