新编英语教程第一册电子教案

Teaching Plan

Of A New English Course

Statement

Book I

Unit 1

Time Allotment

Section One Duty Report, Language Structures & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercises (100 minutes)

Main Tasks:

I. Grammar

1. The simple past and the present perfect contrasted

2. The past progressive

3. The past perfect

II. Communicative skills

1. Asking for/giving information about somebody’s (first, second, last, etc.) visit t o a certain place;

2. Asking for and giving information about what was going on in two different classes at the same time in the past;

3. Asking for and giving information about what was going on at a certain time in the past;

4. Giving information about actions completed before a certain time in the past/before another action in the past;

5. Introducing yourself and responding to an introduction when you are introduced.

III. Useful words and expressions

IV. Note-writing: Note of introduction

V. Use of transitions

Detailed Teaching Points and Suggested Teaching Procedures：

Section One Language Structures & Dialogues

I. Grammar review

1. Simple past and present perfect tense

Verbs in sentences beginning with “This is the first/second… time are in the pres ent perfect form. For example,

This is the first time I’ve been in Xi’an.

This is the second time I’ve seen this movie.

2. Past progressive tense

Past progressive is a combination of the progressive aspect with the past tense. The use of the past progressive has much in common with that of the present progressive, only the time reference being pushed back to the past, often overtly expressed by a time –when/while adverbial. For example,

Susan was washing her hair while her mother was cooking.

Dick was changing a flat tire while his father was mowing the lawn.

3. Past perfect tense

For the past perfect tense we set up an additional focal point in the past and say that another act was completed before that time. For example,

Greg had finished his work when I visited him.

The chair had collapsed before I sat on it.

II. Dialogues

Have the students listen to the recording of Dialogue I once or twice and ask them questions on specific details.

Go through the dialogue and explain some language points:

1. You know what?– This question is used to introduce a piece of information which is surprising. A similar expression is Guess what?.

2. scenic spots– places of natural attractive scenery

3. I was greatly impressed by its natural beauty. – I was moved by its beautiful scenery. impress– to influence deeply, esp. with a feeling of admiration: The students were impressed by his inspiring speech. / We are impressed by his performance.

4. I bet you had lots of fun there. – I am certain you had lots of fun there. Another example, I bet (that) it will rain tomorrow.

5. It brought back such sweet memories. – Sweet memories came to my mind. bring back– to cause to return to the mind: Hearing the song brought back happy memories.

6. You remind me of my last trip there. – It seems to be similar to my last trip there. remind sbdy.of sbdy./sthg. –to appear to be similar to; to cause to remember : This museum reminds me of the one we visited last year. / The event reminded me of my school days.

7. I wish I had been there with you this time.– This is a wish about a non-fact in the past. Another example, I wish I had passed the exam.

8. hobby groups – different groups of students classified by hobbies.

9. Some staged an exhibition. – Some held an exhibition. stage– to perform or arrange for public show; put on: The art group is going to stage an art show on Sunday.

In-class Activity

1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in groups to discuss the topic of “How I spent the summer vacation”.

3. Have the students form their own dialogues by using the phrases from Dialogues I & II.

4. Do the corresponding exercises in WB.

Section Two Readings

Have the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in class to check their comprehension.

I. Useful words and expressions:

1.Herbert went to France for holiday. –For is an preposition used here to show purpose: I came to this building for an interview. / What is this handle for?

2. run out of–to use all one’s supplies, to have no more: I am afraid we’ve run out of sugar.

3. expect –to think or believe (that something will happen): I expect that she will come to our party. /The spokesman is expected to make an announcement later on today.

4.The back door burst open. – The door opened suddenly. burst – to come into the stated condition suddenly and often violently: In spring the flowers burst open. /He burst free from the chains. Another similar use of the pattern: The door banged shut.

5. peer at– to look very carefully or hard, esp. as if not able to see clearly

peek at– to take a quick look at something when one should not

peep at– to look at something quickly and secretly, esp. through a hole or other small opening

6. convince– to make (someone) completely certain about something; persuade: They failed to convince the directors that their proposal would work. / I am convinced by your story.

7. a sound sleeper– a deep sleeper

8. to thumb a ride/lift–to ask passing motorists for a free ride by holding out one’s hand with the thumb raised

9. made his way in the dark – went in the dark: He made his way home.

10. He was not supposed to be back. – He was not considered to be back. Be supposed to – to be intended to; to

be generally considered to be; to have the regulation of being: The volunteers are supposed to help the blind in the street. /I haven’t read this novel, but it is supposed to be a good one.

11. to keep an eye on – to watch carefully: I often ask my neighbor to keep an eye on my house while I am away.

12. was about to – This construction expresses the immediate future in the past. In some contexts, it is often used in the sense of an unfulfilled intention. For example,

I was about to leave when he came to visit me.

II. Note-writing

Notes must be precise and direct; however, the style is casual. In notes of introduction, the following are usually included:

1. The name of the person to be introduced

2. His/Her identity

3. The purpose of the introduction

4. Appreciation

III. Use of transitions

Transitions, or linking words are words that join one idea to another idea. Transitions add coherence to writing by joining ideas together. They help a writer form bridges from one sentence to another. The reader crosses the bridge by connecting one sentence to another, if the transitional words are good ones. Have the students discuss the alternatives for each blank in Guided writing and help them distinguish one connective from another.

Homework:

1. Guided writing

2. Exercises in WB

3. Interaction activities

Section Three Exercises

Check the exercises and explain the difficult points in them.

Unit 2

Time Allotment

Section One Duty Report, Language Structures & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercises (100 minutes)

Main Tasks:

I. Grammar

The nominal clause used as the object, introduced by

1. if

2. wh-word

3. that

II. Communicative skills

1. Asking for and giving information about a future event

2. Asking for and giving information about a past event

3. Expressing one’s inability to answer a question and recommending somebody else to give the information

4. Asking for and giving information of the truth of an event

5. Expressing agreement

6. Finding the way

III. Useful words and expressions

IV. Note-writing: note of introduction

Detailed Teaching Points and Suggested Teaching Procedures：

Section One Language Structures & Dialogues

I. Grammar review

Instead of using a noun with modifiers to function as an object, we may use a nominal clause:

Do you know if there’s a lecture this afternoon?

Everybody knows that money doesn’t grow on trees.

Note that the connectives used in the two sentences are different. In the first sentence, the object clause is originally a yes-no question, i.e., “Is there a lecture this afternoon?” When a yes-no question is turned into an object clause, the connective if is used and the word order of the question changes a little. In the second sentence, the object clause is a statement. When a statement is turned into an object clause, the connective that is used and the word order of the statement does not change. The connective that is often omitted in short and informal sentences.

II. Language Structure Practice

In-class Activity One

Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.

Useful words and expressions:

1. I don’t think he does. – When think is used to introduce a negative idea, the negative particle not is not used in the subordinate clause; instead, it comes back before think. Other verbs used in the same way are: believe, suppose, imagine, etc., e.g., I don’t believe that John knew the truth.

2. what for– why, for what purpose: I will go to Shanghai next week. – What for? /What is he coming to the meeting for?

3. high jump – a sport in which someone makes a jump over a bar which is gradually raised higher and higher

跳高

Other sport events:

long jump/broad jump 跳远triple jump三级跳远

sprint 短跑, walking race 竞走

hurdles 跨栏400-metr relay race 400米接力赛

marathon马拉松赛跑100-meter dash 100米赛跑

1500-meter race1500米赛跑

Dialogues

Have the students listen to the recording of Dialogue I once or twice and ask them questions on specific details. Go through Dialogue I and explain some language points:

1. resort – place where people regularly go for holidays

2. besides –in addition; also: I don’t want to go; besides, I am too tired. Usage: Compare besides and exce pt. Besides means as well as. Ten of us went to the party besides John. (=John went there too) Except means but not or leaving out. All of us went to the party except John. (=John did not go there)

3. It all depends. – It has not yet been decided. When there is no definite answer to a question, one usually says, “It depends.” or “That depends. “, meaning that the question can only be answered on certain conditions.

4. a trade-off– a balance between two opposing situations or qualities, intended to produce an acceptable or desirable result: In order to keep prices low, there has to be a trade-off between quality and quantity.

5. a john –American slang for “toilet”. A British equivalent is “a loo”.

6. incidentally– by the way. Incidentally is used here to indicate a shift to another subject.

7. a package tour –a completely planned tour or trip at a fixed price arranged by a travel agency, which includes travel, hotels, meals, etc.

8. Constant dripping wears away a stone. –水滴石穿。

9. Little strokes fell great oaks. –蚍蜉撼大树。

10. Many a little makes a mickle. –积少成多。

In-class Activity Two

1. Ask the students to read Dialogue I aloud in pairs with feeling and expressions.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in pairs to do the “Role-play” in SB.

3. Have the students form their own dialogues by using the phrases from Dialogues I & II.

4. Do the corresponding exercises in WB.

Section Two Readings

Text-related information:

When a child grows up, he is eager to leave home to see the world himself and to experience the society. But parents have complicated feelings. They wonder if the child can manage everything in the society. What if he fails, what if he is hurt, and what if he is in trouble are all worries of parents. Anyway, experience can’t be taught. Children have to encounter everything, good or bad, in order to grow.

In-class activity:

1. Have the students discuss their first experience of leaving home. How did they feel before and after leaving home?

2. Have the students read Passage I first and do the corresponding exercise in WB. Then ask them questions to check their comprehension.

Useful words and expressions:

1. slap– hit quickly with the flat part of the hand: If you say dirty words again, I will

slap your face! Usage: Compare slap, smack, and punch. Slap and smack are both used about hitting someone with an open hand. Slap is usually used about hitting someone across the face. Smack is used especially about hitting children. Be quiet or I’ll smack you. / I’ll smack your bottom if you don’t behave. Punch is used about hitting someone or something with a closed hand. A boxer tries to punch his opponent.

2. in particular– especially: I noticed his eyes in particular because they were such an unusual color.

3. put pressure on–have forceful influence on: The public is trying to put pressure on the government to change the law.

4. if I could stand up to it– if I had the courage to face the difficulty. Stand up to – to refuse to accept unjust unfavorable treatment of oneself by someone: Don’t let her say things like that about your work—you should stand up to her a bit more.

5. if it was wrong of me – if I was wrong Similar express ions are “It’s kind of you to …”, “It’s so generous of you to…”.

6.We won’t stand in your way.–We won’t be an obstacle to you; we won’t make it difficult for you. Homework:

1. Guided writing in SB.

2. Exercises in WB.

3. Interaction activities: Work in groups to discuss various ways of traveling.

Section Three Exercises

Check the exercises and explain the difficult points in them.

Unit 3

Time Allotment

Section One Duty Report, Language Structures & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercises (100 minutes)

Main Tasks:

I. Grammar

The passive sentence

1. in the simple present

2. in the present perfect

3. in the simple past

4. in the future

II. Communicative skills

1. Identifying and asking somebody to identify an object

2. Inquiring whether something has been done and who did it

3. Inquiring what somebody was asked to do on a certain occasion

4. Asking for information about something which has been postponed

5. Making comparisons between past, present and future

III. Useful words and expressions

IV. Note-writing: note of invitation

Detailed Teaching Points and Suggested Teaching Procedures:

Section One Language Structures and Dialogues

I. Grammar review

Passive voice:

The passive voice of English transitive verbs is formed by the auxiliary be +-ed participle. Since the auxiliary be can take different forms of tense and aspect, we have six passive constructions: the simple present, the simple past, the present progressive, the past progressive, the present perfect, and the past perfect.

A sentence whose predicate verb is passive is called a passive sentence. The passive sentence is used when we are not so much interested in the doer of an action as in the receiver of the action. Very often in a passive sentence, the doer of an action is vague or unimportant or unknown, so it is often not explicitly stated. When the doer of an action is stated in a passive sentence, it is placed in a by-phrase. Whether or not a by-phrase is used in a passive sentence is determined by a number of factors. Generally speaking, a by-phrase is indispensable when the speaker/writer wants to stress the agent or doer of the action, and not necessary when the agent or doer of the action in unimportant or unknown.

In-class activity One

Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.

Some difficult words or phrases:

1. duet– a piece of music for two performers; solo– a piece of music for one performer

2. cross talk– rapid exchange of clever remarks, esp. between two actors 斗嘴，相声

3. two weeks from today – the fifteenth day counting from today

4. tomorrow week– the eighth day counting from tomorrow

5. a week on Sunday– the eighth day counting from Sunday.

6. to call off –to cause (a planned event) not to take place: The lecture has to be called off because the professor is sick.

II. Dialogues

Have the students listen to the recording of the dialogue once or twice and ask them questions on specific details.

Go through the dialogue and explain some language points:

1. challenging– needing the full use of one abilities and effort; difficult but in an interesting way, e.g. I like to do challenging jobs.

2. annual– every year or once a year; of or for one year: annual event/festival/convention;

What’s your annual income?

3. to renew– to replace (something old) with something new of the same kind: I must renew my library card. renewable– that must be renewed: The card is renewable after 12 months.

4. meal plan– a prepaid arrangement for school meals

5. free from– without; safe from; untroubled or unspoilt by: After the operation, the lady is free from pain.

6. hustle and bustle– hurried activity

7. distract– to take (a person or their attention) off something, esp. for a short time: The students are distracted by the noise outside. distraction– something or someone that distracts, esp. an amusement: There are too many distractions here to work properly.

8. divert– to turn away from something; distract: The outbreak of fighting in the North has diverted public attention away from other national problems. diversion–something that turns someone’s attention away from something else that one does not wish to be noticed: I think your last argument was a diversion to

make us forget the main point.

9. It is another plus. –It’s another advantage.

10. orientation program– a program that introduces new students to university life

11. access– means or right of using, reaching, or obtaining: Students have very easy access to computers.

accessible– adj. easy to reach, enter or obtain

12. They are open to students. –All the students have the right to use them. open– that anyone can enter:

Lectures on public hygiene are open to all. = All the people are allowed to go to the lectures.

13. make the most of–to get the best advantage from: We’ve only got one day in London, so let’s make the

most of it and try to see everything.

14. the air has been cleaned considerably– The air has been cleaned greatly. Considerably– much, a great deal:

It’s considerably colder today than it was yesterday.

15. incredible –to strange to be believed; unbelievable or very hard to believe: a very incredible

id ea/excuse/That’s the most incredible coincidence I’ve ever heard of!

In-class Activity Two

1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in pairs to do the role-play: When and how to go to ….

3. Have the students form their own dialogues by using the phrases from Dialogues I & II or situations suggested in SB.

4. Do the corresponding exercises in WB.

Section Two Readings

I. Text-related information:

Intelligent, informed people read newspapers! So do English learners.

In fact, it is important for foreign language learners to become newspaper readers as well. The benefits are: Greater fluency in reading.

Exposure to new vocabulary.

Exposure to how other people write: their style, tone, use of literary techniques.

Exposure to ideas, debates and issues.

All these work together to improve your command of English.

Agencies at work

You wonder where the news comes from? Here are some of the major sources.

News agencies usually work in the background. As the major news providers, news agencies provide reports, photos or graphics to newspapers, television stations, websites and magazines worldwide. Though their names are often hidden, they are everywhere.

Reuters: Founded in 1861 in the UK, Reuters bills itself as the world’s largest international multimedia news agency. Reuters supplies news – text, graphics, video and pictures – to media organizations and websites around the world. It operates in 200 cities in 94 countries and has staff at 197 news bureaus.

AP: Founded in 1848 in the US, the Associated Press is another of the biggest and claims that it is a source of news, photos, graphics, audio and video for more than 1 billion people a day. In the US, AP serves 5, 000 radio and television stations and 1, 700 newspapers. In addition, there are 8, 500 newspaper, radio and television subscribers in 121 countries overseas. It has 3, 700 employees working in 242 bureaus. AP has received 47 Pulitzer Prizes and has 28 photo Pulitzers.

AFP: Agency France-Press is a worldwide multimedia news agency, founded in 1835 in France. It has more than 2, 000 employees, 900 working outside France. It says it produces 400, 000-600, 000 words of text, 700 photos and 50 news graphics every day. AFP is present in 165 countries, with 110 bureaus.

DPA: Deutsche Presse-Afentur is Germany’s leading news agency. It has a network of correspondents around the gloe, providing news stories, photos, graphics and radio reports. That includes offices and staff in 100 countries.

Xinhua: Xinhua News Agency is China’s largest news and information gatherer. It puts out 400, 000 characters of various types of news every day to newspapers, radio stations and TB stations at the country. Overseas, it releases 400, 000 words daily in Chinese, English, French, Spanish, Russian, Arabian and Portuguese. Top UK national newspapers:

Popular (or red-top tabloid)

Ranking Publication Publisher name/City

1 The Sun News International Newspapers Ltd.

2 Daily Mirror Trinity Mirror plc

3 Daily Star Express Newspapers Limited

4 Daily Record Scottish Daily Record and Sunday Mail Limited

Mid-market (between tabloid and broadsheets)

1 The Daily Mail The Daily Mail (Associated Newspapers Ltd)

2 Daily Express Express Newspapers Limited

Quality newspapers (or broadsheets)

1 The Daily Telegraph Telegraph Group Limited

2 The Times News International Newspapers Ltd.

3 The Guardian Guardian Newspapers Ltd.

4 The Independent Independent Newspapers (UK)

5 Financial Times Financial Times Ltd.

Top 10 US newspapers

Ranking Publication Publisher name/City

1 USA today Gannett Company Inc., Washington, DC

2 The Wall Street Journal Dow Jones & Co. Inc., New York

3 New York Times New York Times Company, New York

4 Los Angeles Times New York Times Company, New York

5 The Washington Post Washington Post Company, Washington, DC

6 Chicago Tribune Tribune Publishing Company, Chicago

7 New York Daily News New York Daily News, New York

8 Denver Post/Rocky The E.W. Scripps Company /Media News

Mountain News Group, Inc. Denver

9 The Dallas Morning News Belo Corporation Dallas

10 Philadelphia Inquirer Knight Ridder, Inc. Philadelphia

--from 21th Century, June 5, 2003

In-class Activity One

Have the students read the passage first and do the corresponding exercise in WB. Then the teacher may ask them questions in class to check their comprehension.

II. Useful words and expressions:

1. civilized – having a highly developed social organization

2. cynic– someone who thinks that people tend to act only in their own interest, and who always has a low opinion (sometimes unfairly) of people’s reasons for doing things

3. deliver – send

4. quality papers– newspapers catering for people with more intellectual interests than the average people

5. popular papers– newspapers catering for the average readers

6. …papers in Britain are perhaps less extreme… -- papers in Britain are perhaps neither very conservative nor very radical…

7. …they are less obviously committed politically and less dramatic and sensational in content.–… they do not intend to show very clear political stand and beliefs and the content in them are usual, not very exciting. committed– devoted: showing great fondness or loyalty; caring a great deal

8. subscribe to– pay regularly in order to receive a magazine, newspaper, etc.

9. newsstand – a table or stall, e.g. on a street or in a station, from which newspapers and sometimes magazines

and books are sold

10.editorial–leading article, an article in a newspaper giving the paper’s opinion on a matter, rather than reporting information

https://www.360docs.net/doc/2d13554698.html,ic strip– a set of drawings telling a short story, often with words showing the speech of the characters in the pictures

Note-writing: A note of invitation should state clearly:

1. What invitation it is;

2. The time and the place;

3. The pleasure of seeking the addressee on that occasion;

4. A reply is expected (In some, this is not mentioned.).

Homework:

1. Guided writing

2. Exercises in WB

3. Interaction activities

Section Three Exercises

Check the exercises and explain the difficult points in them.

Unit 4

Time Allotment

Section One Duty Report, Language Structure & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercises & Main Task Revisited (100 minutes)

Main Tasks:

I. Grammar

1. Modal auxiliaries can /could and be able to used to express “ability”

2. Modal auxiliary have to expressing “obligation”

3. Modal auxiliaries can /may used to express “permission” or “request for permission”

4. Modal auxiliaries had better expressing “advice” or “suggestion”

II. Communicative skills

1. Asking for and giving information about somebod y’s ability to do something at present, in the past, or in the future;

2. Inquiring whether somebody is / was / will be obliged to do something

3. Asking for permission to do something

4. Not granting permission to do something

5. Expressing obligation and prohibition

6. Giving advice and making suggestions

7. Asking for advice and reacting to somebody’s bad news

III. Useful words and expressions

IV. Note of introduction

V. Use of transitions

VI. Detailed Teaching Points and Suggested Teaching Procedures

Section One Language Structure & Dialogues

I. Grammar review

1. Modal auxiliaries can /could and be able to used to express “ability”

Both can and be able to express one’s ability in doing something. But can has only two forms, the present form can and the past form could. To express one’s ability in doing something in tenses other than the simple present and the simple past, we use be able to, e.g., Has she been able to tell the twins apart tomorrow?

Peter won’t be able to go with you. For the present and past actions, both can and be able to are used to express ability. However, for the present ability, can is more usual than be able to.

For the past ability, be able to means that one succeeded in doing something whereas could does not have this

implication, e. g.,.

a. She could play the piano when she was ten.

b. She practiced hard and so was able to win first place in the piano solo contest.

2. Modal auxiliary have to expressing “obligation”

a) Have to, like must, is used to express obligation and necessity. Must has only one form and it is used for

all persons in the present and future. Have to, however, is almost like a full verb and has present, past and future forms. In meaning, there is some difference between must and have to. Must expresses an obligation imposed by the speaker while have to expresses an obligation imposed by external circumstances, e. g.,

I must leave now, for I’m tired.

I have to get up early every day as I live quite far away where I work.

The negative forms of have to in the present, past and future are doesn’t / don’t have to, didn’t have to and won’t have to respectively.

b) The affirmative short answers for have to in the present, past and future are: Yes, I do / have to. Yes, I did /

had to, and Yes, I will / ’ll have to respectively.

3. Modal auxiliaries can /may used to express “permission” or “request for permission”

Both can and may express permission, e. g., Can / may I leave the office a little earlier today?

May is used on more formal occasions while can, which is more often used, is for informal situations.

4. Modal auxiliaries had better expressing “advice” or “suggestion”

had better… is a very useful advice form.

The negative is formed with not after better, e. g., You had better not give up.

II. Useful words and expressions:

1.encyclopedia: n book, or set of books, giving information about every branch of knowledge, or on one subject, with articles in ABC order.

2. extensively: adv. Extending far, far-reaching.

E. g., The police made inquiries extensively.

3. promote: v ~ (to) give a higher position or rank.

E. g., He was promoted sergeant.

4. rehearsal: n. trial performance of a play, etc.

E. g., Peter missed the dress rehearsal yesterday.

5.be excused from: be free from ,

E. g., Can I be excused from the group discussion this afternoon?

6.make up: compensate.

E. g., The government will make up for your loss.

In-class Activity One

Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.

III. Dialogues

Have the students listen to the recording of the dialogue once or twice and ask them

questions on specific details.

Go through the dialogue and explain some language points:

1. I’m really sick of the whole dictation business: I get very tired of the whole matter of dictation, be sick of…means get very tired of….

2. take it easy: be calm, stay calm. e. g., Take it easy. It is not the end of world.

3. it gets on my nerves: It annoys me; it makes me angry, get on one’s ne rves, means irate or exasperate sb, Similar expression is set one’s nerves / teeth on edge.

4. … ended up with missing words, even phrases: … the result was that I missed words, even phrases in my dictation, en d up means finish. It can be followed by a phrasal preposition, gerund or noun. e.g. He ended up losing all his money.

5. hold…in one’s memory: memorize…, learn… by heart. e.g., It took Lily a week to hold the epic poem in her memory.

6. Make sense of: fully understand, e. g., He read the article ag ain and again, but still couldn’t make any sense of it.

7. take advantage of: It can be used in a positive way, meaning put to good use, e. g., take advantage of the nutrition of food. It may also be used derogatorily, meaning make use of, or exploit (one’s shortcoming, etc) to benefit from it. e. g., He took advantage of her mistake, and…

8. tease sb.: make fun of sb. playfully or unkindly. e. g.,Don’t tease John any more. He has got enough today.

9. You’ve on your way to becoming a “dictation master”:You’re going to be one who excels in dictation Note that the word to in the phrase on one’s way to is a preposition. On one’s way originally means on the route of

a journey. Here it means in the process of. e. g., The politician is on his way to power.

10. Every word counts: Every word is important, count here means important. E.g. You know, Money counts.

11.I need my visa and identity cards badly: I need my … cards very much. Here badly means v ery much.

E. g., I miss my brother badly.

IV. In-class Activity Two

1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in groups to discuss t he topic of “How to learn English”.

3. Have the students form their own dialogues by using the phrases from Dialogues I & II.

4. Do the corresponding exercises in WB.

Section Two Readings

I. Background information:

Electricity Generation：

Generation from natural gas, coal, nuclear, and renewable fuels is projected to increase through 2025 to meet growing demand for electricity and offset the projected retirement of existing generating capacity, mostly fossil steam capacity being displaced by more efficient natural-gas-fired combined-cycle capacity brought online in the past few years and still being constructed. The projected levels of generation from power plants using coal, nuclear, and renewable fuels are higher than in AEO2002 due to higher projected natural gas prices and life extensions of nuclear plants.

The natural gas share of electricity generation is projected to increase from 17 percent in 2001 to 29 percent in 2025, including generation by electric utilities, IPPs, and CHP generators. The share from coal is projected to decline from 52 percent in 2001 to 47 percent in 2025 as a more competitive electricity industry invests in less capital-intensive and more efficient natural gas generation technologies. Nonetheless, coal remains the primary fuel for electricity generation through 2025, and AEO2003projects that 74 gig watts of new coal-fired generating capacity will be constructed between 2001 and 2025.

Have the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in clad to check their comprehension.

II. Useful words and expressions:

1. convert something (from something) (to / into something): change from one form or use into another. e. g., convert rags into paper.

2. grind: v. ~ (down) (to / into): crush to grains or powder between millstones, the teeth, etc. e. g., The wind will grind wheat into flour. .

3. … and some sources of energy are being used up very quickly: Pay attention to the difference between source and resource, source originally means starting-point-of a river, e. g., the source of the Nile. source also means the place from which sth comes or is got. e. g., the source of the problem; resource is often used in the plural form, meaning wealth, supplies of goods, raw materials, etc. e. g. our resource in men and ammunition are inadequate.

4. Throughout history the sea has served the needs of man.: Serve the need of sb / serve one’s needs / purposes meet one’s requirements, e. g. The house will ~ hi s needs admirably.

5. The sea has provided man with… provide sb with sth or provide sth for sb means give, supply (what is

needed, esp what a person needs in order to live), e. g. ~ one’s children with food and clothes. Provide can also be used as ~ for sb / sth, meaning make ready, do what is necessary, for …, e. g., He has a large family to … for and provide against sth, meaning take steps to quads atavist, e. g., Have you and against a coal shortage next winter?

6. The riches of the sea yet to be develo ped by man’s technology are impressive: There are mark ably abundant resources in the sea that have not been developed yet and will be developed with the progress of man’s technology. Here yet to … technology is the modifier to riches, showing a future action that has not taken place.

7. Fish farming promises to… of food: The verb promise originally means undertake to do…, Here it means indicate sth favorable to happen, expect. Promising: adj.full of promise e. g. In the last paragraph of Reading I, the most promising source means the most hopeful source

III. Use of transitions

1. 1) a. Fortunately---luckily, expressing the writer’s emotion---he considered himself lucky

b. Incidentally--- signaling digression, unfit

c. Happily---expressing satisfaction at the present stage, unfit

2) a. Moreover---Furthermore, adding more information unfit

b.To my surprise---signaling what is unexpected---the writer did not expect that he had to be

interweaved.

c. Actually---expressing conviction on the truth of what is being said, unfit.

3) a. Certainly---signaling certainty. This could be used unless the next sentence also signals certainty. But

“might” in the next sentence rules this out, unfit.

b. Perhaps---expressing the writer’s hope to avoid being interviewed by askin g his uncle for help. He

thought this alternative possible.

c. Very likely---this does not show the writer’s attitude, unfit.

4) a. Presumably---signaling assumption. The writer was supposed to be what he said about himself.

b. quite properly---signaling manner unfit.

c. Honestly---signaling truth, unfit in the context, unfit.

5) a. Furthermore---adding more information, unfit.

b. To be frank---expressing the writer’s frankness.

c. Unfortunately---signaling bad luck, unfit.

6). a. Naturally---signaling a matter of course.

b. Perhaps---signaling possibility, unfit.

c. Surely---signaling certainty, unfit.

7). a. Undoubtedly---signaling certainty, unfit.

b. In fact---signaling really, unfit.

c. Unfortunately---expressing the writer’s regret---he considered himself unlucky.

2. 1). Unfortunately---expressing the writer’s emotion

2). Presumably---signaling assumption ; Undoubtedly---signaling certainty

(Though the two words differ in using, either fits in the isolated sentence.)

3). Naturally---signaling a matter of course

4). Honestly---signaling truth

5). to be frank---expressing the writer’s frankness

Homework:

1. Guided writing

2. Exercises in WB

3. Interaction activities

Section Three Exercises

I. Vocabulary

1. D. converts: ~ sth (from sth) (to / into sth): change from one form, use, etc. into another. fit because in the

sentence it is to make electric fan into a desk lamp.

A. change: ~ (from) (into / to) make or become different, unfit

B. transform: ~ (sb / sth) (from) (to): change position, move, unfit.

C. alter: make or become different, change in character, appearance, ect, unfit.

2. A. receiving: get, after sb gives sth to you, fit.

B. accepting: if you accept sth been offered, you say yes or agree to take it unfit.

C. obtaining: get or achieve with effort, unfit.

D. focusing: come together at a point, unfit.

3. A. promising: sb or sth is ~ seems likely to be good or successful, fit.

B. prosperous: ~ people, place, economy are rich and successful. e. g., sb from a ~ family, unfit.

C. hopeful: showing confidence of sth you want to happen will happen, unfit.

D. probable: possible, unfit.

4. B. isolated: an isolated place is a long way away from large towns and is difficult to reach, fit.

A. separated: divided, not joined or united, unfit.

C. individual: relating to one person or thing rather than to a large group, unfit.

D.solitary: describing human spending a lot of time alone, unfit.

5. C. individual: 同4.C

A. single: emphasizing referring to one thing, no more than one e.g. in a ~ day, unfit.

B. singular: (1) ~ form of a word is the form that is used when referring to one person or thing unfit. (2)

~ means very great remarkable formal use. e. g., a smile of ~sweetness, unfit.

D. each of: every, unfit.

6. A. on average: if you say sth. is true ~, you mean it is generally true.

B. on an / the average: indicate a number is the average of several numbers e. g. ~, we would be spending

$200 per day, unfit.

D. averagely: according to the average, unfit.

7. C. enlightening: giving sb.. more knowledge and greater; understanding about sth., formal use.

A. educating: giving education or teaching too general, unfit.

B. fascinating: attractive, unfit.

D. instructing: teaching, too general, unfit.

8. C. comprehend: understand, formal.

A. master: overcome, unfit.

B. realize: put sth into reality, unfit.

D. conceive: (1) ~ of imagine or believe. (2) ~ a plan, an idea, think of it can work out how it can be

done, e. g. she ~ the idea of a series of novels.

9. B. got on my nerves: annoy or irritate, formal expression.

A. lived on my nerves: continually worried and anxious about the circumstances that sb is in; used mainly

in British English, e. g. Her mother has been living on her nerves for some considerable time, unfit.

C. touch a raw nerve: accidentally upset sb by talking about sth he feels strongly about or is very sensitive

about e. g. The very mention of John has touched a very raw nerve indeed, unfit.

D. lost his nerve: sudden panic and become too afraid to do sth that sb is about to do e. g. The bomber

had lost his nerve and fled, unfit.

10. A. source: person or thing or place where sb gets sth from.

B. origin: beginning, or cause of sth, unfit.

C. bases: place from which sth can be developed or achieved unfit.

D. homes: ~ of sth: place where it began or where it’s most typically found, unfit.

Main Task Revisited

The use of Modal auxiliaries:

Be able to, Can /could; have to; May; Had better; live on one’s nerves; touch a raw nerve; Get on one’s nerves; lose one’s nerves; sense of ; count; Make for; make off ; make out; make up.

Unit 5

Time Allotment

Section One Duty Report, Language Structure & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercises & Main Task Revisited (100 minutes)

Main Tasks:

I. Grammar

Indirect speech introduced by a simple present verb

1. reporting statements

2. reporting yes-no questions

3. reporting wh-questions

II. Communicative skills

1. Asking about and reporting the contents of notices;

2. Asking about and reporting the contents of letters;

3. Reporting statements, questions and responses;

III. Useful words and expressions

IV. Note of introduction

V. Use of transitions

Detailed Teaching Points and Suggested Teaching Procedures

Section One Language Structure & Dialogues

I. Grammar review:

Indirect speech introduced by a simple present verb

1. Reporting statements

The first notice says … 8 October

This is an indirect speech introduced by a simple present verb reporting a statement. When the introductory verb is in a present, present perfect or future tense, we can report the direct speech without any change of tense. But when indirect speech is introduced by a verb in the past tense, verbs in the direct speech have then to be changed into a corresponding past tense (e.g. Simple present →Simple past, Present continuous →Past continuous, etc). Pronouns and possessive adjectives usually change from first or second to the third person. Adverbs and adverbial phrases of time change except when they refer to some definite year, month or day. Adverb of place here usually become there.

2. Reporting yes-no questions

He asks Mr. Ford if be is still busy learning how to paint.

This is an indirect speech converted from a yes – no question. It changes as a wh– question except whether or if is used as the connective.

3. reporting wh-questions

He asked Mr. Ford how he has been.

This is an indirect speech converted from a wh– question. Tenses, pronouns and possessive adjectives, and adverbs of time and place change as in statements. The wh– word is repeated and the word order of question changes into statement.

In-class Activity One

Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.

II. Dialogues

Have the students listen to the recording of the dialogue once or twice and ask them questions on specific details.

Go through the dialogue and explain some language points:

1. So far so good.

Things are satisfactory up to this point, at least.

2. I’m going through similar ordeal.

I’m experiencing a difficulty alike.ordeal means severe test of character or endurance.

3. to name just a few.

Here the infinitive is used as parenthesis to further explain, meaning for example name here refers to mention, list. Similar expressions are for instance, that is, such as, namely, as an illustration, in addition.

4. I won’t be able to appreciate it …

appreciate here means value highly. It also means increase in value, realize and understand, understand and enjoy. e.g. ~ the value of land,

~ you anxiety, ~ English poetry.

5. make distinctions of:

It means distinguish. Between can also be used instead of of, e.g. make distinction between the primary and secondary contradictions.

6. dip oneself in the language environment: dip originally means put into the surface of liquid, here it refers to investigate a subject, dabble, e.g. ~ into psychology.

7. newly — released feature film.

newly — released means newly-issued, feature film here refers to full-length story film. Besides, there are documentary film(纪录片), science and education film(科教片), animation(动画片).

In-class Activity Two

1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in groups to discuss the topic of “My main difficulties with English grammar”.

3. Have the students form their own dialogues by using the phrases from Dialogues I & II.

4. Do the corresponding exercises in WB.

Section Two Readings

I. Background information

Rain: did you know?

In terms of annual average rainfall, the driest recorded place on Earth is the Atacama Desert Chile, with just 0.1mm per year.500 million liters of rain can fall from a single thunderstorm recorded at sprinkling Tarn, Cambria, in 1954. The longest drought in the UK occurred in Sussex and lasted 60 days between 17th March and 15th May 1893.

Have the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in class to check their comprehension.

II. Useful words and expressions:

1. in the land: here refers to in the island, which is the Great Britain.

2. on the Continent: to the British, this refers to the European continent.

3. Fancy such a day in July: fancy originally means suppose, imagine,e.g.He fancied he heard footsteps behind him.Here, fancy is used in imperative or exclamation, expressing surprise, e.g. Fancy wearing a brown dress in a funeral!

4. A very important rule emerges from it: You can learn an important rule from it, emerge means come into existence. e. g.Daisy spent much time researching and experimenting. Finally a new theory emerged.

5. Should it hail and snow … without hesitation:This is inversion in a sentence using subjunctive mood. In the normal word order, this clause reads: If it should hail and snow …When subjunctive mood is used in a if-adverbial clause, and there are were, had, should, could as auxiliary verb or link verb, if can be omitted, with the auxiliary verb or link verb inverted partially. This structure is mainly used in written language, e.g. Where they to get married, they would not be happy.

6. be slow in picking things up:not quick in (learning …), dull, e.g He is slow in accounts, pick up here refers to learn, acquire (knowledge), e.g. pick Chinese up quickly.

7. … passing as a remarkably … manners:… you can be accepted as a very clever man who has high wisdom, good ability to detect others, and very agreeable behavior. This sentence is not to be taken seriously. It is an exaggeration and a bit of sense of humour. It is to show in Britain weather is a very common topic of

conversation, just because its weather is so changeable.

III. Note-writing

In writing a telephone message, it is necessary to give the name of the person who called and the exact time of call. The message must be stated clearly and in good order.

IV. Use of transitions

1. 1) c. Generally speaking—“in a general sense, not referring to anything particular, on the whole”

(a. Firstly—signaling “time”, unfit

b. Gladly—This adverb cannot be used as the disjunct, but it is possible to say “I’d gladly talk with

John.” unfit)

2) c. To my surprise—this runs contrary to what the author think, hence the “surprise”

(a.often—“in many cases”, this does not bring out be author’s surprise.

b. actually—“in actual fact”, this is not a logical connector to join the preceding sentence to the

following clause)

3) a. In fact—“this is the fact”

(b. Indeed—signaling “certainly”, “really”

c. In truth—though signaling “in fact”, “really”, it is not idiomatic)

4) c. obviously—“clearly”

(a. to my surprise—there is nothing “surprising” about the weather being the best topic of conversation,

unfit

b. eventually—“at last (as a result)”, signaling result, unfit)

5) b. perhaps—this shows the writer’s uncertainty

(a. undoubtedly—“without any doubt”, unfit

c. surely—this indicates “certainty” and does not go with “might”)

6) a. in my opinion—signaling “I’m of this opinion”

(b. in person—signaling “bodily presence”, unfit

c. actually—signaling “existing in fact”, unfit)

7) c. surely—the writer expresses his attitude that under the circumstance “it is certain that…”

(a. quite likely—this is not “certainly”, only “quite possible”

b. perhaps—same as “quite likely”)

2. 1). quite likely—the writer expresses his opinion that something is likely.

2). Eventually—“at last”, signaling “result”.

3). Generally speaking—“on the whole, in a general sense”, signaling “generalization”.

4). surely / undoubtedly—both shows the writer’s certainty, which cannot be otherwise, since the following

sentence gives an indication of certainty.

5). Surely—here the writer is sure that Jim can’t be sick again—implying that Jim has just recovered from

an illness.

V. Homework:

1. Guided writing

2. Exercises in WB

3. Interaction activities

Section Three Exercises

I. Vocabulary

1.A. meditation: the act of remaining in a silent and calm state for a period of time, as part of a religious

training, or so that sb is more able to deal with the problems of everyday life. e.g. Many busy executives have begun to practice yoga and meditation. unfit.

B. hesitation: (1) an unwillingness to do sth, or a delay in doing it because sb is uncertain, worried or

embarrassed about it. (2) have no hesitation is doing sth: emphasize sb will do sth immediately or willingly because he is certain that it is the right thing to do fit.

C. reaction: response, unfit.

D. contemplation: the act of thinking about whether to do sth or not, or thinking about sth carefully for a long

time. unfit.

2. A. contradicted: If one statement or piece of evidence contradicted another, the first one makes the second

one appear to be wrong. e.g. The result seems to contradicted a major us study reported last November. fit.

B. argue: usually we don’t say argue sth, we say argue sth is true, argue for / against an idea or policy, argue

with sb about sth, showing sb supports his opinions with evidence, discuss or debate the matter with others.

unfit.

C. criticize: If you criticize sb or sth, you express your disapproval of them by saying what you think is

wrong with them. e.g. His mother has rarely criticized him or any of her children. unfit.

D. denounced: (1) criticize severely and publicly because you feel it is wrong or evil..(2) denounced sb:

report what you feel is wrong or evil about sb to the authority. unfit.

3. A. frightened: usually me say sth / sb frightens sb, meaning they cause sb to suddenly feel afraid or anxious.

unfit.

B. dazzled: sth dazzled sb: it extremely impressed sb by skill, quality or beauty. unfit.

C. dreaded: if you dreaded sth which may happen, you feel very anxious and unhappy about it because you

think it will be unpleasant or upsetting, e.g. I’m dreading Christmas this year. fit.

D. scared: sb / sth scares sb. unfit.

4. A. wrong: if sth is wrong, it is incorrect and not in accordance with the facts. unfit.

B. false: if sth is false, it is incorrect, untrue or mistaken. e.g. The president was given false information by

those around him. unfit.

C. dishonest: if you say sb or their behavior is dishonest, you mean they are not truthful or honest. and that

you cannot trust them, e.g. You have been dishonest with me. unfit.

D. misleading: if you describe sth as misleading, you mean it gives you a wrong idea or impression. e.g. The

article contains several misleading statements. According to the sentence “accompanied by exaggerations of facts.” fit.

5. A. come: when a particular event or time comes, it arrives or happens, but it lacks of the meaning of not

being previously noticed in emerge. unfit.

B. emerge: it means to come out from an enclosed or dark space, such as a room, or from a position where it

can not be seen e.g. Richard was waiting outside the door as she emerged.

C. exist: sth exist, it is present in the world as a real thing, e.g. He thought that if he couldn’t see sth, it didn’t

exist. unfit.

D. immerse: (1) if you immerse yourself in sth you’ve doing, you becom e completely involved in it. (2) if sth

is immersed in a liquid, it is put into the liquid so that it is completely covered. unfit.

6. A. remarkably: remarkable: sb / sth that is remarkable is unusual or exceptional in some way that causes

people to notice them and be surprised or impressed, usually used positively, e.g. It’s been a successful year for Labour. fit.

B.C.D: all used in negative meaning. unfit.

7. A. sharp: originally means sth has thin edge and can cut things easily. Yet a sharp difference / image or sound

is very easy to see, hear or distinguish, e.g. Many people make a sharp distinction between humans and other animals. unfit.

B. deep: if sth is deep, it extends a long way down from the ground. Hence, if you describe sth such as a

problem or a piece of writing as deep, you mean that it is important, serious, or complicated, e.g. This is a very deep question. unfit.

C. keen: if sb has a keen eye or ear, he is able to notice things that are difficult to detect. e.g. an amateur artist

with a keen eye for detail. fit.

D. acute: an acute situation or feeling is very severe or intense, e.g. The war has aggravated an acute

economic crisis. unfit.

8. A. dissimilarity: two things are different from each other, e.g. One of his main themes is the dissimilarity

between parents and children. unfit.

B. differentiation: differentiate: v (1) if you differentiation between two things, you recognize or show the

difference between them, e.g. A child may not differentiation between his imagination and real world. (2)

A quality / feature that differentiations one thing from another make the two things different, e.g.

distinctive policies that differentiations them from the other parties. unfit.

C. distinction: it is a difference between similar things, e.g. There’re obvious distinctions between the two

wire-making areas. fit.

D. divergence: is a difference between two or more things, attitudes, or opinions, a formal word, e.g. There’s

a substantial divergence of opinion within the party. unfit.

9. A. re alize: if you realize that sth is true, you become aware of that fact or understand it, e.g. People don’t

realize how serious this recession has actually been. unfit.

B. recognize: if sb says they recognize sth, they acknowledge that it exists or that it is true, e.g. I recognize

my own shortcomings. fit.

C. research: if you research sth, you try to discover facts about it, unfit.

D. reckon: if you reckon that sth is true, you think it’s true, an informal use, e.g. He reckoned he was still

fond of her. unfit.

10. A. fragrant: is to describe pleasant or sweet smell, e.g. the fragrant cologne. unfit.

B. pleasant: sth pleasant is nice, enjoyable or attractive, too general, unfit.

C. juicy: (1) if food is juicy, it has a lot of juice in it and is enjoyable to eat. (2) if information is juicy, it is

exciting or scandalous, informal use, e.g. It provided some juicy gossip for a few days, unfit.

D. melodious: A melodious sound is pleasant to listen to, a formal word e.g. She spoke in a quietly

melodious voice. fit.

II. Main Task Revisited

Indirect speech introduced by a simple present verb reporting statement, yes-no question and wh- question.

dip oneself in the language environment

Dripping water wears away stone. 水滴石穿

Where there’s a will, there’s a wa y. 有志者事竟成。

Unit 6

Time Allotment

Section One Duty Report, Language Structure & Dialogues (100 minutes)

Section Two Duty Report, Readings (100 minutes)

Section Three Duty Report, Exercise & Main Task Revisited (100 minutes)

Main Tasks:

I. Grammar

The adverbial clause of time introduced by

1.when

2.before

3.since

4. until

II. Communicative skills

1. Asking a favour of somebody and agreeing to do the favour

2. Asking for and giving confirmation of what one had asked somebody to do

3. Inquiring about something somebody will do/did

4. Expressing certainty

5. Asking for and giving information about something somebody had been doing

6. Giving information about something one will continue doing up to a certain point of time

7. Asking questions politely

8. Asking informal questions about origin and duration

9. Asking for a question or statement to be repeated

III. Useful words and expressions

IV. Note of introduction

V. Use of transitions

Detailed Teaching Points and Suggested Teaching Procedures

Section One Language Structure &Dialogues

I. Grammar review

1. The adverbial clause of time introduced by when:

You’ll see John when you go to Beijing next week.

This is an adverbial clause of time introduced by when. This sentence refers to the future, but the verb in the adverbial clause is in the simple present tense. The same rule applies if the connective is after, before, as, as soon as, still, until, if, unless, although, even if, in case, though, so long as, whatever, wherever. Sometimes, in order to clearly state that the action in the adverbial clause is fulfilled before that in the main clause, present perfect tense can be used instead, e.g. We have a rest when we’ve done the job.

2.since

I’ve been playing the piano since I wa s a child.

The present perfect continuous tense is used in this sentence. This tense shows an action, which began in the past and is still continuing, or has only just finished. The present perfect continuous is different from the present perfect tense. The former emphasizes that an action is continuing or repeating, yet the latter stresses a just finished action or the present effect or result from a past action, e.g. I’ve polished the car. I’ve been polishing the car

3.until

He won’t arrive until four, and I’ll wait until he arrives.

Until in the first sentence is a preposition, and that in the second sentence is a connective, meaning up to a certain time / up to the time when. e.g. He ate until it was dark.

In-class Activity One

Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.

II. Dialogues

Have the students listen to the recording of the dialogue once or twice and ask them questions on specific details.

Go through the dialogue and explain some language points:

1. make a hit: be very successful hit here refers to success. e.g. The play was an immediate hit.

2. a straight A student: a student who receives an A for every course he / she takes.

3. I long to act …: he re long refers to want very much. Long can only be used as an intransitive verb, followed by infinitive or preposition for / after. e.g. long for love.

4. I volunteered on every occasion to play …voluntee r here means give or offer sth willingly, usually followed by infinitive. e.g. ~ to join the army.

5. I really enjoyed the spotlight: A spotlight is a powerful light which lights up a small area on a stage. Here it refers to acting on the stage. e. g., I am quite shy. I never enjoyed the spotlight.

6. … went off well: go off here means adhere to the expected course of events or the expected plan. e.g. The project went off smoothly. Besides, go off means explode, lose good quality, become unconscious, etc.

7. I was more than excited: Here more than is not to show comparative, instead it means very. It can be followed with Noun, Verb, Adjective, Past participle and Clause. e.g. It is more than I can tell. He more than hesitated to promise that.

8. UNESCO: United Nations Educational, Scientific and cultural Organization.

In-class Activity Two

1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.

2. Ask the students to listen to Dialogue II and then retell it.

Homework:

1. Work in pairs to practice the situation in each dialogue.

2. Work in groups to role-play “interviewing the winner of the 100-metre dash”

3. Have the students form their own dialogues by using the phrases from Dialogues I & II.

4. Do the corresponding exercises in WB.

Section Two Readings

I. Background information:

The Meaning of Philately

The term “philately” was first used in 1864 by Georges Herpins, an avid collector of stamps. The word is a translation of the Greek words philos (“love”) and ateleia (“that which is tax-free”).

This phrase was intended to be a reference to the fact that postage stamp permitted the letter to come free of charge to the recipient.

While the term philately is often used as a synonym for traditional stamp collection, philately is much broader than this. Today the term encompasses the collection and study of regular issue postage stamps, as well as covers, stamps not intended to be used as postage, and other patal materials.

Have the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in clad to check their comprehension.

II. Useful words and expressions:

1. relating to the country of issue:the country that issues the stamps or publishes / circulates the stamps. Issue can both be noun and verb, meaning publish, put ... into circulation, e.g. ~ periodic statements. relate to here refers to concern, e. g.,It does not matter whether the problem you have concerns to food.

2. imposing taxes on liquor …: impose on / up on: lay or place a tax, duty, ect on, e.g. I must perform the task that has been ~d upon me. impose oneself on sb refers to force one’s company on sb. e.g. Don’t yourself on others who don’t want you. Impose upon sth means take advantage of e.g. ~ upon sb.’s good nature.

3. bear the likeness of: resemble, e. g., The baby bears the likeness of her father ,not her mother.

4. be familiar to: be well known to, e.g. facts that are ~ to every schoolboy.

be familiar with: having a good knowledge of, e.g. I am not very ~ botanical names.

5. be off the press: be issued. e. g., The novel was sold up soon after it was off the press.

6.one referred to a “new mania for collecting … of England.”,one of the advertisements mentioned an “extreme enthusiasm for stamp collecting that has taken strong hold of Englis h women who had nothing else to do.”

III. Note-writing

A telephone message expressing the change of appointment must be stated clearly and in good order. The following are usually included:

1.The change of the appointment

2.Reason for the change

3.Regret and compensation

Homework:

1. Guided writing

2. Exercises in WB

3. Interaction activities

Section Three Exercises

I. V ocabulary

1.gather: (1) if people gather somewhere, they come together in a group.(2) if you gather things, you collect them together so that you can use them.

2. assemble: (1) when people assemble, they come together in a group, usually for a particular purpose such as

a meeting. (2) to assemble sth means to collect them together or to fit the different parts of it together.

3. accumulate: when you accumulate things / they accumulate, they collect or are gathered over a period of time, e.g. They suggest that households accumulate wealth across a broad spectrum of asserts.

4. collect: (1) when you collect a number of things, you bring them together from several places or from several people. (2) if you collect things as hobby, you get a large number of them over a period of time because they interest you.

II. Main Task Revisited

The adverbial clause of time introduced by when, before, since, and until.

pursue fascinating commemorate supplant