Teaching plan for unit 6. book two Section a(4 hours): As His Name IS, So Is He! Teaching aims: To help ss understand that we have some common ways of communication which are seldom 2. To help Ss understand that prejudice can arise from names, appearance and dress, hence enable them to communicate more smoothl 3. To learn how to read for the main ideas in paragraphs 4. To learn how to write a paragraph of comparison Teaching procedures: 1. Pre-reading Activities 38M l1 Enjoying Learning the new words 18M 1. 1. 1 Ask Ss to read together first 1. 1.2T points out the mistake(s) Ss have made in the pronunciations of the new words 1. 1.3 T speaks out the definition of a word or phrase, Ss must respond with the new one uis text e. g. detailed and exact have lost all hope despair uncomfortable or embarrassed be ill at ease efuse to consider 1. 2 Warm-up Os 6M 1. 2. 1 Are there any special meanings of your name? Did your parents have any expectation when gi g you such 1.2.2 Do you know the following"name"word meanings
2-6 1 Teaching Plan for Unit 6, Book Two Section A (4 hours): As His Name IS, So Is He! Teaching Aims: 1. To help Ss understand that we have some common ways of communication which are seldom considered as part of the process. 2. To help Ss understand that prejudice can arise from names, appearance and dress ,hence enable them to communicate more smoothly. 3. To learn how to read for the main ideas in paragraphs. 4. To learn how to write a paragraph of comparison. Teaching Procedures: 1.Pre-reading Activities 38M 1.1 Enjoying Learning the new words 18M 1.1.1 Ask Ss to read together first 1.1.2 T points out the mistake(s) Ss have made in the pronunciations of the new words 1.1.3 T speaks out the definition of a word or phrase, Ss must respond with the new one in this text. e.g. T: Ss: tasteful in appearance or manner elegant detailed and exact specific have lost all hope despair uncomfortable or embarrassed be ill at ease refuse to consider turn down …… 1.2 Warm-up Qs 6M 1.2.1 Are there any special meanings of your name? Did your parents have any expectation when giving you such a name? 1.2.2 Do you know the following “name” word meanings:
first name, middle name, last name, given name, surname, family name, pet name nickname, pen-name, trade name, brand name, code name, maiden name 1.2. 3 What are the main ideas of Unit 6. Sec.A/B/C? (Ss can use their own words to answer the Q with the help of"Preview"on P145) 1.3 Previewing by Listening 14M (Aim: to help Ss focus on the content of the text) 1.3. 1 Listen to the following short passage(provided with the textbook twice and answer the following 3 Qs(Open)(P146) 1.3.2 Compound Dictation Listen to the passage again and fill in the blanks with what you hear from the tape This writer describes ways names can(1) When one woman used her middle name she felt better and her professional achievement improved a magazine refused to because it suited a baseball player more than (3) At a party, another woman was uncomfortable: the man (4) was the same one she had refused a blind date because of his name. The writer thinks we often assign to people. One classroom study(6) teachers gave lower gradestoessys(7)_boyswithcertainnamesthantotheverysameessyswth only the names changed. ( 8) girls' popularity can(9 their So the writer suggests if your name doesnt suit you, (10) 2.While-reading Activities 62M 2.1 Group work---Discussion in English 12M Let Ss discuss the Qs of EXIl. Four or six Ss would be One group. The representative from each group would come to the blackboard to answer two or three Qs. If other groups have different opinions, they will discuss further (Aim: Let Ss develop the habit of reading the passage before class 2.2 Detailed study of the text 50M 2.2.1 Scanning Ex. vI(Structure)IX/X(Translation) (Ask Ss to find answers to the Qs after learning the text) (Aim: Let Ss focus on what they will learn) 2.2.2 Paras. 1-2 Introduction: Debbie who changed her name into Lynne gained more confidence and achievement
2-6 2 first name, middle name, last name, given name, surname, family name, pet name, nickname, pen-name, trade name, brand name, code name, maiden name. 1.2.3 What are the main ideas of Unit 6, Sec. A/B/C? （Ss can use their own words to answer the Q with the help of“Preview”on P145） 1.3 Previewing by Listening 14M （Aim: to help Ss focus on the content of the text） 1.3.1 Listen to the following short passage（provided with the textbook）twice and answer the following 3 Qs（Open）（P146） 1.3.2 Compound Dictation Listen to the passage again and fill in the blanks with what you hear from the tape. This writer describes ways names can (1) .When one woman used her middle name, she felt better and her professional achievement improved. A magazine refused to (2) because it suited a baseball player more than (3) . At a party, another woman was uncomfortable: the man (4) was the same one she had refused a blind date because of his name. The writer thinks we often assign (5) to people. One classroom study (6) teachers gave lower grades to essays (7) boys with certain names than to the very same essays with only the names changed. (8) , girls’ popularity can (9) their names. So the writer suggests if your name doesn’t suit you, (10) . 2.While-reading Activities 62M 2.1 Group work——Discussion in English 12M Let Ss discuss the Qs of EX.II. Four or six Ss would be One group. The representative from each group would come to the blackboard to answer two or three Qs. If other groups have different opinions, they will discuss further. （Aim: Let Ss develop the habit of reading the passage before class） 2.2 Detailed study of the Text 50M 2.2.1 Scanning Ex. VII/VIII(Structure)IX/X(Translation) (Ask Ss to find answers to the Qs after learning the text) (Aim: Let Ss focus on what they will learn) 2.2.2 Paras.1-2 Introduction: Debbie who changed her name into Lynne gained more confidence and achievement
Qs: 1. Do you think Debbie like her former name? 2. What difference did it make when she substituted her middle name. Lynne for her first Difficult sentences 1."As His Name Is. So is hel means "His nature or manner as a man is similar to what he is called The"as. so " here is used to express parallelism or proportionality e.g. As the tree, so the fruit As is the teacher, so is the pupil 2. I just dont feel like a Debbie "means "I just dont identify with the name Debbie Feel like: identify with; have a wish for, want e.g. I dont feel like taking a holiday now. 3.... while filling out an application form n adverbial clauses of time introduced by the conjunction"while(and"when,"until as soon as',"once", etc. ) we may have finite verb forms or non-finite verb forms. So this clause of time may be written as:... while she was filling out an application form Important Words and Expressions d refined in appearance or style e.g. Her elegant manners attract him 2)(of ideas)neat and simple e.g. He gave an elegant piece of reasoning in his article 2. take seriously: treat(sth. or sb. )in a serious man e.g. He now learns to take things more seriously 2.2.3 Paras. 3-7 Main Body: Name can affect one s life since it's stereotyped and most people hold such pre judice notions. Qs: 1. What is the topic sentence of Para. 3? ( Line 11-12) 2. What is the topic sentence of Para. 4? (Line 24) 3. What is the topic sentence of Para. 5?(Line 31) 4. What is the topic sentence of Para. 6? (Line 38-39) 5. What is the topic sentence of Para. 7? (Line 45)
2-6 3 Qs：1. Do you think Debbie like her former name? 2. What difference did it make when she substituted her middle name, Lynne, for her first name Debbie? Difficult Sentences 1. “As His Name Is , So Is He!” means “His nature or manner as a man is similar to what he is called” The “as…so” here is used to express parallelism or proportionality. e.g. As the tree, so the fruit. As is the teacher, so is the pupil. 2. “I just don’t feel like a Debbie” means “I just don’t identify with the name Debbie.” Feel like: identify with; have a wish for, want e.g. I don’t feel like taking a holiday now. 3 “.… while filling out an application form…” In adverbial clauses of time introduced by the conjunction “while”(and “when”, “until”, “as soon as”, “once”, etc.),we may have finite verb forms or non-finite verb forms. So this clause of time may be written as: …while she was filling out an application form… Important Words and Expressions 1. elegant 1) pleasing and refined in appearance or style e.g. Her elegant manners attract him. 2) (of ideas) neat and simple e.g. He gave an elegant piece of reasoning in his article. 2. take…seriously: treat (sth. or sb.)in a serious manner e.g. He now learns to take things more seriously. 2.2.3 Paras.3-7 Main Body: Name can affect one’s life since it’s stereotyped and most people hold such prejudiced notions. Qs：1. What is the topic sentence of Para.3?(Line 11-12) 2. What is the topic sentence of Para.4?(Line 24) 3. What is the topic sentence of Para.5?(Line 31) 4. What is the topic sentence of Para.6?(Line 38-39) 5. What is the topic sentence of Para.7?(Line 45)
(Aim: Let Ss practice reading for the main ideas in paragraphs 6. How can such prejudices affect classroom achievement? Difficult sentences 1."I suspect that if I were a more refined Arthur or Adrian, the name would have appeared complete. means"I think it likely that if my name were Arthur or Adrian, (a name suggesting that a person is more polite, better educated and better-mannered )my full name would have been printed in my by-line. (This sentence is used as subjunctive mood. )Line 29-30) 2."Of course, names with a positive sense can work for you, even encourage new acquaintances. means"Of course, names that suggest good qualities to other people can help you to your advantage in some way, and even give other people encouragement to get to know you. (Line 31-32) 3. ". theyd been exchanging glances all evening. means"they had been glancing at each other(with admiration )all evening. "(Line 36) Important words and phrases 1. naturally ad I)of course e.g. Naturally, as a beginner I'm not a very good driver yet 2)By nature e.g. He's naturally interesting; he doesn't even have to tr 3)Without trying to look or sound different from usual e.g. Speak naturally when talking on the phone 2. characteristic I)a. representative, representing a person's or things usual character e.g Such honesty is characteristic of him Notice that the adjective"characteristic"is used together with the preposition"of 2)n. a special and easily recognized quality of sb or sth. e. g Genes determine the characteristics of every living thing 3 approval:( opposite to“ disapproval”) If sb Or sth has your approval, you like and admire them. e.g. Do the plans meet with your The noun"approval"is used together with the preposition"of"when it is followed by a 4. specific: a
2-6 4 （Aim: Let Ss practice reading for the main ideas in paragraphs） 6. How can such prejudices affect classroom achievement? Difficult sentences: 1.“I suspect that if I were a more refined Arthur or Adrian, the name would have appeared complete.” means “I think it likely that if my name were Arthur or Adrian, (a name suggesting that a person is more polite, better educated and better-mannered )my full name would have been printed in my by-line.” (This sentence is used as subjunctive mood.)(Line 29-30) 2.“Of course, names with a positive sense can work for you, even encourage new acquaintances.” means “Of course, names that suggest good qualities to other people can help you to your advantage in some way, and even give other people encouragement to get to know you.”(Line 31-32) 3.“…,they’ d been exchanging glances all evening.”means “they had been glancing at each other (with admiration )all evening.” (Line 36) Important words and phrases : 1.naturally ad. 1)of course e.g. Naturally, as a beginner I’m not a very good driver yet. 2)By nature e.g. He’s naturally interesting; he doesn’t even have to try. 3)Without trying to look or sound different from usual e.g. Speak naturally when talking on the phone 2. characteristic 1)a. representative; representing a person’s or thing’s usual character e.g. Such honesty is characteristic of him. Notice that the adjective “characteristic” is used together with the preposition “of”. 2)n. a special and easily recognized quality of sb. or sth. e.g. Genes determine the characteristics of every living thing. 3.approval: (opposite to “disapproval”) n. If sb. Or sth. has your approval, you like and admire them. e.g. Do the plans meet with your approval? The noun “approval” is used together with the preposition “of ”when it is followed by a complement. 4. specific: a
1)particular; certain; fixed; determined, or named e.g. Feathers are a characteristic specific to birds 2 )detailed and exact; clear in meaning: careful in explanation e.g. We don t get any specific instruction 5. refined: a having or showing education, sensitivity of feelin genteness of manners e.g. refined manners; refined tastes refine v I)make(sb. or sth )more elegant e.g. Reading good books helps to refine one's speech 2)make pure or improve esp by removing unwanted material e.g. Sugar, oil and metals are refined before use 6. make sb. 's acquaintance, make the acquaintance of sb. get to know sb e.g. I'm so pleased to make your acquaintance, Mr. Smith 7. be ill at ease: be uncomfortable. anxious or worried e.g. She was ill at ease when she was criticized mother 8.be guilty of be to blame for e.g. He was guilty of an important false judgment 9. project on/onto/upon: imagine (one's own esp. bad feelings or thoughts) as being attached/connected to others e.g. It is not reasonable that they project their dreams onto us 10. take charge of take control of; become responsible for e.g. The factory was badly organized until she took charge of it 2.2.4 Para. 8 Conclusion: If your name doesn't fit you, change it Qs: 1. What is the topic sentence of the last Para. (Line 58-59) 2. According to the author, what can you do if your name doesnt seem to fit you? Difficult sentence 1. "If your name no longer seems to fit you, don' t despair, you arent stuck with the label. means"If you don't like your name given by your parents, you can get rid of it by changing your mportant Words and Phrases 1. stick with 1)stick with sth. keep staying with sth, cannot get rid of sth
2-6 5 1)particular; certain; fixed ; determined, or named e.g. Feathers are a characteristic specific to birds. 2)detailed and exact; clear in meaning; careful in explanation e.g. We don’t get any specific instruction. 5.refined: a. having or showing education, sensitivity of feeling, and gentleness of manners e.g. refined manners ; refined tastes refine: v. 1)make (sb. or sth. )more elegant e.g. Reading good books helps to refine one’s speech. 2)make pure or improve esp. by removing unwanted material e.g. Sugar, oil and metals are refined before use. 6. make sb.’s acquaintance, make the acquaintance of sb.: get to know sb. e.g. I’m so pleased to make your acquaintance, Mr. Smith. 7.be ill at ease : be uncomfortable; anxious, or worried e.g. She was ill at ease when she was criticized by her mother. 8.be guilty of : be to blame for e.g. He was guilty of an important false judgment. 9.project on/onto/upon: imagine (one’s own esp. bad feelings or thoughts) as being attached/connected to others e.g. It is not reasonable that they project their dreams onto us. 10.take charge of : take control of; become responsible for e.g. The factory was badly organized until she took charge of it. 2.2.4 Para.8 Conclusion: If your name doesn’t fit you, change it. Qs：1.What is the topic sentence of the last Para.?(Line 58-59) 2. According to the author, what can you do if your name doesn’t seem to fit you? Difficult Sentence： 1.“If your name no longer seems to fit you , don’t despair, you aren’t stuck with the label.” means “If you don’t like your name given by your parents, you can get rid of it by changing your name.” Important Words and Phrases： 1. stick with 1) stick with sth.: keep staying with sth., cannot get rid of sth
e.g. You gave the courage to stick with my reform to the end 2)stick with sb. continue to support/follow sb e.g. Stick with me and you won t get lost 2. determination n. decision e.g. He returned to school with a determination to finish have determination to do sth a man of determination the verb form of this word: determine vt /vi calculate; ( cause to) decide e.g. We determined to start early/determined on an early start 3. Post-reading activities 100M 3.1 Essay Summary 15M 3. 1. 1 Essay Summary written by T) (T writes the following summary on the blackboard and asks Ss to read it together The author argues that names can affect the life of people. The reason is that people attach specific images to names and it's hard for people to free themselves from this name-based stereotyping. As a result, names can exert either positive or negative influence on ones life, such as friend-making and classroom achievement. In conclusion, the author suggests that if your ame doesnt fit you, just change it. 3.1.2 Essay Summary (Ex. 11 )( Group work Ss work in groups and work out the answers to the essay summary provided in the textbook (P157 3.2 Text Structure Analysis A Paragraph of Comparison(P158) (Make parts Para.7) 20M The first part a point of view: Apparently, such prejudices can affect classroom achievement as well
2-6 6 e.g. You gave the courage to stick with my reform to the end. 2) stick with sb.: continue to support/follow sb. e.g. Stick with me and you won’t get lost. 2. determination n. decision e.g. He returned to school with a determination to finish. have determination to do sth. a man of determination the verb form of this word : determine vt./vi. calculate; (cause to) decide e.g. We determined to start early/determined on an early start. 3. Post-reading Activities 100M 3.1 Essay Summary 15M 3.1.1 Essay Summary(written by T) (T writes the following summary on the blackboard and asks Ss to read it together twice loudly) The author argues that names can affect the life of people. The reason is that people attach specific images to names and it’s hard for people to free themselves from this name-based stereotyping. As a result, names can exert either positive or negative influence on one’s life, such as friend-making and classroom achievement. In conclusion, the author suggests that if your name doesn’t fit you, just change it. 3.1.2 Essay Summary（Ex.11）（Group work） Ss work in groups and work out the answers to the essay summary provided in the textbook(P157) 3.2 Text Structure Analysis — — A Paragraph of Comparison(P158) (Make an analysis of two parts of Para.7) 20M The first part A point of view: Apparently, such prejudices can affect classroom achievement as well
Parts being compared: The same papers presented by different names 1. Essays apparently written by boys named Elmer and Hubert. 2. The same papers when the writer's names were given as Michael and David Comparison result: Teachers gave consistently lower grades to papers with names such as Elmer and hubert than to those with names like michael and david The second part a point of view: However, teacher prejudice isnt the only source of classroom difference. Please notice that in this part there are two comparisons being made. First Parts being compared: Performance abilities of people with different names 1. Performance abilities of people with names like Linda, Diane, Barbara, Carol, and Cindy 2. Performance abilities of people with less appealing names Comparison result: Performance abilities on objectively graded IQ and achievement tests of people with names like Linda, Diane, Barbara, Carol, and Cindy were better than those of people with less appealing names ond comparisor Parts being compared: Girls; and boys' popularity in connection with the popularity of the 1. Girls' popularity with their peers was related to the popularity of their names 2. Boys' popularity with their peers was related to the popularity of their names Comparison result: Girls' popularity in relation to the popularity of their names is much clearer/stronger than boys' popularity in relation to the popularity of their names
2-6 7 Parts being compared: The same papers presented by different names. 1. Essays apparently written by boys named Elmer and Hubert. 2. The same papers when the writer’s names were given as Michael and David. Comparison result: Teachers gave consistently lower grades to papers with names such as Elmer and Hubert than to those with names like Michael and David. The second part A point of view: However, teacher prejudice isn’t the only source of classroom difference.(Please notice that in this part there are two comparisons being made.) First comparison: Parts being compared: Performance abilities of people with different names. 1. Performance abilities of people with names like Linda, Diane, Barbara, Carol, and Cindy. 2. Performance abilities of people with less appealing names. Comparison result: Performance abilities on objectively graded IQ and achievement tests of people with names like Linda, Diane, Barbara, Carol, and Cindy were better than those of people with less appealing names. Second comparison: Parts being compared: Girls; and boys’ popularity in connection with the popularity of their names. 1. Girls’ popularity with their peers was related to the popularity of their names. 2. Boys’ popularity with their peers was related to the popularity of their names. Comparison result: Girls’ popularity in relation to the popularity of their names is much clearer/stronger than boys’ popularity in relation to the popularity of their names
Structured Writing(ex xIl Ss can finish it in class in about seven minutes The deskmates could exchange their compositions with each other 3.4 Vocabulary, Word Building, Structure 50M 3.5 Homework Topic for writing and discussion: Can we judge people by appearances 2. Preview Sec. B/C
2-6 8 3.3 Structured Writing(Ex. XIII) 15M Ss can finish it in class in about seven minutes. The deskmates could exchange their compositions with each other 3.4 Vocabulary, Word Building, Structure and Translation Ex. 50M 3.5 Homework 1. Topic for writing and discussion: Can we judge people by appearances? 2. Preview Sec. B/C
Unit 6 Section B/C (2 Hours Judge by app The pain in Wearing high heels Teaching procedures: I Reading Skills---Reading for the main Ideas in Paragraphs 8M The main idea- Topic sentence/statement mplied-sum u In the middle At the e Reading Skills 14/18) 25M 2. 1 Discussion: Ss work in groups of 4/6 and find the main idea of each Para. The representative from each group will report their opinion to the whole class 2.2 T assesses their performance in the end Compound Dictation Section B 10M This is the essay summary of Section B. Let Ss learn the main idea of Section B so as to understand Section b wel Do people(l) others by their(2) In order to pro ove this w and then walked around the street to test the (4) the people. Also we tried to enter some shops or restaurants to test the response from the servicemen. All the response tell us that it was al(5) time. Some of the stared, pointed and laughed adults gave us long, doubting looks. Clerks in stores(7) to watch our every move. So what did we learn?( 8) In those very few hours, we found oursel ves(9) (10) and(12) of ourselves that(13) the people we met. (14) good lesson to learn, (15) for sociologists
2-6 9 appears Unit 6 Section B/C (2 Hours) Judge by Appearances The Pain in Wearing High Heels Teaching Procedures: 1. Reading Skills——Reading for the Main Ideas in Paragraphs 8M The main idea Topic sentence/statement Implied—sum up At the beginning In the middle At the end 2. Reading Skills Ex. (Ex. 14/18) 25M 2.1 Discussion：Ss work in groups of 4/6 and find the main idea of each Para. The representative from each group will report their opinion to the whole class. 2.2 T assesses their performance in the end. 3. Compound Dictation of Section B 10M This is the essay summary of Section B. Let Ss learn the main idea of Section B so as to understand Section B well. Do people(1) others by their (2) ? In order to prove this, we (3) and then walked around the street to test the (4) from the people. Also we tried to enter some shops or restaurants to test the response from the servicemen. All the response tell us that it was a(5) time. Some of the children we(6) stared, pointed and laughed; adults gave us long, doubting looks. Clerks in stores(7) to watch our every move. So what did we learn? (8) . In those very few hours, we found ourselves(9) and （10） the(11) and（12） judgments of ourselves that(13) the people we met.(14) ,it’s a good lesson to learn,(15) for sociologists
(Answers: 1. judge 2. appearances 3. intentionally dressed ourselves down 4. response 5. prejudice 6 encountered 7 followed our track 8. People judge by appearance 9. accepting 10. internalizing 1l. superficial 12. prejudiced 13. prevailed among 14. Undoubtedly 15. especially 4. Text Structure Analysis 15M Para. 1. Foreword: People's criticism of sociological research Qs: What is the topic sentence of the first Para ?(the first sentence Paras. 2-6 Experiment Process: Our experience in downtown areas when we were dressed as street people Qs: 1. Which description of their appearance is NOT right? Para 2) A. Their clothes were not suitable for the weather B. They made themselves look like bag ladies VC. They wore clothing similar to the travelers to this area. D. Their clothes were not dirty but somewhat untidy 2. What had the"bag ladies"encounted? Para 6) (ribbing, imitating, lack of trust and rude stares) 3. Where might they not be disliked or unwelcome Paras 4,5,6) A bargain store VB second-hand shop C restaurant D hote Paras 7-9 Conclusion: People do judge by appearance Qs: 1. What lesson did they learn?( Para.7, 8, 9) 2. What does the sentence "you' re not really going there, are you"mean? (Line 47) 5. Difficult Sentences and Important Words/Phrases. (Open) The heavier I was, the more I would ec. C Line 4-5) The thinner and higher the heel, the greater the risk of foot and back problems (Sec. C Line 9-10) The higher the heels get, the more men who face the trade off (Sec. C Line 35) 6. Ex Section B/C 16M 7. Discussion: Can We judge People by appearance?(To be done orally) 12M 8. High 8M
2-6 10 (Answers:1. judge 2. appearances 3. intentionally dressed ourselves down 4. response 5. prejudice 6. encountered 7. followed our track 8. People judge by appearance 9.accepting 10. internalizing 11. superficial 12. prejudiced 13. prevailed among 14. Undoubtedly 15.especially) 4. Text Structure Analysis 15M Para.1. Foreword: People’s criticism of sociological research. Qs: What is the topic sentence of the first Para.? (the first sentence) Paras.2-6 Experiment Process: Our experience in downtown areas when we were dressed as street people. Qs: 1. Which description of their appearance is NOT right?(Para.2) A. Their clothes were not suitable for the weather B. They made themselves look like bag ladies √C. They wore clothing similar to the travelers to this area. D. Their clothes were not dirty but somewhat untidy. 2. What had the“bag ladies”encounted ?(Para.6) (ribbing, imitating, lack of trust and rude stares) 3. Where might they not be disliked or unwelcome ?(Paras.4,5,6) A. bargain store √B. second—hand shop C. restaurant D. hotel Paras.7-9 Conclusion: People do judge by appearance. Qs：1. What lesson did they learn?(Para.7,8,9) 2. What does the sentence“you’re not really going there, are you”mean?(Line 47) 5. Difficult Sentences and Important Words/Phrases.（Open） 6M ·The heavier I was, the more I would… （Sec. C Line 4-5） ·The thinner and higher the heel, the greater the risk of foot and back problems (Sec.C Line 9-10) ·The higher the heels get, the more men who face the trade off (Sec. C Line 35) 6. Ex. of Section B/C 16M 7. Discussion: Can We Judge People by Appearance ? (To be done orally) 12M 8. Fast reading — — High platform shoes 8M