新视野大学英语2-第3版-Unit One-Section A An IMPRESSIVE English lesson.ppt

FOREIGHLANGUAGETEACHINGANDRESEARCHPRESSAIRFORCEENGINEERINGUNIVERSITY FOREIGHLANGUAGETEACHINGANDRESEARCHPRESSAIRFORCEENGINEERINGUNIVERSITY 1 UNIT SectionA 2 AnIMPRESSIVEEnglishlesson Objectives Contents Warming upactivities Textstudy Languageapplication Summary Warming upactivities Lead in Culturalbackground WhatdoyouthinkofEnglishlearning DoyouhaveanyprobleminEnglishlearning DoyouthinkgrammarisimportantinEnglishlearning Inyouropinion whatisthemosteffectivewaytolearnEnglish WhatdoyouthinkofEnglishlearning LeaningEnglishisnevereasy butalwaysrewarding Sometimesthedetailedworkofunderstandinggrammarandbuildingvocabularycanseemtootime consumingorevenoverwhelming butlearningcanhappendramaticallywithdifferentstrategies Lead in QuestionsforCriticalThinking WhatdoyouthinkofEnglishlearning Whileaneffectivelanguageteachercanmaximizestudents learninginanextremelyfunway motivatedandcommittedlearnerscanalwaysenjoywhattheyarelearning Lead in QuestionsforCriticalThinking Therefore studyingwithacuriousmindanda cando attitudewillmakeallthedifference 2 DoyouhaveanyprobleminEnglishlearning Ialwaysfeelitdifficultto It snoteasyformeto understandwhatotherssay remembersomanywords learnthegrammar readquickly speakinpublic Lead in QuestionsforCriticalThinking 3 DoyouthinkgrammarisimportantinEnglishlearning Yes Thebasicbuildingblocksofalanguage essentialforeffectivecommunication putthewordsintherightorder helptoconveycorrect meaningfulmessage Lead in QuestionsforCriticalThinking 3 DoyouthinkgrammarisimportantinEnglishlearning No aslongasonecanunderstandwhatotherissaying dynamicandnolanguageisfixed speaktheirnativelanguagewithouthavingstudieditsgrammar Lead in QuestionsforCriticalThinking 4 Inyouropinion whatisthemosteffectivewaytolearnEnglish Lead in QuestionsforCriticalThinking ListentoEnglishsongs WatchEnglishmovies Readextensively Makefriendswithnativespeakers WhatisCommunicativeLanguageTeaching Atypeofteachingmethod Developthecommunicativeabilityaswellastheknowledgeofgrammar Learningbydoing Makeclassroomsituationofrealforeignlanguageenvironment CulturalBackground 2 WhatarethefeaturesofCommunicativeLanguageTeaching Communicativecompetenceisthegoal Anintegrationofgrammaticalandfunctionalteaching Accuracyissecondarytoconveyingamessage Focusoncommunicativeandcontextualfactorsinlanguageuse Learner centeredandexperience based CulturalBackground 3 WhatistheroleofteacherinCommunicativeLanguageTeaching Afacilitatorofstudents learning Amanagerofclassroomactivities Anadvisorofstudents questions Aco communicatorinthecommunicativeactivity CulturalBackground Mainidea structure Languagefocus Criticalthinking Textstudy Thispassageis thattalksabouttheauthor spersonalexperienceingiving tohisson Hestatesthatstudentscanlearnbetteriftheyare aneffectiveEnglishlesson properlytaught anarrative Hispointofviewisthatlanguagelearningdependsongrammarandagoodvocabulary Whatdoesthesonthinkofthefather Para 1 Introduction Paras 1 5 Whywasthewritershockedbyhisstudent sanswer Paras 2 4 Mainidea structure PartOne Introduction Paras 1 5 Whatconclusiondidthewriterdrawfromtheexampleofhisstudent Para 5 Themeofthenarration unfairlybear deficits knowbetter Mainidea structure PartOne Introduction Paras 1 5 Theauthorisabsorbedin Theauthorwasshockedbyhisstudent s todescribeproperlyhertriptoEurope Studentsshould fortheseknowledgedeficits PartI Paras 1 5 thebackgroundofthestory grammar inability notbeblamed Mainidea structure PartOne Inhisson seyes thefatherisonewhohehastoobeyandanoddityabsorbedingrammar Para 1 Hewasshockedbyhisstudent sinabilitytodescribeproperlyherexcursiontoEurope Paras 2 4 Thesisofthenarration Itisunfairtoblamestudentsfortheirlanguagedeficiency Para 5 Mainidea structure PartOne Introduction Paras 1 5 Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency Paras 6 7 Mainidea structure PartTwo Body Paras 6 13 ReasonTwo Theyarenotlearningthelanguageadequatelyandefficientlyinschool Howshouldgrammarbetaughtasfarasthewriterisconcerned Paras 8 10 Mainidea structure PartTwo Body Paras 6 13 PartI Paras 6 13 thebodyofthestory Mainidea structure PartTwo Itcontainstwomajorsectionstosupporttheauthor spointofviewwhichislanguagelearningdependsongrammarandagoodvocabulary SectionOne Explainswhystudentsshouldn tbeblamedfortheirlanguagedeficiencybyprovidingtworeasons Paras 6 7 andoneexample Paras 8 10 SectionTwo ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish Paras 11 13 andre emphasizestheauthor spointofview Mainidea structure PartTwo PartI Paras 14 17 theconcludingpart Mainidea structure PartThree Theauthornarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood whichmadetheauthorsoproudofhisson Thelastsentenceshowstheauthorisextremelyproudofhisson Iwas like whoa AnImpressiveEnglishLessonTomyson Iama afatherheis listentoandaman therulesofgrammar AndIgot thisbecausemystudentwasunabletodescribeproperlyherfeelingonher toEurope Tobecontinued tediousoddity obligedto absorbedin seriousabout excursion However itdoesn t 。