College english 1 The ce Time: 9/2001-2/2002 First semester of the Academic Year 2001-2002 Teaching Material: College English(Revised edition, published by Shanghai Foreign Language Education Press) Major task of This Semester o Text Learning (10 units altogether) Learning to write English composition Q Integral Training: trying to improve the students proficiency in reading listening, and speaking General Goals or Objectives of This Semester V try to improve the students' reading speed and the ability to get information from reading materials correctly V Students acquisition of the skills involved through supplementary materials and texts V More attention will be given to the understanding of discourse: focus on global understanding. Enlarge students'vocabulary(key words and structure, lEarn the features of English composition and learn to write. Teaching Plan This terms teaching content covers 10 units. Basically every hwo units will be finished within 3 weeks. Except the one-week holidays in National Day there are 15 weeks left for teaching, so at least 9 unit should be finished at the end of this term. Roughly the teaching of one unit covers 6 periods Week 1 to Week 3 nit 1: A Brush With the law Unit 2 The Woman Who would not tell Week 4 to Week 6 「Unt3: Why I Teach Unit 4: Down But not out Week 7 to Week 9 Unit 5: The Day Mother Cried Unit 6: A Day's Wait Week 10 to Week 12 Unit 7: The Shelter Unit 8: Dayd ng a little Week 13 to Week 15 Unit 9. The Death of Hitler Fantastic Spurt of Technolog Week16 jeneral review Unit 1 How to Improve Your Study Habits I Intensive reading
1 College English 1 The Course Curricular Participants: Second-year Students Time: 9/2001-2/2002 First semester of the Academic Year 2001－2002 Teaching Material: College English (Revised edition，published by Shanghai Foreign Language Education Press) Major Task of This Semester ◆Text Learning（10 units altogether） ◆Learning to write English composition ◆Integral Training: trying to improve the students proficiency in reading, listening, and speaking. General Goals or Objectives of This Semester ▼try to improve the students’ reading speed and the ability to get information from reading materials correctly. ▼Students acquisition of the skills involved through supplementary materials and texts. ▼More attention will be given to the understanding of discourse: focus on global understanding. ▼Enlarge students’ vocabulary (Key words and structure) ▼Learn the features of English composition and learn to write. Teaching Plan This term’s teaching content covers 10 units. Basically, every two units will be finished within 3 weeks. Except the one-week holidays in National Day, there are 15 weeks left for teaching, so at least 9 unit should be finished at the end of this term. Roughly the teaching of one unit covers 6 periods. Weeks Teaching Task Week 1 to Week 3 Unit 1: A Brush With the Law Unit 2: The Woman Who would not Tell Week 4 to Week 6 Unit 3: Why I Teach Unit 4: Down But not Out Week 7 to Week 9 Unit 5: The Day Mother Cried Unit 6: A Day’s Wait Week 10 to Week 12 Unit 7: The Shelter Unit 8: Daydreaming a Little Week 13 to Week 15 Unit 9: The Death of Hitler Unit 10: The Fantastic Spurt of Technology Week 16 General Review Unit 1 How to Improve Your Study Habits I Intensive reading
Objectives: 1. Understanding the main idea 2. Understand the structure: Comparison and contrast 3. Learn related law terms 4. Master the key language points and grammatical structures in the text 5. Conduct a series of speaking and listening task based on the text Teaching focus: 1. Learn to form good habits 2. The understanding of "average intelligence Time allotment (This unit will be finished within 6 periods) 3rd period 4th period 5th period 6th period Intensive While-reading While-reading ad questions for (questions for Language Extensive Listening dIscussion points, While-read ing uage Post-read i speaking (structure points) characteristics of lady hermits Pre-reading Tasks (45 minutes) 1. warming up activities Pair work/ group work: students work in pairs or groups to discuss their opinions about study habits a. Previewing the lessons so well as to al most learn it by heart b. Very attentive but not very active in class c. Taking notes in class but unable to go over them afterwards d Reading the new words and expressions aloud early in the morning while taking a walk on e. Often worrying about tests, some times even afraid to sit for them d. Not reviewing what has been learned until there is a quiz. 2. Information related to the text 1) elligence 2)Hobbies and habits 3)Skimming and scanning While-reading Tasks (90 minutes) Text Learning 1. Explain the skill of skimming and scanning 2. Ask student to skim the text to have a general idea about the text 3. Underline the difficult words and sentences and answer the questions on page 6 4. Expalin the text 5. Ask students to sum up the good habit mentioned in the text and learn them by heart in the 6. Language
2 Objectives： 1. Understanding the main idea 2. Understand the structure : Comparison and contrast 3. Learn related law terms 4. Master the key language points and grammatical structures in the text. 5. Conduct a series of speaking and listening task based on the text Teaching focus：1.Learn to form good habits 2. The understanding of “average intelligence” Time allotment (This unit will be finished within 6 periods) 1 st period 2 nd period 3 rd period 4 th period 5 th period 6 th period Intensive reading: Pre-reading; While-reading (structure, characteristics of lady hermits While-reading (questions for discussion) While-reading (questions for discussion, language points) Language points, Post-readi ng Extensive reading Listening and speaking Pre-reading Tasks (45 minutes) 1． Warming up activities Pair work/ group work: students work in pairs or groups to discuss their opinions about study habits. a. Previewing the lessons so well as to almost learn it by heart. b. Very attentive but not very active in class. c. Taking notes in class but unable to go over them afterwards. d. Reading the new words and expressions aloud early in the morning while taking a walk on campus. e. Often worrying about tests, some times even afraid to sit for them. d. Not reviewing what has been learned until there is a quiz. 2. Information related to the text. 1) Average intelligence 2) Hobbies and habits 3) Skimming and scanning While-reading Tasks (90 minutes) Text Learning 1. Explain the skill of skimming and scanning 2. Ask student to skim the text to have a general idea about the text. 3. Underline the difficult words and sentences and answer the questions on page 6 4. Expalin the text 5. Ask students to sum up the good habit mentioned in the text and learn them by heart in the class. 6. Language points
anguage points. ommit, decide on, set aside, occupy, be aware of, adequate concentrate on look over, go over, furthermore, average intelligence Structure: a. "it turns out that b "given"in conditional clause Post-reading(45 minutes) l Group discussion: (10 min) Topics: 1. How to form good habits? What I'm going to do to get into good habits? 2. Dictation(10 min) Reading is the most useful skills one should acquire. Consider how much time the average student spends every day reading books, newspapers, letters and so on. Eighty-five percent of university work, it is estimated, needs reading. In fact, the better you read, the more you will succeed in your studies. 3. Exercises:(25 min) Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class Il Extensive Reading (45 min) 1. Reading tasks: Extensive Reading Unit1第一篇 2. Reading Skills: 1) How to use a dictionary 2)Get the meaning from context clue: prefix and suffi III Listening and speaking (45 min 1. See VCD-. Consolidation 2. Listening Task: Unit I and Unit 2 stening skills sound recognition Unit 2 Sailing round the world I Intensive reading Objectives: 1. Grasp the main idea(The courage the man show in times of adventure and hardships) 2. Getting some knowledge of world geography 4. Master the key language points and grammatical structures in the text. 5. Conduct a series of speaking and listening task based on the text Time allotment (This unit will be finished within 6 periods)
3 Language Points: Not necessary, commit, decide on, set aside, occupy, be aware of, adequate concentrate on, look over, go over, furthermore, average intelligence Structure: a. "it turns out that" b. "given" in conditional clause Post-reading (45 minutes) 1.Group discussion: (10 min) Topics: 1.How to form good habits? What I’m going to do to get into good habits? 2. Dictation (10 min) Reading is the most useful skills one should acquire. Consider how much time the average student spends every day reading books, newspapers, letters and so on. Eighty-five percent of university work, it is estimated, needs reading . In fact, the better you read, the more you will succeed in your studies. 3. Exercises: (25 min) Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class. II Extensive Reading (45 min) 1. Reading Tasks: Extensive Reading Unit 1 第一篇 2. Reading Skills：1） How to use a dictionary 2）Get the meaning from context clue: prefix and suffix III Listening and Speaking (45 min) 1. See VCD --- Consolidation. 2. Listening Task: Unit 1 and Unit 2 Listening skills: sound recognition Unit 2 Sailing Round the World I Intensive reading Objectives： 1. Grasp the main idea (The courage the man show in times of adventure and hardships) 2.Getting some knowledge of world geography. 4. Master the key language points and grammatical structures in the text. 5. Conduct a series of speaking and listening task based on the text Time allotment (This unit will be finished within 6 periods)
1st period 3rd period 4th period 5th period 6th period Intensive While-reading While-reading reading (questions for (questions for Language Extensive Listening Pre-reading discussion) discussion, points read ing While-read ing Post-read i (structure oints characteristics f lady hermits Pre-reading Tasks(45 minutes) Warm-up Questions:(45 min) of 5 or six students a. Teacher pin up a map of the world on the blackboard and ask each group to draw a sketch ma b. 5 minutes discussion about how Christopher made his round the world voyage and trace c. The representative from each group will report what they have drawn on their sketch 2. Pair work: Discuss the question: if you were given a chance to travel around the world, how would you plan to experience it? 3. Background information 1)Knights and Knighthood 3) Sir Francis Chichester While-reading Tasks(90 minut Text learning 1. Ask students to skim and scan the text to get some specific information about the text and the hero 2. Then finish the comprehension questions on page 24-25 3. Explain the difficult words and sentences 4. memorizing the paragraphs on page 24 5. Language points Language points venture, single-handed lean, carry out, retire, voyage, plenty of, all by oneself, set off, attempt turn over, fortunately, spark, identity, dreadful Post-reading Tasks(45 min) l Group discussion: Topics: 1. What kind of character was Bettie, Was she a heroine, or a traitor 2. What is the author's message in telling the story, What do you think he advocates
4 1 st period 2 nd period 3 rd period 4 th period 5 th period 6 th period Intensive reading: Pre-reading; While-reading (structure, characteristics of lady hermits While-reading (questions for discussion) While-reading (questions for discussion, language points) Language points, Post-readi ng Extensive reading Listening and speaking Pre-reading Tasks(45 minutes) Warm-up Questions: (45 min) 1. Group work: group of 5 or six students a. Teacher pin up a map of the world on the blackboard and ask each group to draw a sketch map b. 5 minutes discussion about how Christopher made his round the world .voyage and trace his route by drawing arrows on the map. c. The representative from each group will report what they have drawn on their sketch map, indicating Christopher’s path round the world. d. Show my own map of Christopher’s course by way of summary. 2. Pair work : Discuss the question: if you were given a chance to travel around the world, how would you plan to experience it? 3. Background information 1) Knights and Knighthood 2) Knighthood ceremony 3) Sir Francis Chichester While-reading Tasks(90 minutes) Text Learning 1. Ask students to skim and scan the text to get some specific information about the text and the hero. 2. Then finish the comprehension questions on page 24-25 3. Explain the difficult words and sentences 4. memorizing the paragraphs on page 24 5. Language points Language Points: adventure, single-handed lean, carry out, retire, voyage, plenty of, all by oneself, set off, attempt, turn over, fortunately, spark, identity, dreadful Post-reading Tasks(45 min) 1. Group discussion: Topics: 1. What kind of character was Bettie, Was she a heroine, or a traitor 2. What is the author’s message in telling the story, What do you think he advocates
humanism, patriotism or pacifism 2. Role-play: 3. Exercises: Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class II Extensive Reading(45 min) 1. Reading Task: Extensive Reading Unit 2 2. Reading Skill: Scanning III Listening and Speaking (45 min) 1. Listening tasks: Unit3& 4 Listening strategies: Sound recognition Unit 3 The present I Intensive reading Objectives: 1. Understanding the main idea(The loneliness of old people and the indifference of 2. Master Key words and useful expressions Teaching focus: 1. Understanding cultural difference between Western countries and China in terms of relationships between children and parents 2. Mother's feelings Time allotment(This unit will be finished within 6 periods 3 6th period riod d riod While-reading While-reading Intensive (structure Extensive read i topIc characteristics, points reading Listening Pre-reading; sentence, Post-reading content questions Pre-reading (45 minutes) I. Warming-up activities I)T asks Ss to discuss the following questions:(20 minutes) -- Do you remember your parents birthday? How do you celebrate your parents birthday? What kind of gift do you like to give to your parents
5 ------ humanism, patriotism or pacifism 2. Role-play： 3. Exercises: Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class. II Extensive Reading (45 min) 1. Reading Task: Extensive Reading Unit 2 2. Reading Skill：Scanning III Listening and Speaking (45 min) 1. Listening tasks: Unit3 & 4 Listening strategies: Sound Recognition Unit 3 The Present I Intensive reading Objectives： 1.Understanding the main idea (The loneliness of old people and the indifference of the children to their old parents) 2. Master Key words and useful expressions Teaching focus：1. Understanding cultural difference between Western countries and China in terms of relationships between children and parents 2. Mother’s feelings Time allotment (This unit will be finished within 6 periods) 1 st period 2 nd period 3 rd period 4 th period 5 th period 6 th period Intensive reading: Pre-reading; While-reading (structure, topic sentence, content questions) While-reading (Writing characteristics, Language points) Language points, Post-reading Extensive reading Listening Pre-reading (45 minutes) 1. Warming-up activities 1) T asks Ss to discuss the following questions: (20 minutes) --- Do you remember your parent’s birthday? --- How do you celebrate your parents birthday? What kind of gift do you like to give to your parents?
Do your parents remember your birthday? ---What gift do they usually give you 2)Background information See courseware )(25 minutes) a. Important birthdays in the West b. Traditional birthday celebration in Western countries. While-reading Tasks(90 minutes 1. Ask ss to scan the text and then finish the true or false exercise 1) The old lady got up early that day simply because she was in the habit of doing so 2) The old lady had two daughters: Myra, the one she was proud of, and Enid, the one she loved 4)Enid worked as an school teacher and lived with her mother until she died aged 3)The old lady was proud of Myra as she had got a medal for her work for the 5) The old woman was sure that Myra would come to see her since eighty was a special 6) The boy downstairs ran to the gate and got the post for her 2. Ss find the topic sentence for each of the last 5 paragraphs of the text. (8 minutes) 3. Ss work in pairs and take turns to ask and answer content questions on P54 in the textbook(27 minutes) 4. Writing Characteristics:(20 minutes) The text is an argumentation. The author raises the question at the very beginning and then gives his reasons why he loves to be a teacher. The article is well-organized as a whole. The language of the article is simple and easy; the structure is clear, simple and logical with various rhetoric devices such as pun, metonymy and parallel structure. Pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. Metonymy is a figure of speech in which one word or phrase is substituted for another with which it is closely associated, as in the use of Washington for the United States government or of the sword for military power. Various parallel structures used in this article make the language concise, rhythmical and forceful Language points 1) Key Words and phrases: primary operate efficient content to do sth. arrange for leave out earn one's livin 2) The difference ofAmerican English and British English BE AE check Autumn P sidewalk
6 --- Do your parents remember your birthday? ---What gift do they usually give you? 2) Background information （See courseware）(25 minutes) a. Important birthdaysin the West. b. Traditional birthday celebration in Western countries. While-reading Tasks (90 minutes) 1. Ask ss to scan the text and then finish the true or false exercise. 1) The old lady got up early that day simply because she was in the habit of doing so. 2) The old lady had two daughters: Myra, the one she was proud of, and Enid, the one she loved. 3) The old lady was proud of Myra as she had got a medal for her work for the aged. 4) Enid worked as an school teacher and lived with her mother until she died. 5) The old woman was sure that Myra would come to see her since eighty was a special birthday. 6) The boy downstairs ran to the gate and got the post for her. 2. Ss find the topic sentence for each of the last 5 paragraphs of the text. (8 minutes) 3. Ss work in pairs and take turns to ask and answer content questions on P54 in the textbook. (27 minutes) 4. Writing Characteristics: (20 minutes) The text is an argumentation. The author raises the question at the very beginning and then gives his reasons why he loves to be a teacher. The article is well-organized as a whole. The language of the article is simple and easy; the structure is clear, simple and logical with various rhetoric devices such as pun, metonymy and parallel structure. Pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. Metonymy is a figure of speech in which one word or phrase is substituted for another with which it is closely associated, as in the use of Washington for the United States government or of the sword for military power. Various parallel structures used in this article make the language concise, rhythmical and forceful. Language points 1) Key Words and Phrases: primary compel operate efficient content to do sth. arrange for leave out earn one's living 2) The difference of American English and British English B.E A.E Billion trillion Cheque check Autumn fall Pavement sidewalk
Film ove Lifr Post-reading Tasks(45 minutes) l Reviewing work based on the text 30 minutes) ★ Dictation: New word x Dictation: a short paragraph * using new words to make sentences 1. Summary questions: Ss work in groups and discuss the following questions. (10 minutes) 1)Why did the old lady fell so hurt when she got the check from her daughter? 2)What lead to the generation gap 2. writing Do the guided Writing ll on P66 in the textbook (10 minutes) The topic of writing assignment of this unit is The Teachers'Problems Write a composition on the instructions given in English. The composition should be written in no less than 100 or 120 words At present, many teachers in China have left their job. Some people are for them, while others are against them. What do you think of this fact? What do you think we should do to There is a model paper for Ss'reference. ( See Courseware) 3. Homework:(5 minutes) 1)Do Revision Exercises I on P67 4. Check answers to the after-text exercise( 10 minutes) II Extensive Reading (45 minutes) l. Reading tasks: Extensive Reading Unit3第7-9篇文章,重点讲第7篇,检查第8,9 2. Reading Skills: a. How to Mater the Reading Skill of Skimming b How to Understand Characterization Developing Reading Skills a. How to Master the Reading Skill of Skimming Skimming means that you have to read quickly in order to find out the main idea and the most important supporting ideas. The following elements will help you understand an essay better, using the technique of skimming 1)the topic sentence of each paragraph 2)signal words that show a sequence, a transition, etc 3)introductory paragraphs which often bear the authors thesis statement or attitude toward the problem under discussion 4)concluding paragraphs which often repeat the most important points mentioned in
7 Film movie Cab taxi Lift elevator Post-reading Tasks (45 minutes) 1. Reviewing work based on the text (30 minutes) ★Dictation: New words ★Dictation: a short paragraph ★using new words to make sentences 1. Summary questions: Ss work in groups and discuss the following questions. (10 minutes) 1) Why did the old lady fell so hurt when she got the check from her daughter? 2) What lead to the generation gap? 2. Writing Do the Guided Writing II on P66 in the textbook. (10 minutes) The topic of writing assignment of this unit is The Teachers’ Problems. Write a composition on the instructions given in English. The composition should be written in no less than 100 or 120 words. At present, many teachers in China have left their job. Some people are for them, while others are against them. What do you think of this fact? What do you think we should do to solve the teachers’ problems? There is a model paper for Ss’ reference. (See Courseware) 3. Homework: (5 minutes) 1) Do Revision Exercises 1 on P67 4. Check answers to the after-text exercise( 10 minutes) II Extensive Reading (45 minutes) 1. Reading Tasks: Extensive Reading Unit 3 第 7-- 9 篇文章，重点讲第 7 篇，检查第 8, 9 篇。 2. Reading Skills：a. How to Mater the Reading Skill of Skimming b. How to Understand Characterization Developing Reading Skills: a. How to Master the Reading Skill of Skimming Skimming means that you have to read quickly in order to find out the main idea and the most important supporting ideas. The following elements will help you understand an essay better, using the technique of skimming: 1) the topic sentence of each paragraph 2) signal words that show a sequence, a transition, etc. 3) introductory paragraphs which often bear the author’s thesis statement or attitude toward the problem under discussion 4) concluding paragraphs which often repeat the most important points mentioned in
the essay 5)repeated words, sentences, or ideas, which are often crucial to the understanding of the essay which are often emphasized 7)certain punctuations such as a dash, quotation marks, which are often used to distinguish b. How to Understand Characterization Characterization refers to the representation of a person as a hero or heroine by describing or imitating the actions, gestures or speeches of that person. Probing into the psychological make-up of the character is also important, for it provides what underlies the hero or heroine's actions or choices III Listening and Speaking(45 minutes) 1. Listening Task: Listening Speaking Unit 5& 6 2. Listening Strategy: Learning to making Prediction Strate How to Predict Unit 4 Turning off TV: A Quite Hour I Intensive reading Objectives: 1. Understanding the authors idea 2. Master Key words and useful expressions Teaching focus: 1. The authors viewpoint about TV 2. Understanding the advantages and disadvantages of Tv. Time allotment(This unit will be finished within 6 periods) eriod 3rd period 4th period 5th period 6thperiod Intensive While-reading While-reading readin (questions for (questions for Language Extensive Listening Pre-read ing discussion points read ing While-read ing language speaking (structure points) characteristics of lady hermits Pre-reading Tasks (45 minutes) 1. Answer the questions 1)Do you like watching TV?
8 the essay 5) repeated words, sentences, or ideas, which are often crucial to the understanding of the essay 6) the noticeable changes of printing style, for instance, capitalization, italics, etc., which are often emphasized by the author 7) certain punctuations such as a dash, quotation marks, which are often used to distinguish some important ideas out b. How to Understand Characterization Characterization refers to the representation of a person as a hero or heroine by describing or imitating the actions, gestures or speeches of that person. Probing into the psychological make-up of the character is also important, for it provides what underlies the hero or heroine’s actions or choices. III Listening and Speaking (45 minutes) 1. Listening Task: Listening & Speaking Unit 5 & 6 2. Listening Strategy： Learning to making Prediction Listening Strategy: How to Predict Unit 4 Turning off TV: A Quite Hour I Intensive reading Objectives： 1. Understanding the author’s idea 2. Master Key words and useful expressions Teaching focus：1.The author’s viewpoint about TV. 2. Understanding the advantages and disadvantages of TV. Time allotment (This unit will be finished within 6 periods) 1 st period 2 nd period 3 rd period 4 th period 5 th period 6 th period Intensive reading: Pre-reading; While-reading (structure, characteristics of lady hermits While-reading (questions for discussion) While-reading (questions for discussion, language points) Language points, Post-readi ng Extensive reading Listening and speaking Pre-reading Tasks (45 minutes) 1. Answer the questions 1) Do you like watching TV?
2)How many hours do you usually use to watch TV? 3)What kind of programs do you lik 2. Group discussion: the advantages and disadvantages of Tv(10 minutes) Ask students to write them on the blackgroud 3. Background information 1)U.S television---Yesterday and today See courseware)(15 minutes) 2)Typical TV programming 3) The generation 4)High divorce rate in the Us While-reading Tasks (90 minutes) 1. Ask Ss read through the text to find out the main idea of the author about tv and the negative facts of TV(20 minutes) 2. Learn to support one's idea with evidence 3. Ss read the passage again, and finish the reading comprehension questions on page78 to have a thorough understanding of the text(15 minutes) Difficult sentences and words 5. Language points T explains the key language points in the text and has Ss practice them.( For detailed explanations, see courseware)(40 minutes) 3)Words and phrases: prohibi typIca come up involve in part be entitled te 2) Structure: absolute structure(Ss do Structure Exercise XV on P83) 3) Words Distinction(See Courseware peculiar, particular, special; b. populace, population Post-reading Tasks (45 minutes) I Reviewing work based on the text (15 minutes) ★ Dictation: New wo * Dictation: a short paragraph *using new words to make sentences 2. Role play: Ss work in groups and have a debate on the topic ---Is TV a Plus or a Minus? Arguments fo Arguments again A convenient cheap source A totally passive pastime Taking up too much time Offering educational programs Distracting people from their work ng on 3. Writing: Do the guided writing II on P90 in the textbook.(Read the passage and fill in the
9 2) How many hours do you usually use to watch TV? 3) What kind of programs do you like/ 2. Group discussion: the advantages and disadvantages of TV (10 minutes) Ask students to write them on the blackgroud. 3. Background information: 1) U.S television---Yesterday and today（See courseware）(15 minutes) 2) Typical TV programming 3) The generation gap 4) High divorce rate in the US While-reading Tasks (90 minutes) 1. Ask Ss read through the text to find out the main idea of the author about TV and the negative facts of TV. (20 minutes) 2. Learn to support one’s idea with evidence 3. Ss read the passage again, and finish the reading comprehension questions on page78 to have a thorough understanding of the text (15 minutes) 4. Difficult sentences and words 5. Language points T explains the key language points in the text and has Ss practice them. (For detailed explanations, see courseware) (40 minutes) 3) Words and Phrases: Worthwhile current prohibit typical come up with keen on involve in part cope with be entitled to 2) Structure: absolute structure (Ss do Structure Exercise XV on P83.) 3) Words Distinction (See Courseware) a. peculiar, particular, special; b. populace , population Post-reading Tasks (45 minutes) 1. Reviewing work based on the text (15 minutes) ★Dictation: New words ★Dictation: a short paragraph ★using new words to make sentences 2. Role play: Ss work in groups and have a debate on the topic ---Is TV a Plus or a Minus? Argumentsfor Arguments against ---A convenient & cheap source --A totally passive pastime of entertainment --Taking up too much time --Offering educational programs ---Distracting people from their work as well as exciting ones 3. Writing: Do the Guided Writing II on P90 in the textbook. (Read the passage and fill in the
blanks with appropriate connective words )(20 minutes) nent of this unit: Write a brief report about the poll on P91 in the There is a model paper for Ss'reference. (See Courseware) 4. Homework: (5 minutes 1)Do Translation 2 on P85 in the textbook. 2) Memorize the second paragraph after class 3)Preview Units Extensive Reading(45 minutes) l. Reading Task:泛读教程第四单元第10-12篇文章,重点讲第Ⅱ篇,检査第10,12篇 2. Reading skills a. How to distinguish Causes and Effects b. How to Understand personification Developing Reading skills: a. How to Distinguish Causes and effects Cause-and-effect analysis tries to give reasons why something occurs or to predict a future result. When reading a cause-and-effect analysis, you must pay attention not to mistake ffect for cause. Such words and phrases as because, because of, for, since, now that, due to on account of, etc. refer to causes, while words and phrases such as therefore, so, as a result etc. refer to effects. Also, you must not confuse associations with causes b How to understand personification Personification treats abstract ideas or inanimate objects as if they were human by ng them with hu qualities. As a figure of speech, personification is to make abstract ideas specific and familiar and inanimate objects lively and emotional. In the essay selected here, Ackerman, by endowing the leaves with human emotions or activities, leads her readers to the wonder of autumn by appealing to their senses so that they can see and feel the beauty of the colorful leaves. At the same time, she expresses her love for the beauty of nature and praises the marvel of nature when it is"more carnal, mute and adiant.. "and when it goes on and on without an end Listening and Speaking(45 minutes) 1. Listening Task College English Course Book Listening Speaking Unit 7 2. Listening Strategy: Note taking(D) Recognizing the main Idea
10 blanks with appropriate connective words.) (20 minutes) writing assignment of this unit: Write a brief report about the poll on P91 in the textbook. There is a model paper for Ss’ reference. (See Courseware) 4. Homework: (5 minutes) 1) Do Translation 2 on P85 in the textbook. 2) Memorize the second paragraph after class. 3) Preview Unit5. Extensive Reading (45 minutes) 1. Reading Task: 泛读教程第四单元第 10-- 12 篇文章，重点讲第 11 篇，检查第 10, 12 篇。 2. Reading Skills： a. How to Distinguish Causes and Effects b. How to Understand Personification Developing Reading Skills: a. How to Distinguish Causes and Effects Cause-and-effect analysis tries to give reasons why something occurs or to predict a future result. When reading a cause-and-effect analysis, you must pay attention not to mistake an effect for cause. Such words and phrases as because, because of, for, since, now that, due to, on account of, etc. refer to causes, while words and phrases such as therefore, so, as a result, etc. refer to effects. Also, you must not confuse associations with causes. b. How to Understand Personification Personification treats abstract ideas or inanimate objects as if they were human by endowing them with human qualities. As a figure of speech, personification is to make abstract ideas specific and familiar and inanimate objects lively and emotional. In the essay selected here, Ackerman, by endowing the leaves with human emotions or activities, leads her readers to the wonder of autumn by appealing to their senses so that they can see and feel the beauty of the colorful leaves. At the same time, she expresses her love for the beauty of nature and praises the marvel of nature when it is “more carnal, mute and radiant …” and when it goes on and on without an end. Listening and Speaking (45 minutes) 1. Listening Task: College English Course Book Listening & Speaking Unit 7 2. Listening Strategy：Note taking (1) Recognizing the Main Idea