综合英语第三版第二册教案
Unit 13 One of These Days
Teaching objectives
Talking about ageing population
Expressing views of population ageing in writing
Talking about technical issues of an ageing society
Important and Difficult Points
Words and phrase for talking about:
The concepts of population ageing
Reasons for an ageing society
Language used metaphorically and creatively in talking about ageing
population
Part 1 Communicative Activities
Aims
. Learning about the background information of the Latin American
writer Gabriel García Márquez
.Learning to talk about the personalities and personal skethes
. Practicring using language through role-play and drama activities
1 Interactive Listening and speaking
Teaching suggestions
1 Introduce the name of the author:Gabriel García Márquez/ɡɑʹbrɪəl
ɡɑrʹsɪaʹmɑrˏkeɪs/ who is a well known Latin American nowelist,
short story writer, and Gournalist. His most famous nowels are
Hundred Years of Solretude (1967) (1982 Nobel prize laureate)
and Love in the Time of Cbolera(1985).
2
Introduce the country name Colombia.(Don’tconfuse I with
Colombia as derived from Cbristopber Columbus who
discovered Amerricas in the 15th century)
3 Play the recording for several times until Ss get enough details.
4 Complete Task A(Answers:1-a /2-b /3-c /4-c /5-a /6-c)
5 Have Ss read Task B for personal ketches.
6 Play the recording again.
7
Have Ss work in small groups discussing their notes and
descriptions.
8 Invite groups to present their sketches.
9 Comment on the content and language.
B Discussion
Answers for reference
People
Márquez’s
early life
in
Sketch
His grandfather
His mother
His father
A complex and intriguing person ,a Colonel, and political activist who helped
found the town, fought hard for social injustice, something of a hero to the
local people, had many interesting wartime stories, caring and loving for
young Marquez, biased against women’s superstitious stories, fathered over 16
children when he was young…An outstanding woman, dull of superstitions
and folk tales, excellent in the skis of story-telling, no matter how fantastic or
unbelievable, she always delivered them as if they were true, in a deadpan
style, the stories and styles later entered her grandson’s famous novel
Hundred Years of Solitude
a high spirited girl, who pursued her true love in spite of her parents’
opposition, and finally succeeded in her marriage
A young philanderer though, had true love for Márquez’ mother, pursuing
her in spite of her parents’ opposition, a clever suitor, the love story later
entered Márquez’ novel Love in the Time of Cholera
2 Role-play
Teaching suggestions
1 Have Ss read the two excerpts, and put them into two sections.
2 Have Ss of Section 1 work on excerpt 1, and the others on excerpt 2.
3 Have Ss rehearse the conversation, and drama script.
4 Have Ss present their plays in class.
5 Comment on the content, performance, and language.
3 Learning phases
Teaching suggestions
1 Help Ss clear the problems with several idiomatic expressions.
2 List these 10 expressions when doing the previous tasks.
3 Focus Ss’ attention onto the 10 expressions , and phrases.
4 Try to elicit interpretations from Ss, and write interpretations on the
board.
5 Check answers for Ss.
Answers for reference
(1) maternal grandparents grandparents on one’s mother side
Then, who are one’s patriarchal /ˏpeɪtrɪʹɑrkəl/ parents? Grandparents
on one’s father side
(2) illegitimate children children born out of wedllock
(3) spirited girl a girl who’s livelly and determined, full ofcourage or
energy
(4) win rhe heart of sb be acceepted and loved by sb
(5) deliver the story in a deadpan style the story in told in a very serious
manner as if something was true (actually it is not, such as a ghost
story , or some superstitions)
(6) father over 16 childer be a father for over 16 children
(7) envision him as someone to win the heart of their daughter imagined
that the young man could be loved by their daughter
(8) surrender to his romantic tencity(the parrents ) gave in to the young
man’s tenacious pursuit of their daughter (when discovering that their
daughter was committed to him)s
(9) give her hand to sb (ususlly the father )vallows her daughter to marry
sb
(10)sb has a reputation as a philanderer someone is known for frivolous
love
●Proverb
Teaching suggestion
1
Put the proverb on the board /OHP of discussion.
2
Discuss the following questions in small groups of three or four:
(1) Do youagree with this proverb?Give examples to illustrate it.
(2) Can you think of any conflicting proverbs?
3
Have three or four pairs repor their discussion to the class.
4
Comment on their work.
Part 2 Reading and Language Activities
Aims
. Learning to understand the development of plot in short
story reading
. Learning to write plot analysis through reading, discussion,
and writing practice
. Learning to use the phrases, and interpret sentences, and
description
1 Comprehension work
A Discussion
Teaching suggestions
1 Introduce the author and his background, especially his political
attitude as a social critic of Latin American politics in Colombia,
a country famous for bloody killing, and drug traffic king.
2 Have Ss read the story, followed by discussion on the theme of
the story. Ss may choose from the list of suggestion, but also may
suggest their own points.
3 Reasonable choices include: revenge, punishment, political
corruption, power, and even the last two: medical malpractice, or
dire conditions of dental services, could be possible interpretation.
Encourage them to find evidence from the text. There is no need
to get a “standard answer”.
Answers for reference
1) Open-ended answer, but here’s some reference for guiding the
discussion:
2) oppression. So Escovar despised him, reluctant to serve him.
3) We may infer from the story that Escovar did it on purpose, out
of malignity (rancor). He said quietly when he pulled the infected
tooth out of the mayor’s mouth,“Now you’ll pay for our twenty
dead
men.”However,
the
author
described
Escovar’s
operation“Without rancor, rather with a bitter tenderness…”.
4) What he means is that he was an absolute power over the town.
B
Analysis
Teaching suggestions
1 Task B
requires intensive studies of the story.
2 Have Ss work in pairs on the board for class discussion afterwards.
3 Put the three guidelines on the board for class discussion
afterwards.
4 List the evidence Ss suggest, and help Ss see the message of the
story.
Answers for reference
5) Open-ended answer, but here’s some reference for guiding the
discussion:
6) The mayor representas political corruption, murdering, and social
oppression. So Escovar despised him, reluctant to serve him.
7) We may infer from the story that Escovar did it on purpose, out
of malignity (rancor). He said quietly when he pulled the infected
tooth out of the mayor’s mouth,“Now you’ll pay for our twenty
dead
men.”However,
the
author
described
Escovar’s
operation“Without rancor, rather with a bitter tenderness…”.
8) What he means is that he was an absolute power over the town.
B
Analysis
Teaching suggestions
1 Task B requires intensive studies of the story.
2 Have Ss work in pairs on the board for class discussion afterwards.
3 Put the three guidelines on the board for class discussion
afterwards.
4 List the evidence Ss suggest, and help Ss see the message of the
story.
5 Have them work individually writing an analysis in reply to the
question“What does this change tell us?”
C Cloze
Answers for reference
(1) degree (2) refuses (3) shoot (4) infected
(6) bill
(5) deliberately
(7) powerful (8) supplied (9) reverses (10) extracted
(11) torture (12) temporary
2 Language work
A Writing interpretations.
Teaching suggestions
1 Introduce the topic about the details of language used in the story.
2 Introduce the task for writing interpretation by giving an example.
Example
Monday dawned warm and rainless. Aurelio Escovar, a dentist
without a degree, and a very early riser, opened his office at six. He
took some false teeth, still mounted in their plaster mold, out of the
glass case and put on the table a fistful of instruments which he
arranged in size order, as if they were on display.
Sample writing
It was Monday, with warm and dry weather. Aurelio Escovar
was a town dentist without much education. He wasn’t a great
dentist, just an ordinary person who scraped a living by a kind of
dental practice“affordable”to the local people. He had start work
early. He opened his office at six(pretty early), working on the
unfnished false teeth, still mounted on the plaster mould. He took
out the tools from a glass case, and spread them out as if they were
on display. It looked like that he was about to work. The mood was
quiet, and a little monotonous, but peaceful.
3 Help Ss avoid simple paraphrase here. They need to dig deep for
the meaning of the unsaid message.
4 Assign the task as pair work, and help Ss complete the writing in
their own words.
5 Invite Ss to read their writing, or write them on the board.
6 Comment on the content and language. Pay attention to these
expressions
look sb in the eye
(not) take one’s eyes off sb
Brace (ʋ/n)
dawn (ʋ/n)
crunch
foreign to
erect
skinny
so much the better
sterilized instruments
Answers for reference
1) Rewriting；
The dentist as humbly dressed in plain clothes such as collarless
shirt, tied a knot at the neck, pants held up in suspenders. He didn’t
look like a real professional, who acted effectively, and did things on
purpose. But this dentist looked absent-minded, and didn’t know
clearly what he should do.
2) Rewriting:
He examined his work, and remarked that it was such a good job.
He felt a little satisfied at the results.
3) Rewriting:
The mayor looked at the dentist suspiciously, “Should I trust
him? I must watch him closely. ” But what he said was “All right,”
and put up a forced smile. The dentist did not return the smile. While
he was preparing for the operation, he was probably thinking,“This
bastard. Now it’s time for me to take revenge on him, but I will do it
slowly, and let him suffer as much as I can.” But Escovar tried to
cover his expression, and remained cool. He slowly brought the
basin of sterilized instruments to the workable and took them out of
the water with a pair of cold tweezers, still without hurrying. He was
not in a hurry. He knew that the quicker he worked, the sooner the
mayor was released from suffering. At the bottom of his heart,he
didn’t want to reduce his pain, but as a dentist, his professional ethic
ordered him to help the mayor. Anyway, he took time to get things
done one by one, pushing the spittoon with the tip of his shoe,
washing his hands in the washbasin. He tried to last as long as
possible when doing all this, focusing on the single idea of revenge.
9)
Rewriting:
The mayor felt a heart-broken pain crashing his bones in his jaw,
his eyes blurred by tears of pains. He held breath with strength
until he felt the tooth was gone, and saw it thought his tears.
Suddenly, he felt relieved, and didn’t even know what kind of
suffering the tooth had once given him. He knew no more
suffering of the five previous nights at all now.
B Word study
Answers
1) dawn on sb
2) from dawn till/to dusk
3) mark the dawn of… era
5) at dawn
4) since the dawn
6) at the crack of dawn
Part 3 Extended Activities
Aims
. Practicing using language in dictogloss, reading and gremmar
exercise
.
Learning about Christopher Columbus, and the seven Chinese
naval expeditions in the Ming Dynasty
1 Dictation
Teaching suggestions
1 Play the recording at normal speed for the first time.
2 Play the recording for the second time so that Ss can take
notes.
3 Have Ss work in small groups to restore the story based on
their notes.
4 Check the story by showing in script.(This method of
dictation is called dictogloss .)
2 Read more
Teaching suggestions
1 Have Ss discuss the introductory questions.
2 Have Ss read story,and talk about their responses.
3 Check answers for them.
Answers
1. C
2. B
3. A
4. B
5. B
6. B
7. A
8. D
1 There are four major kinds of mulin-word combinations that co
mprise relatively idiomatic units and function like single verbs:
（1） v+adv: phrasal verbs, e.g.come on, get up, sit down, stand up,
put on, make up, take on, pick up, carry out, go off, etc.
（2）
v+:prepositional verbs, e.g. look at, think about, talk to, wait for, dep
end on, listen to, arrive at, work with, laugh at, come into, deal with,
learn from, belong to, happen to, account for, different from, refer to,
consist of, etc.
（3）
v+particle+prep: phrasal-prepositional verbs, e.g. get away with, loo
k down upon, look forward to, look out for, put up with, hand over t
o, come up with, get on with, turn away from, catch up with, etc.
（4）other multi-word verb constructions, notably:v+n
（e.g. take a look）; v+prep （e.g. take into account）; v+v （e.g.
make do）
2 Have Ss work in pairs on the grammar exercises.
3 Have Ss check the answers with the teacher and discuss the
mistakes in the sentences.
Answers
1 Look out for the traffic sign. --Which traffic sian do I have to l
ook out for?
2 I've borrowed some money. -- Who did you borrow it from?
3 There are two film stars at a table behind you. -- Which table ar
e they sitting at?
4 There is a big box to pack all the clothes in.
5 Have you got a pen to sign these papers with?
6 Is these a room to hang our coats in?
7 I prefer my new school to the one I went to before.
8 What's this? -- A small gift for you to remember us by.
9 Turn on the radio, will you? -- Which program do you want to
listen to?
10 They are the people we should learn from, aren't they?
4 Word formation
Teaching suggestions
1 Have Ss work on the word formation of the given vocabulary in
the brackets.
2 Have Ss complete the blank-filling work.
3 Have Ss peport their results.
4 Check the answers for Ss and explain the rules described in the
rule box if necessary.
Answers
1. incorrect 2. irregulrly 3. indecision 4. illegal 5. independent
6. unable 7. illiterate 8. inability
5 Vocabulary work
Teaching suggestions
1 Have Ss study the words in the box.
2 Have Ss complete the blank-filling work individually.
3 Have Ss compare their results with their partners.
4 Check the answers for Ss.
Answers
1. superior 2. scornful 3. hurt 4. sigh 5. laughter 6. screamed
7. lit up
8. awful