UNIT TWO PART ONE: TEACHING DESIGN (譯林牛津版八年級英語上冊教案教學設計)

發(fā)布時間：2016-6-20 編輯：互聯(lián)網手機版

第一部分：教學設計

Unit Objectives

● To get the students to understand the difference between British/ American English

● To learn how to use ‘more…than’, ‘fewer...than’ and ‘less … than’ to compare amounts

● To learn to use ‘the same as ’and ‘different from’ t

● To develop the ability of listening, speaking, reading and writing

LANGUAGE POINTS AND FOCUS

VOCABULARY British, lift, post, eraser, fall, math, movies, mixed, subject, sew, myself, tasty, even, practice, hero, close, taste, article, art, geography, language, PE, science, useful, unimportant, useless, unpopular, point, least, health, able, tonight, monkey, finish, table tennis, tennis, chess, hall, pop, court, paper clip (四會) soccer, softball, senior, admire, online, timetable, length, baseball, (三會) elevator, Home Economics, guy, buddy, summertime, drama, ideal (二會)

EXPRESSIONS A mixed school, how to cook and sew, how to do thing for oneself, cook healthy and tasty meals, as well, driving lessons, drive to, twice a week, help sb. with sth., listen to one’s problem, more… than, fewer.. than, less… than, the most…, the fewest…, the least…, the same as, be different from, half an hour of homework, go on a school trip.

USEFUL SENTENCE PATTERNS It takes less time than taking the bus.

I spend a lot of time practicing.

We always have a great time talking to each other.

Chinese students have more weeks off in the summertime than British students.

British Students spend less time doing their homework than Chinese students.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching Objectives

● To introduce vocabulary used in British English and American English

● To make sure that students can tell British English from American English

● To sort out vocabulary in two categories: British and American English

● To introduce the topic ‘School Life’ to students

● To make sure that they can start to compare different school lives in different countries

Teaching Procedures

STEP 1 Showing a world map

Get the students to know the English-speaking countries around the world, by showing a world

map to them. Meanwhile write the name of different English-speaking countries in the world.

STEP 2 Matching the two words that refer to the same things

Tell the students that people use different words to talk about the same things. Ask the students to

open their book and match the two words that refer to the same things. P23

Get the students to read these words syllable by syllable to help them remember it.

STEP 3 Doing Part B on page 19

Get the students to finish doing Part B on page 19. Show the pictures and ask the students to speak out both the British and American words out loudly.

STEP 4 Working in groups

Divide the whole class into two groups. Tell the first group is now studying in a British school and

the second group is in American school. Show more pictures and get the students to talk about it.

1.Our school is clean and tidy. We never drop things carelessly, because it is easy to find a dustbin in our school.

2.When we make mistakes in our homework, we need a/an earserto help correct them.

3. We often/ seldom play American football after school.

4.The autumn of our school is very beautiful. Tree leaves turn yellow or red.

STEP 5 Guessing what they are talking about?

Picture talking

Play the tape for the students to listen and find out the answer to the questions.

Get the students to read and feel the humor here. (In fact, Eddie has no idea what school is like

and why people need to got to school. However, he still thinks dogs are clever. )

Practice the dialogue in pairs and act out the dialogue in front of the class.

Encourage the students to add something to make the dialogue funnier and more interesting.

Teachers should give some comments and praise the groups for their acting and creativeness.

STEP 6 Talking about the sentences

Talking about the following two sentences:

We are smarter than people There are fewer advertisements.

What is school like? It’s like watching TV.

STEP 7 Giving some reasons for your ideas

Eddie thinks school life is like watching TV. What do you think of our school life? Encourage the

students to give some reasons for their ideas by offering a sentence pattern on the black board.

I think my school life is ______________, because it / we _______________.

It is very necessary for our teacher to lead the students to talk about the brighter side for the kid to

develop a active attitude towards school life as well as to study.

STEP 8 Homework

a. Try to find more information about the differences between British and American English.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 2: READING I

Teaching Objectives

● To guess general meaning from pictures and keywords

● To understand feelings and opinions

● To identify specific information about school life.

● To Learn about the lives in a British school and an American school

Teaching Procedures

STEP 1 Introducing words with different spelling

Use the following table tointroduce words with different spelling.

British English American English

favourite, colour favorite, color

center, theatre center, theater

Traveler traveller

Cheque check

Practise (v.) licence (n.) Practice (v.) license(n.)

STEP 2 Finding differences

Tell the students that the differences not only lie in the language. There are also some differences between different schools. And ask them to open the books and read the passage to find differences and try to fill in the table.

Life in a British school Life in an American school

Grade In year 8 in 9th grade

Special lessons Have Home Economics have driving lessons

Special Activities Have a reading week play softball/go to a buddy club

What else? Near the end of class we can talk to our friends about books. During lunchtime, we have a great time talking to each other.

STEP 3 Finishing Part C2

Get the students to finish Part C2 on page 26. Get the students to talk about Home Economics, Reading week, Buddy Club etc.

STEP 4 Reading the passages

Get the students to read the passages and then finish Part C1 on page 26. Ask the students to correct the sentences if it is not right.

STEP 5 Reading for information

Get the students to read for more specific information and answer the following questions.

PASSAGE A

1. Where is Woodland School? (In British. In England. Near London.)

2. Is it a mixed school? (Yes, it is.)

3. What is a mixed school? (Boys and girls can have lessons together.)

Is your school a mixed school? Yes.

4. Is John’s favorite subject Home Economics? (Yes, it is. )

5. Why does he like Home Economics?

(Because he can learn how to cook and sew. He can learn how to cook healthy and tasty food and how to do things for himself.)

6. Did he know how to cook and sew before he came to this school?

7. What do they do during the reading week?

After this, get the students to read the whole passage aloud together. This may help to know how the students grasp the passages.

PASSAGE B

1. Where does Nancy study? (She studies at Rocky Mountain high school.)

2. Why does Nancy’s brother take her to school by car? (Because it’s faster than taking the bus.)

3. How often does she play softball?(Twice a week.)

4. Where does she go every Monday? (She goes to the Buddy Club.)

5. What do they do in the Buddy Club?

(Older students help new students to learn all about the new school.

They also help them with their homework and listen to their problems.)

6. What do they usually do at lunchtime?(They always have a great time talking to each other.)

Get them to read the passage aloud and then do the exercise in Part B2.

Get the students to read aloud the conversation.

STEP 7 Homework

Read the passages three times.

Finish off the exercise in the Evaluation Handbook and Learning English.

PERIOD 3: READING II

Teaching Objectives

● To understand the structure of each passage

● To recite the passages

● To use the sentences in the passage to talk or write about school lives

● To focus on the language points

Teaching Procedures

Step 1 Reading aloud the passages

Get the students to read aloud the passages one by one.

Step 2 Showing the logos

Get the students to talk about the school life in a British school and in an American school.

What is special about the school life of Woodland School?Home economics Reading week

What is special about the Rocky Mountain School?

Driving lessons Softball/ Buddy Club At lunchtime/ After school,…

Step 3 Reading the passages and speaking out the details

Home Economics

Learn how to cook and sew / how to cook healthy and tasty food

Read any books from the school library

He drives me to school. / It’s great because it’s faster than taking the bus.

Softball I spend a lot of time practicing.

Buddy Club

She helps me learn all about my new school.

She helps me with my homework and listens to my problems.

At lunchtime

We have a great time talking to each other

With the help of the structure, it may be easier for the students to understand and recite the text.

Step 4 Reading through the passages and explaining the language points

Get the students to read through the passages and explain the language points.

Phrases:

1. a mixed school

2. favorite subject

3. how to cook and sew

4. how to do things for myself

5. how to cook healthy and tasty meals

6. have a reading week

7. bring in books and magazines

8. talk to sb. about our books

9. as well

10. have driving lessons

11. drive sb. to school

12. twice a week

13. during lunchtime

14. have a great time doing

1. We can even bring in books and magazines from home.

2. We have to tell our English teacher what we are reading.

3. We want to read all our friends’ books as well.

4. This is great because it takes less time than taking the bus.

5. I spend a lot of time practicing.

6. We always have a great time talking to each other.

Step 5 Doing some consolidate exercises

1. 看！他們正很開心地玩著籃球呢?

2. Look! They are having a great time playing basketball.

3. 南希花了很多的時間在打壘球上。Nancy spends a lot of time playing softball.

4. 我不會料理自己的事情。I can’t do things for myself.

5. 乘出租車比乘公共汽車要節(jié)省時間。Taking a taxi takes less time than taking a bus.

6. 他是為好作家，也是為好老師。 He is a good writer. He is a good teacher as well.

Step 6 Talking about your school lives

Get the students to talk about their school lives.

I like/ enjoy/ love my school life , because / when….

Step 7 Homework

a. Try to recite the text and write about your own school life.

b. Finish off the exercise in the Evaluation Handbook and learning English.

PERIOD 4: VOCABULARY

Teaching Objectives

● To recognize and use nouns and noun phrases to identify school subjects

● To introduce new adjectives and revise adjectives to express opinions

● To use adjectives to form opposites

● To encourage the students to talk about the subjects,

Teaching Procedures

STEP 1 Giving a very general revision

Get the students to talk about the special subjects in British and American schools.

Encourage the students to follow these two aspects:

What can we learn in the subject? How do you like the subject? Why?

We can learn about how to cook and sew in Home Economics. I like it very much, because I think it’s useful. Now I can cook healthy and tasty food and I can do a lot of things for myself, too.

STEP 2 Naming the subjects

Get the students to name the subjects that they have at school and write the names on the blackboard. Help students expand their active vocabulary about school subjects.

Languages: Chinese, French, Russian, English, and Japanese

Math, History, Geography, Science, art

PE---( PE is the short form for Physical Education)

Home Economics , Computer studies ( the plural form of the words here)

Art and Design, Biology, Chemistry, Music Physics

Get the students to read the words on the blackboard loudly.

STEP 3 Finishing Part A on Page 23

Get the students to finish Part A on Page 23. Match pictures with correct subjects.

Questions:

What will you do in English class?

What can you do in Geography class?

We can learn about different countries, seas, rivers, etc. of the world.

Art --- You can draw or paint pictures.

Languages---We can learn to speak different languages.

History--- We learn about the past.

Computer studies---We can learn to use the computer.

PE--- We do a lot of physical exercise.

Home economics---We can learn to cook and sew.

Science---We can learn about the natural world through experiments.

(Put it very clearly that Science including Physics and Chemistry etc. )

STEP 4 Designing an English Lesson Table

work in groups and get them to report the lessons they have from Monday to Friday.

The following sentences can be given to the students and help them to organize their report.

Hi, I’m a student in _________ school. We are very busy from Monday to Friday. On Monday, we have ….

STEP 5 Which subjects are your favorites?

. And encourage them to speak out their favourit lessons and the reasons.

Do you like all of the subjects?

(Yes. They are all very interesting. I can learn a lot from them.)

No. I only like some of them. Some of them are interesting. Some are boring. ….)

What is your favorite subject? Why?

I like Science best, because it helps me to know the world around me better.

STEP 6 Finding the opposites of the adjectives

Pointing at the adjectives written on the blackboard and find the opposites of the adjectives..

important, unimportant; useful, useless; popular, unpopular; easy, difficult; interesting, boring

Point out that two adjectives are introduced, one is using the prefix ‘un-’ and the other using the suffix ‘-less’.

happy, unhappy; healthy, unhealthy; careful, careless; comfortable, uncomfortable

Get the students to read the adjectives on the blackboard and then encourage them to use these words to talk about the subjects.

Do some consolidate exercises as a summary.

STEP 7 Homework

a. Write about your favorite subject and speak out your reasons.

b. Finish off the exercises in the Evaluation Handbook and learning English.

PERIOD 5: GRAMMAR I

Teaching Objectives

● To compare the amount of two thing, using ‘fewer…than…and ‘less… than…’

● To develop some general ideas about each other’s ability.

Teaching Procedures

Step 1 Revision

Get the students to talk about the school lives in American and British schools.

What subjects does John/Nancy have at his school? What did they do during their free time?

Step 2 Looking ahead

In Unit One (8a), we have learned how to compare two things or more. Most adjectives are used after a linking verb. In Unit Two, we will learn to talk about the amount of two things or more. It is the comparative and superlative use of adjectives that are used before nouns. more……than比……多可數(shù)和不可數(shù)

fewer……than比……少可數(shù) less……than 比……少不可數(shù)

Step 3 Showing the pictures

Picture A:Millie has more flowers than Amy.Amy has fewer flowers than Millie.

Picture B: Daniel has fewer CDs than Kitty. Kitty has more CDs than Daniel.

Picture C:Simon has less orange juice than Sandy.Sandy has more orange juice than Simon.

Step 4 Talking about thins

Get some things from the students and talk about them within a real situation.

Sam has more pencils than John in his pencil-case.

Helen has fewer books than Jimmy on the desk.

Talk about pocket money.

Judy has less pocket money than Lucy. Lucy spends less money on books than Judy.

Talk about free time.

Sam spends more time playing computer games than John.

Leta spends less time watching TV than Tommy.

make it more clearly that ‘less… than’ is used with uncountable nouns, ‘fewer…than’ with countable nouns and ‘more …than’ with both countable and uncountable nouns. )

Step 5 Comparing in pairs

Get the students to compare John’s l, Nancy’s l and Daniel’s school in pairs. (Part A1)

Nancy studies fewer subjects than John. John studies fewer subjects than Daniel.

Nancy joins more clubs than John.John joins fewer clubs than Daniel.

John joins fewer clubs that Nancy. Nancy has more free time than John.

John has more free time than Daniel. John has less free time than Nancy.

Daniel has less time than John.

Step 6 Talking about the school life

Get the students to talk about their school life by asking questions about subjects and the activities they do at school. Encourage the students to put down the information in the last column of the table. (Part A2)

How many subjects do we have? What are they?

What do you do at school, when you are free?

How much free time do you enjoy?How long do you spend doing your homework?

Get the students to compare their own information with Nancy’s , John’s and Daniels school.

We have too much homework to do. So we have less free time than John and Nancy.

We have more subjects than Nancy.

Step 7 Finishing Part A3

Get the students to finish Part A3. T

Judy enjoys reading books. She reads more books than we do. She spends more money on books than we do.

Tommy doesn’t like ball games . He spends less time playing football than we do.

Step 8 Homework

Go over what we learned today and finish off the exercises in the books.

PERIOD 6: GRAMMAR II

Teaching Objectives

● To compare the amount of more than two things, using ‘the most’ for the largest amount and ‘the fewest’ ‘the least’ for the smallest amount.

● To make comparison using ‘the same as’ and ‘different from’.

Teaching Procedures

Step 1 Starting by checking learning

Last period, we learned how to compare two things. Now let me check if you have grasped it very well.

Jane has 2 hours of free time. Daniel has 3 hours of free time.

Jane has less free time than Daniel= Daniel has more free time than Jane.

Annie dances for 2 hours every day. Laura dances 1 hour every day.

Annie spends more hours dancing than Laura.

= Laura spends less time dancing the Annie.

Step 2 Talking about the different schools

Ask the students to open their books and turn to P 28. Encourage the students to talk about the different schools. This time the students are hoped to compare not only two schools, but also all the schools.

Teachers can use the following questions to guide the students.

Which school has the most subjects? Which school has the fewest?

Who joins the most clubs? Who joins the fewest?

Who enjoys the most free time? Who enjoys the least?

Get the students to finish Part B1, Page 29. Check the answers.

Write the phrases on the blackboard and explain their meanings to the students.

MEANINGS NOUNS

the most 最多的可數(shù)和不可數(shù)

the fewest 最少的可數(shù)

the least 最少的不可數(shù)

Step 3 Showing the pictures

Show the pictures on P 29 one by one. Get the students to talk about them.

Picture A: Picture B

Amy scored the most points . Daniel has the most money .

Simon scored the fewest points . Kitty has the least money .

Step 4 Finishing the exercises in Part B2

Get the students to finish the exercises in Part B2, Page 29.

Encourage the students to make more sentences by comparing the three pictures.

Millie has the most tomatoes. Kitty has the most juice.

Daniel has the most rice. Daniel has the fewest eggs. Daniel have the most bananas.

Step 5 Finishing the exercises in Part B3

Get the students to finish the exercises in Part B3. (While doing the exercises the students must pay special attention to nouns. They are hoped to tell uncountable nouns from countable one, and then use ‘the most’ ‘the fewest’ with countable nouns and ‘the most’ ‘the least’ with uncountable nouns. )

Invite the students to check the answers each other.

Step 6 Making a summary

Up till now, we have learned how to compare two things or more. It’s the time to make a summary.

Nouns TWO THINGS TWO THINGS OR MORE

可數(shù)和不可數(shù) more…than (比……多) the most(最多的)

可數(shù) fewer…than(比……少) the fewest(最少的)

不可數(shù) less…than(比……少) the least(最少的)

Invite the students to finish the exercises in Pare B4, Page 30.

Check the answers.

Step 7 Informing the students

Inform the students that we can make another kind of comparison using ‘the same as’ and ‘different from’.

Step 8 Showing real objects

The teacher can help the students to understand this by showing real objects.

Get two pencil-cases and say:

A’s pencil-case is different from B’s. Pencil A is the same as Pencil B

(Keep doing this so as to make most of the students speak and understand the structures very well.)

Invite the students to talk about their school uniform.

A’s uniform is the same as B’s. Girls’ uniforms are different form the boys’.

(The topic of the uniform may arouse the interest of the students. If time permits, do a very quick class survey about whether students like their school uniform. Talks about the details about the uniform and questions about whether their like it or not. )

Step 9 Showing the pictures in Part C

Show the pictures in Part C. Talking about Simon’s uniform, Daniel’s uniform and John’s uniform. It is easy for the students to come to the following sentences.

Daniel’s uniform is the same as Simon’s.Daniel’s uniform is different from John’s.

Remind the students that Daniel and Simon go to the same school. However, John goes to woodland school. Can your guess about their trousers? Are they the same or different?

Daniel’s trousers are the same as Simon’s. Daniel’s trousers are different form John’s.

Step 10 Do part of C1

Do part of C1. First get the students to look at the pictures. Put it clear that Millie and Simon are from Beijing Sunshine School. And Tina and John are form woodland school. Get the students to complete Part C1 and then check the answers. Do Part C2 and check the answers.

Step 11 Homework

Go over what we learned today. Finish the exercises in the books.

PERIOD 7: INTERGRATED SKILLS

Teaching Objectives新課標第一網

● To listen to the tape for specific information that they need to complete a table

● To help the students develop the ability to recognize the keywords and grasp the main points of a listening material

● To develop the ability to organize the information they get through listening

Teaching Procedure

Step 1 Talking about the three schools

Get the students to talk about the three schools. Encourage them to speak out as much information as possible.

Step 2 Introducing the story line

Introduce the story line by reading through and explaining the instruction words of part A. Go through the table carefully and explain some of the words, for example, ‘Length of summer holiday’ ‘Time spent on homework every day’. The students must be clear about what they should get while listening.

Step 3 Playing the tape

Play the tape and get the students to listen carefully for the information the needed. The students are hoped to speak out the information using whole sentences.

There are 1,800 students and 80 teachers in Beijing Sunshine School.

There are 46 teachers in Woodland school.

There are 28 classrooms in Woodland School.

They have a 6-week holiday in summertime./ students have 6 weeks off in summertime.

Divide the whole class into three groups. Each group will focus on talking about one school respectively. They are hoped to talk about the schools, by transforming the phrases in Part A1 into sentences. If it is necessary, write the following sentences patterns on the board to help them organize their idea and make the report more fluently. Encourage the students to make comparisons between or among schools.

At Beijing Sunshine School Secondary School/ Woodland School/ Rocky mountain School High School, there are….

At…, students have …h(huán)oliday.

At…, students spend …on homework/ doing homework.

At…, students wear….

At…, students go to….

…h(huán)as more/ fewer/the most/ the fewest…

At …, students have more/ fewer/ the most/ the fewest week off …

At…, students spend more/ less/the least/ the most time doing homework.

Step 4 Finishing Part A2

Get the students to finish Part A2, Page 32. Tell the students that ‘Daniel is comparing his school to Woodland School and Rocky Mountain High School. Looking at table in Part A1 and help Daniel to complete his article.

Ask the students to check the answers for each other. Then get the students to read the sentence out one by one.

Step 5 Explaining some of the sentences

Explain some of the sentences to the students, because these sentences are really important to talk about different school lives.

Chinese students have more weeks off in the summertime than British students. (‘Off ’ is part of the phrasal verb ‘have/take (a period of time) off’/ ‘be off’. It means ‘to be away from work or school for a period of time’. Here, it means students in China have a longer summer holiday than British students.)

British Students spend less time doing their homework than Chinese students.

Students at Rocky Mountain High School do not wear uniforms and do not do morning exercises.

Step 7 Reading sentences outwww.xkb1.com

Write down some sentences about three schools on pieces of papers and get some of the students to read them out while the other students guess which school is he/she from.

I spend the most time doing homework.

Step 8 Finishing the exercises in Part A3

Get the students to finish the exercises in Part A3. And then check the answers. (For weaker class, the teacher may put it more clearly that Nancy is from Rocky Mountain School in America, John is from Woodland School in England and Daniel is from Beijing Sunshine School in China.)

Help the students to get the answers by asking questions.

Who am I? Which school am I from? Which countries am I from?

Step 9 Translating the following sentences

Get the students to translate the following sentences. Once again help the students to focus on some important sentences patterns and consolidate it.

1. 我們學校夏日放假星期比丹尼爾學校少。

2. 你校校服與我校服不同。

3. 我們學校學生最多

4. 我們學校老師比他們學校老師多（得多）。（提高題）

5. 他們學校花園里的花和我們學校花園里的花很相象。

Step 10 Homework

Encourage the students to find the information about their own school. Ask them to compare the school between British Schools and American Schools.

PERIOD 8: SPEAK UP AND PRONUCIATION

Teaching Objectives

● To talk our school and then make comparisons to Woodland School and Rocky Mountain High School.

● To develop fluency in asking and answering questions about schools

● To develop interactive skills by responding appropriately

● To recognize and use intonation patterns

Teaching procedures

Step 1 Talking about our own school

Get the students to talk about their own school. Ask them to fill in the following table. The teacher can help the students by asking them some questions.

Number of students Number of teachers Length of summer holiday Number of classes Number of students in a class

3,100 260 7 weeks 63 45

Computer studies P.E. Music Art Self-study

1 2 1 1 3

How many Grade 8 Class are there in your school?

There are 7 Grade 8 classes.

Step 2 Listening and finding out answers

Tell the students that John and Daniel are talking about their schools. Ask them to listen to the tape and find out what they are talking about? Ask the students to remember the questions:

How many Grade 8 classes are there at your school?

How many classmates do you have?

How many Computer Studies lessons do you have each week?

The bold-faced words are the key words.

Get the students to read the dialogue in roles and then invite the students to practice the dialogue and try to remember it.

Step 3 Making up your own dialogues

Show the table in step 1 to the students and ask them to make up their own dialogues. Invite several pairs of the students to present their dialogues in front of the class.

Step 4 Making our voice rise at the end of a sentence

Say ‘Wow! A wonderful job! I am really surprised that you can do so wonderful a job.’

Tell the students that we can make our voice rise at the end of a sentence to show surprise. Explain the meaning of the word ‘surprise’.

Step 5 Talking about pictures

Show the picture on Page 34 to the students. Get the students to talk about it by asking some questions.

What happen to the girl? (Her hurt her leg!)

What does she have to do?( He has to stay at home/ in hospital.)

Do you think she can play basketball and football? (No, she can’t.)

Books closed and listen to the dialogue focus on the intonation. Play the recording once again and pause for the students to imitate.

Books open and get the students to read the dialogue pay special attention to the intonation. Encourage the students to locate the words that cause surprise (‘hurt her leg’ ‘for a month’ ‘for three months’)

Encourage the students to act out the dialogue, showing surprise not only through the intonation but also some non-lingual approaches. Encourage them to feel rather than imitate.

Step 6 Listening and drawing

‘Let’s come to more sentences showing surprise.’ Play the tape of Part B, Page 34. First play the tape for the students to listen and repeat, and then encourage them to drawing rising and falling arrows to show the intonation. Encourage students to make some amusing or unusual statements to create a fun atmosphere in the classroom.

Step 7 Putting a rising tone at the end of the sentences

Write some sentences on the blackboard and get the students to read it. And then put a rising tone at the end of the sentences that show surprise.

1. I scored ninety points. Ninety points! Wow!

2. I have a new computer.

A new computer! You bought one a month ago.

3. My brother can’t swim. He can’t swim He’s 15!

4. I lost my toy train. Don’t worry. We’ll buy another one.

5. I broke Mum’s favourite glass. You broke it?

6. There’s not school today. Yes, I know. A snowstorm’s coming

Steps 8 Thinking of something untrue or strange

Encourage the students to think of something untrue or strange and make sentences.

John has 8 brothers and sisters. (8 brothers and sisters/8!)

John got full mark in the test. (Full mark!)

My dog can play football. (Play football!)

Look! It’s snowing. I’m going to the Moon tomorrow. (The Moon.)

Get pairs of partners to speak out their sentence or sentences in the front. Give some comments. We can check from the following aspects.

1. If the students using rising voice on response to a surprising statement.

2. Whether the students speak out the sentence or just read it out. Does he or she look at his or her audience/ classmates.

3. If they can use the proper intonation at the end of a statement.

4. If students made up their own statements.

Step 9 Homework

a. Go on talking about our school with your classmates.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 9: MAIN TASK

Teaching Objectives

● To organize the factual details of their school into a passage

● To talk about their likes and dislikes about their school now

● To develop the ability to organize their ideas through reading a sample article

● To write an article about your ideal school

Teaching Procedures

Step 1 Filling in the questionnaire in Part A

Invite the students to fill in the questionnaire in Part A, on Page 35. Then Go through the questions one by one and focus on what they like or dislike about their school. Organize a discussion and encourage the students speak out as many proper reasons as possible.

(Well, here I would like to give some hints to the students by offering some ideas. Remember it is the best for the students to speak out their own ideas. The teacher is just here to make summaries. )

＊What time does your school day start? Do you think it is too early or too late?

At 7:10, I think it is too early, because we can’t get enough sleep if we have to get up early in the morning. / We have a lot of homework to do at night, and we need to get enough sleep, too.

＊What time does your school day finish? Do you think it is too early or too late?

At 5:30 p.m. I think it is too late. Because it is hard for us to have enough time to do sports. / I think after-school activities are very necessary. It helps students to get along with each and keep healthy. So I think school should end earlier and offer the students more time for after-school activities.

＊How long is your lunchtime?

It’s about 1.5 or 2 hours. I think it is OK! It takes us about 20 minutes to have lunch. Then we still get more than one hour to chat with my friends and classmates. We can also take a snap/sleep for a short while. It will help us study better in the afternoon.

＊What’s your favorite subjects, sports and after-school activities?

I like …because it is interesting/ I can learn a lot from it.

I like … because it can help me to keep fit and stay healthy.

I like … because it’s wonderful and I can learn a lot and make a lot of friends.

＊Do you like to wear the school uniform? Why or why not?

Yes, I do. Because they make me look smart. / Because I don’t need to worry about what to wear anymore. / Because it is comfortable and good for sports.

No, I don’t. It is boring to wear the same clothes every day. Sometimes the clothes are not of good quality and they are easy to break.

＊Do you think your school is a good one?

Yes, my school is a good one. First, it is very beautiful. Second, there are a lot of places and facilities for the teachers and students to use. Third, both teachers and students are hard-working and helpful. ….

＊Do you like to go on school trips? How often do you go on school trips? Where would you like to go?

We go on a school trip once a term. To a park or a beautiful place in or around the city. Sometimes I don’t like the trip, because it is boring to walk such a long way only to take some photos. However, it is good to have a chance to visit some beautiful places and play happily for a whole day.

When the students are talking about what they like and dislike about their school. Ask them about their ideal school. Encourage the students to write down their answers on the margin of Page 35.

Step 2 Designing a timetable

Invite the students to design a timetable for their favorite subjects, sports and after-school activities. They may need this to write about their ideal school.

Step 3 Reading for structures

Reading for structures. Get the students to read the sample article by Daniel and figure out the ways or the structure that they can follow to write about their own ideal school. Use the following questions to help the students.

＊Daniel’s ideal school

1.When does his ideal school start? It starts at 9 a.m.

2.When does it finish? It finishes at 3 p.m.

3.Why does like this kind of school?

Because he likes to get up late and he will have a lot of time for school activities

＊Lunch

1. How long do they have lunch? They have lunch for an hour

2. What can they do in the big dining hall? They can eat lunch, chat and listen to pop music in the hall.

3. What do they eat every day?

They eat fruit and vegetables

＊Subjects and classes

1. What subjects does Daniel like to have? He likes to have Maths and Computer Studies.

2. Why? Because he thinks Maths is very interesting and he loves computers.

3. How many students are there in each class? 15

＊Equipments

What’s in his ideal school?

There is a park ,a shopping mall a big library a tennis court and a swimming pool.

＊Other things

1.How many hours of homework do they have every day? They have half an hour of homework.

2.Do they have homework at weekends? No , they don’t .

3.How often do they go on a trip to a museum or a theatre? They go on a trip to a museum or a theatre every month.

Step 4 Writing your own article

Tell the students that they can write their own article following the structure. Get the students to read the passage and pick up some useful sentence patterns.

Step 5 Homework

a. Write about your own ideal school with the help of the sample article.

b. finish off the exercises in the Evaluation Handbook and learning English.

PERIOD 10: CHECK OUT

Teaching Objectives

● To go over what we have learned throughout the whole unit

● To understand use of comparative structures

● To use the deductive skills in selecting correct information

● To remember the word by putting them in different word families

Teaching Procedures

Step 1 Warming up Xkb1.com

Remind the students of the unit topic ‘School life’. They are surely quite clearly that we have discussed about at least three kinds of schools: British School (Woodland School), American School (Rocky Mountain High School) and Chinese school (Beijing Sunshine School and their own school)

Encourage the students to collect the information about Woodland School and write some of the key phrases and useful sentence patterns on the board.

It is a mixed school.

Home Economics is a subject at Woodland School. Students can learn how to cook and sew. Before many students did not know how to do things for themselves but now they can cook healthy and tasty food.

They have a reading week every year. They can read any books from the school library. They can also bring in books and magazines from home. They can talk to their classmates about their books near the end of each class.

It is always very short, because they want to read their classmates’ books as well. ….(The teacher can also use ‘Fill in the Blanks’ to do this. )

Encourage the students to collect the information about Rocky Mountain High School and write some of the key phrases and useful sentence patterns on the board.

When you are seventeen years old, you can take a driving lessons. Driving to school (it) takes less time than taking the bus.

Students can spend a lot of time practicing playing softball.

They can go to a ‘Buddy Club’. There the older students talk to new students about school life. Nancy’s buddy is a senior in 12th grade. She helps Nancy learn all about her new school. She helps Nancy with her homework and listens to Nancy’s problems.

During lunchtime, the students always have a great time talking to each other.

Sometimes the go to shopping malls after school. ….

Encourage the students to collect the information about Beijing Sunshine School and write some of the key phrases and useful sentence patterns on the board.

There are 1,800 students and 90 teachers at Beijing Sunshine School.

There are 45 classrooms at Beijing Sunshine School.

Students have 7 weeks off in summertime.

Students spend about three hours ding homework every day.

Students have to wear uniforms and do morning exercises every day.

Encourage the students to collect the information about Daniel’s Ideal School and write some of the key phrases and useful sentence patterns on the board

School time: start, finishes have lot of time for after-school activities.

Lunch :Eat lunch and chat, listen to pop music, fruit and vegetables

Subjects and classes: Mathinteresting, Computer Studies,

wear uniforms but not ties, small classes

Equipments: a park on one side and a shopping mall on the other,

Library, tennis court and swimming pool.

Other things: lots of clubs and after-school activities/ half an hour of homework every day, no homework at weekends/ go on a school trip to a museum or a theatre

Encourage the students to talk about their own school as well as their ideal school

What time does your school day start? Do you think it is too early or too late?

What time does your school day finish? Do you think it is too early or too late?

How long is your lunchtime?

What are your favorite subjects, sports and after-school activities?

Do you like to wear the school uniform? Why or why not?

Do you think your school is a good one?

Do you like to go on school trips? How often do you go on school trips? Where would you like to go?

Step 2 Finishing the Part B

Invite the students to finish the Part B, on Page 37. Give a summary to the words we have come across in the unit by forming word groups.

Check the answers. If possible, get the students to give more words and then add them to the table.

Step 3 Compare the schools

Get the students to compare the schools.

Chinese students have more weeks off in the summertime than British students.

British Students spend less time doing their homework than Chinese students.

Students at Rocky Mountain High School do not wear uniforms and do not domorning exercises.

Talk about the grammar involved in the unit. (Refer to Period Six.)

Step 4 Complete Part A

Invite the students to complete Part A, Page 37. To complete these exercises, students must use the

deductive skills. For stronger class, just let the students finish the job by themselves. For weaker

classes, it is necessary for the teacher to teach the words like ‘pencil box, paper clips, rubber ’.

Read the sentences one by one and get the students focus on the comparative words and encourage

them to make the judgments.

Step 5 Homework

a. Go over the whole unit and get ready for the test.

b. Finish off the exercises in the Evaluation Handbook and Learning English.