牛津译林版英语八年级上册 Unit2 School life 教案（6课时，表格式）

Title
8A
Unit2
Welcome
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences.
Ability
objectives:
(1)
To
name
the
same
thing
in
British
way
and
American
way.
(2)
To
know
the
differences
between
British
English
and
American
English.
Value
objectives：
To
arouse
students’
interest
in
British
things
and
American
things.
To
develop
an
active
attitude
towards
school
life
Teaching
key
points
and
difficult
points:
1.
Words
and
Phrases:
British,
lorry,
eraser,
fall,
store,
truck,
movie,
soccer
,
be
cleverer
than,
be
like
doing
2.
Structures:
Why
don’t
sb
do
sth?
=Why
not
do
sth?
What’s
school
like?
It’s
like
watching
TV.
They
have
to
work
harder.
There
are
fewer
advertisements.
3.
Students
can
know
the
differences
between
British
English
and
American
English
Teaching
methods:
Communicative
teaching,
Co-operative
learning
Teaching
Procedures
Designing
aims
Step1
Showing
a
world
map
Get
the
students
to
know
the
English-speaking
countries
around
the
world,
by
showing
a
world
map
to
them.
Meanwhile
write
the
name
of
different
English-speaking
countries
in
the
world.
Let
the
students
know
the
differences
between
British
and
American
English.
由图片导入，让学生说出自己熟悉的英语国家，进而激发其对异国的兴趣。
Step2
Free
talk
T:
Do
you
like
our
school?
What
do
you
like?
How
many
subjects
do
you
learn?
Can
you
tell
me
some
names
of
them?
S:
Chinese,
Math,
English,
PE,
Geography,
etc.
(Encourage
the
Ss
to
say
more
about
it.)
T:
Good.
Is
there
another
word
for
Math?
S:
Yes.
Maths.
T:
Great.
Maths
is
Math.
Maths
is
British
English.
While
Math
is
American
English
由学生熟悉的学校生活切入，引出英式和美式英语的区别
Step
3
Matching
the
two
words
that
refer
to
the
same
things
Tell
the
students
that
people
use
different
words
to
talk
about
the
same
things.
Ask
the
students
to
open
their
books
and
match
the
two
words
that
refer
to
the
same
things.
Get
the
students
to
read
these
words
syllable
by
syllable
to
help
them
remember
it.
引出更多表示相同意义的不同英语单词。其中不少是有关学校生活的。
Step4
Doing
Part
A
on
page
19
Get
the
students
to
finish
doing
Part
A
on
page
19.
Show
the
pictures
and
ask
the
students
to
speak
out
both
the
British
and
American
words
out
loudly.
巩固已学的英美不同的单词，检验成果。
Step
5
Finish
Part
B
在情境中巩固所学英美不同表达的单词
Step5
Guessing
what
they
are
talking
about?
(1)
Show
the
first
picture
of
Comic
Strips
to
the
students
without
the
words.
Ask
the
students
to
guess:
“what
are
they
talking
about?”
Play
the
tape
for
the
students
to
listen
and
find
out
the
answer
to
the
questions.
(2)Get
the
students
to
read
and
feel
the
humor
here.
(In
fact,
Eddie
has
no
idea
what
school
is
like
and
why
people
need
to
got
to
school.
However,
he
still
thinks
dogs
are
clever.
)
If
the
students
have
no
problem
in
understanding
the
dialogue,
get
them
to
practice
the
dialogue
in
pairs
and
act
out
the
dialogue
in
front
of
the
class.
Encourage
students
to
add
something
to
make
the
dialogue
funnier
and
more
interesting.
1.
flash的播放保持了学生的学习兴趣，让学生感觉好玩的同时，又学到了知识。
2.
对话操练给学生提供了广阔的平台
Step
6
Talking
about
the
sentences
Talking
about
the
following
sentences:
(1)
We
are
smarter
than
people.
(2)
There
are
fewer
advertisements.
(3)What
is
school
like?
It’s
like
watching
TV.
引导学生熟练使用这几个句子
讨论活跃气氛，保持学生学习兴趣的同时，通过追问感受其中的幽默，激发了学生想要了解英美文化的兴趣。又拓宽了学生的思维。
Step
7
Giving
some
reasons
for
your
ideas
Eddie
thinks
school
life
is
like
watching
TV.
What
do
you
think
of
our
school
life?
Encourage
the
students
to
give
some
reasons
for
their
ideas
It
is
very
necessary
for
our
teacher
to
lead
the
students
to
talk
about
the
brighter
side
for
the
kids
to
develop
an
active
attitude
towards
school
life
as
well
as
to
study.
通过让学生讨论自己的学校生活这一贴近自身的话题，锻炼了学生的语言表达能力。
通过引导学生看到学校生活的好的一面，达成情感目标。
Step
8
Homework
1.
Try
to
remember
the
new
words
and
drills.
2.
Finish
the
exercises.
3.Try
to
find
more
information
about
the
differences
between
British
and
American
English.
巩固所学，为下一课时的学习做好准备。
Title
8A
Unit
2
Reading
I
Teaching
objectives:
1Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
more
about
the
lives
in
British
school
and
American
school.
2.Ability
objectives:
(1)
To
encourage
students
to
guess
the
meanings
of
the
words
according
to
the
context.
(2)
Learn
to
read
and
understand
the
article
with
different
ways
of
reading.
3.Value
objectives：
(1)To
understand
others’
feelings
and
opinions.
(2)To
develop
an
active
attitude
towards
school
life
Teaching
key
points
and
difficult
points:
1.
Phrases:
in
Year
8=in
Grade
8，a
mixed
school,
learn
how
to
do
sth,
borrow…from…,
bring
in,
a
Reading
Week,
the
end
of
sth,
offer
me
help,
twice
a
week,
than
usual,
learn
about
2.
Structures:
(1)
Among
all
my
subjects,
I
like
French
best.
(2)
Learning
foreign
language
is
fun.
(3)
Time
seems
to
go
faster
when
we
are
reading
interesting
books.
(4)
He
often
listens
carefully
to
my
problems
and
offers
me
help.
3.
Students
can
guess
the
meanings
of
the
new
words
correctly
and
their
reading
abilities
can
be
greatly
improved.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1
Lead
in
Ask
some
questions
about
their
school
life.
（1）How
many
lessons
do
you
have
every
day?
（2）What
subjects
do
you
learn?
（3）How
often
do
you
have
a
class
meeting?
（4）What
clubs
do
you
have?
（5）What
after-activities
do
you
have?
（6）Do
you
have
a
Reading
Week?
（7）Where
can
you
read
books?
（8）Do
you
have
a
hero?
Who
is
he/she?
When
the
teacher
and
the
students
talk
about
these
questions,
the
teacher
teach
some
new
words:
Mixed
together
magazine
senior
hero
and
so
on.
以问答的形式引导学生谈论中国的学校生活，将重点放在愉快而又特色的内容上，一方面从学生所熟悉的内容着手，可以减轻学生英语学习的焦虑感，另一方面，又是新单词的自然导入，为之后的阅读扫清障碍。
Step
2
life
in
a
British
school:
Teacher
says:
Now
I
know
something
about
your
school
life.
Do
you
want
to
know
something
about
the
life
in
a
British
school?
1.
Let’s
read
“life
in
a
British
school”
quickly.
Then
answer
the
questions:
(1).
Who
wrote
the
passage?
(2).
What
activity
does
the
school
have
every
year?
2.Ask
the
students
to
read
the
passage
carefully,
then
tell
the
sentences
true
(T)
or
false(F):
(1).
Nancy
is
in
Year
9
at
Woodland
School,
It’s
a
mixed
school.
(2).
Nancy
likes
English
best
of
all.
(3).
He
knows
how
to
cook
healthy
and
tasty
meals
before
coming
to
this
school.
(4).
There
is
a
Reading
Week
in
this
school
every
year.
(5).
The
students
can
read
any
books
from
the
school
but
they
can’t
bring
in
books
from
their
home.
快速阅读和细读一步步深入，通过提问和练习了解课文，了解英国学校生活。
Step3
Life
in
an
American
school:
Now
we
know
the
life
in
a
British
school,
let’s
learn
something
about
Life
in
an
American
school,
Please
read
the
passage,
then
answer
the
questions:
(1)
Who
wrote
the
second
passage?
(2)
What
do
the
students
do
in
the
Buddy
Club?
(3)
Why
does
John
say
Tony
is
his
hero?
(4)
What
do
John
and
his
friends
do
on
Friday
afternoon?
(5)
How
often
does
John
practice
playing
baseball?
细节阅读锻炼学生迅速找出文中重点内容的能力。
Step
4
Ask
the
students
to
read
the
whole
passage
,then
do
Exercise
B3,B4.
Then
check
the
answers.
通过阅读整篇课文，感受英美学校生活的共同点和不同点。
Step
5
Listen
to
the
tape
and
repeat
after
the
tape.
熟读课文，为下一步语言输出做准备。
Step
6
Discussion:
Ask
the
students
to
talk
about
their
school
life,
then
write
it
down.
Then,
four
students
a
group
and
introduce
their
school
life.
Which
school
life
do
you
like
better?
why?
结合自身熟悉的学校生活，通过创设话题，激发学生运用文中所学的重点词句来进行交流与表达的欲望，很好地培养了学生的语用能力。
让学生看到英美国家学校生活的好，也看到自己国家学校生活的好。
Step7：Homework
(1)
Read
the
two
articles
carefully
and
try
to
sum
them
up.
(2)
Finish
the
exercises.
(3)
Retell
with
key
words.
口头与书面作业相结合，巩固所学的同时，又提高了作业的乐趣与学生的口语表达能力，体现了语用价值。
Title
8A
Unit
2
Reading
II
Teaching
objectives:
1.Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
more
about
the
lives
in
British
school
and
American
school.
2.Ability
objectives:
(1)
To
retell
the
passage.
(2)
To
learn
the
language
points
and
use
the
key
words,
phrases
and
structures
fluently.
3.Value
objectives：
To
encourage
students
to
love
their
school
life.
Teaching
key
points
and
difficult
points:
1.
Phrases:
in
Year
8=in
Grade
8，a
mixed
school,
learn
how
to
do
sth,
borrow…from…,
bring
in,
a
Reading
Week,
the
end
of
sth,
offer
me
help,
twice
a
week,
than
usual,
learn
about
2.
Structures:
(1)
Among
all
my
subjects,
I
like
French
best.
(2)
Learning
foreign
language
is
fun.
(3)
Time
seems
to
go
faster
when
we
are
reading
interesting
books.
(4)
He
often
listens
carefully
to
my
problems
and
offers
me
help.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1：Revision
（Warm-up
）
T：Do
you
like
your
school
life?
Why
or
Why
not?
Get
the
Ss
to
talk
about
their
school
life.
(Divide
the
students
into
three
groups
then
have
a
competition.)
Q1.
What
kind
of
school
does
Nancy
go
to?
Q2.What
can
students
do
during
the
Reading
Week?
Q3.What
does
a
buddy
usually
do?
Q4.How
often
does
John
play
baseball?
通过提问直接进入复习话题，让学生对已学知识快速回顾。
Step2：Read
the
article
together
朗读文章帮助学生再次了解文章内容
Step3：Language
points
1.
1.in
Year
8
=in
the
8th
grade
在八年级
2.a
mixed
school
一所男女混合学校
3.have
lessons
together
一起上课
4.among
all
my
subjects
在我所有的科目中
among
表示的是三者及其以上，在……之中
5.learn
foreign
languages
学习外语
6.during
the
Reading
Week
在读书周期间
during在……期间
在暑假期间
during
the
summer
holiday
7.
borrow
books
from
the
library
从图书馆借书
borrow
sth
from
sb
向某人借某物，
例如：
我向桑迪借了自行车。
I
borrowed
the
bike
from
Sandy.
8.
bring
in
books
and
magazines
from
home
从家里带来书和杂志
9.
read
more
books
than
my
classmates
比我同学读的书多
more...than...
……比……多，
例如：
汤姆的CD比西蒙的多。
Tom
has
more
CDs
than
Simon.
10.near
the
end
of
the
week
在阅读周快要结束的时候
11.
discuss
the
books
with
our
classmates
discuss
sth
with
sb
和某人谈论……
例如：他经常和父亲谈论学习。
He
usually
discusses
study
with
his
father.
12.
Time
seems
to
go
faster
[when
we
are
reading
interesting
books.
时间状语从句]
我们在阅读有趣的书籍时，时间似乎过得更快。
seem
to
do
似乎……
响声好像持续了大约十分钟。
The
noise
seemed
to
last
for
about
ten
minutes.
13.
listen
carefully
to
my
problems
认真聆听我的问题
14.
offer
me
help
主动给我帮助
offer
sb
sth
给某人某物.
同义短语offer
sth
to
sb
例如：我们可以向他人提供帮助。
We
can
offer
others
help.=
We
can
offer
help
to
others.
15.
end
earlier
than
usual
比平时结束的更早
16.
twice
a
week
每周两次
注意：就时间的频率提问用
How
often?
17.
play
baseball
打棒球
18.
practice
doing
sth
练习做……，
重点词组、句型及语言点的教授。
Step4：Retell
the
article
with
key
words.
让学生借助关键词，复述文章，可以帮助学生再次了解文章内容及重点词句，达到阅读的认知层次及重点词句的识记与运用，培养了学生的口语表达能力。
Step5：Exercises
1.
He
is
a
____________
man.
(Britain)
2.
We
often
practice
_________
(play)
softball
after
school.
3.
Julie
and
Sandy
are
my
________.
(hero)
4.
How
many
________(科目）
do
you
learn
at
school?
5._______
(two)
a
week,
I
play
softball
after
school.
6.
Today
is
Sandy's
_____________
(nine)
birthday.
7.
We
must
practice
____________
(speak)
as
often
as
we
often.
8.
Our
school
has
a
__________
(read)
week
every
week.
9.
She
spends
__________
(少)
money
on
books
than
you.
练习巩固
Step6：Homework
Review
what
we’ve
learned
today.
Preview
Grammar
Finish
the
exercises
in
the
workbook.
巩固所学，为下一课时做好准备。
Title
8A
Unit
2
Grammar
Teaching
objectives:
1Knowledge
objectives:
(1)Compare
two
things
using
‘more…than’,
‘fewer…than’
and
‘less…than’
(2)Compare
more
than
two
things
using
‘the
most’
for
the
largest
amount
and
‘the
fewest’/
‘the
least’
for
the
smallest
amount.
(3)Comparative
and
superlative
adverbs.
2.
Ability
objectives:
To
use
comparative
and
superlative
adverbs
correctly.
Teaching
key
points
and
difficult
points:
1.
Phrases:
among
the
three
of
us,
come
first/second/third
in
the
race,
any
other
student,
the
other
students.
2.
Structures:
(1)
Millie
has
more
tomatoes
than
Daniel.
(2)
Millie
has
less
rice
than
Daniel.
(3)
Millie
has
fewer
bananas
than
Kitty.
(4)
kitty
has
the
most
eggs.
(5)
Daniel
has
the
fewest
tomatoes.
(6)
Mille
has
the
least
juice.
(7)
She
ran
faster
than
Millie
(8)
Amy
came
first
in
the
race.
She
ran
the
fastest.
Teaching
methods:
Task-Based?Language?Teaching,
Communicative
Teaching
Teaching
Procedures
Designing
aims
Step1:
Presentation
Task
1:
Look
at
the
pictures
and
answer:
Make
sentences
with“more/fewer
than…”
Consolidation:
more/fewer
+
可数名词＋than
Task
2:
Look
at
the
pictures
and
answer
Simon
has
some
orange
juice
in
his
glass.
Sandy
has
more
orange
juice
than
Simon.
Simon
has
less
orange
juice
than
Sandy.
Talk
about
Peter
and
Tom
with
“more/less
than…”
Consolidation:
more/less
+
不可数名词＋
than
We
can
compare
the
amount
of
things
using
more...than,
fewer...than
and
less...than.
Task
3
：
Look
at
the
pictures
and
answer
The
same
way
to
present
the
most/fewest/least.
Consolidation:
the
most/fewest
+
Countable
nouns
the
most/least
+
Uncountable
nouns
Task
4:
Complete
the
exercises
on
Page23.
呈现两者比较和三者比较的用法
Step2：Grammar
B
Show
a
picture
of
race
and
present:
Millie
came
third
in
the
race.
She
ran
fast.
Sandy
came
second
in
the
race.
She
ran
faster
than
Millie.
Amy
came
first
in
the
race.
She
ran
the
fastest.
Task
1:
We
can
form
comparative
and
superlative
adverbs
in
the
same
way
we
form
comparative
and
superlative
adjectives.
Pay
attention
to
this:
Task
2:
Finish
the
exercises
on
P24.
呈现副词比较级和最高级的用法。
Step3：Language
points
1.
come
first/second
/third
此处
first,
second,
third作副词用
2.
She
draws
better
than
any
other
student
in
my
class.
any
指任何一个，后面的名词student用单数
同义句：
She
draws
better
than
the
other
students
in
my
class.
点出本课语言点
Step4：Exercises
改错
1.
Mr.
Smith
eats
the
fewest
beef.
2.
Tom
has
least
sheep
of
them.
3.
Mary
has
the
more
bread
than
her
classmate.
4.
The
students
in
China
have
little
free
time
than
those
in
the
UK
.
5.
Cindy
has
less
friends
in
his
new
school
than
in
his
old
school.
翻译
1、Sandy喝的水比Simon少。
2、Daniel学的科目比John多。
3、Millie
的中国朋友比Daniel多。
4.
李雷是我们班跳的最远的。
通过练习巩固复习本科语法知识
Step5:
Homework
Make
up
sentences
with
more/fewer/less...than
and
the
most/fewest/least
复习巩固
Title
8A
Unit
2
Integrated
Skills
Teaching
objectives:
1Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences.
(2)
To
know
some
basic
information
about
different
schools.
2.
Ability
objectives:
To
improve
students’
listening
abilities.
To
learn
how
to
compare
schools
with
their
own
words.
3.Value
objectives：
To
encourage
students
to
enjoy
their
school
life.
Teaching
key
points
and
difficult
points:
1.
Phrases:
number
of
students,
do
morning
exercises,
have…weeks
off,
spend
time
on/doing
sth,
at
most,
another
half
an
hour
2.
Structures:
(1)
Sunshine
Middle
School
has
the
most
teachers
and
students
of
the
three.
(2)
Chinese
students
have
fewer
weeks
off
for
the
summer
holiday
than
British
students.
(3)
British
students
spend
less
time
doing
homework
than
Chinese
students.
(4)Among
the
three
schools,
American
students
spend
the
least
time
on
homework.
3.
Students
can
use
English
to
talk
about
school
life.
Teaching
methods:
Task-Based?Language?Teaching,
Communicative
Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
Revise
the
use
of
“more/fewer/less…than”.
Revise
the
use
of
“the
most/fewest/least”.
Revise
“be
the
same
as”
and
“be
different
from”.
复习巩固语法内容
Step2：Pre-task
Questions
about
our
school:
1.
What’s
the
name
of
our
school?
2.
How
many
students/teachers/classrooms
are
there?
3.
Do
you
have
much
homework
to
do?
How
many
hours
do
you
need
to
finish
your
homework?
4.
Do
you
wear
uniforms?
Do
you
like
them?
Why?
5.
Do
you
do
morning
exercises?
6.
How
many
days
do
you
have
in
your
summer
holiday?
通过教师提问唤起学生记忆，复习已学词汇和句型。为之后的听力做好基本的词汇知识储备。
Step3：While-task
Task
1
T:
Look
at
Part
A1
and
read
through
the
form
below.（Make
sure
the
students
know
what
to
do
next.
）
Play
the
tape
for
the
students
to
listen
and
complete
the
form.
Play
the
tape
again
and
check
the
answers
with
the
students.
Task
2
Free
talk:
Ask
the
students
to
talk
about
the
three
schools
in
a
few
words
according
to
the
lists.
Task
3
Fill
in
the
blankets
in
Part
A2
Check
the
answers
with
the
students.
Read
the
passage
and
point
out
:
have…off,
in
the
summertime,
spend
time
doing
sth,
more/fewer/less…than,
be
different
from
Task
4
Finish
Part
A3
Fill
the
form
according
to
Part
A1.
Check
the
answers
with
the
students.
Point
out:
the
most/fewest/least.
Ask
the
Ss
to
make
more
sentences
according
to
Part
A1.
播放听力，渗透听力技巧，提高学生听力水平。完成书本的练习，通过让学生对这三个学校各个项目的讨论让学生进一步了解中英美学校生活的区别。
Step4：Post-task
Fill
in
the
blanks:
1.
There
is
_______
rain
this
summer
than
last
summer.
(多)
2.
Li
Hua
has
_________
scores
of
all.
(少)
3.
I
spend
_____
time
on
TV
than
my
sister.
(少)
4.
Nancy
has
__________
free
time
in
her
family.
(多)
5.
Tom
has
_________
beef
in
his
class.
(少)
6.
His
school
bag
______________
her
school
bag.
(与……不同)
7.
My
shoes
___________
Sandy’s.
(与……相同)
8.
Lucy
has
______
apples
than
Lily.
(少)
9.
You
have
______
rice
than
me.
(多)
复习多和少的英语表达，提高学生自信心。下一部分就是学生间进行比较多和少，可以很好的作铺垫。
Step5：Speak
up
1.
Free
talk:
What
are
your
hobbies?
How
much
time
can
you
spend
on
your
hobbies?
2.
Listen
and
answer
about
the
conversation.
3.
Read
the
conversation
after
the
recording,
then
role-play
to
read
it.
4.
Practise
the
conversation
in
groups
of
four
and
then
ask
two
to
three
groups
to
act
it
out
in
front
of
the
class.
Speak
up的对话主题是花多少时间在兴趣爱好上，作为对前面内容的巩固与延伸，让学生通过对话再次了解比较多少的用法。
Step6:
Making
new
dialogues
Four
students
a
group
make
a
new
dialogue.
(hobbies,
homework,
sports……)
通过创设话题，激发学生说英语的热情，训练其语用能力，提高其英语表达与交际水平。
Step7:
Homework
1.
Remember
the
new
words
and
the
language
points
in
this
lesson.
2.
Recite
the
conversation
in
speak-up.
提高学生作业兴趣，让学生利用课堂所学知识来解决实际问题，帮助学生提高英语表达能力。
Title
8A
Unit
2
Task
Teaching
objectives:
1.Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
about
the
ideal
school.
2。Ability
objectives:
(1)
To
learn
how
to
finish
a
questionnaire.
(2)
To
know
how
to
write
about
an
ideal
school.
3.Value
objectives：
To
encourage
students
to
love
and
enjoy
their
school
life.
Teaching
key
points
and
difficult
points:
1.
Phrases:
have
an
hour
of
homework,
listen
to
music,
wear
ties,
choose
subjects
to
study,
go
on
a
school
trip,
have
fun.
2.
Structures:
(1)
We
have
lots
of
time
for
after-school
activities.
(2)
We
only
have
an
hour
of
homework
every
day.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Free
talk
What
time
does
our
school
start?
Do
you
think
it
is
too
early
or
too
late?
When
do
you
finish
school?
Do
you
think
it
is
too
early
or
too
late?
How
long
is
lunchtime
at
our
school?
Do
you
like
your
school
uniform?
Why
or
why
not?
Do
you
like
your
school
life?
Why?
Why
not?
让学生根据自己已学的知识自由谈论学校，营造轻松活泼的学习氛围。
Step2:
Questionnaire
Invite
the
students
to
fill
in
the
questionnaire
in
Part
A.
Then
go
through
the
questions
one
by
one
and
focus
on
what
they
like
or
dislike
about
their
school.
Organize
a
discussion
and
encourage
the
students
to
speak
as
many
proper
reasons
as
possible.
When
the
students
are
talking
about
what
they
like
and
dislike
about
their
school.
Ask
them
about
their
ideal
school.
问卷调查的形式学生会觉得很新颖，但要充分挖掘其中的隐含信息，多问学生对于学校生活的看法想法，为后面的情感目标达成做好铺垫。
Step3:
Designing
a
timetable
Invite
the
students
to
design
a
timetable
for
their
favorite
subjects,
sports
and
after-school
activities.
They
may
need
this
to
write
about
their
ideal
school.
让学生充分想象自己理想中的课程，体育，爱好，课外活动等，设计时间表，为后面的写作做好铺垫。
Step4:
Reading
1.
Ask
the
students:
Are
you
satisfied
with
your
current
school
life?
What
is
your
ideal
school
life?
Encourage
the
students
to
speak
out
their
opinions.
2.
Students
listen
to
the
tape
and
answer:
(1)
When
does
Daniel’s
school
start?
(2)
How
much
homework
does
he
have?
3.
Get
the
students
to
read
the
sample
article
by
Daniel
and
figure
out
the
ways
or
the
structures
that
they
can
follow
to
write
about
their
own
ideal
school.
Use
the
following
questions
to
help
the
students.
(1)
When
does
it
finish
?
(2)
Why
does
he
think
it
is
his
ideal
school?
(3)
How
long
do
they
have
lunch?
(4)
What
can
they
do
in
the
big
dining
hall?
(5)
What
do
they
eat
every
day?
(6)
What
subjects
does
Daniel
like
to
have?
Why?
(7)
How
many
students
are
there
in
each
class?
(8)
What’s
in
his
ideal
school?
(9)
Do
they
have
homework
at
weekends?
(10)
How
often
do
they
go
on
a
trip
to
a
museum
or
a
theatre?
带着问题阅读，帮助学生进一步理解文章内容。
帮助学生了解段落大意，为之后的写作做好铺垫。
Step5:
Writing
Tell
the
students
that
they
can
write
their
own
article
following
the
structure.
Get
the
students
to
read
the
passage
and
pick
up
some
useful
sentence
patterns.
Show
some
writings
of
theirs
学生根据以上有关学校生活的内容输入，写一篇文章。
以“love
your
school,
enjoy
your
school
life”结尾，达成情感目标。
Step7:
Homework
Go
on
finishing
writing
Share
your
writing
with
your
classmates.
巩固所学，进行单元复习。让学生课后交流作文，弥补课堂时间有限的不足，创造更多说英语和取长补短的机会。