Unit 2
Text A Why Is It So Hard For Man and W omen to Talk to Each Other
(男女交谈为何如此困难)
Teaching Objectives（教学目的）
Students will be able to
1. grasp the main idea and structure of the text
2. master the key language points and grammatical structures
3. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Teaching procedures（教学步骤）
(1) Pre-reading activity （Period1）
a. Information related to the text
b. Introduction to the Text
c. Pre-reading questions
(2)While-reading activity（Periods2-3）
a. The organization of the text
b. Detailed reading---study of the language points
(3) Post-reading activity （Period4）
a. Speaking Activity
b. Writing Practice
c. Have students finish the exercises
Period 1
Pre-reading activity
a. Background Information
1. Introduction to the Author
Deborah Tannen, a professor of linguistics at Princeton University, has written many article and books on linguistics and human relationships. Her most well know works include “You Just Don?t Understand: Women and Men in Conversation” (1990), “That?s not What I Meant: How conversational Style Makes or Breaks Y our Relations with Others” (1986), “Gender and Discourse” (1994), and “Talking from 9 to 5: How Women and Men?s Conversational Styles Affect Who Gets Heared, Who Gets Credit, and What Gets Done at Work” (1994). She has also written scholarly works such as Farming in Discourse (1993) and Linguistics in Context (1988).
In Deborah?s research, men and women have different interests and personalities, and the attitudes toward life and human relationships are also different in one way or another. In spite of their differences, both men and women believe that communication plays a significant role in successful human relationships. But what constitutes successful communication? Perhaps men and women would view it differently. For example, women regard conversation as the key to maintaining a friendly relationship. For men, however, giving silent attention is also a kind of communication. When an actual conversation is taking place, men tend to express
themselves strongly and point out the other point of view, whereas women tend to agree with the conversationalist and try to avoid coming into conflict with each other. Men tend to talk more in public places while women talk more at home. That is why many wives complain that their husbands do not listen to them, and they interpret their silence as failure in communication, which may endanger their marriage.
2. Pre-reading questions
Lead-in questions
Purposes：
·To make students aware of the differences between men and women in their conversational topics and arouse their interest in the coming text
·To present a number of conversational habits for students to judge whether they are good or not
·To encourage students to think about the topic of the coming text
·To develop students? skill in predicting the main idea of the text Methodology：
1．For activity 1, let students work individually first, so that they can think about the topic independently. Perhaps they have never given any serious thinking to the question before. After they have listed the topics, they can exchange their list with partners, preferably somebody of different gender. Maybe they will find their lists are widely different. Therefore they may become aware of the different interests of men and women.
2．For activity 2, the same to activity 1.
Note: students may not agree on whether a particular habit is good or not. Don?t worry. It is good if the activity has promoted a heated discussion among student.
This means they are involved in active thinking. Ther is no need to provide correct answers. But you can suggest answers.
3．For activity 3, pair-work is recommended. This activity will remind students that boys and girls do different things together, which will facilitate them to understand the author?s theory that different ideas about communication between men and women originate from childhood soicalization.
4．For activity 4, class discussion is advisable. Less sensitive students may not agree that is is hard for men and women to talk to each other. From the preceding activities, most students should be able to predict the main idea of the text. Believe it or not, it is a fact that men and women not only have different conversational habits but also hold different opinions about what successful communication is.
The author, in this article, tries to probe into the reasons for these differences and make men and women understand each other better.
Period 2-3
While-reading activity
a. The organization of the text
The article consists of three major parts. The first part (paras 1-5) introduces the
issue for discussion, that is, the lack of communication between huband and wife endangered marriage.
The second part (paras 6-18) answers the question why men and women have such different impressions of communication in marriage. Deborah compares the communication between men and women to cross-cultural communication. According to her studies, their differences root in the process of their childhood socializaiton. As boys and girls, certain organizaitonal structures and interactive norms are formed, which will influence their conversational habits and their way of dealing with human relationships when they are adults.
The third part of the article (paras 19-22) offers the explanation why, at home, women want to talk more, and men tend to be silent. The author points out that understanding the problem and recognizing the differences between men and women can help them to understand each other?s needs and eventually improve their relationships.
b. Skimming
Purposes:
·To help students draw the important facts of each paragraph
·To help studetns identify and remove the source of difficulty in understanding the text
·To help studetns actively interact with the text and develop strategies to work out the meaning of the text
·To give students practice in note-taking
Methodology：
When working through the text, you can, besides explanation (refer to “Detailed Explanation of the Text?? in the student’s book), use the technique of asking questions to develop students?understanding. Make sure students always keep their text open when they answer the questions. The purpose of asking questions is to make students actively interact with the text and develop their strategies to draw the meaning from the text. At the same time, they can become aware of the way language is used to convey meaning. There is a close connection between answering questions and developing understanding.
At the start, three types of questions should be designed for this purpose. First, straightforward questions need to be asked to draw students?attention to important facts in the text and to ensure they understand the literal meaning of the facts．The second type of questions should be used to develo p students? skills of tackling difficult sentences．The third type should make students recognize grammatical and lexical features that play a crucial part in the interpretation of the text．…
When students answer your questions they should also practice taking notes.
Y ou can ask the following questions orally.
1)What episode does the author present at the beginning of the article?
2)Who talks more in public places?
3)Who usually keeps the conversation going at home?
4)How many divorces take place in the United States every year? What is the main
reason for the divorces according to American woem in Catherine Kohier?s studies?
5)Who does most of the housework in the American family?
6)What do American women often complain about?
7)What crisis does the cartoon scene of a man sitting at the breakfast table with a
newspaper help up in front of his face, while a woman glares at the back of it represent?
8)What is the main topic of Eleanor Maccoby?s research?
9)What does the author mean by saying that “these systematic differences in
childhood socializaiton make talk between men and women like cross-cultural communication”?
10)How do little girls create and maintain friendships? In what way are they similar
to women regarding their attitude toward converstion?
11)What does a woman expect from marriage?
12)How do boys maintain their friendships?
13)Do men listen to women according to the author?s study? Why do women have
the impression that men are not listening when they talk?
14)How do boys and girls differ in switching topics of conversation?
15)Do men and women respond differently when they hear a problem? How?
16)What do women expect from a conversation?
17)How would men and women interpret a stream of “listener-noise”?
18)What does the husband complain about his wife?
19)What do women assume they should do as a conversationalist? And men?
20)Do women like to listen to other points of view according to the author?
21)Why do men and women have different expectations about communicaiton in
marriage?
22)Why is the man talkative in public situations and free to remain silent at home?
23)What does a woman try toavoid in a conversation?
24)Why isn?t the psychological approach workable to deal with the communication
problem between men and women? What approach should be taken as the first step to solve the problem?
25)What solution does the author offer to the communication problem between men
and women?
c. Detailed reading---study of the language points
Students can refer to page 35, if necessary, the teacher gives help.
Period 4
Post-reading activity
a. Speaking Activity
Ask Ss to discuss the “Men and women?s conversatinal habits”in groups and then present their opinions in class.
b. Writing Practice
With the help of writing strategies on P50, Ss write an essay based upon one of the topics on page 54.
c. Have students finish the exercises
教学过程 ?、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health.——Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节 课所要学习的课本知识的学习。 、知识讲解
考点/易错点1重点单词与短语学习 balanee n.天平，平衡；余额，余数v.平衡；权衡balaneed adj. 均衡的 (回归课本P10) What will happen to you if you don 't eat a balanced diet? Eg: 1). Try to achieve a better bala nee betwee n work and play. 争取把工作和娱乐更好地结合起来。 2) . I must cheek my bank bala nee (= find out how much money I have in my aeeo un t). 我要核对一下我在银行的余额(看我的帐户上有多少钱) 。 3) . Try to bala nee your diet by eat ing more fruit and less prote in. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 ［归纳拓展］ a bala need diet 均衡的饮食 keep the bala nee of n ature 保持生态平衡 keep one ' s balanee 保持平衡 lose one ' s balanee (= be out of balanee) 失去平衡 think of 想，考虑 (回归课本P10) He thought of his mutt on, beef and bae on cooked in the hottest, fin est oil. (1)想起；记起Sorry, I did n't think of your n ame just now. (2)考虑We should thi nk of the matter carefully.
Unit Five Ways to Success Part one: Listen and Talk : (2 periods) Teaching objective: To help students be familiar with successful celebrities; To take listening/watching exercises concerning the topic of being successful; To master the skills of giving feedback to partners in the speaking area; To develop students’ fluency skills when they do the communicative task Teaching content: ?What success means to you ?Listening ?What you know about these celebrities and how they succeed ?Watching: what leads to success ?Talking ?Translating ---culture salon Step 1: (25minutes) 1. Guess: tell who they are Teacher shows the pictures and students guess who they are. Ask students to find at least one common point among these people. 2. Discuss: why they are famous/successful Ask students: if success equals money or power or social status, yes or no? and why? Why are these people famous or successful? Show some pictures and ask students what they think about them. 3. Group discussion: what does success mean to you? Step 2 Listening & Talking (55 minutes) 1. Listening Success can be reached in different ways by people in different careers. Bill Gates began at age 13 to 1)_______ computers. His vision for personal
Unit 2 Healthy eating 三维目标 （一）.Knowledge aims Let students learn the knowledge of balanced diet and nutrition （二）. Ability aims Enable students to talk about their eating. Understand the text and answer the following questions. （三）. Emotional aims Enable the students to learn how to talk about their eating. Develop students’ sense of cooperative learning 教学重点 Identify different groups of foods and talk about healthy eating. What kind of food did they provide for their customers, healthy or unhealthy? Why?教学难点 Understand the real meaning of healthy eating. How was the competition going on? Who would win? 教学方法 Fast and careful reading. Asking-and-answering activity to check the Ss’ understanding of the text. 教具准备 computer and a projector. 教学过程 Step1 Greetings Step2 Lead-in Step3 Warming up and speaking 一．Name some food s’name in English 二．Give some proverbs about eating 三．Ask ss what balanced food is. Step4 Reading
Lesson 1 Hitting the Headlines Learning Objectives: 1. Discussing newspaper headlines and matching to photos. 2. Matching stories to headlines. 3. Reading news stories for detail. 4. Listening to news reports for detail. 5. Revising & practising passive constructions. 6. Writing and presenting a news report.. Speaking 1. Work in pairs. Look at the sentences (1–5) and discuss these questions. 1) Where do you think they come from? 2) What do you notice about the language used? (1) Where do you think they come from? They are all headlines from newspaper stories. 2)What do you notice about the language used? They use simplified language, e.g. Omitting articles and simplifying tenses. They also use assonance (avalanche agony) and alliteration (Seb the Sailor). Neat, catchy and established phrases (happy ending, perfect alibi) are used to attract the reader. 2. Match the sentences (1–5) to the pictures (a–e).
Period One – Around the Topic Period Length: 50 minutes Goals Period Length: 50 minutes Goals -Activate background knowledge about work Purposes -Get familiar with vocabulary related with work -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 150 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work -Discuss the issue of work with reference to the questions listed on Pages 150 & 151 -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious
Unit 2 Healthy eating 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 功能句式Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagr ee with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 词汇1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight 语法The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty
江西外语外贸职业学院教案备课纸（2）
江西外语外贸职业学院教案备课纸（3） 主任审阅____________________ 授课教师____________________ 年月日年月日
江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 2 Section I Talking Face to Face The topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person. 1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to underline the useful expressions and perform the mini-talks in class. 3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) sentences frequently used for expressing thanks: It was so generous of you to send me such a fine and beautiful gift. I don’t know how to express my thanks to you. I’m grateful for all the help and encouragement you’ve given me. 2) Sentences frequently used for expressing congratulations: Congratulations on your recent promotion! Please accept my heartiest congratulations.
高一英语必修三 Unit2 Healthy eating WE ARE WHAT WE EAT 优质课说课教案 一、说教材教学内容分析 WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物 营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥 食谱的必要与否。旨在让学生明白健康的饮食习惯的养成是 拥有健康体魄的前提，健康体魄是融人21世纪，面对社会 挑战的保证。本篇文章生词量较大，知识含量较高，标题较 抽象，各段主题句分布不太明显。且大部分学生对饮食与健 康的关系了解较少。因此，本文的学习难度较大。教学目 标根据新颁布的普通高中《英语课程标准》关于阅读课主 要教学目标的具体描述，结合本课教学内容，具体从语言知 识、语言技能、情感态度和文化意识三个方面制定如下教学 目标。 1. 语言知识目标： a)使学生了解protein, calcium 等基本营养成分的来源和主要功能，健康的饮食习惯是健康 的保证，以及素食主义等信息。 b)学习掌握有关营养成分 与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等， 以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生
学会克服生词障碍，通过略读，寻找文章的主题句，理清文 章的总体框架与脉络；通过查读，捕捉文章的重要细节，理 解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜 测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养 成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切 事情的根本。要想有强健的体魄，除了合理安排好一天的生 活以外，还需要有科学、卫生的饮食习惯，每天一定量的体 育活动和体力劳动。青少年必须有健康的身体，长大以后才 能成为一位具有现代科学文化，适合时代要求的合格劳动 者。 c）使学生学会关心他人，体贴他人，并养成较强的合 作意识。 d）让学生了解一些不同的饮食观念及主张，加深 对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。教学重点和难点：根据新颁布的普通高中《英语课程标准》关于读的技能目标的具体描述，结合高 一学生实际和对教材内容的科学分析，确定本环节的主要教 学重点和难点是: 1．重点 1）让学生认识到饮食对健康的 重要影响。 2）侧重培养学生对文章的整体性结构的把握， 突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。
教案 任课班级制药111/112 2012年月日星期 任课班级微生物111 2012年月日星期 教师姓名赵东平任课班级化工111/112 2012年月日星期 课题名称（教材章节）Unit Five Entertainment New words and Expressions & Speaking 教学目的和要求 1. Help Ss learn the new words and expressions in this part. 2. Remember some useful words and sentences about environment. Such as: apply, recall, stuff, frustrate, quit, resist, outline, idle away, sum up, miss out … 教学重点 1.New words and expressions in this part 教学难点 1. Explain and understand the meaning of new words and expressions 教学过程与主要内容Step I Field work. Step II Read the new words and expressions and explain the key words and expressions. Step III Speaking part Task 1: Talk about the 3 images on P68 Task2: Use the following sentence patterns and the words or phrases from Task 1 to talk about the pictures on Page 66 . A. Some …, while others. B. Unlike …Task 3: Work in pairs. Take turns asking your partner the following questions and make notes. Is age an important factor in entertainment choices ? Why or why not? What do you usually do for fun? What are the advantages and disadvantages of outdoor entertainment? Step IV Give Ss assignment today 课外作业Homework Oral Practice Practice the new words and expressions 阅读参考书目Hope English Book II Teacher’s Reference Book Internet resource 课后体会
Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)
Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked:
Unit 2. Healthy Eating Teaching aims and demands: 1.Topics:Problems with diet ;Balanced diet and nutrition 2.Words and expressions 3.Functions: 1)Suggestions and advice You must /must not… ; What should I do? I think you ought to …; I suppose you had better… Perhaps you should… Do you think you could give me some advice? 2)Seeing doctors What’s the matter? What’s wrong? What seems to be the trouble? How long have you been like this? 3)Agreement and disagreement. I don’t agree. Of cause not. I don’t think so. All right. That’s a good idea. No problem. Certainly /sure Yes, I think so. I’m afraid not. 4. Grammar: The use of ought to You ought to cook fresh vegetables and meat without too much fat If you want to stay slim. You ought not to eat the same kind of food at every meal.
Unit Five Following Fashion Teaching Objective 1. Teach Ss some useful words about fashion and guide them in talking about fashion. Through teacher-student interactive class-activities, develop Ss'ability to express correctly the style and trend in the fashion world. 2. Help Ss well understand the two texts and learn to use the important words, phrases and sentence patterns in this unit and complete the text-related exercises correctly. 3. Teach Ss how to write English Ads, and ask them to pay attention to the differences between Chinese Ads and English Ads so that they may not make mistakes in writing English Ads. 4. Help Ss review English word formation (suffixes: -ence / -ance / -ancy / ency) and English grammar (adverbial clauses). Section A Listening and Speaking Listening Comprehension Part 1 Who designed these fashionable goods? Part 2 Who is Coco Chanel? Part 3 The story of Coco Chanel. Part 4 A fashion show. Part 5 The meaning of -couturier ||in the fashion world. Speaking Practice Sample 1 M: How beautiful are the suits you're wearing! W: Yeah. They were designed by Coco Chanel, and I'm very happy to have this chance to show them to my audience.
Unit 2 Values Teaching Aims: 1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 2.Appreciate the wording (riches) in the title of the text 3.Grasp the key languge points in Texts A and learn how to use them in context 4.Unerstand the cultural background related to the content 5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 2.Have students learn more about the fact that economic development and personal income can’t always account for happiness. 3.Do you think rich people must be happier than poor people? Why? 4.Do you think a poor person can have a life full of riches? How? 5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’? Step 2 Global analysisi of Text A 1. Division of the Text A Part1: Paras.1-2 T he writer’s encounter with a boy who raised the question “Are you poor?” Part2: Paras.3-12 In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: Para.13 In conclusion, the writer thinks he’s grown to understand more about himself because of the boy’s question. 2.Understanding the main idea of the text with the help of the questions on page 37-38