Unit 1 The Snake BiteI .Teaching Objectives1.Functions : Expressing distress & annoyance2.Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.Vocabulary : all at once , figure , seem , forbid , show up , strike ,make for , pick out , light out for , must have done ,every now and then , at length , hold on toII . Focal Points1. Functions : Expressing distress & annoyance2. Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing distress & annoyance2)Listen to the conversation twice3)Correct the answers4)Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more2.Reading Comprehension1)Warm-up questions2)Listening to the text twice3)Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4)Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing distress & annoyanceIt sickened me to see how chickens were raised in the mechanical production . They were bald . They were forced to live in a small cage and had to climb over each other in order to get around .It really shocked me to know how chickens were raised in mechanical production .I just can’t remember that girl’s name , it’s really bugging me .Why on earth didn’t you tell me the truth ?You kept me waiting for over an hour . What have you been busy with ?I can’t say I’m at all pleased about your delay .I wish you’d stop pestering me .We’re not going to the beach and that’sfinal .I’m most unhappy at his bragging .Having to stay in and working on a sunny day like this is a real drag .We’d be OK if we could get this stupid gate to open properly .She never stopped complaining while we were on vacation .It really got on my nerves .It really annoys me that she never returns the books she borrows .It galled him bitterly that his father gambled again .Turn that music down -------It’s driving me mad .What really gets under my skin is people who talk while I’m trying to concentrate on my work .My tape-recorder’s broken down again . It’s a nuisance , isn’t it ?2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1)Listen to the tape2)Explanation of the conversation :three chickens to one single cage :three chickens living in one cage bald : (of people ) having little or no hair on the scalpdisgraceful : causing disgrace ; very bad3)Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4)Make your own dialogueExplanation :Without regard for sth : not care for sthPoultry : hens , ducks , geese , turkeys , etc. kept for eating or for their eggsBattery hens : hens mechanically raised for laying eggsPeck : (try to ) strike (sth ) with the beakPluck : gather or remove sth by pullingTeam workPresentation5)What are they for ?Explanation:Bug :If something bugs you , it annoys you because it is always there or is always happening , so that you cannot stop thinking kaboutit or noticing it . Eg. , I wish you’d tell me whatever it is that’sbugging you .Much to my annoyance : You say much to my annoyance when you are talking about something that has annoyed you very much , eg. , Much to myannoyance , the hotel hadn’t received our reservation .Pester : to annoy someone by repeatedly asking questions or making requests , especially when they are trying to pay attention tosomething else , eg. , Everyone pestered me so much that I gaveit up .Pair work : matching the exercises6)If you want to learn moreExplanation :Get on someone’s nerves :If someone gets on your nerves , they annoy you ,especially by continually saying or doing somethingthat you do not like . eg. , Sit down ,James . You’regetting on my nerves pacing up and down like that . Drive someone mad / crazy / nuts / up the wall : to annoy people very much ,so that they feel unable to stand the situation .eg. , Being in the house all day with these twoscreaming kids is driving me nuts . This noise isdriving me mad .Get under someone’s skin : If someone gets under your skin , they dosomething that annoys you a lot but which may notannoy other people . eg. , He really gets under myskin sometimes .Be a drag : If someone or something is a drag , they annoy you especiallybecause they are boring or prevent you from enjoyingyourself . Eg. , Don’t invite John ------- he’s sucha drag .Step 2 Reading Comprehension and LanguageActivities1.Warm-up questions and discussion2.Listen to the text twice3.Read the text and try their best to answer the questions .①the beginning of the story ------- What happened first ?★What did the boy start out to do and where ?(He was going to get a watermelon for his own use from the family’smelon-and –garden patch ehich was back of the barn on the edge ofthe cane field .)★What did the boy take with him ? And why did he take that ?(He took a corn knife with him . It was the best thing to cut amelon . One swipe and the melon was in two .)★What happened to the boy when he was thumping for a ripe melon ?(All at once , he seemed to step on something like a needle .Actually , he was bitten by the rattler in the foot . )★What are rattlers supposed to do before they strike ?(Rattlers are supposed to make some sound as warning before theystrike .)★Why did the boy fail to hear the snake rattle ?(Maybe this snake didn’t have time to rattle .)②asking for help -------- What did his mother do ?★How did the boy’s mother treat his wound ?(The mother tied apron strings around her son’s leg above the knee ,made him lie on the sofa and put Martha to watch him .)★Why did the mother decide not to go to the Howell place ? And howfar away was the Anderson house ?(The Howell would not be of much help because they had no horse .The Anderson place was exactly half a mile away by the short cutthrough a field .)★What did the mother do when she found that Martha had taken offthe strings ?(She got the apron strings back , yanking them tight .)③waiting for help --------- What did her mother do then ?★Who should Herb Anderson look for first ? Who else should he lookfor next ?(Herb Anderson was told to first look for the boy’s father . Ifhe failed to find him , he should look for a doctor .)★Why did the mother go to the porch ? And who showed up at last ?(The mother went to the porch to watch the road from town . At last ,the boy’s father showed up .)4.Practicing asking and answering the questions in pairs .5.Retell the text using the key words .6.Explanation of the new words and phrases .⑴the background of the story :The story , as told by an American boy , is set against the background of the American countryside in the 19th century .The narration , therefore exhibits features of both cultural pictures of the countryside of that period , and the way that a teenager spoke . Words like sandbur , claim jumper , buggy , porch , lot , rig are characteristic of American culture .Besides , the text contains many colloquial phrases to reflect a child’s style of speaking . Phrasal verbs are preferred over single verbs , for instance , light out for depart ; pick out for recognize ;show up for appear ; break into forb egin ab ruptly . The use of child phrases (Mamma , Papa ) and somecausative verbs in make me lie , put Martha to watch , get me to stop yelling also help render the text fitting a child’s tone .⑵ the house melon-and –garden patch : a piece of land for growingvegetables and melons for family use .⑶back of : Although it is now established as standard in American Englishmeaning“behind ” , many considered it as a sloppy colloquial way ofspeaking inthe 19th century English .⑷ on the place ; in the lot : both refer to the boy’s home . Lot : apiece of land having a special use . Eg. , aparking lot ; a used –car lot ; a building lot ⑸ porch : (mainly used in American English ) a raised platform builtalong thewalls of a house and often covered with a roof . After supper ,peopleusually sit on chairs or rockers on the porch for relaxation .Houses withporches can still be seen in many places in America , especiallyin ruralareas .⑹ between the Anderson and the Howell claims : In the 19th century ,many Americans moved to the West where there was vastland for the taking . They staked out some pieces of landas their own property . Formal request for the land wasmade for mining . Claims refers to the pieces of landof this kind .⑺ anxious to get his nose in the manger : A manager is a feeding boxin a stable or barn . Here it means that the horse wasanxious to eat .⑻ rig : referring to the horse and the buggy⑼ all at once : suddenly⑽ figure : think (sth) ; calculateeg. I figured that you wouldn’t come .⑾ seem : appearseem (to sb ) (to be ) + n./ adj .seem to doseem likeIt seems that …It seems as if /as though …There seem(s) to be …⒀ forbid : Order (sb ) not to doOrder sth shall not be doneForbid sth.Forbid sb to doForbid doing⒁ show up : (colloquial ) arrive , often after a delay ; appear eg. It was ten o’clock when she finally showed up .⒂ strike : attack , esp. suddenlyeg. Enemy troops struck just before dawn .⒃ make for sb./sth. : move in the direction of sb./sth.⒄ pick (sb./sth.) out :a.choose fromeg. He picked out the ripest peach .b.distinguish sb./sth. Fromeg. Pick out sb’s face in a crowd⒅ light out for sp. : depart for sp.Assignments1.Do the exercises on the textbook .2.WritingP 43 Exercise 63.Oral practice :The Snake BiteUnit 2 He Was My FatherI .Teaching Objectives1.Functions :Expressing possibility & impossibility2.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .3.Vocabulary : fall into , live on , apprehension , tuition , regard/ disregard , decent , recite , on one’s own , stare at ,pick up , grow up , put in , follow in one’s footsteps II . Focal Points1. Functions : Expressing possibility & impossibility4.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .5.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing possibility & impossibility2) Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more3.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing possibility & impossibilityIt is possible for you to get into the university if you pass the examination .You may have a point there .It could be a bad start .You might be right to a certain extent .The job can be done by Wednesday if I get extra help .Take your umbrella – you might need it .There’s possibility that she’ll lose her job .It’s still possible to make some money if you invest wisely . Perhaps it was the coffee .Possibly for the first time in their lives .There’s just a chance that she may have left her keys in the office , so I’m going to look .You might be lucky .But it is impossible if you fail .It may not be .It will be impossible for him to see you today .Alice can’t be at home .There’s no way you’re going to get the job without good references . Sending Sandra a letter was out of the question , because her …… , but she knew it was hopeless .2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1) Listen to the tape2) Explanation of the conversation :nonsense : foolish talk , ideas , etc .blah : talk that sounds impressive , but actually says very little have a point : be rightheaps of : great number / amount ; plentybe reluctant to :be unwilling and therefore slow to co-operate , agree , etc.put the blame on sb : blame sb for sth.3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up anotherconversation .Act out the conversation.4) Make your own dialogueTeam workPresentation5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreExplanation:You never know :an informal expression that you use when you think thatsomething may happen , but you are not certain becauseit is difficult to say what will happen in the future .Eg.It might have been better if she’d had kids , thoughyou never know .There’s no way : You say there’s no way to someone when you stronglybelieve that something is impossible . Eg. My legs wereaching and I knew that there was no way I would make itup the hill .Out of the question : If an idea , suggestion , etc. , is out of thequestion , it is completely impossible , especiallybecause it is not allowed . Eg ., That’s out of thequestion : Mary is much too busy to look after thechildren .Step 2 Reading Comprehension and LanguageActivities7.Warm-up questions and discussion8.Listen to the text twice9.Read the text and try their best to answer the questions .①Paragragh 1 and 2 :Before eating his ★ What would the father do before eatingthe dinner and why ?(When the father washed his hands beforedinner , he would talk to his son or tellhim tales of his own childhood in order tolet drops of moral tuition fall into theboy’s lap .)②Paragraph 3 , 4 and 5Father’★What was the father’s job and how many hours wouldhe work each week ?(The father was a London taxi – driver . He had to work12 hours a day , 6 days a week to earn decent wage .)★Was a taxi-driver respected by people and how do youknow ?(No . A taxi –driver is not respected very much by manypassengers . They treat him with patronizing disregardand address him rudely as cabbie , you or driver . ) ③Paragraph 6 :Father’★How do you understand “powerful enough to crywhen he felt the need ?” Explain in your own words . (This is an open-ended question . The teacher shouldencourage the students to discuss the problem ofstrength and power . But generally speaking , a mandoes not believe in tears . And crying is normallyassociated with weakness . So it calls for greatcourage and strength for a man to cry before others .The father is not only powerful and strong , he alsohas deep love for his mother and family . )④Paragraph 7 :★How did the father feel when his son went touniversity ?(When his son went to university , the father felt very happyandexcited , because the boy was the first in the father’s familytoreceive higher education .)★Was the narrator satisfied with his father’s behaviour at hisgraduation ceremony and why ?(Yes . The father seemed to be out of place at the graduationceremony from the boy’s point of view ------- he felt gauche ,took the matter too seriously by taking many pictures , anddidn’t understand the Latin before the ceremonial meal . Butthis was not important . He knew that his father wasoverjoyed because his son would have a better life .)⑤Paragraph 8 :★Why didn’t the father go on holiday ? And how did he liveand work when the family was away ?(The father could not afford to go on holiday with the family .There was just not enough money . When the family was away ,he would stay on his own , work even longer hours , and liveon sandwiches and tea .)⑥Paragraph 9 :★ What was the message from his father’s eyes when thenarrator had his first child ?(He seemed to say with his eyes : Son , let him say just onething when he grows up : “he was my father .”) Conclusion :★Why does the narrator repeat “he was my father ” so many times ? (This is again an open-minded question . Encourage the students to talk about their understanding . The father was seen as a great man in the boy’s eyes . He kept promises , he worked hard , he was powerful and he showed tender love for the family . Besides , his father was an understanding father , selfless and self-sacrificing , a man of conviction , believing in the power of love and hoping the love could be passed from generation to generation as a family tradition . The repeated use of “He was my father ”showed how much the boy loved his father and how proud he was of his father .) ★In what way was the father an extraordinary ordinary father ?(The father was ordinary as a worker , labourer , and taxi-driver . But he is extraordinary as a father , as a model for the younger generation . He was a man of integrity with power and profound love .)10.Practicing asking and answering the questions in pairs .11.Retell the text using the key words .12.Explanation of the new words and phrases .①Let drops of moral tuition fall into my lap :teach me moral standardslittle by little②Decent wage : a wage which is considered satisfactory③… with such patronizing disregard :patronizing is often used todescribe a person’s manner or tone which seemsfriendly , but which shows that they think theyare superior to you in some way .④…didn’t understand the Latin that was spoken before the ceremonialmeal : Latin is the Italic language spoken nearancient Roman , and was the official language ofthe Roman Empire . Until the middle ages , it wasthe dominant language of school , church , andstate in West Europe . Now , Latin is still usedin religious ceremonies of Roman Catholic Church .Besides , it is also used for ceremonial purposesin cases such as school graduation ceremony .⑤So what ? :an informal colloquial expression , meaning that the remarkor statement which has just been made seems unimportant ,uninteresting , or irrelevant . Here it means what does itmatter if my father doesn’t understand the Latin that wasspoken in the ceremony ? Another similar expression is Whatof it ? Eg. , Someone will see . ------- So what ?Your parents are coming tomorrow .-------- What of it ?⑥Disregard (for / of sb. / sth.) : lack of attention or careEg. She shows a total disregard for other people and their feelings .⑦Decent :a.satisfactory ;quite goodeg. Earn a decent wage , living , etcb.not likely to shock or embarrass others ; modesteg. That dress isn’t decent .⑧apprehension : anxiety about the future ; fearrecite (sth to sb ) : say (a poem , passage , etc.) aloud frommemory , esp. to an audience⑨(all ) on one’s own :a.aloneeg. She lives on her own .b.without help or supervision ; aloneeg. Although her father is in the firm , she got the job on her own . ⑩put sth in : spend (a period of time ) working at stheg. She often puts in twelve hours’ work a day .put sth in / into (doing ) stheg. We’ve put a great deal of time and effort in this project .⑾follow in sb’s footsteps : do as sb else does ; follow a similaroccupation or life-style as sb elseeg. She works in theatre , following in her father’s footsteps .Assignments4.Do the exercises on the textbook .5.WritingP 57 Exercise 66.Oral practice :He Was My FatherUnit 3 Understanding Your OwnerI .Teaching Objectives4.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.Vocabulary : desperate , represent , be aware of , interpret , fitin with , put … into danger , keep away , work out , trydoing , end up , vary from , all too , force onII . Focal Points1.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.ConversationIII . Teaching Process1. Listening and Speaking Activities2)Introduction to the formulas of expressing anger3)Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more4.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing angerI simply can’t bear to hear them bark.I’m disgusted . How could you be so rude to my guests !I really hate being kept waiting . Can you make it earlier next time ?My orders have been disobeyed . I must teach them a lesson .I’m going to get very angry with you . Pick your things up now !Look at the way people just throw litter down in the street ------ it makes you sick , doesn’t it ?Look , how they treat the innocent animals ! It makes my blood boil .It’s typical of him to behave like that !Why don’t you pick someone your own size ?!It really makes me angry the way he talks .I’ve had enough of that .Steve never apologises for anything .That’s what gets me down !You can often see Sam picking flowers in the park . It really makes me see red .I can’t stand his arrogance .Do you always stick your nose in other’s business ?How would you like somebody to litter around in your own doorway ?2. Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .5. Try to speak more1) Listen to the tape2)Explanation of the conversation :walk :①行走；步行②cause (sb./sth.)to walk , esp. by accompanying him / it 使（某人/某物）行走（尤指与之同行）eg.He walked the horse up the hill .He walked her to her car .keep sb. company : remain with sb. So that he is not aloneeg.I’ll stay here and keep you company .pessimist : person who expects the worst to happen 悲观主义者3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4) Make your own dialoguePresentationTeam work5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreStep 2 Reading Comprehension and LanguageActivities13.Warm-up questions and discussion14.Listen to the text twice15.Read the text and try their best to answer the questions .Section 1 --------- In the two ways : a set of sounds and a set of marks ,humans have developed their eyes and ears to a higher level of interpretation than the dogs .Questions :①What does the phrase “a set of sounds” mean ? Why do some humans have difficulty communicating with others by a set of sounds ?(“A set of sounds” refers to the spoken form of human language . Some people have difficulty in understanding people from other places because they speak different languages . As the dog understands , human beings have to be either raised in the same place or receive special training in order to understand a different language .)②What does the phrase “a set of marks on paper?” mean ? What is the use of the marks for human beings ?(“A set of marks on paper” refers to the written form of human language and is used to represent the sounds of language . These marks can be used to record human messages so that humans at a different time and in a different place can understand those messages .)③Why should a dog not develop the same communicating means /skills as human beings ?(Humans have lost the other abilities and senses for gatheringinformation while they have developed their eyes and ears . If adog develops these two skills too far , it would put its otherabilities into danger .)④What cost have human beings paid for having developed their seeing and hearing senses ?(When human beings have developed their eyes and ears to a higher level , they have lost the ability to get much of the information that dogs are able to do by other means .)Conclusion : the advantage and disadvantage of developing seeing and hearing sensesThe advantage : have developed their eyes and ears to a higherlevel of interpretationfor humans Humans at a different time and in a differentplace can understand their messages .The disadvantage : have lost the ability of other senses excepteyes and ears to get much informationThe advantage : can get information not only from ears and eyesbut also from otherfor dogs sensesThe disadvantage : have a lower level of interpretationSection 2 --------- How to please a human .Questions : What gesture of a dog’s can best please human beings ?(A dog who can behave like a human , such as sitting down in frontof him , and raising a front paw in a gesture to shake hands witha human will please a human most .)Section 3 --------- Don’t forget the true nature — you are a dog .Questions :①According to the passage , what is the best policy for a dog to livepeacefully with humanbeings ?(Even when a dog is behaving like a human to please a man , he should always remember that he is a dog . He is not a human and needs to live as a dog . It is all very well for a dog to change himself slightly to fit in with human beings, but he should not deny his true nature . Besides , he should accept whatever is forced upon him . In other words , he should be faithful to his master no matter who the master is . )②What are the reasons that human beings hold for keeping a dog ? (Human beings need dogs for various reasons . They may need a dog to help with some specific tasks like hunting or guiding , or want a dog to keep burglars away . Looking after a dog may give their children a sense of responsibility .They may want other people to admire their dogs if the dogs are of an expensive and fashionable breed . Or they may simply need some sort of companionship or love .)Conclusion :Should : need to live as a dogFor a dog change yourself slightly to fit in with a human pack accept anything forced on youShould not : deny your true naturehelp with some specific tasks like hunting or guidingkeep burglars awayreasons for keeping a dog give their children a sense of responsibilitywant other people to admire their dogsneed some sort of companionship or love16.Practicing asking and answering the questions in pairs .17.Retell the text using the key words .18.Explanation of the new words and phrases .①be aware of sb./sth.that …②vary from sth to sth : change from … to…vary with : change according to some factorseg.Her mood varied from optimism to extreme depression .Prices vary with the seasons .③represent : stand for or be a symbol or equivalent of (sb/sth);。
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