江苏省响水中学2015高一英语M1Unit1教案牛津译林版

Unit 1 School life
Period 1 Welcome to the un it
1. Teach ing aims:
1 Get stude nts to know the differe nt high school loves betwee n the UK and China.
2 Develop stude nts ' En glish speak ing skills.
II. Teach ing Procedures:
Step 1. Warming up
Let some stude nts make a self- in troducti on.
1. In troduce themselves.
2. Say someth ing about their junior high school life.
3. Pair work: brain storm:
When we are talking about our school life, what will we probably think of?
What words or phrases will we use to describe our school life?
Step 2 Prese ntati on
Say the follow ing to stude nts:
It ' s the begi n gi of the new term. You ' ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your less ons and I hope we can be frien ds.
I can see that some of your are eager to know what study ing at senior high will be like. Will it be differ4e nt from junior high? Well, there are certa in ly many differe nces betwee n junior high and senior high, but there are also some things that are the same in every school in China.
What about schools in other coun tries? Do you have differe nt experie nces? Are schools all over the world the same? This is the subject of our first un it.
2. Ask stude nts to read the in struct ion and tell them:
Here are three pictures that show some aspects of school life in the UK. Please read the in struct ion s, look at the pictures: what's the differe nee betwee n schools in China and the UK?
Step 3 Discussi on
1 Ask stude nts the follow ing questi ons to talk about the words in the four pictures:
Huge campus and low-rise buildi ngs
What does huge mean?
What does low-rise mean?
What about campus and school buildi ngs in China?
(Schools in China usually have a large eno ugh campus to make sure stude nts have eno ugh space to study and play. But most school buildi ngs have at least 3 storeys.)
Lockers for every stude nt
Do you know what a locker is?
(There are rows of lockers by the classrooms for stude nts to put their bookd, exercise-books and other bel ongin gs.)
What do you think about locker for stude nts?
Do you think that we should have such locker in our school? Why or Why not?
Fewer stude nts in each class
How many stude nts are there in our class?
Do you know the nu mber of stude nts in a class in the UK?
At ease with our teacher
What can we know from this picture?
What does the word ease mean? What do you think the phrase at ease mean?
Were you getti ng on well with the teacher whe n you were in junior high?
What relatio nship do you want to have with your teachers in senior high?
2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.
3. Ask stude nts to discuss the three questi ons in pairs, and them ask some of them to report their an swers to the questio ns to the whole class.
What is your dream school life like?
What kind of school activities do you enjoy?
What do you think of your life here in the new school?
Step 4 Summary and Homework
Today we ' ve mainly talked about the differencesbetween the high school lives in the UK and in China. After class you should:
1) Recall all the new words and expressi ons that we lear n in this less on.
2) Find m ore about any other differences between the high school lives in the UK and in China, either by surf the Internet or by readi ng some articles in n ewspapers or magaz in es.
3) Preview the follow ing part: readi ng (page 2 to page 4).
Period 2 Reading (1) School life in the UK
Teaching aims:
1. Get students to know what school life is like in a high school in the UK.
2. Develop students ' ability of reading comprehension through: skimming and scanning.
Guessing the meanings of some new words from the context
3. To learn some expressions about school life.
Teaching procedures:
Step 1 Lead-in and Presentation
Say the following to the students:
Yesterday we' vetalked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today 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.(Bb: School life in the UK)
Before we read the article, we are going to learn the reading strategy: skimming and scanning. Please look at page 3: Reading strategy.
(Bb the following while learning the reading strategy. )
Skimming: to get a general idea of the article, without studying it in detail.
Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures scanning: to find certain information in an article quickly.
Look for key words and phrases, dates and numbers, etc.
Step 2. Reading
1. Skimming:
Question: How does Wei Hua feel about her life in the UK?
2. Scanning:
Ask students to go through the three questions in part A and make sure that each of them know the meaning of each question.(A Woodwork class is a class in which students make something from wood.) Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only to focus on and identify the most important information.
Ask student to reread the passage and complete Part C1 individually. Then ask some of them to give the answers to the questions in Part C1
Ask students to finish Part C2 individually. Then get some students to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.
3 Guessing
Ask students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let them guess the meanings from the context. Then check the answers with the whole class.
Step 3 New Words in this Unit
Study the new words appears from page2 to page 5 (from attend to immediately) at page 68.
Step 4. Homework.
1. Complete part E on page 5.
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
3. Learn all the new words we learned today by heart.
Period 3 Reading (2) School life in the UK
Teaching aims:
1 Help students become more familiar with the article.
2 Develop students abil'ity of reading comprehension by finding out what topics are covered in the article.
3 Develop students abilit'y of speaking by discussing the subjects they like in school. Teaching Procedures:
Step 1. Revision:
Check the homework:
Have a dictation to go over the words learned last period.
Check the answers in reading on pages 82 and 83 in wb.
Ask some students to read the article in Part E to check whether they have used the suitable word in each blank.
Step 2 Reading
1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.
School hours
School assembly
Teachers
Class size
Different classes in different classrooms
Homework
Subjects and favourite subjects
What to do at lunchtime
British food
Ask students to point out the different high school lives in the UK and in China in these topics. Step 3 Discussion
Let students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.
Step 4 Language focus
1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.
Words:
as (since, because, for)
attend (join, join in, take part in) prepare
experience
respect exciting, excited drop
Phrases: for free be happy with used to do sth.; be/get used to do sth.; be/get used to doing sth. the way to do; the way of doing; the way + Attributive Clause at the end of; in the end; by the end of
as …as
Sentences:
Going to a British school for one year has been a very enjoyable and exciting experience for me.
1 do like eating.
We also had different students in some class, so it was difficult to remember all the faces and names.
2 Ask students to put the following sentences into English in their exercise-books.
1) 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 her lessons.
3) 经验是最好的老师。

Experience is the best teacher.
4) 他确实告诉了我这个故事。

它听起来好象是一个真实的故事。

He did tell me the story. It sounds like a true one.
Step 5. Homework
1. Ask students to read the article again and again.
2. Ask students to finish Parts A1 and A2 on page 86.
3. Ask students to translate the first five sentences in Part D2 on page 89 and write down in their excise-books.
Period 4 Word power
Teaching aims:
1 Help students be familiar with the names of school facilities
2 Help students revise to express how to get some where.
Teaching procedures:
Step 1 Presentation
1 Please read Wei Hua 's article and answeersmtiyonqsu:
Where did she went when she was in the high school in Manchester? What did she do in these places? (different classrooms —to have different classes
the library —to read English books
the computer club —to e-mail her family and friends back home for free)
2 Ask students:
Do you know in which place Wei Hua and her schoolmates had school assembly? ( Wei Hua and her schoolmates had school assembly in the lecture hall.)
Where did Wei Hua and other stude nts have their lunch at school there? (They had their lunch in the can tee n.)
Where do you think they had their PE?(In the gym.)
What id the place for stude nts to live in whe n they study in a high school? (The dormitories.)
Step 2 Vocabulary lear ning
1. Ask stude nts to read the passage and the map in Part A.
2. Ask students to read the guidelines of Part B, and finish the writing description of the quickest way to get from the dormitories to Classroom 4. Then get each of them to read their passage to their part ner. And the n ask some of them to read their passage to the whole class.
Sample an swers:
(B) 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, desig n some more samples for the stude nts to practice. For example, ask stude nts to mark the shortest way from the scie nee laboratory to classrooms 16-25. This exercise en courages stude nts to familiarize the phrases of finding the way. (If time does n 'permit, this step can be left out.)
3. Ask students to finish Part C individually, and then check the answers with the whole class.
An swers:
(C) 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 can tee n
Step 3 Vocabulary exte nsion
1 Ask students to read the guidelines of Part D. Then get them to look at the words under the picture and guess the meaning of each word. They can first write dow n the nu mber of the words of which they know the meanings before these words. Then guide stude nts to guess the meanings of the words they don ' t know.
An swers:
(D) 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipp ing rope
2 Ask stude nts to read the words that appear in this part and try to lear n them by heart.
Step 4 Homework
1. Let the stude nts to remember all the useful words and expressi ons in Part A, B, and D .
2. Do Part A and B in writi ng on Page 9
3.
3. Ask students to preview the two parts about attributive clauses on page 8. They should look up Period 5 3
Grammar and usage (1)
in the dictionary the words whose meanings they don ' t know.
Teach ing aims:
1 Teach students what an attributive clause is.
2 Teach stude nts the fun ctio ns of relative pronouns and relative adverbs in attributive clauses.
Teach ing procedures:
Step 1 Revisio n
Check stude nts ' homework in writ ing on page 93. Ask some stude nts to read their note of Part B
on page 93.
Step 2 Prese ntati on
1. Ask stude nts to put the follow ing phrases into En glish and write dow n on the blackboard:
一段开心的经历(an enjoyable experienee)
好朋友(good friends)
这篇关于他在英国经历的文章(the article about his experie nces in the UK)
Let stude nts read these phrases and point out the noun, the adjective or the prepositi onal phrase in each
of them to help stude nts review what a noun is, what an adjective is and what a prepositi onal phrase is.
Let stude nts tell what the function of an adjective or prepositi onal phrase is in these phrases.
Ask students to read Point 1 on page 8 to know that what an attributive clause is and what an an tecede nt
is.
Then say the following:
Now we know that nouns can be modified by adjectives, prepositional phrases or attributive clause.
Please pay special attention to the different positions of the adjective, the prepositional phrase or the
attributive clause. We can know that adjectives are usually used before nouns, while prepositi onal
phrases and attributive clauses after nouns.
3. Write dow n (Bb: the team who were weari ng gree n) on the blackboa rd, and tell stude nts that team
t appear here is called antecedent and who were wearing green is an attributive clause. Ask students what who
refers to here. They will know who refers to team and is used as the subject in the clause. Students should
also know the noun which an attributive clause modifies is called antecedent. Tell students that the
antecedent is a part in the attrib utive clause, but it won '
in the clause. In stead, we use a relative pronoun or a relative adverb.
Step 3 Identifying the attributive clause
1 Let stude nts to read the guideli nes in Point
2 on page 8.
2 Ask stude nts to read the example sentences in Point 2 and let them say what fun cti on of the bold part
in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole
sentence into Chinese, so they can compare the different ways in which the attributive clause is
expressed in En glish and in Chin ese.
Step 4 Practis ing
1 Ask students to read the article on page 9. Make sure they can identify attributive clauses in it . Let them
point out the antecedent, the relative pronoun or the relative adverb and its function in each sentence with
an attributive clause. They can also be asked to put the sentences into Chinese so as to compare the
differe nee.
2 Lear n the new words from page 9 to page 11.
Ask stude nts to turn to page 68 and study the new words (former —please).
Step 5 Homework
1 Ask stude nts to read the article on page 9 aga in and aga in.
2 Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or
relative adverb in the sentence with an attributive clause.
Period 6 Grammar and usage(2)
Teach ing aims:
1 Teach stude nts how to use relative pronouns: that, which, who, whom and whose.
2 Teach stude nts in which situati on who, whom, which or that can be left ou t.
Teach ing procedures:
Step 1 Revisio n
1 Check the homework with the stude nts. Make sure that stude nts know what an attributive clause is and the function of each relative word.
2 Have a dictation to go over the words we learnt last period.
Step 2 Prese ntati on
Questio n: What does a noun usually refer to?
(Stude nts should know a pers on/people or a thing/thin gs. For example, story, cake, and book are thin gs, while friend, teacher and mon itor are pers on s.)
Step 3 Using relative pronouns
1 Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each senten ce. Then ask: What does that/which function in each clause?
Ask stude nts to read the tip box, so the stude nt will know the differe nee betwee n that and which.
2 Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?
Ask students to read the tip box, so the students will know that can also be used to refer to a pers on/people.
3 Ask stude nts to read Point 3 and Point 4, and point out the an tecede nt in each senten ce.
4 Ask stude nts to read the follow ing senten ces:
Bb: She has a bother. I can ' t remember his name.
Question: What does his refer to?(His refers to a brot her ' s.)
Bb: She has a brother whose name I can ' t remember.
Questio ns: Which part is the an tecede nt here?(a brother)
What is it used as in the attributive clause?(attribute)
Ask stude nts to read Point 5 and point out the an tecede nt in each sentence. Then ask: What does the relative pronoun whose refer to in the two senten ces.
5 Draw the follow ing table on the blackboard and ask stude nts to fill in.
Step 4 Suppleme ntatio n
注意that \which在代物时常常可以通用，但有时只宜于用that，不用which.
(1) 先行词是形容词最高级或者它的前面有形容词最高级修饰时
This is the best that has been used against air pollution(反对空气污染)in cities.
En glish is the most difficult subject that you will lear n duri ng these years.
(2) 先行词是序数词，或它的前面有一个序数词时
He is the last pers on that I want to see.
(3) 主句中已有疑问词时
Which is the bike that you lost?
(4) 先行词既有人又有物时
The bike and its rider that had run over ( 撞倒了)an old man were taken to the police station.
(5) 先行词是all, much, little, something, everything, anything, nothing, none, the one 等代词时
You should hand in all that you have.
We haven ' t got much that we can offer you.
I mean the one that you talked about just now.
(6) 先行词前面有only, any, few, little, no, all, one of, the same, the very 等词修饰时
The only thing that we can do is to give you some money.
Li Ming is the only one that got full marks ( 满分)in our class.
Li Ming is one of the students that want to be teachers in our class.
(7) 有两个定语从句,其中一个关系代词已用which, 另外一个宜用that
Edison built up a factory( 办了一个工厂) which produced things that had never been seen before.
(Ask students to take notes, read the seven points again and again, and translate all the sentences above.)
Step 5 Practising
Ask students to complete the conversation on page 11 individually. Then read it in groups of three of check their answers. Make sure that they understand the meaning of each sentence in the dialogue. (Say the following to the students: Can you understand the meaning of each sentence in the dialogue? If you have questions, please raise your hand and give the sentences you couldn ' t understand to the whole class. Let the whole class help you)
Step 6 Homework
1 Ask students to make five sentences, each with an attributive clause.
2 Ask students to read the dialogue on page 11 again and again.
3 Ask students to do Part C2 on page 88 and do the first five exercises in their exercise-books.
Period 7 Task (1)
Teaching aims:
1. Teaching students how to use abbreviations to fill in a timetable.
2. Develop students 'ability of listening to and identifying dates, day, time, venue and events or activities.
Teaching procedures:
Step 1 Revision
Check the students'home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.
2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.
Step 2 Presentation
1 Ask students to read the five points in Skills building 1 on page 12. Have them write down the names of months and the seven days of a week in abbreviations.
For example: 2nd/2 Feb; 5th/5 Mar; 3rd/3 Aug; 21st/21 Oct; 30th/30 Nov;
Mon; Wed; Tue; Fri; Sat
2 Ask students to read the guidelines and then listen to the recording and finish the timetable on page 12. Then ask students to repeat what they have heard according to the timetable.
Step 3 Listening
1 Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the
timetable to get a general idea about the talk.
2 Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the sme answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class.
Step 4 Speaking
Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example:
a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.
b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on
Mon day, the 11th October.…
Step 5 Practising
Ask students to do the listening exercises on page 92.
Step 6 New words from page 12 to page 17
Ask students to turn to page 68 and read the new words (title —run).
Step 7 Homework
1 Ask students to preview Skills building
2 on page 14.
2 Ask students to preview Step 2 on page 15.
3 Ask students to preview Skills building 3 on page 16.
4 Ask students to preview Step 3 on page 17.
Period 8 Task (2)
Teaching aims:
1. Teach students how to compare information.
2. Develop students'speaking ability by doing question and answers.
3. Teach students how to write a notice.
4. Develop students'writing ability by writing a notice to inform their classmates.
Teaching procedures:
I Skills building 2 and Step 2
Step 1 Presentation
1 Ask students whether they could understand the meaning of each sentence in Skills building
2 when they were doing previewing. Let them point out sentences that they don 'tunderstand.
2 Ask students to read the guidelines and the two points again. Write down the two points briefly on the blackboard: When comparing: 1) read all the in formation carefully
2) make as many comparison as possible
Step 2 Practising
1 Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.
2 Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:
The title:
The price:
The year:
The writer:
Ask some students to tell what information they can find about the above in the e-mail, and write dow n their an swers on the blackboard.
The title: with the word Dyn asties
The price: having the figure 8
The year: after 2000
The writer: a famous professor
Ask students to compare the information written on the blackboard with the list table to see if they can find the book now. Step 3 Report ing
1 Ask students to read the guidelines and the class timetable in Part A in Step
2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 1
3 with the class timetable and write down the topics of the talks they can attend under the class timetable.
2 Ask stude nts to read the guideli nes in Part B and work in pairs talk ing about the talks accord ing
to the programme time table on page 13 and the note in Part A. One of them acts as the class teach ing, the other act as the mon itor. They should take tur ns.
II Skills building 3 and Step 3
Step 1 Prese ntati on
1 Say the follow ing to stude nts:
Now, you are going to write a notice to inform your classmates of the talks that they are going to atte nd. Do you know how to write the no tice and what should be in cluded in it. (Write dow n their an swers on the blackboard.)
2 Ask stude nts to read the guideli nes and the three points in Skills buildi ng 3. Let them compare the three points with their an swers on the blackboard.
3 Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the importa nt in formati on in it.
The importa nt in formatio n( Write the followi ng on the blackboard):
Event: Library closed
Time: next Wedn esday to Friday, 16th to 18th November
Reas on: for the sports meeti ng
When to reope n: for the sports meet ing
The new ope ning hours: Mon day —Friday: 8 a.m. —6 p.m.
Saturday & Sun day: 10a.m. —5 p.m.
Public holidays: closed
Pers on that gives the no tice: Zhong Shen gxiao, a staff member of the school library
4 Let stude nts talk about what to do to make a no tice attractive. For example, the no tice should be written in big and colour words, and one or two pictures or photos are used, etc.
Step 2 Writi ng
1 Ask stude nts to read the guideli nes in Step 3 and know what to write in the no tice.
2. Ask stude nts to write a no tice about the talks in October in dividually. Then ask two stude nts to present their notices on the blackboard. Ask other students to make comments about these no tices.(lf time does n 'permit, let the stude nts write the no tice in their exercise-books after class.)
III Homework
Ask stude nts to preview Part Project.
Period 9 Project(1)
Teach ing aims:
1 Help students get some information about after-school activities and school clubs.
2 Develop stude nts' r eadi ng ability.
3 Develop stude nts 'in tegrated skills of using En glish.
4 Help student know how to cooperate in order to fulfill a task.
Teach ing Procedures:
Step 1 Prese ntati on
Say the follow ing to stude nts:
We've talked about what kind of school activities you enjoy in Welcome to the unit. In order to hold school activities conveniently, schools often have some clubs, for example football club, En glish club, radio club and so on. Do our school have some school clubs? (Yes.) Today, we are going to read two articles about school clubs. Please turn to page 18, look at Part A in Project: Starting a new school club.
Step 2 Read ing
1 Ask students to read the first passage and find out as much information as they can about the radio club.
For example:
Who started the radio club: (Kate Jon es, the writer)
When the radio club started: (two years ago)
Why the radio club started: (CD players were not allowed in school; to play music during break time.)
What the radio club does:
every morning: (tell about the weather, the recent news, special messages the teachers want to broadcast)
during exam time: (the special programme telling students what should do and what shouldn 'do) wt the end of the school year: (graduating students giving messages to their friends and teachers) whe n pare nts come: (play ing songs sung by stude nts, special messages to inform even ts)
2 Ask students to read the second passage and find out as nuch information as they can about it. The n ame of the school club: (Poets of the Next Gen erati on)
Who started the school club: (Mr. Owe n, the En glish teacher)
When the members of the school club meet: (the last Friday of every mon th)
What the members of the school club do: (talk about poems and poets they like, select poems, read out aloud, write poems and read out)
3 Give stude nts the expla nati ons of some new words.
allow: permit sb./sth. to do sth.
principal: person with the highest authority in a school
generation: all people born at the same time
select: choose sb./sth.
calm: not excited or n ervous
require: order or comma nd sth.
4 Ask stude nts to turn to page 68 and study the new words that appear on page 18.
5 Try to find the answers to the following questions:
What after-school activities do you have in our school?
Do you like them? Why/ Why n ot?
If you could start a new after-school club to enjoy with your schoolmates, what new school club you would start. Let students go over Part B on page 19. Make sure they know what they should do after class. Ask them to form several groups.
Step 3 Homework。