Unit 2 School life Integrated skills 教案
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| 名称 | Unit 2 School life Integrated skills 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 47.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-01-02 08:15:59 | ||
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文档简介
INTERGRATED SKILLS
Teaching Objectives
● To listen to the tape for specific information that they need to complete a table
● To help the students develop the ability to recognize the keywords and grasp the main points of a listening material
● To develop the ability to organize the information they get through listening
Teaching Procedure
Step 1 Talking about the three schools
Get the students to talk about the three schools. Encourage them to speak out as much information as possible.
Step 2 Introducing the story line
Introduce the story line by reading through and explaining the instruction words of part A. Go through the table carefully and explain some of the words, for example, ‘Length of summer holiday’ ‘Time spent on homework every day’. The students must be clear about what they should get while listening.
Step 3 Playing the tape
Play the tape and get the students to listen carefully for the information the needed. The students are hoped to speak out the information using whole sentences.
There are 1,800 students and 80 teachers in Beijing Sunshine School. There are 46 teachers in Woodland school. There are 28 classrooms in Woodland School.They have a 6-week holiday in summertime./ students have 6 weeks off in summertime.
Divide the whole class into three groups. Each group will focus on talking about one school respectively. They are hoped to talk about the schools, by transforming the phrases in Part A1 into sentences. If it is necessary, write the following sentences patterns on the board to help them organize their idea and make the report more fluently. Encourage the students to make comparisons between or among schools.
At Beijing Sunshine School Secondary School/ Woodland School/ Rocky mountain School High School, there are….At…, students have …holiday.At…, students spend …on homework/ doing homework. At…, students wear….At…, students go to….…has more/ fewer/the most/ the fewest… At …, students have more/ fewer/ the most/ the fewest week off …At…, students spend more/ less/the least/ the most time doing homework.
Step 4 Finishing Part A2
Get the students to finish Part A2, Page 32. Tell the students that ‘Daniel is comparing his school to Woodland School and Rocky Mountain High School. Looking at table in Part A1 and help Daniel to complete his article.
Ask the students to check the answers for each other. Then get the students to read the sentence out one by one.
Step 5 Explaining some of the sentences
Explain some of the sentences to the students, because these sentences are really important to talk about different school lives.
Chinese students have more weeks off in the summertime than British students. (‘Off ’ is part of the phrasal verb ‘have/take (a period of time) off’/ ‘be off’. It means ‘to be away from work or school for a period of time’. Here, it means students in China have a longer summer holiday than British students.)
British Students spend less time doing their homework than Chinese students.Students at Rocky Mountain High School do not wear uniforms and do not do morning exercises.
Step 7 Reading sentences out
Write down some sentences about three schools on pieces of papers and get some of the students to read them out while the other students guess which school is he/she from.
I spend the most time doing homework.
Step 8 Finishing the exercises in Part A3
Get the students to finish the exercises in Part A3. And then check the answers. (For weaker class, the teacher may put it more clearly that Nancy is from Rocky Mountain School in America, John is from Woodland School in England and Daniel is from Beijing Sunshine School in China.)
Help the students to get the answers by asking questions.
Who am I Which school am I from Which countries am I from
Step 9 Translating the following sentences
Get the students to translate the following sentences. Once again help the students to focus on some important sentences patterns and consolidate it.
1. 我们学校夏日放假星期比丹尼尔学校少。
2. 你校校服与我校服不同。
3. 我们学校学生最多
4. 我们学校老师比他们学校老师多（得多）。（提高题）
5. 他们学校花园里的花和我们学校花园里的花很相象。
SPEAK UP AND PRONUCIATION
Teaching Objectives
● To talk our school and then make comparisons to Woodland School and Rocky Mountain High School.
● To develop fluency in asking and answering questions about schools
● To develop interactive skills by responding appropriately
● To recognize and use intonation patterns
Teaching procedures
Step 1 Talking about our own school
Get the students to talk about their own school. Ask them to fill in the following table. The teacher can help the students by asking them some questions.
Number of students Number of teachers Length of summer holiday Number of classes Number of students in a class
3,100 260 7 weeks 63 45
Computer studies P.E. Music Art Self-study
1 2 1 1 3
How many Grade 8 Class are there in your school
There are 7 Grade 8 classes.
Step 2 Listening and finding out answers
Tell the students that John and Daniel are talking about their schools. Ask them to listen to the tape and find out what they are talking about Ask the students to remember the questions:
How many Grade 8 classes are there at your school How many classmates do you have How many Computer Studies lessons do you have each week
The bold-faced words are the key words.
Get the students to read the dialogue in roles and then invite the students to practice the dialogue and try to remember it.
Step 3 Making up your own dialogues
Show the table in step 1 to the students and ask them to make up their own dialogues. Invite several pairs of the students to present their dialogues in front of the class.
Step 4 Making our voice rise at the end of a sentence
Say ‘Wow! A wonderful job! I am really surprised that you can do so wonderful a job.’
Tell the students that we can make our voice rise at the end of a sentence to show surprise. Explain the meaning of the word ‘surprise’.
Step 5 Talking about pictures
Show the picture on Page 34 to the students. Get the students to talk about it by asking some questions.
What happen to the girl (Her hurt her leg!) What does she have to do ( He has to stay at home/ in hospital.) Do you think she can play basketball and football (No, she can’t.)
Books closed and listen to the dialogue focus on the intonation. Play the recording once again and pause for the students to imitate.
Books open and get the students to read the dialogue pay special attention to the intonation. Encourage the students to locate the words that cause surprise (‘hurt her leg’ ‘for a month’ ‘for three months’)
Encourage the students to act out the dialogue, showing surprise not only through the intonation but also some non-lingual approaches. Encourage them to feel rather than imitate.
Step 6 Listening and drawing
‘Let’s come to more sentences showing surprise.’ Play the tape of Part B, Page 34. First play the tape for the students to listen and repeat, and then encourage them to drawing rising and falling arrows to show the intonation. Encourage students to make some amusing or unusual statements to create a fun atmosphere in the classroom.
Step 7 Putting a rising tone at the end of the sentences
Write some sentences on the blackboard and get the students to read it. And then put a rising tone at the end of the sentences that show surprise.
1. I scored ninety points. Ninety points! Wow!
2. I have a new computer.
A new computer! You bought one a month ago.
3. My brother can’t swim. He can’t swim He’s 15!
4. I lost my toy train. Don’t worry. We’ll buy another one.
5. I broke Mum’s favourite glass. You broke it
6. There’s not school today. Yes, I know. A snowstorm’s coming
Steps 8 Thinking of something untrue or strange
Encourage the students to think of something untrue or strange and make sentences.
John has 8 brothers and sisters. (8 brothers and sisters/8!)John got full mark in the test. (Full mark!)My dog can play football. (Play football!)Look! It’s snowing. I’m going to the Moon tomorrow. (The Moon.)
Get pairs of partners to speak out their sentence or sentences in the front. Give some comments. We can check from the following aspects.
If the students using rising voice on response to a surprising statement. Whether the students speak out the sentence or just read it out. Does he or she look at his or her audience/ classmates. If they can use the proper intonation at the end of a statement. If students made up their own statements.
Teaching Objectives
● To listen to the tape for specific information that they need to complete a table
● To help the students develop the ability to recognize the keywords and grasp the main points of a listening material
● To develop the ability to organize the information they get through listening
Teaching Procedure
Step 1 Talking about the three schools
Get the students to talk about the three schools. Encourage them to speak out as much information as possible.
Step 2 Introducing the story line
Introduce the story line by reading through and explaining the instruction words of part A. Go through the table carefully and explain some of the words, for example, ‘Length of summer holiday’ ‘Time spent on homework every day’. The students must be clear about what they should get while listening.
Step 3 Playing the tape
Play the tape and get the students to listen carefully for the information the needed. The students are hoped to speak out the information using whole sentences.
There are 1,800 students and 80 teachers in Beijing Sunshine School. There are 46 teachers in Woodland school. There are 28 classrooms in Woodland School.They have a 6-week holiday in summertime./ students have 6 weeks off in summertime.
Divide the whole class into three groups. Each group will focus on talking about one school respectively. They are hoped to talk about the schools, by transforming the phrases in Part A1 into sentences. If it is necessary, write the following sentences patterns on the board to help them organize their idea and make the report more fluently. Encourage the students to make comparisons between or among schools.
At Beijing Sunshine School Secondary School/ Woodland School/ Rocky mountain School High School, there are….At…, students have …holiday.At…, students spend …on homework/ doing homework. At…, students wear….At…, students go to….…has more/ fewer/the most/ the fewest… At …, students have more/ fewer/ the most/ the fewest week off …At…, students spend more/ less/the least/ the most time doing homework.
Step 4 Finishing Part A2
Get the students to finish Part A2, Page 32. Tell the students that ‘Daniel is comparing his school to Woodland School and Rocky Mountain High School. Looking at table in Part A1 and help Daniel to complete his article.
Ask the students to check the answers for each other. Then get the students to read the sentence out one by one.
Step 5 Explaining some of the sentences
Explain some of the sentences to the students, because these sentences are really important to talk about different school lives.
Chinese students have more weeks off in the summertime than British students. (‘Off ’ is part of the phrasal verb ‘have/take (a period of time) off’/ ‘be off’. It means ‘to be away from work or school for a period of time’. Here, it means students in China have a longer summer holiday than British students.)
British Students spend less time doing their homework than Chinese students.Students at Rocky Mountain High School do not wear uniforms and do not do morning exercises.
Step 7 Reading sentences out
Write down some sentences about three schools on pieces of papers and get some of the students to read them out while the other students guess which school is he/she from.
I spend the most time doing homework.
Step 8 Finishing the exercises in Part A3
Get the students to finish the exercises in Part A3. And then check the answers. (For weaker class, the teacher may put it more clearly that Nancy is from Rocky Mountain School in America, John is from Woodland School in England and Daniel is from Beijing Sunshine School in China.)
Help the students to get the answers by asking questions.
Who am I Which school am I from Which countries am I from
Step 9 Translating the following sentences
Get the students to translate the following sentences. Once again help the students to focus on some important sentences patterns and consolidate it.
1. 我们学校夏日放假星期比丹尼尔学校少。
2. 你校校服与我校服不同。
3. 我们学校学生最多
4. 我们学校老师比他们学校老师多（得多）。（提高题）
5. 他们学校花园里的花和我们学校花园里的花很相象。
SPEAK UP AND PRONUCIATION
Teaching Objectives
● To talk our school and then make comparisons to Woodland School and Rocky Mountain High School.
● To develop fluency in asking and answering questions about schools
● To develop interactive skills by responding appropriately
● To recognize and use intonation patterns
Teaching procedures
Step 1 Talking about our own school
Get the students to talk about their own school. Ask them to fill in the following table. The teacher can help the students by asking them some questions.
Number of students Number of teachers Length of summer holiday Number of classes Number of students in a class
3,100 260 7 weeks 63 45
Computer studies P.E. Music Art Self-study
1 2 1 1 3
How many Grade 8 Class are there in your school
There are 7 Grade 8 classes.
Step 2 Listening and finding out answers
Tell the students that John and Daniel are talking about their schools. Ask them to listen to the tape and find out what they are talking about Ask the students to remember the questions:
How many Grade 8 classes are there at your school How many classmates do you have How many Computer Studies lessons do you have each week
The bold-faced words are the key words.
Get the students to read the dialogue in roles and then invite the students to practice the dialogue and try to remember it.
Step 3 Making up your own dialogues
Show the table in step 1 to the students and ask them to make up their own dialogues. Invite several pairs of the students to present their dialogues in front of the class.
Step 4 Making our voice rise at the end of a sentence
Say ‘Wow! A wonderful job! I am really surprised that you can do so wonderful a job.’
Tell the students that we can make our voice rise at the end of a sentence to show surprise. Explain the meaning of the word ‘surprise’.
Step 5 Talking about pictures
Show the picture on Page 34 to the students. Get the students to talk about it by asking some questions.
What happen to the girl (Her hurt her leg!) What does she have to do ( He has to stay at home/ in hospital.) Do you think she can play basketball and football (No, she can’t.)
Books closed and listen to the dialogue focus on the intonation. Play the recording once again and pause for the students to imitate.
Books open and get the students to read the dialogue pay special attention to the intonation. Encourage the students to locate the words that cause surprise (‘hurt her leg’ ‘for a month’ ‘for three months’)
Encourage the students to act out the dialogue, showing surprise not only through the intonation but also some non-lingual approaches. Encourage them to feel rather than imitate.
Step 6 Listening and drawing
‘Let’s come to more sentences showing surprise.’ Play the tape of Part B, Page 34. First play the tape for the students to listen and repeat, and then encourage them to drawing rising and falling arrows to show the intonation. Encourage students to make some amusing or unusual statements to create a fun atmosphere in the classroom.
Step 7 Putting a rising tone at the end of the sentences
Write some sentences on the blackboard and get the students to read it. And then put a rising tone at the end of the sentences that show surprise.
1. I scored ninety points. Ninety points! Wow!
2. I have a new computer.
A new computer! You bought one a month ago.
3. My brother can’t swim. He can’t swim He’s 15!
4. I lost my toy train. Don’t worry. We’ll buy another one.
5. I broke Mum’s favourite glass. You broke it
6. There’s not school today. Yes, I know. A snowstorm’s coming
Steps 8 Thinking of something untrue or strange
Encourage the students to think of something untrue or strange and make sentences.
John has 8 brothers and sisters. (8 brothers and sisters/8!)John got full mark in the test. (Full mark!)My dog can play football. (Play football!)Look! It’s snowing. I’m going to the Moon tomorrow. (The Moon.)
Get pairs of partners to speak out their sentence or sentences in the front. Give some comments. We can check from the following aspects.
If the students using rising voice on response to a surprising statement. Whether the students speak out the sentence or just read it out. Does he or she look at his or her audience/ classmates. If they can use the proper intonation at the end of a statement. If students made up their own statements.