College English 2 The Course Curricular Participants: First-year Students Majoring Time: 2/2001-6/2001 Second semester of the Academic Year 2000－2001 Teaching Material: College English (Revised edition，published by Shanghai Foreign Language Education Press) Major Task of This Semester ◆Text Learning（nine units altogether） ◆Learning to write English composition ◆Integral Training: trying to improve the students’ proficiency in reading, listening, and speaking. General Goals or Objectives of This Semester ▼ try to improve the students’ reading speed and the ability to get information from reading materials correctly. ▼ Students acquisition of the skills involved through supplementary materials and texts. ▼ More attention will be given to the understanding of discourse: focus on global understanding. ▼ Enlarge students’ vocabulary (Key words and structure) ▼ Learn the features of English composition and learn to write. Teaching Plan This term’s teaching content covers 10 units. Basically, every two units will be finished within 3 weeks. Except the one-week holidays in Labor’s Day, there are 15 weeks left for teaching, so at least 9 unit should be finished at the end of this term. Roughly the teaching of one unit covers 6 periods. Weeks Teaching Task Key Points  Week 1 to Week 3 Unit 1: Is There Life On Earth? Unit 2: The Dinner Party cohesion and coherence comparison vs. contrast  Week 4 to Week 6 Unit 3: Lessons From Jefferson Unit 4: My First Job Acronyms / word-attack  Week 7 to Week 9 Unit 5: The Professor and the Yo-yo Unit 6: The Making of a Surgeon   Week 10 to Week 12 Unit 7: There Is Only Luck Unit 8: Honesty: Is It Going out of Style   Week 13 to Week 15 Unit 9: What Is Intelligence, Anyway? Unit 10: Profits of Praise   Week 16 General Review    Unit One: Is There Life On Earth? I Intensive reading Objectives: Grasp the main idea (that author indicates his ideas from the point of Venusians that Earth was exploited too excessively and quickly that it is not suitable for life to live on.) 2. Study the structure of the text (the cohesion and coherence of the text) 3. Master the key language points and grammatical structures in the text. Time allotment (This unit will be finished within 6 periods) 1st period  2nd period  3rd period  4th period 5th period  6th period  Pre-reading While-reading While-reading While-reading Post-reading Listening Listening and speaking   Pre-reading tasks (45 minutes) Warming up activities and introductory remarks (15 minutes) group work：ask students to have a free discussion in groups about the following questions (10 minutes) ---Do you think the earth was over-exploited? --- List some specific examples about the problems brought about by the excessive and quick exploit and development of earth? Display some pictures about problems the earth is facing on the PowerPoint to give students a vivid impression about those phenomenon such as: over-population; quick urbanization; pollution; traffic problems; deforest; desertification; etc 2. Text-related warming up activity (10 minutes) Divide students into pairs; then write on the blackboard the fowling expressions: ⑴ the Venus Institute of Technology the Venus Evening Star the Grubstart zilches ⑵ earth’s surface in the area of Manhattan the Consolidated Edison Belt something that looks like a river metal particles stalagmite projections granite formations Each pair is to figure out the meanings of these expressions, using context clues provided in the text. The teacher is to sum up what the students have suggested. It is advisable to make clear the following two pints: ⑴ The author has meant this essay to appear as a piece of science fiction, a story taking place on the planet Venus. ⑵ It is written from the point of view of the “Venusians” who are exploiting the possibility of life on earth. While-reading tasks (90 minutes) Skimming (10 minutes) 1) Ask students to skim the text quickly; first get the main idea of each part. Part I : A press conference was held at the Venus Institute of Technology. Part II : The scientists had come to the conclusion that the planet Earth is unfit for inhabitation. Part III : The flying saucer program will be set back, but the Venusian Scientists decided to proceed with their exploration of the planet Earth. Questions for first reading: 1) Studying the signals and photos, the Venusian scientists get important information. What is it about? (The feasibility of landing a manned flying saucer on Earth. L8-9) 2) According to Prof. Zog, why should the Venusians take their own oxygen with them? (Because the Earth’s atmosphere is filled with carbon dioxide and other deadly gases. ---L17) 3) What does the “dark black cloud” on the photos refer to? (The polluted air hovering over the surface of Earth.) 4) What will set back the flying saucer program some years? (The various hazards that Venusuian scientist discovered in their studies.) 5) To sum up, what are the various dangers a Venus Being might come across if sent onto Earth? (The polluted air and water, the concrete forests and too many vehicles on the streets.) 6). What do you think the author wants to call our attention to? (Environment protection.) 2. Scanning (10 minutes) Ask students to scan the text carefully and answer the comprehension questions on P28 IV. Then work in pairs, one asking the first half questions and the other providing the answers. Then switch to the next half questions. 3. Careful study of the text: difficult sentences (45 minutes) (see Textbook, 2nd period) 4. Language points : 4.1 Learn how to use new words by making sentences(3rd period, 25minutes) Key words to drill manage (to do sth.)/ as to/ as far as …be concerned/ set back/ compose/ origin / original / originally / originality / originate/ proceed/ survive 4.2 do Exercise 1, 2, 4 (20 minutes) Post-reading tasks (45 minutes) 1. Reviewing work based on the text (15 minutes) ★Dictation: New words ★Dictation: a short paragraph ★using new words to make sentences Problems and problems resolving: (13 minutes) checks on students’ home reading (2 minutes) after text exercise (core: Chinese to English translation) Guiding writing skills (15 minutes) Teach students how to use some main devises in their writing to achieve coherence. Transitional words or phrases like however, but, then, thus, firstly, secondly, what’s more, as to, and in terms of; Repetition of key words and phrases as superwoman, in one’s spare time. Parallel structure. Writing assignment: Write a paragraph of 120-150 words about what has led Venusian scientists to conclude that there is no life on Earth. (see the page 17, Intensive Reading) II Extensive Reading (45 minutes) Garage Sale Objectives: Get the main idea: Teach the reading skills: (How to spot a thesis statement; how to determine the point of view of the text. ) Some important languages points and sentences comprehension While-reading Reading comprehension: check comprehension questions on P6 to check their preview. (5 minutes) Reading skills: (15 minutes) Reading skill 1: how to spot a thesis statement: Before you require your students to spot a thesis statement, you have to introduce them to the idea that the thesis statement in a story or an essay will indicate its topic, provide an overview and present an attitude or opinion of the events mentioned. Generally speaking, it is a comment or remark in one or two sentences. In this sense, you must understand how the author comes to his conclusion and what comment he will give. Reading skill 2: how to determine the point of view of the text. In a narrative, the story style is called narrator; the narrator’s position to see and interpret things is referred to as point of view. A first-person narrator is involved in the action and talks directly to the reader using words like I, me, my, us, and our. A third-person narrator is an observer of the events and tells the reader about them using words like he, she, his, her, they, and their. In this sense, you can ask your students to find out what pronouns the author uses in the story to refer to his relationship with his uncle. Since the author tells his own experiences and uses such pronouns as I me, my and our , the story is written in the first- person point of view. Fill in the missing information in the main idea offered to test students’ ability to grasp main ideas. (10 minutes) Garage sales are very common in the United States now. They also have other names such as yard sales or porch sales. Sometimes several families have a joint sale, or a group will have a sale to benefit a charity. They serve many purposes besides cleaning out unwanted items and making money. They also serve as a minor social event, a chance for new neighbors to get acquainted, and a place to pick up needed items inexpensively. When author knew he had caner, he inevitably experienced psychological crisis results from his family’s different reaction to his disease as well as his own despair. But eventually, he gathered his courage and strength and fought with cancer and his despair, then pulled through this crisis with the love and encouragement of his beloved family members. T explains some important and difficult language points in the text and guide students practice. (15 minutes) III Listening and speaking (45 minutes) Cities Objectives: Identify the appropriate paces in which the conversations probably take place. Learn to grasp the main ideas of the passages. Forming a mental picture. Preparing an appropriate response Review how to express the agreements and disagreements Review the contrast and comparisons. while-listening (45 minutes) 1. Listening of conversations (15 minutes) 1). Listen to ten short conversations 2) Before the first listening. T reminds students the keys words related to a specific situation 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) 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? 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”. 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. 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, Is a man or a woman the calmer one in face of a crisis? 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: 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 answer questions posed by students based on the text----Question time (10 minutes) 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 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: 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) 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? Who was Abraham Lincoln? Why is Jefferson less famous than Washington and Lincoln? How much do you know about the Declaration of Independence? What does the sentence “Many of his ideas are especially interesting to modern youth” mean? Line 14-20: What is the definition of a free man in this context? What are the sources of knowledge? What is personal investigation? What are the advantages and disadvantages of personal investigation? What was the committee asked to find out? How was Jefferson different from the other members of the committee? Did he do it single-handed? How do you know? Why is this lesson interesting to the contemporary youth? Line 21-28: Do we have sayings in China, too, which are similar in meaning to “You can learn from everyone”? What are they? What is “social class”? What’s the meaning of “By birth and by education Jefferson belonged to the highest social class”? Who were “those of humble origins”? Why didn’t noble persons speak to those of humble origins except to give an order? Who was Lafayette? Do you know about the “French Revolution”? Why could going into the people’s homes help to understand the French Revolution? What is the meaning of this lesson in modern society? Line 29-37: How do you understand “Neither believe nor reject anything because any other person has rejected or believed it.” Why shouldn’t we accept other people’s opinions without careful thought? On what occasions would you believe what others believed? On what occasions would you reject what others rejected? Why should a person make his own judgments? What does Jefferson mean by “people may safely be trusted to hear everything true and false, and to form a correct judgment? What is a government without newspapers? What is newspapers without a government ? What’s the modern meaning of this lesson? Line 38-44: What is a free country in this context? What are conflicting ideas? What is unquestioning agreement? Why did Jefferson never answer his critics? What is “philosophy” here? What do you understand his philosophy? What is the meaning of this lesson in modern society? Line 45-51: What are customs which have lost their usefulness? Can you give one example? Why cannot a society make a perpetual constitution, or a perpetual law? How do you understand the sentence “How much pain has been caused by evils which have never happened!”? What’s the modern meaning of this lesson? Line 52-65: Why is it said that “Jefferson’s courage and idealism were based on knowledge”? What is crop rotation? What is soil conservation? What are “the tasks of ordinary life”? What devices invented by Jefferson can make tasks easier to perform? Why have so many people thrilled to his words? What is the significance of “all men are created equal...” Line 66-69: What is special about the date July 4? Who are his countrymen? Why does American education owe a great debt to Jefferson? What is a nation of educated people? How could only a nation of educated people remain free? 3. Based on the understanding of the text, help students to analyze the structure of the text in order to have a bird-view of the text.. Language Points (45 minutes) Key words: act on/ constant / continual / continuous / consistent; custom; false; .latter / late / later / lately; obtain; owe /owing; personal / personnel; prefer; resent; source / origin Difficult Sentences： 1. 1.When still a young man, … to be used by large boats. (L10-12) 2.There are two sides to every question. … resent your actions (L36-39) 3.Jefferson felt that … which have lost their usefulness. (L40-41) 4.His complete works, …, will fill more than fifty volumes.(L55-56) 5.American education … could remain free. (LS) Structure：1. when still a young man = when he was still a young man 在时间/地点/条件/方式/让步等状语从句中，如果从句谓语动词为be，而且从句主语和全句主语一致，或者主语是it，则从句主语或it和谓语动词be可省略 (Ex. 13) .缩略语 II 1. DIY: Do It Yourself 2. EMS: Express Mail Service 3. FIFA: Federation International des Football Association 4. FM: Frequency Modulation 5. GDP: Gross Domestic Product 6. GNP: Gross National Product 7. GPS: Global Positioning System 8. GSM: Global System for Mobile Communications 9. Hi-Fi: High Fidelity 10. IC: Integrated Circuit 11. IDC: Internet Data Center 12. IOC: International Olympic Committee 3. After-text exercise 4. Dictation 5. Learn to use new words correctly by making sentences. II Extensive reading (45 minutes) Reading Tasks: 阅读教程第三单元第7；8 篇文章，重点讲第9篇，检查其他篇。 Reading Strategy: Using context clues for word meanings Using word part clues for word meanings Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a composition on the topic My Ideal Job. Base the composition on the outline (given in Chinese) below: 1. 人们对职业有不同的理想 2. 我理想的职业是…… 我怎样为我理想的职业作准备 III Listening and Speaking (45 minutes) Listening Tasks: Unit 5 & 6 Listening Strategy：1. Forming a mental picture. 2. Listening for specific information Functional Areas: Describing scenes. Making arrangements. Unit Four My First Job 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) objectives: 1. Grasp the main idea and understand the organization of the text. 2. language points and grammatical structures Teaching Focus：1. understanding the function of description. 2. the structure of dialogue 3. Learn to use the key words and grammatical structures in the text. Teaching method: Top down method Pre-reading tasks (45 minutes) Warming up activities and introductory remarks (15 minutes) Hunting a Job Read the “Want Ads” in the newspapers for suitable jobs 【Baby-sitter / Girl aged 16-20 / Hours: 6pm to 9pm Mon. / $2.50 per hour / Call Bob Paul:812-6171；Private Chinese tutor for children aged 7-9 / 10 hours a week / $4.00 per hour plus lunch / Contact Mary】 ★Role Play: 1) Act out job interviews based on the advertisements provided above. 2) Phone or write, depending on the instructions given in the ad, the contact person; 3) The contact person will advise the applicant about the job if it hasn’t been taken and arrange an interview; At the interview the applicant will be asked many questions both personal and professional so that the employer can decide whether or not the applicant is suitable for the job. The applicant may also ask questions to make sure about the suitability of the job. While Reading (90 minutes) Step 1 Read the text for general idea Questions for the First Reading: Introductory questions: What job was advertised in the local newspaper? How far was the school from where the narrator lived? Why did he want to find a job? Did he feel nervous when he got there? What did the headmaster look like? Was it a large co-ed school? Were they at the same level? How was the narrator supposed to deal with the class? What subject was he expected to teach? Who was the real boss in the school? Detailed questions: Line 1-5: What information do you get from this paragraph? “My chances of getting the job were slim.” Can you say this in other words? Do you think it a wise decision to get a job before entering university? Line 6-10: Why does this paragraph begin with “however”? What does it mean to be asked for an interview? What do you think may be the factors that make people feel depressed besides a long and awkward journey? Line 11-13: What’s the picture in your mind when you read the description of the school? What do you think are the favourable surroundings that a school should be in? Line 14-28: How does the description of the headmaster’s appearance and behaviour, the inside of the school impress you? What do the “bloodshot eyes” remind you of? Why did he respond by mumbling? Why did the headmaster grunt? Do you think games are a vital part of children’s education? Why or why not? Line 29-38: What do you think of the teaching set-up? Is it normal? Do you know why the sentence “Worse perhaps was the idea of...” is written inverted? How do the children enjoy leisure? Line 39-43: Was the salary negotiable? What does the last paragraph imply? Do you think that working under a woman is an indignity? Why did the headmaster want to hire such an inexperienced teacher? Step 2 Focus on the analysis of text organization and stylistic features of narrative writing Step 3 Review the text answer questions posed by students based on the text----Question time (10 minutes) 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 1. Key words and phrases apply / advertise/ protest be short of/ interview /prove / consist/ smell of/ air judging by / from ; attach importance to/ range from ... to .../ be short of/ in turn consist/constitute Discriminate the synonyms consist/ constitute/ comprise/ make up lack of/ short of range from…/ vary from… Difficult Sentences： 1.While I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in the suburb of London about 10 miles from where I lived. (L1-3) 2. As a result I arrived on a hot June morning too depressed to feel nervous. (L10-11) 3. His study, judging by the crumbs on the carpet, was also his dining-room. (L22-23) 4.The headmaster and I obviously had very little in common. (L29) She got a job / post as a cashier at a local bank but was soon fired because she proved her (to be) incompetent. 2. Obviously it’s his young assistant who’s running the book store. 3. No sooner had the proposal been announced than she got to her feet to protest. 4. Bill has applied to Harvard University for a teaching assistantship, but his chances of getting it are slim. 5. Being short of funds, they’re trying to attract foreign capital. 6. This room smells of stale air. It must have been vacant for a long time. 7. As far as hobbies are concerned, Janet and her sister have little in common. 8. It is self-evident that the education of the young is vital to the future of a society. After-text exercise Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: Write a short paragraph of description on one’s ( your family member’s, your friend’s, your classmate’s, etc.) appearances. II Extensive Reading (45 minutes) 1.Reading Tasks阅读教程第四单元第12篇文章, 检查其他篇。 2. Reading Skills ：Making inferences while reading Writing Skill: Combining sentences with coordinating conjunctions and conjunctive adverbs Writing assignment: 1. Page 76, Part II; Textbook Write a short paragraph of description on one’s ( your family member’s, your friend’s, your classmate’s, etc.) appearances. III Listening and Speaking (45 minutes) Listening Tasks Unit 7 & Unit 8 Listening Strategy：Predicting and guessing. Following an explanation. Functional Areas: Narration. Describing a process You will hear an interviewer asking a teacher about her students. Listen to the interview and choose the points which the teacher mentions. passive peep strategy risk independent entirely　 homework mistakes taking notes pronunciation class participation reading experimenting with the language dependence on the teacher asking questions 　 ?2. analytic accurate relaxed regular weakness 　 ?? 1) You have been learning English for many years. Do you know what kind of learner you are? Do the following before listening to the tape. Did / do you get good results in grammar tests? Do you have a good memory for new words? Do you hate making mistakes? In class, do you get irritated if mistakes are not corrected? Is your pronunciation better when you read aloud than when you have a conversation? Do you wish you had more time to think before speaking? Did / do you enjoy being in an English class? Do you find it difficult to pick up more than two or three words of a new dialect when you are on holiday in another place? Do you like to learn new grammar rules, words, etc. by heart? 　 How to calculate your score: 3 points for Usually 2 points for Sometimes 1 points for Almost (never) 0 for Don’t know Your total score: __________________________　 ??? 2) Listen to the passage twice and find out what kind of learner you are and how you can improve your language learning. While listening, complete the table below. 　 　 23-27 14-22 9-13 0-8  Learning style An analytic learner A mixture A relaxed learner Not sure  　 　 Style description 　　　 　 Be as _______ as possible all the time 　 Learn in different ways at different times depending on the _______ and ________ 　 Learn languages without _______ and enjoy; don’t enjoy _________ 　 Never think about ________  　　 Advice 　 　 　 　Try to ______; don’t worry too much about your _________ 　Look at the ______ of the analytic and relaxed learners to help decide _____ and _____ 　Try finding more ________ to learn; try to ________ for learning; correct yourself more 　Observe how other students learn in order to ________; make an effort to ______ of the ways you learn  　　 Unit Five The Professor and the Yo-yo This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. Teaching Objectives Students should 1. Grasp the main idea (Einstein’s Personality) and the structure of the text (narration with a flashback) 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, listening, speaking and writing activities related to the theme of the unit. Time Allotment 1st period 2nd period 3rd period 4th period 5th period 6th period  Pre-reading; While-reading (test organization; language points) While-reading (language points) While-reading (closing line; usage of “work”; details) Post-reading (play on the meaning of words; exercises); Check on students’ home reading (text B) Extensive reading Listening and Speaking  Pre-reading tasks (45 minutes) Background Information 1 Introduction of Albert Einstein Einstein is one of the greatest theoretical physicists of all time. He is best known for his theory of relativity, which he first advanced in 1905 when he was only 25. In 1921 Einstein won the Nobel Prize in physics primarily for his pioneer work in photoelectric theory. Einstein is one of the few scientists whose work has helped change man’s view of the world. During the first half of this century Einstein set forth a number of theories about the physical world. These theories dealt with everything from the inside mystery of an atom to the farthest regions of the universe. They showed that such things as gravity, energy, matter, light, space, and time are all related. 2． The Yo-yo The Yo-yo is a simple toy consisting of a grooved double disk with a string about the center. The player holds the end of the string which unwinds itself as the disk is dropped. Then by a slight jerk on the string, the player causes it to rewind itself, and to reel up back to the hand. The toy is said to have originated in the Philippines, and Yo-yo actually is a trademark. 3． Introductory Remarks Einstein is one of the greatest scientists of all time. His ideas and theories have, directly or indirectly, influenced many areas of the modern world---science, art, and philosophy.. In spite of his great achievements and fame, he always remained a simple man: he was honest and open, very easy to get along with; he lived a plain life and had simple habits, caring very little for material well-being. And the text “The Professor and the Yo-yo”, whose author is the son of a close friend of Einstein’s, sheds light on Einstein’s personality both as a scientist and as a man. 4. Language Points: Words: modest; impress; function; ambition; argue; exclusively; application; pursue; approach; Profound Phrases: at ease; be immune to; correspond with; so much so that; revert to; take apart; work out; single out Teaching Complexity 1 Woolworth’s a chain of stores in America founded by F. W. Woolworth (1852-1919). It started in 1879 as a five-and-ten-cent store, a store that sold items for five and ten cents. Now a chain of more than ,000 stires throughout the U.S., it still offers inexpensive goods. 2 Einstein’s Personality Einstein had no personal ambition Einstein believed in simplicity Einstein was purely and exclusively a theorist Einstein was easy to approach and he was beyond any pretension. 3 Complicated Sentences *I displayed my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance. *He was the only person I knew who had come to terms with himself and the world around him. *He knew there were answers beyond his intellectual reach. The Deepened Contents of Teaching 1 Types of Toys 芭比娃娃 Bobby Doll 遥控滑翔机Telecontrol Glider 积木 toy bricks 智力拼版 魔方 The Magic Cube 机器人 Robot 陀螺 peg-top 玩具火车Toy Train 2 Great Men of Humble Origin 华罗庚：店员→著名数学家  齐白石：木工→国画艺术大师?  爱迪生：报童→大发明家?  黄道婆：童养媳→棉纺改革家  蔡祖泉：玻璃工→著名光源专家  李? 春：石匠→设计赵州桥  瓦? 特：工人→发明蒸气机  肖莱马：药剂师→著名化学家?  斯蒂劳逊：放牛娃→发明火   3 Composition Writing: Greatness and Commonness The Main references 《大学英语语法讲座和练习》 《新编英语语法教程》 “The Great Mind” 《走下神坛的毛泽东》 “Culture Shock” Questions for Speculation How could a great man be formed? What are the factors contributing a person’s superiority? Exercises: Vocabulary (P94); Word Building (P96); Structure II (P 97) Translation (P98) Text B; Extensive Reading (three passages) A Debate: Everyone is the Great Man Unit Five The Making of a Surgeon This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. I. Intensive reading: Teaching Objectives: Students should master 1. Grasp the main idea (What is the process of making him a qualified doctor) and the essence of being a holy doctor. 2. Appreciate the argument skills (A combination of both narratives and arguments) 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. Pre-reading tasks (45 minutes) 1 Three Types of Doctors General practitioners A general practitioner cares for patients with all kinds of illness. He may not have special training in any one field of medicine, but develops a wide knowledge of all kinds of illness. He delivers babies, diagnoses diseases, performs surgery, and sets broken bones. The general practitioner often becomes extremely skillful in the art of medical practice. Specialists Certain fields of medicine require special advanced training and skill. One specialist is the surgeon, who treats diseases by means of surgical operations. Researchers Some doctors do not practice medicine after they complete medical training. They prefer to devote their time to medical research. These doctors often help teach future physicians in medical schools. At the same time, they use the laboratories and hospital facilities of the medical schools to conduct research programs. 2 Careers in Medicine in the US To become a medical doctor in the US, one must attend four years of college and receive a bachelor’s degree, followed by four years of medical school. Then he becomes an intern in a hospital and receives supervised practical training. As an intern, he has to “make rounds” with other doctors, visiting hospital patients. He is supposed to help give special treatments and answer emergency calls in the hospital at any time of day or night. Finally he becomes a resident at a hospital. 3 Introductory remarks This article is written by Dr. William Nolen, a well-known American surgeon and author. Dr. Nolen reveals to us in his article that he, as a doctor, had gone a long way before he became a surgeon. Then, what quality, according to Dr. Nelon, is essential in the making of a surgeon and at what point of time does a doctor finally become a surgeon/ While-reading tasks (90 minutes) 4 Language Points: Words: conclude; emergency; critical; case; constant; resolve; sound; confid3nt; handle; inevitably; responsibility; conceited; bother; anticipate Phrases: draw to a close; dwell on; be bound to; in practice; in advance; operate on; sit on Synonyms: doctor, physician; specialist, surgeon treat, cure encounter, meet Teaching Complexity 1 The Connotation of the title The Making of a Surgeon: How a surgeon comes into being Making: the process of being made or coming into being Examples: The novel The Making of a hero attracted a large reading public in the 1950s. The making of the English language is an interesting subject. 2 The Distinction of Synonyms. Doctor, physician, specialist, surgeon They are all licensed practitioners of medicine who have received one or more degrees from a medical school. Doctor is the most general term and is applied to all those who have qualified in medicine, whether they maintain a practice or are engaged in research work or pther work where they have no direct contact with patients. Physician is a term which also may be applied to a doctor in general practice, but more often it merans one who has taken a higher medical degree than M>B (Bachelor of Medicine) and to whom patients are referred by a general practitioner when necessary. 3 Complicated sentences: * … after I had told Walt or Larry what to do in a particular situation * I’d sweated throughj my share of stab wounds of the belly, of punctured lungs, or compound fractures. *… chances were that no other surgeon could have, either. Post-reading tasks ( the fourth period, 45 minutes) 1. Reviewing work based on the text (15 minutes) ★Dictation: New words ★Dictation: a short paragraph ★using new words to make sentences Problems and problems resolving: (13 minutes) checks on students’ home reading (2 minutes) after text exercise (core: Chinese to English translation) 3. The Deepened Contents of Teaching Categories of Doctors 牙科医生 Dentist 儿科医生 Paediatrician 外科医生 Surgeon. 内科医生 Physician 见习医生 Practitioner 主治医生 Doctor in charge of a case 兽医 vet 听诊器 stethoscope 温度计 thermometer 开药方 prescribe 做手术 operate 2 Dr. Henry Norman Bethune? Norman Bethune - 1890-1939 “The Spirit of Absolute Selflessness” Known widely as an innovative thoracic surgeon, a vigorous advocate of democratic medical services, and an international humanitarian, Norman Bethune is revered in China as a hero in the successful struggle for the establishment of its first united republic in 5,000 years. Mao Zedong, who received Bethune after his arrival in China early in 1939, wrote with great appreciation of Bethune’s spirit of absolute selflessness as proven dramatically in his tragic death on the battlefront in northwestern China from blood poisoning on November 12, 1939. His spirit and Mao’s tribute to his life and work became primary sources of inspiration in the new China. Bethune’s unique contributions in China were the culmination of his family’s long tradition of dedication to altruistic human service and his personal experiences as a medical doctor in the First World War, the Spanish Civil War, and among the sick and destitute in both Canada and the United States. A descendant of French nonconformist Christians who emigrated from France to Scotland in the sixteenth century and to North America in the eighteenth century, he was born on March 3, 1890, into a deeply religious family in Gravenhurst, Ontario, the “Gateway to the Muskoka Lakes” a hundred miles north of Toronto. Curious, independent, and sometimes stubborn in his youth, he prepared for his medical career through study at the University of Toronto. As a university student he began to demonstrate the compassion and commitment to helping less fortunate people that later became dominant features of his unorthodox but highly creative medical work. He consciously delayed his university studies on two separate occasions. In 1911-12 he worked as a lumberjack and as a teacher at Frontier College, a unique Canadian adult education agency dedicated to meeting the educational needs of men labouring in lumber and mining camps and other remote locations. When Canada entered the First World War in August 1914, he enlisted immediately as a stretcher bearer. Badly wounded by shrapnel at Ypres, he spent six months in hospitals, first in France and then in England, before being invalided home. On completing his university studies and qualifying for his medical degree, he re-enlisted and served as a surgeon in the British navy. During the last six months of the First World War, he was a medical officer with Canadian airmen in France. After the war he completed his internship at the Hospital for Sick Children and the Fever Hospital in London, England, financing himself in a variety of enterprising ways including the buying and selling of art. Overcoming many distractions, he completed his internship and, in 1923, wrote and passed the difficult examination to qualify as a Fellow of the Royal College of Surgeons. A few months later, despite the resistance of her parents, he married Frances Campbell Penny, eleven years his junior. Theirs was a tempestuous and ultimately tragic marriage. Bethune and his wife travelled through much of western Europe in 1924. He observed the work of leading surgeons in Paris, Vienna, and Berlin. By the end of that year they were settled, with little money, in a rented apartment in a busy but, unknown to them, somewhat disreputable section of Detroit, Michigan. ? 纪念白求恩 （一九三九年十二月二十一日） 　　白求恩（1）同志是加拿大共产党员，五十多岁了，为了帮助中国的抗日战争，受加拿大共产党和美国共产党的派遣，不远万里，来到中国。去年春上到延安，后来到五台山工作，不幸以身殉职。一个外国人，毫无利己的动机，把中国人民的解放事业当作他自己的事业，这是什么精神？这是国际主义的精神，这是共产主义的精神，每一个中国共产党员都要学习这种精神。列宁主义认为：资本主义国家的无产阶级要拥护殖民地半殖民地人民的解放斗争，殖民地半殖民地的无产阶级要拥护资本主义国家的无产阶级的解放斗争，世界革命才能胜利（2）。白求恩同志是实践了这一条列宁主义路线的。我们中国共产党员也要实践这一条路线。我们要和一切资本主义国家的无产阶级联合起来，要和日本的、英国的、美国的、德国的、意大利的以及一切资本主义国家的无产阶级联合起来，才能打倒帝国主义，解放我们的民族和人民，解放世界的民族和人民。这就是我们的国际主义，这就是我们用以反对狭隘民族主义和狭隘爱国主义的国际主义。 　　白求恩同志毫不利己专门利人的精神，表现在他对工作的极端的负责任，对同志对人民的极端的热忱。每个共产党员都要学习他。不少的人对工作不负责任，拈轻怕重，把重担子推给人家，自己挑轻的。一事当前，先替自己打算，然后再替别人打算。出了一点力就觉得了不起，喜欢自吹，生怕人家不知道。对同志对人民不是满腔热忱，而是冷冷清清，漠不关心，麻木不仁。这种人其实不是共产党员，至少不能算一个纯粹的共产党员。从前线回来的人说到白求恩，没有一个不佩服，没有一个不为他的精神所感动。晋察冀边区的军民，凡亲身受过白求恩医生的治疗和亲眼看过白求恩医生的工作的，无不为之感动。每一个共产党员，一定要学习白求恩同志的这种真正共产主义者的精神。 　　白求恩同志是个医生，他以医疗为职业，对技术精益求精；在整个八路军医务系统中，他的医术是很高明的。这对于一班见异思迁的人，对于一班鄙薄技术工作以为不足道、以为无出路的人，也是一个极好的教训。 　　我和白求恩同志只见过一面。后来他给我来过许多信。可是因为忙，仅回过他一封信，还不知他收到没有。对于他的死，我是很悲痛的。现在大家纪念他，可见他的精神感人之深。我们大家要学习他毫无自私自利之心的精神。从这点出发，就可以变为大有利于人民的人。一个人能力有大小，但只要有这点精神，就是一个高尚的人，一个纯粹的人，一个有道德的人，一个脱离了低级趣味的人，一个有益于人民的人。 3 Video CD Watching : Doctor Edward 4 Exercises Questions for Speculation What makes a qualified doctor? The significance of being a doctor Exercises: Vocabulary (P124); Word Building (P126); Structure II (P 127) Translation (P129) Extensive Reading (three passages) A Writing: The True Meaning of Life Unit 7 There is Only Luck Objectives： 1. Understand the indifference of people in big cities through the description of the author’s experience 2. Grasp the main idea and structure of the text. 3. Language points and a series of listening and speaking task Teaching focus：1. Analyze the causes of the increase of street crimes in America. 2. Understand the title “there is only luck”. Time allotment 1st period 2nd period  3rd period  4th period 5th period  6th period   Intensive reading: Pre-reading; While-reading (structure of the text)  While-reading (comprehension exercise, questions for discussion)  While-reading (questions for discussion, language points)  Language points, Post-reading  Extensive reading  Listening   Teaching Procedure Intensive Reading Pre-reading Tasks:（45 minutes） T asks Ss to match the words with the definitions given below: (10 minutes) drug smuggling?? shoplifting???? fraud??? arson kidnapping??? hijacking??? pickpocketing? mugging????????? theft they broke the window of his car and stole the radio they sold paintings that they knew weren't genuine masterpieces. they illegally carried drugs into another country they held a pistol at the pilot's head and he had to do what they said they set fire to the hotel they took some things off the shelves and left the supermarket without paying for them they took away the rich man's son and asked him for a lot of money they hit the man on the head as he was walking along the street, and stole all his money and credit cards they took her purse out of her handbag as she was standing on the crowded platform waiting for the train T introduces background information related to the text. (20 minutes) Street crime in the US / Crime Prevention / The Possession of Guns by American Individuals （See courseware） While-reading Tasks (90 minutes） 1. T guides Ss through the text to learn about the structure of the text, and then Ss sum up the main idea of each part. (15 minutes) 2. Ss read the passage again and do Exercise Comprehension of the Text. (10 minutes) 3. T raises the following questions for discussion: (45 minutes) Part One (Lines 1-5) What happened to the author? Where did it take place? How do you know? Why did she think “This can’t be happening to me.”? Why did her mind go numb? How does a person react when his / her mind goes numb? Part Two (Lines 6-16) What were they forced to do? Why was Jeremy being slow? How did the writer escape? What does “scream” mean here? Part Three (Lines 17-21) 1.Why does screaming for help sound absurdly melodramatic at 8 o’clock on a Tuesday evening in December? 2. What does “the houses were cold” imply and what figure of speech is it? 3. Did she make her escape successfully? 4. What do you think helped her escape? Part Three (Lines 22-34) 1. What do you think that the neighbors came out with baseball bats? 2. Why did one neighbor say the noodles were getting cold? 3. Why was the author happy to see them go and the rage she should have felt for the attackers directed against the neighbors? 4. Can you find two sentences in the subjunctive mood? Why is the subjunctive mood used there? Part Three (Lines 35-42) 1. How did the policemen react to the event and why? 2. What does identification refer to? 3. Do you think it normal that they couldn’t describe the attackers? Why or why not? Part Three (Lines 43-53) 1. What does the author mean by “the cops were matter-of-fact about the whole thing”? 2. What did the fat cop mean by “they would have hurt her”? 3. Are you surprised to hear that the cop concludes “there is no right or wrong in the situation. There is only luck.”? Why or why not? Part Three (Lines 54-63) 1. What does “luck” mean in that context? 2. Why does the author agree that “there is only luck”? 3. How did the author fell when thinking of security? 4. Ss underline any sentences or words difficult or important for them. Discuss with their partner to find out the meaning of the words or phrases new for them. (45 minutes) T explains the key language points in the text and has Ss practice them. (For detailed explanations, see courseware) Words and Phrases: annoy release specific response detail security pull out bring back turn out come to trail off   2) Words Distinction (See Courseware) hard, solid, stiff; b. penalty, punishment c. anger, rage, indignation, fury, wrath Post-reading Tasks (45 minutes) Summary questions: Ss work in groups and discuss the following questions. --- What factors do you think might have caused the street crimes in America? --- The author has good reasons to think that “Security is an illusion. One can only rely on his luck”. Do you think what they are? Writing: Write a composition on the topic How I Finance My College Education. The composition should be written in at least 100 words, and based on the outline (given in Chinese) below: 1.上大学的费用(tuition and fees)可以通过多种途径解决 2.那种途径适合我(说明理由) 3. Homework: 1) Do Exercises in textbook: Vocabulary, Word building, Structure, Cloze and Reading activity. 2) Do Exercises in CD-Rom: Consolidation 3) Preview Unit8. Extensive Reading (45 minutes) 1. Reading Tasks 泛读教程第七单元第19-- 21篇文章，重点讲第19篇，检查第20, 21篇。 2. Reading Skills：How to Distinguish the Function of Repetition Developing Reading Skills: How to Distinguish the Function of Repetition ?????? Repetition of key words, phrases and sentences often combines with parallelism, which refers to a similarity of grammatical form between two or more coordinated elements. Generally speaking, careful repetition is either an effective means of emphasis or an important means of achieving paragraph coherence and of reminding the readers what the topic is. Listening and Speaking (45 minutes) 1. Listening Task: Unit 13 2. Listening Strategy：Detecting Implied Meaning When listening we are often required to listen between the lines, that is, to see the difference between what is stated and what is really meant. An, more often than not, the clue lies in answering such questions as “what really happened?” “What does the speaker really mean?” “Why doesn’t the speaker say exactly what he / she means?” and son on. To find out the message hidden between the lines, we should integrate and analyze all the relevant information we have heard, and learn to grasp the implied meanings of sentences. 3. Home listening College English Course Book Listening & Speaking Unit 14 Unit 8 Honesty: Is It Going Out Of Style This unit will be finished within 6 periods: 4 periods: Intensive Reading; 1 period : extensive reading 1 period: listening and speaking. Intensive Reading (4 periods) Objectives：重视和发扬诚实这一传统美德，杜绝考试作弊现象。 Teaching focus：1.探讨 “school cheating on the rise” 的原因和解决方法； 2.理解 “honesty being an important part of American character”； 3.理解 “trust” 在解决考试作弊问题中的作用。 4. 理解 “honesty may be the best policy”. Pre-reading Tasks (45 minutes) Warm-up Activity: (group work) Questionnaire A survey of the students’ attitude on honesty Each student is expected to pick from four statements the one that comes closest to expressing his or her own view. Your Opinions About Tests And Test Taking 1) In your opinion, test or exams are A. helpful B. not very useful C. trying D. trying but necessary 2) Before a major test you usually feel A. at ease B. excited C. worried D. nervous 3) How often do you review your lessons? I review my lessons A. regularly B. when I feel like reviewing C. seldom D. only when there is a test 4) When you are preparing yourself for a major test, A. you work hard with a view to making a thorough study of the subject concerned B. you prefer to take it easy but make sure to get a pass or better than pass grade C. you rely much on the hints the teacher gives you D. you keep on inquiring about it in every possible way 5) While taking a major test you usually are A. calm and careful B. too excited to think carefully C. casual about your answers D. so nervous as to feel at a loss 6) When you have difficulty answering a question, A. you keep on trying on your own B. you give it up after having a try C. you wish you could get help from your classmates D. you manage to obtain some help anyhow 7) When your classmates ask for help during a test, A. you always give a flat refusal B. you often pretend not to have noticed it C. you are always ready to help any one of them D. you have no idea how to handle the situation because you have not had such experience 8) You think that cheating on exams is A. dishonest B. tolerable C. unavoidable D. objectionable in principle 9) The main cause of cheating on exam is, in your opinion, A. that exams are unreasonably difficult B. that those who cheat want very much to get better grades C. that they are afraid to fail D. too mysterious and subtle for you to understand 10) For test taking you believe in the saying A. “Honesty is the best policy.” B. “Man proposes, God disposes.” C. “Accept it as it is.” D. “The end justifies the means.” 2. Break the class into groups and ask the students to make a brief analysis of the results. 3. After discussion, invite representatives to report the result of their discussion. 4. Sum up the students’ opinions. 1)_____% of the students consider tests ....... 2)_____% of the students feel ......before a test. 3)____% of the students review lessons ...... 4)____% of the students ...... when preparing for a major test. 5)____% of the students are ...... while taking a test. 6)_____% tend to ...... when meeting with difficulty. 7)____% of the students ...... when asked for help. 8)_____% think cheating on exams as ...... 9)_____% believe the chief reason for cheating is that ...... 10)_____% believe in the saying ...... For test-taking, honesty may be the best policy. Tests help students know themselves. Tests enable students to discover what they need to spend more time studying and help make their newly acquired knowledge sink in. The purpose of a test is to show what the students have learned about a subject. The world won’t end if they don’t pass a test. We as teachers should help students build up confidence in themselves and their abilities. Teachers and school authorities should not abuse tests. Teachers and students should trust each other. Distrust can be contagious. But so can trust! Introductory Remarks: The text discusses the question of whether honesty is going out of style as since cheating on and off campus is on the rise. But, do people really think that honesty is no longer important? Let’s see how the author looks at the problem and what is the proper answer to the question he raises. While-reading (90 minutes) Reading comprehension Line 1-12: What is a poll? Which subjects might be included in a poll? Does the percentage of 61 bother you? Can you paraphrase “It can be argued...”? Do you agree that such a response doesn’t mean much? When would a student be faced with the temptation to look at a neighbor’ test paper? Why are most students hard on themselves in judging such behavior? What is a competency test? Why will an increase in the use of state exams lead to a corresponding rise in cheating? What is a State Regent’s examination? What does “possessing and selling advanced copies of examinations” mean? How can one possess advance copies of State Regent’s examinations? Cheating on exams is a very serious problem in high schools. How about the universities and colleges? 　 Line 13-16: What is a term paper requirement? What are prewritten term papers? Why can’t the professors find out all the cheaters? 　 Line 17-28: What is meant by “do more than talk”? What is “one form of cheating” that the University of Maryland tried to stop? How can they do that? Why “all but one exit blocked”? What does “have a mug shot taken” mean? What is a campus newspaper editorial? How and why do police arrest speeders? What is the purpose of the campaign? What is the “word” to “spread”? 　 Line 29-39: What does the author imply by saying “the good old days when...”? How is life different from what it was in the past and what’s the reason that makes the difference? Would you walk five miles to return a penny? How do you understand the author’s implication from the words “used to” and “think of as myth”? Why did the biographer invent the tale about George Washington? What does the legend say George Washington told his father that he had done? Why does the author use these two stories? What is the American character? What is the Chinese Character? 　 Line 40-46: What are “fun” stories? What’s the difference between “fun” stories and the two above? Do you prefer to read “fun” stories or stories that teach moral values? Why? What moral values are taught by stories? Can you give a Chinese example? Do you believe that people who lie, cheat, or steal always come to bad ends? Do you agree that parents are important in shaping one’s values such as being honest? What are income taxes? Is cheating on income taxes common now? 　 Line 47-53: Do you agree with the author that if people know each other, they will be more honest? Why is it less likely for a check-out person at a large supermarket to return money to a customer? Why is it less likely for overnight guests at an inn run by a husband and wife to steal towels? What does “people need to know one another to be at their honest best” mean? Do you agree with it? 　 Line 54-62: Why do most people believe that honesty is important? What are watch-dog committees? In what ways are acts of dishonesty in school, business and government usually revealed? What does “ebb and flow” mean? Why do incidents of dishonesty go up when times are hard and go down when times get better? 　 Line 63-69: What kind of students might cheat on exams? How can efforts to prevent cheating actually encourage cheating? What does “beat the system” mean? What message is conveyed in “distrust and trust can be contagious”? Concluding Remarks: By answering the question of whether honesty is going out style, we find that most Americans still regard honesty as a virtue. But discouraging dishonest behavior and, on campus, discouraging students from cheating on exams effectively are still a tough job for parents, teachers and universities as well. 　 Language Points: admit, arrest, behavior, campaign, charge, clue, corresponding, economy, evidence, indication, launch, link, moral, numerous, overnight, possess, reinforce, requirement, reveal, style, tempt, tend, unlike, vast Structure: a. have sth. done b. be less likely to do sth. \ be less likely that go (be) out of style --- become no longer or cease to be fashionable - Dresses may be in style one year and out of style the next. 2. admit to --- confess to, not deny - Did the young man admit to taking these commodities without paying for them? 3. be faced with --- be confronted with, meet face to face - Now we are all faced with a very difficult situation. 4. be hard on --- be stern or strict with, be an unjust or unlucky burden on - Don’t be too hard on the child. 5. on the rise --- increasing The sales volume of the new products has been on the rise since the manager advertised them on TV. 6. corresponding --- matching, the same - The peace talk was held between corresponding officials in the two governments. - The police found corresponding footprints outside the house. 7. a case in point --- a fit example - An average student can be a top student with additional work. Cathy is a case in point. 8. charge --- accusation, price asked for goods or services - The president now faces charges of corruption. -Services charges are not included in hotel rates. 9. in the case of --- so far as someone or something is concerned - Poverty depressed most people; but in the case of my father, it only urged him to work harder. 10. come to a bad end --- come to some misfortune - You will surely come to a bad end if you keep driving so carelessly. 11. at one’s best --- in one’s best condition or state - To see this part of the countryside at its best, you need to come in June. 12. tend to --- be apt to, have a tendency to - Farmers tend to use more machinery now. 13. tempt --- persuade to do sth wrong or foolish; attract - The serpent tempted Eve to eat the forbidden fruit. - The spring sun tempted us to go for a walk. Post-reading (45 minutes) Writing: Write a paragraph of 100 words analyzing some of the causes of cheating in American schools. The following ideas may help you in your writing. increase in the use of state exams lack of self-confidence influence of parents and books on children negative effect of some efforts to prevent cheating distrust Exercises: Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class. II Extensive Reading (45 minutes) 1. Reading Tasks： Unit 9 Extensive Reading 第一篇，其余课后阅读，课堂检查 2. Reading Skills：Drawing conclusions while reading III Listening and Speaking (45 minutes) 1. Listen to the passage and fill in the following table. proceed track the finish line wander participant proficient original Education in China  Education in America  Education is considered as a _________. Students have to begin ______________ ______ and proceed _______________ along the educational track. The Americans think students should have a chance to _______. By doing this some of them may have ________ by the end of the race.  Advantage: More students become _________ and reach the finish line. Disadvantage: They may have ____________ once they get there. Disadvantage: Many students never ______________. Advantage: Students who reach the finish line may ____________ when they get there.   2. Listen to the passage and fill in the blanks. mistakenly creativity Alex Osborn efficient hanger hook Many people ____________ think that creativity is the ability to think __________ that no one else has ever thought. In fact, creativity is just a way of looking at the __________ in a different way. Alex Osborn, one of the ___________ in the study of creativity and _____________, discovered that almost everyone is more creative than he thinks. We usually don’t ___________ our good ideas as creativity in action. For example, in a large mid-western city a group of thieves had invented a very ____________ system. They could go into a clothing store, take all the clothes away and be out of the store before the police arrived. Then a young man had an idea. He told stores to change the way they _____________ the clothes. He told them to place some hangers with the hook facing in and some with the hook facing out. The next time the police arrived, they found the young thieves removing the clothes ___________ at a time. Everyday creativity is just looking at things from a ____________ point of view. mermaid grant recite flawless Shakespeare insightful triple astronomy quintuple reconsider universe sigh Listen to the story and rearrange the sentences in chronological order. One man is amazed and he asks the mermaid to triple his IQ. The mermaid asks him to change his mind. The mermaid is asked to increase his IQ by five times. One man is doubtful, yet he tells the mermaid to double his IQ. In order to be set free, the mermaid agrees to grant each of them a wish. One man is very interested and he asks the mermaid to quintuple his IQ. Listen to the story again and complete the sentences given. What changes do they undergo? The first man starts to _______ flawless Shakespeare followed by a short ________ and an extremely insightful _______ of it. The second man begins pouring out all the mathematical ____________ to problems that have __________ scientists of varying fields: physics, chemistry and astronomy. The third man becomes a _______________. What is the implication of the ending of the story? 4. Listen to the interview and fill in the following table with the information you get from the tape. domestic central Women are better then men at Possible reasons   Dealing with more than one thing __________.  It’s because of the difference in __________. They have to _______________.   Developing ___________________________. From an early age, they are taught to ________. Relationships are more ___________ to most women’s lives.   Unit 9 What Is Intelligence, Anyway 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) Objectives： 使学生了解智力不仅仅是在智力测验或学业考试中取得高分，要避免“高分低能”就要注重智力的全面发展。 Teaching focus：理解 “the well-educated can’t be very smart” 的含义； 领会 “intelligence is not absolute”； 区别 “intelligent” 和 “smart”； 认识 “high scores” 和 “highly intelligent” 的非对等关系。 Pre-reading tasks (45 minutes) Warm-up Questions: (pair work) (45 min) What is an intelligence test? Do you believe that an intelligence test reflects the real intelligence of a person? Why or why not? Do you agree that the more education one receives, the more intelligent he /she becomes? Introductory Remarks: It is hard to answer the question raised by Asimov. There can be quite a few different answers to it. As we know, somebody who scores high on paper tests might work poorly with his hands. Someone who may not be a top student at school succeeds in a career after school. He is not intelligent but smart. The author of this article is highly educated. But is he really intelligent? Let’s see what his interpretation is. While-reading tasks (90 minutes) Reading comprehension Introductory questions: judge each of the following statements. The author took a sort of intelligence test soon after he entered military service. He was given special duty assignments because he scored amazingly high on the test. The author knows from experience that his high scores on various intelligence tests do not necessarily mean he is really highly intelligent. The author’s auto-repair man once took an I.Q. test and scored no more than 80. The author used to think that he was far superior in intelligence to the auto-repair man and feel complacent in the knowledge. The author thinks he would score extremely low on an intelligence test if such a test was designed by the auto-repair man or any other person who works with his hands. Once the auto-repair man tried a quiz game on the author and the latter was easily trapped. The author does not agree with the auto-repair man’s opinion that a very well-educated person couldn’t be very smart. Detailed questions: Line 1-5: What is an aptitude test? What are the responsibilities of a KP (kitchen police)? Does a KP need high intelligence? Why did the author mention his rank and duty in this paragraph? Line 6-11: What does it mean to “feel complacent”? Do you think a person who scores high in intelligence tests is highly intelligent? Give your reasons. Do we usually regard people who score high in such tests as being very intelligent? What kind of people makes up the intelligence tests? Do you agree with the author that he scored high in such tests because his intellectual tendency was similar to those who make up the tests? Why did he think so? Line 12-27: Do auto-repair men usually have intelligence? What were the reasons for the author to believe that he was much more intelligent than his auto-repair man? Why did the author go to the auto-repair man when something was wrong with his car? What are people’s attitudes and reactions when they are listening to something divine? Why did the author listen to the auto-repair man’s words as though they were something divine? What’s the difference between the tests designed by an auto-repair man and an academician? Why does the author think that his high scores simply mean that he was good at answering certain kinds of questions? What does the author mean by “one’s worth of intelligence is determined by the society he /she lives in”? What is “numerical evaluation of intelligence”? What does “that society” refer to? Can you find the sentence that gives the central idea or major point of the whole text? Line 28-36: What is your answer to the auto-repair man’s question? What was the author’s answer? Line 37-44: What’s wrong with his answer? Why did he use the word “catch”? What does “smart” mean? Do you agree with the auto-repair man that the highly educated can’t be very smart? What is true in his statement? Why did the author feel uneasy? Concluding Remarks: The author discussed what intelligence is in this article. The answer is: intelligence is not absolute. In our modern world, we need to develop our IQ, EQ and AQ. (Intelligence / Emotion / Ability Quotient.) Language Points: absolute, academic, aptitude, determine, devise, estimate, evaluation, explore, figure, grant, hasten, highly, joke, normal, register, similar, simply, uneasy, worthy, dumb Structure: a. do you think \ suggest \ suppose b. take it for granted that 1. aptitude --- natural ability or skill - He has an aptitude for dealing with people. - She showed an aptitude for music at an early age. 2. make a fuss over (about) --- show unnecessary nervous excitement - This is only a small cut. Don’t make a fuss. - He asked himself why he had made such a big fuss about so simple a matter. 3. worthy of --- deserving - I don’t think this problem is worthy of serious consideration. 4. by one’s estimate --- according to one’s judgment 5. estimate --- (n.) judgment or opinion about; (v.) form a judgment about - Can you give me a rough estimate of the cost? - She was highly estimated by her friends. 6.take for granted --- consider as true or already settled, accept as a matter of course - The father often told his children not to take things for granted. 7. suppose --- I suggest, if - Suppose we are late, what will the teacher say? - Suppose we put off the meeting till next week. 8. foist on --- impose upon by coercion or trickery - I’m sorry all this has been foisted on you. - Stores should not foist defective goods on customers. 9. pick out --- select, choose - It took Mary a long time to pick out a new dress at the store. 10. for sure --- without doubt, surely or certainly - I didn’t know for sure which bus to take. Post-reading tasks (45 minutes) 1. Reviewing work based on the text (15 minutes) ★Dictation: New words ★Dictation: a short paragraph ★using new words to make sentences 2. Group discussion: (45 min) We know, pwople differ in intellectual ability. Is the difference due to the particular genes people inherit or to the knowledge acquired after birth. Which do you think plays a more important role in the development of intellectual ability --- heredity or acquisition. 3. Exercises: Do exercises in Vocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class. II Extensive Reading (45 minutes) 1. Reading Tasks: Unit 9 Extensive Reading 第二篇，其余课后阅读，课堂检查 2. Reading Skills：Understanding figurative language III Listening and speaking (45 minutes) accomplishment statistics statistical due to diet fiber Listen to the passage and answer the following questions. Is the passage mainly about risks from nature? Do all risks have possible negative results? Are all risks worth taking? Is it possible to measure some risks? Are most cancers related to one’s unhealthy choices? Listen to the passage again and answer the following questions by completing the sentences given. What is a risk? Risk is the _________ that something __________ will happen. Risk also can be defined as the ___________ of danger that goes along with a(n) _______________. How can health risks be measured? Scientists use ___________ to measure health risks. What is statistical risk? It is the _________ about the __________ that something bad will occur. What are the healthy choices mentioned in the passage? Listen to the conversation between a husband and a wife. Decide whether the following words or phrases are mentioned in the conversation as factors which might influence one’s life span. Then decide which two are the highest risk factors. unbelievable life span vary doubly lucky hereditary disease nutrition expert Factors which might influence the life span: geographic region age sex class race income level education lifestyle physical environment heredity marriage The two highest risk factors are ____________ and ___________. 3. Justin Bedford Lucinda pub economics marketing takeaway project Listen to the telephone conversation once and judge the statements you hear. Listen to the conversation again and fill in the blanks with the information you get from the tape. Justin is a _________ student. It’s ___________ evening and he is ____________ his mother. It’s the ________ of the term and Justin’s started preparing for __________. He’s been ____________ up late. He had his first exam _________ Thursday. But he thinks he did it ____________. Lucinda is Justin’s girlfriend. She’s doing the same ________ as Justin. Sometimes they ____________ together. They’ve been __________ each other on economics and marketing. Justin will be home in ____________ weeks. He asked his mother if she would let Lucinda __________ with them in the ________ because they will do a ___________ together. 4. Listen to the poem twice and fill in the blanks with the missing words. bully scent creep Bill Craddock Jimmy Adair Roger timidly Andrews stoop apple core snatch plot mutter The Bully Asleep One afternoon, when grassy Scents through the classroom crept, Bill Craddock _____________ his head Down on his desk, and ____________. The children came round him: Jimmy, Roger, and Jane; They __________ his head timidly And let it ____________ again. “Look, he’s gone ___________ asleep, Miss,” Said Jimmy Adair; “He ________________ all the night, you see. His mother doesn’t _______________.” “Stand away from him, children.” Miss Andrews stooped to see. “Yes, he’s asleep; go on With your writing, and _______________.” “Now’s a good ____________!” whispered Jimmy; And he snatched Bill’s pen and _____________ it. “__________ him under the desk hard; He won’t know who did it.” “_________ all his pockets with rubbish— Paper, apple-cores, chalk.” So they plotted, while Jane Sat ___________ at their talk. Not caring, not hearing, Bill Craddock he slept on; Lips ___________, eyes closed— Their ____________ gone. “___________ him with pins!” muttered Roger. “Ink down his neck!” said Jim. But Jane, tearful and foolish, Wanted to ___________ him.