Unit One Personality读写译样课handout

Unit One Personality

TIME ARRANGEMENT

1. The first period: (45 minutes)

1)Introduction and preparation (simple oral activities)

2)In-class reading

A. global reading (organization analysis, T or F, finding phrases)

B. detailed reading (understanding sentences & word study)

2. The second period: In-class reading (45 minutes)

A. detailed reading (understanding sentences & word study)

B. post reading (briefly check the exercises)

3. The third period: (45 minutes)

A. After-class reading (understanding the text & key words and sentences)

B. Further development (word power)

4. The fourth period: (45 minutes)

A. Translation skills (examples taken from up-to-date newspapers or periodicals)

B. Writing practice (making plans)

C. Assignments (preparation for dictation and preview the next unit)

The first period (45 minutes)

Step One: Preparation Exercises (20min)

Objectives：to arouse Ss’ interest in the theme of the unit.

Sample Activity Options:

( T may choose one or two from the following)

1) Page 1: Mr. and Miss So and So

2) Personality Test: Page 2/Page 41

3) Ss are supposed to describe the personalities of some popular cartoon characters and answer some related questions.

sample questions:

?Describe the personality traits of the cartoon characters shown.

?Among the three cartoon girls, which one do you like best? And why?

?Suppose they were all real, and if you could have a friend among the four on the second/third page, which one would you like? Why?

Step Two: Global reading of The Misery of Shyness (15min)

Objectives：to ensure Ss get the general idea of the text, identify its organization, thus preparing Ss for further understanding of the text.

1)Organization analysis

2)T or F

Step Three: Detailed reading of The Misery of Shyness (10min)

Objectives：to enhance Ss’ command of English language by way of detailed analysis of the key words, phrases and sentences.

1)Ss read the text and try to find out the corresponding expressions of the following.

2)T and Ss discuss the answers.

3)Ss are encouraged to make up sentences by some of them.

?苗条的, 超重的对…产生不利的影响

?对…有深刻的影响自尊心很强的人

?人身攻击通过坚持不懈的努力

?克服羞怯，建立自信内疚和羞愧感

?公开表达自己的意见自我否定转折点/转机

?充分发挥自己的潜力注重自己积极的方面放心

?娴熟而自信地在众人中周旋

The second period (45 minutes)

Step One: Detailed reading (35min)

Objectives：further comprehension of and language points in the text.

?In this part, Ss discuss the meaning of the text and learn about language points under the guidance of T key words & sentences please see Appendix.

Step Two: Post reading (10 min)

Objectives：to reinforce the language skills Ss have learned in class.

? A. Complete the following summary based on what you have read in the text.

? B. Exercises1,2 on page 16 should be finished before class, and the rest on page 16-18 will be checked briefly in class.

The third period (45 minutes)

Step one: After-class reading (40 minutes)

Objectives：to check Ss’ reading and understanding of extra reading material.

Option 1: In this part T may make full use of the Ex. On page 26-27 and page 35-37 to check how well Ss understand the passages.

Option 2: Ss may be required to work in groups to present the questions they have come across while previewing the passages before class. The rest of the class is encouraged to offer solutions to the problems. T may offer help when necessary.

Option 3: T uses handouts of the important words, phrases and sentences outlined in the teaching plan to assist Ss to identify important language points in the passages.

key words & sentences please see Appendix.

Step two: Further development (5 minutes)

Objectives：to enrich Ss’ word power.

Do the Ex. on page 38.

The fourth period (45 minutes)

Step one: Translation skills——被动语态的翻译(20 minutes)

Objectives：to learn some basic translation skills to enhance Ss’ practical capability of communicating in English.

?1) In this part, T may hand out some translation practice based on the skills mentioned in Part Four (page 43-46) in the textbook before class and invite some of the Ss to present the translation of their own at the beginning of the class.

?2) T chooses the items that most Ss often find difficult to accomplish to illustrate with more examples from the textbook.

?3) More follow-up translation practice is done in class.

Sample translation practice (before class)

? 1. He was transferred the following day to a big hospital in Hangzhou.

? 2. The plot of escaping was uncovered when prison guards spotted the phrase “more heat, less light” in one of his letters.

? 3. More should be done if we want to achieve what we are dreaming of.

? 4. BDNF(脑源性神经营养因子) is naturally produced in the brain.

? 5. It is reported that a new bridge is to be built over the river this year.

Possible translation (before class)

? 1. 他第二天被转入了杭州的一家大医院。

? 2. 当狱警看到其中一封信上写有“多点热，少点亮”的字句时，他的越狱图谋终露马脚。

? 3.要实现梦想，我们还要做更多努力。

? 4. BDNF是大脑自然产生的一种物质。

? 5. 据报道，今年这条河上要新建一座大桥。

Follow-up practice on the translation skills （in class）

? 1. Mike was chosen as our representative.

? 2. Prison guards found the invisible messages, which can be seen when the paper is heated from underneath.

? 3. Many problems in Africa are due to and left over from colonialism.

? 4. It must be admitted that he has done his best.

? 5. It is believed that health is above wealth.

Possible translation (in class)

? 1. 麦克被推选为我们的代表。

? 2. 狱警将信件从下面加热，隐形的文字信息就显露了出来。

? 3. 非洲的很多问题是殖民主义时期遗留下来的。

? 4. 必须承认，他已经尽力了。

? 5.一般人都相信健康重于财富。

Step two: Writing practice (20 minutes)

Objectives：Ss gain self knowledge in terms of their personality and develop a habit of making plans in life.

Option activity: 1) Ss list first who they are now and what kind of person they want to be. (done in class)

2) Then Ss make a plan on how they are to change a bit regarding their personality ever since they

step onto this campus. (done in class)

3) And Ss should keep record of what they have done during the entire semester in order to make

such a change a reality. (done after class)

4) The WHOLE process would be made into a formal report and handed in as the final assignment at

the end of the semester. (done after class)

Step three: Q & A and Assignments (5 minutes)

Objectives：to sum up the unit and prepare for the next.

?1) Ss are assigned to review the lesson after class and get ready for a dictation to be held in the next week.

2) Ss preview the next unit.

Appendix

The following words, expressions and sentences from the reading passages are supposed to be a range Ss can refer to when they prepare for their quiz and the final, so T should either cover them in the classroom teaching or mark them for students’ self study.

Unit One Personality

In-class Reading: The Misery of Shyness

Words and Phrases

accent acquaintance assurance/ assured circulate constant criticism

eliminate esteem excessively inadequacy interpret isolate

inferiority/ inferior numerous overcome reasonable dwell on in contrast set aside have sth. at heart

Sentences

1)Worrisome thoughts are constantly swirling in their minds. (Line4-5)

2)It is obvious that such uncomfortable feelings must affect people adversely. (Line 7)

3)Shy people are very sensitive to criticism; they feel it confirms their inferiority. (Line 20)

4)It is clear that, while self-awareness is a healthy quality, overdoing it is detrimental, or harmful.(Line 23)

5)The better we understand ourselves, the easier it becomes to live up to our full potential. (Line 74)

After-class Reading Passage One: Two Ways of Looking at Life

Words and Phrases

attach confine convinced despair disagreement dismissal

enduring misfortune optimist pessimist prediction reversal

setback startle temporary undermine

be apt to be prone to in a …light run for

Sentences

1)His heart is overflowing with awe and gratitude for the beauty of her, the perfection. ( Line 2-3)

2)He picks up a furry little toy attached to the rail of the crib and shakes it, ringing the bell it contains. (Line 7-8)

3)Not until a week later, when the baby shows her first startle to the loud sound of a passing truck, does he begin to

recover and enjoy his new daughter again. (Line 46-48)

4)The optimists, who are confronted with the same hard knocks of this word, think about misfortune in the opposite

way. (Line 59-60)

5)Twenty-five years study has convinced me that if we habitually believe, as does the pessimist, that misfortune is our

fault, is enduring, and will undermine everything we do, more of it will happen to us than if we believe otherwise.

(Line 72-74)

After-class Reading Passage Two: You Are What You Think

Words and Phrases

acquire guarantee inclined incompetent investigate

justify representative hold someone back in part take credit

Sentences

1) Pessimism leads, by contrast, to hopelessness, sickness and failure, and is linked to depression, loneliness and painful

shyness. (Line 6-7)

2) When things go right, the optimist takes credit while pessimist thinks success is due to luck. (Line 32-34)

3) Optimists may think they are better than the facts would justify—and sometimes that’s what keeps them from

getting sick. (Line 43-44)

4) Many studies suggest that the pessimist’s feeling of helplessness undermines the body’s natural defense, the

immune system. (Line 49-50)

5) Most people are a mix of optimism and pessimism, but are inclined in one direction or the other. (Line 55-56)

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