Unit2Schoollife.doc

Unit 2 School lifeLanguage functions and focusF Use more than , fewer than and less than to compare amounts, e.g.,Millie has more flowers than Amy.F Use the most, the fewest and the least to compare more than two things, e.g.,Daniel has the most money.F Use like and alike to show that things are similar, e.g., Amys sweater is like Millies sweater.Amys sweater and Millies sweater are alike.F Use the same as and different from to say that something is exactly like another thing or that one thing is unlike another thing, e.g.,My uniform is the same as Simons uniform.My uniform is different from Johns uniform.F Use vocabulary to distinguish between British and American usage, e.g.,break, recess; rubber, eraserF Use adjectives to talk about opposites, e.g.,easy, difficult; interesting, boringLanguage skillsListening% Recognize familiar keywords and main points% Listen foe special information to complete a tableSpeakingJ Develop fluency in asking and answering questions about schoolJ Develop interactive skills by responding appropriatelyJ Transfer a model conversation to a personal situationReading& Guess general meaning from pictures and keywords& Understand feelings and opinions& Identify specific information about school lifeWriting? Complete a questionnaire with personal information? Select special information for an ideal school week including the choice of favorite activities? Organize ideas to write an article about an ideal school for a website audienceOverview of the unitThe main topic of this unit is schools around the world. As students read about schools in both Britain and the USA, they are invited to make comparisons between the different schools. Welcome to the unit 1ObjectivesF To introduce vocabulary used in British English and American EnglishF To distinguish between British and American usageF To sort out vocabularyTeaching procedures1. Ask the students In which countries is English used as a main language?First ask them to discuss, then list the countries on the blackboard.Britain, Ireland, the USA, Canada, Australia, New Zealand, India, Guyana and parts of Afria.Explain that in each area special words, meanings and pronunciation have developed. Talk to students briefly about different varieties of English used around the world. Tell them that it is similar to the different varieties of Chinese used in different parts of China, for example.2. First have the students read the lists of words in Part A. Divide the students into groups of 4-5 and ask them to match the words. Then check the answers orally with the whole class. Draw the students attention to the fact that the same word can have very different meanings in different places, e.g., football.3. Ask students to look at the pictures in Part B and label each one with both the British and the American words on their own. Then ask them to compare answers wit ha partner. Invite some students to read out the answers.4. Point out some differences between British and American spelling. Use this table to introduce words with different spelling:Useful wordsBritishAmericanFavourite, colour, harbourFavorite, color, harborCentre, theatreCenter, theatertravellertravelerchequeCheckPractise(v.)Licence(n.)Practice(v.)License(n.)Homework:拓展与提高Reading 2-3ObjectivesF To guess general meanings from pictures and keywordsF To understand feelings and opinionsF Identify specific information about school lifeTeaching procedures1. Talk about different countries to introduce the idea that there are different kinds of schools around the world.2. Teach and explain the new words and phrases of the two passagesbuddypartnerheroa person who is admired by many people for his particular qualitiesHome Economicsthe study of household managementmixed schoola school for members of both sexesseniora student in the year before graduation from a high school or collegesoftballa game similar to baseball but played on a smaller field with a larger soft balltastyhaving a strong and pleasant flavour3. Write Life in a British school and Life in an American school on the blackboard. Ask the students what they think lives in these schools are like.4. Then read the text with the students. Ask individual students to read the text to the class.5. Divide the class into two groups. Allocate one of the lettere to each group. In pairs, ask students to underline the main points by asking questions about who, what, where, when, and why.Then ask students to circle all the keywords in the text. Ask students to make a grid with the different wh- questions as follows:Who?(John)(Nancy)What?(Home Economics) (Reading week)(Softball) (Buddy club)Where?(Woodland School, London)(Rocky Mountain High School, Denver)When?(Every year)(Twice a week) (Every Monday)Why?(Likes learning to cook and sew) (Can read anything he likes)(Loves the game) (Enjoys it a lot)Ask the students to complete their grids using main points and keywords only. Then ask students to complete the grid on the board with comments. Students update their own grids as they hear information from other students.Homework:1. Copy the new words and phrases twice.2. Recite the first article about Life in a British school.3.拓展与提高Part BTeaching procedures1. Revise the descriptions of the two kinds of school lives2. Check the answers of B1 and have the students read together.3. Let students fill in the blanks first, then choose some pairs to read conversations to the class. Provide feedback on the correct choice of words for each blank.Part CTeaching procedures1. Check the answers of C1. Ask students to close their books while the teacher are reading each sentence. Ask students to correct the false sentences. 2. Explain the context of Part C2 and ask students to look at the pictures on the page and complete the task on their own. Finally tell the students to report their answers orally.Extension activityAsk students to make posters about schools in Britain and America based on the information they have learned in this section. Ask them to search for more information on the internet if they want. Display the posters in the classroom.Useful Expressions OmittedHomework1. Recite Life in an American school 2. Copy the phrases.3. 拓展与提高 Vocabulary 4ObjectivesF To recognize and use nouns and noun phrases to identify school subjectsF To relate words and pictures to develop learning by associationF To introduce new adjectives and revise adjectives to express opinionsF To use adjectives to form oppositesTeaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check if they can master the vocabulary about school subjects. Finish A and B.Step 1.Sports commentaries1. Teach the new words shoot, point pitcher, batter, swing, bat2. Listen to the tape and repeat the sentences3. Let then students guess what sport it is, then check the answersbasketball, baseball, tennisStep 2. A dialogue1. Teach the new words of listening part memory, sieve, paddle, grace, strength, gym, violent, contact2. Listen to the following dialogue and then answer the questionsQuestions: 1. What was Jane doing when Susan saw her? 2. What did Jane complain about?3. What was Susans suggestion?4. What sports does Jane like?5. Why does Jane enjoy watching gymnastics so much?6. What kind of sports Jane doesnt like to watch?7. Where did Susan and Jane do?DialoguesSusan: Hi, Jane! Arent you tired? Youve been sitting there all morning! Jane: Hi, Susan. Ive been writing a term paper, and now my memory seems like a sieve.Susan: You should relax some. Do you go in for sports? Jane: I play tennis.Susan: Are you a good swimmer? Jane: I can do dog paddle. (Susan laughs)Dont laugh. Its true. But I enjoy watching gymnastics. That is a real sport: grace, beauty and strength.Susan: You like indoors sports in the gym, dont you? Jane: Yes. All those violent contact sports make me sick.Susan: Oh, well. Lets go to play tennis. Jane: Have you got rackets and balls?Susan: Yes, I hope the net is up.Step 3. SummaryAdditional words and expressions about sportsoutdoor sportsindoor sportsthe sports centersporting eventssportswearsports coatsports equipmentSports magazinesports storewinter sportsathleticsball gamesswimminggymnasticscycle racing and motor sportsboard gameshigh jumpmarathon racediscus throwjavelin throwbroad jumprelay raceshot-putpole-vaulthop, step (skip) and jumpSports and their equipment-what you hold in your handgolf-clubtennis/badminton-racketarchery-bowcricket/table tennis/baseball-bathockey-sickcanoeing-paddlerowing-oarfishing-rod/lineHomework:1. Copy the new words and phrases once.2. 拓展与提高Grammar 5-6ObjectivesF To compare amounts using morethan, fewerthan and lessthanF To compare more than two things using the most for the largest amount or number and the fewest/ the least for the smallest amountF To compare two things using like and alikeF To make comparisons using the same as and different fromPart ATeaching procedures1. Use the context in Part A1 to arouse students interest. Talk to students about how many hours they spend doing various things. Ask them about the time they spend studying, going to clubs and free time. Write down the results in a table on the board. Introduce the idea of more than, fewer than and less than. Look at the table and compare any two students, e.g.(Mary) spends less time studying than (Peter).(Mary) has more free time than (Peter).(Jane) joins fewer clubs than (David).2. Ask students to study the table in Part A1 carefully. Ask students in Pairs to work out the correct information and complete sentences1-4. For more able students, encourage them to make more sentences comparing two of the students. For less able students, write the extra questions on the board and ask them to fill in the blanks.3. Ask students to complete the table in Part2 with their own information to arouse their interest. Ask them about their results comparing with Nancys and JohnsPart B , C and DTeaching procedures1. Ask students to look at the pictures at the top of the page and read the sentences under each picture. Explain that we use the most for the largest amount and the the fewest /the least for the smallest amount.2. Ask students to read and complete work out the rule. Write down some additional sentences on the board as well. Ask a student to read out the rule for the rest of the class to check their answers.3. Ask students to do PartB1 in pairs and then compare their answers with another pair. Students can add their findings to the display about comparing school life around the world. Ask students to study the pictures of the three meals in PartB2 carefully. Then let them work individually and compare answers with a partner.4. Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order. Ask some students to read out the sentences to check answers. Ask students to do PartC2 in pairs.5. Point at the pictures at the top of the page and read the sentences. If necessary, remind students that Daniel and Simon go to the same school whereas John does not. Explain when we use the same as and different from.6. Ask students to do PartD1 and PartD2 by themselves first, then choose some individuals to read out their answers to check the answers with the whole class.Homework1. Finish the following exercises2. 拓展与提高 Integrated skills 7-8Part AObjectivesF To listen for specific information to complete a tableF To recognize familiar keywords and main pointsF To identify key phrases to determine precise meanings of different situationsF To respond to information obtained from listening and readingTeaching procedures1. In pairs, students compare their answers. If necessary, play the recording again so that students can check and /or correct their answers. Then ask some students to read out the answers in class.2. Ask students to fill in the blanks first on their own using the information in PartA1 and then compare answers with a partner. Read Daniels article about three schools pausing at each blank. Students follow in their books and call out the word they have selected.3. Part A 3 is a problem-solving task. Students need to work out the correct names by deducing from the information they collected in Part A 1. Check the answers in the form of a quiz. Read the sentences one by one and after each sentence ask, e.g.,Who am I? Or Guess my name. or Whats my name?Part BObjectivesF To develop fluency in asking and answering questions about schoolF To develop interactive skills by responding appropriatelyF To transfer a model conversation to a personal situationTeaching procedures1. Read the conversation with the desk mates and answer some questions:a. How far does Daniel live from his school?b. How does Daniel usually go to school? And why?2. Have the students make up a new dialogue and role-play the dialogue in front of the class.PronunciationObjectivesF To recognize and use intonation patternsF To recognize and use falling voice to indicate the end of a statementF To recognize and use rising voice to show surpriseTeaching procedures1. Briefly explain the context of the conversation using the picture for support. Students keep their books closed. Play the recording and ask students to listen carefully. Play the recording again stopping after each sentence. Students repeat imitating the voice patterns.2. Ask students to open their books, read the conversation and identify the phrases which cause surprise (hurt her leg, for a month, for three months). Then ask them to read the conversation in pairs paying particular attention to the intonation patterns. Students change roles and read the conversation again.3.Play the recording again so that students can check, confirms or amends their initial response. Ask as many students as possible to read the exchanges using the correct intonation.Extension activitiesAsk the students to think of something untrue or strange and make sentences, e.g.,Look, its snowing. Im going to the moon tomorrow! She has ten brothers and ten sisters. Make sure students pronounce the sentences with a falling voice. Ask the other students reac