College english 2 The Course curricular Participants: First-year Students Majoring Time: 2/2001-6/2001 Second semester of the Academic Year 2000-2001 Teaching Material; College English(Revised edition, published by Shanghai Foreign Language Education Press) Major Task of This Semester o Text Learning (nine units altogether) o Learning to write English composition C 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 More attention will be given to the understanding of discourse: focus on global understand Enlarge students'vocabulary(Key words and structure) v 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 Labor 's 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 Weeks Teaching task Key Points Week 1 to Unit 1: Is There Life On Earth? on and c coherence Unit 2: The Dinner Party comparison vs contrast Week 4 to Unit 3: Lessons From Jefferson Acronyms/word-attack Week 6 Unit 4: My First Job Week 7 to Unit 5: The Professor and the Yo-yo Week 9 Unit 6: The Making of a Surgeon Unit 7: There Is Only luck
1 College English 2 The Course Curricular Participants: First-year Students Majoring Time: 2/2001-6/2001 Second semester of the Academic Year 2000－2001 Teaching Material: College English (Revised edition，published by Shanghai Foreign Language Education Press) Major Task of This Semester ◆Text Learning（nine 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 Labor’s 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 Key Points Week 1 to Week 3 Unit 1: Is There Life On Earth? Unit 2: The Dinner Party cohesion and coherence comparison vs. contrast Week 4 to Week 6 Unit 3: Lessons From Jefferson Unit 4: My First Job Acronyms / word-attack Week 7 to Week 9 Unit 5: The Professor and the Yo-yo Unit 6: The Making of a Surgeon Week 10 to Unit 7: There Is Only Luck
Week Unit 8: Honesty: Is It Going out of Style Week 13 to Unit 9: What Is Intelligence, Anyway? Week 15 Unit 10: Profits of praise Week 16 General Review Unit One: Is there life on earth? I Intensive reading Objectives: 1. Grasp the main idea(that author indicates his ideas from the point of Venusians that Earth was exploited too excessively and quickly that it is not suitable for life to live on. 2. Study the structure of the text( the cohesion and coherence of the text 3. Master the key language points and grammatical structures in the text Time allotment(This unit will be finished within 6 periods) I Is period 2nd period 3 period 4h period Sth period period Pre-reading While-reading While-reading Post-reading ListeningListening and While-reading Pre-reading tasks(45 minutes) 1. Warming up activities and introductory remarks(15 minutes) 1)group work: ask students to have a free discussion in groups about the following questions(10 minutes) Do you think the earth was over-exploited? List some specific examples about the problems brought about by the excessive and quick exploit and development of earth? 2) Display some pictures about problems the earth is facing on the Power Point to give students a vivid impression about those phenomenon such as: over-population; quick urbanization; pollution, traffic problems; deforest; desertification; etc 2. Text-related warming up activity(10 minutes) Divide students into pairs; then write on the blackboard the fowling expressions (1) the venus Institute of Technology the Venus Evening star the grubstart 2
2 Week 12 Unit 8: Honesty: Is It Going out of Style Week 13 to Week 15 Unit 9: What Is Intelligence, Anyway? Unit 10: Profits of Praise Week 16 General Review Unit One: Is There Life On Earth? I Intensive reading Objectives: 1. Grasp the main idea (that author indicates his ideas from the point of Venusians that Earth was exploited too excessively and quickly that it is not suitable for life to live on.) 2. Study the structure of the text (the cohesion and coherence of the text) 3. Master the key language points and grammatical structures in the text. 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 Pre-reading While-reading While-reading While-reading Post-reading Listening Listening and speaking Pre-reading tasks (45 minutes) 1. Warming up activities and introductory remarks (15 minutes) 1) group work：ask students to have a free discussion in groups about the following questions (10 minutes) ---Do you think the earth was over-exploited? --- List some specific examples about the problems brought about by the excessive and quick exploit and development of earth? 2) Display some pictures about problems the earth is facing on the PowerPoint to give students a vivid impression about those phenomenon such as: over-population; quick urbanization; pollution; traffic problems; deforest; desertification; etc 2. Text-related warming up activity (10 minutes) Divide students into pairs; then write on the blackboard the fowling expressions: ⑴ the Venus Institute of Technology the Venus Evening Star the Grubstart
inches (2) earths surface in the area of manhattan the Consolidated Edison belt something that looks like a river metal particles stalagmite projection granite formations Each pair is to figure out the meanings of these expressions, using context clues provided in the text The teacher is to sum up what the students have suggested It is advisable to make clear the following two pints (1) The author has meant this essay to appear as a piece of science fiction, a story ing place on the planet Venus (2) It is written from the point of view of the "Venusians"who are exploiting the possibility of life on earth While-reading tasks (90 minutes) Skimming(10 minutes 1) Ask students to skim the text quickly; first get the main idea of each part Part I: A press conference was held at the Venus Institute of Technology Part II: The scientists had come to the conclusion that the planet Earth is unfit for inhabitation Part Ill: The flying saucer program will be set back, but the Venusian Scientists decided to proceed with their exploration of the planet Earth Questions for first readin 1)Studying the signals and photos, the Venusian scientists get important information. What is it (The feasibility of landing a manned flying saucer on Earth. L8-9) 2)According to Prof Zog, why should the Venusians take their own oxygen with them? Because the Earth's atmosphere is filled with carbon dioxide and other deadly gases.---Ll7) 3)What does the"dark black cloud"on the photos refer to? (The polluted air hovering over the surface of Earth.) 4)What will set back the flying saucer program some years? (The various hazards that Venusuian scientist discovered in their studies. 5)To sum up, what are the various dangers a Venus Being might come across if sent onto Earth? (The polluted air and water, the concrete forests and too many vehicles on the streets. 6). What do you think the author wants to call our attention to? 2. Scanning(10 minutes) Ask students to scan the text carefully and answer the comprehension questions on P28 IV. Then work in pairs, one asking the first half questions and the other providing the answers. Then switch to the next half questions 3. Careful study of the text: difficult sentences (45 minutes)(see Textbook, 2nd period)
3 zilches ⑵ earth’s surface in the area of Manhattan the Consolidated Edison Belt something that looks like a river metal particles stalagmite projections granite formations Each pair is to figure out the meanings of these expressions, using context clues provided in the text. The teacher is to sum up what the students have suggested. It is advisable to make clear the following two pints: ⑴ The author has meant this essay to appear as a piece of science fiction, a story taking place on the planet Venus. ⑵ It is written from the point of view of the “Venusians” who are exploiting the possibility of life on earth. While-reading tasks (90 minutes) Skimming (10 minutes) 1) Ask students to skim the text quickly; first get the main idea of each part. Part I : A press conference was held at the Venus Institute of Technology. Part II : The scientists had come to the conclusion that the planet Earth is unfit for inhabitation. Part III : The flying saucer program will be set back, but the Venusian Scientists decided to proceed with their exploration of the planet Earth. Questions for first reading: 1) Studying the signals and photos, the Venusian scientists get important information. What is it about? (The feasibility of landing a manned flying saucer on Earth. L8-9) 2) According to Prof. Zog, why should the Venusians take their own oxygen with them? (Because the Earth’s atmosphere is filled with carbon dioxide and other deadly gases. ---L17) 3) What does the “dark black cloud” on the photos refer to? (The polluted air hovering over the surface of Earth.) 4) What will set back the flying saucer program some years? (The various hazards that Venusuian scientist discovered in their studies.) 5) To sum up, what are the various dangers a Venus Being might come across if sent onto Earth? (The polluted air and water, the concrete forests and too many vehicles on the streets.) 6). What do you think the author wants to call our attention to? (Environment protection.) 2. Scanning (10 minutes) Ask students to scan the text carefully and answer the comprehension questions on P28 IV. Then work in pairs, one asking the first half questions and the other providing the answers. Then switch to the next half questions. 3. Careful study of the text: difficult sentences (45 minutes) (see Textbook, 2nd period)
4. Language points: 4. 1 Learn how to use new words by making sentences (3rd period 25minutes Key words to drill manage(to do sth ) as to/ as far as.. be concerned/ set back/ compose/ origin /original/ originally /originality /originate/ proceed/survive 4.2 do exercise 1, 2, 4 (20 minutes) Post-reading tasks(45 minutes) 1. Reviewing work based on the text (15 minutes) *Dictation: a short paragraph *using new words to make sentences 1. Problems and problems resolving:(13 minutes) checks on students'home reading(2 minutes) after text exercise(core: Chinese to English translation) 2. Guiding writing skills(15 minutes) Teach students how to use some main devises in their writing to achieve coherence 1)Transitional words or phrases like however, but, then, thus, firstly, secondly, what's more as to and in terms of 2) Repetition of key words and phrases as superwoman, in ones spare time )Parallel structure Writing assignment: Write a paragraph of 120-150 words about what has led Venusian scientists to conclude that there is no life on Earth. (see the page 17, Intensive reading II Extensive Reading(45 minutes) Sale Objectives: 1. Get the main idea 2. Teach the reading skills:(How to spot a thesis statement; how to determine the point of 3. Some important languages points and sentences comprehension While-reading 1. Reading comprehension: check comprehension questions on P6 to check their preview (5 minutes) 2. Reading skills: (15 minutes) Reading skill 1: how to spot a thesis statement Before you require your students to spot a thesis statement, you have to introduce
4 4. Language points : 4.1 Learn how to use new words by making sentences(3rd period, 25minutes) Key words to drill manage (to do sth.)/ as to/ as far as …be concerned/ set back/ compose/ origin / original / originally / originality / originate/ proceed/ survive 4.2 do Exercise 1, 2, 4 (20 minutes) 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 1. Problems and problems resolving: (13 minutes) checks on students’ home reading (2 minutes) after text exercise (core: Chinese to English translation) 2. Guiding writing skills (15 minutes) Teach students how to use some main devises in their writing to achieve coherence. 1) Transitional words or phrases like however, but, then, thus, firstly, secondly, what’s more, as to, and in terms of; 2) Repetition of key words and phrases as superwoman, in one’s spare time. 3) Parallel structure. Writing assignment: Write a paragraph of 120-150 words about what has led Venusian scientists to conclude that there is no life on Earth. (see the page 17, Intensive Reading) II Extensive Reading (45 minutes) Garage Sale Objectives: 1. Get the main idea: 2. Teach the reading skills: (How to spot a thesis statement; how to determine the point of view of the text. ) 3. Some important languages points and sentences comprehension While-reading 1. Reading comprehension: check comprehension questions on P6 to check their preview. (5 minutes) 2. Reading skills: (15 minutes) Reading skill 1: how to spot a thesis statement: Before you require your students to spot a thesis statement, you have to introduce
them to the idea that the thesis statement in a story or an essay will indicate its topic, provide an overview and present an attitude or opinion of the events mentioned Generally speaking, it is a comment or remark in one or two sentences. In this sense, you must understand how the author comes to his conclusion and what comment he wil Reading skill 2: how to determine the point of view of the text style is called narrator; the interpret things is referred to as point of view. A first-person narrator is involved in the action and talks directly to the reader using words like I, me, my, us, and our. A third-person narrator is an observer of the events and tells the reader about them using words like he, she, his, her, they, and their. In this sense, you can ask your students to find out what pronouns the author uses in the story to refer to his relationship with his uncle. Since the author tells his own experiences and uses such pronouns as I me, my and our, the story is written in the first-person point of view 3. Fill in the missing information in the main idea offered to test students'ability to grasp main ideas(10 minutes) Garage sales are very common in the United States now. They also have other names such as yard sales or porch sales. Sometimes several families have a joint sale, or a group will have a sale to benefit a charity. They serve many purposes besides cleaning out unwanted items and making money. They also serve as a minor social event, a chance for new neighbors to get acquainted, and a place to pick up needed items inexpensively. When author knew he had caner, he inevitably experienced psychologi crisis results from his familys different reaction to his disease as well as his own despair But eventually, he gathered his courage and strength and fought with cancer and his despair, then pulled through this crisis with the love and encouragement of his beloved family members 4. T explains some important and difficult language points in the text and guide students practice. (15 minutes) IlI Listening and speaking(45 minutes) Citi Objectives: 1. Identify the appropriate paces in which the conversations probably take place 2. Learn to grasp the main ideas of the passages 3. Forming a mental picture. Preparing an appropriate response 4. Review how to express the agreements and disagreements 5. Review the contrast and comparisons while-listening (45 minutes) 1. Listening of conversations(15 minutes) 1). Listen to ten short conversations 2)Before the first listening. T reminds students the keys words related to a specific situation
5 them to the idea that the thesis statement in a story or an essay will indicate its topic, provide an overview and present an attitude or opinion of the events mentioned. Generally speaking, it is a comment or remark in one or two sentences. In this sense, you must understand how the author comes to his conclusion and what comment he will give. Reading skill 2: how to determine the point of view of the text. In a narrative, the story style is called narrator; the narrator’s position to see and interpret things is referred to as point of view. A first-person narrator is involved in the action and talks directly to the reader using words like I, me, my, us, and our. A third-person narrator is an observer of the events and tells the reader about them using words like he, she, his, her, they, and their. In this sense, you can ask your students to find out what pronouns the author uses in the story to refer to his relationship with his uncle. Since the author tells his own experiences and uses such pronouns as I me, my and our , the story is written in the first- person point of view. 3. Fill in the missing information in the main idea offered to test students’ ability to grasp main ideas. (10 minutes) Garage sales are very common in the United States now. They also have other names such as yard sales or porch sales. Sometimes several families have a joint sale, or a group will have a sale to benefit a charity. They serve many purposes besides cleaning out unwanted items and making money. They also serve as a minor social event, a chance for new neighbors to get acquainted, and a place to pick up needed items inexpensively. When author knew he had caner, he inevitably experienced psychological crisis results from his family’s different reaction to his disease as well as his own despair. But eventually, he gathered his courage and strength and fought with cancer and his despair, then pulled through this crisis with the love and encouragement of his beloved family members. 4. T explains some important and difficult language points in the text and guide students practice. (15 minutes) III Listening and speaking (45 minutes) Cities Objectives: 1. Identify the appropriate paces in which the conversations probably take place. 2. Learn to grasp the main ideas of the passages. 3. Forming a mental picture. Preparing an appropriate response 4. Review how to express the agreements and disagreements 5. Review the contrast and comparisons. while-listening (45 minutes) 1. Listening of conversations (15 minutes) 1). Listen to ten short conversations 2) Before the first listening. T reminds students the keys words related to a specific situation
or place: (flight; check-in; board pass ---airport by air mail; parcel and packets---post office account; exchange rate---bank; on credit; in cash; on sales;---department stores. etc) 3)During Ts checking, write down the new and keywords in the conversation and guide students to get the right answer 2. Passages(15 minutes) 1) Listen to three short passages and do the multiple-choices 2) Before listening, write down the new words and phrases on the blackboard and explain the eanings as a help for their better understanding 3)During Ts checking, teach them the skill to grasp the main idea: (usually the topic sentence is the main idea of each paragraph) 15 minutes) Passage related debate: does city life have more advantages than country life? 1) Students divide into two groups, one taking the side of" city life has more advantages than country life", another taking the side of county life has more advantages than city 2) In each groups, students further divide into a smaller groups of three to four brainstorming arguments/ examples/ statistics/ quotes/etc. in support of their viewpoint, as well as those that could be used to refute the other side 3)Debate begins, with T acting as moderator. After the debate, T summaries the main points to each side, teach them the skills in debate to express the ideas and refute others Unit Two The Dinner Party This unit will be finished within 6 periods 4 periods: Intensive Reading I period listening and speaki I Intensive Reading(4 periods) Text A: The Dinner Party Objectives: 1. Grasp the main idea and understand the organization of the text 2. understand features of narrative writing and flashbacks 3. Key language points and structure Teaching focus: 1. the use of comparison and contrast Teaching method: Top down method Pre-reading(45 minutes) Pair work Before going through the text, students are to work in pairs to discuss the following two questions. 1. Is a man or a woman the calmer one in face of a crisi
6 or place: (flight; check-in; board pass;---airport by air mail; parcel and packets---post office account; exchange rate---bank; on credit; in cash; on sales; ---department stores. etc) 3) During T’s checking, write down the new and keywords in the conversation and guide students to get the right answer. 2. Passages (15 minutes) 1) Listen to three short passages and do the multiple- choices 2) Before listening, write down the new words and phrases on the blackboard and explain the meanings as a help for their better understanding. 3) During T’s checking, teach them the skill to grasp the main idea: (usually the topic sentence is the main idea of each paragraph) 3. Speaking; (15 minutes) Passage related debate: does city life have more advantages than country life? 1) Students divide into two groups, one taking the side of “city life has more advantages than country life”, another taking the side of “county life has more advantages than city life”. 2) In each groups, students further divide into a smaller groups of three to four, brainstorming arguments/ examples/ statistics/ quotes/ etc. in support of their viewpoint, as well as those that could be used to refute the other side. 3) Debate begins, with T acting as moderator. After the debate, T summaries the main points to each side, teach them the skills in debate to express the ideas and refute others’. Unit Two The Dinner Party This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. I Intensive Reading(4 periods) Text A: The Dinner Party Objectives：1. Grasp the main idea and understand the organization of the text 2. understand features of narrative writing and flashbacks 3. Key language points and structure Teaching focus：1.the use of comparison and contrast 2.chronological order Teaching method: Top down method Pre-reading (45 minutes) Pair work : Before going through the text, students are to work in pairs to discuss the following two questions, 1. Is a man or a woman the calmer one in face of a crisis?
2. How will you deal with such crisis as followed: earthquake, fire, robbery, etc? While reading(90 minutes) Step l Read the text for general idea Questions for the First Readin 3. Where and when did the story take place? (It took place in India when shortly before the First World War. 2. Who gave the dinner party and what guests were invited to it? A colonial official and his wife gave the dinner party; officers and their wives and a visiting 3. What was the subject of the discussion between the young girl and the major? CThey had a heated discussion about whether men are braver than women 4. What did the american naturalist do when they were having this discussion? What kind of expression did he see come over the hostess's face? He watched the other guests and saw a strange expression come over the hostess's face --- she was staring straight ahead with her muscles contracting slightly. 5. What did the American do in the crisis? (He said he wanted to know how well they could control themselves and asked them to sit stil 6. What did hostess's reaction in the crisis prove (A woman can face a crisis with perfect calmness and self-control. Step 2 Focus on the analysis of text organization and stylistic features of narrative writing Step 3 review the text 1)answer questions posed by students based on the text----Question time(10 minutes) 2) Ask questions concerned understanding difficult word, phrases and difficult sentences to make sure these difficult items can be understood correctly Post-reading(45 minutes) Language point Key words: I)track down, spring up; feel like, more of control than; count; come to Words to Drill: bare/blank/ empty /hollow contract; emerge, image/imagine /imagination/imaginative /imaginary likely /like/alike/unlikedislike,outgrow Difficult Sentences:
7 2. How will you deal with such crisis as followed: earthquake, fire, robbery, etc.? While Reading(90 minutes) Step 1 Read the text for general idea Questions for the First Reading: 3. Where and when did the story take place? (It took place in India when shortly before the First World War. 2. Who gave the dinner party and what guests were invited to it? (A colonial official and his wife gave the dinner party; officers and their wives, and a visiting American naturalist were invited.) 3. What was the subject of the discussion between the young girl and the major? (They had a heated discussion about whether men are braver than women.) 4. What did the American naturalist do when they were having this discussion? What kind of expression did he see come over the hostess’s face? (He watched the other guests and saw a strange expression come over the hostess’s face ---- she was staring straight ahead with her muscles contracting slightly.) 5. What did the American do in the crisis? (He said he wanted to know how well they could control themselves and asked them to sit still until he counted up to three hundred.) 6. What did hostess’s reaction in the crisis prove? (A woman can face a crisis with perfect calmness and self-control.) Step 2 Focus on the analysis of text organization and stylistic features of narrative writing Step 3 Review the text 1) answer questions posed by students based on the text----Question time (10 minutes) 2) Ask questions concerned understanding difficult word, phrases and difficult sentences to make sure these difficult items can be understood correctly. Post-reading (45 minutes) Language Points Key words：1) track down; spring up; feel like; more of control than; count; come to Words to Drill: bare / blank / empty /hollow; contract; emerge; image / imagine /imagination / imaginative /imaginary / imaginable; likely / like / alike / unlike / dislike; outgrow Difficult Sentences：
1. That magazine story, and the person who wrote it, I have never been able to track own 2. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-Sight-of-a-mouse era and a major who says that they havent (Lll-13 3. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts. (L15-16) 4. The American comes to with a start (L24) Word Formation: Acronyms(1) L. ABM----.Antiballistic Missile 2. ATM--.- Automated Teller Machine usiness 4. B2C ----- Business to customer 6. CBD Central Business district 7. CEO--.Chief Executive Officer 8. CFO--.Chief Financial Officer 9. CO0-----Chief Operating Officer 10. CTO Chief Technology Officer China Internet Network Information Center CAP Certified Public accountant After-text exercise Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a paragraph of 120-150 words about "Horrifying experience"in chronological order Il Extensive Reading(45 minutes) l. Reading Tasks阅读教程第二单元第4,6篇文章,重点讲第4篇,检査其他篇。 2. Reading Skills:(1)Recognizing denotation and connotation (2)Recognizing denotation and connotation III Listening and Speaking (45 minutes) Listening Tasks: Unit 3 Unit 4 Listening Strategy: Following a story and predicting and guessing. Preparing an appropriate Functional Areas: Narration. Making enquiries, giving directions
8 1.That magazine story, and the person who wrote it, I have never been able to track down. (L4-5) 2. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era and a major who says that they haven’t. (L11-13) 3. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts. (L15-16) 4. The American comes to with a start. (L24) Word Formation：Acronyms(1) 1. ABM ----- Antiballistic Missile 2. ATM ----- Automated Teller Machine 3. B2B ----- Business to Business 4. B2C ----- Business to Customer 5. CAD ----- Computer Aided Design 6. CBD ----- Central Business District 7. CEO ----- Chief Executive Officer 8. CFO ----- Chief Financial Officer 9. COO ----- Chief Operating Officer 10. CTO ----- Chief Technology Officer 11. CNNIC ----- China Internet Network Information Center 12. CAP ----- Certified Public Accountant After-text exercise Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a paragraph of 120-150 words about “Horrifying experience” in chronological order. II Extensive Reading (45 minutes) 1.Reading Tasks 阅读教程第二单元第 4，6 篇文章，重点讲第 4 篇，检查其他篇。 2. Reading Skills：(1) Recognizing denotation and connotation (2) Recognizing denotation and connotation III Listening and Speaking (45 minutes) Listening Tasks: Unit 3 & Unit 4 Listening Strategy：Following a story and predicting and guessing. Preparing an appropriate response. Functional Areas: Narration. Making enquiries, giving directions
Unit Three Lessons from Jefferson This unit will be finished within 6 periods: L. Intensive reading: objectives: 1. Grasp the main idea and study the structure of the text 2. Master the key language points and grammatical structures in the text 3. The learning of the text can set students to think and also learn something from the story of Jefferson Pre-reading tasks( 45 minutes) 1 Introduction: Background Information (5 minutes) 1. 1 Thomas Jefferson, 3rd president of the United States and the author of the famous Declaration of Independence. Jefferson was well-educated and trained as a lawyer. A man of many interests, he was also an architect, an inventor, a naturalist, a linguist, father of the University of Virginia and patron (see Powerpoint) 2. Warming up activities and introductory remarks(15 minutes) 1)Who are those US Presidents that you have ever heard of? US Presidents after the world War ll Harry S. Truman(33rd)-----term(1945-1953) m(1953-1961) John F Kennedy(35th)-----term(1961-1963) Lyndon B. Johnson(36th)-----term(1963-1969) Richard Nixon(37th)-----term(1969-1974) Gerald Ford (38th)-----term(1974-1977) James Carter(39th)-----term(1977---1984) Ronald reagan(40th)-----term(1981-1989) George Bush(4 1st)-----term(1989-1993) Beer Clinton(42nd)-----term(1993-2001) 2)Do you have any idea of American Independent War and the Declaration of Independence 3) Jefferson once said that only a nation of educated people could remain free. Do Group work: Make comment on Jeffersons idea
9 Unit Three Lessons from Jefferson This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. I. Intensive reading: objectives: 1. Grasp the main idea and study the structure of the text 2. Master the key language points and grammatical structures in the text 3．The learning of the text can set students to think and also learn something from the story of Jefferson Pre-reading tasks (45 minutes) 1. Introduction : Background Information (5 minutes) 1.1 Thomas Jefferson, 3rd president of the United States and the author of the famous Declaration of Independence. Jefferson was well-educated and trained as a lawyer. A man of many interests, he was also an architect, an inventor, a naturalist, a linguist, father of the University of Virginia and patron of learning and art. (see Powerpoint) 2. Warming up activities and introductory remarks (15 minutes) Questions for the whole class 1) Who are those US Presidents that you have ever heard of ? US Presidents after the World War II Harry S. Truman (33rd) ----- term (1945-1953) Dwight D. Eisenhower (34th) ----- term (1953-1961) John F. Kennedy (35th) ----- term (1961-1963) Lyndon B. Johnson (36th) ----- term (1963-1969) Richard Nixon (37th) ----- term (1969-1974) Gerald Ford (38th) ----- term (1974-1977) James Carter (39th) ----- term (1977---1984) Ronald Reagan (40th) ----- term (1981-1989) George Bush (41st) ----- term (1989-1993) Beer Clinton (42nd) ----- term (1993-2001) George W. Bush (43id) ----- term (2001) 2) Do you have any idea of American Independent War and the Declaration of Independence? 3) Jefferson once said that only a nation of educated people could remain free. Do you agree? Group work: Make comment on Jefferson’s idea
While Reading tasks(90 minutes) 4. Skimming(10 minutes) Ask students to skim the text quickly to get the main idea of the text Reading the text carefully to get information and find the answer to the following questions.(15 minutes) Questions for the second reading: Who was George Washington? 1. Who was abraham Lincoln? 2. Why is Jefferson less famous than Washington and Lincoln? 3. How much do you know about the Declaration of Independence? 4. What does the sentence "Many of his ideas are especially interesting to modern youth Line 14-20 1. What is the definition of a free man in this context? Wh 3. What is personal investigation? 4. What are the advantages and disadvantages of personal investigation? 5. What was the committee asked to find out? 6. How was jefferson different from the other members of the committee? 7. Did he do it single-handed? How do you know? 8. Why is this lesson interesting to the contemporary youth? Line 21-28 1. Do we have sayings in China, too, which are similar in meaning to" You can learn from everyone"? What are they? 2. What is“ social class”? 3. What's the meaning of "By birth and by education Jefferson belonged to the highest 4. Who were "those of humble origins " Why didn 't noble persons speak to those of humble origins except to give an order? 6. Who was Lafayette? 7. Do you know about the“" French Revolution”? 8. Why could going into the people's homes help to understand the French Revolution? 9. What is the meaning of this lesson in modern society? L 1. How do you understand"Neither believe nor reject anything because any other person has rejected or believed it
10 While Reading tasks (90 minutes) 4. Skimming (10 minutes) Ask students to skim the text quickly to get the main idea of the text 2. Reading the text carefully to get information and find the answer to the following questions. (15 minutes) Questions for the second reading: Line 1-13: Who was George Washington? 1. Who was Abraham Lincoln? 2. Why is Jefferson less famous than Washington and Lincoln? 3. How much do you know about the Declaration of Independence? 4. What does the sentence “Many of his ideas are especially interesting to modern youth” mean? Line 14-20: 1. What is the definition of a free man in this context? 2. What are the sources of knowledge? 3. What is personal investigation? 4. What are the advantages and disadvantages of personal investigation? 5. What was the committee asked to find out? 6. How was Jefferson different from the other members of the committee? 7. Did he do it single-handed? How do you know? 8. Why is this lesson interesting to the contemporary youth? Line 21-28: 1. Do we have sayings in China, too, which are similar in meaning to “You can learn from everyone”? What are they? 2. What is “social class”? 3. What’s the meaning of “By birth and by education Jefferson belonged to the highest social class”? 4. Who were “those of humble origins”? 5. Why didn’t noble persons speak to those of humble origins except to give an order? 6. Who was Lafayette? 7. Do you know about the “French Revolution”? 8. Why could going into the people’s homes help to understand the French Revolution? 9. What is the meaning of this lesson in modern society? Line 29-37: 1. How do you understand “Neither believe nor reject anything because any other person has rejected or believed it
