54|3|2|1AccuracyFluency5|43|2|15|43|2|1Facial expressionActing5 [4 [3 |2 [1Body languageSuggested AnswersPractice1May I help you?/Can I help you?Would you like me to bring it to you?Could you give me a blanket?That's very kind of you.Practice 2Customs Officer:Goodmorning,Ma'am.WelcometoUSA.Doyouhaveanythingto declare?Traveler:Nothing, I think.Customs Officer:Would you mind opening your handbag, ma'am?Traveler:Of course not.Customs Officer:There isa digital camera.You have topay duty on it.Traveler:But it's for my personal use.Customs Officer:Then it's duty free. But remember to take it out with you when you finishjourney.Traveler:OK, I understand.Customs Officer:Have a good journeyTraveler:Thank you.Ideological thinkingAKaleidoscopeofChinaThis part is designed to help Ss to build culture confidence. Students go through this part and dothe speaking part when there is a needHomework: Make a short speech for 1 minute on flight check-in tips6
6 Accuracy 5 │4 │3 │2 │1 Fluency 5 │4 │3 │2 │1 Facial expression 5 │4 │3 │2 │1 Acting Body language 5 │4 │3 │2 │1 Suggested Answers Practice 1 May I help you?/Can I help you? Would you like me to bring it to you? Could you give me a blanket? That’s very kind of you. Practice 2 Customs Officer: Good morning, Ma’am. Welcome to USA. Do you have anything to declare? Traveler: Nothing, I think. Customs Officer: Would you mind opening your handbag, ma’am？ Traveler: Of course not. Customs Officer: There is a digital camera. You have to pay duty on it. Traveler: But it’s for my personal use. Customs Officer: Then it’s duty free. But remember to take it out with you when you finish journey. Traveler: OK, I understand. Customs Officer: Have a good journey. Traveler: Thank you. Ideological thinking A Kaleidoscope of China This part is designed to help Ss to build culture confidence. Students go through this part and do the speaking part when there is a need. Homework: Make a short speech for 1 minute on flight check-in tips
Unit 2Hold On AMinute,Please.TwoChapterknow the basic sentence patterns and expressions forpresenting regrets, making an appointment and extending aninvitation on the phone in order to stimulate a conversationTeaching Objectiveflexiblyand ingeniouslyunder specifiedcircumstances.ideological objective:how to present regrets and make anappointmentget familiar with how to talk on the phone.Teaching Focusstimulate a conversation flexibly and ingeniously underTeaching Difficultyspecified circumstancesTeaching Duration4 periodsTeaching MethodGroup discussion and performanceHomework:Makea short speechforIminuteon social phoneAssignmentcall tipsTeaching Procedures:Warming UpTeaching Proposals1)Directstudentstofindthecorrectanswers2)Ask students to tell howtoanswerand end aphone call with fixed phone and mobilephone, orally, in English.Suggested Answers1.A2.F3.E4.G6.B7.C5.DSituational DialoguesTeaching ProposalsStep1:Brain Storm: Ask Ss to think about what they usually say when they are on the telephonein order to:)start a dialogue;2)present regrets;3) make an appointment;4)extend an invitation;5) end a dialogue.EncourageSstogive specificexamplesofthem.Theteacher shouldwritedownthetypical sentences Ss have mentioned on the blackboardStep 2:Play eachtape recordings once or twice, asking the students to close their books7
7 Unit 2 Hold On A Minute, Please. Teaching Procedures: Warming Up Teaching Proposals 1) Direct students to find the correct answers. 2) Ask students to tell how to answer and end a phone call with fixed phone and mobile phone, orally, in English. Suggested Answers 1. A 2. F 3. E 4. G 5. D 6. B 7. C Situational Dialogues Teaching Proposals Step 1: Brain Storm: Ask Ss to think about what they usually say when they are on the telephone in order to: 1) start a dialogue; 2) present regrets; 3) make an appointment; 4) extend an invitation; 5) end a dialogue. Encourage Ss to give specific examples of them. The teacher should write down the typical sentences Ss have mentioned on the blackboard. Step 2: Play each tape recordings once or twice, asking the students to close their books Chapter Two know the basic sentence patterns and expressions for presenting regrets, making an appointment and extending an invitation on the phone in order to stimulate a conversation flexibly and ingeniously under specified circumstances. Teaching Objective ideological objective: how to present regrets and make an appointment Teaching Focus get familiar with how to talk on the phone. Teaching Difficulty stimulate a conversation flexibly and ingeniously under specified circumstances Teaching Duration 4 periods Teaching Method Group discussion and performance Assignment Homework: Make a short speech for 1minute on social phone call tips
Accordingtostudents'actualknowledgelevel,theteachermaycheckifstudentsgetthemain idea of thedialoguein Question-Responseway,or ask students for somedetails,orrequest students to retell story.Step3:Ask Ss to open the books,read the dialogues aloud and practice them with their partners.Some pairs should be selected to role-play the dialogues, and then finish the tasks.Theteacher may walk around the class, helping students with their problems.Step 4: Select some pairs to perform their tasks in class. Teachers should schedule much moretime in this stepwhen making teaching plan.Step 5: Draw Ss'attention to important language points and sentence patterns in the dialogues andcorrectthecommonerrorstheyhavemadeStep 6: According to the students'level, the teacher may take use of the tape and ask the studentsto practice the dialogues in different ways.Suggested Answers to TasksDialoguelTask1A:1. Could I speak to John?2. Hold on a minute.3.You are wanted on thephone4. Who is it?5. It's a shame that I can't see you off.6.Take care.B:1.It's a shame that I can't seeyou off.2.Could I speak to John?3. Take care.4. Who is it?Task26-2-3-4-1-8-7-5-9Dialogue2Task11.speak to2.Would you mind3.'d like to4.is busy5.come over8
8 .According to students’ actual knowledge level, the teacher may check if students get the main idea of the dialogue in Question-Response way, or ask students for some details, or request students to retell story. Step 3: Ask Ss to open the books, read the dialogues aloud and practice them with their partners. Some pairs should be selected to role-play the dialogues, and then finish the tasks. The teacher may walk around the class, helping students with their problems. Step 4: Select some pairs to perform their tasks in class. Teachers should schedule much more time in this step when making teaching plan. Step 5: Draw Ss’ attention to important language points and sentence patterns in the dialogues and correct the common errors they have made. Step 6: According to the students’ level, the teacher may take use of the tape and ask the students to practice the dialogues in different ways. Suggested Answers to Tasks Dialogue1 Task1 A: 1. Could I speak to John? 2. Hold on a minute. 3. You are wanted on the phone. 4. Who is it? 5. It’s a shame that I can’t see you off. 6. Take care. B: 1. It’s a shame that I can’t see you off. 2. Could I speak to John? 3. Take care. 4. Who is it? Task2 6-2-3-4-1-8-7-5-9 Dialogue2 Task1 1. speak to 2. Would you mind 3. I’d like to 4. is busy 5. come over
Task21. B: Speaking./Hold on a minute2.B:Yes.Could you ask himto call meback as soon as possible.3.B: That's ok. When will you be free?4.B:I amafraid Iwillhavenotime then.Howabouttomrrowafternoon?/Yes.That'll befine.5.B: See you.Dialogue3Task11.pick you up2.Whereandwhen shall I go?3.That is fine.4.I'd love to..That's great. You are so nice.Task23-5-4-1-6-8-7-2PracticeTeaching ProposalsIn this part, pair works and group works are recommended. Students are encouraged to use theexpressions they have learned to present their own ideas freely and fully.Students get involved intalk and discussion by exchanging the information, while the teacher walks around the class,offering some help.Suggested AnswersPractice1David:This is David.Is Jessica there?Jessica: Speaking.David: Oh, Jessica, I am sorry to miss your performance.I was informed to have an urgentmeeting when I was about to leave.Jessica:That'ok.Iknew youmust have something unexpected.David: You are sokind.Will you be free tonight?What do you think about having a dinner withme tonight? My treat.Jessica: I'd love to.David: Great! I will pick you up at your office at 6:00. Is that ok with you?Jessica:That'sfine.SeeyouthenDavid: See you.Ideological thinking9
9 Task2 1. B: Speaking./ Hold on a minute. 2. B: Yes. Could you ask him to call me back as soon as possible. 3. B: That’s ok. When will you be free ? 4. B: I am afraid I will have no time then. How about tomrrow afternoon ?/ Yes. That’ll be fine. 5. B: See you. Dialogue3 Task1 1. pick you up 2. Where and when shall I go? 3. That is fine. 4. I’d love to. 5. That’s great. You are so nice. Task2 3-5-4-1-6-8-7-2 Practice Teaching Proposals In this part, pair works and group works are recommended. Students are encouraged to use the expressions they have learned to present their own ideas freely and fully. Students get involved in talk and discussion by exchanging the information, while the teacher walks around the class, offering some help. Suggested Answers Practice 1 David: This is David. Is Jessica there? Jessica: Speaking. David: Oh, Jessica, I am sorry to miss your performance. I was informed to have an urgent meeting when I was about to leave. Jessica: That’ ok. I knew you must have something unexpected. David: You are so kind. Will you be free tonight? What do you think about having a dinner with me tonight? My treat. Jessica: I’d love to. David: Great! I will pick you up at your office at 6:00. Is that ok with you? Jessica: That’s fine. See you then. David: See you. Ideological thinking