Have You Seen the Tree ?
I .Teaching Objectives
1. Functions : Expressing belief & disbelief 2. Grammar points : Reviewing & modal verb + passive 3.
Vocabulary : blaze , simmer , burn with , twilight , embrace , awaken … to , feel like ,
marvel at , edge to , approach , catch fire / one’s eyes , swim with , for an instant , alert
II . Focal Points
1. Functions : Expressing belief & disbelief 2. Grammar points : Reviewing & modal verb + passive 3. Conversation
III . Teaching Process 1. Listening and Speaking Activities
1) 2) 3) 4) Introduction to the formulas of expressing commands Listen to the conversation twice Correct the answers Pair work Practicing : Read Conversation Explanation Speak before the class Make up another dialogue using the cues in the box 5)Make your own dialogue Team & group work Presentation 6)Matching exercises : What are they for ? If you want to learn more
2. Reading Comprehension
1) Warm-up questions 2) Listening to the text twice
3) Doing the comprehension work : Reading the text Discussion : Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words 4) Extended Activity Exercises
Step 1 Listening and Speaking Activities
1. Formulas for expressing
⑴ belief :
I find the fallen leaves on the street a very beautiful scene . I’ll take your word for it . I believe pen and paper will disappear by 2050 . I’m convinced of Jack’s honesty . I don’t doubt your words . I think what you said is true . Seems believable .
You must be joking ! You can’t be serious . Don’t pull my leg ! Do you think I’d believe a story like that ? Are you kidding ? Don’t tell me you’ve seen a rat in this house . It can’t be true . I don’t believe a word of it . Of course I won’t . I wasn’t born yesterday , was I ?
2. Listen and speak :
Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .
3. Try to speak more
1) Listen to the tape 2)Explanation of the conversation :
pave sth . (with sth .) : cover (a surface) with flat stones or bricks gorgeous : very beautiful sparse : not dense , thick or crowded ; thinly scattered
3) Depending on the cue box on the right , ask them to make up another conversation .
Act out the conversation. 4) Make your own dialogue
Presentation Team work
5) What are they for ?
Explanation Pair work : matching the exercises 6) If you want to learn more
Reading Comprehension and Language Activities
1. Warm-up questions and discussion 2. Listen to the text twice 3. Read the text and try their best to answer the questions
Section One -------- My neighbour told me something about the tree
Question : What did the writer learn about the tree from his neighbour ? (The writer learned from one of his neighbours that there was a beautiful tree down at the corner . It had all kinds of colours .)
Section Two -------- I myself saw the tree .
in the distance : a splash of bright orange I thought someone’s house had caught fire . approached it : the shape ------- nothing remarkable a medium-sized maple on its lower branches : a bright crimson the colour --------in its center : vivid yellows and oranges at its top : deep red through them : pale-green leaves (like the messy whirl of an artist’s palette) edged closer ----------- near the top :several bare branches around the trunk : the fallen leaves lay like a scarlet carpet my associations : varied nations of colour seemed to become a globe embracing all seasons and continents
Section Three -------- Emerson’s comments on the stars in relation to the tree Questions : How did Emerson comment on the stars ? What was the significance of his comment in relation to the tree ? (Emerson once commented about the stars in Nature . He observed that if the
constellations appeared only once in a thousand years , it would be an exciting event . But because they are up there every night , we barely gibe them a look . The significance of the comment is that people should notice and appreciate something extraordinary in the ordinary things in everyday life .)
Section Four -------- what the writer did
felt like doing : tolling a church bell to awaken the townspeople to the wonder of the tree really did : asked each neighbour the same question
4. Practicing asking and answering the questions in pairs . 5. Retell the text using the key words . 6. Explanation of the new words and phrases .
1. blaze vt. vi. : (make) burn brightly and fiercely eg. A good fire was blazing in the grate . 2. simmer v. ① (cause sth . to) remain almost at boiling-point eg. Let the soup simmer a few minutes . ② simmer with sth . : be filled with (anger , etc.) which one can hardly control eg. She simmered for a minute or two , then began shouting uncontrollably . ⒊ twilight : faint light after sunset or before sunrise eg. in the twilight at twilight 4. embrace ① vt . vi . : take (a person , etc .) into one’s arms as a sign of affection eg. They embraced (each other) warmly . ② accept or take (an idea , etc.) willingly eg. embrace an offer , opportunity ③ (of things) include eg. The term “mankind” embraces men , women and children . 5. awaken sb . to sth . : cause sb. To become aware of sth . eg. awaken society to the dangers of drugs 6. marvel + at : be very surprised (and often admiring) that … ⒎ edge (sth . / one’s way) across , along , away , back , etc . : move slowly and carefully … eg. I edged (my chair) towards the door . 8. approach : come near or nearer to (sb . / sth .) in space or time vt . vi . eg. The time is approaching when we must think about buying a new house . 9. catch one’s eyes / attention : attract sb .’s attention 10. swim with : be flooded or overflowing (with liquid) eg. Her eyes were swimming (with tears) . 11. alert v. ① warn (soldiers , etc .) to watch for danger and be ready to act eg . Why weren’t the police alerted ? ② alert sb . to sth . : make sb . aware of sth .
eg. alert staff to the crisis facing the company
1. 2. Do the exercises on the textbook . Writing P 223 Exercise 6 3. Oral practice : Practice retelling the text according to the key words or on the basis of Part C on Page 217. 4. Feedback