unit 1 school life教案
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| 名称 | unit 1 school life教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2010-12-05 15:46:00 | ||
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本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Unit 1 School life
Reading
The General Idea of This Period:
This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.
Teaching Aims:
Train the students’ reading ability.
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
Teaching Important Points:
Help the students to understand the passage better.
Learn and master some important words and phrases in this period.
Teaching Difficult Point:
How to help the students improve their reading ability and understand the passage better.
How to master the important language points in this passage.
Teaching Methods:
Fast reading to get the general idea of the text.
Careful reading to understand the passage better.
Discussion to help the students understand what they’ve learned better.
Explanation to help the students master some language points.
Teaching Procedures:
Step 1. Greetings
1. Greet the whole class as usual.
2. Check their home work if any
Step 2. Reading
T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
T: This is the first time to read a passage, so first let’s share some reading strategies:
Reading strategies: skimming and scanning
We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, 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.
When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.
T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.
(T show the questions on the screen.)
1. How long did Wei Hua stay in Britain
2. What was the name of Wei Hua’s class teacher
3. What did Wei Hua make in her woodwork class
Suggested answers:
1. For one year.
2. Mr Heywood.
3. A small table.
T: Now let’s read the passage again carefully to check the answers. Underline new words in the text. Meanwhile, some more questions are waiting for you.
(First go through the questions so that they know what to find out. Give them a chance to discuss with their partners if they want)
1. What time do British Schools usually begin
2. What time do they usually end
3. On average, how many students are there in a class in the UK
4. Why did Wei Hua find her homework difficult at the beginning of her study in the UK
5. On Tuesdays, what did Wei Hua do in evening
6. What do British students usually eat after their main meal
7. Which British city did Wei Hua go to
(Write down the new words the students have just listed.)
(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)
T: First some true or false questions. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua ‘s favorite teacher was Miss Burke.
4. British students have fixed classroom and classmates.
5. British students can only study two languages: English and French.
6. British students eat a lot of fruit.
7. Wei Hua enjoyed playing football.
Suggested answers:
1. 9 a.m
2. 3:39 p.m
3. About 29
4. Because all the homework was in English.
5. She had an extra French class on Tuesday evening. 6. Desserts.
7. Manchester. ( You may refer to football ot the football team there. )
( You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students . )
Language points :
1. experience
n. [ U] He is an old teacher with much experience.
c.f. He is an experienced teacher.
n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.
v. During the war time , my grandfather experienced a hard time .
2. as；since；because
I could get up an hour later than usual as schools in China begin before 8 a. m.
I felt lucky as all my teachers were very helpful.
My English improved a lot as I used English every day.
Cooking was really fun as I learned how to buy, prepare and cook food.
3． sound link-v.
The music sounds so pleasant.
That sounds a good idea.
I hope I don’t sound as if I’m criticizing you.
It sounded like a train going under my house.
4. average
n. The average of 4, 5 and 9 is 6.
These marks are well above / below average.
On (the ) average.
We fail one student per year on average.
Adj. The average age of the students is 16 in our class.
Rainfall is about average for the time of year.
v. This car averages 40 miles to the gallon.
Meals average out at $ 10 per head.
5. attend : go to
6. earn: get something because you have done something good.
7. challenging: difficult in an interesting way that tests your ability
8. extra: more than usual
9. prepare: make something ready
10. drop: give up
11. desserts: sweet food eaten at the end of a meal .
Step 3. Listening and Consolidation
T: Now Let’s listen to the tape. You may follow it while listening, and please pay attention to your pronunciation.
(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage. Meanwhile, the teacher asks the students to try to remember some details.)
T: Please turn to Page 5.Let’s do Exercise E. Complete the letter to Wei Hua using the words below.
Suggested answers:
1. experiences
2. literature
3. desserts
4. headmaster
5. different
6. life
7. preparing
Step 4. Discussion
T: 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: Should students learn more languages Why or why not
What subjects would you like to take if you could choose Why
T: Use the conversation below as an example:
A: What subjects do you like best and least
B: I really enjoy Woodwork and Art classes, because I like making things, but I ’m not very good at History.
A: I like English and Chinese best. Do you think we should learn more foreign languages
Perhaps we should learn….
Step 5. Summary and Homework
T: 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 partners about the topic in Part F.
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.
Grammar and usage
The Attributive Clause
The General idea of this period:
This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.
Teaching Aim:
Introduce attributive clause
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 students to learn the grammar efficiently.
Teaching method:
Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.
Teaching procedures:
Step 1. Greetings
Step 2. Presentation
Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)
Step 3. Read the article at page9 and underline the attributive clauses you find in the article.
Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.
Step 4. Consolidation
Finish the exercises at page88
Step 5. Homework
Complete the Attributive Clause exercises
Task
( Reporting school activities )
Teaching Aims:
1) Get Ss to understand what is a programme
2) Practise Ss listening ability
Teaching procedure:
Step 1. Review and lead-in
Ask Ss to remember a passage “My Final Year”. From this passage, let Ss understand after-school activities can also help Ss get into a good college. Then tell Ss
in the task we’ll report school activities in this unit and before learning it we must know the programme of school activities.
Step 2. Understand a programme
1. Ask Ss to read the introduction to programme, and find out:
a. What is a programme
b. What does a programme include
2. Take today for example. Ask Ss to complete the programme.
Date: 15th Sept.
Day: Thur.
Time: 3 p.m.
Venue: Classroom7
Event (activity): having English class
3. Listen to the tape
a. First make up a dialogue with a student. It’s about a programme of our school. At the same time, ask one student to the blackboard to fill in the form as the following.
b. Listen to the tape and fill in the timetable on page 12.
Ask Ss to listen twice, then check with desk mate, at last listen again and check the answers together.
Step 3. Complete a timetable for a school programme
1. Ask Ss to read the timetable on page13, then listen to the tape twice.
2. Check the answers.
Step 4. Assignment
Ask Ss to make up a dialogue according to the timetable.
Event Time
Get up 6.00 a.m. Have breakfast 6.30 a.m.
Have classes 7.00 a.m. - 11.45 a.m. Have lunch 12.00 a.m.
Have classes 2.20 p.m. – 6.00 p.m. Have supper 6.30 p.m.
Do homework 7.00 p.m. – 9.00 p.m. Go to bed 11.00 p.m.
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Unit 1 School life
Reading
The General Idea of This Period:
This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.
Teaching Aims:
Train the students’ reading ability.
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
Teaching Important Points:
Help the students to understand the passage better.
Learn and master some important words and phrases in this period.
Teaching Difficult Point:
How to help the students improve their reading ability and understand the passage better.
How to master the important language points in this passage.
Teaching Methods:
Fast reading to get the general idea of the text.
Careful reading to understand the passage better.
Discussion to help the students understand what they’ve learned better.
Explanation to help the students master some language points.
Teaching Procedures:
Step 1. Greetings
1. Greet the whole class as usual.
2. Check their home work if any
Step 2. Reading
T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
T: This is the first time to read a passage, so first let’s share some reading strategies:
Reading strategies: skimming and scanning
We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, 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.
When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.
T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.
(T show the questions on the screen.)
1. How long did Wei Hua stay in Britain
2. What was the name of Wei Hua’s class teacher
3. What did Wei Hua make in her woodwork class
Suggested answers:
1. For one year.
2. Mr Heywood.
3. A small table.
T: Now let’s read the passage again carefully to check the answers. Underline new words in the text. Meanwhile, some more questions are waiting for you.
(First go through the questions so that they know what to find out. Give them a chance to discuss with their partners if they want)
1. What time do British Schools usually begin
2. What time do they usually end
3. On average, how many students are there in a class in the UK
4. Why did Wei Hua find her homework difficult at the beginning of her study in the UK
5. On Tuesdays, what did Wei Hua do in evening
6. What do British students usually eat after their main meal
7. Which British city did Wei Hua go to
(Write down the new words the students have just listed.)
(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)
T: First some true or false questions. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua ‘s favorite teacher was Miss Burke.
4. British students have fixed classroom and classmates.
5. British students can only study two languages: English and French.
6. British students eat a lot of fruit.
7. Wei Hua enjoyed playing football.
Suggested answers:
1. 9 a.m
2. 3:39 p.m
3. About 29
4. Because all the homework was in English.
5. She had an extra French class on Tuesday evening. 6. Desserts.
7. Manchester. ( You may refer to football ot the football team there. )
( You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students . )
Language points :
1. experience
n. [ U] He is an old teacher with much experience.
c.f. He is an experienced teacher.
n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.
v. During the war time , my grandfather experienced a hard time .
2. as；since；because
I could get up an hour later than usual as schools in China begin before 8 a. m.
I felt lucky as all my teachers were very helpful.
My English improved a lot as I used English every day.
Cooking was really fun as I learned how to buy, prepare and cook food.
3． sound link-v.
The music sounds so pleasant.
That sounds a good idea.
I hope I don’t sound as if I’m criticizing you.
It sounded like a train going under my house.
4. average
n. The average of 4, 5 and 9 is 6.
These marks are well above / below average.
On (the ) average.
We fail one student per year on average.
Adj. The average age of the students is 16 in our class.
Rainfall is about average for the time of year.
v. This car averages 40 miles to the gallon.
Meals average out at $ 10 per head.
5. attend : go to
6. earn: get something because you have done something good.
7. challenging: difficult in an interesting way that tests your ability
8. extra: more than usual
9. prepare: make something ready
10. drop: give up
11. desserts: sweet food eaten at the end of a meal .
Step 3. Listening and Consolidation
T: Now Let’s listen to the tape. You may follow it while listening, and please pay attention to your pronunciation.
(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage. Meanwhile, the teacher asks the students to try to remember some details.)
T: Please turn to Page 5.Let’s do Exercise E. Complete the letter to Wei Hua using the words below.
Suggested answers:
1. experiences
2. literature
3. desserts
4. headmaster
5. different
6. life
7. preparing
Step 4. Discussion
T: 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: Should students learn more languages Why or why not
What subjects would you like to take if you could choose Why
T: Use the conversation below as an example:
A: What subjects do you like best and least
B: I really enjoy Woodwork and Art classes, because I like making things, but I ’m not very good at History.
A: I like English and Chinese best. Do you think we should learn more foreign languages
Perhaps we should learn….
Step 5. Summary and Homework
T: 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 partners about the topic in Part F.
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.
Grammar and usage
The Attributive Clause
The General idea of this period:
This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.
Teaching Aim:
Introduce attributive clause
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 students to learn the grammar efficiently.
Teaching method:
Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.
Teaching procedures:
Step 1. Greetings
Step 2. Presentation
Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)
Step 3. Read the article at page9 and underline the attributive clauses you find in the article.
Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.
Step 4. Consolidation
Finish the exercises at page88
Step 5. Homework
Complete the Attributive Clause exercises
Task
( Reporting school activities )
Teaching Aims:
1) Get Ss to understand what is a programme
2) Practise Ss listening ability
Teaching procedure:
Step 1. Review and lead-in
Ask Ss to remember a passage “My Final Year”. From this passage, let Ss understand after-school activities can also help Ss get into a good college. Then tell Ss
in the task we’ll report school activities in this unit and before learning it we must know the programme of school activities.
Step 2. Understand a programme
1. Ask Ss to read the introduction to programme, and find out:
a. What is a programme
b. What does a programme include
2. Take today for example. Ask Ss to complete the programme.
Date: 15th Sept.
Day: Thur.
Time: 3 p.m.
Venue: Classroom7
Event (activity): having English class
3. Listen to the tape
a. First make up a dialogue with a student. It’s about a programme of our school. At the same time, ask one student to the blackboard to fill in the form as the following.
b. Listen to the tape and fill in the timetable on page 12.
Ask Ss to listen twice, then check with desk mate, at last listen again and check the answers together.
Step 3. Complete a timetable for a school programme
1. Ask Ss to read the timetable on page13, then listen to the tape twice.
2. Check the answers.
Step 4. Assignment
Ask Ss to make up a dialogue according to the timetable.
Event Time
Get up 6.00 a.m. Have breakfast 6.30 a.m.
Have classes 7.00 a.m. - 11.45 a.m. Have lunch 12.00 a.m.
Have classes 2.20 p.m. – 6.00 p.m. Have supper 6.30 p.m.
Do homework 7.00 p.m. – 9.00 p.m. Go to bed 11.00 p.m.
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