Teaching Plan for Unit 5, Book Two Section A (4 periods) Weeping for My Smoking Daughter Teaching Objectives: The students should be able to learn that Reading Passage A is about smoking problems and effects especially with the younger generation. Grasp the main idea and structure of the text. understand the structure of cause-and-effect writing. write a cause-and effect essay. Master the key language points and grammatical structures in the text. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Summary The author feels hurt at her daughter’s smoking. She recalls how her father was hooked by cigarette and in the end killed by it. In the Third World countries, the author gains a further view into the fact that smoking makes the poor even poorer and weaker. The author appeals to save their relatives and the people around them. Meanwhile, the author strongly attacks those tobacco companies and their advertising for their seduction and harmful effects on people. Teaching Procedures: Pre-reading Activities 1. Compound Dictation listen to the passage and fill in the blanks with the words you hear from the tape. A mother weeps. Her daughter is smoking the kind of cigarettes that killed her grandfather. Tobacco advertising and film actors had attracted the grandfather to smoking but he looked well like them. His health was poor when his daughter was only sixteen; his breathing was difficult; he often when climbing stairs; . Now his daughter is deeply hurt; she was . For what purpose? To see all her care thrown away as her sixteen-year-old daughter slowly kills herself? The mother feels smoking is self-injury. It also injures . The mother watched her father’s slow death; . 2 Read the text within the time limit and answer the following questions ① How does the writer feel when she sees her daughter smoking? ② What does the writer read in the newspaper and in the gardening magazine about the effects of cigarette ends? ③ Why does the writer feel a deep hurt as a mother? ④ According to Paragraph 8. how does the writer view smoking? While-reading Activities Structure and main idea. Para. 1 I weep because my daughter smokes. Key words and Expressions. 1.study, 2.be grateful for Difficult Sentences 1. I pick them up, take them into the kitchen, where the light is better, and study them —they’re filtered, for which I am grateful. (Para. 1) What does the word “which” refer to? Paras. 2-5 I recall how my father was hooked and eventually killed by cigarette. Para. 4 Structure Analysis The cause: I do remember when he started to cough. Perhaps it was unnoticeable at first, a little coughing in the morning as he lit his first cigarette upon getting out of bed.   The effects: By the time I was sixteen, my daughter’s age, his breath was a wheeze, embarrassing to hear; he could not climb stairs without resting every third or fourth step. It was not unusual for him to cough for an hour.  Key words and Expressions 1. slim 2. be dressed in 3.couple with 4.die from 5.lean on Difficult Sentences 1. She doesn’t know this, but it was Camels that my father, her grandfather, smoked. (Para. 2) this: The word is used in the above sentence to refer to the fact mentioned in the second part of the sentence. it is (was)…that (who): This structure is used for emphasis. Notice that this structure can be used to emphasize any element of a clause except the verb. “that”, not “when” or “where”, is used even if this structure is used to emphasize an adverbial of time or place. eg: ① It was yesterday that he came here. ② It was in Haikou that I saw coconuts. 2. My father died from “the poor man’s friend”, pneumonia, one hard winter when his lung illnesses had left him low. (Para. 5) 3. I doubt he had much lung left at all. (Para. 5) 4. Near the very end of his life, and largely because he had no more lungs, he quit smoking. (Para. 5) Para. 6 I gain a better understanding of the harm of cigarette in the Third world countries. Structure Analysis The cause: When I travel to Third world countries I see many people like my father and daughter. There are large advertisement signs directed at them both: the tough, confident or fashionable older man, the beautiful, “worldly” young woman, both dragging away.   The effects: In these poor countries, as in American inner cities and on reservations, money that should be spent for food goes instead to the tobacco companies; over time, people starve themselves of both food and air, effectively weakening and hooking their children, eventually killing themselves. I read in the newspaper and in my gardening magazine that the ends of cigarettes are so poisonous that if a baby swallows one, it is likely to die, and that the boiled water from a bunch of them makes an effective insecticide.   Key words and Expressions 1.direct at 2.go to 3.starve of starve to death; starve for sth; starve sb. of sth. Difficult Sentences: 1. There are large advertisement ……both dragging away. (Para. 6) Para. 7 I have a feeling of hurt and uselessness at my daughter’s smoking. Key words and Expressions 1. struggle to do 2. die of Para. 8 I hope people would quit smoking at each family. Key words and Expressions 1. a battered women’s shelter 2. zone, area, district, region. Difficult Sentences: I believe everything does. I realize now that as a child I sat by, through the years, and literally watched my father kill himself: surely one such victory in my family, for the prosperous leaders who own the tobacco companies, is enough. Post-reading Activities 1. Reading comprehension why-question (1) The Great Pyramid of Giza, a monument of wisdom and prophecy, was built as a tomb for Pharaoh Cheops in 2720 B.C. Question: Why was the Great Pyramid constructed? A. As a tomb for the Pharaoh B. As an engineering wonder. C. As a religious temple. D. As a solar observatory in Egypt. (2) In 1957, after graduation from medical college, she decided to further her education in London. She wanted to be a surgeon, but a serious eye infection forced her to abandon the idea. Question: Why couldn’t she realize her dream of being a surgeon? A. She couldn’t get admitted to medical college. B. She decided to go on with her education in London. C. It was difficult for her to start a practice in US. D. A serious eye infection halted her desire. 2. Discussion (group work): Smoking and Life Expectancy Smoking and Life Expectancy  Present Age  Cigarettes Per day Life Expectation 25 30 35 40 45 50 55 60 65  0 Years expected 48.6 43.9 39.2 34.5 30.0 25.6 21.4 17.6 14.1  1-9 Years expected (years lost) 44.0 (4.6) 39.3 (4.6) 34.7 (4.5) 30.2 (4.3) 25.9 (4.1) 21.8 (3.8) 17.9 (3.5) 14.5 (3.1) 11.3 (2.8)  10-19 Years expected (years lost) 43.1 (5.5) 38.4 (5.5) 33.8 (5.4) 29.3 (5.2) 25.0 (5.0) 21.0 (4.6) 17.4 (4.0) 14.1 (3.5) 11.2 (2.9)  20-39 Years expected (years lost) 42.4 (6.2) 37.8 (6.1) 33.2 (6.0) 28.7 (5.8) 24.4 (5.6) 20.5 (5.1) 17.0 (4.4) 13.7 (3.9) 11.0 (3.1)  Male Smokers in USA 3. Vocabulary, Structure and Translation 4. Assignments 1. Here is a topic for you, Please write your essay showing a cause-and effect relation. “Fighting against Smoking” 2. preview Section B. Class hours 2 periods    Content Section B: Stop Spoiling your Children Unit 5, Book Two, New Horizon College English  Teaching Purposes 1.understanding figurative language. 2. help the students Learn some background of relationships between parents and children both in China and America. 3.to know how to improve their relationships with their parents. 4. some key words and expressions should be mastered.  Focal Points 1.explain the concepts of simile, metaphor and personification. 2.structure, main idea and text-related information. (1) Paras. 1-2 I find there is a common tendency of giving children too much in American families. (2) Paras. 3-6 Several reasons are concluded that contribute to this tendency. (3) Paras. 7-8 Giving children too much may bring about harmful effects. (4) Paras. 9-11 Some suggestions are presented to help parents. 3. Key words, expressions & usages spoil, assign, barely, somewhat, accommodation, obtain, variable, sour, conversely, submit, uncover, definite, bound, satisfying / satisfied (excite, move, disappoint, confuse, worry, interest, depress, please, amuse, exhaust, shock, frighten, astonish.) 4. understanding the details 5.cultivating students’ language sense.  Difficult Points Detailed analysis of difficult sentences in section B 1. pack with 6. make fun of 2. make a point 7.stand up to 3.take …for granted 8.give in 4. attempt to do 9. on demand 5. for fear that 10. turn over a new leaf 1.…parents spoil their children out of a sense of quilt (para. 4). 2.…along with those things they pined for but didn’t get (para. 5).  Teaching Procedures 1. dictation (Write as many sentences as you can within the time limit) 2. reading skill training (understanding figurative language, give some examples) and reading comprehension. 3. interactive activities (pair work, group-discussion) (1) My View on One-child Family (2) Styles of Living (3) Generation Gap  Teaching Methods applied  dictating, questioning, discussing and interacting are applied to achieve the most understanding of section B, open questions for key words and expressions   June 29, 2003