致用英语综合教程综合英语2教案unit.doc

Section One Around the topic

Step 1 Topic introduction:

Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.

The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.

Step 2 Your ideas

Work in groups or pairs and discuss the following questions

1)Why is spring Festival so important for the Chinese people?

2)What do you usually do during the Spring Festival

3)Are there any special celebration activities in your hometown during Spring Festival?

4)In what ways do you think the Spring Festival has Changed?

How much do you know about the Chinese New Year?

A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to their

parents-in-law?

The third and fourth days.

B. What is the fifth day called?

Po Woo.

C. How many kinds of traditional New Year food do you know?

Dumplings, a whole fish, chicken, New Year cake…

D. Do we use knives or scissors on New Year's Day?

NO. They may cut off fortune.

E. What fruit do we usually use as a decoration during the Spring Festival?

Oranges and Tangerines. They are symbols for abundant happiness.

Step 3 Vocabulary

There are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.

Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to the

The teacher can offer students a particular situation for students to practice in which students can give a brief talk with some of the words in the table above so that they can master a better usage of these words.

Step 4 Listening and speaking

Ask students to read the questions first. Then play the recording and encourage them to take notes while listening.

1.Q: What are they talking about?

A: They are talking about the Spring Festival.

2.Q: How did Li Ming spend his holiday?

A: Li Ming spent his holiday with his family in his hometown.

3.Q: What is Susan curious about?

A: Susan is curious about how Chinese people celebrating their Spring Festival.

4.Q: What make the Spring Festival different from other holidays?

A: Giving presents and staying with the family.

5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?

A: In the past, all the members of a family would stay at home making dumplings together.

Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.

Step 5 A quiz

During the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.

This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.

Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.

Section Two Reading

This section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.

Step 1 Pre-reading tasks

Before you read, discuss the following questions in groups:

1.Do you know why we call the Spring Festival “Nian”?

2.Do you know why we Chinese celebrate the New Year at a different time from the Western

world?

Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information

with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination

1)Ask several students to read the whole text in order to check whether they preview the

text and get a general understanding bout it or not beforehand.

2)Ask students to summarize the text

3)The teacher can put the comprehension check either before or after illuminating the text

according to the needs of class and the students’ comprehension ability.

4)Illuminate the text, during the process of which the teacher can encourage students to

highlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:

1. legend n.

story handed down from the past, especially one that may not be true 传奇，传说

e.g. The legend of Robin Hood is well-known.

2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的

e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.

myth n. 神话e.g. ancient Greek myths

3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓

e.g. The local gangs terrorised the neighborhood.

4. fierce adj. violent and angry 凶猛的，凶狠的

e.g. Swans are always fierce in defense of their young.

The leopard looks fierce.

5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的

e.g. The Chinese New Year falls on lunar January, 1st.

6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的

e.g. Solar energy is one kind of important energy nowadays.

7. insert v. to put or set into, between, or among 插入，嵌入

e.g. The editor inserted an advertisement in the newspaper.

insert a key into a lock

8. symbolic adj. representing a particular idea or quality 象征的，符号的

e.g. The cross is symbolic of Christianity

9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开

e.g. He carried a gun to ward off possible attacks.

Step 3 Post-reading exercises

1.What is the significance of the following things during the Spring Festival?

2.Discussion:

Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.

3.V ocabulary and structure

This part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.

A.Work out the meanings of the underlined words with the help of the context.

B.Fill in the blanks with the words below. Change the form where necessary.

https://www.sodocs.net/doc/4113909843.html,plete each pair of the sentences with the correct form of the same verb, one as a

present participle (-ing) and the other as a past participle (-ed).

4.Writing

Read the instruction as a class. Leave the writing task as homework. Check their work next time.

Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.

1)How does your family prepare for the Spring Festival?

2)What traditional activities does your family do to celebrate the Spring Festival?

3)What special activity do you like most when you are celebrating the Spring Festival?

Section Three language in use: present participles used as adverbials

Step 1 test your grammar

The aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.

Step 2 illumination and development

Briefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.

一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句

的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。例如：①Hearing the news, they got excited. ＝When they heard the news, they got excited.

现在分词逻辑主语

从这个例句中看出，现在分词的发出者是主句的主语they，且主句的主语与现在分词形成主谓关系。

②She got home, feeling very tired. ＝When she got home, she felt very tired.

逻辑主语现在分词

主句的主语she与现在分词feeling 形成主谓关系。

③Crossing the road, I saw a girl crying. ＝When I was crossing the road, I saw a girl crying.

现在分词逻辑主语

如果现在分词作状语时，其逻辑主语与句子主语不一致，分词应有自己的逻辑主语，构成独立主格结构。例如：

Mr. Smith being absent, the meeting had to be put off.

该例句中，主句的主语是the meeting，而现在分词的逻辑主语是Mr. Smith。

二、现在分词作状语与谓语动词的时间关系

1. 现在分词表示的动作与谓语动词表示的动作同时发生时，现在分词用一般式。例

如：

The secretary worked late into the night, preparing a long speech for the president.

2. 现在分词表示的动作先于谓语动词表示的动作时，现在分词用完成式。例如：

Having finished his homework, the boy went out to play football.

三．现在分词作状语时与主语之间不能用并列连词and、but、or等连接，因为并列连词连接的是两个并列的成分，而分词短语只是全句的一个状语成分。现在分词短语与主语之间用逗号隔开即可。

误：Having been told many time, but he still couldn’t understand it.

正：Having been told many time, he still couldn’t understand it

Step 3 Doing exercises

Then ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.

A.Rewrite the following sentences using the present participle.

B.Correct the mistakes in the following sentences.

https://www.sodocs.net/doc/4113909843.html,plete the following sentences with the correct form of the verbs in the brackets. Step 4 Vocabulary building: word pairs

This activity is designed to get students familiar with a language area that is slightly more complex than it looks. These word pairs, also known as binomials, refer to a pair or group of words that are used together as an idiomatic expression or collocation, usually joined by the words and or or, and the order of the elements cannot be changed. The expression take it or leave it is an example of binomial pair. A binominal pair has a single, distinctive meaning.

Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.

A.Match the pairs of words in Column A with their meanings in Column B

https://www.sodocs.net/doc/4113909843.html,plete the sentences using the pairs of words in exercise A

C.Match a word in column A with a word in column B and a word in column C to form a

set phrase. Look for synonyms and antonyms. There are more words in column C tan you need.

Section Four Project: Planning a Chinese New Year party

This project is designed to help students plan a Chinese New Year party and explain traditional Chinese customs to foreigners. Read and explain the instructions and then ask students to do the class activities following the steps given. This project should be conducted in a relaxed and lively atmosphere. Encourage students to be active. Get feedback when they finish. Invite volunteers to report to the class their thoughts and experiences.

Step 1 vocabulary

Think about what you would need to do in planning a Chinese New Year party. Make a list and check any new words in a dictionary.

Divide students into several groups to brainstorm the words possibly needed. And check and compare the words they come up with.

Step 2 Talk to your neighbor

Suppose you are inviting a foreign friend to spend the Chinese New Year with your family. Talk to your partner about your plans. Brainstorm how to explain some typical Chinese new year traditions to the foreigner.

Make the plan in groups and a representative should be chosen in each group who is going to answer the questions from the foreign (played by teacher) and report the group’s plan to the class and exchange ideas with other groups and the teacher.

Step 3 Role play (optional)

Your foreign friend spends the New Year with your family. Practice with your partner conversations between you and the foreigner, take turns to be the foreigner.

Step 4 Write a paragraph

Write a paragraph describing Chinese New Year Traditions. Use some of the expressions you have learned.

Step 5 Show each other your writing

Put you texts on the wall and walk around the class to read other students’ writings. If you have anything you don’t understand, ask the writer what it means. Which parts do you like best in other students’ writings.

Or the students can exchange their papers to read and check if there is anything they think that are good or if there is any grammatical or lexical errors.

Step 6 Teacher summarizes

Section Five Extension and Cultural Tips

Part 1 Extension: Why do Chinese people love red color?

The text mainly explains why Chinese people love the color red. Chinese people are fascinated by the color of red not only because of its intoxicating liveliness, but also because of its rich meaning in Chinese culture and history. Red is the color of the lucky, signifying reunion, health, happiness, harmony, peace and prosperity.

Step 1 let the students read the text and finish the vocabulary check exercise

1)intoxicating: making you feel happy, excited, and unable to think clearly

2)thoroughgoing: very thorough, complete

3)dignity: quality that earns or deserves respect

4)adore: to love deeply and respect highly

5)eternal: having no end, lasting or existing for ever.

6)paste: to stick something to something else using glue

7)cozy: comfortable and warm

8)strew: to spread here and there

Step 2 ask several students to read the text aloud and ask them to work in small groups to discuss the questions in the second exercise. At last, invite some students to report their answers to the whole class

1)Why do Chinese people love the red color?

2)What does the red color stand for in Chinese culture?

3)What is the best way to feel China Red?

4)What color is popular for the wedding dresses in Western countries?

5)How do western people like the red color?

Step 3 language points illumination

Ask students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary.

Step 4 open questions

1.As a Chinese, do you like the red color? Why or why not?

2.Do you happen to know the symbol color of any countries? If there are, could you tell us?

3.What color is your favorite? Why? Do you know what does it symbolize?

Part 2 culture tips

Step 1 read the short passage

There are many customs and traditions related to the Chinese New Year. This short passage introduces some don’ts which are believed to signify bad luck for the new year. Ask students to read the passage. Then ask for their opinions on the points listed in the passage.

Step 2 additional questions

Should or should not we do the following things at the New Year?

1.On the stroke of midnight on New Year's Eve, every door in the house, and even windows,

have to be open to allow the old year to go out. (yes)

2.Clean the house on the New Year's Day. (no)

3.Lend money to someone on the day. (no)

4.Tell ghost stories. (no)

5.Children and unmarried friends, as well as close relatives are given lai see, little red

envelopes with crisp one-dollar bills inserted, for good fortune. (yes)

6.After New Year's Day, the floors may be swept. All dirt and rubbish must be taken out the

back door. (yes)

7. Decorate the living rooms with a candy tray with eight varieties of dried sweet fruit. (yes)

8. Greet anyone in their bedroom on the New Year’s day. (no)

9. Use knives or scissor on the day. (no)

10. Wash your hair on the day. (no)

11. The sons-in-laws pay respect to their parents-in-law on the third and fourth days during

the New Year. (yes)

12. On the sixth to the 10th day, we visit their relatives and friends freely. (yes)

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Period One – Around the Topic Period Length: 50 minutes Goals Period Length: 50 minutes Goals -Activate background knowledge about work Purposes -Get familiar with vocabulary related with work -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 150 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work -Discuss the issue of work with reference to the questions listed on Pages 150 & 151 -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious

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《综合英语4》教学大纲 一、课程基本信息 课程代码： 课程名称：综合英语4 课程英文名称：Comprehensive English4 开课部门：外国语学院 课程面向专业：英语 课程类型：学科基础课 学分：6学分 总学时：96学时 二、课程简介 本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。 三、教学目的、要求与方法 （一）教学目的 本课程以课文为中心，侧重阅读和写作技能训练，但也不偏废听、说训练。在该课程的教学过程中对语言的控制逐步减少，而对学生创造力的发挥不断加强。本课程通过语言基础训练、相关文化背景知识介绍、语篇讲解以及各种文体的写作方法与技巧分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达和特点，扩大词汇量，具备基本的口头与笔头表达能力。 （二）教学要求 学生通过积极参与各种语言交际活动，获得基本的交际技能，了解基础阶段所需掌握的基本词汇、短语、修辞以及语法知识，达到本阶段应有的听、说、读、写、译等技能的要求。 四、学时分配

五、教学环节与教学要求 本课程在讲授过程中采用启发式、讨论式、发现式和研究式的教学方法，同时加强基础训练。 六、课程考核 1、平时成绩（包括课堂表现、课外作业）占 20% 2、期末考试占 80% 七、教材及主要参考资料 （一）建议教材 何兆熊主编，《综合教程》学生用书（4），上海：上海外语教育出版社（选用最新版本）。（二）主要参考资料 何兆熊主编，《综合教程》教师用书（4），上海：上海外语教育出版社，（选用最新版本）。 朗文出版公司编，《朗文当代英语辞典》，北京：外语教学与研究出版社，1997。 霍恩比著，《牛津高阶英汉双解词典》第四版增补本，北京：商务印书馆，2002。

英语 大学英语综合教程2 翻译

一The rumor of the divorce was nothing but a means of hype for his new movie 离婚 他孤注一掷，用父母留给他的所有钱来开一家工厂。 He took a gamble on starting a factory with all the mone y his parents had left him. After winning the important game they hoisted their captain to their shoulders in shouting triumph.（赢得那场重要的比赛后） 4) 在全球化热潮中，我们要提防不同文化的冲突 In the rush to go for globalization, we should watch out for collision of cultures. 在这种情况下In the circumstances it was not surprising that there was trouble. 6) 这婴儿非常健康。The baby is the very picture of health. 7) 人们已经意识到儿童接触有关暴力和色情电视节目的危害。 People have realized the dangers of exposing children to vio lence and sex on TV. 8) 我们始终考虑到我们是在为谁制作这部影片。(have in mind) We always had in mind for whom we were making the film.三单元 2他在中学教书，但也兼职些翻译来取外快。 He teaches in a middle school, but he does some translation work o n the side to bring extra money 3自信是件好事，但自信与自员是有区别的 it's good to be confident (about yourself), but there is a differen ce between confidence and conceit 4．只有坚持到底的人才会成功。半运而度的人永远也无法实现梦想。 Only those who stick it out can achieve success Those who give up halfway will never realize their dreams 5一个真正的英雄有勇气，有高尚的目标，而且乐于奉献 A true hero possesses/has courage, a noble purpose and a willingness to make sacrifices 6任何人只要章起这本小说读了第一段，敦会发现很难把它放下。 Anyone who picked up this novel and reads the first paragraph will be hard pressed to put it down 7从某中意义上说，生活就像游冰。如果总是扶任池边，就也学不会。 In a sense, life is like swimming. if you keep holding on to the sides of the pool, you will never learn 3一个民族的前在很大程度上取决于其数育与培训的质量 The future of a nation depends in a large measure upon the quality of education and training 二 1只有那些有过类似经历的人，オ能够完全理解这一点。 Only those who have lived through a similar experience can fully ap preciate this. 3我更特别感谢每一个在这些年来以不同方式做出了贡献的人 i'd like to express my special thanks to everyone who has contribut ed over the years in one way or another

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1. They can move a nation to fall on its knees and sincerely worship an Emperor who, without the clothes and the title, would drop to the rank of the cobbler and be swallowed up and lost sight of in the massed multitude of the inconsequentials... 衣着与头衔能让一个民族心甘情愿地跪拜在一个君主面前。而这个君主，如果没有衣着和头衔的支撑，会沦为鞋匠之流，消失在芸芸众生之中。 2. Is the human race a joke? Was it devised and patched together in a dull time when there was nothing important to do? 人类是玩笑的结果吗？是上帝感到无聊又无大事可做时草草拼在一起的玩物吗？ 3. Mine are able to expand a human cipher into a globe-shadowing portent. 我的衣着能把我从一个无名小卒变成了一个全球耀眼的巨人。 4. And probably at no other point is the sense of shabbiness so keenly felt as it is if we fall short of the standard set by social usage in this matter of dress. 可能最感到寒酸的时刻是我们没按照社会的规范穿着自己。 5. It is true of dress in even a higher degree than of most other items of other consumption, that people will undergo a very considerable degree of privation in the comforts or the necessaries of life in order to afford what is considered a decent amount of wasteful consumption. 人们为了能付得起一定量的、通常被认为是浪费性的消费，会在生活的其他方面尽量节俭。这在穿衣方面表现得尤其明显。 6. The commercial value of the goods used for clothing in any modern community is made up to a much larger extent of the fashionableness, the reputability of the goods than of the mechanical service, which they render in clothing the person of the wearer. 在任何一个现代社会，用作穿着的商品的商业价值在很大程度上不取决于它的商业服务功能，而是该商品本身和在包装穿戴者时所产生的时髦效益及声誉。 7. This would require a loss of wholeness and self, a dishonest constraint. 这会使人们失去自我，是一种虚伪的限制。 1. Today, thanks to the democratization of technology, all sorts of countries have the opportunity to assemble the technologies, raw materials and funding to be producers, or subcontractors, of highly complex finished products or services, and this becomes another subtle factor knitting the world more tightly together. 今天，由于技术的普及，每个国家都有机会聚集各种技术、原材料和资金，成为制造商或转包商，生产或者销售高度复杂的终端产品或者服务，这成为另一种把世界更紧密地联系在一起的无形的因素。 2. The creation of this corporate bond market introduced some pluralism into the world of finance and took away the monopoly of the banks. 企业债券市场的出现，将多元化引入金融界，打破了银行的垄断。 3. Investment banks started approaching banks and home mortgage companies, buying up their whole portfolio of mortgage… 投资银行开始去找银行和房屋按揭公司，将它们的按揭债务全部买下 4. You could take your choice, and people did. 人们可以有多种选择，而且也确实这样做了。 5. By shrinking a world to a size smal l, globalization brings home to everyone just how ahead or behind they are. 全球化把世界缩小，全球化让每个人都可以看清楚，自己的日子是过得比人好还是比人差

全新版大学英语综合教程第二版第二册第一单元教案

Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)

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Unit 1 The Snake Bite Teaching Procedures: Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as: (1) It is annoying to do... (2) I am not pleased at all with... (3) John was very upset when his father cancelled the family trip to the beach. (4) Y ou wouldn’t believe it... (5) What a shame! (6)It sickened me to see how... (7)It really get on one’s nerves...

(8)It really get under one’s skin.. Annoy v.tr.（及物动词） To cause slight irritation to (another) by troublesome, often repeated acts. 使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气 To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词） To be annoying.招人讨厌，惹人烦恼 He looked annoyed.他好象不耐烦的样子。 We can annoy the enemy by raids.我们可以用空袭骚扰敌人。 Part 1 Comminicative activities 1.Interative listening and speaking A Students are asked to close their books and listen to the tape recorder without reading the new dialogue. B During the listening, students are asked to take some notes about some information of the dialogue. C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the help of the notes, which they have just taken down, and the memory of the listening. D Students talk about their feelings It sickened me to see how... It really get on one’s nerves... It really get under one’s skin.. E T ry to Speak More: Firstly, students will be asked to read the conversation by role-playing. Secondly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage. Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation. Forthly, Teacher asks several students to read the expressions that they have already checked out. 2.Story time.Ask the students to work out a short story in pairs on the picture. 3.What are they for?& 4.More sentences Teacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance. * After listening, students will be given a little time to match these expressions with the functions. * Teacher will read the Actual Words Spoken out one by one while students will read the responding functions. * Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering and bragging. Bug: annoy; Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else. Brag: v.tr.（及物动词） To assert boastfully.夸耀地宣称 n.（名词） A boast.自夸