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 filledlead 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