CollegeEnglish1TheCourseCurricularParticipants:Second-yearStudentsTime:9/2001-2/2002FirstsemesteroftheAcademicYear2001－2002TeachingMaterial:CollegeEnglish(Revisededition，publishedbyShanghaiForeignLanguageEducationPress)MajorTaskofThisSemester◆TextLearning（10unitsaltogether）◆LearningtowriteEnglishcomposition◆IntegralTraining:tryingtoimprovethestudentsproficiencyinreading,listening,andspeaking.GeneralGoalsorObjectivesofThisSemester▼trytoimprovethestudents’readingspeedandtheabilitytogetinformationfromreadingmaterialscorrectly.▼Studentsacquisitionoftheskillsinvolvedthroughsupplementarymaterialsandtexts.▼Moreattentionwillbegiventotheunderstandingofdiscourse:focusonglobalunderstanding.▼Enlargestudents’vocabulary(Keywordsandstructure)▼LearnthefeaturesofEnglishcompositionandlearntowrite.TeachingPlanThisterm’steachingcontentcovers10units.Basically,everytwounitswillbefinishedwithin3weeks.Excepttheone-weekholidaysinNationalDay,thereare15weeksleftforteaching,soatleast9unitshouldbefinishedattheendofthisterm.Roughlytheteachingofoneunitcovers6periods.WeeksTeachingTaskWeek1toWeek3Unit1:ABrushWiththeLawUnit2:TheWomanWhowouldnotTellUnit3:WhyITeachUnit4:DownButnotOutUnit5:TheDayMotherCriedUnit6:ADay’sWaitWeek4toWeek6Week7toWeek9Week10toWeek12Unit7:TheShelterUnit8:DaydreamingaLittleWeek13toWeek15Unit9:TheDeathofHitlerUnit10:TheFantasticSpurtofTechnologyUnit1HowtoImproveYourStudyHabitsIIntensivereadingObjectives：1.Understandingthemainidea2.Understandthestructure:Comparisonandcontrast3.Learnrelatedlawterms4.Masterthekeylanguagepointsandgrammaticalstructuresinthetext.5.ConductaseriesofspeakingandlisteningtaskbasedonthetextTeachingfocus：1.Learntoformgoodhabits2.Theunderstandingof“averageintelligence”Timeallotment(Thisunitwillbefinishedwithin6periods)1stperiodIntensivereading:While-readingWhile-readingLanguagePre-reading;While-reading(structure,2ndperiod3rdperiod4thperiod5thperiod6thperiodListeningExtensivereading(questionsdiscussion)for(questionsforpoints,discussion,languagepoints)andspeakingPost-readingcharacteristicsofladyhermitsPre-readingTasks(45minutes)1．WarmingupactivitiesPairwork/groupwork:studentsworkinpairsorgroupstodiscusstheiropinionsaboutstudyhabits.a.Previewingthelessonssowellastoalmostlearnitbyheart.b.Veryattentivebutnotveryactiveinclass.c.Takingnotesinclassbutunabletogooverthemafterwards.d.Readingthenewwordsandexpressionsaloudearlyinthemorningwhiletakingawalkoncampus.e.Oftenworryingabouttests,sometimesevenafraidtositforthem.d.Notreviewingwhathasbeenlearneduntilthereisaquiz.2.Informationrelatedtothetext.1)Averageintelligence2)Hobbiesandhabits3)SkimmingandscanningWhile-readingTasks(90minutes)TextLearning1.Explaintheskillofskimmingandscanning2.Askstudenttoskimthetexttohaveageneralideaaboutthetext.3.Underlinethedifficultwordsandsentencesandanswerthequestionsonpage64.Expalinthetext5.Askstudentstosumupthegoodhabitmentionedinthetextandlearnthembyheartintheclass.6.LanguagepointsLanguagePoints:Notnecessary,commit,decideon,setaside,occupy,beawareof,adequateconcentrateon,lookover,goover,furthermore,averageintelligenceStructure:a."itturnsoutthat"b."given"inconditionalclausePost-reading(45minutes)1.Groupdiscussion:(10min)Topics:1.Howtoformgoodhabits?WhatI’mgoingtodotogetintogoodhabits?2.Dictation(10min)Readingisthemostusefulskillsoneshouldacquire.Considerhowmuchtimetheaveragestudentspendseverydayreadingbooks,newspapers,lettersandsoon.Eighty-fivepercentofuniversitywork,itisestimated,needsreading.Infact,thebetteryouread,themoreyouwillsucceedinyourstudies.3.Exercises:(25min)DoexercisesinVocabulary,WordBuilding,Structure,Cloze,ReadingActivity,andGuidedWritingafterclass.IIExtensiveReading(45min)1.ReadingTasks:ExtensiveReadingUnit1第一篇2.ReadingSkills：1）Howtouseadictionary2）Getthemeaningfromcontextclue:prefixandsuffixIIIListeningandSpeaking(45min)1.SeeVCDConsolidation.2.ListeningTask:Unit1andUnit2Listeningskills:soundrecognitionUnit2SailingRoundtheWorldIIntensivereadingObjectives：1.Graspthemainidea(Thecouragethemanshowintimesofadventureandhardships)2.Gettingsomeknowledgeofworldgeography.4.Masterthekeylanguagepointsandgrammaticalstructuresinthetext.5.ConductaseriesofspeakingandlisteningtaskbasedonthetextTimeallotment(Thisunitwillbefinishedwithin6periods)1stperiod4thperiod5thperiod6th2ndperiod3rdperiodperiodIntensivereading:While-readingWhile-readingLanguageExtensivereadingListeningandspeakingPre-reading;While-reading(structure,(questionsdiscussion)for(questionsforpoints,discussion,Post-readinglanguagepoints)characteristicsofladyhermitsPre-readingTasks(45minutes)Warm-upQuestions:(45min)1.Groupwork:groupof5orsixstudentsa.Teacherpinupamapoftheworldontheblackboardandaskeachgrouptodrawasketchmapb.5minutesdiscussionabouthowChristophermadehisroundtheworld.voyageandtracehisroutebydrawingarrowsonthemap.c.Therepresentativefromeachgroupwillreportwhattheyhavedrawnontheirsketchmap,indicatingChristopher’spathroundtheworld.d.ShowmyownmapofChristopher’scoursebywayofsummary.2.Pairwork:Discussthequestion:ifyouweregivenachancetotravelaroundtheworld,howwouldyouplantoexperienceit?3.Backgroundinformation1)KnightsandKnighthood2)Knighthoodceremony3)SirFrancisChichesterWhile-readingTasks(90minutes)TextLearning1.Askstudentstoskimandscanthetexttogetsomespecificinformationaboutthetextandthehero.2.Thenfinishthecomprehensionquestionson253.Explainthedifficultwordsandsentences4.memorizingtheparagraphsonpage245.LanguagepointsLanguagePoints:adventure,single-handedlean,carryout,retire,voyage,plentyof,allbyoneself,setoff,attempt,turnover,fortunately,spark,identity,dreadfulPost-readingTasks(45min)1.Groupdiscussion:Topics:1.WhatkindofcharacterwasBettie,Wassheaheroine,oratraitor2.Whatistheauthor’smessageintellingthestory,Whatdoyouthinkheadvocateshumanism,patriotismorpacifism2.Role-play：3.Exercises:DoexercisesinVocabulary,WordBuilding,Structure,Cloze,ReadingActivity,andGuidedWritingafterclass.IIExtensiveReading(45min)1.ReadingTask:ExtensiveReadingUnit22.ReadingSkill：ScanningIIIListeningandSpeaking(45min)1.Listeningtasks:Unit3&4Listeningstrategies:SoundRecognitionUnit3ThePresentIIntensivereadingObjectives：1.Understandingthemainidea(Thelonelinessofoldpeopleandtheindifferenceofthechildrentotheiroldparents)2.MasterKeywordsandusefulexpressionsTeachingfocus：1.UnderstandingculturaldifferencebetweenWesterncountriesandChinaintermsofrelationshipsbetweenchildrenandparents2.Mother’sfeelingsTimeallotment(Thisunitwillbefinishedwithin6periods)1st2nd3rd4th5thperiod6thperiodperiodIntensivereading:periodWhile-reading(structure,periodWhile-readingperiodLanguagepoints,ExtensivereadingListeningPre-reading;topicsentence,contentquestions)(Writingcharacteristics,LanguagePost-readingPre-reading(45minutes)1.Warming-upactivities1)TasksSstodiscussthefollowingquestions:(20minutes)Doyourememberyourparent’sbirthday?Howdoyoucelebrateyourparentsbirthday?Whatkindofgiftdoyouliketogivetoyourparents?Doyourparentsrememberyourbirthday?Whatgiftdotheyusuallygiveyou?2)Backgroundinformation（Seecourseware）(25minutes)a.ImportantbirthdaysintheWest.b.TraditionalbirthdaycelebrationinWesterncountries.While-readingTasks(90minutes)1.Asksstoscanthetextandthenfinishthetrueorfalseexercise.1)Theoldladygotupearlythatdaysimplybecauseshewasinthehabitofdoingso.2)Theoldladyhadtwodaughters:Myra,theoneshewasproudof,andEnid,theonesheloved.3)TheoldladywasproudofMyraasshehadgotamedalforherworkfortheaged.4)Enidworkedasanschoolteacherandlivedwithhermotheruntilshedied.5)TheoldwomanwassurethatMyrawouldcometoseehersinceeightywasaspecialbirthday.6)Theboydownstairsrantothegateandgotthepostforher.2.Ssfindthetopicsentenceforeachofthelast5paragraphsofthetext.(8minutes)3.SsworkinpairsandtaketurnstoaskandanswercontentquestionsonP54inthetextbook.(27minutes)4.WritingCharacteristics:(20minutes)Thetextisanargumentation.Theauthorraisesthequestionattheverybeginningandthengiveshisreasonswhyhelovestobeateacher.Thearticleiswell-organizedasawhole.Thelanguageofthearticleissimpleandeasy;thestructureisclear,simpleandlogicalwithvariousrhetoricdevicessuchaspun,metonymyandparallelstructure.Punisaplayonwords,sometimesondifferentsensesofthesamewordandsometimesonthesimilarsenseorsoundofdifferentwords.Metonymyisafigureofspeechinwhichonewordorphraseissubstitutedforanotherwithwhichitiscloselyassociated,asintheuseofWashingtonfortheUnitedStatesgovernmentoroftheswordformilitarypower.Variousparallelstructuresusedinthisarticlemakethelanguageconcise,rhythmicalandforceful.Languagepoints1)KeyWordsandPhrases:primarycompelefficientoperatecontenttodosth.arrangeforleaveoutearnone'sliving2)ThedifferenceofAmericanEnglishandBritishEnglishB.EA.EBillionChequeAutumnPavementFilmtrillioncheckfallsidewalkmovieCabtaxiLiftelevatorPost-readingTasks(45minutes)1.Reviewingworkbasedonthetext(30minutes)★Dictation:Newwords★Dictation:ashortparagraph★usingnewwordstomakesentences1.Summaryquestions:Ssworkingroupsanddiscussthefollowingquestions.(10minutes)1)Whydidtheoldladyfellsohurtwhenshegotthecheckfromherdaughter?2)Whatleadtothegenerationgap?2.WritingDotheGuidedWritingIIonP66inthetextbook.(10minutes)WriteacompositionontheinstructionsgiveninEnglish.Thecompositionshouldbewritteninnolessthan100or120words.Atpresent,manyteachersinChinahavelefttheirjob.Somepeopleareforthem,whileothersareagainstthem.Whatdoyouthinkofthisfact?Whatdoyouthinkweshoulddotosolvetheteachers’problems?ThereisamodelpaperforSs’reference.(SeeCourseware)3.Homework:(5minutes)1)DoRevisionExercises1onP674.Checkanswerstotheafter-textexercise(10minutes)IIExtensiveReading(45minutes)1.ReadingTasks:ExtensiveReadingUnit3第7--9篇文章，重點講第7篇，檢查第8,9篇。2.ReadingSkills：a.HowtoMatertheReadingSkillofSkimmingb.HowtoUnderstandCharacterizationDevelopingReadingSkills:a.HowtoMastertheReadingSkillofSkimmingSkimmingmeansthatyouhavetoreadquicklyinordertofindoutthemainideaandthemostimportantsupportingideas.Thefollowingelementswillhelpyouunderstandanessaybetter,usingthetechniqueofskimming:1)thetopicsentenceofeachparagraph2)signalwordsthatshowasequence,atransition,etc.3)introductoryparagraphswhichoftenbeartheauthor’sthesisstatementorattitudetowardtheproblemunderdiscussion4)concludingparagraphswhichoftenrepeatthemostimportantpointsmentionedintheessay5)repeatedwords,sentences,orideas,whichareoftencrucialtotheunderstandingoftheessay6)thenoticeablechangesofprintingstyle,forinstance,capitalization,italics,etc.,whichareoftenemphasizedbytheauthor7)certainpunctuationssuchasadash,quotationmarks,whichareoftenusedtodistinguishsomeimportantideasoutb.HowtoUnderstandCharacterizationCharacterizationreferstotherepresentationofapersonasaheroorheroinebydescribingorimitatingtheactions,gesturesorspeechesofthatperson.Probingintothepsychologicalmake-upofthecharacterisalsoimportant,foritprovideswhatunderliestheheroorheroine’sactionsorchoices.IIIListeningandSpeaking(45minutes)1.ListeningTask:Listening&SpeakingUnit5&62.ListeningStrategy：LearningtomakingPredictionListeningStrategy:HowtoPredictUnit4TurningoffTV:AQuiteHourIIntensivereadingObjectives：1.Understandingtheauthor’sidea2.MasterKeywordsandusefulexpressionsTeachingfocus：1.Theauthor’sviewpointaboutTV.2.UnderstandingtheadvantagesanddisadvantagesofTV.Timeallotment(Thisunitwillbefinishedwithin6periods)1stperiod4thperiod5thperiod6th2ndperiod3rdperiodperiodIntensivereading:While-readingWhile-readingLanguageExtensivereadingListeningandspeakingPre-reading;While-reading(structure,(questionsdiscussion)for(questionsforpoints,discussion,Post-readinglanguagepoints)characteristicsofPre-readingTasks(45minutes)1.Answerthequestions1)DoyoulikewatchingTV?2)HowmanyhoursdoyouusuallyusetowatchTV?3)Whatkindofprogramsdoyoulike/2.Groupdiscussion:theadvantagesanddisadvantagesofTV(10minutes)Askstudentstowritethemontheblackgroud.3.Backgroundinformation:1)U.StelevisionYesterdayandtoday（Seecourseware）(15minutes)2)TypicalTVprogramming3)Thegenerationgap4)HighdivorcerateintheUSWhile-readingTasks(90minutes)1.AskSsreadthroughthetexttofindoutthemainideaoftheauthoraboutTVandthenegativefactsofTV.(20minutes)2.Learntosupportone’sideawithevidence3.Ssreadthepassageagain,andfinishthereadingcomprehensionquestionsonpage78tohaveathoroughunderstandingofthetext(15minutes)4.Difficultsentencesandwords5.LanguagepointsTexplainsthekeylanguagepointsinthetextandhasSspracticethem.(Fordetailedexplanations,seecourseware)(40minutes)3)WordsandPhrases:Worthwhilecurrentprohibittypicalcomeupwithbeentitledtokeenoninvolveinpartcopewith2)Structure:absolutestructure(SsdoStructureExerciseXVonP83.)3)WordsDistinction(SeeCourseware)a.peculiar,particular,special;b.populace,populationPost-readingTasks(45minutes)1.Reviewingworkbasedonthetext(15minutes)★Dictation:Newwords★Dictation:ashortparagraph★usingnewwordstomakesentences2.Roleplay:SsworkingroupsandhaveadebateonthetopicIsTVaPlusoraMinus?ArgumentsforArgumentsagainstAconvenient&cheapsource--Atotallypassivepastimeofentertainment--Takinguptoomuchtime--OfferingeducationalprogramsaswellasexcitingonesDistractingpeoplefromtheirwork3.Writing:DotheGuidedWritingIIonP90inthetextbook.(Readthepassageandfillintheblankswithappropriateconnectivewords.)(20minutes)writingassignmentofthisunit:WriteabriefreportaboutthepollonP91inthetextbook.ThereisamodelpaperforSs’reference.(SeeCourseware)4.Homework:(5minutes)1)DoTranslation2onP85inthetextbook.2)Memorizethesecondparagraphafterclass.3)PreviewUnit5.ExtensiveReading(45minutes)1.ReadingTask:泛讀教程第四單元第10--12篇文章，重點講第11篇，檢查第10,12篇。2.ReadingSkills：a.HowtoDistinguishCausesandEffectsb.HowtoUnderstandPersonificationDevelopingReadingSkills:a.HowtoDistinguishCausesandEffectsCause-and-effectanalysistriestogivereasonswhysomethingoccursortopredictafutureresult.Whenreadingacause-and-effectanalysis,youmustpayattentionnottomistakeaneffectforcause.Suchwordsandphrasesasbecause,becauseof,for,since,nowthat,dueto,onaccountof,etc.refertocauses,whilewordsandphrasessuchastherefore,so,asaresult,etc.refertoeffects.Also,youmustnotconfuseassociationswithcauses.b.HowtoUnderstandPersonificationPersonificationtreatsabstractideasorinanimateobjectsasiftheywerehumanbyendowingthemwithhumanqualities.Asafigureofspeech,personificationistomakeabstractideasspecificandfamiliarandinanimateobjectslivelyandemotional.Intheessayselectedhere,Ackerman,byendowingtheleaveswithhumanemotionsoractivities,leadsherreaderstothewonderofautumnbyappealingtotheirsensessothattheycanseeandfeelthebeautyofthecolorfulleaves.Atthesametime,sheexpressesherloveforthebeautyofnatureandpraisesthemarvelofnaturewhenitis“morecarnal,muteandradiant…”andwhenitgoesonandonwithoutanend.ListeningandSpeaking(45minutes)1.ListeningTask:CollegeEnglishCourseBookListening&SpeakingUnit72.ListeningStrategy：Notetaking(1)RecognizingtheMainIdeaNotetaking(1)RecognizingtheMainIdeaUnitFiveAMiserable,MerryChristmasI.IntensivereadingObjectives：1.Graspthemainidea(theupsanddownsachildexperiencesinhisfeelings.)2.Understandhowthetextisorganized3.MasterkeywordsandusefulphrasesandlearnthembyheartTeachingfocus：1.Understandingparadox.2.WritingskillsTimeallotment(Thisunitwillbefinishedwithin6periods)1stperiodPre-readingWhile-reading2ndWhile-readingperiod3rdperiodWhile-reading4thperiodPost-reading5thperiodListening6thperiodListeningspeakingandPre-readingtasks(45minutes)1.Warming-upactivities1).GroupDiscussion:Tellyourgroupmembersthehappyandmiserableexperienceyouhadinthepast.2)AnswerthefollowingquestionsHowwillyoutreatthemiserablethingsinyourlife?Ifyouweredisappointedwithsth.Inlife,whatwouldyoudo?2.BackgroundinformationChristmasandSantaClause(seecourseware)While-readingtasks(90minutes)1.Readthetextin15minutes.Thenfinishthefollowingtasks:1)Whatistheboy’sname?2)WhatdidhewantasaChristmasPresent?3)WhatdidhedoonChristmasEveandwhatdidhegetonChristmasmorning?4)Howdidhereactandfeel?5)Whatdidhismotherdowhenhewasweeping?6)Howdidtheboyfeelwhenhefinallygotwhathewanted?2.Readthepassageagain,trytofinishthecomprehensionquestionsonpage98.3.Textexplaining:difficultsentencesandwords4.LanguagePoints:1)paradoxtruelies,happysurprise….2)keywordsdeclare/makesure/hangup/indignant/weep/rude/catchsightof/scarecelyPost-Reading(45minutes)1.TranslatethefirstparagraphintoChinese.(Presentation)2.FinishEx.VI.VII.VIII.XV3.Retellthestory.4.DebateUsually,adebateiscarriedoutbytwosides:theaffirmativesideandnegativeside.Themostessentialprincipleisthattheaffirmativesideagreestosupportthepropositionwhilethenegativesideagreestocounterthateffort.Eachsidemusttrytopresenteveryavailablebitofevidenceandreasoninginthebestpossiblelight.Indebating,presentingexamples,proverbs,generallyacceptedprinciplesisaveryuseful.Inthefollowingdebating,youareaskedtofindasmanyfacts(includingunit5)aspossibletodefendyourview.Whichonecanwelearnmorefrom,defeatorvictory?IIExtensiveReading(45minutes)ReadingTask:ExtensiveReading,Unit513-15課Readingskill：increasingwordpowerWriting：1)Review:combination,contraction,subordination2)paragraphwritingIIIListeningandspeaking(45minutes)ListeningTask:Unit9&10ListeningSkill:ordinalsUnit6SamAdams,IndustrialEngineerI.IntensivereadingObjectives：1.Understandingthemainideaandthehumorousnarration.2.Understandingthestructureandwritingstrategy:3.Masterkeywordsandphrases4.ConductaseriesoflisteningandspeakingtasksTeachingfocus:1.Understandingthecalmnessofthenine-year-oldchildwhenfacingdeath2.Analyzethedifferentperformanceofthefatherandchild.3.Understandwhat“holdtightontooneself”means.Timeallotment(Thisunitwillbefinishedwithin6periods)1stperiodPre-readingWhile-reading2ndWhile-readingperiod3rdperiodWhile-reading4thperiodPost-reading5thperiodListening6thperiodListeningspeakingandPre-readingtasks(45minutes)1.Warm-upActivitiesAnswerthequestions1)Whathadyoueverdreamttobewhenyouwereyoung?2)Whatisyouridealjob?3)Haveyoueverhelpedtosolveanypracticalproblemsforotherswiththeknowledgeyoulearntinschool?2.BackgroundinformationaboutHemingway(seecourseware)1)Whatisanindustrialengineer?2)AwordaboutAmericaneducationalsystem3)BackgroundmusicWhileReadingtasks(90minutes)1.Readthetexttohaveageneralideaaboutthecontent.2.Analyzethetext:1)helpstudentsunderstandthecontent—whattheauthordoessay2)helpstudentstounderstandhoworbywhatmeanstheauthorsayswhathewantstosay3.Throughtheexplanationandappreciationofthetextbymeansofstylisticanalysistoachievetheobjectivesofthistext.4.LanguagePointsandStructureneat/lookaround/inspect/miss/relieve/flow/assembly/holdup/major/decrease/productivekeepupwith/resultin5.UsefulStructurebe+of+n.=be+adj.PostReadingTask(45minutes)1.Phrasestranslation:ChinesetoEnglish2．Groupwork:WhatCuresWouldYouSuggestfortheProblem?Problem:Thewallsoftheworkroomsareadullgraycolor;thereisnomusic;theworkerseasilygetbored.Suggestions:1.Backgroundmusicshouldbeprovided2………3………3.Checktheexercisesaftertext.IIExtensiveReading(45minutes)ReadingTask:ExtensiveReading,Unit616-17篇Readingskill：CauseandeffectWriting：subordinatingconjuctionsIIIListeningandspeaking(45minutes)ListeningTask:Unit11&12ListeningSkill:specialquestions/risingandfallingtonesUnit7TheSamplerIIntensivereadingObjectives:1.GraspthemainideaofthetextGoodintentionsalonearenotenoughwhenhisattempttobekindtoanoldmanleavesthembothfeelingworsethanbefore)2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext3.Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.Timeallotment(Thisunitwillbefinishedwithin6periods):1stperiod2ndperiod3rdperiod4thperiod5thperiod6thperiodPre-readingWhile-readingWhile-readingWhile-readingPost-readingActivity:Post-readingPreparationplaythedramaandtoListeningfortheactivityspeakingPre-readingtasks(35minutes)1.Lead-inactivities1).Backgroundinformation(10minutes)TheChristmasseasonOldpeopleintheWestFreesamples2)IntroductoryquestionsHowmanycharactersarethereinthestory?WhatarelaidoutintherowinastoreduringtheChristmasseason?Whatdoesthenarratorinthestoryoftenwonder?Istheshopgirlfriendlytotheoldmanwhenheturnupinthestore?Istheoldmanshockedwhenthenarratorofferstobuyhimsomepuddings?Doestheoldmanacceptthenarrator’soffer?Whatdoestheoldmanhaveinhiswornlittleblackpocketbook?While-readingtasks(80minutes)1