新視野大學(xué)英語(yǔ)讀寫教程第一冊(cè)第一單元Section-A

1、,book 1,unit 1 section a learning a foreign language,魚說(shuō)：你看不到我眼中的淚，因?yàn)槲以谒校∷f(shuō)：我能感覺到你的淚和你的每次脈搏跳動(dòng)，因?yàn)槟阍谖业男闹校☆}記柳兒是我生命中的初戀。這么多年來(lái)，她那甩著悠悠麻花辮子的背影和那顆別致的小虎牙，一直占據(jù)著我的心靈空間。我和柳兒是鄰村，我長(zhǎng)她兩歲。她家住在白石河的對(duì)岸，每年河兩岸的柳樹吐綠時(shí)，清清的白石河肯定要漲水了。于是我總會(huì)背著父親退伍時(shí)帶回的黃色軍挎包站在她家對(duì)岸盼著她走進(jìn)我的視野，她每次總是會(huì)撐著傘站著河對(duì)岸大聲地和我說(shuō)話。真正認(rèn)識(shí)柳兒是在我6歲那年，媽媽將我送進(jìn)了河對(duì)岸村里的娃娃班，第一天我

2、就被老師安排與柳兒同桌。自從認(rèn)識(shí)了柳兒，媽媽才允許我去柳兒的村莊玩耍。小伙伴們中，柳兒的柳哨是吹得最好聽的。她將柳葉含在唇間，柳哨聲就像叢林中的小鳥唧唧的叫聲，悠揚(yáng)而纏綿。這時(shí)我會(huì)盤腿坐在柳兒對(duì)面靜靜地聽著，喜歡看她換氣時(shí)隨音律一脹一縮可愛的臉頰。我喜歡游泳，并且花樣很多，每次游泳時(shí)柳兒總是雙手托著面頰坐在柳樹下不時(shí)發(fā)出清爽的笑聲。柳兒很羨慕我游泳時(shí)“撲撲”拍手的姿勢(shì)，經(jīng)常會(huì)吵著要我托著她的下巴游泳，從此我和柳兒之間有了個(gè)簡(jiǎn)單的約定她教我吹柳哨，我教她游泳。后,unit 1 section a learning a foreign language,overview introduction

3、teaching objectives teaching plan demo class,unit overview,introduction students: first-year non-english major college students class time: 90 mins. each class, twice per week study material: new horizon college english (2nd edition), reading and writing book 1 unit 1, section a learning a foreign l

4、anguage,unit overview,teaching objectives listening however, my experience in senior middle school was very different from before. while my former teacher had been patient with all of the students, my new teacher quickly punished those who gave incorrect answers. whenever we answered incorrectly, sh

5、e pointed a long stick at us and, shaking it up and down, shouted, “no!no!no!” it didnt take me long to lose my eagerness to answer questions. not only did i lose my joy in answering questions, but i also lost my desire to say anything at all in english.,comparison,writing skill: comparison (對(duì)比法),wr

6、iting skill: comparison (對(duì)比法),typical patterns for comparison,model,while sb. / sth. is / does, sb. / sth. else is / does 某事 某人, 而另一事 另一人 while my former teacher had been patient with all the students, my new teacher quickly punished those who gave incorrect answers. (l. 9),while-reading activity: s

7、entence pattern drills,make a sentence out of each group of words. use “while” to introduce information that contrasts with what is conveyed in the main clause. make changes where necessary. 1. universities, in the east, better equipped; those, in the west, relatively poor universities in the east a

8、re better equipped, while those in the west are relatively poor. 2. allan clarke, keep talking the price up; wilkinson, keep knocking the price down allan clarke kept talking the price up, while wilkinson kept knocking it down.,part: development,para. 3: my learning experience in senior middle schoo

9、l was different from before,when i went to senior middle school, i was eager to continue studying english; however, my experience in senior middle school was very different from before. while my former teacher had been patient with all of the students, my new teacher quickly punished those who gave

10、incorrect answers. whenever we answered incorrectly, she pointed a long stick at us and, shaking it up and down, shouted, “no!no!no!” it didnt take me long to lose my eagerness to answer questions. not only did i lose my joy in answering questions, but i also lost my desire to say anything at all in

11、 english.,cause-and-effect,comparison,while-reading activity: sentence pattern drills,when we use “not onlybut also”to introduce two clauses, we should put “not only” at the beginning of a sentence for emphasis and the sentence order should be inverted (倒裝).,translation,1.他不僅完成了作業(yè)，還打掃了房間。 not only d

12、id he finish his homework, but he also cleaned the room. 2. 家庭主婦們不僅拿不到報(bào)酬，她們那繁瑣的勞動(dòng)成果還經(jīng)常被忽視。 not only are housewives not paid, but also most of their boring work is unnoticed.,part: development,para. 4: my learning experience in college,however, that state didnt last long. when i went to college, l le

13、arned that all students were required to take an english course. unlike my senior middle school teacher, my college english teacher were patient and kind, and none of them carried long, pointed sticks! the situation was far from perfect, though. as our classes were very large, i was only able to ans

14、wer a coupe of questions in each class period. also, after a few weeks of classes, i noticed there were many students who spoke much better than i did. i began to feel intimidated. so once again, although for different reasons, i was afraid to speak. it seemed my english was going to stay at the sam

15、e level forever.,comparison,writing skill: comparison (對(duì)比法),writing skill: comparison (對(duì)比法),typical patterns for comparison,model,unlike sb. / sth. else(that), sb. / sth. is / does 不像另一人/物（）那樣(與另一人/物不同)，某人/物 unlike my senior middle school teacher, my college english teachers were patient and kind, a

16、nd none of them carried long, pointed sticks! (l.16) e.g. unlike me, she likes to get up early. 與我不同，她喜歡早起。,part: development,para. 4: my learning experience in college,however, that state didnt last long. when i went to college, l learned that all students were required to take an english course. u

17、nlike my senior middle school teacher, my college english teacher were patient and kind, and none of them carried long, pointed sticks! the situation was far from perfect, though. as our classes were very large, i was only able to answer a coupe of questions in each class period. also, after a few w

18、eeks of classes, i noticed there were many students who spoke much better than i did. i began to feel intimidated. so once again, although for different reasons, i was afraid to speak. it seemed my english was going to stay at the same level forever.,comparison,while-reading activity: useful words a

19、nd expressions,5. intimidate: vt. create a feeling of fear in sb. prefix “in-” means “in, into” in+ timid (a.) + -ate(v.) intimidate (vt.) e.g. he said he would never be intimidated by his opponents power.,part: development,para. 4: my learning experience in college,however, that state didnt last lo

20、ng. when i went to college, l learned that all students were required to take an english course. unlike my senior middle school teacher, my college english teacher were patient and kind, and none of them carried long, pointed sticks! the situation was far from perfect, though. as our classes were ve

21、ry large, i was only able to answer a coupe of questions in each class period. also, after a few weeks of classes, i noticed there were many students who spoke much better than i did. i began to feel intimidated. so once again, although for different reasons, i was afraid to speak. it seemed my engl

22、ish was going to stay at the same level forever.,comparison,cause-and-effect,writing skill: comparison (對(duì)比法),pre-reading activity: background information,online learning online learning, a form of distance education, refers to learning and other supportive resources that are available through the in

23、ternet. in an online lesson, students work with a computer program to select the materials they should be studying. the materials can be presented as text, graphics, animated graphics, audio, video, or a combination of these that are displayed in web browsers or other multimedia players such as windows media player. ,computer,phone line,