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)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P4)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Meeting New People
Task 1: Formal or informal language? (P4)
Notes: Individual work first and then pair work to exchange opinions.
Task 2: Listening 1: Formal and informal introductions
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Language you can use: introducing yourself and others (P5-6)
Task 4: Using new language (P6-7)
1) Getting ready to listen
2) Listening 2: Formal and informal dialogues
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 5: 1) Language learning strategy (P7-8)
2) Body language: shaking hands (P8)
Notes: Teacher sets up the task and then pair work to practice.
Task 6: 1) Language learning strategy (P9)
2) Apply the strategy: Find someone who (P10-11)
Notes: Teacher sets up the task and then pair work to practice.
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Session Two:
Task 1: Part 2: Greeting People You Know
1) Greeting people (P12)
Notes: Individual work first and then whole class check.
2) Language you can use: greeting people (P12)
3) Using new language (P12-13)
Notes: Teacher presents first and then pair work to practice.
Task 2: 1) Getting ready to listen (P13-14)
2) Listening 3: Listen for rate of speech
3) After you listen
4)The sound of it: reductions
Task 3: 1) Language you can use: responding to greetings (P15)
2) Using new language (P15-16)
3) Academic power strategy (P16)
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Three:
Task 1: Tuning in: empty nest (P21-22)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Outside activity (P23)
Task 3: More practice (P23-24)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P16-20)
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Chapter 2: Finding Your Way
Goals:
1) learn how to understand and give directions
2) learn prepositions of direction
3) learn to ask for clarification
Session One:
I.
Introduction (P26-27)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P28)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Finding Your Way in the World
Task 1: Tuning in: the sparrow (P31)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Listening 1: Following directions (P32-33)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: Language you can use: giving directions (P33)
Task 2: Using new language (P33-35)
Notes: Teacher sets up the task and then pair work to practice.
Task 3: Part 2: Finding Your Way on Campus (P35-39)
4) Getting ready to listen
5) Listening 2: Asking for directions
6) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: Language you can use: giving directions (P40-41)
Task 5: Using new language (P41-42)
Notes: Teacher sets up the task and then pair work to practice.
Task 6: 1) Language learning strategy (P42-43)
2) Apply the strategy: A scavenger hunt (P43)
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Notes: Teacher sets up the task and then group work to practice.
Session Three:
Task 1: Part 3: Finding Your Way in the Classroom
1) Language you can use: asking for clarification (P44)
2) Using new language (P44)
Notes: Individual work first and then pair work to practice.
Task 2: Interview (P45-46)
Notes: Teacher presents first and then pair work to practice.
Task 3: The sound of it: syllable stress
Notes: Teacher presents first and then whole class practice.
Task 4: Putting it altogether: campus interview (49-50)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P28-30)
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Chapter 3: A Full Life
Goals:
1) learn how to talk about regular schedule;
2) learn to use adverbs of frequency;
3) learn how to start conversations with new people;
Session One:
I.
Introduction (P52-53)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P54)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: How Do You Spend Your Time?
Task 1: Tuning in: going back to school (P59)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Listening 1: Talking about schedules (P59-60)
4) Getting ready to listen
5) Listen
6) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Language you can use: talking about your regular schedule (P60-61)
Task 4: Using new language (P61-63)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: 1) Language learning strategy (P63)
2) Apply the strategy: Play a game (P64)
Task 2: 1) Getting ready to listen (P64-65)
2)Listening 2: Morning person or night owl?
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language you can use: adverbs of frequency (P65)
2) Using new language (P65-66)
Task 4: Part 2: How Do You Relax?
1) Interest quiz (P66)
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Notes: Individual work first and then discuss in groups of 4.
2) The sound of it: sentence stress (P67-69)
Session Three:
Task 1: 1) Getting ready to listen (P69-70)
2) Listening 3: An automate phone service
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 3: How do you talk to new people?
1) Getting ready to listen (P71-72)
2) Listening 4: Listen for the topic
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language you can use: starting conversations with new people (P73)
2) Using new language (P73)
3) Academic power strategy (P16)
Notes: Teacher sets up the task and then pair work to practice.
Homework: Reading (P54-58)
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Chapter 4: It’s Raining Cats and Dogs
Goals:
1) learn how to talk about weather;
2) learn to ask questions about weather;
3) learn to work and study well with others;
Session One:
I.
Introduction (P78-79)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P80)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Talking About the Weather
Task 1: Listening 1: Talking About the Weather (P80-81)
7) Getting ready to listen
8) Listen
9) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: Talking About the Weather (P81)
Task 3: Using new language (P82)
Task 4: The sound of it: the /ng/sound (P83-84)
Task 5: 1) Getting ready to listen (P84-85)
2) Listening 2: A weather report
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: Part 2: How’s the Weather?
1) Language learning strategy (P85)
2) Apply the strategy (P85-87)
Notes: Teacher sets up the task and students practice in pairs.
Task 2: 1) Language you can use: Talking About the Weather (P87)
2) Using new language: mental pictures; talk about it (P87-89)
Notes: Teacher presents first and then pair work to practice.
Task 3: 1) Language learning strategy (P89)
2) Apply the strategy (P90-91)
Notes: Teacher presents first and then pair work to practice.
Session Three:
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Task 1: Part 3: Weather Report
1) Talking about global warming (P96)
Notes: Teacher presents first and then pair work to practice.
2) Tuning in: global warming (P96-97)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: 1) Language learning strategy (P98)
2) Apply the strategy (P99-101)
Task 3: Group presentation (P103-104)
Notes: This task is for revision and consolidation of the whole chapter.
Homework: Reading (P92-95)
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Chapter 5: To Your Health
Goals:
1) learn how to describe symptoms;
2) learn to understand and give advice;
3) learn telephone conversations;
Session One:
I.
Introduction (P106-107)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P108)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Being Sick
Task 1: Common symptoms (P108-109)
Notes: Individual work first and then pair work to exchange opinions.
Task 2: Language you can use: describing symptoms (P110)
Task 3: Using new language (P110)
Notes: Teacher sets up the task and pair work to practice.
Task 4: 1) Getting ready to listen (P111-112)
2) Listening 1: Talking about symptoms
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: Part 2: Getting Well
1) Getting ready to listen (P112-113)
2) Listening 2: Giving advice
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: giving advice (P113)
Task 3: Using new language (P114-115)
Notes: Teacher presents first and then pair work to practice.
Task 4: 1) Getting ready to listen (P115-117)
2) Listening 3: Making an appointment
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
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such as speaking (in the Post-listening stage).
Task 5: 1) Language learning strategy (P117)
2) Apply the strategy: ask and answer questions (P117-118)
Session Three:
Task 1: Part 3: Saying Healthy
1) Language learning strategy (P121)
2) Apply the strategy: a short lecture (P121)
Task 2: 1) Getting ready to listen (P121-123)
2) Listening 5: Exercise information line
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Tuning in: snacking (P124)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 4: 1) Getting ready to listen (P125-126)
2) Listening 6: Staying healty
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 5: The sound of it: pronouncing the /th/sound
Homework: Reading (P119-120)
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Chapter 6: A Human Rainbow
Goals:
1) learn how to describe people and things;
2) learn to talk about similarities and differences;
3) learn how to use analogies to describe complex ideas;
Session One:
I.
Introduction (P132-133)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P134)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Similarities
Task 1: Language you can use: physical descriptions (P134)
Task 2: Using new language (P135)
Notes: Teacher sets up the task and then pair work to practice.
Task 3: Listening 1: Listen for details (P135-136)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: Language you can use: Talking about similarities (P136)
Task 5: Using new language (P136-137)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Part 2: Rainbow of Diversity
1) Academic power strategy (P138)
2) Apply the strategy: Talking about graphs (P138-139)
Notes: Individual work first and then pair work to practice.
Task 2: 1) Getting ready to listen (P140-141)
2) Listening 2: Immigration
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language learning strategy (P141)
2) Apply the strategy: listen to four stories (P142-143)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: Language you can use: Talking about differences (P144)
Task 5: Using new language (P145)
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Notes: Teacher sets up the task and then pair work to practice.
Task6: The sound of it: pronouncing the /er/sound (P146)
Session Three:
Task 1: Part 3: The Salad Bowl
Tuning in: Talking about immigrant problems (P147)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: 1) Language learning strategy (P151)
2) Apply the strategy: word game: think fast (P151-152)
Task 3: Role play (P153-154)
Notes: This task is for revision and consolidation of the whole chapter.
Homework: Reading (P148-150)
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Chapter 7: My Hero
Goals:
1) learn how to describe people’s personalities;
2) learn to use adjectives to make descriptions;
3) learn how to elaborate on answer;
Session One:
I.
Introduction (P158-159)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P160)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Twentieth century heroes
Task 1: Listening 1: Heroes (P160-162)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language learning strategy (P162)
2) Apply the strategy: listen to stories of heroes (P162)
Task 4: Language you can use: describing people (P163)
Task 5: Using new language (P164-165)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Part 2: Superhero
1) Getting ready to listen (P165-166)
2) Listening 2: Superman
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
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Task 2: Tuning in: super barrio (P167-168)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers. Teacher reads
the transcript for once and explains new vocabulary. Watch for the last time.
Task 3: The sound of it: the long /e/ sound (P168-169)
Task 4: Small group activity (P170-172)
Session Three:
Task 1: Part 3: Personal heroes
1) Language you can use: elaborating on answers (P172)
2) Using new language (P172-173)
Notes: Teacher presents first and then pair work to practice.
Task 2: 1) Getting ready to listen (P173-174)
2) Listening 3: Personal heroes
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language learning strategy (P174)
2) Apply the strategy: songs about heroes (P174-175)
Task 4: Making an oral presentation (P177)
Notes: Students prepare before class and make it individually in the next class.
Homework: Reading (P166-167)
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Chapter 8: Get a Job
Goals:
1) learn how to talk about habits and routines;
2) learn to group words by type and meaning;
3) learn how to give formal and informal answers to questions;
Session One:
I.
Introduction (P182-183)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P184)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: The World of Work
Task 1: Listening 1: Talking about work (P184-186)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: talking about habits and routines (P186)
Task 3: Using new language (P186-188)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: 1) Language learning strategy (P190)
2) Apply the strategy: say the tongue twister (P191)
Task 5: Grouping words by type and meaning (P191-192)
Notes: Teacher presents and then individual work.
4) Getting ready to listen
5) Listening 2: Formal and informal dialogues
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6) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 5: 1) Language learning strategy (P7-8)
2) Body language: shaking hands (P8)
Notes: Teacher sets up the task and then pair work to practice.
Task 6: 1) Language learning strategy (P9)
2) Apply the strategy: Find someone who (P10-11)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Tuning in: Tech worker shortage (P193-194)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Part 2: Make a career plan
1) Getting ready to listen (P195-197)
2) Listening 2: A career plan
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Pair activity: do a self-assessment (P197-199)
Notes: Individual work first and then work in pairs.
Task 4: Working in a group (P202-203)
Session Three:
Task 1: Part 3: Get a Job
1) Language you can use: formal and informal answers (P205)
2) Using new language (P205-207)
Notes: Teacher presents first and then pair work to practice.
Task 2: 1) Language you can use: information questions (P208)
2) Using new language (P208-210)
Notes: Teacher presents first and then pair work to practice.
Task 3: Make your career plan (P210)
Notes: This task id for revision and consolidation of the whole chapter.
Homework: Reading (P200-202)
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Chapter 9: All in the Family
Goals:
1) learn how to ask about and give information about families;
2) learn to talk about responsibilities;
3) learn how to make a schedule to use your time well;
Session One:
I.
Introduction (P212-213)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P214)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Family Members
Task 1: Language you can use: asking and giving information about family (P214)
Task 2: Using new language (P215)
Notes: Teacher sets up the task and pair work to interview.
Task 3: Listening 1: Talking about family (P215-216)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: 1) Getting ready to listen (P217-218)
2)Listening 2: Talking about pets
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: 1) Getting ready to listen (P218-219)
2) Listening 3: Pet statistics
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 2: Family Stories
1) Getting ready to listen (P222-223)
2) Listening 4: How People Meet
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
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such as speaking (in the Post-listening stage).
Task 3: 1) Language you can use: using time expressions to tell a story (P225)
4) Using new language (P225)
Notes: Teacher presents first and then pair work to practice.
Task 4: The sound of it: the simple past /ed/sound (P226)
Session Three:
Task 1: Tuning in: looking for love (P223-224)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Part 3: Family Responsibilities
1) Language learning strategy (P227)
2) Apply the strategy: pair work to practice new vocabulary (P227-228)
Task 3: Academic power strategy (P229)
Notes: Individual work to make a schedule and then exchange opinion.
Task 4: Presentation (P230)
Notes: Prepare before class and make it in the next class.
Homework: Reading (P219-222)
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Chapter 10: The Future is Now
Goals:
1) learn how to retell what you hear;
2) learn to make predictions about the future;
3) learn how to talk about plans for the future;
Session One:
I.
Introduction (P222-223)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P224)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Gadgets and Games
Task 1: Listening 1: Toys of the future (P235-236)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: future predictions (P236)
Task 3: Using new language (P236-237)
Task 4: Tuning In: smart house (P237-239)
Notes: Warm up first and then play the video for twice. When it’s played for the third
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time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 5: Class discussion (P239)
Session Two:
Task 1: Part 2: Electric Wheels
1) Language learning strategy (P242)
2) Apply the strategy: listen to three short passages (P243)
Notes: Individual work first and then whole class check. Focus on these skills:
prediction (in the Pre-listening stage); listening for the gist and specific
information (in the While-listening stage); integrated skills, such as speaking
(in the Post-listening stage).
Task 2: Talk about it (P244)
Session Three:
Task 1: Part 3: What’s Your Plan?
1) Language you can use: talking about plans (P244-245)
2) Using new language (P245
Notes: Teacher presents first and then pair work to practice.
Task 2: The sound of it: question intonation (P246-247)
Task 3: Making plans (P248)
Notes: Work in groups of 4 and then group presentation.
Task 4: Academic power strategy (P248-249)
Notes: Individual work first and then exchange opinions.
Task 5: Interview a speaker (P250)
Homework: Reading (P240-242)
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Teaching Plan for Listening and Speaking
Textbook: Tapestry Listening and Speaking (Book 2)
Chapter 1: The Whole World is Your Classroom
Goals:
1) learn how to begin a conversation;
2) learn to pay attention to a speaker’s intonation;
3) learn how to apologize and express thanks;
Session One:
I.
Introduction (P2-3)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P4)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Learning a new language
IV: Listening 1: Learning a new language (P7-9)
1) Getting ready to listen
2) Vocabulary building
3) Listen
4) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: Part 2: Beginning a conversation and making small talk
1) Getting ready to listen (P10-11)
2) Listening 2: Making small talk
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Academic power strategy (P11)
2) Apply the strategy: complete a chart (P11-12)
Notes: Teacher presents first and then pair work to practice.
Task 3: The sound of it: understanding intonation in tag questions (P13)
22
Task 4: 1) Language learning strategy (P14)
2) Apply the strategy: Listen to 8 sentences (P14)
Notes: Teacher sets up the task and then pair work to practice.
Task 5: 1) Language you can use: asking tag questions (P14)
2) Using new language (P15)
Notes: Teacher presents and then students practice in pairs.
Session Three:
Task 1: Part 3: Useful Expressions
1) Getting ready to listen (P15-16)
2) Listening 3: Identifying conversations
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: common expressions in conversation (P16)
Task 3: Using new language (P17)
Notes: Teacher presents and then students practice in pairs.
Task 4: Part 4: Singlish
Vocabulary building (P18-19)
Task 5: Tuning in: Singlish (P19)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Homework: Reading (P4-6)
23
Chapter 2: Change and Choice
Goals:
1) learn how to ask for, understand and give directions;
2) learn to be aware of tone of voice;
3) learn to understand speech reductions;
Session One:
I.
Introduction (P22-23)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P24)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Asking for, Understanding and Giving Directions
Task 1: Listening 1: Understanding directions (P26-28)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: giving directions (P28)
Task 3: Using new language (P29)
Notes: Teacher presents and then students practice in pairs.
Task 4: Language you can use: asking for directions (P29)
Task 5: Using new language (P29-31)
Notes: Teacher presents and then students practice in pairs.
Task 6: 1) Language learning strategy (P32)
2) Apply the strategy: taking a poll (P32)
Notes: Teacher sets up the task and then pair work to practice.
24
Session Two:
Task 1: Part 2: Asking for and Understanding Directions
1) Getting ready to listen (P33-34)
2) Listening 2: Understanding tone of voice
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 3: Talking to landlords; Making a complaint
1) Getting ready to listen (P35-36)
2) Listening 3: Reporting Problems
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: The sound of it: Understanding reductions (P36-37)
Notes: Individual work first and then whole class practice.
Session Three:
Task 1: Part 4: Starting Again
1) Getting ready to listen (P37-38)
2) Listening 4: Starting again
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 5: Moving Day
Tuning in: moving day (P39-40)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 3: Keep a journal (P41)
Notes: This task is for revision and consolidation of the whole chapter.
Homework: Reading (P24-26)
25
Chapter 3: This is Who I am
Goals:
1) learn how to use gerunds;
2) learn to organize ideas before telling a story;
3) learn how to express encouragement;
Session One:
I.
Introduction (P44-45)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P46)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: This is What I Like
Task 1: Listening 1: Interests and hobbies (P48-49)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: asking for clarification (P49)
Task 4: Using new language (P50)
Notes: Teacher sets up the task and then pair work to practice.
Task 5: The sound of it: understanding intonation (P50-52)
Session Two:
Task 1: Part 2: This is where I’ve been
1) Getting ready to listen (P52-53)
2) Listening 2: Telling a story
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Language learning strategy (P53)
2) Apply the strategy: tell past experiences (P54)
Notes: Teacher sets up the task and then pair work to practice.
Task 3: 1) Language you can use: expressing encouragement (P54)
2) Using new language (P55)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: 1) Language learning strategy (P55)
26
2) Apply the strategy: listen for important words (P55-56)
Notes: Teacher sets up the task and then pair work to practice.
Session Three:
Task 1: Part 3: This is where I’m going
1) Getting ready to listen (P57-59)
2) Listening 2: Talking about goals
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Language you can use: talking about future plans (P59)
2) Using new language (P60)
Task 3: 1) Academic power strategy (P60)
2) Apply the strategy: discuss goals (P60)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: Part 4: The childhood of Frank McCourt
Tuning in: Frank McCourt (P62-64)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Homework: Reading (P46-48)
27
Chapter 4: Health
Goals:
1) learn how to work in groups to improve your English;
2) learn to give advice about health;
3) learn how to order food in a restaurant;
Session One:
I.
Introduction (P66-67)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P68)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Eating well at home or in a restaurant
Task 1: Listening 1: Ordering a meal (P71-73)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: ordering food in a restaurant (P73)
Task 3: Using new language (P73-75)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Part 2: Increasing Your Energy
1) Getting ready to listen (P75-77)
2) Listening 2: Talking about fitness
28
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 3: Stress and your health
1) Getting ready to listen (P77-78)
2) Listening 3: Stress and your health
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Academic power strategy (P79)
2) Apply the strategy: form a study group (P79-80)
Task 4: 1) Language you can use: giving advice (P80)
2) Using new language (P81)
Notes: Teacher sets up the task and then pair work to practice.
Session Three:
Task 1: Part 4: Dealing with stress
1) Getting ready to listen (P82-83)
2) Listening 4: Interview with a health expert
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 5: It’s matter of attitude
1) Getting ready to listen (P83-84)
2) Listening 5: It’s matter of attitude
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Part 6: Planning for a long and health life
Tuning in: healthy aging (P85)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Homework: Reading (P68-70)
29
Chapter 5: When Cultures Meet
Goals: 1) learn how to take notes when you listen to a lecture;
2) learn to use expressions for making suggestions;
3) learn how to distinguish main ideas and details;
Session One:
I.
Introduction (P90-91)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P92)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Culture Shock
Task 1: Listening 1: The stages of culture shock (P94-95)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Language you can use: making suggestions (P95)
Task 3: Using new language (P96)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: The sound of it: reductions (P96-97)
Session Two:
Task 1: Part 2: Adjusting to a new culture
Vocabulary check and building (P98)
Task 2: 1) Getting ready to listen (P98-100)
2) Listening 2: Talking about culture shock
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Language you can use: present and past participles (P100-101)
2) Using new language (P101-102)
Notes: Teacher sets up the task and then pair work to practice.
Task 4: Part 3: Understanding Cultures
1) Getting ready to listen (P102-105)
2) Listening 2: Two cross-cultural experiences
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
30
such as speaking (in the Post-listening stage).
Session Three:
Task 1: Part 4: A Changing Society
Tuning in: Britain’s Changing Society (P106-107)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Project 1: Interviews (P107)
Notes: Interview three peers.
Task 3: Project 3: Investigating culture (P108)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P92-94)
31
Chapter 6: Thought and Communication
Goals:
1) learn about differences between men’s and women’s communication
styles;
2) learn to pay attention to speakers’ use of intonation to express emotion;
3) learn how to make an appointment;
Session One:
I.
Introduction (P110-111)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P112)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Men’s and Women’s Language
Task 1: Listening 1: Men’s and Women’s Language (P116-118)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: The sound of it: reductions (P119-120)
Task 3: Part 3: Expressing Emotion
1) Getting ready to listen (P120-121)
2) Listening 2: Understanding intonation
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: 1) Language learning strategy (P121)
2) Apply the strategy: listen to sentences (P122-123)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Part 3: Dealing with Communication Problems
1) Getting ready to listen (P123-125)
2) Listening 2: Talking about notices
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
32
Task 2: 1) Language you can use: Making an appointment (P125)
2) Using new language (P126-127)
Notes: Teacher presents first and then pair work to practice.
Task 3: 1) Language learning strategy (P128)
2) Apply the strategy: asking and answering questions (P128-130)
Session Three:
Task 1: Part 4: Workplace Communication
Tuning in: Workplace Communication (P131-132)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: A typical conversation (P132)
Task 3: At the movies (P132)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P112-115)
33
Chapter 7: Making Friends and Finding Love
Goals:
1) learn how to make invitations and suggestions;
2) learn how to accept and decline invitations;
3) learn how to ask personal questions in a polite way;
Session One:
I.
Introduction (P134-135)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P136)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Meeting New People
Task 1: 1) Language you can use: expressing desired actions (P137)
2) Using new language (P138)
Notes: Teacher presents first and then pair work to practice.
Task 2: Part 1: Meeting people
1) Getting ready to listen (P138-139)
2) Listening 1: A New York story
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Two:
Task 1: Part 2: Getting together
1) Getting ready to listen (P140-141)
2) Listening 2: Understanding invitations
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Language you can use: responding to invitations (P141)
2) Using new language (P142)
34
Notes: Teacher sets up the task and then pair work to practice.
Task 3: Part 3: My Honey
1) Getting ready to listen (P143-145)
2) Listening 3: My honey
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: 1) Language you can use: asking personal questions (P145)
2) Using new language (P146)
Notes: Teacher sets up the task and then pair work to practice.
Session Three:
Task 1: Part 4: A Radio Drama
1) Getting ready to listen (P146-147)
2) Listening 4: More than pasta
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Sound of it: listening for stressed words (P147-148)
Task 3: Part 5: Roman in Japan
Tuning in: Romance survey in Japan (P149)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Homework: Reading (P136-137)
35
Chapter 8: Tell Me What I Want
Goals:
1) learn how to think ahead and predict what people will say;
2) learn to express agreement and disagreement;
3) learn to understand incomplete sentences and short answers to
questions;
Session One:
I.
Introduction (P152-153)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P154)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Understanding Advertising
Task 1: Listening 1: Understanding a radio advertisement (P156-158)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: Part 2: Understanding Messages
1) Getting ready to listen (P159-160)
2) Listening 2: Understanding a message on a business machine
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: 1) Academic power strategy (P160)
2) Apply the strategy (P161)
Notes: Teacher sets up the task and then pair work to practice.
36
Session Two:
Task 1: Part 3: Buying Things
Task 2: 1) Getting ready to listen (P162-164)
2) Listening 3: Buying a computer
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 3: Part 4: Returning Things to a Store
1) Getting ready to listen (P165)
2) Listening 4: Understanding an advertisement
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 4: 1) Language you can use: returning things to a store (P165)
2) Using new language (P166-167)
Notes: Teacher presents first and then pair work to practice.
Session Three:
Task 1: Part 5: Expressing Agreement and Disagreement
1) Getting ready to listen (P167-168)
2) Listening 5: Expressing Agreement and Disagreement
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: The sound of it: understanding incomplete sentences (P170-171)
Task 3: Part 6: Advertising and Image
Tuning in: Jeans for everyone (P172)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Homework: Reading (P154-156)
37
Chapter 9: What’s in the News?
Goals:
1) learn to understand weather reports;
2) learn to describe weather;
3) learn to understand news headlines and stories;
Session One:
I.
Introduction (P176-177)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P178)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Understanding weather reports
Task 1: Listening 1: Understanding weather reports (P181-186)
1) Getting ready to listen
2) Listen
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: The sound of it: Understanding numbers (P186-187)
Session Two:
Task 1: Part 2: Understanding headlines and news reports
1) Getting ready to listen (P187-190)
2) Listening 2: Identifying news stories
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Language learning strategy (P189)
2) Apply the strategy: summarize news stories (P190)
Notes: Teacher presents first and then group work to practice.
Task 3: Part 3: Special reports
1) Getting ready to listen (P191-192)
2) Listening 3: Understanding an Ad
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
38
Session Three:
Task 1: Part 4: Violence in the media
Tuning in: Violence in the media (P193-194)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers.
Teacher reads the transcript for once and explains new vocabulary. Watch for
the last time.
Task 2: Language you can use: expressing agreement and disagreement (P194)
Task 4: Using new language (P194-195)
Task 3: More practice (P23-24)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P178-180)
39
Chapter 10: Planethood
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:
I.
Introduction (P196-197)
Notes: Teach presents first and then students discuss questions in pairs.
II.
Getting Started (P198)
Notes: Individual work first and then pair work to exchange opinions.
III.
Part 1: Environmental problems
Task 1: Listening 1: Helping the environment (P201)
1) Getting ready to listen
2) Listen
3) After you listen
40
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: 1) Language learning strategy (P202)
2) Apply the strategy: use new words (P202)
Notes: Teacher sets up the task and then pair work to practice.
Task 3: Language you can use: asking for clarification (P203)
Task 4: Using new language (P203)
Notes: Teacher sets up the task and then pair work to practice.
Session Two:
Task 1: Part 2: The Plastic of the Future
1) Getting ready to listen (P203-207)
2) Listening 2: One solution to the problem of plastic
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Task 2: The sound of it: the /t/ sound in the middle of words (P208)
Task 3: Part 3: Creative solutions
1) Getting ready to listen (P209-210)
2) Listening 3: Finding solutions to environmental problems
3) After you listen
Notes: Focus on these skills: prediction (in the Pre-listening stage); listening for the
gist and specific information (in the While-listening stage); integrated skills,
such as speaking (in the Post-listening stage).
Session Three:
Task 1: Part 4: Ecotourism in Brazil
Tuning in: Ecotourism in Brazil (P210-211)
Notes: Warm up first and then play the video for twice. When it’s played for the third
time students complete the activities and watch again to check answers. Teacher reads
the transcript for once and explains new vocabulary. Watch for the last time.
Task 2: Project 1: Problems solving (P212)
Task 3: Project 2: Designing advertisement (P212)
Notes: These two tasks are for revision and consolidation of the whole chapter.
Homework: Reading (P198-199)
41
Teaching Plan for Listening and Speaking
Textbook: Tapestry Listening and Speaking (Book 3)
Chapter 1 School Daze
Session 1
Warming up exercises: Now you’re sophomore students, what suggestions would you
give to a freshman both on study and school life?
Hints: How to spend money?
How to make friends?
How to use time more efficiently?
Task 1 language you can use : asking for alternatives/ stating preference
Students work: practice these structures .
Task 2 listening
Listen to part 1 and do the T/F questions.
Questions: have you ever met those problems? What’s the differences between
Chinese education system and American education system?
Task 3 listen and discuss
Listen to part 2 and do the exercises.
What are the obstacles they met and how did they solve the problems?
Listening skills: pronunciation of prepositions: unstressed sound.
Session 2
Task 1 students oral work: paraphrase teacher’s instructions.
Task 2 role play: if you were a teacher teaching in college, how would you begin you
first class?
Task 3 listen to part 3 and do the exercises.
New words: eligible portfolio
Task 4 Debate
1 Introduce this activity by discussion the importance of critical thinking and ask
whether it is emphasized or encouraged on the native culture of the students.
2 Give the groups time
session 3
CNN video “freshmen fears”
1 Go over the instructions with the whole class.
2 Play the video 3 times, and at last give the students the transcript orally and play the
video again.
3 Do the T/F exercises after the second time.
42
Chapter 2 Walking a Mile in Another Person’s Meccasins
—cross-culture
Communication
session 1
Task 1 How do you understand the title?
Students are allowed to express their views on the importance of empathy and
understanding when dealing with people from other cultures. They are
encouraged to reflect on an aspect of another culture they disagree with or
have difficulty understanding.
Task 2 teacher presents: direct vs. subtle speech.
Students are asked to give examples of a direct statement and one example of
subtle statement.
Culture notes
Task 3 listening
1 On the board, make two columns with the headings Direct and Subtle.
2 Play the conversation once ask students to identify the cultural problem.
3 Play the conversation again, and ask students to complete the conversation.
Session 2
Task 1 listening
1. listen to the tape and do the T/F questions.
2. Questions:
1 What kind of questions did Tamara’s students ask her?
2 Do you think these questions are direct or subtle questions?
3 Would you feel comfortable answering these questions if a stranger asked you?
Task 2 students work—Role playing
Based on P 222-223 simulation
Session 3
Video: The bilingual storyteller
1 Go over the instructions with the whole class.
2 Play the video three times.
3 Answer the questions.
43
Chapter 3 I Understand Exactly What I Think You Said
Session 1
Task 1 Discussion: Do you think men and women have distinct ways of
communication? Can you give some examples?
Task2 scenario activity
The distinction between a scenario and a roleplay is that in a scenario the participants
are not aware of the other person’s task. The 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.
Task 3 language using
Asking for clarification / giving clarification / expressing empathy
Session 2
Task 1 about gender stereotype
Brainstorming : men are logical /silent/ambitious/ serous/
Women are emotional/talkative/sentimental/mean/narrow-minded
Task 2 Read the quotations and guess the meaning of a saying.
1. Divide the students into groups
2. Read through the directions with the students and answer any questions.
3. Circulate and encourage cooperative learning in their attempts to guess vocabulary
from context, discover the meaning of the quotes, and paraphrase.
Example: A woman’s guess is much more than a man’s certainty.
Paraphrase: when a woman makes a guess, she will be more accurate than when a
man is sure if something.
Stereotype: a woman’s intuition is very reliable.
Task 3 listening.
Dialogue 1 “The New Haircut”
1 What are these people in conflict about?
2 What does the man in the situation want?
3 What does the woman in the situation want?
Dialogue 2 The Cocktail Bar Job Discussion
1 What are these people in conflict about?
2 What does the man in the situation want?
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3 What does the woman in the situation want?
Dialogue 3 I Can Handle It Myself
1 What is one place in the conversation that someone could have asked for
clarification?
2 What is one place in the conversation that someone could have expressed empathy?
Task 4 listening Real people, real voices
1 read through the instructions with the students and answer any questions they may
have.
2. let the students do the exercises.
Session 3
CNN video
1 Discuss the questions with the whole class to prepare for viewing the video.
2 Play the video three times, stopping after each viewing to answer the questions.
3 Have the students answer the questions.
.
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Chapter 4 Crossing the Line
Session 1
Task 1 About boundary: North Korea and South Korea :38 degree North Latitude
Current affairs: Afghanistan / strategic partnership
Task 2 About tones: if you want to request someone to do something, you can use
polite/soft tone.
If you want to demand someone to do something you can use
strong/ demanding tone.
Task 3 Where do your personal boundaries lie?
The objective of this activity is to elicit emotional responses to specific situations
involving possible infractions on personal boundaries. Through this activity,
students will better perceive the link between the personal and global
concepts of boundaries.
1 Read through the directions with the students.
2 Ask students if they understand the words given to describe the five emotions.
3 As a vocabulary check, do situation 1 together. Have one student read the situation
and ask a student to explain what emotion s/he would feel in that situation.
4 After having completed situation 1 together, ask them to individually complete the
remaining five situations.
5 Let the students share their answers with their group.
Task 4 Homework :Drawing the map of the world.
Session 2
Task 1 : Using the new language
In pairs, the students should read each situation and practice using the new expression
to request, refuse, and offer excuses.
Task 2 listening
1 listen to part one and do the exercises/
2 listen to part two
students will take notes while they listen to the lecture about conflict resolution.
Emphasize that their notes should focus one the most important information about
each of the steps. Remind them to listen for key words and write them in the margin
of their notes.
Task 3 The sound of it : distinguishing syllables
Divide syllables
Listen for reductions
Session 3
1 Discuss the questions with the whole class to prepare for the viewing of the video.
2 Play the video three times, stopping after each viewing to answer the question.
3 Have students answer the question.
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Chapter 5 My Slice of the Pie
Session 1
Task 1 students talk: Your experience of meeting beggars. Do you think they are
professional beggars? Why do some people want to become professional
beggars? What problem will that cause?
Task 2 Discussion
Have students respond individually to the statements in the values-clarification
activity.
Divide the students into pairs. Ask them to discuss with their partner their
responses to each statement, using the three questions provided.
1. Were there any statements in which you and your partner differed?
2. Why did your responses differ?
3. do you think your opinions on these issues are influenced by your knowledge of
other economic systems in other countries?
Task 3 listening: Grace’s experience
Do the exercise.
Task 4 Language using: Describing a problem
Read the examples aloud for the students. Answer any questions that they may have
about the individual situations and the language that is used. There are three
expressions presented that help identifying a problem. This is an especially useful
function for students, since they may have difficulties identifying and expressing a
problem in a particular situation. After presenting the new expression, have students
practice using them in the exercise that follows.
1 Divide the students into pairs.
2 Have one of them read the first situation aloud.
3 Students should then use the new expressions to identify the problem in the situation.
Remind them that if they have differing opinions, they should express them.
4 With the whole group, review each situation for feedback on pinpointing the
problem.
Session 2
Task 1 Listening: the cost of education
Do the cloze text.
Task 2 listening skills : meaning from intonation
Teacher presents: intonation can convey meaning as well as the language itself.
Let the students listen to the tape.
Task 3 Using new language: the advice chain
This is a fluency activity designed to give students an opportunity to practice giving
advice.
1 Ask students to stand in two lines. Each student should be facing another student.
2 Tell students that one side will be the advice seekers and the other side will be the
47
advice givers.
3 Hand out one problem on a strip of paper to each of the student in the advice seekers
line.
4 Tell the advice seeker that they will state their problem to the person standing across
from them. That person will listen to the problem and offer advice about it.
5 Tell the advice seekers that they will state their problem to the person standing
across from them. That person will listen to the problem and offer advice about it.
6 Tell students that when they have completed the first exchange, you will indicate
that they should move .
Session 3
CNN video Cracking down on the homeless
Have students work with a partner to discuss the two views of homeless people that
are presented in the article about the Barker family and in the CNN video clip. Do
they think these views are similar or different? In what way?
48
Chapter 6
I Said It my Way
Session 1
Task 1 Getting started: the page questions.
Task 2 Using new language
1 recognition activity:
Have the students close their books. Read the expressions to the class, asking them to
pinpoint language that helps them identify whether the statements is fact or opinion.
2. Give them more examples to practice using the new language.
Task 3 listening.
Discuss the language learning strategy with the students to prepare them for the
listening passage.
Let the students complete the chart.
Let the students identify the following statements belong to the attorney or parents.
Task 4 The mini-debate
This is a very structured activity designed to overcome the reluctance some students
may feel when confronted with the traditional debate format.
1. Cut out the 12 statements into separate strips of paper.
2. Pass out one statement to each student. Allow students a few minutes to think about
the statement and to ask the teacher any questions they may have . tell students to
writhe an example beneath their statement to help support it .
3. Divide students into two groups. One group will be made up of students whose
statement express positive opinions about the influence of television. The other
group will be made up of students whose statements express negative opinions.
4 Have the two groups form straight line and stand facing one another.
5 For a period of no more than two minutes, each pair of students will interact,
expressing their different opinions abut television. Then one line will step to the
right, and the “mini-debates” will begin again. The student at the end of the line
who winds up without a partner should move to the beginning of the line.
Session 2
Task 1 oral practice:
1 What do you feel when you hear of read detailed information about somebody’s
private life?
2. Give examples to the privacy of famous people, movie stars, and rich people, etc.
(the love affairs of Xie Tingfeng and Wang Fei, Homosexual and Maonign, the secret
marriage of Cheng long and Linfengjiao)
Task 2 listening: Real people /Real voices
Listen to the passage and do the proof reading.
Task 3 teach presents : conversation pauses
When do speakers pause when they speak?
1. The speaker has heard something unexpected.
2. The speaker may not agree with a previous statement.
3. The speaker needs time to think.
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4. The speaker may not agree with a previous statement.
5. The speaker needs time to think.
Task 4 The Right-to-Privacy Survey
1. Briefly discuss survey in general with the whole class. What are surveys? Why are
they useful? Who makes frequent use of surveys?
2. Have students work in pair to interview one other using the survey questions. Allow
them ample time to discuss each question, as well as their responses to it.
3. When students have completed the survey, bring the group back together. Have
them share their response and keep a tally on the board. Examine this information and
calculate the number of yes and no responses.
Session 3
Tuning in “Do We Really Need to Know?”
Play the video twice and let the students answer the questions.
Play the video for the third time and let the students understand the most part of it.
Critical discussion
Students should work with a partner. Remind them that there are no right or wrong
answers to these discussion questions. Aster students have completed their paired
discussion, bring the whole class together and write different answers on the board.
50
Chapter 7
It’s Not Easy Being Good
Session 1
Task 1 Warm-up Exercises
What is your responsibility to yourself? What is your responsibility to your family?
What is your responsibility to your community?
Task two: vocabulary and discussion: values
____honesty
____ tolerance
____ generosity
____compassion
____ discretion
____self-discipline
____ loyalty
____conviction
____ fidelity
____commitment
let the students remember the words and grade them in five levels according to their
importance.
Task 3 about pronunciation
Teacher presents: the importance of stressed syllable.
The following are words that prone to be mispronounced.
Rapidity
strategic
interesting
hospital
admirable
anxiety ignorance prejudice
Task 4 listening
Before playing the tape, let the students discuss two topics:
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“What do you think it means to be a good person?”
“What are two personality traits/characteristics do you think a good person has?”
Listening 1 Chris’s experience
Listen to the tape and do the proof-reading exercises. There are altogether 15 errors in
the transcript.
Session 2
Task 1 ways to express hypothetical situations
Well, one thing I might do is…
If I …, I would…
I would never even consider…
It’s possible that I would…
Look for every opportunity to use new language that you learn. Soon the language
will be a natural, comfortable part of your English.
Task 2 Apply the strategy:
Use the language you just learned to discuss situation 1, 2. 5. 6.
Task 3 Nonjudgmental responding.
Well, that’s an interesting way to…
Hmm, I never thought of …
Isn’t it difficult to …
Task 4 listening
1. Getting ready to listen.
Students can work individually or in pairs to remember the target language of
discussing hypothetical situations and responding nonjudgmentally. Make sure each
student is able to fill the five lines so that they will know what language to listen for
2. Listen to the tape and do the exercises.
3. listen to dialogue 2 and do the exercise.
Session 3
Task 1
Video “Teaching Character”
1. Watch the video and do the error correction.
Task 2 Putting it all together
This activity can be done with the whole class, in small groups, pairs, or individually.
Answers will vary. When finish, the answer can be written on the blackboard so they
can compare the answer with each other.
52
Chapter 8: Scientifically Speaking
Session 1
Task 1 Clarify the goals of this chapter.
1. Express both sides of an issue.
2. Recognize different point of view.
3. Express compromise.
Task 2 What do you know abut the topic?
Do you know mercy-killing? What do you think of it?
Do you know clone technique?
Do you know genes modified food?
Form these discussion, can you get a general idea what we will talk about in this
chapter?
Task 3
Ways to express different viewpoints
1. seeing both sides:
On one hand… on the other hand…
One way of looking at it is…
Another way of looking at it is…
Yes, but the flip side of the issue is
You can’t ignore…
2. expressing compromise
I see your point, but…
Maybe you have a point there…
Yes, I suppose you could say…
I guess you’re right, although…
Task 4 Using the new language
Use the new expressions to discuss the situations on page 171.
Task 5 Value Clarification
Individually, decide the values on P.172 whether each one is good, bad, or neutral.
Session 2
Task 1 Listening
1. Getting reading to listen.
Individually, students are to complete the exercises on p.173. Then tell the students
that they are going to hear a radio talk show debate between a leading scientist and a
53
religious leader on the topic of using human fetal tissue for experimentation.
2. listen to the tape and let the students do the exercises.
Task 2 Students’ talk
1. Divide the students into small groups of three or four.
2. Tell them to begin with question1. One student in the group should read the
situation aloud. The
group members should express their views on the situation, weighing the advantages
of technology against ethical considerations. Remind them of the new expressions
they have just learned.
3. Let them summarize their discussion and present to the whole class.
Task 3 listening “Susana’s experiences”
Session 3
Video “Two Sides to Cloning”
1. Ian Wilmut: We should treat each child as an individual. By making a copy of the
child, you no longer do this.
2. Unidentified bioethicist: We’ve got to find a way to regulate cloning so that
families can use it but not put it to bad use. He suggests creating a process similar to
that of adoption.
3. Art Kaplan: How will the child deal with the burden of looking exactly like one of
the parents will cause others to have unrealistic expectations abut the child’s strengths,
interests, and desires.
54
Chapter 9: The Nature of Things—Environmental Concern
Session 1
Task 1 Getting started
In this activity, students assess their own awareness of and concern about
environmental problems. They are asked to evaluate the possibilities for solutions to
the problems. Have them answer the questions individually, then share with a partner
or small group.
Task 2 Students’ activity: brainstorming
1. Read through the introduction to the brainstorming activity.
2. Before they begin the brainstorming activity they will try to define the purpose of
the task. In order t do this, have them read the directions under step.2. Complete the
task.
3. Divide the students into small groups and give them time to brainstorm their list of
environmental problems. The purpose of this activity is to increase awareness of the
variety of environmental problems that we are facing and to teach some of the
vocabulary for those problems.
4. Let the students discuss their responses.
Task 3 Using New Language
55
Expressing concern
Expressing dissatisfaction
Stating plans/intentions
Practice:
Divide the students into pairs. Ask them to use the expressions from the chart on page
190 to make complaints about learning English and the plans they have to solve those
problems. Ask them to share their responses with the class when they have finished.
They should then state concerns they have about the environment and plans they have
to solve those problems.
Session 2
Task 1 listening
1.Issue being discussed
The positive advances in technology vs. the damage it does to the environment.
2. Main points of each speaker.
Task 2 listening : Understanding Reductions
Task 3 Discussion
What can students do in order to protect the environment.
Students are asked to collect all kinds of garbage and give suggestions on how to deal
with them.
Session 3
Video: “An Ecovillage”
Use the knowledge of prefix to guess the meaning of “Ecovillage”
Play the video several times and do the exercises.
56
Chapter 10: All Stressed Out and No Place to Go
Session 1
Task 1 warming up questions
Can you use some words to describe your college life?
When do you feel stressful?
Learn to use the words “stressful” “stressed out” in oral English.
Task 2 Learning language: concern; clarification; empathy; suggestions
Task 3 using the new language
Go back to the ranking activity, and in pairs respond to each of the situations using the
expressions on the table preceding this activity.
Session 2
Task 1 listening : Techniques for Managing
Tell the students they are going to listen to an excerpt from a talk radio show on the
topic of stress.
Tell them that they should focus their listening on two main ideas: signals of stress
and methods of stress management. As they’re listening to the tape, they should take
notes about these two main ideas.
Task 2 problem solving
Task 3 listening Andrew’s and Henry’s Experiences
Task 4 about “filler”
Session 3
Video : Student stress”
57
Teaching Plan for Listening and Speaking
Textbook: Tapestry Listening and Speaking (Book 3)
Chapter 1: Small Talk —— Not Deep, But Important
Session 1
Warning up activities:
What is small talk?
Talk about the cartoon on P.2.
Clarifying the setting goads.
Task 1 Oral English practice:
Student’s topic: Have you ever got the feeling of nervous about making
comments in situation where you are with people you don’t know
well?
What did you say or do at last?
Task 2 Listening practice:
I before playing the tape, let the students think about the
following questions and write down one point or two.
how to start a conversation?_________________________.
How to keep a conversation going? ___________________.
How to end a conversation?__________________________.
II Preview the new words:
upbeat: [infml.] cheerful and full of hope. (opposite. downbeat)
recap: state again briefly
spelling to be noticed in dictation: impulse / enthusiastic /
cultivate / elaborate / facial contact
III Listen to the tape and do the exercises
Strategy: taking notes while you are listening
Task 3 Teacher summarizes and homework
Session 2
Task 1 Oral English Practice
I Structures to be practiced:
In my opinion, …
I think/believe/feel that…
It seems to me that
In my case,…
Not everyone will agree with me, but…
II Students are to be divided into groups, each group has a
discussion leader and a reporter. They can make comments
on any of the 3 or 4 topics listed on P.13. The reporter
should take notes and report briefly to the whole class.
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III Teacher summarizes
Task 2 Teacher presents: taboos and euphemisms
Listening skills: stress and intonation
Task 3 Additional exercises: Social Talk
Homework: Reading on P.16
Session 3
Task 1 Watching the video. “Larry King Interviews ‘Beatle,’ Ringo Starr”
Take 2 Interview
Take 3 Demonstration on “How to” speech .
59
Chapter 2: High-Tech Communication – A Curse or A Blessing?
Session 1
Warming-up activities:
What are high-tech communication in your mind?
Comment on special rings of cellular phones.
Words associated with high-tech and basic communications .
BBS “little smart” virus download fax
Task 1 listening practice: Miss Manners
I Strategy: Predication
Example: “The last thing people want to hear from a stranger is
how noisy the party is, how awful the food is, or how____
the people are dressed.”
II Listen for the first time for main ideas.
III Listen to the tape and do the True and False questions.
Task 2 Oral English Practice
I Pair Work: The advantages and disadvantages of a cellular
phone.
II Teacher summarizes
Session 2
Task I Listening practice
I Explain the new words briefly
II Listen for main idea (for summary)
III Listen for more information (for details)
Take 2 Oral Practice
I Teacher presents: symbols and meanings
Structures.
II Group work: Your experience and unpleasant experience of
E-mail or chatting.
Task 3 Teacher presents: The importance of internet and how to use it properly.
Session 3
Video
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Chapter 3: Humor—Can Laughter be the Best Medicine?
Session 1
Warming up activities: A game—telling jokes to each another.
Task 1 listening
I Explain the new words
II Listen to the tape and do the exercises: for main idea and for
details.
III Additional questions: How do the killer cells work?
Task 2 Strategy review: taking notes while listening.
Homework: write a summary of the interview you have heard.
Session 2
Task 1 Teacher presents: word study
Abstract and specific words: smile/laugh: guffaw, giggle,
chuckle, grin,
snigger,
Task 2 listening
I listen to the tape and do the exercises
II additional exercises: Do you understand the jokes?
Task 3 oral practice:
I Group work: talking about the cartoons and find the humor.
II. Structures and practice: start a conversation with “ I heard, I
saw, I
read…”, keep your conversation going and make others
involved.
Session 3 video
Appendix: Humors to be told to each other
(1) My friend Margaret has a dog named Bentley. He barks wildly and runs to the
door whenever the doorbell rings. When he hears bath water running, however, he
hides under the bed. To make life easier, at his bathtime, Margaret’s husband, Bob,
goes outside and rings the doorbell. When Bentley comes running. Bob grabs him.
(2) When our company expanded, I began to work longer hours and didn’t realize the
effect this had on my home life. After several days of takeout food served on paper
plates, I finally found the time to fix a home-cooked meal. When we finished eating,
my daughter said how nice it was to have “real food for a change” and then promptly
threw her china dish in the trash.
(3) Telephoning my daughter one afternoon, I first got her husband on the line. “what
are you doing?” I asked.
“Oh, just cooking some noodles and making a salad,” he replied.
I told him what a prize he was to help out around the house. And then asked to speak
with my daughter. “Can she call you back?” he said. “I hate to interrupt her.” He
paused. “she’s… uh… mowing the lawn”
(4) Once, a mathematician, a biologist and physicist were sitting in a sidewalk café
61
when they noticed two people going into the house across the street. A while later they
saw three people coming out.
The physicist says, “ our first count wasn’t accurate.’
The biologist concludes, “ they must have reproduced!”
But the mathematician says, “Now if exactly one person enters the house, it will be
empty again.”
(5) My 11-year-old daughter and my eight-year-old son quarreled and fought over the
slightest thing. I was surprise when my daughter made an artistic card for her
brother’s birthday. Inside she wrote:
“Happy birthday to my nine-year-old brother. I am so glad to have a brother to love.
So God gave me you. P.S. Don’t read this out loud or I will twist your head off.”
(6) My daughter was deep in love with her fiancé. “he would be perfect if her were
just more romantic,” she lamented. Then one day she was invited to his apartment,
where she found a table with a white tablecloth, candles and place settings for two. He
proceeded to serve a home –cooked dinner.
As they began to eat, he took her hand, looked into her eyes and said, “ Don’t get any
food on the tablecloth. It’s the sheet off my bed and have to sleep on it tonight.”
62
Chapter 4: Academic Dishonesty—How Common is Cheating?
Session 1
Warming up activities: Were you warned about the consequences of cheating?
In your mind, why do some students cheat in spite of the severe
punishment?
New words related to the topic: proctor, cheating, flunk, copy,
high-tech
cheating, crib notes, …
Task 1 small talk: talk about the picture on P.74
What percentage if your classmates have cheated on a test?
Task 2 listening practice:
I explaining the new words.
II listen to the tape (part one) and do the exercises
III listen to the tape (part two) and do the exercise.
Additional questions: What do you know about cheating in
America?
Session 2
Task 1 listening practice
I vocabulary building: matching
II Listen to part three and do the exercises.
III Additional Questions:
How do you understand “ranged widely in severity forms”?
Can you give examples?
What is Cole’s attitude towards cheating?
Task 2 Strategies practice: to use background knowledge to guess the meanings of
unfamiliar
words and phrases.
Task 3 Oral English practice: a debate: Should cheating be severely punished?
Students are to be divided into two groups. Two of them will
state their opinions, then they will argue with each other. At
last, a conclusion will be given.
Homework Cartoons and Readings
Session 3
video
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Chapter 5 Exporting American Culture-- Mcdonaldization of the World?
Session 1
Warming up activities:
Do you know some of the American culture in our country?
Have you ever been influenced by your American teachers?
What do you think about that?
Some words: Nike, Adidas, Nobel Prize, Nestle,
Task 1 Listening: Exporting American Culture (part one)
I vocabulary building
Pervasive = widespread predominate = are dominant, appear
more
often than others.
II listen to the tape and do the exercises.
III Additional Questions:
In the conversation, what are typical American and what are
typical French?
IV Strategy: taking notes “split-page format”
Task 2 Listening: Exporting American Culture (part two)
I Vocabulary building head on: directly; the key question: the
main question; cultural imperialism: cultural dominance based
on political and economic power.
II listen for the main idea: in the discussion of cultural dominance,
the impact of a widely spoken language on the cultural
identities of small countries throughout the world becomes a
key issue.
III. listen for details
IV teacher summarizes: in this part, two aspects are mentioned:
language and mass media. How are you influence by them?
Session 2
Task 1 listen to part three and do the exercises.
Task 2 Oral practice: group discussion
I topics listed on P. 108
II With the “opening policy” and the tendency of globalization,
how can we defend our Chinese culture? (such as
Confuciusism, respect the old)
Task 3 teacher presents: language learning strategy
How to use an English-English dictionary?
How to study more efficiently?
Session 3
Video
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Chapter 6: Medical Ethics: Should Doctors Ever Lie?
Session 1
Task 1 students talk : about “psychological hint”, students’ own experience
Task 2 Read the material on page 120 and discuss the questions.
Task 3 teacher presents: summery and more information
Task 4 listening practice:
1.Vocabulary:
to placate a persistent patient=to please a demanding patient
pharmacological substances=drugs, medicine
suffered a relapse=got sick with the same thing again
angina= a type of heart disease
2. listen for the main idea
Do the multiple choice questions
Session 2
Task 1 listening (1)
Questions: 1. Why a Doctor Might Deceive a Patient
2. Why a doctor shouldn’t deceive a patient
Task 2 listening (2)
Answer the questions on P.130
Task 3 Intonation in questions
Replay the tape and let students identify the intonation patterns.
Session 3
Video: “ Genetics and privacy issue”
Vocabulary:
A silent scandal = a scandal that isn’t public
To come forward = to make themselves known
The concerns are overblown = the concerns are exaggerated
Federal statues = federal laws
Watch the video and answer the following questions
65
Chapter 7 The Time Bind—Are Twenty-Four Hours a Day Enough?
Session 1
Task 1 warming up activities: group discussion
1. Students are divided into 7 groups to discuss the following topics:
Can you briefly (no more than fifteen words) describe your life this semester?
Besides classroom hours, how many hours do you usually spend on your study each
day?
How many hours do you sleep on average each day?
How often do you have the feeling that you don’t know what to do for a certain
morning, or a certain afternoon, or a night? (hint: sometimes, seldom, often, never,
etc.)
Do you have the desire to do something, but you feel you don’t have enough time to?
What is it?
2. Let each group choose a representative to give a brief report about their discussion
Task 2 Teacher presents: How can we make good use of our free time? What should
we do during the four years?
Session 2
Task 1 listening : The Time Bind
Listen for the main idea: Many mothers are looking for safe, orderly place at work,
away from the demands they face at home.
Task 2 listening: The Time Bind
Listen for more information
At work: where people feel
--appreciated / seen for their contribution
where friends and social supports are
good at what they’re doing
more rewards
more self-confidence
At home: where there’s a lot to do
Child needs to talk
Baby isn’t in bed
Dishes in sink
Husband feels like babysitter, waiting for mother to come home to her job
Task 3 summarize
Task 4 unstressed syllables
Replay the tape and let the students identify the unstressed syllables
Session 3
Tuning in “Busy Families”
Watch the video
Planning ahead
The wardrobe / the family’s schedule
66
Quality time
Interacting with child
In car
Private time
Important for parents (get babysitter)
67
Chapter 8 Marketing Techniques—Are We Really Influenced?
Session 1
Task 1 About strategies:
1. Teacher will explain what are behavioral, affective, combined, and congnitive
strategies, and do the exercises on p. 162.
2. Find more commercials and analyze them. ( the KFC, the soap, the shampoo, etc.)
Task 2 listening 1: Store Design and Consumer Behavior
Listen for the main idea
Since shoppers move in predictable patterns and respond in predictable ways to color
and light stimuli, more and more retailers are creating store designs that help
persuade shoppers to spend money in their stores.
Listen for more information and do the T or F questions.
Session 2
Task 1 listening: How do smells influence our behavior?
Listen for the main idea:
Researchers are learning more about how smells can change the way we feel and can
affect our behavior.
Listen for details
Do the exercise on p. 171
Task 2 Discussion : group work
Students are divided into groups to design a commercial and use the strategies
introduced above.
Task 3 language learning strategy: word connotations
These are suggested groups. Some words may fit under two different categories
depending on how one uses them. They can be classified as positive, neutral, and
negative.
Session 3
Tuning in “in-floor ads”
Importance of impulse buying for advertisers
What is in-floor advertising?
Effectiveness of in-floor advertising
Future plans of in-floor adverting.
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Chapter 9: Being an Immigrant—Culture Shock and Adaptation
Session 1
Task 1 Listen: Listening 1: Wasted Food, Discovered Souls
Listen for the main Idea, page 193
When immigrants assimilate into a new culture, it is possible that they will forget or
lose some of the values from their native culture.
Task 2 Listen for more Information, pages 193-194
Session 2
Task 1
Vocabulary Building, pages 196-197
1. snuffed out=blown out
2. pestering=bothering
3. leafing through=looking through pages
4. naturalization process=process by which immigrants and refugees become citizens
5. mourned for=grieved for
Task2 listen: listening 2: What’s in a Name?
Listen for the main Idea, page 197
Immigrants may assimilate into a new culture and change their names, but inside they
still cherish their native names and native identities. This shows that it is possible to
adapt to a new culture while still preserving one’s native culture.
Listen for more Information, pages 198
Task 3 The Sound of it: Stress in Compound Nouns, pages198-200
2. a. the WHITE house
b. HOMEwork
c. HOUSEcleaning
d. NEWSpaper
e. TEXTbook
session 3
Watch the Video, pages 202-203
Voting
Tumouts
a right taken for granted
Large tumouts of new voters expected
only 1/2 Amer.vote
--But new citizens vote more
(>90%)
Russian example
Debate about immigration
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basic oblig of a citizen
you’re pt of process
voting—new experience
Imp for many new immig voters
Fear if don’t become citiz, things will
happen
--benefits cut (e.g., medical care)
--citizenship will be harder to get in
future
--trouble inviting family members
Harassment
In El Salvador, voting was dangers
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Chapter 10 Changes on earth—It’s not What it used to be
Session 1
Preview work: bring your favorite cartoon with you.
Task 1 students talk: about your favorite cartoon.
Task 2 students talk: How does the earth change? What are endangered in the
world?
I Vocabulary building :
to get easy on = to take it easy and not work too hard
to coin a new word=to create a new word
a notion=an idea
by taking into account=by considering
viable=able to exist
fade away=slowly disappear
tribal being = existence as a tribe
II listen to the tape and get the main idea
Of the approximately 7000 languages spoken in the world today,
probably only half will last another century, leading to a
decline in language diversity.
III listen for the detail and taking notes
Questions: What is unique about the !Kung langage?
Why does Ladefoged think it is valuable to preserve rare
languages?
Session 2
Task 1 Read the material offered by the textbook and discuss the following
questions:
1 Do you think rain forests are important to human beings?
2 Why do people destroy rain forests?
3 In your hometown, do you notice woods are being destroyed?
Task 2 listening Eat Chocolate and support the environment
1
Prelistening questions:
How do you understand the title?
2 vocabulary
has never hit home= has never been felt
to head off=to prevent
a sustainable system=a system that can be maintained
revitalize=bring back to life
3. listen for the main idea
All level of society, including big corporations, are becoming
more interested in preserving the forest now that we have
discovered that destroying the rain forests and also destroys
our ability to produce chocolate.
4. listen for details and answer questions
Task 3 Teacher presents: Pronouncing –s ending.
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Session 3
CNN Video “Melting Iceberger”
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