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1、Book2Unit1SectionAUnit1LanguageinmissionUnderstandingandLearningOverviewThisunitfocusesonlearningEnglishwithtextAtalkingabouthowgrammarandvocabularycanbetaughtefficientlyandtextBhowthelanguagecanbelearnedsuccessfully.Inotherwords,oneisabouthowtoteachandtheotherhowtolearn.
2、Thewritingstylebetweenthetwotextsisalsosomewhatdifferent,thefirstoneismorerelaxedandhumorous,atypicalstyleinEnglishdiscourse.Thetoneofthesecondtexthoweverismoreformalandserious.Whenteachersfamiliarizestudentswiththetexts,theyneedtopointouttheirrespectivewritingstylesandal
3、sothinkabouthowtoinvolvestudentsinclassactivitiesfromtwodifferentangles:teachingvs.learning.MeanwhilestudentsshouldbeencouragedtoexpresstheiropinionsaboutthecurrentwayofteachinginanEnglishclass,therebyexpressingtheirthoughtsfreely.Activitiescanrangefromclassdiscussiontope
4、erinterviewandpaneldebatesuchaswhethergrammarisofcrucialimportanceinlearningEnglishandhowonecanexcelwhenlearningthatlanguage.StudentsneedtosharetheirlearningexperienceandfindoutmoreeffectivewaystolearnEnglishgrammarandvocabulary.SectionAAnimpressiveEnglishlessonBackground
5、information1.LearningEnglishgrammarThegoalofdevelopinglearners’functionalcompetenceinasecondlanguageisnotanewidea.Originally,thetermGrammarreferredtotheartofwriting.Asusedtodaybymanyteachersandlearners,grammarislooselyunderstoodtobeasetofrulesthatgovernalanguage.Communica
6、tivelanguageteachinghasplacedarenewedemphasisontheroleofgrammar,especiallyintheearlystagesofinstruction.Viewinggrammarwithallofitscomponentshelpslanguageteachersandlearnersunderstandthecomplexityofwhatitmeanstoknowthegrammarofalanguage.Clearly,thegoaloflanguagelearningina
7、communicativeclassroomisforlearnerstoacquirethegrammarofthesecondlanguageinitsbroadestsensetoenablethemtounderstandandmakemeaningthatis,tobecomeproficientusersofthelanguage.Researchandexperiencehaveshownthatexplicitteachingofgrammaticalrulesdoesnotproducesuchcompetence.Ho
8、wshouldgrammarbetaughteffectively?Itstillhasremainedaquestiontoallthelanguageteachers.Detailedst
