Unit Four Extraterrestrials Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P104 Get the Ss to listen to the recording Ask the Ss to answer the following questions: Q1: How did the Earthlings fight against the invasion of the An-vils? Were they successful? Q2: What was Knowall by profession? What tricks did he use to drive away the invaders? Was he successfully? Q3: How come all the An-vils rose up from Earth at a given signal one day and flew back to their own star? Q4: Can you guess what the texts of this unit are going to be about? b. Theme of the unit: & Text A: Extraterrestrials In this text, we will see how some E.T.’s tried to establish relationship with people on Earth, but found their friendly initiative rejected due to mis- understandings. STEP FOUR: New Lesson ( 80’ ) Text A on P104-P109 Comprehension a. Pre-reading Background Knowledge (1) Isaac Asimov Venus Extraterrestrial life Space exploration The Congress New words and expressions b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Questions on P111-112 Text Organization Part One: (Paras1-3) The narrator claims that no extraterrestrials will ever land on the earth Part Two: (Paras4-48) The narrator gives an account of his encounter with extraterrestrials, making it clear why he claims that they will return no more. Section one: (Paras4-5) (before the E.T.’s arrival) Bart got quite irritable because of his complicated tax form. Section two: (paras6-11) (the landing of the flying saucer) The narrator was shocked at the sight of a flying saucer landing on Earth and two men getting out of it, while Bart didn’t notice it at all. Section three: (paras12-34) (the meeting with the E.T.) Unaware of the guests’ identity and caught up with his tax form, Bart talked to the guests with an impatient and sarcastic tone and turned down their request rudely. Their conversation ended with the guests’ promise of not coming back. Section four: (Paras35-48) (after the E.T.’s departure) After the E.T. left, the narrator got mad at Bart because of his irrational attitude to the guests. Bart didn’t realize his stupid error until it was too late. 3. Writing characteristics (1)a science fiction of narrations (2) flashback (3) language: Language is full of holes, which people fill up with perceptions and assumptions. Sheriff: in a casual manner The Venusians: in a formal manner 4. Discussion (1) Do you think the story sounds plausible? Why or why not? (2) Do you think there exist extraterrestrials? Give reasons. (3) Do you think interstellar travel will ever be poiible? Explain. 5. Main idea In this science fiction, the narrator employed a flashback writing technique to give an account of an unsuccessful visit by Venusians to the earth and the dreadful aftermath of this visit. The narrator bore witness to the whole event: landing of the Venusians on the earth, their visit to Bart Cameron---the sheriff at Twin Gulch, their proposal for the earth to join “their” organization, and the rude dismissal on the part of Cameron. When Cameron found out about the truth, it was too late---the Venusians had left, vowing never to come back. STEP FIVE: Consolidation ( 8’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P111-113 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A on account of: (fml) because of e.g. The house isn’t really suitable for an old person on account of all those stairs. The president declined to deliver the speech himself on account of a sore throat. deputy: the second most important person in a particular organization e.g. A deputy was appointed in case the manager became ill. After several years hard work he was promoted to deputy manager. work up: spend time and effort preparing ; produce or develop gradually e.g. The head of the department asked me to work up some sample composition and give them to the students. Let’s go for a walk to work up an appetite.( to make ourselves hungry) pension: an amount of money paid regularly to someone who can no longer earn (enough) money by working e.g. The employees in many companies put aside money for their retirement pensions. When added to Social Security payments, pensions enable many retired Americans to live comfortably. disable: (a person) unable to use his/her body properly e.g. In that country, the poor and disabled are left to starve on city streets. There are few facilities for the disabled in some cities. Peter became disabled in World War II. veteran: person with much or long experience, esp. as a soldier e.g. By 1955 more than 2 million veterans of World War II had used the government financial aid to go to college. Veterans Day was originally established to honor Americans who had served in World War I. complicated: difficult to understand or deal with e.g. The new computer is too complicated even for a skilled operator to handle. The situation in Afghanistan is so complicated that many people are uncertain what will happen next. knock off: ( infml) stop working, usu. At the end of a day e.g. If I get this paper done I’ll knock off early today. When do you usually knock off for supper? hit the sack: (infml) go to bed e.g. Time to hit the sack; lights out. …curse real steady…: Here “real steady” means “ constantly” curse: swear e.g. I hit my finger with the hammer and silently to myself. They were waiting impatiently for the bus at the bus station, cursing the delay. go over: examine the details of; check; study carefully e.g. Go over the textbook before you take the examination. The guards go over every passenger at the airport to prevent possible terrorist attacks. column: a series of numbers arranged one under the other; a tall pillar e.g. She added up the first column of figures and entered the total at the bottom. The roof of the temple was held up by a row of stone columns. rockets: a tube-like device containing material that burns rapidly and propels the tube through the air e.g. The Shen Zhou III spacecraft and its Long March carrier rocket are undergoing final preparation on the pad at the Jiuquan Launch Centre in Gansu Province. American Robert H.Goddard was one of the first scientists to experiment with rocket propulsion systems. bug: cause (eyes) to stick out; annoy sb. e.g. His eyes bugged with horror. The naughty kid from next door put a frog in my mailbox, which really bugged me . Don’t bug me with petty details. They had on black shoes and black hats.: They wore black shoes and black hats. have sth. on: be wearing sth. e.g. Our teacher has got a tie on today. He has a new T-shirt on. alike: similar; in the same manner (a., ad.) e.g. Teachers are required to treat all their students alike. She and her cousin look very alike. observation: the act of watching attentively e.g. Observation plays an essential part in the traditional Chinese medical practitioner’s diagnose. The woman didn’t have any injury but was in hospital under observation. locality: a particular place; the position of sth. e.g. People living in this locality complain of traffic noise disturbing them at night. Having lived in California for about ten years, they moved to another locality. isolate: set apart; cut off from others e.g. When I’m angry, I find it best to isolate myself from other people for a little while. In the early decades of its history, the United States was relatively isolated from Europe and other parts of the world. It would certainly be unnatural for someone to totally isolate themselves. adopt: take over and use as one’s own; take into one’s family and make legal son or daughter e.g. Some immigrants discarded their old customs and adopted American ways. Several private international organizations have adopted standards for consumer protection in electronic commerce. The Red Cross has adopted a lot of homeless children in Afghanistan. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 2.Language Focus P116-124 b.Written: 1. P116 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A mode: a manner, way or method of doing e.g. You’ll have to change your mode of life once you have a baby. Railways are most important mode of transport for the economy. appearance: the way that sb./sth. looks; an act of coming into sight e.g. Women’s magazines were full of ideas on how to make the best of one’s appearance. The manager gave every appearance of being a very dedicated employee. The singer made her first appearance in Vienna. Cameron didn’t go much for foreigners…, but generally he tried to be fair.: Although Cameron didn’t like foreigners very much…, he would try to be fair t them. go for: be attracted by; like or prefer e.g. What sort of men do you go for ? Many young people go for pop music. blink: shut and open the eyes quickly; flash on and off e.g. Staring for hours at a computer screen dries out the eyes as people blink less. We could see lights blinking on the ships out in the bay. regardless off: without worrying about or taking account of e.g. Medicare, another form of federal health insurance, pays a large part of the medical bills for the disable, regardless of age. Each state has two senators, regardless of population. Regardless of the dangers he might face, Henson helped many slaves travel the Underground Railroad to freedom. nationality: the state of belonging to a particular nation; people who belong to a nation e.g. Her father is an American. Her mother is an Italian. What nationality is she? Many different nationalities went to the US. at one’s service: willing to help sb. e.g. If you need any help, I’m at your service. “Would you fetch me my glasses from the kitchen, Rose?” “At your service, madam.’ arrangement: plan; preparation (usu. Pl, followed by about/for) e.g. The company tried to make flexible work arrangements so that it would make the best of all its employees. The president doesn’t want any special arrangements for her visit. The personnel department only called me, but made no arrangements to see me. organization: a group of persons grouped together or organized for some purpose or work e.g. The European Union, the biggest US trade partner, prepared a protest to the World Trade Organization (WTO). The Organization for Economic Cooperation and development (OECD) The World Health Organization (WHO) The North Atlantic Treaty Organization (NATO) supreme: greatest in power, rank or degree e.g. The Supreme Court meets in Washington, D.C., and the other federal courts are located in cities throughout the United States. They argued that the Security Council was the supreme authority and the General Assembly had in fact no right to authorize peacekeeping activities. And Cameron really went to piece.: Cameron was really so upset that he lost control of himself. go to pieces: If you go to pieces, you are so upset or nervous that you lose control of yourself and cannot do what you should do. e.g. Anne is a strong woman, but she nearly went to pieces when she heard her colleague died in the car accident. come around: visit someone at their house e.g. Halfway through the party, a neighbor came around to complain about the noise. Why didn’t you come around while you were in Beijing on business? leave…alone: allow one to be by oneself; allow sb. or sth. to remain untouched or unchanged e.g. It’s useless to talk to her since she is so upset; just leave her alone. I told you to leave that vast alone---now you’ve broken it. He won’t leave alone------he’s always phoning or coming to see me. garbage: nonsense; rubbish e.g. Peter was talking a lot of garbage about education. Family members hauled bags of trash out to the garbage can, and, once or twice a week, collection crews would dump them into a garbage truck. heave: raise or lift with great effort e.g They had to heave the piano onto the stage. The teacher heaved Mary to her feet and took her to the office. wit: (also wits) quick understanding, intelligence e.g. He lacked the wit to respond in time. Peter hadn’t the wits to realize the danger. The policeman used his wits more than his gun to tame the local criminals. make like: (infml) act as if one were; pretend to be ( used in the patterns: make like sb./sth.; make like+ clause) e.g. The old man made like a monkey to amuse the children. Bob made like he was fish blowing bubbles. knock down: (1) cause someone to fall to the ground by pushing or hitting them e.g. The old man died in hospital after being knocked down by a car. The driver was in serious trouble for knocking down a pedestrian on a pedestrian crossing. (2) destroy and remove sth. e.g. The house is being knocked down to make way for a new road. We’re planning to knock the dividing wall down so as to make one large room. catch sight of: see for a moment e.g. I caught sight of her just she turned the corner and disappeared. I happened to catch sight of John as he was going past our office. fade out: disappear gradually e.g. As it was getting colder and colder, their enthusiasm for doing sports in the morning faded out. My daughter’s interest in drawing has now almost completely fade out. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the structures and long sentences of the text; 2.Language Focus P116-124 b.Written: 1. P119 4 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures in Text A 1. …or keep on listening to Cameron curse real steady… It went up easy as a feather And they talked funny. *real, easy, funny为形容词形的副词 e.g. She can jump really high. Please drive slow. 有些形容词有两种副词形式，一种与形容词同形，另一种是在其后加后缀ly. 一般来说形容词形的副词句中作用相当于表语或补语，多用于口语之中；以ly结尾的副词在句中的作用相当于程度或方式状语。 e.g. We must stand firm. They fixed the post firmly in the ground. You can eat free in my restaurant whenever you like. You can speak freely in front of George---he knows everything. 这两种形式的副词有时意思相同或相近，有时则含义完全不同。 e.g. I clean forgot about it. This knife doesn’t cut cleanly. The bird was flying high in the sky. He is highly estimated among his fellows. The plane goes direct from Shanghai to Osaka without speaking. The leaders will be there directly. 2. …if someone had pushed the chair out of from under me. *在英语中，有时两个不同的介词同时使用。这类介词称 双重介词。常见的双重介词有：from under, from behind, from within, from among, except for, except to, up to, until after等。 e.g. Half of the committee members were chosen from among the women workers. You have to wait here until after sunset. Dr. Smith is too busy to spare us any time except on Sunday. 3. … I can see in your mind that you really wish, with great intensity, to be left alone. *不定式的被动语态 e.g. They will not allow such things to be done. The matter remains to be discussed. 在“there be+名词（短语）+不定式”句型中，不定式可用主动式，也可用被动式。 e.g. There is nothing to gain (=to be gained) by pretending. There are a lot of problems to solve(to be solved). 当不定式与句中的主语或宾语有逻辑上的动宾关系时，不定式通常以主动形式表示被动意义。 e.g. Is the dictionary free to borrow? I found the lecture hard to understand. 4. I don’t know how I did it, he being twenty-five pounds heavier than I, but I heaved him to the window by his shirt collar. *带主语的分词被成为分词的独立主格结构或独立主格，在句中做状语表示时间，原因，条件等。 e.g. Weather permitting, we shall go to Beijing for a trip tomorrow. She being absent, nothing could be done to our plan. Everything taken into consideration, your work is well done. The project finished, they had a two weeks’ leave. 5. He was too surprised to resist and… *too…to表示否定意义， enough…to表示肯定意义。 e.g. The water is too cold for us to go swimming. (=The water isn’t warm enough for us to go swimming.) She was too young to be assigned such work. (=She was not old enough to be assigned such work.) only too, all too, but too等与不定式连用时，不定式一般不表示否定意义，意为“非常，很”。too ready to… too apt to…也同样没有否定意义。 e.g. I am only too willing to help Alice. Cherry is too ready to find fault. He is too apt to suspect. Difficult sentences in Text A 1. I can see in your mind that you really wish, with great intensity, to be left alone. (I can see you really wish to be free from disturbance.) I don’t know how I did it, he being twenty-five pounds heavier than I, but I heaved him to the window by his shirt collar. (He is twenty-five pounds heavier than I. I don’t know how did I heave him to the window by his shirt collar.) He was too young to resist and when he recovered his wits enough to make like he was going to know me down, he caught sight of what was going on outside the window and the breath went out of him. (He didn’t resist out of surprise and when he recovered his wits enough, he wanted to knock me down, but at this moment he saw what was going on outside the window and almost ceased to breathe. ) 4. It went up easy as a feather and a red-orange glow showed up on one side and got brighter as the ship got smaller till it was a shooting star again, slowly fading out. (It rose like a feather and on one side showed up a red-orange glow and got brighter as the ship got smaller till it was a shooting star again, slowly disappeared. ) Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A 1. Comprehension Pre-reading * Background knowledge (2) While-reading * Go through the Text paragraph by paragraph *Point out the important structures and long sentences for further explanation later (3) Post-reading *Text Questions *Text Organization * Writing Characteristics * Discussion *Main Idea 2. Language items 40 words and phrases 5 structures 4 sentences 8 paragraphs 1 essay 3. Exercises P111-P124 b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P122-123 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: 1.To understand Text B 2.To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P125) (1) take…for granted (2) be true of (3) in theory (4) detect (5) in particular (6) in connection with (7) reliable (8) for one thing (9) stable (10) orbit (11) for instance (12) be apt to so (13) evolution (14) in other words (15) existence (16) capable (17) endure (18) dispose (19) in the process of (20) universe 2. Comprehension (1) Explain the text (2) Summarize Text Organization Part One (Para 1) A question was given that whether there is life on other planet. Part Two: (Paras 2-6) Is there any planets running around other stars? Part Three: (Paras 7-13) What conditions in planets will be suitable for life? Part Four: (Paras14-19) Life can exist in other planets in theory, but it is uncertain. (3) Summarize General idea The article argues about whether there is life on other planets and provides some theories to illustrate the possibility. The attitude of the author is object. Although new questions are put forward in the text to reflect the question, from the point of the author’s view. To draw a conclusion, we still need new evidence. 3. Long sentences The best chance for detecting a planet outside our solar system is to choose a star that is very close to us so that we can measure any deviation from its path most accurately. If it had an erratic orbit, there might be times when its temperature would rise above the boiling point of water or, at other times, drop below Antarctic temperatures, and there would be much chance of finding life as we know it. But even assuming that a planet is the right size and has the proper chemical composition and a stable orbit neither too far from its star nor too close, so that its temperature is at all times in the range of liquid water (as is true of Earth except for the polar regions), a great deal would still depend on the kind of star it was revolving about. We can’t count wild tales of flying saucers and ancient astronauts, because the evidence in their favor is extremely weak. b. the theme-related language learning tasks (Part IV) 1. Role Play (P134) 2. Essay Writing P135 How to write an expository essay In Unit Three, Book One, we talked about two points related to the writing of expository essays. What will be discussed here are: ①Preparing Enough Material It is advisable to prepare enough material (details or examples) to help your explanation. Readers often find abstract discussions hard to follow if they are not illustrated by concrete examples. Moreover, good exposition is often both instructive and interesting: with many concrete examples, your essay certainly will not be dull, though not necessarily interesting. ② Dramatizing the Issue Good writing gets the reader’s attention quickly. If you are writing about the problem of pollution, you could start by listing the statistics on pollution in the world today. But the facts alone may not attract your readers’ attention. A more effective way of presenting this problem would be to tell the story of one polluted village. This would dramatically illustrate the problem and draw the reader into your exposition. Titles for choice *Pressing Problems On Our Planet I Wish to Discuss with Extraterrestrials STEP FIVE: Consolidation ( 10’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P130-133) b. Written: 1.Write an essay