网站地图
【www.hy-hk.com--教师节祝福语】
新编大学实用英语教程第二册教案unit 1
UNIT1 Teaching Plan
序号
1
课程
1
班级
教师
周次
课型
日期
主任签字
Unit 1
Love
Listening , Speaking practices
Teaching Objectives:
1. talking about their relationships at school
2. listening short dialogue and conversation
Teaching Important and Difficult Points
1. listening a dialogue and monologues
2. diction and answer questions
Teaching Methods
Communicative Teaching Method; Audio-visual Teaching Method
Teaching Aids
Multi-media teaching ,such as audio and video files.
Teaching Process
Teaching process design
Step I.(4mins)
Match the following pictures to the sentences
Step II. (5mins)
discuss what love is with partner.
Step III.(3mins)
Watch the short video The Other Pair. Answer the following question.
Letting it go or holding on, which is better?
Step IV.(5mins)
1. Listen to the dialogue and fill in the blanks.
2. Listen to the dialogue again and decide whether the following statements are true (T) or false (F)
Step V(5mins)
Listen to the monologue and answer the following questions by students.
Step VI.(3mins)
Listening the monologue again and give the keys to students.
Step VII.(3mins)
Introducing Festival knowledge
Introducing Qi Xi Festival and Valentine's Day
Step VIII.
(2mins)
Listen to the radio and read the words and phrases loudly
Step IX.
(5mins)
Speaking
Discuss what do the students do for their first date.
Step IIX.
(5mins)
Brainstorm
Watch the video The Other Pair. What is your choice? Leaving the only shoe to the poor boy, or keeping the only shoe as a kind of regretful memory? Discuss with your classmates and share your opinions in the class.
Step IIX.
(5mins)
1. Listen to the radio about Functional-sentence Bank and repeat loudly.
2. Use the words and phrases in the Brainstorm and Functional-sentence Bank to prepare a dialogue or brief speech with your partner, and then present it in your class. You may refer to the following situation prompts for ideas.
序号
2
课程
1
班级
教师
周次
课型
日期
主任签字
Unit 1
Love
Lead-in; New Words and Text Analysis
Teaching Objectives:
1. retell the main idea of the passage
2. to comprehend the new words and phrases of text A
3. use the suitable forms of words or phrases to fill in the blanks in sentences
4. have a idea of some grammar which had appeared in the text A
Teaching Important and Difficult Points
Words and Phrases of A and B level;
Sentence structure and words forms;
Difficult Sentence Analysis and main idea of text
Teaching Methods
Presentation; Communicative Teaching Method; Audio-visual Teaching Method
Teaching Aids
Multi-media teaching ,such as audio and video files.
Teaching Process
Teaching process design
Step I.
(3mins)
Pre-reading Questions
Choose students to answer the pre-reading questions.
Step II. (7mins)
Step I Lead in of text A
Let students fast reading the text and summary the main idea of whole passage and each paragraph,
Main Idea of whole passage: the passage will tell about the orientation week.
Paragraphs
Main Ideas
1
The author receives a gardenia every year.
2
The author guessed what the giver of flowers might look like.
3
The author hopes the flower giver is as she thinks.
4
Mother wants her child to be like a gardenia.
5
That was the year the gardenias stopped coming.
Step III.(18mins)
Intensive Reading
1. Students read the text again and find out the answers to the while-reading questions
2. Teacher and students read the words and expressions together
3. Teacher explain the sentence structure and grammar of text A
Words & Expressions of Text A
Vocabulary of student book
1. mystery n.
谜；神秘的事物；推理小说
e.g. They decided to turn the machines on this mystery virus.
他们决定用新机器测试这个神秘的病毒。
2. gardenia n.
栀子花；栀子属植物
e.g. I love the beauty of gardenia, and the smell of fragrance.
我喜欢栀子花的美丽，喜欢它的香味。
3. deliver v.
交付，发表，递送
e.g. On the other hand when you do align business and IT and deliver solutions that are used, every one wins.
另一方面，当你使业务与IT结合在一起，交付可用的解决方案时，就获得双赢。
4. purchase v.
n.
购买；赢得
购买
e.g. So in this case, we only model browse, select, purchase and pay.
因此，我们在本例中，只为浏览、选择、购买和支付建模。
【派】purchase . n.
竞争者；购买
e.g. I hit the purchase button.
我点击了购买按钮。
5. identity n.
身份；同一性，一致；特性
e.g. Passports are usually used to prove the identity of the traveller.
护照往往用来证明旅游者的身份。
6. magical adj.
魔术的；有魔力的
e.g. In nature, those are magical moments.
那是大自然中最迷人的时刻。
7. daydream vi.
做白日梦；幻想
e.g. Let yourself daydream, but try to stay conscious as you do it.
让自己做做白日梦，但在这过程中要保持清醒的意识。
8. contribute v.
捐献，捐助；促成
e.g. In fact, they do contribute money to the community which is as it should be.
事实上，他们的确向社区捐钱，这也是他们应该做的。
9. appreciation n.
欣赏，鉴别；理解；感激
e.g. “My mum gave me an appreciation for the underdog”, he said.
“我的妈妈给了一颗让我欣赏失败者的心”，他说道。
10. unload v.
卸；摆脱…之负担，倾诉
e.g. Unload jobs can be grouped together with load jobs in the same project.
卸载作业可以和同一项目中的加载工作组合在一起。
11. grocery n.
食品杂货店
e.g. My sisters and I loved to go to grocery shopping with our mother when we were little.
小时候，我和姐姐妹妹经常喜欢和妈妈一起去食品杂货店购物。
12. lovable adj.
可爱的；讨人喜欢的
e.g. As I see it, pandas are more lovable than monkeys.
我认为，熊猫比猴子更可爱。
13. imaginative adj.
富于想象力的，有创造力的
e.g. The youngest children were unable to make the imaginative leap into someone else’s mind.
年幼的孩子们不能做出富有想象力的跳跃进入另外某个人的想法。
Useful Expressions
be delivered to some place
被送到，被交付到……
e.g. If you subscribe to the newspaper, it will be delivered to your door.
如果你订了这种报纸，就会给你送报上门。
in vain
徒劳，无效果
e.g. I tried in vain to get Sue to come with us.
我试着让苏和我们一起来，但失败了。
contribute to
有助于，促成；捐献
e.g. Your hard work contributes greatly to your success today.
你今天的成功归功于你的努力。
prefer to
更加喜欢，宁愿
e.g. The important point is that many drivers prefer to parallel park themselves.
重要的一点是许多司机更喜欢平行停车。
much like
非常像
e.g. A good reader is very much like a driver. He must change his reading speed to fit what he is reading.
会读书的人就像一个司机，他必须根据所阅读的材料来改变阅读速度。
Step IV.(3mins)
Introducing Secrets of flowers
Step V.(14mins)
Sentences and Grammar Focus
1. Teacher lists the language points that should be grasped by Students.
2. Teacher gives more examples to illustrate the new words or sentence patterns.
Language Points:
Explanation of the first paragraph 1
【原文】Every year on my birthday, from the time I turned 12, a white gardenia was delivered to my house in Bethesda, Md.
【分析】“Every year on my birthday”、“from the time I turned 12”两个时间状语，前一个表示“a white gardenia was delivered”具体时间；后一个表示整句发生的时间起点。
【原文】After a while I stopped trying to discover the sender’s identity and just delighted in the beauty and heady smell of that one magical, perfect white flower.
【分析】整句为“I stopped doing... and just delighted in ...”, 是and并列句。“the beauty and heady smell of---”亦为and并列短语。
e.g. To my teacher I dedicate this dictionary in token of affection and gratitude.
我谨以此词典献给我的老师，以表示对他的爱戴和感激之情。
Explanation of the second paragraph 2
【原文】But I never stopped imagining who the giver might be.
【分析】“But I never stopped doing ...”句型。“who the giver might be”为“imagining”的宾语从句。
e.g. She is a girl who loves unwisely. 她是一个恋爱轻率的姑娘。
【原文】Some of my happiest moments were spent daydreaming about someone wonderful and exciting but too shy to make known his or her identity.
【分析】本句主体是“”Some moments were spent doing ...”。 “someone wonderful and exciting”为定语“wonderful and exciting”后置修饰“someone”。 “... too shy to make ...”为“too ... to ...”句型“太……而不能……”。
e.g. Now if he was too stupid to have it, then of course he would have been liberated into the realm of action.
如果他因为太愚昧而不能有这种幻想，那么当然他能自由行动。
Explanation of the third paragraph 3
【原文】She would ask me if there was someone for whom I had done a special kindness who might be showing appreciation.
【分析】“ask me if ”，if从句做“ask”宾语从句。而“there was someone for whom I had done a special kindness who might be showing appreciation.”句中，“for whom”做“someone”的定语从句中“I had done a special kindness for whom...”,因而用宾格“whom”；而“someone...who might be showing appreciation”用主格“who”。
【原文】As a teenager, I prefer to imagine that it might be a boy I had a crush on or one who had noticed me even though I didn’t know him.
【分析】主体句型：“ I prefer to do that ( 从句 )”。“that”引导的宾语从句“it might be a boy... or one who... ” who 引导一个定语从句“ who had noticed me even though I didn’t know him”
Explanation of the fourth paragraph 4
【原文】In truth, my mother wanted her children to see themselves much like the gardenia—lovely, strong and
perfect—with a quality of magic and perhaps a bit of mystery.
【分析】主体句型：“... my mother wanted her children to see themselves much like ...”。
Explanation of the fifth paragraph 5
【原文】That was the year the gardenias stopped coming.
【分析】强调句型“That was the year（that）”。“... the year (that) the gardenias stopped coming. ”中“the year”是先行词，“the gardenias stopped coming”是定语从句。
【延伸】强调句型引导词可以是“it”也可以是“that”；定语从句引导词“that”常常省略。
e.g. That should be the mother who raised five great sons including two generals, two professors and an artist.
那是养育了五个孩子的伟大母亲，包括两个将军，两名教授和一名艺术家。
e.g. We will never forget the days that we spend together, singing and dancing.
我从来都不会忘记我们一起唱歌、跳舞的日子。
Step VI.(3mins)
Activity 1 Reading comprehension: Choose the best answer according to the text.
Key: 1. D 2. A 3. C 4. A 5. D
序号
3
课程
1
班级
教师
周次
课型
日期
主任签字
Unit 1
Love
Exercise, Grammar and Translation
Teaching Objectives
1. Fill in the blanks with the proper form of the words given in the brackets.
2. Choose the best answer to complete each sentence.
3. Translate the following sentences into English with the expressions given in the brackets.
Teaching Important and Difficult Points
1. The conversion of nouns, verbs, and adjectives
2. Sentence structure and words forms;
3. The Usage of words' multiple meanings in translation
Teaching Methods
Presentation; Communicative Teaching Method; Audio-visual Teaching Method
Teaching Aids
Multi-media teaching ,such as audio and video files.
Teaching Process
Teaching process design
Step I.(10mins)
Exercise of Text A (The student book P12)
Activity 2 Fill in the blanks with the proper forms of words given in the brackets .
1. Nowadays, more and more restaurants offer free _________( deliver) for takeaways
ordered online in China.
2. Believe it or not, but it was true that the boy with poor hearing grew up to be
an______ (imagine ) artist.
3. Have you_________ (load ) the car after you got back from the supermarket?
4. Her kindness makes her a_________ (love ) person in the neighborhood.
5. The__________ ( mystery) flower delighted the girl for days.
Key to Activity 2 1. delivery 2. imaginative 3. unloaded 4. lovable 5. mysterious
Activity 4 Translate the following sentences into English with the expressions given in the brackets.
1. 给我们打个电话，我们就会把花送到您的家门口。（be delivered to)
_________________________________________________________________2. 他的努力没有白费，最终他获得了硕士学位。（in vain)
_________________________________________________________________
3. 和平、安定、统一能极大地促进一个民族的发展。（contribute to)
_________________________________________________________________4. 许多住在城市的人更喜欢住在农村。（prefer to )
_________________________________________________________________
5. 你很像我的英语老师，既善良又耐心。（much like)
_________________________________________________________________
Key to Activity 4
1. Give us a call and the flowers will be delivered to your door.
2. His efforts were not in vain. He finally succeeded in gaining a master degree.
3. Peace, stability and unification contribute most to the development of a nation.
4. Many people living in cities prefer to live in the country.
5. You are very much like my English teacher, kind and patient
Step II. (15mins)
Step II
Activity 3 Grammar: Fill in the blanks with the proper forms of words given in the brackets.
1. It is only through practice_____one will be able to drive skillfully.
A. what B. who C. which D. that
2. Not until many years later ______ known.
A. the whole truth became B. did the whole truth become
C. the whole truth become D. the whole truth had become
3. ______ the first to use nuclear weapons.
A. At no time China will be B. Never China will be
C. At no time will China be D. Will China never be
4. It was not__ _____ she took off her hat_____I realized she was a famous movie star.
A. When; that B. until; that C. until; when D. when; when
5. It is the ability to do the job______ matters, not where you come from or what you are.
A. what B. one C. that D. it
Key to Activity 3 1. D 2. B 3. C 4. B 5. C
Grammar knowledge complement
强调句型（Emphatic Sentences ）
一、强调的基本用法
1. 采用某个单词短语强调，如only, ever, just, alone, very, still, must, too, a great deal of, by far, a lot 进行强调。一般这些词位于被强调成分之前，very 一般在the, this ,that, my, her等限定词和名词间。
e.g. Only when he had handed in his exam paper, did he realize he had forgotten to write down his name.
当他交上试卷时才意识到他忘记了写名字。
2. 采用助动词（do）表示强调，用did, do, does, 助动词放在谓语动词前强调谓语。
e.g. He did tell all that had happened to him.
她确实讲了在他身上发生的一切。
e.g. She does get up early.
她的确起得很早。
e.g. Do be careful next time.
下次一定要小心。
3. 某些有否定意义的词用作状语位于句首时，采用倒装强调句子成分，如：never, seldom, little,not until, not only…but also…, at no time, no sooner…than, hardly…when。
e.g. Never have I found him in such a good mood.
我从没见过他有这么好的心情。
e.g. Hardly had he finished his work when the telephone rang.
电话铃响起的时候，他恰好做完了工作。
e.g. Seldom do I get invited into his office alone.
我很少独自被邀请到他的办公室。
4. 采用强调句型
（1）what…is / was…;
（2）It is / was + 强调成分 + that / who / whom + 句子其他成分；
（3）if ever 用于引导从句，加强主语；
（4）on earth, in the world 用于疑问句中强调，表示“究竟”的意思。
5. “It is/was + 被强调成分 + that / who”结构，被称之为it 强调句型，其中it 没有意思，只帮助改变句子的结构，使其中的一个成分受到强调，被强调的部分通常是主语、宾语或是表示时间、地点和原因的状语。其用法可用下表简明表示
用法
例句
强调句型可以强调的句子成分通常为主语、状语、宾语等，不能用来强调谓语、表语、让步状语及条件状语。
It was in the railway station that I met my old classmate on Monday.
我星期一是在火车站遇到老同学的。 （强调地点状语）
It was on Monday that I met my classmate in the railway station.
我是星期一在火车站遇到老同学的。（强调时间状语)
It was my classmate that I met in the railway station on Monday.
我星期一在火车站遇到的是我的老同学。（强调宾语）
强调句型中连接词一般用that, 如果被强调的部分指人, 可以用who / that, 其他一律用that 不能用which, where, when 等。
It was in the park that we met the inspectors this morning.
今天早晨我们是在公园里遇到检察员的。
在强调结构中， be 动词一律用is / was 形式，如果原句的谓语动词是一般过去式，就用 was。
It is the monitor who wins the first prize in the competition.
这次比赛荣获第一名的是班长。
until 引导的时间状语从句可以用在强调句型中，其结构为It is / was not until...that...
It was not until the class began that he came in.
他直到上课时才来。
当强调的是主语时，其谓语动词应和被强调的人和物保持人称、数的一致，如果被强调的主语是人称代词，可以用主格也可以用宾格。
It was I / me who cleaned the classroom.
是我打扫的教室。
①注意“be”的数和时态。be 在句中总是单数形式，没有复数形式。它的时态通常只有两种：is和was。若原句的谓语动词是各种现在或将来时态，则be 的形式应为is ；若原句的谓语动词是各种过去时态，则be 的形式应为was。
e.g. It is a magazine that Mary will give me tomorrow.
玛丽明天要给我的是一本杂志。
e.g. It is tomorrow that we are going to have a meeting.
我们要开会的时间是明天。
e.g. It was John and Mike who/that saw Mary in the street last night.
约翰和迈克昨晚在街上遇见了玛丽。
②只有强调作主语用的人时，才用It is / was...who..., 强调其他形式的主语、宾语或状语时，都可用It is / was...that...
e.g. It is the teacher who teaches me how to be a respectable man.
就是这位老师教我们如何成为一个值得尊敬的人。
e.g. It is English that Prof. Li teaches us.
李教授教我们的是英语。
e.g. It was in the street that I saw Li Hua that morning.
就是在这条街上，那天早上我遇见了李华。
e.g. It was in 1988 that I worked in a factory.
那是在1988 年，我在一个工厂上班。
③ 即使被强调的主语是复数形式，it 后面的谓语动词也要用单数形式is 或was。
e.g. It is they who / that often help me with my English study.
就是他们经常帮助我学习英语。
e.g. It was John and Tom who / that cleaned the classroom yesterday.
就是约翰和汤姆昨天打扫了教室。
e.g. It was only the two passengers who / that got hurt.
只是这两位乘客受伤了。
④ 在强调时间、地点、原因、行为方式等状语时，被强调的部分后面不能用when, where, why, how, 而是用that。
e.g. It was only when I reread his poems recently that I began to appreciate their beauty.
只有当我最近再次阅读他的诗歌时，我才开始欣赏它们的美。
e.g. It was because his mother was ill that he did not go to the party.
是因为他妈妈病了他才没去参加聚会。
e.g. It was only with the help of the local guide that the mountain climber was rescued.
在当地导游的帮助下，那个登山者才得以获救。
⑤ 此结构不能用来强调谓语动词。若要强调谓语动词，则要在谓语动词的原形前面加上助动词do，does 或did。
e.g. I do like ice cream.
我确实喜欢冰激凌。
e.g. Mr. Wu did teach us English 3 years ago.
吴先生确实在3 年前教我们英语。
e.g. She does talk a lot, does not she?
她说的实在太多了，不是吗？
⑥ 被强调的成分为原句的主语时，that / who 之后的谓语动词应与被强调的名词或代词在人称和数方面保持一致关系，从而选用恰当的动词形式。
e.g. It is you who / that are wrong.
就是你错了。
e.g. It is I who/that am answering the question.
是我在回答问题。
但是如果被强调的部分是人称代词，按理应用人称代词主格形式，但在口语或非正式文体中也可以用其宾格形式，此时that / who 的谓语动词要用单数第三人称形式is 或was。例如：
e.g. It is me who is being asked the favor.
是我在被求助。
另外在It is / was..., not...that... 句型中，其谓语动词应与肯定部分的词保持一致关系。例如：
e.g. It is my brother, not I that studies in that school.
是我哥哥，不是我，在那所学校读书。
e.g. It is you, not your sister that are in charge of the company.
是你，不是你姐姐，在管理这家公司。
⑦感叹句的强调结构，既要体现强调句型的形式特征，又要体现感叹句的自然语序。
e.g. How happy he looks! → How happy it is that he looks!
他看起来好开心啊！
e.g. What a clever boy he is! → What a clever boy it is that he is!
多么聪明的男孩！
⑧强调结构的疑问形式：强调一般疑问句中的某一成分时，要在主句中用一般疑问句的顺序。
e.g. Was it you that / who broke the window?
是你打破窗户的吗？
e.g. Was it in the war that he lost his son?
他是在战争中失去了儿子吗？
强调特殊疑问句中的疑问词，其结构模式是：“疑问词+ is / was + it +that...”。它同感叹句的强调模式极其相似，首先将疑问句开头的部分作为强调部分，套入强调结构，然后再将其变为疑问句。
e.g. Where were you born? → Where was it that you were born?
哪里是你的出生地？
e.g. What did you want to see? → What was it that you wanted to see?
你想看的是什么？
e.g. How many people are being trained for the special work? →How many people is it that are being trained for the special work?
有多少人正在接受这项特别工作的培训？
⑨在强调“not...until...”句中的时间状语时，要用固定形式“It is / was not until...that...”, 且that从句的谓语动词要用肯定式。
e.g. It was not until he had finished the work that he went home.
他直到完成工作才回家。
e.g. It was not until 12 o’clock last night that my brother came home.
昨晚，我哥哥直到十二点才回家。
二、如何区分强调句型与定语从句、主语从句、状语从句
一般来说，如果把句子中的“It is / was…that”去掉，然后对语序稍加调整，能还原成完整的句子且句子意思依然完整的为强调句；否则应为其他句式。
e.g. It was a small house that I used to live in.
这是我过去住过的小房子。（定语从句）
e.g. It was at the school gate that I met an old friend of mine.
我是在学校门口遇到老朋友的。（强调句型）
e.g. It was eight o’clock that we reached the small town.
我们到小镇时是8点钟。（时间状语从句）
e.g. It was at eight o’clock that we reached the small town.
我们是8点钟到达小镇的。（强调句型）
Step III
(15mins)
Writing
Supplementary knowledge of writing
请柬/邀请信(Invitation Card / Letter)
这是一种正式的邀请信。请柬的格式严谨而固定。一般适用于较庄重严肃的场合。格式一般为：
第一，说明邀请对方参加什么活动、邀请的原因是什么;
第二，将活动安排的细节及注意事项告诉对方, 诸如时间、地点、参加人员、人数，做些什么样的准备及所穿的服饰等;
第三，为了方便安排活动，如有必要，可注明请对方予以回复能否应邀及还有哪些要求等。
写请柬时的注意事项：
• 邀请人和被邀请人要用第二人称，参加活动的时间地点也要写得清楚明确。
• 希望被邀请人收到请柬后给予答复的，则须在请柬上注明R.S.V.P 或r.s.v.p. 字样，意为“请答复”。有时为了方便联系，可留下自己的电话号码或地址。
• 对参加活动的人有什么具体要求可简单的在请柬上注明，比如对服装的要求，要求穿礼服时，须在请柬的右下角注明Dress ：Formal ；较随意时可用：Dress ：Informal。
常用句型：
• 一般的邀请信
I am writing to invite you to... 我写信是想邀请你……
I think it would be a great idea if you could participate in...
我想如果你能参加……将是一个非常好的主意。
I wonder if you can come… 我在想你是否能来参加……
How would you like to join us in…？ 你想不想来参加我们的……？
Would you please drop me a line to let me know if you can come to…？
你可以写封短信来告诉我你能否来……？
My family and I would feel much honored if you could come.
如果你能来我们全家都将感到不胜荣幸。
I really hope you can make it. 我真的希望你能来。
We would be looking forward to your coming with great pleasure.
我们高兴地期待着你的到来。
I would like to meet you there and please let me know your decision soon.
我希望能在那见到你，请早点让我知道你的决定。
请柬句型
I’d like...to come to dinner. 非常希望……共进晚餐。
request the pleasure of ... 恭请……
The favor of a reply is requested. 敬赐复函。
May I have the honor of your company at dinner? 敬备菲酌，恭请光临。
Thank you for inviting us to dinner. 谢谢您邀请我们共进晚餐。
I hope you’re not too busy to come. 我期望您会在百忙中光临。
The reception will be held in ..., on... 招待会定于……在……举行
We sincerely hope you can attend. 我们期待您的光临。
We are looking forward to ... 我们期待着……
We have decided to have a party in honor of the occasion. 为此我们决定举办一次晚会。
Please confirm your participation at your earliest convenience. 是否参加，请早日告之。
回复柬时的注意事项：
对于别人的邀请，应该给予及时的、有礼貌的答复。如果你不能赴约，主人好另作安排。对于邀请信，在复信时应该明确地说明是接受还是不接受。在你的回信中不能使用模棱两可的话，应该明确地说明是去还是不去。
对正式邀请，通常用第三人称答复，不用签名，文字简短；对非正式邀请，作书面答复时，通常用第一人称，要签名，而且要有一个较大段落，或分成几小段。表示应邀时，要对受到邀请表示高兴，包括：感谢对方的邀请；愉快地接受对方的邀请；表示期待应邀赴约的心情。在回信中要重复写上邀请信中的某些内容，如几月几日、星期几、几点钟等等，这样可以纠正你或者主人可能弄错了的日期和时间。
对于正式邀请的谢绝，一般用第三人称写，不必签字；对于非正式邀请的谢绝，一般用第一人称写，并要签名，其内容包括：首先感谢对方盛情邀请，并对不能应邀赴约表示遗憾；具体说明你不能践约的原因；最后表示相信今后一定会有机会见面，或向邀请人致以问候。
回复的格式与邀请信一致。
如果是关系非常好的朋友，也可以通过电话表示接受或拒绝。
常用句型：
I would be very pleased (happy, delighted) to accept (come to)...
Thank you for your...
Thank you for your invitation...but unfortunately...
I am sorry but I simply can’t come.
Step IV
Homework
1. complete writing
2. recite the words and expressions of text A.
3. Use the computer to make a beautiful greeting card to invite students to the costume party.
Step V. (5mins)
Enjoy Yourself
enjoy a song
Where do I begin—Love Story
-- Andy Williams
Where do I begin 我该从何讲起
to tell the story of how great a love can be? 向轻风讲述爱情的神秘
The sweet love story that is older than the sea. 海般久远的爱是那样甜美瑰奇
The simple truth about the love she brings to me. 她曾给我多么难忘的回忆
Where do I start? 我该怎么讲起
With her first hello, 第一次含笑
she gave new meaning to the empty world of mine. 她将第一线光芒带进我的世界
There'll never be another love, another time. 再不会有如此的爱，如此温暖的时节
She came into my life and made the living fine. 她曾闯进我的生活让一切都鸣声喈喈
She fills my heart. 她滋润着我全部的心!
She fills my heart with very special things. 她滋润着我全部的心，用非常不可思议的东西
With angels' songs, with wild imaginings. 用天使的轻歌，用未曾有过的希冀
She fills my soul with so much love. 她滋润着我的灵魂，用如此多的爱
That anywhere I go, I'm never lonely. 让我无论去什么地方，都永远不会孤独
With her around, who could be lonely? 有她在身边，谁还会去孤独
I reach for her hand. It's always there. 我触摸她的手，它永远都会在
How long does it last? 这爱情会持续多久?
Can love be measured by the hours in a day? 或者，爱情可以用一天里的几小时来计数吗?
I have no answers now but this much I can say: 我不敢说现在就有了答案除了下面这句话:
I know I'll need her till the stars all burn away 直到群星燃尽，我也一直需要她
and she'll be there 她也一直都在
