高职高专实用英语教程教案Unit 8.doc

Practical English for Vocational Colleges (Book 1)
高职高专实用英语综合教程教案 （Book 1）

Unit 8 Apologies

Lecturer: Cai Jie
Teaching Objectives:
Students (Ss) will be able to:
l Have a deeper understanding about the lifestyles of different animals, and animals’ early warning systems, so as to arouse their awareness of wild life protection.
l Mastering the key language points and grammatical structures in the text.
l How to make apologies to others and how to respond to an apology properly.
l Master the Grammar of Agreement.
l Translating skill：Ellipsis
l Writing and replying to a letter of apology.
Teaching Focus:
l Vocabulary: observe, isolated, incident, survey, surface, thunder, abandon, credit, adapt to, survive, mild, the other day, progress, estimate, detect, pressure, on the way, store up, head for, be responsive etc.
l How to make apologies to others and how to respond to an apology properly
l Master the Grammar of Agreement.
Time Allotment:
1st period
2nd period
3rd-4th periods
5th-6th periods
7th-8th periods
Warming-up Activities; Listening and Speaking
Pre-reading, While-reading, Text structure analysis; further understanding
Study for language points;
group discussion, exercise checking
Summary of reading; Stylistic comments; check exercise; Further reading
Further reading/translation exercise/writing Practice
Teaching Methods:
l Explanation
l Group discussion
l Questions and answers
l Multi-media
l Performance
Teaching Procedure:
1st Period
1. Warming up for the new class:
Ask students
1) Do you know how to make apologies to others?
l Excuse me. I’m so sorry.
l I’m awfully sorry.
l I’m terribly sorry about that.
l I apologize.
l My apologies.
l Please forgive me.
l It seems I owe you an apology.
l You have my sincere apology.
l I just don’t know what to say.
l I really feel bad about it.
l Sorry to be a bother.
l I’m sorry; I didn’t mean to bother you.
2) Do you know how to respond to an apology properly?
l I’m afraid I’ve brought you a lot of trouble.
l Sorry about the inconvenience.
l I’m sorry for what I’ve done.
l It was so stupid of me.
l Forgive me, I didn’t mean to offend you.
l I shouldn’t have done that.
l I didn’t mean to do that.
l It’s my fault.
l Please accept my apologies for any trouble my mistake has caused you.

3. Speaking
Dividing the students into groups of four or five
Task 1
Ask the students to work in groups and practice sample dialogues
l Say sorry to the teacher because you are late for class.
l Make an apology for forgetting an appointment.
l Make an apology for breaking your classmate’s MP3 player.
Ask the students to work in groups to
1) Understand the short dialogues on Page 166-167 of the Textbook
2) To act out

Task 2
Ask each group to choose one of the situations to create further the dialogues
Act out in front of the class

4 Focus on Listening
1) Word tips:
l apology: an act of saying sorry
e.g. we should accept their apology.
e.g. I owe you an apology
make an apology
apology for
Apology to sb. for sth.
l fault: n. a mistake, especially something for which you are to blame
e.g. It was not our fault that we were late.
be at fault : to have done something wrong
e.g. Which of the two drivers was at fault in the car crash?
find fault with sb: to criticize someone or something, especially without good reasons.
e.g. He found fault with my composition.
e.g. He's always finding fault with my work
l appointment: n. a formal arrangement to meet or visit someone at a particular time and place
e.g. I have an appointment for coffee this afternoon.
l arrange: v. to plan or prepare for; to organize
arrange to
e.g. They arranged to have dinner the following month.
e.g. Can we arrange to meet on the 27th?
arrangement n. 安排
l complete: adj. 完整的, 完成的, 彻底的 vt. 完成, 使完美；使圆满
比较：
complete: 指完成预定的任务或使某事完善，补足缺少的部分等。
finish: 与complete基本同义，着重圆满地结束或完成已着手的事
end: 最普通用词，着重事情的完成。也指某种活动因达到目的而自然结束或由于某种原因而突然中止。
conclude: 正式用词，多指以某事或活动达到预期目的而告终。
terminate: 强调有一个空间和时间的限度，届时必须终止。书面语用词
accomplish: 正式用词，强调一个过程的完成；也可指依靠努力达到一定目的，或取得一定的结果。
l upset：adj. unhappy and worried
v. to make someone worried, unhappy or angry (upsetting, upset, upset)
e.g. I was very upset about her opinion.
e.g. Don't upset yourself by thinking about what might have been.
l interrupt: v. to stop a person from speaking for a short period
e.g. She tried to explain what had happened but he kept interrupting her.
e.g. Please don't interrupt me while I'm on the phone
interruption n. 中断；干扰；中断之事
l make it up to sb.: 补偿，回报某人
e.g. How can I make it up to you?
l the other day: 前几天, 不久前的一天
e.g. Helen borrowed my book the other day, saying that she would return it soon.

2nd Period
1. Lead-in story:
T asks Ss the following questions on the song Ben (Michael Jackson)?
l Who is Ben?
l How does he feel about Ben? Why?
l Do you think the song Ben reveals something about the relationship between man and animals? If so, what is it?
2. Intensive Reading (Text A) Pre-reading:
After the lead-in story and questions, the teacher asks the students to look at the theme of Text A and try to answer the questions as follow:
1. Do most animals stay in the same place?
2. Which animals are the biggest?
3. How can we see the smallest animals?
4. How many kinds of animals have been found so far?
5. Why are animals different from other living things?
6. Are reptiles, amphibians and fish are cold-blooded? What is their common feature?
7. What do warm-blooded animals use to stay warm?
8. What do all animals eat?
3rd – 4th Periods
1. Warming-up Activities:
Ask some students to share their oral passage with the whole class.

2. While-reading (Text A)
1) Text Organization
After scanning the whole text, students are required to find the top sentences of each paragraph.
And try to divide the text into 3 parts and summarize the main idea of each part.
Part 1 (Para 1-3): Animals have been found everywhere on the Earth.
Part 2 (Para 4-7): Several things make animals different from other living things.
Part 3 (Para 8): Animals have their distinctive features and bear some differences.

3). Language points
Explain the difficult words and sentences, including language and grammatical points.
Focus:
l roam: v. move about aimlessly or without any destination 漫游, 闲逛, 徜徉
e.g. He used to roam the street for hour on end.
l Burrow: to dig a hole in the ground, especially to live in . 掘地洞，住地洞；钻进（或钻入）某处
e.g. Rats had burrowed into the bank of the river.
n. 洞穴，地道；藏身处，住处
e.g. Little Pink Frog crept outside her burrow.
l creep: v. 爬, 蔓延,慢慢地移动 (crept, crept)
e.g. The cat was creeping silently towards the mouse.
e.g. We crept upstairs so as not to wake the baby.
辨析：
creep: 多指人或四足动物匍匐爬行，尤指偷偷地或 不出声地缓慢向前爬行。也指植物的蔓延生长等。
climb: 通常指用手或足爬上或爬下，也指飞机、日、月的 上升，还可用作比喻。
crawl: 指人或动物以身躯贴着地面缓慢地移动。
l leap: n. v. to make a large jump or sudden movement, n. v. 跳跃，飞跃 (leaped or leapt)
e.g. One small step for man, one giant leap for mankind.
e.g. There has been a great leap in economy in these past five years.
l a portion of ……的一部分
e.g. She only eats a small portion of food.
e.g. A portion of my spare time is given to playing football.
l all the time: continuously始终，一直
e.g. She works hard all the time.
l cool off: 冷却；平静下来
e.g. The government wants to cool off the economy
e.g. When we cool off, we will discuss it later.
2) Explain some difficult sentences, encourage students paraphrase some sentences.

4. Post-reading Exercises
Reading comprehension exercises (see textbook P175-177)

5 Assignment
Review the phrases and expressions
Try to retell the Reading Text A

5th – 6th Periods
1. Lead-in
Ask several students to retell the Reading Text A.

2. Extensive Reading Text B
1) Pre-reading：discussion
Students are required to discuss the topics in a group of four or five, and share the result of the discussion with the whole class.
Do you believe that animals have a six sense and early warning systems?
Have you ever notice any strange behavior about animals?

2) While-reading: Scanning
1. Scanning and find these statements True or False?
T 1. Jon Ward went to catch fish in Florida one day last September.
T 2. Jon Ward knew that big trouble was near by observing the behavior of the area’s wildlife.
T 3. Diana Reiss was not sure that animals have a sixth sense.
F 4. Diana Reiss does not believe that animals can hear, feel and perceive things that we can’t.
F 5. H.D. Ratnayake was not shocked by what he saw.
T 6. The rate of death among wildlife was very low.
T 7. Animals might know trouble was coming by perceiving changes in atmospheric conditions.
T 8. Snow geese can sense change in the weather.

3) Explain some key words and language points in Text B.
l be on the/one’s way 接近，在途中
e.g. Heavy snow is on the way.
e.g. Sir Peter has been so successful that he’s well on the way to being a millionaire.
e.g. On the way to success, You must keep your direction.
e.g. Another crisis for the US economy is on the way.
approaching around the corner coming
on one’s way to 在去……的路上；
lose one’s way 迷路；
have a long way to go 仍有很长的路要走；仍有许多事要做
by way of 通过；经由；以…的形式
go out of the way 不怕麻烦地
in the way 挡道地：处在阻碍、阻挡或干涉的位置上
in a way 在某种程度上；从某一点上看
l observe v. 观察，观测；庆祝，庆贺
e.g. The police have been observing his movements.
e.g. Do you observe Christmas?
observation n. 观察
l store up 储存；积聚
e.g. Do all squirrels store up food for the winter?
e.g. He must study hard to store up knowledge.
l survey v.n. 调查，查勘；测量，测勘\
e.g. Almost 60% of those surveyed said they supported the President’s action.
e.g. He made a market survey report to the company.
l shock v. a sudden, unexpected and usually unpleasant event or experience
e.g. I was shocked when I heard about your accident.
e.g. He recovered from the shock.
l mortality: n. the number of deaths within a particular period of time
e.g. All men are mortal, because we are all mortal!
l surface: v. 浮现，出现，公开化
e.g. Fish were surfacing to catch insects.
e.g. The surface of the lake is quite still.
l abandon： v. to leave a place, thing or person forever
e.g. The man shamelessly abandoned his wife and child for another woman.
e.g. They had abandoned all hope.
abandon oneself: 放任, 沉溺于
e.g. After his mother died, he abandoned himself to grief.
辨析：abandon, desert, leave, give up
abandon: 强调永远或完全放弃或抛弃人或事物等，这可能是被迫的，也可能是自愿的。
desert: 着重指违背法律责任和义务，或自己的信仰与誓言的行为，多含非难的意味。
leave: 普通用词，指舍弃某事或某一职业，或终止同一某人的关系，但不涉及动机与结果。
give up: 普通用语，侧重指没有希望或因外界压力而放弃。
l estimate：v. to guess the cost, size, value, etc. of something
e.g. We estimate the cost to be 4,000 dollars.
l built-in adj. 内在的，固有的，生来的，潜在的
e.g. Mr. Smith has a built-in sense of humor.
e.g. He felt that a built-in danger was approaching him.
l be responsive to 对……有反应的，敏感的，对……有回答的
e.g. My secretary is responsive to approach some important accounts.
e.g. We try to be responsive to the needs of the customers.
e.g. She is responsive to kindness.
3 Assignment
Review the phrases and expressions
Inductive writing by completing a piece of essay entitled (alternative):
How can me potect wild animals?

7th –8th Periods
1. Post-reading of Text B
Do the exercises and check the answers. （P181）

2. Translation Skills: (Ellipsis)
省略法是指在翻译中，原文中有些词在译文中可以省略，不必翻译出来。省略的目的在于使译文更加通顺流畅，更符合译文习惯。
1. It is snowing.
2. Dr John resumed his experiment as soon as he came into the laboratory.
3. We took this opportunity to inform you that we are now in a position to make a prompt shipment of the merchandise.
但需要注意的是，省略并不是把原文的某些思想内容删去，省略不能改变原文的意义。现从语法角度和修辞角度分别举例探讨省略法：
Students master translating theory and skills through examples and exercise.
3. Grammar： The Agreement
主谓一致指”人称”和”数方面的一致关系.如: He is going abroad. They are playing football.
可分为:语法一致, 内容一致, 就近一致.
1. 单数主语即使后面带有with , along with, together with, like(象), but (除了),except, besides, as well as, no less than, rather than(而不是), including, in addition to 引导的短语, 谓语动词仍用单数.
e.g. Air as well as water is matter.
e.g. No one except two servants was late for the dinner.
2. 用and连接的并列主语,如果主语是同一个人,同一事,同一概念, 谓语动词用单数, 否则用复数.
e.g. The poet and writer has come.
e.g. A hammer and a saw are useful tools.
3. 不定式(短语), 动名词(短语), 或从句作主语时, 谓语动词用单数. 如:
e.g. Serving the people is my great happiness.
e.g. When we’ll go out for an outing has been decided
4. 用连接的并列主语被each, every 或no修饰时, 谓语动词用单数
e.g. Every boy and every girl likes to go swimming.
e.g. No teacher and no student was absent from the meeting.
5. each of + 复数代词, 谓语动词用单数. 复数代词+each, 谓语动词用单数.如:
Each of us has something to say.
6. 若主语中有more than one 或many a/an , 尽管从意义上看是复数, 但它的谓语动词仍用单数. 但more+复数名词+than one做主语时, 谓语动词仍用复数. 如:
More than one student was late.
Many a boy likes playing basketball.
More persons than one come to help us.
7. none 做主语时,谓语动词可用单数, 也可用复数; 但在代表不可数的东西时总是看作单数,因而谓语动词要用单数.
None of us are (is) perfect.
8. 名词如: trousers, scissors, clothes, goods, glasses 等作主语时, 谓语动词必须用复数. 如:
His clothes are good.
但这些名词前若出现 a pair of , 谓语一般用单
A pair of glasses is on the desk.
9. 形复意单名词如:news ; 以ics 结尾的学科名称如: physics, mathematics, economics; 国名如: the United States; 报纸名如: the New Times; 书名如: Arabian Night <天方夜谈>; 以及The United Nations<联合国> 等作主语时, 谓语动词用单数.
10. “a +名词+and a half “, “one and a half + 名词”, “the number of + 名词” 等作主语时, 谓语动词要用单数. 如:
Only one and a half apples is left on the table.
注意: one or two + 复数名词作主语, 谓语动词用复数形式:
One or two places have been visited.
二． 内容一致原则:
1.主语中有all, half, most, the rest等, 以及”分数或百分数+名词”做主语时,谓语动词单复数取决于连用的名词.如:
The rest of the bikes are on sale today.
60%of the apple was eaten by little boy.
2. 不定数量的词组, 如:part of , a lot of , lots of , one of , a number of , plenty of等作主语时, 谓语动词的单复数取决于量词后面名词的数.如:
A part of the textbooks have arrived.
A part of the apple has been eaten up by the pig.
3. 表示时间, 金钱, 距离, 度量等的名词做主语时, 尽管是复数形式, 它们做为一个单一的概念时, 其谓语动词用单数.如:
Ten miles is a good distance.
4. (1) 通常作复数的集体名词. 包括police , people, cattle 等, 这些集体名词通常用作复数.如:
The British police have only very limited powers.
(2) 通常作不可数名词的集体名词. 包括equipment, furniture, clothing, luggage 等.
(3) 可作单数也可作复数的集体名词. 包括 audience, committee, government, family, enemy, group, party, team, public 等.如:
The committee has/have decided to dismiss him.
5. the +形容词/过去分词形式”表示一类人或事物, 作主语时, 谓语动词用复数.如:
The injured were saved after the fire.
三．就近原则
1. 由here, there, where 等引导的倒装句中, (有时主语不止一个时)谓语动词与靠近它的主语在数上一致.如:
Here comes the bus.
Here is a pen and some pieces of paper for you.
Where is your wife and children to stay while you are away?
2. 用连词or, either.... or, neither….nor, not only….but also 等连接的并列主语, 谓语动词与靠近它的主语在数上一致. 如:
Neither the students nor the teacher knows anything about it.
注意: one of +复数名词+who/that/which 引导的定语从句中, 定语从句的动词为复数.如:
Mary is