资源描述
2.Sermon,BR_MAIN,BeforeReading,GlobalReading,DetailedReading,AfterReading,3.LearningPlateau,1.EnglishSongThroughtheRain,4.Warm-upQuestions,BeforeReading_1.1,BeforeReading,GlobalReading,DetailedReading,AfterReading,EnglishSongThroughtheRain,1.ListentotheSong,BeforeReading_1.2,BeforeReading,GlobalReading,DetailedReading,AfterReading,WhenyougetcaughtintherainWithnowheretorunWhenyouredistraughtandWithoutanyoneAndyouThatyoujustcantfindyourwayhomeYoucangettherealoneItsokay,whatyousayisIcanIcan,ThroughtheRain,inpain,_,feelsofaraway,_,makeitthroughtherain,_,standuponceagainonmyown,_,2.FillintheBlanks,BeforeReading_1.3,BeforeReading,GlobalReading,DetailedReading,AfterReading,AndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainAndifyoukeepfallingdownDontyoudareYouwillariseSokeepAndyoullfindWhatyousayisIcanIcan,Imstrongenoughtomend,_,holdtightertomyfaith,_,givein,_,safeandsound,_,pressingonsteadfastly,_,whatyouneedtoprevail,_,makeitthroughtherain,_,standuponceagainonmyown,_,BeforeReading_1.4,BeforeReading,GlobalReading,DetailedReading,AfterReading,AndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainAndwhentherainblowsAsshadowsgrowclosedontbeafraidAndshouldtheytellyouDonthesitateIcanIcan,Imstrongenoughtomend,_,holdtightertomyfaith,_,Theresnothingyoucantface,_,Youllneverpullthrough,_,Standtallandsay,_,makeitthroughtherain,_,standuponceagainonmyown,_,BeforeReading_1.5,BeforeReading,GlobalReading,DetailedReading,AfterReading,AndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainIcanmakeitthroughtherainAndstanduponceagainAndIliveonemoredayIcanmakeitthroughtherainOhyesyoucanYouwillmakeitthroughtherain,Imstrongenoughtomend,_,holdtightertomyfaith,_,BeforeReading_1.6,BeforeReading,GlobalReading,DetailedReading,AfterReading,1.Whoisthesinger?,MariahCarey,anAmericanpopandRthentherateofimprovementslowsrightdowntoalmostnothing.,ThisphenomenoniscommonlyobservedinEnglishlearning.Thestudentishighlymotivatedattheearlystagesoflearning.Heimitates,memorizesandpracticesalltheinputfromtheteacherandthetextbook.AsalltheinputoftheEnglishlanguageisnewtothelearner,itisstimulatingandeasytoremember.Moststudentscanhaveagoodstartinlearningnomatterwhatteachingapproachesareused.However,asthelearningprocessgoeson,thelearnerfindsitharderandhardertotakeinnewlanguagedata.Theteacheralsofindsthathisinput,nomatterhowmuchhetriestomakeitinteresting,isnolongeraseasilyasitusedtobetakeninbythelearners.Thestudentsbecomemoreandmorediscouraged.TheyfindthattheyknowalotabouttheEnglishlanguage,buttheycanhardlysaytheyknowEnglish.,alotofthelearningprocessinvolvesconsolidationand,extensionofexistingknowledgeanditishardertoseewhathastobeachievedandtorecognizewhentheachievementhasbeensuccessful,Tohelpthestudentsstuckontheplateau,thespeakersuggeststhattheteacherandthatthestudentsHethinksitimportantthatstudents,BeforeReading_3.4,BeforeReading,GlobalReading,DetailedReading,AfterReading,LearningPlateau,Listentothetalkandcompletethefollowingsentencesaccordingtowhatyouhaveheard.,Directions:,Intermediatestudentsoftenfeelstuckonalearningplateaupartlybecausebythisstage,helpthestudentsunderstandthephenomenonandgainconfidence,_;,setcleartargetstohelpthemmeasurewhattheyhave,achieved,understandhowlearningtakes,placeandhowtheycantakechargeofit,Languagelearningseldommovesaheadatanevenpace.Learnersfacespurtsandslow-downsintheirperceivedprogress.Intermediatestudentsoftenfeeltheyarestuckandarenotmakingsignificantprogress.Thisispartlybecause,intheearlystagesoflearning,theycanseeaclearcourseahead.However,bytheintermediatestage,alotofthelearningprocessinvolvesconsolidation(巩固)andextensionofexistingknowledge.Soitishardertoseewhathastobeachievedandtorecognizewhentheachievementhasbeensuccessful.Whatcanwedotohelpstudentswhofeelstuckonalearningplateau?,BeforeReading_3.5,BeforeReading,GlobalReading,DetailedReading,AfterReading,BeforeReading_3.6,BeforeReading,GlobalReading,DetailedReading,AfterReading,Isuggestthatatthestartoftheprogram,teachersshouldexplainthetypicallearningcurveforlanguageacquisition.Atfirstitissteepbutthenlevelsout.Helpthestudentstounderstandthatintheintermediatephase,theyaredeepeningtheirknowledgeandgainingconfidence.Aspartofthisprocess,theyarealsobecomingmuchmoreautonomousaslanguageusers:morecapableofusingthelanguageinindividualways.Itisalsohelpfulforstudentstosetindividualtargetstohelpthemmeasurewhattheyhaveachieved.Therearemanywaysofdoingthis.Apre-programmetestmightshowthemthegapsandweaknessesintheirknowledge,ortheteachermighthavealistoflearningtargetsthateachstudentcouldselectfrom.Thisisallpartoflearnertraininginwhichstudentsarehelpedtounderstandhowlearningtakesplaceandhowtheycantakechargeofit.,1.DoyouthinkyouareontheplateauoflearningEnglish?Whyorwhynot?2.WhatdoyouthinkoftheEnglishcourseofferedinyouruniversity?3.WhatarethemaindifficultiesyouhaveencounteredinlearningEnglishatyourlevel?4.SomepeoplesaythatstudentstodayspendtoomuchtimeonEnglish.Whatisyouropinion?,BeforeReading_4.1,BeforeReading,GlobalReading,DetailedReading,AfterReading,Warm-upQuestions,GlobeReading_main,BeforeReading,GlobalReading,DetailedReading,AfterReading,1.PartDivisionoftheText,ForParts13,ForPart4,MultipleChoice,TrueorFalse,QuestionsandAnswers,3.FurtherUnderstanding,2.IdentifyingParagraphTopics,GlobeReading_1,BeforeReading,GlobalReading,DetailedReading,AfterReading,PartDivisionoftheText,MainIdeas,Parts,1,2,Paragraphs,1,2-3,Boththeteachersandthestudentsfrustrationbytheproblem.,Anintroductionoftheproblem:theseeminglygreaterdifficultyinlearningEnglishasstudentsmovetomoreadvancedlevels.,3,4,Theauthorsopinionabouttheproblem.,4,5-6,Theauthorsadvicetostudentsandteachers.,GlobalReading_2.1,Directions:Choosethephraseyouthinkisthebestchoiceforthetopicofeachparagraphofthetext.,IdentifyingParagraphTopics,Paragraph1,A)TheSeeminglyGreaterDifficultyinLearningEnglishasStudentsMovetoMoreAdvancedLevelsB)TheReasonsWhyLearningEnglishBecomesIncreasinglyDifficultC)AProcessWhichOughttoBecomeSimpler,Paragraph2,A)TheImportanceofPuttingEverythingOneIsTaughtintoPracticeB)ABewilderingVarietyofIdioms,ClichsandAcceptedPhrasesC)TheTeachersFrustrationatFindingHisStudentsMakingSlowerProgress,BeforeReading,GlobalReading,DetailedReading,AfterReading,GlobalReading_2.2,Paragraph3,A)TheRelationshipBetweentheTeacherandtheStudentsB)TheReactionsofBothStudentsandTeachersinSuchCircumstancesC)TheQuotingofProverbsasaMeansofExplainingtheInexplicable,Paragraph4,A)TheDifficultyofSelectingtheRightTeachingMaterialB)TheNewExperienceofBothStudentsandTeachersC)TheAuthorsOpinionAbouttheProblem,Paragraph5,A)WideReadingtheBestAlternativeCourseofActionB)TheAuthorsAdvicetoStudentsC)TheImportanceofBothReadingandListening,BeforeReading,GlobalReading,DetailedReading,AfterReading,GlobalReading_2.3,Paragraph6,A)TheTeachersDutytoChoosetheBestPathB)TheTeacherasthePaidGuideandExpertC)TheAuthorsAdvicetoTeachers,BeforeReading,GlobalReading,DetailedReading,AfterReading,2.Beginnerscanmakeobviousprogressbecausetheyarelearningthebasicstructuresandpatternsofthelanguagewhichtheycanputintopracticemoreeasily.,F,GlobeReading_3.1,BeforeReading,GlobalReading,DetailedReading,AfterReading,TrueorFalse,1.Theproblemforadvancedstudentsisthatthemoretheylearn,thelesstheyknow.,Studentsmayfeelthatthemoretheylearn,thelesstheyknow,whichaccordingtotheauthor,isnottrue.Theproblemforadvancedstudentsliesintheseeminglymuchslowerprogresstheyaremakingatthislevel.,(),T,(),4.StudentsfeelfrustratedwhentheydiscoverthattheprocessoflearningEnglishdoesnotappeartobecomesimpler.,F,GlobeReading_3.2,BeforeReading,GlobalReading,DetailedReading,AfterReading,3.Theteacherfeelsfrustratedbecausehecandonothingwhenheseeshisstudentsstrugglingwiththebewilderingvarietyofidiomsandphrasesandmorecomplexstructuresandpatterns.,Becausehefindshiseffortsappeartoproducelessobviousresults.,(),T,(),F,5.Accordingtothetext,somestudentsgiveuplearningEnglishbecausetheyaredisgustedattheteachersfrustration.,BecausetheyarenowconfrontedwithavastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooksanditisdifficultforthemtomakeandseeanyprogress.,(),7.Attheadvancedlevel,selectingwhatshouldbetaughthasbecomemorechallengingforteachers.,GlobeReading_3.3,BeforeReading,GlobalReading,DetailedReading,AfterReading,T,(),F,6.Theauthorthinksthatagoodcommandofthemorecomplexlanguagestructuresandpatternsisindispensableforstudentstomakethemselveswellunderstoodinthecommunication.,Accordingtotheauthor,themorecomplexstructuresandpatternsoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandsohavealessimmediatefieldofapplication.,(),GlobeReading_4,BeforeReading,GlobalReading,DetailedReading,AfterReading,QuestionsandAnswers,1.DoestheauthorthinkthesuggestionpracticablethatstudentsshouldspendafewyearsinanEnglish-speakingcountry?Whyorwhynot?,No,hedoesnt,becausefewstudentscanaffordthetimeandmoneytodoso.,2.Whatdoestheauthorthinkofwidereading?,Hethinksitishelpfulandthatitisnecessarytomakesomekindofselection.,3.WhatistheauthorsadvicetoteachersofEnglish?,Teachersshouldchoosetherightteachingmaterialandusetherightmethodsothatstudentscanbecomefluentbothinspeakingandinwriting.,A)gradedreaders(读物)forcollegeEnglishband2B)gradedreadersforEnglishmajorsband8C)gradedreadersforcollegeEnglishband4,GlobeReading_5.1,BeforeReading,GlobalReading,DetailedReading,AfterReading,MultipleChoice,Directions:WhichofthefollowingdoyouthinktheauthorwouldmostlikelyrecommendtoadvancedstudentsofEnglishatyourlevel?Giveyourreasons.,C,A)aretooeasy.Youmayunderstandthemataglance.B)canbeabitdifficultforyou.Youmaycomeacrossalotofnewwordswhichyoucanhardlyunderstandwithoutreferringtoadictionaryfromtimetotime.C)areproducedforstudentsatyourlevel.Youmaynotunderstandthemataglance,butyoudonthavetofrequentlyturntoadictionaryforhelp.,(),2.A)HamletbyShakespeareB)DavidCopperfieldbyCharlesDickensC)ForWhomtheBellTollsbyErnestHemingwayD)thelatestissueofReadersDigest,GlobeReading_5.2,BeforeReading,GlobalReading,DetailedReading,AfterReading,D,Hamletwaswrittenover300yearsagoandthelanguagecanbetoodifficultforyou.BothDavidCopperfieldandForWhomtheBellTollsarenovelswhichyoucannotfinishwithinaweekorso.ReadersDigestcontainsawidevarietyofreadingmaterialswhichareneithertoolongnortoodifficultandyoucansurelyfindsomethingtoyourtaste.,(),3.A)listeningextensivelyB)listeningtothematerialandtryingtoremembereverydifficultwordthatpuzzledyouC)listeningtothematerialandtryingtorememberthewayitwascomposed,GlobeReading_5.3,BeforeReading,GlobalReading,DetailedReading,AfterReading,A,C,Accordingtotheauthor,studentsshouldreadasmuchastheycanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledthem.Andthisisapplicabletolisteningaswell.,(),Article,BeforeReading,GlobalReading,DetailedReading,AfterReading,Theauthorisnotapreacher,andyethedoesdeliverakindofsermonhere.Whoishisaudience?Interestingly,hisaudienceisyourteachersofAdvancedEnglishasaforeignlanguage.Theauthorseekstohelpthemintheirdifficulttaskofteachingadvancedstudents,theirtaskofleadingtheirstudentstoahigherlevelofabilityandfluency.Doesitencourageyoutoknowthatyouarenottheonlyonewhoisstrugglingatthisleveloflanguageacquisition?,Article1,BeforeReading,GlobalReading,DetailedReading,AfterReading,ItisprobablyeasierforteachersthanforstudentstoappreciatethereasonswhylearningEnglishseemstobecomeincreasinglydifficultoncethebasicstructuresandpatternsofthelanguagehavebeenunderstood.Studentsarenaturallysurprisedanddisappointedtodiscoverthataprocesswhichoughttobecomesimplerdoesnotappeartodoso.,AKindofSermonW.S.Fowler,Article2,BeforeReading,GlobalReading,DetailedReading,AfterReading,Itmaynotseemmuchconsolationtopointoutthattheteacher,too,becomesfrustratedwhenhiseffortsappeartoproducelessobviousresults.Hefindsthatstudentswhowereeasytoteach,becausetheysucceededinputtingeverythingtheyhadbeentaughtintopractice,hesitatewhenconfrontedwiththevastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooks.Heseesthemstrugglingbecausethelanguagetheythoughttheyknewnowappearstoconsistofabewilderingvarietyofidioms,clichsandacceptedphraseswithdifferentmeaningsindifferentcontexts.ItishardtoconvincethemthattheyarestillmakingprogresstowardfluencyandthattheirEnglishiscertaintoimprove,giventimeanddedication.Insuchcircumstancesitishardlysurprisingthatsomegiveupindisgust,whileothersstillwaithopefullyfortheteachertogivethemthesameconfidentguidancehewasabletoofferthematfirst.reducedtotryingtoexplaintheinexplicable,maytakerefugeinquotingproverbstohiscolleaguessuchas:“Youcanleadahorsetowaterbutyoucantmakehimdrink,”or,morerespectfullyiflessgrammatically:“Itaintwhatyousay.Itsthewaythatyousayit.”,Theteacher,forhispart,frequently,Article3,BeforeReading,GlobalReading,DetailedReading,AfterReading,Hisstudentsmightfeelinclinedtocounterthesewith:“ThemoreIlearn,thelessIknow.”Ofcoursethisisnottrue.Whatbothstudentsandteachersareexperiencingistherecognitionthatthemorecomplexstructuresoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandso,havealessimmediatefieldofapplication.Forthesamereason,fromtheteacherspointofview,selectingwhatshouldbetaughtbecomesamoredifficulttask.Itismucheasiertogetfoodofanykindthantochoosethedishyouwouldmostliketoeatonagivendayfromavastmenu.,Article4,BeforeReading,GlobalReading,DetailedReading,AfterReading,Definingtheproblemiseasierthanprovidingthesolution.OnecansuggestthatstudentsshouldspendtwoorthreeyearsinanEnglish-speakingcountry,whichamountstowashingoneshandsofthem.Fewstudentshavethetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthebestalternativecourseofactionbutevenhereitisnecessarytomakesomekindofselection.Itisnousetellingstudentstogotothelibraryandpickupthefirstbooktheycomeacross.Myownadvicetothemwouldbe:“readwhatyoucanunderstandwithouthavingtolookupwordsinadictionary(butnotwhatyoucanunderstandataglance);readwhat,interestsyou;readwhatyouhavetimefor(magazinesandnewspapersratherthannovelsunlessyoucanreadthewholenovelinaweekorso);readtheEnglishwrittentoday,not200yearsago;readasmuchasyoucanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledyou.”Andinsteadof“read,”Icouldjustaswellsay“listento.”,Article5,BeforeReading,GlobalReading,DetailedReading,AfterReading,Myadvicetoteacherswouldbesimilarinaway.Iwouldsay“Itsnogoodthinkingthatanythingwilldo,orthatalllanguageisuseful.Itsnogoodrelyingonstudentstoexpressthemselveswithouttherighttoolsforexpression.Itsstillyourdutytochoosethebestpathtofollownearthetopofthemountainjustasitwastoproposeapracticableshort-cutawayfromthebeatentrackinthefoothills.Andifthepathyouchooseistooovergrowntomakefurtherprogress,thewholepartywillhavetogobackandyouwillhavetochooseanotherroute.Youarestillthepaidguideandexpertandthereisawaytothetopsomewhere.”,Article_S_It,BeforeReading,GlobalReading,DetailedReading,AfterReading,1.Whatdoes“appreciate”meanhere?,Itmeans“understand,esp.withsympathy”(理解，体恤，体谅).Forexample:Iappreciateyourproblem,butIdontthinkIcanhelpyou.我理解你的困难，但却爱莫能助。,2.TranslatethesentenceintoChinese.,一旦了解了英语的基本结构和句型，再往下学似乎就越来越难了；这其中的原因，也许教师比学生更容易理解。,ItisprobablyeasierforteachersthanforstudentstoappreciatethereasonswhylearningEnglishseemstobecomeincreasinglydifficultoncethebasicstructuresandpatternsofthelanguagehavebeenunderstood.,Article_S_It,BeforeReading,GlobalReading,DetailedReading,AfterReading,Paraphrasethissentence.,Theteacheralsofeelsdiscouragedanddisappointedbecausehiseffortsappeartobelessfruitfulthanexpected.Students,however,maynotgetmuchcomfortevenwhentheyknowthis.,Itmaynotseemmuchconsolationtopointoutthattheteacher,too,becomesfrustratedwhenhiseffortsappeartoproducelessobviousresults.,Article_S_He1,BeforeReading,GlobalReading,DetailedReading,AfterReading,Hefindsthatstudentswhowereeasytoteach,becausetheysucceededinputtingeverythingtheyhadbeentaughtintopractice,hesitatewhenconfrontedwiththevastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooks.,1.Analyzethestructureofthesentence.,Themainclauseis“Hefindsthatstudentshesitate”.“thatstudentshesitate”istheobjectof“finds”.“whowereintopractice”isanattributiveclausemodifying“students”.“becausetheysucceededintopractice”isanadverbialclauseofreason.“whenconfrontedwithtextbooks”isanadverbialclauseofcondition.“whichfallsoutsidetextbooks”isanattributiveclausemodifying“Englishvocabularyandusage”.,Article_S_He2,BeforeReading,GlobalReading,DetailedReading,AfterReading,2.Whatcanbeinferredfromthissentence?,TheteacherfindsthatadvancedstudentsaredifficulttoteachbecauseadvancedstudentsarefacedwiththevastuntouchedareaofEnglishvocabularyandusagewhichtheymaynevercomeacrossinthebasictextbooksandtheymayneverhaveanopportunitytoputintopractice.,Article_S_given,BeforeReading,GlobalReading,DetailedReading,AfterReading,giventimeanddedication.,1.Paraphrasethispart.,IftheyarecommittedtothestudyingofEnglishandspendenoughtimeonit,2.Notice:“Given”canbeusedasapreposition,meaning“taking(sth.)intoaccount”(考虑到).,Example:Giventhegovernmentsrecordonunemployment,theirchancesofwinningtheelectionlookpoor.鉴于政府在解决失业问题上成绩不佳，他们在选举中获胜的机会似乎不大。Buthereinthissentence,“given”isusedtoindicateacondition,meaning“ifallowedorprovidedwith”,“assumingthatonehas”.,Article_S_he,BeforeReading,GlobalReading,DetailedReading,AfterReading,hewasabletoofferthematfirst.,Whatcanyouinferfromthispart?,Nowatthislevel,theteacherhasbeenunabletogivethemthesameconfidentguidance.,Article_S_the,BeforeReading,GlobalReading,DetailedReading,AfterReading,Theteacher,forhispart,frequentlyreducedtotryingtoexplaintheinexplicable,maytakerefugeinquotingproverbstohiscolleagues,1.Whatdoes“forhispart”mean?,Itmeans“asfarasheisconcerned”(就他而言).,2.Paraphrasethispart.,Theteacher,whooftenhastoexplainwhatcantbeexplained,mayresorttoquotingwell-knownsayingstootherteachers,Article_S_you,BeforeReading,GlobalReading,DetailedReading,AfterReading,“Youcanleadahorsetowaterbutyoucantmakehimdrink,”,1.Paraphrasethesentence.,Youcangiveapersontheopportunitytodosth.buthemaystillrefusetodoit./Goodsuggestionscanbemadebutpeoplecantbeforcedtodowhattheydontwantto.,2.Whatdoestheteachermeanbyquotingthisproverb?,Theteachermeansthathecanmakesomegoodsuggestionstohisstudentsbuthecantforcecorrectunderstandingandusageonthem.,Article_S_more,BeforeReading,GlobalReading,DetailedReading,AfterReading,morerespectfullyiflessgrammatically,1.Whatdoestheauthormeanhere?,Thequotingofthefirstsayingmaynotbeveryrespectfulbecauseitcomparesstudentstohorses.Thesecondonedoesnotappeartobedisrespectful.However,itisnotsogrammatical.,2.Notice:Here,“if”isusedbeforeanadjectiveoradverbtointroduceacontrast,meaning“although”.Similarly,wecansay:,Hesarealgentleman,ifalittlepompousattimes.他可是个正人君子，虽然有时略显傲慢了些。Hiswordsarebetterputiflesslearned.他的话更得体一些，尽管不是那么有学问。,Article_S_It,BeforeReading,GlobalReading,DetailedReading,AfterReading,“Itaintwhatyousay.Itsthewaythatyousayit.”,1.Paraphrasethepart.,Theimportantthingisnotwhatyousaybutthewaythatyousayit.,2.Whydoestheteacherquotetheproverb?,Muchthesamethingcanbesaidinavarietyofgrammaticallycorrectsentences,butsomemaybemoreappropriatethanothersincertainsituationsintermsofpoliteness,formality,etc.Itmaybequotedhereasapieceofadvicetheteachergivestohisstudentsattheadvancedlevel.,3.Notice:“aint”isthenon-standardcontractedformof“am/is/arenot”and“has/havenot”.,Example:Thingsaintwhattheyusedtobe.情况不比从前了。,Article_S_What,BeforeReading,GlobalReading,DetailedReading,AfterReading,Whatbothstudentsandteachersareexperiencingistherecognitionthatthemorecomplexstructuresoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandsohavealessimmediatefieldofapplication.,Translatethesentence.,不管是学生还是老师，他们现在都经历着这样一个认识过程，即我们在某种语言中所碰到的比较复杂的
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