Teaching plan for unit 3. book two L. Teaching arrangement The recommended timing for this unit is 300 minutes 150 minutes Text B-----.100 minutes Text C- 0 minutes If pressed for time, the teacher can leave"text C "for self-study IL. Teach tation orientation Enhance learning process monitoring Develop communicative competence Emphasize the integration of five skill IlL. Lesson objectives for this unit Listening: listen for gist detail and inference ead between the lines; read beyond the line, read for gist, read for specific information, critical reading, text structure analysis, recognize differences between facts and opinions Writing write argumentative paragraph. Learn the use of discourse markers Speaking: how to present your opinions how to agree or disagree with each other to pre n arg Translation translate the difficult sentences into chinese and vise versa Culture awareness related to love and marriage Word power: mutual, tolerance, hesitates, prejudice, overlook, compromise, have nothing to do with, ups and downs, all alone, and other words in bold letters suffixes -al, -ing and -age added to verb to form nouns; suffixes -hood,-ship and -dom added to nouns or to adjectives to form new, abstract nouns shades of meaning: It's too bad to eat/I am only too pleased to help you ● Grammar: structure:“ never too..to” appositional structure Text a marriage across the nations . Pre-reading activities:
2-3 1 Teaching Plan for Unit 3, Book Two I. Teaching arrangement The recommended timing for this unit is 300 minutes Text A ------150 minutes Text B------100 minutes Text C------50 minutes If pressed for time, the teacher can leave “text C” for self-study. II. Teaching orientation Encourage learner-centered orientation Enhance learning process monitoring Develop communicative competence Emphasize the integration of five skills III. Lesson objectives for this unit ⚫ Listening: listen for gist, detail and inference ⚫ Reading: read between the lines; read beyond the line, read for gist, read for specific information, critical reading, text structure analysis, recognize differences between facts and opinions ⚫ Writing: write argumentative paragraph. Learn the use of discourse markers ⚫ Speaking: how to present your opinions how to agree or disagree with each other how to present both sides of an argument. ⚫ Translation: translate the difficult sentences into Chinese and vise versa. ⚫ Culture awareness related to love and marriage ⚫ Word power: mutual, tolerance, hesitates, prejudice, overlook, compromise, have nothing to do with, ups and downs, all alone, and other words in bold letters suffixes –al, -ing and –age added to verb to form nouns; suffixes –hood, -ship and –dom added to nouns or to adjectives to form new, abstract nouns shades of meaning: It’s too bad to eat / I am only too pleased to help you ⚫ Grammar: structure: “never too…to”: appositional structure Text A Marriage Across the Nations I. Pre-reading activities:
1. Group discussion(15 minutes Direction: In groups of four or six, discuss and answer the open-ended questions from your wn experience or view points 1)What helps people from different cultural backgrounds get to know each other better, and what some times help pave the way for happy marriages? (Love, trust and understanding. 3)What would make a foreigner marry a Chinese? 4)What do you think are the differences in concepts of marriage and family between Chinese and westerners? 5)How do couples in cross-culture marriages learn from each other, and how do they overcome the potential culture shock? 1. Listening comprehension(15 minutes) Listen to a short passage and prepare to answer some questions. Gail and Mark lived together for two years to get to know each other before they decided to marmy. They wanted to marry for the right reasons. Hearing news of wedding plans, Gail's mother, who was supportive of her daughters marrying a black man, told her to be very certain Mark was the right life-long partner. Gail's father thought Mark might be using this marriage to obtain United States citizenship. Gail's father used statistics about mixed marriages, his counseling experience and childrens problems to warn his daughter she was rushing into marriage without thinking enough about it. His strong-willed daughter hought doubt meant no action; she would rather act now and worry later. Her father reminded her it is never too late to change her mind. ( Words: 126) 1)For what two reasons did Gail and Mark live together? 2)How did Gail' s father and mother react to the news about the wedding plans? 3)In what ways are Gail's and her fathers views different l. while reading activities(60 minutes) 1. First reading for gist (time limits: 5 min)and then do"story summary "on page 70 2. Second reading for information, and then do the comprehension questions on Page 67(scan the text for relevant answers. 3. Third reading for"text structure analysis on page 71-72 4. Fourth reading for detailed study of the text(see"Teachers book "P 73-84) D)Paraphrase some difficult sentences We had experienced the usual ups and downs of a couple learning to know
2-3 2 1. Group discussion (15 minutes): Direction: In groups of four or six, discuss and answer the open-ended questions from your own experience or view points 1) What helps people from different cultural backgrounds get to know each other better, and what some times help pave the way for happy marriages? (Love, trust and understanding, etc.) 2) What would make a Chinese marry a foreigner ? 3) What would make a foreigner marry a Chinese? 4) What do you think are the differences in concepts of marriage and family between Chinese and westerners? 5) How do couples in cross-culture marriages learn from each other, and how do they overcome the potential culture shock? 1. Listening comprehension (15 minutes): Listen to a short passage and prepare to answer some questions. Gail and Mark lived together for two years to get to know each other before they decided to marry. They wanted to marry for the right reasons. Hearing news of wedding plans, Gail’s mother, who was supportive of her daughter’s marrying a black man, told her to be very certain Mark was the right life-long partner. Gail’s father thought Mark might be using this marriage to obtain United States citizenship. Gail’s father used statistics about mixed marriages, his counseling experience and children’s problems to warn his daughter she was rushing into marriage without thinking enough about it. His strong-willed daughter thought doubt meant no action; she would rather act now and worry later. Her father reminded her it is never too late to change her mind. (Words: 126) Questions: 1) For what two reasons did Gail and Mark live together? 2) How did Gail’s father and mother react to the news about the wedding plans? 3) In what ways are Gail’s and her father’s views different II. While reading activities (60 minutes) 1. First reading for gist (time limits: 5 min) and then do “story summary” on page 70 2. Second reading for information, and then do the comprehension questions on Page 67 (scan the text for relevant answers.) 3. Third reading for “text structure analysis on page 71-72 4. Fourth reading for detailed study of the text (see “Teacher’s book” P 73-84) 1) Paraphrase some difficult sentences We had experienced the usual ups and downs of a couple learning to know
understand and respect each other.(Para. 1)/Meaning: Like any other couples who were learning to know, understand and respect each other, we hadhad both happy and Gail and I had no illusions about what the future help for us as a married, mixed couple in America. (Para 3)/Meaning: Gail and I were not idealistic about what the future would offer us in America as a married couple, one being black and the other 2)Translate some complicated sentences into Chinese(P. 70) 3)Detect the meaning of unfamiliar words by from context Detect the meaning of"mixed couple"(use context clue Detect the meaning of"Then why the rush? Buy time, buy time"(use antonym clue Detect the meaning of "marital difficulties"(use word-part clue) 4)Word power and grammar in action ways of saying"tolerant put up with /live with(the summer heat) endure(endure hardship) bear /stand (It was more than I could bear. = I cant bear it any more Use examples to illustrate the meaning of"compromise He asked 1, 500 for his old car, but I thought it was only worth 1,000. We finally reach a compromise and I paid $1, 250 Structure: too.to / in the expectation that./ with every indication that / the fact that. Do grammar and vocabulary exercises on page 67-68 5. Read between the line: Read Para 5-7 and answer the question 1)Was the marriage between Gail's father and mother a happy one? Why or why not? The following two sentences suggest that their marriage is not a happy one? Gail's parents, after 35 years of marriage, were going through a bitter and painfu ( Para. 5) (Mother: )"My biggest worry is that you may be marrying Mark for the same wrong reasons that I married your father . I realized only later that I didnt know my beloved your father, very well when we married. (Para. 7) 2)What conclusion can we draw from what the mother said to her daughter? She didnt want her daughter to repeat her mistakes made on mixed marriage 3)What did the father imply by saying " It's never too late to change your mind. " He was not supportive of his daughters marriage and expected her to change her mind 6. Read beyond the line
2-3 3 understand and respect each other. (Para. 1) / Meaning: Like any other couples who were learning to know , understand and respect each other, we had had both happy and unhappy periods. Gail and I had no illusions about what the future help for us as a married, mixed couple in America. (Para. 3) / Meaning: Gail and I were not idealistic about what the future would offer us in America as a married couple, one being black and the other being white. 2) Translate some complicated sentences into Chinese ( P. 70) 3) Detect the meaning of unfamiliar words by from context. Detect the meaning of “mixed couple” (use context clue) Detect the meaning of “Then why the rush? Buy time, buy time” (use antonym clue) Detect the meaning of “marital difficulties” (use word-part clue) 4) Word power and grammar in action: ways of saying “tolerant”: put up with / live with (the summer heat), endure (endure hardship), bear / stand (It was more than I could bear. = I can’t bear it any more) Use examples to illustrate the meaning of “compromise” He asked $ 1,500 for his old car, but I thought it was only worth $ 1,000. We finally reach a compromise and I paid $1,250. Structure: too…to / in the expectation that…/ with every indication that / the fact that../ Do grammar and vocabulary exercises on page 67-68 5. Read between the line: Read Para 5-7 and answer the question: 1) Was the marriage between Gail’s father and mother a happy one? Why or why not? The following two sentences suggest that their marriage is not a happy one? Gail’s parents, after 35 years of marriage, were going through a bitter and painful divorce… (Para. 5) (Mother: ) “My biggest worry is that you may be marrying Mark for the same wrong reasons that I married your father… I realized only later that I didn’t know my beloved, your father, very well when we married. (Para. 7 ) 2) What conclusion can we draw from what the mother said to her daughter? She didn’t want her daughter to repeat her mistakes made on mixed marriage. 3) What did the father imply by saying “It’s never too late to change your mind.”? He was not supportive of his daughter’s marriage and expected her to change her mind any time. 6. Read beyond the line:
1)Give examples of couples wh for the wro Eg: marry someone merely because of his wealth, position, power, and appearance, etc Marry a foreigner with the expectation of going abroad or learning English. Mari someone for the sake of mercy / Marry someone to please your parents, etc 2)What is your understanding of father-know-best attitude"? Father is the boss. He knows everything and family members should listen to him. /It is up to the father to decide. Father has the last saying at home, etc IlL. Post reading activity 1 Role-play(30 minutes) In groups of three play the role of father, mother and daughter(son) respectively, and then choose three groups to stage their role-plays to the audience 2)Situation: As parents, you find, to your surprise, that your daughter(or son) is going marry an American who is twice her (or his) age and with two failed marriages behind him. Three of you couldnt see eye to eye with one another over this matter. 3)Suggested arg Father You have reservation about the mixed marriage because The man is too old for your daughter The two failed marriages suggest that he is not reliable The language and culture barrier may compromise the communication between them, and the potential culture shock may lead to marriage breakdown beyond The risk of Aids infection is greater, etc You are in favor of the marriage for the simple reasons he man is healthy, though old and strange-looking The grandchild of mixed couple, be it a boy or a girl, is likely to be beautiful and clever The two failed marriages help the man to learn from trial and error, thus makes him more mature and experienced The marriage across the nation is a good opportunity for the daughter to learn to speak good English and to gain insights into another culture The daughter may be able to live and work abroad with good prospective, etc Daughter You tell your parents that you love the man as a person and even forget that he is a
2-3 4 1) Give examples of couples who marry for the wrong reason? Eg: marry someone merely because of his wealth, position, power, and appearance, etc. / Marry a foreigner with the expectation of going abroad or learning English./ Marry someone for the sake of mercy. / Marry someone to please your parents, etc. 2) What is your understanding of “father-know-best attitude”? Father is the boss. / He knows everything and family members should listen to him. / It is up to the father to decide. / Father has the last saying at home, etc. III. Post reading activity 1. Role-play (30 minutes) 1) In groups of three play the role of father, mother and daughter (son) respectively, and then choose three groups to stage their role-plays to the audience. 2) Situation: As parents, you find, to your surprise, that your daughter (or son) is going to marry an American who is twice her (or his) age and with two failed marriages behind him. Three of you couldn’t see eye to eye with one another over this matter. 3) Suggested arguments: Father You have reservation about the mixed marriage because: The man is too old for your daughter. He is strange-looking. The two failed marriages suggest that he is not reliable. The language and culture barrier may compromise the communication between them, and the potential culture shock may lead to marriage breakdown beyond repair. The risk of Aids infection is greater, etc. Mother You are in favor of the marriage for the simple reasons: The man is healthy, though old and strange-looking. The grandchild of mixed couple, be it a boy or a girl, is likely to be beautiful and clever. The two failed marriages help the man to learn from trial and error, thus makes him more mature and experienced. The marriage across the nation is a good opportunity for the daughter to learn to speak good English and to gain insights into another culture. The daughter may be able to live and work abroad with good prospective, etc. Daughter You tell your parents that you love the man as a person and even forget that he is a
foreigner. You are attracted to him not by his citizenship but by his personality and characters. You are to marry him for the right reason. So you try to persuade your parents to accept him and to approve your marriage 4 )Oral function for reference How to agree with somebody I couldnt agree more/Thats absolutely true!/Thats a good point. /Thats worth thinking about. /Well, you have got a point there, etc How to disagree with somebody Well, it depends. /I don't think so, really. /I am afraid I dont agree/You must IV. Argumentative writing(30 minutes) 1. Textual structure 1)Present a commonly accepted or conventional idea 2) Examine the idea critically and correct it where necessary 3) Present your own idea and support it with facts or evidence 2. Outline: 1) Some people's idea: on line learning, easy 2)Online learning not as easy as these people think 3) My idea: only a convenient way of education, not an easy way to learn 4)Facts/examples/evidence/ reasons/to support"my idea 3. Sample paragraph Some people think that online learning would make learning easier for everyone as we can learn at any time and at any place. But when I started online learning I found it not as easy or simple as they think. I would say that online learning is just a convenient ay to receive education----not an easier way to learn. In fact, many students say it requires much more time and effort Moreover, requirements for online courses are not less than those of any quality program ahead smoothly"------Robert G. bander 4. Transitions for coherence and cohesion 1)Signal words or discourse marker as transitions as / and /but/in fact/moreover/I would say
2-3 5 foreigner. You are attracted to him not by his citizenship but by his personality and characters. You are to marry him for the right reason. So you try to persuade your parents to accept him and to approve your marriage. 4) Oral function for reference: ---- How to agree with somebody I couldn’t agree more / That’s absolutely true! / That’s a good point. / That’s worth thinking about. / Well, you have got a point there, etc. ----- How to disagree with somebody Well, it depends. / I don’t think so, really. / I am afraid I don’t agree / You must be joking, etc. IV. Argumentative writing (30 minutes): 1. Textual structure: 1) Present a commonly accepted or conventional idea 2) Examine the idea critically and correct it where necessary 3) Present your own idea and support it with facts or evidence 2. Outline: 1) Some people’s idea: on line learning, easy 2) Online learning not as easy as these people think 3) My idea: only a convenient way of education, not an easy way to learn 4) Facts / examples / evidence/ reasons/ to support “my idea” 3. Sample paragraph: Some people think that online learning would make learning easier for everyone as we can learn at any time and at any place. But when I started online learning I found it not as easy or simple as they think. I would say that online learning is just a convenient way to receive education----not an easier way to learn. In fact, many students say it requires much more time and effort. Moreover, requirements for online courses are not less than those of any quality program. Note: “When a runner in a relay race passes his wand to another team member, his team keeps moving ahead. When a writer uses transitions, he keeps his ideas moving ahead smoothly”------Robert G. Bander 4. Transitions for coherence and cohesion. 1) Signal words or discourse marker as transitions: as / and / but / in fact / moreover / I would say