高一牛津英语模块一Unit 1 School life 教案 共十二课时 译林牛津版必修1

1、Unit 1 School lifeTeaching aims of the whole unit:1 Develop students ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2 Develop students ability of listening comprehension by listening to two talks about school activities.3

2、Develop students speaking ability by discussing daily school life and reporting school activities.4 Develop students writing ability by writing a notice about school activities.5 Develop students integrated skills of using English by making a poster for a school club.6 Enlarge students vocabulary ab

3、out school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2

4、 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students English sp

5、eaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.用心 爱心 专心2. Say something 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 ph

6、rases will we use to describe our school life? Step 2 Presentation1. Say the following to students:Its the beginning of the new term. Youve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that

7、some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between 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

8、tries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures:

9、whats the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in Chin

10、a usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and ot

11、her belongings.)What do you think about locker for students?用心 爱心 专心Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can

12、 we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pi

13、ctures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.用心 爱心 专心3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your

14、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 HomeworkToday weve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words

15、and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1

16、) School life in the UKTeaching 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:1) skimming and scanning.2) Guessing the meanings of some new words from the context3. To learn some expressions about school

17、life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday weve talked 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用心

18、 爱心 专心school lives in the UK. Yeah? Today we are going to read amagazine 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

19、 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 p

20、aragraphs, charts and pictures scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1) Ask students to go through the three questions in part

21、A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most impo

22、rtant information.2) Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to the questions in Part C13) Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true se

23、ntences to correct the false ones.3 GuessingAsk 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用心 爱心

24、专心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 Rea

25、ding (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students ability of reading comprehension by finding out what topics are covered in the article.3 Develop students ability of speaking by discussing the subjects they like in school.Teaching P

26、rocedures:Step 1. Revision:Check the homework:1) Have a dictation to go over the words learned last period.2) Check the answers in reading on pages 82 and 83 in wb.3) Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask s

27、ome students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3) Ask students

28、to point out the different high school lives in the UKand in China in these topics.Step 3 Discussion用心 爱心 专心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 focus1 Ask students to find out the

29、 following words, phrases and sentences in the article. Then give some explanations.Words:a) as (since, because, for)b) attend (join, join in, take part in)c) prepared) experiencee) respectf) exciting, excitedg) dropPhrases:a) for freeb) be happy withc) used to do sth.; be/get used to do sth.; be/ge

30、t used to doing sth. d) the way to do; the way of doing; the way + Attributive Clause e) at the end of; in the end; by the end off) as asSentences:a) Going to a British school for one year has been a very enjoyableand exciting experience for me.b) I do like eating.c) We also had different students i

31、n some class, so it was difficult toremember 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.

32、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. Homework1. Ask students to read the article again and again.用心 爱心 专心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 do

33、wn in their excise-books.Period 4 Word powerTeaching 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 Presentation1 Please read Wei Huas article and answer my questions:Where did she went when she

34、was in the high school in Manchester?What did she do in these places?(different classroomsto have different classesthe libraryto read English booksthe computer clubto 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 ass

35、embly? ( Wei Hua and her schoolmates had school assembly in the lecture hall.)Where did Wei Hua and other students have their lunch at school there? (They had their lunch in the canteen.)Where do you think they had their PE?(In the gym.)What id the place for students to live in when they study in a

36、high school? (The dormitories.)Step 2 Vocabulary learning1. Ask students 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 toClassroom 4. Then get each of them to read their p

37、assage to theirpartner. And then ask some of them to read their passage to the whole class.Sample answers:(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.

38、用心 爱心 专心2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way. (If time doesnt permit, this step can be

39、 left out.)3.Ask students to finish Part C individually, and then check the answers with the whole class.Answers:(C) 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen Step 3 Vocabulary extension1 Ask students to read the guidelines of Part D. The

40、n get them to look at the words under the picture and guess the meaning of each word. They can first write down the number of the words of which theyknow the meanings before these words. Then guide students to guess the meanings of the words they dont know.Answers:(D) 4 beam 7 barbell 1 climbing bar

41、s 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope2 Ask students to read the words that appear in this part and try to learn them by heart.Step 4 Homework1. Let the students to remember all the useful words and expressions in Part A, B, and D .2. Do Part A and B in writing on Page 93.3.

42、Ask students to preview the two parts about attributive clauses on page 8. They should look up in the dictionary the words whose meanings they dont know.Period 5 Grammar and usage (1)Teaching aims:1 Teach students what an attributive clause is.2 Teach students the functions of relative pronouns and

43、relative adverbs in attributive clauses.Teaching procedures:Step 1 Revision用心 爱心 专心Check students homework in writing on page 93. Ask some students to read their note of Part B on page 93.Step 2 Presentation1. Ask students to put the following phrases into English and write down on the blackboard:一段

44、开心的经历(an enjoyable experience)好朋友(good friends)这篇关于他在英国经历的文章(the article about his experiences in the UK)Let students read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to help students review what a noun is, what an adjective is and what a prepositi

45、onal phrase is.Let students tell what the function of an adjective or prepositional phrase is in these phrases.2. Ask students to read Point 1 on page 8 to know that what anattributive clause is and what an antecedent is.Then say the following:Now we know that nouns can be modified by adjectives, pr

46、epositional 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 prepositional phrases and attributive clauses after nouns.3. Write

47、 down (Bb: the team who were wearing green) on the blackboard, and tell students that team here is called antecedent and who were wearing green is an attributive clauseattributive clause modifies is called antecedent. Tell students that the antecedent is a part in the attributive clause, but it wont

48、 appear in the clause. Instead, we use a relative pronoun or a relative adverb. Step 3 Identifying the attributive clause1 Let students to read the guidelines in Point 2 on page 8. to and so they can compare the different ways in which the attributive clause is expressed in English and in Chinese. S

49、tep 4 Practising用心 爱心 专心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

50、 sentences into Chinese so as to compare the difference.2 Learn the new words from page 9 to page 11.Ask students to turn to page 68 and study the new words (formerplease).Step 5 Homework1 Ask students to read the article on page 9 again and again.2 Ask students to finish C1 on page 88. Get them to

51、point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.Period 6 Grammar and usage(2)Teaching aims:1 Teach students how to use relative pronouns: that, which, who, whom and whose.2 Teach students in which situation who, whom, which or that can be

52、left out.Teaching procedures:Step 1 Revision1 Check the homework with the students. Make sure that students 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 PresentationQuestion: What does a noun usually re

53、fer to?(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)Step 3 Using relative pronouns1 Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each senten

54、ce. Then ask: What does that/which function in each clause?Ask students to read the tip box, so the student will know thedifference between that and which.用心 爱心 专心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

55、 in each clause?Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.3 Ask students to read Point 3 and Point 4, and point out theantecedent in each sentence.4 Ask students to read the following sentences:Bb: She has a bother. I cant remember

56、his name.Question: What does his refer to?(His refers to a brothers.)Bb: She has a brother whose name I cant remember.Questions: Which part is the antecedent here?(a brother)What is it used as in the attributive clause?(attribute) Ask students to read Point 5 and point out the antecedent in eachsent

57、ence. Then ask: What does the relative pronoun whose refer to in the two sentences.5 Draw the following table on the blackboard and ask students to fill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.English is the most difficult subject that you will learn during 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 person that I want to see.(3) 主句中已有疑问词时用心 爱心 专心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