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
The language I have learned
The strategies I have used to improve my English
The amount of effort I have put into using what I have learned
Other thoughts I have about my English learning
Self-assessment(2)---English Proficiency Test(60 minutes/100 points)
Class:___________ Name:____________ Score:__________
Ⅰ. Multiple choice(10 points)
Ⅱ. Close test(30 points)
Ⅲ. Reading comprehension(30 points)
Ⅳ. Vocabulary(10 points)
Ⅴ. Sentence patterns(10 points)
Ⅵ. Error correction(10 points)