大学体验英语教(学)案第4册25页精简版

Unit One Men and Women’s Prejudices
1.Teaching Objectives:
In This unit, the students will:
·listen and then talk about job prejudice
·read about men's roles at home
·learn new words and expressions
·write about the differences between men and women
·practice reading skills: Recognizing generalizations
·practice translating skills: Multiples
·practice describing structures of an organization
·write a job advertisement
·visit culture salon for a discussion on computers and the changes in women's employment
2.Main contents and hours distribution:
1)Lead in: Listen and Talk / 1 period
2)Read and Explore (passage A and B) / 3 periods or more
3)Write and Produce / 1 period
4)Oral activities / 1 period
5)Culture Salon / off class
3.Main focus and points:
1)Speaking: talk about prejudices against certain kinds of jobs, such as
lawyers, nurses, teachers and so on.
2)Words and expressions: to put forward a phenomenon and illustrate it from
different aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.
3)Reading skills: recognizing generalizations
4)Translating skills: Multiples
5)Writing skills: description of structure and organization and writing job
advertisements
4.Extended contents:
Passage C and D in Extended Book
5.Teaching methods:
Multimedia teaching tool. Student-centered and task-based teaching methods.
6.Reference books:
/
7.Exercises and practice:
Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.
8.Further thinking:
(Refer to the courseware)
9.Teaching procedures:
The first two periods (90m)
1)(T←→Ss) Lead in / discussion: what prejudices do people have about certain
kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)
2)(T←→Ss) Listening to the passage on page9 (10m)
3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips and
practice in pairs. (14m)
4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips and
practice in pairs. (11m)
5)Passage A:
Pre-reading tasks
1.(T←→Ss) What does father mean to you? Use one sentence to describe.
2.(T←→Ss), (Ss←→Ss)Share your ideas:What kind of man could be called
“ a good family man”? Is your father a good family man? Do you want
to be /marry a good family man? Why?
While reading tasks
Questions for thinking
The first reading: reading through text A for reading comprehension in exercise 3.
The second reading: fill in the blank about the detailed information of text
A.
Words and expressions: pick out some valuable sentences and words for
students to analyze and remember. Encourage them to use these expressions while writing.
Reading reflection
❖Generalizing main idea
Read the passage and generalize its main idea.
( It’s mainly about some media trends toward diminishing the importance of fathers in the U.S.)
❖Sum up the media trends towards fatherhood.
Marginalizing fathers;
abusive husbands/deadbeat dads;
At-home dads and working mothers are praised.
At-home mothers and breadwinner fathers are devalued.
At-home wives are regarded as “status symbols”, etc.
Find words or expressions in the text which show the author’s attitude
towards the media trend of marginalizing fathers.
6.(T←→Ss) Assignment: writing a composition on prejudices against
men/women in job-hunting.
The third period (45m)
1)(Ss←→Ss) Prepare as many questions as possible about the roles of the father
in the family and interview your classmates with the help of the tips given on page 17.
2)(Ss←→Ss) In groups of 4, interview your group members and write down their
answers. (15m)
3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.
4)(S←→Ss) Report to the wh ole class about your group’s opinions.
The fourth and fifth periods (90m)
1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to change
careers or even give up jobs at the request of your spouse? Why or why not? (5m)
2)(T←→Ss) Read through the text and in your own words generalize its main idea.
3)(T←→Ss)Read the passage more carefully and try to complete the summary. (See
courseware)
4)(T←→Ss) Words and expressions: analyze some valuable sentences in passage B.
(15m)
5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)
6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)
7)(T←→Ss) General writing
Description of structure and organization
First, read the introduction on p. 26.
Study the expressions on p. 26.
Write a description of an organization in your college or at the University such as the Students’ Union, Science Association, etc. Be prepared to make an oral presentation on your work.
The sixth period (45m)
1) Role-play
•Role A
•You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents
of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):
•You feel that in such a marriage, you will:
•develop a broader point-of-view
•enjoy more straightforward, honest communication
•share cultural backgrounds
•have a chance to travel or live overseas
•be able to raise bilingual children
•You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval."
•Role B
•You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself):
You worry that in such a marriage, your child will
- quarrel too much over different ways of thinking
- have a limited relationship because of language barrier
- have difficulty with different customs, foods, etc.
- risk being separated from family and relatives
- raise children who are confused about their cultural identity (which culture they belong to)
Your child will speak first. Listen, then think and respond to what he or she says.
2) Comments and suggestions
Unit Two Culture
1. Teaching Objectives:
In this unit, the students will
•first listen, and then talk about different cultures
• read information about aspect of culture
• learn more words and expressions
• practice reading skills: distinguishing fact from opinions
• practice translation skills: numbers
• learn how to write a program for performance and a passage to introduce the internet
• learn to talk about “ Is it necessary to protect traditional culture?” (e.g.
on protecting old buildings)
• visit culture salon for information about Chinese dragon culture
2. Main Contents and Hours Distribution:
1)Introduce the course and listening and speaking practice / 1 period
2)Read and Explore (Passage A and B) / 4 periods
3)Exercises / 1 period
4)Write and Produce / 1 period
5)Culture Salon / off class
3. Main Focus and Points:
1)Listening: for specific information
2)Speaking: Inviting a friend to celebrate the Dragon Boat Festival
3)Reading: Distinguishing fact from opinion
4)Writing: Forming compound and complex sentences
5)Language points: alter, compel, deceive, inflict, misrepresent, option, be
capable of, be taken in, loud and clear, thanks to, with the exception of
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Teacher’s instruction and students’ discussion
6. Teaching Procedures:
The first two periods (90m)
Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.
What do you think they represent respectively?
Would you prefer to live in a monoculture or multi-racial society? Why?
Visit Culture Salon about “Chinese Dragon Culture”.
Task 2: (Ss ←→Ss)Sharing experience
Think about the question: Have you ever experienced any kind of culture shock?
Tell your story to your classmates.
Task 3: Talk About It
Listen to Dialogue Sample 2 and try to answer the following questions.
➢What time should a guest arrive?
➢What generally does the guest first do when he/she arrives?
➢If the guest is caught in a traffic jam, what should he/she do?
➢If the guest has accepted an invitation and can’t make it, what should he/she do?
➢Need the guest bring any gifts?
Task 4: (T←→Ss) How much do you know about Shakespeare?
Discuss the short paragraph on P 34 with your neighbor and point out the errors.
Then look at the pictures of Shakespeare’s life and make comments based on these pictures.
Task 5: (Ss ←→Ss) Lead-in listening (textbook)
Ss a re going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)
Passage D Appreciating Cultural Differences Makes Good Business Sense
Task 1. Skimming and Scanning
1. It’s essential to understand the cultural differences if you want to be
proved more reliable in commercial relationships.
2. Japanese, Latins and Germans are playing vital roles in international
business and trade.
3. Latins like physical touching and small personal distance, so are Germans.
4. Latins tend to be much more casual and informal than Germans and Japanese in manners.
5. If you stare at your Japanese business associate at a meeting, he is most
likely to turn away his eyes.
6. Germans place both hands above the table when they are having dinners.
7. It’s considered acceptable for the guests to make some negative comments
about the food served if it is really badly cooked.
Task 2. Vocabulary Development
Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.
Task 3. Read and Simulate
The third period (45m)
Culture Shock
1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.
2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.
The 4th 5th periods (90m)
1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion
2) (Ss) Read Passage B on cultural differences and answer the questions.
3) (Ss) Translate the sentences into Chinese.
4) (T←→Ss) Vocabulary Development
5) Read and simulate
6) (T←→Ss) Language points
7) (Ss) Exercise 12, 13, 14
8) (T←→Ss) Assignment:
Choose one aspect of culture in China or other countries and prepare a presentation to the class.
The 6th period (45m)
1)(Ss←→Ss) Ss’presentation of different cultures in different countries.
2)(T←→Ss) Comments and suggestions.
Unit Three Copyright
1. Teaching objectives
This unit will
1) provide students with materials to learn about Copyright;
2) provide students with useful information about Copyright;
3) provide students with practical reading skills: making references;
4) provide students with translating skills: negatives;
5) provide students with practical describing advantages and disadvantages;
6) provide students with writing a letter of complaint;
7) provide students with cultural information for a discussion on academic honesty.
2. Course Arrangements and main contents
1st period: Cultural salon + talk about it (half class)
2nd period: Cultural salon + talk about it (another half class)
3rd period: Listening comprehension, vocabulary of passage A (whole class)
4th period: Analysis of passage A (whole class)
5th period: Practical writing + communicative skills (half class)
6th period: Practical writing + communicative skills (another half class)
7th period: Passage A: exercises, Passage B: vocabulary (whole class)
8th period: Passage B (whole class)
3. Extended Contents:
Passages C and D in Extended Book
4. Teaching Methods:
Teacher’s instruction and students’ discussion
5. Teaching procedures
The First and Second Periods (90m)
Task 1: Warm-up questions
1) Where do you get your favorite MP3 or mobile phone?
2) Have you ever bought any fake products or pirated products? What are they?
3) Why do you think people ignore or violate copyright?
Task 2: Listen and fill in
Task 3: Listen to the long conversation, and answer the following questions. Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:
1. 商标 ______
2. 消协_____________
3. 假货 ________
4. 备份文件_________
Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:
1. 盗版软件___________
2. 正版产品___________
3. 升级 __________
4. 不道德的___________
Passage A: 10 Big Myths About Copyright
1. Key words and expressions
copyright notice 标识violation 侵权 Berne copyright convention 伯尔尼协定Usenet 世界性的新闻组网络系统fair use 合理使用 civil law 民事法 sue 起诉commercial value 商业价值
2. Is it true? Please give the reasons.
1) If it doesn’t have a copyright notice, it’s not copyrighted.
2) If I don’t charge for it, it’s not a violation.
3)If it’s posted to Usenet it’s in the public domain.
4)My posting was just fair use.
5)If you don’t defend your copyright you lost it. --- Somebody has that name
copyrighted.
6)If I make up my own stories, but base them on another work, my new work belongs
to me.
7)They can’t get me. Defendant s in court have powerful rights.
8)Oh, so copyright violation isn’t a crime or anything.
9)It doesn’t hurt anybody–in fact it’s free adver tising
10)They ed me a copy, so I can post it.
3. Read and think
What do the members of the Dawson community value and respect?
What is the pledge of the members?
What kinds of behaviors are considered as plagiarism?
What do you think is academic dishonesty? Please list some forms of it.
The third period (454m)
(T←→Ss)Practical writing + communicative skills
1) Practical writing: Letter of Complaint
Writing a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.
The 4th and 5th periods (90m)
1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 15
2. (T←→Ss)Content awareness questions:
Why does the passage say the copyright owners are becoming more aggressive?
Why do some managers encourage their people to do illegal copying?
What is the lower limit set for severe punishment of copyright violation in the USA?
What is the purpose for the TMA to offer fines?
What does the two-month review of comments posted to Listservs show?
3. (Ss) Read Passage B and translate the following sentences into Chinese.
1)It’s getting more tempting to infringe on … Web content. (para.1)
2)Some do it knowingly, assuming their chances of … prefabricated
content.(para.4)
3)The reality is: Whether the bulk of … paying a stiff fine.” (para.7)
4)ASCAP and BMI, two organizations … are properly licensed to do so.”
(para.10)
5)Although many cases of abuse undoubtedly … among frequent presenters.”
(para.12)
4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.
5. Finish Exercises 10,12, 13.
6.Assignment: Based on the information of Passages A,B, C and D and other sources
of information, prepare for a debate on a the topic:
“Are copyright protection laws good or bad for poor countries?”
The 6th period (45m)
1) (Ss Ss) Ss’ debate on the topic : “Are copyright pro tection laws good or bad for poor countries?”
2) Comments and suggestions.
Unit Four Language and Economy
1. Teaching Objectives:
1) This unit provides guidance to learners to listen and talk about the importance of English
2) This unit tells learners the problems connecting with the development and
influence of English
3) This unit provides students with new words and expressions
4) This unit broadens learners’ horizon in relation between language and economy
2. Main contents and Hours Distribution:
1) Listen and Talk / 1 period
2) Read and Explore ( Passage A and B) / 4 periods
3) Write and Produce / 1 period
4) Culture Salon / off class
3. Main Focus and Points:
1) Speaking: talk about influence of English and language and society
2) Translation Skills Practice: translation of relative clauses
3) Reading Skills: identifying tone
4) Writing Skills: describing sizes and shapes
5) Key words and expressions: in the name of, count, to a large extent, instead
of, multiplicity, identify, claim, beyond.
4. Extended Contents:
Passage C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
7. Exercises and Practice:
Exercises 3,4,5,6 and 12,14,16,17
8. Further Thinking
See PowerPoint
9. Teaching Procedures:
The first two periods (90m)
1) (T←→ Ss) Introduction to the contents of the unit (5m)
Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was closely linked to the rise of the US as a superpower. Its influence has extended beyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.
2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)
3) (Ss←→Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)
4) Passage A: (Ss←→ Ss)The first reading: Understanding the general ideas of the passage (15m)
Questions for thinking (5m)
1. “Why does the author think of English as a lingua franca for the smooth functioning of the EU institutions?”
According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.
2. “What the author’s conclusion about English as a lingua franca?”
English should be used as a lingua franca in Europe simply because it may be “owned” by all Europeans —not as a cultural symbol, but as a means of enabling understanding.
(T←→ Ss)Difficult sentences (8m)
1. “Powerful translators’ lobbies fight for their raison d'etre”
Paraphrase: The translators want to translate a variety of languages to make a living. Here, “raison d’etre” is a French word, which means reason for of justification of sb’s/sth’s existence.
2. “In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.”
Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.
(T←→ Ss)Language Points (25m)
(Ss←→ Ss)Summary of the Text (10m)
The European Union(EU) decides to adopt a multi-linguistic approach in its organizations, therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.
In this article, th e author severely challenges the EU’s language policy , by presenting the reasons why English would be a more appropriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.
The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination over non-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.
The third period (45m)
1) (Ss) Exercises 3, 4, 5, 6, (15m)
2) (T←→ Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)
3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)
4) (T←→ Ss) Homework assignment12, 13, 14
The fourth and fifth periods (90m)
1) (Ss←→ Ss)Talk about Passage B (20m)
2) (T←→ Ss)Language Points of Passage B (20m)
3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)
4) (T←→ Ss)Solve the questions students ask (15m)
5) (T←→ Ss)Homework assignment: Culture Salon (5m)
The sixth period (45m)
(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English
1) Brainstorming (5m)
2) Discussion (20m)
3) Reporting (15m)
4) Summarizing (5m)
Unit Five Business Ethics
1. Teaching Objectives:
11)The students are informed of the ethics (such as morality, fairness,
responsibility, charity, honesty, etc.) in business
12)The Unit impresses learners with a proved conclusion that morality will never
be outdated and it is closely related to business success.
13)The Unit rectifies the prejudice in business and set up confidence and
methods for those who are dealing with business.
14)The Unit provides learners with brand-new, practical words and expressions
15)This Unit exercises appositive translation and letter of apology.
16)The Unit informs us of the importance of corporate culture.
2. Main Contents and Hours Distribution:
1) Listen and Talk / 1 period
2) Read and Explore (Passage A and B) / 4 periods or more
3) Write and Produce / 1 period
4) Culture Salon / off class
3. Main Focus and Points:
1)Speaking: talk about merits and demerits in business
The words and expressions which should be mastered:
Well, I suppose the most important thing is ...
It was far worse that that.
Well, to begin with ...
Yes, it was certainly a bad start.
And take the tourist agency to court!
Well it was like a nightmare!
The main/essential/crucial/interesting thing is ...
I can’t comment on that.
I wouldn’t know about that.
2）Grammar: Appositive Translation
3）Reading skills: identify the author’s purpose
4）Writing skills: Three paragraph Writing
5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
/
7. Exercises and Practice:
Exercise 3, 4, 5, 6 and 11, 15, 17 19.
8. Further thinking:
See PowerPoint
9. Teaching Procedures:
The first two periods (90m)
1)(T→Ss) Teacher’s introduction of ethics and virtue in business (10m)
Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. such
a system based on morals in business. It has been a very popular topic recently.
Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.
a)(T←→Ss) The pre=listening material (15m)
b)(T←→Ss)Teacher’s remark of the passage A (5m)
c)(Ss)Students’ skimming for the whole text and do exercise 3 (15m)
d)(T←→Ss)Some questions about the content are raised (25m)
e)(T←→Ss)Word class transference (10m)
f)(S s←→Ss)The textual analysis (10m)
The third period (45m)
1)(S s←→Ss)A check of exercises 4,5,6 &20 (15m)
2)(S s←→Ss) Oral Practice: Faithfulness in Business
(1)Teacher’s summarization (5m)
(2)The present situation of marketing economy (5m)
(3)Vocabulary laying-off (5m)
(4)Students’ individual lecture (15m)
The fourth and fifth periods (90m)
1)(S s←→Ss) Talk about the content of passage B (15m)
2)(T←→Ss)Some involved sentences to translate (10m)
3)(T←→Ss)Language points (65m)
The sixth period (45m)
1)(T←→Ss)Check of the exercises of Passage C and D (10m)
2)(T←→Ss) Exercise of identifying the author’s purpose (the tone, point
of view, attitude, etc.) (15m)
3)(S s←→Ss) Writing skills mastery: Three paragraph Writing
(Introduction, development and conclusion) (20m)
Unit Six Psychological Health
1. Teaching Objectives:
a) The students are to test their own psychological situations with several
questionnaires.
b) The Unit impresses learners with different kinds of psychological
problems and the importance of being psychologically healthy.
c) The Unit present learners with a new look of life.
d) The Unit provides learners with brand-new, practical words and
expressions
e) This Unit exercises noun clauses translation skills and the way to make
an questionnaire.
f) The Unit informs us of Weird Dresser
2. Main Contents and Hours Distribution:
a) Listen and Talk / 1 period
b) Read and Explore (Passage A and B) / 4 periods or more
c) Write and Produce / 1 period
d) Culture Salon / off class
3. Main Focus and Points:
1)Speaking: Psychological problems
2) Reading skills: Drawing Conclusion
3) Writing skills: Write a passage Based on the Graph.
4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem,
root for, back up, stave off etc.
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
/
7. Exercises and Practice:
Exercise 2-18
8. further thinking:
Refer to the courseware
9. Teaching Procedures:
The first two periods (90m)
1) (T←→Ss) Introduction to the contents of the unit (5m)
2) (Ss) Task 1: Listening Practice for brainstorming (10m)
3) (Ss) Task 2: Reading Practice (10m)
Passage A: (T←→Ss) Questions for thinking (3m)
(Ss←→Ss) The first reading: Get the main idea (5m)
(Ss←→Ss) Understanding the details of the passage (10m)
(T←→Ss) Difficult sentences (10m)
(T←→Ss) Language Points (25m)
(Ss←→Ss) Summary of the Text (10m)
5) (T←→Ss) Homework assignment (3m)
The third period (45m): impromptu writing
(Ss←→Ss) Ss write an essay to your classmates and remind them to beware of drugs.
The fourth and fifth periods (90m)
1)(T←→Ss) Lead in questions and discussion (10m)
2)(T←→Ss) Language focus and difficult sentences of Passage B (30m)
3)(Ss←→Ss) Exercises 11, 15, 17, 19 (40m)
4)(T←→Ss) Solve the questions students ask (15m)
5)(T←→Ss) Homework assignment: Culture Salon (5m)
The sixth period (45m) Oral English practice
1) (Ss←→Ss) Preparation before class:
Ss are required make a set of questionnaire on certain topics they are interested in.
2)(Ss←→Ss) During class: Make a survey among the class, and prepare。