致用英语综合教程综合英语2 教案综合英语2 单元设计 unit 7

#### 教学目标1. 知识目标：- 理解本单元主题：工作与职业规划。

- 掌握本单元重点词汇和短语。

- 学习与工作相关的语法结构。

2. 能力目标：- 提高阅读理解能力，学会从文章中获取关键信息。

- 培养写作能力，学会撰写求职信和简历。

- 提升口语表达能力，学会面试技巧。

3. 情感目标：- 激发学生对未来职业规划的兴趣。

- 培养学生积极面对挑战、追求卓越的品质。

#### 教学重点与难点教学重点：1. 词汇：job title, resume, interview, cover letter, career planning 等。

2. 语法：过去完成时、条件句、被动语态等。

3. 写作：求职信和简历的撰写。

教学难点：1. 求职信和简历的格式及内容。

2. 面试技巧和应对策略。

#### 教学过程一、导入新课（5分钟）1. 老师提问：同学们，你们对未来的职业规划有什么想法？2. 学生分享自己的职业规划，教师总结并引出本单元主题：工作与职业规划。

二、词汇学习（15分钟）1. 老师展示本单元重点词汇和短语，带领学生朗读并解释其含义。

2. 学生分组，用新学的词汇进行句子接龙游戏。

三、阅读理解（20分钟）1. 老师分发阅读材料，学生自主阅读并回答问题。

2. 学生分组讨论，分享自己的理解，教师点评并总结。

四、写作训练（20分钟）1. 老师讲解求职信和简历的撰写方法，并给出范例。

2. 学生分组，根据要求撰写求职信和简历。

3. 教师点评学生的作品，指出优点和不足。

五、口语表达（15分钟）1. 老师讲解面试技巧，如自我介绍、回答问题等。

2. 学生分组进行模拟面试，其他同学扮演面试官。

3. 教师点评学生的表现，并提出改进建议。

六、课堂小结（5分钟）1. 老师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学知识，分享自己的收获。

#### 作业布置1. 复习本单元词汇和短语，熟记其含义和用法。

2. 完成本单元阅读材料，并回答课后问题。

Unit 7 Letter to a B StudentTeaching Objectives1)To help students to develop a proper attitude towards grades;2)To help students to know American education system;3)To help students to learn to analyze the text;4)To help students to learn the language in this text;5)To help students to develop oral English ability and communicativecompetence.Teaching Procedures1)Lead-in activities2)Cultural Backgrounds3)Text analysis4)Structural analysis5)Language study6)ExercisesLead-in activitiesOpening questions for discussion:1)What grades do you mostly get for the English courses you have been taking? Areyou happy or are you disappointed with the grades you get?2)Imagine yourself to be a teacher and that you are to write a letter to a studentwho is disappointed with the grade he gets. What would you say to him in the letter?Cultural information1. QuoteHistories make men wise; poems witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend.— Francis Bacon2. GradesGrades are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or F), as a range (for example 4.0 –1.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. A Cumulative Grade Point Average is the mean GPA from all academic terms within a given academic year, whereasthe GPA may only refer to one term.3. American Education System vs. Asian Education SystemAmerica is the land of opportunity, which is famous for its democratic society and unique culture. People in America like to be free, to do whatever they want to do without any restrictions. This belief is reflected in the American educational system. In American schools, teachers and students are at the same social level. Students are encouraged to exchange their own opinions with the teacher. From an early age, students in the American educational system have been taught that they have the ability to achieve whatever they want to be, but rarely been told how they can achieve their goal. Because of this belief in natural born ability in the land of opportunity, students receive very little pressure in school, so whatever they do in school is totally based on their personal beliefs. The advantage of this kind of educational system is that, it really develops student’s individual thinking skills, and they are encouraged to try out different options to achieve their goal.Text ILetter to a B StudentRobert OliphantGlobal ReadingI. Text analysis1.What issues does the writer of the letter intend to deal with?How should students regard grades, both good and bad? Are grades as important as they are assumed to be? Do good grades necessarily lead to achievements and bad grades result in failure in a student’s later life?2.What’s the theme of this piece of writing?It is explicitly stated in the first sentence of the third paragraph: to put a B student’s disappointment in perspective by considering exactly what the grade B means and doesn’t mean.II. Structural analysis2. Apart from the first paragraph, the rest of the text falls clearly into three parts, each ofwhich is marked at the beginning by a key word or words. Try to find these key words. Paragraphs 2–5: DisappointmentParagraphs 6-8: The student as performer; the student as human being.Paragraphs 9-10: PerspectiveDetailed ReadingParagraph 1Questions1. What change about grades has the author mentioned briefly?The author has mentioned briefly the change in the way grades are regarded, i.e. the norm has shifted upward.2. What, according to the author, has caused the feeling of disappointment?It has to do with the general social climate where grades determine eligibility for graduate school and special programs. This is why the author says there is nothing he can do to remove the feeling of disappointment.3. Has the author stated his purpose of writing in this paragraph? If yes, what is it? If not, where is it stated in the text?The purpose of writing the letter is not stated in this paragraph. It is not specifically mentioned until the third paragraph.Paragraphs 2-5Questions1. What does the phrase ―put sth. in perspective‖ m ean? (Paragraph 3)It means ―judge the importance of sth. correctly.‖ So what the author wants to do is to show the students how they should regard / view their disappointment correctly.2. How does the author explain the notion of disappointment? (Paragraph 2)Refer to Paragraph 2. Disappointment is a negative feeling. It is the stuff bad dreams are made of. What deserves our attention here is that the author explains disappointment in relation to success.3. How do you interpret the second sentence in Par agraph 2 ―The essence of success is that …‖? (Paragraph 2)There does not exist the situation in which all those who are involved will turn out successful and no one feels disappointed. Wherever there are winners, there are losers.When someone feels happy about his success, someone else may feel disappointed at his failure. In a highly competitive society where the importance of winning is emphasized so much, it is inevitable that those who fail in the competition will feel disappointed.4. Try to find out what a grade means and what it does not mean. (Paragraph 5)It means the successful completion of a specific course at a certain level of proficiency. It is an indication of the student’s performance of some conventional tasks. However, it may not be a truthful indication of the student’s knowledge. It does not represent a judgment of the student’s basic ability or of his character.Paragraphs 6-8QuestionsNow, can you relate the writer’s experience? And discuss the revelation of his story.Paragraphs 9-10Questions1. What is the author’s view concerning social labels? (Paragraph 9)Social labels are on the one hand irrelevant and misleading and on the other hand necessary in a complex society.2. How do you interpret the sentence ―To recognize them i s to recognize that social labelsare basically irrelevant and misleading‖? (Paragraph 9)If we are aware that human beings, despite their apparent differences, are basically identical physically and emotionally, we would think definitely that the social labels used to distinguish them are irrelevant, i.e. meaningless, and misleading, i.e.distorting the fact.3. How does the author relate a student’s academic performance with his future life? (Paragraph 10)While a student’s performance at school may be quite consistent throughout his school years and what he has learned at school may help him after he leaves school, in the long run he will depend much more on himself, i.e. he will have to learn to find his way when traveling in his life path. A grade B student may turn out to be a grade A life achiever.Text IICollege Pressures(Abridged)William ZinsserLead-in QuestionsDo you find college life always exciting? If not, what kind of frustrations do you have?Main IdeaWilliam Zinsser, master of Branford College, points out a widespread phenomenon that students suffer from heavy college pressures due to their fear of failing to achieve any success in the future.Notes1. About the author and the text: William Zinsser was born in 1922 in New York City, and studied at Princeton University. He was a feature writer, film critic, and drama editor for the New York Herald Tribune and later a columnist for Look and Life, and has also written numerous books. In 1971 he took a teaching position in the English department at Yale University. He is the author of the best-selling book On Writing Well: An Informal Guide to Writing Nonfiction (1976).2. They’re trying to find an edge —the intangible something that will lookbetter on paper if two students are about equal.(Paragraph 2) ―Edge‖ here means an advantage over others, as in the expression ―have the edge on/ over,‖ meaning ―be slightly better than someone or something because you have an advantage they do not have.‖ What the dean means is that they try to f ind an advantage over others, i.e. they try to have higher marks on their transcript, so that they will appear to be academically superior to others. This is especially so when two students are more or less the same. But the dean seems to think that marks are not really very reliable and valid indications of the real quality of the students.3. sampling a wide variety of courses(Paragraph 4) taking numerous courses without necessarily going deep into any of them …4. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. (Paragraph 4) If I were an employer, I would employ those students who take all these courses and thus have a wide range of knowledge and are always curious about what is new and unknown; I would not employ those who only take those courses they can safely pass and score high marks.5. But they are equally battered by inflation. (Paragraph 5) But they (the colleges) are as badly affected by inflation as the parents and the students are.6. We are witnessing in America the creation of a brotherhood of paupers —colleges, parents, and students, joined by the common bond of debts. (Paragraph 5) Here in America we find coming into being a union of colleges, parents, and students; what they have in common is that they are all in debt.7. tenacity (Paragraph 7) determination to continue what one is doing8. They are caught in one of the oldest webs of love and duty and guilt.(Paragraph 12) A web is a complicated pattern of connections or relationships.Both the students and their parents find themselves caught in a web: The parents, out of good intention, want their children to take courses which they think are more profitable; the children are not interested in these courses, but they feel they just have to take them, otherwise they would suffer from a sense of guilt because it is their parents who have paid for their education. Such a web has long been in existence in human history, thus ―one of the oldest webs.‖9. Where’s the payoff on the humanities? (Paragraph 12) What financial benefit can studentsget from courses in humanities? ―Humanities‖ are subjects such as history, philosophy, and literature, which are concerned with human ideas and behavior. Such courses do not usually lead immediately to profitable occupations as courses related to law and medicine do.10. self-induced pressure (Paragraph 13) pressure brought on by the students themselves11. The story is symptomatic of all the pressures put together.(Paragraph 15)The story indicates all the pressures combined.Questions for discussion1. How do you interpret the last sentence of the first paragraph ―There are no villains;only victims‖?2. From Zinsser’s quotation of a certain dean in the 2nd paragraph, what idea do you get of the difference between the students in the late 1960s and students of the time when the article was written (presumably in the 1970s–1980s)?3. Why do students, both of those who want to enter graduate schools and those who just want tograduate and get a job, attach so much importance to grades?4. Zinsser obviously holds a different opinion from many of the parents with regard to the courses the students should take. Describe this difference and voice your own opinion.5. According to the text, what mentality underlies peer pressure and self-induced pressure?6. As a college student do you feel any of the four pressures Zinsser has described in the text? Is there any other pressure you feel? Discuss with your classmates the pressure(s) you feel and try to suggest a way ―to break the circles in which you are trapped.‖Key to questions for discussion1. No one is really to blame for the pressures working on college students, not the colleges, or the professors, or the parents, or the students themselves. In fact, they (the colleges, the professors, the parents, and the students) are all victims.2. The students in the late 1960s seemed to be more concerned with what was happening in the world as a whole, and what they could do to make our world a better place to live in. The college students of the time when the article was written were more concerned about their own future and career; they seemed to be more egoistic.3. To both kinds of students, a good transcript will serve as a passport to security. They want their grades to look better so that they can either be enrolled by a graduate school or find a good job.4. Most parents want their sons and daughters to take courses that would lead them to occupationswith a good payoff such as law and medicine. But Zinsser would rather that they took a wide range of courses in the humanities, such as philosophy, history, music, and religion, so that they would become liberally well-educated men and women.5. The mentality that underlies peer pressure and self-induced pressure is the fear ofbeing outshone by one’s fellow students, the fear of appearing inferior.6. Open to discussion.Memorable QuotesWhat do you think are the aims of education? Read the following quotes and find out whether your opinions echo the speakers’.Guidance: The aim of education, as Newman said, is to nurture a person, a good citizen rather than a hero. Education could be a philosophical problem with its social responsibility and responsibility for personal growth.1. Nothing in education is so astonishing as the amount of ignorance it accumulates in theform of inert facts.—Henry AdamsHenry Adams (1838–1918) was an American educator, journalist, historian, and novelist.Paraphrase:It is astonishing that education would only increase a lack of knowledge about the world, if it is about the factual information such as theories, concept and facts regardless of the real application.2. The purpose of education is to replace an empty mind with an open one.—Malcolm ForbesMalcolm Stevenson Forbes (1919–1990) was the publisher of Forbes magazine, today run by his son.Paraphrase: The aim of education is to help one who knows little become receptive to new ideas and more possibilities.。

Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard —Wilmer T. Stone —then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,”he began, “we are here this semester —your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,”he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.”Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow —an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.”When we shook our heads,he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon —a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,”he began, and no one even noticed that he wasn’t calling us “men”any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall, unimpressive-looking man of about 40 takes the structure of full S-V inversion. Inversion includes two types: full inversion and partial inversion.Full inversion is usually used in a sentence beginning with an adverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about 40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。

Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。

Section One Around the topicStep 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to theThe teacher can offer students a particular situation for students to practice in which students can give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share informationwith others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?2.Discussion:Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival?Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。

Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 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 screenStep 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 frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities-Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview.Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。

英语综合教程2unit7Unit 7: The EnvironmentIn Unit 7 of our English Integrated Coursebook 2, we delve into the theme of the environment. This unit focuses on raising awareness about environmental issues and exploring ways in which individuals can make a positive impact on the world around them. In this unit, we will cover the importance of sustainability, the impact of pollution on the environment, and the significance of wildlife conservation.The first section of this unit tackles the concept of sustainability. It emphasizes the need for individuals to adopt sustainable practices in order to preserve the Earth for future generations. The reading passages introduce us to various sustainable actions, including reducing waste, recycling, using renewable energy sources, and supporting eco-friendly products. By highlighting these practices, the unit encourages students to reflect on their own behaviors and make conscious efforts to reduce their ecological footprint.The second part of Unit 7 focuses on pollution and its detrimental effects on the environment. The readings shed light on different types of pollution, such as air, water, and soil pollution, and the ways in which they harm ecosystems and human health. The unit also explores the causes of pollution, including industrialization, deforestation, and the excessive use of fossil fuels. Through these readings, students gain a deeper understanding of the scope and consequences of pollution, inspiring them to become advocates for environmental protection.The final section of this unit delves into wildlife conservation. It highlights the importance of preserving biodiversity and protecting endangered species. Students learn about the threats facing wildlife, such as habitat loss, illegal hunting, and climate change. The unit raises awareness about the role individuals can play in wildlife conservation, such as participating in community projects, supporting conservation organizations, and promoting sustainable tourism.To reinforce the knowledge acquired throughout this unit, students engage in various activities, including group discussions, presentations, and research projects. These activities enable students to delve deeper into the topics and develop critical thinking skills. Additionally, the unit includes vocabulary and grammar exercises that further reinforce students' language proficiency.In conclusion, Unit 7 of our English Integrated Coursebook 2 provides comprehensive coverage of the environment and its related issues. By delving into sustainability, pollution, and wildlife conservation, this unit fosters a deeper understanding of the importance of protecting our planet. Through engaging readings, activities, and exercises, students are equipped with the knowledge and skills necessary to become active participants in environmental protection.。

Unit 7 Letter to a B StudentTeaching Objectives1)To help students to develop a proper attitude towards grades;2)To help students to know American education system;3)To help students to learn to analyze the text;4)To help students to learn the language in this text;5)To help students to develop oral English ability and communicativecompetence.Teaching Procedures1)Lead-in activities2)Cultural Backgrounds3)Text analysis4)Structural analysis5)Language study6)ExercisesLead-in activitiesOpening questions for discussion:1)What grades do you mostly get for the English courses you have been taking? Areyou happy or are you disappointed with the grades you get?2)Imagine yourself to be a teacher and that you are to write a letter to a studentwho is disappointed with the grade he gets. What would you say to him in the letter?Cultural information1. QuoteHistories make men wise; poems witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend.— Francis Bacon2. GradesGrades are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or F), as a range (for example 4.0 –1.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. A Cumulative Grade Point Average is the mean GPA from all academic terms within a given academic year, whereasthe GPA may only refer to one term.3. American Education System vs. Asian Education SystemAmerica is the land of opportunity, which is famous for its democratic society and unique culture. People in America like to be free, to do whatever they want to do without any restrictions. This belief is reflected in the American educational system. In American schools, teachers and students are at the same social level. Students are encouraged to exchange their own opinions with the teacher. From an early age, students in the American educational system have been taught that they have the ability to achieve whatever they want to be, but rarely been told how they can achieve their goal. Because of this belief in natural born ability in the land of opportunity, students receive very little pressure in school, so whatever they do in school is totally based on their personal beliefs. The advantage of this kind of educational system is that, it really develops student’s individual thinking skills, and they are encouraged to try out different options to achieve their goal.Text ILetter to a B StudentRobert OliphantGlobal ReadingI. Text analysis1.What issues does the writer of the letter intend to deal with?How should students regard grades, both good and bad? Are grades as important as they are assumed to be? Do good grades necessarily lead to achievements and bad grades result in failure in a student’s later life?2.What’s the theme of this piece of writing?It is explicitly stated in the first sentence of the third paragraph: to put a B student’s disappointment in perspective by considering exactly what the grade B means and doesn’t mean.II. Structural analysis2. Apart from the first paragraph, the rest of the text falls clearly into three parts, each ofwhich is marked at the beginning by a key word or words. Try to find these key words. Paragraphs 2–5: DisappointmentParagraphs 6-8: The student as performer; the student as human being.Paragraphs 9-10: PerspectiveDetailed ReadingParagraph 1Questions1. What change about grades has the author mentioned briefly?The author has mentioned briefly the change in the way grades are regarded, i.e. the norm has shifted upward.2. What, according to the author, has caused the feeling of disappointment?It has to do with the general social climate where grades determine eligibility for graduate school and special programs. This is why the author says there is nothing he can do to remove the feeling of disappointment.3. Has the author stated his purpose of writing in this paragraph? If yes, what is it? If not, where is it stated in the text?The purpose of writing the letter is not stated in this paragraph. It is not specifically mentioned until the third paragraph.Paragraphs 2-5Questions1. What does the phrase ―put sth. in perspective‖ m ean? (Paragraph 3)It means ―judge the importance of sth. correctly.‖ So what the author wants to do is to show the students how they should regard / view their disappointment correctly.2. How does the author explain the notion of disappointment? (Paragraph 2)Refer to Paragraph 2. Disappointment is a negative feeling. It is the stuff bad dreams are made of. What deserves our attention here is that the author explains disappointment in relation to success.3. How do you interpret the second sentence in Par agraph 2 ―The essence of success is that …‖? (Paragraph 2)There does not exist the situation in which all those who are involved will turn out successful and no one feels disappointed. Wherever there are winners, there are losers.When someone feels happy about his success, someone else may feel disappointed at his failure. In a highly competitive society where the importance of winning is emphasized so much, it is inevitable that those who fail in the competition will feel disappointed.4. Try to find out what a grade means and what it does not mean. (Paragraph 5)It means the successful completion of a specific course at a certain level of proficiency. It is an indication of the student’s performance of some conventional tasks. However, it may not be a truthful indication of the student’s knowledge. It does not represent a judgment of the student’s basic ability or of his character.Paragraphs 6-8QuestionsNow, can you relate the writer’s experience? And discuss the revelation of his story.Paragraphs 9-10Questions1. What is the author’s view concerning social labels? (Paragraph 9)Social labels are on the one hand irrelevant and misleading and on the other hand necessary in a complex society.2. How do you interpret the sentence ―To recognize them i s to recognize that social labelsare basically irrelevant and misleading‖? (Paragraph 9)If we are aware that human beings, despite their apparent differences, are basically identical physically and emotionally, we would think definitely that the social labels used to distinguish them are irrelevant, i.e. meaningless, and misleading, i.e.distorting the fact.3. How does the author relate a student’s academic performance with his future life? (Paragraph 10)While a student’s performance at school may be quite consistent throughout his school years and what he has learned at school may help him after he leaves school, in the long run he will depend much more on himself, i.e. he will have to learn to find his way when traveling in his life path. A grade B student may turn out to be a grade A life achiever.Text IICollege Pressures(Abridged)William ZinsserLead-in QuestionsDo you find college life always exciting? If not, what kind of frustrations do you have?Main IdeaWilliam Zinsser, master of Branford College, points out a widespread phenomenon that students suffer from heavy college pressures due to their fear of failing to achieve any success in the future.Notes1. About the author and the text: William Zinsser was born in 1922 in New York City, and studied at Princeton University. He was a feature writer, film critic, and drama editor for the New York Herald Tribune and later a columnist for Look and Life, and has also written numerous books. In 1971 he took a teaching position in the English department at Yale University. He is the author of the best-selling book On Writing Well: An Informal Guide to Writing Nonfiction (1976).2. They’re trying to find an edge —the intangible something that will lookbetter on paper if two students are about equal.(Paragraph 2) ―Edge‖ here means an advantage over others, as in the expression ―have the edge on/ over,‖ meaning ―be slightly better than someone or something because you have an advantage they do not have.‖ What the dean means is that they try to f ind an advantage over others, i.e. they try to have higher marks on their transcript, so that they will appear to be academically superior to others. This is especially so when two students are more or less the same. But the dean seems to think that marks are not really very reliable and valid indications of the real quality of the students.3. sampling a wide variety of courses(Paragraph 4) taking numerous courses without necessarily going deep into any of them …4. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. (Paragraph 4) If I were an employer, I would employ those students who take all these courses and thus have a wide range of knowledge and are always curious about what is new and unknown; I would not employ those who only take those courses they can safely pass and score high marks.5. But they are equally battered by inflation. (Paragraph 5) But they (the colleges) are as badly affected by inflation as the parents and the students are.6. We are witnessing in America the creation of a brotherhood of paupers —colleges, parents, and students, joined by the common bond of debts. (Paragraph 5) Here in America we find coming into being a union of colleges, parents, and students; what they have in common is that they are all in debt.7. tenacity (Paragraph 7) determination to continue what one is doing8. They are caught in one of the oldest webs of love and duty and guilt.(Paragraph 12) A web is a complicated pattern of connections or relationships.Both the students and their parents find themselves caught in a web: The parents, out of good intention, want their children to take courses which they think are more profitable; the children are not interested in these courses, but they feel they just have to take them, otherwise they would suffer from a sense of guilt because it is their parents who have paid for their education. Such a web has long been in existence in human history, thus ―one of the oldest webs.‖9. Where’s the payoff on the humanities? (Paragraph 12) What financial benefit can studentsget from courses in humanities? ―Humanities‖ are subjects such as history, philosophy, and literature, which are concerned with human ideas and behavior. Such courses do not usually lead immediately to profitable occupations as courses related to law and medicine do.10. self-induced pressure (Paragraph 13) pressure brought on by the students themselves11. The story is symptomatic of all the pressures put together.(Paragraph 15)The story indicates all the pressures combined.Questions for discussion1. How do you interpret the last sentence of the first paragraph ―There are no villains;only victims‖?2. From Zinsser’s quotation of a certain dean in the 2nd paragraph, what idea do you get of the difference between the students in the late 1960s and students of the time when the article was written (presumably in the 1970s–1980s)?3. Why do students, both of those who want to enter graduate schools and those who just want tograduate and get a job, attach so much importance to grades?4. Zinsser obviously holds a different opinion from many of the parents with regard to the courses the students should take. Describe this difference and voice your own opinion.5. According to the text, what mentality underlies peer pressure and self-induced pressure?6. As a college student do you feel any of the four pressures Zinsser has described in the text? Is there any other pressure you feel? Discuss with your classmates the pressure(s) you feel and try to suggest a way ―to break the circles in which you are trapped.‖Key to questions for discussion1. No one is really to blame for the pressures working on college students, not the colleges, or the professors, or the parents, or the students themselves. In fact, they (the colleges, the professors, the parents, and the students) are all victims.2. The students in the late 1960s seemed to be more concerned with what was happening in the world as a whole, and what they could do to make our world a better place to live in. The college students of the time when the article was written were more concerned about their own future and career; they seemed to be more egoistic.3. To both kinds of students, a good transcript will serve as a passport to security. They want their grades to look better so that they can either be enrolled by a graduate school or find a good job.4. Most parents want their sons and daughters to take courses that would lead them to occupationswith a good payoff such as law and medicine. But Zinsser would rather that they took a wide range of courses in the humanities, such as philosophy, history, music, and religion, so that they would become liberally well-educated men and women.5. The mentality that underlies peer pressure and self-induced pressure is the fear ofbeing outshone by one’s fellow students, the fear of appearing inferior.6. Open to discussion.Memorable QuotesWhat do you think are the aims of education? Read the following quotes and find out whether your opinions echo the speakers’.Guidance: The aim of education, as Newman said, is to nurture a person, a good citizen rather than a hero. Education could be a philosophical problem with its social responsibility and responsibility for personal growth.1. Nothing in education is so astonishing as the amount of ignorance it accumulates in theform of inert facts.—Henry AdamsHenry Adams (1838–1918) was an American educator, journalist, historian, and novelist.Paraphrase:It is astonishing that education would only increase a lack of knowledge about the world, if it is about the factual information such as theories, concept and facts regardless of the real application.2. The purpose of education is to replace an empty mind with an open one.—Malcolm ForbesMalcolm Stevenson Forbes (1919–1990) was the publisher of Forbes magazine, today run by his son.Paraphrase: The aim of education is to help one who knows little become receptive to new ideas and more possibilities.。

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard —Wilmer T. Stone —then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,”he began, “we are here this semester —your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,”he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.”Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow —an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.”When we shook our heads,he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon —a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,”he began, and no one even noticed that he wasn’t calling us “men”any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall, unimpressive-looking man of about 40 takes the structure of full S-V inversion. Inversion includes two types: full inversion and partial inversion.Full inversion is usually used in a sentence beginning with an adverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about 40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。

Unit 2Ⅰ. Teaching AimsBy the end of this unit, students are supposed to➢Grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1 The Virtues of Growing Older.➢➢Comprehend the topic sentences in Text1thoroughly and be able to paraphrase them.➢Get a list of new words and structures and use them freely in conversation and writing.ⅡTeaching Important Points➢Text comprehension➢Structural analysis of the text➢Rhetorical features of the text➢V ocabulary exercises➢Grammar exercisesⅢTeaching Difficult Points➢Translation exercises➢Exercises for integrated skills➢Oral activities➢Writing practice➢Listening exercisesⅣTeaching Methods➢Student-oriented communicative teaching, free discussion and interaction.ⅤAllocation of Teaching Hours➢Part 1 Pre-reading questions (10 minutes)➢Part 2 Text comprehension (50minutes)➢Part 3 V ocabulary/Integrated exercises/Writing practice/Listening exercises (90 minutes)➢Part 4 Text Two / Memorable quotes (50 minutes)ⅥTeaching Aids➢Multimedia softwareⅦAssignment➢Do the exercises after class and some extra reading materialsⅧTeaching Contents and ProceduresStep I. Pre-reading questions for discussionDiscuss and answer the following questions.1.What ,in your opinion,are the disadvantages of growing older?2. What do you think are the virtues of being young?3.Most people are afraid of death and therefore afraid of getting older,but are there any virtues of old age that you can observe and appreciate?Step II. An Integrated Analysis of Text 1The Virtues of Growing Older.Structural analysis of the text1. The passage can be divided into three parts.Part One: (Paragraph 1-2 ) this is the introductory paragraphIt tells that our society worships youth and being young is often pleasant ,but being older has distinct advantages.Part Two: (Paragraph 3-5) It describes the virtues of growing older in details:We no longer feel anxious about what others will think ;We have already made many of critical decisions;The greatest benefit of being older is knowing who i am.Part Three:（Paragraph 6）this is a conclusion paragraphThe writer winds up her discussion with a reference to her parents’ contentments in the last paragraph.Step III. Comprehension questionsAnalysis of Paragraghs1-21)Why do people want to hide their gray hair and delay the effect of aging? They worship youth and are afraid of growing older, so they try every means to look young.2)What does the writer mean when she says “it is un-American to say so”?She means these questions seem contrary to the values commonly held by most American people. And the American people would do anything possible to delay aging.3)Does the writer deny the virtues of being young?No, she does not. The writer admits the virtues of being young, but what she really wants to talk about is those advantages of growing older, which are discussed in the subsequent paragraphs. So the last sentence of the second paragraph is both thematic and transitionalParagraph 3AnalysisThe writer, in this paragraph, offers the first advantage of growing older －not being obsessed with one’s appearance. It can be noticed that the technique of contrast is used to project the difference between adolescents and people in their forties:“When my brother Dave and I were teens…”“When Dave and I were young…”“Now, however, Dave and I are beyond such adolescent agonies.”“Now my clothes are attractive yet easy to wear.”“We no longer feel anxious…”These contrasts are focused on two aspects: the shape of their bodies and clothes. With her own experience, the writer drives home her point that adolescents “feel anxious about what others will think”, while older people are happy “as long as we feel good about how we look”.The following question could be asked:1)What is the change in people’s attitude towards their appearance from the writer’s own experience?Old people no longer feel anxious about what others will think. As long as they feel good about what they look, they are happy.Paragraph 4AnalysisThe second advantage is discussed in this paragraph －people in their forties are less uncertain than adolescents. The last sentence pinpoints the writer’s view: what truly worries the young people is not the problem of age, but the unknowns in the future.The following question could be asked:Is it accurate to say that older people are totally free from uncertainty?No, because they still have important choices to make. However, they have already made their major ones, while the young people will meet theirs at every turn. Paragraph 5AnalysisThis paragraph presents the third and the greatest benefit of growing older: the knowledge about yourself (the self-identity). It is implied that lack of this knowledge can bring about a kind of adolescent insanity (in contrast with the sanity of forty-year-olds) expressed in parallel structures “It means…”, “Being young means…”The following questions could be asked:1)What is the meaning of “…wishing you were never born the next”?It is related with first half of the sentence and the complete one should be “feeling happy with yourself one day and wishing you were never born the next day (because you feel so miserable)”.2)How to explain the phrase “keep a running score of everything they didwrong raising me”?It means “constantly reminding yourself of all the unhappy things that your parents did to you in the process of raising you”. Here “score” means “record”Language points.Paragraph 6After sharing her own experience in contrast to adolescents’ problems with the reader, in this paragraph the writer turns to the issue similar to the one mentioned in the first paragraph: the validity of American values on the aging problem. The writer cites her parents’ example to back her view, thus echoing the theme －distinct advantages of growing older makes a better phase of life.Step IV Language points:1.convince v.1)convince sb / yourself (of sth) to make sb/yourself believe that sth is truee.g. you’ll need to convince them of your enthusiasm fo r the job.I’d convinced myself (that) I was right.2) to persuade sb to do sthe.g. I’ve been trying to convince him to see a doctor.2.…glaldly sign with the devil just to be young again: Literally, the phrase “signwith the devil” means “to sign a contract with the devil, so that the devil would help you become young again”. In the text the phrase is metaphorically used to mean “to be ready to do anything, even to work for the devil just to be young again”.3. aging: the process of growing olde.g. our society is full of negative attitudes towards aging and old people.4. dreadv. to feel great fear or anxiety aboute.g. This was the moment he had been dreading.[v -ing] I dread being sick.[vn -ing] She dreads her husband finding out.[v to inf] I dread to think what would happen if there really was a fire here. [also v that]n. a feeling of great fear about sth that might or will happen in the future; a thing that causes this feelinge.g. The prospect of growing old fills me with dread.5.distinct adj. noticeable; unmistakablee.g. There was a distinct smell of gas.His voice was quiet but every word was distinct.Rap is quite distinct from North American jazz or blues.6.(be) obsessed with: to have an unreasonably strong and continuous interest inparticular things or personse.g.. She became obsessed in her old age with what to do with her immensewealth.obsess (about sth) [v] to be always talking or worrying about a particular thing, especially when this annoys other peoplee.g. I think you should try to stop obsessing about food.obsession n. obsession (with sth/sb)7. feverish: adj.[usually before noun] showing strong feelings of excitement or worry, often with a lot of activity or quick movementse.g. The whole place was a scene of feverish activity.a state of feverish excitementfeverishly: adv.e.g. Her mind raced feverishly.8. agony: n. extreme mental or physical pain or sufferinge.g. He lay in agony until the doctor arrived.The worst agonies of the war were now beginning.agonize v. agonize (over / about sth) to spend a long time thinking and worrying about a difficult situation or probleme.g. I spent days agonizing over whether to take the job or not.9. preferable: preferable (to sth / to doing sth) | preferable (to do sth) more attractiveor more suitable; to be preferred to sth 较合意的；更可取的e.g. He finds country life infinitely preferable to living in the city.It would be preferable to employ two people, not one.preferably adv.e.g. We’re looking for a new house, preferably one near the school.cp. pref·er·en·tial : [only before noun] giving an advantage to a particular person or groupe.g. Don’t expect to get preferential treatment.give (a) preference to sb/sthto treat sb/sth in a way that gives them an advantage over other people or thingse.g. Preference will be given to graduates of this university.in preference to sb/sth: rather than sb/sthe.g. She was chosen in preference to her sister.10. critical adj.1) extremely important; cruciale.g. These accusations came at a critical phase in the negotiations.Money is a critical factor in the election campaign.Your decision is critical to our future.2) critical (of sb/sth) expressing disapproval of sb/sth and saying what you thinkis bad about theme.g. a critical comment / reportThe supervisor is always very critical.Tom’s parents were highly critical of the school.11. confront: to deal with something in a brave and determined way; to bring face to facee.g. She knew that she had to confront her fears.confront sb with sb/sth: to make sb face or deal with an unpleasant or difficult person or situatione.g. He confronted her with a choice between her career or their relationship.be confronted with sth.: to have sth in front of you that you have to deal with or react toe.g. Most people when confronted with a horse will pat it.confrontation n.[U, C] confrontation (with sb) | confrontation (between A and B) a situation in which there is an angry disagreement between people or groups who have different opinionse.g. She wanted to avoid another confrontation with her father.12. await v. to wait forto wait for sb/sthe.g. He is in custody awaiting trial.Her latest novel is eagerly awaited.13. sanity: the condition of being mentally healthy; the state of being sensible andreasonablee.g. His story was so extraordinary that we began to doubt his sanity.After a series of road accidents the police pleaded for sanity among drivers.OPP insanitysane: adj.1) having a normal healthy mind; not mentally ill SYN of sound minde.g. No sane person would do that.Being able to get out of the city at the weekend keeps me sane.2) sensible and reasonablee.g. This is the only sane way to solve the problem.14. quirk: a strange or unusual habit or part of someone’s character 怪癖行为古怪；特殊倾向e.g. Children often have these little quirks which they overcome in later life.She always went for three minutes’walk at exactly 10:45 and the robber took advantage of this little quirk.15. tolerate vt. be willing to accept sth. unpleasant or difficult, even though one does not like it orapprove ite.g. As newcomers, they had to tolerate the awful weather and the tough living conditions.16 diet: To eat and drink according to a regulated system so as to lose weight. Collocation:a diet of sth. so much of sth. that you feel boring or unpleasante.g. a constant diet of soap operas on TV 多得令人腻烦的电视连续剧17. beyond prep. outside the range or limit ofCollocation:be beyond sb. be impossible for sb. to imagine, understand or calculatee.g.It’s beyond me why she wants to marry Burton.我不明白她为什么想嫁给伯顿。

Section One Around the topicStep 1 Topic introduction:As the goal of equality between men and women now grows closer, we are losing our awareness of important gender differences. This unit aims to let students know what truly exists within a man and within a woman.Step 2 Your ideas1. Watch the video and answer the following questions1)How many differences does it describe between men and women? What are they?2) Do you think it’s a stereotype?Play the video twice and encourage students to think about the questions and answer.2. A quizHow much do you know about the differences between men and women? Answer the following questions by ticking (√) the correct column.This activity aims to lead students into the topic of this unit. By answering the questions, students will get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class.Step 3 vocabularyIn this section, students will learn some useful words and expressions related to people’s personality. Let students do the personality quiz and then ask them to describe themselves based on their answersA.Do the personality quiz below to discover what type of person you are. Write Y for yes, N forno and S for sometimesLet students finish the quiz as quickly as possible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities.B.The questions in exercise A express personalities, which can be described by the adjectivesbelow. Match the adjectives with the questions in the quiz.a.untidy 9b.optimistic 7c.sociable 2d.talkative 15e.reserved 13f.shy 3g.impatient 10h.ambitious 4zy 11j.generous 14k.moody 5l.hard-working 12m.easy-going 16n.reliable 8o.cheerful 1p.sensitive 6C.Which qualities are positive and which are negative? Which could be both?Positive qualities: b, c, j, l, m, n, oNegative qualities: a, g, i .kBoth: d, e, f, h, pD.What is the opposite of each of the 16 adjectives in Exercises B?a.tidyb.pessimisticc.unsociabled.quiet/reservede.outgoing/sociablef.outgoing/sociableg.patienth.unambitiousi.hard-workingj.meank.calmzym.criticaln.unreliableo.depressed/miserablep.insensitiveStep 4 discussionThis exercise enables students to practice using the personality-related adjectives they have just learned, and generate more ideas about the differences between men and women. Have students work in groups set a time limit of about 3 minutes for each question. And collect their feedback when they finish.1.What personality mentioned in the activities on page 103 are typical of men andwhich of women?2.Read this very old nursery rhyme. What does the rhythm say about boys and girls?What are little girls made of?Sugar and spice and all things nice.That’s what little girls are made of.What are little boys made of?Snips and snails and puppy dog s’ tails.Step 5 Listening and speakingThis part aims to train students’ speaking and listening skills.A.What is a mature man like and what is a mature woman like? Discuss the questions in groups.Divide students into groups and ask them to discuss the question. As they talk, move around the class to monitor their discussion and offer language support when necessary. Collect their discussion results when they finish. This task will prepare students for the listening task.B.Listen to four people taking about being a mature man and a mature woman. Put their pointsin the table below.The listening task practices students’ skills of note-taking. Before they start to listen, remind students to get ready for note-taking. Tell them to not down only key words by concentratingSection Two ReadingThis section discusses the issue about talktiveness of men and women. Interesting result will be brought out from this text.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1. Who do you think are more talkative? Men or women? Why?2. Do you agree that silence is a quality of men and talkativeness is a feature of women?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination2)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.3)Ask students to summarize the text4)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.5)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. clear up to explain or solve sth. 消除对某事的疑虑，解决某事e.g. His appearance cleared up the misunderstanding.2. dismiss v. to refuse to consider someone’s idea, opinion, etc., without thinking carefully about it 对某事不予理会或不屑一提e.g. The committee dismissed his suggestion.3. disprove v. to prove (sth.) to be false 证明（某事物）有误或有假e.g. The allegations have been completely disproved.4. throw up(1) to make sth. rise in the aire.g. The crowd cheered and threw their hats up in the air.(2) bring sth. to notice 使某事物引起注意e.g. Her research has thrown up some interesting facts.5. put up to state (a position in an argument); present (an idea, etc.) for discussion or consideration 提出（意见等）供讨论或考虑e.g. What argument do you have to put up against that?6. turn out to have a particular result, especially one that you did not expect 结果是······e.g. The job turned out to be harder than we thought.7. by no means/not by any means not at all 绝不，一点都不e.g. She’s by no means poor; in fact, she’s quite rich.8. conviction n. a strong opinion or belief 坚定的看法或信仰e.g. It’s my conviction that complacency is at the root of our troubles.9. persistent adj. continuing to exist, happen, or appear for a long time 持续出现的，一再发生的e.g. Despite persistent denials, the rumor continued to spread.10. tag v. to give someone or sth. a name or title, to describe them in a particular way 给······贴标签；把······称作e.g. The country no longer wants to be tagged as a Third World nation.11. speak up to say sth., especially to express your opinione.g. It’s time to speak up for those who are suffering injustice.12. at heart if you are a particular kind of person at heart, that is the kind of person that you really aree.g. I’m a country girl at heart.13. trump v. to do better than someone else in a situation when people are competing with each other超过，胜出，打赢e.g. They were trumped by the national tennis team.Step 3 Post-reading exercises1.Read the article and answer the following questionsHave the students read the text carefully and after the teacher’s text illumination, encourage students to answer the questions to check whether they get a clear understanding of the text.1)What is Matthias’ profession?A: A psychologist.2)Which university does Matthias work at?A: The University of Arizona.3)What is Matthias’ research finding?A: Men and women are equally talkative.4)Why will the fact that Matthias is married come as a chock to some men?A: Because they didn’t expect Matthias to be a married man. They thought all married men would agree on the fact that women are more talkative than man.5)What is the stereotype of women like according to some men?A: Women are chatty species.6)How does Matthias do to be against the stereotype of women?A: He actually counts the number of words used per day by per man and per woman.7)How did Matthias do the counting work?A: He equips some 400 college students with recording devices.8)Why do people think that men and women have different amount of work?A: For example, men were more likely to talk among strangers than women, and mothers more likely to talk with their children than were fathers. If the subject was impersonal orproblem-solving, men took up more of the airwaves. If it is personal, women did.2.Are the following numbers true of men or women, or true of both men and women accordingto some statements in the text?3.DiscussionHow do you interpret the following sentences taken from the text?1)The scientific evidence plays very little part in producing convictions. (para 9)A: This sentence means that people have strong belief in what they think is right and scientific findings cannot convince people to change their opinions or beliefs.2)Men are from North Dakota and women are from South Dakota.A: Since North Dakota and South Dakota are two neighbouring states in the U.S., they are close to each other. This sentence means that men and women are very similar and not so different as many people think they are.3)I have no idea how long the math will trump the myth.A: I don’t know how long it will take science to win the battle of fighting against deep-rooted prejudice and misunderstanding.4.vocabulary and structureHave students do the exercises and then check the answers as a classplete the sentences with the correct form of the words given below.B.Read the sentence in the text: I’m married, and let me tell you that women do talkmore. What pattern follows the verb “let”?In the following sentences, two verbs can be used and one cannot be used. Cross (×)the one that cannot be used.5.writingBoys and girls tend to have different hobbies. In what ways do you think their hobbies differ? What do you think are the possible reasons for the differences? Write a passage about this topic in about 150 words.As students are very clear about their own and their classmate s’ hobbies this should be an easy writing task. Tell students to open up their hearts and say what they really want to say. Remind them to edit their writing when they finish. Ask them to pay attention to some editing rules, such as verb-tense consistency, subject-verb agreement and grammatical correctness. Section 3 Language in use: emotional emphasisStep 1 test your grammarHave students do Exercise A. They may find it difficult when doing the first few sentences. Give them time to think so that they can find out the answers by themselves. Brief discussion will help them understand this grammar point better.A.Look at the sentences and underline the words or expressions that express emotionalemphasis.B.What are the main ways of giving emphasis? Discuss with your classmates.Divide students into groups and encourage them to brainstorm the main ways of giving emphasis in English.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “emotional emphasis”. Then ask students to finish these exercises. Check their work when they finish.Being used for communication between people, English Language often expresses theemotions and attitudes of the speaker and it is often used to influence the attitudes and behavior of the hearer.There are many ways of giving emotional emphasis:2. Exclamatory Sentences:➢感叹词（以及副词、形容词）表示的感叹句：Alas! 哎呀!Oh! 啊!哦!哎哟!Well! 好啦!Why! 什么（话）！嗯！岂有此理！好好！Excellent! 好极了！➢短语表示的感叹句：Dear me! 哎呀！Great Heavens! 天哪！My goodness! 嗳呀！None of your nonsense! 不要胡扯了！➢从句表示的感叹句：(1) As if it were my fault! 好像是我的过错似的!(2) To think a scandal of this sort should be goingon under my roof! 真想不到这种丑事竟然出在我们家里!➢表语表示的感叹句：(1) Just my luck! 唉，又倒霉了!(2) Sorry，my mistake! 对不起，是我的错!➢How用于感叹句的几种句型：How＋形容词How lovely! 多可爱啊!How nice! 多好啊!How kind of you! 您好客气!How＋形容词＋主语＋谓语How tall she is! 她个子多高啊!How fond he was of it! 他多么喜欢它啊!How＋副词＋主语＋谓语How well George writes! 乔治写得多好啊!How beautifully she sings! 她唱歌唱得多美啊!How＋主语＋谓语How he ran! 他跑得多快啊!How they shout! 他们叫喊得多厉害呀!How＋形容词（＋名词）＋谓语＋主语(1) How strange and impressive was life! 人生是多么奇妙动人啊!(2) How precise and thorough are her observations!她的观察是多么准确和透彻啊!(3) For how many years have I waited! 我等了多少年呀!➢What用于感叹句的几种句型：●What＋a/an/the＋名词What a fool! 真是个傻瓜!What a pity! 真是遗憾!What the heck/dickens!（你讲的）什么玩意啊!●What＋名词What luck! 多幸运啊!What fun! 多么好玩啊!●What＋（a/an）＋形容词＋名词What funny stories! 多么好笑的故事!What terrible luck! 太不走运了!What a rotten day! 多倒霉的一天!● What＋ a/an＋形容词＋名词（＋主语）＋谓语What an enormous crowd came! 来了多么大的一群人呀!●What＋名词＋主语＋谓语What lovely flowers those are! 那些花多美啊!Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in Column A with a sentence or a part of a sentence in Column B to from anew sentence.B.Fill in the blank with the words or expressions below.Step 4 Vocabulary building: Compound word (4)The adjective compound “problem-solving” in the text is formed by a noun “problem” and a verb plus-ing “solving”. Many other examples of this type can be found in English.Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in column A with a word in column B to form an adjective compound.Work out their meanings.B.Fill in the blanks with the compound adjectives in exercise A.Section 4: Project: How different are boys and girls in learning English?This research helps students know more about the differences between learning strategies used by boys and girls. By doing the research, students can learn useful methods for English learning from their classmates. Ask students to do the research by following the steps given. Give them enough time to present their research findings.It is found that boys and girls tend to use different strategies in learning English. Do a class survey and see how different they are. You may follow the following steps:Step 1 Work in groups. Each member of your group should interview at least five boy students and five girl students from your own or other classes (Remember each student should be interviewed only once), and make a list of about 10 pieces of information about the way each student learns English.Step 2 Return to your group and put all the information together. List different learning strategies used by boys and girls. Select five common ways for each.Step 3 Write a report about the differences between the strategies used by boys and girls.Step 4 Present your report to the whole class, and see how different your research findings are from those of other groups.Section Five Extension and Cultural TipsPart 1 Extension: Understanding the differences between men and womenThis text shows the difference between men and women from a physical and psychological points of view. Let students read the text. Give them necessary help if they have language problems. When they finish, ask them to do the discussion and the writing exercise.As the goal of equality between men and women now grows closer, the vision of equality between men and women has narrowed the possibilities for discovery of what truly exists within a man and within a woman. The world is less interesting when everything is the same. My view is that men and women are equal but different. When I say equal, I mean that men and women have a right to equal opportunity and protection under the law. However, I have also observed that men and women are at least as different psychologically as they are physically.Step 1 let the students read the text and finish the comprehension questions Divide students into groups and have them have brief discussions. Encourage them to generate their own ideas based on their understanding of the text. Let them share opinions with other students. And then ask volunteers from every group to express their ideas.1.According to the writer, men and women are equal but different, in what ways does theauthor think men and women are equal? And in what ways are they different?2.Do you agree with the writer’s idea on the differences between men and women? What’syour opinion?3.The writer thinks that many problems arise when we expect or assume the opposite sexshould think, feel or act the way we do. How do you understand this?Step 2 language points illuminationAsk students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary.Step 3 writingWrite a summary of the article in about 100 wordsSummary writing is a good way to see if students have got a real understanding of the text. The following are some tips for summary writing:● A summary is a shorter passage including only the main points●When you summarize, you compress large amounts of information into the fewestpossible sentences.●In order to do this, you include only the main points and main supporting points, leavingout the details.●You must not change the original meaningsHave students finish this task on the class or leave it as homework for them to finish after the class. The teacher should encourage students to add their own viewpoints in it to expand it to a long article if possible.Part 2 cultural tips: Why do women live longer than men?Step 1 introduce the topic and have students brainstormAsk students to read the text and list the reasons why women tend to live longer than men. Students can brainstorm other reasons and have a brief discussion on this topic. Remind students that a healthy lifestyle can increase life expectancy.Step 2 additional materialIntroduce the material as a class, then ask them to make a brief discussion on how to extent men’s life expectancy.Across the industrialized world, women still live 5 to 10 years longer than men. Among people over 100 years old, 85% are women, according to Tom Perls, founder of the New England Centenarian Study at Boston University and creator of the website .One important reason is that women develop cardiovascular disease, like heart attack and stroke, usually in their 70s and 80s, about 10 years later than men, who develop them in their 50s and 60s.Another more complicated possibility is that women have two X chromosomes, while men have one. (Men have an X and a Y.) So, in women, cells can perhaps be protected by a slightly better variation of a gene on the second X chromosome. Men don't have this luxury and don't get this choice.There are a few other reasons that men die earlier in lifemore often than women.●Men in their late teens and 20s go through something called "testosterone storm." Thelevels of the hormone can be quite high and changeable, and that can induce some pretty dangerous behavior among young men. They don't wear their seatbelts; they drink too much alcohol; they can be aggressive with weapons and so on and so forth. These behaviors lead to a higher death rate.●Another area where we see higher death rates among men is among the depressed —especially older men. If they attempt suicide, they are more likely to succeed than women.About 70% of the variation around average life expectancy is probably attributable to environmental factors — your behaviors and your exposures.●Men smoke a lot more.●Men eat more food that leads to high cholesterol.●Men tend not to deal with their stress as well as women. They may be more prone tointernalizing that stress rather than letting go.。

Unit Five Ways to SuccessPart one: Listen and Talk : (2 periods)Teaching objective:To help students talk about their ideas on family;To take listening/watching exercises concerning the topic of family ties;To master the skills of giving feedback to partners in the speaking area;To develop students’ fluency skills when they do the communicative taskTeaching content:▪Warm-up questions▪Listening▪Watching: Chef; Obama’s speech▪Talking▪Retelling ---culture salonStep 1: Warm up(25minutes)1.Warm-up questionsHow do you spend the time with your parents?How do you express your love to your parents ?2. Group DiscussionDo you take after your mother or your father?--description of the physical features (height, weight, etc.)---characteristics of your parentsCan you say something that had happened between you and your family members?Listen to the passage and fill the blanksA family begins with two people. Love deepens and grows between a couple and soon awedding 1)____, the beginnings of a family. Children are born, growing and 2)___with every passing year. When grown up, they, too, fall in love and marry. The 3)___of creating a family begins again, adding generations to the family.A day in the life of a family is 4)___work and school, errands and chores. At the end of a busyday we can find children 5)____sharing the events of their day with Mom and Dad. It is a time6)__- working together and playing together. Reading to the children, 7)____songs, doinghomework together, and playing games are some 8)____that take place during family time. Atelevision 9) ___may be what each family member needs to 10)____and enjoy some quiet time together. Strong family relationships are developed by spending quality time together.Key: 1. takes place 2. maturing 3. process 4. excitedly 5. filled with6.for7. singing8. activities9. show 10 relaxStep 2 65minutes1. BrainstormingWhat’s the usual image of a father? And mother?2.ListeningListen to a song Dance with My Father and fill the blanks .3. Pair workHow would your ideal life be?4. Video clip Watching and discussingWhat did the father say to the boy when the boy wanted to give the burnt bread to the others?Did you have some conflicts with your dad or mom before, and how did your father or mother react?5.Follow-up activity1) Do your know the story of Father’s Day?Read the story on P146 Culture Salon, then retell.2)Watch Obama's speech on Father's DayWhat role does your family play in your growth?What aspects of a family that you think are important?Homework:•To finish the communicative tasks by referring to sample dialogues•To preview the passage APart 2 Read and Explore (2 periods)Passage A: Things I Learned from DadTeaching objective: To guide students to get ideas about father’s influence on children’s growth;To lead them to comprehend the passage by answering questions and exercises Teaching content: Passage reading and question answering.Step 1 Pre- reading Tasks (30 mins)1. Greetings and a brief revision (pair work or group work)Ask one or two pairs (groups) to act out their own dialogues2.Warm up activity:1) What effect does growing up in a love-filled home have on children?2) Do your your parents enforce their will on you? Do you accept it?3) work with your partner to discuss about the important qualities you expect of a good father. Step 2 While- reading Tasks (60 mins)1. Global readingAnswer the following questions:1.What kind of disease did Lobo’s mother suffer from? Did she survive it?2.How did Lobo feel at home?3.Was Branson’s father a successful lawyer? Explain.4.Wh at did Branson’s father teach him about human relationships?5.What has your father taught you?Decide whether the following statements are true (T) or false (F) according to the passage.___ 1 Anyone who reads the stories about the three fathers will agree that fathers play an important role in the lives of their children.___ 2 By describing her father as “a pillar of strength”, Lobo tells us that her father lover her mother very much___ 3 By saying “if you pour water on flowers, they flourish”, Branson’s father means criticizing a child helps him to make progress.___ 4 From the passage, we can conclude that Branson’s father has been understanding and supportive.___ 5 Lewis tells us that he grew up in an environment with very serious discrimination.2.Detailed readingAsk students to retell each story to partners.Assignments:⏹To learn the language points;⏹To finish the exercises 3-8 in Language Focus.Part 3 Read and Explore (2 periods)Language points Study (2 Periods)Ask students to share their information on key words and phrases with each other, invite them to analyze language points one by one, instruct them if they’re wrong.Step 1 Key language points:1. gross adj. very unpleasant or offensiveShe was shocked by the gross words he used.We are surprised by his gross behavior.2. incredible: ①unbelievable ②too extraordinary to be believedIt seemed incredible that people would still want to play football during a war.The view from the top of Huangshan is incredible.3. surgery n. treatment of injuries or diseases by cutting or removing parts of the bodyMajor surgery was needed to save the crash victim’s life.“Surgery will be necessary. Nurse, prepare the instruments please.”4. bring out: cause to develop, cause to be seenDifficulties can bring out a person's best qualities.These dreadful circumstances bring out the worst in everybody.5. reflection: being a sign ofTheir behavior was a reflection of their very different personalities.A high crime rate is a reflection of an unstable society.6. in return (for): as repayment (for)They have nothing to give in return.What can I do in return for your kindness?7.sway v. 1) influence or change the opinions or actions of (somebody)2) (cause to) move or swing slowly from side to sideWhen choosing a job, don’t be swayed by false promises of future high earning.Trees swayed gently in the breeze.8. go into: enter a profession, state of life, etc.Have you ever thought of going into journalism?He went into advertising / politics four years ago.9. hang in there: remain brave and determined when you are in a difficult situationHang in there, you can pass the university entrance exam!10.instill (in/into): put (ideas, feelings, etc.) into someone's mind by continuing effortI instilled the need for good manners into all my children.A good teacher can instill the desire to learn in young people.11. segregation n. the practice of keeping people of different races apart a nd making themlive, work, or study separatelyRacial segregation in schools still exists in some southern states.Civil rights protestors called for an end to all segregation.12. circumstances: conditions, facts, etc. connected with an event ora personWe cannot expect him to continue these activities under such unfavorable circumstances.Because of circumstances beyond our control the meeting was cancelled.13. tremendously: enormously, greatlyThere is a tremendously difficult struggle ahead of us.She envied and admired Judy tremendously.14. survive: remain alive or continue to live after diseases or disasters; live longer thanThe baby was born with problem with his heart and only survived for a few hours.It is unnatural for parents to survive their children.Step 2 Important sentences1. Because there was always so much love in the family, I grew up with an incredible securityblanket.Because there was so much love in the family, I grew up feeling very safe and secure.2. Despite his worry, Dad was a pillar of strength for us and especially for her.Though he was worrying about Mom, Dad was the backbone of the family, and this encouraged all of us, especially Mom.3.He never criticized, but used praise to bring out our best.He never used harsh words on us, but encouraged us to do our best.4.Any time you say something unpleasant about somebody else, it’s a reflection of you.When you speak unkindly about another, you make yourself look bad.5. He explained that if I looked for the best in people, I would get the best in return.He explained that if I expected people to do well, they would try to give me their best. Assignments:1)Memorize words and phrases in context2)Study Passage B by yourselfPart 4 Produce and consolidation (2 periods)Step 1 General writing ：Grammar (35mins)Adverbial ClausesAdverbial clauses are dependent clauses beginning with subordinating conjunctions. They are attached to independent clauses forming complex sentences.Examples: While you were out running around town, I was home taking care of your chores.I was home taking care of your chores while you were out running around town.The use of an adverbial clause alone results in a sentence fragment. When it is used to begin a sentence, a comma is usually placed after the clause.The meanings and functions of adverbial clauses are determined by the subordinating conjunctions used, which are generally classified into:Time and place: before, after, when, whenever, as, while, until, where, whereverCause and effect: because, since, asManner and condition: if, as, in case, although, unlessStep 2 Practical writing:Personal Letters (40mins)A personal letter usually has six parts: the heading, the date, the salutation, the body, the complimentary close and the signature. In most informal personal letters, the heading may be omitted. Personal letters are used for social interactions. They are written for family concerns, thanks, congratulations, invitations, consolations, favors, condolences, apologies and so on.Step 3 Revision (15 mins)1)Make a quick review2)Dictation of words and phrases which have been learned in this unit.AssignmentsWriting task: write a CET-6 composition.。

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about travellingPurposes-Get familiar with vocabulary related with travelling-Obtain background knowledge about travellingStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 119-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activities on Page 118 & 120 as a whole and give explanations if necessary to understand travelling in depth.-Discuss the issue of travelling in groups with reference to the questions listed on Page 118 & 120-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth about the issue of travellingPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 121 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 123Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 124 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 124 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 125 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 125 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Passive Voice-Names of European countriesStep 1: Passive Voice (30 minutes)-Test grammar knowledge on Page 126 for checking grammar abilities-Work on exercises A, B & C on Pages 126 & 127 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Names of European countries (20 minutes)-Work on exercise on Pages 127 in groups-Ask students to present their answers and explain-Give supplementary information on European countries if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Kenya SafariPeriod Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Kenya Safari on Page 129 in groups-Understand new words and sentences within the group by negotiating in EnglishStep 2: Discussion (30 minutes)-Discuss questions listed on Page 129-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Brainstorming (25 minutes)-Brainstorm the ideas about travelling in Europe-Share your ideas with your partner about some famous tourist places you would like to visit and make a listStep 2: Planning (25 minutes)-Ask students to work in pairs or groups to work on your plan to European countries-Map out your itinerary on a map according to your preferences.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Presentation (25 minutes)-Present your plan and map in front. Use you imagination and try to make your trip sound interesting. Or you can organize a tour group and introduce the journey as if you were a tour guide.Step 2: Evaluation (25 minutes)-Give remarks to the presentations-Vote for the best presentations-Based on the results of presentation, discuss the questions: how to describe a place? How to make your travel plan clearly understood?Key points-Give instructions for discussion and evaluationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Hotel, Hostel, B&B and Motel Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Hotel, Hostel, B&B’s and Motel on Page 131-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more discussions about different types of hotels-Encourage students to pay more attention to the travelling activity in western cultureKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework（注：可编辑下载，若有不当之处，请指正，谢谢!）。