Book IIUnit OneI. Teaching Aims:In this unit students are required to :1. Master the Main language structuresa)the present perfect progressive indicating a finished actionb)the past progressive indicating a circumstance and the simple past indicating a past eventc)the past perfect progressived)the‖ I was wondering if‖… pattern as a polite form of request2. Practice listening comprehension ―An American sightseeing in Athens‖3. Learn dialogues ―A Time of Change‖―Requests and Offers‖4. Do some preparation activities such as discussion ,group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching procedures:1. Dialogue OneA. Listening to the recordingB. Ask some questionsa. How does Grandpa feel after watching the OL YMPIC games on TV? Why?b. Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948?c. How do you feel after you have watched the Olympic Games or any other internationalsports competition on TV?C. Retell the dialogue from the three points: a. the reason why he was so emotional afterwatching the Olympic Games on TV b. what happened to the Chinese athletes when he was young, c. China’s participation in the 1932, 1936 and 1948 Olympic Games.2. Language points and practice(1). can’t help doing(2). It was not until…It was not until the second act began that she came.It was not until the beginning of the new term that I did my homework.(3). for no reason whatsoeverwhatsoever is used in negative or interrogative sentence for emphasisThe doctor stayed away for no reason whatsoever.He has no money whatsoever.(4).drop out: stop attending or taking partHe dropped out of college after only two weeks.The well-educated engineer dropped out of the working people simply because he wantedto try a different way of life.(5). due to: is used after the verb (to be)His absence was due to the storm.Also due to and owing to are used similarlyHe arrived late due to/owing to the storm.(6). qualify for (as): to cause to reach a necessary standard, knowledge, ability or performance.Her teaching experience qualified her for the job.Will our team qualify for the second round of the competition?She qualified as a doctor this year.Spending a week here doesn’t qualify you to talk it as an expert.3. Readings:A.Finish reading the passages within15 minutes, and point out the main idea of eachpassage.nguage pointsa.crowd into :enterThe eager students crowded into the lecture hall to hear the famous professorfrom Cambridge University.b.by comparison: By comparison, this machine is cheaper, that one is easier to operate.By comparison this house has the advantage of low price and that one has theadvantage of convenient transportation.c.be addicted to : dependent on something esp. a drug; unable to stop having,taking ..The children are addicted to the cartoon films.4. Post –Reading Activities:5. Interaction activities6. Finish the exercises in Work Book from page 4 to11.Unit TwoI. Teaching Aims:In this unit students are required to:1. Master the Main language structures2. Practice listening comprehension3. Learn dialogues4. Do some preparation activities such as discussion, group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching Procedures:1. Language Structures:The nominal clause used as(1). the subject complement introduced by that---The fact was that John Brown had a car accident.(2). the subject complement introduced by wh-word---The scissors are not what I need.(3). the appositive---Have you heard the news that all English students will have to pass a proficiency test before they can graduate?(4). the subject introduced by what---What I told him was that I would find him a good play.2. Dialogue I ―Friday Evening or Not‖A. Broad questions:(1)What do students usually do on Friday evening?(2)What do you usually do on Friday evening?(3)what are stand-ins in a play?(4)What will happen if a performance is a flop? What is the best way to avoid a flop?(5)Try to retell the dialogue.B. Language points :(1)put on: put on a show/play/film; put on clothes/coat/suit(2)theme: main subject(3)―What about…? If someone doesn’t like sea food, you may change something forhim and say ―what about meat then?‖(4)―Do/ don’t count …in‖A: You are a good player, why don’t you take part in the table tennis match?B: Oh, don’t count me in, I get nervous so easily.(5)available: can be got /foundWe don’t have any double room available this week.C. Role –play:a. Divide the whole class into 5 or 6 groups ,discuss the following situation given andthen report.b. Learn dialogue II and practice the following :c. Listen to reading I and answer some questions :d. Learn reading II and point out the main idea.3. Make sentences using these words:(1)mime: n. v. I couldn’t speak Chinese but I showed it in mime that I wanted a drink.The doctor was miming the movement of a bird.(2)punch: n. v. I’d like to give that man a punch on the nose.He punched the man on the nose/in the chest.(3)delay: n. v. Do it without delay.We decided to delay our holiday until next month.(4)crash: n. v. There was a serious crash this morning.September 11 crash was made by terrorists.The car crashed into the tree and burst into flamesThe plane crashed shortly after take-off.(5)risk: n. v. at the risk of one’s life , risk doing something4. Group work: discuss ― A friend in Need Is a Friend Indeed‖5. Practice all the exercises in Workbook from 15 to21Unit 3I. Teaching Aims:In this unit students are required to :1. Master the Main language structures2. Practice listening comprehension3. Learn dialogues4. Do some preparation activities such as discussion, group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching Procedures:1. Language structures: The passive voice(1)involving the modal auxiliary have to(2)converted from the active sentence with a direct and an indirect object(3)involving the verb phrase/phrasal verbs(4)formed by the They say/It is said… patterns2. Suggestions for the presentation of LS: Ask the students to change a short paragraph intopassive voice.3. Dialogue I ―Farewell to Rude Manners‖A. Listen to the recording and answer some questions:(1)According to A and B, what usually happens when the bus is late? Is it very crowded?(2)Does what A and B describe in the dialogue often happen in the city where you are?(3)What kind of behavior is considered as uncivil? Can you list some other examples?(4)How should young people behave? What is your opinion?B. Retell the dialogue:4. Language points practice:(1)fare to rude manners :get rid of, do away with, discharge(2)turn out: happen to be, be found to be, in the end e.g.It turned out nice and sunny again.The performance turned out to be a success.To our surprise the stranger turned out to be an old friend of my mother’s.(3)find oneself +prepositional phrase (p h part used as object complement)find oneself +doing sth.// done sth.Crying // surrounded(4)over: prefix means too much, over crowded/ over work/ overeat /overtake/ over do/ overcome / overdevelop/ over estimate/ overload/ overlook(5)unless: conj. except on the condition that , if… notDo not leave the building unless you are told/informed/instructed to do so.Unless the government agrees to give extra money, the theatre will have to close.a)Unless is not used of imaginary events 不能用于假设的事实。