Unit4 A Doll for Great-Grandmother by shuifanglj

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									Unit 4 A Doll for Great-
Grandmother
   Ⅰ.Teaching Aims
   Ⅱ. Teaching Contents
   Ⅲ. Teaching Time:
     Six class hours
   Ⅳ: Teaching Focal and difficult Points
   Ⅴ. Teaching Methods:
   Interactive Approach
   Ⅵ.Teaching Aids
   PowerPoint
   Blackboard
   Ⅶ.Teaching Procedure
Ⅰ.Teaching Aims

   Section A: A Doll for Great-Grandmother
   1. Let the students acquainted with some
    new words and good expressions:
   delicate; interpret; arouse; supply; inspire;
    recognize; go with; get through; move in; no
    way; specify; in touch with; resemble; put sth.
    together; crash; commission;
 2. Teach the students to read
  between lines.
 3. Teach the writing skill: A
  Paragraph of a General
  Statement Supported by a List
  of Details
Ⅰ.Teaching Aims

   Section B: Care of the Elderly: A Family
    Matter
   1. Teach the reading skill: Reading for the
    Main Ideas in Paragraphs
   2. Enable students to grasp the main idea of
    the text
Ⅱ. Teaching Contents

   Section A: A Doll for Great-Grandmother
   Lead-in
   Pre-reading Activities
   Background Information
   Structure of the Text
   Language Points
Ⅱ. Teaching Contents

   Section B: Care of the Elderly: A Family
    Matter
   Reading skills
   Reading comprehension
   Language points
Ⅳ: Teaching Focal and Difficult
Points
 Section A: A Doll for Great-
  Grandmother
 1. Analyze the structure of the
  passage.
 2. Learn to read between lines.

 3. Grasp several CET-4 key words
Ⅳ: Teaching Focal and Difficult
Points
   Section B: Care of the Elderly: A Family
    Matter
   1. Ask students to summarize the text.
   2. Enable the students to grasp the
    following expressions: in hands of; in other
    words; deserve; appreciate; occasionally;
    available; in contrast
Text A


A Doll for Great-
 Grandmother
   1. Lead-in
   2. Pre-reading Activities
   3. Background Information
   4. Work on Section A
   5. Language Points
1. Lead-in

   ①. How old are your grandparents? Are they
    living alone or with a child of theirs?
   ②.When your parents grow old, do you want
    them to move in with you? State your
    reasons.
   ③. What can we do to help elderly people
    who feel lonely?
2. Pre-reading Activities

   Listen to the poem once and Work in pairs
    and discuss the following questions:
    What does the little girl say to her grandmother in the poem?
   How old are your grandparents? Are they living alone or with a
    child of theirs?
    Do you always try to communicate with your grandparents? Do
    you care to know what they really need?
    2. Pre-reading Activities
   Listen to the short passage twice and decide whether the
    following statements are True or False.
   ①The Barbie Doll was first introduced in 1859 by a British toy
    company.
   ②As a plastic doll, the Barbie Doll was available in either 11.5-inch
    or 7-inch heights with the figure of a lovely baby.
   ③Ruth Handler and her husband noticed that their daughter,
    Barbara, enjoyed playing with adult female dolls more than with
    baby dolls.
   ④Barbie has been joined by family and friends, her boyfriend Ken
    in 1961; sister Skipper in 1965; and Becky, Barbie’s friend in a
    wheelchair in 1997.
   ⑤Today the Barbie Doll is mainly marketed to Europe, Latin
    America, Japan and China.
2. Pre-reading Activities

   Answers:
   ① (F) The Barbie Doll was first introduced in 1959
    by a toy company in southern California.
   ② (F) As a plastic doll, the Barbie Doll was available
    in either 11.5-inch or 7-inch heights with the figure of
    an adult woman.
   ③T
   ④T
   ⑤ (F) Today the Barbie Doll is a global brand, with
    key markets in Europe, Latin America, and Japan.
4. Work on Section A

    A) Structure of the Text ( a method of analyzing
    the text structure is employed)
   Part 1 (Para. 1) : GG slowly began to fade after
    grandfather’s death.
   Part 2 (Para.2-8):GG recalled her childhood
    experience.
   Part 3 (Para. 9-16):Meagan and her mother
    managed to produce a close copy of the doll to GG
    as a Christmas present.
4. Work on Section A

   B) Raise some questions to make
    students grasp some detailed information
    in the text (question and answer method
    is used)
    4. Work on Section A
   C) Questions and Answers
   Part 1 (Para. 1):
   Questions—What happened to the writer’s grandmother when her
    grandfather died?
          ---Why did the writer’s grandmother move in with the writer’s
    mother?
          ---How will you describe this extended family in one sentence?
   Answers—Her grandmother turned weak and lost interest in life.
        ---Because she couldn’t take care of herself anymore.
        ---It is a very large, loving one, consisting of 5 generations.
    4. Work on Section A
   Part 2 (Paras. 2-8):
   Questions--How did GG’s baby sister break GG’s doll?
    ---What happened to GG’s baby sister years later?
    ---Why is the doll a very significant part in GG’s life?
   Answers---She reached up and pulled on the doll on
    the table.
       ---She died of pneumonia.
       ---Because it is a representation of many wonderful
    yet lost things together ; a precious gift; a dear sister;
    and a poor but happy childhood.
4. Work on Section A
   Part 3 (Paras. 9-16):
   Questions –What idea popped up in Meagan’s mind on
    their way back home?
          ---How did Meagan’s mother feel about this
    suggestion?
          ---How was Meagan feeling when she said ―It’s for
    you‖
   Answers—She suggested that they give her GG a new
    doll, exactly like the one GG used to have to cheer GG
    up.
        ---She felt proud of her loving and compassionate
    daughter.
        ---She must have been feeling very proud and
    expectant.

5. Language Points

    move in: take possession of a new home
   eg: You must come and see our new house
    when we’ve moved in.
    We moved out on Monday and the new
    tenants moved in on Tuesday.
   Collocation:
   move in     搬进
   move out     搬出
5. Language Points

   arouse, awake, wake & waken
   这些动词均有“唤醒、醒来”之意。
   arouse 除表示一般的唤醒外,多作引申用。
   awake 是正式用词,常指觉醒、警惕的状态,多作
    不及物动词,多用于比喻,可用作表语形容词。
   wake 是普通常用词,指真正的醒来,多作不及物
    动词。
   waken 是书面用词,多作及物动词,常用于被动态
    和引申意义。
5. Language Points
   Directions: Fill in the blanks with the words above.
    Change the form where necessary.
   1. You must awake to the fact that failure will mean
    disgrace.
   2. My mother aroused me from sleep.
   3. He woke up with a start when the door slammed.
   4. We were wakened by a loud bang.
   5. Is he awake or asleep?
   6. It’s time you woke up to the fact that you’re not
    popular.
5. Language Points

   sacrifice:
   1. n. offering of sth. valuable to a god; giving up of sth
   eg: Some cultures practise animal sacrifice to their gods.
     Getting rich isn’t worth the sacrifice of your principles.
   Translation: 她父母为她上大学在多方面做出了牺牲。
   2. v. offer sth. to a god; give up sth. important for a particular
    purpose
   eg: Many teenagers sacrifice to their idols.
   He sacrificed his life to save a drowning child.
   Translation: 你赞成只要风度不要舒适吗?
    5. Language Points
   recall:
   1. vt. 1) summon back; order sb. to return to a particular
    place
   eg: The government recalled its ambassador when war
    was declared.
   2) bring back to the mind; remember
   eg: Can you recall your school days?
   2. n. 1) the act of summoning back
   eg: The recall of the general from abroad caused a
    scandal.
   2) the ability to remember
   eg: She has an amazing recall of her early childhood.
    5. Language Points
    Pattern:
     recall sb. (from … to …)   recall sth.
    recall doing sth.          recall that …
    CF: memorize, remember, recall & remind
    这些动词均含有“记忆,记住,回忆”之意。
    memorize 指有意识地下功夫把某事的整个细节都记在脑子里。
    remember 含义较广,多指无意识地回忆起往事,也可指通过主观
     努力去记忆。
    recall 比remember文雅,指想方设法回忆已经遗忘之事。
    remind 用作及物动词,表示“提醒,使想起”。
5. Language Points

   Directions: Fill in the blanks with the words above.
    Change the form where necessary.
   1. The film reminded him of what he had seen in
    Germany.
   2. He remembers every detail of that occurrence
    as though it happened yesterday.
   3. An actor must be able to memorize his lines.
   4. Please remind me to write to Dave.
   5. He recalled his last evening with his fiancée
    whenever he felt depressed.
    5. Language Points
      CF: break, crack, crush & smash这些动词均含“打破、弄碎”之
     意。
    break是常用词,含义广泛,多指猛然用力将坚硬物打破或损坏。
    eg: He has broken the glass into pieces.
    crack多指因长期使用或经受压力,物体表面呈现裂纹、裂口或破裂、
     裂开,但一般没成碎片。
    eg: The tree cracked loudly and fell
    crush表示从外面往里或从上往下压,使其成为碎片或碎块。
    eg: This machine crushes wheat grain to make flour.
    smash指突然而猛烈地重击某物,使之破碎或完全变形。有时指感情
     受到打击。
    eg; He smashed the headlights of the car when he hit another car.
5. Language Points

   exclaim: v. speak or say loudly and suddenly,
    because of surprise or other strong feelings
   eg; The evil stepmother of Snow White
    looked in the mirror, exclaiming in dismay at
    her appearance.
      He exclaimed that it was untrue.
      He could not help exclaiming at how much
    his son has grown.
5. Language Points

   in/out of touch (with):
   in/not in communication (with); having/not
    having information about
   eg: I’ll be in touch again towards the end of
    the week.
   I try to keep in touch with latest events by
    reading newspapers.
5. Language Points

   resemble: vt. look like or be like
   eg: Many college graduates discover that
    society does not at all resemble the way it is
    in their imagination.
   Leo Tolstoy once said all happy families
    resemble one another, but each unhappy
    family is unhappy in its own way.
   Pattern:
   resemble sb./sth. (in sth.)
5. Language Points

   make sure of sth./that:
   take action so that something will certainly happen
   eg: There aren’t many seats left for the solo concert;
    you’d better make sure of one.
   I’ll just make sure that the car has been locked.
   I think he has to go to the doctor to make sure it is
    not infected.
    5. Language Points

   duplicate:
   1. vt. copy exactly; repeat
   eg:Some say in a very short time, computers may not
    only duplicate the human brain, but far surpass it.
   2. n. copy
   eg: Is this a duplicate or the original?
   The secretary was asked to prepare the contract in
    duplicate.
   3. adj. identical; doubled
   eg: a duplicate set of keys
   a duplicate receipt/form
    5. Language Points
   volunteer:
   v. give or offer (one’s services or help) willingly or without
    being paid
   eg; Many people volunteer to fund the establishment of
    Hope Primary Schools and enable dropouts to return to
    classrooms.
   Pattern:
   volunteer sth.
   volunteer to do sth.
   volunteer (sb.) for sth.
   n. person who offers to do sth. without being compelled
    or paid
   eg: Princess Diana’s special satisfaction came from
    volunteer work.
5. Language Points

   Collocation:
   an aid-the-poor volunteer 扶贫志愿者
   volunteer labour        义务劳动
   volunteer service       义务服务
    5. Language Points
   cradle:
   1. n. a small bed for a newborn baby; the place where
    sth. begins
   eg: The hand that rocks the cradle rules the world.
   The Yangtze River Valley is another cradle of Chinese
    civilization running parallel to, if not earlier than, the
    Yellow River Valley.
   2. vt. hold gently as if in a cradle
   eg: She cradled the baby in her arms.
   He was cradled in luxury.
    5. Language Points
   inspire: vt.
   1. put uplifting thoughts, feelings or aims into
   eg: The trainer inspired the team to even greater
    efforts.
   2. fill with creative power
   eg: The beautiful scenery inspired Li Bai to write
    his greatest poetry
   His passion for romantic literature inspired him to
    begin writing.
5. Language Points
   Pattern:
   inspire sb. to sth.
   inspire sb. to do sth.
   inspire sth. in sb.
   inspire sb. with sth.
Text B


Care of the Elderly: A
 Family Matter
   1. Ask students to finish reading text B
    in ten minutes and doing exercises on
    page 115.

   2. Language Points
    2. Language Points
   Para 1:
   1. in the hands of
   eg: The case was in the hands of the jury, and
    all we could do was wait.
   2. occasionally ad.
   eg: Though we live quite apart from each other,
    we visit each other occasionally.
   3. unfortunate a.
   eg: It was unfortunate that his mother died
    when he was just five years old.
    2. Language Points
    Para 2:
    1. average a.
    eg: The average man in the street would never
     doubt his good intentions.
    2. look forward to
    eg: He was looking forward to working with the
     new manager.
    3. eventually ad.
    eg: Eventually your child will leave home to
     lead her own life as a fully independent adult.
2. Language Points
   Para 3:
   1. in other words
   eg: Your performance in the exam did not reach the
    required standard---in other words, you failed.
   2. take on
   eg: My doctor says I’m too tired and has advised me
    not to take on any more work.
   3. obligation n.
   eg: You can look at the books without any obligation to
    buy.
2. Language Points
   Para 4:
   available a.
   eg: I’m sorry, sir, those shoes are not available
    in your size.
   in contrast
   eg: In contrast to your belief that we will fail, I
    am confident that we will succeed
2. Language Points
   Para 5--6
   appreciate v.
   eg: Peter always stood by me when I was in
    need, I’ll always appreciate that.
   potential a.
   eg: We are aware of the potential problems and
    have been measures to deal with them.
   arrange for
   eg: Since the airport is far away from here, I’ve
    arranged for a taxi already
2. Language Points
   consideration n.
   eg: The name of the murdered woman has
    not been released, out of consideration for
    her parents.
   in advance
   eg: The subject of the talk is announced a
    week in advance, but the name of the
    speaker is not.
   mutually ad.
   eg: Attempts to reach a mutually agreed
    solution had been fruitless.

								
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