Unit Four Living on Your Own

Unit Four Living on Your Own Task-based Design for Six Contact HoursIII. Suggested teaching procedures and class activitiesSession 1 (90-100 min)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the blanks.Step 1 Lead-in questions1. How do you understand the idea of living on your own?( be yourself; solve the problem in person; independent and so on.)2. What’s your feeling about leaving home to college? Give an example.(free; exciting; hapy; disappointed; homesick and so on.)Step 2 Listening practiceThe students listen to the passage for three times and fill in the missing words in the blanks.Teacher: Listen to the passage for three times and fill in the missing words in the blanks. Step 3 Word studyThe teacher lays emphasis on the following words and expressions related to the topic:live on your own; enter college; free bird; tuition; take care of;part-time job; snap; traditional; safe; convenient; take the risk;Teacher: Can you pick up the words and expressions related to the topic? What are they? Task 2 Picture descriptionThe students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups.Teacher: Work in groups to talk about the pictures with the help of the words and expressions you’ve learned from the listening passage. Five minutes later you will be expected todo class presentation.2. Dialogue SamplesDialogue 1: Working as a salespersonStep 1 Lead in questions1. What kind of job did you do?( as a tutor; as a librarian; as a babysitter; as a waiter and so on)2. Why do you like the work so much?(Because I have always remembered the pride I felt in helping others.)Step 2 Dialogue Samples studyThe students read the first dialogue in pairs and speak out the following sentences for talking about part-time job experience.Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about part-time job experience.Several minutes later.Teacher: Can you speak out the sentences you’ve summarized?I worked after school and during summers for minimum wage.I worked at a bookstore on campus.I brewed coffee in the Student Union and worked as a waiter in a restaurant.Did you have any other jobs?Why do you like the work at the bookstore so much?And then the teacher asks the students to give more examples.Teacher: Can you give us some more examples?Have you ever worked part-time?Yes, I have..What kind of job did you do?Working as a waiter was much harder.But selling books was one of the most satisfying.Dialogue 2: Working as a TutorStep 1 Lead-in questionTeacher: Why do you want this job?( I think it will help me in my major.I can learn something from tutoring myself.So he asked me to be his tutor this semester.I need to earn money.You’ll never regret hiring me.I am eager to learn more.)Step 2 Dialogue Samples studyThe students read the second dialogue and speak out the following sentences that are used for working as a tutor in the dialogue.Teacher: Please read the second dialogue in pairs and speak out the sentences useful for working as a tutor in the dialogue.Several minutes later.Teacher: Now, can you speak out the sentences you’ve summarized?(Hi, Lin Lin! How are you doing these days?I really enjoy working with him.He is very curious and eager to learn.Which do you prefer, to work as a tutor or babysitter?A tutor, of course, for I can learn something from myself.I have to read the poems myself, and Tom also tells me many things about his country.)The teacher asks the students to speak out the sentences that are used outside class. Teacher: Do you know more you’ve learned outside class?Standby examples:I will work hard and eager to improve and learn.I am a very diligent student and a very hard worker.I have a full schedule of classes and try to study several hours per day..3. Communicative TasksTask 1: Talking about interviewing for a part-time job working on campusRoles: Mary and TomSituation: Work in pairs to practice interviewing for a part-time job working on your campus as a clerk in the library or the bookstore. Take turns so both of you have a chanceto be the candidate. Typical answers should be from 30-60 seconds in length.The students are given 5 minutes to work in pairs according to the situation given and then role-play the task. Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they use for talking about a part-time job interview.Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then the others will be invited to make comments on yourperformance. The comments should involve the presentation of the real-life situationand the English you use for talking about a part-time job interview.Task 2: Interviewing for a part-time job off-campusThe students do the task after class in pairs.4. Read and ExploreLexical preparation for Passage AStep 1 Word studyKey words and expressions:undertake; learn about; scary; orientation; cover; recommendlearn about; be scared about; run low; turn out; intend; get to know/learn; economical;Students are given 7 minutes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first two words,Group 2…Sentences to be picked up:(1) At that early stage of my inquiry I was pretty open about where to go and what kind ofwork to undertake.( Para. 1)(2) Soon I learned about BUNAC, a program that seemed to be designed precisely forstudents with such interests.( Para. 2)(3) I have to admit it was pretty scary. ( Para. 3)(4) It wasn’t until my third day that I visited the BUNAC office and went throughorientation. ( Para. 3)(5) I was most scared about finding a job since my financial resources were running low andI needed to get a paycheck soon.( Para. 3)(6)It turns out that finding a job was just as easy as making a CV! ( Para. 4)(7)There is so much to see that after six months exploring I probably covered only half ofwhat I intended.( Para. 5)(8)Most of my coworkers were British so I feel like I really got to know and learn the Britishculture through such a huge aspect of a British person’s daily life. ( Para. 6)(9) Secondly, it is an economical way to live and travel in another country since most jobspay enough to cover rent, living expenses and some travel expenses.( Para. 6)(10) I would not hesitate for a second to recommend it to anyone!(Para.7)Step 2 Sentence makingThe students make sentences with the following words and expressions in pairs.learn about; be scared about; run low;turn out; intend; get to know/learn; economical Teacher: Let’s do more practice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later you’ll read us your sentences.Step 3 Further studyWords for further study:undertake; scary; orientation; cover; recommendThe teacher demonstrates the special usage of the words.Teacher: Now, let’s have a look at the special usage of some of the key words.(1) undertake v. to take up or accepte.g.She undertook the responsibility for education of her brother’s son.The lawyer undertook the case without a fee.(2) scary a. frighteningscared: frightenedbe scared about: be frightened of , be afraid ofe.g. I was most scared about finding a job.(3) orientation n. an introduction, as a tour, that helps one to adjust to new surroundings.e.g. The orientation of our college took me quite a long time.In many companies the orientation of new employees is the duty of the trainingoffice.(4) cover v. to include (sth.); deal with; travel (a certain distance)e.g. The class covered only half of what the teacher intendedOur trip covered only half of what the tour guide intended(5) recommend vt.praise sth as suitable for a purpose; suggest, adviserecommend sb to doe.g. I recommend you to fol low your doctor’s advice.recommend + clause (should +v)e.g. The head recommended that computers (should) be used in the banks.c.f. advise; command; demand; desire; insist; order, propose; request; require;suggest; urge; etc.Assignment for this session1. Pair workTwo students role-play Communicative task 2 according to the topic and the situation ofthe task. Performance in class is necessary in the next session.2. Individual work1) The students learn the new words of Passage A by heart.2) The students listen to and read Passage A aloud for at least two times.3. Group workThe students do the pre-reading exercise of Passage A in groups.Session 2 (90-100 minutes)1. Role-playingThe students are given three minutes to role-play Communicative Task 2 in groups. Then some pairs give their performance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire.Teacher: For today’s oral practice, first let’s role-play Communicative Task 2. I’d like to give you two minutes to rehearse it, and then you’ll give us your performance. Some pairswill be invited to make comments on your performance according to your presentationof the situation, your language and its fluency and pronunciation.2. Read and Explore Passage A Marcela’s Work ExperienceStep 1 Warm-up questions1. Do you have any working experience? What kind of work do you think you would enjoy?2. What did the author do and how did she enjoy her work experience there?3. What main lessons did the author learn from her time abroad?Step 2 Analyzing the passage structureThe students are given five minutes to analyze the structure of Passage A in groups. Teacher: Please work in groups for 5 minutes so as to see how many parts the passage falls into.Step 3 Understanding the details of each partThe students are given ten minutes to have a group discussion of the questions given on PPT according to the structure analysis of the passage.Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage we’ve done.Questions for discussion on PPT:1.When did Marcela decide to experience living abroad?(early in her college years)2. Was it easy for her to find a job there? State the job-hunting experience.(Yes, it was. The third day--visiting the BUNAC office—get orientation—learn about some information—chose three different business employers—fax them my cover letter and CV—three interviews—get a job in a bank)3. What are the advantages of her working in London?(advantages: For one...; Secondly...; And thirdly...)Step 4 Understanding the words and expressions used to describe the author’s feeling to live abroadThe students work in pairs to summarize the words used for describing the author’s feelings to live abroad.Teacher: Please read the whole passage again and summarize in pairs the words used for describing the author’s feelings to live abroad.One minute later.Tell us all the words you’ve summarized.(strong; be willing to do anything; preety scary; be scared about; as easy as; interesting;valuable work experience; best decision; not hesitate for a second to recommend to;) Step 5 Understanding the turning point of the author’s feelingThe students work in groups to find out the turning point of the story.Teacher: Please have a group discussion to find out which paragraph describes the turning point of the author’s feeling.Para. 3Turning-point↗↘Scary ↗↘relaxed↗↘Para.1 Para.7Step 6 Understanding the title of the passageThe students have a group discussion to answer the following question:Teacher: Please work in groups to answer my last question: How highly did Marcela think of her experience working in London?(She thinks that working in London has been the best decision she has made so far. She strongly recommended it)Step 7 Simulating and translatingThe students do Exercise 8.Assignment for this session1. Oral workTalk about the benefits students can get from working abroad.2. Written workWrite a paragraph about the job you would like to have.3. Exercises 2-7Session 3 (90-100 minutes)1. Oral workThe students talk about the benefits students can get from working abroad in groups first and then one of them is assigned to represent his group to do class presentation.Teacher: For today’s first oral practice, let’s talk about the benefits students can get from working abroad according to Passage A. I’d like to give you five minutes to practice it in groups, and then the representative of your group will do the presentation in class. Some of you are to be invited to make comments on your performance according to the following assessment standard.Commentary tips on PPT:1) the content: (first,...second,...third,...)2) the language3) the fluency4) intonation and pronunciation2. Class discussion of Exercises 2-7The students raise their questions and the teacher has a discussion with them.3. Reading Skills Practice: Review and RecallStep 1 Skill studyThe Students are expected to read the definition of the skill and try to answer the questions listed on PPT.Teacher: Please read the definition of the skill and work in pairs to answer the questions listed on PPT.Question on PPT:(1) What method can you resort to if you want to remember the key points in a paragraph?(2) How can the method profit you?Step 2 Skill PracticeThe students do Exercise 16 and the teacher holds the discussion with them.4. Read and Explore Passage B Living on My OwnStep 1 Warm-up questions1. When do you think you can live on your own?2. What does the author think about living on his own?3. Do you review or recall when you read? If so,how often do you review your lessons?Step 2 Fast reading and class discussionThe students first do fast reading of Passage B with the help of the reading skill of “Review and Recall” within 8 minutes and try to finish Ex. 12. A class discussion of the keys to the exercise will be held by the teacher.Teacher: OK, let’s come to the passage. Please do fast reading of Passage B with the help of the reading skill of “Review and Recall” within 8 minutes and try to finish Ex.12.Eight minutes later.Have you filled in the blanks? Can you tell us the sentence that indicates the key?Sentences indicating the keys to Ex. 121. The first time I decided to leave home was when I was a sophomore in high school.(Para. 1)2. First of all, I have learned that living on my own requires that I become lessresponsible.( Para. 2)3. Another different experience for me while living on my own is that now I have becomeless decisive.(Para. 3)4. Therefore, I became more creative just living on my own. I could my own futureplan.(Para. 4)5. In addition, I don’t think that it is appropriate for everyone in this world to love theirparents and themselves before they love anyone else. (Para. 5)Step 3 Group discussionThe students work in groups to complete the statements in Exercise 11. Then the teacher holdsa class discussion of the answers.Teacher: Now, work in groups for 5 minutes to complete the statements with the information you got from the passage in Exercise 10.Five minutes later.Have you finished exercise 10? In which paragraph did you find the key?No.1 According to the passage, the author decided to leave home because___.( Para. 1)No.2 According to the passage, the author became ___after he lived on his own.( Para. 2) No.3 From the passage, we can see that the author___.(Paras.2-3)No.4 The author think___ was the nicest thing in the world. ( Para. 4)No.5 The passage mainly tells us that___.( Paras.1-5)Step 4 Class discussion of difficult pointsThe teacher holds a class discussion of the difficult language points the students may enquire about.Teacher: Now, you’ve got a better understanding of the passage by doing Ex. 11 & 12. Is there any sentence or word that you still don’t understand? OK, let’s come to the key wordsand expressions.Step 5 Word studyThe students make sentences with one of the words and expressions on PPT , imitating the related sentences in the passage.Teacher: Please make a sentence with one of the words and expressions on the screen within one minute, and then you are expected to read your sentence in class.Words and expressions on PPT:have trouble doing sth.; assign; fail to do; deal with; now that;conclusion; at the same time; make use of;Standby examples:1. have trouble (in) doing sth.: have some difficulties (in) doing sth.e.g. I think Learning English well is a snap for me and I don’t have trouble learning it.Did you have much trouble dealing with the problem?2.assign vt. to give someone a particular job or make them responsible for a particular person. assign sb. sth. ：assign sb. to do sth.e.g. He assigned me the job.3. fail to do: be unsuccessful in (sth.)e.g. The report fails to mention the real cost of this experiment.4. deal with: to control; to handle; to cope withe.g. how would you deal with an armed burglar?5. now that: because of the fact thate.g. Now that you are an adult, you should deal with whatever you come across on your own.6. conclusion n. the end, a judgement or decisioncome to a conclusion/ draw a conclusione.g. They came to the conclusion that the experiment would be successful.in conclusion：e.g. In conclusion, I’d like to thank all my friend.7. at the same time:e.g. The two runners reached the finish line at the same time.in spite of the fact; even thoughe.g. John did pass the test, at the same time，he did not know the subject very well.8. make use of : use or benefit from sth. or sb.e.g. The teacher told them that they had to make good use of their time.c.f. take advantage of: make use ofe.g. The young lady used her charm to try to take advantage of her boss.The little girl knew how to take advantage of the others to help her.5. Write and ProduceGeneral Writing Consistency of Verb TensesStep 1 Grammar reviewThe teacher asks a student to explain the definition of consistency of verb tenses with an example first and then holds a discussion of the questions the students may ask.Teacher: What is consistency of verb tenses? Would you please explain it with an example?Standby examples:1. I have decided to major in computer science, and I am sure that this is the right decision.2. By the time we arrived at the airport, the rain had already stopped.3. Whether he has signed the contract or not doesn’t matter.4. Mr. Li is determined to study harder so that he would have more chances to find a better job.5. The food that my sister is cooking in the kitchen smells delicious.Step 2 Sentence writingThe students are expected to write a complex sentence with consistent verb tenses.And then they exchange their sentences in groups. After that, the teacher will ask some students to read their sentences.Teacher: Now, let’s do some practice of the clause. Please write a complex sentence with consistent verb tenses and exchange your sentences in groups. And then, read yoursentence in class.Step 3 More practiceThe students do Exercise 19.Practical Writing Bank Account FormModel Bank Account FormStep 1 Content analysisThe teacher may take the Sample as an example for the analysis of the content of a bank account form, and explain the words and expressions marked in red.Teacher: Please read Sample 1 and work in pairs for five minutes to discuss what should be covered in a bank account form.Sample on PPTAccount Opening FormThank you for choosing to bank with us. Please print, complete, and sign this form. Mail with your initial opening deposit to:Emigrant Saving BankCommunications DepartmentP．O．Box1403New York，NY 10163Please open a new account as indicated below:____Certificate of deposit for____ Months ___other____Individual____Jointly_____________________________________________________________________ ____In trust for_________________________________________________________________ Name Joint NameAddress AddressCity/State/Zip City/State/ZipDate of Birth Date of BirthMother’s Maiden Name Mother’s Maiden NameOccupation OccupationHome Phone Number Home Phone NumberDaytime/Business Phone Number Daytime/Business Phone NumberSocial Security Number Social Security NumberE-mail Address E-mail AddressThe social security number shown on this form is my correct taxpayer identification number and I am not subject to backup withholding. The social security number shown on this form is my correct taxpayer identification number and I am not subject to backup withholding.Signature SignatureContent covered1.Choose a bank2. Information to ask for3. Items to open an accountStep 2 Sentence studythe relevant sentences used a bank account form in the SampleTeacher: Please work in groups for five minutes to summarize the sentences often used a bank account in the Sample.Sentences summarized:1. Please print, complete, and sign this form.2. Mail with your initial opening deposit to:3. Please open a new account as indicated below:4. The social security number shown on this form is my correct taxpayer identification numberand I am not subject to backup withholding.。