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Section One: Cultural Information

Section One: Cultural Information. Section Two : Word Study. Section Three : Text Understanding. Section Four : Text Appreciation. Section Five : Activities. About HIV/AIDS

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Section One: Cultural Information

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  1. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities About HIV/AIDS AIDS(acquired immune deficiency syndrome) is a disease in which there is a is a severe loss of the body’s cellular immunity, greatly lowering the resistance to infection and malignancy. 1. Cause of the disease AIDS is caused by a virus called HIV(human immune deficiency virus)transmitted in blood and in sexual, and through the incubation period may be long the fully developed in the early 1980s and affects millions of people. In the developed world the disease first spread among homosexuals, intravenous drug users and recipients of the infected blood transfusions, before reaching the wider population. This has tended to overshadow a greater epidemic in parts of Africa, where transmission is mainly through heterosexual contract. About HIV/AIDS 1. Cause of the disease 2.The present situation of AIDS 3. Attitudes towards HIV/AIDS infectors 4. Prevention of the disease

  2. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 2. The present situation of AIDS The “new” syndrome discovered 25 years ago has become one of the deadliest epidemics in human history, killing more than 25 million people around the world since 1981。 In the last decade， major advances in prevention and treatment for HIV/AIDS have prolonged and improved the lives of many，but despite extremely beneficial advances， the epidemic is far from over。 An estimated 38.6 million people are living with HIV worldwide. Approximately 4.1million people because newly infected with HIV，while approximately 2.8 million people died of AIDS-related illness in 2005.（statistics：May， 2006） About HIV/AIDS 1. Cause of the disease 2.The present situation of AIDS 3. Attitudes towards HIV/AIDS infectors 4. Prevention of the disease

  3. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 3．Attitudes towards HIV/AIDS infectors Discriminating against people who are infected with HIV/AIDS or anyone thought to be at risk of infection violates individual human rights and endangers public health. Every person infected with and affected by HIV/AIDS deserves compassion and support，regardless of the circumstances surrounding their infection. Education is crucial in getting this message across to the general public. About HIV/AIDS 1. Cause of the disease 2.The present situation of AIDS 3. Attitudes towards HIV/AIDS infectors 4. Prevention of the disease

  4. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 4．Prevention of the disease The inescapable truth is that， to defeat HIV and AIDS， we need to reduce the number of the people who become infected in the first place. Twenty-five years since the onset of the epidemic， prevention is still the only “cure” we have for HIV/AIDS. A comprehensive approach must be used to prevent the further spread of HIV and AIDS. Comprehensive HIV prevention strategies include monitoring the epidemic to target prevention and care activities， researching the effective of the prevention methods， diffusing proven effective interventions， funding the implementation and evaluation of prevention effort in high-risk communities， encouraging early diagosis of HIV infection，and fostering linkages between prevention and treatment programs. About HIV/AIDS 1. Cause of the disease 2.The present situation of AIDS 3. Attitudes towards HIV/AIDS infectors 4. Prevention of the disease

  5. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities As for an individual， you can help stop the special of HIV！Get involved in community efforts. World AIDS Day is a special opportunity every year to focus attention on this urgent challenge that affects us all. It is marked around the world by thousands of different events designed to increase awareness and to express solidarity and compassion. This world AIDS Day- and every day- join the worldwide effort to stop the spread of HIV. （sources：The New Oxford Dictionary of English， edited by Judy Pearsall etal， Clarendon Press， 2001；http：//www.who.int/hiv/mediacentre/news60/en/index.html） About HIV/AIDS 1. Cause of the disease 2.The present situation of AIDS 3. Attitudes towards HIV/AIDS infectors 4. Prevention of the disease

  6. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 1.dealwith: treat; take action about( sb or sth) e.g. There are too many difficulties for the children to deal with. we learned a lot if from dealing with SARS.

  7. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 2. strengthen: (a) vt. Make strong of stronger e.g. We should do more exercises to strengthen our immune system. The government is working to strengthen the military. (b) vi. Gain strength e.g. The wind strengthened during the night. strong adj. strength n.

  8. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 3. bond: n. (a) feeling, likeness, etc, that unites two or more people or groups e.g. The very letter seemed to strengthen her bond with him. (b) written agreement or promise with the force of law e.g. Our company enters into a bond with theirs.

  9. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 4. carefree: adj. free from anxiety; having no worries or problems e.g. His parents got divorced. He is no longer that carefree boy. In a scenic a spot like this, one feels happy and carefree.

  10. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 5. invincible: adj. incapable of being overcome or defeated; unconquerable e.g. Facing the invincible difficulties, he felt discouraged. I was invincible until I failed in the college entrance examination. invinciblyadv. invincibility, invincibleness n.

  11. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 6.hang out: visit a place often; spend a lot of time in a particular place e.g. Social networks offer people a place to belong to and to hang out. Don’t hang out with that girl any longer. Why do people hang out online? Artists often hang out with their own kind.

  12. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 7. bother: vt.& vi. (a) cause to be nervous; annoy or trouble, esp in little ways e.g. I’m busy, don’t bother me. The mischievous boy kept bothering his sister. （b）(in polite expressions) cause inconvenience to oneself; trouble oneself e.g. don’t bother about me, Mr. Smith. She never bothered about cosmetic. He said he was a fool to have bothered with me.

  13. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 8.hang up(on sb): finish a telephone conversation by putting the receiver back e.g. I was so angry that I hung up on him. A telesales person called while I was driving, so I said something rude and hung up on him.

  14. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 9.blow sth off: ignore or make light of sth e.g. My best friend Mary hadn’t called me for a long time, but I blew it off.

  15. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 10. confront: vt. (a) stand or meet (sb) face to face with hostile or argumentative intent e.g. 300 policemen confronted an equal number of union supporters. I wish to confront my accuser in a court of law. (b) face up to and deal with (a problem or difficult situation) e.g. we knew we couldn’t ignore the race issue and decides we’d confront it head on. be confronted with:(of a problem, difficulty, etc) present itself to (sb) so that dealing with it cannot be avoided. e.g. the new government was confronted with many profound difficulties. confrontation n.

  16. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 11.break down in tears: lose control of one’s feelings and cry e.g. At this news, the old woman broke down in tears. When he was set free from the prison, he broke down in tears.

  17. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 12.make sense: (a) have an understandable meaning e.g. Your writing doesn’t make (any ) sense. Your explanation of the sentence make no sense. (b) be sensible; have or show sense e.g. Does it make sense to let little children learn three foreign languages? It makes sense to work hard.

  18. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 13．come over：come from a distance；make a short informal visit e.g．Would you please come over to have a face- to face talk with me this weekend？ 14．handle：vt.（a）deal with；control e.g. The mechanic knows how to handle the machine. My wife can always handle difficult situations. （b）treat；behave towards e.g. I do not know how to handle these people. The manager knows how to handle his staff. .

  19. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 15． on one’s own：alone；without help e.g. I can not handle it on my own. I have usually gone on holiday with a friend，but this tear I have decided to go on my own. 16． sooner or later：at some time certainly；if not soon then later e.g. sooner or later they will find out the truth. They will win the war sooner or later. Justice will win over evil sooner or later.

  20. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 17．plague：n.（a）attack or disease causing death and spreading quickly to many people e.g. in the past century，a lot of people in Europe died of plague. （b） （in singular）thing causing trouble or irritation e.g. Staff theft is usually the plague of restaurants. The heavy traffic is a plague to the citizens of the city.

  21. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 18．all of a sudden：suddenly e.g. All of a sudden，The young man collapsed and died in the hospital. All of a sudden，the car bumped into the wall of a house. 19．keep up：move of progress at the same rate as sb or sth else e.g. Often they had no pause to allow him to keep up. He felt exhausted and found it hard to keep up in the race.

  22. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 20．turn one’s back on：（often derog）avoid；go away from（esp when one should stay） e.g. I will not turn my back on those who once helped me in a time of emergency. I felt relieved that he did not turn his back on me when I needed his help most. 21．stick out：continue to the end（of sth difficult） e.g. Despite all the evidence to the contrary，the witness stuck out that his story was true. Despite all the difficulties in front of us，we decide to stick it out.

  23. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 22．catch：vt. get（an illness）；become infected with e.g. I had no idea how he caught AIDS. My son often catches cold. 23．blame：vt. （+for/on）assign responsibility for a fault or wrong to（sb or sth） e.g. The inquiry blamed the train driver for the accident. They blame youth crime on unemployment. They blamed the failure on his carelessness. They blamed his carelessness for his failure.

  24. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 24．go through：（a）suffer or experience e.g. The country has gone through too many wars. My dear mom has gone through many hardships in the past. （b）（cause to）come successfully to the end of e.g. Finally he went through the exam. My little sister has gone through the interview successfully. （c）pass through or be accepted by e.g. The new law has gone through Parliament. The plan has to go through several stages.

  25. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 25. keep a positive attitude：in order to help or please sb e.g. I am keeping a positive attitude toward my prospect of being enrolled by Hong Kong University. The whole family keeps a positive attitude toward his disease. 26．for sb’s sake：in order to help pr please sb e.g. She married the old and ugly man for his parent’s sake. It was entirely for my boy friend‘s sake that I chose to study in Shanghai. For your mother’s sake，do not take so many risks.

  26. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 27．lesion：n.（a） wound e.g. When I went to se her two days after the accident，she still had lesions all over her body. （b）dangerous change in the form or working of a part of the body，esp. after an operation or accident. e.g. The patient has been suffering from a heart lesion after the radioactive treatment. 28．bed-ridden：adj. unable to get out of bed because of illness or old age e.g. She has been bed-ridden for many years. Twenty years after the departure，she found him bed- ridden.

  27. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 29．maintain：vt.（a）keep up or carry on；continue e.g. Chin maintained good relations with its neighbors. China’s GDP maintained an increase since 1978. It is necessary to maintain close links between theory and practice. Agricultural prices will have to be maintained. （b）provide with necessities for life or existence e.g. He worked day and night to maintain the family. The allowance covers the basic costs of maintaining a child. （c）keep in existence e.g. It is not easy to maintain life in that remote area. （d）keep in good condition，by making repairs to，and taking care of e.g. to maintain a house/a car/ a railway line （e）argue for an opinion；assert e.g. He maintained that he was innocent of the theft. He had persistently maintained that he would not stand against his old friend.

  28. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 30. outlook：n.（a）a person‘s point of view or general attitude to life e.g. Every university student should broaden his outlook on life. He maintained a positive outlook on life. （b）view e.g. The skyscraper has a pleasant outlook over the city. （c）future p robabilities e.g. The outlook for his employment by this joint venture is promising.

  29. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 31．make it：succeed in sth；become successful e.g. He waited anxiously for his team to make it. China’s Women Football Team made it to the final. I had hoped to get to the meeting，but I found at the last minute that I could not make it. You can make it if you hurry. They will never make it across the dessert.

  30. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 32．mark：vt.（a）acknowledge，honor，or celebrate（an important event or occasion）with a particular action. e.g. The charity held a fashion show to mark its fiftieth birthday. There will be ceremonies to mark the tenth anniversary of the Queen’s accession.. Today‘s ceremony marks 100 years of trade between our countries. （b）be an indication of （a significant occasion，stage，or development） e.g. A series of incidents marked a new phase in the terrorists campaign. Word War I marked the beginning of this general crisis of capitalism. His death marked the end of an era.

  31. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 33．in a way：to a certain extent；from one point of view e.g. In a way she felt happy that Tommy came home，but she worried whether ha can get used to the new life here. In a way， I agree with your proposal. He considers his wife clever，and in a way he is justified. 34．hold in：restrain，control or check e.g. It is difficult for us to hold in our anger. He held himself in for fear of saying something he would regret. At the news that his father was still alive，he could not hold in his emotions and cried.

  32. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraph 1 Questions: (1)What is the function of the first sentence？ (The first sentence points out the instructive message of the story，ie，the beneficial result from dealing with AIDS. The sentence also conveys the theme of this narrative text.) (2)What rhetoric device is employed in the first sentence？ (parallelism.) (3)Are you the most carefree in the world？have you ever thought anything fatal would happen to you relatives or your friends？ (open.) Questions Sentence Highlights

  33. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraphs 2 Questions: (1)Why didn’t the writer and David hang out much when they were at high school？ (The writer thought that they were both just growing up and that David had his new friends from his new class.) (2)When David told the writer that he was dying，did the writer believe it？why？ (The writer didn’t believe it because he thought AIDS was a homosexual disease and it did not affect young people.) Questions Sentence Highlights

  34. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraphs 3 Questions: (1)What caused David fatal disease？ (An unprotected sex.) (2)How did the writer feel when he learned that his friend was suffering from AIDS？ (He felt very angry and powerless) (3)Could he rely on his parents to make things better as usual this time？why？ (No， he could not. There was nothing that his parents could do this time.) Questions Sentence Highlights

  35. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraph 4 Questions： (1)When David make his disease known to others，what attitude did people take toward him？ (People looked at him as if he had a plague， and his friends from school wanted nothing to do with him.) (2)What attitude did the writer adopt toward his friend？ (The writer became the only close friend of David. Their friends wanted nothing to do with the writer too as if he had the disease too. But he knew he could not turn his back on David when David needed him most. So he stuck it out and lost most of his friends.) Questions Sentence Highlights

  36. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraph 5 Questions： (1) What did the writer mean by saying that “David had full blown AIDS”？ (He meant that death was sure to come and all too quickly.) (2)What did the writer do for his friend？ (He kept a positive attitude for his sake. To be more specific，he went to doctor after doctor with him. In time of stress he was the one that had to keep things together. He pushed all his emotions aside and was strong for him.) Questions Sentence Highlights

  37. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraph 6 Questions： (1)When the writer came back from his trip，what was the first thing he did？ (The first thing he did was go to see David.) (2)How serious did the writer find David to be when he saw him after two weeks？ (He had lost weight，had purple lesions all over his body，and very pale. He could not get up and could no longer stay for long periods of time.) Questions Sentence Highlights

  38. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraphs 7 Questions: (1)When David was put in the hospital，how did David feel？ (He felt that there was no more hope left，and that he was going to die.) (2)Why did the writer cry for the first time in front of David？ （Because he knew it would not be long before David was gone forever.） (3)Why did the hospital staff put a bubble around him? (David became very sick. The bubble was put around him so that he wouldn’t catch the bad germs.) (4) Please read the sentences in quotation marks in correct voice, tone and emotion. Questions Sentence Highlights

  39. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Paragraphs 8 Questions: (1)When did David die?(David died on the fifth of June,1996.) (2)Why does the writer now educate people about AIDS? (Because by so doing he could keep David’s memory alive.) (3)How does the last paragraph echo the first paragraph? (The last paragraph echoes the beginning in the following aspects: a. The concluding paragraph points out the specific date the marked the end of David’s life. The beginning paragraph points out the specific date when AIDS came into the writer’s life. B. The first sentences in the beginning points out the good effect of dealing with AIDS, and the last two sentences in the conclusion illustrate the points. c. The beginning draws the reader’s attention to the fact that the writer had been the most carefree person in the world before his friend caught AIDS, while the concluding part says that having done so much, he is no longer that carefree teenager, being busy in educating people about AIDS.) Questions Sentence Highlights

  40. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 1.Dealing with AIDS strengthens the bond of friendship, encourages emotional and mature growth. (para1) Paraphrase: Taking action against AIDS promotes our friendship, makes us become more attached to each other and helps me grow up mentally. 2 . Sure, I had heard about AIDS, but that it was a homosexual disease and it didn’t affect young people, so I said that it was a sick joke and left.(para. 2) Sick joke: cruel, offensive joke Paraphrase: It’s certain that I had heard about AIDS, but i thought that it was a disease caught by persons sexually attracted to members of the same sex and did not infect young people, so i said it was an offensive joke and left. Questions Sentence Highlights

  41. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 3. My whole life was changing so fast that I couldn’t keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, i couldn’t turn my back on him when he needed me the most. So i stuck it out and lost most of my friends. (para.4) Paraphrase: Everything in my life was changing so quickly that i couldn’t adjust myself to them in time. Once more i fully understood that our friendship was of the greatest importance to me. What’s more, I couldn’ t leave him alone at a time he needed me the most. I continued to maintain close contact with David, and gave him help whenever necessary and i lost most of my friends. Questions Sentence Highlights

  42. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 4.Everyone said that i must keep a positive attitude for his sake, because attitude means everything. So, in a time of stress i was the one that had to keep things together. I pushed all my emotions aside and was strong for him.(para5) Push aside: conceal Paraphrase: Everyone said that i must maintain an optimistic attitude towards him order to help him, because the confidence can help him overcome the disease. So when i was in a state of extreme difficulty, pressure, or strain, i had to handle everything well. I concealed my feelings and tried to appear strong to make him feel better. Questions Sentence Highlights

  43. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 5 . I now educate people about AIDS, which to me is keeping David’s memory alive. Even though David is gone, he is still with me and always will be in mind and spirit.(para.8) Paraphrase: I now teach people knowledge about AIDS, which to me is a way to remember him. Though David died, I will still keep him alive in my mind. Questions Sentence Highlights

  44. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Text Appreciation This is a piece of factual narration， telling us about a true story of the writer’s. it is narrated in a chronological sequence，with the ending part echoing the beginning. The first-person narration is employed，thus making it easier or more convention for the writer to express his feelings and describe his psychology. The use of the first-person narration also makes what is related and described more vivid， specific， and thought-provoking. The narration is simple and somewhat colloquial because of the use of many simple words，colloquial expressions， concise sentences and coordinate sentences. Text Appreciation Language Appreciation

  45. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 1.Dealing with AIDS strengthens the bond of friendship, encourages emotional and mature growth. (para.1) Note the parallel structure is employed. The use of two verbs “strengthens” and “encourages” effectively shows the beneficial result from dealing with AIDS. 2.I never thought that anything could happen to me or my friends. We were invincible. That is， Until the word AIDS came into my life. (para.1) Note that “That is, until the word AIDS came into my life” is a sentence fragment. It is actually part of the preceding sentence. By separating them from each other, the author succeeds in accentuating the two parts of the sentence. It is precisely for the purpose of emphasis that a sentence is divided into two or more than two parts by means of full stops. Text Appreciation Language Appreciation

  46. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 3.When I got home things started to make sense. I ran to my room and cried. David was only 17; he could not die. Then I felt so bad that we had grown so far apart. I called David, asking him to come over so that we could talk. (para.3) The style of the narrative text is colloquial and simple because of the use of many simple words, colloquial expressions and concise sentences. This sentence is a good example of the style. All the words used are simple words, such as “got”, “ran” “cried”, “called”, “asking”, “come”, “over”, “talk”. The expressions are colloquial and the language is concise and easy to read and understand. Text Appreciation Language Appreciation

  47. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities 4.The thing was, I didn’t even have AIDS, so why did my friends treat me like this? I was being treated this way because teenagers are not used to dealing with situations like this, and don’t know how to react. (para.4) Note that the first part of the sentence is a question. The second sentence is the answer to this question. The question-answer structure is arranged for the purpose of emphasis of the reason why the writer was treated that way. Text Appreciation Language Appreciation

  48. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Activity 1 Activity 1: Pair work Have the students work in pairs and each other what they would do if They would do if they were the writer. Activity 2 Activity 3 Activity 4 Activity 5

  49. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Oral activity: 1 on p. 74 Step 1: Read Para. 3 and Para. 4. Step 2: Organize students in pairs and adapt Para. 3 and Para. 4 into a play. Control the total length of the play within 5 minutes. Step 3: Choose some pairs to perform the play in class. Step 4: Ask the other students in the class to comment on the play. Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

  50. Section One: Cultural Information Section Two: Word Study Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities oral activity: II on p.75 Language support 1. When introducing their opinions, expressing ideals tentatively and Asking each other to explain their points of view, students may use the following expressions and structures. Do you think it’s right to say…? It would seen to me that… I’d like toad something here, if I may… As I see it,… It seems to me quite clear that… As far as I’m able to judge,… I’m sorry but could you explain what you mean by…? I’m interested in knowing more about… I have a point to make here. What exactly are you getting at? Could you put me in the picture about…? Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

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