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Unit6

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  1. Unit6 Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation

  2. prev. Preview This is the 6th unit of Book Two. In the Listening and Speaking section, you will learn how to express sympathy. This unit also offers two touching stories on this theme. Texts A & B tell about the story of a McDonald’s employee extending sympathy to a five-year-old boy who is critically ill, at the risk of losing his job. Text C tells a moving story that takes place on Christmas Eve at a California airport.

  3. master the basic language and skills necessary to express sympathy; 1. understand the main ideas of Text A, Text B and Text C, and master the useful sentence structures and words and expressions found in the exercises relevant to the first two texts; 2. 3. know how to use the passive voice; know how to write a personal letter (1); 4. understand paragraph development (3). 5. Obj. Ⅰ. Objectives After studying this unit, the students are expected to be able to

  4. s.t.p.1 Ⅱ. SuggestedTeaching Plan Suggested Time and Teaching Plan for Unit 6 Plan Contents Time The teacher begins with the Preview to make sure that the students have a general idea of what this unit is all about. Then, the teacher activates Listening and Speaking exercises as follows: 2 periods Preview 1) The Language for Expressing Sympathy Listening and Speaking Give a brief lead-in talk on the nature and uses of expressing sympathy; A. B. Present the necessary language by doing Exercise 1;

  5. s.t.p.1.2 Time Contents Plan C. Ask one student to read aloud the talk so students can check their completed answers; D. Ask a student to describe to the class either a true or an imaginary event that was / may be greatly distressing to him or her; then invite the rest of the students to express sympathy, trying to use the language they have just learned in Exercise 1.

  6. s.t.p.2 Time Contents Plan 2) Practicing How to Express Sympathy A. Go through the new words in the first conversation in Exercise 3; Have the students listen to the conversation twice and fill in the blanks with the missing words; B. Ask them to answer the questions about the conversation; C. Tell them to look for the language used to express sympathy; D. E. Ask students to role-play the conversation in pairs, and require several pairs to act them out in the front of the classroom;

  7. s.t.p.3 Time Contents Plan F. Next, have the students listen to the second conversation twice and complete the short passage accordingly; Suggest they discuss each of their completed answers in order to gain a better understanding of the conversation; G. H. Now have them listen to the conversation again and complete the form as the speaker recounts it; Afterwards, have them check their responses by acting out the conversation; I.

  8. s.t.p.4 Time Contents Plan J. Finally, organize a unique classroom activity for students to reinforce the useful language previously learned by doing Exercise 4. 3) Listening Practice Before ending class, the teacher tells the students to do Exercises 5-10 as their assignment to review the functional and notional language picked up in the Listening and Speaking section. The teacher also tells them that they should be prepared to answer the questions in Exercise 9 and give an oral presentation on the topic in Exercise 10 when they next meet.

  9. s.t.p.5 Time Contents Plan The teacher begins with a review of the functional and notional language the students picked up in the previous classes. The teacher asks several students to answer the questions in Exercise 9 of the Listening and Speaking section, and invites a few to share with their classmates their opinions on the topic of “What Kinds of things arouse your sympathy?” Then, the teacher turns to the Reading and Writing section. (These activities should be completed in15 minutes.) 3 periods Review of the listening and speaking skills the students have learned,

  10. s.t.p.6 Time Contents Plan 1) Starter Text A & text-related exercises After a brief explanation of the instructions, the teacher A. gives the students a few minutes to discuss in groups the questions in the starter; B. asks some students to report their group’s discussion. (10 minutes) 2) Text A The teacher A. lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some difficult sentences and some language

  11. s.t.p.7 Time Contents Plan points while discussing the whole text with the students (one and a half periods). guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework, according to the students’ different levels of English (one period). B. Grammar Review 1) Grammar Review 1 period The teacher talks about the use of the passive voice, and at the same time asks the students to do the grammar exercises in class.

  12. s.t.p.8 Time Contents Plan 2) Practical Writing Practical Writing The teacher explains to the students how to write a personal letter (1) by doing Exercise 11 of Practical Writing, and then requires the students to do Exercise 12 after class.

  13. s.t.p.9 Time Contents Plan 1) Text B Text B, Text C & text-related exercises 2 periods While discussing the text with the students, the teacher calls on them to pay attention to the structure of the paragraphs of the text, introducing briefly the concept of the topic sentence. Exercises 14 and 15 can be done either in class or after class. 2) Text C This text should be read by the students themselves as their homework or done as fast-reading in class.

  14. s.t.p.10 Time Contents Plan Basic Reading Skills 3) Basic Reading Skills The teacher explains to the students paragraph development (3), and asks them to do the exercises in Basic Reading Skills.

  15. BI Ⅲ. Background Information McDonald’s Corporation

  16. BI-Mc1 McDonald’s Corporation McDonald’s Corporation is a fast-food restaurant company based in Oak Brook, Illinois. Since the 1950s, McDonald’s family-oriented restaurants have revolutionized the fast-food business and the company has become one of the best known in the world. Tens of thousands of McDonald’s restaurants worldwide serve millions of customers a day. McDonald’s restaurants, which offer toy promotions and often feature playgrounds, are especially popular with children.

  17. BI-Mc2 The first McDonald’s restaurant was founded in 1940 by brothers Dick and Mac McDonald in San Bernardino, California. In 1948 the brothers remodeled their McDonald’s drive-in restaurant, creating the prototype for the modern fast-food restaurant. By the mid-1950s the original McDonald’s generated $350,000 a year in revenues. In 1954 Ray Kroc, then a 52-year-old salesman of milkshake machines, visited the restaurant and became convinced that its concept could work in other cities. The McDonald brothers agreed to let Kroc sell McDonald’s franchises (the right to market the company’s products within a certain area). In 1955 Kroc established a franchising company known as McDonald’s Systems, Inc. and opened a second McDonald’s restaurant in Des Plaines, Illinois. Within its first four years, the company had opened 228 restaurants, which generated $37.6 million in annual sales. In 1961 Kroc bought out the McDonald brothers for $2.7 million.

  18. BI-Mc3 During the 1960s, McDonald’s began to mount aggressive advertising and marketing campaigns. In 1962 the company adopted the golden arches as its trademark. Ronald McDonald, the familiar clown that serves as McDonald’s mascot, was introduced in 1963. That year, signs at McDonald’s restaurants announced that the company had sold more than 1 billion hamburgers. In 1968 McDonald’s restaurants began serving the Big Mac, a two-patty burger that became the company’s flagship product. The company launched its highly successful “You deserve a break today” advertising campaign in 1970. By 1972 McDonald’s had 2,000 restaurants and $1 billion in annual sales. McDonald’s also began to establish high- profile charities. The company opened the first Ronald McDonald House in Philadelphia, Penn- sylvania, in 1974. Ronald McDonald Houses provide temporary housing near hospitals for the families of seriously ill children. Today, Ronald McDonald House Charities operate more than 170 Ronald McDonald Houses in 32 countries.

  19. BI-Mc4 Although McDonald’s remained dedicated to its established format, the company introduced a number of new products and services in the 1970s and 1980s. Many of these innovations proved startlingly successful. McDonald’s began serving breakfast in 1973. By the late 1980s, one-fourth of Americans who ate breakfast away from home did so at McDonald’s. In 1975 McDonald’s introduced drive-through window service, enabling motorists to make purchases without leaving their cars. By the mid-1990s, drive-through business accounted for about half of all McDonald’s sales in the United States. In 1983 the company introduced Chicken McNuggets, bite-sized fried chicken morsels accompanied by dipping sauces. Within a few months McDonald’s ranked as the world’s second largest retailer of chicken.

  20. BI-Mc5 International expansion also became an important part of the company’s business strategy. McDonald’s opened its first restaurant outside the United States in 1967. In 1988 McDonald’s operated 2,600 stores outside the United States, generating $1.8 billion in annual revenues. By 1994 the company had 4,700 international franchises, producing $3.4 billion in annual revenues. The first McDonald’s in Moscow, Russia, served more than 30,000 customers on its first day of operation in 1990, setting the record for the most people served by one restaurant in a single day. In 1992 McDonald’s opened a restaurant in Beijing, China. The Beijing McDonald’s — which featured 700 seats, 2 kitchens, 29 cash registers, and 850 employees — is the company’s largest. The Beijing McDonald’s attracted 40,000 customers on its first day, breaking the record established by the Moscow McDonald’s two years earlier.

  21. Class list Ⅳ. Class Presentation Listening & Speaking Reading & Writing Time for Fun

  22. LS Listening & Speaking The Language for Expressing Sympathy Expressing Sympathy Listening Practice

  23. Lp-main Listening Practice Listen to the following people talking and decide on the most appropriate responses. Listen to the following five short dialogues and choose the appropriate answers. Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. Listen to the talk again and then answer the following questions orally. Have a discussion on the topic given below.

  24. TL1 The Language for Expressing Sympathy You are going to listen to an instructor explaining the language necessary to express sympathy. Listen carefully and fill in the blanks with the missing words. Instructor: It is humane (仁慈的) to express sympathy. We practice this behavior when someone has bad luck or . It is intended to express our , thus promoting our mutual (相互的) understanding through communication. _________________ an awful experience ______________________ care, concern and comfort __________________ daily communication Sympathetic expression is part of . It is of great help to learn how to in the proper way. Pick up the following language to express sympathy: express sympathy _______________

  25. TL2 ___________________ what happened to you — I’m deeply sorry to learn about . — I’m most upset to hear about . — I feel tremendous sympathy for . — Please accept my deepest sympathies. (Very formal expression given to the sufferer.) — Oh! What a dreadful thing to happen! — You must be feeling very sad. — Poor thing! He must be feeling awful now. — Is there any way I can help? — I know how it feels. — That’s too bad! — That’s just awful! — How terrible! — What a pity! — It’s a sad thing. —Oh, that’s such hard luck! her bad luck ___________ ___________ his condition

  26. TL3 Describe to the class either a true or an imaginary event that was / may be greatly distressing to you and expect someone to express sympathy using the language learned in Exercise 1.

  27. CP-gtn1 Expressing Sympathy • Before you listen to the first conversation, read the following words and expressions which may be new to you. Red Cross 红十字会 symbol 标志;符号 donation 捐款 suffer from 遭受;患(病) leukemia 白血病 make a difference 有影响,有(重要)作用 That’s for sure. = Of course. / Certainly.

  28. CP-gtn2.1 Listen to the following conversation twice and fill in the blanks with the missing words. Li Ming: Hey, Wang Ying, there’s a crowd over there. What’s ? Wang Ying: Didn’t you see the Red Cross symbol there? They’re to children suffering from leukemia. Li Ming: Poor kids. What a sad thing! Their parents must be . Wang Ying: Yes. I can imagine. I’m deeply sorry . Li Ming: Is there any way ? Wang Ying: I think so. Let’s go make a contribution. going on ________ making a donation _______________ feeling awful ___________ ________ for them we can help __________

  29. make a ________ __________ difference CP-gtn2.2 Li Ming: Okay. Do you think my little contribution can ? Wang Ying: Remember, you’re not alone. If everybody contributes, it’ll . Li Ming: I get what you mean. Wang Ying: You know, is to express our heartfelt concern. Li Ming: Yes, that’s something. To be able to give is really meaningful, isn’t it? Wang Ying: . I’ll donate 10 yuan. And you? make a big difference ___________________ the most important thing ____________________ That’s for sure ____________

  30. CP-gtn3 Now listen to the conversation again and answer the following questions. 1. What are people doing there? They’re making a contribution to children suffering from leukemia. 2. How do Wang Ying and Li Ming feel about the children? They feel deeply sorry. 3. What do they want to do? They want to make a contribution. 4. What does Wang Ying say about their little contribution? If everybody contributes, it will make a big difference. 5. What does Wang Ying say is meaningful about the donation? It reflects their heartfelt concern.

  31. CP-gtn4 2) Before you listen to the second conversation, read the following words and expressions which may be new to you. flu 流感 stomach胃 upset stomach 吃坏了的肚子 nausea 恶心 vomiting呕吐 keep down 不使(胃中食物)吐出

  32. CP-gtn5 Listen to the following conversation twice and then complete the passage according to the conversation you have just heard. Anna called Bob, asking him . Bob told her that he had caught the flu. , which had given him a terribly upset stomach, nausea, and vomiting. Anna asked Bob if there was anything . Actually, he told her, Helen was taking care of him. All Bob could do was wait until , so Anna wished him . how he was doing _______________ _________________ It was a stomach flu she could do ___________ it was over _________ ______________ a quick recovery

  33. CP-gtn6 Listen to the conversation again, and complete the form as the speaker recounts it. After that, act it out in class. Bob: Anna: Bob: Anna: Bon: Anna: Hello? Hi! This is Anna. How are you doing? _____________________________________________________ Not so good. I’ve caught the flu. Oh, I’m sorry to hear that. What kind of flu is it? _____________________________________________________ Stomach flu. You know — terrible upset stomach, nausea, vomiting. Yesterday I couldn’t even keep warm water down. That sounds awful. Is there anything I can do? ______________________________________________________

  34. CP-gtn7 Bob: Anna: Bob: No, I don’t think so. Helen’s taking care of me. I just have to wait until it’s over. Well, I hope it doesn’t take long. Let me know if I can help. _______________________________________________ Okay, I will. See you.

  35. CP-gtn8 Pretend to look really sick in class and see what people say to you. Try to use the language you have picked up.

  36. W:I’d love to, but I’m afraid I’m not free. How about next weekend? Q: When is the woman available for swimming? M:Say, why don’t we go swimming this weekend? KEY script CP-lp1 Listening Practice Listen to the following people talking and decide on the most appropriate responses. 1. A) On weekends. B) This weekend. C) Next weekend. D) During the week.

  37. M:I’d like some coffee, please. W:What kind of ice cream do you have? Q: What is the man going to have? KEY script CP-lp2 2. A) Coffee. B) Dessert. C) Ice cream. D) A piece of cake.

  38. KEY script CP-lp3 3. M:Isn’t it warm here? Do you want me to turn the air-conditioner down? W:No, it’s OK for me just now. Why don’t you ring room service and order some food? Q: What does the woman want? A) A call from the man. B) Cool temperature. C) An air-conditioner. D) Room service.

  39. KEY script CP-lp4 4. M:What time do you serve dinner? W:The restaurant’s only open from 7 till 11, but the coffee shop is open all day. Q: When is the restaurant open? A) All day. B) From 7 till 11. C) From 11 till 7. D) Around the clock.

  40. W:My first stop is San Francisco. A friend of mine will pick me up at the airport and drive me to the conference center. After the conference I’ll fly to New York and then to Florida for a visit. Then I’ll be back to San Francisco and leave for Shanghai from there. M:Sounds like an exciting trip. Q: What is the woman’s third stop? KEY script CP-lp5 5. A) Florida. B) Shanghai. C) New York. D) San Francisco.

  41. M:Is this paper acceptable? W:No, you have to type it. Q: What does the woman mean? KEY script CP-lp6 Listen to the following five short dialogues and choose the appropriate answers. 1. A) You should have turned the paper in yesterday. B) The typing errors are not acceptable. C) The paper must be typed. D) The paper is acceptable.

  42. W:The elevator is over here. M:I know, but I like to walk up. Q: What does the man mean? KEY script CP-lp7 2. A) He is in too much of a hurry to wait for the elevator. B) He doesn’t know where the elevator is. C) He uses elevators all the time. D) He prefers to use the stairs.

  43. M:I don’t understand why this text book doesn’t provide an explanation of the answers. W:But it does. Q: What does the woman say about the text book? KEY script CP-lp8 3. A) She thinks the explanations are difficult. B) The explanations will be added in a later edition. C) The book includes an explanation of all the answers. D) She thinks the book should include more information.

  44. M:I have to practice using the projector and prepare my presentation for class today. Q: What will the man do in class? W:Why are you going to school so early? KEY script CP-lp9 4. A) Become a representative of the class. B) Give a presentation to the class. C) C) Leave class early. D) Take pictures.

  45. M:It’s getting dark. Do you want me to walk you to your car? W:No, thanks, it’s not far. Q: What does the woman mean? KEY script CP-lp10 5. A) She wants the man to walk with her. B) She lives far away. C) She has a new car. D) Her car is close-by.

  46. CP-lp11 Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. motorcycle 摩托车 come out 苏醒 anesthesia 麻醉剂 ankle 踝 Jesus 天哪! (表示誓言或强烈 的怀疑、敬畏、失望、痛 苦等) gasp气喘吁吁地说

  47. script CP-lp12 1. The poor guy survived a terrible motorcycle accident. 2. When he came out, the motorcyclist found that he had lost two legs. 3. The doctor looked very serious while talking to the poor guy. 4. The doctor told him some good news as well as some bad news. 5. The good news was that the poor guy could sell his boots. ____ T ____ F ____ F ____ T ____ T

  48. CP-lp13 Tapescript There’s a sad story about a poor guy who was in a terrible motorcycle accident. When he came out of anesthesia, the doctor was leaning over him anxiously. “Son,” he said, “I’ve got some good news and some bad news. The bad news is that you were in a very serious accident, and I’m afraid we had to amputate both your feet just above the ankle.” “Jesus,” gasped the patient. “What’s the good news?” “The fellow in the next bed over would like to buy your boots.”

  49. CP-lp16 Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. Man has always had superstitions (迷信) about numbers and about days. Some are supposed to be lucky; some, . Why the number 13 came to be considered unlucky no one really knows, though there are about it. One explanation Scandinavian mythology (神话). There were 12 demigods (半神半人), according to this legend, and then Loki (火神) appeared, . Since Loki was evil and cruel and caused human misfortunes (灾祸), and since he was the 13th demigod, the number 13 came to be a sign of . _______ unlucky ____________ some theories ____________ has to do with ______________ making the 13th ________ bad luck

  50. ________ in almost every country ____________ CP-lp17 Some people think the superstition goes back to the fact that there were 13 persons at the Last Supper, and that Judas (犹大) was ! Whatever its origin, the superstition about the number 13 is found Europe and America. _____________ the 13th guest