全新版《大学英语》教案 课程名称： 大学英语（四级） 专业： 建筑城规、土木、自动化、光电、电气和数理等学院 年级： 2004 学年： 2004-2005 学期： 第一学期 任课教师：全新版《大学英语》板块任课教师 编写时间：2004年9月 Course Schedule Aims: Developing Ss’ ability of independent learning to be automatic learners. Enhancing Ss’ ability in using English: improving Ss’ five micro-skills— listening, speaking, reading, writing, translation— especially listening and speaking so that they can communicate in English orally and writtenly. Required course materials: 1. College English (book 4) Integrated Curse, Listening and Speaking Course, Reading Course Note: Reading Course book is used as Ss’ self-access material. One Dictionary: Tentative Class Schedule (Week1 — Week 16) Teaching weeks Date  Class Topic Class preparation and independent learning   1th Sept.7 1.Opening remarks Group discussion: your summer vacation Prepare for Int.unit1: P2-12  1th Sept.10 Int. course unit 1: PartⅠ-Ⅱ Finish exercises of unit1 (Int.P15-22) Prepare for picture description: A Friend Prepare for writing: Can Man Triumph over Nature (Int. P32-33)  2th Sept.14 1.Picture description: A Friend 2.Writing: Can Man Triumph over Nature Finish Int. PartⅢ (P23-31) Review Int. Unit1 3. Write personal essay: Can Man Triumph over Nature (handing in Sept.20)  2th Sept.17 1.Check the exercises (Int. unit1) 2.Check Int. PartⅢ 3.Test Prepare for picture talk: Describing Chinese and Western ways of eating Write personal essay: Can Man Triumph over Nature (handing in Sept.20)  3th Sept.20 1.Picture talk: Describing Chinese and Western ways of eating 2.Check the writing  Prepare for unit2 (Int. course)  3th Sept.24 Int. course unit 2: PartⅠ-Ⅱ Finish exercises of unit2 (Int.P42-54) Prepare for picture talk: Talking about wedding customs 3. Prepare for writing: Resume(p66-70)  4th Sept.28 1. Picture talk: Talking about wedding customs 2. Writing: Resume 1.Finish Int. PartⅢ (P55-65) 2.Review Int. Unit2 3. Write personal essay: Resume (handing in Oct.12)  5th Oct.8 1.Check the exercises (Int. unit2) 2.Check Int. PartⅢ 3.Test 1.Prepare for discussion: Explaining Process 2.Write personal essay: Resume (handing in Oct.12)  6th Oct.12 1.Discussion: Explaining Process 2.Check the Writing Prepare for unit3 (Int. course)  6th Oct.15 Int. course unit 3: PartⅠ-Ⅱ 1.Finish exercises of unit3 (Int.P43-49) 2.Prepare for discussion: Describing an unforgettable experience 3.Prepare for writing: Job application letters (Int. p102-106)  7th Oct.19 1. Discussion: Describing an unforgettable experience 2. Writing: Job application letters 1.Finish Int. PartⅢ (P94-101) 2.Review Int. Unit3 3. Write personal essay: Job application letters (Handing in on Oct.26)  7th Oct.22 1.Check the exercises (Int. unit3) 2.Check Int. PartⅢ 3.Test Prepare for debating: Arguments for or against the view that money brings greater freedom 2.Write personal essay: Job application letters (Handing in on Oct.26)  8th Oct.26 1. Debating: Arguments for or against the view that money brings greater freedom 2.Check the writing Prepare for Unit4 (Int. course)  8th Oct.29 Int. course unit 4: PartⅠ-Ⅱ 1.Finish exercises of unit4 (Int.P120-128) Prepare for debating: Arguments for or against banging smoking in restaurants 3.Prepare for writing: It is important for college students to know cultural difference (Int. p138-140)  9th Nov.2 1.Debating: Arguments for or against banging smoking in restaurants 2.Writing: It is important for college students to know cultural difference 1.Finish Int. PartⅢ (P129-137) 2.Review Int. Unit4 3. Write personal essay: It is important for college students to know cultural difference (Handing in on Nov.9  9th Nov.5 1.Check the exercises (Int. unit4) 2.Check Int. PartⅢ 3.Test Prepare for debating: Arguments for or against mercy killing 2.Write personal essay: It is important for college students to know cultural difference (Handing in on Nov.9)  10th Nov.9 1.Debating: Arguments for or against mercy killing 2.Check the writing Prepare for Unit5 (Int. course)  10th Nov.12 Int. course unit5: PartⅠ-Ⅱ 1.Finish exercises of unit5 (Int.P172-180) 2.Prepare for debating: Arguments for or against the use of force against terrorism Prepare for writing: Molding of character as I see it (Int. p190-192)  11th Nov.16 1.Discussion: debating: Arguments for or against the use of force against terrorism 2.Writing: Molding of character as I see it 1.Finish Int. PartⅢ (P181-189) 2.Review Int. Unit5 3. Write personal essay: Molding of character as I see it (Handing in on Nov.23)  11th Nov.19 1.Check the exercises (Int. unit5) 2.Check Int. PartⅢ 3.Test 1.Prepare for discussion: Describing graphs 2.Write personal essay: Molding of character as I see it (Handing in on Nov.23)  12th Nov.23 1.Discussion: Describing graphs 2.Check the writing Prepare for Unit6 (Int. course)  12th Nov.26 Int. course unit6: PartⅠ-Ⅱ 1.Finish exercises of unit6 (Int.P207-216) 2.Prepare for debating: Arguments for or against popularizing home-schooling 3.Prepare for writing: Make time to be my servant (Int. p225-227)  13th Nov.30 1. Debating: Arguments for or against popularizing home-schooling 2.Writing: Make time to be my servant 1.Finish Int. PartⅢ (P P217-224) 2.Review Int. Unit6 3. Write personal essay: Make time to be my servant (Handing in on Dec.7)  13th Dec.3 1.Check the exercises (Int. unit6) 2.Check Int. PartⅢ 3.Test 1.Prepare for discussion: Analyzing public opinion poll 2.Write personal essay: Make time to be my servant (Handing in on Dec.7)  14th Dec.7 1.Discussion: Analyzing public opinion poll 2.Check the writing Prepare for Unit7(Int. course)  14th Dec.10 Int. course unit7: PartⅠ-Ⅱ 1.Finish exercises of unit7(Int.P243-251) 2.Prepare for debating: Arguments for or against reality TV shows 3.Prepare for writing: How we should combat terrorism  15th Dec.14 1. Debating: Arguments for or against reality TV shows 2. Writing: How we should combat terrorism 1.Finish Int. PartⅢ (P P253-260) 2.Review Int. Unit7 3. Write personal essay: How we should combat terrorism (Handing in on Dec.21)  15th Dec.17 1.Check the exercises (Int. unit7) 2.Check Int. PartⅢ 3.Test 1.Prepare for debating: Arguments for or against going Dutch 2.Write personal essay: How we should combat terrorism (Handing in on Dec.21)  16th Dec.21 1.Debating: Arguments for or against going Dutch 2.Check the writing Review   Note: 1. Prepare for Int. unit X means YOU have to 1) think about the questions in PartⅠ (“Pre-reading Task” section); 2) read Text A in PartⅡ; 3) memorize the “New Words and Expressions” section; 4) try to answer questions of “Comprehension” section; 5) pay special attention to “Language focus” section. 2. Prepare for discussion means YOU have to Preview the Listening and Speaking Course book and also Search on line or other reading materials for the concerned topic and Download the information or Take Notes. 3. Prepare for writing means YOU have to Preview the “Essay Writing” section in the Integrated Course book and also Search on line or other reading materials for the concerned topic and Download the information or Take Notes. Assessment: Final examination: 60% Tests (dictation, oral test): 15% Participation (Classroom discussion/ presentation): 10% Assignments (personal essay, group contribution): 10% Class attendance: 5% Note: Individual assignments will be graded using the scale: Excellent: A+, A, A- // Good: B+, B, B- //Pass: C+, C, C- //Fail: F Teaching and Learning: Keep in mind that it is YOU who have to study to improve your English. If you do not study by yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English. Be well prepared when you come to class. It is of great importance for you to preview the course materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class. Class participation is vital. You should actively join in pair work or group discussion and do oral presentation before class. It is important to turn in any assignments by the due date. If you know that you have a circumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by a loose paper. Since attendance/absence is part of evaluation, keep in mind that your absence will reduce your evaluation. Useful English Learning Resources: Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English Newspaper: 21st Century, China Daily Websites: http://epizza.nease.net (英语比萨园地); http://www.listeningexpress.com (听力快车); http://www.putclub.com (普特英语听力); http://www.4ewriting.com (英文写作网); http://www.wwenglish.com (旺旺英语); http://www.chinadaily.com.cn (中国日报); http://www.guardian.co.uk (英国卫报) http://www.washingtonpost.com (华盛顿邮报) http://www.guardian.co.uk/ 英国卫报 http://www.washingtonpost.com华盛顿邮报 Unit 1 Fighting with the Forces of Nature Integrated English (4 periods) Objectives: ????????? 1) Grasp the mail idea and structure of the text;??? ????????? 2) Master key language points and grammatical structures in the text; ????????? 3) Conduct reading, speaking and writing activities related to the theme of the unit. The Focus and difficult points: 1. The main idea and structure of Text A. 2. The understanding of text A including some difficult expressions. 3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?) Time Allotment and Course Arrangement: Pre-reading Tasks: (30 ms) -Tasks Ss the following questions on the recording (5 minutes) -Where and when did the storm occur? (Lake Superior, Novembdr1975) -Why did the crew tear the worst would happen to them? (They all knew the dangers of November storms) 2. Discussion: Man or nature, which is more powerful? (20 minutes) Ss are divided into two groups: One group lists instances where man conquers nature; the other group comes up with cases where the forces of nature are too powerful to be resisted. Several Ss from both groups report their respective lists to class. T solicits opinions from other Ss: man or nature, which do you think is more powerful? Also be careful not to disregard the laws of nature. When Napoleon and Hitler finally While-reading Tasks: (60 ms) T draws Ss’ attention to the subtitles in the text, then leads them through Text Organization exercise 1. In this way Ss will have a better understanding of the text structure. (5 minutes) T explains the language points in Parts I and IV, and has Ss practice them. (see Language Study) (15 Minutes) Ss sum up the main ideas of Parts I and IV respectively. (4 minutes) T explains the language points in Parts II-III, and has Ss practice them. (see Language Study) Ss form groups to analyze the similarities and differences between the two invasions. T may suggest that they make a comparison and contrast analysis in the form of a table. When they finish, some Ss groups report to class. (see Text Analysis) (35 minutes) Ss sum up the main ideas of Part II and Part III. (4 minutes) Homework: Deliver handouts about language points and ask Ss to review them after class. Finish exercises of unit 1. Finish reading Text B. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 ms) 1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first. (15’) 2. The class is divided into two groups based on different ideas and debate on the topic. (30’) 3. Two Ss represent each side to summarize their ideas. ( 15’) 4. Check on Text B and exercises. (30’) Speaking Course (two periods) Objectives: Familiarize Ss with vocabulary on sports and discuss related topics. Familiarize Ss with vocabulary on weather and discuss concerned topics. Course Arrangement: 1st period: Deliver handout on expressions of sports and familiarize Ss with vocabulary on describing friend Conduct group discussion based on questions: (20 min) Do you have favorite friend? Why do people need friend? How to make friends? 3. Group leaders report to the class. (15’) 2nd period: 1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on describing friend. 2. Leaders of each group casually pick out a script from Ts with two questions on it and discuss the questions. (20’) — What’s your favorite season and why? —Are there any special traditions associated with different season in your country? —What crops are produced in which seasons in your country? —Do you think weather patterns are changing? If so, why do you think this is? —Do you have snow in your country? (Do you have hail?) Describe it. —Do you think that in recent years we are losing our four distinct seasons? —What kind of climate do you prefer when choosing a place to go on vacation? —In your opinion, which season is the most beautiful? —Are you concerned with weather? How do you get weather information? —Do you like the climate of the city where you live? Why or why not? —Is weather forecasting important in modern life? Why or why not? —Which do you like better, hot weather or cold weather? —Do you think it is possible or impossible to give accurate weather forecast? Why? —Try to tell your classmates what the weather is like at this moment. —Do you think weather will influence people’s mood? How? —Which place around the world do you think has the best or worst weather condition? Describe it. 3. Group secretary reports to the class. (15’) Unit 2 Smart Cars Integrated English (4 periods) Objectives: 1. Learn about useful information on Wal-Mart. 2. Understand the main idea and the structure of the text. 3.?Appreciate the use of indirect description in portraying a person. 4. Grasp the key language points and grammatical structures in the text. 5. Conduct a series of reading, speaking and writing activities related to the?theme of the unit. Time Allotment and Course Arrangement: Pre-reading Tasks: (20 ms) 1. T asks Ss the flowing questions on the song: (5 minutes) ——According to the song, will the world be a better or a worse place in a hundred years’ time? (a worse place) ——According to the song, what are some of the effects of modern science and technology on man in the future? Do you agree? (thoughts and feelings will be shaped by drugs; bodies will waste away; family life will be gone, babies will be born artificially; man may no longer exist) 2. Free writing (25 minutes) Ss are given ten minutes to free write, beginning with the sentence: “Even if I could afford a car, I am not actually want to drive one because……” Ss exchange their papers with at least three fellow Ss, noting down reasons given by the others as to why they wouldn’t drive a car. T asks several Ss to report to class the reasons for not driving a car given both by him/herself and by others. 3. T may move on to Text A by saying: Some scientists and engineers have come up with the idea of a “smart car”. Let’s read to find out what this “smart car” can do. (2 minutes) While-reading Tasks: (70 ms) T leads Ss through the instructions for Text Organization Exercise 1, and tell them that the main ideas will be filled in as soon as they finish studying a part. (3 minutes) T explains the language pints in Part I and has Ss practice them. (see Language Study) (10 minutes) Ss tell sentences that express opinions from factual statements in Part I Later, T explains that facts and opinions are often interwoven in expository writing and that one must learn to distinguish them. (see Text analysis) (8 minutes) Ss summarize the main idea of Part I. (2 minutes) T explains the language points in Part II and has Ss practice them. (see Language Study) (30 minutes) Ss summarize the main idea of Part II. (2 minutes) Ss do Text Organization Exercise 2 (16 minutes) T explains the language points in Part III and has Ss practice them. (see Language Study ) (20 minutes) Ss summarize the main idea of Part III. (2 minutes) Homework: Deliver handouts about language points and ask Ss to review them after class. Finish exercises of unit 1. Finish reading Text B. Search for more information on Wal-Mart and Walton. After-reading Tasks: (60 ms) 1. Pair work to exchange information on cars (15’) 3. Several pairs report their discussion. (10’) 4. Check on Text B and exercises. (25’) 5. Test of Unit 1. (10’) Speaking Course (two periods) Objectives: Learn how to talk about food and the expressions in restaurants. Learn to talk about health. Course Arrangement: 1st period: 1. Deliver handout on expressions about food and restaurant and familiarize Ss with vocabulary on the topic. (10’) 2. Role Play (15’): one acts as a diner and the other a waiter or waitress. 3. Further group discussion on food based on the questions: (10’) 1) What are the specialties of food in your hometown? 2) Discuss the pros and cons of Chinese and western food. 4. Ss’ presentation. (10’) 2nd period: 1. Deliver handout on expressions of health and familiarize Ss with vocabulary on health. (10’) 2. Distribute a survey paper for Ss to interview 2 people in the class and make some notes about their answers. (25’) Questions  S1  S2  Do you consider alcohol a drug? And Why?    Do you take medicine when you are sick? Why or why not?    What do you know about AIDS?    Do you think it is unhealthy to keep a cat in your home? Why?    What are some things that cause stress? What are some ways to deal with stress?    What are some things people can do to keep healthy?    What kind of pollution is the most risky?    What do you think of cosmetic surgery?    If you were President of China, what would you do to improve Chinese’s health?    3. Ss’ presentation to the class (10’). Unit 3 Job Interview Integrated English (4 periods) Objectives: 1. Learn about job interview. 2. Understand the main idea and the structure of the text. 3. Appreciate the key language points and grammatical structures in the text. 4. Grasp the key language points and grammatical structures in the text. Time Allocation and Course Arrangement: Pre-reading Tasks: (20 min) T asks Ss the following questions on the recording: (5 minutes) ——Why do you think the wife behaves in the way she does according to the song? (This is open to interpretation. Obviously she is angry with her husband, perhaps for his being lazy, timid, not trying hard enough, or simply putting all the burden of the family on her shoulders.) ——How does the husband feel about his wife’s behavior? (This is also an open-ended question. Maybe he is angry too, or maybe he is helpless, impatient, frightened or crying for sympathy.) 2. Group research project: How to prepare for an Interview (25 minutes) Before class, divide Ss into groups. Each group will search either online or through traditional media, for a recruitment ad related to their major/specialty. Each group previews Text A and Cloze B and brainstorms how to prepare, as an applicant, for this particular job interview on the basis of the same ad. Groups make due preparations. In class, several groups report to class on their preparations: e.g. resume, information on the company, company executives, company products or services, a list of questions likely to be asked and how to answer these questions. Each group may be represented by more than one speaker. 3. T may move on to the text by saying: all our preparations have been done from the interviewee’s point of view, now let’s study Text A to get the interviewer’s perspective. (1 minute) While-reading Tasks: (70 min) T guides Ss through the instructions for Text Organization Exercise 1 to learn about the text structure. (1 minute) T explains the language points in Part I and has Ss practice them .(see Language Study) (15 minutes) Ss summarize the main idea of Part I. (3 minutes) T explains the language points in Part Ii and has Ss practice them. (see Language Study) (4 minutes) Ss do Text Organization Exercise 2. At the end, T may draw Ss’ attention to the importance of examples by saying: suggestions without examples are dry and hard to understand; suggestions with examples are comparable to bones covered with flesh. It is also a good idea to start and article with an example that is relevant to readers’ life and interests, like the author did in this text. (14 minutes) Ss summarize the main idea of Part II. (3 minutes) T explains the language points in Part III and has Ss practice them. (see the courseware) (10 minutes) Ss summarize the main idea of Part III. (3 minutes) Homework: 1. Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ss prepare for role play. After-reading Tasks: (90 min) 1. Role Play: Ss are divided into several groups and perform a job interview. (60’) 2. T’s comment. (10’) 3. Check on Ss’ homework. (15’) 4. Test of Unit 2. (5’) Speaking Course (two periods) Objectives: Learn how to talk about music. Learn to deal with job interview. Course Arrangement: 1st period: 1. Deliver handout on expressions of music and familiarize Ss with vocabulary on music. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’) —Can you concentrate on your study when you are listening to music? —Can you read music? Is it difficult for you? Why? (staff, numbered musical notion) —Do you like singing karaoke? Why? How often do you sing karaoke? —Do you watch music shows on TV? If so, what do you watch? —How does music make you feel? —If you were a song, what song would you be and why? —What are some special or traditional musical instruments in your country? (huqin, pipa, sanxian, yangqin, zheng, se, sheng, dizi, xiao, suona, guqin) —What do you think the world would be like without music? —What is one of your favorite songs? Why do you like it? When did you first hear it? —What is your favorite kind of music? Why? —What kind of music do you like? Why? —What kind of music do you listen to cheer you up? Why? —Which do you prefer, songs in English or songs in your own language? Why? —Why do you think music is important and how does it affect different people? 3. Group secretaries report to the class. (15’) 2nd period: 1. Deliver handout on sample interview and ask Ss to read aloud. (5’) 2. Group work: discuss the factors that are vital for successful interview. (10’) 3. Role play: an interview between an interviewer and an interviewee. (15’) 4. Ss’ presentation. (15’) Sample Interview: Q： Can you sell yourself in two minutes？ Go for it. A： With my qualifications and experience, I feel I am hardworking, responsible and diligent in any project I undertake. Your organization could benefit from my analytical and interpersonal skills.) Q：Give me a summary of your current job description. A：I have been working as a computer programmer for five years. To be specific, I do system analysis, trouble shooting and provide software support. Q：Why did you leave your last job？ A： Well, I am hoping to get an offer of a better position. If opportunity knocks, I will take it. Q：What do you think you are worth to us？ A：I feel I can make some positive contributions to your company in the future. Q：What make you think you would be a success in this position？ A：My graduate school training combined with my internship should qualify me for this particular job. I am sure I will be successful. Q：What is your strongest trait(s)？ A：Adaptability and sense of humor. Q： How would your friends or colleagues describe you？ A： (pause a few seconds) They say Mr. Chen is an honest, hardworking and responsible man who deeply cares for his family and friends. Q：How do you normally handle criticism？ A：Silence is golden. Just don’t say anything; otherwise the situation could become worse. I do, however, accept constructive criticism. Q：How do you handle your conflict with your colleagues in your work? A：I will try to present my ideas in a more clear and civilized manner in order to get my points across. Q：How do you handle your failure？ A： None of us was born “perfect”. I am sure I will be given a second chance to correct my mistake. Unit 4 Multicultural Society Integrated English (4 periods) Objectives: 1) Understand the main idea and structure of the text. 2) Practice their critical thinking ability through in-depth discussions on issues mentioned in the text. 3) Grasp the key language points and grammatical structures in the text. 4) Conduct a series of reading, speaking and writing activities related to the theme of the unit. Time Allotment and Course Arrangement: Pre-reading Tasks: (50 ms) 1. T asks Ss the following questions on the recorded passage: (5 minutes) ——What happened when Juanita Brooks applied for a job more than 50 years ago? (The school principal offered to keep her biracial background secret.) ——What changes enabled Juanita Brooks to claim to be both black and white? (changes in federal guidelines for collecting statistics, allowing people to identify themselves as of more than one race) 2. Activity: the American collage (25 minutes) Before class, T explains to Ss the concept of a collage. Probably it would be a good idea if T could show Ss a sample of collage. Ss carry out an individual assignment out of class. Each makes a collage out of newspaper clippings, magazine pictures, cartoons, his/her own drawings, etc. the collage should represent the United States as they each see it. In class, Ss form groups to show each other their individual collages, and then explain why the chose certain images to represent the U.S. T may move on the Text A by saying: just now the heard your versions of the American collage. Now let’s look at the American collage in the eyes of an American. (1 minute) While-reading Tasks: (40 min) T draws Ss’ attention to the directions of Text Organi9zation Exercise 1, so that they could understand the text structure. (4 minutes) T explains the language points and has Ss practice them. (see Language Study) (60 minutes) When T and Ss finish each of the three parts, Ss should come up with a summary. (10 minutes) Ss do Text Organization exercise 2. (10 minutes) Homework: 1.Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ss prepare for follow-up discussion: The pros and cons of Internet After-reading Tasks: (90 min) 1. Group discussion on the pros and cons of Internet. (30’) 2. The presentation of each group. (20’) 3. Check on Ss’ homework. (20’) 4. Test of Unit 3. (10’) Speaking Course (one periods) Objectives: Learn how to talk about fashion. Course Arrangement: 1. Deliver handout on expressions of fashion and familiarize Ss with vocabulary on fashion. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’) 1. Which is more important to you in deciding what to buy: brand name, quality or price? Why? 2. Why do many young people today go after famous name brands in everything they buy? 3. What do you think of people who judge others by the clothes they wear? 4. Do you believe in “clothes make the man”? why or why not? 5. What kind of clothes do you like to wear? 6.Do you think it is important to wear fashionable clothes? Why or why not? 7. What colors do you think look good on you? Why? 8. What did you wear yesterday? 9. What do you think of body piercing (tattoos)? 10. Do you have pierced ears? Have you seen others with pierced ears? How do you like it? 11. What do you think of people who dye their hair green? 12. What do you think of women who wear high heel shoes? Do you think high heel shoes are bad for a person’s health? 3. Group secretaries report to the class. (15’) Unit 5 Cruelty Integrated English (4 periods) Objectives: 1. Grasp the main idea and the structure of the text; 2.?Appreciate the narrative skills (using details to bring out a character; a surprising ending; use of puns); 3. Master the key language points and grammatical structures in the text; 4. Conduct a series of reading, speaking and writing activities related to the theme of the unit. Time Allotment and Course Arrangement: Pre-reading Tasks: (45 min) T asks Ss the following questions on the recording: ()5 minutes ——Do some people care too much for people in general but forget the needs of their closest friends? (open question) ——What is the singer complaining about?(Too many people find it all to easy to be cold, to say no.) 2. Ranking activity (25 minutes) T asks Ss at random what they think are the determining forces in shaping human nature (e.g., genes, family, parenting, schooling, peers, socioeconomic factors.) T chooses five or six determining forces, and then write them down on the blackboard Ss form groups to rank these forces in descending order of importance. They must also explain why. A few Ss groups report to the class. 3. T may move on to Text A by saying: We will go on to debate the issue of nature vs. nurture in the fifth period, when we do the Theme-Related Language Learning Tasks. Now let’s turn our attention to the text, to see what Maugham has to say about human nature. (1 minute) While-reading Tasks: (60 min) Ss look at the title, and then predict what the text is about, or what kinds of plot are possible under such a title. (3minutes) T helps Ss with the instructions for Text Organization exercise 1 to have a good knowledge of the text structure. (2 minutes) T explains the key language points and has Ss practice them. (see Language Study) (55 minutes) When T and Ss finish studying the language points in one part, Ss sum up its main idea. (9 minutes) At the end of Paragraphs 3, 10, 16, 32 and 45. Ss make predictions on plot development. (see text Analysis) Para. 3: What could Burton possibly have done? Para. 10: Will they discuss the remittance man? Para. 16: What is Burton’s story about? Para. 32: What was Burton’s idea? Para. 45: Did the man swim? (10 minutes) 6. Ss do Text Organization Exercise2 (10 minutes) Homework: 1. Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ss search on Internet and prepare for follow-up discussion: traits of achievers. After-reading Tasks: (75 min) 1. Group discussion on traits of achievers. (25’) 2. The presentation of each group. (20’) 3. Check on Ss’ homework. (20’) 4. Test of Unit 4. (10’) Speaking Course (one period) Objectives: Learn comment on celebrities. Course Arrangement: 1. Deliver handouts on expressions of the way to comment on people and the brief introduction of several celebrities including Napoleon, Tom Cruise, Alan Greenspan, Bill Clinton, Chairman Mao, Michael Jordan. (15’) 2. Ss are divided into groups and given two questions for discussion. (20’) Task 1. Describe your attitude and comment on one of the following characters. Task 2: Topic for discussion: Generally speaking, what do famous people have in common? 3. Ts’ presentation. (10’) Suggested words: strong-willed, persevering, intelligent, open-minded, resourceful, talented, gifted, smart, confident, humorous, far-sighted, self-esteem, stubborn, diligent, industrious, ambitious, committed, devoted, eloquent, aggressive, dominant, arrogant, charitable, generous, extravagant, frugal, stingy, kind-hearted, warm-hearted, modest, unpretentious, proud, humble, pretentious, self-important, conceited, worldly, sophisticated, tactful, considerate, selfish, easy-going, disagreeable, skeptical, moral integrity, individual attraction (appearance, dress, words and behavior) Unit 6 The Peace of Life Integrated English (4 periods) Objectives: 1) Understand the main idea and structure of the text. 2) Grasp the key language points and grammatical structures in the text. 3) Conduct a series of reading, speaking and writing activities related to the theme of the unit. Time Allotment and Course Arrangement: Pre-reading Tasks: (50 ms) T asks Ss the following questions on the recording: (5 minutes) ——How does the singer treat his diary? Why? (He treats it as a friend, to whom he can pour out his inmost feelings.) ——Can we infer what attitude the singer takes towards the pace of life today? (it’s unwise for people to be always in a rush, so much so that they don’t have time either for each other or for themselves.) 2. Hour-by-hour logs (20 minutes) Before class, Ss are asked to keep an hour-by-hour log of their activities for three consecutive days. It may be a good idea for T to do the same. The log must be kept in English. In class, Ss form groups to discuss their logs with each other. They will find similarities and differences in how they spend their time. While-reading Tasks: (40 ms) 1.?Ss are asked to skim the text and then do the Text Organization Exercise on page 107. (15’) 2.?Detailed Reading: Ss discuss the following questions and report to the class (30’) 1) Question for Paragraph 1 What does the author feel after too long on the Net? 2)?Questions for Paragraph 2-3 What did the author do three years ago and what is she doing now? How does the author manage her daily life? 3)?Questions for Paragraph 4-10 What are the symptoms shared by people who live a virtual life? How does the author behave when she is suddenly confronted with real live humans? How does the author behave on line?? Why? 4)?Questions for Paragraph 11-12 What does the author do in order to return to the real world? Does she feel happy doing so? 5) Question for paragraph 13 When dissatisfied with the real world, what does the author do? Homework: 1.Deliver handouts about language points and ask Ss to review them after class. 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ss prepare for follow-up discussion: The pros and cons of Internet After-reading Tasks: (90 min) 1. Group discussion on the pros and cons of Internet. (30’) 2. The presentation of each group. (20’) 3. Check on Ss’ homework. (20’) 4. Test of Unit 3. (10’) Speaking Course (one period) Objectives: Learn how to talk about fashion. Course Arrangement: 1. Deliver handout on expressions of fashion and familiarize Ss with vocabulary on fashion. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’) 1. Which is more important to you in deciding what to buy: brand name, quality or price? Why? 2. Why do many young people today go after famous name brands in everything they buy? 3. What do you think of people who judge others by the clothes they wear? 4. Do you believe in “clothes make the man”? why or why not? 5. What kind of clothes do you like to wear? 6.Do you think it is important to wear fashionable clothes? Why or why not? 7. What colors do you think look good on you? Why? 8. What did you wear yesterday? 9. What do you think of body piercing (tattoos)? 10. Do you have pierced ears? Have you seen others with pierced ears? How do you like it? 11. What do you think of people who dye their hair green? 12. What do you think of women who wear high heel shoes? Do you think high heel shoes are bad for a person’s health? 3. Group secretaries report to the class. (15’)