? an accident which has taught you something ; ? Some experience you will never forget.
The following words are given to the students for their reference exciting 令人兴奋的 busy 忙的 fun 有趣的 frustrating 令人沮丧的 pessimistic 悲观的
3. Students work in small groups and share the experience of the most memorable day in their lives with other group members. (8 minutes)
5. Students draft their essay individually. (15 minutes)
tiring/exhausting 累人的 easy 轻松的，简单的 normal 正常的 meaningful 有意义的 optimistic 乐观的 serious 严肃的，重要的 terrible 糟糕的，骇人的 desperating 令人绝望的 anxious 焦急的，担心的 relaxing 轻松的，放松的 pleasant 令人愉快的 unforgettable/memorable 令人难忘的 stressful 有压力的，紧迫的 under great in despair pressure/stress 绝望 处于压力之下 Unit 6 Animal Intelligence
1. 教学目标及基本要求： Students will be able to:
1) understand the main idea (some animals seem capable of thinking when it is in their own
interests to do so )and structure of the text (introduction, 3 subheadings to give 3 supporting examples , conclusions);
2) appreciate the importance of examples in exposition.
3) grasp the key language points and grammatical structures in the text.
4) conduct a series of reading, listening, speaking and writing activities centered upon the
theme of the unit.
2. 教学内容及学时分配： 教学内容 Pre-reading Discussion; Skimming; Detailed Reading of Part One Detailed Reading of Part Two; Text Explanation & Language Points
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学时数 1 1 Detailed Reading of Part Three; Text Analysis; Post-Reading Tasks Reading Practice Speaking Writing
3. 教学重点及难点：
Important language points and grammatical structures in the text.
4. 教学内容的深化及拓宽：
1 1 1 1 Students conduct a series of reading, listening, speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students more encouragement and guidance for their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程1》第177－184页的所有习题。 阅读第六单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第六单元及相关练习。 《大学英语阅读进阶》第六单元及相关练习 写作练习：Using Examples In Essay Writing
1st Period
1. Pre-Reading Task 1: Pair work (10 minutes)
Choose from the following list of animals three that you think are the most intelligent! Then discuss the reasons with your partner. (You can add more animals to the list!) Elephant; monkey; rat; dolphin; dog; parrot; cat; chimpanzee; fox; horse; Then some students are chosen to give their opinions to the whole class.
2. Pre-Reading Task 2: Group Discussion Students are required to discuss the following
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question in small groups. (10 minutes)
1) Do you know any stories which demonstrate how intelligent animals are? 2) Tell the story to other group members!
3. Skimming (10 minutes)
The teacher first draws students’ attention to the three subheadings in the text, and explains the function of them: suggesting to the reader the contents of each section; enhancing the formal appearance of the essay and eliminating the need for wordy transitional devices between sections.
Then Students read the instructions for Text Organization Exercise 2 to grasp the three-part structure of the text. Then students are required to skim the text and divide it into several parts: Suggested Key:
Part One (paragraph1- 2) Introduction Part Two (paragraph 3 – 12)
Examples and facts to show animal intelligence. Let’s Make a Deal
Some animals are intelligent enough to know how to bargain with people. Tale of a Whale
Animals like whales can assess a situation and act accordingly. Primate Shell Game
Some animals can be tricky (狡猾的,诡计多端的,会耍花招的) Part Three (paragraph 13) Conclusion
4. Detailed Reading of Part One (7 minutes)
Students are required to read the first part aloud and then answer the following questions. Part one serves as an introduction and includes paragraph 1 and paragraph 2 1) When does the author think animals will probably do their best thinking?
2) Why did the author talk to people like vets, animal researchers and zoo keepers? 3) What does the author think of the stories they told him?
The teacher explains this part of the text and important language points to the students. (8 minutes)
Surround; Explore; Encounter; Convince
2nd period
1. Students are required to read the first example in part two of the text and then answer the following questions: (7 minutes) Example One: Let’s Make A Deal
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1) Why did Colo break the key chain and only give Jendry a link? 2) How did Chantek try to expand the money supply?
3) Why did Chantek give Miles the stem after he ate all the grapes?
The teacher explains this part of the text and important language points to the students. (8 minutes)
Negotiate; relieve; Undertake; Extend; Expand
2. Example Two: Tale of a whale
Students are required to read the second example and then answer the following questions. (7 minutes)
1) What do behaviorists say about animals’ willingness to cooperate? 2) And what does the author think of it? 3) Why did Gail speak so highly of Orky?
The teacher explains this part of the text and important language points to the students. (8 minutes)
Cooperate; Access; Size Up; Release
3. Example Three: Primate Shell Game
Students are required to read the third example and then answer the following questions. (7 minutes)
1) Why did Shewman give Melati another orange?
2) Where did Towan hide his orange? What does the act revel?
The teacher explains this part of the text and important language points to the students. (8 minutes)
Deceive; Original; Give in;
Homework:
1) Students review the important language points learned in the text.
2) Students are required to read the 3 passages in the unit three of their reading course and prepare for the group discussion to be held next time.
3rd Period
1. Part Three Students read part three of the text and then answer the following questions. (5 minutes)
1) This part serves as a conclusion to this article and includes paragraph 13. 2) What is the author's view about animal intelligence? Do you agree?
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