发布时间 : 星期四 文章新视野大学英语读写教程(第三版)第二册unit 1 Language in Mission教案更新完毕开始阅读dee7c9b0988fcc22bcd126fff705cc1754275f4e
授课题目： Language in Mission
授课时间：第____周 第____周
授课类型：理论课
授课时数：4
教学目的：
After finishing this unit, students will be able to: 1. To talk about way of learning English; 2. Get deeper insights into the text;
3. Make creative use of words, phrases and sentence patterns;
4. Be able to write an essay with three main parts “introduction, body and conclusion”;
5. To read with the skill “reading for the key ideas in sentences”.
教学重点和难点：
1. To further understand the text;
2. To apply the words, phrases and sentence patterns.
3. To read with the skill “reading for the key ideas in sentences”;
4. To write an essay with three main parts “introduction, body and conclusion”;
教学方法和手段：
Various kinds of teaching methods are used:
1. Teaching in class. Explain the profound theoretical knowledge in class; 2. Case study. Provide case study during teaching, and make the students to discuss about the case;
3. Bilingual and full English teaching;
4. Applying modern multimedia teaching technologies; 5. Taking advantage of abundant network teaching resources.
教学内容和过程：
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Section A An Impressive English Lesson
Step One Warming-up Activities30 minutes I. Lead-in:
Discuss the following questions:
1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;
Highly developed methodologies, teaching four primary skills of language acquisition; Put the four skills into a discourse;
Analyze three different kinds of interactions. 2.Do you have any problem in English learning? — I always feel it difficult to… — It’s not easy for me to… understand what others say; remember so many words; learn the grammar; read quickly; speak in public…
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 order;
help to convey correct, meaningful message. —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.
II. Cultural background American university education
1.What is Communicative Language Teaching? A type of teaching method;
Develop the communicative ability as well as the knowledge of grammar; Learning by doing;
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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 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.
Step Two Text Study 80 minutes I.
Interactive reading of the text
1) 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.
2) Why was the writer shocked by his student’s answer? (Paras. 2-4)
She is unable to describe her excursion to Europe with the right words. 3) What conclusion did the writer draw from the example of his student?
(Para. 5)
Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.
4) Why should students not be blamed for their language deficiency? (Paras. 6-7)
The learning environment is misleading.
5) Why should students not be blamed for their language deficiency? (Paras.6-7)
They are not learning the language adequately and efficiently in school. 6) How should grammar be taught as far as the writer is concerned? (Paras.8-10)
Grammar must be handled delicately, step by step. An effective way of teaching could arouse children’s interest in learning English grammar. An example: a grammar lesson with my son
1. Reading comprehension
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2. Structure of the text Introduction
In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)
He was shocked by his student’s inability to describe properly her excursion to Europe. (Paras. 2-4)
Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5) Body
Explains why students shouldn’t be 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)
Concluding part
Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)
3. Summary of the Text
To 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 properly her feeling on her __________ to Europe. However, it doesn’t ________________ 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 other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.
Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ 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.
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