Unit6

1. Unit6 Preview I. Objectives II. Suggested Teaching Plan III. Background Information Ⅳ. Class Presentation

2. prev. Preview Churchill once said, “Courage is the first of human qualities.” In the Listening and Speaking section of this unit, you will pick up language for building self-confidence and learn how to encourage people to do it. In the Reading and Writing section, the author of Text A learned through her own experience what courage meant to ordinary people. Text B is a touching story about the world-famous miler Glenn Cunningham. The Wisdom of Socrates in Text C may help anyone who wants to do something well.

3. Obi. Ⅰ. Objectives After studying this unit, the students are expected to be able to 1. master the basic language and skills to encourage people to build self-confidence; understand the main idea of Text A, Text B and Text C, master the useful sentence structures and the words and expressions found in the relevant exercises of the first two texts; 2. 3. grasp the basic English grammars ofsubject-verb agreement ; 4. know how to write a thank-you note in English. 5. understand the signal words used to make a conclusion or summary;

4. s.t.p.1 Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 6 Plan Contents Time The teacher explains the Preview to make sure that the students have some idea of what this present unit is all about. After that, the teacher activates Listening and Speaking exercises as follows:

5. s.t.p.2 Time Contents Plan • The Language for Building Self-confidence As a lead-in activity, ask students what is important to success, and try to solicit the word self- confidence from them before listening to the tape; A. B. Ask the students to listen to the dialogue in Exercise 1(1-3 times) and fill in the blanks with the missing words;

6. s.t.p.3 Time Contents Plan C. Ask a couple of students to read through the short talk so students can check their responses; D. As required by Exercise 2, encourage students to use the language presented in Exercise 1, to role-play in pairs, with one losing confidence and complaining and the other helping to build confidence.

7. s.t.p.5 Time Contents Plan 2) Building Self-confidence Go through the new words in the 1st dialogue in Exercise 3; A. B. Have the students listen to the dialogue twice and fill in the blanks with missing words; C. Dictate questions on the 1st dialogue, and then ask students to report back with responses, one by one;

8. s.t.p.6 Time Contents Plan D. Have the students look for the language used to encourage people to build self-confidence; E. Act out the dialogue; Either do the same with the 2nd dialogue or work creatively with it; F.

9. s.t.p.7 Time Contents Plan Ask students to write a dialogue with a partner according to Exercise 4, with one taking on the role of Part A and the other playing the role of Part B. After that, direct them to practice the dialogue in class encouraging one to build self-confidence using the language they picked up in Exercise 1. G.

10. s.t.p.8 Time Contents Plan 3) Listening Practice Before ending the class, the teacher tells the students how to do Exercises 5-10 as their homework assignment. The teacher also tells the students that they should be prepared to answer the questions in Exercise 9 and give an oral presentation when they next come to class.

11. s.t.p.9 Time Contents Plan Review of the Listening and speaking skills the student have leaned The teacher begins the assignment mainly as a review of the functional and notional language the students acquired in the previous unit. The teacher asks the students to answer the questions in Exercise 9 of the Listening and Speaking section and invites a few students to give their in-class oral presentations on their own stories about self-confidence. Then the teacher turns to the Reading and Writing section. (These activities should be completed within 20 minutes.)

12. s.t.p.10 Time Contents Plan 1) Starter After a brief explanation of the instructions, the teacher A. organizes group discussion among the students to discuss “Why do people shout or cheer for both the winner and the loser when watching races or ball games?” (10 minutes) B. asks some students to report their discussions respectively on behalf of their groups. (15 minutes)

13. s.t.p.11 Time Contents Plan 3) Text A The teacher A. lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some difficult sentences and language points while discussing the whole text with the students. (one and a half periods)

14. s.t.p.12 Time Contents Plan guides the students through the exercises, focusing on certain items and leaving some exercises as the students homework, depending on the students’ different levels of English. (one period) B.

15. s.t.p.13 Time Contents Plan 1) Grammar Review The teacher explains to the students what the subject-verb agreement is, and then asks the students to do the grammar exercises in class. 2) Practical Writing The teacher tells as well as shows the students how to write a thank you note in English by doing Exercise 11 of Practical Writing, and then requires the students to complete Exercise 12 in class with his or her help.

16. s.t.p.14 Time Contents Plan 1) Text B While discussing the text with the students, the teacher asks the students to pay attention to the signal words and their functions in the text, and to do Exercise 13. The other exercises can be done either in or after class. 2) Text C This text should be read by the students themselves as their homework or as in-class fast-reading depending on the time left. The key to the comprehension questions can be found at the back of the textbook.

17. s.t.p.15 Time Contents Plan 3) Basic Reading Skills The teacher tells the students how to identify and use signal words to conclude or summarize, and asks them to do the exercise in this section.

18. BI Ⅲ. Background Information Track and Field High School and Collegiate Programs Athletes and Teams Training and Preparation A 3,200-meter Run

19. BI-TF1 Track and Field Track and field is a group of running, hurdling, jumping, and throwing events held between individuals or teams at indoor and outdoor meets. The running and hurdling competitions make up the track events, while the jumping and throwing contests comprise the field events. In many countries the sport as a whole is called athletics. Running races are the most prominent track and field events; they range in length from the indoor 50meter dash to the outdoor marathon, which is 42 km, 195 (26 mi, 385 yd) long. Track and field events are easy to stage, which is one reason for the sport’s worldwide popularity. The International Amateur Athletic Federation (IAAF) governs the sport internationally and boasts more than 200 member

20. BI-TF2 nations.In the United States and Canada, track and field is one of the most popular high school sports. Each year more than 950,000 high school students participate in competitions. (From Encarta Encyclopedia 2004)

21. BI-HS1 High School and Collegiate Programs The high school and collegiate outdoor track season runs from March through June. The indoor season, which is generally considered less important, precedes it, beginning in January and ending in March. High school teams focus on dual meets (contests with other schools), invitationals, and league and area championships. For most athletes at the high school level, the premier track and field meet is the state championship. There is no official high school national championship, but since 1991, individual winners of events at the National Scholastic Outdoor Championships, held in June of each year, have been considered national champions.

22. BI-HS2 The most talented high school athletes usually go on to compete at the collegiate level. College track programs recruit these athletes by offering scholarships. Most college programs fall into one of the following groups: National Collegiate Athletic Association (NCAA) Division I, II, or III; National Association of Intercollegiate Athletics (NAIA); or junior college. Competition and training are often intense, especially in the NCAA’s Division I, and many future Olympians hone their skills at this level of competition. (From Encarta Encyclopedia 2004)

23. BI-AT Athletes and Teams Track and field is essentially an individual sport. Still, in many contexts, especially high school and college, teams exist. There is no fixed number of members on track teams, and many athletes participate in more than one event. In collegiate and high school championships, athletes score points for their schools, and in most cases, a team champion is crowned. Outside of organized school competitions, in most open and elite invitationals, no team scores are kept; while athletes may belong to separate clubs, team dynamics have little bearing on the competition. (From Encarta Encyclopedia 2004)

24. BI-TP1 Training and Preparation Participation in track and field demands a higher-than-average level of physical fitness, and athletes who want to reach the Olympics and world championships must spend years in preparation. Their regimens include weightlifting, aerobic exercise, biomechanics, and closely managed eating habits. Athletes in almost every event incorporate weightlifting into their training schedule. This helps them build and strengthen muscles that they use for explosive bursts of energy. Strong muscles also help athletes avoid injuries during training and competition. Many athletes also use plyometric drills, or jump training, to develop muscular power and flexibility. Plyometrics are exercises that train the muscles to respond more quickly to flexing and contracting. Plyometric regimens include skipping, hopping, and leaping drills.

25. BI-TP2 All runners use some sort of aerobic training, often in the form of distance running. Training usually involves a structured schedule in which the athlete tracks daily performances and works toward distance and time goals. Training at high altitude can be advantageous, because the lesser amount of oxygen in the thinner air forces an athlete’s cardiovascular system to adapt by producing more red blood cells. For a short period of time after the athlete returns to lower elevations, the blood can carry more oxygen to the muscles. Training for better technique is crucial for all athletes, but particularly so in the field events, where minor adjustments in technique can carry huge consequences in performance. Hurdlers also must hone their form constantly, and sprinters must practice the most efficient means of leaving the starting blocks.

26. BI-TP3 Athletes combine extensive daily practice with the study of biomechanics to raise their performance level. Biomechanics involve the use of high-speed film, which athletes and coaches study to watch the body’s movements during an event. Coaches can then determine the finer points of skill needed to excel in an event, and athletes can try out new techniques. Most track athletes also consider diet very important and fill their daily meals with low-fat, nutritious foods. For distance runners, the diet often includes a large portion of carbohydrates, which is the basic fuel for endurance performance. (From Encarta Encyclopedia 2004)

27. BI-AM1 A 3,200-meter Run Runs longer than 3,000 meters are considered distance events. The most common distance races are ones of 5,000 to 10,000 meters, and the marathon, which does not take place on a track but on paved roads over a course of 42 km, 195 m (26 mi, 385 yd). Star long-distance runners have included Ingrid Kristiansen and Grete Waitz of Norway, Emil Zátopek of the former Czechoslovakia, Frank Shorter of the United States, and Haile Gebrselassie of Ethiopia. Ingrid Kristiansen

28. BI-AM1 Many of the best distance runners are small and light-framed. They use a running style that avoids excess motion. Knee action is slight, arm movements are reduced to a minimum, and the strides are shorter than those used in sprinting or middle-distance running. Although fitness is essential, competing in long distance events also involves careful strategizing. The top racers use a variety of techniques to outperform their opponents, from abrupt changes of pace during the race to fast finishing kicks. (From Encarta Encyclopedia 2004)

29. Class list Ⅳ. Class Presentation Listening & Speaking Reading & Writing

30. CP Listening & Speaking The Language for Building Self-confidence Building Self-confidence Listening Practice

31. CP-LA1 The Language for Building Self-confidence 1. You are going to listen to an instructor talking about building self-confidence. Listen carefully and fill in the blanks with the missing words. Instructor: Self-confidence(自信) is the key to your success. Without self-confidence you’ll never _______________. Every successful person will tell you that they only achieved their goals because they always ______________________. But no one is bone _________________. Self-confidence is something you _________ and perfect. But sometimes people tend to lose confidence and complain. They say: achieve your goals believed in themselves with self-confidence can build 1. I can’t take ______ of it. more

32. CP-LA2 the job • 2. I’m sick and tired of ________. • 3. It makes me sick the way they _________. • It makes my blood boil (沸腾) when ______________________. • 5. I’m finished. (我完蛋了。) treat me this sort of thing happens

33. CP-LA3 You can help people build confidence and change the way their minds focus(集中) on things by saying: • 1. Cheer up. It is not the ______________. • ___________. Every cloud has a silver lining.(黑暗中总有一线光明。) • 3. Come on! It can’t be __________all that. • 4. Try and look on ____________. • 5. Hey look, why don’t we _______________? • 6. Well, maybe ________________ to look at it. • 7. Don’t _____get to(使沮丧) you. end of the world Take it easy as bad as the bright side look at it this way there’s another way let it

34. CP-LA4 Now work in pairs. One has lost confidence, while the other helps build his/her partner’s confidence. Use the language you have just learned in Exercise 1. 2.

35. It takes a while to… 做…要花一些时间 get it right 把它弄对 vocabulary 词汇 CP-BS1 Building Self-confidence 3. Before you listen to the first conversation, read the following words and expressions which may be new to you. 1)

36. CP-BS2 Listen to the conversation twice and fill in the blanks with the missing information. Wang Ying: So how’s your English class going? Li Ming: I can’t take any more of it._________the pronunciation difficult. Wang Ying: Well, take it easy. It takes a while to _________. Li Ming: I don’t think I’m the right person for _______________. Wang Ying: Come on. Don’t say that. I know _________for you. Li Ming: And I always seem to forget new words. ________________new vocabulary? I’m finding get it right learning English it’s difficult How do you learn

37. CP-BS3 Wang Ying: I learn new words by writing them on pieces of paper and Li Ming: Maybe I should try something_________! Wang Ying: Why not? If I can do it, you _________. sticking them ______________. I look at them every night before I _________. on my dorm wall go to sleep like that can do it

38. CP-BS4 Now listen to the conversation again and answer the following questions. 1. What are Wang Ying and Li Ming talking about? They’re talking about learning English. 2. What did Li Ming say about learning English? He said that he was not the right person for it. 3. What did Wang Ying encourage Li Ming to do? She encouraged him to build self-confidence. 4. How does Wang Ying learn new words? She learns new words by writing them on pieces of paper and sticking them. 5. What will Li Ming do next? He’ll do the same.

39. get sb. Down 使某人沮丧 I’ll tell you what. 你听我说。 Make-up test 补考 CP-BS5 2) Before you listen to the second conversation, read the following words which may be new to you. Listen to the conversation twice and fill in the blanks with the missing words.

40. And you did a good job in all the other exams CP-BS6 Li Ming: Why the long face? I’m feeling terrible Wang Ying: ________________. Li Ming: What’s the matter? Want to talk about it? ____________. Wang Ying: My career is over before it has started. Li Ming : _____________________________. Wang Ying: Yeah, I’m finished. Li Ming: Oh, come on, it can’t be as bad as all that. ________________ Wang Ying: Thanks. Li Ming: I’ll tell you what, you can have a make-up test. ________________. Wang Ying: You’re right. I should believe in myself. Li Ming: Hey, look, why don’t you listen to some music? _________________. Wang Ying: You won’t believe it, but I feel much better already! It might help Sounds like the exam got you down ____________________ I’m sure you’ll make it That’ll cheer you up _______________________

41. CP-BS7 Now listen to the conversation again and answer the following questions. 1. What has gotten Wang Ying down? She failed to pass the exam . 2. Is it true that Wang Ying’s finished? No, it isn’t . 3. What did Li Ming say? He said that it couldn’t be as bad as all that because she had done a good job in all the other exams. 4. Do you think Wang Ying’s going to make it in the make-up test? Why or why not? I think so, because she believes in herself. 5. How is Wang Ying feeling now? She’s feeling much better.

42. CP-BS8 4. Write a dialogue with your partner like the ones in Exercise 3. Begin with Part A and let your partner play the role of Part B. After that, practice the dialogue in class, using the the language you learned in Exercise 1.

43. Listening Practice 5. Listen to people speaking and decide what they are taking about. 6. Listen to five questions and choose the appropriate answers. 7. Listen to five short dialogues and choose the appropriate answers. 8. Listen to the following short talk and fill in the blanks with the missing words. The talk is given twice. 9. Listen to the talk again and then answer the following questions orally.

44. script CP-lp1 Listening Practice 5. Listen to people speaking and decide what they are talking about. M: I hear Shanghai is beautiful. Is it as nice as they say? W: You might get the chance to see for yourself. 1. A) A chance. B) A person. C) A country. D) A city.

45. script CP-lp2 W: What are you planning to do now? M: I’m looking for a job in international business. 2. A) A dinner party. B) A job interview(求职面试). C) A past thing. D) A future plan.

46. M: Well, it’s boring, and it doesn’t pay very well. W: I know what you mean. I don’t like my job either. I wish I could find a better job. script CP-lp3 3. A) Courses. B) Jobs. C) Likes. D) Dislikes.

47. script CP-lp4 4. M: So how’s your English class going? W: Not bad, I like the way Prof. Mann teaches. A) An English course. B) A piece of information . C) A long weekend. D) A new class.

48. script CP-lp5 M: Do people get married young? W: Not really. Very few people get married before the age of 20. 5. A) Age. B) Marriage. C) Health. D) People.

49. script CP-lp6 6. Listen to five questions and choose the appropriate answers. Don’t you agree? 1. A) I sure do. B) Sure I am. C) Surely I did. D) Certainly I will.

50. script CP-lp7 2. Bye. Have a nice weekend. A) You’re right. B) Not at all. C) I think so. D) You, too.