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牛津译林版八年级英语上册全套教案汇总

发布时间：2022-10-08 13:00:44   来源：文档文库   
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牛津译林版八年级英语上册全套教案汇总
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牛津译林版八年级英语上册Module1Teenagelife教案汇总
（Unit1—Unit4）
Unit1Friends
ComicstripandWelcometotheunitI.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:1.identifythenewwordsandphrases;
2.describepeople’squalitieswithsimpleandproperwords;
3.knowmoreaboutfriendshipandtrytodevelopsomegoodqualities.II.Teachingcontents
1.Newwordsandphrases:thirsty,honest,careabout,keepasecret,makesbhappy,bereadytodosth,haveproblems,believewhathe/shesays,telllies/funnyjokes.2.Newstructures:CanIhavesomethingtodrink?CanIhavesomemorefood?Whatmakesgoodfriends?
Youcantrustthembecausetheynevertelllies.III.FocusofthelessonandpredictedareaofdifficultyDescribepeople’squalitieswithsimpleandproperwords.IV.TeachingproceduresAComicstripStep1Lead-in
1.Thetopicoftheunit―friends
T:Hello,boysandgirls,doyouhaveafriend?Yes,ofcourse,youdo.Asweknow,everyoneofusshouldhaveatleastoneortwofriends.Timeseemstogofasterwhengoodfriendsaretogether.2.Freetalk

Asksomeopenquestions:Whoisyourgoodfriend?
Couldtellussomethingaboutyourgoodfriend?Whydoyouchoosehim/herasyourgoodfriend?
【设计意图】从谈论身边的朋友引入课题，拉近与学生的心理距离，学生有了表达的欲望，也能用自己的语言初步描述朋友的性格。Step2Presentation
1.ShowpicturesofHoboandEddie
T:It’snicetoseeHoboandEddieagain.Doyoulikethem?Yes,theyarefunnyandtheycanalwaysmakeushappy.Doyouthinktheyaregoodfriends?Let’swatchashortvideoandanswerthequestions:
WhatdoesHobothinkagoodfriendshoulddo?Whatdotheyshare?2.Haveadiscussion
Willtheysharethepizza?Whyorwhynot?
Twopossibleanswers:Yes,theywillshare.Becausegoodfriendsalwaysshare.No,theywon’t.BecauseHoboalreadyhasabigcake.3.Completeashortpassage
Eddieiskind.Heoften____others.TodayHobofeels_______.Eddiegiveshima_____.WhenHobowantssomethingto_____,Eddie____himsomemilk.ButHobostillwantstohave___________food.EddietellsHobothere’s_______elseinthefridge.ButwhenHoboseesthe_____inEddie’sbowl,hewantsto_____it.WhatshouldEddiedo?
【设计意图】让学生回答两个深层次的问题有助于学生进一步思考什么是朋友，增加了课堂的趣味性，同时为后面的讨论环节做了铺垫。将巩固形式由对话变为小短文，不仅可以检测学生对对话的掌握情况，而且训练了学生信息转化的能力。Step3Practice
Readloudlyandtrytoactitout.Addanendingtoit.

【设计意图】通过表演让学生对漫画内容理解更加深刻，通过增加结尾，让学生发挥自己的想象力，活跃课堂气氛，启发学生创造性。BWelcometotheunitStep1Lead-in
1.Let’sbrainstorm.Whatqualitiesshouldagoodfriendhave?Theteachershouldencouragethestudentstosayasmanyaspossible.
2.TheteachercanusethepicturesofPinocchioandMr.Beantoteachthenewwords“honest”and“humorous”.
3.TheteachercanusethepicturesofHarryPotterandhisfriendstotellthemeaningoftruefriends.
4.TheteachercanusethepicturesofthecharactersfromTheJourneytotheWesttoshowtheimportanceofteamwork.
【设计意图】尽可能多的搜集描述朋友品质的词，激活学生已有的图式。通过学生喜闻乐见的人物帮助学生学会描述人的典型性格，并指出朋友的本质以及团队合作的重要性。Step2Presentation
1.Let’smatchthequalitiesontheleftwiththequestionsontheright.Checktheanswersbyspeakingoutwiththecompletesentences.Eg:Myfriendishelpfulsohe/sheisreadytohelpwhenIhaveproblems.2.Let’slistenandanswerthequestions:
WhatqualitiesdoesAmythinkafriendshouldhave?WhatqualitiesdoesDanielthinkafriendshouldhave?3.Let’sdiscussingroups.Whatmakesgoodfriends?
Ifyouagree,youcansay“Yes,that’sveryimportant.”,“That’strue.”or“Ialsothink...”.
Ifyoudisagree,youcansay“I’mafraidnot.”,“Idon’tthinkso.”“Thismightbetrue,but...

【设计意图】组内讨论时教师给予提示同意和不同意的多种表达法，能帮助学生恰当地表达自己的观点；思想的碰撞有利于学生自己归纳好朋友的品质，形成正确的人生观。Step3ConsolidationLet’sinterview.
Thestudentshaveaninterviewaboutfriendswiththeirpartnersandthenmakeareportintheclass.Theonewhogetsthemostinformationwins.Theteachercanasksomequestionsforthestudentstobeginwithandthestudentsareencouragedtoaskmorequestions.
【设计意图】带有竞争性的真实的语言任务，能有效的激励学生充分地运用已有的语言知识，达到了用中学英语的目的。Step4Extension
1.Let’slearnsomeproverbs
Theteachershows4proverbsandasksthestudentstoguesstheirChinesemeanings.Encourage
thestudentstofindmoreontheInternetafterclass.2.Let’senjoyanEnglishsong,“Countonme”
【设计意图】介绍朋友相关的谚语有助于学生接触原汁原味的语言，开拓眼界，可要求学生平时注意多收集相关资料；英文歌曲欣赏试图让学生全方面接触英美文化，给语言学习增添乐趣，可鼓励学生课后学唱几首英文歌，班级举办英语歌曲比赛。Step5Summary
Theteachergivesashortsummaryaboutfriendsandoffersomeadviceonhowtomakeafriend.
Spendmoretimearoundpeople.Joinanorganizationoraclub.Beavolunteer.Beagoodlistener.Chooseyourfriendswisely.

V.Homework
1.FinishtheexercisesinPeriod1ofUnit1intheworkbook2.Readthepoem“AForeverFriend”.
3.Trytofindwhatgoodqualitiesyourbestfriendhasandgiveasmanyexamplesaspossible.
Writeashortpassage.Unit1FriendsReading(I
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.findoutthenames,looksandpersonalitiesaboutthefriendsinthetext;2.describetheirfriendswithproperexpressions.II.Teachingcontents
1.Newwordsandphrases:generous,helpful,straight,anytime,asenseofhumour2.Newstructure:Sheisalsohelpfulandreadytohelppeopleanytime.Heisthetallestboyinourclass.SheistallerthanIam.
III.FocusofthelessonandpredictedareaofdifficultyDescribepeople’squalitieswithsimpleandproperwords.IV.TeachingproceduresStep1Lead-in1.Questionnaire
Letthestudentsdoaquestionnaireabout“Whowillyoutalktowhenyouareinsuchsituations?”
SituationsTeachersParentsFriends1.Youareveryhappy.2.Youareverysad.
3.Youhaveasecretandyouwanttotellsomeone.
4.Youhaveproblems.5.Youwanttogoshopping.2.Freetalk
T:Alifewithoutfriendsisalifewithoutasun.Whatmakesgoodfriends?T:Friends…

【设计意图】先以一个简短的问卷调查来引出朋友的话题。接着让学生谈论他们心目中好朋友应有的品质，既复习了前一课的话题，又为接下来的学习做了铺垫。
Step2Presentation1.Readandanswer
T:TodayI’llintroducesomefriendstoyou.Theyareteenagerslikeyou.Let’sseewhotheyare.OpenyourbooksatPage8.Readthetextquicklyandtellmetheirnames.
2.Listenandchoose
T:WeknowBettyandMayarebothgirls.Lookattwopictures.Let’slistenandchoosewhoBettyisandwhoMayis.
AskthestudentstoreadsentencesaboutthelooksofBettyandMay.3.Readandanswer
T:HowisBetty?HowisMay?PleasereadtheshortpassageaboutBettyandMay.Canyoufindtheadjectivesabouttheirpersonality?Betty:generousandhelpfulMay:sweetandtrue
T:WhydowesayBettyisgenerousandhelpful?Pleasereadandfindthesentencesinthefirstpassage.
T:WhydowesayMayissweetandtrue?Pleasereadandfindthesentencesinthethirdpassage.
4.Readandfillinthetable
NameLooksPersonalityOtherinformationBettyMay
5.Listenandrepeat
ListentotherecordofPart1andPart3andrepeatsentencebysentence.Payattentiontothepronunciationandintonation.6.Listenandrepeat
(1Listentotherecordandrepeatsentencebysentence.(2Retellthepassageaccordingtothetableabove.7.Readandanswer

ReadPart2andanswerthefollowingquestions.HowtallisMax?
DoesMaxlooklovelywhenhewearssmallroundglasses?HowdowefeelwhenwearewithMax?Why?DoMax’slegsfitwellunderhisdesk?
WhathappenstohimwhenMaxwalkspastthedesk?8.Listenandrepeat
(1ListentotherecordandrepeatsentencebysentenceofPart.(2RetellthepartaboutMax’spersonalitywiththeclues.
【设计意图】快速浏览全文，让学生找出文中的三个主要人物，了解文章的中心意思。接下来利用找关键词及问题引导带领学生细读课文，让学生对课文有更深层次的理解，从而进一步把握文章的结构和细节。跟读录音是为了让学生在理解的基础上来朗读，更好地模仿标准的语音语调。Step3Extension1.Pairwork
Haveadiscussionabout“Whodoyouwanttochooseasyourbestfriend,Betty,MaxorMay?Why?”inpairs.2.Summary
Teachergivesashortsummary.
【设计意图】通过对问题的讨论来复习巩固本节课的重点知识，让学生将短文转换成对话的形式展示出来，可以更好地了解学生的学习情况。最后教师进行本节课的总结，可以让学生对照自评本节课的目标达成度。V.Homework
1.Listentothetapeandrepeatafteritthreetimes.2.FinishtheexercisesB1andB2onPage9.3.Writeapassageaboutyourbestfriend.Unit1FriendsReading(II
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:

1.introduceBetty,MaxandMaywiththehelpofamindmap;2.usethekeywordsandexpressionstoexpresstheirownideas;3.writeaboutapersontheyarefamiliarwithindetail;
4.knowhowtoorganizeagoodparagraphwithatopicsentenceandsupportingdetailsinlogicorder.
II.Teachingcontents
1.Newwordsandphrases:fit,walkpast,knockonto,worry,giveherseattosomeoneinneed,
haveagoodvoice,wearsmallroundglasses,bored&boring,havelongstraighthair,sayabadwordaboutanyone,begoodattellingjokes
2.Newstructure:Sheisalsohelpfulandreadytohelppeopleanytime.Shewantstobeasingerwhenshegrowsup.Theymakehimlooksmart.
Hetellsfunnyjokesandalwaysmakesmelaugh.Theydonotfitwellunderhisdesk.
Whensomethingworriesme,Icanalwaysgotoher.Ineverfeelboredwithhim.
III.FocusofthelessonandpredictedareaofdifficultyWriteaboutapersontheyarefamiliarwithindetail.
Knowhowtoorganizeagoodparagraphwithatopicsentenceandsupportingdetails.IV.TeachingproceduresStep1Lead-in
ShowthreepicturesofBetty,MaxandMayandaskstudentstodescribetheirlooks.Pointoutthatwhendescribingpeople’slooks,weshouldpayattentiontotheirfiguresanddistingushingfeatures.
【设计意图】通过描述图片中人物的外貌激活学生已有的图式，熟悉课文，并引导学生总结出描述外貌可以从体型和人物特征着手。Step2Mind-mapping
1.Helpthestudentstorecallthedetailsbymind-mapping(1IntroduceBetty

TeachershowsfourpicturesofBettyandasksstudentswhattheycanseeinthepicturesandwhatwecanlearnfromthepictures.Teacherhelpsthestudentsfinishthemindmap.(2IntroduceMax
Teachershowsthestructureofthesecondentryandasksthestudentstoretellwiththehelpofsomepicturesandphrases.(3IntroduceMay
Teachershowsthemindmapofthethirdentryandencouragesthestudentstoretellwiththehelpofsomekeywordsandphrases.
2.AskthestudentstointroduceBetty,MaxandMaybymind-mapping
【设计意图】思维导图能有效地快速帮助学生回顾文章主体内容，复习过程中再现了重点词汇、短语和习惯表达。Step3Languagefocus
1.makesbdosth&makesb+adj(1Explanation
Teachershowsfourpicturesandfoursentences，asksthestudentstousethewordstofillintheblanks,thenTshowstheusageof“make”.(2Drill
T:Whatdoesyourteacher/parents/friendsoftenmakeyoudo?”I’llgiveanexample.Canyoumakemoresentencesusing“makesbdo”?2.bored&boring(1Explanation
T:Weuse“bored”todescribehowapersonfeelswhensomethingisnotinteresting.Lookatthepicture,theboyfeelsboredbecausehisfriendsarenothere.Youlookbored,whynotturnofftheTVanddosomethingelse?
T:Weuse“boring”todescribesomethingthatisnotinteresting.Lookatthepicture,theboyjustcan’treadthisboringbookanymore.Let’sstopwatchingthisTVprogramme,it’ssoboring.(2Drill
T:Doyouknowmorewordslike“bored”and“boring”?Canyouusethesewordstocompletethesentences?3.fit

T:Whatdoestheword“fit”meanhere?Theword“fit”hassomedifferentmeanings,pleasecompletethesesentences.4.verb+prepositioncombinations(1walk+preposition
Teachershowsthreepicturestoexplain“walkpast”,“walkthrough”,“walkacross”andgivesmoresentencesasexamples.(2knock+preposition
Teachershowsfoursentencestoexplainthemeaningsof“knockon”,“knockdown”,“knockover”,“knockoff”and“knockonto”.5.worry
T:Canyousay“whensomethingworriesme”inanotherway?Theword“worry”hereisaverb,wecansay“worrysb”or“sbworryaboutsth”,andwecanalsosay“sbbeworriedaboutsth”.Trytoexplain他们为即将到来的考试而发愁inthreedifferentways.
【设计意图】在语言点的教学中，教师试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，实际运用中又巩固了这一语言点；bored和boring是学生易犯的错误，教师强调本质区别并举例说明，并引导学生进行知识的迁移，从已有的图式中提取出类似的几组词进行对比，完成几组句子，教会了学生学习的方法。Step4Completeapassage
Teachershowsanotherpassageandasksthestudentstocompleteitusingthewordswe’velearnt.
【设计意图】五个语言点讲解结束后，教师自编了一篇与主题相似的文章，让学生用刚学到的短语填空，操练了重点语言点。Step5Writing
1.GuidethestudentstoexplorethefeaturesofadescriptionofapersonTeachershowsthethreeentriesandpointsoutthattheyarealldescriptionsofaperson,asksstudentswhichentrytheylikebestandwhy,guidesthestudentstoconsideraboutthreeparts.details

paragraphsendings
2.FindmanystrongdetailsinthedescriptionofBetty
TeacherasksthestudentstofindthedetailsofBettyandconsiderwhythewriterusessomanydetails.
3.Learnhowtowriteagoodparagraph(1Atopicsentence
Takingthesecondparagraphofthesecondentryasanexample,Teacherasksthestudentstofindthedetails,andusesthemindmaptohelpthestudentunderstandmainideaanddetail.Pointoutthatagoodparagraphincludesatopicsentenceandsupportingdetailsandthetopicsentenceisusuallyatthebeginningofaparagraph.(2Agoodending
T:CanyoufindasentencethattellshowIstronglyfeelaboutMax?Thisisanexclamation;doyouthinkitisagoodending?
Teacherpointsoutweshouldusedifferentsentencetypestoaddvariety.(3Supportingdetailsinthelogicorder
Teacherasksthestudentstoputthreesentencesinthebestorderandremindsthestudentsthatthesupportingdetailsshouldbeinthelogicorder.4.Askthestudentstowritedowntheirownideas
Studentswriteaboutafriendorsomeonetheyknowwell.Tellwhatthepersonislike.Tellwhattheyliketodotogether.UsetheWriter’sChecklisttohelp.
【设计意图】本课的三篇文章皆属于人物描述，本教学环节试图帮助学生理解这一文体的特点，从细节、段落结构（中心句+符合逻辑的细节）和结尾（多样的句子类型）三方面着手，让学生感知、体会并试图仿写。V.Homework
1.Finishthewritingandmakeastorybook.
2.Readmoredescriptionsofapersonandsharethemintheclass.
Unit1FriendsIntegratedskills
I.Teachingaimsandlearningobjectives

Bytheendofthelesson,studentsshouldbeableto:
1.Understandsomenewwordsandexpressionsandlearntousethem;2.Catchthekeypointsfromthelisteningmaterials;3.Learntotalkaboutfutureplansandfriends.II.Teachingcontents
1.Newwordsandphrases:meetdifferentpeople,makefriends,listentopeoplecarefully,heippeoplewiththeirproblems,travelaroundtheworld,ourfutureplans,beasocialworker,learnmoreaboutart
2.Newstructures:IwouldliketobeasocialworkerwhenIgrowup.Iamalwayskindtopeople.
IwillbehappyifIcanmakeotherpeoplehappy.Iwanttobeasfamousasheis.
Who’stheboy/girlontheleft/nexttoPeter?
III.FocusofthelessonandpredictedareaofdifficultyGetspecificinformationfromlisteningmaterials.Talkaboutfutureplans.IV.TeachingproceduresAFutureplansStep1Lead-in
1.Enjoyasong“MyDreamJob”.2.Freetalk
Whatdoyouwanttodowhenyougrowup?3.Playaguessinggame:Iwouldliketobe...
Showsomephrasesandexpressionsaboutfivedifferentpeople’spersonalities,hobbies,abilities,dreamsandaskthestudentstoguesstheirfutureplans.【设计意图】一首节奏欢快的儿童歌曲朗朗上口，快速引导学生进入本课情境，可以鼓励学有余力的孩子跟着哼唱。接着抛出本课的主话题，在自由谈话中引导学生各抒己见，用英语表达自己的真实想法。通过描述不同人的性格、爱好、能力和愿望等情况让学生猜测不同职业，激活学生已有的图式，引导学

生体会未来的计划制定必须取决于自身的诸多情况，同时，在描述中使用了本课将会出现的一些新短语，降低了字词学习的难度。Step2Listening
1.ListenandandcompletePartA1(Task1Listenandtick(1WhatwouldNoraliketodowhenshegrowsup?Tip:findoutthekeywords.
(2Teachthenewphrase“socialworker”
Teachershowssomepicturesaboutsocialworkers,tellsthestudentsthatsocialworkersworktohelppeopleliveabetterlifeandtheyhelptosolvedifferentproblems.
2.ReadandcompletePartA2(Task2ReadandwriteTip:usetheinformationinA1.
3.ListenandcompletePartA3(Task3Listenandcomplete
(1Listeningskills:predictingbeforelistening;writingpartsofthewords;listeningforkeywords.
(2IntroduceXuBeihongandhispaintings.Explainthephrase“beautifulworksofart”.
【设计意图】本环节的设计紧扣课文，听并选择、读并写、听并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。Step3Consolidation
1.Ashortsummary:Howcanwemakefutureplans?
Usefoursentencesinthediarytohelpstudentsconcludethatweshouldthinkaboutourpersonalities,hobbies,abilities,dreamsandsoon.2.Makeasurvey(Task4Makeasurvey
(1Theteacherasksthestudentstotellthefutureplansingroupsoffourwiththehelpofmodels.Thestudentsmayalsoasksomequestions.
(2Theteacherasksthestudentstotakenotesandfillinaformwhilelistening.Tshowsthelisteningskillsatthesametime.
(3Theteacherasksthestudentstomakeareportabouttheirgroupmembers’futureplanstothewholeclass.Theteachergivessomesentencesasahelp.

【设计意图】小组调查作为一项综合性活动涉及到学生的听、说、写等多方面能力的训练，在完成课本相关听力训练并讲解了听力技巧后，我们需要这样真实的存在信息差的综合活动让学生在实践中操练并提高听力技巧，组内合作以强带弱，提高了学生的合作意识，让全体学生共同进步。BSpeakup:What’shelike?Step1Presentation1.Readthepictures
(1TshowsthepicturesofHelenandSandyandaskswhoSandyis.(2Introducethesentences:Sandyisthegirlontheright.Sandyisthegirlwithglasses/aponytail.(3Teachthenewword“ponytail”.
2.Listenandfillintheform(Task5ListenandanswerWhoarethey?What’she/shelike?
3.Readthedialogue(Task6ReadaloudindifferentwaysPayattentiontolinkingandlossofblasting.
【设计意图】让学生带着简单问题听录音，初步感知听力录音中的大致内容。以多种形式读对话，有助于对学生进行正音练习，提醒学生注意连读和失去爆破这两种特殊情况。Step2Consolidation
Talkaboutourownfriends(Task7Talkaboutyourownphotos
Theteacherasksthestudentstobringsomepicturesoftheirownfriendsorfamiliestoclass,exchangethephotosanddiscussaboutthem,usingthedialogueasamodel.【设计意图】教师要布置学生课前准备一些朋友或家庭的合影，课堂上互相交换并讨论，符合本年龄段学生的心理特点，学生会有极大的热情投入其中，根据班级情况可以适当拓展对话内容，增加外貌、将来计划的讨论等，让不同层次的学生都能有所提高。Step3Conclusion
TheteachershowsaphotoofSteveJobs,introduceshisadviceforsuccess:

You’vegottofindwhatyoulove.
Theonlywaytodogreatworkistolovewahtyoudo.Stayhungry,stayfoolish.
【设计意图】引用学生比较熟悉的名人的建议激励学生建立积极的人生态度。V.Homework
1.Revisethenewwordsandphrases.
2.Askmorefriendsabouttheirfutureplansandwriteashortpassage.Unit1FriendsStudyskills
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.knowhowtousethevocabularytreetorememberthenewwords;2.drawthevocabularytree;
3.trytodrawtheknowledgetreetoremembertheknowledge.II.Teachingcontents
Howtorememberwordsquickly.
III.FocusofthelessonandpredictedareaofdifficultyDrawthevocabularytree.IV.TeachingproceduresStep1Lead-in1.Askandanswer
Theteachershowsfourfiguresofdifferentprofessionalsandwritesdownthekeywordsontheblackboard.
T:What’she/she?Whatdoeshe/shelooklike?What’shis/herfeeling?2.Trytoremember
Givethestudentsoneminutetorememberthewordsontheblackboard.Thenletthestudentstrytosaythewordsasmanyaspossible.
【设计意图】以问题为抓手，通过让学生简要地描述所给人物来复习前面所学知识。让学生快速地记单词是为接下来的学习做了铺垫，引出今天的主题。Step2Presentation
1.Presentthemethodtorememberwords

Theteacherintroducesagoodmethodtorememberthewordsquickly.Leadthestudentstoputthewordsintodifferentgroups.2.Trytodraw
Teachthestudentshowtodrawavocabularytree.Weneed4or5steps.Thestepsare:Putthewordsintodifferent.Drawatree.
Writethegroupnamesonthebranches.
Writedownthewordsontheleavesofeachbranch.Drawpicturesifnecessary.3.Dotheexercise
LetthestudentsopentheirbooksatPage15tocompletethevocabularytreeintheirbooks.Firstaskthestudentstodoitbythemselvesandthenchecktheanswerstogether.
【设计意图】通过之前的快速记单词活动引出今天的话题记忆单词的方法之利用词汇树。通
过动画的形式生动形象地向学生演示绘制词汇树的过程与方法。接下来让学生翻开课本来完成书上的联系，初步了解词汇树。Step3Practice1.Askandanswer
AsksomequestionsaboutourfriendEddie,suchas“what’sEddie’hobby?”.Letthestudentssaythenamesofsomefoodanddrinks.2.Groupthewords
Letthestudentsputthewordsaboutthefoodintodifferentgroups.3.Drawavocabularytree
Letthestudentsdrawavocabularytreeaboutthefoodanddrinks.
【设计意图】通过学生熟知的卡通人物来引出关于食物和饮料的相关词汇。通过让学生根据这些词汇进行分类可以了解学生概括总结的能力，最后让学生以此来绘制一颗词汇树既可以让学生对照自评本节课的目标达成度，也是教师来反思教学目标达成度的一个途径。

Step4Expansion
Theteacherintroducestheknowledgetree.Leadthestudentstodrawtheknowledgetreeabouttheknowledgeofunit1.Theycandrawthetreesindifferentways.【设计意图】从利用词汇树来记单词引申到利用知识树来梳理整个单元的结构与内容。通过介绍两种不同的方式来拓宽学生的思维，让绘制知识树真正能成为学生学习的一项技能，而不仅仅局限在记忆单词上面。V.Homework
1.PutthewordsinUnit1intodifferentgroups.2.Trytodrawavocabularytree.Unit1FriendsTask
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:1.writeanarticleabouttheirbestfriends;
2.understandthefivestepsofwriting(prewrite-write-revise-edit-publish;3.workinpairs,assessandreflectafterwriting.II.Teachingcontents
1.Newwordsandphrases:darkbrown,both…and…,havearoundface,smilingeyes,lookreallyprettyandkind,haveasmileonherface,workwithchildren.2.Newstructure:Kateisbothmyneighbourandmybestfriend.Shealwayshasasmileonherfaceandlookshappy.Ithinkshewillmakeanexcellentteacher.
III.FocusofthelessonandpredictedareaofdifficultyWriteanarticleaboutbestfriends.Learnthefivestepsofwriting.IV.TeachingproceduresStep1Lead-in
Brainstorm:Whatwouldyouliketowriteaboutyourfriend?
T:Teenagersmagazineisinvitingteenagerstowriteabouttheirbestfriendsforthewritingcompetition.

【设计意图】作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生参加写作比赛，明确本课任务。通过头脑风暴引导学生考虑写哪些方面帮助学生拓展思维，理清思路。Step2Presentation1.Readandanswer
StudentsreadthearticleandanswerfivequestionsWho’sDaniel’sbestfriend?WhendidDanielfirstmeether?Whatdoesshelooklike?What’sshelike?
Whatwouldsheliketobewhenshegrowsup?2.Showthestructureofthearticle3.Readeachparagraphcarefully(1Para1Introduction
Whichsentencecanweuseinourarticle?(2Para2Looks
Whichsentencetellsthemainidea?Findthedetailsaboutherlooks.Teacherconcludes
thatweshouldtellthefigureanddistinguishingfeatures.(3Para3Personality
Whatisshelike?Studentstrytofindthetopicsentencesandthesupportingdetails,andteacherpointsoutsupportingdetailscanhelpthereaderunderstandthepersonality.
(4Para4Futureplans
Whichsentencecanweuseinourarticle?
【设计意图】从阅读文章回答问题入手，引导学生总结出文章大体的段落结构；再分段细读，帮助学生赏析写作示范文章的遣词造句和段落结构，层层深入，为下一环节的写作提供素材和范例。Step3Writing1.Howtowrite
Showthefivestepsofwriting;pointoutthatweshouldwritestep-by-step.

(1Prewriting—chooseatopicandcollectdetails
a.Askstudentstousewordstohelpreaders“see”whotheyaredescribing.Showfourportraitsandinvitethestudentstodescribetheirlooks,givingawordlistandastructureasahelp.
b.Askstudentstousesentencestohelpreadersunderstandthepersonalitybetter.Askstudentstomatchthepersonalitywithsupportingdetails.Encouragethestudentstosaysomethingmoreabouttheotherpersonalities.(2Writing
a.writeafirstdraft:abeginning+amiddle+anendingb.Showthemodeldraftandanalyzethestructureofit.(3Revising—improveyourwritinga.Talkwithapartner.
Showtheresponsesheet.Askstudentstoworkinpairs—onereadsthewritingoutaloudandtheotherteammemberslistencarefullyandtellwhattheylikeandaskquestions.b.Rewriteparts.
Askstudentstomakethreesentencesbetter.
Givetwotips:usespecificwords;usesentencesofdifferentlengths.(4Editing—checkforerrors
Invitethestudentstocheckthearticleforpunctuation,capitalization,grammarerrorandspelling.
(5Publishing—shareyourwritingShowthefinalcopy.
Givetwotips:useyourbesthandwriting;indentthefirstlineofeachparagraph.2.Assessment
(1Howtoassessthefinalcopy(2ReflectingonyourwritingReflectbyansweringthreequestions.Thebestpartofmyarticleis:Thepartthatstillneedsworkis:
ThenexttimeIwriteadescriptivearticle,Iwouldliketo:3.Writeanarticle
(1Theadvantagesofwriting

Showtheadvantagesofwriting:exerciseyourbrain,learnmoreaboutyourself,sharewithothers,havefun.Encouragethestudentstowritemore.(2Writeanarticle
Askstudentstowritetheirownarticleabouttheirfriends.
【设计意图】如何润色英语作文是一个难点，学生往往感觉无从下手。本环节的设计通过修改例文，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念；五个写作环节环环相扣，一气呵成，通过剖析一篇例文具体的写作过程，为学生提供很好的范例同伴反馈表格具体指导学生如何合作，避免了以往小组讨论流于形式的问题。V.Homework1.Reviseyourarticle.
2.Choosethebestarticlesandputthemonthewall.
Unit2Schoollife
ComicstripandWelcometotheunitI.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:1.talkaboutschoollifeproperly;
2.graspthedifferentexpressionstorefertothesamethinginBritishandAmericanEnglish;

3.understandtherulesofthedifferencesbetweenBritishandAmericanEnglishinvocabulary.II.Teachingcontents
1.Newwordsandphrases:British,biscuit,rubber,American,eraser,vacation,cookie,fall,store,truck,yard,movie,advertisement,lorry,soccer2.Newstructures:Becausewe’reclevererthanpeople.Theyhavetoworkharder.
What’sschoollife?It’slikewatchingTV.Theyarefeweradvertisements.
I’dloveto,buttheschoolfootballteamwillpractisethisSaturday.III.Focusofthelessonandpredictedareaofdifficulty
Describewhatschoolislikeintheirmindwithone’sownwords.
RememberwhichwordsaretheBritishwordsandwhicharetheAmericanwords.IV.TeachingproceduresAComicstripStep1Lead-inFreetalk
Whichpartofourschooldoyoulikebest?Why?Whatactivitiescanwedoinourschool?
Whichdoyoulikebetteraboutschool,thelessonsortheafter-schoolactivities?Doyouthinkschoolisfun?Whyorwhynot?
【设计意图】结合单元话题进行自由对话，引入本单元话题。Step2Presentation
1.Teachanewword—advertisement
T:Somestudentsarepleasedtocometoschool,butothersdon’twanttocometoschool.SchoolissomethinglikeadvertisementswhenwewatchTV.Somelikethemwhileothersdislikethem.Doyouknow“advertisement”?(Showapicture.ItalwaysappearsbetweentwoTVprogrammesorduringaTVprogramme.It’smainlyusedtotellthepublictobuysomething.
2.ListentotheconversationbetweenEddieandHoboandanswerthequestionsbelow
T:Nowlet’sseewhatouroldfriendEddiethinksofschool?WhydoesEddiethinkdogsdon’tgotoschool?

(Becausehethinksheisclevererthanpeople.WhatdoesEddiethinkofschool?(HethinksschoolislikewatchingTV.
3.Askstudentstoreadthedialoguetogetherfirstandthenindifferentroles4.Completetheshortpassageaccordingtothedialogue
HobotellsEddiethattheschool____1____isgoingpasttheirhome.HobotellsEddiethathewantstogotoschool,butEddietellshimthattheydon’t____2____togotoschool.ThenHoboasksEddie____3____theydon’tneedtogotoschool.EddiesaystoHobo,“____4____wearedogsanddogsare____5____thanpeople.”However,Hobostill____6____togotoschoolandasksEddietotellhimwhatschoolis____7____.Eddiesaysthatit’sjustlike____8____TV.HoboasksEddieincuriosity,“Arethereany____9____betweenthem?”Eddieanswers,“Yes,butthereare____10____onesinschoolthanonTV.”
(Keys:bus;need;why;Because;cleverer;wants;like;watching;advertisements;fewer
5.Pleasecompleteanothereditionofthisdialogueusingwhattheyhavelearntinthisclass
Hobo:Eddie!Iseemanychildrengotoschoolbys____1____bus.Ithinkthatmustbeinteresting.Whyd____2____wes____3____athomeallday?
Eddie:Weneedtoeatw____4____andsleepwell.Wen____5____studyorw____6____.
Hobo:W____7____dothechildrenneedtostudyorwork?
Eddie:B____8____theyneedtostudyhowtolookafterus,l____9____cookingdeliciousfood.
Hobo:Oh,Isee.Canyoutellmew____10____schoolislike?
Eddie:It’sliketravelling,butyouhavetospendtimeandmoneyandbecomemoretired.
(Keys:school;do;stay;well;needn’t;Why;Because;like;what
【设计意图】将漫画形式重新组织为短文和对话，不仅可以检测学生对本对话的内容掌握的情况，也可以检测学生的信息转换能力。Step3Extension1.Haveashow

Practiceinpairsandmakeupnewdialogues,addingmoreinformationandchangingtheendof
thedialogue.Showtheirnewdialoguestotheclass.2.Haveatalk
T:Thinkaboutthereasonswhywelikeschoolordislikeschool.Possiblereasons:
Ourschoollifeisrichandcolorful.
Ihavemanyfriendsinourschoolandtheygivemealotofpleasureandhelp.Ourschoolisverybeautiful…
Thereisalotofhomeworkforustodoeveryday.Fewafter-schoolactivitiesmakemefeelbored.Wedon’thavemuchtimetoplaybasketballorfootball.Somestudentsdon’thavegoodbehaviours.
【设计意图】让学生回答两个深层次的问题引发对“上学”这一话题的思考，同时为后面的课堂活动——“编写新对话并展示”提供新的素材。BWelcometotheunitStep1Lead-in
1.ListentoastoryaboutSimonandDaniel
T:Asweallknow,Englishiswidelyusedintheworld.Lookatthemap,andyoucanfindpeopleinmanydifferentcountriesspeakEnglish,likeBritain,America,Canada,AustraliaandNewZealand.ButeventhoughpeopleinthesecountriesspeakEnglish,theycan’talwaysunderstandeachother.NowletmetellyouastoryhappenedinBritain.
AgroupofAmericanstudentscametovisitaBritishschoolwhentravellinginLondon.Simon,aBritishguide,showedthemaroundtheschool.
Simon:Welcometothisschoolwithalonghistory.I’myourguide,Simon.Followme,
please.Let’sfirsttakethelifttothefirstfloortovisitthelibrary.Daniel:Whereshallwego?Simon:Thelibraryonthefirstfloor.Daniel:We’rejustonthefirstfloor.Isn’tit?
Simon:InBritain,thefirstfloormeansthesecondfloorinAmericawhilethegroundfloormeansthefirstfloorinAmerica.

Daniel:Oh,Isee.Butwhydowetaketheliftthere?Whereisit?Simon:Justoverthere.InAmerica,youcall“lift”elevator.
Daniel:Thankyou.Isee,BritishEnglishandAmericanEnglisharedifferentinsomeways.
2.Askstudentssomequestions
DidDanielknowwhatSimonsaidatfirst?(No.Whycouldn’tDanielunderstandwhatSimonsaid?
(BecauseDanielspokeAmericanEnglishwhileSimonspokeBritishEnglish.Thewordsthey
saidhavenotonlydifferentformsbutalsodifferentmeanings.
【设计意图】这样一个自编的对话不仅与本单元的话题（校园生活）紧密结合，而且可以让学生了解英式英语和美式英语的差异是导致Daniel和Simon交流出现理解偏差的根本原因。Step2Presentation1.Let’sguess
T:HerewehavesomepicturesandsomeEnglishwords.CanyoutelluswhichwordsbelongtotheBritishEnglishandwhichwordsbelongtotheAmericanEnglish?Pleaseshowthenationalflagstothem.2.Let’slearn(PartA
T:Nowlet’slookatsomeEnglishwords.MatchtheBritishwordswiththeAmericanwordsiftheyrefertothesamething.Thenwritedownthecorrectwordsunderthepicturesbelow.Let’sreadthemtogether.3.Let’sreplace(PartB
T:Youhavelearntthedifferentwordsthatrefertothesamething.PleasereadthedialoguePartBandreplacetheBritishwordsusingtheAmericanwords.【设计意图】完成课本上的内容和练习。Step3Practice1.Let’srecord
T:WatchashortvideoandwritedownhowmanyBritishwordsandAmericanwordsappearintheirdialogue.Whatarethey?2.Let’sshow

T:Iwillgiveeachgroupthreeminutestomakeupnewdialogue,butpayattentiontotherules:
BothofyouareBritishandyoubothspeakBritishEnglish.BothofyouareAmericanandyoubothspeakAmericanEnglish.
OneisBritishandspeaksBritishEnglish,andtheotherisAmericanandspeaksAmericanEnglish.
【设计意图】让学生以不同的身份来编写新的对话，不仅可以考查学生在合适的情境运用词汇的能力，而且可以检测学生对所学习的英式英语与美式英语的掌握程度与熟练程度。Step4Extension1.Let’sdiscuss
ShowtherulesofspellingdifferencebetweenBritishEnglishandAmericanEnglish.T:Youdidagoodjob.DidyoufindtherulesofspellingbetweenBritishEnglishandAmericanEnglish?I’llgiveyousometips.(ShowingsomeBritishwordsandAmericanwordsforthesamething.2.Let’slearnmore
ShowtherulesofpronunciationanddifferencesbetweenBritishEnglishandAmericanEnglish.
T:Besidesthis,therearedifferencesbetweentheminpronunciation,usageandsoon.【设计意图】让学生了解并非所有的英式英语与美式英语的变化都是杂乱无章的，对词汇的掌握不完全是死记硬背的，而是有规律可循的。这有助于学生对英式英语与美式英语的词汇的掌握。同时，提醒学生注意在英式英语与美式英语中词形一样的词汇可能有不同的含义。V.Homework
1.ReadandrecitethecomicstripsandtheBritishwordsandAmericanwordsinPartA.
2.LearnabouttheotherdifferencesbetweenBritishwordsandAmericanwords.3.FindoutwhytherearedifferencesbetweenBritishwordsandAmericanwords.Unit2SchoollifeReading(I

I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto
1.knowsomethingaboutthelivesinaBritishschoolandanAmericanschool;2.retelltheschoollivesofNancy’sandJohn’s;3.describetheirdreamschoollifetoothers;
4.usesuchreadingstrategiesasskimming,scanningandguessingmeaningsfromthecontext.
II.Teachingcontents
1.Newwordsandphrases:mixed,French,discuss,baseball,foreignlanguage2.Newstructures:Learningforeignlanguageisfun.Timeseemstogofaster.
Heoftenlistenscarefullytomyproblemsandoffersmehelp.III.FocusofthelessonandpredictedareaofdifficultyRetelltheschoollivesofNancy’sandJohn’s.IV.TeachingproceduresStep1Lead-in1.Freetalk
SeethepictureofEddieandanswerthefollowingquestions:InEddie’sopinion,whatisschoollike?Inyouropinion,whatisschoollike?2.Introduceyourschool
Answerthequestionandintroducesomepartsofschoollife,suchassubjects,classmates,clubsandsoon.
T:Whenwearetalkingaboutourschoollife,whatwillyouprobablythinkof?【设计意图】先从Eddie对学校的概括入手，让学生说说他们心中的学校，引出话题。接着让学生谈谈他们的学校生活，概括出学校生活包含的方方面面，既复习了前一课的话题，又为接下来的学习做了铺垫。Step2Presentation1.Skimthetext
T:Hi,everybody.DanielisvisitinganonlineclubcalledSchoolAroundtheWorld.Hefindstwoarticlesaboutdifferentschoollives.OpenyourbooksatPage20.Please

skimthewholetextquicklyandtellmewhoisinaBritishschoolandwhoisinanAmericanschool.
2.Readthefirstpartcarefullyandfinishthetasks
(1Readthefirstpassagequicklyandfindoutthemainideaofeachparagraph(2Readandcomplete
LetthestudentsreadthefirstparagraphandcompletethenamecardofNancy.(3Answerthefollowingquestions
T:Pleasefindoutthedetailsandunderlinethekeywords.a.WhatkindofschoolisWoodlandSchool?Explaintheword“mixed”.
b.WhatisNancy’sfavouritesubject?WhydoesNancylikeitbest?Explainthat“aime”isaFrenchwordand“love”isanEnglishword.c.WhatactivitydoesNancy’sschoolhave?
d.WhoreadsbooksintheReadingWeekandwhatcantheydo?e.HowdotheyfeelintheReadingWeek?(4Listenandrepeat
ListentotherecordofPassage1andrepeatitsentencebysentence.Payattentiontothepronunciationandintonation.(5Trytoretell
Letthestudentstrytoretellthepassageaccordingtothekeywords.3.Readthesecondpartcarefullyandfinishthetasks(1Readandcomplete
WhendoesJohngototheBuddyClub?WhatdotheydointheBuddyClub?WhoisJohn’shero?Why?---baseball.
【设计意图】快速浏览全文，让学生找出要学习的英国和美国两种不同的校园生活以及相对
Name:___________School:___________Grade:___________Favouritesubject:____________
Name:____________________Age:____________________School:____________________Grade:____________________Favouriteclub:______________Favouritesport:______________

应的人物，带领学生初步了解课文。细读的过程分为两大部分，逐步来训练学生的阅读技能。通过完成学生信息卡，找关键词及问题引导带领学生细读课文，让学生对课文有更深层次的理解，从而进一步把握文章的结构和细节。跟读录音是为了让学生在理解的基础上来朗读，更好地模仿标准的语音语调。Step3Consolidation1.Let’scompare
Usethefollowingtabletocomparethetwodifferentkindsofschoollives.2.Haveadiscussion
Createasituationandletthestudentsdiscussinpairs.“Ifyouhaveachance(机会tostudyinaBritishschooloranAmericanschool,whichschoolwillyouchoose?Why?【设计意图】通过表格对比所学课文，带领学生厘清思路，加深对课文的理解和记忆。创设情境引导学生进行同伴讨论，让学生通过自己的语言将本堂课的重点内容输出，便于教师和学生检测目标达成度。V.Homework
1.Readthetextafterthetapethreetimes.
2.Talkaboutyourdreamschoollifetoyourclassmates.Unit2SchoollifeReading(II
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.getfurtherunderstandingofthetwopassagesbycomparingNancy’sandJohn’sschools;
2.learnhowtousesomeimportantwordscorrectlyproperly;
3.writeashortpassageaboutspecialschoolactivitiesinourownschool;
4.activatethestudents’awarenessofenjoyingtheirschoolbytalkingabouttheiridealschoollife.
II.Teachingcontents
1.Newwordsandphrases:mixed,French,foreign,language,duringtheweek,discusssthwithsb,buddy,offersbhelp,end,playbaseball2.Newstructure:Itisamixedschool.

Amongallthesubjects,IlikeFrenchbest.Learningforeignlanguagesisfun.
Ioftenreadmorebooksthanmyclassmates.
Neartheendoftheweek,wediscussthebookswithourclassmatesinclass.OnFridayafternoon,ourschoolendsearlierthanusual.III.FocusofthelessonandpredictedareaofdifficultyLearnhowtousetheseimportantwordsproperly.IV.TeachingproceduresStep1Lead-in
1.ShowashortvideoaboutschoollifeandthenaskstudentssomequestionsWhatdidtheboyGregandhisfriendRowleywanttodo?(Theywantedtohavelunchintheschooldininghall.Whatproblemdidtheyhave?
(Theydidn’tfindasuitableplacetositandhavetheirlunch.Whatdoyouthinkoftheirschoollife?(Theirschoollifeissoterrible.
Whatdoyouthinkoftheotherstudentsinthevideo?
(TheotherstudentsaresorudeandunfriendlytoGregandhisfriendRowley.2.Let’sreview
PleasefillinthetablewithrightdetailsaccordingtothetwoshortpassagesinReading.
StudentsNancy,inYear8,John,14yearsold,inthea___1___student8thgrade,anAmericanstudent
SchoolsWoodlandSchoolnear___3______2___nearDenverSchooltypesa___4___schoolamixedschoolFavoriteschoolsubjects___5___/Specialschool
activities___6______7___
FeelingsLearning___8___.Time___9___.Heismyhero.Ourteam___10___.(Keys:British,RockyMountainHighSchool,London,mixed,French,theReadingWeek,theBuddyClub,foreignlanguagesisfun,seemstogofasterwhenwearereadinginterestingbooks,wontwogameslastmonth

【设计意图】通过有趣视频的导入，激发学生的学习兴趣以及引起学生对文中学校生活和片中学校生活的简单对比，而任务型表格帮助学生回顾课文内容细节，提示学生如何梳理、整合文章的内容。Step2Presentation1.Let’sretell
T:You’regreat!Butwhocanretelltheshortpassageswiththeinformationinthetable.
2.Explaintheword“mix”(1Explaintheword
T:Let’sanalyzethetwopassagesanddividethemintotwoparts.Thefirstpartis“Aboutme”andtheotherpartis“Aboutschoollife”.Inthefirstpart,Andysaysthatherschoolisamixedschool.Whatisamixedschool?Inamixedschool,boysandgirlshavelessonstogether.(2Exercise
Fillintheblankswiththerightformsof“mix”Ourschoolisa__________(mixschool.
OurP.Eteachersalways_________(mixdifferentclassestoformdifferentclubstohaveP.Elessons.
Sometimes,ourP.E.teacher__________(mixboyswithgirlstoformtrainingteamsintabletennis.
Wepractisehardandoftenwintabletennis__________doublesinYangzhou.3.Explain“discuss”
(1Askstudentstofinishadiagram
T:“Aboutschoollife”talksabouttheirowndifferentschoollives.Dotheyhavesomethingincommon?Theyhavespecialschoolactivities,aReadingWeekinNancy’sschoolandaBuddyClubinJohn’sschool.HowdoestheReadingWeekwork?(ShowingpicturesAndthencompletethediagram.theReadingWeek/\
Wheredobookscomefrom?Whatdostudentsdoduringit?//\\
(borrow…from…;bringin…from…(read…afterclass;discuss…with…inclass

(2Explainthewordwithmoreexamples(3Exercise
Translatesomesentences.
T:Canyouguesswhatwewillhaveadiscussionaboutnext?4.Explaintheword“buddy”and“offer”(1Explaintheword“buddy”
T:Now,let’sdiscusstheBuddyClubinJohn’sschool.HowdoestheBuddywork?Fromthetwopictures,wecanguesswhothebuddycanbe.Why?
S:Here,thebuddiesareolderstudentsintheschoolandtheyaren’tteachers.T:WhatdothebuddiesusuallydointheBuddyClub?Pleaseputatickintheboxesbelow.
A.listencarefullytotheirproblemsB.helpthemlearnmoreabouttheschoolC.helpthembecomeheroes
D.offersomehelpwiththeirproblems(Keys:A,B,D
(2Explaintheword“offer”a.Explaintheword
T:Theolderstudentsdon’thelpnewstudentsbecomeheroes.Howdotheyhelpthenewones?
S:Theymainlyhelpthemlearnmoreabouttheschoolandsolvetheirproblems.T:InParagraph2ofPassageTwo,thelastsentenceis“Heismyhero”.Whatdoesherefertohere?
S:Tony.TonyisJohn’shero.T:Why?
S:Becauseheoftenlistenscarefullytohisproblemsandofferhimhelp.b.Exercise
(aFillintheblankswithrightformsofthewords
Eachstudentiswillingto_________(提供bookstothestudentsinpoorareas.Thebuddiesoften_________(提供newstudentswithusefuladviceonhowtolearnEnglishwellinthepast.

(bCanyoutranslateitintoChinese?
Thebuddiessometimesoffertohelpuspractiseplayingbaseball.5.Explaintheword“end”(1Explaintheword“end”.
T:DoyouhavesomethingelseyoutosharewithusaboutactivitiesinJohn’sschool?Thenfillinthetablewiththerightinformation.TimeActivities
everyMondaygototheBuddyClub
(Keys:onFridayafternoon;dosportstogether;twiceaweek;playbaseballT:Butdon’ttheyhavelessonstogetheronFridayafternoon?S:Becausehisschoolendsearlierthanusual.
T:Haveyounoticedtherearetwosentencesincludingtheword“end”?OnFridayafternoon,John’sschoolendsearlierthanusual.
Neartheendoftheweek,wediscussthebookswithclassmatesinclass.Let’sdiscusshowtousethewords“end”!(2Exercise.
Choosetherightanswers.
—Whenshallwehaveanotherbaseballmatch?—__________theterm.A.OntheendofB.BytheendofC.NeartheendofD.Intheendof
Iamtoobusytolistentoher________talking.Shehastalkedforabouttwohours.A.hopelessB.endlessC.harmlessD.careless
_________,we’llhaveabreakassoonaswe________thediscussion.A.Thanusual;endB.Asusual;endC.Thanusual;endedD.Asusual;ended
【设计意图】在课文上下文中自然地过渡到对生词用法的讲解，并配以一定量的针对性练习。Step3Practice
ShowapictureofNancyandaskstudentssomequestions:T:Doyouknowthewordsontheblackboard?(IloveParis.

WhatlanguagedothewordsinLine1belongto?(FrenchToNancy,aBritishgirl,Frenchisaforeignlanguage,right?(Yes.
AsaChinese,canyouspeakFrench?CanyoureadtheFrenchwordsbelowaloud?(No.
Nowreadafterme.(Salute,Bonjour,MerciDoyouthinkit’sinteresting?(Yes.
NancyalsothinksFrenchisinterestingandeasytolearn.Andshethinkslearningforeignlanguagesisgreatfun.
2.DoyouknowwhatJohnthinksisgreatfun?(Playingbaseball.That’sgreat！Thatistosay,Johnthinksplayingbaseballisgreatfun.Let’senjoyashortvideoandlearnsomeknowledgeaboutbaseball.
【设计意图】通过对文中内容French和baseball的挖掘以及对文本的分析和视频的观看使学生能准确地了解foreignlanguage和playbaseball的概念和运动项目，同时也不断通过对动名词做主语的句型的表述，强化了学生对该句型的掌握。
Step4Consolidation1.Completethepassage
T:Pleasecompletetheshortpassagewiththerightformsof10wordsorphrasesamong12wordsorphrases
winonegame;seem;endearly;offersomehelp;mix;haveadiscussionabout;foreignlanguage;attheendof;playbaseball;discuss;learnFrench;neartheendofMynameisAkira.IamfromJapan.Myschoolisn’ta(1__________highschoolandthereareonlyboysinit.
Onweekdays,Ihavemyschooluniformon,likeallofmyclassmates.Iwalktoschoolwhilemanyofmyfriendschoosetotakethebus.Iknowit(2__________strangetowalksofartoschool,butIthinkwalkingcanhelpmekeephealthy.Weoften___________(3howtokeepabalancebetweenourschoolworkandhobbies.Inourschool,Ilike(4_________________best.Chinese,EnglishandFrenchareallcoveredinourcourses.(5_________________isgreatfun.IoftengototheBaseballClubafterschoolonWednesdayafternoonbecauseourschool(6_______________thanusual.Wepractise(7________________hardonthe

playgroundand(8_______________toeachotherduringthegame.Lastweek,we(9__________________.Thatmadeusveryhappy.
Wehavetocleanourclassroom(10_________________eachdayandmakesurethatitisverywellcleaned.
Wealwaystrytobepolite,helpfulandhardworking.Iamproudofmyschool.(Keys:mixed;seems;discuss;foreignlanguages;LearningFrench;endsearlier;playingbaseball;offersomehelp;wononegame;attheendof2.Writing
Askstudentstodiscusswhattheythinkoftheirschoollives.
T:Andthinkthetwopassagesoverandlearnhowtowriteapassageabouttheirspecialschoolactivities.Whatisit?Whenisitheld?Whotakespartinit?Whatdowedoduringit?Howdowefeelaboutit?3.Speakingout
Talkabouttheiridealschoollives.(Showingsomepictures
【设计意图】在完成对本课重要生词的讲解之后，让学生运用本课所学的单词或词组的正确
形式去补全日本学生对学校生活描述的一篇文章，可以检测出学生是否能在恰当的语境中正确地使用新词汇或词组；同时这篇文章也对后面的学生描写特别的学校活动提供了参考、讨论理想的学校生活提供了蓝本。V.Homework
1.Readthepassagefluently.
2.Writeanarticleaboutyouridealschoollife.
3.SearchtheInternetformoreinformationaboutschoollivesinothercountries.Unit2SchoollifeGrammar
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:

1.comparetheamountofthingsusing“more...than”,“fewer...than”and“less...than”;
2.use“themost”forthelargestamountand“thefewest/theleast”forthesmallestamount;
3.formcomparativeandsuperlativeadverbs;4.usecomparativeandsuperlativeadverbscorrectly.II.Teachingcontents
1.Newwordsandphrases:least,further/father,farthest/furthest,amongthethreeofus,come
first/second/thirdintherace,runfast,anyotherclassmates,theotherstudents2.Newstructures:MilliehasmoretomatoesthanDaniel.MilliehaslessricethanDaniel.MilliehasfewerbananasthanKitty.Kittyhasthemosteggs.Danielhasthefewesttomatoes.Milliehastheleastjuice.SheranfasterthanMillie.
Amycamefirstintherace.Sheranthefastest.III.Focusofthelessonandpredictedareaofdifficulty
Usefewer/less...than,thefewest/leasttocomparetheamountofcountablenounsanduncountablenounscorrectly.
Formcomparativeandsuperlativeadverbscorrectly.Usecomparativeandsuperlativeadverbscorrectly.IV.TeachingproceduresComparingtheamountofthingsStep1Lead-in
T:DoyourememberNancyinWoodlandSchoolinLondon?HerschoolhasaReadingWeekeveryyear.Letmetellyousomethingaboutthisyear’sReadingWeek.
【设计意图】利用Reading中的人物和相关背景知识导入到新课，便于学生迅速进入新课并接受新授知识。Step2Presentation
1.Explain“more”,“most”,“fewer”and“fewest”beforecountablenouns

(1ComparethebooksNancyandherfriendsreadinthisyear’sReadingWeek.T:Inthisyear’sReadingWeek,Nancyread3books.HerfriendKatereadtwobooks.Tomreadonlyonebook.WhoReadmorebooks,NancyorKate?Whoreadfewerbooks,KateorTom?Whoreadthemostbooks?Whoreadthefewestbooks?Asksomestudentstoanswerthesequestionsonebyone,showthestudents’answersonPPT.Mark“morebooksthan”,“fewerbooksthan”,“themostbooks”,“thefewestbooks”inred.
(2Helpthestudentstoworkouttherules:weuse“more...than...”,“fewer...than...”,“themost”,“thefewest”tocomparetheamountofcountablenouns.2.Explain“more”,“most”,“less”and“least”beforeuncountablenouns(1ComparethetimeNancyandherfriendsspentinthisyear’sReadingWeek.T:WhospentmoretimereadingbooksintheReadingWeek,KateorTome?Whospentlesstimereadingbooks,NancyorTom?Whospentthemosttimereadingbooks?Whospenttheleasttimereadingbooks?
Asksomestudentstoanswerthesequestionsonebyone,showthestudents’answersonPPT.Mark“moretimethan”,“lesstimethan”,“themosttime”,“theleasttime”inred.
(2Workouttherules
Helpthestudentstoworkouttherules:weuse“more...than...”,“less...than...”,“themost”,and“theleast”tocomparetheamountofuncountablenouns.
【设计意图】以在今年的阅读周中Nancy和她的朋友所读的书的多少为例，谈论可数名词的量的比较。Step3Practice1.Compareschoollives
(1Givestudent’ssometimetogothroughthetable,andthencompletethesentences.Remindstudentstopayattentiontocountablenounsanduncountablenouns.T:Nancy,JohnandDanielcomefromdifferentschools.DanielwantstocomparehisschoollifewithNancy’sandJohn’s.LookatthetableandhelpDanielcompletehissentences.
(2Checktheanswerswiththestudents.2.Comparestudents’ownschoollifewithothers’
Askstudentstofillinthelastcolumnoftheformwiththeinformationoftheirownschoollife.Getseveralstudentstocomparetheirownschoollifewithothers’.

【设计意图】学生已初步了解如何用more...than,fewer...than,less...than以及themost,thefewest/least来比较可数名词与不可数名词的量，通过Nancy,John,Daniel和学生自己的学校生活的几个方面的比较，再一次巩固所学内容。ComparativeandsuperlativeadverbsStep1Presentation
1.Explaincomparativeandsuperlativeadverbs(1Comparethetimespentonpracticingbaseball.
T:WeknowNancy,JohnandDanielallhavesomefreetime.Howdotheyspendtheirfreetime?Theyspendtheirfreetimepractisingplayingbaseball.YouseeJohnpractisesharderthanDanielbecausehespendsmoretimepractising.Whopractisesharder,NancyorJohn?Whopractiseshardest?
Asktwostudentstoanswerthesequestions,showthestudents’answersonPPT.Mark“hardthan”,“hardest”inred.(2Workouttherules.
Helpthestudentstoworkouttherules:weuse“harder”and“hardest”todescribetheverb“practise”,andwecallthemadverbs.Sometimeswedonotuse“the”beforethesuperlativeadverbs.
2.Explainhowtoformcomparativeandsuperlativeadverbs
ShowtherulesonthePPT.Tellstudentsthatwecanformcomparativeandsuperlativeadverbs
inthesamewayasadjectives.Wecandivideadverbsinto3groups.Weadd“-er”and“-est”tomostshortadverbs.Weadd“more”and“most”beforelongadverbs.Wereplacethewordforsomeirregularadverbs.
【设计意图】利用书中的表格，从谈论自由时间引出练习打棒球的努力程度的比较。自然地过渡到教材的第二部分副词的比较级和最高级的讲解。因为学生已经有了形容词的构成方式的相关知识，教师可以通过讲解直接告诉学生副词的比较级和最高级的构成。Step2Practice1.Fillintheform

Askstudentstofillintheformtoseeifthestudentscanlearnhowtoformcomparativeandsuperlativeadverbs.2.Exercise
(1Completethepart“Myclassmates”.HelpDanielcompletehissentenceswiththecorrectformsofthewordsinbrackets.(2Checktheanswerswithstudents.
【设计意图】通过填写表格完成所给单词的比较级和最高级，通过完成教材中的练习，再一次巩固副词的构成。训练形式由简单机械的变化到语境理解后的词形变化，体现了操练的层次性。Step3Consolidation
1.Showtheformandplaythegame
NameofclubsNo.ofstudentsActivityTime(hourLikesPetClub431√√ReadingClub971.5√√√√GreenerChinaClub1282.5√√√√√HelpingHandsClub642√√√
T:YouknowtherearemanyclubsinSunshineSecondarySchool.Hereisaformaboutthe
schoolclubs.Let’shaveacompetition.Readtheformcarefullyandmakeasentenceusing
“more...than”,“fewer...than”,“less...than”,“themost/least”or“comparativeandsuperlativeadverbs”.Eachcorrectsentencecangetonepoint.Let’sseewhichteamcangetthemostpoints.2.Completeareport
(1Readtheformandwriteareportontheiractivitytothechairperson
Askseveralstudentstoshowtheirreports,praisethestudentwhowritesthemostcorrectsentencesandthestudentwhofinishesearliestandthestudentwhowritesthebestreport.
T:Kate,TomandDanielalljoinGreenerChinaClub.Theyalldidverywellintheirlastactivity.
NamePlantingtrees1Plantingtrees2CarryingwaterPlaceTom157treesperhour15buckets(桶Lizhuang,4kmaway

Kate115treesperhour11bucketsTianzhuang,2kmawayDaniel189treesperhour18bucketsZhaozhuang,5kmawayDearchairperson,
WetookpartinameaningfulactivitylastSaturdayafternoon.Wewenttoplanttreeswithsomeofotherclubmembers.__________(plantmore/fewer/themost/fewesttrees,carrymore/less/themost/leastwater,planttreesmore/themostquickly,gofarther/thefarthesttoplanttrees
(2Getseveralstudentstoshowtheirreportsandcheckiftheycanwritecorrectsentences
【设计意图】利用游戏的形式激发起学生的兴趣。使得枯燥的语法训练变得生动活泼。最后让学生根据表格提供的信息完成一份报道，通过综合运用当堂课的所学知识达到操练和巩固的目的。V.Homework
Goonfinishingthereport,andtrythebesttowritemoreeffectivesentences.Unit2SchoollifeIntegratedskills
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.improvetheirlisteningskillsoffocusingontheunknowninformation;2.talkaboutdifferentschoollivesusingcomparativesandsuperlatives.II.Teachingcontents
1.Newwordsandphrases:spend,chess,uniform,numberofstudents,domorningexercises,
have...weeksoff,spendtimeon/doingsth,anotherhalfhour,playchess,atmost,dosomereading,wearuniforms
2.Newstructures:SunshineMiddleSchoolhasthemostteachersandstudentsofthethree.
ChinesestudentshavefewerweeksoffforthesummerholidaythanBritishstudents.BritishstudentsspendlesstimedoinghomeworkthanChinesestudents.Amongthethreeschools,Americanstudentsspendtheleasttimeonhomework.Theyworkthehardest.
Ihaveonlyhalfanhourformyhobbiesatmost.

III.Focusofthelessonandpredictedareaofdifficulty
Graspthelisteningskillsoffocusingontheunknowninformationandcatchingnumbers.
Talkaboutdifferentschoollives,usingcomparativesandsuperlativesandcertainsentencepatterns.
Integratethefourskills(listening,speaking,readingandwritingtocompletethetasksaboutschoollives.IV.TeachingproceduresAComparingschoolsStep1Lead-in
1.PresenttheposterofHarryPorter7andaskthemiftheyhavewatchedit.2.ShowthephotoofHarry’sschool—HogwartsandpresentsomenumbersaboutHogwartson
thescreen.Illustratethenumbersonebyone.
T:ThisisHarry’sschool—Hogwarts.HowmuchdoyouknowaboutHogwarts?Herearesomenumbersaboutit.Let’shavealook.ThefirstnumberisaboutthenumberoftheteachersinHogwarts.CanyoutellmehowmanyteachersarethereinHogwarts?(624
T:Payattentiontotheword“and”afterhundred.
T:Thesecondnumberisabouttheclassroomsthere.(52403.Offersometips
T:ThewayweexpressnumbersinEnglishistotallydifferentfromthatinChinese.Iwillshowyousometips.
Tip1:Countfromtherightsideofthenumber.Tip2:Putacommaeverythreenumbers.
Tip3:Readthefirstcommaasthousandandthesecondcommaasmillion.【设计意图】以学生喜爱的哈利波特电影海报导入新课，自然地过渡到哈利波特的学校霍格华茨，呈现两个关于霍格华茨校园生活的数字，引导学生说，练习英文中数字的表达方法。归纳出英语数字的读法和听写的技巧。通过听、说、写数字为接下来的听力做好准备。在知识准备与语言环境两方面都为学生做好铺垫。

Step2Listening1.Prepareforlistening
TellthestudentsthatwewilltalkaboutsomeotherschoolsbesidesHogwarts.AskthemtoreadtheinformationforminA1andtelltheclasswhatinformationtheycangetfromtheform.Askthestudentstotelluswhattheystilldon’tknowintheform.2.Listening
(1Listentothearticle
a.AskthestudentstolistencarefullytothearticleaboutdifferentschoolsbyDanielandfinishthefirstcolumnintheform.Replaythetapeifnecessary.b.Checktheanswerswiththestudents.(2Listentotheconversation
a.Listentotheconversationandcompletetherestoftheform.
b.Checktheanswerswiththestudents.Replaythekeypointstocheckanswersifnecessary.
【设计意图】让学生自己阅读A1部分的信息表，引导学生自己说出在这张信息表中能得到什么信息，还有什么信息是在表中无法获得的？如果想获得这些未知信息，在听时应该聚焦哪些关键词？旨在培养学生阅读信息并获取信息的能力，并训练聚焦未知信息关键词的听力技能。Step3Post-listening
1.AskthestudentstocomparethethreeschoolsA:Howmany…/Howlong…/Howmuchtime…
B:…(more…than,fewer…than,less…than,themost,thefewest,theleast2.AskthestudenttocompletethearticleinA3onP17Askthestudentstoreadthearticletochecktheanswers.
3.AskthestudentstoreadtheformcarefullyandfinishA4onP18
【设计意图】让学生就已经完成的三所学校的听力表同桌之间两两进行口头比较，及回顾了语法部分的内容又为接下来的A3书面作业，A4的猜谜游戏，及speakup中的对话打下了基础。训练学生通过阅读掌握信息，并对所获取的信息进行加工处理的能力。
BSpeakup:Simonspendsthemosttimeonhishobbies

Step1Presentation
1.Askthestudents3questionsabouttheconversationin“Speakup”.Listentothedialogueand
answerthefollowingquestions.
HowmuchtimedoesDanielspendonhishobbieseveryday?WhatisAmy’shobby?
Whospendsthemosttimeonhobbies?2.Readafterthetapeandpractiseingroups.
3.Payattentiontothepronunciation,suchaslinkingandlossofblasting.Givestudentstwo
examplestounderstandwhatislinkingandlossofblastingandpractisemore.【设计意图】听speakup部分的对话并跟读，目的在于让学生学习地道的英语发音，并注意英语中的词与词之间的连读、失去爆破。这些其实也是听力中的障碍，听说是互相促进的。Step2Makeasurvey1.Findouttheinformation
Asktheclasstogetintogroupsoftwoandeachmemberinthegroupgetsadifferentenvelopeaboutadifferentschoolinsomeothercountries.Askthestudentstoreadtheinformationaboutadifferentschoolintheenvelope.Thentheyaresupposedtoaskquestionssoastogetinformationfromtheirpartneraboutotherschools.NameofthecountryHogwartsBrazilKenyaLengthofSchooldaysinayear210daysdaysdaysNumberofstudentsineachclass38
Dotheywearuniform?yesSpecialorinteresting
thingsWecanstudymagicthere.……2.Finishthesurveyreport
Presenttherulesofthesurvey,askthestudentstofinishtheirsurveyreport,walkaroundtheclasstoofferhelpandcheckwhethereveryonehasobeyedtherules.3.Sumup

Askthestudentstosumuptheirsurveyandmakeareportaboutit.
【设计意图】学生将完成一张世界各地学校的调查表。学生们分成两人一组，每人会得到一个含有不同学校信息的小短文，小组成员独立阅读自己所得到的学校的小短文，并完成信息表中该学校的信息。完成信息后，小组中的成员不允许看他人的信息，利用信息沟之间的信息差，用学过的对话模式询问并获取其它信息，完成调查表。完成调查表后学生独立总结几
所学校的信息，进行对比，选出自己最喜爱的一所学校，并陈述原因进行汇报。V.Homework
Makeasurveyaboutatleasttwofriendsinotherschoolsandcomparethemwithourownschool.Somestudentswillbechosentomakeareportinfrontoftheclass.附：
TheinformationaboutschoollifeindifferentcountriesThisistheinformationabouttheschoollifeinBrazil.Brazil
TherearethreetermsinBrazil’sschoolsandeachtermlastsabout14weeks.Childrengotoschoolforabout190days.TheschooltimeinBrazilrunsfrom7a.m.tonoon,andstudentsusuallygohomeatnoontosharelunchwiththeirfamily.Lunchisthemostimportantmealoftheday.Studentsmustwearuniformsatschool.InBrazil,P.E.isveryimportantforthestudents.Thereare30ormorestudentsinaclass.Mostschoolshaveonlyoneortwocomputersfor30studentstoshare.ThisistheinformationabouttheschoollifeinKenya.Kenya
KenyaisacountryinAfrica.Theschoolyearinthiscountryisdividedintothreeterms,each13weekslong,withone-monthbreaksinbetween.Studentsgotoschoolforabout200days.Schooltimeisfrom8a.m.to4p.m.Studentsdonothavetowearschooluniformsatschool.Mostclassroomshaveaboutthirtystudents.Mostoftheclassroomsdonothavecomputers.Manyschoolsofferlunch.BecauseKenyaisverypoor,somestudentssaveallorpartoftheirlunchtosharewiththeirfamilies.Unit2Schoollife

Studyskills
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:1.masterhowtousethesuffix“-ly”toformadverbs;2.masterhowtousethesuffix“-ly”toformadjectives;3.usethewordsendingwith“-ly”correctly.II.Teachingcontents
1.Newwordsandphrases:daily,weekly,quick,through,real,lookthrough,atfirst,keep(ondoingsth,havealovelytime.
2.Newstructure:Wehaveamonthlytestoneachsubject.Tome,learningforeignlanguagesisreallyfun.IalsokeepwritinginEnglishaboutmydailylife.IlearntouseEnglishbetterthisway.
III.FocusofthelessonandpredictedareaofdifficultyHowtousethesuffix“ly”toformadverbs.Howtousethesuffix“ly”toformadjectives.
Howtofindoutwhetherthewordsendingwith“ly”belongtoadjectivesoradverbs.IV.TeachingproceduresStep1Lead-in
1.SaysomethingaboutNancy’sandJohn’sschoollivesNancy’sschoolhasayearlyreadingweek.John’sbuddylistenscarefullytohisproblems.Bothofthemhavealovelytimeatschool.2.Brainstorm
Canyouformanewword/newwordsusingthewordgiven?(happy—happily—unhappy—happiness—unhappily—unhappiness3.Askandanswer
DoyouthinkitiseasytoborrowbooksfromNancy’sschoollibrary?Yes,wecanborrowbookseasily.
DoesJohnhaveawonderfultimeattheBuddyClub?Yes,hisbuddyalwayshelpshimwonderfully.
【设计意图】通过提问复习reading部分的内容，导入新课话题，同时鼓励学生积极思考，列举出更多的带有后缀的形容词，呈现本节课的学习目标。通过设

计头脑风暴，让学生去尽可能多的思考happy的词形变化，引导学生思考单词的前缀和后缀。通过复习本单元的话题，自然导入本课的内容。Step2Presentation
1.Explainthesuffix“-ly”inadverbs
(1Showtheexamplesofwordsendingwith“-ly”andworkoutfourkindsofwaystoformadverbs.
(2Activity:Fillintheblanks
T:Canyouusethecorrectwordstofinishthem?(3Makeasummary
Adverbsusuallymodifyverbs,adjectivesandotheradverbs.2.Explainthesuffix“-ly”inadjectives(1ShowsomeexamplesIsthisalovelypanda?IsTonyafriendlybuddy?
(2Explainhowtousethesuffix-lytoformadjectives(3Activity:Finishthetable
Add“-ly”toeachofthewordsintheboxontheleft.Thenputthemindifferentgroups.
3.FinishpartBonP27
4.Makeasummary.Adjectivesmodifynouns
【设计意图】解释形容词变为副词的规律，并通过简单的练习，暗示并总结出规律：副词通常修饰动词、形容词和其他副词。通过书上配套的练习，总结出三个非常重要的短语，amonthlytest，mydailylife，havealovelytime，很明显让学生得出结论形容词修饰名词。Step3Practice
1.Playagame:Findyourfriend2.Fillintheblanks
Completethepassagewiththecorrectwords.
【设计意图】了解基本规律后，迅速对所学的后缀做巩固练习，这样能更深刻的记忆所学的词的后缀。

Step4Summary
Askthestudentstosumuphowtousethesuffix“-ly”.
【设计意图】通过设计带有“-ly”后缀的形副词练习，让学生体验具体用法，并及时地总结规律。Step5Extension1.Listmorewords
Listsomewordsendingwiththesuffix-ous,thesuffix-ernandthesuffix-nessandencouragestudentstolearnmoresuffixesandprefixesafterclass.2.Challenge
Enjoyastory,trytocircle(圈出thewordswithsuffix-lyandtellwhattheyaremodifying.
【设计意图】对后缀的用法适当的拓展延伸，以课本为基础，但不局限于课本。引导学生归纳：副词除可以修饰动词、形容词和其他副词，还可以修饰整个句子；形容词修饰名词。V.Homework
1.Rememberhowtousethesuffix–ly.2.Learnmoresuffixesafterclassbyyourself.Unit2SchoollifeTask
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.collectideasbyunderstandingandcompletingaquestionnaire;2.writeabouttheiridealschools.II.Teachingcontents
1.Newwordsandphrases:finish,lunchtime,physics,ArtClub,needtogetupearly,haveanhour
ofhomework,abigcleandininghall,listentomusic,wearties,ineachclass,choosesubjectstostudy,havecomputerlessons,afootballfield,aswimmingpool,goonaschooltrip,havefun,badminton,idealmyidealschool,atlunchtime2.Newstructures:Wehavelotsoftimeforafter-schoolactivities.Weonlyhaveanhourofhomeworkeveryday.

III.Focusofthelessonandpredictedareaofdifficulty
Getthestudentswelltrainedinwritingthefirstdraftofalettertotheirprincipalabout“Myidealschool”.
Getthestudentstoapplythewritingtechniquesspeciallyinstructedinthisperiodtotheirletter-writingIV.TeachingproceduresStep1Lead-in
1.Presentapoemnamed“School”
Getstudentstoenjoythepoemandanswersomequestions.
T:Asweallknow,thisunitisaboutschoollife.IhappenedtofindapoemtalkingaboutaschoolontheInternet.Let’senjoyit.Readitaloudtogetherplease.Herearesomequestionsforyou.
Doyouliketheschool?Whyorwhynot?
Doyouhaveaschoolthatisdifferentfromitinyourmind?Areyouwillingtoshareyouridealschoolwithus?2.Showlearningaims
Presentthelearningaims.Leadstudentstoreadthroughthelearningaimsloudly.T:Thisiswhatwearegoingtodotoday.Let’slookatthelearningaimsfirst.Learntodecideonwhattoincludeinthearticle‘Myidealschool’.
Learntowriteagoodparagraphfirstbeforeworkingoutafirstdraftindividually.【设计意图】以小诗欣赏的方式导入，既较快地调动学生的学习兴趣，又自然地过渡到本节写作课的话题上来。引导学生阅读本节课的学习目标，让学生明白他们在本节课中需要完成主要学习任务。Step2Presentation1.Comparethethreeschools
AsktheStudentstocomparethethreeschoolsanddiscusswhattheylikeordislikeaboutthe
schools.Checktheanswerswiththestudents.
T:WehavelearnedalotaboutthethreeschoolsinReadingandIntegratedskills.Doyoustillrememberthethreeschools?TheyareDaniel’sschool,John’sschoolandNancy’sschool.Hereisatablewithsomeinformationaboutthethreeschools.Readit

anddiscusswithyourpartnerandthentellmewhatyoulikeordislikeabouttheschools.
T:Pleasetellmeyourideas.Thesetwostructurescanhelpyou.A:Whichschooldoyoulikebest?Why?B:Welike...,because...
2.DiscussaboutDaniel’sidealschool
(1AskstudentstoreadDaniel’sidealschoolandcompletetherestofthetable.T:Nowlookatthetableagain.DoyouthinkDaniellikeshisschool?Yes,sohewritesanarticleabouthisidealschool.Readhisarticleandcompletetherestofthetable.
(2Askstudentstocompleteaflowchart.
T:NowweknowsomethingaboutDaniel’sidealschool,butnottoomuch.Readthearticleagainandfillintheflowchartonyourworksheet.Inordertosavetime,pleasewritedownthekeywordsandphrases.
3.Askstudentstoshowtheirflowchartandanalyzethestructureofanidealschool.T:Youseeanidealschoolincludestheseitems(schooltime,lunchtime,facilities,subjects,after-schoolactivities…andyoucanalsoprovidesomeotheritemsaboutit.【设计意图】将综合技能部分中关于三所学校的部分信息收集在表格中，通过阅读表格与学生讨论对三所学校的喜好，既回顾了已学内容又为本堂课Myidealschool的写作储备了一些语言素材，激发了写作的灵感。之后教师自然过渡到Daniel’sidealschool上来。学生阅读范文，找出相关信息完成表格剩余部分内容。学生再读范文，完成范文的写作流程表，得出范文的写作框架结构，包括理想学校的作息时间、设施、学科、课外活动等，还可以加入其他的项目。Step3Writing
1.Finishthequestionnaire
(1AskstudentstocompletethequestionnaireonPage28.
(2Askthestudentstomatchthequestionsinthequestionnairewithdifferentaspectsofschoollife.

T:Thequestionsinthequestionnaireareaboutdifferentitemsofschoollife.Canyoumatchthemcorrectly?
2.Guidethestudentstoimaginewhattheirownidealschoolsarelike
T:Ithinkyouridealschoolmustbedifferent.Areyouwillingtoshareyourideaswitheachother?Ihopeeachstudentchoosestoreportthemostinteresting,attractiveitemofyourschool.
3.AskstudentstowritethemostinterestingandattractiveitemoftheiridealschoolsT:Nowpleasewritedownthemostinterestingandattractiveitemofyouridealschoolonyourworksheet.4.Offersometips
ChooseaparagraphfromLifeinanAmericanschool(thesecondarticleinthesectionofReadingasamodeltoanalyzehowtowriteaparagraphwell.
T:Maybeyouwanttoknowhowtowritetheshortpassagewell.Herearesometips.Use“I”or“we”.
Usethesimplepresenttense.Showyourreasons.
Let’staketheparagraphfromthesectionofReadingasamodel.It’saboutNancy’sfavouriteclub.Inthisparagraph,Nancyuses‘I’or‘we’totellherclub.Shealsousesthesimplepresenttense.Attheendoftheparagraphshetellsusthereason.Whenwewritewecanfollowthesetips.5.Haveatry
T:It’syourturntowriteonlyoneaspectofyouridealschool.(3minutes6.Evaluatesomestudents’writtenwork.
T:Let’ssharesomestudents’paragraphs.Doeshe/sheuse“I”or:we“intheparagraph?Doeshe/sheusetheSimplePresentTense?Doeshe/shetellhis/herreason?
7.Workoutthestructure
Presentseveralstudents’paragraphsandputthemontheblackboardonebyone.Tellthe
studentswewillgetanarticleaboutanidealschoolifweputseveralparagraphstogether.
T:Doyoustillremembertheflowchat?Herewehaveseveralparagraphs,andeachparagraphisaboutoneitemofanidealschool.Wecanputthedifferentparagraphstogethertomakeupanewarticle.

8.Writealetter:Aletteraboutmyidealschool
T:Theprincipalwantstoknowwhatyouridealschoolislike.It’syourturntowritehimaletterdescribingyouridealschool.Hewilltakeyouradviceandturnourschoolintoyouridealone.
【设计意图】引导学生想象并说出他们的理想的学校中最有趣的，最吸引人的方面。利用头脑风暴的形式，激发学生说出各不相同的写作创意。为了缓解写作难度，做到小坡度逐步提升，要求学生先就理想学校中的某个方面来写。同时也便于接下来对单个的段落的写作技巧做一定的指导。Task部分的范文重的段落示范性不够，所以从Reading部分中摘录了Nancy的文章中的一个段落进行分析，得出写作的建议并提供给学生作为写作的范例。随后，通过师生问答的形式，呈现并评价学生所写的有关自己的理想学校中的最吸引人的一部分。教材中提供的范文在结构上属于平行结构，因此指导学生将各自的理想学校的不同部分放在一起就能够形成一篇描写自己理想学校的文章。此处再现流程图来提醒学生可以从相似的角度去写，这为后面的写作直接提供了有针对性的指导。
Step4Conclusion1.Self-evaluation
Askseveralstudentstoshowtheirwritings.Evaluatethestudents’articlesontheprojector.Providethewritingevaluationtableforstudentstoself-editafterclass.Thewritingevaluationtable(评价表评分标准评分分值210
相关性1Arealltheparagraphsaboutyouridealschool?
得体性2Doyouuse‘I’or‘we’inyourletter?3DoyouusetheSimplePresentTense?4Doyoutrytotellyourreasons?
准确性5Arethereanymistakesinverbforms,theusageofthevocabularyandmistakesinspelling,capitallettersorpunctuation?

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