unit1 thinking as a hobby

ThingstodoinintensivereadingclassStep1Lead-in1.Discussiononthethemeofthetext2.Warm-upquestionsandpersonalfeelingsorexperiencerelatedtothetext3.Students’presentationontheabovequestionsStep21.Backgroundinformationbasedonthetext2.Generalanalysisofthetext:writingdevicesDetailedtextappreciation(~75mins)A.ExplanationofdifficultwordsandphrasesB.AskthestudentstointerpretsomesentencesbasedonthenewwordsandphrasesC.AnalysisofdifficultsentencesD.AskthestudentstoparaphrasethedifficultsentencesStep3DetailedTextAnalysisA.ExplanationofdifficultwordsandphrasesB.AskthestudentstointerpretsomesentencesbasedonthenewwordsandphrasesC.AnalysisofdifficultsentencesD.AskthestudentstoparaphrasethedifficultsentencesStep4DiscussionontheExercisesExplanationontheexercisepartattachedtoeachunit,esp.translation.Step5Summarystudentsshouldconcludewhattheylearnfromeachunitandwriteasummaryontheexercisebook.Unit1ThinkingasAHobbyObjectivesToreadforthekeyideasinapassageTohelptoenlargestudents’vocabularyTodevelopstudents’criticalthinkingTasksLead-inReading&ExploringWordsStudyAssignmentFurtherReadingBrainstormingWhatwilloccurtoyouwheneveryouseethesethreestatuettes?Tips:VenusbeautifulslimdisabledpityimperfectperfectTips:Leopardwildlargetoughnatureuncivilizedfiercecautiouscunning.........Tips:theThinkermeditationmusedeepinthoughtbelostinthoughtcontemplatesinkinthoughtseriousimaginativecreative.......AlbertEisteinMoyanNobelPrizeWinners...PreviewQuestionsIstheessayseriousorhumorous?Isitananecdotalaccountofpersonalexperienceorclose-reasonedessay?WhatisyourStory?Haveyougotananecdoteortruestoryaboutyourschoollife?Wouldyouliketotellittous?TasksLead-inReading&ExploringWordStudyAssignmentFurtherReadingCultureBackgroundVenus:theThinker:Reading&ExploringVenus:Venusisthegoddessofbeautyandlove.InLatin:(1)sexualloveanddesire(2)金星(3)FridayCupid,GodofLoveTheThinkerbyRodin:1.RodincreatedthissculpturebasedonTheComedyofDivinebyDante(《神曲》).2.Itwasoriginallyputonhiswork“theGatesofHell”,eachofthestatuesrepresentedoneofthemaincharactersintheepic.3.TheThinkerdepictsDante,whoisponderinghispoem.ThemeoftheTextThinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing,anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment.Reading&ExploringStructureAnalysisthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”.Paras.1-24Theauthor’sanalysisofthenatureof“grade-twothinking”Paras.25-29Theauthor’sunderstandingofthe“grade-onethinking”andhisdesireforitParas.30-35Reading&ExploringSkimming&Scanning:Workingroupstofindoutsupportingfactsconcerningthefollowingquestions.TextUnderstanding*Task:Underlinethewords,phrasesorsentences.Reading&ExploringRExploringeading&1.Howarethethreestatuettesdescribedbytheboyandwhatdotheysymbolize?(tablecompletion)2.Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofgrade-threethinkers？(1)headmaster(2)Me,theboy(3)MrHoughton(4)ApiousladyReading&ExploringTextUnderstandingGroup1:TableCompletionStatuesFactorsVenus______withnothingbutabathtowel;no_______;inan__________position;frozenin______;worryingaboutthetowelbusybeing_________Leopard_____;_____downatthetopofacabinetbusybeing__________theThinker_____,____manlookingdown;______;_____thehindquartersoftheleopard;not_____,animageof_______Furtherquestions1.Wastheauthorknownasathinkingboywhenhewasatgrammarschool?Whatkindofaboywashe?Whywasheafrequentvisitortotheheadmaster‘soffice?2.Whydidtheheadmasterkeepthosethreestatuettesinhisoffice?Didtheyindicateinsomewayhowheunderstoodeducation?Didtheboyknowwhattheyweresupposedtomean?Whatdidhetakethemfor?TextUnderstandingFurtherquestions3.Whatfinallymadetheboydecidedtolearntothinkasahobby?Howdidhegoaboutit?4.Howdoestheauthordefinegrade-threethinking?Doeshethinkhighlyofgrade-threethinkers?TextUnderstanding1.Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysisofgrade-twothinking?(1)Ruth(2)BritishPrimeMinister(3)Americanpoliticians(4)Me,theauthorReading&ExploringTextUnderstanding2.Whatisatypicalgrade-twothinkerlikeaccordingtotheauthor?Whathappenswhenhemanagestobecomeagrade-twothinkerhimself?TextUnderstandingSenkaku尖阁诸岛《美日安保条约》（US-JapanSecurityTreaty）ArticleVEachPartyrecognizesthatanarmedattackagainsteitherPartyintheterritoriesundertheadministrationofJapanwouldbedangeroustoitsownpeaceandsafetyanddeclaresthatitwouldacttomeetthecommondangerinaccordancewithitsconstitutionalprovisionsandprocesses.1.WhatarethecharacteristicsofGrade-onethinkers?Couldyougivesomeexamplesofthessthinkersmentionedinthetextbookandinreallife?Reading&ExploringTextUnderstandingQuestion1:TableCompletionQuestion2:Headmaster:nothinghumaninhiseyes,nopossibilityofcommunication(notunderstandhisstudents)Me,theboy:delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthinkMr.Houghton:ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednatureApiouslady:whohatedGermanwiththepropositionoflovingenemiesGroup1:Paras.1-24Gr