Unit 6, Book OneSection A: To work or not to work- That is the question1. Teaching Objectives:To talk about the effects of part-time employmentTo further understand the textTo apply the phrases and patternsTo master the paragraph writing skill2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises)Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. Why do some students like to take part-time jobs?2. What problems will students face with when they take part-time jobs?3. What suggestions will you put forward toward students planning to work part-time? Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1)Research methodsPart 2 (para2-4) Research findingsPart 3 (Para.5-8)Explanations for the negative effectsPart 4 (Para.9)Conclusion of the researchPurpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) contrast with与…形成对比；和…相对照The experts also contrasted smokers with non-smokers, on different indicators of their commitment to conduct.专家们还对比了吸烟者和不吸烟者在行动力投入程度方面的不同指征。
2. (Para.2) interfere with妨碍；阻止Sharpening the axe will not interfere with the cutting of firewood.磨刀不误砍柴工。
3. (Para.3) take a / its toll on对…产生不良影响The difficult curriculum, and fierce competition have taken a serious toll on students’ physical and mental health.高难度的课程和激烈的竞争严重影响了这些学生的身心健康。
4. (Para.4)cut back on削减；缩减Experts suggest that as the concentration of PM2.5 in the air exceeds 200, the general population should cut back on the social and recreational activities.专家建议当大气中的可入肺颗粒物浓度超过200时，一般人群最好减少外出社交和娱乐活动。
5. (Para.7)drop out退学；辍学；退出；脱离We should help those students who have dropped out of school because of poverty, enabling them to return to school.我们应该帮助那些由于贫困而失学的学生，使他们重返学校。
6. (Para.8) be accustomed to doing sth.习惯于做某事Love is mutual, which needs to pay, also wants to harvest. We, as parents, please do not be blindly accustomed to paying for our children.爱是相互的，它需要付出，也要去收获。
作为家长的我们，千万不要一味习惯为孩子付出爱。
7. (Para.9) contribute to促成，造成（某事发生）Animal fats and sugar contribute to a weight problem and can be a factor in heart disease.动物脂肪和糖会导致体重增加，而且可能是引起心脏病的一个因素。
8. (Para.9) hold on to继续感到；仍然相信Thousands of miles apart, we met with quarrels, and sometimes even a cold war, but we still hold on to love.我们相隔千里，有争吵，也有冷战，但我们依然相信爱情。
Step 5: While-reading ActivitiesLanguage Points:1. There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research (Para. 1)Meaning: There are many reliable methods to study how work affects students’ school performance, and we used a few of the methods in our research.2. We have simplified and classified the data and the results are clear: The stakes are high. (Para. 2)Meaning: We have processed the data by making them simpler and grouping them into different categories. The research results are clear: The risks for working students are high.3. On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. (Para. 3) Meaning: However, we also found out a different pattern, that is, when students work for about 10 hours or less every week, it does not seem to have a continuous bad effect on students’ school performance.4. In other words, over time, the more students work, the less committed to school they become. (Para. 4)Meaning: That is to say, as students work longer hours, they gradually become less devoted to study.5. Over time, as these become established practices, students’ commitment to school is eroded bit by bit. (Para. 5)Meaning: Gradually, as these practices of cutting corners have been in use for a long time, students become less and less committed to school.Step 6: Typical patterns:Purpose:Further understand the text （Train further reading ability）to find out some difficult sentences and details of the text.Method:Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.Typical patterns：1. Nevertheless, given that half of all employed seniors, about one-third of all juniors, and about one-fifth of all second-year students work above the 20-hour limit, indications are that a large number of students are at risk of compromising their school careers with their part-time jobs. (Para.3, L3)不过，鉴于一半的大四打工学生、约三分之一的大三打工学生、以及五分之一的大二打工学生的打工时间都超过20小时的上限，因此种种迹象表明，有众多学生面临因打零工而危及学业的风险。
