资源简介

Unit 4 I’d like to return this jacket because it doesn’t fit my husband
Reading and writing教学设计
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读关于投诉信及回复的短文，能够读懂短文所描述的内容并根据短文描述完成相关练习，能仿照短文写一封投诉信。
教学重点、难点
（1）教学重点
能通过阅读投诉信找出商品问题所在和解决办法；能根据退/换货信息卡，利用新学词汇、短语和句型仿写一封投诉信。
（2）教学难点
能使用关键词汇、短语和句型仿写投诉信。
二、教学目标
知识目标
（1）学习写投诉信及回复时使用的词汇与短语，如：
accept; apologize; express; explain; delay; impatiently; rude; refuse; response; tricky; unacceptable; according to
（2）学会并能套用写投诉信及回复时使用的句型，如：
I am writing to complain about the quality of the…
Firstly …To make matters worse…In addition …
I would like to ask for an explanation.
Thank you for your letter so that…
We would like to apologize for…
Please accept our sincere apologies.
能力目标
（1）能运用阅读策略，根据上下文获取相关信息，读懂投诉信。
（2）能仿写投诉信。
情感目标
（1）培养学生在今后工作中遇到投诉情况时，应该有礼貌、耐心、热情的帮助顾客解决问题。
（2）培养学生在日常生活中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Ask Ss to perform dialogue in pairs about returning.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Activity 7. Tick and think.
Instruct Ss to think about the way to deal with the quality of goods when shopping. Ss do Activity 7 and choose the ways.
（设计意图：让学生对遇到购物问题时，对解决问题的途径进行思考和总结，为阅读任务的完成做准备，同时培养学生的归纳能力。）
Step Two Reading and writing
Pre-reading.
Activity 8. Read, circle and underline.
1) Students read the text quickly, circle the complaint way that Ryan chose in the text and underline the reasons and solutions to the problem.
Complaint way: Write a Letter of Compliant
Reasons: Firstly, according to your website, delivery takes seven days, but in fact it took over three weeks. To make matters worse, it is the wrong model. In addition, the deliveryman was really rude to us.
Solutions: Therefore, I would like to ask for an explanation.
（设计意图: 让学生快速阅读全文，学生通过快速浏览全文，提取文章中的重要信息。学生利用这种阅读学习策略，能更好的把握文章的主旨，提高自己的阅读理解能力。）
While-reading.
Activity 9. Read and choose.
1) Explain the following words and phrases; Ask Ss to read aloud and try to understand them.
accept
e.g. I don't think they would accept that suggestion.
apologize
e.g. I apologize for being late.
express
e.g. He expresses himself easily in English.
explain
e.g. Let me explain why.
delay
e.g. The passengers were delayed for an hour.
impatiently
e.g. His friend was waiting impatiently.
rude
e.g. It's rude to point your fingers at people.
refuse
e.g. She gave me a second drink which I refused.
response
e.g. There has been no response to his bad behavior from school.
tricky
e.g. This is a tricky question for me to answer.
unacceptable
e.g. Such behavior is unacceptable and will be punished.
according to
e.g. According to the survey, most young people want to travel abroad.
（设计意图：扫清生词障碍，为理解短文内容做准备。）
2) Students read the text again and choose the answer.
（设计意图:第二遍阅读，寻找细节，找出关键词，完成练习。）
3. Post-reading.
Activity 10. Read and translate.
Have the students read the passage again, translate the important sentences and try to memorize them.
Ryan is writing to express his disappointment with delivery service.
Ryan had to explain to his father on his birthday the delay of delivery.
Ryan received a TZ-7000 running machine instead of TZ-9000.
The Customer Service Manager would like to apologize for the inconvenience and disappointment.
（设计意图: 第三遍阅读，进一步掌握文中重要的短语及句型，为下一步的输出做准备。）
Step Three Production
Activity 11. Read and write.
1) T: According to the return information, write “A letter of complaint” on the paper, using the sentences we have learned just now, and then hand in your papers to your teacher.
2) Teacher chooses some students to read the paper and check it in the class.
（设计意图:根据商品退/换货信息卡，模仿例子，写一封商品质量问题的投诉信，以巩固课堂上所学内容，并能学以致用，同时也让学生通过写作，关注商品问题，保护消费权益。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary and phrases:
accept; apologize; express; explain; delay; impatiently; rude; refuse; response; tricky; unacceptable; according to…
Sentence Patterns:
I am writing to complain about the quality of the…
Firstly …To make matters worse…In addition …
I would like to ask for an explanation.
Thank you for your letter so that…
We would like to apologize for…
Please accept our sincere apologies.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Ask Ss to practice reading the new words and phrases correctly and get ready for the dictation.
2. Suppose you are a customer service manager, write a response complaint letter to YanYi.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Vocabulary and phrases: accept; apologize; express; explain; delay; impatiently; rude; refuse; response; tricky; unacceptable; according to… Sentence patterns: I am writing to complain about the quality of the… Firstly …To make matters worse…In addition … I would like to ask for an explanation. Thank you for your letter so that… We would like to apologize for… Please accept our sincere apologies.Unit 4 I’d like to return this jacket because it doesn’t fit my husband
Lead-in + Listening and speaking教学设计
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：学习投诉的词汇与短语，听懂并掌握投诉的简单对话，能使用相关句型清楚地描述商品问题并寻求解决办法。
教学重点、难点
（1）教学重点
学习投诉的词汇与短语；听懂投诉的句型；听懂投诉的简单对话。
（2）教学难点
掌握投诉的句型；能使用相关句型清楚地描述商品问题并寻求解决办法。
二、教学目标
知识目标
（1）学习并识记投诉的词汇与短语，如：
exchange; detail; receipt; record; refund; credit note
（2）学会并能套用投诉的句型，如：
I’d like to return/exchange……because……
Would you please show me your receipt so that……
You can exchange it/get a refund.
Do you have another……
I’ll come back later and see if ……
能力目标
（1）能听懂关于投诉的对话。
（2）能使用相关句型清楚地描述商品问题并寻求解决办法。
情感目标
（1）让学生了解投诉的处理程序，帮助学生在生活中正确解决商品问题。
（2）培养学生形成良好的英语学习策略，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Ask Ss to help Mr. Li.
Mr. Li bought a pair of sunglasses for his wife yesterday, but she doesn’t like the style. What should Mr. Li do
（设计意图：通过设问引入本单元的话题，让学生了解本单元所涉及的内容。）
Activity 1. Look and match.
1) Have the students match the sentences with pictures.
（设计意图:借助图片,了解人物的活动，激活学生已有的知识和语言，学习投诉相关的词汇。对新词汇的学习和掌握为听力活动扫清了障碍，也为对话活动做好了铺垫。）
2) Practice. Use the following sentence structures make sentences.
I’d like to return…because…
I need to exchange…because…
（设计意图：引导学生使用投诉的句型进行口头造句，为后面描述商品问题并寻求解决办法的对话活动做准备。）
Step Two Listening and speaking
Activity 2. Listen and tick.
Play the audio of Dialogue 1. Q: Why does Amy go to the shop Check the answer with the typescripts by asking Ss.
（设计意图：先就对话内容有一整体印象，了解大意，为理解对话内容做相应准备。）
2. Activity 3. Listen and choose.
Instruct Ss to read the items in Activity 3 and attend to the following questions, then play the audio again and do Activity 3. Check the answer, play once more if necessary.
What does the customer want to return (Backpack)
Why does the customer want to return (Because her friend doesn’t like it.)
What does the customer get from the staff (A credit card)
（设计意图：带着问题听对话，了解对话内容，培养学生听细节的听力技巧。）
3. Activity 4. Listen and complete.
1) Play the audio once more, ask Ss to fill in the blanks according to their listening.
I’d like to return this backpack because my friend doesn’t like it.
Would you please show me your receipt so that I can record the details.
This backpack was on sale. There are no refunds on these items.
You can exchange it or we can give you a credit card.
2) Play the audio again. Ss read the sentences with blanks in Activity 4 and fill in the blanks according to the listening. Check the answer, play once more if necessary.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
4. Activity 5. Listen and repeat.
1) Tell Ss that they will listen to another dialogue and show the questions:
What does Jessie want to return (Jacket)
Why does Jessie want to return (Because it doesn’t fit her husband.)
What does Jessie get from the staff (A credit card)
How long is it good for (One year)
2) Play the Dialogue 2, instruct Ss to answer the questions above.
（设计意图：带着问题听对话，了解对话内容，进一步训练学生的听力技巧。）
3) Play the audio again, ask Ss to fill in the blanks without reading the dialogue in Activity 5.
I’d like to return this jacket because it doesn’t fit my husband.
Would you please show me your receipt so that I can record the details.
This jacket was on sale. There are no refunds on these items.
You can exchange it or we can give you a credit note.
（设计意图: 进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
4) Play the audio of Dialogue B. Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
5) Practice: Complete the dialogue in groups and ask some students act it out.
(a). A: __________. How can I help you
B: I’d like to __________ because __________.
A: Would you please show me your __________ so that I can __________ the details.
B: Here it is.
(b). A: I’m sorry. This __________ was on sale. There are __________ on these items. You can __________ it or we can give you __________.
B: Do you have __________
A: I’m sorry. This kind of __________.
A: Then I’ll take __________. How long is it good for
B: It’s good for__________.
A: Ok. I’ll come back later to see if I can find something else for __________.
（设计意图:分段练习，降低难度，搭建阶梯。）
Step Three Production
Ask Ss to find out the sentence patterns about returning in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
Salesperson
How can I help you
May I know what’s wrong with the...
Would you please show me your receipt so that……
I’m sorry……
You can exchange it/get a refund.
We can give you a credit note/repair it.
Customer
I’d like to return/exchange……because……
I have the receipt right here./Here it is.
Do you have another……
I’ll take a credit note.
I’ll come back later and see if ……
（设计意图:训练学生的归纳能力，培养学生自主学习的能力。）
Activity 6. Practice and act.
Ss do Activity 6 according to the situation, then work in pairs about returning, use the patterns above as possible as you can.
（设计意图: 练习关于商品投诉的对话，进一步巩固所学词汇与句型。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
1. Key vocabulary:
exchange; detail; receipt; record; refund ; credit note
2. Sentence patterns about returning:
Salesperson
How can I help you
May I know what’s wrong with the...
Would you please show me your receipt so that……
I’m sorry……
You can exchange it/get a refund.
We can give you a credit note/repair it.
Customer
I’d like to return/exchange……because……
I have the receipt right here./Here it is.
Do you have another……
I’ll take a credit note.
I’ll come back later and see if ……
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
1. Copy and remember the vocabulary in the summary of this period.
2. To polish your dialogue about Activity 6.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Vocabulary: exchange; detail; receipt; record; refund ; credit note Sentence patterns: Salesperson How can I help you May I know what’s wrong with the... Would you please show me your receipt so that…… I’m sorry…… You can exchange it/get a refund. We can give you a credit note/repair it. Customer I’d like to return/exchange……because…… I have the receipt right here./Here it is. Do you have another…… I’ll take a credit note. I’ll come back later and see if ……Unit 4 I’d like to return this jacket because it doesn’t fit my husband Language in Use教学设计
一、教材分析
教学内容
本课时包括Language in use部分中Grammar focus部分，具体内容为：原因和目的状语从句的基本用法。
教学重点、难点
（1）教学重点
a. 原因和目的状语从句的基本概念
b. 原因和目的状语从句的引导词
c. 原因和目的状语从句的基本用法
（2）教学难点
原因和目的状语从句的基本用法和正确使用
二、教学目标
知识目标
（1）原因和目的状语从句的引导词
（2）原因和目的状语从句的基本用法
能力目标
学生能够在真实语境中运用原因和目的状语从句
情感目标
在适合的语境中正确使用原因和目的状语从句，培养学生日常生活中形成正确使用语言的良好习惯。
三、教学步骤
Step One Lead-in
1) Check the homework in last period. Share some Ss’ response complaint letters.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
2) Ask Ss to translate the following sentences.
I’d like to return this camera, because it’s broken.
I need to exchange this handbag, because it’s stained.
I’d like to return this jacket because it doesn’t fit my husband.
This kind of jacket is sold out because it’s the fashion style of this year.
He treated me impatiently because I refused to pay for the wrong delivery.
This put me in a tricky position since I ordered the running machine as a birthday present for my dad.
Since we value your business, we would like to offer you a 10% discount for your order with us.
As you understand, all these problems are unacceptable.
We would like to apologize for the inconvenience and disappointment that you experienced recently.
（设计意图：呈现并翻译课本中出现过的原因和目的状语从句，为学生学习原因和目的状语从句的句型及用法做铺垫。）
Step Two Language in use
1. Grammar focus.
1) Ask Ss to read Grammar focus, pay attention to the structure of linking words or phrases for purpose and reason. And then underline the linking words or phrases for purpose and reason.
（设计意图：通过用下划线找出原因和目的状语从句的连词，可以对原因和目的状语从句的连词有更清晰地认识。）
2) Instruct Ss to conclude the structure of the adverbial clause of purpose and the adverbial clause of reason from the following:
原因状语从句：
原因状语从句表原因，引导原因状语从句的连词有because，since，as，for等。
a. because的语气最强烈，引导的从句一般不放在句子的开头。例如：I didn’t tell him the truth because he was too young.
以why 开头的问句，一般只能用because引导的从句来回答。
b. since的语气比because弱，表示人们已知的事实，不需要强调原因，因此常译作“既然......”,通常放在句首。since引导的从句是次要的，重点强调主句的内容。例如：Since this method doesn’t work, let’s try another.
c. as 语气更弱，所引出的理由在说话人看来已经很明显，或者已为听话人熟悉。as引导的从句常放在主句之前，与主句具有同等的重要性。例如：As she was not well, I decided to climb mountains without her.
d. for 表示所说的理由是一种补充说明，一般不放在句子的开头。例如：I decided to drink some water, for I was feeling very thirsty.
结果状语从句：
结果状语从句的从句部分是补充说明主句中谓语动词发生的结果的，通常位于主句之后。so that引导结果状语从句，意为“结果是；以至于”。例如：He sat behind me so that I didn’t see him.
另外so that 也可以引导目的状语从句，意为：“为了，以便于”。例如：I must get up early so that I can catch the first train.
（设计意图：通过原因和目的状语从句的介绍及例句，了解原因和目的状语从句的基本句型。）
3) More examples.
I can’t get to sleep because of the noise outside.
I didn't go, because I was afraid.
He is absent today, because / for he is ill.
We went by bus because it was cheaper.
I do it because I like it.
Since/As we’ve no money, we can’t buy it.
Since/As the weather is so bad, we have to delay our journey.
Since you are free today, you had better help me with my mathematics.
Since you don't trust him, you should not employ him.
As it is raining, you’d better take a taxi.
As you are tired, you had better rest.
I went to bed early, as I was exhausted.
He must be ill, for he is absent today.
He could not have seen me, for I was not there.
He seldom goes out now, for he is very old.
He worried so that he couldn’t sleep.
It was very cold, so that the river froze.
（设计意图：给出更多例子，让学生对原因和目的状语从句的句型结构有进一步的认识和了解。）
2. Activity 12. Read and choose. Ask Ss to do Activity 12. Check the answers and ask the reason why Ss choose so.
（设计意图：通过学生完成有关原因和目的状语从句的练习，发现学生该知识点存在的问题并予以纠正。）
3. Activity 13. Read and match.
（设计意图：通过练习，巩固原因和目的状语从句的用法。）
Step Three Production
Activity 14. Think and write.
Read the complaint letter and write a response letter. Ask some Ss to read their response letter to the whole class and judge who did the best.
（设计意图: 通过创设贴近生活的情景，用所学知识写一封投诉回复信，达到学以致用的目的；通过朗读回复信，请同学们判断出谁作为售后经理，处理商品质量问题的方式更佳。）
Step Four Summary
1. 原因状语从句表原因，引导原因状语从句的连词有because，since，as，for等。because的语气最强烈，引导的从句一般不放在句子的开头。since的语气比because弱，表示人们已知的事实，不需要强调原因，因此常译作“既然......”,通常放在句首。as 语气更弱，所引出的理由在说话人看来已经很明显，或者已为听话人熟悉。for 表示所说的理由是一种补充说明，一般不放在句子的开头。
2. so that引导结果状语从句，意为“结果是；以至于”。另外so that 也可以引导目的状语从句，意为：“为了，以便于”。
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Encourage Ss to write a story on making a complaint according to their own experience using the target language in this lesson.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Structure of linking words or phrases for purpose and reason. for reason: because, since, as, for for purpose: so that.Unit 4 I’d like to return this jacket because it doesn’t fit my husband.
Vocabulary practice + Supplementary Reading教学设计
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关投诉的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
advantage; consumer; commodity; debate; expose; fake; former; objection; purchase; president; aim to; draw attention to; generally speaking; put forward
能力目标
（1）复习本单元词汇与短语及原因和目的状语从句的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
了解国际消费者保护日的由来，让学生在日常生活中学会如何选择商品，保护自己的消费合法权益。
三、教学步骤
Step One Lead-in
1. Check the homework in last period. Share some Ss’ good stories to everyone.
（设计意图：检查上一课时布置的作业，分享部分同学的好文章，学会欣赏。）
2. Ss read the words and expressions on P44 and P46 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
Step Two Vocabulary practice
Activity 15. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left. Check the answer after Ss have completed.
Keys: a-4 b-1 c-3 d-2
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
Activity 16. Read and match.
Ask Ss to read the words on the left. Explain the meaning and ask Ss to attend to the context. Make them to form phrases and match these phrases with the corresponding pictures.
Keys: return a stained backpack; record details; visit a website; pay for this dinner; offer a discount
（设计意图：引导学生关注语境，复习本单元动词短语。）
3. Activity 17. Read and complete.
Ss read the phrases in the block and tell the meaning of these phrases.
Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese.
Keys: cover…with; apologize for; According to; instead of; explained; expresses
（设计意图：通过理解短语意思，能够在句子中运用。）
Step Three Supplementary Reading
Ss read the passage on P44-45, underline the new words and get the meaning from the word list on P46. Explain the meaning if there are still new words.
advantage; consumer; commodity; debate; expose; fake; former; objection; purchase; president; aim to; draw attention to; generally speaking; put forward
aim to
eg. We aim to increase sales by 10 percent.
draw attention to
eg. The teacher drew our attention to the blackboard.
generally speaking
eg. Generally speaking, I am very satisfied with this job.
put forward
eg. He has put forward a new idea.
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list on P46 after teacher, then read first in groups then together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading.
Keys: FFFT
（设计意图：学生带着问题阅读文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys:
It aims to protect the customers’ right.
There are four useful tips on how to protect rights.
略
（设计意图：对文章的细节进行了解，进一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
(1) Key words and phrases:
advantage; consumer; commodity; debate; expose; fake; former; objection; purchase; president; aim to; draw attention to; generally speaking; put forward
(2) Know some ways of protecting consumers’ right
（设计意图：对本课时所学集体做个小结，让学生明确本节课学习目标。）
Step Five Production
Ss do the exercises of Part I in Exercise Book on P53-54. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Six Homework
Complete the exercises of Part II and Part III in Exercise Book.
（设计意图: 课后进一步练习，巩固本堂课所学内容。）
四、板书设计
advantage; consumer; commodity; debate; expose; fake; former; objection; purchase; president aim to; draw attention to; generally speaking; put forward

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