Teaching Plan for Unit 3, Book One Section A (4 hours): A Good Heart to Lean On Teaching Objectives: Students (Ss) will be able to: ? get acquainted with a new way of communication — showing deep caring to others. ? understand the favorable effect of deep caring and learn how to extend a helping hand to people in difficulties ? have a good comprehension of the text ? master the key language points and grammatical structure in the text ? appreciate the structure of a General Point Supported by Examples and learn to write a short paragraph of a general point supported by examples Time Allotment: 1st period 2nd period  3rd period  4th period  Pre-reading task While-reading task: 1 While-reading task: 2, 3 While-reading task: 4 Post-reading task Post-reading task   Previewing Tasks: -Cultural Notes: Manhattan Brooklyn Ebbets Field Dodgers Online resources are provided. Ss are required to prepare the background information before class. -Ss study all the bold words in the test. Ss will be asked to explain them in English in class Teaching Procedures: 1. Pre-reading tasks 1.1 Check on students’ previewing work -Classroom presentation: representatives from each group are required to give a brief introduction to the following cultural notes: Manhattan Brooklyn Ebbets Field Dodgers 1.2 Listening and Answering Questions -Listen to a short piece of recording twice to have ideas about the story -Answer the following questions: 1) Why did the author feel ashamed of been seen with his father? -Because his father was seriously crippled and couldn't walk properly without help. 2) What was his father's attitude towards life? -He had a positive attitude towards life and spared no effort to get engaged actively and happily in life. 3) How do you understand the tittle — "A good heart to Lean On"? -It means a good heart to rely on for help, support and encouragement. 1.3 Compound Dictation Listen to the recording again and fill in the blanks with the words or phrases you hear from the tape: In this story, a son describes how __ he felt as a youth when he walked down the street with his _ father. The son did not like hoe people __ at them. His father never let on that he saw __. He was very __ and __ life. He often took part in __ through his son. Over time, the son learned that his father had a __, His father has been __ many years and the son is__ he did not tell him how much he __ him. Now he often remembers __. 2. While-reading Tasks 2.1 Part One (Paras. 1-4) -Pair work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher (T) may ask a few Ss to present the answers. 1) What would the writer do when he was seen with his father? In mind he would fight against his negative feelings about the people's attention, and in action he would show his impatience to his father's incapability. 2) What was his father's physical condition? He was very short and seriously crippled. He couldn't walk properly without help. 3) Did his father work? If yes, where? Yes, he did. He works in an office near the subway station. 4) How did the writer and his sister help with their father in bad weather? They had to use a child's wagon to pull their father through the streets to his work place. -Group work: Main Idea 1) Break Ss into small groups and give each group a piece of paper with the main idea on it. But some words in the main idea are missing. Ss work together to fill in the missing words. Later T may ask some Ss to present their answers. 2) Ask the Ss in each group to give some supporting details to the main idea. Representatives in each group will present their examples to the class. It described the writer's embarrassed feeling about his handicapped father and his impatience to his father's incapability   Supporting details: -his hand on my arm for balance -it was difficult to coordinate -it was impossible for -people would stare our step him to walk with snow -T would inwardly struggle at the -his halting, mine impatience or ice on ground unwanted attention -we didn't say much as we -pull him through on a went along child's wagon -Difficult Sentences 1) If he ever noticed or was bothered, he never let on. (Para. 1, Line 3) What did he notice? What was he bothered by? What wouldn't he do? When the father observed his son's unfavorable feeling about people's stare and felt uneasy about it, he would try to hide his feelings and never showed it to others. 2) It was difficult to coordinate our steps — his halting- mine impatient — (Para,2, Line l) It was difficult for us to step forward together, because he had to stop at intervals and I was not patient enough to wait and 1 wanted to move fast. -Key words, expressions and structure Lean on: to depend on someone or something for support or encouragement, especially at a difficult time e.g. It’s good to know you’ve got friends to lean on. balance: n. a state in which all your weight is evenly spread so that you do not fall e.g. keep balance lose balance to get into a steady position e.g. When you learn to ride bicycle you have to learn to balance balance on: e.g. The dog balance a ball on its nose. despite - in spite of e.g. Despite all our efforts to save the school, the County decided to close it. We went out in spite of the rain. She went to Spain despite (in spite of) the fact that the doctor told her to rest. once: conj. from the moment the thing happens e.g. Once she arrives, we can start. adv. Once a week/year etc. / at once / all at once / once more / once again / once or twice adjust to: to gradually get used to a new situation by making small changes to the way you do things. e.g. Adjusting to the tropical heat was more difficult than they had expected. even if: no matter if Charlie is going to have problems findings a job even if she gets her A levels. pull: v. To use your hand to make something move in the direction your are moving. Ss are required to look into the dictionary for the use of the following: pull ahead pull apart pull away pull down pull in pull off pull out pull over pull together pull up 2.2 Part Two (Paras. 5-7) -Pair Work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher (T) may ask a few Ss to present the answers. 1) How does the writer think of his father now? -He feels different about his father. He thinks that his father is a man with strong will and courage. 2) Why didn't his father think himself a pity? -He accepted his poor physical condition calmly and enjoyed his positive attitude towards life. And he was expecting a "good heart" from others. -Work on your own: Main ideas T writes on the board the main idea with several words missing. Ss work on their own to find out the answers. Now the writer thinks of his father differently and shows great admiration to his father's Courage to overcoming so many difficulties to show his positive attitudes and love towards life.   -Difficult Sentences 1) He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able.(Para.6 Line 1) He never felt himself pitiful and he wasn't jealous of the people who are lucky enough to enjoy good health and be able-bodied to be fully engaged in life. -Key words, expressions and structure stress: n. a) continuous feelings of worry about your work or personal life, that prevent you from relaxing e.g. Your headache is due to the stress be under stress / stress and strain / stress-related b) the special attention or importance given to particular idea, fact, or activity e.g. The school laid(put) particular stress on the need for discipline. envy: n. the feeling of wanting something that someone else has e.g. He stares with envy at Tom’s new car. be green with envy / be the envy of v. to wish that you have someone else’s possession, abilities, etc e.g. Helen envied Sally for her youth and strength. envious: adj. be envious of Synonym: jealous adj. Feeling angry or unhappy because someone has something that you would like be jealous of: e.g. Why are you so jealous of his success? make sb. jealous / get jealous jealousy (n.)– jealously(adv.) subject to: force someone or something to experience something very unpleasant or difficulty, especially over a long time e.g. We must subject all the applications to careful scrutiny. now that: conj. since; because of something; as a result of something e.g. Now that they’ve got to know each other a little better, they get along just well. 2.3 Part Three (Paras. 8-11) -Pair work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher (T) may ask a few Ss to present the answers. 1) How did the writer's father participate in many activities? - He participated actively in many activities either through his own efforts or through his son 2) Could you please give some examples? -Group work: Main idea T writers on the board the main idea of this part and the Ss offer the fact examples. The writer's father tried to be fully engaged in as many activities as possible through his own Efforts as well as through his son.   Fact example: -he kept a baseball team going - when I played ball, he "played" too -he was a knowledgeable baseball fan - when I joined the Navy, he "joined" too -he liked to go to dances and parties - introduced me to his colleagues -he could have a good time just sitting and watching -Difficult sentences 1) ... any fighter was urged to take a dive before the fight began. (Para. 10 line 1) Fighter - boxer Take a dive - agree to lose a fight or game deliberately and dishonestly -Key words, expressions and structure engage: to attract someone and keep their interest e.g. The new toy didn’t engage the child’s interest for long engage sb. to do: to arrange to employ someone e.g. His father engaged a private tutor to improve his maths. engage in: to take part or become involved in an activity e.g. He often engages in various business activities. engage sb. in conversation: to start talking to someone and involve them in a conversation be (get) engaged: adj. Having agreed to get married e.g. Tom and Mary have just got engaged. participate in – take part in e.g. Everyone in the class is expecting to participate in the discussion. see to it that: to make sure that something is done e.g. We will see to it that the boy is properly educated. 2.4 Part Four (Paras. 12-13) -Pair Work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher (T) may ask a few Ss to present me answers 1) What will the writer tell his father if he has a chance? - He will tell his father that he is very sorry for what he thought of his father and what he did to him. 2) When will he mink of his father? when he complains about small matters when he feels jealous when he lacks good heart -Pair Work: Main idea Ss are required to work with a partner to figure out the main idea of this part The writer is now mature enough to understand his father and feels encouraged by his Father's spirit   -Key words, expressions and structure reluctant (adj.)– reluctance (n.): unwilling, and therefore perhaps slow to act e.g. He gave a reluctant promise. 3. Post-reading Tasks 3.1 Story Summary Pair work: Ex. IX (P.59) 3.2 Food for thought Group discussion: Do people need to have a good heart? Why? Why not? 3.3 Check on language points 1) Ss are required to explain the bold words in the text in English. 2) Ss are required to make sentences with the words or expression they have learnt 3.4 Dictation He. has been gone many years now, but I think of him often. I wonder if he sensed my reluctance to be seen with him during our walks. If he did, I am sorry I never told him how sorry I was, how unworthy I was, hoe I regretted it. I think of him when I complain about trifles, when I am envious of another's good fortune, when I don't have a "good heart". As such times 1 put my hand on his arm to regain my balance, and say, "You set the pace. I will try to adjust you " 3.5 Structured Writing 1) Work on your own (Ex.XI P. 61) 2) Peer assessment: Ss exchange their writings to read, correct, share and appreciate 3) T gives comments 3.6 Assign homework Section B & Section C (2 hours) Subject: The Right Son at the Right Time (Section B) Love of Life (Section C) Teaching Objectives: Ss will be able to: ? grasp the main idea of the texts (There are people who care what happens to their fellow men. A person in need is a person with good heart) ? master the reading skill — reading for the key ideas in sentences Teaching procedures: 1. Comprehension tasks: -Pair work: True or false 1) An urgent message was sent to the Red Cross to request the old man's son to rush home, because the old man was seriously injured in a traffic accident. 2) Tired as he was, the young man was very exciting to see his father. 3) The old man assured that the young man was his son. 4) The moment the young man walked into the ward, the nurse found that he was a wrong person, and the hospital called the Red Cross to send the real son. 5) The young man stayed because he knew that the old man needed him. 6) The real son couldn't make it to the hospital until after me old man's funeral. -Group discussion: What would you do if you were the young man? 1) stay in the hospital to accompany the old man during his last hours of life 2) tell the nurse the truth and go back to the army camp 3) help the hospital to look for the real son 4) feel scared to see a dying old man and escape from the hospital 2. Text organization: Pair work: Ss are required to divide the text into three parts and write down the main idea of each part. Part One: Paras 1-3 -Main idea: A dying old man was rushed to the hospital and he wanted desperately to see his son. Part Two: Paras. 4-8 -Main idea: The young man, though he was not the old man's son, stayed on in the hospital to accompany and comfort the old man because he knew the old man really needed him. Part Three: Paras. 9-1 5 -Maul idea: It turned out there had been a mistake because of two Marines with the same name. And the real son finally managed to make it to his father’s funeral. 3. Reading skills: reading for key ideas of sentences --- theory and practice Three important points: Ask who or what the sentence is about. Ask what the person or object is doing or what is happening to the person or object. Learn to separate the main ideas from the minor details which would tell us about when, what kind, where. They are only important in the sense of supporting the key idea. But they are not the key idea of a sentence. Practice: Try to find out the key ideas of the following sentences from Passage A: He was severely crippled and very short, and when we walked together, his hand on my arm for balance. Key idea: He was crippled. It was difficult to coordinate our step ---his halting, mine impatient --- and because of that, we didn’t say much as we went along. Key idea: It was difficult to coordinate our step. When I think of it now, I am amazed at how much courage it must have taken for a grown man to subject himself to such shame and stress. Key idea: I am amazed at his courage. 4. Pair work: Ex. XII P. 62 5. Section C Section C is assigned as homework before class. T just needs to check on Ss’ work of Ex. XVI and XVII (P. 70-72 ) and answers Ss’ questions.