Unit 1Growing Up.docx
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Unit 1Growing Up.docx
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Unit1GrowingUp
Unit1GrowingUp
TheFirstTwoPeriods
I.BriefStatementsBasedontheUnit
Intheprocessofyourgrowingup,whomdoyouenjoywritingtomost?
(tips:
parents,teachers,friends,classmates,yourself,brothersandsisters)Why?
Whatexperienceimpressesyouandyouwanttotellittothemmost?
Differentpeoplemayhavedifferentanswers.However,RussellBaker,theauthorofthisunit,tellsushisinterestingexperienceofeatingspaghettiwhenhewasaboy,whicharouseakeeninterestofwriting.What’smore,theteacher’sencouragementtohisessayturnedhimfromaboywhowasboredwithEnglishcoursesandessaywritingintoonewholovedwritingandfinallybecameawriter.Afterthetextstudy,itisclearenoughforthestudentstounderstandwhattheessenceofwritingis–-towriteasthingsareandtowriteforyourownjoy.
II.TeachingObjectives
1.Graspthemainidea(theessenceofwritingistowriteoneenjoyswriting)andstructureofthetext(narrationinchronologicalsequence).
2.Appreciativethenarrativeskillinthetext(selectionofdetailsandrepletion).
3.Mastersomelanguagepointswhichareimportantanddifficult.
III.KeyandDifficultPoints
1.Graspthemainideaandstructureofthetext.
2.Selectionofdetailsandrepetition.
3.Somekeyandimportantlanguagepoints.
IV.TeachingProcess
1.Pre-readingtasks(10’)
2.Classactivity:
theartofeatingspaghetti(15’)
i.Inviteonestudenttocometotheblackboardtoshowhowtoeatspaghetti(piecesofpaper)withafork..
ii.Thentheteacherexplainstheproperwaytoeatthespaghetti.
iii.Inviteanotherstudenttodemonstratetheprocessandexplainsitatthesametime.
3.Accordingtotheexperienceaboveandtheauthor’sstory,TleadstheSstocometoaconclusionofthethemeofthetext.(5’)
4.Graspthestructureofthetext(10’)
1)AskSstocircleallthetimewordsinthetextandinvitesomeofthemtoreadoutwhattheyhavecircledout.
2)DrawSs’attentiontoTextOrganizationExercise2andinvitesomeofthestudentstodividethetextandreportthemainideaofeachpart.
5.LetSsanswerthecontentquestionsonP7.(10’)
6.ExplainthelanguagepointsinParas1to3.Theunderlinedonesareimportant.(30’)
1)offandon(oronandoff):
fromtimetotime,nowandagain,irregularly
e.g.Ithasbeenrainingonandoffforaweek.That’swhytheclothesfeeldamp.
Asherpatientsleptsoundlyduringthenight,NurseBettywasabletodozeoffandoninabedsidechair.
2)takehold:
becomeestablished
e.g.TheideaofonechildonlyhastakenholdinmanyChinesefamilies.
Oldhabitsdiehard.That’swhyyoushouldstopsmokingbeforethehabittakeshold.
3)associate…with:
joinorconnecttogether;connectorbringinthemind
e.g.WeassociateEgyptwithpyramids.
Ican’tassociatethisgentleyoungwomanwiththeradicalpoliticalessaysshehaswritten.
Jimwishedtoforgeteverythingassociatedwithhisformerlife.
4)turnout:
produce
e.g.Newcomputersaresoonoutdatedsincenewermodelsareturnedoutconstantly.
Americanfilmstudiosturnouthundredsoffilmseveryyear
5)anticipate:
expect(usu.Followedbygerundorthat-clause)
e.g.Thepolicehadanticipatedtroublefromthesoccerfansandwereatthegroundinlargenumbers.
TheyanticipatethatdeathsfromAIDSwillhavedoubledby2007.
6)rigid:
(oftendisapproving)fixedinbehavior;basedoncorrectoracceptedrules
e.g.Ifhehadbeenalittlelessrigidaboutthings,hisdaughterwouldnothavelefthomeatsuchayoungage.
7)severe:
a)completelyplain
e.g.Thewindowworeasevereblackdresstoherhusband’sfuneral.
EarnestHemingwayisknownforhisseverewritingstyle.
b)stern,strict
e.g.Onlythosewhohaveundergoneseveretrainingcanbeacceptedintotheairforce.
FuLeiwassoseverewithhissonthatevenhiswifewouldcry.
c)causingverygreatpain,difficulty,worry,etc.
e.g.TheseverechestpainexperiencebytheVice-Presidentprovedtobeaheartattack.
Afactorymustturnoutnewerandbetterproductstowinintheclimateofseverbusinesscompetition.
8)faceupto:
bebraveenoughtoacceptordealwith(aproblemordifficulty)
e.g.YeltsinfaceduptothefactthathewasnolongerfitfortheRussianpresidencyandresignedonNewYear’sEve.
Nowthatyourdaughterisborn,you’llhavetofaceuptotheresponsibilitiesofbeingafather.
9)scan:
lookthroughquickly
e.g.Thebankerscannedthefinancialsectionofadozennewspapersoverbreakfast.
Scanthetableofcontentsandtellmehowmanychaptersareonchilddevelopment.
10)tackle:
dealwith
e.g.Toshibarecentlydesignedarobotthatcantacklealmostanykindsofhousework.
Theclassroomwasquietasstudentswerebusytacklingthefinalexam.
Homework
1.Reviewthewholetextandgetfamiliarwithit.
2.Reviewthelanguagepointslearned.
3.DotheexerciseofVocabularypart.
TheSecondTwoPeriods
I.TeachingObjectives
1.Learnmorewordsandphrasesinthetext.
2.Getfamiliarwiththelanguagepointslearnedinthetextthroughmoreexercises.
3.Grasptheculturalbackground.
II.KeyandDifficultPoints
1.Theusageof“as”asaconjunction.
2.Thestructureof“no…but(to)…”.
3.Somelongandcomplicatedsentences.
III.TeachingProcess
1.Continueexplainingthewordsandphrasesinthetextandmakeclearthestructureandmeaningofsomecomplicatedsentences.(25)
1)sequence:
connectedlineofevents,ideas,etc.
e.g.AsequenceofbadharvestsforcedsomeAfricancountriestoaskforforeignaid.
TheFalloftheRomanEmpirewaswritteninhistoricalsequence.2)vivid:
abletoproducesharpclearpictureinthemind;lifelike
e.g.Inthelittlegirl’svividimaginationthecurtainwrappedaroundherbodybecameaprincess’sgown.
Thebirdswerepaintedinsuchavividwaythatacatjumpeduptocatchthem.
3)recall:
bringbacktothemind;remember(usu.followedbynoun/gerund,orthat-clause)
e.g.Irecognizethefacebutcan’trecallhername.
Idon’trecallevermeetingher.
4)put…down/compose:
writedown
e.g.What’stheuseofapasswordtoyourcomputerifyouputitdownonapieceofpaperstucktothecomputerscreen?
Thehousekeeperputdownthedailyexpensesinalittlenotebook.
5)respectable/respectful/respective
respectable:
a)showingorhavingcharacterandstandardsacceptabletosociety有好名誉的,应受尊敬的,文雅的,高尚的
e.g.Howdareyoutalktoarespectablewomanlikethat?
It’snotrespectabletobedrunkinthestreet.
toputonacleanshirtandlookrespectable
I’dnevermarryher;she’stoorespectable!
(我才不娶她呢,高攀不起!
)
b)quitegood,enoughinamountorquality
e.g.arespectableincome可观的收入
respectful:
feelingorshowingrespectto
e.g.towaitinrespectfulsilenceforthegreatmantospeak礼貌地保持安静等待伟人演说
respective:
oforforeachone;particularandseparate(respectiveisnearlyalwaysfollowedbyapl.)
e.g.MyhusbandandIareeachgongtovisitourrespectivemothers.
6)holdback:
preventtheexpressionof(feelings,tears,etc.)
e.g.Peoplecouldhardlyholdbacktheirangerwhentheyfoundthatmillionsofdollarsofpublicfundshadbeenusedtobuildluxurioushousesforcityofficials.
Johnnycriedbitterlyintheclassroom,notevenattemptingtoholdbackthetears.
7)theeleventhhour:
thelastmomentbeforesth.importanthappens
e.g.Thepresident’svisitwascalledoffattheeleventhhour.
2.Discussion:
Dividethewholeclassintogroupsof5or6.Afterthediscussion,theleadershouldpresenttheiridea.(30minutes)
1)Whatistheessenceofanessay?
2)Whydoyouwritesomething,forexample,keepingdiaries?
3)Whyarethemasterpiecessopopularandpersistent?
3.Practice(25minutes)
1)Vocabulary
2)Collocation
3)Structure
4)Cloze
Homework
1.Reviewandmasterallthelanguagepointslearnedintheunit.
2.Finishtheremainingexercises.
3.PreviewTextBandTheme-relatedlanguagelearningtasks.
TheThirdTwoPeriods
I.TeachingObjectives
1.Masterthelanguagepointslearnedinthetextthroughmoreexercises.
2.GettoknowthemainideaofTextB.
3.Learntowriteanarration.
II.KeyandDifficultPoints
1.SomeofthelanguagepointsinTextB.
2.Selectionofdetails,repetitionandsynonymouswords.
III.TeachingProcess
1.TheexplanationofsomelanguagepointsinTextB.(20)
2.Groupdiscussiononameaningearlyexperienceinthecollegeentranceexamination(10).
3.Invitesomestudentstopresenttheirexperience(10).
4.Introducesomewritingskills(10).
1)Stateclearlythecontext.
2)Selectionofdetails.
3)Repetition.
4)Synonyms.
5.Putdownthecompositionduringtheclass(30).
Homework
1.Reviewthewholeunitandmemorizetheimportantwordsandphrasestobereadyforthedictation.
2.Polishthecomposition.
3.PreviewUnit2.
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- Unit Growing Up