新视野大学英语(8)

Unit 8

I. Section A: Slavery Give Me Nothing to Lose

1. Teaching Objectives: ? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To write smoothly and legibly

2. Time Allotment: Section A (3 periods):

1st---2nd period: Pre-reading activities (theme-related questions for warming up);

While-reading activities (cultural notes; useful words and expressions;

difficult sentences)

rd

3period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises) 4th periods: Practice of the reading skill (distinguishing between facts and opinions);

T checks on Ss‘ home reading by asking questions based on the passage. T explains some difficult sentences

Section B (1period):

3. Teaching Procedures:

3.1 Pre-reading Activities

Step 1. Greetings

Greet the whole class as usual. Step 2. Review

1. Ask students some questions to review the last lesson（show them on the screen）;

2. Check the homework（made a survey about racial problems in the United States by surfing the Internet or asking for help from other people）; Topics

1. Racial problems in the United States

2. The blacks‘ current situation in the United States Purposes

1. To call Ss‘ attention to racial problems

2. To improve Ss‘ ability to retrieve the relevant information 3. To stimulate Ss‘ psychomotor thinking

4. To arouse Ss‘ interest in learning the unit

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

Step 3. Lead-in and preparation for reading

Show the Ss some pictures and some VOA listening materials of some famous blacks such as Ralph Ellison, Martin Luther King, Jr. and Condoleezza Condi Rice, and let them talk to each other about the topic on the screen. http://www.kekenet.com/ys/31122_2.shtml; http://www.tingroom.com/voastandard/2006/1/29747.html; http://image.http://www.wodefanwen.com//i?tn=baiduimage&ct=201326592&lm=-1&cl=2&word=Condoleezza Condi Rice&t=3

1. Who is Ralph Waldo Ellison?

A famous American writer, whose novel Invisible Man is very famous. 2. What is Martin Luther King, Jr most famous for? His speech ― I have a dream.‖ 3. Who is Condoleezza Condi Rice? Secretary of State

4. What I felt about white people when I was a child? (Para.1 to Para.3) I felt little difference between white people and the blacks. 5. When I had a keen sense that I was a black girl? (Para. 4) 13 years old

6. How I feel about being colored as an adult?

It doesn‘t depress me, and I‘m ready to win the world. (Para. 5) I do not always feel colored. (Para. 6)

Being colored does not make any difference to me. I feel to be the same as people of other colors. (Para. 7) Purpose: Arouse the students‘ interest of the blacks. Bring in new subject: Being a black.

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

Text structure: (structured writing)

Purpose: Improve the students‘ reading and writing ability and understand the general idea of each paragraph.

Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach,

communicative approach and total physical response method.

My impressions of the white as a child: (Para.1 to Para.3) My impressions of the white people How I responded to white people as a and the townspeople‘s attitude toward child.(Para.2) them as a little. (Para.1) A general agreement: Though I was a black, I felt little difference between the white. (Para.3) A transitional paragraph: It was when I was thirteen that I had a keen sense that I was a black girl. (Para. 4) How do I feel to be a black? (Para.5 to Para.7) It doesn‘t depress me, and I‘m ready to win the world. (Para. 5) I do not always feel colored. (Para. 6) Being colored does not make any difference to me. I feel to be the same as people of other colors. (Para. 7)

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. Words and Phrases:

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

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

1）up to: until

Up to my eighteenth year I lived in the small village of Henan. 直到十八岁，我一直住在河南的一个小村庄。

Up to yesterday, the police found the missing child.直到昨天，警察才找到失踪的小孩。 2）peer at (sb./sth.): look carefully at, especially because something is difficult to see Peer at sb. over one‘s spectacles 戴着眼镜认真打量某人

He peered closely at the tag to see the price.他仔细看标签以辨认价格。 3）in passing: by the way; casually

I don‘t remember the name of that park; he only mentioned it in passing. 我记不起那个公园的名字了，他只是顺口替到过。

I have just called on my teacher in passing. 我顺便看望了老师。

4） give of sth: give other people money, time, etc., without expecting anything in return We thanked al the people who have given of their money. 我们对所有那些捐款的人表示感谢。

The instructor is very grateful to all the students who have given of their time. 导师对所有那些付出时间的学生深表谢意。 5）at one‘s elbow: nearby; close by

Don‘t worry about the competition; you will always have parents at your elbow. 别为这次竞赛担心，父母总会在你身边的。

During the visit, the tourist guide was always at her elbow. 在参观过程中，导游一直在她身边。 6）register: v. show or express a feeling

He slammed the door to register his disapproval. 他砰地一声把门关上以示不满。 Her face registered dismay. 她脸上流露出惊慌的神色。

7）pay the price (for sth.): do or give sth. In order to get what one wants

This is the price we must pay for victory.这是我们为胜利所必须付出的代价。 You will pay the price one day if you go on like this. 如果继续这样，总有一天你会付出代价。 8）in the main: in general; on the whole

These businessmen are in the main honest. 这些商人大都很诚实。

Her friends are in the main from poor families. 她的朋友大都来自贫穷的家庭。

3.2 While-reading Activities

Step 6. Intensive reading

Ss are asked to read the passage carefully again and answer some detailed questions on the screen. During the reading, there is an explanation for the following points:

Language Points:

1. Up to my thirteenth year I lived in the little Negro town of Eatonville, Florida. (Para. 1)

The word ―Negro‖ is now considered old-fashioned and offensive by many people and words such as ―black‖ and

―African-American‖ are used instead, especially in formal situations such as newspapers or government statements. The word ―colored‖ is sometimes also considered offensive.

2. They were peered at from behind curtains by the timid. (Para. 1)

Meaning: Those timid people would look out through their curtains at the Northerners carefully.

Note that in the sentence ―from‖ is followed by ―behind‖. After a preposition, we can sometimes use another propositional phrase:

The cat appeared from behind the tree.猫从树后出来了。

He crawled out from beneath the table. 他从桌子下爬了出来。 3. I would probably “go a piece of the way” with them… (Para. 2) Meaning: I would most likely go a short distance together with them.

―go a piece of the way‖ is a local expression, meaning ―follow a short distance‖.

4. …I became a permanent brown-like the best shoe polish, guaranteed not to rub nor run. (Para. 2)

Meaning: The writer is saying that her color is fixed, and will not fade away or change as the best brown shoe polish.

permanent: a. lasting for a long time or for ever

I want to look for a permanent job instead of a temporary one. 我想找一个长期的工作而不是临时的。

5. But in the main, I feel like a brown bag of mixed items propped up against a wall-against a wall in company with other bags, white, red and yellow. (Para. 7)

Meaning: In general, I have the feeling that I am like a brown bag full of different items, leaning against a wall. There are also other bags of different colors against the wall together with the brown bags. prop up: prevent sth. from falling down by putting sth. Else under or against it He propped up his bike against a tree.他把自行车靠在一棵树上。 in company with: together with

I feel this decision was wrong in company with many others.我和其他许多人都感到这个决定是错误的。 6. Perhaps that is how the Great Suffer of Bags filled them in the first place-who knows? (Para. 7)

Meaning: Maybe at the very beginning the creator of nature wants the world to be the way it is. Here ―the Great Suffer of Bags‖ probably refers to God. Typical patterns:

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.

3.3 Post-reading Activities

Step7 Consolidation

Retell the passage according to the topic sentences. Impressions of the white as a child Awareness of being a black girl Feel about being colored as an adult

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.

Step 8 Discussion

Show a movie clip about the blacks‘ current situation in the United States and ask the Ss the following questions: Purpose: To present a real situation To grasp the main idea

To consolidate language points

To fossilize the way of structured writing

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 totally physical response method.

Step 9 Assignment

Review the key points of Section A Finish the exercises after classs Finish online homework Preview Section B Step 10 Assessment

Write a composition of details leading to a general statement. I want to improve the ability of their writing. At the

same time, train the ability of do-it-yourself and looking up the information by themselves. http://www.wwenglish.com/en/up/4/pearson/3533.htm;

T checks if Ss have done the after-text exercises in their spare time and discusses some common errors that crop up. Writing: Topic: Electronic dictionaries

Outline: 1. 电子词典的便利之处

2. 电子词典的不足之处 3. 电子词典的使用情况

Pre-view Section B

II. Section B Why Are Women Afraid of Winkles?

Teaching Procedures:

1. Reading Skills

Distinguishing between facts and opinions

Arouse the Ss‘ memory by reviewing some tips for distinguishing facts from opinions: a) Facts are statements that tell what really happened or what really is the case b) Opinions are statements of belief, judgment, or feeling.

c) Test the writer‘s opinion by asking whether a different opinion is possible. d) Adjectives often indicate one‘s opinions.

Purpose: Introduce the reading skill to the Ss and improve their reading abilities.

Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading T explains the reading skill (distinguishing between facts and opinions). Ss practice the skill by doing the exercise on page 194 in pairs.

approach, communicative approach and totally physical response method.

2. Passage Reading (Why Are Women Afraid of Winkles?)

2.1 Lead-in and preparation for reading

Show Ss some pictures about Imedeen, a natural skin nutrient, and let them talk to each other or discuss in groups the questions: why women are crazy for cosmetics or why women are afraid of becoming old. http://www.imedeen.com.cn/default.aspx;

Purpose: Arouse the students‘ interest of the title: Why are women afraid of winkles?

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach,

communicative approach, audio-lingual method, and totally physical response method. 2.2 Comprehension Questions

Read the passage as quickly as they can. and ask the Ss to find the main idea of each paragraph and do the exercise before the text:

Para.1-2

1. What was cause of the colleague‘s wrinkles?

2. What did the writer say to her colleague about the effects of the treatments? 3. What was her reaction to the words? Para3-4

4. Are the treatments conducted by the beauty industry harmless? Para.5-10

5. What is Imedeen?

6. Why are the expected effects of Imedeen?

7. What are the two doctors‘ different explanations of the effects of Imedeen? Para.11-12

8. The true reason why woman are afraid of winkles?

9. What should we do to avoid this kind of worry, both men and women?

2.3 Difficult Sentences

1. Providing the ―drugs‖ for this game, the industry has created new skin therapies, which, they say, don‘t just sit on the surface but actually interact with the cells. (Para. 3)

Meaning: By giving this ―drug‖ to attract more customers, the beauty industry has invented new skin treatments, which they say will have an effect not only on the surface skin but on the cell.

The word ―game‖ here means a way of behaving in which a person uses a particular plan, usually in order to gain an advantage for themselves.

2. But can shrimp shells really do the trick with wrinkles? (Para. 6)

Meaning: But can shrimp shells really be effective in removing wrinkles? do the trick: do what is needed in order to achieve sth.

Another turn of the pliers would do the trick. 再转动一次钳子就好了。

3. But as a women‘s power is still strongly perceived to be tied up to her ability to bear children, ageing demonstrates to the world her decline, her uselessness for her primary function. (Para.11)

Meaning: But as a women‘s power is still firmly believed to be linked with her ability to give birth to children, ageing clearly indicates she is no longer useful for her main purpose in life.

perceive: vt. Come to an opinion about sth, or have a belief about sth.

This magazine is often perceived to be superficial.这本杂志经常被认为很肤浅。

be tied up to: be closely connected or linked to sth.

Her behavior is tied up to her feelings of guilt.她的举动和她的自责感有关系。

2.4 Key Words and Expressions beat back pour out have/be to do with when it comes t sth. do the trick in no way be tied up to invest in perceive deny demonstrate fuel 3. Assignment

Do the exercises about vocabulary and phrases in Comprehensive Exercises.

Do Speed reading.

T checks on Ss‘ exercises on pages 182& 192. T asks Ss to do exercises on pages 198&199. T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.

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