I.SectionA:learningaforeignlanRuage
1.TeachingObjectives:
1.Thisunitisintendedtoexploreeffectivewaysoflearningaforeignlanguage.After
learningit,SsareexpectedtounderstandhowtoplanandarrangetheirEnglishlearningschedule.
2.Scanthetextandunderstandthestructureofthetext''learningaforeignlanguage”.
3.Understandthemainideaofthetext.
2.TimeAllotment:
SectionA(3periods):
1st-2ndperiod:Pre-readingactivities(theme-relatedquestionsforwarmingup;)
While-readingactivities(usefulwordsandexpressions;difficultsentences)
3rdperiod:While-readingactivities(textstructure;mainideas)
Post-readingactivities(comprehensionquestions;exercises)
SectionB(Iperiod):
4thperiods:Practiceofthereadingskill(readingforthekeyideainasentence);
TchecksonSs'homereadingbyaskingquestionsbasedonthepassage.
Texplainssomedifficultsentences
3.TeachineProcedures:
3.1Pre-readingActivities
Step1Lead-inandpreparationforreading
Listentothetapeandanswersomequestions:
I)whendidthespeakerstarttolearnEnglish,andwhendidhegaincommandofthelanguage
2)whatandhowmuchdidthespeakergainfromlearningaforeignlanguageonline
3)trynewhorizononlinelearningsystemandshareyourexperiencewithus
Step3.Fastreading
AsktheSstoscanthetextandremindthestudentsofkeepinginmindthefollowing
questions:
1)Howmanystagesdidauthormentioninlearningenglish(4)
2)Whatarethey
Letthemgetthemainideaofeachparagraphandmakeclearaboutthetextstructure.
Textstructure:(structuredwriting)
Purpose:Improvethestudents'readingandwritingabilityandunderstandthegeneralideaof
eachparagraph.
Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteaching
method,readingapproach,communicativeapproachandtotalphysicalresponsemethod.
PartI(Para.1):whatauthor'sattitudetowardexperienceoflearningaforeignlanuage
PartII(Para.2-4):theEnglishlearningexperienceofjuniormiddleschool,seniormiddle
school,college
PartIII(Para.5-7):onlineEnglishlearning
PartIV(para8):whatcanIgainfromlearningEnglish
Step4.Preparationfordetailsofthetextonthescreen
Ssarerequiredtolookatthewordsandphrasesonthescreenandgiveabriefpresentationin
class.
WordsandPhrases:
Purpose:TraintheSs'abilityofunderstandingandusingforeignlanguage.
Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproach
andtotalphysicalresponsemethod.
1)yet:
Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmy
life
2)positive
3)former
4)desire
5)intimidate
7)stayatthesamelevel
8)online/virtual
9)itrequiresalotoftime,commitmentanddisciplinetokeepupwiththeflowofthecourse
10)trying
3.2While-readingActivities
Step5.Intensivereading
Ssareaskedtoreadthepassagecarefullyagainandanswersomedetailedquestionsonthe
screen.Duringthereading,thereisanexplanationforthefollowingpoints:
LanguagePoints:
Litwaswellworththeeffort(p1)
她8岁时就打定主意要成为一名医生。
2.while...(p2)
3..notonly...butalso...(p2)
4.Unlike...(p4)
5.thesituationwasfarfromperfectthough(p4)
6.onceinawhile.,IcriedoutoffrustrationandsometimesIfeltlikegivingup.(p7)
7.1disagree.IfIdidagree,Icertainlywouldn'tlookatmyfeetorattheceiling.I'dkeep
myeyeonthelion!(Para.11)
Meaning:Idon'tagreethatenteringaroomfullofpeopleislikegoingintoalion'scage.Suppose
Iagreedwithsuchathought,Iwouldnotlookatmyfeetorattheceilingbutlookcarefullyatthe
liontomakesureitwouldnotkillmebecausethelionwasmostdangerous.
Noticetheemphaticuseof"did"in"IfIdidagree...".Herearesomemoreexamplesoftheuse
of"did"foraddedstress.
Hedidtellmeaboutit.他的确告诉了我这事儿。
Inthepresenttense,"do"or"does"isused:
Idofeelsorryforhim.我确实为他感到遗憾。
Alittleknowledgedoesseemtobeadangerousthing.看来一知半解确实是件危险的事。
Alsointhesentence,pleasenotetheuseofthe“ifclause"totalkaboutunrealsituations.For
example,
Ifhestarteditnow,hewouldnotfinishitintime.
就算他现在开始做，也不可能按时完成这项工作了。
Ifyouhadasked,Iwouldhavetoldyou.如果你当时问了，我会告诉你的。
3.3Post-readingActivities
Step6.Discussion
RolePlay:InstructSstoworkinpairs,actingas
(a)greetingtoeachother,
(b)makingaself-introductiontoeachother
andrequireSstobearinmindthetipsastohowtomakeagoodimpression.Andthe
followingtipswillappearonthePPTtolettheSshaveabetterunderstandingofit.
1.Beprofessionalandpolitewitheveryone.Whenyouarrive,stateclearlywhoyouareand
whoyouaretheretosee.Bepunctualandprepared.
2.Feelconfidentaboutyourself.Knowingthatyoulookgoodandthatyouarewell
preparedwillgoalongwaytoboostingyourconfidence.
3.Smile-itwillrelaxyouandmakeothersreceptivetowhatyouhavetosay.
4.Bepositiveandpoliteaboutanydelaysduringtheinterview,andwhenanswering
questions.
5.Afirmhandshakeisessential.Goodpostureandeyecontactwillmakeyouappear
confidentandwillhelpyourinterviewertofeelcomfortablewithyou.
6.Avoidthetemptationtobetooinformal.Evenifyourinterviewerhasarelaxedand
friendlystyle,theyarestilltryingtoassessyouasapotentialemployeeandrepresentative
oftheircompany.
Step7.Assignment
ILSectionBBodyLanguage
TeachingProcedures:
1.ReadingSkills
ReadingfortheKeyIdeainaParagraphs
Aparagraphisagroupofsentencesaboutthesameidea,subjectortopic.Asyoureada
paragraph,youlookforthekeyideathateachsentencepresents.Addingupthesekeyideas,you
seethateachsentencehelpsbuildthemainideaoftheparagraph,thebasicsubjecttowhichallthe
sentencesconnect.Inordertounderstandtheinformationyouarereading,youmustknowwhat
themainideaoftheparagraphis.
Herearesomemorepointsforyoutoconsiderwhenyouarelookingforthemainideaofa
paragraph:
1.Themainideaofaparagraphmaybeclearlystatedormaybeonlyimpliedorsuggested.
Forthepresentweareonlyconcernedwiththemainideaofaparagraph,whichisclearlystated.
Wearenotgoingtodealwiththeparagraphswhosemainideasareimpliedorsuggested.
2.Themainideamaybestatedanywhereinaparagraph:atthebeginningofaparagraph,in
themiddleofaparagraphorattheendofaparagraph.
3.Veryoftenonesentenceinaparagraphtellsthereaderexactlywhatthemainideais.To
pickupthemainidea,sometimeswecanjustchooseonecompletesentenceintheparagraphasin
theaboveExample3orsometimeswehavetowriteasentencetosummarizethemainideaofa
paragraph.
Purpose:IntroducethereadingskilltotheSsandimprovetheirreadingabilities.
Method:Usemultimediainstructionandtalkingroups;Usetask-basedlanguageteaching
Texplainsthereadingskill(readingforthekeyideainasentence).
Sspracticetheskillbydoingtheexerciseonpage97inpairs.
2.PassageReading(BodyLanguage)
2.1Lead-inandpreparationforreading
AsktheSs“whatisbodylanguage*'
Bodylanguageisthequiet,secretandmostpowerfullanguageofall!
Accordingtoexperts,ournon-verballanguagecommunicatesabout50%ofwhatwereally
mean(voicetonalitycontributes38%)whilewordsthemselvescontributeamere7%.
Ourbodiessendoutmessagesconstantlyandoftenwedon'trecognizethatwe're
communicatingalotmorethanwerealize.
Ourunderstandinganduseofnon-verbalcuesinfacialexpressionarefamiliartousnearly
frombirth
2.2DifficultSentences
Suchstatementsareexamplesofusnapjudgments",opinionswhichareformedsuddenly,
seeminglyonnosoundreasonatall.(Para.1)
Meaning:Suchstatementsareexamplesofusnapjudgments";theyareopinionsformed
suddenlyandtheyseemnottobebasedonreason.
Otherssayuactionsspeaklouderthanwords,"usuallyinrelationtokeepingpromises,paying
billsorsendingmoneyhome.(Para.2)
Meaning:Otherssaythatpeopleshowwhattheyreallythinkandfeelbywhattheydo,ratherthan
bywhattheysay.Thisisusuallyconnectedtokeepingapromise,payingbillsorsendingmoney
home.
Becausepeopleassume"youarewhatyousayyouare",theytalkalottobecomeacquainted
AsktheSs"whatisbodylanguage,9
Meaning:Suchstatementsareexamplesof"snapjudgments";theyareopinionsformed
Otherssay"actionsspeaklouderthanwords,"usuallyinrelationtokeepingpromises,paying
witheachother.(Para.3)
Meaning:Becausepeoplebelievethattheycanjudgeapersonbywhatheistalkingabout,they
talkalottobecomefamiliarwitheachother.
Asbehavioralsciencesdevelop,however,researchersfindtheimportanceofspeechhasbeen
overestimated.(Para.4)
Meaning:However,withthedevelopmentofbehavioralscience,researchersfindthattheroleof
speechhasbeenthoughttobemoreimportantthanitreallyis.
Thesepeoplearen'ttalkingbutthey're"saying"alotifyouknowthe"bodylanguage'1theyYe
using.(Para.5)
Meaning:Thesepeoplearen'tactuallyspeakingbuttheyaregivingalotofinformationifyou
understandthemessagesentthroughtheireveryaction.
Thosewhoeasilybecomeangry,excited,passiveorresentfulwhendrivingorplayingmaybe
givinginsightsintotheinsideself.(Para.6)
Meaning:Whenpeoplearedrivingacarorplayingagame,thosepeoplewhoeasilybecome
angry,excited,oracceptwhatishappeningwithoutattemptingtochangeit,oreasilybecome
upsetaboutsomethingthattheythinkitisunfairmaybetellingussomethingusefulandvaluable
abouttheirtruenature.
Whatyoucommunicatethroughyourkindofdressdefinitelyinfluencesotherstoacceptthe
pictureofyourselfyouareprojecting;inthebusinessworld,thepersonwhodresseslikea
successfulmanagerismostlikelytobepromotedintoamanagingposition.(Para.7)
Meaning:Themessagessentthroughwhatandhowyoudresscertainlyhaveaneffecton
otherpeopleinregardtowhatyouarefeelingandthinkingaboutinyourmind.Forexample,a
personinthebusinessworldwhodressesinawayasuccessfulmanagerdoesismostlikelytobe
promotedtobeamanager.
Anothersignofaperson'snatureissaidtobefoundinhischoicesinarchitectureand
furniture.Apersonwhoreallywouldliketoliveinacastlewouldprobablybemoreathomeinthe
MiddleAges.(Para.9)
Meaning:"Peoplebelievethatwhatfurnitureapersonchoosesalsotellsushisnature.Ifa
personreallywouldliketoliveinacastle,hewouldfeelmorecomfortableintheMiddleAges.'1
2.3KeyWordsandExpressions
lackassumeestimateimaginerubresentpromote
theminuteinrelationtobecomeacquaintedwithbecontentwith
3.Assignment
TchecksonSsexercisesonpages97-100
TasksSstopreparethenextunit.
Purpose:Toknowifstudentsmasterthevocabularyandphrasesinthisclass.
Method:Usetask-basedmethod.
Unit5
I.SectionA:TheBattleAgainstAIDS
Toknowthemeaningandusageofsomeimportantwords,phrasesandpatterns
Tobefamiliarwiththewritingskillsofthetextandmakeuseofitinwriting
ToimproveSsreadingskillsbystudyingsectionB
TostimulateSstothinkaboutthedeeperinsightintothisspecialbattle
Towritesmoothlyandlegibly
lsl2ndperiod:Pre-readingactivities(theme-relatedquestionsforwarmingup;)
While-readingactivities(culturalnotes;usefulwordsandexpressions;
difficultsentences)
SectionB(lperiod):
4thperiods:Practiceofthereadingskill(readingforthemajordetails);
Texplainssomecomplicatedsentences
3.TeachingProcedures:
Step1Greetings
Greetthewholeclassasusualandleadintothetopicofspecialkindsofbattles
Step2.Review
1.Askstudentssomequestionstoreviewthelastlesson(showthemonthescreen).
2.Checkthehomework(tolistbattleswithoutgunpowder);
Topics
Todescribeoneofthemosthorrifieddiseaseintheworldtoday.
(whatisit;howdoseitoccur;howharmfulisit;isthereanycureforthedisease.)
Purposes
1.TodevelopSs'onlinelearningability
2.ToimproveSs'abilitytoretrievetherelevantinformation
3.TostimulateSs'psychomotorthinking
4.lbarouseSs'interestinlearningtheunit
Method:Talkinsmallgroups;Usetask-basedlanguageteachingmethod,communicative
approach,andaudiolingualmethod,students9reportingorpresentation
Step3.Lead-inandpreparationforreading
showSsthevideooftheSpecialReportgivenbyGeorgeW.BushonGlobalAIDSActandlead
Sstohavethefastreadingofthefollowingtext.
Purpose:Arousethestudents,interestofstudy.Bringinnewsubject:TheBattleAgainst
AIDS
Method:UsetheCAI,PPTsoftwareandtalkingroups;Usetask-basedlanguageteaching
method,communicativeapproach,audio-visualmethodandaudiolingualmethod.
Step4.Fastreading
AsktheSstoreadthepassageasquicklyastheycanandtoanswerthequestionsonthe
screen.
1.Whatisthenameofthediseasethatappearedmorethan20yearsago
2.Whatwardoesthispassagedescribe
3.Whatmusteachofuslearntodo
Thetextmaybedividedintofourparts,accordingly,separatetheclassintofourgroups,each
groupwillhavediscussionsaboutonepart,theyarerequiredto
(1).getthetopicsentence(orthemainidea)andsupportingdetailsofeachpart
(2).findoutthecluesastohowtheauthordevelopedhisideas
(3).everyoneshouldhaveachancetoexpresshisownideas
(4).chooserepresentativestoreporttheiropinions
PartI(paral-2)：AseriousdiseasenamedasAIDSwasdiagnosedintheU.S.A,inthelate
1970s;andsincethenithasbeenabigthreattotheAmericansociety.
PartII(para.3-6):Incontrasttothegovernment'sinactivity,somelocalorganizationshave
madeeffortstofightagainstAIDScreatively.
PartIII(para.7-13):Theorganizationhasgeneralizedsomepracticalmethodswhichare
usefultoothersimilargroups.
PartIV(para.l4):FightingagainstAIDSentailseveryone'sinvolvementandforceseachofus
tobeaneducatorandlearntolive.
Teachingmethod:Groupdiscussion,students'reportingorpresentation
Teachingaids:textbook,
Purpose:Improvethestudents,readingandwritingabilityandunderstandthegeneralideaof
method,readingapproach,communicativeapproachandtotalphysicalresponse
method.
Step5.Preparationfordetailsofthetextonthescreen
SsarerequiredtolookatthewordsandPhrasesonthescreenandgiveabriefpresentationin
Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicative
approachandtotalphysicalresponsemethod.
l.tobediagnosedas(with)AIDS
2.tobeinfectedwiththeHIVvirus
3.tobeexpectedtodie
4.toconstitutethefastestgrowingsegmentofpeoplewithAIDS
5.tobeslowinimplementingprograms
6..toemerge
7.tocombatthegrowingnumberofAIDScases
8.tosufferfromalackofmoney
9.toreachmorepeople
lO.tokeepbooksandotherpublicationsaround
1l.tospeaktosb.inawaytheycanhear
12.toillustratewayspeople
13.toshowpeoplewholooklikethoseweneedtoeducate
14toestablishan“AIDSBusters9,program
15.torepresenttheonlysafemeasuretoguardagainstthevirus
16.towipeoutanentiregeneration
17.tobedistractedfromthejobthatmustbedone
18.(not)feelcomfortabletalkingaboutAIDS
Step6.Intensivereading
Typicalpatternsforcomparisonandcontrast
1)Despite/Inspiteofsth,sb/sth(else)is+adj.indoing…(或:Despite…，sb/sth
stilldoessthelse.)尽管....某人/某物(仍做)在方面
Despiteendlesscriticismfromthepublic,heisstillpersistentinpursuinghiswrongcourse.
尽管来自公众的非议不断，他仍执迷不悟。
2).Inplaceofsth./sb,sth(else)/sb(else)do/does…与某物或某人相比,另一物或另一人
却…
Inplaceofotherscolorfullives,helivedhis47yearslifeindisappointmentandeven
frustration.
与其他人多彩的人生相比，他在失望,甚至沮丧中走过了他47年的人生旅途。
3)Sth./Sb.has/does/ismore…than…某物或某人比其他物或人更..
Hedweltmoreonthememoriesoftheirpastlifethanhiswifebecausehecouldnotforget
thedayswhentheyweredeeplyinlove.
与他的妻子相比，他更多地沉湎于往事的回忆中，因为他无法忘记那些他们深深相爱的
日子。
Purpose:Furtherunderstandthetext(Trainfurtherreadingability)tofindoutsome
difficultsentencesanddetailsofthetext.
Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,reading
approach,communicativeapproach,grammar-translationapproachandtotalphysical
responsemethod.
Step7.Consolidation
RetellthepassageaccordingtotheKEYwordsandthenmakeasummaryofthewholetext.
Purpose:Toknowifthestudentsunderstandthewholetext.Atthesametime,Toshowthe
textstructureonthescreen,sothattheycanretelliteasily.
Method:Readthetextstructuretogether;Usetask-basedlanguageteachingmethod,
readingapproach,communicativeapproachandtotalphysicalresponsemethod.
Step8.Discussion
ShowamovieclipofPHILADELPHIAandasktheSsthefollowingquestions:
Puipose:Topresentarealsituation
Tograspthemainidea
Toconsolidatelanguagepoints
Tofossilizethewayofstructuredwriting
Method:UsetheCAIandtalkingroups;Usetask-basedlanguageteachingmethod,
readingapproach,communicativeapproach,audiolingualmethod,Audio-visualMethod
Step9.Assignment
ReviewthekeypointsofSectionA
Finishtheexercisesafterclass
Finishonlinehomework
PreviewSectionB
Step10.Assessment
StructuredWriting:problem-solutionpattem(p108-109)
Writeapassageusingtheproblem-solutionpatternwhichhasbeenshownon109
inthetextbook,pleasetrytothinkasmanytopicsasyoucantoextentyourwritingabilitiesand
skills.Wordsarenolessthan200.
Pre-viewSectionB
ILSectionBTheLastDiveattheOlympics
Readingforthemajordetailsinapassage
Inordertofindthemajordetailsinapassagewehaveto:
a)tolearntoreadforthemainideaoftheparagraph
b)findallthefactsanddetailsthathelptoadduptothemainideaoftheparagraph
c)learntoseparatemajordetailsfromthelessimportantdetails.
Example1
TheownerhandsoutAIDSinformationtoallherclientswhentheyentertheshopandshows
videosonAIDSpreventionwhiletheywaitfortheirhairtodry.Shealsokeepshooksandother
publicationsaroundsocustomerscanreadthemwhilewaitingfortheirappointments.It's
amazinghowmanypeopleshehaseducatedonthejob.(Para.5,PassageA)
MainIdea:TheshopownerjoinedintheAIDSeducationalprograms..
MajorDetail:TheownerhandsoutAIDSinformationtoallherclients.
Example2
Inthespringof1983,acoinmitteeattheMedardH.NelsonElementary'SchoolinNew
Orleansdecideditwastimetotakethemystique(神秘性)outofcomputersfortheir621students.
TheyorderedsixAppleIIcomputersandsetupcomputerclassesforteachers,parentsand
students.Almosteveryonewasenthusiasticabouttheresults;afewstudentsbecamesointerested
thattheyfannedacomputerclub.Theprincipalisverypleasedwiththisexperimentandplansto
buymoreequipmentassoonasfundsbecomeavailable.
MainIdea:Theelementaryschoolhasequippedthechildren'seducationwithcomputers.
MajorDetail:TheyorderedsixAppleIIcomputersandsetupcomputerclassesforteachers,
parentsandstudents.
Sspracticetheskillbydoingtheexerciseonpage102inpairs.
2.PassageReading(TheLastDiveattheOlympics)
ShowSssomepicturesaboutOlympicsDivingcompetitionsandletthemdiscussanHIV
positiveathlete,andthentolookattherecordingvideooftheOlympic1988.
Backgroundinformation:
1.Olympics
Olympics,alsoreferredtoastheOlympicGames,areasetof
internationalsportsgameswhichtakeplaceeveryfouryears,eachtimeinadifferentcountry'.
2.The1988OlympicsinSeoul,Korean
the1988OlympicsinSeoul,KoreareferstotheOlympicGameswhichtookplaceinSeoulin
SouthKoreainsummer1988.Atthesegames,EastmetWestintheOlympicsforthefirsttime
since1976andthefocuswasbackonthesportspeoplewhocompetedinsteadofinternational
differences.Drugsusedtoincreasesportsabilityemergedasamajorconcernatthesegames.
3.Samoan
SamoanisacitizenofornativetoSamoa,thegroupofislandsintheSouthPacificOcean,half
waybetweenHawaiiandSydney.TheislandsaredividedintoAmericanSamoawithsixislands
andabout50thousandpeopleandWesternSamoawithonemajorislandandsevensmaller
islandswithabout150thousandpeople.FormoreinformationaboutSamoaanditspeople,
4.RonO'Brien
RonO'BrienisaprofessionalAmericandivingcoachwhohelpedathletesintrainingforthe
Olympics.
5.theswimmer-GregLouganis
TheswimmerisGregLouganiswhohithisheadonthedivingplatformduringthe1988
OlympicsinKorea.LouganiswashorninCaliforniain1960andat16wonasilvermedalforhis
platformdiveinthe1976Olympics.Hislatertriumphsinbothplatformandspringhoarddives
wonhim4Olympicgoldmedals,6PanAmericanGamesgoldmedals,5worldchampionships
and47U.S.titlesincludingfinestU.S.amateurathlete.Hequitalldivingafterhittinghisheadat
theKoreanOlympicsbecauseheknewhecouldinfectotherswiththevirusthatcausesAIDS.
Greg'spersonalwebsiteisat.
Purpose:Arousethestudents'interestofstudy.Bringinnewsubject:.TheLastDiveatthe
Olympics
readingapproach,communicativeapproach,audiolingualmethod,andtotalphysical
2.2ComprehensionQuestions
Readthepassageasquicklyastheycan.andasktheSstofindthemainideasaswellasthe
majordetails
l).Hehurthimselfwhendiving.Hehithisheadontheboard.
2).Hewasverywoniedaboutsomethingserious.Hewasveryworriedthathiswoundhad
leftbloodinthepool
3).Therewassomethingmoresignificantthanwinning.Hewasveryworriedthathe
mightinfectotherdiverswithAIDSashespilledhisbloodinthepool.