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By Carlos Ross,2014-09-11 21:52
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    Unit 5 Graceful Hands

I. Teaching Objectives

    1.To know the meaning and usage of some important words, phrases and patterns. 2.To be familiar with the writing skills of the text and make use of it in writing. 3.To read sentences and texts with proper intonation.

    4.To respond and cooperate with classmates willingly.

    II. Time Allotment (4periods) st 1 periodSection A(3periods):warming up and global analysis of Text A.

    nd2 periodCultural notes; useful words and expressions; difficult sentences. rd 3 periodWhile-reading activities (text structure; main ideas). th4 period: Post-reading activities (comprehension questions; exercises).

III. Teaching Content

    1. Main content: important words and phrases; important sentence structure; 2. Important points: related background knowledge about racial problems in the

    United States; analysis of the text structure; comparison and contrast between the

    two invasions

    3. Difficult points: writing strategy about providing evidence

IV. Teaching Process

    1. Warm-up Activity

    Step 1. Review

    (1).Ask students some questions to review the last lessonshow them on the

    screen.

    (2).Check the homeworkmade a survey about a doctor’s life by surfing the Internet or asking for help from other people;

    Topics

    (1).discussion about “ a medical eye ”

    (2).Preparation for studying Graceful Hands

    Purposes

    (1).To develop Ss’ online learning ability

    (2). To improve Ss’ ability to retrieve the relevant information

    (3).To stimulates Ss’ psychomotor thinking

     (4).To arouses Ss’ interest in learning the unit.

    Method: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.

    Step 2: Background Information

    (1).A medical eye

    Medicine, like science, is concerned with objectivitythe cool, calculating,

    reason-based observation of facts. The writer describes herself as having a “medical

    eye”, by which she means she watches patients without any personal emotions as a doctor.

    (2).Newspaper reports of death

    The writer reads about the death of Mrs. Clark in the newspaper. This is because every newspaper contains a section devoted to recent deaths. This section is called the

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    “obituary section”, or simply, the “obituaries”. Obituary entries often contain a single, small photo of the deceased, accompanied by a short article about the person’s life.

Step 3: Lead-in and preparation for reading

    Show the Ss some pictures and let them talk to each other about the topic on the screen. .

    (1). Why does the writer wonder whether Mrs. Clark has anyone loves her? (2). Why did Mrs. Clark want the writer to be with her when she died? (3). Why did Mrs. Clark send her family home that night?

    (4). What does the newspaper report on Mrs. Clark infer about the importance of her life?

    (5). Give your comment on Mrs. Clark after reading the passage. Purpose: Arouse the students’ interest of study.

    Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audio-lingual method.

Step 4. Fast reading

    Ask the Ss read the passage as quickly as they can and answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.

Step 5. Preparation for details of the text on the screen

    Ss are required to look at the words and Phrases on the screen and give a brief presentation in class.

    Purpose: Train the Ss’ ability of understanding and using language.

    Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

Step 6. Intensive reading

    Ss are asked to read the passage carefully again and answer some detailed questions on the screen. During the reading, further understanding the text Train further

    reading ability to find out some difficult sentences and details of the text. Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

Step7 Discussion

     Show a movie clip about a patient’s life in a hospital and ask the Ss the following

    questions:

    (1).What is life usually compared to?

    (2).What is your insight into life?

    Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audio-lingual method, Audio-visual Method and total physical response method.

2. Text Organization

    Text structure: (structured writing)

    Purpose: Improve the students’ reading and writing ability and understand the

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general idea of each paragraph.

    Method: Read the text individually and talk in groups; introduce chronological order---listing events according to time sequence;

     For this passage, the writer is describing what happens according to time sequence, she takes care to focus on single dominant impression that is to be left to readers. The passage can be divided into 6 parts:

    Part one (para1- para.4 ) telling us something about the writer and the patient

Para1 Para 2 Para 3 Para 4

    Telling us that Describing Giving a Giving a detailed

    she has never what she sees detailed description about the

    seen the and feels on description patient’s conditions:

    patient and entering the about the She is shocked to find

    that she learns room patient’s her thin fingers ice-cold

    from the conditions: and her pulse faint

    medical report She is very

    that the thin;

    patient will The skin

    die that night. hangs loosely

     around her

     skeleton; her

     sunken chest

    rises and falls;

    Part two (para.5) creating a dominant impression on readers that the patient is

    seriously ill, too weak for anything

    Para 5

    after the writer examines the patient, she

    does something for the patient as a

    medical worker.

    Part three (para 6- para 7) the real exchange between the two human beings.

    Para 6 Para 7

    The writer The writer

    mentions that comes to

    the patient’s understand

    graceful what is in

    hands catch the

    her attention. patient’s

     mind.

    Part four ( para 8 ) seeming to have a better understanding of the patient

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    Para 8

    Mrs. Clark spares her family

    from seeing her die and the

    writer feels it a privilege to be

    there with the patient.

    Part five (para 9 ) coming to learn more about her from the newspaper two days

    after her death

    Para 9

    Two days later, the writer read

    about Mrs. Clark in the newspaper.

    Part six (para 10 ) leaving readers much space for further thoughts

    Para 10

    Remembering her long and graceful fingers

3. Language Points

    Words and Phrases:

    Purpose: Train the Ss’ ability of understanding and using language.

    Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

     (1). preceding: adj. coming or going earlier in time, order, etc.

     e.g. This kind of dress was very fashionable in the preceding years.

     这种裙子在前几年很流行。

     e.g. We can learn a lot from the preceding paragraph.

     我们从上一段中可以得知很多。

    (2). decay: n. [U] the state of gradually going bad

     e.g. The industry has been in decay for some time.

     这一行业进入衰退期已有一段时间。

     decay: v. (cause to ) become bad

     e.g. Sugar can decay the teeth.

     糖会蛀蚀牙齿。

    (3).reach for: stretch one’s hand in order to touch or take something

     e.g. The little girl reached for a packet of mint.

     小女孩伸手去拿一盒薄荷糖。

     e.g. He reached for the dictionary.

     他伸出手拿词典。

    (4).provide for: make arrangement to deal with something that might happen in the

    future; give someone the things they need to live, such as money, food, etc.

     e.g. How can we provide for unexpected events?

     我们应如何应付意料不到的事件呢!

     e.g. He has a large family to provide for.

    (5).privilege: n.[C,U] a special advantage that is given only to a particular person or

    group

     e.g. It was a privilege to hear her sing.

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     听她唱歌是一件很荣幸的事情。

     e.g. It was a time when education was a privilege.

     在那个时代?受教育是一种特权。

     (6).read about: find information from books, newspapers, etc.

     e.g. I read about the murder in newspaper.

     我在报上读到这宗谋杀案。

     e.g. I read about Mrs. Clark in the newspaper.

     我在报上读到克拉克夫人的消息。

     (7).The only light in her room is coming from a piece of medical equipment, which is flashing its red light as if in warning.

    Meaning: The red light on a piece of medical equipment is shining off and on, as if it is making a warning. This is the only light in the room. (8).In my mouth I have a sour, vinegar taste coming from the pit of my stomach..

    Meaning: In my mouth there is a sour taste coming from the bottom of my stomach. (I feel terrible.)the pit of one’s stomach: the place in your stomach where you experience unpleasant feelings when you are worried, upset or frightened (胸口?

    心窝)

    (9).allow a few drops of the cool moisture to slide into her mouth and ease her thirst. Meaning: …and let a few drops of water drip into her mouth to relieve her thirst.“Moisture” means “tiny drops of water on a surface, in the air, etc.”“Damp”

    means “slightly wet, often in a way that is unpleasant”

    (10).Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare.

    Meaning: I have no idea how long it passes before her eyes open again, but this time there is no life in her eyes, just an empty stare.

    (11).interval: a period of time between two acts or events

    e.g. Tea is available during intervals. 中间休息时提供茶水。

    Purpose: Further understand the text Train further reading ability to find out some

    difficult sentences and details of the text.

    Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

4. Consolidation

    (1).Retell the passage according to the key information.

    (2). in the patient’s room

    (3). about the patient’s conditions

    (4). the exchange between the two human beings

    (5). the patient dies

    Purpose: To know if the students understand the whole text. At the same time, to show the text structure on the screen, so that they can retell it easily. Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

V. Assignment

    (1).Review the key points of Section A

    (2).Finish the exercises after class

    (3).Finish online homework

    (4).Write a composition organized with the dominant impression supported by details.

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    Writing: Dominant impression: To many people, a cowboy is a hero. Details: tall and strong, alert all the time

     skilled horseman and gunman

     help the good, punish the bad

     do what’s right, not for money

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