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Unit One School life
Period I Welcome to the unit
I. Teaching aim:
Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.
II. Key point:
Encourage the Ss to talk about their former school life and about their dream school life.
III. Difficult point:
To ensure every student to have a chance to express himself/ herself.
IV. Teaching method:
Individual, pair or group work to make every student work in class.
V. Teaching Procedures:
I. Lead-in:
1. Greetings and self-introduction.
2. It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.
3. Let the Ss introduce themselves and describe their former school and school life.
Ask them some questions:
Q1: What’s your name please
Q2: Which school did you graduate from / Which school are you from
Q3: Do you have any hobbies
Q4: How do you often spend your spare time
4. Introduce what studying at senior high will be like and the differences between junior high and senior high.
II. Brainstorming:
1. Ask the Ss to read the instructions and focus on the four pictures.
Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.
2. Encourage the Ss to talk about each picture with the following diagram to help them.
Pic In the UK In China
1 Huge campus and low-rise buildings
2 Lockers for every student
3 Fewer students in each class
4 At ease with our teacher
III. Further Discussion:
1. Organize students into pairs or small groups.
2. Discuss the three questions below the pictures in groups.
3. Get small groups to report their conclusions back to the whole class.
4. Conduct a feedback activity.
IV. Summary and Homework:
1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.
2. Find out more differences between the lives of Chinese and British high school students, say more about your dream school life.
3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.
Period II Reading (1)
School life in the UK
I. Teaching Aims:
Train the Ss’ reading abilities.
Learn some useful words and expressions.
Learn more about school life in the UK and the differences between school life in the UK and in China.
II. Key Points:
1. Help the Ss to understand the passage better.
2. Learn and master some important words and phrases in this period.
III. Difficult Points:
1. How to help the Ss improve their reading ability and understand the passage better.
2. How to master the important language points in this passage.
IV. Teaching Methods:
1. Fast reading to get the general idea of the text.
2. Careful reading to understand the passage better.
3. Discussion to help the Ss understand what they’ve learned better.
4. Explanation to help the Ss master some language points.
V. Teaching Procedures:
I. Lead-in:
1. Greetings.
2. Check the homework.
3. Differences between high schools in our country and the UK and opinions on many factors and reasons for such phenomena.
II. Presentation:
Reading strategies: skimming and scanning.
Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.
Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.
II. Skimming:
1. Ask the Ss to go through the passage as quickly as possible and try to find answers to the three questions in Part A.
Answers: 1. For one year. 2. Mr Heywood. 3. A small table.
III. Careful reading:
1. Listening while dealing with C2.
Answers: C2: 1.T 2.T 3.T 4.F 5.F 6.T 7.F
2. Read the article carefully and answer the questions in C1.
Answers: C1: 1. School begins at around 9 a.m. and ends at about 3:30 p.m.
2. 29.
3. Because all the homework was in English.
4. She had an extra French class.
5. Lots of desserts.
6. Manchester.
Ⅳ. Consolidation:
Page 5 Ex E ( 2 minutes’ preparation, then do it in chorus)
Answers: experiences / literature / desserts / headmaster / different / life / preparing
Ⅴ. Discussion:
Now you’ve known much about Wei Hua’s school life in the UK. From the text we know that they have a variety of subjects to choose from. You may be quite puzzled whether it is necessary for senior students to learn some of them, such as so many languages and woodwork. Here let’s have a discussion:
1. Should students learn more language Why or why not
2. What subjects would you like to take if you could choose Why
Example:
A: What subjects do you like best and least
B: I really enjoy ……, because I ……. But I am not good at …….
A: I like ……. Do you think we should learn more foreign language
B: Perhaps we should ……
After several minutes, ask the act out their discussion in pairs.
Ⅵ. Summary and Homework:
Today we’ve learned a text about Wei Hua’s experience in the UK. First we learned some reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.
Read the passage after class and get familiar with these language points.
Have a further discussion with your partner about the topics in Part F.
Further exploration: Organize the Ss’ ideas to form a report on “ Interest is the best teacher in learning” and share it with others the next day.
Period Ⅳ Reading (2)
Language Points:
1.(L1) Going to a British high school for one year was a very enjoyable and exciting experience for me.
① Gerund as subject:
Working in these conditions is no easy job.
Meeting you has been a great pleasure.
* It’s no use/good sending him over. It’s too late already.
It’s a waste of time arguing about it.
② exciting / excited
e.g.: The children were excited at the very thought of the journey.
It’s an exciting experience to swim in the sea.
All the students were all excited at the exciting news.
*vt. excite n. excitement adv. excitedly
③ experience
※ 10.(L47) I was very lucky to experience this different way of life.
experience: n. & verb.
[u]n. Do you have any previous experience of this type of work
My lack of practical experience was a disadvantage.
* learn from experience 从经验中学得/ in one’s experience据……的经验看
[c]n. an enjoyable / unforgettable / unusual experience
It was her first experience of living alone.
verb.:
e.g.: Everyone experiences these problems at some time in their lives.(经历，遭受)
I experienced a moment of panic as I boarded the plane.(感受，体会)
*adj.: experienced
an experienced teacher/doctor
He is experienced in looking after animals.
2.(L2) I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3 p.m.
be happy with/ about : be satisfied with 对…...满意
e.g. : Are you happy with this arrangement
She was happy enough with her performance.
* 1. We are happy to announce the engagement of our daughter.
2. The story has a happy ending.
3. He will be more than happy to come with us.
4. by a happy coincidence, we arrived at exactly the same time.
5. That wasn’t the happiest choice of words.
3.(L6) On the first day, all students went to attend assembly.
* attend:
△ be present at an event 出席，参加
e.g.: The meeting was attended by 90% of shareholders.
~ a meeting / a wedding / a funeral / assembly
△ go regularly to a place 定期去，经常去
e.g.: Our children attend the same school.
How many people attend church every Sunday
△ pay attention to what sb. is saying or to what you’re doing 注意，专心
e.g.: She hasn’t been attending during the lesson.
*attend to: deal with 处理，对付 take care of 照料，关心
e.g.: I have some urgent business to attend to.
A particular nurse attended to him / his needs while he was in hospital.
Are you being attended to , Sir 先生，有人接待您吗？
n. attendance
c.f. join / join in / take part in
(1) Tomorrow I will go to ________ an important meeting.
(2) Would you please _______ our walking.
(3) He likes _______ all kinds of outdoor activities actively.
(4) Every weekend the old woman would go ________ church.
4.(L9) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
(1) way: 方法 way to do sth. / way of doing sth.
e.g. There are a lot of ways to make money.
Soon I got used to the American ways of doing things.
* in a way / in one’s own way / in no way / in the way / on the way/ on one’s way/ in this way
e.g.: Your answer is in a way correct.
He likes to attend to his affairs in his own way.
He is no help at all; actually he is in the way.
In no way can you tell him the truth.
Work hard! We are on the way to success.
On the way to the school, I found a man lying on the road.
A car was in the way. We couldn’t get through.
You can do it in your own way.
(2) earn: vt. ①get money for work that you do 挣得；赚得
e.g.: He earns about ￡10 000 a year.
She earned a living as a part-time secretary. (=make a living)
earn money / a fortune/
②get something that you deserve, usually because of sth good you have done or because of the good qualities you have. 获得； 赢得
e.g.: He earned a reputation as an expert on tax law.
As a teacher, she had earned the respect and admiration of her students.
He has worked so hard that he’s earned a holiday.
* earn one’s keep:
e.g.: He worked hard but can’t earn his keep.
*n. earnings
(3) respect: n. ① a feeling of admiration for sb/sth because of their good qualities or achievements 尊重；尊敬；敬意 ~ for sb / sth
e.g.: I have the greatest respect for your brother.
A deep mutual respect and understanding developed between them.
self-respect
② polite behaviour towards or care for sb/sth that you think is important 重视； 尊重
e.g.: He is so conceited that he show a lack of respect for authority.
He has no respect for her wife’s feelings.
* in this respect 在这方面 in respect of / with respect to (=concerning/ regarding / respecting) 关于；就……而言
With respect, sir, I can’t agree. 恕我直言
vt. have a very good opinion of sb/ sth: admire sb/sth 尊敬；尊重；仰慕 ~ sb/sth for sth
e.g.: I respect Jack’s opinion on most subjects.
She had always been honest with me, and I respect her for that.
* a much loved and highly respected teacher 备受爱戴和尊敬的老师
adj. respectful 表示敬意的；尊敬的 respectable 值得尊敬的；体面的
(4) achieve: vt.
e.g.: He had finally achieved great success in the experiment.
No one can achieve anything without effort. ( succeed in reaching a particular goal or standard)
Their background gives them little chance of achieving at school.(be successful)
adj. achievable 可以达到的 n. achievement 成绩；成就；功绩
5.(L16) This is about the average size for British schools.
* average: adj.
an average rate / cost / earnings 平均的
above / below average intelligence 正常的；一般的
n.
The average of 4,5 and 9 is 6. 平均数
Parents spend an average of $220 a year on toys for their children.
(well) above / below /up to (the) average 平均线；平均水平
on average 平均
e.g.: After he became famous, he receives 50 letters a day on average.
6.(L20) I found the homework was not as heavy as what I used to get in my old school, but it was a bit difficult for me at first because all the homework was in English.
(1) as … as: → as + adj./ adv. as as + adj.+a/an + n. + as as+many/much…+n. +as
e.g.: He doesn’t speak as fluently as I do.
Our neighbour has as big a house as ours.
We’ve produced twice as much cotton as we did ten years ago.
* as long as / so long as / as well as / as far as / so far as / as good as / as early as / as … as possible / as … as sb. can
(2) what+noun-clause:
e.g.: What he does doesn’t agree with what he says.
No one told me what was happening on the night of last Sunday.
(3) used to:
e.g.: There used to be a river in front of our school gate, usen’t / usedn’t / didn’t there
→Used there to be … Or: Did there use to be …
I used to smoke, but I gave up several years ago.
c.f.: be used to do 被用来 be / get used to sth./doing sth. 习惯于;适应
e.g.: Wood can be used to make tables.
He isn’t used to the life / living in the big city.
Don’t worry--- you’ll soon get used to his sense of humour.
(4) a bit:
△ = a little I am a bit / a little tired.
Work a bit/a little harder and you’ll earn higher grades.
△c.f.: a little This will give us a bit of / a little time.
△ not a little : very much / not a bit: not at all
e.g.: He doesn’t work hard usually, so each time he is not a little worried about the exams.
He has been well prepared for the exam, so he is not a bit worried.
* bit by bit逐渐地 / a bit of 稍微，颇有几分/ every bit完全 / do one’s bit尽一己之力
7.(L26) My English improved as I used English every day and spent an hour each day reading English books in the library.
(1) as: conj.
e.g.: As he grew older, he lost interest in drawing.
Leave the papers as they are.
As she has been ill, perhaps she will need some help.
Young as he is, he knows a lot.
(2) spend: vt. (spent, spent)
* spend sth. on sth. spend sth. (in) doing sth.
e.g.: He spent ￥1000 on a new suit / updating his computer.
She spent too much effort on things that doesn’t matter.
c.f.: spend take pay cost worth
e.g.: How much does the book _______ How much is the book __________
It ______ her twenty minutes to go to school on foot.
While studying in London, she _______ a lot of money on books.
He only _______ the owner half the price for the dictionary.
8.(L28) I joined the computer club at lunch time, so I could e-mail my family and friends back home for free.
free: adj. vt. & adv.
adj.: I have no ambitious other than to have a happy life and be free.(be free to do…)
“Can I use the phone ” “Please, feel free.”
He walked out of jail a free man.
We are offering a free gift so long as you come to our store.(for free)
Ensure there is a free flow of air around the machine.
He held out his free hand and I caught it.
If you are free for lunch, I will take you out.
This food is absolutely free from artificial colour and flavourings.
l free from…不受……影响的， 没有……的
l free of…. 无……的， 摆脱了……的 （free of charge）
l set free 释放
IDM: free and easy 随变，无拘束 get / have a free hand 可以全权处理，有自主权
There is no such thing as a free lunch.没有免费的误餐。
vt.: free sb./sth. from / of sth.
e.g.: The hijackers agreed to free a further ten hostages.
These exercises help free the body of tension.
adv.: Children under five travel free.
9.(L30) Cooking was really fun as I learned how to buy, prepare and cook food.
(1)fun: [u]n. enjoyment, pleasure; a thing that gives enjoyment or pleasure快乐，乐趣，快乐的事
e.g.: We had a lot of fun at the Sarah’s birthday party.
What fun it is to jump into the river on a hot day!
* have fun / for fun /in fun / make fun of /
(2) prepare: vt.&vi. preparation: n.
prepare to do / prepare sth./ prepare for sth. / be prepared for sth. / prepare sb. to do /
make preparations for sth. / in preparation for
e.g.: I’m preparing to write a speech for the meeting.
Mother is preparing lunch in the kitchen.
They are busy preparing for their lessons.
Mother is preparing Father to go on a trip.
What will be done in preparation for the 2008 Olympic Games in Beijing
Period III Word Power
I. Teaching Aims:
1. Learn to read a map.
2. Enlarge our vocabulary by learning about school facilities.
II. Key Points:
1. Review expressions of asking and answering the way.
2. Some common techniques to enlarge our vocabulary.
III. Difficult Points:
1. How to express themselves in English when finding the way.
2. Master some techniques to enlarge vocabulary.
IV. Teaching Methods:
1. Competition to stimulate them to act quickly and actively.
2. Association to increase their interest and enlarge vocabulary.
V. Teaching Procedures:
I. Greetings:
II. Lead-in:
1. Ask the Ss to recall the first day they came to this school. Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day.
2. Encourage the Ss to think of the patterns they learned in junior high.
* Excuse me, can you tell me the way to ….
Excuse me, which is the nearest way to ….
Excuse me, how can I get to / arrive at / reach ….
*Turn right/ left, and walk straight on. At the end of the first / second crossing, you will find it on your right/ left. You can’t it.
*Walk towards / past…, and then walk between … and …. You will find … at the end of the road.
III. Reading the map:
1. When we go the a place for the first time, a map is very helpful. It can help us to get familiar with the place soon and find our destinations quickly. Do you often take a map when you go to somewhere
Show the map on Page 6 on the screen.
Questions: Where is Wei Hua now and where she wants to go …
There is another route here on the map. Who’d like to explain it
2. Hide-and-seek:
Ask each of the Ss to write a route and he or she asks another one to tell where you are at last.
IV. Notice Completion:
Part C
V. Vocabulary extension:
1. Ask the Ss where the gym is in the map. ( opposite the canteen)
2. Ask the Ss what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.
3. Write the number of each piece in the correct box.
4. Stimulate the Ss to list related vocabulary.
VI. Summary and Homework:
1. Today we have covered word power. In this class we learned to express ourselves in finding ways. We have also learned some words for equipment in a gym.
2. After class do Part B in word power by yourselves and we’ll check it tomorrow.
Period IV Grammar and usage
Teaching aim:
1.To give a brief introduction to attributive clauses.
2.To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching Important Point:
The basic usage of the relative pronouns and learn to use them in different situations.
Teaching Difficult point:
How to help the Ss to learn the Attributive clause efficiently.
Teaching Method:
Present the usage of the relative pronouns by deducting the past knowledge and consolidate what have been learned by doing some practice.
Teaching procedures:
1. Greetings:
2. Check the homework:
3. Lead-in:
Tell the students what is attributive clause.
An attributive clause is a clause that modifies a noun the same way an adjective or prepositional phrase does. The noun it modifies is called an antecedent.
4. Presentation:
Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why. In the clause the relative words usually function as the :
① subject:
The trees are on the school campus. They have lost their leaves.
The trees which are on the school campus have lost their leaves.
② object:
We saw the student just now. He is the vest runner in our school.
The student whom we saw just now is the best runner in our school.
③predicative:
Jack used to be a naughty boy. He is no longer a naughty boy.
Jack is no longer the naughty boy that he used to be.
④attribute:
She has a brother. I can’t remember his name.
She has a brother whose name I can’t remember.
⑤adverbial:
The school is in Shenzhen. He studied in the school.
The school where he studied is in Shenzhen.
5. Practice:
Ask the Ss what function of the bold part in each sentence is. Then ask them to point out the attributive clause in each sentence and translate the whole sentence into Chinese, so that they can compare the different ways in which the attributive clause is expressed in English and in Chinese.
6. Reading and discovery:
Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
Check the answers with the students.
The answers are:
He was the only boy who won the Gold Service Award in 1997.
He then went to Oxford University where he pursued International and Intercultural studies.
Some of the cities in China which he likes most are Shanghai, Harbin, and Beijing.
Some of the books were gifts that he got from his Chinese friends and students.
The paintings that David donated to the school are being displayed in the assembly hall.
7. Language Points:
*pursue: 追赶,追逐,从事,继续
The police are pursuing an escaped prisoner.
She pursued the study of wild animals for many years.
*Upon/On doing… 一…就…
Upon answering the phone, he went out again.
On hearing the news, the mother couldn’t help smiling with great joy.
*develop an interest 对…产生兴趣
*donate v. ①give money, food, clothes, etc. esp. to a charity. 捐赠② allow doctors to remove blood or a body organ in order to help sb who needs it. 献（血）；捐献（器官） donation n.
He donated thousands of pounds to charity.
All donated blood is tested for HIV and other infections.
Thanks to Mr. Lee’s donation, the students in the poor areas can go on with their study.
8. Exercise:
1).He would hire a man ________ they say is a good programmer.
2).He is a man _________ you can safely depend on.
3).The small town _________ he grew up as a child has turned into a big city.
4).The only thing _________ I can do is to wait.
5).This is the library __________ he loves best.
6).The man __________ mustache is grey is ninety years old now.
9. Further Explanation:
Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
10.Practice:
Fill in the blanks on Page 11, check the answers with the students and explain the language points.
*pay attention to… 注意
Please pay attention to every word I say.
You paid no attention in class at all!
Great attention must be paid to the protection of the environment.
*personality n. 个性, 人格,人物,名人
He has a strong personality.
Can you believe it I saw a television personality at the airport today.
11. Further Explanation:
Tell the students several points that they must pay attention to when they use attributive clauses.
★ Which or that can both refer to things, but when the antecedent is modified by words such as very, only, the first, the last, etc. or the antecedent itself is an infinitive like all, everything, nothing or anything, or the antecedent is modified by an ordinal number or a superlative adjective, we usually use that instead of which.
e.g.
This is the best food that I’ve ever had!
There is only one lake that hasn’t been polluted yet.
I’ve known everything that I need to know.
Who and that can both refer to people, but when the antecedents are the words like one, ones, anyone, those, or when the sentence is There be… structure, we use who instead of that.
There are 5 of us who don’t know the way at all.
Anyone who has different ideas may put up your hand.
Those who don’t have tickets must leave at once.
That can both refer to people and things, but when the antecedent has both people and things we only use that.
The little boy and his dog that you saw just now live in the same neighborhood with us.
12.More Exercises:
1).I hate people _______ don’t have a sense of time.
2).Mount Everest is the highest mountain ________ man has been to.
3).I’ve told you everything ______ I know.
4).He is the one _______ helped me a lot when I was in trouble.
5).This is the first time _______ he has seen a celebrity himself.
6).The man ________ speech moved everybody at the meeting is a famous politician.
7).He’s looking at the only photo _______ he has for his parents.
13. Summary and Homework:
In this period we’ve learned about the Attributive Clause. We know attributive clauses are related by relative pronouns and adverbs. They modify nouns or pronouns called antecedents. Then we spent quite much time in knowing usages of these relative pronouns and adverbs. So today’s homework is to go through this after class and try to get familiar with them. Meanwhile, finish these multiple choices after class. Refer to the notes when necessary.
Finish C1 and C2 on Page 88.
Period V Task: Reporting school activities
Teaching Aim:
To help the Ss learn the skills of reading a program and skills information by comparison.
To help the Ss learn how to write a notice.
Teaching Key Point:
Skills of reading a program and comparing information.
Write a notice.
Teaching Difficult Point:
How to master the skills of reading a program and how to pick out the useful information by comparing it.
How to write a notice.
Teaching procedures:
1. Greetings:
2. Presentation:
What is a programme
A programme is a plan of activities to be done or things to be achieved. A programme includes date, day, time, venue, event/activity.
Short forms:
Date: 1st January ------ 1st/1 Jan
Day: Sunday------ Sun
Time: 9 in the morning ------9a.m./09.00 4 in the afternoon ------ 4p.m./16.00
Venue: assembly hall meeting room 7th floor, Park Hotel
Event/activity: a speech on Chinese history / art festival…
3. Listening:
A famous scientist will come to our city and visit some high schools. Listen to his talk and complete his program below: (Page 12)
Play the tape for the Ss to follow, and after the first listening, ask some students to tell the class what information they have caught. Check the answers by listening once more.
Complete the timetable.
4. Compare information:
Two important points: * Read all the information carefully. * Make as many comparisons as possible.
Have the Ss read the guidelines to make sure that they know what to do.
Ask the Ss to fill in the form after reading the email:
The title: with the word Dynasties
The price: having the figure 8
The year: after 2000
The writer: a famous professor
Answer: 7-8976-9374-8/K
5. Reporting to your class teacher:
①Ask the Ss to read the guidelines in Part A, and point out what classes they can skip to attend the talks. ②Ask the Ss to compare the timetable with the one on Page 13, so they can find the talks that they can attend.
③Ask the Ss to read the guidelines in Part B on Page 15 and work in pairs talking about the talks according to the programme timetable on Page 13 and the notes in Part A.
6. Skills building 3: Writing a notice:
1).What is a notice
A notice is a piece of paper which gives written or printed information before something si going to happen. It is usually put in a public place.
2).What’s the important information
time, dates, events, person that issues it, etc.
Or : When Where Who What etc.
Read “ READER NOTICE”. Try to underline the important information.
7. Informing your classmates:
*Inform sb. of / about sth.
He informed me of your decision.
--- be informed of 听说; 接到...的通知
The principle informed us that the school would be closed for one day next week.
*inform against / on / upon sb. 告发, 检举某人
Inform your classmates of all the talks you can attend next month. ( refer to P 15 )
Begin with : “ I am happy to inform you that_______________________________________”
8. Summary and homework:
Today we have learned three skills: reading a program, comparing information and writing a notice. They are very practical and don’t forget them in your studies. Your homework today is to write a notice.
Period VI Project: Starting a new after-school activity
Teaching aims:
To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students to learn what preparations to make when they plan to start a new school club.
Teaching Key Point:
The importance of arrangement and teamwork in starting a club.
Teaching Difficult Point:
Understand the outline of starting a new school club.
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time
What do they do when parents come to visit the school
Who started “Poets of the Next Generation”
What do the members of the group do when they meet
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
①It is great because it is run by the students for the school.
* The dog ran off as soon as we appeared.(move fast)
He will run in the marathon.(race)
I’ve spent the whole day running after the kids.(hurry)
He has no idea how to run a business at all. (manage) [~ a hotel/store/school]
The college runs summer course for foreign students. (provide)
The street runs until the bank of the river. (stretch)
The colour of my new pants ran much when put in the water. (fade)
②I am lucky as I am one of the hosts./ It was started two years ago as CD player were not allowed in school.
*as=since, because
As you weren’t there, I left a message.
As she’s been ill perhaps she will need help.
*as=during the time when, while
I watched her as she combed her hair.
As he grew older he lost interest in everything except gardening.
③He approved the idea, ….
*approve: vi & vt think that sb/sth is good, acceptable or suitable; agree 赞同，同意
I told my mother that I wanted to buy a computer but she didn’t approve.
He doesn’t approve of my leaving tonight.
OPP disapprove noun approval → disapproval
First, she must win her father’s approval.
Several people have nodded in approval.
④Our club is much more than just music.
China Daily is more than a newspaper, it also helps us with our English studies.
Hibernation is more than sleep. It is a deep sleep.
⑤When I attended the first meeting, I was required to write a poem and I had to read it out to the group.
require= to demand by right
All passengers are required to show their tickets.
The friendship requires (us to show) trust and loyalty.
The regulations require that all students (shall/should) attend at least 90 percent of the lectures.
Noun. Requirement meet/satisfy one’s requirement(s)
Step 4: Discussion
How do these two activities attract the students
How do they help the students
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school
Do you like them Why/ Why not
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose
Step 5: Organizing:
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 6: Planning:
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Preparing:
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do How does it attract new members How does it help members achieve their goals
Poster: What does the poster consist of How does it attract its viewers
Step 4: Producing:
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment:
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
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Unit one School life
Period one welcome to the unit
I. Teaching aims:
To find out the differences of their life between senior high and junior high.
To learn something about the high school life in the UK.
To know how to get on well with high school life / study.
To find out how an activity attracts the students and helps the students
II. Teaching Procedures:
Step 1. Warming up
Let some students make a self-introduction.
1. Introduce themselves.
2. Say something about their junior high school life.
Step 2. Presentation
1. Pair work: brain storm:
When we are talking about our school life, what will we probably think of
2. Group work
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK
aspects In the UK In China
Huge campus and low-rise buildings We can see huge campus and low-rise buildings. It is the biggest difference from schools in China Schools in China usually have a large enough campus to make sure students have enough space to study and play in.But most school buildings are taller, at least three storeys.
Lockers for every student There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings. Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom.
Fewer students in each class There are fewer students in a class, no more than 30 per class. There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class.
At ease with our teacher Students have a close relationship with their teachers. They feel at ease and comfortable with them. It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.
3. Writing practice:
What is your dream school life like
What kind of school activities do you enjoy
What do you think of your life here in the new school
4. Summary
5. Home work
1) Recall all the new words and expressions that appear in this unit.
2) How much do you know about the school and school life in the UK Try to surf the net, go to the library or interview foreign students.
3) Preview the following lesson.
Period two Reading: school life in the UK
Teaching aims:
1. To read a magazine article about school life in the UK.
2. To learn to apply two basic reading skills: skimming and scanning.
3. To learn some expressions about school life.
Teaching procedures:
Step 1. Revision
Check the homework exercise.
Step 2. Presentation
Yesterday discussed the differences between high schools in our country and the UK.
Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.
Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …
scanning: to locate specific information about an article.
Look for key words and phrases, dates and words in bold, italics or capital letters…
Step 3. Reading
1. Skimming question:
How does Wei Hua feel about her life in the UK
2. Scanning:
1. What topics are mentioned in the WeiHua’s letter
(opt. are the following aspects of school life mentioned in the article
teachers classmates friends subjects homework grades
timetable activities school facilities host family food
hobbies customs traditions festivals)
2. Scan the passage and complete Part C1, C2 on page 4
Step 4. Group work: what’s the similarity and difference between the schools in China and the UK
Aspects In the UK In China
similarity
difference
Step 5. Practice:
Pair work
Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK
Suppose your desk mate is Wei Hua, make a dialogue.
Step 6. Homework.
1. Complete parts D and E
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
2. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.
4. Preview the following lesson.
Period three language focus
Step 1. Revision:
1. Check the homework
2. Complete the chart and retell the letter.
On the first day
Teachers Mr Heywood
Miss Burke
Size of a classroom
Subjects
Food
Wei Hua’s feelings and progress
Step 2. Language focus
1. Words:
a) attend (join / join in / take part in )
b) prepare
c) miss (missing / gone / lost)
d) experience
e) information
f) sounds
2. Phrases:
a) for free
b) a bit / a little
c) as well as
3. Sentences:
a) Going to a British school for one year has been a very enjoyable and exciting experience for me.
b) I do like eating.
Step 5. Practice
1. Complete wb A1, A2,
2. Translation
1)Jim加入了我们的讨论之列。
Jim joined us in the discussion.
2)Jane正忙着预习功课。
Jane is busy preparing for their lessons.
3)我错过了早班公共汽车。
I missed the early bus.
4）经验是最好的老师。
Experience is the best teacher.
5）我一点也不疲惫。
I am not a bit tired.
6） 他确实告诉了我这个故事。
He did tell me the story.
Step 7. Homework
1. Recall all the new words and expressions that appear in this lesson.
2. Write a summary of the article written by Wei Hua.
3. Preview the following lesson.
Unit One Word power
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day If you don’t know your way, how can you ask and answer the way
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school Why Help the students to recall related words and expressions
What do you think of our canteen How about the gym Is our car park ok in the school
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym How do you like these equipments
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
rammar and usage
Period one
Teaching aim:
To give a brief introduction to attributive clauses.
Teaching procedures:
1. Tell the students what is attributive clause.
2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
4. Check the answers with the students.
5. Explain some language points in the article.
6. Give the students some more exercises of attributive clause.
7. Assignment.
Period two
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
1. Check the homework with the students.
2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.
4. Tell the students several points that they must pay attention to when they use attributive clauses.
5. Some exercises which are to review what they learn in this lesson.
6. Assignment.
Unit 1 Task
Teaching aims:
1. Use abbreviation to fill in timetable.
2. Compare information of two different sources.
3. Write a notice with important information and clear expression.
Procedure:
1-1. Introduce abbreviation.
1-2. Complete school programme timetables with abbreviation
1-3. Compare information of 2 different sources.
2-1 Report the timetable
2-2 Find out important information in a notice.
2-3 Write a notice to notify classmates.
by Miranda Gu
Unit 1 Project Starting a new after-school activity
Period One
Teaching aims:
To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time
What do they do when parents come to visit the school
Who started “Poets of the Next Generation”
What do the members of the group do when they meet
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students
How do they help the students
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school
Do you like them Why/ Why not
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose
Period Two:
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do How does it attract new members How does it help members achieve their goals
Poster: What does the poster consist of How does it attract its viewers
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
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Unit One School life
Period Ⅰ Welcome to the unit（1）
The general idea of this period:
This is the first unit of Advance with English Book I. Also it’s the beginning for a new high school student. High school period is a time of discovery, learning and hard work. Showing what the school life is like in the UK can arouse the Ss’ interest and comparing the school life in China and that in the UK can expand their knowledge.
Teaching aim:
Give the Ss some impression of the school life in the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.
Important point:
Enlarge the Ss to talk about their former school life and about their dream school life.
Difficult point:
The ensure every s to have a chance to express himself / herself.
Teaching method:
Individual, pair or group work to make every s work in class.
Teaching procedures:
Step 1. Greetings and self-introduction
Welcome to our school! Glad to meet you here and I am your English teacher this year. First of all, please allow me to introduce myself to you. My name is …., with Sean as my English name. I graduated from Suzhou University in 1988 and has been a teacher for 17 years. I like playing basketball, table tennis. I also like fishing in my spare time. Above all I like my job teaching very much and do hope to have a good time with you.
Then I want to invite some of you to make a brief self-introduction.
Some questions to help the Ss.
1. What is your name
2. Which school did you graduate from
3. Do you have any hobbies
4. How do you often spend your spare time
5. What school activities did you often have/
6. Welcome to our school.
Step 2. School introduction
I will introduce the new school and some activities that they may often have in the future.
Just now some of you introduced yourselves and said something about your former schools. Now we are here, so let’s say something about our new school.
Show some pictures of school buildings, I will present them two columns of pictures of school activities, asking whether they had such activities or not.(One is about the school activities that our school often offers and the other column about activities in UK.)
I will ask the Ss some questions:
What kind of school activities do you like
Step 3. Further discussion
Just now you saw some different pictures of school activities in China and in the UK. As is shown, there are some differences between them.
Do you know of any other differences between the lives of Chinese and British high school students
Step 4. Expectation
I think there are also some differences between our school and your former school. Since there is a new beginning, I want to ask you:
What do you want to get from this new school
What is your dream school life
Step 5. Summary and Homework
Today we have a good beginning: We introduce ourselves to each other, and know about our school as well. Besides, we talk about the differences between the lives of Chinese and British school students. We also give a brief description of our dream school life.
After class, please find out more differences between the lives of Chinese and British school students., say more about your dream school life, set a goal and plan your senior school life and find out some information about primary education system of the UK.
The Design of the Writing on the Bb:
Unit 1 School life
Period 1
Chen Wei: What kind of school activities do you like
Jack: Do you know any of any other difference between the lives of Chinese and British high school students
What is your dream school life like
Record after teaching:
_______________________________________________________________________________________________________________________________________________________________________________________________________________
Activities and Research:
1. Self-introduction to know each at the beginning of the term;
2. Picture show to illustrate some activities in our school and in Britain;
3. Discussion to lead in the similarities and differences between Chinese and British high school life;
4. Further discussion with each other to describe their dream school life;
5. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.
Period II Welcome to the unit（2）
I. Teaching aim:
Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.
II. Key point:
Encourage the Ss to talk about their former school life and about their dream school life.
III. Difficult point:
To ensure every student to have a chance to express himself/ herself.
IV. Teaching method:
Individual, pair or group work to make every student work in class.
V. Teaching Procedures:
I. Lead-in:
1. Greetings and self-introduction.
2. It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.
3. Let the Ss introduce themselves and describe their former school and school life.
Ask them some questions:
Q1: What’s your name please
Q2: Which school did you graduate from / Which school are you from
Q3: Do you have any hobbies
Q4: How do you often spend your spare time
4. Introduce what studying at senior high will be like and the differences between junior high and senior high.
II. Brainstorming:
1. Ask the Ss to read the instructions and focus on the four pictures.
Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.
2. Encourage the Ss to talk about each picture with the following diagram to help them.
Pic In the UK In China
1 Huge campus and low-rise buildings
2 Lockers for every student
3 Fewer students in each class
4 At ease with our teacher
III. Further Discussion:
1. Organize students into pairs or small groups.
2. Discuss the three questions below the pictures in groups.
3. Get small groups to report their conclusions back to the whole class.
4. Conduct a feedback activity.
IV. Summary and Homework:
1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.
2. Find out more differences between the lives of Chinese and British high school students, say more about your dream school life.
3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.
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