Unit 10 At the shop
I.Teaching aims and demands:
1. Words and expressions:
run (vi), choice, note, change (n. v.), fool, order, pleasant, right(n.), assistant, customer, foolish, fault, tailor, trust, favor, judge, serve, apologize, bill, excited, perfect, bottom, treat, equal, powerful, pure, millionaire. follow the instructions, or else, take place, fit well, small notes, pay for... , put sb. to the trouble of… , be after, get… off, put on, just the thing, the very thing, to one's own measure, depend on, the day after tomorrow, put down, drop in, show... out, once upon a time, do some research, offer service, do up buttons, at the bottom, understand about…, take sb. seriously, what is worse, be suitable for, keep back, play the part of, do sb. a favor.
2.Everyday English for communication:
But there seems to be something wrong with it.
I would like you to change this blouse, or else give my money back to me.
Of course not. I 'm not that foolish.
What do you think I should do then?
I 'm afraid I can ' t do that right now.
Why can't you do something about it?
It's not our fault.
Is anything the matter?
3. Grammar:
To study the use of "as if" and "no matter"
4. Reading:
1) To read about the two passages “At the tailor's shop” and “A report on wine shops” and have a good commander of the text.
2) To be able to do the exercises on the text.
II. Main and difficult points:
I insist that you give (should give) me money back.
There seem to be
It looks as if it hasn't been washed.
Why can't you have a look?
no matter where = wherever no matter how = however
no matter what = whatever no matter who = whoever
no matter when = whenever
III. Allocation of time: Five Periods.
The 1st period: Lesson 37
The 2nd period: Lesson 38
The 3rd period: Lesson 39
The 4th period: Lesson 40
The 5th period: Unit test

The 1st period Lesson 37
I. Aims and demands:
1. Practice in pairs talking about buying clothes in a shop.
2. Study the language points in lesson37.

II. Importance:
I insist that you give (should give) me money back.
There seem to be
It looks as if it hasn't been washed.
Why can't you have a look?

III. Teaching procedure:
Step 1 Revision
1. Check the homework exercises.
2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.
Questions for the teacher to ask the students:
(1) What words have you learned about clothes?
[trousers, coat, jacket, shirt, overcoat]
(2) What color do you like best if you buy a blouse?
[gray one, redone, blue one, black one, yellow one, white one]

Step 2 Presentation
Look at the picture on P55.
1.Ask the students to say something about the picture. Let the students know a new word:
blouse.
[It's a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.]
2.Ask the students how different clothes are washed. Make a table on the blackboard if you like, as follows:
HOT WASH white cotton
WARM WASH coloured cotton
COLD WASH silk, wool

Step 3 Listening
Let the students listen to the dialogue once or twice and then answer some questions.
1.What did the customer buy last week?
[She bought a blouse last week]
2.What's wrong with the blouse?
[When she washed the blouse, the color ran.]
3.What did the customer ask the assistant to do?
[She asked the assistant to change the clothes or give the money back to her.]
4.Did the assistant give the money back to the customer? Why?
[No, because the manager of the shop wasn't in. And the assistant couldn't
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