Slide 1

Unit One Growing Up

Slide 2

Objectives Grasp the main idea and structure of the text; Appreciate the narrative skills demonstrated in the text; Master the language points and grammatical structures in the text; Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Slide 3

Slide 4

Warming-up: Have you ever seen the American soap opera Growing Pains ? Do you like it? Why? Do you like to be a child or an adult? Why? Pre-reading recordings

Slide 5

Global Reading Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying write for myself. Write about the warmth and good feeling of it. Put it down for his own joy. Recapture and hold that moment for himself. Relive the pleasure of that evening.

Slide 6

Grasping the structure of the text Scan Text A and circle all the time words, phrases and clauses since my childhood in Belleville (LL.1~2) until my third year in high school (L.2) until then (L.3) when our class was assigned to Mr. Fleagle for third-year English (L.7) late in the year (L.17) until the night before the essay was due (LL.20~21) when I finished (L.40) next morning (L.42) two days passed (L.42) when I saw him lift my paper from his desk (LL. 45~46) when Mr. Fleagle finished (L.58)

Slide 7

Text Organization (P.9) Paragraphs Headings 1 Bakers feelings about English courses 2 Bakers impression of his new English teacher 3 A topic that attracts Bakers attention 4 Vivid memories the title brought back 5 Bakers sudden desire to write about the topic 6 Anticipating punishment 7 Mr. Fleagles announcement 8 Classmates response to the essay 9 What Baker discovered

Slide 8

Part Division of the Text PartsParagraphsMain Ideas 1 Paras 1~2 Baker was bored by everything associated with English courses, including his new English teacher 2 Paras 3~5 Baker found himself attracted by one particular topic and wrote about it for his own joy. 3 Paras 6~9 The experience of writing the essay helped him discover his talent for writing and realize what he wished to do in life.

Slide 9

Cultural Notes Spaghetti and the proper way of eating it

Slide 10

Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth. It's impolite to suck. Dont use the spoon when eating spaghetti to help you wrap the pasta. It is considered bad form. Spaghetti should be eaten with the fork only. Never cut the threads of pasta with the knife or the fork. Spaghetti is sold in the right length, about 10 -inches long, and that is just the right size. Dont slurp. Absolutely no sounds of any kind. pasta: , ( ) slurp:

Slide 11

The US Grade School System In the united States, education is the responsibility of individual states, not the federal government, so requirements may vary from one state to another. The following is a generalization: Kindergarten: under 5 years old Elementary/primary school (grades 1~6): 6~11 years old Junior high/middle school (grades 7~8): 12~13 years old Senior high school (grades 9~12): 14~17 years old College, institute, academy( ), university

Slide 12

What American teachers wear in school Nowadays, people in the U.S. love to dress casually. Even among those companies with a rigid dress code some now allow employees not to wear suits on Fridays. U.S. teachers wear fairly formal clothes to school, but not necessarily suits and ties. Bow ties are considered even more old- fashioned than ties.

Slide 13

Language Study Paragraph 1 off and on (or on and off):If something happens off and on or on and off, it happens occasionally, or only for part of a period of time, not in a regular or continuous way Examples: I was still working off and on as a waitress to support myself. We lived together, on and off, for two years. take hold:start to have a definite effect; become established Examples: The idea of one child only has taken hold in many Chinese families. Old habits die hard. That's why you should stop smoking before the habit takes hold. bore: make (sb.) feel tired and lose interest Examples: The speaker went on and on, and the audience grew bored by his speech. Tom Sawyer grew bored with painting the garden fence, so he thought of a way to make others paint for him.

Slide 14

associate somebody/something with something: to make a connection in your mind between one thing or person and another Examples: We associate Egypt with pyramids. I don't associate him with energetic sports. Jim wished to forget everything associated with his former life. Paragraph 2 anticipate [transitive]:expect that something will happen and be ready for it: anticipate (that); anticipate doing something Examples: This year, we anticipate that our expenses will be 15% greater. I didn't anticipate having to do the cooking myself! tedious :something that is tedious continues for a long time and is not interesting --synonym boring Examples: The work was tiring and tedious. The movie was so tedious that many viewers left before it was over. reputation [countable] :the opinion that people have about someone or something because of what has happened in the past: reputation for; reputation as Examples: Jim Kerry has quite a reputation for being comic. In her last job she acquired a reputation as a troublemaker.

Slide 15

inspire: encourage someone by making them feel confident and eager to do something inspire somebody to do something ; inspire somebody to something Examples:He inspired many young people to take up the sport. I hope this success will inspire you to greater efforts. Inspired by the sunny weather, I decided to explore the woods. rigid: (often disapproving) fixed in behavior; based on correct or accepted rules --opposite flexible Examples: rigid adherence to old-fashioned ideas If he had been a little less rigid about things, his daughter would not have left home at such a young age. out of date: old-fashioned synonym outdated Examples:New words are constantly added to our vocabulary while some old words go out of date. Although her clothes were out of date, the old woman appeared clean and dignified.

Slide 16

severe: 1) completely plain Examples: The widow wore a severe black dress for her husbands funeral. Earnest Hemingway is known for his severe writing style. 2) stern, strict Examples: Only those who have undergone severe training can be accepted into the air force. He was so severe with his son that even his wife would cry. 3) causing very great pain, difficulty, worry, etc Examples:The severe chest pain experienced by the Vice-President proved to be a heart attack. A factory must turn out newer and better products to win in the climate of severe business competition. Paragraph 3 tackle: to try to deal with a difficult problem Examples: It took twelve fire engines to tackle the blaze. There is more than one way to tackle the problem.

Slide 17

face up to: accept that a difficult situation or problem exists, even though you would prefer to ignore it Examples: Many couples refuse to face up to the fact that there are problems in their marriage. Now that your daughter is born, you'll have to face up to the responsibilities of being a father. Paragraph 4 vivid:vivid memories, dreams, descriptions etc are so clear that they seem real opposite vague Examples:I've got vivid memories of that summer. He had a vivid picture of her in his mind. recall: [intransitive,transitive not in progressive] to remember a particular fact, event, or situation from the past:recall (that); recall doing something; recall what/how/where etc Examples:You don't happen to recall his name, do you? I seem to recall I've met him before somewhere. I can't recall who gave me the information.

Slide 18

Paragraph 6 turn sth in: American English to give a piece of work you have done to a teacher, your employer etc British Equivalent: hand in Examples: Have you all turned in your homeworkassignments? command: n. CONTROL [uncountable]the control of a group of people or a situation under somebody's command Example: troops under the command of General Roberts in command (of something) Examples: Lieutenant Peters was now in command. He felt fully in command of the situation take command (of something) (=begin controlling a group or situation and making decisions) Example: The fire officer took command, ordering everyone to leave the building. ORDER [countable] an order that should be obeyed Example: Shoot when I give the command.

Slide 19

command: v. ORDER [intransitive and transitive] to tell someone officially to do something, especially if you are a military leader,a king etc command somebody to do something Example: Captain Picard commanded the crew to report to the main deck. command that (As with the verbs "suggest, demand", subjunctive mood is used in a that-clause after command.) Examples: The General commanded that the regiment attack at once. The king commanded that the victory day become a national holiday. Paragraph 8 hold back: hold sth back, to stop yourself from feeling or showing a particular emotion Examples:She struggled to hold back her tears. Anger flooded through her. She couldn't hold it back.

Slide 20

Paragraph 9 avoid: to prevent something bad from happening avoid doing something Examples:Road safety is taught to young children to avoid road accidents. It is important to take measures to avoid the risk of fire. The refugees left to avoid getting bombed. He stayed away from the cafe so that he could avoid running into his former girl friend. set the seal on sth: [British English] to make something definite or complete Example:In 1972, Nixon himself went to China to set the seal on the new relationship.

Slide 21

1.Russell Baker is very good at choosing details to prove his point. In Part 1, what details are selected to show Id been bored with everything associated with English courses? In Part 1, what details are given to show that Mr. Fleagle was dull and rigid? In Part 2, which sentences show that at first Baker was unwilling to write the essay? In Part 3, the author didnt tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? Questions

Slide 22

Description of persons Age: young, old, years old, middle-aged, in ones teens, in ones early/late twenties Hair: curly/wavy/frizzy hair, straight hair, long hair, spiky hair, blond hair, is nearly bald with a little hair above each band His hair was primly cut and primly combed. Her hair is tied in a pigtail with ribbon in it. Wear a ribbon/hair band, Clothes: suit and tie, jeans and T shirts, loose/tight clothes, jumper, short/long-sleeved blouse, striped skirt, sweater

Slide 23

Figure: tall, high, short, small, fat, stocky, slim, thin, slender, be of medium build/height, be of average height, 170 centimetres tall Facial feature: beard and moustache, clean-shaven, dimple, scar, straight/pointed nose, pointed jaw, pointed chin, long angular face, an oval face ( ), aquiline /`aekwilain/ nose ( ) cherry lips, arched eyebrow ( ) Personality: honest, creative, optimistic, pessimistic ( ), extrovert, introvert( ), forgetful, moody( ), reserved( ), organized( ), easy-going, hard-working, quick-tempered( )

Slide 24

2. Repetition is employed not only to make it easy for readers to follow what he is saying, but also to impress them more deeply. Questions In P2, and P5, find out what has been repeated? 9 prims or primlys (P2)a vivid picture of what Mr. Fleagle looked like 5 I wanteds (P5) help to emphasize Russell Bakers strong desire to write for himself.

Slide 25

3. Synonymous words and phrases are employed to avoid repetition. dull, lifeless, cheerless, tedious turn out, write, compose, put down anticipate, prepare for formal, rigid, prim, correct, proper, respectable vivid memories of sth. Come flooding back to sb,sth. reawakes in ones mind, sb. Recalls sth. recapture, relive pleasure, delight, happiness contempt, ridicule topic, title

Slide 26

Assignments Essay writing on P27 Read Unit 1 & Unit 2 of Creative Reading Review Unit 1

Slide 27