新視野大學(xué)英語第一冊教案(全)

?rangingfromcomforttofear.(para.1)?Thesecrethasalwaysbeenyouarethemessage.(para.3)?Youwerecommittedtowhatyouweretalkingaboutandsoabsorbedinthemoment,youlostallself-consciousness.(para.5)?Thetrickistobeconsistentlyyou,atyourbest.(para.7)1.1Thirdreading:(30min)1.1.1Ssreadthetextthethirdtimequickly,forminganoutlineofthewholepassage.1.1.2Ssaredividedintogroupsandrequiredtosummarizethetextbriefly.Oneofthestudentsineachgroupcanwritedownroughnotesforlaterpresentation.1.1.3InordertoguaranteetheinvolvementofalltheSs,afterthegroupwork,theteachercanrandomlynominatearepofeachgrouptoreporttheirfindings.1.1.4DistributethehandoutsandaskSstofinishtheexercise(actuallythisisthemodelsummaryofthetext)Directions:Choosewordsfromthepairsbelowtocompletethepassage.Withinsevenseconds,achain_1_helpsyoustartmakingupyourmindsaboutothersyoumeet.Youshowyourtruefeelings,consciouslyor_2_,throughyoureyes,faceandbodybecauseyouarethemessage.Youmustuseyourgoodqualitiessuchasphysical_3_,rateofspeech,pitchand_4_ofvoiceandgesturessootherswillcooperatewithyou.Whenyouare_5_towhatyoutalkaboutand_6_beyondself-consciousness,otherslistentoyou.Becausethemosteffectivepeopleneverchange,itisimportanttobeyourselfatyourbestand_7_communicatewithyourwholebeing.Sinceothersbelievewhattheyseebeforetheyhear,useyoureyestolookdirectlyatothersand_8_todemonstrateyoureaseduringtheexchange.Youcan_9_upasituationbyusinghumorandbybeingyourtrueselfwithoutanyhugechangesinpersonality.Youcanmakeagood_10_sinceonlyyoucanbeyou.1.range/reaction2.self-consciously/unconsciously3.attitudes/apperance4.tone/tune5.admitted/committed6.absorbed/absorbing7.consistently/consistent8.smile/smiling9.light/lighten10.expression/impression3.After-readingActivities:(50min)3.1StructureAnalysis:generalstatementvs.supportedinformationPara2:Thinkaboutsomeofyourmostunforgettablemeetings:anintroductiontoyourfuturespouse,ajobinterview,anencounterwithastranger.someofyourmostunforgettablemeetingsanintroductionajobinterviewanencounterPara4:Otherswillwanttobewithyouandhelpyouifyouuseyourgoodqualities.Theyincludephysicalappearance,energy,rateofspeech,pitchandtoneofvoice,gestures,expressivenessoftheeyes,andtheabilitytoholdtheinterestofothers.Othersformanimpressionaboutyoubasedonthese.yourgoodquallitiesinclude1.physicalappearance2.energy5.toneofvoice6.gestures3.rateofspeech4.pitch7.expressivenessoftheeyes8.theabilitytoholdtheinterestofothers3.2Paragraphwriting:Stepone:askSstohaveaquicklookattextbook,83.Steptwo:issuethefollowingstatementtoSs:manywaystoimproveyourEnglishStepthree:brainstormencourageSstotrytothinkoutasmanywaystoimproveEnglishaspossibleeitherfromhis/herownexperienceorfromthebooks.Stepfour:SssharetheiropinionsfreelyandtheteacherjustwritesdowneachitemSsmentionedontheBb.Stepfive:firstdraftSsarerequiredtocomposeashortparagraphusingtheinformationmentionedabove,andtheyarefreetochoosesomeoftheitemsontheBb.Stepsix:peerconferencewhentheyhavefinished,theyaredividedintogroupseachcontaining5Ssandtheybegintoexchangetheirwritingswithinthegroup.Eachstudentisresponsibleforonewriting’scorrectioneitheringrammarorstructureorcontent.Stepseven:seconddraftbasedontheother’sopinionandtrytopolishhis/herownwriting.4.Follow-upActivities:(40min)4.1DoingExcercises:seeTextbookPage79,III;Page80,IV,V,VI;Page81,VII,VIII.4.2RolePlay:InstructSstoworkinpairs,actingas(a)greetingtoeachother,(b)makingaself-introductiontoeachotherandrequireSstobearinmindthetipsofferedinthetextastohowtomakeagoodimpression.SectionB(2periods):BodyLanguage1.1Lead-inquestion:Whatis“bodylanguage”?1.2TextstructureanalysisPart1(Para1-3):MainideaMostpeoplemakesnapjudgments.Para.3:Whydopeoplemakesnapjudgments?Theyassume“youarewhatyousayyouare”,thinkingconversationgivestheminformationabouteachotheroncetwobecomeacquainted.Para.1-2:Whatissnapjudgment?Opinionsareformedsuddenly,seeminglyonnosoundreason,evendangeraous.Snapjudgments,suchasloveatfirstsight,instanthateareoftenconsideredimmatureandlackofcommonsense.Part2(Para.4):MainideaApartfromspeech,wesendmessageswhicharepickedupbyothersandusedtoformopinions.Theseformsofcommunicationaccountsforsnapjudgments.Part3(Para.5-9):MainideaWecommunicateagreatdealwithourbodies.BodylanguageCommunicatingfunctionDrivingacarandplayingTogiveinsightsintotheinsideself.games.Toshowsocialstatus,stateofmind,aspirationsanddreams.Ornaments,suchasbuttons,ToannounceClothing/dressone’sconviction,belief,medals,jewels,etc.membership,pastachievementsandeconomicstatus.furniture.ChoincesinarchitectureandToindicateone’snaturePart4(Para.10):There’sawealthofinformationfrombodylanguagewhichleadstosoundsnapjudgment.1.3Textstructureanalysis(Handout):Readthetextandsupplythemissinginformation.Part1(Para1-3):MainideaMostpeoplemakesnapjudgments.Para.3:Whydopeoplemakesnapjudgments?They________“youarewhatyousayyouare”,thinkingconversationgivestheminformationabouteachotheroncetwobecome___________.Para.1-2:Whatissnapjudgment?Opinionsareformedsuddenly,_________onno_______reason,evendangeraous.Snapjudgments,suchas______________,instanthateareoftenconsidered________andlackof____________________.Part2(Para.4):MainideaApartfrom______,wesendmessageswhichare____________byothersandusedtoformopinions.Theseformsofcommunication_____________snapjudgments.Part3(Para.5-9):MainideaWecommunicateagreatdealwithourbodies.BodylanguageCommunicatingfunctionDrivingacarandplayingTogive_________intotheinsideself.games.Toshow______________,stateofmind,__________anddreams.Clothing/dressOrnaments,suchasbuttons,To________one’s________,belief,medals,jewels,etc._________,pastachievementsandeconomicstatus.furniture.Choincesin__________andToindicateone’s___________Part4(Para.10):There’s___________ofinformationfrombodylanguagewhichperhapsleadsto________snapjudgment.Unit5,BookOneSectionA(4hours):TheBattleAgainstAIDSTeachingObjectives:Thisunithelpuslearnwhatyoucandotoprotectyourself,yourfamily,yourfriendsandneighbors.Everypersoncanmakeadifference.Afterlearningit,studentsshouldbeableto:1)learnaboutAIDSandknowhowtoprotectourselves2)understandageneralstatementsupportedbyaproblem-solutionpattern3)writecompositioninthispattern4)usethefollowingimportantwordsandexpressionsTeachingAllotment·1stperiod:Pre-readingActivities&While-readingActivities·2ndperiod:While-readingActivities·3rdperiod:After-readingActivities·4thperiod:TextStructureAnalysisandReviewTeachingProcedures:1.Pre-readingActivities:1.1OralPracticeAsktwostudentstoprepareaconversationaboutAIDSbeforeclass,andthenatthebeginningofthisclass,invitethemtoperformtoalltheclassmates.1.2VocabularybeforeReading:Givestudentsbeforehandsomeimportantnewwordsandphrasestolookupinthedictionary.Afteroralpractice,theteacherwillrequirestudentstoexplainthesewordsandmakeoneortwosentencesaccordingtorelatedmeaningorally.Thosewordsandphrasesare:Alarmclientrepresentsufferfromregardlessofsingup1.3Listeningtask:Listentoashortpassage(providedwiththetextbook)twiceandanswerthefollowingfourquestions:1)Whatisthepassagemainlyabout?2)Whatisthenameofthediseasethatappearedover20yearsago?3)Whatwardoesthispassagedescribe?4)Whatmusteachofuslearntodo?2.While-readingActivities2.1Previewcheckquestion-answering:Sincethestudentshavebeenrequiredtopreviewthetext,theteacherwillgivethemtencomprehensionquestionstoanswer,inthehopeofhelpingthemunderstandthepassagefurther.1)WhenandwherewasAIDSdiagnosed?2)InAmerica,howmanyhasbeenkilledbyAIDS?Howmanyhasbeeninfectedandhowmanyareexpectedtodie?3)WhoarethosemorelikelytobeinfectedwithAIDS?4)WheredoAIDSeducationalprogramsoperateandwhy?5)Howdoesthebeautyshopownerdo?6)Howmanytechniqueshastheorganizationdeveloped?Whatarethey?7)Howtosolvetheproblemoflowliteracy?8)Inwhatwaycanteenagerseducatetheirpeersbetterthananadultcan?9)Howdoesthewriteevaluatetheselessons?10)Whatshouldwedotowinthiswar?2.2Questiontimedifficultwords,phrasesandsentencesexplanation:Inthispart,allowstudentstoasktheteacherquestionswhichtheyarenotclear.Theteacherwillmentionsomelanguagepointsandparaphrasesomedifficultsentences:1)“Sincethen,AIDShaskilledmorethan204,000Americanshalfinthepastfewyearsalone.”(Para.1,Line2)Howtounderstandtheunderlinedpart?here“alone”means“only”,soitrefersthat“Onlyinthepastfewyears,halfofthe204,000AmericanshavebeenkilledbyAIDS”.2)Para.3:payattentiontothefollowingsimilarphrases;(1)Despiteinspiteof;(2)Inplaceofintheplaceoftaketheplaceof;(3)Anumberofthenumberof;3)“Asaresult,suchbooksactuallyhavemoreeffectinthecommunities…whichcostthousandsofdollarsmoretoproduce.”(Para.9,L38)Thissentenceisverylong.Analyzeitsstructure.4)“BecauseAIDSisspreadingfastestamongteenagersintheruralSouth,…andteach‘AIDS101’totheirpeers.”(Para.10,L41-44)Makethestructureclearandthenit’seasytounderstand.5)Para.11&12:importantexpressions(1)Atrisk(2)Makeup(3)Regardlessof6)“Theselessonsarenottheonlysolutionstothecrisisbutuntil…againstthevirus.”(Para.13,L54-55)Paraphraseit.2.3Textstructureanalysis:Para.1-2:AlarmingsituationofAIDSPara.3-6:TheSouthCarolinaAIDSEducationNetworkcarriesoutprogramstostopthespreadofAIDSPara.7-13:ThenetworksharessomelessonslearnedinitsbattleagainstAIDSPara.14:WhatshouldpeopledotowinthewaragainstAIDS3.After-readingActivities3.1Groupwork:Task1:textstructureanalysisindetailsNearlyhalfofpeoplewithHIVare________;________formthefastgrowingpartofthosewithAIDS.(Para.2)AIDSwasdiagnosedinU.S._____;ithaskilled__________Americans;_____ofthe1millioninfectedwithHIVareexpectedtodie.(Para.1)Thefederal&stategovernmenthave________instoppingthespreadofAIDS;so________haveappeared,suchastheSouthCarolinaAIDSEducationNetwork.(Para.3)Theowner_____AIDSinformationtoherclientsand_____onAIDSprevention;Shealso___________around.Thenumberofpeoplesheeducatedis___.(Para.5)Thenetworkformedto____AIDS,butsuffersfrom________,soitoperatesAIDSeducationalprograms_______.(Para.4)ThreelessonslearnedinthebattleagainstAIDS:(Para.8-9)(Para.10)(Para.11-13)Suggestion:Wemustnot___________________.Norcanwe_________________.Everyonemust______________________________.Amethodpresentedinageneralstatement:Trainteenagerstoeducatetheirpeers.Amethodpresentedinageneralstatement:___________________Amethodpresentedinageneralstatement:___________________Theproblem:___________________Theproblem:___________________Theproblem:___________________Thesolution:___________________Thesolution:___________________Thesolution:Everyoneisatriskandshouldprotectthemselves.Theevaluation:___________________Theevaluation:___________________Theevaluation:Suchbookshavemoreeffect.3.2Groupwork:Take2:ClozeandSpotDictation:Readthissummarybelow.FirstletstudentsfillintheblanksaccordingtotheirunderstandingoftextA,andlater,theteacherwillchecktheiranswersbyhavingspotdictation.Sinceitwas________,AIDShaskilledthousandsofAmericans.____________inruralSoutherncommunitiesaremostlikelytobe______withAIDS.BecauseofthespreadofAIDSandlackofgovernmentactivitytostopit,somelocalorganizations________.TheSouthCarolinaAIDSEducationNetworkformedtohelp______thenumberofAIDScases.Insomecountries,handingoutAIDS_____andexpectingpeopletoreaditisnot________becausemanypeoplecannotread.________canexplaintheriskofcatchingAIDStotheirpeersmuchbetterthanadultscan.SomebestwaystocombatthespreadofAIDSinclude:speaktoyourcommunityinawaytheycanhear;trainteenagerstoeducatetheirpeers;and,_________“atrisk”toincludewomenfromdifferentbackgroundsandmarriagestatus.Inaword,everyoneshould__________thewaragainstAIDS.3.3Pairwork:Task3:StructuredWriting(tobedoneorally)Topic:TrytomakeagoodimpressiononyouraudienceUseageneralstatementsupportedbyaproblem-solutionpatterntopracticewiththeirpartner.3.4Discussion:WhatcanyoudoaboutAIDSasacollegestudent?Studentsworkingroupsof4andsharetheirideasandopinionstogether.Later,chooseoneortworepresentativesfromthesegroupstoreporttothewholeclass.3.5Translationandstructureexercises3.6HomeworkPreviewSectionB&CSectionB(2hours)TheLastDiveattheOlympics1.FreetalkAskseveralstudentstoshowaplaytheyhavepreparedaboutseeingadoctor.2.Learnreadingskills:readingformajordetailsFirst,findoutthemainideaofaparagraph,thenlookforthefactsanddetailsthathelptoadduptothemainidea,andinthiswayyoucanseparatethemajordetailsfromlessimportantdetails.Doexercisesaboutthisreadingskillinyourtextbook.3.Answerthefollowingcomprehensionquestions:1)WhatdidIdobeforeIhitmyheadontheboard?2)WhydidIpushawayeveryonewhocameneartome?3)Whydidmynaturalparentsgivemeup?4)WhatfeelingdidmydivinggivetomewhenIwasakid?5)WhendidIwinmyfirstprizeintheOlympics?6)HowdidIsucceedasadiver?7)Whydidn’tIwantotherstoknowIwasagay?8)HowmanytimeshadIbeenadiverfortheOlympics?4.Fillinthisblankaboutmyexperienceasadiver:1)WhenIwasborn,Iwasgivenupbymynaturalparents.2)WhenIwas18monthsold,I____________________.3)At10yearsold,I_____________________________.4)Inthe17thgrade,I___________________________.5)At16yearsold(in1976),I_____________________.6)In1984,I___________________________________.7)In1988,I___________________________________.8)After1988,I____________________.5.Languagepointsanddifficultsentences:1)thrustinto2)inhaste3)adopt&adapt4)callsomeonenames5)priorto6.Retelling:Shortenthispassageinyourownwordsandretellthisstorytoyourpartner.7.Finishexercisesintextbook.Unit6,BookOneSectionAThewidowTeachingObjectives:Afterlearningthisunit,studentswillbeableto:1.graspthemainidea(asad,lonelywomanwhoexperiencesthepainoflossassheremembershowherweddingdaysentitsspellovertherestofhermarriage)andthestructureofthetext(narrationintimesequence);2.appreciatethenarrativeskillswithtimesignals;3.mastersomekeylanguagepointsandgrammaticalstructuresinthetext;4.memorizethefollowingaffixesunder-,dis-,re-.TimeAllotment1stperiodoralpresentation;pre-reading;while-reading(textstructure;culturalnotes;languagepoints)2ndwhile-reading(languagepoints;difficultsentences)3rdoralpresentation;while-reading(languagepoints;grammaticalstructure;detailedinformation)4thperiodperiodperiodwhile-reading(detailedinformation;coherence);post-reading(themainidea;reviewingpassage;exercise)TeachingProcedures/ActivitiesSectionAI.OralPresentation(10minutes)twoSsperformashortconversationaboutsometopics.II.Pre-readingTasks(15minutes)1.TraisesseveralquestionsbasedonPreviewandinvitesseveralSstoanswerindividuallyorinchores.Whatcancommunicatemessagesorimpliedinformation?(words,actions,feelings,etc)WhatcanwelearnfromSectionA?(asad,lonelywoman’sstory)HowaboutsectionB&C?(twoworker’sstories;one’shistoryofmoving)2.Texplainsseveralkeywords:spell,successful.3.Tdrawstheconclusion:whatonesayscan,toagreatextent,tellwhatonethinks.Usuallywhatonesayscanencourageordiscouragethehearerseithertemporarilyorpermanently.InthisUnit,wewillmainlydiscoverpeople’sfeelingsaccordingtothewordsoractions.4.TandSsreadtheshortparagraphtogether.III.While-readingtasks1.Masterthestructureofthetext:(15minutes)A.Ssskimandpickoutthetimesignals,includingwords,phrasesandclauses,inSectionAasquicklyaspossible.(Theyinclude:now,usedto,then,soon,withthepassageoftime,arrivingfromwork,occasionally,usuallyaroundtheiranniversary,now,forsolong,oneevening,thenextmorning,alongtime,it’stimeto)Aftertheyfinishfindingallthetimesignalwords,TinvitesseveralSstoreadaloudwhattheyhavefound.B.ThelpsSsunderstandthestructureofthetextbyaskingsuchquestionsrelatedtothetimesignalwordsas:whichtimesignalwordscantellthewoman’spresentsituations?fromwhichparagraph,doesthetextbegintorecalltheweddingservice?whichtimesignalwordsdescribethecouple’sdailylifeafterthemarriage?C.InthiswaySscanunderstandthatthetextcanbedividedinto4parts,andtheycansummarizethemainideas.D.Ssbrieflydiscussthestructureandmainideas,thenseveralSsreporttheirresults.2.Backgroundinformation:(5minutes)ElizabethJolley:afamousAustralianfictionwriter.Herbodyofworkincludes26books:shortstories,radioplays,collectionsandnovels.CabinFeverisoneofherbooks.3.Texplainsthekeylanguagepointsanddifficultsentences,thengivesSspractice.(70minutes)A.PartI(Para.1-2):1)Longordifficultsentences:a.Alonenow,thewidowreadsconsiderably.(Para.1)Meaning:Thewidownowlivesaloneand,therefore,readsmuchbecauseshehasmuchtimeforherself.b.Iexperienceagainthedeepfeltwishtobepartofamarriedcouple,tositbythefireinwinterwiththemanwhoismyhusband.(Para.1)Meaning:AgainIdeeplyfeelthestrongdesiretobepartofamarriedcouple,tositbythefireinwinterwiththemanwhoismyhusband.Pleasenoticethattheinfinitivephrases“tobepartofamarriedcouple,tositbythefireinwinterwiththemanwhoismyhusband”modifytheword“wish”.c.SointenseisthiswishthatifIwritethewordhusbandonapieceofpaper,myeyesfillwithtears.(Para,1)Noticethatthisisaninvertedsentence.2)Languagepoints:considerablyunderlinesharesthwithsbintensefillwithB.PartII(Para.3-7):1)Longordifficultsentences:a.Inthefirstpicture,thebrideandgroomarefacing,withuncertainsmiles,achurchfilledwithrelativesandfriends.(Para.3)Meaning:Inthefirstpicture,thebrideandgroomwithuncertainsmilesarefacingafullchurchcrowdedwithrelativesandfriends.Alsonoticethatthephrase“withuncertainsmiles”showsthatthecouplewerenotconfidentorsure.Theirstrainedsmilesshowtheywerenotcertainaboutthismarriage.Asyoureadon,you’lllearnthatthecouple’smothersandsomerelativeswerenothappywiththemarriage.b.Fromcolleaguesandoldschoolmatescamecheerfulgoodwishesclothedinfriendlyjokes.(Para.4)Meaning:Colleaguesandoldschoolmatesgreetedthecouplehappilywithgoodwishesthatwereexpressedinfriendlyjokes.Pleasenoticethatthesentenceisinverted.c.Thenquickly,forsuchashort,portly,elderlyperson,shedisappeared.(Para.7)Meaning:Althoughshewasshort,over-weightandold,thewomandisappearedallofasudden.Example:Forallhisfaults,welikehimstill.Pleasenoticethat“for”inthissenseifusuallyfollowedbytheword“all”.2)Languagepoints:filepastcolleaguesurroundsympathizerdisappeardefine…as…congratulate(sbonsth)C.PartIII(Para.8-15):1)Longordifficultsentences:a.Sittingbeforeagreatoakfire,theyrecalledtheeventsoftheday,especiallythestrangemessageconveyedbyAuntEstherGubbins.(Para.8)Meaning:Sittinginfrontofagreatoakfire,theyreviewedwhathadhappenedonthedayoftheirwedding,especiallywonderingaboutthemeaningofAuntEstherGubbins’swords.b.Withthepassageoftimeandthebirthofgrandchildren,theirmothersacceptedtheirmarriage.(Para.12)Meaning:Astimewentonandbecausethecouplehadchildren,theirmothersacceptedtheirmarriage.c.Peculiarly,neithereverasked“Whosejobisthis?”orasserted“Thatisnotmyresponsibility!”(Para.13)Meaning:Strangely,neitherthehusbandnorthewifeasked“Whosejobisthis?”ordeclaredforcefully“Thatisnotmyresponsibility!”Noticethatthissentencedescribesthecoupleascaringandhelpfultoeachotherastheydidnotgivetheirresponsibilitiestotheother.d.Andshe,restrainingthedesiretocomplainabouthousework,wouldrespond,“Husband,Iamglad!”Meaning:Andthewifewouldrespondwith“Husband,Iamglad!”althoughshewastiredfromhouseworkandhadadesiretocomplainaboutit.Pleasenoticethatthesetwosentencesalsodescribethecoupleascaringandthinkingofeachother.2)Languagepoints:recallconveyrespondmistakeforfilloneneedbringuppeculiarlyresponsibilityrestrain(from)accidentallycomplain(aboutsth/tosb)D.PartIV(Para.16-19):1)Longordifficultsentences:a.Widowednow,thewifewonderswhatshewouldsavefromtheiroldhomeifitweretocatchfire.(Para.16)Meaning:Asnowherhusbandhasdied,shewonderswhatshewouldsavefromtheiroldhouseifitwereonfire.Pleasenoticethesubjunctivemoodinthesentence.b.Whatmattersisthis:whoevershewas,AuntEstherGubbinswasright.(Para.19)Meaning:Whatisimportantisthatnomatterwhoshewas,AuntEstherGubbinswasright.2)Languagepoints:savefromfadematter4.Grammaticalstructure:(15minutes)A.TasksSstoworkinpairsandaskeachotherquestionsbasedonPara.15usingthestructure“do,doesordid+V”.Tcanoffersuchamodel:DoesBillreallyhassomeproblemswithhismathclass?Yes,hedoeshavesomeproblemswithhismathclass.ThenSsbegintodoStructureExerciseVIinthetextbook.B.Meantime,TasksSstousetheStructurebasedonPara.19“whoeversbis,…”tofinishStructureExerciseVinthetextbook.C.Afterwards,Tinvitesseveralpairstoreportwhattheyhavedone.5.TdrawsSsattentiontothedetailedinformationinthetext,andhelpthemfurtherunderstandthetext.Tcandiscussandaskthefollowingquestions:(25minutes)Howwastheweddingservicecelebrated?Whichsentenceshowsthecoupleisnothappywiththeirmarriage?HowisAuntEstherdescribedinthepassage?Whathappenedtothecoupleaftertheirhoneymoon?Afterbecomingawidow,whatdoesthewomando?6.TcanguideSstoreadthesentence“Anyway,itistimetostopwonderingwhethershecamefromheavenoranearbytown.”inPara.19again.ThenTmayaskSstorecalltheoppositesentences(two)theyhavereadintheformerparagraphs.(Para.8,“Sittingbeforeagreatoakfire,theyrecalledtheeventsoftheday,especiallythestrangemessageconveyedbyAuntEstherGubbins.”andPara.15“Occasionally,usuallyaroundtheiranniversary,theywouldbringuptheoldcuriosityregardingAuntEstherGubbins”).Accordingtothis,Sscanunderstandtheimportanceofcoherenceinwriting.(10minutes)IV.Post-readingtasks1.Post-readingpassage(compounddictation)basedonSectionA:(15minutes)Treadsthepassagetwice,andSstrytofinishfillingtheblankswiththewordsorsentences.Awomanalonewritessomepainfullinesinanotebook.Tounderstandwhythelinesarepainful,wegobackintimetoastrangeeventthathappenedonherweddingday.Astrangewomangavethecoupleamessageabouttheirmarriage.Everyyear,thehusbandandwifediscussedtheiruniqueweddingguest.Thewifethoughtshehadcomefromheaven;thehusbandthoughtshehadthewrongshapeforsomeonefromheaven.Onenight,hewrotehiswifeanote.Hewrotethatitdidnotmatterwheretheirguesthadcomefrom.Whatmatteredwasthatthewordgiftshehadgiventhemwastrue.Nowthatherhusbandhasdied,thewomanfindsthepainfullinesinthebookremindherofhim.2.TcheckifSshavedonetheotherexercises,anddiscusssomecommonmistakes.ThenTcanguideSstoprepareSectionBandC.(10minutes)SectionBTheTrashmanI.OralPresentation(10minutes)twoSsperformashortconversationaboutsometopics.II.Pre-readingTasks(5minutes)1.TasksSsthefollowingquestions;Howdoyouthinkofthejobasatrashman?Inyouropinion,howshouldwetreatthetrashman?2.AfterSsbrieflydiscussthem,TcaninviteseveralSstoreporttheiranswers.III.While-readingtasks1.ReadingSkills–understandingidiomaticexpressions(10minutes)TguidesSstofinishdoingthebefore-textexercisesaboutReadingSkills,andofferssomeusefulmethods(contextcluesexamples,explanations,oppositesorsimilarphrases)2.Backgroundinformation(5minutes)I.Q.itstandsforintelligencequotient.TheIQorintelligencequotientisthescorethatresultswhenapersontakesanestablishedtestofshorttasksdesignedtomeasurementalability.AnaverageIQscoreis100.IQscoresmayrangefromalowof40toahighof160resultinginthetermsofloworhighintelligence.3.TexplainsthekeylanguagepointsandgivesSspractice.(seethetext)(30minutes)4.SsworkinpairstodiscussthestoriesfromPara.7toPara.14.(anassignmentforSsbeforehand).Thenseveralpairsareinvitedtorole-playthestoriesinclass.(15minutes)5.Finishdoingtheexerciseaboutcomprehensionofthetextinthetextbook.(5minutes)6.DictatesixsentencesfromSectionA&Btochecktheresultsoftheirstudy.(15minutes)7.CheckontheSshomereadingSectionC,orsomeotheractivities.(5minutes)TeachingPlanforUnit7,BookOneSectionAFacetoFacewithGunsTeachingObjectives●Recallsomeofthecontentofthereadings●Categorizeinformationfromthetext●Determineifinformationisstatedornot●Bringstudents’worldknowledgetothetopicofthetextsStudentswillbeableto:●WritedownthemainideasofTextA●RoleplaythemaincontentofTextA●Drawinferences●ListenandtakenotesonnewinformationTeachingAllotment·1stperiod:Pre