Teaching Plan For Listening and Speaking: Chapter 1: Meetings and Greetings

Teaching Plan for Listening and Speaking
Textbook: Tapestry Listening and Speaking (Book 1)

Chapter 1: Meetings and Greetings
Goals: 1) learn how to introduce oneself and others formally and informally;
2) learn appropriate body language when meeting and greeting people;
3) learn how to greet people formally and informally;
Session One:
I. Introduction (P2-3)
otes! "each presents first and then students discuss #uestions in pairs.
II. $etting %tarted (P&)
otes! Indi'idual wor( first and then pair wor( to e)change opinions.
III. Part 1! *eeting ew People
"as( 1! +ormal or informal language, (P&)
"as( 2! -istening 1! +ormal and informal introductions
1) $etting ready to listen
2) -isten
3) .fter you listen
otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the
gist and specific information (in the /hile-listening stage); integrated s(ills0
such as spea(ing (in the Post-listening stage).
"as( 3! -anguage you can use! introducing yourself and others (P1-2)
"as( &! 3sing new language (P2-4)
2) -istening 2! +ormal and informal dialogues
3) .fter you listen
"as( 1! 1) -anguage learning strategy (P4-5)
2) 6ody language! sha(ing hands (P5)
otes! "eacher sets up the tas( and then pair wor( to practice.
"as( 2! 1) -anguage learning strategy (P7)
2) .pply the strategy! +ind someone who (P18-11)
1
Session Two:
"as( 1! Part 2! $reeting People 9ou :now
1) $reeting people (P12)
otes! Indi'idual wor( first and then whole class chec(.
2) -anguage you can use! greeting people (P12)
3) 3sing new language (P12-13)
otes! "eacher presents first and then pair wor( to practice.
"as( 2! 1) $etting ready to listen (P13-1&)
2) -istening 3! -isten for rate of speech
3) .fter you listen
&)"he sound of it! reductions
"as( 3! 1) -anguage you can use! responding to greetings (P11)
3) .cademic power strategy (P12)
Session Three:
"as( 1! "uning in! empty nest (P21-22)
otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third
time students complete the acti'ities and watch again to chec( answers.
"eacher reads the transcript for once and e)plains new 'ocabulary. /atch for
the last time.
"as( 2! <utside acti'ity (P23)
"as( 3! *ore practice (P23-2&)
otes! "hese two tas(s are for re'ision and consolidation of the whole chapter.
=omewor(! >eading (P12-28)
2
Chapter 2: Finding Your Way
Goals: 1) learn how to understand and gi'e directions
2) learn prepositions of direction
3) learn to as( for clarification
Session One:
II. $etting %tarted (P25)
III. Part 1! +inding 9our /ay in the /orld
"as( 1! "uning in! the sparrow (P31)
the last time.
"as( 2! -istening 1! +ollowing directions (P32-33)
2) -isten
3) .fter you listen
Session Two:
"as( 1! -anguage you can use! gi'ing directions (P33)
"as( 2! 3sing new language (P33-31)
"as( 3! Part 2! +inding 9our /ay on ?ampus (P31-37)
&) $etting ready to listen
1) -istening 2! .s(ing for directions
2) .fter you listen
"as( &! -anguage you can use! gi'ing directions (P&8-&1)
"as( 1! 3sing new language (P&1-&2)
"as( 2! 1) -anguage learning strategy (P&2-&3)
2) .pply the strategy! . sca'enger hunt (P&3)
3
otes! "eacher sets up the tas( and then group wor( to practice.
Session Three:
"as( 1! Part 3! +inding 9our /ay in the ?lassroom
1) -anguage you can use! as(ing for clarification (P&&)
2) 3sing new language (P&&)
otes! Indi'idual wor( first and then pair wor( to practice.
"as( 2! Inter'iew (P&1-&2)
"as( 3! "he sound of it! syllable stress
otes! "eacher presents first and then whole class practice.
"as( &! Putting it altogether! campus inter'iew (&7-18)
&
Chapter 3: A Full i!e
Goals: 1) learn how to tal( about regular schedule;
2) learn to use ad'erbs of fre#uency;
3) learn how to start con'ersations with new people;
Session One:
II. $etting %tarted (P1&)
III. Part 1! =ow @o 9ou %pend 9our "ime,
"as( 1! "uning in! going bac( to school (P17)
the last time.
"as( 2! -istening 1! "al(ing about schedules (P17-28)
1) -isten
2) .fter you listen
"as( 3! -anguage you can use! tal(ing about your regular schedule (P28-21)
"as( &! 3sing new language (P21-23)
Session Two:
2) .pply the strategy! Play a game (P2&)
"as( 2! 1) $etting ready to listen (P2&-21)
2)-istening 2! *orning person or night owl,
3) .fter you listen
"as( 3! 1) -anguage you can use! ad'erbs of fre#uency (P21)
"as( &! Part 2! =ow @o 9ou >ela),
1) Interest #uiA (P22)
1
otes! Indi'idual wor( first and then discuss in groups of &.
2) "he sound of it! sentence stress (P24-27)
Session Three:
"as( 1! 1) $etting ready to listen (P27-48)
2) -istening 3! .n automate phone ser'ice
3) .fter you listen
"as( 2! Part 3! =ow do you tal( to new people,
1) $etting ready to listen (P41-42)
2) -istening &! -isten for the topic
3) .fter you listen
"as( 3! 1) -anguage you can use! starting con'ersations with new people (P43)
2) 3sing new language (P43)
=omewor(! >eading (P1&-15)
2
Chapter ": #t$s %aining Cats and &ogs
Goals: 1) learn how to tal( about weather;
2) learn to as( #uestions about weather;
3) learn to wor( and study well with others;
Session One:
III. Part 1! "al(ing .bout the /eather
"as( 1! -istening 1! "al(ing .bout the /eather (P58-51)
5) -isten
7) .fter you listen
"as( 2! -anguage you can use! "al(ing .bout the /eather (P51)
"as( 3! 3sing new language (P52)
"as( &! "he sound of it! the BngBsound (P53-5&)
"as( 1! 1) $etting ready to listen (P5&-51)
2) -istening 2! . weather report
3) .fter you listen

Session Two:
"as( 1! Part 2! =ow;s the /eather,
1) -anguage learning strategy (P51)
2) .pply the strategy (P51-54)
otes! "eacher sets up the tas( and students practice in pairs.
"as( 2! 1) -anguage you can use! "al(ing .bout the /eather (P54)
2) 3sing new language! mental pictures; tal( about it (P54-57)
Session Three:
4
"as( 1! Part 3! /eather >eport
1) "al(ing about global warming (P72)
2) "uning in! global warming (P72-74)
the last time.
"as( 3! $roup presentation (P183-18&)
otes! "his tas( is for re'ision and consolidation of the whole chapter.
5
Ch
apter ': To Your (ealth
Goals: 1) learn how to describe symptoms;
2) learn to understand and gi'e ad'ice;
3) learn telephone con'ersations;
Session One:
III. Part 1! 6eing %ic(
"as( 1! ?ommon symptoms (P185-187)
"as( 2! -anguage you can use! describing symptoms (P118)
otes! "eacher sets up the tas( and pair wor( to practice.
"as( &! 1) $etting ready to listen (P111-112)
2) -istening 1! "al(ing about symptoms
3) .fter you listen
Session Two:
"as( 1! Part 2! $etting /ell
2) -istening 2! $i'ing ad'ice
3) .fter you listen
"as( 2! -anguage you can use! gi'ing ad'ice (P113)
"as( 3! 3sing new language (P11&-111)
2) -istening 3! *a(ing an appointment
3) .fter you listen
7
2) .pply the strategy! as( and answer #uestions (P114-115)
Session Three:
"as( 1! Part 3! %aying =ealthy
2) .pply the strategy! a short lecture (P121)
2) -istening 1! C)ercise information line
3) .fter you listen
"as( 3! "uning in! snac(ing (P12&)
the last time.
2) -istening 2! %taying healty
3) .fter you listen
"as( 1! "he sound of it! pronouncing the BthBsound
18
11
Chapter ): A (u*an %ain+ow
Goals: 1) learn how to describe people and things;
2) learn to tal( about similarities and differences;
3) learn how to use analogies to describe comple) ideas;
Session One:
III. Part 1! %imilarities
"as( 1! -anguage you can use! physical descriptions (P13&)
"as( 3! -istening 1! -isten for details (P131-132)
2) -isten
3) .fter you listen
"as( &! -anguage you can use! "al(ing about similarities (P132)
Session Two:
"as( 1! Part 2! >ainbow of @i'ersity
2) .pply the strategy! "al(ing about graphs (P135-137)
otes! Indi'idual wor( first and then pair wor( to practice.
"as( 2! 1) $etting ready to listen (P1&8-1&1)
2) -istening 2! Immigration
3) .fter you listen
"as( 3! 1) -anguage learning strategy (P1&1)
2) .pply the strategy! listen to four stories (P1&2-1&3)
"as( &! -anguage you can use! "al(ing about differences (P1&&)
"as( 1! 3sing new language (P1&1)
12
"as(2! "he sound of it! pronouncing the BerBsound (P1&2)
Session Three:
"as( 1! Part 3! "he %alad 6owl
"uning in! "al(ing about immigrant problems (P1&4)
the last time.
2) .pply the strategy! word game! thin( fast (P111-112)
"as( 3! >ole play (P113-11&)
=omewor(! >eading (P1&5-118)
13
Chapter ,: My (ero
Goals: 1) learn how to describe people;s personalities;
2) learn to use adDecti'es to ma(e descriptions;
3) learn how to elaborate on answer;
Session One:
III. Part 1! "wentieth century heroes
"as( 1! -istening 1! =eroes (P128-122)
2) -isten
3) .fter you listen
2) .pply the strategy! listen to stories of heroes (P122)
"as( &! -anguage you can use! describing people (P123)
"as( 1! 3sing new language (P12&-121)
Session Two:
"as( 1! Part 2! %uperhero
2) -istening 2! %uperman
3) .fter you listen
1&
"as( 2! "uning in! super barrio (P124-125)
time students complete the acti'ities and watch again to chec( answers. "eacher reads
the transcript for once and e)plains new 'ocabulary. /atch for the last time.
"as( 3! "he sound of it! the long BeB sound (P125-127)
"as( &! %mall group acti'ity (P148-142)
Session Three:
"as( 1! Part 3! Personal heroes
1) -anguage you can use! elaborating on answers (P142)
2) -istening 3! Personal heroes
3) .fter you listen
"as( 3! 1) -anguage learning strategy (P14&)
2) .pply the strategy! songs about heroes (P14&-141)
"as( &! *a(ing an oral presentation (P144)
otes! %tudents prepare before class and ma(e it indi'idually in the ne)t class.
11
Chapter -: Get a .o+
Goals: 1) learn how to tal( about habits and routines;
2) learn to group words by type and meaning;
3) learn how to gi'e formal and informal answers to #uestions;
Session One:
III. Part 1! "he /orld of /or(
"as( 1! -istening 1! "al(ing about wor( (P15&-152)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! tal(ing about habits and routines (P152)
"as( &! 1) -anguage learning strategy (P178)
2) .pply the strategy! say the tongue twister (P171)
"as( 1! $rouping words by type and meaning (P171-172)
otes! "eacher presents and then indi'idual wor(.
1) -istening 2! +ormal and informal dialogues
12
2) .fter you listen
"as( 1! 1) -anguage learning strategy (P4-5)
2) 6ody language! sha(ing hands (P5)
2) .pply the strategy! +ind someone who (P18-11)
Session Two:
"as( 1! "uning in! "ech wor(er shortage (P173-17&)
the last time.
"as( 2! Part 2! *a(e a career plan
2) -istening 2! . career plan
3) .fter you listen
"as( 3! Pair acti'ity! do a self-assessment (P174-177)
otes! Indi'idual wor( first and then wor( in pairs.
"as( &! /or(ing in a group (P282-283)
Session Three:
"as( 1! Part 3! $et a Eob
1) -anguage you can use! formal and informal answers (P281)
"as( 2! 1) -anguage you can use! information #uestions (P285)
"as( 3! *a(e your career plan (P218)
otes! "his tas( id for re'ision and consolidation of the whole chapter.
14
Chapter /: All in the Fa*ily
Goals: 1) learn how to as( about and gi'e information about families;
2) learn to tal( about responsibilities;
3) learn how to ma(e a schedule to use your time well;
Session One:
III. Part 1! +amily *embers
"as( 1! -anguage you can use! as(ing and gi'ing information about family (P21&)
otes! "eacher sets up the tas( and pair wor( to inter'iew.
"as( 3! -istening 1! "al(ing about family (P211-212)
2) -isten
3) .fter you listen
2)-istening 2! "al(ing about pets
3) .fter you listen
Session Two:
2) -istening 3! Pet statistics
3) .fter you listen
"as( 2! Part 2! +amily %tories
2) -istening &! =ow People *eet
3) .fter you listen
15
"as( 3! 1) -anguage you can use! using time e)pressions to tell a story (P221)
&) 3sing new language (P221)
"as( &! "he sound of it! the simple past BedBsound (P222)
Session Three:
"as( 1! "uning in! loo(ing for lo'e (P223-22&)
the last time.
"as( 2! Part 3! +amily >esponsibilities
2) .pply the strategy! pair wor( to practice new 'ocabulary (P224-225)
"as( 3! .cademic power strategy (P227)
otes! Indi'idual wor( to ma(e a schedule and then e)change opinion.
"as( &! Presentation (P238)
otes! Prepare before class and ma(e it in the ne)t class.
17
Chapter 10: The Future is 1ow
Goals: 1) learn how to retell what you hear;
2) learn to ma(e predictions about the future;
3) learn how to tal( about plans for the future;
Session One:
III. Part 1! $adgets and $ames
"as( 1! -istening 1! "oys of the future (P231-232)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! future predictions (P232)
"as( &! "uning In! smart house (P234-237)
28
the last time.
"as( 1! ?lass discussion (P237)
Session Two:
"as( 1! Part 2! Clectric /heels
1) -anguage learning strategy (P2&2)
2) .pply the strategy! listen to three short passages (P2&3)
otes! Indi'idual wor( first and then whole class chec(. +ocus on these s(ills!
prediction (in the Pre-listening stage); listening for the gist and specific
information (in the /hile-listening stage); integrated s(ills0 such as spea(ing
(in the Post-listening stage).
"as( 2! "al( about it (P2&&)
Session Three:
"as( 1! Part 3! /hat;s 9our Plan,
1) -anguage you can use! tal(ing about plans (P2&&-2&1)
2) 3sing new language (P2&1
"as( 2! "he sound of it! #uestion intonation (P2&2-2&4)
"as( 3! *a(ing plans (P2&5)
otes! /or( in groups of & and then group presentation.
"as( &! .cademic power strategy (P2&5-2&7)
otes! Indi'idual wor( first and then e)change opinions.
"as( 1! Inter'iew a spea(er (P218)
=omewor(! >eading (P2&8-2&2)
21
Chapter 1: The Whole World is Your Classroo*
Goals: 1) learn how to begin a con'ersation;
2) learn to pay attention to a spea(er;s intonation;
3) learn how to apologiAe and e)press than(s;
Session One:
II. $etting %tarted (P&)
III. Part 1! -earning a new language
IF! -istening 1! -earning a new language (P4-7)
2) Focabulary building
3) -isten
&) .fter you listen
Session Two:
"as( 1! Part 2! 6eginning a con'ersation and ma(ing small tal(
2) -istening 2! *a(ing small tal(
3) .fter you listen
"as( 2! 1) .cademic power strategy (P11)
2) .pply the strategy! complete a chart (P11-12)
"as( 3! "he sound of it! understanding intonation in tag #uestions (P13)
22
"as( &! 1) -anguage learning strategy (P1&)
2) .pply the strategy! -isten to 5 sentences (P1&)
"as( 1! 1) -anguage you can use! as(ing tag #uestions (P1&)
otes! "eacher presents and then students practice in pairs.
Session Three:
"as( 1! Part 3! 3seful C)pressions
2) -istening 3! Identifying con'ersations
3) .fter you listen
"as( 2! -anguage you can use! common e)pressions in con'ersation (P12)
"as( &! Part &! %inglish
Focabulary building (P15-17)
"as( 1! "uning in! %inglish (P17)
the last time.
=omewor(! >eading (P&-2)
23
Chapter 2: Change and Choi2e
Goals: 1) learn how to as( for0 understand and gi'e directions;
2) learn to be aware of tone of 'oice;
3) learn to understand speech reductions;
Session One:
III. Part 1! .s(ing for0 3nderstanding and $i'ing @irections
"as( 1! -istening 1! 3nderstanding directions (P22-25)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! gi'ing directions (P25)
"as( &! -anguage you can use! as(ing for directions (P27)
2) .pply the strategy! ta(ing a poll (P32)
2&
Session Two:
"as( 1! Part 2! .s(ing for and 3nderstanding @irections
1) $etting ready to listen (P33-3&)
2) -istening 2! 3nderstanding tone of 'oice
3) .fter you listen
"as( 2! Part 3! "al(ing to landlords; *a(ing a complaint
2) -istening 3! >eporting Problems
3) .fter you listen
"as( 3! "he sound of it! 3nderstanding reductions (P32-34)
otes! Indi'idual wor( first and then whole class practice.
Session Three:
"as( 1! Part &! %tarting .gain
2) -istening &! %tarting again
3) .fter you listen
"as( 2! Part 1! *o'ing @ay
"uning in! mo'ing day (P37-&8)
the last time.
"as( 3! :eep a Dournal (P&1)
21
Chapter 3: This is Who # a*
Goals: 1) learn how to use gerunds;
2) learn to organiAe ideas before telling a story;
3) learn how to e)press encouragement;
Session One:
I. Introduction (P&&-&1)
II. $etting %tarted (P&2)
III. Part 1! "his is /hat I -i(e
"as( 1! -istening 1! Interests and hobbies (P&5-&7)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! as(ing for clarification (P&7)
"as( &! 3sing new language (P18)
"as( 1! "he sound of it! understanding intonation (P18-12)
Session Two:
"as( 1! Part 2! "his is where I;'e been
2) -istening 2! "elling a story
3) .fter you listen
2) .pply the strategy! tell past e)periences (P1&)
"as( 3! 1) -anguage you can use! e)pressing encouragement (P1&)
22
2) .pply the strategy! listen for important words (P11-12)
Session Three:
"as( 1! Part 3! "his is where I;m going
2) -istening 2! "al(ing about goals
3) .fter you listen
"as( 2! 1) -anguage you can use! tal(ing about future plans (P17)
2) .pply the strategy! discuss goals (P28)
"as( &! Part &! "he childhood of +ran( *c?ourt
"uning in! +ran( *c?ourt (P22-2&)
the last time.
=omewor(! >eading (P&2-&5)
24
Chapter ": (ealth
Goals: 1) learn how to wor( in groups to impro'e your Cnglish;
2) learn to gi'e ad'ice about health;
3) learn how to order food in a restaurant;
Session One:
III. Part 1! Cating well at home or in a restaurant
"as( 1! -istening 1! <rdering a meal (P41-43)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! ordering food in a restaurant (P43)
Session Two:
"as( 1! Part 2! Increasing 9our Cnergy
2) -istening 2! "al(ing about fitness
25
3) .fter you listen
"as( 2! Part 3! %tress and your health
2) -istening 3! %tress and your health
3) .fter you listen
2) .pply the strategy! form a study group (P47-58)
"as( &! 1) -anguage you can use! gi'ing ad'ice (P58)
Session Three:
"as( 1! Part &! @ealing with stress
2) -istening &! Inter'iew with a health e)pert
3) .fter you listen
"as( 2! Part 1! It;s matter of attitude
1) $etting ready to listen (P53-5&)
2) -istening 1! It;s matter of attitude
3) .fter you listen
"as( 3! Part 2! Planning for a long and health life
"uning in! healthy aging (P51)
the last time.
27
Chapter ': When Cultures Meet
Goals: 1) learn how to ta(e notes when you listen to a lecture;
2) learn to use e)pressions for ma(ing suggestions;
3) learn how to distinguish main ideas and details;
Session One:
III. Part 1! ?ulture %hoc(
"as( 1! -istening 1! "he stages of culture shoc( (P7&-71)
2) -isten
3) .fter you listen
"as( 2! -anguage you can use! ma(ing suggestions (P71)
"as( &! "he sound of it! reductions (P72-74)
Session Two:
"as( 1! Part 2! .dDusting to a new culture
Focabulary chec( and building (P75)
2) -istening 2! "al(ing about culture shoc(
3) .fter you listen
"as( 3! 1) -anguage you can use! present and past participles (P188-181)
"as( &! Part 3! 3nderstanding ?ultures
2) -istening 2! "wo cross-cultural e)periences
3) .fter you listen
38
Session Three:
"as( 1! Part &! . ?hanging %ociety
"uning in! 6ritain;s ?hanging %ociety (P182-184)
the last time.
"as( 2! ProDect 1! Inter'iews (P184)
otes! Inter'iew three peers.
"as( 3! ProDect 3! In'estigating culture (P185)
=omewor(! >eading (P72-7&)
31
Chapter ): Thought and Co**uni2ation
Goals: 1) learn about differences between men;s and women;s communication
styles;
2) learn to pay attention to spea(ers; use of intonation to e)press emotion;
3) learn how to ma(e an appointment;
Session One:
III. Part 1! *en;s and /omen;s -anguage
"as( 1! -istening 1! *en;s and /omen;s -anguage (P112-115)
2) -isten
3) .fter you listen
"as( 2! "he sound of it! reductions (P117-128)
"as( 3! Part 3! C)pressing Cmotion
2) -istening 2! 3nderstanding intonation
3) .fter you listen
2) .pply the strategy! listen to sentences (P122-123)
Session Two:
"as( 1! Part 3! @ealing with ?ommunication Problems
2) -istening 2! "al(ing about notices
3) .fter you listen
32
"as( 2! 1) -anguage you can use! *a(ing an appointment (P121)
2) .pply the strategy! as(ing and answering #uestions (P125-138)
Session Three:
"as( 1! Part &! /or(place ?ommunication
"uning in! /or(place ?ommunication (P131-132)
the last time.
"as( 2! . typical con'ersation (P132)
"as( 3! .t the mo'ies (P132)
33
Chapter ,: Ma3ing Friends and Finding o4e
Goals: 1) learn how to ma(e in'itations and suggestions;
2) learn how to accept and decline in'itations;
3) learn how to as( personal #uestions in a polite way;
Session One:
I. Introduction (P13&-131)
III. Part 1! *eeting ew People
"as( 1! 1) -anguage you can use! e)pressing desired actions (P134)
"as( 2! Part 1! *eeting people
2) -istening 1! . ew 9or( story
3) .fter you listen
Session Two:
"as( 1! Part 2! $etting together
1) $etting ready to listen (P1&8-1&1)
2) -istening 2! 3nderstanding in'itations
3) .fter you listen
"as( 2! 1) -anguage you can use! responding to in'itations (P1&1)
2) 3sing new language (P1&2)
3&
"as( 3! Part 3! *y =oney
2) -istening 3! *y honey
3) .fter you listen
"as( &! 1) -anguage you can use! as(ing personal #uestions (P1&1)
2) 3sing new language (P1&2)
Session Three:
"as( 1! Part &! . >adio @rama
2) -istening &! *ore than pasta
3) .fter you listen
"as( 2! %ound of it! listening for stressed words (P1&4-1&5)
"as( 3! Part 1! >oman in Eapan
"uning in! >omance sur'ey in Eapan (P1&7)
the last time.
31
Chapter -: Tell Me What # Want
Goals: 1) learn how to thin( ahead and predict what people will say;
2) learn to e)press agreement and disagreement;
3) learn to understand incomplete sentences and short answers to
#uestions;
Session One:
III. Part 1! 3nderstanding .d'ertising
"as( 1! -istening 1! 3nderstanding a radio ad'ertisement (P112-115)
2) -isten
3) .fter you listen
"as( 2! Part 2! 3nderstanding *essages
2) -istening 2! 3nderstanding a message on a business machine
3) .fter you listen
2) .pply the strategy (P121)
32
Session Two:
"as( 1! Part 3! 6uying "hings
2) -istening 3! 6uying a computer
3) .fter you listen
"as( 3! Part &! >eturning "hings to a %tore
1) $etting ready to listen (P121)
2) -istening &! 3nderstanding an ad'ertisement
3) .fter you listen
"as( &! 1) -anguage you can use! returning things to a store (P121)
Session Three:
"as( 1! Part 1! C)pressing .greement and @isagreement
2) -istening 1! C)pressing .greement and @isagreement
3) .fter you listen
"as( 2! "he sound of it! understanding incomplete sentences (P148-141)
"as( 3! Part 2! .d'ertising and Image
"uning in! Eeans for e'eryone (P142)
the last time.
34
Chapter /: What$s in the 1ews5
Goals: 1) learn to understand weather reports;
2) learn to describe weather;
3) learn to understand news headlines and stories;
Session One:
III. Part 1! 3nderstanding weather reports
"as( 1! -istening 1! 3nderstanding weather reports (P151-152)
2) -isten
3) .fter you listen
"as( 2! "he sound of it! 3nderstanding numbers (P152-154)
Session Two:
"as( 1! Part 2! 3nderstanding headlines and news reports
2) -istening 2! Identifying news stories
3) .fter you listen
2) .pply the strategy! summariAe news stories (P178)
otes! "eacher presents first and then group wor( to practice.
"as( 3! Part 3! %pecial reports
2) -istening 3! 3nderstanding an .d
3) .fter you listen
35
Session Three:
"as( 1! Part &! Fiolence in the media
"uning in! Fiolence in the media (P173-17&)
the last time.
"as( 2! -anguage you can use! e)pressing agreement and disagreement (P17&)
"as( &! 3sing new language (P17&-171)
"as( 3! *ore practice (P23-2&)
37
Chapter 10: 6lanethood
Goals: 1) learn how to use new words as soon and as often as possible;
2) learn how to notice and understand parts of words to guess meaning;
3) learn how to choose the correct definition in a dictionary;
Session One:
III. Part 1! Cn'ironmental problems
"as( 1! -istening 1! =elping the en'ironment (P281)
2) -isten
3) .fter you listen
&8
2) .pply the strategy! use new words (P282)
"as( 3! -anguage you can use! as(ing for clarification (P283)
"as( &! 3sing new language (P283)
Session Two:
"as( 1! Part 2! "he Plastic of the +uture
2) -istening 2! <ne solution to the problem of plastic
3) .fter you listen
"as( 2! "he sound of it! the BtB sound in the middle of words (P285)
"as( 3! Part 3! ?reati'e solutions
2) -istening 3! +inding solutions to en'ironmental problems
3) .fter you listen
Session Three:
"as( 1! Part &! Ccotourism in 6raAil
"uning in! Ccotourism in 6raAil (P218-211)
time students complete the acti'ities and watch again to chec( answers. "eacher reads
the transcript for once and e)plains new 'ocabulary. /atch for the last time.
"as( 2! ProDect 1! Problems sol'ing (P212)
"as( 3! ProDect 2! @esigning ad'ertisement (P212)
&1
Chapter 1 S2hool &a7e
Session 1
/arming up e)ercises! ow you;re sophomore students0 what suggestions would you
gi'e to a freshman both on study and school life,
=ints! =ow to spend money,
=ow to ma(e friends,
=ow to use time more efficiently,
"as( 1 language you can use ! as(ing for alternati'esB stating preference
%tudents wor(! practice these structures .
"as( 2 listening
-isten to part 1 and do the "B+ #uestions.
Guestions! ha'e you e'er met those problems, /hat;s the differences between
?hinese education system and .merican education system,
"as( 3 listen and discuss
-isten to part 2 and do the e)ercises.
/hat are the obstacles they met and how did they sol'e the problems,
-istening s(ills! pronunciation of prepositions! unstressed sound.
Session 2
"as( 1 students oral wor(! paraphrase teacher;s instructions.
"as( 2 role play! if you were a teacher teaching in college0 how would you begin you
first class,
"as( 3 listen to part 3 and do the e)ercises.
ew words! eligible portfolio
"as( & @ebate
1 Introduce this acti'ity by discussion the importance of critical thin(ing and as(
whether it is emphasiAed or encouraged on the nati'e culture of the students.
2 $i'e the groups time
session 3
C11 'ideo Hfreshmen fearsI
1 $o o'er the instructions with the whole class.
2 Play the 'ideo 3 times0 and at last gi'e the students the transcript orally and play the
'ideo again.
3 @o the "B+ e)ercises after the second time.
?hapter 2 /al(ing a *ile in .nother Person;s *eccasins
&2
8
cross-culture ?ommunication
session 1
"as( 1 =ow do you understand the title,
%tudents are allowed to e)press their 'iews on the importance of empathy and
understanding when dealing with people from other cultures. "hey are
encouraged to reflect on an aspect of another culture they disagree with or
ha'e difficulty understanding.
"as( 2 teacher presents! direct 's. subtle speech.
%tudents are as(ed to gi'e e)amples of a direct statement and one e)ample of
subtle statement.
?ulture notes
"as( 3 listening
1 <n the board0 ma(e two columns with the headings Direct and Subtle.
2 Play the con'ersation once as( students to identify the cultural problem.
3 Play the con'ersation again0 and as( students to complete the con'ersation.
Session 2
"as( 1 listening
1. listen to the tape and do the "B+ #uestions.
2. Guestions!
1 /hat (ind of #uestions did "amara;s students as( her,
2 @o you thin( these #uestions are direct or subtle #uestions,
3 /ould you feel comfortable answering these #uestions if a stranger as(ed you,
"as( 2 students wor(J>ole playing
6ased on P 222-223 simulation
Session 3
Fideo! "he bilingual storyteller
1 $o o'er the instructions with the whole class.
2 Play the 'ideo three times.
3 .nswer the #uestions.
?hapter 3 I 3nderstand C)actly /hat I "hin( 9ou %aid
Session 1
"as( 1 @iscussion! @o you thin( men and women ha'e distinct ways of
communication, ?an you gi'e some e)amples,
&3
"as(2 scenario acti'ity
"he distinction between a scenario and a roleplay is that in a scenario the participants
are not aware of the other person;s tas(. "he situation therefore simulates real-life
communication more authentically since the participants respond to each other
spontaneously as the situation is played out.
Perform the scenario.
"as( 3 language using
.s(ing for clarification B gi'ing clarification B e)pressing empathy
Session 2
"as( 1 about gender stereotype
6rainstorming ! men are logical BsilentBambitiousB serousB
/omen are emotionalBtal(ati'eBsentimentalBmeanBnarrow-minded
"as( 2 >ead the #uotations and guess the meaning of a saying.
1. @i'ide the students into groups
2. >ead through the directions with the students and answer any #uestions.
3. ?irculate and encourage cooperati'e learning in their attempts to guess 'ocabulary
from conte)t0 disco'er the meaning of the #uotes0 and paraphrase.
C)ample! . woman;s guess is much more than a man;s certainty.
Paraphrase! when a woman ma(es a guess0 she will be more accurate than when a
man is sure if something.
%tereotype! a woman;s intuition is 'ery reliable.
"as( 3 listening.
@ialogue 1 H"he ew =aircutI
1 /hat are these people in conflict about,
2 /hat does the man in the situation want,
3 /hat does the woman in the situation want,
@ialogue 2 "he ?oc(tail 6ar Eob @iscussion
1 /hat are these people in conflict about,
2 /hat does the man in the situation want,
3 /hat does the woman in the situation want,
@ialogue 3 I ?an =andle It *yself
1 /hat is one place in the con'ersation that someone could ha'e as(ed for
clarification,
2 /hat is one place in the con'ersation that someone could ha'e e)pressed empathy,
"as( & listening >eal people0 real 'oices
1 read through the instructions with the students and answer any #uestions they may
ha'e.
2. let the students do the e)ercises.
Session 3
? 'ideo
1 @iscuss the #uestions with the whole class to prepare for 'iewing the 'ideo.
2 Play the 'ideo three times0 stopping after each 'iewing to answer the #uestions.
&&
3 =a'e the students answer the #uestions.
.

?hapter & ?rossing the -ine
Session 1
"as( 1 .bout boundary! orth :orea and %outh :orea !35 degree orth -atitude
?urrent affairs! .fghanistan B strategic partnership
"as( 2 .bout tones! if you want to re#uest someone to do something0 you can use
politeBsoft tone.
If you want to demand someone to do something you can use strongB
demanding tone.
"as( 3 /here do your personal boundaries lie,
"he obDecti'e of this acti'ity is to elicit emotional responses to specific situations
in'ol'ing possible infractions on personal boundaries. "hrough this acti'ity0
students will better percei'e the lin( between the personal and global
concepts of boundaries.
1 >ead through the directions with the students.
2 .s( students if they understand the words gi'en to describe the fi'e emotions.
3 .s a 'ocabulary chec(0 do situation 1 together. =a'e one student read the situation
and as( a student to e)plain what emotion sBhe would feel in that situation.
& .fter ha'ing completed situation 1 together0 as( them to indi'idually complete the
remaining fi'e situations.
1 -et the students share their answers with their group.
"as( & =omewor( !@rawing the map of the world.
Session 2
"as( 1 ! 3sing the new language
In pairs0 the students should read each situation and practice using the new e)pression
to re#uest0 refuse0 and offer e)cuses.
"as( 2 listening
&1
1 listen to part one and do the e)ercisesB
2 listen to part two
students will ta(e notes while they listen to the lecture about conflict resolution.
CmphasiAe that their notes should focus one the most important information about
each of the steps. >emind them to listen for (ey words and write them in the margin
of their notes.
"as( 3 "he sound of it ! distinguishing syllables
@i'ide syllables
-isten for reductions
Session 3
1 @iscuss the #uestions with the whole class to prepare for the 'iewing of the 'ideo.
2 Play the 'ideo three times0 stopping after each 'iewing to answer the #uestion.
3 =a'e students answer the #uestion.
?hapter 1 *y %lice of the Pie
Session 1
"as( 1 students tal(! 9our e)perience of meeting beggars. @o you thin( they are
professional beggars, /hy do some people want to become professional
beggars, /hat problem will that cause,
"as( 2 @iscussion
=a'e students respond indi'idually to the statements in the 'alues-clarification
acti'ity.
@i'ide the students into pairs. .s( them to discuss with their partner their
responses to each statement0 using the three #uestions pro'ided.
1. /ere there any statements in which you and your partner differed,
2. /hy did your responses differ,
3. do you thin( your opinions on these issues are influenced by your (nowledge of
other economic systems in other countries,
"as( 3 listening! $race;s e)perience
@o the e)ercise.
"as( & -anguage using! @escribing a problem
>ead the e)amples aloud for the students. .nswer any #uestions that they may ha'e
about the indi'idual situations and the language that is used. "here are three
e)pressions presented that help identifying a problem. "his is an especially useful
function for students0 since they may ha'e difficulties identifying and e)pressing a
problem in a particular situation. .fter presenting the new e)pression0 ha'e students
practice using them in the e)ercise that follows.
1 @i'ide the students into pairs.
2 =a'e one of them read the first situation aloud.
3 %tudents should then use the new e)pressions to identify the problem in the
&2
situation. >emind them that if they ha'e differing opinions0 they should e)press them.
& /ith the whole group0 re'iew each situation for feedbac( on pinpointing the
problem.
Session 2
"as( 1 -istening! the cost of education
@o the cloAe te)t.
"as( 2 listening s(ills ! meaning from intonation
"eacher presents! intonation can con'ey meaning as well as the language itself.
-et the students listen to the tape.
"as( 3 3sing new language! the ad'ice chain
"his is a fluency acti'ity designed to gi'e students an opportunity to practice gi'ing
ad'ice.
1 .s( students to stand in two lines. Cach student should be facing another student.
2 "ell students that one side will be the ad'ice see(ers and the other side will be the
ad'ice gi'ers.
3 =and out one problem on a strip of paper to each of the student in the ad'ice see(ers
line.
& "ell the ad'ice see(er that they will state their problem to the person standing across
from them. "hat person will listen to the problem and offer ad'ice about it.
1 "ell the ad'ice see(ers that they will state their problem to the person standing
across from them. "hat person will listen to the problem and offer ad'ice about it.
2 "ell students that when they ha'e completed the first e)change0 you will indicate
that they should mo'e .
Session 3
? 'ideo ?rac(ing down on the homeless
=a'e students wor( with a partner to discuss the two 'iews of homeless people that
are presented in the article about the 6ar(er family and in the ? 'ideo clip. @o
they thin( these 'iews are similar or different, In what way,
&4
?hapter 2 I %aid It my /ay
Session 1
"as( 1 $etting started! the page #uestions.
"as( 2 3sing new language
1 recognition acti'ity!
=a'e the students close their boo(s. >ead the e)pressions to the class0 as(ing them to
pinpoint language that helps them identify whether the statements is fact or opinion.
2. $i'e them more e)amples to practice using the new language.
"as( 3 listening.
@iscuss the language learning strategy with the students to prepare them for the
listening passage.
-et the students complete the chart.
-et the students identify the following statements belong to the attorney or parents.
"as( & "he mini-debate
"his is a 'ery structured acti'ity designed to o'ercome the reluctance some students
may feel when confronted with the traditional debate format.
1. ?ut out the 12 statements into separate strips of paper.
2. Pass out one statement to each student. .llow students a few minutes to thin( about
the statement and to as( the teacher any #uestions they may ha'e . tell students to
writhe an e)ample beneath their statement to help support it .
3. @i'ide students into two groups. <ne group will be made up of students whose
statement e)press positi'e opinions about the influence of tele'ision. "he other
group will be made up of students whose statements e)press negati'e opinions.
& =a'e the two groups form straight line and stand facing one another.
1 +or a period of no more than two minutes0 each pair of students will interact0
e)pressing their different opinions abut tele'ision. "hen one line will step to the
right0 and the Hmini-debatesI will begin again. "he student at the end of the line
who winds up without a partner should mo'e to the beginning of the line.
Session 2
"as( 1 oral practice!
1 /hat do you feel when you hear of read detailed information about somebody;s
pri'ate life,
2. $i'e e)amples to the pri'acy of famous people0 mo'ie stars0 and rich people0 etc.
(the lo'e affairs of Kie "ingfeng and /ang +ei0 =omose)ual and *aonign0 the secret
marriage of ?heng long and -infengDiao)
"as( 2 listening! >eal people B>eal 'oices
-isten to the passage and do the proof reading.
"as( 3 teach presents ! con'ersation pauses
/hen do spea(ers pause when they spea(,
1. "he spea(er has heard something une)pected.
2. "he spea(er may not agree with a pre'ious statement.
3. "he spea(er needs time to thin(.
&5
&. "he spea(er may not agree with a pre'ious statement.
1. "he spea(er needs time to thin(.
"as( & "he >ight-to-Pri'acy %ur'ey
1. 6riefly discuss sur'ey in general with the whole class. /hat are sur'eys, /hy are
they useful, /ho ma(es fre#uent use of sur'eys,
2. =a'e students wor( in pair to inter'iew one other using the sur'ey #uestions. .llow
them ample time to discuss each #uestion0 as well as their responses to it.
3. /hen students ha'e completed the sur'ey0 bring the group bac( together. =a'e
them share their response and (eep a tally on the board. C)amine this information and
calculate the number of yes and no responses.
Session 3
"uning in H@o /e >eally eed to :now,I
Play the 'ideo twice and let the students answer the #uestions.
Play the 'ideo for the third time and let the students understand the most part of it.
?ritical discussion
%tudents should wor( with a partner. >emind them that there are no right or wrong
answers to these discussion #uestions. .ster students ha'e completed their paired
discussion0 bring the whole class together and write different answers on the board.
?hapter 4 It;s ot Casy 6eing $ood
Session 1
"as( 1 /arm-up C)ercises
/hat is your responsibility to yourself, /hat is your responsibility to your family,
/hat is your responsibility to your community,
"as( two! 'ocabulary and discussion! 'alues
LLLLhonesty LLLL tolerance
LLLL generosity LLLLcompassion
LLLL discretion LLLLself-discipline
LLLL loyalty LLLLcon'iction
LLLL fidelity LLLLcommitment
let the students remember the words and grade them in fi'e le'els according to their
importance.
&7
"as( 3 about pronunciation
"eacher presents! the importance of stressed syllable.
"he following are words that prone to be mispronounced.
>apidity strategic interesting hospital
admirable an)iety ignorance preDudice
"as( & listening
6efore playing the tape0 let the students discuss two topics!
H/hat do you thin( it means to be a good person,I
H/hat are two personality traitsBcharacteristics do you thin( a good person has,I
-istening 1 ?hris;s e)perience
-isten to the tape and do the proof-reading e)ercises. "here are altogether 11 errors in
the transcript.
Session 2
"as( 1 ways to e)press hypothetical situations
/ell0 one thing I might do isM
If I M0 I wouldM
I would ne'er e'en considerM
It;s possible that I wouldM
-oo( for e'ery opportunity to use new language that you learn. %oon the language
will be a natural0 comfortable part of your Cnglish.
"as( 2 .pply the strategy!
3se the language you Dust learned to discuss situation 10 2. 1. 2.
"as( 3 onDudgmental responding.
/ell0 that;s an interesting way toM
=mm0 I ne'er thought of M
Isn;t it difficult to M
"as( & listening
1. $etting ready to listen.
%tudents can wor( indi'idually or in pairs to remember the target language of
discussing hypothetical situations and responding nonDudgmentally. *a(e sure each
student is able to fill the fi'e lines so that they will (now what language to listen for
2. -isten to the tape and do the e)ercises.
3. listen to dialogue 2 and do the e)ercise.
Session 3
"as( 1
Fideo H"eaching ?haracterI
1. /atch the 'ideo and do the error correction.
"as( 2 Putting it all together
"his acti'ity can be done with the whole class0 in small groups0 pairs0 or indi'idually.
.nswers will 'ary. /hen finish0 the answer can be written on the blac(board so they
can compare the answer with each other.
18
?hapter 5! %cientifically %pea(ing
Session 1
"as( 1 ?larify the goals of this chapter.
1. C)press both sides of an issue.
2. >ecogniAe different point of 'iew.
3. C)press compromise.
"as( 2 /hat do you (now abut the topic,
@o you (now mercy-(illing, /hat do you thin( of it,
@o you (now clone techni#ue,
@o you (now genes modified food,
+orm these discussion0 can you get a general idea what we will tal( about in this
chapter,
"as( 3
/ays to e)press different 'iewpoints
1. seeing both sides!
<n one handM on the other handM
<ne way of loo(ing at it isM
.nother way of loo(ing at it isM
9es0 but the flip side of the issue is
9ou can;t ignoreM
2. e)pressing compromise
I see your point0 butM
*aybe you ha'e a point thereM
9es0 I suppose you could sayM
I guess you;re right0 althoughM
"as( & 3sing the new language
3se the new e)pressions to discuss the situations on page 141.
"as( 1 Falue ?larification
Indi'idually0 decide the 'alues on P.142 whether each one is good0 bad0 or neutral.
Session 2
"as( 1 -istening
1. $etting reading to listen.
Indi'idually0 students are to complete the e)ercises on p.143. "hen tell the students
that they are going to hear a radio tal( show debate between a leading scientist and a
11
religious leader on the topic of using human fetal tissue for e)perimentation.
2. listen to the tape and let the students do the e)ercises.
"as( 2 %tudents; tal(
1. @i'ide the students into small groups of three or four.
2. "ell them to begin with #uestion1. <ne student in the group should read the
situation aloud. "he
group members should e)press their 'iews on the situation0 weighing the ad'antages
of technology against ethical considerations. >emind them of the new e)pressions
they ha'e Dust learned.
3. -et them summariAe their discussion and present to the whole class.
"as( 3 listening H%usana;s e)periencesI
Session 3
Fideo H"wo %ides to ?loningI
1. Ian /ilmut! /e should treat each child as an indi'idual. 6y ma(ing a copy of the
child0 you no longer do this.
2. 3nidentified bioethicist! /e;'e got to find a way to regulate cloning so that
families can use it but not put it to bad use. =e suggests creating a process similar to
that of adoption.
3. .rt :aplan! =ow will the child deal with the burden of loo(ing e)actly li(e one of
the parents will cause others to ha'e unrealistic e)pectations abut the child;s
strengths0 interests0 and desires.
12
?hapter 7! "he ature of "hingsJCn'ironmental ?oncern
Session 1
"as( 1 $etting started
In this acti'ity0 students assess their own awareness of and concern about
en'ironmental problems. "hey are as(ed to e'aluate the possibilities for solutions to
the problems. =a'e them answer the #uestions indi'idually0 then share with a partner
or small group.
"as( 2 %tudents; acti'ity! brainstorming
1. >ead through the introduction to the brainstorming acti'ity.
2. 6efore they begin the brainstorming acti'ity they will try to define the purpose of
the tas(. In order t do this0 ha'e them read the directions under step.2. ?omplete the
tas(.
3. @i'ide the students into small groups and gi'e them time to brainstorm their list of
en'ironmental problems. "he purpose of this acti'ity is to increase awareness of the
'ariety of en'ironmental problems that we are facing and to teach some of the
'ocabulary for those problems.
&. -et the students discuss their responses.
"as( 3 3sing ew -anguage
13
C)pressing concern
C)pressing dissatisfaction
%tating plansBintentions
Practice!
@i'ide the students into pairs. .s( them to use the e)pressions from the chart on page
178 to ma(e complaints about learning Cnglish and the plans they ha'e to sol'e those
problems. .s( them to share their responses with the class when they ha'e finished.
"hey should then state concerns they ha'e about the en'ironment and plans they ha'e
to sol'e those problems.
Session 2
"as( 1 listening
1.Issue being discussed
"he positi'e ad'ances in technology 's. the damage it does to the en'ironment.
2. *ain points of each spea(er.
"as( 2 listening ! 3nderstanding >eductions
"as( 3 @iscussion
/hat can students do in order to protect the en'ironment.
%tudents are as(ed to collect all (inds of garbage and gi'e suggestions on how to deal
with them.
Session 3
Fideo! H.n Cco'illageI
3se the (nowledge of prefi) to guess the meaning of HCco'illageI
Play the 'ideo se'eral times and do the e)ercises.
1&
?hapter 18! .ll %tressed <ut and o Place to $o
Session 1
"as( 1 warming up #uestions
?an you use some words to describe your college life,
/hen do you feel stressful,
-earn to use the words HstressfulI Hstressed outI in oral Cnglish.
"as( 2 -earning language! concern; clarification; empathy; suggestions
"as( 3 using the new language
$o bac( to the ran(ing acti'ity0 and in pairs respond to each of the situations using the
e)pressions on the table preceding this acti'ity.
Session 2
"as( 1 listening ! "echni#ues for *anaging
"ell the students they are going to listen to an e)cerpt from a tal( radio show on the
topic of stress.
"ell them that they should focus their listening on two main ideas! signals of stress
and methods of stress management. .s they;re listening to the tape0 they should ta(e
notes about these two main ideas.
"as( 2 problem sol'ing
"as( 3 listening .ndrew;s and =enry;s C)periences
"as( & about HfillerI
Session 3
Fideo ! %tudent stressI
11
?hapter 1! %mall "al( ot @eep0 6ut Important
Session 1
/arning up acti'ities! /hat is small tal(,
"al( about the cartoon on P.2.
?larifying the setting goads.
"as( 1 <ral Cnglish practice!
%tudent;s topic! =a'e you e'er got the feeling of ner'ous about ma(ing
comments in situation where you are with people you don;t (now
well,
/hat did you say or do at last,
"as( 2 -istening practice!
I before playing the tape0 let the students thin( about the
following #uestions and write down one point or two.
how to start a con'ersation,LLLLLLLLLLLLLLLLLLLLLLLLL.
=ow to (eep a con'ersation going, LLLLLLLLLLLLLLLLLLL.
=ow to end a con'ersation,LLLLLLLLLLLLLLLLLLLLLLLLLL.
II Pre'iew the new words!
upbeat! Ninfml.O cheerful and full of hope. (opposite. downbeat)
recap! state again briefly
spelling to be noticed in dictation! impulse B enthusiastic B
culti'ate B elaborate B facial contact
III -isten to the tape and do the e)ercises
%trategy! ta(ing notes while you are listening
"as( 3 "eacher summariAes and homewor(
Session 2
"as( 1 <ral Cnglish Practice
I %tructures to be practiced!
In my opinion0 M I thin(Bbelie'eBfeel thatM
It seems to me that In my case0M
ot e'eryone will agree with me0 butM
II %tudents are to be di'ided into groups0 each group has a
discussion leader and a reporter. "hey can ma(e comments
on any of the 3 or & topics listed on P.13. "he reporter
should ta(e notes and report briefly to the whole class.
III "eacher summariAes
"as( 2 "eacher presents! taboos and euphemisms
-istening s(ills! stress and intonation
"as( 3 .dditional e)ercises! %ocial "al(
=omewor(! >eading on P.12
Session 3
"as( 1 /atching the 'ideo. H-arry :ing Inter'iews P6eatle0; >ingo %tarrI
"a(e 2 Inter'iew
"a(e 3 @emonstration on H=ow toI speech .
12
?hapter 2! =igh-"ech ?ommunication Q . ?urse or . 6lessing,
Session 1
/arming-up acti'ities!
/hat are high-tech communication in your mind,
?omment on special rings of cellular phones.
/ords associated with high-tech and basic communications .
66% Hlittle smartI 'irus download fa)
"as( 1 listening practice! *iss *anners
I %trategy! Predication
C)ample! H"he last thing people want to hear from a stranger is
how noisy the party is0 how awful the food is0 or howLLLL
the people are dressed.I
II -isten for the first time for main ideas.
III -isten to the tape and do the "rue and +alse #uestions.
"as( 2 <ral Cnglish Practice
I Pair /or(! "he ad'antages and disad'antages of a cellular
phone.
II "eacher summariAes
Session 2
"as( I -istening practice
I C)plain the new words briefly
II -isten for main idea (for summary)
III -isten for more information (for details)
"a(e 2 <ral Practice
I "eacher presents! symbols and meanings
%tructures.
14
II $roup wor(! 9our e)perience and unpleasant e)perience of C-mail or chatting.
"as( 3 "eacher presents! "he importance of internet and how to use it properly.
Session 3
Fideo
?hapter 3! =umorJ?an -aughter be the 6est *edicine,
Session 1
/arming up acti'ities! . gameJtelling Do(es to each another.
"as( 1 listening
I C)plain the new words
II -isten to the tape and do the e)ercises! for main idea and for
details.
III .dditional #uestions! =ow do the (iller cells wor(,
"as( 2 %trategy re'iew! ta(ing notes while listening.
=omewor(! write a summary of the inter'iew you ha'e heard.
Session 2
"as( 1 "eacher presents! word study
.bstract and specific words! smileBlaugh! guffaw, giggle,
chuckle, grin,
snigger,
"as( 2 listening
I listen to the tape and do the e)ercises
II additional e)ercises! @o you understand the Do(es,
"as( 3 oral practice!
I $roup wor(! tal(ing about the cartoons and find the humor.
II. %tructures and practice! start a con'ersation with H I heard0 I
saw0 I
readMI0 (eep your con'ersation going and ma(e others
in'ol'ed.
Session 3 'ideo
Appendi9: (u*ors to +e told to ea2h other
(1) *y friend *argaret has a dog named 6entley. =e bar(s wildly and runs to the
15
door whene'er the doorbell rings. /hen he hears bath water running0 howe'er0 he
hides under the bed. "o ma(e life easier0 at his bathtime0 *argaret;s husband0 6ob0
goes outside and rings the doorbell. /hen 6entley comes running. 6ob grabs him.
(2) /hen our company e)panded0 I began to wor( longer hours and didn;t realiAe the
effect this had on my home life. .fter se'eral days of ta(eout food ser'ed on paper
plates0 I finally found the time to fi) a home-coo(ed meal. /hen we finished eating0
my daughter said how nice it was to ha'e Hreal food for a changeI and then promptly
threw her china dish in the trash.
(3) "elephoning my daughter one afternoon0 I first got her husband on the line. Hwhat
are you doing,I I as(ed.
H<h0 Dust coo(ing some noodles and ma(ing a salad0I he replied.
I told him what a priAe he was to help out around the house. .nd then as(ed to spea(
with my daughter. H?an she call you bac(,I he said. HI hate to interrupt her.I =e
paused. Hshe;sM uhM mowing the lawnI
(&) <nce0 a mathematician0 a biologist and physicist were sitting in a sidewal( cafR
when they noticed two people going into the house across the street. . while later they
saw three people coming out.
"he physicist says0 H our first count wasn;t accurate.;
"he biologist concludes0 H they must ha'e reproducedSI
6ut the mathematician says0 How if e)actly one person enters the house0 it will be
empty again.I
(1) *y 11-year-old daughter and my eight-year-old son #uarreled and fought o'er the
slightest thing. I was surprise when my daughter made an artistic card for her
brother;s birthday. Inside she wrote!
H=appy birthday to my nine-year-old brother. I am so glad to ha'e a brother to lo'e.
%o $od ga'e me you. P.%. @on;t read this out loud or I will twist your head off.I
(2) *y daughter was deep in lo'e with her fiancR. Hhe would be perfect if her were
Dust more romantic0I she lamented. "hen one day she was in'ited to his apartment0
where she found a table with a white tablecloth0 candles and place settings for two. =e
proceeded to ser'e a home Qcoo(ed dinner.
.s they began to eat0 he too( her hand0 loo(ed into her eyes and said0 H @on;t get any
food on the tablecloth. It;s the sheet off my bed and ha'e to sleep on it tonight.I
17
?hapter &! .cademic @ishonestyJ=ow ?ommon is ?heating,
Session 1
/arming up acti'ities! /ere you warned about the conse#uences of cheating,
In your mind0 why do some students cheat in spite of the se'ere
punishment,
ew words related to the topic! proctor0 cheating0 flun(0 copy0
high-tech
cheating0 crib notes0 M
"as( 1 small tal(! tal( about the picture on P.4&
/hat percentage if your classmates ha'e cheated on a test,
"as( 2 listening practice!
I e)plaining the new words.
II listen to the tape (part one) and do the e)ercises
III listen to the tape (part two) and do the e)ercise.
.dditional #uestions! /hat do you (now about cheating in
.merica,
Session 2
"as( 1 listening practice
I 'ocabulary building! matching
II -isten to part three and do the e)ercises.
III .dditional Guestions!
=ow do you understand Hranged widely in se'erity formsI,
?an you gi'e e)amples,
/hat is ?ole;s attitude towards cheating,
"as( 2 %trategies practice! to use bac(ground (nowledge to guess the meanings of
unfamiliar
words and phrases.
"as( 3 <ral Cnglish practice! a debate! %hould cheating be se'erely punished,
%tudents are to be di'ided into two groups. "wo of them will
state their opinions0 then they will argue with each other. .t
last0 a conclusion will be gi'en.
=omewor( ?artoons and >eadings
Session 3
'ideo
?hapter 1 C)porting .merican ?ulture-- *cdonaldiAation of the /orld,
Session 1
28
/arming up acti'ities!
@o you (now some of the .merican culture in our country,
=a'e you e'er been influenced by your .merican teachers,
/hat do you thin( about that,
%ome words! i(e0 .didas0 obel PriAe0 estle0
"as( 1 -istening! C)porting .merican ?ulture (part one)
I 'ocabulary building
Per'asi'e T widespread predominate T are dominant0 appear
more
often than others.
II listen to the tape and do the e)ercises.
III .dditional Guestions!
In the con'ersation0 what are typical .merican and what are
typical +rench,
IF %trategy! ta(ing notes Hsplit-page formatI
"as( 2 -istening! C)porting .merican ?ulture (part two)
I Focabulary building head on! directly; the (ey #uestion! the
main #uestion; cultural imperialism! cultural dominance based
on political and economic power.
II listen for the main idea! in the discussion of cultural
dominance0 the impact of a widely spo(en language on the
cultural identities of small countries throughout the world
becomes a (ey issue.
III. listen for details
IF teacher summariAes! in this part0 two aspects are mentioned!
language and mass media. =ow are you influence by them,
Session 2
"as( 1 listen to part three and do the e)ercises.
"as( 2 <ral practice! group discussion
I topics listed on P. 185
II /ith the Hopening policyI and the tendency of globaliAation0
how can we defend our ?hinese culture, (such as
?onfuciusism0 respect the old)
"as( 3 teacher presents! language learning strategy
=ow to use an Cnglish-Cnglish dictionary,
=ow to study more efficiently,
Session 3
Fideo
?hapter 2! *edical Cthics! %hould @octors C'er -ie,
Session 1
"as( 1 students tal( ! about Hpsychological hintI0 students; own e)perience
"as( 2 >ead the material on page 128 and discuss the #uestions.
21
"as( 3 teacher presents! summery and more information
"as( & listening practice!
1.Focabulary!
to placate a persistent patientTto please a demanding patient
pharmacological substancesTdrugs0 medicine
suffered a relapseTgot sic( with the same thing again
anginaT a type of heart disease
2. listen for the main idea
@o the multiple choice #uestions
Session 2
"as( 1 listening (1)
Guestions! 1. /hy a @octor *ight @ecei'e a Patient
2. /hy a doctor shouldn;t decei'e a patient
"as( 2 listening (2)
.nswer the #uestions on P.138
"as( 3 Intonation in #uestions
>eplay the tape and let students identify the intonation patterns.
Session 3
Fideo! H $enetics and pri'acy issueI
Focabulary!
. silent scandal T a scandal that isn;t public
"o come forward T to ma(e themsel'es (nown
"he concerns are o'erblown T the concerns are e)aggerated
+ederal statues T federal laws
/atch the 'ideo and answer the following #uestions
?hapter 4 "he "ime 6indJ.re "wenty-+our =ours a @ay Cnough,
Session 1
"as( 1 warming up acti'ities! group discussion
1. %tudents are di'ided into 4 groups to discuss the following topics!
?an you briefly (no more than fifteen words) describe your life this semester,
6esides classroom hours0 how many hours do you usually spend on your study each
day,
=ow many hours do you sleep on a'erage each day,
=ow often do you ha'e the feeling that you don;t (now what to do for a certain
22
morning0 or a certain afternoon0 or a night, (hint! sometimes0 seldom0 often0 ne'er0
etc.)
@o you ha'e the desire to do something0 but you feel you don;t ha'e enough time to,
/hat is it,
2. -et each group choose a representati'e to gi'e a brief report about their discussion
"as( 2 "eacher presents! =ow can we ma(e good use of our free time, /hat should
we do during the four years,
Session 2
"as( 1 listening ! "he "ime 6ind
-isten for the main idea! *any mothers are loo(ing for safe0 orderly place at wor(0
away from the demands they face at home.
"as( 2 listening! "he "ime 6ind
-isten for more information
.t wor(! where people feel
--appreciated B seen for their contribution
where friends and social supports are
good at what they;re doing
more rewards
more self-confidence
.t home! where there;s a lot to do
?hild needs to tal(
6aby isn;t in bed
@ishes in sin(
=usband feels li(e babysitter0 waiting for mother to come home to her Dob
"as( 3 summariAe
"as( & unstressed syllables
>eplay the tape and let the students identify the unstressed syllables
Session 3
"uning in H6usy +amiliesI
/atch the 'ideo
Planning ahead
"he wardrobe B the family;s schedule
Guality time
Interacting with child
In car
Pri'ate time
Important for parents (get babysitter)
23
?hapter 5 *ar(eting "echni#uesJ.re /e >eally Influenced,
Session 1
"as( 1 .bout strategies!
1. "eacher will e)plain what are beha'ioral0 affecti'e0 combined0 and congniti'e
strategies0 and do the e)ercises on p. 122.
2. +ind more commercials and analyAe them. ( the :+?0 the soap0 the shampoo0 etc.)
"as( 2 listening 1! %tore @esign and ?onsumer 6eha'ior
-isten for the main idea
%ince shoppers mo'e in predictable patterns and respond in predictable ways to color
and light stimuli0 more and more retailers are creating store designs that help
persuade shoppers to spend money in their stores.
-isten for more information and do the " or + #uestions.
Session 2
"as( 1 listening! =ow do smells influence our beha'ior,
-isten for the main idea!
>esearchers are learning more about how smells can change the way we feel and can
affect our beha'ior.
-isten for details
@o the e)ercise on p. 141
"as( 2 @iscussion ! group wor(
%tudents are di'ided into groups to design a commercial and use the strategies
introduced abo'e.
"as( 3 language learning strategy! word connotations
"hese are suggested groups. %ome words may fit under two different categories
depending on how one uses them. "hey can be classified as positi'e0 neutral0 and
negati'e.
Session 3
"uning in Hin-floor adsI
Importance of impulse buying for ad'ertisers
2&
/hat is in-floor ad'ertising,
Cffecti'eness of in-floor ad'ertising
+uture plans of in-floor ad'erting.
?hapter 7! 6eing an ImmigrantJ?ulture %hoc( and .daptation
Session 1
"as( 1 -isten! -istening 1! /asted +ood0 @isco'ered %ouls
-isten for the main Idea0 page 173
/hen immigrants assimilate into a new culture0 it is possible that they will forget or
lose some of the 'alues from their nati'e culture.
"as( 2 -isten for more Information0 pages 173-17&
Session 2
"as( 1
Focabulary 6uilding0 pages 172-174
1. snuffed outTblown out
2. pesteringTbothering
3. leafing throughTloo(ing through pages
&. naturaliAation processTprocess by which immigrants and refugees become citiAens
1. mourned forTgrie'ed for
"as(2 listen! listening 2! /hat;s in a ame,
-isten for the main Idea0 page 174
Immigrants may assimilate into a new culture and change their names0 but inside they
still cherish their nati'e names and nati'e identities. "his shows that it is possible to
adapt to a new culture while still preser'ing one;s nati'e culture.
-isten for more Information0 pages 175
"as( 3 "he %ound of it! %tress in ?ompound ouns0 pages175-288
2. a. the /=I"C house
b. =<*Cwor(
c. =<3%Ccleaning
d. C/%paper
e. "CK"boo(
session 3
/atch the Fideo0 pages 282-283
Foting "umouts
21
a right ta(en for granted
only 1B2 .mer.'ote
--6ut new citiAens 'ote more (U78V)
-arge tumouts of new 'oters e)pected
>ussian e)ample
basic oblig of a citiAen
you;re pt of process
'otingJnew e)perience
@ebate about immigration
Imp for many new immig 'oters
+ear if don;t become citiA0 things will
happen
--benefits cut (e.g.0 medical care)
--citiAenship will be harder to get in future
--trouble in'iting family members
=arassment
In Cl %al'ador0 'oting was dangers

?hapter 18 ?hanges on earthJIt;s not /hat it used to be
Session 1
Pre'iew wor(! bring your fa'orite cartoon with you.
"as( 1 students tal(! about your fa'orite cartoon.
"as( 2 students tal(! =ow does the earth change, /hat are endangered in the world,
I Focabulary building !
to get easy on T to ta(e it easy and not wor( too hard
to coin a new wordTto create a new word
a notionTan idea
by ta(ing into accountTby considering
'iableTable to e)ist
22
fade awayTslowly disappear
tribal being T e)istence as a tribe
II listen to the tape and get the main idea
<f the appro)imately 4888 languages spo(en in the world today0
probably only half will last another century0 leading to a
decline in language di'ersity.
III listen for the detail and ta(ing notes
Guestions! /hat is uni#ue about the S:ung langage,
/hy does -adefoged thin( it is 'aluable to preser'e rare
languages,
Session 2
"as( 1 >ead the material offered by the te)tboo( and discuss the following #uestions!
1 @o you thin( rain forests are important to human beings,
2 /hy do people destroy rain forests,
3 In your hometown0 do you notice woods are being destroyed,
"as( 2 listening Cat ?hocolate and support the en'ironment
1 Prelistening #uestions!
=ow do you understand the title,
2 'ocabulary
has ne'er hit homeT has ne'er been felt
to head offTto pre'ent
a sustainable systemTa system that can be maintained
re'italiAeTbring bac( to life
3. listen for the main idea
.ll le'el of society0 including big corporations0 are becoming
more interested in preser'ing the forest now that we ha'e
disco'ered that destroying the rain forests and also destroys
our ability to produce chocolate.
&. listen for details and answer #uestions
"as( 3 "eacher presents! Pronouncing Qs ending.
Session 3
? Fideo H*elting IcebergerI
24

Teaching Plan For Listening and Speaking: Chapter 1: Meetings and Greetings

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching Plan For Listening and Speaking: Chapter 1: Meetings and Greetings

Uploaded by

Copyright:

Available Formats

Teaching Plan for Listening and Speaking

Textbook: Tapestry Listening and Speaking (Book 1)

You might also like