Unit 1 Section A An impressive English lesson.ppt

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1、Main idea&structureMain idea&structureCritical thinkingCritical thinkingAn IMPRESSIVE English An IMPRESSIVE English lessonlessonSection A Language applicationLanguage applicationParagraph translationParagraph translationSummarySummaryThispassageis_thattalksabouttheauthorspersonalexperienceingiving_

2、to his son.Hestates that students can learn better if they are_.an effective English lessonproperly taughtMain ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurea narrativePara.11.Whatdoesthesonthinkofthefather?(Para.1)TipsTipsTipsTipsAtediousoddity.Main ideas of the par

3、tsMain ideas of the partsMain idea&structureMain idea&structurePara.1tedious:a.boringandcontinuingfortoolong冗长乏味的oddity:n.Castrangeorunusualpersonorthing怪人；怪物2.Whydoesthesonthinkthathisfatherisatediousoddity?TipsTipsTipsTipsBecauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.Mai

4、n idea&structureMain idea&structureIf I am the only parent who still corrects his childs English,then perhaps my son is right.To him,I am a tedious oddity:a father he is obliged to listen to and a man absorbed in the rules of grammar,which my son seems allergic to.An IMPRESSIVE English lessonPara.1Q

5、uestionPara.2allergic:a.allergic:a.1)(be to sth.)(infml)if you are allergic 1)(be to sth.)(infml)if you are allergic to sth.,you do not like it and try to avoid to sth.,you do not like it and try to avoid it.it.不喜欢某事，对某事反感不喜欢某事，对某事反感 2)having an allergy 2)having an allergy 过敏的过敏的2 I think I got seri

6、ous about this only recently when I ran into one of my former students,fresh from an excursion to Europe.How was it?I asked,full of earnest anticipation.3 She nodded three or four times,searched the heavens for the right words,and then exclaimed,It was,like,whoa!4 And that was it.The civilization of

7、 Greece and the glory of Roman architecture were captured in a condensed non-statement.My students whoa!was exceeded only by my head-shaking distress.Main ideas of the partsMain idea&structureMain idea&structurePara.5How was it?:(spoken)oftenusedinconversationtoasksb.abouttheiropinionorexperienceofs

8、th.（口语常用表达，用于询问看法或经历）That was it.:oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就这样（指某事彻底结束或形式不能更改）Howdoyouunderstandthissentence?ThecivilizationofGreeceandthegloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;h

9、owever,whatthestudentcoulddowasonlyonesingleutterance:“whoa!”withoutanyspecificcomment.Why was the writer shocked by his studentsanswer?(Paras.2-4)TipsTipsTipsTipsSheisunabletodescribeherexcursiontoEuropewiththerightwords.Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&str

10、uctureWhat conclusion did the writer draw from theexampleofhisstudent?(Para.5)TipsTipsTipsTipsStudents_thebulkofthe_fortheseknowledge_becausethereisasensethattheyshould_.unfairly bear criticismdeficitsknow betterMain ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara

11、.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/theyre or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits

12、because there is a sense that they should know better.Main ideas of the partsMain idea&structureMain idea&structurePara.5Para.61)givenfreetopeople免费赠送的2)sayingthatyouadmiresb.orsth.赞美的；钦佩的complementarythingsgowelltogetheralthoughtheyareusu.different互为补充的；互补的QuestionTheauthorisabsorbedin_;Theauthorwa

13、sshockedbyhisstudents_todescribeproperlyhertriptoEurope;Studentsshould_fortheseknowledgedeficits.Part I(Paras.1-_)5thebackgroundofthestorygrammarinability not be blamed Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&structureWhyshouldstudentsnotbeblamedfortheirlanguagedef

14、iciency?(Para.6)TipsTipsTipsTipsThelearningenvironmentismisleading.SigningrocerystoresStationary sectionFriendsandlovedonesHave you ate?Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara.6Para.6Students are not dumb,but they are being misled everywhere they look

15、 and listen.For example,signs in grocery stores point them to the stationary,even though the actual stationery items pads,albums and notebooks are not nailed down.Friends and loved ones often proclaim theyve just ate when,in fact,theyve just eaten.Therefore,it doesnt make any sense to criticize our

16、students.Main ideas of the partsMain idea&structureMain idea&structurePara.7Questiona.standingstillinsteadofmoving不（移）动的；静止的n.Umaterialsusedforwriting,suchaspaper,penspencils,etc.文具Whydoestheauthorthinkthatstudentslanguagedeficitsshouldbeblamedonschools?(Para.7)TipsTipsTipsTipsBecausetheschoolsfailt

17、osethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara.7Para.7Main ideas of the partsMain ide

18、a&structureMain idea&structureBlame for the scandal of this language deficit should be thrust upon our schools,which should be setting high standards of English language proficiency.Instead,they only teach a little grammar and even less advanced vocabulary.Moreover,the younger teachers themselves ev

19、idently have little knowledge of these vital structures of language because they also went without exposure to them.Schools fail to adequately teach the essential framework of language,accurate grammar and proper vocabulary,while they should take the responsibility of pushing the young onto the path

20、 of competent communication.Para.8QuestionAdequate的用法Whydoestheauthorsaythattheworkofteachinggrammarmustbehandleddelicately?(Para.8)TipsTipsTipsTipsBecauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifitsnotproperlydealtwith.Main ideas of the partsMain ideas of the partsMain i

21、dea&structureMain idea&structurePara.8Para.8Since grammar is boring to most of the young students,I think that it must be handled delicately,step by step.The chance came when one day I was driving with my son.As we set out on our trip,he noticed a bird in jerky flight and said,Its flying so unsteady

22、.I carefully asked,My son,how is the bird flying?Whats wrong?Did I say anything incorrectly?He got lost.Great!You said incorrectly instead of incorrect.We use adverbs to describe verbs.Therefore,its flying so unsteadily but not so unsteady.Main ideas of the partsMain idea&structureMain idea&structur

23、ePara.9Question1.Whatdoesthefatherteachthesonwhilegivinghimagrammarlesson?2.Whydoesthesonfeelcuriousaboutwhathisfathersaid?(Paras.9-10)TipsTipsTipsTips1.Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.2.Bec

24、ausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinanEnglishsentencebefore.Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara.9Para.9Curious about my correction,he asked me what an adverb was.Slowly,I said,Its a word that tells you something about a

25、 verb.It led to his asking me what a verb was.I explained,Verbs are action words;for example,Dad drives the truck.Drive is the verb because its the thing Dad is doing.Main ideas of the partsMain idea&structureMain idea&structurePara.10QuestionWhatcanyouinferfromthisparagraph?Theboywasveryalerttosome

26、thingneworinteresting.Hislearningexperienceillustratesthatlearninggrammarisnotnecessarilyboring.Para.10He became attracted to the idea of action words,so we listed a few more:fly,swim,dive,run.Then,out of his own curiosity,he asked me if other words had names for their use and functions.This led to

27、a discussion of nouns,adjectives,and articles.Within the span of a 10-minute drive,he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!Main idea&structureMain idea&structurePara.11QuestionHowshouldgrammarbetaughtasfarasthewriterisconcerned?(P

28、aras.8-10)TipsTipsTipsTipsGrammarmustbehandleddelicately,stepbystep.AneffectivewayofteachingcouldarousechildrensinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmysonMain ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara.11Para.8Whatarethetwothingsthatth

29、eauthorusestodescribegrammarandvocabulary?(Para.11)TipsTipsTipsTipsTheauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.Main ideas of the partsMain ideas of the partsMain idea&structureMain idea&structurePara.11Para.11Perhaps,language s

30、hould be looked upon as a road map and a valuable possession:often study the road map(check grammar)and tune up the car engine(adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.Main ideas of the partsMain idea&structureMain idea&

31、structurePara.12QuestionTheroadmapandthecarareusedmetaphoricallytomeanthatgrammarandvocabularyarepowerfuldevicesthatwillenableyoutofreelyexploreinthelanguageworld.Main ideas of the partsMain idea&structureMain idea&structurePara.12The road map provides the framework and guidance you need for your tr

32、ip,but it wont tell you exactly what trees or flowers you will see,what kind of people you will encounter,or what types of feelings you will be experiencing on your journey.Here,the vocabulary makes the journeys true colors come alive!A good vocabulary enables you to enjoy whatever you see as you dr

33、ive along.Equipped with grammar and a good vocabulary,you have flexibility and excellent control.While the road map guides your journey to your destination,an excellent vehicle helps you to fully enjoy all of the sights,sounds and experiences along the way.Para.13Para.13DictationPara.13 DICTATION ,a

34、nd and a ,the ,but .Main ideas of the partsMain idea&structureMain idea&structurePara.13Effectiveprecisebeneficial communicationdepends upon grammargood vocabularytwo essential assets for studentsthey are not being taught in schoolsPara.13Effective,precise,and beneficial communication depends upon g

35、rammar and a good vocabulary,the two essential assets for students,but they are not being taught in schools.Main ideas of the partsMain idea&structureMain idea&structurePara.14Main ideas of the partsMain idea&structureMain idea&structure14 Just this morning,my son and I were eating breakfast when I

36、attempted to add milk to my tea.Dad,he said,If I were you,I wouldnt do that.Its sour.15 Oh my!I said,swelling with pride toward my son,Thats a grammatically perfect sentence.You used were instead of was.16 I know,I know,he said with a long agreeable sigh.Its the subjunctive mood.17 I was,like,whoa!H

37、owdoyouunderstandtheinterjection“whoa!”saidbythefathertowardtheendofthetext?Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthorshumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughin

38、twodifferentsituationsandwithtwodifferentfeelings.Practical PhrasesPractical Phrases Specific Meanings Specific Meanings1.tobe/feelobligedtodosth.感到有责任做某事2.tobe/getseriousabout对某事认真；并非开玩笑3.freshfrom刚从来；刚有经历4.tomakesense解释得通；有道理5.tothruststh.upon/onsb.迫使某人做某事；迫使某人接受某事6.totuneup调整，调节（发动机）使达到最佳状态7.tosw

39、ellwithpride/anger,etc.得意洋洋（怒气冲冲等）Language focusLanguage focusPractical phrasesIntroduction(Para.1-_)Conclusion(Para._)Body 1:Para._Body 2:Para._511-1314-176-10 Global Text Understanding 感到有责任做某事感到有责任做某事(to feel obliged to do/to provide.for.)Parentsfeel obliged to providethebesttheycanforchildren.to

40、 be/feel obliged to do sth.短语逆译短语应用父母觉得有责任尽其所能给孩子提供最好的。意群提示Language focusLanguage focusPractical phrasesPara.1be/feel obliged to sb./sth.指指“对某人或某事心存感激对某人或某事心存感激”医生，非常谢谢你。对您，我深表感谢。医生，非常谢谢你。对您，我深表感谢。Thank you very much,doctor,I am extremely obliged to you.对某事认真对某事认真(to get serious about/to curb/corrup

41、tion)Itstimetoget serious about curbingpoliticalcorruption.to be/get serious about短语逆译短语应用应该严肃认真地大力惩治政治腐败。意群提示Language focusLanguage focusPractical phrasesPara.2刚从刚从来；刚有来；刚有经历经历(principals/fresh from/to deal with)Schoolprincipalsshouldnotexpectteachers,fresh from college,todealwithalargegroupofdiffi

42、cultchildren.fresh from短语逆译短语应用学校的校长不应指望刚从大学毕业的老师来应付一大群难以对付的孩子。意群提示Language focusLanguage focusPractical phrasesPara.2解释得通；有道理解释得通；有道理(to talk much/to make sense)Shedoesnttalkmuch,butwhatshesaysmakes sense.to make sense短语逆译短语应用她讲话不多，但言之有理。意群提示Language focusLanguage focusPractical phrasesPara.6迫使某人做某

43、事；迫使某人做某事；迫使某人接受某事迫使某人接受某事tobeindifferentto/tothrust.on.Hewasindifferenttothecriticismthatwasthrust on him.to thrust sth.upon/on sb短语逆译短语应用对于强加给他的指责，他从未放在心上。意群提示Language focusLanguage focusPractical phrasesPara.7Language focusLanguage focusUsage Notetune:vt.1)(also up)makesmallchangestoanenginesotha

44、titworksaswellaspossible调整，调节（发动机）是达到最佳状态Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.为了保证司机的安全，一定要敦促机械师确保汽车发动机已调整好。2)makesmallchangestoamusicalinstrumentsothatitwillproducethecorrectnotes为（乐器）调音，定弦Someoneiscomingtomorrowtotunethepiano.明天会有人来给钢琴调音。Para.11TUNE

45、UP调整，调好调整，调好(to keep.safe/to urge/mechanics/to make sure/to tune up)Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytuned up.to tune up短语逆译短语应用为了确保司机的安全，一定要敦促机械师确保汽车发动机已调整好。意群提示Language focusLanguage focusPractical phrasesPara.11洋洋得意洋洋得意/怒气冲冲怒气冲冲(graduate from university

46、/swell with pride)Herheartswelled with pride asshestoodwatchingherdaughtergraduatefromuniversity.短语逆译短语应用当她站在那儿看到她女儿大学毕业时，内心充满了骄傲。意群提示to swell with pride/angerLanguage focusLanguage focusPractical phrasesPara.15Language focusLanguage focusUsage NotePara.5distinguished,distinctive,distinct这三个词词形相近，但意

47、思有很大的差别，不能互换使用distinguished指“卓越的；杰出的；著名的”Hisgrandfatherhadbeenadistinguisheduniversityprofessor.他的曾祖父曾是一位杰出的大学教授。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”Irenehadaverydistinctivevoice.艾琳有一个非常独特的声音。distinct表明“分明的、明了的、清楚的”Ihavethedistinctfeelingthatmyfrienddidnotrealizewhatwashappening

48、.我明显感到我朋友并未察觉所发生的一切。distinct的另一个词义是“明显不同的；有区别的”Ourinterestswerequitedistinctfromthoseofthem.我们的兴趣与他们的截然不同。现将distinct和distinctive用在一个句子里面，以便区分Oneofthedistinctivefeaturesofthisbookisitsdistinctillustrations.这本书很明显的特色一直就是其有着清楚明了的图解。Language focusLanguage focusUsage NotePara.5deficit:n.C1)alackofaqualit

49、y,skill,orabilitythatyoushouldhave（素质、技能或能力的）缺乏、不足（素质、技能或能力的）缺乏、不足knowledge/language/sleepdeficit知识、语言、睡眠的缺乏2)theamountbywhichsth.islessthanyouneedorshouldhave 赤字；亏损；逆差赤字；亏损；逆差Owingtotheheavydeficit,thecompanyisapparentlyonthevergeofbankruptcy.由于巨额亏损，该公司很明显已到了破产的边缘。NoteTheworddeficitismainlyusedinth

50、esecondmeaning(赤字；亏损；逆差)Language focusLanguage focusUsage NotePara.6nail sth.down:1)fastensth.tosth.elsewithnails钉；将某物钉牢钉；将某物钉牢Willyounaildownthatlooseboardinthefloor?请把那块松动的地板钉牢好吗？2）（infml.）reachafinalanddefiniteagreementordecisionaboutsth.最终决定；对某事作出定论最终决定；对某事作出定论Twodaysisntenoughtonaildownthedetai