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v1.0 ¿É±à¼­¿ÉÐÞ¸Ä 2. sb fail to do sth¡­., while sb should do sth¡­. ÓÃÓÚ±íÊö¡°Êµ¼ÊÇé¿öÓëÔ¤Æڵķ´²î¡±¡£ 3. While sth./sb is/does ¡­, sb/sth. else is/dos ¡­ÓÃÓÚ±íÊö¡°ÈËÓëÈËÖ®¼ä»òÊÂÓëÊÂÖ®¼äµÄ·´²î¡±¡£ IV. Structure Analysis: Main idea of section A: this text is a narrative that talks about the author¡¯s personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught. Part I (Paras. 1-5) This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Part II This part contains two major sections to support the author¡¯s point of view. The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment;2) they are not learning the language adequately and efficiently in school. The second section elaborates the author¡¯s personal opinion about the importance of grammar and vocabulary, by way of metaphors. Para. II (Para. 14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and he¡¯s proud of his son. ²½Öè3 Step 3 ÓïÑÔµãLanguage points Detailed study of the text 1. 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. (Para. 1) Meaning: My son is probably right if there is no other parent like me who still corrects his child¡¯s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pays lots of attention to grammar rules, which he doesn¡¯t seem 6. ѧϰ°ïÊÖ . to like. 2. She nodded three or four times searched the heavens for the right words, and then exclaimed, v1.0 ¿É±à¼­¿ÉÐÞ¸Ä 4. My student ¡°whoa¡± was exceeded only by my head-shaking distress. (para. 4) Meaning: My head-shaking distress at her inability to express properly was even greater than her slang term whoa, one word, which did not make any statement to describe the civilization of Greece and the glory of Roman architecture. Meaning beyond words: The word exceed states explicitly that the authors worry about his student's language inability was much more intense than her excitement. 5. Surely students should be able to distinguish between their/there/they're on the distinctive difference between complimentary and complementary (para. 5) Meaning: Of course, students should be able to recognize and understand the differences between their/ there/they're on the obvious difference between complimentary and complementary distinguish: recognize the differences between things Çø±ð£»±æ±ð A formal education with emphasis on history literature and culture helps a person learn how to distinguish right from wrong×ÅÖØÓÚÀúÊ·¡¢ÎÄѧºÍÎÄ»¯µÄÕý¹æ½ÌÓýÄÜ°ïÖúÒ»¸öÈËѧϰÈçºÎÃ÷±æÊÇ·Ç¡£ distinguish between: recognize and understand the difference between two or more things or peopleÇø·Ö£»±æ±ð The ability to read in a critical way involves the ability to distinguish between facts and the writer¡¯s opinions or interpretations.ÅúÅÐÐÔÔĶÁÄÜÁ¦°üÀ¨Çø·ÖʲôÊÇÊÂʵ£¬Ê²Ã´ÊÂ×÷Õß×Ô¼ºµÄ¿´·¨»ò½âÊÍÄÜÁ¦¡£ ¡ïdistinctive: a. easy to recognize because of being different from other people or things of the same typeÓëÖÚ²»Í¬µÄ£»ÌØÊâµÄ£»ÌرðµÄ The distinctive design of a product provides a powerful competitive advantage over other products. Ò»¸ö¶ÀÌصIJúÆ·Éè¼Æ¾ßÓбÈÆäËû²úÆ·¸üÇ¿ÓÐÁ¦µÄ¾ºÕùÓÅÊÆ¡£ 6. For example signs in grocery stores point them to the stationary, even though the actual stationery - pads, albums and notebooks - are not items nailed down. (para. 6) Meaning: For example , signs of merchandise in grocery stores lead students to the ¡°stationary¡± department selling stationery like pads =, albums and notebooks. However, these displayed stationery items are movable but not nailed down. 7. ѧϰ°ïÊÖ . Meaning beyond words: Taking the wrong spelled signs in grocery stores as an example, the v1.0 ¿É±à¼­¿ÉÐÞ¸Ä 9. 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, ¡°It's flying so unsteady.¡± (para . 8 ) Meaning: The opportunity to teach him English came when we were both on a car heading for our trip. On seeing a bird flying unsteadily, he commented that the bird was flying unsteady. jerk: n. [C] a sudden quick movement Ã͵ÄÒ»¶¯£»â§È»Ò»¶¯ The old bus started with a jerk, so the passengers shook a sudden. ÄÇÁ¾¾ÉµÄ¹«¹²Æû³µÃ͵ØÒ»¶¯£¬³µÉϵij˿Ͷ¼Í»È»Ò¡»ÎÁËһϡ£ jerky: a. moving roughly with many starts and stops £¨ÔÚ½øÐÐÖУ©²»Æ½Îȵģ¬µßô¤µÄ After the bus came to a jerky halt, the passengers got the hurriedly. ¹«¹²Æû³µµßô¤×ÅÍ£ÏÂÀ´ÒԺ󣬳˿ÍÃǶ¼´ÒæϳµÁË¡£ 10. Curious about my correction he asked me what an adverb was. Slowly, I said, ¡°it's a word that tells you something about a 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 it's the thing dad is doing.¡± (para. 9) Meaning: fascinated by my correction, he wondered what an adverb was. After he got the answer, he went on with the question of a verb. To explain vividly to him, I used the example of driving: an action I was doing. Meaning beyond words: The boy was very alert to something new or interesting. His learning experience illustrates that learning grammar is not necessarily boring. 11. Then, out of his own curiosity, he asked me if other words had names for their use and functions. (para. 10) Meaning: After that, because of his curiosity, he asked me if other words also had specific names for their use and the roles they play. out of curiosity: because of curiosity ³öÓÚºÃÆæ She decided to follow him out of curiosity.³öÓÚºÃÆ棬Ëý¾ö¶¨¸ú×ÙËû¡£ 12. 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 8. ѧϰ°ïÊÖ . v1.0 ¿É±à¼­¿ÉÐÞ¸Ä ²½Öè 5 Step 5 Á·Ï°½²½â Review & Exercises presentation --- Reproduction 3.. Exercises 4. Exercises 3,4,5,6,7 (Ss give answers and raise questions they may have and T explains the difficulties) 8,9--- writing and translation. Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading ²½Öè 6 Step 6 ÌýÁ¦ÑµÁ· Listening practice Assignments: 1) Story retelling in Unit 1; 2) Pair work --- practice model dialogs in unit 1 in the Listening and Speaking Book; 3) Preview the new words in unit 2; ¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D¨D ×ÔÎÒÆÀ¼ÛÎÊÌâQuestions for Self-evaluation: 1. Can I understand the text fully 2. Have I memorized the new vocabulary and can I put them into use 3. Do I understand better how to become a successful language learner 9. ѧϰ°ïÊÖ . v1.0 ¿É±à¼­¿ÉÐÞ¸Ä