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1、Unit 2 Inspirations Unit2 main1 I Objectives II Suggested Teaching Plan III Background Information IV Class Presentation Unit 2 Inspirations Unit2 main2 Part I Listening Part II Reading Part III Speaking Part IV Translation 2 understand the main idea of Text A and Text B as well as master the useful
2、 sentence structures words and expressions found in the two texts follow up exercises 3 appreciate the rhetorical device of repetition 4 be able to read an introduction to a company or an organization 5 be able to write a r sum Objectives I Objectives Unit 2 Inspirations II Suggested Teaching Plan f
3、or Unit 2 TimeContentsPlan 1 period Theme related Listening Section 1 B plays the short talk once more or twice more if necessary and asks class to complete three sentences as required C has a brief discussion with the students on the three sentences to explore the main idea of the short talk D play
4、s the talk again with an emphasis on details so that students can fill in the blanks of the text II Suggested Teaching Plan for Unit 2 Unit 2 Inspirations Time ContentsPlan D plays the first dialogue once more for the details so that students will have no trouble answering the questions Theme relate
5、d Listening A keeps the theme in mind while making a transition from the short talk to the two dialogues B handles Useful Language in a unique way e g asking students to describe a person with the words C plays the first dialogue once or twice if necessary and asks students to do the T F exercise as
6、 required to explore the main idea Objectives3 Sections 3 4 B makes a meaningful transition to Text A F checks the answers in a meaningful way e g paraphrasing the relevant details 3 periods Objectives3 E plays the second dialogue once or twice if necessary and then asks students to do the listening
7、 comprehension exercises Unit 2 Inspirations TimeContentsPlan Objectives3 Text A B gives the students 10 minutes to read Text A and get a general idea of the whole text Unit 2 Inspirations ContentsPlan Text A The teacher A discusses the whole text with the students B guides the students through the
8、exercises focusing on certain items or leaving some exercises as the students homework depending on their levels Objectives4 Time The teacher A asks the students to go over the text and do the subsequent multiple choice questions B while discussing the text with the students calls the students atten
9、tion to sentence which contains repetition C lets the students work on the vocabulary and language use exercises either in or after class 1 5 periods Text B B gives the students 5 to 10 minutes to do the exercise 1 periodSpeaking The teacher A fully understands what the exercises are intended to do
10、B in Ex 1 goes through the list of useful expressions to see what is new to students and then makes sure students know what two categories are before they do the exercises as required Unit 2 Inspirations TimeContentsPlan C asks class to read loud the dialogue in Ex 1 before doing the role play eithe
11、r with or without the script D in Ex 2 asks class to recall how the teacher s story ends to elicit the importance of saying thank you and then asks one student to read loud the example monologue before encouraging some students to carry out the task Objectives6 Translation and Writing Time to Relax
12、B helps the students learn how to write a r sum by doing the first exercise in Practical Writing and then requires them to do the next two exercises after class 1 period Unit 2 Inspirations TimeContentsPlan C plays the song I Believe I Can Fly in class and lets the students sing along with the singe
13、r D if possible plays the video in the Workbook in class and lets the students do the exercise based on the video Objectives7 Unit 2 Inspirations Background Information main Academic Grading in the United States Doctor of Medicine Unit 2 Inspirations Academic grading in the United States most common
14、ly takes on the form of five letter grades Historically the grades were A B C D and F A being the highest and F denoting failure the lowest In the mid twentieth century many American educational institutions especially in the Midwest particularly the State of Michigan began to use the letters A B C
15、D and E The only difference here is that failure is denoted by E instead of F which is not used by these schools The A F A E quality index is typically quantified by correlation to a five point numerical scale as follows A 4 0 B 3 0 C 2 0 D 1 0 E F 0 0 Chromatic variants represented by and are commo
16、nly used They are most commonly quantified as x 3 and y 7 e g B 3 0 so B 3 3 and B 2 7 III Background Information1 Academic Grading in the United States Unit 2 Inspirations Doctor of Medicine MD from the Latin Medicinae Doctor meaning Teacher of Medicine is a doctoral degree for physicians The degree is granted by medical schools Admission to medical schools in the United States is highly competitive with about 17 800 out of approximately 47 000 applicants receiving at least one acceptance to an
