Lesson Plan for Book 3 Table of Contents Teacher Works

Lesson Plan for Book 3 Table of Contents Teacher Works
I. Lesson Plan 教学计划 1. Objectives 教学目标 2. Theme Overview Chart 主题一览表 3. Teaching Procedures 教学程序 4. Skill Development: 如何做调查与探究 5. Instructor ’ Checklist 教师评价方案 6. Progress Monitoring Assessment 教学过程监控评估 7. Summative Assessment 综合性评价 II. Teaching Content Pre-reading Tasks Duty Report 值日生报告 Class activities 课堂活动 Background information 背景知识 While-reading Tasks Text Organization 课文结构 Text comprehension 课文理解 Text analysis 课文分析 Language Development 语言技能 Post-reading Tasks Group Discussion 小组讨论 Writing Strategy 写作技巧 Language Sense Enhancement 语感强化 Assignment 家庭作业 Preview Next Unit 预习下课 Students’ Materials 2008年-2009年度第2学期大学英语3教学计划 Handouts for Ss 学生课前学习提纲 IV Research Overview 课程科研总结 Task-Driven Research-Inquiry-Report Self-Study Model 任务驱动的调查—探究—报告自主学习模式 Communication-Oriented Language Dynamic Input Model of Class 以交际活动为导向的语言动态输入课堂模式

Theme Overview Chart 主题一览表
Lesson Plan for Book 3 Teacher Works TEACHING OBJECTIVES 课程教学目标 Use Task-driven RIR Method to improve Ss’ self-study ability 任务驱动的调查—探究—报告(RIR)自主学习模式提高学生自主与合作学习能力 Integrate knowledge of language and abilities for practical use; 提高综合语言技能运用能力 Establish a simulated environment for Ss’ interaction。建立模拟交流互动环境 Introduce relative cultural information about the texts; 介绍课本相关文化背景知识 Theme Overview Chart 主题一览表 Unit 1 Changes in the Way We Live Unit 2 Civil-Rights Heroes Unit 3 Security Unit 4 Extraterrestrials Unit 5 How to Celebrate Holidays Unit 6 The Human Touch Text A Mr. Doherty Builds His Dream Life Text B American Family Life: The Changing Picture Text A The Freedom Givers Text B The Dream, the Stars and Dr.King Text A The Land of the Lock Text B Why I Bought a Gun Text A The Watery Place Text B Is There Life on Planets Circling Other Stars? Text A Writing Three Thank-You Letters Text B Where Is Home? Text A The Last Leaf Text B Thank You, Ma’m

Teaching Procedures 教学程序
Lesson Plan for Book 3 Teacher Works The whole lesson will cover 6 units within the term, with a theme for each one. Each unit has 4 parts: Part I: Pre-reading task Part II: Text A Part III: Text B for home reading Part IV: Theme-related language learning tasks Teaching Procedures 教学程序 Planning the Unit 准备资料 For Ss: Reading assignment before class 学生学习提纲 Points for Discussion in class Unit Resources Learning focus For Instructor: Background Resources 教师资料包 Theme Opener and extension Research and Inquiry Instruction Theme-related writing Strategy

Warming-Up Activities
Lesson Plan for Book 3 Teacher Works Teaching the Unit 教学安排 Teaching procedures and time allotment 教学步骤与时间分配 Pre-reading Tasks 热身活动 Duty Report 值日生报告 min Class activities 课堂活动（供选） 20min Background information 背景知识 15min Warming-Up Activities 35-45min Listen to songs Watch videos Group discussion Presentation Role play Speech 80-85min While-reading Tasks Text Organization 课文结构 5min Text comprehension 课文理解 20min Text analysis 课文分析 20min Vocabulary 词汇扩展 20min Complex sentences 难句解读 10min Post-reading Tasks 40-50min In-class exercises 课堂练习 min Group discussion 小组讨论 min Theme-related Writing Strategy 写作技巧 min Home-reading: Text B 课后阅读 After-class exercises 课后练习 Preview next unit 预习下课 Writing 主题报告 Assignment

Research and Inquiry 如何做调查与探究
Lesson Plan for Book 3 Teacher Works Skill Development 特色技能训练 Research and Inquiry 如何做调查与探究 How to prepare for a duty report or collect material for the debate. Follow the steps: 如何为值日生报告或课堂辩论准备资料： Inquiry Strategy Step 1 Planning a Project 计划方案 Choose a theme. 选择主题 Make a list of theme-related facts and details Ask Ss to collect materials before class and then describe them. Information is available on the net as well as in the information books. Use them to find out about the topic. Doing the Project 制作方案 How can Ss share what they have learned? (See next page.) Step 2 The instructor may suggest: 教师指导意见 A collage of photos that show the theme. Choose a perspective intriguing. Creating a checklist to see what has missed. Help Ss decide what materials they will need for their presentation. Step 3 Viewing and Evaluating 计划修定 Improve the language and structure. Broaden the visions.

Instructor ’ Checklist 评价主题方案 Scoring for the Theme Project 主题方案评分
Lesson Plan for Book 3 Teacher Works Skill Development 特色技能训练 Instructor ’ Checklist 评价主题方案 Assess the Research Project Research Process Presenting Representing √ Where did you find the best project ideas? √ Did you use the information books or the online resources? √ Did you make up questions for your audience? √ Did you come at your own opinions? √ What was the hardest part of the project? Speaking √ Did you rehearse your presentation? √ Did you speak in a clear voice and use complete sentences? √ Did you relax and smile at your audience? √ Did you show pictures or photos to go with your project? √ Did you pass around your visuals for everyone to see? √ Did your visuals help your audience understand what you were telling about? √ Used multiple resources to gather information. Scoring for the Theme Project 主题方案评分 A. Excellent B. Good C. Fair D. Unsatisfactory The student presents the information clearly include many details may make sophisticated observations. clearly fulfills all the steps of the projects provides adequate details may make several relevant observations attempts to present some of the steps of the project may offer few, or vague supporting details may make few, or irrelevant observations may not grasp the task may present incomplete or irrelevant information may have extreme difficulty with research or organization.

Progress Monitoring Assessment 教学过程监控评估 The Assessment Process 评估过程
Lesson Plan for Book 3 Teacher Works Progress Monitoring Assessment 教学过程监控评估 Teaching Effects Reflection 教学效果反思 A page is left at the end of each unit to record lessons that work well or need to be adapted for future reference Ongoing Informal Assessments 实时非正式评估 These measures are used at the end of each unit (every 2 weeks). These measures cover all domains in the content standards. Ss’ feedbacks in class will be attentively noted down and then analyzed so that the weak joints could be attached more attention. Daily Quick Check Observations (See Instructor’s checklist and Quick Check 教师指导与快速核查) Formal Assessment 正式评估 Unit Assessment (See Instructor’s Notes) The Assessment Process 评估过程 The assessment process is making instructional decisions based on assessment information. All decisions should be based on “multiple measures ”or more than one kind of assessment or set of scores. The process starts with collecting assessment evidence (test result, observation). The next step is to make instructional decisions based on the conclusions. This process is ongoing: collect evidence, interpret, make decisions…

The Assessment Process 评估过程 Summative Assessment 综合性评价
Lesson Plan for Book 3 Teacher Works The Assessment Process 评估过程 Collect and Review 收集与回顾评估数据 Assessment Evidence Use multiple sources of evidence (test scores, observations) Decide what the evidence means. Compare and contrast scores and observations with other assessment results. 分析数据反映的问题 Make Instructional Decisions based on the conclusions. 提出指导意见 Summative Assessment 综合性评价 Give once every term to determine whether Ss have mastered the grade-level content standards and to document long-term academic growth.

Unit 1: Changes in the Way We Live
` Theme: Changes in the Way We Live Unit 1: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life Pre-reading Task Objectives Warming-up Activities Duty Report 10min Invite 2 groups of Ss to deliver the duty report based on the pre-class question: What changes can we feel in the way we live? Materials Ss’ reference materials (offered before class) Download from Instructor’s Notes Talk with Ss to find out how our lives have changed as a result of scientific innovation. Tell Ss that the changes could be two- edged: Explain: It provides convenience to the daily life and free people from tedious work; on the other hand, it enslaves people into more desires. Instructor’s Checklist Presentation of Duty Report √ Did Ss show pictures or photos to go with the project? √ Did the visuals help the audience understand speakers‘ idea? √ Did Ss rehearse the presentation? √ Did Ss speak in a clear voice and use complete sentences? √ Did Ss make up questions for the audience? √ Did Ss come at their own opinions?

` Theme: Changes in the Way We Live Unit 1 Digital Resources
Group Discussion 10 min Unit 1 Divide Ss into small groups and give each one angle of changes. Ss are required to note down the key points on the paper and then deliver it in class. Quick Check Can Ss identify the changes? Transportation Communication During Small Group Instruction If no Provide more clues (language help and perspectives) If yes Note down the key points and prepare to speak before class. Living condition Food Changes Travelling Learning Festivals Farm work Housework Others Digital Resources

Warming-up Activities
` Theme: Changes in the Way We Live Pre-reading Task Objectives Warming-up Activities Listen to the song. Talk about its theme. Unit 1 Play the song Out in the Country 5min Discuss with Ss: Materials What is the song about? How is the song related to the theme of this unit? For the song: Script for the recording on pages Song from the learning disc. Instructor’s Notes For group discussion: See “Discussion and Debate” in teacher’s reference CD-ROM Tell Ss that the song is all about taking a break from city life, escaping from the crowds. (point to the city and country photos) The singer needs a break because the pace of life has quickened, the environment has changed and the old life style is gone. Routines Following Directions Why The instructor’s ability to manage the classroom depends on Ss’ ability to understand and follow directions, How Keep the directions short and simple. Explains what is expected, one step at a time. Ss repeat or explain directions. Be concrete and offer a model for Ss to follow. Group discussion min What do you know about country life in China? What do you know about city life in China? Do you dream about living a country life? Why are tourists willing to pay to spend a day in a farmer’s house? Why do so many migrant workers move from the country to the city? Instructor’s Notes Ask representatives of small groups to report to class the discussion results. Sum up the discussion: People change their places of living because they look for things that their previous life unable to provide. However, once life has been changed, they miss the good old days.

` Theme: Changes in the Way We Live Unit 1 the countryside
Objectives Cultural Background Information 15 min Get to know some related background information so that Ss can have a better understanding its cultural connotation. Unit 1 the countryside The countryside of Britain is well-known for its beauty and many contrasts: its bare mountains and moorland, its lakes, rivers and woods, and its long, often wild coastline. Many of the most beautiful areas are national parks and are protected from development. When British people think of farmland, as well as open spaces, they imagine cows or sheep in green fields enclosed by hedges or stone walls, and fields of wheat and barley. Many people associate the countryside with peace and relaxation. They spend their free time walking or cycling there, or go to the country for a picnic or a pub lunch. Only a few people who live in the country work on farms. Many commute to work in towns. Many others dream of living in the country, where they believe they would have a better and healthy lifestyle. Only about 20% of Americans live outside cities and towns. Life may be difficult for people who live in the country. Services like hospitals and schools may be further away, and going shopping can mean driving long distances. Some people even have to drive from their homes to the main road where their mail is left in a box. In spite of the disadvantages, many people who live in the country say that they like the safe, clean, attractive environment. But their children often move to a town or city as soon as they can. As in Britain, Americans like to go out to the country at weekends. Some people go on camping or fishing trips, others go hiking in national parks. Photo Collection: The countryside

Fahrenheit / Celsius scale
` Theme: Changes in the Way We Live Cultural Background Information 15 min Unit 1 Fahrenheit / Celsius scale Fahrenheit scale: a scale of temperature, first established by the German physicist Gabriel Fahrenheit in the unit of temperature is the degree Fahrenheit (℉), and 0℉ was originally the coldest temperature Fahrenheit could achieve using a freezing mixture of salt and ice. On his scale, water freezes at 32 ℉ and boils at 212 ℉ (under set atmospheric conditions). No longer used in scientific work, Fahrenheit temperatures still feature in everyday language; hot days “in the eighties”, for example. To convert a Fahrenheit temperature to Celsius (centigrade), subtract 32, then multiply by 9/5. Celsius scale: a scale of hotness, or temperature, first established by the Swedish scientist Anders Celsius ( ) in On this scale, the unit of temperature is the degree Celsius (℃); water freezes at 0℃ and boils at 100℃ (under agreed standard atmospheric conditions), although when Celsius originally devised the scale he made 0º the boiling-point and 100º the freezing-point. The Celsius scale was formerly commonly known as the centigrade scale because of the 100 divisions between the freezing- and boiling-points of water. To convert a Celsius to degrees Fahrenheit multiply by 9/5 and add 32. Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation.

` Theme: Changes in the Way We Live Unit 1
Cultural Background Information 15 min Unit 1 Buying Insurance Objectives People face many choices when buying insurance policies. They commonly choose an insurance provider based on several criteria. Some of the most important of these include: 1) the financial stability of the insurance company, 2) the price of policies, and 3) details of coverage and service. Only a financially sound company can fulfill its promise to pay in all circumstances. Companies with proven records of stability can provide insurance security. Choice of a provider based solely on price, on the other hand, may result in poor service and coverage, even if the provider advertises comprehensive coverage and high quality service. People seeking to buy insurance often use the services of an insurance agent or broker to assist in their purchase. Most insurance falls into four main categories, according to what it covers: 1) property and casualty, 2) life, 3) health and disability, and 4) old-age and unemployment. Insurers commonly refer to insurance purchased by individuals as personal lines coverage and to insurance purchased by businesses as commercial coverage. Get to know some related background information so that Ss can have a better understanding its cultural connotation.

Individual Retirement Account (IRA)
` Theme: Changes in the Way We Live Cultural Background Information 15 min Objectives Unit 1 Ivy League Get to know some related background information so that Ss can have a better understanding its cultural connotation. Eight long-established colleges and universities in the United States with prestigious academic and social reputations. Members of the Ivy League are Brown University in Providence, Rhode Island; Columbia University in New York City; Cornell University in Ithaca, New York; Dartmouth College in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; University of Pennsylvania in Philadelphia; Princeton University in Princeton, New Jersey; and Yale University in New Haven, Connecticut. The members of the Ivy League compete in intercollegiate athletics. Sports Illustrated A popular US sports magazine published each week by Time Inc, part of Time Warner. It first appeared in 1954, and is read mainly by men. The magazine also publishes the Sports Illustrated Sports Almanac every year. AUS government plan that allows people to put part of their income into special bank accounts. No tax has to be paid on this money until they retire. Individual Retirement Account (IRA)

Text A Mr. Doherty Builds His Dream Life
` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 2 min Objectives INTRODUCTION Ask Ss to read the title and think about what dream life means to Mr..Doherty and where does he build it. The writer views his life in the country as a self-reliant and satisfying one. After quitting his job, though life in the country is sometimes very hard, a tolerance for solitude and a lot of energy have made it possible for the family to enjoy their life in the country. Discuss the theme. Learn about the author. Materials ABOUT THE AUTHOR 5 min Recommended Books: by E. B. White E. B. White: Leading American essayist and literary stylist of his time. White was known for his crisp (lively), graceful, relaxed style. From 1929 White worked for The New Yorker's weekly magazine, remaining in its staff for the rest of his career. White's favorite subjects were the complexities of modern society, failures of technological progress, the pleasures of urban and rural life, war, and internationalism. He was skeptical about organized religion, and advocated a respect for nature and simple living.

` Theme: Changes in the Way We Live
Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 Text Analysis Text Organization min Parts Contents Paragraph Part 1 The writer views his life in the countryside as a self- reliant and satisfying one. Para1-3 Part 2 Life in the country is good yet sometimes very hard. Para 4-7 Part3 After quitting his job, the writer’s income was reduced, but he and his family can manage to get by Para 8-11 Part 4 A tolerance for solitude and a lot of energy have made it possible for the family to enjoy their life in the country. Para 12-15 Objectives Know how the text is organized Identify the writing pattern: develop a paragraph from topic sentences to supporting sentences. STRAGEGY Recognize Text Structure min From topic sentence to supporting sentences Instructor’s notes Observation: One of the basic skills for writing a composition is how to develop a paragraph from topic sentences to development / supporting sentences. While reading the text, try to locate the topic sentences and controlling ideas. Observation Why Observation is a good way to motivate Ss’ to self- study. How Give Ss the clue that some paragraphs use the same writing strategy to development the idea. Para 2: Q: How does the author develop the point that it’s a self-reliant sort of life? It’s self-reliant because… We grow… keep us in…, with …left over… provide sb. With… make it through the heating season It’s a self-reliant sort of life.

Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 STRAGEGY Recognize Text Structure Para 3: Controlling idea: satisfying In the summer: canoe; go picnicking; take bicycle rides In the winter: ski and skate; sunsets; smell and sound; hawks and deer Objectives Know how the text is organized Identify the writing pattern: topic sentences followed by sub-topic sentence to provide further details. Para 12-13: These 2 paragraphs are a little bit complicated for they have one topic sentence and two sub-topic sentences. Controlling idea of the topic sentence It takes a couple of special qualities Controlling idea of the sub-topic sentences One is a tolerance for solitude The other requirement is energy. Details for the 1st sub-topic sentence No entertainment; No social activities; Jim and Emily stayat home Details for the 2nd sub-topic sentence: No money to buy expensive labor-saving devices.

Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 STRAGEGY 8 min Transitional Devices Instructor’s notes Observation Why Observation is a good way to motivate Ss’ to self- study. How Give Ss the clue that some paragraphs use the same writing strategy to development the idea. Observation: Sometimes there is no need to use explicit transitional devices between the lines, the text is a case in point. No transitional devices between detail sentences; Time words or phrases: Examples: Para 4 three months ago three months from now recently later this month Para 7 conjunctions first, then, then,eventually. Summary 5 min Objectives All through the text, the writer tells about both the happiness and hardships the family have experienced in the country. The following is a list of the happy moments and events as well as a list of the hardships they experienced: Recognize the writing pattern and apply in writing Learn how to use comparison and contrast Learn to use transitional devices Summary of the main idea of the text Happy Moments and Events Hardships growing nearly all their fruits and vegetables Working hard both in winter and in summer canoeing, picnicking, long bicycle rides, etc harsh environment and weather condition keeping warm inside the house in winter anxious moments after the writer quit his job writing freelance articles cutting back on the daily expenses Earning enough money while maintaining a happy family life Solitude

` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 Language Development 20 min Objectives Vocabulary Extend the vocabulary Deal with difficult sentences. get by: be good enough but not very good; manage to live or do things in a satisfactory way My parents managed to get by on a small amount of money. It is a little bit difficult for the old couple to get by on such a small pension We can get by with four computers at the moment, but we’ll need a couple more when the new staff members arrive. haul: 1) transport, as with a truck, cart, etc. The farmers haul vegetables to the market on a truck every morning. The rescue team hauled medical supplies and food to the flooded villages. 2) pull or drag sth. with effort or force A crane had to be used to haul the car out of the stream. Rescue workers hauled passengers out of the crashed train. stack: make into a pile Once the last few people had left the hall, the caretakers began stacking the chairs Before being processed into lumber, the wood must be carefully stacked to prevent warping.

` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 Language Development Vocabulary Objectives get through: come successfully to the end The local government has taken some measures to ensure that all the people will get through the winter. She got through the entrance examination and was accepted by the college. at that point: at that very moment, right then The train was now only a couple of yards from the kids on the track. At that very point, Anthony threw himself forward and pulled them clear. The man suddenly held up a poster. At that point, all TV cameras were pointed at him. on balance: with all things considered I think, on balance, I didn’t treat you unfairly. On balance, it’s probably not advisable to change the company’s name. illustrate: provide with visual features; clarify by use of examples, etc. Let me use another example to illustrate this difficult point. Extend the vocabulary Deal with difficult sentences.

Text A Mr. Doherty Builds His Dream Life Translate: 我们自家的蜜蜂为我们提供蜂蜜.
` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 Language Development 10 min Complex Sentences Objectives Our hens keep us in eggs, with several dozen left over to sell each week. Extend the vocabulary Deal with difficult sentences. 我们的母鸡让我们每天都能吃上鸡蛋,而且每周还能剩下好几十个拿去卖. keep oneself/sb. in sth.: give or allow oneself/sb. a regular supply of sth. Translate: 我们自家的蜜蜂为我们提供蜂蜜. be left over for 留下,剩下 There was lots of food left over for the poor. We cut enough wood to just about make it through the heating season. 我们自己动手砍柴,足可供过冬取暖之用. heating season 取暖季节 growing season 生长季节 flood season 洪水期 just about nearly, almost Translate: 我大概是在这儿遇到的他. I met him just about here

` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life While-reading Task Unit 1 Objectives Language Development Extend the vocabulary Deal with difficult sentences. Complex Sentences 我大概是在这儿遇到的他. I met him just about here Soon Jim, 16 and Emily, 13, the youngest of our children, will help me make some long-overdue improvements on the out-door toilet that supplements our indoor plumbing when working outside. (line 19-22) 过些时候，四个孩子中的两个小的，16岁的吉米和13岁的埃米莉，会帮着我一起把拖了很久没修的室外厕所修葺一下，它是我们户内管道设施的补充，专为室外干活修建的。 Besides the usual household routine, she oversees the garden and beehives, bakes bread, cans and freezes，drives the kids to their music lessons, practices with them，takes organ lessons on her own, does research and typing for me , writes an article now and then, tends the flower beds, stacks the little wood and delivers the eggs. There is, as the old saying goes, on a place like this – no rests for the wicked, and not much for the virtuous either. (line 27-32) 除了日常的家务，她还照管菜园和蜂房，烘烤面包，将食品装罐、冷藏，开车送孩子学音乐，和他们一起练习；自己还要上风琴课，为我做些研究工作并打字，自己有时也写写文章，还要侍弄花圃。堆木柴、运送鸡蛋。正如老话说的那样，在这种情形之下，坏人不得闲贤德之人也歇不了。

` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life Post-reading Task Unit 1 English Learners Group Discussion 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Introduce to Ss KWL method and ask to answer the questions like: What I know about living in the city and living in the country? Students will compare/contrast life in the city and life in the country. Points for Discussion In what ways does the author think that the quality of life has improved for him and his family? In your opinions, which is better, living in the country or living in the city? Give reasons? What do you think are possible ways to improve the quality of our lives? Quick Check Can Ss deliver their opinions on the changes in the way we live? If no Look back into the text clues. If yes Extend their visions.

Text A Mr. Doherty Builds His Dream Life Post-reading Task Unit 1 STRAGEGY Writing Strategy 15 min Comparison and Contrast Objectives Comparing or contrasting enables us to understand each of the two things more clearly. For comparison (similarities): likewise, similarly, in a similar way, in the same way, just as…so… For contrast (differences): unlike, however, although, while, whereas, on the other hand, in contrast, on the contrary. Use the vocabulary learned in the text and present their ideas. Learn how to use comparison and contrast Learn to use transitional devices Build up word bank and develop language sense. Language Sense Enhancement 15 min In-class exercises (options) Language Focus Do exercises on P14-17 Word Formation Do exercises on P18 Structure Do exercises on P20-21 Comprehension Do exercises on P21 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases.

Text A Mr. Doherty Builds His Dream Life Title: Love It or Leave It?
` Theme: Changes in the Way We Live Text A Mr. Doherty Builds His Dream Life Post-reading Task Unit 1 Assignment Paper Writing Title: Love It or Leave It? Review Writing Strategy and use comparison and contrast in paragraph writing with the reference to the given model paper. Reconsider your city life, then write a composition entitled Love It or Leave It? Materials Preview Unit 2 Ss’ reference materials (offered beforehand) Download from 2 min Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus

Instructor notes College English Book 3 Date:
Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Instructor notes

Instructor notes A College English Book 3 You did a good job! Date:
Use this page to record the problems Ss’ homework reflect: vocabulary, grammar, writing, etc. College English Book 3 Date: My Country Life, My Dream Life by Liu Changle, ClassA163 Instructor notes Contrast has been used here Born in the country, I have lived with it for many years, and I will follow it in the rest of my life, for I love it from my inner-heart. Compared with the urban-city life, there exists lots of inconvenience, though. For example, the traffic is poor ,the work sometimes may be tough ,the education falls behind, and one can hardly sense the high pace of the modern world, what’s worse, the life in the country probably be boring to the majority. However ,that’s nothing to me, what I really want is a peaceful life----which is easy but happy life. In the country, no matter what season is it, I can get what I really want. I can go outing in the spring with my friends or families, writing my feelings, and then, share the essays with them; laying on the grassland with hands crosssed under my head watching the pretty blue sky after one-day hard work will certainly be wonderful, then in the golden season, though the work may be the toughest in the year around, I can get a big harvest with my family, and enjoy the happiest time of the year, there can be nothing better than it comes to the thought of eating what we planted in the next year. Far away from the polluted air and water, without noise and busy workmates, with a group of big-hearted neighbors, I can live a peaceful life and enjoying my country life ----my dream life. Examples are given to emphasize the idea. You did a good job! Structure is complete! A ＋

` Theme: Civil-Rights Heroes Unit 2: Civil-Rights Heroes
Text A The Freedom Givers Pre-reading Task Objectives understand the main idea ( early civil-rights struggles in the US, esp. the Underground Railroad ). Learn to use library resources and other resources for information. Grasp the key language points and grammatical structures in the text. Warming-up Activities Unit 2 Duty Report 10min Invite 2 groups of Ss to present their research projects on the three famous civil-rights literature works: Uncle Tom’s Cabin by Harriet Beecher Stowe Gone with the Wind by Margaret Mitchell I Have a Dream by Martin Luther King, Jr. Materials Ss’ reference materials for Unit 2 Download from Declaration of Independence Emancipation proclamation Pair Work The words in the novels or articles that most impress you and explicate your understanding; Make a summary of a historical event and comment on its influence. Introduce a simple biography of an important feature of civil rights advocators in history. Literature Resources Uncle Tom’s Cabin by Harriet Beecher Stowe Gone with the Wind by Margaret Mitchell I Have a Dream by Martin Luther King, Jr.

` Theme: Civil-Rights Heroes Pre-reading Task Objectives Warming-up Activities Listen to the song. Talk about its theme. Unit 2 Play the song Abraham, Martin & John 5min Discuss with Ss: Materials What is the song about? Who are Abraham, Martin, John and Bobby? What did these people stand for? Why did they all die young? For the song: Script for the recording on pages 312 Song from the learning disc. Instructor’s Notes For group discussion: See “Discussion and Debate” in teacher’s reference CD-ROM The song is about civil-rights heroes. All are American. All are assassinated and dead young. Abraham: “he freed a lot of people” refers to the fact that he freed the slaves. John: President John F. Kennedy helped people to free themselves. Martin: a great speaker Bobby: Bobby Kennedy, gunned down Routines vocabulary Extension Why Ss’ reading ability depends on the volume of vocabulary. How Increase the vocabulary by reading the theme- guided collection of books. Note down the new words and review regularly. Select one of the theme of interest and read on a schedule. Listen and read along 10 min Gettysburg Address Ask Ss to listen to the recording and then read along. Explain to Ss the background information about the delivery of the address. Invite 2-3 students to imitate the address and perform before the class.

` Additional Resources Theme: Civil-Rights Heroes Unit 2
Objectives Gettysburg Address Get to know some related background information so that Ss can have a better understanding its cultural connotation. Four score (20) and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. 87年前，我们的先辈们在这个大陆上创立了一个新国家，它孕育于自由之中，奉行一切人生来平等的原则。现在我们正从事一场伟大的内战，以考验这个国家，或者任何一个孕育于自由和奉行上述原则的国家是否能够长久存在下去。我们在这场战争中的一个伟大战场上集会。烈士们为使这个国家能够生存下去而献出了自己的生命，我们来到这里，是要把这个战场的一部分奉献给他们作为最后安息之所。我们这样做是完全应该而且是非常恰当的。 Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract 但是，从更广泛的意义上来说，这块土地我们不能够奉献，不能够圣化，不能够神化。那些曾在这里战斗过的勇士们，活着的和去世的，已经把这块土地圣化了，这远不是我们微薄的力量所能增减的。

` Additional Resources Theme: Civil-Rights Heroes Unit 2
Objectives Additional Resources Get to know some related background information so that Ss can have a better understanding its cultural connotation. Unit 2 Gettysburg Address The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. 我们今天在这里所说的话，全世界不大会注意，也不会长久地记住，但勇士们在这里所做过的事，全世界却永远不会忘记。毋宁说，倒是我们这些还活着的人，应该在这里把自己奉献于勇士们已经如此崇高地向前推进但尚未完成的事业。 It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth. 倒是我们应该在这里把自己奉献于仍然留在我们面前的伟大任务——我们要从这些光荣的死者身上汲取更多的献身精神，来完成他们已经完全彻底为之献身的事业；我们要在这里下定最大的决心，不让这些死者白白牺牲；我们要使国家在上帝福佑下得到自由的新生，要使这个民有、民治、民享的政府永世长存。

` Theme: Civil-Rights Heroes Unit 2 Cultural background information
15 min Unit 2 Objectives Tell Ss that when we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or place from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians. Get to know some related background information so that Ss can have a better understanding its cultural connotation. Vocabulary Christianity the Creator, an African American Moses, Quaker, Bible, Methodist Bethlehem, salvation.

` Theme: Civil-Rights Heroes Unit 2 Cultural background information
Objectives Unit 2 Get to know some related background information so that Ss can have a better understanding its cultural connotation. materials Introduce to Ss the terms and explain them (the time the event happen, its significance, etc)

` Theme: Civil-Rights Heroes Unit 2 Digital Resources
Cultural background information Objectives Unit 2 Get to know some related background information so that Ss can have a better understanding its cultural connotation. The Early Methodist Digital Resources I Have A Dream Civil Rights March

Historical Documentation
` Theme: Civil-Rights Heroes Additional Resources Objectives Further understanding: Ss can take a particular perspective to look at the the necessity of civil-rights Movement Access to additional digital resources provided. Unit 2 Preview 5 min Display the history documentation. Ask Ss to look into the historical reasons that lead to the Civil-Rights Movement Explains to Ss that for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom’s Cabin. T checks Ss understanding and, if necessary, give further guidance (see Text Analysis). Materials Cultural Notes 5 min Introduce what is slavery and its influence in American history. (American Civil War) Historical Documentation

Text A The Freedom Givers
` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 5 min INTRODUCTION Objectives Ask Ss to read the title and see who the freedom givers are and their contributions. Introduce briefly the stories in the text to prepare the Ss the basic perception of those common freedom givers. Emphasize the connotation of “Underground Railroad”, which represents the struggle for the achievement of freedom. Discuss the theme. Get the basic knowledge of American Civil Rights. Text Analysis 10 min Observation: Scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part.) 2 minutes Explain the key language points in Part I and gives Ss practice. Ss sum up the main idea of this part, then identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 – “I was intent on telling their stories.”) Text organization Parts Contents Paragraph Part 1 It is high time to honor the heroes who helped liberate slaves by forging the Underground Railroad in the early civil-rights struggles in America. Para 1-5 Part 2 By citing examples the author praises the exploits of civil-rights heroes who helped slaves travel the Underground Railroad to freedom. Para 6-23

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 STRAGEGY Recognize Text Structure 10 min Global reading Following Directions Why The instructor’s ability to manage the classroom depends on Ss’ ability to understand and follow directions, How Keep the directions short and simple. If the instructor ask Ss to do more than one thing, explains what is expected, one step at a time. Check that they understand by asking them to repeat or explain directions. Be concrete. Whenever possible, demonstrate and model what you want Ss to do. Instructor’s Notes Ask Sts to scan the whole text and summarize the general idea of each part. Instruct Sts to describe the fundamental elements in one railway station and give the counterparts in the Underground Railroad. Observation: the usage of metaphor in writing. Railway Station Underground Railroad slaves traveling the Underground Railroad Guides who helped the slaves escape organizers, some courageous men and women the cites to change routes, safe houses along the Underground Railroad slaves’ escaping route Passengers Conductors Stationmasters Stations Railway Objectives Know how the text is organized Identify the writing pattern.

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 STRAGEGY Recognize Text Structure 15min The author tells three stories about the Underground Railroad and the early Black civil rights movement. They are representatives of all participants in this movement. Who are they? Please locate these names and summarize their deeds. Instructor’s notes Draw the graph on the blackboard to guide Ss’ reading John Parker Levi Coffin a freed slave who later turned into a courageous “conductor”; a brave white “conductor”; Three Freedom Givers Josiah Henson a slave who struggled his way to freedom with the help of the Underground Railroad. Objectives Know how the text is organized Learn the speed reading skills: search and locate the target words. Three Civil-Rights stories Story 1 After winning his own freedom from slavery, John Parker helped other slaves to escape north to Canada to get freedom. (Para 6-10) Story 2 Supported by a strong religious conviction, the white man Levi Coffin helped black slaves to escape at huge risk.(Para 11-15) Story 3 By traveling the Underground Railroad, Josiah Henson reached his destination and become free at last. (Para 16-23)

` Theme: Civil-Rights Heroes Josiah Henson Text A The Freedom Givers While-reading Task Unit 2 STRAGEGY Recognize Text Structure Observation: The name of Josiah Henson appeared at the beginning of the text, but the full story is not told until the last part. And consider the purpose for the author to compose in this way. Objectives Know how the text is organized Identify the writing pattern. Josiah Henson was born a slave on 15th June, 1789 in Charles County, Maryland. He was sold three times before he reached the age of eighteen. By 1830, Henson had saved up $350 to purchase his freedom. After giving his master the money he was told that the price had increased to $1,000. Cheated of his money, Henson decided to escape with his wife and four children. After reaching Canada, Henson formed a community where he taught other ex-slaves how to be successful farmers. His autobiography, The Life of Josiah Henson (1849) was read by Harriet Beecher Stowe and inspired her best-selling novel, Uncle Tom's Cabin. “He was confident that the Creator intended all men to be created equal. And he never gave up struggling for that freedom.” (L6) That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness ---Declaration of Independence

` Theme: Civil-Rights Heroes Josiah Henson Text A The Freedom Givers While-reading Task Unit 2 STRAGEGY Recognize Text Structure Ask Ss to read the story of John Parker (Para 6-10 ) and then sum up the main idea of this part Objectives John Parker was born into slavery in Norfolk, Virginia in He bought his freedom for $1,800 and in 1849 he and his wife moved to Ripley where he worked in the ironworks. Parker was an integral part of the Underground Railroad; he helped fugitive slaves cross the Ohio River from Kentucky as they went north to freedom. For nearly fifteen years Parker risked his life and his own freedom by hiding in coffins, diving off a steamboat into the river with bounty hunters on his trail as he fought for the freedom of the enslaved Know how the text is organized Identify the writing pattern. The John Parker House in Ripley, Ohio

Text A The Freedom Givers Knowledge of American geography
` Theme: Civil-Rights Heroes Josiah Henson Text A The Freedom Givers While-reading Task Unit 2 STRAGEGY Recognize Text Structure Ask Ss to read the story of Levi coffin (Para ) and then sum up the main idea of this part Objectives Know how the text is organized Identify the writing pattern. Levi Coffin was born in Greensboro, on 28th October, Later he became as a member of the Society of Friends. Coffin attempted in 1821 to start a school for slaves but their owners refused to allow them to attend. In 1826 Coffin moved to Newport, Indiana. This was on the route where fugitive slaves made their way from the South to Canada. Coffin soon became involved in helping the runaways and it has been estimated that over 3,000 slaves stayed at his home during their journey. Knowledge of American geography The Southern States (marked with blue and green): Al: Alabama, Ar: Arkansas; F: Florida; G: Georgia; L: Louisiana; M: Mississippi; N: North Carolina; S: South Carolina; Ten: Tennessee; Tex: Texas and V: Virginia The Deep South states are marked with green.

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Objectives Language Development 20 min Extend the vocabulary Deal with difficult sentences. Vocabulary slender: (of people) slim; not very wide but comparatively long or high Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet). settlement: a place where people have come to settle Manhattan was the site of the original Dutch settlement of New Amsterdam. These tools were found in an early Iron Age settlement. confident: feeling or showing trust in oneself or one's ability(usu. followed by about/of/that clause) Michael was confident that he would be enrolled by Harvard University. The more familiar you are with this machine, the more confident you will be about using it. The soccer team is quite confident of being able to win this important game.

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Language Development Vocabulary Objectives give up: abandon an attempt to do sth. He’s given up smoking since his illness. The rescue team had given up all hope of finding the two divers alive. She was working part-time but she suddenly gave up. ironically: it seems ironic (that) Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems. Ironically it is often the poorer people who give the most. racial: relating to a person’s race, or to different races of people Slavery is closely associated with racial prejudice, the belief that one race is superior to another. Mandela was elected President in South Africa’s first multi-racial elections, held in 1994. stand up (for sb. / sth.): speak, work, etc. in favor of sb. / sth.; support sb. / sth. You have to be prepared to stand up for the things you believe in. Don’t be afraid to stand up for yourself. Extend the vocabulary Deal with difficult sentences.

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Language Development Vocabulary Objectives impose: 1) place a (penalty, tax, etc.) officially on sb./sth. 2) try to make sb. accept (an opinion or belief) The government has made a decision to impose a further tax on wines and spirits. The local government tried to impose fines on the factories which poured untreated waste into the river. wouldn't want to impose my religious convictions on anyone. It may not be wise for parents to impose their own tastes on their children. as for: with regard to As for you request for a free sample, we will send it to you in about ten days. Some people have complained, but as for me I’m perfectly satisfied with the working conditions here. transport: take sth. / sb. from one place to another in a vehicle Recycling the costs of transporting natural resources to production sites is one of the key factors in economic competition. Pipelines are used mainly to transport liquids or gases over long distances. Extend the vocabulary Deal with difficult sentences.

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Objectives Language Development 10 min Extend the vocabulary Deal with difficult sentences. Complex Sentences Para 1 Alongside me was a slender woman in a black dress, my guide (who guided me) back to a time when the surrounding settlement in Dresden, Ontario, was home to a hero in American history. alongside prep. by the side of; side by side with. 我身边是一位苗条的黑衣女子，她是将我带回到过去的向导。那时，安大略省得雷斯顿这一带住着美国历史上的一位英雄。 The album took me back to a time when I was an infant. There was a time when I was so heartbroken. There comes a time when your holiday really starts. Para 2 For Josiah Henson has lived on through the character in American fiction that he helped inspire: Uncle Tom, the long-suffering slave in Harriet Beecher Stowe’s Uncle Tom’s Cabin. 因为乔赛亚•亨森至今仍为人所知是由于他所激发的创作灵感使得一个美国小说人物问世：汤姆叔叔，哈丽特•比彻•托斯的小说《汤姆叔叔的小屋》中那个逆来顺受的黑奴。

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Objectives Language Development Extend the vocabulary Deal with difficult sentences. Complex Sentences In 2004 a center in honor of the “underground railroad” opens in Cincinnati. In October 2000, President Clinton authorized(批准) $16 million for the National Underground Railway Freedom Center to honor this first great civil-rights struggle in the U.S.(L26) in honor of 向...表示敬意, 为祝贺... The third Sunday in June, observed in the United States in honor of fathers. He was honored for his courage in battle. 2004年，一个纪念“地下铁路”的中心将在辛辛那提州成立。 2000年10月，克林顿总统批准拨款1600万美圆建造全国“地下铁路”自由中心，以次纪念美国历史上第一次伟大的民权斗争。 Born a slave two decades before, in the 1820s, Parker had been taken from his mother at age eight and forced to walk in chains from Virginia to Alabama, where he was sold on the slave market. (L37) 20年前，即19世纪20年代，生来即为黑奴的帕克才八岁就被从母亲身边带走，被迫拖着镣铐从弗吉尼亚走到亚拉巴马，在那里的黑奴市场被买走。

` Theme: Civil-Rights Heroes Text A The Freedom Givers While-reading Task Unit 2 Objectives Language Development Extend the vocabulary Deal with difficult sentences. Complex Sentences Making the best of his lot, Henson worked diligently and rose far in his owner’s regard. (L72) lot n. 签, 拈阄; 运气, 命运 hold sb. in high / low regard 尊敬/蔑视某人 We must learn to make the best of a bad job. 我们要学着在不利情况下尽量少受损失。亨森非常认命,干活勤勉,深受主人器重 With no road signs and few maps, they had to put their trust in directions passed by word of mouth and in secret signs – nails driven into trees, for example – that conductors used to mark the route north. (L78) put trust in 信任, 信赖 Don’t put your trust in that man; he may trick you. 没有路标，也几乎没有线路图，他们赶路全凭着口口相告的路线以及秘密记号 – 比如树上钉着的钉子 – 是乘务员用来标示北上路线的记号。

` Theme: Civil-Rights Heroes Post-reading Task Unit 2
Objectives STRAGEGY Coherence 5 min Learn to summarize the main idea of the text Review: We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. Instructor’s notes Emphasize coherence and quotations are good ways to convince the readers in writing. STRAGEGY Quotations in Writing 5 min Observations: Why does the author sometimes quote directly from characters in the stories? Guide Ss that direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.” On other occasions, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know? I’m free!” His joy affects us all. Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.” (L60) Josiah Henson threw himself to the ground and shouted to astonished onlookers: “ Oh , no! Don’t you know? I’m free!” His joy affects us all. (L111)

` Theme: Civil-Rights Heroes Post-reading Task Unit 2 English Learners
Group discussion 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Ask Ss to use KWL method before the group discussion and check on what they have learned: √ What I know about the three freedom givers? √ What do I want to more people who involved in it? √ What did I learn? Objectives Points for Discussion Ss can build up the ability to work on some complicated Issues. Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are different. In what way is Josiah Henson different from Uncle Tom? We know slavery was abolished more than 100 years ago. Why does the author want to remind Americans of that part of history now? Black Americans have made great progress in getting full equality. Do you think there is still much left to be done? Quick Check Can Ss deliver their opinions on the Qs? If no Look back into the text If yes Extend their visions.

Text A The Freedom Givers Using Library Resources
` Theme: Civil-Rights Heroes Text A The Freedom Givers Unit 2 Post-reading Task STRAGEGY 15 min Instructor’s Notes Why Some issues are more complex and involve more advanced and culture- riented knowledge at higher level of English learning. How Get access to information available in the library, on the net and other possible sources. Make a draft before hand is the fist step to collect information. Note down in a list what can be used for project work. Using Library Resources Tell Ss that in writing about complex and serious issues which are not so familiar with, they may find information generated from brainstorming is not enough. Doing some library research on the issue is then quite necessary. General References Dictionaries, encyclopedias, Atlases, etc. Index, Catalogs, written or published on a subject Basic Library Resources Objectives Abstracts subject headings and key information condensed. Bibliographies A list of publications Get to know to work on information search and collection and develop language sense.

Text A The Freedom Givers Language Sense Enhancement
` Theme: Civil-Rights Heroes Text A The Freedom Givers Post-reading Task Unit 2 Assignment Preparing for a Speech Contest Title: I Have A Dream Instruct Ss to use library resources to collect some more data and write a draft for the speech. See more requirement on page 68. Language Sense Enhancement 15 min Materials Exercises (options) Language Focus Do exercises on P53 Structure Do exercises on P57 Comprehension Do exercises on P58 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases. Ss’ reference materials (offered beforehand) Download from Preview Next Unit 2 min Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus

Instructor notes College English Book 3 Date: Speech Contest
Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Speech Contest I Have A Dream This is my hope .This is the faith that I continue my steps with!!! Instructor notes With this faith， I will live though the strong wind and heavy rain ，never give up ! My dream was even to have a candy shop of my own I have a dream that one day， I can run， jump and pitch just like I used to be. I still have a dream .It is a dream deeply rooted in my soul. .

Unit 3 Security Text A The Land of the Lock Warming-up Activities
` Theme: Security Unit 3 Security Text A The Land of the Lock Pre-reading Task Objectives Grasp the main idea (America is deteriorating into “the most insecure nation”) Grasp the structure of the text (opening – body – conclusion); Learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading; Warming-up Activities Duty Report 10min Unit 3 Invite 2 groups of Ss to present their research and survey on the questions given before class. Lead in Ask Ss to listen to a story concerning bicycle thievery and then analyze the social reasons related to it. Materials Ss’ reference materials (offered before class) Download from I met a friend in the park last Sunday and I was so happy to ride his new bicycle. Long time no riding bicycle. It's wonderful... “How much is that bicycle”? I asked. “80 yuan”, he replied. “Do you know why it's so cheap”!!! “Oh, I understand. It's a thievery bicycle.” "Oh, so I know why my bicycle is so easy to lose” Instructor’s Checklist Instructor’s Checklist Presentation of Research √ Did Ss show pictures or photos to go with the project? √ Did the visuals help the audience understand speakers‘ idea? √ Did Ss rehearse the presentation? √ Did Ss speak in a clear voice and use complete sentences? √ Did Ss make up questions for the audience? √ Did Ss come at their own opinions?

` Theme: Security Unit 3 Group discussion Strategy
10 min Encourage Ss to tell their experience of being stolen and make a survey on it within the group. With the statistics, try to account for its reasons. Have you ever bought a thievery? Or do you wish to buy a thievery, such as bicycle, mobile? What problems can you see behind these phenomena? To prevent your bike from being stolen, go for the folding bike that can be folded and put in a case and carried to your office. Is that a good idea? Objectives Present opinions in a convincing way by applying theories. Unit 3 Strategy Make a convincing statement 5 min Introduce Broken Windows Theory and help Ss to account for a social problem by applying a theory, which makes it more convincing. Broken Windows Theory There is a social theory called "Broken Windows," in which the theory states if small crimes are left unpunished, then bigger crimes will occur unchecked. It says that in a neighborhood where buildings have broken windows, people are more likely to engage in bad behavior. Maybe because they figure no one will care. Or there’s little chance they’ll get caught. The idea has been embraced by people in law enforcement— crack down on petty crime and you’ll also put a halt to more serious offenses. New York City, for example, used the logic to justify a “zero tolerance” approach to things like the squeegeeing of car windows.

` Theme: Security Additional Resources Unit 3 Preview News Report
Objectives Additional Resources Further understanding: Ss can take a particular perspective to look at the changes in the way we live. Access to additional digital resources provided. Preview 5 min Play a news video. Ask Ss to tell the main idea of the news. Materials News Report 5 min Play the video 3 times and presents questions to help Ss understand how the security devices used in the airport. News report from NBC news. Unit 3 911 Terrorist Attack links: News Script ORLANDO, Fla. (AP) -- While thousands of travelers queued up daily at Orlando International Airport, yanking off their shoes and shoving them through X-ray machines, a few got to avoid the hassle during the latter part of and passengers at four other airports nationally will soon join them. These travelers, who paid a $100 fee and underwent a background check to be part of a test program, bypassed the line and stepped into what may be a glimpse of the future -- they inserted a biometric identification card into a kiosk that scanned their irises and their fingerprints to verify their identity, placed a fingertip on an explosives scanning device and stood on a scanning platform that determined whether their footwear hid a bomb. Airport Security tensed --- NBC News

` Theme: Security Pre-reading Task Warming-up Activities Objectives Play the song Saturday Night Special 5min Listen to the song. Talk about its theme. Discuss with Ss: What is a Saturday Night Special? What is the message of the song? Materials Instructor’s Notes Unit 3 For the song: Script for the recording on pages Song from the learning disc. The song is about the threat of crime. Interpret some difficult phrases to Ss. Saturday Night Special refers to the gun. For group discussion: See “Discussion and Debate” in teacher’s reference CD-ROM Group discussion min The security measures we take: Ss form groups to discuss either of the following two questions: In our families, what measures do we take to prevent burglaries? For example, is there an anti-burglary door at your apartment? In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers? Instructor’s Notes Ask representatives of small groups to report to class the discussion results. Instructor summarizes the discussion and lead to the text.

Text A The Land of the Lock
` Theme: Security Text A The Land of the Lock While-reading Task Objectives INTRODUCTION 2 min Lead into the text by saying: Once upon a time in China, no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night（路不拾遗，夜不闭户）. However, this is no longer true nowadays. The same change has taken place in the US. Let’s see how insecure a nation the US has become. Discuss the theme. Learn about the author. Unit 3 ABOUT THE AUTHOR 5 min Bob Greene is a feature writer whose column is published in newspaper throughout the United States. His life appears to have peaked at a 1964 Jan and Dean concert in his native Columbus, Ohio. Instructor’s Notes STRAGEGY 5 min Look for Key Words Identifying keywords is even more important if our reading time is not that plentiful. “Lock” is the keyword in this text, by locating “lock’s” throughout the text, we get a pretty good idea of what this essay is about. Ask several Ss to interpret the title The Land of the Lock in their own words in English. Scan the text to locate the word “lock” or root “lock”. Ask Ss to read out those sentences Keys: the door was closed but not locked (Para. 1) doors do not stay unlocked (Para. 2) It has been replaced by dead-bolt locks, security chains, …(Para. 4) The lock is a new symbol of America. (Para. 6)

` Theme: Security Text A The Land of the Lock While-reading Task Objectives STRAGEGY Look for Key Words Know how the text is organized Identify the key words. a child’s bicycle with the now-usual padlock attached to it… (Para. 6) the transformation of America from the Land of the free to the Land of the Lock (Para. 7) we devise ways to lock the fear out (Para. 16) We may have locked the evils out, but …we have locked ourselves in.( Para. 18) Unit 3 STRAGEGY Recognize Text Structure Text organization min Parts Contents Paragraph Part 1 In America, the era of leaving the front door on the latch has drawn to a close. Para1-3 Part 2 A new atmosphere of fear and distrust creeps into every aspect of daily life. As a result, security devices, in varied forms, are put to use. Para 4-15 Part3 By locking our fears out, we become prisoners of our own making. Para 16-19 Instructor’s Notes Introduce to Ss the various kinds of keys and their specific names.

` Theme: Security Text A The Land of the Lock While-reading Task STRAGEGY Supporting Facts 5 min Observation: In the text the author uses lots of facts to support his central point of view: America is deteriorating from “the Land of the Free” into “the most insecure nation”. Find these supporting facts and think about how he arranges these facts? Objectives Unit 3 Know how the text is organized Identify the writing pattern. Supporting Facts Instructor’s Notes Doors are not left unlocked either in cities or in rural areas. Dead-bolt locks, security chains, electronic alarm systems and trip wires are widely in use. Suburban families have steel bars built in sliding glass doors. Small notices warning against burglary are commonly seen pasted on the windows of the most pleasant of homes. Access cards are required of those who work with medium-to large-size companies. Airport security uses electronic X-ray equipment to guard against terrorism. Businessmen employ new machines linked up to their telephone to determine whether the caller is telling lies or not. Suburban housewives wear rape whistles on their key chains. Instructor’s No Observation Why Observation is a good way to motivate Ss’ to self- study. How underline the sentences.

` Theme: Security Text A The Land of the Lock While-reading Task Objectives STRAGEGY Transitional Devices 5 min Know how the text is organized Identify the transitional devices. Observation: The text has no transitional devices like “in the past” or “at present” explicitly but a subtle tense change. See how the author threads his narration back and forth between the past and the present. Example: simple past in Para 1 vs. present perfect in Para4 a phrase that indicated an old habit in contrast with a phrase indicating the current state. “used to” vs. “no longer” in Para. 11 a summary sentence “It wasn’t always like that” in Para. 12 Unit 3 English Learners Universal Access on one hand, on the other hand, in contrast, on the contrary by the same token conversely likewise instead, rather, similarly, yet, but, how ever, still, nevertheless STRAGEGY comparison and contrast 10 min Observation: Find comparison and contrast in this article and read them out to the partners. Para1 vs. Para 4, Para10 vs. Para11, Para12 vs. Para13. Ask Ss what function each pair acts as

` Theme: Security Text A The Land of the Lock While-reading Task Objectives STRAGEGY comparison and contrast in writing Learn to summarize the main idea of the text 1. Para 1 vs. Para 4 Para 1: on the latch; closed but not locked; none of us carried keys; close up Para 4: dead-bolt locks; security chains; electronic alarm systems; trip wires hooked up to a police station or private guard firm; sliding glass doors; steel bars. Function of this pair: It acts as the opening of the whole piece of writing. Unit 3 2. Paragraph 10 and Paragraph 11 Para 10: carry some kind of access card, such as electronic ones; security guard Para 11: policy free access Function of this pair: It is the supporting details for the central argument.

` Theme: Security Text A The Land of the Lock While-reading Task Objectives 3. Paragraph 12 and Paragraph 13 Para 12: it is a place of education and fun; parents used to take children out to departure gates to watch plane land and take off. Para 13: electronic X- ray equipment to hold the terrorists Function of this pair: It is also the supporting details for the central argument.. Learn to use implicit words to show comparison and contrast. Unit 3 STRAGEGY comparison and contrast words 5min Instruct Ss to notice the words and phrases used to show comparison and contrast or changes in an implicit way. It also help to build up coherence in the text. It was our custom to… Those days are over…even… …even more vulnerable…rising more dramatically It has been replaced by… …featured not charts...but a picture… …the transformation of America from...to... …become so used to… Even a decade ago… Parents used to…That’s all gone…Airports are no longer… We now pass through…without so much as… …in increasing number…

` Theme: Security Text A The Land of the Lock While-reading Task Objectives Language Development 20 min Extend the vocabulary Deal with difficult sentences. Vocabulary on the latch: (of a door) closed but not locked Let yourself in; the door is on the latch. Don't forget to leave the front door on the latch if you go to bed before I come back. vulnerable: exposed to danger or attack; unprotected Intruders are developing techniques to harness the power of hundreds of thousands of vulnerable systems on the Internet. Compared with Saudi Arabian soccer team, the Chinese team is more vulnerable. Museums in the developing world often have fewer security measures and thus remain more vulnerable to thefts. tranquil: calm, quite and undisturbed The hospice aims to bring peace and comfort to the dying by offering expert care and a tranquil atmosphere. Visitors like to stay in this hotel because it is beautiful and located in a tranquil lake area. Unit 3

` Theme: Security Text A The Land of the Lock While-reading Task Language Development Vocabulary Objectives barricade: a barrier of large objects, intended to stop an enemy; block with a barricade The rioters barricaded streets with piles of blazing tyres. Protesters have been putting up barricades across a number of major streets. hold/keep (sb.) at bay: prevent (an enemy, pursuers, etc.) from coming near Eating oranges keeps colds at bay. She left the light on at night to keep her fears at bay. be bathed in: cover or envelop as if with liquid The fields and woods were bathed in a golden light at sunrise. He was interviewed in a room bathed in soft red light. She bathed her feet in warm water to relieve the pain. build in/into: make (sth.) as part of the structure The cupboards in the kitchen are all built in. We are having shelves built into the wall over the bed. Extend the vocabulary Deal with difficult sentences. Unit 3

` Theme: Security Text A The Land of the Lock While-reading Task Language Development Language Development 10 min Complex Sentences Objectives it does not occur to us to ask ourselves: Why has this happened? Extend the vocabulary Deal with difficult sentences. Unit 3 It occurs / does not occur to sb. to do sth. / that… = think about, come into one’s mind或 come up with an idea that…. 1) It never occurred to me to ask him what was … 2) It suddenly occurred to me that the names of… 3) When he heard her say so, it occurred to him that for convenience… 4) Has it never occurred to you that the problems… . chances are that you don’t just wander in and out of work. = it is likely that If they don’t agree to work extra hours for no extra pay, chances are that they will be dismissed. 2) Research is …. Chances are that there will be a cure within the next ten years. 3) If you are …, chances are that you’ll put on several pounds I a matter of weeks. 4) He left…. Chances are that he’s got stuck in a traffic jam.

` Theme: Security Text A The Land of the Lock Post-reading Task English Learners Group discussion 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Introduce to Ss KWL method and ask to answer the questions like: What I know about security problems in America? What I want to know about other security problems? What did I learn in this text? Unit 3 Points for Discussion 15 min Objectives Food dressing Security Learn how to use comparison and contrast in talk Learn to use transitional devices Medicine housing Others Traveling Quick Check Can Ss express their opinions on the social security problems? If no Look back into the text clues. If yes Extend their visions.

Text A The Land of the Lock Language Sense Enhancement
` Theme: Security Text A The Land of the Lock Post-reading Task STRAGEGY Writing 15 min Make Inferences and Analyze Cause and Effect Use the Cause and Effect Chart Cause and Effect Instruct Ss to write a cause and effect paper by organizing cause and effect In chronological way: arranging the discussion along the time sequence, narrating how something happened through a period time. Order of Importance: when involving multiple causes and effects, arrange the factors from the least important ones to the most important ones, or the vice versa. Categorical: group factors into different categories and arrange them accordingly. Using Transitional Words and Phrases: because, since, as, for, due to; consequently, thus, so, etc. Unit 3 Cause Effect Language Sense Enhancement 15 min Objectives In-class exercises (options) Language Focus Do exercises on P82-84 Collocation Do exercises on P85-86 Structure Do exercises on P87-88 Comprehension Do exercises on P88 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases. Build up word bank and develop language sense.

Text A The Land of the Lock Title: ______ Security
` Theme: Security Text A The Land of the Lock Post-reading Task Assignment Paper Writing Title: ______ Security Review Writing Strategy and use. Choose one of the topics from the questions discussed in class and write a cause-and-effect type of essay with at least 150 words. Reference: model paper on P317. Unit 3 Materials Preview Next Unit Ss’ reference materials (offered beforehand) Download from 2 min Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus

Instructor notes College English Book 3 Duty Report Date:
Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Duty Report Instructor notes Don’t be panic or unceremonious

Unit 4 Extraterrestrials Warming-up Activities
` Theme: Extraterrestrials Unit 4 Extraterrestrials Text A The Watery Place Pre-reading Task Objectives Warming-up Activities Understand the main idea (to be found in Part I) and structure of the text (narration in time sequence); Appreciate the difference between formal speech and informal speech; Grasp the key language points and grammatical structures in the text; Duty Report 10min Invite two groups of Ss to report on the movies, science fictions or documentary related to E.T. Materials Unit 4 Instructor’s Notes Visuals materials recommended: E.T. The Extra-Terrestrial Independence Day War of the Worlds My Favorite Martian Alien Neighbors Discovery Series More information availabe from the search engine: alien, E.T., UFO, Venus, space, etc. Define what E.T. is and describe what they look like. Explain to Ss UFO is the abbreviation for Unidentified Flying Object Divide Ss into small groups to share with each other the materials like news report on UFO. Instructor’s Checklist Instructor’s Checklist Presentation of Duty Report √ Did Ss show pictures or photos to go with the project? √ Did the visuals help the audience understand speakers‘ idea? √ Did Ss rehearse the presentation? √ Did Ss speak in a clear voice and use complete sentences? √ Did Ss make up questions for the audience? √ Did Ss come at their own opinions?

Background Information
` Theme: Extraterrestrials Additional Resources Objectives Movie Time Further understanding: Ss know how to describe a new thing. Access to additional digital resources provided. 5 min Display the photo collections of E.T. and UFO Show a video of movie E.T. The Extra-Terrestrial Materials Background Information 5 min UFO Unidentified Flying Object (UFO) Any object or light, reportedly sighted in the sky, that cannot be immediately explained by the observer. Sightings of unusual aerial phenomena date back to ancient times, but UFOs (sometimes called flying saucers) became widely discussed only after the first widely publicized U.S. sighting in Many thousands of such observations have since been reported worldwide. At least 90 percent of UFO sightings can be identified as conventional objects, although time-consuming investigations are often necessary for such identification. The objects most often mistaken for UFOs are bright planets and stars, aircraft, birds, balloons, kites, aerial flares, peculiar clouds, meteors, and satellites. The remaining sightings most likely can be attributed to other mistaken sightings or to inaccurate reporting, hoaxes, or delusions, although to disprove all claims made about UFOs is impossible. Unit 4 movie E.T. The Extra-Terrestrial Photo collection:

` Theme: Extraterrestrials Additional Resources Unit 4
Research and Inquiry Questions for Inquiry: Are there aliens visiting from elsewhere in the universe? Are there aliens in our own galaxy? Can earthlings take Interstellar space travel? Objectives Further understanding: Ss know how to describe a new thing. Access to additional digital resources provided. Reference for Q1 we have been visited by beings located out-side our own galaxy. Andromeda, the nearest galaxy to the Milky Way is 2 million light years distant This means that if there were aliens in Andromeda it would take them longer than 2 million years to come to earth. Another problem is why they would want to visit our galaxy. The Andromeda galaxy is considerably larger than our galaxy. If life were common in the universe, there should be many times more of it in Andromeda, then in our wimpy galaxy. Why would they even want to visit us? A third problem for potential aliens is detecting us We have been sending radio-waves for less than 100 years. It will be another 2 million years before those signals reach our closest neighboring galaxy. The light (and other electro-magnetic signals) that they now see represent the way the earth looked 2 million years ago . It will be another 2 million years before those signals reach our closest neighboring galaxy. The light (and other electro-magnetic signals) that they now see represent the way the earth looked 2 million years ago .Beings in other galaxies would have no way of knowing that advanced life forms existed in our galaxy. Unit 4 Quick Check Can Ss fulfill the inquiry? During Small Group Instruction If no Provide more clues (language help and perspectives) If yes Note down the key points and prepare to speak before class.

Research and Inquiry Objectives Further understanding: Ss know how to describe a new thing. Access to additional digital resources provided. Reference for Q2 Scientists have been actively searching for extraterrestrial intelligence in our galaxy for the last forty years. The search for extraterrestrial intelligence (SETI) has extended out to 40,000 light years from earth (in comparison, the galaxy is 100,000 light years across). To date, no signal from any extra-terrestrial stellar system has ever been detected. A most optimistic estimate for the number of intelligent civilizations in our galaxy is 150. This would mean that each intelligent civilization would be separated by an average of 2,000 light years. Such vast distances make contact unlikely and finding other advanced civilizations improbable. If these civilizations exist, they will not detect our radio signals for another 1900 years. How will they even know we are here?. Unit 4

Research and Inquiry Objectives Reference for Q3 Further understanding: Ss know how to describe a new thing. Access to additional digital resources provided. Obviously, our current rocket technology is incapable of providing the speed needed to make interstellar travel realistic. Matter/anti-matter engines might provide the power to accelerate near the speed of light. However, there is no way to contain or generate large amounts of anti-matter. The only way that we have done so now is through extremely large (miles across) particle accelerators However, the meager few anti-matter particles generated are rapidly destroyed through interactions with ordinary matter. Nuclear power would provide a long-lived fuel supply for interstellar travel. Even so, such fuel would last only tens of years before being spent. Fusion power is yet to be harnessed, but would, likewise, fuel would eventually run out. Unit 4

` Theme: Extraterrestrials Pre-reading Task Objectives Warming-up Activities Listen to the song. Talk about its theme. Story Time min Materials Ask Ss to listen to the story 2 times and answer the questions on P104. For the song: Script for the recording on pages Song from the learning disc. 1. How did the Earthlings fight against the invasion of the An-vils? Were they successful? 2. What was Know by profession? What tricks did he use to drive away the invaders? Was he successful? 3. How come all the An-vils rose up from Earth at a given signal one day and flew back to their own star? Invite some volunteers to retell the main idea of the story. For group discussion: See “Discussion and Debate” in teacher’s reference CD-ROM Unit 4 Group Writing min Title: My Encounter with an E.T. Procedures: 1) Ss form groups to imagine where, when, how they meet the E.T, and what happened during the encounter. A group secretary takes notes. 2) Based on the notes, a group writer writes a story of about 100 words, and a group illustrator draws a few pictures to illustrate the story. 3) Other group members make revisions. 4) Each group sends a speaker to another group, telling the latter their story with the help of the illustrations. Instructor’s Notes Instruct Ss to outline the elements briefly Ask representatives of small groups to report to class the stories based on the outline.

` Theme: Extraterrestrials Unit 4 Cultural background information
Objectives Cultural background information 15 min Get to know some related background information so that Ss can have a better understanding its cultural connotation. The Planets Our solar system has 9 planets within it. (Correction: now it should be 8 planets) These planets are : Mercury(水星) Venus（金星） Earth（地球） Mars（火星） Jupiter（木星） Saturn（土星） Uranus（天王星） Neptune（海王星） Pluto（冥王星）is now degraded. Unit 4 Venus Venus is also known as morning star or evening star. In Chinese, it’s called 太白金星. It can be the brightest object in the sky after the sun and moon and follows a near-circular path. Astronomers refer to Venus as the Earth’s sister planet. Both are similar in size, mass, density and volume. However, Venus is very different from the Earth. It has no oceans and is surrounded by a heavy atmosphere composed mainly of carbon dioxide with virtually no water vapor. At the surface, the temperature is higher than 400°C, which has made it a hostile environment to living things. Venus from Space

` Theme: Extraterrestrials Unit 4 Cultural background information
15 min the Congress The Congress is one of the three branches of the US federal government, the legislative branch. Congress has two houses, the Senate and the House of Representatives. The main job of Congress is making laws. Before a new law can be made, both houses have to pass it, and it must then have the approval of the President. In a system of government based on a series of checks and balances, the two houses of Congress act as a check on each other, as well as together forming a check on the powers of the executive branch, especially the President. Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation. Unit 4 The U.S. Supreme Court The judicial branch is one of the three branches of US federal government and operates the system of law courts. The Supreme Court in Washington, D.C. is the highest court in the US, and is very powerful. It has nine judges, called justices. Traditionally, they are called the nine old men, although there has been one woman justice. The head of the court has the title of Chief Justice of the United States. Justices are appointed by the President, although the Senate must give its approval to the choice. There has been only one African-American justice. The U.S. Congress The U.S. Supreme Court

` Text A The Watery Place Theme: Extraterrestrials While-reading Task
Objectives While-reading Task Discuss the theme. Learn about the author. 5 min INTRODUCTION Lead in to Text A by saying: In this text, we will see how some E.T ’s tried to establish relationship with people on Earth, but found their friendly initiative rejected due to misunderstandings. Ask Ss to notice how the misunderstanding comes into being. Materials Recommended Books: ABOUT THE AUTHOR 5 min Isaac Asimov ( ) Unit 4 Asimov was a Russian-born American writer of science fiction. Among his vest-known science fiction are, I, Robert (1950) and the Foundation Trilogy（《基地》三部曲） ( ). Asimov developed Three Laws because he was tired of the science fiction stories of the 1920s and 1930s in which the robots, like Frankenstein’s creation, turned on their creators and became dangerous monsters. The brains of Asimov’s robots were designed around the Three Laws: A robot may not injure a human being, or, through inaction, allow a human being to come to harm. A robot must obey the orders given it by human beings except where such orders would conflict with the First Law. the Foundation Trilogy A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.

Text Analysis STRAGEGY Recognize Text Structure min Text organization min Objectives Parts Contents Paragraph Part 1 The narrator claims that no extraterrestrials will ever land on earth. Para1-3 Part 2 The narrator gives an account of his encounter with extraterrestrials, making it clear why he claims that they will return no more. Para4-48 Know how the text is organized Identify the writing pattern. Unit 4 Observation: How is text organized? By time order: Before the E.T.’s arrival(paras4~5) Instructor’s notes The narrator claims that no E.T. will ever land on earth (paras1~3) Ask Ss to check their story: My Encounter with an E.T. and see if it’s arranged by time order. The landing of the flying saucer. (paras611) The meeting with the E.T. (paras12~34) An account of the encounter with E.T.s, making it clear that they will never return After the E.T.’s departure(paras35~48)

Objectives STRAGEGY Formal vs. Informal Language 10min Observation: Scan the text and compare the speech style used by Cameron and the E.T. Which is formal, which is informal? Ss pair discusses the characteristics of informal and formal speech. Identify the spoken language and written language (L42)We have had you people under observation a long time. (L47)We have chosen this locality for our first contact because it is isolated and peaceful. We know that you are the leader here. (L52) We have been careful to adopt your mode of dress and even to assume your appearance. We have also learned your language. (L57) Foreigners? Indeed we are. We come from the watery place your people call Venus. (L62) we would like to have you make immediate arrangements for discussions leading to your people joining our great organization. … (L40) What can I do for you, folks? (L45) My people? All I got’s a wife. What’s she been doing? (L50) I’m the sheriff, if that’s what you mean, so spit it out. What’s your trouble? (L54) Your guys foreigners? (L59) All right. This is the U.S.A. We all got equal rights regardless of race, color, or nationality. I’m at your service. What can I do for you? … Unit 4 formal informal Register Cameron short, colloquial, and sometimes incomplete; more phrases than single, learned words; shortened forms and abbreviations; with an occasional curse. E.T sentences long and involved; word choice elaborate; passive voices and “if” structures;

Objectives Instructor’s Notes Learn to communicate successfully and use proper language in different occasions. Language is full of holes, which people fill up with perceptions and assumptions. This saying is well illustrated by Sheriff Cameron. Because he judged the Venusians as Italians simply by their appearance, everything they said sound Italian to him. He mistook Venus for Venice, a watery place on earth. When we learn another language, we must not learn it with the mindset of our mother tongue. Otherwise there will arise cultural misunderstandings, which may lead to conflict. Sheriff Cameron usually spoke in a casual manner. Perhaps his town was so small that he knew all the townsfolk, therefore informal speech was proper. His sentences were short, colloquial, and sometimes incomplete. He preferred phrases to single, learned words. He liked shortened forms and abbreviations, with an occasional curse. The Venusians spoke formally. Their sentences were long and involved, their word choice elaborate. They used passive voices and “if” structures. Perhaps it was because they believe in the utter importance of their mission, or they might not have learned to speak freely in a strange tongue. Unit 4

Objectives Language Development 20 min Extend the vocabulary Deal with difficult sentences. Vocabulary on account of : (fml) because of The house isn't really suitable for an old person on account of all those stairs. The president declined to deliver the speech himself on account of a sore throat. deputy: the second most important person in a particular organization A deputy was appointed in case the manager became ill. After several years' hard work he was promoted to deputy manager. veteran: person with much or long experience, esp. as a soldier By 1955 more than 2 million veterans of World War II had used the government financial aid to go to college. Veterans Day was originally established to honor Americans who had served in World War I. hit the sack: (infml) go to bed Louise was so tired that he hit the sack soon after supper. Unit 4

Language Development 20 min Vocabulary Objectives isolate: set apart; cut off from others When I'm angry, I find it best to isolate myself from other people for a little while. In the early decades of its history, the United States was relatively isolated from Europe and other parts of the world. It would certainly be unnatural for someone to totally isolate themselves. blink: shut and open the eyes quickly; flash on and off Staring for hours at a computer screen dries out the eyes as people blink less. We could see lights blinking on the ships out in the bay. come around: visit someone at their house Halfway through the party, a neighbor came around to complain about the noise. Why didn't you come around while you were in Beijing on business? Extend the vocabulary Deal with difficult sentences. Unit 4

Language Development 琢磨着是不是该下班去睡觉,还是继续听卡默伦骂个不停,他正在第127次核对他在税单上填写的一栏栏数字. Complex Sentences …if I ought to knock off and hit the sack or keep on listening to Cameron curse real steady as he went over his columns of figures for the hundred twenty-seventh time Objectives Extend the vocabulary Deal with difficult sentences. Unit 4 knock off: stop working hit the sack: go to bed real steady: constantly go over: check carefully . See Exercise on P119 Usage Adjective forms used as adverbs 可此刻若有人从我身后把椅子抽开,我也不会摔倒在地. …but I couldn't as much as fall down if someone had pushed the chair out from under me. Paraphrase: I was so scared that I couldn’t do anything, couldn’t even fall down if someone took my chair away. All I could do was to stare and wait.

` Text A The Watery Place Theme: Extraterrestrials Post-reading Task
English Learners Short Play 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Ask Ss to check on themselves by using KWL method and ask to answer the questions like: What do I know about E. T. What do I want to know about them? What did I learn in this text? Unit 4 Preparing for the play: Divide Ss into small groups and assign each group a part of the story. Encourage Ss to make up the actor’s lines and act it out before class. Ask Ss to rehearse in groups before performance. Objectives Ss can make up a play and play a role. Quick Check Can Ss design the actor’s lines in group work? If no Look back into the text clues. If yes More lines to be made.

Language Sense Enhancement
` Theme: Extraterrestrials Text A The Watery Place Post-reading Task STRAGEGY Writing 15 min Routines An Expository Essay Recording Ss’ Comments Why Noting down what Ss say helps them to understand how to put the idea in a logic and clear way. How As the instructor write what Ss have said, repeat the key points loudly stress the transitional words and phrases This model helps to rein-forces Ss’ idea-building ability. Preparing Enough Material Instruct Ss to prepare details or examples to help the explanation. Make the exposition both instructive and interesting with concrete examples. Dramatizing the Issue Tell how to catch a reader’s attention quickly, such as telling a story to initiate an essay. Unit 4 Language Sense Enhancement 15 min In-class exercises (options) Language Focus Do exercises on P Word Formation Do exercises on P Structure Do exercises on P122 Comprehension Do exercises on P123 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases. Objectives Build up word bank and develop language sense.

` Theme: Extraterrestrials Post-reading Task Unit 4 Short Play
Assignment Short Play Play: The Watery Place Each group will prepare for the play after class. Lines should be kept in mind and no paper is allowed to bring to the front. More episodes are welcome. Unit 4 Materials Preview Next Unit Ss’ reference materials (offered beforehand) Download from 2 min Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus

Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Duty Report Instructor notes

` Theme: How to Celebrate Holidays Unit 5 How to Celebrate Holidays
Text A Writing Three Thank-You Letters Pre-reading Task Objectives Warming-up Activities Understand the main idea and the structure of the text; Learn to memorize words in association; Grasp the key language 、 points and grammatical structures in the text Duty Report 10min Activity 1: Short Play: the Watery Place Invite each group to the front and play their part the play. Materials Activity 2: Invite two groups of Ss to make a PPT report on American Holidays in the format: Ss’ reference materials (offered before class) Download from Names of Holidays --- Date --- Meaning Unit 5 Instructor’s Notes Tell Ss that Americans celebrate a variety of federal holidays and other national observances throughout the year. American holidays can be secular, religious, international, or uniquely American. Further Question: Can you name some Chinese & Western Festivals? C: The Spring Festival, the Lantern Festival, the Dragon-boat Festival, the Mid-autumn Festival, the Double Ninth Festival etc. W: St. Valentine’s Day, Easter, Mother’s Day, Father’s Day, Halloween, Thanksgiving, Christmas etc. Quick Check Can reporters illustrate the American holidays with PPT? If no Provide more clues. If yes Give a description.

` Theme: How to Celebrate Holidays Unit 5 Additional Resources
Group discussion 10 min Divide Ss into small groups and ask them to choose the holidays they are interested in and tell how to celebrate them. Invite some Ss to tell their experiences of celebrating the days. Valentine’s Day Labor Day Easter Halloween American Holidays National Arbor Day Veteran’s Day Memorial Day Thanksgiving Independence Day Christmas Unit 5 Additional Resources Video: Thanksgiving Movie: What’s Cooking?

` Theme: How to Celebrate Holidays Pre-reading Task Objectives Warming-up Activities Listen to the song. Talk about its theme. Learn how to sing an English song about holidays. Play the song min There’s No Place Like Home for the Holidays Ask Ss to listen to the song and fill the blanks. Ask Ss to memorize the lines. Ask Ss to sing along the song. Select some Ss to sing holiday-related songs in class. Materials For the song: Script for the recording on pages Song from the learning disc. For group discussion: See “Discussion and Debate” in teacher’s reference CD- ROM Lyrics Oh, there’s no place like home for the holidays ‘Cause no matter how far away your ____ If you long for the sunshine and a friendly _____ For the holidays you can’t _____ home sweet home. I met a man who lived in Tennessee And he was looking for Pennsylvania and some ______ pumpkin pie Now in Pennsylvania and folks are ______ Down to Dixie’s sunny shore The Atlantic to ______ Oh, the season is ______ For the holidays you can’t _____ home sweet home Keys Keys Unit 5 roam gaze beat homemade traveling Pacific terrific

` Theme: How to Celebrate Holidays Unit 5 Group discussion 15 min
Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation. Ask Ss to look back on the song and answer the questions: According to the singer, why are people busy coming and going on holidays? (They wan to go back to their hometown.) Ask Ss to discuss the questions within the group: What should I thank my parent(s) / teacher(s) / friend(s) for? Have I expressed my gratitude to them? If the answer to the previous question is yes, what have you done? If the answer is no, what do you plan to do? Unit 5 Instructor’s Notes Ask representatives of small groups to report to class the discussion results. Sum up the discussion Instructor’s Notes Some phrases about Thanksgiving have a turkey on (one's) back: 1喝醉酒 2吸毒 red as a turkey cock: 气的满面通红 swell like a turkey cock: 气势汹汹的发作 Thanksgiving turkey 感恩节火鸡 Let's get down to cold turkey. 做事直截了当 quit cold turkey戒烟、戒酒 Lead in

` Theme: How to Celebrate Holidays Unit 5
Cultural background information 15 min Thanksgiving Day Thanksgiving is celebrated in the US on the fourth Thursday in November. For many Americans it is the most important holiday apart from Christmas. Schools, offices and most business close for Thanksgiving, and many people make the whole weekend a vacation. It is associated with the time when Europeans first came to North America. In 1620 the ship the Mayflower arrived, bringing about 150 people who today are usually called Pilgrims. Custom Thanksgiving pageants and parades often feature children dressed in Pilgrim costume, complete with bonnets or tall hats, dark clothes, and shoes with large silver-colored buckles. In keeping with the idea of celebrating a plentiful harvest, preparing and eating a large meal is a central part of most Thanksgiving celebrations. Origin One important precursor to the modern Thanksgiving holiday was the custom among English Puritans (see Puritanism) of designating special days of thanksgiving to express gratitude for God's blessings Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation. Unit 5 Mayflower Ⅱ

Cultural background information 15 min Objectives Thanksgiving Day Get to know some related background information so that Ss can have a better understanding its cultural connotation. Special Meal: Today people celebrate Thanksgiving to remember these early days. The most important part of celebration is a traditional dinner with foods that come from North America. The meal includes turkey, sweet potatoes and cranberries. The turkey is filled with stuffing or dressing, and many families have their own special recipe. Dessert is pumpkin made into a pie. Celebrations: On Thanksgiving there are special television programs and sports events. In New York there is the Macy’s Thanksgiving Day Parade, when a long line of people wearing fancy costumes march through the streets with large balloons in the shape of imaginary characters. Thanksgiving is considered the beginning of the Christmas period, and the next day many people go out to shop for Christmas presents. Special Meal Unit 5

Cultural background information 15 min Ask Ss to work in pairs and review the key knowledge about Thanksgiving Day. Can anybody tell when, how and why is Thanksgiving celebrated in the United States? What are the main food on Thanksgiving day? Nowadays, Thanksgiving has become a family reunion day, and do you think it worthwhile for people to fly and travel all the way just to have a big feast? Why or why not? Many of the traditional Chinese and foreign festivals are commercialized and are losing their flavor in the modern society. What can we do to protect the original meaning and flavor of the traditional festivals, or shall we do anything at all? Giving your reasons by setting examples. Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation. Unit 5 Native Americans Native Americans were living in North America for many of hundreds of years before Europeans reached the continent. For a long time white people called them Indians. Today many people do not like this name since it is based on a mistake: it was given to the people living in the Americas by Christopher Columbus who thought he had landed in India when he arrived in Americas. Instead, people prefer to use the term Native Americans. Native Americans

The United States Coast Guard
` Theme: How to Celebrate Holidays Cultural background information 15 min Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation. The United States Coast Guard The US military service that is controlled by the US Department of Transportation but becomes part of the US Navy during a war. It was established in The Coast Guard stops ships suspected of carrying drugs and other illegal goods, and can make arrests. It also keeps watch to see that other laws of the sea are obeyed, rescues ships in danger and has a weather service. Pilgrims Unit 5 The term is referred to the 102 English people who sailed to America on the Mayflower in Their group included 35 Puritans(清教徒) whose aim was to create a safe religious community in the New World. The Pilgrims landed at Plymouth Rock, and they established the Plymouth colony. They arrived at the beginning of the hard winter and could not find enough to eat, so many of them died. In the next summer Native Americans showed them what foods were safe to eat and so they could save food for the next winter. They held a big celebration to thank God and the Native Americans for the fact that they had survived.

` Theme: How to Celebrate Holidays
Text A Writing Three Thank-you Letters While-reading Task 2 min Objectives INTRODUCTION Instructor leads in to the text by saying: Do you remember the text in Book 1, All the Cabbie Had Was a Letter? Quite often we take for granted the people who are nice to us, then we realize all too late that we have never expressed our appreciation, just like the cab driver. At other times, when we are away form the holiday rush, we are able to recall the true significance of a holiday ---- a time to say how much we value others. The author of this text did exactly that. Learn how to increase vocabulary through association map. Word Web Association map 5 min Unit 5 Introduce to Ss an effective and efficient way of expanding our English vocabulary. It is used to memorize English words and phrases through association maps. Try it: Tell Ss that the story took place on a ship. Ss take out s sheet of paper and write down any vocabulary items they can think of that are related to a boat or to people on board a ship. Steps: 1) we put a central idea or a key word in the middle of the map, e.g. “ship”. 2) we draw a cobweb structure around “ship”. One branch may be the names of different parts of a boat, like “hold”, “cabin”, “afterdeck”, “deck”. Another branch may be the various types of people on board the ship, like “coastguardsman”, “sailor”, “shipmate”. Still another branch may be verbal phrases related to a ship, like “ put to sea”, “be under way”, “be at sea”.

Text A Writing Three Thank-you Letters Objectives While-reading Task Learn how to expand vocabulary through association map Word Web 5 min Association map Now ask Ss to do it in pairs by using association map. Quick Check Can Ss create the word web successfully? During Small Group Instruction If no Instruct Ss to classify the target words into groups If yes Try it in other cases hold Put to sea cabin ship afterdeck deck Be at sea coastguardsman sailor seaman Unit 5 shipmate Instructor’s Notes This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size, because we are better at association and our word power is stronger. Of course, there are other methods of improving vocabulary memorization. For example, when you see a new vocabulary item, you’d better read if aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, mouth, ears, and hand together, we mobilize multiple parts of out brain, thus keeping a longer memory.

Text A Writing Three Thank-you Letters Objectives While-reading Task Know how the text is organized Identify the writing pattern. Text organization min Parts Contents Paragraph Part 1 On Thanksgiving Day1943, as a young coastguardsman at sea, the writer came up with the idea of expressing his gratitude to people who had helped him before. Para 1-9 Part 2 The writer wrote three thank-you letters to his father, the Rev. Nelson and his grandmother. Para10-16 Part3 The writer got three letters in reply. Para17-23 Part 4 The writer wishes everyone to find the good and praise it. Para24-26 Instructor’s Notes Mention it to Ss that who the letters were sent to, what it said, and how about the reply Unit 5 STRAGEGY Recognize Text Structure min Receiver Letters sent (paras13-15) Letters received (para 21-23) Father Thank him for teaching the writer from boyhood to love books and reading. Tell his son how he, as a teacher and father,felt content with him. The Rev. Nelson Thank him for his morning school prayers About his retirement with self-doubt, and the reassurance the letter brought to him. Grand- mother writer how to tell the truth, to share, to be forgiving… Expresses her loving gratefulness for her grandson

Text A Writing Three Thank-you Letters While-reading Task Objectives 5min STRAGEGY Details in Writing Learn to write in details Observation: Why was it necessary for the author to offer so many details of his voyage. Explain: Details indicate that this Thanksgiving was unusual, explaining why the author felt the need to celebrate it in an unusual way. 我是”军市一号”上的一个厨师,跟岸上的人一样, 整个感恩节的上午,我们都忙着准备一道以烤火鸡为主的传统大餐. Language Development 20 min Unit 5 Complex Sentences I was one of the Murizm’s several cooks and, quite the same as for folk ashore, this Thanksgiving morning had seen us busily preparing a traditional dinner featuring roast turkey. Paraphrase: I was one of the Murizm’s cooks at that time. On the morning of Thanksgiving Day, we, just like people ashore, were busy with preparing a traditional dinner that features roast turkey. .

Text A Writing Three Thank-you Letters While-reading Task 我信步走去,一边深深呼吸着空气,一边慢慢地踱着步, 头上还戴着那顶白色的厨师帽. Language Development 10 min Complex Sentences I made my way out there, breathing in great, deep draughts while walking slowly about, still wearing my white cook’s hat. Breathing, walking, wearing suggest a vivid scene. 我一次也没想过要对他们中的任何一位真心诚意地说一句简单的谢谢。 Not one time had I ever bothered to express to any of them so much as a simple, sincere “Thank you”. . Unit 5 Paraphrase: I had never expressed my thanks to them, even a simple, sincere “thank you.” So much as: even He doesn’t so much as invite his best friends. Mike left all of a sudden, without so much as a simple “bye-bye”. Objectives Extend the vocabulary Deal with difficult sentences.

Text A Writing Three Thank-you Letters While-reading Task Language Development Complex Sentences Objectives So many times I have felt a sadness when exposed to modern children so immersed in the electronic media that they have little or no awareness of the marvelous world to be discovered in books. Paraphrase: Ｉhave felt sorry for many times when I saw modern children immersed themselves in the electronic media to such an extent that it almost remained unknown to them that there is a marvelous world in books. Extend the vocabulary Deal with difficult sentences. 令人万分难受的是,我意识到，他们中有一半已经谢世了, 因此他们永远也无法接受我的谢意了. . Unit 5 I realized, swallowing hard, that half of them had since died----so they were forever beyond any possible expression of gratitude from me. Paraphrase: I feel terribly sorry since about half of them had died, so that they could never receive any expression of appreciation from me.

Text A Writing Three Thank-you Letters While-reading Task Objectives Language Development 20min Extend the vocabulary Deal with difficult sentences. Vocabulary under way: in motion or operation, having started and making progress The nationwide medical reform is now under way. Preparations for the 100th anniversary celebration are now well under way. put away: remove (sth.) to a place where it is usually stored The kids are asked to put all the toys away before they leave. You wash the dishes and I'll put them away in the cupboard. get to sth./ doing sth.: begin to give serious attention to or deal with Recently I’ve got to wondering why I am doing the part-time job. I’ll get to the accounts as soon as I can. and he rest: and so on The patient can have apples, apples juice, apple sauce, and the rest. The citizens are interested in the government’s policies on such important issues as health, education, tax, and the rest. Unit 5

Text A Writing Three Thank-you Letters While-reading Task Language Development Vocabulary Objectives Extend the vocabulary Deal with difficult sentences. sprinkle: scatter( drops or particles of sth.) on (sth.); scatter in small drops Sprinkle the meat with salt and place it in the pan. Unfortunately, the textbook is sprinkled with errors Cheese can be sprinkled on egg or vegetable dishes. unload: remove (the load or cargo) from a ship, car, etc.; remove the load or cargo from (a ship, car, etc.) Unload everything from the boat and clean it thoroughly. accord: 1) grant The headmaster accorded me permission to attend the seminar. In Islamic law men and women are not accorded the same rights. 2) be in agreement( followed by with) After four successive election defeats, the Labour Party once again faces the painful task of reconstruction. Unit 5

Text A Writing Three Thank-you Letters Post-reading Task English Learners Group discussion 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Introduce to Ss KWL method and ask to answer the questions like: What do I know about Thanksgiving Day? What do I want to know it ? What did I learn? Comprehension—Morality Read through para 24-26, and write down whatever you get from your reading. Human nature—longing for appreciation, care, love Show our care, love and gratitude and never save them, because our saving of love will never bring value but just sorrow and pity. Help students to find the good, to be good and to praise the good. Oral task: Ask students to express their sincere gratitude to the classmates who have been helpful. Objectives Unit 5 Recognize the writing pattern and apply in writing

Text A Writing Three Thank-you Letters Post-reading Task Objectives STRAGEGY Writing Thank-You Letters 15 min Learn about the format and contents of thank-you letters; Write sincere, impressive, engaging thank-you letters. Thank-you Letter The definition of a thank-you letter A thank-you letter is written to express your gratitude for other peoples’ kindness, which is frequently employed in social intercourse. The thank-you letter can be used in many occasions to enhance personal and business relationships. The format of a thank-you letter A thank-you letter still follows the format of the business letters as mentioned before. As for the content, it usually begins with a statement of thanks for the occasion, then describes the details, that is what you want to say about the kindness, the favor or the presents. Lastly, the thank-you letter ends by re-expressing the appreciation. The tone of the letter should remain friendly all along. Unit 5 The purpose of a thank-you letter for invitation and congratulation for hospitality for presents or contribution for suggestion and recommendation for support and assistance for product delivery for interview

Text A Writing Three Thank-you Letters Post-reading Task STRAGEGY Writing Thank-You Letters 15 min Objectives Sample Analysis Learn about the format and contents of thank-you letters; Write sincere, impressive, engaging thank-you letters. Unit 5

Text A Writing Three Thank-you Letters Post-reading Task STRAGEGY Writing Thank-You Letters 15 min Instruction Objectives What’s the purpose of writing this thank-you letter? Learn about the format and contents of thank-you letters; Write sincere, impressive, engaging thank-you letters. The purpose of writing this letter is to thank John Wooden for his financial support for the training of the works and tell him the arrangements as well. What should be this thank-you letter’s main points? 1) Express your appreciation 2) Highlight the details 3) Express thanks again. Unit 5 How can people write an effective thank-you letter? 1) Act Fast - Plan to send out your thank you letters as soon as possible (preferably within twenty-four hours). 2) Short and Simple - Keep your thank-you letters short and simple, but, do use the letter to reiterate a little details. 3) Proof Your Letter - Spell check and proof the thank-you letter.

` Theme: How to Celebrate Holidays Text A Writing Three Thank-you Letters Post-reading Task Materials Assignment Thank-you Letter Ss’ reference materials (offered beforehand) Download from Write a thank-you letter to your friend, your parents or your teacher for what they have done for you. Writer’s Checklist Purpose √ Have you made the purpose clear? Layout √ Does the layout conform to the requirements? Language √ Have you used the proper punctuation, words, sentence and paragraphs to express yourself? Content √ Have you include all the points? Tone √ Have you shown your politeness all through the writing? Unit 5 Language Sense Enhancement 15 min In-class exercises (options) Language Focus Do exercises on P Collocation Do exercises on P Structure Do exercises on P Comprehension Do exercises on P174 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases.

Text A Writing Three Thank-you Letters Post-reading Task Materials Preview Next Unit 2 min Ss’ reference materials (offered beforehand) Download from Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus Unit 5

Instructor notes A College English Book 3 Date:
Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Thank You Letter To A Lovely Mother I have to thank you daily for all you have done in my life. Though no amount of thanks can compensate or equal the cares, worries, love and resources you expended on me. This is why it has been difficult to write this mail in the first instance. You may wish to remember when I was conceived. I brought with me morning sickness and those ugly tastes in the mouth. I also brought vomits and headaches. In spite of all this and more, you endured and carried me in your stomach for nine solid months. You truly must be a wonderful and extra ordinary woman. Then you cuddled me from my first cry. You gave me water and milk of life. You continued caring for me day and night. You were sleepless all through your life as I would never be an adult before you but your baby. When I was sick you were more worried than any other person. Thank God we all survived the hazards of life. As we gradually became adults you assumed the position of adviser and watchdog. You made sure we never derailed from set rules and goals. You saw to it that things were done properly. You gave us a bearing. You taught us to aspire to the top and never to be intimidated. You gave us the spirit to fight for our rights at all times. You brought to bear on us the need to run to the finishing line. What else can we ask from a lovely and dearly mother? We are happy to be blessed with a gem and precious mother. Thank you mama and happy mother's day. Your son Sun Yang Express your appreciation Instructor notes Highlight the details Express thanks again. You have expressed your gratitude for your mother’s love. It’s so moving and impressing. Wonderful job! + A

Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Research Project Title: The Celebration of China’s Traditional Spring Festival Questions for research project What did we do to celebrate the day? A big feast Acrobatics Comic dialogue/cross talk Temple fairs Annual televised Spring Festival Gala, featuring the skit by Zhao Benshan Paper-cuts for Window Decoration The God of Wealth Pasting Spring Couplets and Pictures Door Gods Food and snack for Spring festival Spring roll and Jiaozi Instructor notes Photo collection: Old memories from Spring Festival Decorations for Spring Festival! Photo collection: New looks from Spring Festival Compare the past and present and show that a lot has changed, but not the joy during the Spring Festival. Photo collection: Decorations for the forthcoming Spring Festival!

Warming-up Activities Instructor’s Checklist
` Theme: The Human Touch Unit 6 The Human Touch Text A The Last Leaf Pre-reading Task Objectives Understand the main idea and structure of the text; Appreciate how the repeated use of clues helps weave a piece of narration together; Grasp the key language points and grammatical structure in the text; Warming-up Activities Duty Report 10min Review the elements in writing thank-you letters: 1) Express the appreciation 2) Highlight the details 3) Express thanks again. Invite several Ss to read the thank-you letters before class. (Letters are attentively selected and corrected before class.) Ask Ss to tell their feelings over the appreciation if receiving such a letter. Materials Ss’ reference materials (offered before class) Download from Unit 6 Instructor’s Checklist Purpose √ Have you made the purpose clear? Layout √ Does the layout conform to the requirements? Language √ Have you used the proper punctuation, words, sentence and paragraphs to express yourself? Content √ Have you include all the points? Tone √ Have you shown your politeness all through the writing?

` Theme: The Human Touch Pre-reading Task Warming-up Activities Objectives Play the song We Are the World 5min Listen to the song. Talk about its theme. Ask Ss to listen to the song and fill the blanks. Ask Ss to memorize the lines. Ask Ss to sing along the song. Select some Ss to sing the songs related to charity. Lyrics Keys Keys There come a time When we heard a certain _________ When the world Must come together as one. There are people ________; And it’s time to ____________ to life, The greatest ________ of all. We can’t go on __________ day by day That someone somewhere will soon Make a _______. call dying lend a hand gift pretending change Materials Unit 6 For the song: Script for the recording on pages Song from the learning disc. Instructor’s Notes Tell Ss that the song was first performed at a concert given to raise money to fight against poverty in Africa. We are all of us, everyone in the world, part of one great big family. We should care for one another. For group discussion: See “Discussion and Debate” in teacher’s CD-ROM

` Theme: The Human Touch Unit 6 Additional Resources Discussion
Objectives 5 min Further understanding: Ss can take a particular perspective to look at the changes in the way we live. Access to additional digital resources provided. Display the photo collections and MTV by Michael Jackson. Introduce some most popular songs by Ask Ss to make a list other singers who sing songs to raise money for charity. Materials Discussion 5 min Think Aloud Ask Ss to exchange their views about helping others in trouble. According to Michael Jackson, among faith, hope and charity, which is the most important? (charity Is love all we need to solve the world’s problems? Why or why not? Lead in Unit 6 1. Whenever you have trouble, to whom will you turn for help? When the people who are not familiar to you have been in trouble, will you give a hand? Why? 2. What do you think of the relationship among people in modern society? Why? 3. Do you think it is believable in real life that a person would like to help others at the expense of his own life? If yes, cite an example; If no, why? Photo collection

Inlet of the Tyrrhenian Sea, south central Italy.
` Theme: Changes in the Way We Live Theme: The Human Touch Cultural background information 15 min Ivy Vine Climbing, clinging, evergreen plant with dark shiny leaves whose fruit is grape Bay of Naples Ivy Vine Inlet of the Tyrrhenian Sea, south central Italy. 32 km (20 mi) in length from Cape Miseno on the northwest to Punta della with a magnificent view of the sea ABOUT THE AUTHOR O. Henry 5 min Bay of Naples O. Henry ( ): pseudonym of William Sydney Porter( ), American writer of short stories, best known for his ironic plot twists and surprise endings. Born and raised in Greensboro, North Carolina, O. Henry attended school only until age 15, when he dropped out to work in his uncle’s drugstore. Unit 6 Objectives Get to know some related background information so that Ss can have a better understanding its cultural connotation.

` Text A The Last Leaf Theme: The Human Touch While-reading Task Unit
Objectives ABOUT THE AUTHOR 5 min Discuss the theme. Learn about the author. During his 20s he moved to Texas, where he worked for more than ten years as a clerk and a bank teller. O. Henry did not write professionally until he reached his mid-30s, when he sold several pieces to the Detroit Free Press and the Houston Daily Post. In 1894 he founded a short-lived weekly humor magazine, The Rolling Stone. In 1896 O. Henry was charged with embezzling funds from the First National Bank of Austin, Texas, where he had worked from 1891 to The amount of money was small and might have been an accounting error; however, he chose to flee to Honduras rather than stand trial. Learning that his wife was dying, he returned to Texas in 1897 and, after her death, turned himself in to the authorities. He served three years of a five-year sentence a the federal penitentiary in Columbus, Ohio, where he first began to write short stories and use the pseudonym O. Henry. Unit 6

Objectives ABOUT THE AUTHOR 5 min Discuss the theme. Learn about the author. During the last ten years of his life, O. Henry became one of the most popular writers in America, publishing over 500 short stories in dozens of widely read periodicals. O. Henry’s most famous stories, such as “The Gift of the Magi,” “The Furnished Room,” and “The Ransom of Red Chief,” make simple yet effective use of paradoxical coincidences to produce ironic endings. Writing at the rate of more than one story per week, O. Henry published ten collections of stories during a career that barely spanned a decade. They are Cabbages and Kings (1904), The Four Million (1906), Heart of the West (1907), The trimmed Lamp (1907), The Gentle Grafter (1908), The Voice of the City (1908), Options(1909), Roads of Destiny (1909), Whirligigs(1910), and Strictly Business (1910). Materials Recommended Books: Unit 6

2 min INTRODUCTION Lead in to Text A by saying: Maybe we should help both strangers and people who are close to us. In this unit, Text A tells a story about how an old painter helped a young painter he knew, while Text B tells how a woman helped a boy who had tried to rob her of her handbag. Objectives Know how a short story is organized Identify the writing pattern. Text Analysis Five Important Elements of a Short Story 10 min Instructor’s notes Character A person or an animal Setting Time Place Draw a draft of the 5 elements on the blackboard a short story plot A series of events Character action Theme Central idea or belief Unit 6 Conflict Struggle between 2 people man vs. man man vs. himself man vs.nature man vs. society

STRAGEGY Five Elements of a Short Story Observation: scan the text and find out these five elements. Objectives Main Characters Berhman: elderly German artist, friend and downstairs neighbor of Johnsy and Susie; Johnsy: young artist, terminally ill, apartment mate to Susie; Susie: young, artist, apartment mate and caregiver to Johnsy, desperate job seeker The Doctor: visiting physician, disrespectful Know how the text is organized Identify the writing pattern. Setting It is set in a New York apartment, late Autumn (November), 1906. Unit 6 Plot Climax: Johnsy insists that she will die when the last leaf drops from a dying vine outside her window. Resolution: Behrman painted the last leaf on the wall to save Johnsy’s life at the cost of his own.

STRAGEGY Five Elements of a Short Story Conflict External conflict: Behrman fighting against the force of nature( the falling of the last leaf as well as the harsh weather) Internal conflict: Johnsy fighting against her will to die (the falling of the last leaf) Objectives Know how the story is organized Identify the 5 elements in the story Rhetoric devices use Theme sacrifice, altruism love of life , hope friendship, neighborliness, female bonding death 5 min STRAGEGY Rhetoric Appreciation Unit 6 1) Symbolism: The last leaf symbolizes the end of a life. 2) Irony: Pneumonia is described as a person instead of a disease. 3) Personification: In November a cold, unseen stranger, whom the doctor called Pneumonia, stalked about the district touching here and there with his icy fingers. The cold breath of autumn had blown away its leaves, leaving it almost bare.

10 min STRAGEGY Cohesive devices Observation: Threads throughout the story The story is built around the center: the last leaf. That is, the last leaf threads through the whole story. The questions on the P.197 intends to direct us to understand the point. Mark out the last leaf while reading. Objectives Know how the text is organized Identify the writing pattern. The doctor’s three visits: P.4. She has one chance in one P.35 even chances P.37 she’s out of danger. P.36 there is no hope for him. It was from him that we learn how sick Johnsy was, how she had a chance, and how she was sure to recover. His three visits sum up three stages of Johnsy’s illness. Moreover, he is very convenient when Old Behrman’s sickness needed to be revealed. 2. Soup: From refusing soup to drinking soup When Johnsy decided to die with the fall of the last leaf, she refused to take any soup. Yet when she was shaken alive again by that undying last leaf, one of her first desires was to drink some soup. Unit 6

` Theme: The Human Touch Text A The Last Leaf While-reading Task Objectives STRAGEGY Recognize Threads Learn to summarize the main idea of the text The Bay of Naples Before she fell ill, she had wished to paint the Bay of Naples. Inspired by the last leaf, she again looked forward to painting it. The Masterpiece In Paras we learn that Old Behrman was a failure career wise. He had always talked about a masterpiece, ye he was unable to deliver it. In Para 20, there went he again, “ Some day I will paint a masterpiece, and we shall all go away. “ Finally, he painted his masterpiece at the cost of his life. Language Sense Enhancement 15 min Unit 6 In-class exercises (options) Language Focus Do exercises on P Word Formation Do exercises on P Structure Do exercises on P206 Comprehension Do exercises on P207 Notes: Ask Ss to finish vocabulary before class to have a view of new words and phrases.

Objectives Language Development 20 min Extend the vocabulary Deal with difficult sentences. Vocabulary in tune: harmonious(ly) (often followed by with; the opposite: out of tune) His ideas are in tune with the times. The price of gold coins fluctuates in tune with that of commodities. Her character is quite out of tune with her beauty. joint: held or done by two or more persons together She had taken the money out of the joint account she had with her husband. There are a number of different forms of business ownership, such as partnerships corporations and joint ventures. To attract foreign capital, China issued new economic regulations giving more preferential treatment to joint ventures. stalk: (of an evil force) move through (a place) in a threatening way; move quietly and cautiously in order to get near When night falls, danger stalks the streets of the city. Polar bears prefer to hunt seals on land or ice but may stalk them from under water. Unit 6

Language Development Vocabulary Objectives turn loose: allow (sth.) to be free of control The sick whale will be taken care of by the scientists before being turned loose. The soldiers turned the prisoners loose one by one shortly after the city was conquered. look the part: have an appearance for a particular job, role, or position I think he must be a captain—he certainly looks the part. Despite looking the part, Michael was not an artist at all. to excess: to an extreme degree His father never smoked or drank to excess. Red meat, very high in fat and calories, is harmful to health if eaten to excess. for the rest: as regards other matters The book contains some interesting passages about the author's childhood. For the rest, it is rather dull. Extend the vocabulary Deal with difficult sentences. Unit 6

Objectives While-reading Task Extend the vocabulary Deal with difficult sentences. Language Development 10 min Complex Sentences 发现各自在艺术品味、菊苣沙拉，以及灯笼袖等方面趣味相投，于是就有了这个两人画室。 … and found their tastes in art, chicory salad and bishop sleeves so much in tune that the joint studio resulted.(L3-4) They found they had so much in common in terms of art, food, and dress that they decided to share a studio. In November a cold, unseen stranger, whom the doctors called Pneumonia, stalked about the district touching one here and there with his icy fingers.(L6) . 到了11月，一个医生称之为肺炎的阴森的隐形客闯入了这一地区，用它冰冷的手指东碰西触。 In November, The disease Pneumonia spread quickly in the district and mercilessly infected some people. Unit 6 But whenever my patient begins to count the carriages in her funeral procession I subtract 50 percent from the curative power of medicines.(L22) 可是，但凡病人开始计算她出殡的行列里有几辆马车的时候，我就要把医药的疗效减去一半。 But when my patient begins to think they are sure to die and thus lose the will to hang on to life, the curative power of the medicine will be cut half

` Text A The Last Leaf Theme: The Human Touch Post-reading Task Unit 6
English Learners Group discussion 15 min Universal Access KWL Method This method helps Ss to check on what they have learned. √ What do I Know? √ What do I Want to know? √ What did I Learn? Introduce to Ss KWL method and ask to answer the questions like: What do I know about humanity? What do I want to know? What did I learn? Debate: Charity Begins at Home. 25 min Instructor writes down on the blackboard the saying “Charity begins at home. Invites some Ss to interpret the saying. Then ask the question: Is it enough only to help those people we know? Ss divide into a pro side and a con side. Ss discuss with neighbors and list key arguments on a sheet of paper. Ss debate. Objectives Recognize the writing pattern and apply in writing Learn how to use supporting facts; Learn to use transitional devices Unit 6 Quick Check Can Ss give enough supporting facts to show their opinion. If no Look back into the text clues. If yes Extend their visions.

From general-to-specific pattern
` Theme: The Human Touch Text A The Last Leaf Post-reading Task STRAGEGY Writing 15 min Objectives From general-to-specific pattern Introduce to Ss two ways of writing: The specific-to-general organization The general-to-specific organization. The text has used the general-to-specific pattern which means moving from a general statement about the subject to a detailed discussion that provides specific evidence, examples, and analysis to support or elaborate upon the general statement. Learn the writing strategy: general-to-specific organization. Model writing The thesis statement is put at the beginning. My Impression upon The Last Leaf I am deeply struck by what is called human love depicted in the story The Last Leaf. The old man was so sympathetic that he drew the leaves in cold rainy night to give the young girl the willingness to live on. He didn’t have to do so. But he didn’t give a thought to what would happen to himself. Unit 6 Provide specific evidence, examples, and analysis to support or elaborate upon the general statement.

Title: Charity Begins at Home.
` Theme: The Human Touch Text A The Last Leaf Post-reading Task Assignment Paper Writing Title: Charity Begins at Home. Review Writing Strategy and use general-to-specific style to write the comment. Try to use as many supporting details as possible.. Materials Preview Next Unit Ss’ reference materials (offered beforehand) Download from 2 min Ask Ss to prepare for the next unit with reference to the handout: Reading assignment before class Points for Discussion in class Learning focus Unit 6

Instructor notes College English Book 3
Use this page to record lessons that work well or need to be adapted for future reference College English Book 3 Date: Debate: Charity Begins at Home. Instructor notes 1. Instructor writes down on the blackboard the saying Charity begins at home. Invites some Ss to interpret the saying. Ask the question: Is it enough only to help those people we know? Ss divide into a pro side and a con side within each group. Ss argue with group members and then write down the list of key arguments on a sheet of paper. Ss debate: One person is invited from each group and form two sides. Invite the audience to vote which side wins the debate and give their comments. Paper writing: Ss are required to write a paper titled Charity begins at home with at least 200 words by using general-to-specific organization.

Lesson Plan for Book 3 Table of Contents Teacher Works

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Lesson Plan for Book 3 Table of Contents Teacher Works

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