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Unit 17

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Unit 17

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  1. Unit 17

  2. Objectives • In this unit students are required to: • master the Main language structures • practice listening comprehension • learn dialogues • do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills • grasp some new words and try to use these words which help them to enrich their vocabulary • read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension • do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills.

  3. Teaching Tasks and Process • Language Structures • Dialogue I • 1. Background Information • 2. Warm-up Questions • 3. Main Idea • 4. Language Points • Reading I • 1. Warm-up Questions • 2. Structure Analysis • 3. Language Points • Reading II • 1. Warm-up questions • 2. Structure Analysis • 3. Note-Writing • Exercises / Discussion • Assignments

  4. Language Structures • The relative clause introduced by pronoun + of + which • The relative clause introduced by who / that and preceded by another relative clause • The relative clause introduced by that and containing there be • The relative clause introduced by which, it’s antecedent being the main clause

  5. Dialogue I Traditional Chinese Medicine

  6. Background Information

  7. Warm-up Questions • What does Qian think of the Chinese herbal medicine? • What do jin and yuan mean in traditional Chinese medicine? • Do you think Western medicine and traditional Chinese medicine are contradictory to each other? Why or why not? • Which do you prefer to take when you are ill, the Chinese herbal medicine or the Western medicine? Why?

  8. Main Idea • Qian was down with a very bad cold. However, after taking Chinese herbal medicine, he had a quick recovery, which aroused Ray’s keen interest in traditional Chinese medicine. Qian introduced Dr. Wang to Ray, both of who then carried on an enlightening conversation over traditional Chinese medicine. The conversation covered anything from its mechanism, different remedies, its diagnostic practices as well as the complementary state of Western medicine and traditional Chinese medicine.

  9. Language Points • And what medication are you on? • What medical treatment are you receiving? • medication: n. the act or the process of treating with medicine • e.g. • She’s on medication for her hypertension.

  10. … magic herbal remedy … remedy: n. something, such as medicine or therapy, that relieves pain, cures disease, or corrects a disorder e.g. I tried everything, including herbal remedies such as drinking chamomile tea, but none of them worked.

  11. We can’t neglectour patient. We can’t fail to care … neglect: v. ignore e.g. He was neglected by his parents, both of whom were workaholics.

  12. … will help to restore the harmonious state. restore: v. to reestablish e.g. I feel quite restored to health after my holiday.

  13. Reading I The Parent in Us

  14. Warm-up Questions • What is meant by “the parent in Us”? • During what stage of one’s life does his or her parent play the most important role? • What is actually recorded in the brain of a child? • What makes a child believe that the rules imposed by his or her parent are truth? • Why do grown-ups behave so differently from others? • What possible problems that a particular parent recording may create? • How should we treat “the parent in us” and guard against its potential negative effects on us? • What is the purpose of this essay? ( Refer to the last paragraph )

  15. Structure Analysis • The passage is intended to alert young people to their parents’ early influence while they make their own decisions. First, psychologists are cited to state that parents play a key role in shaping young people’s beliefs. Then, positive and negative influences of parents’ rules and laws on the children are expounded in light of examples. At last, problems of children following parents’ influences are pointed out and advice is offered to make the most of parents’ influence to their own advantages. The whole passage is divided into four parts: putting forward a statement, setting forth the statement, raising the problem and solving the problem.

  16. Language Points • … that was imposed by the young person’s parents. • impose: v. to obtrude or force (oneself, for example) on another or others • e.g. • Parents should try to avoid imposing their own beliefs and moral values on their children.

  17. However, some of the other rules might be upsetting, demeaning or misleading. demeaning: adj. causing one to lose one’s sense of personal pride e.g. He thought it was very demeaning to have to work under a woman boss.

  18. …your parent will get into the act. get into the act: 参与,插手 e.g. If you got into the act, you wouldn’t be short of money for years. Whatever we are doing, Alice always wants to get into the act.

  19. Reading II My Forever Valentine

  20. Warm-up Questions • Have you ever heard of Valentine’s Day? • How do people celebrate Valentine’s Day, do you know? • Who is author’s “forever Valentine” ? Why is this so?

  21. Structure Analysis • This passage, through the author’s memories, depicts an admirable father on a beautiful, yet sad tone. The father continues the tradition of giving valentines and gifts to his beloved daughter on Valentine’s Day from her early age into her adulthood till the end of his life. The simple cards are suffused with his generous love. The passage can be divided into three parts: introduction, recollections and the last valentine and its significance.

  22. Note-Writing • A note asking after one’s health usually includes: • source of sad news • expression of regrets • some comforting words • some “get well soon” words

  23. Exercises / Discussion • Do some post-reading exercises in groups.

  24. Assignments • Do the guided writing and translation in Workbook.