全新版大学英语教案第二册
全新版《大学英语》教案（第二册）
Unit 1 Ways of Learning
1. 教学目标及基本要求： Objectives:
Students will be able to:
1) 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);
2) 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); 3) master the key language points and grammatical structures in the text;
4) conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1 period: pre-reading; text organization 2nd period: while-reading 3 period: post-reading activities 4th period: reading practice 5th period: speaking 6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
rdst
Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第一单元Text A后的所有习题。 阅读第一单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程2》第一单元及相关练习。 《大学英语阅读进阶》第一单元及相关练习 Writing Assignment
1st period Objectives:
1. Making Ss informed of the different requirements of College English as compared with
Middle School English and the course plan of this term. 2. T-S interaction to get to know each other. The first half of class:
1) Ts’ opening remarks
2) Ts’ delivering handout of Course Plan to Ss and elaborating it. The second half of class:
Ask Ss to interview two other Ss and fill in the table.
2nd period
Integrated English (4 periods)
Objectives:
1) Grasp the mail idea and structure of the text;
2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast;
3) Master key language points and grammatical structures in the text;
4) Conduct reading, speaking and writing activities related to the theme of the unit. The Focus and difficult points: 1. The main idea and structure of Text A.
2. The understanding of text A including some difficult expressions.
3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?)
Time Allocation and Course Arrangement: Pre-reading Tasks: (30 minutes)
1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5’) 2. Pair work: briefly talk about the features of American education based on the handout. (15’) 3. Ask several pairs to report their discussion. (10’) 4. T’s feedback. (5’)
While-reading Tasks: (60 min)
1.Ask Ss to skim Para 1--5 and do pair work to answer the following questions: (25’) 1) Where and when did the incident take place? 2) Who are the main characters in this incident?
3) What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot?
4) What is the attitude of the hotel staff toward Benjamin’s efforts? 2. T introduces ways of introducing a topic (writing strategy 1). 3. Ask Ss to underline the following expressions in your books:
be attached to // position // not in the least // find one’s way to // phenomenon- phenomena // initial // assist // await // on occasion // neglect // be relevant to //
4. Ask Ss to skim Para 6-10 and discuss the following questions: (25’)
1) What does the author mean by saying this incident was key in more than one sense? 2) How do Americans and Chinese differ in their attitudes to creativity?
3) What suggestion is made about seeking a better way for fostering skills and creativity? 5. T introduces comparison and contrast (writing strategy 2). 6. Ask Ss to underline the following expressions in your books:
exception // ultimate // on one’s own // accomplish // proceed to // in due course // critical // principal // child rearing // make up for // figure out // in retrospect // come to sb’s rescue // extreme // facility // mold // shape // so much so that // continual // apply // work on
7. Ask Ss to summarize the main idea and structure of the text. (10’)
Homework:
1. Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1.
3. Finish reading Text B.
4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 min)
1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first. (15’)
2. The class is divided into two groups based on different ideas and debate on the topic. (30’) 3. Two Ss represent each side to summarize their ideas. ( 15’) 4. Check on Text B and exercises. (30’)
Speaking Course (two periods)
Objectives:
1. Familiarize Ss with vocabulary on sports and discuss concerned topics. 2. Familiarize Ss with vocabulary on weather and discuss concerned topics. Course Arrangement: 1 period:
1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10’) 2. Conduct group discussion based on questions: (20 min)
A. Do you like sports? What are your favorite sports?
B. Why do people need to play sports?
C. What do you know about Olympic Games? 3. Group leaders report to the class. (15’)
2 period:
1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather. (10’)
2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’)
— What’s your favorite season and why?
—Are there any special traditions associated with different season in your country? —What crops are produced in which seasons in your country?
—Do you think weather patterns are changing? If so, why do you think this is? —Do you have snow in your country? (Do you have hail?) Describe it. —Do you think that in recent years we are losing our four distinct seasons? —What kind of climate do you prefer when choosing a place to go on vacation? —In your opinion, which season is the most beautiful?
—Are you concerned with weather? How do you get weather information? ndst
—Do you like the climate of the city where you live? Why or why not? —Is weather forecasting important in modern life? Why or why not? —Which do you like better, hot weather or cold weather?
—Do you think it is possible or impossible to give accurate weather forecast? Why? —Try to tell your classmates what the weather is like at this moment. —Do you think weather will influence people’s mood? How?
—Which place around the world do you think has the best or worst weather condition? Describe it.
3. Group secretary reports to the class. (15’)
Unit 2 Values
2. 教学目标及基本要求： Objectives:
Students will be able to:
5) 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);
6) 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); 7) master the key language points and grammatical structures in the text;
8) conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1 period: pre-reading; text organization 2 period: while-reading 3rd period: post-reading activities 4 period: reading practice 5th period: speaking 6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
thndst
Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第二单元Text A后的所有习题。 阅读第二单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程2》第二单元及相关练习。 《大学英语阅读进阶》第二单元及相关练习 Writing Assignment
Integrated English (4 periods)
Objectives:
1. Learn about useful information on Wal-Mart.
2. Understand the main idea and the structure of the text.
3. Appreciate the use of indirect description in portraying a person. 4. Grasp the key language points and grammatical structures in the text.
5. Conduct a series of reading, speaking and writing activities related to the theme of the unit.
Time Allocation and Course Arrangement:
Pre-reading Tasks: (20 minutes)
1. Brief introduction of the major components of a play: Characters /Settings /Stage directions
/Conflicts/ Climax /Theme (5’)
2. Handout delivering about Generation Gap. (5’) 3. Ss discuss concerned questions on this topic. (10’) While-reading Tasks: (70 minutes)
1. Ask Ss to skim Text A and finish the exercise of Text Organization (Exercise1 on page 40)
so as to grasp the main function of each part. Peer discussion in English is allowed. (15’) 2. Ss skim Part 1 and discuss the questions: (20’)
1) What made the waiter Jamie Beaulieu feel disappointed? (T presents it in POWERPOINT)
2) Try to translate the sentence at Line5-8.
3) Underline the following words and phrases: Serve as, discount, Chain, spot.
3. Ss skim Part 2 and discuss the questions: (20’)
1) Give a couple of examples to show that Sam Walton didn’t want any special treatment? 2) Why does the writer say that the barber shop story of Walton would have made headlines?
3) How do you understand the last sentence of Part 2? 4) Try to paraphrase the sentence at Line 20, 25-26, 36.
5) Underline the following words and phrases: Carry on / Get away with / Wait in line/ By all
accounts / Throw one’s weight around / Have a big time / keep …off
4. Ss skim Part 3 and discuss the questions: (20’)
1) What does Walton care the most?
2) What is the Wal-Mart way of life as laid down by Walton? Explain it in your own words. 3) Try to paraphrase the sentence at Line81-83.
4) Underline the following words and phrases: Hold (firm) to/ celebrity / steer clear of /Make up
/be liable to/ admit to/ Lay down /qualify/ scholarship /Disaster/ relief fund/ cultivate / Rewarding/ generosity
5. An overall review of the text: please discussed with your partner in English about the characteristics of Walton and find out evidence to support your idea. (T presents it in POWERPOINT)
Homework:
5. Deliver handouts about language points and ask Ss to review them after class. 6. Finish exercises of unit 1. 7. Finish reading Text B.
8. Search for more information on Wal-Mart and Walton. After-reading Tasks: (60 min)
1. Pair work to exchange information on Wal-Mart and Walton (15’) 3. Several pairs report their discussion. (10’) 4. Check on Text B and exercises. (25’) 5. Test of Unit 1. (10’)
Speaking Course (two periods)
Objectives:
1. Learn how to talk about food and the expressions in restaurants. 2. Learn to talk about health. Course Arrangement:
1st period:
1. Deliver handout on expressions about food and restaurant and familiarize Ss with vocabulary on the topic. (10’)
2. Role Play (15’): one acts as a diner and the other a waiter or waitress. 3. Further group discussion on food based on the questions: (10’) 1) What are the specialties of food in your hometown?
2) Discuss the pros and cons of Chinese and western food.
4. Ss’ presentation. (10’) 2nd period:
1. Deliver handout on expressions of health and familiarize Ss with vocabulary on health. (10’)
2. Distribute a survey paper for Ss to interview 2 people in the class and make some notes about their answers. (25’)
3. Ss’ presentation to the class (10’).
Unit 3 The Generation Gap
3. 教学目标及基本要求： Objectives:
Students will be able to:
9) 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);
10) 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); 11) master the key language points and grammatical structures in the text;
12) conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1 period: pre-reading; text organization 2 period: while-reading 3rd period: post-reading activities 4 period: reading practice 5th period: speaking 6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
thndst
Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第三单元Text A后的所有习题。 阅读第三单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程2》第三单元及相关练习。 《大学英语阅读进阶》第三单元及相关练习 Writing Assignment
Integrated English (4 periods)
Objectives:
1. Learn about the basic features of a play.
2. Understand the main idea and the structure of the play.
3. Appreciate the key language points and grammatical structures in the text. 4. Grasp the key language points and grammatical structures in the text. Time Allocation and Course Arrangement: Pre-reading Tasks: (20 minutes)
1. Brief introduction of the major components of a play: Characters /Settings /Stage directions
/Conflicts/ Climax /Theme (5’)
2. Handout delivering about Generation Gap. (5’) 3. Ss discuss concerned questions on this topic. (10’) While-reading Tasks: (70 min)
1. T asks Ss to scan the text quickly (pay attention to the stage directions put in bracket), divide the text into three parts and summarize the main idea of each part. Discussion is allowed. (15’) 2.
3. T’s feedback (10’)
4. Ss read aloud the play. (15’) Homework:
1.Deliver handouts about language points and ask Ss to review them after class.
2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ss prepare for role play.
After-reading Tasks: (90 min)
1. Role Play: Ss are divided into several groups and perform the play. (60’) 2. T’s comment. (10’)
3. Check on Ss’ homework. (15’) 4. Test of Unit 2. (5’)
Speaking Course (two periods)
Objectives:
4. Learn how to talk about music. 5. Learn to deal with job interview. Course Arrangement:
1 period:
1. Deliver handout on expressions of music and familiarize Ss with vocabulary on music. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’)
—Can you concentrate on your study when you are listening to music?
—Can you read music? Is it difficult for you? Why? (staff, numbered musical notion) —Do you like singing karaoke? Why? How often do you sing karaoke? —Do you watch music shows on TV? If so, what do you watch? —How does music make you feel?
—If you were a song, what song would you be and why?
—What are some special or traditional musical instruments in your country? (huqin, pipa, sanxian, yangqin, zheng, se, sheng, dizi, xiao, suona, guqin)
—What do you think the world would be like without music?
—What is one of your favorite songs? Why do you like it? When did you first hear it? —What is your favorite kind of music? Why? —What kind of music do you like? Why?
—What kind of music do you listen to cheer you up? Why?
—Which do you prefer, songs in English or songs in your own language? Why? —Why do you think music is important and how does it affect different people?
st
3. Group secretaries report to the class. (15’) 2nd period:
1. Deliver handout on sample interview and ask Ss to read aloud. (5’)
2. Group work: discuss the factors that are vital for successful interview. (10’) 3. Role play: an interview between an interviewer and an interviewee. (15’) 4. Ss’ presentation. (15’)
Sample Interview:
Q： Can you sell yourself in two minutes？ Go for it.
A： With my qualifications and experience, I feel I am hardworking, responsible and diligent in any project I undertake. Your organization could benefit from my analytical and interpersonal skills.) Q：Give me a summary of your current job description.
A：I have been working as a computer programmer for five years. To be specific, I do system analysis, trouble shooting and provide software support. Q：Why did you leave your last job？
A： Well, I am hoping to get an offer of a better position. If opportunity knocks, I will take it. Q：What do you think you are worth to us？
A：I feel I can make some positive contributions to your company in the future. Q：What make you think you would be a success in this position？
A：My graduate school training combined with my internship should qualify me for this particular job. I am sure I will be successful.
Q：What is your strongest trait(s)？ A：Adaptability and sense of humor.
Q： How would your friends or colleagues describe you？
A： (pause a few seconds) They say Mr. Chen is an honest, hardworking and responsible man who deeply cares for his family and friends.
Q：How do you normally handle criticism？
A：Silence is golden. Just don’t say anything; otherwise the situation could become worse. I do, however, accept constructive criticism.
Q：How do you handle your conflict with your colleagues in your work?
A：I will try to present my ideas in a more clear and civilized manner in order to get my points across. Q：How do you handle your failure？
A： None of us was born “perfect”. I am sure I will be given a second chance to correct my mistake.
Unit 4 The Virtual World
4. 教学目标及基本要求： Objectives:
Students will be able to:
13) 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);
14) 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); 15) master the key language points and grammatical structures in the text;
16) conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1 period: pre-reading; text organization 2 period: while-reading 3rd period: post-reading activities 4 period: reading practice 5th period: speaking 6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
thndst
Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第四单元Text A后的所有习题。 阅读第四单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程2》第四单元及相关练习。 《大学英语阅读进阶》第四单元及相关练习 Writing Assignment
Integrated English (4 periods)
Objectives:
1) Understand the main idea and structure of the text.
2) Learn some rules of interpreting new vocabulary and usage related to computers and the Internet in English.
3) Grasp the key language points and grammatical structures in the text.
4) Conduct a series of reading, speaking and writing activities related to the theme of the unit. Time Allocation and Course Arrangement: Pre-reading Tasks: (50 minutes)
1. Warming-up exercise: Deliver handout about the introduction of Internet and ask concerned questions for Ss to discuss first and then answer them. (15’) 2. Do the pre-reading task on pp.100. (10’)
3. Listen to the recording twice and then discuss the following questions with your partner. (15’) 1) Is the hero a student or an employee?
2) What was he doing when the boss came in? 3) How did he act in front of his boss?
4. Ask Ss to find antonyms of “virtual world” and “virtual life” in the text. (10’)
While-reading Tasks: (40 minutes)
1. Ss are asked to skim the text and then do the Text Organization Exercise on page 107. (15’) 2. Detailed Reading: Ss discuss the following questions and report to the class (30’)
1) Question for Paragraph 1
What does the author feel after too long on the Net? 2) Questions for Paragraph 2-3
What did the author do three years ago and what is she doing now? How does the author manage her daily life? 3) Questions for Paragraph 4-10
What are the symptoms shared by people who live a virtual life?
How does the author behave when she is suddenly confronted with real live humans? How does the author behave on line? Why? 4) Questions for Paragraph 11-12
What does the author do in order to return to the real world? Does she feel happy doing so? 5) Question for paragraph 13
When dissatisfied with the real world, what does the author do?
Homework:
1. Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B.
4. Ss prepare for follow-up discussion: The pros and cons of Internet After-reading Tasks: (90 minutes)
1. Group discussion on the pros and cons of Internet. (30’) 2. The presentation of each group. (20’) 3. Check on Ss’ homework. (20’) 4. Test of Unit 3. (10’)
Speaking Course (one period)
Objectives:
Learn how to talk about fashion.
Course Arrangement:
1. Deliver handout on expressions of fashion and familiarize Ss with vocabulary on fashion. (10’)
2. Leaders of each group casually pick out a script from Ts with two questions on it and discuss the questions. (20’)
1. Which is more important to you in deciding what to buy: brand name, quality or price? Why? 2. Why do many young people today go after famous name brands in everything they buy? 3. What do you think of people who judge others by the clothes they wear? 4. Do you believe in “clothes make the man”? why or why not? 5. What kind of clothes do you like to wear?
6.Do you think it is important to wear fashionable clothes? Why or why not? 7. What colors do you think look good on you? Why? 8. What did you wear yesterday?
9. What do you think of body piercing (tattoos)?
10. Do you have pierced ears? Have you seen others with pierced ears? How do you like it? 11. What do you think of people who dye their hair green?
12. What do you think of women who wear high heel shoes? Do you think high heel shoes are bad for a person’s
health?
3. Group secretaries report to the class. (15’)
Unit 5 Overcoming Obstacles
5. 教学目标及基本要求： Objectives:
Students will be able to:
17) 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);
18) 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); 19) master the key language points and grammatical structures in the text;
20) conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1 period: pre-reading; text organization 2 period: while-reading 3rd period: post-reading activities 4 period: reading practice 5th period: speaking 6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
thndst
Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第五单元Text A后的所有习题。 阅读第五单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程2》第五单元及相关练习。 《大学英语阅读进阶》第五单元及相关练习 Writing Assignment
Integrated English (4 periods)
Objectives:
1. Grasp the main idea and the structure of the text;
2. Appreciate the narrative skills (using details to bring out a character; a surprising ending; use of puns);
3. Master the key language points and grammatical structures in the text;
4. Conduct a series of reading, speaking and writing activities related to the theme of the unit.
Time Allocation and Course Arrangement:
Pre-reading Tasks: (45 minutes)
1. Deliver handouts about traits of achievers and ask Ss to skim. (15’)
2. Group work: T asks several questions on this topic for Ss to discuss and then answer them. (15’)
3. Pair work: T presents the following proverbs for Ss to interpret the implications of the proverbs in everyday life. (15’)
Where there’s a will, there’s a way. Rome wasn’t built in a day.
God helps those who help themselves You shall reap what you sow
Constant dripping wears away the stone.
While-reading Tasks: (60 minutes)
1. Ss are asked to scan the text and then do the Text Organization Exercise1 on page 107. (15’) 2. T’s feedback. (5’)
3. Ss scan the first sentence of Para 1-6, and get ready to answer the following questions: (15’)
1) Which first sentence switches to from past tense to past perfect tense?
2) Which first sentence shows that the flashback is over and the narration returns to the National Junior
Olympics?
4. Ss skim each part and summarize the main idea of each part. (15’) 5. Time for answering questions. (10’)
Homework:
1.Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B.
4. Ss search on Internet and prepare for follow-up discussion: traits of achievers. After-reading Tasks: (75 minutes)
1. Group discussion on traits of achievers. (25’) 2. The presentation of each group. (20’) 3. Check on Ss’ homework. (20’) 4. Test of Unit 4. (10’)
Speaking Course (one period)
Objectives:
Learn to comment on celebrities. Course Arrangement:
1. Deliver handouts on expressions of the way to comment on people and the brief introduction of several celebrities including Napoleon, Tom Cruise, Alan Greenspan, Bill Clinton, Chairman Mao, Michael Jordan. (15’)
2. Ss are divided into groups and given two questions for discussion. (20’)
Task 1. Describe your attitude and comment on one of the following characters.
Task 2: Topic for discussion: Generally speaking, what do famous people have in common?
3. Ts’ presentation. (10’)
Suggested words: strong-willed, persevering, intelligent, open-minded, resourceful, talented, gifted, smart, confident, humorous, far-sighted, self-esteem, stubborn, diligent, industrious, ambitious, committed, devoted, eloquent, aggressive, dominant, arrogant, charitable, generous, extravagant, frugal, stingy, kind-hearted, warm-hearted, modest, unpretentious, proud, humble, pretentious, self-important, conceited, worldly, sophisticated, tactful, considerate, selfish, easy-going, disagreeable, skeptical, moral integrity, individual attraction (appearance, dress, words and behavior)