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New Horizon College English
Book 1Unit 6
Feelings
Teaching objectives
1.Know and understand the feelings behind the words
2.Urge the students to master the new words, useful expressions and grammars
3.Lead the students to analysis of the passage in section A
Focal points
In-class reading passage and reading skills in section B
Methods
Communicative method and integrated skills with listening, speaking, reading, writing &translating
Time allotment
1.the passage in section A (2 hours)
2.sectionB and exercises (3 hours)
3.listening and speaking (2 hours)
Teaching procedure
Step one: Introduce some background information to students
Step two: Study the new words and phrases and analyze section A
Step three: Discuss section B and deal with the exercises
Step four: listening and speaking
1.Section A
1.1 Lead-in
Prepare some pieces of paper on which there's one sentence, ask a student to pick one paper and act
out the sentence without using words, and then ask the class to guess the meaning.
The sentence may be:
①I'mfull.
②I'm sleepy.
③I love you.
④I feel embarrassed.
⑤It is so delicious.
⑥Oh, really It'sunbelievable.
⑦Oh,……I forget!
⑧I miss her/him so much.
……
From the above game, we can see, apart from language (spoken or written language), people
communicate with each other by using gestures, facial expressions, body languages, eyes, etc. No
matter in which way people express their ideas, what they say or what they do will definitely
influences us, it may change our moods or even our attitudes.
So class, I'd like you to think about an experience, one person or even one sentence that influenced
you a lot. First of all, I want to share one song with you, that's Cordial Hero. I'm sure that all of you
must be quite familiar with this song.There's one sentence in the lyric as the following: "how can we
see a rainbow without a storm No one can succeed without effort."When I was misunderstood or
criticized by others, or when things went against my expectations, this song seemed to say to me:
listen, life isn't always like what you like, it isn't a smooth road, there will be some muddy paths
ahead, nobody can avoid this. Instead we should be grateful for these difficulties because they make
us become mature. With every challenge, we learn to get over our problems more easily.
That's all about our discussion. Now let's move to our passage in section A to see how a woman's
wedding day influenced the rest of her marriage.
1.2. Structure
Part I (Para.1-2): The quotations remind the widow of her husband.
Part II (Para.3-15): The widow's mind slips back to her wedding ceremony.
Part III (Para.16-19): The husband's message showed that their "aunt"'s prophesy had come true.
Devices for developing
Flashback (倒叙法)
Now: Alone now, the widow reads considerably. (Para.1)
Past:
1) The bride did not wear glasses that day. (Para. 3)
2) Then quickly, for such a short, portly, elderly person, she disappeared. (Para.7)
3) Soon they departed, in a borrowed car. (Para.8)
4) With the passage of time and the birth of grandchildren, their mothers accepted...(Para. 12)
5) Occasionally, usually around their anniversary, they would bring up… (Para.15)
Now:
1) Widowed now, the wife wonders what she would save from their old home… (Para. 16)
2) She knows exactly where it can be found: under a pile of napkins. (Para. 17)
Past:
1) One evening her husband had fallen asleep while reading a spy novel. (Para. 18)
2) The next morning she saw he had written below her message… . (Para. 19)
Part One
Q1: In the first paragraph which word tells you that the husband has died
—The word "widow".
Q2: Why is the quotation from Elizabeth Jolley so painful for the widow
—Because the quotation from Elizabeth Jolley exactly describes how she feels at that moment.
to be part of (L3)……的一部分
相互尊重和互相忠诚是婚姻生活的重要部分.
Mutual respect and loyalty is a very important part of the marriage life.
Part Two
Q1: What does the last sentence of the third paragraph suggest about the woman
—She was near-sighted, and without glasses, she could not see clearly.
Q2: From Paragraph 4 what do we know about the attitudes of the couple's colleagues, old
schoolmates, relatives and even their mothers towards their marriage
—We know that the couple's colleagues and old schoolmates thought they were well-matched, so
they were excited. However, the couple's relatives and mothers were not satisfied with their marriage
learning from the words "crying", "offering pity"and "would have insisted they wanted only the best
for their children".
Q3: What does the writer mean by saying "Both acted to fill their needs as time and opportunity
allowed" (Para. 13)
—The writer means that the husband and the wife loved each other because, whenever there was time
and opportunity, they helped each other and showed concerns for each other.
to begin with(L. 7)开始/首先
千里之行,始于足下
A thousand-li journey begins with the first step.
to file in/out/into/past (L. 10)鱼贯而入/出/入/一个一个地走过
当学生们鱼贯走过这张油画时,个个都被它的美所折服.
As the students filed past the painting, each of them was filled with great admiration for its
beauty.
to be clothed in…(L. 11)用…表达
与其用语言,倒不如用行动来表达我们对祖国母亲的爱
Our love for motherland should be more clothed in what we do than in what we say.
with the passage of time (L. 35)随着时间的推移
随着时间的推移,丈夫渐渐地懂得了妻子日常家庭工作中所包含的爱与支持.
With the passage of time, the husband came to realize both love and support clothed in the wife's
daily housework.
Part Three
Q1: What words in Paragraph 17 tell us that the husband wrote the message many years ago
—The words "worn, fading and kept for so long"
Q2: Did the husband finally agree with thewife that Aunt Esther was on some heavenly mission
Why
—No. He was still in doubt about Aunt Esther's identity. We can base our point on the phrase in his
message "whether she came from heaven or a nearby town".
Q3: In what sense was Aunt Esther Gubbins right
—So long as the wife and husband work hard and love each other, they will live a good life and be
happy.
L46: what shewould savefrom their old homeif it wereto catch fire
Subjunctive mood:
含if条件从句的虚拟语气
情况条件从句主句
与过去事实相反had donewould/ should/ could/ might + have done
与现在事实相反动词用过去时
be应为were
would/ should/ could/ might + do
与将来事实相反
动词用过去时
should do
were to do
would/ should/ could/ might + do
If条件从句中,助动词had,were,should可以提到从句之首,省略if
肯定:If I were you,可改为Were I you,
否定:Ifit hadn't been for your help,可改为Had it not been for your help,
2,It is (high/about) time sb. did…表示应该做而没有做的事情
3,表示建议,要求,命令之类的虚拟语气:(should) + do
建议:suggest,propose,move,advice
要求:request,require,demand,ask,insist,urge,desire,plead
命令:order,direct,instruct
4,it is adj. that……(should) do……形容词表示两类意思:
重要,必要:essential,important,vital,necessary,imperative,urgent
愿望:advisable,anxious,appropriate,better,best,desirable,preferable,natural,keen
5,lest引导的状语从句:(should) do"惟恐","担心"
6,as if,as though表示不可能发生的事也用虚拟语气
7,would rather,had rather +宾语从句,"宁愿……"也用虚拟语气
8,wish宾语从句中,从句中动词用虚拟,表示不可能实现的愿望
9,含蓄虚拟句
2.Section B
2.1 Typical patterns for declaration of one'sviews
原句:
Peculiarly, neither ever asked"Whose job is this "or asserted"That is not my responsibility!"(L.
38)很特别的一点是,他们俩都从来不问"这活该谁干"也不说"这不是我的责任!"
句型提炼
Sb. asserts / holds / argues / maintains / contends / favors that…(从句)某人主张说…
应用:a.我们主张,国家不分大小,在国际事务中一律平等.We assert that all nations, big or small,
are equal in the world affairs.
b.他们认为,网上冲浪利大于弊.They contend that the advantages of online surfing outrun /
outshine / overweight / outweigh its disadvantages.
原句:
It has always seemed to me that she was the wrong shape for a heavenly messenger. (L.56)我总觉
得,她的模样似乎不像是上帝的信使.
句型提炼:
It seems / appears to sb. that…(从句)在某人看来/某人觉得,…
应用:在我看来,积极向上的世界观将使人的生活脱离低级趣味.
It seems to me that a positive outlook on the world will keep one's life free of bad taste.
2.2 Reading skills
First learn the reading skills in this unit, and then do some exercises on Page 135 and Page 143 to
practice the skills.
The meaning of idiomatic expressions can be very hard—even impossible—to guess. Word
formations in dictionaries don't always help, and can even fool us entirely! Idioms grow out of events
and usage within thespecific culture, which is why learning the cultural behavior is as important—
and maybe more important in some instances—as (than) learning the words if we are to achieve truly
effective communication.
To help us to understand idiomatic expressions ina reading passage, one must be good at:
searching for context clues
looking at examples if there are any
finding explanations if there are any
locating opposite or similar phrases.
1. Context clues help you to get at the meaning of an unknown idiom.
Example
Grandpa shouldn't be going mountain climbing with the kids. Sometimes I think he's too full of beans
for his own good.
Explanation
Your understanding of the idiom "full of beans"should be based on the sentence before the idiom.
2. Sometimes a difficult idiomatic expression is followed by a typical example.
Example
Nowadays, some people like burning the candle at both ends. A case in point is that of my brother. In
addition to his regular job, my brother is also serving as a consultant to several government agencies
and helping to set up his friends in business. I just don't know how long his health will permit him to
go on like this.
Explanation
The example below the idiom gives you clues as to the meaning of "burn the candle at both ends".
3. Some sentences around the idiom give you detailed explanations.
Example
That expensive new machine we had installed in order to increase productivity is a real white
elephant. It keeps breaking down, and even on rare occasions when it runs smoothly it is very costly
to maintain.
Explanation
The sentence after the idiom "a white elephant"serves as a further explanation of its meaning.
4.Opposite or similar phrases often appear in the context of an unknown one.
Example
Some teenagers are so indulged in video games every evening that they have to blow stuff up or hit
books in haste before going to school every morning.
Explanation
The phrase "hit books in haste"is similar in meaning here to the idiom "blow stuff up".
2.3 The Trashman
Comprehensive questions inthe passage
Q1: Did the speaker like his job as a trashman Why or why not
Q2: According to the passage, why did Steve work as a trashman
Q3: Why did the writer use a quotation from John Gardner in the last Para.
(L3) to head to/toward…朝/向……走
孩子们向学校走去,身后有小狗相随.
The children were heading to/toward school, followed by their little dogs.
(L14) register:显示,表明或登记
在抗日战争中,中华民族显示了其伟大的精神和力量.
During the Anti-Japanese War, the Chinese Nationality registered its great spirit and power.
新年伊始,学生们都要登记注册.
At the beginning of the year, all the students have to register.
(L23) rage:vi.愤愤不平地叙说;n.盛怒
to rage against/at sb/sth.对…大发雷霆
因我不小心摔坏了杯子,他便对我大发雷霆.
He raged at me for my breaking the glass carelessly.
to fly into/to be in rage勃然大怒
里德太太勃然大怒,叫人把简锁进了一间黑屋.
Mrs. Reed was in such a rage that she had Jane locked in a dark room.
in a fit of rage一怒之下
曹操一怒之下错杀了杨修.
In a fit of a rage, Cao Cao killed Yang Xiu wrongly.
(L31)folk: n.亲戚;a.民间的;民俗的
folk culture/ music / dance /art / custom/ song/ tale
民俗文化/民间音乐/民间舞蹈/民间艺术/民间习俗/民歌/民间故事
Summary
Form this unit, students will learn a lot of knowledge. Firstly, they will have a better understanding of
feelings behind words and other messages given by others. They know that apart from language
(spoken or written language), people communicate with each other by using gestures, facial
expressions, body languages, eyes, etc. No matter in which way people express their ideas, what they
say or what they do will definitely influences us, it may change our moods or even ourattitudes.
Secondly, students will enlarge their vocabulary including some useful words and also some
important phrases and expressions. Thirdly, students will master another reading skill---how to
understand idiomatic expressions, which is very important to reading. They can refer to four clues
which we have discussed in this unit, they include: searching for context clues; looking at examples if
there are any; finding explanations if there are any; locating opposite or similar phrases.
Assignment
1. Finish all the exercises in the book
2. Write a paragraph according to a time sequence.
3. memorize the words and expressions we have learnt in this unit.
Book 1Unit 6
Feelings
Teaching objectives
1.Know and understand the feelings behind the words
2.Urge the students to master the new words, useful expressions and grammars
3.Lead the students to analysis of the passage in section A
Focal points
In-class reading passage and reading skills in section B
Methods
Communicative method and integrated skills with listening, speaking, reading, writing &translating
Time allotment
1.the passage in section A (2 hours)
2.sectionB and exercises (3 hours)
3.listening and speaking (2 hours)
Teaching procedure
Step one: Introduce some background information to students
Step two: Study the new words and phrases and analyze section A
Step three: Discuss section B and deal with the exercises
Step four: listening and speaking
1.Section A
1.1 Lead-in
Prepare some pieces of paper on which there's one sentence, ask a student to pick one paper and act
out the sentence without using words, and then ask the class to guess the meaning.
The sentence may be:
①I'mfull.
②I'm sleepy.
③I love you.
④I feel embarrassed.
⑤It is so delicious.
⑥Oh, really It'sunbelievable.
⑦Oh,……I forget!
⑧I miss her/him so much.
……
From the above game, we can see, apart from language (spoken or written language), people
communicate with each other by using gestures, facial expressions, body languages, eyes, etc. No
matter in which way people express their ideas, what they say or what they do will definitely
influences us, it may change our moods or even our attitudes.
So class, I'd like you to think about an experience, one person or even one sentence that influenced
you a lot. First of all, I want to share one song with you, that's Cordial Hero. I'm sure that all of you
must be quite familiar with this song.There's one sentence in the lyric as the following: "how can we
see a rainbow without a storm No one can succeed without effort."When I was misunderstood or
criticized by others, or when things went against my expectations, this song seemed to say to me:
listen, life isn't always like what you like, it isn't a smooth road, there will be some muddy paths
ahead, nobody can avoid this. Instead we should be grateful for these difficulties because they make
us become mature. With every challenge, we learn to get over our problems more easily.
That's all about our discussion. Now let's move to our passage in section A to see how a woman's
wedding day influenced the rest of her marriage.
1.2. Structure
Part I (Para.1-2): The quotations remind the widow of her husband.
Part II (Para.3-15): The widow's mind slips back to her wedding ceremony.
Part III (Para.16-19): The husband's message showed that their "aunt"'s prophesy had come true.
Devices for developing
Flashback (倒叙法)
Now: Alone now, the widow reads considerably. (Para.1)
Past:
1) The bride did not wear glasses that day. (Para. 3)
2) Then quickly, for such a short, portly, elderly person, she disappeared. (Para.7)
3) Soon they departed, in a borrowed car. (Para.8)
4) With the passage of time and the birth of grandchildren, their mothers accepted...(Para. 12)
5) Occasionally, usually around their anniversary, they would bring up… (Para.15)
Now:
1) Widowed now, the wife wonders what she would save from their old home… (Para. 16)
2) She knows exactly where it can be found: under a pile of napkins. (Para. 17)
Past:
1) One evening her husband had fallen asleep while reading a spy novel. (Para. 18)
2) The next morning she saw he had written below her message… . (Para. 19)
Part One
Q1: In the first paragraph which word tells you that the husband has died
—The word "widow".
Q2: Why is the quotation from Elizabeth Jolley so painful for the widow
—Because the quotation from Elizabeth Jolley exactly describes how she feels at that moment.
to be part of (L3)……的一部分
相互尊重和互相忠诚是婚姻生活的重要部分.
Mutual respect and loyalty is a very important part of the marriage life.
Part Two
Q1: What does the last sentence of the third paragraph suggest about the woman
—She was near-sighted, and without glasses, she could not see clearly.
Q2: From Paragraph 4 what do we know about the attitudes of the couple's colleagues, old
schoolmates, relatives and even their mothers towards their marriage
—We know that the couple's colleagues and old schoolmates thought they were well-matched, so
they were excited. However, the couple's relatives and mothers were not satisfied with their marriage
learning from the words "crying", "offering pity"and "would have insisted they wanted only the best
for their children".
Q3: What does the writer mean by saying "Both acted to fill their needs as time and opportunity
allowed" (Para. 13)
—The writer means that the husband and the wife loved each other because, whenever there was time
and opportunity, they helped each other and showed concerns for each other.
to begin with(L. 7)开始/首先
千里之行,始于足下
A thousand-li journey begins with the first step.
to file in/out/into/past (L. 10)鱼贯而入/出/入/一个一个地走过
当学生们鱼贯走过这张油画时,个个都被它的美所折服.
As the students filed past the painting, each of them was filled with great admiration for its
beauty.
to be clothed in…(L. 11)用…表达
与其用语言,倒不如用行动来表达我们对祖国母亲的爱
Our love for motherland should be more clothed in what we do than in what we say.
with the passage of time (L. 35)随着时间的推移
随着时间的推移,丈夫渐渐地懂得了妻子日常家庭工作中所包含的爱与支持.
With the passage of time, the husband came to realize both love and support clothed in the wife's
daily housework.
Part Three
Q1: What words in Paragraph 17 tell us that the husband wrote the message many years ago
—The words "worn, fading and kept for so long"
Q2: Did the husband finally agree with thewife that Aunt Esther was on some heavenly mission
Why
—No. He was still in doubt about Aunt Esther's identity. We can base our point on the phrase in his
message "whether she came from heaven or a nearby town".
Q3: In what sense was Aunt Esther Gubbins right
—So long as the wife and husband work hard and love each other, they will live a good life and be
happy.
L46: what shewould savefrom their old homeif it wereto catch fire
Subjunctive mood:
含if条件从句的虚拟语气
情况条件从句主句
与过去事实相反had donewould/ should/ could/ might + have done
与现在事实相反动词用过去时
be应为were
would/ should/ could/ might + do
与将来事实相反
动词用过去时
should do
were to do
would/ should/ could/ might + do
If条件从句中,助动词had,were,should可以提到从句之首,省略if
肯定:If I were you,可改为Were I you,
否定:Ifit hadn't been for your help,可改为Had it not been for your help,
2,It is (high/about) time sb. did…表示应该做而没有做的事情
3,表示建议,要求,命令之类的虚拟语气:(should) + do
建议:suggest,propose,move,advice
要求:request,require,demand,ask,insist,urge,desire,plead
命令:order,direct,instruct
4,it is adj. that……(should) do……形容词表示两类意思:
重要,必要:essential,important,vital,necessary,imperative,urgent
愿望:advisable,anxious,appropriate,better,best,desirable,preferable,natural,keen
5,lest引导的状语从句:(should) do"惟恐","担心"
6,as if,as though表示不可能发生的事也用虚拟语气
7,would rather,had rather +宾语从句,"宁愿……"也用虚拟语气
8,wish宾语从句中,从句中动词用虚拟,表示不可能实现的愿望
9,含蓄虚拟句
2.Section B
2.1 Typical patterns for declaration of one'sviews
原句:
Peculiarly, neither ever asked"Whose job is this "or asserted"That is not my responsibility!"(L.
38)很特别的一点是,他们俩都从来不问"这活该谁干"也不说"这不是我的责任!"
句型提炼
Sb. asserts / holds / argues / maintains / contends / favors that…(从句)某人主张说…
应用:a.我们主张,国家不分大小,在国际事务中一律平等.We assert that all nations, big or small,
are equal in the world affairs.
b.他们认为,网上冲浪利大于弊.They contend that the advantages of online surfing outrun /
outshine / overweight / outweigh its disadvantages.
原句:
It has always seemed to me that she was the wrong shape for a heavenly messenger. (L.56)我总觉
得,她的模样似乎不像是上帝的信使.
句型提炼:
It seems / appears to sb. that…(从句)在某人看来/某人觉得,…
应用:在我看来,积极向上的世界观将使人的生活脱离低级趣味.
It seems to me that a positive outlook on the world will keep one's life free of bad taste.
2.2 Reading skills
First learn the reading skills in this unit, and then do some exercises on Page 135 and Page 143 to
practice the skills.
The meaning of idiomatic expressions can be very hard—even impossible—to guess. Word
formations in dictionaries don't always help, and can even fool us entirely! Idioms grow out of events
and usage within thespecific culture, which is why learning the cultural behavior is as important—
and maybe more important in some instances—as (than) learning the words if we are to achieve truly
effective communication.
To help us to understand idiomatic expressions ina reading passage, one must be good at:
searching for context clues
looking at examples if there are any
finding explanations if there are any
locating opposite or similar phrases.
1. Context clues help you to get at the meaning of an unknown idiom.
Example
Grandpa shouldn't be going mountain climbing with the kids. Sometimes I think he's too full of beans
for his own good.
Explanation
Your understanding of the idiom "full of beans"should be based on the sentence before the idiom.
2. Sometimes a difficult idiomatic expression is followed by a typical example.
Example
Nowadays, some people like burning the candle at both ends. A case in point is that of my brother. In
addition to his regular job, my brother is also serving as a consultant to several government agencies
and helping to set up his friends in business. I just don't know how long his health will permit him to
go on like this.
Explanation
The example below the idiom gives you clues as to the meaning of "burn the candle at both ends".
3. Some sentences around the idiom give you detailed explanations.
Example
That expensive new machine we had installed in order to increase productivity is a real white
elephant. It keeps breaking down, and even on rare occasions when it runs smoothly it is very costly
to maintain.
Explanation
The sentence after the idiom "a white elephant"serves as a further explanation of its meaning.
4.Opposite or similar phrases often appear in the context of an unknown one.
Example
Some teenagers are so indulged in video games every evening that they have to blow stuff up or hit
books in haste before going to school every morning.
Explanation
The phrase "hit books in haste"is similar in meaning here to the idiom "blow stuff up".
2.3 The Trashman
Comprehensive questions inthe passage
Q1: Did the speaker like his job as a trashman Why or why not
Q2: According to the passage, why did Steve work as a trashman
Q3: Why did the writer use a quotation from John Gardner in the last Para.
(L3) to head to/toward…朝/向……走
孩子们向学校走去,身后有小狗相随.
The children were heading to/toward school, followed by their little dogs.
(L14) register:显示,表明或登记
在抗日战争中,中华民族显示了其伟大的精神和力量.
During the Anti-Japanese War, the Chinese Nationality registered its great spirit and power.
新年伊始,学生们都要登记注册.
At the beginning of the year, all the students have to register.
(L23) rage:vi.愤愤不平地叙说;n.盛怒
to rage against/at sb/sth.对…大发雷霆
因我不小心摔坏了杯子,他便对我大发雷霆.
He raged at me for my breaking the glass carelessly.
to fly into/to be in rage勃然大怒
里德太太勃然大怒,叫人把简锁进了一间黑屋.
Mrs. Reed was in such a rage that she had Jane locked in a dark room.
in a fit of rage一怒之下
曹操一怒之下错杀了杨修.
In a fit of a rage, Cao Cao killed Yang Xiu wrongly.
(L31)folk: n.亲戚;a.民间的;民俗的
folk culture/ music / dance /art / custom/ song/ tale
民俗文化/民间音乐/民间舞蹈/民间艺术/民间习俗/民歌/民间故事
Summary
Form this unit, students will learn a lot of knowledge. Firstly, they will have a better understanding of
feelings behind words and other messages given by others. They know that apart from language
(spoken or written language), people communicate with each other by using gestures, facial
expressions, body languages, eyes, etc. No matter in which way people express their ideas, what they
say or what they do will definitely influences us, it may change our moods or even ourattitudes.
Secondly, students will enlarge their vocabulary including some useful words and also some
important phrases and expressions. Thirdly, students will master another reading skill---how to
understand idiomatic expressions, which is very important to reading. They can refer to four clues
which we have discussed in this unit, they include: searching for context clues; looking at examples if
there are any; finding explanations if there are any; locating opposite or similar phrases.
Assignment
1. Finish all the exercises in the book
2. Write a paragraph according to a time sequence.
3. memorize the words and expressions we have learnt in this unit.
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