9. 9. Ss find out the two special qualities that make a country life possible. (2 minutes) Post-reading tasks 1. 1. 1)Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class 2)T guides Ss through Writing Strategy 3)T urges Ss to use comparison and contrast more effectively in their own writing (15 minutes) 2. 2. 1)T asks Ss to re-read Paragraph 2 and analyze the relationship among its sentences (one topic sentence-It's a self-reliant sort of life. " -followed by three detail sentences) 2)Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class(see Text Analysis) 3)T encourages Ss to model their own writing after this pattern.(15 minutes) 3. 3. T guides Ss through some after-text exercises. (25 minutes) 4. 4. T checks on Ss' home reading.(3 minutes) 5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (I period) 6. 6. T asks Ss to prepare for the next unit: (2 minutes) 1)1)do the pre-reading 2)2) preview Text A Text anal The author writes his piece in a clear and logical way. In many instances he employs the attern of" one topic sentence several detail sentences"structure. It's easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example first sentence tells how busy"I"am. The second sentence states that Sandy, the wife, is also busy The final sentence is a kind of summary - nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is "I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities Then there are two sub-topic sentences: One is a tolerance for solitude,"The other requirement is energy-a lot of it. Each sub-topic sentence has its own supporting details Sometimes there is no transitional devices between detail sentences. sometimes there are. the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with"three months ago","three months from now","recently, and"later this month, respectively. To be sure, other conjunctions scatter the text, like"first"-"then-then eventually " in Paragraph 7 Unit 2 Civil rights heroes Suggested Teaching Plan(5 periods) Objectives Students will be able to: 1. 1. under stand the main idea(early civil-rights struggles in the U.S., esp the Underground Railroad) 2. 2. learn to use library resources and other resources for information 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 While-reading Post-reading; Theme-Related (continued) on IL While-readin student,s home Learning Tasks9. 9. Ss find out the two special qualities that make a country life possible. (2 minutes) Post-reading tasks 1. 1. 1) Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class. 2) T guides Ss through Writing Strategy. 3) T urges Ss to use comparison and contrast more effectively in their own writing. (15 minutes) 2. 2. 1) T asks Ss to re-read Paragraph 2 and analyze the relationship among its sentences (one topic sentence –“It’s a self-reliant sort of life.”— followed by three detail sentences). 2) Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class (see Text Analysis). 3) T encourages Ss to model their own writing after this pattern. (15 minutes) 3. 3. T guides Ss through some after-text exercises. (25 minutes) 4. 4. T checks on Ss’ home reading. (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 The author writes his piece in a clear and logical way. In many instances he employs the pattern of “ one topic sentence + several detail sentences” structure. It’s easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students. Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example. The first sentence tells how busy “I” am. The second sentence states that Sandy, the wife, is also busy. The final sentence is a kind of summary – nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is “I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities.” Then there are two sub-topic sentences: “One is a tolerance for solitude”; “The other requirement is energy— a lot of it.” Each sub-topic sentence has its own supporting details. Sometimes there is no transitional devices between detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with “three months ago”, “three months from now”, “recently”, and “later this month”, respectively. To be sure, other conjunctions scatter the text, like “first”- “then” –“then” – “eventually” in Paragraph 7. Unit 2 Civil Rights Heroes Suggested Teaching Plan (5 periods) Objectives Students will be able to: 1. 1. understand the main idea (early civil-rights struggles in the U.S., esp. the Underground Railroad); 2. 2. learn to use library resources and other resources for information; 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 Pre-reading (Cloze B); While-reading While-reading (continued) Post-reading; Check on student’s home Theme-Related Language Learning Tasks