新視野大學英語第三版Book-2-Unit-1-Text-A.ppt課件

1、Unit 1 Text A An IMPRESSIVE English lessonUnit 1 Language in missionTeaching objectivesTo further understand the textTo apply the phrases and patternsTo master the essay writing skillI Lead-inII Structure analysis & Text comprehensionIIIAnalysis of writing skills of the textIVSummaryVAssignmentTeach

2、ing 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: Cultural notesThe Internatio

3、nal 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 expert (band score 9).1

4、. 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 academic tasks.1

5、. Lead-in: Cultural notesTest of English for International Communication(TOEIC) 每年在150個國家有超過500多萬人次參加托業(yè)考試，10000多家國際化的公司或機構(gòu)承認并使用TOEIC成績。因為TOEIC考試能對人們使用英語進行交流的能力做出公正客觀的測量，所以它成為當今世界上頂級的職業(yè)英語能力測評。1. Lead-in:What will you do in face of CET?1. Do you have any problem in English learning? I always feel it d

6、ifficult 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; p

7、ut the 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 g

8、rammar.1. Lead-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 l

9、essonproperly taughta 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 inabil

10、ity todescribe properly her 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

11、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)IntroductionBody2. Structure analysis & Text comprehension 2.1 Skimming and scanningNarrates another incident where his s

12、on unconsciously uttered a grammatically 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 scanningIntrodu

13、ction Body Concluding partThe 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- _)5the background of the storygrammarinability not be blamed 2. Structure analysis & Text comprehe

14、nsion 2.2 Intensive readingWhat does the son think of the father? (Para. 1)Tips 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:感到有責任做某事(to feel obliged to

15、 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。意群提示2. Structure analysis & Text comprehension 2.2 Intensive reading 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 oddi

16、ty: a father he is obliged to listen to and a man absorbed in the rules 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)TipsShe is unable to des

17、cribe her excursion to Europe with the right words.2. Structure analysis & Text comprehension 2.2 Intensive reading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2. Structure analysis & Tex

18、t comprehension 2.2 Intensive reading剛從來；剛有經(jīng)歷(principals/fresh from/to deal with)School principals should 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2. Structure analysis & Text comprehension 2.2 In

19、tensive readingWhat conclusion did the writer draw from the example of his student? (Para. 5)TipsStudents _ 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 readingWh

20、y should students not be blamed for their language deficiency? (Paras. 6-7)TipsThe learning environment is misleading.Sign in grocery storesStationary sectionFriends and loved onesHave you ate?2. Structure analysis & Text comprehension 2.2 Intensive reading Body Part（Paras. 6-13）Why should students

21、not be blamed for their language deficiency? (Paras.6-7)TipsThey are not learning the language adequately and efficiently in school.2. Structure analysis & Text comprehension 2.2 Intensive reading解釋得通；有道理(to talk much/to make sense) She doesnt talk much, but what she says makes sense.to make sense短語

22、逆譯短語應用她講話不多，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2. Structure analysis & Text comprehension 2

23、.2 Intensive reading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?shù)脑~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, while they should take the responsibility of pushing the young onto the path of competent communication. (Para.7,

24、 L5)Language appreciation2. Structure analysis & Text comprehension 2.2 Intensive readingHow should grammar be taught as far as the writer is concerned? (Paras.8-10)TipsGrammar must be handled delicately, step by step. An effective way of teaching could arouse childrens interest in learning English

25、grammar.An example: a grammar lesson with my sonBody (Paras. 6-13) 2. Structure analysis & Text comprehension 2.2 Intensive reading2. Structure analysis & Text comprehension 2.2 Intensive readingIt contains two major sections to support the authors point of view which is language learning depends on

26、 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 the importance of grammar and vocabulary in learning English. (Paras. 11-13) and re-emphasizes

27、 the authors point of view. 2. Structure analysis & Text comprehension 2.2 Intensive readingParas. 14- 17the concluding partPart ThreeThe author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of h

28、is 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 engin

29、es 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2. Structure analysis & Text comprehension 2.2 Intensive reading洋洋得意/怒氣沖沖(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

30、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/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無法下定決心，那么你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.2. Struct

31、ure analysis & Text comprehension 2.2 Intensive reading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 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)2. St

32、ructure analysis & Text comprehension 2.2 Intensive reading1 迫使某人做2 全神貫注，專注于3 對反感4 剛從來，剛有經(jīng)歷5 滿懷著熱切期待6 承受著大部分批評和指 責7 不合乎情理8 缺乏語言功底9 不知所措，迷惘10 絞盡腦汁，苦苦尋找be/feel obliged to do sth.be absorbed inbe allergic to sth.fresh fromfull of earnest anticipationbear the bulk of the criticismnot make any senselangu

33、age deficitget lostsearch the heavens forRevision of the useful expressionsLanguage pointsUseful expressions3. Writing skills- essay writing3. Writing skills: Essay writingHow to write a college essay?An essay normally has three main parts:3. Writing skills: Essay writingIntroduction: It is usually

34、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 body is the main part of an essay. It may contain several short paragraphs that use

35、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 also restate the thesis statement by using different words and structures

36、. 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 writingIntroduction Body A. Sub-idea 1 B. Sub-idea 2 1. supporting detail 2. supporting detail a. fact 1 b. fact 2 C. Sub-idea 3III. Conclus

37、ion3. 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 writingBody:Example 1: Adding a comma could show an entire diff

38、erence 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 writingSample: During my middle school years, I was very all

39、ergic 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: It occurred while I was absorbed in the mysterious world of the iPhone. My Eng

40、lish 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 thought the teacher must have made a mistake becaus

41、e 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: Afterward, something interesting happened to me again. At the beginning of my English class one day, the teacher returned our homework assignment. To my sur