1、Unit One Growing up Teaching Objectives 教學目標： Students will be able to:Grasp the main idea and understand the structure of the text; Enlarge the vocabulary, and master the key language points and grammatical structures in the text; Appreciate the narrative skills demonstrated in the text (selection

2、of details, repetition, and coherence); Conduct a series of reading, listening, speaking and writing activities centred upon the theme of the unit.Teaching emphasis & difficulties重點與難點1. Vocabularies of CET4 level; Phrases and sentence structure;Appreciating the narrative skills demonstrated in the

3、text (selection of details, repetition, and coherence);2.Teaching approaches & means教學方法與手段Task-based Approach ;Communicative Language Teaching;Activity Teaching Approach; Question-answer Teaching Approach.Multi-media Video PPT Picture Blackboard課堂進程次序內(nèi) 容1 第12節(jié): Text A Lead-in, Culture notes, Global

4、 analysis of the text2第34節(jié): Detailed Reading3第5-6節(jié): Detailed Reading, Post-reading tasksTeaching Procedure: Period 1 2 I. Lead- in: (15 minutes) DiscussionA)What do your group like or dislike about English? Give two or three reasons.B) English is a required course for most college students. Apart fr

5、om passing exams, are there any other reasons for studying English?2) Listen to a song and ask information about the song.3) And ask Ss to guess what the text is about based on the title. 4) Give some background information: grading system, What American teachers wear in school, Spaghetti and the pr

6、oper way of eating itII. Cultural notes (5 minutes) 1.Grade schools in the US.: It is necessary to have some knowledge of grade schools in the U.S. because Ss have to realize that “the third year in high school” (para. 1) equals “the eleventh grade” (para.9). U.S. students generally go through eleme

7、ntary schools (kindergarten to 5th or 6th grade), middle schools (grades 6-8) or junior highs schools (grades 7-9), and high schools (grades 9-12 or 10-12).2.What American teachers wear in school: Nowadays, people in the U. S. love to dress causally. Even among those companies with a rigid dress cod

8、e some now allow employees not to wear suits on Fridays. U.S. teachers were fairly formal clothes to school, but not necessarily suits and ties. Bow ties are considered even more old-fashioned than ties.3.Spaghetti and the proper way of eating it: Spaghetti is the Italian-style thin noodle, cooked b

9、 boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth. Its impolite to suck.III. Global Reading:Writing for Myself (60 minutes)1. ScanningScan Text A and fin

10、d out all the time words, phrases and clauses. since my childhood in Belleville (LL.1-2)until my third year in high school (L.2)until then(L.3)when our classed was assigned to Mr. Fleagle for third-year English(L.7)late in the year (L.17)until the night before the essay was due. (LL20-21)when I fini

11、shed (L.40)next morning (L.42)two days passed (L.42)when I saw him lift my paper from his desk(L.45)when Mr. Fleagle finished (L.58)2. Part division of the textPartsLines Main ideasPart I 1-15Baker was bored by everything associated with English courses, including essay writing.Part II 16-39Baker fo

12、und himself attracted by one particular topic and wrote about it for his own joy.Part III40-60The experience of writing the essay helped him discover his talent for writing and realize what he wished to do in life.3. True or false1). Baker had never thought of becoming a writer until he was in the e

13、leventh grade. ( F )As a child in Belleville, he had thought of becoming a writer from time to time.2). Teachers found it painful to read students long and lifeless essays. ( T ).3). Before Mr. Fleagle became the English teacher for Bakers class, the English course had been interesting. ( F ).From t

14、he words “another cheerless year” we can see the English course had been quite boring.4). In Bakers opinion, Mr. Fleagle was really a formal, rigid and out-of-date teacher only because of Fleagles manner of speaking. ( F )Besides the manner of speaking, Fleagles appearance and dress also showed that

15、 he was a dull and rigid teacher.4. Multi-choice1) At first, Baker thought Mr. Fleagles English course was _b_.a) interestingb) dullc) hopefuld) attractive2) In Bakers opinion, the title of the composition “What I did on My Summer Vacation” was _d_.a) dullb) unfruitfulc) difficultd) foolish and dull

16、 3) Baker liked to write a composition with the title “ The Art of Eating Spaghetti” because _c_.a) neither Baker nor Doris had ever eaten spaghetti before.b) they argued with each other at the supper.c) it remained him of the pleasure of that evening.d) spaghetti was from Italy and quite new then.4

17、) Which of the following statements is TRUE? _a_.a) Youll not write a good composition until you like the topic.b) When Baker wrote the essay, he thought his teacher would like it.c) Mr. Fleagle had like Bakers compositions before.d) Baker succeeded in writing two compositions.5. Questions and answe

18、rs 1. As a student, Baker was long bored by writing compositions. Later, however, his attitude changed completely. What do you think brought about this change?By reading the text, it seems that the assignment to write an essay led to the change. However, the assignment was still there as it used to

19、be as well as Mr. Fleagle. Nothing but his own understanding toward writing an essay changed. 2. Mr. Fleagle says “its of the very essence of the essay”, yet he gives no further explanation. Think it over. What does he mean?After reading the class Bakers essay, Mr. Flealge told the students “its of

20、the very essence of the essay”. It was clear enough for the students to understand what the essence was. For they enjoued the essay so much that they should have got a clue of how to mke the essay. Just like what Baker had done, to write as the things are and to write for your own joy, might be what

21、 Mr. Fleagle wants to illustrate. 3. How do you understand the title” Writing for Myself”?To write for oneself may be a good way in making some certain articles such as essay pr poem and so on. For by reading such an essay, the readers expect of nothing but of the authors individual feelings toward

22、certain matters.Period 3 4 Detailed StudyT asks Ss to read Part one closely and be ready to answer the following questions:(30minutes)1) How did Baker use to feel about English courses?（He had been bored by everything associated with English course. He found English grammar dull and difficult.）2）Whe

23、n did he begin to think it possible for him to become a writer? （The idea of becoming a writer had come to him off and on since his childhood in Belleville, but it wasnt until his third year in high school that the possibility took hold.）3） What did Baker hear about Mr. Fleagle? （Mr. Fleagle had a r

24、eputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date.）4) What was his own impression of his new English teacher? （He looked to be sixty or seventy and excessive prime.-that he seemed a comic antique.）T explains language point

25、s and key sentences in paragraph one:1. The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasnt until my third year in high school that the possibility took hold: Ever since I was a child in Belleville, I had thought of becoming a writer from time to ti

26、me, but I didnt make up my mind until I was in the eleventh grade.off and on (or on and off): from time to time, now and again, irregularly Examples: It has been raining on and off for a week. Thats why the clothes feel damp.possibility: state of being possible; (degree of) likelihood (usu. followed

27、 by that-clause or of)Examples: Is there any possibility of life on Mars?They havent arrived. There is a possibility that they have taken the wrong road. take hold: become established Examples: The idea of one child only has taken hold in many Chinese families.Old habits die hard. Thats why you shou

28、ld stop smoking before the habit takes hold.2.Until then Id been bored by everything associated with English courses: Up to then I had lost interest in things related to English courses.bore: make (sb.) feel tired and lose interestExamples: The speaker went on and on, and the audience grew bored by

29、his speech.associate (with): join or connect together; connect or bring in the mind Examples: We associate Egypt with pyramids.I cant associate this gentle young woman with the radical political essays she has written. Jim wished to forget everything associated with his former life.3.I hated the ass

30、ignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write: I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote.turn out: produceExamples: New computers are soon outdated since newer models are

31、turned out constantly. American film studios turn out hundreds of films every year.agony: The suffering of intense physical or mental pain.His last agony was over. 他臨死的掙扎已經(jīng)過去了。He was in an agony of remorse. 他處于極端悔恨之中be in agony 苦惱不安death agony (=agony of death)臨死時的痛苦, 垂死的掙扎in agony of pain在痛苦的掙扎中in

32、an agony of處在極端.狀態(tài)中T asks students to give a heading of paragraph one. (Bakers feelings about English courses.)T explains language points and key sentences in paragraph two:1.When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious o

33、f subjects.: 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.assign:be assigned to a new post 被派到新的工作崗assign property to another 把財產(chǎn)轉(zhuǎn)讓給別人assign ones failure to idleness 將失敗歸因于懶惰assign homework 留家

34、庭作業(yè)anticipate: expect (usu. followed by gerund or that-clause)Examples: The police had anticipated trouble from the soccer fans and were at the ground in large numbers.They anticipate that deaths from AIDS will have doubled by 2002.ardently anticipate殷切地期望 confidently anticipate滿懷信心地期望2.tedious: bor

35、ing and lasting for a long timeExamples: The movie was so tedious that many viewers left before it was over.a tedious story 冗長乏味的故事 tedious work 乏味的工作3. reputation: (an) opinion (about sb. or sth.) held by othersExamples: Premier Zhou has a high reputation as a statesman in the world. a man of no re

36、putation默默無聞的人; 沒有聲望的人a person of reputation有信譽的人, 體面的人build up a reputation博得名聲a blot smirch, stain on ones reputation 名譽上的污點have a good bad reputation名譽好壞have a reputation for sth. (=have the reputation of)因.而著名, 以.聞名live up to ones reputation不負盛名; 名副其實lose ruin ones reputation名譽掃地4. inspire: fill

37、 (sb.) with confidence, eagerness, etc.Examples: Martin Luther Kings speeches inspired people to fight for equal treatment of African Americans. inspire a new thought into sb.將新思想灌輸給某人inspire sb.with courage鼓起某人的勇氣inspire sth. in sb. 使某人產(chǎn)生某種感情; 激發(fā)某人的某種感情inspire sb. with sth. 使某人產(chǎn)生某種感情; 激發(fā)某人的某種感情5. I

38、t was said that Mr. Fleagle was very formal, rigid, and hopelessly out of date: Mr. Fleagle was said to be very formal, rigid, and hopelessly out of date.T asks Ss to pay attention to this structure and gives them more exercises.E.g. It is said hat they are building another bridge across the river.I

39、t was said that only a few students in the class have really captured the essence of the essay. rigid: (often disapproving) fixed in behavior; based on correct or accepted rulesExamples: The rigid headmaster would button up his clothes even on the hottest days.rigid in ones views 意志堅定rigid disciplin

40、e 嚴格的訓練rigid adherence to rules嚴守規(guī)則out of date: old-fashionedExamples: Although her clothes were out of date, the old woman appeared clean and dignified.6. and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique: He spoke in a very formal and exact way. Inde

41、ed, his style of speaking was so proper and polite that he looked funny, like something rare form out of the ic: Characteristic of or having to do with comedy. Of or relating to comic ic opera 喜歌劇comic book 美連環(huán)圖畫雜志comic paper 報紙的連環(huán)圖畫版 comic strip 連環(huán)圖畫tragic (來自希臘語tragikos). adj 悲劇的

42、；悲慘的；不幸的a tragic accident 不幸的事故antique: An object having special value because of its age, especially a domestic item or piece of furniture or handicraft esteemed for its artistry, beauty, or period of origin.The antique is a fake. 那古董是一件贗品。an antique dealer 古董商T asks Ss to pay attention to the repu

43、tation in Para.2, there are 9 prims or primlys in as few as 3 sentences. Why the author wrote in this way? T asks Ss to give a heading of paragraph two. (Bakers impression of his new English teacher.)First step: T explains the language points and key sentences in part two and part there. （60 minutes

44、）T asks Ss to read Part two closely and be ready to answer the following questions:1) Why did Baker he put off his writing assignment till the last minute.(Because most of the topics were dull.)2) What was the topic that held his attention? (The Art of Eating Spaghetti)3) Why did he want to write ab

45、out that topic?(Because this title produced an extraordinary sequence of metal images.)4) What did he think Mr. Fleagle would do if he were to write the essay the way he wanted? Why? (Hed surely give it a failing grade. Because to write the article as he wanted would violate all the rules of formal

46、composition.)T explains language points and key sentences in part two (50minutes)1. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed: I expected that things wouldnt improve with Mr. Fleagle as our English teacher, and for a long time I was right in my expec

47、tations.(Note that here is a touch of irony.)2. Late in the year we tackled the informal essay: Late in the year we learned how to write informal essays and practiced writing them.tackle: try to deal with; Everyone has his problem to tackle. The policeman tackled the thief.3. distribute: to deliver

48、or pass outdistribute books among the students be distributed into three classes distribute sth. to 把某物分配, 發(fā)給.distribute sth. among 把某物分配, 發(fā)給.4. face up to: to accept and deal with an unpleasant fact or problem大膽面向：She must face up to the fact that she is no longer young. 她必須正視她已不再年輕這一事實。Theyll neve

49、r offer you another job; you might as well face up to it.5. scan: look through quicklyExamples: The banker scanned the financial section of a dozen newspapers over breakfast.6. This title produced an extraordinary sequence of mental images: At the sight of the title I saw an unusual series of pictur

50、es in my minds eye.sequence: connected line of events, ideas, etc. Examples: A sequence of bad harvests forced some African countries to ask for foreign aid.image: a picture formed in the mindExamples: Many pop stars try to improve their public image by participating in charity events.7. Vivid memor

51、ies came flooding back of a night in Belleville whenforsupper.Vivid memories of a night in Belleville when-for supper came flooding back. (The long prepositional phrase if placed at the end of the sentence for the sake of balance.)vivid: able to produce sharp clear pictures in the mind; lifelikeExam

52、ples: The birds were painted in such a vivid way that a cat jumped up to catch them. 8. recall: bring back to the mind; remember (usu. followed by noun/gerund, or that-clause) Examples: I recognize the face but cant recall her name. She recalled that she had to see the doctor again that afternoon. 9

53、. argument: disagreement, quarrelExamples: Mary found that compromise was always the best policy when she had an argument10.put down: write downExamples: The housekeeper put down the daily expenses in a little notebook.11. recapture: bring back into the mind; experience again.recapture a position fr

54、om the enemy 從敵人手中奪回陣地recapture the past 回憶過去; 使過去再現(xiàn)12.violate: act againstExamples: violate a lawviolate sb.s privacy The sound of guns violated the usual calm of Sunday morning.炮聲破壞了平常星期日早晨的寧靜。Period 5-6 Detailed Study and ExercisesT asks Ss to read Part three closely and be ready to answer the fo

55、llowing questions: (35minutes)1) What was Baker prepared for when he found all the papers were given back but his?(He was prepared himself for a command to report to Mr. Fleagle immediately after school.)2) What was Mr. Fleagles announcement?(I want to read you an essay. This is the title,The Art of

56、 Eating Spaghetti.)3) Why did Baker feel so delighted?(He felt delighted because his words had the power to make people laugh.)4) What did Mr. Fleagle mean by saying“its the very essence of the essay”?(For class discussion. Then T invites several Ss to give their opinions. T may sum up by this sente

57、nce The essence of good essays is to write what one enjoys writing about.)T explains language points and key sentences in part three1. compose: write or create ( music, poetry, etc.)Examples: The presidents speech is really brilliant. Do you think it was composed by himself or by someone else? 2.turn in: hand in (work that one has done, etc.)Examples: For your final grade, each of you must turn in a 7-page paper.It is sai