搜索
BOOK2TeachingSubjects2017LessonContentUnit1AnImpressiveEnglishLesson6TeachingEnvironmentTeachingAimsAfterstudyingthisunit,thestudentsareexpectedtobeableto:1.understandthemainideaandstructureofSectionAandSectionB2.masterthekeylanguagepointsandgrammaticalstructuresinthetexts3.talkaboutlanguageteachingandlearningandexpresstheiropinionsaboutcurrentwayofteachinginanEnglishclass;4.readwiththeskillfindingkeyideasinsentences5.writeacompositionwiththreemainparts:introduction,bodyandconclusion.KeyIssues1.Vocabularytediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivecomplimentarycomplementaryproclaimevidentlyadequatecompetentadjustbeneficial2.SkillsLearntoreadwiththeskillfindingkeyideasinsentencesandwriteacompositionwiththreemainparts:introduction,bodyandconclusion.PotentialProblemsandDifficultiesTotalkaboutlanguageteachingandlearningwriteacompositionwiththreemainparts:introduction,bodyandconclusion.ToapplythephrasesandpatternsMethodologyAcombinationoftraditionalteachingmethodswiththecommunicativeapproachwillbeadopted.Specialattentionshouldbepaidtoclassroominteractionlikequestioningandanswers.Smallgroupworksarealwaysneededwhilediscussingthequestionsandthedifficulttranslationpractice.Moreencouragementisneededandmoreguidancewillbegivenintheirextracurricularstudy.TeachingAidsVisualaids,projector,stereoandmicrophoneTeachingGroupsGroupworkandpairworkConductofTasksandActivitiesModeofInteraction;LearningStrategiesStudents-centeredTask-basedteachingandlearningTeachingProcedures1Step1Lead-inI.Greetingandwarming-upquestionsdiscussion.1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?2.DoyouhaveanyprobleminEnglishlearning?3.DoyouthinkgrammarisimportantinEnglishlearning?II.Listeninganddiscussing.1.Listeningpractice.2.Inyouropinion,whatisthemosteffectivewaytolearnEnglish?III.Listeningtoatalkandanswerquestionsonpage22Step2SectionAAnImpressiveEnglishLessonI.Newwords1.tedious:a.boringandcontinuingfortoolongTellingthestoryhasbecometedious,asIhavedoneitsomanytimes.2absorbed:a.sointerestedorinvolvedinsth.thatyoudonotnoticeanythingelseTimepassesquicklywhenyouareabsorbedinreadingagoodbook.3.freshfrom:havingjustcomefromaparticularplaceorexperienceSchoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.4.exceed:vt.(fml.)bemorethanaparticularnumberoramountYoullhavetopayextramoneyifyouexceedyourluggageallowance.5.distinctive:a.easytorecognizebecauseofbeingdifferentfromotherpeopleorthingsofthesametypeThedistinctivedesignofaproductprovidesapowerfulcompetitiveadvantageoverotherproducts.6.adequate:a.enoughinquantityorofagoodenoughqualityforaparticularpurposePeopleaccusedthegovernoroffailingtotakeadequatemeasureswhichcouldhavepreventedthedisaster.II.UsefulexpressionsPracticalPhrasesSpecificMeanings1.be/feelobligedtodosth.()2.freshfrom,,,,3.distinguishbetween4.get/feel/belost5.lookuponsb/sth.As/6.beequippedwithsth.,,,,III.FunctionalPatternsandFunctions&Usages1.ifsb/sth.do/issth.,thenperhaps2.sbfailtodosth.,whilesbshoulddosth.3.Whilesth./sbis/does,sb/sth.elseis/dosIV.StructureAnalysis:MainideaofsectionA:thistextisanarrativethattalksabouttheauthorspersonalexperienceingivinganeffectiveEnglishlessontohisson.Heclaimsthatstudentscanlearnbetteriftheyareproperlytaught.PartI(Paras.1-5)Thispartintroducesthebackgroundofthestory.Itpresentsthethesisstatement:Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.PartII(Paras.6-13)Thispartcontainstwomajorsectionstosupporttheauthorspointofview.Thefirstsectionclaimsthatstudentsshouldnotbeblamedfortheirlanguagedeficiencyduetotwomajorreasons:1)theyaremisledbythelanguageenvironment;2)theyarenotlearningthelanguageadequatelyandefficientlyinschool.Thesecondsectionelaboratestheauthorspersonalopinionabouttheimportanceofgrammarandvocabulary,bywayofmetaphors.Para.II(Para.14-17)Towardtheend,theauthornarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemoodandhesproudofhisson.3Step3LanguagepointsDetailedstudyofthetext1.IfIamtheonlyparentwhostillcorrectshischildsEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.(Para.1)Meaning:MysonisprobablyrightifthereisnootherparentlikemewhostillcorrectshischildsmistakeinEnglish.Tomyson,Iamaboringandstrangefather,whohehastolistento;Iamalsotheonewhopayslotsofattentiontogrammarrules,whichhedoesntseemtolike.2.Shenoddedthreeorfourtimessearchedtheheavensfortherightwords,andthenexclaimed,itwaslike,whoa!(para.3)Meaning:shenoddedherheadthreeorfourtimes,triedtofindtherightwordsinhermindandthenshoutedwithexcitementitwaslikewhoa!Meaningbeyondwords:Sincethestudentwasnotquitesurehowtoexactlydescribehertravelexperience,thetoneoftheauthorissomewhatsarcastic.TheauthorintendedtosendoutthemessagethatthestudentwasincompetentregardingtheselectionofherEnglishvocabulary.searchsomewhereforsth.:trytofindsth.insomeplaceTherobberreachedoutandsearchedt