【正文】 bly fertility could someday increase Just as quickly as it has declined in recent decades ? If the average fertility rate were to take a long time to move from well below to well above replacement rate and back again, trends in world population could go a long way before they reversed themselves. 2. prehension questions ? What is the main idea of the essay? ? What prediction about the world population is made in this article? ? What is the writer‘s opinion about some experts‘ conclusion that population will stay level? ? Has the fertility rate been going down in modernizing countries or areas in contrast to the rising life expectancy concerning the rapid increase in population in the past two centuries? ? What is the decision factor to determine the number of children born generally? ? What is the essential factor to affect human population? ? Would the world population begin to decrease by one percent a year, if world fertility dropped by births per woman? ? Will world population grow if fertility rises above replacement rate, according to the article? ? Why does it take a long tie for lower fertility in modern societies to reduce the world population? ? What does the underlined part in the sentence mean, ?the result would be big swings in world population‖? 3. discussing the following topics ? It‘s been often assumed that the world population is increasing beyond the earth‘s capacity, but the view in the article is just the opposite. Why does the writer make such a hypothesis? Are you persuaded to follow this view? why? ? What do you think of the relation between human values and population? d. Home Reading(10mins) This reading activity is assigned to the students as homework, the teacher spend 10 minutes to check the assignment in the beginning of each class, and give some ments on their work. Unit V Objectives: At the end of the session the students should be able to: ? Understand and Master the reading skills in this unit ? apply the reading skills to reading activities ? to encourage students to think about the topic of the ing text ? to develop students‘ skill in predicting the main idea of the text Approach: ? taskbased approach (mainly learning tasks) ? global or prehensive approach Teaching contents: ? the reading skills in this unit ? language points and grammatical structures in the text。 and ? text structure analysis Procedure: a. Reading Skills (10mins) ? using context clues for word meanings When you read a prehension text, you will inevitably find some words you don‘t know. Sometimes you take time out to look up a new word in the dictionary, but doing that too many times slows down your reading. In fact, you can often figure out meanings for new words or expressions without using the dictionary. Look at the context of each word or expression—the sentence that the word or expression is in and the sentences that e before and after. It is usually possible to find hints or clues about its definition form the context. Context clue 1: definition Sometimes a writer knows that a word is unfamiliar or strange to many readers. To make the word easier to understand, the writer may include a definition of the word in a sentence. This context clue is the easiest one to spot. Look at the following examples: a. All other birthdays are called sing il (born day). The sixtyfirst birthday is called huan gup (beginning of new life) b. The harbor is protected by a jetty—a wall built out into the water. c. Jane is indecisive, that is, she can‘t make up her mind. Context clue 2: restatement More often, you may find a restatement, which tells you a almost as much as a definition. Look at these examples: a. He had a wan look. He was so pale and weak that we thought he was ill. b. Carbon monoxide (CO) is a noxious gas which can cause death. c. I am a resolute man. Once I set up a goal, I won‘t give it up easily. Context clue 3: general knowledge More often than not, the meaning of many words can be readily guessed if you use your own experience or general knowledge of the subject. Look at the following examples: a. The door was so low that I hit my head on the lintel. b. Mark got on the motorbike, I sat behind him on the pillion, and we roared off into the night. c. ―We have found that no one in the freshman class can add, multiply, subtract or divide simple sums… therefore, we are setting up a special remedial arithmetic course,…‖ Context clue 4: related information Sometimes you can make an intelligent guess of the meaning of some new words or expressions if you put together related information from the surrounding text. Just look at the following examples: a. ―She went to school for 12 years and she can‘t write a sentence?‖ Timken said, ―They made an illiterate out of my daughter!‖ b. Timken was now angry… once again he flew into a rage. When you e across a new word or expression in a prehension passage, you are well advised to notice how the word or expression is repeated later in the text. Generally the more often it is used, the easier it is to understand. If you read the text carefully enough and notice the way the expression is repeated, you can easily figure out it means. b. Fast Reading (20mins) This reading activity is designed to test students‘ reading prehension accurateness and speed. Students are required to finish short passages and record there reading time and score within 20 minutes. c. Careful Reading(80mins) 1. language points ? it was found that approximately 40 percent of this sample described themselves as shy. ? One of McCullough‘s former patients, a single woman in her mid30s, suffered severe shyness about dating. ? The woman noticed a recurrent theme. ? I discovered that my embarrassment vanished when I assumed a role in a play.