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1、2 Unit 1 Language in mission 2 Objectives 2 2 To further understand the text3 To apply the vocabulary and phrases 4 To master the essay writing skillTo talk about language teaching1 3 Section A An impressive English lessonProject of the unitInspiring your thoughtsEnhancing your skills Inspiring your
2、 thoughts Enhancing your skills Project of the unitLead-in Project forecasting Project of the unitLead-inDiscuss the following questions.Task 1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is imp
3、ortant in English learning? Global understanding Detailed understandingEnhancing your skills Project of the unit Inspiring your thoughts 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. Scan the text in three minu
4、tes and fill in the blanks. grammar vocabularyfather language teacherInspiring your thoughtsGlobal understandingGlobal understanding of the main ideaTask 1 How about 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 paragraph
5、s, casual verbs, daily talks and simple modifiers.Inspiring your thoughtsGlobal understanding Map the text structure and fill in the blanks. Step 1Step 2 Work in pairs. Identify the introduction, the body and the conclusion part of the text. Inspiring your thoughtsGlobal understandingUnderstanding t
6、he structure of the passage Task 2 Introduction (Paras.1-_)Conclusion (Paras. _)Body 1: Para. _Body 2: Para. _Inspiring your thoughtsGlobal understanding511-1314-176-10 Step 3 Summarize the main idea of each part.Inspiring your thoughtsGlobal understanding to be continued Introduction Para.1: For hi
7、s son, the author is absorbed in _; Paras.2-4: The author was shocked by his students _ to describe properly her trip to Europe; Para.5: Students should _ for these knowledge deficits. (thesis statement) grammarinability not be blamed Global understandingInspiring your thoughtsThe first section:Para
8、s. 6-10: Explains why students shouldnt be blamed for their languagedeficiency by providing _ and _. to be continuedThe second section:Paras. 11-13: Emphasizes the importance of learning grammar and vocabulary in a _ way: _ and _. Bodytwo reasons one examplefigurative a road map a car Global underst
9、andingInspiring your thoughtsParas. 14-17: 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.Conclusion This text is a _that talks about the authors personalexperience in _ to his son. He
10、claims that students can learn better _.Fill in the blanks after reading the passage. narration giving an effective English lessonif they are properlytaughtInspiring your thoughtsGlobal understandingGlobal understanding after analysisTask 3 Global understanding Detailed understandingEnhancing your s
11、kills Project of the unit Inspiring your thoughts 1) Why does the son think that his father is a tedious oddity? 2) Why does the author think that students language deficits should be blamed on schools?3) What are the two things that the author uses to describe grammar and vocabulary?4) How do you u
12、nderstand the interjection “whoa! said by the father toward the end of the text?Read the text again and answer the following questions.Inspiring your thoughtsDetailed understandingDetailed understanding of the textTask 4 1) Why does the son think that his father is a tedious oddity? Inspiring your t
13、houghtsDetailed understandingBecause 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?Inspiring your thoughtsDetailed understandingBecause the schools fail to set high standards
14、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 are the two things that the author uses to describe grammar and vocabulary? Inspiring your thoughtsDetailed u
15、nderstandingThe 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? Inspiring your thoughtsDetailed understandingSince the s
16、ubjunctive mood his son used is a fairly advanced grammar structure, the interjection “whoa! reflects the tremendous pride the father had toward his son; it also reflects the authors humor in using the word because it was once used by his student, though in two different situations and with two diff
17、erent feelings. Project of the unit Inspiring your thoughts Introducing the problemAnalyzing the problemStressing the problem Enhancing your skillsStructure analysis Functional phrasesKey vocabularyLanguage focus Language appreciation 1. exceed (Para. 4)vt. (fml.) be more than a particular number 超
18、過 ， 勝 過去 年 的 出 口 遠(yuǎn) 遠(yuǎn) 超 過 進(jìn) 口 。Enhancing your skillsLanguage focus Key vocabulary Translation:Exports last year far exceeded imports. Family words: excessive (adj.) 過 多 的 ， 過 分 的 excessive drinking/sweating/reclamation 2. deficit (Para. 5 (2) the extent or limits of the coverage; (3) how the topic is
19、 developed; and (4) the writers attitude toward the topic. Body: The body is the main part of an essay. It is made up of supporting sentences (major and minor details), which help to explain or prove the main idea. Conclusion: To write an effective conclusion, you can either restate the thesis state
20、ment or briefly summarize the main ideas, added with your final thoughts and opinions such as a predication, a suggestion, or a warning. This part is (to) It contains HOW?Part 1 Introduction Part 2 Body Part 3 Conclusion to introduce the topic a thesis statementthe main part several paragraphs 7 pat
21、terns of organization to wrap up the essay an effective conclusionEnhancing your skillsStructure analysis Introducing the problem Description Definition Chronological order or sequence Division and classification Comparison and contrast Cause and effect Problem and solutionEnhancing your skillsStruc
22、ture analysis Introducing the problemThe following are 7 patterns of organization that are most frequently found: The introduction begins with a broad statement about the main idea. This statement might suggest background or the general category to which the thesis idea belongs. The next sentences a
23、re more specific, moving closer to the actual thesis of the essay. The final sentence of an introduction often contains a fairly specific version of the main idea; it is the thesis statement. Enhancing your skillsStructure analysis Introducing the problemWrite from introduction partTask 2 Enhancing
24、your skillsStructure analysis Introducing the problemWrite from introduction partTask 2 The way to introduce the topic should be as interesting as possible. You can start the introduction with a dramatic incident, a famous quote, a thought-provoking question, or a general statement to interest or at
25、tract your reader. Step 1During my middle school years, I was very allergic 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.Enhancing your skillsStructure analysis Introducing the problem
26、Read the following introduction part and analysis each sentence. The thesis statement is: Now I think it is really fun to learn English grammar. The three sentences tell us that my view towards learning English grammar was changed (key words: allergic, fun, however, now) by two incidents I experienc
27、ed. Then the readers might want to know more information about the two incidents and the change of my feeling. Enhancing your skillsStructure analysis Introducing the problem Write your introduction part in three sentences. Step 2S1:S2:S3: Now I think it is really _ to learn _.Enhancing your skillsS
28、tructure analysis Introducing the problem Key to Exercises1. condense2. exceed3. deficit4. exposure5. asset6. adequate7. competent8. adjusting9. Precisely 10. beneficial Key to Exercises1). L2). C3). J4). A5). I6). O7). N8). E9). H 10). F Key to Exercises1. feel obliged to2. be serious about3. run i
29、nto4. distinguish between5. thrust upon6. was allergic to7. get lost8. be attracted to9. make sense 10. looked upon as Key to Exercises1. feel obliged to2. be serious about3. run into4. distinguish between5. thrust upon6. was allergic to7. get lost8. be attracted to9. make sense 10. looked upon as K
30、ey to Exercises人 們 普 遍 認(rèn) 為 英 語 是 一 種 世 界 語 言 ， 經(jīng) 常 被 許 多 不 以 英語 為 第 一 語 言 的 國 家 使 用 。 與 其 他 語 言 一 樣 ， 英 語 也 發(fā)生 了 很 大 的 變 化 。 英 語 的 歷 史 可 以 分 為 三 個(gè) 主 要 階 段 ：古 英 語 ， 中 古 英 語 和 現(xiàn) 代 英 語 。 英 語 起 源 于 公 元 5世 紀(jì) ，當(dāng) 時(shí) 三 個(gè) 日 耳 曼 部 落 入 侵 英 國 ， 他 們 對(duì) 英 語 語 言 的 形 成起 了 很 大 的 作 用 。 在 中 世 紀(jì) 和 現(xiàn) 代 社 會(huì) 初 期 ， 英 語 的 影響
31、普 及 不 列 顛 群 島 。 從 17世 紀(jì) 初 ， 它 的 影 響 力 開 始 在 世界 各 地 顯 現(xiàn) 。 歐 洲 幾 百 年 的 探 險(xiǎn) 和 殖 民 過 程 導(dǎo) 致 了 英 語的 重 大 變 化 。 今 天 ， 由 于 美 國 電 影 、 電 視 、 貿(mào) 易 和 技 術(shù) 、包 括 互 聯(lián) 網(wǎng) 的 大 受 歡 送 ， 美 國 英 語 的 影 響 力 尤 其 明 顯 。 Key to Exercises中 國 書 法 (calligraphy)是 一 門 獨(dú) 特 的 藝 術(shù) 、 是 世 界 上 獨(dú) 一 無 二的 藝 術(shù) 瑰 寶 。 中 國 書 法 藝 術(shù) 的 形 成 ， 開 展 與 漢 文
32、 字 的 產(chǎn) 生 與演 進(jìn) 存 在 著 密 不 可 分 的 關(guān) 系 。 漢 字 在 漫 長 的 演 變 開 展 過 程 中 ，一 方 面 起 著 交 流 思 想 、 繼 承 文 化 的 重 要 作 用 ， 另 一 方 面 它 本身 又 形 成 了 一 種 獨(dú) 特 的 藝 術(shù) 。 書 法 能 夠 通 過 作 品 把 書 法 家 個(gè)人 的 生 活 感 受 、 學(xué) 識(shí) 、 修 養(yǎng) 、 個(gè) 性 等 折 射 出 來 ， 所 以 ， 通 常有 “ 字 如 其 人 的 說 法 。 中 國 書 法 不 僅 是 中 華 民 族 的 文 化 瑰寶 ， 而 且 在 世 界 文 化 藝 術(shù) 寶 庫 中 獨(dú) 放 異 彩
33、 。 Key to ExercisesChinese calligraphy is a unique art and the unique art treasure in the world. / The formation and development of the Chinese calligraphy is closely related to the emergence and evolution of Chinese characters. / In this long evolutionary process, Chinese characters have not only p
34、layed an important role in exchanging ideas and transmitting culture but also developed into a unique art form. / Key to ExercisesCalligraphic works well reflect calligraphers personal feelings, knowledge, self-cultivation, personality, and so forth, thus there is an expression that seeing the calligraphers handwriting is like seeing the person. / As one of the treasures of Chinese culture, Chinese calligraphy shines splendidly in the worlds treasure house of culture and art. /
新視野大學(xué)英語讀寫2 第三版 B2U1 Section A
