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1、Unit 10 Risks I. Teaching Objectives Theoretical basis: College English Syllabus (1999); College English Curriculum Requirements (2004) 1. World knowledge (based on Ss’ current situation): 1) What kinds of risks reach to us often? (physical ones, financial ones and

2、 emotional ones) 2) What are the different attitudes towards risks? (optimists and pessimists) 3) Precautions a

3、gainst possible risks (considerations beforehand, evaluation to the possible situation) 2. Linguistic knowledge: 1) vocabulary: a. the new words of CET-4 category (usage, synonyms and antonyms, m

4、atch, etc.) 2) frequently-used phrases and expressions 3) some grammatical points (sentence structure analyses, coherence, etc.) 3. Language skills Listening: to understand the general idea of the passage, to get the specific information, to take notes while listen

5、ing out the materials Speaking: to describe a picture, and then tell others what the picture conveys (reasoning the opinion) Reading: 1) intensive reading: skimming and scanning to get the general idea and specific information of the passage, 2) extensive reading: to get

6、 the main idea 3) to grasp the micro skills of inference, guessing and generalization 4) to have an impression of how a prose writes 5) to understand figurative language Writing: 1) sentence translation 2) to practice writing by contrast 3) to give su

7、pportive evidences to a certain opinion 4. Leaning strategies training: encourage the students to use appropriate strategies according to their personal differences and different tasks II. Focal Points and Difficult points 1. Focal points: 1) skills training 2) the linguistic

8、knowledge occurring in the unit 2. Difficult points: 1) to get the required information appropriately and exactly 2) to have insightful comprehension III. Teaching Methodology Mainly applying task-based approach and communicative one to construct a student-centered classroom The whole

9、learning and teaching process is tended to follow the model of pre-task----task cycle----post-task IV. Time Arrangement According to the students’ current situation and the learning content, the unit is going to fall into 8 periods----listening and speaking (2 periods), reading (2 periods), ex

10、ercises and further development (2 periods), writing (2 periods) Listening and Speaking I. Teaching Content Warm-up: 1) analyses of different jobs and their corresponding risks 2) T’s background knowledge introduction as recruitment and Ss’ discussion on the unit topic of risk

11、s Listening of 2 passages II. Procedures 1. Warm-up 1) T and Ss list different jobs, and then Ss discuss the corresponding risks Jobs: nurse, psychiatrist, businessman, policeman, coal miner, lawyer, stockbroker, presidents, secretary, beggar, teacher, fighter pilot, accountant, football

12、player, interpreter, fireman, singer, civil servant, ambassador… Categorize them into three types: physical ones, financial ones, emotional ones 2) Which activity is riskier? Rock climbing, working on a farm, driving a car, skiing, being a 65-year-old man, flying in an airplane, driving

13、a motorcycle, and skydiving 3) Issue discussion: Do you think TEM-4 causes risks in the students? If there is some, what are they? (certificate, degree, emotional influence, job) 4) background information Risk is the probability of losing something of value. Since we value life above other th

14、ings, the greatest risk for most people is the risk of death. Yet life itself, to the best of our knowledge, is ultimately fatal. The key word here is "ultimately". Since we hope to live a lot longer, we easily overlook the routine and long-range risks associated with being human, and concentrate in

15、stead on other sorts of risks. We rarely think about the chances of death, disability, or disaster, or try to predict the times of their occurrence. Walking across the street in many cities is more dangerous than riding an airplane across an ocean, but many people give no thought to the form

16、er and have great fear of the latter. People eagerly do dangerous things for recreation that they would rarely do at work, such as scaling a steep mountain or skiing rapidly down it. Young people are especially willing to take foolish chances for the sheer joy of doing so, or because they discount t

17、he probability of adverse outcomes. Yet they should probably be much more careful than their elders, since they have longer life expectancies remaining and thus have more at stake. Other things we value include health, safety, money, property, relationships and happiness. There are risks at

18、tached to the loss of any of these. Hypochondriacs exaggerate the risks of ill health or injury. Ironically the precautions taken to promote health and safety may add to a hypochondriac's perception of the risks involved. A wise investor takes calculated risks with money and tries to choose reasonab

19、le risks over unreasonable ones. A compulsive gambler, on the other hand, is so addicted to risk that there is little thought of the loss that inevitably follows from gambling indefinitely against the odds. So risk itself may at times be perceived as a reward. 2. Listening Focal points：n

20、ote-taking, to get the general idea of the whole passage and then choose the required information for the exercises Passage I: 1) What’s a risk? 2) How to avoid / reduce physical risks? --accomplishment --achievement Passage II: “l(fā)ife span” 1

21、) What kind of people has long life span? 2) What do you think affect people’s life span? 3) What are the highest risk factors in China? III. Assignment: to prepare the new words on the textbook. Reading I. Teaching Content 1) New words and phrases on the textbook 2)

22、 In-class reading (intensive) Difficult points: how to get the main idea of a prose II. Procedures 1. Word list: 1) Pronunciation checking 2) Usages * accidentally—by chanceà on purpose Incidentally—by the way * assess 評(píng)定（有法律依據(jù)的，如專家鑒定賠償金額，拍賣價(jià)值等） --estimate 個(gè)人估計(jì) --evaluate 評(píng)價(jià)

23、 eg. The insurers need to assess the flood damage. （保險(xiǎn)員需要區(qū)核定洪水造成的損失） It is estimated that between 70 to 90 percent of car crimes occur in the daytime. （據(jù)估計(jì)百分之七十到九十之間的汽車犯罪都發(fā)生在白天） evaluating the success of the training scheme * crash –air-crash, plane crash collide v.撞到一塊 *

24、inflate—deflate: to get a flat tire * injury(n.)— cut (割傷) / wound（刀傷，槍傷）/ harm（害處） injure(v.) --damage / hurt * physician—surgeon * probability 可能性（how likely it is that sth. will happen） possibility 可能性 (sth. Tthat may happen or may be true) eg. There is a very strong possibility th

25、at she will a full recovery. (她極有可能達(dá)到全面恢復(fù)) eg. There’s always a possibility that he might go back to Seattle. (他極有可能會(huì)回西雅圖去) * ratio比率 eg. The ratio of nursing staff to doctors is 20:1. (護(hù)士和醫(yī)生的比率是20：1) percentage 百分比 eg. A high percentage of married women have part-time jobs.

26、 （已婚婦女在外兼職的百分比相當(dāng)高） proportion 比例 eg. The proportion of men to women in the population has changed in recent years. （近年來(lái)人口中的男女比例有所改變） * risky—risk 短語(yǔ) --at risk / at stake --at / run the risk of… eg. He saved my life at the risk of losing his own. (他冒著生命危險(xiǎn)拯救了我的生命)

27、 I don’t want to run the risk of meeting George. (我不想冒險(xiǎn)去見(jiàn)喬治) --take a risk / risks 冒險(xiǎn)做可能失敗或有危險(xiǎn)的事 eg. He must be cautious; he must take no unnecessary risks. (他應(yīng)該很謹(jǐn)慎的，他不會(huì)冒任何不必要的危險(xiǎn)) You are taking a big risk driving so fast. （你開(kāi)這么快很冒險(xiǎn)的） * rob—rob sb. of sth. --steal sb. s

28、th. * sensible—make sense (of sth.) eg. I think that’s a very sensible suggestion. (我覺(jué)得這個(gè)建議很有道理) I made more sense of it after his explanation. （他解釋之后我明白了許多） The teacher’s explanation made more sense to the exercise. （老師的解釋使得這個(gè)練習(xí)明晰了許多） *symptom（病的）癥狀—syndrome …癥 on the strength

29、 of …：on the basis of; according to“由于；在…基礎(chǔ)上；根據(jù)；憑借”。 例： I bought the book on the basis/strength of your recommendation.由于你的推薦，我買了這本書(shū)。 On the strength of my excellent oral English, I was singled out to attend the competition. 由于我英語(yǔ)口語(yǔ)出色，我被選去參加競(jìng)賽。 關(guān)于risk的詞組有很多： 1) at risk處于危險(xiǎn)之中 eg. The disease

30、 is spreading, and all children under five are at risk. Heart disease can be avoided if people at risk take medical advice. 2) at the risk of冒…的危險(xiǎn)。 eg. He saved my life at the risk of losing his own. At the risk of offending you, I must tell you that I disapprove of your behavior. 3) run the ri

31、sk of 冒…的危險(xiǎn) eg. I don’t want to run the risk of meeting George. I was afraid to run the risk of betting on the game. 4) take a risk/risks冒險(xiǎn)做可能失敗、有危險(xiǎn)的事 eg. You are taking a big risk driving so fast. But he must be cautious; he must take no unnecessary risks. 5）at any risks無(wú)論冒…危險(xiǎn) 注意：risk作動(dòng)詞用

32、后面要接動(dòng)名詞。 例：If you walk in the rain without a raincoat, you are risking catching a cold. 如果你不穿雨衣在雨中走會(huì)感冒的。 其形容詞risky 等于adventurous 比較級(jí)和最高級(jí)為riskier riskiest。 what if 相當(dāng)于what would happen if…，即“如果…那又怎麼辦呢？” ?例：What if there is nobody at home when mother comes back.媽媽回來(lái)時(shí)家里沒(méi)有人怎 么辦。 ?get hit：get為半

33、系動(dòng)詞，what if you get hit from the side相當(dāng)于what if you are hit from the side…。 end up(in):result in最后；以…告終。 例：He’ll end up in prison if he continues his immoral behavior. 假如他繼續(xù)他的不道德行為，他會(huì)鐺鋃入獄的。 Good people will end up well.好人總有好報(bào)。Everything he has aspired ended up in bubbles.他所期望的一切都化成了泡影。 redu

34、ce… to…：在此意為“使某人處于某種境地”。該短語(yǔ)有兩種主要含義： 1)put sb. in a condition or situation使某人陷入某種（通常指更壞的）狀態(tài)中。 –Laziness has reduced him to a beggar.懶惰使他墮落成了一個(gè)乞丐。 –Our attack reduced the enemy to a passive position.我們的進(jìn)攻使敵人處于被動(dòng)的地位。 –2) simplify sth. into…or classify sth. into把事物概括或歸納為…。 All the questions can b

35、e reduced to one. –所有的問(wèn)題可以歸納為一點(diǎn)。 The report can be reduced to three main points. –這個(gè)報(bào)告可以歸納為三點(diǎn)。 使降級(jí)；使降職。例：The command decided to reduce this official to the ranks.司令決定把這個(gè)軍官降為士兵 divide… by…：separate…by用…去除… ? Divide seven by two and you will get three and a half.用二除七得三又二分之一。Ten divided by five

36、 equals two.十除以五得二。 比較：divide …into：把…分成。 We divide our class into two groups.我們把全班分成兩組。 Divide… from …：分開(kāi)，隔開(kāi)。 The teacher divide the bad boy from the others.老師隔離開(kāi)這個(gè)壞孩子。 2. Pre-reading recruitment 1) Issue discussion: Have you ever experienced some risky situation? 2

37、) text-relevant questions: a. what kinds of risks do people fear in their daily lives? b. are risks a matter of probability or certain? c. how to evaluate which risks are safer? d. is there any way reducing the rations of risks?

38、 3. Ss are 18 minutes to finish reading in class, and then 10 more minutes are given to them to finish the comprehension questions of ex.1 & 2 on p.251-253. 4. Text analyses 1) General comprehension: checking answers for comprehension questions 2) Grammatical points * And from these tre

39、atments come questions (L.6-7) 以介詞短語(yǔ)為首的句子要倒裝 eg. From the room came the sound of children singing. (屋里傳來(lái)孩子們的歌聲) Only on campus make her calm down. (只有呆在校園里才能使她平靜) 此外以否定詞為首通常也倒裝，如hardly, nor, no sooner than… * difficult sentences: “And from these treatments…” (L.6-7) “But what if…thus

40、causing an...occurred otherwise?” (L.20-21) “If you are…exposures.” (L.57-58) III. Assignment: exercises for in-class reading, after-class reading，further development, and quiz 7 Exercises and Further Development I. Teaching Content 1) To review the language points learnt last time 2)

41、 To check the exercises II. Operations: dictation on words and phrases, questions and answers and on the exercises and analyses on the difficult items Writing I. Teaching Content Writing: on graphics, charts or tables. II. Steps 1) T gives introduction of graphic writing with a model ana

42、lyses 2) Ss’ discussion on a given topic (ex. 4 on p.268) 3) T helps to sort out the ideas 4) Ss make the outlines and T checks one or two of them on the blackboard and analyze them . III. Assignment: Ss finish the whole writing, to find a partner and mark the writing each other, then revise o

43、ne’s own one when gets it back (to hand it in the next class) Predicting the effect of the teaching and learning process of the unit: The world knowledge is closely related to the daily life, so it must not be difficulty in comprehension. Listening and reading are not comprehensive in linguistic knowledge, so as with vocabulary. Writing is in a new field, which needs T to emphasize it and Ss to practice it more times. 7