Unit1 School life單元教案
Period one Welcome to the unit
I. Teaching aims:
1 To find out the differences of their life between senior high and junior high.
2 To learn something about the high school life in the UK.
3 To know how to get on well with high school life / study.
4 To find out how an activity attracts the students and helps the students
II. Teaching Procedures:
Step 1 Greetings
Step 2. Warming up and Lead-in
1. Let some students make a self-introduction.
2. Say something about their junior high school life.
Step 3. Presentation
Pair work: brainstorm:
When we are talking about our school life, what will we probably think of?
Step 4 Comparison (Group work)
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK?
AspectsIn the UKIn China
Huge campus and low-rise buildingsWe can see huge campus and low-rise buildings.
It is the biggest difference from schools in ChinaSchools in China usually have a large enough campus to make sure students have enough space to study and play in.
But most school buildings are taller, at least three storeys.
Lockers for every studentThere are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings.Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom.
Fewer students in each classThere are fewer students in a class, no more than 30 per class.There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class.
At ease with our teacherStudents have a close relationship with their teachers. They feel at ease and comfortable with them.It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.
Step 5 Discussion
l What kind of school activities do you enjoy?
2 Do you know any further differences between the schools in the UK and China?
3 What is your dream school life like?
What do you think the teachers should be like?
What do you think the students should be like?
What do you think the relations between teachers and students should be like?
Step 6 Extension
What are the factors that will lead to the success of the further?
Step 7 Summary
Homework
1) Recall all the new words and expressions that appear in this unit.
2) Write a short passage about your dream school. (100words)
3) Preview the following lesson.
Teaching Plan for Unit 1 School life Period two Reading
Teaching aims:
1. To read a magazine article about school life in the UK.
2. To learn to apply two basic reading skills: skimming and scanning.
3. To learn some expressions about school life.
Teaching procedures:
Step 1 Revision
Check the homework exercise.
Step 2 Presentation
Yesterday discussed the differences between high schools in our country and the UK.
Now 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.
Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
Focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …
Scanning: to locate specific information about an article.
Look for key words and phrases, dates and words in bold, italics or capital letters…
Step 3 Reading
1. Skimming question:
How does Wei Hua feel about her life in the UK?
2. Scanning:
1) What topics are mentioned in the WeiHua’s letter?
(opt. are the following aspects of school life mentioned in the article?
Teachers classmates friends subjects homework grades timetable activities school facilities host family food hobbies customs traditions festivals)
2) Scan the passage and complete Part C1, C2 on page 4
Step 4 Group work
What’s the similarity and difference between the schools in China and the UK?★
AspectsIn the UKIn China
similarity
difference
Step 5 Practice:
Pair work
Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK
Suppose your desk mate is Wei Hua, make a dialogue.
Homework.
1. Complete parts D and E
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.
4. Preview the following lesson.
Teaching Plan for Unit 1 School life Period three Language focus
Step 1 Revision:
1. Check the homework
2. Complete the chart and retell the letter.
On the first day
TeachersMr. Heywood
Miss Burke
Size of a classroom
Subjects
Food
Wei Hua’s feelings and progress
Step 2. Language focus
1. Words:
a) attend (join / join in / take part in )
b) prepare
c) miss (missing / gone / lost)
d) experience
e) information
f) sounds
2. Phrases:
a) for free
b) a bit / a little
c) as well as
3. Sentences:
a) Going to a British school for one year has been a very enjoyable and exciting experience for me.
b) I do like eating.
Step 5. Practice
1. Complete wb A1, A2,
2. Translation
1)Jim加入了我們的討論之列。
Jim joined us in the discussion.
2)Jane正忙著預(yù)習(xí)功課。
Jane is busy preparing for their lessons.
3)我錯(cuò)過了早班公共汽車。
I missed the early bus.
4）經(jīng)驗(yàn)是最好的老師。
Experience is the best teacher.
5）我一點(diǎn)也不疲憊。
I am not a bit tired.
6） 他確實(shí)告訴了我這個(gè)故事。
He did tell me the story.
Homework
1. Recall all the new words and expressions that appear in this lesson.
2. Write a summary of the article written by Wei Hua.
3. Preview the following lesson.
Teaching Plan for Unit 1 School life Period 5 Word power
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the 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.
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.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
3. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers：
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
1. Let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
Teaching Plan for Unit 1 School life Period 6－7 Grammar and usage
Teaching aim:
To give a brief introduction to attributive clauses.
Teaching procedures:
1. Tell the students what is attributive clause.
2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
4. Check the answers with the students.
5. Explain some language points in the article.
6. Give the students some more exercises of attributive clause.
7. Assignment.
Period 7 Grammar and usage (2)
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
1. Check the homework with the students.
2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.
4. Tell the students several points that they must pay attention to when they use attributive clauses.
5. Some exercises which are to review what they learn in this lesson.
Assignment
Teaching Plan for Unit 1 School life Period 8 Task
Teaching aims:
1. Use abbreviation to fill in timetable.
2. Compare information of two different sources.
3. Write a notice with important information and clear expression.
Procedure:
1-1. Introduce abbreviation.
1-2. Complete school programme timetables with abbreviation
1-3. Compare information of 2 different sources.
2-1 Report the timetable
2-2 Find out important information in a notice.
2-3 Write a notice to notify classmates.
Teaching Plan for Unit 1 School life Period 9 Project (1) Starting a new after-school activity
Starting a new after-school activity
Period One
Teaching aims:
Ø To learn two articles about after-school activities in school
Ø To learn the use of as and require
Ø To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
1. What do the student members in the radio station do during exam time?
2. What do they do when parents come to visit the school?
3. Who started “Poets of the Next Generation”?
4. What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
l allow: permit sb./sth. to do sth.
l principal: person with the highest authority in certain schools
l generation: all people born at about the same time
l select: choose sb./sth.
l calm: not excited, nervous
l require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?
Teaching Plan for Unit 1 School life Period 10 Project (2)
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Teaching Plan for Unit 1 School life Period 10 Project (2)
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Teaching Plan for Unit 1 School life Period 11-12 Assessment
Self-assessment (1) ---Reflections on Unit Learning
Class: ___________ Name: ____________ Unit: ____________
Think about this last unit and write your personal reflections on the following:
The ideas for English learning which I have picked up
The cultural information I have learned
The language I have learned
The strategies I have used to improve my English
The amount of effort I have put into using what I have learned
Other thoughts I have about my English learning
Self-assessment(2)---English Proficiency Test(60 minutes/100 points)
Class:___________ Name:____________ Score:__________
Ⅰ. Multiple choice(10 points)
Ⅱ. Close test(30 points)
Ⅲ. Reading comprehension(30 points)
Ⅳ. Vocabulary(10 points)
Ⅴ. Sentence patterns(10 points)
Ⅵ. Writing (10 points)
Language focus for Unit 1
Reading (Page 2-5)
1. Going to a British high school for one year was a very enjoyable and exciting experience for me.
l 本句是主謂表結(jié)構(gòu)（SVC），句中g(shù)oing to a British high school for one year是動(dòng)名詞短語，作主語。動(dòng)名詞短語的作用相當(dāng)于一個(gè)名詞，在句中常作主語、賓語或表語。例如：
Reading French is easier than speaking it．
He suggested going there by bus.
Most people are against smoking in public places.
Her job is looking after the children in the kindergarten.
l 句中exciting是現(xiàn)在分詞，相當(dāng)于形容詞，作定語，修飾experience.
Ø 注意：英語中有一類及物動(dòng)詞，在詞尾加-ing或-ed后，相當(dāng)一個(gè)形容詞，在句中作定語或表語，但意義不同。-ing表示“令人……”，主語通常是物，-ed表示“感到……”，主語通常是人或與人在關(guān)的表情、動(dòng)作。這類動(dòng)詞常見的有：interest; surprise; encourage; inspire; frighten; excite; tire; bore; move; please; satisfy等。
1）It's so __________ to skate in Pairs. Everyone skates so fast and shouts at the top of his voice.
在巴黎溜冰確實(shí)激動(dòng)人心。每個(gè)人都在疾速運(yùn)轉(zhuǎn)，拼命尖叫。
2）She has many new ways to make her students ___________.
她總有很多新奇的方式使孩子激動(dòng)不已。
3）A successful speaker knows how to _________ the crowd.
一個(gè)成功的演講者懂得如何打動(dòng)人群。
4）Hearing her lost child had been found, there was an ___________ tears on her face.得知她走失的孩子已經(jīng)被找到，她流下了激動(dòng)的淚水。
Key: exciting; excited; excite; excited.
l experience
experience: [C] 經(jīng)歷，閱歷 [U] 經(jīng)驗(yàn) v. .經(jīng)驗(yàn)，體驗(yàn)，經(jīng)歷，閱歷 experienced 經(jīng)驗(yàn)豐富的
1）He hasn’t got enough experience for the job. 他沒有足夠的經(jīng)驗(yàn)做這項(xiàng)工作。
2）Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗蘭克.霍金斯給我講述他年輕時(shí)的經(jīng)歷。
3）Some of the students had experienced what hardships meant before they entered the university.有些大學(xué)生在進(jìn)入大學(xué)之前體驗(yàn)過艱苦的生活。
［即學(xué)即用］
1）Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26)
A. /; the B. /; an C. an; an D. the; the
2）Some of the passengers told the reporters about their _____ in the burning train.
A. details B. trips C. events D. experiences
Key: C; D
2. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.我對英國學(xué)校的作息時(shí)間很滿意因?yàn)閷W(xué)校大約上午9點(diǎn)開始上課，下午3點(diǎn)半左右放學(xué)。
be happy with=be pleased with, around=about。
3. On the first day, all students went to attend assembly.
attend vt. 出席，參加，上（學(xué)），到場
attend school/class/ church上學(xué)/課/去教堂
attend a meeting / lecture / wedding / party 參加儀式/會議
同義詞：take part in, join, join in, participate.
[知識拓展]
attend to 注意傾聽, 專心干，照料，處理
attend (on/upon) sb. 伺候/照顧某人
Attend carefully ______ what she is saying.注意聽她說話。
The patient has three nurses attending (on) her.那個(gè)病人有三個(gè)護(hù)士看護(hù)她。
4. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
該句子是由that引導(dǎo)的從句作told的賓語，賓語從句中的主語是the best way, 不定式短語to work hard and achieve high grades作was的表語。
l The way to do sth. = the way of doing sth.
l Earn
earn v. 掙得，博得 earnings: n. 所得，收入 earn one’s living 自行謀生（=make a living）
The workers earned less money because they had to pay medical insurance.
因?yàn)楣と艘会t(yī)療保險(xiǎn),所以他們賺得的錢就少了。
The old man earned his living by selling vegetables. 這老人以賣蔬菜為生。
As we know, it’s his honesty that earned the admiration of his friends.
正如我們所知，正是他的誠實(shí)得到了朋友們的贊揚(yáng)。
It’s said that a person's intelligence and abilities have a direct effect on his or her earnings.
一個(gè)人的收入與其智商及能力直接有關(guān)。
[知識拓展]
區(qū)別：earn , gain , win
earn 指為錢（或任何其他報(bào)酬）而工作，含有報(bào)酬是應(yīng)得的含義。
win 指在競爭、戰(zhàn)爭、比賽中獲勝， 并可能由此得到獎(jiǎng)賞。
gain指獲得有用和需要的東西，常用于與錢沒關(guān)系的場合。
1) He has________ a lot of money by working part-time job.
他通過做兼職，已經(jīng)掙了好多錢。
2) He wants to _______a trip to Europe in that competition, but he will be happy if he gets a new bicycle.
他想在那場比賽中得到一個(gè)去歐洲的旅游獎(jiǎng),但是如果他能得到一輛新自行車,他會非常高興。
3) She ______ enough experience while working for the newspaper.
她在為那家報(bào)社工作期間取得了足夠的經(jīng)常。
Key: earned; win；gained
l respect 1）u. 尊敬，尊重，敬意
have respect for show respect for/ to尊敬/敬重
lose / win the respect of 失去（贏得）……的尊敬
3）pl. 問候，問好，敬意（通常用復(fù)數(shù)形式）(regards)
Please give your father my respects / regards.請代我向你父親問好。
4）vt. 尊敬/重，重視
We ________________ a great leader.我們尊他為偉大的領(lǐng)袖。
respect sb for sth 因……而尊敬某人
respect oneself 自重
in some/all/few/respects 在一些/所有/極少方面
［即學(xué)即用］
I’m sure she will do as she promised; I’ve got great _________ her.
A. respect for B. respects of C. honor of D. faith in
l achieve
achieve v. 完成, 達(dá)到 achievement: [U] 完成，達(dá)到； [C]成就, 功績
make achievements 獲得成績，取得成就
We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English。當(dāng)我們可以說點(diǎn)兒簡單的英語交談時(shí),我們就可以從英語學(xué)習(xí)中得到滿足感和成就感。
The success of the experiment proves that we have made great achievements in the study of rocket. 那個(gè)實(shí)驗(yàn)的成功證明我們在火箭方面的研究取得很大成就。
The university has achieved all its goals this year. 這個(gè)大學(xué)今年已經(jīng)實(shí)現(xiàn)了所有的奮斗目標(biāo)。
［即學(xué)即用］
Ø Jack London worked very hard and finally he _______ his goal.
A. made B. found C. developed D. achieved Key: D
5. In our class there were 29 students. This is about the average size for British schools.
l average
1) adj. 一般的，普通的，平均的
What is the average temperature in this city in August? 這個(gè)城市8月的平均氣溫是多少？
What is the average income a year for a Chinese? 中國每年的人均收入是多少？
a man of average ability 能力普通的人
2）n. 平均，平均數(shù)，一般水平，平均水準(zhǔn)
The average of 3, 4 and 11 is 6.
on (the/an) average 平均的
above/ below (the) average 在平均水平以上/下
Is your school work above / below average?
We receive 200 letters a day on average.
6. …so it was difficult to remember all the faces and names.
本句是主謂表結(jié)構(gòu)，動(dòng)詞不定式to remember all the faces and names是主語，it是形式主語。動(dòng)詞不定式短語、動(dòng)名詞短語或名詞性從句作主語時(shí)，有時(shí)為了保持句子結(jié)構(gòu)的平衡，往往用先行詞it作形式主語，而把真正的主語放到后面，此句也可以改寫為:To remember all the faces and names was difficult.常用句型：
It is /was + adj./n. +to do sth. /doing sth. /that-clause 如：
It is impossible to finish the task within two days.
It is no good/ use talking to him.同他談沒用。
It is a fact that English is being accepted as an international language.
［即學(xué)即用］
Ø ________ worried her a bit that her hair was turning gray.
A. That B. It C. What D. There
Ø 掌握一門外語很必要。
Ø 他花了10年時(shí)間寫這本書。
Ø 中學(xué)生參加體育鍛煉很重要。
7. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English. 我發(fā)現(xiàn)這兒的家庭作業(yè)沒有我原來學(xué)校的多，但一開始對我有些挑戰(zhàn)性，因?yàn)樗凶鳂I(yè)都是英語的。
l used to do sth.過去常做某事（現(xiàn)在已經(jīng)不做了）
They used to be good friends. 他們過去是好朋友。（現(xiàn)在不再是好朋友）
He used to work hard but now he wastes time playing every day.
注意：used to 的否定形式是usedn’t to/ didn’t use to
[知識拓展]
used to do 過去常常做某事
be used to do 被用來做……
be/ get used to doing sth./ sth. 習(xí)慣于/開始習(xí)慣于做。。。
there used to be 某地過去有某物
［即學(xué)即用］
1) There _________ a swimming pool in our town. 我們鎮(zhèn)上過去有一個(gè)游泳池。
2) In our school, candles______________ give light when electricity is cut off. 在我們學(xué)校，停電時(shí)，就用蠟燭來照亮。
3) I _________ traveling by air and only on one occasion have I ever felt frightened.
我習(xí)慣了乘飛機(jī)旅行,只有一次我可給嚇怕了。
Key: used to be; are used to；am used to
l challenge
challenge n.＆v. 挑戰(zhàn) challenging adj. 具有挑戰(zhàn)性的
1）He challenged me to play another tennis game. 他向我挑戰(zhàn)要我跟他再打一場網(wǎng)球。
2）The present world is full of challenges as well as opportunities. 當(dāng)今社會充滿了機(jī)遇與挑戰(zhàn)。
l what是連接代詞，不僅引導(dǎo)名詞性從句，而且在從句中充當(dāng)一定的成份，如主語、賓語或表語。
The important thing is what you do, but not what you say. 重要的是你做什么，而不是說什么。
What make school proud was that more than 90% of the students had been admitted to key universities. （2003上海春季,33）使學(xué)校引以為豪的是90%以上的學(xué)生被重點(diǎn)大學(xué)錄取。
【即學(xué)即用】
1）A computer can only do _________ you have instructed it to do.
A. how B. after C. what D. when
2）Perseverance(堅(jiān)定) is a kind of quality ---- and that’s _________it takes to do anything well.
A. what B. that C. which D. why
3）After Yang Li Wei succeeded in circling the earth, _______ our astronauts desire to do is to walk in space.(上�！�2004，37)
A. where B. what C. that D. how
4）No one can be sure _____ in a million years.
A. what man will look like B. what will man look like
C. man will look like what D. what look will man like
1) C 2) A 3) B 4）A
8. I usually went to the Computer Club at lunchtime, so I could e-mail my family and friends back home for free.
l for free: free of charge/ without payment免費(fèi)
9. Cooking was really fun as I learned how to buy, prepare and cook food.
l fun: amusement; enjoyment 娛樂；快樂（常作“有趣”講，相當(dāng)形容詞interesting）（不可數(shù)名詞）
What fun the children had at the seaside.孩子們在海邊玩得真開心。
It is great fun to play a game of football after school.
［知識拓展］
funny adj. 有趣的，可笑的
for fun尋找樂趣；當(dāng)作玩笑；不是認(rèn)真的
make fun of 捉弄
I felt unhappy whenever I was made fun of. 無論何時(shí)被人嘲笑，總讓我不好受。
Fifty years ago , wealthy people would rather hunt wild animals for fun than go sightseeing .五十年前，人們寧愿捕殺野生動(dòng)物來尋開心也不愿意外出觀光。
［即學(xué)即用］
1）"Mr Alexander doesn't just write＿＿＿＿; in fact, writing is his bread and butter."
"亞歷山大從事寫作不是為了好玩,事實(shí)上寫作是他的謀生之道。"
2）Mary realized she ________.
A. was playing a joke about B. was making fun
C. was being make fun of D. was made fun
l Prepare
prepare: v準(zhǔn)備, 預(yù)備 prepare for…為……做準(zhǔn)備 prepare sb. for… 使某人為……做準(zhǔn)備 be prepared for對……做好準(zhǔn)備 be prepared to do sth. 有能力且愿意做某事，樂意做某事 preparation: n. 準(zhǔn)備, 預(yù)備 make preparations for為……做準(zhǔn)備
prepare a meal / one’s lesson 準(zhǔn)備飯（功課）
Working on a part-time job can prepare them for a future career.
工為大學(xué)生將來的工作作好準(zhǔn)備。
Will you help me prepare for the get-together of the old classmates?
你能否幫我為這次老同學(xué)聚會做好準(zhǔn)備工作?
We are prepared to supply the goods you ask for.我們能夠且愿意供應(yīng)你要的貨物。
［即學(xué)即用］
1. He was _________ to do anything to save the local people.他已經(jīng)做好一切準(zhǔn)備來搶救當(dāng)?shù)厝罕姟?br />2. The team __________ themselves for defeat. 這個(gè)隊(duì)心理上已經(jīng)做好了接受失敗的準(zhǔn)備。
Key: prepared; has prepared
10. Students at that school have to study Maths, English and Science, but can drop some subjects if they don’t like them…
l drop
說出下列各句中drop的含義：
It was so quiet that you could hear a pin drop.（落下）
His voice dropped. / He dropped his voice to a whisper.（使）變?nèi)趸蚪档�，減少
The relative pronoun is often dropped if it is the object.（略去）
Please drop me at the Post Office.（使下車）
It is wise of you to drop the habit of smoking.（放棄）
［知識拓展］
drop in / by順便拜訪
drop in on sb. 造訪某人
drop in at a place造訪某地
drop sb. a line 寫封短信
11. I missed Chinese food a lot at lunchtime.
1）Her son has gone to the USA, and she misses him very much. miss means: ______________
2）miss: fail to hit, hold, catch, reach, see, etc. 未擊中，未抓住，未達(dá)到（目標(biāo)），錯(cuò)過，未趕上
He fired at the tiger but missed (it).
He missed the 9.30 train (was too late for it, did not catch it) and therefore missed (luckily escaped) the accident.
The house is at the next corner; you can’t miss it.
We missed seeing (didn’t see) the film when it was at the local cinema.
特別提醒：miss doing sth. 錯(cuò)過做某事
[知識拓展]
missing adj. 丟失的，不在的，失蹤的（相當(dāng)于lost; gone）
My watch is missing.
12. First of all, let me introduce myself to you.（Page 5 Line 8）
l First of all: first
First of all, please allow me make myself known to you.
We should work hard, but first of all, we should be good students. (first of all: above all/ most important of all)
[拓展] at first 起初，最初
At first, I was not good at spoken English, but after a year’s practice, my spoken English improved a great deal.
l introduce introduction n.
1) make a person known by name (to another person), esp. in the usual formal way.介紹相識（尤指正式介紹）
introduce sb./oneself to sb.
The chairman introduced the lecturer to the audience.
2) introduce (sth. ) into/ to: bring sth into use or into operation for the first time采用；引進(jìn)；提倡
Tobacco was introduced into Europe from America.
13. This morning, at assembly, our headmaster talked to us about Chinese history, and I thought of you immediately.（Page 5 Line 14）
l Immediately: at once; right away adv.立即，馬上
Immediately: as soon as conj. 一……就……
He telephoned his parents immediately he arrived in New York.
類似的還有：the moment; the instant; directly
Word power
1. entrance
詞根：enter the entrance to the park the university entrance examination
2. appointment
詞根：appoint ①定；指定 appoint a time for the next meeting 定出下次的會期 appoint a time to do sth. ②指派；任命 appoint sb. to the manager任命某人做經(jīng)理
appointment ①委派�、诩s會 make/ fix an appointment with sb.與……約會 keep /break an appointment 踐約（失約）�、勐毼唬宦殑�(wù) get a good appointment in a business firm 在商行獲得一好職位�！n appointment as manager擔(dān)任經(jīng)理的職位
3. description
詞根：describe make/ give a description of…描述…… beyond description 無法形容
4. find one’s way
動(dòng)詞＋one’s way （feel/ find/ lose/ make/ fight/push/wind/） ask sb. the way 問路
on the/ one’s way to
5. available 可用的；有效的；可獲得的
6. serve
派生詞：service
We should serve the people heart and soul.（vt. 服務(wù)）
Drinks are served for free in this restaurant.（vt. 供應(yīng)）
He served in the army for three years before he went to college.（服役）
Grammar and usage
1. He has recently returned from his studies in China.
recently 詞根：recent
recently: lately 最近（與現(xiàn)在完成時(shí)連用）
2. After graduating from university, he went to China to study Chinese at Beijing Language and Culture University.
graduate vi. 派生詞：graduation after graduation graduate from…
graduate n.大學(xué)畢業(yè)生 Cambridge graduates 劍橋大學(xué)畢業(yè)生
3. Upon finishing his studies, he started traveling in China.一完成學(xué)業(yè)，他就開始在中國旅行。
on / upon doing sth. = as soon as 引導(dǎo)的從句。作此意講時(shí)on / upon后也可以接名詞。
如：on one’s arrival… 一到達(dá)……
On hearing the news, he burst into tears. 一聽到這個(gè)消息，他放聲大哭起來。
【即學(xué)即用】
______________(一到村莊), they immediately helps the villagers get in the wheat.
Key: On/Upon arriving at the village; On/ Upon their arrival at the village
4. In China, he developed an interest in teaching English to Chinese students.
develop vt. 發(fā)展；開發(fā)；沖�。z卷）
1) How can you believe that he developed that small scale shop into a worldwide business!
他把那家小廠發(fā)展為國際企業(yè)，讓人難以致信。
2) At university he developed a good habit of reading loudly in the morning.
大學(xué)時(shí)，他養(yǎng)成了早晨大聲讀書的好習(xí)慣。.
3) Can you develop the film yourself?
你自己會沖洗膠卷嗎？
development n. developing adj. 發(fā)展中的 developed發(fā)達(dá)的
[即刻點(diǎn)擊]
Whether it’s a ______ or ______ country depends on the living standard of the common people。
Key: developing; developed
5. He donated most of them to our school library.
donate …to… 把……捐贈(zèng)給……
The businessman donated a lot of money to the hospital.這個(gè)商人捐給醫(yī)院很多錢。
派生詞：donation捐贈(zèng)品, 捐款, 貢獻(xiàn)
6. Some of the books were gifts that he got from his Chinese friends and students.
gift:① 禮物present�、谔熨x；天資 have a gift for…有……的天賦
派生詞：gifted 有天才的 a gifted pianist 天才鋼琴家
7. The paintings that David donated to the school are being displayed in the assembly hall.
display: show vt.& n. 展示；陳列 Department stores display their goods in the windows.
a fashion display 時(shí)裝展覽
8. He will make a speech about his experiences in China.
speech 詞根：speak 短語：make a speech (about)
9. Two friends are talking about where to go after school.（Line1 Page 11）
“疑問詞（wh-）+不定式”在句中作主語、賓語或表語
Can you tell me how to get to the railway station?
Where to go for the summer vacation is not decided yet?
The problem is how to collect enough money to help the poor children.
10. She seems to be a person who can’t pay attention to one thing for long.（Line 34 Page 11）
attention的短語：pay attention to sth./ doing sth. 注意（做）某事
draw / attract/ call one’s attention (to) 吸引某人的注意
fix / focus one’s attention on sth. 集中注意力于……
Task
1. Days refer to days in a week. They can also be presented in short form.（Line 11 Page 12）
l refer to 談及；參考；咨詢；指
When I said that some people are stupid, I wasn’t referring to you.
The speaker referred to his notes while making the speech.
Don’t refer to the dictionary whenever you meet with a new word.
“it” is often used to refer to a baby.
l present ① vt. 贈(zèng)；提出 n. 禮物 用法：present sth. to sb. /present sb. with sth.
② 出現(xiàn)；出席（接反身代詞）He presented himself at his friend’s birthday party yesterday. (= He was present at his friend’s birthday party yesterday.)
③ 呈現(xiàn)；顯示
2. When comparing, you must read all the information carefully before you make any decisions.（Line 4 Page 14）
l When comparing = When you are comparing（省略）（教師可以補(bǔ)充）
l make a decision = decide
詞組與搭配：come to / arrive at / reach a decision 做決定 change one’s decision 改變決定
pass a decision 通過一項(xiàng)決議 make known one’s decision 公布決定
a final decision 最后決定 go back on one’s decision違背自己的決定
3. The more choices you have, the better your final decisions will be.（Line 6 Page 14）
the +比較級，the +比較級 “越……，越……”
比較級+ and+比較級 “越來越……”
4. Your teacher has received an e-mail from a friend asking her about a history book from your school library.（Line 8 Page 14）
分詞短語asking her about a history book from your school library作伴隨狀語。
He wrote her a letter inviting her to work in his company.
5. A notice is a piece of paper which gives written or printed information before something is going to happen.（Line 2 Page 16）
written and printed過去分詞作定語。
There are many fallen leaves on the ground.
This is a book written by a peasant.
6. We regret to inform you that our library will be closed nest Wednesday….（Line 13 Page 16）
regret n.遺憾, 悔恨, 抱歉, 歉意 without regret. 毫無遺憾地
vt. 為...感到遺憾, 后悔, 惋惜, 哀悼, 懊悔
Much to my regret, I am not able to accept your invitation. 令我遺憾的是
Her regret was that she never had the chance of seeing him. 遺憾的事
注意：regret to do 很遺憾地要做……
regret doing: 為已經(jīng)做的事后悔
1) I _________ (tell) you that you’re not fit for the job. 很遺憾地告訴你
2) To this day I do not _____________ (make) the remark. 后悔做了某事
Key: regret to tell; regret having made
7. Write a notice to inform your classmates of the programme.
Inform告知；通知 派生詞：information n.通知；信息 informed 有知識的；見聞廣的
informer 通知者；通報(bào)者；告密者
用法：inform sb. that… inform sb. of sth. keep sb. informed of sth.
8. Make sure that you include all the important information in Steps 1 and 2.（Line 4 Page 17）
l make sure: ensure確保；務(wù)必 用法：make sure that…/ make sure of sth.
Make sure that all the lights are turned off when you leave the laboratory.
[知識拓展]
sure同義詞：certain
詞組：be sure about sth. / be sure of sth./ doing sth. 對……有把握
be sure that…確信…… be sure to do sth.
在以上短語中sure 都可以用certain代替，但在It is certain that…結(jié)構(gòu)中不能用sure代替。
It is certain that the project will be a success.工程會成功，這是確定無疑的。
Project Starting a new school club
1. It is great because it is run by the students for the school.
l run: operate運(yùn)轉(zhuǎn)；操作
2. He approved the idea, and two years later I am the oldest student member of the radio club.
l approve批準(zhǔn)，通過；贊成，稱許
The minister approved the building plans.部長批準(zhǔn)了這些建筑計(jì)劃。
They did not approve what he was doing. 他們不贊成他的做法。
3. Our club is much more than just music.
more than不僅僅
Mr. Smith is more than our teacher; he is also our good friend.
4. Every morning we tell students about the weather and recent news, plus some special messages that the teachers want us to broadcast.
plus prep. 加，加上
5. When parents come to visit the school and talk to the teachers in the evening, we always play songs sung by students, and we also give special messages to inform the parents of events such as outings and school plays.
6. I shall miss the radio club, but I know that it will continue without me.
continue 派生詞：continuous
用法：continue (with) sth. continue to do sth./doing sth.
Your must continue your study of English.
He continued reading (to read) when I spoke to him.
7. When I attended the first meeting, I was required to write a poem and I had to read it out to the group.
require 派生詞：requirement n. (可數(shù)) 必需（品）；必要條件
用法：①require sth.: need sth ②require doing需要被做（doing含有被動(dòng)的意思）
③require that….（從句的謂語動(dòng)詞用〈should〉+動(dòng)詞原形）
④require sb. to do sth.要求（命令）某人做某事
This plan requires careful consideration.
These flowers require watering.
All the members are required to attend the meeting.
The court required that he should pay the fine.法院下令他繳付罰款。
8. It was a little scary at first, but everyone was so nice and friendly that I soon stopped worrying.
so…that…引導(dǎo)結(jié)果狀語從句
He ran so fast that he caught up with his classmates.
The question was so difficult that no one could answer it.
（補(bǔ)充）So frightened was he that he dared not move an inch.
9. Every group member should suggest one, then vote to decide which to choose.（Line 4 Page 19）
suggest 派生詞：suggestion 同義詞：advise
用法：①suggest sth. (to sb.) ②suggest doing sth. ③suggest that…（從句的謂語動(dòng)詞用〈should〉+動(dòng)詞原形）
Mr. Smith first suggested this idea to me.
He suggested going go a factory for a visit.
He suggested that the work (should) be started at once.
10. Discuss the tasks listed below and decide which group members will be responsible for what tasks.（Line 9 Page 19）
be responsible for sth. / to sb. 如果主語是人，表示“應(yīng)負(fù)責(zé)的，有責(zé)任的”，如果主語不是人，則表示造成事實(shí)的“原因”。
The pilot of the plane is responsible for the passengers.飛機(jī)駕駛員對旅客的安全負(fù)責(zé)。
This weather is responsible for the delay.由于天氣關(guān)系才耽擱了。
11. What does the poster consist of?
consist of: be made up of 由……組成，由……構(gòu)成
consist in: lie in 在于
The club consists of more than 200 members.
The beauty of this picture consists in its balance of colors.這幅畫的美在于其色彩的調(diào)和。
12. You should also come up with you own ideas.
come up with…想出，找出（答案、計(jì)劃）
You’ve come up with a good idea.
13. Group members who are making the poster will have to draft the poster based on all the ideas from your previous research and discussion.
be based on以……為基礎(chǔ)
This story is based on facts.這個(gè)故事是有事實(shí)根據(jù)的。
Unit 1 School Life in the UK
To introduce and develop the theme of school life
lTo identify the differences between school life in different countries
lTo develop the reading skills of skimming and scanning
lTo learn some words about school facilities
lTo learn about attributive clauses and how to use relative pronouns
lTo develop listening, speaking, reading and writing by completing a task and a project
lTo form a positive attitude in a new and challenging situation
lTo learn to be cooperative and helpful when working together
Period 1 Welcome to this unit
Teaching objectives:
lTo introduce and develop the theme of school life
lTo develop listening and speaking by talking about life in the new school
lTo know more about classmates
Teaching procedures:
1. Brainstorming
2. Listening and speaking
3. Discussion
4. Further discussion
5. Introducing more information
6. Writing
7. Homework
Period 2 Reading
Teaching objectives:
lTo develop the skills of skimming and scanning
lTo know about school life in the UK
lTo compare school life in the UK and in China
lTo form a positive attitude in a new and challenging situation
Teaching procedures:
1. Presentation of homework
2. Skimming
3. Scanning
4. Detailed reading
5. Thoughts after reading
6. Group work (problem solving)
7. Introducing more information
8. Homework
Period 3 Language focus
Teaching objectives:
lTo understand new words and expressions and learn how to use them
Teaching procedures:
1. Presentation of homework
2. Review of the text
3. Words to be studied and reviewed
4. Phrases to be learned
5. Sentences to be attended to
6. A word quiz
7. Homework
Period 4 Word Power
Teaching objectives:
lTo learn some words about school facilities
Teaching procedures:
1. Presentation of homework
2. Warming up
3. Words about school facilities
4. Reading
5. Discussion
6. Writing
7. Group work (problem solving)
8. Homework
Period 5 Project
Teaching objectives:
lTo develop listening, speaking, reading and writing by completing a project
lTo learn to be cooperative and helpful when working together
Teaching procedures:
1. Presentation of homework
2. Background education in the US
3. Starting a project
4. Planning
5. Preparing
6. Producing
7. Homework
Period 6 Grammar and Usage (1)
Teaching objectives:
lTo learn about attributive clauses ( with that, which, who, whose)
Teaching procedures:
1. Presentation of homework
2. Review of the text
3. Searching for attributive clauses in the text
4. Learning grammatical structure of attributive clauses with that, which, who, whose
5. Identifying attributive clauses in a passage
6. Practice 1, 2, 3
7. Homework
Period 7 Grammar and usage (2)
Teaching objectives:
lTo learn about attributive clauses (with whom and without relative pronouns)
lTo practice more on the usage of attributive clauses
Teaching procedures:
1. Presentation of homework
2. Review of attributive clauses
3. Learning grammatical structures of attributive clauses with whom and then those without relative pronouns
4. Practice 1, 2, 3
5. Homework
Period 8 Task
Teaching objectives:
lTo develop listening, speaking, reading and writing by completing a task
lTo develop the skill of comparing information
lTo develop the skill of reading a timetable and a notice
lTo learn how to write a notice
Teaching procedures:
1. Presentation of homework
2. Introducing the task
3. Skill building 1 and task 1
4. Skill building 2 and task 2
5. Skill building 3
6. Homework
Period 9 Presentation of project
Period 10 Evaluation
本文來自：逍遙右腦記憶 http://m.yy-art.cn/gaoyi/61622.html
相關(guān)閱讀：高一英語School life教案