心事在上面

心事在上面 Teaching notes for New English Course II Unit 1 Main teaching points 1. The present perfect progressive indicating a finished action 2. The past progressive indicating a circumstance and the simple past indicating a past event 3. The past perfect progressive 4. The I was wondering if… pattern as a polite form of request. Part 1. language structures 1. I have been peeling and cutting onions. (finished action) 2. I was queueing for the cinema yesterday when I saw a car accident. 3. When I got to the cinema, the film had been showing for about minutes. 4. I was wondering if I might ask you a small favour. Students are required to listen to the recording, and then to do the pair practice. Part II. Dialogue 1 A Time of Change Students are supposed to get to know the topic very well, so the dialogue may be taught without the students‘ preparation beforehand. The specific procedure is as follows: 1 A. Listening to the recording B. Questions on specific details e.g: what was the day that day/ Why could grandfather hardly hold back his tears? Why was grandfather so emotional? What was the country like when grandfather was a little boy? ……. C. Broad questions e.g., How does Grandpa feel after watching the Olympic Games on TV? Why? Why did the Chinese athletes fail in the Olympic Games in 1932.1936 and 1948. How do you feel after you have watched the Olympic Games or any other international sports competition on TV? D. Retelling Students are required to retell the content of the dialogue in passage from. Some guides may be given to the students as follows: 1. the reason why Grandpa was so emotional after watching the Olympic Games on TV. 2. What happened to the Chinese athletes when he was young, and… 3. China‘s participation in the 1932,1936 and 1948 Olympic Games. 2 Dialogue II Students should be encouraged to form their own dialogues, using the phrases from the dialogue, while the teacher can offer help when necessary. Part III. Reading I Two Kinds of Football 1. Questions for students to answer after doing silent reading. 1). How is American football different from soccer? 2). Where else is American football played in the world other than in the United States? 3). How do American football players score points? 4). What do people usually think about American football ? 5). What have Americans done to make the soccer game more exciting? 2. Language points 1). Soccer is a game played by two teams of 11 players using a round ball. Players kick the ball to each other and try to score goals by kicking the ball into a large net. In Europe and south America, this game is also referred to as football. 2). Be addicted to… If someone is addicted to sth, you mean they like it very much anc want to spend as much time doing it as possible. 3 e.g., She has become addicted to golf. Be addictive… If the drug is additive, people who take it can‘t stop taking it. e.g., cigarettes are highly addictive. 3). Promote e.g., Because of his good work, John was promoted to a higher class. He was promoted to the fourth grade. Milk can promote health 4). Gaining in popularity on baseball---- becoming as popular as baseball, which is the national ball game of the United States. 5).league grounds---- football fields belonging to football leagues. Unit 2 1. Main teaching points: 1).the subject complement introduced by that 2). the subject complement introduced by a wh- word 3). the appositive 4). the subject introduced by what 2. Part I: Dialogue Dialogue 1 : Friday Evening or Not Teaching organization can be arranged as follows: 4 Theme: Hong Kong‘s return to the motherland. Celebration: stage such a grand performance Preparation: dress rehearsal, College Drama Society Time arrangement. Refer to the dialogue Dialogue 2: Invitations How to invite someone to do something with you. How to accept an invitation and / or ask for further details How to refuse an invitation but suggest an alternative day or time How to turn down an invitation with an excuse 3. Part II. Reading 1). Stunts in the Cinema Questions for discussion a. what is stunts? b. What sound really comes from when they fight in the film? c. How is bullet hole made? d. What material is used when the ―glass‖ is broken? e. What really happen when bombs explode? f. Why are fire stunts easily got hurt/ g. Are the stunts risky? Why do they risk their lives? 2).Soap Opera Questions for discussion: 5 h. why do many people all over the world watch soap operas on television? i. What differences are there between cheap soap operas and soap operas with big stars and produced at high costs? j. How many main types of characters are there in soap opera? k. What are they? Describe each of them. Language points: 1.Sentence structure: ….. is…what…. e.g., Soap opera is for T V what the popular novel is for books. The people is to the people‘s army what water to fish. 2. run phrases e.g., the road runs for many miles by the sea. A thought ran through my mind. His life runs smoothly The play ran for 6 hours. They run most of the stories in the city. Don‘t run your head against the wall. Unit 3 1. Main teaching points 1). involving the modal auxiliary ―have to‖ 2).converted from the active sentence with a direct and an indirect object 6 3).involving the verb phrase/phrasal verb 4).formed by the ―they say / It is said… patterns‖ 2.Dialogue Dialogue I. Farewell to Rude Manners Questions: a. according to A and B, what usually happens when the bus is late? b. Does what A and B describe in the dialogue often happen in the city where you are/ c. What kind of behavior is considered as uncivil? Can you list some other examples? d. How should young people behave? What‘s your opinion? Language point practice. a. ―I see what you mean‖ b. ―Unless‖ e.g., I won‘t have anything to do with the play unless you let me have my way. c. ―ignore‖ e.g., It‘s not easy to find a room in the middle of the semester. I think it‘s sometimes best just to ignore rude people. Dialogue 2. Uncertainty Language points: 7 ―preoccupied‖ e.g., He was too preoccupied to recognize me in the street yesterday. I was too preoccupied with it to hear the bell. He had a preoccupied look on his face as if sth was troubling him. ―preoccupation‖ 心事在…上面， 全心全意第二事 e.g., Because of his preoccupation with the book, Dick didn‘t notice we were coming in. His greatest preoccupation was how to find money for a holiday in Europe. ― assume‖ e.g., His assumption proves to be wrong. I assume that he has received my letter. That‘s what we assume, but it‘s easy to prove not. 3. Reading. A shopper’s Nightmare , Questions for discussion: a. where was the birthday gift bought? b. What was the problem with the jumper ? c. Why did the author go to London with her friends ? d. What happened when the author left the store ? e. What was the author accused of f. How did the author prove that she was innocent? 8 g. What would have happened to the author had it not been a clear-cut case? h. What was it that the author was most unhappy about this store ? Unit 4 1. Main teaching points (modal auxiliaries) 1).would + perfect infinitive used to express ― unfulfilled wish‖ 2). Should/ought to + perfect infinitive used to express ― unfulfilled obligation‖ 3). Needn‘t + perfect infinitive expressing ― unnecessary past actions‖ 4). May/ might + perfect infinitive used to express ― speculations about past actions‖ 5). Ca/could not + perfect infinitive used to express ― negative deduction about past actions‖ 6). Must + perfect infinitive used to express ― affirmative deduction about past actions‖ 7). May/ might as well used with the second person pronoun expressing ―suggestions‖ 2. Dialogue Pollution control Questions for discussion a. why is London no longer a city full of fog ? b. how is the pollution problem in China ? 9 c. what problem does the car bring ? d. in your opinion, what kind of pollution is the most serious in China at present ? Language points: 1.‖no longer‖ Don‘t fancy. She is no longer the girl you have been dreaming of. 2.‖do away with‖ He has suffered from a bad cough constantly. It‘s the very time to do away with smoking. 3.‖bring… under control‖ The noisy children in the classroom can be brought under control by this young man. 3. Reading Reading 1. Environmental Pollution Questions for discussion 1). Name several pollutants 2). Who causes pollution? 3).Why is pollution one of the most serious problems that man faces these day? 4). Why is the pollution problem complicated? 5). How can pollution be gradually reduced? 6). When did man begin to pollute his surroundings? 10 7).Why has pollution become a more and more serious problem? 8). In what way do you think pollution can be reduced? Analysis of the Reading: 1. causes of the environmental pollution: a. dirty the air with gas and smoke b. poison water with chemical c. damage the soil with fertilizers and pesticides. d. Ruin natural beauty by scattering junk and litters on the land and in the water. 2. consequences: air: cause illness, even death water: kill fish and other marine life soil: reduce the amount of land on which we grow food. It brings ugliness to the beautiful world. 3. How to reduce or control: a. Scientists and engineers find ways to lessen the amount of pollution. b. Pass and enforce laws c. Individuals and groups persuade business to take actions. d. Pollution-causing machines should be made out. 11 Unit 5 Main teaching points: 1. a simple past verb reporting a command 2. a simple past verb reporting advice 3. a simple present verb reporting a request 4. a simple present verb reporting a reminder 5. a simple present verb reporting a question 1. Dialogue Dialogue 1. Communicating by Pay Phone in the United States 1). Broad questions a. what seems to have bothered Weiwei? b. How does one make a long distance call by pay phone in the United States? c. What is a toll-free call ? And for what purpose do people make such calls? d. Compare the telephone service in China with that in the United States? 2).Language points ―it‘s …time since…‖ It‘s quite some time since we parted each other. ― it feels good to…‖ It feels good to do shopping in such a wonderful weather. 12 ―run out of‖ Try to spend money as little as possible. It is dangerous for you to run out of your money in such a terrible place. 3). Dialogue 2. Asking for permission and giving warning a. How to ask someone for permission to do something. b. How to grant permission c. How to refuse permission politely d. How to warn people not to do something or to take care e. How to stop people doing something 2. Reading America‘s National Parks 1).Broad questions a. What do the statistics say about American national parks ? b. What is the purpose of a recreation area and that of a national park ? c. Whose effort is it that contributes directly to the protection of national parks from the exploitation of business interests/ d. Why were lumberjacks so angry about park conservation efforts? e. What does the ― land of the Free‖ mean? f. What is the Yellowstone National Park most famous for/ g. Give at least two examples to show that work has been done to 13 keep American national parks as natural as possible ? h. Why are strict rules imposed which prohibit tourists from feeding animals with cookies and candy? 2). Language points: ―historic sites, places of interests‖ ― give priority to…‖ e.g., they often give priority to the people who have contributed a lot to the company. Enjoy priority in housing / traveling ―fell‖ past participle of ―fall‖, it means cut down, or beat down. Fell the enemy with a heavy blow. Fell the tree. ―learned‖ a learned man / a learned pictorial ―be qualified to do sth‖ ―reliant‖ be reliant on sleeping pills put reliance on someone / promise Unit 6 Main teaching points 14 1. of purpose introduced by so that We have to eat vegetables at every meal so that we can have enough Vitamin C. 2. of result introduced by so… that 3. of concession introduced by no matter + wh- word / even if 4. of comparison introduced by than 5. of comparison in the more… the more… pattern. 1. Dialogue 1 Work Ethics 1). Listening to the recording. 2).Questions for discussion a. Why did the caller telephone the Xi‘an office of the Writer‘s Association? b. What did the operator do in order to save the sick man? c. Do you think people like the operator can often be found? Why or why not ? d. Can you say he has performed his duty quite well if he or she does what she can do within her work limit? 3). Language points ― be concerned about‖: express concern about…. e.g., They are very seriously concerned about the problem involved. We are concerned for/about his safety. 15 ― interfere in…‖ e.g., You have no right to interfere in the internal affairs of our country. ― interfere with‖ e.g., Nothing will interfere with out friendship. The noise interfered with my work. ― comment on/upon e.g., I won‘t comment on what you say. He will not comment on why he voted against the new housing project. ― sure‖, adv. e.g., He sure is tall. Are you all right ? Sure. 2. Dialogue 2. Degree 1). Listening. 2). Questions for discussion a. What are they talking about? b. How about the film? c. What does ― add insult to injury‖ mean? 3) some frequent phrases; for ages, space between the rows, at the interval get out of the place, add insult to injury keep the coat on during the commercials 16 3. Reading 1: 1). Questions for discussion a. What are vitamins? b. Do people need them? c. Where can we get from? d. What is limeys? e. What is an amine? f. What are the ―Basic four‖? Unit 7 Main teaching points 1. The –ing participle used as the object of remember, forget an stop 2. The infinitive used as the object of remember, forget and stop. 3. The infinitive used as a noun modifier proceeded by for and its log8ical subject. 4. The infinitive used as the postponed object in the introductory it construction. 5. The –ing participle used as the object of a preposition. 17 1. Dialogue 1: The Western Frontier in the United States 1). Listening 2). Questions tha. Why did so many people rush westward in America in the 19 century? b. Was the life of the frontiersmen hard and risky? Why? c. What kind of houses did the frontiersmen live in? d. How do Americans today think of the early pioneers? the. What‘s your opinion about American‘s westward rush in the 19 century? 3). Outline People: being oppressed in one way or other, not satisfied with their own life , feel an urgent to go and seek their fortune. Journey: take the wagon trek across the plains and deserts., a long, hard journey by wagon with trough paths. The frontier: wild, uncultivated land life was crude and rough. Living conditions: a log cabin with no door, no windows, and no chimney, only a hole in a wall, crawl in and out of, stuff the hole with a large rock to keep out wild animals. Food: whatever was available. The attitude to the pioneers: respect and admire. 18 4). Language points. ―frontier‖ part of a country next to another. The frontiers of science. ― enthrall ‖ If you are enthralled by something, you enjoy it and give it your complete attention and interest. e.g., The passengers were enthralled by the scenery. The fans sat enthralled in the dark cinema. 2. Reading 1 1). Questions for discussion a. What is the commonest way used to learn about the stages of intelligence in animals? b. Do animals learn from their mistakes? c. Why is the maze an inadequate test for measuring intelligence in mammals? d. Can animals think about something not around them? e. Describe a subtle test on animal‘s mental ability. 2).Language work ― maze: network of lines , paths, etc, in which mazy one become last. e.g., His mind was all in a maze. ―tax‖ an amount of money that you have to pay to the government so that it can pay for public service. 19 If something taxes you strength, your patience or your resources, it uses nearly all of them, so that you have great difficulty in carrying out what you are trying to do. ―pose‖, put (a person) in a position before making a portrait. e.g., The photographer posed him carefully. Pose one‘s spectacles Pose as a scholar ― parallel‖ similar to something else, but exists or happen in a different place or at a different time. Unit 8 Main teaching points 1. The relative clause introduced by when 12 October 1492 was the day when Columbus landed in America. 2. The relative clause introduced by where A kitchenette is a small room where people cook their meals. 3. The relative clause preceded by the way ( in which) I like the way she spoke. 4. The relative clause introduced by why Is what the reason why we have tests and quizzes all the time? 20 6. Expressing increase by using times In 1965, the number of minority nationality students in institutions of higher learning increased of twenty-one thousand and nine hundred, and it was more than seven and a half times that of 1952. I. Dialogue 1. Questions for discussion a. What does B think about Urumqi? b. Why does the city Kashi give B a deep impression? c. How do the people in Kashi do business? d. Will you go Xingjiang if you have a chance? 2. Language points a. ―not even‖ When I am making food, I can‘t have them, not even a bit. b. ― to be known for‖ Tianshui is known for Maiji Mountain. c. ―it was some time before‖ It was quite some time before I knew the real details. II. Reading 1. Questions for discussion a. Define daydreaming 21 b. What sort of people show particular interest in daydream research/ c. When and where is one most likely to daydream? d. In what way does daydreaming differ from fantasy? e. How is daydreaming related to personality type? f. Which pattern of daydreaming fits the majority of people/ 2. Language points a. ― get the real flavour of …‖ flavour: distinctive taste, sensation of taste and smell. e.g., If sth is orange flavour or beef flavour, it is made to taste of orange or beef. I don‘t like the flavour of garlic. The older part of the city still has a West flavour. b. ― figure out‖: calculate, or solve a problem. e.g., The little boy failed to figure out 20 + 30. He can‘t figure out why he behaves so strangely. If you figure out a solution to a problem, you succeed in solving it or understanding it. 22 e.g., It took them about one month to figure out how to start the equipment. c. ― gaze at‖ the people stand gazing at the beautiful picture. My father used to gaze into the distance. d. ― vary‖ : if something vary, they are different from each other in size, amount, or degree. e.g., His mood constantly varies. The price of meat varies day by day. e. ― by contrast‖ e.g., By contrast, even the most modern aircraft looks clumsy and slow. Home, by contrast with outside world, seems cozy and comfortable and safe. f. ― concentrate on something‖ e.g., concentrate one‘s attention upon/on one‘s energy / efforts You hardly concentrate on what you are doing while the noise outside is on. Unit 9 23 Main teaching points 1. The subjunctive were after I wish, indicating a present non-fact I wish I were a deep sea-diver. 2. the subjunctive had been after I wish, indicating a past non-fact. I wish I had been a good swimmer. 3. Sentences of unreal conditions related to the future. What would you say if you met a being from outer space? Would you be a competent interpreter if you graduated tomorrow? I. Dialogue 1. Questions for discussion a. What did B say a robot could do in a factory? b. What advantages are there if the robots are used in industry? c. In what ways are robots useful if we use them at home? d. Are there any disadvantages in using robots/ Give reasons for your answer. 2. Language points a. ― be harmful to‘ e.g., Smoking is harmful to your health. b. ― work round a clock‖: work 24 hours a day without stopping. 24 c. ― duplicate ‖: make an exact copy of duplicate one‘s tapes, duplicate keys. d. ― protect… from..‖ e.g., The symbol of a mature person should be the one who has learned to protect himself or herself from being hurt. e. ― feel a bit down‖: feel a little depressed rather low in spirit. f. ― fill in for someone‖ e.g., The teacher was ill and Miss Wang filled in for her. He filled in for the chairman during the meeting. II. Reading: Machines with Brains 1. Questions of discussion a. What does the title refer to ? b. Did people have to look after machines hundreds of years ago? c. What‘s the operation of automatic machines based on? d. By what is a central-heating oil-burner controlled? e. What else can be controlled by a thermostat? f. What happens when the bar in the mechanism of a thermostat gets warm? g. What is a machine with brains called? 25 2. Language points a. ― be based on‖ e.g., Any judgement should be based on facts. This film is based a true story of a little boy. b. ― attach‖…to, tie… to e.g., She attached a chain to the dog‘s collar. Here is the letter, with a note attached. c. ― be adjusted to‖ e.g., The desks and seats can be adjusted to the height of any child. Please adjust your watch so as not to be late. d. ― match‖: football match, a cassette of matches From a practical point of view, the match would be ideal. You can‘t match him in the vocabulary. e. ― exception‖ e.g., There is an exception to every rule. You must all take the examination, I can make no exception. Most girls like sweets, but there are some exceptions. f. ― round‖ 26 e.g., The boxer gave in at the fifth round. A match of 15 rounds. Unit 10. Main teaching points 1. The future expressed by be about to The concert is just about to start. 2. be going to in the past expressing ― implied intention‖ I was going to take swimming lessons, but I was so busy preparing for the exams that I had no time for the lessons. 3. The past perfect used in the hardly… when… pattern They had hardly begun eating when the rain poured down. 4. The past perfect of hope + infinitive expressing ― an unfulfilled wish ― John had hoped to study in a medical school, but his colour-blindness prevented him from doing so. 5. The simple past in the It‘s time + subject + past-tense verb pattern. It‘s time he worked on his own. I. Dialogue 1. Questions for discussion a. Why did Tony and his wife grow more and more worried by 27 people‘s dishonesty when they were traveling? b. When and where did they change their view? Why? c. Does Tony think that his wife was lucky in getting the purse back? Why? d. Have you had any personal experience like the couple? If you have, tell what happened? 2. Language points a. ― come upon someone/ something‖: meet … by chance e.g., He came upon an unpleasant thing lately. b. ―on the lookout, or keep a lookout for something‖ :You are alert and careful about it either because you don‘t want to miss it or because it will be unpleasant or harmful and you need to avoid it. c. ― be about to do something‖ e.g., The airplane is about to take off. Please fasten your seat belt. The concert is about 20 mi9nutes delayed and the audience ar upset. d. ― to say the least‖ e. ― in almost no time‖ There are many things to wash, but I am really in almost no 28 time to manage all of this. II. Reading The English Language 1. Questions for discussion a. Why does the author compare a language with a living organism? b. Which language family does English belong to? c. What language does the Indo-European family comprise? d. Is Dutch easy for an Englishman to learn? e. What is it that causes the languages within a single language family to become different from one another? Does this happen to one particular language in different periods of time, too? 2. Language points a. ― comprise… with…‖ e.g., The United States comprise Scotland and Northern Ireland. The committee comprises men of widely different views. b. ― be related to‖ e.g., The theme of the dialogue should be related to the theme of the reading passage. c. ― pertain… to…‖: belong to, relate to, apply to. 29 e.g., He is interested in anything pertaining to folklore. The president and his advisors discussed matters that pertained to the man. d. ― somewhat‖ e.g., The idea somewhat alarmed his mother. She was somewhat relieved to find that he was there. I think you‘ll find me somewhat progressive. This matter was a somewhat difficult one to decide. e. ― be at a loss ― e.g., Her statement left me completely at a loss. For a moment he was at a loss how to reply to it. The police are at a loss for an explanation of the affair. f. ― in turn ― e.g., The boys are summoned in turn to see the examiner. Each man in turn got up and spoke. g. ― the latter…., the former….‖ e.g., I prefer the former alternative to the latter. The latter are not always better than the former. 30 h. ― saunter‖: walk in a leisurely way. Tramp; walk with heavy steps. Trot: move with short steps Wander: go without special purpose. I. ― regardless of ..‖ Everyman has the right to live where he wants to, regardless of the color of their skin. He has always made the sentences regardless of grammar. f. ―somehow: e.g., I think we can manage it somehow. We must celebrate the great occasion somehow tonight. Unit 11 Main teaching points: The nominal clause used as 1. the subject, introduced by It seems that 2. the subject, introduced by It happens that 3. the subject, introduced by It doesn‘t matter + wh-word 4. the object, in the It all depends on + wh-word pattern 31 5. the postponed object in the introductory it construction e.g., 1. It seemed that everything went wrong this morning. 2. It just happened that he was out of town. 3. It doesn‘t matter how he did it. 4. It all depends on whether it will be fine or not. 5. I find it odd that you should set the clock one hour ahead in summer. I. Dialogue The Young on the Old 1. Questions for discussion a. Why can people not help feeling dishearted? b. How can one keep you even if he is physically old? c. What problems do you think people have when they grow old? d. Is it good to have clubs and associations for the old? Why? 2. Language points a. ―depend on…‖ e.g., We are weak most of time, so we should depend on each other and help each other. b. ― now and then‘ c. ― it was just… that..‖ e.g., It was just when I was doing my essay that he came. 32 It was just not before long that I publish the article in the national magazine. 3. Good phrases and sentence structures Beyond recognition/ imagination/control Number one mischief-maker Time can bring aches and pains. Come to one‘s help/rescue/senses At the People‘s Moral Court Condemned by public opinion Purse further education Keep knowledge and updated and my brain healthy Tailor to meet the needs of… II. Reading. The Virtue Called Devotion 1. Questions for discussion a. In what physical condition is the writer‘s grandmother? b. Why can the writer‘s family hardly put up with her? c. Is she happy? Why or whynot? d. Are retirement homes all bad? e. What did the writer‘s mother decide to do when Grandma could not live on her own? f. How are elderly people treated in many cultures? 33 g. What is your own opinion concerning the old people in general/ 2. summary of the reading: a. the aged: childishly demanding, depressed, lonely, hard to cheer up. b. the young: hardly put up with, have no time, facing challenge of work and personal relationship, being tired and exhausted. c. Contradiction: feel less free, for the more details, refer to p130. d. Decision: the Homes for the Aged, universities and colleges offer courses tailored to meet the needs of senior citizens. e. The old: keep themselves psychologically young, contribute their experience and nature judgement to society, keep knowledge updated and brain healthy. Unit 12 Main teaching points The passive sentence 1. converted from an active sentence containing the make somebody do something pattern. 34 2. formed by get + -ed participle 3. with a past perfect modal auxiliary 4. converted from an active sentence containing the know / think someone to be pattern. 5. converted from an active sentence containing the want someone to do something pattern. For examples: 1. Don was made to train the team members in new strategy and tactics. 2. Ted almost got drowned in the lake. 3. Joe should have been invited to the party. 4. Ron is known to be an all-round sportsman, but he doesn‘t want to be interviewed by newspaper reporters. I. Dialogue 1. Questions for discussion a. How do you define a good stereo system? b. What are the major categories of music?] c. How much do you know about the history of music and the development of music reproduction technology? d. In what direction will music reproduction technology develop in the future? e. What type of music is your favourite music? 35 3. Language points a. ― the moment…‖: as soon as, immediately, the time e.g., I hurried to the office the moment I finished speaking on the phone. The boy looked straight ahead the moment he got on the bike. b. ― be crazy about‖ e.g., Examinations are drawing nearer and nearer, most of the students seem crazy about them. I am really crazy about what he said. c. ― absolutely‖ e.g., She absolutely can‘t behave like that. II. Reading 1. Questions for discussion a. What dies the ― Green Revolution ― refer to? b. Why did various writers predict that there would be widespread famine? c. Name some countries with serious food shortages. d. What is ― miracle rice‖? e. What are some of the factors that caused the famies? f. What did the World Food Conference talk in 1974 do for the 36 world? g. Can technology alone help fo feed the world‘s people in the future? h. What did Dr. Borlaug think about technological development in grain production? 2. Language points: a. ― deserve + n‖ e.g., A forced kindness deserves no thanks. Bad acts deserved punishment. She deserved to win because she was best. Unit 13 Main teaching points: Medal auxiliaries 1. ought to used to express ― strong probability‖ 2. used to expressing ― a past action / situation which is no longer done / no longer exists‖ 3. daren‘t expressing ― lack of courage‖ 4. should in the introductory it construction 5. should used after certain verbs For examples: 37 1. Sylvia should be / ought to be in Glasgow by now if nothing went wrong with the train. 2. I used to play badminton, but now I play table-tennis. 3. I daren‘t go9 surfing, because I have a weak heart. 4. It‘s surprising that Fred should be able to win first place. 5. Frank suggested that we should take a morning train to London. I. Dialogue 1. Listening to the tapes 2. Questions for discussion a. What does ― security‖ usually refer to ? b. Why does China have low rate of crime? c. What are their specific responsibility? d. Is it completely free from crime in China? e. What should the people do/ 3. Language points‖ a. ―security, secure ― e.g., She felt secure when both of the doors are locked. You are secure from any attack here. The building is secure, even in an earthquake. The boat was secured to the dock. 38 b. ― anything but + adj‖:恰恰不， 才不 e.g., She looks anything but well ( She looks ill ) Such tourists are anything but tight-fisted. He was anything but pleased when he heard this. c. ― I took it with a pinch of salt‖ You must take the true story with a large grain of salt. Most of it is the writer‘s imagination. She should do anything to help someone in trouble—people like that are salt of the earth. ― worth one‘s salt‖ If he can‘t even do this, he is not worth his salt. ― salt away‘ He has a pile of money salted away. II. Reading 1. Questions for discussion a. What is Hallowe‘en? b. What do people usually do to welcome the festival? c. Why do they lock the form animals up? d. What do children do? Do they enjoy it? Are they afraid of them? e. What is ― trick or treat‖? 39 f. Do people get angry when they are made fun of by the naughty children? Why? 2. Reading analysis; a. Hallowe‘en: an enchanted night, witches and evil spirits come back to wear their magic spells. b. People: light big fires, walk around the field, offer prayers to the good spirits. c. Cattle: be locked up, a few rowan leaves hung. d. Children: dress up as witches, play games of Trick or Treat. III. Reading II. The Slow Death of the Solemn Sunday Reading analysis: ― solemn‖ is a key word, the supported ideas are as follows: 1. In Scotland and Wales the day was strictly kept: little public transport, most shops were closed , so are pubs, music halls and other entertainment places. 2. In religious families, music on the piano or gramophone was taboo. 3. For children, Sunday was often a day of deep gloom. They had to put away their weekday toys and got out a special Sunday toy consisting of wooden 40 letters to be made up into biblical verses…. 4. Bicycle—innocent machine, can take people strength, usually people go there on foot. ( a test on perservance and strength) Unit 14. Main teaching points; Indirect speech introduced by various kinds of reporting words. e.g., Barbara advised Albert to take a holiday. Barbara suggested that Albert should take a holiday. I. Dialogue 1. Questions for discussion a. Why is reform in education ofgreat significance to the modernization of the country? b. How can our students truly make contributions to the modernization programme? c. Are you satisfied with our present teaching method? Why or why not? d. What suggestions do you have on the methods of teaching/ 2. Dialogue analysis: 41 Aim: modernize the country, revitalize china. Procedure: education a. funds provided by government. b. Teaching resources; new teachers recruited by universities; in-service teaching training programme provided by universities; c. educational system: traditional teaching method ( spoon-feeding method of teaching); create a more student-centred classroom for teaching; rules and regulations about school academic timetable. d. Aims: students become creative, critical thinking and useful workers. 3. Useful expressions. dynamic pulse, take priority over, at one‘s disposal, back up, be in favour of…, tackle. III. Reading 1. Questions for discussion a. What is the main idea about? b. Can they study together? Why? c. Explain the statement: ― a lost ― ball provided a passport into the girl‘ school next door? d. What does the Maginto line refer to in the passage? 42 e. How does the ideal goal of education come into conflict with reality? f. What could be some major causes of boys‘ disruptive behaviour in school? 2. Language points; a. ― pushy‖; If someone is pushy, he tries in a forceful way to get things done as they would like to or to increase their status or influence. e.g., She was a confident and pushy woman. My mother encouraged us, not pushy. b. ― hitch‖: hitch a lift / a ride; hitch-hike If you hitch up a piece of clothes, such as a skirt or pair of trousers, you pull it up to a hi8gher position. c. ― pose… to…‖ If something poses a problem or a danger, it is the cause of that problem or danger. This could pose a threat to jobs in this company. His ill health poses serous problem for the future. Unit 15 Main teaching points: The adverbial clause 43 1. of time introduced by while / as soon as / the moment / by the time 2. of time and place introduced by whenever and wherever 3. of concession introduced by however 4. of time / cause introduced by now that 5. of condition introduced by or else 6. of purpose introduced by as if / as though. Indicating an unreal situatin 7. of time/ condition introduced by so long as / as long as 8. of degree introduced by so far as 9. of alternative condition introduced by whether… or not. e.g., 1. Tim walked in while I was typing in the office. 2. As soon as / the moment he came in. he asked for the file on the production quota. 3. By the time I got everything ready for him, he‘d gone. 4. Whenever and wherever I see Sid, I tell him how harmful smoking is. 5. Now that you‘ve already started it, you‘d better go on eith it, or else you‘ll regret it. 6. Jack acted as if nothing had happened. 7. So far as I know, Fanny‘s not coming to the meeting. 44 I. Dialogue 1. Questions for discussion a. What changes are now taking place in China concerning recreation and entertainment? b. How do people tell the different social ranks of the characters in Beijing opera? c. Do you find it strange that a foreigner should like Beijing opera? d. Does Beijing opera appeal to you? Give your reasons. e. What kind of entertainment do you like? Say a few words about it. 2. Language points a. ― profit from‖ Reciting poems will improve your reading comprehension, so you can profit a lot of doing so. b. ― somehow‖ Tom knows clearly that eating piping hot soup is not good for his digestive organs, somehow, in this eatery, he can never resist eating it c. ― what‘ s more‖ Grandma Wai is old and frail, what‘s more, she is bad-tempered, too. 45 II. Reading 1. Questions for discussion a. What cause today‘s reduced use of traditional fans? b. Why does the author consider having no time to sit and fan oneself a big loss? c. Where can one find elegant fans in New York City? d. Which country id known as a big fan manufacturer? e. What are other users of the fan in addition to its cooling function? f. What is meant by ― a ?nod‘ of one‘s fan‖? 2. Language points: a. the first two words of the second paragraph ― Just as‖ give the readers the feeling that ― As soon as she was outside…‖, everything was entirely different. They emphasize the difference between ― outside and inside of the house‖. b. ― The thick waves of snow‖ gibes the impression that ― the snow lay high and sweeping everywhere‖ while ― the snow was thick‖ is flat. c. ― covering everything in sight‖ relates the action of ― covering‖ directly to the noun‘ snow‖, and is therefore more 46 effective than two separate clauses. d. The word ― either‘ in the second sentence brings the two clauses together closely. Unit 17 Main teaching points: 1. the relative clause introduced by pronoun + of + which. 2. the relative clause introduced by who / that and preceded by another relative clause. 3. the relative clause introduced by what and containing there be 4. the relative clause introduced by which, its antecedent being the main clause. e.g., 1. I‘ve got two books that deal with music, both of which I like very much. 2. Cathy is the only student (that) K know who can really play chess. 3. The 10: 30 train is the fastest train (that) there is to Beijing. 4. Zhao Ren can speak English very fluently, which is hard to believe. I. Dialogue 47 1. Questions for discussion a. What does Qian think of the Chinese herbal medicine? b. What do yin and yang mean in traditional Chinese medicine? c. Do you think Western medicine and traditional Chinese medicine are contradictory to each other? d. Which do you prefer to take when you are ill, the Chinese herbal medicine or the Western medicine? Why? 2. Language points a. ― be supposed to‖ As parents, we are supposed to bear the responsibility of offering our children the ability of survival. b. ― to make up for‖ Mr. and Mrs Li take great effort to persuade his son to the medical school, which is what they try to make up for their own ambition. c. ― keep … in balance‖ Only when everything in the earth is kept in balance can the people live peacefully and happily. II. Reading. 1. Questions for discussion a. What is meant by ― the parent in us‖? 48 b. During what stage of one‘s life does his or her parent play the most important role? c. What is actually recorded in the brain of a child/ d. What makes a child believe that the rules imposed by his or her parent are truth? e. Why do some grown-ups behave so differently from others? f. What are possible problems that a particular parent recording may create? g. How should we treat ― the parent in us‖ and guard against its potential negative effects on us? h. What is the purpose of this essay? 2. Analysis of the reading. The first sentence should be: ― last Saturday Van and I had a marvelous day in London with Aunt Jill and Uncle Pete.‖ The reasons for this choice are: 1. the passage gives the details of how they spent they day, so the first sentence can‘t be any other. 2. the ― they‖ in the first sentence of the passage refers to ― Aunt Jill and Uncle Pete‖ in the topic sentence, and later on ― Aunt Jill and Uncle Pete‖ appear again. 3. Alternative 1 dies not refer to a specific day. 49 4. Alternative 2 can not be connected logically with the contents of the paragraph. Unit 18 Main teaching points: Sentences of unreal conditions‖ 1. related to something being done at present. 2. with the connective unless 3. with the connective supposing 4. with the connective otherwise 5. in the if it hadn’t been for… pattern e.g., 1. If you were taking a short course in computer science, you‘d be learning computer programming fast. 2. Lu wouldn‘t sing English songs unless she had learned them properly. 3. Supposing the price were lowered, then Sue would certainly buy the fur coat. 4. Bob didn‘t word hard, otherwise he wouldn‘t have been sacked 5. If it hadn‘t been for the sports meeting, I would have come to the video show. I. Dialogue 50 1. Questions for discussion a. What happened to the Drum Tower and the Buddhist Temple? b. What‘s the fate of the 1000-year-old corridor and the tombstone of a member of the Tang court? c. What do A and B think that the government should do about the people who damage ancient monuments? d. What is your opinion about the preservation of historical monuments? 2. Language points: a. ― due to ― The company has avoided the big loss of damage due to their timely help. b. ― in that case‖ The older people were generally for the saying ― Ignorance is sin‖, which , in that case, was understandable. c. ― the… the…‖ Sometimes, the more one has, the more one wants. II, Reading 1. Questions for discussion a. When and in which country was the Taj Mahal built/ b. What is the Taj Mahal/ 51 c. Why was it built? d. What is the Taj Mahal built of/ e. Where were the workers from? f. Was a tomb of black marble built when the Taj Mahal was completed? why or why not? 2. Analysis of the reading: 1). The first sentence should be: ―If my aunt Ellen had not been a shrewd businesswoman, she would not have been so comfortable off.‖ Reasons for the choice are: 1. the rest of the paragraph tells how she struggled for subsistence. 2. the rest of the paragraph tells about her character that ensures her on her road to success. 2). The last sentence should be: ― Nevertheless, she was well-liked, and she got on well with everybody because she was honest, warm-hearted and generous‖. The reason for the choice is that the last two sentences of the given paragraph---- ― She was a good judge of character… hurt others‘ feelings.‖--- describe her as critical and blunt, but actually she had good qualities, So the transitional word nevertheless brings out the contrast and concludes the paragraph. 52 53 54