-森林火灾
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授课题目：
Language in
Mission
授课时间：
第
____
周
第
____
周
授课类型：
理论课
授课时数：
4
教学目的：
After finishing this unit, students
will be able to:
1.
To talk about way of learning English;
2.
Get deeper
insights into the text;
3.
Make creative use of words, phrases and
sentence patterns;
4.
Be
able
to
write
an
essay
with
three
main
parts
“
introduction,
body
and
conclusion
”;
5.
To read with
the skill “
reading for the key ideas in
sentences
”.
教学重点和难点：
1.
To further
understand the text;
2.
To apply the words, phrases and
sentence patterns.
3.
To read with the skill
“
reading for the key ideas in
sentences
”;
4.
To write
an essay with three main parts
“introduction, body and conclusion”
;
教学方法和手段：
Various kinds of teaching methods are
used:
1.
Teaching
in class. Explain the profound theoretical
knowledge in class;
2.
Case
study.
Provide
case
study
during
teaching,
and
make
the
students
to
discuss about the case;
3.
Bilingual and
full English teaching;
4.
Applying modern multimedia teaching
technologies;
5.
Taking advantage of abundant network
teaching resources.
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教学内容和过程：
Section
A
An Impressive English
Lesson
Step One
Warming-up Activities
30 minutes
I.
Lead-in:
Discuss the following questions:
are the key factors that help people
learn English as a foreign language?
Good course, excellent syllabus based
on some principles;
Highly
developed
methodologies,
teaching
four
primary
acquisition;
Put the four skills into a
discourse;
Analyze three different
kinds of interactions.
you have any
problem in English learning?
—
I always feel
it difficult to…
—
It’s not easy
for me to…
understand what others say;
remember so many words;
learn the
grammar;
read
quickly;
speak
in public…
you think
grammar is important in English learning?
—
Yes.
The basic building blocks of a
language;
essential for
effective communication;
put the words in the right order;
help to convey correct,
meaningful message.
—
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.
II.
Cultural background
American
university education
is
Communicative Language Teaching?
A type of teaching method;
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skills
of
language
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Develop the
communicative ability
as well as the
knowledge of grammar; Learning
by
doing;
Make classroom situation of real
foreign language environment.
2. What are the features of
Communicative Language
Teaching?
Communicative competence is the goal;
An integration of grammatical and
functional teaching;
Accuracy is
secondary to conveying a message;
Focus
on communicative and contextual factors in
language use;
Learner-centered and
experience-based.
3. What
is the role of teacher in Communicative Language
Teaching?
A facilitator of
st
udents’ learning;
A manager of classroom activities;
An advisor of students’
questions;
A co-communicator
in the communicative activity.
Step Two
Text Study
80
minutes
I.
Interactive reading of the text
1)
What does the
son think of the father? (Para. 1)
A tedious oddity: a father he is
obliged to listen to and a man absorbed in the
rules of grammar.
2)
Why was the
writer shocked by his student’s answer? (Paras.
2
-4)
3)
She is unable to describe
her excursion to Europe with the right words.
4)
What
conclusion
did
the
writer
draw
from
the
example
of
his
student?
(Para. 5)
Students unfairly bear the bulk of the
criticism for these knowledge deficits
because there is a sense that they
should know better.
5)
Why
should
students
not
be
blamed
for
their
language
deficiency?
(Paras.
6-7)
6)
The learning environment is misleading.
7)
Why
should
students
not
be
blamed
for
their
language
deficiency?
(Paras.6-7)
8)
They are not learning the
language adequately and efficiently in school.
9)
How
should
grammar
be
taught
as
far
as
the
writer
is
concerned?
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1. Reading
comprehension
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(Paras.8-10)
10)
Grammar
must
be
handled
delicately,
step
by
step.
An
effective
way
of
teaching could arouse children’s
interest in learning English grammar.
11)
An example: a
grammar lesson with my son
12)
2. Structure of the text
Introduction
In
his
son’s
eyes,
the
father
is
one
who
he
has
to
obey
and
an
oddity
absorbed
in
grammar. (Para.1)
He was shocked by his student’s
inability to
describe properly her excursion to
Europe. (Paras. 2-4)
Thesis
of the narration: It is unfair to blame students
for their language deficiency.
(Para.5)
Body
Explains
why
students
shouldn’t
be
blamed
for
their
language
deficiency
by
providing two reasons and one example.
(Paras. 6-10)
Elaborates the importance of
grammar and vocabulary in
learning English.
(Paras.
11-13)
Concluding part
Narrates
another
incident
where
his
son
unconsciously
uttered
a
grammatically
perfect sentence with a subjunctive
mood, which made the author so proud of his son.
(Paras. 14-17)
3. Summary of the Text
To
my
son,
I
am
a
_____________:
a
father
he
is
__________
listen
to
and
a
man
____________
the rules
of
grammar.
And
I
got
______________
this
because
my
student was unable to describe properly her
feeling on her __________ to Europe.
However, it doesn’t
__
______________ to criticize our
students. They unfairly
bear the bulk
of the criticism for these __________________
because there is a sense
that they
_________________. On one hand, they
are misled by the____________.
On
the
other
hand,
school
fails
to
_________________
the
essential
framework
of
language, accurate
grammar and proper vocabulary.
Perhaps,
language
should
be
looked
upon
as
a
_________
and
a
___________________: often study the
road map (check grammar) and ________ the
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car engine
(adjust vocabulary). Learning grammar and a good
vocabulary is just like
driving with a
road map in a ________________ car. __________,
_________, and
__________ communication
depends upon grammar and a good vocabulary, the
two
__________ assets for students, but
they are ________________ in schools.
II. Language Focus
Words and expressions
1.
oddity:
n. [C] a strange or
unusual person or thing
怪人；怪物；奇特的东西
With his neat suits on, he
felt like an oddity walking in this poor
neighborhood.
穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
2.
oblige
The word
oblige
is most commonly used in the expression
be/feel obliged
.
1) be/feel obliged to do sth.
指
“
感到有责任做某事
”
。
例如：
He felt obliged to help his mother,
even if it meant leaving college.
他觉得有<
/p>
责任帮助母亲，即使这意味着他要离开大学。
2) be/feel obliged to
sb./sth.
指
“
对某人或某事
心存感激
”
。
例如：
Thank you
very much, doctor. I am extremely obliged to you.
医生，非常谢
谢您。对您，我深表感谢。
3.
How was
it?:
(spoken) often used in
conversation to ask sb. about their opinion or
experience of sth.
怎么样？（口语常用表达，用于询问看法或经历）
Did you watch the movie
last night? How was it?
你昨天晚上看那部电影了吗？感觉怎么样？
I was told that you had
traveled to many places in Asia recently. How was
it?
有人
告诉我你最近跑了亚洲的很多地方，旅行怎么样？
4. full of:
(followed by abstract nouns) feeling or showing a
lot of particular
emotion or quality
（感觉、表达或表现出）充满某种情感（特质）的
full of
excitement/energy/hope/happiness/praise
充满兴奋
/
活力
/
< br>希望
/
幸福
/
< br>赞美
The teacher was full
of praise for the homework that the students had
done.
老师对
学生们完成的功课赞不绝口。
Lucy is a happy child and
always full of life.
露西是个快乐的孩子，总是充满了活
力。
5.
“It was, like, whoa!”
means “It was really great!”. “It was like …” is
an informal
expression in conversation,
very common for young people who are lazy and
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incapable to
reference their ideas.
The
expression is usually followed by an adjective or
an exclamation. It was, like,
marvelous!
简直奇妙极了！
(It was like) Whoa! How come you got a
hundred percent correct on such a hard test?
哇
!
这么难的考试你怎么都全答对了？
Note:
Whoa is specifically
used to show that people are surprised or think
something
is very impressive. It can be
used in different contexts.
For example:
﹒
To describe something that you’re not
quite sure how to describe: That car is so cool,
it’s like, whoa.
To express surprise: Whoa!
It’s really amazing!
To indicate a desire to end what
someone is talking: Whoa
, OK, that’s
enough.
6.
And that was it. (Para. 4)
Meaning:
And
that was everything she said, without even
mentioning any details of
her wonderful
experience in Europe.
That
was it.:
often used in conversation to
say that sth. is completely finished or that
a situation cannot be changed
就这样（指某事彻底结束或形势不能更改）
That was it. I could no
longer hope for a promotion, and my boss didn’t
even want to
see me again.
就
这样吧，我的升职再也没指望了，我的老板甚至不想再见到我。
That’s it. There is nothing more we can
do.
就这样吧，我们也再没有别的办法。
7.
distinguished, distinctive, distinct
这三个词词形相近，但意思有很大的差别，不能互换使用。
1) distinguished
指
“
卓越的；杰出的；著名的
”
。
例如：
His grandfather had been a
distinguished university professor.
他的祖父曾是
一位杰出的大学教授。
2) distinctive
指<
/p>
“
（特征、性格或外表）独特的，有明显不同的
< br>”
。强调
“
表示差别
的
”
、
“
有特色的
”
、
“
特殊的
”
。
例如：
Irene had a
very distinctive voice.
艾琳有一个非常独特的声音。
Can
you
find the distinctive watermarks of
this stamp?
你能看到这枚邮票上明显的水印
吗？
Pupils in Hong Kong usually have
distinctive badges on their school uniforms.
在香港，小学生的校服上常戴有颇具特色的徽章。
3 )distinct
表示
“
分明的；明了的；清楚的
”
。
例如：
I have the distinct feeling that my
friend did not realize what was happening.
我明显感到我朋友并未察觉所发生的一切。
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