M1Unit2Growingpains设计方案
牛津译林版高中英语必修一Unit 2《Growing pains》(Growing pains)教案
【教学目标】
1.To introduce and develop the theme of growing pains.
2.To develop speaking ability by talking about families and problems that happen between teenagers and parents.
How does his mother feel about the sห้องสมุดไป่ตู้ore?
What feelings may the boy have?
Step 4 Picture description
Imagine the situations and try to describe each picture as fully as po ssible with their own words.
3.To know more about classmates and their families.
【教学重点】Get students to understand what growing pains means.
【教学难点】Help students to form a positive attitude towards relationships between their parents and them.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Module 1《Unit2 Growing pains》word教学设计教案
牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British English To learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letter To learn to be cooperative and helpful when working together Teaching 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 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parentsDo you always do what your parents want you toDo you sometimes quarrel with your parents Why do you quarrelPicture 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.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Eachgroup 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 parentsWho do you choose to talk to when you have a problem and want to talk to someone WhyDo you think there is a generation gap between you and your parents How do you overcome the gapAssignments: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 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen betweenAmerican teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parentsTeaching procedures: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 safeReading: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 24 More comprehension questions:Why does Eric sound frightened when he sees his parents backHow does Mom know that the dog is tired and hungryWhat does Dad mean by saying “This is not a family where bad behavior goes unpunished…”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 happenedIf 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 mindAssignment: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 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use them Teaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problem what kind of a boy Daniel isDifficult 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 come 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.Words focus: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 definitionsin Column II.Column I Column IIa. be supposed to do 1. to talk about 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.should deal 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 hope that one will get sth. from sb.g. expect…from… a position where you have the duty to makedecisions so that anything bad will not happenh. feel like 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 withwords 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 everyMonday. So teachers and students _______ be there by 7:25. (are supposed to). 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)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)thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s Volleybal l 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)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****Period 4 Reading 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:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English How do you know *****Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British English To develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British Englishby checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above”(in vocabulary and spelling)* Ask Ss “Does American English differ from British E nglish in other aspects, like pronunciation and grammar Encourage them to demonstrate some examples.Differences Examplespronunciationgrammarspellingvocabulary* 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 preferDo you think it helpful to know about these differences Understanding words in context:* Letting Ss read “A” on page90 so that they can learn more about thistopic.* 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 is continuedThese 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 to help themAssignments: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.D o “B” on page 91.*Period 6 Word 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. C hecking out “B” on page 90II. ColloquialismsWhat is a colloquialism How is it usedPresenting 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 Will iam 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 boring origin: 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 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributiveclause and how to use relative adverbs in attributive clauses Teaching procedures: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 LiuDo 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 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this 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 grandfather 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. Assignments:Read the diary entries on page 34 and underline the main point of eachentry 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 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tones To develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures: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.Step 1: 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 s he 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 itIf someone doesn’t want him to come, how will he say itIf someone is excited about his coming, how will he say itIf someone is frustrated or questioning, how will he say itLet 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 weekWhy did Jane call this timePicture 2:What problem does Christina have with her mumWhat does the host advise her to doPicture 3:What problem does Shirley haveWhat is she supposed to do according to the hostPicture 4:What does Richard’s father want him to doWhat does Richard want to be when he grows upWhat advice does the host give RichardPicture 5:What makes Patrick feel lonelyWhat advice does Patrick get from the hostPicture 6:Why does William’s father want him to go outWhat is William supposed to doStep 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures: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. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo 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 letterWhat does the father think of his sonWhat is the father worrying aboutWhy does the son write the letterWhat are his problemsHow does he feel about his fatherHow are you going to advise them to solve their problemsHave 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 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional) Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
Module《UnitGrowing pains》教学设计牛津译林版教案
牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British English To learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letter To learn to be cooperative and helpful when working together Teaching 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 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parentsDo you always do what your parents want you toDo you sometimes quarrel with your parents Why do you quarrelPicture 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.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 parentsWho do you choose to talk to when you have a problem and want to talk to someone WhyDo you think there is a generation gap between you and your parents How do you overcome the gapAssignments: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 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:Lead-in:Have you ever been left alone or with a pet Describe that experience. Ifnot, can you imagine what might happen if you were left alone Can you look after your home and keep everything clean and safeReading: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 24 More comprehension questions:Why does Eric sound frightened when he sees his parents backHow does Mom know that the dog is tired and hungryWhat does Dad mean by saying “This is not a family where bad behavior goes unpunished…”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 happenedIf 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 mindAssignment: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 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use them Teaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problem what kind of a boy Daniel isDifficult 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 come 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.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 about 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.should deal 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 Volleyball 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)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 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:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English How do you know *****************************************************Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British English To develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above”(in vocabulary and spelling)* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar Encourage them to demonstrate some examples.Differences Examplespronunciationgrammarspellingvocabulary* 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 preferDo 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 is continuedThese stories are good examples of the two sides of Mik e’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 to help themAssignments: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 6 Word 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 usedPresenting 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 twen ty 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 boring origin: 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 7 Grammar 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 clauses Teaching procedures: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 LiuDo 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 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this 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 grandfather 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. 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 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tones To develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures: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.Step 1: 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 differentemotions. Ask them:If someone is happy about his coming, how will he say itIf someone doesn’t want him to come, how will he say itIf someone is excited about his coming, how will he say itIf someone is frustrated or questioning, how will he say itLet 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 weekWhy did Jane call this timePicture 2:What problem does Christina have with her mumWhat does the host advise her to doPicture 3:What problem does Shirley haveWhat is she supposed to do according to the hostPicture 4:What does Richard’s father want him to doWhat does Richard want to be when he grows upWhat advice does the host give RichardPicture 5:What makes Patrick feel lonelyWhat advice does Patrick get from the hostPicture 6:Why does William’s father want him to go outWhat is William supposed to doStep 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****************************************************Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogue To learn to work with othersTeaching procedures: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. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo 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 letterWhat does the father think of his sonWhat is the father worrying aboutWhy does the son write the letterWhat are his problemsHow does he feel about his fatherHow are you going to advise them to solve their problemsHave 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 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional) Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
译林牛津高中英语M1 Unit2 Growing pains 教学设计 高中英语
M1 Unit2 Growing pains 高中英语译林2003课标版一、教学目标1. To develop the students’ writing skills by reading the tips2. To help the students learn how to write a letter of advice.3. To enable the students to write a letter of advice.4.Get the students to master the words and expressions related to a letter of advice.5. To get the students understand the mood of the son’s feelings.二、学情分析：With the growing-up of the students, there are many problems they will meet now and then, especially happening in the families. Both the parents and children are all puzzled about how to deal with the problems and get well along with each other, so they all need help even in their daily lives, just like how to ask for and giving advice.三、重点难点1.How to help the students learn to write a letter of advice.2. How to improve the students' ability of writing skills.四、教学过程教学活动活动1【Lead-in】Step1Group work1. Greeting2. Discussion: how to ask for and give adviceWhen asking for advice, keep these points in mind:. State the problem clearly and give only necessary information. Should ask clearly for help. It is often using model verbs, such as can or should.When giving advice, keep these points in mind:. Ask questions to make sure you fully understand the problem. Before giving advice, it’s often good to show sympathy to the person you are talking with. e.g. I’m sorry to hear that!. Advice often uses modal verbs such as should or must, phrases such as make sure, or imperatives.活动2【Group work】Step2ReadingRead the letter asking for advice. An advice column in a magazine received the following letter from Liuzhen.1. Underline the sentences about the problems the father thinks about his son,He refuses to do everything his parents ask him to do.He is rude to them.He refuses to spend time with themHe refuses to do his homework.He wastes time watching DVDs, listening to foreign music, chatting in Internet cafes, playinggames and surfing the internet.Then anwser the following questions:1）What is Liu Zhen’s main point in paragraph 1?2) How do the boy’s parents and grandparents treat him?3) What is Liu Zhen’s main point in paragraph 2?4) Why does Liu Zhen tolerate his son so far?5) What is Liu Zhen afraid that his son will do?6) What is the main piece of advice that Liu Zhen is looking for?活动3【Group work】Step 3: Writing a letter of advice for a reply.1) A discussion about how to write a reply letter of advice.. Find the main parts of the letter asking for advice.. Answer each of these points directly.. Don’t give advice for points not discussed in the letter.. Offer comfort and support. Don’t find fault with the person you are writing to.. Use modal verbs such as should or must, phrases such as make sure, or imperatives to give your advice.2) Make a choice: Now decided which letter is better and why according to the tips above.Read the letters of advice were written in reply to Liu Zhen’s letter in step 2.Compare the two letters, and then discuss with your classmates which letter is better and why.3) Writing a letter of adviceUse the skills you have learnt in steps 1and 2, and the second example from skills building 3 to help you.. Read the letter from Liu Zhen’s son who is asking for advice about his father; try to find the main point of each paragraph, and think of what is the son’s feeling—he loves his father but he upsets about how to get well along with him.. Using the useful sentences. Opening sentences：I am very glad to hear from you.Thank you for your letter.You have asked me for my advice with regard to … and I will try to make some suggestions.I am writing in reply to …. Closing sentences：I hope you will find my suggestions/recommendations/advice helpful/practical/ useful.At last, I hope I will be your best friend’s forever! Good luck to you!Let’s keep in touch. I do hope to hear good news from you.Step 4. Homework：1. Write down the letter of advice2. Preview the part Project.。
牛津必修1 Unit 2 Growing pains教案
A Teaching Plan for Module 1 Unit 2 Growing Pains1.Discussions in pairs or in groups2.Task-based in class activities.3.Acting and reciting3. Explanations of some language points and grammar rules.Period 1 VocabularyTeaching aim:To learn the new words and expressions in this unit.Teaching Procedures:Step 1 ReadingGive the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.suggest v.建议；暗示，使想起suggestion n. 建议behaviour n.行为behave v. (行为或举止)表现interest v.使……感兴趣interesting adj.有趣的，有意思的interested adj.感兴趣的explain v.解释explanation n. 解释touch v.触摸touched adj.感动的touching adj.感人的，令人感动的explain v.解释explanation n.解释reason n.理由reasonable adj.合乎情理的unreasonable adj.不合乎情理的punish v.惩罚punishment n.惩罚unpunished adj.免受惩罚的go unpunished没受惩罚bore v.使厌倦bored adj.感到厌倦了的boring adj.令人厌倦的mix v. 混合；混淆mixture n.混合物value n.价值valuable adj.宝贵的，有价值的n.贵重物品valueless adj.不值钱的，没有价值的argue v.争论argument n.议论，争论，论点freedom n.自由free adj.自由的；有空的true adj.真诚的，真实的truly adv.Step 2 ExercisesDo Workbook Exx. A1 and A2 on the vocabulary.Homework1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.2. Preview the reading passage.Period 2 Welcome to the unitTeaching aims:1.To revise the new words by doing some exercises on the learning plan.2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.3.To develop speaking ability by talking about families and problems that happen betweenteenagers and parents.4.Help students to form a positive attitude towards relationships between their parents and them. Teaching Procedures:Step 1 RevisionRevise the vocabulary by doing the exercises on the learning plan.Step 2 BrainstormingActivate students’ imagination by asking the following questions:Do you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 Picture talkingSay Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What do you think she should do now?Picture 3Why are the boys and girls around the pretty lady?What does the boy want to do? Is he allowed to do so? Why or why not?What feelings may the boy have?Picture 4What is the boy probably doing?Did the boy do well in his exams?How does his mother feel about the score?What feelings may the boy have?Step 4 DiscussionIn this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.Questions for discussion:1.Do you think that your parents try to force you to spend your spare time doing things youdon’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We arguea lot about what subjects I should study at university and which job I should get. I spend muchof my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)2.When you have a problem and want to talk to someone, who do you choose to talk to?(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)3.Describe an unpleasant experience with your parents.4.What kind of behaviors of yours will make your parents feel unhappy? List as many as youcan.*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*spending too much time playing computer games in the Internet café5.What would you do if your behavior upsets your parents?6. Do you think there is a generation gap between you and your parents? If so, what is the bestway to solve the problem?(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.) Homework:1. Review the new words of this unit.2. Preview the Reading part.Period 3 ReadingTeaching aims:1.To train the students’ reading ability by reading a play, introducing the way to read a play – toread it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2.To know about American family life and problems that happen between American teenagersand their parents3.Encourage the students to act out the play4. To learn some useful words, expressions and sentence structures.Teaching procedures:Step 1 RevisionCheck the homework exercise.Step 2 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?Step 3 readingPlease go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)First reading:Get the students to read the play quickly and finish Part A individually.Answers1. Eric, Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second readingAsk the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.Step 4 Structure analysingAnalyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, andHomework:1.Divide yourself into groups of five and try to act the out.2.Preview the word power section.Period 4 Word PowerTeaching objectives:1. To identify the difference between American English and British English;2. To develop the ability of understanding words in context.Important and difficult points:1.some differences between American English and British English?2.The meaning of some more colloquialisms and their usage.Teaching procedures:Step 1 Role-playDivide the students into groups of five and one is the narrator and the others are the main characters and act out the play.Step 2 Braimstorming/ComparisonAsk the students to think about the following topics:1.Up to now, we’ve learned English for several years. Do you notice there are some differencesbetween American English and British English?2.In which aspects do these differences exist, pronunciation, spelling, grammar and differentexpressions?3.Can you demonstrate some examples of these differences?Encourage the students to list some differences they already know, and fill in the form below:Then do the exercise on page 26.Step 3 colloquialismsLead –inRead the sentences and express what the colloquialisms mean.1. Though you are busy, could you just lend me an ear for a moment?2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.3. I have never expected lily to act as cool as a cucumber in the traffic accident.4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.5. As a green hand , Robert nearly drove into the grocery on roadside.6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.V ocabulary extensionGet students to do part A and Part B in class and check the answers togetherExercises2. Alice: Can you tell me what this sentence means?Tim: This one? Oh, it is ____________. I can tell you.3. Jim, when I explain the language points, you should ___________.4. Rob is always late for school. If he can arrive at school on time today, I will ___________.5. Mum; Oh ,you got wet all over. How is it ,Daniel?Daniel: Mum, don’t you know it ___________ on my way home?6. Bob: Hey! Ellen, you got an A for your history exam.Ellen: Don’t __________. Are you serious?7. Look at Mr. Smith’garden. He has_____________.8.Boss: Who is that dull boy? He even doesn’t know where his office is.Manager: This is his first day here. He is a _____________ .9. Eric: Shall I stay in hospital for several days?Doctor: Don’t _______________________________. You just got a fever.10.Teacher: Boys and girls, when you are reading in the reading room, you shouldremain___________. Are you clear?Students: Yes.Homework1.Try their best to keep the examples of American English and British English in their mind.2. To find more colloquialisms if they like.3.To revise the play and find the sentences with attributive clause.Period 5 Dictation and Language points explanationTeaching objectives:To dictate the first act of play.To learn new words and expressions and learn how to use them.Teaching procedures:Step 1 RevisionGet two groups of the students to act out the play.Step 2 DictationTo Dictate the first act of the play. Ask three students to read the play while all the others write.Then have the students open the book and check their writing with the text.Step 3 ExplanationTo learn the language points in the play by doing exercises on the learning plan. (Notes to the text) HomeworkFinish the Workbook exercises on pages 94 to 95.Period 6 Dictation and GrammarTeaching objectives:To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.Important and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1 DictationDictate the second act of the play.Step 2 Grammar and usage1. Preposition + which and preposition + whomRead point1 and make sure students know when to use attributive clause with preposition.The pen is broken, so I’ll have to buy a new one. I write my homework with it every dayThe pen with which I write my homework every day is broken, so I’ll have to buy a new one.The man is over eighty. I bought the old picture for him.The man for whom I bought the old picture is over eighty .Read point 2, get them to write the sentences in formal English.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.Read points 3 and 4, and ask them to write the sentences in different ways.Dad is a person to whom I can easily talk.Dad is a person whom/who/that I can easily talk to.Dad is a person I can easily talk to.Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.Have the students do Parts A and B on page 29.2. Relative adverbs: when, where and whyAsk the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31. Homework1. Finish the exercises of C1 and C2 in the Workbook.2. Do the grammar exercise on the learning plan.Period 7 Task Presenting a dialogueTeaching objectives:1. To read about how to express different feelings in different tones.2. To develop listening and speaking ability in different tones.3. Reading for gist: read four diary entries and find the main idea.4. To understand the mood of the writer.Teaching procedures:Step 1 RevisionRevise the attributive clause by doing the exercises on the learning plan.Step 2 Lead-inA dialogue should be: communicative /informative/reflective /simple/direct/not too redundant Step 3 Guessing game:How do you read this sentence ‘He will come here tomorrow.’when you are happy /excited / questioning / a little angry?Step 4 ListeningPlay the tape in the example ‘Please sit down’ for the students to listen to and follow.Step 5 PracticeLet the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.Step 6 ListeningPlay the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.Step 7 ReadingStep 8 Reading the Thank-you letterLet the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:1.Who wrote the letter?2.To whom is the letter written?3.Why is the letter written?Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.Homework:Finish all the exercises in the WorkbookPeriod 8 Task 3 Writing a dialogueTeaching objectives:1. To develop writing skills by reading the tips.2. To understand the mood of the Mum’s and Jack’s feelings.Important and difficult points:Writing a dialogue.Teaching procedures:Step 1 Reading1. Read the instructions and know some tips of writing a dialogue.2. Read Part A and discuss what is wrong with the underlined sentences.a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angr y instead of the sentence ‘I’m really very angry with you.’3. Read again and do Part B.A. The sentences that show Mum is unhappy or angry:Come and look.Don’t you talk to me like that?You should start cleaning now if you plan to leave! B. The s entences that show Jack’s mood: This is so unfair! I’ll never have enough time.But I don’t think you’re being fair at all!Step 2 Reading the Thank-you letter1. Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know: The following should be included in your dialogue.a. What happened between Christina and her mother?b. What did Christina do then?c. How as the problem solved?Step 4 ConsolidationRole-play the dialogue in three.Homework:Finish the exercises about vocabulary, grammar and task on the learning plan.Period 9 Project Writing an advice letterTeaching objectives:1.To learn two letters about the problems that happened between the father and his son.2.To learn about some words and expressions in them.3.Enable the students to write an advice letter.Teaching Procedures:Step 1 ReadingLet the students read the first letter written by the father. Ask them to find out the answers to the following questions:1.Why does the father write the letter?2.What does the father think about his son?3.What is the father worrying about?Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:1.Why does the son write the letter?2.What are his problems?3.How does he feel about his father?Then play the tape for the students to listen to. Underline the important phrases and patterns in it. Step 2 Language explanationTake out the learning plan and deal with the language points in the project section. Homework:1.Read the passage in Part A in the workbook on page 101 and see how the writer presents hisarguments against smoking.2.Write a short passage for Part B.Period 10 A CompositionTeaching aimTo improve students’writing ability by correcting some common mistakes in their writing and by reciting the model answer.Teaching aids: the computerTeaching proceduresStep 1 CommentingTeacher make a short comment about the students’composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.Main problems：首字母大小写；时态、语态；缺少冠词；名词的复数形式；标点符号Students to be praised：Students to be criticized：Too many careless mistakes:Write in carelessly and hastily:Other aspects:Step 1 ProofreadingProject the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.Step 2 Copying and recitingProject the model writing on the screen and ask the students to copy it down. Then recite themodel answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.[Related materials]假定你是校学生会宣传部长，通过扩音器向全校同学广播一个通知。
牛津英语高一模块一单元二GrowingPainsProject教案
牛津英语高一模块一单元二 insProject教案
Unit 2 Growing Pains Project Ⅰ．Teaching Aims and Demands 1. Knowledge Objects Key Vocabulary Lonely, go through, adolescence, along with, misunderstand, normal, psychological, tend, balance, challenge, etc. 2. Ability Objects (1) Learn to use new words in comparison. (2) Train students' communicative competence． 3. Moral Object Realize that growing pains are necessary and are good to our life. Ⅱ．Teaching Difficult Points 1. Summary of the general idea of each paragraph 2. Analysis of the text in detail Ⅲ．Teaching Methods 1．Didactic to learn the new vocabulary． 2．T/F activity to help students go through with the listening material． 3．Groupwork to make every student work in class. Ⅳ．Teaching Aids 1．A tape recorder 2．The blackboard 3．A projector Ⅴ．Teaching Procedures Step I Lead-in (5-10 min) Show three pictures of the comic character "Daodao". The first one: Am I a wonderful person? The second one: Am I useful? The third one: Would I be happier if I were you? Then ask Ss whether they have similar thoughts with Daodao. And ask them to define what is "growing pains" in their perspective. Give Ss a few minutes to discuss with their partners. Then ask 2-3 Ss to share their opinions. 上一页下一页
模块一unit2,growing,pains,教案
模块一unit2,growing,pains,教案篇一：m1unit2growingpains教案Unit2GrowingPainsPeriod2Reading——Homealone---张渚高中董晶晶Ⅰ.Theanalysisofthispart: inthisperiodaplaynamedHomealoneisshown,whichdescribesabigfightinan americanfamily.Throughreadingthisplay,theSscanknowmoreaboutthecaus esofgrowingpains.Followingthisplay,therearesomeexercises.Bydoingthee xercises,theSscanunderstandtheplaybetter,andknowhowtofacethegrowing pains.Ⅱ.Teachingaims:a:TheReadingstrategyofthispartteachesSssomecharacteristicsofaplayandth ebasicskillsofhowtoreadaplay.B:makesuretheSscandealwiththeproblemsthathappenintheirfamilycorrectl yandpeacefullyandformapositiveattitudetowardssolvingproblemsbetweent eenagersandparents.Ⅲ.Teachingimportantpoints: HelptheSsunderstandthetextbetter.Ⅳ.Teachingdifficultpoints:HowtohelptheSstounderstandtheplayandimprovetheirreadingability.Ⅴ.Teachingmethods:a:askSstodofast-readingtogetgeneralideaoftheplay.B:askthemtodocareful-readingtounderstanddetailedinformationwiththehel pofreadingstrategy.c:Pairorgroupworktoparticipateinclass(actouttheplay).Ⅵ.Teachingprocedures:Step1:Lead-in wehavecometoattendschoolforaboutaweekfromthesummervacation.Summ ervacationislongandwecandomanythingswelikeduringit.duringthesummer vacation,idomanythings,forexample,readsomebooks,watched someinterestingfilmsandwenttonanjingtoseemyfriends.andwhatdidyoudod uringyoursummervacation? (Showstudentssomepicturesaboutreading,traveling,playingandcomputerga mes,andtellsomethingaboutplayingcomputergames.)infact,almostalltheparentsthinkthatplayingcomputergamesisawasteoftime, andtheywillasktheirchildnottoplaycomputergames. ifyouspendtoomuchtimeinplayingcomputergames,howwillyourparentsfeel ?angryorhappy?ifyoudon’tdowellinyourstudyandstillspendmuchtimeoncomputergames,maybeyourp arentswillhaveafight/quarrelwithyou,yes?atthesametime,youoftenthinkamericanstudentsarehappierthanchinesestude nts,andtheirfamilyismorefriendly.Butinfacttheyalsohavesuchproblems.and todaywewilltalkaboutatextaboutafight/quarrelofanamericanfamily.Step2:ListeningPleaseturntopage22andlookatthetitle“homealone”，anditschinesenameis 小鬼当家.Haveyouseenthefilm?isitinteresting?Todaywewilltalkaboutatextalsona medhomealone.Let’sseetogetherwhatthetextisabout.First,listentothetapeandfindtheanswerstothe3questionsonthescreen.(Reado utthe3questionsfirstandthenlistentothetape.)1.whoarethemaincharactersintheplay?2.whydotheparentsgetangry?3.whathappenedtotheirdog,Spot?checktheanswers:1.Eric,daniel,mom,dad2.Theroomwasamess./Theroomwasdirty.3.Spotwasill.Step3:ReadingstrategyLet’slookbackthefirstquestion,whatcanyougetfromthesentence?(ittellsusthatth etextisawhat?itisaplay.)whatarethecharacteristics/featuresofaplay?andwhenwewanttoreadaplay,whatdowewanttopayattentionto?ok,iwillgiveyou3minutestoreadthereadingstrategyonpage23andhaveadiscu ssionwithyourpartner. (asksomestudentstotalkabouttheirideas)1.intheformofadialogue.2.writtenindifferentstylesofspeech.3.Shouldbereadaloud4.Payattentiontotheinstructions.Step4:carefulreading Justnowwetalkedaboutthefeaturesofaplayandsomeattentionstoreadingapla y,pleasereadtheplayaloudandcarefullytogetwhattheplayisaboutandanswert hequestions(Readthequestionsbeforereading)Trueorfalse:()1.Theboysdon’texpecttheirparentstocomebacksoearly.(()3.daniel’sparentsstillthinkofhimasanadult.()4.Ericdoesn’twanttoexplaintohisparents.()5.Theboysdidn’tcleanthehousebecausetheywenttotheclinic.()6.Themotherthinksthefathershouldbestricterwithdaniel. answerthequestions:1.whataretheboysdoingwhentheirparentscomehome?2.Howdoestheroomlookwhentheirparentsarrivehome?3.whyaretheparentsareangrierwithdanielthanwithEric?4.whatistheemergencythatEricwantstotellhisparentsabout?5.whatdoesthefatherwanttodowithdaniel?choices1.Thepassageismainlyabout______a.howthefamilymanagetobeongoodtermsB.whytheroomisinamess.c.whythereisamisunderstandingbetweentheparentsandsons.d.whathappenstodanielandEricaftertheirparentsgethome.2.whichofthefollowingisacauseofthequarrel?_________a.Spotwasseriouslyill.B.Thecouplereturnearlierthanexpected.c.Theboysplayfootballalldaylong.d.Thebrothers’laziness(懒惰).3.Howdiddadfeel?__________a.happyB.surprisedc.angryd.excitedchecktheanswers:Trueorfalse:1.T2.F3.F4.F5.T6.F.answerthequestions:1.Theyareplayingwithasoccerball.2.Theroomisinamess.3.Becausetheyleftdanielincharge.4.Spotwassickandtheyusedthemoneytotakehimtotheclinic.5.Hewantstopunishhim.choices1.d2.a3.cStep5:Role-playSomuchforourreading,andlet’sdosomethinginteresting.ibelievemanyofyoulikewatchingTVandtheactorsa ndactresseswanttoactaccordingtoaplay.Thistimeiwouldliketoaskyoutoacto uttheplayand4studentswillbeinagroup.onestudentwillplaydad,onewillplay mum,andanothertwostudentswillplaydanielandEric.iwillgiveyou5minutest oprepareforit.(ask2groupstoacttheplayout.)Step6:discussionifwehaveaquarrel/fightasintheplay,bothweandourparentswillfeelbadandun happy.Sowewanttofindsomewaystosolvetheproblem.Let’shaveadiscussionwithyourpartner“Howdid/canyoudealwiththeconflicts(冲突）withyourparents?1.haveatalkwithparents2.tellthemwhatreallyhappened3.saysorrytoparents4.letanotherpersonsaysomethingforyou5.writealettertoparentsStep7:Homeworkwritealettertoyourparents,tryingtosolvetheproblemsyoumayhave.篇二：牛津译林版必修一Unit2《Growingpains》word教案(10)英语：Unit2《Growingpains》教案（10）grammar（译林牛津版必修1）moduleoneUnittwoGrowingpainsPeriod2attributiveclauseⅠ.Goals:1.HelpSslearnhowtouseattributiveclausesintroducedbytherelativeadverbs when,whereandwhy.2.EnabletheSstograspthenon-restrictiveattributiveclauses.Ⅱ.Self-study:思考1.Theretiringteachermadeaspeech_________shethankedtheclassforthegift.a.whichB.ofwhichc.inwhichd.that2.HehastoworkonSundays,__________hedoesnotlike.a.andwhichB.whichc.andwhend.when3.whichofthetwocows______________youkeepproducesmoremilk?a.thatB.whichc.whomd.when4.HepaidtheboyUS$10forwashingtenwindows,most___________hadn’tbeencleanedforatleastyear.a.theseB.thosec.thatd.ofwhich5.Theboys,___________couldnotreachtheshelf,wenttolookforsomethingto standon.a.thetallofwhomB.thetallestofwhomc.thetallestoned.thetallestofthemⅢ.Focusanddifficulty:关系副词引导的定语从句1.when指时间，在定语从句中做时间状语(1)istillrememberthedaywhenifirstcametotheschool.(2)Thetimewhenwegottogetherfinallycame.2.where指地点，在定语从句中做地点状语(1)Shanghaiisthecitywhereiwasborn.(2)Thehousewhereilivedtenyearsagohasbeenpulleddown.3.why指原因，在定语从句中做原因状语(1)Pleasetellmethereasonwhyyoumissedtheplane.(2)idon’tknowthereasonwhyhelooksunhappytoday.注意：关系副词引导的从句可以由“介词+关系代词”引导的从句替换(1)Thereasonwhy/forwhichherefusedtheinvitationisnotclear,(2)Fromtheyearwhen/inwhichhewasgoingtoschoolhebegantoknowwhathe wantedwhenhegrewup.(3)Greatchangeshavetakenplaceinthecityinwhich./whereiwasborn.限制性和非限制性定语从句1.定语从句有限制性和非限制性两种。
牛津译林版高中英语必修一Unit2GrowingpainsReadingformainpoint教案
Module 1 Unit 2 Growing pains Task Skills 2 Reading for main poin 课题Task Skills 2: reading for main point课型New教学目标1. To develop reading skills by reading four diary entries. understand the mood of the writer.重点Reading for main point 难点Reading for main point 教法及教具Presentatio n and practice Discussion教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Lead-inGet students to read the instructions and know how to read forgist.catch the gist or the main point focus on descriptive wordsor expressions.Step 2 Reading1 Read the four diary entries and fill in the form.Entries MainpointsThe words telling theThe first diary entryThe second diary entryTh e third diary entryT he fourth diary entry2. Read again and answer:①Why did Christina call the radio show last week?②What advice did George give ?③Did Christina follow his advice? What did she do?④.How do they get on with each other?Step 3 Reading the Thank-you letter1 Get students to read and answer:a. What is the main idea of this thank-you letter?b. Which words or expressions are used to make the main point?writer’smood教学内容个案调整教师主导活动学生主体活动教学过程Step 4 ConsolidationHave you ever had a problem with your parents simil ar to Christina’s?• If so, how did you solve it?• If not, write a letter to Christina in the name of George.Homework:1. Finish Workbook Exercise B on page 99.2. Review the words and expressions in this unit.板书设计（用案人完成）当堂作业课外作业教学札记。
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3．情感、态度与价值观：
（1）通过体会、分析生活中成长的烦恼现象，形成认识来自生活并将服务生活的思想，激发学生的学习动力。
（2）体验自主学习过程，养成乐于观察、勤于思考和合作交流的能力和学习习惯。
（3）通过对教材内容的进一步理解和应用，使学生懂得发现问题与正确地解决问题的重要性。
6、让学生学会应用所学的知识解决生活中的一些实际问题（比如考试的失利；与家人的思想冲突等），让学生体验知识来源生活，服务于生活。
教学资源（说明在教学中资源应用的思路、制作或搜集方法）：
生活中的实例、多媒体课件和视频、教材中的图片情景
评价法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）：
另外教师要教会学生能正确地认识评价自已，正确对待高中英语学习中的烦恼。帮助学生改进学习方法，尽快建立一套适合高中英语学习的方法。
教学过程（按照教学步骤和相应的活动序列进行描述，要注意说明各教学活动中所需的具体资源及环境）：
1、通过教材中的单元标题带领学生进入讨论的话题。并通过课前、课中分组合作的方法进行问题的探究。从而充分发挥学生的主体作用，发展学生的个性，培养学生自主学习的能力。
（1）查阅有关一些人成长的烦恼的实例；
（2）找出这些人成长中产生烦恼的种种原因，并加以分析；
（3）尽可能地帮这些人找出正确解决这些烦恼的方法与途径。
（4）预习课文，了解文章内容。
在课上学生要将所找到的实例与解决途径展示给全班同学，最后教师总结并提出更高的要求和探究课题。这样激发学生的内在能量，达到师生互动的要求，使课堂教学充满活力，既增进了师生的情感，又充分发挥学生的主体作用，发展学生的个性，培养学生自主学习的能力，使他们学得主动，学得轻松，使其个性、特长自由发展，素质得到全面提高。
2、通过学生讲实例和一系列的对比分析以及教师的引导，教会学生分析问题、解决问题的科学方法。
3、通过课文中主人公Daniel和自己的对比归纳出成长的烦恼的内涵和特点。
4、通过文章的学习，讨论解决成长的烦恼尽可能多的方法与途径。
5、通过课文与实例，鼓励学生对个体案例的发散性思考过程中逐步形成新视角、新思维。
1、组员自评
2、小组互评
3、教师评价
1．知识与技能：
（1）认识成长的烦恼现象；
（2）知道产生成长的烦恼的条件；
（3）能够通过对课文的学习、分析与理解既要学会课文知识又要学会如何正确的认识与对待成长中的烦恼，从而解决实际问题。
2．过程与方法：
（1）通过实例探究、自我成长中的烦恼回顾与认识，讨论交流成长的烦恼并合理地解决它。
（2）体会任务探究的方法，领略思考现象与本质的关系，寻找正确地解决实际问题的方法与能力。
附件2
教学设计方案
教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：
成长的烦恼是每个人成长的过程中必然会出现的一个现象，学生在此之前对于学习生活中的烦恼已有一定的了解，所以对学生而言理解成长的烦恼并非难事，关键是如何正确的认识与对待成长中的烦恼。考虑到课时的安排，这节课是要在一课时内完成的，如果把学生的任务探究活动都放在课堂上进行，不但学生没有充足的时间准备，而且课文的理解与分析就会难以处理到位，无法做到思想性与知识性的完美结合。因此，基于以上原因，决定把学生的任务探究活动以问题的形式放在课前进行。首先按照学生的意愿将学生分成不同的小组，分组时兼顾到学生不同能力等因素，尽量做到合理分配。然后要求学生进行课前预习：
学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：
高中时期学生的生理与心理的发展达到一个关键时期，此时的学生有了自我的主张与见解，但有时过于偏激，显示出很大的思想不成熟性。他们的人生观与价值观也到了发展的关键期，没有正确的引导就很难形成正确的人生观与价值观，因此我们教师应该善于利用教学内容中的所有的富有教育意义的营养成分，不停地对学生给予思想上的指导，使他们能够形成正确地认识与处理发展过程中遇到的种种烦恼与问题，形成科学的人生观价值观。高一阶段是学生学习道路上的一个重要时期，也是学生心理发展上的一个关键时刻，所以在高一英语教学中乃至整个教学中保护培养与发展学生认识问题、解决问题的能力至关重要。所以本节课从生活中的实例引入，通过任务探究的方法学习课文内容进行思想深化，最后得出解决问题的方法。