Unit 2 School life
Comic strip and Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about school life properly;
2. grasp the different expressions to refer to the same thing in British and American English;
3. understand the rules of the differences between British and American English in vocabulary.
II. Teaching contents
1. New words and phrases: British, biscuit, rubber, American, eraser, vacation, cookie, fall, store, truck, yard, movie, advertisement, lorry, soccer
2. New structures: Because we’re cleverer than people.
They have to work harder.
What’s school life? It’s like watching TV.
They are fewer advertisements.
I’d love to, but the school football team will practise this Saturday.
III. Focus of the lesson and predicted area of difficulty
DDDescribe what school is like in their mind with one’s own words.
Remember which words are the British words and which are the American words.
IV. Teaching procedures
A Comic strip
Step 1 Lead-in
Free talk
Which part of our school do you like best? Why?
What activities can we do in our school?
Which do you like better about school, the lessons or the after-school activities?
Do you think school is fun? Why or why not?
【设计意图】结合单元话题进行自由对话，引入本单元话题。
Step 2 Presentation
1. Teach a new word—advertisement
T: Some students are pleased to come to school, but others don’t want to come to school. School is something like advertisements when we watch TV. Some like them while others dislike them. Do you know “advertisement”? (Show a picture.) It always appears between two TV programmes or during a TV programme. It’s mainly used to tell the public to buy something.
2. Listen to the conversation between Eddie and Hobo and answer the questions below
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T: Now let’s see what our old friend Eddie thinks of school?
Why does Eddie think dogs don’t go to school?
(Because he thinks he is cleverer than people.)
What does Eddie think of school?
(He thinks school is like watching TV.)
3. Ask students to read the dialogue together first and then in different roles
4. Complete the short passage according to the dialogue
Hobo tells Eddie that the school ____1____ is going past their home. Hobo tells Eddie that he wants to go to school, but Eddie tells him that they don’t ____2____ to go to school. Then Hobo asks Eddie ____3____ they don’t need to go to school. Eddie says to Hobo, “____4____ we are dogs and dogs are ____5____ than people.” However, Hobo still ____6____ to go to school and asks Eddie to tell him what school is ____7____. Eddie says that it’s just like ____8____ TV. Hobo asks Eddie in curiosity, “Are there any ____9____ between them?” Eddie answers, “Yes, but there are ____10____ ones in school than on TV.”
(Keys: bus; need; why; Because; cleverer; wants; like; watching; advertisements; fewer)
5. Please complete another edition of this dialogue using what they have learnt in this class
Hobo: Eddie! I see many children go to school by s____1____ bus. I think that must be interesting. Why d____2____ we s____3____ at home all day?
Eddie: We need to eat w____4____ and sleep well. We n____5____ study or w____6____.
Hobo: W____7____ do the children need to study or work?
Eddie: B____8____ they need to study how to look after us, l____9____ cooking delicious food.
Hobo: Oh, I see. Can you tell me w____10____ school is like?
Eddie: It’s like travelling, but you have to spend time and money and become more tired.
(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。
Step 3 Extension
1. Have a show
Practice in pairs and make up new dialogues, adding more information and changing the end of
the dialogue. Show their new dialogues to the class.
2. Have a talk
T: Think about the reasons why we like school or dislike school.
Possible reasons:
Our school life is rich and colorful.
I have many friends in our school and they give me a lot of pleasure and help.
Our school is very beautiful …
There is a lot of homework for us to do every day.
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Few after-school activities make me feel bored.
We don’t have much time to play basketball or football.
Some students don’t have good behaviours.
【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。
B Welcome to the unit
Step1 Lead-in
1. Listen to a story about Simon and Daniel
T: As we all know, English is widely used in the world. Look at the map, and you can find people in many different countries speak English, like Britain, America, Canada, Australia and New Zealand. But even though people in these countries speak English, they can’t always understand each other. Now let me tell you a story happened in Britain.
A group of American students came to visit a British school when travelling in London. Simon, a British guide, showed them around the school.
isten to a story about Simon and Daniel. Simon: Welcome to this school with a long history. I’m your guide, Simon. Follow me,
please. Let’s first take the lift to the first floor to visit the library.
Daniel: Where shall we go?
Simon: The library on the first floor.
Daniel: We’re just on the first floor. Isn’t it?
Simon: In Britain, the first floor means the second floor in America while the ground floor means the first floor in America.
Daniel: Oh, I see. But why do we take the lift there? Where is it?
Simon: Just over there. In America, you call “lift” elevator.
Daniel: Thank you. I see, British English and American English are different in some ways.
2. Ask students some questions
Did Daniel know what Simon said at first? (No.)
Why couldn’t Daniel understand what Simon said?
(Because Daniel spoke American English while Simon spoke British English. The words they
said have not only different forms but also different meanings. )
【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。
Step 2 Presentation
1. Let’s guess
T: Here we have some pictures and some English words. Can you tell us which words belong to the British English and which words belong to the American English? Please show the national flags to them.
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2. Let’s learn (Part A)
T: Now let’s look at some English words. Match the British words with the American words if they refer to the same thing. Then write down the correct words under the pictures below. Let’s read them together.
3. Let’s replace (Part B)
T: You have learnt the different words that refer to the same thing. Please read the dialogue Part B and replace the British words using the American words.
【设计意图】完成课本上的内容和练习。
Step 3 Practice
1. Let’s record
T: Watch a short video and write down how many British words and American words appear in their dialogue. What are they?
2. Let’s show
T: I will give each group three minutes to make up new dialogue, but pay attention to the rules:
Both of you are British and you both speak British English.
Both of you are American and you both speak American English.
One is British and speaks British English, and the other is American and speaks American English.
【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。
Step 4 Extension
1. Let’s discuss
Show the rules of spelling difference between British English and American English.
T: You did a good job. Did you find the rules of spelling between British English and American English? I’ll give you some tips. (Showing some British words and American words for the same thing.)
2. Let’s learn more
Show the rules of pronunciation and differences between British English and American English.
T: Besides this, there are differences between them in pronunciation, usage and so on.
【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. Read and recite the comic strips and the British words and American words in Part A.
2. Learn about the other differences between British words and American words.
3. Find out why there are differences between British words and American words.
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