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1、Unit 10 Risks I. Teaching Objectives Theoretical basis: College English Syllabus (1999); College English Curriculum Requirements (2004) 1. World knowledge (based on Ss current situation): 1) What kinds of risks reach to us often? (physical ones, financial ones and emotional ones) 2) What are the dif
2、ferent attitudes towards risks? (optimists and pessimists)3) Precautions against possible risks (considerations beforehand, evaluation to the possible situation) 2. Linguistic knowledge: 1) vocabulary: a. the new words of CET-4 category (usage, synonyms and antonyms, match, etc.) 2) frequently-used
3、phrases and expressions3) some grammatical points (sentence structure analyses, coherence, etc.) 3. Language skills Listening: to understand the general idea of the passage, to get the specific information, to take notes while listening out the materials Speaking: to describe a picture, and then tel
4、l others what the picture conveys (reasoning the opinion) Reading: 1) intensive reading: skimming and scanning to get the general idea and specific information of the passage, 2) extensive reading: to get the main idea 3) to grasp the micro skills of inference, guessing and generalization 4) to have
5、 an impression of how a prose writes 5) to understand figurative language Writing: 1) sentence translation 2) to practice writing by contrast 3) to give supportive evidences to a certain opinion4. Leaning strategies training: encourage the students to use appropriate strategies according to their pe
6、rsonal differences and different tasks II. Focal Points and Difficult points1. Focal points: 1) skills training 2) the linguistic knowledge occurring in the unit2. Difficult points: 1) to get the required information appropriately and exactly2) to have insightful comprehension III. Teaching Methodol
7、ogy Mainly applying task-based approach and communicative one to construct a student-centered classroom The whole learning and teaching process is tended to follow the model of pre-task-task cycle-post-taskIV. Time Arrangement According to the students current situation and the learning content, the
8、 unit is going to fall into 8 periods-listening and speaking (2 periods), reading (2 periods), exercises and further development (2 periods), writing (2 periods)Listening and SpeakingI. Teaching Content Warm-up: 1) analyses of different jobs and their corresponding risks 2) Ts background knowledge i
9、ntroduction as recruitment and Ss discussion on the unit topic of risks Listening of 2 passagesII. Procedures1. Warm-up1) T and Ss list different jobs, and then Ss discuss the corresponding risks Jobs: nurse, psychiatrist, businessman, policeman, coal miner, lawyer, stockbroker, presidents, secretar
10、y, beggar, teacher, fighter pilot, accountant, football player, interpreter, fireman, singer, civil servant, ambassador Categorize them into three types: physical ones, financial ones, emotional ones2) Which activity is riskier? Rock climbing, working on a farm, driving a car, skiing, being a 65-yea
11、r-old man,flying in an airplane, driving a motorcycle, and skydiving3) Issue discussion: Do you think TEM-4 causes risks in the students? If there is some, what are they? (certificate, degree, emotional influence, job)4) background informationRisk is the probability of losing something of value. Sin
12、ce we value life above other things, the greatest risk for most people is the risk of death. Yet life itself, to the best of our knowledge, is ultimately fatal. The key word here is ultimately. Since we hope to live a lot longer, we easily overlook the routine and long-range risks associated with be
13、ing human, and concentrate instead on other sorts of risks. We rarely think about the chances of death, disability, or disaster, or try to predict the times of their occurrence. Walking across the street in many cities is more dangerous than riding an airplane across an ocean, but many people give n
14、o thought to the former and have great fear of the latter. People eagerly do dangerous things for recreation that they would rarely do at work, such as scaling a steep mountain or skiing rapidly down it. Young people are especially willing to take foolish chances for the sheer joy of doing so, or because they discount the probability of adverse outcomes. Yet they should probably be much more careful than their elders, since they have longer life expectancies remaining and thus have more at stake. Other thin
