Unit
2
School
life
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
collect
ideas
by
understanding
and
completing
a
questionnaire;
write
about
their
ideal
schools.
II.
Teaching
contents
New
words
and
phrases:
finish,
lunchtime,
physics,
Art
Club,
need
to
get
up
early,
have
an
hour
of
homework,
a
big
clean
dining
hall,
listen
to
music,
wear
ties,
in
each
class,
choose
subjects
to
study,
have
computer
lessons,
a
football
field,
a
swimming
pool,
go
on
a
school
trip,
have
fun,
badminton,
ideal
my
ideal
school,
at
lunchtime
New
structures:
We
have
lots
of
time
for
after-school
activities.
We
only
have
an
hour
of
homework
every
day.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Get
the
students
well
trained
in
writing
the
first
draft
of
a
letter
to
their
principal
about
“My
ideal
school”.
Get
the
students
to
apply
the
writing
techniques
specially
instructed
in
this
period
to
their
letter-writing
IV.
Teaching
procedures
Step
1
Lead-in
1.
Present
a
poem
named
“School”
Get
students
to
enjoy
the
poem
and
answer
some
questions.
T:
As
we
all
know,
this
unit
is
about
school
life.
I
happened
to
find
a
poem
talking
about
a
school
on
the
Internet.
Let’s
enjoy
it.
Read
it
aloud
together
please.
Here
are
some
questions
for
you.
Do
you
like
the
school
Why
or
why
not
Do
you
have
a
school
that
is
different
from
it
in
your
mind
Are
you
willing
to
share
your
ideal
school
with
us
2.
Show
learning
aims
Present
the
learning
aims.
Lead
students
to
read
through
the
learning
aims
loudly.
T:
This
is
what
we
are
going
to
do
today.
Let’s
look
at
the
learning
aims
first.
Learn
to
decide
on
what
to
include
in
the
article
‘My
ideal
school’.
Learn
to
write
a
good
paragraph
first
before
working
out
a
first
draft
individually.
【设计意图】以小诗欣赏的方式导入，既较快地调动学生的学习兴趣，又自然地过渡到本节写作课的话题上来。引导学生阅读本节课的学习目标，让学生明白他们在本节课中需要完成主要学习任务。
Step
2
Presentation
Compare
the
three
schools
Ask
the
Students
to
compare
the
three
schools
and
discuss
what
they
like
or
dislike
about
the
schools.
Check
the
answers
with
the
students.
T:
We
have
learned
a
lot
about
the
three
schools
in
Reading
and
Integrated
skills.
Do
you
still
remember
the
three
schools
They
are
Daniel’s
school,
John’s
school
and
Nancy’s
school.
Here
is
a
table
with
some
information
about
the
three
schools.
Read
it
and
discuss
with
your
partner
and
then
tell
me
what
you
like
or
dislike
about
the
schools.
T:
Please
tell
me
your
ideas.
These
two
structures
can
help
you.
A:
Which
school
do
you
like
best
Why
B:
We
like
...,
because
...
2.
Discuss
about
Daniel’s
ideal
school
(1)
Ask
students
to
read
Daniel’s
ideal
school
and
complete
the
rest
of
the
table.
T:
Now
look
at
the
table
again.
Do
you
think
Daniel
likes
his
school
Yes,
so
he
writes
an
article
about
his
ideal
school.
Read
his
article
and
complete
the
rest
of
the
table.
(2)
Ask
students
to
complete
a
flow
chart.
T:
Now
we
know
something
about
Daniel’s
ideal
school,
but
not
too
much.
Read
the
article
again
and
fill
in
the
flow
chart
on
your
worksheet.
In
order
to
save
time,
please
write
down
the
key
words
and
phrases.
3.
Ask
students
to
show
their
flow
chart
and
analyze
the
structure
of
an
ideal
school.
T:
You
see
an
ideal
school
includes
these
items
(school
time,
lunch
time,
facilities,
subjects,
after-school
activities…)
and
you
can
also
provide
some
other
items
about
it.
【设计意图】将综合技能部分中关于三所学校的部分信息收集在表格中，通过阅读表格与学生讨论对三所学校的喜好，既回顾了已学内容又为本堂课My
ideal
school
的写作储备了一些语言素材，激发了写作的灵感。之后教师自然过渡到Daniel’s
ideal
school上来。学生阅读范文，找出相关信息完成表格剩余部分内容。学生再读范文，完成范文的写作流程表，得出范文的写作框架结构，包括理想学校的作息时间、设施、学科、课外活动等，还可以加入其他的项目。
Step
3
Writing
Finish
the
questionnaire
Ask
students
to
complete
the
questionnaire
on
Page
28.
(2)
Ask
the
students
to
match
the
questions
in
the
questionnaire
with
different
aspects
of
school
life.
T:
The
questions
in
the
questionnaire
are
about
different
items
of
school
life.
Can
you
match
them
correctly
2.
Guide
the
students
to
imagine
what
their
own
ideal
schools
are
like
T:
I
think
your
ideal
school
must
be
different.
Are
you
willing
to
share
your
ideas
with
each
other
I
hope
each
student
chooses
to
report
the
most
interesting,
attractive
item
of
your
school.
3.
Ask
students
to
write
the
most
interesting
and
attractive
item
of
their
ideal
schools
T:
Now
please
write
down
the
most
interesting
and
attractive
item
of
your
ideal
school
on
your
worksheet.
4.
Offer
some
tips
Choose
a
paragraph
from
Life
in
an
American
school
(the
second
article
in
the
section
of
Reading)
as
a
model
to
analyze
how
to
write
a
paragraph
well.
T:
Maybe
you
want
to
know
how
to
write
the
short
passage
well.
Here
are
some
tips.
Use
“I”
or
“we”.
Use
the
simple
present
tense.
Show
your
reasons.
Let’s
take
the
paragraph
from
the
section
of
Reading
as
a
model.
It’s
about
Nancy’s
favourite
club.
In
this
paragraph,
Nancy
uses
‘I’
or
‘we’
to
tell
her
club.
She
also
uses
the
simple
present
tense.
At
the
end
of
the
paragraph
she
tells
us
the
reason.
When
we
write
we
can
follow
these
tips.
5.
Have
a
try
T:
It’s
your
turn
to
write
only
one
aspect
of
your
ideal
school.
(3
minutes)
6.
Evaluate
some
students’
written
work.
T:
Let’s
share
some
students’
paragraphs.
Does
he/she
use
“I”
or
:we“
in
the
paragraph
Does
he/she
use
the
Simple
Present
Tense
Does
he/she
tell
his/her
reason
7.
Work
out
the
structure
Present
several
students’
paragraphs
and
put
them
on
the
blackboard
one
by
one.
Tell
the
students
we
will
get
an
article
about
an
ideal
school
if
we
put
several
paragraphs
together.
T:
Do
you
still
remember
the
flow
chat
Here
we
have
several
paragraphs,
and
each
paragraph
is
about
one
item
of
an
ideal
school.
We
can
put
the
different
paragraphs
together
to
make
up
a
new
article.
8.
Write
a
letter:
A
letter
about
my
ideal
school
T:
The
principal
wants
to
know
what
your
ideal
school
is
like.
It’s
your
turn
to
write
him
a
letter
describing
your
ideal
school.
He
will
take
your
advice
and
turn
our
school
into
your
ideal
one.
【设计意图】引导学生想象并说出他们的理想的学校中最有趣的，最吸引人的方面。利用头脑风暴的形式，激发学生说出各不相同的写作创意。为了缓解写作难度，做到小坡度逐步提升，要求学生先就理想学校中的某个方面来写。同时也便于接下来对单个的段落的写作技巧做一定的指导。Task部分的范文重的段落示范性不够，所以从Reading部分中摘录了Nancy的文章中的一个段落进行分析，得出写作的建议并提供给学生作为写作的范例。随后，通过师生问答的形式，呈现并评价学生所写的有关自己的理想学校中的最吸引人的一部分。教材中提供的范文在结构上属于平行结构，因此指导学生将各自的理想学校的不同部分放在一起就能够形成一篇描写自己理想学校的文章。此处再现流程图来提醒学生可以从相似的角度去写，这为后面的写作直接提供了有针对性的指导。
Step
4
Conclusion
1.
Self-evaluation
Ask
several
students
to
show
their
writings.
Evaluate
the
students’
articles
on
the
projector.
Provide
the
writing
evaluation
table
for
students
to
self-edit
after
class.
The
writing
evaluation
table
(评价表)
评
分
标
准
评分分值
2
1
0
相关性
1
Are
all
the
paragraphs
about
your
ideal
school
得体性
2
Do
you
use
‘I
’
or
‘we’
in
your
letter
3
Do
you
use
the
Simple
Present
Tense
4
Do
you
try
to
tell
your
reasons
准确性
5
Are
there
any
mistakes
in
verb
forms,
the
usage
of
the
vocabulary
and
mistakes
in
spelling,
capital
letters
or
punctuation
创造性
6
Do
you
try
to
use
good
phrases
and
different
sentence
structures
to
write
about
your
ideal
school
7
Do
you
try
to
make
your
aspects
interesting
连贯性
8
Do
you
try
to
use
proper
linking
words
to
make
your
letter
more
fluent
(流畅)
美观性
9
Is
your
handwriting
beautiful
and
tidy
/
Final
marks
What
do
you
think
of
your
own
first
draft
Advantages(优点)
Disadvantages（不足）
2.
Sum
up
what
we’ve
learned
today
T:
Today,
we’ve
learned
how
to
write
an
article
about
my
ideal
school.
We
collected
the
ideas
by
completing
a
questionnaire
and
form
a
good
structure
from
the
articles
in
Reading
and
Main
task.
【设计意图】展示学生作品，提供学生写作评价表，通过示范指导学生按照所给的评价表中的评价标准进行自评和修改。
V.
Homework
1.
Self-edit
your
own
writing
according
to
the
writing
evaluation
table.
2.
After
self-editing,
rewrite
your
drafts.
PAGE
1Unit
2
School
life
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
improve
their
listening
skills
of
focusing
on
the
unknown
information;
talk
about
different
school
lives
using
comparatives
and
superlatives.
II.
Teaching
contents
1.
New
words
and
phrases:
spend,
chess,
uniform,
number
of
students,
do
morning
exercises,
have
...
weeks
off,
spend
time
on/doing
sth,
another
half
hour,
play
chess,
at
most,
do
some
reading,
wear
uniforms
2.
New
structures:
Sunshine
Middle
School
has
the
most
teachers
and
students
of
the
three.
Chinese
students
have
fewer
weeks
off
for
the
summer
holiday
than
British
students.
British
students
spend
less
time
doing
homework
than
Chinese
students.
Among
the
three
schools,
American
students
spend
the
least
time
on
homework.
They
work
the
hardest.
I
have
only
half
an
hour
for
my
hobbies
at
most.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Grasp
the
listening
skills
of
focusing
on
the
unknown
information
and
catching
numbers.
Talk
about
different
school
lives,
using
comparatives
and
superlatives
and
certain
sentence
patterns.
Integrate
the
four
skills
(listening,
speaking,
reading
and
writing)
to
complete
the
tasks
about
school
lives.
IV.
Teaching
procedures
A
Comparing
schools
Step
1
Lead-in
Present
the
poster
of
Harry
Porter
7
and
ask
them
if
they
have
watched
it.
Show
the
photo
of
Harry’s
school—Hogwarts
and
present
some
numbers
about
Hogwarts
on
the
screen.
Illustrate
the
numbers
one
by
one.
T:
This
is
Harry’s
school—Hogwarts.
How
much
do
you
know
about
Hogwarts
Here
are
some
numbers
about
it.
Let’s
have
a
look.
The
first
number
is
about
the
number
of
the
teachers
in
Hogwarts.
Can
you
tell
me
how
many
teachers
are
there
in
Hogwarts
(624)
T:
Pay
attention
to
the
word
“and”
after
hundred.
T:
The
second
number
is
about
the
classrooms
there.
(5240)
3.
Offer
some
tips
T:
The
way
we
express
numbers
in
English
is
totally
different
from
that
in
Chinese.
I
will
show
you
some
tips.
Tip
1:
Count
from
the
right
side
of
the
number.
Tip
2:
Put
a
comma
every
three
numbers.
Tip
3:
Read
the
first
comma
as
thousand
and
the
second
comma
as
million.
【设计意图】以学生喜爱的哈利波特电影海报导入新课，自然地过渡到哈利波特的学校霍格华茨，呈现两个关于霍格华茨校园生活的数字，引导学生说，练习英文中数字的表达方法。归纳出英语数字的读法和听写的技巧。通过听、说、写数字为接下来的听力做好准备。在知识准备与语言环境两方面都为学生做好铺垫。
Step
2
Listening
1.
Prepare
for
listening
Tell
the
students
that
we
will
talk
about
some
other
schools
besides
Hogwarts.
Ask
them
to
read
the
information
form
in
A1
and
tell
the
class
what
information
they
can
get
from
the
form.
Ask
the
students
to
tell
us
what
they
still
don’t
know
in
the
form.
2.
Listening
(1)
Listen
to
the
article
a.
Ask
the
students
to
listen
carefully
to
the
article
about
different
schools
by
Daniel
and
finish
the
first
column
in
the
form.
Replay
the
tape
if
necessary.
b.
Check
the
answers
with
the
students.
(2)
Listen
to
the
conversation
a.
Listen
to
the
conversation
and
complete
the
rest
of
the
form.
b.
Check
the
answers
with
the
students.
Replay
the
key
points
to
check
answers
if
necessary.
【设计意图】让学生自己阅读A1部分的信息表，引导学生自己说出在这张信息表中能得到什么信息，还有什么信息是在表中无法获得的？如果想获得这些未知信息，在听时应该聚焦哪些关键词？旨在培养学生阅读信息并获取信息的能力，并训练聚焦未知信息关键词的听力技能。
Step
3
Post-listening
Ask
the
students
to
compare
the
three
schools
A:
How
many
…
/
How
long
…
/
How
much
time
…
B:
…
(more
…
than,
fewer
…
than,
less
…
than,
the
most,
the
fewest,
the
least)
2.
Ask
the
student
to
complete
the
article
in
A3
on
P17
Ask
the
students
to
read
the
article
to
check
the
answers.
3.
Ask
the
students
to
read
the
form
carefully
and
finish
A4
on
P18
【设计意图】让学生就已经完成的三所学校的听力表同桌之间两两进行口头比较，及回顾了语法部分的内容又为接下来的A3书面作业，A4的猜谜游戏，及speak
up中的对话打下了基础。训练学生通过阅读掌握信息，并对所获取的信息进行加工处理的能力。
B
Speak
up:
Simon
spends
the
most
time
on
his
hobbies
Step
1
Presentation
Ask
the
students
3
questions
about
the
conversation
in
“Speak
up”.
Listen
to
the
dialogue
and
answer
the
following
questions.
How
much
time
does
Daniel
spend
on
his
hobbies
every
day
What
is
Amy’s
hobby
Who
spends
the
most
time
on
hobbies
Read
after
the
tape
and
practise
in
groups.
Pay
attention
to
the
pronunciation,
such
as
linking
and
loss
of
blasting.
Give
students
two
examples
to
understand
what
is
linking
and
loss
of
blasting
and
practise
more.
【设计意图】听speak
up部分的对话并跟读，目的在于让学生学习地道的英语发音，并注意英语中的词与词之间的连读、失去爆破。这些其实也是听力中的障碍，听说是互相促进的。
Step
2
Make
a
survey
1.
Find
out
the
information
Ask
the
class
to
get
into
groups
of
two
and
each
member
in
the
group
gets
a
different
envelope
about
a
different
school
in
some
other
countries.
Ask
the
students
to
read
the
information
about
a
different
school
in
the
envelope.
Then
they
are
supposed
to
ask
questions
so
as
to
get
information
from
their
partner
about
other
schools.
Name
of
the
country
Hogwarts
Brazil
Kenya
Length
of
School
days
in
a
year
210
days
days
days
Number
of
students
in
each
class
38
Do
they
wear
uniform
yes
Special
or
interesting
things
We
can
study
magic
there.……
2.
Finish
the
survey
report
Present
the
rules
of
the
survey,
ask
the
students
to
finish
their
survey
report,
walk
around
the
class
to
offer
help
and
check
whether
every
one
has
obeyed
the
rules.
3.
Sum
up
Ask
the
students
to
sum
up
their
survey
and
make
a
report
about
it.
【设计意图】学生将完成一张世界各地学校的调查表。学生们分成两人一组，每人会得到一个含有不同学校信息的小短文，小组成员独立阅读自己所得到的学校的小短文，并完成信息表中该学校的信息。完成信息后，小组中的成员不允许看他人的信息，利用信息沟之间的信息差，用学过的对话模式询问并获取其它信息，完成调查表。完成调查表后学生独立总结几所学校的信息，进行对比，选出自己最喜爱的一所学校，并陈述原因进行汇报。
V.
Homework
Make
a
survey
about
at
least
two
friends
in
other
schools
and
compare
them
with
our
own
school.
Some
students
will
be
chosen
to
make
a
report
in
front
of
the
class.
附：
The
information
about
school
life
in
different
countries
This
is
the
information
about
the
school
life
in
Brazil.
Brazil
There
are
three
terms
in
Brazil’s
schools
and
each
term
lasts
about
14
weeks.
Children
go
to
school
for
about
190
days.
The
school
time
in
Brazil
runs
from
7
a.m.
to
noon,
and
students
usually
go
home
at
noon
to
share
lunch
with
their
family.
Lunch
is
the
most
important
meal
of
the
day.
Students
must
wear
uniforms
at
school.
In
Brazil,
P.E.
is
very
important
for
the
students.
There
are
30
or
more
students
in
a
class.
Most
schools
have
only
one
or
two
computers
for
30
students
to
share.
This
is
the
information
about
the
school
life
in
Kenya.
Kenya
Kenya
is
a
country
in
Africa.
The
school
year
in
this
country
is
divided
into
three
terms,
each
13
weeks
long,
with
one-month
breaks
in
between.
Students
go
to
school
for
about
200
days.
School
time
is
from
8
a.m.
to
4
p.m.
Students
do
not
have
to
wear
school
uniforms
at
school.
Most
classrooms
have
about
thirty
students.
Most
of
the
classrooms
do
not
have
computers.
Many
schools
offer
lunch.
Because
Kenya
is
very
poor,
some
students
save
all
or
part
of
their
lunch
to
share
with
their
families.
PAGE
3Unit
2
School
life
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
get
further
understanding
of
the
two
passages
by
comparing
Nancy’s
and
John’s
schools;
2.
learn
how
to
use
some
important
words
correctly
properly;
3.
write
a
short
passage
about
special
school
activities
in
our
own
school;
4.
activate
the
students’
awareness
of
enjoying
their
school
by
talking
about
their
ideal
school
life.
II.
Teaching
contents
1.
New
words
and
phrases:
mixed,
French,
foreign,
language,
during
the
week,
discuss
sth
with
sb,
buddy,
offer
sb
help,
end,
play
baseball
2.
New
structure:
It
is
a
mixed
school.
Among
all
the
subjects,
I
like
French
best.
Learning
foreign
languages
is
fun.
I
often
read
more
books
than
my
classmates.
Near
the
end
of
the
week,
we
discuss
the
books
with
our
classmates
in
class.
On
Friday
afternoon,
our
school
ends
earlier
than
usual.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Learn
how
to
use
these
important
words
properly.
IV.
Teaching
procedures
Step
1
Lead-in
Show
a
short
video
about
school
life
and
then
ask
students
some
questions
What
did
the
boy
Greg
and
his
friend
Rowley
want
to
do
(They
wanted
to
have
lunch
in
the
school
dining
hall.)
What
problem
did
they
have
(They
didn’t
find
a
suitable
place
to
sit
and
have
their
lunch.)
What
do
you
think
of
their
school
life
(Their
school
life
is
so
terrible.)
What
do
you
think
of
the
other
students
in
the
video
(The
other
students
are
so
rude
and
unfriendly
to
Greg
and
his
friend
Rowley.)
2.
Let’s
review
Please
fill
in
the
table
with
right
details
according
to
the
two
short
passages
in
Reading.
Students
Nancy,
in
Year
8,
a
___1___
student
John,
14
years
old,
in
the
8th
grade,
an
American
student
Schools
Woodland
School
near
___3___
___2___
near
Denver
School
types
a
___4___
school
a
mixed
school
Favorite
school
subjects
___5___
/
Special
school
activities
___6___
___7___
Feelings
Learning
___8___.Time
___9___.
He
is
my
hero.Our
team
___10___.
(Keys:
British,
Rocky
Mountain
High
School,
London,
mixed,
French,
the
Reading
Week,
the
Buddy
Club,
foreign
languages
is
fun,
seems
to
go
faster
when
we
are
reading
interesting
books,
won
two
games
last
month)
【设计意图】通过有趣视频的导入，激发学生的学习兴趣以及引起学生对文中学校生活和片中学校生活的简单对比，而任务型表格帮助学生回顾课文内容细节，提示学生如何梳理、整合文章的内容。
Step
2
Presentation
1.
Let’s
retell
T:
You’re
great!
But
who
can
retell
the
short
passages
with
the
information
in
the
table.
2.
Explain
the
word
“mix”
(1)
Explain
the
word
T:
Let’s
analyze
the
two
passages
and
divide
them
into
two
parts.
The
first
part
is
“About
me”
and
the
other
part
is
“About
school
life”.
In
the
first
part,
Andy
says
that
her
school
is
a
mixed
school.
What
is
a
mixed
school
In
a
mixed
school,
boys
and
girls
have
lessons
together.
(2)
Exercise
Fill
in
the
blanks
with
the
right
forms
of
“mix”
Our
school
is
a
__________
(mix)
school.
Our
P.E
teachers
always
_________
(mix)
different
classes
to
form
different
clubs
to
have
P.E
lessons.
Sometimes,
our
P.E.
teacher
__________
(mix)
boys
with
girls
to
form
training
teams
in
table
tennis.
We
practise
hard
and
often
win
table
tennis
__________
doubles
in
Yangzhou.
3.
Explain
“discuss”
(1)
Ask
students
to
finish
a
diagram
T:
“About
school
life”
talks
about
their
own
different
school
lives.
Do
they
have
something
in
common
They
have
special
school
activities,
a
Reading
Week
in
Nancy’s
school
and
a
Buddy
Club
in
John’s
school.
How
does
the
Reading
Week
work
(Showing
pictures)
And
then
complete
the
diagram.
the
Reading
Week
/
\
Where
do
books
come
from
What
do
students
do
during
it
/
/
\
\
(borrow…
from…;
bring
in
…
from
…)
(read…after
class;
discuss…
with…in
class)
(2)
Explain
the
word
with
more
examples
(3)
Exercise
Translate
some
sentences.
T:
Can
you
guess
what
we
will
have
a
discussion
about
next
4.
Explain
the
word
“buddy”
and
“offer”
(1)
Explain
the
word
“buddy”
T:
Now,
let’s
discuss
the
Buddy
Club
in
John’s
school.
How
does
the
Buddy
work
From
the
two
pictures,
we
can
guess
who
the
buddy
can
be.
Why
S:
Here,
the
buddies
are
older
students
in
the
school
and
they
aren’t
teachers.
T:
What
do
the
buddies
usually
do
in
the
Buddy
Club
Please
put
a
tick
in
the
boxes
below.
A.
listen
carefully
to
their
problems
B.
help
them
learn
more
about
the
school
C.
help
them
become
heroes
D.
offer
some
help
with
their
problems
(Keys:
A,
B,
D)
(2)
Explain
the
word
“offer”
a.
Explain
the
word
T:
The
older
students
don’t
help
new
students
become
heroes.
How
do
they
help
the
new
ones
S:
They
mainly
help
them
learn
more
about
the
school
and
solve
their
problems.
T:
In
Paragraph
2
of
Passage
Two,
the
last
sentence
is
“He
is
my
hero”.
What
does
he
refer
to
here
S:
Tony.
Tony
is
John’s
hero.
T:
Why
S:
Because
he
often
listens
carefully
to
his
problems
and
offer
him
help.
b.
Exercise
(a)
Fill
in
the
blanks
with
right
forms
of
the
words
Each
student
is
willing
to
_________
(提供)
books
to
the
students
in
poor
areas.
The
buddies
often
_________
(提供)
new
students
with
useful
advice
on
how
to
learn
English
well
in
the
past.
(b)
Can
you
translate
it
into
Chinese
The
buddies
sometimes
offer
to
help
us
practise
playing
baseball.
5.
Explain
the
word
“end”
(1)
Explain
the
word
“end”.
T:
Do
you
have
something
else
you
to
share
with
us
about
activities
in
John’s
school
Then
fill
in
the
table
with
the
right
information.
Time
Activities
every
Monday
go
to
the
Buddy
Club
(Keys:
on
Friday
afternoon;
do
sports
together;
twice
a
week;
play
baseball)
T:
But
don’t
they
have
lessons
together
on
Friday
afternoon
S:
Because
his
school
ends
earlier
than
usual.
T:
Have
you
noticed
there
are
two
sentences
including
the
word
“end”
On
Friday
afternoon,
John’s
school
ends
earlier
than
usual.
Near
the
end
of
the
week,
we
discuss
the
books
with
classmates
in
class.
Let’s
discuss
how
to
use
the
words
“end”!
(2)
Exercise.
Choose
the
right
answers.
—When
shall
we
have
another
baseball
match
—
__________
the
term.
A.
On
the
end
of
B.
By
the
end
of
C.
Near
the
end
of
D.
In
the
end
of
I
am
too
busy
to
listen
to
her
________
talking.
She
has
talked
for
about
two
hours.
A.
hopeless
B.
endless
C.
harmless
D.
careless
_________,
we’ll
have
a
break
as
soon
as
we
________
the
discussion.
A.
Than
usual;
end
B.
As
usual;
end
C.
Than
usual;
ended
D.
As
usual;
ended
【设计意图】
在课文上下文中自然地过渡到对生词用法的讲解，并配以一定量的针对性练习。
Step
3
Practice
1.
Show
a
picture
of
Nancy
and
ask
students
some
questions:
T:
Do
you
know
the
words
on
the
blackboard
(I
love
Paris.)
What
language
do
the
words
in
Line
1
belong
to
(French)
To
Nancy,
a
British
girl,
French
is
a
foreign
language,
right
(Yes.)
As
a
Chinese,
can
you
speak
French
Can
you
read
the
French
words
below
aloud
(No.)
Now
read
after
me.
(Salute,
Bonjour,
Merci)
Do
you
think
it’s
interesting
(Yes.)
Nancy
also
thinks
French
is
interesting
and
easy
to
learn.
And
she
thinks
learning
foreign
languages
is
great
fun.
2.
Do
you
know
what
John
thinks
is
great
fun
(Playing
baseball.)
That’s
great！That
is
to
say,
John
thinks
playing
baseball
is
great
fun.
Let’s
enjoy
a
short
video
and
learn
some
knowledge
about
baseball.
【设计意图】通过对文中内容French和baseball的挖掘以及对文本的分析和视频的观看使学生能准确地了解foreign
language和play
baseball的概念和运动项目，同时也不断通过对动名词做主语的句型的表述，强化了学生对该句型的掌握。
Step
4
Consolidation
Complete
the
passage
T:
Please
complete
the
short
passage
with
the
right
forms
of
10
words
or
phrases
among
12
words
or
phrases
win
one
game;
seem;
end
early;
offer
some
help;
mix;
have
a
discussion
about;
foreign
language;
at
the
end
of;
play
baseball;
discuss;
learn
French;
near
the
end
of
My
name
is
Akira.
I
am
from
Japan.
My
school
isn’t
a
(1)
__________
high
school
and
there
are
only
boys
in
it.
On
weekdays,
I
have
my
school
uniform
on,
like
all
of
my
classmates.
I
walk
to
school
while
many
of
my
friends
choose
to
take
the
bus.
I
know
it
(2)
__________
strange
to
walk
so
far
to
school,
but
I
think
walking
can
help
me
keep
healthy.
We
often
___________
(3)
how
to
keep
a
balance
between
our
schoolwork
and
hobbies.
In
our
school,
I
like
(4)
_________________
best.
Chinese,
English
and
French
are
all
covered
in
our
courses.
(5)
_________________
is
great
fun.
I
often
go
to
the
Baseball
Club
after
school
on
Wednesday
afternoon
because
our
school
(6)
_______________
than
usual.
We
practise
(7)
________________
hard
on
the
playground
and
(8)
_______________
to
each
other
during
the
game.
Last
week,
we
(9)
__________________.
That
made
us
very
happy.
We
have
to
clean
our
classroom
(10)
_________________
each
day
and
make
sure
that
it
is
very
well
cleaned.
We
always
try
to
be
polite,
helpful
and
hardworking.
I
am
proud
of
my
school.
(Keys:
mixed;
seems;
discuss;
foreign
languages;
Learning
French;
ends
earlier;
playing
baseball;
offer
some
help;
won
one
game;
at
the
end
of)
2.
Writing
Ask
students
to
discuss
what
they
think
of
their
school
lives.
T:
And
think
the
two
passages
over
and
learn
how
to
write
a
passage
about
their
special
school
activities.
What
is
it
When
is
it
held
Who
takes
part
in
it
What
do
we
do
during
it
How
do
we
feel
about
it
3.
Speaking
out
Talk
about
their
ideal
school
lives.
(Showing
some
pictures)
【设计意图】在完成对本课重要生词的讲解之后，让学生运用本课所学的单词或词组的正确形式去补全日本学生对学校生活描述的一篇文章，可以检测出学生是否能在恰当的语境中正确地使用新词汇或词组；同时这篇文章也对后面的学生描写特别的学校活动提供了参考、讨论理想的学校生活提供了蓝本。
V.
Homework
1.
Read
the
passage
fluently.
2.
Write
an
article
about
your
ideal
school
life.
3.
Search
the
Internet
for
more
information
about
school
lives
in
other
countries.
PAGE
5Unit
2
School
life
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to
1.
know
something
about
the
lives
in
a
British
school
and
an
American
school;
2.
retell
the
school
lives
of
Nancy’s
and
John’s;
3.
describe
their
dream
school
life
to
others;
4.
use
such
reading
strategies
as
skimming,
scanning
and
guessing
meanings
from
the
context.
II.
Teaching
contents
1.
New
words
and
phrases:
mixed,
French,
discuss,
baseball,
foreign
language
2.
New
structures:
Learning
foreign
language
is
fun.
Time
seems
to
go
faster.
He
often
listens
carefully
to
my
problems
and
offers
me
help.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Retell
the
school
lives
of
Nancy’s
and
John’s.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Free
talk
See
bout
what
school
is
like.SeeSee
the
picture
of
Eddie
and
answer
the
following
questions:
In
Eddie’s
opinion,
what
is
school
like
In
your
opinion,
what
is
school
like
2.
Introduce
your
school
Answer
the
question
and
introduce
some
parts
of
school
life,
such
as
subjects,
classmates,
clubs
and
so
on.
T:
When we
are talking about our school life, what will
you
probably
think
of
【设计意图】先从Eddie对学校的概括入手，让学生说说他们心中的学校，引出话题。接着让学生谈谈他们的学校生活，概括出学校生活包含的方方面面，既复习了前一课的话题，又为接下来的学习做了铺垫。
Step
2
Presentation
1.
Skim
the
text
T:
Hi,
everybody.
Daniel
is
visiting
an
online
club
called
School
Around
the
World.
He
finds
two
articles
about
different
school
lives.
Open
your
books
at
Page
20.
Please
skim
the
whole
text
quickly
and
tell
me
who
is
in
a
British
school
and
who
is
in
an
American
school.
2.
Read
the
first
part
carefully
and
finish
the
tasks
(1)
Read
the
first
passage
quickly
and
find
out
the
main
idea
of
each
paragraph
(2)
Read
and
complete
Let
the
students
read
the
first
paragraph
and
complete
the
name
card
of
Nancy.
Name:
___________School:
___________Grade:
___________Favourite
subject:
____________
(3)
Answer
the
following
questions
T:
Please
find
out
the
details
and
underline
the
key
words.
a.
What
kind
of
school
is
Woodland
School
Explain
the
word
“mixed”.
b.
What
is
Nancy’s
favourite
subject
Why
does
Nancy
like
it
best
Explain
that
“aime”
is
a
French
word
and
“love”
is
an
English
word.
c.
What
activity
does
Nancy’s
school
have
d.
Who
reads
books
in
the
Reading
Week
and
what
can
they
do
e.
How
do
they
feel
in
the
Reading
Week
(4)
Listen
and
repeat
Listen
to
the
record
of
Passage
1
and
repeat
it
sentence
by
sentence.
Pay
attention
to
the
pronunciation
and
intonation.
(5)
Try
to
retell
Let
the
students
try
to
retell
the
passage
according
to
the
key
words.
3.
Read
the
second
part
carefully
and
finish
the
tasks
(1)
Read
and
complete
Read
the
second
passage
and
try
to
complete
the
name
card
about
John.
Then
check
the
answers
with
the
students.
Name:
____________________Age:
____________________School:
____________________Grade:
____________________Favourite
club:
______________Favourite
sport:
______________
(2)
Read
and
answer
T:
Please
read
Para
2
and
answer
three
questions
about
the
Buddy
Club.
When
does
John
go
to
the
Buddy
Club
What
do
they
do
in
the
Buddy
Club
Who
is
John’s
hero
Why
(3)
Read
and
find
out
more
details
a.
Read
the
passage
again
and
find
some
phrases
about
John’s
favourite
sport
---baseball.
b.
Find
some
other
information
about
life
in
an
American
school.
(4)
Listen
and
repeat
Listen
to
the
record
of
Passage
2
and
repeat
sentence
by
sentence.
Pay
attention
to
the
pronunciation
and
intonation.
【设计意图】快速浏览全文，让学生找出要学习的英国和美国两种不同的校园生活以及相对应的人物，带领学生初步了解课文。细读的过程分为两大部分，逐步来训练学生的阅读技能。通过完成学生信息卡，找关键词及问题引导带领学生细读课文，让学生对课文有更深层次的理解，从而进一步把握文章的结构和细节。跟读录音是为了让学生在理解的基础上来朗读，更好地模仿标准的语音语调。
Step
3
Consolidation
1.
Let’s
compare
Use
the
following
table
to
compare
the
two
different
kinds
of
school
lives.
2.
Have
a
discussion
Create
a
situation
and
let
the
students
discuss
in
pairs.
“If
you
have
a
chance(机会)to
study
in
a
British
school
or
an
American
school,
which
school
will
you
choose
Why
【设计意图】通过表格对比所学课文，带领学生厘清思路，加深对课文的理解和记忆。创设情境引导学生进行同伴讨论，让学生通过自己的语言将本堂课的重点内容输出，便于教师和学生检测目标达成度。
V.
Homework
1.
Read
the
text
after
the
tape
three
times.
2.
Talk
about
your
dream
school
life
to
your
classmates.
PAGE
2Unit
2
School
life
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
talk
about
school
life
properly;
2.
grasp
the
different
expressions
to
refer
to
the
same
thing
in
British
and
American
English;
3.
understand
the
rules
of
the
differences
between
British
and
American
English
in
vocabulary.
II.
Teaching
contents
1.
New
words
and
phrases:
British,
biscuit,
rubber,
American,
eraser,
vacation,
cookie,
fall,
store,
truck,
yard,
movie,
advertisement,
lorry,
soccer
2.
New
structures:
Because
we’re
cleverer
than
people.
They
have
to
work
harder.
What’s
school
life
It’s
like
watching
TV.
They
are
fewer
advertisements.
I’d
love
to,
but
the
school
football
team
will
practise
this
Saturday.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
DDDescribe
what
school
is
like
in
their
mind
with
one’s
own
words.
Remember
which
words
are
the
British
words
and
which
are
the
American
words.
IV.
Teaching
procedures
A
Comic
strip
Step
1
Lead-in
Free
talk
Which
part
of
our
school
do
you
like
best
Why
What
activities
can
we
do
in
our
school
Which
do
you
like
better
about
school,
the
lessons
or
the
after-school
activities
Do
you
think
school
is
fun
Why
or
why
not
【设计意图】结合单元话题进行自由对话，引入本单元话题。
Step
2
Presentation
1.
Teach
a
new
word—advertisement
T:
Some
students
are
pleased
to
come
to
school,
but
others
don’t
want
to
come
to
school.
School
is
something
like
advertisements
when
we
watch
TV.
Some
like
them
while
others
dislike
them.
Do
you
know
“advertisement”
(Show
a
picture.)
It
always
appears
between
two
TV
programmes
or
during
a
TV
programme.
It’s
mainly
used
to
tell
the
public
to
buy
something.
2.
Listen
to
the
conversation
between
Eddie
and
Hobo
and
answer
the
questions
below
T:
Now
let’s
see
what
our
old
friend
Eddie
thinks
of
school
Why
does
Eddie
think
dogs
don’t
go
to
school
(Because
he
thinks
he
is
cleverer
than
people.)
What
does
Eddie
think
of
school
(He
thinks
school
is
like
watching
TV.)
3.
Ask
students
to
read
the
dialogue
together
first
and
then
in
different
roles
4.
Complete
the
short
passage
according
to
the
dialogue
Hobo
tells
Eddie
that
the
school
____1____
is
going
past
their
home.
Hobo
tells
Eddie
that
he
wants
to
go
to
school,
but
Eddie
tells
him
that
they
don’t
____2____
to
go
to
school.
Then
Hobo
asks
Eddie
____3____
they
don’t
need
to
go
to
school.
Eddie
says
to
Hobo,
“____4____
we
are
dogs
and
dogs
are
____5____
than
people.”
However,
Hobo
still
____6____
to
go
to
school
and
asks
Eddie
to
tell
him
what
school
is
____7____.
Eddie
says
that
it’s
just
like
____8____
TV.
Hobo
asks
Eddie
in
curiosity,
“Are
there
any
____9____
between
them ”
Eddie
answers,
“Yes,
but
there
are
____10____
ones
in
school
than
on
TV.”
(Keys:
bus;
need;
why;
Because;
cleverer;
wants;
like;
watching;
advertisements;
fewer)
5.
Please
complete
another
edition
of
this
dialogue
using
what
they
have
learnt
in
this
class
Hobo:
Eddie!
I
see
many
children
go
to
school
by
s____1____
bus.
I
think
that
must
be
interesting.
Why
d____2____
we
s____3____
at
home
all
day
Eddie:
We
need
to
eat
w____4____
and
sleep
well.
We
n____5____
study
or
w____6____.
Hobo:
W____7____
do
the
children
need
to
study
or
work
Eddie:
B____8____
they
need
to
study
how
to
look
after
us,
l____9____
cooking
delicious
food.
Hobo:
Oh,
I
see.
Can
you
tell
me
w____10____
school
is
like
Eddie:
It’s
like
travelling,
but
you
have
to
spend
time
and
money
and
become
more
tired.
(Keys:
school;
do;
stay;
well;
needn’t;
Why;
Because;
like;
what)
【设计意图】将漫画形式重新组织为短文和对话，不仅可以检测学生对本对话的内容掌握的情况，也可以检测学生的信息转换能力。
Step
3
Extension
1.
Have
a
show
Practice
in
pairs
and
make
up
new
dialogues,
adding
more
information
and
changing
the
end
of
the
dialogue.
Show
their
new
dialogues
to
the
class.
2.
Have
a
talk
T:
Think
about
the
reasons
why
we
like
school
or
dislike
school.
Possible
reasons:
Our
school
life
is
rich
and
colorful.
I
have
many
friends
in
our
school
and
they
give
me
a
lot
of
pleasure
and
help.
Our
school
is
very
beautiful
…
There
is
a
lot
of
homework
for
us
to
do
every
day.
Few
after-school
activities
make
me
feel
bored.
We
don’t
have
much
time
to
play
basketball
or
football.
Some
students
don’t
have
good
behaviours.
【设计意图】让学生回答两个深层次的问题引发对“上学”这一话题的思考，同时为后面的课堂活动——“编写新对话并展示”提供新的素材。
B
Welcome
to
the
unit
Step1
Lead-in
1.
Listen
to
a
story
about
Simon
and
Daniel
T:
As
we
all
know,
English
is
widely
used
in
the
world.
Look
at
the
map,
and
you
can
find
people
in
many
different
countries
speak
English,
like
Britain,
America,
Canada,
Australia
and
New
Zealand.
But
even
though
people
in
these
countries
speak
English,
they
can’t
always
understand
each
other.
Now
let
me
tell
you
a
story
happened
in
Britain.
A
group
of
American
students
came
to
visit
a
British
school
when
travelling
in
London.
Simon,
a
British
guide,
showed
them
around
the
school.
isten
to
a
story
about
Simon
and
Daniel.
Simon:
Welcome
to
this
school
with
a
long
history.
I’m
your
guide,
Simon.
Follow
me,
please.
Let’s
first
take
the
lift
to
the
first
floor
to
visit
the
library.
Daniel:
Where
shall
we
go
Simon:
The
library
on
the
first
floor.
Daniel:
We’re
just
on
the
first
floor.
Isn’t
it
Simon:
In
Britain,
the
first
floor
means
the
second
floor
in
America
while
the
ground
floor
means
the
first
floor
in
America.
Daniel:
Oh,
I
see.
But
why
do
we
take
the
lift
there
Where
is
it
Simon:
Just
over
there.
In
America,
you
call
“lift”
elevator.
Daniel:
Thank
you.
I
see,
British
English
and
American
English
are
different
in
some
ways.
2.
Ask
students
some
questions
Did
Daniel
know
what
Simon
said
at
first
(No.)
Why
couldn’t
Daniel
understand
what
Simon
said
(Because
Daniel
spoke
American
English
while
Simon
spoke
British
English.
The
words
they
said
have
not
only
different
forms
but
also
different
meanings.
)
【设计意图】这样一个自编的对话不仅与本单元的话题（校园生活）紧密结合，而且可以让学生了解英式英语和美式英语的差异是导致Daniel和Simon交流出现理解偏差的根本原因。
Step
2
Presentation
1.
Let’s
guess
T:
Here
we
have
some
pictures
and
some
English
words.
Can
you
tell
us
which
words
belong
to
the
British
English
and
which
words
belong
to
the
American
English
Please
show
the
national
flags
to
them.
2.
Let’s
learn
(Part
A)
T:
Now
let’s
look
at
some
English
words.
Match
the
British
words
with
the
American
words
if
they
refer
to
the
same
thing.
Then
write
down
the
correct
words
under
the
pictures
below.
Let’s
read
them
together.
3.
Let’s
replace
(Part
B)
T:
You
have
learnt
the
different
words
that
refer
to
the
same
thing.
Please
read
the
dialogue
Part
B
and
replace
the
British
words
using
the
American
words.
【设计意图】完成课本上的内容和练习。
Step
3
Practice
1.
Let’s
record
T:
Watch
a
short
video
and
write
down
how
many
British
words
and
American
words
appear
in
their
dialogue.
What
are
they
2.
Let’s
show
T:
I
will
give
each
group
three
minutes
to
make
up
new
dialogue,
but
pay
attention
to
the
rules:
Both
of
you
are
British
and
you
both
speak
British
English.
Both
of
you
are
American
and
you
both
speak
American
English.
One
is
British
and
speaks
British
English,
and
the
other
is
American
and
speaks
American
English.
【设计意图】让学生以不同的身份来编写新的对话，不仅可以考查学生在合适的情境运用词汇的能力，而且可以检测学生对所学习的英式英语与美式英语的掌握程度与熟练程度。
Step
4
Extension
1.
Let’s
discuss
Show
the
rules
of
spelling
difference
between
British
English
and
American
English.
T:
You
did
a
good
job.
Did
you
find
the
rules
of
spelling
between
British
English
and
American
English
I’ll
give
you
some
tips.
(Showing
some
British
words
and
American
words
for
the
same
thing.)
2.
Let’s
learn
more
Show
the
rules
of
pronunciation
and
differences
between
British
English
and
American
English.
T:
Besides
this,
there
are
differences
between
them
in
pronunciation,
usage
and
so
on.
【设计意图】让学生了解并非所有的英式英语与美式英语的变化都是杂乱无章的，对词汇的掌握不完全是死记硬背的，而是有规律可循的。这有助于学生对英式英语与美式英语的词汇的掌握。同时，提醒学生注意在英式英语与美式英语中词形一样的词汇可能有不同的含义。
V.
Homework
1.
Read
and
recite
the
comic
strips
and
the
British
words
and
American
words
in
Part
A.
2.
Learn
about
the
other
differences
between
British
words
and
American
words.
3.
Find
out
why
there
are
differences
between
British
words
and
American
words.
PAGE
1Unit
2
School
life
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
compare
the
amount
of
things
using
“more
...
than”,
“fewer
...
than”
and
“less...than”;
2.
use
“the
most”
for
the
largest
amount
and
“the
fewest/the
least”
for
the
smallest
amount;
3.
form
comparative
and
superlative
adverbs;
4.
use
comparative
and
superlative
adverbs
correctly.
II.
Teaching
contents
1.
New
words
and
phrases:
least,
further/father,
farthest/
furthest,
among
the
three
of
us,
come
first/second/
third
in
the
race,
run
fast,
any
other
classmates,
the
other
students
2.
New
structures:
Millie
has
more
tomatoes
than
Daniel.
Millie
has
less
rice
than
Daniel.
Millie
has
fewer
bananas
than
Kitty.
Kitty
has
the
most
eggs.
Daniel
has
the
fewest
tomatoes.
Millie
has
the
least
juice.
She
ran
faster
than
Millie.
Amy
came
first
in
the
race.
She
ran
the
fastest.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
fewer/less...than,
the
fewest/least
to
compare
the
amount
of
countable
nouns
and
uncountable
nouns
correctly.
Form
comparative
and
superlative
adverbs
correctly.
Use
comparative
and
superlative
adverbs
correctly.
IV.
Teaching
procedures
Comparing
the
amount
of
things
Step
1
Lead-in
T:
Do
you
remember
Nancy
in
Woodland
School
in
London
Her
school
has
a
Reading
Week
every
year.
Let
me
tell
you
something
about
this
year’s
Reading
Week.
【设计意图】利用Reading中的人物和相关背景知识导入到新课，便于学生迅速进入新课并接受新授知识。
Step
2
Presentation
1.
Explain
“more”,
“most”,
“fewer”
and
“fewest”
before
countable
nouns
(1)
Compare
the
books
Nancy
and
her
friends
read
in
this
year’s
Reading
Week.
T:
In
this
year’s
Reading
Week,
Nancy
read
3
books.
Her
friend
Kate
read
two
books.
Tom
read
only
one
book.
Who
Read
more
books,
Nancy
or
Kate
Who
read
fewer
books,
Kate
or
Tom
Who
read
the
most
books
Who
read
the
fewest
books
Ask
some
students
to
answer
these
questions
one
by
one,
show
the
students’
answers
on
PPT.
Mark
“more
books
than”,
“fewer
books
than”,
“the
most
books”,
“the
fewest
books”
in
red.
(2)
Help
the
students
to
work
out
the
rules:
we
use
“more
...
than
...”,
“fewer
...
than
...”,
“the
most”,
“the
fewest”
to
compare
the
amount
of
countable
nouns.
2.
Explain
“more”,
“most”,
“less”
and
“least”
before
uncountable
nouns
(1)
Compare
the
time
Nancy
and
her
friends
spent
in
this
year’s
Reading
Week.
T:
Who
spent
more
time
reading
books
in
the
Reading
Week,
Kate
or
Tome
Who
spent
less
time
reading
books,
Nancy
or
Tom
Who
spent
the
most
time
reading
books
Who
spent
the
least
time
reading
books
Ask
some
students
to
answer
these
questions
one
by
one,
show
the
students’
answers
on
PPT.
Mark
“more
time
than”,
“less
time
than”,
“the
most
time”,
“the
least
time”
in
red.
(2)
Work
out
the
rules
Help
the
students
to
work
out
the
rules:
we
use
“more
...
than
...”,
“less
...
than
...”,
“the
most”,
and
“the
least”
to
compare
the
amount
of
uncountable
nouns.
【设计意图】以在今年的阅读周中Nancy和她的朋友所读的书的多少为例，谈论可数名词的量的比较。
Step
3
Practice
Compare
school
lives
(1)
Give
student’s
some
time
to
go
through
the
table,
and
then
complete
the
sentences.
Remind
students
to
pay
attention
to
countable
nouns
and
uncountable
nouns.
T:
Nancy,
John
and
Daniel
come
from
different
schools.
Daniel
wants
to
compare
his
school
life
with
Nancy’s
and
John’s.
Look
at
the
table
and
help
Daniel
complete
his
sentences.
(2)
Check
the
answers
with
the
students.
Compare
students’
own
school
life
with
others’
Ask
students
to
fill
in
the
last
column
of
the
form
with
the
information
of
their
own
school
life.
Get
several
students
to
compare
their
own
school
life
with
others’.
【设计意图】学生已初步了解如何用more
...
than,
fewer
...
than,
less
...
than以及the
most,
the
fewest/least来比较可数名词与不可数名词的量，通过Nancy,
John,
Daniel和学生自己的学校生活的几个方面的比较，再一次巩固所学内容
。
Comparative
and
superlative
adverbs
Step
1
Presentation
Explain
comparative
and
superlative
adverbs
Compare
the
time
spent
on
practicing
baseball.
T:
We
know
Nancy,
John
and
Daniel
all
have
some
free
time.
How
do
they
spend
their
free
time
They
spend
their
free
time
practising
playing
baseball.
You
see
John
practises
harder
than
Daniel
because
he
spends
more
time
practising.
Who
practises
harder,
Nancy
or
John
Who
practises
hardest
Ask
two
students
to
answer
these
questions,
show
the
students’
answers
on
PPT.
Mark
“hard
than”,
“hardest”
in
red.
Work
out
the
rules.
Help
the
students
to
work
out
the
rules:
we
use
“harder”
and
“hardest”
to
describe
the
verb
“practise”,
and
we
call
them
adverbs.
Sometimes
we
do
not
use
“the”
before
the
superlative
adverbs.
Explain
how
to
form
comparative
and
superlative
adverbs
Show
the
rules
on
the
PPT.
Tell
students
that
we
can
form
comparative
and
superlative
adverbs
in
the
same
way
as
adjectives.
We
can
divide
adverbs
into
3
groups.
We
add
“-er”
and
“-est”
to
most
short
adverbs.
We
add
“more”
and
“most”
before
long
adverbs.
We
replace
the
word
for
some
irregular
adverbs.
【设计意图】利用书中的表格，从谈论自由时间引出练习打棒球的努力程度的比较。自然地过渡到教材的第二部分副词的比较级和最高级的讲解。因为学生已经有了形容词的构成方式的相关知识，教师可以通过讲解直接告诉学生副词的比较级和最高级的构成。
Step
2
Practice
Fill
in
the
form
Ask
students
to
fill
in
the
form
to
see
if
the
students
can
learn
how
to
form
comparative
and
superlative
adverbs.
Exercise
(1)
Complete
the
part
“My
classmates”.
Help
Daniel
complete
his
sentences
with
the
correct
forms
of
the
words
in
brackets.
(2)
Check
the
answers
with
students.
【设计意图】通过填写表格完成所给单词的比较级和最高级，通过完成教材中的练习，再一次巩固副词的构成。训练形式由简单机械的变化到语境理解后的词形变化，体现了操练的层次性。
Step
3
Consolidation
1.
Show
the
form
and
play
the
game
Name
of
clubs
No.
of
students
Activity
Time
(hour)
Likes
Pet
Club
43
1
√√
Reading
Club
97
1.5
√√√√
Greener
China
Club
128
2.5
√√√√√
Helping
Hands
Club
64
2
√√√
T:
You
know
there
are
many
clubs
in
Sunshine
Secondary
School.
Here
is
a
form
about
the
school
clubs.
Let’s
have
a
competition.
Read
the
form
carefully
and
make
a
sentence
using
“more
...
than”,
“fewer
...
than”,
“less
...
than”,
“the
most/least”
or
“comparative
and
superlative
adverbs”.
Each
correct
sentence
can
get
one
point.
Let’s
see
which
team
can
get
the
most
points.
Complete
a
report
(1)
Read
the
form
and
write
a
report
on
their
activity
to
the
chairperson
Ask
several
students
to
show
their
reports,
praise
the
student
who
writes
the
most
correct
sentences
and
the
student
who
finishes
earliest
and
the
student
who
writes
the
best
report.
T:
Kate,
Tom
and
Daniel
all
join
Greener
China
Club.
They
all
did
very
well
in
their
last
activity.
Name
Planting
trees
1
Planting
trees
2
Carrying
water
Place
Tom
15
7
trees
per
hour
15
buckets
(桶)
Lizhuang,
4
km
away
Kate
11
5
trees
per
hour
11
buckets
Tianzhuang,
2
km
away
Daniel
18
9
trees
per
hour
18
buckets
Zhaozhuang,
5
km
away
Dear
chairperson,
We
took
part
in
a
meaningful
activity
last
Saturday
afternoon.
We
went
to
plant
trees
with
some
of
other
club
members.
__________
(plant
more
/fewer/
the
most
/
fewest
trees,
carry
more
/
less
/the
most
/
least
water,
plant
trees
more
/
the
most
quickly,
go
farther
/
the
farthest
to
plant
trees
)
(2)
Get
several
students
to
show
their
reports
and
check
if
they
can
write
correct
sentences
【设计意图】利用游戏的形式激发起学生的兴趣。使得枯燥的语法训练变得生动活泼。最后让学生根据表格提供的信息完成一份报道，通过综合运用当堂课的所学知识达到操练和巩固的目的。
V.
Homework
Go
on
finishing
the
report,
and
try
the
best
to
write
more
effective
sentences.
PAGE
4Unit
2
School
life
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
master
how
to
use
the
suffix
“-ly”
to
form
adverbs;
2.
master
how
to
use
the
suffix
“-ly”
to
form
adjectives;
3.
use
the
words
ending
with
“-ly”
correctly.
II.
Teaching
contents
1.
New
words
and
phrases:
daily,
weekly,
quick,
through,
real,
look
through,
at
first,
keep
(on)
doing
sth,
have
a
lovely
time.
2.
New
structure:
We
have
a
monthly
test
on
each
subject.
To
me,
learning
foreign
languages
is
really
fun.
I
also
keep
writing
in
English
about
my
daily
life.
I
learn
to
use
English
better
this
way.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
How
to
use
the
suffix
“ly”
to
form
adverbs.
How
to
use
the
suffix
“ly”
to
form
adjectives.
How
to
find
out
whether
the
words
ending
with
“ly”
belong
to
adjectives
or
adverbs.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Say
something
about
Nancy’s
and
John’s
school
lives
Nancy’s
school
has
a
yearly
reading
week.
John’s
buddy
listens
carefully
to
his
problems.
Both
of
them
have
a
lovely
time
at
school.
2.
Brainstorm
Can
you
form
a
new
word/new
words
using
the
word
given
(happy—happily—unhappy—happiness—unhappily—unhappiness)
3.
Ask
and
answer
Do
you
think
it
is
easy
to
borrow
books
from
Nancy’s
school
library
Yes,
we
can
borrow
books
easily.
Does
John
have
a
wonderful
time
at
the
Buddy
Club
Yes,
his
buddy
always
helps
him
wonderfully.
【设计意图】通过提问复习reading部分的内容，导入新课话题，同时鼓励学生积极思考，列举出更多的带有后缀的形容词，呈现本节课的学习目标。通过设计头脑风暴，让学生去尽可能多的思考happy的词形变化，引导学生思考单词的前缀和后缀。通过复习本单元的话题，自然导入本课的内容。
Step
2
Presentation
1.
Explain
the
suffix
“-ly”
in
adverbs
(1)
Show
the
examples
of
words
ending
with
“-ly”
and
work
out
four
kinds
of
ways
to
form
adverbs.
(2)
Activity:
Fill
in
the
blanks
T:
Can
you
use
the
correct
words
to
finish
them
(3)
Make
a
summary
Adverbs
usually
modify
verbs,
adjectives
and
other
adverbs.
2.
Explain
the
suffix
“-ly”
in
adjectives
(1)
Show
some
examples
Is
this
a
lovely
panda
Is
Tony
a
friendly
buddy
(2)
Explain
how
to
use
the
suffix-ly
to
form
adjectives
(3)
Activity:
Finish
the
table
Add
“-ly”
to
each
of
the
words
in
the
box
on
the
left.
Then
put
them
in
different
groups.
3.
Finish
part
B
on
P27
4.
Make
a
summary.
Adjectives
modify
nouns
【设计意图】解释形容词变为副词的规律，并通过简单的练习，暗示并总结出规律：副词通常修饰动词、形容词和其他副词。通过书上配套的练习，总结出三个非常重要的短语，a
monthly
test，my
daily
life，have
a
lovely
time，很明显让学生得出结论形容词修饰名词。
Step
3
Practice
1.
Play
a
game:
Find
your
friend
2.
Fill
in
the
blanks
Complete
the
passage
with
the
correct
words.
【设计意图】了解基本规律后，迅速对所学的后缀做巩固练习，这样能更深刻的记忆所学的词的后缀。
Step
4
Summary
Ask
the
students
to
sum
up
how
to
use
the
suffix
“-ly”.
【设计意图】通过设计带有“-ly”后缀的形副词练习，让学生体验具体用法，并及时地总结规律。
Step
5
Extension
1.
List
more
words
List
some
words
ending
with
the
suffix
-ous,
the
suffix
-ern
and
the
suffix
-ness
and
encourage
students
to
learn
more
suffixes
and
prefixes
after
class.
2.
Challenge
Enjoy
a
story,
try
to
circle(圈出)
the
words
with
suffix
-ly
and
tell
what
they
are
modifying.
【设计意图】对后缀的用法适当的拓展延伸，以课本为基础，但不局限于课本。引导学生归纳：副词除可以修饰动词、形容词和其他副词，还可以修饰整个句子；形容词修饰名词。
V.
Homework
1.
Remember
how
to
use
the
suffix
–ly
.
2.
Learn
more
suffixes
after
class
by
yourself.
PAGE
2
