高中译林牛津英语模块一Unit2教案
Module1 Unit1教学设计
课时主备教案
课型Welcome + Wordpower
Learning objectives:
By the end of this period, students will be able to
1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;
2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;
3. be aware of the sense of language by learning some English colloquialisms.
Focus of the lesson:
1. relations between parents and teenagers
2. differences between American English and British English
3. different colloquialisms
Predicted area of difficulties：
1. how to improve the relationships between parents and teenagers if they are not so good;
2. how to use colloquialisms properly.
Learning aids:
1. PPT
2. blackboard
课型Reading（I）
Learning objectives:
By the end of this period, students will be able to
1. know more information about American family life;
2. learn the basic skills of how to read a play and act out the play with the help of a teacher;
3. form a positive attitude towards growing pains.
Focus of the lesson:
1. characteristics of a play;
2. a performance of a play;
Predicted area of difficulties：
How to act in the play?
Learning methods:
1. PPT
2. blackboard
课型Reading（II）
Learning objectives:
By the end of this period, students will be able to
1. write out the transformation of the key words and phrases correctly;
2. use the key words properly in relevant tasks;
3. know some words and phrases in a play;
4. raise the awareness of learning new words or phrases in a context.
Focus of the lesson:
1. usage of the key words and expressions;
2. verb tenses in a play and some stage instructions.
Predicted area of difficulties:
1. the usage of the following words and phrases …follow‟ …be supposed to do‟ …tolerate …deserve‟and so on;
2. the proper usage of relative adverbs.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Grammar & Usage
Learning objectives:
By the end of this period, students will be able to
1. better understand the grammatical functions of attributive clauses;
2. use prepositions +which / whom
3. use relative adverb s …when‟ …wh ere‟ …wh y‟ ;
4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences. Focus of the lesson:
1. the usage of relative adverbs;
2. the exchange of “prepositions +which” and relative adverbs.
Predicted area of difficulties:
1. the usage of relative adverbs;
2. how to distinguish relative pronouns and relative adverbs.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Task
Learning objectives:
At the end of this lesson, students will be able to:
1. understand the main points and the mood of the writer by reading four diary entries.
2. know how to write a letter for advice and a letter of reply.
3. know a better way to solve the problem between teenagers and parents.
Focus of the lesson:
Reading for key points and main idea.
Predicted learning difficulties:
How to get the key points in a diary
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Project
Learning objectives:
By the end of this period, students will be able to:
1. know what are growing pains;
2. identify the three types of changes of growing pains;
3. learn to deal with the changes properly and develop healthily both physically and mentally.
Focus of the lesson:
1. three kinds of changes;
2. proper ways to deal with them;
Learning aids:
1. PPT
2. blackboard
Learning procedures:。
牛津译林版高中英语必修一Unit 2《Growing pains》(Project)教案
【教学难点】Howto write a report on a certain kind of growing pains.
【教具】Multi-media projector
【教学过程】
Language points
1.at the moment: at this / that moment
eacheverytimedvdhesendsmebednexttimeyouseemepleasereturnmethough作连词引导一个方式从句或标语从句用在looksmelltastesound等词后表真实情况用陈述语气thoughsomeonethough用于虚拟语气hespeaksthoughhekneweverything
She insists on writing at once
being sent to the front
Insist that宾语从句坚持要求( should) do
坚持认为、说从句前后一致
She ins isted that she (should) be sent to the front.
it is necessary to help him.
课题：M1U2 Project
【教学目标】
1. Tohave a better understanding of growing pains.
2. To cooperat e with others to write a report on a certain kind of growing pains they are interested in.
4.forbid vt ( forbade, forbidden) = not allow / permit
Unit+2+Grammar+and+usage+教案 高中英语牛津译林版(2020)必修第一册
教案年级: 高一学科: 英语主备人：课题Unit2 Grammar simple,compound andcomplex sentences第_______课时教学目标1.Read some sentences in the passages and analyse what the sentences are;2. Learn some related usages of the simple, compound and complex sentences.教学重难点Have the command of the usages of the simple, compound and complex sentences教学流程\内容\板书关键点拨加工润色Step 1 Greetings.3．主从复合句由一个主句和一个或一个以上的从句构成的句子叫主从复合句。
主句为句子的主体部分；从句无法独立，可以充当句子的主语、表语、宾语、定语、状语等。
按其在复合句中的作用，分为名词性从句(同位语从句、主语从句、表语从句、宾语从句)、定语从句和状语从句等。
(1)名词性从句That is ______ he did not come to school yesterday.那就是昨天他没来上学的原因。
He said ______ some teenagers didn’t work hard.他说有些青少年学习不努力。
_______Tom should cheat me is disappointing.汤姆竟然欺骗我真是令人失望。
He gave some advice ______ I should read English every day.他给我一些我每天都应该阅读英语的建议。
(2)定语从句The man _______ was full of anger was Mike’s father.那个非常生气的人是麦克的父亲。
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
牛津译林版英语必修一Unit2Grammarandusage1教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。
语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。
本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。
此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。
Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom”used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit —relative pronouns —with a blank-filling exercise.Fill in the blanks with relative pronouns.1. This is the story __________ we wrote for our storytelling contest. (which/that)2. The book __________ I borrowed from the library is very interesting. (which/that)3. He likes the birthday gifts _________ his friends gave him. (which/that)4. The girl _________ you have just seen is very good at English. (who/whom/that)5. I don’t know the name of the teacher _________ I met in the computer room. (who/whom/that) After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。
Unit1Reading2教案高中英语牛津译林版(2020)选择性
e.g. How did it come about that the man is dismissed？
那个人被解雇了，怎么回事？
come out出来；出版；开花
come across (无意中)碰到，找到，想到
come to总共，涉及到
To master the usage of some important sentence patterns.
学法
Individual work; Pair work; Group work
Free talk; Discussion; Task-based learning;
学习过程
二次备课
预学质疑
accurateinvestigate be committed tosum up
minorprioritydozens ofcome about
So you are interested in becoming a good journalist but don’t know where to start? Well, there are a couple of things you should put on your list of (1) ________________.Firstly, you need to be skilled at writing. The information involved in a complex story may come from (2) ____________ sources. Good journalists need to organize all this information clearly to give a(n) (3) __________ account of what is happening.
2022_2023学年新教材高中英语Unit2TheUniversal教案牛津译林版选择性必修第一册
Unit 2The universal languageGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of verb-ing forms as subjects and objects;2. use verb-ing forms as subjects and objects in different situations;3. write a passage using verb-ing forms correctly.II. Key competence focus1. Identify the use of verb-ing forms as subjects and objects.2. Use verb-ing forms as subjects and objects in different situations.III. Predicted area of difficulty1. Use verb-ing forms as subjects and objects in different situations.2. Write a passage using verb-ing forms correctly.IV.Teaching proceduresStep 1 Lead-inT shows Ss some sentences with verb-ing forms as subjects and objects in the previous units and asks them to figure out the functions of these verb-ing forms.T: Hello, everyone. First, I’d like to show you some sentences with verb-ing forms in the previous units. Go through these sentences and figure out the functions of these verb-ing forms.·Sliding into the habit was easy, but it was difficult to quit the habit. (B3 U3)(verb-ing forms as subject)·We’ll come back more frequently and we’re also consideringtaking them to the city to live with us. (B2 U3)·As the largest rainforest in the world, the Amazon rainforest plays a significantrole in maintaining the fine balance of the Earth’s ecosystem. (B3 U1)·I was used to checking the news and my friends’ social media updates every few minutes. (B3 U3)(verb-ing forms as objects)T: In the first sentence, “sliding into the habit” serves as a subject. In the next three sentences, the underlined parts function as objects.【设计意图：学生在之前的课文中，已经接触了一些verb-ing形式用作主语和宾语的句子。
英语牛津译林1unit2精品教案(10)projec02
英语牛津译林1unit2精品教案（10）projec02教学设计二整体设计教材分析Thisperiodfirstofferstwoletterswrittenbyafatherandhisson.Bothofthemwanttoas kforhelpbecausetheyhaveproblemswitheachother.Teacherscanasksomequestionsaccordi ngtothetexttohelpstudentscatchthemainideaafterfastreading.Afterthat,teachersask studentstodiscussandfindouttherootcauseofthisfamilyproblem.Then,studentsarerequ iredtoworkingroupstosolvetheproblemsLiuWeiandhisfatherhaveandthenwriteanadvicel ettertothemexplainingwhattheybothcandotobridgethegenerationgapandgetalongbetter .Andmoreexercisesaregivenindifferentformstohelpthestudentstolearnhowtousesomeof thenewwordsandphrases.Thisperiodcanhelptoimprovestudents’abilitytoanalyzeandsolveproblems.Besides,itisgoodforstudentstoknowhowtogetonwel lwiththeirparents.Andinsomeway,itwillleadtomorethoughts,sostudentscanlearntosol vealotofproblemsintheirreallife.三维目标1.Trainthestudents’readingabilitybyreadingthesetwoletters.2.Helpstudentslearnhowtoworktogetherandwriteanadvicelettertosolveproblems.3.Learnsomeusefulwordsandexpressionsadvise,insist,prevent,forbid,suggestasthough,insiston,likecrazy,dealwith,everytime4.LearnsomeimportantsentencestructuresHerefusestospendtimewithusordoaswetellhim.Recentlyhehasbeenrefusingtodohishomework.WheneverIwanttodosomethingorsuggestanidea...hedoesn’tlistentome.重点难点1.Howtowriteanadviceletter.2.Enablestudentstoassignrolestoeachgroupmemberandworktogethertosolveproblem s.教学方法1.Discussioninpairsoringroups.2.Task-basedin-classactivities.3.Explanationsofsomelanguagepoints.教具预备Ataperecorderandablackboard教学过程→Step1LeadinTeacherscanbegintheclasslikethis:Therearemanyproblemsinsomefamilies,especiallyproblemsbetweenparentsandtheir children.Iftheyhaveproblemswitheachother,whodoyouthinktheycanturntoforadvice?Studentswillsay“teachers”“friends”“grandparents”andsoon.Fewstudentsknowaboutadvicecolumnists.Soteachercangoonlikethis:Iwillintroduceanotherkindofpeopletoyou.Theyareadvicecolumnists.Theyarealway sreadytohelppeopledealwithsmallproblemsbeforetheybecomebigones.Now,supposeyouar eanadvicecolumnist.Afatherandhissonwritetwoletterstoaskforhelp.Let’sseehowyoucanhelpthemtosolvetheirproblems.Oryoucanbeginthisclasswithbrainstorminglikethis:Beforethestudentscometothedetailsofthisperiod,askthemtohaveabrainstorming.Question:Whenwecometothetitle“Writinganadviceletter”,whatdoyouexpecttoreadinthispart?Inthisstep,teachercandividetheclassintogroupsandorganizeacompetitionbetween groups.Teachergivesonestarforeachgroup.Thegroupwiththemoststarswillbethewinner. Thiscannotonlyhelpthestudentslearntopredictwhattoreadinthispartbutalsoarosethei rinterestinreadingthispassage,letotherstudentstosharetheircreativeideas,encoura gemorestudentstotakepartinin-classactivitiesandgiveeverystudentachancetoexpress theirideas.Suggestedanswers:Whatisanadviceletter?Whatkindofpeopleneedsadviceletters?Howtowriteanadviceletter?...Thenteachercanleadstudentstothesetwoletters:Herearetwolettersfromafatherandhisson.Theyhavesomeproblemswitheachother.Sot heywriteletterstoaskforadvice.Let’sreadthesetwolettersandwriteanadvicelettertohelpthemsolvetheirproblems.→Step2ReadingSkimmingInthisstep,teacherasksstudentstoskimthetextandanswerthefollowingquestions:1.Whatisthenameofthecolumn?2.Whydoesthefatherwritetheletter?3.Whodotheybothwritethelettersto?Suggestedanswers:1.TeenagersNow.2.Hewantstoaskforsomehelpwithhis16-year-oldson.3.Mr.Zhu.ScanningNowit’stimeforthestudentstoscanthepassagetogetcertaininformationquickly.Askstudentsto readthelettersagain.Thistimestudentsreaditcarefullyandanswertwoquestions:1.Whatdoesthefathercomplainabouthisson?2.Whatproblemsdoesthesonhave?Asforthesetwoquestions,teachercandesignachartforlateruse.Problems PossibleanswersRootcauseFather’s 1.Refusetodoeverythinghisparentsaskhimtodo.2.Heisrudetothemthoughtheytreathimwell.3.Herefusestospendtimewiththem.4.HewastestimewatchingDVDsandlisteningtoforeignmusicinsteadofdoinghomework.5.HespendstoomuchtimeinInternetcafes.Son’s 1.Hisfatherdoesn’tlistentohisideas.2.Hisfathershoutsathimwheneverhetriestotalktohimandtheyfightlikecrazy.3.Hisparentsalwaysmakehimdothingsthathedoesn’tlike.4.Theycallhimselfishandunloving.5.WhenheplaysforeignmusicorwatchDVDs,hisfathergetsangryandsendshimtobed.6.Hisfatherforbidshimfrommeetinghisfriendsonline.Discussion:Thestudentsaresuretoknowthemainproblemsthefatherandthesonhave.It’stheirturntothinkoutpossibleanswerstotheseproblemsandtherootcause.Teacherscandi videthewholeclassintotwogroups.Thefirstgroupdiscussestheanswerstofather’sproblemsandtheothergroupdiscussestheanswerstoson’sproblems.Andthenfindouttherootcausetogether.Teacherswillcollecttheiranswerslat er.Suggestedanswers:Problems Possibleanswers RootcauseFather’s 1.Refusetodoeverythinghisparentsaskhimtodo. Don’tforcehimtodoanythinghedoesn’tlike.Lackofcommunicationandunderstanding.2.Heisrudetothemthoughtheyt reathimwell. Talktohimnotasafather butasafriend.3.Herefusestospendtimewitht hem. Showhimthatyoulovehim andareproudofhim.4.HewastestimewatchingDVDsa ndlisteningtoforeignmusicin steadofdoinghomework. Showinterestinhishobb iessuchasforeignmusic .5.HespendstoomuchtimeinInte rnetcafes. Allowhimtoarrangehiss paretimefreelyoncondi tionthathecandowellat school.Son’s 1.Hisfatherdoesn’tlistentohisideas. Tellhimthatyouareabig boyandyoucanmakeyouro wndecisions.2.Hisfathershoutsathimwhene verhetriestotalktohimandthe yfightlikecrazy. Don’tgetangrywhenheshouts atyoubuttalktohimlate r.3.Hisparentsalwaysmakehimdo thingsthathedoesn’tlike. Don’trefusetheirsuggestio nsbuttellthemyouwantt odothingsinadifferent way.4.Theycallhimselfishandunlo ving. Alwaystellthemthatyou lovethem.5.Whenheplaysforeignmusicor watchDVDs,hisfathergetsangr yandsendshimtobed. Thatisbecausehelovesy ou.6.Hisfatherforbidshimfrommeetinghisfriendsonline.Understandhelovesyou.Next,thestudentsarerequiredtodecideingroupswhichoftheanswerssuggestedbythei rpartnersshouldbeincludedinthelettertheirgroupwillwrite.→Step3WritingInthisstep,teachershouldintroducehowtowriteanadviceletterfirst:Beforewritinganadviceletter,weneedtowriteanoutlinefirst.Itwillhelpyouorgani zeyourideasandpresentyourinformationinalogicalform.Youwillknowwhattowritefirsta ndwhatshouldbeincludedinit.Nowpleasediscussandwriteanoutlinefortheletter.Teachermayalsoshowsomewritingtipstostudents:1.Youshouldthinkaboutyouranswerscarefullyandsendyourletterassoonaspossible.2.Youshouldwriteyourletterinacomfortabletoneandyoucanfeelrelaxedafterreadin git.3.Youshouldavoidstronglanguagethatmightdiscourageyourreader.4.Giveadviceonlyonthesubjectyouhavebeenaskedabout.5.Ifyoucannotgiveadvice,expressyourregretandsuggestthatsomeoneelsewouldbeinabetterpositiontodoso.Then,byfollowingthetipsandtheoutlinetheyhavejustfinished,studentsareaskedto writetheadviceletterinabout8minutes.Eachgroupcanchooseonemembertoreadtheletteri nthefrontoftheclassandansweranyquestionsyourclassmateshaveaboutyourletter.ASampleadvicelettertothefather:DearMr.Liu,Parent-teenagerconflictisverycommonnowadays.Wealwaysbelievethereisagenerati ongapandteenagersarehardtodealwith.Thatisbecauseparentscannotunderstandthemandd on’tknowhowtheyfeelandwhatkindoflifetheywanttohave.Asyousaid,yoursonrefusestodoeverythingyouaskhimtodo.Myadviceisthatyou’dbetternotforcehimtodoanythingthathedoesn’tlike.Ifyoureallywanthimtodosomething,youcantellhimtheimportanceandnecessityofd oingthatatapropertime.Hehimselfwilldecidewhethertodoitornotsinceheisabigboynowa ndhehashisownidea.HeinsistsonwatchingDVDsandlisteningtoforeignmusic.Inmyopinion ,ifitisgoodforhim,youcanshowinterestinhishobbiesalthoughyoudon’tlikeitatall.Internetcaféisaverypopularplacenow.Ithinkonlinechatting,especiallywithhisfriendsorclassmate sinhissparetimeisnotabigproblemsolongashecanlearnthesubjectswellatschool.I’msureitwillworkoutfineifyoucantryunderstandinghim.Youshouldtrusthimandalwayscom municatewithhimwheneveryouhavethechance.IhopeeverythingwillbeOKsoon.Goodluck!Mr.Zhu ASampleadvicelettertotheson:DearLiuWei,IknowyourfeelingandIcanunderstandyou.IwasoncesuchaboyasyouandIhadthiskindof problems.Atthattime,Icouldn’tunderstandmyparentsthoughtheyloveme.Youshouldbelieveyourparentsloveyouverymuch .You’dbetteralwaystalktoyourfatherthatyoulovehimtoo.Don’tgetangrywhenyourfatherdoesn’tlistentoyouorevenshoutsatyou.Youcanexplaintohimwhatyouthinklater.Showthatyouar eabigbynowandyoucanmakeyourowndecisions.Surpriseyourfatherwithadayspenttogether .Invitehimtojoinyoudoingthethingyoulike.Thatwaybothofyoucanhavefun.Haveatalkwithyourfatherwheneveryouarefree.Afterall,communicationisthebestwa ytoimproveyourrelationship.Onlyinthiswaycanyouunderstandeachother’sideasandthoughts.Bestwishes,Mr.Zhu PracticeIftimepermits,teacherscangivestudentsmorepractice.Thefollowingisdesignedfor thestudentstopractisetheirspokenEnglish,toconsolidatewhattheyhavelearnt,toenlar getheirknowledgeandtoimproveotherabilitiesinlearningEnglish.SupposeyouareLiuWei.Youhavereceivedyouradviceletterandyouwanttotaketheadvic eandimproveyourrelationshipwithyourfather.Youknowyourfather’sbirthdayiscoming,soyouwanttogivehimasurprise.Thinkoverwhatyoushoulddoandthente llyourclassmates.Givethemthreeminutestoprepareandtheninviteoneortwostudentstocometothefronta ndsharehisorherideawiththeclassmates.Sampleanswer:Inordertoimproveourrelationship,Iwillgivemyfatherabirthdaysurprisefirst.ThefirstthingIwanttodoistocallBen,myfather’sbestfriend.HewilltellmethenameofDad’sfavouriterestaurantandhewillmakesurethatallofmyDad’sfriendsfromworkwillcome.ThenIwillcalltherestaurantandbooksometables.Iwillphone allmyrelativesandinvitethemtocometoo.Thedaybeforetheparty,IwillgotothewatchshoptopickupDad’spresent.Hisfathergavehimawatchwhenhewasyoung.Butitstoppedworkinglastyear.Heoft encomplainedthatheneverhadtimetogetitfixed.Ialsoaskedhimtopolishit.IknowDadwill loveit.Onhisbirthday,Iwillgototherestaurantearlytomakesureeverythingisready.WhenMu mbringsDadthere,everyonewillshout“Happybirthday”!Afterdinner,Iwillgivehimapresent.I’msurehewillbeveryhappythatday.→Step4TeachingandlearningdesignofsomenewwordsandexpressionsTeacherwillexplainsomeoftheimportantwordsandphrasestothestudents.Wecanstart withsomeexercisesandthenexplainthemwordbywordorphrasebyphraseoraskthestudentsto workinpairsandthengivetheirexplanationsbythemselves.Exercises:Completethefollowingsentenceswiththebooksclosed.1.Smallproblemscanbecomebigones,however,iftheyarenotdiscussedand___________ _______________(处理)early.2.Thinkabouthowyoucan______________________________________________________ ________________________(建议他们解决他们的问题).3.Herefusestospendtimewithusor_____________________________________________ ____________________(按我们告诉他的去做).4.Sometimesheacts__________________________(大概)hedoesn’tloveusatall.5.Recentlyhe_______________________________________________________________ __hishomework(一直拒绝做功课)andinstead__________________________(坚持)wastinghistimewatchingDVDsandlisteningtoforeignmusic.6.WheneverIwanttodosomethingor_____________(建议)anidea,hedoesn’tlistentome.7.__________________________(每当)IwatchaDVDhesendsmetobedortellsmetospendmoretimestudying.Keys:1.dealtwith2.advisethemtosolvetheirproblems3.doaswetellhim4.asthough5.hasbeenrefusingtodo,insistson6.suggest7.EverytimeExplanations:1.dealwithThisphrasecanbothmean“totreat”“takeactionabout”and“tobeabout”.Translatethefollowingsentences:1)那个问题你怎么样处理?2)孩子们特别难对付。
牛津译林版高中英语选择性必修第一册 Unit2 Reading1教案
Book 1 Unit 2 The universal languageReading 1Understanding culture through music一、教学目标By the end of this section, students will be able to:1. give a brief introduction to Butterfly Lovers and country music;2. listen to a sample of Butterfly Lovers and express their understanding of it;3. compare the writing techniques of the two emails.二、教学重难点1. To appreciate different types of music and understand the culture through music;2. To learn about different techniques used in writing to describe one’s appreciation of music.三、教学过程步骤教学活动设计意图互动时间/模式Pre-readingStep 1 Start the class by asking students to answer the following questions.1. What information do you think the emailscontain according to the subjects?2. Have you watched a music performance live oron TV? What was it like?激活学生已有的关于音乐表演的认知和经验，引出主题，引导学生关注电子邮件的写作特征。
2022_2023学年新教材高中英语Unit2Let'sTalkTeens教案牛津译林版必修第一册
Unit 2 Let’s talk teensGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. know the characteristics of a simple sentence, a compound sentence and a complex sentence;2. make a distinction between simple sentences and compound/complex sentences;3. ease parent-child tensions and improve their relationship with parents.II. Key competence focus1. Learn about the characteristics of a simple sentence, a compound sentence anda complex sentence.2. Grasp the ways to ease parent-child tensions.III. Predicted area of difficulty1. How to distinguish between simple sentences and compound/complex sentences correctly.2. How to improve parent-child relationship efficiently.IV. Teaching proceduresStep 1 Lead-in1.Appreciation of two sentences about “family”·Family is the kingdom of father, the world of mother and the paradise of children. ·Family should be the palace of love, joy and laughter.2.Raising questionsT: What is a happy family like? In a happy family, parents and the child love each other. In other words, the parent-child relationship is good and harmonious.T: What’s your relationship between you and your parents?T: What causes the tension between you and your parents?T: You experience physical and mental changes as you become a teenager. These physical changes may result in such family tensions. What’s more, it can be a headache to balance your developing mental needs too. You enter a strange middle ground—no longer a small child but not quite an adult. In general, the physical changes and the developing mental needs will cause family tensions.T: What’s the consequence once you and your parents’ relationship become tense? T: Yes. Heated arguments and cold silences are common between teenagers and their parents.T: What’s your suggestions on helping the teenagers solve their problem?T: With the development of science and technology, webs designed for the teenagers to improve their well-being have sprung up. Not only can they seek practical advice for themselves but also they can help others in these webs. Besides visiting these webs, the teenagers can talk to their friends to get some advice. Last but not least, communication with parents is of great importance to parent-child relationship. 【设计意图：欣赏“家”的美句，引导学生探讨家庭亲子关系，挖掘亲子关系紧张的原因，并鼓励学生分享改善亲子关系的方法。
牛津译林版高中英语必修1牛津译林版 必修一Unit2Growing pains教案period 2~3
Periods 2-3 Reading教学设计一整体设计教材分析This reading passage is a play named “Home alone”, which is about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Daniel and Eric when they saw the house in a mess after returnin g from their vacation. And Daniel didn’t want to explain what had happened to his parents. Thus, misunderstanding and conflicts occur in the family. As we know, boys and girls from the ages of 9 to 14 have many growing pains. That is to say, the rapid growth of the teenagers may not only result in pains in their arms and legs, but also may lead to the change of their psychology, which will often make them puzzled and misunderstood in their daily life. This play just showed us part of those conflicts between the parents and the teenagers, which often occur in the family nowadays. The students are quite familiar with these problems they often meet in their family life. It is certain that they have a lot to talk with each other. They can share their feelings and discuss and find some solutions to different kinds of problems they come across. By learning this unit, the teacher can also guide the students to form good attitude towards life and help them to find good methods to solve the problems they meet.While the students are reading this play, some reading strategies about how to read a play should be introduced. That is, most plays are in the form of a dialogue, which is quite different from reading a normal text. Therefore, a large amount of casual speech is used, sometimes with incomplete sentences. To really understand a play, the students should read the dialogue aloud.Meanwhile, different in-class activities should be well organized for all the students to take part in with the purpose of training their skills in not only reading, but also listening, speaking and playing. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to act out the play and make new plays according to their own experiences during their daily life. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.三维目标1. Train the students’ reading ability, introducing the way to read a play—read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2. Enable the students to talk about problems common to teenagers.3. Encourage the students to act out the play and make their own plays according to their own experiences in their daily life.4. Help the students to compare the differences in relationship between parents and their teenagers in the USA and China.5. Learn some useful words and expressionsact, vacation, curtain, surprise, bend, touch, explain, mess, can, leave, charge, adult, reason, trust, behavior, unpunished, teenager, fault, scene, mad, rude, punish, cash, be supposed to, do with, trash can, in charge, not. . . anymore, be hard on, now that6. Learn some important sentence structures1)I can’t wait to surprise the boys!2)The money with which you were to buy dog food is gone, but Spot looks so hungry!3)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.4)I feel like we have to punish him or he won’t respect us.5)We didn’t think you would let the house get so dirty.重点难点1. Help the students to learn the play about an American family and talk about the relationship between the teenagers and their parents.2. Help the students to learn to use some of the new words and expressions.3. Help the students to learn to make a play about problems common to teenagers.教学方法1. Discussion in pairs or in groups.2. Play acted by the students.3. Task-based in-class activities.4. Explanations of some language points.教具准备A tape recorder and a multimedia classroom.课前准备1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce their family to their classmates or say something about their family life, or even describe their conflicts between their parents and them. This will help all the students to take part in in-class activities and help them get involved in the topic quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Ask the students to make a survey among the students about relationship or the conflicts between teenagers and their parents. If possible, the students can make a questionnaire to do the survey. By doing this, the students can not only learn to make a questionnaire in groups, but also learn about the problems they, as well as their fellow schoolmates face during their family life. Different groups are encouraged to compare notes with each other after their separate surveys.Sample questionnaire 1Q1. How do you get along with your parents?A. Very well.B. Well.C. Not very well.D. Poorly.Q2. Do you often communicate with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q3. Do you often quarrel with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q4. Do you and your parents often have fun together?A. Very often.B. Often.C. Sometimes.D. Rarely.Q5. Do you and your parents often have a discussion over some family issues?A. Very often.B. Often.C. Sometimes.D. Rarely.Q6. Do your parents often force you to do something that they think you should do?A. Very often.B. Often.C. Sometimes.D. Rarely.Q7. Do your parents often make a decision for you about your study?A. Very often.B. Often.C. Sometimes.D. Rarely.Q8. Do your parents often interfere with your personal life?A. Very often.B. Often.C. Sometimes.D. Rarely.Q9. Do you think your parents understand you?A. Yes.B. No.C. Uncertain.Q10. Do you think that there is a generation gap between you and your parents?A. Yes.B. No.C. Uncertain.Sample Questionnaire 2Causes of conflicts Please tick1. Don’t allow me to play computer games.2. Don’t allow me to play with my friends outside.3. Don’t allow me to listen to MP3/MP4.4. Don’t allow me to join the school footbal l club.5. Don’t allow me to make my own decisions about my study.6. Don’t allow me to spend too much time on my interests.7. Don’t allow me to choose the career by myself.8. Don’t allow me to say “No” to their decisions.9. Don’t allow me to stay up too late.10. Don’t allow me to surf the Internet or chat on line.11. Force me to practice playing the piano every day.12. Force me to do extra exercises they arrange for me.13. Force me to learn English on Sundays.14. Force me to spend all my free time on books and exercises.15. Force me to come back home on time.16. Force me to stay at home during my vacation.17. Force me to go to bed before 9: 30 p. m.18. Force me to lose touch with my friends.19. Force me to swear that I’ll try my best to get high marks.20. Force me to stay away from my favorite music.3. Ask the students to surf the Internet or go to the library to get some information about the American TV show. . . Growing Pains. If the students have no access to either the Internet or the library, ask them to read the passage “Growing Pains—An American TV show” on page 98 to get some information. Encourage the students to describe part of the TV show.4. Ask the students to read the passage “Home alone” on page 22 to 25, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2, D1 and D2 on page 24.教学过程→Step 1 Greetings and free talkWhile the students are learning this unit “Growing pains”, they are encouraged to give a free talk about the misunderstanding and problems between parents and teenagers. The students are encouraged to articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented.→Step 2 Lead inA sk the students to play the “problem and solution” game to get more students involved in the topic today. That is, the students volunteer to describe one of the serious parent-teenager problems or conflicts that happen in their families. Other students volunteer to give their suggestions to these problems.Your problems Solutionsmaking friends . . .surf the Internet . . .. . . . . .Sample performance 1Problem:As you know, I’m an active boy who has lots of friends. I have a good friend who was my classmate when we were in primary school. She is a lovely girl and she studies in another high school. We often compare notes with each other about our study, our interests, our school life, our opinions about some events at home and abroad. My parents suspect that I have fallen in love with the girl and say that the friendship will have a bad influence on my study. I told them that we are just good friends, but they don’t trust me. They consider what I said to be a lie and an excuse. I’m so annoyed. What’s more, they even telephoned my class teacher to make enquiries about my behavior and social activities at school. My god! They almost drive me mad. I really don’t wantto stay at home now.Solution:In my opinion, it’s better to share your feelings with your parents. You can have a talk with them peacefully, telling them that you are just good friends, and you just telephone and write letters to each other to share your opinions and feelings in your study. And you encourage each other to study hard. You can tell your parents what kind of girl she is—a hardworking, loyal, modest, intelligent kind-hearted girl. Maybe what you said will remind your parents of their school life when then were teenagers. Have a try, and you’ll benefit from the talk with your parents.Sample performance 2Problem:One of my problems is that I like computers very much. Some of my friends say that I’m crazy about it. I like surfing the Internet, chatting with my e-pals, searching information on the Internet, reading about news at home and abroad from it. Sometimes I even do my homework with the help of the Internet. Now and then, I will play on-line games. What I have done made my parents sad and angry. I explained to them that the widespread use of computers had made our life much more convenient and had helped me a lot in my study. I even told them that I could perform the computer well and that would not affect my study. But they would not listen to me. They said that I was addicted to computers. They just compared computers with drugs. Now they force me to stay at home at the weekend and forbid me to go to the Internet café. What should I do now? How can I persuade them to let me arrange my spare time by myself?Solution:In that case, firstly, you should work hard to make sure that you can achieve high marks and do well in your study. Secondly, you can show your parents that computers really bring us a lot of convenience in our life and will do good to our study. Thirdly, you can teach your parents how to use the computer. In this way, they will learn about computers and they will know what you are doing on the Internet, which will not worry them any more. From my point of view, we should communicate a lot with our parents. Only in this way can we get along with each well.The purpose of this activity is to help all the students to participate in the in-class activities. This topic is quite familiar to them in their life and it is certain that it will arouse the students’ interests.(If the multimedia is available, this design is recommended. )Show the students parts of the famous TV show “Growing Pains”, which was very popular during the 1960’s and 1970’s. Make sure that the parts of the TV show selected can represent the common family problems. After watching it, the teacher can ask the students to describe the plot, make comments on what has happened in the play, analyze the characters in the play and discuss the problems, which are similar to what has happened in their own daily life. The teacher can start by asking some of the following questions:Have you ever seen the famous TV show “Growing Pains”? What do you think of the play?Have you ever the experience of being left alone at home by your parents? If so, is there anything special that has happened to you?Do you think that you can deal with everything at home alone and take all the responsibility?Do you enjoy the pleasure of your age? Or do you want to be an adult or do you want to go back to your childhood? Why?Do you think that you suffer a lot of pains while you are growing up? What kind of difficulties or worries have you ever met? How do you deal with them?Do you think that your parents consider you as one of the reliable family members at home? If not, what should you do?The purpose of this is to attract student s’ interest and inspire their imagination. The teacher should give more opportunities to the students to encourage them to express their own opinions and ideas.→Step 3 ReadingBrainstormingBefore the students move on to the details of this play, ask them to have a brainstorming.Question:When we come to the title “Growing Pains”, what do you think of?Sample answers:1. It not only reminds me of the pains I have experienced during the past years, but also calls up those good old days in my childhood.2. This topic is what I’m interested in. I get along well with my parents. But some of my friends often complain that their parents can’t understand them. They usually quarrel with each other on their study issues.Reading strategyBefore asking the students to focus on reading the play, the teacher can help the students to come to the reading strategy of this unit. The teacher may begin like this:As Bacon once said, “Some books are to be chewed; some are to be swallowed; some are to be digested. ”That is, when we read different styles and formats of articles, we usually adapt different ways of reading in order to know about the main ideas of the article within the shortest time. For example, in Unit 1, we have learnt two of the basic reading skills—skimming and scanning. Ask the students to discuss different ways to read different types of articles. If necessary, the teacher can use the following table.Styles of articles Ways of reading (what to focus on)A playA news articleAn advertisementA noticeA letterA business letterA scientific articleAn instructionA surveyA story. . .After the students have fully discussed it, the teacher can ask each group to give their opinions.Possible answers:Styles of articles Ways of reading (what to focus on)A play in the form of a dialogue; characters; instructionsA news article what; when; where; who; how; whyAn advertisement no formal sentences; specific wordsA notice what; when; where; who; howA letter feeling of the writer; for what purposeA business letter what; why; resultA scientific article pay attention to the scientific termsAn instruction key words; how; attentionA survey figures; for what purposeA story who; what; when; where; why; how. . .The teacher should guide the students to focus on the way of reading a play. The teacher can ask the following questions to draw the students’ attention.Are the words or speeches in a play very formal?Are there any instructions or tips included in a play? What do the instructions or tips do?Do you think you have to read a play silently or read it out loud?Then the teacher can ask the students to focus on the “Reading strategy-reading a play” on page 23. If possible, the teacher should point out like this: A play has a unique format and style. Most plays are in the form of a dialogue. A large amount of casual speech is used, sometimes with incomplete sentences. In order to have a better understanding of a play, we should read it out loud instead of silently and we have to pay attention to the instructions or tips included in a play. If possible, the teacher can draw the students’ attention to how to get the main point of a play. That is, in a simple but strong play, there is often a conflict between the Good and the Bad. Their problems and relationships are often too complex for the characters themselves to solve. Although the reader can see which is the Good and which is the Bad, the play is about the struggle between them. Often a higher, wise character is needed to find the solution. In some plays, the Bad is often just one single character, with maybe one or two helpers. The Good usually has two or more helpers on his side. In a tragedy, the Good loses and the Bad wins. In a comedy, the Good wins, and the Bad loses. If time permits, the students are encouraged to give their own opinions.Listening for informationAsk the students to skim the passage and finish Part A individually. Then check the answers.The answers to Part A:1. Eric, Daniel, Mom and Dad.2. The room was a mess. /There was trash all over the place.3. Spot was ill.Scan for informationAsk the students to scan the play to finish C1 and C2 on page 24.For C1, after the students finish scanning the passage, the teacher can ask some students to read the sentences out, telling the students to pay attention to their tones and intonations. Meanwhile, ask other students to point out the feelings when the characters said that in the play.Suggested answers:1. Dad is really very angry when he finds the house in a mess.2. Daniel feels angry too when he is done wrong by his parents.3. Dad feels relaxed and happy to get home.4. Daniel feels sorry and he wants to explain it to them.5. Eric feels surprised at his parents’ coming back early and also a little bit frightened.6. Dad is cross with Daniel’s behavior and wants to punish him.7. Mom is angry and is blaming Daniel.For C2, the teacher can ask the individual student to read each sentence, and he or she can ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it.Read for more detailsAsk the students to read the play a second time and tell them to pay attention to the fact that the play has two acts, each with different themes. Encourage the students to read it out aloud, with different students acting different characters. Remind the students to put emphasis on the instructions or tips of the play and encourage them to think about whether these instructions or tips are necessary and helpful. After reading, ask the students to finish the following form:Characters happening feelings reactionsDad and MomDanielEricSample answers:Characters happening feelings reactionsDad and Mom arrive at home earlier relaxed, happy to surprise boysroom in a mess very angry to shout at boysdog tired and hungry to blame Danielmoney gone decide to punishDaniel parents’ misunderstanding angry and sad slam the door; hate them Eric parents’ coming early frightened and sorry want to explain all Further understanding of this playTo help the students to improve their reading skills, the teacher can also prepare several reading comprehension exercises for the students to do.1. The reason why the dog walks slowly to the couple is that the dog_____________ .A. ate too much to walk fastB. was seriously illC. just returned from a long walk and was tiredD. was given nothing to eat2. Why were the boys angry? The reasons are as follows EXCEPT that_____________ .A. th e parents didn’t give the boys a chance to explainB. the parents didn’t believe in the kidsC. the boys were attacked by the dogD. the parents thought the kids were of great fault3. The reason why the house was so dirty is that_____________ .A. Spot pulled the dirty out of the trash canB. the kids forgot to clean the room upC. the parents were back on day earlier than expectedD. the kids had no time to clean it4. Which statement is TRUE according to the text?A. The parents thought the kids would act as adults.B. Eric slammed the door.C. Spot was one of the couple’s sons.D. The parents asked Spot something instead of shouting at the kids.Keys: 1. B 2. C 3. D 4. APlot of the playThis time, 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, and how a play develops. In this way, the students will form their own way to write a play.Plot of the play DescriptionBackgroundProblemRising actionClimaxOutcomeIf the students are uncertain about what to do, the teacher should give some hints. For example:Plot of the play DescriptionBackground (information about characters, time, and place, etc. ) Problem (conflicts between two sides)Rising action (what causes the incident)Climax (the most serious conflict)Outcome (end of the conflict)Sample answers of the development of the play:Background: Dad and Mom go on vacation. Two boys, Daniel and Eric are left alone at home. They are asked to look after the pet dog, Spot, as well as their home.Problem: Spot gets ill and the two boys use the money for dog food to take Spot t o the vet. And they don’t have time to clean the house.Rising action: When Dad and Mom come back home, they find that the room is a mess, and the dog looks tired and hungry. What’s more, the money for the dog food is gone.Climax: Dad and Mom shou t at Daniel angrily and blame him for his not taking responsibility. Daniel can’t bear it and shouts back to his parents and rushes into his bedroom and slams the door.Outcome: (ask the students imagine what will happen. . . )Guessing the meanings of the new wordsThe main point of the play and some of the details have been further discussed. Now, it’s time to come to some new words in the play. Ask the students to turn to page 24, and come to Part D1 and D2. Ask them to find these new words in the play, guess their meanings from the context and then match them with their meanings.(Give the students several minutes to finish this part. Then check the answers. )To see if the students have fully understood these new words, the teacher can design some exercises for the students to do. For example, the teacher can ask the students to fill in the blanks with the seven words.(Ask the students to fill in the blanks and then check the answers. )1. I live near an airport and passing planes can be heard night and day, which almost drives me_____________ .2. It’s_____________ to point your finger to others in that country.3. Is your father in Beijing on_____________ or on holiday?4. The boy_____________ to the teacher that he was caught in the heavy traffic the very morning.5. Everything got in a_____________ when I got there.6. Adults should learn to_____________ in kids.7. Think it over before you make your final_____________ .8. We are_____________ to come to our school before 7 a. m. every morning.9. You got such a low mark this time. I’m afraid that your father will not let you go_____________ .10. This TV program will mainly deal with problems about_____________ .(This kind of exercises can help the students to master the usage of some of the important words in this unit. If the students find it difficult to do, then the teacher can ask them to work in pairs first. )Sample answers: 1. mad 2. rude 3. vacation 4. explained 5. mess6. trust7. decision8. supposed9. unpunished 10. teenagersAfter the students finish this exercise, they will be asked to come to Part E. This part is a conversation between Mom and Daniel. Remind the students that this is the outcome of this play.(Ask the students to read out their answers, and check them. Give some explanations if necessary. )In-class activitiesDifferent in-class activities are very important in learning English. The play has been talked about a lot. Most of the students must have mastered the play well. It’s time for them to practice. The following steps are designed for the students to practice their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.Practice A (act out the play)The students can be divided into several groups and asked to act it out. A competition can be held to see which group is the best. The teacher should advise the students to imitate the tones and intonations of each character while reading. Remind the students to pay attention to the instructions and tips.Practice B (add an ending to the play)Ask the students to use their imagination and think of an ending of the play. The students are encouraged to have a discussion in groups. The teacher may get the students to start by asking the following questions:Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the two children what has happened?Suppose you were one of the two children, what would you do? Would you stay silent or would you offer an explanation to your parents? Which is a better solution in your opinion?After the discussion, the teacher can ask different groups to act out their plays. If possible, make some comments on their performances.One possible ending:Mom: Daniel, I need to talk to you about your behavior. Dad and I realize there is probably an explanation for why the house is so dirty, but you shouldn’t have run out of the room and slammed the door like that, which really made me very sad.Daniel: Mom, I’m sorry, but I was so angry! You want me to act like an adult but you and Dad treat me like a child. I feel that you don’t trust me, which made me depressed. Why didn’t you just ask me what had happened?Mom: Well, I know that grown-ups are supposed to make good decisions but sometimes we make mistakes. We were angry too. None of us stopped to think and we should have. I should have calmed down to listen to your explanation. That’s my fault. Can you explain to me now why the house was a mess and what you did with the cash we left?Daniel: Spot was sick, Mom. Eric and I didn’t want to call you and Dad on your vacation, so I used the money you left and some of my own to take him to the vet. We stayed there and waited for him all day. That is why we didn’t have time to clea n the house.Practice C (retell the play)Ask the students to retell the play. The teacher may start the activity by the following instructions:Suppose you are one of the characters in the play, retell the story.Sample retelling:Dad: My wife and I went on vacation last week. Before leaving, we asked our sons, Daniel and Eric to look after our house as well as our pet dog, Spot. They promised they would do as we told them to. We also left them some money to buy dog food. We did think that Daniel is old enough to take the responsibility. But to our great disappointment, when we got home one day earlier, we were surprised to find that our house was a mess, that the dog looked tired and hungry and that the money for the dog food on the table was gone. I really felt very angry with Daniel. I shouted at him, and said that he should act like an adult. Then I told him that our family was not the one where bad behavior went unpunished. But to my great surprise, Daniel got very angry too. He ran into his bedroom a nd slammed the door, which made me even angrier. I don’t think he respects us enough. My wife think we should go to have a talk with him and ask him what has happened. However, I don’t think it is necessary to do that, since he was so rude to us. I feel li ke we have to punish him.Daniel: I really feel annoyed these days. I’m wondering if there is a generation gap between my parents and me. Things goes like this: last week, my parents went on vacation. Before they left, they asked me to take care of our house, our pet dog, Spot, and my younger brother, Eric. I think I’m old enough to take the responsibility. I promised to them that I can deal with everything. But something unexpected happened. Spot got very ill, and we had no choice but to use the money for dog food to take him to the vet. And Eric and I spent all the day waiting for Spot. Of course, we didn’t have time to clean the house. What’s worse, when our parents got home, our house was in a mess. They got very angry with me and shouted to me without giving me a chance to explain what had happened. They even didn’t trust me. I hated them at that time. Eric suggested that I should have a talk with them. But I don’t think that they deserve to know the truth.Mom: . . .Eric: . . .Practice D (a TV interview)Suppose that Daniel is invited to a TV program. Make a dialogue between the TV host and Daniel.Sample dialogue:Host: We’re here on “Teenager Time” with our guest for the show, Daniel. Daniel, welcome。