Unit11 Understanding Your Owner?

I. Part1 Listening and Speaking Activities

II. Part2 Reading Comprehension and Language Activities

III. Extended Activities

Objectives

1. Function: Expressing anger

2. Grammatical points: -ing as objectives of vt./v. + prep.

3. Vocabulary: desperate, represent, be aware of, interpret, fit in with, put…into danger, keep away, work out, try doing, end up, vary from, all too, force on

     I. Listening and Speaking Activities

(2 Periods)

1. Introduction of functions

2. Listen and Speak

3. Try to speak more

4. Make your own dialogue

5. What are they for

6. If you want to learn more

1. Introduction of functions

• Ss may express anger like this:

• I can’t stand to hear those dogs barking!

2. Listen and Speak

• Important phrases and expressions:• Walking your dog again?• Can’t bear to do sth.• On earth• Communicate with sb.• Pessimist• That should really keep you busy.• Spend … on sth. /spend… in doing sth.• Won’t make the best of your life

Listen and speakListen and speak

let’s listen to the conversation.let’s listen to the conversation. let’s listen to the conversation.let’s listen to the conversation.

3. Try to Speak More• Cues:A Training the dog?

B Great fun.

A Why train it?

B To tap the intelligence.

A Necessary?

B To improve animals’ life.

A Should leave them alone; let a dog live a dog’s life.

B They are highly intelligent animals: could be trained to serve human beings or just please us.

A Against the idea, unhappy about animal training.

B Some animals enjoy the training.

A No proof. Training is torturing.

B Not true: animals are rewarded for their performance.

A People should treat animals as friends.

B Training helps improve relationships between human beings and animals.

4. Make your own dialogue• For Student A

• Animals are friends of human beings.

• Don’t like circus people• Show anger: they

torture animals by making them do all sorts of things.

• Circus people, not concerned about their animals, only about making money.

• Animals should be set free; they belong to nature.

• For Student B• Agree, can’t imagine a

world without animals.• Ask why.• Disagree, some animals

seem to enjoy such training.

• Circus, not just a money-making industry: a form of art.

• Agree, but too late: some animals have lost the ability to live without human care.

5. Ways of Expressing Anger• Functions

• Show your anger to your brother he is not at all kind to your guests.

• You are angry because you have been waiting for a long time.

• You got angry because your people didn’t follow your instruction.

• You hate to see people litter in the street.

• You cannot bear those who test on animals.

• Actual Words Spoken• I’m disgusted. How could yo

u be so rude to my guests!• I really hate being kept waiti

ng. Can you make it earlier next time?

• My orders have been discobeyed. I must teach them a lesson.

• I’m going to get very angry with you. Pick your things up now!

• Look at the way people just throw litter down in the street.

• Look, how they treat the innocent animals! It makes my blood boil!

6. If you want to learn more• 只有他才干得出这种事！ • 有本事别在这儿逞能！（出

自自认是弱者之口）• 他说话的样子使我很生气。 • 这事我再也受不了啦。 • 这人从不认错。让人无法容

忍。 • 老是在公园里摘花，让我很

生气。

• 我看不惯他那种傲慢的态度。• 你怎么管得这么宽？• 要是别人在你家门口乱扔垃

圾，你会觉得怎么样？

• It’s typical of him to behave like that! • Why don’t you pick someone your

own size?! • It really makes me angry the way he

talks. • I’ve had enough of that. • Steve never apologizes for anything.

That’s what gets me down!Steve .• You can often see Sam picking

flowers in the park. It really makes me see red.Sam

• I can’t stand his arrogance. • Do you always stick your nose in

other’s business? • How would you like somebody to litter

around in your own doorway?

II. Reading Comprehension and Activities (5 Periods)

1. Warming-up discussions

2. Listen to the tape

3. Structure of the text

4. Discuss the questions about the text

5. Retell the text with the given cues

6. Language Points

1. Warming-up Activities

• In what ways can dogs be helpful to human beings?

• Why do people want to keep dogs as pets?

• If you have a dog, what kind of dog do you like to have?

2. Listen to the tape

Turn to p. 154, and listen to the text.Turn to p. 154, and listen to the text. Turn to p. 154, and listen to the text.Turn to p. 154, and listen to the text.

Understanding Your OwnerUnderstanding Your Owner

3. Structure of the text • Para.1: The differences between human beings and dogs

a. intelligence

b. communicatory means

c. senses

• Para. 2: Communication between human beings and dogs a. Most dogs can understand humans’ language both in spoken form and in written form.

b. Most humans can understand dogs’ communicatory sounds and behavior.

• Para.3: Some identical social behavior between dogs and human beings

• Para.4. Relationship between human and dogs a. Tips for dogs to live happily with human beings: dogs are dogs

b. Why human beings need a dog

4. Discuss the following questions. • Who is the “owner” in the title? • What does the phrase “a set of sounds” mean? Why do

some humans have difficulty communicating with others by a set of sounds?

• What does the phrase “a set of marks on paper” mean? What is the use of the marks for human beings?

• Why should a dog not develop the same communicating means/skills as human beings?

• What cost have human beings paid for having developed their seeing and hearing senses?

• What gestures of a dog’s can best please human beings? • According to the passage, what is the best policy for a

dog to live peacefully with human beings? • What are the reasons that human beings hold for keeping

a dog?

5. Retell the text using the following cues.

• The differences between human beings and dogs (intelligence, communicatory means)

• Communication between human beings and dogs • Some identical social behavior between dogs and

human beings • Tips for dogs to live happily with human beings: dogs

are dogs

• Why human beings need a dog

6. Language Points (1)

• be aware of/that: have knowledge or realization • vary from…to…: be/become different • represent: make/give a picture or a sign, symbol;

express, convey; describe • interpret: show/make clear the meaning of; consider to

be the meaning of • put…into danger: make… into trouble • try doing& try to do• Fit in with: be in a suitable or harmonious relation with

; be in the right or a suitable time or place for

6. Language Points (2)

• End up: finish• All too often/early/soon/quickly: more of

ten/early/soon/quickly than is desired• Force on sb.: compel/oblige sb. to do sth.• Keep… away: avoid/ prevent from• In desperate need of: really need/be eag

er to need• companionship: persons who shares in t

he work, pleasures, misfortunes of another/acquaintance

6. Language Points (3)

• be aware of/that: have knowledge or realization

• Eg: Are you aware that you are sitting on my hat?

• We are aware of the gravity of the situation.

• Teachers must be fully aware of the difficulties of students in study.

6. Language Points (4)

• vary from…to…: be/become different• Eg: These sounds vary from territory to territory,

so that some humans have difficulty in communicating with others.

• These boxes vary in weight from 3 pounds to 5 pounds

• The meaning of smiles often varies from culture to culture.

• The income varies from person to person in the company.

6. Language Points (5)

• put…into danger: make… into trouble• Eg: It would put our other abilities into dang

er if we ourselves developed these skills very far.

• Your carelessness might put us into danger.

6. Language Points (6)

• try doing& try to do: • eg. He tried reading novels in Englis

h.• He try to clean the whole house hims

elf.

6. Language Points (7)

• Fit in with: be in a suitable or harmonious relation with ; be in the right or a suitable time or place for

• Eg: I must fit my holidays in with yours.• Some convenience foods fit in with

ideas about healthy eating.

• Some fashionable clothes don’t fit in with ideas of health.

6. Language Points (8)

• End up: finish• Eg: We started with soup, and had fruit to end

up with.• If you don’t work hard, you will end up a

failure in your study.• Because of the poor management, the p

roject finally ended up a wreck.• At first he refused to accept any respons

ibility but he ended up apologizing.

6. Language Points (9)• Force on sb.: compel/oblige sb. to do sth.• Eg: We have to live with humans and we ha

ve to join a pack that is forced on us.• As an independent country, China wil

l not accept any unfair treaties forced on her.• Some students complained about the

excessive homework forced on them.• He tried to force his opinion on us, bu

t we didn’t accept it.

6. Language Points (10)

• Keep… away: avoid/ prevent from• Eg. A watch dog can keep burglars awa

y.• Keep the children away from the r

iver.• Her illness kept her away from wo

rk for several weeks.

6. Language Points (11)

• In desperate need of: really need/be eager to need

• Eg: Living lonely at home, the old man is in desperate need of companionship.

• In winter holidays, my son is in desperate need of companionship.

7. Group Discussion

• Please talk about the relationship between dogs and human beings in the films that you have seen/known.

III. Part3 Extended Activities (3 periods)

1. Read more

2. Grammar work

3. Word formation

4. Translation

5. Writing

6. Cultural Information

1. Read more: Topics for discussion (P159-160)

• Did the dog-narrator in the text fulfil its task?

• Why do people use tracker-dogs to search for a thief?

• What can a tracker-dog and what can it not do?

2. Grammar work (P161)

• -ing as objectives of vt./v. + prep.• Praise sb. for doing sth.• Concentrate on doing sth.• Prepare for sth./doing sth.• Succeed in sth./doing sth.• Depend on sth./doing sth.• Complain about/of sth.• Remind sb. of sth.• Congratulated sb. on sth.• Forgive sb. for sth./doing sth.• Name sb. after sb.

3. Word Formation (P 161)

• Suffix –ive can form adjectives from verbs, giving a meaning of “ having a tendency” or “ the quality of”.eg. explosive.

• -ly is a suffix for forming adverbs from adjectives

• -ly can be used to form adjectives from nouns, meaning “every”, eg. hourly.

• -ly is used as an adjectival suffix meaning “like”, eg. manly

4. Translation (P162)

• 1). At first he refused to accept any responsibility but he ended up apologizing.

• 2). Sometimes it is not easy to pick out an acquaintance in a crowd.

• 3). Some convenience foods fit in with ideas about healthy eating.

• 4). Your carelessness might put us into danger.• 5). He tried to force his opinion on us, but we didn’t

accept it.• 6). They spent hours working out the result of the

survey.• 7). If you can’t make it this way, you can try doing it

some other ways.• 8). Her illness kept her away from work for several

weeks.

5. Writing (P162-163)

• Working from a dog’s view• 1. spoken language: a set of sounds• 2. written language: a set of marks on paper• 3. greeting such as saying “hello”: going up to a

human, sitting down in front of him and raising a front paw in a gesture

• Studying a course like what people do at school: changing yourself slightly to fit in with a human pack

• Education children: looking after you will teach their pups a sense of responsibility

• Social vanity: make other humans look at you for your expensive and fashionable breed.

• Reading: be able to interpret part of the vocabulary and recognize some of the pattern of marks

6. Cultural Information (P63)

• Fairy Tales• 1. Alice in Wonderland• 2. Peter Pan• 3. Robin Hood• 4. The Legend of Sleepy

Hollow