综合教程V-1讲义.doc

综合教程5-1 An Integrated English Course (5) Teaching Plan Unit 1: The Fourth of July I.Aim: 1.To know the writing technique of a narrative.2.To be acquainted with some literary terms3.To learn to use words to describe disasters and violence4.To appreciate the language features5.To learn to write a story about disasters. II. Teaching Contents 1.The literary style 2. Detailed study of the text3. Organizational pattern4. Language features5. Exercises III. Time allocation 1. The literary style (narration) (15 min.)2. Detailed study of the text (120 min.)3. Structure analysis (15 min.)4. Language appreciation (15 min.)5. Exercises (15 min) IV. Students’ tasks: 1. Talk about the 4th of July, the National Holiday of the US. 2. Get information about Washington D.C., what does the name signify? 3. What do you know about the Declaration of Independence? Go to the Internet and find more information about it. 4.Ask students to discuss the questions in groups, then each group sends one person to give the answers of these question (1) What do you think of the title and the content of the text? (2) What is the writers purpose? Paragraph 1 When and where did the writers family go for a visit? Why did the family go on a Fourth of July trip? Paragraphs 2-6 Why had the family always gone on the milk train when they used to go to the Connecticut shore? Why did the writer say that her first trip to Washington D.C. was a mobile feast? Give a list of the different foods the writers mother had prepared and packed Why did the writers mother prepare a variety of foods for the trip? Why had the writers elder sister been prevented from going to Washington D.C. with her high school classmates? Paragraphs 7-17 Why did the writer spend the whole next day after Mass squinting up at the Lincoln Memorial? And why had Marian Anderson sung at the Lincoln Memorial after the D.A.R. refused to allow her to sing in their auditorium because she was Black? Why was the writer squinting? W