She’s Leaving Home Unit 12 Section One: Cultural Information Section Three: Text Understanding...

She’s Leaving Home Unit 12Section One:

Cultural InformationSection Three:Text Understanding

Section Four:Text Appreciation

Section Five:Activities

Section Two:Word Study

She’s Leaving Home

She’s leaving Home

All women writers are daughters, and many of them

are mothers. Their natural fascination with the emotional

bonds between daughters and mothers has led them to

create stories complex and varied relationships, some

autobiographical in nature.

1. Our Mothers. Ourselves

2. Top 10 tips

3. A poem







Our Mothers, Ourselves: Mother-Daughter Relations

hips By Gina Shaw

When you’re five, she’s a goddess. You smear your face with her

Lipstick and model her earrings and high heels, wanting to be just like mommy. That’s the way it is until you’re about thirteen, when she suddenly becomes the most ignorant, benighted, out-of-touch creature on the planet, and you can’t get far enough away from her. Your primary form of interaction for the next five years or so will be a single word , “Mooommm!” And then, somewhere between your twenties and your thirties, if you’re lucky, she becomes your best friend again.


2. Top 10 tips

3. A poem







Our Mothers, Ourselves: Mother-Daughter

Relationships By Gina Shaw

No relationship is quite as primal as he one between a mother and her daughter. “It’s the original relationship, and it’s also a relationship that has been sentimentalized but not honored,” says Lee Sharkey, Ph.D., who directs the Women’s Studies program at the University of Maine at Farmington, where she teaches a popular course in mother-daughter relationships. “Women grow up and our energy is largely turned toward men, but the original love relationship is with a mother. If we as daughters don’t acknowledge that, we’re closing ourselves off from a great source of power and fulfillment and understanding of ourselves.”


2. Top 10 tips

3. A poem






She’s Leaving HomeTop 10 tips for enhancing the loving feeling between

parents and their children.From Robin McClure

Just like with any relationship, building a positive relationship between parent and child is one that requires work and effort to make it strong and successful.

Parenting is a touch job, and maintaining close relationships and open communications helps to ensure parents and their children stay connected through all ages of their upbringing. Here are 10 simple tips for enhancing the bond between parent and child.


2. Top 10 tips

3. A poem







1) Say I Love YouTell your child you love him every day------no matter what his

age. A simple “I love you” goes a long way toward developing and then strengthening a relationship.

2)Teach Your FaithTeach your child about your faith and beliefs. Tell him or her

what you believe and why. Allow time for your child to ask questions and then answer them honestly. Reinforce those teachings often.

3)Establish a Special Name or Code WordCreate 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 without causing undue embarrassment to the child.


2. Top 10 tips

3. A poem







4) Develop and Maintain a Special Bedtime RitualFor 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!

5 ） Let Your Children Help YouParents sometimes inadvertently miss out on opportunities to for

ge 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 appreciate her opinion. Of course, if you ask, be prepared to accept and live with the choice made!


2. Top 10 tips

3. A poem







6)Play with Your Children

The key is to really play with your children. Play with dolls, balls,

making believe, checkers, singing 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 anything …as long as it involves you!

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.


2. Top 10 tips

3. A poem







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, or just a

movie night with just the two of you, it is important to

celebrate each child individually. Think creatively and the

opportunities created will be ones that you remember in the

future.

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 skills by being on occasion. After all, it really is

okay if a child goes to a party with a striped green shirt and

pink shorts.


2. Top 10 tips

3. A poem






She’s Leaving Home A Mother’s Love

There are times when only a Mother’s love

Can understand our tears,

Can soothe our disappointments

And calm all of our fears.

There are times when only a Mother’s love

Can share the joy we feel

When something we’re dreamed about

Quite suddenly is real.


2. Top 10 tips

3. A poem






She’s Leaving HomeA Mother’s Love

There are times when only a Mother’s faith

Can help us on life’s way

And inspire in us the confidence

We need form day to day.

For a Mother’s heart and a Mother’s faith

And a mother’s steadfast love

Were fashioned by the Angels

And sent from God above…


2. Top 10 tips

3. A poem

She’s Leaving Home Unit 12

1. clutter: vt. make untidy or confused, esp by filling with

useless or unwanted things

e.g. The room was cluttered up with toys.

His mind’s cluttered with useless information.

Section One:Cultural Information

Section Three:Text Understanding





2. annoyance: n.

(a) felling of slight anger

e.g. “Do your exercise more carefully!” she said, her

voice filled with annoyance.

(b) sth which causes this

e.g. The noisy traffic is a continual annoyance.

annoy vt.







3. adventure: n. journey, experience that is strange and

exciting and often dangerous

e.g. Her exciting adventures in Himalayas attract all the

audience.

adventurous adj.







4. distant: adj.

(a) showing that sb does not want to be friendly or

intimate

e.g. Pat sounded very cold and distant on the phoone.

“A distant manner will keep you away from your

friends and relatives,: Mom warns.

(b) faraway in space and time

e.g. The time we spent together is now a distant

memory.

We hope to go there in the not-too-distant future.

distance n.

distantly adv.







5. spot: n. particular place or area

e.g. War journalists have to travel to the world’s trouble

sports

This is our favorite holiday spot.

vt. (a)see or recognize, esp with difficulty or effort

e.g. You will spot the cinema right next to the

underground station.

(b) place or scatter one by one on a surface, in an area,

etc

e.g. the yellow fields were spotted with red poppies.







6. estrangement: n. no longer having any connection with a

relative or good friend, because of an argument

e.g. The quarrel led to a complete estrangement between

her and her family.

estrange vt.







7. adolescent: adj. young

e.g. the adolescent experiences alwayse tend to play an

important part in children’s growing.

n. youth

e.g. the adolescents always respect parents who admit

their mistakes.

adolescence n.







8. hit upon: adv. Sometimes, but not regularly and not often

e.g. In social circumstances, dress has often been used

as a role sign to indicate the nature and occasionally

the social status of people present.

occasional adj.

occasion n.







9. sign out: record one’s name when leaving

e.g. any reader should sign out the book from the library if

they want to take one away.







10. flounder: vi.

(a) act in a way showing confusion or a lack of purpose

e.g. His abrupt change of subject left her floundering

helplessly.

When one of his listeners laughed rudely, he lost the

thread of his argument and started floundering.

(b) move about helplessly or with great difficulty

e.g. at that time, the industry was floundering.

She was floundering around in the deep end of the

swimming pool.







11. tease: vt.& vi.

(a) make jokes or laugh at sb in order to have fun by

embarrassing them, either in a friendly way or in an

unkind way

e.g. Don’t get upset-I was only teasing.

(b) spend time trying to find out information or the

meaning of sth, esp when this is complicated

e.g. The teacher helped them tease out the meaning.







12. questioning: adj. Appearing to have doubts or want

information

e.g. When he told me the story, I cast a questioning

glance at him.

question vt.

questionable adj.







13. romanticize: vt.& vi. Do sth in an idealistic or

sentimental way

e.g. He tends to romanticize his past.

The film gives a rather romanticized picture of life

during the war

romanticism n.

romantic adj.

romance n.







14. lean: vi. & vt. (a) move or bend your body in a particular

direction

e.g. He leant forward/down/over to hear what she said.

He leant against her shoulder.

(b) depend on sb/sth for help and support

e.g. He leans heavily on his family.

adj. (a)thin and fit

e.g. He had a lean fit look of a trained athlete.

With our cuts in staff our company is leaner and

more profitable.

(b) difficult and not producing much money

e.g. It’s been a lean year for business.







15. reminiscence: n.

(a) spoken or written story about events that you

remember

e.g. The scene awakens reminiscence of my youth.

The book is a collection of his reminiscences about

the actress.

(b) sth that reminds you of sth similar

e.g. Her music is full of reminiscences of African rhythms.

Reminiscent adj.







16. extend: vt. & vi. (a) offer sb help , sympathy, or invitation

e.g. the party is being held to extend hospitality to overseas students.

I’m sure you will join me in extending a very warm welcome to our vis

itors.

(b) make sth last longer

e.g. Careful maintenance can extend the life of your car by several y

ears.

(c) make a business, an idea, an influence, etc cover more areas or

operate in more places

e.g. The school is extending the range of subjects taught.

(d) relate to or include sb/sth

e.g. the offer does not extend to employees’ partners.

His willingness to help did not extend beyond making a few phone ca

lls.







17. break away : move away from sb or sth

e.g. She broke away from the pack and opened up a two-

second lead.

The people of the province wished to break away

and form a new state







18. identity: n. (a ) the qualities and attitudes you have that make you feel you have your own character and are different from other people e.g. a wise man should learn to establish his own identity among common public.A plan to strengthen the corporate identity has been finalized.(b) who or what sb/sth ise.g. If people want to enter this building, their identities must be authenticated by an electronic scanner.© the state or feeling of being very similar to and able to understand sb/sthe.g. There is a close identity between fans and their team.identify vt.identification n.identical adj.







19. groudn: vt. &vi. (a) stop a child going out with their

friends as a punishment for behaving badly

e.g. you are grounded for a week!

(b) prevent an aircraft from taking off

e.g. All planes out of head throw have been grounded

by the strikes.©make unable to move

e.g. the fishing boat had been grounded on rocks off the

coast of corn wall.

n. good or true reason for saying, doing or believing sth

e.g. The case was dismissed on the groups that there

was not enough evidence.







20. tip: n. small piece of advice about sth practical

e.g. here are the handy tips for buying a computer.

The insiders have hot tips for the big race.

vt. &vi. (a)move so that one end or side is higher than

the other

e.g. the seat tips forward to allow passengers into the

back.

(b) make sb/sth come out of a container

e.g. The bus stopped abruptly,. Nearly tipping me out of

my seat.







21. transition: n. the act or process of changing from one

from or state to another

e.g. The transition from childhood to adulthood is always

a critical time for everybody.

transit n. the process of being moved or carried from

one place to anther, the act of going through a place on

the way to somewhere else

Transitory adj. Continuing for only a shor time







22. storke: vt. Move your hand gently over sth

e.g. He stroked her hair attectionately.

She stroked away his tear.

He stroked the ball between the posts.







23. bolt: vi. Run away suddenly

e.g. When he saw the police arrive, he bolted down an

alley.







24. sway: vt. & vi. (a) move slowly from one side to another

e.g. The branches were swaying in the wind.

The danced rhythmically, swaying their hips to the

music.

(b) persuade sb to believe sth or do sth

e.g. She wasn’t swayed by his good looks or his clever

talk.

n. (a) movement from side to side

e.g. The sway of the yacht was making her feel sick.

(b) power or influence over sb

He was quick to exploit those who fell under her sway.







25. smear: vt. (a) spread a liquid or soft substance over a

surface,

e.g. The children had smeared the walls with mud.

(b) rub writing or a drawing, etc so that it is no longer

clear

e.g. The last few words of the letter were smeared.







26. let go of : stop holding

e.g. Don’t let go of the rope!

It’s time to let go of the past.







Questions

Paragraph 1-8

Questions:(1) What details reveal that the writer’s daughter is

getting impatient with her mother? (when I tell her aim going to miss her, she gives me one of her looks and leaves the room; when I ask her whether she takes her posters and pictures, she answers, her voice filled with annoyance. After along period of silence between us, I ask what make her angry with me, she gives me a very cold answer.)

(2) How does the mother feel about her daughter’s leaving for university? (the mother is excited and proud. and she is so anxious to say something meaningful and warm to her daughter, but she dare not.)

Sentence Highlights







Paragraphs 9-12

Questions: (1) What is the function of this part in the whole text?

(the paragraphs talk about the past events concerning mother and daughter, which emphasize the abnormal change of the daughter’s mood and action currently.)

(2) How many events are illustrated to show the deep affection between mother and daughter?

(three events: when she was a toddler, when she was in her teenage years, and when she was in secondary school.)






Questions

Sentence Highlights


Paragraphs 13-16

Questions:

What does “but we are now having two kinds of partings.

”refer to?

(it means the mother expects a romanticized and

affectionate parting with her daughter while her daughter

tends to leave her resolutely and indifferently.)






Questions

Sentence Highlights


Paragraph 17-20

Questions:

(1) Discuss the “transition “mentioned in the tips for

university students’ parents. What aspects are

covered in the time of transition from home (open.)

(2) The phrases “holding tight to” and “letting go of are

opposite in meaning. How did the mother feel at that

moment? (open.)






Questions

Sentence Highlights


1. Somehow in the past we always found some way to

connect.(para.9)

somehow: in some way not yet known or stated; for

some reason that is not clear

some way: one way or another

Paraphrase: for some reason in the past, we found one

way or another to form good relationships with each

other.






Questions

Sentence Highlights


2. In her early teen. When other mothers were already

the estrangement they felt with their adolescent

daughters, I hit upon a solution: rescue raids.(para.10)

raid: short surprise attack

Paraphrase: when other mothers were already turned

away in affection by their teenage daughters, I chanced

upon a solution: taking occasional actions to save our

relation.






Questions

Sentence Highlights


3. I want smiles through tears, bittersweet moments of remini

scence and the chance to offer some last bits of wisdom(par

a.13)

some last bits of wisdom: some bits of parting davice

Paraphrase: I’m eager to recall those both sweet and bitter

past memories with teaful smiles and get chance to offer her

last bits of parting advice.






Questions

Sentence Highlights


4. Some say the tighter your bond with your child, the gre

ater her need to break away, to establish her own identity

in the world. The more it will hurt, they say.(para.15)

the sentence pattern “the more…the more…”is used to s

how that weo things change together.

Parahprase: some people say the closer you unite yours

elf with your child, the greater he hopes to move away fro

m you to establish his own character and quality, and yo

u will feel more hurt.






Questions

Sentence Highlights


5. But I’m grateful to be standing in here at midnight,

both of us tired and sad, toothpaste smeared on my chin,

holding tight to –while also letting go of-my daughter who

is trying to say goodbye.(para.20)

Paraphrase: but I’m grateful to be standing here at

midnight, both of us tired and sad, toothpaste spread on

ma chin. At that moment, I feel how anxious I want to

hold my daughter firmly who is trying to say goodbye,

while I have to stop holding.






Questions

Sentence Highlights


Text Appreciation

Text Appreciation This is piece of narration displayed in the first person tone. The whole passage consists of 20 paragraphs, giving an account of a series of events concerning mother and daughter. Generally, narrative writing consists of the flowing five aspects: context, selection of details, organization, point of view and purpose. When, where, who, what action in narration is made clear at the beginning part, which provides the reader with a context or circumstances to understand the clue of the whole narrative. Sequentially, relevant details are selected to bring out the main idea of the narration. Events are related in a chronological order, with some paragraphs in the middle narrating past events.

Language Appreciation







Text Appreciation As mentioned above, this is a first-person narrative. It tells about events or stories as the author’s own virtue experience, which makes the whole piece of writing more graphic and genuine. Meanwhile, narration goes hand in hand with description. Elaborated description on what the person does and says and how he behaves reveals main characters’ thoughts, feelings and actions. What’s more, it is worth pointing out that the simple present tense instead of past tense is mainly used in a narrative, which renders the design of the plot serves for the sole purpose: to praise the virtue of the deep love between mother and daughter.






Text Appreciation



1. Her face, once so open and trusting, is closed to me. I

struggle to think of something to say to her, something

meaningful and warm (para7)

Note the contrast depicted with “open” and “closed”. It

leaves the reader space to imagine what has happened

to mother and daughter. Then the parallel phrases are

employed. The first “something” with two adjectives

“meaningful” and “warm”, which add the affective effect

to the paragraph.






Text Appreciation



2. A couple of times…I’d sit on the edge of her bed, and she’d t

ell me about problems: a teacher who lowered her grade becau

se she was too shy to talk in class , a boy who teased her, a fri

end who had started smoking. Her voice, coming out the darkn

ess, was young and questioning. (para. 12)

Note the narration and description here. Bits of reminiscences

in real life are reflected through the employment of the parallel s

tructure. It conveys the mother’s deep affection to the daughter.

The participle clause “coming out the darkness” is placed so nat

urally between “her voice” and “young and questioning”, which

composes a tranquil and cozy picture to the reader.






Text Appreciation



3. But now we are having two kinds of partings. I want the

romanticized version, where we go to lunch and lean across the

table and say how much we will miss each other. I want smiles

through tears, bittersweet moments of reminiscence and the

chance to offer some last bits of wisdom.(para.13)

Note the use of parallel sentences. It is emphatic in tone and

emphasizes how eager the mother wants to have an intimate

communication with her daughter.






Text Appreciation



4. Paragraphs 17,18,19,20 are the highlights as well as the

concluding part of the whole narrative. The concise, minute,

and touching description show the readers the profound love

between mother and daughter. The daughter is back to the

mother again.






Text Appreciation



Activity 1 Pair works

Have the students work in pairs to tell a memorable stor

y of his/her mother and him/her.Activity 2

Activity 3

Activity 4






Activity 5


Activity 1 Oral activity :I on p.194

Drama play

Main characters :Allie and mother

Monologue

Step1:have students first read Allie’s words in the text fluentl

y, and then le them try to experience Allie’s feelings at that m

oment, imitating her tone and speed; the student playing the

role of the mother never says a word and just imagines and

mimics the mother’s facial expression and action; the other s

tudent reads the monologue affectionately.

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1 Oral activity :I on p.194

Step 2:ask students to role-play the drama in class.

Step 3:Ask the other students in the class to comment on t

heir drama play, and imagine what mother and daughter will

say to each other afterwards.

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1 Oral activity: II on p.194

Giving a talk to people is similar to public speaking, which i

s a way of making your ideas public-of sharing them with oth

er people and influencing other people. There are many simil

arities between daily conversation and public speaking, com

pared with daily conversation , public speaking is more highl

y structured, requires more formal language and a different

method of delivery. So, when you give a talk to your classma

tes, you may employ arrange of skills, including:

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1

Oral activity: II on p.194

1. Organizing your thoughts logically

You should have one central point and state your idea point

by point, e.g. First…,second…,in addition…

2.Tailoring your message to your audience

All the supporting details should be powerful enough to illustr

ate your point to tell the listeners how significant your spe

ech is.

3.Telling for maximum impact

you carefully build up your story and adjust your words and t

one of voice to get the best effect.

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1

Oral activity: II on p.1944. Adapting to listener feedbackWhenever you talk to someone, you are aware of their verba

l, facial, and physical reactions.As for the topic in the text-how you felt shortly before enterin

g your college, you may follow an outline to prepare your speech to your classmates.

Theses statement: the college life is expected to be more challenging.

The 1st aspect: to handle all sorts of problems in daily lifeThe 2nd aspect: to arrange the timeThe 3rd aspect: to take part in a variety of recreational activit

iesThe 4th aspect: to learn to get along with new friends

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1

Oral activity: III on p. 194

A debate is a formal exchange of views on a subject. There

are certain rules which participants should observe durin

g a debate.

1 Roles and jargons

Chairperson (person who runs the debate)

Motion (the subject for the debate)

Floor (people who are listening to the debate)

House (the place where the debate is held)

Main speaker/second speaker

To rebut (to opposite others’ opinions or ideas)

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1

Oral activity: III on p. 1942. Expressions and practiceA chairperson:We begin now with the first speaker from…and his opening s

tatement.I now open the debate to the floor.Well, now let’s go to the closing statement. mr.xyz. you are t

he first.Two minutes please.A speaker:Madam/Mr. Chairman, ladies and gentleman…Thank you, now I’d like to close my statement…As for the motion-lodging students can devote more time an

d effort to academic work than non-lodging ones, the teacher can divide the students into two groups and help them try to work out some points to defend or challenge.

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1 Oral activity: III on p. 194

For illustration:

Lodging students live a comparatively more routine and regu

lar life, which contributes to sparing more time and energ

y on study.

Non-lodging students tend to be better cared for physically at

home, which guarantees that they have a rather strong h

ealth to deal with piles of heavy academic work.

Activity 2

Activity 3

Activity 4






Activity 5


Activity 1

role-play

Suppose mike is now preparing for leaving for university, ma

ny people are saying goodbye to him and giving him all s

orts of device. They are his mother, father, school-age sis

ter, one friend who has been in university for years and th

e brother who is busy hunting the job. compose a role-pla

y.

Step 1: choose students to play different roles and imagine

what they will say to mike respectively, and have a rehea

rsal. control the total length of the drama within 5 minutes

Step 2: ask students to perform in class, emphasizing the to

ne, language accuracy, fluency and emotion.

Activity 2

Activity 3

Activity 4






Activity 5

She’s Leaving Home Unit 12 Section One: Cultural Information Section Three: Text Understanding...

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