Unit 1 growing up教案

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1、New College English Integrated Course Book1 – Unit1 Unit 1. Growing Up (Text A Writing for Myself) Teaching Objective Students will be able to 1. master the key language points and learn how to use them in context 2. practice describing a person’s experience and learn about how to w

2、rite a narrative 3. grasp the main idea and the structure of the text. 4. understand some difficult sentences and master some grammatical structure. 5. understand the cultural background related to the content 6. conduct a series of reading, listening and speaking. 7. write a narrative “ A Memo

3、rable ---- “ Teaching method 1. 師生互動法 2. The Grammar-translation method （ 語法翻譯法 ） 3. The audio-lingual Method ( 聽說法 ) Important points 1. learn and master the following words and expressions: off and on, possibility, associate, turn out, anticipate, tedious, reputation, rigid, out

4、of date, inspire, severe, tackle, face up to, scan, sequence, image, vivid, recall, put down, violate, compose, turn in, command, what is more, hold back, avoid, career, congratulation 2．Master the following drills: It wasn’t until my third year in high school that---- The usag

5、e of “as” . 3．Enable the students to understand the text better 4．Improve the students’ reading ability 5．Training the students’ listening and speaking ability 6．Training the students’ writing ability Difficult points 1．How to organize the discussion and help the students finish the task

6、 of speaking 2．How to make the students understand the text better. 3．How to make the students understand some difficult sentences. 4．How to help the students master the usage of some words and expressions. 5．Ask the students to repeat the listening material Teaching Procedure Step1. Before re

7、ading 1) Listen to the song Beautiful Boy before class (if you have conditions) and complete the following statements according to what you have heard(在書上) 補(bǔ)充：Questions: Do you think what the song tells us? T總結(jié)： Life becomes better as one grows up; It takes time to grow up; Life is not al

8、ways what one has planned, but is full of surprises; Life is not easy; it’s adventurous. 2) When you were children, were you were eager to grow up? (the students) 3) How about now? Are you still dreaming of growing up or do you want to stay a kid once again? (the students) 4) What do yo

9、u think of growing up? Is it easy or full of adventures? (the students) (T: Sum up : Growing up means taking more responsibilities; conduct your responsibility; lose your family’s care; learn to be independent, learn to be yourself, learn to judge something and make your decision) 5) Do

10、 you have any memorable experience in your growing up? (the students) T: You know everyone has some experiences., but in your life you will remember some special experiences which make you change your attitude to your life and your study .So I would like you to discuss the topic of “ A Memorable Ex

11、perience” You are given eight to ten minutes and can be divided into some groups by yourselves and discuss with each other. After the discussion, some students will come to the blackboard to show your results of your discussion . T: Sum up the students’ opinions I think everyone of you ha

12、s a great speech. I believe each of you has different experience. Some people have a great influence on your life, your study and your attitude to the world, as you say, there are teachers, parents, friends, your respected persons. In the next class, you will learn a text about Russel Baker. He wan

13、ted to tell us an unforgettable teacher’s story. It is the teacher that changes Baker’s attitude to writing. And he becomes a writer . 6. Cultural notes 1) The American Educational System In the United States, education is the responsibility of individual states, not of the federal government,

14、so requirements may vary from one state to another. The following is a generalization: kindergarten: under 5 years old elementary / primary school (grades 1~6): 6~11 years old junior high / middle school (grades 7~8): 12~13 years old senior / high school (grades 9~12): 14~17 years old college,

15、 institute, academy (學(xué)院), university 2) The Right Way of Eating Spaghetti Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (軟乎乎、沒有嚼勁的). 1. Hold the fork in your hand as if to poke

16、the spaghetti. 2. Scoop up a small amount of spaghetti on your fork and raise it about 30cm above your plate. 3. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate. 4. Put the prongs of the fork at an edge of the plate that is free of food. 5. Quickl

17、y point the prongs of the fork straight down toward the plate and place the points on the plate. 6. Twirl the fork to gather the spaghetti around the prongs. 7. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth. 8. Gently gather up any stray spaghetti

18、 ends that don’t make it all the way into your mouth. Step 2. While-reading Tasks 1. Scan the passage from the beginning to the end and circle all the times words, phrases and clauses and tell me what sequence did the author follow to compose the text? since my childhood in Belleville

19、 (Para. 1) until my third year in high school (Para. 1) until then (Para. 1) when our class was assigned to Mr. Fleagle for third-year English (Para. 2) late in the year (Para. 3) until the night before the essay was due (Para. 3) when I finished (Para. 6) next morning (Para. 6) two days p

20、assed (Para. 6) when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9) 2. Text Questions 1) What was Mr. Baker’s original attitudes towards English courses and essay writing? original attitude : bored ( para. 1,2 ) 2)Which experience ma

21、de Mr. Baker change his attitude? a new experience : eating spaghetti ( para. 3, 4, 5 ) 3).How did this experience change Mr. Baker’s attitude? changed attitude : discover a calling and write for his own joy ( para. 6, 7, 8, 9 ) 3. Text Organization Part 1: main idea Baker was bo

22、red by everything associated with English courses, including writing. Part 2: main idea Baker found himself attracted by one particular topic and wrote about it for his own joy. Part 3: main idea The experience of writing the essay help him discover his talent for writing and realize what he w

23、ished to do in life 4. Understanding of each paragraph Paragraphs Headings 1 Baker’s feelings about English courses 2 Baker’s impression of his new English teacher 3 A topic that attracts Baker’s attenti

24、on 4 Vivid memories the title brought back 5 Baker’s sudden desire to write about the topic 6 Anticipating punishment 7 Mr. Fleagle’s announcement 8 Classmates’ response to the essay

25、 9 What Baker discovered 5. Para to Para questions Para.1 · When did the author’s dream of becoming a writer seem possible? · Why had he felt bored by everything associated with English courses? Para.2 · What did the students think of Mr. Fleagle? · According to Mr. Baker

26、, which word could vividly describe Mr. Fleagle? Para.3 · Which topic attracted Mr. Baker’s attention at last? Para4: Vivid memories the title brought back · What kind of dish was spaghetti in those days? · Why were all the people in Uncle Allen’s house laughing and arguing? Para.5 · What did

27、 Mr. Baker write for? Para6: · Did Mr. Baker prepared another essay to Mr. Fleagle’s requirements? Why? Para.7 · What would Mr. Fleagle do? Para 8: · What was the students’ response to Mr. Baker’s writing? Para.9 · In which way did this experience change Mr. Baker? · Can you explain “ th

28、e very essence of the essay ”? 6. Language points 1) off and on (or on and off): from time to time, now and again, irregularly e.g. It has been raining on and off for a week. That’s why the clothes feel damp. As her patient slept soundly during the night, Nurse Betty was able to doz

29、e off and on in a bedside chair. 2) take hold: become established e.g. The idea of one child only has taken hold in many Chinese families. S: 老習(xí)慣是很難擺脫的。這就是為什么你要在習(xí)慣養(yǎng)成前戒煙。 Old habits die hard. That’s why you should stop smoking before the habit takes hold.

30、 3) associate…with: join or connect together; connect or bring in the mind e.g. We associate Egypt with pyramids. I can’t associate this gentle young woman with the radical political essays she has written. S: 我們總是把埃及與金字塔聯(lián)系起來。 We often associate Egypt with pyramids.

31、 e.g Jim wished to forget everything associated with his former life. ( associate professor/editor association combine/ connect) 4 ) turn out: produce/come out or gather as for a meeting, public event, etc./ prove to be/shut off e.g. New computers are soon outdated sin

32、ce newer models are turned out constantly. A large group of protesters have turned out. The school has turned out some great scholars. The plan turned out a failure Turn out the light before you go to bed. 5) anticipate: expect (usu. Followed by gerund or that-clause) e.g. The pol

33、ice had anticipated trouble from the soccer fans and were at the ground in large numbers. 他們預(yù)測到2012年死于艾滋病的人數(shù)將增加一倍。 They anticipate that deaths from AIDS will have doubled by 2012. 注：該動詞所接的賓語可以是動名詞，不可用不定式代替。 e.g We anticipate running into problems in carrying out the medical welfare reform.

34、 (anticipation n. anticipative adj. ) 6) tedious : boring and lasting for a long time e.g. The movie was so tedious that many viewer left before it was over. (tedium) 7) inspire: vt. fill (sb.) with confidence, eagerness, etc. e.g The last leaf on the tree that n

35、ever fell off inspired the dying patient with the will to live on. inspire sth. in sb. (= inspire sb. with sth.) 使某人產(chǎn)生某種感情；激發(fā)某人的某種感情 8) reputation: opinion held by others e.g. Premier Zhu Rongji has a high reputation as a statesman in the world. ( save one’s reputation; build

36、up a reputation; have a reputation for; live up to one’s reputation; lose one’s reputation fame) 9) rigid: (often disapproving ) fixed in behavior; based on correct or accepted rules e.g. If he had been a little less rigid about things, his daughter would not have left home at such a y

37、oung age. S: 如果他從前對事情不那么嚴(yán)格苛刻的話，他女兒就不會這么年輕就離家出走了。 If he had been a little less rigid about things, his daughter would not have left home at such a young age. (rigidity) 10) severe: a) completely plain ( be severe with) e.g. The window wore a severe black dress to h

38、er husband’s funeral. S: 海明威以其樸實(shí)的寫作風(fēng)格而聞名于世。 Earnest Hemingway is known for his severe writing style. b) stern, strict e.g. Only those who have undergone severe training can be accepted into the air force. Fu Lei was so severe with his son that even his wife would cry. c) causing very great pa

39、in, difficulty, worry, etc. e.g. The severe chest pain experience by the Vice-President proved to be a heart attack. 工廠必須生產(chǎn)出更新更好的產(chǎn)品，才能在激烈的商業(yè)競爭形勢中獲勝。 A factory must turn out newer and better products to win in the climate of severe business competition. 同義詞：severe, stern & strict severe 作“嚴(yán)厲”解時(shí)，

40、可以用來形容人（severe father 嚴(yán)厲的父親），人的面貌（severe look 嚴(yán)厲的神色），人的態(tài)度（The teacher is severe with his students. 教師對學(xué)生很嚴(yán)厲。） stern 與 severe 相近，但用途比較窄，一般用于人的容貌或態(tài)度。例如：a stern father 和 a severe father 都可以用，但含義稍有不同：a severe father指對于子女有嚴(yán)厲的要求，積極的意義較多；a stern father 則指對子女不含溫情，要他們服從，消極的意味較多。 strict 相當(dāng)于漢語的 “嚴(yán)格的”，須先假定有一種

41、客觀的標(biāo)準(zhǔn)（如規(guī)章、紀(jì)律、定義、真理等）。例如：The teacher is strict with his students. 11) face up to: be brave enough to accept or deal with (a problem or difficulty) e.g. Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resigned on New Year’s Eve. 既然你女兒已經(jīng)誕生了，你就要承擔(dān)起做父親的責(zé)任。 Now th

42、at your daughter is born, you’ll have to face up to the responsibilities of being a father. 12) scan: look through quickly e.g. The banker scanned the financial section of a dozen newspapers over breakfast. Scan the table of contents and tell me how many chapters are

43、on child development. 13) tackle: deal with e.g. Toshiba recently designed a robot that can tackle almost any kinds of housework. The classroom was quiet as students were busy tackling the final exam. 14) distribute: divide and give out among people, places etc e.g.The teacher distr

44、ibuted the examination papers to the class. (distribute sth to; distribute---over----; distribution) 15) sequence: connected line of events, ideas etc e.g. A sequences of bad harvests forced some African countries to ask for foreign aid. 連續(xù)的歉收（bad harvest）迫使一些非洲國家請求外國援助（foreign aid）。

45、（in sequence; a sequence of historical plays; the sequence of events事情的先后順序；in regular sequence有條不紊） 同義詞：sequence & series sequence 是指“先后銜接的次序”。這種次序可以是歷史性的，即事態(tài)發(fā)生時(shí)的先后次 序；也可以是邏輯性的，即論點(diǎn)先后的銜接，相當(dāng)于漢語的“語無倫次”中的“倫次”。例如：I have a poor memory for dates and often mix up the sequence of events. 我記日期的能力很差，常把事情

46、的先后次序弄混。 series 是指“系列”、“組”，可以有先后銜接的次序，也可以沒有，但一系列或一組的東西一定自成一個(gè)完整的單位。 例如：Professor Li will give a series of lectures on the Middle East issue. 李教授將就中東問題做一系列的講座。 16)recall : bring back to the mind; remember e.g Try as I might, I could not recall where I had left the book. (近義詞：call back; recollect

47、; remember; remind; beyond recall ) 17)respectable: of behavior, appearance, etc socially acceptable e.g He came from a perfectly respectable middle-class family. 下面的詞請注意區(qū)別意思： respectable 可敬的，　人格高尚的，　體面地，文雅的 respective　各自的，各個(gè)的 　respectful 尊敬的，尊重的 　respected　受人尊敬的 18）argument: n. a disagr

48、eement; a quarrel/a reason given to support or disprove sth. e.g Mary found that compromise was always the best policy when she had an argument with her husband. There are many arguments against smoking. S: 那位著名的教授總能把論點(diǎn)講透徹。 The famous professor can always drive home an argument. Phrases: get

49、into an argument加入/卷入爭論 break off an argument中斷一場爭論 terminate an argument結(jié)束一場爭論 settle an argument解決一場爭論 a bitter / violent / heated argument激烈的爭論 put forward / offer an argument提出論點(diǎn) confute an argument駁倒一個(gè)論點(diǎn) 1 9) violate: act against 　e.g. A country isn’t respected if it violates an interna

50、tional agreement. 20)compose: write or create e.g. John Lennon composed the song Beautiful Boy for his son. The president’s speech is really brilliant. Do you think it was composed by himself or by someone else? ( compose a poem; be composed of= be made up of = consist of=comprise ; ) 21) com

51、mand: order e.g The commander gave the command that all prisoners of war should be well 　　　　treated. The captain commanded his men to leave the ship immediately. 注：suggest, propose; advise demand, request, require , desire , urge; recommend，insist 等動詞一樣,跟在 command后面的 that 從句中要用虛擬語氣，謂語用“should+

52、原形動詞”或直接加原形動詞，而不管從句中的人稱或時(shí)態(tài)。 22) hold back: prevent the expression of (feelings, tears, etc.)/ make sb. or sth. stop moving forward/prevent the development of e.gJohnny cried bitterly in the classroom, not even attempting to hold back the tears. The men built banks of earth to hold back the risin

53、g flood water. You could become a good musician, but your lack of practice is holding you back. 23) career; a job or profession for which one is trained and which one intends to follow for the whole of one’s life e.g My farmer parents have never expected me to make novel writing my career. S: 我祖

54、父教了一輩子書，教書是他所干過的唯一的工作。 My grandfather was a career teacher; it’s the only job he’d ever done. Phrases: carve (out) a career for oneself闖出一番事業(yè)；謀求發(fā)跡 make a career在事業(yè)上有所成就 7. Some difficult sentences (Teacher explains the difficult sentences to the students in English. If students can not under

55、stand, the teacher can explain them in Chinese.) Sentence 1: The idea of becoming a writer----(para1) : Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, but I didn’t make up my mind until I was in the eleventh grade. Sentence 2: Until then I’d been

56、bored by everything associated with-----(para1): Up to then I had lost interested in things related to English courses. Sentence 3: I hated the assignments to turn out long,----(para1): I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what I

57、wrote. Sentence 4: When our class was assigned to Mr. Fleagle for third-year English-----(para2): When it was decided that Mr;Fleagle would teach us English during my third year in high school, I expected the English course to be as boring as before. Sentence 5:I prepared for an unfruitful ye

58、ar ----(para3) : I expected that things would improve with Mr. Fleagle as our English teacher and for a long time I was right in my expectations. Sentence 6: Late in the year we tackled the informal essay: (para3): Late in the year we learned how to write informal essays and practiced writ

59、ing them. Sentence 7: This title produced----(para4): At the sight of the title I saw an unusual series of pictures in my mind’s eye. Sentence 8: I was preparing myself for a command to report to-----(para6): I expected that Mr; Fleage would order me to see him soon after school for the pu

60、rpose of punishing me---. Sentence 9:I did my best to avoid showing pleasure---(para9): I tried my best to keep away from pleasure, but after all I saw the article I wrote make others laugh. And I felt very happy. Sentence 10: In the eleventh grade, at the eleventh---(para9): In my eleven

61、th grade, and one might say the last possible moment, I had found something I wished to take up as a career. Step 3. Post-reading 1. How to write a narrative 1) Context When, where, and to whom the action of a narrative happened is often made clear at the beginning of the narrative. 2) Select

62、ion of details A narrative comprised details. It is important to remember only those details that help bring out the main idea of the narrative are useful and effective. ?3) Russell Baker is very good at choosing details to prove his point. ① In Part 1, what details are selected to show “I’d bee

63、n bored with everything associated with English courses? ②??? In Part 1, what details are given to show that Mr. Fleagle was dull and rigid? ② In Part 2, which sentences show that at first Baker was unwilling to write the essay? ④??? In Part 3, the author didn’t tell us directly that his es

64、say was very good. By which sentences did he manage to give us the impression that his essay was very good? 4)????????? Repetition is employed not only to make it easy for readers to follow what he is saying, but also to impress them more deeply. 9 prim’s or primly’s (P2)–a vivid picture of

65、what Mr. Fleagle looked like 5 I wanted’s (P5) –help to emphasize Russell’s strong desire to write for himself. 5)??????? Synonymous words and phrases are employed to avoid repetition. Find out the synonymous words and phrases from Text A for the words and phrases below (the students) a)???????

66、 dull: lifeless, cheerless, tedious b)??????? turn out: write, compose, put down c)??????? anticipate: prepare for d)??????? formal: rigid, prim, correct, proper, respectable e)??????? vivid memories of sth. Come flooding back to sb,sth. reawakes in one’s mind, sb. Recalls sth. f)????????? recapture: relive g)??????? pleasure: delight, happiness h)??????? contempt: ridicule i)????????? topic: title 2. Some useful phrases (供復(fù)習(xí)鞏固用) 1. 斷斷續(xù)續(xù)　off and on 2. 對…感到膩味 be bored by 3. 覺得…枯燥難懂