【導(dǎo)讀】2)pete:v.~競(jìng)爭(zhēng)；對(duì)抗；比賽

　　

【正文】 ts 3) on the textbook Ex. 4 on the workbook Summary. Firstly, ask the students to bine the topic sentences we have identified in each paragraph, and assign them in small groups to work out a short version of the story told in this text. Finally, ask two or three students to retell the story. Review some of the key words by doing exercises. References: Oxford dictionary, EnglishChinese dictionary, teacher’s book, Theories and Practices of English Teaching, Questions and Issues on Language Teaching, resources on the inter. After Class Notes: The passage is a fable, which is picked out from the Aesop’s Fables. Students will probably enjoy it. So I can anize the class activity in the way of acting it out in order to contain education in amusement. 17 Unit 6 Tracking Down My Dream Teaching subject: Freshmen in The Department of Fine Art. Lesson Content: Vocabulary, Text ATracking Down My Dream, grammar viewSubjectiveverb Agreement, reading skillstopic sentence, Basic writing skills. Teaching Aims: 1) The students will be able to master the pronunciation and meaning of the new words and expressions. 2) The students will understand the main ideas of Text A and can know that encouragement can make a great difference to us. Methodology: The lexical approach. Learners learn new words and mon word binations. Taskbased Language Teaching. Information gap activities, opinion sharing activities, reasoning activities, done in pairs or groups. Any language can be used to plete the tasks. Key Issue: 1) Lead the students to read and learn the new words especially teach them how to use these words. 2) Help the students to understand the content of the text and motivate them to perform the fable well. Potential Problems and Difficulties: 1) How to help the students to master so many new words which are considered dull by the students. 2) How to anize a classroom discussion and activity to help them to perform well what they’ve newlylearnt. Teaching Aids: Tape recorder, pictures, MP4, stories, puter, projector. Teaching Procedures: Step1. Prereading 18 1. Organizes group discussion among the students about “Why do people shout or cheer for both the winner and the loser when watching races or ball games?” 2. Asks each group to report their answers to the question. Whilereading ? Lead the students to look at the table in Ex. 4 so as get to know the outline of the whole passage. ? Lead the students to listen to and read each part then try to answer some simple contentrelated questions. Step2. Discourse analysis. 10) How long did the writer train for the track meet? She trained all season. 11) What event did the writer take part in? She took part in the 3,200meter run. 12) How was the writer running? She was limping. 13) Why did she feel humiliated? Because she fell farther and farther behind. 14) How fast was the firstplace runner ? She was two laps ahead of the writer when she crossed the finish line. 15) What was the crowd’s response? They shouted, “Hooray!” 16) What decision did the writer make during the last two laps? She decided not to pete in track the next year. Para. 5 17) What happened when the writer finished? She heard a cheer. 18) What did the writer think of the cheer? She thought they were cheering for the boys. Paras. 69 19) Whom did the writer meet in the bathroom? She met a girl she didn’t know. 20) What did the writer and the girl talk about? 19 They talked about courage. 21) Why did the crowd cheer for the writer? Because they wanted her to keep going and not give up. / Because she was courageous. 22) What decision did the writer make after the conversation with the girl? She decided to stick with track the next year. Paras. 1013 23) What did the writer learn that day? She learned two things： first, a little kindness and confidence in people can make a great difference to them。 and second, strength and courage aren’t always measured in medals and victories. 24) What has been the writer’s dream since then? She dreams that someday — perhaps as a senior — she will be able to win the race with a cheer as big as the one she got when she lost the race as a freshman. Step 3. Discussion 1. If you were the writer, what decision would you have made during the race? Tell us why you would make such a decision? 2. Whatever we do, among other things, we need courage of our own and encouragement from others. In your opinion, which is more important? Why? Step 4. Exercise Lead the students to discuss and try to fill in all the blanks without rereading the passage. Then check the answers by themselves. Step 4. Assignments 4) on the textbook 5) Ex. 4 on the workbook Summary. Firstly, ask the students to bine the topic sentences we have identified in each paragraph, and assign them in small groups to work out a short version of the story told in this text. Finally, ask two or three students to retell the story. Review some of the key words by doing exercises. References: Oxford dictionary, EnglishChinese dictionary, teacher’s book, Theories and Practices of English Teaching, Questions and Issues on Language Teaching, resources on the inter. 20 After Class Notes: The passage is a freshman’s own experience of how to rebuild her selfconfidence. After learning this text, the students will possibly admire and learn the spirits from the author. The language points in this text are not difficult. But the students may feel bored about so many phrases and structures. I’d better prepare these two periods in the way of a petition among different groups.