Teaching Plan for Unit 8, Book Two Time Arrangement Class Hour Task Time  1st 2 hours Section A: Pre-reading While-reading 15’ 85’  2nd 2 hours Section A: After-reading 100’  3rd 2 hours 1. Study of SS’ composition 2. Reading Skills 3. Section B 15’ 10’ 75’   Section A: There’s a Lot More to Life than a Job Teaching Objectives: This unit is intended to increase our understanding of life. After learning it, SS should be able to have a better understanding of life and work have a sharper awareness of the necessity of broad education understand the structure of an argumentative essay write an argumentative essay distinguish between facts and opinions use the following important words and expressions if only, suspect vs. doubt, various academic degrees, no wonder, be committed to sth., preference, preferable, preferably, prefer, be associated with, pregnant, at large, takes steps, dominant, grind to a halt Teaching Procedures: Pre-reading Activities (15’) Previewing by listening Listen to a short passage (provided with the textbook) twice and answer the following 2 questions: 1). How do young students and older teachers see the role of education differently? Most young SS: to learn what is needed for career success only Educators: People can lead better lives if they understand a great amount of knowledge in many different fields learn more than what is needed for career success 2) What must educators prepare SS for? Educators must prepare SS for life in addition to preparing them for a job Compound Dictation Listen to the passage again and fill in the blanks with words you hear from the tape. Some of the blanks need to be filled with one word only while others need to be filled with more than one. The last blank is part of a long sentence, you do not have to write down all the exact words you hear. Should schools simply prepare students for a job, or is there more to life? This is the (1) of the following article. According to the author, educational institutions face a (2) . Most young students only want to learn (3) . Educators, on the other hand, have lived long enough to (4) that quality of life is not (5) determined by a balance sheet. Human beings have (6) a great amount of knowledge in many (7) fields, and people can (8) if they understand these things. The author tells of a cartoon where businessmen are (9) "right from wrong". He concludes that educators must (10) , as well as preparing them for a job. While-reading Activities (85’) 2.1 Para1-Para. 4 Structure and Main Information ---A survey revealed that college SS are more consumeristic (materialistic) and less idealistic than before. (SS’ major objective is to be financially well-off. ---First sentence of Para. 5) Difficult Sentences “The survey revealed what I had already suspected…” (Para. 3, Line 1) ---What does the underlined part refer to? --- SS’ view of what to learn: they only want to learn what is tangible or what is of immediate and practical use. Important Words and Expressions 1. if only (Para. 2) used to express a wish that past events had been different If only he’d remembered to bring her here.要是他没忘记把她带来就好了。 Used to express a wish or desire, esp. one that cannot be fulfilled If only she would marry me!她要是愿意嫁给我就好了！ If only I could speak French fluently!我要是能讲一口流利的法语该多好啊！ 2. Suspect (Para. 3) vs. doubt Suspect v. believe (esp. sth bad) to be true or likely怀疑，觉得（尤指坏事）可能是事实 We ~ed that he was the murderer even before we were told. (of) believe someone to be guilty They ~ed him of murder/of giving false evidence 3) (that) infml to suppose or guess I ~ you may be right. 4) to doubt the truth or value of; distrust I ~ his motives. doubt v. [not in progressive forms] to be uncertain about not trust or have confidence in不确定、不信任、怀疑 I ~ his honesty. She did exactly what she promised---I’m sorry I ever ~ed her. consider unlikely I ~ if/whether we will make a profit out of it. (=I don’t think we will) I don’t ~ (=I am certain) that he’s telling the truth. In negative statements, doubt is followed by that; In other statements, doubt is often followed by if or that, though some people feel whether is the only correct form here. 3. if it won’t compute…(Para. 3) : if it can’t be counted in terms of money Here the verb “compute” is used in notional passive, that is it is active in form but passive in meaning. More examples: The book translates well.这本书很好翻译。 This material washes easily.这种衣料容易洗。 The clock winds at the back.钟在背面上弦。 Para. 5-Para.8 Structure and Main Information Difficult Sentences: Function of the first sentence of Para. 5---“the SS’ major objective is to be financially well off” It is a transitional sentence. It sums up the main idea of the first 4 paragraphs and introduces the next one. (Para. 7) The author quoted her friend as an example to explain why enrollment in business programs, engineering….is way up. (Para. 8) What is implied in the sentence “I’ll tell them what they can do with their music, history, literature, etc.”? It was her achievement in humanities that helped her make a lot of money. She was a student of humanities. Learning humanities could not bring big economic reward to SS (Para. 8) “I tremble to think what she is earning now.” ---She must be making a lot of money now. And I am shocked to think of that. Important Words and Expressions 1. well off (Para. 5) adj. (better off, best off) rich The government claims that most people are better off than they were 5 years ago. 2. at a low (Para. 6) at a low level or figure Share prices have been at an all-time low.股票价格跌到了历史最低点。 3. way up (Para. 6): increasing, on the rise. School cheating is way up/on the rise. 4. associate degree 准学士学位 bachelor’s degree 学士学位 BA: bachelor of arts 文学士 BS: bachelor of science 理学士 master’s degree 硕士学位 MA: master of arts 文学硕士 MS: master of science 理学硕士 M Phil.: master of philosophy准博士、副博士 Ph.D: doctor of philosophy 博士 doctorial/doctor’s/doctorate degree 博士学位 Para. 9-Para.13 Structure and Main Information Difficult Sentences (Para. 11) This is where age and maturity enter. ---Age and maturity help people realize what is truly important. (Para. 13) “Most people, in their youth, resent the Social Security deductions from their pay, yet a seemingly few short years later finding themselves standing anxiously by the mailbox.” ---When young, most people do not like to have their money deducted by Social Security as they do not see the point of the government’s doing that. But a few years later, they find they have to depend on the Social Security. ---This shows people’s shortsightedness. Important Words and Expressions arrive at a conclusion: draw/reach/come to a conclusion得出结论 jump to a conclusion匆忙/草率地下结论 be meant to: be supposed to You are meant to take your shoes off before you enter a temple in India.进入印度的庙宇之前应该先脱鞋。 have the insight that: realize that 意识到、醒悟到 Most of us finally have the insight that quality of life is not entirely determined by a balance sheet.我们大多数人最终会大彻大悟，生活质量并不完全是由资产负债表（即金钱）决定的。 have a perspective on: have your way of looking at and judging对…有透彻的理解 render service to：serve; provide service为…服务；为…效劳 dawn on/upon: grow clear in one’s mind; become known by开始明白，醒悟 A． It suddenly dawned on me that I’d caught the wrong train. 我突然发觉/意识到我乘错了火车。 B． 在百无聊赖中，随手抓过一本书来，科学也好，文学也好，横竖什么都一样；看下去，看下去，忽而自己觉得已经翻了十多页了，但是毫不记得书上所说的事。（鲁迅《伤逝》）Out of sheer boredom I would pick up a book---science or literature, it was all the same to me---and read on and on till it suddenly dawned on me that I had turned a dozen pages without taking in a word. (translated by 杨宪、戴乃迭益) C．四千年来时时吃人的地方，今天才明白，我也在其中混了多年。 （《狂人日记》） It has only just dawned on me that all these years I have been living in a place where for 4,000 years human flesh has been eaten. (translated by 杨宪、戴乃迭益) Para. 14-Para.16 Structure and Main Information Difficult Sentences (Para. 14) While it’s true all of us need a career,… ---be they scientific or artistic.” be they scientific or artistic: whether they are scientific or artistic The present subjunctive “be” is sometimes used in formal writing to admit sth. such as a condition: Whether she be right or wrong (= Be she right or wrong), she will have my strong support. Important Words and Expressions while: although While I agree with you on this point, I am not going to finance you.虽然在这点上我同意你的观点，但我并不准备在经济上资助你。 read of: find out about sth./sb. by reading通过阅读发现 I once read of this place in one of the books piled here.我在这堆书中的哪一本里读到过这个地方。 only to do: an infinitive can be used to express an unexpected result表示未曾料到的结果 She hurried home only to find her father dead.她匆匆忙忙赶回家却发现父亲已经去世。 She lifted a stone only to drop it on her own feet.她搬起石头砸自己的脚。 She left, never to return.她一去不复返。 Para. 17--Para.19 Structure and Main Information Difficult Sentences (Para. 17) In the long run that’s what education really ought to be about. The word “that” refers to the idea about broad education discussed in Para. 16: improving our moral sense by studying the accumulated wisdom of the age. Important words ensure: vt. to make sth. certain to happen确保（某事）发生；担保，保证 [+obj.]a change in the law that will ~ fair treatment for people of all races一项将保证所有不同种族人士得到公平待遇的法律修订 [+that] If you want to ~ that you catch the plane, take a taxi. [+obj.(i)+obj.(d)] This medicine will ~ you a good night’s sleep. synonyms: insure assure reassure guarantee promise pledge insure: vt. (against) to protect (someone or something) by insurance, esp. against loss of money, life, goods, etc.给…保险，为…投保My house is ~ed against fire. You insure against future disaster by paying money to an insurance company.为防不测向保险公司付钱投保。但投保人寿保险可以用insure或assure: life assurance “ensure” means to make sure that sth. happens确保某事发生: Please ensure that the lights are switched off before leaving the building.请务必确保电灯全部关掉才离开大楼。 If you assure a person or sth. you promise them of tell them that something will happen. assure表示“向某人保证某事会发生”: The doctor assured me that I would get better医生有把握地告诉我说，我的身体一定会逐渐好转. 但是当assure后跟抽象名词时，与ensure 同义:Weeks of practice assured/ensured success in the match几个星期的训练确保了在比赛中获得成功。 “reassure” means to comfort someone who is anxious. reassure表示“安慰忧虑不安”的人。我对考试感到担心，但是老师叫我放心。 Cf. guarantee promise pledge 3. After –reading Activities 3.1. More Comprehension Questions (20’) 1) According to the author's observation, college students _____. A. have never been so materialistic as today B. have never been so interested in the arts C. have never been so financially well off as today D. have never attached so much importance to moral sense 2) The students' criteria for selecting majors today have much to do with _____. A. the influences of their instructors B. the financial goals they seek in life C. their own interpretations of the courses D. their understanding of the contributions of others 3) By saying "While it's true that... be they scientific or artistic" (Lines 1-3, Para. 5), the author means that _____. A. business management should be included in educational programs B. human wisdom has accumulated at an extraordinarily high speed C. human intellectual development has reached new heights D. the importance of a broad education should not be overlooked 4) Studying the diverse wisdom of others can _____. A. create varying artistic interests B. help people see things in their right perspective C. help improve connections among people D. regulate the behavior of modem people 5) Which of the following statements is true according to the passage? A. Businessmen absorbed in their career are narrow-minded. B. Managers often find it hard to tell right from wrong. C. People engaged in technical jobs lead a more rewarding life. D. Career seekers should not focus on immediate interests only. Questions 6-10 are based on Para. 13---Para.17. 6) In Paras. 13—17, the writer tries to _____________. A. explore the meaning of life B. argue for a broad education C. show teachers how to prepare students for life D. teach students how to think 7) The 2nd sentence in Para.13 (“Most people in their youth, resent…”) suggests that many people _______. A. are “shortsighted” B. are out of work C. do not trust the government D. understand the meaning of life 8) “these other contributions” (Para. 14, Line 3) refers to _____________. A. knowledge in fields beyond our own B. artistic knowledge C. connections between things D. Educational institutions 9) People can sharpen their morality by studying __________________. 10) The fact that the author’s friend hosted a classical music show is quoted to explain the ___________of broad education. Keys for reference: ABDBD BAA 9. the accumulated wisdom of the ages; 10. benefits/ advantages/positive effects 3.2 Essay Summary (Ex. 11) (Group work) (10’) SS work in groups and work out the answers to the essay summary provided in the textbook. (P216) Structured Writing (to be done orally) (Ex. 13) (Pair work) (10’) Work in pairs and make an oral argumentative composition. Outline (P219): Topic: The Way Materialized Youngsters See Value An argument: a sad tendency, youngsters, more and more materialized; …. Supporting Fact: everything, calculate, in terms of money… Translation, vocabulary and structure Ex. (25’) Discussion: My View on Education---Quality Education or Mere Vocational Training? (15’) SS work in groups of 6 and share their ideas about education. The representative from each group will report their opinion to the class. Writing: (20’) Write an argumentation on the topic “ My View on Education” based on the discussion above. Homework Pre-view Section B Section B: What Youngsters Expect in Life Composition Study (15’) Before moving on to Section B, a composition written by one of the SS will be presented to the class and they will find out the strong points and weak points and offer their suggestions as to how to improve on it. (Group work) Reading Skills (10’) This part is designed to review the skill introduced in Unit 3, Book 2. Since the SS are familiar with the skill, it will suffice to have them practice the skill by finishing the exercises provided in the textbook. 3. Section B (75’) Section B 1. Structure and Main Information (35’) Part 1 (Para.1): We are forced to be creators and pioneers Part 2 (Para.2—4): what attitude surveys show: young people are disaffected; not happy with their prospects for the future Most high-school seniors have no motivation to learn because they think the US will be worse 10 years from now. What female students expect to be: (1) profession: doctors, lawyers, engineers… fighter pilots; (2): family: have both a career and a marriage based on equality What male students expect to be: (1): profession: professional athlete, media personality (2) family: traditional nuclear family: male-headed, one provider; wife staying at home as mother and house wife What male students expect to be: (1): profession: professional athlete, media personality (2) family: traditional nuclear family: male-headed, one provider; wife staying at home as mother and house wife Part 3 (Para. 5-7): Alarming forecasts: (if these people do not acquire some constructive vision of purpose for themselves,) dangers for young men: likely to be destructive forces of resistance in society; disaffected, disconnected pregnant moment: familiar things disappear backward steps---leading nations to lose balance social and economic progress will grind to a halt more jobs will be eliminated people’s anger and frustration will be a terrible and dangerous force 2. Difficult Sentences (10’) Study the structure of the following sentence and translate it into Chinese: (Para. 7) However, in the absence of plausible alternative explanations for the gloomy economic news of the past 15-20 years and the gloomier prospects implicit in the projections of those trends, industrial societies---fearful for the future---might very well take backward steps. Paraphrasing: However, authorities concerned were not able to explain why economy was so gloomy in the past 15-20 years; these gloomy trends of economy implied an even gloomier prospect. Again, people failed to offer a reasonable explanation. As a result, industrial societies became fearful of the future and tended to take backward steps. Translation: 然而，由于对过去15-20年的经济萧条没有合理的解释；这些萧条的趋势暗示着更加萧条的未来，也没有人做出合理的解释。因此，工业社会对未来产生了恐惧，于是往往采取倒退措施。 3. Important Words and Expressions (15’) The following words and expressions are worth paying special attention to: no wonder (Para.2) be committed to sth (Para. 3) by comparison (Para. 4) preference (Para. 4), preferable, preferably (Section A Para. 14, Line 1), prefer be associated with (Para. 5) pregnant (Para. 6) at large (Para. 6) take steps (Para. 7) dominant (Para.7) grind to a halt (Para.7) SS are supposed to work in groups. Each group will be assigned to work out the meanings of 3 expressions and come up with a sentence using each of them. 4. Exercises (15’) See next page. Homework: Study Section C. 2. Finish all the corresponding exercises for this unit in the workbook. Comprehension Questions: Write down the main idea (or topic sentence) of Para.1. ________________________________________________________ Para. 5-7 are concerned with the alarming results/forecasts of the above problems. Para. 5: dangers for young men---they are 9.______________________ and 10. ___________________, and likely to be 11._______________________________________________ in society. Para. 6: This is a pregnant moment when familiar things 12._____________. Para. 7: Industrial societies will take backward steps which will lead nations to 13. ________________________________: A: social and economic progress will grind to a halt B: more jobs will 14. ___________________________ C: people’s 15._________________________________________ will be a 16.______________________________________________. Keys for reference: We are forced to be creators and pioneers. disaffected/dissatisfied not happy motivation; they think the US will be worse 10 years from now doctors, lawyers, engineers … fighter pilots have both a career and a marriage based on equality professional athlete, media personality nuclear/male-headed/one-provider; mother and housewife disaffected disconnected destructive forces of resistance disappear lose balance be eliminated anger and frustration terrible and dangerous force Ex. 16 and 17 on P227