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Unit2InspirationsUnit2-main1I.ObjectivesII.SuggestedTeachingPlanIII.BackgroundInformationIV.ClassPresentationUnit2InspirationsUnit2-main2PartIListeningPartIIReadingPartIIISpeakingPartIVTranslation&WritingPartVTimetoRelaxVideoExercisesUnit2InspirationsFromstudyingthisunit,studentsareexpectedto1.havelisteningandspeakingpracticestoexplorewhatmakesagoodteacherandacquirethetheme-relatedexpressionsandtheirfunctionalstructures;2.understandthemainideaofTextAandTextB,aswellasmastertheusefulsentencestructures,wordsandexpressionsfoundinthetwotexts’follow-upexercises;3.appreciatetherhetoricaldeviceofrepetition;4.beabletoreadanintroductiontoacompanyoranorganization;5.beabletowritearésumé.ObjectivesI.ObjectivesUnit2InspirationsII.SuggestedTeachingPlanforUnit2TimeContentsPlan1periodTheme-relatedListeningSection1&2Tostartthenewunit,theteacherA.playstheshorttalkoncebeforehandlingUsefulLanguageinauniqueway,e.g.,askingstudentstoguessthetopicbasedonthelist;B.playstheshorttalkoncemore,ortwicemoreifnecessary,andasksclasstocompletethreesentencesasrequired;C.hasabriefdiscussionwiththestudentsonthethreesentencestoexplorethemainideaoftheshorttalk;D.playsthetalkagainwithanemphasisondetailssothatstudentscanfillintheblanksofthetext.II.SuggestedTeachingPlanforUnit2Unit2InspirationsTimeContentsPlanD.playsthefirstdialogueoncemoreforthedetailssothatstudentswillhavenotroubleansweringthequestions;Theme-relatedListeningA.keepsthethemeinmindwhilemakingatransitionfromtheshorttalktothetwodialogues;B.handlesUsefulLanguageinauniqueway,e.g.,askingstudentstodescribeapersonwiththewords;C.playsthefirstdialogueonce,ortwiceifnecessary,andasksstudentstodotheT/Fexerciseasrequiredtoexplorethemainidea;Objectives3Sections3,4&5Unit2InspirationsTimeContentsPlanReviewofTheme-relatedListeningSectionsReviewTheteacherA.givesabriefreviewofwhatstudentshavelearnedinthefirstperiodoflisteningpractice;B.makesameaningfultransitiontoTextA;F.checkstheanswersinameaningfulway,e.g.,paraphrasingtherelevantdetails.3periodsObjectives3E.playstheseconddialogueonce,ortwiceifnecessary,andthenasksstudentstodothelisteningcomprehensionexercises;Unit2InspirationsTimeContentsPlanObjectives3TextA&Text-relatedExercisesStarterAfterfinishingthelisteningtasks,theteacherturnstoTextAoftheunit.Tobegin,theteacherA.asksthestudentstodescribeateacherwhohasinspiredtheminonewayoranother.ThiscanbedoneincompleteEnglishsentencesorjustphrases.Ifstudentshavedifficultydoingthis,theteachershouldprovidethemwiththefollowingkeywordsorphrasesinEnglish:losehope,beabouttogiveup,inspire,encourage,regainconfidence,overcome,catchupwith,makeprogress,achievesuccess;B.givesthestudents10minutestoreadTextAandgetageneralideaofthewholetext.Unit2InspirationsContentsPlanTextATheteacherA.discussesthewholetextwiththestudents;B.guidesthestudentsthroughtheexercises,focusingoncertainitemsorleavingsomeexercisesasthestudents’homework,dependingontheirlevels.Objectives4TimeTheteacherA.asksthestudentstogooverthetextanddothesubsequentmultiplechoicequestions;B.whilediscussingthetextwiththestudents,callsthestudents’attentiontosentencewhichcontainsrepetition;C.letsthestudentsworkonthevocabularyandlanguageuseexerciseseitherinorafterclass.1.5periodsTextB&Text-relatedExercisesUnit2InspirationsTimeContentsPlanObjectives50.5periodPracticalReadingTheteacherA.explainsanintroductiontoacarloanandcarfinancecompany;B.givesthestudents5to10minutestodotheexercise.1periodSpeakingTheteacherA.fullyunderstandswhattheexercisesareintendedtodo;B.inEx.1goesthroughthelistofusefulexpressionstoseewhatisnewtostudentsandthenmakessurestudentsknowwhattwocategoriesarebeforetheydotheexercisesasrequired;Unit2InspirationsTimeContentsPlanC.asksclasstoreadloudthedialogueinEx.1beforedoingtherole-playeitherwithorwithoutthescript;D.inEx.2asksclasstorecallhowtheteacher’sstoryendstoelicittheimportanceofsayingthankyou,andthenasksonestudenttoreadloudtheexamplemonologuebeforeencouragingsomestudentstocarryoutthetask.Objectives6TranslationandWriting,TimetoRelax&WorkbookTheteacherA.leavesthesentencetranslationexerciseasthestudents’homework;B.helpsthestudentslearnhowtowritearésumébydoingthefirstexerciseinPracticalWriting,andthenrequiresthemtodothenexttwoexercisesafterclass;1periodUnit2InspirationsTimeContentsPlanC.playsthesong“IBelieveICanFly”inclassandletsthestudentssingalongwiththesinger;D.ifpossible,playsthevideointheWorkbookinclassandletsthestudentsdotheexercisebasedonthevideo.Objectives7Unit2InspirationsBackgroundInformation-mainAcademicGradingintheUnitedStatesDoctorofMedicineUnit2InspirationsAcademicgradingintheUnitedStatesmostcommonlytakesontheformoffivelettergrades.Historically,thegradeswereA,B,C,D,andF—AbeingthehighestandF,denotingfailure,thelowest.Inthemid-twentiethcentury,manyAmericaneducationalinstitutions—especiallyintheMidwest(particularlytheStateofMichigan)—begantousethelettersA,B,C,D,andE.TheonlydifferencehereisthatfailureisdenotedbyEinsteadofF,whichisnotusedbytheseschools.TheA–F(A–E)qualityindexistypicallyquantifiedbycorrelationtoafive-pointnumericalscaleasfollows:A=4.