Unit 9 How I Found My Voice Teaching plan综合教程四.doc

UNIT 9 HOW I FOUND MY VOICE Teaching Objectives Master the following key words and expressions: flood, in a daze, retreat, savor, vibrant with Master the use of model verb “be able to could” Analyze the structure and rhetorical features of the text and get the message of the text Be able to discuss self-confidence Warming up discussions Have you ever spoken to a large audience? How did you feel? Do you think voice is important to personal development? Cultural background Stuttering Stuttering is a communication disorder that affects the fluency of speech. It begins during childhood and, in some cases, persists throughout the life span. The disorder is characterized by disruptions in the production of speech sounds, known as “disfluencies.” Disfluencies are not necessarily problematic; however, they can impede communication when a speaker produces too many of them or does not resolve them promptly. 2. Stuttered speech Stuttered speech often includes repetitions of words or parts of words, as well as prolongations of speech sounds. The frequency of these disfluencies among people who stutter tends to be much greater than it is for the general population. Text I HOW I FOUND MY VOICE James Earl Jones Global Reading I. Structural analysis of the text This text is an autobiographical narrative and it is intended to tell the readers that the building-up of self-confidence is very important to one’s personal development. It comprises three parts: Part I (Paragraphs 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. (beginning) 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. (development) Part III (Paragraphs 23 – 29): The author tells the reader how his voice found with the help of Professor Crouch turned a new leaf in his life and brought him great succes