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：distinct和distinctive
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)
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 of teaching could arouse children’s interest in learning English grammar.
11)An example: a grammar lesson with my son
12)
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 to
describe properly her excursion to Europe. (Paras. 2-4)
Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)

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