牛津M1 Unit1 School life教案.doc

Unit1 School life Period one Welcome to the unitI.Teaching aims:1 To find out the differences of their life between senior high and junior high.2 To learn something about the high school life in the UK.3 To know how to get on well with high school life / study.4 To find out how an activity attracts the students and helps the students Teaching important & difficult points Learn to compare junior school life with high school life.Teaching methods Discussion.Teaching aids A computer and a projector.II. Teaching Procedures:Step 1 Greetings Step 2. Warming up and Lead-in1. Let some students make a self-introduction.2. Say something about their junior high school life.Step 3. PresentationPair work: brainstorm: When we are talking about our school life, what will we probably think of?Step 4 Comparison (Group work)Here are four pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: whats the difference between schools in China and the UK?Step 5 Discussionl What kind of school activities do you enjoy?2 Do you know any further differences between the schools in the UK and China?3 What is your dream school life like? What do you think the teachers should be like? What do you think the students should be like? What do you think the relations between teachers and students should be like?Step 6 ExtensionWhat are the factors that will lead to the success of the further?Step 7 SummaryHomework1) Recall all the new words and expressions that appear in this unit.2) Write a short passage about your dream school. (100words)3) Preview the following lesson.Period 2 ReadingTeaching aims:1. To read a magazine article about school life in the UK. 2. To learn to apply two basic reading skills: skimming and scanning. 3. To learn some expressions about school life.Teaching 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 ,Careful reading, DiscussionExplanation to help the students master some language points.Teaching Aids:A tape recorder. A multimedia.Teaching procedures:Step 1 RevisionCheck the homework exercise.Step 2 PresentationYesterday 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. Skimming: to get a general idea of the article.Scanning: to locate specific information about an article.Step 3 Reading1. Skimming question:How does Wei Hua feel about her life in the UK? 2. Scanning:1) What topics are mentioned in the WeiHuas letter?(opt. are the following aspects of school life mentioned in the article?Teachers classmates friends subjectshomework grades timetable activities school facilities host family food hobbiescustomstraditions festivals)2) Scan the passage and complete Part C1, C2 on page 4Step 4 Group workWhats the similarity and difference between the schools in China and the UK?Step 5 Practice: Pair workNow 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.Homework.1. Complete parts D and E2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him. 4. Preview the following lesson.Period 3-4 Language focusTeaching aims:To learn some expressions about school life.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 understand the passage better.How to master the important language points in this passage.Teaching Methods: Explanation to help the students master some language points.Teaching Aids:A tape recorder. A multimedia.Step 1 Revision:1. Check the homework 2. Complete the chart and retell the letter.On the first dayTeachersMr. HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Huas feelings and progressStep 2. Language focus1. Words:a)attend (join / join in / take part in )b)preparec)miss (missing / gone / lost)d)experiencee)informationf)sounds2. Phrases:a)for freeb)a bit / a littlec)as well as3. Sentences:a)Going to a British school for one year has been a very enjoyable and exciting experience for me.b)I do like eating.Step 5. Practice1. Complete wb A1, A2,2. Translation1)Jim加入了我们的讨论之列。Jim joined us in the discussion.2)Jane正忙着预习功课。Jane is busy preparing for their lessons.3)我错过了早班公共汽车。I missed the early bus.4）经验是最好的老师。Experience is the best teacher.5）我一点也不疲惫。I am not a bit tired.6） 他确实告诉了我这个故事。He did tell me the story.Homework1. Recall all the new words and expressions that appear in this lesson.2. Write a summary of the article written by Wei Hua.3. Preview the following lesson.Period 5 Word powerTeaching goalsEnable the students to learn the words and expressions about school facilities.Teaching important & difficult points Learn the words about school facilities.Teaching methods Illustration, definition and translation.Teaching aids A computer and a projector.Teaching procedures:Step 1 Warming-up1. Present one of the school maps from the students repairing work. And encourage himorher to tell us how heorshe 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 dont 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 Huas 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.Step 2 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 answersB 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. Step 3 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 its important for schools to have a gym? How do you like these equipments? Step 4 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.Period 6 Grammar and usage(1) Teaching aims1. To give a brief introduction to attributive clauses.2. To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns. Important points and difficult points:The basic usage of the relative pronouns and learn to use them in different situations. Teaching methods:1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some rules of the attributive clause. Teaching aids: A multimedia room. Teaching procedures:1. Tell the students what is attributive clause.2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.4. Check the answers with the students.5. Explain some language points in the article.6. Give the students some more exercises of attributive clause.7. Assignment.Period 7 Grammar and usage (2)Teaching aimsTo make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns. Important points and difficult points:The basic usage of the relative pronouns and learn to use them in different situations. Teaching methods:1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some rules of the attributive clause. Teaching aids: A multimedia room. Teaching procedures:1. Check the homework with the students.2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.4. Tell the students several points that they must pay attention to when they use attributive clauses.5. Some exercises which are to review what they learn in this lesson.AssignmentPeriod 8 TaskTeaching aims: 1. Use abbreviation to fill in timetable.2. Compare information of two different sources.3. Write a notice with important information and clear expression. Teaching important & difficult pointsHow to complete a timetable for a school program.Teaching methods: Listening.Teaching aids: A recorder and a blackboard.Procedure:1-1.Introduce abbreviation.1-2.Complete school programme timetables with abbreviation 1-3.Compare information of 2 different sources.2-1Report the timetable 2-2Find out important information in a notice.2-3 Write a notice to notify classmates.Period 9 Project (1) Starting a new after-school activityTeaching aims:To learn two articles about after-school activities in schoolTo learn the use of as and requireTo find out how an activity attracts the students and helps the students Teaching important & difficult pointsLearn how to start a new school club and design a poster for it.Teaching methods Cooperation and task-based activities.Teaching aidsA computer and a projector.Teaching Procedures:Step 1: Listen to the recording of the articles on page 18 TrueorFalse questions:1. The radio station is run by the principal.2. The radio station started 2 years ago when CD players were allowed in school.3. Members of Poets of the Next Generation meet up on the last Friday of every month.4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.Step 2: Read the two articles and answer the following questions:1.What do the student members in the radio station do during exam time?2.What do they do when parents come to visit the school?3.Who started “Poets of the Next Generation”?4.What do the members of the group do when they meet?Step 3: Fill in the blanks:The radio station in our school is _ by the student. Two years ago, I asked the _ if music could be played during _ _. He agreed.We tell students the _, _ _ and some special messages. During _ _ we tell the students what they _or_ do for preparation. When parents come, we play songs _ by students and _ them of _, such as _ and _ _.Our English teacher Mr Owen started the group “_”. Group members _ to talk about _ and _ that we like.When I _ it, I was _ to write five poems and _ one _ to the group. I _ every one around a tree before I read. The group said they loved the poem I read. Step 4: Vocabulary and language points:lallow: permit sb./sth. to do sth.lprincipal: person with the highest authority in certain schoolslgeneration: all people born at about the same timelselect: choose sb./sth. lcalm: not excited, nervouslrequire: orderorcommand sth.The use of as and requireStep 4: DiscussionHow do these two activities attract the students?How do they help the students?Assignment:Try to find the answers to the following questions:What after-school activities do you have in your school?Do you like them? Why/ Why not?If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?Period 10 Project (2)Teaching aims:To do the project of starting a new after-school activityTeaching procedures:Step 1: Check homeworkEvery student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.Step 2: PlanDiscuss the tasks listed below and decide which group members will be responsible for what tasks.Research information:Make the poster:Present the poster:Step 3: PrepareMembers responsible for doing research ne