Unit 1 Changes in the way we live Suggested Teaching Plan(5 Periods) Objectives Students will be able to: grasp the main idea( tolerance for solitude and energy made it possible for the writers family to enjoy their pleasant but sometimes harsh country life 2. 2. appreciate the various techniques employed by the writer(comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc. ) 3. 3. master the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time Allotment Is period 2 period 3period 4th period Pre-reading While-reading While-reading: Post-reading: Theme-Related While-reading (Parts I-IID Post-reading Check on Ss' Language (4-Part division (comparison home reading Learning Tasks contrast) (Text B) Pre-reading tasks 1. 1. T asks Ss the following questions on the song Out in the Country:(5 minutes) - -- What is the song about?(taking a break from city life, escaping from the crowd) How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the environment has been changed, and the old life style is gone. 2. 2. 1)Ss divide into three large groups, under each group smaller sub-groups may fom Each large group is assigned one of the following discussion topics Why do so many migrant workers(EI)move from the country to the city? Why do city people buy apartments or houses in the suburbs, even in the countryside? Why are tours of Zhou Zhuang(周庄), Li Jiang(丽江) or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmers house 2)After the discussion, speakers of some sub-groups report to class 3)T may sum up like this: People change their places of living because they look for things that their previous life is unable to provide. However, once life has been changed, they miss the good old days. (20 minutes) 3. 3. Ss do Cloze b in after-text exercises to learn about Americans ideal of a country life Then T leads in to the study of Text A.(10 minutes) While-reading tasks 1. 1. T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along(see Text Organization Exercise 1).(2 minutes) 2. Ss read the first sentences of Paragraphs 1-3 and sum up the main idea of this part. (3 minutes) 3. 3. T explains language points in this part and gives Ss practice(see Language Study ).(15 minutes 4. 4. T explains language points in Part Il and gives Ss practice.(see Language Study ).(20 5. 5. Ss re-read Part II and make a summary of each paragraph in it. T writes down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a ummary of Part Il. (8 minutes) 6. 6. Ss read the first sentences of Paragraphs 8-11 and sum up the main idea of this part. (3 7. 7. T explains the language points in this part and gives Ss practice(see Language Study) 8. 8. T explains language points in Part IV and gives Ss practice(see Language Study).(20 minutes)
Unit 1 Changes in the Way We Live Suggested Teaching Plan (5 Periods) Objectives Students will be able to: 1. 1. grasp the main idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life); 2. 2. appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.); 3. 3. master the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time Allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (4-Part division, Part I) While-reading (Parts I - III) While-reading; Post-reading (comparison & contrast) Post-reading; Check on Ss’ home reading (Text B) Theme-Related Language Learning Tasks Pre-reading tasks 1. 1. T asks Ss the following questions on the song Out in the Country: (5 minutes) ---- What is the song about? (taking a break from city life, escaping from the crowd) ---- How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the environment has been changed, and the old life style is gone.) 2. 2. 1) Ss divide into three large groups, under each group smaller sub-groups may form. Each large group is assigned one of the following discussion topics: ---- Why do so many migrant workers (民工) move from the country to the city? ---- Why do city people buy apartments or houses in the suburbs, even in the countryside? ---- Why are tours of Zhou Zhuang (周庄), Li Jiang (丽江)or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmer’s house? 2) After the discussion, speakers of some sub-groups report to class. 3) T may sum up like this: People change their places of living because they look for things that their previous life is unable to provide. However, once life has been changed, they miss the good old days. (20 minutes) 3. 3. Ss do Cloze B in after-text exercises to learn about Americans’ ideal of a country life. Then T leads in to the study of Text A. (10 minutes) While-reading tasks 1. 1. T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes) 2. 2. Ss read the first sentences of Paragraphs 1-3 and sum up the main idea of this part. (3 minutes) 3. 3. T explains language points in this part and gives Ss practice (see Language Study). (15 minutes) 4. 4. T explains language points in Part II and gives Ss practice. (see Language Study).(20 minutes) 5. 5. Ss re-read Part II and make a summary of each paragraph in it. T writes down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (8 minutes) 6. 6. Ss read the first sentences of Paragraphs 8-11 and sum up the main idea of this part. (3 minutes) 7. 7. T explains the language points in this part and gives Ss practice (see Language Study). (20 minutes) 8. 8. T explains language points in Part IV and gives Ss practice (see Language Study). (20 minutes)
9. 9. Ss find out the two special qualities that make a country life possible. (2 minutes) Post-reading tasks 1. 1. 1)Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class 2)T guides Ss through Writing Strategy 3)T urges Ss to use comparison and contrast more effectively in their own writing (15 minutes) 2. 2. 1)T asks Ss to re-read Paragraph 2 and analyze the relationship among its sentences (one topic sentence-It's a self-reliant sort of life. " -followed by three detail sentences) 2)Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class(see Text Analysis) 3)T encourages Ss to model their own writing after this pattern.(15 minutes) 3. 3. T guides Ss through some after-text exercises. (25 minutes) 4. 4. T checks on Ss' home reading.(3 minutes) 5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (I period) 6. 6. T asks Ss to prepare for the next unit: (2 minutes) 1)1)do the pre-reading 2)2) preview Text A Text anal The author writes his piece in a clear and logical way. In many instances he employs the attern of" one topic sentence several detail sentences"structure. It's easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example first sentence tells how busy"I"am. The second sentence states that Sandy, the wife, is also busy The final sentence is a kind of summary - nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is "I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities Then there are two sub-topic sentences: One is a tolerance for solitude,"The other requirement is energy-a lot of it. Each sub-topic sentence has its own supporting details Sometimes there is no transitional devices between detail sentences. sometimes there are. the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with"three months ago","three months from now","recently, and"later this month, respectively. To be sure, other conjunctions scatter the text, like"first"-"then-then eventually " in Paragraph 7 Unit 2 Civil rights heroes Suggested Teaching Plan(5 periods) Objectives Students will be able to: 1. 1. under stand the main idea(early civil-rights struggles in the U.S., esp the Underground Railroad) 2. 2. learn to use library resources and other resources for information 3. 3. grasp the key language points and grammatical structures in the text 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time Allotment While-reading Post-reading; Theme-Related (continued) on IL While-readin student,s home Learning Tasks
9. 9. Ss find out the two special qualities that make a country life possible. (2 minutes) Post-reading tasks 1. 1. 1) Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class. 2) T guides Ss through Writing Strategy. 3) T urges Ss to use comparison and contrast more effectively in their own writing. (15 minutes) 2. 2. 1) T asks Ss to re-read Paragraph 2 and analyze the relationship among its sentences (one topic sentence –“It’s a self-reliant sort of life.”— followed by three detail sentences). 2) Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class (see Text Analysis). 3) T encourages Ss to model their own writing after this pattern. (15 minutes) 3. 3. T guides Ss through some after-text exercises. (25 minutes) 4. 4. T checks on Ss’ home reading. (3 minutes) 5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 6. 6. T asks Ss to prepare for the next unit: (2 minutes) 1) 1) do the pre-reading task; 2) 2) preview Text A. Text Analysis The author writes his piece in a clear and logical way. In many instances he employs the pattern of “ one topic sentence + several detail sentences” structure. It’s easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students. Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example. The first sentence tells how busy “I” am. The second sentence states that Sandy, the wife, is also busy. The final sentence is a kind of summary – nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is “I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities.” Then there are two sub-topic sentences: “One is a tolerance for solitude”; “The other requirement is energy— a lot of it.” Each sub-topic sentence has its own supporting details. Sometimes there is no transitional devices between detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with “three months ago”, “three months from now”, “recently”, and “later this month”, respectively. To be sure, other conjunctions scatter the text, like “first”- “then” –“then” – “eventually” in Paragraph 7. Unit 2 Civil Rights Heroes Suggested Teaching Plan (5 periods) Objectives Students will be able to: 1. 1. understand the main idea (early civil-rights struggles in the U.S., esp. the Underground Railroad); 2. 2. learn to use library resources and other resources for information; 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time Allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading Pre-reading (Cloze B); While-reading While-reading (continued) Post-reading; Check on student’s home Theme-Related Language Learning Tasks
(natural division reading(Text B) Part 1- Part Ill Pre-reading tasks 1. 1. T asks Ss the following questions on the recording (5 minutes) What are the special contributions of Abraham, John and Martin to the Americans? (They all dvocated black civil rights. How did they die?(They were all assassinated. 2. Knowledge of American geography 1)1) T brings a map of the USa to class, hangs it in the front of the classroom 2)2) T explains that the USA was divided after the Abolition Act(废除黑奴制法案):the Northern States supported it, while the Southern States disapproved of it 3)3) T circles out the Southern States(Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states(Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map the text to find out all place names(Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons'escape route(i. e, the last section of the text)on it. (10 minutes) 3. 3. Knowledge of Christianity 1)1) T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom 's Cabin. Therefore, in black writings there are frequent nces to Christianity. 2)2) T writes down the following vocabulary items on the blackboard: the Creator, an 3 African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation 3)3) Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text 4)4) T check Ss understanding and, if necessary, give further guidance(see Text Analysis).(10 minutes 4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language earning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class (9 Ss do Cloze b to get a better understanding of the Underground Railroad (15 minutes) While-reading tasks 1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part. )(2 minutes) 2. 2. T explains the key language points in Part I and gives Ss practice(See Language Study) (10 minutes) 3. 3. Ss sum up the main idea of this part(see Text Organization Exercise 1), then identify the sentence which connects this part with the following parts(Last sentence in Paragraph 5-" intent on telling their stories. " )(3 minutes) 4. 4. T explains the key language points in Part II and gives Ss practice(see Language Study ).(15 mi 5. 5. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 6. 6. T explains the key language points in Part Ill and gives Ss practice(see Language dy).(15 7. 7. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 8. 8. T explains the key language points in Part IV and gives Ss practice(see Language Study ).(15 9. 9. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 10. 10. T make Ss real ize that the last three parts are all stories"supporting Part I.(2 minutes) 11. 11. t draws Ss attention to the two different usages of "but "in the text -"There was room for all but two" and "Josiah henson is but one name on a long list "Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)
(natural division, Part I – Part III) reading (Text B) Pre-reading tasks 1. 1. T asks Ss the following questions on the recording (5 minutes): ---- What are the special contributions of Abraham, John and Martin to the Americans?(They all advocated black civil rights.) ---- How did they die? (They were all assassinated.) 2. 2. Knowledge of American geography 1) 1) T brings a map of the USA to class, hangs it in the front of the classroom. 2) 2) T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the Northern States supported it, while the Southern States disapproved of it. 3) 3) T circles out the Southern States ((Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map. 4) 4) Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons’ escape route (i.e., the last section of the text) on it. (10 minutes) 3. 3. Knowledge of Christianity 1) 1) T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity. 2) 2) T writes down the following vocabulary items on the blackboard: the Creator, an African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation. 3) 3) Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text. 4) 4) T check Ss understanding and, if necessary, give further guidance (see Text Analysis). (10 minutes) 4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes) 5. 5. Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes) While-reading tasks 1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part.) (2 minutes) 2. 2. T explains the key language points in Part I and gives Ss practice (See Language Study). (10 minutes) 3. 3. Ss sum up the main idea of this part (see Text Organization Exercise 1), then identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 – “I was intent on telling their stories.”) (3 minutes) 4. 4. T explains the key language points in Part II and gives Ss practice (see Language Study). (15 minutes) 5. 5. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 6. 6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes) 7. 7. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 8. 8. T explains the key language points in Part IV and gives Ss practice (see Language Study). (15 minutes) 9. 9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 10. 10. T make Ss realize that the last three parts are all “stories” supporting Part I. (2 minutes) 11. 11. T draws Ss attention to the two different usages of “but” in the text – “There was room for all but two” and “Josiah Henson is but one name on a long list.” Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)
Post-reading tasks 1. 1)Ss form groups to discuss the following questions alde \mong so many participants of the Underground Railroad, why were John parker, Levi Coffin Henson chosen as their representatives? Who do they each represe We learn about Henson in Part I, then why is his story delayed until the last part? Why does the author sometimes quote directly from characters in the stories (The answers to these questions are discussed below in Text Analysis. 2)Some Ss group report discussion results to class. (see Text Analysis)(20 minutes) 2. T guides Ss through some after-text exercises. (20 minutes) 3. T checks on Ss home reading(Text B).(3 minutes) 4. 4. Ss do Part IV: Theme-related Language Learning Tasks by drawing on their out-of class research project. (1 period) 5. 5. T asks Ss to prepare the next unit(2 minutes) 1)1) do the pre-reading task 2)2)preview Text A Text Analysis When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like"Methodist Minister","Bible "Quaker". Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous "conductor Levi Coffin is a brave white conductor' Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying "The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color. On other occasions, direct speech make a story more vivid. For example, in the John Parker ry,characters spoke short sentences to stress the urgency of the situation. For another example, Josiah henson threw himself to the ground and shouted to astonished onlookers: " Oh, no! Don't you know? I'm free! His joy affects us all Unit 3 Security Suggested Teaching Plan(5 periods) Objectives Students will be able to: 1. 1. grasp the main idea(America is deteriorating into "the most insecure nation") and the structure of the text(opening- body-conclusion) 2. 2. learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading 3. 3. master the key language points and grammatical structures in the text 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time Allotment I period period ding: While-reading While-reading:Post-reading;Theme-Related While-reading (understanding Post-reading Check (understanding text title, Part 1, I(cause effect, I students' home Learning Tasks
Post-reading tasks 1. 1) Ss form groups to discuss the following questions: ---- Among so many participants of the Underground Railroad, why were John parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? ---- We learn about Henson in Part I, then why is his story delayed until the last part? ---- Why does the author sometimes quote directly from characters in the stories? (The answers to these questions are discussed below in Text Analysis.) 2) Some Ss group report discussion results to class. (see Text Analysis) (20 minutes) 2. T guides Ss through some after-text exercises. (20 minutes) 3. T checks on Ss’ home reading (Text B). (3 minutes) 4. 4. Ss do Part IV: Theme-related Language Learning Tasks by drawing on their out-of class research project. (1 period) 5. 5. T asks Ss to prepare the next unit (2 minutes): 1) 1) do the pre-reading task; 2) 2) preview Text A. Text Analysis When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians. The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.” On other occasions, direct speech make a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know? I’m free!” His joy affects us all. Unit 3 Security Suggested Teaching Plan (5 periods) Objectives Students will be able to: 1. 1. grasp the main idea (America is deteriorating into “the most insecure nation”) and the structure of the text (opening – body – conclusion); 2. 2. learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading; 3. 3. master the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time Allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (understanding While-reading (understanding text title, Part I, While-reading; Post-reading (cause & effect, Post-reading; Check on students’ home Theme-Related Language Learning Tasks
text title) Part In) comparison reading(Text B) contra Pre-reading tasks 1. 1. T asks Ss the following questions on the recording Who is Mr. Saturday Night Special? (the gun) What is the message of the song?(It's dangerous to have guns )(5 minutes) 2. 2. The security measures we take 1)1)Ss form groups to discuss either of the following two questions In our families, what measures do we take to prevent burglaries? For example, is there an anti-burglary door at your apartment? In our contact with the outside world, what precautions do we take to steer clear of anger? For example, do we speak to strangers? 2)2) Some Ss report discussion results to class.(20 minutes) 3. 3. T may lead in to the text by saying: Once upon a time in China, no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night(Er 不拾遗,夜不闭户). However, this is no longer true nowadays. The same change has taken place in the US. Let's see how insecure a nation the US has become.(2 minutes) while-reading tasks 1. 1. Understanding text title 1)1) T invites several Ss to interpret the title The Land of the lock in their own words in English 2)2) Ss scan the text to underline sentences containing the word"lock " or the word root 3)3)Ss read out those sentences to T, who copies them down on the blackboard in order the door was closed but not locked( Para. 1) doors do not stay unlocked(Para. 2) It has been replaced by dead-bolt locks, security chains, electronic alarm systems.. (Para. The lock is a new symbol of America.(Para. 6) c---... a picture of a childs bicycle with the now-usual padlock attached to it..(Para. 6) the transformation of america from the land of the free to the land of the lock we devise ways to lock the fear out(Para. 16) We may have locked the evils out, but in so doing we have locked ourselves in.(Para. 18) 4)4) T asks Ss to go over these sentences again, paying special attention to tense 5)5) Based on these sentences, Ss summarize the main idea of this text. (see Text Analysis)(20 minutes) 2. 2. T guides Ss through the directions for Text organization Exercise 2, so that they understand the three-part structure of the text. (3 minutes) 3. T explains key language points in Part I and gives Ss practice(see Language Study) 4. 4. Ss sums up the main idea of Part I(2 minutes) 5. 5. T explains key language points in Part II and gives Ss practice(see Language Study) (30 minutes) 6. 6. Ss do Text Organization Exercise 1.(10 minutes) 7. 7. T explains key language points in Part Ill and gives Ss practice(see Language Study) (15 minutes 8. 8. Ss sum up the main idea of Part Ill. (3 minutes) Post-reading task 1. 1. Cause and effect 1)1) Guides Ss through Writing Strategy. 2)2) T invites several Ss to sum up the cause--effect structure of Text A (Fear and distrust
text title) Part II) comparison & contrast) reading (Text B) Pre-reading tasks 1. 1. T asks Ss the following questions on the recording: ---- Who is Mr. Saturday Night Special? (the gun) ---- What is the message of the song? (It’s dangerous to have guns.) (5 minutes) 2. 2. The security measures we take: 1) 1) Ss form groups to discuss either of the following two questions: ---- In our families, what measures do we take to prevent burglaries? For example, is there an anti-burglary door at your apartment? ---- In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers? 2) 2) Some Ss report discussion results to class. (20 minutes) 3. 3. T may lead in to the text by saying: Once upon a time in China, no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night（路 不拾遗，夜不闭户）. However, this is no longer true nowadays. The same change has taken place in the US. Let’s see how insecure a nation the US has become. (2 minutes) While-reading tasks 1. 1. Understanding text title 1) 1) T invites several Ss to interpret the title The Land of the Lock in their own words in English. 2) 2) Ss scan the text to underline sentences containing the word “lock” or the word root “lock”. 3) 3) Ss read out those sentences to T, who copies them down on the blackboard in order: ---- … the door was closed but not locked (Para. 1) ---- … doors do not stay unlocked (Para. 2) ---- It has been replaced by dead-bolt locks, security chains, electronic alarm systems…(Para. 4) ---- The lock is a new symbol of America. (Para. 6) ---- …a picture of a child’s bicycle with the now-usual padlock attached to it… (Para. 6) ---- …the transformation of America from the Land of the Free to the Land of the Lock (Para. 7) ---- …we devise ways to lock the fear out (Para. 16) ---- We may have locked the evils out, but in so doing we have locked ourselves in. (Para. 18) 4) 4) T asks Ss to go over these sentences again, paying special attention to tense changes. 5) 5) Based on these sentences, Ss summarize the main idea of this text. (see Text Analysis) (20 minutes) 2. 2. T guides Ss through the directions for Text organization Exercise 2, so that they understand the three-part structure of the text. (3 minutes) 3. 3. T explains key language points in Part I and gives Ss practice (see Language Study). (10 minutes) 4. 4. Ss sums up the main idea of Part I. (2 minutes) 5. 5. T explains key language points in Part II and gives Ss practice (see Language Study) (30 minutes) 6. 6. Ss do Text Organization Exercise 1. (10 minutes) 7. 7. T explains key language points in Part III and gives Ss practice (see Language Study). (15 minutes) 8. 8. Ss sum up the main idea of Part III. (3 minutes) Post-reading tasks 1. 1. Cause and effect 1) 1) T guides Ss through Writing Strategy. 2) 2) T invites several Ss to sum up the cause--effect structure of Text A (Fear and distrust
lead to various security devices, which in turn makes the Americans prisoners of their own making 3)3)Ss reconsider Text Orgar nization上 xercise hen answer the question: How ar cal arrangement)(10 minutes) 2. 2. Comparison and contrast 2)2) Ss discuss what transitional devices are used to connect those pairs together Q-s of 1)1)Ss re-read Paragraphs 1, 4, 10, 11, 12, and 13, then tell what these three pair paragraphs have in common.(Each pair contrast the past situation with the present one. 3)3) Some Ss report to class. (see Text Analysis)(15 minutes) 3. 3. T guides Ss through some after-text exercises(30 minutes) 4. 4. T checks on Ss home reading(Text B).(3 minutes) 5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 6. 6. T asks Ss to prepare for the next unit(2 minutes) 1)1)do the pre-reading tas 2)2)preview Text A TextAnalys When we read, we are not only learning new vocabulary or structures, but also looking for key information Identifying keywords is even more important if our reading time is not that plentiful. "Lock"is the keyword in this text, by locating"locks "throughout the text, we get a pretty good idea of what this essay is about. There are several examples of comparison and contrast in this article: Para. 1 vs. Para 4 Para. 10 vS. Para. ll, Para. 12 vS. Para. 13. The first pair acts as the opening of the whole piece of writing. The latter two are just two supporting details for the central argument It's interesting to see how the author threads his narration back and forth between the past and the present. Never for once does he write"in the past or""at present "explicitly. He has still cleverer devices at hand, like a subtle tense change(e.g. simple past in Para. 1 vS. present perfect in Para 4) a phrase that indicated an old habit in contrast with a phrase indicating the current state (i. e " used to"vS. no longer"in Para. 11), or a summary sentence("It wasn't al ways like that"in Para. 12) Unit 4 Extraterrestrials Suggested Teaching plan Objectives Students will be able te 1. 1. under stand the main idea(to be found in Part I)and structure of the text(narration in time sequence); 2. 2. appreciate the difference between formal speech and informal speech 3. 3. grasp the key language points and grammatical structures in the text 4. 4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit Time allotment Pre-reading While-reading While-reading: Post-reading While-reading(language points Post-reading Check on Ss'I Language cultural notes)(formal and home reading Learning Tasks organization) informal speech)I(Text B) Pre-reading tasks 1. 1. T asks Ss the following questions on the recorded passage How did the Earthlings fight against the invasion of fought with bullets, ordinary bombs, super-atom bombs, gases, and bacteria, but they failed. What tricks did Knowall use to drive away the invaders? Was he successful?(At first he filled
lead to various security devices, which in turn makes the Americans prisoners of their own making.) 3) 3) Ss reconsider Text Organization Exercise 1, then answer the question: How are these details arranged? (categorical arrangement) (10 minutes) 2. 2. Comparison and contrast 1) 1) Ss re-read Paragraphs 1, 4, 10, 11, 12, and 13, then tell what these three pairs of paragraphs have in common. (Each pair contrast the past situation with the present one.) 2) 2) Ss discuss what transitional devices are used to connect those pairs together. 3) 3) Some Ss report to class. (see Text Analysis) (15 minutes) 3. 3. T guides Ss through some after-text exercises. (30 minutes) 4. 4. T checks on Ss’ home reading (Text B). (3 minutes) 5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 6. 6. T asks Ss to prepare for the next unit (2 minutes): 1) 1) do the pre-reading task; 2) 2) preview Text A. Text Analysis When we read, we are not only learning new vocabulary or structures, but also looking for key information. Identifying keywords is even more important if our reading time is not that plentiful. “Lock” is the keyword in this text, by locating “lock’s” throughout the text, we get a pretty good idea of what this essay is about. There are several examples of comparison and contrast in this article: Para. 1 vs. Para. 4, Para. 10 vs. Para. 11, Para. 12 vs. Para. 13. The first pair acts as the opening of the whole piece of writing. The latter two are just two supporting details for the central argument. It’s interesting to see how the author threads his narration back and forth between the past and the present. Never for once does he write “in the past” or “at present” explicitly. He has still cleverer devices at hand, like a subtle tense change (e.g. simple past in Para. 1 vs. present perfect in Para.4), a phrase that indicated an old habit in contrast with a phrase indicating the current state (i..e. “used to” vs. “no longer” in Para. 11), or a summary sentence (“It wasn’t always like that” in Para. 12). Unit 4 Extraterrestrials Suggested Teaching Plan Objectives Students will be able to: 1. 1. understand the main idea (to be found in Part I) and structure of the text (narration in time sequence); 2. 2. appreciate the difference between formal speech and informal speech; 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit. Time allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (text organization) While-reading (language points & cultural notes) While-reading; Post-reading (formal and informal speech) Post-reading; Check on Ss’ home reading (Text B) Theme-Related Language Learning Tasks Pre-reading tasks 1. 1. T asks Ss the following questions on the recorded passage: ---- How did the Earthlings fight against the invasion of the An-vils? Were they successful? (They fought with bullets, ordinary bombs, super-atom bombs, gases, and bacteria, but they failed.) ---- What tricks did Knowall use to drive away the invaders? Was he successful? (At first he filled
the An-vils with human emotions so that they would fight each other. He didn, t succeed Then he made them feel homesick. This time his trick worked. )(5 minutes) 2. 2. Group writing: My Encounter with an E.T. 1)1)Ss form groups to imagine where, when, how they meet the ET, and what happened during the encounter. a group secretary takes notes 2)2) Based on the notes, a group writer writes a story of about 100 words, and a group illustrator draws a few pictures to illustrate the story 3)3) Other group members make revisions 4)4) Each group sends a speaker to another group, telling the latter their story with the help of the illustrations (25 minutes) 3. 3. T leads in to Text a by saying: In this text, we will see how some ETs tried to establish lationship with people on Earth, but found their friendly initiative rejected due to misunderstandings(2 minutes) While-reading tasks 1. 1. Text Organization(10 minutes) 1)1 T guides Ss through the directions for Text Organization Exercise I 2)2) Ss scan the first four paragraphs to see how the text can be divided into two parts 3)3) Ss find out the main idea for this text in the first four paragraphs( Paragraph 2) 2. 2. T explains language points and gives Ss practice(see Language Study); T also introduces culture-specific items(see Cultural Notes)(60 minutes) 3. 3. Ss do Text Organization Exercise 2 to learn how the main body of the text is narrated according to time sequence(15 minutes 4. Ss discuss what caused the sheriffs misunderstanding(see Text Analysis)( 8 minutes) Post-reading tasks 1. 1. Pair work: informal speech versus formal speech(see Text Analysis) 1)1) T dictates the following sentences to Ss Say what you want to say quickly and briefly ----I have only one close relative, my wife. --- Are you foreigners I want you to leave right now. 2)2) Ss pair browses the text to find how the sheriff expressed these ideas. (They are Spit it out --- My people? All I gots a wife ----You guys foreigners? Get the hell out of here. 3)3)Ss pair compares the speech style of the sheriff with that of the two Venusians Which is formal. which is informal? 4)4) Ss pair discusses the characteristics of informal and formal speech 5)5) Ss answer the following questions Why did the sheriff speak in an informal style? Did the sheriff ever speak formally? If yes, when and why? Why did the Venusians speak in a formal style?(25 minutes) 2. 2. T guides Ss through some after-text exercises (25 minutes) 3. 3. T checks on Ss' home reading(Text B).(3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. T asks Ss to prepare for the next unit 1)1)do the pre-reading tas Textanalys Language is full of holes, which people fill up with perceptions and assumptions. This saying is well illustrated by Sheriff Cameron. Because he judged the Venusians as Italians simply by their appearance, everything they said sound Italian to him. He mistook Venus for Venice,a
the An-vils with human emotions so that they would fight each other. He didn’t succeed. Then he made them feel homesick. This time his trick worked.) (5 minutes) 2. 2. Group writing: My Encounter with an E.T. 1) 1) Ss form groups to imagine where, when, how they meet the E.T, and what happened during the encounter. A group secretary takes notes. 2) 2) Based on the notes, a group writer writes a story of about 100 words, and a group illustrator draws a few pictures to illustrate the story. 3) 3) Other group members make revisions. 4) 4) Each group sends a speaker to another group, telling the latter their story with the help of the illustrations. (25 minutes) 3. 3. T leads in to Text A by saying: In this text, we will see how some E.T’s tried to establish relationship with people on Earth, but found their friendly initiative rejected due to misunderstandings (2 minutes). While-reading tasks 1. 1. Text Organization (10 minutes) 1) 1) T guides Ss through the directions for Text Organization Exercise 1. 2) 2) Ss scan the first four paragraphs to see how the text can be divided into two parts. 3) 3) Ss find out the main idea for this text in the first four paragraphs (Paragraph 2). 2. 2. T explains language points and gives Ss practice (see Language Study); T also introduces culture-specific items (see Cultural Notes) (60 minutes). 3. 3. Ss do Text Organization Exercise 2 to learn how the main body of the text is narrated according to time sequence (15 minutes). 4. Ss discuss what caused the sheriff’s misunderstanding (see Text Analysis) (8 minutes). Post-reading tasks 1. 1. Pair work: informal speech versus formal speech (see Text Analysis) 1) 1) T dictates the following sentences to Ss: ---- Say what you want to say quickly and briefly. ---- I have only one close relative, my wife. ---- Are you foreigners? ---- I want you to leave right now. 2) 2) Ss pair browses the text to find how the sheriff expressed these ideas. (They are: ---- Spit it out. ---- My people? All I got’s a wife. ---- You guys foreigners? ---- Get the hell out of here.) 3) 3) Ss pair compares the speech style of the sheriff with that of the two Venusians. Which is formal, which is informal? 4) 4) Ss pair discusses the characteristics of informal and formal speech. 5) 5) Ss answer the following questions: ---- Why did the sheriff speak in an informal style? ---- Did the sheriff ever speak formally? If yes, when and why? ---- Why did the Venusians speak in a formal style? (25 minutes) 2. 2. T guides Ss through some after-text exercises. (25 minutes) 3. 3. T checks on Ss’ home reading (Text B). (3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. T asks Ss to prepare for the next unit: 1) 1) do the pre-reading task; 2) 2) preview Text A. (2 minutes) Text Analysis Language is full of holes, which people fill up with perceptions and assumptions. This saying is well illustrated by Sheriff Cameron. Because he judged the Venusians as Italians simply by their appearance, everything they said sound Italian to him. He mistook Venus for Venice, a watery place on earth
When we learn another language, we must not learn it with the mindset of our mother tongue Otherwise there will arise cultural misunderstandings, which may lead to conflict Sheriff Cameron usually spoke in a casual manner. Perhaps his town was so small that he knew all the townsfolk, therefore informal speech was proper. His sentences were short, colloquial and sometimes incomplete. He preferred phrases to single, learned words. He liked shortened forms and abbreviations, with an occasional curse The Venusians spoke formally. Their sentences were long and involved, their word choice elaborate. They used passive voices and"if"structures. Perhaps it was because they believe in the utter importance of their mission, or they might not have learned to speak freely in a strange ngL Unit 5 How to Celebrate Holidays Suggested Teaching Plan (5 periods) Objectives: Students will be able to 11. understand the main idea and the structure of the text 2. 2. learn to memorize words in association 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time allotment period While-reading While-reading: Post-reading Theme-Related While (Parts I-lll) Check (association map) students' home Learning Tasks) organization, eading(Text B) prediction, Part D) Pre-reading tasks 1. 1. T asks Ss the following questions on the song According to the singer, why are people busy coming and going on holiday?(They want to ack to their hometown. se, In what way is Thanksgiving similar to our Spring Festival?( Both are occasions to families to together. )(5 minutes) 2. 2. Group discussion: who should I thank for what 1)1) T dictates to Ss the following questions What should I thank my parent(s)/teacher(s)friend(s)for? Have I expressed my gratitude to the person(s)? If the answer to the previous question is yes, what have you done? If the answer is no what do you plan to do? Are holidays a good time to express gratitude? Which holidays are the most appropriate? 2)2) Ss form group to discuss them. 3)3) Some groups report discussion results to class. (15 minutes) 3. 3. T leads in to the text by saying: Do you remember a text in Book 1, all the Cabbie Had Was a Letter? Quite often we take for granted the people who are nice to us, then we realize all too late that we have never expressed our appreciation, just like the cab driver. At other times, when we are away from the holiday rush, we are able to recall the true significance of a holiday - a time to say how much we value others. The author of this text did exactly that. (2 minutes) While-reading task 1. 1. T draws Ss attention to Text Organization Exercise l, to see how the text is divided into
When we learn another language, we must not learn it with the mindset of our mother tongue. Otherwise there will arise cultural misunderstandings, which may lead to conflict. Sheriff Cameron usually spoke in a casual manner. Perhaps his town was so small that he knew all the townsfolk, therefore informal speech was proper. His sentences were short, colloquial, and sometimes incomplete. He preferred phrases to single, learned words. He liked shortened forms and abbreviations, with an occasional curse. The Venusians spoke formally. Their sentences were long and involved, their word choice elaborate. They used passive voices and “if” structures. Perhaps it was because they believe in the utter importance of their mission, or they might not have learned to speak freely in a strange tongue. Unit 5 How to Celebrate Holidays Suggested Teaching Plan (5 periods) Objectives: Students will be able to: 1. 1. understand the main idea and the structure of the text; 2. 2. learn to memorize words in association; 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time Allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (text organization, vocabulary prediction, Part I) While-reading (Parts I – III) While-reading; Post-reading (association map) Post-reading; Check on students’ home reading (Text B) Theme-Related Language Learning Tasks) Pre-reading tasks 1. 1. T asks Ss the following questions on the song: ---- According to the singer, why are people busy coming and going on holiday? (They want to go back to their hometown.) ---- In what way is Thanksgiving similar to our Spring Festival? (Both are occasions to families to get together.) (5 minutes) 2. 2. Group discussion: who should I thank for what 1) 1) T dictates to Ss the following questions: ---- What should I thank my parent(s) /teacher(s) / friend(s) for? ---- Have I expressed my gratitude to the person(s)? ---- If the answer to the previous question is yes, what have you done? If the answer is no, what do you plan to do? ---- Are holidays a good time to express gratitude? Which holidays are the most appropriate? 2) 2) Ss form group to discuss them. 3) 3) Some groups report discussion results to class. (15 minutes) 3. 3. T leads in to the text by saying: Do you remember a text in Book 1, All the Cabbie Had Was a Letter? Quite often we take for granted the people who are nice to us, then we realize all too late that we have never expressed our appreciation, just like the cab driver. At other times, when we are away from the holiday rush, we are able to recall the true significance of a holiday – a time to say how much we value others. The author of this text did exactly that. (2 minutes) While-reading task 1. 1. T draws Ss attention to Text Organization Exercise 1, to see how the text is divided into
four parts. T asks Ss to give the main idea of each part (5 minutes) 2. 2. T tell s Ss that the story took place on a ship. Ss take out a sheet of paper and write down any vocabulary items they can think of that are related to a boat or to people onboard T will explain that this list is for future reference(see Text Analysis).(8 minutes) 3. 3. T explains key language points in Part I and gives Ss practice(see Language Study) (20 minutes) 4. 4. Student pairs discuss why it was necessary for the author to offer so many details of his voyage.(possible answer: Details indicate that this Thanksgiving was unusual, explaining why the author felt the need to celebrate it in an unusual way. )(4 minutes) 5. 5. T explains key language points in Part Il and gives Ss practice(see Language Study) (20 minutes) 6. 6. Ss complete part of Text Organization Exercise 2.(8 minutes) 7. 7. T explains key language points in Part Ill and gives Ss practice(see Language Study) (20 minutes) 8. 8. Ss complete the rest of Text Organization Exercise 2. (8 minutes) 9. 9. T explains key language points in Part IV and gives Ss practice(see Language Study) (10 minutes) Post-reading tasks 1. 1. Map of associ 1)1)Ss form groups, scan the text, and copy down on a sheet of paper all vocabulary items related to a ship or to people onboard a ship 2)2) Ss add to this list vocabulary items they jotted down in anticipation of the story 3)3)Ss discuss if they can group those vocabulary items under categories. If yes, what categories are there? How are the categories related? 4)4) T introduces the map of association as a help in building word power(see Analysis).(25minutes 2. T guides Ss through some after-text exercises (25 minutes) 3. 3. T checks on Ss home reading(Text B).(3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. Tasks Ss to prepare for the next unit 1)1) do the pre-reading task 2)2)preview Text A (2 minutes) Text Analysis We all want to expand our English vocabulary. An effective and efficient way is to memorize English words and phrases through association maps. Experiments have proved that it is much easier for human beings to memorize things in meaningful groups than isolated items First of all, we put a central idea or a key word in the middle of the map, e.g. ship Then we draw a cobweb structure around"ship". One branch may be the names of different parts of a boat, like"hold,“ cabin”,“ afterdeck",deck”. Another branch may be the various types Thie ay be verbal phrases related to a ship, like "put to sea","be under way","be at sea"her of people on board the ship,like“ coastguardsmen”,“ sailor”;“ seaman”," shipmate”. Still another This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size, because we are better at association and our word power is stronger Of course, there are other methods of improving vocabulary memorization. For example when you see a new vocabulary item, you'd better read it aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, mouth, ears, and hands together, we mobilize multiple parts of our brain, thus keeping a longer memory Unit 6 The human touch Suggested Teaching Plan (5 periods) Obiectives Students will be able to: 1. 1. under stand the main idea(old Behrman saved Johnsy's life at the expense of his own) and structure of the text
four parts. T asks Ss to give the main idea of each part. (5 minutes) 2. 2. T tells Ss that the story took place on a ship. Ss take out a sheet of paper and write down any vocabulary items they can think of that are related to a boat or to people onboard T will explain that this list is for future reference (see Text Analysis). (8 minutes) 3. 3. T explains key language points in Part I and gives Ss practice (see Language Study). (20 minutes) 4. 4. Student pairs discuss why it was necessary for the author to offer so many details of his voyage. (possible answer: Details indicate that this Thanksgiving was unusual, explaining why the author felt the need to celebrate it in an unusual way.) (4 minutes) 5. 5. T explains key language points in Part II and gives Ss practice (see Language Study). (20 minutes) 6. 6. Ss complete part of Text Organization Exercise 2. (8 minutes) 7. 7. T explains key language points in Part III and gives Ss practice (see Language Study). (20 minutes) 8. 8. Ss complete the rest of Text Organization Exercise 2. (8 minutes) 9. 9. T explains key language points in Part IV and gives Ss practice (see Language Study). (10 minutes) Post-reading tasks 1. 1. Map of association 1) 1) Ss form groups, scan the text, and copy down on a sheet of paper all vocabulary items related to a ship or to people onboard a ship. 2) 2) Ss add to this list vocabulary items they jotted down in anticipation of the story. 3) 3) Ss discuss if they can group those vocabulary items under categories. If yes, what categories are there? How are the categories related? 4) 4) T introduces the map of association as a help in building word power (see Text Analysis). (25minutes) 2. 2. T guides Ss through some after-text exercises. (25 minutes) 3. 3. T checks on Ss’ home reading (Text B). (3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. T asks Ss to prepare for the next unit: 1) 1) do the pre-reading task; 2) 2) preview Text A. (2 minutes) Text Analysis We all want to expand our English vocabulary. An effective and efficient way is to memorize English words and phrases through association maps. Experiments have proved that it is much easier for human beings to memorize things in meaningful groups than isolated items. First of all, we put a central idea or a key word in the middle of the map, e.g. “ship”. Then we draw a cobweb structure around “ship”. One branch may be the names of different parts of a boat, like “hold”, “cabin”, “afterdeck”, “deck”. Another branch may be the various types of people on board the ship, like “coastguardsmen”, “sailor”, “seaman”, “shipmate”. Still another branch may be verbal phrases related to a ship, like “put to sea”, “be under way”, “be at sea”. This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size, because we are better at association and our word power is stronger. Of course, there are other methods of improving vocabulary memorization. For example, when you see a new vocabulary item, you’d better read it aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, mouth, ears, and hands together, we mobilize multiple parts of our brain, thus keeping a longer memory. Unit 6 The Human Touch Suggested Teaching Plan (5 periods) Objectives Students will be able to: 1. 1. understand the main idea (Old Behrman saved Johnsy’s life at the expense of his own) and structure of the text;
2. 2. appreciate how the repeated use of clues helps weave a piece of narration together 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme Time allotment Ist period 5 period Pre-reading While-reading While-reading: Post-reading Theme-Related While-reading (language points) Post-reading Check on Ss'Language cenes, language (clues) home reading Learning Tasks points) Pre-reading tasks 1. 1. T asks Ss the following questions on the song: (5 minutes) According to Michael Jackson, among faith, hope and charity, which is the most important? (charity ----Is love all we need to solve the world's problems? Why or why not? (Ss' own interpretation 2. 2. Debate: Charity begins at home. (25 minutes) 1)1) T writes down on the blackboard the saying Charity begins at home 2)2) T invites some Ss to interpret the saying 3)3) T asks the question: Is it enough only to help those people we know? 4)4) Ss divide into a pro side and a con side 5)5)Ss discuss with neighbors and list key arguments on a sheet of paper 3. 3. T leads in to the text by saying: Maybe we should help both strangers and people who are close to us. In this unit, Text a tells a story about how an old painter helped a young nter he knew, while Text B tells how a woman helped a boy who had tried to rob her of her handbag.(2 minutes) While-reading tasks 1. 1. Scenes in the story (8 minutes) 1)1) Ss work in pairs to list the names of characters in each paragraph 2)2)T explains to Ss: A story is composed of scenes. Normally a change of character(s) indicates a change in scene 3)3) Ss divide the text into scenes according to the changes in character 4)4)Ss refer to Text Organization Exercise 2 to see whether their way of division is correct 2. 2. T explains language points and gives Ss practice(see Language Study).(60 minutes) 3. 3. Ss complete Text Organization Exercise 2.(10 minutes) 4. 4. Usage: g 1)1) Ss scan the text to circle the word"go" and its inflexions 2)2) Some Ss report to class their findings, and then paraphrase 3)3) T guides Ss through the after-text exercise on"go"(20 minutes) Post-reading tasks 1. 1. Ss first do Text Organization Exercise 1, then discuss in pairs what other clues help connect the story into a whole. Later some pairs will report to class(see Text Analysis ).(20 minutes) 2. 2. T guides Ss through some after-text exercises(25 minutes) 3. 3. T checks on Ss' home reading(Text B).(3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. T asks Ss to prepare the next unit 1)1) do the pre-reading task 2)2)preview Text A (2 minutes)
2. 2. appreciate how the repeated use of clues helps weave a piece of narration together; 3. 3. grasp the key language points and grammatical structures in the text; 4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (scenes, language points) While-reading (language points) While-reading; Post-reading (clues) Post-reading; Check on Ss’ home reading (Text B) Theme-Related Language Learning Tasks Pre-reading tasks 1. 1. T asks Ss the following questions on the song: (5 minutes) ---- According to Michael Jackson, among faith, hope and charity, which is the most important? (charity) ---- Is love all we need to solve the world’s problems? Why or why not? (Ss’ own interpretation) 2. 2. Debate: Charity begins at home. (25 minutes) 1) 1) T writes down on the blackboard the saying “ Charity begins at home.” 2) 2) T invites some Ss to interpret the saying. 3) 3) T asks the question: Is it enough only to help those people we know? 4) 4) Ss divide into a pro side and a con side. 5) 5) Ss discuss with neighbors and list key arguments on a sheet of paper. 6) 6) Ss debate 3. 3. T leads in to the text by saying: Maybe we should help both strangers and people who are close to us. In this unit, Text A tells a story about how an old painter helped a young painter he knew, while Text B tells how a woman helped a boy who had tried to rob her of her handbag. (2 minutes) While-reading tasks 1. 1. Scenes in the story (8 minutes) 1) 1) Ss work in pairs to list the names of characters in each paragraph. 2) 2) T explains to Ss: A story is composed of scenes. Normally a change of character(s) indicates a change in scene. 3) 3) Ss divide the text into scenes according to the changes in character. 4) 4) Ss refer to Text Organization Exercise 2 to see whether their way of division is correct. 2. 2. T explains language points and gives Ss practice (see Language Study). (60 minutes) 3. 3. Ss complete Text Organization Exercise 2. (10 minutes) 4. 4. Usage: go 1) 1) Ss scan the text to circle the word “go” and its inflexions. 2) 2) Some Ss report to class their findings, and then paraphrase. 3) 3) T guides Ss through the after-text exercise on “go”. (20 minutes) Post-reading tasks 1. 1. Ss first do Text Organization Exercise 1, then discuss in pairs what other clues help connect the story into a whole. Later some pairs will report to class (see Text Analysis). (20 minutes) 2. 2. T guides Ss through some after-text exercises. (25 minutes) 3. 3. T checks on Ss’ home reading (Text B). (3 minutes) 4. 4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) 5. 5. T asks Ss to prepare the next unit: 1) 1) do the pre-reading task; 2) 2) preview Text A. (2 minutes)
