Teaching Plan
Of A New English Course
Statement
The plan series, based on the English teaching book A New English Course by Li Guanyi (李观仪) and Mei Deming(梅德明), are edited and reorganized by English Dept.of Longdong Normal University for the teachers’ ref erence. The English Department of Longdong University is the only copyright holder. Any illegal unloading of the plan will be accused with accordance to relevant laws.
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 to 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 present 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 be lieve 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 except. 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 answe red 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 lik e 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 expressions 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 adva ntage 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
idea/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 i tself 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.doczj.com/doc/a87781995.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 somebody‘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 n ow, 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 bet ter… 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 nerves, means irate or exasperate sb, Similar expression is set one’s nerves / teeth on edge.
4. … ended up with missing words, even phras es: … 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 again 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 the 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 ~ his 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 developed by man’s technology are impressive: There are mark ably abundant resources in the sea that have not been developed yet and will be d eveloped 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 emot ion---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‖ i n the next sentence rules this out, unfit.
b. Perhaps---expressing the writer‘s hope to avoid being interviewed by asking 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 exp eriencing 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 th e ―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 become 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 dif ference 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. realize: 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 way. 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 was 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 …: here 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 t ax-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 collecti ng that has taken strong hold of English 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
Unit Two Communication problems T eaching Objectives 1. Let the students have some ideas of the common ways we usually use in our daily life to communicate. 2. Make the students find the efficient ways to communicate with each other. 3. Let the students come up with the ways to avoid misunderstandings. T eaching allotment six academic hours Focus points 1.key words and phrases assume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly 2.difficult sentences 1) When Martians and V enusians first got together, they encountered many of the problems with relationships we have today. 2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other. 3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations. 3.grammar focus prefix “mis---”的不同意义 Related Information It is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting linguistic gender difference among native speakers of English is the likelihood of women using these color terms to differentiate between shades of purple, whereas, men will be satisfied with the one word “purple”. This is true of other color words too.
《新编实用英语》第一册教案 Unit One Greeting and Introducing People Teaching Objective In "Talking Face to Face",learn how to greet people and how to make introductions. In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships. In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II. In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching Procedures Section I Talking Face to Face1.Warm- up: Expressions of greetings and responses to greetings： a. Greetings: 1) Hi! How do you do? 2) Hello, you must be Jack from America. 3) How are you? 4) Hello. How are things with you? How are you doing? 5) How is everything? 6) You are doing all right? 7) How it goes? 8) How is life, John? 9) Excuse me. Are you Kitty? b. Responses to Greetings: 1) How do you do? 2) Fine, just fine. 3) Fine, thank you. 4) Quite well. And you? 5) The usual. How about you? 6) So-so. And what about you? 7) Nothing particular. 8) Not too bad. 9) Nice to meet you.
Unit Seven Entertainments and Tourist Attractions I. Aims and Requirements 1. Some entertainment and tourist ads 2. How to write entertainment and tourist ads 3. How to introduce entertainment and tourist attractions 4. Some knowledge about opera 5. Useful words, expressions and language points II. Introduction 1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments. 2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad. III. Teaching Plans
Task 1 Talking face to face: Entertainment aids L istening comprehension Part 1 Read some entertainment and tourist ads Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors. Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions Part 4 Practices Part 1 Read some entertainment and tourist ads Sample 1 What Shall We See This Evening Sample 2 Go to see Chinese Acrobatics. Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors Sample1. What Shall We See This Evening 1，Asking programs of this evening: What are we going to see this evening? 2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer? 3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before. 4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit. 5，Discussing the meeting time：When shall we meet? Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions (1) There is a … performance here on these days.
Unit 1 To the Student’s Book TEXT 1 Pre-Reading Questions √ 1. The writer describes what his first job was like. __ 2. The writer wanted to have a job because he wanted some experience. √ 3. The writer found his first job unpleasant __ 4. The writer enjoyed his first job 2.The Main Idea(P4) (3)The writer was interviewed by the headmaster of a school and was offered a job which was none too pleasant. 3.Vocabulary(P5) A. Guessing the meanings of words: 1. f 2. h 3. c 4. b 5. g 6. e 7. d 8. a B. Looking up words in a dictionary: 1. inconvenient and uncomfortable 2. sad; low in spirits 3. gloomy; cheerless 4. make a short, deep, rough sound (like a pig), showing dissatisfaction 5. very necessary 6. shock deeply; fill with fear 7. timidly 8. greatest; extreme 4.Questions(P7) 1. What are big staring sash-windows? Reference Answer: They are very large windows, so large that they look like people’s wide open eyes. What is the implied meaning of ―they struggled to survive the dust and fumes from a busy main road’? Reference Answer: They (the four evergreen shrubs) did their best to remain alive in spite of the dust and smoke from a main road with heavy traffic. Describe the appearance of the headmaster in your own words. Reference Answer: He was short and stout. He grew a moustache which was pale reddish yellow. His forehead was covered with freckles. What impression did the hall give the writer? Reference Answer: It was a narrow, dim (unlighted) hall which had an offensive odor of dried up cabbage. The walls, once painted in cream color, had darkened to the color of margarine and in a few places were marked with ink stains. Silence prevailed in the hall. 5. Why do you think the headmaster had ―bloodshot eyes? Reference Answer: Perhaps he liked to have a drop too much. What kind of class was the writer asked to teach? Reference Answer: It was a class of 24 boys who were from seven to thirteen years.
Unit Seven Culture Teaching Objectives 1. Culture and characteristics of people; 2. Learn to bridge a gap among different culture groups; 3. To know the importance of culture in our English study; 4. To enable students to master the new words and phrases. Teaching allotment 6 academic hours. 1)1-2 Preparation 2)3-4 In-Class Reading: Bridging Cultural Gaps Gracefully 3) 5-6 After-Class Reading & Exercises Focus Points 1. Key words,phrases & usages abrupt, accompany, accomplish, assure, avoid, caution, compliment, confusion, constant, cultural, definitely, edible, fancy, farewell, feasible, gap, graceful, gracious, haste, inadequate, inevitable, involve, literally, mission, modest, modify, naughty, negotiation, polar, proposal, protest, refusal, respond, signal, surpass 2. Difficult sentences 1. Why is it that when you study a foreign language, you never learn the little phrases that let you slip into a culture without all your foreignness exposed? 2. Then finally, listening to others, I began to pick up the phrases that eased relations and sent people off with a feeling of mission not only accomplished but surpassed. 3.If I try to go fast to discourage them from following, they are simply put to the discomfort of having to flee after me. 4.Not so a Chinese host or hostess (often the husband does the fancy cooking), who will instead apologize for giving you “nothing” even slightly edible and for not showing you enough honor by providing proper dishes. 3. Grammar focus 特殊疑问词的强调; 双重否定;不定式复合结构;动名词的复合结构;be + 不定式结构 Methods of Teaching 1) Using multi-media teaching equipment（应用多媒体教学手段）
新编大学英语教案(第二册)_U n i t2 C o m m u n i c a t i o n P r o b l e m s -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit Two Communication problems Teaching Objectives 1. Let the students have some ideas of the common ways we usually use in our daily life to communicate. 2. Make the students find the efficient ways to communicate with each other. 3. Let the students come up with the ways to avoid misunderstandings. Teaching allotment six academic hours Focus points 1.key words and phrases assume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly 2.difficult sentences 1) When Martians and Venusians first got together, they encountered many of the problems with relationships we have today. 2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other. 3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations. 3.grammar focus prefix “mis---”的不同意义 Related Information It is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting 2
郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：61 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位
该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。 （四）本课程在人才培养过程中的作用 经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。 二、课程的基本要求 通过学习本课程，学生应该达到以下要求： 1、词汇 认知2500 个英语单词(包括入学时要求掌握的1000 个词) 以及由这些词构成的常用词组，对其中1500个左右的单词能正确拼写，能进行英汉互译。 2、语法 掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。 3、听力 能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟120 词左右)的英语对话和不太复杂的陈述，理解基本正确。能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。 4、口语 掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。 5、阅读 能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过数3% 的英文资料时，阅读速度不低于每分钟50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。并且掌握以下阅读技巧： 1)理解文章的主旨或要点； 2)理解文章中的具体信息； 3)根据上下文推断生词的意思；
UNIT 2 一. Translation 1. Do you know which team won the football match? I have no idea. You may ask XiaoLi, he is a member of the team.\ He is on the team. 2. It is not suitable (proper) to regard this film either as totally good or completely bad. 3. I wonder if I should tell my parents that I failed in the examination. 4. Of course, he behaved dreadfully, but after all, he is only six years old. 5. The moment he saw his boss, he trembled as if he had seen a ghost. 6. I don’t think we can afford the house, even if we save every penny we have. The other day: the past time\a few days ago Take````seriously```: take````important``` Withered: become dry and then to die Clumsy: movement is not quick, stupid One of there days: in the near future Unique: specially, only one
新编大学英语教案（4） Unit One Leisure Activities 1．Aims of Teaching Master the words describing leisure activities. Improve the students’ abilities of communication and making comments 2．Key Points Learn something about leisure activities. Learning to employ the following key words and phrases into practice. Learning some English grammar 3．Methods of Teaching Using multi-media teaching equipment Group-Discussion Living performance 4．Time Arrangement: Unit 1 Leisure Activities Part I Preparation Useful Information There are some people in society who either has to or want to work all the time. Most people, however, seek ways to socialize, to relax or to have fun during their leisure hours. Obviously people's tastes vary depending on their income and their age. But in recent years, the home entertainment, industry has grown all over the world. Instead of going out to see a movie or taking a walk in a park, people of all ages prefer to turn on the television and stay at home. More and more families have tape recorders, CD players, VCRs and VCDs to add to the variety of leisure activities in the home. In some countries, young people spend hours sitting in front of their computers, surfing on the Internet or playing computer games. Despite the rise in home entertainment, there are still many people who enjoy spending some of their leisure time attending sports events or participating in competitive sports or other physical activities such as dancing and tai chi (shadow boxing). Exercise not only contributes to good health but also takes the mind away from worries and troubles. Concerts, plays and other performances constitute another source of entertainment outside
Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周 日 3、4节/5、6节——浆24班/浆23班 日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.doczj.com/doc/a87781995.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:
Unit 4 Punctuality and Culture I.Teaching objectives 1.Enlarge your vocabulary related to timetables and schedules. 2.Make an appointment according to the timetables. 3.Practice writing timetables and schedules . 4.Appreciate passages and complete exercises well. 5.Get some tips about the use of verb tenses. II. Key points 1. Master the vocabulary about timetables and schedules. 2. Understand the passages 3. Practice writing timetables and schedules. 4. Practice making an appointment according to the timetables. III. Difficult points 1. Get some tips about the use of verb tenses. 2. Practice writing timetables and schedules. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face
Unit 1 Language Structures Main Teaching Points: The Passive Sentence involving the moral auxiliary have to . The pupils should be told that their homework has to be checked before they hand it in. 2. converted from the active sentence with a direct and indirect object . She isn’t paid anything for overtime. 3. involving the verb phrase/ phrasal verb . I don’t think anybody should be made fun of because of his physical handicap. 4. from by the They say/It is said …patterns . They say/ It is said that three parks will be expanded. Language Points: scratch: (at sth.) to rub your skin with your nails, usually because it is itching;挠，搔（痒处）; to make or remove a mark刮出（或刮去）痕迹；（sb./sth.）(from sth.)to decide that sth. cannot happen or sb./sth. cannot take part in sth., before it starts.取消，撤销，退出 . 1) The dog scratched itself behind the ear. 2)I’d scratched my leg and it was bleeding. 3)Be careful not to scratch the furniture. 4)His pen scratched away on the paper. 5)to scratch a rocket launch取消火箭发射计划 6)She has scratched because of a knee injury. 2. turn sb./sth. down: to reject or refuse to consider an offer, a proposal, etc. or the person who makes it.拒绝，顶回（提议、建议或提议人）；to reduce the noise, heat, etc. produced by a piece of equipment by moving its controls 把…调低；关小 has been turned down for ten jobs so far. 2)He asked her to marry him but she turned him down. 3)Please turn the volume down.音量调低。 3. look down on sb./sth.: to think that you are better than sb./ sth.蔑视，轻视，瞧不起 . She looks down on people who haven’t been to college. look sb. up and down: to look at sb. in a careful or critical way上下仔细打量，挑剔地审视某人 (not) look yourself :to not have your normal healthy appearance气色不像往常那样好 . You’re not looking yourself today.=You look tired or ill/sick.