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Book I

Unit 3


Time Allotment
Section 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. Grammar

1. The simple past and the present perfect contrasted
2. The past progressive
3. The past perfect
II. Communicative skills
1. Asking for/giving information about somebody’s (first, second, last, etc.) visit to 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 expressions
IV. Note-writing: Note of introduction
V. Use of transitions

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

1. Simple past and present perfect tense
Verbs in sentences beginning with “This is the first/second… time are in the present 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 tense
Past 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 tense
For 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. 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 used 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 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 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.
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   Readings
Have 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. Text-related information:
School Transportation
  In primary schools and secondary schools, children usually go to school by taking the school bus rather than taking a car ride by their parents. In North America, the school bus is distinguished from other types of buses by characteristic design required by the government agencies. Federal safety standards require school buses to be painted yellow and equipped with various forms of warning and safety devices specific to them. This service is almost always free to families.
New Student Orientation
The New Student Orientation is a regular university program to help new students familiarize themselves with the campus and university life. Students are usually required to sign up for the program that varies from one day to even 9 days, depending on which university you go to.  It helps to answer the following questions:
• Your major
•  Financial aid
•  Housing and meal plans
•  Books
•  Classes
•  Tutoring
•  Clubs and organizations
At orientation you will:
• Meet new and current students
• Attend presentations introducing the campus life to you
• Work with your academic advisor to select your course schedule
• …

II. Useful words and expressions:
1. giggle: v. laugh lightly in a nervous or silly way
e.g.: If you can’t stop giggling you’ll have to leave the room.
2. coax: v. persuade somebody gently or gradually
e.g.: He coaxed her into letting him take her to the cinema.
3. An impulse to write flashed through me.: All of a sudden I felt I wanted very much to write. Note the effect of the verb flash.
4. titter: v. to laugh quietly in a high voice, especially because you are nervous
e.g.: At the word “breast”, some of the class tittered.
5. I spelled my name in a rush of letters.: I spelled my name letter by letter very quickly.
desperately: adv. in a desperate way; in intense despair
e.g.: He looked round desperately for someone to help him.
6. redeem: v. to make something seem less bad.
e.g.: Jones redeemed his earlier poor performance by scoring two goals.
7. ma’am: Short for “madam” in spoken English. In the US, it is used as a polite way to address a woman.
8. then I was blank and void within: then my mind went blank and I had no idea at all
void: adj. empty; vacant
e.g.: Her face was void of all interest.
9. to collect my senses: to have control of my senses, in other words, to calm down
10. curse: v. to say or think bad things about someone or something because they have made you angry
e.g.: He cursed his bad luck in arriving just after she’d left.
11. dumb: adj. (infml) stupid
e.g.: The questions were set up to make her look dumb.
12. …why did strange faces make me freeze?: …why did strange faces make me unable to act or speak?
13. freeze: v. make or become unable to move, speak, or act, because of fear, shock, etc
e.g.: Ann froze with terror as the door opened silently.
14. with my ears and neck burning: with my ears and neck turning red with embarrassment

Section Three     Exercises
Check the exercises and explain the difficult points in them.