江苏省南通市启东中学高中英语《Unit 2 Growing pains Senior I》测试题 牛津译林版必修1

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江苏省启东中学高考英语二轮复习模块一Unit2Growingpains牛津译林版

江苏省启东中学高考英语二轮复习模块一Unit2Growingpains牛津译林版

模块一 Unit2 Growing pains【考点透视】I 重点短语match sb. in / for…1. match match A with Bmatch / go with / suitn. a present for youadj. the people present at the meeting2. present the present situationvt. present sb. with sth. = present sth. to sb.at present = at the present timesuppose sb. (to be) + n. / adj. 以为某人是……3. suppose suppose + that 从句be supposed to be / do:理应、应当……be not supposed to be / do:(婉转的禁止)不可以、不允许……动词go常可用作系动词,后接形容词或过去分词。

4. go unpunished 类似结构:go mad / bad / white / angry / wrong…go rotten / unfinished / disabledsb as / like sb:像……一样对待某人vt. 同义结构:look on sb. as…; regard sb. as…have sb. as…; take sb. for…5. treat treat sth.(for sth):治疗某人(疾病)treat sb. to sth:款待、宴请(某人)n. 享受、乐事,做东、请客n. treatmentfill in the formn. in the form of / in …..formtake the form of6. form form A into B = form B out of Avt. form a class = make up a classform the habit of doing sth.n. formation7. be rude to:对……粗鲁类似结构:be good to:对……好; be friendly to:对……友好be cruel to:对……残忍; be kind to:对……好心、善良vt. 要价、收费:charge sb. money.8. charge费用、价钱 free of chargen. be in charge of …负责、管理 be in the charge of … = be in a person’s charge take charge ofpunish sb. for sth.9. punish 类似结构:thank sb. for (doing) sth; praise sb. for (doing) sth.;reward sb. for (doing) sth.;scold sb. for (doing) sth…. punishment:n. suffer punishmentforbade / forbad, forbidden, forbidding)10. forbid forbid (doing) sth. :禁止(干)某事forbid sb. to do sth.= forbid one’s doing sth.类似动词:allow, permit, advise …11. explain explain sth. to sb. = explain to sb. sth / that …explanation:n. give / offer / provide explanation of / for …相似用法:introduce …. to sb. = introduce to sb. ….leave sb. / sth. doing / done12. leave leave sb./sth. as sb./sth. be 或leave sb./sth.+ adj.leave / forgetgive sb. a …. lesson:给某人上……课13. lesson have a …. lesson:上 / 听……课teach sb a (good)lesson:(好好)教训某人一顿14. after all 结果、终究(表示结果与预想不同,通常置于句末)毕竟、究竟(仅仅为了导出原因,常置于句首)all的词组:in all:总共、总计; above all:最重要的、尤其first of all:首先; for / with all:尽管、虽然mix A with B15. mix mix up:使……充分地混合,把……弄乱mixed:混杂的、混合的 e.g. mixed marriage, mixed feelings…n. mixtureremind sb. of sth.16. remind remind sb. to do sth.remind sb. that ……reminderII 重点句型1. We thought you could act like an adult2. …you shouldn’t have run out of the room and …3. Eric runs in after it, followed by a dog, walking very slowly.4. Mom and Dad arrived back from vacation a day earlier than expected.5. What’s up?【题例精析】【例1】Go and get your clothes. They are _______ you left them when playing basketball.(2006广东汕头模拟卷)A. thereB. whereC. there whereD. where there【易错点悟】考查名词性从句连接副词的用法。

高一英语Growing-pains课件

高一英语Growing-pains课件

温馨提示
无论insist还是stick都不能与动词不定式连用。
即学活练
(4)Tom insisted what he said C true and we
insisted that he
and have a look.
A.be;should go
B.should be;would go
C.was;go
即学活练
(4) B and happy,Tom stood up and accepted
the prize.
A.Surprising
B.Surprised
C.Being surprised D.To be surprising
用surprise的适当形式填空
(5)He had a surprised look on his face at the
D.was;would go
2.surprise vt.使惊奇,使意外;n.惊奇,令人惊 奇的事
挑战自我 (1)我们惊奇地发现那房子空着。
We are surprised to find the house empty. (2)使我惊奇的是,房门没锁。
To my surprise,the door was unlocked. (3)使我们惊奇的是那里的花如此便宜。
5.你用来买狗食品的钱没有了。 The money with which you were to buy dog food is gone,...
Ⅳ.综合语篇填空
1.He has even forbidden me from meeting my friends online at the Internet cafe!
4.mix vt.&vi.混合,弄乱,弄混 →mixture n.混 合物

江苏省高中英语 Unit2 Growing pains welcome and rea

江苏省高中英语 Unit2 Growing pains welcome and rea

Unit 2 Growing painsPeriod 1 Welcome to the unit and reading一.【设计思想】以丰富的图片引入话题,以阅读技巧贯穿这个阅读课堂。

二.【教学目标】1. 知识目标:(1)To develop students’ ability of reading a play.(2)To know about American family life and problems that happen between American teenagers and their parents.2. 能力目标:Learn to analyze the emotions of each character from the instructions of the play三.【教学重难点】1. Learn to analyze the emotions of each character from the instructions of the play.2. To develop the skills of how to read the play.四.【教学环节】【课堂导入】Step1:Have a discussion1. Do your parents sometimes interfere in your life and make decisions for you?And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you?【预习检查】Have a discussion about the difficult sentences that you have underlined when you preview this passage.【课堂教与学】Step2: Match the new words from the article with their meanings1.frightened(Line9) a. mistake2.starve(Line14) b. take in and then let out a long, deep breath when you aretired or sad3.fault(Line30) c. be strict with4.deserve(Line42) d. afraid5.be hard on (Line51) e. be very hungry6.sign(Line56) f. earn something because of how you actStep 3: Fast reading(Read the text quickly and answer the following questions)1. Who are the main characters in the play?___________________________________________________________________________ 2. Why was Dad very angry with Daniel?___________________________________________________________________________ 3. What happened to their dog, Spot?___________________________________________________________________________Step3 II. Scanning ——True or False1. Mom and Dad came back from their trip a week earlier. ( )2. Daniel and Eric had a party with money their parents left. ( )3. Daniel’s parents still think of him as an adult. ( )4. Daniel does not want to tell parents what happened. ( )5. The boys didn’t clean the house because they went to the clinic. ( )6. The mother thinks the father should be stricter with Daniel. ( )【课堂巩固】Step 5 Consolidation: Task-based readingStep 6 Reading Comprehension1. This passage is mainly about ______ .A. what Mom and Dad did after they returned from vacationB. what Daniel and Eric did at homeC. the reason why the dog was tired and hungryD. a big quarrel an American family had2. Which is NOT true according to the passage?A. The children were very excited when their parents came back a day earlier than expected.B. The children didn’t use the money for themselves.C. Daniel was left in charge at home while their parents were away.D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.3. Mom and Dad left Daniel in charge at home because ______.A. he was an adultB. he was the youngestC. they liked him very muchD. they thought he could take good care of everything while they were away.4. The main reason for their quarrel is that ______.A. Daniel was too rude.B. Eric didn’t tell his parents what had happenedC. the parents blamed Daniel without giving him a chance to explainD. Daniel and Eric didn’t behave well at home.5. What do you think is the most reasonable(合情合理的)end of the play?A. The parents punished Daniel and he respected them more than before.B. After the parents had a long talk with the boys, they knew about the truth andsaid “sorry” to Daniel.C. They didn’t mention the quarrel and didn’t trust Daniel any more.D. Daniel knew he was wrong and said “sorry” to his parents.【知识小结】Reading a playReading a play can be very different from reading a normal text. Most of a play is in the form of a dialogue---this is because plays are written to be spoken aloud. Writers also use different styles of speech. To really understand a play, you should read the dialogue aloud. Remember to pay attention to the instructions such as “shouting angrily” and “sounding very angry”.【提升与拓展】The famous director of a big and expensive movie planned to film a beautiful sunset over the ocean, so that the audiences could see his hero and heroine in front of it at the end of the film as they said goodbye to each other forever. He sent his camera crew out one evening to film the sunset for him.The next morning he said to the men, “Have you provided me with that sunset?”“No, sir,” the men answered.The director was angry. “Why not?” he asked.“Well, sir,” one of the men answered, “we’re on the east coast here, and the sun sets in the west. We can get you a sunrise over the sea, if necessary, but not a sunset.”“But I want a sunset!” the director shouted. “Go to the airport, take the next flight to the west coast, and get one.”Bu t then a young secretary had an idea. “Why don’t you photograph a sunrise,” she suggested, “and then play it backwards? Then it’ll look like a sunset.”“That’s a very good idea!” the director said. Then he turned to the camera crew and said, “Tomorrow mor ning I want you to get me a beautiful sunrise over the sea.”The camera crew went out early the next morning and filmed a bright sunrise over the beach in the middle of a beautiful bay. Then at nine o’clock they took it to the director. “Here it is, sir,” they said, and gave it to him. He was very pleased.They all went into the studio. “All right,” the director explained, “now our hero and heroine are going to say goodbye. Run the film backwards so that we can see the ‘sunset’ behind them.”The “sunset” b egan, but after a quarter of a minute, the director suddenly put his face in his hands and shouted to the camera crew to stop.The birds in the film were flying backwards, and the waves on the sea were going away from the beach.1. One evening, the director sent his camera crew out _________.A. to film a scene on the seaB. to find an actor and an actressC. to watch a beautiful sunsetD. to meet the audience2. Why did the director want to send his crew to the west coast?A. Because he changed his mind about getting a sunset.B. Because he was angry with his crew.C. Because he wanted to get a scene of sunset.D. Because it was his secretary’s suggestion.3. The director wanted to film a sunset over the ocean because ______.A. it went well with the separation of the hero and heroineB. when they arrived at the beach it was already in the eveningC. it was more moving than a sunriseD. the ocean looked more beautiful at sunset4. After the “sunset” began, the director sudden ly put his face in his hands ______.A. because he was moved to tearsB. as he saw everything in the film moving backwardsC. as the sunrise did not look as beautiful as he had imaginedD. because he was disappointed with the performance of the hero and heroine5. Which of the following is NOT true?A. The crew had to follow the secretary’s advice.B. If you want to see a sunrise, the east coat is the place to go.C. The camera crew wasn’t able to film the scene the first day.D. The directo r ordered his crew to stop filming the “sunset”.【课后预习】找出文章中的重点单词,并在下一个导学案中进行记录。

M1 Unit 2 Growing pains(测)(新高考江苏)(解析)

M1 Unit 2 Growing pains(测)(新高考江苏)(解析)

M1 Unit 2 Growing pains (测)-2022年高考英语一轮复习讲练测(新高考•江苏)一、阅读理解阅读下列短文,从每题所给的A、B、C和D四个选项中,选出最佳选项。

A(在线英语33)It’s not easy to grow up. Actually, it’s far from easy. Growing up can be a real “pain” for some of us. We are always doing things that someone else makes us do and aren’t allowed to do all the things we like. Sometimes we feel trapped, sometimes we are fearful, and sometimes we just don't understand why we can’t stay young forever. When we look back on all the hardships in life with a positive attitude, we realize that all of our growing pains actually turn into growing gains!Throughout our lives we are going to face many challenges and pains, but we should never let these obstacles keep us from following our dreams. We must overcome every obstacle one small step at a time.As a young girl my parents forced me to do so many things that I never liked. They made me learn to play the violin and then the piano. At that time I hated music, just because it was what they wanted me to do. But looking back now, I am so glad that my parents encouraged me to take music lessons. Music has enriched my life in so many ways. I realize that my parents and teachers were always pushing me along, not because they wanted me to suffer but because they wanted me to succeed in life. They’ve always wanted me to have better life than they did themselves.Every moment of our lives we are either living or dying, so live life to its fullest! We are all going to experience growing pains, but they are just small pains in life. They might seem so huge at the time but we must be strong. Think about how we would feel if we had no fear and live life like that.The future is ours! A little hard work and sweat never hurt anyone! If we realize that these pains are just small bumps on our road to success we will realize that our growing pains are actually growing gains!【语篇导读】这是一篇夹叙夹议文。

高中英语:Unit2 growing pains单元教案(牛津译林版必修1)

高中英语:Unit2 growing pains单元教案(牛津译林版必修1)

Unit 2 Growing Pains单元教案译林牛津版必修一Teaching objectives:1.To introduce and develop the theme of growing pains2.To form a positive attitude towards growing pains and learn to solve family problems wisely3.To identify the difference between American English and British English4.To learn about some colloquialisms and their origins5.To develop the skills of how to read a play6.To learn how to use a preposition + which/whom to begin an attributive clause and how to userelative adverbs in attributive clauses7.To develop listening ability through a radio talk show8.To develop speaking ability by talking about problems mon to teenagers and presenting adialogue based on the relevant theme9.To develop the ability of reading for gist10.To develop writing ability by presenting a dialogue and an advice letter11.To learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Wele to this unitPeriod 2—Reading 1 (prehension 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 1Wele to this unitTeaching objectives:1.To introduce and develop the theme of growing pains2.To develop speaking ability by talking about families and problems that happen betweenteenagers and parents3.To know more about classmates and their familiesTeaching procedures:I. Lead-in:1. Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.2. Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?II. Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.Make sure that Ss have “when〞, “where〞, “who〞, “what〞in your descriptions.Invite some Ss to report back their descriptions.III. Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Questions for discussion:What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or mon ey on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parents?Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overe the gap? IV. Assignments:Preview the new words of this unit on page 64 (from “act〞to “rude〞)Think about this questions—What are growing pains? Do you have any pains? What are they?Period 2Reading 1(prehension focus)Teaching objectives:1.To develop the skills of how to read a play2.To know about American family life and problems that happen between American teenagers andtheir parents3.To form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:I. Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?II. Reading:1. Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More prehension questions:Why does Eric sound frightened when he sees his parents back?How does Mom know that the dog is tired and hungry?What does Dad mean by saying “This is not a family where bad behavior goes unpunished…〞? III. Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?IV. Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.Period 3Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:I. HW checking out:D1 & D2 on page 24E on page 25II. Presentation:Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isIII. Difficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to e home until tomo rrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.…but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us. IV. Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk 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. shoulddeal with sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from…7.in a position where you have the duty to makedecisions so that anything bad will not happenh. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to plete them with words or expressions in the text so that each of the sentences makes sense.The new pany was set up last month and has some problems and difficulties, so we can say the pany 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 W omen’s V olleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you?---Mineral water, please. (feel like)V. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.Period 4Reading 3 (Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:II. Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.Read the play again and think about the question:Is the play written in British English or American English? How do you know?Period 5Word Power 1Teaching objectives:1.To identify the difference between American English and British English2.To develop the ability of understanding words in context3.Teaching procedures:I. Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveII. Word Powerfocusing on the differences between American English & British English by checking out the*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 Engli sh in other aspects, like pronunciation* Ask Ss to use the information on page 26 and practice the dialogue on page 26.* Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences?Understanding words in context:* Letting Ss read “A〞on page 90 so that they can learn more about this topic.* Checking out the prehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains〞Mike was always getting into trouble. episode—part of a TV or radio program in which the same story iscontinuedThese sto ries 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 troublecaring—thinking about what other people need or want and trying tohelp themIII. Assignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B〞on page 91.Period 6Word Power 2 (Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B〞on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: In Wi lliam Shakespeare’s time, around 1600, it was a mon way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar〞.If we don’t win this basketball game by at least twenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.Ask Ss to focus on Part A and have them finish this exercise individually.Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it tosteal 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 alway s see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking. Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses.Period 7Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:I. HW checking out:understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.Ask Ss to do “A〞& “B〞on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a ne w one.Can you please give me a piece of paper on which I can write a note to Miss Liu?Do you know the woman with whom/to whom/about whom our teacher is talking?The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges.Do you still remember the day on which we first met each other?Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)Period 8Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:I. HW checking outC1II. Additional practiceThis part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason. Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai.Shanghai is the city where Eric’s 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.III. Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)Period 9Task presenting a dialogue (1)Teaching objectives:1.To understand how a speaker is feeling by identifying different tones2.To develop listening ability through a radio talk show3.To develop the skill of reading for gist through diary entries and a thank-you letter4.To learn how to write a dialogueTeaching procedures:I. HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.II. listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will e here tomorrow〞in different emotions. Ask them:If someone is happy about his ing, how will he say it?If someone doesn’t want him to e, how will he say it?If someone is excited about his ing, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?III. Reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseIV. Assignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.Period 10Task Presenting a dialogue (2)Teaching objectives:1.To develop writing and speaking abilities by presenting a dialogue2.To learn to work with othersTeaching procedures:I. Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’t include words like “Umm〞or “Hmm〞in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided. Have some groups give a performance of the dialogue they make up. Other students are expected to make some ments on the performances.II. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.Period 11Project Writing an advice letterTeaching objectives:1.To develop the writing ability by producing a letter2.To work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit. II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.Period 12ExercisesTeaching objectives:1.To develop listening ability through “List ening〞on page 922.To consolidate the use of words in B1 & B2 on page 873.To learn to express opinions clearly by writing a report (optional)Teaching procedures:I. Listening practice on page 92II. Checking out B1 & B2 on page 87III. Writing practice on page 93 (optional)。

江苏省高中英语 Unit2 Growing pains project教案 牛津译林版必修1

江苏省高中英语 Unit2 Growing pains project教案 牛津译林版必修1

Unit 2 Growing painsPeriod 6 Project一.【设计思想】Learn English through doing a project二.【教学目标】1. Read the text to improve the ability of reading comprehension and have a better understanding of growing pains.2. Learn some important language points.三.【教学重难点】1. Improve the reading comprehension.2. Master the meanings and usages of some key words and phrases such as confuse,go out of control, think of…as…and so on and learn a few long and complicated sentences,.四.【教学环节】【课堂导入】Step1: Read the sentences below and decide which ones are true (T) and which onesare false (F):1.Adolescence is the time of life between child and adult. ( )2. Growing pains are the difficulties that teenagers face as they grow to adults. ( )3. During adolescence, teenagers go through both physical and psychological changes. ( )4. Most teenagers have the wisdom to make good choices in their behavior. ()5. Most teenagers are in great need of independence. ( )【预习检查】Read the text carefully and put the following into English:1. 成长的烦恼2. 感到孤独3. 经历 __4. 一天天,逐日5. 失控6. 连同,随同,和……一起7. 把……看着(认为)是 8. 对……感到困惑9. 心理变化 10. 倾向于干某事,往往干某事11. 在这一方面 12. 做正确选择13. 同时 14. 依靠,依赖15. 感到疏远 16. 干某事有困难17. 平衡这些需求 18. 适应(融入)社会19. 结果是,证明是 20. 交换成为【课堂教与学】Step2: Reading comprehension.1. Which of the following is not true according to the text?A. It’s normal for teenagers to feel lonely.B. All teenagers feel that no one understands them.C. Every adult has gone through adolescence.D. Growing pains do not last long.2. The following can be thought of as teenagers’ growing pains except________.A. They feel lonely.B. They feel misunderstoodC. They become confused with the changing world both inside and outside of them.D. They grow taller and their voices get deeper3. The passage is written to tell readers .A. how to get along with teenagersB. about teenagers’ growing pains in adolescenceC. how to behave as teenagersD. how to deal with teenagers’ troubles in adolescence4. Why do boy teenagers tend to take many risks during adolescence?A. Because they doubt whether they will find their own limitsB. Because they are sure they will find the limits of the worldC. Because they are not clever enough to do good thingsD. Because they may have no good ideas how they should do things rightStep3:Task-based reading (Fill in the blanks according to the text)Step4: 重点单词、词组或句子用法探究1.[原句回放]Many teenagers feel lonely, as if no one understands them and the changes they are going through. [句法分析]这是一个复合句,主句是 ______结构,as if 引导的是从句,they are going through是从句,修饰先行词_________.[辨析]lonely与alone lonely 形容词,指人“孤单的,寂寞的”;指地方(作定语)“偏僻点,人迹罕至的”,有感情色彩。

江苏省启东中学高中英语 Unit 2 Growing pains Senior I针对性训练 新人教

江苏省启东中学高中英语 Unit 2 Growing pains Senior I针对性训练 新人教

江苏省启东中学高中英语 Unit 2 Growing pains Senior I针对性训练新人教版必修1I. 词语辨析:1. be to do / be about to do / will do / be going to dobe to do:是一种将来时,含有说话者的“命令、警告、决心”等的口气,还可以表示:“(后来)注定会……”的意思。

e.g. You are to hand in your homework this afternoon.We are to finish the task by Friday.She is to be a world known actress.be about to do:解释为“就要/正要做……”,是一个即将发生的(将来)动作,常与when 引导的时间状语从句连用,构成句式:be about to do … when …。

e.g. We were about to go out when it began to rain.I was about to call her when the phone rang.will do:是最常用、最普通的一种将来时,不带有感情色彩。

在指1)未经仔细思考2)自然变化或某种规律性的情况时,要用will表示。

e.g. Boys will be boys.It will be cooler in autumn.— You forgot to turn off the light. — Sorry, I’ll go and turn it off now. be going to do:计划、打算做某事e.g. We are going to have the mid-term examination next week.2. test / examine / checktest:测试、验证,以了解人或事物的能力、品质、性能。

最新-高中英语 Unit 2《Growing pains》Welcome to the unit文字素材3 牛津译林必修1 精品

最新-高中英语 Unit 2《Growing pains》Welcome to the unit文字素材3 牛津译林必修1 精品

Home Alone ChildrenEvery day thousands of children arrive home from school to an empty house. Every week thousands of parents make decisions to leave children home alone while they go to work, run errands, or for social engagements. It is estimated over 40% of children are left home at some time, though rarely overnight. In more extreme situations, some children spend so much time without their parent(s) that these children are labeled "latch key children", referring to the house or apartment key strung visibly around their neck.The movie "Home Alone", and its sequel, have portrayed a child's survival skills in a very humorous, but unrealistic manner. The realities facing children who find themselves home alone are very different. There are many issues and potential risks and dangers that parent(s) should consider before a child is placed in this situation. Parent(s) should consider the following: ∙Age readiness∙Definition of parental "rules and expectations"∙How to access parent(s) or other adults (e.g. phone numbers)∙Potentially unsafe situations (e.g. medical emergencies, fire, alcohol, drugs, strangers, guns, etc.)∙When and how to answer the phone or doorbell∙Use of phone, 911 for emergencies∙Use of computer (internet)∙Friends and visitors coming to the house∙Responsibilities for siblings∙Use of unstructured time (e.g. watch TV, videos, etc.);∙Access to "adult" cable TV; internet chat rooms and adult web sitesIt is not possible to make a general statement about when a child can be left home. Many states have laws which hold parents responsible for the supervision of their children. Older adolescents are usually responsible enough to manage alone for limited periods of time. Parent(s) must consider the child's level of maturity and past evidence of responsible behavior and goodjudgment. When a child is ready to be left alone, a graduated approach should be used starting with a very short period of time (e.g.1 hour).Parent(s) should talk with their youngsters to prepare them for each of the issues or potential problems listed above. In addition, parent(s) should strive to make their home as safe as possible from obvious dangers and hazards and rehearse the developed "emergency plan" with their children. Parents should also teach their child important safety precautions (i.e. locking the door, dealing with strangers or visitors who come to the house, use of the stove, etc.) Being home alone can be a frightening and potentially dangerous situation for many children and adolescents. Parents should strive to limit the times when children are home alone. Parents should prepare their children in advance for how to deal with situations that may arise.。

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江苏省南通市启东中学高中英语《Unit 2 Growing pains SeniorI》测试题牛津译林版必修1I. 词语辨析:1. be to do / be about to do / will do / be going to dobe to do:是一种将来时,含有说话者的“命令、警告、决心”等的口气,还可以表示:“(后来)注定会……”的意思。

e.g. You are to hand in your homework this afternoon.We are to finish the task by Friday.She is to be a world known actress.be about to do:解释为“就要/正要做……”,是一个即将发生的(将来)动作,常与when引导的时间状语从句连用,构成句式:be about to do … when …。

e.g. We were about to go out when it began to rain.I was about to call her when the phone rang.will do:是最常用、最普通的一种将来时,不带有感情色彩。

在指1)未经仔细思考2)自然变化或某种规律性的情况时,要用will表示。

e.g. Boys will be boys.It will be cooler in autumn.— You forgo t to turn off the light. — Sorry, I’ll go and turn it off now.be going to do:计划、打算做某事e.g. We are going to have the mid-term examination next week.2. test / examine / checktest:测试、验证,以了解人或事物的能力、品质、性能。

e.g. They tested the car and found it quite good.The teacher tested the students in English.examine:检查、测验,以查找毛病、问题或所需要的结果。

e.g. Let the doctor examine your eyes.Have you examined that dictionary? Maybe your card is in it.check:核对、核查,以了解结果与标准是否一致。

e.g. Please check your answers before turn in your papers.I have checked the car and found nothing wrong.3. spare / emptyspare:adj. 空余的、备用的e.g. spare money / spare room / spare parts …vt. 吝惜(金钱、劳力):e.g. He spared no effort on his studies.匀出/抽出(时间等):e.g. Three minutes is all I can spare now.They spared me a seat.empty:空着的、无人的e.g. He lives in an empt y house.The bus is half empty.4. insist / stick toinsist:坚持(意见、看法、主张等),有“固执己见”之义。

后接on / upon (doing) sth.或that从句(从句中用should + 动词原形)e.g. It was raining heavily, but she insisted on going home that evening. They insisted that the work (should) be done without delay.stick to:对……忠诚不弃,坚持规则、诺言、论点等,to是介词。

e.g. I stuck to what I said yesterday.He decided to stick to his present job.5. as though / even thoughas though:= as if 似乎、好像,后接to do或句子,注意句中一般用虚拟语气e.g. He stood up as though to answer the question.He treated me as though / if I were (was) his old friend.even though:= even if即使……,纵使……,含有假设之义,后接从句。

e.g. Even though I have to sell my house, I’ll keep my busines s going. We’ll still go to the works ite even though it is raining cats and dogs.6. suggest / advisesuggest:指提出试探性的、不是非接受不可的建议。

后接:名词、动名词、that 从句,接从句时,从句的动词前要用should (should可省略)。

e.g. She suggested (seeing) a film this evening. =She suggested that we (should) see a film this evening.名词:suggestion, 常用短语:make / offer / put forward a suggestion;act on / follow sb.’s suggestionadvise:指经调查研究、深思熟虑后,有礼貌地提出的解决问题的建议。

后接:名词、动名词、带to的复合宾语和that 引导的宾语从句,宾语从句中动词前要用should (should可省略)。

e.g. The doctor advised (taking) a week’s rest.My teacher advised me to study a second foreign language next year.She advised that the wounded boy (should) be sent to hospital.名词:advice,不可数,可用piece of 来表示数量。

常用短语有:give / offer sb. advice (on / about sth.); act on / follow / take one’s advice7. though / although:虽然、然而though:引导的句子可以指事实,也可指假设;当位于句首引导从句时,从句一般是假设语气;though 还可以放在句末,表示转折,做“不过、但是”解;though 更有词组:even though , as though , what though等。

e.g. Even though I were starving, I would not ask her for food.The girl is poor, she studies hard, though.although:引导的句子通常指事实,不是假设,当位于句首引导从句时,从句一般是陈述语气e.g. Although Tom was only seven years old, he was a good house keeper.8. alone / lonelyalone:指无伴或在没有人帮助而独自做事,仅仅陈述“一个人”的客观事实,无感情色彩,可作表语或后置定语。

e.g. Time alone will prove who is right and who is wrong.lonely:指因缺少朋友、同情、友谊时所产生的“孤独”感,感情色彩很浓,可作表语或前置定语。

e.g. I often go to see the old man so that he won’t feel lonely.9. common / ordinarycommon:普通的、一般的、平常的,指符合或具有全体所共有的特征。

e.g common people:普通人、老百姓; a common mi stake:一般的错误;common knowledge:人所共知的事; common sense:常识common的常用句式有:1)Sth. be common to sb. 某事是某人所共同的e.g. Love of football is common to all boys.This kind of illness is common to children at this time of year.2) have sth. in common (with sb.):(和某人)有共同的……e.g The two boys have many things in common.Though they are twins, they hardly have anything in common.3) in common with:和……一样 = like (介词)e.g. In common with other girls, she likes colourful clothes.ordinary:普通的、平凡的,指符合一般标准,无异常或奇特之处。

e.g. an ordinary teacher / worker / event / meal …What is ordinary in one country may be very strange in another.10. shout at sb. / shout to sb.shout at sb.:(因愤怒而)向某人大声叫嚷e.g. It’s not polite to shout at your parents and teachers.shout to sb.:(因怕对方听不清而)而喊着告诉某人e.g. I have to shout to tell him the time in the busy street.II.重点词语和句型1. surprise:vt. 使……惊奇/讶,习惯上用物作主语,人作宾语,构成句型:sth.surprise sb.e.g. His sudden appearance surprised everyone present.类似这样的动词有许多,例:interest, excite, please, satisfy , astonish …注:1)这类动词的被动式形式通常被看做系表结构,分词后可以接一个介词短语。

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