Unit 6, Book Four
I. Section B The Biggest Threat to the Role of Police Officers
1. Teaching Objectives: To know the meaning and usage of some important words, phrases and patterns To improve Ss’ reading skills by studying section B To respond and cooperate with classmates willingly To participate actively
To read sentences and texts with proper intonation
2.Time Allotment: Section B(2period):
Practice of the reading skill (making inferences);
T checks on Ss’ home reading by asking questions based on the passage. T explains some difficult sentences
3.Teaching Procedures: 3.1 Pre-reading Activities
Step 1 Greetings
Greet the whole class as usual. Step 2. Review
1. Ask students some questions to review the last lesson（show them on the screen）.
2. Check the homework
Method: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.
Step 3. Reading Skills --- Reading Between the Lines
T explains the reading skill and show them a couple of examples.
Reading between the lines means drawing inferences about the writer’s meanings, ideas, purposes, intentions or conclusions. Making inferences relies on the textual clues, logical thinking and common sense and sometimes our knowledge of the world and on what is written or what is not written. Example 1： Read Para. 1 of Passage A in Unit 6 and answer the following question:
Question: What can account for the students’ surprise when finding that classes on business ethics have been included in their schedule?
Possible answer: The students are innocent and inexperienced and they don’t expect bribery and similar activities to be common in business.
Example 2: Read Para. 11 of Passage A in Unit 6 and answer the following question:
Question: What does “business interests” imply?
Possible answer: “Business interests” here implies making profits.
Purpose: Introduce the reading skill to the Ss and improve their reading abilities. Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Ss practice the skill by answering the questions inserted in the text through skimming it.
Step 4. Passage Reading
4.1 Lead-in and preparation for reading
Show Ss some pictures and let them listen to something recording about the work and life of police officers; Stimulating their discussion about the role police officers play, possible dangers they may encounter, etc.
Purpose: Arouse the students’ interest of study. Bring in new subject: The Biggest Threat to the Role of Police Officers .
Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audio-lingual method, and total physical response method.
4.2 Comprehension Questions
Ask the Ss to read the passage as quickly as they can and finish the comprehension questions on Page 151.
4.3 Difficult Sentences
1) I am afraid we killed many an innocent person carrying nothing more lethal than a stick. (Para. 3)
Meaning: I am afraid we killed many innocent people who only carried such things as a stick, which is not very likely to cause death.
2) They are kept up to scratch with intensive and regular training. (Para.4) Meaning: They were kept qualified for coping with the situations through intensive and regular training.
3) Before being allowed to leave the police for medical reasons, they lost between them 12,000 days on sick leave: the equivalent of 50 police officers off the street for a full year. (Para. 7)
Meaning: Before they retired early for medical reasons, totally they have been on sick leave for 12,000 days, which is equal to 50 police officers' working time for a full year.
4) I have lost count of the times we have been filming police officers on the street
when local residents have come up to us and told us... (Para. 13)
Meaning: I don't remember how many times local residents came to tell us… when we were making movies of police stories on the street.
4.4 Key Words and Expressions
1) crop up: appear or happen suddenly or unexpectedly
I’ll take her place today – something’s cropped up at her home. Problems will crop up and hit you before you are ready. 2) for real: really; seriously I’ll do it for real, right now.
After the trial period of three months, he got the position he longed for for real. 3) nothing (…) more than
这非常有趣，可是恐怕这只不过是一场表演而已。
This is very interesting, but I’m afraid that it is nothing more than a performance. 4) (be/come) up to scratch / (bring sb/sth) up to scratch: good enough for a particular standard
他的工作根本达不到要求。 His work simply isn’t up to scratch. 她的发音不够标准。
Her pronunciation isn’t up to scratch.
5) be on the wrong end of: suffer the bad effects of
This is a year for change, that’s clear. And we’re on the wrong end of change this year.
He once again on the wrong end of losing the game for his lack of self-confidence.. 6) throw up: produce sth. new or unexpected
It wasn’t a long meeting, but it did throw up some interesting suggestions. 这味道使我想呕吐。
The smell made me want to throw up.
7) lose count (of sth): used for emphasizing something that has happened many times
She had lost count of the number of times she’d told him to be careful. The little boy had lost count of the awards he was given for his good deeds. 8) There is no point (in) doing sth.: There is no sense (in) doing sth.
There is no point (in) crying over spilt milk---we’ve got to decide what to do next. There is no point (in) getting angry. Step 5. Assignment
Do the exercises about vocabulary and phrases Ss learnt in unit 6.
T asks Ss to prepare the next unit.
Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.