2 An IMPRESSIVE English lesson Unit 1 Section A FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR...

2

An IMPRESSIVE English lesson

An IMPRESSIVE English lessonUnit 1 Section AUnit 1 Section A

FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR FORCE ENGINEERING UNIVERSITY

Language is the soul of intellect, and reading is the essential process by which that intellect is cultivated beyond the commonplace experiences of everyday life. — Charles Scribner, Jr. (American publisher)

Language shapes the way we think, and determines what we can think about. — Benjamin Lee Whorf (American linguist)

2

1UNIT

Section A

2

1 Language in missionUNIT



Objectives

To talk about language teaching

To further understand the text

To apply the phrases and patterns

To master the essay writing skill

Contents

Warming-up activities

Text study

Language application

Summary

An IMPRESSIVE English lessonSection A

Warming-up activities

Lead-in

Pre-reading activities

Cultural background


Discuss the following questions.

1. What are the key factors that help people learn English as a foreign language?

2. Do you have any problem in English learning?

3. Do you think grammar is important in English learning?

Lead-in

Short answer questions

Tips

Tips

Tips

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.

Lead-in


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…

Lead-in



—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.

Lead-in



—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.

Lead-in


Listen and fill in the blankPre-reading activities

Listen to a talk about an English learner’s learning experience and fill in the blank in each sentence based on what you hear.

1. Michal started learning English by ________________________.

2. Michal feels delighted and proud when he listens to the Beatles because he ________________________.

3. Besides listening to English songs, Michal also ___________________________________.

listening to the Beatles

can understand a lot better

reads science fiction books in English

4. Michal made a great breakthrough in learning the English language after __________________ ____________________________.

5. According to Michal, English learning brings him _______________________________.

successfully finishing reading the first English book

satisfaction and pleasure

1. How does Michal learn English?

Listen to the talk again and discuss the questions.

2. In your opinion, what is the most effective way to learn English?

Listen and talkPre-reading activities

Tips

Tips

1. How does Michal learn English?

• By listening to English songs;• By reading science fiction books in

English.


2. In your opinion, what is the most effective way to learn English?

• Listen to English songs; • Watch English movies;• Read extensively; • Make friends with native speakers.


What is the best way to learn a new language? A small study of foreign language learning in adults compared two methods. One is known as the __________ or classroom method. This is the kind of ____________ classroom teaching where students are taught a lot of information about _______________.

This is the VOA Special English Education Report.

Listen to a short passage concerning language learning and fill in the missing information.

explicit

To be continued

traditional

grammar rules

Compound dictationPre-reading activities

The other method is known as the

________ or immersion method. The idea

here is to learn much the way children do

when they learn a ________________. That

is, by being with native speakers and

_________ the language that surrounds

them, generally without a lot of explanation.

implicit

native language

absorbing


To be continued


Teachers may ________ these two

methods into what Professor Michael Ullman

calls immersion-style classroom teaching.

But is that ____________ a better way to

learn a language?

combine

necessarily


To be continued


Mr. Ullman was the ________________ for

the new study. He is a professor of

neuroscience at Georgetown University

Medical Center in Washington. He says he

was _________ to find that combining the two

methods might not help the brain in

___________ the new language.

senior investigator

surprised

processing



Questions Previewing

1. What is Communicative Language Teaching?

2. What are the features of Communicative Language Teaching?

3. What is the role of teacher in Communicative Language Teaching?

Tips

Tips

Tips

Cultural BackgroundAmerican 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.


Main idea & structure

Language focus

Critical thinking

Text study


This passage is ____________ that talks about the author’s personal experience in giving ____________________________ to his son. He states that students can learn better if they are __________________.

an effective English lesson

properly taught

Main ideas of the partsMain idea & structure

a narrative

What does the son think of the father? (Para. 1)

Tips

A tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar.


Why was the writer shocked by his student’s answer? (Paras. 2-4)

TipsShe is unable to describe her excursion to Europe with the right words.


What conclusion did the writer draw from the example of his student? (Para. 5)

Tips

Students ___________ the bulk of the _______

for these knowledge ______ because there is a

sense that they should ___________.

unfairly bear criticismdeficits

know better


• The author is absorbed in ________; • The author was shocked by his student’s

_______ to describe properly her trip to

Europe; • Students should ____________ for these

knowledge deficits.

Part I (Paras. 1- _)5 the background of the story

grammar

inability

not be blamed


Why should students not be blamed for their language deficiency? (Paras. 6-7)

Tips

The learning environment is misleading.

Sign in grocery stores…

Stationary section

Friends and loved ones…

Have you ate?


Why should students not be blamed for their language deficiency? (Paras.6-7)

TipsThey are not learning the language adequately and efficiently in school.


How should grammar be taught as far as the writer is concerned? (Paras.8-10)

Tips

• Grammar must be handled delicately, step by

step. An effective way of teaching could

arouse children’s interest in learning English

grammar.

• An example: a grammar lesson with my son


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 todescribe properly her excursion to Europe. (Paras. 2-4)

Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)

Introduction

Structure of the textMain idea & structure

Explains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)

Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)

Introduction

Body


Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)

Introduction

Body


Introduction

Body

Concluding part


An Impressive English Lesson

To my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.

To be continued

tedious oddityobliged to

absorbed in serious about

excursion

Summary of the textMain idea & structure

However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary. To be continued

make any sense

knowledge deficits should know better

environmentadequately teach


Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.

road map valuable possession

tune up

well-conditioned effective

Precisebeneficial

essentialnot being taught


Practical Phrases Specific Meanings1. to be/feel obliged to do sth. 感到有责任做某事2. to be/get serious about 对某事认真；并非开玩笑3. fresh from 刚从…来；刚有…经历4. to make sense 解释得通；有道理5. to thrust sth. upon/on sb. 迫使某人做某事；迫使某

人接受某事6. to tune up 调整，调节（发动机）使

达到最佳状态7. to swell with pride/anger, etc. 洋洋得意（怒气冲冲等）

Language focus

Practical phrases

感到有责任做某事

(to feel obliged to do/to provide ... for ... )

Parents feel obliged to provide the best they can

for children.

to be/feel obliged to do sth.

短语逆译

短语应用父母觉得有责任尽其所能给孩子提供最好的。

意群提示

Language focus

Practical phrases

对某事认真

(to get serious about/to curb/corruption)

It’s time to get serious about curbing political corruption.

to be / get serious about短语逆译

短语应用应该严肃认真地大力惩治政治腐败。

意群提示

Language focus

Practical phrases

刚从…来；刚有…经历

(principals/fresh from/to deal with)School principals should not expect teachers, fresh from college, to deal with a large group of difficult children.

fresh from短语逆译

短语应用学校的校长不应指望刚从大学毕业的老师来应付一大群难以对付的孩子。意群提示

Language focus

Practical phrases

解释得通；有道理

(to talk much/to make sense)

She doesn’t talk much, but what she says makes sense.

to make sense短语逆译

短语应用她讲话不多，但言之有理。

意群提示

Language focus

Practical phrases

迫使某人做某事；迫使某人接受某事

to be indifferent to / to thrust ...on...

He was indifferent to the criticism that was

thrust on him.

to thrust sth. upon / on sb短语逆译

短语应用对于强加给他的指责，他从未放在心上。

意群提示

Language focus

Practical phrases

调整，调好

(to keep...safe/to urge/mechanics/to make sure/to tune up)

In order to keep drivers safe, mechanics are urged to

make sure that car engines are properly tuned up.

to tune up短语逆译

短语应用为了确保司机的安全，一定要敦促机械师确保汽车发动机已调整好。意群提示

Language focus

Practical phrases

洋洋得意/ 怒气冲冲

(graduate from university / swell with pride)

Her heart swelled with pride as she stood

watching her daughter graduate from university.

短语逆译

短语应用当她站在那儿看到她女儿大学毕业时，内心充满了骄傲。意群提示

to swell with pride/anger

Language focus

Practical phrases

Functional Patterns Functions & Usages

1. If sb./.sth. do/is sth., then perhaps …

用于表述“在特定条件下可能发生的事情”。

2. Sb. fail to do sth…., while sb. should do sth….

用于表述“实际情况与预期的反差”。

3. While sth. / sb. is / does…, sth. / sb. else is / does…

用于表述“人与人或事与事之间的反差”。

Language focus

Functional patterns

如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

原句译文

逆译练习If I am the only parent who still corrects his child’s English, then perhaps my son is right.

句型提炼

Language focus

Functional patterns

If sb./sth. do/is sth., then perhaps …

句型提炼

应用提示用于表达“在特定条件下可能发生的事情”。

句型应用

Language focus

Functional patterns

(make up your mind/a golden chance )

典型例句如果你仍然无法下定决心，那么你也许会失去提高自己的绝佳机会。意群提示

If you still cannot make up your mind, then perhaps you will lose a golden chance of improving yourself.

Language focus

Functional patterns

学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。

原句译文

逆译练习Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. 句型提炼

Language focus

Functional patterns

sb. fail to do …, while sb. should do …

句型提炼

应用提示用于表达“实际情况与预期的反差”。

句型应用

Language focus

Functional patterns

(to make prompt response to/take the responsibility of/to ensure)

典型例句政府有责任保障公民安全，可它并未采取强有力的措施对抗持续增长犯罪。

意群提示

The government failed to make prompt response to increasing crimes, while they should take the responsibility of ensuring its citizens’ safety.

Language focus

Functional patterns

路线图会把你带到目的地，而一台好车却能让你完全陶醉于旅途的所有景色、声音及经历之中。

原句译文

逆译练习While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.

句型提炼

Language focus

Functional patterns

While sth. / sb. is / does…, sth. / sb. else is / does…

句型提炼

应用提示用于表达“人与人或事与事之间的反差”。

句型应用

Language focus

Functional patterns

(to keep students’ minds open to sth./to be full of)

典型例句鼓励使学生乐于接受新知识，惩罚则使学生充满挫败感。

意群提示

While encouragement will always keep students’ minds open to new knowledge, punishment may make students full of frustration.

Language focus

Functional patterns

对他而言，我是一个乏味的怪物：一个他不得

不听其教诲的父亲，一个还沉湎于语法规则的

人，对此我儿子却似乎颇为反感。 a. 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,

L2)

Language focus

Language appreciation

学校有责任教会年轻人进行有效的语言沟通，

可他们并没把语言的基本框架——准确的语法

和恰当的词汇——充分地传授给学生。

b. Schools fail to adequately teach

the essential framework of

language, accurate grammar

and proper vocabulary, while

they should

take the

responsibility of pushing the

young onto the path of

competent communication.

(Para.7, L5)

Language focus


也许，语言应该被看成是一张路线图和一

件珍品：我们要常常查看路线图（核对语

法）和调整汽车的引擎（调节词汇）。

c. 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).

(Para.11, L1)

Language focus


学好语法和掌握大量的词汇就好比拿着路线图在车况良好的车里驾驶。

d. Learning grammar and a

good vocabulary is just like

driving with a road map in a

well-conditioned car. (Para.

11, L3)

Language focus


1 What are the most important factors that encourage students to learn English?

2 In what ways can teachers improve the technique of teaching grammar?

3 How can students more effectively enlarge their vocabulary?

Tips

Tips

Tips

Critical thinking

Theme exploration

• motivation• family support• peer pressure• financial status• future career goals

1. What are the most important factors that encourage students to learn English?

Critical thinking

Theme exploration

2. In what ways can teachers improve the technique of teaching grammar?

• use more communicative ways• encourage a lot of interactions• put sentences in meaningful contexts

Critical thinking

Theme exploration

• read a lot from online sources• watch TV / listen to radio / watch English online

videos • talk often with English speakers• listen carefully and extensively• use dictionaries to look up unfamiliar words• use new words as often as possible

3. How can students more effectively enlarge their vocabulary?

Critical thinking

Theme exploration

Both quotes illustrate the essential qualities of an excellent teacher.

The first quote is an old Chinese saying which shows the significance of guiding the student to find the way to learn by himself, because give a man fish and he can eat for a day; but if you teach him how to fish, he’ll eat for a lifetime.

Critical thinking

Culture exploration

How do you understand the following quotes: “ 授人以鱼，不如授之以渔” and “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”?

How do you understand the following quotes: “ 授人以鱼，不如授之以渔” and “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”?

Both quotes illustrate the essential qualities of an excellent teacher.

According to William Arthur Ward, an American famous writer and scholar, the best teacher should make students think, suggest rather than dogmatize ( 独断 ), and inspire students to bring out their potentials.

Critical thinking

Culture exploration

What do you think of the English mania in

China?

Watch a video clip about English mania in China and discuss the following question:

Video Watching

Tips

Critical thinking

Back

Critical thinking

What do you think of the English mania in China?

To some extent, a good command of English language means more opportunities and will give you a great advantage over others. But the importance of English cannot be overemphasized. After all, English is only a tool for you to communicate with people from different nations, to solve problems, to assist you with your work.

Critical thinking

Language application

Writing devices

Oral reproduction

Paragraph translation


Introduction:Simile is a figure of speech that compares two different things and the comparison is indicated by the word as or like.

Examples:1. Learning grammar and a good

vocabulary is just like driving with a road map in a well-conditioned car.

2. A poem

to be continued

Writing devices Figurative language: simile

to be continued

My Love Is Like A Red Red Rose我的爱人像朵红红的玫瑰

----Robert Burns 罗伯特 ·彭斯

O, my Love’s like a red, red rose 啊，我的爱人像朵红红的玫瑰That’s newly sprung in June. 六月里迎风初开O, my Love’s like the melodie. 啊，我的爱人像支甜甜的曲子That’s sweetly played in tune. 奏得合拍又和谐


to be continued



As fair art thou, my bonnie lass, 我的好姑娘，多么美丽的人儿So deep in love am I; 请看我，多么深挚的爱情And I will love thee still, my dear, 亲爱的，我永远爱你Till all the seas gone dry. 纵使大海干涸水流尽


to be continued



Till all the seas gang dry, my dear, 纵使大海干涸水流尽And the rocks melt with the sun; 太阳将岩石烧作灰尘I will love thee still, my dear, 亲爱的，我永远爱你While the sands of life shall run. 只要我一息犹存




And fare thee well, my only love 珍重吧，我唯一的爱人And fare thee well, a while! 珍重吧，让我们暂时别离And I will come again, my love, 但我定要回来Though it were ten thousand mile. 哪怕千里万里！


a. 生活像一具大秋千 (swing) ，总在开心和忧愁间摇摆 (dangle) 。

Life is like a big swing, dangling between the depths of happiness and sadness.

to be continued

Practice


b. 生活没有目标犹如航行没有指南针(compass) 。

Living without an aim is like sailing without a compass.

to be continued

Practice


c. 婚姻就像一座城堡 (beleaguered fortress) ，外面的人想进去，里面的人想出来。

Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out.

Practice


An essay normally has three main parts: Introduction, body and conclusion.

Introduction

Body

Concluding part

How to write a college essay:

Writing devices Essay writing

Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic.

to be continued

How to write a college essay:


Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc.

to be continued

How to write a college essay：


Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning.

How to write a college essay：


Read the sample essay and see

how it develops.


Topic:

Grammar English learning

Introduction:Thesis statement: Now I think it is really fun to learn English grammar.

to be continued


Body:

Example 1: Adding a comma could show an entire difference in meaning.

Example 2: A grammar mistake could make a world of difference in meaning.

to be continued


Conclusion:

English grammar is truly a mysterious

world of art.

to be continued


Sample:

During my middle school years, I was very

allergic to English grammar. However, the

two incidents I experienced later changed my

view about learning English. Now I think it is

really fun to learn English grammar.

to be continued


Sample: It occurred while I was absorbed in the mysterious world of the iPhone. My English teacher wrote two sentences on the blackboard: 1) The king would wear no clothes which make him appear differently from others; 2) The king would wear no clothes, which makes him appear differently from others. Glancing at the two sentences, I thought the teacher must have made a mistake because these two sentences were the same. Suddenly, the class burst into a loud laughter. Only then did I realize that adding a comma could show a big difference in meaning.

to be continued


Sample: Afterward, something interesting happened to me again. At the beginning of my English class one day, the teacher returned our homework assignment. To my surprise, my teacher had crossed out -ly in the sentence “I studied English hardly.” “Isn’t hardly an adverb?” I asked myself. Later, of course, I figured out what was wrong: an over-generalization! I was assuming every adjective added with -ly still maintains the meaning of that adjective. Not till then did I find out that hardly actually means “almost not”, so what I wrote made a world of difference from what I wanted to say.

to be continued


Sample:

In conclusion, what I experienced enables me

to understand English grammar is truly a

mysterious world of art. How fun it is to learn

English grammar!


Writing practice

Directions: Write an essay of no

less than 150 words on one of the

following topics. One topic has an

outline you can follow.


Topic: Grammar, a headache to me

Introduction: Thesis statement: English Grammar is a big headache

to me.

Body: Example: The difference between used to and be used to

Conclusion: I’m allergic to learning English grammar.


More topics:

• Learning English through imitation / repetition

• Learning English with / without grammar


Suppose you are expected to share

your experience of English learning

with your classmates.

Make a speech on the following topic.

Oral reproduction Speech making

You can follow the outline given below.

Part I. My general feeling about learning

English

1. Difficult and frustrating;

2. Rewarding and well worth the effort

To be continued


You can follow the outline given below.

Part II. The difficulties and how I overcome them

1. Listening and speaking

2. Writing

3. Grammar and vocabulary

Part III. Benefits from English learning4. New sights into another culture5. New ways of seeing things6. Communication with people from different nations

To be continued


You may adopt the following expressions.

be/feel obliged to do sth.

be absorbed in

be allergic to sth.

full of earnest anticipation

bear the bulk of the criticism

not make any sense

language deficit

To be continued


You may adopt the following expressions.

get lost

become attracted to

out of curiosity

learn from scratch

with a long sigh

swell with pride


Translate a paragraph based

on a summary of the text by

using the expressions from

the text.


尽管很多学生反感英语，经常对英语学习感到迷茫，他们仍然觉得必须学好英语。那么老师如何使学生的英语学习之旅变得愉快呢？有效、准确且有益的沟通技能取决于语法和词汇。

to be allergic to

to get lost

to feel obliged to do

To be continued


因此，对于那些缺乏语言功底，需要从头学起的学生来说，教授语言的基本框架，准确的语法和恰当的词汇是非常有道理的。学好语法和掌握大量的词汇就好比拿着路线图在车况良好的车里驾驶。

language deficit

to learn from scratch

to make sense

well-conditioned

To be continued


我们要常常查看路线图（核对语法）和调整汽车的引擎（调节词汇）。具备了这两大有利条件，学生就会逐渐喜欢上英语，他们的英语学习之旅也会变得得心应手。

to tune up

to have excellent control

two essential assets

to become attracted to


Although many students seem allergic to

English and always get lost in English

learning, they still feel obliged to learn it

well. Then how can teachers make

students’ journey of English learning

enjoyable? Effective, precise, and beneficial

communication depends upon grammar and

a good vocabulary.

To be continued


Thus, for the students with language deficit

and should learn from scratch, it does make

sense to teach them the essential

framework of language, accurate grammar

and proper vocabulary. Learning grammar

and a good vocabulary is just like driving

with a road map in a well-conditioned car.

To be continued


One should often study the road map

(check grammar) and tune up the car

engine (adjust vocabulary). Equipped with

these two essential assets, students will

surely become attached to English and

have excellent control in their journey of

English learning.


Summary

Revision of the useful

expressions

Revision of the functional

patterns


1 感到有责任做某事2 全神贯注，专注于3 对…反感4 刚从…来，刚有…经历5 满怀着热切期待6 承受着大部分批评和指责

7 不合乎情理

8 缺乏语言功底9 不知所措10 绞尽脑汁，苦苦寻找

be/feel obliged to do sth.

be absorbed in

be allergic to sth.

fresh from

full of earnest anticipation

bear the bulk of the criticism

not make any sense

language deficit

get lost

search the heavens for

Revision of the useful expressions Language points—Useful expressions

11 产生兴趣 12 出于好奇

13 在短短十分钟的驾

车时间内 14 从头学起 15 长叹一声 16 感到无比骄傲 17 制定出更高的标准

18 英语熟练程度 19 一件珍品 20 两大有利条件

out of curiosity

within the span of a 10-minute drive

English language proficiency

learn from scratch

with a long sigh

swell with pride

set high standards of

a valuable possession

the two essential assets

Revision of the useful expressions Language points—Useful expressions

become attracted to sth.

Functions & Usages Sentence Patterns

1.用于表达“在特定条件下可能发生的事情”。

2. 用于表达“实际情况与预期的反差”。

3. 用于表达“人与人或事与事之间的反差”。

If sb./sth. do/is sth., then perhaps …

Sb. fail to do sth…, while sb. should do sth…S

While sth. / sb. is / does…, sth. / sb. else is / does…

Revision of the functional patterns Language points—Useful patterns

The end


2 An IMPRESSIVE English lesson Unit 1 Section A FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR...

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Transcript of 2 An IMPRESSIVE English lesson Unit 1 Section A FOREIGH LANGUAGE TEACHING AND RESEARCH PRESS AIR...