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教学目的
Teaching Objectives:
To talk about the effects of part-time employment
To further understand the text To apply the phrases and patterns
To master the paragraph writing skill
1. Know how to analyze and use writing devices
教学重点与难2. Drills of important phrases in the text
点 3. Know how to analyze the narrative style of the writer and the development
of the process about the content, and use these devices 1. lecture and explanation
教学方法与手 2. discussion and retelling
段 3. PowerPoint
4. deduction
教学的基本内容
Unit 6, Section A:
To work or not to work- That is the question
Teaching Procedures:
Pre-reading Activities
Step 1. Greetings
Greet the whole class warmly.
Step 2. Lead-in and preparation for reading
Let them talk to each other about the following questions: 1. Why do some students like to take part-time jobs?
2. What problems will students face with when they take part-time jobs?
3. What suggestions will you put forward toward students planning to work
part-time?
Step 3. Fast reading
Ask the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.
Text structure: ( structured writing ) The passage can be divided into 3 parts. Part1 (para.1)
Research methods
Part 2 (para2-4) Research findings
Part 3 (Para.5-8) Explanations for the negative effects
Part 4 (Para.9) Conclusion of the research
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教学的基本内容
Purpose: Improve the students reading’ and writing ability and understand the general idea of each paragraph.
Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Step 4. Preparation for details of the text on the screen
Students are required to look at the Words and Phrases on the screen and give a brief
presentation in class.
Words and Phrases:
Purpose: Train the Students ’ability of understanding and using foreign
language.
Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.
1. (Para.1) contrast with 与 , 形成对比；和 , 相对照
The experts also contrasted smokers with non-smokers, on different indicators of
their commitment to conduct.
专家们还对比了吸烟者和不吸烟者在行动力投入程度方面的不同指征。
2. (Para.2) interfere with 妨碍；阻止
Sharpening the axe will not interfere with the cutting of firewood.
磨刀不误砍柴工。
3. (Para.3) take a / its toll on对 , 产生不良影响
The difficult curriculum, and fierce competition have taken a serious toll on students ’ physical and mental health.
高难度的课程和激烈的竞争严重影响了这些学生的身心健康。
4. (Para.4)cut back on削减；缩减
Experts suggest that as the concentration of PM2.5 in the air exceeds 200, the general population shouldcut back on the social and recreational activities.
专家建议当大气中的可入肺颗粒物浓度超过
200 时，一般人群最好减少外出社
交和娱乐活动。
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教学的基本内容
5. (Para.7)drop out 退学；辍学；退出；脱离
We should help those students who have dropped out of school because of poverty, enabling them to return to school.
我们应该帮助那些由于贫困而失学的学生，使他们重返学校。
6. (Para.8) be accustomed to doing sth习.惯于做某事
Love is mutual, which needs to pay, also wants to harvest. We, as parents, please do not be blindly accustomed topaying for our children.
爱是相互的，它需要付出，也要去收获。作为家长的我们，千万不要一味习 惯为孩子付出爱。
7. (Para.9) contribute to 促成，造成（某事发生）
Animal fats and sugar contribute to a weight problem and can be a factor in heart disease.
动物脂肪和糖会导致体重增加，而且可能是引起心脏病的一个因素。
8. (Para.9) hold on to继续感到；仍然相信
Thousands of miles apart, we met with quarrels, and sometimes even a cold war, but we still hold on to love.
我们相隔千里，有争吵，也有冷战，但我们依然相信爱情。
Step 5: While-reading Activities
Language Points:
1. There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research (Para. 1) Meaning: There are many reliable methods to study how work affects
students’school performance, and we used a few of the methods in our research.
2. We have simplified and classified the data and the results are clear: The stakes
are high. (Para. 2)
Meaning: We have processed the data by making them simpler and grouping them into different categories. The research results are clear: The risks for working students are high.
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教学的基本内容
3. On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. (Para. 3)
Meaning: However, we also found out a different pattern, that is, when students work for about 10 hours or less every week, it does not seem to have a continuous bad effect on students’school performance.
4. In other words, over time, the more students work, the less committed to school
they become. (Para. 4)
Meaning: That is to say, as students work longer hours, they gradually become less devoted to study.
5. Over time, as these become established practices, students’commitment to
school is eroded bit by bit. (Para. 5)
Meaning: Gradually, as these practices of cutting corners have been in use for a long time, students become less and less committed to school.
Step 6: Typical patterns:
Purpose: Further understand the text（Train further reading ability ） to find out some difficult sentences and details of the text.
Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.
Typical patterns：
1. Nevertheless, given that half of all employed seniors, about one-third of all juniors, and about one-fifth of all second-year students work above the 20-hour limit, indications are that a large number of students are at risk of compromising their school careers with their part-time jobs. (Para.3, L3)
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