Unit3LearningtothinkTeachingplanActiveReading1ThinkingforyourselfTeachingObjectives:IdentifyingnarrativebalanceinargumentationReadingbeyondwordsLearningtothinkforyourselfTimeallotment:8periodsTeachingmethod:student-centerTeachingkeypoint:Difficultsentences,languagepoints:words,phrasesandusefulexpressions.Teachingdifficulty:words:radical,suspicion,glimpse,lean,agony,prevalent,presence.Teachingprocedure:Ⅰ.Warm-upactivities:Lookatthefollowingwordsfor30secondsandseehowmanywordsyoucanremember.Writingisnotallowed.Algebra,bombard,overgrown,suspicion,refreshing,manacles,astronomy,chilly,frustration.Stem:recall,bombard,Prefix:overwhelm,recall,Suffix:chilly,refreshingbombard:bomb“嘣!”——炸弹爆炸声chilly:chi(吃)吃了两根冰棍，冷得发抖imaginaryAlphabet:algebra,astronomy,bombard,chilly,frustration,manacles,overgrown,refreshing,suspicion.Grouping:contrast:refreshing/frustration.Subject:algebra,astronomyPartsofspeech:n.algebra,astronomy,frustration,manacle,v.bombard,overwhelm,recall,adj.chilly,refreshing.(6)recombination:King’sspeechIHaveADreamremindsmeofthefrustrationofthoseAmericanslaves,crippledbythemanaclesofdiscriminationinthechillywinter.Ⅱ.Globalreading:“Thinkingforyourselfisstillaradicalact.”Whyisitradical?Whatiscalledthinkingforyourself?PartⅠparagraph1-5:argumentativestructureTextKeypointAnalyticalmethodFunctionpara1Aradicalact/Mainargumentpara2NotapopularactivityIntroducingtheproblemSupportingargumentpara3AsadfactexemplificationEvidenceandillustrationspara42questionsRhetoricalquestionsEvidenceandillustrationspara5ThedearthAnalyzingreasonsSupportingargumentPartⅡparagraph6-18:narrativestructure.Orientation:characters,time,place,andcontextofthestory.Complication:problems,crisis,dramaticturningpoint.Resolution:result,outcome,solution.PartⅢparagraph19-20:evaluationTextSequenceofeventsFunctionEvaluationPara6Wedohaveateachertodevelopourthinking.OrientationTheygiveusglimpse.Para7-8WhatIobserved.ComplexityAgonyhadbecometactile.Para9-11WhatIdid.Para12-18Checkinga