Teaching Plan for Unit 1. Book Two Teaching obiectives The unit is intended to prepare students for cultural differences and culture shock. After learning the three passages, students are suppposed to realize the importance of understand ing cultural differences o know how to adjust to a new culture e write a paragraph of a general statement supported by specific details and master the following key words and phrases adjust, replace, budget, cope worthy, distress, convention, obtain, account for, result in, go through, due e memorize the suffixes of-ment, -ation, -tion, -sion, -ion, -ful, -less, -able and the prefix of tele- Teaching Procedures: Section A Time-Conscious Americans (4 periods) 1. Pre-teaching Activity( 8 min) Brainstorming---Ask Ss one stimulating/ lead- in question: What words, expressions or sayings can you think of when we talk about culture?(The word of time-consciousness is a lead-in point.) Ss activity: Ss volunteer to write down the words and expressions on the Bb(blackboard) tradition/custom/convention festival/special days leisure sp culture language Do as the romans do diet/food lifestyle(Eg. time-consciousness 2. While-teaching activities
2-1 1 Teaching Plan for Unit 1, Book Two Teaching Objectives: The unit is intended to prepare students for cultural differences and culture shock. After learning the three passages, students are suppposed to: ⚫ realize the importance of understanding cultural differences; ⚫ know how to adjust to a new culture; ⚫ write a paragraph of a general statement supported by specific details and reasons; ⚫ master the following key words and phrases: adjust, replace, budget, cope, worthy, distress, convention, obtain, account for, result in, go through, due to; ⚫ memorize the suffixes of –ment, -ation, -tion, -sion, –ion, -ful, -less, -able and the prefix of teleTeaching Procedures: Section A Time-Conscious Americans (4 periods) 1. Pre-teaching Activity (8 min) Brainstorming---Ask Ss one stimulating/ lead-in question: What words, expressions or sayings can you think of when we talk about culture? (The word of time-consciousness is a lead-in point.) Ss activity: Ss volunteer to write down the words and expressions on the Bb(blackboard). tradition/custom/convention norm/practice/institution festival/special days literature leisure & sport art, music religion language dress/clothes culture shock Do as the Romans do. diet/food lifestyle (Eg. time-consciousness) 2. While-teaching Activities culture
2-1 2.1 Worksheet---Group discussion(30 minutes) Ss are required to discuss and answer the questions in the worksheet(Handout 1) in group. Then the teacher goes through it together with the class and gives explanation on some difficult points Worksheet(Handout 1): Text Analysis---Group Discussion Understand the text by answering the following questions o Title: Time- Conscious Americans 9 What can you infer from the title? Please write at least one topic sentence and 3 to 5 key words or phrases you predict from the title *Part 1:(Para. 1-2)Main idea 9 What does the sentence" Once the sands have run out of a person s hourglass, they cannot be replaced"mean? What kind of figurative language is used here? *Part 2:(Para. 3-4)Main idea---In foreigners'eyes, Americans are in a rush 9 In what ways do americans show that they are often in a rush In a store drivers in walking streets: 9 In which countries do you think the ritual interaction with some tea or coffee mostly takes place? 9 What is the culture difference between Americans and some other countries you learn from this part? *Part 3:(Para. 5-7) Main idea 9 How do Americans save time? 9 what culture differences between America and some other countries are mentioned in this part? *Part 4:(Para. 8)Main idea---Different attitude to speed between the U. S and some other countries. o What does speed mean to Americans?
2-1 2 2.1 Worksheet---Group discussion (30 minutes) Ss are required to discuss and answer the questions in the worksheet (Handout 1) in group. Then the teacher goes through it together with the class and gives explanation on some difficult points. Worksheet(Handout 1): Text Analysis---Group Discussion Understand the text by answering the following questions. ⚫ Title: Time-Conscious Americans ♀ What can you infer from the title? Please write at least one topic sentence and 3 to 5 key words or phrases you predict from the title._______________________________________ __________________________________________________________________________ ★Part 1: (Para. 1-2) Main idea---_____________________________________________ ♀ What does the sentence “Once the sands have run out of a person’s hourglass, they cannot be replaced” mean? What kind of figurative language is used here? ________________________________________________________________ ________________________________________________________________ ★Part 2: (Para. 3-4) Main idea---In foreigners’ eyes, Americans are in a rush. ♀ In what ways do Americans show that they are often in a rush? In a store: _______________________, in a restaurant: ___________________________, drivers: _________________________, in walking streets: ________________________ ♀ In which countries do you think the ritual interaction with some tea or coffee mostly takes place?_________________________________________________ ♀ What is the culture difference between Americans and some other countries you learn from this part? _____________________________________________________________ ★Part 3: (Para. 5-7) Main idea---_____________________________________________ ♀ How do Americans save time? _________________________________________________________________________ ♀ What culture differences between America and some other countries are mentioned in this part? __________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ★Part 4: (Para. 8) Main idea---Different attitude to speed between the U.S and some other countries. ♀ What does speed mean to Americans? __________________________________________________________________________
2.2 Paraphrase and understand the difficult sentences (10 minutes) On Line 6 We budge it.. we also charge for it 2)On Line 1 1"City people .. complete their shopping 3)On Line 18"Dont take it personally. (What does it refer to?) 4)On Line 32"We produce a steady flow of labor-saving devices..given our traffic-filled streets 2.3 Language points(20 minutes) Explain the words and phrases basing on the sentences in the passage. The asterisked sentences in red are the oral exercises prepared for Ss D)replace a. put sth back in its original place Eg. After receiving the phone, he -d the receive 书干和杂志阅读完后请务必放回原处。( See to it that replace the books and magazines after reading. b. take the place of; pattern: replace sb/sth with sb/sth, replace by g. The window is broken. Please it with a new one The inefficient secretary has been -d by a new one C. Derivatives: replaceable, replacement, replacer ) Compare phrases: Result in(followed by a result): cause, have. as a result E.g. Acting before thinking always result in failing Result from(followed by a reason): be caused by E.g. the traffic accident resulted from the carelessness of the driver *懒惰导致他没能通过这次考试。( His failure in the exam resulted from his laziness. his laziness resulted in his failure in the exam.) 3)Compare phrases: Nothing but: only Eg. He's nothing but a criminal 在失败的时候,他需要的仅仅是我们的鼓励。( When he failed, what he needed is~our encouragement.)
2-1 3 2.2 Paraphrase and understand the difficult sentences (10 minutes) 1) On Line 6 “We budge it …..we also charge for it.” 2) On Line 11 “City people …..complete their shopping.” 3) On Line 18 “Don’t take it personally.” (What does it refer to?) 4) On Line 32 “We produce a steady flow of labor-saving devices…..given our traffic-filled streets.” 2.3 Language points (20 minutes) Explain the words and phrases basing on the sentences in the passage. The asterisked sentences in red are the oral exercises prepared for Ss. 1) replace: a. put sth back in its original place Eg. After receiving the phone, he ~d the receiver. *书刊和杂志阅读完后请务必放回原处。(See to it that replace the books and magazines after reading.) b. take the place of; pattern: replace sb/sth with sb/sth, replace by Eg. The window is broken. Please ~ it with a new one. The inefficient secretary has been ~d by a new one. C. Derivatives: replaceable, replacement, replacer 2) Compare phrases: Result in (followed by a result): cause, have …as a result E.g. Acting before thinking always result in failing. Result from (followed by a reason): be caused by E.g. The traffic accident resulted from the carelessness of the driver. *懒惰导致他没能通过这次考试。(His failure in the exam resulted from his laziness./ His laziness resulted in his failure in the exam.) 3) Compare phrases: Nothing but: only Eg. He’s nothing but a criminal. * 在失败的时候，他需要的仅仅是我们的鼓励。(When he failed, what he needed is ~ our encouragement.)
Anything but: definitely not Eg. The hotel is anything but satisfactor 学好英语绝不是件容易的事。( Learning English well is~easy) All but: almost Eg The film was~ over when we arrived.*提前完成项目几乎是不可能的。(It's impossible to complete the project ahead of schedule. 4)Compare phrases: Given: prep. taking into account/consideration, followed by noun or noun phrase E.g. Given her interest in children, teaching should be the right career for her Given that: same meaning with"given", but followed by a clause. E.g. Given that they are good friends, they will cooperate wel *考虑到他缺乏经验这工作他已经做得不错了。( Given his lack of experience/ Given that he is inexperienced, he has done a good job. 5) much less: and even less likely更不可能(also: still less) Eg(From English into Chinese. The sick man can hardly get out of bed, much less/still less do exercises.(那个病人几乎不能下床走动,更别说做运动了。) ( From chinese into english).她连水都不肯喝口,更别说留下来吃饭了。( She won't take a drink, much less/still less stay for dinner. s Pay attention to the usually omitted inversion part in this pattern which easily results in ome grammar errors. "Do question 3, 4 and 5 in Ex. VIl 6) Phrases with"hand. Ask Ss to look up the following phrases in the dictionary. Do some exercises in the next period. (See 3.3) at hand: close to happen hand: under control; available, receiving attention and being dealt with on hand available 7)Review and compare the following words and phrases:
2-1 4 Anything but: definitely not Eg. The hotel is anything but satisfactory. *学好英语绝不是件容易的事。(Learning English well is ~ easy.) All but: almost Eg. The film was ~ over when we arrived. *提前完成项目几乎是不可能的。（It’s ~ impossible to complete the project ahead of schedule.） 4) Compare phrases: Given: prep. taking into account/consideration, followed by noun or noun phrase E.g. Given her interest in children, teaching should be the right career for her. Given that: same meaning with “given”, but followed by a clause. E.g. Given that they are good friends, they will cooperate well. *考虑到他缺乏经验，这工作他已经做得不错了。(Given his lack of experience/Given that he is inexperienced, he has done a good job.) 5) much less: and even less likely 更不可能 （also: still less ） Eg. (From English into Chinese.) The sick man can hardly get out of bed, much less/still less do exercises. (那个病人几乎不能下床走动，更别说做运动了。) (From Chinese into English). 她连水都不肯喝一口，更别说留下来吃饭了。 （She won’t take a drink, much less/still less stay for dinner.） * Pay attention to the usually omitted inversion part in this pattern, which easily results in some grammar errors. *Do question 3, 4 and 5 in Ex. VII. 6) Phrases with “hand”. Ask Ss to look up the following phrases in the dictionary. Do some exercises in the next period. (See 3.3) at hand: close to happen by hand: not by machine in hand: under control; available; receiving attention and being dealt with on hand: available 7) Review and compare the following words and phrases:
be worthy of sth/ to do sth. Eg. Her achievements are of the highest praise. She said she was not worthy to accept the honor they had offered her be worth of sth/doing sth. Eg. The jewel is worth 300 dollars. The book is worth reading worthwile: important, interesting or rewarding enough to justify the time, money or effort that is spent Eg It's- explaining the question to you. Teaching is a- job 8)Review the structure of the more . the more - the tadj/adv in comparative degree. the +adj/adv in comparative degree Eg. The more highly insightful the person is, the sharper and more dramatic the signal become(from Sec. A, Unit 8 of Book I) The more I read the story, the eager I was to know the ending 9) Word-building: Pay attention to the following affixes: -ment, -ation, -tion,-sion, -ion,-ful, -less, -able and tele- Ss are required to give at least 2 words for each one Group check in next class) 2.4 Translation work in Ex IX&x(25 minutes) 1) Ss voluteer to write down their own translation in Ex. IX on Bb. Then the class correct or improve the translated sentences together. Meanwhile, the teacher gives explanation Teacher has to draw Ss attention on using the words and expressions they learn in the essay 2) Ex. X: Ss orally translate the sentences into Chinese. Emphasis is put on the translation skills used when the teacher explains 2.5 Assignment (5 minutes) 1) Review Passage A Dictation will be give in the next period Give Ss Handout 2(see 3.2)and require them to finish it out of class 3) Find some cultural differences between China and the U.S.through newspaper, Internet, magazine. Prepare for the topic discussion "cultural differences between China and the U.S. in the next classes 4)Read"Structured writing" on Page 14. Choose one topic from the exercise and write a paragraph of a general statement supported by specific details and reasons. Bring the writing exercise-book to the next class The end of the first 2 periods 3 Post-teaching activities 3. 1 Ditation(20 minutes)
2-1 5 be worthy of sth/ to do sth.: Eg. Her achievements are ~ of the highest praise. She said she was not worthy to accept the honor they had offered her. be worth of sth/ doing sth.: Eg. The jewel is worth 300 dollars. The book is worth reading. worthwile: important, interesting or rewarding enough to justify the time, money or effort that is spent Eg. It’s ~ explaining the question to you. Teaching is a ~ job. 8) Review the structure of the more…the more → the +adj/adv in comparative degree…the +adj/adv in comparative degree Eg. The more highly insightful the person is, the sharper and more dramatic the signals become. (from Sec. A, Unit 8 of Book I) The more I read the story, the eager I was to know the ending. 9) Word-building: Pay attention to the following affixes: –ment, -ation, -tion, -sion, –ion, -ful, -less, -able and tele-. Ss are required to give at least 2 words for each one. (Group check in next class) 2.4 Translation work in Ex. IX & X (25 minutes) 1) Ss voluteer to write down their own translation in Ex. IX on Bb. Then the class correct or improve the translated sentences together. Meanwhile, the teacher gives explanation. Teacher has to draw Ss’ attention on using the words and expressions they learn in the essay. 2) Ex. X: Ss orally translate the sentences into Chinese. Emphasis is put on the translation skills used when the teacher explains. 2.5 Assignment (5 minutes) 1) Review Passage A. Dictation will be give in the next period; 2) Give Ss Handout 2 (see 3.2) and require them to finish it out of class; 3) Find some cultural differences between China and the U.S.through newspaper, Internet, magazine. Prepare for the topic discussion “cultural differences between China and the U.S.” in the next classes; 4) Read “Structured writing” on Page 14. Choose one topic from the exercise and write a paragraph of a general statement supported by specific details and reasons. Bring the writing exercise-book to the next class. The end of the first 2 periods 3 Post-teaching Activities 3.1 Ditation (20 minutes)