3) What kind of love do you expect in your life? 2. While-reading Activities
Use questions as a means of clarifying the organization of this passage. Check the understanding of the text with following questions
1) Why was John Blandford staying in Grand Central Station in New York? 2) How did John get connected to the woman?
3) How was John’s first response to the woman different from that of his friends? 4) What had the woman, Hollis Meynell, done in the past thirteen months? 5) How did he feel as long as he received her letters? 6) When he asked her for a photo, what did she do?
7) Did Hollis Meynell come to the station as they had arranged? 8) Why did Hollis Meynell want to test John Blandford? 3. Post-reading Activities 1) Structure Writing
Write a paragraph of a point of view supported by reasons. 2) Assignment:
① Review the key points of Section A ②Finish the exercises after class ③Finish online homework
Unit 6
Section A As His Name is, So Is He
I Teaching Objectives:
1. To help Students to improve their vocabulary by illustrating new words and phrases in this unit
2. To stimulate Students to think more about the relationship between a person's name and his success/failure
3. To be familiar with the writing skills of the text-a viewpoint supported by comparison- and make use of it in writing 4. To improve the reading skill: scanning 5. To read extensively outside class
6. To improve the Ss writing skill by imitating the typical structure in the texts II Teaching Purposes
1. To develop Students’ online learning ability
2. To improve Students’ ability to retrieve the relevant information 3. To stimulate Students’ psychomotor thinking 4. To arouse Students’ interest in learning the unit III Time Allotment:
1.1st ---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions; difficult sentences)
2. 3rd period: While-reading activities (text structure; main ideas)
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Post-reading activities (comprehension questions; exercises) 3. 4th period: Practice of the reading skill (scanning); IV Teaching Procedures: 1. Pre-reading Activities
Listen to the passage and answer the following questions: 1) What do most people base their selection of a name on?
2) How many factors should parents consider when giving a name to a baby? And
what is the final factor?
3) Do you think a person's name is important? Why or why not? 2. While-reading Activities
Check the Students’ understanding of the text with following questions 1) How did Debbie feel about her first name and why?
2) According to Debbie, what difference did it make when she substituted her middle name, Lynne, for her first name Debbie? 3) What did the writer think of Debbie’s name change?
4) According to the writer, why did one prominent magazine consistently refuse to print “Joe” in his by-line?
5) In paragraph 5, why did the woman feel at ease?
6) Why did the writer say that we were all guilty of name stereotyping to some extent?
7) How can name-based prejudices affect classroom achievement？
8) According to the writer, what can you do if your name doesn’t seem to fit you? 3. Post-reading Activities 1) Structure Writing
Making comparison is a typical method of paragraph development adopted in this passage so as to clarify the main points. 2) Assignment:
① Review the key points of Section A ②Finish the exercises after class ③Finish online homework
Unit 9
Section A Never Be a Quitter in Face of Life
I Teaching Objectives:
1. To help Students to improve their vocabulary by illustrating new words and phrases in this unit
2. To stimulate Students to think more about the relationship between a person's name and his success/failure
3. To be familiar with the writing skills of the text-a viewpoint supported by comparison- and make use of it in writing 4. To improve the reading skill: scanning 5. To read extensively outside class
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6. To improve the Ss writing skill by imitating the typical structure in the texts II Teaching Purposes
1. To develop Students’ online learning ability
2. To improve Students’ ability to retrieve the relevant information 3. To stimulate Students’ psychomotor thinking 4. To arouse Students’ interest in learning the unit III Time Allotment:
1.1st ---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions; difficult sentences)
2. 3rd period: While-reading activities (text structure; main ideas) Post-reading activities (comprehension questions; exercises) 3. 4th period: Practice of the reading skill (scanning); IV Teaching Procedures: 1. Pre-reading Activities
Listen to the passage and answer questions: 2. While-reading Activities
Check the Students’ understanding of the text with questions 3. Post-reading Activities 1) Structure Writing
Making comparison is a typical method of paragraph development adopted in this passage so as to clarify the main points. 2) Assignment:
① Review the key points of Section A ②Finish the exercises after class ③Finish online homework
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