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Unit One

Test A Time-out

Test B Ready, Set, Go – and Get There

Practical Reading: Help Centre – After-sales Care Teaching Objectives

From studying this unit, students are expected to

1. have listening and speaking practices to explore time management and acquire the theme-related expressions and their functional structures;

2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises; 3. know the structure of imperative sentences; 4. be able to read an after-sales policy; 5. be able to write a résumé cover letter. Difficult language points:

1. Learn how to use the structure “too...to” 2. Learn how to use imperative sentences Teaching Methods:

Discussion, Exercise and Presenting Teaching Periods: 8 Periods Background Information: Personal Time Management

Time management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities.

A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized.

An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month. Basic Tips on Time Management for Students

Every student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying.

Minimize Distractions

Eliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.

Watching TV whilst studying is a very bad idea and makes your studying really ineffective. You need to minimize all distractions and TV is a big one even if it’s just on in the background.

Time of Day for Study

Studying at the same time each and every day helps. Most people find it more effective to study during the day rather than at night, because they can concentrate better. But if you are a real night owl, then you may find that your ability to concentrate at night is just fine.

Total 100% Focus for at Least 40 Minutes at a Time

One of the most important things you can do to study effectively is to focus totally on your studying for at least 40 minutes at a time. Studying for 10 minutes here and there just will not cut it. Instead of quick little snippets, make sure you get in at least 40 or 50 minutes of total focus. While you’re doing this, don’t let yourself get distracted with anything else! Just focus intensely for the entire time. When you are finished, then relax, and play a video game or watch TV to reward yourself.

You also don’t want to study for too long at a time, because your brain gets fatigued and after a while it needs a rest. 90 minutes is probably the maximum you should go before taking a 10-minute break, and usually 60 minutes is enough.

Teaching Process 教学过程 Text A and Related-exercise Starter After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher A. asks the students what important things they are doing aside from their daily routine. While the students talk about all the things they are doing, e.g., writing term papers, preparing for a test, learning a foreign language, visiting some old friends, taking care of their parents, the teacher writes down all the things on the blackboard; B. asks further what each of the students would do first if there is so much to be done and what next. While arranging the things in the sequence given by the students, the teacher introduces the concept of Priority to the students. Text A The teacher A. discusses the whole text with the students; B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework depending on their levels. Text B & Text-related Exercises The teacher A. asks the students to go over the text and do the subsequent multiple choice questions about it; B. while discussing the text with the students, calls the students’ attention to the

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use of imperative sentences; C. lets the students work on the vocabulary and language use exercises either in class or after class. Practical Writing The teacher A. explains an after-sales policy of a film shop; B. gives the students 5 to 10 minutes to do the exercise. Speaking The teacher A. makes sure students know what the two categories are before they do Ex. 1; B. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script or without it. C. gives a brief review of the suggestions used for time management in Ex. 2, and then asks one student to read loud the example monologue before encouraging some students to carry out the task. Assignments Finish the exercises on text A Preview the text B Translation and Writing, Time to Relax & Workbook The teacher A. leaves the sentence translation exercise as the students’ homework; B. helps the students learn how to write a résumé cover letter by doing the first exercise in Practical Writing, and then leaves the next two exercises as the students’ homework; C. plays the song “Right Now” in class and lets the students fill in the blanks in the lyrics (this can be done as students’ homework if there isn’t much class time left in class); D. if possible, plays the Workbook video in class and has the students do the exercise based on the video. Listening Course (Book 2) Unit 1 Roll over, Beethoven! Teaching Objectives: In this unit, students should be able to: 1. Making inferences 2. Expressing likes and dislikes. 1.Lead-in 2. Listening skills: making inferences 3.Listening in Task 1 Encore Task 2 where are your favorite songs? Task 3 Music and Your Mood 4.Speaking out

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Expressing likes and dislikes Model 1 Do you like Jazz? Model 2 Do you like Punk rock? Model 3 It just sounds like noise to me. 5.Let’s talk 6.Further listening and speaking The origin of the song “happy birthday to you” Assignment Further Listening and Speaking

教学后记：

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