Unit 4 Waiting for a Call
（8 periods）
I.Teaching Objectives and Requirements
1. To let students fully understand the cultural implications of the proverb “One can not love and be wi”;
2. To let students learn to u English for talking about wishes and hopes, love and lovers, friends and friendship, subtle human relationships;
3. To let students master words and phras for talking about expressing inten feelings and emotions, subtleties in face-saving situations, personality and characteristics;
4. To let students learn to understand the text, especially the description of psychological activities in the first person perspective through reading, discussion, and task-bad activities;
5. To let students learn cultural information on traditional western wedding. II. Teaching Focus
1. Topics and functions
Talking about wishes and hopes
Talking about love and lovers
Talking about friends and friendship
Talking about subtle human relationships
2. Language knowledge
words and phras to express
inten feelings and emotions
subtleties in face-saving situations
personality and characteristics
3. Improving the students’ reading ability by analyzing the text “Waiting for a Call”.
4. Improving the students’ writing ability by commenting on the following quotations:
1) Love is blind, and lovers cannot e
The pretty follies that themlves commit.
______William Shakespeare
2) There is more pleasure in loving
Than in being beloved.
______Thomas Fuller
3) When one is in love one begins to deceive onelf. And one ends by
deceiving others.
______Oscar Wild
III. Teaching Difficulties
1. Practicing indirect expressions in face-saving situations.
洛神赋翻译
2. Teaching how to express and perceive subtleties in handling
relationships.
IV. Teaching Methods and Teaching Aids
Teaching Methods: prentation, discussion, lf-learning, instruction,
interaction
Teaching Aids: multi-media, pictures, CD
V. Teaching Procedures
Lead-in
1. How do you understand and translate the proverb “One can not love and
be wi”?
Teaching suggestions
1. Put the proverb on the board/OHP for discussion.
2. Discuss the following questions in small groups of three or four:
Is this proverb true? Give examples to support your conclusion.
Can you think of any conflicting proverbs? Demonstrate them.
3. Have three or four pairs report their discussion to the class.
4. Comment on their work.
5. Give the class the following sayings just for fun and to elicit further
involvement from the students.
Love is blind.
Love me, love my dog.
Love my hou and love the crows. (爱屋及乌)
Love means never saying you are sorry.
Married people are happier than unmarried people.
Beauty is in the eye of the beholder. Also, “Beauty is in the eye of
the beer holder.”
Abnce makes the heart grow fonder. Also, “Absinth (a very
strong French alcohol) makes the heart grow fonder.” Maybe the
phras are not for your students, but will amu you!
Love and lordship never like fellowship.
All is fair in war and love.
Love you and leave you as soldiers do their wives.
2. Tell a famous love story you know.
3. What’s your view on campus love?
Part 1 Communicative Activities
1) Conversation
1) Have Ss study the conversation individually and then ask Ss to answer the questions:
a)What is the relationship between Jane and Sam? (They are special friends: boyfriend and girlfriend)
personal是什么意思
b) Are they boyfriend and girlfriend to each other? (Yes)
c) How’s their relationship now? Steady or just beginning? (Probably just beginning yet: Jane failed to recognize Sam’s voice; she’s very careful, not to be abrupt or intrusive; she keeps asking if she’s bothering Sam; etc. have Ss find more places to show their relationship. Ss can be divided into groups to work on Jane’s and Sam’s parts parately.)
d) Who’s more aware of “face”, Sam or Jane, and why? (Jane is more aware of face. She asks more questions, and explains veral times about why she wants to make the phone call, even though she wishes that she could talk more by phone.)
2) Have Ss indentify the places where Jane and Sam u indirect expressions in order to save face.
3) Have Ss role-play the dialogue.
Notes:
1. Introduce the functional ntences by explaining the usages of “wish” and highlighting them on the board.
1) to express general and real wishes
wish to do sth. (e.g. He wishes to have a car of his own.)
wish sb. To do sth. (e.g. She wishes you to come tomorrow.)
~ sb sth. (e.g. The teacher wished us an enjoyable holiday.)
~ for sth. (e.g. I really wish I had some time to relax at the moment.)
天津职业技能培训2) to express regret over sth that can hardly come true
~ + that clau (e.g. I wish that you knew how to do it.)
He wishes he were handsome.
Tom really wishes he hadn’t taken your advice.
2. Books clod. Elicit different ways to express wishes by asking the students what they would say to people in the following situations:
a) on sb’s birthday (here is a big cultural difference: English has much fewer
ways of giving good wishes than Chine, e.g. Happy birthday! Many happy returns. while Chine has a large list of the sayings. Give some advice about the differences.)
b) on New Year’s Day
c) before an examination
d) eing a friend off at the station
e) departing from your best friends’ hou before the holidays
f) parting with your friends when you graduate from high school
scary movie
3. Write the students’ expressions on the board for commentary.
发言稿300字4. Formulas for expressing wishes & regret
Expressing wishes :
I wish you knew how I felt .
I wish I hadn’t said I’d go to the party .
I wish I was handsome .
Goodbye and good luck . Have a great time in your new job !
All the best with your family !
Good luck in the exam !
Every success in your business !
I wish you a pleasant journey .
I hope you’ll soon feel better .
Have a nice party !
Many happy returns of the day !
Expressing regret :
I’m sorry not to have rung you up last night .
I should have phoned you last night .
I wish I hadn’t said I’d go to the party .
Why didn’t I begin my homework sooner ?
It was a stupid idea ------- I’m sorry I ever mentioned it .
I deeply regret losing touch with my friends from school .
Why did I say I’d clean the room ? ------ it’s going to take hours !
2) Story-telling
1. Encourage Ss to imagine the love affair between Jane and Sam.
2. Ask Ss to imagine the situation that night when Jane was waiting for Sam to call.
3. Encourage Ss to create the story in small groups by giving them the beginning part like this: It was now half past ten on Wednesday evening. Jane
was trying to calm her down and concentrate on her book.
4. Have Ss tell their stories to the class, and lect the best story from their prentation.
最新美剧排行榜20135. Have Ss write down their stories as a written task after the class.
3) Listening
1. Have Ss discuss the issues of boyfriends/girlfriends.
2. What kind of people would they like to make friends with?
3. Introduce the task to them, and have them read the statements.
4. Have Ss listen once or twice depending on their ability to understand the recording.
implication5. Have Ss check the answer and explain the incorrect statement.
4) Debate
1. Have Ss study the task first, and then put them into 2 sides. (4 students each group; the rest of the class act as audience.)
2. Have Ss make preparations in 2 groups.
3. Have the 2 groups take turn speaking and arguing for 4 rounds.
4. Have the audience vote for the winning side.
5. T gives comments on both content and language.
5) What are they for?
1. Give Ss 2 or 3 minutes to read Functions and Actual Words Spoken.
2. Ask Ss to complete the activity in pairs. One is A, giving the functions one by one; the other is B, responding with suitable expressions from the Actual Words Spoken.
3. Provide Ss with the answers and ask them to check them by themlves.
4. Alternative approach: Ss are allowed to read when speaking to each other, but the person must look up frequently to maintain eye-contact.
5. Have Ss do the pair work again, but this time in a different way: Both Ss take turns giving the functions and suitable respons. The respons are not necessarily from the given ones in the Actual Words Spoken; Ss ought to be encouraged to u different but appropriate expressions.
Part 2 Reading and Language Activities
1) Pre-reading task
1. How would you feel if you fail to get a promid call from your friends?
2. Which of the following words do you think best describe the feelings of a woman who waited a lone time but failed to get a promid call from her lover?
hopeful angry anxious desperate restless obssive
2) Text Analysis
Teaching suggestions
1. Have Ss read the text carefully and discuss the following questions..
2. Explain the language and content of the text using the notes below.
①What was the girl doing ? And how id she feel ?
(She was waiting for a call from a man . She felt increasingly restless and desperate .)
②What did she intend to do to distract herlf ? And what did she hope would happen ?
(She intended to distract herlf by doing something el . She thought if she counted five hundred by fives , the telephone might ring . She would count slowly . To be honest to the promi , she would not answer the phone even though it rang before she got to five hundred .)
③What did the man promi ?
(He promid to call her at five o’clock .)
④What was the time then ? How long had the girl been waiting for the call ?
(It was ten past ven . She had been waiting for more than two hours .)
wpa⑤What excu did the girl think up for the man ? And why ?
(She tried to deceive herlf by thinking up an excu that something might have prevented the man from making the call . She tried to persuade herlf that this kind of thing was going on all over the world , and she should not make too much fuss over it .)
⑥Why did she want to put the clock in other room ?
(She wanted to put the clock in the other room becau it would remind her of the call that she had been waiting for and probably would never come . She could not bear the sight of it . If she really wanted to know the time , she had to walk into the bedroom and that would reduce her tension . )
⑦What respon did she think of making in her fantasy if the man finally called ?
(She imagined if the man called her , she would be very sweet to him . )
麻辣女王
⑧At the end of the story , did the girl get the expected call ?
(No , at the end of the story , she did not get the expected call . And she was still counting . )
⑨Do you think the man would call ? Why and why not ?
(This is an open-minded question . A lot of class discussion can be organized万菱汇
