2. 教学目标及基本要求：
Objectives:
Students will be able to:
5) 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);
6) 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);
7) master the key language points and grammatical structures in the text;
8) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization
2nd period: while-reading
3rd period: post-reading activities
4th period: reading practice
5th period: speaking
6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第二单元Text A后的所有习题。
阅读第二单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程2》第二单元及相关练习。
《大学英语阅读进阶》第二单元及相关练习
Writing Assignment
Integrated English (4 periods)
Objectives:
1. Learn about useful information on Wal-Mart.
2. Understand the main idea and the structure of the text.
3. Appreciate the use of indirect description in portraying a person.
4. Grasp the key language points and grammatical structures in the text.
5. Conduct a series of reading, speaking and writing activities related to the theme of the unit.
Time Allocation and Course Arrangement:
Pre-reading Tasks: (20 minutes)
1. Brief introduction of the major components of a play: Characters /Settings /Stage directions /Conflicts/ Climax /Theme (5')
2. Handout delivering about Generation Gap. (5')
3. Ss discuss concerned questions on this topic. (10')
While-reading Tasks: (70 minutes)
1. Ask Ss to skim Text A and finish the exercise of Text Organization (Exercise1 on page 40) so as to grasp the main function of each part. Peer discussion in English is allowed. (15')
2. Ss skim Part 1 and discuss the questions: (20')
1) What made the waiter Jamie Beaulieu feel disappointed? (T presents it in POWERPOINT)
2) Try to translate the sentence at Line5-8.
3)
Underline the following words and phrases:
Serve as, discount, Chain, spot.
3. Ss skim Part 2 and discuss the questions: (20')
1) Give a couple of examples to show that Sam Walton didn't want any special treatment?
2)
Why does the writer say that the barber shop story of Walton would have made headlines?
3)
How do you understand the last sentence of Part 2?
4) Try to paraphrase the sentence at Line 20, 25-26, 36.
5)
Underline the following words and phrases: Carry on / Get away with / Wait in line/ By all accounts / Throw one's weight around / Have a big time / keep ...off
4. Ss skim Part 3 and discuss the questions: (20')
4.
1) What does Walton care the most?
2)
What is the Wal-Mart way of life as laid down by Walton? Explain it in your own words.
3) Try to paraphrase the sentence at Line81-83.
4) Underline the following words and phrases: Hold (firm) to/ celebrity / steer clear of /Make up /be liable to/ admit to/ Lay down /qualify/ scholarship /Disaster/ relief fund/ cultivate / Rewarding/ generosity
5. An overall review of the text: please discussed with your partner in English about the characteristics of Walton and find out evidence to support your idea. (T presents it in POWERPOINT)
Homework:
5. Deliver handouts about language points and ask Ss to review them after class.
6. Finish exercises of unit 1.
7. Finish reading Text B.
8. Search for more information on Wal-Mart and Walton.
After-reading Tasks: (60 min)
1. Pair work to exchange information on Wal-Mart and Walton (15')
3. Several pairs report their discussion. (10')
4. Check on Text B and exercises. (25')
5. Test of Unit 1. (10')
Speaking Course (two periods)
Objectives:
1. Learn how to talk about food and the expressions in restaurants.
2. Learn to talk about health.
Course Arrangement:
1st period:
1. Deliver handout on expressions about food and restaurant and familiarize Ss with vocabulary on the topic. (10')
2. Role Play (15'): one acts as a diner and the other a waiter or waitress.
3. Further group discussion on food based on the questions: (10')
1) What are the specialties of food in your hometown?
2) Discuss the pros and cons of Chinese and western food.
4. Ss' presentation. (10')
2nd period:
1. Deliver handout on expressions of health and familiarize Ss with vocabulary on health. (10')
2. Distribute a survey paper for Ss to interview 2 people in the class and make some notes about their answers. (25')
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Questions |
S1 |
S2 |
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Do you consider alcohol a drug? And Why? |
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Do you take medicine when you are sick? Why or why not? |
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What do you know about AIDS? |
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Do you think it is unhealthy to keep a cat in your home? Why? |
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What are some things that cause stress? What are some ways to deal with stress? |
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What are some things people can do to keep healthy? |
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What kind of pollution is the most risky? |
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What do you think of cosmetic surgery? |
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If you were President of China, what would you do to improve Chinese's health? |
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3. Ss' presentation to the class (10').