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1、Unit 1A Working CommunityTeaching Objectives（教学目的）Students will be able to1. grasp the main idea and structure of the text2. master the key language points and grammatical structures3. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Teaching p
2、rocedures（教学步骤）1. Pre-reading activity （Period1）a. Introduction to the author b. Information related to the textc. Pre-reading questions2.While-reading activity（Periods2-5）a. The organization of the textb. Detailed reading-study of the language points3. Post-reading activity （Period6-8）a. Speaking A
3、ctivityb. Writing Practicec. Have students finish the exercisesPeriod 1Pre-reading activity1. Background Informationa. Introduction to the Author Ellen Goodman is a Pulitzer-prize-winning columnist, author, speaker, and commentator who refuses to call herself a pundit. Ellen has long been a chronicl
4、er of social change in America, especially the womens movement and its effects on our public and private lives. She frequently pens newspaper columns on such topics as feminism, child rearing, divorce, alternative lifestyles, and gardening. Although Goodman once appealed principally to women, her es
5、says now interest readers of both sexes who are, in the words of New York Times critic John Leonard, “full of gratitude for having been introduces to a witty and civilized human being in a vulgar and self-pitying decade.”b. Information Related to the Text Ethnic Identity refers to ones sense of belo
6、nging to an ethnic group and the part of ones thinking, perceptions, feelings, and behavior that is due to ethnic group membership. The ethnic group tends to be one in which the individual claims heritage. Ethnic identity is separate from ones personal identity as an individual, although the two may
7、 reciprocally influence each other. There are 4 major components of ethnic identity, that is, ethnic awareness (understanding of ones own and other groups), ethnic self-identification (label used for ones own group), ethnic attitudes (feelings about ones own and other group) and ethnic behaviors (be
8、havior patterns specific to an ethnic group).Kaffeeklatsch is a German phrase translating literally as “coffee chat”. This is the type of casual conversation, small talk and especially gossip enjoyed by people who meet in the afternoon for a cup of coffee. Kaffeeklatsch is also used to describe such
9、 a gathering itself. Several student newspapers, journals and arts councils utilize the term as a means of describing the informally hosted meetings of influential members at coffee shops and cafes near their home university. It is occasionally used in a more specific and derogatory sense to mean a
10、group of people who waste time talking rather than doing. 咖啡会（一种非正式聚会）c. Pre-reading QuestionsLead-in questionsPurposes：1. To present key words and phrases related to working community2. To encourage students to think about the theme of the coming text, i.e. the rapidly changing society and the chan
11、ge of the concept “community” 3. To arouse students interest in the topic of the coming text4. To develop students skill in predicting the main idea of the textSteps:1. The teacher can divide the class into groups of 4/5.2. Students can be given 2-3 minutes to discuss the following questions. What d
12、oes community mean to you in China?How do you define community in your life?In what ways are communities important to society?3. Each group should have a reporter to report the result of their discussion to the whole class.Methodology：1. The purpose of pre-reading activity is to arouse students inte
13、rests in the topic of the text and prepare them to read the text actively. It may be very easy for your students to give a definition to community geographically, but to define it socially is more difficult. If you encourage students to think carefully about the change of the concept, they will prob
14、ably hit upon the central idea and the main purpose of the coming article. 2In order to get the whole class involved, group work is recommended. If time permits, you can ask each group to report to the class what they have discussed. Period 2-5While-reading activitya. The organization of the text Th
15、e Gist of the ArticleThe author of this article mainly argues that Peoples jobs or professions have made them become members of certain communities. In the past few years, people have transferred the major portion of their lives from home to office. Thus the sense of community has shifted from neigh
16、borhood to workplace. In modern society, people are busy with their work and spend most part of their time in their workplaces. The towns where they are living become the places only for sleeping. The afternoon gathering for friends to have a casual conversation and to sip coffee, which was popular in the fifties, has also been enjoyed by people in the eighties during t
