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 10

• TEXT 1 How I Found My Voice

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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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I. Pre-reading discussion

• 1. Have you ever spoken to a large audience? how
  did you feel?
• 2. Do you think voice is important to a personal
  development?

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Presentation
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Presentation
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Presentation
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II. Introduction

• About the author
• Background Information

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III. Text Explanations

• This autobiographical narration comprises
  three parts.
• Part I (Paragraph 1-2) the writer presents a
  striking contrast between his successful career
  as an actor and television announcer and his
  severe stutter in his early childhood.
• Part II (Paragraphs 3-22) the author recollects
  how his high school teacher, Professor Crouch,
  helped him to overcome his stutter and find his
  voice.
• Part III (Paragraphs 23-29) the author tells the
  reader how his voice found with the help of
  Professor Crouch.

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Paragraph 1-2 Analysis

• In this part, the writer describes how
  successful his career is at present and what an
  important role his voice plays in his career. It
  forms a sharp contrast with the fact that he
  suffered from a stuttering problem as a child.

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Language Work

• 1. trilogy - a series of three books, plays,
  operas, etc. that have the same subject or the
  same character, but are each complete works in
  themselves
• He is best known for his trilogy on working-class
  life.
• 2. the voice-over announcer an announcer who
  makes a commentary or gives an explanation which
  is heard as part of a film or television program,
  but he himself is not actually seen

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Paragraphs 3-22 Analysis

• This part mainly describes the writer's
  stuttering problem when he was a child and the
  process of how Prof. Crouch helped the boy tackle
  the problem by way of the forced public speaking.
  As a result, his effort woke up the boy's courage
  to overcome his humiliation, and the boy's
  stutter disappeared.

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Language work

• 1. I always sat down, my face burning with shame.
  I always sat down, and blushed because I felt
  ashamed.
• More examples of absolute structure
• A number of officials followed the emperor, some
  to hold his robe, others to adjust his girdle,
  and so on. (infinitive clause)
• His voice drowned by the noise, the speaker
  stopped in the middle of his lecture. (-ed
  participle clause)
• He went off, gun in hand. (prepositional phrase)
• The floor wet and slippery, we stayed outside.
  (adjective phrase)

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• 2. It was traumatic moving from the warm, easy
  ways of catfish country to the harsh climate of
  the north, where people seemed so different. We
  moved from the familiar and pleasant country to
  the north where I felt cold both in body and in
  heart. That was really an upsetting experience in
  my life.
• 3. in a nondenominational fellowship - in a
  close relationship without caring about the
  different religions

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• 4. Granddad's Irish heritage came out in his
  love for language during the week he used
  "every- day talk", but on Sunday he spoke only
  the finest English. Granddad had a love for
  language, which might have been inherited from
  his Irish ancestors. In weekdays, he used plain
  English, but when in church on Sunday, he spoke
  perfectly standard English.

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• 5. come close to become almost the same as
• 6. assess consider or judge the quality or
  worth of something
• They say they can assess intelligence from these
  tests.
• 7. round up gather together animals or people,
  often when they do not want to be gathered
  together
• 8. vent give free expression to

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• 9. That awful feeling of my voice being trapped
  got worse as I grew older. As I grew older, I
  became more self-conscious of my stuttering.
• 10. retreat a quiet or private place that one
  goes to in order to rest or concentrate on a
  particular problem or task

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• 11. savor enjoy and appreciate something like
  food, or drink, or an experience, as much as one
  can
• I savored every mouthful of breakfast, reluctant
  to let it end.
• He savored the word as he said it.
• 12. labor work with difficulty, for example
  because one is not strong enough or clever enough
• He was laboring under the strain of a worsening
  political crisis.
• His classmates were laboring with elementary
  algebra.

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• 13. ... I started, anger flooding me ... - ...
  I started, overwhelmed with anger ...
• 14. I stood amazed and floated back to my desk
  in a daze, amid wild applause. - I stood there,
  amazed at my performance, then not knowing how, I
  drifted back to my seat, and my classmates gave
  me a big applause.

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• 15. Most have no problem singing because the
  lyrics' rhythmic pattern flows by itself. Most
  stutterers can sing without stuttering because
  they can sing along with the rhythm pattern which
  just flows by itself.
• 16. He never pushed anything at me again he just
  wanted all his students to wake up. From then
  on he never gave me pressure, and what he tried
  to do was to help students realize and tap their
  potential.

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Paragraph 2329 Analysis

• The concluding part shows various honors and
  successes the writer has obtained, which further
  emphasizes the great effect the teacher has
  brought about on the writer's career as well as
  his whole life. He would never forget that it was
  Prof. Crouch who had made him a successful actor
  and announcer out of a stuttering boy.

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Language work

• 1. I ... supported myself between roles by
  sweeping floors of off-Broadway stages. Before
  acting any new role, I ... supported myself by
  sweeping the floors of off-Broadway stages.
• 2. "Can I fly you in from Michigan to see it?"
  "Can I offer you a flight to Michigan to see my
  acting?"
• 3. he was still living in a world vibrant with
  all of the beautiful treasures he had stored.
  ... he had stored many poems by memorizing them
  so he could enjoy his life with the rhythms of
  poetry even after he had lost his sight.
• 4. resurrect cause something to live again
  after it has disappeared
• A furious argument ensued in which both sides
  resurrected all their old differences.

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IV. Questions

• 1. Did you expect a person as described in
  Paragraph 1 could have suffered from stutter?
• 2. What are supposed to be the causes of his
  stuttering?
• 3. Why could he talk to all kinds of animals on
  the farm, but not in front of people?
• 4 What attracted Prof. Crouch to the writer's
  school?

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V. Structural analysis and Rhetorical features

• A piece of a narration

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VI. Discussion about Text II

• Thank You. Mr. Chips

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Assignment

• Do some reading
• Prepare the new unit