Teaching Aims & Demands:
1. Vocabulary:
1) Teach the Ss the following key words and expressions:
cock; shame; coin; collect stamps/coins; shape; of the same
shape/size/weight, etc; ring; silver; collection; a collection of;
penny (pl: pence ; pennies < number of coins>);
look (a)round; mine; bank; material; possibly; hide (hid; hidden);
hand sth. in/out (to sb.); here and there (= everywhere);
date from…; cannot help doing…; be pressed with…;trade;
trade A for B with sb.; envelope; sooner or later; afford;
afford (to do) sth.; pack; packs of…; cheaply; fun [Uncountable].
2) Enable the Ss to use the following conjunctive words:
whenever; whatever; wherever; whoever.
2. Sentence Patterns: Help the Ss to understand and master the
following key sentence patterns:
1) Excuse me for ringing you so late in the evening, but I’ve
only just got home.
2) I didn’t know you wanted it.
… I didn’t think of it earlier.
3) It’s a pity/shame (that)...
4) I’ve been working so hard recently that I haven’t had any
time for collecting stamps.
5) Coins may be of different sizes, weights, shapes and of
different metals.
6) It’s common to…
7) Coins can be made of different kinds of metal mixed
together.
The largest collection ever found in England was one of…
8) It’s known that…
It’s possible that… (= Possibly, …)
9) … collect as many stamps as you can.
10) … do keep the envelope if it is...
Do join a group.
11) … stamp collecting is fun.
3. Communicative Skills:
a) Help the Ss to go over everyday English expressions
used on the phone.
b) Ask the Ss to practise using different ways of expressing
regret.
4. Reading Skills:
1) Lesson 22:
a) Ask the Ss to look through the passage and sum up the
main idea of each para;
b) Scan the passage for relevant information and do note-
taking;
2) Lesson 23: Ask the Ss to read the advice given quickly and
then do some T/F exercises.
5. Grammar Study:
1) Revise the use of “-ing” forms;
2) Revise the use of the infinitives;
3) Revise noun clauses.
Lesson 21 Dialogue
I. Free Talk:
Chat with the Ss , asking them:
1) Do you like collecting anything in your spare time?
2) What do you like collecting best?
3) Does it take you a lot of time?
4) Does it cost you a lot of money?
5) Do you think it is worth doing so? Why?
II. Warm-up Practice:
Discuss with your partner and complete the following short
dialogues in Ex. 3, page 98, WB, then act them out.
Pay special attention to different English expressions used
to make phone calls during your discussion.
III. Listening Comprehension:
(1) Now Bruce is talking to Zhou Lan on the phone. Listen to the
dialogue (twice with books closed) and then give answers to the
following questions:
1) When does Bruce call?
2) What does he ask Zhou Lan for?
3) Does Zhou Lan still have it? Why?
4) What does Zhou Lan offer to do?
(2) Ask the Ss to say a few words and describe the main idea
of the dialogue.
Bruce calls Zhou Lan late in the evening. He wants to ask her
for the cock year stamp. But Zhou Lan no longer has it now,
because she sold it last week. However, she offers to help find
one for Bruce.
IV. Practice & Production:
(1) Ask the Ss to practise the dialogue in pairs first, then ask a few
pairs to act it out;
(2) Ask the Ss to work out a similar dialogue to the one studied,
talking about buying an old coin from a friend.
V. Language Study:
1. Excuse me for ringing…, but…
e.g.:
Excuse me for breaking in, but I have some news for you.
excuse sb. for (doing) sth.
Pay attention to the “-ing” forms after the preposition “for”:
1) --- I must apologize for not letting you know ahead of time.
--- That’s all right.
2) Tony was very unhappy for not having been invited to the party.
Note: thank/praise/punish/honour/excuse sb. for (doing) sth.
2. What a pity/ shame (it is) (that…)!
It’s a pity/shame (for sb.) (not) to do…
It’s a pity/shame (that)…
e.g.:
--- I can’t afford to run this car.
--- (It’s a) Pity you didn’t think of that before you bought it.
3. shame (n.)
1) feel (no/great) shame for/at…
2) She was full of shame at her bad behaviour.
3) He turned red with shame at the teacher’s words.
4. I didn’t know you wanted it.
I didn’t think of it earlier.
I didn’t know you were interested in it.
More examples:
1) Hello! I didn’t know you were in London. How long have you been
here?
2) The pen I thought I had lost is on my desk, right under my nose.
3) --- You haven’t said a word about my new coat, Brenda.
--- I’m sorry I didn’t say anything about it sooner. I certainly
think it’s pretty on you.
5. has/have been doing… (present perfect continuous tense)
e.g.:
4) --- Hi, Tracy, you look tired.
--- I am tired. I have been painting the living room all day.
5) --- Did he say that he would attend the concert tonight?
--- No, but he has been preparing for an important
competition.
6) I have been having violin lessons every two weeks, but I think
I will make it every week from next month.
7) The woman with a red umbrella has been waiting to see you
since 10 o’clock this morning. Can you see her now?
VI. Writing:
Ask the Ss to read the dialogue in Ex. 2 on page 98, WB, then
work out a telephone message for Mike.
VII. Consolidation:
(1) Ask the Ss to recall the dialogue in this lesson, and act it out in groups;
(2) Then ask them to complete the short dialogue between Zhou Lan and her father in Ex. 1, p. 98, WB.
VIII. Homework:
1) Read the dialogue and try to recite it;
2) Revise the grammar items after class and prepare Part 5,
Practice on page 33, SB.
Lesson 22 Coins
I. Revision:
(1) Revise key sentences learnt in the dialogue in Lesson 21;
(2) Ask a few pairs of Ss to act out the dialogue in class to see if
they have gone over their lessons after class.
II. Free Talk
(1) Chat with the Ss and ask them the following questions:
1) Are you interested in collecting coins?
2) What can coins be made of?
(gold, silver, copper, nickel, gold mixed with silver, etc.)
3) What can we learn from coins?
(country, value, date/year when they are made, etc.)
4) In what country were coins first used? (In China.)
5) Were coins easy to carry?
6) What kind of money did people prefer to use later?
7) What country was the first to use paper money?
(China was the first country to use paper money. Paper
money was already in use when Marco Polo visited the
country in the 13th century. The first type of paper money
appeared in Sichuan in the Song Dynasty. It was called
“jiaozi”.)
8) Are coins still in use today? (Yes, but mainly as fractional
currency.)
9) Does paper money last long? What material do you suggest
money be made of to make it light and easy to carry and last
long? (No. Maybe money can be made of plastics. Plastic
money is already in wide use in a number of countries.)
(2) Ask the Ss to look at the coins on colour page 2 and ask them:
1) Where are they made and used?
2) What are their values?
(3) Ask the Ss to look at the coins on page 32 and ask them:
1) Where were they used in history?
2) What were they made of?
III. Reading Comprehension:
(1) Ask the Ss to read the passage quickly, then sum up the main
idea of each paragraph:
Para 1: Coins were first used in China.
Para 2: Coins may be of different sizes, weights, shapes and
designs.
Para 3: What can coins be made of?
Para 4: Sometimes people discovered collections of coins that
had been buried. (Two examples are given.)
Para 5: Collections of coins discovered sometimes tell a story
that has been forgotten. (One example is given.)
(2) Read quickly for details:
a) Earliest coins in China:
bei money (from 3000 years ago)
another type of coin with holes in it (from 221 BC
until 1916)
b) Designs & information on the coin:
head of a famous person (kings, queens, presidents, etc.)
animals like the panda
name of the country
value of the coin
date/year of the coin
c) Materials ever used for money:
seashells, rings, bamboo sticks, wood, pieces of cloth, etc.
d) Metal coins are made of:
different kinds of metal mixed together, like gold mixed
with silver
pure gold
silver, etc.
e) Collections of coins ever discovered:
England: in 1978; 54,951 coins; dating from 260 to 275 AD
England: 200,000 silver pennies; over 600 years old
Northern Australia: in1978; 32,000 Chinese metal coins;
between the 7th century and the 1870s
(3) Now ask the Ss to retell the main idea of the passage with the
help of the details above;
(4) Oral work: Ask the Ss to ask each other questions on the
passage (Ex. I, page 99, WB).
IV. Language Difficulties:
1. be of different sizes/weights/shapes/designs, etc.
be (of) the same size/weight/shape/age/colour/ design/kind, etc.
be of (no/little/much/great) interest/use/value/help, etc.
a place of (great) interest
1) Revise: We don’t think there’s anything of interest in your
pictures.
2) You’ll find this map of great value/use in helping you to get
round London.
2. -ed participles as attributes:
1) No computer so far built can have the same ability as human
brains.
2) Don’t use words, expressions, or phrases known only to people
with specific knowledge.
3) Prices of daily goods bought through a computer can be lower
than store prices.
4) The computer center, opened last year, is very popular among
the students in this school.
5) Most of the artists invited to the party were from South
America.
6) The first textbooks written for teaching English as a foreign
language came out in the 16th century.
7) The Olympic Games, first played in 776 BC, didn’t include
women players until 1912.
8) Harvard University, founded in 1636, is one of the most
famous universities in the United States.
(The teacher had better choose from sentences above and give a
couple of examples to the Ss.)
3. Ask the Ss to pay attention to the following patterns:
It’s (im)possible/certain/ clear/(well) known that…
It’s important/necessary that… (should)…
It’s not certain/uncertain/not known/unknown wh-…, etc.
It’s possible that one of them kept a kind of bank… =
Possibly(,) one of them kept a kind of bank…
4. keep a kind of bank= run or manage a certain bank
5. one/two/some/many/(a) few/several/no/any/all such… …
V. Consolidation:
Ask the Ss to do Ex. 2 on page 99, WB.
VI. Grammar Study:
(1) Ask the Ss to pay special attention to the following few points:
1) … want/need doing(= to be done)
2) … be worth doing
3) cannot help crying/laughing/wondering, etc.
4) “–ing” forms as subjects
Walking is a good form of exercise for both young and old.
Once your business becomes international, flying constantly
will be part of your life.
I think creating a good image is pretty important for us all.
Being exposed to sunlight for too much time will do harm to
one’s skin.
5) Note the use of the formal subject “it” in sentences like:
It’s surprising/common/necessary to do…
It’s hard/easy/difficult/possible to do…
It’s good manners/bad manners to do…
It’s great fun/the custom/a pleasure/an honour/ to do…
It takes (sb.) some time to do…
It costs (sb.) some money to do…
(2) Ask the Ss to do the grammar practice on page 33 in SB.
VII. Grammar Consolidation:
(1) Ex. 3, page 99, WB;
(2) Ex. 4, page 99, WB.
VIII. Homework:
(1) Ask the Ss to read the passage aloud after class and get ready
to retell its main idea;
(2) Tell the Ss to go over the grammar study and prepare Ex. 2 on
page 100, WB;
(3) Prepare the next lesson and have a discussion with your
partner about the questions on page 34, SB.
(Note:
whenever possible/necessary= whenever (it is) possible/necessary
Come for a cup of tea whenever (it is) convenient (to you).
He is always ready to help others. You can go to him for help
whenever you’re in trouble.)
Lesson 23 Collecting Stamps
I. Revision:
(1) Revise useful words and phrases studied in Lesson 22:
shape; collection; bury; penny; hide(hid; hidden); possibly;
material; silver;
be of different sizes/weight/designs; be pressed with;
be mixed with…; a collection of…; date from…; look round;
hand out/in; here and there(= everywhere)
(2) Ask the Ss to say the following sentences in English:
1) Coins may be of different sizes, weights, shapes, and of
different metals.
2) It’s common to have the head of a famous person on one
side.
3) It’s known that thousands of Chinese worked in the gold
mines in the late 19th century.
4) It’s possible that one of them kept a kind of bank where
the workers could keep their money safe.
5) Possibly this man died without anyone knowing where the
coins were hidden.
6) Your jacket needs washing, I’m afraid.
7) We couldn’t help laughing when we heard such a joke.
8) We must practise speaking English whenever possible.
(3) Check the written homework assigned last time
(Ex. 2, page 100, WB.)
II. Free Talk:
Ask the Ss:
1) Do you like collecting stamps?
2) What kind of stamps do you like to collect?
3) Have you got a collection of stamps of the twelve birth
animals?
4) Do you collect “first-day envelopes”? Why?
5) Do you often trade stamps with others?
6) Why do you like collecting stamps?
7) Discuss: What should we pay attention to if we start to
collect stamps?
III. Reading Comprehension:
(1) Read the advice given quickly and then decide whether the
following statements are true or false:
1) When you begin to collect stamps, you should keep only the
valuable ones.
2) You’d better throw away the stamps that you don’t want.
3) It’s best to keep first-day envelopes because they may be
interesting and valuable.
4) Joining a stamp-collecting club will help you improve your
collection.
5) Used stamps cost a lot more than old unused stamps.
6) People collect stamps only because they can make a lot of
money from their collections.
Keys: True statements: 3); 4)
False statements: 1); 2); 5); 6)
(2) Ask the Ss to look through the passage and find answers to
the questions below:
1) Why should we collect as many stamps as possible at the
beginning?
2) What envelopes are worth keeping?
3) Where can we go if we want to get some used stamps cheaply?
4) What’s the good of joining a stamp-collecting group?
5) What can we get out of our collections of stamps?
(3) Ask the Ss to do the discussion practice on page 34, WB in
pairs, then ask a few students to give their opinions.
IV. Language Difficulties:
1. … as many + Nouns [pl.] + as…
… as much + (Nouns [uncountable]) + as…
1) You need to collect as much information as you can before
get down to writing on a topic.
2) A TV set of this kind costs as much as 80,000 dollars.
3) The company has produced twice as many computers as it
did last year.
2. trade sth. for sth. else (with sb.)
3. …do/does/did + pred. verbs
Do + imperative sentences. (Ways of emphasizing predicates)
1) An awful (or: A terrible) accident did, however, occur (or:
happen) the other day.
2) --- I’m afraid you might have got drunk at that party.
--- I almost did (get drunk).
3) He did go to the railway station to meet us, but he didn’t
recognize us.
4) I do hope you (will) have a merry Christmas.
5) Do let your mother know all the truth. She appears to have
been told everything.
4. whatever
1) It is generally considered unwise to give a child whatever he
or she wants.
2) These flowers are so special that I would do whatever I can
to save them.
3) Do what you think is right whatever others (may) say.
(=… … no matter what others say.)
Revise the uses of “whoever”, “wherever”, and “whenever”.
5. afford (to do) something
(occasionally: afford doing…)
can/could/be able to afford…
1) The Browns were so poor that they couldn’t afford to send
their son to college.
2) He is so busy these days that he can hardly afford the time
to go on holiday.
3) Doing part-time jobs affords us useful experience.
6. pick sth. up: find/gain/get… by chance
1) I picked up this old geography book at a secondhand bookstore
at a very low price.
2) Yesterday I went to the winter sales and picked up this
sweater at a sales price.
3) … gold can be picked up by washing sand in a pan of water.
Revise other uses of the expression.
V. Reading Practice:
Ask the Ss to do Ex. I, on page 100, WB.
Note:
1) sort… out
2) What a lot of…!
3) be of great value
4) The older (the stamps are), the more valuable (they will be).
VI. Grammar Revision:
(1) Revise noun clauses:
Ask the Ss to do Part 3 on page 35, SB.
Note:
1) The fact remains that many workers cannot afford (to buy)
flats of their own. (Appositive clause)
2) Suzhou is no longer what it used to be.
(2) Revise the uses of infinitives:
Ask the Ss to do Part 4, on page 35, SB.
Help the Ss to list out verbs that should take infinitives as
objects, rather than gerunds, like:
hope/decide/promise/pretend/offer/refuse/manage/fail/would
like/would prefer/wish/agree, etc
VII. Vocabulary Revision (Word Formation):
1) 5 Word formation (page 35, SB.)
2) Ex. 3, page 100, WB
3) Revise some frequently used prefixes and suffixes.
VIII. Homework:
(1) Read the passage aloud after class to get a better
understanding;
(2) Go over checkpoints from Unit 1 to Unit 5;
Prepare Ex. 3 on page 102, WB.