Unit 1 Women of achievement
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(A PROTECTOR OF AFRICAN WILDLIFE)
Aims
To help students develop their reading ability.
To help students learn about women of achievement.
Procedures
I. Warming up
Warming up by describing
Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she What is she What did she do to benefit the world
Warming up by discussing
Hi, every one. How did you spend your winter vacation Did you read any books Did you read any women of achievement What makes a woman of achievement Now in pairs discuss the women on page one. Which of these women do you think is a great woman Give reasons for your choice.
HYPERLINK "http://news./20041123/n223137562.shtml" \t "_blank"
任长霞：霞蔚长天 警魂不朽
Warming up by reading aloud and translating
Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption
（Key: 伊丽莎白·弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。 她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）
Well done! Next let’s have Ju Xiaohong do the second one.
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )
2. Talking and sharing
Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.
(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )
樊锦诗：敦煌女儿 守望敦煌
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A PROTECTOR OF AFRICAN WILDLIFE
Use the rules, make a great person, know about…, in pairs, give reasons for…, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with…, lead China Welfare Institute, study animals, show the connection between… and…, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for…, drive…out of…, put sb to death, become a specialist in women’s illnesses, devote all one’s life to…, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make …all worthwhile, play in the tree, come into one’s arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in one’s own environment, begin one’s project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out…, respect the life of…, leave…in the wild, use… for entertainment or advertisements, set up special places, live safely, crowd in, say…to myself, think about…, in cages, do nothing wrong, achieve everything, gain a doctor’s degree, cheer the achievements of women
3. Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)
4. Reading and transferring information
Read the text again to complete the table, which list what Jane does to protect African wildlife.
What does Jane do
Studied these animals for many years
Spent many years observing and recording their daily activities
Discovered that chimps hunt and eat meat
Discovered how chimps communicate with each other
Argued for chimps to be left in the wild
Set up special places
Working with animals in their own environment
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
黑猩猩
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2.
Closing down by having a discussion
Do you agree with Jane’s ideas Why or why not
(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife
(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)
Closing down by retelling the story of Jane Goodall
I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.
(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)
2．A sample lesson plan for Learning about Language
(Subject-verb agreement)
Aims
To help students learn about subject-verb agreement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
大自然的呼唤
II. Learning about grammar
1. Reading and thinking
Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.
(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)
2. Doing exercises No. 1 and 2 on page 5
Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.
III. Ready used materials for Subject-verb agreement
I got a hold of some bad pork chops the other day, and they didn't agree with me. Stomach aches aren't very pleasant. Don't you agree
We all know these meanings of "agree," but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.
In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:
o stuff in between the subject and verb
o reversed sentence order
o "-body," "-one," and "-thing" words
o "who," "which," and "that"
Stuff in between subjects and verbs
The stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject Do the same thing if you're having problems with agreement. Now, thinking about that, look at the following sentence and decide what's wrong with it:
The dishes in the kitchen is dirty.
Good guess! The subject and the verb don't agree. What's the probable cause for the problem Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:
The dishes in the kitchen is dirty.
"The dishes . . . is dirty " Sounds wrong, doesn't it The subject is plural, but the verb is singular. They don't agree. The correct version is:
The dishes in the kitchen are dirty.
Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.
Reversed sentence order
The normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):
o There are snacks on the laundry-room table.
o Where are they
o On the table are the goodies!
See how the subject comes after the verb in each of these If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences.
"-body," "-one," and "-thing" words
The correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:
1. Everyone is going on a picnic.
2. Each of the boys is taking his own lunch.
3. If anyone drops something to eat, I'll grab it before he can pick it up.
You shouldn't have problems with these if you simply memorize the endings of words that are always singular.
NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:
o Either the mailman or the construction workers are causing Peggy to bark like crazy.
o Neither the dogs down the street nor the one next door pays any attention.
Compare this with the following:
o Either the construction workers or the mailman is causing Peggy to bark like crazy.
o Neither the one next door nor the dogs down the street pay any attention.
Agreement, in this case, depends on the placement of the subject.
"Who," "which," and "that"
Remember dependent clauses They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.
Peggy is a troublemaker. She bites my ears and steals my food.
"Who," "which," and "that" are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a pare the following sentences:
1. Big Dog is one of those animals who are very intelligent.
2. Big Dog is an animal who is very intelligent.
In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why "is" is correct.
This may seem a bit confusing at first, but there's a way to get it right every time. If you find "who," "which," or "that" introducing a dependent clause (like in the examples above):
1. Look at the word right in front of it (usually that's the word it takes the place of).
2. Decide if the word is singular or plural (that will tell you whether "who," "which," or "that" is singular or plural).
3. Make the verb agree!
That's all there is to it!
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on subject-verb agreement.
Quiz on Subject-Verb AgreementSelect one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Don't use the HINT buttons unless you really need them.Either the physicians in this hospital or the chief administrator ____ going to have to make a decision. (is, are) ______ my boss or my sisters in the union going to win this grievance (Is, Are)Some of the votes __________ to have been miscounted. ( seems,seem)The tornadoes that tear through this county every spring _____ more than just a nuisance. (is, are)Everyone selected to serve on this jury _____ to be willing to give up a lot of time.
(has, have)Kara Wolters, together with her teammates, _________ a formidable opponent on the basketball court. (presents, present)He seems to forget that there __________ things to be done before he can graduate. (are, is)There _______ to be some people left in that town after yesterday's flood. (have, has) 9. Some of the grain __________ to be contaminated. (appear, appears)10. Three-quarters of the students __________ against the tuition hike. (is, are)11. Three-quarters of the student body __________ against the tuition hike. (is, are)12. A high percentage of the population _________ voting for the new school. (is, are)13. A high percentage of the people _________ voting for the new school. (was, were)
3． A sample lesson plan for Using Language
(A GOOD EXAMPLE FOR ME)
Aims
To help students read the passage A GOOD EXAMPLE FOR ME.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.
林巧稚----- 中国医学圣母
II. Guided reading
1. Reading and translating
Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A GOOD EXAMPLE FOR ME
sit down at the computer, do some research on…, enjoy English, choose…to study at university, show information on the screen, be busy in one’s career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep… clean and healthy, need the advice, be intended for…, live in the countryside, reach a doctor, become a specialist in women’s diseases, get a medical training, place women’s education second to men’s, make…famous, show kindness and consideration to…, be tired after a day’s work, late at night, deliver a baby, find out more about…, choose not to do sth, have a family of one’s own, make sure that…, carry on the work, fill in the forms for the university entrance exam
3. Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
4. Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
5. Acting
Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!
A text play of A GOOD EXAMPLE FOR ME(Time: Sunday evening; Place: at home; People: Mom and I )I: Mom, do you know anything about Lin Qiaozhi Mom: No, but you may turn on the computer and get online to do some research on her.I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles. Mom: What books did she write I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules. Mom: What are the rules Tell me more about them.I: They are simply rules for keeping babies clean and healthy. Mom: Why did she write that Who are the women that she thought needed that advice I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor. Mom: When did she live I mean Lin Qiaozhi.I: Here it is. She lived in the early 20th century. Mom: Oh, that’s before the liberation and the founding of New China. It’s a long time ago. It must have been very difficult for her to get a medical training. I: Why is that, Mom Mom: Because women’s education was always placed second to men’s. I am sure it was hard work and determination as well as her good nature that got her into medical school. I: Mom, you are right. She is great for her kindness and consideration shown to all her patients. Mom: So what about you, son Have you made up your mind as to what to study at college I: Sure, mom. I will go to a medical university, to be a doctor as great as she is. Mom: I am confident that you will be as good a doctor as her. Go and fill in the forms for the university entrance exam…
III. Guided writing
1. Writing an imagined dialogue
Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …
2. Writing a description
Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.
DESCRIBE A FAMOUS PERSON YOU ADMIRE Mother Teresa is a great woman though she has died. She spent her whole life helping the poorest of the poor. Today, she is renowned and respected around the world. Mother Teresa was born on 26th august 1910 and named Christened Agnes Bojaxhiu. She grew up in the Serbian town of Skopje, which was a poor country at that time. Her whole family was Christians. When she was twelve years old, she expressed her wish to become a nun. As she wanted to be sure on her wish, she spent six years pondering about this decision. At last, she made up her mind and worked as a nun to help the poorest people in India. After becoming sister Teresa, she said that she received a message from god that god wanted her to go to the slums to live with the poor. Her worked started. She founded a new congregation called the missionaries of Christianity in Calcutta. It helped the poor, the sick, orphans, alcoholics, drug addicts and even the aids patients. Mother Teresa was not afraid of infection. She looked after the patients herself and loved them. She never stopped taking care if them and never considered giving up anyone of them. Her work was made known to the world. Some people supported her but some didn’t. She didn’t care. She continued her work and setup other missionaries around the world. She gave love to all the poor in other parts of the world, not only in India. Although she was seriously ill, she never ceased to help the poor. Her work was recognized by the world when she was awarded the Nobel Prize in peace in 1997. She contributed the money she received to the missionary of charity. Mother Teresa died of cardiac arrest on 5th September 1997 in the missionaries’ Calcutta headquarters. Million of people over the world mourned over the loss of this remarkable woman who was a shining example of goodness and love all her life. I regard her as a role model. I wish I could contribute myself for the good of the world like she did.
III. Further applying
Finding information
Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.
Writing letters
Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.
Acting a text play
Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.
IV. Closing down
Closing down by filling a form
Make use of the text and others to fill in form.
Lin Qiaozhi’s life history
time place event
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of A PROTECTOR OF AFRICAN WILDLIFE
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage Being a protector of African wildlife Jane Goodall works to understand chimps and protect them.
Topic sentence of 1st paragraph Our group are all going to visit the chimps in the forest.
Topic sentence of 2nd paragraph Jane spent many years observing and recording their daily activities.
Topic sentence of 3rd paragraph For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
NATURE IN OUR HANDS
II. A tree diagram
III. A retold passage of the text
A possible version:
We set out at 5:45 am to visit the chimps in Gombe national Park. We watched a family of chimps wake up in the morning and followed them wandering into the forest. Jane had been there observing and recording chimps’ daily activities. For 40 years, she had been helping the world to understand and respect the life of these animals. Jane is indeed a woman of achievement and a good example for us all.
2．Background information on Women of achievement
I. What are Women of Achievement 何谓成功女性
A Woman of Achievement is a dedicated leader who has earned admiration and respect; has vision and brings others towards it by her example; faces life’s challenges with grace and courage; lives with dignity, integrity and honor.
II. The Wildlife Conservation Society 野生动物保护协会
The Wildlife Conservation Society saves wildlife and wild lands through careful science, international conservation, education, and the management of the world’s largest system of urban wildlife parks. These activities change attitudes toward nature and help people imagine wildlife and humans living in sustainable interaction on both a local and a global scale. WCS is committed to this work because we believe it essential to the integrity of life on Earth.
III. China Marks 100th Birthday of Chinese Gynecological Pioneer 中国纪念妇科先驱百年诞辰
Many well-known doctors, senior legislators and public health officials gathered in Beijing on Friday to mark the 100th birthday of the late Professor Lin Qiaozhi, a pioneer in gynaecology in China and a well-respected doctor.
In over sixty years of medical service as a gynecologist and an obstetrician, Professor Lin, also known as Lim Kha T'i, delivered more than 50,000 babies.
Professor Lin, who died in 1983 at the age of 82, was well respected in China for her exceptional medical skills and her excellent medical ethics.
Top Chinese legislator Li Peng has written an inscription in honor of Lin which reads: "Cherishing Forever the Memory of Outstanding Medical Scientist, Professor Lin Qiaozhi".
At a gathering Friday at the Great Hall of the People, Wang Guangying, a senior legislator, and Qian Zhengying, senior leader in China's top national advisory body, unveiled a copper statue in honor of Professor Lin.
In addition, a gynecological and obstetrical institute named after Lin Qiaozhi was unveiled Friday at the Chinese Academy of Medical Sciences.
Lin made a great contribution to popular science and to maternal and child health care. She was made a posthumous member of the Chinese Academy of Sciences in 1995.
Lin, a native of Xiamen, Fujian Province, graduated from Peking Union Medical College in 1929 and underwent post-graduate studies at Manchester and London Universities in Britain between 1932 and 1933, and Chicago University in the United States between 1939 and 1940.
IV. China Wildlife Conservation Association 中国野生动物保护协会
Founded in Beijing in December 1983, the China Wildlife Conservation Association (CWCA) now has 31 provincial-level and 260 prefecture/county-level branches, and about 30 thousand members who are wildlife conservationists, administrators, scientists, educators, natural reserve works and wildlife lovers. CWCA’s mission is to promote the development of Chinese wildlife conservation, protect, develop wildlife resources and rescue endangered species.
CWCA's responsibility is to organize its members in carrying out conservation laws and policies, running education and popularization programs of wildlife protection and rescue, conducting scientific research and academic exchange, providing technical consultation on wildlife resources management, raising funds for wildlife conservation and establishing contact with foreign groups and participating in international cooperation.
Since its foundation, the CWCA has run various programs to promote education, propaganda, and fund-raising. For example, "Bird-loving week", wetland conservation, and specialized training, It holds meetings and activities such as the international conference on wildlife conservation in China'87. It has also conducted joint research programs with wildlife conservation organization in the US, Germany, and other countries and regions. In 1984, CWCA become a member of the IUCN(the world conservation union). In order to promote
international exchange, CWCA has arranged for exhibits in the US, Canada, Ireland, Belgium, and Singapore and other countries of rare Chinese animals, including the giant panda and golden monkey. CWCA is willing to cooperate with countries and international wildlife conservation organizations who concern about Chinese wildlife conservation in technical communication.
3．Words and expressions from Unit 1 Women of achievement
I. Words for Reading
achieve v: 完成achieve one’s goal/ achieve success/ achieve one’s purpose/ achieve a victory/ achieve fame
achievement n.: 成就the achievement of one’s goal/ the achievement of peace/ a scientific achievement
condition n. 条件 in good condition/ under difficult conditions/ meet conditions/ without condition
welfare n. 福利student welfare/ promote the public welfare/ be concerned about sb.’s welfare
institute n. 学院establish an institute/ an institute of technology
connection连接 break off a connection/ have business connection with…/ enter into a connection with…
campaign n.运动 begin a campaign against…/ plan a campaign/ during a campaign for re-election
organization n. 组织 build up a social organization/ dissolve an organization/ join an organization
specialist n.专家 consult a specialist/ an eye specialist/ a specialist in heart diseases
devote v. 献身 devote oneself to…/ devote one’s time to…/ devote one’s money to …
behave v. 举动 behave badly to one’s wife/ behave oneself well/ behave as a gentleman
behaviour n. 行为 report one’s behaviour/ understand one’s behaviour/ admire sb for his behaviour
worthwhile a. 值得做的 a worthwhile job/ a worthwhile book/ a worthwhile task
nest n. 巢穴 make a nest/ build a nest/ take a nest (掏鸟窝)
observe v. 观察, 遵守 observe sb. closely/ carefully observe sth. / strictly observe the school discipline
observation n. 观察 carry out observations/ come under observation/ keep observation upon…
respect v. 尊重 respect our teacher/ respect the rights of other people
argue v. 争论 argue that/ argue him into staying here/ argue her out of climbing the mountain
entertainment n. 娱乐give an entertainment to sb./ play the piano for one’s entertainment
inspire v. 鼓舞 inspire sb. with courage/ inspire sb. to further efforts
support v. 支持 support sb. financially/ support sb. against…/ support one’s family on one’s wages
II. Words for Learning about Language
communication n. 通讯，交际 cut off communications with…/ have no communication with…/
specialize v. 专攻， 使专门化 specialize in…/ be highly specialized
strike v. 打击 n. 罢工 strike sb. on the head/ strike one’s head against the wall
career n. 事业 take up medicine as one’s career/ have a bright career before sb.
III. Words for Using Language
article n. 文章 write an article on education for a newspaper
explain v. 解释 explain the meaning of the sentence/ explain to sb. that
rate n. 比率，速度 The birth rate has dropped. at the rate of 3 to 5/ raise [reduce] hotel rates
巴西姑娘加冕“地球小姐”
care for v. 照顾 care for my health/ care little for money/ be well cared for
medical a. 医学的 need a medical checkup/ go to a medical college/ be under medical treatmment
determination n. 决心，果断 show fixed determination/ make a fresh determination
kindness n. 仁慈，好意 do sb. a kindness/ help sb. out of kindness/ treat sb. with kindness
consideration n. 考虑，体谅 after much consideration/ give careful consideration to…
deliver v. 递送，（生孩子），发表（演说）deliver the mail/ deliver a long speech/ deliver a baby safely
personality n. 个性，人格 have a strong personality/ respect the personality of a person
modest a. 谦虚的，适度的be modest about one’s achievement/ a modest price
considerate a. 考虑周到的 be considerate of [to, toward] old people
Our group visiting chimps in forest in East Africa
Jane observing and recording chimps’ life
Jane helping the world understand and respect chimps
- 1 -Unit 3 A taste of English humour
Part One: Teaching Design (第一部分：教学设计)
1. A sample lesson plan for reading
(NONVERBAL HUMOUR)
Aims
To help students develop their reading ability.
To help students learn about English humour.
Procedures
I. Warming up
Warming up by defining “Humour”
What is “Humour” Does any one of you know anything about humour Look at the sreen and read the definition of Humour from the Internet.
temper: a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time"; "he was in a bad humor"
wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter
humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"
liquid body substance: the liquid parts of the body
humor: the quality of being funny; "I fail to see the humor in it"
humor: the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor"
humor: put into a good mood
Warming up watching and listening
Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.
Why worry
There are only two things to worry about:
Either you are well or you are sick.
If you are well, then there is nothing to worry about.
If you are sick, there are two things to worry about:
Either you will get well or you will die.
If you get well, then there is nothing to worry about.
If you die, there are only two things to worry about:
Either you will go to Heaven or Hell.
If you go to Heaven, there is nothing to worry about.
But if you go to Hell, you will be so damn busy
Shaking hands with friends, you won t have time to worry.
Whose job ...
This is the story about four people named Everybody,
Somebody, Anybody and Nobody.
There was an important job to be done,
and Everybody was sure that Somebody would do it.
Anybody could have done it, but Nobody did it.
Somebody got angry about that
because it was Everybody s job.
Everybody thought Anybody could do it,
but Nobody realised that Everybody wouldn t do it.
It ended up that Everybody blamed Somebody
When Nobody did what Anybody could have done
II. Pre-reading
Telling the truth —Why do you like to laugh at
I like to laugh at cartoons,for they’re lovely and fun.
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I like to laugh at fairy tales. They are amusing and interesting.
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Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from NONVERBAL HUMOUR
Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by…, overcome difficulties, be unkind to …, make…entertaining, a sad situation, a boiled shoe, make… funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of…, rush there, pan for gold, wash… from…, in a pan of water, pick up…, be fortunate enough, be cought on the edge of…, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out…, cut off…, treat… as if…, eat every monthful with enjoyment, direct a movie, give… a special Oscar, one’s lifetime outstanding work, live one’s life in…,
3. Reading to identify the topic sentence of each paragrap
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
4. Reading and transferring information
Read the text again to complete the table.
NONVERBAL HUMOUR
What is nonverbal humour
Who is Charlie Chaplin
How does he make a sad situation entertaining
What is the story of The Gold Rush
Facts about Oscar
A brief life history of Charlie Chaplin
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.
Closing down by watching a silent movie by Charlie Chaplin
Do you like watching movies Do you like humourous movies Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living
Closing down by reading about Charlie Chaplin
To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.
Charlie Chaplin (April 16, 1889 - December 25, 1977)Charlie Chaplin, who brought laughter to millions worldwide as the silent "Little Tramp" clown, had the type of deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were relegated to a workhouse (a government facility for orphaned and abandoned children) -- not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his alcoholic father and stepmother, in a strained environment.
2．A sample lesson plan for Learning about Language
(The –ing form as the Predicative, Attributive & Object)
Aims
To help students learn about The –ing form as the Predicative, Attributive & Object)
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.
II. Learning about The –ing form as the Attributive
What is attributive It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.
The –ing form as the Attributive The –ing form作定语时表示该动作正在进行。单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后。如: The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。 若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语。如: The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。 注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如: Let sleeping dogs lie. 别招惹麻烦。(The –ing form相当于定语从句 which are sleeping) I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The –ing form表示用途,相当于pills for sleeping)
III. Ready used materials for The –ing form as the Predicative, Attributive & Object
Which verbs can be followed by the -ing form
One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned. ( http: / / www.english-learning.co.uk / " \l "note1 )
When contrasting the -ing form with the infinitive, the basic point to remember is that
-ing can always mean, among other things, a verb-noun, an
'action-thing'.
The fact that -ing can always mean a 'thing' gives us the following practical principle:
If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).
Avoid it. Avoid stepping on the grass if you can.
Do you mind it Do you mind shutting the window
He couldn't risk it. He couldn't risk hurting the children.
This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.
They have added mistreating prisoners to the list of charges.
I can't really afford living like this.
The council no longer allows smoking in public buildings.
aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you )
The club arranges dancing for the pensioners.
The chairman claimed breaking the strike as a great triumph.
I don't count making money as a virtue.
The investigators discovered cheating on a huge scale.
We must encourage planting earlier in the season.
I thank travelling for teaching me much about the human condition.
The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.
She insisted on helping me.
Bill's putting off writing till tomorrow. (Or: ...putting writing off..)
The managing director picked out idling on the job as the main cause of the declining profits.
turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)
(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)
There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.
IV. Closing down
Closing down by discovering
To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.
Closing down by exercises
In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’
3． A sample lesson plan for Using Language
(Jokes about Sherlock Holmes and Doctor Watson)
Aims
To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Warming up by reading school jokes
There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.
Why must we learn this 为什么要学这个呀？One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, "Why do we have to learn this pointless information"
"To save lives." the professor responded quickly and continued the lecture.
A few minutes later, the same student spoke up again. "So how does physics save lives " he persisted.
"It keeps the ignoramuses like you out of medical school," replied the professor.
I will do anything to pass 说啥也要考个及格A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly.
"I would do anything to pass this exam." She leans closer to him, flips back her hair, gazes meaningfully into his eyes. "I mean..." she whispers, "...I would do...anything."
He returns her gaze. "Anything "
"Anything."
His voice softens. "Anything "
"Absolutely anything."
His voice turns to a whisper. "Would you...study "
II. Guided reading
1． Reading and translating
Read the paragraph on page 22 and translate it into Chinese sentence by sentence.
2. Reading and underlining
Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
Collocations from the paragraph on page 22
Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds
3. Doing the exercise
Now you are going to do the exercise No. 1 on page 22.
III.Guided Speaking
Think of funny stories in English and telll them to your group mates.
The Student and the Pharmacist 学生和药剂师A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available.The pharmacist says, "Here's a pill for English literature." The student takes the pill and swallows it and has new knowledge about English literature! "What else do you have " asks the student. "Well, I have pills for art history, biology, and world history," replies the pharmacist. The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, "Do you have a pill for math " The pharmacist says, "Wait just a moment," and goes back into the storeroom and brings back a whopper of a pill and plunks it on the counter. "I have to take that huge pill for math " inquires the student. The pharmacist replied, "Well, you know... math always was a little hard to swallow."
Out of the mouths of babes 出自孩子之口My two and a half year old grandson lives with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh about it. Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, "No! I have a headache."
IV.Guided Writing—Learn to write jokes
There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.
So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about Anything that interests you. Anything you have strong opinions about.
Now write down your own jokes, in English.
IV. Closing down by acting
To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.
The Great Dictator 大独裁者Schulz: Speak - it is our only hope.The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.The way of life can be free and beautiful.But we have lost the way.Greed has poisoned men's souls - has barricaded the world with hate; has goose-stepped us into misery and bloodshed.We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.
Without these qualities, life will be violent and all will be lost.The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say "Do not despair".The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish...Soldiers - don't give yourselves to brutes, men who despise you and enslave you - who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.Don't give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don't hate - only the unloved hate. Only the unloved and the unnatural. Soldiers - don't fight for slavery, fight for liberty.In the seventeenth chapter of Saint Luke it is written " the kingdom of God is within man " - not one man, nor a group of men - but in all men - in you, the people.You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let's use that power - let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men's happiness.Soldiers - in the name of democracy, let us all unite!Look up! Look up! The clouds are lifting - the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality.The soul of man has been given wings - and at last he is beginning to fly. He is flying into the rainbow - into the light of hope - into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up."
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of NONVERBAL HUMOUR
I. Type of writing and summary of the idea
Type of writing This is a piece of describtive writing.
Main idea of the passage Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.
Topic sentence of 1st paragraph Some humour can be cruel.
Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.
Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining
Topic sentence of 4th paragraph The film of The Gold Rush is set in California.
Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.
II. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUN
III. A retold passage of the text
A possible version:
Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.
Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.
Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.
2．Background information on theme parks
I. Six ways to improve your nonverbal communications
1. Eye contact: Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility. 2. Facial expressions: Smiling is a powerful cue that transmits: Happiness Friendliness Warmth Liking Affiliation Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more. 3. Gestures: If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening. 4. Posture and body orientation: You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. 5. Proximity: Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are: Rocking Leg swinging Tapping Gaze aversion Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak. 6. Paralinguistics: This facet of nonverbal communication includes such vocal elements as: Tone Pitch Rhythm Timbre Loudness Inflection For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices. 7. Humor: Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.) Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.
II. Biography of Charlie Chaplin
Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.
Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.
1903-1906
Performs in Sherlock Holmes, as the newspaper boy Billy
1906-1907
The Casey Circus
1907-1910
Works with the Karno Pantomime Troupe
1910-1912
First tour of USA/Canada with Karno Troupe
1912-1913
Second tour of USA/Canada with Karno Troupe
May 1913
Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week
29 December 1913
Signs contract with Keystone
Jan/Feb 1914
Charlie Chaplin's first film: Making a Living
1914
Keystone films
Nov 1914
Signs with Essanay for $1,250/week to make 14 films during 1915
1915
Essanay films
27 Feb 1916
Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus
1916-1917
Mutual films
17 June 1917
Signs with First National Exhibitor's Circuit for $1,075,000/year
2． Words and expressions from Unit 3 A taste of English humour
verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态
mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.
In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.
farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.
poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:
Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.
Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of "sufficient" varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of "economic distance", or inequality.
Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a "normal" life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.
A person living in the condition of poverty is said to be poor.
tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.
failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.
Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.
fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.
The goddess of fortune is Fortuna (or Tyche).
sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。
The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him 同他争论有什么用处呢 I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。
Humours being cruel
(para 1)
Charlie Chaplin astonishing us with the deep feelings
(para 2)
Charlie Chaplin producing, directing, and writing the movies he starred in
(para 5)
The film of The Gold Rush set in California where gold was discovered
(para 4)
Charlie Chaplin making a sad situation entertaining
(para 3)
- 32 -Unit 2 Working the land
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(Working the land)
Aims
To help students develop their reading ability.
To help students learn about working the land.
Procedures
I. Warming up
Warming up by questioning
Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants If not, what kind of plant would you like to grow How will you grow it
(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)
Has anyone of you ever been to the countryside What did you do there
(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )
Who are from a farmer’s family What do you know about farming
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(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )
Warming up seeing and listening
Boys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.
HYPERLINK "http://images./imgres imgurl=http://www.soils.wisc.edu/soils/images/planting%2520rice-700x440-txt.jpg&imgrefurl=http://www.soils.wisc.edu/soils/grad-undergrad/naturalresources-intl.htm&h=440&w=700&sz=312&tbnid=MS_KiQ-iJHwJ:&tbnh=86&tb INCLUDEPICTURE "http://images./images q=tbn:MS_KiQ-iJHwJ:www.soils.wisc.edu/soils/images/planting%2520rice-700x440-txt.jpg" \* MERGEFORMATINET
Planting rice
Here is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here
HYPERLINK "http://images./imgres imgurl=http://www.nps.gov/cuva/management/countryside/images/farming%25204.jpg&imgrefurl=http://www.nps.gov/cuva/management/countryside/2001offerings.htm&h=224&w=320&sz=34&tbnid=J7Mv45OsZFsJ:&tbnh=79&tbnw=113&sta INCLUDEPICTURE "http://images./images q=tbn:J7Mv45OsZFsJ:www.nps.gov/cuva/management/countryside/images/farming%25204.jpg" \* MERGEFORMATINET
Plowing the land
This photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.
HYPERLINK "http://image./i ct=503316480&z=30264652&tn=baiduimagedetail&word=农业" \t "_blank" INCLUDEPICTURE "http://t3./it/u=3251170555,1837531096&gp=2.jpg" \* MERGEFORMATINET
Indoor harvesting
II. Pre-reading
1. Questioning and answering
Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat
(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )
If you had the chance to do one thing to help end hunger in the world, what would you do
(For reference: I would try to end hunger by popularizing the advanced farmingtechniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)
HYPERLINK "http://image./i ct=503316480&z=39149901&tn=baiduimagedetail&word=袁隆平" \t "_blank" INCLUDEPICTURE "http://t2./it/u=2771561540,1391777882&gp=1.jpg" \* MERGEFORMATINET
2. Giving background information about Professor Yuan Longping
Have you ever heard of a man called Professor Yuan Longping Would anyone of you tell the class something about him
(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."
III. Reading
1. Reading aloud to the recording
Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.
2. Reading and underlining
Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.
Collocations from A PIONEER FRO ALL PEOPLEcall sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output, produce one-third more of the crop, be born into a poor family, graduate from a college, devote one’s life to…, find ways to do sth., see the great need for doing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a piece of farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, be satisfied with…, care little about…, spend money on…, lead a comfortable life, have troubles, equip sb. for sth., care about…, keep one’s time for…, play one’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, an ear of rice, a grain of rice, awake from one’s dream
3. Reading, identifying and summarizing
Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.
(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified
What about the main idea of the passage Who will volunteer to give the class his summary of the main idea Bai Jianfang, you’d like to say something Go ahead!
4. Understanding difficult sentences
In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.
5. Reading and transferring
In pairs, read the text, find information to complete the following form.
Facts about Yuan Longping Facts about Yuan’s super hybrid rice
age capacity
education application
major contribution
hobby overseas
ideal future
IV. Closing down
Closing down by doing exercises
In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.
Closing down by having a dictation
To end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.
Yuan Longping, China's Most Famous "Farmer"Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called "a farmer."Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddyfields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.
2．A sample lesson plan for Learning about Language
(The –ing form as the Subject & Object)
Aims
To help students learn about The –ing form as the Subject & Object.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.
II. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.
III. Learning about grammar
1. Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
2. Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.
III. Ready used materials for The –ing form as the Subject & Object)
语法学习——动名词
1. 动名词作主语
1） 名词直接放在句首作主语。例如：
Using the right hand to shake hands is a convention in many countries.
用右手握手是许多国家的一种习俗。
2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：
It is no good writing to him; he never answers letters.
写信给他不妥，他从来不回信。
It is no use your complaining; the company won’t do anything about it.
抱怨是没有用的，公司是不会管的。
3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：
It is good playing chess after supper.
晚饭后弈棋挺好。
It is useless speaking.
光说是没有用的。
4） 动名词在“There is(was) no + doing”结构中作主语。例如：
There is no denying that she is very efficient.
她效率高是不容否认的。
There is no telling what he is going to do.
他要做什么一点消息都没有。
2. 动名词作宾语
1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：
admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象
practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；
forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；
delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；
resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；
understand 理解； escape 逃避；permit 允许
例如：
I recommend buying the dictionary.
我建议买这本词典。
I don’t anticipate meeting any opposition.
我估计不会遇到任何反对意见。
Will you admit having broken the window
你承认不承认打破了窗户？
2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：
can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；
give up 放弃； put off 推迟
例如：
He put off making a decision till he had more information.
在获得详情之前，他没有急于作出决定。
Do you feel like taking a walk
你要不要去散步？
3） 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。
例如：
We are looking forward to coming to China.
我们期待着来中国。
We succeeded in getting over all the difficulties.
我们终于克服了所有的困难。
4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：
The children are busy doing their homework.
孩子们忙于做作业。
There is no point (in) making the simple experiments once again.
再做一次这种简单的实验是毫无意义的。
5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。
6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。
Were you disappointed at there not having been more gifts
你对没有更多的礼物感到失望吗？
3. 动名词的被动式
1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：
The watch needs repairing. (=The watch needs to be repaired.)
这块表需要修理。
The problem deserves thinking about. (=The problem deservers to be thought about.)
这个问题值得考虑。
2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：
His suggestion is worth considering.
他的提议值得考虑。
IV. Closing down by doing a quiz
巩固练习: 动名词要点单项选择测验 1. While shopping, people sometimes can't help ________ into buying something they don't really need. A. to persuade B. persuading C. being persuaded D. be persuaded 2. -How do you deal with the disagreement between the company and the customers -The key ________ the problem is to meet the demand ________ by the customers. A. to solving; making B. to solving; made C. to solve; making D. to solve; made 3. How about the two of us ________ a walk down the garden A. to take B. take C. taking D. to be taking 4. -What do you think made Mary so upset - ________ her new bicycle. A. As she lost B. Lost C. Losing D. Because of losing 5. -We don't allow anyone ________ here. -Well, I hate to say it again. We don't allow ________ here. A. to smoke; smoking B. smoking; to smoke C. to smoke; to smoke D. smoking; smoking 6. They thought there is no trouble ________ their favorite brand from other brands. A. to tell B. telling C. tell D. told 7. Some birds finally reach home by accidentally ________ landmarks which they recognize. A. to come across B. coming around C. coming across D. to come around 8. Millions of pounds have been spent ________ the free state education system in Britain. A. to improving B. in improving C. to improve D. to have improved 9. A large glass of water before you eat may help ________ too excited before delicious foods. A. to keep you from getting B. to carry you from getting C. to prevent you to get D. to stop you to get 10. ________ for school once in a while often makes Mr. Smith angry. A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late Key: 1-5 CBCCA 6-10 BCBAD
3． A sample lesson plan for Using Language
(Organic Farming)
Aims
To help students read the passage Organic Farming.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.
II. Guided reading
1. Reading and translating
Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from ORGANIC FARMING
gain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth, plant…between crops, prevent…from…, carry away…, make sure that
3. Doing exercises
Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.
4. Listening
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For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready
5. Reading, speaking and writing
When trying to argue people into or out of doing something we may use the following expressions:
I would rather… I don’t like…because…
I’d prefer…because It’s a great pity that…
Should I / we… It’s better to…
This is good value because… If I have a choice I’d choose…because
What is the advantage of… You need to…
In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.
III. Guided writing
1. Writing a poster
Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.
2. Writing a speech
Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.
IV. Further applying
Finding information
Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.
Writing a report
Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.
Acting a text play
Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.
IV. Closing down
Closing down by filling a form
To end the period please fill in the form below.
What is organic farming
definition
characteristics
potentials
Closing down by imaging
Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of A PIONEER FOR ALL PEOPLE
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage Being a agriculture professor Yuan Longping has been searching for a way to increase rice harvests without expanding the area of fields. Super hybrid rice invented by his group turns out to be the best way out. Thus he is given the name of “Father of Hybrid Rice”.
Topic sentence of 1st paragraph Dr. Yuan grows what is called super hybrid rice.
Topic sentence of 2nd paragraph Yuan’s hybrid rice produces harvests twice as large as before.
Topic sentence of 3rd paragraph Professor Yuan gives millions of yuan to equip others for their research in agriculture.
Topic sentence of 4th paragraph Dr. Yuan dreams that his rice can be exported to more foreign countries.
II. A tree diagram of A PIONEER FOR ALL PEOPLE
III. A retold passage of the text of A PIONEER FOR ALL PEOPLE
A possible version
Yuan Longping is a man who works the land, does his research and grows hybrid rice. He is an agricultural pioneer to have a high output of rice without expanding the area of fields. He devotes his whole life to finding ways to increase the rice output, to feed both the Chinese and the world people. He is circulating his knowledge so that more farmers can be free from hunger and satisfied with their lives. Yuan cares little about his money and fame. He keeps his time for teaching farmers and growing rice. He wish for more cheep rice for all the people. Yuan Long ping is a great person.
2．Background information on Women of achievement
I. Yuan Longping, China's Most Famous "Farmer"
(2001.02.19 21:59:30 Xin Hua News Service)
CHANGSHA, February 19 (Xinhuanet) -- It says every scientist cherishes a childhood dream indicating his or her future success, but for Yuan Longping, dubbed as "father of hybrid rice," the dream is that he cultivates rice as plump as peanuts, and farmers can relax in the cool shadow of big rice plants.
Yuan, 71, won a 5 million yuan State Supreme Science and Technology Award today, known as the Nobel Prize in China, for his outstanding achievements in breeding high-yield hybrid rice, which has substantially increased China's grain output.
Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output.
Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called "a farmer."
Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.
The urbanite-turned-farmer graduated from Southwest Agriculture College in 1953 has his name related to the world's most advanced agricultural technology. Four minor planets, a listed seed company 's and a science college in China were named after him, which were the first time that a Chinese scientist's name is valued for its intellectual assets.
Is organic food safe
Yes. Organic food is as safe to consume as any other kind of food. Just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. As cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. It is a common misconception that organic food could be at greater risk of E. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. Organic standards set strict guidelines on manure use in organic farming: either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.
By lending his name to the Longping High-tech, a seed company, Yuan obtained a 5 per cent stake, or 2.5 million shares worth 2 million yuan, in the firm.
However, Yuan said his research requires the lifestyle of a farmer, or rather a migrating farmer, as he has conducted extensive research related to the cultivation of new strains of hybrid rice "Super Hybrid Rice" in some 10 provinces.
In the year 1999, more than 300 billion kilograms of grain were increased from about 240 million hectares of hybrid rice, which signified the success of his research. And this made Yuan firmly believe that China can surely feed her 1.2 billion population with her limited cultivated land.
The "Super Rice" yields are 30 percent higher than those of common rice. The record yield of 17,055 kilograms per hectare was registered in Yongsheng County in Yunnan in 1999.
But even after that achievement Yuan won't take a break. He has a dream, more realistic than that of his young age, that popularizing new strains of grain with higher yields around the world, can eliminate starvation on earth.
The UN Food and Agriculture Organization (FAO) has vowed to get involved in the work of spreading the coverage of Yuan's high- yield hybrid rice, which it considers the best way to increase the world's grain output.
How do organic farmers fertilize crops How do they control pests, diseases, and weeds
Organic farmers build healthy soils by nourishing the living component of the soil, the microbial inhabitants that release, transform, and transfer nutrients. Soil organic matter contributes to good soil structure and water-holding capacity. Organic farmers feed soil biota and build soil structure and water-holding capacity. Organic farmers feed soil biota and build soil organic matter with cover crops, compost, and biologically based soil amendments. These produce healthy plants that are better able to resist disease and insect predation. Organic farmers' primary strategy in controlling pests and diseases is prevention through good plant nutrition and management. Organic farmers use cover crops and sophisticated crop rotations to change the field ecology, effectively disrupting habitat for weeds, insects, and disease organisms. Weeds are controlled through crop rotation, mechanical tillage, and hand-weeding, as well as through cover crops, mulches, flame weeding, and other management methods. Organic farmers rely on a diverse population of soil organisms, beneficial insects, and birds to keep pests in check. When pest populations get out of balance, growers implement a variety of strategies such as the use of insect predators, mating disruption, traps and barriers. Under the National Organic Rule, growers are required to use sanitation and cultural practices first before they can resort to applying a material to control a weed, pest or disease problem. Use of these materials in organic production is regulated, strictly monitored, and documented. As a last resort, certain botanical or other non-synthetic pesticides may be applied.
The FAO's 1991 statistics show that 20 percent of the world's rice output was yielded from 10 percent of the world's rice fields, which grow hybrid rice.
"If the new strain was sown in the rest of the rice acreage, the present grain output around the world can be more than doubled. This can be a solution to the grain shortage," said the unselfish scientist.
In 1980, Yuan went to the United States at the invitation of the International Rice Research Institute to share his knowledge about the cultivation technology of hybrid rice. He was also employed in 1991 as the chief consultant of FAO to bring his research methods to other countries.
With the help of Chinese scientists, the acreage of hybrid rice in Viet Nam and India increased to 200,000 hectares and 150,000 hectares in 1999, respectively.
The rice research costs time to prove its value. At the age of 43, Yuan cultivated the world's first hybrid rice. At that time the country's grain yield was about 4,500 kilogram per hectare.
"The natural disaster and policy miscarriage further deteriorated starvation in China by then," Yuan recalled tearfully.
This is his motivation to stimulate his research. Largely due to his scientific progress, China's total rice output rose from 5. 69 billion tons in 1950 to 19.47 billion tons last year. The growth rate of rice output far exceeded the population growth speed.
Some people estimate Yuan's actual fortune might amount to more than 100 million yuan (12 million U.S. dollars), making him one of the richest people in China. But he doesn't know for sure himself, for he seems not to care about his own assets than the rice harvest.
Some people asked him to move the focus of his research from improving amounts of hybrid rice to the quality and taste, which would be easier to do. But, the stubborn academician insisted that the amount of hybrid rice's per unit yield still outweighs the quality, for his foremost task is to improve the grain reserve in developing countries. Enditem
2.
What is organic farming
Organic refers to agricultural production systems used to produce food and fiber. All kinds of agricultural products are produced organically, including produce, grains, meat, dairy, eggs, fibers such as cotton, flowers, and processed food products. Organic farming management relies on developing biological diversity in the field to disrupt habitat for pest organisms, and the purposeful maintenance and replenishment of soil fertility. Organic farmers are not allowed to use synthetic pesticides or fertilizers. Some of the essential characteristics of organic systems include: design and implementation of an "organic system plan" that describes the practices used in producing crops and livestock products; a detailed recordkeeping system that tracks all products from the field to point of sale; and maintenance of buffer zones to prevent inadvertent contamination from adjacent conventional fields.
3．Words and expressions from Unit 2 Working the land
I. Words for Reading
hunger n. 饥饿，欲望；vt. & vi. (使)饥饿：feel hunger, die of hunger, have a hunger for fame， hunger for [after] friends 渴望朋友
sunburn vt. & vi. 日晒：She sunburns easily. 她很容易晒黑。 get sunburnt 晒黑
sunburnt a. 晒黑的：a sunburnt face
struggle vt. & vi. 斗争，努力：struggle to get out， struggle with [against]…, struggle for…
super a. 特级的： a super star, a super software, a super highway
hybrid a. 混合的：hybrid news, Hybrid cars take hold in US. 混合（动力）汽车登陆美国市场。
output n. 产量，输出：the daily output of a factory, the monthly output of TV sets
strain n. 种类：come of a good strain 出自名门，new HIV strain 爱滋病新变种
expand vt. & vi. 使变大：expand one’s wings, expand one’s business, expand…into…, expand into…
circulate vt. & vi. 循环，传播：Blood circulates in the body., He circulated a false rumor.
rid…of 摆脱， 除去：We have to rid the garden of weeds. At last I’m rid of debt.
satisfied a. 满意的：be satisfied with…, be satisfied to do sth., be satisfied of…确信……， be satisfied that… 确信……
lead a … life： 过……生活
equip vt. & vi. 配备：equip sb. with… 给某人配上，be equipped with…
freedom n. 自由：have the freedom to do sth., freedom of speech, enjoy freedom from poverty 享受免于贫困的生活 / The French philosopher Jean-Jacques Rousseau asserted that the condition of freedom was inherent to humanity, an inevitable facet of the possession of a soul and sapience, with the implication that all social interactions subsequent to birth imply a loss of freedom, voluntary or involuntary.
would rather宁愿，宁可：I would rather not go. I would rather drink tea than coffee.
violin n. 小提琴：play the violin, play music on the violin, He is the first violin. 他是第一小提琴手。
motorcycle n. 摩托车：ride a motorcycle, the motorcycle riders
sorghum n. 高粱：grain sorghum production，sorghum flour高粱面，sweet sorghum growing at a research station in China
grain n．谷物；粮食；颗粒：grain sorghum, a grain of rice, grains of sands, grind grain into flour把谷物磨成粉
peanut n. 花生：a peanut farmer, a peanut grower, spread peanut on the bread 把花生酱抹在面包上
export vt. & vi. 输出， 出口：export… to a country 向某国出口某物
II. Words for Learning about Language
suitable a. 合适的；适当的：be suitable for…， a suitable answer， be suitable to do sth.
darken vt. & vi. (使)变暗；(使)变黑：He darkened the room by turning out the light. The sky darkened as the storm approached.
organic a. 有机的；器官的：organic life生物, organic farming 有机农业耕作
chemical a. 化学的；关于化学的：a chemical change, 化学变化, a chemical experiment 化学实验
fertilizer n. 肥料，化肥：fertilizer manufacturing company，a fertilizer spreader化肥撒播器
III. Words for Using Language
(ORGANIC FARMING)
refer to查阅：谈到，指的是：refer to it indirectly 间接提到它，refer to web documents 查阅我的网页
mineral n. 矿物， 矿石：mineral exploration and mining 矿物勘探和开采，Ministry of Lands and Mineral Resources 土地和矿产资源部/ Minerals are natural compounds formed through geological processes. The term "mineral" encompasses not only the material's chemical composition but also the mineral structures. Minerals range in composition from pure elements and simple salts to very complex silicates with thousands of known forms (organic compounds are usually excluded). The study of minerals is called mineralogy.
fertile a. (指土地)肥沃的：fertile land, a fertile imagination丰富的想象, a place fertile of wheat 盛产小麦的地方
reduce vt. 减少：reduce… to… 把……减少到……， reduce staff裁员
supply n. vt. 补给， 供应：supply sb. with…，supply… to sb. , have enough supply of food
bacteria n. 细菌：I do not know how bacteria spreads. / Bacteria (singular, bacterium) are a major group of living organisms. They are microscopic and mostly unicellular, with a relatively simple cell structure lacking a cell nucleus, cytoskeleton, and organelles such as mitochondria and chloroplasts. Their cell structure is further described in the article about prokaryotes, because bacteria are prokaryotes, in contrast to organisms with more complex cells, called eukaryotes. The term "bacteria" has variously applied to all prokaryotes or to a major group of them, depending on ideas about their relationships.
pest n. 害虫：pest control technicians 害虫控制技术员， natural enemies of pest species 害虫的天敌
soybean n. 大豆：soybean products，soybean farmers，soybean grower，in many soybean growing regions
level n. 水平，级别：a high level of civilization, above [below] the ordinary level, attain the world level
whatever pron. 凡是……；无论什么 a. 无论怎样的：eat whatever you like, Whatever you do, do your best.
summary n. 总结；摘要：a summary of the discussion, the Summary Report
exchange vt. & n. 交换，兑换；exchange sth. with sb. 与某人互换某物， exchange A for B ，以A交换B
nutrition n. 营养；食物：Public Health and Nutrition Research，learn about eggs and good nutrition/ Nutrition is interpreted as the study of the organic process by which an organism assimilates and uses food and liquids for normal functioning, growth and maintenance and to maintain the balance between health and disease. Also included is the idea of an optimal balance of nutrients and whole foods, to enable the optimal performance of the body.
certain a. 确定的；必然的：be certain that, be certain why, be certain of, be certain to do sth. It is certain that, for certain, make certain
Yuan: pioneer to grow super hybrid rice
(para 1)
Yuan helps others with their research in agriculture.
(para 3)
Yuan has a dream: export his rice to more countries.
(para 4)
Finding ways to grow more rice since 1953
(para 2)
- 28 -Unit 4 Body Language
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(COMMUNICATION: NO PROBLEM )
Aims
To help students develop their reading ability.
To help students learn about body language.
Procedures
I. Warming up
Warming up by acting
Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.
Examples Of Body Language
NONVERBAL BEHAVIOR INTERPRETATION
Brisk, erect walk Confidence
Standing with hands on hips Readiness, aggression
Sitting with legs crossed, foot kicking slightly Boredom
Sitting, legs apart Open, relaxed
Arms crossed on chest Defensiveness
Walking with hands in pockets, shoulders hunched Dejection
Hand to cheek Evaluation, thinking
Touching, slightly rubbing nose Rejection, doubt, lying
Rubbing the eye Doubt, disbelief
Hands clasped behind back Anger, frustration, apprehension
Locked ankles Apprehension
Head resting in hand, eyes downcast Boredom
Rubbing hands Anticipation
Sitting with hands clasped behind head, legs crossed Confidence, superiority
Open palm Sincerity, openness, innocence
Pinching bridge of nose, eyes closed Negative evaluation
Tapping or drumming fingers Impatience
Steepling fingers Authoritative
Patting/fondling hair Lack of self-confidence; insecurity
Tilted head Interest
Stroking chin Trying to make a decision
Looking down, face turned away Disbelief
Biting nails Insecurity, nervousness
Pulling or tugging at ear Indecision
Warming up by defining—What is body language
The gestures, poses, movements, and expressions that a person uses to communicate.
●The outward signs of a person which indicates their inner thoughts or attitude. For example, a bowed head indicates submission, a hand over the mouth indicates the person doesn't want to talk or feels their words aren't worth listening to. Scratching indicates nervousness. A person passing another on the street might bow their head as a subconscious sign of submission.Conscious or unconscious bodily movements and gestures that communicate to others a person's attitudes and feelings. This may also include dress, facial features, skin colour or other personal means of communication without munication via the movements or attitudes of the body Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.
II. Pre-reading
1. Looking and saying
Look at the man in the picture below. What does he say to you by his body language
Basically, how the ...... do I know Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.
2. Talking and sharing
Body language is the quiet, secret and most powerful language of all!
According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.
Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.
Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM . Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from COMMUNICATION: NO PROBLEM
Send… to do sth., meet … at the airport, meet with…, at a hotel, represent the Chinese government, look around, in a curious way, be followed by…, introduce…to…, kiss… on the cheek, step back, appear surprised, take a few steps away from…, coming in, at the same time, reach one’s hand out to …, touch sb’s hand, greet each other, communicate with spoken language, express one’s feelings, use unspoken language, keep physical distance, stand close to…, approach… closely, shake hands, move close to…, move back a bit, nod at …, stand close to…, behave the same way, avoid difficulty
3. Reading to identify the topic sentence of each paragraph
Next you are to skim the text to identify the topic sentence of each paragraph.
4. Reading and transferring information
Read the text again to complete the table. Where is he/ she from What does he/ she do when he/ she meet someone at the airport for the first time
Name Country Action Meaning
Mr Garcia
Julia Smith
Ahmed Aziz
Madame Coulon
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
6. Reading and translating
Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.
Closing down by checking
Check some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.
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“I’m surprised!”
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“I’m shocked!”
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“I’m sad!”
2．A sample lesson plan for Learning about Language
(The ~ing form as the Attribute & Adverbial)
Aims
To help students learn about The ~ing form as the Attribute & Adverbial.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
II. Learning about grammar
1. Reading and thinking
Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.
(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)
2. Doing exercises No. 1 and 2 on page 29
Turn to page 29. Do exercises No. 1 and 2。
III. Ready used materials for The ~ing form as the Attribute & Adverbial
... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...
The ~ing form 作定语
现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如：
The man following was obviously in a hurry。（现在分词单独作定语）
They acted just like a conquering army。（现在分词单独作定语）
Do you know the man standing over there by the motor car （分词短语作限定性定语。）
Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）
The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语）
The ~ing form 作状语
现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如：
Rushing out of the room, he has knocked down by a car.（作时间状语）
=When he rushed out of the room, he was hnocked down by a car.
Working harder, you will pass the entrance exam.（作条件状语）
=If you work harder, you will pass the entrance exam.
She sat at a window and read a book.（作伴随状语）
=She sat at a window and read a book.
Having won the championship, he was awarded a million dollars.（作原因状语）
=Because he had won the championship, he was awarded a million dollars.
Even if taking a taxi, I will still be late for the meeting.（作让步状语）
=Even if I take a taxi, I will still be late for the meeting.
The road is under construction, thus causing the delay.（作结果状语）
=The road is under construction, and thus caused the delay.
注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on ~ing words.
~ING WORDS
Highlight all the words ending in '-ing'.
Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.
Examples of some of the different categoriesHe's swimming. He's wearing a swimming suit. He likes swimming. Swimming is pleasant.
Rewrite each sentence without using the '-ing' form.
Is there a change in meaning What is it
Find sentences in the text which can be rewritten using an -ing form.
Is there any change in meaning What is it
3． A sample lesson plan for Using Language
(SHOWING OUR FEELINGS)
Aims
To help students read the passage SHOWING OUR FEELINGS.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text SHOWING OUR FEELINGS.
II. Guided reading
1. Reading and translating
Read the text SHOWING OUR FEELINGS and translate it into Chinese paragraph by paragraph. He Jing. You are to do paragraph 1, please. ….
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from SHOWING OUR FEELINGS
Show all kinds of feeling, turn one’s back to…, show anger, close one’s hand, shake… at…, a universal facial expression, put…at ease, hide feelings, lose face, nod the head up and down, look away from…, hold one’s arms across one’s chest, protest…from …, turn toward…, roll one’s eyes, show respect for…, use gestures, give a hug to sb., stand close to…, with…open, look directly at…, look sb. in the eye, tell the truth, be wrong about…
3. Doing exercises
Now you are going to do exercises No. 1 and 2 on page 30 following the article.
The importance of body language
People can not live without each other, we are social beings. As soon as we are in contact with others we are communicating. For this we can make use of spoken and written language. In these ways we make the content of a message clear to each other. However we can also communicate without words. This kind of communication tells us something about the relationship between people. Often this is more important than getting the content of the message across. The communication about this non spoken communication, which tells us something about the relationship between people, is called Meta-Communication. Communicating about communication!
4. Writing
Turn to page 31. Make a list of three positive body language expressions and three negative body language expressions.
Non-verbal communication, or body language Refers to messaging without words In a personal spoken message According to Albert Mehrabian, in Psychology Today (1968), of the total message 7% is conveyed by the words 38% by the vocal tones, and 55% by facial and body expression Reading body language is an important skill
5. Listening, writing
Turn to page 31 and do the listening and writing exercises No. 1 and 2.
Positive gesture clusters - 1●Acceptance Hand to chest Open arms and hands Touching gestures Moving closer, one to another Preening Sitting on one leg (for female)
Positive gesture clusters - 2●Confidence Steepling (fingers touching like a church steeple) Hands behind back, authority position Back stiffened Hands in coat pockets with thumbs out Hands on lapels of coat ●Expectancy Rubbing palms Jingling money openly Crossed fingers Moving closerPositive gesture clusters - 3●Cooperation, readiness, openness Open hands Hands on hips Hands on mid-thigh while seated Sitting on edge of chair Arms spread, gripping edge of table or desk Moving closer Sprinter's position Hand-to-face gesturesPositive gesture clusters - 4●Evaluation Hand-to-face gestures Head tilted Stroking chin Peering over glasses Taking glasses off, and cleaning Putting eye glass ear piece in mouth Pipe smoker gestures Getting up from table and walking around Putting hand to bridge of nosePositive gesture clusters - 5●Reassurance Touching Pinching flesh Chewing pen or pencil Rubbing over thumb Touching back of chair on entering room Biting finger nails Hands in pocketsPositive gesture clusters - 6●Self-control Holding arm behind back Gripping wrist Locked ankles Clenched hands
6. Speaking and writing
Discuss Lin Pei’s behaviour with your partner. Then write some advice for Lin Pei.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of COMMUNICATION: NO PROBLEM
I. Type of writing and summary of the idea
COMMUNICAATION: NO PROBLEM
Type of writing This is a piece of descriptive writing.
Main idea of the passage By familiarizing ourselves with a few basic nonverbal signals, we can improve our ability to understand what people are really communicating and become aware of what we are broadcasting to the world with our own non-verbal cues.
Idea of 1st paragraph You were sent to meet business people from several countries at Pudong Airport.
Idea of 2nd paragraph Examples of greeting by Mr Garcia from Columbia, by Julia Smith from Britain, by the visitor from Japan, by George Cook from Canada
Idea of 3rd paragraph People communicate by unspoken language, learned or cultural “body language”.
Idea of 4th paragraph Greeting by English people, by people from Spain, Italy, South American and Japan.
Idea of 5th paragraph Examples of greeting by Ahmed Aziz from Jordan, by Madame Coulon from France, by people from Middle East or some Muslim countries.
Idea of 6th paragraph Body language is either good or bad.
II. A tree diagram of COMMUNICAATION: NO PROBLEM
III. A retold passage of the text
A possible version:
You were sent to meet business people from several countries at Pudong Airport.
At the airport Mr Garcia from Columbia approaches Julia Smith from Britain, touching her shoulder and kissing her on the cheek, who steps away from him. Mr Cook, from Canada, reaches out his hand to the visitor from Japan who bows.
People communicate differently by unspoken language, their learned or cultural “body language”.
English people usually do not stand close to others or touch strangers when they first meet. But people from Spain, Italy, South American countries approach others closely, even touch them. Most world people greet each other by shaking hands while Japanese people do so by bowing.
People from Jordan moves close to the one they greet. People from France may greet each other by shaking hands and kissing. Men from Middle East or some Muslim countries stand quite close to other men to talk and they will not shake hands with women.
Body language is either good or bad. Its understanding helps you better communicate with each other.
2．Background information on Body language
I. American Gestures
COMMON GESTURES
1. Americans are a not touch (touch/not touch)oriented.
2. In normal social situations, Americans generally stand about 30 inches apart from one another, which is also considered their personal "comfort zone."
3. At sporting events or the theater, Americans usually slide into a crowded aisle while facing forward (forward/the people).
Gesture Meaning
Americans shake hands, and from an early age they are taught to do so with a firm., solid grip. When greeting one another.
American children are taught to look others directly in the eyes. When greeting and conversing. If not, means shyness or weakness.
Arm raised and the open hand "waggles" back and forth. Signaling "hello" or "good-bye." Or trying to get someone's attention.
Americans will often wave to another person and then turn to make hand scoop inward; or raise the index finger ) palm toward one's face, and make a "curling " motion with that finger. To beckon or summon another person.
Palm facing out with the index and middle fingers displayed in the shape of a "V." "Victory" or "peace."
Thumb and forefinger form a circle with the other three fingers splayed upward; it is used frequently and enthusiastically. "O.K." meaning "fine" or "yes."
Thumb up with a close fist. Meaning support or approval, "O.K." or "Good Going!" or "Good job!"
Fist raised with index finger and little finger extended. Texas rallying call "hook 'em horns." Baseball meaning "two outs."
Whistling Pretty woman, cheering at sporting events, applauding performances.
Nodding and shaking the head. Yes and No
Extend the forefinger and make a circular motion near the temple or ear. Something or someone is "crazy."
mon Asian Gestures
1. GREETINGS GESTURES
a) Handshaking
b) Bowing
c) Avoid direct eye contact
2. BEKONING GESTURES
a) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.
b) Avoid using fingers in pointing to an object.
3. TOUCHING GESTURES
a) Not touch oriented societies
b) Avoid public display of affection
c) Pushing (bumping) in crowds
4. OTHER NON VERBAL GESTURES
a) Respect to elderly people
b) Smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies , or sadness.
c) Displaying an open mouth (such as yawning or a wide-open laugh) is considered rude, especially with women who cover their mouths when giggling or laughing.
d) Try to maintain a balanced posture, stand or sit erectly or squarely. Don't slouch or put on the ground with arms in the lap or on the armrest. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.
e) Silience (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.
Japan
In summary, for most visitors the Japanese are complex and difficult to understand. Remember two things: (1) style, or the way things are done, is just as important as substance, or what is being done; and (2) watch your Japanese hosts carefully and follow their example.
5. GREETING GESTURES
a) The graceful act of bowing is the traditional greeting.
b) However, they have also adopted the western custom of shaking hands, albeit with a light grip and perhaps with eyes averted. Meanwhile, to show respect for their customs, it would flatter them to offer a slight bow when being introduced.
c) Avoid hugging and kissing when greeting.
d) It is considered rude to stare. Prolonged direct eye contact is considered impolite or even intimidating.
e) It is considered rude to stand with your hand or hands in your pockets, especially when greeting someone or when addressing a group of people.
f) The seemingly simple act of exchanging business cards is more complex in japn becuae the business card represents not only one's identity but one's station in life. Yours should be printed in your own language and in Japanese.
6. TOUCHING GESTURES
a) The Japanese are not a touch-oriented society, so avoid open displays of affection, touching or any prolonged form of body contact.
b) Queues are generally respected; it is only in crowded train and subway stations where the huge volume of people causes touching and pushing.
7. BECKONING GESTURES
a) It is considered insulting to point to someone fingers extended and the thinb folded into the palm.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.
8. OTHER NONVERBAL GESTURES
a) Because of the high regard for graciousness and restraint, one should not shout, raise the voice in anger, or exhibit any excessively demonstrative behavior.
b) Among the Japanese, smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies, or sadness.
c) Displaying an open mouth (such as yawning or a wide open laugh) is considered rude in Japan, especially with women who cover their mouths when giggling or laughing.
d) Try to maintain a balanced posture stand or sit erectly or squarely. Do not slouch or put your feet on desks or chairs. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knee or ankles is the preferred form rather than with one ankle over the other knee.
e) Silence is perfectly acceptable and customary. Silence (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.
f) One way to show concentration and attentiveness is to close the eyes in contemplation and nod the head slight, up and down.
g) Japanese men like to avoid saying "no", but one gesture that is often used ti signal "no" or that "something is very difficult" is to tip the head backward and audibly suck air in through the teeth.
9. OTHER NONVERBAL GESTURES
a) A gesture saying "I do not know," or "I don't understand" or "No, I am undeserving" is waving the hand back and forth in front of one's own face (palm outward).
b) The "O.K." gesture in Japan may be interpreted as the signal for "money" or "give me change in coins."
c) Blowing your nose in public is considered rude. The handkerchief is used primarily for wiping the mouth or drying the hands when leaving the washroom. Paper tissues are used for blowing the nose and then discarded.
d) When entering a private home or traditional restaurants with tatami (bamboo mats) floors, it is usually customary to remove your shoes and place them with the toes pointing toward the outdoors.
10. BOWING
a) Many westerners view the bow as an act of subservience, but in Japan that would completely wrong. For the Japanese a bow signals respect and humility, two qualities coveted throughout Asia.
b) Although it is not absolutely necessary, but a slight bow demonstrate that you respect their customs. And in Japan, where style and grace and courteousness are revered, that simply act would surely be noted, appreciated, and probably remembered.
c) WHO BOWS FIRST AND HOW LOW DOES ONE BOW In Japanese, it is extremely important to know the rank of people with whom you come in contact.
i. "The person of lower rank bows first and lowest."
ii. "The higher the rank of the person facing you, the lower you bow."
iii. "The lower the bow and the longer one holds the position, the stronger is the indication of respect, gratitude, sincerity, obeisance, humility, contriteness, etc."
iv. With equals match bows, adding an extra one when you want to show a slight edge of respect.
v. When unsure of status, the safest move is to bow a shade less low than the other person.
vi. The proper form is to bow (about 15 degrees) with hands sliding down toward the knees or at the sides, back neck stiff, and eyes averted. The formal bow (about 30 degrees) with palms on knees and often bobbing up and down. Never bow with a hand (of both hands) in your pockets.
Korea
11. GREETING GESTURES
a) Among themselves, bowing is the traditional form for both greeting and departing.
b) Western and Korean male friends usually greet with both a slight bow and shaking hands. When shaking hands, both hands are sometimes used. Women usually do not shake hands, especially with men, but usually just nod slightly. The senior person offers to shake hands first, but the junior person bows first. However, shake hands with a light grip and perhaps with eyes averted.
c) Avoid hugging and kissing when greeting.
d) Prolonged direct eye contact is considered impolite and even intimidating.
e) Business cards are traded respectfully. Keep the card on the table in front of you as just one small gesture of respect.
f) When saying good-bye, the traditional gesture is the bow, but the younger generation has adopted the western custom of waving good-bye by moving their arm side-to-side.
12. TOUCHING GESTURES
a) Generally speaking, the Koreans are not a touch-oriented society (especially true for visitors.) So avoid touching or any prolonged form of body contact.
b) Public display of affection are very rare. On the other hand, you may note people of the same sex walking hand-in-hand, which is simply a gesture of friendship.
c) Don't worry about a bit of pushing in stores or when groups board public buses or trains. Apologies are neither offered or expected.
13. BECKONING GESTURES
a) The open hand or the middle finger is used for pointing.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Using the arm and hand up, palm toward the face is used only for calling dogs and children.
14. OTHER NONVERBAL GESTURES
a) Respect is always shown to elderly people, so it is appropriate to rise when a person-- especially an elderly man enters the room or giving up a seat on a subway. However, an elder may not give up a seat for a young boy.
b) Men generally have priority in Korea: Go through a door first, walk ahead of women, and women may help them on with their coats.
c) Among the Koreans, laughter is used to disguise many emotions: anger, frustration, and fear.
d) Loud talking or laughing is usually avoided. Koreans, especially women will cover their mouths laughing, resulting in giggling rather than wide open-mouth laughing.
e) Periods of silence are common and accepted, even during dinners.
f) Correct posture is important, especially when seated. Don't slouch or put your feet on desks or chairs. Try to maintain a balanced posture, stand or sit erectly or squarely. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.
g) When walking in public, keep to the left side of the walkway and stairway.
15. OTHER NONVERBAL GESTURES
a) It is considered impolite to enter a room without knocking first. However, Koreans may not wait for you to come to the door and open it. They may knock and then enter.
b) When walking in public places, direct eye contact is uncommon in the larger cities. However, visitors may be the subject of much curiosity and therefore you may notice some stares.
c) Blowing you nose in public is considered rude, especially at a meal. Paper tissues are used for blowing the nose and then discarded.
d) When entering a private home, it is usually customary to remove your shoes.
e) Spitting (except for young women) and burping in public is acceptable.
Phillipines
16. GREETING GESTURES
a) Handshaking is the common custom, with both men and women shaking hands in a friendly and informal fashion.
b) Filipinos may greet one another with the "eyebrow flash" which is merely a quick lifting of the eyebrows.
17. TOUCHING GESTURES
a) Generally speaking, the Filipinos are a touch-oriented society.
b) People of the same sex may be seen holding hands in public places, which is simply a gesture of friendship.
c) Don't worry about a bit of pushing and shoving when using public transportation, Filipinos seldom queue or observe orderly lines.
18. BECKONING GESTURES
a) Instead of pointing to an object , Filipinos will shift their eyes toward it, or purse the lips and point with the mouth.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Never curl your index finger back and forth because that is considered insulting.
19. OTHER NONVERBAL GESTURES
a) It is considered rude to stare. Prolonged direct eye contact is considered impolite and even intimidating.
b) Respect is always shown to elderly people.
c) Among the Filipinos, laugher is used to convey both enjoyment and pleasure but also to mask embarrassment over another person's misfortune.
d) Speaking in aloud voice is considered ill-mannered and rude.
3．Words and expressions from Unit 4 Body language
major a. a major earthquake 大地震，a major problem 重大问题，a major subject 主修科目
local a. local customs地方风俗，a local pain 局部疼痛， 当地时间 local time
represent v. represent a club as its chief executive以总经理的身份代表俱乐部，represent by signs 用符号代表
curious a. be curious about other’s people business 对别人的事情太好奇
Introduce v. introduce her as his daughter 介绍说她是自己的女儿， be introduced from… 从…传来的，introduce…to sb. 向某人介绍……
approach v. & n. cautiously approached the house 小心地走近那房子, approach the manager about … 同经理谈……， approach the question as a scientist 从科学家的角度来处理这一问题，Snow announced the approach of winter. 雪宣告了冬季的来临。I like her approach to the problem. 我喜欢她解决这个问题的方法。
touch v. & n. She lightly touched his forehead. 她轻轻地摸了摸他的前额。 Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面,我们学校很少有学生能与他相比。I was touched beyond words. 我感动得无法形容。They did not touch this topic in their talk. 他们在会谈中没有触及这个问题。The rain touched the crops. 这场雨使庄稼受害。They sat so close that their heads nearly touched. 他们坐得那么近,头都差不多碰到一起了。In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。It will break at a touch. 那东西一碰就破。Let's stay in touch. 我们保持联络。He's added a few finishing touches to his novel. 他给小说作了最后润色。He has a touch with birds. 他擅长养鸟。The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。
cheek n. The little girl has rosy cheeks. 那个小女孩脸颊红润。 He had the cheek to ask me for money. 他竟厚着脸皮向我要钱。How can you cheek your grandparents in that way 你怎么可以那样无礼地对祖父母讲话
learned a. The more learned a man is, the more modest he usually is. 人愈有学问,往往愈是谦虚。learned books 学术性书籍
stranger n. I feel strange in the presence of strangers. 在陌生人面前,我感到不自在。 Sorry, I don't know. I'm a stranger here myself. 对不起,我不清楚。我对这里也不熟。He is no stranger to sorrow. 他饱经忧患。I'm a stranger to statistics. 我对统计学一窍不通。
spoken a. They built a robot capable of understanding spoken commands. 他们制造了一个能懂口头指令的机器人。He is a shy soft-spoken person. 他害羞,说话轻声细语的。
express v. & n. Really, I hardly know how to express my gratitude. 我真不知道如何表达我的感激之情。The doctor expressed poison from her wound. 医生把毒液从她的伤口挤了出来。Please send this parcel by express delivery. 请用快递寄送这个包裹。The doctor gave express orders that the patient was to have no visitors. 医生明确嘱咐,那个病人不可会客。We took an express bus home. 我们乘特快公车回家。They painted the house for the express purpose for selling it. 他们专为卖房而油漆房子。Please send the parcel express.
action n. The quick action of the firemen saved the building from being burned down. 消防队员行动及时,该建筑物方免遭焚毁。The action of water on rock should be taken into account. 应考虑到水对岩石的作用。All the action in the play takes place at one railroad station. 该剧的整个情节均发生在一座火车站里。Finally she had to file an action for divorce. 最后她只好提出离婚诉讼。
posture n. a sitting posture 坐姿, They are trying to adopt a more cooperative posture. 他们正试图采取更为合作的态度。He enjoys posturing in front of an audience. 他喜欢在观众面前装腔作势。
likely a. & a. John is likely to be in London this autumn. 今年秋天约翰可能在伦敦。 The park is a likely place for the picnic. 这公园倒是个适合野餐的地方。 We will most likely be late. 我们很有可能会迟到。
Muslim n. & a. A Muslim is a believer in or follower of Islam. The word Muslim means one who submits and implies complete submission to the will of God (Allah). Muslims believe that nature is itself Islamic, since it follows natural laws placed by God. Thus, a Muslim strives to surrender to God's commands every step of the way.
The holiest book for Muslims is the Qur'an, or the 'Koran' in English. Muslims consider the Arabic Qur'an as the direct revelation of God; translations do exist to other languages but are not regarded as the literal word of God.
Other canonical texts of the Muslim include the hadith which are recordings of the life of the prophet made by the people who were around him. Many matters not specifically mentioned in the Qur'an are covered in the hadith. The degree to which the hadith are authoritative depends on the sect which a Muslim is from.
The basic beliefs of Muslims are: belief in God, His angels, His revealed Books, His Messengers, the Day of Judgement, and the Al Qadar (which is a form of divine pre-destination). The revealed books of Islam also include the Injil (Christian Gospels), the Torah and the Psalms.
The Five Pillars of Islam on which a Muslim's life is founded are:
The Testimony that there is none worthy of worship except God and that Muhammad is his messenger.
Establishing of the five daily Prayers (Salaah). These prayers are ritualistic in nature and adherence to the ritual practice is required. The location at which one prays is not strictly defined as long as one is able to establish the Qiblat.
The Giving of Zakaah (charity), which is generally 2.5% of the yearly savings for a rich man working in trade or industry, and 10% or 20% of the produce for agriculturists. This money or produce is distributed among the poor.
Refraining from eating, drinking and having sex from dawn to dusk in the month of Ramadhaan (Sawm).
The Pilgrimage (Hajj) to Mecca during the month of Zul Hijjah, which is compulsory once in a lifetime for one who has the ability to do it. This ability includes the financial means and the physical strength since the hajj can be strenuous. Also, one has to obtain a permit from the Saudi government which is granted based on an annual quota based on country.
comedy n. Comedy is the use of humour in the performing arts. It also means a performance that relies heavily on humor. The term originally comes from theater, where it simply referred to a play with a happy ending, in contrast to a tragedy. The humor, once an incidental device used to entertain, is now an essential aspect of a comedy.
A recognised characteristic of comedy is that it is an intensely personal enjoyment. People frequently fail to find the same things amusing, but when they do it can help to create powerful bonds.
Meeting people from several countries at airport (para 1)
Body language by people from Columbia, Britain, Japan and Canada (para 2)
Communicating by unspoken language, learned or cultural “body language” (para 3)
Body language by English people, by people from Spain, Italy, South American and Japan (para 4)
Body language by people from Jordan, France, Middle East or some Muslim countries (para 5)
Study of body language helping one avoid difficulty in communication (para 6)
- 40 -Unit 5 Theme parks
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(THEME PARKS ——FUN AND MORE THAN FUN)
Aims
To help students develop their reading ability.
To help students learn about Theme parks.
Procedures
I. Warming up
Warming up by discussing
Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is With a classmate discuss what you might do in a theme park.
HYPERLINK "http://www.themeparkcity.com" INCLUDEPICTURE "http://www.themeparkcity.com/tpc142x82.gif" \* MERGEFORMATINET
(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)
Warming up by watching and listening
Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.
This is the Universal's Islands of Adventure which was opened in 1999, making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IoA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.
HYPERLINK "http://images./imgres imgurl=http://www./6148pic/964/CP14964.jpg/ThemeParkRide.jpg&imgrefurl=http://www./users/sassy417/North_America/USA/Florida/Orlando/&h=234&w=270&sz=18&tbnid=IXkUxIJd3qcJ:&tbnh= INCLUDEPICTURE "http://images./images q=tbn:IXkUxIJd3qcJ:www./6148pic/964/CP14964.jpg/ThemeParkRide.jpg" \* MERGEFORMATINET
Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.
Warming up telling experiences
Nice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.
(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.
One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…
2. Talking and sharing
Work in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.
HYPERLINK "http://www.oakwood-/rides/" INCLUDEPICTURE "http://www.oakwood-/images/graphics/boatlake.jpg" \* MERGEFORMATINET Boating Lake
Pedaloe boats on our boating lake with views of Megafobia. Suitable for up to five people.
(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.
HYPERLINK "http://image./i ct=503316480&z=329960401&tn=baiduimagedetail&word=主题公园" \t "_blank" INCLUDEPICTURE "http://t2./it/u=2177849358,2618223376&gp=1.jpg" \* MERGEFORMATINET
That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: "I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text THEME PARKS ——FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THEME PARKS ——FUN AND MORE THAN FUN
provide sb. With sth., amuse oneself, escape one’s busy life for a while, share a purpose, find ways to do sth., meet one’s need, sit chatting, play games, listen to birds’ singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do, charge money for doing sth., make a profit, sell souvenirs, advertisie sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. inphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb. after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.
3. Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
HYPERLINK "http://www.oakwood-/rides/" INCLUDEPICTURE "http://www.oakwood-/images/graphics/waterfall.jpg" \* MERGEFORMATINET Waterfall
A steep shoot sends you skipping across a shallow pool of water on a single sledge. Beware, you might get wet on this ride.
(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea— a certain theme—that the whole park is based on. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )
4. Reading and transferring information
Read the text again to complete the table.
THEME PARKS ——FUN AND MORE THAN FUN
What is a park
What is a theme park
What is a sports theme park
What are history or cultural theme parks
Facts about Disneyland
Facts about marine, ocean, and science theme parks
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2 and 3 on page 34.
Closing down by having a discussion
Do you lake a theme park Why or why not
(For reference: All over the world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them. )
Closing down by defining a theme park
What is a theme park Define it in your own words.
(For reference: How do theme parks differ from ordinary amusement parks National Amusement Park History Association defines a theme park as "an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks." An amusement park, according to NAPHA, is "an entertainment facility featuring rides, games, food and sometimes shows." The World of Coasters’ glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks." )
2．A sample lesson plan for Learning about Language
(Word formation)
Aims
To help students learn about word formation.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
II. Learning about Word formation
The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).
English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes:
"ad" (to) + "fix" (attached) = "affix"
"pre" (before) + "fix" = "prefix"
"sub" (under) + "fix" = "suffix"
Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.
Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):
ab (away) abrupt, absent, absolve
ad (to) adverb, advertisment, afflict
in (not) incapable, indecisive, intolerable
inter (between, among) intercept, interdependent, interprovincial
intra (within) intramural, intrapersonal, intraprovincial
pre (before) prefabricate, preface prefer
post (after) postpone, postscript, postwar
sub (under) submarine, subscription, suspect
trans (across) transfer, transit, translate
III. Ready used materials for Word formation
了解了英语构词法是迅速扩大词汇量的有效途径之一。英语中有转化法、合成法、缀合法、派生法等构词方式，这里我们将向您陆续讲解比较常用的几种，希望对您的英语学习有所帮助。
首先，来介绍一下构词法中的几个基本概念：
词根（base,boot）：指同根词共有的可以辨认的部分。
例如：philanthropist(慈善家)、anthropoid（类人的）、misanthropist（厌世者）、anthropology（人类学）这几个词中的词根anthropo-(人)就很容易辨认出来。
词干（stem）：是未经词形变化的原词。
前缀（prefix）和后缀(suffix)：原是独立的词或词根，由于经常缀在别的词或词根的前后，辅助中心意义，渐渐就失去了独立的意义和形式，而成为附加的构词部分。
例如：co-(with)就是一个常见的前缀。通常把带有前后缀的新词叫做合成词，也有人把带有后缀的词叫做派生词。把一个词从一种词类转成另一种词类，可以用缀合法，如red adj. (红的)—to redden v.（变红）；可以用改变词根的元音或辅音的办法，即元级派生法，如food n.(食物)—to feed v.（喂饭）；也可以原封不动，转成其他词类，如pale adj.(苍白的)——to pale v.（脸变白），即转化法。
这里，我们先来看看“转化法”中名词转成动词的一些例子。
He filmed the story. / He reproduced the story on a film.他把这篇小说拍成电影。
人身器官名称，用作动词，表示使用这种器官的动作。
例如：He shouldered his way through the crowd. (他用肩膀从人群中挤过去) 此外，如to cheek (厚着脸说)、to finger (摸索)、to hand a person（用手领着）等。
盛具或衣物的名称，用作动词，表示“盛”或者“装入”。
例如：He pocketed his book and pen. (他把钢笔、本子装进衣袋子)以及to bottle(装瓶)、to can (装罐)、to sack (装在袋里)。
表示地点的名词用作动词也有类似用法：to corner( 逼在角落)、to island(隔离)、to nursery(放在温室里)等等。
除此之外，还有动词、副词、助动词等转化成名词的用法，我们来看一些例子：
On another run they failed to see the boat.他们第二次去的时候没有找到那只船。
ins and outs (来龙去脉) back and forth(问答) a must ( 必不可少的事) many ifs（许多条件）
动词加副词转化为名词的例子也很多：Break-down(垮)、get-together(聚会)、set-back(挫折)、wash-out(废物)等。
另外，形容词有时候也可以转成名词，如：the greens(青菜)、great sillies(大蠢人)
下面，我们来学习一下“合成法（composition）”。
凡是由两个或两个以上的构词成分，合成一个词，而其中每个成分又可以独立为词的，叫做合成词（compounds）,而这种构词法，叫做合成法。比如：coal-mine(煤矿)、man-made(人造的)。
合成词的特有含义，不受词中各个成分连结方式的影响，它的写法由习惯而定，可以写在一起，如blackbird(画眉);可以用连词符号连接，如turn-coat(叛徒)；也可以分开写，如black list(黑名单)。注意，分开写的合成词，不仅仅在意义上，即使在形式上，也和词组有区别。比如black sea 里的black，不是独立的形容词，不能说very black sea。合成词各个成分之间关系千变万化，分类也有很多种，这里就合成词的词性，分类举例说明：
1.合成名词
名词+名词：前面的名词说明后面的名词，中心意义由后面的名词表达，比如，同是book,可以有account book，hand-book，note-book等等。前面的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如：eye-shot(视力范围)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。
形容词+名词：这类词意义关系一目了然，有时候是实指，有时候是指物而拟人。如Blueprints(蓝图)，big hat（大人物）,double-face(两面派)等等。
动名词+名词：动名词表示行为或状态的改变，名词往往表示所用的器物，地名等等，如consulting-room（诊室），writing-desk（写字台）。
动词+名词：往往由短语动词变成，或者是转化与合成的结合，如pickpocket(扒手)，turn-coat(叛徒)等等。
名词+动名词：很普遍，有时甚至可以随意构造，如book-learning（书本知识），word-making(构词)等等。
前置词+名词：意义关系和“形容词+名词”类型相似：after-effects(后果)，by-product(副产品)等等。
另外，国名的组合，有时候用“拉丁语+英语”的方式，如Afro-Asian People's Conference( 亚非会议)、Sino-Japanese War(中日战争)
HYPERLINK "http://www.oakwood-/rides/" INCLUDEPICTURE "http://www.oakwood-/images/graphics/snake.jpg" \* MERGEFORMATINET Snake River Falls
Snake River Falls is a white water rapid boat ride comprising two open and two covered chutes. Suitable for one or two riders. You may get wet on this ride.
2. 合成形容词
形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-time worker（全职工）、long-range gun(远程炮)等。
形容词+形容词：这类词不算多，前面的形容词大都进一步说明后面的形容词，如：light-blue(浅蓝)、dead-alive(半死不活)。
名词+过去分词：有被动意味，名词相当于前置词宾语，表示工具，行为者等，如:man-made(人造的)，moth-eaten(虫蛀的)。
名词+现在分词：有主动意味，名词大都相当于行为的宾语，如：English-speaking people(说英语的人)，peace-loving（热爱和平的）
形容词+现在分词：有主动意味，形容词相当于表语或者定语，如eager-seeming(样子急切)，easy-going（随和的）
副词+分词：如half-baked(幼稚的)，far-seeing（有远见的）
副词+形容词：over-anxious(过急)，all-round athlete(全能选手)
名词+形容词：名词大都作比喻的对象，如cock-sure(自恃)，paper-thin（薄如纸）
3.合成动词
合成动词大都是由“副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过 to outnumber（超过数目）to out-talk（压过别人的声音）；under表示不足、在下 to underdevelop（发育不全）to underestimate（估计不足）to underline（行下划线）等等。
4.叠声合成词
由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感彩，比方，嘲讽。例：goody-goody（假殷勤）so so（不怎么样）wish wash（乏味的饮料）等等。
5.句式合成词
整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），what's-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。A let-bygones-be-bygones manner（一种“过去的就算了吧”的态度） an if-you-would-only-be-guided-by-me expression（一种“要是你肯听了我的话够多好”的神气）
我们接着来学习构词法中的第三类——“缀合法”，分前缀和后缀两部分来讲解。
前缀
有些词根或单词，由于经常放在别的词根或单词前面使用，经过长期的发展，失去了独立的作用，变成前缀。前缀具有一定含义，但不见得很明确。前缀缀在词上，可以改变、限制、或加强这个词的含义，而不改变其词类。一个词根或词，可以层层缀上好几个前缀，如in-com-pre-hen-si-ble-ness(不可理解)的词根是hen,pre-,com-都加强了其含义，而in-又把整个词义转为否定。凡由缀加前缀或后缀而成的词叫做派生词。
前缀的缀合，有时是连写，如extraordinary,有时用连词符号如extra-territorial,有时被词根吸收如ancestor(ante-cessor)。前缀既然有一定的意义，为了便于识别，下面就按照一样相近的前缀，分类说明。（前缀的来源一律以缩写字母注：[OE]古英语；[OF]古法语；[L]拉丁；[GK]希腊；[IT]意大利等）
表示否定的前缀，这类前缀可以分为四种：（1）纯粹表示否定的，如a-,dis-,in-；（2）表示“错误”的，有mis- ；（3）表示“反动作”，如de-,un- ； （4）表示“反对”的，有anti-,contra-
（1）纯粹表示否定的。 a-,an-[GK]能构成少数新词。加在名词、形容词上，表示没有“某种性质“。如:amoral[=unmoral]不道德的,asexual无性别的.a-在元音前变成an-如anonymous[onoma=name]匿名的
dis-[L]加在名词、形容词、动词上，表示否定。Disadvantage(劣势)、disagreement(不和)，disbelieve(不相信)
in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) [L]常和音节较多的learned words(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。
un-[OE]是最通用的前缀之一，可以用于大多数形容词及其派生副词、名词、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。
（2）表示“错误”的mis- 多作重读，表示“wrongly，badly”。可以适当构造新词：
大多用于动词：to misbehave（行为不当）misunderstand（误解）。
用于作形容词的分词：misbelieving（信仰不当），misleading（靠不住）。
用于动名词：misdealing（不正当手段）。
偶而，mis-也表示纯粹的否定词义：to mistrust。
（3）表示“反动作”。 de- 表示“反动作”（to undo the action）。能构造新词，多作重读。decontrol（取消控制）， decolour（漂白）
dis- 主要用于动词，表示“反动作”。disappear（不见） disarm（解除武装） disconnect（分离）un- 表示“反动作”unmask（揭露） unsay（收回意见）
（4）表示“反对”。 anti- 表示“反对，反面” anti-social（反社会的） antiseptic（防腐剂） anti-militarist（反军国主义者）
contra- 表示“反对，相反” contradiction（矛盾） contrast（对比） contrary（相反的）counter- 表示“against” counteract（还手） counterattack（反攻）
前缀大都表示空间，时间，逻辑上的关系，意思上有引申。
ab- apo- se- 这几个前缀或多或少都有“away ，off”的含义。
ab- a- abs- 在p， m， v之前作a-，在c， t之前作abs-，不能构造新词，表示“away ，apart， absence”，例如absent， avoid
se- 表示“separation”（分离），例如segregate（隔离），sedition（反叛）
ante-，fore- pre- post- pro- 这几个前缀都有“before”的意思。
ante- 表示在...前，例ante-humous（死前），ante-room（前厅）
fore- 表示时间，空间上的“在前面”，例forehead（前额），foregraound（前景），foretell（预言）
pre- 表示事先，在前，例prehistory（史前），prepayment（预支）
post- 表示时间空间上的在后。例posterity（后代），post-war（战后）
pro- 表示“代替，利于，亲于”，例pro-chancellor（代大学校长），pro-consul（代理领事）
circum- peri- 这两个前缀跟圆周有关。
circum- 表示圆周，如circumference， circumlocution， circumpolar
peri- 表示“round”，如perimeter（周长），perisphere（势力范围）
IV. Closing down by summarizing
To end the period let us summarize the making of compound words.
There are three forms of compound words:
1. the closed form, in which the words are melded together, such as firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook;
1. the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, six-pack, six-year-old, mass-produced;
2. and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general.
3． A sample lesson plan for Using Language
(FUTUROSCOPE—EXCITEMENT AND LEARNING)
Aims
To help students read the passage UTUROSCOPE—EXCITEMENT AND LEARNING
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE—EXCITEMENT AND LEARNING
HYPERLINK "http://www.oakwood-/rides/" INCLUDEPICTURE "http://www.oakwood-/images/graphics/plane_crazy.jpg" \* MERGEFORMATINET Plane Crazy
Our newest family ride. A circular ride with suspended plane-like pods with rudders for a degree of rider control.
II. Guided reading
1. Reading and translating
Read the text UTUROSCOPE—EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph. Wen Hua, would you have a try
2. Reading and underlining
Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
Collocations from UTUROSCOPE—EXCITEMENT AND LEARNING
Take a journey deep into space, pull…into …, survive an airplane crash, go to the bottom of the ocean, see the sunlight, for a break, take part in car racing, end one’s travel, meet with dinosaur, in one day, use the advanced technology, have experiences, a technology-based theme park, provide up-to-date information, provide hands-on learning,go to the edges of the solar system, fly through the jungle, do things without danger, try science experiments, prepare for a flight into the space, live on the planet, in the solar system, a combination of fun and learning
3. Doing exercises
Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.
III. Guided Writing
You are a guide in a theme park. Write an introduction to the park.
Welcome to GatorlandWelcome to Gatorland, Orlando's Best Half Day Attraction located in sunny Central Florida! Known internationally as the Alligator Capital of the World, Gatorland is a 110-acre alligator theme park and wildlife preserve, located just minutes away from Sea World, Walt Disney World, Universal Studios, and the Orlando International Airport on US 441 near the Orlando - Kissimmee border. Providing affordable family entertainment since 1949, Gatorland has been a vacation destination for millions of visitors from all over the world with its incredible display of huge alligators and crocodiles, train ride, aviary, breeding marsh and bird sanctuary, petting zoo, nature walk, gift shop, and one-of-a-kind shows such as the world famous Gator Jumparoo. So come inside... your adventure awaits!
IV. Acting
Next we are going to put the text THEME PARKS —FUN AND MORE THAN FUN
A text play of THEME PARKS —FUN AND MORE THAN FUN(Time: A Sunday morning; Place: A theme park in Beijing; People: a tourist guide, Zhao Yannan and I )Guide: This morning we are going to visit a theme park in Beijing. Its name is Big World. I: Where is it Is it close to Beijing Guide: Yes, it is north of Beijing, 30 li away from where we are staying.Zhao Yannan: Wonderful! I like to amuse myself and escape my busy school life for a while.I: What can we do there Can we sit chatting, play games and listen to birds’ singing Guide: Yow can do much more than that. You may relax a bit, have picnics and have fun there.Zhao Yannan: How much does it cost to do visit the park Guide: 100 yuan each. It is not expensive at this time of the year.I: I have never been to a theme park. But I think a theme park provides entertainment. In it visitors may use shuttles to get around, and have a variety of things to see and do.Zhao Yannan: Does it charge any money for providing food and drink there Guide: Yes, of course. It makes a profit by selling souvenirs, too.I: I have seen it advertised on television. The boss of the park does have some nice ideas. He learned that he built a sports theme park there. Visitors may be involved in physical exercise. They may also buy a brand of sports equipment, go for rides on animals, cook cultural foods, have pictures taken in the sports theme park there.Zhao Yannan: I hope we shall not be chared for admission into the sports theme park.Guide: No, you won’t. Everything is covered by the 100 yuan.I: I guess it is a place of fantasy. Let’s take an active park in everything we do there.Zhao Yannan: I agree with you. And I hope some day we shall go on trips to space, using computer techniques to guide us in our flying to the other planets.
V. Further applying
Finding information
Go to the library to read or get online to search in order to find more information about theme park in the world. Take notes of your finding and report to your group mates next Saturday morning.
Writing letters
Write a letter to your parents, telling them about your last visit to a park.
VI. Closing down by filling a form
Make use of the text and others to fill in the form.
UTUROSCOPE—EXCITEMENT AND LEARNING
Where is it:
How to get there:
What to do there:
Closing down by planning a theme park
To end this period, I am going to ask you to plan a theme park of your own. Write down your planning and share it with your partner.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of THEME PARKS —FUN AND MORE THAN FUN
I. Type of writing and summary of the idea
Type of writing This is a piece of descriptive writing.
Main idea of the passage Theme parks are amusing places. Visitors may have fun and more than fun there.
Topic sentence of 1st paragraph Parks provide people with a place to amuse themselves and to escape their busy life for a while.
Topic sentence of 2nd paragraph In recent decades, many parks have been designed to provide entertainment.
Topic sentence of 3rd paragraph Theme parks have a certain idea—a certain theme.
Topic sentence of 4th paragraph There are history and culture theme parks,too.
Topic sentence of 5th paragraph There are also marine and ocean parks.
II. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUN
III. A retold passage of the text
A possible version:
Theme parks provide visitors with lots of things to amuse themselves. People escape their busy life for a while by going to a theme park. They find interesting things to do in the park.
They may simply sit chatting, playing games, listening to birds’ singing, relaxing a bit, having picnics and having fun there. It costs some money to be there. In recent decades, theme parks are beginning to provide more entertainment. Visitors may use shuttles to get around and have a variety of things to see and do in the park. Theme parks charge money for every activity they provide. They make a big profit by selling souvenirs, too. Sometimes a theme park gets itself advertised on television. A theme park is indeed a place of fantasy.
2．Background information on theme parks
I. Definition of theme park
What is a theme park A term used to describe an amusement park that is designed to carry a theme in one or more areas of the park. The theme may carry over to the rides and attractions in that area as well. Examples of theme parks include Holiday World, Islands of Adventure, Disneyland, Magic Kingdom and Knott's Berry Farm.An amusement park, that has been divided into several sub-sections, each with a distinctive concept, such as the Old West, or the future.A theme park is a park that uses themeing to take guests to a new world.An amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks.an amusement park that is organized around some theme (as the world of tomorrow)
II. Old Aircraft Carrier Turned Into Military Theme Park in China
An old aircraft carrier from the former Soviet Union navy has been turned into a military theme park and will be stationed at Dapeng Bay in Shenzhen, south China' s Guangdong Province.
The 40,000-ton ship, known as the Minsk, first arrived at the Wenchong Shipyard in Guangzhou, capital of Guangdong Province, in November 1998 as scrap iron, the Shanghai-based Wenhuai Daily reported on May 8.
It is about triple the size of a standard football field, 18 stories high, and has more than 2,000 cabins, the paper said.
The carrier, which was poorly maintained by the Russian navy after the collapse of the Soviet Union, retired in 1993 and was initially sold to a South Korean businessman as scrap steel after key military components were removed, the paper said.
The Minsk was later resold to an undisclosed Chinese business. (From: People’s Daily)
III. 12 theme park strategies
Tips to make the most of your vacation
By Terry Riley Travel columnist
How can you get the most from your theme park visit For an answer, I turned to Robert Obenour. He's spent his career in the theme park business and is currently vice president of operations for Baker Leisure Group, an international theme park consultancy. Here’s the advice he gave me to pass on to you.
1. Plan your visit.
Buy a guidebook. Read reviews. Check out the park’s Web site. Then plan what you want to see and do. Unless the park is small, you shouldn’t expect to see or do everything in one day, so set your priorities. The investment you make in planning will pay handsome dividends on “park day.”
2. Have a “Plan B.”
It is not uncommon that an attraction will be closed. In that case, just move on to the next on your list. Also, in the unlikely — but not unheard of — event that the entire park is closed, have a backup plan that includes another, nearby activity.
3. Arrive early.
An extra 15 minutes waiting in line at the park entrance could cut an hour off of your waiting time for the most popular attractions.
4. Divide and conquer.
Chances are that not everyone in your party wants to do or see the same things. Although it is nice to be able to share the experiences of a theme park as a family or with friends, time (and money) may limit the opportunity for each person to accomplish what he or she would like while traveling as a group.
5. Keep in touch.
Go your separate ways, but arrange to meet back at a specific location at a designated time to talk over your experiences, offer recommendations, revise your plan and set a time and place for your next meeting. Also have a site selected that can become a place to reestablish contact should your party become accidentally separated. It will save lots of time that might otherwise be spent looking for one another.
6. Go deep.
Once you enter the park, proceed to the farthest attractions first. Theme park designers place much of the merchandise near the park entrances — hoping to catch you coming and going. And it works — in this case to your advantage. By bypassing the shops on your way to the popular attractions, you will beat others who get waylaid by the shops.
7. Choose your position.
The front of the line may not always be the best for attractions where large numbers of guests are admitted all at once as, for instance, in an auditorium. The people who are at the very front of the line may find themselves up against a side wall, while middle-of-the-liners have the best view.
8. Leave mid-day.
Generally, theme parks are most crowded in the middle of the day. This is a good time to rest for a few hours — regaining your strength for another assault on the park later in the day. Be sure to get your hand stamped or get some other proof of admission that will allow you to be readmitted to the park at no charge.
9. Eat outside.
Food prices inside a theme park can be as horrifying as any of the park’s dark rides. While taking your mid-day break from the park, refuel yourself without spending a bundle on hot dogs.
10. Return late-day.
As the energy of other guests wanes, move back into the park. This time, visit the attractions closer to the entrance first where it is probably less crowded now.
11. Shop last.
Want to buy souvenirs Do it on your way out. You won’t have to lug your purchases around with you all day.
12. Enjoy.
Finally, if you find yourself getting ticked off at slow lines, poor service or inconsiderate guests, stop and take a breather. A visit to a theme park is supposed to be an enjoyable event, not a stressful occasion.
3．Words and expressions from Unit 5 Theme Parks
I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN)
theme n. a favourite theme for poetry, a theme park
amuse v. amuse oneself by …, be amused at [by, with]…
amusement n. find much amusement in…, an amusement park
various a. too various to form a group, various opinions
variety n. for a variety of reasons, have a great variety to choose from, in a variety of
ways
ride n. give sb. a ride, go for a ride, take a long ride
shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during
space shuttle missions.
charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged
with heavy responsibility.
admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…
profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.
make big profits (on sth.), sell sth. at a profit, do sth. for profit
souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追
忆在美国的生活。
involve v. You'd like to meaningfully involve students., the right of Congress to involve the
nation in war
athletic a. an athletic meeting, athletic sports
brand n. Do you like this brand of coffee a famous brand, the most popular brand on the
market
equipment n. lab equipment, military equipments, the necessary equipments for a trip
sneaker n. wear a new pair of sneakers
minority n. The minority is subordinate to the majority. 少数服从多数
fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown
Fantasyland n. living in a fantasyland, the Guide to Fantasyland
settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.
marine a. develop a mercantile marine 发展商船
experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment
imaginary a. an imaginary enemy, imaginary number 虚数
advanced a. most advanced branches of science and technology, a man advanced in years 老年人
technique n. developed a technique for remotely fingerprinting, a Swimming Technique
Magazine, developing a practical technique for solving voice problems
II. Words for Learning about Language(Word formation)
imagination n. have a good/ poor imagination
test n. provides test preparation services for college admissions, Preparing for a test isn't
easy. do well on the test
vary v. Opinions vary on this point. vary with… 与……一起变化
cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣
，量入为出
III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND LEARNING)
jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.
creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a "creature." The term literally means "a created thing," and is sometimes used in theology to contrast a created object with a divine Creator under discussion.
volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer
People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.
Theme parks have a certain idea—a certain theme.
There are history and culture theme parks, too.
There are also marine and ocean parks.
Parks provide people with a place to amuse themselves and to escape their busy life for a while.
In recent decades, many parks have been designed to provide entertainment.
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