Unit SevenI Became Her Target.doc

Unit Seven I Became Her TargetI. Teaching Objectives 1. Learn about using vivid words for vivid pictures. 2.Grasp the key words, Phrases and structure.3.Master the skills of writing and reading in this unit. 1) Learning to generalize the statement by reading the concrete facts. 2) Understanding the effective and artistic Use of words.II. Teaching Content1. Lead-in activities2. Text Organization3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (subjunctive mood with if-clause, ”if” as the formal subject for an infinitive clause.)6. Guided Practice (exercises, oral practice and group work)III. Teaching Process1.Warm-up Activity1) Discussion Have you ever been in a situation where you were considered “different” from everyone else? What happened? How did you feel? A teacher who knows his/her subject well is a successful teacher?2) Questions about Text What happened to the writer when he was 12 years old? How do you think youd have felt in his position?3)Presenting the text by summing up the discussion. The author recalled his favorite teacher, Dorothy Bean, with deep emotions. The story concerned how Miss. Bean helped the author, an black boy, built his confidence and did away with loneliness in schools. And the author was accepted by his white students. Miss. Beans justness and love changed a lonely childs life who lacked confidence.4)Background InformationA). grade schools in the United States Generally, American schools consist of elementary schools (kindergarten to 5 th or 6 th grade), middle schools (grades 6-8) or junior high schools (grades 7-9), and high schools (grades 9-12 or 10-12). Many children go to kindergarten at age of five, and every child begins first grade at age six. Students do not pay tuition in grades 1-12.B).Negroes, blacks and African Americans The term Negro, which is capitalized, became the preferred term in the early 20 th century, but has been out of date since the 1960s. It was replaced by the term black (not capitalized) which reflects a greater pride in African identity. In current usage, “black” is used in most spoken or informal contexts, and “African American” in most formal or written contexts.2.Text Organization Part I Para.1-2 This part introduces the teacher and the authors situation: a black newcomer in the neighborhood ignored by others and feeling lonely. Part II Para 3-4 Its so lucky that a teacher, Dorothy Bean treated me differently. Part III Para5-the end. some stories between the author and the teacher show us how the teacherhelped him in developing him and making him another kid in the school. Story 1 Para5-6 The teacher asked me a question and made me no more a dark presence. in class. Story 2 Para. 7-11 The teacher trained to have a critical and creative thinking. Story 3 Para. 12-the end While I was absent-minded in class, the teacher reminded me. in his particular way, making me part of a story in class, so I was known to everybody.3. Skill learning in writing and reading. 1) Skill learning in reading Ss understand passages by guessing the unknown words and expressions and analyzing the types of context clues. A) Words with similar meaning Try to find words similar in meaning to the one you dont know. For example, the text Our Changing Lifestyles: Trends and Fads, contains this sentence: Why have teenagers in the past 25 years used -at different times the slang words groovy, or awesome in conversation instead of saying wondrful? B) Words used in contrast Look for words opposite in meaning to the one you dont know. For example, Fads are not unique to the United States. Dr. Santino believes that fads are common in any country that has a strong sonsumer economy. (From Our Changing Lifestyles) You can tell that the meaning of unique must be the opposite of the word common, which you are already familiar with. Therefore, unique must mean not common, very unusual or special. 2) Skill learning in writing A)The author applies the way of contrasting, direct commenting and actual facts or stories to illustrate how differently the teacher treats hims and how greatly the teacher helps him. So readers can have an understanding what personlities the teacher has as a teacher. B)a dark presenceThe author is a black and his presence is a dark one. This discription embodies the authors protest against racial discrimination. Negro is no more than an abstract concept and Negroes are taken no notice of wherever they are, in the classroom and in society. They are no more than dark objects.4. Language Points1) battling their way across France Paraphrase-making their way across France by fighting a series of battles. Similarly: elbow onews way through a crowd push onews way to the front 2) a school that was otherwise alll white Paraphrase-a school in which all pupils would have been white if I had not entered it. otherwise: under other circumstances; in other respects eg. This is a very bad defect in an otherwise perfect piece of work. The window panes are gone, but otherwise the house is in good condition. 3). ignorant adj. ) (of), (of persons) knowing little or nothing; not aware B) showing ignorance; resulting form ignorance eg. Hes not stupid, merely . What his plans are I am quite of. ignorance n. the state of being ignorant; want of knowledge eg. Were in complete of his plans. If he did wrong, it was from / through . ignore vt. take no notice of; refuse to take notice of 4) The prevailing wisdom in the neighborhood was that we were spoiling it and we ought to go back where we belonged. Paraphrase-The most common opinion of people living in that area was that our presence was ruining the area. Thus, they felt we ought to move back to the area (for blacks) from which we had come. 5). spoil v. A) make useless or unsatisfactory B) harm the character or temperament of by wrong upbringing or lack of discipline eg. Holidays t/ed by bad weather. Dont your appetite by eating sweets just before dinner. Parents who their children He likes having a wife who s him. 6).but nothing much came of it-.but nothing seious happened as a result of the angry talk. come of: be the result of, result from eg. Youre always fooling around. No good will come of it. I assure you. Nothing much willl come of their ideas. 7) The problem of easing in their new black pupil. Paraphrase-the problem of carefully and gently fitting their new black pupil in the the class. eg. Because of his sore back, he placed his bage onto the back seat of the car and eased himself. into the drivers seat. You cant just blurt out such a sensitive question; you have to ease your way into it. 8) Miss Bean went right at me. Paraphrase-Miss Bean attacked me at once. go at: rush at, make an attack at eg. The food arrived and he went at it as if he had never eaten before. The two boxers went at each other furioiusly. 9)They did establish the fact that I could speak English. Paraphrase-they actually proved that I was bale to speak English, and thus was not completely foreign. establish:show beyond dispute; prove; gain full recognition or acceptance of sombody as eg. He established his innocence by showing that he was in another city when the murder was committed. The victory established him as a leading politician. 10)a question that required me to clean up the girls mess and established me as a smart person. Paraphrase-a question that required me to set right the girls wrong answer and that (when I answered it smartly) clearly demonstrated that I was a smart person.11) human dimensions-qualities of a human being (such as, among other things, confidence, dignity and self-respect.)12) a dark presence Paraphrase-a nobody; an unknown black person or thing that nobody really cared about or considered carefully13) be for-in favor of eg. The majority of the people are for peace. 14) she shot back. Paraphrase-she quickly asked me another question. shoot:send forth like a shot or an arrow, send right away and swiftly eg. The reporters shot question after question at the mayor. She shot a suspicious look at the young man when he claimed he was in possession of an original painting by Picasso. 15). venture v. A) (on), take the risk of, expose to, danger or loss B) go so far as, presume, dare n. undertaking in which there is a risk. eg. ones life to save sb from drowning too near the edge of a cliff on a dangerous journey (to put forward) an opinion a guess venturesome adj. (of persons) ready to take risks; (of acts, behaviors) involving danger; risky venturous (= adventurous) adj. C venture forward venture out to sea venture at it I venture to disagree/ to suggest that Proverb Nothing venture, nothing gain / win / have不入虎穴，焉得虎子16). confident adj. (of / that), feeling or showing confidence; certain eg. He feels of passing / that he will pass the exam. The little girl gave her mother a smile. We are of success. confidence n. eg. I am telling you this in strict . The two girls sat in a corner exchanging s about the young men they knew. Theres a lack of in the government. C in strict confidence take sb into ones confidence have / lose confidence in sb put little / complete / no confidence in sb / sth Useful phrases and expressions in Unit 7 battle ones way 一路奋战 move in 搬进，入住 be ignorant about / of sth. 对某事一无所知 come of 是的结果 chase sb. home 追某人到家 for a time 有一段时间 things begin to change 情况开始改变 a pleasant-looking single women 外表和蔼的单身女士 come to know 逐渐明白 be viewed as 被当作， 被认为 establish as 确立为，确定为 a liberal person 开明的人 clean up the mess 将一团糟的东西整理好 venture an answer / opinion 敢于回答/发表看法 be for / against sth. 赞成/反对某事 stare at 盯着看 form opinions 形成观点 by chance 偶尔，碰巧 ice breaker 打破僵局的东西 for the most part 通常 be determined to do / that 决心 in ones mid-forties 四十五岁左右 perch on 栖息， 架在 response to 对反应，回答 substitute A for B 用A代替B light up 照亮，面露喜色 be at ease 自在，不拘束 on occasion 有时，偶尔 call sb. by his first name 直呼某人的名字 the offending students 捣乱的学生 say in a lowered tone of voice 低声说 care about 关心，热爱 pop quizzes 临时测验 provide background information 提供背景知识 be pleased with 对满意 an easy grader 打分宽松的人 be to no avail 毫无结果 a walking library 会走路的图书馆，活书库 be surrounded by 被包围 in the presence of sb 某人在场时 share their joy and disappointment 共享喜悦或失望 a menial task 卑下的工作 make (no) sense to sb 对某人有（无）意义 voice ones opinion / pleasure 表达看法/快意 illustrate a truth / theory 阐明真理/理论 major in 选修专业 call roll 点名 complain about 抱怨 lose touch with 失去联系 ship off 送走 be disgusted with 讨厌 die a failure 在失败中死去 call for help 求助，救助 in a moment of crisis 在危机时刻 count on 期待，依靠5. Grammar Focus 1). So or not represent a whole clause A) so or not can represent a whole clause after believe, expect, suppose, think, hope, be afraid, and after it appears/seems eg. Do you think well have good weather? I expect so / suppose so / think so. B) for the negative we use a negative verb with so eg. Will the party be a success? I dont believe so / expect so / suppose so / think so. C) we can also use an affirmative verb with not for the negative eg. You wont be late, will you? No, I believe not / hope not. He drinks a lot, doesnt he? I suppose not / it seems not D) after hope and be afraid, the negative is formed only with an affirmative verb + not eg. Do you have the drivers license? Im afraid not. 2). Do / did used for “emotive emphasis” A) use do / did + infinitive in the affirmative when we wish to add special emphasis eg. You do look nice today! She does talk a lot, doent she? B) the structure is chiefly used when another speaker has expressed doubt about the action referred to eg. He hasnt met the newcomer yet. He did meet him yesterday. It seems that he heard nothing about the plan. Yes, he did hear about it. 6. Guided Practice 1) Do VIII and IX. 2) Ask Ss to analyze the passage based on Reading Analysis on Page 192.7. Summary Ask Ss to retell the story in their own words.8.After-Class Assignments 1) Do Vocabulary Ex. IV. 2) Do Translation EX.X. 3) Write a journal about one of your fomer teacher. Text B Firm, Fair, and Friendly1. Text-related Information 1)Mark Twain Mark Twain（1835-1910, 美国作家) is the pseudonym of Samuel Longhorn Clemens, American humorist, writer, and lecturer who won a worldwide audience for his stories of youthful adventures, such as The Adventures of Tom Sawyer汤姆索耶历险记(1876) and Life on the Mississippi (1883). His novel The Adventures of Huckleberry Finn哈克贝里费恩历险记(1884), which concerns the adventures of a young runaway and an escaped slave, is considered the greatest achievement in American literature. 2) Ernest Hemingway Ernest Hemingway (欧内斯特海明威), American novelist and short-story writer, was the foremost spokesma