Teaching Plan for Unit 5, Book One Section A (4 hours): The Battle Against AIDS Teaching Objectives: This unit help us learn what you can do to protect yourself, your family, your friends and neighbors. Every person can make a difference. After learning it, students should be able to : learn about AIDS and know how to protect ourselves understand a general statement supported by a problem-solution pattern write composition in this pattern use the following important words and expressions Teaching Procedures: 1. Pre-reading Activities: Oral Practice Ask two students to prepare a conversation about AIDS before class, and then at the beginning of this class, invite them to perform to all the classmates. Vocabulary before Reading: Give students beforehand some important new words and phrases to look up in the dictionary. After oral practice, the teacher will require students to explain these words and make one or two sentences according to related meaning orally. Those words and phrases are: Listening task: Listen to a short passage (provided with the textbook) twice and answer the following four questions: What is the passage mainly about? What is the name of the disease that appeared over 20 years ago? What war does this passage describe? What must each of us learn to do? 2. While-reading Activities 2.1 Preview check---- question-answering: Since the students have been required to preview the text, the teacher will give them ten comprehension questions to answer, in the hope of helping them understand the passage further. When and where was AIDS diagnosed? In America, how many has been killed by AIDS? How many has been infected and how many are expected to die? Who are those more likely to be infected with AIDS? Where do AIDS educational programs operate and why? How does the beauty shop owner do? How many techniques has the organization developed? What are they? How to solve the problem of low literacy? In what way can teenagers educate their peers better than an adult can? How does the write evaluate these lessons? What should we do to win this war? 2.2 Question time---- difficult words, phrases and sentences explanation: In this part, allow students to ask the teacher questions which they are not clear. The teacher will mention some language points and paraphrase some difficult sentences: “Since then, AIDS has killed more than 204,000 Americans---half in the past few years alone.” (Para.1, Line 2) How to understand the underlined part? ---- here “alone” means “only”, so it refers that “Only in the past few years, half of the 204,000 Americans have been killed by AIDS”. Para.3: pay attention to the following similar phrases; (1) Despite in spite of; (2) In place of in the place of take the place of; (3) A number of the number of; “As a result, such books actually have more effect in the communities…which cost thousands of dollars more to produce.” (Para.9, L 38) This sentence is very long. Analyze its structure. “Because AIDS is spreading fastest among teenagers in the rural South, …and teach ‘AIDS 101’ to their peers.” (Para.10, L 41-44) Make the structure clear and then it’s easy to understand. Para.11&12: important expressions At risk Make up Regardless of 6) “These lessons are not the only solutions to the crisis but until…against the virus.” (Para.13, L54-55) Paraphrase it. 2.3 Text structure analysis: Para.1-2: Alarming situation of AIDS Para.3-6: The South Carolina AIDS Education Network carries out programs to stop the spread of AIDS Para.7-13: The network shares some lessons learned in its battle against AIDS Para. 14: What should people do to win the war against AIDS 3. After-reading Activities: 3.1 Group work: Task 1: text structure analysis in details 3.2 Group work: Take 2: Cloze and Spot Dictation: Read this summary below. First let students fill in the blanks according to their understanding of text A, and later, the teacher will check their answers by having spot dictation. Since it was ________, AIDS has killed thousands of Americans. ____________ in rural Southern communities are most likely to be ______ with AIDS. Because of the spread of AIDS and lack of government activity to stop it, some local organizations ________. The South Carolina AIDS Education Network formed to help ______ the number of AIDS cases. In some countries, handing out AIDS _____ and expecting people to read it is not ________ because many people can not read. ________ can explain the risk of catching AIDS to their peers much better than adults can. Some best ways to combat the spread of AIDS include: speak to your community in a way they can hear; train teenagers to educate their peers; and, _________ “at risk” to include women from different backgrounds and marriage status. In a word, everyone should __________the war against AIDS. 3.3 Pair work: Task 3: Structured Writing (to be done orally) Topic: Try to make a good impression on your audience Use a general statement supported by a problem-solution pattern to practice with their partner. 3.4 Discussion: What can you do about AIDS as a college student? Students work in groups of 4 and share their ideas and opinions together. Later, choose one or two representatives from these groups to report to the whole class. 3.5 Translation and structure exercises 3.6 Homework Preview Section B&C Unit 5 Book One Section B (2 hours) The Last Dive at the Olympics Free talk Ask several students to show a play they have prepared about seeing a doctor. Learn reading skills: reading for major details First, find out the main idea of a paragraph, then look for the facts and details that help to add up to the main idea, and in this way you can separate the major details from less important details. Do exercises about this reading skill in your textbook. Answer the following comprehension questions: What did I do before I hit my head on the board? Why did I push away everyone who came near to me? Why did my natural parents give me up? What feeling did my diving give to me when I was a kid? When did I win my first prize in the Olympics? How did I succeed as a diver? Why didn’t I want others to know I was a gay? How many times had I been a diver for the Olympics? Fill in this blank about my experience as a diver: Language points and difficult sentences: thrust into in haste adopt & adapt call someone names prior to Retelling: Shorten this passage in your own words and retell this story to your partner. Finish exercises in textbook.