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1LanguageinMission________4Afterfinishingthisunit,studentswillbeableto:1.TotalkaboutwayoflearningEnglish;2.Getdeeperinsightsintothetext;3.Makecreativeuseofwords,phrasesandsentencepatterns;4.Beabletowriteanessaywiththreemainpartsintroduction,bodyandconclusion5.Toreadwiththeskillreadingforthekeyideasinsentences1.Tofurtherunderstandthetext;2.Toapplythewords,phrasesandsentencepatterns.3.Toreadwiththeskillreadingforthekeyideasinsentences4.Towriteanessaywiththreemainpartsintroduction,bodyandconclusion;Variouskindsofteachingmethodsareused:1.Teachinginclass.Explaintheprofoundtheoreticalknowledgeinclass;2.Casestudy.Providecasestudyduringteaching,andmakethestudentstodiscussaboutthecase;3.BilingualandfullEnglishteaching;4.Applyingmodernmultimediateachingtechnologies;5.Takingadvantageofabundantnetworkteachingresources.2SectionAAnImpressiveEnglishLessonStepOneWarming-upActivities30minutesI.Lead-in:Discussthefollowingquestions:1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?Goodcourse,excellentsyllabusbasedonsomeprinciples;Highlydevelopedmethodologies,teachingfourprimaryskillsoflanguageacquisition;Putthefourskillsintoadiscourse;Analyzethreedifferentkindsofinteractions.2.DoyouhaveanyprobleminEnglishlearning?IalwaysfeelitdifficulttoItsnoteasyformetounderstandwhatotherssay;remembersomanywords;learnthegrammar;readquickly;speakinpublic3.DoyouthinkgrammarisimportantinEnglishlearning?Yes.Thebasicbuildingblocksofalanguage;essentialforeffectivecommunication;putthewordsintherightorder;helptoconveycorrect,meaningfulmessage.No.aslongasonecanunderstandwhatotherissaying;dynamicandnolanguageisfixed;speaktheirnativelanguagewithouthavingstudieditsgrammar.II.CulturalbackgroundAmericanuniversityeducation1.WhatisCommunicativeLanguageTeaching?Atypeofteachingmethod;Developthecommunicativeabilityaswellastheknowledgeofgrammar;Learningbydoing;3Makeclassroomsituationofrealforeignlanguageenvironment.2.WhatarethefeaturesofCommunicativeLanguageTeaching?Communicativecompetenceisthegoal;Anintegrationofgrammaticalandfunctionalteaching;Accuracyissecondarytoconveyingamessage;Focusoncommunicativeandcontextualfactorsinlanguageuse;Learner-centeredandexperience-based.3.WhatistheroleofteacherinCommunicativeLanguageTeaching?Afacilitatorofstudentslearning;Amanagerofclassroomactivities;Anadvisorofstudentsquestions;Aco-communicatorinthecommunicativeactivity.StepTwoTextStudy80minutesI.Interactivereadingofthetext1.Readingcomprehension1)Whatdoesthesonthinkofthefather?(Para.1)Atediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar.2)Whywasthewritershockedbyhisstudentsanswer?(Paras.2-4)SheisunabletodescribeherexcursiontoEuropewiththerightwords.3)Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.4)Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)Thelearningenvironmentismisleading.5)Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)Theyarenotlearningthelanguageadequatelyandefficientlyinschool.6)Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)Grammarmustbehandleddelicately,stepbystep.AneffectivewayofteachingcouldarousechildrensinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmyson42.StructureofthetextIntroductionInhissonseyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.(Para.1)HewasshockedbyhisstudentsinabilitytodescribeproperlyherexcursiontoEurope.(Paras.2-4)Thesisofthenarration:Itisunfairtoblamestudentsfortheirlanguagedeficiency.(Para.5)BodyExplainswhystudentsshouldntbeblamedfortheirlanguagedeficiencybyprovidingtworeasonsandoneexample.(Paras.6-10)ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish.(Paras.11-13)ConcludingpartNarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.(Paras.14-17)3.SummaryoftheTextTomyson,Iama_____________:afatherheis__________listentoandaman____________therulesofgrammar.AndIgot______________thisbecausemystudentwasunabletodescribeproperlyherfeelingonher__________toEurope.However,itdoesnt________________tocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthese__________________becausethereisasensethatthey_________________.Ononehand,theyaremisledbythe____________.Ontheotherhand,schoolfailsto_________________theessentialframeworkoflanguage,accurategrammarandpropervocabulary.Perhaps,languageshouldbelookeduponasa_________anda___________________:oftenstudytheroadmap(checkgrammar)and________thecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapina________________car.__________,_________,and__________communicationdependsupongrammarandagoodvocabulary,thetwo__________assetsforstudents,buttheyare________________inschools.5II.LanguageFocusWordsandexpressions1.oddity:n.[C]astrangeorunusualpersonorthingWithhisneatsuitson,hefeltlikeanodditywalkinginthispoorneighborhood.2.obligeT