Unit 10 Showing Concern and Giving Advice
Content
Section I Listening and Conversation (2 periods)
Section II Reading Comprehension (2 periods)
Section III Writing and Translating (2 periods)
Aims
The students should be able to:
talk about illness and show concern
understand the two passages and the related information
write and translate instructions for taking medicine
Important and difficult points
expressions and patterns for talking about illness and medicine
passage 2 and the information related
words,phrases and sentences from passage 2
grammar,Conjunction
special sentences and a passage for Tourism
Procedure and methods
Section I Listening and Conversation
Part I,Leading in
1,Pre-class Work:
2,Warming up for the new class:
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Offering the situations
3,Acting out and comments
Part III,Further Practice
1,Practicing and Furthering
2,Completing
3,Responding
Part IV,Aptitude Test and Guidance
1,Match after you listen
2,Judge after you listen
3,Make after you learn
4,Self-assessment and Teacher’s Guidance
5,Assignment
Section II Reading Comprehension
Part I,Leading in
1,Revision
2,Warming up for the new class
Part II,Comprehension and Practicing
1,Checking and Explaining
2,Retelling the story
Part III,Further Practice
1,Simulating and translating
2,Rewriting
Part Iv,Aptitude Test and Guidance
1,Translating
2,Assignment
Section III Writing and Translating
Part I,Leading in
1,Checking the assignment
2,Warming up for new class
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Presenting new materials
3,Giving the rules for a business card
4,Reading and simulating
Part III,Further Practice
1,Presenting new material
2,Simulating
3,Writing
Part IV Aptitude Test and Guidance
1,Checking
2,Grammatical rules concerning the Basic Sentence Structure
3,Applying
4,Self-assessment and Guidance
5,Assignment
Unit 10 Showing Concern and Giving Advice
Section I Listening and Conversation
Part I,Leading in
1,Pre-class Work,
【Instructions】 ask students to 1),collect some medicine instructions
2),find out the expressions for showing concern and giving advice as many as possible
2,Warming up for the new class,
【Instructions】 1),students present their collections
2),teacher’s comment and put the collections into a data bank for students’ reference (on the blackboard)
3),presentation of new materials
Sample Instruction 1
Sample Instruction 2
【Instructions】 while showing the medicine instructions,students are to read and understand the English,sometimes with the help of the teacher
4),Practice Dialogue 1 A Doctor is Talking to a Patient
【Instructions】 read and act out so that the students will be familiar with the patterns that are appropriate for showing concern and giving advice,teacher and the students work together and remember do not spend too much time on it
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Offering the situations
Offer several situations for students to act out by referring to the data bank on the blackboard
【Instructions】 each group should choose one of the situations and work together to form a dialogue and then act out
Situations,1),Place, in a cafe
Characters,two friends
Task,one friend shows his/her concern to the other who doesn’t look well.
2),Place,in a clinic
Characters,a doctor and a patient
Task,the patient tells the doctor what’s wrong with him/her
3),Place,in the hospital
Characters,a doctor and a patient
Task,the patient asks about a prescription of the doctor
4),Place,in a hospital
Characters,a doctor and a patient
Task,the patient tells the doctor he/she is feeling better then
3,Acting out and comments
【Instructions】 after the act of each group,the teacher will ask the fellow students to make comments on the performance and the appropriateness of their English; and then it is the teacher’s task to summarize this part
Part III,Further Practice
1,Practicing and Furthering
【Instructions】 practice the dialogues on Page 161 of the Textbook in groups,and try to further them
2,Listening and completing
【Instructions】 listen to a dialogue and complete it by filling in the blanks on Page 163 of the Textbook (Exercise 3),also work in groups
3,Responding
【Instructions】 practice Exercise 2 on Page 162 of the Textbook orally, Teacher offers the situation in Chinese,and ask the students to give the English equivalent,the whole class work together
(The script for the dialogue,)
A,你怎么了？脸色这样苍白？
B,I fell off the bike and broke my leg.
A,哎呀，你的腿再流血。你最好躺下。你现在觉得怎么样了？
B,My leg hurts so much and I’m feeling rather weak.
A:我这里有急救箱。让我们先把血止住。
B,Oh,yes,you’re right,I simply can’t think straight now.
A,现在你应当马上去看医生。我陪你去医院好吗？
B,Yes,I do need your help now,Thank you very much.
【Instructions】 after each activity,the teacher will check the answers and comment promptly
Part IV,Aptitude Test and Guidance
1,Match after you listen
【Instructions】 in this part a diagram will be given to each of the students,after they listen to a dialogue,they are asked to match the blanks with the right places
2,Judge after you listen
【Instructions】 in this part the multiple choices to each of the questions will be given on the blackboard,after they listen to a dialogue,they are asked to make a choice from A,B,C or D.
3,Make after you learn
【Instructions】 in this part the students are asked to make a short dialogue themselves by using what they have learned
4,Self-assessment and Teacher’s Guidance
【Instructions】,in this part the teacher will mainly check the answers to 1 and 2,give brief explanations when students are in difficulty and ask students to score their own paper ; as for 3,the teacher will collect the paper and correct them after class.
5,Assignment
Workbook P 135---5,6
Read fluently the passage on page 166 of your Textbook New Practical English and try to understand it as much as you can by using a dictionary,
Recite Practical Sentences for Tourism and the Passage in Unit 10
【Instructions】 in this part the homework is made up of two parts,A is to reinforce what they have learned; B and C is to get ready for the next Section
Section II Reading Comprehension
Part I,Leading in
1,Revision
ask several students to recite the practical sentences for tourism in Unit 10 and the others repeat
ask students to answer teacher’s questions according to the Passage for tourism in unit 10
2,Warming up for the new class
ask students to work in groups of four or five to talk about one of their experiences of being ill,and don’t forget to use the sentences and structures they’ve reviewed
teacher makes comments
Part II,Comprehension and Practicing
1,Checking and Explaining
teacher raises some questions and ask students to say true or false according to the passage on page 166 of the Textbook New Practical English to see how much they’ve understood.
teacher raises some questions and ask students to answer in details according to the passage on page 166 of the Textbook New Practical English,at the same time explaining some language points.
Possible difficult words and sentences
Words:
reunion n,meeting with family members or old friends,etc,after separation团圆，重聚
Teacher’s,Many students go home for a family reunion on the Mid-autumn Festival.
Student’s,
emotion n,excited state of mind or strong feelings 情绪，情感
Teacher’s, She told the story in a voice touched with deep emotion.
Student’s,
loneliness n,state of feeling sad or melancholy caused by lacking of companions孤独，孤单
Teacher’s,Loneliness is the worst enemy for the spacemen.
Student’s,
repeatedly ad,again and again再三地，重复地
Teacher’s,He read the words repeatedly to lock them in memory.
Student’s,
crush n,crowd of people or things gathered together 挤满，积压
Teacher’s,There was a frightful crush at the gate of the cinema.
Student’s,
temporary a,lasting for a short time only 临时的，暂时的
Teacher’s,The hut was used as a temporary office.
Student’s,
disappointment n,the state of mind of failing to get what is expected 失望，沮丧
Teacher’s,He suffered terrible disappointment when she failed to come.
Student’s,
modest a,not large in size or amount 简陋的，适度的
Teacher’s,He should accept my modest requirement.
Student’s,
behavior n,ways of behaving oneself 行为，举止
Teacher’s,His improper behavior towards the guests shows his rudeness.
Student’s,
sauce n,liquid preparation served with some kind of food to give a flavor 调味汁，酱
Teacher’s,This tomato sauce goes very well with fried chicken.
Student’s,
seasoning n,something used to give flavor to food 调味品，调味
Teacher’s,She uses different seasonings to make her cooking tasty.
Student’s:
Sentences,
(Para.1)Rather than lock myself in my loneliness,I have tried each Christmas to learn a little more about the culture of the country and know more about my American friends,
但是我并没有沉溺于个人的孤独。我一直在努力利用每一个圣诞节的机会更多地了解这个国家的文化，更多地知道一些有关我美国朋友的情况。
rather than; used at the beginning of a sentence,the infinitive phrase that follows does not require,to”.
each Christmas,adverbial phrase of time here.
(Para,2)A tie-clasp I still wear reminds me repeatedly of the Christmas of 1989,which was quite memorable,
我有一只迄今仍然随身佩带的领带夹，它不时让我想起1989年的圣诞节。那是一个令人难忘的日子。
I still wear,a relative clause with,that” omitted,modifying tie-clasp,
which,introduces an unrestricted relative clause,modifying the Christmas of 1989.
(Para,3)Maria,a Mexican-American student,who worked as a temporary secretary in the department when others left for their holidays,must have seen me as I left the mailbox with disappointment showing on my face,
由于其他人都离开学校去度假了，一位名叫玛利亚的美籍墨西哥学生在系里担任临时秘书。她一定是看到了我离开邮箱时流露在脸上的沮丧和失望。
Mexican-American,an American citizen with Mexican parentage
must have seen,indicates an affirmative judgment,
with,introduces an adverbial of manner,modifying as I left the mailbox.
(Para,4)The kind look in his eyes and his relaxed behavior made me feel right at home.
他眼睛中流露出的和蔼目光以及他随和的举止使我感觉完全就跟在自己的家里一样自在。
made me right at home,an V+O+OC structure
He said he was quite satisfied,But his long face made me feel just the opposite.
right,an adverb of emphasis,modifying at home.
2,Retelling the story
ask students to read the passage again
ask them to retell the story in the first person
Part III,Further Practice
Simulating and translating
Do exercise 5 on page 169 of the Textbook
Pay attention to the italicized parts in the English sentences and translate the Chinese sentences by simulating the structure of the English sentences
Part Iv,Aptitude Test and Guidance
Translating
Ask the students to remember the words,phrases and sentence structures in the passage they have learned and translate the following sentences into Chinese orally and the teacher comments.
But her life was in constant danger without a heart transplant.
Finding a donor heart that matched Maria’s blood type and body size could take years.
She had been very open about donating something from herself and had checked yes on her driver’s license.
After reviewing the data,doctors informed Frank that his wife’s heart by some miracle was a perfect fit for Carmen’s mother.
Yes,Cheryl’s loving heart will go on to live in another loving mother’s chest.
Assignment
A,Workbook p 137 1-3
B,Collect medicine instructions as many as possible
Section III Writing and Translating
Part I,Leading in
Checking the assignment
Check the answers to comprehension exercises on the workbook orally and comment
Warming up for new class
Ask the students to present their collection of instructions
Put their collections of instructions into the data bank on the blackboard
Make sure all the students understand the meanings of the instructions
Part II,Putting in use
Dividing the students into groups of four or five
Presenting new signs
Teacher presents different instructions to each group
Giving the rules for a sign
The teacher should remind the students what they have to pay attention to when they read or make an instruction.
Understanding
Ask the students to work in groups and read the given instructions,get the Chinese version of them and then explain to the whole class
Matching
Ask the students to work in groups and each group will be given the same instruction.
Find the right equivalents to the instructions given in Chinese or English
Translating
Both the teacher and the students work together to translate the instructions on Page 173 of the Textbook
with the help of a dictionary
Part III,Further Practice
Creating new instructions
Ask each of the students to make a instruction and tell the classmates the meaning of it
Writing
Ask the students to work together to write a short passage of about 100 words to tell a story or about an event related to the picture given,Some useful words and phrases have been provided to help,
Part IV Aptitude Test and Guidance
Grammatical rules concerning the use of Conjunctions
Applying
1) choosing the correct answers to fill in the blanks,paying attention to the use of conjunctions
2) correcting the errors in the following sentences
3) translating the following sentences into English,paying attention to the use of Conjunctions
3,Self-assessment and Guidance
1) and 2) are printed on the paper,After the teacher check the answers,the students can score their own paper; as for 3) the teacher can collect the paper and correct after class if time is not permitted.
4,Assignment
Workbook P143 3-5
Content
Section I Listening and Conversation (2 periods)
Section II Reading Comprehension (2 periods)
Section III Writing and Translating (2 periods)
Aims
The students should be able to:
talk about illness and show concern
understand the two passages and the related information
write and translate instructions for taking medicine
Important and difficult points
expressions and patterns for talking about illness and medicine
passage 2 and the information related
words,phrases and sentences from passage 2
grammar,Conjunction
special sentences and a passage for Tourism
Procedure and methods
Section I Listening and Conversation
Part I,Leading in
1,Pre-class Work:
2,Warming up for the new class:
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Offering the situations
3,Acting out and comments
Part III,Further Practice
1,Practicing and Furthering
2,Completing
3,Responding
Part IV,Aptitude Test and Guidance
1,Match after you listen
2,Judge after you listen
3,Make after you learn
4,Self-assessment and Teacher’s Guidance
5,Assignment
Section II Reading Comprehension
Part I,Leading in
1,Revision
2,Warming up for the new class
Part II,Comprehension and Practicing
1,Checking and Explaining
2,Retelling the story
Part III,Further Practice
1,Simulating and translating
2,Rewriting
Part Iv,Aptitude Test and Guidance
1,Translating
2,Assignment
Section III Writing and Translating
Part I,Leading in
1,Checking the assignment
2,Warming up for new class
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Presenting new materials
3,Giving the rules for a business card
4,Reading and simulating
Part III,Further Practice
1,Presenting new material
2,Simulating
3,Writing
Part IV Aptitude Test and Guidance
1,Checking
2,Grammatical rules concerning the Basic Sentence Structure
3,Applying
4,Self-assessment and Guidance
5,Assignment
Unit 10 Showing Concern and Giving Advice
Section I Listening and Conversation
Part I,Leading in
1,Pre-class Work,
【Instructions】 ask students to 1),collect some medicine instructions
2),find out the expressions for showing concern and giving advice as many as possible
2,Warming up for the new class,
【Instructions】 1),students present their collections
2),teacher’s comment and put the collections into a data bank for students’ reference (on the blackboard)
3),presentation of new materials
Sample Instruction 1
Sample Instruction 2
【Instructions】 while showing the medicine instructions,students are to read and understand the English,sometimes with the help of the teacher
4),Practice Dialogue 1 A Doctor is Talking to a Patient
【Instructions】 read and act out so that the students will be familiar with the patterns that are appropriate for showing concern and giving advice,teacher and the students work together and remember do not spend too much time on it
Part II,Putting in use
1,Dividing the students into groups of four or five
2,Offering the situations
Offer several situations for students to act out by referring to the data bank on the blackboard
【Instructions】 each group should choose one of the situations and work together to form a dialogue and then act out
Situations,1),Place, in a cafe
Characters,two friends
Task,one friend shows his/her concern to the other who doesn’t look well.
2),Place,in a clinic
Characters,a doctor and a patient
Task,the patient tells the doctor what’s wrong with him/her
3),Place,in the hospital
Characters,a doctor and a patient
Task,the patient asks about a prescription of the doctor
4),Place,in a hospital
Characters,a doctor and a patient
Task,the patient tells the doctor he/she is feeling better then
3,Acting out and comments
【Instructions】 after the act of each group,the teacher will ask the fellow students to make comments on the performance and the appropriateness of their English; and then it is the teacher’s task to summarize this part
Part III,Further Practice
1,Practicing and Furthering
【Instructions】 practice the dialogues on Page 161 of the Textbook in groups,and try to further them
2,Listening and completing
【Instructions】 listen to a dialogue and complete it by filling in the blanks on Page 163 of the Textbook (Exercise 3),also work in groups
3,Responding
【Instructions】 practice Exercise 2 on Page 162 of the Textbook orally, Teacher offers the situation in Chinese,and ask the students to give the English equivalent,the whole class work together
(The script for the dialogue,)
A,你怎么了？脸色这样苍白？
B,I fell off the bike and broke my leg.
A,哎呀，你的腿再流血。你最好躺下。你现在觉得怎么样了？
B,My leg hurts so much and I’m feeling rather weak.
A:我这里有急救箱。让我们先把血止住。
B,Oh,yes,you’re right,I simply can’t think straight now.
A,现在你应当马上去看医生。我陪你去医院好吗？
B,Yes,I do need your help now,Thank you very much.
【Instructions】 after each activity,the teacher will check the answers and comment promptly
Part IV,Aptitude Test and Guidance
1,Match after you listen
【Instructions】 in this part a diagram will be given to each of the students,after they listen to a dialogue,they are asked to match the blanks with the right places
2,Judge after you listen
【Instructions】 in this part the multiple choices to each of the questions will be given on the blackboard,after they listen to a dialogue,they are asked to make a choice from A,B,C or D.
3,Make after you learn
【Instructions】 in this part the students are asked to make a short dialogue themselves by using what they have learned
4,Self-assessment and Teacher’s Guidance
【Instructions】,in this part the teacher will mainly check the answers to 1 and 2,give brief explanations when students are in difficulty and ask students to score their own paper ; as for 3,the teacher will collect the paper and correct them after class.
5,Assignment
Workbook P 135---5,6
Read fluently the passage on page 166 of your Textbook New Practical English and try to understand it as much as you can by using a dictionary,
Recite Practical Sentences for Tourism and the Passage in Unit 10
【Instructions】 in this part the homework is made up of two parts,A is to reinforce what they have learned; B and C is to get ready for the next Section
Section II Reading Comprehension
Part I,Leading in
1,Revision
ask several students to recite the practical sentences for tourism in Unit 10 and the others repeat
ask students to answer teacher’s questions according to the Passage for tourism in unit 10
2,Warming up for the new class
ask students to work in groups of four or five to talk about one of their experiences of being ill,and don’t forget to use the sentences and structures they’ve reviewed
teacher makes comments
Part II,Comprehension and Practicing
1,Checking and Explaining
teacher raises some questions and ask students to say true or false according to the passage on page 166 of the Textbook New Practical English to see how much they’ve understood.
teacher raises some questions and ask students to answer in details according to the passage on page 166 of the Textbook New Practical English,at the same time explaining some language points.
Possible difficult words and sentences
Words:
reunion n,meeting with family members or old friends,etc,after separation团圆，重聚
Teacher’s,Many students go home for a family reunion on the Mid-autumn Festival.
Student’s,
emotion n,excited state of mind or strong feelings 情绪，情感
Teacher’s, She told the story in a voice touched with deep emotion.
Student’s,
loneliness n,state of feeling sad or melancholy caused by lacking of companions孤独，孤单
Teacher’s,Loneliness is the worst enemy for the spacemen.
Student’s,
repeatedly ad,again and again再三地，重复地
Teacher’s,He read the words repeatedly to lock them in memory.
Student’s,
crush n,crowd of people or things gathered together 挤满，积压
Teacher’s,There was a frightful crush at the gate of the cinema.
Student’s,
temporary a,lasting for a short time only 临时的，暂时的
Teacher’s,The hut was used as a temporary office.
Student’s,
disappointment n,the state of mind of failing to get what is expected 失望，沮丧
Teacher’s,He suffered terrible disappointment when she failed to come.
Student’s,
modest a,not large in size or amount 简陋的，适度的
Teacher’s,He should accept my modest requirement.
Student’s,
behavior n,ways of behaving oneself 行为，举止
Teacher’s,His improper behavior towards the guests shows his rudeness.
Student’s,
sauce n,liquid preparation served with some kind of food to give a flavor 调味汁，酱
Teacher’s,This tomato sauce goes very well with fried chicken.
Student’s,
seasoning n,something used to give flavor to food 调味品，调味
Teacher’s,She uses different seasonings to make her cooking tasty.
Student’s:
Sentences,
(Para.1)Rather than lock myself in my loneliness,I have tried each Christmas to learn a little more about the culture of the country and know more about my American friends,
但是我并没有沉溺于个人的孤独。我一直在努力利用每一个圣诞节的机会更多地了解这个国家的文化，更多地知道一些有关我美国朋友的情况。
rather than; used at the beginning of a sentence,the infinitive phrase that follows does not require,to”.
each Christmas,adverbial phrase of time here.
(Para,2)A tie-clasp I still wear reminds me repeatedly of the Christmas of 1989,which was quite memorable,
我有一只迄今仍然随身佩带的领带夹，它不时让我想起1989年的圣诞节。那是一个令人难忘的日子。
I still wear,a relative clause with,that” omitted,modifying tie-clasp,
which,introduces an unrestricted relative clause,modifying the Christmas of 1989.
(Para,3)Maria,a Mexican-American student,who worked as a temporary secretary in the department when others left for their holidays,must have seen me as I left the mailbox with disappointment showing on my face,
由于其他人都离开学校去度假了，一位名叫玛利亚的美籍墨西哥学生在系里担任临时秘书。她一定是看到了我离开邮箱时流露在脸上的沮丧和失望。
Mexican-American,an American citizen with Mexican parentage
must have seen,indicates an affirmative judgment,
with,introduces an adverbial of manner,modifying as I left the mailbox.
(Para,4)The kind look in his eyes and his relaxed behavior made me feel right at home.
他眼睛中流露出的和蔼目光以及他随和的举止使我感觉完全就跟在自己的家里一样自在。
made me right at home,an V+O+OC structure
He said he was quite satisfied,But his long face made me feel just the opposite.
right,an adverb of emphasis,modifying at home.
2,Retelling the story
ask students to read the passage again
ask them to retell the story in the first person
Part III,Further Practice
Simulating and translating
Do exercise 5 on page 169 of the Textbook
Pay attention to the italicized parts in the English sentences and translate the Chinese sentences by simulating the structure of the English sentences
Part Iv,Aptitude Test and Guidance
Translating
Ask the students to remember the words,phrases and sentence structures in the passage they have learned and translate the following sentences into Chinese orally and the teacher comments.
But her life was in constant danger without a heart transplant.
Finding a donor heart that matched Maria’s blood type and body size could take years.
She had been very open about donating something from herself and had checked yes on her driver’s license.
After reviewing the data,doctors informed Frank that his wife’s heart by some miracle was a perfect fit for Carmen’s mother.
Yes,Cheryl’s loving heart will go on to live in another loving mother’s chest.
Assignment
A,Workbook p 137 1-3
B,Collect medicine instructions as many as possible
Section III Writing and Translating
Part I,Leading in
Checking the assignment
Check the answers to comprehension exercises on the workbook orally and comment
Warming up for new class
Ask the students to present their collection of instructions
Put their collections of instructions into the data bank on the blackboard
Make sure all the students understand the meanings of the instructions
Part II,Putting in use
Dividing the students into groups of four or five
Presenting new signs
Teacher presents different instructions to each group
Giving the rules for a sign
The teacher should remind the students what they have to pay attention to when they read or make an instruction.
Understanding
Ask the students to work in groups and read the given instructions,get the Chinese version of them and then explain to the whole class
Matching
Ask the students to work in groups and each group will be given the same instruction.
Find the right equivalents to the instructions given in Chinese or English
Translating
Both the teacher and the students work together to translate the instructions on Page 173 of the Textbook
with the help of a dictionary
Part III,Further Practice
Creating new instructions
Ask each of the students to make a instruction and tell the classmates the meaning of it
Writing
Ask the students to work together to write a short passage of about 100 words to tell a story or about an event related to the picture given,Some useful words and phrases have been provided to help,
Part IV Aptitude Test and Guidance
Grammatical rules concerning the use of Conjunctions
Applying
1) choosing the correct answers to fill in the blanks,paying attention to the use of conjunctions
2) correcting the errors in the following sentences
3) translating the following sentences into English,paying attention to the use of Conjunctions
3,Self-assessment and Guidance
1) and 2) are printed on the paper,After the teacher check the answers,the students can score their own paper; as for 3) the teacher can collect the paper and correct after class if time is not permitted.
4,Assignment
Workbook P143 3-5
