Unit2TravellingWarm-upactivities1Beforelookingatthecomicstrip,revisesomeoftheadj.usedtodescribepersonalitiesfocusingparticularlyon‘smart’.Alsorevisecomparativesandthestructure‘therebe’.Preteachstructures(‘Whatis…like?,It’slike…’)outofcontext.2Askstudentstostudythepageforafewminutes.Encouragethemtoaskanyquestionsabouttheconversation.Invitemoreablestudentstogivecommentsaboutthelastsentence.3Afterstudentshavegraspedtheamusingmessageofthepage,useitasastartingpointforbrainstormingon‘Whatisschoollike?’Askstudentsmakecomments,writeeverythingontheBb.4Doaminisurveyofstudents’opinions.Presentation(WelcometothisUnit)1Introducetheideaofthemainlanguagespokenindifferentcountriesaroundtheworld.StartwithChinesethenmoveontoEnglish.Englishisusedasamainlanguageinthefollowingcountries:Britain,Ireland,theUSA,Canada,AustraliaandNewZealand.TalktostudentsbrieflyaboutdifferentvarietiesofEnglishusedaroundtheworld.2AskstudentstoreadthelistofwordsinPartA.Checkforpronunciationandexplainanyunfamiliarwords.GivethemmoreBritishandAmericanwordstomatch.LanguagepointsWhydon’tdogs…?Whatisschoollike?BelikewatchingTV,feweradvertisements,autumn—fall,Americanfootball—football,football—soccer,film—movie,secondaryschool—highschool,etc.Homework1Learnthelanguagepointsbyheart.2一课三练P.133PreviewtheReadingPart.Presentation(ReadingA)1Talkaboutdifferentcountriestointroducetheideathattherearedifferentkindsofschoolsaroundtheworld.2OntheBb,writetheheadings‘LifeinaChineseSchool’.Brainstormquicklystudents’ideasaboutwhattheywanttotellpeopleinothercountriesabouttheirschoollife.Focusonenjoyableandspecialaspectsofschool.3Write‘LifeinaBritishschool’andLifeinanAmericanSchool’ontheBb.Asapre-readingactivity,askstudentswhattheythinklivesintheseschoolsarelike.Elicitsubjects,differentclassactivities,extra-curricularactivitiesandclubs.4Askstudentstoreadthetext.Explainanydifficultwords.5Dividetheclassintotwogroups.Allocateoneoftheletterstoeachgroup.Inpairs,askstudentstounderlinethemainpoints.Thenaskthemtocircleallthekeywordsinthetext.Askstudentstomakeagirdwiththedifferent‘Wh-‘questions.Presentation(ReadingB)1AskstudentstodoPartB1ontheirown.Encouragestudentstochecktheiranswerwithapartner.Invitelessablestudentstofindandunderlinethewordsinthetextonpage20.Checkanswersorallywiththewholeclass.2Dividetheclassintopairs.StudentsreadtheconversationinPartB2firstwithoutfillingtheblanks.Checkwhethertheyunderstandtheconversation.3Askapairofmoreablestudentstoreadtheconversationtotheclass,payattentiontofluency,pronunciationandstress.Providefeedbackonthecorrectchoiceofwordsforeachblank.Presentation(ReadingC)1Dotheclassfeedbackasaquiz.Dividetheclassintoeightgroups.Studentschecktheiranswerswithmembersoftheirgroup.AskstudentstoclosetheirbookswhileIreadthesentencesandtellmewhetherthesentencesaretrueornot.2Askstudentstocorrectthefalsesentences.3ExplainandreadthewordsintheboxinPartC2.Askstudentstolookatthepicturesonthepageandcompletethetaskontheirown.Studentsselectthecorrectphrasesforeachpicture.4Askstudentstocheckinthetextonpage20tofindoutwhethereachpictureisfromJohnorNancy.5Writesomequestionsaboutthereadingpassage.*Whatarethenamesofthetwostudents?*Whatarethenamesoftheirtowns?*WhydoesJohnloveHomeEconomicsmost?*HowoldarestudentswhentheylearntodriveinAmerican?*Whatdoolderstudentsdoatthebuddyclub?*WhatisthenameofNancy’sbuddy?Langu...
