or place: (flight; check-in; board pass ---airport by air mail; parcel and packets---post office account; exchange rate---bank; on credit; in cash; on sales;---department stores. etc) 3)During Ts checking, write down the new and keywords in the conversation and guide students to get the right answer 2. Passages(15 minutes) 1) Listen to three short passages and do the multiple-choices 2) Before listening, write down the new words and phrases on the blackboard and explain the eanings as a help for their better understanding 3)During Ts checking, teach them the skill to grasp the main idea: (usually the topic sentence is the main idea of each paragraph) 15 minutes) Passage related debate: does city life have more advantages than country life? 1) Students divide into two groups, one taking the side of" city life has more advantages than country life", another taking the side of county life has more advantages than city 2) In each groups, students further divide into a smaller groups of three to four brainstorming arguments/ examples/ statistics/ quotes/etc. in support of their viewpoint, as well as those that could be used to refute the other side 3)Debate begins, with T acting as moderator. After the debate, T summaries the main points to each side, teach them the skills in debate to express the ideas and refute others Unit Two The Dinner Party This unit will be finished within 6 periods 4 periods: Intensive Reading I period listening and speaki I Intensive Reading(4 periods) Text A: The Dinner Party Objectives: 1. Grasp the main idea and understand the organization of the text 2. understand features of narrative writing and flashbacks 3. Key language points and structure Teaching focus: 1. the use of comparison and contrast Teaching method: Top down method Pre-reading(45 minutes) Pair work Before going through the text, students are to work in pairs to discuss the following two questions. 1. Is a man or a woman the calmer one in face of a crisi
6 or place: (flight; check-in; board pass;---airport by air mail; parcel and packets---post office account; exchange rate---bank; on credit; in cash; on sales; ---department stores. etc) 3) During T’s checking, write down the new and keywords in the conversation and guide students to get the right answer. 2. Passages (15 minutes) 1) Listen to three short passages and do the multiple- choices 2) Before listening, write down the new words and phrases on the blackboard and explain the meanings as a help for their better understanding. 3) During T’s checking, teach them the skill to grasp the main idea: (usually the topic sentence is the main idea of each paragraph) 3. Speaking; (15 minutes) Passage related debate: does city life have more advantages than country life? 1) Students divide into two groups, one taking the side of “city life has more advantages than country life”, another taking the side of “county life has more advantages than city life”. 2) In each groups, students further divide into a smaller groups of three to four, brainstorming arguments/ examples/ statistics/ quotes/ etc. in support of their viewpoint, as well as those that could be used to refute the other side. 3) Debate begins, with T acting as moderator. After the debate, T summaries the main points to each side, teach them the skills in debate to express the ideas and refute others’. Unit Two The Dinner Party This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. I Intensive Reading(4 periods) Text A: The Dinner Party Objectives：1. Grasp the main idea and understand the organization of the text 2. understand features of narrative writing and flashbacks 3. Key language points and structure Teaching focus：1.the use of comparison and contrast 2.chronological order Teaching method: Top down method Pre-reading (45 minutes) Pair work : Before going through the text, students are to work in pairs to discuss the following two questions, 1. Is a man or a woman the calmer one in face of a crisis?
2. How will you deal with such crisis as followed: earthquake, fire, robbery, etc? While reading(90 minutes) Step l Read the text for general idea Questions for the First Readin 3. Where and when did the story take place? (It took place in India when shortly before the First World War. 2. Who gave the dinner party and what guests were invited to it? A colonial official and his wife gave the dinner party; officers and their wives and a visiting 3. What was the subject of the discussion between the young girl and the major? CThey had a heated discussion about whether men are braver than women 4. What did the american naturalist do when they were having this discussion? What kind of expression did he see come over the hostess's face? He watched the other guests and saw a strange expression come over the hostess's face --- she was staring straight ahead with her muscles contracting slightly. 5. What did the American do in the crisis? (He said he wanted to know how well they could control themselves and asked them to sit stil 6. What did hostess's reaction in the crisis prove (A woman can face a crisis with perfect calmness and self-control. Step 2 Focus on the analysis of text organization and stylistic features of narrative writing Step 3 review the text 1)answer questions posed by students based on the text----Question time(10 minutes) 2) Ask questions concerned understanding difficult word, phrases and difficult sentences to make sure these difficult items can be understood correctly Post-reading(45 minutes) Language point Key words: I)track down, spring up; feel like, more of control than; count; come to Words to Drill: bare/blank/ empty /hollow contract; emerge, image/imagine /imagination/imaginative /imaginary likely /like/alike/unlikedislike,outgrow Difficult Sentences:
7 2. How will you deal with such crisis as followed: earthquake, fire, robbery, etc.? While Reading(90 minutes) Step 1 Read the text for general idea Questions for the First Reading: 3. Where and when did the story take place? (It took place in India when shortly before the First World War. 2. Who gave the dinner party and what guests were invited to it? (A colonial official and his wife gave the dinner party; officers and their wives, and a visiting American naturalist were invited.) 3. What was the subject of the discussion between the young girl and the major? (They had a heated discussion about whether men are braver than women.) 4. What did the American naturalist do when they were having this discussion? What kind of expression did he see come over the hostess’s face? (He watched the other guests and saw a strange expression come over the hostess’s face ---- she was staring straight ahead with her muscles contracting slightly.) 5. What did the American do in the crisis? (He said he wanted to know how well they could control themselves and asked them to sit still until he counted up to three hundred.) 6. What did hostess’s reaction in the crisis prove? (A woman can face a crisis with perfect calmness and self-control.) Step 2 Focus on the analysis of text organization and stylistic features of narrative writing Step 3 Review the text 1) answer questions posed by students based on the text----Question time (10 minutes) 2) Ask questions concerned understanding difficult word, phrases and difficult sentences to make sure these difficult items can be understood correctly. Post-reading (45 minutes) Language Points Key words：1) track down; spring up; feel like; more of control than; count; come to Words to Drill: bare / blank / empty /hollow; contract; emerge; image / imagine /imagination / imaginative /imaginary / imaginable; likely / like / alike / unlike / dislike; outgrow Difficult Sentences：
1. That magazine story, and the person who wrote it, I have never been able to track own 2. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-Sight-of-a-mouse era and a major who says that they havent (Lll-13 3. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts. (L15-16) 4. The American comes to with a start (L24) Word Formation: Acronyms(1) L. ABM----.Antiballistic Missile 2. ATM--.- Automated Teller Machine usiness 4. B2C ----- Business to customer 6. CBD Central Business district 7. CEO--.Chief Executive Officer 8. CFO--.Chief Financial Officer 9. CO0-----Chief Operating Officer 10. CTO Chief Technology Officer China Internet Network Information Center CAP Certified Public accountant After-text exercise Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a paragraph of 120-150 words about "Horrifying experience"in chronological order Il Extensive Reading(45 minutes) l. Reading Tasks阅读教程第二单元第4,6篇文章,重点讲第4篇,检査其他篇。 2. Reading Skills:(1)Recognizing denotation and connotation (2)Recognizing denotation and connotation III Listening and Speaking (45 minutes) Listening Tasks: Unit 3 Unit 4 Listening Strategy: Following a story and predicting and guessing. Preparing an appropriate Functional Areas: Narration. Making enquiries, giving directions
8 1.That magazine story, and the person who wrote it, I have never been able to track down. (L4-5) 2. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a-mouse era and a major who says that they haven’t. (L11-13) 3. And while a man may feel like it, he has that ounce more of control than a woman has. And that last ounce is what really counts. (L15-16) 4. The American comes to with a start. (L24) Word Formation：Acronyms(1) 1. ABM ----- Antiballistic Missile 2. ATM ----- Automated Teller Machine 3. B2B ----- Business to Business 4. B2C ----- Business to Customer 5. CAD ----- Computer Aided Design 6. CBD ----- Central Business District 7. CEO ----- Chief Executive Officer 8. CFO ----- Chief Financial Officer 9. COO ----- Chief Operating Officer 10. CTO ----- Chief Technology Officer 11. CNNIC ----- China Internet Network Information Center 12. CAP ----- Certified Public Accountant After-text exercise Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a paragraph of 120-150 words about “Horrifying experience” in chronological order. II Extensive Reading (45 minutes) 1.Reading Tasks 阅读教程第二单元第 4，6 篇文章，重点讲第 4 篇，检查其他篇。 2. Reading Skills：(1) Recognizing denotation and connotation (2) Recognizing denotation and connotation III Listening and Speaking (45 minutes) Listening Tasks: Unit 3 & Unit 4 Listening Strategy：Following a story and predicting and guessing. Preparing an appropriate response. Functional Areas: Narration. Making enquiries, giving directions
Unit Three Lessons from Jefferson This unit will be finished within 6 periods: L. Intensive reading: objectives: 1. Grasp the main idea and study the structure of the text 2. Master the key language points and grammatical structures in the text 3. The learning of the text can set students to think and also learn something from the story of Jefferson Pre-reading tasks( 45 minutes) 1 Introduction: Background Information (5 minutes) 1. 1 Thomas Jefferson, 3rd president of the United States and the author of the famous Declaration of Independence. Jefferson was well-educated and trained as a lawyer. A man of many interests, he was also an architect, an inventor, a naturalist, a linguist, father of the University of Virginia and patron (see Powerpoint) 2. Warming up activities and introductory remarks(15 minutes) 1)Who are those US Presidents that you have ever heard of? US Presidents after the world War ll Harry S. Truman(33rd)-----term(1945-1953) m(1953-1961) John F Kennedy(35th)-----term(1961-1963) Lyndon B. Johnson(36th)-----term(1963-1969) Richard Nixon(37th)-----term(1969-1974) Gerald Ford (38th)-----term(1974-1977) James Carter(39th)-----term(1977---1984) Ronald reagan(40th)-----term(1981-1989) George Bush(4 1st)-----term(1989-1993) Beer Clinton(42nd)-----term(1993-2001) 2)Do you have any idea of American Independent War and the Declaration of Independence 3) Jefferson once said that only a nation of educated people could remain free. Do Group work: Make comment on Jeffersons idea
9 Unit Three Lessons from Jefferson This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. I. Intensive reading: objectives: 1. Grasp the main idea and study the structure of the text 2. Master the key language points and grammatical structures in the text 3．The learning of the text can set students to think and also learn something from the story of Jefferson Pre-reading tasks (45 minutes) 1. Introduction : Background Information (5 minutes) 1.1 Thomas Jefferson, 3rd president of the United States and the author of the famous Declaration of Independence. Jefferson was well-educated and trained as a lawyer. A man of many interests, he was also an architect, an inventor, a naturalist, a linguist, father of the University of Virginia and patron of learning and art. (see Powerpoint) 2. Warming up activities and introductory remarks (15 minutes) Questions for the whole class 1) Who are those US Presidents that you have ever heard of ? US Presidents after the World War II Harry S. Truman (33rd) ----- term (1945-1953) Dwight D. Eisenhower (34th) ----- term (1953-1961) John F. Kennedy (35th) ----- term (1961-1963) Lyndon B. Johnson (36th) ----- term (1963-1969) Richard Nixon (37th) ----- term (1969-1974) Gerald Ford (38th) ----- term (1974-1977) James Carter (39th) ----- term (1977---1984) Ronald Reagan (40th) ----- term (1981-1989) George Bush (41st) ----- term (1989-1993) Beer Clinton (42nd) ----- term (1993-2001) George W. Bush (43id) ----- term (2001) 2) Do you have any idea of American Independent War and the Declaration of Independence? 3) Jefferson once said that only a nation of educated people could remain free. Do you agree? Group work: Make comment on Jefferson’s idea
While Reading tasks(90 minutes) 4. Skimming(10 minutes) Ask students to skim the text quickly to get the main idea of the text Reading the text carefully to get information and find the answer to the following questions.(15 minutes) Questions for the second reading: Who was George Washington? 1. Who was abraham Lincoln? 2. Why is Jefferson less famous than Washington and Lincoln? 3. How much do you know about the Declaration of Independence? 4. What does the sentence "Many of his ideas are especially interesting to modern youth Line 14-20 1. What is the definition of a free man in this context? Wh 3. What is personal investigation? 4. What are the advantages and disadvantages of personal investigation? 5. What was the committee asked to find out? 6. How was jefferson different from the other members of the committee? 7. Did he do it single-handed? How do you know? 8. Why is this lesson interesting to the contemporary youth? Line 21-28 1. Do we have sayings in China, too, which are similar in meaning to" You can learn from everyone"? What are they? 2. What is“ social class”? 3. What's the meaning of "By birth and by education Jefferson belonged to the highest 4. Who were "those of humble origins " Why didn 't noble persons speak to those of humble origins except to give an order? 6. Who was Lafayette? 7. Do you know about the“" French Revolution”? 8. Why could going into the people's homes help to understand the French Revolution? 9. What is the meaning of this lesson in modern society? L 1. How do you understand"Neither believe nor reject anything because any other person has rejected or believed it
10 While Reading tasks (90 minutes) 4. Skimming (10 minutes) Ask students to skim the text quickly to get the main idea of the text 2. Reading the text carefully to get information and find the answer to the following questions. (15 minutes) Questions for the second reading: Line 1-13: Who was George Washington? 1. Who was Abraham Lincoln? 2. Why is Jefferson less famous than Washington and Lincoln? 3. How much do you know about the Declaration of Independence? 4. What does the sentence “Many of his ideas are especially interesting to modern youth” mean? Line 14-20: 1. What is the definition of a free man in this context? 2. What are the sources of knowledge? 3. What is personal investigation? 4. What are the advantages and disadvantages of personal investigation? 5. What was the committee asked to find out? 6. How was Jefferson different from the other members of the committee? 7. Did he do it single-handed? How do you know? 8. Why is this lesson interesting to the contemporary youth? Line 21-28: 1. Do we have sayings in China, too, which are similar in meaning to “You can learn from everyone”? What are they? 2. What is “social class”? 3. What’s the meaning of “By birth and by education Jefferson belonged to the highest social class”? 4. Who were “those of humble origins”? 5. Why didn’t noble persons speak to those of humble origins except to give an order? 6. Who was Lafayette? 7. Do you know about the “French Revolution”? 8. Why could going into the people’s homes help to understand the French Revolution? 9. What is the meaning of this lesson in modern society? Line 29-37: 1. How do you understand “Neither believe nor reject anything because any other person has rejected or believed it