Unit One 1. Teaching Objectives In this unit the students will listen and then talk about job prejudice read about men's roles at home learn new words and expressions write about the differences between men and women practice reading skills: Recognizing generalizations practice translating skills: Multiples practice describing structures of an organization write a job advertisement visit culture salon for a discussion on computers and the changes in womens employment 2. Main contents and hours distribution 1)Lead in: Listen and Talk /I period 2)Read and Explore(passage A and B)/3 periods or more 3)Write and Produce/I period 5)Culture Salon/off class 3. Main focus and points 1)Speaking: talk about prejudices against certain kinds of jobs, such as lawyers, nurses teachers and so o 2)Words and expressions: to put forward a phenomenon and illustrate it from different aspects, such as, criticize, mirror, trend be bombarded by, syndrome, imply, call for widespread agreement, obsolete, acknowledge, strive, recognition etc. 3)Reading skills: recognizing generalizations 4) Translating skills: Multiples
Unit One 1. Teaching Objectives: In This unit, the students will: ·listen and then talk about job prejudice ·read about men's roles at home ·learn new words and expressions ·write about the differences between men and women ·practice reading skills: Recognizing generalizations ·practice translating skills: Multiples ·practice describing structures of an organization ·write a job advertisement ·visit culture salon for a discussion on computers and the changes in women's employment 2. Main contents and hours distribution: 1) Lead in: Listen and Talk / 1 period 2) Read and Explore (passage A and B) / 3 periods or more 3) Write and Produce / 1 period 4) Oral activities / 1 period 5) Culture Salon / off class 3. Main focus and points: 1) Speaking: talk about prejudices against certain kinds of jobs, such as lawyers, nurses, teachers and so on. 2) Words and expressions: to put forward a phenomenon and illustrate it from different aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc. 3) Reading skills: recognizing generalizations 4) Translating skills: Multiples
5)Writing skills: description of structure and organization and writing job advertisements 4. Extended contents Passage C and d in extended Book 5. Teaching methods: Multimedia teaching tool. Student-centered and task-based teaching methods 6. Reference books 7. Exercises and practice: Exercises3,4,5,6,7,9,and12,13,14,16. 8. Further thinking: 9. Teaching procedures: The first two periods(90m) 1)(TE>Ss) Lead in /discussion: what prejudices do people have about certain kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer 2)(T→Ss)L 3)(Ss>Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs (14m) 4)(Ss>Ss)Communicative task 2: read dialogue 2, learn some tips and practice in pai Pre-reading tasks 1.(Te>Ss)What does father mean to you? Use one sentence to describe 2.(I→Ss),(Ss→Sy) Share your ideas: What kind of man could be called“a good family man"? Is your father a good family man? Do you want to be/marry a good family man? Why?
5) Writing skills: description of structure and organization and writing job advertisements 4. Extended contents: Passage C and D in Extended Book 5. Teaching methods: Multimedia teaching tool. Student-centered and task-based teaching methods. 6. Reference books: 7. Exercises and practice: Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16. 8. Further thinking: (Refer to the courseware) 9. Teaching procedures: The first two periods (90m) 1) (T→Ss) Lead in / discussion: what prejudices do people have about certain kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m) 2) (T→Ss) Listening to the passage on page9 (10m) 3) (Ss→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs. (14m) 4) (Ss→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs. (11m) 5) Passage A: Pre-reading tasks 1. (T→Ss) What does father mean to you? Use one sentence to describe. 2. (T→Ss), (Ss→Ss) Share your ideas: What kind of man could be called “ a good family man”? Is your father a good family man? Do you want to be /marry a good family man? Why?
While reading tasks Questions for thinki The first reading: reading through text a for reading comprehension in exercise 3 The second reading: fill in the blank about the detailed information of text a Words and expressions: pick out some valuable sentences and words for students to analyze and remember. Encourage them to use these expressions while writing g Generalizing main idea Read the passage and generalize its main idea It's mainly about some media trends toward diminishing the importance of fathers in the U.S.) g Sum up the media trends towards fatherhood. Marginalizing fathers abusive husbands/deadbeat dad At-home dads and working mothers are praised At-home mothers and breadwinner fathers are devalued At-home wives are regarded as"status symbols, etc. Find words or expressions in the text which show the author's attitude towards the media trend of marginalizing fathers. 6. (Te>Ss)Assignment: writing a composition on prejudices against men/omen in The third period (45m) 1)(Ss()Ss)Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17 2)(Ss>Ss)In groups of 4, interview your group members and write down their answers 3)(Ss<>Ss)Discuss in groups about your answers and draw a conclusion 4)(S>Ss)Report to the whole class about your group's opinions The fourth and fifth periods(90m)
While reading tasks Questions for thinking The first reading: reading through text A for reading comprehension in exercise 3. The second reading: fill in the blank about the detailed information of text A. Words and expressions: pick out some valuable sentences and words for students to analyze and remember. Encourage them to use these expressions while writing. Reading reflection ❖ Generalizing main idea Read the passage and generalize its main idea. ( It’s mainly about some media trends toward diminishing the importance of fathers in the U.S.) ❖ Sum up the media trends towards fatherhood. Marginalizing fathers; abusive husbands/deadbeat dads; At-home dads and working mothers are praised. At-home mothers and breadwinner fathers are devalued. At-home wives are regarded as “status symbols”, etc. Find words or expressions in the text which show the author’s attitude towards the media trend of marginalizing fathers. 6. (T→Ss) Assignment: writing a composition on prejudices against men/women in job-hunting. The third period (45m) 1) (Ss→Ss) Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17. 2) (Ss→Ss) In groups of 4, interview your group members and write down their answers. (15m) 3) (Ss→Ss) Discuss in groups about your answers and draw a conclusion. 4) (S→Ss) Report to the whole class about your group’s opinions. The fourth and fifth periods (90m)
1)(Ss(>Ss)Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m 2)(Te>Ss) Read through the text and in your own words generalize its main idea 3)(Te>Ss)Read the passage more carefully and try to complete the summary. (See 4)(TE)Ss)Words and expressions: analyze some valuable sentences in passage B (15m) 5)(Ss) Exercises:4,5,6,12,13,14.(30m) 6)(TE>Ss)Reading skills: recognizing generalizations and exercise 15(15m) 7)(T<>Ss)General writing Description of structure and organization First, read the introduction on p. 26 Study the expressions on p. 26 Write a description of an organization in your college or at the University such as the Students Union, Science Association, etc. Be prepared to make an oral presentation on your work The sixth period (45m) I)Role- play Role a You are a young person who has decided to mamy someone you love who comes from another country (e.g, America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful(think of other reasons by yourself You feel that in such a marriage, you will develop a broader point-of-view enjoy more straightforward, honest communication share cultural backgrounds have a chance to travel or live overseas be able to raise bilingual children You will first. Say, "Mother(or Father ) I have decided to marry a man(or e from(name of country). I hope that you will give your approval Role b You are the mother or father of a young person who has decided to marry someone who
1) (Ss→Ss) Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m) 2) (T→Ss) Read through the text and in your own words generalize its main idea. 3) (T→Ss)Read the passage more carefully and try to complete the summary. (See courseware) 4) (T→Ss) Words and expressions: analyze some valuable sentences in passage B. (15m) 5) (Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m) 6) (T→Ss) Reading skills: recognizing generalizations and exercise 15. (15m) 7) (T→Ss) General writing Description of structure and organization First, read the introduction on p. 26. Study the expressions on p. 26. Write a description of an organization in your college or at the University such as the Students’ Union, Science Association, etc. Be prepared to make an oral presentation on your work. The sixth period (45m) 1) Role-play • Role A • You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself): • You feel that in such a marriage, you will: • develop a broader point-of-view • enjoy more straightforward, honest communication • share cultural backgrounds • have a chance to travel or live overseas • be able to raise bilingual children • You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval." • Role B • You are the mother or father of a young person who has decided to marry someone who
comes from another country(e.g, America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful ( think of other reasons by yourself. Argt gainst the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns(think of others by yourself) You worry that in such a marriage, your child will quarrel too much over different ways of thinking have a limited relationship because of language barrier have difficulty with different customs, foods, etc risk being separated from family and relatives raise children who are confused about their cultural identity(which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says 2)Comments and suggestions
comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself): You worry that in such a marriage, your child will - quarrel too much over different ways of thinking - have a limited relationship because of language barrier - have difficulty with different customs, foods, etc. - risk being separated from family and relatives - raise children who are confused about their cultural identity (which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says. 2) Comments and suggestions