Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation
Preview
In the Listening and Speaking section, you will learn intonations, dates and time. You will also learn to talk about weekends and entertainment. In the Reading and Writing section, Text A tells a story about a silver coin; the writer of Text B explains the origin of Rudolph the Red-nosed Reindeer; Text C is a folktale from the Middle East.
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Ⅰ. Objectives
After studying this unit, students are expected to
  1. be clear about different intonations and numbers and have mastered the basic language and skills to talk about spending weekend and various forms of entertainment;
  2. understand the main ideas of Texts A, B and C, and have mastered the useful sentence structures, words and expressions used in the relevant exercises of the first two texts;
  3. have grasped the basic uses of adjectives and adverbs;
  4. be able to change a longer conversation into a narrative paragraph;
  5. write a story with an introductory sentence.
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Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 8
Time 2 periods Contents Preview Plan The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates Listening and Speaking exercises as follows:
  1) Phonetics A. Have the students listen to Ex.1 and repeat after the speaker. Then help them master different intonations;
Listening and Speaking
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Time
Contents
Plan B. Have the students do Ex.
  2. Ask them to pay attention to rising and falling intonations; C. Have the students do Ex.
  3. Then ask them to read the dialogues aloud and pay attention to time; D. Have the students do Ex.
  4. Ask them to pay attention to the dates.
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Plan
  2) Spending Weekends A. Go through the new words in the talk in Ex.
  5.Then have the students listen to the talk (1-2 times) and choose the correct answers to the questions; B. Have the students listen to the talk in Ex. 5 again and fill in the blanks with missing words and expressions; C. Ask one student to read aloud the talk so students can check their completed answers; D. Go through the sentences in Ex. 6 and do Ex. 6 in pairs or groups.
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Plan
  3) Talking About Entertainment A. Go through the new words in the 1st conversation in Ex.
  7. Then have the students listen to the conversation (1-2 times) and do the True or False questions; B. Have the students listen to the conversation again and fill in the chart; C. Ask some students to answer the questions about the conversation; D. Go through the new words in the 2nd conversation in Ex.
  7. Then listen to the conversation (1-2 times) and have the students do the True or False exercise;
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Plan E. Have the students listen to the conversation again and fill in the missing words and expressions. F. Ask some students to answer the questions about the conversation; G. Go through the sentences in Ex. 8 and then have the students do Ex. 8 in pairs or groups.
  4) Listening Practice A. Do Ex. 9 with the students and then check their answers.
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Plan B. Do Ex. 10 with the students and explain the idioms in Ex.
  10. C. Do Ex. 11 with the students and then check their answers. D. Go through the words and questions in Ex.
  12. E. Have the students listen to the story in Ex. 12 and ask a few of them to answer the questions briefly. F. Have the students listen to the story again and do Ex.
  13.
  5) Listening For Pleasure Before ending class, the teacher tells the students how to do Ex. 14 as their assignment.
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Time 3 periods
Contents Review of the Listening and Speaking Skills the Students Have Learned
Plan The teacher begins with the assignment mainly to have a review of the functional and notional language the students picked up in the previous listening classes. The teacher asks some students to answer the questions in Ex. 12 of the Listening and Speaking section and invites one or two students to retell the story in Ex.
  12. Then the teacher turns to the Reading and Writing section. (These activities should be completed in about 10 minutes.)
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Contents
Plan
Text A & Text-related
  1) Starter After a brief explanation of the instructions, Exercises the teacher A. asks the students to form pairs and find solutions to helping the poor man; B. asks the students to compare their own solutions with their partners'; C. calls on volunteers or a few students to tell the class how they will help the poor man. (10 minutes)
  2) Text A The teacher A. asks the students to guess what the story "A Silver Coin" is about before they read
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Plan the text; after going over the text, asks the students to tell the main idea of the text; B. helps the students identify the main idea of the text, analyzes the difficult sentences and explains important language points while discussing the whole text with them; C. asks the students to do Ex. 2, Ex. 7 and Ex. 8 orally in class and again after class by writing out the answers to the questions or tasks. At the beginning of the next class, the teacher checks the students' answers and clarifies any problems with the class;
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Plan D. divides the students into groups of 4 or 5 for regular after-class group activities and makes sure that each group has a group leader. The leader organizes his/her members into group activities once or twice a week. The teacher lets the students do Ex. 3 in their groups after class. One student from each group, the group representative, should note down other members' opinions and get ready to present their opinions to the whole class the next time it meets. (one period)
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Time 1 period
Contents Grammar Review Grammar Review
Plan
This grammar review presents adjectives and adverbs. The teacher gives a brief introduction to adjectives and adverbs, the positive degree, the comparative degree, the superlative degree, and identifies problems and makes explanations if necessary. The grammar exercises can be done in or after class depending on the remaining class time.
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Time
  1.5 periods
Contents Text B, Text C & Text-related Exercises
Plan
  1) Text B Before taking up Text B, the teacher asks the students the question "What do you know about Rudolph?" While discussing the text with the students, the teacher calls the students' attention to the answer to the above question. After that, the teacher asks the students to do Ex.
  13. The rest of the exercises can be done either in or after class.
  2) Text C This text should be read by the students themselves as their homework or done as fast-reading in class, depending on the time left.
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Time
  0.5 period
Contents
Plan Writing The writing exercises in this unit provide written reinforcement of the narrative paragraph in the whole unit. In Ex. 17, the teacher first explains the task and then asks a volunteer to read aloud the longer conversation from Text A. Either in or after class, the students should individually write a draft. When the students have finished, tell them to read their drafts to themselves and see if the grammar "sounds good." Then, in pairs, the students share their compositions and answer their partner's questions.
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Ⅲ. Background Information Robert May Rudolph the Red-Nosed Reindeer Christmas Season World War Ⅱ Johnny Marks Gene Autry
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Robert May
The character of Rudolph the Red-Nosed Reindeer is a twentieth-century invention whose creation can be traced to a specific time and person. Rudolph came to life in 1939 when the Chicago-based Montgomery Ward company (operators of a chain of department stores) asked one of their copywriters, 34-year-old Robert L. May, to come up with a Christmas story they could give away to shoppers as a promotional gimmick. (The Montgomery Ward stores had been buying and giving away coloring books for Christmas every year, and May's department head saw creating a giveaway booklet of their own as a way to save money.) May, who had a penchant for writing children's stories and limericks, was tapped to create the booklet. May, drawing in part on the tale of The Ugly Duckling and his own background (he was a often taunted as a child for being shy, small, and slight), settled on the idea of an underdog ostracized by the reindeer community
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because of his physical abnormality: a glowing red nose. Looking for an alliterative name, May considered and rejected Rollo (too cheerful and carefree a name for the story of a misfit) and Reginald (too British) before deciding on Rudolph. He then proceeded to write Rudolph's story in verse, as a series of rhyming couplets, testing it out on his 4-year-old daughter Barbara as he went along. Although Barbara was thrilled with Rudolph's story, May's boss was worried that a story featuring a red nose ? an image associated with drinking and drunkards ? was unsuitable for a Christmas tale. May responded by taking Denver Gillen, a friend from Montgomery Ward's art department, to the Lincoln Park Zoo to sketch some deer. Gillen's illustrations of a red-nosed reindeer overcame the hesitancy of May's bosses, and the Rudolph story was approved. Montgomery Ward distributed
  2.4 million copies of the Rudolph booklet in 1939, and although wartime paper shortages curtailed printing for the next several years, a total of 6 million copies had been given out by the end of 19
  46.
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The post-war demand for licensing the Rudolph character was tremendous, but since May had created the story as an employee of Montgomery Ward, they held the copyright and he received no royalties. Deeply in debt from the medical bills resulting from his wife's terminal illness (she died about the time May created Rudolph), May persuaded Montgomery Ward's corporate president, Sewell Avery, to turn the copyright over to him in January 19
  47. With the rights to his creation in hand, May's financial security was assured. "Rudolph the Red-Nosed Reindeer" was printed commercially in 1947 and shown in theaters as a nine-minute cartoon the following year. The Rudolph phenomenon really took off, however, when May's brother-in-law, songwriter Johnny Marks, developed the lyrics and melody for a Rudolph song. Marks musical version of "Rudolph the Red-Nosed Reindeer" (turned down by many who didn't want to meddle with the established Santa legend) was recorded by Gene Autry in 1949, sold two million copies that year, and went on to become one of the best-selling songs of all time (second only to
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"White Christmas"). A TV special about Rudolph narrated by Burl Ives was produced in 1964 and remains a popular perennial holiday favorite in the USA. May quit his copywriting job in 1951 and spent seven years managing his creation before returning to Montgomery Ward, where he worked until his retirement in 19
  71. May died in 1976, comfortable in the life his reindeer creation had provided for him.
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Rudolph the Red-Nosed Reindeer
Rudolph's story was originally written in verse by Robert L. May for the Montgomery Ward chain of department stores in 1939 and published as a book to be given to children in the store at Christmas time. Rudolph is depicted as an ordinary reindeer with a large, red nose, often grinning and always leading the team pulling Santa's sleigh, which usually comprises of the eight reindeer mentioned in Twas the Night Before Christmas in pairs. (Rudolph is not depicted with a partner, thus reinforcing his status.)
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Christmas Season
Among all the festivals and holidays of the Christian Church year, Christmas remains the most observed and most popular. Of course, much of that popularity, especially in the West, is due to the commercial promotion of the holiday. While we most often think about Christmas as a single day, it is actually a season of the year. The Christmas Season begins at sundown on December 24 and ends at sundown on January
  5.
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World War Ⅱ
WORLD WAR II, the name commonly given to the global conflict of 1939-1945, was the greatest and most destructive war in history. Whereas military operations in World War I were conducted primarily on the European continent, World War II included gigantic struggles not only in Europe but in Asia, Africa, and the far-flung islands of the Pacific as well. More than 17 million members of the armed forces of the various belligerents perished during the conflict. Its conduct strained the economic capabilities of the major nations and left many countries on the edge of collapse. World War II ended on September 2, 1945 with the formal surrender of Japan aboard the U.S. battleship Missouri in Tokyo Bay.
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Johnny Marks
Best remembered for seasonal favorites like "Rudolph, the Red-Nosed Reindeer," composer Johnny Marks was born in Mt. Vernon, NY on November 10, 19
  09. After attending Columbia University, he studied music in Paris, returning stateside to work as a radio producer; during World War II, Marks additionally produced entertainment for American troops stationed overseas. In 1947, he was asked to write a song based on "Rudolph, the Red-Nosed Reindeer," a poem written by his brother-in-law Robert L. May, a copywriter with the Montgomery Ward department store chain. Ward's had already given away six million illustrated copies 4 of May'
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