Teaching Plan
New College English
(Book 2)
Unit One Ways of Learning
Part I Pre-reading
1. Listen to the song and discuss two questions: (10 minutes)
2. Who should teach whom? Is learning a one-way street?
3．In your opinion, what is the best teaching method?
Part II Text: Learning, Chinese-style
1．Main idea of the text:
It would be ideal if we can strike a balance between the Chinese and the Western learning styles.
2．Structure of the text:
Para.1-5------introduction of the topic by an anecdote
Para.6-13------elaboration by comparison and contrast
Para14------conclusion by a suggestion
3. Discourse comprehension of Part I:
a. Ss skim Paras 1-5 and be ready to answer the following questions:
-----Where and when did the incident take place?
(Jinling Hotel in Nanjing, spring 1987)
-----Who are the main characters in this incident?
(author, his wife Ellen, their son Benjamin, hotel staff)
-----What is the attitude of the author and his wife toward Benjamin' s efforts in inserting the key into the slot?
(They let him explore and enjoy himself.)
------What is the attitude of the hotel staff toward Benjamin' s efforts?
(They held his hand and taught him how to insert the key correctly.)
b. Input ①: T tells Ss the ways of introducing a topic:
Usually, an essay is made up of 3 parts------
i. a beginning where the topic is introduced
ii. the body part where the topic is elaborated on
iii. a conclusion
Besides stating the topic directly, there are many other ways to introduce a theme.
e.g. Text A, Unit 6, Book 1 (What Animals Really Think)
-----to introduce the topic by posing a question: " Do animals all have thoughts, what we call consciousness?"
e.g. Text B, Unit 3, Book 1(How to Make Sense out of Science)
-----to introduce the topic by quoting newspaper headlines:
" New Drugs Kill Cancer
Devastation by El Nino---a Warning
6:30p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?"
e.g. Text B of this unit(Children and Money)
------to begins with an imagined argument between a child and his parent over the control of pocket money.
Output ①: to learn to vary your own writing by adoping various types of topic introduction.
Input ②: T tells the Ss the ways of reaching a conclusion:
A conclusion may be------a restatement of the main points previously mentioned;
a proposed solution;
a quotation from some book of person;
a prediction of future developments;
a suggestion for further study,etc.
Output ②: to learn to use one of the ways mentioned above to make a conclusion in your own composition.
4. Language points of Part I:
⑴ attach: fasten or join (one thing to another) (used in the pattern: attach sth.to sth.)
e.g. Scientists discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.
e.g. Attached to this letter you will find a copy of the document you asked for.
⑵…to position the key just so: to position the key carefully to fit into the narrow key slot.
⑶ not in the least: not at all
e.g. I am not in the least touched by the Marilyn Monroe kind of beauty.
e.g. Ann didn' t seem in the least concerned about her study.
⑷ find one' s way: reach a destination naturally; arrive at
e.g. Shanghai is not an easy city to find your way around.
⑸ phenomenon: (pl.phenomena) sth.that happens or exists and that can be seen or experienced.
e.g. Stress-related illness is a common phenomenon in big cities.
e.g. Thunder and lightening are natural phenomena.
⑹ initial: of or at the beginning, first(adj., used only before n.)
e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.
⑺ assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)
e.g. The professor was assisting his students to prepare their project.
T asks Ss to make sentence by means of the collocation of" assist sb.with sth.".
This university student decide to be on the study to give the little boy the help.
The college student decided to assist the boy with his study.
⑻somewhat: to some degree, a little
e.g. It is reported that conditions in the village have improved somewhat since November.
⑼await: (fml) wait for
Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”
e.g. We must await the results of field studies yet to come.
⑽on occasion: now and then
e.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.
⑾relevant: directly connected with the subject (followed by to, opposite irrelevant)
e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.
⑿throw light on: explain, make sb. understand
5. Discourse comprehension of Part II
1) T asks Ss to fill in the table on page 11 of this textbook based on the understanding of Part II.
2) According to this table, T guides Ss to know the differences in approaches to learning between the Chinese and Americans.
a) To inform the main writing technique used in this part, i.e. comparison and contrast.
Especially,
Comparison------brings out the similarities between two or more things of the same kind.
Contrast------stresses the differences between them.
Two major wasys to organize comparison and contrast:
i to examine one subject thoroughly and then start the other
(one-side-at-a-time) ;
ii to examine two subjects at the same time, discussing them point by point.
b) Ss scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here. (one-side-at-a-time method).
c) Ss scan from Para11 to Para 13, then decide what method of comparison and contrast is used here. (point-by-point method)
d) Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task------
the Chinese show a child how to do sth., or teach by holding his hand;
the Westerners teach a child to rely on himself for solutions to problems.
e) Ss sum up the contrast between the Chinese and the Western attitudes: toward creativity and basic skills------
The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time;
The Westerners put more emphasis on fostering creativeity in young children, thinking that skills can be picked up later.
6. Language points of Part II:
⑴on one’s own: a. without anyone’s help
e.g. You needn’t hive me any help, I’m able to manage on my own.
b. alone
e.g. I’d rather not go to dance on my own. I do wish you’d come with me.
⑵in due course: at the proper time; eventually
e.g. Your book will be published in due course.
⑶make up for: compensate for
e.g. Her husband bought her a present to make up for quarreling with her the day before.
⑷figure out: discover by thinking
⑸view…as…: regard…as…
⑹in retrospect: on evaluating the past; upon reflection
e.g. The young man knew in retrospect that he should have married his first love Emily.
⑺so much so that: to such an extent
e.g. Some parents spoil their children, so much so that they never ask them to do any housework.
Ss do relevant exercises on page 18.
⑻continual: happening again and again, repeated
e.g. The construction of the airport continued despite continual complaints from local residents.
To notice the differences between continual and continuous. See exercises on page 16.
⑼apply: a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)
e.g. The new pension arrangements won’t apply to people born before 1960.
b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)
e.g. We went to the sports club so often that we decided that we might as well apply to join.
⑽work at/on: try hard to achieve or improve (sth.)；从事于/致力于
e.g. John came back ahead of time to continue working on his thesis.
at work: 在工作
⑾priority: a. sth.that one must do before anything else
e.g. Being a qualified teacher is her first priority.
b. sth. that holds a high place among competing claims
e.g. The school will give priority to English and computer studies.
⑿evolve: (cause to) develop gradually (followed by into/from)
e.g. The story evolves into a violent tragedy.
Ss make sentences by means of “evolve”: 通俗歌曲是由民歌演变而来。
Popular music evolved from folk songs.
⒀on the one hand…on the other hand…: to introduce two contrasting circumstances
Ss make sentences by measn of this phrase:一方面，我们由足够的理由为我们的进步而感到高兴，另一方面我们也不能骄傲自满。
On the one hand, we have enough reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.
7. Language points of Part III: (conclusion)
⑴assuning (that): you use assuming that when you are considering a possible situation or event, so that you can think about the consequences.
e.g. Assuming that this painting really is a Van Gogh, how much do you think it’s worth?
Ss do relevant exercises on page 18.
⑵valid: based on truth or sound reasoning
e.g. They put forward many valid reasons for not building the skyscraper.
⑶worthwhile: worth doing, worth the trouble taken
e.g. A trip to the museum is always worthwhile.
⑷superior: better than average or than others of the same type (followed by to)
e.g. The woman was greatly superior to her husband in education.
opposite: inferior (also followed by to)
8. Post-reading tasks
a. Debate: Should we develop children’s creativity first or train them in basic skills first? (15 minutes)
(Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins, with T acting as moderator.)
b. T guides Ss through several after-text exercises.
c. T checks on Ss’home reading (Text B).
d. Ss do Part IV: Theme-Related Language Learning Tasks.
e. T asks Ss to preview the next unit.
Unit Two Values
Part I Pre-reading
1. T asks Ss the following questions on the recorded passage:(5 minutes)
----What happened to Abraham Lincoln one day?
(Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)
-----How is the story related to the theme of the unit----values?
(Abraham Lincoln regarded honesty as an important value.)
2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.
3. Group discussion: Rich people I know (15 minutes)
a. Ss form groups to discuss the rich people they know.
b. Each group representative introduce a rich person to other groups without telling his/her name, reporting the values the rich person cherished.
c. Other students try to guess the rich person based on the introduction.
d. T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.
Part II Text: The Richest Man in America, Down Home
1. Main idea of the text:
Despite his wealth, Sam Walton remains down-home and devoted to his team.
2. Structure of the text:
a. The text can be divided into three parts. Between each part, there is a blank line. That is a natural dividing lines.
b. T asks Ss to finish Text Organization Exsercise 2 which can help them grasp the main function of each part.
3. Cultural Notes:
About Rolls-Royce, Wal-Mart, Ford Motor Company and Forbes:
T asks Ss to collect relevant materials of the above four after class, and then chooses representatives to introduce each of them in class.
4. Discourse comprehension:
a. Finding synonyms or synonymous phrases for “down-home” (10 minutes)
①T asks some Ss to explain the title of Text A in their own words.
②Ss work alone to find out synonyms or synonymous phrases for “down-home”.
③Some Ss report their findings to the class.
Para5 carry on like plain folks
Para6 folksy ways
Para7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around
Para11 not a front-page person
Output: T reminds Ss to vary their own writings by synonyms or synonymous phrases.
b. Using indirect description in portraying a person
①Ss complete Text Organization Exercise 2.
②T makes Ss think by asking Ss this question: How does the author reveal these character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?
③T introduces indirect description to Ss:
i To make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.
ii the methods of indirect description------
anecdotes, examples, quotes, comparison and contrast, etc.
iii T asks Ss to work in pairs to find out examples of these methods used in this text.
Quotation: the author quotes not only Sam Walton himself,
e.g. “The reason for our success… is our people and the way the’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”,