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									Experiencing English

Unit 5 Passage A

Integrated Book I

Teaching

Plan

Passage A Information, Please

Unit 5,

Integrated Book I

Experiencing English

Table of Contents

Teaching Objectives Teaching Methods A Brief Description of the Class Language Points Teaching Procedures Evaluation Appendix

Teaching Objectives l l l l to listen and then talk about sources of information to read and understand the passage on sources of information to learn the important words and expressions in this text to write about the experience of getting information from different sources

Teaching Methods Experiencing English is a course designed to help the students with their English language integrative skills, especially focusing on developing students’ listening and speaking skills. By carefully designing classroom activities and fully involving students in various tasks, the teacher aims to motivate students and enhance their awareness of independent learning.

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A Brief Description of the Class Unit Name: Unit 5 Part A Information, Please (Book I) Time: 100 minutes (2 sessions) Place: Classroom Students Level: Non-English Major, Grade One

Language Points: Words and Expressions: amaze, audience, chip, soothe, console, heap, concern, grateful, heal, somehow, pound, readily, suck, unhook, sense, end up, ask for, hang up, put down, take place, now that, only to

Grammar: 1. “now that” is used to introduce an adverbial clause indicating reasons, means “because, since”. “ The tears came readily enough, now that I had an audience.”(Line 9-10) Examples: a. Now that I’ve heard the music I understand why you like it. b. Now that all the members have arrived at our meeting hall, let’s start our meeting of today.

2. “Only to” is used to introduce an adverbial clause indicating unexpected results. “Why is it that birds should sing so beautifully and bring joy to all families, only to end up as a heap of feathers on the bottom of a cage?”(Line 21-23) Examples: 1. He lifted a rock only to drop it on his own feet. 2. He hurried to the station only to find the train had started.

Paraphrases (sentences that students may find difficult): 1. My first personal experience with this person came one day while my mother was out. (Line 3) --- My first experience to talk to this person occurred one day when my mother was not at home. 初次与这个人邂逅是妈妈不在家的一天。

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2. I walked around the house sucking my throbbing finger, finally arriving at the telephone! (Line 5) --- I walked around the house sucking my very painful finger, and eventually arrived at the telephone. 我在屋里走来走去,不住地吮着阵阵作痛的手指,最后走到了电话机旁! 3. Quickly, I unhooked the receiver and held it to my ear. (Line 6) --- I hastily removed the earpiece from the phone and began to listen. 我飞快摘下了听筒,贴在耳朵上。 4. The tears came readily enough, now that I had an audience. (Line 9-10) --- The tears came faster now because someone was listening to me. 因为有个人听我倾诉,泪水一下子就涌了出来。 5. She must have sensed my deep concern…(Line 23) --- She must have been aware of my strong feelings… 她一定体会到了我深深的痛楚。 6. I had about half an hour or so between planes. (Line 36-37) --- It was about 30 minutes until my next plane would depart. 我有半小时左右的换机时间。 7. I wonder if you have any idea how much you meant to me during that time. (Line 42-43) --- I'm not sure you're aware of how important our relationship was to me at that time. 你知道那时候你对我有多重要吗? 8. There are other worlds to sing in. (Line 51) --- She expected to go to Heaven. 另外的世界也可以唱歌。

Language Skills to be Developed: l l l l l l Scan and skim text Understanding main ideas Follow the sequencing of events Summarize and evaluate main points Talk about getting information Write about the experience of getting information
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Text-related information 1. Alexander Graham Bell Born on March 3, 1847, in Edinburgh, Scotland, Alexander Graham Bell was the son and grandson of authorities in elocution and the correction of speech. Educated to pursue a career in the same specialty, his knowledge of the nature of sound led him not only to teach the deaf, but also to invent the telephone. In 1876, at the age of 29, Alexander Graham Bell invented the telephone. Bell might easily have been content with the success of his invention. His many laboratory notebooks demonstrate, however, that he was driven by a genuine and rare intellectual curiosity that kept him regularly searching, striving, and wanting always to learn and to create. 2. Telephone Booth The early telephone booth was quite ornate and lavish, almost to a fault. The original patent specified a booth made of wood, four or five feet square, with a domed and ventilated roof and a strong door. When a prospective customer wanted to make a call, an attendant would usher him into one of these specially made rooms. The attendant would then lock the customer in after the connection was made, so he could not leave without paying for the call. 3. How People May Answer the Telephone in English? After receiving a telephone call, some people may say “hello,” some people may say “hi,” some people may say their own first and/or last names, perhaps followed by “here” or “speaking,” and some people may say their own names followed by “residence” or “office” to indicate which it is. All of these are considered OK. Secretaries are often trained to say either the name of the company or the boss’s name followed by “office,” and then perhaps their own name followed by “here” or “speaking.” Businesses may train their employees to include friendly phrases like “may I help you” or “how may I help you?” in their phone greetings.

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Teaching Procedures: Warm-up Activities --- Listen and talk (10 min) Step 1: Ask students to listen to a passage about getting information and try to fill the missing words in the blanks (See Appendix A for the listening passage). In this section, students may not get all the answers right, especially the spelling of each word. I will help them to work out the correct words. By doing this exercise, students may brainstorm some key words related with getting information, which will facilitate their understanding on the text.

Step 2: Ask students to work with partners and take turns to start conversations using tips provided by the teacher. (See Appendix B for communicative task) In this section, students will be involved in their active communication with others since they have a clear communicative aim. In addition, with the tips provided, students will find it easier to organize their ideas and start the conversation.

Lesson Body (90 min ) Pre-reading (5 min) Step 3: Ask students to think about the following two questions and share their opinions with each other. 1. When you are in trouble, what is your favorite way to ask for help? Students’ answers to this question may vary as they have different experiences in their life. I will also share with them my opinions as the following: “When I am in trouble, I always try to turn to policemen for help. If there are no policemen nearby, servicemen or old people are my first choice because they are trustable. And they always do what they can to help you. If I lose my way in the forest, I’ll try to judge the direction by observing the sunset and sunrise.” 2. What did the author do when he was in trouble without anybody around to help him? He turned to the Information Station through the telephone. And he knew there was such a Miss Know – all in the telephone. So every time when he was in trouble, he always turned to Information, please for help. And every time he could always get satisfied.”
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While-reading (75 min) Step 4: Ask students to scan the text and find out the characters mentioned in the story. As this is a piece of narration, it is important for students to know whom the story is about. Students may get it out very quickly—the story is about how “I” get information and help from the operator Sally.

Step 5: Ask students to skim the text and work out the sequence of major events in the story. According to the time sequence, students will work it out easily: 1. My first experiencing with the “Information, please” when I was a little kid in the small town in the Pacific Northwest. 2. The memories of those childhood conversations with the operator Sally as I grew into my teens in Boston. 3. My conversation with Sally in Seattle when I was on my way to college. 4. The last message I got from Sally when I was back in Seattle three months later.

Step 6: Ask students to read the text part by part and try to answer the following questions. 1. What does “Information, please” refer to in the passage? A service that helps telephone users. 2. In the little boy’s point of view, what was “Information, please”? “Information , please” knew everything. 3. How did the operator console him when his pet died? She told him that there are other worlds to sing in. 4. Why did the little boy pick up the telephone receiver one day when he was home alone? Because he was hurt by a hammer and there was nobody around to help him, so he tried to get comfort from the telephone. 5. What kind of advice did he get from the “information”? She asked him to clip off a little piece of ice and hold it to his finger. 6. Why was the author unable to forget his childhood conversations with the operator? Because the operator gave him her kindness, understanding, concern and patience.

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7. Why did the operator remember her conversation with the child? She took a personal interest in him and thought she could help him. In this section students are encouraged to read the text carefully and try to answer the questions in their own words. In this way, students will improve their reading ability and enhance their independent thinking.

Step 7: Have a careful study of important words and expressions in the text. In this section, I will ask students to identify language points such as useful words and expressions in the text. (See Appendix C for words and expressions). If they fail to identify any above-mentioned points, I would point out the points myself and ask students to either make sentences with words and expressions or translate sentences into English.

Step 8: Identify the organization of the text. Ask students to tell whether this essay is well organized and how they can demonstrate this. Very apparently, as a piece of narration, the essay is well organized according to the time sequence: The author talked about his rich experiences with the “Information, please”. With the hints of time and place, students can easily understand how the story is going on. Point out students can apply this style of flow of text to their own writing.

Post –reading (10 min) Step 9: Ask students to retell the story with the help of the tips. Tips: hurt his finger /Information, please/ his bird/ comfort/ call/ move away/ return/ die/ leave a message/ have other worlds to sing in/ (See Appendix D for Reference Summary)

Step 10: Ask students to work in groups and discuss why newspapers can survive when most of us get information from the Internet. Tips: long history / reliable sources of news / good columns /no equipment involved / convenience / popularity / political influence

Step 11: Assignments

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1. Finish all the exercises in Part A 2. Write a paragraph of 80 words or so about your own experience of getting information from different sources. 3. Get ready for the Quiz (See Appendix E)

Evaluation: Students will be evaluated through the quiz (See Appendix E) and the assignment.

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Appendix:
Appendix A: Listening Passage

Directions: Listen to the following passage about getting information and try to fill the missing words in the blanks. What are your key ___1__? Do you get most of your information by ___2__ to other people? People could already do that in the Stone Age. When the printing press was invented several hundred years ago, ___3__ became important to anyone who could read. Now we read ___4__ and ___5__ as much as we read books. But we also get a lot of information from __6___. ___7__ is not yet 100 years old, ___8__ has only been popular for about 50 years, and the ___9__ is younger than all the students in this class. Yet these are some of our favorites. What are your ___10__? How many different sources of information do you use in a typical day?

Key: 1. sources of information 4. magazines 7. Radio 10. favorites 2. talking 5. newspapers 8. television 3. written sources 6. electronic sources 9. internet

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Appendix B Task:

Communicative Task

Topic: Wondering about how American college students get the information they need Roles: Li Hua, a Chinese student, and Tom, an American student Situation: La wants to learn about how American college students get the information they need. Tip: I’d like to...

I looked at... Maybe you should look at… How could I find…? Have you looked at…?

You could try… You might also try… … until you succeed You should ask … to send you…

I’ll give it a try…

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Appendix C: Words and Expressions 1. amaze v. To fill with a feeling of great surprise or disbelief 使惊奇,使吃惊 Her knowledge amazes me. 她的学识令我吃惊。 Visitors were amazed at the achievements in the car manufacture of the city during the past decade. 参观者对这城市过去十年中汽车制造工业的成就感到惊奇。 I was amazed by the news of George's sudden death. be amazed at (by)对...大为惊奇 be amazed to see /hear/find 看到[听到, 发现]...感到吃惊 amazing adj. amazing memory amazingly adv. amazement n. c.f. amaze / astonish / surprise / shock amaze: 使...惊讶,使...困惑, 有时还有“惊讶,佩服”之意,是意义较强的词。 astonish:使...大吃一惊,使...惊骇,使...惊讶,特指在不可能解释的或几乎使人无法想象的 事发生后使人产生较强的惊异感情,但并无惊叹之意。是一个语义狭窄的用语。 The engineer was astonished to see how his hometown had changed in the past 35 years. surprise: 使感到意外,指未预料的事或特殊的事使人产生意外的感觉。强调出其不意的含 义。 We were surprised at finding the laboratory empty. shock: 使...震惊,使...惊讶,指事情的发生出人意料之外,使人震惊,不快,甚至愤慨,厌 恶。 When he heard the news that his son was shot to death in Iraq, the old American was shocked.

2. audience

n. 来源拉丁词 audire“听”的现在分词

audiences 听众;观众

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Three thousand audience crowded the concert hall.三千名听众挤满了音乐大厅。 The audience is/are always very excited by a wonderful goal.一个精彩的进球总会使观众们非常 激动。

3. chip

v. to break small pieces off 敲下

He chipped the cup when he dropped it. 他把杯子打落,摔成碎片。 The little boys chipped a piece out of the table when they were fighting. 小孩们打架时把桌子碰坏了一小块。

4. concern n. worry, anxiety 担心,忧虑;有厉害关系,所关切的事 She showed great concern about you. 她很为你担心。 It's no concern of mine. 这事与我无关。 What concern is it of yours? 此事与你有什么关系?

5. console v. give comfort or sympathy to (someone) in terms of disappointment or sadness 安 慰, 使…平息 We don’t know what to say to console her for the loss. 我们不知道说什么来安慰遭受损失的她。 He had to console himself with the thought that it might have been worse. 他聊以自慰的是幸亏事情没有更糟。

6. grateful adj. feeling or showing thanks to another person 感激的;表示谢意的 I am grateful to you for helping me. 感谢你的帮助。 Our grateful thanks are due to you.我们衷心感谢你。

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7. heal vt /vi a. become healthy and sound 治愈,痊愈 The wound is not yet healed yet after he has stayed in the hospital for one week. 他在医院呆了一个多礼拜后伤口依然没有愈合。 b. restore a person to health, cure a disease 医治(疾病) The doctor can heal you of your disease with this strange medicine. 医生会用这种奇特的药治好你的病。 c. end 结束(vi +over) Their disagreement healed over with time and they became firm friends. The wound soon healed up / over.伤口不久就愈合了。

8. heap n. a disorderly pile or mass of things one on top of the other (一)堆 A heap of old clothes was lying in the corner. 一堆旧衣服堆在角落里。 n. a lot of We have heaps of work to do. 我们有许多工作要做。 vt. to collect or gain in large amounts(与 up, together 连用)堆起,堆积,积累 He heaped up great wealth. 他积累起大量财富。

9. telephone booth 电话亭 telephone receiver 听筒 mouthpiece 话筒 cordless telephone 无绳电 话 cellular telephone 移动电话 mobile telephone 移动电话, 手机, 大哥大 call/ phone/ give someone a ring/ ring 接电话 to lift the telephone / to pick up the telephone

10. pound n. 磅(重量单位,合 0.454 千克) ;一磅的量 a pound of rice 一磅大米 镑(货币单位) v. to strike repeatedly, heavily, and noisily (连续)猛击, 重击, 敲打 Who is pounding the door? 谁在用拳敲门?

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11. readily adv. a. quickly and willingly 欣然地;爽快地 I can readily believe that she is lazy at home — she is very lazy at school. 我不难相信她在家很懒,她在学校就很懒。 Wherever he goes, he readily accommodates to changed conditions." 不管到哪儿,他都能迅速适应变化了的情况。 b. without any difficulty 容易地;不困难地 The sofa can be readily converted into a bed. 这张沙发可以很容易改成床。

12. somehow adv. a. in some way or other 以某种方式,以某种方法 We must find money for the rent somehow. b. for some reason 莫明其妙地;不知怎么地 She somehow got lost.她不知道怎么竟迷了路。

13. soothe a. to make sb. quiet or calm 使某人平静,安慰; The babysitter tried her best to soothe the crying baby. 保姆尽力去哄这个啼哭的小孩儿。 b. make (pains, aches) less sharp or severe 缓和,减轻 If you take this pill, you can soothe your aching tooth. 服了这个药,就可以使你的牙痛减轻。

14. suck vt. a. draw(liquid)into the mouth by using the tongue, lips, and muscles at the side of the mouth, with the lips tightened into a small hole 用嘴吸 She was sucking milk through a straw. 她用一根管子吸牛奶喝。 The baby was sucking his thumb.

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b. draw liquid or knowledge etc. from 自...中吸取液体,知识等 suck sb’s brain 剽窃或抄袭某人的思想 c. absorb 吸收

The tree sucked up the rain.树木吸进雨水。 n. have/take a suck at a sweet 舔食糖果

15. unhook vt. to remove from a hook 从挂钩取下; to unfasten the hooks of 解开...的挂钩 The policeman unhooked the collar of a uniform. 警察解开制服衣领上的搭扣。

16. sense vt.

have a feeling that something exists or is there, without having direct proof

He sensed that his proposals were unwelcome. 他觉得他的建议不受欢迎。 The dog sensed that I was afraid. 这只狗感觉到我害怕了。 I could sense how unhappy she was feeling. n. a good business sense 有经济头脑 a sense of humour 幽默感 the sixth sense 第六感

a sense of responsibilities 责任感

17.bring joy to sb. 给某人带来快乐 When I feel lonely, music brings joy to me. What brought joy to you when you were a child.

18. end up: come to an end; finish; stop 告终;结束;停止 He ended up as head of the firm. 他最终成了公司的负责人。 If you go on doing that kind of thing,you’ll end up in prison sooner or later.

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如果继续做那样的事情,你迟早会进监狱。

19. ask for:request (food, drink, help, etc or something to be done) 要;请求;申请 May I ask you for some advice? What did he ask (you) for? ―He asked (me) for some money.

20. hang up:replace the receiver at the end of a telephone conversation 挂断电话 She hung up (the receiver) before I said all I wanted to say. hang around/about 闲逛; hang on 坚持,紧握;hang onto 抓紧

21. put down:to bring to an end or bring under control 制止, 镇压 to write sth. down 写 to allow sb. to leave a vehicle 让某人下车;to cause (an aircraft) to land 使(飞机)着陆; to place in storage 储藏 Let me put down your telephone number before I forget it. You needn’t drive the car up to the house; just put me down at the garden gate. He has put down a good supply of salt and rice. 他储存了大量的盐和米。 put off 推迟;put out 出版熄灭;put up 张贴;put forward 提出;put on 穿,增加,安排 put through 实行,完成;put up with 忍受

22. take place: to happen, esp. by arrangement 发生,举行 The wedding of the young couple took place yesterday. take after 象某人; take the place of 代替; take apart 分开; take in 吸收, 欺骗; take on 从 事; take over 接管;take to 采纳,从事;take turns 轮流依次; take effect 生效

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Appendix D: Reference Summary When the author was young he hurt his finger with a hammer and got some good advice on the phone from the “Information, please” operator. When his bird died she comforted him. Over the years he called her many more times and developed a friendship with her. He moved away from his hometown but called her whenever he returned to visit. Eventually she also died, but before dying she left a message for him with the new “Information Please” operator so that he would have pleasant memories of her. Like the bird, she said she’d have other worlds to sing in.

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Appendix E: Quiz I. Choose the one that best completes the sentence. 1. The shy girl felt _______ and uncomfortable when she couldn’t answer the teacher’s question. a. awkward b. amazed c. curious d. amused

2. The famous speaker is so popular that there is a large _______ in the lecture hall. a. spectator b. listener c. reader d. audience

3. The speech which he made __________ the project has bothered me greatly. a. concerned b. being concerned c. concerning d. concerned

4. My grandpa tried to ________ me by patting my head gently. a. console b. persuade c. convince d. suggest

5. The local farmers are__________ to the scientists for their generous help in the field of planting. a. careful b. sinful c. wonderful d. grateful

6. Though the sore be____, yet a scar may remain. a. cured b. healed c. treated d. saved

7. The crying child can be _______ easily by beating the bell. a. soothed b. sooth c. smooth d. tooth

8. It is not easy to learn English well, but if you_____, you will succeed in the end. a. hang up b. hang about c. hang on d. hang onto

9. In Disney-land, every year, some 800,000 plants are replaced because Disney refused to _________signs asking his “guests” not to step on them. a. put off b. put down c. put out d. put up

10. The new appointment of our president _______ from the very beginning of next semester. a. takes effect b. takes part c. takes place d. takes turns

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Key: 1. a 6. b 2. d 7. a 3. c 8. c 4. a 9. d 5. d 10. a

II. Choose the correct verb form from the two choices. 1. No one except the two girls _____ (was/were) late for dinner. 2. The father, as well as his sons, _____ (is/are) honest. 3. The handicapped _____ (is/are) well looked after by the government. 4. Plenty of sugar _____ (is/are) imported to China. 5. A series of accidents _____ (has/have) occurred. 6. Many a young man _____ (want/wants) to speak English. 7. The manager and secretary _____ (was/were) present at the meeting. 8. The rest of the books _____ (are/is) written in English. 9. What I say and think _____ (is/are) none of your business. 10. How he has survived the bombing _____ (is/are) not clear at the moment.

Key: 1. was 6. wants 2. is 7. was 3. are 8. are 4. is 9. is 5. has 10. is

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