授课题目（教学章节或主题）：

Unit 1 Parents and Children    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1.Students learn how to preview the passage.    

2. By reading, the teacher gives students suggestions on how to improve reading skills and how to cherish the love of family members.    

3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. How much do you love your parents? Do you love them a lot, or not so much? Why?    

2.Reflect on your childhood. Are you still impressed by some incidents that took place between you and your parents? If yes, what are they and why are they still fresh in your memory?    

3.What qualities do you expect of your father and mother and why do you say so?    

4.Spanking, the act of hitting a child on their bottom with your open hand as punishment, can be heard or seen from time to time. Do you consider such behavior acceptable? Explain.    

5. What, in your opinion, are recommended ways of dealing with children’s behavior problems? Why?    

II. In-reading Activities:

Step 1 Background information    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One

1). standards of conduct 2). principled values 3). preserve the health and security 4). timeless values    

5). the importance of faith 6). civic and social organizations 7). strengthen the bonds    

8). National Center on Addiction and Substance Abuse 9). prominent figures 10). spend quality time    

ReadingFour

1). in the span of 2). concerned citizens 3). wide variation 4). victims of abuse and neglect    

5). law enforcement official 6). be obligated to do 7). frequent complaints 8). improper nourishment    

9). be mentally disturbed 10). severe physical punishment 11). social isolation 12). occupational status    

13). aggravate the situation 14). offer insight into 15). tragic phenomenon    

3. Long and difficult sentences    

III. Reading skill: Previewing (I)    

1. Look at the goals, directions or introductions.The writer tells you what you should get out of a text. So check the goals before you read so that you’ll know what to read for.    

2. Look at the title.The title often gives the main idea of an article for which you can guess what you will be reading about. You can set a purpose for your reading.    

3. Look at the key words in different prints.Letters in bold type, italics, or even color are used to call your attention to important words or ideas. Noting these in advance can assist you in your reading.    

4. Read the first paragraphThe first paragraph usually tells what a text is about. And you can predict what you will be reading about by looking at the first paragraph.    

5. Read the last paragraph.The last paragraph often serves as the conclusion of the passage.    

6. Look for the topic sentences(usually in the beginning or the end of the paragraph, sometimes in the middle) This often gives you a quick idea of the general content of the text before you begin to read carefully in full.    

7. Think about the main idea    

IV.Exercises:

1.Word match    

2.Blank-filling Exercise

3.Cloze

重点、难点

1．How to guess the meaning from context reading    

2．How to cherish love of family members    

3．Some ways to enlarge vocabulary    

教学手段与方法：

1.Lecture & Practice    

2.Group discussion    

思考题、讨论题、作业：

1.What, in your opinion, are recommended ways of dealing with children’s behavior problems? Why?    

2.Supplement material    

授课题目（教学章节或主题）：

Unit 2 Psychology in Daily Life    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1. Introduce some information on daily life psychology;    

2. Enlarge students’ vocabulary about psychology;    

3. Do more exercises on skimming and scanning.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. What kind of person do you think you are? Are you basically an optimist or a pessimist? How much do you approve of your own behavior?    

2.What is emotional health? What are the basic qualities demonstrated by those emotionally healthy people in our culture?    

3. How do you cope with anxiety and anger? How do you deal with your weakness and convince yourself that you can survive crisis in your life?    

4. If you are not able to work, study, or pursue personal activities productively and happily, will you take measures to make changes? Explain.    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One

1).emotional health 2). disturbing news 3). maintain good psychological health    

4). feel overwhelmed by problems 5). a mental health professional 6). resolve problems    

7). supervised clinical internship 8). express feelings appropriately    

9). be passionate about 10). physical checkups    

ReadingTwo

1). on successive days 2). condolence calls 3). abrupt change of climate 4). feel guilty    

5). contagious diseases 6). infantile notion 7). be tired or frustrated 8). unrealistic expectations    

9). incurable diseases 10). irrational feelings    

3. Long and difficult sentences    

III. Reading skill: Previewing (II)

1. Look at subtitles and subheadings.    

Essays, newspaper articles, and other longer reading materials sometimes have subtitles and subheadings (usually in heavy, dark print or italics). They signal what information you will find in it.    

2. Look at any questions that appear after the reading.    

These questions are signals of what’s important    

3. Identifying the main idea in various locations in the paragraph.    

Authors most frequently use the first sentence of a paragraph to state the main idea. However, they may place it in the middle, at the end, or leave it unstated. In that event, you must find out the main idea yourself.    

IV. Exercises:

1.Word match    

2.Blank-filling    

3.Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1．How to guess the meaning from context reading    

2．How to achieve good mental health    

3．Some ways to enlarge vocabulary    

教学手段与方法：

1.Lecture & Practice    

2.Group discussion    

思考题、讨论题、作业：

1.What, in your opinion, is emotional health? What are the basic qualities demonstrated by those emotionally healthy people in our culture?    

2.If you are unable to work, study, or do something effectively, will you stop to find solutions? Explain.    

授课题目（教学章节或主题）：

UnitThree University Life    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1.Students learn how to understand the topic of university life.    

2.By reading the materials, the students are suggested to collect some information about university life.    

3.After learning unit three, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.    

教学内容（包括基本内容、重点、难点）：

基本内容：

I. Pre-reading discussion:

1. Before you became a university student, you may have imagined what it would be like to study in a university. Is university life what you imagined it would be?    

2. What do you think is the most important thing to achieve at university? Explain.    

3.Do you agree that examinations are an important means of assessing your school work? How do you feel when you are sitting in an examination?    

4. In what ways is the university life of your generation different from that of your parents’ generation?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

ReadingTwo

1). feel panicky 2). field of vision 3). overcome test anxiety 4). get the best of you 5). relieve tension    

6). a challenging situation 7). be keyed up 8). concentrate on 9). set a moderate pace    

10). steer clear of 11). familiarize yourself with the surroundings    

12). underline the significant instructions 13). eliminate the impossible answers    

14). organize your thoughts 15). torture oneself    

ReadingFour

1). attribute flaw to 2). flip side 3). unique gifts and talents 4). odds and ends 5). sth. infuriate sb.    

6). insensitivity and rudeness 7). feelings of empathy 8). go through alone 9). clear up 10). see eye to eye    

3. Long and difficult sentences    

III. Reading Skills:Guessing meanings of words from context

It benefits many readers, especially those students who are weaker in reading but want to improve their reading comprehension skills effectively. Guessing meaning of words can be based on existing world knowledge, knowledge about the topic, contextual clues (previous or following sentences or paragraphs), or linguistic knowledge.    

Context Clue to Word Meaning (I)    

Context means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider:Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.

Context sometimes gives example clues. Consider: like horses, human beings have a variety ofgaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate.

IV. Exercises:

1.Word match    

2.Blank-filling    

3.Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1. How to understand the topic    

2. How to begin new life in the university    

3. Some ways to enlarge vocabulary:    

教学手段与方法：

1. Lecture & Practice    

2. Group discussion    

思考题、讨论题、作业：

1. Many university students nowadays take part-time jobs. What is your attitude towards students taking part-time jobs?    

2. Do you share a room with others at university or do you rent your own room? List the advantages and disadvantages of sharing rooms and living alone.    

授课题目（教学章节或主题）：

Unit 4 Jobs and Careers    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1. Students learn how to determine the main idea of the text;    

2. By reading the materials, students should learn to improve reading skills and try to make good use of them.    

3. After learning this unit, students should enlarge their vocabulary about jobs and careers.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. How much do you love your parents? Do you love them a lot, or not so much? Why?    

2. What qualities do you expect of your father and mother and why do you say so?    

3. What kind of career are you dreaming of? Why do you want to pursue such a career?    

4. What makes a successful career?    

5. Have you ever had a job interview? If yes, did you encounter any problems?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One—Enjoy Your Job

1). ridiculous notion 2). feeling of masterfulness and responsibility 3). vocational maladjustment    

4). take immediate steps 5). feel restless and uncomfortable 6). be lulled into unconsciousness    

7). monotonous routine 8). expressionless faces 9). a sense of achievement 10). acknowledge one’s creativeness    

Reading Four—When Dreams Won’t Die

1). glamorous world 2). flawless skin 3). exotic place 4). reverse the negative effect    

5). break numerous sales records 6). look forward to sth/doing sth. 7). overwhelming response    

8). public sentiment 9). a sense of fulfillment 10). rocky and twisted path    

3. Long and difficult sentences    

III. Reading skill: determining the idea    

Step 1 Introduction    

1. Relating the topics with details    

2. Identifying the main idea in various locations in the paragraph    

Step 2 Practice    

IV. Exercises:    

1. Word match    

2. Blank-filling    

3. Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1. The use of the reading skills    

2. The comprehension of the unit topic    

教学手段与方法：

1. Lecture & Practice    

2. Group discussion    

思考题、讨论题、作业：

1.What similarities and differences are there between Western and Chinese dinner invitation?    

2.Section C    

授课题目（教学章节或主题）：

Unit 5 Care of the Elderly    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1. Students learn how to recognize the organization and see relationship;    

2. By reading the materials, students should learn to improve reading skills and try to make good use of them.    

3. After learning this unit, students should enlarge their vocabulary about family matter.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. Who do your grandparents live with? Do you think they should live with their children or by themselves?    

2. Which is more important for an elderly people: physical comfort or psychological care from their children?    

3. Once in a while a case of someone having ill-treated an elder person is reported. What should we do to punish those who abuse the aged?    

4. What do you think is the most serious problem faced by elderly people?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One—Care of the Elderly: A Family Matter

1). unfortunate myth 2). fictitious story 3). share a common characteristic 4). dependent relative    

5). have an obligation to do sth. 6). a very positive experience 7). affectionate and cooperative    

8). experts on aging 9). in advance 10). a mutually satisfying experience    

Reading Two—A Doll for Great-Grandmother

1). arouse one’s interest 2). an exquisite face 3). take on a reverent tone 4). smash into a dozen pieces    

5). no sooner…than… 6). my heart filled with pride 7). compassionate little daughter    

8). hold sth. to one’s chest 9). tears of joy 10). a likelier explanation    

3. Long and difficult sentences    

III. Reading skill:    

context clues to word meaning (II)

Try to guess the meaning from context. E.g.    

When the student meets another miserable person from the same country, he will pour out his unhappy feelings. Together they cancomplainin their native language.

If you are driving across the country or through a city, you can also check thebillboardsyou will see along the roads. They advertise not only products but also coming events and sights to see.

Recognize the organization and see the relationship (I) ---sequence of the events    

Step 1 Introduction    

1. Time order    

2. Space order    

Step 2 Practice    

IV. Exercises:    

1. Word match    

2. Blank-filling    

3. Cloze    

重点、难点

1. The practice of the reading skills    

2. The comprehension of the unit topic    

3. The mastery of the related expressions.    

教学手段与方法：

1.Lecture & Practice    

2.Group discussion    

思考题、讨论题、作业：

1.What can we do to help the lonely elderly people?    

2.What do you think is the most serious problem faced by elderly people?    

3.Supplement reading material.    

授课题目（教学章节或主题）：

Unit 6 Changes and Challenges in Life    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1.Students learn how to recognize organization and see relationship (II).    

2. By reading the materials, the teacher gives students suggestions on how to improve reading skills and how to cope with the changes and challenges in life.    

3. After learning unit one, students should enlarge the vocabulary about changes and challenges.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. What is your definition of challenge? What role does challenge play in one’s life?    

2. Do you think courage is vital for us to boldly face challenges? Explain.    

3. If you think courage is vital for us to boldly face challenges? Explain.    

4. Reflect on your past. Have any significant challenges or changes affected your life a lot?    

5. What is the greatest challenge for you at present? How are you going to face it?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One—Buttoning Up Profits

1). as it turned out 2). take advantage of 3). the most appealing to the young 4). fashion statement    

5). attempt to do sth 6). be in financial trouble 7). net income 8). at the mercy of sb.    

9). unprofitable activities 10). the continued prosperity    

Reading Three—Fear of Failure

1). fear of failure 2). labor-saving inventions 3). indulge oneself in 4). wallow in selp-pity    

5). immobilizing emotions 6). be governed by 7). definite payoffs 8). meaningful goal    

9). a perfect excuse for sth. 10). overlook one major point 11). set standards of success    

12). fall into the trap of 13). throw one’s hat in the ring 14). public exposure 15). be preceded by    

3. Long and difficult sentences    

III. Reading skill: Recognize the organization and see the relationship (II) ---Understanding supporting details    

Step 1 Introduction    

1. Relating the main idea and the details    

2. Sorting out major and miner details    

Step 2 Practice    

IV. Exercises:    

1. Word match    

2. Blank-filling    

3. Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1. The practice of the reading skills    

2. The comprehension of the unit topic    

3. The mastery of the related expressions.    

教学手段与方法：

1. Lecture & Practice    

2. Group discussion    

思考题、讨论题、作业：

1.What is the greatest challenge for you at present? How are you going to face it?    

2.If you are facing a challenge that you can hardly conquer, will you persist in facing it or simply give up? Explain.    

授课题目（教学章节或主题）：

Unit 7Stress in Our Life    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1.Students learn how to find the point of view.    

2. By reading the materials, the teacher gives students suggestions on how to improve reading skills and how to cope with the stress in life.    

3. After learning this unit, students should enlarge the vocabulary about stress and psychology.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. What is stress? Share your understanding of the term with your group members. Give examples when necessary.    

2. Do you experience stress in life and what stress are you facing?    

3. Do your classmates and friends suffer from stress too? What may be the main factors that cause stress?    

4. Do you think that environmental factors, such as pollution, traffic jams, can also cause stress?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading One—Can Stress Make You Sick?

1). immune system 2). get various diseases 3). this discovery indicates that… 4). emotional factors    

5). be infected with a virus 6). focus on 7). bereaved people 8). severe psychological stress    

9). positive proof 10). take medication    

Reading Three—Stress—It Affects Children, Too.

1). cope with family responsibilities 2). meet challenges 3). praise their efforts 4). for the sake of    

5). in the long run 6). offer suggestions 7). feel competent 8). increase confidence    

9). emotional growth 10). the distraction of sth.    

3. Long and difficult sentences    

III. Reading skill: Finding out the point of view    

Step 1 Introduction    

Recognizing the point of view can give you a better understanding of the author’s attitudes towards people, places, events and ideas. Point of view answers the questions:    

1. Who tells the story?    

2. What part does the narrator play in the action?    

Step 2 Practice    

IV. Exercises:    

1. Word match    

2. Blank-filling    

3. Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1. The practice of the reading skills    

2. The comprehension of the unit topic    

3. The mastery of the related expressions.    

教学手段与方法：

1. Lecture & Practice    

2. Group discussion    

思考题、讨论题、作业：

1. Can stress make you sick? Explain.    

2. Do you think that environmental factors, such as pollution, traffic jams, etc. can also cause stress? Explain.    

3. Read the supplement materials.    

授课题目（教学章节或主题）：

Unit 8 Heroes of Our Time    

授课方式

讲授、练习    

授课学时

4    

教学目标或要求：

1.Students learn how to guess the meaning of the words from the word-formation.    

2. By reading the materials, the teacher gives students suggestions on how to improve reading skills and how to set up values.    

3. After learning this unit, students should enlarge the vocabulary about values and principles.    

教学内容（包括基本内容、重点、难点）：

I. Pre-reading discussion:

1. The ancient Greeks said,” Tell me who you admire and I’ll tell you who you are.” Please state what kind of people you admire most and explain why.    

2. Describe one of two heroes you know and respect to your friends and tell why you respect them.    

3. What are the enduring qualities that we often expect in a hero?    

4. Does the definition of a hero change over time or does it remain unchanged?    

II. In-reading Activities:

Step 1 Fast reading    

Step 2 Reading-in-depth    

1. Reading Exercise    

2. Words and Expressions    

Reading Three—Father to 500

1). found a program 2). resist family pressure 3). poverty-stricken families 4). be worth the effort    

5). nongovernment organizations 6). in addition to 7). a wide range of subjects    

8). the importance of perseverance 9). rely mainly on 10). distinguished development worker    

3. Long and difficult sentences    

III. Reading skill:guessing the meaning of the words from the word-formation    

Step 1 Introduction    

1. Affixation    

2. Conversion    

3. Compounding    

4. Shortening    

5. Acronyms    

6. Blending    

Step 2 Practice    

IV. Exercises:    

1. Word match    

2. Blank-filling    

3. Cloze    

V. Post-reading

Fast Reading Exercise    

重点、难点

1. The practice of the reading skills    

2. The comprehension of the unit topic    

3. The mastery of the related words.    

教学手段与方法：

1. Lecture & Practice    

2. Group discussion    

思考题、讨论题、作业：

1.What are the enduring qualities that we often expect in a hero?    

2.How do you feel when you read stories of heroism--- ordinary people who find themselves faced with an emergency and boldly respond to the call?