〔教学目的]： able to nd ronttas) b)Appre ate the differ ce between co (point-by-point method or one-side-at-a-time method. alsuctursinthetet age in the text. [教学方法与手段]：教学果用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒休教学 自主学习中心教师辅导。 【教学时数]：6 periods Ist and 2d Periods Sten One Do you know these proverbs? 1)T dictates the following proverbs to Ss Text Organization Step Three Language points Assignments 1 Revise the notes 2 Review the learnt points Understanding more about the text Step Two 二n -Ss do the after-text Usage exercise on work Step Three Finding out detail out those details about Michael Stone that shows hi to be is others boy or his father's boy. Sone pairs report to the class their findings T asks Ss:Dreaming and hard work.which is more important to Nichael's success?Why? I Uoderatand therthe by heart s of Gettysburg Add alternate oincide passion intensity fantasy 5th and 6th Periods Step On 1)T introduces the idea that many vords have more than one meaning and can remind one of a nuber of different ideas and events all at once. 2)5s read the first three sent ces of the text to find ou where the author uses a word in two different senses(the word thitng hig and one meaning?
3 Preview the next unit. Unit 5 Overcoming Obstacles [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 Do you know these proverbs? 1) T dictates the following proverbs to Ss 3) Ss scan Text A to find a similar saying by Michael’s father, which is in italics. 4) T leads in to the text: Step Two Text Organization Step Three Language points bear out grace mere fantasy numerous passion detail recur coincide alternate vain be ashamed of startle tense bring sb back to earth in one’s mind’s eye Assignments 1 Revise the notes 2 Review the learnt points 3 Extra reading: Gettysburg Address 3rd and 4th Periods Step One Understanding more about the text Step Two Usage -Ss scan the text again to find out the three instances where "work" is used as a verb. -T asks Ss to explain in English the three different meanings of "work" -Ss do the after-text Usage exercise on "work" Step Three Finding out details -T introduces the activity: A child usually inherits characteristics from both his/her father and mother. So does Michael Stone. Michael’s mother is romantic and passionate, while his father is a hard-core realist. Work with a partner, find out those details about Michael Stone that shows him to be his mother’s boy or his father’s boy. -Some pairs report to the class their findings -T asks Ss: Dreaming and hard work, which is more important to Michael’s success? Why? Assignments 1 Understand the first two paragraphs of Gettysburg Address, and learn them by heart 2 Describe a person with a strong character, using the following words alternate coincide passion intensity fantasy 5th and 6th Periods Step One Post-reading Play on the meaning of words 1) T introduces the idea that many words have more than one meaning and can remind one of a number of different ideas and events all at once. 2) Ss read the first three sentences of the text to find out where the author uses a word in two different senses(the word "hot" meaning respectively "having high temperature" and "fierce, intense") 3) Ss give individual opinion on this question: How do you understand the title of this text? Does it also carry more than one meaning?
Step Two T guides s throgh soe after-texteerse Ichecks Ss'boe reading Test B. Step Four Vocabulary Checking Step Five instorn together how to briefly describe Mr.Maring fro another angle-in the third person singular. I Preview Unit 6 Half the Sky 教学目的 ill he able to a Grasp the min idea（the belief in sup encourages averag toachieve their gols and structure of the text: b)Appreciate how the author achieves coberence for the essav: [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，手段为多煤体教学 自主学习中心教师辅导。 [教学时数]；6 periods Tasks 5s the questions on the song I Am Toman Step Two Free Kritingk Group Discussion Step Three 2)5s read the first two paragraphs to understand why a friend said that "if I believed everything in the report,she had a bridge in Brooklyn she's like to sell me" 3 T invites sor Dsa the textand derline satences containing the sord "tridge": Sten four Text Organization T draw Ss's attention to Text Organization Exercise 1.Ss vill notice that the appearance of the word bridge oincides with a new part of the text I Find out the informtion sbout Feminisn fron the interne 2Understand the text according to the text organization 3 Learn the new words 3rd and 4th Periods Step Two Word Study selling the Brooklyn Bridge to somebody skeptical sophisticated move on to Step Three ssigncnt
Step Two T guides Ss through some after-text exercises. Step Three T checks Ss’ home reading Text B. Step Four Vocabulary Checking Step Five Theme-related discussion Go over Text B and brainstorm together how to briefly describe Mr. Manwaring from another angle-in the third person singular. Assignments 1 Preview Unit 6 2 Learn the new vocabulary Unit 6 Women, Half the Sky [教学目的]: Students will be able to: a) Grasp the main idea (the belief in superwomen encourages average women to achieve their goals and structure of the text; b) Appreciate how the author achieves coherence for the essay; c) Master 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 T asks Ss the questions on the song I Am Woman: Step Two Free Writing& Group Discussion Step Three Understand the title: what is "the Brooklyn Bridge"? 1)T asks Ss to speculate on the meaning of the title of Text A, I’m Going to Buy the Brooklyn Bridge; 2)Ss read the first two paragraphs to understand why a friend said that "if I believed everything in the report, she had a bridge in Brooklyn she’s like to sell me"; 3)T invites some Ss to give alternative terms for "a bridge in Brooklyn"; 4)Ss scan the text and underline sentences containing the word "bridge"; 5)T explain these two sentences to Ss. Step Four Text Organization T draw Ss’s attention to Text Organization Exercise 1. Ss will notice that the appearance of the word "bridge" coincides with a new part of the text Assignments 1 Find out the information about Feminism from the internet 2 Understand the text according to the text organization 3 Learn the new words 3rd and 4th Periods Step One Ss report their findings on Feminism Step Two Word Study draft undo selling the Brooklyn Bridge to somebody hit/strike home skeptical consume I wondered aloud reproach by nature get one’s act together investment put pencil to paper remainder interval set aside race the clock bide one’s time have sth./little/much/nothing to do with achieve/have one’s heart’s desire(s) a piece of cake sophisticated move on to Step Three Structure: "Getting to" Assignments
5th and 6th Periods Step One What makes this text a coherent essay? 》T wraps up Step Two Sten Four Essay writing Based on what have been learnt in this uit,Ss are supposed torite a short essay Up Half in ab ccordance with the following outline 3)What brings about this problem and bow to solve it Assignments )Unit I Changes in the Way e Live [教学目的1 grasp the aail idea tolerance for solitude and energy made it possible for the writer's family to enjoy their pleasant but sometimes harsh country life): conduct a series of reading,listening,speaking and vriting activities related to the theme of the unit. 【[教学重点与难点]Important上anguage points in the text: [教学时数】6 periods Step Two Group Discussion and report Step Three Cloze B Ss do the exercises to learn about American's ideal of a country life. Assignments and Periods Word Study get by haul wicked illustrate insurance spray pursue stack cut back aside from dine out patronize invest prinarily Step Three Text Study Assignments
1 Revise the in-class notes 2 Synonyms p189 3 Read the Para11 and learn it by heart 5th and 6th Periods Step One What makes this text a coherent essay? 1)Ss read Writing Strategy. 2)Ss form groups of four to find out the devices used to achieve coherence in Text A 3)Some groups report to the class 4)T wraps up Step Two T guides Ss through some after-text exercises Step Three T checks on Ss’ home-reading(Text B) Step Four Essay writing Based on what have been learnt in this unit, Ss are supposed to write a short essay entitled "Women Hold Up Half the Sky" in about 150 words in accordance with the following outline 1) Men and women are created equal 2) Women’s unfavorable social status 3) What brings about this problem and how to solve it Assignments 1 Review the whole unit 2 Preview Unit7 第二学期 4) Unit 1 Changes in the Way We Live [教学目的] grasp the mail idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life ); appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.) c) master 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: [教学时数] 6 periods 1 st and 2 nd periods Step One Listening Step Two Group Discussion and report Step Three Skimming and Exercise Step Four Cloze B Ss do the exercises to learn about American’s ideal of a country life. Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Know about Ivy League: 3 rd and 4 th Periods Step one Word Study get by haul supplement wicked illustrate generate insurance premium spray pursue stack cut back aside from lower dine out patronize suspect invest primarily Step Two Text Organization and summery Step Three Text Study Assignments
1The rest of the after-text exercises ring the new vo cabulary,and pose problens if there is any. tence not only at the very beginning ofa passage but also Step Two Check Text B 2 Collecting stories,news reports,pictures,books of personal heroes or prepare a brief report on one's ovn understanding of civil rights. v学日的 The Freedon Givers [教学时数]6 periods Ist and 2n4 Periods Step One Introduce the thene of the unit by presentations or reports from the Ss and a brief conclusion from the T Step Three ford Study slender forge be intent on doing sth. terninal transport disguise abolish compe. starve 1 Dictionary work:consult the dictionary and master the nevly-learned vocabulary. 2Sentence translation:translate some sentences with the new words in. 3rd and 4th Periods Step One Scan Part I and identify the sentence which connects Part I with the following parts. Step Two ational structure of the passage and the main idea of text. 1 Review the vocabulary and the difficult sentences. 2 Sentence making with the new vocabularies. 5th and 6th Periods Step One Group discussion 1)or gr scuss the the ound Railroad,whyere John Parker,Levi Coffin and Henon ther?h o they each repre Ne learn about Henson in Part I,then why is his story delayed until the last part? 3) Why does the author sonetimes quote directly from characters in the stories? Step Three Text B 1 The rest of the after-test exereises Unit 3 Security 〔教学目的 Ihe able to
1 The rest of the after-text exercises 2 Review the vocabularies and text. 3 Read Text B, remembering the new vocabulary, and pose problems if there is any. 5 th and 6 th Periods Step One The conclusion to the writing strategy of using topic sentence not only at the very beginning of a passage but also for each paragraph and encourage the Ss to adopt it in their own writings. Step Two Check Text B Assignments 1 Preview Unit 2. 2 Collecting stories, news reports, pictures, books of personal heroes or prepare a brief report on one’s own understanding of civil rights. Unit 2 The Freedom Givers [教学目的] Students will be able to: a) Understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad ); b) Learn to use library resources and other resources for information; c) Grasp the key language points and grammatical structures in the text. a) 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: [教学时数] 6 periods 1 st and 2 nd Periods Step One Introduce the theme of the unit by presentations or reports from the Ss and a brief conclusion from the T Step Two The Text Organization exercise Step Three Word Study slender forge be intent on doing sth. terminal impose transport disguise abolish compel starve Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Sentence translation: translate some sentences with the new words in. 3 rd and 4 th Periods Step One Scan Part I and identify the sentence which connects Part I with the following parts. Step Two The organizational structure of the passage and the main idea of text. Assignments： 1 Review the vocabulary and the difficult sentences. 2 Sentence making with the new vocabularies. 5 th and 6 th Periods Step One Group discussion Ss form groups to discuss the following questions: 1) Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? 2) We learn about Henson in Part I, then why is his story delayed until the last part? 3) Why does the author sometimes quote directly from characters in the stories? Step Two The writing strategy for this unit on Page 69 and the basic idea of more complex or academic writings. Step Three Text B Assignments 1 The rest of the after-text exercises 2 Review the vocabularies and text. 3 Preview Unit 3 Unit 3 Security [教学目的] Students will be able to:
Gaspthe(rica is deteriorating intothe st insecure nation)and there of the text [教学时数6 periods Ist and 2nd Periods Step One Step Two Understanding text title Step Three ng the text orgnnization Step Four on the latch close up vulnerable statistics hook up to build in into paste barrier hold/keep (sh.at bayr sideways stand for civilize Dictionary work:consult the dictionary and master the nexly-learned vocabulary. 2. Sentence translation 3rd and 4th Periods Step One Sentence Understanding Step Two ding the text and answering the questions 1.Review the vocabulary and the difficult sentences ead lext B,remer ering the new vocabulary.and do the exercises after it. 5th and 6th Periods Step One Cause and effect Step Three Exercises checking reading Text B Step Five Reviex what has been learnt in Unitl Assignment “2 Essay riting:hy Ve Are for Gun Control or Thy e Are against Gun Control Extraterrestrials [教学目的] b)Apprecie the dfferee between fomal spechadnspeech atical structures in the tex 教学重点与难点] anguage points in the text [教学时数]6 periods 1st and 2n4 Periods Step One Passage listening: sten to the r ording and think over questions
a) Grasp the main idea (America is deteriorating into "the most insecure nation") and the structure of the text (opening-body-conclusion); b) . Learn to use cause and effect patterns in writing. 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: [教学时数] 6 periods 1 st and 2 nd Periods Step One Song listening: 1 Explanation 2 Question Step Two Understanding text title Step Three Understanding the text organization: Step Four Word study on the latch close up vulnerable statistics hook up to build in / into paste feature barrier hold/keep (sb.) at bayr sideways stand for be bathed in reflection civilize Assignments 1. Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2. Sentence translation 3 rd and 4 th Periods Step One Sentence Understanding Step Two Understanding the text and answering the questions Assignments 1. Review the vocabulary and the difficult sentences 2. Do all the exercises after the text. 4. Read Text B, remembering the new vocabulary, and do the exercises after it. 5 th and 6 th Periods Step One Comparison and contrast Step Two Cause and effect Step Three Exercises checking Step Four Check Home reading (Text B) Step Five Review what has been learnt in Unit1 Assignment 1. Essay writing: Why We Are for Gun Control or Why We Are against Gun Control. 2. Do preparation for Listening Practice Unit 4 Extraterrestrials [教学目的] Students will be able to: a) Understand the main idea and structure of the text (narration in time sequence). b) Appreciate the difference between formal speech and informal speech. c) Grasp 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: [教学时数] 6 periods 1 st and 2 nd Periods Step One Passage listening: Listen to the recording and think over questions: