Henry Royce(1863-1933)and also produces aircraft engins. The Rolls-Royce company was bought by the german company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of particular type 2. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton 3. Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the mercury since 1938 Henry Ford(1863-1977): American automobile designer and manufacturer, was born on a farm near Dearborn, Michigan. He left school at the age of 15 and went to Detroit where he became a machinist and developed an interest in engines. In 1896, he complet his first work ing model of an automobile. In 1903, together with 11 other men, Henry Ford formed the Ford Motor Company in Detroit. In 1913 he introd uced the assembly line method of manufacturing and became the first to produce low-price autos in large quantities. By 1915, Ford's company was selling al most half of all the automobiles produced in the United States. He is considered the man"who put America on wheels 4. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 ed ition it published one listing the 50 richest businessmen and women in China, headed by rong Yiren of CITIC with 1.9 billion dollars followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars I Warming-up Exercises:(15 min) 1. Following questions written on the blackboard, for Ss to bear in mind when listening in next a). What's the classical symbol of American rich men? b). Are there anything wrong with Sam Walton? What are they? Ss skimming the text, and answering the content questions on P39 Il. Short Explanations of new words while reading(65 min) ( appendⅸx) Ⅳ. Text understanding:(45×2min) 1. Style of the text: This text is a description in style. There are 22 paragraphs in this text, which can be divided into 3 sections(Ss should be elicited to express their own opinions in ad vance) 2. Division of the text: 1)Section One (Para. 1-4) Vivid and brief description of the humble lifestyle of Sam Walton, the richest man in America down home 2)Section Two (Para. 5-13) People's general opinions about Sam Walton's simple routine work and his friendly humble, and cheerful personalities
16 Henry Royce (1863-1933) and also produces aircraft engin3s. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of particular type. 2. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton. 3. Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938. Henry Ford (1863–1977): American automobile designer and manufacturer, was born on a farm near Dearborn, Michigan. He left school at the age of 15 and went to Detroit, where he became a machinist and developed an interest in engines. In 1896, he completes his first working model of an automobile. In 1903, together with 11 other men, Henry Ford formed the Ford Motor Company in Detroit. In 1913 he introduced the assembly line method of manufacturing and became the first to produce low-price autos in large quantities. By 1915, Ford’s company was selling almost half of all the automobiles produced in the United States. He is considered the man “who put America on wheels.” 4. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars. Ⅱ.Warming-up Exercises: (15 min) 1.Following questions written on the blackboard, for Ss to bear in mind when listening in next step: a). What’s the classical symbol of American rich men? b). Are there anything wrong with Sam Walton? What are they? 2. Ss’ skimming the text, and answering the content questions on P39. Ⅲ. Short Explanations of new words while reading (65 min) (appendix) Ⅳ. Text Understanding : (45 ×2 min) 1.Style of the text: This text is a description in style. There are 22 paragraphs in this text, which can be divided into 3 sections (Ss should be elicited to express their own opinions in advance). 2.Division of the text: 1)Section One (Para.1~4) Vivid and brief description of the humble lifestyle of Sam Walton, the richest man in America, down home. 2)Section Two (Para.5~13) People’s general opinions about Sam Walton’s simple routine work and his friendly humble, and cheerful personalities
3)Section Three (Para. 14- High praises for Sam Walton and his working style from the staff of Wal-Mart 3. Detailed Analysis of the text: He imagined what surely awaited He imagined what he was surely to see D).It was nice, but no palace: The house nice, but not luxurious 2).Only in America can a billionaire carry on like plain folks.: It is only in America that a billionaire can live in the same way as ord inary people only: In writing and formal speech, you can put "only"at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or "be": followed by the subject of the main clause Examples: Only here was it safe to prepare and handle hot drinks Only when the injured limb is fully mobile will the runner be encouraged to restrengthen it Get away with: do sth. Wrong or risky without being caught or punished They claimed that they knew how to play the system and get away with it Eric has been getting away with tax fraud for years 3).Throw one's weight around: behave in an aggressively arrogant way Folks don' t like their chairman as he always throws his weight around weight around Examples: Mrs. Smith is not much of a manager. He always throws his 4). Look, he's just not that way. " You see, hi is not the sort of person to reserve seats for himself 5). It buried the Forbes list at the bottom of page 2. The Forbes list was arranged at the bottom of page w in the Benton County Daily Democrat so that it could not be found easily 6). But the real story in his mind is.. But what is always on his mind is 7).As laid down .: as established 8). Cut prices and margins to the bone: reduce prices and margins considerably or dramatically 9).who was stunned at such generosity after the stingy employer he left to join Wal-Mart:. who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton 10). the way theyre treated: how they're treated When"the way"is followed by a defining relative clause, this clause can be either a"that clause or a clause beginning with"in which". For example, you can say "the way she told the story", the way that she told the story or the way in which she told the story". There is no difference in meaning Examples: Scientists have spent year studying the way the bran retains information The information highway will have an unimaginable impact on the way people communicate with each other V Consolidation:(45 min) 17
17 3)Section Three (Para.14~22) High praises for Sam Walton and his working style from the staff of Wal-Mart. 3.Detailed Analysis of the text: He imagined what surely awaited: He imagined what he was surely to see. 1).It was nice, but no palace: The house nice, but not luxurious. 2).Only in America can a billionaire carry on like plain folks…: It is only in America that a billionaire can live in the same way as ordinary people… only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”: followed by the subject of the main clause. Examples: Only here was it safe to prepare and handle hot drinks. Only when the injured limb is fully mobile will the runner be encouraged to restrengthen it. Get away with: do sth. Wrong or risky without being caught or punished. Examples: They claimed that they knew how to play the system and get away with it. Eric has been getting away with tax fraud for years. 3).Throw one’s weight around: behave in an aggressively arrogant way Examples: Mrs. Smith is not much of a manager. He always throws his weight around. Folks don’t like their chairman as he always throws his weight around. 4).“Look, he’s just not that way.”: You see, hi is not the sort of person to reserve seats for himself. 5).It buried the Forbes list at the bottom of page 2.: The Forbes list was arranged at the bottom of page w in the Benton County Daily Democrat so that it could not be found easily. 6).But the real story in his mind is …: But what is always on his mind is … 7).As laid down …: as established 8).Cut prices and margins to the bone: reduce prices and margins considerably or dramatically 9).…who was stunned at such generosity after the stingy employer he left to join Wal-Mart: …who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton !0).the way they’re treated: how they’re treated When “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”. For example, you can say “ the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning. Examples: Scientists have spent year studying the way the bran retains information. The information highway will have an unimaginable impact on the way people communicate with each other. V. Consolidation: (45 min)
1). Exercises I, II on P43-49 of Ss'book 2). Dictation of key words and phrases VI Assignments 1. Finish Text B(P50-58 )and Fast Reading 2(l) 2. Writ Choose five adjectives from the following word box to describe your own or a friends character/personality broad-minded clever original sensible slow Unit3 The Generation gap I. Teaching Plan(5 periods Il. Objectives Students will be able to I understand the main idea( Father meddled in children's affairs with good intentions, but only to find his efforts unwelcome) and structure( three settings, three scenes) of the text 2 appreciate the basic elements of a play 3 grasp the key language points and grammatical structures in the text 4 conduct a series of read ing, listening, speak ing and writing activities related to the theme of the unit II. Time allotment Ist period 2nd period 3rd period 4th period 5u period Pre-read ing While-reading While-reading; Post-reading: Theme-Related While-reading (introduction Post-read ing Check on Lang (introduction to plays; Part (the way they students earr ning Tasks home reading (Text B)
18 1).Exercises I, II on P.43-49 of Ss’ book 2).Dictation of key words and phrases. VI. Assignments: 1.Finish Text B (P.50-58) and Fast Reading 2 (II). 2.Writing: Choose five adjectives from the following word box to describe your own or a friend’s character/personality. broad-minded clever clumsy generous original sensible frank slow Unit 3 The Generation Gap I．Teaching Plan ( 5 periods) II. Objectives Students will be able to: 1 understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text; 2 appreciate the basic elements of a play; 3 grasp the key language points and grammatical structures in the text; 4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. III. Time allotment 1 st period 2 nd period 3rd period 4 th period 5 th period Pre-reading While-reading （introduction to plays） While-reading (introduction to plays; Part I) While-reading; Post-reading (the way they are) Post-reading; Check on students’ home reading (Text B) Theme-Related Language Learning Tasks
Pre-reading task I T asks Ss the following questions on the song The Times They Are A-changing (5 minutes) Who should be sitting up and taking notice? Why?(parents, politicians, writers and critics should listen up, because the times are changing so fast that one cant be content with one's old way of life) What does the singer think of his parents' way of doing things?( outdated) 2 Pair interview(23 minutes) i)dictates to Ss the following list of questions -When are your parents birthdays and their wedding anniversary? ---Do your parents celebrate your birthday? How about their own birthday celebration? In your parents'eyes, what are you interested in? In your eyes, what are your parents interested in? ---In what areas do your parents want you to improve? In what ways do you want your parents to improve? Tell of an instance when your parents and you disagree over something 2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee 3) Some Ss report interview results to class 3 T may lead in to Text a by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children's affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually loy their father very much. Do you yourself show similar attitudes towards your own parents (2 e minutes) While-reading tasks 1 A brief introduction to play( 25 minutes) 1) T writes down on the blackboard the major components of a play: characters, settings, sta directions, language, conflicts, climax, and theme 2)Ss identify the characters in this play 3)Ss read the directions for Text Organization Exercises I and 2, then scan the play to divide it into three parts. T may drop a hint: just read the stage directions put in brackets 4) Texplains the functions of stage directions to set up stage properties in the proper place,to indicate a change in setting; to direct actors' movements, gesture, facial expression, tone of voice,etc. Then T draws the following illustration on the blackboard Up Left Up Right Stage Left Center Stage Stage Right Down Left Down right 5)T invites one S to read aloud Heidis speech to the audience at the very beginning of the play, then ask another S to re-create Heidis words into a complete and grammatical
19 Pre-reading tasks 1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes) ---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life) ---What does the singer think of his parents’ way of doing things? ( outdated) 2 Pair interview ( 23 minutes) 1) T dictates to Ss the following list of questions: ---When are your parents’ birthdays and their wedding anniversary? ---Do your parents celebrate your birthday? How about their own birthday celebration? ---In your parents’ eyes, what are you interested in? ---In your eyes, what are your parents interested in? ---In what areas do your parents want you to improve? ---In what ways do you want your parents to improve? ---Tell of an instance when your parents and you disagree over something. 2) Ss form pairs to interview each other. If there is an odd number of Ss in the class, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee. 3) Some Ss report interview results to class. 3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children’s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes) While-reading tasks 1 A brief introduction to play ( 25 minutes) 1) T writes down on the blackboard the major components of a play: characters, settings, stage directions, language, conflicts, climax, and theme. 2) Ss identify the characters in this play. 3) Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide it into three parts. T may drop a hint: just read the stage directions put in brackets. 4) T explains the functions of stage directions: to set up stage properties in the proper place; to indicate a change in setting; to direct actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard: Up Left Up Right Stage Left Center Stage Stage Right Down Left Down Right 5) T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play, then ask another S to re-create Heidi’s words into a complete and grammatical
aph. They may refer to Writing Strategy to see the stylistic differences between peech and writing 6) t defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It may happen in three forms: man against man, man against environment, man against himself When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s)of conflict in this play as they later go through the text 7) Texplains that, unlike a novelist or short-story writer, a play wright can not come forward interrupt the action, and tell the aud ience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. t tells Ss that they will do so at the end of reading 2 T explains language points in Part I and gives Ss practice( see Language Study ).(15 minutes) 3 Ss sum up the main conflict in Part I (3 minutes) 4 T explains language points in Part II and gives Ss practice( see Language Study. (25 minutes) 5 Ss sum up the main conflict in Part II. (3 minutes) 6 T explains language points in Part Ill and gives Ss practice( see Language Study ).(15 minutes 7 Ss sum up the main conflict in Part Ill. (3 minutes) 8 Ss sum up the theme of the play. 6 minutes) Post-reading tasks 1. The way they are(25minutes 1)Ss form groups of 3-4, re-read Part II. Based on it, they will come up with a brief summary of the characteristics of Mother, Father, and the children(see Text analysis) may give Ss the following model Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like 'do go on,, do get on with it', dont keep us in suspense Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly real ize his blunder, as made clear by sentence I do? Yes, I guess I do. Ive.done It haven'tI 2)When Ss discuss within the group, the following questions might help How did mother ad dress Father and her children? How many do's and don'ts did she use? What do they tell about her character? On whose side Heidi and Sean stage whisper to each other? What did Sean tell Father that" I do believe Diane would like to know the surprise? How did Diane feel when she said"Thank you, Sean. I owe you one"? What were Diane's reactions during the scene 3)Several groups report their summaries to the class 2. T guides Ss through some after-text exercises. (25 minutes) 3. T checks on Ss home reading Text B)(3 minutes) 4. Ss so Part IV: Theme-Related Language Learning Tasks. (1 period 5. T asks Ss to prepare for the next unit: (2 minutes) 1) do the pre-read ing task view text a
20 paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing. 6) T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text. 7) T explains that, unlike a novelist or short-story writer, a playwright can not come forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play. 2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes) 3 Ss sum up the main conflict in Part I. ( 3 minutes) 4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes) 5 Ss sum up the main conflict in Part II.( 3 minutes) 6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes) 7 Ss sum up the main conflict in Part III.( 3 minutes) 8 Ss sum up the theme of the play. ( 6 minutes) Post-reading tasks 1. The way they are (25minutes) 1) Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a brief summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model: “Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’. Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’ 2) When Ss discuss within the group, the following questions might help: ---- How did Mother address Father and her children? ---- How many do’s and don’ts did she use? What do they tell about her character? ---- On whose side Heidi and Sean stage whisper to each other? ---- What did Sean tell Father that “I do believe Diane would like to know the surprise?” ---- How did Diane feel when she said “Thank you, Sean. I owe you one”? ---- What were Diane’s reactions during the scene? 3) Several groups report their summaries to the class. 2. T guides Ss through some after-text exercises. (25 minutes) 3. T checks on Ss’ home reading (Text B) (3 minutes) 4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period) 5. T asks Ss to prepare for the next unit: (2 minutes) 1) do the pre-reading task; 2) preview Text A