Unit 3 Text A The Sense of Wonder

By Paul Wright,2014-05-10 22:18
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The Sense of Wonder

    Unit 3 Text A The Sense of Wonder

    I. Teaching Objectives

    1.To understand the writer’s purpose to write the text and appreciate the senses that we usually

    take for granted.

    2.To grasp the key words and phrases.

    3.To master the skills of writing and reading in this unit.

    1) To persuade someone that it’s easier than they think to do something worthwhile.

    2) To understand idiomatic expressions in reading materials.

    II. Teaching Content

    1. Lead-in Activities

    2. Text Organization

    3. Skill Learning in Writing and Reading

    4. Language Points( key words, phrases and difficult sentences)

    5. Grammar Focus ( The “if…then…” structure) 6. Guided Practice (exercises, oral practice and group work)

    III. Teaching Process

    1. Warm-up Questions

    1)If you had to lose one of your senses, which one would you choose to give up? And having lost

    it, what do you think you’d miss the most? 2) It’s common to speak of “ the five senses”---but are there only five? Some researchers say that

    we all have and use other senses as well. What others can you think of ?

    2. Text Organization

    Part I (Para 1) Fact: Children lose their sense of wonder before they reach adulthood.

    Part II (Paras.2-5) How to preserve or keep alive the sense of wonder?

    (Questions) 1) Who can be of help? 2) How can parents be of help?

    Part III (Paras6-9) What is the value of preserving or strengthening the sense of wonder?

     (It is more than just a pleasant way of passing the golden hours or children.)

    3. Skill Learning in Writing and Reading

    1) To persuade someone that it’s easier than they think to do something

    worthwhile by placing most of the possible objections in “ even if” and

    “wherever” clauses and arguing against them or responding directly and


     e.g (Para 4) Even if you have little knowledge of nature at your disposal, there is still much

    you can do for your child.

     Wherever you are and whatever your resources, you can still look up at the

    sky….You can still feel…

    2) To understand idiomatic expressions with the help of the context clues―

    examples, explanations, contrasts or parallel phrases. (Note: In the case of

    idiomatic expressions, word formation clues can be misleading.)

    4. Language points

    1) wonder --- n. a feeling of great surprise and admiration caused by seeing or experiencing something that is strange and new (the title)


    The sight of the Great Wall stretching out under their feet filled them with wonder.

    The children watched the magician in silent wonder.

    2) If I had influence with the angels who are supposed to preside over all children, …. (para.1)

    influence with sb. -- ability to obtain favorable treatment from sb., usu. by means of acquaintance, status, wealth, etc.


    She has great influence with the manager.

    My influence with her is not very strong.

    preside over --- be head or director of; control or be responsible for


    The city council is presided over by the mayor. The government has presided over some of the most significant changes in education in the last


    3) Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of

    a child and on the other with a world of complex physical nature. (para.2)

    confront --- vt. stand or meet face to face; bring face to face

    If a problem, task, or difficulty confronts you, or if you are confronted with it, it is something

    that you cannot avoid and must deal with; if you confront a difficult situation, you accept the fact

    that it exists and try to deal with it.


    We soon have to confront a fundamental question. Can you think of some typical problems that confront Chinese learning English?

    physical --- a. having material existence; of or relating to material things


    All physical objects occupy space.

    the physical world

    4) in a mood of self-defeat---feeling helpless. (para.2) 5) it is not half so important to know as it is to feel (para.3)

    Paraphrase --- to feel is certainly more important than to know.

    Not half is used in informal English to emphasize an opinion or the truth of a statement.


    It isn't half cold here in winter.

    Films these days aren’t half as good as they used to be.

    to feel---to have the feeling or emotion; to have the sense of wonder.

    to know ---to have the knowledge; to know the facts.

    6) It is more important to pave the way for children’s desire to know … (para.3)

    pave the way (for )---create a situation in which something specified is possible and can happen.] Examples:

    Data from the probe will pave the way for a more detailed study of Mars.

    His work paved the way for the new theory.

    7) have little knowledge of nature at your disposal (para.4)

at sb.'s disposal -- available for sb. to use as he wishes


    If you want some help preparing for the party I can be at your disposal all day

    I would take you if I could, but I don’t have a car at my disposal this week.

    8) the mysteries of natural selection embodied in the perfume and flavor of fruit. (para.4)

    Natural selection---The theory of natural selection is based on the idea that living things are in constant competition for limited but essential resources in their environment -- such as food,

    places to hide, and opportunities to breed. Accordingly, natural selection favors any trait that helps

    an organism or its offspring survive. For example, the daring shown by birds in the face of a

    predator near the nest involves the risk of death. Nonetheless, natural selection compensates the

    risk by increasing the offspring's chances of survival.

    embody -- vt. contain and express as an important feature


    His principles were embodied in her behavior. The latest computer model embodies many new features.

    8) a matter of being open to what lies all around you (para.5)

    be open to (an idea, etc.) -- be ready and willing to accept and to try and understand or consider (an idea, etc.)


    We haven't decided on a price, but we're open to offers.

    We are open to suggestions.

    9) their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living


    Paraphrase --- they manage to think of ways to achieve mental satisfaction and rediscover

    happiness in life

    Inner is used to describe feelings or emotions which people have but which they do not

    express or show to other people.


    His inner feelings of failure came over him.

    She longed for inner clam.

    10) contemplate the beauty of the earth -- observe the beauty of the earth thoughtfully (para.7)

    Contemplate stresses the focusing of one's thoughts on something, often in a deep, quiet and serious way and for a long time.


    He contemplated the problem before he announced his decision.

    She stood there contemplating the painting.

    11) There is something infinitely healing in the repeated refrains of nature…(para.7)

    Paraphrase ---There is something that has the immense power of making things normal again in

    the cycle of nature.

    heal vt. commonly suggests a restoring to soundness of an affected part after a wound or sore.


    His wounds were slow to heal.

    The plaster cast will help to heal the broken bone.

    12) What will sustain me in my last moments is an infinite curiosity as to what is to follow.


    Paraphrase --- What will keep me alive in my last moments is a great curiosity about what will

    happen next.

    sustain---vt. keep alive or in existence.


    Only the hope that rescuers were getting nearer sustained the trapped miners.

    There must be enough oxygen to sustain life.

    as to --- with regard to; about


    There are no special rules as to what clothes you should wear He has been given no directions as to what to write.

    5. Grammar Focus


    The if clause implies an assumption the speaker is making which is not widely held, while

    the then clause lays out the consequences of that line of reasoning. Then used in the structure

    often means “in that case”, “therefore”, or “as a result”. The structure is mainly used in written



    If any questions do occur to you, then don’t hesitate to write to us.

    If I haven’t heard from you by Friday, then I’ll assume you’re not coming.

    6. Guided Practice

    1) Discuss questions with group members using imagination: Page 77

    a) If you could spend a month completely alone in a beautiful natural setting, how would

    the experience benefit you?

    b) If you were a sound, what sound would you be? Why?

    c) What if you were a taste of a smell?

    2) Ask several students to retell the text by using their own words.

    7. After-class Assignments

    1) Review Text A

    2) Do exercises:

     Structure (Ex. IX. pp.80)

     Cloze (Ex. X. pp. 81)

     Translation (Ex. XI., pp.82)

    3) Structured Writing (p. 85)

    Text B The Innocent Eye Language Points

    1. When we were very young we were all artists.--- When we were children, we all had a

    sense of the beautiful things in life.

    An artist, a person who practices any of the fine arts., is generally believed to have a keen

sense of what is beautiful in life.

    2. We all came to this world with the doors of perception wide open.--- When we were born, we were all ready to receive any information through our senses of sight, hearing, smell, touch

    and taste.

    3. Touch by touch we built up our store of tactile impressions, keenly sensed in minute

    detail.--- Slowly we began to remember a lot about how various thins felt, even with a keen

    sense of their precise details.

    touch by touch---with every experience of touching

    build up---acquire or increase gradually.

    tactile impressions---memories gained by touching.

    minute---a. very small in size or amount; very accurate or precise.

    4. through the sense of vision we were able to “feel” things beyond the grasp of our

    hands.---by looking at them we were able to know about things which we couldn’t reach and

    touch with our hands.

    5. this kind of seeing was not the rapid sophisticated eye-sweep of the efficient fact-finding

    adult.---This way we, as children, learned about things through the sense of vision was

    different from the quick, experienced way efficient adults discover the truth about things.

     eye-sweep---n. a look around

    6. your eye would move no faster than your finger---you could not just flick your eyes back

    --do everything in and forth; your eyes would have to follow your moving fingers.

    life at the quick speed required by the machines. 7. do all our living at the speed our machines have imposed upon us-

    8. We are hungry for we don’t know what.---We miss something, but we do not know


    9. the interaction between positive and negative space---the mutual influence between space

    taken up by something and blank space.

    10. Once more we feel in touch with our world; our aesthetic sense is being fed and we are

    comforted.---Once we are learning about the world through our senses; we begin to

    appreciate life’s beauties and we are happy again. 11. When no preconceived ideas keep us from looking and we take all the time we need to

    really feel what we see…the universe opens up and we catch our breath in awe at the

    incredible complexity of design in the humblest things.---When we stop looking at things

    by identifying and labeling and have sufficient time for feel-seeing…we begin to appreciate

    things we have not appreciated previously and we feel amazed to find the incredible beauty in

    the details of the simplest things.

    catch one’s breath---take a sudden deep breath, often when one sees something extremely

    beautiful, exciting, or shocking

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