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					Integrated Skills of English

Book III

Unit 6 Bargains
Teaching Objectives:
1. Topic: Shopping 2. Grammar Points: (1) Unfulfilled past obligations, etc. and actions taken despite obligations to the contrary; unused ability and unfulfilled wishes and intentions (2) More about unreal conditional sentences 3. Vocabulary: orthodox, extort, novelty, fade, might as well, for the sake of, provided that …, make a living of…, in bulk, fall for, serve somebody right, prohibit. 4. Writing: Argument supported with examples.

Time: Eight periods. Procedure: Listening and Speaking Activities (2 periods)
Reading Comprehension and Language Activities (4 periods). Extended Activities (2 periods).

Part 1
1. Brainstorming

Listening and Speaking Activities

Aims: Preparing the students for speaking activities in this part. Familiarizing the students with basic vocabulary for this unit. Activity One: Introduce the tasks in this unit by asking the following questions. 1) Where do you buy daily necessities such as vegetables, medicines, meat …etc.? 2) What do we call a person who works in a shop or a supermarket? How about the person buying things? 3) What facilities does a supermarket usually have? 4) How terms do we use for money when we are buying things? Activity Two 1) Divide the students into several groups; each group containing four or five students. 2) Ask each group to write out five to ten words for each task, and then invite the representatives of each group to write down the words on the blackboard. Make a brief comment. 3) The teacher introduces some difficult words for each task and, if necessary, uses some examples to illustrate the usage of some words. Expressions for reference 1) Expressions for shops: department store, the grocer's (shop), book-shop, supermarket, the butcher's (shop), fruit shop greengrocer, confectioner, the baker's (bakery), shoe shop, the florist's (flower shop), chain stores, superstore, general store, comer shop, kiosk, shopping centre, shopping mall (购物中心) flea market, bazaar, dairy(乳品店), pharmacy(药店), jeweler’s(珠宝店), delicatessen (熟食店) optician’s shop(眼镜店)franchised shop (专卖店), boutique (精 , 品店, 尤指开设在大饭店之内的小店), dollar-shopi, vanity storeii.

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2) Expressions for buying and selling: buy, sell, go shopping, do the shopping, go to the shops, shop around, shop at / in, go window shopping, get, purchase, pick up something, wholesale, retail, sell out, out of stock, make / strike a bargain, bargain for, on the market, sale, for sale, on sale, discount 1/2, 1/3, 50% ... off (the original price), shopping list, haggle over the price (讨价还价), paying on credit (using the credit card), paying with a debit card iii, swipe one’s card through a POS machine (在购物终端机器上刷卡). 3) Expressions for money: change, cash, credit card, cheque (British English), check (American English), coin, note (British English), bill (American English). 4) Expressions for shopping facilities: counter, shelf, window, trolley, vending machine (售货机), checkout, cash-register (收银 机), shopping basket, shopping cart. 5) Expressions for people in a shop: shop owner, boss, manager, shopkeeper, shop assistant (sales assistant), cashier (收银员), customer, shopper, buyer. 2. Listening Title: I bought a chair Aims: Learning to use appropriate language forms to talk about shopping. 1) Pre-listening activity: Introduce the following questions as a pre-listening activity. (1) How do you come to a decision when shopping? (What is your priority in decision-making amongst these factors: price, quality, appearance, practical use for you, or your friend etc.?) (2) Do you have special /interesting shopping experiences? Describe them. Steps:  Play the recording.  Have the students take notes to prepare for the answers to the four questions.  Have the students answer the questions. Encourage a class discussion. 2) Post-listening activity Answers the questions:  She and her husband were planning to buy their own house, and they had to spend their money carefully. Besides, she thought the chair was too expensive.  Everyone who saw the chair wanted it, but once they got it home, they found that it didn’t match any furniture because it was brick red, not true red. So they soon returned it to the shop.  She and her husband had decided that if they wanted to buy anything that cost over one hundred dollars, they should consult each other. In the end, she bought the chair without mentioning it to him, so she was worried in case he wouldn’t approve of her purchasing the chair, and to make matters worse, the chair couldn’t be returned.  When her husband came back that evening, she broke the news to her husband in a seemingly casual way. After he tried sitting in the chair, he said he liked it, and he didn't even ask how much it cost. 3. Speaking Aims: Practicing talking about shopping and shopping experiences. A I’d like to buy -- Introduce some useful expressions for shopping. Photocopy the following expressions for the class to learn.  Photocopy the following model dialogue for the students to study.  Have the students role play a shopping experience. Useful expressions

Integrated Skills of English
 For shop assistant: 1) Attending a customer: ·What can I do for you? ·Can I help you in any way? ·Can I be of any assistance to you? 2) Asking what the customer wants to buy: ·May I help you? What can I do for you? ·Can I get you anything else? ·Is there anything else I can show you? ·Are you looking for…? ·What kind of ….. did you have in your mind? ·What material / color / style do you prefer? 3) Recommending something to the customer ·Here are some samples. ·Here’s a pair in your size. They’re very good for the price. ·Try this one, please. It’s the latest fashion. ·We have a very wide selection of …. 4) Bargaining on the selling side: ·Sorry, our price is fixed. ·We can give you a ten percent discount off the price. ·You won’t get a better buy than this one. ·The price is reasonable because the quality is super. ·The price is moderate enough. ·That’s almost the cost price. ·What price are you willing to pay? ·It’s a real bargain.  For customer. 1) Telling the shop assistant what you’d like to buy: ·Can you show me…? ·Could I have a look at…? ·Bring me a larger size, please. ·I’m just having a look around. ·I wish to order …. ·I’d like to have a….. 2) Asking the shop assistant for information and advice: ·Could you advise me on what kind of shoes would fit me best? ·Do you have any less expensive ones? ·Is this dress machine-washable? ·What make is it? ·What material is it made of? 3) Bargaining on the buying side: ·That’s a bit more than I wanted to pay. ·That’s little high for us. What would be your lowest price for that? ·Can you give me a discount? ·Can you come down a bit? ·I can give you no more than…

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·It's a little overpriced B Truth or fantasy Have the students work individually braining-storm a shopping story which they have experienced or which has occurred to their relatives or friends. If the students don’t have a story to tell, use their imagination instead. C. Look at the following pictures and speculate on…  Name the objects in English first and write them on the board. Make sure everyone knows names of these objects. Names of these goods: 1) Floppy disc; 2) Notebook (or writing pad); 3) CD player; 4) A pen; 5) Video cassette player/CD/DVD player with a remote; 6) A school bag; 7) A camera/digital camera; 8) A watch/an electronic watch; 9) A cassette player  Ask students to discuss in groups.  Divide the class in several groups. Let them discuss what they want to buy with 2000 yuan. The leader of each group should report their discussion to the class.  Use the following question as alternative: If you were given 1000 yuan for each month, how do you spend your money? After paying for room and board, what do you want to buy most? (not the things listed in the textbook). If that money is not enough for the things you want to buy, what will you do?

Part 2
1. Pre-reading :

Reading Comprehension and Language Activities

Aims: This is the most demanding activity of Part 2. It can improve Ss’ ability to find and solve the problems by themselves. Teacher’s demands:  Listen to the tape of the text. Pay attention to the sense-group, liaison, sentence stress etc.  Look up the new words in the English-English dictionary.  Prepare the comprehensive work and language activities.  Find the important and difficult sentences and try to solve them.  Read the text until you can read it correctly and fluently.

2. Reading work
Discuss the pre-reading tasks Teaching steps:  Ask Ss to discuss the tthree questions in small groups.  Allow each group to select a representative.  Encourage Ss to report what they discuss voluntarily. Come to the Text Teaching steps:  Encourage Ss to summarise the story.  Guide Ss to summarise the paragraphs.  Ask Ss to answer the comprehensive questions in their own way.  Encourage Ss to reproduce the story.

Integrated Skills of English
 Arrange the four tasks flexibly according to the real situations.

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3. Language points
1) About the author: Andy Rooney (1919-- ), CBS news correspondent, is a famous American humorist, columnist, writer and producer. He has won the Writers Guild award for Best Script of the Year six times, and Emmy Awards three times for his essays in his TV program “A Few Minutes with Andy Rooney”. Time magazines once described him as “the most felicitous non-fiction writer in television”. 2) the orthodox definition: the conventional or traditional definition 3) the discussion often takes the following lines: The discussion usually proceeds in the following way. 4) board meeting: meeting of the directors of a company. Board: a body of people who control and direct a company 5) 80p: 80 pence, one hundred pence makes a pound. 6) decent price: fair price 7) novelty: Novelty can be used either as an uncountable noun, indicating the quality of being different, new, and unusual, or as a countable noun, meaning a new and unusual thing. E.g. (1) Visitors were impressed by the novelty of the car design. (uncountable) (2) Getting up at four o’clock was a novelty to the children, and they enjoyed it. (countable) 8) so we will market it …: so we will sell it… 9) whereupon: as a result of (an event), an old-fashioned word, equal to the structure upon which / at which E.g. His business was shut down, whereupon (upon which) he returned to his native town. Notice the clash between the seriousness of diction and the triviality of the subject matter under discussion. The writer is trying to create a sense of absurdity by using the old fashioned word in discussing trivial things such as toothpaste price. This style is maintained throughout the article by many cases of comic exaggeration. The following is a list of more formal words, which are now rarely used in everyday conversation, but many are still used in legal proceedings. · whereby = by which, e.g. There was no means whereby the boy could get out of the hollowed tree trunk. · wherefore = for which, e.g. The company gave the reasons wherefore it produced “Ageing Suit”. More example, Romeo, Romeo, wherefore art thou Romeo? · wherein = in which, e.g. We are forbidden to enter the room wherein my father practices. · whereof = of which, e.g. When a splash of bright orange caught my eye, I remember the tree whereof my neighbor once spoke. 10) the poorest old-aged pensioner ought to regard this as an insult: It can be inferred from the sentence that bargains usually carry the implication that they are meant for the poor, who are assumed to be eager for bargains even though the price reduction is as insignificant as 5p or even 1p. 11) might as well: it is described to do something even though one may feel reluctant to do so, E.g. All the tickets for this week are sold out and we might (may) as well get tickets for next week’s performance. 12) pengo: Hungarian money used during 1925—1946 13) a shilling: Shilling was used in Britain until 1971, equal to 12 old pence and 1/20 of one pound. 14) and pleaded guilty: Plead is a legal term for a person to answer a charge at court,

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admitting whether s/he is guilty or not; E.g. How does the prisoner plead? He never pleads guilty. Plead can also mean making an urgent request. E.g. The driver pleaded with the police officer not to give him a ticket. 15) sales: a business campaign to sell things at reduced prices 16) loo: toilet, an informal word 17) but the loo became extremely sticky: Since the family stored so much sugar, which is a sticky substance, the toilet itself seemed to be very sticky. The writer is making fun of the couple who hoarded large quantities of sugar in their bathroom. 18) All the same: even so; in any case

4. Language work
Ex.1 Ex.2 Ex.3 In other words Work with sentences Word study Ex.1 and Ex.2 are designed to give Ss an opportunity to revisit the text and refresh the knowledge of language points. Ex.3 can improve Ss’ ability to use the given prompts to produce sentences. Teaching steps:  Encourage Ss to read the sentences clearly and correctly.  Require Ss to translate the sentences into Chinese.  Correct Ss’ mistakes in class when necessary.

Part 3
1. Dictation

Extended Activities

A son of a successful businessman decided to join his father’s business. His father told him that in order to be successful he had to learn the first lesson in business. The father told the son to stand on the roof. The boy climbed on to the top of the house and stood there. The father then ordered his son to jump from the roof which was ten feet to the ground. Naturally, the son was afraid and hesitated. The father urged his son by saying “So you want to learn about business, Son?” “Yes, Dad,” his son replied. “Well, trust me and jump,” the father shouted. So the boy jumped and broke his leg. The father rushed to him and said, “Wow, Son, you’ve learned the first lesson in business ---- Never trust anybody.” Teaching steps:  Write some difficult words on the blackboard.  Read the short paragraph three times.  Encourage Ss to grasp the main ideas in the first time.  Allow Ss to take notes while they are listening to it in the second & third time.  Give Ss enough time to write what they hear.  Read it again to let Ss check their work by themselves.  Ask Ss to hand in their exercise books.

2. Read more
 Introducing the reading by asking students what’s the meaning of the title? Is “Charlie” a person or something? What does “travail” mean?

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 Then ask students to read it quickly to get the general idea of the story. Then retell the story in third person.  Check the answers for the class. Questions for discussion Life is full of little mistakes and jokes which we have often made. These questions will certainly arouse the students’ interest in talking about their likes and dislikes although not all of them are to be recommended.

3. Grammar work
More about modal verbs: 1) Should + have + v.-ed or ought to + have + v.-ed is used to express an unfulfilled obligation in the past. Shouldn’t + have + v.-ed or oughtn’t +have + v.-ed is for expressing the past obligation to the contrary. 2) Sometimes, ought to is a little stronger than should. 3) Could + have + v.-ed is used to express unused ability in the past. 4) Would like to + have + v.-ed is used to express someone’s unfulfilled wishes or intentions. 4. Vocabulary work Finish the exercise.

5. Translation
Teaching steps:  Encourage Ss to work out the difficult words and phrases.  Emphasize the sentence structure and tense.  Ask Ss to write their sentences on BB.  Guide Ss to correct the mistakes in class when necessary.

6. Raise questions
Ask the questions about the underlined parts.

7. Writing
Developing a paragraph through an example Developing a paragraph by giving an example is a very common writing skill. First, you make a statement and then supply one or several examples to illustrate it. In this unit, the writer of the first text illustrates his statement Quite a few people actually believe that they make money on such bargains with an example about a lady buying a dress on the cheap. In another paragraph, he develops the topic sentence by the same method. Some people buy in bulk because it is cheaper. This statement is supported by an anecdote about a couple who bought too much sugar. Encourage the students to tell the story first before they start writing.


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