实用综合教程教案

Unit 1 Education

I. Lead-in and Exploring the Topic

Lead-in

Question 1:

Do you know anything about Bill Gates such as his life and his educational background?

Pre-class: Have the students do some research work about Bill gates.

In-class: Have the students present what they have learned from their research in class.

Hint :

1) birthday and birthplace: October 28,1955;Seattle, Washington

2) educational background: public elementary school---private school---Harvard University in 1973-1975 (education not completed)

3) career: chairman and chief software architect of Microsoft, the world’s largest and most profitable software company

4) main events in his life:

a. beginning programming computers at age 13;

b. developing a version of the programming languages BASIC for the first microcomputer in Harvard;

c. founding Microsoft Corporation in 1975 at the age of 19

5) jokes about Bill Gates:

a. One day, a messenger from hell went to Bill Gates and said, ”I have two messages for you. One is good and other is bad. Which do you want to hear first? “ Gates thought for a while and answered, “ I want to hear the good message first,” the messenger said, “the good message is that every computer in hell uses Windows.” “ oh, that’s great! And how about the bad message?” “ the bad message is wrong with Windows. Would you come down with me to fix it

Question 2:

Why do you think education is important for you?

Hint: education is important for everyone:

1) it helps to develop sound personalities;

2) it helps to cultivate positive attitudes toward life

3) it provides students with a variety of useful knowledge and skills for

their future career;

4) it exposes students to different cultures and enables them to know the

world better.

Exploring the Topic

Directions: In this section, you'll hear a short talk about the importance of body language. While listening, choose the best item to complete each of the following statements according to the information you hear.

1. Without ________ we cannot communicate.

2. ________ of communication is in the tone of voice.

3. The following are suggestions for successful communication except

________.

4. Your voice should tell people that ________.

A. you have a nice voice

B. you are not afraid of talking A. standing and walking in a good way

B. making good eye contact

C. moving your hand, arm, or head

D. wearing clean clothes A. 38%

B. 55%

C. 7%

D. 48% A. words

B. body language

C. tone (语气)

D. eye contact

C. you are good at speaking

D. you believe in yourself

II. Background information

1. BILL GATES

William. Gates is chairman and chief software architect of Microsoft

Corporation, the world’s largest and most profitable software company. And he is also the richest man in the world. Gates was born in 1955, in Seattle, Washington. Gates attended the private Lakeside School. There, he discovered his interest in software and began programming computers at age 13. Gates went off to Harvard University in 1973with the original intention of becoming a math professor. It was during his Harvard days that he and his friend developed BASIC, the

programming language for the first microcomputer. Gates left Harvard in 1975 without completing his university education. He started Microsoft at the age of 19, and made a deal that changed the landscape of computing forever.

2. Harvard

Harvard University, founded in 1636, is America’s oldest institution of higher learning. The university was named after its first benefactor, John Harvard of Charlestown. Since its founding , the university has grown from nine students with a single master to an enrollment of more than 18,000 degree candidates, including undergraduates and graduate students in 10 principal academic units. Seven presidents of the united States were graduates of Harvard. Its faculties have produced more than 40 Nobel laureates.

3. Colombia (哥伦比亚)

It is a country of northwest South America with coastlines on the Pacific Ocean (太平洋) and the Caribbean Sea (加勒比海). It was settled by the Spanish (西班牙人) in 1510 and formed the nucleus (中心) of the viceroyalty (辖区) of New Granada after 1740. Colombia gained its independence from Spain in 1819 under the leadership of Simón Bolivar. Bogotá (波哥大) is the capital and the largest city.

Warm-up Discussion

Step 1. Divide the class into groups of four to five students.

Step 2. Give them the following topic for discussion.

Step 3. Ask each group to choose a representative who is then to make a presentation on the basis of their discussion.

III. New Words and Expressions

1. daily

adj. done or happening every day 日常的

[例] Computers will play an increasingly important role in our daily lives. 计算机将在日常生活中起越来越重要的作用。

adv. every day 每日；天天

[例] The tide comes in twice daily. 每天涨潮两次。

n. [C] a newspaper printed and sold every day except Sunday 日报

[例] I forgot to buy today's China Daily. 我忘了买今天的《中国日报》。

[例] You can read the news in all the dailies. 你可以在所有的日报上看到这条新闻。

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2. verbal adj. 1. connected with words and their use 用言辞的；文字上的

[例] verbal communication 口头交际

[例] John has very good verbal skills. 约翰有很强的文字能力。

2. spoken, not written 口头的；非书面的

[例] a verbal description 口头描述

[例] They finally reached a verbal agreement. 他们最终达成了口头协议。 ————————————————————————————————————

3. gesture

v. call or direct with a movement of the body 用手势表示；用动作示意

[例] He gestured angrily at me. 他气愤地对我做手势。

[例] She gestured me over with a movement of her head. 她摆动一下头示意我过去。

n. [C; U] (an example of) the use of movement of the body, especially of the hands, to express a certain meaning 手势；示意动作

[例] gesture language 手语

[例] He made an angry gesture. 他做出生气的动作。

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4. random

adj. without any plan, aim, or pattern 随机的；任意的

[例] Computerized matching is a random selection. 计算机配对是一种随机选择。

[例] He fired a few random shots. 他乱放了几枪。

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5. researcher

n. [C] a person who does research 研究者；调查者

[例] The researcher invites the children, one by one, into a room. 研究者请孩子们一个个进入房间。

[例] Market researchers are very important to a company. 市场调查员对公司非常重要。

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6. meaning

n. 1. [C; U] that which you plan to understand by something spoken or written, or

by something expressed in other ways, such as by signs 意义；意思

[例] She told me the general meaning of what she just read. 她把刚读到的大致意思讲给我听。

[例] The two words share the same meaning. 这两个词意思相同。

2. [U] importance or value 重要性；价值

[例] the meaning of marriage 婚姻的价值

[例] He says life has lost its meaning (for him) since his wife died. 他说自从他的妻子去世后，生活就失去意义了。

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7. eyelid

n. [C] either of the pieces of covering skin which can move down to close each eye 眼皮

[例] upper and lower eyelids 上下眼皮

[例] hang by one's eyelids 系得不牢；处于非常危急的境地

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8. regional

adj. of or in a particular region 地区的；区域的

[例] People are trying hard to keep regional and world peace. 人们正努力保持地区和世界和平。

[例] Regional development is important for its people. 地区的发展对当地人来说非常重要。

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9. native

n. [C] someone who lives in a place all the time or has lived there a long time 本

地人；当地人

[例] She speaks like a native. 她讲话像本地人。

[例] She is a native of Scotland now living in the United States. 她是居住于美国的苏格兰人。

adj. 1. belonging to or being the place of one's birth 出生地的

[例] His native language is French. 他的母语是法语。

[例] Germany is her native country. 德国是她的祖国。

2. (of a person) belonging to a place from birth（人）当地出生的

[例] a native Englishman 土生土长的英国人

[例] a native New Yorker 土生土长的纽约人

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10. background

n. 1. [C] a person's family, social class, experience, and education 个人的背景资料（包括家庭、所属社会阶层、经历、学历状况等）

[例] The interviewer asked him about his academic background. 面试官询问了他的学历背景。

2. [C] the scenery or space behind the main objects or people in a view, a picture, or a photograph 背景；后景

[例] This is a photo of Mary with our house in the background. 这是玛丽的照片，背景是我家的房子。

[例] She has a lot of power and influence, but likes to remain in the

background. 她很有权势，但喜欢退居幕后。

3. [C; U] the conditions that exist when something happens, and that help to explain it（发生事情时的）背景情况

[例] the background of a story 故事的背景

[例] You'll have to give me a bit more background (information) before I can help you. 你必须向我提供更多的背景情况我才能帮助你。

Many people dream of things they will never have.

许多人梦想拥有自己永远不会拥有的东西。

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11. end with bring something to an end with a certain action 用……结束

[例] What shall we have to end the meal with? 我们最后该吃什么呢？

[例] The article ended with the single word "No!" 文章以一个“不！”字结束。 ————————————————————————————————————

12. as well as in addition to 也；还；而且

[例] He is kind as well as sensible. 他既善良又明白事理。

[例] A language learner needs to know the language as well as its culture. 语言学习者不仅需要了解语言本身，而且还需要了解它的文化。

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13. finish up

be at the end of (a stated place, condition, etc.) 结束；完成

[例] I plan to finish up my holiday with a week in San Francisco. 我计划在旧金山

呆一星期后就结束假期。

[例] He was too tired and finished up sleeping on the floor. 他太累了，结果躺在地板上睡着了。

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14. (and) what is more also, and more importantly 而且；更重要的是

[例] The new system is cheaper, what's more, it's better. 新系统花费更少，而且效果也更好。

[例] The hotel was very bad, and what's more, it was miles from the beach. 这旅馆条件极差，而且离海滩又远。

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15. pick out 1. recognize; see someone or something clearly among others, especially with difficulty 辨认出；区别出

[例] Can you pick out the thief in the crowd? 你能从人群中辨认出小偷吗？

[例] Can you pick out your sister in this crowd? 你能从这群人里认出你妹妹吗？

2. choose something or someone specially or carefully from a group 挑选

[例] Pick out the dress you like best. 挑选出你最喜欢的衣服。

[例] It's not easy to pick out the best actors for this play. 要选出这出戏中的最佳演员不容易。

IV.EXERCISES

1. Getting the Message

Read the following questions and complete the answers according to the text.

1) How do we communicate with one another?

We communicate with one another 2) 2. How do children understand and learn the meanings of body language? 3) What factors (因素) influence our body language? our body language.

4) Why does an English-dubbed foreign film often seem very flat? 5) How can one's emotion be communicated?

Grammar Tips

(1) Hundreds of students send me e-mail each year for advice about education.

(2) It’s true that I dropped out of college to start Microsoft .

(3) In short, it is a real mistake not to take the chance to study a wide range of subjects and to learn to work with other people because education does count.

表示人、事物或抽象概念的词叫做名词，可以分为“专有名词”和“普通名词” 普通名词又可分为四大类

（1）表示单个的人或事物的个体名词，如student, year

（2）表示一群人或一些事物的总称的集体名词，如people

（3）表示无法分为个体物质的物质名词，如paper, water, rice

（4）表示抽象概念的抽象名词，如advice, education, chance, range

Practical Writing

Introducing Yourself

Ask the students to write a short passage to introduce themselves according to the above self-introduction. What they write should include their name, hometown, family, appearance, hobbies and their expectations of themselves

Unit 2 Friendship

Teaching Objectives:

1. Listening & Speaking skills:

Learn informal, formal greeting and farewell; learn how to greet an acquaintance.

2. Reading Skills:

Being able to get the main idea and some important details of text A; go through text B

3. Vocabulary

Hurt, mean, miss, plan, operator, neighborhood, discover, device, amazing, hammer, sympathy, mouthpiece, moment, sob, bleed, fridge, comfort, pet, belong, land, airport, dial, hometown, plan, pause, mean

4. Speaking

Learn how to talk about likes and dislikes an how to make friends

5. Grammar:

Pronouns

6. Practical writing:

How to write personal letters

Time Allotment:

First and Second periods: Listening and Speaking activities;

Third and Fourth periods: Reading activities;

Fifth and Sixth periods: Grammar & Practical writing

Teaching Steps:

First and Second periods: Listening and Speaking activities

Step 1. Basic Patterns Introduction

How are you?

How are things?

Have a nice weekend.

Good bye.

Step2. Part 1: Warm-up Activity

Ask the students to work in pairs and make dialogues according to the situations. Topic: say Hello to other people

Step3.Part 2: listening and speaking

Section A

1. Listening Activities

1) lead the students to read the New Words and Expressions.

2) lead the students to discuss and anticipate how close friends will greet each

other: Hi/what’s up/ How is everything?

3) play the recording twice, and let the students do Activity A/B

2. Speaking Activities

1) tell the students the following dialogue is between two students who have not

seen each other for a long time.

2) play the recording, and remind the students to focus on the expressions they

are used to greet each other.

3) let the students practice the dialogue in pairs.

4) activity B: make dialogues

Section B

1. Listening Activities

1) lead the students to read the New Words and Expressions.

2) tell the students the following dialogue is between a student and her

teacher.

3) play the recording twice, then ask the students to do the exercises.

2. Speaking Activities

1) go over the New Words and Expressions.

2) tell the students that there are three people in the dialogue: David, his

colleague and his boss.

3) play the recording, and remind the students to focus on the expressions they

are used to greet one’s colleague and boss.

4) let the students practice the dialogue in groups of three.

5) activity B: make dialogues

Section C

1. Listening Activities

1) go over the New Words and Expressions.

2) tell the students that they are going to listen to a dialogue between

acquaintances.

3) play the recording twice, then ask the students to do the Exercises.

2. Speaking Activities

1) play the recording twice, then let the students practice the dialogue in

groups of three.

2) activity B: make dialogue

Step 4. Part Three

Culture Notes Discussion

Step 5. Homework Assignment

After-class Activities

Third and Fourth periods: Reading activities

Step 1. Warm-up Activities

Divide the class into groups of four to five. Give them the

following questions to discuss, and encourage them to give their

own opinions.

1) Do you have many friends? How did they become your friends?

2) Friendship may sometimes exert a great impact on one’s life. Have you heard

of any stories of friendship? Do you think your life has ever been influenced by your relations with your friends?

3) what kind of person do you expect your friend to be? Describe a person who

is likely to be your friend.

Step 2. New Words and Expressions

Go through the New Words and Expressions in Text A, and finish the exercises in

Vocabulary Check (B and C)

Step 3. Background Information

In the 1870s, Alexander Graham Bell designed a device

that we now call the telephone. Bell ’s extensive knowledge of the nature of sound and his understanding of music enabled him to invent the device.

Bell ’s greatest success was achieved on March 10,1876, marking the birth of the telephone. The first sentence ever spoken over a telephone was uttered over his device on that day. The historic words, “Mr. Watson, come here; I want you” were uttered by Bell.

Step 4. Structure of the Text

The text can be divided into three parts:

Part 1 (paragraph 1): the topic paragraph, stating generally the helpfulness of the operator.

Part 2 (paragraph 2-9): Illustrates the helpfulness and friendliness of the operator with instances.

Part 3 (paragraphs 10-15): Illustrates the unusual friendship between “me ” and the operator.

Step 5. Further Understanding

Questions:

1. Why did the young boy believe that “ information please ” was an amazing

person?

Key: Because he believed that there was nothing she did not know. She could

give a correct answer to any question.

2. when the boy dialed the operator at the airport many years later, why did he

ask the question “ could you tell me please, how to spell the word “fix ”?

Key : it can be inferred that the boy must have asked the same question before

when he was a little boy. He asked the question so that the operator could

recognize him by asking the same question. As was expected, the operator identified the question and recognized the boy.

3. Comprehension A.B.C

Step 6. Language points

1. Soon I discovered that somewhere inside that wonderful

device lived an amazing person-her name was “information

please ” and there was nothing she did not know.

The object clause introduced by “that ” here is inverted in form,

the nature order of which should be “that an amazing person

lived somewhere inside that wonderful device.”

e.g: On her left stood her boy.

At the foot of the hill stood a village where he was born.

2. there was no one home to offer sympathy: No one was at

home to comfort me. “ Home” in this sentences is used as an

adverb.

e.g: She will be in half an hour if the traffic is fine.

I sensed someone following me on my way home.

3. I hadn’t planned this, but I heard myself saying.

Hear myself saying: Here “saying ” is an-ing participle

phrase used as an object complement. (宾语从句)

e.g: He saw the thief caught by the policeman.

I didn’t notice her leaving.

4. I wonder if you have any idea how much you meant to me

during all that time.

I wonder if …… this sentence construction can be used for an inquiry or a

negative statement.

Idea: It means “knowledge, understanding”, Which can be followed by “of sth” and

“wh-clause”

e.g. The report will give you some idea of these problems.

He had no idea when she will be back.

Step 7. Homework Assignment

Finish all the exercises of Text A.

Preview Grammar Tips and new words of Text B.

Fifth and Sixth periods: Grammar & Practical writing

Step 1. Revision

Ask students to read the new words in Text A twice.

Play the recording of Text A, and get students to read.

Step 2. Text B Learning

Ask students to go through Text B and finish the

Comprehension on page 30-31.

Ask one or two students to retell the story.

Step 3. Grammar Tips

Pronoun

1. learn the use of different kinds of pronouns.

2. learn the examples and rules.

3. practice A, B and C

Step 4. Active Words Learning

hurt, mean, plan

Step 5. Vocabulary Check

Check the answers in Vocabulary Check A on page 24.

Step 6. Practical Writing

1. personal letters

2. practice

Step 7. Pair work

1. ask the students to fill in the given questionnaire.

2. pair up the students.

3. have each pair make up a dialogue by following the given

model

4. choose a few pairs to present their dialogues before the class.

Step 8 Homework Assignment

Finish the Comprehension Exercises of Text B.

Preview “ The Rules for Gifts Giving” in unit 3.

Unit 3 Gift

Teaching Objectives:

1. Listening & Speaking skills:

Learning different expression about shopping (where to buy certain things, information about goods on sale, ask about prices and refund)

2. Reading skills:

Being able to get the main idea and some important details of the text A and text B;

3. Vocabulary

Gift, interview, business, occasion, invitation, present, hose, introduction, modest, wine, candy, require, attention ,add, task, alcoholic, liquor, personal, relationship, vase, cultural, paper cut, dyed, wrap, art, wonder, sandwich, hall, search, inexpensive, umbrella, buffet, car, burst, passenger

4. Grammar:

Numerals

5. Practical writing:

How to write gift notes

Time Allotment:

First & Second periods: Listening & Speaking activities;

Third & Fourth periods: Reading activities;

Fifth & Sixth periods: Grammar & Practical writing

First & Second periods: Listening & Speaking activities;

Step 1. Part One

Ask the students to work in pairs and make dialogues about shopping

Step 2. Part Two

Section A

Listening Activities

1) lead the students to read the New Words and Expressions.

2) lead the students to discuss and anticipate the expressions and phrases about shopping.

3) play the recording twice, and let the students do Activity A/B

Speaking Activities

1) tell the students the following dialogue is between a salesgirl and a customer.

2) play the recording and remind the students to focus on the expressions the are used for shopping.

3) let the students practice reading the dialogue in pairs.

4) activity B: make dialogues

Section B

1. Listening Activities

1) lead the students to read the New Words and Expressions.

2) tell the students the following dialogue is between a man and a woman

3) play the recording twice, then ask the students to do the Exercises.

2. Speaking Activities

1) go over the New Words and Expressions.

2) play the recording and remind the students to focus on the expressions the are used to ask about prices.

3) let them practice reading the dialogue in groups of three

4) activity B: make dialogues

Step 3. Part Three

Culture Notes

Step 4. Part Four

1. Section A . Play the recording once or twice sentence by

sentences, while the students listen and pick the correct words.

2. Section B. Play the recording once or twice one by one, and then ask the students to choose the correct answer.

Third & Fourth periods: Reading activities;

Step 1 Warm-up discussion

Q1: On what occasion are we expected to give gifts and what should we choose

for each occasion in China?

Q2: Is there any difference about gift etiquette between China and the West? Q3: What is the most memorable gift you have given or received?

Step 2 Cross-culture notes:

Gift-giving Etiquette in Saudi Arabia:

---Gifts should only be given to the most intimate friends;

---Gift should be of the highest quality;

--- Never buy gold or silk as a present for men;

---Silver is acceptable;

---Always give or receive gifts with the right hand;

--- It is not bad etiquette to open gifts when received.

Gift-giving Etiquette in China:

---It is the proper etiquette for gifts to be exchanged with a good reason,

an thanks for assistance;

---When the Chinese want to buy gifts it is not uncommon for them to ask

what you would like;

---Do not be too frugal with your choice of gift otherwise you will be seen as

an “iron rooster”

---Avoid giving odd number when giving gifts. Chinese philosophy stresses

harmony and balance, so give in pairs.

Step 3 Vocabulary

1. interview; interviewer; interviewee

2. Occasion:

on the occasion of

an occasion for

e.g. I had met Professor Li on many occasions.

For many students, the meeting on every Friday is an occasion for relaxation

and exchange of ideas.

Present

e.g. May I present my friend to you?

The students presented a bunch of flowers to their teacher on

Teacher’s Day.

present itself 出现，呈现

present oneself 出席，到场

Presentation:

There will be a presentation of prizes fight after the match.

They have prepared well for their presentation.

Modest

modesty 谦虚，羞涩

modestly 谦虚地，适度地

He is modest about his merits.

He is of a humble origin.

a lowly employee

be modest about 对……谦虚

be modest with 对……适度

She is modest about the success she has achieved.

You should be modest with the size of the party. It is very difficult to be a

successful host if you have too many guests.

last vt/vi 持续，够用多久

last out 维持到……结束，够用

The patient won’t last out this night.

Require

require sth / require+ing/that 要求，规定

require sb to do

require sth of sb

require+that 从句

e.g. The plan requires careful thoughts.

The students are required to get at least 200 credits before

they graduate from the college.

The new regulation requires that all students should not be

late for class.

Personal

Personal letters 私人信件

A personal matter 私事

Personal opinions 个人见解

Wrap 包裹，包装

He wrapped the book in brown paper.

Wrap up 穿的暖和，结束，完成

Wrap up well ,it is chilly coutside.

Be wrapped up in: 埋头于，全神贯注于

She was wrapped up in her book and didn’t notice me.

Step 4: Reading

The text can be roughly divided into two parts:

Part 1 (paragraph 1):

Points out that gift should be given on proper occasions.

Part 2 (paragraphs 2-8)

Enumerates a few rules to follow when giving gifts.

Step 5: Consolidation

Fifth & Sixth periods: Grammar & Practical writing

Step 1: Revision

Play the recording of Text A, and get the students to read.

Step 2: Grammar Tips

Numerals

1. learn the examples and rules

2. practice A,B, C

Step 3: Active Words and Vocabulary Check A

Go over the examples and finish the exercise in Vocabulary

Step 4: Practical Writing

How to write a gift note

Step 5: practice

Translation

Directions: this part is to test your ability to translate English into Chinese.

After each of the sentences, you will read four choices of suggested translation. You should choose the best translation and mark the corresponding letter on your answer sheet. And for the paragraph, write your translation in the corresponding space on the translation/composition sheet.

1. During the meeting held in Brazil last month the supporters of free trade argued that these economic policies could benefit all nations.

A. 支持者上个月在巴西召开自由贸易会议， 他们辩称这些经济政策有利于所有的国家。

B. 上个月在巴西召开的会议上自由贸易的支持者辩称， 这些经济政策会使所有国家都受益。

C. 自由贸易的支持者在上个月召开巴西会议时提出了这些经济政策，以帮助所有国家。

D. 在上个月的会议上，巴西的支持者就自由贸易政策是否有利于所有国家展开了辩论。

2. The game industry as part of the entertainment business is catching up fast will movies and TVs in terms of both popularity and yearly profit.

A. 游戏也和娱乐业一样，在受欢迎的程度和年收入方面都飞快超越了电影和电视。

B. 游戏产业作为娱乐业的组成部分， 它在普及性和年收入方面都在很快超越电影和电视。

C. 作为娱乐业的组成部分，游戏产业在其普及型和年利润方面都迅速逼近电影和电视。

D. 游戏业和部分娱乐业如同电影和电视一样，越来越受欢迎， 收入逐年迅速提高。

3. Bidding documents can be obtained at the following address upon receipt of a non-refundable payment of RMB 2,799 each set.

A. 标书要寄到下列地址，每套可收回人民币2,799元， 不可退换。

B. 招标文件可在下列地址获取，每套文件为人民币2,799元，不可退换。

C. 可向下列地址索取招标文件，每套需支付人民币2,799元，恕不退款。

D. 到下列地点办理相关招标手续， 交付人民币2,799元，标书不得更改。

4. If you are taking care of an aging parent or know someone who is, this 30 page booklet may be of great help to you.

A. 假如你注意的话，你会知道这本小册子有30页，会对你的父母和你认识的人很有用。

B. 要是这本30页的小册子很有用，可以给你的父母和你认识的人各买一本。

C. 如果你所照顾的父母或认识的亲人年事已高， 这本30页的小册子会对你有很大帮助。

D. 若你在照看年迈父母或知道有人在这样做，这本30页的小册子会对你们有很大帮助。

5. On July 10 the company will hold its first worldwide video conference. All twenty facilities will be linked by a satellite broadcasting system so that employees can see and speak with each other. Mr. Black will begin the conference by telling us about our goals for the next five years. Next, each manager will speak about current challenges. The last hour will be devoted to questions from all locations. If it proves successful, we hope to schedule worldwide video conferences annually.

Keys: BCCD

5. 该公司将召开第一届全球电视会议在7月10日。所有的20套设备将通过卫星广播系统连接在一起，这样雇员们就可以互相看得见，并且可以互相

Practical Writings

Gift Note

According to the samples above, ask students to write two gift notes, one for an elderly person whom they know well and one for a classmate of them. Buy a small gift for their classmate first, so that they can write a gift note to suit the special occasion. Try to make their note as interesting as possible to impress the person who will receive it.

Sample 1

Sample 2

Classroom Activity – A Blind Exchange of Gifts

A. Work by Yourself

Choose a small gift for a classmate. The gift can be made by yourself or bought from a shop. Write a note for this special gift and try to make the note as full of meaning as possible. Wrap the gift up and put the note inside before you come to class.

B. Work in Class

Hand in your gift to your teacher. Then the teacher will mix up all the gifts and give out one gift to each of you. Unwrap the gift and read the note. Do you like the special gift and note? Enjoy your classmate’s greetings and good wishes. If you like, share them with your class.

(Note: Don’t take the gift you have prepared. Tell the teacher if she/he makes a mistake)