AN INTEGRATED ENGLISH COURSE

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AN INTEGRATED ENGLISH COURSE

• Gao Yufen
• English Department R-406Nancy5815_at_sina.com847244
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Unit 8

• Text 1 Fun, Oh Boy. Fun. You Could Die from It

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Teaching Points

• I. Pre-reading discussion and presentation
• II. Introduction
• III. Text Analysis
• IV. Questions
• V. Structural analysis and Rhetorical features
• VI. Discussion about Text II

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Presentation
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Presentation
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Presentation
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I. Pre-reading discussion

• 1. How important is fun in your life?
• 2. What is the greatest fun in your life?

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II. Introduction

• About the author
• Background information

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III. Text Analysis

• Paragraphs 1-5
• This is the introductory part.

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Language work

• 1. overshadow to make ( somebody or something)
  less successful, important, or impressive by
  comparison with others to dominate
• Ben overshadows all his colleagues.
• She is overshadowed by her younger and more
  attractive sister.

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Paragraphs 6-11

• In this part of the essay, the writer offers
  the extended definition of the word "fun" by
  negation.

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Language work

• 2. flunk to fail, especially (in) a course or
  an exam
• The boy was upset because he flunked (in) an
  English exam.
• flunk out to expel or be expelled from a
  school or course because of work that does not
  meet required standards
• We didn't flunk out, but our records weren't
  so good.
• 3. traipse e to walk wearily
• She spent the day traipsing from one shop to
  another.

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• 4. epitome an ideal a typical representation
• His father is the epitome of goodness.
• "He is seen ... as the epitome of the hawkish,
  right-of-center intellectual" ( Paul Kennedy).
• epitomize v. to be an epitome of something
• He epitomizes the loving father.
• She epitomizes all the good qualities of her
  family.

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Paragraphs 12-15

• This is the concluding part. The following
  questions are suggested
• 1)  According to Jordan, how should we treat fun?
• 2) How does Jordan develop Paragraph 13?
• 3) What does "It may even come on a Tuesday"
  mean?
• 4) Why does Jordan use an anecdote to conclude
  her essay?
• 5) Two simple, direct statements are used to
  begin and end the essay. What is the effect of
  these statements?

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Language work

• 5. damper (informal) something that stops an
  occasion from being as enjoyable as it was
  intended to be
• The bad news put/cast/threw a damper on the
  party.
• Will the snow put a bit of a damper on your
  hike plans?
• 6. blaspheme to swear to use words which show
  a lack of respect for God or religion
• The ban manager began to rage and blaspheme
  (against) God.
• The spiritual leader charged that the film
  blasphemed Islam.

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• 7. malted milk a soluble powder made of dried
  milk, malted barley, and wheat flour (???)
• 8. chunky
• (1)   ( of candy, etc. ) containing small, thick
  pieces
• chunky peanut butter chunky soup
• (2)   ( of a man) short and strong stocky
• A chunky man usually has a wide upper body and
  looks strong.

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• 9. scan
• (1) to examine (something) carefully, with the
  eyes or with a machine, in order
• to obtain information
• She anxiously scanned the faces of the young
  men leaving the train in the
• hope of finding her son.
• (2) To scan a text can also mean to look through
  it quickly in order to find a piece of
  information that one wants or get a general idea
  of what the text contains.
• Now, scan the newspaper article quickly and
  make a note of the main points.

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IV. Questions

• 1. How does advertising help to cultivate our
  fun-seeking appetite?
• 2. How old was Jordan at the time she remembers
  having an especially good time with her friend
  Pam?
• 3. Jordan ends her essay with a sad and regretful
  tone, how?
• 4. What ate some of the things that do not
  provide fun according to Jordan?
• 5. What is the thesis statement of the essay?

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V. Structural analysis and Rhetorical features

• The definition
• repetation

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VI. Discussion about Text II

• The Age of Thrills