Teaching Plan for Unit 5, Book One Section A (4 hours): The Battle Against AIDS Teaching objectives: This unit help us learn what you can do to protect yourself, your family, your friends and neighbors. Every person can make a difference. After learning it, students should be able 1)learn about AIdS and know how to protect ourselves 2)understand a general statement supported by a problem-solution pattern 3) write composition in this pattern 4) use the following important words and expressions Teaching Procedures 1. Pre-reading activitie 1. 1 Oral Practice Ask two students to prepare a conversation about AlDS before class, and then at the beginning of this class, invite them to perform to all the classmates 1.2 Vocabulary before Reading Give students beforehand some important new words and phrases to look up in the dictionary. After oral practice, the teacher will require students to explain these words and lake one or two sentences according to related meaning orally. Those words and phrases Alar client repres suffer from regardless of sing 1.3 Listening task Listen to a short passage(provided with the textbook) twice and answer the following four questions 1)What is the passage 2)What is the name of the disease that appeared over 20 years ago? 3)What war does this passage describe? 4)What must each of us learn to do? 2. While-reading Activities
1-5 1 Teaching Plan for Unit 5, Book One Section A (4 hours): The Battle Against AIDS Teaching Objectives: This unit help us learn what you can do to protect yourself, your family, your friends and neighbors. Every person can make a difference. After learning it, students should be able to : 1) learn about AIDS and know how to protect ourselves 2) understand a general statement supported by a problem-solution pattern 3) write composition in this pattern 4) use the following important words and expressions Teaching Procedures: 1. Pre-reading Activities: 1.1 Oral Practice Ask two students to prepare a conversation about AIDS before class, and then at the beginning of this class, invite them to perform to all the classmates. 1.2 Vocabulary before Reading: Give students beforehand some important new words and phrases to look up in the dictionary. After oral practice, the teacher will require students to explain these words and make one or two sentences according to related meaning orally. Those words and phrases are: 1.3 Listening task: Listen to a short passage (provided with the textbook) twice and answer the following four questions: 1) What is the passage mainly about? 2) What is the name of the disease that appeared over 20 years ago? 3) What war does this passage describe? 4) What must each of us learn to do? 2. While-reading Activities Alarm client represent suffer from regardless of sing up
2. 1 Preview check---- question-answering Since the students have been required to preview the text, the teacher will give them ten comprehension questions to answer, in the hope of helping them understand the passage ) When and where was AIDS diagnosed? 2)In America, how many has been killed by AlDS? How many has been infected and how many are expected to die? 3)Who are those more likely to be infected with AIDS? 4)Where do aids educational programs operate and why 5)How does the beauty shop owner do? 6) How many techniques has the organization developed? What are they? 7)How to solve the problem of low literacy? 8)In what way can teenagers educate their peers better than an adult can? 9) How does the write evaluate these lessons? 10)What should we do to win this war? 2.2 Question time---- difficult words, phrases and sentences explanation In this part, allow students to ask the teacher questions which they are not clear. The teacher will mention some language points and paraphrase some difficult sentences 1)"Since then, aidS has killed more than 204, 000 Americans---half in the past few vears alone. "(Para. 1, Line 2) How to understand the underlined part?---here"alone"means"only", so it refers that Only in the past few years, half of the 204, 000 Americans have been killed by AIDS 2)Para. 3: pay attention to the following similar phrases In spite o (2)In place of in the place of take the place (3)A number of the number of 3)"As a result, such books actually have more effect in the communities. which cost thousands of dollars more to produce. "(Para. 9, L 38) This sentence is very long. Analyze its structure 4)"Because AIDS is spreading fastest among teenagers in the rural South,,. and teach AIDS 101 to their peers. (Para. 10, L 41-44) Make the structure clear and then it's easy to understand 5)Para. 11&12: important expressions (2)Make up 6)"These lessons are not the only solutions to the crisis but until. against the virus Para 13, L54-55)Paraphrase it
1-5 2 2.1 Preview check---- question-answering: Since the students have been required to preview the text, the teacher will give them ten comprehension questions to answer, in the hope of helping them understand the passage further. 1) When and where was AIDS diagnosed? 2) In America, how many has been killed by AIDS? How many has been infected and how many are expected to die? 3) Who are those more likely to be infected with AIDS? 4) Where do AIDS educational programs operate and why? 5) How does the beauty shop owner do? 6) How many techniques has the organization developed? What are they? 7) How to solve the problem of low literacy? 8) In what way can teenagers educate their peers better than an adult can? 9) How does the write evaluate these lessons? 10) What should we do to win this war? 2.2 Question time---- difficult words, phrases and sentences explanation: In this part, allow students to ask the teacher questions which they are not clear. The teacher will mention some language points and paraphrase some difficult sentences: 1) “Since then, AIDS has killed more than 204,000 Americans---half in the past few years alone.” (Para.1, Line 2) How to understand the underlined part? ---- here “alone” means “only”, so it refers that “Only in the past few years, half of the 204,000 Americans have been killed by AIDS”. 2) Para.3: pay attention to the following similar phrases; (1) Despite in spite of; (2) In place of in the place of take the place of; (3) A number of the number of; 3) “As a result, such books actually have more effect in the communities…which cost thousands of dollars more to produce.” (Para.9, L 38) This sentence is very long. Analyze its structure. 4) “Because AIDS is spreading fastest among teenagers in the rural South, …and teach ‘AIDS 101’ to their peers.” (Para.10, L 41-44) Make the structure clear and then it’s easy to understand. 5) Para.11&12: important expressions (1) At risk (2) Make up (3) Regardless of 6) “These lessons are not the only solutions to the crisis but until…against the virus.” (Para.13, L54-55) Paraphrase it
2. 3 Text structure analysis Para. 1-2: Alarming situation of AlDS Para 3-6: The South Carolina AlDS Education Network carries out programs to stop the spread of AIDS Para 7-13: The network shares some lessons learned in its battle against Alds Para. 14: What should people do to win the war against AIDS 3. After-reading activities
1-5 3 2.3 Text structure analysis: Para.1-2: Alarming situation of AIDS Para.3-6: The South Carolina AIDS Education Network carries out programs to stop the spread of AIDS Para.7-13: The network shares some lessons learned in its battle against AIDS Para. 14: What should people do to win the war against AIDS 3. After-reading Activities:
3. 1 Group work: Task 1: text structure analysis in details AIDS was diagnosed in U.S Nearly half of people with HIV are it has killed Americans of the 1 million infected with form the fast growing part of HIV are expected to die.(Para. 1) those with AIDS.(Para. 2) The federal state government have in stopping the spread of AIDS; So have appeared, such as the South Carolina AIDS Education Network (Para. 3) The owner AIDS information to her The network formed to AlDS. but clients and on AIDS prevention; She suffers from so it operates AIDS also around. The number of educational programs (Para. 4) people she educated is.(Para. 5) Three lessons learned in the battle against AlDs (Para. 8-9) (Para. 10) (Para.11-13) A method presented in a A method presented in A method presented in a general statement a general statement Train teenagers to educate their peers The problem The problem The problem: The solution The solution The solution: Everyone is at risk and should protect themselves The evaluation Such books have more The evaluation The evaluation effect
1-5 4 3.1 Group work: Task 1: text structure analysis in details AIDS was diagnosed in U.S. _____; it has killed__________ Americans; _____ of the 1 million infected with HIV are expected to die. (Para.1) Nearly half of people with HIV are ________; ________ form the fast growing part of those with AIDS. (Para.2) The federal & state government have ________ in stopping the spread of AIDS; so ________ have appeared, such as the South Carolina AIDS Education Network. (Para.3) The network formed to ____ AIDS, but suffers from ________, so it operates AIDS educational programs _______. (Para. 4) The owner _____ AIDS information to her clients and _____ on AIDS prevention; She also ___________ around. The number of people she educated is ___. (Para.5) Three lessons learned in the battle against AIDS: (Para.8-9) (Para.10) (Para.11-13) A method presented in a general statement: ___________________ A method presented in a general statement: Train teenagers to educate their peers. A method presented in a general statement: ___________________ The problem: ___________________ The problem: ___________________ The problem: ___________________ The solution: ___________________ The solution: ___________________ The solution: Everyone is at risk and should protect themselves. The evaluation: Such books have more effect. The evaluation: ___________________ The evaluation: ___________________
3.2 Group work: Take 2: Cloze and Spot Dictation Read this summary below. First let students fill in the blanks according to their text A, and later, the teacher will check their answers by having spot Since it was aids has killed thousands of americans in rural Southern communities are most likely to be with AlDS. Because of the spread of AIDS and lack of government activity to stop it some local organizations The South Carolina AIDS Education Network formed to help the number of aids cases. In some countries, handing out AIDS and expecting people to read it is not because many people can not read can explain the risk of catching AIDs to their peers much better than adults can. Some best ways to combat the spread of AIDS include to your community in a way they can hear; train teenagers to educate their peers; and risk"to include women from different backgrounds and marriage status. In a word, everyone the war against alds 3.3 Pair work: Task 3: Structured Writing(to be done orally) Topic: Try to make a good impression on your audience Use a general statement supported by a problem-solution pattern to practi artner 3.4 Discussion: What can you do about AidS as a college student? Students work in groups of 4 and share their ideas and opinions together. Later, choose one or two representatives from these groups to report to the whole class 3.5 Translation and structure exercises 3.6 Homework Preview Section b&C
1-5 5 3.2 Group work: Take 2: Cloze and Spot Dictation: Read this summary below. First let students fill in the blanks according to their understanding of text A, and later, the teacher will check their answers by having spot dictation. Since it was ________, AIDS has killed thousands of Americans. ____________ in rural Southern communities are most likely to be ______ with AIDS. Because of the spread of AIDS and lack of government activity to stop it, some local organizations ________. The South Carolina AIDS Education Network formed to help ______ the number of AIDS cases. In some countries, handing out AIDS _____ and expecting people to read it is not ________ because many people can not read. ________ can explain the risk of catching AIDS to their peers much better than adults can. Some best ways to combat the spread of AIDS include: speak to your community in a way they can hear; train teenagers to educate their peers; and, _________ “at risk” to include women from different backgrounds and marriage status. In a word, everyone should __________the war against AIDS. 3.3 Pair work: Task 3: Structured Writing (to be done orally) Topic: Try to make a good impression on your audience Use a general statement supported by a problem-solution pattern to practice with their partner. 3.4 Discussion: What can you do about AIDS as a college student? Students work in groups of 4 and share their ideas and opinions together. Later, choose one or two representatives from these groups to report to the whole class. 3.5 Translation and structure exercises 3.6 Homework Preview Section B&C