Textbook: Tapestry Listening and Speaking (Book 1)
Chapter 1: Meetings and Greetings Goals: 1) learn how to introduce oneself and others formally and informally; 2) learn appropriate body language when meeting and greeting people; 3) learn how to greet people formally and informally; Session One: I. Introduction (P2-3) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! *eeting ew People "as( 1! +ormal or informal language, (P&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. "as( 2! -istening 1! +ormal and informal introductions 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! -anguage you can use! introducing yourself and others (P1-2) "as( &! 3sing new language (P2-4) 1) $etting ready to listen 2) -istening 2! +ormal and informal dialogues 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 1! 1) -anguage learning strategy (P4-5) 2) 6ody language! sha(ing hands (P5) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 2! 1) -anguage learning strategy (P7) 2) .pply the strategy! +ind someone who (P18-11) otes! "eacher sets up the tas( and then pair wor( to practice. 1 Session Two: "as( 1! Part 2! $reeting People 9ou :now 1) $reeting people (P12) otes! Indi'idual wor( first and then whole class chec(. 2) -anguage you can use! greeting people (P12) 3) 3sing new language (P12-13) otes! "eacher presents first and then pair wor( to practice. "as( 2! 1) $etting ready to listen (P13-1&) 2) -istening 3! -isten for rate of speech 3) .fter you listen &)"he sound of it! reductions "as( 3! 1) -anguage you can use! responding to greetings (P11) 2) 3sing new language (P11-12) 3) .cademic power strategy (P12) otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Three: "as( 1! "uning in! empty nest (P21-22) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! <utside acti'ity (P23) "as( 3! *ore practice (P23-2&) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P12-28) 2 Chapter 2: Finding Your Way Goals: 1) learn how to understand and gi'e directions 2) learn prepositions of direction 3) learn to as( for clarification Session One: I. Introduction (P22-24) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P25) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! +inding 9our /ay in the /orld "as( 1! "uning in! the sparrow (P31) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! -istening 1! +ollowing directions (P32-33) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Two: "as( 1! -anguage you can use! gi'ing directions (P33) "as( 2! 3sing new language (P33-31) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 3! Part 2! +inding 9our /ay on ?ampus (P31-37) &) $etting ready to listen 1) -istening 2! .s(ing for directions 2) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! -anguage you can use! gi'ing directions (P&8-&1) "as( 1! 3sing new language (P&1-&2) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 2! 1) -anguage learning strategy (P&2-&3) 2) .pply the strategy! . sca'enger hunt (P&3) 3 otes! "eacher sets up the tas( and then group wor( to practice. Session Three: "as( 1! Part 3! +inding 9our /ay in the ?lassroom 1) -anguage you can use! as(ing for clarification (P&&) 2) 3sing new language (P&&) otes! Indi'idual wor( first and then pair wor( to practice. "as( 2! Inter'iew (P&1-&2) otes! "eacher presents first and then pair wor( to practice. "as( 3! "he sound of it! syllable stress otes! "eacher presents first and then whole class practice. "as( &! Putting it altogether! campus inter'iew (&7-18) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P25-38) & Chapter 3: A Full i!e Goals: 1) learn how to tal( about regular schedule; 2) learn to use ad'erbs of fre#uency; 3) learn how to start con'ersations with new people; Session One: I. Introduction (P12-13) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P1&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! =ow @o 9ou %pend 9our "ime, "as( 1! "uning in! going bac( to school (P17) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! -istening 1! "al(ing about schedules (P17-28) &) $etting ready to listen 1) -isten 2) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! -anguage you can use! tal(ing about your regular schedule (P28-21) "as( &! 3sing new language (P21-23) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! 1) -anguage learning strategy (P23) 2) .pply the strategy! Play a game (P2&) "as( 2! 1) $etting ready to listen (P2&-21) 2)-istening 2! *orning person or night owl, 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage you can use! ad'erbs of fre#uency (P21) 2) 3sing new language (P21-22) "as( &! Part 2! =ow @o 9ou >ela), 1) Interest #uiA (P22) 1 otes! Indi'idual wor( first and then discuss in groups of &. 2) "he sound of it! sentence stress (P24-27) Session Three: "as( 1! 1) $etting ready to listen (P27-48) 2) -istening 3! .n automate phone ser'ice 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 3! =ow do you tal( to new people, 1) $etting ready to listen (P41-42) 2) -istening &! -isten for the topic 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage you can use! starting con'ersations with new people (P43) 2) 3sing new language (P43) 3) .cademic power strategy (P12) otes! "eacher sets up the tas( and then pair wor( to practice. =omewor(! >eading (P1&-15) 2 Chapter ": #t$s %aining Cats and &ogs Goals: 1) learn how to tal( about weather; 2) learn to as( #uestions about weather; 3) learn to wor( and study well with others; Session One: I. Introduction (P45-47) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P58) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! "al(ing .bout the /eather "as( 1! -istening 1! "al(ing .bout the /eather (P58-51) 4) $etting ready to listen 5) -isten 7) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! "al(ing .bout the /eather (P51) "as( 3! 3sing new language (P52) "as( &! "he sound of it! the BngBsound (P53-5&) "as( 1! 1) $etting ready to listen (P5&-51) 2) -istening 2! . weather report 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage).
Session Two: "as( 1! Part 2! =ow;s the /eather, 1) -anguage learning strategy (P51) 2) .pply the strategy (P51-54) otes! "eacher sets up the tas( and students practice in pairs. "as( 2! 1) -anguage you can use! "al(ing .bout the /eather (P54) 2) 3sing new language! mental pictures; tal( about it (P54-57) otes! "eacher presents first and then pair wor( to practice. "as( 3! 1) -anguage learning strategy (P57) 2) .pply the strategy (P78-71) otes! "eacher presents first and then pair wor( to practice. Session Three: 4 "as( 1! Part 3! /eather >eport 1) "al(ing about global warming (P72) otes! "eacher presents first and then pair wor( to practice. 2) "uning in! global warming (P72-74) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! 1) -anguage learning strategy (P75) 2) .pply the strategy (P77-181) "as( 3! $roup presentation (P183-18&) otes! "his tas( is for re'ision and consolidation of the whole chapter. =omewor(! >eading (P72-71) 5 Ch apter ': To Your (ealth Goals: 1) learn how to describe symptoms; 2) learn to understand and gi'e ad'ice; 3) learn telephone con'ersations; Session One: I. Introduction (P182-184) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P185) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! 6eing %ic( "as( 1! ?ommon symptoms (P185-187) otes! Indi'idual wor( first and then pair wor( to e)change opinions. "as( 2! -anguage you can use! describing symptoms (P118) "as( 3! 3sing new language (P118) otes! "eacher sets up the tas( and pair wor( to practice. "as( &! 1) $etting ready to listen (P111-112) 2) -istening 1! "al(ing about symptoms 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Two: "as( 1! Part 2! $etting /ell 1) $etting ready to listen (P112-113) 2) -istening 2! $i'ing ad'ice 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! gi'ing ad'ice (P113) "as( 3! 3sing new language (P11&-111) otes! "eacher presents first and then pair wor( to practice. "as( &! 1) $etting ready to listen (P111-114) 2) -istening 3! *a(ing an appointment 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 7 such as spea(ing (in the Post-listening stage). "as( 1! 1) -anguage learning strategy (P114) 2) .pply the strategy! as( and answer #uestions (P114-115) Session Three: "as( 1! Part 3! %aying =ealthy 1) -anguage learning strategy (P121) 2) .pply the strategy! a short lecture (P121) "as( 2! 1) $etting ready to listen (P121-123) 2) -istening 1! C)ercise information line 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! "uning in! snac(ing (P12&) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( &! 1) $etting ready to listen (P121-122) 2) -istening 2! %taying healty 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 1! "he sound of it! pronouncing the BthBsound =omewor(! >eading (P117-128) 18 11 Chapter ): A (u*an %ain+ow Goals: 1) learn how to describe people and things; 2) learn to tal( about similarities and differences; 3) learn how to use analogies to describe comple) ideas; Session One: I. Introduction (P132-133) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P13&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! %imilarities "as( 1! -anguage you can use! physical descriptions (P13&) "as( 2! 3sing new language (P131) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 3! -istening 1! -isten for details (P131-132) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! -anguage you can use! "al(ing about similarities (P132) "as( 1! 3sing new language (P132-134) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! Part 2! >ainbow of @i'ersity 1) .cademic power strategy (P135) 2) .pply the strategy! "al(ing about graphs (P135-137) otes! Indi'idual wor( first and then pair wor( to practice. "as( 2! 1) $etting ready to listen (P1&8-1&1) 2) -istening 2! Immigration 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage learning strategy (P1&1) 2) .pply the strategy! listen to four stories (P1&2-1&3) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! -anguage you can use! "al(ing about differences (P1&&) "as( 1! 3sing new language (P1&1) 12 otes! "eacher sets up the tas( and then pair wor( to practice. "as(2! "he sound of it! pronouncing the BerBsound (P1&2) Session Three: "as( 1! Part 3! "he %alad 6owl "uning in! "al(ing about immigrant problems (P1&4) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! 1) -anguage learning strategy (P111) 2) .pply the strategy! word game! thin( fast (P111-112) "as( 3! >ole play (P113-11&) otes! "his tas( is for re'ision and consolidation of the whole chapter. =omewor(! >eading (P1&5-118) 13 Chapter ,: My (ero Goals: 1) learn how to describe people;s personalities; 2) learn to use adDecti'es to ma(e descriptions; 3) learn how to elaborate on answer; Session One: I. Introduction (P115-117) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P128) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! "wentieth century heroes "as( 1! -istening 1! =eroes (P128-122) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage learning strategy (P122) 2) .pply the strategy! listen to stories of heroes (P122) "as( &! -anguage you can use! describing people (P123) "as( 1! 3sing new language (P12&-121) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! Part 2! %uperhero 1) $etting ready to listen (P121-122) 2) -istening 2! %uperman 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). 1& "as( 2! "uning in! super barrio (P124-125) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 3! "he sound of it! the long BeB sound (P125-127) "as( &! %mall group acti'ity (P148-142) Session Three: "as( 1! Part 3! Personal heroes 1) -anguage you can use! elaborating on answers (P142) 2) 3sing new language (P142-143) otes! "eacher presents first and then pair wor( to practice. "as( 2! 1) $etting ready to listen (P143-14&) 2) -istening 3! Personal heroes 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage learning strategy (P14&) 2) .pply the strategy! songs about heroes (P14&-141) "as( &! *a(ing an oral presentation (P144) otes! %tudents prepare before class and ma(e it indi'idually in the ne)t class. =omewor(! >eading (P122-124) 11 Chapter -: Get a .o+ Goals: 1) learn how to tal( about habits and routines; 2) learn to group words by type and meaning; 3) learn how to gi'e formal and informal answers to #uestions; Session One: I. Introduction (P152-153) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P15&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! "he /orld of /or( "as( 1! -istening 1! "al(ing about wor( (P15&-152) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! tal(ing about habits and routines (P152) "as( 3! 3sing new language (P152-155) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! 1) -anguage learning strategy (P178) 2) .pply the strategy! say the tongue twister (P171) "as( 1! $rouping words by type and meaning (P171-172) otes! "eacher presents and then indi'idual wor(. &) $etting ready to listen 1) -istening 2! +ormal and informal dialogues 12 2) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 1! 1) -anguage learning strategy (P4-5) 2) 6ody language! sha(ing hands (P5) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 2! 1) -anguage learning strategy (P7) 2) .pply the strategy! +ind someone who (P18-11) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! "uning in! "ech wor(er shortage (P173-17&) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! Part 2! *a(e a career plan 1) $etting ready to listen (P171-174) 2) -istening 2! . career plan 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! Pair acti'ity! do a self-assessment (P174-177) otes! Indi'idual wor( first and then wor( in pairs. "as( &! /or(ing in a group (P282-283) Session Three: "as( 1! Part 3! $et a Eob 1) -anguage you can use! formal and informal answers (P281) 2) 3sing new language (P281-284) otes! "eacher presents first and then pair wor( to practice. "as( 2! 1) -anguage you can use! information #uestions (P285) 2) 3sing new language (P285-218) otes! "eacher presents first and then pair wor( to practice. "as( 3! *a(e your career plan (P218) otes! "his tas( id for re'ision and consolidation of the whole chapter. =omewor(! >eading (P288-282) 14 Chapter /: All in the Fa*ily Goals: 1) learn how to as( about and gi'e information about families; 2) learn to tal( about responsibilities; 3) learn how to ma(e a schedule to use your time well; Session One: I. Introduction (P212-213) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P21&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! +amily *embers "as( 1! -anguage you can use! as(ing and gi'ing information about family (P21&) "as( 2! 3sing new language (P211) otes! "eacher sets up the tas( and pair wor( to inter'iew. "as( 3! -istening 1! "al(ing about family (P211-212) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! 1) $etting ready to listen (P214-215) 2)-istening 2! "al(ing about pets 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Two: "as( 1! 1) $etting ready to listen (P215-217) 2) -istening 3! Pet statistics 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 2! +amily %tories 1) $etting ready to listen (P222-223) 2) -istening &! =ow People *eet 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 15 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage you can use! using time e)pressions to tell a story (P221) &) 3sing new language (P221) otes! "eacher presents first and then pair wor( to practice. "as( &! "he sound of it! the simple past BedBsound (P222) Session Three: "as( 1! "uning in! loo(ing for lo'e (P223-22&) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! Part 3! +amily >esponsibilities 1) -anguage learning strategy (P224) 2) .pply the strategy! pair wor( to practice new 'ocabulary (P224-225) "as( 3! .cademic power strategy (P227) otes! Indi'idual wor( to ma(e a schedule and then e)change opinion. "as( &! Presentation (P238) otes! Prepare before class and ma(e it in the ne)t class. =omewor(! >eading (P217-222) 17 Chapter 10: The Future is 1ow Goals: 1) learn how to retell what you hear; 2) learn to ma(e predictions about the future; 3) learn how to tal( about plans for the future; Session One: I. Introduction (P222-223) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P22&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! $adgets and $ames "as( 1! -istening 1! "oys of the future (P231-232) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! future predictions (P232) "as( 3! 3sing new language (P232-234) "as( &! "uning In! smart house (P234-237) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third 28 time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 1! ?lass discussion (P237) Session Two: "as( 1! Part 2! Clectric /heels 1) -anguage learning strategy (P2&2) 2) .pply the strategy! listen to three short passages (P2&3) otes! Indi'idual wor( first and then whole class chec(. +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! "al( about it (P2&&) Session Three: "as( 1! Part 3! /hat;s 9our Plan, 1) -anguage you can use! tal(ing about plans (P2&&-2&1) 2) 3sing new language (P2&1 otes! "eacher presents first and then pair wor( to practice. "as( 2! "he sound of it! #uestion intonation (P2&2-2&4) "as( 3! *a(ing plans (P2&5) otes! /or( in groups of & and then group presentation. "as( &! .cademic power strategy (P2&5-2&7) otes! Indi'idual wor( first and then e)change opinions. "as( 1! Inter'iew a spea(er (P218) =omewor(! >eading (P2&8-2&2) 21 Teaching Plan for Listening and Speaking Textbook: Tapestry Listening and Speaking (Book 2) Chapter 1: The Whole World is Your Classroo* Goals: 1) learn how to begin a con'ersation; 2) learn to pay attention to a spea(er;s intonation; 3) learn how to apologiAe and e)press than(s; Session One: I. Introduction (P2-3) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! -earning a new language IF! -istening 1! -earning a new language (P4-7) 1) $etting ready to listen 2) Focabulary building 3) -isten &) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Two: "as( 1! Part 2! 6eginning a con'ersation and ma(ing small tal( 1) $etting ready to listen (P18-11) 2) -istening 2! *a(ing small tal( 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) .cademic power strategy (P11) 2) .pply the strategy! complete a chart (P11-12) otes! "eacher presents first and then pair wor( to practice. "as( 3! "he sound of it! understanding intonation in tag #uestions (P13) 22 "as( &! 1) -anguage learning strategy (P1&) 2) .pply the strategy! -isten to 5 sentences (P1&) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 1! 1) -anguage you can use! as(ing tag #uestions (P1&) 2) 3sing new language (P11) otes! "eacher presents and then students practice in pairs. Session Three: "as( 1! Part 3! 3seful C)pressions 1) $etting ready to listen (P11-12) 2) -istening 3! Identifying con'ersations 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! common e)pressions in con'ersation (P12) "as( 3! 3sing new language (P14) otes! "eacher presents and then students practice in pairs. "as( &! Part &! %inglish Focabulary building (P15-17) "as( 1! "uning in! %inglish (P17) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. =omewor(! >eading (P&-2) 23 Chapter 2: Change and Choi2e Goals: 1) learn how to as( for0 understand and gi'e directions; 2) learn to be aware of tone of 'oice; 3) learn to understand speech reductions; Session One: I. Introduction (P22-23) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P2&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! .s(ing for0 3nderstanding and $i'ing @irections "as( 1! -istening 1! 3nderstanding directions (P22-25) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! gi'ing directions (P25) "as( 3! 3sing new language (P27) otes! "eacher presents and then students practice in pairs. "as( &! -anguage you can use! as(ing for directions (P27) "as( 1! 3sing new language (P27-31) otes! "eacher presents and then students practice in pairs. "as( 2! 1) -anguage learning strategy (P32) 2) .pply the strategy! ta(ing a poll (P32) otes! "eacher sets up the tas( and then pair wor( to practice. 2& Session Two: "as( 1! Part 2! .s(ing for and 3nderstanding @irections 1) $etting ready to listen (P33-3&) 2) -istening 2! 3nderstanding tone of 'oice 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 3! "al(ing to landlords; *a(ing a complaint 1) $etting ready to listen (P31-32) 2) -istening 3! >eporting Problems 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! "he sound of it! 3nderstanding reductions (P32-34) otes! Indi'idual wor( first and then whole class practice. Session Three: "as( 1! Part &! %tarting .gain 1) $etting ready to listen (P34-35) 2) -istening &! %tarting again 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 1! *o'ing @ay "uning in! mo'ing day (P37-&8) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 3! :eep a Dournal (P&1) otes! "his tas( is for re'ision and consolidation of the whole chapter. =omewor(! >eading (P2&-22) 21 Chapter 3: This is Who # a* Goals: 1) learn how to use gerunds; 2) learn to organiAe ideas before telling a story; 3) learn how to e)press encouragement; Session One: I. Introduction (P&&-&1) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P&2) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! "his is /hat I -i(e "as( 1! -istening 1! Interests and hobbies (P&5-&7) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! as(ing for clarification (P&7) "as( &! 3sing new language (P18) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 1! "he sound of it! understanding intonation (P18-12) Session Two: "as( 1! Part 2! "his is where I;'e been 1) $etting ready to listen (P12-13) 2) -istening 2! "elling a story 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) -anguage learning strategy (P13) 2) .pply the strategy! tell past e)periences (P1&) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 3! 1) -anguage you can use! e)pressing encouragement (P1&) 2) 3sing new language (P11) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! 1) -anguage learning strategy (P11) 22 2) .pply the strategy! listen for important words (P11-12) otes! "eacher sets up the tas( and then pair wor( to practice. Session Three: "as( 1! Part 3! "his is where I;m going 1) $etting ready to listen (P14-17) 2) -istening 2! "al(ing about goals 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) -anguage you can use! tal(ing about future plans (P17) 2) 3sing new language (P28) "as( 3! 1) .cademic power strategy (P28) 2) .pply the strategy! discuss goals (P28) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! Part &! "he childhood of +ran( *c?ourt "uning in! +ran( *c?ourt (P22-2&) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. =omewor(! >eading (P&2-&5) 24 Chapter ": (ealth Goals: 1) learn how to wor( in groups to impro'e your Cnglish; 2) learn to gi'e ad'ice about health; 3) learn how to order food in a restaurant; Session One: I. Introduction (P22-24) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P25) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! Cating well at home or in a restaurant "as( 1! -istening 1! <rdering a meal (P41-43) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! ordering food in a restaurant (P43) "as( 3! 3sing new language (P43-41) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! Part 2! Increasing 9our Cnergy 1) $etting ready to listen (P41-44) 2) -istening 2! "al(ing about fitness 25 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 3! %tress and your health 1) $etting ready to listen (P44-45) 2) -istening 3! %tress and your health 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) .cademic power strategy (P47) 2) .pply the strategy! form a study group (P47-58) "as( &! 1) -anguage you can use! gi'ing ad'ice (P58) 2) 3sing new language (P51) otes! "eacher sets up the tas( and then pair wor( to practice. Session Three: "as( 1! Part &! @ealing with stress 1) $etting ready to listen (P52-53) 2) -istening &! Inter'iew with a health e)pert 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 1! It;s matter of attitude 1) $etting ready to listen (P53-5&) 2) -istening 1! It;s matter of attitude 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! Part 2! Planning for a long and health life "uning in! healthy aging (P51) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. =omewor(! >eading (P25-48) 27 Chapter ': When Cultures Meet Goals: 1) learn how to ta(e notes when you listen to a lecture; 2) learn to use e)pressions for ma(ing suggestions; 3) learn how to distinguish main ideas and details; Session One: I. Introduction (P78-71) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P72) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! ?ulture %hoc( "as( 1! -istening 1! "he stages of culture shoc( (P7&-71) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! -anguage you can use! ma(ing suggestions (P71) "as( 3! 3sing new language (P72) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! "he sound of it! reductions (P72-74) Session Two: "as( 1! Part 2! .dDusting to a new culture Focabulary chec( and building (P75) "as( 2! 1) $etting ready to listen (P75-188) 2) -istening 2! "al(ing about culture shoc( 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) -anguage you can use! present and past participles (P188-181) 2) 3sing new language (P181-182) otes! "eacher sets up the tas( and then pair wor( to practice. "as( &! Part 3! 3nderstanding ?ultures 1) $etting ready to listen (P182-181) 2) -istening 2! "wo cross-cultural e)periences 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 38 such as spea(ing (in the Post-listening stage). Session Three: "as( 1! Part &! . ?hanging %ociety "uning in! 6ritain;s ?hanging %ociety (P182-184) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! ProDect 1! Inter'iews (P184) otes! Inter'iew three peers. "as( 3! ProDect 3! In'estigating culture (P185) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P72-7&) 31 Chapter ): Thought and Co**uni2ation Goals: 1) learn about differences between men;s and women;s communication styles; 2) learn to pay attention to spea(ers; use of intonation to e)press emotion; 3) learn how to ma(e an appointment; Session One: I. Introduction (P118-111) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P112) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! *en;s and /omen;s -anguage "as( 1! -istening 1! *en;s and /omen;s -anguage (P112-115) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! "he sound of it! reductions (P117-128) "as( 3! Part 3! C)pressing Cmotion 1) $etting ready to listen (P128-121) 2) -istening 2! 3nderstanding intonation 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! 1) -anguage learning strategy (P121) 2) .pply the strategy! listen to sentences (P122-123) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! Part 3! @ealing with ?ommunication Problems 1) $etting ready to listen (P123-121) 2) -istening 2! "al(ing about notices 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). 32 "as( 2! 1) -anguage you can use! *a(ing an appointment (P121) 2) 3sing new language (P122-124) otes! "eacher presents first and then pair wor( to practice. "as( 3! 1) -anguage learning strategy (P125) 2) .pply the strategy! as(ing and answering #uestions (P125-138) Session Three: "as( 1! Part &! /or(place ?ommunication "uning in! /or(place ?ommunication (P131-132) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! . typical con'ersation (P132) "as( 3! .t the mo'ies (P132) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P112-111) 33 Chapter ,: Ma3ing Friends and Finding o4e Goals: 1) learn how to ma(e in'itations and suggestions; 2) learn how to accept and decline in'itations; 3) learn how to as( personal #uestions in a polite way; Session One: I. Introduction (P13&-131) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P132) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! *eeting ew People "as( 1! 1) -anguage you can use! e)pressing desired actions (P134) 2) 3sing new language (P135) otes! "eacher presents first and then pair wor( to practice. "as( 2! Part 1! *eeting people 1) $etting ready to listen (P135-137) 2) -istening 1! . ew 9or( story 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Two: "as( 1! Part 2! $etting together 1) $etting ready to listen (P1&8-1&1) 2) -istening 2! 3nderstanding in'itations 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) -anguage you can use! responding to in'itations (P1&1) 2) 3sing new language (P1&2) 3& otes! "eacher sets up the tas( and then pair wor( to practice. "as( 3! Part 3! *y =oney 1) $etting ready to listen (P1&3-1&1) 2) -istening 3! *y honey 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! 1) -anguage you can use! as(ing personal #uestions (P1&1) 2) 3sing new language (P1&2) otes! "eacher sets up the tas( and then pair wor( to practice. Session Three: "as( 1! Part &! . >adio @rama 1) $etting ready to listen (P1&2-1&4) 2) -istening &! *ore than pasta 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! %ound of it! listening for stressed words (P1&4-1&5) "as( 3! Part 1! >oman in Eapan "uning in! >omance sur'ey in Eapan (P1&7) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. =omewor(! >eading (P132-134) 31 Chapter -: Tell Me What # Want Goals: 1) learn how to thin( ahead and predict what people will say; 2) learn to e)press agreement and disagreement; 3) learn to understand incomplete sentences and short answers to #uestions; Session One: I. Introduction (P112-113) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P11&) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! 3nderstanding .d'ertising "as( 1! -istening 1! 3nderstanding a radio ad'ertisement (P112-115) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! Part 2! 3nderstanding *essages 1) $etting ready to listen (P117-128) 2) -istening 2! 3nderstanding a message on a business machine 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! 1) .cademic power strategy (P128) 2) .pply the strategy (P121) otes! "eacher sets up the tas( and then pair wor( to practice. 32 Session Two: "as( 1! Part 3! 6uying "hings "as( 2! 1) $etting ready to listen (P122-12&) 2) -istening 3! 6uying a computer 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 3! Part &! >eturning "hings to a %tore 1) $etting ready to listen (P121) 2) -istening &! 3nderstanding an ad'ertisement 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( &! 1) -anguage you can use! returning things to a store (P121) 2) 3sing new language (P122-124) otes! "eacher presents first and then pair wor( to practice. Session Three: "as( 1! Part 1! C)pressing .greement and @isagreement 1) $etting ready to listen (P124-125) 2) -istening 1! C)pressing .greement and @isagreement 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! "he sound of it! understanding incomplete sentences (P148-141) "as( 3! Part 2! .d'ertising and Image "uning in! Eeans for e'eryone (P142) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. =omewor(! >eading (P11&-112) 34 Chapter /: What$s in the 1ews5 Goals: 1) learn to understand weather reports; 2) learn to describe weather; 3) learn to understand news headlines and stories; Session One: I. Introduction (P142-144) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P145) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! 3nderstanding weather reports "as( 1! -istening 1! 3nderstanding weather reports (P151-152) 1) $etting ready to listen 2) -isten 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! "he sound of it! 3nderstanding numbers (P152-154) Session Two: "as( 1! Part 2! 3nderstanding headlines and news reports 1) $etting ready to listen (P154-178) 2) -istening 2! Identifying news stories 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) -anguage learning strategy (P157) 2) .pply the strategy! summariAe news stories (P178) otes! "eacher presents first and then group wor( to practice. "as( 3! Part 3! %pecial reports 1) $etting ready to listen (P171-172) 2) -istening 3! 3nderstanding an .d 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). 35 Session Three: "as( 1! Part &! Fiolence in the media "uning in! Fiolence in the media (P173-17&) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! -anguage you can use! e)pressing agreement and disagreement (P17&) "as( &! 3sing new language (P17&-171) "as( 3! *ore practice (P23-2&) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P145-158) 37 Chapter 10: 6lanethood Goals: 1) learn how to use new words as soon and as often as possible; 2) learn how to notice and understand parts of words to guess meaning; 3) learn how to choose the correct definition in a dictionary; Session One: I. Introduction (P172-174) otes! "each presents first and then students discuss #uestions in pairs. II. $etting %tarted (P175) otes! Indi'idual wor( first and then pair wor( to e)change opinions. III. Part 1! Cn'ironmental problems "as( 1! -istening 1! =elping the en'ironment (P281) 1) $etting ready to listen 2) -isten 3) .fter you listen &8 otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! 1) -anguage learning strategy (P282) 2) .pply the strategy! use new words (P282) otes! "eacher sets up the tas( and then pair wor( to practice. "as( 3! -anguage you can use! as(ing for clarification (P283) "as( &! 3sing new language (P283) otes! "eacher sets up the tas( and then pair wor( to practice. Session Two: "as( 1! Part 2! "he Plastic of the +uture 1) $etting ready to listen (P283-284) 2) -istening 2! <ne solution to the problem of plastic 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). "as( 2! "he sound of it! the BtB sound in the middle of words (P285) "as( 3! Part 3! ?reati'e solutions 1) $etting ready to listen (P287-218) 2) -istening 3! +inding solutions to en'ironmental problems 3) .fter you listen otes! +ocus on these s(ills! prediction (in the Pre-listening stage); listening for the gist and specific information (in the /hile-listening stage); integrated s(ills0 such as spea(ing (in the Post-listening stage). Session Three: "as( 1! Part &! Ccotourism in 6raAil "uning in! Ccotourism in 6raAil (P218-211) otes! /arm up first and then play the 'ideo for twice. /hen it;s played for the third time students complete the acti'ities and watch again to chec( answers. "eacher reads the transcript for once and e)plains new 'ocabulary. /atch for the last time. "as( 2! ProDect 1! Problems sol'ing (P212) "as( 3! ProDect 2! @esigning ad'ertisement (P212) otes! "hese two tas(s are for re'ision and consolidation of the whole chapter. =omewor(! >eading (P175-177) &1 Teaching Plan for Listening and Speaking Textbook: Tapestry Listening and Speaking (Book 3) Chapter 1 S2hool &a7e Session 1 /arming up e)ercises! ow you;re sophomore students0 what suggestions would you gi'e to a freshman both on study and school life, =ints! =ow to spend money, =ow to ma(e friends, =ow to use time more efficiently, "as( 1 language you can use ! as(ing for alternati'esB stating preference %tudents wor(! practice these structures . "as( 2 listening -isten to part 1 and do the "B+ #uestions. Guestions! ha'e you e'er met those problems, /hat;s the differences between ?hinese education system and .merican education system, "as( 3 listen and discuss -isten to part 2 and do the e)ercises. /hat are the obstacles they met and how did they sol'e the problems, -istening s(ills! pronunciation of prepositions! unstressed sound. Session 2 "as( 1 students oral wor(! paraphrase teacher;s instructions. "as( 2 role play! if you were a teacher teaching in college0 how would you begin you first class, "as( 3 listen to part 3 and do the e)ercises. ew words! eligible portfolio "as( & @ebate 1 Introduce this acti'ity by discussion the importance of critical thin(ing and as( whether it is emphasiAed or encouraged on the nati'e culture of the students. 2 $i'e the groups time session 3 C11 'ideo Hfreshmen fearsI 1 $o o'er the instructions with the whole class. 2 Play the 'ideo 3 times0 and at last gi'e the students the transcript orally and play the 'ideo again. 3 @o the "B+ e)ercises after the second time. ?hapter 2 /al(ing a *ile in .nother Person;s *eccasins &2 8 cross-culture ?ommunication session 1 "as( 1 =ow do you understand the title, %tudents are allowed to e)press their 'iews on the importance of empathy and understanding when dealing with people from other cultures. "hey are encouraged to reflect on an aspect of another culture they disagree with or ha'e difficulty understanding. "as( 2 teacher presents! direct 's. subtle speech. %tudents are as(ed to gi'e e)amples of a direct statement and one e)ample of subtle statement. ?ulture notes "as( 3 listening 1 <n the board0 ma(e two columns with the headings Direct and Subtle. 2 Play the con'ersation once as( students to identify the cultural problem. 3 Play the con'ersation again0 and as( students to complete the con'ersation. Session 2 "as( 1 listening 1. listen to the tape and do the "B+ #uestions. 2. Guestions! 1 /hat (ind of #uestions did "amara;s students as( her, 2 @o you thin( these #uestions are direct or subtle #uestions, 3 /ould you feel comfortable answering these #uestions if a stranger as(ed you, "as( 2 students wor(J>ole playing 6ased on P 222-223 simulation Session 3 Fideo! "he bilingual storyteller 1 $o o'er the instructions with the whole class. 2 Play the 'ideo three times. 3 .nswer the #uestions. ?hapter 3 I 3nderstand C)actly /hat I "hin( 9ou %aid Session 1 "as( 1 @iscussion! @o you thin( men and women ha'e distinct ways of communication, ?an you gi'e some e)amples, &3 "as(2 scenario acti'ity "he distinction between a scenario and a roleplay is that in a scenario the participants are not aware of the other person;s tas(. "he situation therefore simulates real-life communication more authentically since the participants respond to each other spontaneously as the situation is played out. Perform the scenario. "as( 3 language using .s(ing for clarification B gi'ing clarification B e)pressing empathy Session 2 "as( 1 about gender stereotype 6rainstorming ! men are logical BsilentBambitiousB serousB /omen are emotionalBtal(ati'eBsentimentalBmeanBnarrow-minded "as( 2 >ead the #uotations and guess the meaning of a saying. 1. @i'ide the students into groups 2. >ead through the directions with the students and answer any #uestions. 3. ?irculate and encourage cooperati'e learning in their attempts to guess 'ocabulary from conte)t0 disco'er the meaning of the #uotes0 and paraphrase. C)ample! . woman;s guess is much more than a man;s certainty. Paraphrase! when a woman ma(es a guess0 she will be more accurate than when a man is sure if something. %tereotype! a woman;s intuition is 'ery reliable. "as( 3 listening. @ialogue 1 H"he ew =aircutI 1 /hat are these people in conflict about, 2 /hat does the man in the situation want, 3 /hat does the woman in the situation want, @ialogue 2 "he ?oc(tail 6ar Eob @iscussion 1 /hat are these people in conflict about, 2 /hat does the man in the situation want, 3 /hat does the woman in the situation want, @ialogue 3 I ?an =andle It *yself 1 /hat is one place in the con'ersation that someone could ha'e as(ed for clarification, 2 /hat is one place in the con'ersation that someone could ha'e e)pressed empathy, "as( & listening >eal people0 real 'oices 1 read through the instructions with the students and answer any #uestions they may ha'e. 2. let the students do the e)ercises. Session 3 ? 'ideo 1 @iscuss the #uestions with the whole class to prepare for 'iewing the 'ideo. 2 Play the 'ideo three times0 stopping after each 'iewing to answer the #uestions. && 3 =a'e the students answer the #uestions. .
?hapter & ?rossing the -ine Session 1 "as( 1 .bout boundary! orth :orea and %outh :orea !35 degree orth -atitude ?urrent affairs! .fghanistan B strategic partnership "as( 2 .bout tones! if you want to re#uest someone to do something0 you can use politeBsoft tone. If you want to demand someone to do something you can use strongB demanding tone. "as( 3 /here do your personal boundaries lie, "he obDecti'e of this acti'ity is to elicit emotional responses to specific situations in'ol'ing possible infractions on personal boundaries. "hrough this acti'ity0 students will better percei'e the lin( between the personal and global concepts of boundaries. 1 >ead through the directions with the students. 2 .s( students if they understand the words gi'en to describe the fi'e emotions. 3 .s a 'ocabulary chec(0 do situation 1 together. =a'e one student read the situation and as( a student to e)plain what emotion sBhe would feel in that situation. & .fter ha'ing completed situation 1 together0 as( them to indi'idually complete the remaining fi'e situations. 1 -et the students share their answers with their group. "as( & =omewor( !@rawing the map of the world. Session 2 "as( 1 ! 3sing the new language In pairs0 the students should read each situation and practice using the new e)pression to re#uest0 refuse0 and offer e)cuses. "as( 2 listening &1 1 listen to part one and do the e)ercisesB 2 listen to part two students will ta(e notes while they listen to the lecture about conflict resolution. CmphasiAe that their notes should focus one the most important information about each of the steps. >emind them to listen for (ey words and write them in the margin of their notes. "as( 3 "he sound of it ! distinguishing syllables @i'ide syllables -isten for reductions Session 3 1 @iscuss the #uestions with the whole class to prepare for the 'iewing of the 'ideo. 2 Play the 'ideo three times0 stopping after each 'iewing to answer the #uestion. 3 =a'e students answer the #uestion. ?hapter 1 *y %lice of the Pie Session 1 "as( 1 students tal(! 9our e)perience of meeting beggars. @o you thin( they are professional beggars, /hy do some people want to become professional beggars, /hat problem will that cause, "as( 2 @iscussion =a'e students respond indi'idually to the statements in the 'alues-clarification acti'ity. @i'ide the students into pairs. .s( them to discuss with their partner their responses to each statement0 using the three #uestions pro'ided. 1. /ere there any statements in which you and your partner differed, 2. /hy did your responses differ, 3. do you thin( your opinions on these issues are influenced by your (nowledge of other economic systems in other countries, "as( 3 listening! $race;s e)perience @o the e)ercise. "as( & -anguage using! @escribing a problem >ead the e)amples aloud for the students. .nswer any #uestions that they may ha'e about the indi'idual situations and the language that is used. "here are three e)pressions presented that help identifying a problem. "his is an especially useful function for students0 since they may ha'e difficulties identifying and e)pressing a problem in a particular situation. .fter presenting the new e)pression0 ha'e students practice using them in the e)ercise that follows. 1 @i'ide the students into pairs. 2 =a'e one of them read the first situation aloud. 3 %tudents should then use the new e)pressions to identify the problem in the &2 situation. >emind them that if they ha'e differing opinions0 they should e)press them. & /ith the whole group0 re'iew each situation for feedbac( on pinpointing the problem. Session 2 "as( 1 -istening! the cost of education @o the cloAe te)t. "as( 2 listening s(ills ! meaning from intonation "eacher presents! intonation can con'ey meaning as well as the language itself. -et the students listen to the tape. "as( 3 3sing new language! the ad'ice chain "his is a fluency acti'ity designed to gi'e students an opportunity to practice gi'ing ad'ice. 1 .s( students to stand in two lines. Cach student should be facing another student. 2 "ell students that one side will be the ad'ice see(ers and the other side will be the ad'ice gi'ers. 3 =and out one problem on a strip of paper to each of the student in the ad'ice see(ers line. & "ell the ad'ice see(er that they will state their problem to the person standing across from them. "hat person will listen to the problem and offer ad'ice about it. 1 "ell the ad'ice see(ers that they will state their problem to the person standing across from them. "hat person will listen to the problem and offer ad'ice about it. 2 "ell students that when they ha'e completed the first e)change0 you will indicate that they should mo'e . Session 3 ? 'ideo ?rac(ing down on the homeless =a'e students wor( with a partner to discuss the two 'iews of homeless people that are presented in the article about the 6ar(er family and in the ? 'ideo clip. @o they thin( these 'iews are similar or different, In what way, &4 ?hapter 2 I %aid It my /ay Session 1 "as( 1 $etting started! the page #uestions. "as( 2 3sing new language 1 recognition acti'ity! =a'e the students close their boo(s. >ead the e)pressions to the class0 as(ing them to pinpoint language that helps them identify whether the statements is fact or opinion. 2. $i'e them more e)amples to practice using the new language. "as( 3 listening. @iscuss the language learning strategy with the students to prepare them for the listening passage. -et the students complete the chart. -et the students identify the following statements belong to the attorney or parents. "as( & "he mini-debate "his is a 'ery structured acti'ity designed to o'ercome the reluctance some students may feel when confronted with the traditional debate format. 1. ?ut out the 12 statements into separate strips of paper. 2. Pass out one statement to each student. .llow students a few minutes to thin( about the statement and to as( the teacher any #uestions they may ha'e . tell students to writhe an e)ample beneath their statement to help support it . 3. @i'ide students into two groups. <ne group will be made up of students whose statement e)press positi'e opinions about the influence of tele'ision. "he other group will be made up of students whose statements e)press negati'e opinions. & =a'e the two groups form straight line and stand facing one another. 1 +or a period of no more than two minutes0 each pair of students will interact0 e)pressing their different opinions abut tele'ision. "hen one line will step to the right0 and the Hmini-debatesI will begin again. "he student at the end of the line who winds up without a partner should mo'e to the beginning of the line. Session 2 "as( 1 oral practice! 1 /hat do you feel when you hear of read detailed information about somebody;s pri'ate life, 2. $i'e e)amples to the pri'acy of famous people0 mo'ie stars0 and rich people0 etc. (the lo'e affairs of Kie "ingfeng and /ang +ei0 =omose)ual and *aonign0 the secret marriage of ?heng long and -infengDiao) "as( 2 listening! >eal people B>eal 'oices -isten to the passage and do the proof reading. "as( 3 teach presents ! con'ersation pauses /hen do spea(ers pause when they spea(, 1. "he spea(er has heard something une)pected. 2. "he spea(er may not agree with a pre'ious statement. 3. "he spea(er needs time to thin(. &5 &. "he spea(er may not agree with a pre'ious statement. 1. "he spea(er needs time to thin(. "as( & "he >ight-to-Pri'acy %ur'ey 1. 6riefly discuss sur'ey in general with the whole class. /hat are sur'eys, /hy are they useful, /ho ma(es fre#uent use of sur'eys, 2. =a'e students wor( in pair to inter'iew one other using the sur'ey #uestions. .llow them ample time to discuss each #uestion0 as well as their responses to it. 3. /hen students ha'e completed the sur'ey0 bring the group bac( together. =a'e them share their response and (eep a tally on the board. C)amine this information and calculate the number of yes and no responses. Session 3 "uning in H@o /e >eally eed to :now,I Play the 'ideo twice and let the students answer the #uestions. Play the 'ideo for the third time and let the students understand the most part of it. ?ritical discussion %tudents should wor( with a partner. >emind them that there are no right or wrong answers to these discussion #uestions. .ster students ha'e completed their paired discussion0 bring the whole class together and write different answers on the board. ?hapter 4 It;s ot Casy 6eing $ood Session 1 "as( 1 /arm-up C)ercises /hat is your responsibility to yourself, /hat is your responsibility to your family, /hat is your responsibility to your community, "as( two! 'ocabulary and discussion! 'alues LLLLhonesty LLLL tolerance LLLL generosity LLLLcompassion LLLL discretion LLLLself-discipline LLLL loyalty LLLLcon'iction LLLL fidelity LLLLcommitment let the students remember the words and grade them in fi'e le'els according to their importance. &7 "as( 3 about pronunciation "eacher presents! the importance of stressed syllable. "he following are words that prone to be mispronounced. >apidity strategic interesting hospital admirable an)iety ignorance preDudice "as( & listening 6efore playing the tape0 let the students discuss two topics! H/hat do you thin( it means to be a good person,I H/hat are two personality traitsBcharacteristics do you thin( a good person has,I -istening 1 ?hris;s e)perience -isten to the tape and do the proof-reading e)ercises. "here are altogether 11 errors in the transcript. Session 2 "as( 1 ways to e)press hypothetical situations /ell0 one thing I might do isM If I M0 I wouldM I would ne'er e'en considerM It;s possible that I wouldM -oo( for e'ery opportunity to use new language that you learn. %oon the language will be a natural0 comfortable part of your Cnglish. "as( 2 .pply the strategy! 3se the language you Dust learned to discuss situation 10 2. 1. 2. "as( 3 onDudgmental responding. /ell0 that;s an interesting way toM =mm0 I ne'er thought of M Isn;t it difficult to M "as( & listening 1. $etting ready to listen. %tudents can wor( indi'idually or in pairs to remember the target language of discussing hypothetical situations and responding nonDudgmentally. *a(e sure each student is able to fill the fi'e lines so that they will (now what language to listen for 2. -isten to the tape and do the e)ercises. 3. listen to dialogue 2 and do the e)ercise. Session 3 "as( 1 Fideo H"eaching ?haracterI 1. /atch the 'ideo and do the error correction. "as( 2 Putting it all together "his acti'ity can be done with the whole class0 in small groups0 pairs0 or indi'idually. .nswers will 'ary. /hen finish0 the answer can be written on the blac(board so they can compare the answer with each other. 18 ?hapter 5! %cientifically %pea(ing Session 1 "as( 1 ?larify the goals of this chapter. 1. C)press both sides of an issue. 2. >ecogniAe different point of 'iew. 3. C)press compromise. "as( 2 /hat do you (now abut the topic, @o you (now mercy-(illing, /hat do you thin( of it, @o you (now clone techni#ue, @o you (now genes modified food, +orm these discussion0 can you get a general idea what we will tal( about in this chapter, "as( 3 /ays to e)press different 'iewpoints 1. seeing both sides! <n one handM on the other handM <ne way of loo(ing at it isM .nother way of loo(ing at it isM 9es0 but the flip side of the issue is 9ou can;t ignoreM 2. e)pressing compromise I see your point0 butM *aybe you ha'e a point thereM 9es0 I suppose you could sayM I guess you;re right0 althoughM "as( & 3sing the new language 3se the new e)pressions to discuss the situations on page 141. "as( 1 Falue ?larification Indi'idually0 decide the 'alues on P.142 whether each one is good0 bad0 or neutral. Session 2 "as( 1 -istening 1. $etting reading to listen. Indi'idually0 students are to complete the e)ercises on p.143. "hen tell the students that they are going to hear a radio tal( show debate between a leading scientist and a 11 religious leader on the topic of using human fetal tissue for e)perimentation. 2. listen to the tape and let the students do the e)ercises. "as( 2 %tudents; tal( 1. @i'ide the students into small groups of three or four. 2. "ell them to begin with #uestion1. <ne student in the group should read the situation aloud. "he group members should e)press their 'iews on the situation0 weighing the ad'antages of technology against ethical considerations. >emind them of the new e)pressions they ha'e Dust learned. 3. -et them summariAe their discussion and present to the whole class. "as( 3 listening H%usana;s e)periencesI Session 3 Fideo H"wo %ides to ?loningI 1. Ian /ilmut! /e should treat each child as an indi'idual. 6y ma(ing a copy of the child0 you no longer do this. 2. 3nidentified bioethicist! /e;'e got to find a way to regulate cloning so that families can use it but not put it to bad use. =e suggests creating a process similar to that of adoption. 3. .rt :aplan! =ow will the child deal with the burden of loo(ing e)actly li(e one of the parents will cause others to ha'e unrealistic e)pectations abut the child;s strengths0 interests0 and desires. 12 ?hapter 7! "he ature of "hingsJCn'ironmental ?oncern Session 1 "as( 1 $etting started In this acti'ity0 students assess their own awareness of and concern about en'ironmental problems. "hey are as(ed to e'aluate the possibilities for solutions to the problems. =a'e them answer the #uestions indi'idually0 then share with a partner or small group. "as( 2 %tudents; acti'ity! brainstorming 1. >ead through the introduction to the brainstorming acti'ity. 2. 6efore they begin the brainstorming acti'ity they will try to define the purpose of the tas(. In order t do this0 ha'e them read the directions under step.2. ?omplete the tas(. 3. @i'ide the students into small groups and gi'e them time to brainstorm their list of en'ironmental problems. "he purpose of this acti'ity is to increase awareness of the 'ariety of en'ironmental problems that we are facing and to teach some of the 'ocabulary for those problems. &. -et the students discuss their responses. "as( 3 3sing ew -anguage 13 C)pressing concern C)pressing dissatisfaction %tating plansBintentions Practice! @i'ide the students into pairs. .s( them to use the e)pressions from the chart on page 178 to ma(e complaints about learning Cnglish and the plans they ha'e to sol'e those problems. .s( them to share their responses with the class when they ha'e finished. "hey should then state concerns they ha'e about the en'ironment and plans they ha'e to sol'e those problems. Session 2 "as( 1 listening 1.Issue being discussed "he positi'e ad'ances in technology 's. the damage it does to the en'ironment. 2. *ain points of each spea(er. "as( 2 listening ! 3nderstanding >eductions "as( 3 @iscussion /hat can students do in order to protect the en'ironment. %tudents are as(ed to collect all (inds of garbage and gi'e suggestions on how to deal with them. Session 3 Fideo! H.n Cco'illageI 3se the (nowledge of prefi) to guess the meaning of HCco'illageI Play the 'ideo se'eral times and do the e)ercises. 1& ?hapter 18! .ll %tressed <ut and o Place to $o Session 1 "as( 1 warming up #uestions ?an you use some words to describe your college life, /hen do you feel stressful, -earn to use the words HstressfulI Hstressed outI in oral Cnglish. "as( 2 -earning language! concern; clarification; empathy; suggestions "as( 3 using the new language $o bac( to the ran(ing acti'ity0 and in pairs respond to each of the situations using the e)pressions on the table preceding this acti'ity. Session 2 "as( 1 listening ! "echni#ues for *anaging "ell the students they are going to listen to an e)cerpt from a tal( radio show on the topic of stress. "ell them that they should focus their listening on two main ideas! signals of stress and methods of stress management. .s they;re listening to the tape0 they should ta(e notes about these two main ideas. "as( 2 problem sol'ing "as( 3 listening .ndrew;s and =enry;s C)periences "as( & about HfillerI Session 3 Fideo ! %tudent stressI Teaching Plan for Listening and Speaking Textbook: Tapestry Listening and Speaking (Book 3) 11 ?hapter 1! %mall "al( ot @eep0 6ut Important Session 1 /arning up acti'ities! /hat is small tal(, "al( about the cartoon on P.2. ?larifying the setting goads. "as( 1 <ral Cnglish practice! %tudent;s topic! =a'e you e'er got the feeling of ner'ous about ma(ing comments in situation where you are with people you don;t (now well, /hat did you say or do at last, "as( 2 -istening practice! I before playing the tape0 let the students thin( about the following #uestions and write down one point or two. how to start a con'ersation,LLLLLLLLLLLLLLLLLLLLLLLLL. =ow to (eep a con'ersation going, LLLLLLLLLLLLLLLLLLL. =ow to end a con'ersation,LLLLLLLLLLLLLLLLLLLLLLLLLL. II Pre'iew the new words! upbeat! Ninfml.O cheerful and full of hope. (opposite. downbeat) recap! state again briefly spelling to be noticed in dictation! impulse B enthusiastic B culti'ate B elaborate B facial contact III -isten to the tape and do the e)ercises %trategy! ta(ing notes while you are listening "as( 3 "eacher summariAes and homewor( Session 2 "as( 1 <ral Cnglish Practice I %tructures to be practiced! In my opinion0 M I thin(Bbelie'eBfeel thatM It seems to me that In my case0M ot e'eryone will agree with me0 butM II %tudents are to be di'ided into groups0 each group has a discussion leader and a reporter. "hey can ma(e comments on any of the 3 or & topics listed on P.13. "he reporter should ta(e notes and report briefly to the whole class. III "eacher summariAes "as( 2 "eacher presents! taboos and euphemisms -istening s(ills! stress and intonation "as( 3 .dditional e)ercises! %ocial "al( =omewor(! >eading on P.12 Session 3 "as( 1 /atching the 'ideo. H-arry :ing Inter'iews P6eatle0; >ingo %tarrI "a(e 2 Inter'iew "a(e 3 @emonstration on H=ow toI speech . 12 ?hapter 2! =igh-"ech ?ommunication Q . ?urse or . 6lessing, Session 1 /arming-up acti'ities! /hat are high-tech communication in your mind, ?omment on special rings of cellular phones. /ords associated with high-tech and basic communications . 66% Hlittle smartI 'irus download fa) "as( 1 listening practice! *iss *anners I %trategy! Predication C)ample! H"he last thing people want to hear from a stranger is how noisy the party is0 how awful the food is0 or howLLLL the people are dressed.I II -isten for the first time for main ideas. III -isten to the tape and do the "rue and +alse #uestions. "as( 2 <ral Cnglish Practice I Pair /or(! "he ad'antages and disad'antages of a cellular phone. II "eacher summariAes Session 2 "as( I -istening practice I C)plain the new words briefly II -isten for main idea (for summary) III -isten for more information (for details) "a(e 2 <ral Practice I "eacher presents! symbols and meanings %tructures. 14 II $roup wor(! 9our e)perience and unpleasant e)perience of C-mail or chatting. "as( 3 "eacher presents! "he importance of internet and how to use it properly. Session 3 Fideo ?hapter 3! =umorJ?an -aughter be the 6est *edicine, Session 1 /arming up acti'ities! . gameJtelling Do(es to each another. "as( 1 listening I C)plain the new words II -isten to the tape and do the e)ercises! for main idea and for details. III .dditional #uestions! =ow do the (iller cells wor(, "as( 2 %trategy re'iew! ta(ing notes while listening. =omewor(! write a summary of the inter'iew you ha'e heard. Session 2 "as( 1 "eacher presents! word study .bstract and specific words! smileBlaugh! guffaw, giggle, chuckle, grin, snigger, "as( 2 listening I listen to the tape and do the e)ercises II additional e)ercises! @o you understand the Do(es, "as( 3 oral practice! I $roup wor(! tal(ing about the cartoons and find the humor. II. %tructures and practice! start a con'ersation with H I heard0 I saw0 I readMI0 (eep your con'ersation going and ma(e others in'ol'ed. Session 3 'ideo Appendi9: (u*ors to +e told to ea2h other (1) *y friend *argaret has a dog named 6entley. =e bar(s wildly and runs to the 15 door whene'er the doorbell rings. /hen he hears bath water running0 howe'er0 he hides under the bed. "o ma(e life easier0 at his bathtime0 *argaret;s husband0 6ob0 goes outside and rings the doorbell. /hen 6entley comes running. 6ob grabs him. (2) /hen our company e)panded0 I began to wor( longer hours and didn;t realiAe the effect this had on my home life. .fter se'eral days of ta(eout food ser'ed on paper plates0 I finally found the time to fi) a home-coo(ed meal. /hen we finished eating0 my daughter said how nice it was to ha'e Hreal food for a changeI and then promptly threw her china dish in the trash. (3) "elephoning my daughter one afternoon0 I first got her husband on the line. Hwhat are you doing,I I as(ed. H<h0 Dust coo(ing some noodles and ma(ing a salad0I he replied. I told him what a priAe he was to help out around the house. .nd then as(ed to spea( with my daughter. H?an she call you bac(,I he said. HI hate to interrupt her.I =e paused. Hshe;sM uhM mowing the lawnI (&) <nce0 a mathematician0 a biologist and physicist were sitting in a sidewal( cafR when they noticed two people going into the house across the street. . while later they saw three people coming out. "he physicist says0 H our first count wasn;t accurate.; "he biologist concludes0 H they must ha'e reproducedSI 6ut the mathematician says0 How if e)actly one person enters the house0 it will be empty again.I (1) *y 11-year-old daughter and my eight-year-old son #uarreled and fought o'er the slightest thing. I was surprise when my daughter made an artistic card for her brother;s birthday. Inside she wrote! H=appy birthday to my nine-year-old brother. I am so glad to ha'e a brother to lo'e. %o $od ga'e me you. P.%. @on;t read this out loud or I will twist your head off.I (2) *y daughter was deep in lo'e with her fiancR. Hhe would be perfect if her were Dust more romantic0I she lamented. "hen one day she was in'ited to his apartment0 where she found a table with a white tablecloth0 candles and place settings for two. =e proceeded to ser'e a home Qcoo(ed dinner. .s they began to eat0 he too( her hand0 loo(ed into her eyes and said0 H @on;t get any food on the tablecloth. It;s the sheet off my bed and ha'e to sleep on it tonight.I 17 ?hapter &! .cademic @ishonestyJ=ow ?ommon is ?heating, Session 1 /arming up acti'ities! /ere you warned about the conse#uences of cheating, In your mind0 why do some students cheat in spite of the se'ere punishment, ew words related to the topic! proctor0 cheating0 flun(0 copy0 high-tech cheating0 crib notes0 M "as( 1 small tal(! tal( about the picture on P.4& /hat percentage if your classmates ha'e cheated on a test, "as( 2 listening practice! I e)plaining the new words. II listen to the tape (part one) and do the e)ercises III listen to the tape (part two) and do the e)ercise. .dditional #uestions! /hat do you (now about cheating in .merica, Session 2 "as( 1 listening practice I 'ocabulary building! matching II -isten to part three and do the e)ercises. III .dditional Guestions! =ow do you understand Hranged widely in se'erity formsI, ?an you gi'e e)amples, /hat is ?ole;s attitude towards cheating, "as( 2 %trategies practice! to use bac(ground (nowledge to guess the meanings of unfamiliar words and phrases. "as( 3 <ral Cnglish practice! a debate! %hould cheating be se'erely punished, %tudents are to be di'ided into two groups. "wo of them will state their opinions0 then they will argue with each other. .t last0 a conclusion will be gi'en. =omewor( ?artoons and >eadings Session 3 'ideo ?hapter 1 C)porting .merican ?ulture-- *cdonaldiAation of the /orld, Session 1 28 /arming up acti'ities! @o you (now some of the .merican culture in our country, =a'e you e'er been influenced by your .merican teachers, /hat do you thin( about that, %ome words! i(e0 .didas0 obel PriAe0 estle0 "as( 1 -istening! C)porting .merican ?ulture (part one) I 'ocabulary building Per'asi'e T widespread predominate T are dominant0 appear more often than others. II listen to the tape and do the e)ercises. III .dditional Guestions! In the con'ersation0 what are typical .merican and what are typical +rench, IF %trategy! ta(ing notes Hsplit-page formatI "as( 2 -istening! C)porting .merican ?ulture (part two) I Focabulary building head on! directly; the (ey #uestion! the main #uestion; cultural imperialism! cultural dominance based on political and economic power. II listen for the main idea! in the discussion of cultural dominance0 the impact of a widely spo(en language on the cultural identities of small countries throughout the world becomes a (ey issue. III. listen for details IF teacher summariAes! in this part0 two aspects are mentioned! language and mass media. =ow are you influence by them, Session 2 "as( 1 listen to part three and do the e)ercises. "as( 2 <ral practice! group discussion I topics listed on P. 185 II /ith the Hopening policyI and the tendency of globaliAation0 how can we defend our ?hinese culture, (such as ?onfuciusism0 respect the old) "as( 3 teacher presents! language learning strategy =ow to use an Cnglish-Cnglish dictionary, =ow to study more efficiently, Session 3 Fideo ?hapter 2! *edical Cthics! %hould @octors C'er -ie, Session 1 "as( 1 students tal( ! about Hpsychological hintI0 students; own e)perience "as( 2 >ead the material on page 128 and discuss the #uestions. 21 "as( 3 teacher presents! summery and more information "as( & listening practice! 1.Focabulary! to placate a persistent patientTto please a demanding patient pharmacological substancesTdrugs0 medicine suffered a relapseTgot sic( with the same thing again anginaT a type of heart disease 2. listen for the main idea @o the multiple choice #uestions Session 2 "as( 1 listening (1) Guestions! 1. /hy a @octor *ight @ecei'e a Patient 2. /hy a doctor shouldn;t decei'e a patient "as( 2 listening (2) .nswer the #uestions on P.138 "as( 3 Intonation in #uestions >eplay the tape and let students identify the intonation patterns. Session 3 Fideo! H $enetics and pri'acy issueI Focabulary! . silent scandal T a scandal that isn;t public "o come forward T to ma(e themsel'es (nown "he concerns are o'erblown T the concerns are e)aggerated +ederal statues T federal laws /atch the 'ideo and answer the following #uestions ?hapter 4 "he "ime 6indJ.re "wenty-+our =ours a @ay Cnough, Session 1 "as( 1 warming up acti'ities! group discussion 1. %tudents are di'ided into 4 groups to discuss the following topics! ?an you briefly (no more than fifteen words) describe your life this semester, 6esides classroom hours0 how many hours do you usually spend on your study each day, =ow many hours do you sleep on a'erage each day, =ow often do you ha'e the feeling that you don;t (now what to do for a certain 22 morning0 or a certain afternoon0 or a night, (hint! sometimes0 seldom0 often0 ne'er0 etc.) @o you ha'e the desire to do something0 but you feel you don;t ha'e enough time to, /hat is it, 2. -et each group choose a representati'e to gi'e a brief report about their discussion "as( 2 "eacher presents! =ow can we ma(e good use of our free time, /hat should we do during the four years, Session 2 "as( 1 listening ! "he "ime 6ind -isten for the main idea! *any mothers are loo(ing for safe0 orderly place at wor(0 away from the demands they face at home. "as( 2 listening! "he "ime 6ind -isten for more information .t wor(! where people feel --appreciated B seen for their contribution where friends and social supports are good at what they;re doing more rewards more self-confidence .t home! where there;s a lot to do ?hild needs to tal( 6aby isn;t in bed @ishes in sin( =usband feels li(e babysitter0 waiting for mother to come home to her Dob "as( 3 summariAe "as( & unstressed syllables >eplay the tape and let the students identify the unstressed syllables Session 3 "uning in H6usy +amiliesI /atch the 'ideo Planning ahead "he wardrobe B the family;s schedule Guality time Interacting with child In car Pri'ate time Important for parents (get babysitter) 23 ?hapter 5 *ar(eting "echni#uesJ.re /e >eally Influenced, Session 1 "as( 1 .bout strategies! 1. "eacher will e)plain what are beha'ioral0 affecti'e0 combined0 and congniti'e strategies0 and do the e)ercises on p. 122. 2. +ind more commercials and analyAe them. ( the :+?0 the soap0 the shampoo0 etc.) "as( 2 listening 1! %tore @esign and ?onsumer 6eha'ior -isten for the main idea %ince shoppers mo'e in predictable patterns and respond in predictable ways to color and light stimuli0 more and more retailers are creating store designs that help persuade shoppers to spend money in their stores. -isten for more information and do the " or + #uestions. Session 2 "as( 1 listening! =ow do smells influence our beha'ior, -isten for the main idea! >esearchers are learning more about how smells can change the way we feel and can affect our beha'ior. -isten for details @o the e)ercise on p. 141 "as( 2 @iscussion ! group wor( %tudents are di'ided into groups to design a commercial and use the strategies introduced abo'e. "as( 3 language learning strategy! word connotations "hese are suggested groups. %ome words may fit under two different categories depending on how one uses them. "hey can be classified as positi'e0 neutral0 and negati'e. Session 3 "uning in Hin-floor adsI Importance of impulse buying for ad'ertisers 2& /hat is in-floor ad'ertising, Cffecti'eness of in-floor ad'ertising +uture plans of in-floor ad'erting. ?hapter 7! 6eing an ImmigrantJ?ulture %hoc( and .daptation Session 1 "as( 1 -isten! -istening 1! /asted +ood0 @isco'ered %ouls -isten for the main Idea0 page 173 /hen immigrants assimilate into a new culture0 it is possible that they will forget or lose some of the 'alues from their nati'e culture. "as( 2 -isten for more Information0 pages 173-17& Session 2 "as( 1 Focabulary 6uilding0 pages 172-174 1. snuffed outTblown out 2. pesteringTbothering 3. leafing throughTloo(ing through pages &. naturaliAation processTprocess by which immigrants and refugees become citiAens 1. mourned forTgrie'ed for "as(2 listen! listening 2! /hat;s in a ame, -isten for the main Idea0 page 174 Immigrants may assimilate into a new culture and change their names0 but inside they still cherish their nati'e names and nati'e identities. "his shows that it is possible to adapt to a new culture while still preser'ing one;s nati'e culture. -isten for more Information0 pages 175 "as( 3 "he %ound of it! %tress in ?ompound ouns0 pages175-288 2. a. the /=I"C house b. =<*Cwor( c. =<3%Ccleaning d. C/%paper e. "CK"boo( session 3 /atch the Fideo0 pages 282-283 Foting "umouts 21 a right ta(en for granted only 1B2 .mer.'ote --6ut new citiAens 'ote more (U78V) -arge tumouts of new 'oters e)pected >ussian e)ample basic oblig of a citiAen you;re pt of process 'otingJnew e)perience @ebate about immigration Imp for many new immig 'oters +ear if don;t become citiA0 things will happen --benefits cut (e.g.0 medical care) --citiAenship will be harder to get in future --trouble in'iting family members =arassment In Cl %al'ador0 'oting was dangers
?hapter 18 ?hanges on earthJIt;s not /hat it used to be Session 1 Pre'iew wor(! bring your fa'orite cartoon with you. "as( 1 students tal(! about your fa'orite cartoon. "as( 2 students tal(! =ow does the earth change, /hat are endangered in the world, I Focabulary building ! to get easy on T to ta(e it easy and not wor( too hard to coin a new wordTto create a new word a notionTan idea by ta(ing into accountTby considering 'iableTable to e)ist 22 fade awayTslowly disappear tribal being T e)istence as a tribe II listen to the tape and get the main idea <f the appro)imately 4888 languages spo(en in the world today0 probably only half will last another century0 leading to a decline in language di'ersity. III listen for the detail and ta(ing notes Guestions! /hat is uni#ue about the S:ung langage, /hy does -adefoged thin( it is 'aluable to preser'e rare languages, Session 2 "as( 1 >ead the material offered by the te)tboo( and discuss the following #uestions! 1 @o you thin( rain forests are important to human beings, 2 /hy do people destroy rain forests, 3 In your hometown0 do you notice woods are being destroyed, "as( 2 listening Cat ?hocolate and support the en'ironment 1 Prelistening #uestions! =ow do you understand the title, 2 'ocabulary has ne'er hit homeT has ne'er been felt to head offTto pre'ent a sustainable systemTa system that can be maintained re'italiAeTbring bac( to life 3. listen for the main idea .ll le'el of society0 including big corporations0 are becoming more interested in preser'ing the forest now that we ha'e disco'ered that destroying the rain forests and also destroys our ability to produce chocolate. &. listen for details and answer #uestions "as( 3 "eacher presents! Pronouncing Qs ending. Session 3 ? Fideo H*elting IcebergerI 24