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1、Language in Mission FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR FORCE ENGINEERING UNIVERSITY Why do we have to learn a Language? FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR FORCE ENGINEERING UNIVERSITY 1UNIT Language is the soul of intellect, and reading is the essential process by which t
2、hat intellect is cultivated beyond the commonplace experiences of everyday life. Charles Scribner, Jr. (American publisher)Language shapes the way we think, and determines what we can think about. Benjamin Lee Whorf (American linguist)1UNIT 1UNIT An IMPRESSIVE English lessonTo talk about language te
3、achingTo explain new words and phrases To further understand the textTo apply the phrases and patterns Warming-up activitiesText studyLanguage applicationSummarySection A Warming-up activitiesSection A 1. What do you think of English learning?2. Do you have any problem in English learning?3. Do you
4、think grammar is important in English learning?4. In your opinion, what is the most effective way to learn English? Questions for Critical Thinking 1. What do you think of English learning?Leaning English is never easy but always rewarding! Sometimes the detailed work of understanding grammar and bu
5、ilding vocabulary can seem too time-consuming or even overwhelming, but learning can happen dramatically with different strategies.Questions for Critical Thinking 1. What do you think of English learning?While an effective language teacher can maximize students learning in an extremely fun way, moti
6、vated and committed learners can always enjoy what they are learning. Questions for Critical ThinkingTherefore, studying with a curious mind and a “can do” attitude will make all the difference. 2. Do you have any problem in English learning? I always feel it difficult to Its not easy for me to unde
7、rstand what others say; remember so many words; learn the grammar; read quickly; speak in publicQuestions for Critical Thinking 3. Do 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 ord
8、er; help to convey correct, meaningful message.Questions for Critical Thinking 3. 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. Questions
9、for Critical Thinking 4. In your opinion, what is the most effective way to learn English? Questions for Critical Thinking Listen to English songs; Watch English movies; Read extensively; Make friends with native speakers. Questions Previewing1. What is Communicative Language Teaching?2. What are th
10、e features of Communicative Language Teaching?3. What is the role of teacher in Communicative Language Teaching?Language Teaching In American Schools 1. What is Communicative Language Teaching? A type of teaching method; Develop the communicative ability as well as the knowledge of grammar; Learning
11、 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
12、 contextual factors in language use; Learner-centered and experience-based. 3. What is the role of teacher in Communicative Language Teaching? A facilitator of students learning; A manager of classroom activities; An advisor of students questions; A co-communicator in the communicative activity. Tex
13、t studySection A This 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 taught a narrativeHis point of view is that language learning depends on grammar and a good vocabular
14、y. Introduction (Paras. 1-5) Body (Paras. 6-13) Concluding part (Paras. 14-17) 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.Introduction (Paras. 1-5) Why was the writer shocked by his students answer
15、? (Paras. 2-4)She is unable to describe her excursion to Europe with the right words.Introduction (Paras. 1-5) Students _ the bulk of the _ for these knowledge _ because there is a sense that they should _.What conclusion did the writer draw from the example of his student? (Para. 5) (Theme of the n
16、arration) unfairly bear criticismdeficitsknow betterIntroduction (Paras. 1-5) The author is absorbed 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- _)5 the background of the storygrammarinabilit
17、y not be blamed In his sons eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1) He was shocked by his students inability todescribe properly her excursion to Europe. (Paras. 2-4) Thesis of the narration: It is unfair to blame students for their language deficiency.
18、 (Para.5)Introduction (Paras. 1-5) Why should students not be blamed for their language deficiency? (Paras. 6-7)Reason One: The learning environment is misleading.Body (Paras. 6-13) Reason Two: They are not learning the language adequately and efficiently in school. How should grammar be taught as f
19、ar as the writer 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) Part I (Paras. 6- 13) the body of the storyIt contains tw
20、o 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) and one example. (Paras. 8-10) Section Two:Elaborates th
21、e importance of grammar and vocabulary in learning English. (Paras. 11-13) and re-emphasizes the authors point of view. Part I (Paras. 14- 17) the concluding partThe author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which m
22、ade the author so proud of his son. The last sentence shows the author is extremely proud of his son: “I was, like, whoa!”. An Impressive English LessonTo 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 properl
23、y her feeling on her _ to Europe. To be continuedtedious oddityobliged to absorbed in serious about excursion However, it doesnt _ 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 ot
24、her hand, school fails to _ the essential framework of language, accurate grammar and proper vocabulary. To be continued make any sense knowledge deficits should know betterenvironmentadequately teach Perhaps, language should be looked upon as a _ and a _: often study the road map (check grammar) an
25、d _ the 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.road map valuable possessiontune up well-cond
26、itioned effective Precisebeneficialessentialnot being taught 1. to be/feel obliged to do sth. 迫 使 某 人 做2. to be/get serious about 對 某 事 認 真 ； 并 非 開 玩 笑3. fresh from 剛 從 來 ； 剛 有 經(jīng) 歷4. to make sense 解 釋 得 通 ； 有 道 理5. to thrust sth. upon/on sb. 迫 使 某 人 做 某 事 ； 迫 使 某人 接 受 某 事6. to tune up 調(diào) 整 ， 調(diào) 節(jié) （ 發(fā)
27、動 機 ） 使達 到 最 佳 狀 態(tài)7. to swell with pride/anger, etc. 洋 洋 得 意 （ 怒 氣 沖 沖 等 ）Practical phrases 感 到 有 責 任 做 某 事(to feel obliged to do/to provide . for . ) Parents feel obliged to provide the best they can for children. to be/feel obliged to do sth.短 語 逆 譯短 語 應 用父 母 覺 得 有 責 任 盡 其 所 能 給 孩 子 提 供 最 好 的 。意 群
28、 提 示 Practical phrases 對 某 事 認 真(to get serious about/to curb/corruption)Its time to get serious about curbing political corruption. to be / get serious about短 語 逆 譯短 語 應 用應 該 嚴 肅 認 真 地 大 力 懲 治 政 治 腐 敗 。意 群 提 示 Practical phrases 剛 從 來 ； 剛有 經(jīng) 歷(principals/fresh from/to deal with)School principals sho
29、uld not expect teachers, fresh from college, to deal with a large group of difficult children. fresh from短 語 逆 譯短 語 應 用學 校 的 校 長 不 應 指 望 剛 從 大 學 畢 業(yè) 的 老 師 來 應付 一 大 群 難 以 對 付 的 孩 子 。意 群 提 示 Practical phrases 解 釋 得 通 ； 有 道 理(to talk much/to make sense) She doesnt talk much, but what she says makes sen
30、se. to make sense短 語 逆 譯短 語 應 用她 講 話 不 多 ， 但 言 之 有 理 。意 群 提 示 Practical phrases 迫 使 某 人 做 某 事 ；迫 使 某 人 接 受 某 事to be indifferent to / to thrust .on.He was indifferent to the criticism that was thrust on him. to thrust sth. upon / on sb短 語 逆 譯短 語 應 用對 于 強 加 給 他 的 指 責 ， 他 從 未 放 在 心 上 。意 群 提 示 Practical
31、 phrases 調(diào) 整 ， 調(diào) 好(to keep.safe/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 語 逆 譯短 語 應 用為 了 確 保 司 機 的 安 全 ， 一 定 要 敦 促 機 械 師 確 保汽 車 發(fā) 動 機 已 調(diào) 整 好 。意 群 提 示 Practical phrases 洋 洋 得 意/怒 氣 沖
32、 沖(graduate from university / swell with pride) Her heart swelled with pride as she stood watching her daughter graduate from university.短 語 逆 譯短 語 應 用當 她 站 在 那 兒 看 到 她 女 兒 大 學 畢 業(yè) 時 ， 內(nèi) 心 充滿 了 驕 傲 。意 群 提 示 to swell with pride/angerPractical phrases 1. If sb./.sth. do/is sth., then perhaps 用 于 表 述 “
33、 在 特 定 條 件 下可 能 發(fā) 生 的 事 情 ” 。2. Sb. fail to do sth., while sb. should do sth. 用 于 表 述 “ 實 際 情 況 與 預期 的 反 差 ” 。3. While sth. / sb. is / does, sth. / sb. else is / does 用 于 表 述 “ 人 與 人 或 事 與事 之 間 的 反 差 ” 。Functional patterns 如 果 我 是 唯 一 一 個 還 在 糾 正 小 孩 英 語 的家 長 ， 那 么 我 兒 子 也 許 是 對 的 。原 句 譯 文逆 譯 練 習If
34、I am the only parent who still corrects his childs English, then perhaps my son is right. 句型提煉Functional patterns If sb./sth. do/is sth., then perhaps 句 型 提 煉應 用 提 示用 于 表 達 “ 在 特 定 條 件 下 可 能 發(fā) 生 的 事情 ” 。句型應用Functional patterns (make up your mind/a golden chance ) 典 型 例 句如 果 你 仍 然 無 法 下 定 決 心 ， 那 么 你
35、 也 許 會 失 去提 高 自 己 的 絕 佳 機 會 。意 群 提 示If you still cannot make up your mind, then perhaps you will lose a golden chance of improving yourself.Functional patterns 學 校 有 責 任 教 會 年 輕 人 進 行 有 效 的 語 言 溝通 ， 可 他 們 并 沒 把 語 言 的 基 本 框 架 準確 的 語 法 和 恰 當 的 詞 匯 充 分 地 傳 授 給學 生 。原 句 譯 文逆 譯 練 習Schools fail to adequate
36、ly teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. 句型提煉 Functional patterns sb. fail to do , while sb. should do 句 型 提 煉應 用 提 示 用 于 表 達 “ 實 際 情 況 與 預 期 的 反 差 ”
37、。 句型應用Functional patterns (to make prompt response to/take the responsibility of/to ensure) 典 型 例 句政 府 有 責 任 保 障 公 民 安 全 ， 可 它 并 未 采 取 強 有力 的 措 施 對 抗 持 續(xù) 增 長 犯 罪 。意 群 提 示The government failed to make prompt response to increasing crimes, while they should take the responsibility of ensuring its citi
38、zens safety. Functional patterns 路 線 圖 會 把 你 帶 到 目 的 地 ， 而 一 臺 好 車卻 能 讓 你 完 全 陶 醉 于 旅 途 的 所 有 景 色 、聲 音 及 經(jīng) 歷 之 中 。原 句 譯 文逆 譯 練 習While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.句型提煉Functi
39、onal patterns While sth. / sb. is / does, sth. / sb. else is / does句 型 提 煉應 用 提 示 用 于 表 達 “ 人 與 人 或 事 與 事 之 間 的 反 差 ” 。句型應用Functional patterns (to keep students minds open to sth./to be full of)典 型 例 句鼓 勵 使 學 生 樂 于 接 受 新 知 識 ， 懲 罰 則 使 學 生 充滿 挫 敗 感 。意 群 提 示W(wǎng)hile encouragement will always keep student
40、s minds open to new knowledge, punishment may make students full of frustration.Functional patterns 對 他 而 言 ， 我 是 一 個 乏味 的 怪 物 ： 一 個 他 不 得不 聽 其 教 誨 的 父 親 ， 一個 還 沉 湎 于 語 法 規(guī) 則 的人 ， 對 此 我 兒 子 卻 似 乎頗 為 反 感 。 a. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the
41、 rules of grammar, which my son seems allergic to. (Para.1, L2) Language appreciation 學 校 有 責 任 教 會 年 輕 人進 行 有 效 的 語 言 溝 通 ，可 他 們 并 沒 把 語 言 的 基本 框 架 準 確 的 語 法和 恰 當 的 詞 匯 充 分地 傳 授 給 學 生 。 b. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary,
42、while t h e y s h o u l d t a k e t h e responsibility of pushing the young onto the path of competent communication. (Para.7, L5) Language appreciation 也 許 ， 語 言 應 該 被 看成 是 一 張 路 線 圖 和 一件 珍 品 ： 我 們 要 常 常查 看 路 線 圖 （ 核 對 語法 ） 和 調(diào) 整 汽 車 的 引擎 （ 調(diào) 節(jié) 詞 匯 ） 。 c. Perhaps, language should be looked upon as
43、a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). (Para.11, L1) Language appreciation 學 好 語 法 和 掌 握 大量 的 詞 匯 就 好 比 拿著 路 線 圖 在 車 況 良好 的 車 里 駕 駛 。 d. Learning grammar and a good vocabulary is just like driving with a road map
44、 in a well-conditioned car. (Para. 11, L3) Language appreciation 1 What are the most important factors that encourage students to learn English?2 In what ways can teachers improve the technique of teaching grammar?3 How can students more effectively enlarge their vocabulary? Theme exploration motiva
45、tion family support peer pressure financial status future career goals1. What are the most important factors that encourage students to learn English?Theme exploration 2. In what ways can teachers improve the technique of teaching grammar? use more communicative ways encourage a lot of interactions
46、put sentences in meaningful contextsTheme exploration read a lot from online sources watch TV / listen to radio / watch English online videos talk often with English speakers listen carefully and extensively use dictionaries to look up unfamiliar words use new words as often as possible3. How can st
47、udents more effectively enlarge their vocabulary? Theme exploration Language applicationSection A Introduction:Simile is a figure of speech that compares two different things and the comparison is indicated by the word as or like. Examples:1. Learning grammar and a good vocabulary is just like drivi
48、ng with a road map in a well-conditioned car.2. A poem to be continued to be continued My Love Is Like A Red Red Rose我的愛人像朵紅紅的玫瑰 -Robert Burns 羅伯特彭斯O, my Loves like a red, red rose 啊，我的愛人像朵紅紅的玫瑰Thats newly sprung in June. 六月里迎風初開O, my Loves like the melodie. 啊，我的愛人像支甜甜的曲子Thats sweetly played in tune
49、. 奏得合拍又和諧 to be continued My Love Is Like A Red Red Rose我的愛人像朵紅紅的玫瑰 -Robert Burns 羅伯特彭斯As fair art thou, my bonnie lass, 我的好姑娘，多么美麗的人兒So deep in love am I; 請看我，多么深摯的愛情And I will love thee still, my dear, 親愛的，我永遠愛你Till all the seas gone dry. 縱使大海干涸水流盡 to be continued My Love Is Like A Red Red Rose我的愛
50、人像朵紅紅的玫瑰 -Robert Burns 羅伯特彭斯Till all the seas gang dry, my dear, 縱使大海干涸水流盡And the rocks melt with the sun; 太陽將巖石燒作灰塵I will love thee still, my dear, 親愛的，我永遠愛你While the sands of life shall run. 只要我一息猶存 My Love Is Like A Red Red Rose我的愛人像朵紅紅的玫瑰 -Robert Burns 羅伯特彭斯And fare thee well, my only love 珍重吧，我
51、唯一的愛人And fare thee well, a while! 珍重吧，讓我們暫時別離And I will come again, my love, 但我定要回來Though it were ten thousand mile. 哪怕千里萬里！ a. 生 活 像 一 具 大 秋 千 (swing)， 總 在 開 心 和 憂愁 間 搖 擺 (dangle)。Life is like a big swing, dangling between the depths of happiness and sadness. to be continuedPractice b. 生 活 沒 有 目 標
52、猶 如 航 行 沒 有 指 南 針(compass)。Living without an aim is like sailing without a compass. to be continuedPractice c. 婚 姻 就 像 一 座 城 堡 (beleaguered fortress)，外 面 的 人 想 進 去 ， 里 面 的 人 想 出 來 。Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out.Practic
53、e An essay normally has three main parts: Introduction, body and conclusion.Introduction Body Concluding partHow to write a college essay: Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be
54、an opinion, an attitude or a stand about the topic. to be continuedHow to write a college essay: Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, ar
55、gumentation, etc. to be continuedHow to write a college essay： Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, th
56、e writers final thoughts on the topic may be added such as a predication, a suggestion, or a warning.How to write a college essay： Read 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
57、 continued Body: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 continued Conclusion:English grammar is truly a mysterious world of art. to be continued Sample: During my middle school years, I was
58、 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 continued Sample: It occurred while I was absorbed in the mysterious world of the iPhone. My English teacher wrote tw
59、o 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 thought the teacher must have made a mistake because these two sentenc
60、es 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 continued Sample: Afterward, something interesting happened to me again. At the beginning of my English class one day, the teacher returned our
61、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-generalization! I was assuming every adjective added with -ly still maintains the meaning o
62、f 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 continued Sample: In conclusion, what I experienced enables me to understand English grammar is truly a mysterious world of art. How fun
63、 it is to learn English grammar! Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow. Topic: Grammar, a headache to meIntroduction: Thesis statement: English Grammar is a big headache to me.Body: Example: The di
64、fference between used to and be used toConclusion: Im allergic to learning English grammar. More topics: Learning English through imitation / repetition Learning English with / without grammar Suppose you are expected to share your experience of English learning with your classmates.Make a speech on
65、 the following topic. You can follow the outline given below.Part I. My general feeling about learning English1. Difficult and frustrating; 2. Rewarding and well worth the effort To be continued You can follow the outline given below.Part II. The difficulties and how I overcome them1. Listening and
66、speaking2. Writing3. Grammar and vocabularyPart III. Benefits from English learning1. New sights into another culture2. New ways of seeing things3. Communication with people from different nations To be continued You may adopt the following expressions.be/feel obliged to do sth. be absorbed in be allergic to sth. full of earnest anticipation bear the bulk of the criticism not make any sense language deficit To be continued You may adopt the following expressions.get lostbecome attracted to out o
新視野大學英語2-第3版-Unit One-Section A An IMPRESSIVE English lesson
