木材的优缺点

nullUnit6Unit6Ⅰ. ObjectivesⅡ. Suggested Teaching PlanⅢ. Background InformationⅣ. Class PresentationPreviewprev.prev.Preview This is the 6th unit of Book Two. In the Listening and Speaking section, you will learn how to express sympathy. This unit also offers two touching stories on this theme. Texts A & B tell about the story of a McDonald’s employee extending sympathy to a five-year-old boy who is critically ill, at the risk of losing his job. Text C tells a moving story that takes place on Christmas Eve at a California airport.Obj.Obj.Ⅰ. ObjectivesAfter studying this unit, the students are expected to be able tos.t.p.1s.t.p.1Ⅱ. Suggested Teaching PlanSuggested Time and Teaching Plan for Unit 6 Time Contents Plan 1) The Language for Expressing Sympathy Give a brief lead-in talk on the nature and uses of expressing sympathy; A.The teacher begins with the Preview to make sure that the students have a general idea of what this unit is all about. Then, the teacher activates Listening and Speaking exercises as follows:2 periodsPreviewListening and SpeakingB.Present the necessary language by doing Exercise 1; s.t.p.1.2s.t.p.1.2C.Ask one student to read aloud the talk so students can check their completed answers;D.Ask a student to describe to the class either a true or an imaginary event that was / may be greatly distressing to him or her; then invite the rest of the students to express sympathy, trying to use the language they have just learned in Exercise 1. Time Contents Plan s.t.p.2s.t.p.22) Practicing How to Express Sympathy Go through the new words in the first conversation in Exercise 3; A.B.Have the students listen to the conversation twice and fill in the blanks with the missing words;C.Ask them to answer the questions about the conversation; D.Tell them to look for the language used to express sympathy; Time Contents Plan Ask students to role-play the conversation in pairs, and require several pairs to act them out in the front of the classroom;E.s.t.p.3s.t.p.3Next, have the students listen to the second conversation twice and complete the short passage accordingly;F.G.Suggest they discuss each of their completed answers in order to gain a better understanding of the conversation;H.Now have them listen to the conversation again and complete the form as the speaker recounts it; I.Afterwards, have them check their responses by acting out the conversation; Time Contents Plan s.t.p.4s.t.p.4Time Contents Plan 3) Listening PracticeBefore ending class, the teacher tells the students to do Exercises 5-10 as their assignment to review the functional and notional language picked up in the Listening and Speaking section. The teacher also tells them that they should be prepared to answer the questions in Exercise 9 and give an oral presentation on the topic in Exercise 10 when they next meet. Finally, organize a unique classroom activity for students to reinforce the useful language previously learned by doing Exercise 4. J.s.t.p.5s.t.p.53 periods Review of the listening and speaking skills the students have learned,The teacher begins with a review of the functional and notional language the students picked up in the previous classes. The teacher asks several students to answer the questions in Exercise 9 of the Listening and Speaking section, and invites a few to share with their classmates their opinions on the topic of “What Kinds of things arouse your sympathy?” Then, the teacher turns to the Reading and Writing section. (These activities should be completed in 15 minutes.)Time Contents Plan s.t.p.6s.t.p.61) StarterAfter a brief explanation of the instructions, the teacher A.gives the students a few minutes to discuss in groups the questions in the starter; Time Contents Plan Text A & text-related exercises B. asks some students to report their group’s discussion. (10 minutes) 2) Text AA. The teacher lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some difficult sentences and some languages.t.p.7s.t.p.7B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework, according to the students’ different levels of English (one period).1 period Grammar Review1) Grammar ReviewThe teacher talks about the use of the passive voice, and at the same time asks the students to do the grammar exercises in class.Time Contents Plan points while discussing the whole text with the students (one and a half periods).s.t.p.8s.t.p.8Practical Writing2) Practical WritingThe teacher explains to the students how to write a personal letter (1) by doing Exercise 11 of Practical Writing, and then requires the students to do Exercise 12 after class. Time Contents Plan s.t.p.9s.t.p.92 periods Text B, Text C & text-related exercises 1) Text BWhile discussing the text with the students, the teacher calls on them to pay attention to the structure of the paragraphs of the text, introducing briefly the concept of the topic sentence. Exercises 14 and 15 can be done either in class or after class. 2) Text CThis text should be read by the students themselves as their homework or done as fast-reading in class. Time Contents Plan s.t.p.10s.t.p.10Basic Reading Skills3) Basic Reading SkillsThe teacher explains to the students paragraph development (3), and asks them to do the exercises in Basic Reading Skills. Time Contents Plan BIBIⅢ. Background InformationMcDonald’s CorporationBI-Mc1BI-Mc1McDonald’s Corporation McDonald’s Corporation is a fast-food restaurant company based in Oak Brook, Illinois. Since the 1950s, McDonald’s family-oriented restaurants have revolutionized the fast-food business and the company has become one of the best known in the world. Tens of thousands of McDonald’s restaurants worldwide serve millions of customers a day. McDonald’s restaurants, which offer toy promotions and often feature playgrounds, are especially popular with children.BI-Mc2BI-Mc2 The first McDonald’s restaurant was founded in 1940 by brothers Dick and Mac McDonald in San Bernardino, California. In 1948 the brothers remodeled their McDonald’s drive-in restaurant, creating the prototype for the modern fast-food restaurant. By the mid-1950s the original McDonald’s generated $350,000 a year in revenues. In 1954 Ray Kroc, then a 52-year-old salesman of milkshake machines, visited the restaurant and became convinced that its concept could work in other cities. The McDonald brothers agreed to let Kroc sell McDonald’s franchises (the right to market the company’s products within a certain area). In 1955 Kroc established a franchising company known as McDonald’s Systems, Inc. and opened a second McDonald’s restaurant in Des Plaines, Illinois. Within its first four years, the company had opened 228 restaurants, which generated $37.6 million in annual sales. In 1961 Kroc bought out the McDonald brothers for $2.7 million.BI-Mc3BI-Mc3 During the 1960s, McDonald’s began to mount aggressive advertising and marketing campaigns. In 1962 the company adopted the golden arches as its trademark. Ronald McDonald, the familiar clown that serves as McDonald’s mascot, was introduced in 1963. That year, signs at McDonald’s restaurants announced that the company had sold more than 1 billion hamburgers. In 1968 McDonald’s restaurants began serving the Big Mac, a two-patty burger that became the company’s flagship product. The company launched its highly successful “You deserve a break today” advertising campaign in 1970. By 1972 McDonald’s had 2,000 restaurants and $1 billion in annual sales. McDonald’s also began to establish high-profile charities. The company opened the first Ronald McDonald House in Philadelphia, Pennsylvania, in 1974. Ronald McDonald Houses provide temporary housing near hospitals for the families of seriously ill children. Today, Ronald McDonald House Charities operate more than 170 Ronald McDonald Houses in 32 countries. BI-Mc4BI-Mc4 Although McDonald’s remained dedicated to its established format, the company introduced a number of new products and services in the 1970s and 1980s. Many of these innovations proved startlingly successful. McDonald’s began serving breakfast in 1973. By the late 1980s, one-fourth of Americans who ate breakfast away from home did so at McDonald’s. In 1975 McDonald’s introduced drive-through window service, enabling motorists to make purchases without leaving their cars. By the mid-1990s, drive-through business accounted for about half of all McDonald’s sales in the United States. In 1983 the company introduced Chicken McNuggets, bite-sized fried chicken morsels accompanied by dipping sauces. Within a few months McDonald’s ranked as the world’s second largest retailer of chicken.BI-Mc5BI-Mc5 International expansion also became an important part of the company’s business strategy. McDonald’s opened its first restaurant outside the United States in 1967. In 1988 McDonald’s operated 2,600 stores outside the United States, generating $1.8 billion in annual revenues. By 1994 the company had 4,700 international franchises, producing $3.4 billion in annual revenues. The first McDonald’s in Moscow, Russia, served more than 30,000 customers on its first day of operation in 1990, setting the record for the most people served by one restaurant in a single day. In 1992 McDonald’s opened a restaurant in Beijing, China. The Beijing McDonald’s — which featured 700 seats, 2 kitchens, 29 cash registers, and 850 employees — is the company’s largest. The Beijing McDonald’s attracted 40,000 customers on its first day, breaking the record established by the Moscow McDonald’s two years earlier.Class listClass listⅣ. Class PresentationListening & SpeakingReading & WritingLSLSListening & SpeakingThe Language for Expressing SympathyExpressing SympathyListening PracticeLp-mainLp-mainListening PracticeListen to the following people talking and decide on the most appropriate responses. Listen to the following five short dialogues and choose the appropriate answers. Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. Listen to the talk again and then answer the following questions orally. Have a discussion on the topic given below.TL1TL1You are going to listen to an instructor explaining the language necessary to express sympathy. Listen carefully and fill in the blanks with the missing words. The Language for Expressing SympathyInstructor: It is humane (仁慈的) to express sympathy. We practice this behavior when someone has bad luck or . It is intended to express our , thus promoting our mutual (相互的) understanding through communication. an awful experience_________________care, concern and comfort______________________ Sympathetic expression is part of . It is of great help to learn how to in the proper way. Pick up the following language to express sympathy:daily communication__________________express sympathy_______________TL2TL2— I’m deeply sorry to learn about . — I’m most upset to hear about . — I feel tremendous sympathy for . — Please accept my deepest sympathies. (Very formal expression given to the sufferer.) — Oh! What a dreadful thing to happen! — You must be feeling very sad. — Poor thing! He must be feeling awful now. — Is there any way I can help? — I know how it feels. — That’s too bad! — That’s just awful! — How terrible! — What a pity! — It’s a sad thing. — Oh, that’s such hard luck! what happened to you___________________her bad luck___________his condition___________TL3TL3Describe to the class either a true or an imaginary event that was / may be greatly distressing to you and expect someone to express sympathy using the language learned in Exercise 1. CP-gtn1CP-gtn1Expressing SympathyBefore you listen to the first conversation, read the following words and expressions which may be new to you.Red Cross 红十字会 symbol ；符号 donation 捐款 suffer from 遭受；患（病） leukemia 白血病 make a difference 有影响，有（重要）作用 That’s for sure. = Of course. / Certainly.CP-gtn2.1CP-gtn2.1Listen to the following conversation twice and fill in the blanks with the missing words.Li Ming: Hey, Wang Ying, there’s a crowd over there. What’s ? Wang Ying: Didn’t you see the Red Cross symbol there? They’re to children suffering from leukemia. Li Ming: Poor kids. What a sad thing! Their parents must be . Wang Ying: Yes. I can imagine. I’m deeply sorry . Li Ming: Is there any way ? Wang Ying: I think so. Let’s go make a contribution.going on________making a donation_______________feeling awful___________for them________we can help__________CP-gtn2.2CP-gtn2.2Li Ming: Okay. Do you think my little contribution can ? Wang Ying: Remember, you’re not alone. If everybody contributes, it’ll . Li Ming: I get what you mean. Wang Ying: You know, is to express our heartfelt concern. Li Ming: Yes, that’s something. To be able to give is really meaningful, isn’t it? Wang Ying: . I’ll donate 10 yuan. And you?make a big difference___________________the most important thing____________________That’s for sure____________CP-gtn3CP-gtn3Now listen to the conversation again and answer the following questions.1. What are people doing there? They’re make a contribution to children suffering from leukemia. 2. How do Wang Ying and Li Ming feel about the children? They feel deeply sorry. 3. What do they want to do? They want to make a contribution. 4. What does Wang Ying say about their little contribution? If everybody contributes, it will make a big difference. 5. What does Wang Ying say is meaningful about the donation? It reflects their heartfelt concern. CP-gtn4CP-gtn42) Before you listen to the second conversation, read the following words and expressions which may be new to you. flu 流感 stomach 胃 upset stomach 吃坏了的肚子 nausea 恶心 vomiting 呕吐 keep down 不使(胃中食物)吐出CP-gtn5CP-gtn5Listen to the following conversation twice and then complete the passage according to the conversation you have just heard. Anna called Bob, asking him . Bob told her that he had caught the flu. , which had given him a terribly upset stomach, nausea, and vomiting. Anna asked Bob if there was anything . Actually, he told her, Helen was taking care of him. All Bob could do was wait until , so Anna wished him . how he was doing_______________It was a stomach flu_________________she could do___________it was over_________a quick recovery ______________CP-gtn6CP-gtn6Listen to the conversation again, and complete the form as the speaker recounts it. After that, act it out in class. Bob: Anna: Bob: Anna: Bon: Anna: Hello? _____________________________________________________Not so good. I’ve caught the flu. _____________________________________________________Oh, I’m sorry to hear that. What kind of flu is it? _____________________________________________________Stomach flu. You know — terrible upset stomach, nausea, vomiting. Yesterday I couldn’t even keep warm water down. ______________________________________________________ ______________________________________________________That sounds awful. Is there anything I can do? ______________________________________________________Hi! This is Anna. How are you doing? _____________________________________________________CP-gtn7CP-gtn7Bob: Anna: Bob: No, I don’t think so. Helen’s taking care of me. I just have to wait until it’s over. ____________________________________________________________________________________________Well, I hope it doesn’t take long. Let me know if I can help. ______________________________________________________________________________________________Okay, I will. See you. CP-gtn8CP-gtn8Pretend to look really sick in class and see what people say to you. Try to use the language you have picked up. CP-lp1CP-lp1Listen to the following people talking and decide on the most appropriate responses. 1.A) On weekends. B) This weekend. C) Next weekend. D) During the week. CP-lp2CP-lp22.A) Coffee. B) Dessert. C) Ice cream. D) A piece of cake. CP-lp3CP-lp33.A) A call from the man. B) Cool temperature. C) An air-conditioner. D) Room service. W: Isn’t it warm here? Do you want me to turn the air-conditioner down? M: No, it’s OK for me just now. Why don’t you ring room service and order some food? Q: What does the woman want?CP-lp4CP-lp44.A) All day. B) Tim’s assignment. C) From 11 till 7. D) Around the clock. M: What time do you serve dinner? W: The restaurant’s only open from 7 till 11, but the coffee shop is open all day. Q: When is the restaurant open?CP-lp5CP-lp55.A) Florida. B) Shanghai. C) New York. D) San Francisco. CP-lp6CP-lp6Listen to the following five short dialogues and choose the appropriate answers. 1.A) You should have turned the paper in yesterday. B) The typing errors are not acceptable. C) The paper must be typed. D) The paper is acceptable. CP-lp7CP-lp72.A) He is in too much of a hurry to wait for the elevator. B) He doesn’t know where the elevator is. C) He uses elevators all the time. D) He prefers to use the stairs. CP-lp8CP-lp83.A) She thinks the explanations are difficult. B) The explanations will be added in a later edition. C) The book includes an explanation of all the answers. D) She thinks the book should include more information. CP-lp9CP-lp94.A) Become a representative of the class. B) Give a presentation to the class. C) C) Leave class early. D) Take pictures. CP-lp10CP-lp105.A) She wants the man to walk with her. B) She lives far away. C) She has a new car. D) Her car is close-by. CP-lp11CP-lp11Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. motorcycle 摩托车 come out 苏醒 anesthesia 麻醉剂 ankle 踝 Jesus 天哪! (示誓言或强烈 的怀疑、敬畏、失望、痛 苦等) gasp 气喘吁吁地说CP-lp12CP-lp121. The poor guy survived a terrible motorcycle accident. 2. When he came out, the motorcyclist found that he had lost two legs. 3. The doctor looked very serious while talking to the poor guy. 4. The doctor told him some good news as well as some bad news. 5. The good news was that the poor guy could sell his boots. T____F____F____T____T____CP-lp13CP-lp13 There’s a sad story about a poor guy who was in a terrible motorcycle accident. When he came out of anesthesia, the doctor was leaning over him anxiously. “Son,” he said, “I’ve got some good news and some bad news. The bad news is that you were in a very serious accident, and I’m afraid we had to amputate both your feet just above the ankle.” “Jes