Unit 1 Section A An impressive English lesson课件

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新视野大学英语读写教程(第三版)第二册unit1 An Impressive English Lesson教案

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 andconclusion”;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 LessonStep One Warming-up Activities 30 minutesI.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 backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learningby 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 minutesI.Interactive reading of the text1. Reading comprehension1)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 therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)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.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn 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)BodyExplains 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 partNarrates 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 TextTo 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 likedriving 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 FocusWords and expressions1. 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。

读写2 A 课文背诵段落及翻译补充版

U1 para 11-13U2 para 6-7，10U4 para 3, 11U6 para 10，12-14Unit 1 Section AAn impressive English lesson11 Perhaps, language should 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.12 The road map provides the framework and guidance you need for your trip, but it won't 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 journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive 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.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools. Translation一堂难忘的英语课11 也许，语言应该被看成是一张路线图和一件珍品：我们要常常查看路线图（核对语法）和调整汽车的引擎（调节词汇）。

新视野第三版第二册Unit 1 Impressive English Class

Inspiring your thoughts
Task 2
Step 1
Understanding the structure of the passage Work in groups. Identify the introduction, the body and the conclusion part of the text.
Main idea & structure
Summary of the text
However, it doesn’t ________6________ to criticize our students. They unfairly bear the bulk of the criticism for these ________7__________ because there is a sense that they ________8_________. On one hand, they are misled by the______9______. On the other hand, school fails to _________10________ the essential framework of language, accurate grammar and proper vocabulary.
Main idea & structure
Summary of the text
Perhaps, language should be looked upon map possession asroad a _________ and valuable a ___________________: often study the road map (check tune and up ________ the car engine grammar) (adjust vocabulary). Learning grammar and a good vocabulary is just like driving Precise with awell-conditioned road map in a ________________ car. __________, _________, and __________ effective beneficial communication depends upon grammar and a good vocabulary, the two __________ essential assets for students, they are notbut being taught ________________ in schools.

新视野大学第三版第二册答案unit1

Unit1 Language in missionSection A AN IMPRESSIVE ENGLISH LESSONPre-reading activities1.Michal started learning English by listening to the Beatles.2.Michal feels delighted and proud when he listens to the Beatles becausehe can understand a lot better.3.Besides listening to English songs, Michal also reads science fictionbooks in English.4.Michal made a great breakthrough in learning the English language aftersuccessfully finishing reading the first English book.5.According to Michal,, English learning brings him satisfaction andpleasure.Language FocusWord in use1 condense2 exceed3 deficit4 exposure5 asset6 adequate7 competent8 adjusting 9 precisely 10 beneficialWord building4managerial editorial substance survival tradition margin consistencyaccuracy efficient recovery ministry assembly51editorial 2 recovery 3 accuracy 4 substance 5 managerial 6 margin7assembly 8 Ministry 9 survival 10 tradition 11 consistency 12 efficient61 L2 C3 J4 A5 I6 O7 N8 E9 H 10 F71 feel obliged to2 be serious about3 run into4 distinguish between5 thrust open6 was allergic to7 get lost8 be attracted to9 make sense 10 looked upon asTranslation9人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

Useful expressions (Unit1A)

1 be allergic to sth. para. 1
对 …… 过敏；不喜欢某事；对某事反感
e.g. •be allergic to seafood; •He seems allergic to hard work. •他似乎厌恶辛苦的工作。 allergy n. •skin allergy 皮肤过敏 •food allergy 食物过敏
Language in Use
5 the b半 e.g. • bear the bulk of the criticism • 承受着大部分的批评
Language in Use
6 nail sth. down 将某物钉牢；最终 para. 6 确定（敲定） e.g. • the actual stationery items are not nailed down • 真正的文具用品没有被固定摆放在那儿 • Two days isn’t enough to nail down the details of an agreement. • 要把协议的所有细节都确定下来，两天的时间是不够的。
Language in Use
对 …… 是认真的； 2 get/be serious about sth para. 2 并非开玩笑的 e.g. •I got serious about this only recently. •我是在最近才开始对这个问题认真起来。
Language in Use
Language in Use
12 from scratch para 10
从零开始；从头开始；白手起家
e.g. • He had learned from scratch to the major parts of speech in a sentence. • 他从对语法一无所知到学会了句子中主要词语的词性。

新视野大学英语读写2(第三版)完整教案【精品文档】

2absorbed:a. so interested or involved in sth. that you do not notice anything else极感兴趣的；全神贯注的；专注的。
2. master the key language points and grammatical structures in the texts
3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;
Students-centered
Task-based teaching and learning
教学过程设计Teaching Procedures
步骤1Step 1导入Lead-in
I.Greeting and warming-up questions discussion.
1. What are the key factors that help people learn English as a foreign language?
教具
Teaching Aids
Visual aids, projector, stereo and microphone
教学分组
Teaching Groups
Group work and pair work
课堂学习任务与活动的组织Conduct of Tasks and Activities
（师生互动方式Mode of Interaction;学习策略Learning Strategies）
I. New words

Unit1-An-impressive-English-lesson课文讲解

Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.
They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.
如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感
Paragraph 02
I think I got serious 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.
Search somewhere for sth 在某些地方搜寻某物
Search：look through 检查；搜查 Search for：look for 寻找；搜寻
Paragraph 03ቤተ መጻሕፍቲ ባይዱ
“It was, like, whoa!”.means “it was really great” . “it was like…”is an informal expression in conversation，very common for young people who lazy and incapable to reference their ideas. The expression is usually followed by an adjective or an exclamation

新视野大学英语第UnitOneSectionAAnIMPRESSIVEEnglishlesson ppt课件

ppt课件
11
Lead-in
Questions for Critical Thinking
3. Do you think grammar is important in English learning?
—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.
His point of view is that language learning depends on grammar and a good vocabulary.
ppt课件
19
Main idea & structure
Structure of the text
Introduction (Paras. 1-5)
as the knowledge of grammar; • Learning by doing; • Make classroom situation of real foreign
language environment.
ppt课件
15
Cultural Background
2. What are the features of Communicative Language Teaching?
Why was the writer shocked by his student’s answer? (Paras. 2-4)
ppt课件
10
Lead-in

新视野大学英语第三版电子教案book2unit1A

Unit 1 Section A An impressive English lesson一堂难忘的英语课1 If I am the only parent who still corrects his child's English, then perhaps myson is right. To him, I am a tedious oddity: a father he is obliged to listen to anda man absorbed in the rules of grammar, which my son seems allergic to.1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。

1 If I am the only parent who still corrects his child’s English, then perhaps my sonis right. To him, I am a tedious oddity: a father he is obliged to listen to and a manabsorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects hischild’s mistakes in English. To my son, I am a boring and strange father, who he has tolisten to; I am also the one who pays lots of attention to grammar rules, which he doesn’tseem to like.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。

新视野大学英语第二册(第三版)教案

New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配： 6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body and conclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.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 important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.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.II. Language PointsWords and expressions1. 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。

(完整版)新视野大学英语2-第3版-UnitOne-SectionAAnIMPRESSIVEEnglishlesson

1. What do you think of English learning?
Leaning English is never easy – but always rewarding! Sometimes the detailed work of understanding grammar and building vocabulary can seem too time-consuming or even overwhelming, but learning can happen dramatically with different strategies.
Hale Waihona Puke 21 UNIT Language in mission
Section A An IMPRESSIVE English lesson
Objectives
To talk about language teaching To explain new words and phrases To further understand the text To apply the phrases and patterns
— 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…
Lead-in
Questions for Critical Thinking
1. What do you think of English learning?

新视野大学英语第三版第二册第一单元课件

2. to be/get serious about
对某事认真；并非开玩笑
3. fresh from
刚从…来；刚有…经历
4. to make sense
解释得通；有道理
5. to thrust sth. upon/on sb. 迫使某人做某事；迫使某
人接受某事
6. to tune up
调整，调节（发动机）使
Cultural Background
American university education
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
句型提炼
Language focus
Functional patterns
句型提炼
If sb./sth. do/is sth., then perhaps …
应用提示
用于表达“在特定条件下可能发生的事情”。
句型应用
Language focus
Functional patterns
典型例句
如果你仍然无法下定决心，那么你也许会失去
2. Do you have any problem in English learning?
Tips
3. Do you think grammar is important in English

新视野大学英语(第三版)读写教程第二册教案完整版

New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配：6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body and conclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.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 important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.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.II. Language PointsWords and expressions1. 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。

Unit_1_Section_A - An Impressive English Lesson

Section A An IMPRESSIVE English lesson
Objectives
To talk about language teaching To further understand the text To apply the phrases and patterns To master the essay writing skill
Cultural Background
American university education
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.
• • • •
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.

UNIT 1 An impressive English lesson

An impressive English lesson1 If I am the only parent who still corrects his child's 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.2 I think I got serious 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 Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look 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 they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students. 一堂难忘的英语课1如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

Unit 1 An Impressive English LessonPPT课件

• Here you are surrounded by great resources: interesting students from all over the country, a learned and caring faculty, a comprehensive library, great sports facilities, and student organizations (covering every possible interest -from the arts to science, to community service and so on.)
• •
Finish means “ to complete”.
Because of the scandal, he’s finished with politics
• When shall we be done with the English work?
5
Para 4
• For you, these next four years will be a time unlike any other.
•
These two means (one) has no more connection or relationship with somebody or something
•
But know this: The future is built on a strong foundation of the past.
6
• • •
Youwill have the freedom to ex plore and learn about new subj ects. You will learn to get by on ve ry little sleep, meet fascinating people, and pursue ne w passions. I want to encourage you to ma ke the most of this uniqu e experience, and to use your

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Unit 1 Section A An impressive English lesson
Para. 1
Main idea & structure
Main ideas of the parts
tedious: a. boring and continuing for too long
冗长乏味的
1. What does theothdisndgoitn怪y: 人tnh.；i[nC怪k] a物osftrtahnegefoarthuneurs?ua(lPpearrsaon. 1or)
Para. 2
Mre
it?: (spoken)
often
usedMinain
ideas
of
the
parts
conversation to ask sb. about their opinion or
2expTehriIeentcchieviinloizfkastthIio.ng（oo口tf G语sre常ere用ico表eua达sn，dabt用hoe于ugt询lotrhy iosf Roonmlyanrecently w问看haer法cnh或itI经erc历atun）reinarteosoo nmearoveflomusy afnodrmremerarsktaubdleetnhatst, fresh
frothmeyasnhoeuxlcdubresidoensctroibeEduraot pleea.st"iHnoawbriwefaasccito?u"nIt;asked,
fulhloowfeevaerr,nwehsattathnetisctiupdaetniot cno.uld do was only one 3hescaHuiovnSnmogehdwlmneeeserdusnnottfttaooe.yndrroadduTssnttaiehchhtuyaedieasttth:iw“toarwhnatighsrschoetaihtaetn..:!ni”swooowfcttrooeibtmnrhefdooupcsulsuhe,etartednaalgtnyinnieymfddicnsoi就epsnthesvh这e,ecedri样fssniocea（rtaieot指hrnxac某cttholaa事eidmtehde, "It wseanste, nlickee?, 彻w底ho结a束!"或形式不能更改）
Unit 1 Section A An impressive English lesson
Para. 1
Main idea & structure
Para. 1
An IMPRESSIVE English lesson
If aIlleragmic: at. he only parent who still corr1)e(cbtes~tohsitsh.) (cinhfimldl')sif yEoungarlieshal,lergtihceton pteeds不rtihh喜oa.u,欢pys某soou事mdd，dyo对intsy某oo:tn事ali反iksfea感rittihgaehnrtd.htTeroyitshoiomabvo,liigIdeaidtm. toa
Section A An IMPRESSIVE English lesson
Main idea & structure Paragraph translation
Text study
Critical thinking
Language application
Summary
Unit 1 Section A An impressive English lesson
4 And that was it. The civilization of Greece and
the glory of Roman architecture were captured in a
condensed non-statement. My student's "whoa!"
was exceeded only by my head-shaking distress.
Unit 1 Section A An impressive English lesson
Para. 5
Main idea & structure
Main ideas of the parts
Why was the writer shocked by his student’s answer? (Paras. 2-4)
listen to and a man absorbed in the
rule2s) hoafvginrgamanmalaler,rgwyhic过h敏m的y son seems
allergic to.
Unit 1 Section A An impressive English lesson Question
Main idea & structure
Main ideas of the parts
This passage is __a__n_a_rr_a_t_iv_e__ that talks about the author’s personal experience in giving _a_n_e_f_f_e_c_ti_v_e_E_n_g__li_s_h_l_e_s_s_o_n_____ to his son. He states that students can learn better if they are __p_ro__p_e_rl_y_t_a_u_g_h_t____.
Tips A tedious oddity.
2. Why does the son think that his father is a tedious oddity?
Tips Because he is tired of listening to his father and he is not interested in grammar rules.