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Book I

Unit 2


Time Allotment
Section One      Duty Report, Language Structure & Dialogues (100 minutes)
Section Two      Duty Report, Readings (100 minutes)
Section Three    Duty Report, Exercise & Main Task Revisited (100 minutes)
Main Tasks:
I. Grammar

   The adverbial clause of time introduced by
1. when
2. before
3. since
4. until
II.  Communicative skills
1. Asking a favour of somebody and agreeing to do the favour
2.  Asking for and giving confirmation of what one had asked somebody to do
3. Inquiring about something somebody will do/did
4. Expressing certainty
5. Asking for and giving information about something somebody had been doing
6. Giving information about something one will continue doing up to a certain point of time
7. Asking questions politely
8. Asking informal questions about origin and duration
9. Asking for a question or statement to be repeated
III.  Useful words and expressions
IV.  Use of transitions 

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

1. The adverbial clause of time introduced by when:
 You’ll see John when you go to Beijing next week.
   This is an adverbial clause of time introduced by when. This sentence refers to the future, but the verb in the adverbial clause is in the simple present tense. The same rule applies if the connective is after, before, as, as soon as, still, until, if, unless, although, even if, in case, though, so long as, whatever, wherever. Sometimes, in order to clearly state that the action in the adverbial clause is fulfilled before that in the main clause, present perfect tense can be used instead, e.g. We have a rest when we’ve done the job.
2. since
    I’ve been playing the piano since I was a child.
    The present perfect continuous tense is used in this sentence. This tense shows an action, which began in the past and is still continuing, or has only just finished. The present perfect continuous is different from the  present perfect tense. The former emphasizes that an action is continuing or repeating, yet the latter stresses a just finished action or the present effect or result from a past action, e.g. I’ve polished the car. I’ve been polishing the car
3. until
   He won’t arrive until four, and I’ll wait until he arrives.
    Until in the first sentence is a preposition, and that in the second sentence is a connective, meaning up to a certain time / up to the time when. e.g. He ate until it was dark.
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. make a hit: be very successful hit here refers to success. e.g. The play was an immediate hit.
2. a straight A student: a student who receives an A for every course he / she takes.
3. I long to act …: here long refers to want very much. Long can only be used as an intransitive verb, followed by infinitive or preposition for / after. e.g. long for love.
4. I volunteered on every occasion to play …volunteer here means give or offer sth willingly, usually followed by infinitive. e.g. ~ to join the army.
5. I really enjoyed the spotlight:  A spotlight is a powerful light which lights up a small area on a stage. Here it refers to acting on the stage. e. g.,  I am quite shy. I never enjoyed the spotlight.
6. … went off well: go off here means adhere to the expected course of events or the expected plan. e.g. The project went off smoothly. Besides, go off means explode, lose good quality, become unconscious, etc.
7. I was more than excited:  Here more than is not to show comparative, instead it means very. It can be followed with Noun, Verb, Adjective, Past participle and Clause. e.g. It is more than I can tell. He more than hesitated to promise that.
8. UNESCO: United Nations Educational, Scientific and cultural Organization.
In-class Activity Two
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 role-play “interviewing the winner of the 100-metre dash”
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
I.  Background information:
The Meaning of Philately
The term “philately” was first used in 1864 by Georges Herpins, an avid collector of stamps. The word is a translation of the Greek words philos (“love”) and ateleia (“that which is tax-free”).
This phrase was intended to be a reference to the fact that postage stamp permitted the letter to come free of charge to the recipient.
While the term philately is often used as a synonym for traditional stamp collection, philately is much broader than this. Today the term encompasses the collection and study of regular issue postage stamps, as well as covers, stamps not intended to be used as postage, and other patal materials.
Have the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in clad to check their comprehension.
II.  Useful words and expressions:
1. relating to the country of issue:  the country that issues the stamps or publishes / circulates the stamps. Issue can both be noun and verb, meaning publish, put ... into circulation, e.g. ~ periodic statements.  relate to here refers to concern, e. g.,  It does not matter whether the problem you have concerns to food.
2. imposing taxes on liquor …:   impose on / up on: lay or place a tax, duty, ect on, e.g. I must perform the task that has been ~d upon me. impose oneself on sb refers to force one’s company on sb. e.g. Don’t yourself on others who don’t want you. Impose upon sth means take advantage of e.g. ~ upon sb.’s good nature.
3.  bear the likeness of: resemble, e. g., The baby bears the likeness of her father ,not her mother.
4. be familiar to: be well known to, e.g. facts that are ~ to every schoolboy.
   be familiar with: having a good knowledge of, e.g. I am not very ~ botanical names.
5. be off the press: be issued. e. g., The novel was sold up soon after it was off the press.
6. one referred to a “new mania for collecting … of England.”,  one of the advertisements mentioned an “extreme enthusiasm for stamp collecting that has taken strong hold of English women who had nothing else to do.”
Section Three     Exercises
I. Vocabulary
1.gather:  (1) if people gather somewhere, they come together in a group.(2) if you gather things, you collect them together so that you can use them.
2. assemble: (1) when people assemble, they come together in a group, usually for a particular purpose such as a meeting.  (2) to assemble sth means to collect them together or to fit the different parts of it together.
3. accumulate:  when you accumulate things / they accumulate, they collect or are gathered over a period of time, e.g. They suggest that households accumulate wealth across a broad spectrum of asserts.
4. collect:  (1) when you collect a number of things, you bring them together from several places or from several people. (2) if you collect things as hobby, you get a large number of them over a period of time because they interest you.