Unit 6 Text A Every 23 Minutes
I. Teaching Objectives
1. To make clear the writer’s purpose to write the text and the ideas that writer desire to convey
2. To grasp the key words and phrases.
3. To master the skills of writing and reading in this unit.
1) To create an emotional response in readers, the author combines various techniques.
(repetition, ellipsis, etc.)
2) To distinguish between facts and opinions 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 (wish+ that- clause)
6. Guided Practice (exercises, oral practice and group work)
III. Teaching Process
1. Warm-up Questions
(Questions based on a listening material)
1) What feeling do you think will be caused by the death reported in the passage---how must the
family and friends of the dead students feel? What about the person responsible? 2) What do you think the police should do?
2. Text Organization
Part I (Paras.1-5) A tragic accident caused by drunk driving.
(the reason for the traffic accident and comments on the tragedy)Part II
(Paras.6-9) The tragedy is not a rare occurrence.Part III (Paras.10-14) Another tragedy
caused by drunk driving.Part IV (Paras.15) A transitional paragraph― What is the harsh
reality?Part V (Paras.16-32) Every 23 minutes someone dies and its emotional effect of death.
Part VI (Paras.33-37) Conclusion: We shouldn't permit such tragedy to go on.3. Skill Learning
in Writing and Reading
1) The author uses many different techniques to create an emotional response in readers. Review
the writing techniques form the previous units:
Unit One: Misconception + Refutation
Unit Two: Viewpoint + Disagreement
Unit Three: Anticipating objections
Unit Four & Five: Listing + ExplainingAlso, repetition,& ellipsis are used applied in this text to
render force to the argument.
The question Every 23 minutes, who dies? is being repeated a number of times. Ellipsis:
Followed by a funeral.
To leave a war zone and then get injured.
2) Distinguishing between facts and opinions.
In reading comprehension, the ability to read in a critical way is needed, which involves the ability
to distinguish between facts on the one hand and the writer’s opinions or interpretations on the
other. Critical reading involves careful examination of our own beliefs as well as the author’s.
4. Language Points
1) The man we honored had not been ill and will never grow old. (para.1)
the man to whose funeral we went; the dead Paraphrase--- The man had died of neither illness nor old age.
2) an ordinary evening, no blacker than any other--- an evening just as normal as any other the man we honored---
No is used in front of a comparative adjective to indicate the level, standard, or size of something,
and sometimes to express surprise, scorn, or admiration.Examples:
stWinners of the prize will be notified by post no later than 31 August.
He made no fewer than 50 mistakes.
The job was no better than a common laborer’s. black ---dark― of the sky at night, and bad, unpleasant, or evil― of the situation or the mood of
3) smash head on into his— hit violently against his car front to front (para.2)head on— with
the head or front parts meeting violentlyExamples: The two cars crashed head on.
The bicycle ran head on into the lorry.a head-on crash/ attack/ confrontation/ conflict
take / meet/ face a problem head on
4) the extended family---There are basically two types of families and extended families. The nuclear family usually consists of the two parents (mother and father) and their children. The
extended family is very large, including children, parents grand-parents, uncles, aunts, and cousins.
5) words which barely touched the depths of their grief (para.5)
depths---the innermost part.
The boy disappeared into the depths of the yard.
He was in the depths of misery.
6) He commented on my crutches. (para.10)
comment on--- remark on
The fans commented fervently on the last match.
The minister refused to comment on the rumors about his resignation.
7) a whole chapter of his life---a complete period of time in his life during which a major even or
series of related events took place. (para.14)
chapter---n. a period of time in a person’s life or in history.
A new and more responsible chapter or my career as a journalist has begun.
That opened a new chapter in the history of international relations.
8) What did you do about wanting revenge? (para.14)
do about (doing ) sth. ---take action about (doing ) sth.
What can the public do about improving the environment?
We shall have to do something about our methods if we are to get any results.
9) make a /no/much, etc. difference (to sb./sth.) (para.17)
—be important/unimportant/very important, etc. (to sb./sth.)
— have an /no/much, etc. effect (on sb./sth.)
Your support can make a difference to our project.
Whether he comes or not makes no difference.
10) A wife whose husband cannot picture the future without her. (para.17)
picture---vt. Form a mental picture; imagine.
I can’t picture the village without the old church.
He pictured to himself what it might be like to live on the moon.
11) take back one’s words — admit that something one said was wrong or should not have said it (para.19)Examples:
Well, I take back my words about your being selfish.
Although he knew he had been wrong, he refused to take back his words.
12) say one’s vows---make the solemn promises when one is getting married or when one
becomes a priest, monk or nun.. (para.21)
13) A void opens. (para.25)
Paraphrase--- A great loss is felt as a result of someone’s death.
void---n. a feeling of loss.
His death left a great void in her life.
She sensed the black void of despair inside him.
14) Where there was once intimacy and contact, now there is only absence and despair. (para.26)
contact---n. touch; relationship
Cf: contact and touch
Contact mainly implies the mutual relation between two bodies that may affect each other, while
touch primarily implies the action involved when a tactile organ comes in direct contact with
someone or something.
Don’t let the glue come into contact with your skin ― it sticks immediately.
At the touch of the button the door opened.
She hasn’t seen him for three years, but she’s still in contact with him. (i.e. they continue to write
to or telephone each other)
Bye now. Don’t forget to keep in touch.(i.e. continue to see, speak to, write to someone or
telephone each other)
15) Someone’s pain shatters the confines of her body,… defying all efforts to soothe the despair.
confines---n. (pl.) limits; boundaries
A lock of hair had escaped from the confines of her hat.
We haven’t the resources to deal with these children within the confines of normal schooling.
defy (an effort/ attempt to do sth.)---make (an effort/ attempt to do sth.) impossible.
The fire defied all efforts to control it.
The door defied all attempts to open it.
16. Someone’s future blurs and goes blank as anticipation fades into nothingness. (para.32)
Paraphrase---Someone’s future becomes darkened and lost when little or nothing can be expected
whatsoever with the death of a loved one.
go blank---become blank.
Her hair was going gray.
The company went bankrupt during the crisis.
anticipation--- n. act of foreseeing or looking forward.
fade into---gradually disappear into or become.
As evening came, the coastline faded into darkness.
Day slowly faded into night.
17. The weight of tomorrow becomes unbearable in a world in which all promises have been
broken by force. (para.32) Paraphrase---The burden of life becomes too heavy to bear in a future world where all hoped have been destroyed violently with the death of a loved one.
promise---n. an indication of sth that will or may happen in the future; likelihood or hope. 5. Grammar Focus
This structure is used to express a desire for some situation that is different from the one that
existed or exists in reality.
It can be used with a that- clause in the past perfect about a particular action in the past.
I wish (that ) I hadn’t eaten so much. I bet she wishes (that) she’d never got involved in the whole affair.
Or it can be used with a that- clause in the past simple tense to express regret about a state or
situation that exists at this moment.
I wish (that ) I didn’t have to go to work today. I wish (that ) I was/were a bit taller.
6. Guided practice
1) Answer questions with imagination (Page 172)
a) One way to stop people from driving after drinking would be…
b) Someone who causes an accident in which someone else dies…
c) Where a life ends suddenly…
2) Group Discussion
What are the possible ways to prevent traffic accidents? Make a list.
3) Ask several students to retell the text by using their own words.
7. After-class Assignments
1) Review Text A
2) Do exercises:
Cloze (Ex. X, p. 175)
Translation (Ex. XI & XII, p. 176)
3) Structured Writing (p. 180)
Text B Needed: A License to Drink
1. because of the effects of alcoholism ---as a result of being addicted to alcohol.
2. blood relatives---people who are part of one’s family by birth rather than by marriage.
3. liver failure --- a condition in which the liver is unable to perform a normal function.
4. auto fatalities --- deaths resulting from traffic accidents.
5. It can trigger child and spousal abuse,…--- It can cause ill treatment of one’s children and
wife or husband,…
6. It can kill by the liver, the kidney,… --- It can kill people by causing liver failure, kidney
7. a conservative estimate --- a low estimate; an estimate that less than the actual size, quantity,
8. alcoholism us a big contributor to hospital admissions --- alcoholics form an important part
of patients sent to hospital.
9. confront a crisis --- face and deal with a crisis.
10. If you fail to keep to accepted norms, the state suspends your right to driver,…---If you
don’t behave properly as required by social standards, the government takes away your
license for driving,…
11. should you violate that suspension = if you should violate that suspension
12. I believe drastic measures are needed.---I’m sure severe measures must be taken. 13. a wild idea --- a very unusual, and perhaps very silly idea.
14. Licensing drinking would acknowledge the growing medical agreement that roughly one
drinker in 10 has a genetic inclination to addiction.--- licensing drinking would accept the
fact that, as it is greed among more and more medical workers, about 10% of drinker shave
the tendency to become addicts due to qualities passed on from previous generations by
means of genes.
15. licensing would act as a screen --- preventing a small percentage of the misery in
advance ---licensing would play the role of separating alcoholics off ---preventing a small
part of alcoholism before it takes place.
Screen --- n. a device or system for examining and separating things into different groups.
16. you’re at increased risk for developing addiction --- you’re threatened by a greater
possibility of becoming an addict.
17. would at some point face arrest on an alcohol – related offense --- would sooner or later
be arrested on a charge related to drinking.
18. would subject them to criminal charges, with penalties comparable to those for drunk
driving --- would bring charges of crime against them, with punishment as severe as that for
19. be referred to treatment --- be officially sent for treatment
To refer someone who is ill to a doctor or hospital means to officially send them there so
that they can be treated
20. parole violator--- a person who breaks the law again when released on parole.
21. when public health is threatened, privacy rights must be compromised --- public health
counts more than rights,--- when former threatened, the latter must give away
22. The costs inflicted by 18 million drunks, on themselves and on our society, are
unacceptable.---The losses caused by 18 million drunks are heavy for both themselves and
the public to bear.