Teaching Plan for Unit 7, Book One Teaching Materials --- Unit 7 Text A --- Face to Face with Guns Text B --- Should I Have a Gun? Text C --- A Bank Robbery Teaching Aid --- Tape recorder, DVD player Timeframe --- 6 class periods Objectives Recall some of the content of the readings Categorize information from the text Determine if information is stated or not Bring students’ world knowledge to the topic of the texts SWBATs (Students will be able to) Write down the main ideas of Text A Role play the main content of Text A Draw inferences Listen and take notes on new information Focus: Reading Comprehension Text A: Face to Face with Guns (2 class periods) Teaching procedures Text A: Face to Face with Guns Activities Stages Focuses Purposes   Ss to Ss Ss to T Interaction T to Ss Ss to T Interaction Stage 1: Pre-reading Activities (40 min.) Step 1: Vocabulary before reading (20 min.) T instructs the whole class to listen as other Ss share their examples they looked up or found from dictionaries or any other channels. Three or four Ss at a time will be asked to speak out their sentences for each of the 6 selected words or phrases. While listening, T will help them to clarify the meaning or summarize the usages as well as correct the pronunciation if necessary. Listening & speaking Check pre-reading work Activate and build background knowledge Preview the text to build expectations      To teach Ss how to preview (learning strategy training)   Step 2: Listening task (8min.) Ss are asked to listen to an adapted short passage once or twice and then answer the questions that followed. Step 3: Preview check --- text comprehension (10min.) Ss will listen to 8 sentences that are constructed by the T, then decided which is true and which is false.  To get an overall understanding of the text. To build comprehension of the text  Group Discussion Stage 2: Question time --- difficult sentences explanation (15 min.) Ss are required to mark their difficult points when previewing and bring them to the group discussion. Ss in groups of 4 or 5 put forward their questions and discuss them, try to work out answers themselves. T moves around and is ready to offer help. In the end, T will explain the parts Ss can’t solve and sum up the language points and grammatical structure Ss didn’t cover in the whole class. Speaking Encourage cooperative learning  T & Ss Interaction Pair/Group Work Stage 3: Text structure analysis (35 min.) Step 1: T’s mini lecture on the organization of narrative (8 min.) T first presents the key elements in the structure of a narrative. Then together with the Ss analyze the text structure: the text type, how it is organized and what the language feature of the text is. Step 2: Reading comprehension though text structure analysis (30 min.) Ss in groups of 4 or 5 discuss, review and evaluate information in the text and answer the questions posed in the diagram. Listening Reading & writing To teach writing by reading To understand the text at a discourse level Review information from the text Evaluate information in the text Monitor comprehension of the text   T & Ss Interaction Stage 4: Vocabulary after reading (5 min.) T as well as Ss find the most useful collocations and sentence patterns they’ve learnt from the text and note down for later review and practice.  To teach how to review (learning strategy training)   Group Work Stage 5: Role-play Step 1: Assignment (5 min.) Ss are asked to prepare a role-play of the text: group forming, text adaptation, roles taking on and rehearsal. Role-play Evaluation Forms will be distributed and let Ss know how the role-play will be assessed. Step 2: Performance (1.5 class periods) The role-play will be acted out during the last two class periods. Each group will be scored according to the evaluation form and finally prizes are to be awarded.  Reading Writing Listening Speaking  A follow-up To activate Ss’ interest in learning English To cultivate learners’ autonomy   Stage1: Prereading activities (40min.) 1.1 Vocabulary before reading Listen carefully and add new examples to your notebook. Be sure to know how to use the following words and phrases T’s sample : slight adj: 1). He was as ～ as a girl. 2). a ～ headache/error/problem/improvement/smile. 3). not … in the slightest: You don’t offend me in the slightest. v. be + slighted = be looked down upon 1). They felt ～ed by not being adequately treated. 2). I somehow felt ～ed in their company. Ss offer their examples in a similar way. 1.2 Listening Task --- text comprehension (1) Listen to the passage twice and try to answer the 4 questions The writer who leaves his garage at night carrying some KFC is attacked by a robber who gets his money and his watch at gunpoint. The robber’s partner appears with an even larger gun and orders the writer to stop looking at them. The two robbers force the author to the ground and their guns at his head. He thinks he will die. The two robbers find the KFC and grab it and then run away. The author phones the police and later goes to the station to look at photos to try to identify the robbers. While seeing so many young men’s faces flowing by his eyes the author feels as if they are an out-of-control river that eats up all the things we value. Questions: (read out) 1). What’s the main idea of the passage? 2). When and where did the robbery take place? 3). What did the robbers do? 4). What saved the writer’s life? 1.3 Preview check --- text comprehension (2) True or False? Listen carefully and decide if the statements below are true (T) or false (F). If it is false, try to find sentence from the text to support your answer. That night the author forgot to scan the street and pathways for anything or anyone unusual before pulling into the garage. (F) As usual, he remembered to scan the street …… 2) The writer tossed his house keys into a bush in order to reduce the loss. (T) 3) The second robber snapped, “Stop looking at us” because he did not want to be recognized. (T) 4) As is often the case, victims of the armed attacks are seldom able to identify the offenders because of their great fear. (F) …..because their attention focuses on the guns rather than on their users. 5) The writer was able to identify his attackers for the reason that he paid close attention to the appearances of the two robbers on purpose. (T) 6) The author poured a strong drink to celebrate/show that he had won the battle against the attackers. (F) …… to help get over the shock. 7) The two attackers might have committed a number of robberies in the area over the past few months because they used the same methods. (T) 8) The writer compared these young men to an out-of-control river, destroying the foundations of our freedom and values. (T) Stage 2: Question time --- difficult sentences explanation (15 min.) Now discuss your difficulties with your group members and try to seek help from your peers. T’s notes: L49: ……, that’s rough. It was very rude of them to have taken your KFC. Para.32 L57: …… like Blake’s Thames, seems to ‘mark in every face, marks of weakness, marks of woe.’ Background information: Blake is an English poet, artist and engraver who ever wrote a poem named “London” ? I wandered through each chartered street, ? Near where the chartered Thames does flow, A mark in every face I meet, ? Marks of weakness, marks of woe. ‘London’ by William Blake is one example of Blake's disapproval of changes that occurred in his lifetime.?The narrator is wandering aimlessly through the city, which in his mind has changed into a world that is controlled by the interests of business and industry, and all around him he sees the negative effects the industrial revolution has had on society.? “Marks of weakness, marks of woe,” illustrates how numerous people have suffered a great deal of hardship and have become disillusioned with the once thought improvements that would come about from the industrial revolution, and have had their hopes and dreams shattered. (www.rajuabju.com/literature/Londonexplanation.htm) Find the subject of the sentence. Yes, the writer quoted Blake’s poem to express the same feeling --- The current leaves marks of weakness and marks of great sadness on every human’s face. L60: hold dear: value/ care a great deal L61: Some day, we will have to face this river and seek the depths of its discontent. Some day we will have to deal with these young men and try to find out the cause of their discontent. para.34: …… and stick our fingers in the dam: to stop the destroying of our values by catching one or two criminals at time. Stage 3: Text Structure Analysis (35min.) T’s mini lecture on narrative Listen carefully try to remember what are the key elements of a narrative writing and how our text is organized. Text type: narrative writing (The key elements are a series of events which include some sort of complication. Typically there is also some kind of orientation stage, and ultimately the complication is resolved --- either providing a satisfying ending or one which leaves the reader unsettled.) Organization: Orientation Stage (omitted in our text) Complication Coda (the message the writer wanted to convey) Language feature: the author presents the short story with a set of sequential actions, which lay stress on a set of actions. e.g. para.1: being cautious → scan → pulling → walking → emerged → put Description of sequential actions is a very common way to tell a story. Sequential actions are normally arranged in order of importance and the last one normally is the most important to the message the author wants to express. Sequential actions should be carefully chosen and put in order so as to bring out the main idea. 3.2 Text structure analysis --- reading comprehension (3) Try to understand the text as a whole by answering the questions provided in each part. Please pay special attention to the language feature (sequential actions) of the text. Stage 4: Vocabulary after reading (5min.) Be sure to remember the following words or collocations Stage 5: Assignments (5 min.) To prepare a role-play of the text in groups. The preparations include a) form groups. b) adapt the text into conversations. c) decide what roles who will play; d) rehearse. The role-play will be acted out group by group during the last two class periods. Prizes: Best group: 2 Best actor/actress: 3 (Bobber A--- 1; Bobber B --- 1; Victim --- 1) Best director: 1 Text B --- Should I Have a Gun? (2 class periods) Teaching Procedures Activities Stages Focuses Purposes   T to Ss Interaction Group Discussion Stage 1: Reading Skill --- Reading Between the Lines (40 min.) Step 1: Lead-in of the skill (8 min.) Three examples extracted from Text A will direct Ss to get familiar with the skill. Step 2: T’s mini lecture on the skill (5 min.) Ss’ attention is drawn to the importance of the skill in reading comprehension as well as how to put the reading skill into actual reading. Step 3: Practice of the learnt skill (25 min.) Ss in groups of 4 or 5 first discuss their difficulties they meet when previewing and then try to answer the 8 questions between the paragraphs. T moves around and finds out where the help can offer. In the latter half, T may instruct the Ss using context clues, common sense as well as their world knowledge to work out the answers they think the most difficult. Reading & Speaking  Input and make the skill easier to understand Review information from the text Evaluate information in the text Monitor comprehension of the text 4. Encourage cooperative learning  Group Writing Stage 2: Paragraph Writing (30 min.) Based on the understanding of the text, Ss in groups of 4 or 5 are asked to develop a mini story from the 4 situations that are adapted from the text. In the last few minutes, representatives of each group will read out their stories, which are to be scored. And the best ones will be given wall publishing. Writing To reinforce the learnt skill To practise narrative writing  Ss & Movie Interaction Stage 3: Film Replay (25) Some episodes concerning gunfires of Goldfinger, a series of 007 will be replayed. During viewing, questions will be asked to help Ss fully understand the content of the movie. Listening & Speaking To aid further understanding of the topic of the unit To teach and appreciate English by using movies   Stage 3: Assignment (3min.)     Stage 1: Reading Skill --- Reading Between the Lines (40min.) Lead-in Please turn to Text A, think about these sentences, and then try to figure out the meaning implied. Question 1: (para.3) Why did the author toss his house key into a bush? Possible answer: The author would not let the robbers have his house key thus may reduce the loss. Question 2: (para.4) Why did the robber say everything twice? And why did the author do the same thing? Possible answer: The robber was nervous and the author was freighted. Question 3: (para28, L 46: “I poured a stiff drink” What can we infer from the sentence? Possible answer: The writer wanted to get over the shock with the help of alcohol. T’s mini lecture on the skill Listen carefully, underline the sentences that can help us to make accurate inferences From the above examples, we know if we want to have a complete understanding of what the writer wrote, we need to understand what is stated (literal meaning) and what is not stated (implied meaning). Reading between the lines means reading for the implied meanings. Making accurate inference when necessary can better our reading comprehension and make the reading more effectively. The following tips (p159) can help us to draw inference while reading. Practice of the learnt skill --- text comprehension (1) Time for group discussion; find answers to the 8 questions inserted between the paragraphs on your own. Difficult sentences from other parts of the text are also included. T’s notes: L1: stays loaded. Guess the meaning from the words before it (It holds five bullets). L3～5: Fill in the missing information: The reason I did not own a gun was not that ________________ nor was it that ___________________________________________. 3) Question 3: The answer is in para.8 and 9. Please read it carefully. Question 5: What do you think of when a bad neighborhood occurs to you? Yes, the neighborhood has a bad name or bad reputation with frequent happenings of crimes, violence. 5) L65: live with: to accept (an unpleasant thing); bet my life : bet means risk money on the result of a future event. Here it means I risk my life on the chance that …… Stage 2: Paragraph Writing (30min.) --- reading comprehension (2) Based on the situations given, develop a story (no more than 60 words) to complete the author’s imagination. (Try to write out what the writer wants to express but not stated in the text) Situation 1: (para.5) (Attention: the writer doesn’t have her gun) A man is walking down the street. I lock my car and walk to my apartment with my key ready. Before I reach the door, I hear a voice …… Situation 2: (para.10) (Attention: the writer doesn’t have her gun) I am standing in a gas station on Claiborne and Jackson waiting to pay the cashier when a black man walks up behind me. I …… Situation 3: (para.11) I am walking with my gun in my hand when I hear the voice …… Situation 4: (para.15) I lock my car and walk to my apartment with my key ready. I have my gun when a man …… Stage 3: Film Replay--- topic comprehension (25min.) Watch the film once again, be prepared to answer the questions during viewing. Questions 1. Whose gun does this man use to shoot James Bond? (Pause at 4 min.) 2. Who does this woman really want to shoot? (Pause at 36 min.) Why does she want kill Mr. Goldfinger? What type of gun does the man use to shoot 007? (Pause at 54 min.) 5. why does this mute man shoot Mr. Solo? (Pause at 1:17) Stage 4: Assignment (3 min.) Please complete all the exercises of the unit Role-playing and Exercises (2 class periods) Stage1: Role-playing (1.5 class periods) Now act out the role-play group by group. Be sure to speak clearly and slowly and make yourself understood. After your performance, prizes are given to Best Group (2), Best Actor/Actress (Bobber A--- 1; Bobber B --- 1; Victim --- 1) and Best Director (1) Role-play Evaluation Form NHCE Book 1 Unit 7 Text A --- Face to Face with Guns Time: Class: Group No. Name Role Adaptation Performance Organization Effect Total     3 2 1 3 2 1 3 2 1 1 10  1                                                            2                                                            3                                                            4                                                            5                                                            6                                                            7                                                            8                                                            9                                                            10                                                            11                                                            12                                                            13                                                             Stage 2: Exercises (25 min.) 2.1 Question time for Text C 2.2 Question time for the exercises of the unit Sentence Dictation Each of the sentences will be read three times Their attentions usually focus on the handguns rather than their users. Doctors say he only has a slight problem and need not to have an operation. The Chinese government has attached great importance to Mr. Bush’s visit. I was gradually being brought face to face with the fact that I had got little achievement. She is cautious and checks again if she turned off the gas before leaving; Today is no exception.