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Unit2FaithUnit2-main1I.ObjectivesII.SuggestedTeachingPlanIII.BackgroundInformationIV.ClassPresentationUnit2WhotoBelieve?Unit1-main2PartIListeningPartIIReadingPartIIISpeakingPartIVTranslation&WritingPartVTimetoRelaxVideoExercisesforU2-Workbook1Unit2WhotoBelieve?Fromstudyingthisunit,studentsareexpectedto1.learnhowimportantitistohavefaithandbuildconfidenceontheroadtosuccess;2.gaineaseandfamiliaritywithcertaintheme-relatedexpressionsandtheirfunctionalstructures;3.understandthemainideaofTextAandTextB,aswellasmastertheusefulsentencestructuresandwordsandexpressionsfoundinthetwotexts’follow-upexercises;4.knowhowtoworkoutthemeaningofsentenceswithanellipticalconstruction;ObjectivesI.ObjectivesUnit2WhotoBelieve?5.beabletoreadalibrarynoticeanddotheexercisethatfollows;6.beabletofillincertainapplicationforms.ObjectivesI.ObjectivesUnit2WhotoBelieve?II.SuggestedTeachingPlanforUnit1TimeContentsPlan1periodTheme-relatedListeningSection1&2A.BeginwithUsefulLanguagebyaskingtheclasstofocusonthewordsandexpressionstheyknowandthenhavethemguesswhattheupcomingtopicwillbe;B.Nowplaytheshorttalkonce,ortwiceifnecessary,andasktheclasstocompletethethreestatementsthatfollow,accordingtothedirectionsgiven;C.Next,brieflydiscussthethreestatementsasawaytoexploretheshorttalk’smainidea;D.Lastly,playtheshorttalkoncemorebeforeaskingtheclasstofillintheblanksinthetextexcerpt.II.SuggestedTeachingPlanforUnit1Unit2WhotoBelieve?TimeContentsPlan1periodTheme-relatedListeningObjectives3Section3,4&5A.Transitmeaningfullyandsmoothlyfromtheshorttalkintothetwodialogues,keepingthethemeinmind;B.HandletheUsefulLanguageinauniqueway,i.e.,donotsimplyexplainthewordsandexpressionsasalist,onebyone—addvitalitytoit;C.Nowplaythefirstdialogueonce,ortwiceifnecessary,and,asawaytoexploretheshorttalk’smainidea,askstudentstodecidewhethereachofthethreestatementsistrueorfalse;Unit2WhotoBelieve?TimeContentsPlanD.Next,playthefirstdialogueoncemorebeforeaskingstudentstoanswerthefollow-upquestions(reorganizethequestionstofacilitatetheiranswersifnecessary).Brieflysummarizingwhathasbeensaidcanbeaneffectiveportionofthisactivity;E.Thenplaytheseconddialogueonce,ortwiceifnecessary,followedbyhavingthestudentsdothelisteningcomprehensionexercises;F.After,checktheiranswersinameaningfulway,i.e.,notsimplybycallingoutthecorrectchoicesbutbyofferingrelevantinformation;Objectives3Unit2WhotoBelieve?TimeContentsPlanG.Lastly,iftimepermits,raisesomeinteresting,open-endedquestionsbasedontheseconddialogue,possiblyputtingonthechalkboardsomewordsorphrasesstudentshavejustlearned.Objectives33periodsBriefReviewofTheme-relatedListeningSectionsReviewA.First,brieflyreviewwhatstudentslearnedinthefirstperiod;B.Second,tofacilitatereviewandenhancecommunication,asktheclasstovoicerelevantissues,includinganyquestionsaboutthelisteningsectionsrelatedtousefullanguageand/orthemes;C.Lastly,raisequestionsthatstudentshavenotroubleanswering;D.Beflexiblewiththetimeallowance.Unit2WhotoBelieve?ContentsPlanStarterObjectives4TimeAfterfinishingtheabovelisteningtasks,theteacherturnstoTextAoftheunit.Tobegin,theteacherTextA&Text-relatedExercisesA.asksthestudentstonameafewpeoplewhoare,physicallyspeaking,lessfortunatethanmostofusbutwhosecourageandperseverancehaveledthemtosuccess.ThiscanbedoneincompleteEnglishsentencesorjustphrases.Ifthestudentshavedifficultydoingthis,theteachershouldprovidethemwiththefollowingkeywordsorphrasesinEnglish:disease,illness,handicapped,crippled,difficulty,obstacle,inspire,overcome,defeat,faith,persistence,courage,indomitablespirit,achievesuccess,remarkableachievement;Unit2WhotoBelieve?TimeContentsPlanB.givesthestudents10minutestoreadTextAandgetageneralideaofthewholetext.TextATheteacherA.discussesthewholetextwiththestudents;B.guidesthestudentsthroughtheexercises,focusingoncertainoneswhileleavingothersasthestudents’homework,dependingontheirlevels.1.5periodsTextB&Text-relatedTheteacherA.asksthestudentstogooverthetextandthendothemultiplechoicequestions;B.whilediscussingthetextwiththestudents,callsthestudents’attentiontosentencesthatcontainanellipticalconstruction;C.hasthestudentsdothevocabularyandlanguageuseexerciseseitherinorafterclass.Objectives5Unit2WhotoBelieve?TheteacherA.hasthestudentsrelatetheusefulexpressionstothethemeofthetext,askingthemtojustifytheirdivisions;B.requeststhestudentstoreadloudthedialoguebeforedoingtherole-play(independentofthescript);C.encouragesstudentstousethelanguagetheyhavelearnedfromthetextsintheexerciseofmonologue.TimeContentsPlanObjectives50.5periodPracticalReadingTheteacherA.explainsthelibrarynoticeandhasthestudentscompareitwithasimilaroneintheirownuniversity;B.givesthestudents5to10minutestoanswerthequestionsbelowthenotice.1periodSpeakingUnit2WhotoBelieve?TimeContentsPlanObjectives6TranslationandWriting,TimetoRelax&WorkbookTheteacherA.leavesthesentencetranslationexerciseasthestudents’homework;B.helpsthestudentslearnhowtofillinanEnglishapplicationformbyhavingthemdothefirstexerciseinPracticalWriting,andthenrequiresthemtocompletethenexttwoexercisesafterclass;C.playsthesong“Smile”inclassandas