Unit1How I Got SmartI. Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words, phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing passages beginning with misconceptions and followed by presenting theories,arguments and opinions.2) Appreciating figurative language in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1) Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? And then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the un expected side effects of the author’s first venture into romance.2) Questions for discussion:------Do you remember the first time you fell in love? Did you let the person know how you felt?Did you learn anything from the experience, or was it just a silly incident?------what do you think of college love? Is it an incentive or an obstruction?2. Text OrganizationThe text can be divided into three parts:Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.Part II (para3-33) My love story in my sophomore year.Part III (para34) The after events of the story.3. Skill Learning in Writing and Reading1) Writing Skill: Developing passages beginning with misconceptions and then followed bypresenting theories, arguments and opinions.Example:A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendency to sit through each class in shy silence, wouldgrow up to be an active student?I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just o ver the teacher’s head.2) Reading Skill: Appreciating figurative language in reading materials.In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow wri ters to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.4. Language Points:1) A common misconception among youngsters attending school is that their teachers were childprodigies.(para1)Prodigy: n. a person who has unusual and very noticeable abattoirs, usually at an early age 奇才，天才Examples:an extraordinary prodigy 奇迹，奇欢，奇物a unique prodigy 罕见的奇才a child / infant prodigy 神童2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1)tendency : n. part of a person's character that makes him like (to do) sth.Examples:His tendency to exaggerate is well known.anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhowExamples:What was he doing with so much of the company's money in his personal account anyway?3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2)devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:a devotee of Bach 巴赫乐曲的爱好者a devotee of football 足球爱好者[派生] devote : v. be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doing devoted 献身的，专心于……的；devotion献身，忠诚，挚爱；devotional专心的，忠诚的out of focus : not clearly seen; not sharply definedExamples:The children's faces were badly out of focus in the photograph.His personality is still a bit out of focus.4) I hated compulsory education with a passion. (para2)Paraphrase -----I strongly objected to required education.compulsory : a. required by law or a rule义务的，强制的，必修的，规定的Examples:English composition is a compulsory course in American colleges.compulsory military service 义务兵役compulsory subject 必修科目compulsory legislation 强制性立法[反义]optional adj 可选择的，非强制的；optional courses选修课5)Cupid aimed his arrow and struck me right in the heart.(para3)Paraphrase ----- I fell in love.6).. ...if only to gaze at the lovely face in English II. (para3)Paraphrase -----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... .. Examples:I think you should get a job if only to stop yourself getting so bored at home.C.f if only and only if7) Debbie was far beyond my wildest dreams. (para4)beyond a person's wildest dreams: better than he could have imagined or hoped for. Example:The library was enlarged and enriched beyond our wildest dreams.8) It was a smile that signaled hope and made me temporarily forget the intellectual gulf thatseparated us.(para5)intellectual gulf : difference in mental abilitygulf -- n. area of division or difference, esp. between opinionsExamples:There is a widening gulf between the middle classes and the poorest sections of society.It is hoped that the peace plan will bridge the gulf between the government and the rebels.9) …s o that I could get all the facts in before we reached the cash register.(para12)get sth. in: manage to find time for doing or saying sth.Example:John talks so much that it's impossible to get a word in.10) “Why not?” said Debbie, playing right into my hands.(para17)play (right) into sb.'s hands: do sth. which gives sb. an advantage; help sb. who is one's opponent against oneselfExample:Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)11)…so I had to step it up to get the natives in.(para20)step up: increase in size, amount or speedExample:The pace of the reforms is being stepped up.12) Debbie seemed to relish our little conversations and hung on my every word. (para26)hang on : listen very attentively toExample:Ann hangs on every word of her history teacher and takes very careful notes.13) I sneaked a look at Debbie and gave her a big wink. (para30)sneak a look at : look secretly atsneak : vt. take secretly (often without permission)Example:sneak a look through the keyhole14) What I failed to perceive was that…(para31)perceive : vt. notice; be conscious ofIf you perceive something, you see, notice or become aware of it, esp. when it is not obvious to other people.Examples:perceive sth by the ear /eye 耳闻/ 目睹某事perceive to car coming to ward 看到一辆车朝……驶来He was able to perceive the danger of their situation.C f perceive, conceive and deceive15) Although the original incentive was gone….(para34)incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励Examples:ecnomic incentive 经济刺激offer an incentive 给予鼓励many incentives to work hard 努力工作的动力give sb. incentive to sth / to do sth / to doing sth 激发某人做某事[同义] motive n. 动机，主旨，目的stimulus n. 刺激，刺激物16) Drink deep, or taste not the Persian spring. (para34)Paraphrase --- -Learning intensively, or give up learning at all.Pierian : a. belonging to Pieria, a region of ancient Macedonia, the reputed home of the Muses, hence allusively in reference to poetry and learning.5. Grammar Focus1) The use of “rather than”r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。