第一册Unit 1新编实用英语教程第4版高教社教案

Unit One Hello, Hi！

Teaching Time: 8 periods

Teaching Objectives:

Ss Should Learn to Do

1. Greet people and give responses: first meeting and meeting again

2. Exchange personal information: name / address / telephone number / job / study

3. Introduce people to each other

4. Meet people at the airport

5. Say goodbye to others

6. Say hello in different languages

7. Write a business card

Key Points:

1. Etiquette of meeting and introducing people

2. Etiquette of exchanging business cards

3. Basic sentence structures

Suggested Teaching Procedures and Class Activities

SECTION I Talking Face to Face

1 Lead-in activities:

Imitating Mini-Talks

1. Warm-up questions:

1) How much do you know about the way American and British people greet each other? What

expressions 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 five

minutes 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 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.

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 cards

1. 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 dialogues

1. The students read the sample dialogues after the teacher, trying to imitate the teacher’s

pronunciation 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 three

groups.

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, and

then 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 Speak

and 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 exchanging

the business cards to each other in the next class period.

3. Pay a visit to the website: https://www.wendangku.net/doc/c413285417.html,/esl/ESL-Dialogue--Introductions.htm to

watch the video about an ESL lesson- Introduction words and phrases.

SECTION II Being All Ears

1 Learning Sentences for Workplace Communicaiton

1. 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 this 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 Dialogue

1. 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/Talk

1. 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 Hand

Practicing Applied Writing

1 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 Chinese

orally.

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 Grammar

1 The teacher gives a brief summary of the basic sentence structures

Most 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 Eye

Passage 1 The Business Card a Social Faux Pas

1 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 yourself

e.g. The economic situation has changed considerably.

2. reach for: move forward or upward in order to touch

e.g. I reached for a book on the top shel

f.

3. get caught in: to be in a situation that you cannot easily get out of

e.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 charge

e.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, and

then 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 in

business 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 her

pronunciation. 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 present

it 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 meanings

of the passage.

2) Meanwhile the teacher writes down the following sentences with some words missing on

the 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 many

opportunities 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 update

3. handing out

4. On a daily basis

5. network with info update)

5 Summary of the passage:

1. Group work: The students have a discussion of the main idea of the passage. The

students’ 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 the

passage 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 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 Paragraphs 2 and 3 of the passage.

2. Preview Passage II.

PASSAGE II How to Say Hello in Different Languages

1 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 do

say 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 world

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.

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 welcome

e.g. The manager gave the visitor a strong handshake.

2. bow:v. bend one's knee or body, or lower one's head

e.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 according

to 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 other

one 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 with

PPT), 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 know

a little about saying hello in different languages? The students’ideas may vary, and the

teacher 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 happy

and 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 the

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.

6 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.

7 Assignments for this section:

1. Recite Paragraph 1 of the passage.

2. Pay a visit to the website: https://www.wendangku.net/doc/c413285417.html,/spanish/Spanish-Conversation--

Greetings.htm, 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 Tips

1 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 them

in the next class period.

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