英语：Unit1《School Life》教案Reading （2）（译林牛津版必修1）
单元：Unit1 School life
板块：Reading (Language focus)
教学设计指导思想：
本课按照“点、线、面—单词、词组、句型”设计，课本主要词汇attend,drop,miss,experience通过幻灯片重点讲解, average, earn, challenging, extra, for free, used to 等以填空的形式呈现，相关短语教师口头陈述，学生举例运用。最后学习动名词作主语并初步了解定语从句。用所学词汇编故事。
Teaching aims:
to learn the use of some important words and phrases;
to get some idea about attributive clause and gerund as subject;
to organize important words and phrases into paragraph.
Step1 Revision
Interview: Suppose you have a chance to interview Wei Hua …
Apart from the things you have been told, what other information would you like to know about her life and study in the UK.
Ask her as many questions as possible.
Step2 Language focus
Showing some pictures (including attending class/school, attend a church, attend assembly, attend a wedding) to indicate “attend”.
1. On the first day, all the students went to attend assembly.
(1) vt.出席，参加
(2) attend (on) sb. 照料某人，看护某人
attend to sb.
(3) attend to sth. 注意，专心干（某事）
Exercises concerning “attend”.
Distinguish the following four notions: “attend, join, join in, take part in”
1) He _______ the army in the year of 2003.
2) How many of you will ____________ the coming sports meeting
3) Who is going to ____________ the concert with me tomorrow
4) Won’t you ________ us ______ the tennis match
2. Students at that school have to study Math, English and Science, but can drop some subjects if they don’t like them.
drop v. 放弃，落下，断绝（往来），减少，降低
Try to tell the meaning of “drops” in the following sentences.
1) It was so quiet that you could hear a pin drop.
2) His voice dropped. / He dropped his voice to a whisper.
3) Please drop me at the Post Office.
4) It is wise of you to drop the habit of smoking. _______
Drop n.滴；点; 下降；落下；下跌
a drop of water 一滴水
eye drops 眼药水 teardrops 泪珠 a drop in the price of wheat小麦价格下跌
e.g.1.The worldwide economic recession has led to ___________in people’s salary. （下降）
2. I didn’t see any _________ on Liu Xiang’s face when he quit running in the Olympic Games
Vocabulary extension
drop in / by顺便拜访
drop sb. a line 写封短信
drop in on sb. 造访某人 drop in at a place造访某地
1) The headmaster asked me to_________ him at his office. 校长让我去他办公室。
2) _____________ when you have time. 有空时写封信给我。
3) I want to ____ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难
4) I missed Chinese food a lot at lunch time.
miss v. 思念, 想念; 错过，避免，躲过；未击中，未抓住，未达到（目标）
n. 小姐
missing adj. 丢失的，不在的，失踪的
miss a chance 错过一次机会
Exercises,
1）He fired at the tiger but missed (it). miss means: ___________
2）Her son has gone to the USA, and she misses him very much. miss means: ___________
3) He missed the 9.30 train and therefore missed the accident. miss means: ___________
4) We missed seeing the film when it was at the local cinema. miss means:___________
5. Going to a British high school for one year was a very enjoyable and exciting experience for me.
experience
(1) un. 经验，从经验中获得的知识和技能
(2) cn. 经历
(3) vt. 体验，经历
(4) experienced adj. 有经验的，经验丰富的
The _________________ mountain climber _________________a lot, and he gained much _________________ from his own adventurous _________________.
那个有经验的登山者经历了许多，他从自己的冒险经历中获得了许多经验。
1）Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26)
/; the B. /; an C. an; an D. the; the
2) The job calls for ___ ___________ ____.这份工作需要一个有经验的人。
3) Please tell us your ___________ in America. 请你告诉我们你在美洲的经历。
4) Our English teacher has _________in teaching.
A. many experience B. much experience
C. much experiences D. few experience
Blank filling
average earn challenging extra for free used to
1. Our company ___ ___ do business with theirs.
2. He usually said that he would give when he had some _____ money.
3. Jack has taken on a __________ job.
4. In most cases, you don’t get anything ___ ___.
5. What is the ________ rainfall for August in your country
6. The old man _____ his living as a fisherman and he often supports other people.
Attributive clauses
I sat next to a girl. Her name was Diane.
I sat next to a girl whose name was Diane.
我坐在一个名叫Diane的女孩旁边。
All my classmates enjoyed the cake that I made.
All my classmates enjoyed the cake. The cake was made by me.
我的所有同学都喜欢吃我做的蛋糕。
Attributive clause定语从句
“a girl”& “the cake”——antecedent先行词
“whose”&“that”——relative pronouns关系代词
“whose name was Diane”& “that I made”
——attributive clause 定语从句
She was the teacher who taught us English Literature.
Gerund as subject
Going to a British school for one year was a very enjoyable experience for me.
e.g.1. Walking after a meal is a very good habit.
2. Playing with fire is dangerous.
Translation:
这里不许抽烟。
眼见为实。
玩电脑游戏、收集邮票以及绘画是他的爱好。
Step3 Make up stories
Please make up a story according to the words given below.
attend drop miss experience extra for free earn challenging
One day, I (1)_________ an assembly with my classmates. We had a heated discussion about how to (2) ________ some money on Saturdays and Sundays. Some students thought that it was a bit (3) ___________, others thought it was very easy to (4) ________ this goal. Then we were trained for it and did some part-time jobs. But we didn’t (5) ________ doing our lessons. While doing part-time jobs, we can get some useful (6) ___________. In future we may run our own business.
Step4 Homework
1. Review all the language points we’ve learned.
2. Finish D1 on page 89 of the workbook.
3. Preview Word Power of this unit.英语：Unit1《School Life》教案Welcome to the unit（译林牛津版必修1）
单 元： Unit 1 School life
板 块： Welcome to the unit
Thoughts on the design:
Welcome to the unit 这一板块的主要功能是激活学生与单元话题有关的已有知识，引导学生联系自己的亲身经历进行相关话题的讨论。生动的画面为该模块的语言学习设置了生动的语言情景，能有效地引起学生对话题的兴趣，调动学生的学习积极性。
Teaching aims:
to introduce and develop the theme of School Life;
to get more specific information about Senior One students who have just stepped into a fresh new life;
to enable students to get more chances of practicing listening and speaking skills;
to guarantee effective communication among students.
Teaching procedures:
Step One——Oversea Conversation + Completing Timetables
*Chinese student－“What you will be doing at 8 o'clock Saturday morning
*British student－“Sleeping like a log.” (*a sigh of surprise of Chinese Student)
[设计说明]通过此对话凸显中西方学校生活差异，伴随而来的Timetable的比较进一步深入话题，从而引出对预设话题Dreaming of colorful school life的思考。
Step Two——Come into category
将所列十点内容划分至school life in China or school life in the UK or Both
*Beautiful school campus with modern school facilities．
*Providing selective courses (drop some of the subjects that you do not prefer)．
*A great variety of school activities involved．
*More free style is welcomed with fewer rules and regulations．
*Higher requirement of students’ academic ability, relatively higher burden．
*Being at ease with teachers．
*Offering more chances of connecting society, concentrating on the form of life abilities．
*Sincere friends and classmates whenever you can turn to
[设计说明]仁者见仁，智者见智，学生可就同一要点进行争论，从而突出中西学校生活的“异同”及其所具有的变化趋势。
Step Three——Draw a conclusion through diagrams
[设计说明]由对上述十点的归类，得出共识：中西学校生活方式之差异逐渐变小，相容之处不断扩大。
Step Four——Go through the “History” of Chinese School Life
[设计说明]除了关注中西学校生活之间的对比差异，我们还应当关注中国学生学习生活的渐变过程。
1) Too simple and tiring teaching method到Various teaching activities．
2) Limited learning resources到Make full use of Multimedia．
3) Poet’s quality到 More outgoing．
Step Five——I have a dream “My ideal school life”
[设计说明]讨论、交流共同完成对“理想学校生活”的设计，但在其过程中突出Ideal 与Idle 的区别, 即理想的完美学校生活并非指慵懒的闲散生活。
Differences
Similarities
Similarities
Differences英语：Unit1《School Life》教案Task （2）（译林牛津版必修1）
单 元：Unit 1 School Life
板 块：Task
Thoughts on the design:
本节课的设计重点在于训练学生的听和说的能力，同时让学生学会处理生活中的实际问题。因此，通过设计有意义的情景任务，激发学生兴趣，让学生掌握所学知识，并积极地转化为解决问题的能力。
Teaching aims:
to enhance integrated skills of listening and speaking;
to introduce some knowledge of making a programme;
to challenge students to solve a real-life problem by completing tasks;
to promote students’ cooperation and creativity.
Teaching procedures:
Step 1 Lead-in
Lead in by inquiring about students’ future career. Introduce a new exciting job ( Event Planning) to students. In this way the topic of “programme” is presented. (PPT4-5)
设计说明: 每个学生都有自己的梦想，通过这一熟悉的话题，自然地导入本课主题。从学生将来的工作谈起，也是一个容易引起学生兴趣、产生共鸣的话题。然后，教师通过列举一个新兴职业的三个主要特点(an interesting field, go to interesting places, meet interesting people)，抓住学生的好奇感，引领学生进入本课的重点内容。
Step 2 Understand what a programme is
Help students find out what a programme is and what the basic elements of a programme are. (PPT6-15)
The definition of a programme.
The basic elements of a programme.
The way to write down a date or a day.
设计说明: 帮助学生理解本课主题内容，了解什么是“programme”, 以及“programme” 构成的主要基本要素。用图片的方式帮助他们清晰了解“participants”, “event/activity”和“venue”, 介绍日期和星期的表达方法，并适当训练他们对时间和日期的听力反应, 为即将进行的听力练习作准备。
Step 3 Listening practice
Ask students to listen to the recording and finish the two timetables on page 12 and 13.
设计说明: 完成课本的两个听力练习，训练学生学会听取所需信息，学生的听力能力在此环节受到集中训练。第一个听力练习让学生根据完成的表格，给出顾先生所要参加的三个活动的具体信息。第二个听力练习较长，教师把它分成8个报告，鼓励学生听清楚哪一个的完整信息，主动来完成任务。这样帮助学生降低难度，保护他们回答问题的积极性，并帮助他们树立自信心。(PPT16-27)
Step 4 Make a timetable (group work)
At this point, students will work in groups of four or five to help Sun to finish his job. Sun is chairman of students’ union. He needs to make a timetable for the activities to be done next week by using what has been learned in Step 2
Ask students to read and understand what sun is going to be involved in next week.
Get them to work in groups and offer help if they meet with some translation problems.
Have students show their final work and make comments on it.
设计说明: 用刚才所学知识，帮助学生会主席孙强制作一张时间表，这是学以致用的关键一步。(PPT28-29)
Step 5 Hold a competition
Students work in groups to design a programme for targeted participants (students, teachers or parents). The group whose programme will be popular with most of the students is to win the game. ( The teacher also can have a vote here in order to stimulate their enthusiasm for the job.)
Work in groups and design a programme
Let students present their design and decide which group will be the winner. (While comparing their work, the teacher should make sure they haven’t leave out any one of the basic elements in their programmes.)
设计说明: 让学生展开竞赛，以小组为单位，设计一个“programme”, 最受欢迎者胜出。教师把参与的人限定为学生、家长和教师，使得学生能把关注的焦点集中在同一点上，不至于设计的范围太漫无边际。这一步，不仅再次温习巩固“programme”的几个基本要素，还锻炼了学生的创新能力和合作精神。(PPT30-32)
Step 5 Homework
Ask students to improve their programme and write it down. Encourage them to make a timetable to show their plan for next week.
设计说明: 通过家庭作业再次巩固所学内容。英语：Unit1《School Life》教案Reading （1）（译林牛津版必修1）单元：Unit1 School life
板块：Reading
教学内容浅析：
第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。
Teaching aims:
1. to read a magazine article about school life in the UK;
to learn to apply two basic reading skills: skimming and scanning;
to learn some expressions about school life;
4. to get some information about what school life in the UK is really like.
Teaching procedures:
Step1 Lead-in
Play the song of ‘High School Life’ and show students’ photos.
Can you guess the name of the song
What can you think of when we talk about school life
Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there.
Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word.
Step2 reading
Before we read the article, we are going to learn the reading strategies: skimming and scanning.
1. Reading strategy－scanning
We scan the text when we want to find certain information in a text quickly.
Apply scanning to finish PartC1.C2.
2. Reading strategy－Skimming
We skim a text when we want to get a general idea of what it is about.
Apply skimming to find the key sentences of the paragraph.
Find out the main idea of each paragraph and answer questions concerning the content of each paragraph.
Part1:
School hours:
1. Was she happy with the school hours ______________
2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
Part2:
Attending assembly:
1. Who was the girl sitting next to her on the first day _____
2. The headmaster told them about ______ during assembly.
3. The best way to earn respect from the school was to _________and ___________. Because____________________(知识就是力量）
Part3:
Teachers and classmates:
1. Who was her favorite teacher _______.
2. Was it easy for her to remember all the Ss’ faces and names Why ________.
Part4 / 5 / 6:
Homework and subjects:
1. The homework was not heavy, but why was it a bit challenging for her _________.
2. Why did her English improve a lot _________.
3. Did she enjoy cooking How do you know ________.
4. Do Ss have to learn all the subjects even if they don’t like them ________.
Discussion: Do you think we should learn more foreign languages
If you have a chance, would you like to learn a foreign language
Part 7:
British food and her activities:
1. Why did she miss Chinese food a lot at lunchtime _____.
2. She usually played on the school field. Sometimes ____. Sometimes _______.
Discussion: If you are abroad, what kind of Chinese food do you think you will miss
Step3 Detailed reading
Read the text again carefully and find out the similarities and differences between lives of British and Chinese students.
Step4 Consolidation
1. Task-based gap filling exercise
(1)___________ life in the UK
The (2)_____and (3)______experience of school life in the UK On the first day, all students went to attend (4)_______. During it, the headmaster told us about the rules of the school and the best way to (5)________ respect from the school was to work hard and (6)_______ high grades.
My(7)_______ teacher taught us English Literature.
Homework was not as (8)_______as what I used to get in my old school.
My English (9)______a lot as I used English everyday and spent an hour each day reading English books.
Students can (10)______some subjects if they don’t like them.
2. Comprehension of the whole text.
Finish some multiple choices
Step5 Discussion
What are the advantages and disadvantages of studying abroad
Step6 Homework
1. Write a short passage about 100 words according to the discussion“What are the advantages and disadvantages of studying abroad ”
Prepare to interview Wei Hua.英语：Unit1《School Life》教案Grammar and usage （1）（译林牛津版必修1）
单 元： Unit 1 School life
板 块： Grammar and usage
Thoughts on the design:
本节课是语法课的第一课时，是以认知定语从句、先行词、不定代词以及不定代词功能为主的语法教学课。虽然高一的学生在初中的时候已经接触过了定语从句，但对它的结构以及具体的应用还没有很好地掌握。所以在课堂设计上，以教师去澳大利亚这一经历为主线展开教学活动，注重让学生先从交际的角度出发，利用大量的图片和实例实现使学生自然地感知语言、通过模仿造句强化交际技能并进一步创造性口头输出定语从句这样一个逐步递进的认识过程。力求做到通过师生间、学生间的互动，既提高了学生的语言技能，又实现学生学习兴趣的激发和合作精神的培养。
Teaching aims:
After learning, the students will be able to
1. know what an attributive clause is like;
2. have a general idea of the usage of relative pronouns who, whose, which;
3. make up sentences containing attributive clauses by following examples;
4. show more interest in learning grammar by attending competitions in class.
Teaching procedures:
Step 1 Lead- in （guessing game）
The teacher tells the class that she went abroad last summer. After that, students are encouraged to guess which country the teacher went to.
[设计说明] 在这个过程中，教师将给出带有不同定语形式的提示语，如：It is a beautiful country. It is a country with the Indian Ocean and Pacific Ocean surrounding it. 以及含有定语从句的句子，从而让学生有一个关于定语的概念：用来修饰名词，限定名词，使其外延逐步缩小。同时，引出本节课的主线。
Step 2 Presentation
Get the students to watch some pictures about Australia and listen to the introduction at the same time. ( PPT4 )
Ask them some questions about the contents of the introduction.
Present sentences with attributive clauses by using the information mentioned above.
E.g.: 1. T: Where is Australia S: It’s in Oceania.
T: Australia is a country which is in Oceania.
2. T: What’s the capital city of Australia S: Canberra
T: Its capital city is Canberra.
Australia is a country whose capital is Canberra
4）Present a simple structure to show the positions of the antecedent and the clauses after the students are familiar with examples. （PPT 5）
[设计说明] 通过学生非常容易理解的句子自然地呈现定语先行词是物的、由which 和 whose 引导的定语从句。
Step 3 Look and combine sentences (PPT6-9)
Get the students to look at the picture of clothes, food, books and a mobile phone. Make up sentences containing attributive clauses based on the sentences given.
[设计说明] 通过图片和句子相结合的形式让学生仿照上面的例子来造句。
Step 4 Consolidations (PPT 10)
Ask the students to work in groups of 4 to make up a dialogue according to the situation below. One is going traveling and preparing his suitcase. They talk about Australia, the country he is going to and ask him what he has taken and why.
Tip: students can be given a piece of paper with the names of different items to guide them.
[设计说明] 此项活动事实上是上一个步骤练习的延伸，旨在让学生通过重复上课以来老师所提到的用定语从句描述地点的句子以及学生自己看图所造的句子，进一步理解定语从句。
Setp5 Presentation (PPT 11-12)
1) The teacher introduces the hostess and host of the home where she stayed to present the attributive clauses whose antecedents are persons.
E.g.: This is the woman who looked after me when I was in Australia.
This is the woman whose name is Emma.
2) Present a simple structure to show the positions of the antecedent and the clauses after showing the students enough examples. (PPT13)
[设计说明] 通过学生非常容易理解的句子自然地呈现定语先行词是人的、由“which ”和“ whose ”引导的定语从句。
Step 6 Look, listen and combine sentences (PPT 14-25)
Get the students to look at the pictures of some places while listening to the teachers’ information. They are supposed to combine the information to form sentences containing attributive clauses.
E.g.: T: This is the school. And its name is EF training school.
S: This is the school whose name is EF training school.
[设计说明] 进一步巩固学生对先行词是物、人的定语从句的认识和理解。
Step 7 Consolidations (PPT26)
Divide the students into groups of four to interview the teacher about her experiences. One acts as the teacher while the others act as the school newspaper journalists. In the end, a report is expected to be presented.
[设计说明] 此项活动的目的是让学生在交际中使用定语从句，帮助学生从机械的模仿过渡到在语境中使用，从而在提高学生交际技能的过程中实现语言知识的巩固。
Step8 Summary (使用PPT3中提到的超链接)
1） Get the students to look at the two simple structures again and summarize the table below.
Things Which Whose
Persons Who Whose
2）Present another rule : “that ” can be used to replace “which ”& “who”
Things Which / that Whose
Persons Who / that Whose
[设计说明] 使学生对定语从句的理解上升的理论, 加深对定语从句的理解。
Step 9 Read & search
Get the students to read the passage on Page 9 to find as many attributive clauses as possible.
Check the answers
[设计说明] 这是从口头表达到书面应用过渡的第一步，同时为下节课做好铺垫。英语：Unit1《School Life》教案（4）（译林牛津版必修1）
Reading:
Teaching aims:
To read a magazine article about school life in the UK.
To learn to apply two basic reading skills: skimming and scanning.
To learn some expressions about school life.
Teaching procedures:
Step 1. Revision
Check the homework exercise.
Step 2. Presentation
Yesterday we 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
Skimming question:
How does Wei Hua feel about her life in the UK
Scanning:
1) What topics are mentioned in the WeiHua’s letter
(Which 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)
Scan the passage and complete Part C1, C2 on page 4
Step 4. Group work: What are the similarities and differences between the schools in China and the UK
Aspects In the UK In China
similarities
differences
Similarities:
1) The principal tells the students about the school rules.
2) Attending assembly on the first day
3) One subject for each teacher
4) Feeing at ease with the teachers
Differences
1) school hours
2) subject designing
3) size of the class
4) food
5) homework
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 Workbook and answer 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.英语：Unit1《School Life》教案Grammar and usage （2）（译林牛津版必修1）
单 元： Unit 1 School life
板 块： Grammar and usage
Thoughts on the design:
本节课是语法课的第二课时，学生通过上一节课的学习已经能够做到模仿造句，甚至自己生成句子了，所以本节课主要是让学生从语篇中总结出定语从句的规律，并运用这一规律解决实际问题。在课堂设计上，仍然设置了一条主线，即教材所提供材料中的人物：David Holmes, Kangxin等。所有的教学活动都是围绕这条主线展开，注重从语篇输入开始，通过设置层次递进的活动，使学生能够达到预定的目标。同样也力求做到通过师生间、学生间的互动，既提高了学生的语言技能，又实现学生学习兴趣的激发和合作精神的培养。
Teaching aims：
After learning, the students will be able to
1.have a clear idea of the usage of relative pronouns who, whose, which, that and whom;
2. create some sentences containing attributive clauses according to the situation;
3. show more interested in learning grammar aroused;
4. have a better understanding of the spirit of cooperation.
Teaching procedures:
Step1 Lead-in
Get the students to talk about the character in the passage on page 9.
E.g.: T: What do you think of David Homles
S: He is excellent because he went to Oxford University.
T: He is an excellent student who was able to enter Oxford University.
[设计说明] 让学生复习定语以及定语从句，同时引出本节课的主线—David。
Step 2 Presentation ( PPT4-8, 使用PPT3中提到的超链接)
Get one student to read 2 simple sentences that are the impressions of David from his teachers and classmates．
Get another one to combine the 2 sentences to form a new one with an attributive clause.
Present the sentence on the screen and help them analyze it．
Present all the 3 sentences on the screen and help them form a short passage．
Present the table showing the function of relative pronouns.
Relative pronouns
Antecedent Subject Object Attribute
Persons who/that who/that/whom whose
Things which/ that which/ that whose
[设计说明] 通过呈现如何把两个句子合并成一个含有定语从句的句子,帮助学生总结规律， 最后形成表格，从而使学生进一步理解定语从句，充分认识先行词、不定代词以及不定代词的功能。
Step 3 Consolidation
Get the students to work in groups to tell David (one student acts as David) the most unforgettable thing or person they think. A presentation should be made by the student who acts the role of David in the end.
[设计说明]不同于上节课的以模仿、重复为主的活动，本次活动侧重培养学生创造性的输出，从而更好地把定语从句应用到实际交际中。
Step 4 Choose the right word （PPT9 ）
Get the students to read an email David received from one of his former students, Kangxin and choose the right relative pronouns.
附：e-mail from Kangxin to David
Dear David,
Long time no see you. How is everything going
Have you met any things ( which, who) are unforgettable
I had a great time during the winter vacation because we celebrated the Chinese New Year (that, who) is the most important festival for Chinese. My family got together and had a big dinner on the eve and that was the happiest time for us. I was especially happy when I saw the cousin （which, whom）I hadn’t seen for 3 years. We played and chatted happily together.
Now we are back at school. All the students in our class miss you a lot since you left. Luckily, we have a new foreign English teacher (whom, whose) name is Edward. He is also a good teacher (whom, who) can offer us a lot of help. Several new teaching buildings (who, which) are for Korean students are being built near our school. After they are finished, our school will be larger and more beautiful. You see, a lot of changes have taken place here. Actually, the whole China is changing quickly now.
By the way, did you watch the opening ceremony of the 2008 Olympic Games (which, who) were held the in Beijing I like the song (that, whom) was sung by the Sarah Brightman and Liu Huan. The theme of the song was expressed perfectly by their voices (who, which) are really special and beautiful. Do you agree with me It is known that London is going to host the 2012 Olympic Games. Can you tell me some information (which, who) can give me a general idea of it I really hope I can have the chance to fly there to enjoy the grand events.
Best Wishes
Yours faithfully,
Kang Xin
Step 5 Correct the mistakes （PPT10）
Get the students to read the email from David to Kang Xin. While reading, they are required to underline the attributive clauses.
Get the students to read the email again and correct the mistakes
附：e-mail from David
Dear Kangxin,
I’m happy to receive your e-mail. Being your English teacher is one of the experiences that I will remember it in my life. Now, I always think back to the days that I spent with you together.
My family and friends are pleased to see me back and held a party for me. I told them about the experiences I had in China. I showed them the photos which I took them while traveling and gave them the presents that I brought back for them. They liked them very much and said one day they would go to China for themselves.
I know your Chinese New Year. It’s just like our Christmas who is the most important festival for us Christians. I also had a great time spending the day with my family.
It’s pleasant to hear that China as well as your school is changing for the better. We admire Chinese people’s courage in the face of the disaster and all the things that they have done for the Olympics. Volunteers are the people whom are worth praising. Also, I surely watched the opening ceremony that was held in Beijing. I agree with you in saying so. Sarah is also one of the singers which I like best. Liu Huan is also a great singer who voice attracts many people. There is no wonder the song is so popular not only in China, but here, in London. We are busy preparing for the next Olympic Games. The Organizing Committee is considering some suggestions who were made by the public. We hope we can hold the games as successfully as Beijing.
My Best Wishes to you
Yours
David
Step6 Fill in the blanks (PPT11)
Get the students to complete the conversation on page 11.
[设计说明] 第4-6 个步骤设置了层次递进的练习，帮助学生巩固定语从句， 从而使他们真正掌握定语从句。
Step 7 Passing sentences (PPT12)
Divide the students into several groups and get the first one of the group to remember the sentence and pass the sentence on one by one
[设计说明] 以这种形式来让学生在轻松的环境中接触到英语当中含有定语从句的锦言妙语，既增强学生对定语从句的理解，又使学生从中得到良好的收益。英语：Unit1《School Life》教案Project（1）（译林牛津版必修1）
单 元： Unit 1 School life
板 块： Project
Thoughts on the design:
Project该板块引导学生进行探究性学习，把英语的听、说、读、写的训练从课堂内拓展到课堂外。首先提供与该单元话题有关的具体阅读材料，让学生从中受到启发，引起用英语开展某一活动的兴趣。然后根据所给的具体步骤，通过小组讨论、分工合作、调查访谈、信息探索、交流汇报等形式的活动，用英语去做一件事情，最后呈现学习成果，创造性地完成学习任务，培养综合运用语言的能力。
Teaching aims:
to arouse students’ enthusiasm for developing after-class activities and forming a school club;
to gain the general idea of how to make an attractive poster for the club;
to strengthen students ability of putting theory into practice;
to guide students to cooperate effectively through group work.
Teaching procedures:
Step 1—Which is more attractive
[设计说明] 由两段录音展示两种风格完全不同的社团招募方式，让学生选择其一，并阐述其选择的理由，从而进入预设话题。
*Sample A:
We have a radio club in our school.
*The history of our club:
It was set up in…/by.../when…
*The aims of our clubs are …1)…2)…
*The related activities are…1)…2)…
Do you want to join us (boring & old-typed)
*Sample B:
Are you impressed by the soft background music
Do you have any idea of the beautiful story behind it
The one that would ever touch your deep heart… (charming & attractive)
Step 2—Attract Your Eyes & Grasp Your heart
[设计说明] 带领学生一步步为short play club 设计一份宣传海报,并在其过程中引导学生发现、总结设计一份成功海报的要诀所在。
图片资料的选择：
经典短剧海报show(Cinderella + Snow White + The emperor’s new suit + The little match girl )
口号的创作（slogan）
Do you want to experience different lives (persuasive)
Step 3—The key to a successful advertisement
(Attractive images & persuasive languages 在上一环节的基础上由学生自己得出结论)
Step 4—Have a try (Group Work + Presentation)
Try to design a poster for the Cosplay Club.
