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)