A Teaching Plan for Module 1 Unit 1 School life Highlights and teaching objectives of the unitTopic School life and school activities: to identify the differences between school life in different countries.Functions 1.Describing school life: about campus, classes, teachers, classrooms,subjects, activities etc.2.Describing school activitiesNext month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in the USA.paring school life in Britain and in ChinaI found the homework was not as heavy as what I used to get in myold school, but it was a bit challenging for me at first because allthe homework was in English.Vocabulary Words:achieve, approve, average, article, attention, broadcast, challenging, cover, continue, culture, develop, donate, display, dynasty, drop, earn, e-mail, experience, extra, graduate, flat, guest, grade, generation, German, host, immediately, inform, introduce, literature, miss, nature, please, prepare, preparation, professor, photograph, poet, poem, respect, run, require, regret, recently, select, title辨析：say, speak, talk, tellPhrases:1. attend / take part in a lecture2. earn one’s respect3. achieve high grades4. English literature5. on (an/the) average6. an enjoyable experience7.be happy / pleased/ content with 8. the way to do/of doing sth.9. sound like a good idea 10. used to do sth 11. be used to getting up early12. spend … (in) doing sth. 13. for free / nothing14. drop/give up some subjects 15. develop (an) interest in sth. 16.take a photograph of 17. donate … to …18. on display / on show 19. make a speech/lecture20.pay attention to doing sth 21. be open to/for all the students rm sb. of/about sth. 23. go for an outing24.graduate from a key middle school 25. on/upon finishing studies 26.start /set up a school club 27. approve of the idea28.require sb. to do sth. 29. the swimming pool30. a modern medical centerSentence patterns 1.He also told us that the best way to earn respect from the schoolwas to work hard and achieve high grades.2.This sounded like my school in China.3.I found the homework was not as heavy as what I u sed to get in myold school, …4.Though it didn’t look like a table when it was finished, I still liked it very much.5.I do like eating desserts after meals as you mentioned in yourarticle.6.Upon finishing his studies, he started traveling in China.7.“祈使句，and you will …”Grammar 1.Introduction to attributive clausesShe was the teacher who taught us English literature.2.Relative pronouns: t hat, which, who, whom and whoseAll my classmates enjoyed the cake that/which I made.The girl (that/who/whom) you have just seen is very good at English.I sat nest to a girl whose name was Diane.Skills and strategies 1.Reading: read a magazine article about school life in the UK andtwo other articles about school clubs2.Listening: listen to a headmaster talking about school activities3.Speaking: talk about daily school life and report their activities4. Writing: Write a notice about school activitiesCulture 1.School life in the UK2.After-school activities in the UK3.School activities and school clubsTeaching methods:1.Discussions in pairs or in groups2.Task-based in class activities.3.Explanations of some language points and grammar rules.Period 1 VocabularyTeaching aim:To learn the new words and expressions in this unit.Teaching Procedures:Step 1 ReadingBegin the first lesson like this: Good morning, everyone. Nice to see you. Nowthe new term has begun and you have entered a new period in your studies. I am veryhappy to have all of you in my class and I’m sure we will be good friends and we will succeed, because you are such good students and to tell you the truth, I’m a ver teacher, too. First, let me introduce myself. My name is Wang Qingguang (王庆光).So let’swork hard together to realize our common goal, that is, all of you will beadmitted into key universities three years later. But as the saying goes, “to cle whole world, you must tidy your own room first.” So now let’s get down to ourlesson,the new words. Please turn to page 68. I’ll give you a fewUnit 1. First, let’s learnyou to stand up minutes; please practice reading them aloud. Then I’ll ask some ofand read them. Start!Ask a few students to stand up and read the new words. Correct any mistakes in pronunciation.Step 2 ExercisesDo the vocabulary exercises in the printing materialHomework1.Read aloud the new words in Unit 1 and finish the vocabulary exercises on thelearning plan.2.Preview the reading passage.Period 2 Welcome to the unitTeaching aims:1.To revise the new words by doing some exercises.2.To introduce and develop the theme of school life, especially to get the students toknow of differences between high school life and junior school life as well as toidentify the differences between school life in different countries.3.To develop the students’ listening and speaking abilities by talking about the fourpictures on page 1. and their new life and hope in the new school.Teaching Procedures:Step 1 RevisionRevise the vocabulary by doing the exercises on the learning plan.Step 2 Comparison and discussionPage 1. High school is a time of discovery, learning and hard work! Look at the pictures below. They show some parts of high school life in the UK. Discuss the following questions with your partner.1. Do you know of any differences between the lives of Chinese and British high school students? (You may refer to the four pictures above while discussing this question.)2. What kind of school activities do you enjoy?3. What is your dream school life like?Sample answers:1.aspects In the UK In ChinaCampus and buildings In the UK, we can seehuge campus and low-risebuildings. (The schoolyard is very big, but theclassroom buildings arerather low, just likehouses.)It is the biggest differencefrom schools in ChinaSchools in China usually have a largecampus, too, so that it will make sureall the students have enough space tostudy and play in. But most schoolbuildings are taller, at least three orfour storeys.Whether to have lockers (n. small cupboard 寄物柜) for every student In the UK, there are rowsof lockers by/outside theclassrooms for students toput their stationary, books,exercise-books and otherbelongings/articles /things.While in China, students have tobring their schoolbags to school andthen take them all back home afterschool. Most schools in China do nothave lockers in the classroom.Number of students in each class In the UK, there are fewerstudents in a class, nomore than 30 per class.While in China we have about 40, 50or even 60 students in each class,which makes both teaching andlearning more difficult.Relation with their teachers In the UK, students have aclose relationship withtheir teachers. They feel atease and comfortable withthem. In most cases,teachers treat students astheir equals. In the class,there will be morediscussions, and studentsare encouraged toparticipate in them.It is similar in China. Generallyspeaking, students and teachers arelike friends. They have alsoestablished a good relationship witheach other. Of course, there are someteachers who are too hard on theirstudents, for example, some teachersask their students to copy theirmistakes for one thousand times;Worse still, some teachers e ven beattheir students in the face, and so on, Idon’t think it is good. Teachers a ndstudents should respect each other,shouldn’t we?2.sports activities:like a sports meeting, where you can display your specialbuild up talents in sports, like running, high jump, long/broad jump, rope jump …; your body, make you more energetic, …singing and dancing:make your school life richer and more beautiful; it can make you forget about your trouble; relax yourself, …art festivals, English evenings:Speeches by famous professors or foreigners:3.My idea school life would be something like this: teachers and students are good friends. Students are treated as equal persons. After class, there won’t be too much homework, or too many examinations. So we students have more free time to develop our own interests in different areas, such as computer science, singing and dancing. My dream school will also hold a lot of activities, such as English festivals, sports meetings, singing competitions and so on.Step 3 ActivityAsk the students to describe a good teacher in their mind, and make a vivid description about a good student in their view, together with the ideal relationship between teachers and students. Teacher may ask some questions, for example:1. What kind of teachers do you like best in your mind? What characters does a good teacher should have in your opinion?2. In your opinion, what kind of students can be regarded as good students?3. What relationship between teachers and students should we have?Sample answers:To question 1:S: I hope my teachers can have a strong sense of humour.S: If teachers can treat every student equally, I think we will all love them.S: We hope we can learn a lot of knowledge from teachers, so I think teachers who are learned must be very popular among us.To question 2:S: A good student must be clever, open-minded and are ready to help others.S: First of all, a good student must be full of energy, competitive and civilized S: He or she should have good manners.To question 3:S: I think it is necessary to understand each other between teachers and students.S: Cooperation can help to build a good relationship between teachers andstudents.S: Teachers should be respected, while students are also respected. Respect is animportant element for good relationship between teachers and students.patient learnedhumorousfairenergetickind-hearted have a good relationship with studentsunderstandingdiligent/hard-working energeticopen-minded confidenta personof determinationcompetitivecivilized/withgoodmannersteamwork spiritHome work1) Recall all the new words and expressions that appear in this unit.2) Preview the reading section.Period 3 Reading: School Life in the UKteachersstudentsTeaching aims:1. To train the students’ reading ability by reading a magazine article about school lifein the UK.2. To learn to apply two basic reading skills: skimming and scanning.3. To learn some expressions and important sentence structures.Teaching procedures:Step 1. RevisionCheck the homework exercise.Step 2 PresentationYesterday we discussed the differences between high schools in our country and theUK. Now we are going to read a magazine article which is written by an exchangingstudent. She has been studying in the UK for one year. Now she gives a clear briefintroduction about her school life there.Before we read the article, we are going to learn the reading strategy: skimming andscanning. (P.3: Reading strategy)Skimming: to get a general idea of the article. focus on the title, heading, captions (标题，说明文字), 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 lettersStep 3 Reading comprehension1.Ask students to go through the passage a s quickly as possible and try to findanswers to the three questions in Part A. Check the answers.2.Ask students to reread the passage a nd complete Parts C1 and C2 individually.Then conduct a feedback activity.3. Ask the students to sum up the main idea of each paragraph in the shortest time:Para 1: school hoursPara 2: attending assemblyPara 3: school teachers and classmatesPara 4: homework and subjectsPara 5: improving English and activities (cooking)Para 6: choices about subjectsPara 7: school food and entertainmentPara 8: luck to experience the life / feelings and hope4. Ask the students to analyse the structure of the text. Scan the text and find out howmany parts the text can be divided into and get the main idea for each part.Parts Main ideasPart 1 (Para.1) Wei Hua’s feeling about staying in a British high school for one year.Part 2 (Paras. 2 – 7) Different aspectsof school life inthe UKPara.2 attending assembly and theheadmaster’s advicePara. 3 school teachers and classmatesPara. 4 homework and subjectsPara. 5 improving English and activities(cooking)Para. 6 choices about subjectsPara. 7 school food and entertainmentPart 3 (Para.8)Wei Hua’s hopeStep 4 Word consolidationAsk students to complete Parts D and E individually first and then check the answersas a class.Homework1.Read the text and tomorrow we’ll dictate the first four paragraphs.2.Workbook Parts A1, A2, B1, B2.Period 4 Dictation and word powerTeaching aims:1.To get the students to dictate the first 4 paragraphs of the text “School life iUK” to develop their ability of listening and writing.2.To enlarge the students’　vocabulary by doing exercises in the “Word power” on pages 6 and 7.Teaching procedures:Step 1 Reading and dictationGive the students’ a few moments to practice reading the text aloud and ask them topay attention to new and difficult words, and get ready for a dictation. Then dictatethe first 4 paragraphs. Three students stand up and read the text sentence by sentence,each sentence read 3 times while the rest students write them down in the exercisebooks. Finally ask the students to check their writings with the text and correct theirown mistakes.Step 2 BrainstormingIn this section, we will learn some words and expressions related to school facilities.know the way, what do you do? Do you ask1. Revision:Ask Usually, if you don’tothers for help?How do you ask the way?Encourage students to think of the pattern drills they learned in junior high. Help themto review ways of asking and answering the way.1)Excuse me, can you tell me the way to the museum?2)Excuse me, which is the nearest way to the museum?3)Excuse me, how can I get to/arrive at/reach the cinema?4)Excuse me, is there a post office near here?Giving directions:1) Turn right/left, and walk straight on. At the end of the first/second crossing, youfind it on your left. You can’t miss it.2) Walk along the street, and take the second turning on the right.3) Walk past the canteen, and then walk between the gym and the swimming pool. Youwill find the lecture hall at the end of the road.2. Practice: Ask students to focus on the map first and familiarize yourselves witheach building, Ask them to read Wei Hua’s thoughts carefully and mark her route on the map. Pay attention to Wei Hua’s expressions and try to use them in practice. Step 3 Vocabulary learningAsk students to do Part B individually according to the instructions and let them writea description of the quickest way to get from the dormitories to Classroom 4. Theninvite some of them to report their answers to the class.Step 4 Vocabulary extensionParts C and D on page 7.Homework:1.Read the text and get ready for a dictation and we will dictate the next fourparagraphs of the reading passage.2.Preview grammar.Period 5 Dictation and GrammarTeaching aims:1.To dictate Paras. 5 – 8 of the reading text.2.To learn the first section of the grammar: introduction to attributive clauses Teaching procedures:Step 1 DictationTo dictate the next 4 paragraphs of the text.Step 2 GrammarAsk students to go over two points on page 8. Then teacher gives necessary explanation.Step 3 ExercisesAsk the students to read the article on page 9, and underline the attributive clauses in it. Ask them to point out the antecedent, the relative pronoun or the relative adverband its function in the each sentence with an attributive clause.Period 6 Retelling and grammarTeaching aims:1. To consolidate the reading passage by retelling and discussion.2. Grammar: Relative pronouns: t hat, which, who, whom and whoseTeaching procedures:Step 1 RevisionFirst revise the reading section by retelling it, offering some key words on the blackboard to help them.In this period, we’ll t ry to retell the text in your own words. Tell us Wei Hua’s experience in Britain in the third singular person or in the first person. First, Isome key words on the blackboard to help you. Please answer my questions:1. What time do British schools usually start? What time do they usually end?2. Was Wei Hua happy with the time? Why?3. Did all the students go to the assembly on the first day? What did he tell the students about?4. Who was Wei Hua’s class teacher? Who was Miss Burke and what did she teach?5. On average, how many students are there in a class in Britain?6. Did they have all the lessons in the same classroom?7. What did Wei Hua think of her homework in the UK? Why was the homeworkchallenging for her?8. Did her English improve greatly? Why?9. Did Wei Hua find cooking very interesting?10. Did they hold a class party at the end of term? What did they have to do? Whatdid Wei Hua make?11. What lessons do they have to study? What subjects can they drop? What did WeiHua make at woodwork class? Did she like it?12. Did Wei Hua miss Chinese food? What do British students usually eat after their main meal?13. How did Wei Hua feel about this different way of life? What does she hope?While the students are answering the questions, teacher writes some signal words in the following form. Then ask two students to come to the front and retell the text. They may refer to the following form.School life in the UKMain idea for each paragraph Helping wordsPara 1: school hours starts and ends…, be happy with, means…Para 2: attending assembly On the first day, attend, the headmaster told us …　rules, the best way to …Para 3: teachers and class Mr Heywood; Miss Burke; 29, different classroomsPara 4: homework not as heavy as, challenging because…; l ucky because…Para 5: improving English and cooking improved, because…　a nd spent …; cooking was fun, …; a class party, the cakePara 6: subjects Maths, English and Science; drop…; choose other subjects, made a table…Para 7: food missed Chinese food, dessertsPara 8: Wei Hua’s feeling andhopelucky to experience, hope that …One sample retelling:School life in the UKGoing to a British high school for one year was a very enjoyable and exciting experience for Wei Hua.In Britain, school usually begins around 9 a.m. and ends about 3·30 p.m.. WeiHua was very happy with the school hours, because it means that she could get up anhour later than usual.On the first day, all students were required to attend assembly. At the assembly,the headmaster t old them about the rules of the school. He also said that the bestway to earn respect from the school was to work hard and achieve high grades. This sounded like schools in China.Wei Hua had many teachers. Her class teacher was Mr. Heywood. And her favourite teacher was Miss Burke, who taught her English literature. All her teacherswere very helpful and she enjoyed all the subjects, too.The homework was not as heavy as what she used to get in China, but she foundit a bit challenging, for they were all in English.Her English improved very quickly as she used it every day. Besides, she spentan hour each day reading English books in the library. Cooking was really fun as shehad to learn to buy, prepare and cook food. At the end to term they held a class party.Wei Hua made a cake. She was glad that all her classmates liked it very much.Students at that school have to study Maths, English and Science, but they candrop some subjects which they don’t like, for example, History, French and Art. They can choose other subjects, too, such as woodwork. Wei Hua made a table in her woodwork class. Though it didn’t look like a table, she still liked it very much.She missed Chinese food very much because British food is quite different from Chinese food, They eat lots of desserts.Wei Hua felt very lucky to experience this different way of life and she hopesthat someday she can go back there again.(Or: An interview: Pair workNow 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 andstudy in the UK?Suppose your desk mate is Wei Hua, make a dialogue.)Then organizing a discussion. Topic: Nowadays, more and more young studentsare going abroad to study. What effects will the new school life have on them? Whatare the advantages and disadvantages of dong so?One sample answer:Advantages:1.Widen their views;2.Improve their English, especially spoken English;3.Learn to be independent and cooperate with others;4.Learn about foreign customs and cultures;5.Let foreigners know more about China and attract them to visit China;6.Learn advanced technologyDisadvantages:1.Cost a lot of money and cause a heavy burden to their parents;2.Feel homesick;3.Form bad habits;4.Stay in a foreign country and refuse to come backStep 2 GrammarFirst ask the students to go through the five points on page 10. Then ask them thefollowing questions:1.Can the relative pronoun ‘which’ be used to refer to people?2.Which relative pronouns are used to refer to people?3.Can ‘who’ and ‘whom’ be used to refer to things?4.Which relative pronouns do we use to refer to things?5.When ‘who’ and ‘that’ function as the object, can they be replaced by ‘whan6.Can we leave out ‘who, whom, that’ and ‘which’ when they are the objects ofattributive clause?7.Can whose relate to things?Next, do the exercise on page 11.Homework:1.Review the grammar and do the exercises about the attributive clause on theprinting material.2.Preview the articles on the project section.Period 7 Project Starting a new school clubTeaching aims:1.To revise the attributive clauses.2.To help the students to learn two articles about after-school activities in school.3.To help the students learn how to start a new school club and design a poster for it.4.To improve the students’ reading abilities.Teaching procedures:Step 1 RevisionReview the functions of relative pronouns by filling in the following form:Ask the students the following questions, and fill in the form below.1.How many relative pronouns have we learned so far?2.Does that refer to people or things? / Can “that” refer to people in the attributiveclause? Can it refer to things?3.Now its function. Can “that” function as the subject? Can it play the role of theobject in the attributive clause? Can it play the function of an attribute?4.Which. Does “which”　refer to people or things? Can “which”　function as the subject? The object? The attribute?5.Who. Does it refer to people or things? Can “which”　play the function of the subject? What about object? And attribute?6.Whom. Does “whom” refer to people or things? What function can “whom” playin the attributive clause, the subject, the object or the attribute?7.The last one –whose. Does it refer to people or things? What function does itplay?Functions of relative pronouns:Relative pronounsRefer to Function in the clause People Things Subject Object Attributethat √√√√×which ×√√√√who √×√√×whom √××√×whose √√××√Step 2 ReadingHave the students read the first passage, ask them to find out as much information as they can about he radio club.1.What does this passage talk about?2.Who started the radio club?3.When was it started?4.Why was it started?5.What activities do they do?Then have the students read the second passage, try to answer the following questions:1.What is the passage about?2.Who started the club?3.When do the members of the club meet?4.What will the members do when they meet?Step 3 ExplanationExplain some useful phrases and sentence structures in the two passages.Homework1. Recite the two passages.2. Finish all the exercises on the workbook.2. Write the composition on the learning plan.Period 8 and 9 ConsolidationTeaching aims:1. To develop the students’ instinctive feel for English through reciting two passagesin the Project.2. To consolidate the basic skills by finishing the exercises on the workbook.Teaching proceduresStep 1 RecitingGive the students a few moments to prepare reciting the two articles, and then ask two students to stand up and recite them.Step 2 Language practiceWorkbook pages 86 –89. First ask some students to write their answers on the blackboard. Then go through their answers, if there are any mistakes, let him or hercorrect them with the help the teacher and students.Step 3 ReadingHave the students read the two passages on pages 90 and 91, and try to find out answers to the questions below. Then check the answers.Step 4 ListeningPlay the tape for the students to finish Exercises A and B on page 92. Then check the answers.。