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Unit 14 Father forgets Father forgets Contents  Pre-reading questions  Background information  Structure analysis of the text  Comprehension questions.

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Presentation on theme: "Unit 14 Father forgets Father forgets Contents  Pre-reading questions  Background information  Structure analysis of the text  Comprehension questions."— Presentation transcript:


2 Unit 14 Father forgets Father forgets

3 Contents  Pre-reading questions  Background information  Structure analysis of the text  Comprehension questions of Text I  Language points  Grammatical items  Exercises  Comprehension questions of Text II  Oral activities  Writing practice

4 Pre-reading questions  what kind of father you have?  how do you think a father should treat his son or a mother, her daughter?

5 Background information (1) How can I be a good parent? SSSShow your love. Every day, tell your children: "I love you. You're special to me." Give lots of hugs and kisses. LLLListen when your children talk. Listening to your children tells them that you think they're important and that you're interested in what they have to say.

6 Background information (2)  Make your children feel safe. Comfort them when they're scared. Show them you've taken steps to protect them.  Provide order in their lives. Keep a regular schedule of meals, naps and bedtimes. If you have to change the schedule, tell them about the changes ahead of time.

7 Background information (3)  Praise your children. When your children learn something new or behave well, tell them you're proud of them.  Criticize the behavior, not the child. When your child makes a mistake, don't say, "You were bad." Instead, explain what the child did wrong. For example, say: "Running into the street without looking isn't safe." Then tell the child what to do instead: "First, look both ways for cars."

8 Background information (4)  Be consistent. Your rules don't have to be the same ones other parents have, but they do need to be clear and consistent. (Consistent means the rules are the same all the time.) If two parents are raising a child, both need to use the same rules. Also, make sure baby sitters and relatives know, and follow, your family rules.

9 Background information (5)  Spend time with your children. Do things together, like reading, walking, playing and cleaning house. What children want most is your attention. Bad behavior is usually their way of getting your attention.

10 Background information (6)  Top 10 Tips For Enhancing That Lovin' Feeling Between Parents and Their Children  1) Say I Love You  Tell your child you love him every day -- no matter his age. Even on trying days or after a parent-child disagreement, when you don't exactly "like your child" at that moment, it is more important than ever to express your love. A simple "I love you" goes a long way toward developing and then strengthening a relationship.

11 Background information (7)  2) Teach Your Faith  Teach your child about your faith and beliefs. Tell him what you believe and why. Allow time for your child to ask questions and answer them honestly. Reinforce those teachings often.

12 Background information (8)  3) Establish A Special Name Or Code Word  Create a special name for your child that is positive and special or a secret code word that you can use between each other. Use the name as a simple reinforcement of your love. The code word can be established to have special meaning between your child and you that only you two understand. This code word can even be used to extract a child from an uncomfortable situation (such as a sleepover that is not going well) without causing undue embarrassment to the child.

13 Background information (9)  4) Develop And Maintain A Special Bedtime Ritual  For younger children, reading a favorite bedtime book or telling stories is a ritual that will be remembered most likely throughout their life. Older children should not be neglected either. Once children start reading, have them read a page, chapter, or short book to you. Even most teenagers still enjoy the ritual of being told goodnight in a special way by a parent--even if they don't act like it!

14 Background information (10)  5) Let Your Children Help You  Parents sometimes inadvertently miss out on opportunities to forge closer relationships by not allowing their child to help them with various tasks and chores. Unloading groceries after going to the store is a good example of something that children of most ages can and should assist with. Choosing which shoes look better with your dress lets a child know you value her opinion. Of course, if you ask, be prepared to accept and live with the choice made!

15 Background information (11)  6) Play With Your Children  The key is to really play with your children. Play with dolls, ball, make believe, checkers, sing songs, or whatever is fun and interesting. It doesn't matter what you play, just enjoy each other! Let kids see your silly side. Older kids enjoy cards, chess, computer games, while younger ones will have fun playing about long as it involves you!

16 Background information (12)  7) Eat Meals As A Family  You've heard this before, and it really is important! Eating together sets the stage for conversation and sharing. Turn the TV off, and don't rush through a meal. When schedules permit, really talk and enjoy one another. It can become a quality time most remembered by young and old alike.

17 Background information (13)  8) Seek Out One-On-One Opportunities Often  Some parents have special nights or "standing dates" with their children to create that one-on-one opportunity. Whether it is a walk around the neighborhood, a special trip to a playground, or just a movie night with just the two of you, it is important to celebrate each child individually. Although it is more of a challenge the more children in a family, it is really achievable! Think creatively and the opportunities created will be ones that you remember in the future.

18 Background information (14)  9) Respect Their Choices  You don't have to like their mismatched shirt and shorts or love how a child has placed pictures in his room. However, it is important to respect those choices. Children reach out for independence at a young age, and parents can help to foster those decision-making skills by being supportive and even looking the other way on occasion. After all, it really is okay if a child goes to daycare with a striped green shirt and pink shorts.

19 Background information (15)  10) Make Them A Priority In Your Life  Your children need to know that you believe they are a priority in your life. Children can observe excessive stress and notice when they feel you are not paying them attention. Sometimes, part of being a parent is not worrying about the small stuff and enjoying your children. They grow up so fast, and every day is special. Take advantage of your precious time together while you have it!

20 Structure analysis of the text (1)  The events the author reports are not chosen in a casual fashion. He deliberately chooses the details to create the characters ---- an unreasonably harsh and cross father and a tender and affectionate son, and at the same time, reveal his remorse.

21 Comprehension questions of Text I Comprehension questions of Text I  How did the father treat his son most of the day?  Why do you think the father was so harsh on his son?  What do you think the son taught his father?  What is the tone of the father throughout the passage?  If you were the father, how would you treat your son?

22 Language points (1) Language points (1)  crumple: to (cause to ) become wrinkled; to fall apart; to collapse  The side of the car had crumpled where it had been hit.  The Nazi regime finally crumpled.

23 Language points (2)  stifling: very hot or stuffy almost to the point of being suffocating; causing a feeling of stultification, repression, or suffocation.  She can hardly breathe in this stifling hot weather.  The scholarly correctness of our age can be stifling.(Annalyn Swan)  我们这个时代学者的正确性令人感到窒息。 ( 安纳莱恩. 斯旺 )

24 Language points (3)  Stifle: v. to cause differently in breathing properly; to repress; to keep in or hold back  The fire stifled the firemen.  It was a most unimaginative presentation and I had to stifle a yawn.

25 Language points (4)  remorse: a strong feeling of guilt and reget about something one has done  The man showed no remorse for his crime  Remorse preyed upon her mind when she heard the death of her ex-husband.

26 Language points (5)  gulp: to swallow greedily or rapidly in large amounts; to choke back by or as if by swallowing to gulp down a cup of tea; to gulp down a sob; to gulp back tears.  snap:  (1) to speak abruptly or sharply.  “ You are late again!” he snapped at the boy.  (2) to close the jaws quickly; to bite  The big dog snapped at her ankles.  (3) to break suddenly off or in two  A branch snapped off the tree in the wind.

27 Language points (6)  6. tempestuous:  (1) of, relating to, resembling a tempest; stormy tempestuous gales  (2) (of emotions) very strong and passionate  For decades, the Hollywood couple’s tempestuous relationship made the headlines.  Word derivation: tempestuously ad., tempestuousness n..

28 Language points (7)  7. sickening: causing or liable to cause a feeling of disgust or nausea  A sickening stench of blood  The child hit the ground with a sickening thud.  Sicken v.: to (make somebody ) feel disgusted or appalled  We sickened at the thought of having to beg for peace.  Cruelty sickened everyone present

29 Language points (8)  8. reprimand: to speak angrily or seriously (to somebody who is thought to have done something wrong)  Little Harry was reprimanded by the headmistress for playing truant.  Her attempts to reprimand him were quickly shouted down.  Note: The text is abundant with words or phrases of similar meaning, e.g., scold, take somebody to task, find fault,

30 Language points (9)  9. atonement: repayment or reparation for an injury or wrong  True guilt is characterized by a readiness to make atonement for having done wrong.  atone v. to make amends or reparation for an injury or wrong  The father felt he had to atone for what he had done to his son.

31 Language points (10)  10. resolve n. a strong decision or determination  The argument increased her resolve to break up with him.  Resolve v. to make a decision formally or with determination  After a day of argument we resolved on / against visiting the frontier.

32 Language points (11)  11. weary : very tired, especially after working hard for a long time  You must be weary after the long, bumpy fight.  Be/get/grow weary of = feel bored with  Rose had gone out with the same people to the same clubs for years and she had just grown weary of it.

33 Language points (12)  Weary v. to (cause to ) be tired or bored  Children weary me with their constant inquiries and demands.  The children never seem to weary of asking questions.

34 Grammatical items (1)  Explain the meaning of yet in the following sentences.  1. There are two hours yet until your train leaves.  2.Mr.smith is a very heavily built man yet he never gives the impression of being fat.  3. Have you heard from your friends yet?

35 Grammatical items (2)  4. The agent is known to have visited the USA, yet he denies it.  5. Your assumption is still only a theory, it has yet to be tried in practice.  6. I could hardly believe that he made a yet worse mistake.

36 Exercises (1)  Translation  1. When he learnt that his son had been kidnapped, a deadly fear swept over him.  2. The strict father was very cross about his daughter staying out so late.  3. he was severely reprimanded for his chronic laziness and lateness.  4. One of the points Wordsworth, an English romantic poet, emphasizes is the spontaneous emotion recollected in tranquility. 

37 Exercises (2)  5. He is a successful leader, for when he shows resolve, he never fails to dwell on difficulties.  6. Little girls often visualize angels as pure and kind children with wings from the heavens.  7. He tried to atone for his rude behavior toward his girlfriend by taking her to the concert.  8. His confession that he had thought of becoming a pirate was a great shock to me.

38 Exercises (3)  Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form Atonement remorse snatch crumple reprimand spontaneous infant sacrificial stifling patter shrine penitent

39 Exercises (4)  1. Is the _______ enterprise based in Ukraine or Belarus?  2. The Prime Minister submitted his resignation as an act of _________.  3. Public officials may be ________ or dismissed for failing to perform their duties properly. 4. If someone is referred to as a ________ lamb, he has been blamed unfairly for something he did not do or for which he is only partly responsible, usually in order to protect another more powerful person. infant atonement reprimanded sacrificial

40 Exercises (5)  5. Rain _______ gently outside, dripping onto the roof from the pines.  6. Impatiently, Darwin _______ up the letter and threw it into the bin.  7. William knelt down at his son’s bedside in a fit of _________.  8. Life with his in-laws seems _______ ; he is thinking of moving out. pattered crcr crucru crumpled remorse stifling

41 Comprehension questions of Text II (1)  1. why is it believed that “do as you would be done by” is the surest method of the art of the pleasing?  2. why are you supposed to banish the egoism out of your conversation?  3. why should you never speak with this silly preamble: “I will tell you an excellent thing”, or “I will tell you the best thing in the world”?

42 Comprehension questions of Text II (2)  4. what is the object that women can not avoid liking to be flattered upon?  5. why are little attentions necessary in dealing with others?

43 Oral activities  1. Discuss in pairs. Sum up the qualities of a good parent and discuss how to achieve them.  2. Work in groups. Compare Chinese parents with western parents in their child – rearing styles. consider their primary concerns for their children, ways of treating their children, and their relationship with them.

44 Writing practice (1)  Spare the Rod, Spoil the Child  There has long been a view among Chinese that "Spare the rod, spoil the child". How did this point form and spread through China ' s long history may cause my curiosity. However, what really interests me is whether this viewpoint is still worthy of adoption in our modern society. For one thing, such "rod using" education mode has no possibility of achieving the goal of education: the forming of a child ' s judgment on right and wrong as well as the developing of a child ' s self-control ability.

45 Writing practice (2)  Children are always inquisitive and destructive, tearing up books, throwing down vases and etc, which will make you feel rather angry. Punish them or explain to them, you are faced up with a choice. In fact, whichever method you choose, it will be effective at that time. The only difference is that the former one works on children ' s fear of penalty and the latter one on their realization of mistakes. Fears disappearing quickly, children are likely to repeat their wrong activities if you only punish them. Once learning why they are wrong and knowing what is allowed and what is banned, the children may avoid making the same mistakes in the future. And little by little, children ' s judging ability will be developed. So in the long run, pointing out the mistakes and what is permitted seem more wise.

46 Writing practice (3)  Similarly, such "penalty emphasizing" education mode, which somewhat seems a bit violent, harms children ' s growth and the forming of their characters. "Many adults ' mental diseases have close relationship with their childhood ' s penalty", psychiatrists say on a large number of researches. Furthermore, such education mode may result in children ' s rebellious temperaments or too timid and weak characters. Additionally, this mode will widen the gap between two generations. With all these unexpected results, we would better think deeply over this education mode.

47 That is the end of this lesson. Thank you ! That is the end of this lesson. Thank you !

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