Unit2

1. Unit2 Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation

2. prev. Preview This unit looks at some human encounters. In the Listening and Speaking section, you will learn how to make an apology and respond to it. In the Reading and Writing section, in Text A Mark Twain tells how he was given nice treatment because he was mistaken for someone else. Text B tells the writer’s regret of not being able to help a poor old lady. Text C tells how a smart taxi driver got a job when driving a company owner to the airport.

3. master the basic language and skills necessary to make and respond to an apology; 1. understand the main ideas of Text A, Text B and Text C, and master the useful sentence structures and words and expressions found in the exercises relevant to the first two texts; 2. 3. know how to use the structure of V + V-ing or + infinitive (1); know how to reply to an invitation; 4. guess the meaning of unknown words in context(2). 5. Obj. Ⅰ. Objectives After studying this unit, the students are expected to be able to

4. s.t.p.1 Ⅱ. SuggestedTeaching Plan Suggested Time and Teaching Plan for Unit 2 Plan Contents Time The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates the Listening and Speaking exercises as follows: 2 periods Preview 1) The Language for Making and Responding to an Apology Listening and Speaking A. Have a warm-up activity by asking students what they say when they cause trouble to others or make mistakes;

5. s.t.p.1.2 Time Contents Plan Have the students listen to Exercise 1 (1-3 times) and fill in the blanks with the missing words; B. C. Ask one student to read aloud the talk so students can check their completed answers; Ask other students to form responses to the apologies in Exercise 2, trying to use the expressions learned in Exercise 1. D.

6. s.t.p.2 Time Contents Plan 2) Making and Responding to an Apology A. Go through the new words in the first dialogue in Exercise 3; Have the students listen to the dialogue twice and fill in the blanks with the missing words; B. Ask students to answer the questions about the dialogue; C. Now have them look for the language used to make and respond to an apology; D. E. Next, students can role play the dialogue; F. Then have them either do the same with the second dialogue or be creative with it;

7. s.t.p.3 Time Contents Plan G. Finally, study the structures presented in Exercise 4, and create situations for dialogues in which students blame someone for his/her mistake or fault and expect them to make both apologies and excuses with the help of the language they have picked up in Exercise 1 and the expressions from Exercise 4. 3) Listening Practice Before ending, the teacher tells the students how to do Exercises 5-10 as their assignment. 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 next they come to class.

8. s.t.p.4 Time Contents Plan 3 periods Review of the listening and speaking skills the students have learned The teacher begins with the assignment mainly to review the functional and notional language the students picked up in the previous unit. The teacher asks some students to answer the questions in Exercise 9 of the Listening and Speaking section and invites a few students to tell their classmates their opinions on the topic of “Is the making of an apology well practiced among college exercises students?” Then, the teacher turns to the Readingand Writing section. (These activities should be completed in 15 minutes.)

9. s.t.p.5 Time Contents Plan Text A & text-related exercises 1) Starter After a brief explanation of the instructions, the teacher gives the students a few minutes to think about the questions in the starter; A. asks some students to respond to the questions (10 minutes). B. 2) Text A 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 language A.

10. s.t.p.8 Time Contents Plan points while discussing the whole text with the students (one and a half periods); 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). B. 1) Grammar Review Grammar Review 1 period The teacher talks about the use of V + ing (2), and at the same time asks the students to do the grammar exercises in class.

11. s.t.p.9 Time Contents Plan 2) Practical Writing Practical Writing The teacher tells as well as shows the students how to reply to an invitation by doing Exercise 11 of Practical Writing, and then requires the students to do Exercise 12 as their homework.

12. s.t.p.10 Time Contents Plan 1) Text B Text B, Text C & text-related exercises 2 periods While 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 C This text should be read by the students themselves as their homework or as fast- reading in class.

13. s.t.p.11 Time Contents Plan 3) Basic Reading Skills Basic Reading Skills The teacher tells the students how to guess the meanings of unknown words in context (2), and asks them to do the exercises in Basic Reading Skills.

14. BI Ⅲ. BackgroundInformation Mark Twain (1835-1910) 7- Eleven

15. BI-EL Mark Twain (1835-1910) Mark Twain was the pen name of Samuel Langhorne Clemens, one of the major authors of American fiction. Twain is also considered the greatest humorist in American literature. Twain’s varied works include novels, travel narratives, short stories, sketches, and essays. His writings about the Mississippi River, such as The Adventures of Tom Sawyer, Life on the Mississippi, and Adventures of Huckleberry Finn, have been especially popular among modern readers. (From the 1998 World Book Encyclopedia)

16. BI-CE1 7-Eleven 7-Eleven, Inc. is the world’s largest operator, franchiser and licensor of convenience stores with more than 24,000 units worldwide. Founded in Dallas, Texas in 1927 as an ice company, 7-Eleven pioneered the convenience store concept during its early years when its ice docks began selling milk, bread and eggs as a convenience to customers. The name 7-Eleven originated in 1946 when the stores were open from 7 a.m. until 11 p.m. Today, offering customers 24hour convenience, seven days a week is the cornerstone of 7-Eleven’s business. Approximately 5,800 7-Eleven and other convenience stores are operated and franchised in the United States and Canada. (From www.7eleven.com/newsroom/comp-anyprofile.asp)

17. Class list Ⅳ. Class Presentation Listening & Speaking Reading & Writing Time for Fun

18. LS Listening & Speaking The Language for Making and Responding to an Apology Making and Responding to an Apology Listening Practice

19. Lp-main Listening Practice Listen to the following people talking and decide on locations. 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. Explore a response to the question given below.

20. TL1 The Language for Making and Responding to an Apology You are going to listen to an instructor talking about making and responding to an apology. Listen carefully and fill in the blanks with the missing words. An apology is an expression of regret for a mistake, a fault, causing trouble or even pain . It’s good form to make an apology . A prompt (及时的) and proper apology invites forgiveness (原谅). Failure to tends to cause embarrassment, or even argument or hostility (敌意). It’s also decent (得体的) behavior to respond to an apology . To forgive is a virtue (美德). The practice of making an apology is highly appreciated . Instructor: in some way __________ _______________ when this occurs _____ do so ____________ in a polite way in society ________ There’re many ways of making an apology: ________________ my interrupting you — Excuse me for . — I’m really sorry for . — I’m terribly sorry to . ________ being late __________ step on you

21. TL2 ________________ — I’ m awfully sorry (that) I have . — I apologize for . — I’m afraid I seem to have . — I owe you an apology for . — I’m sorry. I didn’t mean to . — It was really quite unintentional. — I hope you excuse me. There are also many ways of responding to an apology: — That’s (quite) all right. — These things happen; it can’t be helped. — I quite understand. Please don’t worry. — (Oh well.) Not to worry. — No problem. Let’s forget it. forgotten your name ______________ what I have said forgotten your birthday __________________ the delay ________ ______________ hurt your feelings

22. TL3 Now choose one apology from the list given below and say it out loud, expecting a response in class. Try to use the language you learned in Exercise 1. — Pardon me, I didn’t know you were here. — I’m afraid I seem to have backed my car into yours… I’m awfully sorry. — I’m sorry. I didn’t mean to hurt your feelings. — It was all my fault. — How silly of me to forget that. — I owe you an apology for those remarks. — I’m afraid I’ve brought you so much trouble. — Please accept my apologies for not attending your class. — I’m terribly sorry for ringing you up in the middle of the night. — Sorry to have taken your umbrella by mistake. It was really quite unintentional.

23. how come怎么会…；为什么… …make up for补救 no wonder 难怪 saying 话;格言；警句 CP-gtn1 Making and Responding to an Apology • Before you listen to the first conversation, read the following words and expressions which may be new to you.

24. CP-gtn2 Listen to the following conversation twice and fill in the blanks with the missing words. _____________ What happened How come you look so upset, Wang Ying? ? Where were you yesterday? I kept on your cell phone all afternoon. But when I called, I only heard “The power is off.” you had to do that? Uh, tell you what. I was attending an interesting lecture given by a well-known professor, so I had to turn it off. No wonder you couldn’t ! I see. You know what yesterday was? It was my birthday! Oh, to have forgotten your birthday! I hope you . That’s all right. I can understand. I’ll it. Li Ming: Wang Ying: Li Ming: Wang Ying: Li Ming: Wang Ying: Li Ming: calling you __________ __________ Any reason reach me ________ ______________ I’m terribly sorry _________ excuse me __________ make up for

25. CP-gtn2 Wang Ying: Li Ming: Wang Ying: Li Ming: No problem. Let’s forget it. Really, sorry about it. Come on, . Have you ever heard “Love means not ever having to say you’re sorry”? Aha! OK,OK. __________ _______ the saying stop it

26. CP-gtn3 Now listen to the conversation again and answer the following questions. 1. Why was Wang Ying so upset? Because she couldn’t reach Li Ming on the cell phone. 2. What was yesterday? It was Wang Ying’s birthday. 3. Why did Li Ming have to shut off his cell phone? Because he was attending a lecture. 4. What was Li Ming sorry about? He was sorry for forgetting Wang Ying’s birthday. 5. What was Wang Ying’s response? She said that she could understand.

27. CP-gtn4 2) Before you listen to the second conversation, read the following words and expressions which may be new to you. check in办理登机手续 suitcase手提箱 set sth. upright把某物放直 check检查 baggage claim check行李认领单

28. CP-gtn5 Listen to the following conversation twice, and then complete the passage according to the conversation you have just heard. A passenger is checking in . He would like to have a window seat. If there aren’t any left, he will take . The agent is sorry to inform him that there will be and his flight will be boarding . But she cheerfully wishes him a nice flight when she hands him his . ____________ at the airport ___________ an aisle seat ________________ a 20-minute delay in about half an hour ________________ baggage claim checks ___________________

29. CP-gtn6 Listen to the conversation again, and complete the form as the speaker recounts it. After that, act it out in class. Agent: Good morning. Your ticket, please? And set your suitcase upright So I can check it through. Passenger: ________________________________________________ Okay. Agent: And where would you like to sit? Passenger: ________________________________________________ ________________________________________________ Make it a window seat, but if there aren’t any left, I’ll take an aisle seat. Agent: Uh-huh, here you go. I’m sorry, but there will be a 20-minute delay, so your flight will be boarding in about half an hour.

30. CP-gtn7 _____________________________________ _____________________________________ Passenger: I sure hope that’s the only delay. Oh, where are my baggage claim checks? They’re here with your ticket, sir. Agent: Passenger: ______________________________________ Great! Uh, thanks a lot . Agent: You’re welcome. Have a nice flight.

31. Making Excuses — I had no intention of DOING…, really. — I didn’t mean to, really. — It really wasn’t my fault, you see. — I just couldn’t help it! CP-gtn8 Create situations in which you blame someone for his/her mistake or fault and expect them to make both apologies and excuses. Try to use the language you picked up in Exercise 1 as well as the expressions in the box given below.

32. KEY script CP-lp1 Listening Practice Listen to the following people talking and decide on locations. 1. M:Good morning. I’d like to open a savings account. W: Do you already have an account with us? Q: Where did this conversation most probably take place? A) In the library. B) At the airport. C) At the bank. D) At the post office.

33. KEY script CP-lp2 W:I can hardly breathe. Would you please put your cigarette out? 2. M:I’m sorry that I’m bothering you, but this is the smoking section. Why don’t you ask the waitress to change your table? Q: Where did this conversation most probably take place? A) In a restaurant. B) At the movie theater. C) In a meeting room. D) At the office.

34. KEY script CP-lp3 W:I understand you’ve got some trouble with one of your teeth? 3. M:Yes, the pain’s killing me. Q: Where did this conversation most probably take place? A) In the dining room. B) In the dormitory. C) At the mechanic’s. D) At the clinic.

35. KEY script CP-lp4 W:Let’s see what the in-flight entertainment will be. 4. M:I’d rather look at the menu. I’m starved. Q: Where did this conversation most probably take place? A) In a plane. B) On a train. C) In a hotel. D) In a restaurant.

36. KEY script CP-lp5 W:I say, they’re offering a 90% discount on shoes. 5. M:Watch out! That means the sale price is 90% of the usual price. Q: Where did this conversation most probably take place? A) At the cinema. B) At the store. C) At the reception desk (前台). D) At home.

37. KEY script CP-lp6 Listen to the following five short dialogues and choose the appropriate answers. W:How do you like your new computer? 1. M:I’ve just put it together, but I really haven’t tried to use it yet. Q: What does the man mean? A) He has found something wrong with the new computer. B) He has used his new computer for writing his paper. C) He has just assembled (安装) the computer. D) He is tired of using this new computer.

38. KEY script CP-lp7 2. W: The bookstore has run out of the textbook assigned by Professor Martin. M:He didn’t expect so many students to take his class this semester. Q: What can we know from this situation? A) Professor Martin didn’t order enough textbooks for his students. B) Professor Martin didn’t want so many students in his class. C) The students were supposed to buy the textbook earlier. D) The bookstore is going out of business.

39. KEY script CP-lp8 3. W:It takes too much time to cook; I wish I had more time to study. M:Why don’t you eat at the university cafeteria? It’s not too expensive. Q: What does the man suggest? • Buying less expensive food. • B) Dining at the cafeteria (自助餐厅). • C) Cooking more simply. • D) Studying harder.

40. KEY script CP-lp9 4. W:How’s your class going? M:Terrible. It seems like the more the professor talks, the less I understand. Q: How does the man feel about the class? A) He thinks the professor has an accent (口音). B) He thinks the professor talks too quietly. C) He wishes the professor would talk more. D) He doesn’t always understand the professor.

41. KEY script CP-lp10 5. M: Shall we eat lunch out today? W: Only if we split the bill. Q: What does the woman want to do? A) She wants to pay the bill. B) She wants the man to pay. C) She wants to pay for her meal. D) She wants Bill to pay for the meal.

42. administer实施 annual一年一次的 physical 体检 Doc doctor的口语简称 ponder 思索，考虑 tone 口气 in advance 预先 CP-lp11 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.

43. script CP-lp12 1. The man came to see the doctor for a yearly physical. 2. The man complained of (主诉) his mental problem. 3. The man was so forgetful that he could not remember his own name. 4. The doctor took the man’s complaint seriously and pondered an effective treatment. 5. The doctor worried about his failure to receive the man’s payment of his fee (诊费). ____ T ____ T ____ F ____ F ____ T

44. CP-lp13 Tapescript The man looked a little worried when the doctor came in to administer his annual physical, so the first thing the doctor did was to ask whether anything was troubling him. “Well, to tell the truth, Doc, yes,” answered the patient. “You see, I seem to be getting forgetful. I’m never sure I can remember where I put the car, or whether I answered a letter, or where I’m going, or what it is I’m going to do once I get there — if I get there. So, I really need your help. What can I do?” The doctor pondered for a moment, then answered in his kindest tone, “Pay me in advance.”

45. _____________ _______ CP-lp16 Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. ____________ The new inmate (住院者) at the mental hospital announced that he was the famous British naval (海军的) hero, Lord Nelson. This was because the institution already had a “Lord Nelson.” The head psychiatrist (精神病医生), after due (充分的) consideration, decided to put the two men , feeling that the similarity of their delusions (错觉) might promote an adjustment in each that could help . It was a calculated (成败参半的) risk, of course, for the two men might react violently to one another, but they were introduced and then left alone and no disturbance was heard from the room that night. The next morning, the doctor with his new patient and was more than pleasantly surprised when he was told, “Doctor, I’ve been . I know now for a fact that I am not Lord Nelson.” “That’s wonderful,” said the doctor. “ ?” Smiling coyly (羞答答地), the patient replied, “I’m Lady Nelson.” in a loud voice ___________________ particularly interesting ______________ in the same room ____________ in curing them ________ had a talk suffering from a delusion Who are you __________

46. CP-lp18 Listen to the talk again and then answer the following questions orally. 1. What did the new inmate announce in a loud voice? He announced that he was the famous British naval hero, Lord Nelson. 2. What did the head psychiatrist decide to do? He decided to put the two men in the same room. 3. What happened that night? No disturbance was heard from the room that night.

47. CP-lp19 4. What did the doctor do the next morning? He had a talk with the new inmate. 5. What did the new patient say? He said that he had been suffering from a delusion and he was not Lord Nelson, but Lady Nelson.

48. CP-lp20 Explore a response to the question given below. Is the making of an apology well practiced among college students?

49. RW list Reading & Writing Text A Mistaken Identity Text A Exercises Grammar Review Practical Writing If Only Text B Text B Exercises A Captive Audience Text C Comprehension of the Text Basic Reading Skills

50. Starter1-1 Text A Starter 1. Have you ever been mistaken for someone else? Or do you know someone who has been mistaken for another person? Please share your story with your classmates. Now imagine you have the same name as the mayor of your city and look like him too. What might happen when you go to a hotel asking for a room and are told that the rooms are all booked? 2. Now read the following passage and see what happened to Mark Twain when he tried to get a train ticket.