英语口语教程 unit 10
大英四英语口语答案topic10
⼤英四英语⼝语答案topic10Topic Ten Interviewing (21世纪Unit 14)Questions1.What kind of job would you like to take after graduation?I think I will follow my interests, because I could do better if I do my favorite job. It’s really aboring thing to do the job I don’t like.2.If you were to hunt jobs, how would you search for job vacancies? On the internet or innewspapers or somewhere? Give your reasons and explain.I will choose internet. Nowdays, internet is widely used, we can get information very easilyon the internet..and I spent many time on the internet ,so I could get job information esily.3.Have you been to an interview for a part-time job or something? If yes, tell us your story. Ifno, tell us a story of others you have heard.Yes , I get a part-time job in the school. I still remember the first interview I have . at first , I did a self introduction .To be honest , I’m really nervous. But I tell myself I have to calm down. Then they ask me some questions. Finally I get the job .4.What should be considered when you take a job interview?first of all,I think it's your surface .That will give a good or bad impression of you to theinterviewer ,and then ,it's your actions ,this is important too;and last ,i think ,your word5.Could you tell us something about dress tips for job hunters?删除6.What do you do after your interview?(Or say something about Post-interview strategy.)I will relax myself. To chat with my friends, share my experience with them. All in all, I willhave a positive attitude and believe myself.Discussion TopicHow to ace a job interview (How to make a job interview successful)?Tips1.What kind of job would you like to take after graduation?(jobs and adj.to describe a job)Secretary/ Receptionist: patient, careful, well-mannered, good with peopleLawyer: eloquent, quick-witted, well-qualifiedReporter/Journalist: quick-witted, good funDoctor: sympathetic, careful, patient, well-qualifiedAccountant: careful, accurate, good with number/money, well-qualified, honestFashion designer: creative, imaginative2. If you were to hunt jobs, how would you search for job vacancies? On the internet or in newspapers or somewhere? Give your reasons and explain.Employment agencies:Job Fairs:Newspapers: (Advantage) (Disadvantage)Internet: (Advantage) (Disadvantage)3. Have you been to an interview for a part-time job or something? If yes, tell us your story. If no, tell us a story of others you have heard.Beginning the story: This happened last summer vacation/in 2010…I had my first interview in…Telling the story: after a while/ then/ so, anyway/the most impressive is…/what is amazing is …/to my surprise/ to my disappointment…Ending the story: so eventually/in the end…4. What should be considered when you take a job interview?Do some research about the company that give me an interview;Think about what should I wear to the interview;Device the interviewing strategy…5. Could you tell us something about dress tips for job hunters?（Refer to Part III Task 2）6. What do you do after your interview?(Or say something about post-interview strategy.) Immediately send a Thank-You Letter.Write a thank-you letter as soon as you get home from the interview. You'll use it for several purposes:(1) To re-emphasize that you really want the job.(2) To provide further explanation of something discussed at the interview.(3) To say thank you. You really should be thankful.(4) To take another opportunity to make yourself shine in comparison to the other candidates. Don't be shy about making follow-up calls.Don't worry, be happy.Negotiate your salary when you are offered the job.Discussion TopicHow to ace a job interview (How to make a job interview successful)? Reference: Part 2 /Part 4 “Speaking tips for job hunters”。
通许县实验中学七年级英语下册 Unit 10 I'd like some noodles第二课时Se
—Some ______ and two ______.
A.salad; eggs
B.salad; egg
C.hamburgers; orange D.hamburger; orange
( D )2.My grandparents ______ apples, but my uncle ______ them. A.don't like; like B.doesn't like; likes C.like; likes D.like; doesn't like
1.How many people are there in Julia's family ？
(不超过5个词)
Five.
.
2.What does Julia always have for lunch ？(不超
过5个词)
Rice and vegetables. .
3.What does Julia like to do with her friends after school ？(不超过5个词)
休息时间到啦
同学们，下课休息十分钟。现在是休息时间 休息一下眼睛，
看看远处，要保护好眼睛哦~站起来动一动 对身体不好哦~
结束语
同学们，你们要相信梦想是价值的源泉，相信成 功的信念比成功本身更重要，相信人生有挫折没 有失败，相信生命的质量来自决不妥协的信念，
考试加油!奥利给~
Unit 6 Do you like bananas ？
large 8．Jenny buys a dress for her mother , but the _________is a
size little small.
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_10
Unit10Handling Personal FinancesTheme:personal financesLanguage functions:Agreeing and disagreeingObjectives:Students shall be able to talk about money-related issues and build skills in managing personal finances.In addition,students should be able to express agreement or disagreement when they discuss and debate how to earn,save,and spend money wisely.Warm-upProcedures:1.Give students one minute to identify the messages contained in the cartoon.Students may have their interpretations,but generally:1)college tuition is quite high;2)the mother is encouraging her daughter to make good use of the pocket money.2.Then,organize a free discussion on the two questions below the cartoon.3.Invite a few students to share their answers about how they pay for college and what they use their allowance for.Activity11.ConversationIn the dialogue,the two students are exchanging their ideas on how to manage personal finance.Their discussion highlights issues many students face—balancing expenses with limited budgets.Lead the students through the dialogue for language points,expressions on agreements and disagreements,and expressions on giving/taking/rejecting advice.Then ask students to have a look at the functional expressions in the Language Bank.Language points:●Agreement:That’s the point./That’s exactly my problem.●Partial agreement:Life at college should indeed be colorful,but we have to draw a linebetween what we need and what we want.●Disagreement:Come on…●Asking for advice:What’s your secret?/Tell me how./What shall I do?●Giving advice:I wouldn’t do that if I were you.●Rejecting advice:That never works for me!2.Discussion●Focus:This task is designed to have students reflect on their financial situations andspending habits.Through the discussion,students can gain greater self-awareness of sensible consumption and learn practical strategies from their peers.●Procedures:1.Divide students into small groups of four.Ask them to take turns to share in groups if they can live within their monthly budget and what actions they take when short on money.2.Then discuss in groups what they believe are healthy financial habits for students.Each member should contribute1-2ideas.3.Bring the class back together.Invite a few representatives to summarize their discussions.4.On the board,make a list of healthy financial habits for students based on their discussion. End up by encouraging students to cultivate healthy financial habits.Additional Resources for Teachers:Here are some suggested healthy financial habits for college students:-Make a budget and track spending:Know where your money is going each month and plan based on income and expenses.-Prioritize needs over wants:Spend money on necessities like food,housing,transportation first before entertainment,shopping,etc.-Save a portion of income:Put aside a percentage of any money you receive into savings. Having an emergency fund is important.-Limit eating out:Eating at the university cafeteria is much cheaper than dining out frequently.-Find free or low-cost entertainment:Take advantage of free events,student discounts,and splitting costs with friends.-Look for freebies and deals:Get free samples,use coupons and loyalty programs.-Establish a fun money allowance:Budget a set amount each week for non-essential spending.-Pay with cash:Studies show people spend less with cash.-Avoid impulse purchases:Give yourself time to think through a purchase.-Earn extra income:Get a part-time job or freelance work to supplement your budget.-Live within your means:Don’t try to keep up with others’spending.Focus on needs.3.Pair work●Focus:This task is designed to have students analyze proverbs related to personalfinances in pairs.This exchange allows students to articulate their financial philosophies while being open-minded to other stances.●Procedures:1.Ask students to review the list of money-related proverbs and select the one they most strongly connect with or find insightful.Students can also discuss one that is not on the provided list.2.Divide students into pairs.Explain to students that they will take turns to share their selected proverb and interpretation with their partner.They may agree or disagree with each other,but they should try to use the expressions that have been introduced.3.Then the teacher may ask some volunteers to share their understanding of a particular proverb with the whole class and see if others would agree or disagree with them.●Suggested Answers:Here are some suggested answers:No one is poor unless he thinks himself so.The proverb tries to persuade people never to be beaten by troubles or difficulties in life or lose hope and confidence in winning their fortune.As long as we believe in ourselves and work hard,we can one day realize our dreams and achieve what we want.Be penny-wise and pound-foolish.Don’t focus so much on saving pennies and nickels that you miss out on bigger opportunities. Being overly frugal about small expenses is counterproductive if you waste money in more significant ways.A fool can earn money,but it takes a wise man to save and dispose of it to his advantage. Financial wisdom involves more than just earning money.Knowing how to budget,save,and use money wisely is more beneficial in the long term.Invest for the future.Neither a borrower nor a lender be.Avoid both relying heavily on borrowed money and lending money to others.Too much debt burdens the borrower.Lending money can also strain relationships sometimes.4.Group work●Focus:This task provides an opportunity for students to research the financial situationsof their peers.●Procedures:1.Divide students into groups of four.Explain to students that each group will survey student expenditures.2.Ask students to review the survey template provided.They can add or modify questions as desired.3.Give students sufficient time to conduct the survey and gather results.Suggest a minimum sample size.4.In groups,students calculate and analyze the survey results.5.Each group should prepare a summary of key findings from their survey and the implications for money management.6.Each group will present their survey methodology,results,analysis,and recommendations to the class.7.After presentations,lead a class discussion reflecting on spending habits and budgeting needs revealed from survey outcomes.8.Optional:Have students write an individual reflection on how they might adjust their own finances and spending based on the survey findings.Activity21.ConversationThis dialogue depicts a married couple,Nick and Janet,arguing over their household finances and inability to budget effectively.They are frustrated by their lack of savings and mounting expenses.The conversation reveals issues stemming from their different spending habits, incomes,and attitudes about money management.This dialogue presents an opportunity for students to analyze techniques for successful financial collaboration in relationships.2.Pair work●Focus:This creative task requires students to analyze the core issues in the couple’sdispute over finances and find reasonable compromises that address each one’s concerns.Through this task,students will demonstrate empathy,communication skills,and problem-solving skills as they work to resolve the conflicting approaches to household budgeting.●Procedures:1.Have students work in pairs.Explain to students that they will play the role of Nick and Janet and resolve the couple’s budget dispute.Give students one minute to re-read the dialogue and analyze the issues presented.2.Have students act out their extended conversation.Remind them to reach a reasonable compromise.The dialogue should end with the couple agreeing on a household budget and financial plan. This may involve:-Deciding on overall savings goals-Creating spending categories with assigned amounts-Agreeing on a system for tracking expenses-Compromising on discretionary spending items3.Invite a few volunteers to perform their completed dialogues for the class.4.Lead a short discussion reflecting on the budget solutions presented.Which compromises were most reasonable?What communication tactics worked best?5.Optional:Have students write a short reflection on what they learned about managing finances as a couple.Sample DialogueNick:I still think we need to control our spending.What if we each have an allowance to spend entirely at our discretion?Janet:But we need transparency,not separation.I don’t want to ask you for money when I need it.Nick:You’re right,that doesn’t work.Hmm,what if we have a shared account for bills and household expenses that we both contribute to based on our incomes?Then the rest ispersonal spending money.Janet:That’s better,but it doesn’t address our different attitudes about what’s worth spending on.For example,you think my books are useless.Nick:Okay,true.I suppose I should be less critical about your minor purchases if you could attempt to somewhat reduce your larger expenses.Janet:Fair enough.And we should agree on our savings goals for the year.Let’s aim to save$5000for vacations and$3000for the kids’college.Nick:Alright,it’s a deal.Should we use an app to track where all the money is going each month?That way we can catch any leaks early.Janet:Definitely.Having it all visible will help us make better choices together rather than pointing fingers.As long as we’re open to each other and work as a team,I think we can do this!Nick:Me too.I’m sorry.This is new to us but I’m glad we talked it out.Janet:Apology accepted.Now,ready to go over these credit card statements?Full transparency!Nick:You got it!Let’s do this.3.Role-play●Focus:This role-play task is designed to have students practice managing householdfinances through an improvised dialogue.The goal is to collaboratively track expenses and deposits to gain skills in household money management.●Procedures:1.Have students work in pairs.In each pair,one student should be the“big spender”and the other be the“miser.”2.Explain to students that they will play the role of a married couple who will review the monthly account book together.Remind them to take on the opposing attitudes of their roles.3.Give students a few minutes to review the account book and prepare for the role-play.The big spender should be ready to justify lavish purchases.The miser should express concern over unnecessary spending.4.Invite a few pairs to present their role-plays for the class.Pairs should aim to reconcile their different spending habits and agree on a reasonable budget and financial plan.5.Lead a discussion on the challenges of synchronizing financial viewpoints with a partner and effective strategies to enhance communication.Sample DialogueMiser:Okay,let’s go over these expenses line by line.RMB557at the shopping center?! That seems extremely high.What did you buy?Big Spender:I got some new clothes for work and a nice pair of shoes.Can’t I treat myself every once in a while?Miser:I suppose,but we need to stick to our budget.RMB80for a football ticket also seems excessive when we could watch it at home.Big Spender:It was a special event!I got to see it live with my friends.Miser:Let’s try to limit recreational spending to RMB100a month going forward.Now,the RMB200at the beauty parlor?!What’s that about?Big Spender:A girl’s got to look good!It was for a haircut and highlights.I can’t help it if the salon is pricey.Miser:Maybe try a less expensive place next time.I think we can cut this category in half. As for the RMB120movie—watching at home is way cheaper.Big Spender:Okay,I see your point.I can cut back on some of these extra treats.But could I still get some personal fun money that I don’t need to justify?Miser:That’s fair.How about we each get RMB200in discretionary spending?And we’ll save more by cooking at home and looking for free entertainment.Big Spender:It’s a deal!I want us to reach our savings goals.And I appreciate that you keep us on track.Miser:Thanks for being open to compromise.Together we’ve got this budget thing down! Activity31.How much money does a student need per month?This text discusses appropriate monthly allowances for college students in China.It centers on a university student dissatisfied with her RMB2,000monthly stipend from her parents, which she argues prevents her from indulging in luxuries like her peers.The author counters that this amount should sufficiently cover a student’s needs,citing a survey showing average undergraduate expenses in major cities were under RMB2,000.Experts advise students to adjust consumption based on family income and remember that education is the priority over material comforts.The issue reflects a generation gap in attitudes toward money, consumption values,and life priorities between Chinese youth and their elders.It also highlights the challenges of managing personal finances independently for the first time as a young adult.The text provides broader commentary on the importance of developing healthy spending habits.2.Discussion●Focus:Through this task,students will analyze their financial attitudes and deepen theirunderstanding of responsible money management and consumption habits.●Procedures:Divide students into groups of four and ask them to share their answers to the questions with group members.Remind students that they should have one member take notes of the major points that group members have made.After the group discussion,the note-takers would report their group discussion to the class.3.Role-play●Focus:This role-play scenario aims to provide an interactive way for students tointernalize the text’s themes revolving around fiscal responsibility and independence.Students could also practice agreeing and disagreeing,as well as offering and accepting suggestions through talking about money issues.Procedures:1.Divide students into pairs.In each pair,one student should be Student A and the other be Student B.2.Give students two minutes to read their role cards and get into character.Students should think about how they would act in their assigned role and improvise conversation based on their role descriptions.3.After five minutes of role-playing,the teacher will invite some students to present their role-play to the class.5.To conclude,students share their experiences and discuss what they learned about from this activity,and the teacher will summarize the insights gained.Sample Dialogue:Student A:I can’t believe my parents haven’t bought me a laptop yet.How do they expect me to do my schoolwork without one?It’s ridiculous that they haven’t provided me with this basic necessity for studying.Student B:I’m sorry to hear you don’t have a laptop,but maybe your parents can’t afford one right now.My parents give me a monthly allowance that’s usually enough,but lately, I’ve been donating some of it to charity so I’m short on cash.Student A:Well,if I were you,I’d tell my parents to give me more money.They should be responsible for making sure you have everything you need as a student.Student B:I disagree.I think we need to learn to be independent and make sacrifices sometimes.Your parents probably want you to focus on your studies rather than expensive gadgets.Student A:I guess you have a point.I don’t need the latest laptop.I should be grateful that my parents provide for my basic needs.It’s admirable that you’re donating your own money to help others in need.Student B:Thank you.But now I’m worried about covering my expenses.Do you have any ideas on how I could earn some extra money?Student A:Hmm...you could tutor younger students or get a part-time job on campus.Let me know if you need help!Student B:Those are great suggestions!Thanks for your advice!Supplementary Activity1.Learn to spend sustainablyThe passage offers advice for developing healthy spending habits and avoiding financial issues stemming from overspending.It targets readers who struggle with impulse purchases or have trouble differentiating between wants and needs.2.Discussion●Focus:This discussion aims to have students reflect on their spending habits andevaluate the effectiveness of the tips for avoiding impulsive purchases.●Procedures:1.Explain to students that the goal of this discussion is to reflect on their spending habits and evaluate strategies for controlling impulsive purchases.Encourage students to be open about sharing their experiences.2.Invite a few volunteers to describe a time they made an impulsive e probing questions to understand their motivations.3.After a few students have shared,facilitate a whole-class discussion on the effectiveness of the tips provided in the passage.Ask students to explain their perspectives.4.Invite students who have tried any of the techniques to describe their experiences implementing them.Did the strategies help manage spending?Have each student identify one tip they would be willing to try and explain why they think it would work for them.5.Leave five minutes at the end for students to reflect individually on new insights they have gained about sustainable spending habits.Definition:Impulsive buying,or impulsive spending,is the tendency of a customer to buy goods and services without planning.When a customer makes such buying decisions at the spur of the moment,it is usually triggered by emotions and feelings.Description:Impulsive buying can’t be categorized for one specific product category. Impulsive buying can be seen in products such as chocolates,clothes,and mobile phones and in big-ticket items such as cars,jewelry,etc.Impulsive buying means making an unplanned purchase.It is based on an irrational thinking.Marketers try to tap this behavior of customers to boost sales.There is a great likelihood that customers end up making a purchase ofproducts after entering the hypermarket without any actual intent of doing so.Many mobile phone makers tend to exploit this trait in customers by introducing products that can be add-on gadgets for their mobiles such as fitness bands,etc.。
人教版新目标九年级英语Unit 10 You’re supposed to shake hands.的全单元教案
第 10 单元单元教材分析本单元重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。
其中有听力练习也有口语练习。
内容相对来说较简单，重点帮助学生练习“be supposed to do”的用法，在不断的练习中达到掌握以及熟练运用的目的。
单元教学目标知识目标：1、能够使用be supposed to do谈论不同国家人们初次见面时的礼仪2、掌握关键词：shake hands , bow , kiss ,custom3、句型: A: What are you supposed to do when you meet someone for the first time?B: We are supposed to shake hands/bow/kiss.4、句型“should have + done”能力目标：正确运用短语：be supposed to, should do something ,情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
单元训练重难点重点难点1、掌握本单元的生词。
2、学会使用be supposed to do谈论不同国家人们初次见面时的礼仪3、阅读短文，获得相关的信息。
4、掌握句型:A: What are you supposed to do when you meet someone for the first time?B: We are supposed to shake hands/bow/kiss.和句型“should have + done”1、灵活运用本单元的重点词语以及相关短语。
2、阅读短文，获得相关的信息的能力，理解并运用所学的词语及表达方式。
提高学生们的综合阅读能力。
初中英语九年级 Unit 10 Section B (1a-1d)说课稿
初中英语九年级 Unit 10 Section B (1a-1d)说课稿一. 教材分析本文选自人教版初中英语九年级Unit 10 Section B (1a-1d)。
本节课主要讨论了关于环保的话题。
通过本节课的学习，学生能够掌握如何描述一种现象以及提出相应的建议。
文章内容贴近学生生活，有助于激发学生的学习兴趣，提高他们的环保意识。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型。
但是，对于一些复杂的句子结构和词汇，他们可能还需要进一步的引导和帮助。
此外，学生的学习兴趣和动机对于英语学习来说非常重要，因此在教学过程中，我将注重激发学生的学习兴趣，提高他们的环保意识。
三. 说教学目标1.知识目标：学生能够掌握有关环保的词汇和表达方式，如pollute、protect等；能够理解并运用目标句型描述一种现象并提出相应的建议。
2.能力目标：学生能够听懂、说出一篇关于环保的短文，提高他们的英语口语表达能力。
3.情感目标：通过本节课的学习，学生能够提高环保意识，树立环保观念。
四. 说教学重难点1.重点：学生能够掌握有关环保的词汇和表达方式，能够理解并运用目标句型描述一种现象并提出相应的建议。
2.难点：学生能够听懂、说出一篇关于环保的短文，提高他们的英语口语表达能力。
五. 说教学方法与手段1.交际式教学法：通过小组讨论、角色扮演等方式，让学生在实际语境中练习英语，提高他们的口语表达能力。
2.情境教学法：创设生活情境，让学生在真实的环境中学习英语，提高他们的学习兴趣。
3.任务型教学法：通过完成具体任务，让学生在实践中学习英语，提高他们的学习动机。
六. 说教学过程1.导入：通过展示一些环保的图片，引导学生谈论环保话题，激发他们的学习兴趣。
2.新课呈现：让学生听一篇关于环保的短文，并回答相关问题，帮助他们理解短文内容。
3.操练环节：学生分组进行角色扮演，模拟生活中的一些环保场景，练习英语口语。
全方位商务英语口语(第三版)Unit (10)
Topic: The Future of Business Roles: a panel leader two university students two university teachers
The whole class work in groups of 4−5 to form the panel for discussion. Each student selects a role, and prepares a talk. Take your side and express your opinions on the above issues. Raise some possible solutions, which are to be further discussed. The group leader conducts the discussion. It is the responsibility of the leader to make sure that each member has a say and that the discussion goes on smoothly. The group leader will finally sum up the group opinions. One or two groups will be invited to present their ideas in class. The class will work together to discuss what to do when facing the popularity of e-life.
Work in groups of 4−5. Interview your group members on the issue of “high-tech etiquette rules” and collect as much information as possible and find out their opinions. Think about the following questions and exchange ideas with your group members. Support your points with examples. What are people’s overall attitudes towards using high-tech equipment, such as email, cell phone? Are they essential in people’s life? Do people have any complaints about using them? During the discussion, fill in the following table and summarize the findings.
导游英语口语-Handling Customer Complaints
Unit 10 Handling Customer Complaints
E: In my opinion, the other important reason may be that by showing tourists around the stores a lot, the guide can kill a lot of time and save a large amount of energy rather than by guiding them in a scenic spot.
Dialogue Ⅱ: A complaint about Tour Guide Service Scene: A guest (G)complains to the manager (M)of a local travel agency by phone. M: Good morning. Sunshine Travel Service. May I help you? C: This is Li Yin speaking. I have a complaint about your tour guiding service. M: I'm sorry, what has happened, Mr. Li? C: According to the schedule of the day tour, we should have visited the Summer Palace, but the guide skipped it off on the pretext of not having enough time. Actually, he took us to go shopping in three stores. Such behavior has hurt us.
服务行业英语口语培训PPT
2024/8/17
19
Unit 3 Booking a Hotel Room 预订酒店房间
Key Words (关键词汇) hotel / hEu´tel / n.旅馆 clerk / kla：k/ n.职员 customer / ´kQstEmE / n.顾客 date / deit / n.日期 last name 姓 reserve / rizE：v / v.预订 separate /´sepErit / a.单独/分开的 shower / ´∫auE / n.淋浴 pension / ‘pen∫En / n.伙食 I nclusive / in´klu：siv / a.包括的 check / t∫ek / n.支票 deposit / di´pCzit / n.定金
这儿离机场多远？ T：It′s about an hour′s drive .
开车大约1小时的路程。 P：I need to get there before eight . Can we make it ?
我得在8点前到机场。我们能赶到吗？ T：I can′t promise , but I′ll do my best .
3．Which counter should I go for checking in ? 我到哪个柜台办理登机手续？
4．Can I see your ID , please ? 请您出示身份证件。
5．What time will boarding start ? 什么时候可以登机？
2024/8/17
H：Certainly ,Two separate rooms with shower and bath .Full pension. 当然可以，两间独立的房间，带有淋浴和浴缸。伙食全包。
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Unit 10 Curiosity and Ignorance
1 A. What’s that? B. You don’t know? It’s a laptop computer. Sometimes people call it notebook computer. I’m surprised that you’ve never seen one before. A. Well, no…I’ve only seen those really large computers that sit on the top of desks. Do they work the same? B. Of course. Desktop computers and laptop computers function in the same way. A. I really need to learn more about computers, don’t I?
Unit 10 Curiosity and Ignorance
4 A. Did you hear Xiao Wang? He just asked that foreign lady her age? B. You’re kidding? Doesn’t he know it is impolite to ask a foreigner his or her age? A. He probably doesn’t know that custom. He doesn’t know very much about foreigners and their ways. B. yeah, he’s a little ignorant of the outside world. But he has a good understanding of Chinese customs and appropriate behavior here at home. By the way, I wonder why foreigners are so sensitive about revealing their ages? A. I’m not sure. I think they like to give the impression that they are young. They feel flattered to be thought younger than they actually are. B. How strange! I would like to appear older so I can get more respect!
Unit 10 Curiosity and Ignorance
3 A. Excuse me, I don’t mean to be noisy, but I wonder if you can tell me how old you are? B. I beg your pardon? A. I was wondering about your age. B. Well, I’m sorry, but that is none of your business. A. I’m sorry . I didn’t mean to offend you. B. Oh, don’t take it personally. I never tell anyone my age.
Unit 10 Curiosity and Ignorance
Listen and Speak
Challenge to Speak
Topic to Discuss
Funsity and Ignorance
Listen
and
Part A
Speak
Unit 10 Curiosity and Ignorance
Challenge
to
Part B
Speak
Unit 9 Defining and Exemplifying
Topic
to
Part C
Discuss
For Fun
Smart Riddle
Which word starts with T, ends with T, and can be full of T?
Unit 10 Curiosity and Ignorance
2 A. I’m curious. My foreign teacher told me that March 17th is St Patrick’s Day. I don’t know what that means. Can you help me. B. I heard that St Patrick’s Day is a religious festival that is celebrated in the English-speaking countries in the west, mainly by the people of Irish decent, but also by others. A. How do people celebrate this day? B. Some cities hold parades. There is a superstition that says you must wear green on St Patrick’s Day. If not, others have permission to come up and pinch you. On St Patrick’s Day, everyone who wants to get into the spirit of the day wears green. A. Hmm, it sounds very interesting. B. It’s all just for fun.
Answer: teapot.