5)5) Ss discuss with their neighbors the qualities of a good sales person 3. 3. T leads in to the text by saying: From the role- play we know the sale of goods is rather a difficult job. It is even more difficult for a handicapped person, like Bill Porter in Text A.(1 While-reading tasks 1. 1. Text structure (9 minutes) )1) Ss scan the text to see if there is any natural division of parts in the text(Asterisks divide the text into 4 parts. 2)2) Ss read the first paragraph of each part, locate the time words or references to time (They are: 5: 45, 7: 45, This is the moment he's been preparing for since 5: 45 a.m. " after 7 p.m.) 3)3) By then Ss will realize that the text is about a typical day of salesman Bill Porter 2. 2. T explains language points in Parts I-ll and gives Ss practice(see Language Study) 3. 3. Ss re-read Parts I-ll to find a flashback. Then, by reading the sentences preceding and following the flashback, they will see how skillfully woven into the narration (10 minutes) 4. 4. T explains language points in Parts Ill-IV and gives Ss practice(see Language Study) (35 minutes) 5. 5. Ss re-read Parts Ill -IV to find another flashback. Then, by reading the sentences preceding and following the flashback, they will see how skillfully it is woven into the narration.(10 minutes) Post-reading tasks ninute 1)1) Ss form groups to discuss the following questions hat has Bill Porter been struggling for all his life? Do you think it is worth his efforts How do you feel about Bill Porter? Why? What characteristics of journalistic writing do you find in this article? 2)2) Some groups report to class 3)3) T explains in more detail the characteristics of journalistic writing(see Text 2. 2. T guides Ss through some after-text exercises(30 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 This article first appeared in a newspaper; therefore it carries many characteristics of journalistic writing First of all, a journalist tries to be objective in reporting As a result, third-person narrative is usually preferred over first-person narrative. Moreover, the journalist would not make any comments to reveal his/her feelings, but simply give the facts Secondly, an eye-catching beginning helps lure readers to linger more on the story out of an overwhelming number of stories offered by the days newspaper. For example, at the beginning of this story, we learn that it takes our physically deformed hero great efforts to get up so as to do omething important, yet what is this something? We are kept in suspense until the fourth hirdly, newspapers are for quick and once-over consumption, so there is no need for over elaboration. The vocabulary is simple, the sentences and paragraphs short, sometimes elliptical (see after-text exercise on ellipsis). When needs(for emphasis, to list a series of rapidly conducted activities, etc. )arise, a paragraph is as short as one sentence Lastly, conversations can be transcribed word for word if they illustrate the theme, like the5) 5) Ss discuss with their neighbors the qualities of a good sales person. 3. 3. T leads in to the text by saying: From the role-play we know the sale of goods is rather a difficult job. It is even more difficult for a handicapped person, like Bill Porter in Text A. (1 minutes) While-reading tasks 1. 1. Text structure (9 minutes) 1) 1) Ss scan the text to see if there is any natural division of parts in the text (Asterisks divide the text into 4 parts.). 2) 2) Ss read the first paragraph of each part, locate the time words or references to time. (They are: 5:45, 7:45, “This is the moment he’s been preparing for since 5:45 a.m.”, after 7 p.m.) 3) 3) By then Ss will realize that the text is about a typical day of salesman Bill Porter. 2. 2. T explains language points in Parts I – II and gives Ss practice (see Language Study). (25 minutes) 3. 3. Ss re-read Parts I – II to find a flashback. Then, by reading the sentences preceding and following the flashback, they will see how skillfully it is woven into the narration. (10 minutes) 4. 4. T explains language points in Parts III – IV and gives Ss practice (see Language Study). (35 minutes) 5. 5. Ss re-read Parts III -- IV to find another flashback. Then, by reading the sentences preceding and following the flashback, they will see how skillfully it is woven into the narration. (10 minutes) Post-reading tasks 1. 1. Group discussion (25 minutes) 1) 1) Ss form groups to discuss the following questions: ---- What has Bill Porter been struggling for all his life? Do you think it is worth his efforts? ---- How do you feel about Bill Porter? Why? ---- What characteristics of journalistic writing do you find in this article? 2) 2) Some groups report to class 3) 3) T explains in more detail the characteristics of journalistic writing (see Text Analysis). 2. 2. T guides Ss through some after-text exercises. (30 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 This article first appeared in a newspaper; therefore it carries many characteristics of journalistic writing. First of all, a journalist tries to be objective in reporting. As a result, third-person narrative is usually preferred over first-person narrative. Moreover, the journalist would not make any comments to reveal his/her feelings, but simply give the facts. Secondly, an eye-catching beginning helps lure readers to linger more on the story out of an overwhelming number of stories offered by the day’s newspaper. For example, at the beginning of this story, we learn that it takes our physically deformed hero great efforts to get up so as to do something important, yet what is this something? We are kept in suspense until the fourth paragraph. Thirdly, newspapers are for quick and once-over consumption, so there is no need for over elaboration. The vocabulary is simple, the sentences and paragraphs short, sometimes elliptical (see after-text exercise on ellipsis). When needs (for emphasis, to list a series of rapidly conducted activities, etc.) arise, a paragraph is as short as one sentence. Lastly, conversations can be transcribed word for word if they illustrate the theme, like the