Book one
Unit seven Emergency
I Objectives
Students will be able to
1.understand the main idea ( Anthony Falzo saved two children in a courageous deed) and structure of the text (three parts—what happened before, during and after the incident) ;
2.appreciate the advantages of specific words over general words;
3.grasp the key language points and grammatical structures in the text;
- conduct a series of listening, speaking and writing activities centered upon the theme of the unit
II Time allotment
1st period / 2nd period / 3rd period / 4th period / 5th periodPre-reading;
While-reading (Predictions) / While-reading (Text Organization, Part I, Part II) / While-reading (Part II and Part III) / While-reading (Part III);
Post-reading / Theme-related Language Learning Tasks
III Cultural Notes
Conrail: in mid-1970s, seven bankrupt railroads in the Northeast and Midwest were combined into a new corruption: consolidated Rail Corporation (Conrail)
Pre-reading Activities
1.T asks several Ss the following questions to check if they have listened to the recorded poem:
---- How did the father understand courage at first? (hint: to have no fear of certain things)
---- What did courage mean to the father after the fire? (hint: to risk one’s life for other people) (5 minutes)
2.(1) Before class, Ss are asked to collect stories, news reports, pictures, or even video clips (if relevant equipment is available for showing them in class) of courageous deeds.
(2) In class, Ss form groups of three or four to share what they have collected.
(3) Groups discuss what qualities are necessary for a person to handle emergencies successfully and why. They may support their points by citing what they have collected.
(4) Speakers for several groups report their discussion results to the class.
(5) T reminds Ss to keep these qualities in mind when they study the text, and see how many of them are embodied in Anthony Falzo. (25 minutes)
While-reading activities
1.Predictions
(1) Ss read the title and the first paragraph, then answer the following questions:
---- Who might have uttered the exclamation “ Kids on the Track”! (possible answers: Kate Pritchard, a railway worker, a train engineer, a neighbor, a passer-by who saw the kids on the track, etc. )
---- Why does the author describe how Kate carried the groceries from her car to the house? (hint: She was so preoccupied with the task that she neglected her sons, which later caused the accident.)
----Why does the author mention a train horn, Conrail, and the lack of a fence between the Prichards’ yard and the railway? (hint: They foreshadowed the later accident.)
---- Why does the author include in the story the ages of Todd and Scott? (hint: That tells the reader they were too young to understand the importance of staying away from the railroad.)
(2) T comments that the author skillfully includes in the first paragraph the above-mentioned hints of the story to be unfolded.
(3) Ss read the last sentence of the story and get an idea of the importance of coherence. (see Text Analysis) (20 minutes)
2.Ss read the instructions for Text Organization Exercise 1 to learn the three-part structure of the text. They will complete this exercise as they go through the text. (5 minutes)
3.T explains the language points in Part I and gives Ss practice. (see Language Study) (20 minutes)
4.Ss sum up the main idea of part I, then some of them report their summary to the class. (5 minutes)
5.T explains the language points in Part II and gives Ss practice. It might be important to mention that 14 inches equal approximately 35 cm. During the process, pay special attention to the verbs that describe a succession of actions taken by Rich and Anthony. T may ask Ss what more general synonyms could replace those in the text. (see Language Study) (30 minutes)
6.Ss do the Usage Exercise and learn about the advantages of specific words over general ones. (15 minutes)
7.Ss sum up the main idea of Part II, then do Text Organization Exercise 2. They will compare their answers with each other. (15 minutes)
8.T explains the language points in Part III and gives them practice. (see Language Study) (5 minutes)
9.Ss sum up the main idea of Part III, then some of them report their summary to the class. (5 minutes)
10. Ss re-form groups, which are the same as those in Pre-reading Activities No. 2, to discuss the valuable qualities Anthony possessed. They must give examples to support their findings. (10 minutes)
Post-reading Activities
1.(1) Ss re-read the first sentence of the text, Paragraphs 9-13, Paragraph 28, and answer the following questions:
---- Does the description of the weather have anything to do with the story? (hint: to form a contrast with the ugliness of the later accident)
---- Why is the small talk between Rich and Anthony relevant to the story? (hint: to form a contrast between the relaxed mood they were in and the tense scenes to come)
---- How do Scott and Kate’s reactions to the accident compare with Anthony’s? (hint: to highlight
Anthony’s cool-headedness)
(2) T sums up by saying that sometimes a good story relies on comparison and contrast to play up the atmosphere. (see Text Analysis) (10 minutes)
2.T guides Ss through some other after-text exercises. (20 minutes)
3.Theme-related Language Learning Tasks (1 period)
Text Analysis
At first sight, some readers may wonder why the author bothers to give descriptions of the weather, of how Rich and Anthony made jokes about each other, of how after the accident Scott was jumping and crying, and of how Kate had delayed calling for help. But after closer inspections they will realize that those details are there to highlight the urgency of the accident and the level-headedness of Anthony.
In the first part of the story the author tells us there was no fence separating the yard from the railroad. It is interesting to note that in the last paragraph, the author makes a special mention of the fact that there is now a fence separating the neighborhood from the railroad track. That provides a good example of coherence.
Therefore, we know a good story-writer selects details carefully. He/she only includes those details that are vital to the theme.
Summary of text A
The text tells a dangerous risk experience: the brave and quick-witted conductor leapt off the fast running train and saved the lives of the two boys playing along the railway. It is the details that highlight the urgency of the accident, suggesting that it was his coolness that helped Anthony make wonders.
IV Language study:
- trunk: the thick main stem of a tree
the very long nose of an elephant
a large box or case in which clothes or belongs are stored or packed
place for carrying things in the back of the car.
- struggle with/against sb./sth.: having difficulty handling or coping with
e.g. She struggled with the math problem but eventually worked it out.
They struggled against enemies/natural calamities.
- horn: e.g. The driver blew his horn when an old lady with her dog stepped in front of his car.
Phrase.: blow/toot one’s own horn
- echo: v. repeat (another’s words, ideas)
n. a sound sent back or repeated, e.g. from a wall or inside a cave
e.g. the echo of his shout.
v. e.g. The room echoed with the sound of his song.
- overhead
prefix: over- such as: overburden, overcharge, overconfidence, overcritical, over develop, overdo, overdue, overeat, overestimate, overemphasize, overgrow, overheat, oversensitive, oversimplify, oversupply, overtime, overcome…
- similar words: sign, signal
e.g. Deaf-mutes converse by signs
A red light is a signal of danger.
- out of the way
other expressions related to way.
All the way, by the way, by way of, give way, have a long way to go, in the way , in a way, in no way, just the other way round, lose one’s way, …
- resume: begin again esp. after a pause.
Resume sth./ doing/*to do sth.
Continue doing sth./ to do sth.
9. Medium: adj. e.g. a man of medium height
n. (pl. media) mass media. Multimedia
- spot: v. recognize
e.g. She is so tall that she is easily recognized.
Phrase: on the spot: e.g. The thief was caught on the spot.
She was hit by the car and died on the spot.
- instant: moment
the instant (that)…: as soon as
similar expressions: the moment/minute/first time/second time/the last time that…
phrases: instant coffee, an instant Chinese restaurant…
- blast: a strong sudden rush of wind e.g. a blast of wind
- explode, explosion n.
similar words: explore the space
- sway e.g. the tree swayed in the wind.
Sway to the music.
His resolution never sways
- flash: Lightning flashed in the sky.
A good idea flashed into her mind.
Her eyes flashed with anger.
Flash a smile at sb.
16. Groan: he was groaning with pain.
The old chair gave a groan when the fat man sat on it.
- grab: The dog grabbed the bone and ran off with it.
The thief grabbed the bag.
Grip: the frightened boy gripped his mother’s arm.
- crash: The car crashed into a tree.
Air/car crash.
Similar words: crush the nut; clash between two countries.
- deceleration: pay attention to the Prefix “de”, here in this word it means “go down”
de : 1) go down: decrease, descend, decline 2) move:
3) remove from: dethrone 4) reduce: devalue
- via: by means of
It’s easy and quick to communicate with friends via email.
We came via the ring road.
- risk: put sth. in a dangerous position
He risked losing his house when his company went bankrupt.
She risked her own life to help a disable woman.
- mess around/about: spend time playing or doing things with no particular purpose
He spends his weekends messing around in his boat on the Thames.
The kids spent all day Sunday just messing around.
- animal: particular type of people including their interest and behavior (与众不同的人，奇特的东西)
You’re quite a party animal, are you?
The entrepreneur at 25 is a different animal from the entrepreneur at 50.
The new airplane is a fast animal.
- pull on: take hold of sth. and pull (it) with strength
The child pulled on his mother’s coat wanting to leave.
Pull on that bell rope, and a nurse will come.
- clear of : free from, not in contact with
The plane climbed until it was clear of the clouds.
The man kept clear of his wife after the argument.
V Grammatical structures in this text:
- Pay attention to some verbs followed by a gerund rather than an infinitive such as resume, postpone, anticipate, recall etc.
- pay attention to the absolute construction: with+noun+complement
1)with+OCo (Vg)
She walked past, with her doll drugging behind her.
2)with+OCo (Vd2)
With all work done, he suggested playing cards.
3)with+OCo (V2)
With graduate students to make up one third of the enrollment in 2004, this university is hopeful of being rated among the top 30 in the country.
4)with+OCo (adj)
With conditions in every way favorable, he might succeed.
5)With+OCo (prep)
He sat reading, with his back to the door.
6)with +OCo (prep)
He puts on his socks with the wrong side out.
7)with+Oco
He died with his son yet a schoolboy.
Questions asked:
- What does a thumbs-up gesture mean?
An American makes such a gesture by showing one’s thumb upward while keeping one’s other fingers tightly closed just as we Chinese do when he wants to show his approval or agreement
An American makes a thumbs-down gesture when he wants to show his disapproval or disappoint etc. while we Chinese show our little finger upward to indicate that something is of inferiority.
- Why are there some sentences in the text that are italicized?
These sentences indicate one’s psychological activities, just like the words spoken out and put in quotation marks. In this case, the present tense is usually used.
- In Line 101 and line102, what do the two its represent?
In line 101, it represents putting his arms around Todd and Scott and lifting them and it in line102 represents holding them again
- How to explain “a mask of darkening blood” in paragraph 28?
Here the author is using a metaphor. He compares the darkening blood to a mask. There are some other phrases in English which have similar usage, for example, a matchbox of building, a sea of people.
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