1、Unit 1 Text A An IMPRESSIVE English lessonUnit 1 LangUage in missionteaching objectivesTo talk about language teachingTo further understand the textTo apply the phrases and patternsTo master the essay writing skillI Lead-inII Structure analysis&Text comprehensionIII Analysis of writing skills of the
2、 textIV SummaryV Assignmentteaching ProcedUre1.Lead-inWhat are the four basic skills of learning English?1.Lead-in:ListeningReadingSpeakingWritingWhich one is the BIG trouble for you?1.Lead-in:ListeningReadingSpeakingWriting1.Lead-in:Cultural notesWhat is your goal in English learning?1.Lead-in:Cult
3、ural notesThe International English Language Testing System(IELTS)measures the language proficiency of people who want to study or work where English is used as a language of communication.It uses a nine-band scale to clearly identify levels of proficiency,from non-user(band score 1)through to exper
4、t(band score 9).1.Lead-in:Cultural notesThe Test of English as a Foreign Language(TOEFL)TOEFL iBT(Internet Based Test）measures your ability to use and understand English at the university level.And it evaluates how well you combine your reading,listening,speaking,and writing skills to perform academ
5、ic tasks.1.Lead-in:Cultural notesTest of English for International Communication(TOEIC)每年在150个国家有超过500多万人次参加托业考试，10000多家国际化的公司或机构承认并使用TOEIC成绩。因为TOEIC考试能对人们使用英语进行交流的能力做出公正客观的测量，所以它成为当今世界上顶级的职业英语能力测评。1.Lead-in:What will you do in face of CET?1.Do you have any problem in English learning?I always feel
6、it difficult to Its not easy for me to understand what others say;remember so many words;learn the grammar;read quickly;speak in public1.Lead-in:Discussion2.Do you think grammar is important in English learning?Yes.The basic building blocks of a language;essential for effective communication;put the
7、 words in the right order;help to convey correct,meaningful message.1.Lead-in:Discussion2.Do you think grammar is important in English learning?No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.1.Lead
8、-in:Discussioninternalization2.Structure analysis&Text comprehension2.1 Skimming and scanning2.2 Intensive readingThis passage is _ that talks about the authors personal experience in giving _ to his son.He states that students can learn better if they are _.an effective English lessonproperly taugh
9、ta narrative2.Structure analysis&Text comprehension 2.1 Skimming and scanning2.Structure analysis&Text comprehension 2.1 Skimming and scanningIntroduction Body Conclusion2.Structure analysis&Text comprehension 2.1 Skimming and scanningHe was shocked by his students inability todescribe properly her
10、excursion to Europe.(Paras.2-4)IntroductionIn his sons eyes,the father is one who he has to obey and an oddity absorbed in grammar.(Para.1)Thesis of the narration:It is unfair to blame students for their language deficiency.(Para.5)Explains why students shouldnt be blamed for their language deficien
11、cy by providing two reasons and one example.(Paras.6-10)Elaborates the importance of grammar and vocabulary in learning English.(Paras.11-13)IntroductionBody2.Structure analysis&Text comprehension 2.1 Skimming and scanningNarrates another incident where his son unconsciously uttered a grammatically
12、perfect sentence with a subjunctive mood,which made the author so proud of his son.(Paras.14-17)Introduction Body2.Structure analysis&Text comprehension 2.1 Skimming and scanning2.Structure analysis&Text comprehension 2.1 Skimming and scanningIntroduction Body Concluding part The author is absorbed
13、in _;The author was shocked by his students _ to describe properly her trip to Europe;Students should _ for these knowledge deficits.Part I(Paras.1-_)5the background of the storygrammarinability not be blamed 2.Structure analysis&Text comprehension 2.2 Intensive readingWhat does the son think of the
14、 father?(Para.1)A tedious oddity:a father he is obliged to listen to and a man absorbed in the rules of grammar.2.Structure analysis&Text comprehension 2.2 Intensive reading Questions for group discussion:感到有责任做某事感到有责任做某事(to feel obliged to do/to provide.for.)Parents feel obliged to provide the best
15、 they can for children.to be/feel obliged to do sth.短语逆译短语应用父母觉得有责任尽其所能给孩子提供最好的。意群提示2.Structure analysis&Text comprehension 2.2 Intensive reading 对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子却似乎颇为反感。a.To him,I am a tedious oddity:a father he is obliged to listen to and a man absorbed in the rules
16、of grammar,which my son seems allergic to.(Para.1,L2)Language appreciation2.Structure analysis&Text comprehension 2.2 Intensive readingWhy was the writer shocked by his students answer?(Paras.2-4)She is unable to describe her excursion to Europe with the right words.2.Structure analysis&Text compreh
17、ension 2.2 Intensive reading对某事认真对某事认真(to get serious about/to curb/corruption)Its time to get serious about curbing political corruption.to be/get serious about短语逆译短语应用应该严肃认真地大力惩治政治腐败。意群提示2.Structure analysis&Text comprehension 2.2 Intensive reading刚从刚从来；刚有来；刚有经历经历(principals/fresh from/to deal wit
18、h)School principals should not expect teachers,fresh from college,to deal with a large group of difficult children.fresh from短语逆译短语应用学校的校长不应指望刚从大学毕业的老师来应付一大群难以对付的孩子。意群提示2.Structure analysis&Text comprehension 2.2 Intensive readingWhat conclusion did the writer draw from the example of his student?(P
19、ara.5)Students _ the bulk of the _ for these knowledge _ because there is a sense that they should _.unfairly bear criticismdeficitsknow better2.Structure analysis&Text comprehension 2.2 Intensive readingWhy should students not be blamed for their language deficiency?(Paras.6-7)The learning environm
20、ent is misleading.Sign in grocery storesStationary sectionFriends and loved onesHave you ate?2.Structure analysis&Text comprehension 2.2 Intensive reading Why should students not be blamed for their language deficiency?(Paras.6-7)They are not learning the language adequately and efficiently in schoo
21、l.2.Structure analysis&Text comprehension 2.2 Intensive reading解释得通；有道理解释得通；有道理(to talk much/to make sense)She doesnt talk much,but what she says makes sense.to make sense短语逆译短语应用她讲话不多，但言之有理。意群提示2.Structure analysis&Text comprehension 2.2 Intensive reading迫使某人做某事；迫使某迫使某人做某事；迫使某人接受某事人接受某事to be indiff
22、erent to/to thrust.on.He was indifferent to the criticism that was thrust on him.to thrust sth.upon/on sb短语逆译短语应用对于强加给他的指责，他从未放在心上。意群提示2.Structure analysis&Text comprehension 2.2 Intensive reading学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架准确的语法和恰当的词汇充分地传授给学生。b.Schools fail to adequately teach the essential fr
23、amework of language,accurate grammar and proper vocabulary,while they should take the responsibility of pushing the young onto the path of competent communication.(Para.7,L5)Language appreciation2.Structure analysis&Text comprehension 2.2 Intensive readingHow should grammar be taught as far as the w
24、riter is concerned?(Paras.8-10)Grammar must be handled delicately,step by step.An effective way of teaching could arouse childrens interest in learning English grammar.An example:a grammar lesson with my sonBody(Paras.6-13)2.Structure analysis&Text comprehension 2.2 Intensive reading2.Structure anal
25、ysis&Text comprehension 2.2 Intensive readingIt contains two major sections to support the authors point of view which is language learning depends on grammar and a good vocabulary.Section One:Explains why students shouldnt be blamed for their language deficiency by providing two reasons(Paras.6-7)a
26、nd one example.(Paras.8-10)Section Two:Elaborates the importance of grammar and vocabulary in learning English.(Paras.11-13)and re-emphasizes the authors point of view.2.Structure analysis&Text comprehension 2.2 Intensive readingParas.14-17the concluding partThe author narrates another incident wher
27、e his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood,which made the author so proud of his son.The last sentence shows the author is extremely proud of his son:“I was,like,whoa!”.2.Structure analysis&Text comprehension 2.2 Intensive reading调整，调好调整，调好(to keep.safe/
28、to urge/mechanics/to make sure/to tune up)In order to keep drivers safe,mechanics are urged to make sure that car engines are properly tuned up.to tune up短语逆译短语应用为了确保司机的安全，一定要敦促机械师确保汽车发动机已调整好。意群提示2.Structure analysis&Text comprehension 2.2 Intensive reading洋洋得意洋洋得意/怒气冲冲怒气冲冲(graduate from university/
29、swell with pride)Her heart swelled with pride as she stood watching her daughter graduate from university.短语逆译短语应用当她站在那儿看到她女儿大学毕业时，内心充满了骄傲。意群提示to swell with pride/anger2.Structure analysis&Text comprehension 2.2 Intensive reading(make up your mind/a golden chance)典型例句如果你仍然无法下定决心，那么你也许会失去提高自己的绝佳机会。意群
30、提示If you still cannot make up your mind,then perhaps you will lose a golden chance of improving yourself.2.Structure analysis&Text comprehension 2.2 Intensive reading也许，语言应该被看成是一张路线图和一件珍品：我们要常常查看路线图（核对语法）和调整汽车的引擎（调节词汇）。c.Perhaps,language should be looked upon as a road map and a valuable possession:
31、often study the road map(check grammar)and tune up the car engine(adjust vocabulary).(Para.11,L1)2.Structure analysis&Text comprehension 2.2 Intensive reading1 迫使某人做2 全神贯注，专注于3 对反感4 刚从来，刚有经历5 满怀着热切期待6 承受着大部分批评和指 责7 不合乎情理8 缺乏语言功底9 不知所措，迷惘10 绞尽脑汁，苦苦寻找be/feel obliged to do sth.be absorbed inbe allergic
32、 to sth.fresh fromfull of earnest anticipationbear the bulk of the criticismnot make any senselanguage deficitget lostsearch the heavens forLanguage pointsUseful expressions3.Writing skills-essay writing3.Writing skills:Essay writingHow to write a college essay?Introduction Body Concluding partAn es
33、say normally has three main parts:3.Writing skills:Essay writingIntroduction:It is usually one short paragraph that introduces the topic to be discussed and the thesis statement.A complete sentence that presents your opinion,attitude or position about the topic.3.Writing skills:Essay writingBody:The
34、 body is the main part of an essay.It may contain several short paragraphs that use the development methods:examples,narrative,cause and effect,comparison and contrast,classification,argumentation,etc.3.Writing skills:Essay writingConclusion:It can briefly summarize the main points discussed and can
35、 also restate the thesis statement by using different words and structures.At the end of the conclusion,the writers final thoughts on the topic may be added such as a predication,a suggestion,or a warning.3.Writing skills:Essay writingI.IntroductionII.Body A.Sub-idea 1 B.Sub-idea 2 1.supporting deta
36、il 2.supporting detail a.fact 1 b.fact 2 C.Sub-idea 3III.Conclusion3.Writing skills:Essay writingRead the sample essay and see how it develops.Topic:Grammar English learning Introduction:Thesis statement:Now I think it is really fun to learn English grammar.to be continued3.Writing skills:Essay writ
37、ingBody:Example 1:Adding a comma could show an entire difference in meaning.Example 2:A grammar mistake could make a world of difference in meaning.to be continued3.Writing skills:Essay writingConclusion:English grammar is truly a mysterious world of art.to be continued3.Writing skills:Essay writing
38、Sample:Sample:During my middle school years,I was very allergic to English grammar.However,the two incidents I experienced later changed my view about learning English.Now I think it is really fun to learn English grammar.to be continued3.Writing skills:Essay writingSample:Sample:It occurred while I
39、 was absorbed in the mysterious world of the iPhone.My English teacher wrote two sentences on the blackboard:1)The king would wear no clothes which make him appear differently from others;2)The king would wear no clothes,which makes him appear differently from others.Glancing at the two sentences,I
40、thought the teacher must have made a mistake because these two sentences were the same.Suddenly,the class burst into a loud laughter.Only then did I realize that adding a comma could show a big difference in meaning.to be continued3.Writing skills:Essay writingSample:Sample:Afterward,something inter
41、esting happened to me again.At the beginning of my English class one day,the teacher returned our homework assignment.To my surprise,my teacher had crossed out-ly in the sentence“I studied English hardly.”“Isnt hardly an adverb?”I asked myself.Later,of course,I figured out what was wrong:an over-gen
42、eralization!I was assuming every adjective added with-ly still maintains the meaning of that adjective.Not till then did I find out that hardly actually means“almost not”,so what I wrote made a world of difference from what I wanted to say.to be continued3.Writing skills:Essay writingSampleSample:In
43、 conclusion,what I experienced enables me to understand English grammar is truly a mysterious world of art.How fun it is to learn English grammar!3.Writing skills:Essay writing4.Summary4.Summary21Structure analysis&Text comprehensionAnaysis of the writing skillsThree main parts of an essay:Three mai
44、n parts of an essay:Introdution Introdution Body Body Conclusion Conclusion Structure analysisIntroductionStructure analysisIntroduction Body Body Conclusion ConclusionText comprehensionText comprehension5.Assignment5.Assignment 1Directions:Write an essay of no less than 150 words on one of the foll
45、owing topics.One topic has an outline you can follow.5.Assignment 1Topic:Grammar,a headache to meIntroduction:Thesis statement:English Grammar is a big headache to me.Body:Example:The difference between used to and be used toConclusion:Im allergic to learning English grammar.5.Assignment 2More topics:Learning English through imitation/repetition Learning English with/without grammar
