外研社初三下册Module 2 Teaching Plan
Content：Module 2 Education
一、题材内容
本模块的中心话题是“教育”，内容主要涉及学校生活。语言技能和语言知识主要也是围绕“教育”这一中心话题设计的。语法重点是复习代词的用法, 并能读懂有关“学校”的对话和文章。该话题为学生所熟知,非常有利于开展听、说、读、写方面的语言实践活动。通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能拓展知识面。在阅读过程中,学会应用寻找重复词的阅读技巧。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标
1） 语言知识：
语音 正确读出句子重音。
词汇 geography, physical, PE, really, neither, secondary school, present, absent, speech, biology, safety, fortunately, drug, Spanish, French, involve, training, athletics, society, disco
词组 either …or…
语法 语法重点是复习代词的用法。
功能 进行比较。
话题 中心话题是“教育”。
2） 语言技能：
听 能听懂谈论关于“学校”的对话。.
说 能谈论学校生活，能对不同学校进行对比。
读 能运用相关阅读技巧阅读文章，掌握大意；能辨别事实和观点。
写 能描述学校生活。
演示与表达 能向他人介绍自己的学校生活。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知 联系，归纳，推测等技能。观察并归纳代词的用法，提高自学能力。
调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际 学习运用恰当词语简单介绍自己的学校生活。
资源 通过其他资源获取更多有关“学校生活”的简单英语。
自学策略 能够运用观察、发现、归纳和实践等方法学习语言知识,感悟语言功能。能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略 互相学习，取长补短，注意学习策略共享,能够与同学交流自己对学校生活的观点。
4)文化意识：
中外对比 了解其他国家的教育制度及其他国家学生的学校生活,从而拓展视野,激发学习英语的兴趣。
5)情感态度:
通过学习描述学校生活，提高对英语的学习兴趣。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够介绍并描写自己的学校生活。
教学重点和难点
重点：1．掌握谈论学校生活的基本词汇，复习含有代词的句子，掌握代词用法。
难点： 围绕“教育”这一话题进行比较。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、 教材处理
核心任务：能够运用所学句型结构介绍和评价自己的学校生活。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化对“学习生活”的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
三、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Period 2: Reading and Vocabulary
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教学时应根据学生的学、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 2 Education
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: geography, physical, PE, really, neither
Key structure: What’s it like Let’s have a look. But what… (重点)
2, Listening skill: To understand conversations about appraisement of great books. (难点)
3.Speaking skill: To talk about school
4. Affection and attitudes: we should love our school.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in the last Module.
Directions:
Step one: Label the pictures with the phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about wonders of the world.
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1: Introduce to them the new words.
Directions:
Step one: Introduce the new words of this unit. And list them on the board.
Step two: Read after the teacher.
Step three: Practise reading the words.
Step four: Ask the students to look at the pictures about shool. Elicit what they know about them. If there are any new words, add them to the list on the board.
Step five: Make some sentences using the new words from the whole class.
Task 2: Introduce to them some pronouns.
Directions:
Step one. Elicit a few sentences from the Ss. (e.g. she is reading a novel.) and write them on the blackboard.
Step two: Then write the following:
Did you do anything interesting while you were in Hong Kong
Step three: Practise the use of pronoun with some sentences
Step four: Have the Ss. make some other sentences.
Step five: talk about your school: Say ① what buildings or special rooms it has ② what subjects you do.
Part III: Listening
Task: Listen and complete the sentences in activity2 on page 10.
Directions:
Step one: (Close the books) Listen to the tape carefully.
Step two: Play the recording and have them listen to the recording and focus on the words first time through.
Step three: Play the recording again for them to check. Then Call back the answer from the whole class.
2.Task: To understand conversations .
Directions:
Step one: ask the students to read the conversation and follow while they listen to it.
Make sure the Ss. understand the conversation.
Step two: Play the recording and have them listen.
Step three: Play the recording again , pausing at the end of sense groups you would like to practices and have the students repeat chorally and individually.
3.Task: Activity 4 on page 11.
Directions:
Step one: ask the students to complete the table individually, then check with a partner.
Step two: Play the recording for them to check their answers.
Step three: Call back the answer in a whole- class setting.
4 .Task: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 2 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
5. Explain the important and difficult points
1．I bet we’re even better than Park School at English!
I bet 表示“我敢肯定，我敢预言；我相信”。例如：
I bet Tony is sitting at home now reading the book.
I bet you’ll never guess who I saw this morning.
You bet! 表示“的确，当然”。例如：
--- Going to the party on Saturday
--- You bet!
2. Well, anyway, we’re all going to get top grades for English!
grade 在这里表示“成绩等级；评分等级”。例如：
You need good grades to go to college.
6. Task: Activity 5 on page 11.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: call back the answers from the whole class, having one student ask a question and another answer it.
Part IV: Pronunciation and speaking
Task 1: Listen and repeat in Activity 7
Directions:
Step one: Ask the students to read through the sentences to themselves.
Step two: Play through the recording once while they just listen and focus.
Step three: Play it through again, pausing after each sentence for the students to repeat chorally and individually.
Task 2: work in pairs. Underline the words the speaker will stress.
Directions:
step 1: Put the students into pairs to do this activity, they can then check with another pair by performing the conversation for each other.
Step 2: Circulate and check their production.
Step 3: Call back the answers from the whole class.
Step 4: play the recording for them to check.
Task 3: Complete the table in Activity 4 for your school.
Directions:
Step 1: Ask the students to do this individually, then check with a partner.
Step 2: Now work in pairs and compare your school with Park School.
Step 3: Read through the instructions and examples with the whole class.
Step 4: Ask the students to get into pairs to do the activity.
Step 5: Circulate and monitor their production.
Step 6: Call back some answers in a whole-class setting.
Part V: Homework:
1. Recite the short dialogue as fluently as possible.
2. Finish the exercises in the workbook Ex. 1, 2, 3&4
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: secondary school, present, absent, speech, biology, safety, fortunately, drug, Spanish, French, involve, training, athletics, society, disco
Key structures: PHSE is about the dangers of drugs and smoking, among other things.
In ADT we also so things like learning to cook as well as drawing and design. (重点)
2.To get information from the reading material about other schools.
3. Affection and attitudes: We should love our school.
Learning strategy: interactive approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
1. Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2.Revise the use of pronoun.
Part II : Preparation
Task : Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words on the screen. Have the Ss. Repeat them after you.
(2).Read the words separately and have them remember them.
(3).Make some sentences with the words.
(4) Call back the answers from the whole class.
Part III: Scanning and Skimming
1.Task: Read the passage and write a short title for each photo.
Directions:
Step one: The teacher ask the Ss to look at the screen and ask them to write a short title for each photo.
Step two: Ss read the passage and write a short title for each photo.
Step three: Call back the answers from the whole class, having individuals read out the answers.
2. Task: Read the passage again and complete the timetable with the information about My school life in activity 3.
Directions:
Step one: Read through the timetable and make sure the Ss understand what they mean. Ss read the passage and complete the table with the information about My school life in activity 3individually and check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers.
3.Task: put the statements in the correct column in activity4.
Directions:
Step one: Read through the statements and make sure the Ss understand what they mean. Ss do activity 4 on page 13 individually and check with a partner.
Step two: Call back the answers from the whole class.
Part IV : Dealing with expressions:
1. PE involves physical exercise, basketball, training in the gym and swimming …
Involve 表示“包含；涉及”。例如：
What will the job involve
These changes will everyone on the staff.
2. Park School is a secondary school.
Secondary school is a school for children between the ages of 11 and 16 or 18.
中学是年龄在11岁到16或18岁学生上学的学校。
3. PUSE is about the dangers of drugs and smoking, among other things.
这里among other things 指在众多人或物中只提到一两个，表示“包括”。例如：
At the meetings they discussed, among other things, recent events in Asia.
Part V: Activity 5. Decide if the sentences from the passage show facts (F) or opinions (O).
Directions:
Step1. Ask the students to do this individually, then check with a partner.
Step2. Call back the answers from the whole class, having one student read a sentence and another say whether it is fact or opinion.
Answers: 1 F 2 F 3O 4O 5F 6O
Part VI: Homework: Recite the text.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Making a timetable for your school day.
2. To learn about home school.
3. To summarize and consolidate the use of pronoun . (重点)
4. Affection and attitudes: we should love our school and form the habit of reading.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last lesson.
Directions:
(1). Revise the words and phrases.
(2).Put the Ss. in pairs to practice the text.
Part II: Writing
1. Task: Making a timetable for your school day. Use the timetable in Activity 3 to help you.
Directions
Step One: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class; you may wish to make a master timetable on the board.
Part III: Around the world
Task: Learn something about home school.
Directions
Step One: Ask the Ss. to read the passage.
Step two: Ask them to give you a spoken summary of the contents.
Step three: Ask them to offer their opinion on schooling.
Part IV: Module Task
Organising a class talk
Directions:
1. Read through the instructions and examples with the whole class.
2. You may want the students to do the writing as homework.
3. When they have finished, they should exchange their work with a partner for peer-correction of language, organization and content.
Part V: Recalling
Recall what we have learned today.
Part VI: A test
Do Ex.4 on page 101 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 103.
Period 4. Language in use
Teaching Content: Language in use
Key structures: The usage of pronoun. (重点)
Teaching Aims and Demands:
1. To summarize and consolidate grammar focus.
2. To summarize and consolidate expressions and vocabulary.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of pronoun.
Directions
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of
Pronoun.
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask“Did you do anything interesting ”
(4).Focus the Ss’s attention on the ways in which they are used:
Part III Language in use
Task1: Complete the conversation with the correct words and expressions.
Directions:
(1) Read through the example sentences with whole class.
(2). Ask the students to tell you about the highlighted words.
(3). Work in pairs. Ask and answer.
Answers
1. either 2. both 3. something 4. neither 5. a few 6. all 7. ourselves 8. none 9. some 10. many
Task 2: Activity 2. Rewrite the sentences. Replace the underlined words with the correct form of the words and expressions in the box.
Directions:
(1).Read through the boxes in the box with the whole class; if you wish, have them repeat them chorally and individually.
(2). Ask the students to do the activity individually, then check with a partner
(3). Call back the answers from the whole class.
Answers
1. of mine 2. myself 3. each other 4. Whose is 5. his 6. who is 7. Either
Task3: Complete the sentences with the correct form of the words in the box in Activity 3.
Directions:
(1). Read through the words in the box with the whole class on page 15.
(2). Ask the students to do the activity individually, then check with a partner.
(3). Call back the answers from the whole class as complete sentences.
Answers
1. their, They, they, themselves
2. He, himself, him, his
3. She, her, ourselves, we, us, our
Task4: Label the different parts of the school.
Directions:
(1). Read through the words in the box with the whole class.
(2). Ask the students to do the activity individually, then check with a partner. Do Activity 7 on page 16. Make sure the Ss. understand the sentences.
(3). Call back the answers from the whole class.
Task 5: Activity 5: Read the passage and say where you think it comes from.
Directions:
(1)Ask the students to do the activity individually, then check with a partner.
(2)Call back the answer from the whole class.
Answers: 1. Languages 2. Art,Design and Technology 3. Personal Health and Safety Education 4.IT 5.PE
Task 6. Activity 6 on p16: Read the passage and say where you think it comes from.
Directions:
（1） Ask the students to do the activity individually, then check with a partner.
（2） Call back the answer from the whole class.
Answer: B
Task 7 : Read the passage again and match the headings with the paragraghs.
Answers: 1.School hours 2. Subjects 3. After school activities 4. Sports.
Task 8: activity 8.
Read the passage again and check (√) the correct answer.
Answers
Yes 3,4
No 1,2,5
Part Ⅳ: Homework:
Finish all the exercises in the WB.Unit 3 Language in use
Teaching goals 教学目标
1. Language goals 语言目标
Key words & phrases重点生词和短语
either…or…, neither , none , a few, few, every, each , at the beginning of the day,
b. Grammar points:
The usage of pronouns.
2. Ability goals能力目标
Enable students to master the usage of pronouns and write about a leaflet about their school.
3. Learning ability goals 学能目标
Help the students learn how to use different pronouns correctly and write about a leaflet about their school.
Teaching important/difficult points教学重难点
Learn to write about schools and master the usage of different pronouns.
Teaching methods 教学方法
Writing and speaking.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways教学过程与方式
Step 1 Greeting
Step 2 Revision
Ask some students to retell the story in Unit 2.
T: Who can retell the story in front of the class Be brave!
Ss:…
T: You are excellent!
Step 3 Language practice
T: Please turn to page 14 and read the sentences in Language Practice. While you are reading, pay attention to the black words.
First let the students read and then let them read after the teacher. At this time, the
teacher should stress the black words.
T: We can notice that the black words are pronouns. Right
Ss: Yes.
T: So in this class, we will learn the usage of different pronouns. Please look at the screen.
The teacher show the table to the students.
类别 组成
人称代词 主格：I, you, she, he, it we, they宾格：me, you, her, him, it, us, them
指示代词 This, these, that, those
物主代词 形容词性：my, your, her, his, its, our, their名词性：mine, yours, hers, his, its, ours, theirs
反身代词 myself, yourself, herself, himself, itself, ourselves, yourselves, themselves
疑问代词 what, which, who, whom, whose
不定代词 Some, any, both, either, neither, all, none, each, every, many, much, few, a few, little, a little, other, another, one, nobody, somebody, anybody, everyone, everything, something, anything, nothing.
T: So many pronouns and their own examples. We are very familiar with人称代词， 指示代词，物主代词，疑问代词 and 反身代词。Today, we mainly explain 不定代词，because it’s a little difficult to understand and use.
1) some and any
a. Some and any 是单数还是复数，要看其所代替的是什么。Some and any 都既可以指人，也可以指物，可以表示可数的事物和人，也可以表示不可数的概念。如：some(any) books, some(any) money, some people, some water
b. 作为代词，它们在句中可以做主语和宾语。如：
There are many people in the park. Some are dancing, others are playing Taijiquan.
c. some 用于肯定句中，而any 用于疑问句、否定句和条件句。
--I am thirsty. Can you give me some water
--Sorry, I don’t have any. If I have any, I will give you some.
2) none and neither
a. none and neither 都表示否定的意思，两者的区别在于，neither 用于两者，而none 用于两者以上。如：
Yes, I saw two boys at the door, but neither(of them) is my brother.
None(of the students) in my class want to take part in this trip.
b. none 除指可数的人和物外，还可以表示不可数的东西，可以指与one, two, three一样的数字概念。 如：
I have a lot of money in my bag, but none is mine.
---How many postcards have you sent
---None.
3) (a)little and (a) few
a. a little and a few 表示肯定的概念，而little and few 却表示否定的概念。如：
--Do you have any water
--Yes, but only a little.
--Sorry, I have little myself. I can’t give you any.
He has many friends, but few are true friends/ but only a few are true friends.
b. (a) little 用于不可数名词，而(a)few 用于可数名词。如以上例句所示。
4）all and both
a. all 表示“所有的，全体，一切”的 概念，both 表示“两个都”，而all指两者以上，同时还可以指不可数的东西。如：
All of the boys went to the cinema yesterday evening.
All of the money is mine.
--Which of the two shirts do you like
--I like both.
b. all and both 可用于主语之后，如：
We all/both passed the exam.
5) each and either
Each and either 都可以表示“每一个”，each 可以表示两者、也可以表示两者以上的“每一个”，而either只能表示两者中的“每一个”。如：
Each of us/We each got a nice card on that special day.
--Which of the two shirts do you want
--Either will do.
注意：either 表示一种选择，如上面一例，表示“哪个都可以”，说明购物者要买一件衬衣而不是两件都要。如表示两件都要，则用both。each 也可用于句末。如：
The old man gave the boys two apples each.
T: After the explanation, please do Activities 1-3
Then check the answers.
The answers to Activity 1:
1. either 2. both 3. something 4. neither 5. a few
6. all 7. ourselves 8. none 9. some 10. many
The answers to Activity 2:
1. of mine 2. myself 3. each other 4. whose is
5. his 6. who is 7. either
The answers to Activity 3:
1. their, They, they, themselves
2. He, himself, him, his
3. She, her, ourselves, we, ours, our
Step 4 Listening and speaking
T: Do Activity 5: listen and number the subjects in the order you hear them.
Then check the answer with the whole class. After checking, let the students listen again.
T: In Activity 4, there are some pictures about the different parts of the school and their English names. Now, please label the different parts of the school.
The answers to Activity 4
1—hall 2—classroom 3—library 4—sports ground
5—gym 6—swimming pool 7. dining room
T: After finishing the exercise, please practice speaking in pairs like this:
A: What’ it in Picture 1
B: It’s a hall.
A: What can you do in it
B: We can have the concerts, have parties and discos.
Then ask some pairs to practice speaking about the rest of pictures.
Step 5 Reading
Ask students to read the passage and say where you think it comes from.
T: Here is a passage about the school life. Please read it and say where you think it comes from. There are three sources for you to choose.
A: A dictionary
B: A website
C: A newspaper advertisement
Give the students two minutes to read the passage.
T: Have you finished reading Can you give me the answer
Ss: B.
T: Right. Read the passage again and match the headings with the paragraphs. Before you read, please read the headings first in Activity 7.
Give the students two minutes again and let them read it carefully this time.
T: Now, I begin to check your answer. Would you please
S1: The 1st paragraph----School hours
S2: The 2nd paragraph---Subjects
S3: The 3rd paragraph--- After school activities
S4: The 4th paragraph--- Sports
T: Well done. Now, another task in Activity 8: Read the passage again and check the correct answer. While you are reading and writing, you can discuss in groups.
The sample answers to Activity 8:
Yes No
1. Do students have to come to lessons on Saturdays
2. Is the lunch break longer than one hour
3. Does the school offer team and individual sports √
4. Can students join more than one club √
5. Do students take exams in all the subjects they study
T: So much for this passage. Now, another passage about “Home schooling” in “Around the world”. Have you heard of home schooling
Ss: A little.
T: What’s your opinion
S5: I think it’s good. Children can study freely and work at their own pace.
S6: I also like it. Children can receive more attention.
S7: But I think the children studying at home are easy to be lonely.
S8: I agree with you. Such children may have some difficulties to socialize with others.
T: You have different views about home schooling. Now, let’s learn the passage together to know why some parents want to educate their children at home.
T: Please read the first paragraph and tell me how many children are home educated in UK and how old they are
Ss: 150,000 and they are between the ages of five and 16.
T: Read the second paragraph and say out the reason: “Why do some parents educate their children at home ”
S9: They feel their children will benefit from a more individual, flexible form of education.
S9: They think their children can receive more attention and work at their own pace.
S10: Some children have a negative experience of school.
T: Just now, someone said that they may be lonely. Then how do the parents solve the problem Please read the third paragraph.
Ss: In some areas, home-schooling families get together so that their children can socialize with others.
Step 6 Module task
Ask students to write a leaflet and then present the result to the class.
T: School is the place where we study and take part in some activities and we have read many articles about the school life, so I think it’s easy for you to write a leaflet about school.
The sample:
Students and teachers: There are 2000 students and 80 teachers in our school.
Subjects: At our school students can study Chinese, maths, English, politics, physics, chemistry, history, geography and so on.
After-school activities: Sports clubs, English clubs and art clubs
Homework
1. Ask students to do the rest activities in the workbook.
2. Ask students to summarize what they have learnt in this module and preview the next.
Grammar: 代词的用法
1. 相互代词
1）相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的。例如：
It is easy to see that the people of different cultures have always copied each other.
显而易见，不同文化的人总是相互借鉴的。
2）相互代词的句法功能：
a. 作动词宾语：
People should love one another. 人们应当彼此相爱。
b. 可作介词宾语：
Dogs bark, cocks crow, frogs croak to each other. 吠、鸡鸣、蛙儿对唱。
说明：传统语法认为，相互关系存在于两个人或物之间用each other，存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多。例如：
He put all the books beside each other/one another.
他把所有书并列摆放起来。
Usually these small groups were independent of each other.
这些小团体通常是相互独立的。
c. 相互代词可加-'s构成所有格。
例如：each other’s understanding
2．不定代词
1）不定代词有all , both, every, each, either, neither, more, little, few, much, many,
another, other, some, any , one, no 以及some, something, anything, everything, somebody, someone, anybody, anyone, nothing , nobody, no one, none, everybody, everyone.等。
2）不定代词的功能与用法
a. 除every 和no外不定代词既可用作名词，也可用作形容词。every和no在句中只能作定语。例如：
I have no idea about it. 我不知该咋办。
b. all 都，指三者以上。all 的主谓一致：all的单复数由它所修饰或指代的名词的单复数决定。例如：
All goes well. 一切进展得很好。
all 通常不与可数名词单数连用。
如：不说 all the book，而说 the whole book。
但all可与表时间的可数名词单数连用。
如 all day，all night，all the year；但习惯上不说 all hour，all century。
all还可以与一些特殊的单数名词连用。
如： all China，all the city，all my life，all the way
c. both 都，指两者。
both 与复数动词连用，但 both… and…可与单数名词连用。
both, all 都可作同位语，其位置在行为动词前，be 动词之后。如果助动词或情态动词后面的实义动词省去，则位于助动词或情态动词之前。例如：
Who can speak Japanese 谁能讲日本话？
We both（all）can. 我们都会。
d. neither 两者都不
★neither做主语时，谓语动词用单数。
★作定语与单数名词连用，但neither… nor 用作并列连词，可与复数名词连用。其谓语采用就近原则。如：
Neither student went to see the film last night.
Neither the students nor the teachers went to see the film last night.
★ neither可用于下列句型，避免重复。例如：
She can’t sing，neither（can）he. 她不会唱歌，他也不会。
☆neither 与nor 的比较
如前句是否定式从句，则主句用neither，而不用 nor。例如：
If you don't do it，neither should I. 如果你不干，我也不干。
如后连续有几个否定句式，则用nor，不用neither。例如：
He can’t sing，nor dance，nor skate. 他不会唱歌，不会跳舞，也不会滑冰。
e. none, no one
none 无 none作主语，多与of 构成短语 none of。 在答语中，none可单独使用。例如：
-------Are there any pictures on the wall 墙上有画吗？
-------None. 没。
none of 后面跟名词复数作主语，谓语动词单复数均可。但如做表语，则其单复数与表语一致。例如：
None of them have (has) arrived yet. 他们中谁也没有到。
It is none of your business. 闲事莫管。
no one 只用于人，none 既可指人也可指物。如果说“若干之中一个也不”则用none of.
No one told us that he was there. 不用none. 比较：None of them told us that.
f. few 一些，少数， 修饰可数名词。
few 作主语时，谓语动词用复数，多用于肯定句。同时few又具有形容词
的性质，前面可以用very修饰。
Few of my friends will come. 我的朋友没几个会来。
Few survived in the battle. 这次战斗中活下来的没几个。
Very few survived in the battle. 只有很少几个人在这次战斗中活了下来。
g. some 一些，可与复数名词及不可数名词连用。当做“某一”解时，也可与单数名词连用。
You will be sorry for this some day. 总有一天，你会为此后悔的。
Some person has seen you break the rule. 有某个人看见你违规。
注意：
（1）在肯定疑问句中用some代替any。
（2）some用于其他句式中:
★肯定疑问句中：说话人认为对方的答案会是肯定的，或期望得到肯定回答时。Would you like... 句式中，表委婉请求或建议。例如：
Would you like some coffee 想喝咖啡吗？
★在条件状语从句中表示确定的意义时。例如：
If you need some help，let me know. 需要帮助，跟我说。
★some位于主语部分。例如：
Some students haven’t been there before. 有些学生没去过那儿。
★当否定的是整体中的部分时，some可用于否定句。例如：
I haven’t heard from some of my old friends these years.
这些年我没有收到一些老朋友的信。
h. any 一些
any 多用于否定句和疑问句和条件状语从句中。当句中含有任何的意思时，
any
可用于肯定句。
Here are three novels. You may read any. 这有三本小说，你可任读一本。
i. anyone/any one；no one/none；every/each
★anyone 和 any one
anyone仅指人，any one既可指人，也可指物。
★no one 和none
none 后跟of短语，既可指人又可指物，而no one只单独使用，只指人。
none 作主语，谓语动词用单，复数均可，而no one作主语谓语动词只能是单数。例如：
None of you could lift it. 你们中没有人可举起它。
---- Has any one call me up this morning --刚才有人打电话给我吗
---- No one. --没有。
★every 和each
every 强调全体的概念，each强调个体概念。例如：
Every student in our school works hard. 我们学校的学生都很用功。
Each student may have one book.. 每个学生都可有一本书。
every 指三个以上的人或物（含三个），each指两个以上的人或物 （含两个）。
every 只作形容词，不可单独使用。each可作代词或形容词。例如：
Every boy has to take one. 每个男孩必须取一个。
Each boy has to take one.
Each of the boys has to take one.
every不可以作状语，each可作状语。
every 有反复重复的意思，如 every two weeks等； each没有。
every 与not 连用，表示部分否定； each 和not连用表示全部否定。例如：
Every man is not honest. 并非每个人都诚实。
Each man is not honest. 这儿每个人都不诚实。
j. both, either, neither, all, any, none
这些词都可用作代词或形容词。其位置都在be 动词之后，行为动词之前或 第
一个助动词之后。
★both （两者都），either（两者中任何一个），neither （两者都不）。以上
词使用范围为两个人或物。例如：
Neither of the two boys is clever. 两个男孩都不聪明。
★both与复数连用，either与单数连用。例如：
Both the boys are clever. 两个男孩都很聪明。
Either of the two boys is clever.
There are flowers on both sides of the street. 路边长满了野花。
There are flowers on either side of the street.
★all （所有的，全部的人或物），any （任何一个）， none （都不）。 以上词使用范围为三者以上。例如：
All the flowers are gone. 所有的花都谢了。
I don’t like any of the flowers. 这些花我都不喜欢。
I like none of the flowers. 这些花我都不喜欢。
注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数
动词。例如：
All of the students are there. 所有的学生都在那。
All（of）the milk is there. 所有的牛奶都在那。
k. many, much
Many，much都意为“许多”， many + 可数名词，much + 不可数名词。例如：
How many people are there at the meeting 多少人出席了会议。
How much time has we left 还剩多少时间？
Many of the workers were at the meeting.许多工人在开会。
Much of the time was spent on learning.学习上花了许多时间。
l. few, little, a few, a little
（a） few + 可数名词, （a） little + 不可数名词
a few / a little 为肯定含义，还有一点
few / little 为否定含义，没有多少了。例如：
He has a few friends. 他有几个朋友。
He has few friends. 他几乎没有朋友。
We still have a little time. 我们还有点时间。
There is little time left. 几乎没剩下什么时间了。
固定搭配：only a few （=few） not a few （=many）
quite a few （=many） many a （=many）。
例如： Many books were sold. Many a book was sold. 卖出了许多书。Module 2 Education
I. Teaching goals 模块教学目标
Skill Focus 听 Listen to people talking about the school and the school life
说 Talk about your own school and school life
读 Read articles about the school and the school life
写 Make an education questionnaire; Write a leaflet about your school.
Language Focus 功能句式 Talking about the school:It isn’t as big as ours. P10There are a few science laboratories. P10And they have a hall for concerts. P10Which school is better, our school or Park school P10Both schools are very nice. P10And neither school has anything the other hasn’t got. P10Everyday English:What’s it like P10Let’s have a look. P10But what… P10
词汇 重点词汇 geography, physical, PE, neither, present, absent, speech, safely, drug, society, 2．认读词汇secondary, fortunately, Spanish, French, involve, athletics, disco, really3. 短语 either…or…, neither…nor…,
语法 The usage of different pronouns
重点句子 It was great to see her. P10Did you visit her school P10Did you do anything interesting while you were there P10She took me there herself. P10It isn’t as big as ours. P10There are a few science laboratories. P10And they have a hall for concerts. P10Which school is better P10Both schools are very nice. P10And neither school has anything the other hasn’t got. P10
II. Teaching material analyzing 教材分析
本模块以“school life”为话题，学习谈论自己或他人的学校生活、学习状况，介绍了Sally Maxwell 的学校生活。通过本模块学习，学生将重点掌握一般过去式、人称代词、不定代词的用法，并能运用所学知识介绍自己或询问他人的学习状况。
Unit 1 通过听、读、说训练，初步学习谈论学校生活的方法。既有相似点的陈述，也有不同点的比较。
Vocabulary and listening
Activity 1要求两人一组谈论自己的学校，因为学生们非常熟悉，气氛会很活跃。Activity 2听录音并利用所给词汇完成句子，听录音检查答案。Activity 3听读Lingling, Betty, Tony的一段对话，谈论Tony 在英国参观Sally 所在学校Park School的情况。Activity 4根据对话完成表格，听对话录音核对答案，对学校有更多的了解。Activity 5根据对话内容回答问题，进一步加深对对话的理解。Activity 6用自己的话完成句子。
Pronunciation and speaking
Activity 7听录音，掌握多音节单词的重读。Activity 8两两活动，把握需要重读的单词，并听录音跟读。Activity 9 对自己所在学校和 Park School 进行比较并运用所给句式进行问答练习。
Unit 2 通过读、写训练，学习了解Sally 的学校生活。
Reading
该单元共设计了8个活动。Activity 1看图，说出图中所描述的活动，考察学生看图写句的能力。Activity 2要求学生快速阅读课文，回答两个问题。Activity 3要求学生仔细阅读短文后完成文后的表格，掌握一些细节信息。Activity 4利用表格形式把Activity4的句子归类，让学生能够理解并整理所获得的信息。Activity 5两两活动，讨论Activity5所给出的六个句子是事实还是观点。
Writing
Activity 6完成一个作息时间表格，列举各个时间段的活动。Activity 7 要求列举学校生活中的一些事件和活动。Activity 8要求参考Activity 6 中的时间表格和Activity 7的信息，根据所列举的问题，写一篇介绍自己学校生活的文章。
Unit 3 对代词及“谈论学校生活”的功能项目进行综合训练：Activity 1选词填空，掌握这些代词的用法。Activity 2用所给的词改写句子。Activity 3利用给出的词汇和短语的正确形式完成句子，要求学生既要理解句子又要注意代词的主格、宾格形式。Activity 4要求学生看图标出图例的名称。Activity 5 听录音，根据录音的内容给五个主题排序。Activity 6 阅读关于学校的文章，判断它的来源。Activity 7 再次阅读短文，给每段选择一个正确的标题。Activity 8 仔细阅读短文，尤其是细节的把握，从而选出正确的答案。
Around the world介绍了世界上存在的一种不送孩子去学校而是在家教育的情况。
Module task要求学生学习制作关于学校生活的小册子。
III．Class types and periods 课型设计与课时分配
Unit 1 Listening and speaking
Unit 2 Reading and writing
Unit 3 Revision and application
IV. Teaching plans for each period分课时教案
Unit 1 It was great to see her again.
Teaching goals 教学目标
1. Language goals 语言目标
Key vocabulary 重点词汇和短语
Geography, physical, PE, neither, really
Key sentences 重点句子
Did you do anything interesting
It isn’t as big as ours.
What’s it like
Which school is better, our school or Park School
Both schools are very nice.
Neither school has anything the other hasn’t got.
2. Ability goals 能力目标
Enable students to listen to and talk about the school life.
3. Learning ability goals 学能目标
Help the students learn how to talk about the school life.
Teaching methods 教学方法
Listening and speaking.
Teaching important/difficult points教学重难点
How to talk about school life using the comparison.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Step 1: Greeting
Step 2: Warming up and lead-in
In this procedure, try to make students speak out the names of school buildings and subjects.
T: Today we are going to talk about school life. First, let’s look at the pictures on the screen. This is our school, do you like it
Ss: Yes, we all like it very much.
T: Can you say what buildings or special rooms our school has
S1: There are many buildings, such as the laboratories, the computer room, the library, the meeting room, the big and bright classroom and so on.
S2: And there is a swimming pool in our school, too. It’s very big and bright. I can swim in it. I like swimming very much.
S3:…
T: Good! Please look at the screen. Our school has many buildings , can you say the names of them loudly
Ss: Yes. ( Read after the teacher loudly)
geography garden laboratory swimming pool library
concert hall playground computer room meeting room
Step 3: Free talk
In this procedure, ask the students to talk about school buildings that they like best, try to improve their speaking ability.
T: Ok, can you tell me which building do you like best Why Please ask and answer in pairs like this:
A: Do you like computer room best
B: No, I like laboratory best. Because I can do physics experiments there. I
like learning physics. Which one is your favourite
A: My favourite building is the playgound. Because I can have P.E. lessons there. I am good at sporting. What about you, Wangjun
C: …
Ss: (The students take turns to practise.)
Then ask some students to act out their dialogue in front of the whole class.
Step 4: Listening
In this procedure, ask students to listen and complete the sentences in Activity 2.
T: Well done, everyone! Here’s a recording about Betty and Daming’s school life... Now listen and complete the sentences. The words and expressions in the box may help you.
Check the answers with the class.
T: Now, we have got the right answers to the exercise. I want you to ask and answer in pairs to be more familiar with the words.
Step 5: Listening and reading
In this procedure, ask students to listen to the conversation and complete the chart in Activity 4 and answer the questions in Activity 5.
Listening
T: Now, you will listen to the conversation about Park School. While you are listening, you should take notes and then complete the table according to the notes you have taken.
Listen again and check the answers with the whole class.
The sample answers to Activity 4:
Name of School Park School
Number of pupils in school 700
Number of pupils in class 30
Items in the classroom a computer and Internet
Other rooms/buildings A few science laboratories and a large library. A music room and a hall for concerts.
Sports a swimming pool and a huge sports ground.
Reading
T: Read the conversation carefully again and answer the questions in Activity 5.
Show the questions on the screen:
1. Did the friends know that Tony was going to see Sally
2. Did Tony meet Sally at Park School or somewhere else
3. Did someone give Tony the photos
4. Is Lingling surprised at the number of pupils in a class How do you know
5. What do you think makes Park School better or worse than their school
6. Why does Lingling think they are all going to get top grades
The sample answers to Activity 5:
No, they didn’t.
He met Sally somewhere else in London.
No. Tony took the photos himself.
Yes, she is. Because she says “Wow”.
Both of them are very nice schools with computers, Internet, swimming pool and a huge sports ground. But Park School is not as good as their school at English.
Because their school is better than Park School at English and they are good at English. They believe they study hard and well enough to get top grades.
Then ask students to read the conversation aloud in pairs.
Vocabulary
T: Read the conversation again to find the incline words and phrases in Activity 6.
A few minutes later.
T: Have you found them
Ss: Yes. It’s very easy.
T: OK! Read them after me and also the rest in Activity. “term, exam, grades, maths, geography, PE, swimming pool, and gym.
Ss: “term, exam, grades, maths, geography, PE, swimming pool, and gym.
T: Do you know the meanings of them
S1: Of course. Subjects: maths:数学 geography: 地理 PE：体育
S2: places: a swimming pool gym: 体育场
S3: term: 学期 exam: 考试
T: Good! Now, complete the sentences in your own words in Activity 6.
The sample answers:
1. At the end of this term, I have to do an exam in Chinese, English and maths.
2. My grades in English are good.
3. I have maths five times a week, and geography three times a week, and PE twice a week.
4. A swimming pool is somewhere you can swim and a gym is somewhere you can do some sports.
Step 6: Language notes
1. Guess what
guess what或you’ll never guess,用在口语当中，在告诉别人令人惊讶的事情之前常用到。如：
Guess what! I’ve got a new computer.
You’ll never guess who I saw today.
2. “But what… ” 但是什么？
这里Betty 说 But what… 是在追问Tony没说完的内容。如：
—The new teacher has a good way of teaching. But… 新来的老师课讲的好，不
过……
— But what… 不过什么？
— But he’s too serious, I think. 不过他太严肃了，我觉得。
3. It was great to see her again. 很高兴又见到她了。
句中it是形式主语，真正的主语为to see her。例如：
It’s nice of you to say so. 你这样说太好了。
It’s very important for me to learn English well. 对我来说，学好英语太重要了。
4. What’s it like 它怎么样？
句中like为介词，意思为“像……”，如：
What’s the weather like today 今天天气如何？
What’s your English teacher like 你们英语老师人怎么样？
5. Let’s have a look. 让我看一看。
let sb. do sth. 意思为“让某人做某事”。如：
Let’s go shopping, OK 我们去购物吧，好吗？
Step 7: Pronunciation and speaking
Pronunciation
1. Listen to and say the sentences in Activity 7.
2. Read the sentences in Activity7 again, paying attention to the stress of the underlined words.
3. Listen to the tape again and then let some students say these sentences, the other students saying out the improper pronunciation.
T: Maybe everyone can find that the underlined words which are stressed are usually nouns, adjectives and verbs. Now, practice saying the sentences in Activity 8 and underline the words the speaker will stress.
The sample answers:
Betty: Did you do anything interesting while you were there Did you visit her school
Tony: Yes, I did. She took me there herself.
Betty: What’s it like
Tony: Here you are. These are some photos of Park School. I took them myself.
Speaking
T: Work in pairs and compare your school with Park School. Say what:
Both schools have…
Neither school has ….
Park School has a swimming pool, but our school doesn’t.
Some information about the students’ own school
Name of school Pingyang Middle School
Number of pupils in school 1500
Number of pupils in class 64
Items in the classroom a TV and a computer
Other rooms/buildings A few science laboratories, a large library, a multi-media classroom and a music room.
Sports a huge sports ground
The sample speech:
Both schools are very nice. Both schools have a few science laboratories, a large library, a music room and a huge sports ground. Neither school has less than 600 pupils. Park School has a swimming pool, but our school doesn’t. Our school has a multi-media classroom, but Park School doesn’t. Park School has a hall for concerts, but our school doesn’t. There are 64 pupils in a class in our school, but there are only 30 pupils in a class in Park School.
Homework:
Learn the new words by heart.
Act out the conversation in groups.
Finish off the workbook exercises 1-5.Unit 2 What’s the best thing about school
Teaching goals 教学目标
1. Language goals 语言目标
a. Key vocabulary重点词汇和短语
present, absent, speech, biology, safety, drug, Spanish, French, involve, training, society, disco, athletic, fortunately, secondary
b. Key sentences重点句子
If I pass my exams next year, I’ll stay here until I’m 18.
Park School is a secondary school, about 20 minutes by bike away from home.
We spend the first 10 minutes in our classroom while our teacher checks which pupils are present or absent.
PE involves physical exercise, basketball, training in the gym and swimming.
2. Ability goals能力目标
Enable students to talk and write about their school life.
3．Learning ability goals 学能目标
Help the students learn how to analyze the article about school life and write about the students’ own school life.
Teaching methods 教学方法
Listening, speaking and reading.
Teaching important/difficult points教学重难点
Learn to talk and write about school life.
Teaching aids教具准备
A tape recorder, a computer and a projector.
Teaching procedures and ways教学过程与方式
Step 1: Greeting
Step 2: Revision
Encourage students to act out the dialogue in Unit 1.
T: First, I’ll check your homework. Which group can act out the conversation in Unit 1
Ss: … (acting out the conversation in groups of four)
T: Well done! Now let’s compare which group is the best
Ss: …group 1…
T: Yeah, the winner is Group 1. Congratulations!
Ss: Hooray!
Step 3: Warming up and leading-in
T: Well done, everyone! Last class, we have learnt Tony told us about Sally’s school. Do you remember
Ss: Yes.
T: Can you tell us something about our school
S1: Our school is big and clean and beautiful. There are many buildings in our school such as laboratory, swimming pool, computer room…
S2: I like our school. We can learn English, maths, Chinese and so on. I like sporting, so every day I can play football on the playground.
S3:…
T: Good! Now this lesson we are going to talk about Sally’s school life. First, look at these two pictures on the screen. What can you see
S1: They are climbing a mountain.
T: Excellent! This is one of Sally’s school activities. How about the second one
S2: They are dancing.
T: Do you want to know more about Sally’s school life Let’s learn the passage “My school life” written by Sally.
Step 4: Listening and reading
In this procedure, let the students listen to and read the passage to do some exercises.
Listening
T: First, let’s do some listening practice. Please listen to the tape without your books and answer my questions on the screen. OK
Ss: OK! (Ss listen to the tape and choose the best answers on the screen)
Questions:
1. How old is Sally
A. 11 B. 15 C. 18
2. Park school is a _________ school.
A. Primary B. Secondary C. High
3. How long do they have lunch
A. From 11:05 to 11:20 B. An hour. C. Two hours
4. What subject don’t they have
A. PE B. ADT C. Chinese
5. How often do they have a parents’ meeting
A. Once a month. B. Once a year. C. Once a term.
Keys: B B B C C
After listening, the teacher checks the answers with the whole class.
Reading:
T: According to the listeing, we have got the main idea of the passage. Skim the passage and write a short title for each photo.
Two minutes later, the teacher lets the students say their answers.
S1: We have had the title for the first photo. The title for the second photo I think is School party or disco: dancing.
T: Good! Now read the passage carefully this time, paying attention to the details in Activity 3 and complete the timetable.
The sample answers to Activity 3:
School starts 8:45
Lessons from 9:05
Break 11:05----11:20
Lessons from 11:20
Lunch 12:20----1:20
Lessons from 1:20
School ends 3:15
After-school activities sports, language learning
Step 5: Groupwork
T: This time read the passage in groups and do Activity 4: Put the statements in the correct column.
The sample answers to Activity 4:
The passage gives this information. We understand this information. We don’t know.
5 3, 4 1, 2
T: Finally finish Activity 5: Decide if these sentences from the passage show facts (F) or opinions. (O)
The sample answers to Activity 5:
1. F 2. F 3. F 4. O 5. F 6. O
Step 6: Text explanation
In this procedure, the teacher will help the students to find out the main phrases and sentences in the passage. These will help them write a good composition.
Useful phrases:
have a break 休息
have an exam 考试
learn to do sth. 学会做某事
as well as 并且， 和
instead of 反而，替代
be away from 远离
such as 例如
Useful sentences:
If I pass my exams next year, I’ll stay here until I’m 18.
如果明年我通过考试的话，我会在这里学习到18岁。
Park School is a secondary school, about 20 minutes by bike away from home.
帕克学校是一所中学，从家骑车到学校大约需要20分钟。
We spend the first 10 minutes in our classroom while our teacher checks which pupils are present or absent.
我们在教室里度过的前10分钟而是老师检查是否有缺席的学生。
PHSE is about the dangers of drugs and smoking, among other things.
个人健康与安全课宣讲毒品和吸烟的危害，以及一些其他内容。
Step 7: Writing
1. First ask students to make a timetable for their school day. Use the timetable in Activity 3 to help you.
The sample:
School starts 7:20
Lessons from 7:40
Break 10:00-10:30
Lessons from 10:30
Lunch 12:00-3:00
Lessons from 3:00
School ends 6:30
After-school activities sports and dancing
2. Ask students to make a list of other events and activities during their school year.
The sample:
Visits to museums, parents’ meeting, and school trip to mountains….
3. Write a composition describing your school life. Use the timetable in Activity 6 and the notes you made in Activity 7 to help you. Say:
where you go to school
how you get there
how far it is from home
how long you’ve been and will be at school
what your daily timetable is
what subjects you have this year
how many exams you take during your school life
what other events and activities there are in your school year
what you like most and least
The sample composition:
My name is Zhang Lin and I’m a pupil at No. 1 Junior High School in Beijing. Our school is 15 minutes by bike away from home. Since I was 7, I have been in this school. If I pass the exams of the school next year, I’ll stay here until I am 15.
The school day is from 7:20 am to 6:30 pm. We spend the first 20 minutes reading revising. Lessons begin at 7:40 and each lesson lasts 40 minutes. We do morning exercises and eye sitting-up exercises at 10:00 until 10:30, then another lesson, then lunch and rest for 3 hours.
This year I have 12 subjects: Chinese, maths, English, physics, politics, history, geography, biology, music, PE, art and computer. We have exams in the first eight subjects and we have no exams in music, PE, art and computer.
We have a sports ground where we play basketball, run and do athletics both during and after school hours. After-school activities, such as language clubs, sports clubs and art clubs are popular, too. During the school year there are usually visits to museums and galleries and to camps for activities, such as climbing and hiking in the country. Once a month, there is a parents’ meeting, so our parents and teachers can talk about our progress.
I like the language clubs most and my favorite subjects are English, music and Chinese. But I dislike too much homework and too many exams.
Homework:
Learn the new words by heart.
Retell the story in your own words.
Finish off the rest of workbook exercises.
