Teaching Plan
Of A New English Cour
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, Exercis (100 minutes)
Main Tasks:
I. Grammar
1. The simple past and the prent perfect contrasted
2. The past progressive
3. The past perfect
II. Communicative skills
1. Asking for/giving information about somebody’s (first, cond, last, etc.) visit t o a certain place;
2. Asking for and giving information about what was going on in two different class 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 yourlf and responding to an introduction when you are introduced.
III. Uful words and expressions
IV. Note-writing: Note of introduction
V. U of transitions
Detailed Teaching Points and Suggested Teaching Procedures：
Section One Language Structures & Dialogues
I. Grammar review
1. Simple past and prent perfect ten
Verbs in ntences beginning with “This is the first/cond… time are in the pres ent perfect form. For example,
This is the first time I’ve been in Xi’an.
This is the cond time I’ve en this movie.
2. Past progressive ten
Past progressive is a combination of the progressive aspect with the past ten. The u of the past progressive has much in common with that of the prent progressive, only the time reference being pushed back to the past, often overtly expresd 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 ten
For the past perfect ten we t 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 collapd 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 ud 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 impresd by its natural beauty. – I was moved by its beautiful scenery. impress– to influence deeply, esp. with a feeling of admiration: The students were impresd by his inspiring speech. / We are impresd 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 cau to return to the mind: Hearing the song brought back happy memories.
6. You remind me of my last trip there. – It ems to be similar to my last trip there. remind sbdy.of sbdy./sthg. –to appear to be similar to; to cau to remember : This muum reminds me of the one we visited last year. / The event reminded me of my school days.
美食 祈祷 恋爱
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 pasd 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.
paulinaHomework:
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 phras from Dialogues I & II.
4. Do the corresponding exercis in WB.
Section Two Readings
Have the students read the passage first and do the corresponding exerci in workbook. Then the teacher may ask them questions in class to check their comprehension.
I. Uful words and expressions:
1.Herbert went to France for holiday. –For is an preposition ud here to show purpo: I came to this building for an interview. / What is this handle for?
2. run out of–to u 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 u of the pattern: The door banged shut.
5. peer at– to look very carefully or hard, esp. as if not able to e clearly
peek at– to take a quick look at something when one should not
peep at– to look at something quickly and cretly, 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 raid
9. made his way in the dark – went in the dark: He made his way home.
10. He was not suppod to be back. – He was not considered to be back. Be suppod to – to be intended to; to
be generally considered to be; to have the regulation of being: The volunteers are suppod to help the blind in the street. /I haven’t read this novel, but it is suppod 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 hou while I am away.
12. was about to – This construction express the immediate future in the past. In some contexts, it is often ud in the n of an unfulfilled intention. For example,
I was about to leave when he came to visit me.
II. Note-writing
Notes must be preci and direct; however, the style is casual. In notes of introduction, the following are usually included:蕃茄田>backlight
1. The name of the person to be introduced
2. His/Her identity
3. The purpo of the introduction
4. Appreciation
III. U 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 ntence to another. The reader cross the bridge by connecting one ntence 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. Exercis in WB
3. Interaction activities
Section Three Exercis
Check the exercis and explain the difficult points in them.
Unit 2放纵不羁
Time Allotmentmean的歌词
Section One Duty Report, Language Structures & Dialogues (100 minutes)
Section Two Duty Report, Readings (100 minutes)
Section Three Duty Report, Exercis (100 minutes)
Main Tasks:
I. Grammar
The nominal clau ud 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 el to give the information
4. Asking for and giving information of the truth of an event
5. Expressing agreement
6. Finding the way
III. Uful 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 u a nominal clau:
Do you know if there’s a lecture this afternoon?
Everybody knows that money doesn’t grow on trees.
Note that the connectives ud in the two ntences are different. In the first ntence, the object clau is originally a yes-no question, i.e., “Is there a lecture this afternoon?” When a yes-no question is turned into an object clau, the connective if is ud and the word order of the question changes a little. In the cond ntence, the object clau is a statement. When a statement is turned into an object clau, the connective that is ud and the word order of the statement does not change. The connective that is often omitted in short and informal ntences.
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 exercis.
Uful words and expressions:
1. I don’t think he does. – When think is ud to introduce a negative idea, the negative particle not is not ud in the subordinate clau; instead, it comes back before think. Other verbs ud in the same way are: believe, suppo, imagine, etc., e.g., I don’t believe that John knew the truth.
2. what for– why, for what purpo: 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 raid 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 qualit
y and quantity.
5. a john –American slang for “toilet”. A British equivalent is “a loo”.
6. incidentally– by the way. Incidentally is ud 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 phras from Dialogues I & II.
4. Do the corresponding exercis in WB.
Section Two Readings
成本会计工作流程Text-related information:
employWhen a child grows up, he is eager to leave home to e the world himlf 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 exerci in WB. Then ask them questions to check their comprehension.
Uful 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 ud about hitting someone with an open hand. Slap is usually ud about hitting someone across the face. Smack is ud especially about hitting children. Be quiet or I’ll smack you. / I’ll smack your bottom if you don’t behave. Punch is ud about hitting someone or something with a clod hand. A boxer tries to punch his opponent.
2. in particular– especially: I noticed his eyes in particular becau 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 refu to accept unjust unfavorable treatment of onelf 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. Exercis in WB.
3. Interaction activities: Work in groups to discuss various ways of traveling.
Section Three Exercis
Check the exercis and explain the difficult points in them.
英语音标发音规则表
Unit 3
Time Allotment
Section One Duty Report, Language Structures & Dialogues (100 minutes)
Section Two Duty Report, Readings (100 minutes)
Section Three Duty Report, Exercis (100 minutes)
Main Tasks:
I. Grammar
The passive ntence
1. in the simple prentdpd
2. in the prent perfect
3. in the simple past
4. in the future
II. Communicative skills
1. Identifying and asking somebody to identify an object
