江苏省高淳高级中学高中英语必修一：unit2 Growing pains Reading Home alone导学案 Word版缺答案
(牛津译林)高一必修1英语课件：Unit2GrowingpainsWelcometotheunit
D. Rarely(很少）
E. Never
3. Do you and your parents often talk to
each other or have fun together?
A. Very often B. Often C. Sometimes
D. Rarely(很少）
E. NeLeabharlann er2. When you have a problem and want to talk to someone, who do you choose to talk to?
3. Can you describe an experience with your parents that was not pleasant?
3. What does the film mainly talk about? Look at the following pictures.
Maggie Seaver
Jason Seaver
Main characters
Carol Seaver
Mike Seaver
Ben Seaver
Chrissy Seaver
Answer the questions in 2 minutes:
1. Do you think your parents understand
you?
A. Yes B. No C. Don’t know
2. Do you often quarrel with you parents?
A. Very often B. Often C. Sometimes
6. Do they ask for your opinions over some family issues? A. Yes, very often B. Sometimes C. Never
高一英语必修1 Unit 2 Growing Pains
高一英语必修1 Unit 2 Growing PainsTeaching objectives:1.To introduce and develop the theme of growing pains2.To form a positive attitude towards growing pains and learn to solve familyproblems wisely3.To identify the difference between American English and British English4.To learn about some colloquialisms and their origins5.To develop the skills of how to read a play6.To learn how to use a preposition + which/whom to begin an attributive clause andhow to use relative adverbs in attributive clauses7.To develop listening ability through a radio talk show8.To develop speaking ability by talking about problems common to teenagers andpresenting a dialogue based on the relevant theme9.To develop the ability of reading for gist10.To develop writing ability by presenting a dialogue and an advice letter11.To learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1Welcome to this unitTeaching objectives:1.To introduce and develop the theme of growing pains2.To develop speaking ability by talking about families and problems that happenbetween teenagers and parents3.To know more about classmates and their familiesTeaching procedures:I. Lead-in:1. Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.2. Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?II. Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.Invite some Ss to report back their descriptions.III. Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Questions for discussion:What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or money on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parents?Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overcome the gap?IV. Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)Think about this questions—What are growing pains? Do you have any pains? What are they?Period 2Reading 1(Comprehension focus)Teaching objectives:1.To develop the skills of how to read a play2.To know about American family life and problems that happen between Americanteenagers and their parents3.To form a positive attitude towards solving problems between teenagers and parents Teaching procedures:I. Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?II. Reading:1. Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More comprehension questions:Why does Eric sound frightened when he sees his parents back?How does Mom know that the dog is tired and hungry?What does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?III. Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind? IV. Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.Period 3Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:I. HW checking out:D1 & D2 on page 24E on page 25II. Presentation:Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isIII. Difficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to c ome home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.…but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.IV. Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk a bout sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk about how sb. shoulddeal with sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from…7.in a position where you have the duty to makedecisions so that anything bad will not happenh. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise) What _____ me most was that flowers there were so cheap. (surprised)He had a _____ look on his face at the news that she married John. (surprised)---How was the exam?---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s V olleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you?---Mineral water, please. (feel like)V. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve l earned before doing exx.Period 4Reading 3 (Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:II. Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.Read the play again and think about the question:Is the play written in British English or American English? How do you know?Period 5Word Power 1Teaching objectives:1.To identify the difference between American English and British English2.To develop the ability of understanding words in context3.Teaching procedures:I. Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveII. Word Powerfocusing on the differences between American English & British English by checking*Ask Ss “In which aspects does American English differ from British English from the examples above?”(in vocabulary and spelling)* Ask Ss “Does American Engl ish differ from British English in other aspects, like* Ask Ss to use the information on page 26 and practice the dialogue on page 26.* Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences?Understanding words in context:* Letting Ss read “A” on page 90 so that they can learn more about this topic.* Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble. episode—part of a TV or radio program in which the same story iscontinuedThese stories are good examples of the two sides of Mike’s nature.nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying tohelp themIII. Assignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B” on page 91.Period 6Word Power 2 (Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least twenty points, I will eat my hat. Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.Ask Ss to focus on Part A and have them finish this exercise individually.Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses.Period 7Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:I. HW checking out:understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss Liu?Do you know the woman with whom/to whom/about whom our teacher is talking?The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges.Do you still remember the day on which we first met each other?Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)Period 8Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:I. HW checking outC1II. Additional practiceThis part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai.Shanghai is the city where Eric’s grandfathe r used to work.He will always remember the days that/which he spent in America.He will always remember the days when he studied in America.No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.III. Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)Period 9Task presenting a dialogue (1)Teaching objectives:1.To understand how a speaker is feeling by identifying different tones2.To develop listening ability through a radio talk show3.To develop the skill of reading for gist through diary entries and a thank-you letter4.To learn how to write a dialogueTeaching procedures:I. HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.II. listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say it?If someone doesn’t wa nt him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?III. Reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseIV. Assignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.Period 10Task Presenting a dialogue (2)Teaching objectives:1.To develop writing and speaking abilities by presenting a dialogue2.To learn to work with othersTeaching procedures:I. Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’t include words like “Umm” or “Hmm” in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.II. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.Period 11Project Writing an advice letterTeaching objectives:1.To develop the writing ability by producing a letter2.To work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones. Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.Period 12ExercisesTeaching objectives:1.To develop listening ability through “Listening” on page 922.To consolidate the use of words in B1 & B2 on page 873.To learn to express opinions clearly by writing a report (optional)Teaching procedures:I. Listening practice on page 92II. Checking out B1 & B2 on page 87III. Writing practice on page 93 (optional)分析讲解《课课练》：三课时。
高一英语必修一Unit2 Growing pains-Translation(牛津译林版)全面版
丹尼尔： 别，什么都不用跟他们说。 不管怎样，他们不信任我。他们不配得 到解释。他们愿意怎么想就让他们怎么 想好了。 埃里克：可是丹尼尔，如果他们知道小 斑点生病了，我们用那笔钱带小斑点去 看了兽医……
丹尼尔： 还有，我们昨天在兽医那儿 呆了一整天，正因为如此，我们才没有 时间打扫房子……可是，不，埃里克， 为什么他们不问问我到底发生了什么事 就对我大喊大叫呢？
第二幕，第二场
妈妈:你觉得我们刚才对丹尼尔是不是太苛刻 了呢？有可能家里一团糟是有原因的…… 我们走了之后发生了什么事情……也许我们 应该去问问他。 爸爸:也许吧，可是既然他对我们那么粗鲁无 礼，那我觉得我们有必要教训教训他，要不 然他不会尊重我们的。 妈妈：哦，干嘛非得这么麻烦啊？Re来自ding小鬼当家 第一幕
妈妈和爸爸外出度假，比预期的时间提前 一天返回家中。妈妈和爸爸走进家中的时 候，窗帘紧闭，起居室里黑咕隆咚的。
爸爸： 回家的感觉真好啊！ 妈妈： 是啊，我迫不及待地要给儿子们 一个惊喜呢！
突然，门开了，一只足球飞了进来，埃里克随 后跑进起居室，身后跟出一条大狗，走路慢吞 吞的。
而且，虽然有时难以相信，并非只有你 才是这样– 每个成年人都经历过青春期， 而你的朋友和你一样正经历这个阶段， 对青少年而言，感到孤独和被误解 是很普遍的。这些感情可以看作是成长 的烦恼– 是青少年迈向成年时所面对的 困难。
在青少年成长的时候，对自己无论体内还 是体外的状态变化感到困惑对他们而言是正常 现象。在青春期，青少年经历着身体上的巨大 变化。他们个子长高，声音变低，还有很多其 他的成长发育。
牛津译林版必修一Unit2《Growingpains》word教案(4)
答案： A 关系词在句中作状语，所以用where 。
英语： Unit2 《 Growing pains 》教案（ 4）（译林牛津版 必修 1）一. 教学内容：Unit 2 Growing Pains二. 教学目标：掌握 Unit 2 语法定语从句三. 教学重难点：复习介词＋关系代词引导的定语从句掌握关系副词引导的定语从句（一）Great changes are taking place in the city ______ they live. The film __________ I' m speaking is to be shown at the People ' s Cinema next week.This is the teacher ________ we ' ve learnt a lot.The policeman __________ Mr Henry is talking in the office is a friend of mine.1. Shanghai is the city _____ I first visited in China.Shanghai is the city _____ I began my first job. Shanghai is the city _____ greatly attracts me. 2. This is the family _____ I was treated well.This is the family _____ helped me a lot.3. Do you know the reason ________ he is late for school?Do you know the reason ________ he gave to you for his being late is false? 4. I can still remember the sitting-room my mother and I used to sit in the evening.A. whatB. whichC. thatD. where 答案： D 首先找到定语从句， my mother and I used to sit in the evening ，修饰 thesitting room, 将先行词带入从句中形成一个完整的句子： my mother and I used to sit in the sitting room in the evening, 所以这里应该为 in which=where 。
必修一 Unit 2 Growing Pains
Module1Unit 2 Growing Pains新课标单词短语act n. (戏剧的)一幕vi. 表现；行动curtain n. 窗帘；（舞台上的）幕布surprise vt. 使吃惊，使惊奇be supposed to 应该……，应当……bend vi.＆vt. 弯腰，屈身；（使）弯曲touch vt. 触摸；接触do with 处理，处置explain vt.＆vi. 解释，说明mess n. 混乱，杂乱，一团糟sink n. 水泥，水槽，洗碗池garbage n. 垃圾can n. 罐子，金属容器leave vt. 使……处于某种状态，听任charge n. 负责，掌管adult n.成年人reason n. 原因，理由trust vt. 信任unpunished adj. 免受惩罚的teenager n. (13-19岁的)青少年fault n. 过错，错误go out (灯)熄灭mad adj. 狂怒的；疯狂的not ... anymore 不再，再也不hard adj. 苛刻的，严厉的be hard on 对……苛刻，对……要求严格now that 既然；由于rude adj. 粗鲁的，无礼的punish vt. 惩罚explanation n.解释，说明cash n.现金boring adj.令人厌倦的，乏味的，无聊的mark n.分数；标志，记号test n.＆vt.混合；混淆，弄混mix up 混淆，弄乱；搅匀，拌和score n.＆vt.使……感兴趣silly adj.愚蠢的sincerely adj.真诚地as though 好像，似乎insist on 坚持，坚持认为charge n. 负责，掌管now that 既然；由于cafe n.咖啡馆，小餐馆Internet cafe 网吧chat vt.＆n.聊天，闲谈valuable adj.时间段，时期，阶段at present 目前，当前argument n.争论，辨论；论点，论据freedom n.自由relationship n.关系mainly adv.主要地；大体上suggest vt.建议；暗示，使想起fight vi.争吵，争论；打架，争斗crazy adj.发疯的，疯狂的like crazy 发疯似地，拼命地spare adj.空闲的；多余的selfish adj.自私的unloving adj.缺乏爱心的forbid vt.禁止Truly adv.真诚地；真实地课文出现短语1. turn up2. a waste of time3. try to do sth4. force sb to do sth5. spend time (in) doing sth6. be supposed to do sth7. in charge8. shout at9. give sb a chance to do sth10. deserve to do sth11. instead of 12. be hard on sb13. now that14. be rude to sb15. feel like doingsth16. be different fromsth17. in the form of18. pay attention to19. think of20. search…for21. a little bit22. be proud of23. stay up24. mix up…with25. ask for sth26. stop doing sth27. mean to do sth28. keep in mind29. tidy up30. be angry with31. clean up32. a bit of33. at all34. invite sb to dosth35be busy with sth36. used to do sth37. be used to do sth38. be .used to doingsth39. refuse to do sth40. as though41. insist on42. prevent sb fromdoing sth43. forbid sb fromdoing sth44. argue about sthwith sb45. allow sb to do sth46. do with47. go out48. not…any more49. after all50. at present51. like crazy52. choose…from53. can’t wait to do sth54. go unpunished55. should have done sth56. be nervous about sth57. all the time58. get sth done59. at the moment60. miss doing sth61. advise sb to do sth62. make a bit of difference63. be fit for 64. ask to do sth,65. happen to sbReading Home aloneAct OneMom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter.Dad: It’s so nice to be home!Mom: Yes, I can’t wait to surprise the boys!Suddenly the door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly.Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but … you weren’t supposed to come home until tomorrow!The dog slowly walks to Mom and Dad.Mom: (bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left?Dad: And look at this room—garbage all over the place! Where is your brother? (shouting angrily) Daniel!Daniel: (running into room) Mom, Dad, I can explain …Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper.Mom and Dad both turn towards Daniel.Dad: (sounding very angry) Listen to me, young man—we left you in charge! We thought you could act like an adult, but look at the mess! I don’t know why the house is so dirty ...Mom: Daniel, we thought you were an adult, a person who would make good decisions ...Dad: How can we trust you any more? We won’t tolerate such behavior in our house!Daniel: (shouting) Stop shouting at me. I’m still a teenager! Why is everything always my fault?Daniel runs into his bedroom and shuts the door angrily. Mom and Dad look at each other as lights go out.End of Act OneAct Two, Scene OneDaniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms crossed and looks upset.Daniel: They never even gave me a chance to defend myself. I hate them!Eric: You don’t hate them. I can tell them we had an emergency. Then they won’t be mad any more.Daniel: No, don’t tell them anything. Anyhow, they didn’t trust me. They don’t deserve an explanation. Let them think what they want.Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic ...Daniel: And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house ... but no, Eric, why didn’t they ask me what happened instead of shouting at me?Act Two, Scene TwoMom: Do you think we were too hard on Daniel? Perhaps there is a reason why the house isa mess ...Dad: Maybe, but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Mom: Oh, why does this have to be so difficult?Mom sighs.End of Act Two小鬼当家第一幕妈妈和爸爸外出度假，比预期的时间提前一天返回家中。
2021牛津译林版必修一unit2《growing pains》word教案(2)
2021牛津译林版必修一unit2《growing pains》word教案(2)一. 教学内容：Unit 2 Growing Pains （II）二. 教学目标：把握Unit 2语法定语从句三. 教学重难点：把握介词＋关系代词引导的定语从句把握关系副词引导的定语从句（一）定语从句复习用定语从句把下列句子连接成一个句子1. The book is mine. He is reading the book.The book (which/that) he is reading is mine.2. I like the girl. The girl is wearing a red skirt.I like the girl who is wearing a red skirt.3. She is the student. We saw her yesterday.She is the student (who/whom/that) we saw yesterday.4. The athlete is a famous runner. You talked to him.The athlete who you talked to is a famous runner.5. I have lost the book. He gave me it yesterday.I have lost the book (which/that) he gave me yesterday.6. I have seen the film. You talked it about last night.I have seen the film (which/that) you talked about last night.7. I threw the chair. Its legs are broken.I threw the chair whose legs are broken.（二）介词＋关系代词引导的定语从句用定语从句把下列句子连接成一个句子1. This is the teacher. We’ve learned a lot from her.This is the teacher (whom/who/that)we’ve learned a lot from.This is the teacher from whom we’ve learned a lot.2. The policeman is a friend of mine. Mr Henry is talking with him in the office.The policeman (who/that/whom) Mr Henry is talking with in the office is a friend of mine.The policeman with whom Mr Henry is talking in the office is a friend of mine.3. The ladder began to slip. I was standing on the ladder.The ladder (which/that) I was standing on began to slip.The ladder on which I was standing began to slip.4. Great changes are taking place in the city. They live in the city.Great changes are taking place in the city (which/that) they live in.Great changes are taking place in the city in which they live.5. This is the library. I borrowed Harry Potter from this library.This is the library (which/that) I borrowed Harry Potter from.This is the library from which I borrowed Harry Potter.总结：关系代词在从句中作宾语时，介词可提至关系代词前，构成“介词＋which/whom 从句”结构。
必修一 Unit2 Growing pains 译林牛津版高考英语词汇插册复习课件
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优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
理解拓展词汇
【短语】
优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
Worry Anyhow
优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
on keep lose
have with/to
on/upon as out action worried
surrounding; surroundings
to 礼物
赠送
presentation
颁发 目前的
出席的；在场的
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优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
高频考词用法
优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
to at
to
9
理解拓展词汇
Last
Wait Harm Tend Foolish Deserve
at
to do
harmful
harmless
to
foolishly
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优秀课件PPT公开课优质课PPT课件必 修一 Unit2 Growing pains 2021届译林牛津版高考英语词汇插 册复习 课件 (共35张PPT)
江苏省高淳高级中学高中英语必修一：unit2 Growing pains Project ---- Writing an advice letter导学案 Wo
Project ---- Writing an advice letterStep one BrainstormingWhat do you know about advice letter?Step two Lead-in1. Have you ever become upset with your parents over small problems?2. If your friends had the same problem, what would you do for them? Would you give them some advice?Step three Reading:1. Read the first letter by the father and answer the following questions:1） Why does the father write the letter?2） What is the father worrying about?3) What does the father think about his son?2. Read the second letter by the son and answer the following questions:1) Why does the son write the letter?2) How does he feel about his father?3) What are his problems with his family?Step four Language focus:1. the moment (that)=immediately=as soon as 一….就….2. as though=as if 似乎好像3. insist on doing sth. 坚持做某事4. allow sb. sth (答应) 给某人某物5. suggest doing sth. 建议做某事6. suggest sb. doing =suggest to sb. doing sth 建议某人做某事7. forbid sb. to do sth=forbid sb from doing sth. 禁止某人做某事; forbid doing sth. 禁止做某事8. in front of. 在整体之前in the front of… 在空间内部的前面Step five PracticeTranslate the following sentences into English.1) 这支钢笔好像是我的。
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Reading: Home aloneStep one Lead- in1.Have you ever had the kind of experience when your parents had to go away andleave youalone or with a pet?2. Can you imagine what might happen if you were left alone?3. Could you handle all the responsibility and keep everything clean and safe?Step two Fast reading1. Who are the main characters in the play?2. Why was dad very angry with Daniel?3. What happened to their dog, Spot?Step three Careful readingC1. Match each line of dialogue with the character who said it. Write the correct number after ‘Dad, Mum, Daniel or Eric’.C2. Read the passage again and do some true or false questions：Step four Reading strategy: How to read a play1. What’s the characteristics of a play?2. Do you know how to read a play?I. The characteristics of a play:a. Most plays are in the form of a dialogue to be spoken aloud.b. Writers use different styles of speech. Casual speech is used，sometimes withincomplete sentences.II. How to read a playa. To read it out loud instead of silently to better understand a play.b. To pay attention to the instructions or tips included in a play.Step five Role- play1. Find more sentences said by the different characters in the play.2. Act the play.Step six Homework1. Try to write a short passage about this play in your own words.2. Try to find some difficult words and sentence structures in this reading passage.Language points:1.act ①n.a.行为,举动 a foolish act 愚蠢的举动, a brave act 勇敢的行为b.戏〉幕 Act 5 Scene 2 第五幕第二景②vi./ vt.a.扮演, 表演act a part / role;He acted his part well. 他扮演的那个角色很成功。
Many children act in TV shows. 有许多孩子在电视节目中进行表演。
b.行动Think before you act! 三思而后行！You should act according to your conscience. 你要凭良心办事。
The manager acted on the decision of the director board. 经理根据董事会的决定行事。
2. vacation n. (AmE.) 休假，假期I worked in a small beachside restaurant during the college vacation.我在学院放假时，在一家小的海滨餐馆打工。
She has gone to Canada on vacation. 她到加拿大去度假。
(= holiday)go on (a) vacation be on (a) ~ take / have a ~;~ spot: a place where a lot of people go on ~;3. … ( earlier) than expected:Are you expecting a letter from home?I expect him to come.It is not so difficult as (I) expected.4. …when Mom and Dad enter. (vi.)You should knock at the door before you enter.The thieves entered the buildings through the back door.She entered data into the computer files.I’d like to know why he has entered me for the competition.The two men entered into a long discussion.5. surprise①使惊奇,使惊愕His anger surprised me —I had thought he was a calm person.他的愤怒使我很惊讶，我原来以为他是个冷静的人。
常与at连用，惊呆；使难以置信He was so surprised at being discovered that he did not even try to run away. 此人由于被发现而非常吃惊,甚至都没有想起逃跑。
The news greatly surprised us.= We were greatly surprised ___ the news. (at)I am surprised (that) I didn’t see all that before.I bet she’ll be really surprised to see us.②n.惊奇,惊愕, 意外nDon’t tell him about the present —it’s a surprise. 不要告诉他礼物的事，这是件意想不到的礼物。
I looked at him in surprise—I didn’t expect to see him again.我惊奇地看着他—没想到又见到他了。
为不可数名词，常与to 连用，构成固定短语。
to one’s surprise 使某人惊讶的是……To the teacher’s surprise, he failed in the exam again.(= To the surprise of sb. …)其形容词是: surprising 令人惊讶的 surprised 感到惊讶的He was extremely surprised at the surprising news!6. be supposed to应该，应当如：The sports meeting was supposed to take place on Tuesday, but we had to postpone it due to the bad weather.Who is supposed to look after the house?You are supposed to be responsible for them.suppose: think;Come to think of it, I suppose that is my fault.All her neighbours suppose her to be an actress.She is supposed to be an actress.He was supposed to be an expert in this field.She was supposed to have already left for home.What are they supposed to be doing?7. The money with which you were to buy ….You are to call your mother to let her know.You are to finish the project in time.My new book is to appear soon.We are to meet Mr Kurt at the station at 2 p.m.8. do with处理，处置，常与what连用。
deal with 处理，常与how连用。
如：What will you do with this matter? ＝How will you deal with this matter?I wouldn’t know what to do with these papers.What have you done with the remote for TV?拓展：have something to do with 和……有关系have nothing to do with 和……没有关系9. explain — explanation (n.) vt./ vi.①说明；阐明explain sth. to sb. explain to sb. sth.explain that…Will you please explain the third paragraph again to us? 请您把第三段给我们再解释一下好吗?②解释；辩解Can you explain why you were late? 你能解释一下你为什么迟到吗?10. be (in) a mess 混乱；杂乱；肮脏如：Your room is (in) a mess. Please tidy it. 你的房间杂乱不堪，请把它打扫干净。