I'd like to express my sincere thanks and love to my family for all their help and support.
5. specific: relating to one thing and not others; particular
e.g: The new system made it easier for employers to recruit workers based on specific needs.
Do you have any specific skills that will be of use to you in the
job you are applying for?
6. impress: 1) fix in sb.'s mind; make the importance of (sth.) very clear
to sb.(used in the patterns: impress upon/on sb. that; impress upon/on sb. sth.)
e.g: I have always impressed upon my students that if they work
hard they will succeed in life.
The teacher tried to impress on his students the necessity of being honest.
2) cause (sb.) to feel admiration or respect
e.g: Most students liked to talk a lot because they thought it would impress the professors.
Wanting to impress his girl friend, Dustin bought a suit for their first date.
7. immerse: cover completely in a liquid; absorb deeply
e.g: I held my breath and completely immersed myself in the water,
trying to stay under for as long as possible.
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John was so immersed in playing the computer games that he
was unware of things happening round him.
8. considerate: thoughtful of rights and feelings of others; marked by
careful thought (followed by of )
e.g:
Friendly and considerate, he invariably consults with people
around him before taking decisions.
Management should be considerate of the well-being and interests of employees. 9. swift: rapid, prompt
e.g: Because of the swift, enormous growth of the urban areas many
farmers left their villages in quest of work.
The Olympic motto is Citius-Altius-Fortius. These words mean
\
10. in a flash: instantly
e.g: The answer to the math question came to him in a flash. The ceremony was all over in a flash.
Post-reading tasks
1. 1. Map of association
1) 1) Ss form groups, scan the text, and copy down on a sheet of paper all vocabulary items related to a ship or to people onboard a ship.
2) 2) Ss add to this list vocabulary items they jotted down in anticipation of the story.
3) 3) Ss discuss if they can group those vocabulary items under categories. If yes, what categories are there? How are the categories related?
4) 4) T introduces the map of association as a help in building
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word power (see Text Analysis). (25minutes)
2. 2. T guides Ss through some after-text exercises. (25 minutes) 3. 3. T checks on Ss’ home reading (Text B). (3 minutes)
4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)
5. 5. T asks Ss to prepare for the next unit: 1) 1) do the pre-reading task; 2) 2) preview Text A. (2 minutes)
Text Analysis
We all want to expand our English vocabulary. An effective and efficient way is to memorize
English words and phrases through association maps. Experiments have proved that it is much easier for human beings to memorize things in meaningful groups than isolated items.
First of all, we put a central idea or a key word in the middle of the map, e.g. ―ship‖.
Then we draw a cobweb structure around ―ship‖. One branch may be the names of different parts of a boat, like ―hold‖, ―cabin‖, ―afterdeck‖, ―deck‖. Another branch may be the various types of people on board the ship, like ―coastguardsmen‖, ―sailor‖, ―seaman‖, ―shipmate‖. Still another branch may be verbal phrases related to a ship, like ―put to sea‖, ―be under way‖, ―be at sea‖.
This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size, because we are better at association and our word power is stronger.
Of course, there are other methods of improving vocabulary memorization. For example, when you see a new vocabulary item, you’d better read it aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, mouth, ears, and hands together, we mobilize multiple parts of our brain, thus keeping a longer memory.
Unit 6 The Human Touch
Suggested Teaching Plan (5 periods) Objectives
Students will be able to:
1. 1. understand the main idea (Old Behrman saved Johnsy’s life at the expense of his own) and structure of the text;
2. 2. appreciate how the repeated use of clues helps weave a piece of narration together;
3. 3. grasp the key language points and grammatical structures in the text;
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4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time allotment 1st period Pre-reading; 2nd period 3rd period 4th period 5th period While-reading While-reading; Post-reading; Theme-Related Post-reading (clues) Check on Ss’ Language home reading (Text B) Learning Tasks While-reading (language (scenes, language points) points) Pre-reading tasks
1. 1. T asks Ss the following questions on the song: (5 minutes) ---- According to Michael Jackson, among faith, hope and charity, which is the most important? (charity)
---- Is love all we need to solve the world’s problems? Why or why not? (Ss’ own interpretation)
2. 2. Debate: Charity begins at home. (25 minutes)
1) 1) T writes down on the blackboard the saying ― Charity begins at home.‖
2) 2) T invites some Ss to interpret the saying.
3) 3) T asks the question: Is it enough only to help those people we know?
4) 4) Ss divide into a pro side and a con side.
5) 5) Ss discuss with neighbors and list key arguments on a sheet of paper.
6) 6) Ss debate
3. 3. T leads in to the text by saying: Maybe we should help both strangers and people who are close to us. In this unit, Text A tells a story about how an old painter helped a young painter he knew, while Text B tells how a woman helped a boy who had tried to rob her of her handbag. (2 minutes)
While-reading tasks
1. 1. Scenes in the story (8 minutes)
1) 1) Ss work in pairs to list the names of characters in each paragraph.
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2) 2) T explains to Ss: A story is composed of scenes. Normally a change of character(s) indicates a change in scene.
3) 3) Ss divide the text into scenes according to the changes in character.
4) 4) Ss refer to Text Organization Exercise 2 to see whether their way of division is correct.
2. 2. T explains language points and gives Ss practice (see Language Study). (60 minutes)
3. 3. Ss complete Text Organization Exercise 2. (10 minutes) 4. 4. Usage: go
1) 1) Ss scan the text to circle the word ―go‖ and its inflexions. 2) 2) Some Ss report to class their findings, and then paraphrase. 3) 3) T guides Ss through the after-text exercise on ―go‖. (20 minutes)
Language Study
1. in tune: harmonious(ly) (often followed by with; the opposite: out of tune)
e.g: His ideas are in tune with the times.
The price of gold coins fluctuates in tune with that of commodities.
Her character is quite out of tune with her beauty. 2. joint: held or done by two or more persons together
e.g: She had taken the money out of the joint account she had with her husband.
There are a number of different forms of business ownership,
such as partnerships, corporations and joint ventures.
To attract foreign capital, China issued new economic
regulations giving more preferential treatment to joint ventures.
3. stalk: (of an evil force) move through (a place) in a threatening way;
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