《新理念交互英語(yǔ)教程2》教學(xué)教案

Unit1FashionandCulture

TeachingObjectives

SectionAStudentsareabletounderstandexpressionsusedindescribingweather

andchoosethebestanswerfbrtheexercises.

SectionBStudentsareabletotalkaboutactivitiesdoneinpubs.

SectionCStudentsareabletospellandknowthemeaningofsomekeywords

andexpressionsinTextAandTextB.

StudentscangetfamiliarwiththestructureandmainideasofTextA

andTextB.

StudentsmasterthelanguagepointsinTextAandTextB.

StudentsareabletodoFocusExercisesindependentlyafterhaving

learnedTextAandTextB.

SectionDStudentscanunderstandandmastertheclassificationandusageof

LimitedandUnlimitedAttributiveClauses.

StudentsareabletodoTestYourselfindependently.

SectionEStudentscangetfamiliarwiththebasicformatandsomesentence

patternsofInvitation.

StudentsareabletowriteaLetterofInvitationinEnglish,aswellas

lettersofacceptingorrefusinganinvitation.

SectionFStudentscanunderstandthemeaningofthemusicandsingalong.

TimeAllocation

SectionASectionBSectionCSectionDSectionE

11411

NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmake

whateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.

TeachingProcedures

Period1

SectionAWakeUpYourEars

TeachingSteps:

1.Studentsworkinpairsandbrieflydiscussexpressionstoshowcultureandfashion

inEnglish.

2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.

3.StudentslistentotherecordinganddoListeningPracticeonebyone.

4.Checkanswerstotheexercisestogether.

Period2

SectionBOpenYourMouth

TeachingSteps:

ActivityA

1.Dividestheclassintogroupswith3-4membersineachgroup,andaskstudentsto

domatchingwithgroupmembersbystudyingthepicturesprintedinthebook

carefully.Studentsareexpectedtoaddasmoredetailsaspossible.

2.Invitesomestudentsofthegroupstoreportanswerstothewholeclass.

3.LeadtheopendiscussiononthequestionsinActivityBandthenaskseveral

studentstostatetheiropinions.

Homework:1)Reviewtheexpressionsonweatherlearnedintheclassandpractice

withclassmatesorroommatesafterclass.2)PreviewTextA.

Period3—4

SectionCEnrichYourMind

PartOneTexts

TextA

TeachingSteps:

1.AskstudentstolistentotherecordingofWordListandreadaftertherecording.

2.ExplainsomekeywordsintheWordListindetail.

Keywords:

accommodationtastepromoteseekcompanionexchange

therebycommuterepresentativethemedisappointed

3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandread

aftertherecording.

4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswith

由em.

UsefulPhrasesandExpressions

inadditiontooriginateinmakefriendswithnotonly...butalso

indulgeinstartwith

5.Studentsreadthetextforthefirsttimetogettoknowthemainideasandstructure

ofthetext,andthendotheReadingComprehensionindividually.

6.ChecktheanswerstotheReadingComprehensiontogether.

7.Askstudentstolistentotherecordingofthetextandreadaftertherecording.

8.Asksomestudentstoreadthetext.

9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachers

shouldpaymoreattentiontothesentencepatternsmentionedinNotes.

Languagepoints:

Paragraph1

inadditionto除...之外

e.g.Inadditiontothenamesonthelist,therearesixotherapplicants

除了名單上有名字的，另外還有六名應(yīng)聘者。

Inadditiontogoingshopping,wesawamovie.

除了買(mǎi)東西,我們還看了場(chǎng)電影。

Paragraph3

Whilewaitingatthebarforservice,youareallowedtochatwithotherpeoplewho

arealsowaitingtobeserviced.當(dāng)你在酒吧等候服務(wù)的時(shí)候，你可以跟那些同樣正

在等候服務(wù)的人攀談。

句中while后省略了you're。在以when,whenever,while,till,until,once等引導(dǎo)的時(shí)

間狀語(yǔ)從句中，若其主語(yǔ)與主句的主語(yǔ)相同，且謂語(yǔ)動(dòng)詞為be,則其主語(yǔ)和動(dòng)詞

be通常省略。

e.g.Youcan'tdoyourhomeworkwhilewatchingTV.

你不能一邊看電視一邊做家庭作業(yè)。

Whilewalkingonstreet,hesuddenlysawanoldfriend.

走在路上，他突然看到一位老朋友。

originatein起源于

e.g.ThehotdogdidnotoriginateintheUnitedStates,butinGermany.

熱狗不是起源于美國(guó)，而是德國(guó)。

Thequarreloriginateinmisunderstanding.

此口角由誤會(huì)而起。

Paragraph5

Apubisnotonlyanimportantculturallocationandaplacewhereadultsmakefriends

witheachother,butalsoacommutinggatheringplace.酒吧不僅是重要的文化據(jù)

點(diǎn)和成年人聊天、交友的地方，它也是人們下班后聚會(huì)的常選之地。

此句是由notonly...butalso連接的平行結(jié)構(gòu)，也稱謂并列結(jié)構(gòu)，連接兩個(gè)對(duì)等

的詞和對(duì)等的結(jié)構(gòu)。除了notonly…bulalso,其它并列連詞還有and,but,aswell

as,both…and,neither??,nor,either…or,ratherthan,or,orelse等。運(yùn)用

平行結(jié)構(gòu)要注意一下幾點(diǎn)：

1）所連接的謂語(yǔ)形式必須一致，例如：

Hisgrandmothercouldneitherreadnorwrite,butshewasverysmart.

他的祖母即不識(shí)字也不會(huì)寫(xiě)字，但是她很聰明。

2）所連接的詞或短語(yǔ)形式必須一致，例如：

Yourfinalgradeisbasednotonlyonhowwellyoudooneachtest,butalsoon

howyouparticipateinclassactivities.

你的總評(píng)成績(jī)不僅構(gòu)建在你每次的測(cè)驗(yàn)做得怎樣上，還要看你每次課堂活動(dòng)

的參與情況。

3）.連接的非謂語(yǔ)動(dòng)詞的形式必須一致，例如：

Hewasengagedinwritingaletterratherthanreadingnewspaper.

他忙于寫(xiě)信，而不是讀報(bào)。

makefriendswithsb.成為...的朋友

e.g.TheInternetbringsyouaninfinitespacetomakefriends.

網(wǎng)絡(luò)帶給你一個(gè)無(wú)限的交友空間。

Youcanmakefriendswithdifferentpeoplewithdifferentbackgroundsinthe

college.在大學(xué)里，你可與各種不同背景的人交往。

Paragraph6

indulgein沉溺于

e.g.Don'talwaysindulgeinemptytalk.

別總是紙上談兵。

Asthetimeislimited,reportershavelittleopportunitytoindulgeintheirown

stylisticpreferences.

由于時(shí)間有限，記者們很少有機(jī)會(huì)能按照自己愛(ài)好的風(fēng)格寫(xiě)稿。

Homework:1)ReviewnewwordsandexpressionsinTextAandpreparefora

dictationnextclass.2)PreviewTextB.

Period5—6

TextB

TeachingSteps:

1.AskstudentstolistentotherecordingofWordListandreadaftertherecording.

2.ExplainsomekeywordsintheWordListindetail.

Keywords:

bargaintrendhangtraceprevioussecond-rate

old-fashionedcustomereramanufacturerpurchase

3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandread

aftertherecording.

4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswith

them.

UsefulPhrasesandExpressions

view...asmakeacomebackinfashionbewillingtodosth.

inreturnforsth.bedowntosth.passdown

5.Studentsreadthetextforthefirsttimetogettoknowthemainideasandstructure

ofthetext,andthendotheReadingComprehensionindividually.

6.ChecktheanswerstotheReadingComprehensiontogether.

7.Askstudentstolistentotherecordingofthetextandreadaftertherecording.

8.Asksomestudentstoreadthetext.

9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachers

shouldpaymoreattentiontothesentencepatternsmentionedinNotes.

Languagepoints:

Paragraph1

SteppingintothemostpopularclothesstoresinBritainortheUS,youmaybe

surprisedbywhat'shangingfromtherails.走進(jìn)英國(guó)或美國(guó)最尖端的潮流服飾店，

你可能會(huì)驚訝于店內(nèi)擺放的物品。

此句中，“Steppinginto,”是一個(gè)現(xiàn)在分詞短語(yǔ)，其意思等于時(shí)間狀語(yǔ)從句

“Whenyouaresteppinginto…”。用現(xiàn)在分詞短語(yǔ)替代狀語(yǔ)從句，要注意分詞的形

式。如果分詞表達(dá)的動(dòng)作和謂語(yǔ)動(dòng)作同時(shí)進(jìn)行，分詞用進(jìn)行式，例如：

WhileIwaswalkingalongthestreet,Imetafriend.?Walkingalongthe

street,Imetafriend.走在街頭，我碰到了一位老朋友。

如果分詞動(dòng)作先于謂語(yǔ)動(dòng)作發(fā)生，則分詞要用完成形式，例如：

Aftershehadlitacandle,shewentout.>Havinglitacandle,shewentout.

點(diǎn)燃蠟燭后,她就出去了。（時(shí)間狀語(yǔ)）

Paragraph3

affordto付得起，能承擔(dān)

e.g.IcannotaffordtogobecauseIhaven'tabean.

我沒(méi)法去，因?yàn)槲疑頍o(wú)分文。

Nocountrycanaffordtoneglecteducation.

任何國(guó)家都不容忽視教育.

Paragraph6

It*snotonlybargainbasementfashionstoresthathavebecomepopular.備受人們追

捧的不僅僅是那些可以討價(jià)還價(jià)的地下時(shí)裝店。

此句是一個(gè)強(qiáng)調(diào)句型，強(qiáng)調(diào)句型的構(gòu)成形式為：Itbe+強(qiáng)調(diào)部分+that+不強(qiáng)調(diào)部

分。強(qiáng)調(diào)句可以強(qiáng)調(diào)句子中除了謂語(yǔ)以外的任何部分，例如：

IfsLimingthat/whohelpedusoutoftroubleyesterday.（強(qiáng)調(diào)主語(yǔ)）

Itwasusthat/whoMaryhelpedlastyear.（強(qiáng)調(diào)賓語(yǔ)）

Itwasnotuntilhiswifecamebackthathewenttobed.（強(qiáng)調(diào)時(shí)間狀語(yǔ)）

Itwasbecauseoftheaccidentthathewaslate.（強(qiáng)調(diào)原因狀語(yǔ)）

ItwasinNewZealandthatElizabethfirstmetMr.Smith.（強(qiáng)調(diào)地點(diǎn)狀語(yǔ)）

Itis/was...that...結(jié)構(gòu)不能強(qiáng)調(diào)謂語(yǔ)，如果需要強(qiáng)調(diào)謂語(yǔ)時(shí)，用助動(dòng)詞do/does或did,

例如：Dositdown.務(wù)必請(qǐng)坐。

Dobecarefulwhenyoucrossthestreet.過(guò)馬路時(shí)，務(wù)必（千萬(wàn)）要小心啊！

Paragraph7

bewillingto愿意；樂(lè)意

e.g.Successfularethosewhoarewillingtotakepains.

成功的人都是那些肯努力的人。

Shewaswillingtofulfillherplanatanyprice.

她愿意不惜任何代價(jià)來(lái)完成自己的計(jì)劃。

inreturnfor作為...的報(bào)酬；替換

e.g.Isenthimapresentinreturnforhishelp.

我送給他一份禮物以回報(bào)他的幫助。

Wegetmanybenefitsinreturnforourtaxes.

我們納稅的同時(shí)也得到了很多好處。

passthrough經(jīng)過(guò)；經(jīng)歷

e.g.Thewaterwayiswideformanyshipstopassthrough.

這條河很寬，足以使很多船通過(guò)。

Hehaspassedthroughunutterableagonies.

他已經(jīng)歷了有口難言的煩惱。

Homework:1)ReviewnewwordsandexpressionsinTextBandpreparefora

dictationnextclass.2)DoPartTwoFocusExercisesafterclass.

Period7

PartTwoFocusExercises

Checktheanswersandexplainthoseexercisesthatstudentsmakemistakes.

SectionDKeepYourFeetontheGround

Grammar-AttributiveClauseI

TeachingSteps:

1.AskstudentstodoabrainstormonwhattheyhaveknownaboutAttributiveClause

inEnglishgrammar,suchastheclassificationofAttributiveClause,Relative

Pronouns,RelativeAdverbs,thepositionofanAttributiveClauseetc.Studentscan

namesomeofthem,fbrexample,who,which,that,where,when,why,etc.

2.Teachstudentstherules,payingespecialattentiontoRelativePronounsand

RelativeAdverbs,andthedifferencebetweenLimitedandUnlimitedAttributive

Clauses.

3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.

Period8

SectionETryYourHands

TeachingSteps:

1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowritea

LetterofInvitationandit'sreplybyreferringbacktonotesabove.

2.Studentsstudytheusefulsentencepatternsbriefly.

SectionFLightenYourBrain

PartOneAnEnglishSong

TeachingSteps:

1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthat

they'veheard.

2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosing

along.

Homework:1)ReviewSectionETryYourHands,doWritingPractice,andhandin

thewritingnextclass.2)Readthefunnystory“PresentforGirlfriend^^inSectionF.

Unit2Business

TeachingObjectives

SectionAStudentsareabletounderstandexpressionsusedwhendiningoutand

choosethebestanswerfortheexercises.

SectionBStudentsareabletotalkaboutkeyfactorscontributingtosuccessful

businessmen.

SectionCStudentsareabletospellandknowthemeaningofsomekeywords

andexpressionsinTextAandTextB.

StudentscangetfamiliarwiththestructureandmainideasofTextA

andTextB.

StudentsmasterthelanguagepointsinTextAandTextB.

StudentsareabletodoFocusExercisesindependentlyafterhaving

learnedTextAandTextB.

SectionDStudentscanunderstandandmastertheclassificationandusageof

LimitedandUnlimitedAttributiveClauses.

StudentsareabletodoTestYourselfindependently.

SectionEStudentscangetfamiliarwiththebasicformatandsomesentence

patternsofBusinessLetter.

Studentsareabletowriteabusinessletterwithcorrectformatin

English.

SectionFStudentscanunderstandthemeaningofthemusicandsingalong.

TimeAllocation

SectionASectionBSectionCSectionDSectionE

11411

NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmake

whateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.

TeachingProcedures

Period1

SectionAWakeUpYourEars

TeachingSteps:

1.StudentsworkinpairsandbrieflydiscussexpressionstodineoutinEnglish.

2.StudentsstudyWordTipstogetpreparedfbrdoingListeningPractice.

3.StudentslistentotherecordinganddoListeningPracticeonebyone.

4.Checkanswerstotheexercisestogether.

Period2

SectionBOpenYourMouth

TeachingSteps:

ActivityA

1.Dividestheclassintogroupswith3?4membersineachgroup,andaskstudentsto

getpreparedfortheauction.Studentsareexpectedtodecidetheirrolesintheauction.

2.Invite3or4groupstodemotothewholeclass.

3.LeadtheopendiscussiononthequestionsinActivityBandthenaskseveral

studentstostatetheiropinions.

Homework:1)Reviewtheexpressionsondiningoutlearnedintheclassandpractice

withclassmatesorroommatesafterclass.2)PreviewTextA.

Period3—4

SectionCEnrichYourMind

PartOneTexts

TextA

TeachingSteps:

1.AskstudentstolistentotherecordingofWordListandreadaftertherecording.

2.ExplainsomekeywordsintheWordListindetail.

Keywords:

clientindividualuniquenegativereactionopportunity

entrepreneurialmanagementsuspectbroadly

3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandread

aftertherecording.

4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswith

them.

UsefulPhrasesandExpressions

inanywalkoflifeinone'sownwaycutoffworkoutresultin

ratherthanbelikelyto

5.Studentsreadthetextfbrthefirsttimetogettoknowthemainideasandstructure

ofthetext,andthendotheReadingComprehensionindividually.

6.ChecktheanswerstotheReadingComprehensiontogether.

7.Askstudentstolistentotherecordingofthetextandreadaftertherecording.

8.Asksomestudentstoreadthetext.

9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachers

shouldpaymoreattentiontothesentencepatternsmentionedinNotes.

Languagepoints:

Paragraph3

Tellapublicservantthatabridgeisabouttobebuiltacrosstheriver.

告訴一位公務(wù)員那條河上將造一座橋。

Beabouttodosth.表示最近或馬上要發(fā)生的運(yùn)作。

e.g.Themeetingisabouttobegin.

會(huì)議馬上開(kāi)始。

Iwasabouttoleavewhenthetelephonerang.

我正要離開(kāi)，電話鈴響了。

英語(yǔ)中還有一些其它方式表示一般將來(lái)時(shí)，如：

1.will/shall+V原形：

e.g.Shallwegotothepark?

我們要去公園嗎？

Whoknowswhattheywilldowiththesedata?

誰(shuí)知道他們會(huì)拿這些數(shù)據(jù)做什么？

2.begoing(odosth.表示主體現(xiàn)在的意圖，即打算最近或?qū)?lái)要做某事。也可表

示發(fā)生某事的跡象。

e.g.WhatareyougoingtodonextSunday?

下周日你打算做什么？

Lookattheseblackclouds.Itisgoingtorain.

看這些烏云，要下雨了。

3.be+todosth.著重指按計(jì)劃或安排要發(fā)生某事，表示“職責(zé)、意圖、約定、可

能性。”

e.g.Youaretobebackby11o'clock.

你該11點(diǎn)鐘前回來(lái)。

Aworkmanmustsharpenhistoolsifheistodohisworkwell.

工欲善其事，必先利其器。

4.be+doing:表示按計(jì)劃即將發(fā)生的運(yùn)作，用進(jìn)行時(shí)形式表示將來(lái)的時(shí)間，僅限

于位置移動(dòng)的動(dòng)詞，如go,come,leave,start,return,move,arrive,etc.

e.g.WhereareyougoingthisSaturday?

這個(gè)周四，你去哪？

Heisleavingtomorrow.

他明天離開(kāi)。

5.一般現(xiàn)在時(shí)：時(shí)間狀語(yǔ)從句和條件狀語(yǔ)從句中，現(xiàn)在時(shí)表將來(lái)。

e.g.Ifitisfinetomorrow,wewillhaveapicnic.

如果明天天氣好，我們洛去野餐。

riltellyouthenewsassoonasIgetit.

我一得到消息，就告訴你。

Paragraph7

Figurativelyspeaking,successfulbusinesspeoplegettobesuccessfulbyexercising

theirentrepreneurialmindsinspendinghardtimeandcashworkingoutexactlywhere

thenextbridgewillbebuiltacrosswhatriversinthisworld.

形象地說(shuō)，成功的商業(yè)人士之所以獲得成功，是因?yàn)樗麄兡苓\(yùn)用自己的商業(yè)頭腦

來(lái)花費(fèi)時(shí)間和金錢(qián)去準(zhǔn)確計(jì)算下一座橋?qū)⒃诤螘r(shí)建造在世界的哪條河上。

1)figurativelyspeaking：形象地說(shuō)

類似的表達(dá)方式還有

broadlyspeaking大體上說(shuō)

generallyspeaking總的來(lái)說(shuō)

franklyspeaking坦率地說(shuō)

2)sb.spendstime/money+(in)doingsth./onsth.

e.g.Hespentlotsofmoneyinadvertisingtheproducts.

ontheadvertisement.

他花了很多錢(qián)為產(chǎn)品做廣告。

表示花費(fèi)的其它句型：

Littakessb.Sometimetodosth.

e.g.Ittookhimonehourtofinishthelask.他花了一小時(shí)完成這項(xiàng)任務(wù)。

2.sb.paysmoneyforsth.

e.g.Ipaid10yuanforthisbook.我花了10元買(mǎi)這本書(shū)。

3.sth.costssb.somemoney

e.g.Thisbookcostmetenyuan.這本書(shū)花了我10元。

4.Sb.spendsmoney(time)indoingsth./onsth.

e.g.Ispenttenyuanonthisbook/inbuyingthebook.我花了10元買(mǎi)這本書(shū)。

Paragraph7

Thatentrepreneurialqualityoftenresultsinsuccessfulpeopleworking"on"their

business,not"in"theirbusiness.

這種企業(yè)家的素質(zhì)往往使成功人士將自己的工作建立在超越自己的企業(yè)之上，而

不僅僅是局限于企業(yè)內(nèi)部。

(1)resultin:“導(dǎo)致，引起”,側(cè)重結(jié)果。

e.g.Oureffortsresultedinfailure.

我們的努力以失敗告終。

Aminimalerrorordeviationmayresultinwide.

失之毫厘，謬以千里。

Paragraph8

Ithinkyoujustlookfbrpeoplewhowork"on"theirbusinessratherthan"in"

theirbusiness.

我認(rèn)為你只要尋找那些將自己的工作建立在超越自己的企業(yè)之上，而不僅僅是局

限于企業(yè)內(nèi)部的人士。

ratherthan:“而不是，寧可...也不愿”，注意平行結(jié)構(gòu).

e.g.Heisanexplorerratherthanasailor.

與其說(shuō)他是水手，不如說(shuō)是探險(xiǎn)家。

Idecidedtowriteratherthantelephone.

我寧愿寫(xiě)信，也不愿打電話。

wouldratherdoAthandoB：寧愿做A,也不想做B

e.g.IwouldratherwatchTVathomethangoshopping.

我寧愿在家看電視，也不愿去逛街。

Wewouldratherbegeneralsthanprivates.

我們寧愿做將軍而不是士兵。

Homework:1)ReviewnewwordsandexpressionsinTextAandpreparefora

dictationnextclass.2)PreviewTextB.

Period5—6

TextB

TeachingSteps:

1.AskstudentstolistentotherecordingofWordListandreadaftertherecording.

2.ExplainsomekeywordsintheWordListindetail.

Keywords:

compromiseinvolveexposeresolvedisputeunionproperty

supplierinvestortechniquecooperativecompetitiveefficient

3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandread

aftertherecording.

4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswith

them.

UsefulPhrasesandExpressions

reachanagreementtakeplacedealwith

regardlessufgiveinalleast

5.Studentsreadthetextfbrthefirsttimetogettoknowthemainideasandstructure

ofthetext,andthendotheReadingComprehensionindividually.

6.ChecktheanswerstotheReadingComprehensiontogether.

7.Askstudentstolistentotherecordingofthetextandreadaftertherecording.

8.Asksomestudentstoreadthetext.

9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachers

shouldpaymoreattentiontothesentencepatternsmentionedinNotes.

Languagepoints:

Paragraph1

Negotiationdescribesanycommunicationprocessbetweenindividualsthatis

intendedtoreachacompriseoranagreementtothesatisfactionofbothparties.

談判是對(duì)個(gè)體之間任何溝通過(guò)程的描述，這種交流的目的是為了使雙方滿意而達(dá)

成妥協(xié)或一致。

tosb'ssatisfaction令人滿意的

e.g.Shenevercouldseemtodoanythingrightortohissatisfaction.

她似乎從沒(méi)能做過(guò)一件正確或令他滿意的事。

Iwilldisposethemattertoyoursatisfaction.

這件事我一定會(huì)處理妥當(dāng)，包你滿意。

類似的表達(dá)方式還有

tosb'sdisappointment令人失望的

tosb'sjoy令人高興的

tosb'ssurprise令人驚訝的

Paragraph4

Smallbusinessownersarelikelytofacenegotiationsonadailybasiswhendealing

withcustomers,suppliers,employees,investors,governmentagencies,andeven

familymembers.

當(dāng)小企業(yè)主與客戶、供應(yīng)商、雇員、投資人、政府機(jī)構(gòu)，甚至家人打交道時(shí)，他

們可能每天都面臨著談判。

l)belikelyto傾向于，可能

e.g.Heislikelytotakethejob.

他可能會(huì)接受這份工作。

I'mlikelytobeverybusytomorrow.

明天我可能很忙。

該短語(yǔ)還可以變化為：

bemorelikelyto很有可能

belesslikelyto不太可能

2)onadailybasis每天

Paragraph5

Regardlessofthetypeofnegotiation,expertssuggestenteringintoitwitha

cooperativeratherthanacompetitiveattitude.

無(wú)論是何種形式的談判，專家建議在進(jìn)入談判時(shí)，最好采用合作的，而不是競(jìng)爭(zhēng)

的態(tài)度。

Suggest一詞，當(dāng)后面跟賓語(yǔ)時(shí)，一般用動(dòng)名詞形式；而跟賓語(yǔ)從句時(shí)，多用虛

擬語(yǔ)氣，即從句中的動(dòng)詞用原形。

e.g.Isuggesttryingoncemore.

我建議再試一次。

Hesuggestedthatthemeetingbeputoff.

他建議會(huì)議推遲舉行。

Paragraph6

haveaneffecton對(duì)有影響

e.g.Whatyousayoryoudowillhaveaneffectonothers.

你所說(shuō)或所做的每一件事都會(huì)對(duì)別人產(chǎn)生影響。

Theadvertisingcampaigndidn'thavemucheffectonsales.

這些廣告攻勢(shì)對(duì)銷售額并沒(méi)有起到多大作用。

Homework:1)ReviewnewwordsandexpressionsinTextBandpreparefora

dictationnextclass.2)DoPartTwoFocusExercisesafterclass.

Period7

PartTwoFocusExercises

Checktheanswersandexplainthoseexercisesonwhichstudentsmakemistakes.

SectionDKeepYourFeetontheGround

Grammar-AttributiveClauseII

TeachingSteps:

1.AskstudentsreviewwhattheyhaveknownaboutAttributiveClauseinEnglish

grammar,suchastheclassificationofAttributiveClause,RelativePronouns,Relative

Adverbs,thepositionofanAttributiveClauseetc.Studentscannamesomeofthem,

forexample,who,which,that,where,when,why,etc.

2.Teachstudentstherules,payingespecialattentiontoRelativePronounsand

RelativeAdverbs.

3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.

Period8

SectionETryYourHands

TeachingSteps:

1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowritea

businessletter.

2.Studentsstudytheusefulsentencepatternsbriefly.

SectionFLightenYourBrain

PartOneAnEnglishSong

TeachingSteps:

1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthat

they'veheard.

2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosing

along.

Homework:1)ReviewSectionETryYourHands,doWritingPractice,andhandin

thewritingnextclass.2)Readthefunnystory“MidwayTactics“inSectionF.

Unit3Success

TeachingObjectives

SectionAStudentsareabletounderstandexpressionsusedwhen

talkingabouthavingapartyandchoosethebestanswerfor

theexercises.

SectionBStudentsareabletotellstoriesaboutsomesuccessfulpeople

intheworld.

SectionCStudentsareabletospellandknowthemeaningofsomekey

wordsandexpressionsinTextAandTextB.

Studentscangelfamiliarwiththestructureandmainideasof

TextAandTextB.

StudentsmasterthelanguagepointsinTextAandTextB.

StudentsareabletodoFocusExercisesindependentlyafter

havinglearnedTextAandTextB.

SectionDStudentscanunderstandandmastertheInfinitiveandthe

Gerund.

StudentsareabletodoTestYourselfindependently.

SectionEStudentscangetfamiliarwiththebasicformatandsome

sentencepatternsofLetterofInquiry.

StudentsareabletowriteaLetterofInquiryinEnglish.

SectionFStudentscanunderstandthefilmclipThePursuitof

Happiness.

TimeAllocation

SectionSectionSectionCSectionSectionE

ABDSectionF

11411

NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmake

whateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.

TeachingProcedures

Period1

SectionAWakeUpYourEars

TeachingSteps:

1.Studentsworkinpairsandbrieflydiscussexpressionsusedtotalkabouthavinga

party.

2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.

3.StudentslistentotherecordinganddoListeningPracticeonebyone.

4.Checkanswerstotheexercisestogether.

Period2

SectionBOpenYourMouth

TeachingSteps:

ActivityA

1.Dividestheclassintogroupswith3?4membersineachgroup,andaskstudentsto

putthenamesofthesefamouspeopleintoEnglish.Then,readtheeightstatements

carefully,andmatchthenameswiththecorrespondingdescriptions..

2.Invitesomestudentsofthegroupstoreporttotheclasstheresultsofthegroup

work.

3.LeadtheopendiscussiononthequestionsinActivityBandthenaskseveral

studentstodescribesomefamousfigurestheyknowbriefly.

Homework:1)Reviewthepoliteexpressionslearnedintheclassandpracticewith

classmatesorroommatesafterclass.2)PreviewTextA.

Period3—4

SectionCEnrichYourMind

PartOneTexts

TextA

TeachingSteps:

1.AskstudentstolistentotherecordingofWordListandreadaftertherecording.

2.ExplainsomekeywordsintheWordListindetail.

Keywords:

famesensenumerousawardachievementmajoraudience

highlightrocketperfectwealthappearsucceed

3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandread

aftertherecording.

4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswith

them.

UsefulPhrasesandExpressions

Either...ortakesb.bysurprisepullsth.overjumpoff

bepackedwithbebornwithbestofallcareabout

bebluntwithinsomewaydonowrongmakemistakes

5.Studentsreadthetextforthefirsttimetogettoknowthemainideasandstructure

ofthetext,andthendotheReadingComprehensionindividually.

6.ChecktheanswerstotheReadingComprehensiontogether.

7.Askstudentstolistentotherecordingofthetextandreadaftertherecording.

8.Asksomestudentstoreadthetext.

9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachers

shouldpaymoreattentiontothesentencepatternsmentionedinNotes.

Languagepoints:

Paragraph1

Butnonehasbeenabletomatcheitherherfameorherincome,但是無(wú)論從收入還

是知名度，每人可以和她媲美。

either...or”或者...或者；不是就是”之意，表示兩者之一，連接

句子中兩個(gè)并列的成分。

e.g.Whenthegirlishappy,sheeithersingsordances.

那個(gè)女孩高興時(shí)，不是唱就是跳。

either…or...連接兩個(gè)主語(yǔ)時(shí)，其謂語(yǔ)動(dòng)詞應(yīng)與最近的一個(gè)主語(yǔ)在人稱和數(shù)上保持

一致，這就是我們通常說(shuō)的”就近原則，

e.g.EitheryouorIamgoingtheretomorrow.

明天要么你去那里，要么我去那里。

而在一般疑問(wèn)句，助動(dòng)詞形式與主語(yǔ)保持一致。

e.g.AreeitheryouorIgoingtheretomorrow?明天是你還是我去那里？

Doeitheryouorhehavelunchatschool?是你還是他在學(xué)校吃午飯？

若要對(duì)either...or...句型進(jìn)行否定時(shí),只需把either...or...換成neither...nor...即可。

e.g.Eitheryouorsheisgoodatdrawing.變?yōu)榉穸ň鋺?yīng)為：

Neitheryounorsheisgoodatdrawing.你和她都不擅長(zhǎng)繪畫(huà)。

Paragraph2

takesb.bysurprise令某人吃驚

e.g.Hersuggestionfairlytookmebysurprise.

她的建議真叫我大吃一驚。

Thequestiontookhimbysurprise.

他沒(méi)想到人家會(huì)問(wèn)這個(gè)問(wèn)題。

Paragraph3

ShehasanInternetwebsitepackedwithtopicsofinterestfbrheraudience,她有一個(gè)

網(wǎng)站，里面都是觀眾感興趣的話題。

此句中，packedwithtopicsofinterestforheraudience=ShehasanInternetwebsite

whichispackedwithtopicsofinterestforheraudien