1 active english (6) unit one: it ’ s never too late! presented by: song zening
TRANSCRIPT
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Active English (6)
Unit One: It’s never too late!
Presented by: Song Zening
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Outline
An overview & a mini oral quiz
A review & questions and answers
Section 1
Comprehen-sive English
1. Frank McCourt
2. Structure speaks
3. About poverty
4. More than what is said
Section 2
Enrichment Reading
Section 3
Interactive English
1. Get rid of it!
2. Compound compounds
1. Impressive Pulitzer
2. Hi, Frank!
3. Let’s talk!
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An overview
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Unit summary (1): Comprehensive English
Core Text
‘The Education of Frank
McCourt (1)’
Suppl. Text
‘Learning to Learn’
1. Understanding the text in general (contents & organization)
Before reading / Reading for general information / Reading for details / Reading between the lines / Reading for structure
2. Understanding the text in detail (the language)
Working on vocabulary / Paraphrasing / Cross translation
3. Language in use (the style)
Cross-reference / Understanding & practicing ellipsis
4. Supplementary practice (word power)
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Unit summary (2): Enrichment Reading
Core Text
‘The Education of Frank
McCourt (2)’
Suppl. Text
‘Budget Punishes Schools’ Success’
1. Before reading: survey the text (scanning)
2. Reading for general comprehension (skimming)
3. Reading for information (inferring)
Working on details / Working on words / Working on collocations
4. Beyond reading
Reading for structure
5. Extra reading
Checking your understanding / Choosing a title / Working on vocabulary
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Unit summary (3): Interactive English
Core Text
‘Joseph Pulitzer’
1. Speaking about the text
Retelling the text / Airing your view
2. Speaking beyond the text
Making a speech / Practicing a conversation
3. Before you listen
Prediction
4. While you listen
Listening for general information / Working on details / Compound dictation / Working on structure
5. After you listen
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A mini oral quiz
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Instruction
10 key phrases from the unit will be provided;
Please think about their meanings and make sentences with them orally.
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Exercise (1)
to have/get …under one’s belt
With more than ten years of teaching experience under his belt, this kind of interrogation no longer surprised him.
To have achieved something useful or important
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Exercise (2)
to figure out
These kids are yearning for a way of figuring out this new teacher.
To think about a problem or situation until you find the answer or understand what has happened; To understand why someone behaves in the way they do
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Exercise (3)
to doom …to…
A poor economy and Malachy’s alcoholism doomed them to an even worse existence.
(usually passive) To cause … to suffer something unavoidable and terrible
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Exercise (4)
on the dole
Frank’s father eventually abandoned the family, leaving them dependent on the dole and charity.
unemployed and receiving money from the government
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Exercise (5)
to throw… in one’s face
They will throw it in my face.
To be unkind to someone after they have been kind to you or helped you
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Exercise (6)
to scrape…together
In 1949, he scraped together enough money to buy passage back to American.
To get enough money for a particular purpose, when this is difficult
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Exercise (7)
to yearn for…
These kids are yearning for a way of figuring out this new teacher.
(literary) To have a strong desire for something, especially something that is difficult or impossible to get
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Exercise (8)
to furnish …with…
He was so ashamed of his past that he reinvented it upon occasion, furnishing himself with a father who held the loftiest position imaginable in Limerick.
To supply or provide … with something
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Exercise (9)
to churn … out
A memoir of 150 pages that he churned out in 1966 remained unfinished.
To produce large quantities of something, especially without caring about quality
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Exercise (10)
to hold back
McCourt knew that he was still holding back.
To stop yourself from feeling or showing a particular emotion
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Section 1
Comprehensive English
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Task List
Task 1: Frank McCourt
Task 2: Structure speaks
Task 3: About poverty
Task 4: More than what is said
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Task 1: Frank McCourt
Objective: To check your overall comprehension of the text
Course tasks covered: Task 1 & 6
Duration: 10 minutes
Type: Individual work (Multiple choice)
Aids: The textbook
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Task 1: Instruction
Please read the following statements. Please read the following statements. Which one do you think is Which one do you think is the bestthe best to summarizesummarize the theme of the text “The Education of Frank McCourt ”?
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Task 1: Exercise
A. How McCourt grew into a successful writer
out of poverty.
B. How McCourt found the inspiration and courage
from his students and became a successful writer.
C. How McCourt grew into a successful teacher
and a good writer.
D. Both miserable childhood and teaching experience can be one’s education.
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Task 1: Feedback (1)
The answer isThe answer is
How to get the theme of a narrative?How to get the theme of a narrative?
B. How McCourt found the inspiration and courage
from his students and became a successful writer.
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Task 1: Feedback (2) --- About the theme
the sentence or group of the sentence or group of sentences which states the main sentences which states the main idea of the articleidea of the article
how the author presents the how the author presents the story (the structure / inner logic)story (the structure / inner logic)
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Task 2: Structure speaks
Objective: To check your understanding of the structure
Course tasks covered: Task 1 & 6
Duration: 20 minutes
Type: Pair work (Matching)
Aids: The textbook, a pen
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Task 2: Instruction
The text “The Education of Frank McCourt”
includes several flash-forwards and flashbacks. Are you clear about the structure and its inner logic?
Match the main idea of each section with the inner logic of the text, and thus find out how the author conveys the main idea of the story.
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Task 2: Exercise
The Story Inner Logic
Invited to give a speech ______ a. ending
b. getting courage from students
c. facing the past and understanding how it affected him
d. finding his past a worthy topic, but frustrated in writing
e. success in writing
f. introductiong. background
Childhood & youth ______
Teaching in Seward Part ______
An incident in his class and a related one in college ______
Teaching in Stuyvesant ______
Writing of the book and its success ______
The speech ______
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Task 2: Feedback (1)
childhood & youth (background)
Teaching in Seward Part:(facing the past and understanding
how it affected him)
Teaching in Stuyvesant(getting courage from
students )
An incident in his class and a related one in college
(finding his past a worthy topic, but frustrated in writing)
Writing of the book and its success
(success in writing)
a speech (introduction/ending)
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Task 2: Feedback (2) --- About structure
Don’t be satisfied with the story on the surface. Read deeper and find the inner logic of the text.
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Task 3: About poverty
Objective: To check your usage of key words and phrases
Course task covered: Task 2
Duration: 25 minutes
Type: Pair work (translating)
Aids: Textbook
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Task 3: Instruction
Frank McCourt is a successful writer out of Frank McCourt is a successful writer out of poverty. Thus, in this unit, many poverty. Thus, in this unit, many words and words and phrases describing the poorphrases describing the poor are introduced. are introduced.
Read the following Chinese phrases and Read the following Chinese phrases and give give their English counterparts orallytheir English counterparts orally..
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Task 3: Exercise
伴着辘辘饥肠与褴褛衣衫长大伴着辘辘饥肠与褴褛衣衫长大 靠救济生活靠救济生活 出身卑微出身卑微 破旧的廉价公寓破旧的廉价公寓 让他痛苦不堪的、充满苦难与背叛的童年让他痛苦不堪的、充满苦难与背叛的童年 饥饿与他形影不离饥饿与他形影不离 从学生的破旧衣服上看出贫困的迹象从学生的破旧衣服上看出贫困的迹象 经济萧条经济萧条 他的三个弟妹相继夭折他的三个弟妹相继夭折
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Task 3: Feedback (1)
伴着辘辘饥肠与褴褛衣衫长大 伴着辘辘饥肠与褴褛衣衫长大 grow up hungry and ragged 靠救济生活 靠救济生活 live on the dolelive on the dole 出身卑微 出身卑微 come from nothingcome from nothing 破旧的廉价公寓 破旧的廉价公寓 dilapidated tenement buildingsdilapidated tenement buildings 让他痛苦不堪的、充满苦难与背叛的童年 让他痛苦不堪的、充满苦难与背叛的童年 the sordid childhood the sordid childhood
with all the miseries and betrayalswith all the miseries and betrayals 饥饿与他形影不离 饥饿与他形影不离 Hunger was ever present for him.Hunger was ever present for him. 从学生的破旧衣服上看出贫困的迹象 从学生的破旧衣服上看出贫困的迹象 recognize the telltale signs recognize the telltale signs
of need in his students’ threadbare clothsof need in his students’ threadbare cloths 经济萧条 经济萧条 poor economypoor economy 他的三个弟妹相继夭折 他的三个弟妹相继夭折 Three of his siblings die in infancy.Three of his siblings die in infancy.
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Task 3: Feedback (2) --- About translation
The essence of translation is to convey the meaning. So you don’t have to follow the sentence structure or part of speech in the original language when doing the translation.
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Task 4: More than what is said
Objective: To review the cohesive device: ellipsis
Course task covered: Task 4
Duration: 15 minutes
Type: Pair work (identifying coherence
devices)
Aids: The textbook
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Task 4: Instruction
Read the following statements. Find out what has been omitted in each sentence, and what kind of ellipsis is used.
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Task 4: Exercise
- “Have you read the book Angela’s Ashes?”
- “I’m afraid I haven’t,” he replied.
He didn’t read his essay to the class, and he never will.
- “Where ya from?”
- “Ireland,” McCourt replied.
He spoke to the shorter guy, and I chose the taller.
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Task 4: Feedback (1) --- About ellipsis
Ellipsis
Nominal ellipsis Verbal ellipsis(1) echoing
Verbal ellipsis(2) Auxiliary contrastingClausal ellipsis
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Task 4: Feedback (2)
1. - “Have you read the book Angela’s Ashes?” - “I’m afraid I haven’t,” he replied.
2. He didn’t read his essay to the class, and he never will.
“I’m afraid I haven’t read the book Angela’s Ashes,” he replied. 【 Verbal ellipsis (1) echoing 】
He didn’t read his essay to the class, and he never will read his essay to the class.【 Verbal ellipsis (2) auxiliary contrasting 】
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Task 4: Feedback (3)
3. - “Where ya from?” - “Ireland,” McCourt replied.
4. He spoke to the shorter guy, and I chose the taller.
“I come from Ireland,” McCourt replied. 【 Clausal ellipsis 】
He spoke to the shorter guy, and I chose the taller guy. 【 Nominal ellipsis 】
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Section 2
Enrichment Reading
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Task List
Task 1: Get rid of it!
Task 2: Compound compounds
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Task 1: Get rid of it!
Objective: To reflect on your skills of skimming and scanning
Course tasks covered: Task 6
Duration: 10 minutes
Type: Individual work (short-answer questions)
Aids: The textbook
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Task 1: Instruction and exercise
Here is a question about your fast reading habits. Reflect on your reading experience in the unit and answer the question orally.
Can you hear yourself silently reading the words when you do fast-reading?
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Task 1: Feedback
Silent reading will seriously slow your Silent reading will seriously slow your reading speed. To get rid of the bad reading speed. To get rid of the bad habit, try to:habit, try to:
☺☺Focus on the meaning ofFocus on the meaning ofwhat you are reading; what you are reading;
think activelythink actively
☺☺have a chewing gum have a chewing gum
or sweets while readingor sweets while reading
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Task 2: Compound compounds
Objective: To check your knowledge in compound words
Course tasks covered: Task 2
Duration: 15 minutes
Type: individual work (creating compounds)
Aids: The textbook, a pen
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Task 2: Instruction
A A compound wordcompound word is made when two words is made when two words are joined to form a new word.are joined to form a new word.
Please form as many compounds as you can using the following words.
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Task 2: Exercise
book
shock
store winner
car
absorber
bare
motor
note
thread
boundprize
spell
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Task 2: Feedback (1)
Prize winner Shock absorber Motor car Bookstore Notebook Spellbound Threadbare
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Task 2: Feedback (2)---about compound words
Some compound words are formed with a space between the two words, while other are not.
So we have to pay attention to the habitual ways of their spellings.
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Section 3
Interactive English
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Task List
Task 1: Impressive Pulitzer
Task 2: Hi, Frank!
Task 3: Let’s talk!
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Task 1: Impressive Pulitzer
Objective: To reflect on your listening process
Course tasks covered: Task 5
Duration: 20 minutes
Type: pair work (short answers)
Aids: The textbook
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Task 1: Instruction
You have listened to a talk about Joseph Pulitzer’s life in the unit. What impressed you most in the story? Why?
Give short answers to the above questions and tell your partner about it.
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Task 1: Feedback --- Listen and speak
Listening should not be separated from speaking.
Learn to speak a language through listening instead of reading. And speak about what you have listened.
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Task 2: Hi, Frank!
Objective: To practice retelling a story
Course tasks covered: Task 1
Duration: 15 minutes
Type: Pair work (interviewing)
Aids: The textbook
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Task 2: Instruction (1)
Conduct a role play with your partner. Suppose you are Frank McCourt and your partner is a TV reporter, giving you an interview on your early life experience.
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Task 2: Instruction (2)
The reporter may start the interview with the following sentences:
Good morning everyone! This is Program “Miracle” from Beijing! Today, we have invited ….
Please cover the following points in your interview:Please cover the following points in your interview:
☼ Frank’s family background (parents, siblings, poor life)Frank’s family background (parents, siblings, poor life)☼ Frank’s youth (quitting school, going to America)Frank’s youth (quitting school, going to America)☼ Frank’s entry into college Frank’s entry into college ☼ How Frank found the topic of his bookHow Frank found the topic of his book in college
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Task 3: Let’s talk!
Objective: To make a conversation
Course tasks covered: Task 5
Duration: 20 minutes
Type: Pair work (making a dialogue)
Aids: The textbook
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Task 3: Instruction
In your opinion, what makes a good university teacher?
First recall what you have read in “Skill building: The art of conversation” in Task 5 of the unit. Then make a conversation with your partner about the topic.
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Task 3 Feedback
Features of a successful conversation
Avoiding misunderstanding
Turn-taking
Back-channelbehavior
Opening and Closing strategies
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A review
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Checklist of objectives
Have we accomplished the following objectives?
To check your usage of key words and phrases To check your overall comprehension of the text To check your understanding of the text structure To review expressions about poverty To review the cohesive device: ellipsis To reflect on your skills of skimming and scanning To check your knowledge in compound words To reflect on your skills of listening To practice retelling a story To practice making a successful conversation
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Thank you!
Questions are welcome!