1． I like new things． Let’s say the computer is my favorite one．

3． embarrass-make to feel awkward or ashamed

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context．

Look back at the story and find out the words and expressions indicated in bold．

Let students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension．

Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．

Check the answers．

Answers

Let’s say d; vase b; ahead of time e; feminine a; proper c; acceptable f．

Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard．

Help correct any mistakes．

Sample answers

2． gift voucher-supplied with some articles (eg petrol, cigarettes), to be exchanged for gifts

Step Ⅰ Key Vocabulary

This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．

Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

This activity allows students to activate their background knowledge before attempting the reading．

Look at the picture． Ask, What’s happening in the picture? Let students describe the picture．

Read the title The art of giving aloud． Get the students to predict what they think the article is about, based on the title and the picture． Get students to finish Task 1． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions． As students work, move around, looking at their progress．

When most students complete the task, get students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Answers will vary．

Step Ⅲ Part 2

This activity encourages students to read for the main idea．

Read the instructions aloud to the class．

Get students into groups of four． Let them read th4 text quickly, then each group summarizes one paragraph in their own words． As they are doing this, go around the classroom to make sure they discuss the questions in English． Invite four students to report their answers．

Sample answers

Paragraph 1 Giving and receiving gifts isn’t easy．

Paragraph 2 Some gifts, such as flowers and plants, are usually welcome．

Paragraph 3 Giving money may be a good gift but may have problems．

Paragraph 4 Follow a host’s suggestion or you may be rude．

Notes

1． feminine-of, like, suitable for, women

A projector．

Fast-reading to improve students’ reading ability．

Careful-reading to get the detailed information．

Pairwork and groupwork

Train students’ reading and writing skills．

Key vocabulary

Train students’ reading ability．

3． Moral Object

Giving a gift is an art． Money is one of the gifts we can give others． But we must know money is not everything． So only when it is proper can we give someone money as a gift．

2． Ability Objects

Fast-reading to get a general idea of the text．

Careful-reading to get the detailed information in the text．

Learn the words and phrases from the context．