1. Unit 14

2. Objectives In this unit students are required to: 1.master the Main language structures 2.practice listening comprehension 3.learn dialogues 4.do some preparation activities such as discussion, group work, pair work to practice their spoken skill and communicative skills 5grasp some new words and try to use these words which help them to enrich their vocabulary 6.read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension 7do some post-reading exercises in the Workbook to practice what they have got to know in class to practice their spoken skill and communicative skills.

3. Teaching Tasks and Process Language Structures Dialogue I 1. Warm-up Questions 2. Main Idea 3. Language Points Reading I 1. Warm-up Questions 2. Structure Analysis 3. Language Points Reading II 1. Warm-up questions 2. Structure Analysis Exercises / Discussion Assignments

4. Language Structures Indirect speech introduced by various kinds of reporting words Barbara advised Albert to take a holiday. Barbara suggested that Albert should take a holiday.

5. Dialogue I Reform in Education

6. Warm-up Questions Why is reform in education of great significance to the modernization of the country? How can our students truly make contributions to the modernization program? Are you satisfied with our present teaching method? Why or why not? What suggestions do you have on the methods of teaching?

7. Main Idea B is telling A about China’s educational reform. He explains the drive and the priorities of the reform. He also illustrates students’ role in the reform of teaching methodology and their concerns in the educational reform.

8. Language Points In order to modernize our country, we need millions of dedicated skilled workers … dedicated: adj. wholly committed to a particular course of thought or action; devoted e.g. All his life he has been a dedicated fighter against corruption. There was a whole generation of Marxists dedicated to the emancipation of all mankind.

9. In the process, we have come to understand that education takes priority inn our modernization program. takes priority: comes first, is regarded as more important than other things e.g. The badly wounded take priority for medical attention over those only slightly hurt.

10. The government is now implementing the strategy of national development … implement: v. put into practical effect; carry out e.g. The committee’s decisions will be implemented immediately in full. His idea was implemented through the programme.

11. Prospective teachers must show their qualifications for teaching. prospective teachers: those who will become teachers. prospective: adj. expected or likely to be e.g. We are debating a prospective move to the suburbs. Is this company our prospective customer?

12. Reading I Girls and Boys Come Out to Play

13. Warm-up Questions Explain the statement: “a ‘lost’ ball provided a passport into the girls’ school next door.” What does the Maginot line refer to in the passage? What is the purpose of education according to the author?

14. Structure Analysis This passage explores the social and educational reasons for single sex education. The passage begins with an episode of the writer’s teenage experience in a single sex school, illustrating the artificiality of single sex education. At the end of the third paragraph, the writer introduces his main argument for the merit of single sex education. The fourth, fifth and sixth paragraphs illustrate how girls in a single sex school can effectively avoid boys’ domination of the class and get full attention from the teacher. The seventh and eighth paragraphs further illustrate how girls and boys in single sex schools can freely develop their talents to the full without having to conform to stereotypes. The last paragraph, as a conclusion, suggests mixed schools with occasional separate classes as a solution.

15. Language Points This becomes a habit and boys get used to being assertive and in control … assertive: adj. inclined to bold or confident assertion; aggressively self- assured e.g. I can tell from his assertive tone that he believes in her innocence.

16. … while girls learn to give way and to play a subordinate role. subordinate: adj. subject to the authority or control of another e.g. Everything else is subordinate to the need for conserving heat. He treated his subordinates like slaves. We’ve learnt to subordinate our own interests to the general good of the group.

17. Having to contend with the complications of adolescence at the same time exacerbates the problem. contend with: deal with e.g. It is hard to contend with poverty.

18. Perhaps we needed to dominate someone and these were our substitute girls. substitute: n. one that takes the place of another; a replacement 替代者；代用品： 代替物 e.g. At celebrations, there is no substitute for champagne. Ms. Smith is ill, so a substitute is teaching today. She substituted a fake diamond for the original.

19. Reading II Life at College

20. Warm-up Questions Are university students in Britain chosen in a similar way as or differently from what we do in China? Do students in Britain choose their universities in a similar way as or differently from what the Chinese students do? What experience do “freshers” usually have during their first week at the university? Did you have the same experience?

21. Structure Analysis This passage gives a general introduction of British college life. The first section introduces how British universities recruit new students and how university students are financed. The second section illustrates the independence and freedom that university students enjoy in their university life. The last section introduces the accommodation and social groups available to the “freshers” and how their academic life prepares them for their final degree.

22. Exercises / Discussion Do some post-reading exercises in groups.

23. Assignments Do the guided writing and translation in Workbook.