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111 Unit1 School life單元教案 Period one Welcome to the unit I. Teaching aims: 1 To find out the differences of their life between senior high and junior high. 2 To learn something about the high school life in the UK. 3 To know how to get on well with high school life / study. 4 To find out how an activity attracts the students and helps the students II. Teaching Procedures: Step 1 Greetings Step 2. Warming up and Lead-in 1. Let some students make a self-introduction. 2. Say something about their junior high school life. Step 3. Presentation Pair work: brainstorm: ??? When we are talking about our school life, what will we probably think of? Step 4 Comparison (Group work) Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK? Aspects In the UK In China Huge campus and low-rise buildings We can see huge campus and low-rise buildings. It is the biggest difference from schools in China Schools in China usually have a large enough campus to make sure students have enough space to study and play in. But most school buildings are taller, at least three storeys. Lockers for every student There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings. Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom. Fewer students in each class There are fewer students in a class, no more than 30 per class. There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class. At ease with our teacher Students have a close relationship with their teachers. They feel at ease and comfortable with them. It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other. Step 5 Discussion l??????? What kind of school activities do you enjoy? 2?????? Do you know any further differences between the schools in the UK and China? 3??????? What is your dream school life like? ??????? What do you think the teachers should be like? ???????? What do you think the students should be like? ???????? What do you think the relations between teachers and students should be like? Step 6 Extension What are the factors that will lead to the success of the further? Step 7 Summary Homework 1) Recall all the new words and expressions that appear in this unit. 2) Write a short passage about your dream school. (100words) 3) Preview the following lesson.? Teaching Plan for Unit 1 School life Period two Reading Teaching aims: 1. To read a magazine article about school life in the UK. 2. To learn to apply two basic reading skills: skimming and scanning. 3. To learn some expressions about school life. Teaching procedures: Step 1 Revision Check the homework exercise. Step 2 Presentation Yesterday discussed the differences between high schools in our country and the UK. Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there. Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy) Skimming: to get a general idea of the article. Focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures … Scanning: to locate specific information about an article. Look for key words and phrases, dates and words in bold, italics?or?capital letters… Step 3 Reading 1. Skimming question: How does Wei Hua feel about her life in the UK? 2. Scanning: 1)??? What topics are mentioned in the WeiHua’s letter? (opt. are the following aspects of school life mentioned in the article? Teachers classmates?? friends??? subjects?homework???? grades??? timetable activities school facilities????? host family???? food?????? hobbies?customs?traditions?????? festivals) ?2)?? Scan the passage and complete Part C1, C2 on page 4 Step 4 Group work What’s the similarity and difference between the schools in China and the UK?★ ? Aspects In the UK In China similarity ? ? ? ? ? ? difference ? ? ? ? ? ? ? ? ? ? ? ? Step 5 Practice: Pair work ?Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK Suppose your desk mate is Wei Hua, make a dialogue. Homework. 1. Complete parts D and E 2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them. 3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him. 4. Preview the following lesson. Teaching Plan for Unit 1 School life Period three Language focus Step 1 Revision: 1. Check the homework 2. Complete the chart and retell the letter. On the first day ? Teachers Mr. Heywood Miss Burke Size of a classroom ? Subjects ? Food ? Wei Hua’s feelings and progress ? Step 2. Language focus 1. Words: a)????attend (join / join in / take part in ) b)???prepare c)???miss (missing / gone / lost) d)??experience e)??information f)???sounds 2. Phrases: a)?for free b)?a bit / a little c)?as well as 3. Sentences: a)?Going to a British school for one year has been a very enjoyable and exciting experience for me. b)?I do like eating. Step 5. Practice 1. Complete wb A1, A2, 2. Translation 1)Jim加入了我們的討論之列。 Jim joined us in the discussion. ?2)Jane正忙著預(yù)習(xí)功課。 Jane is busy preparing for their lessons. 3)我錯(cuò)過(guò)了早班公共汽車(chē)。 I missed the early bus. 4）經(jīng)驗(yàn)是最好的老師。 Experience is the best teacher. 5）我一點(diǎn)也不疲憊。 I am not a bit tired. 6） 他確實(shí)告訴了我這個(gè)故事。 He did tell me the story. Homework 1. Recall all the new words and expressions that appear in this lesson. 2. Write a summary of the article written by Wei Hua. 3. Preview the following lesson. Teaching Plan for Unit 1 School life Period 5 Word power Warming-up 1. Present one of the school maps from the students’ repairing work. And encourage him?or?her to tell us how he?or?she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school: Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way? 2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions What do you think of our canteen? How about the gym? Is our car park ok in the school? Encourage them to express their genuine opinions. 3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map. Vocabulary learning 1.??Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class. Sample answers B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left. 2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way. 3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class.? available, qualified, access. Answers C 1 car park?? 2 classrooms?? 3 library?? 4 labs?? 5 gym?? 6 swimming pool??? 7 dormitories?? 8 medical centre?? 9 canteen Vocabulary extension 1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items. 3.??Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments? Answers： D 4 beam?? 7 barbell?? 1 climbing bars?? 6 basketball court?? 2 rings?? 8 mat?? 3 dumb-bell??? 5 skipping rope Homework 1. Let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C. 2. Do Part A and B in writing on Page 85. 3. Pick out attributive clauses in the passage of Part C. Teaching Plan for Unit 1 School life Period 6－7 Grammar and usage Teaching aim: To give a brief introduction to attributive clauses. Teaching procedures: 1. Tell the students what is attributive clause. 2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why. 3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article. 4. Check the answers with the students. 5. Explain some language points in the article. 6. Give the students some more exercises of attributive clause. 7. Assignment. Period 7 Grammar and usage (2) Teaching aim: To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns. Teaching procedures: 1.???? Check the homework with the students. 2.?? ?Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns. 3.?? ?Fill in the blanks on Page 11, check the answers with the students and explain the language points. 4.??? Tell the students several points that they must pay attention to when they use attributive clauses. 5.??? Some exercises which are to review what they learn in this lesson. Assignment Teaching Plan for Unit 1 School life Period 8 Task Teaching aims: 1. Use abbreviation to fill in timetable. 2. Compare information of two different sources. 3. Write a notice with important information and clear expression. Procedure: 1-1.???Introduce abbreviation. 1-2.???Complete school programme timetables with abbreviation 1-3.???Compare information of 2 different sources. ? 2-1????Report the timetable 2-2????Find out important information in a notice. 2-3? Write a notice to notify classmates. Teaching Plan for Unit 1 School life Period 9 Project (1) Starting a new after-school activity Starting a new after-school activity Period One Teaching aims: ??To learn two articles about after-school activities in school ??To learn the use of as and require ??To find out how an activity attracts the students and helps the students Teaching Procedures: Step 1: Listen to the recording of the articles on page 18 True?or?False questions: 1. The radio station is run by the principal. 2. The radio station started 2 years ago when CD players were allowed in school. 3. Members of Poets of the Next Generation meet up on the last Friday of every month. 4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them. Step 2: Read the two articles and answer the following questions: 1.?What do the student members in the radio station do during exam time? 2.?What do they do when parents come to visit the school? 3.?Who started “Poets of the Next Generation”? 4.?What do the members of the group do when they meet? Step 3: Fill in the blanks: The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed. We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______?or?_________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____. ?Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like. When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read. Step 4: Vocabulary and language points: l?allow:? permit sb./sth. to do sth. l?principal: person with the highest authority in certain schools l?generation: all people born at about the same time l?select: choose sb./sth. l?calm: not excited, nervous l?require: order?or?command sth. The use of as and require Step 4: Discussion How do these two activities attract the students? How do they help the students? Assignment: Try to find the answers to the following questions: What after-school activities do you have in your school? Do you like them? Why/ Why not? If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose? Teaching Plan for Unit 1 School life Period 10 Project (2) Teaching aims: To do the project of starting a new after-school activity Teaching procedures: Step 1:? Check homework Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students. Step 2:?? Plan Discuss the tasks listed below and decide which group members will be responsible for what tasks. Research information: Make the poster: Present the poster: Step 3:?? Prepare Members responsible for doing research need to find information from various sources about after-school activities and posters. Activity: What does it do? How does it attract new members? How does it help members achieve their goals? Poster: What does the poster consist of? How does it attract its viewers? Step 4:?? Produce Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion. When the draft is done, each member should read it carefully and give suggestions on its wording and design.? Assignment: (Assignment) The poster makers finalizes the poster based on the suggestions of the other group members. The entire group approve the poster before next period. In next period, they are to present their poster to the class. Tell the class what is special about their activity. Teaching Plan for Unit 1 School life Period 10 Project (2) Teaching aims: To do the project of starting a new after-school activity Teaching procedures: Step 1:? Check homework Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students. Step 2:?? Plan Discuss the tasks listed below and decide which group members will be responsible for what tasks. Research information: Make the poster: Present the poster: Step 3:?? Prepare Members responsible for doing research need to find information from various sources about after-school activities and posters. Activity: What does it do? How does it attract new members? How does it help members achieve their goals? Poster: What does the poster consist of? How does it attract its viewers? Step 4:?? Produce Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion. When the draft is done, each member should read it carefully and give suggestions on its wording and design.? Assignment: (Assignment) The poster makers finalizes the poster based on the suggestions of the other group members. The entire group approve the poster before next period. In next period, they are to present their poster to the class. Tell the class what is special about their activity. Teaching Plan for Unit 1 School life Period 11-12 Assessment Self-assessment (1) ---Reflections on Unit Learning Class: ___________ Name: ____________ Unit: ____________ Think about this last unit and write your personal reflections on the following: The ideas for English learning which I have picked up The cultural information I have learned The language I have learned The strategies I have used to improve my English The amount of effort I have put into using what I have learned Other thoughts I have about my English learning ? Self-assessment(2)---English Proficiency Test(60 minutes/100 points) Class:___________?Name:____________?? Score:__________ Ⅰ. Multiple choice(10 points) Ⅱ. Close test(30 points) Ⅲ. Reading comprehension(30 points) Ⅳ. Vocabulary(10 points) Ⅴ. Sentence patterns(10 points) Ⅵ. Writing (10 points) Language focus for Unit 1 Reading (Page 2-5) 1. ?Going to a British high school for one year was a very enjoyable and exciting experience for me. l??????? 本句是主謂表結(jié)構(gòu)（SVC），句中g(shù)oing to a British high school for one year是動(dòng)名詞短語(yǔ)，作主語(yǔ)。動(dòng)名詞短語(yǔ)的作用相當(dāng)于一個(gè)名詞，在句中常作主語(yǔ)、賓語(yǔ)或表語(yǔ)。例如： Reading French is easier than speaking it． He suggested going there by bus. Most people are against smoking in public places. Her job is looking after the children in the kindergarten. l??????? 句中exciting是現(xiàn)在分詞，相當(dāng)于形容詞，作定語(yǔ)，修飾experience. ???????? 注意：英語(yǔ)中有一類(lèi)及物動(dòng)詞，在詞尾加-ing或-ed后，相當(dāng)一個(gè)形容詞，在句中作定語(yǔ)或表語(yǔ)，但意義不同。-ing表示“令人……”，主語(yǔ)通常是物，-ed表示“感到……”，主語(yǔ)通常是人或與人在關(guān)的表情、動(dòng)作。這類(lèi)動(dòng)詞常見(jiàn)的有：interest; surprise; encourage; inspire; frighten; excite; tire; bore; move; please; satisfy等。 1）It's so __________ to skate in Pairs. Everyone skates so fast and shouts at the top of his voice. 在巴黎溜冰確實(shí)激動(dòng)人心。每個(gè)人都在疾速運(yùn)轉(zhuǎn)，拼命尖叫。 2）She has many new ways to make her students ___________. ?? 她總有很多新奇的方式使孩子激動(dòng)不已。 3）A successful speaker knows how to _________ the crowd. 一個(gè)成功的演講者懂得如何打動(dòng)人群。 4）Hearing her lost child had been found, there was an ___________ tears on her face.得知她走失的孩子已經(jīng)被找到，她流下了激動(dòng)的淚水。 Key: exciting; excited; excite; excited. l??????? experience experience: [C] 經(jīng)歷，閱歷　[U] 經(jīng)驗(yàn)　　v. .經(jīng)驗(yàn)，體驗(yàn)，經(jīng)歷，閱歷?? experienced 經(jīng)驗(yàn)豐富的 1）He hasn’t got enough experience for the job. 他沒(méi)有足夠的經(jīng)驗(yàn)做這項(xiàng)工作。 2）Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗蘭克.霍金斯給我講述他年輕時(shí)的經(jīng)歷。 3）Some of the students had experienced what hardships meant before they entered the university.有些大學(xué)生在進(jìn)入大學(xué)之前體驗(yàn)過(guò)艱苦的生活。 ［即學(xué)即用］ 1）Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26) A. /; the??????????? B. /; an???????????? C. an; an????????? D. the; the 2）Some of the passengers told the reporters about their _____ in the burning train. A. details?? ??????? B. trips?? ?????????? ?????? C. events?? ?????????????? D. experiences Key: C; D 2.?I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.我對(duì)英國(guó)學(xué)校的作息時(shí)間很滿意因?yàn)閷W(xué)校大約上午9點(diǎn)開(kāi)始上課，下午3點(diǎn)半左右放學(xué)。 be happy with=be pleased with,?around=about。 3.?On the first day, all students went to attend assembly. attend vt. 出席，參加，上（學(xué)），到場(chǎng) attend school/class/ church上學(xué)/課/去教堂 attend a meeting / lecture / wedding / party 參加儀式/會(huì)議 同義詞：take part in, join, join in, participate. [知識(shí)拓展] attend to 注意傾聽(tīng), 專(zhuān)心干，照料，處理 attend (on/upon) sb. 伺候/照顧某人 Attend carefully ______ what she is saying.注意聽(tīng)她說(shuō)話。 The patient has three nurses attending (on) her.那個(gè)病人有三個(gè)護(hù)士看護(hù)她。 4.????? He also told us that the best way to earn respect from the school was to work hard and achieve high grades. 該句子是由that引導(dǎo)的從句作told的賓語(yǔ)，賓語(yǔ)從句中的主語(yǔ)是the best way, 不定式短語(yǔ)to work hard and achieve high grades作was的表語(yǔ)。 l??????? The way to do sth. = the way o