UnitlABrushWithTheLaw

I.Objectives:

Studentsarerequiredtobeableto

1.graspthemainideaandanalyzethestructureofthetext;

2.appreciatethewritingskillsdemonstratedinthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesoflistening,speakingandwritingactivitiesrelatedtothe

themeoftheunit.

II.Importance:

Word-building:thenegativeprefixesof"un-〃and“counter-”;

IILDifficulties:

1.Analysisofsomecomplexsentences;

2.Appreciationofthewritingskillsdemonstratedinthetext;

IVTeachingmethods:

1.Multi-media(todisplayashortvideoreflectingAmericanlawsystem);

2.Blackboard(withdetailedexplanationsandanalysisofthetext);

3.Discussion(todividestudentstoseveralgroupstodiscusstheadvantages

anddisadvantagesoflawsystemofAmericaandthatofChina)

V.Teaching-steps:

1.Overallimpressionofthetext,includinggeneralideaandthe

textstructure(1class)

Toguidestudentstoseizekeysentencesandfactorsofastoryandto

concludethesignificanceofthetext.

2.Detailedexplanationsandanalysisofthetext(2classes)

1).Leading-in(warm-upquestions):

a.Haveyoueverbeenstoppedbythepolice?Ifyes,forwhat?Andhowdid

youfeelthen?

b.Doyouthinkthateveryoneisequalintheeyesofthelaw?Explain.

c.WhatdoyouthinkofthelawsystemofAmericaandthatofChina?State

theiradvantagesanddisadvantages.

2).Giveabriefintroductionofthegeneralideaofthestorytoldinthistext.

3).Askstudentstoreadthroughthetextandthendividethepassageinto

severalparts.

4).Learnthepassageandgivespecificanalysisandexplanations.

3.Exercisesrelatedtothetext,readingactivityandguidedwriting

(3classes)

l).Askstudentstodotheexercisesbeforetheclass,andthencheckthe

answersinclass,offeringnecessaryguidesandexplanations.

2).Basicreadingskill——HowtoUseaDictionary.

3).Guidedwriting.

VI.GlobalanalysisandLanguagepoints:

Keyfactorsandstructure:

5W'softhestory

WhenFebruaryabout12yearsago

WhereStreets,policestation,court

WhoAyoungman

What19,asuccessfulstudentwaitingtogotouniversity,

whyrespectablemiddle-classparents,bitofantisocial

Structure:

Cause:(Paras1-3)Iwasstrollingalongthestreets.

Develop加g:(Paras4-16/17-18/19)1wasquestionedandarrested.1was

questionedandcharged.——Iwastrialed

andreleased.

End:(Paras20-21)Onepolicemancomplained.

Wordsandsentences:

l.brush:ashortfightorquarrel;anargumentordisagreement

—tohaveabrushwiththepolice/theCustomsmen/theenemy

—Itishisthirdbrushwiththelawinlessthanayear.

2.takesb.tocourt:takelegalactionagainstsb.

—ItoldhimthatIwouldtakehimtocourtifhedidnotrepaythemoneyina

week.

--Ifyougoonill-treatingyourwifelikethis,youwillbetakentocourt.

3....itmakesagoodstorynow:

...itprovidesmaterialforagoodstorynow.

Heretheverb“tomake“means"tohavethequalitiesneededfor(sth.

good)〃.

Examples:

-Icedteamakesanexcellentdrinkinsummer.

-Thewallcalendarmakesanicenewyeargift.

4.Whatmakesitratherdisturbingwasthearbitrarycircumstancesbothof

myarrestandmysubsequentfateincourt:

Theauthorwasarrestedsimplybecausethepolicementhoughtheintended

tostealmilkbottlesandlaterincourthewasreleasedfromthechargejust

becausehehadthe“right“accent,respectablemiddle-classparents,reliable

witnessesandsoon.Thatistosay,hewasarrestedarbitrarilyandreleased

arbitrarily.Anditisthisarbitrarinessofbothhisarrestandhisreleasethatthe

authorthinksratherdisturbing.

arbitrary:basedonone'sownwishesorwillratherthanreason

一Ifaleadermakesdecisionswithoutconductinginvestigations,heisbeing

arbitrary.

Thearbitrarydecisionsofthefactoryownerscauseddissatisfactionamong

theworkers.

circumstances:conditions,facts,etc.connectedwithaneventoraperson

Wecannotexpecthimtocontinuetheseactivitiesundersuchunfavorable

circumstances.

-Becauseofcircumstancesbeyondourcontrolthemeetingwascancelled,

subsequent:comingafter,following

Examples:

Subsequenteventsprovedthatmyjudgmentofthesituationwasright.

-Thestorywillbecontinuedinsubsequentissuesofthemagazine.

5????andwasnotduetogotouniversityuntilthefollowingOctober:

InBritaintheuniversitytermsare:October-December;

January-March;April-June.

due:

1)expectedorscheduledtoarriveorbeready;supposed(to)

—ThetrainfromBeijingisdueat1:30.

-ThenexttraintoNanjingisduetoleaveatten.

—TheyoungmanisduetoappearintheMagistrates9CourtnextMonday.

2)tobepaidorreturned

—Whenistherentdue?

—ThebooksareduetodaybutIwanttorenewsomeofthem.

7.1tmusthavebeenthisobviousaimlessnessthatledtomydownfall.:

I'msuremyarrestwastheresultofmywanderinginthestreetswithoutany

definitepurpose.

obvious:easytoseeorunderstand;clear

-Itwasobviousthatthepolicemanmistookmeforathief.

—Forobviousreasons,themagistratedismissedthecaseafterfifteenminutes.

8thistimeinuniform...:

thesecondpolicemanwaswearinguniformwhilethefirstwasobviouslyin

plainclothes

uniform:acertaintypeofclothingwhichallmembersofagroupor

organizationwear

—Policemenwearuniform(s);sodosoldiers;postmenandCustomsmen.

-Theboysandgirlstakegreatprideinwearingschooluniforms.

9....Iwasleftinnodoubt:

Ibecamecompletelycertainoftheseriousnessofthematter;Irealizedthatit

wasnojokeandtheymeantbusiness.

10commitanarrestableoffence:

...commitanoffencewhichisseriousenoughforonetobearrested

commit:do(sth.wrong,bad,foolish,orunlawful)

-Ifwefailtounderstandthis,weshallcommitalotofmistakes.

-DuringtheiroccupationofChina,theJapaneseinvaderscommittedmany

horriblecrimesagainsttheChinesepeople.

-Thedetectiveconcludedthatthemurderwascommittedinthisveryroom.

-CanyoutelluswhythegiftedAmericanpoetcommittedsuicide(killed

himself)atthepeakofhisfame?

11.perfectlystraightface:afaceshowingnoemotionorhumor;avery

seriouslookingface

perfectly:very;completely

You9reperfectlyright.

I'mperfectlysatisfiedwithyourarrangements.

12inthemostcasualandconversationaltoneIcouldmanage:

...tryingtosoundasunconcernedandinformalasIcould

casual:relaxedandunconcernedaboutwhatishappeningorwhatoneis

doing

Becauseofhiscasualattitudetowardwork,hewasfired.

13....itconfirmedthemintheirbeliefthatIwasathoroughlydisreputable

character:

...itreinforcedtheirbeliefthatIwasaverydisreputableperson.

confirm:

1)strengthen;makefirmer

—Thesuddensnowstormduringthenightconfirmedmydecisionnotto

leave.

2)provetobetrueorcorrect

—TheMayorconfirmedthereportthathissonhadbeenkidnapped.

14.'AhaJIcouldseethemthinking,^unemployed5:

Judgingbythelookontheirfaces,theauthorrealizedthatthepolicemen

mustbereasoninglikethis:'Aha,you'reunemployed.That'swhyyouare

stealing.9

Theword'aha'isusedheretoexpressthesatisfactionandjoyofthe

policemeninfindingoutthe"reason“fortheyoungman'ssupposedtheft.

15.Giventheobscurenatureofthecharge...:

Consideringtheobscurenatureofthecharge...

Thechargeagainstthenarrator-wanderingwithintenttocommitan

arrestableoffence——wasveryvagueorunclear.Themagistratemightfind

himguiltyifhehadacriminalrecord,orthemagistratemightfindhim

innocentifhehadreliablewitnessestoprovehisgoodcharacter.

given:considering,ifonetakesintoaccount

—Giventheirinexperience,they'vedoneagoodjob.

VII.Referencebooks:

1.UnitlofCollegeEnglishBook3(Teacher9sbook).

2.Onlinelibrary(informationconcerningtoAmericanlawsystem).

VIII.Homework:

Think:WhatareyoursuggestionstoimprovethelawenvironmentinChina?

Unit2FruitfulQuestions

I.Objectives:

Studentsarerequiredtobeableto

1.graspthemainideaandstructureofthetext;

2.appreciatethewritingskillsdemonstratedinthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesoflistening,speakingandwritingactivitiesrelatedtothe

themeoftheunit.

II.Importance:

Word-building:thesuffixof"-eer”(volunteer,engineer,pioneer,etc.);

III.Difficulties:

1.Analysisofsomecomplexsentences;

2.Tolearntoappreciatethewritingskillsdemonstratedinthetext;

IV.Teachingmethods:

1.Multi-media(todisplayasegmentofthefilm"Gonewiththewind"

reflectingAmericanCivilWar);

2.Blackboard(withdetailedexplanationsandanalysisofthetext);

3.Discussion(todividestudentstoseveralgroupstodiscussthevirtueof,

sometimes,NOTtellingtruth).

VTeaching-steps:

1.Newwordsandphrasesofthetext(oneclass)

Topaymuchattentiontoword-buildingofthekeywordsandthepartof

speech,makingsentencesifnecessary.

2.Detailedexplanationsandanalysisofthetext(2classes)

1).Leading-in(warm-upquestions):

a.Haveyouevertoldalie?Andwhydidyoudothat?

b.Doyouinsistthatweshouldnevertellliesorsometimesit'sakindofvirtue

nottotellthetruth?Explain.

2).Giveabriefintroductionofthegeneralideaofthestorynarratedinthis

text.

3).Askstudentstoreadthroughthetextandthendividethepassageinto

severalparts.

4).Learnthepassageandgivespecificanalysisandexplanations.

3.Exercisesrelatedtothetext,readingactivityandguidedwriting(2

classes)

l).Askstudentstodotheexercisesbeforetheclass,andthencheckthe

answersinclass,offeringnecessaryguidesandexplanations.

2).Basicreadingskill——Scanning?

3).Guidedwriting.

VI.Languagepoints:

l.ButIcouldpictureherasshewasinthestoryshetoldme.:

ButIcouldformapictureinmymindofwhatshelookedlikeinthestoryshe

toldme.

Picture:imagine;formapictureofinthemind

Example:

—Icouldn'tseehisfaceinthedark,butIcouldsomehowpicturehis

expression.

2....inthestainedblueuniform...:

BluewasthecoloroftheuniformswornbyUnionsoldierswhilethe

Confederatesworegrayuniforms.

3.Thafswhatwarisreallylike,child;nobuglesandbanners.Justpainand

filth,futilityanddeath.:

HereAuntBettieissayingthatwarisnotsogloriousorromanticassome

peopledescribeit.Inrealityitonlybringsaboutpainandfilth,futilityand

death.

4.11thBermontVolunteers:

OnApril15,1861,threedaysaftertheConfederatesfiredthefirstshotsof

theCivilWar,PresidentLincolnissuedhiscallfor75,000volunteers.

Answeringhiscall,manyyoungpeoplejoinedtheNorthernarmyto“savethe

Unionandfreetheslaves"andmanyregimentsofvolunteerswereformed.

The11thVermontVolunteersmeansthe11thRegimentofvolunteersfromthe

stateVermont.

5....shouldreportthepresenceofthisUnionofficertotheConfederate

army:

...shouldreporttotheConfederatearmythattherewasaUnionofficerinher

farmhouse.

presence:thefactorstateofbeingpresent

Example:

Janewassoquietthatherpresencewashardlynoticed.

6....JamesVanMetre5swifefannedthesparkoflifethatflickeredinHenry

Bedell:

Shebroughtthedyingman(HenryBedell)backtolifeinthewaythatshe

wouldfanadyingfireintoflameagain.

7.flareup:suddenlybecomeangry,fierceorviolent,especiallyofaperson,fire,

battle,etc.

Example:

1don'tliketoseeyouflareupsoeasily.

8.seethat/seetoitthat:makesurethat;takecarethat

Example:

1promisetoseethatthefeeispaidwithoutdelay.

9.brushaside:disregard,ignore

Example:

Hebrushedasideallourobjections/suggestions.

10.disaster:agreatorsuddenmisfortune;aterribleaccident

Example:

—Everyyearthroughouttheworldnaturaldisasterssuchasearthquakesand

volcaniceruptionscauseheavylossesoflifeandproperty.

11.OnlyanhourfromtheUnionlines:

Whentheycametoaplacewhichwasonlyanhour'sdrivefromthelinesof

defenseoftheUnionArmy,...

Here“anhour“means"thedistancewhichcanbetravelledinanhour”.

VII.Referencebooks:

1.Unit2ofCollegeEnglishBook3(Teacher9sbook).

2.AmericanNovel:Gonewiththewind.

VIII.Homework:

Towritealetter(Exercise2ofGuidedWritingonpage41ofthestudent's

book)

Unit3WhyIteach

I.Objectives:

Studentsarerequiredtobeableto

1.graspthemainideaandstructureofthetext;

2.appreciatethewritingskillsdemonstratedinthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesoflistening,speakingandwritingactivitiesrelatedtothe

themeoftheunit.

II.Importance:

Word-building:theprefix"re-〃(againorback)andsuffix"-ship”(statusor

condition);

III.Difficulties:

1.Analysisofsomecomplexsentences;

2.Tolearntoappreciatethewritingskillsdemonstratedinthetext;

IVTeachingmethods:

1.Multi-media(todisplaysomepicturesofbothChineseandforeign

educators);

2.Blackboard(withdetailedexplanationsandanalysisofthetext);

3.Discussion(todividestudentstoseveralgroupstodiscusswhethertheylike

tobeateacherinthefuture)

V.Teaching-steps:

l.Newwordsandphrasesofthetext(oneclass):

Topaymuchattentiontoword-buildingandpartofspeechofthekeywords

andmakesentencesifnecessary.

2.Detailedexplanationsandanalysisofthetext(2classes)

1).Leading-in(warm-upquestions):

a.Wouldyouliketobeateacher?Whyorwhynot?

b.Whatdoyouthinkaretheadvantagesofbeingateacher?Whatarethe

disadvantages?

c.Whatqualitiesdoesagoodteacherneed?

2).Giveabriefintroductionofthegeneralideaofthistext.

3).Askstudentstoreadthroughthetextandthendividethepassageinto

severalparts.

4).learnthepassageandgivespecificanalysisandexplanations.

3.Exercisesrelatedtothetext,readingactivityandguidedwriting(2

classes)

l).Askstudentstodotheexercisesbeforetheclass,andthencheckthe

answersinclass,offeringnecessaryguides.

2).Basicreadingskill——Scanning(2).

3).Guidedwriting.

VI.Languagepoints:

1....Ididn'twanttobeconsideredforanadministrativeposition:

...【didn'twanttobeacandidateforanadministrativeposition,suchasthe

presidentorvice-presidentofauniversity,thedeanofacollege,thechairman

ofadepartment,etc.

2.CertainlyIdon'tteachbecauseteachingiseasyforme.:

CertainlyIteachnotbecauseteachingiseasyforme.

3.teachingisthemostdifficultofthevariouswaysIhaveattemptedtoearn

myliving:mechanic,carpenter,writer.:

Ihavetriedmanyotherwaystomakealiving.Ihaveworkedasamechanic,a

carpenter,awriter,andnowIamworkingasateacher.Ofalltheseprofessions,

teachingisthemostdifficultforme.

4.Forme,teachingisared-eye,sweaty-palm,sinking-stomachprofession.:

Teachingisaprofessionthatmakesmyeyesredforlackofsleep,mypalms

sweatybecauseofnervousnessandmystomachsinkingbecauseIoftenfeel

sodisappointedwithmylectures.

?Here,“stomach"means“spirit,heartv.Aperson9sstomachsinkswhen

heisupset,disappointed.

profession:jobthatneedsformalqualificationsaftertraining,e.g.law,medicine,

teaching,acting.

Example:

-Asasophomore,Istilldon'tknowwhatprofessionwouldsuitmebest.

5....becauseIhaveknowledgeIfeelcompelledtoshare:

...becauseIhaveknowledge(that)Ifeelcompelledtoshare(withmy

students).

compel:make(sb.)dosth.byorasifbyforce

Example:

--Havingfoundhimselfoutofgas,thedriverwascompelledtowalkseveral

milestothenearestvillage.

6.freshman:astudentinthefirstyearofcollege

sophomore:astudentinthesecondyearofcollege

junior:astudentinthethirdyearofcollege

senior:astudentinthefourthyearofcollege

7.toaskquestionsthatstudentsmuststruggletoanswer:

Toaskdifficult,thought-provokingquestionswhichthestudentsmustthink

hardaboutbeforetheycananswer.

8.Theworldisfullofrightanswerstobadquestions:

Here"badquestions“means"meaninglessquestionsorsimplequestions"

thateveryonecananswereasily.

9.IteachbecauseIenjoyfindingwaysofgettingmyselfandmystudents

outoftheivorytowerandintotherealworld.:

Institutionslikeuniversitiesandcollegesareoftenreferredtoas“ivory

towers“whereprofessorsandtheirstudentsstudyonlybookknowledgeand

havelittletodowiththepracticeofeverydaylife.Whattheauthortriestodo

istohelpthestudentsgooutoftheivorytowerandintotherealworld,learn

tosolvepracticalproblemsandpreparethemselvesforthelifetheywill

encounteraftergraduation.

10.variety:stateofvarying;anumberofdifferentkins

Example:

-Myjoblacksvariety;Iamdoingthesamethingsallthetime.

11.ButIwastherewhen

Butwhatwasreallyrewardingwastobetherewhen...

12....becausehedecidedthelikedpeoplebetterthanthings:

AstudentofEnglishstudiesmainlyliterature,whichreflectsman'slifeand

thought,whileanengineeringstudentconcernshimselfmainlywiththe

markingofthings.

13.Beingateacherisbeingpresentatthecreation,whentheclaybeginsto

breath.:

AccordingtotheBible,manwascreatedbyGodoutofclay.WhenGod

breathedthebreathoflifeintotheclay,itbecamealiveandthecreationof

manwascompleted.Heretheauthorcomparesthejobofateachertothe

workofGod.Heimpliesthattheteacherhelpsthestudentbecomearealman

orwoman.

14.Whatisthepointofbeingrich?:what'stheuseofbeingrich?

15.Perhapsloveisthewrongword;magicmightbebetter.:

Perhapstheword"love"isnotsufficienttodescribewhatteachingoffers;

itmightbebettertousetheword"magic””.

VII.Referencebooks:

1.Unit3ofCollegeEnglishBook3(Teacher9sbook);

2.Onlinelibrary(informationconcerningtoAmericaneducation).

VIII.Homework:

Think:WhataretheproblemsofChinesecurrenteducationsystem?Howtoimproveit?

Unit5TheDayMotherCried

I.Objectives:

Studentsarerequiredtobeableto

1.graspthemainideaandstructureofthetext;

2.appreciatethewritingskillsdemonstratedinthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesoflistening,speakingandwritingactivitiesrelatedtothe

themeoftheunit.

II.Importanceanddifficulties:

Word-building:thesuffix"-ist”,andblends(motel:motorandhotel);

III.Difficulties:

1.Analysisofsomecomplexsentences;

2.Tolearntoappreciatethewritingskillsdemonstratedinthetext;

IVTeachingmethods:

1.Multi-media(todisplayasegmentofthefilm"ForestGan"reflectingGan's

mother'slovetohim);

2.Blackboard(withdetailedexplanationsandanalysisofthetext);

3.Talk(todividestudentstoseveralgroupstotellstorieswhichshowshow

greattheirmothersare).

V.Teaching-steps:

l.Newwordsandphrasesofthetext(oneclass)

Topaymuchattentiontoword-buildingofthekeywordsandmake

sentencesifnecessary.

2.Detailedexplanationsandanalysisofthetext(2classes)

1).Leading-in(warm-upquestions):

a.Whenataskdefeatsyou,howdoyoureact?

b.Howdoyoucomfortsomeonethreatenedwithlosinghisorherjob?

c.Whatdidyourparentsdotohelpyougettocollege?

2).Giveabriefintroductionofthegeneralideaofthestorytoldinthistext.

3).Askstudentstoreadthroughthetextandthendividethepassageinto

severalparts.

4).Learnthepassageandgivespecificanalysisandexplanations.

3.Exercisesrelatedtothetext,readingactivityandguidedwriting(2

classes)

l).Askstudentstodotheexercisesbeforetheclass,andthencheckthe

answersinclass,offeringnecessaryguidesandexplanations.

2).Basicreadingskill——UnderstandingFigurativeLanguage

3).Guidedwriting.

VI.Languagepoints:

1.filledwithanticipation:fullofexpectation;veryexcited(becausehe

thoughthecouldenjoyreadinghissportsmagazinealoneathomewithout

anyonetodisturbhim.)

Example:

AsChristmasdrewnear,thechildrenwerefilledwithanticipation.

2.issue:aparticulareditionofamagazineornewspaper

Example:

ThelatestissueofTimecontainsacoverstoryentitledItCamefromOuter

Space.

3.burstinto:rushinto

Example:

Andyburstintotheclassroom,grabbedhisbooks,andrushedoutagain.

4.flippedonalight:turnedonalightquickly

5.managedaweaksmile:managedtogiveafaintsmile;forcedafaintsmile

6.setone'smindto:giveallone'sattentiontodoing(sth.)

Example:

Afterhearingthesadnews,Jackcouldnotsethismindtohisworkthat

afternoon.

7.assume:takeastruewithoutactualproof

Example:

1assumethatyouagreewithwhatMaryhasjustsaid.

8....thatdidn'tstandinherway:

...herhavinghadnotrainingdidn'tpreventherfrombecominganursery

teacher

Stand/beinsb'sway:preventsb.fromdoingsth.

Example:

Ifyouthinkyoucangetabetterjobelsewhere,I'llcertainlynotstandin

yourway.

9.qualify:causesb.toteachthelevelneededforsth.ortodosth.

Example:

Thistrainingwillqualifyyouasacomputeroperator.

10.1wasnottheleastbitsurprised,orimpressed:

Iwasnotsurprisedorimpressedatall.

(Theauthorfeltthatwaybecausehethoughthismothercoulddoanything

andhetookheremploymentbytheradiostationasamatterofcourse.)

11.helpout:givehelpatatimeofneed(tosb.)

Example:

OurneighborshelpedoutwhenMotherbecameill.

12.on(one's)guard:watchful;readytodefendorprotect

Example:

-Asthebuswasverycrowded,theconductorwarnedthepassengerstobe

on(their)guardagainstpickpockets.

13.Youmightjustrememberthatsheisworkingprimarilysoyoucango

tocollege:

Youshouldrememberthatsheisworkingmainlywiththepurposeof

makingitpossibleforyoutogotocollege.

Sometimes,"mightcanbeusedtosuggestthatapersonshoulddosth,

behaveinacertainway,etc.

Example:

Youmightatleastsay“Thankyou“whensomeonehelpsyou.

14.sometime,sometime,sometimes:

Sometime:atsomeuncertainorunstatedtime

Example:

-HefirstcametoChinasometimearound1932.

15.holdback:control

Example:

Mr.Jacksonmanagedtoholdbackhisangerandavoidedaquarrelwith

his16-year-oldson.

16....somethinginsidemeturned:!feltdeeplymoved.

17.Shebrokethen:

Atthattimeshecouldnolongercontrolheremotions.

18....tappingaway:tappingonwithoutstopping;tappingcontinuously

Theadverb"away"heremeans"withoutstopping"or"continuously”

Example:

Thesoldiersfiredawayuntiltheyhadnoammunitionleft.

19...therewassomethingmoregoingonintherethanawomanlearningto

type:

...besideslearningtotype,Motherwasalsoshowingherdeterminationto

overcomewhateverdifficultiesshemightmeetwith,herstrongwillnotto

acceptdefeateasilyandhercouragetogoahead.

20.memento:asmallobjectwhichremindsoneofaholiday,afriend,etc.

Example:

ThesepostcardsaremementosoftheirtriptoItaly.

VII.Referencebooks:

Unit5ofCollegeEnglishBook3(Teacher'sbook).

VIII.Homework:

Translation:Exercisel5ofthisunit(onpagelOO).

Unit6ADay'sWait

I.Objectives:

Studentsarerequiredtobeableto

1.graspthemainideaandstructureofthetext;

2.appreciatethewritingskillsdemonstratedinthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesoflistening,speakingandwritingactivitiesrelatedtothe

themeoftheunit.

II.Importance:

Word-building:thepreflx“therm(o)-〃(meansheatortemperature),“kilo-"

(meansonethousand)and“milli-(onethousandofaunit)”;

III.Difficulties:

1.Analysisofsomecomplexsentences;

2.Tolearntoappreciatethewritingskillsdemonstratedinthetext;

IVTeachingmethods:

1.Multi-media(todisplayashortvideointroducingErnestHeimingway);

2.Blackboard(withdetailedexplanationsandanalysisofthetext);

3.Discussion(todividestudentstoseveralgroupstodiscusshowtodefinea

HERO)

V.Teaching-steps:

l.Newwordsandphrasesofthetext(oneclass)

Topaymuchattentiontoword-buildingofthekeywordsandmakesentencesif

necessary.

2.Detailedexplanationsandanalysisofthetext(2classes)

1).Leading-in(warm-upquestions):

a.Haveyoueverbeeninthefaceofdangerorevendeath?Ifyes,howdidyou

react?

b.Haveyoueverbeenworriedbywhatsomebodysaidonlytofindout

laterthatyouhadmisunderstoo