Book one
Unit 5 Romance
I Objectives
The teaching of this unit (mainly Text A) aims to enables students:
- to appreciate the following narrative skills demonstrated in the text:
a)switch between tenses, change of narrators;
b)some rhetorical devices, e.g. simile and metaphor;
c)the use of informal language in conversations.
- to grasp the main idea—the nature of a heart is seen in its response to the unattractive;
to analyze the structure of the text.
- master the key language points and grammatical structure in the text.
Part II Time allotment
This unit is scheduled to be taught in 5 class periods.
1st period:
1)Introduce the story by listening to the song “Valentine”.
2)Provide more information related to the text.
3)Ask the students to do Text Organization Exercise 1 on P.142-143.
4)Analyze the structure of the text and draw students’ attention to Text Organization Exercise 2 on P.143.
2nd period:
1)Study and practice the key language points in Part I. Call students’ attention to the narrative skills employed by the author (When/ Where did the story happen? Who’s the main character? What’s his/her identity? /What’s he doing?)
2) Study and practice the key language points in Part II. Call students’ attention to the switch in tenses (flashback) in Para. 2.
3)Study the rhetorical device (metaphor) demonstrated in Para. 4. Ask students to compare a metaphor with a simile.
4)Ask students to have a group discussion on the main idea of Part II.
3rd period
1)Ask students to retell the first part of the story.
2)Study and practice the key language points in Part III. Draw students’ attention to the change in narrator in Para. 7.
3)Pair work: Each pair is required to have a group discussion on the main idea of Part III.
4)Study the ending of the story. Call students’ attention to the main idea of the whole text.
4th period:
1)Pair work: review the text by answering the content questions on P.141-142.
2)Do some of the exercises in the textbook.
5th period
Study Text B & Part IV (theme-related language learning tasks)
III Language Points
1. straighten: (cause to) become straight or level
* analyze the formation of the word: a.+-en→v.
e.g. sharpen, deepen, shorten, weaken, quicken, etc.
*Examples: The road finally ~s (out) after a series of bents.
He ~ed the bent wire.
2. make one’s way: go
*Examples: Early in the morning the hunter made his way into the woods.
3. absorb: 1)( usu. Passive) completely hold one’s attention (usu. followed by in)
*Examples: The task ~ed all his energies.
He was so ~ed in the book that he didn’t realize that it was nearly midnight.
2) take in
*Examples: I haven’t really had time to ~ everything that my teacher said in class.
- reflect: be a sign of, show
*Examples: The literature of the period ~ed its values and tastes.
Rising prices may ~ the rise in demand for these goods.
- locate: 1) find the exact location of
*Examples: Can you ~ the Great Wall Hotel on the map?
2) fix or put in a certain place
*Examples: Our school is ~ed in the center of the town.
- fertile: (of land) able to produce good crops
*Examples: This used to be a ~ land. But now it has become barren as a result of excessive cultivation.
- schedule v.: arrange for sth. to happen or to be done at a particular time
*Examples: The mayor is ~d to visit France next month.
A fireworks display is ~d for New Year’s Eve.
- sustain: cause to continue for an extended period; strengthen or support physically or mentally
*Examples: I am too fatigued to ~ a long conversation.
Our financial base is stable enough to ~ the extra expense.
- long for: have a strong wish or desire for sb./sth.
*Examples: She said that she was ~ing for your understanding.
- sensible: showing or having good sense
*Examples: It’s very ~ of you to have apologized to her.
She was far too ~ to believe these ridiculous lies.
- grateful to sb. for sth: thankful
*Examples: We are most ~ to you for your timely help.
- in response to: in answer to
*Examples: He kept silent in response to the policeman’s questions.
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