英语ⅰ译林牛津版unit1第二课时教案
初中英语译林版unit1教案
初中英语译林版Unit 1教案教学目标：1. 掌握基本的英语词汇和表达方式。
2. 培养学生的英语听说读写能力。
3. 引导学生了解英语国家的文化和生活方式。
教学内容：1. 词汇：掌握本单元的生词和短语。
2. 对话：学习基本对话，提高学生的口语表达能力。
3. 阅读：阅读一篇与单元主题相关的文章，培养学生的阅读理解能力。
4. 语法：学习本单元的语法知识点，包括现在进行时和比较级。
教学步骤：1. 导入（5分钟）通过歌曲、游戏或其他活动导入本单元的主题，激发学生的学习兴趣。
2. 词汇学习（15分钟）教授本单元的生词和短语，包括发音、词性、用法等。
采用多种教学方法，如图片、实物、游戏等，帮助学生记忆和理解。
3. 对话学习（15分钟）学习基本对话，包括问候、介绍、询问等日常用语。
通过角色扮演、小组讨论等方式，让学生在实际情境中运用所学对话。
4. 阅读理解（15分钟）阅读一篇与单元主题相关的文章，引导学生理解文章大意，回答相关问题。
培养学生的阅读理解能力和阅读速度。
5. 语法讲解（15分钟）讲解本单元的语法知识点，包括现在进行时和比较级。
通过例句和练习题，帮助学生理解和掌握语法规则。
6. 练习与巩固（10分钟）通过练习题、听力、口语等方式，巩固所学词汇、对话和语法知识。
及时纠正学生的错误，提高学生的学习效果。
7. 课堂小结（5分钟）对本节课所学内容进行总结，强调重点和难点。
布置课后作业，要求学生复习所学内容，预习下一单元内容。
教学评价：1. 通过课堂表现、作业完成情况、考试成绩等方式评价学生的学习效果。
2. 及时反馈学生的学习情况，鼓励学生积极参与课堂活动，提高学习自信心。
牛津译林版高中英语必修一Unit 2《Growing pains》(Project)教案
【教学难点】Howto write a report on a certain kind of growing pains.
【教具】Multi-media projector
【教学过程】
Language points
1.at the moment: at this / that moment
eacheverytimedvdhesendsmebednexttimeyouseemepleasereturnmethough作连词引导一个方式从句或标语从句用在looksmelltastesound等词后表真实情况用陈述语气thoughsomeonethough用于虚拟语气hespeaksthoughhekneweverything
She insists on writing at once
being sent to the front
Insist that宾语从句坚持要求( should) do
坚持认为、说从句前后一致
She ins isted that she (should) be sent to the front.
it is necessary to help him.
课题：M1U2 Project
【教学目标】
1. Tohave a better understanding of growing pains.
2. To cooperat e with others to write a report on a certain kind of growing pains they are interested in.
4.forbid vt ( forbade, forbidden) = not allow / permit
译林版(三起)三年级英语下册Unit1 In Class第2课时教学设计
译林版（三起）三年级英语下册Unit1 In Class第2课时教学设计1. 教学目标•能够听懂、会说并理解以下单词：study, draw, sing, dance。
•能够听懂、会说、理解以下句型：What are you doing?/I amstudying/drawing/singing/dancing. /What is he/she doing?/He/She is studying/drawing/singing/dancing.•通过情境教学活动，能够培养学生的英语听说能力，培养学生的兴趣、增强课堂的互动性。
2. 教学重点•规范发音，用英语表述正在进行的行为。
•形成基本的听说教学意识。
3. 教学准备•单词卡、图片卡片。
4. 教学过程（1）热身1.教师与学生打招呼，引导学生进入英语学习状态。
2.运用感官教学法，通过图片展示与学生互动。
（2）新课呈现1.介绍单词 study、draw、sing、dance ，引导学生听英语，重复正确发音。
2.分别展示四幅图片，引导学生熟读单词，并试图自由发散单词带来的联想。
3.介绍语言点What are you doing?/I amstudying/drawing/singing/dancing. /What is he/she doing?/He/She is studying/drawing/singing/dancing. ，向学生解释问答的含义与重要性。
（3）练习1.通过老师呈现课堂情景与图片，引导学生积极积极参与，通过英语回答问题。
2.学生跟读并模仿老师正常发音，将句子从简单变难，从不同角度练习句型和语法。
（4）拓展1.教师即充当指导者的示范者，让学生跟着说部分句子。
2.希望学生在家中复习所学，和父母朋友一起用英语说自己正在进行的事。
5. 教学总结1.简短概括所学内容，肯定学生的表现与努力。
2.督促学生在课下继续练习巩固，提高英语学习的积极性。
英语牛津译林1unit2精品教案(第2讲)
英语牛津译林1unit2精品教案（第2讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit2〔下〕【二】教学要求：1、了解英语语调的作用。
2、学会写感谢和建议信。
3、学习编写、表演对话。
4、语法：定语从句〔复习〕【知识重点与学习难点】一、重要单词：upset,sincerely,insist,chat,valuable,period,argument,freedom,relationship,sugge st,spare,unloving,forbid,tone,frustrated,express,volume,stress,pause,exact,emot ional,mood,gist,merely,regular,solve,column,columnist,resource,proofread,versio n,nervous.【二】重点词组：rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall怎么说,takeone’sadvice同意建议,missdoing sth怀念往常做的某事,keepinmind记住,getittidiedup把它整理好,cleanup 打扫干净,makeadifference要紧,provide sb with sth/provide sth for sb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就看起来,insistondoing坚持要做,allowhimhisfreedom同意给他自由,send sb tobed叫某人去睡觉,forbidsbfromdoing sth禁止某人做某事,assignrolesto分派角色,argueabout sth with sb为某事和某人争吵.【难点讲解】1.Theyaremeanttobereadaloud,andoftenuselessformallanguagethanothertypeofwriting .剧本是要被朗读的，它使用的语言没有其他文体那么正式。
高中译林牛津英语模块一Unit2教案
Module1 Unit1教学设计课时主备教案课型Welcome + WordpowerLearning objectives:By the end of this period, students will be able to1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;3. be aware of the sense of language by learning some English colloquialisms.Focus of the lesson:1. relations between parents and teenagers2. differences between American English and British English3. different colloquialismsPredicted area of difficulties：1. how to improve the relationships between parents and teenagers if they are not so good;2. how to use colloquialisms properly.Learning aids:1. PPT2. blackboard课型Reading（I）Learning objectives:By the end of this period, students will be able to1. know more information about American family life;2. learn the basic skills of how to read a play and act out the play with the help of a teacher;3. form a positive attitude towards growing pains.Focus of the lesson:1. characteristics of a play;2. a performance of a play;Predicted area of difficulties：How to act in the play?Learning methods:1. PPT2. blackboard课型Reading（II）Learning objectives:By the end of this period, students will be able to1. write out the transformation of the key words and phrases correctly;2. use the key words properly in relevant tasks;3. know some words and phrases in a play;4. raise the awareness of learning new words or phrases in a context.Focus of the lesson:1. usage of the key words and expressions;2. verb tenses in a play and some stage instructions.Predicted area of difficulties:1. the usage of the following words and phrases …follow‟ …be supposed to do‟ …tolerate …deserve‟and so on;2. the proper usage of relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型Grammar & UsageLearning objectives:By the end of this period, students will be able to1. better understand the grammatical functions of attributive clauses;2. use prepositions +which / whom3. use relative adverb s …when‟ …wh ere‟ …wh y‟ ;4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences. Focus of the lesson:1. the usage of relative adverbs;2. the exchange of “prepositions +which” and relative adverbs.Predicted area of difficulties:1. the usage of relative adverbs;2. how to distinguish relative pronouns and relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型TaskLearning objectives:At the end of this lesson, students will be able to:1. understand the main points and the mood of the writer by reading four diary entries.2. know how to write a letter for advice and a letter of reply.3. know a better way to solve the problem between teenagers and parents.Focus of the lesson:Reading for key points and main idea.Predicted learning difficulties:How to get the key points in a diaryLearning aids:1. PPT2. blackboardLearning procedures:课型ProjectLearning objectives:By the end of this period, students will be able to:1. know what are growing pains;2. identify the three types of changes of growing pains;3. learn to deal with the changes properly and develop healthily both physically and mentally.Focus of the lesson:1. three kinds of changes;2. proper ways to deal with them;Learning aids:1. PPT2. blackboardLearning procedures:。
译林英语五下教案Unit 1 Cinderella 第二课时
译林英语五下教案Unit 1 Cinderella 第二课时教学目标
1.熟练掌握本课时的词汇和短语；
2.能够听懂并理解对话，表述自己的观点；
3.能够理解故事情节，回答相关问题。
教学重点
1.词汇和短语的掌握；
2.对话的理解与表述。
教学难点
1.精细化的阅读理解；
2.对话中的口语表达。
教学内容
1.本节课开始后，让学生听一遍对话，然后回答问题；
2.然后再听一遍对话，学生跟读对话；
3.最后学生对话练习。
教学过程
Step 1 Lead-in
1.老师问：Do you like shoes?；
2.让学生举手表达自己对鞋子的看法；
3.引入本课时的单词和短语。
Step 2 Pre-reading
1.老师展示一张图，询问学生与今天的教材有什么关系；
2.学生回答问题：这是灰姑娘的鞋。
Step 3 Reading
1.老师让学生听一遍对话；
2.提出问题：为什么灰姑娘能够参加晚会；
3.让学生出示自己的答案。
Step 4 Reading and comprehension
1.老师提出问题：灰姑娘要去晚会，但她没有鞋，她怎么办？；
2.学生认真阅读并回答问题；
3.老师在学生回答后，加强学生对问题的理解。
Step 5 Listening and speaking
1.老师展示五到六张图片，让学生观看；
2.老师重新播放对话，要求学生跟读对话；
3.学生进行对话练习。
教学总结
1.让学生熟练使用本节课时的单词和短语；
2.提高学生对话的口语表达能力；
3.帮助学生深刻理解故事情节。
牛津译林版1AUnit1Hello精品教案有教学反思
牛津译林版1A Unit1 Hello精品教案有教学反思一、教学内容本节课，我们将深入探讨牛津译林版1A Unit1 "Hello"内容。
具体来说，我们将学习教材中第一、二章节，包括基本问候语、自我介绍以及简单对话交流。
通过这些内容，学生能够掌握基础英语交际能力，并能够在实际情景中进行简单对话。
二、教学目标1. 让学生掌握基本英语问候语和自我介绍。
2. 培养学生在实际情景中运用英语进行简单交流能力。
3. 提高学生对英语学习兴趣和自信心。
三、教学难点与重点教学难点：正确使用英语问候语和自我介绍，以及在实际情景中进行简单对话。
教学重点：掌握基本英语交际用语，并能够在实际情景中灵活运用。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：课本、练习本、彩色笔。
五、教学过程1. 实践情景引入（5分钟）我将通过扮演不同角色，模拟日常问候场景，让学生在观察和模仿中自然进入英语学习状态。
2. 例题讲解（10分钟）通过PPT展示教材中例句，详细讲解问候语和自我介绍表达方式。
引导学生关注并模仿标准发音。
3. 随堂练习（10分钟）分组练习，让学生相互问候，并进行自我介绍。
我将巡回指导，纠正发音错误，提高学生交流能力。
4. 小组活动（10分钟）学生分组，每组设计一个简单对话场景，进行角色扮演。
我将观察学生表现，及时给予反馈和鼓励。
我将带领学生回顾本节课所学内容，巩固知识点。
提供一些拓展性练习，让学生在课后进行自我提升。
六、板书设计1. 在黑板上列出本节课重点词汇和句型。
2. 用不同颜色标注易错点和注意事项。
七、作业设计1. 作业题目：编写一个简短对话，包括至少两个问候语和一个自我介绍。
根据教材录音，模仿并朗读所学内容。
2. 答案：示例对话：A: Hi, my name is Tom. How are you? B: I'm fine, thank you. And you?录音模仿：根据教材磁带进行模仿。
译林牛津版高一英语必修一unit1schoollife教案
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
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英语ⅰ译林牛津版unit1第二课时教案TheGeneralIdeaofThisPeriod:ThisperiodisaboutthereadingofthepassageSchoolLifeintheU K.ItwillhelpyoutolearnmoreaboutschoollifeintheUKandthediffe rencesbetweenthatintheUKandinChina.Meanwhileyoucanlearnsome reading strategiessuchasskimmingandscanning. TeachingAims:Trainthestudents’readingability.Learnsomeusefulwordsandexpressions.LearnmoreaboutschoollifeintheUKandthedifferencesbetween schoollifeintheUKandinChinaTeachingImportantPoints:Helpthestudentstounderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod. TeachingDifficultPoint:Howtohelpthestudentsimprovetheirreadingabilityandunders tandthepassagebetter.Howtomastertheimportantlanguagepointsinthispassage. TeachingMethods:Fastreadingtogetthegeneralideaofthetext.Carefulreadingtounderstandthepassagebetter.Discussiontohelpthestudentsunderstandwhatthey’velearnedbetter.Explanationtohelpthestudentsmastersomelanguagepoints. TeachingAids:Ataperecorder.Amultimedia.TeachingProcedures:StepⅠGreetingsGreetthewholeclassasusual.Checktheirhomework.StepⅡReading1.DiscussionT:LasttimewelearnedaboutsomedifferencesbetweenChinesean dBritishschoollife.Firstlet’sworkingroupsandhaveadiscussionabouttheschoollifeintheUK Askthestudentstohaveadiscussioningroups.T:TodaywearegoingtoreadapassagebyWeiHua,whooncestudiedi ntheUK.Shewillgiveussomedetailedinformationabouttheschoolli feintheUK.2.ReadingstrategyT:Thisisthefirsttimetoreadapassage,sofirstlet’ssharesomereadingstrategies:Readingstrategies:skimmingandscanningWeskimatextwhenwewanttogetageneralideaofwhatitisabout.W elookatthetitlesandheadlines,thefirstandlastsentencesofpara graphsandthefirstandlastparagraphsaswellaspicturesandcharts toguesswhatthetextisabout.Whenwewanttofindcertaininformationinatextquickly,wescan thetextforkeywordsandphrases,dates,numbers,etc.Wedonotneedt oreadthewholetextwordbyword.3.SkimmingandscanningT:Nowlet’sskimthetextquicklyandtellthetopicsmentionedinthetext.Nextlet’sscanthetextandanswerthesequestions.Handupwhenyougettheansw ers.(Tshowthequestionsonthescreen.)1.HowlongdidWeiHuastayinBritain?2.WhatwasthenameofWeiHua’sclassteacher?3.WhatdidWeiHuamakeinherwoodworkclass?Suggestedanswers:Foroneyear.MrHeywood.Asmalltable.T:Nowlet’sdosometrueorfalseexercises.(TmaybeginwiththeT/Fquestionsorallyandthisisalsoagoodti metotesttheirlisteningabilitiesaswellastheircomprehensionof thetext.)T:Firstsometrueorfalsequestions.Ifitisfalse,pleasetryto correctit.WeiHualikestheschoolhoursintheUK.Chineseschoolsencouragestudentstoworkhard.WeiHua‘sfavoriteteacherwasMissBurke.Britishstudentshavefixedclassroomandclassmates.Britishstudentscanonlystudytwolanguages:EnglishandFrenc h.Britishstudentseatalotoffruit.WeiHuaenjoyedplayingfootball.Suggestedanswers:1.9a.m2.3:39p.m3.About294.BecauseallthehomeworkwasinEnglish.5.ShehadanextraFrenchclassonTuesdayevening.6.Desserts.7.Manchester.(Youmayrefertofootballotthefootballteamthe re.)(Youmayhavesomelinksonthescreenwhenyouwanttoexplainthos eusefulexpressions,orjustexplainthoseontheBblistedbythestud ents.)4.DetailedreadingNowlet’sreadthepassageagaincarefullytochecktheanswers.Underlinethe newwordsinthetext.Meanwhile,somemorequestionsarewaitingfory ou.(Firstgothroughthequestionssothattheyknowwhattofindout. Givethemachancetodiscusswiththeirpartnersiftheywant) WhattimedoBritishSchoolsusuallybegin?Whattimedotheyusuallyend?Onaverage,howmanystudentsarethereinaclassintheUK?WhydidWeiHuafindherhomeworkdifficultatthebeginningofher studyintheUK?OnTuesdays,whatdidWeiHuadoinevening?WhatdoBritishstudentsusuallyeataftertheirmainmeal?WhichBritishcitydidWeiHuagoto?(Writedownthenewwordsthestudentshavejustlisted.)T:Nextlet’sdosomemultiplechoicesandtrytochoosethebestanswerstotheques tions.5.ConsolidationAsktheSstotalkaboutthetopicsmentionedinthetextandthenfi llintheforms.6.CarefulreadingandpracticeAsktheSstomatchthewordswithcorrectdefinitions.StepⅢFurtherdiscussionAsktheSstotalkaboutthetwoquestionsLanguagepoints:experiencen.[U]Heisanoldteacherwithmuchexperience.c.f.Heisanexperiencedteacher.n.[C]Mygrandfatherlikestotellusabouthiswonderfulexperie ncesinthewartime.v.Duringthewartime,mygrandfatherexperiencedahardtime.2.as:since:becauseIcouldgetupanhourlaterthanusualasschoolsinChinabeginbef ore8a.m.Ifeltluckyasallmyteacherswereveryhelpful.MyEnglishimprovedalotasIusedEnglisheveryday.CookingwasreallyfunasIlearnedhowtobuy,prepareandcookfoo d.soundlink-v.Themusicsoundssopleasant.Thatsoundsagoodidea.IhopeIdon’tsoundasifI’mcriticizingyou.Itsoundedlikeatraingoingundermyhouse.averagen.Theaverageof4,5and9is6.Thesemarksarewellabove/belowaverage.On(the)average.Wefailonestudentperyearonaverage.Adj.Theaverageageofthestudentsis16inourclass.Rainfallisaboutaverageforthetimeofyear.v.Thiscaraverages40milestothegallon.Mealsaverageoutat$10perhead.attend:gotoearn:getsomethingbecauseyouhavedonesomethinggood.challenging:difficultinaninterestingwaythattestsyourabi lityextra:morethanusualprepare:makesomethingreadydrop:giveupdesserts:sweetfoodeatenattheendofameal.Presentattributiveclausesandillustratethemtothestudents:IsatnexttoagirlwhosenamewasDiane.StepⅣPractice,ListeningandConsolidationT:Nowlet’sdopracticeandreviewsomeusefulwordsinthetext.Next,let’slistentothetape.Youmayfollowitwhilelisteningandpleasepayat tentiontoyourpronunciation.(Theteacherplaysthetapeforthestudentstolisten.Afterthat theteachergivesthestudentsafewminutestoreadaloudthepassage. Meanwhile,theteacherasksthestudentstotrytoremembersomedetai ls.)T:PleaseturntoPage5.Let’pletethelettertoWeiHuausingthewordsbelow.Suggestedanswers:experiencesliteraturedessertsheadmasterdifferentlifepreparingStepⅤDiscussionT:Nowyou’veknownmuchaboutWeiHua’sschoollifeintheUK.Fromthetextweknowthattheyhaveavarietyofs ubjectstochoosefrom.Youmaybequitepuzzledwhetheritisnecessar yforseniorstudentstolearnsomeofthem,suchassomanylanguagesan dwoodwork.Herelet’shaveadiscussion:Shouldstudentslearnmorelanguages?Whyorwhyn ot?Whatsubjectswouldyouliketotakeifyoucouldchoose?Why?T:Usetheconversationbelowasanexample:A:Whatsubjectsdoyoulikebestandleast?B:IreallyenjoyWoodworkandArtclasses,becauseIlikemakingt hings,butI‘mnotverygoodatHistory.A:IlikeEnglishandChinesebest.Doyouthinkweshouldlearnmor eforeignlanguages?Perhapsweshouldlearn...StepⅥSummaryandHomeworkT:Todaywe’velearnedatextaboutWeiHua’sexperienceintheUK.Firstwelearnedsomereadingstrategies:skim mingandscanning.Mastertheseandputthemintouseinfuturewhilere ading.Throughreadingweknowtherearemanydifferencesbothinthet imetableandinthecurriculum.Readthepassageafterclassandgetfa miliarwiththeselanguagepoints.HaveafurtherdiscussionwithyourpartnersaboutthetopicinPartF.。