Active English 6 Unit One Its never too

Active English (6) Unit One: It’s never too late! Presented by: Song Zening 1

Outline An overview & a mini oral quiz Section 1 Section 2 Section 3 Comprehensive English Enrichment Reading Interactive English 1. Frank Mc. Court 2. Structure speaks 3. About poverty 4. More than what is said 1. Get rid of it! 1. Impressive Pulitzer 2. Compound compounds 2. Hi, Frank! 3. Let’s talk! A review & questions and answers 2

An overview 3

Unit summary (1): Comprehensive English 1. Understanding the text in general (contents & organization) Core Text ‘The Education of Frank Mc. Court (1)’ Suppl. Text ‘Learning to Learn’ Before reading / Reading for general information / Reading for details / Reading between the lines / Reading for structure 2. Understanding the text in detail (the language) Working on vocabulary / Paraphrasing / Cross translation 3. Language in use (the style) Cross-reference / Understanding & practicing ellipsis 4. Supplementary practice (word power) 4

Unit summary (2): Enrichment Reading Core Text ‘The Education of Frank Mc. Court (2)’ Suppl. Text ‘Budget Punishes Schools’ Success’ 1. Before reading: survey the text (scanning) 2. Reading for general comprehension (skimming) 3. Reading for information (inferring) Working on details / Working on words / Working on collocations 4. Beyond reading Reading for structure 5. Extra reading Checking your understanding / Choosing a title / Working on vocabulary 5

Unit summary (3): Interactive English 1. Speaking about the text Retelling the text / Airing your view 2. Speaking beyond the text Core Text ‘Joseph Pulitzer’ Making a speech / Practicing a conversation 3. Before you listen Prediction 4. While you listen Listening for general information / Working on details / Compound dictation / Working on structure 5. After you listen 6

A mini oral quiz 7

Instruction l 10 key phrases from the unit will be provided; l Please think about their meanings and make sentences with them orally. 8

Exercise (1) to have/get …under one’s belt To have achieved something useful or important p With more than ten years of teaching experience under his belt, this kind of interrogation no longer surprised him. 9

Exercise (2) to figure out To think about a problem or situation until you find the answer or understand what has happened; To understand why someone behaves in the way they do p These kids are yearning for a way of figuring out this new teacher. 10

Exercise (3) to doom …to… (usually passive) To cause … to suffer something unavoidable and terrible p. A poor economy and Malachy’s alcoholism doomed them to an even worse existence. 11

Exercise (4) on the dole unemployed and receiving money from the government p Frank’s father eventually abandoned the family, leaving them dependent on the dole and charity. 12

Exercise (5) to throw… in one’s face To be unkind to someone after they have been kind to you or helped you p They will throw it in my face. 13

Exercise (6) to scrape…together To get enough money for a particular purpose, when this is difficult p In 1949, he scraped together enough money to buy passage back to American. 14

Exercise (7) to yearn for… (literary) To have a strong desire for something, especially something that is difficult or impossible to get p These kids are yearning for a way of figuring out this new teacher. 15

Exercise (8) to furnish …with… To supply or provide … with something p He was so ashamed of his past that he reinvented it upon occasion, furnishing himself with a father who held the loftiest position imaginable in Limerick. 16

Exercise (9) to churn … out To produce large quantities of something, especially without caring about quality p. A memoir of 150 pages that he churned out in 1966 remained unfinished. 17

Exercise (10) to hold back To stop yourself from feeling or showing a particular emotion p Mc. Court knew that he was still holding back. 18

Section 1 Comprehensive English 19

Task List Task 1: Frank Mc. Court Task 2: Structure speaks Task 3: About poverty Task 4: More than what is said 20

Task 1: Frank Mc. Court Objective: To check your overall comprehension of the text Course tasks covered: Task 1 & 6 Duration: 10 minutes Type: Individual work (Multiple choice) Aids: The textbook 21

Task 1: Instruction Please read the following statements. Which one do you think is the best to summarize theme of the text “The Education of Frank Mc. Court ”? 22

Task 1: Exercise A. How Mc. Court grew into a successful writer out of poverty. B. How Mc. Court found the inspiration and courage from his students and became a successful writer. C. How Mc. Court grew into a successful teacher and a good writer. D. Both miserable childhood and teaching experience can be one’s education. 23

Task 1: Feedback (1) The answer is B. How Mc. Court found the inspiration and courage from his students and became a successful writer. How to get theme of a narrative? 24

Task 1: Feedback (2) --- About theme ® the sentence or group of sentences which states the main idea of the article ® how the author presents the story (the structure / inner logic) 25

Task 2: Structure speaks Objective: To check your understanding of the structure Course tasks covered: Task 1 & 6 Duration: 20 minutes Type: Pair work (Matching) Aids: The textbook, a pen 26

Task 2: Instruction The text “The Education of Frank Mc. Court” includes several flash-forwards and flashbacks. Are you clear about the structure and its inner logic? Match the main idea of each section with the inner logic of the text, and thus find out how the author conveys the main idea of the story. 27

Task 2: Exercise The Story Inner Logic l Invited to give a speech ______ a. l Childhood & youth ______ b. l Teaching in Seward Part ______ c. l. An incident in his class and a related one in college ______ Teaching in Stuyvesant ______ l l. Writing of the book and its success l. The speech d. ______ e. ______ f. g. ending getting courage from students facing the past and understanding how it affected him finding his past a worthy topic, but frustrated in writing success in writing introduction background 28

Task 2: Feedback (1) a speech (introduction/ending) Writing of the book childhood & youth and its success (background) (success in writing) Teaching in Seward Part: (facing the past and understanding how it affected him) Teaching in Stuyvesant (getting courage from students ) An incident in his class and a related one in college (finding his past a worthy topic, but frustrated in writing) 29

Task 2: Feedback (2) --- About structure Ø Don’t be satisfied with the story on the surface. Read deeper and find the inner logic of the text. 30

Task 3: About poverty Objective: To check your usage of key words and phrases Course task covered: Task 2 Duration: 25 minutes Type: Pair work (translating) Aids: Textbook 31

Task 3: Instruction Frank Mc. Court is a successful writer out of poverty. Thus, in this unit, many words and phrases describing the poor are introduced. Read the following Chinese phrases and give their English counterparts orally. 32

Task 3: Feedback (1) ® ® ® ® ® 伴着辘辘饥肠与褴褛衣衫长大 grow up hungry and ragged 靠救济生活 live on the dole 出身卑微 come from nothing 破旧的廉价公寓 dilapidated tenement buildings 让他痛苦不堪的、充满苦难与背叛的童年 the sordid childhood with all the miseries and betrayals 饥饿与他形影不离 Hunger was ever present for him. 从学生的破旧衣服上看出贫困的迹象 recognize the telltale signs of need in his students’ threadbare cloths 经济萧条 poor economy 他的三个弟妹相继夭折 Three of his siblings die in infancy. 34

Task 3: Feedback (2) --- About translation u The essence of translation is to convey the meaning. So you don’t have to follow the sentence structure or part of speech in the original language when doing the translation. 35

Task 4: More than what is said Objective: To review the cohesive device: ellipsis Course task covered: Task 4 Duration: 15 minutes Type: Pair work (identifying coherence devices) Aids: The textbook 36

Task 4: Instruction Read the following statements. Find out what has been omitted in each sentence, and what kind of ellipsis is used. 37

Task 4: Exercise ® - “Have you read the book Angela’s Ashes? ” - “I’m afraid I haven’t, ” he replied. ® He didn’t read his essay to the class, and he never will. ® - “Where ya from? ” - “Ireland, ” Mc. Court replied. ® He spoke to the shorter guy, and I chose the taller. 38

Task 4: Feedback (1) --- About ellipsis Verbal ellipsis (1) echoing Nominal ellipsis Ellipsis Clausal ellipsis Verbal ellipsis (2) Auxiliary contrasting 39

Task 4: Feedback (2) 1. - “Have you read the book Angela’s Ashes? ” - “I’m afraid I haven’t, ” he replied. “I’m afraid I haven’t read the book Angela’s Ashes, ” he replied. 【Verbal ellipsis (1) echoing】 2. He didn’t read his essay to the class, and he never will read his essay to the class. 【Verbal ellipsis (2) auxiliary contrasting】 40

Task 4: Feedback (3) 3. - “Where ya from? ” - “Ireland, ” Mc. Court replied. “I come from Ireland, ” Mc. Court replied. 【Clausal ellipsis】 4. He spoke to the shorter guy, and I chose the taller guy. 【 Nominal ellipsis 】 41

Section 2 Enrichment Reading 42

Task List Task 1: Get rid of it! Task 2: Compound compounds 43

Task 1: Get rid of it! Objective: To reflect on your skills of skimming and scanning Course tasks covered: Task 6 Duration: 10 minutes Type: Individual work (short-answer questions) Aids: The textbook 44

Task 1: Instruction and exercise Here is a question about your fast reading habits. Reflect on your reading experience in the unit and answer the question orally. Can you hear yourself silently reading the words when you do fast-reading? 45

Task 1: Feedback Silent reading will seriously slow your reading speed. To get rid of the bad habit, try to: ☺ ☺ Focus on the meaning of have a chewing gum what you are reading; or sweets while reading think actively 46

Task 2: Compound compounds Objective: To check your knowledge in compound words Course tasks covered: Task 2 Duration: 15 minutes Type: individual work (creating compounds) Aids: The textbook, a pen 47

Task 2: Instruction A compound word is made when two words are joined to form a new word. Please form as many compounds as you can using the following words. 48

Task 2: Exercise prize bare book bound motor car shock store thread note winner absorber spell 49

Task 2: Feedback (1) p p p p Prize winner Shock absorber Motor car Bookstore Notebook Spellbound Threadbare 50

Task 2: Feedback (2)---about compound words Some compound words are formed with a space between the two words, while other are not. So we have to pay attention to the habitual ways of their spellings. 51

Section 3 Interactive English 52

Task List Task 1: Impressive Pulitzer Task 2: Hi, Frank! Task 3: Let’s talk! 53

Task 1: Impressive Pulitzer Objective: To reflect on your listening process Course tasks covered: Task 5 Duration: 20 minutes Type: pair work (short answers) Aids: The textbook 54

Task 1: Instruction You have listened to a talk about Joseph Pulitzer’s life in the unit. What impressed you most in the story? Why? Give short answers to the above questions and tell your partner about it. 55

Task 1: Feedback --- Listen and speak p Listening should not be separated from speaking. p Learn to speak a language through listening instead of reading. And speak about what you have listened. 56

Task 2: Hi, Frank! Objective: To practice retelling a story Course tasks covered: Task 1 Duration: 15 minutes Type: Pair work (interviewing) Aids: The textbook 57

Task 2: Instruction (1) Conduct a role play with your partner. Suppose you are Frank Mc. Court and your partner is a TV reporter, giving you an interview on your early life experience. 58

Task 2: Instruction (2) Please cover the following points in your interview: ☼ Frank’s family background (parents, siblings, poor life) ☼ Frank’s youth (quitting school, going to America) ☼ Frank’s entry into college ☼ How Frank found the topic of his book in college The reporter may start the interview with the following sentences: Good morning everyone! This is Program “Miracle” from Beijing! Today, we have invited …. 59

Task 3: Let’s talk! Objective: To make a conversation Course tasks covered: Task 5 Duration: 20 minutes Type: Pair work (making a dialogue) Aids: The textbook 60

Task 3: Instruction In your opinion, what makes a good university teacher? First recall what you have read in “Skill building: The art of conversation” in Task 5 of the unit. Then make a conversation with your partner about the topic. 61

Task 3 Feedback Avoiding misunderstanding Turn-taking Opening and Closing strategies Back-channel behavior Features of a successful conversation 62

A review 63

Checklist of objectives Have we accomplished the following objectives? p p p p p To check your usage of key words and phrases To check your overall comprehension of the text To check your understanding of the text structure To review expressions about poverty To review the cohesive device: ellipsis To reflect on your skills of skimming and scanning To check your knowledge in compound words To reflect on your skills of listening To practice retelling a story To practice making a successful conversation 64

Thank you! Questions are welcome! 65