An Integrated English Course Book 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 An Integrated English Course Book 2

Unit 1

Teaching objectives • understand the main idea, structure of the text and the author’s writing style • master the key language points and grammatical structures in the text • consider that “generation gap” as a common phenomenon between parents and children

Topics for discussion • Whom do you go for help when you are in trouble, your father or your mother? Why? • What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? • Consider the deep reason of generation gap.

Structural analysis of the text • The text can be divided into five parts. • Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story.

Part Two: (Paragraphs 2-4) • The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war” (silence). It is a flashback into the author’s early years.

Part Three: (Para. 5-6): In paragraph 5, the author recalls her childhood when she enjoyed her father’s profound love. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson.

Part four: (Para. 7-13): These paragraphs concern about the author’s observation about the initial reaction of her parents in their reunion • Part five: (Para. 14-15): These two paragraphs serve as a conclusion of the story.

Language points • Apprehension • 1)anxiety about the future, expectation of something unpleasant • E.g. We waited for their with a great of apprehension. • 2) apprehensive adj. • E.g. I must admit that before my baby was born I was apprehensive about motherhood

Feminine • typical of a woman, especially in a way that is graceful or attractive • E.g. “How did you know I was lying?” • “Call it feminine intuition” • Follow in someone’s footstep • To follow an example set by someone in the past • E.g. Charles’s children will follow in his footsteps and go to the same school

Estrangement • 1)causing (esp. people in a family) to become unfriendly towards each other. • E.g. His estrangement from his brothers and sisters made his wife and children. • 2)estrange v. • E.g. Steve became increasingly estranged from his wife and children.

Uniform • 1)the same or consistent, as from example to example or from place to place; constant • E.g. The air-conditioning system maintains a uniform temperature throughout the building • 2)uniformity n. • E.g. most modern housing developments show a tedious uniformity of design.

Questions for consideration • How to bridge the generation gap between parents and children?

Main idea of Text 2 • The writer used to be very much attached to her mother, who, she thought, was the one to hold them together. Assuming no one could ever replace her mother after her death, the writer found, little by little, to her surprise, that she and father had more in common than she had ever imagined. And her father’s deep love for her made her realize that he had become her new Mum. From the whole story we know that the writer’s father is a devoted husband and a fond father with a lovely sense of humor. He was also sentimental, sensitive and understanding.

Topics for discussion: • What kind of man is the writer’s father? • Explain the title “My New Mum Is …My Dad”. • Whom are you more sentimentally attached to, your father or your mother? Why?

Unit 2

Teaching objectives • grasp the author’s purpose of writing and make clear the structure of the whole passage • appreciate the fluid and sensual writing style and master the key language points and grammatical structures • know how to build a good relationship between teachers and students

Topics for discussion • Have you ever been in a situation where you were considered “different” from others? How did you feel? • Who is your favorite teacher? What do you remember him/her for? • What qualifications do you expect of a good teacher?

An integrated Analysis of Text 1 • The passage can be divided into five parts. • Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs. Thompson’s initial unpleasant impression about Teddy.

Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs. Thompson learned from Teddy’s records. • Part Three: (Para. 9-12): Here we come to the most important part of the story, because what happened before Christmas prompted Mrs. Thompson to do something for Teddy.

Part Four: (Para.13-14):These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas. • Part five: (Para. 15-20):this part presents the five successive notes by Teddy at important stages of his study.

Language points Lack of: • 1) absence or less than enough of • E.g. The building was never finished because of lack of money. • E.g. At a height of 25,000 feet, the lack of oxygen causes dizziness and headaches. • 2) lack v. • E.g. He lacks common sense.

Take delight in • To get great pleasure from (doing something) • I took great delight in watching him making a fool of himself.

Be in for • To be about to have something unpleasant • E.g. We are in for some trouble if we don’t finish it quickly. • E.g. It is pretty stormy! I think we are in for a rough flight.

Inquisitive • always wanting to find out the details about things and people • E.g. journalists have to be inquisitive, fearless and determined Take steps • to take action, to do what is necessary • E.g. Managers must take steps to ensure that everyone understands the new regulations

Take pains • to make a great effort or take great care • E.g. Mary took great pains with her English lesson and got high marks. • Pains (pl.): great care or effort • E.g. No pains, no gains.

Wonder • 1)used to introduce a request • E.g. I wondered whether you would be so kind as to send me an application form 2) think about or ask oneself about something • E.g. he wondered whether he would be able to find the hotel again

Questions for consideration • What is the most important in teaching and learning process?

Main idea of Text 2 • This article is taken from Newsweek, December 3, 2001. It is an report about the effect of TV and junk food on children. Parents worry a lot the harmful effect on their children and junk food is another problem area. The author points out that to take a positive approach is very important when setting limits on anything to children.

Questions for discussion about Text 2 Do you think children in China are now watching too much TV? Do you like the McDonald’s or Kentucky Fried Chicken? Do you agree that they sell junk food? Do you think that some restrictions on TV and junk food are too much for children?

Unit 3

Teaching objectives • master the key language points and grammatical structures in the text • learn the way of designing a narrative writing • understand the main idea, structure of the text and the author’s writing style

Topics for discussion • Think of a person you know who suffers misfortunes but still does whatever he/she can to help others. Describe him/her to your classmates. • Do you believe in luck? Please explain with your personal experience. • What is the most important element when facing difficulties?

An integrated analysis of Text 1 • Paragraphs1-2: The author uses his recent accident –an air crash—as an introduction to the whole story. • Paragraphs3-4: These two paragraphs are the first flashback in the story which describes Anne’s good judgment on previous occasions and her experiences during the Second World War

Paragraphs5-7: These paragraphs tell us how the author met Anne, fell in love with her and eventually married her. This is the second flashback. • Paragraphs8: After two flashbacks, the author turns back to his recovery from the crash with his wife’s meticulous care. • Paragraphs9-10: These two paragraphs are also a flashback. The author recalls how his wife handled her crisis

Paragraphs11-13: these three paragraphs are closely related with the previous two, because they present a picture of how Anne saved her husband, helped rebuild his confidence and kept him moving on in her own way. • Paragraphs14: As is the case with most narrative writings the concluding paragraph provides an end to the event (the air crash).

Language points: • Collide • To hit each other accidentally • E.g. The two planes collided with each other in midair. • Depressed • 1) sad or gloomy • E.g. I need something to occupy my mind. I get depressed if I have nothing to do. • 2) depression n. • E.g. Perfectly stable people are often plunged into depression by divorce, unemployment, or failure in their work.

Poignant • 1)keen or strong in mental appeal • E.g. It was a poignant moment. They held hands and looked into each other’s eyes for the last time. • 2)Poignantly adv. • E.g. His remarkable life and tragic death poignantly express the hopes and disappointments of a whole generation.

Authorize • To give permission for • E.g. Only the Congress can authorize the President to declare war. • Beneficiary • the receiver of a benefit • E.g. people on high incomes will be the main beneficiaries of these changes in the tax laws

Endure • to bear • E.g. The report describes how political prisoners have to endure • E.g. She had to endure countless attacks on her reputation from popular newspapers. • Inspire • to influence, to give a sudden good idea • E.g. The novel is obviously inspired by her experience of Christianity in her childhood.

Questions for consideration • What does “stroke” stand for in this text?

Topics for discussion about Text 2: • What did the author ask her children to do to express their gratitude? • What’s new about the attitude to gratitude? • What’s your way to express your gratitude? • How do you think we should appreciate what others have done for us?

Unit 4

Teaching objectives • master the key language points and grammatical structures in the text • learn the way of designing a narrative writing • understand the main idea, structure of the text and the author’s writing style

Topics for discussion • Who is your favorite footballer or pop singer? Why do you admire him/her? • What would you do to meet with challenges or cope with frustrations in your life or work?

An integrated analysis of Text 1 • Basically, the story falls into four parts. • Part 1(Para.1): • main idea—to give reasons for his job transfer • function—to provide the setting of the story (introductory information about whom, when and why)

Part 2(Para.2-13): main idea—to recount his frustrating experiences as a toupee model function—to raise the first conflict and its climax Part3(Para.14-27): • main idea—to describe his problems, his progress and success in broadcasting • function—to develop the second conflict, build up the climax and reach the solution

Part4(Para 28): • main idea—to comment on his successful career transition. • function—to elicit the theme of the story (conclusive remark)

Language points: • Get/ be involved in • To take part in an activity or event, or to be connected with it in some way • E.g. The president was involved in the political scandal.

…is high on the list • is near the top of the list. Here it means that “being suffocated by plaster while getting your head duplicated for a toupee display” was one of the worst ways to die. • Commercial • an advertisement on television or radio • E.g. McEnroe has been signed up to do a series of coffee commercials.

An Integrated English Course Book 2