牛津译林版英语高一上册Module 1《Unit 1 School life》word教案

Ｉ． 单元教学目标
The First Period Reading
The Second Period Function and writing
The Third Period Listening and speaking
The Forth Period Language study
The Fifth Period Integrating skills
The Sixth Period Writing
Unit 1 School life
I. 单元教学目标
技能目标Skill Goals▲Identify the differences between school life in the UK and in China▲Discuss the daily school life ▲Understand vocabulary about school facilities ▲Write a notice about school activities▲Design a poster for a new school club▲Recognize attributive clauses
II. 目标语言
功能句式 Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me. We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names. Describing school activities Next month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in paring school life in Britain and in China I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
词汇 1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,poet, generation, poem, select, require, scary, nature2. 认读词汇assembly 3. 短语for free, pay attention to
语法 Introduction to attributive clauses Relative pronouns: that, which, who, whom, and whose
重点句子 1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever had. P93. In 1998, he went to Oxford University where he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P9 5. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got from his Chinese friends and students. P97. The paintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldn’t do for preparation. P18
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。
1.1 Welcome to the unit 部分利用四幅图片，分别从（校园风貌、生活设施、课堂教学、师生关系）四个不同的侧面介绍了英国校园生活的有关情况。该部分还设计了三个讨论话题，引导学生对中英两国校园生活进行比较，并就相关话题发表自己的看法。
1.2 Reading部分的短文节选自一份校园杂志。文章由一位交换留学生所写。作者通过自己的亲身经历简要地介绍了英国学校生活的一些情况。文章前后分别设计了五个部分的练习：前两个练习（A、B）要求学生运用本单元介绍的两种基本阅读方法（skimming and scanning）阅读文章，把握文章主旨大意，了解文中明显的细节内容；练习C1通过问题的形式考查学生对文中具体信息的把握程度；C2通过判断正误练习加深学生对阅读材料的理解；D部分为词汇练习，要求学生首先联系上下文猜测所给词汇的含义；然后通过配对练习帮助学生掌握新词的含义和用法；E部分要求学生通过运用所给词汇填空的方式完成一封英国学生写给Wei Hua的信件，以进一步加深学生对阅读内容的理解；练习F设计了两个话题，引导学生对校园生活有关话题展开讨论，以获得对文章深层次的理解。
1.3 Word power部分以Wei Hua找食堂、回宿舍取课本、去健身房、找路等一系列活动为主线，设计了四个练习，学习有关表示学校设施的词汇并进行运用性训练。 Parts A 和B通过图示、阅读及写作的方式帮助学生熟悉相关词汇，复习问路、指路的相关表达；Part C通过一则CMHS的布告，对前两个练习中所学的词汇进行训练；Part D通过配对练习进一步拓展学生词汇。
1.4 Grammar and usage部分学习定语从句这一语法项目，课本重点对关系代词的用法作了讲解，并通过语篇阅读训练的方式帮助学生掌握该内容。
1.5 Task由一系列技能训练项目（和步骤）组成。该部分要求学生通过完成Reporting school activities这一任务，学会讨论校园活动这一话题并能以校园活动为主题写一则布告。任务要求分三步完成，课本在每一个步骤前都设计了一个技能训练项目。分别是：第一步，通过听取一个校长关于校园活动项目介绍的录音，完成一项校园活动时间表，技能训练项目是了解项目内容；第二步，向班任老师报告有关情况，技能训练项目是对所供信息进行比较筛选；第三步，写一则布告知会同学们有关校园活动的情况，技能训练项目是学习布告写作的方法。
1.6 Project部分提供了两篇有关学校俱乐部的阅读文章，指导并鼓励学生课后组建学校俱乐部，并能为此设计一份海报进行宣传。
1.7 Self-assessment部分引导学生对本单元所学内容进行总结回顾，对本单元的学习情况做出分析评价，并能制订相应行动计划，有针对性地对学习过程中存在的问题做出改进或调整策略。
2. 教材重组
2.1将课本Welcome to the unit部分设计为一节 “口语课（I）”。
2.2 将课本Reading部分及Parts A-D设计为一节 “阅读课”。
2.3将课本Reading中Parts E和F部分以及练习册Language practice中Parts A1和A2部分整合为一节“口语课（II）”。
2.4将课本Word power部分设计为一节“词汇学习课”。
2.5将课本Grammar and usage中Introduction to attributive clauses部分以及练习册Language practice中Part C1整合为一节“语言知识课（I）”。
2.6将课本Grammar and usage中Relative pronouns部分设计为一节“语言知识课（II）”。
2.7将课本Task中Skills building 1和Step 1以及练习册Listening部分整合为一节“听力课”。
2.8将课本Task中Skills building 2和Step 2设计为一节“口语课(III)”
2.9将课本Task中Skills building 3和Step 3以及练习册Writing部分设计为一节“写作课”。
2.10将练习册Reading部分设计为一节“泛读课”。
2.11将课本Project部分以及练习册Language practice中Part B整合为一节“综合技能课”。
2.12将练习册Language practice中Part D及课本Self-assessment部分整合为一节“综合评价课”。
3．课型设计与课时分配
1st Period Speaking (I)
2nd Period Reading
3rd Period Speaking (II)
4th Period Vocabulary building
5th Period Language study (I)
6th Period Language study (II)
7th Period Listening
8th Period Speaking (III)
9th Period Writing
10th Period Extensive reading
11th Period Integrating skills
12th Period Self-assessment
IV．分课时教案
The First Period Speaking(I)
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
Low-rise, locker, at ease
2. Ability goals能力目标
Enable the students to compare junior school life with high school life.
3. Learning ability goals 学能目标
Help the students learn how to compare junior school life with high school life.
Teaching important && difficult points 教学重难点
Learn to compare junior school life with high school life.
Teaching methods 教学方法
Discussion.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式
Step I Free Talk
Make a self-introduction and talk about junior school life with the students.
T: Hello, everyone. Welcome to the senior high English class. I’m Zhao Zhenhong. I was a student here when I was at your age. After graduation from Zhengzhou University, I came back here to teach English. Having been here for more than six years, I’ve made many, many friends. Now I’m very glad to have you here learning English together. I’m sure we’ll soon become friends. Now you’ve just finished your junior high and are about to enter a new period in your studies. Do you feel nervous
S1: Not at all. I’ve made some preparations before I came here.
S2: A little. The new school is quite different from the one I was in.
S3: Yes, I do feel nervous. Everything here is new and strange to me.
S4: No. I don’t feel nervous. Because I’m sure I can do my school work better here.
...
T: High school time is very important and often considered as golden time in our life. However, some of you may feel uncomfortable when first came here. What do you think you can do to overcome these difficulties
S5: I think we can try to relax ourselves by making as many friends as possible and doing more activities.
S6: There are really some differences between the life in junior and high schools. We should adjust ourselves to the new environment as soon as possible. If we have difficulties, we can ask for help from classmates and teachers.
...
T: Well, what are the differences do you think between the life in junior and high schools are Have you found some
S7: Yes. First, there are more students here from different places. In my junior school, students were all from the same town, and there were only 30 students in my old class.
T: Well, can you tell us something about yourself and your school
S7: I’m from X Middle School. My name is S7. There is only a three-storey building in my junior school. There were about 500 students there. And the students’ dormitory is not big enough to hold all the students. As my home is not far away from the school, I had to go back home every day.
T: Now you needn’t go back home every day. But would you miss you parents
S7: Of course. But I’ll try to overcome my feelings.
T: Good. Any other differences
S8: Yes. We’ll have more subjects in high school and thick books. Maybe they are more difficult to learn.
T: Don’t worry. Both junior and high school study are for a good foundation of all subjects. As long as you work hard, I’m sure you can be better.
S9: I found there are more and higher buildings here. And more beautiful too. In our school, there is only one old five-storey building.
T: Which school do you come from Can you tell us something about your school life there
S9: I came from X middle school. It is a small but beautiful school with mountains all around. We lived at the school dorms. We used to climb the mountain at the back of the school after class and we read and played there. We used to play basketball in the afternoon but had to go to classrooms for one-hour self-study.
T: Sounds interesting. Anyway, a new school and new student body is a great opportunity to learn about people, places and cultures. I wish everyone here can make many friends and get great success in your school work in these years.
Step II Welcome to the unit
Talk about different high school lives.
T: As we all know, there are differences between school lives in junior and high schools. So there must be differences in different cultures. Some of us must be eager to know what the school life in other countries are like. For example, we’ve studied English for three or more years, what is the UK school life like How different is it from in China You know, there are many famous schools and universities in the UK. Today, we’ll pick up this subject. Now read the instructions in Welcome to the unit on page 1 and focus on the four pictures individually.
Ask the students to talk about the pictures.
T: What can you see in the pictures What are the differences between schools in China and in the UK.
S1: In Picture 1, we can see very low-rise houses and huge campus. They are very different from those in China. In China, we usually have large buildings and campus to make sure students have enough space to study in and play in.
S2: In Picture 2, we can see lockers for every student. In China, we often have fewer lockers in every dorm.
S3: In Picture 3, we can see a larger classroom with fewer students in it. The students sit in two lines and face to face. There is a narrow passage between the two lines. The students are putting up their hands eagerly. Maybe they are answering the teacher’s questions. This is quite different from that of China. We always have a full classroom with students sitting in several lines facing a blackboard. And in most cases, students are not so eager to answer the teachers’ questions.
S4: In Picture 4, two students are discussing something with their teacher. They look quite at ease with their teacher and like friends. In China, it is quite different. Children or students often feel embarrassed when they are with their teachers. T: There are certainly many differences between the school lives in China and in the UK, as we all can see clearly from the pictures. Do you know of any other differences
S5: Certainly. I heard the students in the UK can choose whatever subject they like.
S6: And they are scored A, B, C, D and E for every subject they choose instead of 100 points, 150 points, etc, such as in China or other Asian countries.
...
T: Also, students in the UK have different school activities. For example, they organize school clubs, design posters or do volunteer work. In China, we also have many school activities. What kind of school activities do you enjoy
S7: I enjoy playing basketball after school.
S8: I prefer drawing.
S9: I like playing chess.
...
T: Without varieties of school activities, school life would be boring. Most of you must have drawn a picture of what high school life would be like in your mind before you came here. Now who’d like to share your dream school life with us
S10: My dream school life is like this: there are many friendly and knowledgeable teachers; classmates get along well with each other; we study, play, sing and dance together; we have parties, etc. All in all, I’m happy with everything and everyone here.
S11: My dream school life would be like this: In study, I will work harder to make great progress in every subject; I will try to do more sports to make me stronger; I will be able to learn to play computer games, etc.
...
T: Just as what the four pictures show, differences do exist between high schools in our country and in the UK. There are of course, many reasons for such phenomena. What do you think the reasons are
S1: I think it’s mainly because we belong to different cultures. Both China and the UK have a long history of civilization among which different school systems developed. It is no wonder we have different school lives.
S2: I quite agree with you. China has different cultural and educational background from that of the UK, so there will be differences.
S3: China and the UK have different traditions in education and school systems. I believe each has advantages and disadvantages.
...
Step III Homework
T: Students in different countries learn differently and have different school life experiences. I do hope you’ll have a great experience here. After class,
1. Try to make a careful plan for your high school study.
2. Preview the Reading.
The Second Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience
b. 重点句子
This means I could ... P2
I found the homework was not ... but ... P2
I was very lucky to ... and ... P3
2. Ability goals能力目标
Enable the students to learn to talk about school life and identify the differences between the school lives in the UK and in China.
3. Learning ability goals 学能目标
Help the students learn how to talk about school life.
Teaching important && difficult points 教学重难点
Learn about the school life in the UK.
Teaching methods 教学方法
Discussion and task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式
Step I Lead-in
Check the homework.
T: In the last period, we learned that there are great differences between the school lives in the UK and in China. UK has a long history in education and its public schools are very famous in the world. Many children in the UK, even those from the royal families would go to the public schools. Why Today, we’ll go to the UK schools to have a look.
Step II Reading
Activity 1 Skimming
Ask the students to read the text quickly to find the answers to the questions in Part A.
T: Next we’ll read an article from a school magazine written by an exchange student named Wei Hua. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. Now read the text quickly and answer the questions on page 2. For this, try to focus on and identify the most important information in the text.
Check the answers.
T: It’s not so difficult for you to find the answers to the questions. But for this, I do have some questions for you: first, have you noticed where the answers to these questions lie in the text
S: They are either at the beginning or the end of certain paragraphs.
T: Second, in what way did you find the answers
S1: I read through the whole article and found the answers.
S2: For Question 1, I only read the first sentences of the first paragraph.
S3: I found the words “my class teacher” first, and then the answer to Question 2.
S4: First, I found the paragraph talking about “Woodwork class”, and then I found the answer to Question 3.
T: In doing Part A and answering the questions, we can reach the following conclusion, that is, it’s not necessary to read an article word by word or sentence by sentence to finish certain tasks. This is what we called “reading strategy”. In this unit, two reading strategies are introduced, which are considered as two basic reading skills and often used by many people. Now read the “strategy box” and find the true meaning of them and when and how to use the skills and then try to finish the following form.
Show the following.
Strategy When to use How to use
Skimming
Scanning
Sample answers:
Strategy When to use How to use
Skimming When we want to get a general idea of what a text is about We look at the titles and heading, 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 phrases, dates, numbers, etc. We do not need to read the whole text word by word.
Activity 2 Scanning
1. Ask the students to reread the passage and complete Parts C1 and C2 on page 4.
T: Sometimes you want to find information quickly. In this case, you don’t read every sentence. Instead, you scan the material — you look quickly for the important words. To do this, have a question in your mind. Then run your finger down the page until the answer “jumps out” at you. Don’t read any more than necessary in order to answer your questions. Now, please read the text again and try to finish Parts C1 and C2.
Then check the answers.
2. Ask the students to go through the article again and find out what topics are covered in it.
T: Some parts of school life in the UK are mentioned in the article. Now please find out what specific aspects are mentioned and then try to fill in the form on the screen.
Show the form.
Sample answers:
school hours; assembly; teachers; students; classes; homework; subjects; school activities; Woodwork class; food; free time
School hours School starts around 9 am and ends about 3.30 pm
Assembly The headmaster told us about the rules of the school and also the best way to earn respect from the school
Teachers Mr Heywood, Miss Burke
Students 29, the average size
Classes We had to move to different classrooms for different classes; we also had different students in some classes
Homework Not as heavy as in old school, but a bit challenging, all in English
Subjects English, History, English Literature, Computer Science, Maths, Science, PE, Art, Cooking and French; students can choose and drop some subjects
School activities Read English books in the library; went to the Computer Club at lunchtime; had an extra French class on Tuesday evenings; cooking; held class party at the end of the term
Woodwork class Made a small tale
Food Very different; eat lots of desserts after main meals
Free time Played on the school field; football or just relaxed
Step III After-reading
Activity 1 Getting the Main Idea
1. Parts of the text and main idea for each part
T: Next please find out how many parts the text can be divided into and what the main idea for each part is.
Sample answers:
Part I(Para 1): Wei Hua was happy with her experience in the UK.
Part II (Paras 2-7)): Different aspects of school life in the UK.
Part III (Para 8): Wei Hua’s feeling and hope.
2. Main idea of the text
T: What’s the main idea of the text
S: The text is about what school life in the UK is like. In the text, Wei Hua described several aspects of the school life in the UK, including the school hours, school assembly, teachers, classes, homework, subjects, school activities, Woodwork class, food and her free time.
T: How do you like the school life Wei Hua described in the text
S1: I found the school life in the UK is more relaxed than that in China. For example, they have less school hours than us. We Chinese students have to study at least ten hours each day. As I know, some students of Senior three spend even more hours on study.
S2: I think the students in the UK are free in choosing the subjects. They can drop the subjects they don’t like. But it is quite different in China. We have to study the same subjects whether we like them or not.
S3: Also I think they have some lessons which have much to do with daily life, such as cooking, Woodwork class.
Activity 2 Guessing Meaning from Context
T: Sometimes you do not need to look up the meanings of all new words in a dictionary. You can often guess the meanings of many words from the context. Now read the instructions in Part D and try to finish the exercise.
Show the reference materials about How to Guessing Meaning from Context. (见附件) Check the answers.
Activity 3 Discussing the Reading
Explanation
Give necessary help if the students have any difficulties in understanding the text.
T: From the article we have learned a lot about the school life in the UK. There are really many differences between school life in the UK and in China. Do you have any difficulties in understanding the text
Some sample language difficulties and explanation:
How to understand the sentence “Going to a British high school for one year was a very enjoyable and exciting experience for me ” Can you give us some more examples
Explanation: Here “Going to a British high school” is a gerund phrase used as subject.
Examples:
— What do you think made Mary so upset
— Losing her new bicycle.
It’s no use buying a lot of books without reading them.
Studying in high school is an important period in one’s life.
(2) I sat next to a girl whose name was Diane.
Explanation: Here “whose name was Diane” was used as an attributive modifying the word “girl”.
Examples: Here comes Smith whose father is a famous scientist.
The man whose umbrella you took is very angry about it.
The girl whose work got the prize is the youngest in her class.
(3) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
Explanation: “to earn respect” is used as an attributive modifying the word “way” and “to work hard” is used as a predicative.
Examples: He is always the first one to get up.
Every morning she would give him breakfast in bed and bring him the papers to read.
The roof fell before he had time to dash into the room to save his baby.
Then there are always people to talk to if you feel like a chat.
The best treatment for fatness is to reduce the internal fat.
We weren’t allowed to stop him. All we could do was to watch him.
Either you or the headmaster is to hand out the prizes to these gifted students at the meeting.
(4) Though it didn’t’ look like a table when it was finished, I still liked it very much.
Explanation: “Though” is a conjunction, which means “in spite of the fact that”. When “though” is used as a conjunction, it can’t be used together with “but”.
Examples: Though times were changed, Bursley was still Bursley.
Though he was going to Winnipeg, he was in no hurry.
It is right for us to go, though I left all for George to decide.
Harvest comes not every day, though it comes every year.
The speech is good, though it could be better.
Though we be poor, we will still be happy.
2. Recognizing the writing purpose, style and techniques
T: What is the purpose of the writing
S: In the article, Wei Hua gives us a brief but clear description about what school life in the UK is like from her own experience. I think the purpose of the writing is to introduce us something about British school system and make us identify the differences between the school life in different cultures.
T: What do you think the writing style and techniques of the text are
S: This is a description. The writer shows us a vivid picture of what the school life in the UK is like from her own experience, that is, the write adopts the first person writing method making the readers feel like that’s just their own experiences.
Summarizing: moral aspects of the text
T: Now that we’ve already had a clear understanding of the text and known something about the school life in the UK, we find great differences exist in different cultures. As for Chinese students, we are used to getting up early in the morning, hurrying for breakfast, listening to the teachers attentively in the class, doing more homework after school and having less school activities, etc. We might have heard some say that Chinese students lack of creativity, imagination, such and such. Anyway, there are advantages and disadvantages of the school systems and lives in both cultures. We must on one hand, face the reality and follow the rules and traditions of us Chinese, on the other, we should know more about foreign cultures and learn the better parts from them.
4. Practice
Ask the students to complete Parts D on page 4. Then check the answers.
Step IV Homework
1. Write an article about the differences between high schools in the UK and in China.
2. Find more information about different school lives in different cultures.
The Third Period Speaking（II）
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
article, penfriend, introduce, immediately
b. 交际用语
What subjects do you like best and least P5
Do you think we should learn more foreign languages P5
2. Ability goals能力目标
Enable the students to talk about school life.
3. Learning ability goals 学能目标
Help the students learn how to talk about school life.
Teaching important && difficult points 教学重难点
How to discuss school life.
Teaching methods 教学方法
Discussion and task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式
Step I Revision and Lead-in
Check the homework.
T: Each educational system is a mirror that reflects the culture of the society. In a western society such as the United States or Canada, teachers place a lot of importance on the qualities that makes each student special. Students do not often memorize information. Instead, they work individually and find answers themselves, and they express their ideas in class discussion. At an early age, students learn to form their own ideas and opinions. In most Asian societies, such as China, Japan, and Korea, children often work together and help one another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures, and the students listen. There is not much discussion. Instead, the students recite rules or information that they have memorized. In the last period, Wei Hua introduced the school life in the UK in her article. There are really great differences between the school lives in the UK and in China. What are they, do you remember
Ask some students to read their articles.
A sample version:
Different school lives in China and in the UK
The differences between the school lives in the UK and in China can be seen from the following aspects: First, the timetable is different. In China, schools often have a busy schedule. Students have to get to school very early and return home quite late. But in the UK, students do not have to arrive school early and can go back home early. Second, the number of students in a class is different. There are only 30 or so students in a class in the UK while we may have at least 40 in China. Third, the subjects are different. In the UK, students can choose or drop whatever subjects they like or dislike, but in China all the students have to have the same subjects. Besides, they have subjects like Cooking, Woodwork, etc. But we don’t. Above all, British students are very lucky, because they do not have as much homework as we do! As for food, British people likes eating lots of desserts after their main meals while we usually have tea or soup. So be prepared for a different life if you want to study abroad!
T: Of course, there are many other differences between the two kinds of school lives. Apart from the things you have been told by Wei Hua, what other information would you like to know Think about questions you want to ask and make an interview.
Step II Speaking
Activity 1 Making an interview
T: Living in another country for a year is something most people never have the opportunity to do. You’ll return with new knowledge, cultural understanding, maturity and lifelong friends from your host country. As we ourselves have not the opportunity to go abroad to experience a foreign way of life, we are very happy to have Wei Hua who has just finished her one-year study in the UK. Suppose you have a chance to interview Wei Hua, what other things would you like to know Now work in pairs and make an interview dialogue by asking and answering questions.
A sample dialogue:
(I = Interviewer; W = Wei Hua)
I: You’ve informed us a lot about different aspects of school life in the UK, though, we do want to know more about the school life there. Would you mind me asking you some questions
W: Of course not.
I: Well. In China, we have nine years of compulsory education. Do the British have the compulsory education
W: Oh, yes. Children between 5 and 16 years are provided with completely free education with free books, exercise-books and all the other necessities for school life.
I: Do the students in the UK have to take all kinds of examinations
W: Yes, they do.
I: I heard the public schools in the UK is very famous. Can you tell me something about them
W: Sure. The UK is long famous for its excellent public schools. Children from the royal families to the middle class families all prefer to attend the pubic school. These schools always provide the students with first-class curriculum, and aim at elite education. And they have excellent boarding systems.
I: Good. Do the students there have to wear school uniforms like in China
I: I heard the public schools in the UK is very famous. Can you tell me something about them
W: Sure. The UK is long famous for its excellent public schools. Children from the royal families to the middle class families all prefer to attend the pubic school. These schools always provide the students with first-class curriculum, and aim at elite education. And they have excellent boarding systems.
I: Good. Do the students there have to wear school uniforms like in China
W: Yes. Each term the British press has reports of pupils being sent home from school. What is the reason Not always bad behaviour. Sometimes it has something to do with fashion. Some students do not like to wear school uniforms, instead they choose their own clothes, some of which are considered unsuitable. And the schools have the right to send them back home to change clothes.
I: What about the school classes
W: They usually have four classes every day. The classes are always “noisy”. The students seems more relaxed in classes than in China.
I: And how about their school activities？
W: They do have more activities. There are many school clubs or associations. The students there learn all kinds of social skills or do sports.
I: What other subjects do they learn besides what you have mentioned in your article
W: The students in the UK do have many things to learn. They learn nearly everything which has something to do with their future life. For example, how to be parents, how to deal with accidents, etc.
I: Well, it’s nearly time for class. Thank you very much for telling me so much. Bye!
W: Bye!
Activity 2 Discussion
T: After learning about the school life in the UK, some of you may think the school life in the UK seems more interesting and colorful than in China. It’s really hard to say which is better. Next work in pairs and discuss your school life with your partner. The questions below the picture can help you.
Sample dialogue 1:
S1: We now have more subjects than in Junior schools. Which subjects do you like best
S2: I really enjoy English. Learning English is fun. I am very interested to know more about the school lives of foreign students.
S1: Do you think we should learn more foreign languages Why or why not
S2: Yes. As 21st century students, we should learn extensively. Not only should we know about our culture, but other cultures, especially those of developed countries. It’s terrible to become ignorant of the outside world.
S1: I agree. Some scientists even say learning more foreign languages may make us wiser. Do you think so
S2: More or less.
S1: What subjects would you like to choose if you could Why
S2: I’d rather choose science. You know, a science major have more job chances in China. And science can help us solve many problems in daily life.
S1: As for me, I prefer to choose PE. I envy those athletes who got prizes in international games. I’m strong. I believe I can be a good athlete.
Sample dialogue 2:
S1: Among all the subjects we learn now, which do you like least
S2: English.
S1: But why You told me you wanted to study abroad. S2: Yes. But it’s my parents’ idea. I find English is very boring. I have to remember many words and expressions every day. And sometimes I can’t make correct sentences in English.
S1: You should work hard at it. English is really important nowadays. Just think, what a pity it would be if you can’t play computer games only because you don’t know English!
S2: You’re right. I’ll make a careful plan to improve my English.
S1: If you are allowed to choose the subjects, which would you like Why
S2: I would like to have Chinese. It’s much more useful and easy to learn. It’s strange for so many students in China don’t speak or write Chinese well.
Step III Reading
1. Ask the students to read and complete the letter from the British student.
T: Nowadays, learning Chinese has become a popular trend in many countries. Many schools open Chinese classes in schools. So communication between Chinese and foreign students increases greatly. Now read the letter to Wei Hua from a British student, find out what he / she wants to know and then complete the letter.
Check the answers and then ask the students to read aloud the completed letter.
2. Practice
Ask the students to do Parts A1 and A2 on page 86. Then check the answers.
Step IV Homework
1. Ask the students to write a reply to Daniel Adams for Wei Hua.
2. Preview Word power.
The Fourth Period Vocabulary building
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
canteen, lecture hall, gym, beam, barbell, skipping rope, dumb-bell
b. 交际用语
What is the quickest way to ... P6
If I walk toward ..., I can then ..., walk past ... and ... P6
2. Ability goals能力目标
Enable the students to learn the words and expressions about school facilities.
3. Learning ability goals 学能目标
Help the students learn how to master the words and expressions about school facilities.
Teaching important && difficult points 教学重难点
Learn the words about school facilities.
Teaching methods 教学方法
Illustration, definition and translation.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures && ways教学过程与方式
Step I Revision and Lead-in
Check the homework.
T: The most powerful force in the promotion of international understanding and peace is exposure to different cultures. The world becomes a smaller, friendlier place when we learn that all people — regardless of nationality — desire the same basic things: a safe, comfortable environment that allows for a rich and satisfying life for our children and ourselves. Student exchange between different countries provides thousands of young people with the opportunity to meet people from other lands and to experience their cultures. Wei Hua got the chance and soon a British student who wants to be her friend and wants to know about the school life in China. What would Wei Hua do How would she reply
Ask some students to read their letters.
A sample version:
Dear Daniel Adams,
Very glad to hear from you and be your friend. I’ve already studied in your country for one year and made many friends. This is a great experience for me and I will never forget it.
As for the high school life in China, I’m very glad to tell you about it. The school life in China is quite different from here. For example, Chinese students often have a busy schedule every day. They have to work from daybreak till late at night. At school, they have eight to ten classes each day and often heavy homework after school. So they don’t have much free time to play or do other activities. They are asked to learn all the subjects the school appointed. They can’t drop any subjects you dislike or you would fail the exam. Chinese classrooms are always quiet with students sitting straight listening to their teacher carefully.
Welcome to visit China next summer. I’m very glad to be your guide. And welcome to our city. Our city, Xi’an was one of the Four Great Ancient Capitals of China because it has been the capital of 13 dynasties. The city has more than 3,100 years of history. It is the largest and most developed city in the northwestern part of China and is ranked among the 10 largest cities in the nation.
Best wishes,
Wei Hua
Ask the students to think about the following topic.
T: School plays an important part in children’s growing-up. In choosing a new school, you have to consider the school facilities and environment and other factors so that you can have an easy and convenient life there. This period, we’ll learn something about school facilities.
Step II Vocabulary Learning
Activity 1 Learning the names of school buildings
T: Do you still remember the first day you came to this school Do you have any difficulty in fining your way to the classroom or any other buildings that day How did you find the way around
S1: On the first day I came here, I found the school is really larger than my junior one. I had to go around to see what buildings there are so that I could find them easily.
S2: I had some difficulty in finding the classroom. There are three large classroom buildings, I don’t know which one is ours. I had to ask someone for help. ...
T: On the first day in the UK school, Wei Hua had some difficulty in finding the way. She had to read the school map carefully and thought of how to find the quickest way to get somewhere. Now focus on the map and read the names of each building and Wei Hua’s thoughts.
Ask the students to give the Chinese meaning of the names of the buildings.
Activity 2 Finding the way
Review the expressions of asking and answering the way.
T: Usually, if we don’t know the way, we would ask some others for help. What would you say when you ask for help.
S1: Excuse me, which is the quickest way to ...
S2: Excuse me, could you tell me the way to ...
S3: Excuse me, how can get to ...
T: How to answer the way then
S4: Turn left / right, and walk straight on. Turn right at the end of the first / second crossing, you will find it on your left / right. You can’t miss it.
S5: Walk toward / past ..., and then walk between ... and ... You will find ... right next to ...
...
Ask the students to do Part B.
T: Read the instructions in Part B and write a description of the quickest way to get from the dormitories to Classroom 4.
A sample description:
Suppose Wei Hua is at the door of the canteen. First she should turn right, walk to the first crossing and turn left, walk straight on to the end of the road, get the book she wants and then return from the same way to the canteen, walk on till the end of the road.
Classroom 4 is on her left.
Ask the students to do more practice.
T: If you have just attended a lecture, and you are supposed to do some exercise in the gym, mark the shortest way from the lecture hall to the gym.
S: After walking out of the Lecture Hall, turn right and walk straight on. Turn left at the end of the first crossing, walk on and past the medical center, and then turn right. The gym is next to Classroom 26-39.
Activity 3 Finishing the note
Ask the students to do Part C on page 7.
T: Now read the notice from the Students’ Office and help Wei Hua find her way around the school.
Then ask the students to read the completed notice.
Step III Vocabulary Extension
T: People nowadays pay much more attention to their health. And many gyms are built for people to do exercise and keep fit. Have you ever been to a gym
S1: No. But I watched on TV. There are many pieces of equipment there and often there are instructors.
S2: I go to the gym often to lose weight.
S3: I’ve never been to a gym. But there are many kinds of equipment in the park nearby, and I often go there to do exercise.
...
T: Do you know why gyms are popular nowadays？
S1: One reason is people nowadays are busy with their work and often pay little attention to their health, or always under great pressure. After a long time, they have poor health. So they have to go to gyms to do some exercise.
S2: I think it’s because people now are paying much attention to health. And a gym can provide them with many pieces of equipment and above all, the guidance to use them.
T: Do you know the equipment in the picture How to say these pieces of equipment in English Now please do Part D by yourselves.
Then ask the students to say out or write down the names of the equipment according to the following definitions or descriptions.
1. It is 16 feet long, four feet high and just four inches wide. It is made of a metal or steel frame and a wooden beam with a leather cover. Exercises on it consist of dance elements like turns, pirouettes (以脚尖旋转), jumps and leaps, and tumbling （翻跟斗）elements such as cartwheels （横斤斗）, handsprings （前手翻腾跃）and somersaults （翻筋斗）. The exercise time is up to 1 minute 30 seconds. It is only used by female gymnasts.
2. a metal bar with weights at each end, which you lift to make you stronger.
3. two weights connected by a short bar, that you can lift to strengthen your arms and shoulders.
4. a structure for children to climb on, made from metal bars, wood, or rope.
5. an area made for playing basketball.
6. a piece of equipment consisting of a pair of heavy metal circles (usually covered with leather) suspended by ropes.
7. a piece of thick soft material used in some activities for people to sit on, fall onto etc.
8. a long piece of rope with handles that children use for jumping over.
Sample answers:
1. beam; 2. barbell; 3. dumb-bell; 4. climbing bars;
5. basketball court; 6. rings; 7. mat; 8. skipping rope
Step IV Homework
1. Try to learn more words about school facilities.
2. Preview the Grammar and usage.
The Fifth Period Language study (I)
Teaching goals 教学目标
1. Target language 目标语言
Attributive clauses: the team who were wearing green
2. Ability goals 能力目标
Enable the students to learn what an attributive clause is.
3. Learning ability goals 学能目标
Help the students learn how to identify and write attributive clauses.
Teaching important points 教学重点
How to identify attributive clauses.
Teaching difficult points 教学难点
How to rewrite pairs of sentences using attributive clauses.
Teaching methods 教学方法
Generalization and transformation.
Teaching aids 教具准备
A projector, some slides and a blackboard.
Teaching procedures and ways 教学过程与方式
Step I Revision and Lead-in
Check the homework.
T: School facilities are an important part of school construction and development. Sometimes, the school will improve the school buildings, buying new pieces of equipment and making the whole school environment safer and more pleasant. In the last period, we learned some words and expressions about school buildings and facilities. Do you still remember them Now please do the following exercises.
Show the following.
Write the words and expressions according to the definitions.
1. the part of a city where medical facilities are centered
2. a workplace for the conduct of scientific research
3. a restaurant at a school or camp where food and personal items are sold
4. a piece of equipment used in weight training. It is a weight that is held in one hand
5. a piece of equipment consisting of a pair of heavy metal circles (usually covered with leather) suspended by ropes
Sample answers:
1. medical center; 2. science laboratory; 3. canteen; 4. dumbbell; 5. rings
Get the students to recall what can be used to modify a noun in English. Then introduce them the attributive clause that can also be used to modify a noun.
T: Boys and girls, what can be used to modify a noun as far as you know Think about it. You’d better come up with some examples.
S: An adjective can be used to modify a noun. For example, blue sky, happy moment and so on.
S: Sometimes we use a noun to modify another noun. For example, woman player, bus station. Woman and bus separately modifies player and station.
T: That’s right. What else
S: We also use prepositional phrase to modify a noun. For example, monkey in the tree, buildings in danger, books on your desk and so on.
Write the examples on the Bb.
blue sky, happy moment
woman player, bus station
monkey in the tree, buildings in danger, books on your desk
T: Excellent. Can anyone summarize the rule of the order in these examples
S: We put adjectives or nouns before nouns to modify them. While we put prepositional phrases after nouns to modify them.
T: Quite right. But do you know that a sentence can also be used to modify a noun Today, we will learn such sentences. We usually call these sentences attributive clauses. Actually they are part of a compound or complex sentence. The nouns they modify are called antecedents.
Write the following words the Bb.
Attributive clause Antecedent
Step II Introduction to attributive clause
T: Now look at the clause on the screen.
Show the following on the screen.
I’ve got a novel which you may like to read.
T: Look at the sentence. Which word is the antecedent, and which part of the sentence is the attributive clause
S: Let me try. Novel is the antecedent, and which you may like to read is the attributive clause.
T: So what’s the rule of the order here
S: The attributive clause is put after the noun to modify it.
T: Yes, that’s the order you should pay attention to. Here in the sentence, we see a word which. Which is a relative pronoun; it is used to introduce the attributive clause. We have more relative pronouns such as that, who, whom and whose. Let’s turn to page 8, Activity 2, and see how these relative words usually function as in the clauses.
Get the students study the sentences in Activity 2 carefully.
T: Look at the first example. Can you name the antecedent and the attributive clause in it
S: The trees is the antecedent and which are on the school campus is the attributive clause.
T: What does which here refer to
S: It refers to the trees.
T: Exactly. Then what does it function as in the attributive clause
S: Which functions as subject in the clause.
T: The antecedent is a part in the attributive clause, but it won’t appear in the clause. Instead, we use a relative pronoun to replace it.
Get the students to study the first four examples in Activity 2 and fill the form below.
Example Antecedent Attributive clause Function of the relative pronoun
1 the trees which are on the school campus subject
2 the students we saw just now object
3 the lazy boy that he used to be predicative
4 brother whose name I can’t remember attribute
T: Besides relative pronouns, relative adverbs like where, why and when can also be used to introduce attributive clauses. Look at the last example in Activity 2 and the two sentences on the Bb.
Show the two sentences on the Bb.
People will always remember the time when Hong Kong and Macao returned to our motherland.
He didn’t tell us the reason why he was so happy.
T: Who can tell me what does where function as in the clause
S: Adverbial.
T: Yes. You are right. When and why in the sentences on the Bb also function as adverbial. But are there any differences between them
S: Where usually refers to a place. Here it refers to in the school. When refers to time. And why refers to reason.
Step III Practice
Get the students to read the article on page 9 and find the attributive clauses in it. Students should also be able to identify the antecedents and the relative pronouns or adverbs and their functions.
T: Now, please read the article on page 9. Underline the attributive clauses in it, and work in pairs, tell each other the antecedents they modify and functions of the relative words in them. Finally, translate the sentences into Chinese.
Sample answers:
1. David was one of the most helpful students that we ever had.
Students is the antecedent, and the relative word that functions as object.
大卫是我们所有学生中最乐于助人的学生之一。
2. In 1998, he went to Oxford University where he got interested in Chinese culture.
Oxford University is the antecedent, and the relative word where functions as adverbial.
1998年，他上了牛津大学，在这里他对中国文化发生了兴趣。
3. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing.
Cities is the antecedent, and the relative word which functions as object.
在中国他最喜欢的几个城市是北京、上海、哈尔滨和南京。
4. Most of the students that he taught have become his friends.
Students is the antecedent, and the relative word that functions as object.
他教过的大多数学生都成为了他的好朋友。
5. Some of the books were gifts that he got from his Chinese friends and students.
Gifts is the antecedent, and the relative word that functions as object.
有一些书是他从中国朋友或学生那里得到的礼物。
6. The paintings that David donated to the school are being displayed in the assembly hall.
Paintings is the antecedent, and the relative word that functions as object.
大卫捐赠给学校的画正在会馆展览。
Ask the students to rewrite pairs of sentences into attributive clauses. This practice will enable them to further understand the usage of attributive clauses.
T: Next, I will show you several pairs of sentences. Try to rewrite them into attributive clauses by following the examples in Activity 2.
Show the following sentences on the screen.
1. I have no idea about the man. The man wrote the article.
2. Who is the girl You talked to the girl just now.
3. That is a beautiful campus. I made a lot of dreams in that campus.
4. Do you know the name of the girl The girl’s brother is your roommate.
5. I can’t find the novel. You lent me the novel last week.
Sample answers:
1. I have no idea about the man who wrote the article.
2. Who is the girl whom you talked to just now
3. That is a beautiful campus where I made a lot of dreams.
4. Do you know the name of the girl whose brother is your roommate
5. I can’t find the novel you lent me last week.
Step IV Summary and Homework
T: Today, we have learned what an attributive clause is and how to rewrite pair of sentences using attributive clauses. In fact, attributive clauses are widely used in English language. From now on, please pay attention to the attributive clauses around you and try to make use of them in your speaking and writing. Before we end today’s lesson, let’s do a mini task. I will show you several nouns. You are required to modify them in different ways. The more, the better.
Show the following on the Bb. Encourage the students to use their imagination and what they’ve just learned to finish the task. This task can be assigned as homework if time is limited.
campus street childhood friend
sample answers:
campus: our campus, a large campus, a newly built campus, a campus built two years ago, the campus which has an area of about 9,00 square meters.
street: a narrow street, a street full of crowd, the street in which the accident happened
childhood: a miserable childhood, Edison’s childhood, the childhood during which he lost his parents
friend: a best friend, friend in need, the friend who spent two years with me in the same dormitory
T: Homework for today:
1. Do Part C1 on page 88.
2. Preview the Relative pronouns.
The Sixth Period Language study(II)
Teaching goals 教学目标
1. Target language 目标语言
Relative pronouns: that, which, who, whom and whose
2. Ability goals 能力目标
Enable the students to learn to use relative pronouns.
3. Learning ability goals 学能目标
Help the students learn how to use relative pronouns.
Teaching important && difficult points 教学重难点
How to use relative pronouns.
Teaching methods 教学方法
Generalization and transformation.
Teaching aids 教具准备
A projector, some slides and a blackboard.
Teaching procedures and ways 教学过程与方式
Step I Revision and Lead-in
Check the homework and review the attributive clause.
T: An attributive clause is used to provide extra information. It always follows its antecedent, and it must follow as soon as possible if the speaker’s exact meaning is to be understood. For example, I put the books in the cupboard which you bought yesterday suggests that it was the cupboard rather than the books that you bought. Now please finish the following exercises.
Show the following.
Rewrite each pair of sentences, using the attributive clause.
1. That is the man. He hit me.
2. That is the man. I saw him yesterday.
3. That is the man. I spoke to him.
4. That is the man. His car crashed.
5. Where is the book I bought it this morning.
Sample answers:
1. That is the man who hit me.
2. That is the man whom I saw yesterday.
3. That is the man to whom I spoke to.
4. That is the man whose car crashed.
5. Where is the book which I bought this morning
T: The attributive clauses can be introduced by relative pronouns such as who (whom), which, that, whose and relative adverbs, such as where, why and when. The antecedent can be personal or non-personal and the relative pronouns beginning the clause can be (1) the subject of the clause; (2) the object of a verb in the clause; (3) the object of a preposition, or (4) a possessive. Which pronouns should we use
Step II Grammar: Relative pronouns
Activity 1 Recognition
Ask the students to read the following sentences.
1) The attributive clauses with personal antecedent
There is the driver who overtook us five minutes ago.
Where is the man who / whom I saw this morning
Is that the man who / whom you gave your tickets to
That is the boy whose father is an astronaut.
2) The attributive clauses with non-personal antecedent
There is the car which / that overtook us five minutes ago.
Where is the book which / that I bought this morning
Is that the address which / that you sent the telegram to
3 ) When the antecedent means possession
I have never yet met a man whose bravery I could respect.
The men whose houses were damaged will be put into prison.
The woman whose umbrella you took is very angry about it.
The girl whose work got the prize is the youngest in her class.
The house whose windows are broken is broken down.
That’s the new machine whose parts are too small to be seen.
A word whose meaning escapes me / an animal whose fur changes color
4) only “that”
(a) Everything / Anything that remains can be divided between you.
I never have taken anything that didn’t belong to me.
He had nothing left that he could pawn.
No one that I ever heard of could see any difference.
(b) All is fish that comes to net.
Much that I have read has been nonsense.
Are there any bookstores in this street None that I know of.
There’s not much that can be done.
(c) The biggest that I have seen was six feet long.
The book is the best that has ever been written on the subject.
He is the bravest man that ever lived.
Yesterday was one of the coldest days that I have ever known.
She’s the prettiest girl that I’ve ever seen.
(d) Any person that has the money can join the group.
Any boy that wants to play can do so.
He’s the only man that can do it.
She wore the same dress that she wore at Mary’s wedding.
(e) It was the first time that Lottie had ever been out so late.
The moment that he had said it he knew what a mistake he had made.
I sat at home on the days that I am not busy.
He went home, the same evening that he heard the news.
He was the only friend I made during the two years that I was at college.
Activity 2 Generalization
Ask the students to read the points 1-5 on page 10 and do the following activities.
Show the questions.
1. Point out the antecedent and the attributive clause in each sentence.
2. Tell what does the relative pronoun in each sentence function as.
Then ask them to fill in the following form.
Antecedent Subject Object Possessive Note
persons A relative pronoun can be omitted when it is used as the object in an attributive clause.
things
Only “that” is used
Sample answers:
Antecedent Subject Object Possessive Note
persons that / who whom / who / that whose A relative pronoun can be omitted when it is used as the object in an attributive clause.
things which / that which / that of which
1. when the antecedent is an indefinite pronoun 2. when the antecedent is modified by a superlative; including first, last, and next3. when the antecedent is modified by any, only, etc. 4. when the antecedent is time, moment, day, year, etc. Only “that” is used
Step III Practice
Ask the students to complete the conversation on page 11 individually. Then have them read it in groups of three to check the answers.
Step IV Revision and Homework
T: To understand attributive clauses better and use them correctly, you should be able to identify which word is the antecedent and what it functions as in an attributive clause, so that you can use a proper relative pronoun to introduce an attributive clause. After class, please
1. Do Part C2 on page 88.
2. Preview the Task.
The Seventh Period Listening
Teaching goals 教学目标
1. Target language 目标语言
Understanding a program: date, day, time, venue, event / activity
2. Ability goals 能力目标
Enable the students to understand a program.
3. Learning ability goals 学能目标
Help the students learn how to complete a timetable for a school program.
Teaching important && difficult points 教学重难点
How to complete a timetable for a school program.
Teaching methods 教学方法
Listening.
Teaching aids 教具准备
A recorder and a blackboard.
Teaching procedures and ways 教学过程与方式
Step I Revision and Lead-in
Check the homework and review the usage of relative pronouns.
T: In the last period we learned the usage of relative pronouns. A relative pronoun is a word used to replace a noun or noun phrase and introduces a relative clause referring to some antecedent. The relative pronouns of English are: who, whom, whose, which, and that. Now please finish the following exercises.
Show the following.
1. Don’t talk about such things of ______ you are not sure.
A. which B. what C. as D. those
2. The wolves hid themselves in the places ______ couldn’t be found.
A. that B. where C. in which D. in that
3. The freezing point is the temperature ______ water changes into ice.
A. at which B. on that
C. in which D. of what
4. I’ll tell you ______ he told me last week.
A. all which B. that
C. all that D. which
5. We’re talking about the piano and the pianist ______ were in the concert we attended last night.
A. which B. whom C. who D. that
6. The girl ______ an English song in the next room is Tom’s sister.
A. who is singing B. is singing
C. sang D. was singing
7. Those ______ not only from books but also through practice will succeed.
A. learn B. who
C. that learns D. who learn
8. Anyone ______ this opinion may speak out.
A. that against B. that against
C. who is against D. who are against
9. Didn’t you see the man ______
A. I nodded just now
B. whom I nodded just now
C. I nodded to him just now
D. I nodded to just now
10. Can you lend me the novel ______ the other day
A. that you talked B. you talked about it
C. which you talked with D. you talked about
Sample answers: 1-5 AAACD 6-10 ADCDC
Talk about school programs with the students.
T: Apart from studying from books, we need to learn from others or in practice. Most schools in the world provide students with different activities during the school period. For example, to listen to a famous scientist, to join a club, to do research in a lab, and so on. These are all school programs. Today, we’ll going to learn what a school program is.
Step II Understanding a program
Activity 1: Ask the students to read the five points in Skills building 1 on page 12.
T: A program is a set of planned activities or training, which have a specific purpose. In some foreign schools, there are programs to prevent the children from dropping out of the school; programs to promote the school food safety, etc. Now read the five points in Skills building 1 on page 12 and make sure what a program usually includes.
Activity 2: Ask the students to write down the names of months and the seven days of a week in abbreviations.
T: How many parts does a program include What are they
S: There are five parts. They are date, day, time, venue and event or activity.
T: Next please write down the short forms of the twelve months and seven days.
Sample answers:
Jan, Feb, Mar, Apr, May, Jun, Jul, Aug, Sep, Oct, Nov, Dec
Mon, Tue, Wed, Thu, Fri, Sat
Activity 3: Listening
T: After reading the five points, we’ve known what we should notice when listening to someone talking about a program. Now please listen to the talk of a famous scientist and complete the timetable on page 12.
Play the recording and then check the answers with the students.
Step III Listening Practice
Activity 1: Completing a timetable
Ask the students to read the instructions and the timetable.
T: Next we’ll hear a talk given by the headmaster about a school program. First, read the guidelines and the timetable to get a general idea about the talk.
Then ask the students to listen to the tape and complete the timetable on their own. Check the answers as a class.
Activity 2: Completing a note sheet
Ask the students to read the instructions on page 92 and listen to complete the exercises.
T: In recent years, many countries have opened their doors to Chinese students， and therefore a great deal of them have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior school students who haven’t finished their study yet are choosing to go abroad, which means young teenagers are now joining in with those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on page 92. Then listen to the tape and complete the note sheet.
Check the answers.
Then ask the students to listen to the telephone conversation between Keling and her dad and complete the notes.
Activity 3: Completing a story
Ask the students to read the story and the note sheet first, and then complete the story.
Ask the students to read the completed story to check the answers.
Step IV Summary and Homework
T: Today we’ve learned a very useful skill, that is how to develop a school program. The most important thing in developing a program is to make a careful plan in advance. After class, please work in groups and develop a program plan.
The Eighth Period Speaking(III)
Teaching goals 教学目标
1. Target language 目标语言
Comparing information.
2. Ability goals 能力目标
Enable the students to make decisions by comparing information.
3. Learning ability goals 学能目标
Help the students learn how to make decisions by comparing information.
Teaching important && difficult points 教学重难点
Compare information to make decisions.
Teaching methods 教学方法
Discussion and task-based activities.
Teaching aids 教具准备
A projector and some slides.
Teaching procedures ＆ ways 教学过程与方式
Step I Revision
Check the homework.
T: School programs help us in different ways. For example, some programs may help build our health, some may enrich our school life and some may improve our study, etc. What program have you developed
S: We’ve developed a program called 2008 Olympics Volunteers. The purpose of the program is to help the public learn more about and do some volunteer work for the 2008 Olympics, including its goal, mascot, emblem, slogan, etc.
T: What is your plan
S: Our plan is ... (The students show their plan.)
Date Day Time Venue Activity
10 Sep Sat 7.00 pm Classroom 91 Listening to a report on 2008 Olympics
1 Oct Sat 9.00 am Teachers’ Home Giving a speech
1 Jan (2006) Sunday 9.00 am New Stadium Watching a performance
T: H