UnitHaveyouseenthetree综合英语.doc

Unit 15 Have you seen the tree?Teaching Objects1. 1. Functions: Expressing belief & disbelief2. 2. Grammatical point: Reviewing modal verb+ passive3. 3. Vocabulary:blaze, simmer, burn with, twilight, embrace, awaken to, feel like doing, marvel at, edge to, approach, catch fire/ones eyes, swim with, for an instant, alert, a splash of, palette, fiery, pilgrim, shrine, twig, hemisphere, all-encompassing, toll a bell, momentous, do something in earnest, blotchP1 Listening and Speaking Activities1 Introduction of the functionsAims: Practicing the functions of expressing belief & disbelief1 Introduction of functionsl l Introduce and explain the functional sentences to the class.l l Highlight the following structures on the board/OHP with necessary explanation.How to express belief1. 1. I find/believe/must say that.2. 2. I totally believe it/you/him.3. 3. Ill take your word for it.4. 4. Im convinced of/that.5. 5. I dont doubt your words.6. 6. I think what you said is true.How to express disbelief1. 1. Come on, dont pull my leg!2. 2. Do you think Id believe a story like that?3. 3. Are you kidding/joking/serious?4. 4. You must be joking!5. 5. You are kidding!6. 6. No! I dont believe it.7. 7. It cant be true.8. 8. I dont believe a word of it.9. 9. Do you think I was born yesterday?10. 10. Thats incredible!11. 11. I wasnt born yesterday!l l Organize a group work activity and ask the students to take turns asking and responding in their groups.l l Have the students work in pairs, taking turns using the following sentences to create a statement, and tell it to his/her partner. The partner then uses the sentences to express belief, or disbelief.1. 1. (somebody, such as Mr. Wang) is going to sell his house and buy a car.2. 2. I hear (someones) brother is writing a long novel.3. 3. (someone, such as a college graduate) is going to the countryside to raise pigs.4. 4. (Someones father) is a millionaire. 5. 5. (Somebody in your class) has been to Mt.Huangshan ten times.6. 6. (somebody claims that his/her dream) is to travel to the Moon someday in the future.7. 7. Etc.l l Encourage the students to give more statements of their own and react differently.l l Invite a few students to present their sentences to the class.l l Make comments on their work.2 Listen and speakAims:Learning to understand the functions in the guided listening activityl l Have the students read the questions and the multiple choices.l l Have the students listen to the recording twice.l l Have the students answer the questions.l l Check the answers for the students.Answers: 1. a 2. b 3. c 4. a3 Try to speak moreAims:Practicing the use of language for expressing belief & disbelief in guided conversationsl l Have the students practice the conversation by reading it aloud individually.l l Have the students read the conversation again in pairs, paying attention to the tone of voice of the two speakers.l l Briefly explain the following expressions.1. Thats only one side of the coin/picture: Thats only one aspect of the situation, implying there may be more opinions or aspects.2. as if the streets are paved with golden carpet: as if the streets are covered with a golden carpet. “pave the way for something” means “to create a situation that makes it possible or easier for something to happen”, e.g. The agreement will pave the way for restoring economic ties. 3. sparsely planted: ( the streets are) with few trees on its sidesl l Have the students make their own conversation by using the cues.l l Have three or four pairs present their conversations to the class.l l Comment on their conversations.4 Make your own dialogueAims:Practicing ways of showing belief & disbelief in the given context in the guided conversation1. Make a dialoguel l Have the students make the dialogue in pairs with a new partner.l l Remind the students to use the sentences to express belief & disbelief. l l Have two or three pairs present their dialogues to the class.l l Comment on their performance both in idea and language.2. 2. Make a story based on the picturel l Ask the students to study individually the picture and imagine what feelings the picture/scene could arouse in the reader. l l Give each pair of students a piece of blank paper to write down the answers they have discussed.l l Divide the class into groups of four and have every group tell their discussion results to their groups.l l Have four or five students present their work either orally or by writing it on the board/OHP.l l Comment on the presentation. 5 What are they for?Aims:Learning extra expressions for showing belief & disbelief.l l Have the students go through the Functions and the Actual Words Spoken first.l l Have the students work in pairs with one reading the functions and the other responding suitably.l l Have two pairs present their work to the class.l l Comment and check the answers for the class.Answers1. a 2. c 3. f 4. d 5.b 6. e6 If you want to learn moreAims:Learning more advanced expressions of expressing belief & disbeliefl l Have the students study the sentences individually.l l Have the students do the matching work individually first.l l Ask the students to compare their work with their partners and correct each other.l l Have the class report their work to the teacher.l l Check the answers for the class.Answers a. Sentences of expressing belief : 1, 2, 3 Sentences of expressing disbelief:4, 5, 6, 7, 8, 9A Poem Stopping by the Woods by Robert Frostl l Demonstrate reading aloud to the class. l l Have the students read the poem by themselves at least three times to perceive the rhythm, and other metrical effects in reading aloud. l l Ask the students to describe the imagery (the scenes they have visualized in reading) with the help of the picture in the Students Book.l l Encourage the students to translate the poem into Chinese by themselves.l l Photocopy the following translations. l l Have the students compare the eight versions and say which one they think is the best translation. Reference Version 1雪夜林边停树林属谁我自明，他家住在那村中；安能料到我来此，赏观大雪漫丛丛。小小马儿显疑情，为何偏在这儿停？冰湖林间无农舍，又逢雪夜黑蒙蒙。马儿甩动缰绳铃，欲告主人迷路径。只闻轻风簌簌语，鹅毛雪片淅淅声。夜林深沉尤可爱，信守诺言难久停。找店尚早需赶路，投宿之前再远行。by Anonymous translatorReference Version 2雪夜林畔停林主我自明,其舍即在村;不知吾之停,赏雪覆满林.幼驹有疑团,安停无人烟;冰湖莽林间,又逢夜色玄.马摇缰铃脆,似询错与对;但闻风语轻,且舞飞雪碎.霭林黑且深,忽忆诺必信;方悟前路长,即行夜岂深!by Anonymous translatorReference Version 3 雪夜林边小伫我知道林子的主人是谁，虽村落是他所居之地。他不会看到我停留于此，凝视他的林子雪花纷飞。我的小马一定以我为怪，近无房舍，为何停伫。况只有林子与冰湖和一年中最黑之夜。他轻摇铃具询问有错与否。 唯一的回复来自软雪和清风。 林子很美昏暗而幽深，但我已有约定。沉醉前还有一段路要走沉醉前还有一段路要走。by Anonymous translatorReference Version 4雪夜伫立林边有感林主曾相识，村中有其舍，未悉我在此，凝视林中雪。小马颇多疑，荒野何伫立？林边冻湖间，岁末黑夜里。小马摇缰铃，似问有否误，唯闻飒飒声，寒风共雪舞。密林景色美，信誓不可移，安眠不可得，尚须行数里。解释：诗人在雪夜里骑马路经一片树林，树林的主人是熟识的，他的家就住在村中。诗人在白雪覆盖的林边伫立观赏雪景使坐骑感到奇怪，以为他迷失了路。雪中的森林景色诱人，使人流连忘返，但是诗人却不能停留下来，他还要继续走一段路程才能安眠。继续走另有含义，指诗人要完成的工作，安眠指人生的尽头。诗人说他一定要把要做的事情做完才能最终安息。by Anonymous translatorReference Version 5 雪夜在林边我不会猜错谁是这林子的主人，但他的家却远在那边的孤村。他不会想到，我竟在这里停马，只为看那树林里面落雪纷纷。我那小马定有点诧异，为何在这里停下，悄无人迹。这边是树林，那边是冰冻的湖，又是一年里最黑的夜，夜黑如漆。他摇了下铃铛，送来个声响，似乎问我有什么异常。其他的声音，只有微风，还有那漫天的雪花，沙沙地落在脚旁。静谧的树林，深邃幽暗，我虽向往，但已有约在先。入睡之前仍然路程迢迢，入睡之前，仍然路程漫漫。译者：京人Reference Version 6 停马在雪夜的林边 这是谁家的林子，我想我知道 ，虽说他的农舍却在村子那一头；他不会看到我停留在这儿望着他的林子积雪有多厚。我那小马一定会感到奇怪：停留在这儿？又没村舍在邻近夹在一座森林和一片冰湖之间，在这一年中最昏暗的黄昏。他摇了摇胸前的挂铃，想问问到底有没有弄错。此外只听得一阵微风吹过，和一阵鹅毛似的雪片卷过。树林真可爱，幽暗而深远。可是我还得赶赴一个约会，还得赶好多里路才能安睡，还得赶好多里路才能安睡。译者：方平Reference Version 7 雪夜林边小立 我想我认识树林的主人他家住在林边的农村；他不会看见我暂停此地，欣赏他披上雪装的树林。 我的小马准抱着个疑团：干嘛停在这儿，不见人烟，在一年中最黑的晚上，停在树林和冰湖之间。它摇了摇颈上的铃铎，想问问主人有没有弄错。除此之外唯一的声音 是风飘绒雪轻轻拂过。 树林真可爱，既深又黑，但我有许多诺言不能违背，还要赶多少路才能安睡，还要赶多少路才能安睡。译者：飞人Reference Version 8雪夜驻马林边子之林莽子居斯乡子不我见雪兮洋洋 驹兮惑矣无驿在旁林间冰湖暗极夜长 振铃而问错矣所往寒风萧萧雪兮滂滂林固耽耽诺亦难忘驱梦路上 别梦路上。 by Anonymous translatorP2 Reading Comprehension and Language ActivitiesAims:Learning to understand the text through reading, discussion and task-based activitiesLearning to appreciate the detailed description of the tree in the reading passage Learning the expressions and vocabulary set forth in the objectives of this unitPre-reading Tasks l l Have the students read the three questions carefully on their own.l l Have the students discuss the questions in small groups.l l Have the students report the results of their discussion.l l Comment on their discussion.l l Photocopy the following article for the class which can help them answer the second question “Why do people sometimes fail to appreciate the beauty in ordinary things?”Three Days to Seeby Helen KellerAll of us have read thrilling stories in which the hero had only a limited and specified time to live. Sometimes it was as long as a year; sometimes as short as twenty-four hours, but always we were interested in discovering just how the doomed man chose to spend his last days or his last hours. I speak, of course, of free men who have a choice, not condemned criminals whose sphere of activities is strictly delimited. Such stories set up thinking, wondering what we should do under similar circumstances. What associations should we crowd into those last hours as mortal beings? What happiness should we find in reviewing the past, what regrets? Sometimes I have thought it would be an excellent rule to live each day as if we should die tomorrow. Such an attitude would emphasize sharply the values of life. We should live each day with a gentleness, a vigor, and a keenness of appreciation which are often lost when time stretches before us in the constant panorama (全景) of more days and months and years to come. There are those, of course, who would adopt the epicurean motto （信奉享受者的哲言）of “Eat, drink, and be merry,” but most people would be chastened (被折磨) by the certainty of impending death. Most of us take life for granted. We know that one day we must die, but usually we picture that day as far in the future, when we are in buoyant health (身体健康), death is all but unimaginable. We seldom think of it. The days stretch out in an endless vista. So we go about our petty task, hardly aware of our listless attitude towards life. The same lethargy （懒惰）, I am afraid, characterizes the use of our faculties （心智）and senses. Only the deaf appreciate hearing, only the blind realize the manifold blessings that lie in sight. Particularly does this observation apply to those who have lost sight and hearing in adult life. But those who have never suffered impairment of sight or hearing seldom make the fullest use of these blessed faculties. Their eyes and ears take in all sights and sound hazily, without concentration, and with little appreciation. It is the same old story of not being grateful for what we conscious of health until we are ill. I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight; silence would teach him the joys of sound. Now and then I have tested my seeing friends to discover what they see. Recently I was visited by a very good friend who had just returned from a long walk in the woods, and I asked her what she had observed. “Nothing in particular,” she replied. I might have been incredulous had I not been accustomed to such responses, for long ago I became convinced that the seeing see little. How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough shaggy bark of a pine. In spring I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winters sleep I feel the delightful, velvety texture of a flower, and discover its remarkable convolutions （骚动）; and something of the miracle of Nature is revealed to me. Occasionally, if I am very fortunate, I place my hand gently in a small tree and feel the happy quiver of a bird in full song. I am delighted to have cool waters of a brook rush through my open fingers. To me a lush carpet of pine needles or spongy grass is more welcome than the most luxurious Persian rug. To me the pageant （展示）of seasons is a thrilling and unending drama, the action of which streams through my finger tips. At times my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. Yet, those who have eyes apparently see little. The panorama of color and action fill the world is taken for granted. It is human, perhaps, to appreciate little that which we have and to long for that which we have not, but it is a great pity that in the world of light and the gift of sight is used only as mere convenience rather that as a means of adding fullness to life. Oh, the things that I should see if I had the power of sight for three days! Reading the textl l Have the students read the text and underline difficult sentences or words.l l Explain the language and content of the text using the notes below.Notes:1. 1. my mind swimming with petty worries: my mind full of worries of little importance2. 2. Emerson, Ralph Waldo: see note 3 in Unit 14 in Teachers Book 13. 3. Nature: A British scientific magazine which appears weekly4. 4. blaze: to burn strongly and brightly; to shine very brightly, e.g. The rainbow blazed with color.5. 5. simmer: to cook slowly at a temperature near boiling, e.g. Let the soup simmer for about 30 minutes. Here the word is used figuratively, meaning “shine very brightly”.6. 6. burn with: to feel a very strong emotion or a great need for someone or something, e.g. He was burning with curiosity, but didnt dare ask what happened. Here in the text, it is used to describe the burning color.7. 7. twilight: the time in the evening when the sky is beginning to get dark; the light from the sky at twilight8. 8. embrace: to completely accept something such as a new belief, idea, or way of life; to accept and include something, e.g. a) Most countries have enthusiastically embraced the concept of high-speed roads. b)The scope of foreign policy expanded to embrace areas previously considered unimportant.9. 9. awakento: to make someone experience a feeling or emotion; to begin to notice something or to make someone begin to notice something10. 10. feel like doing something: would like to do something; want to do something11. 11. marvel at something: to show or feel surprise or admiration on seeing something12. 12. edge to/towards/along: to move somewhere slowly, carefully, and with small movements, e.g. I looked over and saw Michael edging to the door.13. 13. approach: to move closer to someone or something14. 14. for an instant: for a moment, e.g. She paused for an instant and then stepped inside.15. 15. alert: to tell someone in authority about a danger or problem so that they can take action to deal with it; to tell someone about something that may affect them, e.g. We will be alerting people not to swim in the water.16. 16. momentous: very important because of having an effect on future events: a momentous occasion/event/decision17. 17. catch ones eye: get ones attention suddenly 1. 1. Comprehension workA. A. Read the text carefully again and discuss the following questions.l l Guide the students to discuss the questions selectively with their partners first and then present their views to the class. l l Highlight the points on the blackboard during the discussion session.1. 1. What did the writer learn about the tree from his neighbor?Suggested pointsThe writer learned from one of his neighbors that there was a beautiful tree down at the corner. It had all kinds of colors.2. 2. What was the shape of the tree? What were the colors at the lower part, the centre and the top of the tree?Suggested pointsThere was nothing remarkable about the trees shape, a medium-sized maple. But it had extraordinary combinations of colors: bright crimson on its lower branches, vivid yellow and orange at its centre and deep red at its top. 3. 3. What did the writer associate these varied colors with?Suggested pointsThe writer associated the varied colors with different seasons and continents in the world: The light and dark greens represent the spring and summer of the Southern Hemisphere; The blazing yellows and bare branches represent the autumn and winter of the Northern Hemisphere.4. 4. How did Emerson comment on the stars? What was the significance of his comment in relation to the tree?Suggested pointsRalph Waldo Emerson once commented about the stars in Nature. He observed that if the constellation appeared only once in a thousand years, it would be an exciting eve