Unit 4 A Doll for Great-Grandmother

Ⅰ.Teaching Aims Ⅱ. Teaching Contents Ⅲ. Teaching Time: Six class hours Ⅳ: Teaching Focal and difficult Points

Ⅴ. Teaching Methods: Interactive Approach Ⅵ.Teaching Aids PowerPoint Blackboard Ⅶ.Teaching Procedure

Ⅰ.Teaching Aims

Section A: A Doll for Great-Grandmother 1.  Let the students acquainted with some ne

w words and good expressions: delicate; interpret; arouse; supply; inspire; rec

ognize; go with; get through; move in; no way; specify; in touch with; resemble; put sth. together; crash; commission;

2.  Teach the students to read between lines.

3.  Teach the writing skill: A Paragraph of a General Statement Supported by a List of Details

Ⅰ.Teaching Aims

Section B: Care of the Elderly: A Family Matter

1. Teach the reading skill: Reading for the Main Ideas in Paragraphs

2. Enable students to grasp the main idea of the text

Ⅱ. Teaching Contents

Section A: A Doll for Great-Grandmother Lead-in Pre-reading Activities Background Information Structure of the Text Language Points

Ⅱ. Teaching Contents

Section B: Care of the Elderly: A Family Matter

Reading skills Reading comprehension Language points

Ⅳ: Teaching Focal and Difficult Points Section A: A Doll for Great-

Grandmother 1. Analyze the structure of the

passage. 2. Learn to read between lines. 3. Grasp several CET-4 key words

Ⅳ: Teaching Focal and Difficult Points Section B: Care of the Elderly: A Family

Matter 1. Ask students to summarize the text. 2.    Enable the students to grasp the

following expressions: in hands of; in other words; deserve; appreciate; occasionally; available; in contrast

Text A

A Doll for Great-Grandmother

1. Lead-in 2. Pre-reading Activities 3. Background Information 4. Work on Section A 5. Language Points

1. Lead-in

①. How old are your grandparents? Are they living alone or with a child of theirs?

②.When your parents grow old, do you want them to move in with you? State your reasons.

③. What can we do to help elderly people who feel lonely?

2. Pre-reading Activities

Listen to the poem once and Work in pairs and discuss the following questions:

What does the little girl say to her grandmother in the poem? How old are your grandparents? Are they living alone or with a c

hild of theirs? Do you always try to communicate with your grandparents? Do y

ou care to know what they really need?

2. Pre-reading Activities

Listen to the short passage twice and decide whether the following statements are True or False.

①The Barbie Doll was first introduced in 1859 by a British toy company.

②As a plastic doll, the Barbie Doll was available in either 11.5-inch or 7-inch heights with the figure of a lovely baby.

③Ruth Handler and her husband noticed that their daughter, Barbara, enjoyed playing with adult female dolls more than with baby dolls.

④Barbie has been joined by family and friends, her boyfriend Ken in 1961; sister Skipper in 1965; and Becky, Barbie’s friend in a wheelchair in 1997.

⑤Today the Barbie Doll is mainly marketed to Europe, Latin America, Japan and China.

2. Pre-reading Activities

Answers: ① (F) The Barbie Doll was first introduced in 1959 b

y a toy company in southern California. ② (F) As a plastic doll, the Barbie Doll was available

in either 11.5-inch or 7-inch heights with the figure of an adult woman.

③ T ④ T ⑤ (F) Today the Barbie Doll is a global brand, with k

ey markets in Europe, Latin America, and Japan.

4. Work on Section A

A) Structure of the Text ( a method of analyzing the text structure is employed)

Part 1 (Para. 1) : GG slowly began to fade after grandfather’s death.

Part 2 (Para.2-8)： GG recalled her childhood experience.

Part 3 (Para. 9-16)：Meagan and her mother managed to produce a close copy of the doll to GG as a Christmas present.

4. Work on Section A

B) Raise some questions to make students grasp some detailed information in the text (question and answer method is used)

4. Work on Section A C) Questions and Answers Part 1 (Para. 1): Questions—What happened to the writer’s grandmother when her

grandfather died? ---Why did the writer’s grandmother move in with the writer’s

mother? ---How will you describe this extended family in one sentence? Answers—Her grandmother turned weak and lost interest in life. ---Because she couldn’t take care of herself anymore. ---It is a very large, loving one, consisting of 5 generations.

4. Work on Section A Part 2 (Paras. 2-8): Questions--How did GG’s baby sister break GG’s doll? ---What happened to GG’s baby sister years later? ---Why is the doll a very significant part in GG’s life?

Answers---She reached up and pulled on the doll on th

e table. ---She died of pneumonia. ---Because it is a representation of many wonderful

yet lost things together ; a precious gift; a dear sister; and a poor but happy childhood.

4. Work on Section A Part 3 (Paras. 9-16): Questions –What idea popped up in Meagan’s mind on t

heir way back home? ---How did Meagan’s mother feel about this suggest

ion? ---How was Meagan feeling when she said “It’s for y

ou” Answers—She suggested that they give her GG a new d

oll, exactly like the one GG used to have to cheer GG up. ---She felt proud of her loving and compassionate da

ughter. ---She must have been feeling very proud and expect

ant.

5. Language Points

move in: take possession of a new home eg: You must come and see our new house

when we’ve moved in. We moved out on Monday and the new tena

nts moved in on Tuesday. Collocation: move in 搬进 move out 搬出

5. Language Points

arouse, awake, wake & waken 这些动词均有“唤醒、醒来”之意。 arouse 除表示一般的唤醒外，多作引申用。 awake 是正式用词，常指觉醒、警惕的状态，多作不及物动词，多用于比喻，可用作表语形容词。

wake 是普通常用词，指真正的醒来，多作不及物动词。

waken 是书面用词，多作及物动词，常用于被动态和引申意义。

5. Language Points Directions: Fill in the blanks with the words above.

Change the form where necessary. 1. You must awake to the fact that failure will mean

disgrace. 2. My mother aroused me from sleep. 3. He woke up with a start when the door slammed. 4. We were wakened by a loud bang. 5. Is he awake or asleep? 6. It’s time you woke up to the fact that you’re not

popular.

5. Language Points

sacrifice: 1. n. offering of sth. valuable to a god; giving up of sth eg: Some cultures practise animal sacrifice to their gods. Getting rich isn’t worth the sacrifice of your principles. Translation: 她父母为她上大学在多方面做出了牺牲。 2. v. offer sth. to a god; give up sth. important for a particular pur

pose eg: Many teenagers sacrifice to their idols. He sacrificed his life to save a drowning child. Translation: 你赞成只要风度不要舒适吗？

5. Language Points recall: 1. vt. 1) summon back; order sb. to return to a particular p

lace eg: The government recalled its ambassador when war w

as declared. 2) bring back to the mind; remember eg: Can you recall your school days? 2. n. 1) the act of summoning back eg: The recall of the general from abroad caused a scand

al. 2) the ability to remember eg: She has an amazing recall of her early childhood.

5. Language Points

Pattern:

recall sb. (from … to …) recall sth. recall doing sth. recall that … CF: memorize, remember, recall & remind 这些动词均含有“记忆，记住，回忆”之意。 memorize 指有意识地下功夫把某事的整个细节都记在脑子里。 remember 含义较广，多指无意识地回忆起往事，也可指通过主观

努力去记忆。 recall 比 remember文雅，指想方设法回忆已经遗忘之事。 remind 用作及物动词，表示“提醒，使想起”。

5. Language Points

Directions: Fill in the blanks with the words above. Change the form where necessary.

1. The film reminded him of what he had seen in Germany.

2. He remembers every detail of that occurrence as though it happened yesterday.

3. An actor must be able to memorize his lines. 4. Please remind me to write to Dave. 5. He recalled his last evening with his fiancée

whenever he felt depressed.

5. Language Points

CF: break, crack, crush & smash这些动词均含“打破、弄碎”之意。

break是常用词，含义广泛，多指猛然用力将坚硬物打破或损坏。 eg: He has broken the glass into pieces. crack多指因长期使用或经受压力，物体表面呈现裂纹、裂口或破裂、

裂开，但一般没成碎片。 eg: The tree cracked loudly and fell crush表示从外面往里或从上往下压，使其成为碎片或碎块。 eg: This machine crushes wheat grain to make flour. smash指突然而猛烈地重击某物，使之破碎或完全变形。有时指感情

受到打击。 eg; He smashed the headlights of the car when he hit another car.

5. Language Points

exclaim: v. speak or say loudly and suddenly, because of surprise or other strong feelings

eg; The evil stepmother of Snow White looked in the mirror, exclaiming in dismay at her appearance.

He exclaimed that it was untrue. He could not help exclaiming at how much

his son has grown.

5. Language Points

in/out of touch (with): in/not in communication (with); having/not ha

ving information about eg: I’ll be in touch again towards the end of th

e week. I try to keep in touch with latest events by rea

ding newspapers.

5. Language Points

resemble: vt. look like or be like eg: Many college graduates discover that soc

iety does not at all resemble the way it is in their imagination.

Leo Tolstoy once said all happy families resemble one another, but each unhappy family is unhappy in its own way.

Pattern: resemble sb./sth. (in sth.)

5. Language Points

make sure of sth./that: take action so that something will certainly happen eg: There aren’t many seats left for the solo concert;

you’d better make sure of one. I’ll just make sure that the car has been locked. I think he has to go to the doctor to make sure it is n

ot infected.

5. Language Points

duplicate: 1. vt. copy exactly; repeat eg:Some say in a very short time, computers may not

only duplicate the human brain, but far surpass it. 2. n. copy eg: Is this a duplicate or the original? The secretary was asked to prepare the contract in du

plicate. 3. adj. identical; doubled eg: a duplicate set of keys a duplicate receipt/form

5. Language Points volunteer: v. give or offer (one’s services or help) willingly or without

being paid eg; Many people volunteer to fund the establishment of H

ope Primary Schools and enable dropouts to return to classrooms.

Pattern: volunteer sth. volunteer to do sth. volunteer (sb.) for sth. n. person who offers to do sth. without being compelled o

r paid eg: Princess Diana’s special satisfaction came from volun

teer work.

5. Language Points

Collocation: an aid-the-poor volunteer 扶贫志愿者 volunteer labour 义务劳动 volunteer service 义务服务

5. Language Points cradle: 1. n. a small bed for a newborn baby; the place where

sth. begins eg: The hand that rocks the cradle rules the world. The Yangtze River Valley is another cradle of Chinese

civilization running parallel to, if not earlier than, the Yellow River Valley.

2. vt. hold gently as if in a cradle eg: She cradled the baby in her arms. He was cradled in luxury.

5. Language Points

inspire: vt. 1. put uplifting thoughts, feelings or aims into eg: The trainer inspired the team to even greater

efforts. 2. fill with creative power eg: The beautiful scenery inspired Li Bai to write

his greatest poetry His passion for romantic literature inspired him to

begin writing.

5. Language Points Pattern: inspire sb. to sth. inspire sb. to do sth. inspire sth. in sb. inspire sb. with sth.

Text B

Care of the Elderly: A Family Matter

1. Ask students to finish reading text B in ten minutes and doing exercises on page 115.

2. Language Points

2. Language Points Para 1: 1. in the hands of eg: The case was in the hands of the jury, and a

ll we could do was wait. 2. occasionally ad. eg: Though we live quite apart from each other,

we visit each other occasionally. 3. unfortunate a. eg: It was unfortunate that his mother died whe

n he was just five years old.

2. Language Points Para 2: 1. average a. eg: The average man in the street would never

doubt his good intentions. 2. look forward to eg: He was looking forward to working with the

new manager. 3. eventually ad. eg: Eventually your child will leave home to lea

d her own life as a fully independent adult.

2. Language Points Para 3: 1. in other words eg: Your performance in the exam did not reach the re

quired standard---in other words, you failed. 2. take on eg: My doctor says I’m too tired and has advised me no

t to take on any more work. 3. obligation n. eg: You can look at the books without any obligation to

buy.

2. Language Points Para 4: available a. eg: I’m sorry, sir, those shoes are not available

in your size. in contrast eg: In contrast to your belief that we will fail, I a

m confident that we will succeed

2. Language Points Para 5--6 appreciate v. eg: Peter always stood by me when I was in nee

d, I’ll always appreciate that. potential a. eg: We are aware of the potential problems and

have been measures to deal with them. arrange for eg: Since the airport is far away from here, I’ve a

rranged for a taxi already

2. Language Points consideration n. eg: The name of the murdered woman has no

t been released, out of consideration for her parents.

in advance eg: The subject of the talk is announced a we

ek in advance, but the name of the speaker is not.

mutually ad. eg: Attempts to reach a mutually agreed soluti

on had been fruitless.