（章节、专题首页）
红楼梦英文授课教师：职称：讲师单位：外国语学院
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授课教师：职称：讲师单位：外国语学院
Step II. Structure analysis （10 mins）
1) The introduction (para 1-4)
i) Brainstorm (formulaic language)
A lovely dream being stolen away
A taxi being late and lost
A burdensome travel My flight being canceled日语文章
A long waiting
My anxiety
Ii) Private speaking :Ask students to remember the formulaic languages andcellox
practice in form of private speaking to be familiar with the traditional reasons for travel although it is burdensome.
常开触点2) The body (para 5-8)
watermelon怎么读
i) Brainstorm (formulaic language)
a bit of distance help enhance creativity(Para. 6) The real purpos of travel. asoned travelers being open to ambiguity(Para. 7) (para. 5)
Creativity coming back from differences (Para. 8) Para. 6：How does a bit of distance help enhance creativity ?
A bit of distance helps loon the cognitive chains that imprison us.when christmas come to town
= Traveling to a new place can make us less controlled by familiar cognitive patterns we ud to have.
It makes it easier to mingle the new with the old.
= we can better combine the new with the old in our thinking.
启德留学Para. 7 What is the finding of the rearch?
According to the rearch, the experience of an exotic culture endows us with a valuable open-mindedness, making it easier to realize that even a trivial thing can have multiple meanings.
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Para. 8What do we need to do to trigger our creativity?
中国娃娃的英文
We need to try the difference by changing cultures and experiencing the disorienting diversity of human traditions.
Ii) Private speaking :Ask students to remember the formulaic languages and practice in form of private speaking to be familiar with the real purpos
of travel.
3)The conclusion (para 5-8)
Brainstorm (formulaic language)
8282The author concludes that despite the existing drawbacks, travel can change people’s mind as well as bringing people distance and differences that are the basis of creativity.The last ntence echoes the view that distance and difference are the cret cornerstones of creativity.
【设计意图】
在详细分析课文结构的同时展开头脑风暴，从词汇层面向学生强调合成短语程式语和搭配短语程式语；在句子层面，向学生输入惯例性程式语，比如格言、固定的话语表达式等，并且提供学生句子框架程式语，比如要求学生背诵并使用那些为整个句子提供框架的，含有可填入参数空槽的表达句式。学生通过自我言说，将所学的程式语内化，为后面的对话环节打下基础。
Step III. Conversation performance (15 mins)
Hold group discussion and then require students to make conversations following the instructions of formulaic language in the diagram below.
