第一册Unit 5新编实用英语教程第4版高教社教案

Unit Five Our W eather and ClimateSection I& II Listening and SpeakingTalking Face to FaceI W arm-up Questions1. Do you often listen to a weather forecast? Why or why not?2. What’s the use and importance of a weather forecast?II Class Activities1.The students read the Mini-Talks after the teacher, and then try to recitethem within five minutes in pairs.2.Students discuss in groups, summarizing the words, phrases andsentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1)Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now let’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Today will be cool and partly cloudy, with a chance of rain this afternoon.(3) Tomorrow will be overcast with drizzle.(4) In the evening there’s good chance that we’ll get some snow.(5) Today is a cloudy and cool day with a low of 12 degrees.(6) The weather will change overnight with a high temperature of zerodegrees.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2) What is the weather report?(3) What’s the temperature?(4) What’s it like outside?(5) Will it be a nice day?(6) Lovely day, isn’t it?(7) What do you think of the weather here?3. Act-Out Activities1) Students read the sample dialogues after the teacher, trying to imitate theteacher\s pronunciation and intonation.2) Ask the students to read the sample dialogues in pairs. Then categorize theexpressions for asking questions about the weather and describing the weather conditions.4. Do Exercises 5 and 6 in pairs.Being all earsⅢ. Learning Sentences for W orkplace Communication1.Warm–up:Give the students a few minutes to read through the printed materials for each listening item in Listen and Repeat, Listen and Match. While listening, students should try to remember the meaning of each of the sentences and pay more attention to the key words.fairly 相当地mild 温和的，暖和的2. Key to Listen and Match:1-f, 2-h, 3-i 4-j, 5-g, 6-c, 7-e, 8-d, 9-a, 10-bListen and RespondKey: 1-D 2-C 3-B 4-D 5-A 6-D3. Handling a Dialogue:Script:Li Hong: Hi, Pat! Why didn’t you go to the party last night?Pat: Because it was so cold and rainy.Li Hong: That’s too bad! It was a really good party. Hey, why don’t we go out for a walk this afternoon, Pat? I need some exercise.Pat: Go out for a walk? But its so cold out.Li Hong: Cold out? Wh at’s the temperature?Pat: About 13℃.Li Hong: 13℃? That’s not cold. Just wait until winter.Pat: Why?Li Hong: Well …it snows a lot and sometimes it’s very cold. Last winter it was 7 degree below zero for three weeks. And it was windy, too.Pat: That sounds awful!Li Hong: It wasn’t all that bad. The sun was out almost every day.4. Understanding a short Speech / TalkKey: 1. tourist cities 2. beautiful3. too cold in winter4. plenty of sunshine5. the sea6. thousands of7. from both home and abroad8. at the best time of yearUnit Five Our W eather and ClimateSection III Trying your handI. Sample Analysis1. The teacher summarize briefly the format and language used in weatherforecasts.2. A weather report or forecast is a very useful aid in our daily life. Knowingthe usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurement units, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.II. Simulated Writing1. The students read and translate the two sample weather forecasts intoChinese.Useful words and expressions for describing weather:1) to rain all day 全天有雨2) to be sunny / fine / cloudy / rainy / hot / cool天气将会是阳光充足、晴、多云、有雨、很热、凉爽3) to be going to warm up / clear up 天气要转暖/放晴4) quite a warm day with temperature around 24℃天气很暖和，气温在24度左右。

Unit One Hello, Hi！Teaching Time: 8 periodsTeaching Objectives:Ss Should Learn to Do1. Greet people and give responses: first meeting and meeting again2. Exchange personal information: name / address / telephone number / job / study3. Introduce people to each other4. Meet people at the airport5. Say goodbye to others6. Say hello in different languages7. Write a business cardKey Points:1. Etiquette of meeting and introducing people2. Etiquette of exchanging business cards3. Basic sentence structuresSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) How much do you know about the way American and British people greet each other? Whatexpressions do they often use?2) How do we Chinese greet others? What expressions do we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The tudents discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) I’m Robert Miller from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) I’d like to introduce myself first.(6) Could you please introduce me to your manager?(7) May I introduce my friend Mike? He is from Canada.3) The way native English speakers exchange their personal information:(1) Here is my name (business) card.(2) This is my name card.(3) Thank you. Here is mine.(4) This is my mobile phone number.(5) I’ll take down your e-mail address.(6) Please call me or e-mail me if you need any help.4) The way native English speakers say good-by to each other:(1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later.5) The expressions native English speakers frequently use to meet people at the air port:(1) Hello, are you Prof. Smith from the United States?(2) Hi, are you Miss Mary Green? I’m Li Hong from Foreign Languages School.(3) How do you do, Mr. White? My manager has asked me to meet you at the air port.(4) Did you have a good trip?(5) Was everything OK on your trip?(6) Let me help you with your luggage. And I have a car waiting for us outside.Studying business cards1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into threegroups.1) Greetings used at the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are you?(3) How is your project?(4) It’s going fine.(5) Hello, Jack. Haven’t seen you for ages. How’s everything?(6) What a pleasant surprise! I’m fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences used for introducing people and giving responses:(1) My name is Lu Yang.(2) I’m Michael Breen. Please call me Mike.(3) Here’s my card.(4) I’m Jack Green from Zhonghua Technical School.(5) Here is my business card.(6)This is mine.4. Group work: Give the students several minutes to prepare an introduction of themselves, andthen introduce themselves to each other.5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchangingthe business cards to each other in the next class period.3. Pay a visit to the website: to watch the video about an ESL lesson- Introduction words andphrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) Who is John? Where is he from?2) What does he study in the university?3) Who is Lin? Which grade is he in now?4) Where does Lin want to go after graduation? Why does he want to study further?5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chineseorally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memory aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were simple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its space is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.2Simulated writing:1. The students read and translate the sample names cards with the help of the teacher.2.Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges will choose and award the best.SECTION IV Maintaining a Sharp EyePassage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful marketing tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. situation:n. a condition or position in which you find yourselfe.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touche.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out ofe.g. We should be able to make it unless we get caught in a traffic jam.4. hand out: to give something to each person in a group; give without chargee.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students look though this paragraph together.2) Group work: Give the students 3 minutes to prepare the translation of the first paragraph, andthen an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph.2) Group work: The students have a discussion to find the answers to the following questions:(1) If you don’t want to miss opportunities for business, what should you do?(I should not miss connections.)(2) How are people usually looked at if they don’t present their name cards properly inbusiness situations?(They are regarded as not being prepared.)3. Paragraph 3:1) Pair work: One student reads this paragraph loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) The two students work together to summarize the general idea of Para. 3, and then presentit in class.(The general idea of Para. 3: You should always bring your name card with you.)4. The rest of the passage:1) The students read this part for three times by themselves, trying to remember the meaningsof the passage.2) Meanwhile the teacher writes down the following sentences with some words missing onthe blackboard or show them with PPT. The students are asked to fill in the missing words in the following sentences without looking at the book.(1) If you don’t have a job, get ___________________.(2) If you are _______, haven’t had new cards in 2 or more years, it could be time for ____and ______.(3) Perhaps set a goal of ______________ 5 cards a day.(4) Practice what you will say when handing them out. _______, there are so manyopportunities to do so.(5) Ask your network to ___________ and for you also by handing out a few!(Key: 1. Networking Cards 2. employed; an update; photo update3. handing out4. On a daily basis5. network with info update)5 Summary of the passage:1. Group work: The students have a discussion of the main idea of the passage. Thestudents’ ideas may vary, and the teacher gives his or her own idea.(The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities:1.Group work: Ask the students to greet each other in their local dialects. At the same time, the whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who dosay it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. handshake:n. grasping and shaking of a person's hand to greet or welcomee.g. The manager gave the visitor a strong handshake.2. bow:v. bend one's knee or body, or lower one's heade.g. He bowed to greet in a Japanese way.3. embrace:v. hold someone in the arms (as in greeting)e.g. At first people were sort of crying for joy and embracing each other.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.2. Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.(For example: What is the usual way for Canadian people to greet each other? What gestures do other people like to use to greet people? )3. The rest of the passage:1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.(Key: 1—B 2—A 3—E 4—G 5—N 6—M 7— D 8—O 9—C 10—L 11—I 12—H 13—F 14—J 15—K)5Summary of the passage:1. Group work: The students have a discussion of the question: Why is it useful for us to knowa little about saying hello in different languages? The students’ideas may vary, and theteacher gives his or her own idea.(Suggested answer:In my opinion, learning something about saying hello in different languages is very useful, because now there are more and more foreign visitors coming to our country and we are having more chances to travel in foreign countries.If we can greet foreigners in their own languages, they and we as well will feel happyand comfortable. This will help us better communicate with each other.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite Paragraph 1 of the passage.2. Pay a visit to the website: -- , and enjoy the video about how to introduce yourself in Spanish.3. Preview Sections I, II and III in Unit Two.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read the advertising slogans or business mottoes.2 Group discussion:1. Which advertising slogan or business mottoes impress you most? Give comments on it.What do you think of the Chinese translation?2. Please list some other advertising slogans or business mottoes you are familiar with.3. Search online for more similar advertising slogans or business mottoes and exchange themin the next class period.。

Unit Four Punctuality and CultureUnit Goals:What You Should Learn to Do1. Make / keep / postpone an appointment accordingto a work timetable2. Make reservations according to the timetables offlights and trains3. Understand and make up schedules for differentpurposes4. Write:a timetablea scheduleWhat You Should Know About1. Punctuality in social activities2. Planning a work day / week3. Use of verb tensesSection ⅠTalking Face to FaceImitating Mini-TalksActing out the TasksStudying Timetables and SchedulesFollowing Sample DialoguesPutting Language to UseImitating Mini-Talks1 Work in pairs. Practice the following mini-talks about schedules and timetables.1) Asking for an Appointment with the ManagerA: I'd like to make an appointment with your manager. Do youthink I could see him sometime this morning?B: Sorry, he's fully booked this morning.A: How about tomorrow morning then?B: Yes, I think tomorrow morning would be fine.2) Asking to Meet Mr. PetersonA: Mr. Peterson, I wonder if it would be convenient to meet youtoday.B: Let me see. I'm free this afternoon. Is that all right for you?A: Well, I've got a meeting from 2 to 4. Are you free tomorrowmorning?B: No problem. Let's make it at 10 then.3) Asking to Change the Appointment with Dr. JohnsonA: I'd like to change the appointment with Dr. Johnson fromTuesday to Thursday.B: I'm afraid he won't be available on Thursday morning.A: What time would be convenient for him? Will 2 p.m. do?B: Yes, that'll be fine.4) Asking About the Working Hours of a Ticket OfficeA: What are the office hours?B: Well, the office hours are from 9 a.m. to 6 p.m.A: Do you work on weekends?B: On Saturday the office is open from 9 a.m. to 3 p.m., but on Sunday we are closed.5) Asking About the Flights for MacaoA: Do you have flights to Macao?B: We have only one flight to Macao each week, at 1:40 p.m.Wednesday.A: When does it arrive in Macao?B: At 3:40 p.m.2 Work in pairs and act out the tasks by following the above mini-talks.1 Task:Look at the flight timetable in Exercise 3.Ask about the departure and arrival time2 Task:Look at the flight timetable in Exercise 3.Ask about the Tuesday flight for Hong Kong3 Task:Look at Mark's schedule in Exercise 3.Call to ask Mark for a change of an appointment.4 Task:Look at Mark's schedule in Exercise 3.Ask to make an appointment to see Mark on Wednesday.5 Task:Look at Mark's schedule in Exercise 3.An old friend in Hong Kong asks to see Mark on Thursday.Studying Timetables and SchedulesRead the following sample dialogues and try to perform your own tasks.Putting Language to UseSpeak and CompleteMark: Miss Wang, I want to 1 __________ an evening train to Harbin so thatI can get there the next morning. Do you know the schedule?Miss Wang: Yes. I have got a 2 __________________ here.Mark: Is there a train leaving around 6?Miss Wang: 3 ______________ one at 6:15.Mark: When will it get there?Miss Wang: 4 ______________ at about 8 next morning.Mark: That's the one I need. Thank you very much.Miss Wang: You are 5 ______________.SECTION II Being All EarsLearning Sentences for Workplace CommunicationHandling a DialogueUnderstanding a Short Speech / TalkLearning Sentences for Workplace Communication1 Listen to 10 sentences for workplace communication cross-referenced withtheir Chinese translations.arrange 安排confirm 确认due 规定(到达) 的delay 耽搁2 Listen to the following sentences for workplace communication in Column A andmatch each one with its Chinese version in Column BKey:1-i, 2-j, 3-d, 4-c, 5-f, 6-e, 7-h, 8-g, 9-a, 10-b3 Listen to 6 sentences for workplace communication and choose their right responses4 Listen to a dialogue and decode the message by filling in Susan's scheduleaccording to what you have heard.5 Now listen to a short speech / talk and fill up the blanks according to what youhave heard. The words in brackets will give you some hints.6 Listen to the speech / talk again and complete the information in Column A withthe right choices in Column B.SECTION III Trying Your HandPracticing Applied WritingWriting Sentences and Reviewing Grammar1 Fill in the office hours making use of the information in the passage that follows.2 Translate the following schedule into English, using the data bank in theWorkbook for reference.Writing Sentences and Reviewing Grammar3 Complete the following sentences, using the right verb forms4 Correct the errors in the following sentences.5 Translate the following sentences into English6 Suppose this is your schedule for the coming three days. Write a paragraph ofabout 100 words based on the information given in the schedule. You maystart the passage with the sentence: I've got a very busy schedule.KEYS: I've got a very busy schedule. I'm catching the 9:45 flight on October 8 and arriving in Shanghai at 2:00 in the afternoon. Bob is meeting me at the airport. I will check into Beach Hotel and have a rest there in the evening. On October 9, I'm meeting Mrs. Black at 10:15 a.m. and after having lunch at Beach Hotel we're visiting the plant at 2:30 p.m. The next day I'm attending a conference at 9 a.m. I'm leaving Shanghai in the afternoon. I'm taking a flight at 3:30 p.m. and arriving back at 7:45 p.m. Phillip will be there to pick me up at the airport.SECTION IV Maintaining a Sharp EyeInformation Related to the Reading PassageAmericans and Europeans consider time to be an asset that can be spent and saved; therefore, proper scheduling of time and its appropriate allocation to various competing tasks is an important part of organizational management. Variations in time use are expected to influence performance and stress, as well as other outcomes. It is a vital strategic element. Thelarge amount of management processes and methods developed to improve performance by managing time use proves the importance placed on time. Here are a few famous quotes and sayings about time and punctuality:1 Explanation of Difficult Sentences1. (Para. 1) One of the cultural differences that tend to annoy Americans has to dowith understanding of punctuality.Analysis: Has to do with is a phrase meaning has a specified relationship with.It is the predicate of the sentence. That introduces a restrictive relativeclause modifying differences.Translation:有一种常会惹恼美国人的文化差异可能关系到对守时的不同理解。

新编大学基础英语综合教程4教案unit5Lesson 1 Hitting the HeadlinesLearning Objectives:1. Discussing newspaper headlines and matching to photos.2. Matching stories to headlines.3. Reading news stories for detail.4. Listening to news reports for detail.5. Revising & practising passive constructions.6. Writing and presenting a news report..Speaking1. Work in pairs. Look at the sentences (1–5) and discuss these questions.1) Where do you think they come from?2) What do you notice about the language used?(1) Where do you think they come from?They are all headlines from newspaper stories.2)What do you notice about the language used?They use simplified language, e.g. Omitting articles and simplifying tenses. They also use assonance (avalanche agony) and alliteration (Seb the Sailor). Neat, catchy and established phrases (happy ending, perfect alibi) are used to attract the reader.2. Match the sentences (1–5) to the pictures (a–e).Reading: Lexical preparation(1) accuse: v. (accuse sb. of sth.) : to say that sb. has done sth. wrong or is guilty of sth.e.g. The government was accused of incompetence.2) charge: v. (charge sb. with sth./ with doing sth.): to accuse sb formally of a crime so that there can be a trial in a court of lawe.g. He was charged with murder.3) convict: v. [often passive] (convict sb. of sth.): to decide and state officially in a court of law that sb. is guilty of a crimee.g. He was convicted of fraud.4) allege: v. [often passive] (formal) to state sth. as a fact but without giving proof (It is alleged that…)e.g. —It is alleged that he mistreated the prisoners.—He is alleged to have mistreated the prisoners.5) chance: [U] the way that some things happen without any cause that you can see or understand (by chance)e.g. I met her by chance (=without planning to) at the airport.6) impress: v. (formal) to have a great effect on sth., esp. sb’s mind, imagination, etc. (impress sth. / itself on sth.)7) catch up with sb. :①if the police or authorities catch up with sb., they find and punish them after some timee.g. The law caught up with him years later when he had moved to Spain.②to reach sb. who is ahead by going faster or reach the same level or standard as sb. who was better or more advancede.g. He had to work hard to catch up with the others after missing a term through illness.8) be / get caught up in sth. : to become involved in sth., especially when you do not want to bee.g. Innocent passers-by got caught up in the riot.9) attempt: n. an act of trying to do sth., especially sth. difficult, often with no success(in an attempt to do)(make an attempt to do)Reading1. Match the first lines of each news story below (a–e) to the full stories (i–v). What do all the first lines have in common?a) A Mafia hitman who was believed to have been responsible for ...b) A British climber made an extraordinary journey ...c) A Japanese man drove his car through a train station ...d) A man has been jailed for three years ...e) A 15-year-old boy from Cowes has become the youngest person ...What do all the first lines have in common?a) A Mafia hitman who was believed to have been responsible for ...b) A British climber made an extraordinary journey ...c) A Japanese man drove his car through a train station ...d) A man has been jailed for three years ...e) A 15-year-old boy from Cowes has become the youngest person ...The first lines introduce the main character, often with a qualifying adjective —mafia, British, etc.2. Read the news stories and answer these questions.1) Why did Graham Burdon post the message?Because he wanted to get in touch with some old school friends.2) Why is Torre’s perfect alibi such an “original”one?Because he confessed to having committed another murder on the same day.3) How did Seb Clover feel when he arrived?He felt very tired.2. Read the news stories and answer these questions.4) How did Saito try to attract the woman’s attention?By driving dangerously up stairs and along a corridor in a train station.5) Why was Trevor Jones lucky to have been found by the Romanian family?Because the village is usually uninhabited in winter.3. Discuss these questions with a partner.1) Which stories are the most humorous?Stories i, ii and iv.2) Identify any humorous or ironic touches in these texts.-- he was busy killing / he couldn't possibly have shot (ii);-- in a bid to get noticed (iv).4. Translate the following sentences into English.(1) 他被判处死刑，其犯罪团伙因杀害20人已受到指控。

Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1.Talk about and comment on a sports event2.You should know about Successful Beijing Olympic Games Teaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentencesfrequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball match organized by theStudents’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting event happening inthe community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go wit h me?(3) It says there will be a chess game at the Students’ Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would you like tojoin us in climbing the mountain outside the city this Sunday?(4) How about picnic? Picnicking is a very interesting outdoor activity. Mostpeople enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under the guidance of theteacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go towatch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports event poster, andthen tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch a basketballgame. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasksin Speak and Perform. There will be a class presentation in the next class period. 2. Group work: Design a sports event poster using PPT, present it and practicetalking about this poster to other groups in the next class period.3. Pay a visit to the website /bbsv/1091-4059.xhtml to watchthe video about giving comments on a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simula te the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference of tenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simple present tense isused regardless of time reference.5. When writing a paragraph, special attention should be paid to co-reference oftense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the 2008Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. a material objectrepresenting something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scale or rank (as ofachievement, significance, or value)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in which different fingerpositions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to the followingquestions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design of the emblem ofDancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, trying toremember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation of these twoparagraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard orshows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing2) hospitality and hopes3) the Olympic Movements4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happiness and their explanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in eachsentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.: arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n. something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or she will be in thebest state or position.e.g. We wish the best for your Christmas and the new year.4. inspire v. to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with: according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation of these threeparagraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentence after another fortwo times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on the blackboard orshows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying(2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to find adjectives phrases inthe passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions or sentences fromthe passage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。

Unit OneA. ObjectivesStudents will be able to:1.be familiar with the English names for the college facilities and dormitory items.2.master the techniques to give advice in English.3.acquaint students with the knowledge of college associations.4.write a letter of congratulation in simple words.5.practise the intonation.B. Teaching Procedures●Step One: Starter— Items in a student dormitoryA. Ask students the following questions about the dormitory items:a)Do you live in a dormitory? How many students are there in it?b)What do you think of your dormitory? What do you have in your dormitory?c)Have you ever tried to decorate your dormitory and how?B. Have students finish the exercise: look at the pictures of the dormitory items and match them with the names.C. Check the answers with students.D. If necessary, the teacher can offer more examples of the English names for the dormitory items.●Step Two: I’m homesickA.Ask students about the meaning of the word “homesick”.B.Have students listen to the tape or CD and fill in the blanks.C.Explain the language points, especially the sentence patterns to ask about others, such asa)How are you getting on with your work?b)How are you doing?D.Have students listen to the dialogue again and check the answers with students.1. How are you getting on with college life, Lucy? 露西，大学生活过得怎样？get on (with…) 进展，进行；与……和睦相处e.g. How are you getting on with your work? 你的工作进展如何？2. I frequently feel very lonely. 我经常感到孤独。