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1BookOne(IntegratedCourse1)Unit8CollegeLifeTextASecretsofStraight-AStudentsTeachingObjects:Non-Englishmajors,Grade2011I.TeachingAims1.Helpstudentstorealizetheirmaintaskatcollege.2.Helpstudentstoadjusttheirstudyhabitsinordertobecomestraight-Astudents.3.Helpstudentstounderstandtheconnotationoftheproverb:nopains,nogains..4.Conductaseriesofreading,listening,speakingandwritingactivitiescentereduponthethemeoftheunit.II.TeachingEmphasis1.Sharewithstudentssometechniquestopstudentsemployintheirstudy.2.Keywordsandexpressionsconduct,attain,principle,priority,compromise,recreation,addition,perform,advocate,retention,schedule,promote,confirm,assign,undertake,pressure,motivate,etc.3.KeygrammaticalstructuretheuseofthearticleIII.TimeAllotment:Sixperiodsfortheunit1stperiod:Pre-reading;while-reading(CulturalNotes)2ndperiod:While-reading(TextOrganization&Understandingofthewholetext)3rdperiod:While-reading(LanguageStudy)4thperiod:While-reading(LanguageStudy)5thperiod:Post-reading;checkonstudents’homereading(TextB)6thperiod:Theme-relatedLanguageLearningTasksIV.TeachingSteps1.Warm-upQuestions(1).Whatarethedifferencesbetweencollegelifeandmiddleschoollife?(2).Wereyouaccustomedtocollegelifeinthefirstmonthafteryouenteredthecollege?Howdidyoufeelthen?(3).Whoisthebeststudentinyourclass?Whydoyousayso?(4).Doyouthinkastudentwhoisonlygoodatstudyisagoodstudent?Whyorwhynot?(5).Tobeastraight-Astudent,whatshouldastudentdo?2.BackgroundinformationQuotesandProverbsonEducationbyConfuciusConfuciuswasateacher,scholarandminorpoliticalofficialwhosecommentaryonChineseliteraryclassicsdevelopedintoapragmaticphilosophyfordailylife.Notstrictlyreligious,theteachingsofConfuciuswereausefulapproachtosocialharmonyanddefinedmoralobligationsbetweenindividualsandsocialsystems.AfterhisdeathhispupilscollectednotesonhissayingsanddoingsandrecordedthemastheAnalects.Thiscollectionwasaddedtoovertheyears,andmanysayingsattributedtohimare2probablyonlylooselybasedonhisteachings.HisapproachwasformalizedintoapoliticalandreligioussystemduringtheHanDynastyintheearlypartofthethirdcentury.(1)IhearandIforget.IseeandIremember.Idoandunderstand.(2)Exploringtheoldanddeducingthenewmakesateacher.(3)Tolearnwithoutthinkingislabourinvain;tothinkwithoutlearningisdesolation.(4)Knowledgeisnotequaltodevotion.Devotionisnotequaltojoy.(5)Realknowledgeistoknowtheextentofone’signorance.(6)Whenyouknowathing,toholdthatyouknowit;andwhenyoudonotknowathing,toallowthatyoudonotknowit—thisisknowledge.3.StudyofthetextPara.OneMainIdea:Studentsshouldknowhowtomakefulluseoftheirinnateabilities.Questions&Answers(1)Whatdidtheprofessorofeducationfind?Hefoundthattopgradesdonotalwaysgotothebrighteststudents.(2)Whatisimportantforastudenttobearinmind?Heorsheshouldbearinmindhowtomakethemostofhisorherinnateabilities.Para.TwoMainIdea：Topstudentsattainacademicexcellencebymasteringafewbasicprinciplesthatotherscaneasilylearn.Questions&Answers(1)Whatarethebasicprinciplesforattainingacademicexcellence?Theyare:a.setpriorities;b.studyanywhereoreverywhere;c.studyatone’spreferredtime;d.beconsistent.(2)Howdoesthewriterillustratewhatismeantby“setprioritiesright”?Asastudent,studytimeshouldalwaysbeguaranteed,anditshouldneverbecompromisedforphonecalls,televisionprogrammesorsnacks.TypicalOrganizationofThisParagraph(1)Thetopicsentence:Thestudentsatthetopoftheclassattainacademicexcellencebymasteringafewbasicprinciplesthatotherscaneasilylearn.(2)Howtoillustrate:1)Tobeginwith,…2)Inaddition,…3)Amongallthestudentsinterviewed,...4)However,...Para.ThreeMainIdea:Topstudentslearntobeorganized.Questions&Answers(1)Whatdidthefirststudentsayaboutgettingorganized?Hewon’twastehisprecioustimesearchingforthingsthathavebeenmisplaced.(2)Whatdidthesecondstudentsayaboutgettingorganized?Hewillhavetheclassnotesreadyforreviewwhentheexaminationtimecomes.Para.Four3MainIdea:Topstudentsknowhowtoscheduletheirtimeproperly.Questions&Answers(1)Whyisitimportantforstudentstoknowhowtoscheduletheirtime?Ifstudentsscheduletheirtimewell,theywillreasonablypaceeachassignmentorprojecttoavoidbeingoverwhelmedbythetaskathand.Besides,bydoingso,theywillhavemoretimetoreviewandpolishtheirwork,andtheyarelesslikelytoprocrastinate.(2)Whataresomeofthelearningstrategiestopstudentsshareaboutgettingorganized?Twospecificonesaregiven:a.takingdowngoodnotesduringlessonsandusingthemforrevision;andb.jottingdownatwoorthree-sentencesummaryofthelesson’sprincipalpointsbeforeclassisoverandscanningthenotesbeforethenextday’sclass.Para.FiveMainIdea:Topstudentsareveryseriousaboutschoolandveryactiveinclass.Questions&Answers(1)Whatotherfactorsareintroducedinthisparagraphthatmaycontributetoacademicexcellence?Theyare:handinginneatwork,speakingupandaskingquestionsinclass,andactivelyparticipatinginclassroomactivities.(2)Whatdoesthestudentmeanby“Bettergradescomefrombetterunderstanding.”?Byspeakingupandaskingquestionstoclarifyanydoubts,astudentmaycometoabetterunderstanding,whichwillleadtobettergrades.Para.SixMainIdea:Studentsbenefitfromgroupstudy.Questions&Answers(1)Whathasbeenfoundaboutgroupstudy?Anexperimenthassh