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Book I

Unit 4


Time Allotment
Section One       Oral Report & Language structures & Dialogues (100 minutes)
Section Two       Oral Report, Readings (100 minutes)
Section Three      Oral Report, Exercises & Main tasks revisited (100 minutes)
Main Tasks:
I.  Grammar

1. The relative clause introduced by that(as the subject)
2. The relative clause introduced by that (as the object of a verb)
3.  The relative clause introduced by who,whom
II. Communicative skills
1.  Identifying and asking sb to identify sth
2.  Directing sb to do sth
3.  Identifying the thing that sb has (not) done
4.  Identifying the person one wants to see\
5.  Identifying people
III. Useful words and expressions
IV. Verbal phrases formed by put

Detailed Teaching points and Suggested Teaching Procedures
Section One     Language Structures & Dialogues
I. Grammar review

1. attributive clause /“that” as the subject of the clause
2. “that” as the object of the verb “borrow” (In colloquial English, “that” can be omitted when serving as the   object.)
3. “who” used as the subject of the relative clause
4. “whom” as the object of the verb “introduce”
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. in favor of : agree with sth; e.g. Are you in favor of campus love?
2. You get what you put in. put in: spend time or use energy working or doing sth
3. preferential policies : policies in favor of a special group
4. come across: read by chance
5. …, there’s bound to be an ever increasing demand…: It’s certain that there will be… (make a mini-dialogue using the construction)
6. subscribe to: pay to get access to eg. subscribe to journals
7. English would make their entry into the lives of Chinese farmers. Entry n. enter v.
In- class Activity Two
1. Ask the students to read Dialogue 1 aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue 2 and then retell it.
Homework:
1. Work in pairs to practice the situation in each dialogue.
2. Have the students form their own dialogues by using the phrases from Dialogues1&2.
3. 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 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 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.