21世紀(jì)大學(xué)英語第二冊電子教案

Unit1TextAWinstonChurchill–HisotherlifeI.TeachingObjectives1.Understandtheaudiomaterialsofthisunit.2.Graspthekeywords,Phrasesandstructure.3.Mastertheskillsofwritingandreadinginthisunit:majoreventandthenbrieflyoutlinewhatleduptoitorhowithappenedII.TeachingContent1.Lead-inactivities2.TextOrganization3.Skilllearninginwritingandreading4.Languagepoints(keywords,phrasesanddifficultsentences)5.GrammarFocus(1.Pastparticipialphraseusedasadverbial2.Theadverbsousedforemphasisandagreement)6.GuidedPractice(exercises,oralpracticeandgroupwork)III.TeachingProcessWarm-upQuestions/Activities:Activities:1).AskSswhattheyknowaboutWinstonChurchillandthetwoWorldwarstheymaysayanythingthatpopsintotheirminds;2).Putwhatthey’vementionedontheblackboard;3).Thenprovidethefollowingtext-relatedinformation(allorpart)andaskthemtotakebriefnotes;and4).Checktheircomprehensionwiththefollowingquestionsrelatedtotheinformationprovided.Introductionremarks:Whatisitthatmakessomeonegreat?Whydocertainpeoplegodowninhistoryasoutstandingcharacters,admiredbymillions?Areheroesandheroinestrulydifferentfromotherpeople—moreintelligent,morecourageous,strongerandbetter?Oristheirfamejustamatterofchance?ThearticletakesacloserandmorepersonallookatWinstonChurchill,thegreatestfigurefrommodernhistory:Asyoureadthetext,you’llconsidertheactshewasfamousfor;hisstrengthofwill,warmspiritandloveoflife;aswellasthedifficultieshispersonalitiesandhishumannature—the“otherside”ofwhatmadehimspecial.Questions1).WhowasWinstonChurchill?WhatpositionsdidheholdintheBritishgovernment?(WinstonChurchillwasaBritishConservativestatement,orator,andwriternotedforhisleadershipduringWorldWarⅡ.Heheldvariouspositionsinthegovernment,includingFirstLordoftheAdmiraltyandPrimeMinster.)2).DuringWorldWarⅠwhichcountrieswerethemainAllies,andwhich,themainCentralPowers?(ThemainAllieswereFrance,Russia,Britain,ItalyandtheUS,whilethemainCentralPowers,Germany,Austria-HungaryandTurkey.)3).WhatwasthedirectcausefortheAllies’BritainandFrance’sdeclarationofwaragainstGermanythatstartedWorldⅡ?(ThedirectcausewastheGermaninvasionofPolandonSept1,1939)4).WhathappenedtoWinstonChurchillasaresultofthelossoftheDardanellescampaignin1916?(HewasremovedfromtheAdmiralty.)2.TextOrganizationThispassagecanbedividedinto5parts:PartOne:(Para1-3)Churchillbeganhisloveaffairwithpaintingamiddisastrouscircumstances.PartTwo:(Para4-8)TheprocessofChurchill’slearningpainting,whichshowedhisgiftforpainting.PartThree:(Para9-10)Thedeathsofhismotherand3－year-olddaughtergavehimanothergreatgrief.Itwaspaintingthatrescuedhim.PartFour:(Para11-12)Churchillachievedgreatsuccessinpainting.PartFive:(Para13)Conclusion:Paintingbroughtjoy,peace,andhopetoChurchill.3.Skilllearninginwritingandreading1).majoreventandthenbrieflyoutlinewhatleduptoitorhowithappened;2).personification4.LanguagePoints1)loveaffair—romancebetweentwopeoplewholoveeachotherbutwhoarenotmarriedtoeachother;greatenthusiasmorliking(forsth.)e.g.Thegirl’sloveaffairwiththe60-year-oldmanworriesherparents..2)circumstances n.(pl.)— conditionsofasituationwhichhasaneffectonwhatisdoneoronthewaysth.isdonee.g.Insomecircumstancesitmaybenecessaryforthemanagertocomehereinperson.3)overwhelm vt.— make(sb.)feelcompletelyhelpless,astonished, orembarrassed.e.g.Attheageofforty,hewasoverwhelmedwithwork,illnessandfamilyproblems.4）.come/gotothe/one’srescue—helpsb.whentheyareindangerordifficultye.g.Wewereabouttoclosedownthebusiness,butthebankcametoourrescue.5）.chanceupon/on—meetordiscoverunexpectedlye.g.Shechanceduponsomeoldlovelettersherhusbandkeptinthebackofthedrawer.6）.tryone’shand(at/doingsth.)— tryanewactivitytotestone’sability;makeaninexperiencedattempte.g.Aftershelostherjob,shethoughtshe’dtryherhandatwritinganovel.7）.plungeintopush(sth.)suddenlyanddeeplyinto(sth.else)getinvolvedin(sth.)suddenly,withoutthinkingcarefullyorpreparingforite.g.? Heatherplungedherhandsdeepintoherpockets.? Sheplungedbravelyintothedebate.8）.beforesb.knowit—(informal)veryquicklyandsuddenlye.g.Atthistimeoftheyear,youcouldcatchcoldbeforeyouknowit.9）.fallupon—attacksuddenlyandviolentlye.g.Terroristswerefallinguponmenandwomeninthestreet.10）.overcome vt.—overpoweroroverwhelminbodyormind Receivingtheprizeinhonourofherdeadfather,shewasovercomewithemotion.11）.takerefugein— findprotection,helporreliefinaplace,person, action,etc.e.g.Duringthefrequentair-raidspeopletookrefugeintheircellars. odd a. —(usedafteranumber)withsomeextra;orsoe.g.? twentyoddyearsago? sixhundredoddchildren? thirty-oddyears12）.panye.g.Don’tworry.I’llkeepyoucompanyuntilyourhusbandcomesback.5.GrammarFocusPastparticipialphraseusedasadverbialExplainthatapastparticipialphrase,usuallythatoftransitiveverb,canfunctionasanadverbialmodifyingthemainverbofthesentencetoindicatecause,time,condition,concession,etc.Forexample:Overwhelmedbythedisaster,heretiredwithhisfamilytoacountryretreatinSurrey.Greatlyinterested,Ben’sfatherbegantoaskhimtoplaythiscomputergame.2)TheadverbsousedforemphasisandagreementProcedures:TellSsthatsocanbeusedafteraclauseorstatement,andbeforeasubjectandauxiliaryverb,toexpressstrongemphasisoragreementwiththatclauseorstatement.Forexample:IsaidIwouldcome,andsoIwill.“You’veforgottenyourhat”“Ah,yes,soIhave”Comparethisusewiththeuseofsotomean‘likely’or‘a(chǎn)lso’insayingthatsomethingthathasjustbeensaidaboutonepersonorthingisalsotrueofanother,usu.Followedby“auxiliaryverb.+Subject”intheinvertedwordorder.Forexample:Hisshoesarebrightlypolished;soishissuitcase.Johnbuyshisdrinksatthelocalsupermarket,sodolotsofpeople.C)DoStructureEx.Ⅷattachedtothetext.6.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryA.Askseveralstudentstoretellthetextbyusingtheirownwords.B.Talkaboutthemainideaorthemeofthetext.2).ExercisesA.Comprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).B.vocabulary(homework)C.Translation(onexercise-book)7.After-classAssignmentsPracticewritingaparagraphthatstartswithamaineventandgoesontodescribewhatleduptoit.TextBLittleSisterofthePoorLanguagePointsstreetpeoplepeoplelivinginslumswho,esp.duringthesummer,spendmuchoftheirtimesittingonbuildingsteps,standingonthesidewalktalking,orvisitingneighborsandlocalstores;thelocalpeopleofacrowdedneighborhood.BybloodandoriginIamAlbanianIcomefromanAlbanianfamily.ministertogivehelptoorcarefor(people,esp.illpeople)e.gShehadspendherlifeministeringtotheneedsofherhusband.Andtothatend,shegathteredasmallgroupofnunsaroundher.andforthatgoal,shecalledtogetherasmallgroupofnunstoworkwithher.signatureservicetypicalorcharacteristicservice.givewaytomakeconcessionto;yieldtoe.gThechairmanspokesoforcefullythattherestofthecommitteegavetohisopinion.skiptheusuallavishdinnerdonotholdtheextravagantdinnerthatisusuallygiven.MotherTersalitapathtosaintlinessandinvitedotherstofollowit.MotherTeresaopenedthewaytoholybusiness(oftakingcareofthepoorandthedisabled)andsetanexamplethatmadeotherpeopletofollow.invitetempt;attract.e.gIfyoudon’tmaintainthecarregularly,youarejustinvitingtrouble.Hisproposalinvitedgreatinterest.Unit2TextAWhyTheyExcelI.TeachingObjectives1.Understandtheaudiomaterialsofthisunit.2.Graspthekeywords,Phrasesandstructure.3.Mastertheskillsofwritingandreadinginthisunit.phenomenoncausessuggestions.II.TeachingContent1.Lead-inactivities2.TextOrganization3.Skilllearninginwritingandreading4.Languagepoints(keywords,phrasesanddifficultsentences)5.GrammarFocus(TheemphaticformItbethat/who)6.GuidedPractice(exercises,oralpracticeandgroupwork)IIITeachingProcess1.Warm-upQuestions/Activities:Activities:1)askSsiftheyknowaboutsuccessfulChineseAmericansintheUnitedStatesandnamesomeofthem,andtheteachershallputthenamesonboard;2).Ssbrieflytellabouttheirachievements,forexample,YangChenNing,LeeTsungDao(LiZheng-dao),I.M.Pei(BeiYu-ming),WangAn,ZhaoXiao-lan,etc.3)Ssexplainwhytheyaresuccessful;andsumupthediscussionandintroductionthetext.Introductionremarks:TherearequiteafewsuccessfulChineseAmericansintheUnitedStates.TheyexcelinfieldslikePhysics,Architecture,Computer,Politicsandsoon.Arousethestudents’interestbyaskingthemwhomtheyknowabout.Questions:1).WhatdoyouknowaboutsomesuccessfulChineseAmericansintheUnitedStates?Namesomeofthem.2).WhatareprestigiousuniversitiesintheUSA?2.TextOrganizationThispassagecanbedividedinto3parts:Part1(1-4)AphenoninondrawnfromastoryPart2(5-14)WhyAsianAmericansdoingsowell?(1experimentand3factors)Part3(15-19)Whatcanwelearnfromthem?(3recommendations)3.Skilllearninginwritingandreadingausefulstructureforanargumentarywriting:phenomenoncausessuggestions.4.LanguagePoints:1)passagen.—(costofaticketfor)ajourneybyshiporplanefromoneplacetoanothere.g.Heistoopoortoaffordapassagehome.2)makeit(tosomewhere)—imetodosth., orindoingsth.,orgettingsth.wantede.g.Despitetheheavyrain,shemadeittotheairportjustintimetocatchherplane.3)copewith—managesuccessfully;beabletodealwith(sth.difficult,unpleasant,etc.)e.g.copewiththewatershortage/hisrival/thebudgetdeficit4)owe…to—have(sth.good)becauseof(sth./sb.)e.g. IoweittomyfriendsthatIhavebeenabletofinish thiswork.5)awaveof—anunusuallylargenumberofe.g.awaveofnewcomers/buying/terrorism6)label v.—putintoaparticularkindorclass;describease.g.Hisneighborslabeledhimathief.7)counterpart n.—apersonorthingthathasasimilarfunctionor positioninanotherplaceororganizatione.g.theForeignMinisterandhisFrenchcounterpart8)converge vi.—(tendto)becomesimilaroridenticale.g. Ourpreviouslyopposedviewsarebeginningto converge.9)bottomline—thedecidingorcrucialfactor;theessentialpointe.g.Thebottomlineisthatweneedanothertenthousanddollarstocompletetheproject.10)imbuewith—fill…with…(akindofidea,feeling,etc.)e.g.Shetriestoimbueherhusbandwithasenseofresponsibility.11)havewhatittakes—havetherightqualitiesorskillsrequiredforsuccesse.g. Idon’tthinkRebeccahaswhatittakestobeaballet dancer.12)whereas conj.—whileatthesametime;whileonthecontrarye.g. Theelephantweighsabout3,600kg.Thebluewhaleweighsupto130,000kg.=Whereastheelephantweighsabout3,600kg,thebluewhaleweighsupto130,000kg.13)springfrom—resultfrom;haveone’soriginine.g.Herdoubtsspringfromtoomuchexperienceoffailure.14)tien.—aconnection,relationship,orfeelingthatlinksapersonwithanotherperson,aplace,etc.Eg.Inolongerfeelanytieswithmyhometown.15)can’twaitforsth./todosth.—beveryexcitedaboutsth.andeagerforsth./todosth.e.g.Hecouldn’twaittotellthegoodnewstohisparents.16)span—thelengthoftimebetweentwodatesoreventsorduringwhichsth.existsorfunctionse.g.lifespan;memoryspan;spanofknowledge17)potential a.&n.—theinherentabilityorcapacityforgrowth,development,orcomingintobeinge.g.industrialpotential;actingpotential;potentialcustomer;potentialresources5.GrammarFocus:DrillTheemphaticformItbethat/whoProcedures:1).ExplaintoSsthattheemphaticformcanbeusedtoplaceemphasisonthesubject,objectoradverbial,butnotontheverbpredicateofasentence.Ifthesubjectisaperson,either“that”or“who”canbeused,forexample:Marygotaverybeautifulbirthdaypresentfromheraunt.ItwasMarythat/whogotaverybeautifulbirthdaypresentfromheraunt.ItwasaverybeautifulbirthdaypresentthatMarygotfromheraunt.ItwasfromherauntthatMarygotaverybeautifulbirthdaypresent.2).AskSstodrillinpairs6.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryA.Askseveralstudentstoretellthetextbyusingtheirownwords.B.Talkaboutthemainideaorthemeofthetext.2).ExercisesA.Comprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).B.vocabulary(homework)C.Translation(onexercise-book)7.After-classAssignmentsWehavelearned“l(fā)isting”writingskillinPara.12-14and15-18.Trytowritealistparagraphofyourown,usingsimilarorganizationmarkersasinthereadingpassageTextBMethodsofEducation:EastandWestLanguagePointsAnartlessoninaCanadianschoolwouldleadtoaroomfullofuniquepictures,notaseriesofidenticalcats.AlessononpaintinginaCanadianschoolwouldmakeaclassroomofchildrenproducepicturesthatareentirelydifferentfromoneanotherinsteadofagreatnumberofcatsthatlookthesame.theinstructorteachesmorethanjustartorhistoryorlangugetheteacherteachesnotonlyartorhistoryorlanguage,butalsootherthings.partofwhat’sgoingononeofthethingsthatisbeingtaught.Everyeducationsystemisinevitablyamirrorthatreflectsthecultureofthesocietyitisapartof.Theeducationsystemofanysocitycertainlyreflectsthecultureofthatsociety,anditisacomponentpartofthatsociety.asourceofknowledgeapersonorthingthatsuppliesknowledge.Thesystemisdemanding,…TheeducationsysteminJapandemandsalotofefforts,…Foronething…,foranother…“Foronething“isusedtointroduceareasonandisusuallyfollowedby“foranother”,meaning“onereasonis…andanotheris…”e.gThehousewaspoorlybuilt;foronethingtheroofleaked,foranotheritdoesn’tletinenoughlight.8.AndmanysocialcriticsattubutethehighcrimerateintheU.Satleastpartiallytoalackofdisplineintheschools.AndmanysocialcriticsconsiderthatthehighcrimrateintheUSisatleastpartlyduetochildren’slackofdisciplineintheschools.Unit3TextAThetaleofaculturaltranslatorTeachingObjectivesUnderstandtheaudiomaterialsofthisunit.Graspthekeywords,phrasesandstructure.Mastertheskillsofwritingandreadinginthisunit.1).developingapassagewiththegeneralobservationandtheexamplesthatillustrateit2).understandingidiomaticexpressions.II.TeachingContentLead-inActivitiesTextOrganizationSkillLearninginWritingandReadingLanguagePoints(keywords,phrasesanddifficultsentences)GuidedPractice(exercises,oralpracticeandgroupwork)III.TeachingProcess1.Warm-upQuestions/ActivityIntroductionremarks:Whenagroupofhumanbeingsworktogether,whatdoesittaketomakethecooperationgosmoothly,effectivelyandproductively?Thisquestionisonethateverybusinessmanagerfaces.Goodtraining,goodconditions,apleasantatmosphere,acommonaim—allofthesefactorsplayapart,buttherichnessofhumanpsychologymakesmanagementasubtleanddemandingart.Andwhenbusinessesgointernational,thereareevenmorecomplexitiestocopewith.Inthelastunit,welookedathowculturaldifferencesaffecteducation.Butwhatgoesonafterschool?Whathappensatworkinaworldthat’srapidlybecominga“globalvillage”?Thethreetextsyou’regoingtoreadinthisunitexploresomeofthefascinatingcomplicationsofinternationalmanagement.Questions:1)..Whatkindofqualificationsshouldberequiredtodowellinaforeigncompany?2).What’scross-culturalcommunication?3).Listsomeconflictscausedbydifferentcultures.Howtosolvetheproblemofconflicts?4).Doyouthinklanguageandculturearecloselyrelated?Why?2.TextOrganizationPartI(para1)Introductionofthetopic:culturaldifferences→conflicts→needforaculturaltranslatorPartII.(para2-11)Anexample:George’sstoryPartIII.(para12)Conclusion:Thefirstthingyouneedfortheproblemsinajointventureisaculturaltranslator.3.Skilllearninginwritingandreading1).Thearticleincludesseveralparagraphsinwhichtheauthorstartswithageneralobservationandthenpresentsaseriesofexamplestoillustratehispoint.(para3,9)2).Themeaningofidiomaticexpressionscanbeveryhardtoguess.Wordformationcluesdon’talwayshelp,andcanevenmisleadusentirely!Buteffectivereadersdon’tgiveuponthefirsttry.Theykeepreading,insearchofcontextclues–examples,explanations,contrastsorparallelphrases–thatcanhelpthemfigureoutthemeaningofidiomaticexpressions.4.LanguagePoints1)runinto--meetbychance;encounterunexpectedlyExamples:IranintoJoeyesterdayonMainStreet.Afterapromisingstart,thecompanyranintodebt.0Youwillrunintotroubleifyoudon'ttakecare.2)anultitudeoflittlethingsthatescalateintobigemotionalbattles--alargenumberofsmallincidentsthatdevelopintoseriousemotionalconflictsamultitudeof/multitudesof--averylargenumberofExamples:Itdidn'tworkoutquitelikeIintendedittoforamultitudeofreasons.Multitudesoffootballfanscrowdedroundtheentrancetothehotelinanefforttoseeinpersontheworld-famousstar.escalatevi.&vt.increaseinintensity,degree,oramount;makeorbecomegreaterormoreseriousExamples:TheUNmustdosomethingbeforethewarescalatedbeyondcontrol.TheinflationratehasbeenescalatinginmanyAsiancountries.Ifwesurrenderonthissmallissue,theywillundoubtedlyescalatetheirdemands.3).alltheparties--allthesidesparty--n.personorpeopleformingonesideinalegalagreementorconflictExamples:Isthissolutionacceptabletoallpartiesconcerned?Athirdpartyfromoutsidethevillagewasbroughtinasawitness.4)thedirectorofinternationaloperations--thedirectorof(thedepartmentof)internationalbusinessesactivities5)temporarytransfertoJapan--workingtemporarilyinJapantransfern.theprocessbywhichsb.orsth.movesorismovedfromoneplace,job,etc.toanotherExamples:DavidwasfedupwithhisjobinLondonsoheaskedforatransfertotheParisoffice.Blake'stransfertoanItalianfootballclubcameasashocktoallhissupporters.6)Fromthestart,GeorgewaswellacceptedbyalltheJapaneseemployeeGeorgewastreatedaswelcomebyallJapaneseemployeesfromtheverybeginning.accept(sb.)--vt.thinkof(sb.)aspartofthegroupandtreathiminthesamewayasothermembersofit;treat(sb.)aswelcomeExamples:Thechildrengraduallybegantoaccepther.Hewasneverreallyacceptedbyhisfellowworkers.7)anyonesenttorepresentUSowners--anyonewhoissenttothejointventureinJapanasrepresentativeoftheAmericancompany8)Georgewassonaturallynonassertivethatnoonecouldseehimasathreattotheircareers--Georgewasbynaturesoeasyandmodestthathispresenceinthejointventuredidn'tposeanythreattothepositionsofJapanesemanagersandemployees9)theyfeltcomfortableaskinghisadvice--theydidn'tfeelembarrassedwhentheyaskedhisadvice10)theoddbehavioroftheirpartnersacrosstheocean--thestrangewayinwhichtheirAmericanpartnersact11)getintothehabitofdoingsth.--starttodosth.sooftenthatitbecomesahabitExamples:He'sgotintothehabitofswitchingontheTVassoonashegetshome.IgotintothehabitofstudyinginthelibrarywhenIwasincollege.12)cometoanend--stop;finishExamples:Andherethestorycomestoanend.Theteam'srunofsuccessseemstocometoanend.Whenthistemporaryjobcomestoanend,I'llbeunemployedagain.13)pickup--learnoracquireeasilywithoutmakingmucheffortExamples:GeorgepickedupafewJapanesephraseswhenhewasonabusinesstriptoTokyo.Idon'tknowwheremychildrenhavepickedupthoserudewords!Weneedsomeonewhowillpickthejobupquickly.14)Hedrankgreenteaatallhours,...Westernersareinthehabitofdrinkingblackteaonlyatcertainhourssuchasteabreaksorteatimes,whiletheJapanese,likeusChinese,havethehabitofdrinkinggreenteaallthetime.SothisisoneoftheJapanesehabitsthatGeorgehadpickedupbythetimehisfirsttwo-yearcontractcametoanend.atallhoursatanytime;allthetimeExamples:Therestaurantservesmealsatallhours.Sheisinclinedtotelephoneatallhoursofthedayornight.15)TheJapaneseengineershadsurpassedGeorgeintheirknowledge.—TheJapaneseengineersknewmoreabout...thanGeorgedid(sotheynolongerneededGeorgetogivethemadvice)surpass--vt.beevenbetterorgreaterthan;gobeyondExamples:Yourexcellentperformancehassurpassedeveryone'sexpectations.Thedirectorhasreallysurpassedhimselfwiththisnewfilm.Histimeforthe100meterssurpassedthepreviousworldrecordbyonehundredthofasecond.16)thecountryhehadcometolove--thecountryhehadstartedtolike17)FacedwiththethreatofanunwillingdeparturefromJapan,...--SeeingtheunpleasantpossibilityofhavingtoleaveJapaninspiteofhimself,...befacedwithbeconfrontedwith;bemadetomeet(sth.badordifficult)Examples:Facedwiththethreatoflosingtheirjobs,theworkersonstrikedecidedtogobacktowork.Heisfacedwithadifficultchoiceaftergraduation:togobacktohishometownorstayinthebigcity.18)Georgereinventedhimselfasa"culturaltranslator".--Georgechangedhimselfandtookontheroleofa"culturaltranslator".19)theJapanese...presidentwas–again--offendedbyamessagefromtheAmericanmanagement--theJapanese...presidentwas--ashehadalreadybeenonotheroccasions--angrywithamessagesenttohimbytheAmericanmanagementTheadverbagaincanbeusedtoindicateandemphasizeasimilaritybetweenthesituation,actionorsubjectthatishappeningorbeingdiscussednowandapreviousone.Examples:Mylastquestionisagainasomewhatpersonalone.20)goalongwith:agreewith:acceptExamples:She'llgoalongwithyourdecision.HowcouldyougoalongwithsuchaplanWe'llgoalongwithyoursuggestions,althoughthey'renotexactlywhatwewant.21)Itworkedtheotherwayaround,too.--ItwasalsoeffectivewithmessagesfromtheAmericanmanagementtotheJapanese.22)ensure--vt.makesure;guaranteeExamples:Comeearlytoensurethatyougetaseat.Thisletterwillensureyouaninterview.Thedoordidnotlock,butatleastitensuredareasonableamountofprivacy.23).Wheneverwedidthatanyway,hecametotherescueatonce.--EverytimewhenwediddoorsaysomethingstupidfromtheJapaneseviewpoint,hepromptlyofferedtohelpusoutoftheembarrassingsituation.24)Wholemultitudesofdifficultiesneverarose...--Difficultproblemsneveroccurredinlargenumbers...25)thanksto--becauseof;owingto;withthehelpofExamples:Thankstoacoolsummer,ourelectricitybillshavebeenverylow.Theplaywasagreatsuccessthankstotheeffortandcommitmentofeveryoneinvolved.26)smoothover--make(problemsordifficulties)seemlessseriousormorepleasantExamples:Perhapsagiftofflowerswillhelptosmoothyourquarrelover.Wouldyoulikemetotrytosmooththingsoverbetweenyouandyourparents?BilltriedtosmoothoverhisargumentwithMary.27)SinceleavingthatcompanyinGeorge'scapablehands,I'veadvisedmanyfirmsoninternationaloperations.--SinceIleftthecompanyinthechargeofcapableGeorge,I'vegivensuggestionstomanycompaniesaboutdevelopingtheirinternationalbusiness5.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryA.Askseveralstudentstoretellthetextbyusingtheirownwords.B.Talkaboutthemainideaorthemeofthetext.2).ExercisesA.Comprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).B.vocabularyIV--VII(homework)C.Translation(onexercise-book)6.After-classAssignments1).PracticeyourskillsathypothesizingthemeaningsofsomenewwordsandidiomaticexpressionsbeforeyoureadTextB.Matchthewordsandexpressionslistedontheleftwiththebestdefinitionsontherightandhypothesizewhatthewordsandexpressionsprobablymean.Thenscanthearticleuntilyoulocateeachwordorphrase,andlookforcontextcluestocheckyourhypothesis.2).Thispassageusessimpleconjunctionsveryeffectivelytoshowhowhisobservationsaresupportedbyexamples.Trythesamethingasyouwriteyourownparagraph.TextBAMulticulturalPersonLanguagePoints1.beexposedtomorethanonecultureinhisorherlifetime:havedirectexperienceoflifeindifferentculturalcontexts2.Youcannotmotivateanyone,especiallysomeoneofanotherculture,untilthatpersonhasacceptedyou.:Withoutunderstandingsomeone,esp.someoneofanotherculture,andmakinghim/herfeelthatyouareoneofthem,youcannotconvincehim/hertodoanything(suchaspurchaseaproductorparticipateinabusinessdeal).3.CustomersareturnedoffbymonoculturalsalespeopleCustomersdislikesalespeoplewhoarearrogantabouttheirownculture.turnoff:cause(sb.)tobeboredordisgusted4.setuptheirownculturalbarriersbuilduptheirownculturaldefenses5.managersforinternationalpositionsmanagersholdingpositionsininternationaloperations6.chancesareyou'reintouchwithforeigncustomersormanufacturersitisverylikelythatyoudobusinesswithforeigners7.forgingtheserelations:creatingtheserelations8.anexecutive-searchfirm:ahead-huntingfirm9.windupdoing:endupdoing;dointheend10.Toseekoutthiscrucialquality...Tofindthisextremelyimportantquality...seekoutfind<sb.or