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 textfour 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;