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：
Section A An Impressive English Lesson
Step One Warming-up Activities 30 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;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. Reading comprehension
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
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 todescribe 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.
II. Language Focus
Words and expressions
1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西
With his neat suits on, he felt like an oddity walking in this poor neighborhood.
穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
2. oblige
The word oblige is most commonly used in the expression be/feel obliged.
1) be/feel obliged to do sth. 指“感到有责任做某事”。
例如： He felt obliged to help his mother, even if it meant leaving college. 他觉得有责任帮助母亲，即使这意味着他要离开大学。
2) be/feel obliged to sb./sth. 指“对某人或某事心存感激”。
例如： Thank you very much, doctor. I am extremely obliged to you. 医生，非常谢谢您。对您，我深表感谢。
3.How was it?: (spoken) often used in conversation to ask sb. about their opinion or experience of sth. 怎么样？（口语常用表达，用于询问看法或经历）
Did you watch the movie last night? How was it?
你昨天晚上看那部电影了吗？感觉怎么样？
I was told that you had traveled to many places in Asia recently. How was it? 有人告诉我你最近跑了亚洲的很多地方，旅行怎么样？
4. full of: (followed by abstract nouns) feeling or showing a lot of particular emotion or quality （感觉、表达或表现出）充满某种情感（特质）的
full of excitement/energy/hope/happiness/praise 充满兴奋/活力/希望/幸福/赞美 The teacher was full of praise for the homework that the students had done. 老师对学生们完成的功课赞不绝口。
Lucy is a happy child and always full of life. 露西是个快乐的孩子，总是充满了活力。
5.“It was, like, whoa!” means “It was really great!”. “It was like …” is an informal expression in conversation, very common for young people who are lazy and incapable to reference their ideas.
The expression is usually followed by an adjective or an exclamation. It was, like, marvelous! 简直奇妙极了！
(It was like) Whoa! How come you got a hundred percent correct on such a hard test? 哇! 这么难的考试你怎么都全答对了？
Note: Whoa is specifically used to show that people are surprised or think something is very impressive. It can be used in different contexts.
For example: ﹒
To describe something that you’re not quite sure how to describe: That car is so cool, it’s like, whoa.
To express surprise: Whoa! It’s really amazing!
To indicate a desire to end what someone is talking: Whoa, OK, that’s enough.
6. And that was it. (Para. 4)
Meaning: And that was everything she said, without even mentioning any details of her wonderful experience in Europe.
That was it.: often used in conversation to say that sth. is completely finished or that a situation cannot be changed 就这样（指某事彻底结束或形势不能更改）
That was it. I could no longer hope for a promotion, and my boss didn’t even want to see me again. 就这样吧，我的升职再也没指望了，我的老板甚至不想再见到我。 That’s it. There is nothing more we can do. 就这样吧，我们也再没有别的办法。
7. distinguished, distinctive, distinct
这三个词词形相近，但意思有很大的差别，不能互换使用。
1) distinguished指“卓越的；杰出的；著名的”。
例如： His grandfather had been a distinguished university professor. 他的祖父曾是一位杰出的大学教授。
2) distinctive指“（特征、性格或外表）独特的，有明显不同的”。强调“表示差别的”、“有特色的”、“特殊的”。
例如： Irene had a very distinctive voice. 艾琳有一个非常独特的声音。 Can you find the distinctive watermarks of this stamp? 你能看到这枚邮票上明显的水印吗？ Pupils in Hong Kong usually have distinctive badges on their school uniforms. 在香港，小学生的校服上常戴有颇具特色的徽章。
3 )distinct表示“分明的；明了的；清楚的”。
例如： I have the distinct feeling that my friend did not realize what was happening. 我明显感到我朋友并未察觉所发生的一切。
The photo you took in Hong Kong Cultural Centre is not distinct enough. 你在香港文化中心拍的那张照片不够清晰。
She has a distinct pronunciation. 她的发音清楚。
There is a distinct smell of smoke in my room. 我的房间里有一股明显的香烟味。 distinct的另一个词义是“明显不同的；有区别的”。例如： Our interests were quite distinct from those of them. 我们的兴趣与他们的兴趣截然不同。
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