analyze its aesthetic quality? 3.How could the fluid and ever-changing unity be achieved? III.Assignments Vocabulary exercises,grammar exercises,translation exercises,exercises for integrated skills,listening exercises IV.Teaching methods approaches Situational language teaching:task-based language teaching:communicative approach: activity-based approach Analysis&explanation;presentation and practice;group projects,review;in-class test& assessment Unit4 I.Teaching objectives At the end of this unit,students are supposed to be able to use the various rhetorical devices demonstrated in the essay,especially metaphorical expressions and rhetorical questions get a list of new wordsand structures and use them freely in conversation and writing grasp the author's purpose of writing and the theme of the essay II.Teaching contents Intensive reading of Text I and fast reading of Text II Text I Fun,Oh Boy.Fun.You could die from it Text analysis This essay evaluates the "fun"side of the American culture in an ironic way. Paragraphs 1-5 are the introductory part,which provide a simulative definition of"fun." Paragraphs 6-11 are the main body in which the writer gives an extended definition of it by negation.Paragraphs 12-15 are the concluding part with an anecdote that further explains what fun is. Todevelop the definition,a number of methods have been employed,among which are narration,comparison and contrast.The effective use of repetition adds a lot to the essay's strength. Word study: Teachers may pick up some words/expressions from Text I for a more detailed study thus to help students have a better understanding of the denotation/connotation,synonym/ antonym,derivations,collocations and usage of these words/expressions.e.g. Overshadow;flunk;epitome;epitomize;damper,blaspheme/to swear,scan/examine/8 analyze its aesthetic quality? 3. How could the fluid and ever-changing unity be achieved? III. Assignments Vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, listening exercises IV. Teaching methods & approaches Situational language teaching; task-based language teaching; communicative approach; activity-based approach Analysis & explanation; presentation and practice; group projects; review; in-class test & assessment Unit 4 I. Teaching objectives At the end of this unit, students are supposed to • be able to use the various rhetorical devices demonstrated in the essay, especially metaphorical expressions and rhetorical questions • get a list of new words and structures and use them freely in conversation and writing • grasp the author’s purpose of writing and the theme of the essay II. Teaching contents Intensive reading of Text I and fast reading of Text II Text I Fun, Oh Boy. Fun. You could die from it. Text analysis This essay evaluates the “fun” side of the American culture in an ironic way. Paragraphs 1-5 are the introductory part, which provide a simulative definition of “fun.” Paragraphs 6-11 are the main body in which the writer gives an extended definition of it by negation. Paragraphs 12-15 are the concluding part with an anecdote that further explains what fun is. To develop the definition, a number of methods have been employed, among which are narration, comparison and contrast. The effective use of repetition adds a lot to the essay’s strength. Word study: Teachers may pick up some words/ expressions from Text I for a more detailed study, thus to help students have a better understanding of the denotation/ connotation, synonym/ antonym, derivations, collocations and usage of these words/expressions. e.g.: Overshadow; flunk; epitome; epitomize; damper; blaspheme/to swear; scan/examine/