牛津译林版高一上册模块1 Unit 1 School life获奖教学设计

项  目

目 标 要 求

话  题

School life

语言知识

语音

Natural and fluent pronunciation and intonation

词汇

enjoyable, experience, headmaster, earn, devote, respect, literature, average, struggle, challenging, encouragement, cooking, extra, fond, sculpture, dessert, satisfaction, academic, exchange, former, graduate, fluent, kindness, splendid, independent, title, dynasty, somehow, recent, professor, inform, donate, run, host, approve, charge, schoolmate, broadcast, preparation, event, outing, poet, generation, literary, select, courtyard, composition

For free, be fond of, look back on, make use of, in charge of

语法

1.Introduction to attributive clause

2. Usage of pronoun relatives

功能

1. Describing school life

2. Describing school activities

3. Comparing school life in the UK and in China

语言技能

听

Students will be able to listen to a headmaster talking to school activities.

说

Students will be able to discuss daily school life and school activities to their classmates and teacher.

读

Students will be able to read a magazine article about school life and two articles about school clubs.

写

Students will be able to write a note about school activities.

情感态度

Students know and accept diverse cultures and broaden horizon.

Students are more interested in English.

Students learn how to be cooperative as well as competitive with others.

学习策略

Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

1. Daily report:

  My dream school

2.Sharing Ss’ own experiences:

(1) Share with us your favorite part of your old/new school life

(2) What school activity do you like most?

Giving a speech.

Asking and answering questions.

To warm up the class.

To arouse Ss’ interest.

Presentation of Welcome to the unit

Introducing four pictures of British school life :

(1)What is your impression of the school life in British after looking through the four pictures?

(2) What are the differences in school life of China and of Britain?

Showing pictures.

Asking and answering questions.

Pair discussion.

To know what school life in Britain looks like.

Output of Welcome to the unit

Present the result of the discussion of each group

Presentation

To know the cultural differences and improve their spoken skills

Presentation of Word power

1. Play a game

Guess the names of the buildings according to their functions below.

1) Used for different experiments

2) Used to serve three meals

3)….

2. More names of the facilities

Brainstorming in class.

To get students involved in class and enlarge their .

To enlarge their vocabulary

1. List different ways to ask ways

2. Try to show your partner ways according to the map on P6.

Brainstorming Pair work

 To go over different expressions to ask and show ways.

To consolidate the names of school facilities.

Output of Word power

You are a group of new students and are trying to help each other to find different places you want to go. Make up a dialogue. Please make sure each one has at least two chances to have his or her voice heard.

Group performance.

To practice what they have learnt in class.

Homework

1. Finish the exercises on P7.

2. Remember the names that you don’t know in the two parts.

3. Prepare for the reading and do preparation exercises on P4.

Individual work

To consolidate what they have learnt and prepare them for the next period

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

1. Daily report

 My life in Junior

2. Lead-in：a game(between groups)

The teacher shows some pictures of school facilities quickly and groups try to write down the names as many as possible. (one point for each right name; minus two for every wrong one.)

Acting

Group competition

To warm up the class

To go over what they have learnt in the last class.

To arouse their interest.

Reading comprehension

1. Introduce the reading

strategies: skimming & scanning.

2. Use skimming to get the main idea of the text. (which lines are considered before you get the main idea?) (fast reading)

3. Use scanning to find something specific. (careful reading)

Quick answers to questions about the details of Wei Hua’s school life.

4. Class assessment

Task-based reading

Showing them the instructions on P3.

Individual work

Group competition

Group work

True or false

Asking and answering

Filling in the blanks

To help students get some idea of the two strategies.

To practice skimming.

To get a better understanding of the text and practice scanning.

To help students grasp the text on the whole and to evaluate how much students have got from the passage

Output

Post-reading tasks:

An interview:

Choose one as Wei Hua and one as her classmate in Britain. The others act as reporters. Give us an interview about their school life in Britain. Use as much information from the text as possible.

Group discussion

To help encourage students to talk more to develop their skills.

To help students try to reuse the information provided by the text in a third person.

Homework

1. Doing exercises on Page 5&86.  

2. Read the text again; underline the words, phrases and sentences that you think are important or you don’t understand.

Writing and speaking

To consolidate what students have learned in class and prepare them for the next period.

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

1. Daily report.

2. Brainstorming:

If you can choose, which school do you prefer, a Chinese one or a British one? State your reason.

Acting

Asking and answering

To warm up the class with the daily report

To arouse students’ interest

Introducing the key words

1. Going to a British high school was a enjoyable and exciting experience for me.  enjoy joy , experience experienced

2. I was very happy with the school hours  be satisfied/pleased with

3. This means I can get up an hour than usual.  mean to do/doing; meaning meaningful

Meaningless; than expected

4. …, all of the new students attended an assembly in … attend

5. …the best way to earn respect was to devote ourselves to study and achieve high grades. a way to do sth/of doing sth show respect for; respectable; respectful  devote to sth/doing sth; be devoted to

6. This sounded like my school in China.sound linking verb

7. This is about the average  size for … average; on average

8. it is a struggle for me to remember all the faces and names.  struggle to do

9. … it was a bit challenging for me at first a bit  challenge

10. I could send e-mails to … for free.  free of charge;

charge free

10. I was glad that …were fond of the cake I made. be fond of

11. I missed Chinese food a lot at lunch. miss vi; miss sth; miss doing

12. I look back on my time in the UK with satisfaction, look back on

Students exchange what they have underlined and give the explanations themselves. The teacher completes or concludes if necessary.

To find out the usage of the key words from the examples.

To write out the transformation and phrases of the key words.

To use the key words properly in relevant exercise.

Practice

Doing the relevant exercise:

Blank-filling

Multiple choices

Dialogue

Individual work

Group competition

To consolidate.

Output

Making up a short passage with the new words.

Group discussion

Group evaluation

To improve the abilities to use the new words and train their imagination and creativity.

Homework

School assignments

Individual work

To consolidate.

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

1. Daily report

2. Free talk

Give us any phrase you like, using an adjective to modify a noun or a noun plus a prepositional phrase.

Acting

Asking and answering question

To use the daily report to warm up the class

To arouse students’ interest

Presentation

1. What are attributive clauses?

2. What does an attributive clause look like?

3. What is name of the nouns modified by the clause and what is called the conjunctions in the clause?

4. Look for attributive clauses in the text on P9.

5. Study all the relative pronouns on Page 10, tell us what does each one stand for?

6. What is the difference between ‘that, which’ and ‘who whom’?

7. What is the difference between ‘who’ and ‘whom’？

8. Why can some relative pronouns be left out like sentences on P10?

9. What is the relation of the two nouns before and after the relative pronouns ‘whose’?

10. The teacher makes a conclusion.

Discussion and presentation

Group discussion

Free talk

Group discussion

To get a basic idea of attributive clauses

To learn how to use relative pronouns by studying the grammatical phenomenon and answering the questions themselves.

Practice

Consolidation exercises on P11

Individual work

To test themselves how much they have understand

Output

Make up as many sentences using attributive clauses as possible. No repeating of the sentences in class.

Students can refer to the picture on P10.

Group work

& Group competition

To improve students’ abilities to employ what they have learnt in class.

Homework

Workbook P88 &

School assignments

Individual work

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

Daily report and comments

Personal presentation

To share personal experiences

1. Brainstorming

Did you attend any summer course this year?

What information is really important when you make the decision to join a program?

2. Listen to a program

and circle the correct words to complete the timetable.(P 13)

Free talk

Discussion

Listening

To arouse students’ interest about the topic

To help them to be more sensitive to numbers.

Presentation

1. Compare the charts on P14 and P15 to find out the subjects that you can attend.

2. Make a decision on the subjects that you want to attend

3. Make a report of your decision to your classmates and at least two reasons are required for your choice.

Pair work

To develop their ability to process information they can get and make a proper decision.

Practice

1. Study the notice on P16，paying attention to the beginning of the notice.

2. what should be included in a notice?

3. Write a notice yourselves.

Individual study

Asking and answering

Pair work

To help them know how to write a notice.

To develop their writing skills.

Homework

Write a notice yourself

Writing

To check how well students have learnt

PROCEDURE

CONTENT

METHODS

PURPOSE

Warming up

Daily report

Free talk

Oral talk

Interactive talking and discussion

To activate students

To arouse the interest

To prepare vocabulary and background information for the major task

Presentation

1. Read the two clubs quickly and find out what the clubs are.

2. What does the radio club do at school？

3. What should a new member of the literary club do at his or her first meeting?

Individual  skimming

To develop Ss’ reading strategy of skimming and scanning.

2. Discussion:

1) Why do we need clubs?

2) When you want to join a club, what will you take into consideration?

III. If you are asked to be a founder of a club, what club do you want to start?

Group discussion

Free talk

To help students to develop an idea to start a club and know the necessities to found a club.

Practice

Reorganize the class according to their interest and make sure every in the group has his own task.

Produce a poster, with all the elements included.

Present the posters to the class and vote to decide which group is the most outstanding.

Group work

To help them know what should be done to start a club.

To develop their DIY skills and interests in applying English to practice.

To help them enjoy teamwork.

Homework

Do some research to estimate whether you club will be welcome or not.

School assignments.

Individual work

To improve their ability to do more research.