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Step Three Text Organization Step Four Content Questions Assignments 1 Learn the text again. 2 Ex p146-148 3rd and 4th Periods Step One Poem Step Two Open Discussion John and Maynell were pen-pals-turned-lovers. Do you think it wise to develop friendship or even love with a pen pal or a key pal? Why or why not? Step Three Word Study make one’s way margin previous locate correspond overseas fertile take a chance (on sth) disgust schedule sustain go one’s way sensible hesitate grateful to sb. for sth. in response to grip identify Step Four Simile and Metaphor: A simile is a comparison of one thing to another, using the words "like" or "as", e.g., "her hair was black as night"; "in her green suit she was like springtime come alive". A metaphor is a suggested but not stated comparison of one thing to another, e.g., "while I spoke I felt choked by the bitterness of my disappointment". T reads the following sentences for the Ss to tell whether thy are similes or metaphors. Step Five Song Listening Listen to the song and fill in the blank with the proper words. Assignments 1 Writing: read the writing strategy and write a composition entitled Love 2 Review the language points. 5th and 6th Periods Step One Paraphrase 1 "The true nature of a heart is seen in response to the unattractive." 2 "Tell me whom you love, and I will tell you who you are." Step Two Ending of the Text: It is wise of Miss Maynell to give such a test. Why the author quote such a sentence "Tell me whom you love, and I will tell you who you are." Step Three Word Family: Some words come from the same root, that is, they belong to the same family. If you get to know well each member of the family, they will all place themselves at your service. Step Four Free Talk: Ss express their own viewpoint on love. Step Five Check: 1 Dictate new words to the Ss 2 Point out something important in Text B Step Six Writing Improving: Choose the best writing of the Ss’ to read to the class, and listen to the Ss’ comments. Step Seven Dialogue: Ss form pairs and imagine they are John and Maynell. By now they are married and recall their first meeting at Grand Central Station. John: Hey, look what just fell out of this book. Maynell: A rose! The rose I wore at our first meeting. John: And this is the book I held. It seems like only yesterday. Some pairs will present their creative dialogues before the whole class Assignments: 1 Translation: p153 2 Finish the remaining exercises 3 Read Text B. 4 Preview Text A in Unit6 Unit 6 Animal Intelligence [教学目的]: Students will be able to: a) understanding the main idea (some animals seem capable of thinking when it is in their own interests to do so) and structure of the text ( introduction, 3 subheadings to give 3 supporting examples, conclusion)； b) appreciate the importance of examples in exposition； c) grasp the key language points and grammatical structures in the text； d) conduct a series of reading ,listening, speaking and writing activities centered upon the theme of the unit
[敦学重点与难点]：Important language points in the text, [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数] 6 periods eetitee:theerle Practice The text is a piece of in Unit3,the purpose of explain 一气a出a。 of those who are in close contact with animals are more convincing than that any experiments can provide. importance of subheadings ard and 4th Periods Step One 2 orangutar tellig eal controversy surround encounter .the lack of negotiate nand switch access envy emergency go wrong size up release 0taeaeal Step Four n anisal intellige Step One in the eye original eiftbeir boro ore tha Step T De tepand subheadings provide natural transitions between paragraphs or sections Step Four Writing Strategy
[教学重点与难点]: Important language points in the text. [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Definition: Ss define the concept of intelligence: the power of perceiving, learning, understanding and knowing; mental ability. Step Two Ranking: 1 T dictates the following names of animals to Ss: pig, hen dog, dolphin, elephant, monkey, rat, parrot, cat, ant 2 Ss form groups to rank those animals according to their intelligence, and get ready to explain the rationale behind the ranking. Ss may cite examples, anecdotes, personal experiences, scientific findings, etc 3 T invites speakers from several groups to report to the class. Step Three Listening Practice Questions Step Four Main Idea The text is a piece of expository writing. As mentioned in Unit3, the purpose of exposition is to explain- explain what a certain phenomenon means, how an operation works. The author of this text wants to tell the reader that animals do have, at least, some limited intelligence, and the personal experiences of those who are in close contact with animals are more convincing than that any experiments can provide. Step Five Text Structure Tresses the importance of subheadings Assignments 1 Grasp the learned language points. 2 Ex p177-179 3rd and 4th Periods Step One Culture Notes: 1 gorilla 2 orangutan Step Two Word Study intelligence controversy surround encounter .the lack of it reveal convince dominant make a deal .only to be met with a blank stare negotiate maintain relieve undertake figure out extend expand switch envy in sb’s interest(s) access emergency go wrong size up release Step Three Language Study: Let’s Make a Deal Tale of a Whale Step Four Free Talk Do you or your family or friends have a pet, such as a dog, cat or bird? If so, how does the pet communicate with you or them? Does the pet understand you or them? Assignments 1 Review the learned points. 2 Writing: Animal Intelligence 1) Your opinion on animal intelligence 2) Give one or two examples as supportive evidence 5th and 6th Periods Step One Language Study Primate Shell Game evidence deceive look. in the eye original give in (to sb./sth.) underneath survive wipe out ` .even if their horizons are more limited than ours. Step Two Transitional Devices: Headings and subheadings provide natural transitions between paragraphs or sections. Step Three Check: 1 Have a dictation 2 Home-reading check: Step Four Check: 1 Have a dictation 2 Home-reading check: Step Five Writing Strategy
snas之 after-class reading. ys of Learning oft 教学重点与难点 ngactivities related to the theme of then points in the [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 in English and cording to it. Step Three refers to? ss skim P bustle attach not in the legick up assuming somewhat neglect throw/shed/cast light apply critical in retrospect perforaance so much so Step Three and Contrast sth and 6th Periods should be included in the se reflexive pronouns:Oneself:by oneself:on one's ow Step Fehome-reading tep Sia has been learnt in Unitl nit 2 Yalues
Learn to use examples in essay writing. Writing: Assignments 1 Finish the after-class reading. 2 Read Text B. 3 Review what has been learnt in this semester. 第二学期 Unit 1 Ways of Learning [教学目的]： Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]： Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]： 6 periods 1st and 2 nd Periods Step One Summarize in English: Listen to the following quotation from 《文汇读书周报》（"自主教育：‘管’还是‘不管’"）， take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education. Step Two Song Listening: Listen to the song and answer the questions according to it. -Who should teach whom? Is learning a one-way street? -Can you guess what the theme of this unit, ways of learning, refers to? Step Three Skimming 1) Ss skim Para1-5 and be ready to answer questions: 2) T asks some S pairs to report to the class, one asking the above questions and the other providing the answers. 3) T tells Ss that there are many ways of introducing a topic. Ss will decide which way is adopted by Howard Gardner: Step Five Text organization. Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Sentence translation: translate the five sentences in the first part of text. 3rd and 4th Periods Step One Word Study bustle attach not in the least assuming that.: superior emerge pick up initial somewhat on occasion neglect throw/shed/cast light on apply on one’s own in due course critical in retrospect performance so much so that priority Step Two Comparison and Contrast Step Three Sum up the contrast between Chinese and Western ways to learn to fulfill a task: Sum up the contrast between the Chinese and Western attitudes toward creativity and basic skills Assignments 1 Review the vocabulary and the difficult sentences. 2 Essay writing: How I Learn at College At least five new vocabulary on p13 should be included in the writing. 5th and 6th Periods Step One Conclusion Step Two Learn to use reflexive pronouns: Oneself; by oneself; on one’s own Step Three Check the translation work, emphasizing the important points. Step Four Debate: Should we develop children’s creativity first or train them in basic skills first? Step Five Check the home-reading Step Six Review what has been learnt in Unit1 Assignments 1 Preview Unit2, collecting stories, news reports, pictures, books of rich people. 2 Create a short story with the given words: discount, treatment, reporter, loyalty, reward, deserve Unit 2 Values
目的] anstrike a balance between the Chine e and the Wes on ofth reated to the theme of theunit. [教学重点与难点】Important1an points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学。 自主学习中心教师辅导。 [教学时数]6 periods nd 2nd Periods to the recording two or three times and then try to answer the f questions Step Four P 3rd and 4th Periods y on the run and the like cultivate reward retire deserve s or synonymous phrases fordow-home etr8oceriptiominortraniaeapero a) exercises Practice al est 5s'home-reading trike a balance betwe n the chir and the West of the text (intro tion of the topic 「教学重占与进占1：1 portant language roints in the text: [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学 自主学习中心教师辅导
[教学目的] Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点] Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数] 6 periods 1st and 2 nd Periods Step One Passage listening Listen to the recording two or three times and then try to answer the f questions. Step Two Cloze B(p48) Step Three Discussion and presentation: Rich people I know Step Four Text Organization Step Five Vocabulary preparation 1) Pronunciation 2) Exercises p43 Assignments 1 Remember the vocabulary 2 Summarize the text. (200 words) 3rd and 4th Periods Step One Word study discount treatment by/from all accounts blend in/into throw one’s weight around reserve hold to on the run steer clear of be liable to as laid down.: cut prices and margins to the bone qualify and the like cultivate reward retire deserve Step Two Find synonyms or synonymous phrases for "down-home" Step Three Indirect description in portraying a person Assignments 1 Revise the notes 2 Finish the exercises 5th and 6th Periods Step One Translation (p49) Step Two Check the exercises Step Three Write invitations(p61) Formal invitations and formal acknowledgements Informal invitations and informal acknowledgements Sample letters Step Four Listening Practice Step Five Check on Ss’ home-reading Step Six Extra reading: find some articles from recent magazines for Ss to read. Assignments Ss preview the next unit. Unit 3 The Generation Gap [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text: [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导