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1、Unit2-main1,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Unit2-main2,Part IListening,Part II Reading,Part III Speaking,Part IV Translation 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and exp
2、ressions found in the two texts follow-up exercises; 3. appreciate the rhetorical device of repetition; 4. be able to read an introduction to a company or an organization; 5. be able to write a rsum.,Objectives,I. Objectives,II. Suggested Teaching Plan for Unit 2,II. Suggested Teaching Plan for Unit
3、 2,D. plays the first dialogue once more for the details so that students will have no trouble answering the questions;,Theme- related Listening,A. keeps the theme in mind while making a transition from the short talk to the two dialogues; B. handles Useful Language in a unique way, e.g., asking stu
4、dents to describe a person with the words; C. plays the first dialogue once, or twice if necessary, and asks students to do the T/F exercise as required to explore the main idea;,Objectives3,Sections 3, 4 B. makes a meaningful transition to Text A;,F. checks the answers in a meaningful way, e.g., pa
5、raphrasing the relevant details.,3 periods,Objectives3,E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises;,Objectives3,Text A B. gives the students 10 minutes to read Text A and get a general idea of the whole text.,Text A The
6、 teacher A. discusses the whole text with the students; B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework, depending on their levels.,Objectives4,Time,The teacher A. asks the students to go over the text and do the subsequent m
7、ultiple choice questions; B. while discussing the text with the students, calls the students attention to sentence which contains repetition; C. lets the students work on the vocabulary and language use exercises either in or after class.,1.5 periods,Text B B. gives the students 5 to 10 minutes to d
8、o the exercise.,1 period,Speaking,The teacher A. fully understands what the exercises are intended to do; in Ex. 1 goes through the list of useful expressions to see what is new to students and then makes sure students know what two categories are before they do the exercises as required;,C. asks cl
9、ass to read loud the dialogue in Ex. 1 before doing the role-play either with or without the script; D. in Ex. 2 asks class to recall how the teachers story ends to elicit the importance of saying thank you, and then asks one student to read loud the example monologue before encouraging some student
10、s to carry out the task.,Objectives6,Translation and Writing, Time to Relax B. helps the students learn how to write a rsum by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class;,1 period,C. plays the song “I Believe I Can Fly” in class and
11、 lets the students sing along with the singer; D. if possible, plays the video in the Workbook in class and lets the students do the exercise based on the video.,Objectives7,Background Information -main,Academic Grading in the United States,Doctor of Medicine,Academic grading in the United States mo
12、st commonly takes on the form of five letter grades. Historically, the grades were A, B, C, D, and F A being the highest and F, denoting failure, the lowest. In the mid-twentieth century, many American educational institutions especially in the Midwest (particularly the State of Michigan) began to u
13、se the letters A, B, C, D, and E. The only difference here is that failure is denoted by E instead of F, which is not used by these schools. The AF (AE) quality index is typically quantified by correlation to a five-point numerical scale as follows: A = 4.0 B = 3.0 C = 2.0 D = 1.0 E/F = 0.0 Chromati
14、c variants, represented by + and , are commonly used. They are most commonly quantified as x.3 and y.7, e.g., B = 3.0, so B+ = 3.3 and B = 2.7).,III. Background Information1,Academic Grading in the United States,Doctor of Medicine (MD, from the Latin Medicinae Doctor meaning “Teacher of Medicine”) i
15、s a doctoral degree for physicians. The degree is granted by medical schools. Admission to medical schools in the United States is highly competitive, with about 17,800 out of approximately 47,000 applicants receiving at least one acceptance to any medical school in recent application years. Before
16、entering medical school, students must complete a four-year undergraduate degree and take the Medical College Admission Test (MCAT). Before graduating from a medical school and achieving the degree of Medical Doctor, most schools require their students to take the United States,Objectives2,Doctor of
17、 Medicine,Medical Licensing Examination (USMLE) Step 1 and both the Clinical Knowledge and Clinical Skills parts of Step 2. The MD degree is typically earned in four years.,Objectives12,Part IListening Listen to the upcoming short talk and complete the related statements below accordingly. Getting t
18、o know the following useful language first might be helpful.,Useful Language delivery / n. 传递 transmission / n. 传播 character / n. 品格 influence / n. 影响 perceive / vt. 察觉 quality / n. 优点 attitude / n. 态度 hidden / a. 潜在的 impact / n. 影响 self-construction / n. 自我打造,Part IListening,1,1) What do you mean w
19、hen you say that you like the way your teacher or instructor in the classroom? 2) A teacher of good character can help students develop towards life. 3) A good student can also have a hidden positive impact .,carries himself or herself,a positive attitude,on his or her teacher,_,_,_,Script,Script: H
20、i class, Id like to begin by drawing your attention to what goes on between teachers and students in the classroom. You might say it is the delivery of knowledge. Or you might say it is the transmission of information. Is there anything else? Believe it or not, there is indeed something else. How ab
21、out character? Dont you think there is any mutual influence of character? For instance, what do you mean when you say that you like your teacher or that you like the way your teacher or instructor carries himself or herself in the classroom? At such times, are you only talking about knowledge or inf
22、ormation? Dont you think you can perceive the qualities of a good teacher as well as those of a good student? Let me explain what I mean by qualities.,A teacher of good character adds power to his or her words. Such a teacher can be an inspiration to students, helping them to build a positive attitu
23、de towards life. At the same time, a student of good character can also have a hidden positive impact on the teacher. From the above, we can say that though the characters of people interact with each other without words, they nonetheless often play a powerful role in self-construction.,Hi class, Id
24、 like to begin by drawing your attention to what goes on between teachers and students in the classroom. You might say it is the delivery of 1) . Or you might say it is the transmission of 2) . Is there anything else? Believe it or not, there is indeed 3) . How about character? Dont you think there
25、is any mutual influence of character? For instance, 4) when you say that you like your teacher or that you like the way your teacher or instructor 5) in the classroom? At such times, are you only talking about,Listen to the short talk again and fill in the blanks below with the missing words.,Object
26、ives22,knowledge,_,2,information,_,something else,_,what do you mean,_,carries himself or herself,_,knowledge or information? Dont you think you can 6) the qualities of a good teacher as well as those of a good student? Let me explain what I mean 7) . A teacher of good character 8) to his or her wor
27、ds. Such a teacher can be 9) to students, helping them to build a 10) towards life. At the same time, a student of 11) can also have a hidden positive impact on the teacher. From the above, we can say that though the characters of people interact with each other 12) , they nonetheless often play a p
28、owerful role in self-construction.,adds power,Objectives23,_,by qualities,perceive,an inspiration,_,_,_,positive attitude,_,without words,_,good character,_,Helen and Elvis are talking about the qualities of a good teacher. Listen to their conversation and then decide whether the conversation-based
29、statements below are true (T) or false (F). Getting to know the following useful language first might be helpful.,Useful Language shoot / vi. 请发问 concentration / n. 注意力 dedication / n. 奉献 devote / v. 献身 responsibility / n. 责任 kind of 相当，有点,Objectives24,3,1) Helen is complaining about her teacher. 2)
30、 As Elvis says, a good teacher conveys good qualities in the classroom. 3) Helen and Elvis see eye to eye(看法一致) on the fact that a dedicated teacher must have a high sense of responsibility.,F,_,T,_,T,_,Script:,Helen: May I ask you a question, Elvis? Elvis: Shoot. Helen: What would you say makes a r
31、eally good teacher? Elvis: You have recently met one? Or you feel like complaining about a teacher you have now? Helen: Actually, I think I have just met one. I tend to learn fast with him. I dont know why I have better concentration and understand better in his class than in others, but I do. Elvis
32、: Learning has to do with more than his words. Theres always something beyond words with a teacher.,Objectives25,Script:,Helen: What do you mean? Elvis: Im talking about the qualities of a good teacher. A good teacher has dedication and is devoted to his students. Helen: Thats true, my teacher has a
33、 high sense of responsibility. Elvis: He must have, or you wouldnt feel his dedication, and be learning from it. Your teacher is sure to be a man of character. Helen: Youre right. I feel how he carries himself in the classroom has a kind of hidden impact on my attitude. Elvis: Thats the gift of a go
34、od teacher. Helen: No wonder I like him.,Objectives25,1) Who has Helen met? 2) How is Helen getting along in class? 3) What is Elvis trying to do? 4) What qualities, according to Elvis, does a good teacher have?,Shes learning fast because she has better concentration and understanding in the classro
35、om.,Listen to the conversation again and answer the following questions.,She has met a good teacher.,He is trying to explain to Helen what makes a good teacher.,_,_ _,_,4,A good teacher has dedication and devotion to his students. And he has a high sense of responsibility.,_ _,5) What does Helen say
36、 about her teacher?,She says that how he carries himself in the classroom has a hidden impact on her attitude.,_ _,Karen and Margaret are talking about a good teacher. Listen to their conversation, and then answer the questions below by choosing the best response. Getting to know the following usefu
37、l language first might be helpful.,Useful Language separate / vt. 分开 heart-to-heart / a. 坦诚的 interaction / / n. 互动 I get you. =I see.,Script:,5,Script: Karen: When it comes to learning, it is hard for me to separate the teacher from students positive learning experience. Margaret: Im sorry, Im not t
38、oo clear what you mean by that. Karen: The point Im trying to make is that a good teacher is responsible for building the kind of good learning environment in which students learn best. Margaret: But I wonder: how does a teacher do that? Karen: Through certain positive but hidden qualities he or she
39、 brings in the classroom. Margaret: Hmm, I sense what you are saying, but dont get you 100%.,Objectives28,Karen: Let me explain a bit more. A good teacher doesnt just feed students new information. He or she also knows his or her students well. I mean good teaching involves not only face-to-face com
40、munication, but also heart-to-heart interaction. Margaret: Ah, now I get you! Karen: Thats the special talent of a good teacher. Margaret: Now I see why my teacher is so very popular. Karen: The best kind of teacher has another rare quality. He or she can be like a candle, which consumes itself to l
41、ight the way for others. Margaret: Wow, well said! Maybe you should teach,Objectives29,1) What does Karen emphasize that a teacher is inseparable from? Knowledge of the world. C) Students years of education. D) Training for the real world. 2) How, according to Karen, does a good teacher build a good
42、 learning environment? By changing his way of teaching. B) By adding new knowledge. D) By encouraging more learning.,Objectives30,B) Students positive learning.,C) Through positive character qualities.,3) What does Karen mean by “heart-to-heart interaction”? A) A good teacher knows his or her studen
43、ts abilities well. C) A good classroom environment has two-way communication. D) It is your own duty to learn. 4) What has Margaret come to understand? What her teacher teaches. C) How her teacher raises questions. D) Why her teacher is so knowledgeable.,Objectives31,B) Good teachers are sensitive t
44、o their students and learn from them too.,B) Why her teacher is so popular.,5) What is the most important thing a good teacher does? A) Helping students build a positive attitude towards life. B) Acting as an inspiration. C) Lighting the way.,Objectives32,D) All of the above.,Part II Reading -main3,
45、Text AA Teachers Story,Part II Reading,Text B Follow Your Dream,Exercises,Exercises,Practical Reading,A Teachers Story Elizabeth Silance Ballard 1 As Mrs. Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie. She looked at her students and said
46、that she loved them all the same. But that was impossible, because there in the front row was a little boy named Teddy Stoddard. 2 Mrs. Thompson had watched Teddy the year before and noticed that he didnt play well with the other children, that his clothes were messy and that he constantly needed a
47、bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a red pen, making bold Xs and then putting a big “F” at the top of his papers.,Part IIReading Text A,Text A1,1) What was the lie that Mrs. Thompson told her students on the very first day of school?,She told her students that she loved them all the same