Unit 1 A Brush with a Law I.Teaching Aims 1.Help the studentsto get the general ideaof the article. 2.Earge by leaming the newwords and doing the vocabulary exercises. 3.Help the students understand the law and justice. 4.Help the students to build up their language skills through more exercises on oral practice.phrases and expression,grammar,writing.etc. II.Key and Difficult Points 1.New Words and Phrases arbitrary,save up,take one's time,intent,arrestable,turn out,confirm,disreputable, dismiss,stand a chance,given,revolve,reproach,take off one's cap av etesthateow (2)It must have been this obvious aimlessness that led to my downfall. (3)...in the most casual and conversational tone I could manage.I thus appeared to them to be quite familiar with this sort of situation,and it nfirmed them in their belief that I was a thoroughly disreputable (4)Given the obscure nature of the charge,I feel sure that if I had come froma different background,and had really been unemployed,there is every chance that I would have been found guilty. III.Teaching Methods Discussion,explanation,ask and answer IV.Time:4 periods V.Teaching procedures: Step one Introduction 1.Warm-up questions: Give the students the following topics to discuss and then ask them to answer these questions (1)Are you more suspicious of some strangers than others?What influences you when judgi whether a stranger c can be (3)Have you ever been stopped by the police?If so,how did you feel? 2.Background Information (I)The Sixties'“Youth Counterculture” Unit 1 A Brush with a Law I. Teaching Aims 1. Help the students to get the general idea of the article. 2. Enlarge the students’ vocabulary by learning the new words and doing the vocabulary exercises. 3. Help the students understand the law and justice. 4. Help the students to build up their language skills through more exercises on oral practice, phrases and expression, grammar, writing, etc. II. Key and Difficult Points 1. New Words and Phrases arbitrary, save up, take one’s time, intent, arrestable, turn out, confirm, disreputable, dismiss, stand a chance, given, revolve, reproach, take off one’s cap 2. Sentences (1) It must have been this obvious aimlessness that led to my downfall. (2) It must have been this obvious aimlessness that led to my downfall. (3) …in the most casual and conversational tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character. (4) Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. III. Teaching Methods Discussion, explanation, ask and answer IV. Time: 4 periods V. Teaching procedures: Step one Introduction 1. Warm-up questions: Give the students the following topics to discuss and then ask them to answer these questions. (1) Are you more suspicious of some strangers than others? What influences you when judging whether a stranger can be trusted? (2) Do you think that everyone is equal in the eyes of law? Explain. (3) Have you ever been stopped by the police? If so, how did you feel? 2. Background Information (1) The Sixties’ “Youth Counterculture