揭阳职业技术学院：《基础英语》课程授课教案（二）

ForeignLanguageDepartment揭阳职业技术学院业技Y教案课程：基础英语二任课教师：李德琼专业：商务英语班级：241、（三加证书）241、（订单班）241

Foreign Language Department 揭阳职业技术学院 教案 课程：基础英语二 任课教师： 李德琼 专业： 商务英语 班级： 241、（三加证书）241、（订单班） 241

Unit 1 CommunicationTeachcing Objectives:Upon completion of this unit, Teacher is expected to have enabledstudents (Ss) to:. have a thorough understanding of the texts both in content and inlanguage,.know how to communicate effectively;. understand and use the adverbial clause of time introduced by "when"properly;writea letterto invitebusinesspartnerstoparticipate ina businessactivity,:work out the project of discussing advantages and disadvantages;: grasp the following key words, expressions and sentence patterns, andknow how to use them properly in context.suspect, connect, understand, value, interrupt, focus,Key wordsrelief, respond, grief, heal, essential, effective, ensure,develop, ability,potential, overlookcare about, take sb. some time to do sth., in pain, shut..Expressionsdown, go against, too ... to be aware of

Unit 1 Communication Teachcing Objectives: Upon completion of this unit, Teacher is expected to have enabled students (Ss) to: • have a thorough understanding of the texts both in content and in language; • know how to communicate effectively; • understand and use the adverbial clause of time introduced by "when" properly; • write a letter to invite business partners to participate in a business activity; • work out the project of discussing advantages and disadvantages; • grasp the following key words, expressions and sentence patterns, and know how to use them properly in context. Key words suspect, connect, understand, value, interrupt, focus, relief, respond, grief, heal, essential, effective, ensure, develop, ability, potential, overlook Expressions care about, take sb. some time to do sth., in pain, shut. down, go against, too . to be aware of

Foreign Language DepartmentAre you okay? / Is everything okay with you? Whathappened?Calm down, please. / You don't need to be angry. Take adeep breath. / Think positively.My pleasure.Talk to him / her about it instead of blaming him / herThis is really bad / terrible!Sentence patternsI don't know what to do.What do I do next?Thafs really kind of you.Thank you for being such a nice listener.Teaching Focus:1. communication2. expressions about communiction and ways of communicationTeaching Duration: 12 classesTeaching Methode: Lecture method; Task-based and project-basedteaching, Discussion. With the help of multimedia.Teaching difficulties1.ways of communication2. effective communication3. communication in workplaceIdeological and political goals:1. Help students recognize the significance of effective communication inbuilding harmonious relationships, both in personal life and in societyEncourage them to use positive communication skills to resolve conflicts,promote cooperation, and contribute to a more harmonious socialenvironment2. Teach students how to use communication to advocate for positive socialvalues, raise public awareness of important social issues, and contribute tothe improvement of society.Teaching Procedures:Chart for teaching processesThis unit is designed for 12 periods of classroom instruction. In each of1-3 PeriodsPart One: StarterPart Two:Listening &Sneak

Foreign Language Department Sentence patterns Are you okay? / Is everything okay with you? What happened? Calm down, please. / You don't need to be angry. Take a deep breath. / Think positively. My pleasure. Talk to him / her about it instead of blaming him / her. This is really bad / terrible! I don't know what to do. What do I do next? Thafs really kind of you. Thank you for being such a nice listener. Teaching Focus: 1. communication 2. expressions about communiction and ways of communication Teaching Duration: 12 classes Teaching Methode: Lecture method; Task-based and project-based teaching; Discussion. With the help of multimedia. Teaching difficulties 1.ways of communication 2. effective communication 3. communication in workplace Ideological and political goals: 1. Help students recognize the significance of effective communication in building harmonious relationships, both in personal life and in society. Encourage them to use positive communication skills to resolve conflicts, promote cooperation, and contribute to a more harmonious social environment. 2. Teach students how to use communication to advocate for positive social values, raise public awareness of important social issues, and contribute to the improvement of society. Teaching Procedures: Chart for teaching processes This unit is designed for 12 periods of classroom instruction. In each of 1-3 Periods Part One: Starter Part Two: Listening & Speaking

the periods, certain tasks are to be completed. The following is a suggestedteaching plan.6-8 PeriodsPart Three: Intensive Reading(Text A, TextB)Part Four:Grammar2-3 PeriodsPart Five:Practical WritingPart Six: ProjectOneandPartTwoarethewarm-upforthetextlearning inPartThree.Bypractising the topic-related listening and speaking, Ss get familiar with relevantwords, expressions, and English culture. Ss are asked to preview the texts aswell as thenewwords and expressions ofthetextsforthenext class.Text A of Part Three is the major part of the unit. New words andexpressions of both texts are recommended to be introduced to Ss first. In thefirst two periods, Ss grasp the content of the text step by step, from the generalidea to detailed information. The 出 ird period may cover important languagepoints in the text. Ss do pattern drills in class. The fourth period may be used tocover Text B. In this section, Ss are supposed to understand the main idea andfind out some detailed information about Text B. The grammar in Part Four isclosely linked to examples from Text A, so this part can be explained eitherhereorrightafterTextA.Part Five can be a combination of Teacher's lecture and some in-classactivities. Lastly, Ss give presentations about their project as a way to reviewand check their understanding of the key points of the unit. Teacher givescomments and sums up the entire unit.Teaching guides for each part of the Student's Book

the periods, certain tasks are to be completed. The following is a suggested teaching plan. One and Part Two are the warm-up for the text learning in Part Three. By practising the topic-related listening and speaking, Ss get familiar with relevant words, expressions, and English culture. Ss are asked to preview the texts as well as the new words and expressions of the texts for the next class. Text A of Part Three is the major part of the unit. New words and expressions of both texts are recommended to be introduced to Ss first. In the first two periods, Ss grasp the content of the text step by step, from the general idea to detailed information. The 出 ird period may cover important language points in the text. Ss do pattern drills in class. The fourth period may be used to cover Text B. In this section, Ss are supposed to understand the main idea and find out some detailed information about Text B. The grammar in Part Four is closely linked to examples from Text A, so this part can be explained either here or right after Text A. Part Five can be a combination of Teacher Js lecture and some in-class activities. Lastly, Ss give presentations about their project as a way to review and check their understanding of the key points of the unit. Teacher gives comments and sums up the entire unit. Teaching guides for each part of the Student's Book 6-8 Periods Part Three: Intensive Reading (Text A, TextB) Part Four:Grammar 2-3 Periods Part Five: Practical Writing Part Six: Project

Foreign LanguageDepartmentPartsTips for teachingAsk Ss warm-upquestions as follows:7-Whom do you communicate withmost ofiten indaily life?I 2. What kind of tools do you often use to communicate with otherpeople?After Ss answer the first question, Teacher can ask Ss the secondquestion to have them describe different ways ofcommunication.Allowthemto answer the question inChineseif they don't know how to express the idea in English.Note down theiranswers on theblackboard.The1following aresome ways or tools of communicationfor reference.Ways or tools of communication:打电话makeaphone call /call sb.SectionA发短信textsb.Part OneStarter写邮件writean email/email sb.Vocabulary写信writealetter视频聊天videochats语音聊天voicechats微信WeChat发朋友圈postinWeChatmoments微博microblogWeibo发QQ消息sendQQmessages脸书Facebook推特Twitter. Get Ss to repeat after Teacher for the right pronunciationAskSs to think of some adjectives to describe these means ortools.For example:Convenient方便的fast快速的Efficient高效的time-saving节省时间的Time-consuming浪费时间的interactive互动的Real真实的unreal虚假的

Foreign Language Department Parts Tips for teaching Part One Starter Section A Vocabulary • Ask Ss warm-up questions as follows: \ 7・ Whom do you communicate with most often in daily life? \ I 2. What kind of tools do you often use to communicate with other people? • After Ss answer the first question, Teacher can ask Ss the second question to have them describe different ways of communication. Allow them to answer the question in Chinese if they don't know how to express the idea in English. • Note down their answers on the blackboard. The 1 following are some ways or tools of communication for reference. Ways or tools of communication: 打电话 make a phone call / call sb. 发短信 text sb. 写邮件 write an email / email sb. 写信 write a letter 视频聊天 video chats 语音聊天 voice chats 微 信 WeChat 发朋友圈 post in WeChat moments 微博 microblog/ Weibo 发 QQ 消息 send QQ messages 脸书 Facebook 推特 Twitter • Get Ss to repeat after Teacher for the right pronunciation. AskSs to think of some adjectives to describe these means or tools. For example: Convenient 方便的 fast 快速的 Ef icient 高效的 time-saving 节省时间的 Time-consuming 浪费时间的 interactive 互动的 Real 真实的 unreal 虚假的

Exercise IAsk Ss to guess what each picture is about.Ask Ss to match the words with the pictures. Allow them tocheck the dictionary. Get Ss to repeat after Teacher for theright pronunciation.. If dictionaries are not available, Teacher can read to Ss theEnglish definition of each word. Explanations of these wordsare as follows:quiet: not making much noise, or making no noise at all:not speakingshout: say sth. very loudly talk: use words to communicate with sbabout sth.email: a message that is sent from one person to another using acomputersystemletter:awrittenorprintedmessagethatisusuallyputinanenvelope and sent by mailtext: send a message from one cellphone to anotherExerciseII? Ask Ss to complete Exercise II together. Draw Ss' attention toSentence 4: The first thing my boss does every morning is checkhis email(s). Here, "to" can be omitted because there is "doeswbefore“check”（即语法上常说I的有“do”无“to”o）Moreexamples are as follows: e.g. The first thing I do is open my eyes我做的第一件事就是开眼。I hate shopping, so what I've done is order a new computeroverthe Internet.我讨厌购物，因此我从网上订购了一台新电脑

Exercise I • Ask Ss to guess what each picture is about. • Ask Ss to match the words with the pictures. Allow them to check the dictionary. Get Ss to repeat after Teacher for the right pronunciation. • If dictionaries are not available, Teacher can read to Ss the English definition of each word. Explanations of these words are as follows: quiet: not making much noise, or making no noise at all; not speaking shout: say sth. very loudly talk: use words to communicate with sb. about sth. email: a message that is sent from one person to another using a computer system ' letter: a written or printed message that is usually put in an envelope and sent by mail text: send a message from one cellphone to another Exercise II • Ask Ss to complete Exercise II together. Draw Ss' attention to Sentence 4: The first thing my boss does every morning is check his email(s). Here, "to” can be omitted because there is udoesw before “check”.(即语法上常说 I 的有 “do” 无 “to” o ) More examples are as follows: e.g. The first thing I do is open my eyes. 我做的第一件事就是睁开眼。 I hate shopping, so what I've done is order a new computer over the Internet. 我讨厌购物，因此我从网上订购了一台新电脑

Foreign Language DepartmentThe video watchingpart is mainlyto arouse Ss'interest and leadthem to think about the topic "Making a real connection". Theexercises in this part are designed for Ss to grasp the main idea ofthevideo·Introduce to Ss“Helpful Words and Expressions"to help thembetter understand the content of the video.1.stare凝视，町着看The sentence from the video.:You mean staring at each other's, looking into each other'seyes?你的意思是互相凝视，看着对方的眼睛？e.g.Shestaredatmeinsurprise她吃惊地町着我看。2.natural日然的，正常的The sentencefromthevideoDoesn'tseemnatural那好像不自然。Its quite natural to be tired after such a long走了这么远的路自然很累。3.instruction指示，命令The sentence from the video:No other instructions?没有其他的指示吗？e.g.Make sure you carryout the doctor's instructions.你一定要遵照医生的嘱时。4.weird怪异的The sentence from the video:SectionBWeird.怪异。Watchinge.g. A really weird thing happened last night昨晚发生了一件非常奇怪的事。5.checkon检查（身体）The sentence from the videoYou check on me all the time你时时刻刻都在检查我的情况。e.g. Ybu should go to have the doctor check on your health你应当去找医生检查一下身体的健康状况

Foreign Language Department Section B Watching The video watching part is mainly to arouse Ss' interest and lead them to think about the topic "Making a real connection”. The exercises in this part are designed for Ss to grasp the main idea of the video. • Introduce to Ss “Helpful Words and Expressions” to help them better understand the content of the video. 1. stare 凝视，盯着看 The sentence from the video: You mean staring at each other's, looking into each other's eyes? 你的意思是互相凝视，看着对方的眼睛？ e.g. She stared at me in surprise 她吃惊地盯着我看。 2. natural 曰然的，正常的 The sentence from the video: Doesn't seem natural 那好像不自然。 It’s quite natural to be tired after such a long 走了这么远的路自然很累。 3. instruction 指示，命令 The sentence from the video： No other instructions? 没有其他的指示吗？ e.g. Make sure you carry out the doctor's instructions. 你一定要遵照医生的嘱咐。 4.weird 怪异的 The sentence from the video: Weird.怪异。 e.g. A really weird thing happened last night. 昨晚发生了一件非常奇怪的事。 5.check on 检查（身体） The sentence from the video: You check on me all the time. 你时时刻刻都在检査我的情况。 e.g. Ybu should go to have the doctor check on your health. 你应当去找医生检査一下身体的健康状况。 3. realize 认识至!）；意识至 U The sentence from the vide。： 我意识到自己有多么需要你，以及你 对我来说意味着 什么。 e.g. I didn't realize that you were so unhappy. 我当时没有察觉到 你那么不开心

ExerciseI.Before playing the video,go through thequestions andchoices with Ss. Ask Ss to predict the main idea of thevideo based on their understanding of the questions andchoices. Prediction can help Ss get more prepared beforewatching.. Play the video and check Ss' answers. If Ss cannot catchup with the video, Teacher can show them severalscreenshots and guide them to discuss the content withthe help ofkey words like"stare",“instruction","weird","check on","realize", etc.. Play the video again and explain the answers. EncourageSs to brainstorm other ways of effectivecommunication.Exercise II: Ask Ss to work in pairs and interview each other byasking the questions on the Student's Book.Invite several SstoreporttotheclasstheirpartnersanswersEncourageSstoreflectonthequalityotheircommunicationwith family members of friends.·Ask Ss to repeat "Helpful Words and Expressions afterTeacher..Before playing the video,go through thequestions andHelpfillchoices with Ss. Ask Ss to predict the main idea of theWordsvideo based on their understanding of the questions andandchoices. Prediction can help Ss get more prepared beforeExpressionswatching.. Play the video and check Ss' answers. If Ss cannot catchup with the video, Teacher can show them severalscreenshots and guide them to discuss the content withthe help ofkey words like"stare",“instruction",""weird","check on",“realize", etc.: Play the video again and explain the answers. EncourageSs to brainstorm other ways of effectivecommunication.ListeningExercise II&Speaking: Ask Ss to work in pairs and interview each other byasking the questions on the Student's Book

Exercise I • Before playing the video, go through the questions and choices with Ss. Ask Ss to predict the main idea of the video based on their understanding of the questions and choices. Prediction can help Ss get more prepared before watching. • Play the video and check Ss’ answers. If Ss cannot catch up with the video, Teacher can show them several screenshots and guide them to discuss the content with the help of key words like "stare”， “instruction”, “weird", “check on", “realize", etc. • Play the video again and explain the answers. Encourage Ss to brainstorm other ways of effective communication. Exercise II • Ask Ss to work in pairs and interview each other by asking the questions on the Student's Book. , Invite several Ss to report to the class their partner s answers. Encourage Ss to reflect on the quality o their communication with family members of friends. Listening &Speaking Helpfill Words and Expressions • Ask Ss to repeat "Helpful Words and Expressions after Teacher. • Before playing the video, go through the questions and choices with Ss. Ask Ss to predict the main idea of the video based on their understanding of the questions and choices. Prediction can help Ss get more prepared before watching. • Play the video and check Ss’ answers. If Ss cannot catch up with the video, Teacher can show them several screenshots and guide them to discuss the content with the help of key words like "stare”， “instruction”, “weird", “check on", “realize", etc. • Play the video again and explain the answers. Encourage Ss to brainstorm other ways of effective communication. Exercise II • Ask Ss to work in pairs and interview each other by asking the questions on the Student's Book.

ForeignLanguageDepartmentInviteseveral Sstoreporttotheclasstheirpartnersanswers.EncourageSstoreflectonthequalityotheircommunicationwithfamilymembersoffriends Tell Ss they are going to listen to a dialogue between awoman in a bad mood and a man trying to help.? Before Ss listen to the dialogue, ask them to work in pairsand play the role of"a person in a bad mood and "aperson trying to help" respectively. Ss discuss with theirpartner and write down anything they consider importantintryingtohelporcomfortsomeonewhoisfeelingbad.: Invite some Ss to share the results of their discussionExerciseI. Go through the questions and choices together with Ss.Point out thefocus of eachquestion so that Ss can listenwith a clear purpose.For the five questions in Exercise I, Ssshould focus on types of feelings causes of bad feelings,ways to talk sense into someone and so on..Exercise I? Before Ss listen to the dialogue for the second time, askthem to discuss in small groups and try to fill on the blanks.? Play the recording again and ask Ss to check their answers.Fortheblanksthat Ssfind difficulttofill in,Teacher canpause or play the specific part(s) several times to help thembetter understand the dialogue.Exercise I: Ask Ss to work in pairs, read the dialogue aloudandfamiliarizethemselveswiththesentencepatterns.. Explain to Ss sentence patterns that can be used tocommunicate with someone in a bad mood andmakehim/herfeelbetter.(Consult"Somefunctional sentence patterns in the Student'sBook".)AskSstomakesimilarsentences.SectionBSpeaking.After Ss get familiar with the dialogue, ask them tochange the information in bold print and create anew dialogue.Forexample:A: You look angry.Are you okay?

Foreign Language Department • J . Section B Speaking Exercise I • Ask Ss to work in pairs, read the dialogue aloud and familiarize themselves with the sentence patterns. • Explain to Ss sentence patterns that can be used to communicate with someone in a bad mood and make him / her feel better. (Consult "Some functional sentence patterns in the Student's Book".) Ask Ss to make similar sentences. • After Ss get familiar with the dialogue, ask them to change the information in bold print and create a new dialogue. For example: A: You look angry. Are you okay? • Invite several Ss to report to the class their partner s answers. Encourage Ss to reflect on the quality o their communication with family members of friends. • Tell Ss they are going to listen to a dialogue between a woman in a bad mood and a man trying to help. • Before Ss listen to the dialogue, ask them to work in pairs and play the role of "a person in a bad mood and "a person trying to help" respectively. Ss discuss with their partner and write down anything they consider important in trying to help or comfort someone who is feeling bad. • Invite some Ss to share the results of their discussion. Exercise I • Go through the questions and choices together with Ss. Point out the focus of each question so that Ss can listen with a clear purpose. For the five questions in Exercise I, Ss should focus on types of feelings causes of bad feelings, ways to talk sense into someone and so on. • Exercise II • Before Ss listen to the dialogue for the second time, ask them to discuss in small groups and try to fill on the blanks. • Play the recording again and ask Ss to check their answers. For the blanks that Ss find difficult to fill in, Teacher can pause or play the specific part(s) several times to help them better understand the dialogue

B: This is really terrible! I don't know what to doA: Calm down, please. What happened?B:Rachel camehome really late yesterday,andshe made so much noise that I couldnt sleep.A: Wellyou don't need to be angry.B: But I have a test this afternoon. Ifs important.A:Pleasetakeadeepbreath.B: What do I do next? Pm still upset.A: Next, think positively. You can still take a napbefore the test and I can help buy you a cup of'coffee.B: Thanks. That's really kind of you.A: My pleasure. B: How can Rachel be so annoying?A: Talk to her about it instead of blaming her. B:Okay, I will. Thankyou for being such a nicelistener.Exercise II. Explain the scenario to Ss and ask them to work inpairs. Ss pick their roles and create a dialogue.Invite some pairs to present their dialogues to thewhole class.For Ss with a higher level of English proficiency,Teacher can divide the whole class into two largegroups. Ss in Group A play the role of"a persontrying to help" and those in Group B play the roleof"a person in a bad mood". Pick some Ss fromboth groups to perform a dialogue and see if "theperson trying to help" can successfully make theotherfeel better.· Ask Ss to read aloud "New Words andExpressions either with audio or with Teacher.: Explain the meaning of some difficult words.(Consu t "Language and Culture Focus".)

B: This is really terrible! I don't know what to do. A: Calm down, please. What happened? B: Rachel came home really late yesterday, and she made so much noise that I couldn ,t sleep. A: Well,you don't need to be angry. B: But I have a test this afternoon. Ifs important. A: Please take a deep breath. B: What do I do next? Pm still upset. A: Next, think positively. You can still take a nap before the test and I can help buy you a cup of 'cof ee. B: Thanks. That's really kind of you. A: My pleasure. • B: How can Rachel be so annoying? A: Talk to her about it instead of blaming her. B： Okay, I will. Thankyou for being such a nice listener. Exercise II • Explain the scenario to Ss and ask them to work in pairs. Ss pick their roles and create a dialogue. Invite some pairs to present their dialogues to the whole class. For Ss with a higher level of English proficiency, Teacher can divide the whole class into two large groups. Ss in Group A play the role of "a person trying to help" and those in Group B play the role of ua person in a bad mood”. Pick some Ss from both groups to perform a dialogue and see if "the person trying to help" can successfully make the other feel better. • Ask Ss to read aloud "New Words and Expressions either with audio or with Teacher. • Explain the meaning of some difficult words. (Consu t "Language and Culture Focus".)