Foreign Language DepartmentPart Three. Ask Ss to do Exercise I, Section B. Explain to themIntensivethe concept of"derivation" and draw their attention toReadingthederivation of thewords intheexercise.(ConsultText A“Language and CultureFocus)Explanations as followsare for Teacher's reference:Derivation: a process of forming new words by theaddition ofaword element,such as aprefix or asuffix,toan existing word. In English, nouns ending with -sion,-tion, -se, -ief, etc. are often derivatives of verbs.1) Some verbs ending with -t or -te can be changed intonouns ending with -sion or -Hon, for example, from"interrupt"to"interruption","connect"to"connection","act"to"action","react"to"reaction""inspect"to"inspection"2) Some verbs ending with -d can be changed into nounsendingwith 必for example,from“offend"to“offense”"respond"to “response". Some verbs ending with -it nouns ending with forexample, from "believewto“belief,“grieve"to"grief“relieve"to“relief· Introduce the reading skill to Ss -words in bold type, such as definitions, are good start whenskimming· Ask Ss to skim the text and finish Exercise I, SectionA.. Play the audio of Text A and ask Ss to underline anysentences they find difficult to understand. Teacherexplains the meaning of difficult sentences and points outsome important language points. (Consult LanguageandCultureFocus). Ask Ss to doExerciseIll, SectionA.Check Ss'answers and make sure that Ss understand importantwords and expressions like Ushut them down",“lovingsilence,“has far more power to heal and to connect",“move the focus of attention to", etc.? Ask Ss to go through the text again, discuss in groupsanddoExerciseIVSectionA.AskSstofinddetails in
Foreign Language Department Part Three Intensive Reading Text A • Ask Ss to do Exercise I, Section B. Explain to them the concept of "derivation" and draw their attention to the derivation of the words in the exercise.(Consult “Language and Culture Focus”.) Explanations asfollows are for Teacher's reference: Derivation: a process of forming new words by the addition of a word element, such as a prefix or a suffix, to an existing word. In English, nouns ending with -sion, -tion, -se, -ief, etc. are often derivatives of verbs. 1) Some verbs ending with -t or -te can be changed into nouns ending with -sion or -Hon, for example, from "interrupt" to "interruption", "connect" to "connection", "act" to "action", "react" to “reaction", "inspect" to "inspection". 2) Some verbs ending with -d can be changed into nouns ending with 必 for example, from “offend" to “offense”, “respond” to “response". • Some verbs ending with -it nouns ending with for example, from ttbelievew to “belief, “grieve” to "grief, “relieve" to “relief 5 . • Introduce the reading skill to Ss — Skimming forthe main idea. When skimming a text, a reader glances over the text to get a general idea of what the writing is about and what the key points are, without having to read each word to get details. Headings and words in bold type, such as definitions, are good start when skimming • Ask Ss to skim the text and finish Exercise I, Section A. • Play the audio of Text A and ask Ss to underline any sentences they find difficult to understand. Teacher explains the meaning of difficult sentences and P oints out some important language points. (Consult “Language and Culture Focus”.) • Ask Ss to do Exercise III, Section A. Check Ss' answers and make sure that Ss understand important words and expressions like Ushut them down”，“loving silence , “has far more power to heal and to connect", “move the focus of attention to”，etc. • Ask Ss to go through the text again, discuss in groups and do Exercise IV Section A. Ask Ss to find details in
Text A to support their answers and correct the falsestatements..After Ss read the text for two or three times, draw Ss'attention to the title of the text:Just Listen.Askthemquestions as follows:1. Why does the author put "just" before "listen" in thetitle? / 2. What does "listen" mean to the speaker whoshareshis orherstory? Ask Ss to work in groups and share their ownexperiences of"listening": Wrap up the whole lesson by asking Ss to doExercise Il, Section A: the summary of Text A.. Other exercises in Section B and Section C canbe done either in class or left as homework.: Ask Ss to recall their experiences of workplacecommunication in their part-time jobs (if they have any)and discuss in groups the important aspects of workplacecommunication.Explain the meaning of some difficult words in“New Wordsand Expressions". (Consult "Language andCulture Focus".): Ask Ss to read Text B in about 5 minutes and then finishExercisesI&IL. Check their answers and ask them more questions,such as,7. What are the suggestions the author mentions in thetext.2. Which suggestion do you think is the most importantPartone?Three3. Do you have other suggestions?IntensiveAsk Sstodo ExerciseIll.ReadingText BThere are many types of adverbial clauses. In this unit, we'llfocusontheadverbial clauseoftime,whichcanbeintroduced by conjunctions of Me,like"when",“"before""after", “"while",“as soon as","until", "since", etc. This unitfocuses on the adverbial clause of time introduced by"when".Teacher may give some examples of the adverbial clause ofPart Fourtime and then ask Ss to translate the sentences into ChineseGrammaronebyone1)"When" can be used to refer to a period of time and apoint of time as well. Verbs used in the"when-clause"can be
Text A to support their answers and correct the false statements. • After Ss read the text for two or three times, draw Ss' attention to the title of the text: Just Listen. Ask them questions as follows: 1. Why does the author put a just" before “listen” in the title? / 2. What does "listen" mean to the speaker who shares his or her story? • Ask Ss to work in groups and share their own experiences of "listening”. • Wrap up the whole lesson by asking Ss to do Exercise II, Section A: the summary of Text A. • Other exercises in Section B and Section C can be done either in class or left as homework. • Ask Ss to recall their experiences of workplace communication in their part-time jobs (if they have any) and discuss in groups the important aspects of workplace communication. Explain the meaning of some difficult words in “New Words and Expressions". (Consult “Language and Culture Focus".) • Ask Ss to read Text B in about 5 minutes and then finish Exercises I & IL • Check their answers and ask them more questions, such as, # 7. What are the suggestions the author mentions in the text.2. Which suggestion do you think is the most important one? 3. Do you have other suggestions? Ask Ss to do Exercise III. There are many types of adverbial clauses. In this unit, we'll focus on the adverbial clause of time, which can be introduced by conjunctions of Me, like "when”, “before”, “after”, “while”, “as soon as", "until”，"since”，etc. This unit focuses on the adverbial clause of time introduced by "when". Teacher may give some examples of the adverbial clause of time and then ask Ss to translate the sentences into Chinese one by one 1)“When” can be used to refer to a period^of time and a point of time as well. Verbs used in the ”when-clause ”can be Part Three Intensive Reading Text B Part Four Grammar
Foreign LanguageDepartmentcontinuous or noncontinuous. The action talked about in theclause can happen at the same time as that in the main clause,and it can also happen before or after the action talked aboutin the main clause.2)if the"when-clause" has the same subject as that of itsmain clause, and the verb in the "when- clause" is any formof the "be" word, then both the subject and verb in the"wheivclause"can be omitted.If thewhenclauseand itsmain clause have the same subject, the "when-clause" can bereplaced by"when+participle".Work together with Ss to do the exercises.·Ask Ss if they know how to write a business invitationand the differences between business invitations andinvitationstofriendsorfamilymembers·Introduceto Ss theformat of a business invitation(Consult the sample in Part Five.)?Give Ss the sample scenario and ask them to brainstormPartFivewhat should be included in the invitation. Showthem thePrcticalsample invitation and remind them of the format of theWritinginvitation.·Ask Ss to do the exercise in class or leave it ashomework
Foreign Language Department continuous or noncontinuous. The action talked about in the clause can happen at the same time as that in the main clause, and it can also happen before or after the action talked about in the main clause. 2)If the "when-clause" has the same subject as that of its main clause, and the verb in the "when- clause” is any form of the "be" word, then both the subject and verb in the "wheivclause” can be omitted. If the “when・clause” and its main clause have the same subject, the "when-clause” can be replaced by "when + participle”. • Work together with Ss to do the exercises. •Ask Ss if they know how to write a business invitation and the differences between business invitations and invitations to friends or family members. •Introduce to Ss the format of a business invitation. (Consult the sample in Part Five.) •Give Ss the sample scenario and ask them to brainstorm what should be included in the invitation. Show them the sample invitation and remind them of the format of the invitation. •Ask Ss to do the exercise in class or leave it as homework. Part Five Prctical Writing
Assignment:1Write an invitation letter to a Business Partner
Assignment: Write an invitation letter to a Business Partner
Foreign LanguageDepartmentUnit 2 PeronalityTeachcing Objectives:Upon completion of this unit, Teacher is expected to haveenabled students (Ss) to:. have a thorough understanding of the texts both in content and inlanguage;know howtodescribe one's personality understand and use the"V+to do"and"V+ doing" structuresproperly;? write an application letter for a certain purpose; work out a want ad for the project:: grasp the following key words,expressions and sentencepatterns,and know how to use them properlyin context.introvert, bury,extrovert,assure,admit,rechaKey wordsrge,satisfy,content,preference,role,reliable,accurate, appreciate,adapt,opportunityfor sb.'s/sth.s sake,for the sake ofExpressionssb./sth.,be inclined to,rely on, along with, applyto,stickwithHow would you describe yourself?What are your colleagues / classmateslike?I would say that I'm/she's/he'sSentencepatternsI'd describe myself/her/him asI would like to think that I'm
Foreign Language Department Unit 2 Peronality 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 describe one's personality; ● understand and use the"V+to do"and“V+ doing"structures properly; ● write an application letter for a certain purpose; ● work out a want ad for the project; · grasp the following key words,expressions and sentence patterns,and know how to use them properlyin context. introvert,bury,extrovert,assure,admit,recha rge, satisfy,content,preference,role,reliable,ac curate, appreciate,adapt,opportunity for sb.'s/sth.'s sake,for the sake of sb./sth.,be inclined to,rely on,along with,apply to,stick with How would you describe yourself? What are your colleagues / classmates like? I would say that I'm/she's/ he's . I'd describe myself/ her/ him as . I would like to think that I'm