Unit 6(by qinying)
Section A
I. Teaching aims:
(1)Enable students to understand a brief explanation of some names that appeared in the text.
(2)Help students master another writing skill: comparison.
(3)Help students master the use of some key words and phrases.
(4)Help students do oral practice about the text.
II. Difficult points:
(1)The analysis of comparison
(2) The practice of key words and phrases and sentence structure
(3)The understanding of the exercises.
III Teaching steps
(1)Warming-up and lead-in
(2)In-put
(3)Practice
(4)Out-put
- Warming-up and lead-in
Do you know the meaning of your name?
(Ask students to tell the meaning of their names.)
- In-put
(1)The in-put of text content
Ask students to guess the meaning of the English names mentioned in the text and then answer the following questions.
①Did Debbie like her former name? Why? Or why not?
②According to Debbie, what difference did it make when she substituted her middle name, Lynne, for her first name Debbie?
③What did the writer think of Debbie’s name change?
④According to the writer, why did one prominent magazine consistently refuse to print “Joe” in his byline?
⑤In paragraph 5, why was the woman ill at ease?
⑥Why did the writer say that we were all guilty of name stereotyping to some extent?
⑦How can name-based prejudices affect classroom achievement?
⑧According to the writer, what can you do if your name doesn’t seem to fit you?
(2)The in-put of text structure
Show students how comparison is used in the first part of paragraph 7.
(3)The in-put of some keywords or phrases.
①feel like: identify with (as used in the text); have a wish for, want
I just don’t feel like a Debbie.
Do you feel like a cup of coffee?
②application n.
- an official written requests be allowed to have a job or membership in an organization
Job applications should be handed in as early as possible.
- the use of a rule or piece of knowledge in a particular situation students learned the practical application of the theory they had learned in the classroom.
The verb from of application is “apply’
a.You may apply for the job in person or by letter.
b.This rule applies to new students only.
③substitute
- vt. Put (sth. or sb.) in place of another
They were substituting violence for dialogue.
- vi. Act or serve as a replacement
Can you substitute for me at the meeting?
Notice that in both its transitive and intransitive uses, the verb “substitute” is used together with the preposition “for”
- n. [C] The teacher is ill, so a substitute is teaching today.
There is no substitute for good food and exercise.
④confidence
- belief in one’s own or another’s ability
John lacks confidence in himself.
He answered the question with confidence.
- faith; full trust
Don’t put too much confidence in what the papers say.
confident: adj.
We should be confident of ourselves.
⑤talent n.
a. a special natural or learned ability or skill, esp. of a high quality
Alice has a talent for language.
b. [U] people of such ability
Nowadays a major loss of talent to overseas jobs occurs.
⑥even so: in spite of that
There are many spelling mistakes; even so, its quite a good essay.
I had a terrible headache, but, even so, I went to the concert.
⑦prominent adj.
- The government should be playing a more prominent role in improving public traffic.
- His nose is too prominent.
Prominence: n.
- the quality, fact, or state of being well-known and important. This word is often used in the phrase “bring sth. into prominence” or “come into prominence”
This young artist is coming into prominence.
- a thing or place that is standing far out (beyond a surface)
There was a low prominence in the middle of the desert.
⑧confess v.
- admit often unwillingly
I’m rather bored, I must confess.
- admit that one has done sth. wrong, esp. when what one has done is secret.
She confessed to her husband that she had sold her wedding ring.
⑨award: v.
a. give sth. such as a prize or an exam mark, esp. as a result of an official decision to sb.
The university awarded grants to poor students.
b: give by a decision in a court of law
The court awarded him damages of $50,000.
This word can be also used as a noun.
Because of his great contribution to the country, he won the highest award.
Compare award with reward.
Reward:
a. n [C; U for](sth. given or gained as)
return for work or service.
She got nothing in reward for her kindness.
The police are offering a reward of $10000 for information about the robbery.
b. v[T for, with] to give a reward to sb.
How can I reward you for all your help?
⑩label n.
a. a word of phrase describing a group or class , name
This city merits it’s labels the garden of the world.
b. a piece of paper or other material, fixed to sth. in order to give information about it, such as what it is, where it is to go, who owns it, etc.
Because there is no label on the luggage, we don’t know to whom it belongs.
label vt.
a. If you spend any time in prison, you’re labeled a criminal for the rest of your life.
b. This jam is labeled “apple and banana”
- practice
(1) The practice of new words and phrases.
Ask students to make sentences with the above key words and phrases orally.
(2) The practice of analysis of text structure.
①Ask students to analyze how comparison is used in the second part of paragraph 7, and then they can check their analysis according to the analysis on P158.
②Ask students to find out the topic sentence for each paragraph or to summarize one.
(3) The practice of analysis of some important sentences structure and then the translation of them on P157.
(4) A brief conclusion of the text and students’ performance.
4. Out-put
(1) Doing the exercises in the textbook.
(2) Making a summary of the text.
Section B
Teaching steps:
- Ask students to read the new words and phrases together.
- Ask students to find out the main idea of each paragraph or to summarize one.
- Ask students to finish exercise XV on P169.
- Ask students to make a summary of the text.
Section C
Ask students to finish it by themselves.