Unit 2 Unit 2 李晓东 We are the world We are the world

1.To grasp the author ’ s purpose of writing through an intensive reading of Text 1. and make clear the structure of the whole passage. 2.To appreciate the fluid and sensual writing style and master the key language points and grammatical structures in Text 1. 3.To know how a good relationship between teachers and students can be built. I. Time Allotment 8 II. Teaching Objectives and Requirements

1. the author ’ s purpose of writing and the structure of the whole passage 2. Writing style and master the key language points and grammatical structures in the Text 1 1. the author ’ s purpose of writing and the structure of the whole passage 2. Writing style and master the key language points and grammatical structures in the Text 1 III. Key Points and Difficult Points in Teaching

1. Cultural background---Bachelor ’ s degree Bachelor ’ s degree is an academic degree conferred by a college or university upon those who complete the undergraduate curriculum. 1. Cultural background---Bachelor ’ s degree Bachelor ’ s degree is an academic degree conferred by a college or university upon those who complete the undergraduate curriculum. An integrated analysis of text I The Teddy Stoddard Story

--- Have you ever been in a situation where you were considered “different” from others? 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? 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? 2. Pre-reading questions

The teacher ’ s general impression about the student named Teddy was not so good, while the turning point of the whole story is a Christmas present given to the teacher by Teddy, which made the teacher moved so much. The teacher gave special care and encouragement to Teddy, which changed his study and life a great deal. This text is to tell the readers how a teacher ’ s attitude towards a pupil can affect his/her life. 4. The main idea of Text 1

Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs. Thompson’s initial unpleasant impression about Teddy. This impression comes from her contact with the boy (“slumped in his seat”) and her pervious observations (“his clothes were unkempt and that he constantly needed a bath. And teddy was unpleasant”). Mrs. Thompson promises to love them all the same, and treat them all alike, but as is proved later, it is not true. She does not like Teddy at first, but she gives particular care and attention to him. In paragraph 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months. 5. Structural analysis of the text 1. The passage can be divided into five parts.

Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs. Thompson learned from Teddy ’ s records. The three teachers ’ comments on Teddy present a picture of Teddy ’ s gradual change: “… he is a joy to be around ”, “… his home life will soon affect him …”, “ Teddy is withdrawn … He is tardy and could become a problem. ”

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 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.

Retell this part with the help of following words: laugh present ugly and worthless hurt put on bracelet dab perfume wrist in order to touched by uttered desperately love care

The students began to laugh when their teacher opened the present given by Teddy, because they thought the present was ugly and worthless. Mrs. Thompson knew that the other kids ’ laughter could hurt Teddy, and she put on the bracelet and dab some perfume on her wrist in order to show that she liked Teddy ’ s present. She was deeply touched by Teddy ’ s words and the way he uttered them, which made her realize how desperately the boy needed love and care his mother used to give him. Version for reference:

Part Four: (Para.13-14) These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas. questions : --- What change did Mrs. Thompson make in her teaching? --- What was the remarkable change in Teddy ’ s study after Mrs. Thompson had changed her attitude towards him? ---Why would Mrs. Thompson remember that cologne on days when there was an important test?

Part five: (Para ) This part presents the five successive notes by Teddy at important stages of his study. Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on three important occasions In paragraph 18 to 19 Teddy wrote something different and special in addition to his consistent gratitude to Mrs. Thompson. Part five: (Para ) This part presents the five successive notes by Teddy at important stages of his study. Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on three important occasions In paragraph 18 to 19 Teddy wrote something different and special in addition to his consistent gratitude to Mrs. Thompson.

The last paragraph does not describe how Teddy ’ s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in the pew for the groom ’ s mother, with the bracelet around her neck and the special smell of cologne, and witnessing the happiest moment of her favorite student, for whom she had developed a mother-like feeling. The last paragraph does not describe how Teddy ’ s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in the pew for the groom ’ s mother, with the bracelet around her neck and the special smell of cologne, and witnessing the happiest moment of her favorite student, for whom she had developed a mother-like feeling.

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. 6. Language points

To get great pleasure from (doing something) I took great delight in watching him making a fool of himself. To get great pleasure from (doing something) I took great delight in watching him making a fool of himself. Tell a lie To deliberately say something that is not true E.g. whenever she told a lie, she felt guilty afterwards. Note that in most cases it is a bit too strong to say that someone is a lie. More often than not we say “ That ’ s not true. ” Instead of “ You are lying. ” In the text we can detect a touch of humor in the phrase. To deliberately say something that is not true E.g. whenever she told a lie, she felt guilty afterwards. Note that in most cases it is a bit too strong to say that someone is a lie. More often than not we say “ That ’ s not true. ” Instead of “ You are lying. ” In the text we can detect a touch of humor in the phrase. Take delight in

1)To be demanded to; to have to do something E.g. All the students are required to attend at least 90% of the lecture. 2)requirement n. E.g. applicants must fulfill all the requirements described in this brochure before their applications can be considered. 1)To be demanded to; to have to do something E.g. All the students are required to attend at least 90% of the lecture. 2)requirement n. E.g. applicants must fulfill all the requirements described in this brochure before their applications can be considered. Be required to

Always wanting to find out the details about things and people E.g. journalists have to be inquisitive, fearless and determined Always wanting to find out the details about things and people E.g. journalists have to be inquisitive, fearless and determined 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. 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

1)used to introduce a request E.g. I wondered whether you would be so kind as to send me an application form E.g. I wonder if you would help me. 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. 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

To state confidently (what will happen) E.g. The builders want to finish the job by Friday. I bet you won ’ t. E.g. I bet Tom has a hangover this morning. – you should have seen how much he was drinking last night. To state confidently (what will happen) E.g. The builders want to finish the job by Friday. I bet you won ’ t. E.g. I bet Tom has a hangover this morning. – you should have seen how much he was drinking last night. 2) think about or ask oneself about something E.g. he wondered whether he would be able to find the hotel again E.g. I wonder what she is doing tonight. 2) think about or ask oneself about something E.g. he wondered whether he would be able to find the hotel again E.g. I wonder what she is doing tonight. Bet

Write a letter to your favorite teacher, telling how you appreciate his /her teaching and meanwhile your university life. Write a letter to your favorite teacher, telling how you appreciate his /her teaching and meanwhile your university life. ---What is the most important in teaching and learning process? 7. Questions for consideration 8. Task

This article is taken from Newsweek, December 3, It is a report about setting limits on TV watching and junk food on children. As placing excessive limits on such things can make children yearn for it, one expert advises not to ban everything, but to help develop their own internal limits or offer other healthy alternatives such as ballet lessons. The author at last points out that to take a positive approach is always important when setting limits on anything. This article is taken from Newsweek, December 3, It is a report about setting limits on TV watching and junk food on children. As placing excessive limits on such things can make children yearn for it, one expert advises not to ban everything, but to help develop their own internal limits or offer other healthy alternatives such as ballet lessons. The author at last points out that to take a positive approach is always important when setting limits on anything. Text II. 1. Main idea of 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? --- 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? 2. Questions for discussion about Text 2

Key to Translation exercises Key to Translation exercises 1. He admitted that his failure was caused by his lack of confidence. 1. He admitted that his failure was caused by his lack of confidence. 2. Visitors are required to sign their names on arrival. 2. Visitors are required to sign their names on arrival. 3. We ’ ve invited them to the party, but we ’ ll have to put it off because the baby is sick. 3. We ’ ve invited them to the party, but we ’ ll have to put it off because the baby is sick. 4. We must take steps to help the families of those who were hurt. 4. We must take steps to help the families of those who were hurt. 5. The teacher took great pains to make sure that we all understand the text. 5. The teacher took great pains to make sure that we all understand the text. 6. Today we are going to focus on the issue of the homeless people. 6. Today we are going to focus on the issue of the homeless people. 7. We wondered whether you would be so kind as to attend our end-of- the year party. 7. We wondered whether you would be so kind as to attend our end-of- the year party. 8. He assured his mother that everything was all right. 8. He assured his mother that everything was all right.

Exercises in Students ’ book Vocabulary exercises Grammar exercises: Translation exercises Exercises for integrated skills: spelling and passage dictation; close Oral activities Writing practice Listening exercises VI. Assignment

We are the world There comes a time when we heed a certain call There comes a time when we heed a certain call When the world must come together as one When the world must come together as one There are people dying There are people dying And it's time to lend a hand to life, And it's time to lend a hand to life, The greatest gift of all The greatest gift of all We can go on pretending day by day We can go on pretending day by day That someone, somewhere will soon make a change That someone, somewhere will soon make a change We are all a part of God's great big family We are all a part of God's great big family And the truth you know love is all we need And the truth you know love is all we need We are the world We are the world We are the children We are the children We are the ones who make a brighter day We are the ones who make a brighter day So let's start giving So let's start giving There's a choice we're making There's a choice we're making We're saving our own lives We're saving our own lives It's true we'll make a better day It's true we'll make a better day Just you and me Just you and me Send them your heart so they'll know that someone cares Send them your heart so they'll know that someone cares And their lives will be stronger and free And their lives will be stronger and free As God has shown us by turning stones to bread As God has shown us by turning stones to bread So we all must lend a helping hand So we all must lend a helping hand We are the world We are the world We are the children We are the children We are the ones who make a brighter day We are the ones who make a brighter day So let's start giving So let's start giving There's a choice we're making There's a choice we're making We're saving our own lives We're saving our own lives It's true we'll make a better day It's true we'll make a better day Just you and me Just you and me Michael - When you're down and out Michael - When you're down and out Michael - There seems no hope at all Michael - There seems no hope at all But if you just believe there's no way we can fall But if you just believe there's no way we can fall Let us realize that a change can only come Let us realize that a change can only come When we stand together as one When we stand together as one -We are the world -We are the world -We are the children -We are the children -We are the ones who make a brighter day -We are the ones who make a brighter day -So let's start giving -So let's start giving -There's a choice we're making -There's a choice we're making -We're saving our own lives -We're saving our own lives -It's true we'll make a better day -It's true we'll make a better day -Just you and me -Just you and me (Repeat to fade) (Repeat to fade) Back