Unit 2新编实用英语课堂设计.doc

Unit Two Saying Thanks or Sorry Class Work Design: Three Sessions Six Contact HoursSession No. Unit Sessions Involved Focal PointsSession 1(90-100 minutes)Section I Talking Face to Face1. Expressing thanks and giving responses2. Congratulating and responding3. Apologizing for various reasons4. Expressing regrets and asking for forgiveness5. Key words and expressions:thank you for, congratulations on, be sorry for, forgive, deserve this honor, fault, branchesSection II Being All EarsSection III Trying Your Hand1. Practicing Applied Writing2. Writing Sentences and Reviewing GrammarSession 2(90-100 minutes)Section III Maintaining A Sharp EyePassage I Thank you, Volunteers！1. Different ways to express thanks2. Key words and expressions:tend to do, staff, toward the end of, tip a hat toward sb., work forSession 3(90-100 minutes)Section III Maintaining A Sharp EyePassage IIHow Can You Say Sorry and Really Mean It?1. Five steps to make an effective apology2. Key words and expressions:acknowledge, take ones part, turn it around, hurt sb. back, keep sth. from happeningSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions: 1. What will you say in English to those who give you some help? 2. What English expressions do you know for showing regrets or forgiveness? 2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutes in pairs.2. Ask the students to underline the useful expressions and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences 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 frequently used for expressing thanks: (1) It was so generous of you to send me such a fine and beautiful gift.(2) I dont know how to express my thanks to you.(3) Im grateful for all the help and encouragement youve given me.(4) Thank you for doing me a favor.(5) Many thanks for your information.(6) Thank you again for arranging everything for us. (7) Thanks a lot for allowing me to use your computer. 2) Sentences frequently used for giving congratulations:(1) Congratulations on your recent promotion! (2) Please accept my heartiest congratulations.(3) May an old friend congratulate you for obtaining your Masters Degree.(4) I congratulate you on your wonderful result in the final examination! Well done! 3) Sentences frequently used for making apologies and asking for forgiveness:(1) Im terribly sorry that Ive forgot to bring the sample of the product. (2) I do apologize for this. (3) Excuse me. Forgive me for interrupting you again. (4) Im so sorry that Ive forgot the class meeting. (5) I feel terribly sorry for missing the appointment. (6) I apologize that I couldnt reply to your e-mail as soon as possible(7) I hope you will accept my sincere apologies for not informing you of the news.(8) Please forgive me.Studying gift and congratulation cards 1. Warm-up questions:1) When and whom do you usually send gift cards to?2) For what purposes do you send congratulation cards?2. The students read and translate the sample gift and congratulation cards under the guidance of the teacher. 2 Act-out activities:Sample dialogues 1. The students read the sample dialogues after the teacher, trying to imitate the teachers pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Group work: Ask the students to categorize the expressions for giving thanks/congratulations and responses in the sample dialogues into three groups.1) Sentences used for giving and replying to thanks:(1) Thank you.(2) And thank you very much for the roses.(3) Im glad you like them.(4) You are always so thoughtful.(5) Im glad you like the flowers.2) Sentences used for showing congratulations and giving responses:(1) Congratulations, Mr. Alright! Ive heard of the good news that you were named this years Outstanding Manager.(2) Thank you, Mr. Black.(3) I feel happy for you.(4) I know you deserve the honor.(5) Its very kind of you to say so.(6) Im sure you and your company will be more successful in the coming year.(7) Thanks for your kind words. 4. Group work: Give the students several minutes to discuss how to express thanks to a friend who gives a beautiful gift. 5. Pair work: Make a dialogue about showing congratulations to a friend who has won the first grade scholarship. 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 Speak and Perform. There will be a class presentation in the next class period.2. Group work: Design a gift card in groups with PPT, present it and practice expressing thanks after receiving the gift card in the next class period.3. Pay a visit to the website /programs/view/yWifCSzF6_I/to listen to the English lecture about how to give apologies. 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 Chinese version. 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 exercises in the section. 4. Play the tape for the third time with a pause after each sentence, and ask the students 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 following questions orally: 1) What is the relationship between Andy and Donna? 2) What happened to Donna? How does she feel now? 3) Why does Donna show her thanks to Andy? 4) Where does Andy get the flowers? 5) Where does Donna keep the flowers?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 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 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 thank-you notes, congratulation cards and apology letters. 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.1. More information about thank-you notes:Thank-you notes are usually exchanged between friends and acquaintances, and they are brief, direct and in an informal style. They are often written in simple languages, using courteous words and sentences to express the writers good wish or thanks. The following sentences are often used in thank-you notes. 1) I want to thank you for all the help youve given me. 2) Thank you once again for bringing this to my attention. 3) It was very kind of you to send me such a nice gift. 4) Many thanks to you for inviting us. 5) I hope some day I will be able to pay back the hospitality I received during my stay at your home. 6) Thank you for doing so much to make my trip to Shanghai very interesting. 7) First, Id like to thank you for your kindness and hospitality. 8) This is to thank you again for your wonderful hospitality and to tell you how much I enjoyed seeing you again.2. More information about congratulation cards: People often write and send a congratulation card to congratulate people on such joyful occasions as celebrating ones promotion, wedding, birthday graduation, etc. Congratulation cards a re also exchanged on holidays. The language used in a congratulation card usually sounds courteous and complimentary. The following expressions and sentences often appear in congratulation cards. 1) Best wishes for Merry Christmas and a Happy New year. 2) Congratulations and all good wishes! 3) Best wishes from all of us on your birthday. 4) The best of luck to you and your family. 5) I wish you every success at your new post. 6) We hope you will have nothing but joy and happiness. 7) Let me offer my warmest congratulations. 8) Please accept my heartiest congratulations on the successful completion of the project.3. More information about apology letters: An apology letter is written to apologize for having done something wrong or for failing to do something. Apology letters are usually brief and direct to the point. Of cause, they should sound sincere and polite. The following sentences are often used to make an apology. 1) Im very sorry to have kept you waiting so long for this late reply. 2) Im terribly sorry for not being able to offer you the help you needed. 3) I must apologize for letting you down. 4) I hope you will accept my sincere apologies. 5) I cant tell you how sorry I was. 6) I sincerely apologize for being late for the meeting yesterday. 7) I regret that I shall not be able to come to the evening party next Sunday.2 Simulated writing: 1. A student reads and the other one translates the sample letters orally, trying to remember the useful sentences for writing thank-you notes and congratulation letters.2. Do Exercises 2, 3 and 4 in groups. Writing Sentences and Reviewing Grammar 1 The teacher gives a brief summary of the basic usage of ArticlesThere are two kinds of articles, indefinite (a, an) and definite the. They are used to make a generic or specific reference to an English noun. We use a/an when we do not refer to a specific thing or person, but one in general. We use the when we make a specific reference to a particular thing or person, or things or persons. Articles are troublesome for English learners and we should be patient and persistent in learning to use them. If your students need to know more about articles, refer them to the Workbook.The teacher shows the following table with PPT and explains it to the students in Chinese.TypesUsagesExamplesDefinite article (The)A definite article indicates that its noun is a particular one (or ones) identifiable to the listener. It may be the same thing that the speaker has already mentioned, or it may be something uniquely specified.The children know thefastest way home.Give me the bookIndefinite article (A/An)An indefinite article indicates that its noun is not a particular one (or ones) identifiable to the listener. It may be something that the speaker is mentioning for the first time, or its precise identity may be irrelevant or hypothetical, or the speaker may be making a general statement about any such thing. She had so large a house that an elephant would get lost without a map.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Written work: Suppose you missed an appointment with your friend. Please write a letter of apology for getting his/her forgiveness. SECTION IV Maintaining a Sharp Eye Passage 1 Thank you, Volunteers！1 Warm-up questions: 1. Have you ever done any volunteer job? Describe it.2. What are the ways you usually express thanks to others?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teachers 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 dont 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 Teachers Book, the following points are encouraged to be chosen and practiced on. 1. tend to think: want to think not too strongly e.g. They tend to think the sales plan should be discussed again. 2. staff n. the group of workers who do the job for an organization e.g. The schools teaching staff is / are excellent.3. toward the end of: near the end of e.g. The company will hold a party to express its appreciation to the business partners toward the end of this month. 4. tip a hat toward sb. take off a hat to show respect to sb. e.g. Mr. White tipped his hat toward John for the way he arranged the party.5. work for: be suitable to e.g. This kind of exercises works for any age group of people.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1: 1. The students read the paragraph together for two times. 2. Memory training: Give the students 3 minutes to remember this paragraph. Then ask some students to recite it in class.2. Paragraphs 2 and 3: 1. Ask two students to read these paragraphs. 2. Translation practice: The students have a discussion to translate the paragraphs into Chinese in groups. Then a group presentation is required in class.3. Paragraph 4: 1. The students read this paragraph loudly by themselves. 2. The students have a discussion to find the answers to the following questions: 1) What gifts did the volunteers working in the library get for Thanksgiving?(They got various baskets of goodies, boxes of chocolates, flowers and plants, etc.) 2) What action did the library staff take to show their thanks to the volunteers?(The staff tipped their hats toward the volunteers.)3) How did the volunteers feel about the staffs action?(They seemed to appreciate the silent effort to recognize them.)4. Paragraph 5: 1. The students read this paragraph after the teacher. 2. Group work: Make a brief description of how Linda Bacon expresses her thanks to the volunteers.5. Paragraph 6: 1. Ask two students to read this paragraph. 2. Dictation practice: The teacher reads each sentence of the paragraph twice, and the students write them down. Afterwards, the students check up them with their partners.5 Summary of the passage: The teacher shows the following table with PPT or draws it on the blackboard. The students are requiredto complete the table.Names of persons Ways to express thanks to volunteers 1 Providing potlucks for staff and volunteersLinda Bacon 2 3 Tipping hats toward the volunteers 4 Presenting a picture of a printed hand tapping on a volunteers back with thankful complimentsTraci Lato 5 Key: 1. Nazia Hossain 2. Taking the volunteers to the movies 3. Aimee Hepler4. Karol Haynes 5. Sending out Thanksgiving cards to the volunteers6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Give the Chinese translation for each sentence. 2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to use and then write out their translation. Afterwards they check up each others work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Group work: Search online after class to find more ways people express their thanks to others. There will be a class presentation in the next class period.2. Preview Passage II.PASSAGE II How Can You Say Sorry and Really Mean It?1 Warm-up activities:Group work: The students have a discussion of the reasons why it is not easy for people to make true apologies to others? Then there will be a group presentation 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 teacherspronunciation 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 dont 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 Teachers Book, the following points are encouraged to be chosen and practiced on. 1. acknowledge v. show that one is grateful for e.g. His long service with the company was acknowledged with a