Teaching PlanOf A New English CourseStatementBook IUnit 1Time AllotmentSection 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. Grammar1. The simple past and the present perfect contrasted2. The past progressive3. The past perfectII. Communicative skills1. Asking for/giving information about somebody’s (first, second, last, etc.) visit t o a certain place;2. Asking for and giving information about what was going on in two different classes at the same time in the past;3. Asking for and giving information about what was going on at a certain time in the past;4. Giving information about actions completed before a certain time in the past/before another action in the past;5. Introducing yourself and responding to an introduction when you are introduced.III. Useful words and expressionsIV. Note-writing: Note of introductionV. Use of transitionsDetailed Teaching Points and Suggested Teaching Procedures：Section One Language Structures & DialoguesI. Grammar review1. Simple past and present perfect tenseVerbs in sentences beginning with “This is the first/second… time are in the pres ent perfect form. For example,This is the first time I’ve been in Xi’an.This is the second time I’ve seen this movie.2. Past progressive tensePast 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 tenseFor 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. DialoguesHave 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 scenery3. 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 Activity1. 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 ReadingsHave 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 clearlypeek at– to take a quick look at something when one should notpeep at– to look at something quickly and secretly, esp. through a hole or other small opening6. 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 sleeper8. to thumb a ride/lift–to ask passing motorists for a free ride by holding out one’s hand with the thumb raised9. 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; tobe 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-writingNotes 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 introduced2. His/Her identity3. The purpose of the introduction4. AppreciationIII. Use of transitionsTransitions, 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 writing2. Exercises in WB3. Interaction activitiesSection Three ExercisesCheck the exercises and explain the difficult points in them.Unit 2Time AllotmentSection 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. GrammarThe nominal clause used as the object, introduced by1. if2. wh-word3. thatII. Communicative skills1. Asking for and giving information about a future event2. Asking for and giving information about a past event3. Expressing one’s inability to answer a question and recommending somebody else to give the information4. Asking for and giving information of the truth of an event5. Expressing agreement6. Finding the wayIII. Useful words and expressionsIV. Note-writing: note of introductionDetailed Teaching Points and Suggested Teaching Procedures：Section One Language Structures & DialoguesI. Grammar reviewInstead 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 PracticeIn-class Activity OneAsk the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.Useful words and expressions:1. I don’t think he does. – When think is used to introduce a negative idea, the negative particle not is not used in the subordinate clause; instead, it comes back before think. Other verbs used in the same way are: believe, suppose, imagine, etc., e.g., I don’t believe that John knew the truth.2. what for– why, for what purpose: I will go to Shanghai next week. – What for? /What is he coming to the meeting for?3. high jump – a sport in which someone makes a jump over a bar which is gradually raised higher and higher跳高Other sport events:long jump/broad jump 跳远triple jump三级跳远sprint 短跑, walking race 竞走hurdles 跨栏400-metr relay race 400米接力赛marathon马拉松赛跑100-meter dash 100米赛跑1500-meter race1500米赛跑DialoguesHave 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 holidays2. besides –in addition; also: I don’t want to go; besides, I am too tired. Usage: Compare besides and exce pt. Besides means as well as. Ten of us went to the party besides John. (=John went there too) Except means but not or leaving out. All of us went to the party except John. (=John did not go there)3. It all depends. – It has not yet been decided. When there is no definite answer to a question, one usually says, “It depends.” or “That depends. “, meaning that the question can only be answered on certain conditions.4. a trade-off– a balance between two opposing situations or qualities, intended to produce an acceptable or desirable result: In order to keep prices low, there has to be a trade-off between quality and quantity.5. a john –American slang for “toilet”. A British equivalent is “a loo”.6. incidentally– by the way. Incidentally is used here to indicate a shift to another subject.7. a package tour –a completely planned tour or trip at a fixed price arranged by a travel agency, which includes travel, hotels, meals, etc.8. Constant dripping wears away a stone. –水滴石穿。