现代大学英语口语1-第三版 教师用书-U4- Shopping

Unit4Shopping

Theme:Buyingandselling

Languagefunctions:Buyingandsellingthings;bargaining

Objectives:Thisunitaimstoteachstudentsvocabularyandlanguagefunctionsrelatedto

shopping,bargaining,andcommercialtransactions.Bytheendoftheunit,studentswillbe

abletoconfidentlyinitiate,carryout,andsustainconversationswhenbuying,selling,and

negotiatingpricesofgoods.

Warm-up

Procedures:

1)HavestudentsreadtheconversationbetweenPhilipandMark.

2)Checkfbrcomprehensionandclarifyanyunfamiliarvocabulary.

3)Askstudentstwodiscussionquestionsaboutshoppingpreferencesandhabits:

―Doyoulikeshoppingordoyouhateshopping?Whatdoyoulikeorhateaboutit?

一Ifyoulikeshopping,doyouconsideryourselfanimpulsiveshopper?Doyoubuy

whatevercatchesyoureye,ordoyoucomparecarefullybeforebuyingthings?

4)Havestudentsshareanddiscusstheiranswerstothequestionsinpairsorsmallgroups.

5)Invitesomestudentstosharetheirthoughtsandopinionswiththeclass.

6)Wrapupbyemphasizinghowpeoples9shoppinghabitsandperspectivesdiffer.

Activity1

1.Conversation

Thisconversationdepictstwofriends,LindaandGrace,shoppingtogetheratamail.Linda

needstobuyabirthdaygiftfbrherfriendJessie,andGracerecommendsgettingJessiea

sweaterfromtheclothingstoreandkindlyoffersherVIPdiscountcardtoLinda.Atthestore,

withthehelpofthesalesperson,Lindafinallyselectsasweaterforherfriend.Afterthat,she

asksaboutthepriceandpaymentoptions.Theconversationservesasatypicalexampleof

shopping,bargaining,anddecision-making.

2.Role-play

•Focus:Thistaskisdesignedtohavestudentuseappropriatevocabulary,grammar,and

functionallanguagetoactoutshoppingscenarios.

•Procedures:

1)Dividestudentsintopairsandassigneachpaironeofthethreerole-playscenarios

provided.

2)Givestudentsafewminutestopreparebydecidingwhowillplayeachroleandplanning

outtheconversation.

3)Havestudentsperformtheirrole-playsfortheclass.Remindthemtouseexpressions

relatedwithbargaining,persuading,etc.

4)Providefeedbackontherole-playsandhighlighteffectiveuseoftargetvocabularyand

languagefunctions.

5)Optional:Havestudentsswitchrolesandperformtheconversationagain.

Activity2

1.Conversation

Thisconversationdepictsacustomer,ZhouMing,interactingwithasalesassistantata

cellphonestore.ZhouMingintendstopurchaseanewcellphonebutfindsthefirstmodelthe

assistantshowshimtobetooexpensive.Theassistantthenrecommendsanotherhigh-end

modelthatismorereasonablypriced.ZhouMingdecidestopurchasethatphone,but

questionsthenecessityandvalueofadditionalaccessoriesandaservicecontractthatthe

assistanttriestoupsellhim.Aftergoingbackandforth,ZhouMingstandsfirmandonly

purchasestheitemshedeemsworthwhile.Theconversationexemplifiescommonnegotiation

strategiesandsalestacticsemployedincommercialtransactions.

2.Role-play

略同上

3.Groupwork

•Focus:Thistaskprovidesstudentswiththeopportunitytopracticebargainingand

negotiationskillsinanend-of-semestersalescenario.Studentswilltakeontherolesof

buyersandsellersandaimtoreachamutuallybeneficialagreement.

•Procedures:

1)Dividestudentsintosellersandbuyers.

2)Providesellerswithalistofsuggestedsaleitemsandaskthemtoassignpricestothe

itemsandbepreparetojustifytheprices.

3)Directstudentstoparticipateinrole-playingactivitiesthatinvolvenegotiatingthesaleof

variousitems.Buyersfocusonachievingthemostfavorableprices,whereassellers

strivetomaximizetheirprofits.

4)Circulateamongthegroupsandobservethenegotiations.Takenoteofeffective

bargainingstrategiesandlanguage.

5)Aftersufficientpractice,havevolunteersactouttheirnegotiationsforthewholeclass.

6)Providefeedbackonpersuasiontechniques,offeringdiscounts,compromising,etc.and

discussthemosteffectivestrategies.

AdditionalResourcesforTeachers:

Herearesomeeffectivebargainingandnegotiationstrategiesstudentscanuseinthisactivity.

Forbuyers:

——Askquestionsaboutflawsorissueswiththeproducttonegotiatealowerprice.

一Suggestalowerpriceandgraduallyworkupfromthere.

——Pointoutdeals,discounts,orsalesonsimilaritemsavailableelsewhere.

——Offertobuymultipleitemsifgivenanoveralldiscountedprice.

——Appealtotheseller'semotionsorprinciples.

Forsellers:

一Justifytheoriginalpricebasedonfeatures,brandname,condition,etc.

一Makeconcessionsgraduallyratherthanimmediatelyagreeingtolowerprices.

——Offeradditionalitems,gifts,orfuturediscountstosweetenthedeal.

——Appealtothebuyer'sdesiresandpaintingapositivevisionofusingtheproduct.

—Holdfirmifthepriceisfair,refusingtogobelowacertainminimum.

Bothbuyersandsellerscanutilizebodylanguage,tone,compromising,flattery,andrapport­

building,etc.totheiradvantageduringnegotiation.Thekeyistobeflexible,listenactively,

andbemutuallybeneficialandreciprocal.

Activity3

1.Ifsshowtime!

ThistextprovidesanoverviewoftheemergingtrendoflivecommerceinChina.Live

commercecombinesreal-timelive-streamingbroadcastswithe-commerceplatforms,

creatingauniqueexperiencewhereviewerscanwatchandshopsimultaneously.This

innovativesalesmodelhasbecomeamajorretailchannelinChinathatboostscustomer

engagementandsalesthroughitsinteractiveformat,especiallyduringmajorshopping

festivals.

2.Pairwork

•Focus:Thistaskprovidesanopportunityforstudentstosharetheirpersonalexperiences

andviewpointsastheyengageinthediscussionabouttheburgeoningtrendoflive

commerce.Studentswillexchangeideasandopinionsonbuyingvialive-streaming.

•Procedures:

1)Havestudentsworkinpairs,anddirectthemtoaskeachotherthequestionsprovidedin

thetextbook.

2)Circulateandlistentoconversations.Takenoteofinterestinganecdotes,diverse

opinions,etc.

3)Aftersufficientdiscussion,inviteafewpairstosharehighlightsoftheirconversation

withtheclass.

4)Wrapupbycommentingonstudentperspectivesonthistrend.

3.Groupwork

•Focus:Thistaskoffersanopportunityforstudentstoconductasurveyontheirpeers'

experiencesandattitudestowardlivecommerce.Studentswilllearntodesign,carryout,

analyze,andreportthesurvey.

•Procedures:

1)Encouragestudentstoutilizetheprovidedsurveyitemsandbrainstormanyother

relevantquestionstoinclude.

2)Havestudentsworkingroupsandconducttheirsurveysbydistributingthemtomultiple

classmatesandcollectingtheirresponses.

3)Oncesufficientdataisgathered,eachgroupshouldcalculatethepercentageofresultsfor

eachsurveyquestion.

4)Ingroups,studentsdiscusswhattheresultsimplyabouttheirpeers'views,behaviors,

andreceptivenessregardinglivecommerce.

5)Eachgrouppresentstheirsurveyfindingsandanalysistotheclass.

6)Wrapupbycomparinganddiscussingtheresultsofeachgroup'ssurveyefforts.

4.ShowandTell

•Focus:Thistaskisdesignedtohavestudentsinterpretandpresentsurveydataonthe

growthoflive-streaminginChinabycreatingandexplaininganinformationalgraph.

•Procedures:

1)Providestudentswiththetableofdataonlive-streamingusernumbersandthe

percentageofinternetusersinChinaovertime.

2)Instructthemtocreatealinegraph,bargraph,orotherrelevantvisual.Andexplainthat

studentswillbeexplainingwhatthegraphdepictsandthekeytrendsinlive-streaming

adoption.

3)Haveeachstudentpresenttheirgraphtotheclass,includingsummaryofdataanddata

analysis.

4)Afterpresentations,leadadiscussionabouttheoverallgrowth,milestones,andpatterns

thatstudentshaveinterpretedfromthedata.

5)Wrapupbyrelatingtheriseoflive-streamingtothepotentialforlivecommercegrowth.

SampleSpeech

Goodmorning,everyone!Today,rilbepresentingagraphthatshowsthegrowthoflive-

streamingusersinChinaoverthepastfewyears.

Asyoucanseefrommybargraph,thenumberoflive-streamingusershasincreased

steadilysince2018.InJune2018,therewere425millionlive-streamingusersinChina,

makingup53%ofinternetusers.FlashforwardtoJune2021,andthenumberoflive-

streamingusersjumpedtoalmost638million,representingover63%ofChineseinternet

users.

Sowhatexplainsthisrapiddevelopmentoflive-streaming?Well,inmyopinion,itcomes

downtoafewkeyfactors.First,live-streamingallowsformoreinteractive,engaging

contentcomparedtotraditionalmedia.Viewerscanconnectwithhostsandotherfansin

realtime.

Second,live-streaminghasbecomeapopularnewformofentertainmentandsocial

activity,especiallyamongyoungergenerationsinChina.Theinteractivefeaturesappealto

MillennialsandGenZ.

Third,live-streaminghaspavedthewayforemerginge-commercemodelslikelive

commerce,wherehostscansellproductsdirectlytoviewers.Solive-streamingprovidesa

blendofentertainment,community,andshoppingpotential.

Insummary,thedataclearlyshowsthewidespreadpopularityoflive-streaminginChina.

Withmorethan600millionusers,thistechnologydemonstratesitsimpressivereachand

appeal.It'slikelythatlive-streamingandlivecommercewillcontinueinfluencingmedia

andretailacrossChinainthecomingyears.

Butwhatdoyouallthink?Doyouagreethegrowthwillpersist?Doeslive-streaminghave

thesamepotentialhere?I'mcurioustohearyourperspectives.Withthat,rilwrapupmy

presentation.Thankyouforlistening!

Linegraph

Alinegraphrevealstrendsorprogressovertimeandyoucanuseittoshowmanydifferent

categoriesofdata.Youshoulduseitwhenyouchartacontinuousdataset.

Piechart

Apiechartshowsastaticnumberandhowcategoriesrepresentpartofawhole一the

compositionofsomething.Apiechartrepresentsnumbersinpercentages,andthetotalsum

ofallsegmentsneedstoequal100%.

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Bargraph

Abargraphshouldbeusedtoavoidclutterwhenonedatalabelislongorifyouhavemore

Columnchart

Useacolumncharttoshowacomparisonamongdifferentitems,ortoshowacomparisonof

itemsovertime.Youcouldusethisformattoseetherevenueperlandingpageorcustomers

byclosedate.

CustomersbyCloseDate

DotaHero

ScatterPlotChart

Ascatterplotchartshowstherelationshipbetweentwodifferentvariablesorreveals

distributiontrends.Usethischartwhentherearemanydifferentdatapoints,andyouwantto

highlightsimilaritiesinthedataset.Thisisusefulwhenyouarelookingforoutliersorfor

understandingthedistributionofyourdata.

CustomerHappinesbyResponseTime

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BubbleChart

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SupplementaryActivities

1.Saleseverywhere

Thetextdiscussestheprevalenceofupsellingandothersalestacticsthatbombardconsumers

duringtransactions.Upsellingreferstothepracticeofpersuadingcustomerstopurchase

additionalproductsorservicesbeyondtheiroriginalintent.Theauthorexpresseshis

frustrationwiththepracticeofupselling,suchasbeingpromptedmultipletimestoaddan

applepiewhenorderingamealatMcDonald's.Hespeculatesthisstrategycouldspreadto

non-retailsituations,sarcasticallyimaginingadoctortryingtoupsellanunnecessary

appendectomyduringaroutineexam.

2.Story-telling

•Focus:Thistaskoffersanopportunityforstudentstosharepersonalanecdotesabout

beingconvincedtomakeunnecessarypurchases.Theywillreflectonexperiencesof

beingswayedbypersuasivesalestactics.

•Procedures:

1.Askstudentstotakeafewminutestothinkofatimetheyboughtsomethingtheydidnot

originallyintendto,duetopersuasivesalestactics.

2.Explaintheywillbecraftingashortstoryandsharingthisexperiencewiththeclass.They

shouldsetthescene,explainhowthesalespersonmadetheirpitch,andhowtheywere

convinced.

3.Haveeachstudentsharetheirstory.

4.Afterallstudentshavepresented,discusswhichsalestacticstheydescribedweremost

efi^ctiveormemorable.

5.Wrapupbyrelatingthesepersonalexperiencestotheproliferationofaggressivesales

strategiesdiscussedinthetext.

3.Pairwork

•Focus:Thistaskisdesignedtohavestudentsapplypersuasionstrategiestocompletea

salesdialog.Theywillwriteconvincingendingsthatdemonstratetechniquesforsellinga

product.

•Procedures:

1.Havestudentsworkinpairs.Explainthattheywillbecompletingasalesconversation

betweenasalesperson(A)andapotentialcustomer(B).

2.Providethedialogexcerpttoeachpair.Instructthemtobrainstormandwritetwodifferent

endingsthatshowthesalespersonpersuadingthecustomertopurchasethebrush.

3.Encouragestudentstodrawontacticslikeaddressingconcerns,emphasizingthebenefits,

etc.Remindthemtoemploythestrategiesdiscussedinclass.

4.Inviteafewpairstoperformtheirdesigneddialogfortheclass.

5.Afterallpairspresenttheirdialog,discusswhichendingismorepersuasiveandwhy.

6.Wrapupbycomparingthesalestechniquesstudentstook.

•SuggestedAnswers:

Ending1:

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A:Exactly!AndIcanseeyouhavelong,beautifulhairthatlikelygetsknottedeasily.This

brushwillhelpdetanglefasterandmoregently.Thebristlesaresosoft,youwon'tfeel

pullingortugging.

B:Hmm,Icouldusesomethinglikethat.Howmuchisit?

A:Foryou,just$19.99fortodayonl