Unit Three Teaching plan Time allotment Period 1 Period 2 Period 3 Pre-reading Detailed read ing After reading Section b Global reading Summary of text A Section a Where Principles come First Teaching o biectives 1. To help the students understand the main idea and grasp the structure of the texts; 2. To help the students grasp the key language points and grammatical structures 3. To conduct a series of reading, listening, speaking and writing activities based the theme of the units Pre-reading activities Listen to a short passage and answer some questions 1: What does the Hyde school see its main job as when educating children? 2: How does the hyde school achieve this goal? 3: How important are the parents in Hyde's goal in respect of children? Global reading I. TextAnalys Part One: when we come up to the article the title of the text brings us the question: what are the principles? Part one is made up of paragraph 1 and paragraph 2, which tells us the principles of Hyde school Part Two: this part is from para. 3 to para. 11 give ing us the information about the public attitude toward the principles of Hyde school Part Three: it is composed of four paragraphs, from para. 12 to para. 16, which explains the uniqueness of Hyde School principles and their influence on the students as well as their parents Part Four: this is the last part of the text, from para. 17 to para. 20, the Hyde School principles are proved to be beneficial to the teachers as well as students 2. Devices for developing the text I)question and answer technique While reading the passage, the reader would naturally ask himself some questions as a way of predicting what is to follow. If what follows is just the answer to the question in the readers mind, then comprehension continues. If what follows is not the answer to the question, the reader would alter his prediction and put in the right question to match
Unit Three Teaching Plan Time allotment Period 1 Period 2 Period 3 Period 4 Pre-reading Global reading Detailed reading Summary of text A After reading Section B Section A Where Principles Come First Teaching objectives: 1. To help the students understand the main idea and grasp the structure of the texts; 2. To help the students grasp the key language points and grammatical structures 3. To conduct a series of reading, listening, speaking and writing activities based upon the theme of the units Pre-reading activities Listen to a short passage and answer some questions: 1: What does the Hyde school see its main job as when educating children? 2: How does the Hyde School achieve this goal? 3: How important are the parents in Hyde’s goal in respect of children? Global Reading 1. Text Analysis: Part One: when we come up to the article the title of the text brings us the question : what are the principles? Part one is made up of paragraph 1 and paragraph 2, which tells us the principles of Hyde school. Part Two: this part is from para.3 to para.11 giveing us the information about the public attitude toward the principles of Hyde school. Part Three: it is composed of four paragraphs, from para.12 to para.16, which explains the uniqueness of Hyde School principles and their influence on the students as well as their parents. Part Four: this is the last part of the text, from para.17 to para.20, the Hyde School principles are proved to be beneficial to the teachers as well as students. 2. Devices for developing the text 1) question and answer technique While reading the passage, the reader would naturally ask himself some questions as a way of predicting what is to follow. If what follows is just the answer to the question in the reader’s mind, then comprehension continues. If what follows is not the answer to the question, the reader would alter his prediction and put in the right question to match what follows. s
Questions brought about by the title a. What are the principles? (Paras. 1-2) b. Are they accepted by other schools? (Paras. 3-11) c. What are the Hyde's detailed principles and approaches? ( Paras. 12-16) d. are they beneficial to children? (Paras. 17-20) 2)quotation To explain some ideas, report some events and prove some conclusions in a convincing way, the author successfully employs the technique of quotation through direct speech, as in Paras. 2, 6, 7,8,9, 10, 11, 17, and 20, and indirect speech, as Paras. 12, 14, and 16, or the mixture of both, as in Para. 12 3)exemplification The author reports some schools' negative attitude to the program through an example The first Hyde public school program opened in September 1992. Within months the program was suspended. Teachers protested the programs demands and the strain associated with more intense work. (Para. 3) The author reports other schools' positive attitude to the program through another example: As in Maine the quest for truth is also widespread at the school in Connecticut. (Para. 5-11) 4)comparison and contrast Are these principles beneficial or good to teachers as well to students?( Para. 17 and 20 Detailed reading Language Points(see the courseware) 1. to operate on the principle that 2. to receive considerable publicity for its work 3. to 4. to cultivate a comprehensive set of principles 5. to be suspended 6. to be associated with 7. to be scheduled to 8. to eye the progran 9. to open a magnet program 12. over parents' protests 13. the quest for truth 14. In an energ ic exch 10. to put one's best effort forth here to be based on..not 12. to be measured by.,not 13. to be required to do sth 14. to have nothing to do with 15. complete with 16. to work out 17. at the outset of sth Then do the vocabulary exercise on P. 69
Questions brought about by the title: a. What are the principles? (Paras. 1-2) b. Are they accepted by other schools?(Paras.3-11) c. What are the Hyde’s detailed principles and approaches?(Paras.12-16) d. Are they beneficial to children?(Paras.17-20) 2) quotation To explain some ideas, report some events and prove some conclusions in a convincing way, the author successfully employs the technique of quotation through direct speech, as in Paras. 2, 6, 7, 8, 9, 10, 11, 17, and 20, and indirect speech, as in Paras. 12, 14, and 16, or the mixture of both, as in Para. 12. 3) exemplification The author reports some schools’ negative attitude to the program through an example: The first Hyde public school program opened in September 1992. Within months the program was suspended. Teachers protested the program’s demands and the strain associated with more intense work. (Para. 3) The author reports other schools’ positive attitude to the program through another example: As in Maine the quest for truth is also widespread at the school in Connecticut. (Para. 5-11) 4) comparison and contrast Are these principles beneficial or good to teachers as well to students? (Para. 17 and 20) Detailed Reading: Language Points (see the courseware) 1. to operate on the principle that … 2. to receive considerable publicity for its work 3. to see ourselves as 4. to cultivate a comprehensive set of principles 5. to be suspended 6. to be associated with 7. to be scheduled to 8. to eye the program 9. to open a magnet program 12. over parents’ protests 13. the quest for truth 14. in an energetic exchange 10. to put one’s best effort forth here 11. to be based on…, not … 12. to be measured by…, not… 13. to be required to do sth. 14. to have nothing to do with 15. complete with 16. to work out 17. at the outset of sth. Then do the Vocabulary exercise on P. 69
Post-Reading 1. Essay Summary (P. 74) 2. From reading to wring: Do exercise on structure analysis and structured writing(PP. 75-6)to learn to use details to support a general statement. Then write on the following topic: A Letter to the college president 就校园生活的可喜变化给校长写封信。 分析该变化表现在哪些方面。 提出进一步改进的建议
Post-Reading 1. Essay Summary (P. 74) 2. From reading to wring: Do exercise on structure analysis and structured writing (PP. 75-6) to learn to use details to support a general statement. Then write on the following topic: A Letter to the College President 就校园生活的可喜变化给校长写封信。 分析该变化表现在哪些方面。 提出进一步改进的建议
Unit 3 Section B Cultural differences in western and Japanese decision-making Teaching objectives: 1. students are to learn the read ing skill of predicting, 2. students are to grasp the main idea o f the passage, 3. students are to learn some phrases and words Reading skill One way to reading effectively is to predict, making predictions or anticipating the writers next point is an important skill in active read ing. Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas, we can often anticipate the general direction the author is going. Making prediction while you read keeps your mind alert and involved with the passage, it's a way to double check your comprehension of what you' ve read so far, and it can be a guard aid to understand in Guide the students to read the example carefully and tell them to ask questions to pre ctions Then come to the text and practice predicting Structure Analysis There ral+ details pattern in the passage(Para. 4-11) as well as contrast(Para. 2: in contrast to; Para. 8:.. while; Para. 11: but; Para. 12) Then do the comprehension exercises on P. 85 Language points Phrases and Expressions(see the courseware) 1. come to grips with 2. work for 3. in contrast to 4. in some way 6. d istinguish from 7 8. fall through 9. owing to 10 11. wonder at 12. lag behind in a pinch 14. exert oneself Post-reading Finish the exercises of vocabulary
Unit 3 Section B Cultural differences in western and Japanese decision-making Teaching Objectives: 1. students are to learn the reading skill of predicting; 2. students are to grasp the main idea o f the passage; 3. students are to learn some phrases and words. Reading skill: One way to reading effectively is to predict, making predictions or anticipating the writer’s next point is an important skill in active reading.Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas, we can often anticipate the general direction the author is going. Making prediction while you read keeps your mind alert and involved with the passage; it’s a way to double check your comprehension of what you’ve read so far, and it can be a guard aid to understanding. Guide the students to read the example carefully and tell them to ask questions to make predictions. Then come to the text and practice predicting. Structure Analysis There are general + details pattern in the passage (Para. 4-11) as well as comparison & contrast (Para. 2: in contrast to; Para. 8: ... while; Para. 11: but; Para. 12 ) Then do the comprehension exercises on P. 85 Language points: Phrases and Expressions (see the courseware) 1. come to grips with 2. work for 3. in contrast to 4. in some way 5. be related to 6. distinguish from 7. set up 8. fall through 9. owing to 10. press for 11. wonder at 12. lag behind 13. in a pinch 14. exert oneself Post-reading Finish the exercises of vocabulary
