新视野大学英语第三版Book 2 Unit 1 Text A.ppt

Unit1TextAAnIMPRESSIVEEnglishlesson,Unit1Languageinmission,Teachingobjectives,Tomastertheessaywritingskill,TeachingProcedure,1.Lead-in,WhatarethefourbasicskillsoflearningEnglish?,1.Lead-in:,Listening,Reading,Speaking,Writing,WhichoneistheBIGtroubleforyou?,1.Lead-in:,Listening,Reading,Speaking,Writing,1.Lead-in:Culturalnotes,WhatisyourgoalinEnglishlearning?,1.Lead-in:Culturalnotes,TheInternationalEnglishLanguageTestingSystem(IELTS)measuresthelanguageproficiencyofpeoplewhowanttostudyorworkwhereEnglishisusedasalanguageofcommunication.Itusesanine-bandscaletoclearlyidentifylevelsofproficiency,fromnon-user(bandscore1)throughtoexpert(bandscore9).,1.Lead-in:Culturalnotes,TheTestofEnglishasaForeignLanguage(TOEFL)TOEFLiBT(InternetBasedTest）measuresyourabilitytouseandunderstandEnglishattheuniversitylevel.Anditevaluateshowwellyoucombineyourreading,listening,speaking,andwritingskillstoperformacademictasks.,1.Lead-in:Culturalnotes,TestofEnglishforInternationalCommunication(TOEIC)每年在150个国家有超过500多万人次参加托业考试，10000多家国际化的公司或机构承认并使用TOEIC成绩。因为TOEIC考试能对人们使用英语进行交流的能力做出公正客观的测量，所以它成为当今世界上顶级的职业英语能力测评。,1.Lead-in:,WhatwillyoudoinfaceofCET?,1.DoyouhaveanyprobleminEnglishlearning?,IalwaysfeelitdifficulttoItsnoteasyformetounderstandwhatotherssay;remembersomanywords;learnthegrammar;readquickly;speakinpublic,1.Lead-in:Discussion,2.DoyouthinkgrammarisimportantinEnglishlearning?,Yes.Thebasicbuildingblocksofalanguage;essentialforeffectivecommunication;putthewordsintherightorder;helptoconveycorrect,meaningfulmessage.,1.Lead-in:Discussion,2.DoyouthinkgrammarisimportantinEnglishlearning?,No.aslongasonecanunderstandwhatotherissaying;dynamicandnolanguageisfixed;speaktheirnativelanguagewithouthavingstudieditsgrammar.,1.Lead-in:Discussion,internalization,2.StructureanalysisTheauthorwasshockedbyhisstudents_todescribeproperlyhertriptoEurope;Studentsshould_fortheseknowledgedeficits.,PartI(Paras.1-_),5,thebackgroundofthestory,grammar,inability,notbeblamed,2.Structureanalysis2)Thekingwouldwearnoclothes,whichmakeshimappeardifferentlyfromothers.Glancingatthetwosentences,Ithoughttheteachermusthavemadeamistakebecausethesetwosentenceswerethesame.Suddenly,theclassburstintoaloudlaughter.OnlythendidIrealizethataddingacommacouldshowabigdifferenceinmeaning.,tobecontinued,3.Writingskills:Essaywriting,Sample:Afterward,somethinginterestinghappenedtomeagain.AtthebeginningofmyEnglishclassoneday,theteacherreturnedourhomeworkassignment.Tomysurprise,myteacherhadcrossedout-lyinthesentence“IstudiedEnglishhardly.”“Isnthardlyanadverb?”Iaskedmyself.Later,ofcourse,Ifiguredoutwhatwaswrong:anover-generalization!Iwasassumingeveryadjectiveaddedwith-lystillmaintainsthemeaningofthatadjective.NottillthendidIfindoutthathardlyactuallymeans“almostnot”,sowhatIwrotemadeaworldofdifferencefromwhatIwantedtosay.,tobecontinued,3.Writingskills:Essaywriting,Sample:Inconclusion,whatIexperiencedenablesmetounderstandEnglishgrammaristrulyamysteriousworldofart.HowfunitistolearnEnglishgrammar!,3.Writingskills:Essaywriting,4.Summary,4.Summary,2,1,Structureanalysis&Textcomprehension,Anaysisofthewritingskills,Threemainpartsofanessay:IntrodutionBodyConclusion,StructureanalysisIntroductionBodyConclusionTextcomprehension,5.Assignment,5.Assignment1,Directions:Writeanessayofnolessthan150wordsononeofthefollowingtopics.Onetopichasanoutlineyoucanfollow.,5.Assignment1,Topic:Grammar,aheadachetomeIntroduction:Thesisstatement:EnglishGrammarisabigheadachetome.Body:Example:Thedif