彭岸青彭岸青

Unit 3 The Snake BiteUnit 3 The Snake Bite

汕尾职业技术学院----

外语系

Integrated Skills of English (student’s Integrated Skills of English (student’s Book 2) Book 2)

Part II Reading Comprehension and Language Activities

Text

Teaching Procedures

Step I Warming UpStep I Warming Up

Step II Pre-reading TasksStep II Pre-reading Tasks

Step III ReadingStep III Reading

Step IV Comprehension WorkStep IV Comprehension Work

Step V AssignmentStep V Assignment

Step I Warming UpStep I Warming Up

Challenge yourselfChallenge yourself

Step I Warming UpStep I Warming Up

Quotable Quote

If we are bound to forgive an enemy, we are not bound to trust him.

be bound to do… be sure and confident that something will happen

Why we can forgive an enemy, but never

trust him?

Step I Warming UpStep I Warming Up

Worksheet 2 Name Suggest at least three reasons why we should forgive our enemies _______________________________________________________________________Suggest at least three reasons that we should never trust an enemy: _______________________________________________________________

Task 1Task 1

Step II Pre-reading TasksStep II Pre-reading Tasks

Pre-reading Tasks Have you heard of the rattlesnake? Do you

know how it gets its name?

What precautions should you take in a place where snakes are common?

Once you are bitten by a poisonous snake, what should be done as a first-aid?

Text

Step II Pre-reading TasksStep II Pre-reading Tasks

Brainstorm :

Write down at least three things you could do and draft the three things in detail.

Text

Task 2Task 2

Step III Reading Step III Reading

Listen and answer the question:

What has happened to the narrator?

Text

He was bitten on the foot by a rattlesnake

In the West Bottom we raised watermelons and muskmelon

s for the market, but the house melon-and-garden patch was ba

ck of the barn on the edge of the cane field. One day I took a co

rn knife from the tool shed and went out to get me a watermelo

n for my own use. I was forbidden to carry a corn knife, which h

ad a blade longer than my arm. But it was the best thing there

was for cutting a melon. One swipe and your melon was in two.

I was going along thumping melons for a ripe one when all

at once my foot seemed to come down on something like a nee

dle. I thought I had stepped into a mess of sandburs.

The Snake Bite

Turn to p.34, and listen to the text.Turn to p.34, and listen to the text. Turn to p.34, and listen to the text.Turn to p.34, and listen to the text.

But when I looked, there was a rattler. I knew all about rattl

ers never being supposed to strike without warning. And I knew

the sound of a rattler as well as I knew the notes of a quail. It w

as figured later that maybe this one didn’t have time to rattle. I

must have stepped right into his mouth. I lit out for the house, y

elling. I was sure I was going to die. That was all I could think of.

Mamma whipped off her apron and tied the strings around

my leg above the knee. She made me lie on the sofa in the fron

t room and put Martha to watch me. There was not a man on th

e place or a horse in the lot. The nearest habitation was Mr. Ho

well’s, but he had no horse. The next nearest was Jim Anderso

n’s, exactly half a mile away by the shortcut through a field.

Mamma made for the Andersons. One of the Anderson boys ju

mped on a horse and started for town. A son of Clark who work

ed for the Andersons, drove Mamma home. When she got ther

e, she found that Martha had taken off the apron strings becaus

e I had cried that they were too tight. Mamma put them back, ya

nking them so tight that I screamed.

Then mamma went to the porch to watch the road from to

wn. Following the line between the Anderson and the Howell cla

im, the road ran along the crest of a rise so that you got the silh

ouette of anything that passed over it. I could always pick out o

ur buggy and Tom, especially with papa driving. Anxious to get

his nose in the manger, Tom would break into a gallop if you wo

uld let him and papa always did.

Herb Anderson’s instructions had been first to find

Papa. If he couldn’t do that right away, to find Dr. McK

enzie. If he couldn’t find him, to find Dr. Field or some

other doctor.

Mamma was watching to see whose rig would sho

w up. Every now and then she would come inside and

try to get me to stop yelling.

At length she said “It’s your father.”

Step III ReadingStep III Reading

Skimming:

The persons who are mentioned in the text:

The narrator ( I )/ His mother ( Mamma )/ His sister ( Martha )/

One of the Anderson boys/ A son of Clark who worked for the Andersons/ Herb Anderson /( Dr. McKenzie. /Dr. Field / Father )

Task 3Task 3

Step III ReadingStep III ReadingScanningThe actions that each person had done: The narrator ( I ):

took ( a corn knife ), went out ( to get a watermelon ), come down on ( sth. like a needle )—attacked by a rattler, lit out, yelling

Step III ReadingStep III Reading

ScanningThe actions that each person had done:

His mother ( Mamma ):

whipped off ( her apron), tied ( the strings around my leg above the knee), made…lie, put ( Martha )to (watch me ), made for ( the Andersons ),found, put… back, yanking, went to ( the porch to watch the road from town ), watching, come inside and try to get me to stop yelling.

Step III ReadingStep III Reading

ScanningThe actions that each person had done:

His sister ( Martha ): watch, taken off One of the Anderson boys: jumped ( on the house ) , started for town.

A son of Clark who worked for the Andersons: drove ( Mamma home )

Step III ReadingStep III Reading

ScanningThe actions that each person had done:

Herb Anderson :

Dr. McKenzie /Dr. Field /

Father : show up

instructions—first to find Papa—to find

Dr. McKenzie – to find Dr. Field—

then some other doctors

Step III ReadingStep III ReadingScanning1. What happened to the boy when he went out to

the house vegetable patch? 2. Why did the boy fail to hear the snake rattle? 3. How did the boy’s mother treat his wound? 4. What did his mother do when she found that

Martha had taken off the strings?

5. Who should Herb Anderson look for first? Who else should he look for next?

6. Why did his mother go to the porch? Who showed up at last?

Step III ReadingStep III ReadingScanning

1. He intended to get a melon for his own use, but he stepped on something like a fluff of sandbur. Actually he was bitten on the foot by a rattlesnake.

2. Rattlesnakes are suppose to make some sound as warning before they strike, but this snake did not rattle. Maybe it did not have time to rattle.

3. His mother tired apron strings around the boy’s leg above the knee, made him lie on the sofa and asked Martha to watch him.

Step III ReadingStep III ReadingScanning

4. She put the apron strings back, pulling them tight.

5. Herb Anderson was told to first look for the boy’s father. If he failed to find him, he should look for a doctor.

6. His mother went to the porch to watch the road from town. At last his father showed up.

Step III ReadingStep III ReadingBetter understandingNotes:

The story , as told by an American boy, is set against the background of the American countryside in the 19th century. The narration, therefore exhibits features of both cultural pictures of the countryside of that period, and the way that a teenager spoke. Words like “ sandbur”, “claim” , : buggy”, “porch”, “lot”, “rig” are characteristic of American culture.

Step III ReadingStep III ReadingBetter understandingNotes:

Besides, the text contains many colloquial phrases to reflect a child’s style of speaking. Phrasal verbs are used over single verbs, for instance, “light out” for “depart”; “pick out” for “recongnize”, “show up” for “appear”, “ break into” for “being abruptly”. The use of child phrase ( “Mamma”, “Papa” ) and some causative verbs in “make me lie”, “put Martha to watch”, “get me to stop yelling” also help render the text fitting a child’s tone.

Step III ReadingStep III ReadingBetter understandingPart 1 ( para.1-3) What had happened to the

boy? Para. 1. Where did the boy go? Para.2. What happened? Para. 3. What did he think?

Part 2 (Para. 4-8) How did the boy’s mother deal with the problem. Para. 4. How did his mother treat his wound? Para. 5-8. Why did his mother go to the porch?

Step III ReadingStep III ReadingBetter understandingPart 1 ( para.1-3) What had happened to the boy?Para. 1. Where did the boy go?

Para.2. What happened?

Para. 3. What did he think? and what did he do?

He went to the house (melon-and garden patch) vegetable patch of their family

He stepped on something like a fluff of sandbur. Actually he was bitten on the foot by a rattlesnake.

He knew all about rattlers. He was afraid and thought that he was going to die. He lit out for the house, yelling

Step III ReadingStep III ReadingBetter understandingPart 2 (Para. 4-8) How did the boy’s mother deal with the problem.Para. 4. How did his mother treat his wound?

Para. 5-8. Why did his mother go to the porch?

His mother tired apron strings around the boy’s leg above the knee, made him lie on the sofa and asked Martha to watch him.

His mother went to the porch to watch the road from town. At last his father showed up.

Para.1Para.1

the house melon-and-garden patch : a piece

of land for growing vegetables and melons for

family use. Known as a “vegetable patch”

swipe: a) n. hard hit; b) v. to hit or to try to hit someone or something by swinging your arm or an object very quicklye.g.

1. She took a swipe at the volleyball.

她挥臂重击排球。

2. He swiped at the dog with his stick, but missed.

他挥起手杖向狗打去，但未打中。

e.g.

1. In some countries, women are forbidden from going out without a veil.

在有些国家女士不带头巾不准出门。

2. Parking forbidden !

禁止停车 !

3. Cameras are forbidden!

禁止拍照 !

forbid: to tell someone that they are not allowed to do something, or that something is not allowed

e.g.

1. The killer might strike again.

凶手可能会再次袭击

Para. 2

strike: to attack someone, especially suddenly (struck; struck, stricken)

e.g.

1. I’ve never been able to figure him out.

我从来捉摸不透他

2. I figure he'll be back soon

我估计他很快会回来。

figure: reckon, estimate, conclude, think, believe

on the place or a horse in the lot: Both refer to the boy’s home. “Lot”: a piece of land having a special use. e.g. a parking lot; a used-car lot; a building lot.Para.3make for: to go in the direction of a particular place; head for e.g.

1. They were making towards the river.

他们正向河边走去

2. I think it's time we made for home.

我想是时候我们该回家啦。

Para.4

porch: ( mainly used in American English) a raised platform built along the walls of a house and often covered with porches can still be seen in many places in America, especially in rural areas.pick out : recognizebuggy and Tom: the house and house- drawn carriage

between the Anderson and the Howell claim: between the Anderson’s and the Howell’s land. In the 19th century, many Americans moved to the west where there was vast land for the taking.They staked out some pieces of land as their own property. Formal request for the land was made for mining. “Claims” refers to the pieces of land of this kind.Anxious to get his nose: a manger is a feeding box in a stable or barn. Here it means that the horse was anxious to eat.break into a gallop: start to run abruptly

Para.7

rig: referring to the horse and the buggy

我们在西波顿种植西瓜和香瓜供应市场。我家有一块瓜地和花圃在紧靠甘蔗地的谷仓背后。一天，我从工具棚里拿了把镰刀想去砍个西瓜自己吃。他们是不许我拿这把刀的，因为它的刀刃比我的胳膊还长。但它是切西瓜的最好工具。一刀下去，西瓜就一分为二了。

我正沿着瓜地边走边拍打着想找一个熟瓜，突然感觉脚好像被针一样的东西扎了一下。我为是踩在一堆蒺藜草上了。

响尾蛇伤

转眼一看，却发现是一条响尾蛇。我知道响尾蛇在袭击之前都要发出响声以示警告的，而我对那响声的熟悉程度决不亚于我熟悉鹌鹑。后来我才明白它是没有时间警告，我肯定是一脚踩在它的嘴巴上了。我边往家飞奔，边大声喊叫，满脑子想的都是自己肯定要死了。

妈妈赶快解下围裙用上面的带子绑在我的膝盖上部。她扶我到前屋的沙发上躺下，让玛莎照看我。当时在场的既没有一个男人也没有一匹马。最近的住宅是豪威尔先生家，但他家没有马。再远点的是吉姆•安德森家，穿过田地抄近路也有半英里的距离。

响尾蛇伤

妈妈冲向安德森家。安德森的一个儿子跳上马就直奔城里，在安德森家打工的克拉克的儿子用车把妈妈送回家。回到家，妈妈发现围裙带已被玛莎解开了，因为我直叫系得太紧。妈妈给我重新绑上，她用力很猛以致于我失声叫了起来。

然后，妈妈又到门廊朝那条通往城里的路张望。这条路位于安德森和豪威尔两家领地中间，一直延伸到小山顶端，因此从这里你可以看见所有路过的人或物。我总是远远就能辨认出我们的马车和汤姆，尤其是爸爸赶车的时候。这时，如果得到允许，汤姆就会因为急于吃到马槽里的东西而撒腿跑起来，爸爸也总是允许它这么做的。

响尾蛇伤

响尾蛇伤

赫伯 ·安德森的意见是首先找爸爸，如果他不在就找麦肯斯医生，再不成就找菲尔德或别的医生。

妈妈一边盯着看谁的马先出现，一边不时地进屋安慰我。

“ ”终于，妈妈说道： 你爸爸来了。

Retell

Retell the text using the following cues

• the narrator, going to the house melon-and garden

patch

• all at once, come down on something, an unusual

attack by a rattle snake

• mother’s first aid

• mother looking for help

• Herb Anderson’s instructions

• at length, father showing up

Step IV Comprehension WorkStep IV Comprehension Work

A.A. Fill in the following blanks with the Fill in the following blanks with the words or phrases from the text.words or phrases from the text.

1. ____ ___ ____ the little girl caught sight of a rattler and __________ in fear.

2. It is __________ that the boy can get home in three minutes ____ ____ _______ through a supermarket.

3. The corporation has run into trouble and it_________ to be ____ ____ _____ ____ bankruptcy. next

All at once

screamed

figured

by the shortcut

seems on the edge of

Step IV Comprehension WorkStep IV Comprehension Work

A.A. Fill in the following blanks with the Fill in the following blanks with the words or phrases from the text.words or phrases from the text.

4. The parking _______ is ________ ____ the office building.

5. There is no air on Mars, so __________ is impossible on the planet.

6. In some cities people are ________ to _____ small animals, because pets may spread diseases and create health problem.

7. We waited at the bus stop for twenty minutes. ____ ________, the bus ________ _____ in the distance.

lot back of

habitation

forbidden raise

At

length showed up

Step V AssignmentStep V Assignment

Design an ending

The narrator did not tell the reader how he was saved. Work with your partner designing an ending for the story to show how he was saved.

Task 4Task 4