Unit 2 The Richest Man in America,
Down Home
I. Teaching Objectives
Students will be able to:
1. grasp the main idea (despite his wealth, Sam Walton remains done-home and devoted to
his team) and the structure of the text ;
2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
II. Key Points: The structure, the writing skill, and the main idea of the text will
be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.
III. Difficult Points:
Some sentences whose meanings are difficult to understand and whose structures are hard
to analyze:
1. Line 10（Para. 3）: It was nice, but no palace.
2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.
3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left
to john Wal-Mart.
IV. Teaching Materials: Power point and materials V. Teaching Methods: Lecturing, practicing and discussing.
VI. Teaching Timing: 8 sessions of class
VII. Teaching Process:
1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion
related to the topic.
3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)
5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks
7th-8th periods: Listening and speaking tasks.
A. Pre-reading tasks
1. T asks Ss the following questions on the recorded passage:
— What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )
— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)
2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.
3. Rich people I know (15 minutes)
1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.
2) In class, Ss form groups of three to four to share what they have collected.
3) Groups discuss what values these rich people hold dear.
4) Speakers for several groups report their discussion results to the class.
5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.
B. While-reading tasks
1. Text organization (20 minutes)
1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)
2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.
Ss scan the text again to underline all the names mentioned and tell who these persons are.
(They are: J amie Beaulieu, waiter at Sam Walton’s birthday party
Jonnie Baker, night manager at the local Wal-Mart
Richard Hoback, Mayor of Bentonville, Arkansas
Gordon Garlington, pastor of the local church
John Marshall, local barber
Jim Von Gremp, corporate affairs director
Ferold F Arend, retired president of Wal-Mart
Jim Hendren, company lawyer
4) Ss will notice that the text transits from Part II to Part III when the first
corporate job -corporate affairs director — is mentioned.
2. T explains language points and gives Ss practice (see Language Study).
(60 minutes)
3. Finding synonyms or synonymous phrases for “down-home” (10
minutes)
1) T asks some Ss to explain the title of Text A in their own words.
2) Ss work alone to find out synonyms or synonymous phrases for
“down-home”.
3) Some Ss report their findings to the class.
(Para 5 carry on like plain folks
Para 6 folksy ways
Para 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around
Para 11 not a front-page person)
4) T reminds Ss to vary their own writings by synonyms or synonymous phrases.
C. Post-reading tasks
1 Using indirect description in portraying a person (25 minutes)
1) Ss complete Text Organization Exercise 2 and compare answers with each other.
2) T makes Ss think by asking Ss this question: How does the author reveal these character
traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?
T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.
Ss work in pairs to find out examples of these methods.
5) Some pairs report their findings to the class.
6) T urges Ss to adopt these methods when describing a person.
2. T guides Ss through some after-text exercises. (25 minutes)
3. T checks on Ss’ home reading (Text B). (3 minutes)
4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)
5. T asks Ss to prepare the next unit: (2 minutes)
1) do the pre-reading task;
2) preview Text A.
VIII. Assignments:
Assignments for 1st and 2nd periods:
●Vocabulary Exercises I, II, III in Text A
●Listen to the recording of the text
Assignments for 3rd and 4th periods:
●Review what have been learned in class
●Comprehensive Exercises, I, II in Text A
●Read the text fluently and imitate the pronunciation and intonation of the recording Assignments for 5th and 6th periods:
●Review what have been learned in class
●Language Practice in Text B
●Preparations for paragraph recitation and dictation of new words and expressions in
Unit 2
Assignments for 7th and 8th periods:
●Review what have been learned in class
●Home listening: Task 1, 2 and 3
●Previewing text A in Unit 3
IX. Teaching Reflection:
Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.
The feedback from the students:
The methods taken to improve the teaching and learning:
X. Appendix: Teaching Contents:
A. Text Analysis
To make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.
Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleagues
The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.
Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.
Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals Sam
Walton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.
B. Cultural Notes
1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metal
statue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.
2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.
3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.
4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in
1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.
5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.
When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.
6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu
Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.
C. Language Study
He imagined what surely awaited: He imagined what he was surely to see.
2. r emote: far away in space o r time
Examples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnan
province.
Taming the deserts is no longer a dream of the remote future
but a practical human endeavor.
3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.
Though online bookstores usually offer discounts, don’t
expect to save much.
4. It was nice, but no palace: The house was nice, but not luxurious.
5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...
only: In writi ng and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.
Examples: 1. Only here was it safe to prepare and handle hot drinks.
2. Only then did Peter realize that he still hadn’t phoned his mother.
3. Only when the injured limb is fully mobile will the runner
be encouraged to re-strengthen it.
carry on: behave or conduct oneself in a specific way
Examples:There’s nothing unusual about them. They carry on just like everybody else.
He carries on as if he were a millionaire, spending money left,
right and centre.
folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.
These are the folks from the local TV station.
get away with: do sth. wrong or risky without being caught or punished
Examples: They claimed that they knew how to play the system and get away with it.
Eric has been getting away with tax fraud for years.
6. bird dogs: dogs which hunt birds
7. local: of or for a particular place
Examples:The plane was to take off at 6 a.m. and land at 7 a.m.
local time. Three-quarters of the investment needed to
host the Olympics would be borne by central and local
government.
8. treatment: the way you deal with sb. or behave towards them
(followed by of)
Examples: Like everyone else, I resent his cruel treatment of his old father.
The old woman suffered from bad treatment at the hands
of her sons. None of them were willing to take care of her.
9. by/from all accounts: according to what everyone says
Examples: Tom, by all accounts, is a superb teacher.
The Chinese football team will play the Koreans tonight. It
should be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) making
you feel happy
Examples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.
They are both very cheerful in spite of their colds.
The kindergarten is bright and cheerful, with plenty of toys.
I like songs with cheerful tunes.
11. blend in/into: If sb. blends into a particular group or situation, or
if they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.
(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.
As a newly-appointed manager, he was not sure whether he
could blend in.
The painter blended in with the crowd at the art sale. 12.throw one’s weight around: behave in an aggressively arrogant
way
Examples: Mr. Smith is not much of a manager. He always throws his weight around.
Fol ks don’t like their chairman as he always throws his
weight around.
13.reserve: 1) order or book (a seat, book, room, table, etc.)
Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.
Demand will be huge, so ask your friends to reserve tickets
for the concert.
2) keep for a special use (used in the pattern: be reserved for
sb./sth.)
Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses are
reserved for the old.
14. “Look, he’s just not that way.”: You see, he is not the sort of
person to reserve seats for himself.
15. o pen up: unlock and open the door so that people can get in
Examples: Open up, or I break in.
They open the school up at 7:45 a.m. so that students can
have more sleep.
16. I t buried the Forbes list at the bottom of page 2.: The Forbes list
was arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.
17. h eadline: the title of a newspaper article, printed above the article
in large letters
Examples:Headlines in the newspaper are arranged so that they attract attention.
The headlines in the newspapers were to please millions of
people in China: Beijing to host the 2008 Olympic
Games.
18. h old to: keep to
Examples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately to
the view that her mother is an angel.
19. stock: shares of a company that are sold to investors
Examples:You’d be tter get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead again
yesterday.
20.o n the run: continuously active and moving about; try to avoid
being captured
Examples: I have been on the run all day and I am exhausted.
He has to be on the run from one office to another to get the
permit to open a take-away restaurant.
He is on the run from the police.
21.steer clear of: keep away from
Examples: Children are told to steer clear of troublemakers.
Members of the club steer clear of controversial issues
such as religion.
22.But the real story in his mind is ... : But what is always on his
mind is
23. make up: form the whole of (sth.)
Examples: Women make up nearly 50% of university entrants.
The college is made up of fourteen departments and five
research centers.
24. liable: likely (to do sth.)
Examples:It’s liable to snow heavily tomorrow.
The sports meeting is liable to be postponed until next
week because of the bad weather.
25. as laid down...: as established
lay down:officially establish a rule, or officially state the way in which sth. must be done
Examples: Conditions for membership are laid down in the soccer club rules.
The school authorities have issued a new booklet laying
down regulations for Students.
26. loyalty: the quality of staying firm in your friendship or support for
sbisth.; a strong feeling that one wants to be faithful to
sb./sth. (followed by to)
Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.
Once his mind was made up, General Lee never changed
his loyalty to the South.
27.s ystem: 1) set of ideas, theories, principles, etc. according to which
sth. is done
Examples: Most of the teachers are doing research work, trying to find a good
system of teaching English.
The classification of the books in the library follows the
Dewey Decimal System.
All the employees are required to work on an eight-hour
system.
2) g roup of things or parts working together as a whole
Examples:With the further development of automation, more
complicated control systems have come into being.
Manned space vehicles have life-support systems
designed to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and margins
considerably or dramatically
29. qualify: have or give (sb.) a legal right (to sth./to do sth.)
(followed by for or infinitive to)
Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.
Highly trained staff are well qualified to give practical
advice to students when they select courses.
30. option: 1) (in business) an agreement or contract that gives
sb. the right to buy or sell sth. such as property or shares
at a future date
Examples:With cash, stock options and the promise of vast
resources, Microsoft has attracted faculty elites to its
research center.
Jones has taken an option on that house.
2) s th. you can choose to do
Examples: She has the option of entering graduate school or
starting her professional career. Analysts say that the
launch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholar
Examples: He can’t afford to go to college if he doesn’t win a
scholarship.
Some companies have set up scholarships for both
students and teachers at our
university.
32. and the like: and other things of the same sort
If you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.
Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.
Always carry your passport, money and the like with you
while you are traveling abroad.
33. cultivate: 1) make a special effort to establish and develop (sth.)
Examples: They encourage students to cultivate special interests in theoretical physics.
Some students try to cultivate a love of art.
2)prepare land and grow crops on it
Examples: They cultivated 500 acres in the suburb.
The remote area has barely been cultivated for decades.
34. reward: give sth. to (sb.) in return for work or services (used in the
pattern: reward sb. for sth. with sth.)
Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.
If you do well in the final exams, I will reward you with a
trip to Hong Kong.
35. retire: (cause to) stop working at one’s job, usu. because of age
(followed by from)
Examples: Although their careers are important they plan to retire at 50.
The school had to employ the retired teachers to give classes.
36. ...who was stunned at such generosity after the stingy
employer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton
37. come/get aboard: (AmE, infml) join
Examples:New employees who came aboard in the last six weeks have not been tested.
This is her second promotion since coming aboard.
38. the way they’re treated: how they’re treated
When “the way” is foll owed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.
For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There i s no difference in meaning.
Examples: Scientists have spent years studying the way the brain retains information.
The information highway will have an unimaginable
impact on the way people communicate with each other.
39. deserve: be sth. or have done sth. for which one should receive (a
reward, special treatment, etc.); be entitled to (not used in the
continuous tense)
Examples: I am only partly responsible for the success of this book,
my collaborator deserves more credit.
They deserve a better salary for the job they do. Mary deserves a reward for her efforts
Teaching Plan of Unit 1, Book 1Friendship Text A All the Cabbie Had Was a Letter Teaching Objectives: Students will be able to 1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A (developing a story around a letter); 2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English is much more informal than written English); 3.master the key language points in Text A and learn how to use them in context; 4.understand the cultural background related to the content; 5.express themselves more freely on the theme of Friendship after doing a series of theme- related reading, listening, speaking and writing activities; 6.Write a personal letter in an appropriate way. Time Allotment:4-5 class hours Teaching Methodology: student-centered; group work, pair work Teaching Procedures: I. Pre-reading tasks 1. Think- pair-share: Ask students to brainstorm proverbs about friendship. Suggested answers: Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side. Between friends all is common. False friends are worse than open enemies. A friend to all is a friend to none. The friendship that can end was never real. A friend is easier lost than found. A friend in need is a friend indeed. Friends are like wine; the older, the better. Good company on the road is the shortest cut. True friendship is like sound health; the value of it is seldom known until it is lost. Ask students to choose the proverb they like best and give reasons. 2. Survey--- Do you often write letters to your friends? Question and answer: Which do you think is the best way in expressing our innermost feelings? II. Text Learning: Task 1: Topic-related Prediction What does a cabbie do? What is a letter used for? Who wrote the letter to the cabbie? Why was all the cabbie had only a letter? Task 2: Scanning (see PPT) Scan Text A and decide which of the following statements is the theme. 1. One should keep in touch with his friends. １
Unit 2 The Richest Man in America, Down Home I. Teaching Objectives Students will be able to: 1. grasp the main idea (despite his wealth, Sam Walton remains done-home and devoted to his team) and the structure of the text ; 2. learn to use indirect description in portraying a person and to use keywords for more efficient reading; 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. II. Key Points: The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class. III. Difficult Points: Some sentences whose meanings are difficult to understand and whose structures are hard to analyze: 1. Line 10（Para. 3）: It was nice, but no palace. 2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2. 3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart. IV. Teaching Materials: Power point and materials V. Teaching Methods: Lecturing, practicing and discussing. VI. Teaching Timing: 8 sessions of class VII. Teaching Process: 1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion
Unit 2 ★Text A Vocabulary I. 1. 1) abrupt 2) emotional 3) bless 4) wear and tear 5) dated 6）consequences 7）seemingly 8) in contrast to 9) Curiosity 10) genuine 11) primarily 12) sentiments 2. 1) When you are confronted with more than one problem, try to solve the easiest one first. 2) Water is vital to the existence of all forms of life. 3) There is still some confusion among the students about what to do after class to follow up on the subject. 4) As a person of simple living habits, he needs nothing more than a job and an apartment to be happy. 5) It tickled him to think that she’d come to as his advice. 3. 1) a lingering, fabricating, sentiments 2) fill out, every item, vital, consequences 3) be denied, tangible, cherish, attain II. 1.It’s a long trip and will take us five hours by bus. 2.She arrived early and took a front row seat. 3.Don’t take me for a fool. 4.It takes a lot of imagination to fabricate such a story. 5.My uncle will take me (along on his trip) to the Arctic this summer. 6.He took the dinner plate I passed to him. 7.Kevin took second prize in the weight-lifting competition. 8.If you don’t take my advice, you will regret it. III. 1.hanging 2. to give 3. to return 4. being praised 5. not having written 6. to say 7. to open 8. being helped Comprehensive Exercise I. 1. 1) well-off/affluent 2) dated 3) falling into 4) bracket 5) deny 6) tangible 7) pursuit 8) cherishes 9) out of place 10) abrupt 11) focus 12) donations 2. 1) consume 2) fueled 3) annual 4) plain 5) physically 6) security 7) indicates 8) equally 9) traditional 10) follows II. Translation 1.1) The company denied that its donations had a commercial purpose. 2) Whenever he was angry, he would begin to stammer slightly. 3) Education is the most cherished tradition in our family. That’s why my parents never took me to dinner at expensive restaurants, but sent me to the best private school. 4) Shortly after he recovered from the surgery, he lost his job and thus had to go through another difficult phase of his life.
Unit 2 Mixed Feelings Active Reading 1 How Empathy Unfolds同感是怎样表露的 Starting point 1.Questions: What are the seven emotions and the six sensory pleasures七情六欲? ●the seven emotions七情 joy, anger, sorrow,fear, love, hate and desire喜、怒、哀、乐、爱、恶、欲 ●the six sensory pleasures六欲 visual, audio, olfactory, gustatory, tactile and mental pleasures见欲（视觉）、听欲（听觉）、香欲（嗅觉）、味欲（味觉）、触欲（触觉）、意欲 2.Words and expressions describing different emotional people ●be impetuous ●act on impulse ●easily get excited ●cynical ●be always grumbling sentimental rational 3.Discussion: Are you an emotional person? ●what an emotional person is like ●the earliest emotions you can remember in your life ●one of the emotions you felt last time (happy, angry, shy, sad, depressed, frightened, annoyed, upset) ? Vocabulary
应用型大学英语第二册 学习参考资料 Unit 2 Starter B. Listen to a passage and write down the words expressing negative feelings. Tapescript It is said that the worst enemy can be in one's family. Having been born into a family does not mean everyone in your family will treat you as family. Sometimes, some people in your family may treat you as an enemy. There are some reasons for this. One reason would be jealousy, like a brother or sister being jealous of the other's achievements or attention one sibling is getting more than the other from their parents. Another reason would be spite, due to some family members feeling the need to hurt someone they want to see in a humble or inferior position in life. Some family members may be controlling and resent the person they are trying to control for resisting their influence over him/her. Sometimes, people just hate for no reason. Text A Harboring Ill Feelings 1 There was once a little boy who dreamed of sailing around the world. He shared his dream with his mother and father, his teachers and schoolmates, his minister and his friends. But instead of embracing his dream and encouraging him to follow his heart's desire, they made fun of him, laughed at him and belittled his vision. 2 "You will never sail around the world," his father scoffed. "When you are of age, I will get you a job at the factory where I work and you will follow in my footsteps." 3 "But I don't want to follow in your footsteps, I want to sail on the open seas and visit new lands," the little boy protested. The father just laughed and shook his head, showing no faith in his son or his dream. 4 The kids at school also made fun of him, so much so that he stopped sharing his thoughts and desires and kept them hidden within his heart, until the time arrived, when he could make them a reality. 5 It seemed that the world's thumb was pressing the boy down throughout his adolescence. Within fifteen years, the boy became a man. He had worked two jobs night and day saving his money, so he could put a down payment on a sailboat.
全新版大学英语综合教程 第二册教案
Unit 1Ways of Learning Ⅰ. Suggested Teaching Plan Students will be able to: 1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion); 2.appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3.master the key language points and grammatical structures in the text; 4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 1.T asks Ss the following questions. The first is based on the song Teach Your Children:(5 minutes) —According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)—Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.) 2.Ss listen to the following quotation from《文汇读书报》(2001年12月1日第一版，
Unit 2 Values Teaching Aims: 1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 2.Appreciate the wording (riches) in the title of the text 3.Grasp the key languge points in Texts A and learn how to use them in context 4.Unerstand the cultural background related to the content 5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 2.Have students learn more about the fact that economic development and personal income can’t always account for happiness. 3.Do you think rich people must be happier than poor people Why 4.Do you think a poor person can have a life full of riches How 5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’ Step 2 Global analysisi of Text A 1. Division of the Text A Part1: The writer’s encounter with a boy who raised the question “Are you poor” Part2: In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: In conclusion, the writer t hinks he’s grown to understand more about himself because of the boy’s question. 2.Understanding the main idea of the text with the help of the questions on page 37-38
Unit1 Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. 哈佛大学教育学教授霍华德·加德纳回忆其中国之行，阐述他对中西方不同的学习方式的看法。 Learning, Chinese-Style Howard Gardner 1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. 中国式的学习风格 霍华德·加德纳 1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。 2 The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。 3 Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. 本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 4 Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come
Unit 1 Ways of Learning Text A Learning, Chinese-style I. Teaching Plan 1.Objectives： 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote---elaboration by comparison and contrast---conclusion by a suggestion); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit. 3. Pre-reading tasks on the road: 1.traveling, esp. for long distances or periods of time在旅行中；在巡回演出中 E.g. The band has been on the road for six months. 那支乐队巡回演出已有六个月了。 a)(of a car) in good condition so that it can be legally driven(状况良好)可行驶 E.g. It will cost about $500 to get the car back on the road. 要花大约500美元才能让车子重新上 路。 code：A systematic collection of regulations and rules of procedure or conduct: 法规，规则的系统收集和程序或实施的规则。E.g. a traffic code. 交通法规 live by: 靠...为生, 按...规律生活, 住在...附近。live by one's hands自食其力。live by oneself 独居
College English Integrated Course 2 Teaching Designs 逯静
Unit One Section A W ays of Learning （一）Content of the Course（教学内容） Section A. Learning, Chinese-Style （精讲） （二）Audience（教学对象） （三）Teaching Span（教学时间） 6---7学时 （四）Teaching Aims（教学目的） 1. Appreciate the text to know something about different ways of learning. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills （五）Instruction Objectives &. Teaching Procedures（教学任务及步骤）Step One Pre-reading Activities(导入) Themes（文章主题）10 minutes 1. 课文A向我们讲述了一次偶然的经历让作者发现了中美在教育和艺 术实践上的差异，并呼吁能否将这两种教育方式有机地结合产生一种 既不失创造性又有利于培养娴熟技艺的教育方法。 2. 课文B讨论的是如何教育孩子珍惜钱财的问题，应该给孩子更多的自 主权和适当的刺激，让他们学会理性地支配属于自己的钱财。 Step Two While-reading Activities 1. Language Points(语言知识) 140 minutes (1) Key words &. Expressions (重点单词及短语) Style attach slot tender phenomenon insert occasion neglect relevant anecdote in due course self-reliance valid superior foster
Key to Exercises of College English Book 2 Unit 1 ★Text A Vocabulary I. 1.1) insert 2) on occasion 3) investigate 4) In retrospect 5) initial 6) phenomena 7) attached 8) make up for 9) is awaiting 10) not…in the least 11) promote 12) emerged 2. 1) There is a striking contrast between the standards of living in the north of the country and the south. 2) Natural fiber is said to be superior to synthetic fiber. 3) The city’s importance as a financial center has evolved slowly. 4) His nationality is not relevant to whether he is a good lawyer. 5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines. 3. 1) be picked up, can’t accomplish, am exaggerating 2) somewhat, performance, have neglected, they apply to 3) assist, On the other hand, are valid, a superior II. 1. 1) continual 2) continuous 3) continual 4) continuous
教案
Teaching procedures: First Period Content：Unit 2 listening and speaking Step 1 Lead-in In the Listening and Speaking section, you will learn the basic language and skills necessary to make and respond to an apology; Step 2 Listening and Speaking 1) The Language for Making and Responding to an Apology A. have a warm-up activity by asking Ss what they say when they cause trouble to others or make mistakes; B。have the Ss listen to Exercise 1 (1—3 times）and fill in the blanks with the missing words; C. ask one S to read aloud the talk so Ss can check their completed answers； D. ask other Ss to form responses to the apologies in Exercise 2. trying to use the expression learned in Exercise 1. 2) Making and Responding to an Apology A.go through the new words in the 1st dialogue in Exercise 3； B。listen to the dialogue twice while filling in the missing words;
Unit 1 Part II Text A Text Organization 1.1) The text begins with an anecdote/incident. 2)His thoughts are mainly about different approaches to learning in China and the West. 3)He winds up the text with a suggestion in die form of a question. 1.Vocabulary 1)insert 2) on occasion 3) investigate 4) In retrospect 5) initial 6) phenomena
7) attached 8) make up for 9) is awaiting 10) not …in the least 11)promote 12) emerged 2.Rewrite each sentence 1)There is a striking contrast between the standard of living in t he north of the country and the south. 2)Natural fiber is said to be superior to synthetic fiber. 3)The city's importance as a financial center has evolved slowly. 4)His nationality is not relevant to whether he is a good lawyer. 5)The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines. 3.1) Chinese isn't a subject that can be picked up in a month. You can't accomplish your goal of mastering the language unless you work at it for years. Well, it sounds as if I'm exaggerating the difficulties, but the fact is I'm only telling the truth. 2)The principal is somewhat disappointed with the performance of the children. From what she has gathered, some of the teaching staff have neglected their pupils. She has just announced that strict work regulations have been made and that they apply to both Chinese and overseas teachers. 3)The teacher-directed and the child-directed approaches to teaching art represent two extremes of opinion. Too many teacher-directed activities cannot be expected to effectively assist children in learning because of the rigid structure. On the other hand, too many child-directed activities may see a curriculum that is totally unstructured and out of control. There are valid reasons to believe a teacher-guided approach would be a superior way to guide children's development. This approach combines some form of structure with the child leading the direction.