Language in use.LESSON1

Unit 1 Language in missionSection A1-2 Text A: An impressive English lessonPre-reading activities 11. Reference: listening to the Beatles2. Reference: can understand a lot better3. Reference: reads science fiction books in English4. Reference: successfully finishing reading the first English book5. Reference: satisfaction and pleasure1-3 Text A: Language focusWords in use 11. condense2. exceed3. deficit4. exposure5. asset6. adequate7. competent8. adjusting9. precisely10. beneficialWord building : practice 11. managerial2. editorial3. substance4. survival5. tradition6. margin7. consistency8. accuracy9. efficient10. recovery11. ministry12. assemblyWord building : practice 21. editorial2. recovery3. accuracy4. substance5. managerial6. margin7. assembly8. Ministry9. survival10. tradition11. consistency12. efficientBanked cloze 11. obliged2. tedious3. beneficial4. abundant5. adjusted6. bulk7. evidently8. functions9. efficiently10. distressExpressions in use 11. feel obliged to2. be serious about3. run into4. distinguish between5. thrust upon6. was allergic to7. get lost8. be attracted to9. make sense10. looked upon as1-4 Structure analysis & writing Structure writing: Practice 1 Reference:Some bookworms in my dormitory often spend hours reading their "Bible", Practical English Grammar, and do a lot of exercises in that book, but I don't care about it at all. My assumption is since I have never learned Chinese grammar, what's the sense of learning English grammar? In fact, English grammar has always been a big headache to me.English grammar is very complicated because, unlike Chinese, there are many verb tenses. Even stranger, than verb tenses, English grammar also contains something very confusing. For example, I don't remember how many times my middle school teacher tried to "impose" the differences between used to and be used to on us, Sometimes he would go on with the explanation for 20 minutes or so. He even summarized the differences by listing three or four points for us to memorize. However, they could never stay in my head. I don't remember how many times I got it wrong with the sentences containing used to or be used to on my exams. I was really confused with these two phrases, and I can never get them right.In brief, I'm allergic to learning English grammar, Curiously, I just wonder if the native speakers. of English have a microcomputer in their brain to help them utter the two phrases promptly with just a click of their brain mouse !1-5 TranslationTranslation 1Reference:人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

大学英语（2）教案use English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can be taught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here, “road map” is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the in terjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, though in two different situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo 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.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?●Yes. Because the lesson aroused children’s interest in learning English grammar.●Yes. Because the way to learn grammar is more natural, interesting and enjoyable.●Yes, because learners become more motivated when learning something they like.●No. because it’s like a street learning without forma l instruction.2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:●Order sentences correctly.●Use words properly.●Talk with other English speakers confidentlyEnglish grammar is of little help:●Only give rules that are hard to remember.●It is not helpful in a real-life setting due to the limited time to think and recall the rules.●Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?●Read more English from online sources.●Watch English TV / listen to English radio / watch English online videos.●Talk often with English speakers.●Listen carefully and extensively.●Use dictionaries to look up unfamiliar words.●Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how to write in the English way?As is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why, we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillWhat can the title “The Great Journey of Learning” tell us?The title “The Great Journey of Learning”, coupled with the topic “Language in Mission” of the unit, tells us the central idea—The process of learning has a profound effect on one’s life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency. 4. What did Malcolm X obtain from language learning? (Paras. 9-10) Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanks●new things●At the moment●quite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listing●Listen for the total number of items at the beginning●Listen for words and expressions that signal the beginning, following and end of the listing⏹ e.g. the last, the final, lastly, and finally●Listing items with equal value⏹ e.g. to begin with, to start with, furthermore, moreover, in addition, besides, what’smore, the last but not the least, lastly, finally●Words and expressions indicating importance⏹expressions: above all, the most important / obvious / noteworthy⏹Adjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.●speak●saying the wrong thing。

Teaching Plan for Partial Inversion in Unit 23 Lesson 1执教人：洪亮青云中学高二级组一、教学指导思想与理论依据：1．《高中英语课程标准》强调：“高中阶段的语法教学应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来，要引导学生在语境中了解和掌握语法的表意功能。

”因此，教师在教学过程中要克服以教师讲授为主的传统语法教学模式。

避免先由老师归纳、讲解，然后再让学生进行题海奋战的无意义教学活动，而应在“任务型教学法”和“建构教学理论”中寻找语法教学中的平衡点，让学生真正地会用语言进行思维和表达。

从而完成语法教学的终极目标——会用语言。

在此基础上发展学生的综合语言应用能力，学生是主体，老师是学生多元智能的开发者，也是直接活动的参与者，学生通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

2．创设使用英语情境（learning situational），贯彻英语学习的交际性原则(communicative learning)，给学生提供使用英语的机会，力求做到“学以致用”。

按照“Observation（观察）—Discovery（发现）—Summary（总结）—Practice（实践）—Language in use（语言运用）”的语法认知学习过程，把语法融于生动的情景之中，提高学生的学习兴趣，帮助学生理解所学语法，激活学生思维，培养其综合运用语言的能力, 使其在真实的语境中感知语言功能，在“活动中学习，在学习中活动”。

二、教学背景分析及基于背景的设计1. 教学内容分析本单元以“conflict”冲突为话题，本节课是第一课“living in a community”的第二课时。

语法项目为：部分倒装，主要是引导学生关注发现在课文中出现的含有目标语法的句子，并归纳总结其语法规则，然后通过相关练习使学生掌握这一语法项目，并能准确应用。

3.We have learned the pronunciation rules of the given eight phonetics.
【学生学习情况检测】
1.Activity 19. Write and talk. Talk about your parents and the persons that you know with your partner and take notes of what your partner tells you. Eg. My father’s name is Li Ming. He is a doctor.
5.Listen more and improve the listening ability step by step, keep the sound symbol in mind.
pare English with Chinese and find the differences in language points.
课后分析:
NO：5-6
课程名称
英语
授课时数
2
周 次
第周
教学内容
Unit 2 I can do it.
Lead-in, Listening and Speaking, Reading and Writing
教学方式
Theory
Practicing
【主要教学内容】
Content:
1、Have a revision ofkeywords and expressionsof Unit 1.
3.Ask questions and help the students to understand the main idea of each lesson.