新視野大學(xué)英語2-第3版-Unit-One-Se課件

2LanguageinMissionUnit1FOREIGHLANGUAGETEACHINGANDRESEARCHPRESSAIRFORCEENGINEERINGUNIVERSITY2WhydowehavetolearnaLanguage?CriticalThinkingFOREIGHLANGUAGETEACHINGANDRESEARCHPRESSAIRFORCEENGINEERINGUNIVERSITY1UNITLanguageisthesoulofintellect,andreadingistheessentialprocessbywhichthatintellectiscultivatedbeyondthecommonplaceexperiencesofeverydaylife.

—CharlesScribner,Jr.(Americanpublisher)Languageshapesthewaywethink,anddetermineswhatwecanthinkabout.—BenjaminLeeWhorf(Americanlinguist)21UNITSectionA

21LanguageinmissionUNITAnIMPRESSIVEEnglishlessonObjectivesTotalkaboutlanguageteachingToexplainnewwordsandphrasesTofurtherunderstandthetextToapplythephrasesandpatternsContentsWarming-upactivitiesTextstudyLanguageapplicationSummaryAnIMPRESSIVEEnglishlessonSectionAWarming-upactivitiesLead-inCulturalbackgroundAnIMPRESSIVEEnglishlessonSectionAWhatdoyouthinkofEnglishlearning?DoyouhaveanyprobleminEnglishlearning?DoyouthinkgrammarisimportantinEnglishlearning?Inyouropinion,whatisthemosteffectivewaytolearnEnglish?

Lead-inQuestionsforCriticalThinkingWhatdoyouthinkofEnglishlearning?LeaningEnglishisnevereasy–butalwaysrewarding!Sometimesthedetailedworkofunderstandinggrammarandbuildingvocabularycanseemtootime-consumingorevenoverwhelming,butlearningcanhappendramaticallywithdifferentstrategies.Lead-inQuestionsforCriticalThinkingWhatdoyouthinkofEnglishlearning?Whileaneffectivelanguageteachercanmaximizestudents’learninginanextremelyfunway,motivatedandcommittedlearnerscanalwaysenjoywhattheyarelearning.Lead-inQuestionsforCriticalThinkingTherefore,studyingwithacuriousmindanda“cando”attitudewillmakeallthedifference.2.DoyouhaveanyprobleminEnglishlearning?—Ialwaysfeelitdifficultto…—It’snoteasyformeto…understandwhatotherssay;remembersomanywords;learnthegrammar;readquickly;speakinpublic…Lead-inQuestionsforCriticalThinking3.DoyouthinkgrammarisimportantinEnglishlearning?—Yes.Thebasicbuildingblocksofalanguage;essentialforeffectivecommunication;putthewordsintherightorder;helptoconveycorrect,meaningfulmessage.Lead-inQuestionsforCriticalThinking3.DoyouthinkgrammarisimportantinEnglishlearning?—No.aslongasonecanunderstandwhatotherissaying;dynamicandnolanguageisfixed;speaktheirnativelanguagewithouthavingstudieditsgrammar.Lead-inQuestionsforCriticalThinking4.Inyouropinion,whatisthemosteffectivewaytolearnEnglish?Lead-inQuestionsforCriticalThinkingListentoEnglishsongs;WatchEnglishmovies;Readextensively;Makefriendswithnativespeakers.QuestionsPreviewing1.WhatisCommunicativeLanguageTeaching?2.WhatarethefeaturesofCommunicativeLanguageTeaching?3.WhatistheroleofteacherinCommunicativeLanguageTeaching?CulturalBackgroundLanguageTeachingInAmericanSchoolsWhatisCommunicativeLanguageTeaching?Atypeofteachingmethod;Developthecommunicativeabilityaswellastheknowledgeofgrammar;Learningbydoing;Makeclassroomsituationofrealforeignlanguageenvironment.CulturalBackground2.WhatarethefeaturesofCommunicativeLanguageTeaching?Communicativecompetenceisthegoal;Anintegrationofgrammaticalandfunctionalteaching;Accuracyissecondarytoconveyingamessage;Focusoncommunicativeandcontextualfactorsinlanguageuse;Learner-centeredandexperience-based.CulturalBackground3.WhatistheroleofteacherinCommunicativeLanguageTeaching?Afacilitatorofstudents’learning;Amanagerofclassroomactivities;Anadvisorofstudents’questions;Aco-communicatorinthecommunicativeactivity.CulturalBackgroundMainidea&structureLanguagefocusCriticalthinkingTextstudyAnIMPRESSIVEEnglishlessonSectionAThispassageis____________thattalksabouttheauthor’spersonalexperienceingiving____________________________tohisson.Hestatesthatstudentscanlearnbetteriftheyare__________________.aneffectiveEnglishlessonproperlytaughtMainideasoftheTextMainidea&structureanarrativeHispointofviewisthatlanguagelearningdependsongrammarandagoodvocabulary.Introduction(Paras.1-5)Body(Paras.6-13)Concludingpart(Paras.14-17)StructureofthetextMainidea&structureWhatdoesthesonthinkofthefather?(Para.1)TipsAtediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar.PartOneMainidea&structureIntroduction(Paras.1-5)Whywasthewritershockedbyhisstudent’sanswer?(Paras.2-4)TipsSheisunabletodescribeherexcursiontoEuropewiththerightwords.Mainidea&structurePartOneIntroduction(Paras.1-5)TipsStudents___________thebulkofthe_______fortheseknowledge______becausethereisasensethattheyshould___________.Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)(Themeofthenarration)unfairlybearcriticismdeficitsknowbetterMainidea&structurePartOneIntroduction(Paras.1-5)Theauthorisabsorbedin________;Theauthorwasshockedbyhisstudent’s_______todescribeproperlyhertriptoEurope;Studentsshould____________fortheseknowledgedeficits.PartI(Paras.1-_)5thebackgroundofthestorygrammarinabilitynotbeblamedMainidea&structurePartOneInhisson’seyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.(Para.1)Hewasshockedbyhisstudent’sinabilitytodescribeproperlyherexcursiontoEurope.(Paras.2-4)Thesisofthenarration:Itisunfairtoblamestudentsfortheirlanguagedeficiency.(Para.5)Mainidea&structurePartOneIntroduction(Paras.1-5)Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)TipsReasonOne:Thelearningenvironmentismisleading.Mainidea&structurePartTwoBody(Paras.6-13)ReasonTwo:Theyarenotlearningthelanguageadequatelyandefficientlyinschool.Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)TipsGrammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmysonMainidea&structurePartTwoBody(Paras.6-13)PartI(Paras.6-13)thebodyofthestoryMainidea&structurePartTwoItcontainstwomajorsectionstosupporttheauthor’spointofviewwhichislanguagelearningdependsongrammarandagoodvocabulary.

SectionOne:Explainswhystudentsshouldn’tbeblamedfortheirlanguagedeficiencybyprovidingtworeasons(Paras.6-7)andoneexample.(Paras.8-10)SectionTwo:ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish.(Paras.11-13)andre-emphasizestheauthor’spointofview.Mainidea&structurePartTwoPartI(Paras.14-17)theconcludingpartMainidea&structurePartThreeTheauthornarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.Thelastsentenceshowstheauthorisextremelyproudofhisson:“Iwas,like,whoa!”.AnImpressiveEnglishLessonTomyson,Iama_____________:afatherheis__________listentoandaman____________therulesofgrammar.AndIgot______________thisbecausemystudentwasunabletodescribeproperlyherfeelingonher__________toEurope.TobecontinuedtediousoddityobligedtoabsorbedinseriousaboutexcursionSummaryofthetextMainidea&structureHowever,itdoesn’t________________tocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthese__________________becausethereisasensethatthey_________________.Ononehand,theyaremisledbythe____________.Ontheotherhand,schoolfailsto_________________theessentialframeworkoflanguage,accurategrammarandpropervocabulary.TobecontinuedmakeanysenseknowledgedeficitsshouldknowbetterenvironmentadequatelyteachSummaryofthetextMainidea&structurePerhaps,languageshouldbelookeduponasa_________anda___________________:oftenstudytheroadmap(checkgrammar)and________thecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapina________________car.__________,_________,and__________communicationdependsupongrammarandagoodvocabulary,thetwo__________assetsforstudents,buttheyare________________inschools.roadmapvaluablepossessiontuneupwell-conditionedeffectivePrecisebeneficialessentialnotbeingtaughtSummaryofthetextMainidea&structurePracticalPhrasesSpecificMeanings1.tobe/feelobligedtodosth.迫使某人做2.tobe/getseriousabout對(duì)某事認(rèn)真；并非開玩笑3.freshfrom剛從…來；剛有…經(jīng)歷4.tomakesense解釋得通；有道理5.tothruststh.upon/onsb.迫使某人做某事；迫使某人接受某事6.totuneup調(diào)整，調(diào)節(jié)（發(fā)動(dòng)機(jī)）使達(dá)到最佳狀態(tài)7.toswellwithpride/anger,etc.洋洋得意（怒氣沖沖等）LanguagefocusPracticalphrases感到有責(zé)任做某事(tofeelobligedtodo/toprovide...for...)Parentsfeelobligedtoprovidethebesttheycanforchildren.tobe/feelobligedtodosth.短語逆譯短語應(yīng)用父母覺得有責(zé)任盡其所能給孩子提供最好的。意群提示LanguagefocusPracticalphrases對(duì)某事認(rèn)真(togetseriousabout/tocurb/corruption)It’stimetogetseriousaboutcurbingpoliticalcorruption.tobe/getseriousabout短語逆譯短語應(yīng)用應(yīng)該嚴(yán)肅認(rèn)真地大力懲治政治腐敗。意群提示LanguagefocusPracticalphrases剛從…來；剛有…經(jīng)歷(principals/freshfrom/todealwith)Schoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.freshfrom短語逆譯短語應(yīng)用學(xué)校的校長(zhǎng)不應(yīng)指望剛從大學(xué)畢業(yè)的老師來應(yīng)付一大群難以對(duì)付的孩子。意群提示LanguagefocusPracticalphrases解釋得通；有道理(totalkmuch/tomakesense)

Shedoesn’ttalkmuch,butwhatshesaysmakessense.tomakesense短語逆譯短語應(yīng)用她講話不多，但言之有理。意群提示LanguagefocusPracticalphrases迫使某人做某事；迫使某人接受某事tobeindifferentto/tothrust...on...Hewasindifferenttothecriticismthatwasthrustonhim.tothruststh.upon/onsb短語逆譯短語應(yīng)用對(duì)于強(qiáng)加給他的指責(zé)，他從未放在心上。意群提示LanguagefocusPracticalphrases調(diào)整，調(diào)好(tokeep...safe/tourge/mechanics/tomakesure/totuneup)Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.totuneup短語逆譯短語應(yīng)用為了確保司機(jī)的安全，一定要敦促機(jī)械師確保汽車發(fā)動(dòng)機(jī)已調(diào)整好。意群提示LanguagefocusPracticalphrases洋洋得意/怒氣沖沖(graduatefromuniversity/swellwithpride)Herheartswelledwithprideasshestoodwatchingherdaughtergraduatefromuniversity.短語逆譯短語應(yīng)用當(dāng)她站在那兒看到她女兒大學(xué)畢業(yè)時(shí)，內(nèi)心充滿了驕傲。意群提示toswellwithpride/angerLanguagefocusPracticalphrasesFunctionalPatternsFunctions&Usages1.Ifsb./.sth.do/issth.,thenperhaps…用于表述“在特定條件下可能發(fā)生的事情”。2.Sb.failtodosth….,whilesb.shoulddosth….用于表述“實(shí)際情況與預(yù)期的反差”。3.Whilesth./sb.is/does…,sth./sb.elseis/does…用于表述“人與人或事與事之間的反差”。LanguagefocusFunctionalpatterns如果我是唯一一個(gè)還在糾正小孩英語的家長(zhǎng)，那么我兒子也許是對(duì)的。原句譯文逆譯練習(xí)IfI

amtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.句型提煉LanguagefocusFunctionalpatternsIfsb./sth.do/issth.,thenperhaps…句型提煉應(yīng)用提示用于表達(dá)“在特定條件下可能發(fā)生的事情”。句型應(yīng)用LanguagefocusFunctionalpatterns(makeupyourmind/agoldenchance)典型例句如果你仍然無法下定決心，那么你也許會(huì)失去提高自己的絕佳機(jī)會(huì)。意群提示Ifyoustillcannotmakeupyourmind,thenperhapsyouwillloseagoldenchanceofimprovingyourself.LanguagefocusFunctionalpatterns學(xué)校有責(zé)任教會(huì)年輕人進(jìn)行有效的語言溝通，可他們并沒把語言的基本框架——準(zhǔn)確的語法和恰當(dāng)?shù)脑~匯——充分地傳授給學(xué)生。原句譯文逆譯練習(xí)Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.句型提煉LanguagefocusFunctionalpatternssb.failtodo…,whilesb.shoulddo…句型提煉應(yīng)用提示用于表達(dá)“實(shí)際情況與預(yù)期的反差”。句型應(yīng)用LanguagefocusFunctionalpatterns(tomakepromptresponseto/taketheresponsibilityof/toensure)典型例句政府有責(zé)任保障公民安全，可它并未采取強(qiáng)有力的措施對(duì)抗持續(xù)增長(zhǎng)犯罪。意群提示Thegovernmentfailedtomakepromptresponsetoincreasingcrimes,whiletheyshouldtaketheresponsibilityofensuringitscitizens’safety.LanguagefocusFunctionalpatterns路線圖會(huì)把你帶到目的地，而一臺(tái)好車卻能讓你完全陶醉于旅途的所有景色、聲音及經(jīng)歷之中。原句譯文逆譯練習(xí)Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.句型提煉LanguagefocusFunctionalpatternsWhilesth./sb.is/does…,sth./sb.elseis/does…句型提煉應(yīng)用提示用于表達(dá)“人與人或事與事之間的反差”。句型應(yīng)用LanguagefocusFunctionalpatterns(tokeepstudents’mindsopentosth./tobefullof)典型例句鼓勵(lì)使學(xué)生樂于接受新知識(shí)，懲罰則使學(xué)生充滿挫敗感。意群提示W(wǎng)hileencouragementwillalwayskeepstudents’mindsopentonewknowledge,punishmentmaymakestudentsfulloffrustration.LanguagefocusFunctionalpatterns

對(duì)他而言，我是一個(gè)乏味的怪物：一個(gè)他不得不聽其教誨的父親，一個(gè)還沉湎于語法規(guī)則的人，對(duì)此我兒子卻似乎頗為反感。

a.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.(Para.1,L2)LanguagefocusLanguageappreciation學(xué)校有責(zé)任教會(huì)年輕人進(jìn)行有效的語言溝通，可他們并沒把語言的基本框架——準(zhǔn)確的語法和恰當(dāng)?shù)脑~匯——充分地傳授給學(xué)生。

b.Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.(Para.7,L5)LanguagefocusLanguageappreciation也許，語言應(yīng)該被看成是一張路線圖和一件珍品：我們要常常查看路線圖（核對(duì)語法）和調(diào)整汽車的引擎（調(diào)節(jié)詞匯）。

c.Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine(adjustvocabulary).(Para.11,L1)LanguagefocusLanguageappreciation學(xué)好語法和掌握大量的詞匯就好比拿著路線圖在車況良好的車?yán)锺{駛。

d.Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.(Para.11,L3)LanguagefocusLanguageappreciationWhatarethemostimportantfactorsthatencouragestudentstolearnEnglish?Inwhatwayscanteachersimprovethetechniqueofteachinggrammar?Howcanstudentsmoreeffectivelyenlargetheirvocabulary?TipsTipsTipsCriticalthinkingThemeexplorationmotivationfamilysupportpeerpressurefinancialstatusfuturecareergoalsWhatarethemostimportantfactorsthatencouragestudentstolearnEnglish?CriticalthinkingThemeexploration2.Inwhatwayscanteachersimprovethetechniqueofteachinggrammar?usemorecommunicativewaysencouragealotofinteractionsputsentencesinmeaningfulcontextsCriticalthinkingThemeexplorationreadalotfromonlinesourceswatchTV/listentoradio/watchEnglishonlinevideostalkoftenwithEnglishspeakerslistencarefullyandextensivelyusedictionariestolookupunfamiliarwordsusenewwordsasoftenaspossible3.Howcanstudentsmoreeffectivelyenlargetheirvocabulary?CriticalthinkingThemeexplorationLanguageapplicationWritingdevicesOralreproductionParagraphtranslationAnIMPRESSIVEEnglishlessonSectionAIntroduction:Simileisafigureofspeechthatcomparestwodifferentthingsandthecomparisonisindicatedbythewordasorlike.Examples:Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.Apoem

tobecontinuedWritingdevicesFigurativelanguage:similetobecontinuedMyLoveIsLikeARedRedRose我的愛人像朵紅紅的玫瑰

----RobertBurns羅伯特·彭斯O,myLove’slikeared,redrose啊，我的愛人像朵紅紅的玫瑰That’snewlysprunginJune.六月里迎風(fēng)初開O,myLove’slikethemelodie.啊，我的愛人像支甜甜的曲子That’ssweetlyplayedintune.奏得合拍又和諧WritingdevicesFigurativelanguage:similetobecontinuedMyLoveIsLikeARedRedRose我的愛人像朵紅紅的玫瑰

----RobertBurns羅伯特·彭斯Asfairartthou,mybonnielass,我的好姑娘，多么美麗的人兒SodeepinloveamI;請(qǐng)看我，多么深摯的愛情AndIwilllovetheestill,mydear,親愛的，我永遠(yuǎn)愛你Tillalltheseasgonedry.縱使大海干涸水流盡WritingdevicesFigurativelanguage:similetobecontinuedMyLoveIsLikeARedRedRose我的愛人像朵紅紅的玫瑰

----RobertBurns羅伯特·彭斯Tillalltheseasgangdry,mydear,縱使大海干涸水流盡Andtherocksmeltwiththesun;太陽將巖石燒作灰塵Iwilllovetheestill,mydear,親愛的，我永遠(yuǎn)愛你Whilethesandsoflifeshallrun.只要我一息猶存WritingdevicesFigurativelanguage:simileMyLoveIsLikeARedRedRose我的愛人像朵紅紅的玫瑰

----RobertBurns羅伯特·彭斯Andfaretheewell,myonlylove珍重吧，我唯一的愛人Andfaretheewell,awhile!珍重吧，讓我們暫時(shí)別離AndIwillcomeagain,mylove,但我定要回來Thoughitweretenthousandmile.哪怕千里萬里！WritingdevicesFigurativelanguage:similea.生活像一具大秋千(swing)，總在開心和憂愁間搖擺(dangle)。Lifeislikeabigswing,danglingbetweenthedepthsofhappinessandsadness.tobecontinuedPracticeWritingdevicesFigurativelanguage:simileb.生活沒有目標(biāo)猶如航行沒有指南針(compass)。Livingwithoutanaimislikesailingwithoutacompass.tobecontinuedPracticeWritingdevicesFigurativelanguage:similec.婚姻就像一座城堡(beleagueredfortress)，外面的人想進(jìn)去，里面的人想出來。Marriageislikeabeleagueredfortress:thosewhoarewithoutwanttogetin,andthosewithinwanttogetout.PracticeWritingdevicesFigurativelanguage:simileAnessaynormallyhasthreemainparts:Introduction,bodyandconclusion.IntroductionBodyConcludingpartHowtowriteacollegeessay:WritingdevicesEssaywritingIntroduction:Theintroductionpartisusuallyoneshortparagraphthatintroducesthetopictobediscussedandthethesisstatement.Athesisstatementcanbeanopinion,anattitudeorastandaboutthetopic.tobecontinuedHowtowriteacollegeessay:WritingdevicesEssaywritingBody:Thebodyisthemainpartofanessay.Itmaycontainseveralshortparagraphsthatusethedevelopmentmethodsofexamples,narrative,causeandeffect,comparisonandcontrast,classification,argumentation,etc.tobecontinuedHowtowriteacollegeessay：WritingdevicesEssaywritingConclusion:Theconclusionwrapsupthediscussionofacertaintopic.Itcanbrieflysummarizethemainpointsdiscussedandcanalsorestatethethesisstatementbyusingdifferentwordsandstructures.Attheendoftheconclusion,thewriter’sfinalthoughtsonthetopicmaybeaddedsuchasapredication,asuggestion,orawarning.Howtowriteacollegeessay：WritingdevicesEssaywritingReadthesampleessayandseehowitdevelops.WritingdevicesEssaywritingTopic:GrammarEnglishlearningIntroduction:Thesisstatement:NowIthinkitisreallyfuntolearnEnglishgrammar.tobecontinuedWritingdevicesEssaywritingBody:Example1:Addingacommacouldshowanentiredifferenceinmeaning.Example2:Agrammarmistakecouldmakeaworldofdifferenceinmeaning.tobecontinuedWritingdevicesEssaywritingConclusion:Englishgrammaristrulyamysteriousworldofart.tobecontinuedWritingdevicesEssaywritingSample:

Duringmymiddleschoolyears,IwasveryallergictoEnglishgrammar.However,thetwoincidentsIexperiencedlaterchangedmyviewaboutlearningEnglish.NowIthinkitisreallyfuntolearnEnglishgrammar.tobecontinuedWritingdevicesEssaywritingSample:ItoccurredwhileIwasabsorbedinthemysteriousworldoftheiPhone.MyEnglishteacherwrotetwosentencesontheblackboard:1)Thekingwouldwearnoclotheswhichmakehimappeardifferentlyfromothers;2)Thekingwouldwearnoclothes,whichmakeshimappeardifferentlyfromothers.Glancingatthetwosentences,Ithoughttheteachermusthavemadeamistakebecausethesetwosentenceswerethesame.Suddenly,theclassburstintoaloudlaughter.OnlythendidIrealizethataddingacommacouldshowabigdifferenceinmeaning.tobecontinuedWritingdevicesEssaywritingSample:

Afterward,somethinginterestinghappenedtomeagain.AtthebeginningofmyEnglishclassoneday,theteacherreturnedourhomeworkassignment.Tomysurprise,myteacherhadcrossedout-lyinthesentence“IstudiedEnglishhardly.”“Isn’thardlyanadverb?”Iaskedmyself.Later,ofcourse,Ifiguredoutwhatwaswrong:anover-generalization!Iwasassumingeveryadjectiveaddedwith-lystillmaintainsthemeaningofthatadjective.NottillthendidIfindoutthathardlyactuallymeans“almostnot”,sowhatIwrotemadeaworldofdifferencefromwhatIwantedtosay.tobecontinuedWritingdevicesEssaywritingSample:Inconclusion,whatIexperiencedenablesmetounderstandEnglishgrammaristrulyamysteriousworldofart.HowfunitistolearnEnglishgrammar!WritingdevicesEssaywritingWritingpracticeDirections:Writeanessayofnolessthan150wordsononeofthefollowingtopics.Onetopichasanoutlineyoucanfollow.WritingdevicesEssaywritingTopic:Grammar,aheadachetomeIntroduction:Thesisstatement:EnglishGrammarisabigheadachetome.Body:Example:ThedifferencebetweenusedtoandbeusedtoConclusion:I’mallergictolearningEnglishgrammar.WritingdevicesEssaywritingMoretopics:?LearningEnglishthroughimitation/repetition?LearningEnglishwith/withoutgrammarWritingdevicesEssaywritingSupposeyouareexpectedtoshareyourexperienceofEnglishlearningwithyourclassmates.Makeaspeechonthefollowingtopic.

OralreproductionSpeechmakingYoucanfollowtheoutlinegivenbelow.PartI.MygeneralfeelingaboutlearningEnglish1.Difficultandfrustrating;2.RewardingandwellworththeeffortTobecontinuedOralreproductionSpeechmakingYoucanfollowtheoutlinegivenbelow.PartII.ThedifficultiesandhowIovercomethemListeningandspeakingWritingGrammarandvocabularyPartIII.BenefitsfromEnglishlearningNewsightsintoanothercultureNewwaysofseeingthingsCommunicationwithpeoplefromdifferentnationsTobecontinuedOralreproductionSpeechmakingYoumayadoptthefollowingexpressions.be/feelobligedtodosth.beabsorbedinbeallergictosth.fullofearnestanticipationbearthebulkofthecriticismnotmakeanysenselanguagedeficitTobecontinuedOralreproductionSpeechmakingYoumayadoptthefollowingexpressions.getlostbecomeattractedtooutofcuriositylearnfromscratchwithalongsighswellwithprideOralreproductionSpeechmakingTranslateaparagraphbasedonasummaryofthetextbyusingtheexpressionsfromthetext.Paragraphtranslation盡管很多學(xué)生反感英語，經(jīng)常對(duì)英語學(xué)習(xí)感到迷茫，他們?nèi)匀挥X得必須學(xué)好英語。那么老師如何使學(xué)生的英語學(xué)習(xí)之旅變得愉快呢？有效、準(zhǔn)確且有益的溝通技能取決于語法和詞匯。tobeallergictotogetlosttofeelobligedtodoTobecontinuedParagraphtranslation因此，對(duì)于那些缺乏語言功底，需要從頭學(xué)起的學(xué)生來說，教授語言的基本框架，準(zhǔn)確的語法和恰當(dāng)?shù)脑~匯是非常有道理的。學(xué)好語法和掌握大量的詞匯就好比拿著路線圖在車況良好的車?yán)锺{駛。l