穆丽萍老师在任高一英语教学中首次使用了人教社编写的新教材Senior English for China。此套教材编写的指导思想、理论基础、教材特点、编排体系、内容分布及教法较旧教材变化甚大。仅以他的量为例，旧教材高一一学年一本书学习18篇课文及课后练习，而新教材高一一学年要学习26个单元，每单元有对话、阅读、听力、写作文及课后练习，怎样才能在同样的时间完成这两倍甚至三倍于从前的教学任务？怎样才能保证学生基础知识学得好，又能全面提高听、说、读、写能力呢？
穆老师在一年的教学中对新教材不断摸索、熟悉，在教学方法上尝试了课文整体教学，坚持信息的整体输入，坚持以课文为中心，开展听、说、读、写的交际活动。她认为，课文综合休现了语言、词汇、语汇法及听、说、读、写的语言整体技能，学生英语水平的提高不是老师“讲”出来的，而是在教师指导下“练”出来的，必须改变老师一人讲，学生记笔记的填鸭式的教学，必须改变那种传统的教法----将课文分成若干小段，由老师深耕细作，句句语法分析，个个词汇开花，那样只能事倍功半，学生学到的是“哑巴英语”。她采取了以阅读为龙头，带动听、说、读、写的方针。结合课文教学开展听、说、读、写的交际活动分成六步走。
一、注意课文导入，让学生带着问题有声阅读（边听录音边阅读），之后对课文主要内容进行问答练习。
二、结合课文做阅读理解题（有时先做阅读后做问答）。
三、做课文篇章分析。
四、朗读课文并让学生找出语言特点。
五、对课文中语言点及重点词汇讲解。
六、结合课文内容练习写作。
在16单元的对话中，她是这样导入的，首先与学生对话：1. Can you cook? 2. What can you cook? 3. Can you make Jiaozi? (noodels, rice),接着她说：Cooking is very interesting. When I see my son enjoy the dinner, I feel happy. But sometimes cooking may be dangerous. The other day I was cooking dinner. I tuned on the gas, put some oil. The oil was getting hotter and hotter. Just then someone knocked at the door I went to answer the door but I forgot to turn off the gas.她问：what's should I do when the pan was on fire?学生大声回答到：Turn off the gas and cover the pan.这样既导入了对话，又出现了catch fire, be on fire, turn on, turn off等词汇，为对话中讲解这些词汇打下了埋伏。16单元的课文她是这样导入的，I'm going to tell you a true story, when I worked in the countryside I met a terrible fire. That night I was sleeping when I heard someone shouting “get up, get up, the building over there was on fire.” we got up immediately. We did our best to put out the fire. But we had no water. We had no running water, We had no fire fighters. It was impossible to control it. At last, the whole building was completely destroyed. Luckily no one lost his life.她的这段话一下子吸此了学生，在这段引入中，她有意用了it’s impossible to do…,I was sleeping…When的句式及be on fire, put out the fire control及destroy等词汇、词组。接着她告诉学生们今天要学一篇关于1974年圣.保罗大火的文章，要求学生带着问师听录音，阅读。听完录音之后，要围绕着那场大火的细节做问答练习，做阅读理解练习，最后对文章进行篇章分析，找出或写出每段的主旨句。