實用綜合教程教案

Unit1EducationLead-inandExploringtheTopicLead-inQuestion1:DoyouknowanythingaboutBillGatessuchashislifeandhiseducationalbackground?Pre-class:HavethestudentsdosomeresearchworkaboutBillgates.In-class:Havethestudentspresentwhattheyhavelearnedfromtheirresearchinclass.Hint:1)birthdayandbirthplace:October28,1955;Seattle,Washington2)educationalbackground:publicelementaryschoolprivateschoolHarvardUniversityin1973-1975(educationnotcompleted)3)career:chairmanandchiefsoftwarearchitectofMicrosoft,theworld’slargestandmostprofitablesoftwarecompany4)maineventsinhislife:a.beginningprogrammingcomputersatage13;b.developingaversionoftheprogramminglanguagesBASICforthefirstmicrocomputerinHarvard;c.foundingMicrosoftCorporationin1975attheageof195)jokesaboutBillGates:a.Oneday,amessengerfromhellwenttoBillGatesandsaid,”Ihavetwomessagesforyou.Oneisgoodandotherisbad.Whichdoyouwanttohearfirst?

“Gatesthoughtforawhileandanswered,“Iwanttohearthegoodmessagefirst,”themessengersaid,“thegoodmessageisthateverycomputerinhellusesWindows.”“oh,that’sgreat!Andhowaboutthebadmessage?”“thebadmessageiswrongwithWindows.WouldyoucomedownwithmetofixitQuestion2:Whydoyouthinkeducationisimportantforyou?Hint:educationisimportantforeveryone:1)ithelpstodevelopsoundpersonalities;2)ithelpstocultivatepositiveattitudestowardlife3)itprovidesstudentswithavarietyofusefulknowledgeandskillsfortheirfuturecareer;4)itexposesstudentstodifferentculturesandenablesthemtoknowtheworldbetter.ExploringtheTopicDirections:Inthissection,you'llhearashorttalkabouttheimportanceofbodylanguage.Whilelistening,choosethebestitemtocompleteeachofthefollowingstatementsaccordingtotheinformationyouhear.1.Without________wecannotcommunicate.

A.words

B.bodylanguage

C.tone(語氣)

D.eyecontact

2.________ofcommunicationisinthetoneofvoice.

A.38%

B.55%

C.7%

D.48%

3.Thefollowingaresuggestionsforsuccessfulcommunicationexcept________.

A.standingandwalkinginagoodway

B.makinggoodeyecontact

C.movingyourhand,arm,orhead

D.wearingcleanclothes

4.Yourvoiceshouldtellpeoplethat________.

A.youhaveanicevoice

B.youarenotafraidoftalking

C.youaregoodatspeaking

D.youbelieveinyourselfII.Backgroundinformation1.BILLGATES

William.GatesischairmanandchiefsoftwarearchitectofMicrosoftCorporation,theworld’slargestandmostprofitablesoftwarecompany.Andheisalsotherichestmanintheworld.Gateswasbornin1955,inSeattle,Washington.GatesattendedtheprivateLakesideSchool.There,hediscoveredhisinterestinsoftwareandbeganprogrammingcomputersatage13.GateswentofftoHarvardUniversityin1973withtheoriginalintentionofbecomingamathprofessor.ItwasduringhisHarvarddaysthatheandhisfrienddevelopedBASIC,theprogramminglanguageforthefirstmicrocomputer.GatesleftHarvardin1975withoutcompletinghisuniversityeducation.HestartedMicrosoftattheageof19,andmadeadealthatchangedthelandscapeofcomputingforever.2.Harvard

HarvardUniversity,foundedin1636,isAmerica’soldestinstitutionofhigherlearning.Theuniversitywasnamedafteritsfirstbenefactor,JohnHarvardofCharlestown.Sinceitsfounding,theuniversityhasgrownfromninestudentswithasinglemastertoanenrollmentofmorethan18,000degreecandidates,includingundergraduatesandgraduatestudentsin10principalacademicunits.SevenpresidentsoftheunitedStatesweregraduatesofHarvard.Itsfacultieshaveproducedmorethan40Nobellaureates.3.

Colombia(哥倫比亞)

ItisacountryofnorthwestSouthAmericawithcoastlinesonthePacificOcean(太平洋)andtheCaribbeanSea(加勒比海).ItwassettledbytheSpanish(西班牙人)in1510andformedthenucleus(中心)oftheviceroyalty(轄區(qū))ofNewGranadaafter1740.ColombiagaineditsindependencefromSpainin1819undertheleadershipofSimónBolivar.Bogotá(波哥大)isthecapitalandthelargestcity.

Warm-upDiscussionStep1.Dividetheclassintogroupsoffourtofivestudents.Step2.Givethemthefollowingtopicfordiscussion.Step3.Askeachgrouptochoosearepresentativewhoisthentomakeapresentationonthebasisoftheirdiscussion.Whencommunicatingwithothers,whatgesturesorbodymovementsdoyouoftenuse?MyanswerMyclassmate’sanswerwavingmyhandwavingmyhandnoddingmyheadnoddingmyheadshakingmyheadshakingmyheadraisingmyeyebrowsraisingmyeyebrowsrubbingmynoserubbingmynoseWhatdothefollowinggesturesmeantoyou?GestyresMyanswerMyclassmate’sanswersmilingfeelinghappyfeelinghappyStickingone’stongueoutruderudeOpeningone’smouthwidebeingsurprisedbeingsurprisedRaisingone’seyebrowsbeingoffendedbeingoffendedScratchingone’sheadbeingpuzzledbeingpuzzledBendingone’sbodytobowshowingrespectshowingrespectNewWordsandExpressions1.dailyadj.doneorhappeningeveryday日常的

[例]Computerswillplayanincreasinglyimportantroleinourdailylives.計算機(jī)將在日常生活中起越來越重要的作用。adv.everyday每日；天天

[例]Thetidecomesintwicedaily.每天漲潮兩次。n.[C]anewspaperprintedandsoldeverydayexceptSunday日報

[例]Iforgottobuytoday'sChinaDaily.我忘了買今天的《中國日報》。

[例]Youcanreadthenewsinallthedailies.你可以在所有的日報上看到這條新聞?！?.verbaladj.1.connectedwithwordsandtheiruse用言辭的；文字上的

[例]verbalcommunication口頭交際

[例]Johnhasverygoodverbalskills.約翰有很強(qiáng)的文字能力。

2.spoken,notwritten口頭的；非書面的

[例]averbaldescription口頭描述

[例]Theyfinallyreachedaverbalagreement.他們最終達(dá)成了口頭協(xié)議。————————————————————————————————————3.gesturev.callordirectwithamovementofthebody用手勢表示；用動作示意

[例]Hegesturedangrilyatme.他氣憤地對我做手勢。

[例]Shegesturedmeoverwithamovementofherhead.她擺動一下頭示意我過去。n.[C;U](anexampleof)theuseofmovementofthebody,especiallyofthehands,toexpressacertainmeaning手勢；示意動作

[例]gesturelanguage手語

[例]Hemadeanangrygesture.他做出生氣的動作?！?.randomadj.withoutanyplan,aim,orpattern隨機(jī)的；任意的

[例]Computerizedmatchingisarandomselection.計算機(jī)配對是一種隨機(jī)選擇。

[例]Hefiredafewrandomshots.他亂放了幾槍?！?.researchern.[C]apersonwhodoesresearch研究者；調(diào)查者

[例]Theresearcherinvitesthechildren,onebyone,intoaroom.研究者請孩子們一個個進(jìn)入房間。

[例]Marketresearchersareveryimportanttoacompany.市場調(diào)查員對公司非常重要?！?.meaningn.1.[C;U]thatwhichyouplantounderstandbysomethingspokenorwritten,orbysomethingexpressedinotherways,suchasbysigns意義；意思

[例]Shetoldmethegeneralmeaningofwhatshejustread.她把剛讀到的大致意思講給我聽。

[例]Thetwowordssharethesamemeaning.這兩個詞意思相同。

2.[U]importanceorvalue重要性；價值

[例]themeaningofmarriage婚姻的價值

[例]Hesayslifehaslostitsmeaning(forhim)sincehiswifedied.他說自從他的妻子去世后，生活就失去意義了。————————————————————————————————————7.eyelidn.[C]eitherofthepiecesofcoveringskinwhichcanmovedowntocloseeacheye眼皮

[例]upperandlowereyelids上下眼皮

[例]hangbyone'seyelids系得不牢；處于非常危急的境地————————————————————————————————————8.regionaladj.oforinaparticularregion地區(qū)的；區(qū)域的

[例]Peoplearetryinghardtokeepregionalandworldpeace.人們正努力保持地區(qū)和世界和平。

[例]Regionaldevelopmentisimportantforitspeople.地區(qū)的發(fā)展對當(dāng)?shù)厝藖碚f非常重要。————————————————————————————————————9.nativen.[C]someonewholivesinaplaceallthetimeorhaslivedtherealongtime本地人；當(dāng)?shù)厝?/p>

[例]Shespeakslikeanative.她講話像本地人。

[例]SheisanativeofScotlandnowlivingintheUnitedStates.她是居住于美國的蘇格蘭人。adj.1.belongingtoorbeingtheplaceofone'sbirth出生地的

[例]HisnativelanguageisFrench.他的母語是法語。

[例]Germanyishernativecountry.德國是她的祖國。

2.(ofaperson)belongingtoaplacefrombirth（人）當(dāng)?shù)爻錾?/p>

[例]anativeEnglishman土生土長的英國人

[例]anativeNewYorker土生土長的紐約人————————————————————————————————————10.backgroundn.1.[C]aperson'sfamily,socialclass,experience,andeducation個人的背景資料（包括家庭、所屬社會階層、經(jīng)歷、學(xué)歷狀況等）

[例]Theintervieweraskedhimabouthisacademicbackground.面試官詢問了他的學(xué)歷背景。

2.[C]thesceneryorspacebehindthemainobjectsorpeopleinaview,apicture,oraphotograph背景；后景

[例]ThisisaphotoofMarywithourhouseinthebackground.這是瑪麗的照片，背景是我家的房子。

[例]Shehasalotofpowerandinfluence,butlikestoremaininthebackground.她很有權(quán)勢，但喜歡退居幕后。

3.[C;U]theconditionsthatexistwhensomethinghappens,andthathelptoexplainit（發(fā)生事情時的）背景情況

[例]thebackgroundofastory故事的背景

[例]You'llhavetogivemeabitmorebackground(information)beforeIcanhelpyou.你必須向我提供更多的背景情況我才能幫助你。Manypeopledreamofthingstheywillneverhave.許多人夢想擁有自己永遠(yuǎn)不會擁有的東西?！?1.endwith

bringsomethingtoanendwithacertainaction用……結(jié)束

[例]Whatshallwehavetoendthemealwith?我們最后該吃什么呢？

[例]Thearticleendedwiththesingleword"No!"文章以一個“不！”字結(jié)束。————————————————————————————————————12.aswellas

inadditionto也；還；而且

[例]Heiskindaswellassensible.他既善良又明白事理。

[例]Alanguagelearnerneedstoknowthelanguageaswellasitsculture.語言學(xué)習(xí)者不僅需要了解語言本身，而且還需要了解它的文化。————————————————————————————————————13.finishup

beattheendof(astatedplace,condition,etc.)結(jié)束；完成

[例]IplantofinishupmyholidaywithaweekinSanFrancisco.我計劃在舊金山呆一星期后就結(jié)束假期。

[例]Hewastootiredandfinishedupsleepingonthefloor.他太累了，結(jié)果躺在地板上睡著了?！?4.(and)whatismore

also,andmoreimportantly而且；更重要的是

[例]Thenewsystemischeaper,what'smore,it'sbetter.新系統(tǒng)花費(fèi)更少，而且效果也更好。

[例]Thehotelwasverybad,andwhat'smore,itwasmilesfromthebeach.這旅館條件極差，而且離海灘又遠(yuǎn)?！?5.pickout

1.recognize;seesomeoneorsomethingclearlyamongothers,especiallywithdifficulty辨認(rèn)出；區(qū)別出

[例]Canyoupickoutthethiefinthecrowd?你能從人群中辨認(rèn)出小偷嗎？

[例]Canyoupickoutyoursisterinthiscrowd?你能從這群人里認(rèn)出你妹妹嗎？

2.choosesomethingorsomeonespeciallyorcarefullyfromagroup挑選

[例]Pickoutthedressyoulikebest.挑選出你最喜歡的衣服。

[例]It'snoteasytopickoutthebestactorsforthisplay.要選出這出戲中的最佳演員不容易。IV.EXERCISESGettingtheMessageReadthefollowingquestionsandcompletetheanswersaccordingtothetext.Howdowecommunicatewithoneanother?

Wecommunicatewithoneanother(byusingbothverbalandnonverballanguages)2.Howdochildrenunderstandandlearnthemeaningsofbodylanguage?

Theyunderstandandlearnthem(alongwithwords)Whatfactors(因素)influenceourbodylanguage?

(Oursex,racialbackground,socialclassandcommunicationstyle)

influence

ourbodylanguage.

4)WhydoesanEnglish-dubbedforeignfilmoftenseemveryflat?

Because(thegesturesinthefilmoftendon'tmatchthelanguagedubbedintoit)

5)Howcanone'semotionbecommunicated?

Itcanbecommunicated(byusingbodylanguage)GrammarTips(1)Hundredsofstudentssendmee-maileachyearforadviceabouteducation.(2)It’struethatIdroppedoutofcollegetostartMicrosoft.(3)Inshort,itisarealmistakenottotakethechancetostudyawiderangeofsubjectsandtolearntoworkwithotherpeoplebecauseeducationdoescount.表示人、事物或抽象概念的詞叫做名詞，可以分為“專有名詞”和“普通名詞”普通名詞又可分為四大類（1）表示單個的人或事物的個體名詞，如student,year（2）表示一群人或一些事物的總稱的集體名詞，如people（3）表示無法分為個體物質(zhì)的物質(zhì)名詞，如paper,water,rice（4）表示抽象概念的抽象名詞，如advice,education,chance,rangePracticalWritingIntroducingYourselfAskthestudentstowriteashortpassagetointroducethemselvesaccordingtotheaboveself-introduction.Whattheywriteshouldincludetheirname,hometown,family,appearance,hobbiesandtheirexpectationsofthemselvesUnit2FriendshipTeachingObjectives:1.Listening&Speakingskills:Learninformal,formalgreetingandfarewell;learnhowtogreetanacquaintance.2.ReadingSkills:BeingabletogetthemainideaandsomeimportantdetailsoftextA;gothroughtextB3.VocabularyHurt,mean,miss,plan,operator,neighborhood,discover,device,amazing,hammer,sympathy,mouthpiece,moment,sob,bleed,fridge,comfort,pet,belong,land,airport,dial,hometown,plan,pause,mean4.SpeakingLearnhowtotalkaboutlikesanddislikesanhowtomakefriends5.Grammar:Pronouns6.Practicalwriting:HowtowritepersonallettersTimeAllotment:FirstandSecondperiods:ListeningandSpeakingactivities;ThirdandFourthperiods:Readingactivities;FifthandSixthperiods:Grammar&PracticalwritingTeachingSteps:FirstandSecondperiods:ListeningandSpeakingactivitiesStep1.BasicPatternsIntroductionHowareyou?Howarethings?Haveaniceweekend.Goodbye.Step2.Part1:Warm-upActivityAskthestudentstoworkinpairsandmakedialoguesaccordingtothesituations.Topic:sayHellotootherpeopleStep3.Part2:listeningandspeakingSectionA1.ListeningActivities1)leadthestudentstoreadtheNewWordsandExpressions.2)leadthestudentstodiscussandanticipatehowclosefriendswillgreeteachother:Hi/what’sup/Howiseverything?3)playtherecordingtwice,andletthestudentsdoActivityA/B2.SpeakingActivities1)tellthestudentsthefollowingdialogueisbetweentwostudentswhohavenotseeneachotherforalongtime.2)playtherecording,andremindthestudentstofocusontheexpressionstheyareusedtogreeteachother.3)letthestudentspracticethedialogueinpairs.4)activityB:makedialoguesSectionB1.ListeningActivities1)leadthestudentstoreadtheNewWordsandExpressions.2)tellthestudentsthefollowingdialogueisbetweenastudentandherteacher.3)playtherecordingtwice,thenaskthestudentstodotheexercises.2.SpeakingActivities1)goovertheNewWordsandExpressions.2)tellthestudentsthattherearethreepeopleinthedialogue:David,hiscolleagueandhisboss.3)playtherecording,andremindthestudentstofocusontheexpressionstheyareusedtogreetone’scolleagueandboss.4)letthestudentspracticethedialogueingroupsofthree.5)activityB:makedialoguesSectionC1.ListeningActivities1)goovertheNewWordsandExpressions.2)tellthestudentsthattheyaregoingtolistentoadialoguebetweenacquaintances.3)playtherecordingtwice,thenaskthestudentstodotheExercises.2.SpeakingActivities1)playtherecordingtwice,thenletthestudentspracticethedialogueingroupsofthree.2)activityB:makedialogueStep4.PartThreeCultureNotesDiscussionStep5.HomeworkAssignmentAfter-classActivitiesThirdandFourthperiods:ReadingactivitiesStep1.Warm-upActivitiesDividetheclassintogroupsoffourtofive.Givethemthefollowingquestionstodiscuss,andencouragethemtogivetheirownopinions.1)Doyouhavemanyfriends?Howdidtheybecomeyourfriends?2)Friendshipmaysometimesexertagreatimpactonone’slife.Haveyouheardofanystoriesoffriendship?Doyouthinkyourlifehaseverbeeninfluencedbyyourrelationswithyourfriends?3)whatkindofpersondoyouexpectyourfriendtobe?Describeapersonwhoislikelytobeyourfriend.Step2.NewWordsandExpressionsGothroughtheNewWordsandExpressionsinTextA,andfinishtheexercisesinVocabularyCheck(BandC)Step3.BackgroundInformationInthe1870s,AlexanderGrahamBelldesignedadevicethatwenowcallthetelephone.Bell’sextensiveknowledgeofthenatureofsoundandhisunderstandingofmusicenabledhimtoinventthedevice.Bell’sgreatestsuccesswasachievedonMarch10,1876,markingthebirthofthetelephone.Thefirstsentenceeverspokenoveratelephonewasutteredoverhisdeviceonthatday.Thehistoricwords,“Mr.Watson,comehere;Iwantyou”wereutteredbyBell.Step4.StructureoftheTextThetextcanbedividedintothreeparts:Part1(paragraph1):thetopicparagraph,statinggenerallythehelpfulnessoftheoperator.Part2(paragraph2-9):Illustratesthehelpfulnessandfriendlinessoftheoperatorwithinstances.Part3(paragraphs10-15):Illustratestheunusualfriendshipbetween“me”andtheoperator.Step5.FurtherUnderstandingQuestions:1.Whydidtheyoungboybelievethat“informationplease”wasanamazingperson?Key:Becausehebelievedthattherewasnothingshedidnotknow.Shecouldgiveacorrectanswertoanyquestion.2.whentheboydialedtheoperatorattheairportmanyyearslater,whydidheaskthequestion“couldyoutellmeplease,howtospelltheword“fix”?Key:itcanbeinferredthattheboymusthaveaskedthesamequestionbeforewhenhewasalittleboy.Heaskedthequestionsothattheoperatorcouldrecognizehimbyaskingthesamequestion.Aswasexpected,theoperatoridentifiedthequestionandrecognizedtheboy.3.ComprehensionA.B.CStep6.Languagepoints1.SoonIdiscoveredthatsomewhereinsidethatwonderfuldevicelivedanamazingperson-hernamewas“informationplease”andtherewasnothingshedidnotknow.Theobjectclauseintroducedby“that”hereisinvertedinform,thenatureorderofwhichshouldbe“thatanamazingpersonlivedsomewhereinsidethatwonderfuldevice.”e.g:Onherleftstoodherboy.Atthefootofthehillstoodavillagewherehewasborn.2.therewasnoonehometooffersympathy:Noonewasathometocomfortme.“Home”inthissentencesisusedasanadverb.e.g:Shewillbeinhalfanhourifthetrafficisfine.Isensedsomeonefollowingmeonmywayhome.3.Ihadn’tplannedthis,butIheardmyselfsaying.Hearmyselfsaying:Here“saying”isan-ingparticiplephraseusedasanobjectcomplement.(賓語從句)e.g:Hesawthethiefcaughtbythepoliceman.Ididn’tnoticeherleaving.4.Iwonderifyouhaveanyideahowmuchyoumeanttomeduringallthattime.Iwonderif……thissentenceconstructioncanbeusedforaninquiryoranegativestatement.Idea:Itmeans“knowledge,understanding”,Whichcanbefollowedby“ofsth”and“wh-clause”e.g.Thereportwillgiveyousomeideaoftheseproblems.Hehadnoideawhenshewillbeback.Step7.HomeworkAssignmentFinishalltheexercisesofTextA.PreviewGrammarTipsandnewwordsofTextB.FifthandSixthperiods:Grammar&PracticalwritingStep1.RevisionAskstudentstoreadthenewwordsinTextAtwice.PlaytherecordingofTextA,andgetstudentstoread.Step2.TextBLearningAskstudentstogothroughTextBandfinishtheComprehensionon31.Askoneortwostudentstoretellthestory.Step3.GrammarTipsPronoun1.learntheuseofdifferentkindsofpronouns.2.learntheexamplesandrules.3.practiceA,BandCStep4.ActiveWordsLearninghurt,mean,planStep5.VocabularyCheckChecktheanswersinVocabularyCheckAonpage24.Step6.PracticalWriting1.personalletters2.practiceStep7.Pairwork1.askthestudentstofillinthegivenquestionnaire.2.pairupthestudents.3.haveeachpairmakeupadialoguebyfollowingthegivenmodel4.chooseafewpairstopresenttheirdialoguesbeforetheclass.Step8HomeworkAssignmentFinishtheComprehensionExercisesofTextB.Preview“TheRulesforGiftsGiving”inunit3.Unit3GiftTeachingObjectives:1.Listening&Speakingskills:Learningdifferentexpressionaboutshopping(wheretobuycertainthings,informationaboutgoodsonsale,askaboutpricesandrefund)2.Readingskills:BeingabletogetthemainideaandsomeimportantdetailsofthetextAandtextB;3.VocabularyGift,interview,business,occasion,invitation,present,hose,introduction,modest,wine,candy,require,attention,add,task,alcoholic,liquor,personal,relationship,vase,cultural,papercut,dyed,wrap,art,wonder,sandwich,hall,search,inexpensive,umbrella,buffet,car,burst,passenger4.Grammar:Numerals5.Practicalwriting:HowtowritegiftnotesTimeAllotment:First&Secondperiods:Listening&Speakingactivities;Third&Fourthperiods:Readingactivities;Fifth&Sixthperiods:Grammar&PracticalwritingFirst&Secondperiods:Listening&Speakingactivities;Step1.PartOneAskthestudentstoworkinpairsandmakedialoguesaboutshoppingStep2.PartTwoSectionAListeningActivities1)leadthestudentstoreadtheNewWordsandExpressions.2)leadthestudentstodiscussandanticipatetheexpressionsandphrasesaboutshopping.3)playtherecordingtwice,andletthestudentsdoActivityA/BSpeakingActivities1)tellthestudentsthefollowingdialogueisbetweenasalesgirlandacustomer.2)playtherecordingandremindthestudentstofocusontheexpressionstheareusedforshopping.3)letthestudentspracticereadingthedialogueinpairs.4)activityB:makedialoguesSectionB1.ListeningActivities1)leadthestudentstoreadtheNewWordsandExpressions.2)tellthestudentsthefollowingdialogueisbetweenamanandawoman3)playtherecordingtwice,thenaskthestudentstodotheExercises.2.SpeakingActivities1)goovertheNewWordsandExpressions.2)playtherecordingandremindthestudentstofocusontheexpressionstheareusedtoaskaboutprices.3)letthempracticereadingthedialogueingroupsofthree4)activityB:makedialoguesStep3.PartThreeCultureNotesStep4.PartFour1.SectionA.Playtherecordingonceortwicesentencebysentences,whilethestudentslistenandpickthecorrectwords.2.SectionB.Playtherecordingonceortwiceonebyone,andthenaskthestudentstochoosethecorrectanswer.Third&Fourthperiods:Readingactivities;Step1Warm-updiscussionQ1:OnwhatoccasionareweexpectedtogivegiftsandwhatshouldwechooseforeachoccasioninChina?Q2:IsthereanydifferenceaboutgiftetiquettebetweenChinaandtheWest?Q3:Whatisthemostmemorablegiftyouhavegivenorreceived?Step2Cross-culturenotes:Gift-givingEtiquetteinSaudiArabia:Giftsshouldonlybegiventothemostintimatefriends;Giftshouldbeofthehighestquality;Neverbuygoldorsilkasapresentformen;Silverisacceptable;Alwaysgiveorreceivegiftswiththerighthand;Itisnotbadetiquettetoopengiftswhenreceived.Gift-givingEtiquetteinChina:Itistheproperetiquetteforgiftstobeexchangedwithagoodreason,anthanksforassistance;WhentheChinesewanttobuygiftsitisnotuncommonforthemtoaskwhatyouwouldlike;Donotbetoofrugalwithyourchoiceofgiftotherwiseyouwillbeseenasan“ironrooster”Avoidgivingoddnumberwhengivinggifts.Chinesephilosophystressesharmonyandbalance,sogiveinpairs.Step3Verview;interviewer;interviewee2.Occasion:ontheoccasionofanoccasionfore.g.IhadmetProfessorLionmanyoccasions.Formanystudents,themeetingoneveryFridayisanoccasionforrelaxationandexchangeofideas.Presente.g.MayIpresentmyfriendtoyou?ThestudentspresentedabunchofflowerstotheirteacheronTeacher’sDay.presentitself出現(xiàn)，呈現(xiàn)presentoneself出席，到場Presentation:Therewillbeapresentationofprizesfightafterthematch.Theyhavepreparedwellfortheirpresentation.Modestmodesty謙虛，羞澀modestly謙虛地，適度地Heismodestabouthismerits.Heisofahumbleorigin.alowlyemployeebemodestabout對……謙虛bemodestwith對……適度Sheismodestaboutthesuccessshehasachieved.Youshouldbemodestwiththesizeoftheparty.Itisverydifficulttobeasuccessfulhostifyouhavetoomanyguests.lastvt/vi持續(xù)，夠用多久lastout維持到……結(jié)束，夠用Thepatientwon’tlastoutthisnight.Requirerequiresth/require+ing/that要求，規(guī)定requiresbtodorequiresthofsbrequire+that從句e.g.Theplanrequirescarefulthoughts.Thestudentsarerequiredtogetatleast200creditsbeforetheygraduatefromthecollege.Thenewregulationrequiresthatallstudentsshouldnotbelateforclass.PersonalPersonalletters私人信件Apersonalmatter私事Personalopinions個人見解Wrap包裹，包裝Hewrappedthebookinbrownpaper.Wrapup穿的暖和，結(jié)束，完成Wrapupwell,itischillycoutside.Bewrappedupin:埋頭于，全神貫注于Shewaswrappedupinherbookanddidn’tnoticeme.Step4:ReadingThetextcanberoughlydividedintotwoparts:Part1(paragraph1):Pointsoutthatgiftshouldbegivenonproperoccasions.Part2(paragraphs2-8)Enumeratesafewrulestofollowwhengivinggifts.Step5:ConsolidationFifth&Sixthperiods:Grammar&PracticalwritingStep1:RevisionPlaytherecordingofTextA,andgetthestudentstoread.Step2:GrammarTipsNumerals1.learntheexamplesandrules2.practiceA,B,CStep3:ActiveWordsandVocabularyCheckAGoovertheexamplesandfinishtheexerciseinVocabularyStep4:PracticalWritingHowtowriteagiftnoteStep5:practiceTranslationDirections:thispartistotestyourabilitytotranslateEnglishintoChinese.Aftereachofthesentences,youwillreadfourchoicesofsuggestedtranslation.Youshouldchoosethebesttranslationandmarkthecorrespondingletteronyouranswersheet.Andfortheparagraph,writeyourtranslationinthecorrespondingspaceonthetranslation/compositionsheet.1.DuringthemeetingheldinBrazillastmonththesupportersoffreetradearguedthattheseeconomicpoliciescouldbenefitallnations.A.支持者上個月在巴西召開自由貿(mào)易會議，他們辯稱這些經(jīng)濟(jì)政策有利于所有的國家。B.上個月在巴西召開的會議上自由貿(mào)易的支持者辯稱，這些經(jīng)濟(jì)政策會使所有國家都受益。C.自由貿(mào)易