Unit3PardonMeLanguagegoals:pardon,mistake,greeting,society,culture,manner,polite,praise,troubleNewlanguages:makeamistake,eatup,assoonas,againandagain,givenname,familyname,praise…for…,facetoface,havetroublewith,attheendof,ingoodChinesetraditionDifficultpoints:1.Apologies.2.Similaritiesanddifferences.Teachingaids:recorderTeachingperiods:Period1:Lesson17Period2:Lesson18Period3:Lesson19Period4:Lesson20Period5:Lesson21Period6:Lesson22Period7:Lesson23Period8:Lesson24Lesson17Domistakesmatter?Lessonpreparation:Languageknowledge:pardon,mistakes,makeamistake,confused,confusingLessonstructure:Classopening:Forideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Keysteps:Step1.Checktoseeifthestudentshavepreviewedthereadingsasrequired.Askiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Selectoneortwowordsorphrasesfromthevocabularylistandaskifanyonehasfiguredoutthemeaning.Remembertogivelotsofpraiseforagoodtry,evenifit'swrong.Youmayaskquestionsin“ThinkAboutIt.”Step2.Selectoneortwosentencesfromthereadingsthatcontainkeywordsorphrasesandaskifanyonehasfiguredoutthemeaning.Ifastudentrepliescorrectly,askhimorhertosharethestrategiesusedtopuzzleoutthemeaning.Step3.Playtheaudiotape.Havetheclassfollowalongintheirtexts.Step4.Dividetheclassintogroupsoffour.Askeachgroupmembertotakeoneofthefourroles(Bruce,LiMing,themanwhosellspop,ortheMCintroducingthebackgroundofthescene),andactoutthedialogueinthefirstreading.Encouragethestudentstousetheirimaginationandbecreative!Step5.Ifthereistime,asksomegroupstoperformfortherestoftheclass.Step6.Cometo“Let’sDoIt.”Classclosing:Thefirstreadinginthereader.Theremainingexercisesintheactivitybook.Thenextreadinginthestudentbook.Lesson18PictureThisLessonpreparation:Languageknowledge:unusualLessonstructure:Classopening:Forideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Keysteps:Step1.Checktoseeifthestudentshavepreviewedthereading.Askiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Askifanyonecantellyouthemeaningofthevocabularyforthislesson.Remembertogivelotsofpraiseforagoodtry,evenifit'swrong.Todeterminehowwellstudentsunderstandthisreading,askquestionssuchas:WhoisBruce?Whereishefrom?Oraskquestionsin“ThinkAboutIt.”Step2.Selectoneortwosentencesfromthereadingsthatcontainkeywordsorphrasesandaskifanyonehasfiguredoutthemeaning.Ifastudentrepliescorrectly,askhimorhertosharethestrategiesusedtopuzzleoutthemeaning.Step3.Havethestudentsreadthereadingsilently.Step4.Playtheaudiotape.Havetheclassfollowalongintheirtexts.Step5.Dividetheclassintosmallgroups.Askeachgrouptodiscussthereading,usingasmuchEnglishaspossible.AskthegroupstoimaginewhatmighthappentoBrucewhenhevisitsChina,duetothekindsofculturaldifferencesJennyexperiencedanddescribedinthereadingforthelastlesson.Step6.Ifthereistime,asksomegroupstosharetheiropinionswiththerestoftheclass.Step7.Cometo“Project1”Introduceandbeginunitproject1.Thisprojectcancovertwolessons.Inthisproject,studentsmakeaninterestingpicturefrompicturesofpeopleinmagazines,andthenthinkupquestionsandstoriesaboutthepicturethattheyhavecreated.Herearestep-by-stepinstructionsforthissegmentoftheproject.Pleasereferto“TeachingTechniques”inthebackofthisteacher’sguideforideasonhowtointroduceprojects.Hereisoneidea.Explainthat,whenwedon’tknowanothercu...
