Unit1How I Got Smart
I. Teaching Objectives
1. Understand the audio materials of this unit.
2. Grasp the key words, phrases and structure.
3. Master the skills of writing and reading in this unit.
1) Developing passages beginning with misconceptions and followed by presenting theories,
arguments and opinions.
2) Appreciating figurative language in reading materials.
II. Teaching Content
1. Lead-in Activities
2. Text Organization
3. Skill Learning in Writing and Reading
4 .Language Points (key words, phrases and difficult sentences)
5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)
6 .Guided Practice ( exercises, oral practice and group work )
III. Teaching Process
1. Warm-up Questions/Activity
1) Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? And then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the un expected side effects of the author’s first venture into romance.
2) Questions for discussion:
------Do you remember the first time you fell in love? Did you let the person know how you felt?
Did you learn anything from the experience, or was it just a silly incident?
------what do you think of college love? Is it an incentive or an obstruction?
2. Text Organization
The text can be divided into three parts:
Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.
Part II (para3-33) My love story in my sophomore year.
Part III (para34) The after events of the story.
3. Skill Learning in Writing and Reading
1) Writing Skill: Developing passages beginning with misconceptions and then followed by
presenting theories, arguments and opinions.
Example:
A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendency to sit through each class in shy silence, would
grow up to be an active student?
I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.
But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just o ver the teacher’s head.
2) Reading Skill: Appreciating figurative language in reading materials.
In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow wri ters to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.
4. Language Points:
1) A common misconception among youngsters attending school is that their teachers were child
prodigies.(para1)
Prodigy: n. a person who has unusual and very noticeable abattoirs, usually at an early age 奇才，天才
Examples:
an extraordinary prodigy 奇迹，奇欢，奇物
a unique prodigy 罕见的奇才
a child / infant prodigy 神童
2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1)
tendency : n. part of a person's character that makes him like (to do) sth.
Examples:
His tendency to exaggerate is well known.
anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhow
Examples:
What was he doing with so much of the company's money in his personal account anyway?
3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2)
devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:
a devotee of Bach 巴赫乐曲的爱好者
a devotee of football 足球爱好者
[派生] devote : v. be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doing devoted 献身的，专心于……的；devotion献身，忠诚，挚爱；
devotional专心的，忠诚的
out of focus : not clearly seen; not sharply defined
Examples:
The children's faces were badly out of focus in the photograph.
His personality is still a bit out of focus.
4) I hated compulsory education with a passion. (para2)
Paraphrase -----I strongly objected to required education.
compulsory : a. required by law or a rule义务的，强制的，必修的，规定的
Examples:
English composition is a compulsory course in American colleges.
compulsory military service 义务兵役
compulsory subject 必修科目
compulsory legislation 强制性立法
[反义]optional adj 可选择的，非强制的；optional courses选修课
5)Cupid aimed his arrow and struck me right in the heart.(para3)
Paraphrase ----- I fell in love.
6).. ...if only to gaze at the lovely face in English II. (para3)
Paraphrase -----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.
if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... .. Examples:
I think you should get a job if only to stop yourself getting so bored at home.
C.f if only and only if
7) Debbie was far beyond my wildest dreams. (para4)
beyond a person's wildest dreams: better than he could have imagined or hoped for. Example:
The library was enlarged and enriched beyond our wildest dreams.
8) It was a smile that signaled hope and made me temporarily forget the intellectual gulf that
separated us.(para5)
intellectual gulf : difference in mental ability
gulf -- n. area of division or difference, esp. between opinions
Examples:
There is a widening gulf between the middle classes and the poorest sections of society.
It is hoped that the peace plan will bridge the gulf between the government and the rebels.
9) …s o that I could get all the facts in before we reached the cash register.(para12)
get sth. in: manage to find time for doing or saying sth.
Example:
John talks so much that it's impossible to get a word in.
10) “Why not?” said Debbie, playing right into my hands.(para17)
play (right) into sb.'s hands: do sth. which gives sb. an advantage; help sb. who is one's opponent against oneself
Example:
Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)
11)…so I had to step it up to get the natives in.(para20)
step up: increase in size, amount or speed
Example:
The pace of the reforms is being stepped up.
12) Debbie seemed to relish our little conversations and hung on my every word. (para26)
hang on : listen very attentively to
Example:
Ann hangs on every word of her history teacher and takes very careful notes.
13) I sneaked a look at Debbie and gave her a big wink. (para30)
sneak a look at : look secretly at
sneak : vt. take secretly (often without permission)
Example:
sneak a look through the keyhole
14) What I failed to perceive was that…(para31)
perceive : vt. notice; be conscious of
If you perceive something, you see, notice or become aware of it, esp. when it is not obvious to other people.
Examples:
perceive sth by the ear /eye 耳闻/ 目睹某事
perceive to car coming to ward 看到一辆车朝……驶来
He was able to perceive the danger of their situation.
C f perceive, conceive and deceive
15) Although the original incentive was gone….(para34)
incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励
Examples:
ecnomic incentive 经济刺激
offer an incentive 给予鼓励
many incentives to work hard 努力工作的动力
give sb. incentive to sth / to do sth / to doing sth 激发某人做某事
[同义] motive n. 动机，主旨，目的stimulus n. 刺激，刺激物
16) Drink deep, or taste not the Persian spring. (para34)
Paraphrase --- -Learning intensively, or give up learning at all.
Pierian : a. belonging to Pieria, a region of ancient Macedonia, the reputed home of the Muses, hence allusively in reference to poetry and learning.
5. Grammar Focus
1) The use of “rather than”
r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。使用rather than 必须注意它所接名词或短语要用与主句的与之平行部分相同的形式，另外rather than 后加不定式to do （更正式）或不带to的不定式或动词过去式都有可能，只要主句有此结构。
Examples:
He was pitied rather than disliked by his friends.
他朋友同情他而不是不喜欢他。
He likes starting early rather than staying late.
他喜欢早起不喜欢晚睡。
Why don’t you wear the black shoes rather than the brown ones?
为什么你不穿棕色鞋而穿黑色鞋。
He lay rather than sat in his armchair.
他躺下了没有做在轮椅上。
I’d like to stay at home this evening rather than go /to go /going out.
我不想出去我要呆在家里。
Rather than cause trouble, he left.
没有引起什么乱子，他走了。
2) the “make+noun/pronoun+past participle” structure
The “make+noun/pronoun+past participle” structure is used to mean “getting people to do something” when the logical subject of the verb in the past pa rticiple form is unknown, less important or when it involves the general public or people in general.
Examples:
They went to the Ambassador to make themselves known to him.
I can make myself understood in French.
She had to shout to make herself heard above the sound of the music.
6. Guided Practice( exercises, oral practice and group work)
1) Summary
A) Ask several students to retell the text by using their own words.
B) Talk about the main idea or theme of the text.
2) Exercises
EX. II , p 9-10 (Comprehension of the Text)
EX. III, IV, V ,p10-11 (Vocabulary Revision)
EX.,VI,VII, p11-12 ( Word Building: the suffix –ess, -ee)
EX.IX, X, XI, p13-14 (Structure: rather than, if only to do sth., make+ noun/pronoun+ past participle )
7. After-class Assignments
EX.XII, XIII, p14 (Translation)
EX.XIV, P15 (Cloze)
EX.XVI, Writing ( Write paragraphs beginning with misconceptions and then followed by presenting theories, arguments and opinions.P17)
Preview text B ,(Do exercise XVII. before reading text B)
Unit 2 Text A The Titanic Puzzle
Should a good feminist accept priority seating on a lifeboat?
I. Teaching Objectives
1. To understand the writer’s purpose to write the text and the attitudes towards the equal rights
between men and women..
2. To grasp the key words and phrases.
3. To master the skills of writing and reading in this unit.
1) To develop a passage by presenting a possible explanation for the attitude he’s discussing and
they showing why he disagrees with it.
2) To identify the writer’s purpose in reading comprehension.
II. Teaching Content
1．Lead-in Activities
2. Text Organization
3. Skill Learning in Writing and Reading
4. Language Points( key words, phrases and difficult sentences)
5. Grammar Focus ( the word given used as a preposition and the use of the present participle in
the absolute construction.)
6. Guided Practice (exercises, oral practice and group work)
III. Teaching Process
1.Warm-up Questions
1)For gentlemen: There are many traditional ways of showing courtesy to women —gestures
like lighting their cigarettes for them or standing up when they enter a room. What other things can you think of? Name some of those you know!
2) For ladies: What do you think of the woman’s argument about everyday reality? What about
you view of common courtesy?Text Organization
Part I (Paras.1-2) Presenting controversial responses to “women and children first”.
(The text starts with a fabricated story that Titanic II is sinking when the captain shouts
“ Women and children first!” Then a negative response “ Why women?”) Part II (Paras.3-8) The author’s opinion versus the traditional attitude of “women and children first”.(Establishing the author’s viewpoint against the priority of women through
rhetorical questions.)
Part III (Paras.9-17) Arguing against the point of view that women should be grouped with children to enjoy priority.
2. Skill Learning in Writing and Reading
1) To get readers to think about a commonly accepted attitude the author is interested in. Start by
stating what the issue is, the present a viewpoint that seems to explain it. Go on to explain why you disagree with this view.
2) To identify the writer’s purpose in reading comprehension. (The common purposes of writing
are: a) to inform; b) to persuade; c) to entertain.) To identify the purpose with the help of some
clues.(subject, the use of language, etc.)
3. Language Points
1) priority --- n. right to have or do sth. before others (the title)
Examples:
I have priority over you in my claim.
Banks normally give priority to large business when deciding on loans. (the title)
2) The Titanic Puzzle --- The Paradoxical Question Concerning the Titanic
A puzzle is a question that is difficult to understand or answer, or a game or toy that demands skill or careful thought to answer it or to put it together.
3)An audience can enjoy these at a distance.--- From far away in time, viewers can take pleasure in looking at these (period things). (para.2)
at /from a distance -- a long way away in space or time
Examples:
Remembering the disaster at a distance, l now feel sure that it was not his fault.
4) …, let alone feminist, object to it as insulting to women? (para.3)
let alone--- (used to indicate that a particular situation is even less likely or possible) not to mention; without considering
Examples:
There wasn't enough room for us, let alone three dogs and two cats.
I was too tired to walk, let alone running.
object to --- oppose; be against
Examples:
Professor Hawking objects to being treated like someone special.
The embassy objects to their requests to take refuge there.
5) at random --- without method or conscious choice (para.4)
Examples:
The enemy soldiers couldn't have seen us; they were shooting at random.
I chose a name at random, and it turned out to be an old acquaintance.
6) …,how can one not wince when adult women are routinely classed with children? (para.8) class---vt. consider…as belonging to a particular group; classify.
Examples:
At nineteen you are still classed as a teenager.
He was classed with the top ten American novelists.
7) Children are entitled to special consideration for two reasons: helplessness and innocence.
(para.9)
be entitled to ---be given the right to have or do (sth.)
Examples:
I'm entitled to know how my own money is being spent.
You are entitled to high praise for handling this difficult situation successfully all alone. helplessness ----not acquiring the faculty of reason, being defenseless, and being incapable of fending for themselves.
innocence----not acquiring the wisdom of experience, being blameless, and being incapable of real sin in the other.
8) fend for oneself--- look after oneself without depending on anyone else (para.9)
Examples:
It is time you left home and fended for yourself.
Their parents being away on business, the children were left to fend for themselves at home.
9) put one's life in sb.'s hands --- rely solely on sb. (para.9)
10) The phrase “women and children” attributes to women the same dependence and moral simplicity we find in five-year-olds. (para.10)
attribute (a quality, feature, etc.) to sb./sth. --- say or think that sb./sth. has got (that quality, feature, etc.)
Examples:
I wouldn't dream of attributing such a lack of judgment to you.
I wouldn’t dream of attributing such a lack of judgment to you.
dependence and moral simplicity= helplessness and innocence
11) Given the disabilities attached to womanhood in 1912, it was only fair that a new standard of gender inequality not suddenly be proclaimed just as lifeboat seats were being handed out. (para.10)
attach sth. to sth./sb. -- connect sth. to sth. else; attribute sth. to sb.
Examples:
A label is attached to each piece of luggage.
Chinese movies used to attach every good quality to a hero.
gender equality = sex equality
Gender means sex but is especially used in job advertisements. In writing about politics and society, as well as in grammar, while sex is a general word.
Examples:
The job is open to any suitably qualified person regardless of age. gender or race.
proclaim --- vt. make known officially or publicly; declare
Proclaim implies a clear, forceful, authoritative oral declaring of something, often of national importance.
Examples:
The American colonies proclaimed their independence in l776.
The president proclaimed a day of mourning.
hand out --- distribute
Examples:
Make a list of names, see if they're all present. and hand out the books.
Would you hand the cake out while I pour the coffee?
12) …,what entitles women to the privileges―and reduces them to the status ―of children? (para.11)
reduce sb. to --- bring sb. to (a specified, usu. worse, state or condition)
Examples:
We were reduced to selling the car to pay the rent.
He ran out cigarettes and was reduced to smoking the butts left in the ashtrays.
13) …evolution has conditioned us t o give them the kind of life-protecting deference we give to that other seed of the future: kids. (para.12)
condition --- vt. influence the attitudes, opinions or actions of
Examples:
She had conditioned the child to see me. as an enemy.
Environment conditions that development of an animal.
life-protecting deference---acts, respect and politeness done to women for the protection of their lives.
14) It’s like a serious version of the geneticist’s old joke that a chicken is just an egg’s way of making another egg. (para.13)
Paraphrase : It’s like a repetition in serious words of what geneticists used to say jokingly about the relationship between a chicken and an egg---a chicken is nothing but an egg-layer.
15) more than just---not just; not simply. (para.13)
16) But kiddie-centrism gets you only so far. (para.15)
Paraphrase :The explanation that women are given priority to survive just because children need them is convincing up to this point only.
5. Grammar Focus
1) The word given used as a preposition
The word given can be used as a preposition followed by a noun phrase or noun clause. If you say given something or given that something is true, you mean what is mentioned is considered or is taken into account.
Examples:
Given his age, he is a remarkable fast runner.
I’m sure teaching is the right career for her, given (the fact ) that she is interested in children.
In formal English, given the chance, given the opportunity, etc. mean if you have the chance, the opportunity etc.
Examples:
Given imagination, anything is possible.
She could have done just as well as you have, given the chance.
-------go to page 48 and the relevant exercise.
2) Use of the present participle in the absolute construction
The adverbial present participle phrase has no overt subject and its "understood subject" provides a link with the main clause, while the absolute construction using the present participle has its own logical subject and is not overtly bound to the main clause, even on a semantic level, by any shared element. In grammatical functions, however, the two forms are similar.
Examples:
No further discussions arising, the meeting was brought to a close.
Weather permitting, we’ll start tomorrow.
6. Guided Practice
1) Answer questions with imagination: Page 46
a)The mai n reason that it’s so hard to achieve real equality is…
b)There’s no reason why both men and women can’t…
c)If both males and females could give birth…
2) Summary:
The Titanic Puzzle is and entirely imaginary question posed to the reader to provoke deeper thoughts upon the feminist movement. On the one hand, equal rights are demanded for both sexes, but, on the other, priority is given to women. This paradoxical problem is difficult to solve, but it needs to be explored before truly equal rights are ensued for women.
3) Group discussion:
I. Why should women, really, be given priority?
II. Are they entitled to it all?
III.What would feminists say if women were deprived of any priority?
7. After-class Assignments
1) Review Text A
2) Do exercises:
Cloze (Ex., XII p. 41-42)
Translation (Ex. X, XI, p. 41)
3) Structured Writing (p. 44)
Unit 3 Text A The Sense of Wonder
I. Teaching Objectives
1. To understand the writer’s purpose to write the text and appreciate the senses that we usually
take for granted.
2. To grasp the key words and phrases.
3. To master the skills of writing and reading in this unit.
1) To persuade someone that it’s easier than they think to do something worthwhile.
2) To understand idiomatic expressions in reading materials.
II. Teaching Content
1. Lead-in Activities
2. Text Organization
3. Skill Learning in Writing and Reading
4. Language Points( key words, phrases and difficult sentences)
5. Grammar Focus ( The “if…then…” structure)
6. Guided Practice (exercises, oral practice and group work)
III. Teaching Process
1.Warm-up Questions
1)If you had to lose one of your senses, which one would you choose to give up? And having lost it, what do you think you’d miss the most?
2) It’s common to speak of “ the five senses”---but are there only five? Some researchers say that we all have and use other senses as well. What others can you think of ?
2.Text Organization
Part I (Para 1) Fact: Children lose their sense of wonder before they reach adulthood.
Part II (Paras.2-5) How to preserve or keep alive the sense of wonder?
(Questions) 1) Who can be of help? 2) How can parents be of help?
Part III (Paras6-9) What is the value of preserving or strengthening the sense of wonder?
(It is more than just a pleasant way of passing the golden hours or children.) 3. Skill Learning in Writing and Reading
1)To persuade someone that it’s easier than they think to do something
worthwhile by placing most of the possible objections in “ even if” and
“wherever” clauses and arguing against them or responding directly and
immediately.
e.g (Para 4) Even if you have little knowledge of nature at your disposal, there is still much
you can do for your child.
Wherever you are and whatever your resources, you can still look up at the
sky….You can still feel…
2)To understand idiomatic expressions with the help of the context clues―
examples, explanations, contrasts or parallel phrases. (Note: In the case of
idiomatic expressions, word formation clues can be misleading.)
4. Language points
1) wonder---n. a feeling of great surprise and admiration caused by seeing or experiencing something that is strange and new (the title)
Examples:
The sight of the Great Wall stretching out under their feet filled them with wonder.
The children watched the magician in silent wonder.
2) If I had influence with the angels who are supposed to preside over all children, …. (para.1) influence with sb. -- ability to obtain favorable treatment from sb., usu. by means of acquaintance, status, wealth, etc.
Examples:
She has great influence with the manager.
My influence with her is not very strong.
preside over --- be head or director of; control or be responsible for
Examples:
The city council is presided over by the mayor.
The government has presided over some of the most significant changes in education in the last decade.
3) Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of
a child and on the other with a world of complex physical nature. (para.2)
confront --- vt. stand or meet face to face; bring face to face
If a problem, task, or difficulty confronts you, or if you are confronted with it, it is something that you cannot avoid and must deal with; if you confront a difficult situation, you accept the fact that it exists and try to deal with it.
Examples:
We soon have to confront a fundamental question.
Can you think of some typical problems that confront Chinese learning English?
physical --- a. having material existence; of or relating to material things
Examples:
All physical objects occupy space.
the physical world
4) in a mood of self-defeat---feeling helpless. (para.2)
5) it is not half so important to know as it is to feel (para.3)
Paraphrase --- to feel is certainly more important than to know.
Not half is used in informal English to emphasize an opinion or the truth of a statement. Examples:
It isn't half cold here in winter.
Films these days aren’t half as good as they used to be.
to feel---to have the feeling or emotion; to have the sense of wonder.
to know ---to have the knowledge; to know the facts.
6) It is more important to pave the way for children’s desire to know … (para.3)
pave the way (for )---create a situation in which something specified is possible and can happen.] Examples:
Data from the probe will pave the way for a more detailed study of Mars.
His work paved the way for the new theory.
7) have little knowledge of nature at your disposal (para.4)
at sb.'s disposal -- available for sb. to use as he wishes
Examples:
If you want some help preparing for the party I can be at your disposal all day
I would take you if I could, but I don’t have a car at my disposal this week.
8) the mysteries of natural selection embodied in the perfume and flavor of fruit. (para.4) Natural selection---The theory of natural selection is based on the idea that living things are in constant competition for limited but essential resources in their environment -- such as food, places to hide, and opportunities to breed. Accordingly, natural selection favors any trait that helps an organism or its offspring survive. For example, the daring shown by birds in the face of a predator near the nest involves the risk of death. Nonetheless, natural selection compensates the risk by increasing the offspring's chances of survival.
embody -- vt. contain and express as an important feature
Examples:
His principles were embodied in her behavior.
The latest computer model embodies many new features.
8) a matter of being open to what lies all around you (para.5)
be open to (an idea, etc.) -- be ready and willing to accept and to try and understand or consider (an idea, etc.)
Examples:
We haven't decided on a price, but we're open to offers.
We are open to suggestions.
9)their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living (para.7)
Paraphrase --- they manage to think of ways to achieve mental satisfaction and rediscover happiness in life
Inner is used to describe feelings or emotions which people have but which they do not express or show to other people.
Examples:
His inner feelings of failure came over him.
She longed for inner clam.
10) contemplate the beauty of the earth -- observe the beauty of the earth thoughtfully (para.7) Contemplate stresses the focusing of one's thoughts on something, often in a deep, quiet and serious way and for a long time.
Examples:
He contemplated the problem before he announced his decision.
She stood there contemplating the painting.
11) There is something infinitely healing in the repeated refrains of nature…(para.7) Paraphrase ---There is something that has the immense power of making things normal again in the cycle of nature.
heal https://www.doczj.com/doc/3913261026.html,monly suggests a restoring to soundness of an affected part after a wound or sore. Examples:
His wounds were slow to heal.
The plaster cast will help to heal the broken bone.
12) What will sustain me in my last moments is an infinite curiosity as to what is to follow.
(para.9)
Paraphrase --- What will keep me alive in my last moments is a great curiosity about what will happen next.
sustain---vt. keep alive or in existence.
Examples:
Only the hope that rescuers were getting nearer sustained the trapped miners.
There must be enough oxygen to sustain life.
as to --- with regard to; about
Examples:
There are no special rules as to what clothes you should wear
He has been given no directions as to what to write.
5. Grammar Focus
if….then…
The if clause implies an assumption the speaker is making which is not widely held, while the then clause lays out the consequences of that line of reasoning. Then used in the structure often means “in that case”, “therefore”, or “as a result”. The structure is mainly used in written English.
Examples:
If any questions do occur to you, then don’t hesitate to write to us.
If I haven’t heard from you by Friday, then I’ll assume you’re not coming.
6. Guided Practice
1)Discuss questions with group members using imagination: Page 77
a)If you could spend a month completely alone in a beautiful natural setting, how would
the experience benefit you?
b)If you were a sound, what sound would you be? Why?
c)What if you were a taste of a smell?
2) Ask several students to retell the text by using their own words.
7. After-class Assignments
1) Review Text A
2) Do exercises:
Structure (Ex. IX. p.68)
Cloze (Ex. X. p. 68-69)
Translation (Ex. XI., p.69)
3) Structured Writing (p. 71)
Unit 4 Text A College Pressures
I. Teaching Objectives
1.To make clear the writer’s purpose to write the text and the ideas that writer desire to convey
in text.
2.To grasp the key words and phrases.
3.To master the skills of writing and reading in this unit.
1)To master the writing technique the author uses in this text---LISTING
2)To master an important skill in active reading---making predictions (anticipating the
writer’s next point )
II. Teaching Content
1. Lead-in Activities
2. Text Organization
3. Skill Learning in Writing and Reading
4. Language Points( key words, phrases and difficult sentences)
5. Grammar Focus (Independent elements)
6. Guided Practice (exercises, oral practice and group work)
III . Teaching Process
1.Warm-up Questions
1)What kind of college pressures are you suffering from?
2) What do you think of them?
3) How to deal with them?
2.Text Organization
Part I (Paras.1-5) Introduction
Para1 telling us that the author is a master of a college and is in a good position to describe what the students think about.
Paras.2,3 present a picture that students today are afraid of risk and goal-obsessed.
Para4 explains why university students are so worried about their future.
P ara5 (transitional paragraph) expresses the idea that today’s students, in the face of American social values, are under four kinds if pressure.
Part II (Paras.6-14) Listing what the four pressures are.
economic pressure, parental pressure,
peer pressure and self-induced pressure.
Part III (Paras.15-17) Conclusion
Para15 general description of students today.
Paraas.16,17 what the author has done to the students and the result.
3.Skill Learning in Writing and Reading
1)The major wring technique the author uses is LISTING.
One of the aims of Text A is to explain the types of pressure that the author sees affecting students. He starts his section of his article with a simple list of the four kinds of pressure he sees:
I see four kinds of pressure working on college students today: economic pressure,
parental pressure, peer pressure, and self-induced pressure.
Then in the next several paragraphs, he explains each kind of pressure in detail.Making predictions---anticipati ng the writer’s next point---is an important skill in active reading. To predict every detail is impossible, because a writer may surprise us with unexpected ideas, just anticipate the general direction the author is going. Making predictions while you read keeps your mind alert and involved with the text; it’s a way to double-check your comprehension of what you’ve read so far; and it can be a great aid to understanding what comes next.(Remember: being 100% accurate in your predictions isn’t as important a s the process of making predictions based on alert and active reading.)
https://www.doczj.com/doc/3913261026.html,nguage Points
1) t heir piercing cries in the dead of night---the sharp and clear shouts of some students in the
still of the night. (para.1)
A piercing sound or voice is high-pitched and very sharp and clear in an unpleasant way. Examples:
I was aroused from my sleep by a piercing scream.
The couple at the next table had piercing voices and we couldn’t help overhearing.
2) how to get through the rest of their lives (para.1)
get through--- manage to live through (a period of time during which something unpleasant is happening)
Examples:
How do they ever get through Siberian winters?
They helped me to get through those miserable days.
3) change jobs, change careers, change whole attitudes and approaches. (para.2)
Someone’s career is the series of jobs that they have in their life, esp. in the same area of work.
So, if a teacher quits teaching in one school and starts teaching in another, he changes his jobs, but if he quits teaching at all and starts running a business, he changes his career. 4) They want a map…they can follow directly to… a prepaid grave. (para.2)
Paraphrase ---They want ready information about how they can get through the rest of their lives without any difficulty.
5) enjoy each segment of their education as an experience in itself… (para.3)
in itself---in its own nature; intrinsically
Examples:
The design was not in itself bad.
The plan wasn’t illegal in itself, but it would lead to some doubtful practices.
6) to trip and fall ---to stumble and fall; to err and fail (para.3)
trip---knock one’s foot against something when waling and lose balance so that one falls or nearly falls.
Examples:
She tripped over a stone.
He tripped and fell, tearing a hole in his trousers.
7)not)the end of the world---(not) a complete disaster. (para.3)
Example:
You must realize that failing one exam is not the end the world.
8) In the presence of such a potent state religion, the young are growing up old. (para.4)
potent---a. powerful, strong, forceful or effective.(sth that is powerful due to some hidden quality or virtue)
Examples:
Farmers are still a potent political force in France.
He drowned in the hotel swimming pool after drinking a potent mix of whisky, gin and vodka. state religion---religion of a country; nationwide belief
old---a. having much experience or practice; sensible , mature or wise.
Example:
The little girl is old beyond her years.
9) day of reckoning---time when a person pays or when he is punished for things that he has done wrong. (para.6)
Examples:
We tried to put off the day of reckoning.
The day of reckoning has come for him.
Cf. reckon and calculate
Reckon usually connotes simpler mathematical processes, esp. such as can be carried on in one’s head or aided by the use of a counting device.
Calculate is usually preferred when highly advance, complex processes are followed with precision and care and when the result arrived at is not readily proven by measuring. Examples:
She reckoned the number of eggs laid by the hens during the month.
The cost of the damage caused by the recent storms has been calculated at 300 million yuan. 10). Society hasn’t yet caught up with this fact (para.6)
catch up with ---reach (and sometimes overtake )(sb who is ahead); (in competition, trade, standard, etc) become equal to
Examples:
Will Western industry ever catch up with Japanese innovations?
They haven’t caught up yet with the latest styles..
11) Along with economic pressure goes parental pressure. (para.7) (Note: inverted order is used here)
go along with ---be found together with
Examples:
Failing health often goes along with old age.
Increased unemployment has gone along with rising prices all over the world.
12) as if they were going to the dentist--- as if they were going to suffer. .(para.7)
13) The story is almost funny ― except that it’s not. (para.13)
Paraphrase ---The story sounds somewhat funny, but in fact it’s not funny.
except that---(used to introduce a statement which states or implies something contrary to the preceding one ) only that, but that
Examples:
It couldn’t have happened except that it did.
She would have protested except that she was afraid.
14) Will I get everything done?= Will I be able to get everything done? (para.13)
Will here is used to indicate ability or capacity.
Examples:
This tree will live without water for three months.
The bucket will hold five gallons of water.
15) That’s only half of their story.(para.15)
Paraphrase --- That’s only part of the situation with the students.
only half the story/ part of the story /not the whole story---there are more details that need to be known in order understand the situation.
Examples:
What he told us yesterday is only half the story; there are more people concerned in this affair than he knows about.
These figures gave only part of the story.
16) a mixed bag of achievers--- a group of successful people in all professions. (para.16)
a mixed bag--- a thoroughly varied mixture (of people or things.)
Examples:
Jane invited a mixed bag of people to her party.
The songs on this record are quite a mixed bag.
17) they…knew all along that it was what they wanted to do. (para.17)
Paraphrase---they …knew from the very beginning that it was the profession they wanted to follow.
18) get where they are by a circuitous route, after many side trips.(para.17)
Paraphrase --get into their present profession through many turns, in a roundabout way.
19) allow the hand of God or chance to lead them down some unforeseen trail(para.17) Paraphrase --allow their future careers to be decided by fortune or luck with no preplanning.
5. Grammar Focus
Independent elements
1)An independent element conveys the speaker’s comment on the form or content of what he is saying.
Examples:
Strictly speaking, nobody is allowed in here.
Quite simply, he wants to move to a better climate.
Most probably, they have already finished it.
2) Independent elements are usually functioned by adverbs/adverbial phrase, prepositional phrases, adjectives/adjectival phrases, non-finite verb phrases, clauses etc.
Examples:
honestly, hopefully, oddly enough, happily for us all;
in my opinion, to our regret, as a matter of fact;
sure (enough), even more important, worse still;
to be sure;
what is even more remarkable, etc.
3) Independent elements are often set off by comas or dashes.
6. Guided Practice
1)Answer questions with students’ imagination: (Page 108)
a)The giggest difference between today’s university students and those ten or twenty years
ago is…
b)Before I started my studies, I didn’t expect that being a student would mean…
c)If I were the Minister of Education, I’d…
2) Group discussion
a) our college pressures
b) our worries about the future
c) “bad guys” responsible for college pressures
d)the “Right” way to get ahead
7. After-class Assignments
1) Review Text A
2) Do exercises:
Structure (Ex. VIII, p.93)
Cloze (Ex. IX, p. 94)
Translation (Ex. X & XI, p. 94-95)
Unit 5 The ABC of the U.S.A:
America, Seen with European Eyes
I. Teaching Objectives
1.To make clear the writer’s purpose to write the text — to get a general idea about America.
2.To grasp the key words and phrases.
3.To master the skills of writing and reading in this unit.
1)To understand the writing techniques applied in this text, such as listing, comparison and
contrast.
2)To identify the writer’s purpose with the help of some clues.
II. Teaching Content
1. Lead-in Activities
2. Text Organization
3. Skill Learning in Writing and Reading
4. Language Points( key words, phrases and difficult sentences)
5. Grammar Focus (only + to infinitive clause)
6. Guided Practice (exercises, oral practice and group work)
III. Teaching Process
1. Warm-up Questions
1) Nowadays many people are surging into America, how will you comment on this?
2) How do you know about America? What do think of this country?
3) If you were given the chance to choose a foreign country to live, will you choose America?
Why or why not?
2. Text Organization
The whole text centers on the topic of why America seems so strange to visitors form abroad. Part I (Paras.1-2) Bring about the main focus of the text and make clear that the author comes form Britain while his wife is all-American. (This implies that the point of
view presented in the text is not biased.)
Part II (Paras.3-28) Explanation of America.(In an A-to-Z list to identify differences between America and other countries.)
3. Skill Learning in Writing and Reading
1) The main writing skill in this text is LISTING. There are many different way of using listing.
The author prefers an A-to-Z explanation arranged according to the sequence of alphabetical order. It is equally effective to use numerical order or apply phrases such as “ one of the features” and “another feature”.
2) Identifying the writer’s purpose in reading materials:
Some o f the clues that you can watch for to help you identify what kind of writing you’re dealing with include:
a) Informational wring features facts, observations and evidence, not opinions or value
judgments. The writer may present theories to explain the facts, but the aim is not so much to
Periods 1-2 I. Teaching Content: Listening and Speaking: Unit 1 Family II.Teaching Aims: 1.Knowledge aims (1)Grasp important words and phrases Award；conservationist；environmentalist；film ；take after (2)Have a better understanding of family. 2.Ability aims Improve their ability of listening and speaking. 3.Emotional aims Get more interested in English studying. Combine English learning with daily life and arouse students’interest in learning English. III.Teaching Important and Difficult Points: (1)To grasp important words and phrases such as award; conservationist; environmentalist; film; take after. (2)To train students grasp the main idea and details of the passage listened. IV.Teaching Methods: https://www.doczj.com/doc/3913261026.html,municative method; Task-based method; 2.Teaching aids: Multi-media, blackboard. V. Teaching Procedures: Step 1: Greeting/ Organize the Class Greet students. Step 2: Review/Revison Step3: Presentation 1.Introduction of pronunciations and meanings of the new words and phrases. 2. Lesson A A Famous family 1)Listen for gist To give the students some background information, the teacher should have students look over the picture and read the captions. Ask them to raise their hands if they've
21世纪大学英语第三册课后答案
课后答案 1单元 TEXT A III https://www.doczj.com/doc/3913261026.html,pulsory 2.relish 3.confidence 4.consequences 5.incentive 6.henceforth 7.invest 8.perceive 9.passion 10.scheming IV 1.going steady with Richard 2.in time 3.played into his enemy's hands 4.beyond her wildest dreams 5.hung on Michael's every word or hung on Michael's words 6.out of focus 7.feed on 8.the apple of Chris's eye 9.filed into the courtroom 10.poring over their collection V 1.most obvious:gaze,beam,widen 2.most obvious:betray,sigh,frown
3.most obvious:glorious,revelation,stump VI A 1.actress 2.empress 3.goddes 4.mistress 5.waitress 6.lioness 7.priestess 8.heiress B 1.Goddess 2.waitresses,actresses 3.Lionesses 4.mistresses VII a person who is taking an exam 应试者 one to whom something is referred, esp. for decision or settlement 裁判 a person who is appointed to a jo b or position 被任命者 a person who has been forced to leave his country, home, etc. and seek refuge 避难者，难民 the person to whom a letter, etc. is addressed 收件人
Unit 3 Before Watching： 1) please 2) available 3) any singles 4) with a single bed 5) a double 6) a double bed 7) a suite 8) any vacancies 9) reserve 10) book 11) a reservation 12) have a rvservatlon 13) at the front 14) at the rear 15) you have 16) with a view of the beach 17) a wake-up call 18) the rates 19) room service 20) by 21) checkout 22) credit cards While Watching： 1) a uniform / a receptionist 2) a badge 3) on his mobile phone
4) dressed up 5) a magnetic card 1) May I help you 2) make a reservation 3) on October 10th 4) on the 14th 5) in all 6) with a single bed 7) spell your last name 8) My phone number 9) I got it 10) have a reservation 1) I'll check 2) is that 3) with a view of the lake 4) a wake-up call 5) will that be 6) accept a Visa card 7) Is breakfast included 8) Breakfast is served 9) the magnetic card 10) Have a nice stay 1) make a reservation 2) plans to 3)on the afternoon of October 10th 4) for four days 5) with a view of the lake
广州市公用事业高级技工学校 教案 编号：版本：流水号： 授课教师：审阅签名： 提交日期：审阅日期：
I. Vocabulary 10mins 1. Learn the new words in Unit 1. Make sure that students can read all the new words and understand them. 2.Pay attention to the following words: nationality 国籍 British 英国的Britain 英国 Chinese 中国的、中国人China 中国 American 美国的、美国人America 美国 Italian 意大利的、意大利人Italy 意大利 Russian 俄罗斯的、俄罗斯人Russia 俄罗斯 II. Session 1 40mins A.Learn to give basic information about a person and their jobs. 1.Let students make self-introduction, and describe their parent’s jobs simply 2.Activity1 Extract 1 Listen to Extract 1 and complete the table about the people in the photographs. An example has been done for you. 答案：略 3. Activity 4 Extract 2 L isten to Extract 2 and tick the people’s jobs and work places. One example has been done for you.
Unit 7 T ext A So What’s So Bad About So-So? I. T eaching Objectives: 1. To make clear the writer’s purpose to write the text and the ideas about the pleasures of doing something badly now and then. 2. To grasp the key words and phrases. 3. To master the skills of writing and reading in this unit. 1)To introduce a thesis with the specific-to-general structure. 2)To understand idiomatic expressions. II. Teaching Content 1. Lead-in Activities 2. Text Organization 3. Skill Learning in Writing and Reading 4. Language Points( key words, phrases and difficult sentences) 5. Grammar Focus (phrases as far as…be concerned & it’s time it’s high time) 6. Guided Practice (exercises, oral practice and group work) III. Teaching Process 1. Warm-up Questions (based on the listening material) 1)which sport is it about? Compare your equipment list with the equipment mentioned on the tape. 2)What attracts you to the activities that you enjoy in your spare time? 3)How important is it to you to “ do them right”? 2. T ext Organization Part I (Paras.1-4) (From one specific example of the author’s poor piano playing, the author introduces the general thesis:) In the competitive world today, we should be “experts” even in our hobbies.(What about the author’s own point of view?) Part II (Paras.5-9) The author gives five more examples to illustrate that this thesis has been widely accepted .Part III (Para.10) The terrible result this thesis leads to. (What’s the result?) Part IV (Paras.11-12) The author states her position: It’s time we put a stop to all this. 3. Skill Learning in Writing and Reading 1) The specific-to-general structure (take Text A for example) The author starts with a specific example (her bad piano-playing); She then moves to a more general statement about herself; And this leads to her general thesis. 2) Understanding idiomatic expressions To hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases. 4. Language Points 1) the other afternoon— on the afternoon a few days ago (para.1) Also: the other day (para.7), the other morning, etc.
大学英语教案 2学时Unit 1 On Campus Teaching content Topics: On Campus Part One : Campus Life P art Two: Campus Study Teaching materials and reference book 《Beyond Oxford 2》 （Student’s Book; Teachers’ Book） Teaching objectives With the aims of: 1. Teach the students language knowledge, grammar and intonation. 2. Cultivating students’listening, speaking, reading and writing skills; 3. Motivating students’English learning interests. Teaching methods Listening; D iscussion; role-play; task-based
teaching method and exercises. Teaching time arr angement E very unit occupies about two-three week s Teachin g steps 见附录 Unit One Human Touch 人间真情 Time Allotment of the Unit Six teaching periods are needed to cover the whole unit, among which students will have a series of listening,speaking, reading and writing activities related to the theme of the unit. Moving Stories 1 感人故事1 (2 periods) Moving Stories 2 感人故事2 (2 periods) S: A song: My Heart W ill G o O n 5 mins S: G eneration gap 5 mins L: Holding on and never giving up (1) 10 mins L: Simba disobeys his father (1) 10 mins L:Holding on and never giving up (2)10 mins L: Simba disobeys his father (2) 10 mins S:Telling a story15 mins S: Unconditional love 15 mins R:It was worth every penny 30 mins W:Writing a memo 15 mins W:Writing a t hank-you l etter15 mins R:Corporate benefits10 mins R:Kindness 5 mins Grammar: 时间状语从句与 地点状语从句 25 mins Section One: Moving Stories 1 感人故事1 A. Objectives Students will be able to: 1. be familiar with the expressions about human touch. 2. master the techniques of giving encouragement in English. 3. share stories of helping others with classmates. 4. write a thank-you letter. B. Teaching Procedures Step One: Starter—A song: My Heart Will Go On A. A s k students the following questions before playing the tape: a) Which do you think is the most important in one’s life, faith, hope, or love? b) Do you think love begins at home?
21世纪大学英语读写教程（第三册） Vocabulary III Unit 1 1.Do you think that making music and art compulsory subjects in schools would reduce some children’s enjoyment of them ? 2.Bob’s one of those people who relish risk and danger—he’d be bored in a safe , steady job. 3.Elizabeth is certainly enough to succeed in her career ; she just doesn’t have enough confidence in her own abilities. 4.I’m sorry you’re in trouble , but as you made your decision on your own you’ll just have to face the consequences. 5.Many educators would be delighted to abolish exams , but they also worry that with them there would be too little incentive for students to work hard. 6.The teacher accidentally hit the boy’s hand with an eraser and was henceforth known as “Dead-Eye Bean”. 7.If I had money , I’d invest it all in Internet companies. 8.Psychologists say that our behavior is influenced by many factors too subtle for us to consciously perceive. 9.He’s always had a passion for books. If he could work in library, it would be a dream come true. 10.Look at those three whispering in the corner again ----they’re scheming something , I just don’t know what! Unit2 1. In a healthy relationship, the partner’ strengths and abilities complement each other, rather than being identical. 2. Millions of dollars and lots of famous actors not indispensable to the production of a successful film , but they help!
Unit 5 T ext A Prison Studies I. T eaching Objectives 1. To understand the audio materials of this unit. 2. To grasp the key words, Phrases and structure. 3. To mast the skills of writing and reading in this unit. 1) understanding the writing skill of a personal narrative2) mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details. II. Teaching Content 1. Lead-in activities 2. Text Organization 3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences) 5. Grammar Focus (The pattern may / might as well do sth.) 6. Guided Practice (exercises, oral practice and group work) 7. After-class Assignments III. Teaching Process 1.W arm-up Activity: Questions for Ss’ discussion: 1)What do you often do in your spare time? 2)What do you think of the role that reading plays in you life? 2.Text-organization Part I (Para1) Introduction: My profound knowledge is the result of my prison studies. Part II (Para 2-14) Main body: How I began my prison studies and how hard I kept it. Part III (Para 15-16) Conclusion: The prison studies is so significant that it has changed my life course forever. 3.Skill Learning in Writing and Reading Text A is an example of a personal narrative. Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred. Malcolm X?s story is effective because it is centered around a theme - how his prison studies have changed his life by giving him a love of reading –and because it contains many details that let the reader vividly picture the experience he is describing. For example, to write a story of an important event from your own life. This could be an event from your personal life or an important event from your school career. Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you. 4. Language Points 1. Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade. –Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years? schooling.
Unit 3 1.Conflict N.冲突，矛盾 ?Conflict between A and B A与B之间的矛盾 –宗教(religion)和科学之间的矛盾 The conflict between religion and science ?Be in conflict (with …) 有矛盾 –这两个政党(party)从选举(election)以来就一直有冲突。 The two parties have been in conflict since the election. ?武装冲突 This is a serious dispute and could lead to armed conflict. Vi. (同……) 冲突；(同……) 抵触 –英国的移民法与国际法有抵触么？ Do British immigration laws conflict with any international laws? ?互相矛盾的意见【建议、证词】 Conflicting opinions/ advice/ evidence ?We have planned an exciting publicity _B_ with our advertisers. A) struggle B) campaign C) battle D) conflict ?The test results are beyond _D_; they have been repeated in labs all over the world. A) negotiation B) conflict C) bargain D) dispute 2.Qualify Vt. & VI. (使)具有[取得]资格 ?Qualify sb. to do sth. 赋予(某人)做……的资格 –他所受的培训使他具有担任那项工作的资格。 His training qualified him for the job. ?Qualify (for/as) sth. 取得……的资格 –你有取得作为做一名教师的资格么？ Did you qualify as a teacher? Adj. qualified有资格的, 适合的, 胜任的 –他很适合担任那个职位。 He is well qualified for the position. N. qualification合格证书; 资格, 条件; 限制, 限定性条件; –杰克取得了行医资格证书。 Jack has obtained a medical qualification. –你有资格做这份工作。 Y ou have all qualifications to do the job. –该合同对双方都提出了几个限制性条件。 The contract has several qualifications for both parties. 3.Contract ?口头协定An oral (a verbal) contract ?违约，背约 A breach of contract ?婚约Marriage contract
Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.
Unit One Test A Time-out Test B Ready, Set, Go – and Get There Practical Reading: Help Centre – After-sales Care Teaching Objectives From studying this unit, students are expected to 1. have listening and speaking practices to explore time management and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises; 3. know the structure of imperative sentences; 4. be able to read an after-sales policy; 5. be able to write a résumé cover letter. Difficult language points: 1. Learn how to use the structure “too...to” 2.Learn how to use imperative sentences Teaching Methods: Discussion, Exercise and Presenting Teaching Periods: 8 Periods Background Information: Personal Time Management Time management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities. A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized. An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month. Basic Tips on Time Management for Students Every student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying. Minimize Distractions Eliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.