一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)

一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)（锦集14篇）由“i乐德范文网”投稿提供，下面是小编收集整理的一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)，供大家参考借鉴，欢迎大家分享。

篇1：一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)

Skills building 3: writing a dialogue

Teaching objectives:

u To develop writing skills by reading the tips.

u To understand the mood of the Mum’s and Jack’s feelings.

Important and difficult points:

Writing a dialogue.

Teaching procedures:

Step 1 Lead-in

The language you use in writing a dialogue:

l not too colloquialnot too redundant

l descriptive

Step 2 Reading

1 Read the instructions and know some tips of writing a dialogue.

2 Read Part A and discuss what is wrong with the underlined sentences.

a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3 Read again and do Part B.

A The sentences that show Mum is unhappy or angry:

Come and look.

Don’t you talk to me like that?

You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time.

But I don’t think you’re being fair at all!

Step 3 Reading the Thank-you letter

1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:

The following should be included in your dialogue. a. What happened between Christina and her mother?

b. What did Christina do then ?

c. How as the problem solved ?

Step 4 Consolidation

Role-play the dialogue in three.

Homework:

Finish Workbook Writing on page 93.

篇2：一模块二单元period 7 task 2教案(译林牛津版高一英语必修一教案教学设计)

Skills building 2: reading for gist

Teaching objectives:

To develop reading skills by reading four diary entries.

To understand the mood of the writer.

Important and difficult points:

Reading for gist.

Teaching procedures:

Step 1 Lead-in

Get students to read the instructions and know how to read for gist.

catch the gist or the main pointfocus on descriptive words or expressions

Step 2 Reading

1 Read the four diary entries and fill in the form.

Entries Main points The words telling the writer’s mood

The first diary entry

The second diary entry

The third diary entry

The fourth diary entry

2 Read again and answer:

1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?

Step 3 Reading the Thank-you letter

1 Get students to read and answer:

a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?

Step 4 Consolidation

Have you ever had a problem with your parents similar to Christina’s?

If so, how did you solve it?

If not, write a letter to Christina in the name of George.

Homework:

1 Finish Workbook Exx B & C on page 84.

2 Review the words and expressions in this unit.

篇3：译林牛津 高一一模块二单元period 7 task 3教案

Period 8 Task 3

Skills building 3: writing a dialogue

Teaching objectives:

u To develop writing skills by reading the tips.

u To understand the mood of the Mum’s and Jack’s feelings.

Important and difficult points:

Writing a dialogue.

Teaching procedures:

Step 1 Lead-in

The language you use in writing a dialogue:

l not too colloquialnot too redundant

l descriptive

Step 2 Reading

1 Read the instructions and know some tips of writing a dialogue.

2 Read Part A and discuss what is wrong with the underlined sentences.

a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3 Read again and do Part B.

A The sentences that show Mum is unhappy or angry:

Come and look.

Don’t you talk to me like that?

You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time.

But I don’t think you’re being fair at all!

Step 3 Reading the Thank-you letter

1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:

The following should be included in your dialogue. a. What happened between Christina and her mother?

b. What did Christina do then ?

c. How as the problem solved ?

Step 4 Consolidation

Role-play the dialogue in three.

Homework:

Finish Workbook Writing on page 93.

篇4：Period 3：Reading, Speaking &Writing Task (译林牛津版高一英语必修三教案教学设计)

Period 3：Reading, Speaking &Writing Task

一、教学目标

1. 语言知识目标

1)学生能够正确读写及运用以下单词：

catalogue; donate; voluntary; purchase; anniversary; seed; sew; ox; trunk; tractor; Kenya; click; tailor; political; distribute; distribution; security; operate; clinic

2)学生掌握下列词组的意思并能在句子中熟练运用：

in need; sewing machine; trunk library; choose from

2. 语言技能目标

1)强化略读、查读等阅读微技能，训练通过寻找关键词等方式更快速并准确地确定文章的大意，理清文章的总体框架与脉络的技能。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3)根据提纲，快速构思完成英语习作的技能。

3. 语言能力目标

增强阅读理解能力和书面表达能力。

4．情感态度与文化意识目标：

1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

二、重点难点

1. 教学重点：阅读能力、写作能力的培养和提高

2. 教学难点：训练用英语获取信息、处理信息、分析问题和解决问题的能力; 用英语说明自己学习生活情况的能力

三、教学准备

1．学生的学习准备：熟读本单元的单词词组，想一想如何用英语向别人介绍自己的情况

2．教师的教学准备：查找“希望工程”的相关信息

3．教学用具的设计和准备：制作与课文相关的多媒体课件。

四、教学过程

Step 1 Pre-reading

Several questions: 1. What can we do for the children in poor areas or countries?

2. Have you ever tried to send a gift or something to the children in poor areas or countries? How can you send the gift to them?

Now let’s read the passage”The World’s Most Useful Gift Catalogue”

[设计说明] 通过几个问题直接引入要学习的内容。由于第一篇课文介绍志愿者在巴布亚新几内亚共和国部落教书的经历，所以提问What can we do for the children in poor areas or countries?学生可能会回答：teach the children，也可能会出现这样的答案，如：send some clothes/some money/some gifts to them.这样教师可以顺利地进入下面的问题：How can you send the gift to them?随后进入课文的阅读。

Step 2 Reading and speaking

1. Read the passage and answer the following questions:

1)What’s the passage about? (How to send a gift to those who need them.)

2)Where is the list of the gifts? (It is on the left side of the page.)

3)What’s the purpose of the Internet page? (Let people give an unusual gift to the poor.)

4)In the Internet Page, there’s a card on the right.How can you get it?

(When you choose from the catalogue a gift for some of the world’s poorest.)

5)What occasions(场合)can you use the cards for?

(Weddings, births, birthdays, Christmas or anniversaries,etc..)

6)In what kind of order are the gifts listed? (In order of price.)

2. On the Internet page, when you click on each gift, you get a description of that gift. In pairs, write the correct gift(A to U)from the Internet page next to each description below.

1) This gift allows a woman who is a trained tailor to make some income,giving her and her family a better future.(India, Tanzania, Kenya)

2)This gift gives a person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to partcipate in the social, economic and political lives of their communities. (Nepal, India, Bangladesh, Uganda)

3)This gift covers the cost of production and distribution of seedling, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert. (Kenya, Tanzania, India)

4)This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in mumber quickly and add much to a family’s food and financial security. They are easy and fun for children to care for. (Nepal, India, Uganda)

5) This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages. (Southern Sudan)

6) This gift gives a child a good start in life. Community schools provide good quality education for children who would otherwise have no opportunity to attend school. (Bangladesh, Kenya, Uganda)

(Key: 1.N 2.G 3.A 4.J 5.F 6.I)

[设计说明]作为语言运用部分的阅读文章，“世界上最有用的礼物清单”通过图文结合的方式，介绍了一些特殊的礼品，阅读难度不大。所以只设计了两个练习来帮助学生理解课文内容。第一个练习是学生快速阅读后回答问题，第二个练习是仔细阅读后找出合适的捐赠项目。之后，可以简单提提文中出现的短语：in need, choose from，及两个名词短语sewing machine, trunk library。

Step 3 Writing (p75 in Workbook)

1. Introduce some information about Hope Project

T: In fact, not only in PNG, India, Kenya, but also in China, many children in poor areas still need help. Their parents have no money to afford to keep them at school,although they are so dying for school. In some areas, the classroom are badly-equipped.(Show some pictures to the Ss and then introduce Hope Project.)

2. Shanshan is a 11-year-old girl from Gansu Province whose family cannot afford to keep her at school. You have just decided to sponsor(资助) her. Shanshan loves practising English. Write a short letter to her in English. The following points should be included in your letter.

A writing sample:

Hello Shanshan,

My name is Steve and I’m really pleased that I can help you stay at school.I’ve heard that you love practising English so I’m also practising my English in this letter.

Let me tell you a bit about myself.I’m 16 years old and I go to No.2 Middle School in Bejing. My favourite subjects at school are maths and science. I have a great group of friends that I play soccer with every lunchtime. In my spare time I like going to the movies and reading.

I live with my mum and dad in an apartment on the 15th floor. I have two sets of grandparents. My mum’s parents live far away in Shandong, but I see my othere grandparents often as they live near us.

I’d live to get a letter from you and to learn about your life in Gansu.

Yours sincerely,

Yang Xiaoping

[设计说明] 由捐助说到了中国农村很多孩子因贫困无法上学，介绍”希望工程”，再过渡到如果你捐助了一个学生，给她写封信，介绍你自己的学习和生活情况。信的提纲已经给出，这便于学生快速构思，有助于学生在课堂上规定的时间内完成习作。如果时间不够，学生仅仅完成初稿，可以把修改和誊抄的工作作为家庭作业布置下去。

篇5：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)

Teaching Aims:

To teach students how to use abbreviations to fill in a timetable

To develop students’ ability of listening to and identifying dates, day, time, venue and events or activities

Teaching Important & Difficult Points:

How to note down information while listening

Teaching Methods: Discussion in pairs or in groups, task-based in-class activities

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

StepⅠRevision

Check the students’ home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.

2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.

Step Ⅱ Presentation

1. Students are introduced what a program is and what a program usually includes. “A program is a plan of activities to be done or things to be achieved. It usually includes time, day, date, venue and a description of the event.” And then tell them how to shorthand a program quickly and correctly in order to save time and space. Test them by asking several students to write some short forms of the following on the blackboard and read the short forms aloud.

1. Friday 2. Thursday 3. the third floor 4. January 31

5. April 3 6. September 22 7. 3 o’clock in the afternoon 8. 6:45 in the morning

The short forms are:

1. Fri 2. Thur 3. 3rd Floor 4. Jan 31/ 31 Jan/ Jan 31st

5. Apr 3 6. Sept 22/ 22 Sep/ Sep 22nd 7. 3 p.m./ 15:00 8. 6:45 a.m.

2. Ask the students to practice writing down such detailed information in a real situation in which a famous scientist is being interviewed by a school newspaper reporter about his program for next week. They are listening to the interview and complete the timetable on P12. Just to make sure they have enough time to write down what’s required and self check, allow some time for another time of listening. Later on, check the answers by asking the students to report in full sentences. For example, they should say “On Oct 21, Monday, the scientist will be giving a talk at Datong High School at 9:30 in the morning.” They may need some minutes to prepare in pairs.

Step Ⅲ Listening

1. Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the timetable to get a general idea about the talk.

2. Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the same answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class.

Step Ⅳ Speaking

Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example:

a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.

b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on Monday, the 11th October. …

Step ⅤPractising (do the listening exercises on page 92)

In the recent years, many countries have opened their doors to Chinese students, and therefore a great many students have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior schools students who haven’t finished their study yet are choosing to go abroad, which means young teenagers are now joining in those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on P92. Then listen to the tape and complete the notes.

Step Ⅵ New words from page 12 to page 17

Ask students to turn to page 68 and read the new words (title-run).

Step Ⅶ Homework

Ask students to preview Skills building 2 on page 14 and Step 2 on page 15.

Ask students to preview Skills building 3 on page 16 and Step 3 on page 17.

Period 8 §Task(2-2)§

Teaching Aims:

To help students learn to compare information before making decisions

To develop students’ speaking ability by doing question and answers

To teach students how to write a notice

To develop students’ writing ability by writing a notice to inform their classmates

Teaching Important & Difficult Points:

How to get students to work in pairs in reporting the talks

Teaching Methods: Discussion in pairs or in groups; task-based in-class activities

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

I Skills building 2 and Step 2

StepⅠWarm-up

To make students well prepared for the activities of comparing information and to trigger their interest and curiosity as well, the teacher offers an IQ test.

1. What is it that appears once in a second, once in a month, once in a century, yet not at all in a year or a week? “n”

2. A boy and a pig weigh as much as five boxes. The pig weighs as much as four cats. Two cats and the pig weigh as much as three boxes. How many cats weigh as much as the boy? 6 cats

3. Mr. and Mrs. White have seven children. From the eldest to the youngest, they’re A, B, C, D, E, F and G. A has three younger sisters. B has an elder brother. C is a girl and she has two younger sisters. D has two younger brothers. E has two elder sisters and F is a girl, too, but she and G have no younger sister. Which of them are boys and which are girls? A, B, E, G are boys and C, D, F are girls

Ask them to work them out separately, and then give them some time for discussion. Key information is also to be circled. For example, in No. 3, from “B has an elder brother”, we can infer that A must be a boy. The statements “C is a girl and she has two younger sisters” “F is a girl, too, but she and G have no younger sister” imply that D or E is a girl. At the same time “D has two younger brothers” indicates clearly E and G are boys. So far, we have decided A, E, G are boys while C, D, F are girls. The last crucial piece of information “A has three younger sisters” unveils B’s identity as a boy. From this experience, students must be convinced that comparing information is important and it requires full-scale consideration.

StepⅡ Presentation

1. Ask students whether they could understand the meaning of each sentence in Skills building 2 when they were doing previewing. Let them point out sentences that they don’t understand.

2. Ask students to read the guidelines and the two points again. Show the two points briefly on the screen.

When comparing: 1) read all the in formation carefully

2) make as many comparison as possible

StepⅢ Practising

1. Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.

2. Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:

The title:

The price:

The year:

The writer:

Ask some students to tell what information they can find about the above in the e-mail, and write down their answers on the blackboard.

The title: with the word Dynasties

The price: having the figure 8

The year: after

The writer: a famous professor

Ask students to compare the information written on the blackboard with the list table to see if they can find the book now.

StepⅣ Reporting

1. Ask students to read the guidelines and the class timetable in Part A in Step 2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 13 with the class timetable and write down the topics of the talks they can attend under the class timetable.

(Generally speaking, in this step students are asking and answering questions in pairs with one pretending to be the class teacher, which sounds interesting, but actually proves quite dull in the practice. So the teacher can attempt to transform it into a memory-honing game that is simple to carry out. Allow students some time to prepare. Ask the students who are going to answer questions to memorize as much information about one talk as possible in the given time (say, 30 seconds). Then partners exchange the identities. Allow the same time for the students who take the turn to answer questions. The students who can answer more questions than their partners are the winners. For the second round, they can try to remember the details of two talks at a time. Also they can change partners at their will as well. At last, a final competition can be held in the whole class. It may be another round game between boys and girls. (8 minutes))

2. Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 13 and the note in Part A. One of them acts as the class teacher, the other act as the monitor. They should take turns.

II Skills building 3 and Step 3

StepⅠPresentation

1. Say the following to students:

Now, you are going to write a notice to inform your classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)

2. Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.

3. Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.

The important information (Write the following on the blackboard):

Event: Library closed

Time: next Wednesday to Friday, 16th to 18th November

Reason: The sports meeting will be held.

When to reopen: Sat.(19th. Nov)

The new opening hours: Monday-Friday: 8 a.m.-6 p.m.

Saturday & Sunday: 10a.m.-5 p.m.

Public holidays: closed

Person that gives the notice: Zhong Shengxiao, a staff member of the school library

4. Let students talk about what to do to make a notice attractive. For example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.

StepⅡ Evaluating

Students share their writings in groups of four, and choose the best one within 5 minutes. The teacher can decide how many to be shared in the whole class. Many criteria can be adopted, such as the handwriting, the length, the degree of its attractiveness, the over-all impression it gives, etc. Stick the picked ones on the blackboard after reading them aloud in class. The voters have some time to take a close look at them and then vote for the “Top Three”. During this period of time, the other students can state their opinions and the reasons for the support.

StepⅢ Writing

1. Ask students to read the guidelines in Step 3 and know what to write in the notice.

2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices. (If time doesn’t permit, let the students write the notice in their exercise-books after class.)

Sample:

Notice

I am happy to inform you that in October we are going to attend five interesting talks. I think we will learn a lot of information. Read the following to get the detailed information about the five talks.

Date Day Time Venue Subject Speaker

8th Oct Fri 1:20p.m. Room201, Building4 How to read a novel Famous writer

11th Oct Mon 2:15 p.m. Room503, Building3 Five prevention Fireman

13th Oct Wed 3 p.m. Room404, Building1 School life in the USA USA student

19th Oct Tue 8 a.m. Room105, Building2 Outer space Scientist

21st Oct Thu 2:30 p.m. Room306, Building2 Fighting AIDS Doctor

22nd Oct Fri 1:20 p.m. Room204, Building3 Famous Football Players Newspaper reporter

27th Oct Wed 10:10 a.m. Room401, Building2 Traffic signs Policeman

29th Oct Fri 10a.m. Room303, Building4 Australian Pop Songs Famous singer

III Homework

Write a notice based on the following information

由于学校要举行运动会，原定于12月6号举行的演讲比赛将被推迟到12月8 号。请你带学校办公室写一则通知，告诉同学们。

Memorize the words learnt in the Section of Task

Translate the sentences in D2, P89 into English on their exercise books

Ask students to preview Part Project

篇6：译林牛津 高一 一模块一单元教案

Grammar and usage

Period one

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 two

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.

6. Assignment.

Unit 1 Project Starting a new after-school activity

Period One

Teaching aims:

To learn two articles about after-school activities in school

To learn the use of as and require

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:

What do the student members in the radio station do during exam time?

What do they do when parents come to visit the school?

Who started “Poets of the Next Generation”?

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:

allow: permit sb./sth. to do sth.

principal: person with the highest authority in certain schools

generation: all people born at about the same time

select: choose sb./sth.

calm: not excited, nervous

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?

Period Two:

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.

Unit 1 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.

by Miranda Gu

Unit One 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.

2. 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.

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

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