(2) They used some very persuasive arguments. 7．trial n. 考验，审判
e.g. (1) a new drug that is undergoing clinical trials. (2) Brady was on trial for murder. Try vt. 审判
e.g. He was tried for murder. 8. total vi. 合计，
e.g. (1) He has debts totaling more than $20,000. (2) He won a total of three gold medals. Phrase : in total 总共 9 supervisor n 主管 supervise vt.监管 supervision n
e.g. (1) The teacher supervised our drawing class.
(2) Children should not be left to play without supervision of a doctor. (3) This drug should only be taken under the supervision of a doctor. 10. efficient adj. 效率高的
e.g. The efficient contingency plan to contain bird flu disease by the Chinese government was highly thought of by the WHO.
Step 4. Vocabulary Check B &C (10 minutes)
Ask the students to finish the exercise, vocabulary check (part B and C). Then check the answers.
Period 2:
Step 1. Language Points in Text A (30 minutes)
Explain the language points to Ss and analyze the structure of the passage. Pay more attention to longer sentences in Text A and try to make Ss understand. 1. One of the things I am really of is the weekly shopping experience: Doing shopping every week is one of the things I like most. I am really fond of: an attributive clause modifying: anything” with: that” serving as the subject in the clause.
2. Carefully designed not only to hold all shapes and sizes of purchases, a single trolley is hard to get out of the line of trolleys where it is parked: Pulling a singe trolley out of the line trolley is not an easy job because the shopping trolley is carefully designed not just to contain different kinds of .modities you buy. 3. The next lesson that women never follow a logical route when shopping: The next thing you should pay attention to is that women always wander here and there when shopping.
when shopping : Here “they are “ is omitted.
4. Your wife has disappeared before you know it: Your wife has disappeared but you has not noticed or realized it.
5 Supermarket managers are sent on courses to learn how to tempt the customers and persuade them to buy goods they do not really need, at prices thy are not able to affords: Super market managers are sent to attend courses to learn how to attract
customers to buy goods they do not really need at high prices they can hardly pay for.
Persuade sb. to do /persuade sb. into doing: manage to cause sb. to do sth. by giving some reasons.
afford sth/afford to do sth: to have enough time, money ,space, etc. For a specified purpose
e.g. (1) I’d like t go on vacation but I can’t afford the time. 我倒是想去度假，但是我抽不出时间来。
(2) They walked because they couldn’t afford to take a taxi.他们因为坐不起计程车而只能步行。
(3) I mustn’t annoy my boss because I can’t afford to lose my job.我可得罪不起我的老板，因为我舍不得丢掉这份工作。
6 But my wife often discouraged by my wife: But my wife often discourages me from buying things.
7 After the week’s groceries have been collected, the last trial is passing through the checkout counter: After everything for the next week has been picked up, the last tough test for a customer is to pay the bill
Passing through the checkout counter: an –in participle phrase here serving as the predicative
8 Don’t be fooled, either, by thinking that this is the end of the exercise: It would be wrong to think that this is the end of his shopping experience.
9 But the people who are packing our shopping are kind and give us friendly smiles. Who are packing our shopping: an attributive clause introduced by “who” modifying.
Packing our shopping: putting our purchases in the shopping bags.
Step 2. .prehension of Text A (15 minutes)
Give students 5 minutes to go through the text, ask them to finish the exercise then check the answers.
Period 3:
Step 1. .prehensive Exercises (45 minutes)
Ask the students to finish the exercise then check the answers.
Period 4:
Step 1. Active words (20 minutes)
Ask the students to pay more attention to the function of the active words and then finish the relative exercises.
Step 2. Grammar Tips (5 minutes)
Give students five minutes to go through and finish the relative exercises. The gerund in English
一．动名词的形式和特征
动名词一般由动词原形词尾加构成， 与现在分词形式相同。动名词兼有动词和名词的特征。 二．动名词的用法 1） 作主语
Reading aloud is very important in learning a foreign language. 2） 作宾语
It’s cold here, would you mind closing the window? 3） 作表语
His greatest pleasure is traveling. 4） 作定语
There is a swimming pool in the garden. 三 动名词的完成式和被动式
1） 动名词的完成式有 having+过去分词构成，表示动作发生在谓语动词所表示的动作之前。
2） 动名词的被动式有being+过去分词构成。 四 动名词的复合结构
物主代词或名词所有格语动名词连用，构成名词的复合结构。这种结构相当于一个主谓结构，在句中作主语，宾语等。
1) Your going there won’t help much. 2) I don’t like your being late.
Period 5:
Step 1. Language Points in Text B (30minutes)
Select some important words and expressions to explain and analyze, pay special attention to the language points. Then ask Ss to scan the text and conduct further study.
1 grocery n. 1 grocer’s trade , a grocery store 杂货业2 grocer’s shop 杂货店
groceries n [pl].杂货
2 hardware n [U] a metal tools and household implements; heavy machinery
or machinery or weapons; mechanical and electronic parts of a .puter。五金制品，重型机器，重武器；硬件。
3 toiletries n [pl] (in shops) articles or products used in washing,
dressing, etc.（商店里）化妆品。
4 bagels n. hard ring-shaped bread roll 一种圈状的面包。
5 furniture n [U] movable articles, e.g. tables, chairs ,beds, beds, etc. put into a house or an office to make it suitable for living or working in 家具
6 lumber n [U] 1 (esp. Brit) unwanted pieces of furniture, etc that are stored away or take up space 旧家具 2 (esp. US)=timber
7 liquor n [U] any alcoholic drink; spirits 烈性酒 under the influence of liquor 已醉
Step 2. Follow-up .prehension (15 minutes)
Help students go through Text B and finish the .prehensive exercises.
Period 6. Practical Writing (How to Write a Summary)
It is necessary to teach some writing skills beforehand, and then study the sample. Ask Ss to write a summary on the spot.
Skills: A summary should include the main content of the passage, and pay attention to the use of conjunctions and conjunctive adverbs.
The conjunctions and conjunctive adverbs used to summarize a passage: in general, Generally speaking, to conclude, in a summary, the last but not the least, etc.
Step 1. General Introduction (10 minutes)
Step 2. Sentence patterns for expressing thanks in English (15 minutes):
Introduce some useful sentence patterns to help students understand how to write a thanks note.
Step 3. A sample for the writing task in this unit (25 minutes):
Period 7
Step 1. Starting Out (15 minutes)
This is the first unit of the second semester. By now the students must be very familiar with the campus. So the teacher may want some students to draw a sketch map of the campus either before or during the first class. And then on the basis of the map, demonstrate to the students how to ask for and give directions about the buildings on campus. Ask them which building they would like to locate. Teacher may want to make a dialogue with one of the more advanced students; either let him/her to ask you or ask him/her to give directions to that building. Once the students know how to do it, let them make dialogues in pairs and talk about one or two of the following topics.
1 ask yes/no and wh- questions 2 ask questions in a polite way
3 ask questions to get more information 4 offer information
Step 2. In-class Activities (20 minutes)
This section contains short dialogues that offer various expressions concerning asking for information in a polite way.
Step 3. Speaking Out (10 minutes)
This part is designed for students using certain expressions to ask for information in a polite way.
Period 8:
Step 1. Culture Notes (15 minutes)
Let the students read this section on their own. The teacher may want to check if they have know the following basic expressions.
Asking for information:
Excuse me, but do you happen to know anything about the (famous museum) here? 请问您知道（这里著名的博物馆吗）？
I was wondering if you could help me. Where do you live? 他们住在哪里？
Where do you think (you are qualified for the job)? 你为什么认为你能胜任这个工作呢？
How much (does it weigh)? 它有多（重）？
I’m still not quite clear. Could you please tell me a bit more about it? 我还是不太清楚，您能再多告诉我一些吗?
Sorry, but I’d like to know some more about it 对不起，我还想多知道一些情况。 I didn’t quite follow what you said just now. 我没完全听懂您刚才说的。
Offering information Yes, of course. 当然了。
Well, let me see. 嗯，让我想想。
Oh, let me think for a moment. 哦，然我想想。 I’m not really sure. 我不太肯定， 我需要弄清楚。 I’m afraid I don’t know. 我恐怕不知道。
I’m terribly sorry, but I really don’t know. 很抱歉，我真的不知道。
Step 2. After-class Activities (30 minutes)
Although the exercises included in this part are meant for the students to practice in their spare time, the teacher may want to select some of them to practice in class, especially those in Sections A and B. Unlike those in Book One, the exercise items included in Section B are mini-dialogues designed to prepare the students for the standardized examination they are to take in the following year.
Topic:
Asking yes/no questions and wh-questions to get further information and offering information in a polite way.
Question: Where do you usually go shopping, small stores, supermarket or department stores? And why? Presentation:
1 Divide the students into groups of four. 2 Appoint a team leader for each group. 3 Give hints to them:
Hint: They may use the following sentence patterns to answer the question: I usually go shopping in small stores in my neighborhood because it is convenient
or I like to go shopping in supermarket because cargoes are abundant