【正文】 ? During these activities they can temporarily ―be‖ the unshy person. ? Marjorie Coburn, director of a phobia and anxiety treatment center in California, helped the 43yearold woman.. ? They interpret this body language as aloofness or conceit and stay away, making the shy person feel even more insecure. ? By softening the image you send out to the world. You‘ll learn the friendliness and positive responses that make strangers seem less intimidating ? When conversation lags, ask openended questions. ? Christopher McCullough once counseled a man who liked his job but dreaded monthly meting sin which he had to participate. ? Envision the worstcase scenario ? Next, she signed up for a seminar. ? You‘re not going to wake up one morning transformed into the life of the party. 2. prehension questions ? What is the main idea of the article? ? Are men shyer than women, generally speaking? ? What can one do if one is shy about dating? ? Does scripting dissolve the real self and the role self, concerning the role of acting in shyness? ? Is it right to say that body language can create an immediate effect in munication as far as body language is concerned? ? What one should do in dealing with a shy person according to the author? ? Why does conversation bee so difficult for shy people according to the author? ? What should shy people not do to overe shyness according to the author? ? What are not so conspicuous as shy people fear they are? 3. discussing the following topics ? What are the ways to overe shyness according to the article? Do you have any other suggestion? ? Discuss the ways to deal with a shy person in daily life. 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 IV 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。 but the speed with which you read is important, too. While making constant efforts to improve your reading prehension, you should try consciously to increase your reading speed. And to read in thought groups is an easy, yet effective, way of picking up speed and fluency. Take this sentence: The little boy, Johnnie, had been up with a packet of mints, and said he wouldn‘t go out to play until the post had e. A poor reader is apt to move his eyes from word to word while an efficient reader will move his eyes from words to words—that is, from thought group to thought group: The little boy Johnnie— Had been up— With a packet of mints— And said— He wouldn‘t go out to play— Until the post had e. Keep on practicing this skill until you can apply it automatically. Then you will be able to acquire sufficient speed to read fluently with good prehension. 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 ? All of us have read thrilling stores in which the hero had only a limited and specified time to live. ? We should live each day with gentleness, vigor, and a keenness of appreciation which are often lost when time stretches before us in the constant panorama of more days and months and years to e. ? When we are in buoyant health, death is all but unimaginable. ? But those who have never suffered impairment of sight of hearing seldom make the fullest use of these blessed faculties. ? I might have been incredulous had I not been accustomed to such response for long ago I became convinced that the seeing see little. ? I feel the delightful, velvety texture of a flower, and discover its remarkable convolutions。 in other words, successful prehension depends on one‘s actual mand of the language. But generally a good knowledge of reading techniques or skills will not only make reading easier, but also help improve reading prehension to a certain extent. ? how to read a text It is advisable to read a prehension passage at least twice: the first time, at the normal speed, to obtain a general impression of the text, a good general idea of what the passage about, and then a second time, concentrating on the details, try to remember the important details and pay due attention to points that seem difficult. If there is a word you are not familiar with, don‘t waste too much time worrying about what it might mean. Just look at what es before and after, make an intelligent guess and then go on to concentrate on the important details. Sometimes a third reading is necessaryto check items that caused difficulty. ? skimming Skimming is getting the essence of material without reading all of it. As you begin to skim a passage, you should read the first paragraph at normal speed all the way through. The opening paragraph often contains an introduction or overview of what will be talked about. Then from the second paragraph on, you only read as much of each paragraph as you have to in order to discover whether it contains a main idea or any important details. You skip over the parts which are nonessential to you until you reach the ending paragraphs which you should read more fully because they often contain a summa