牛津译林版高一英语必修一教学设计：Unit2 Growing pains--Word power
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Word powerThoughts on the design:本节课是以听、说、读为主的词汇拓展教学课。
本节课的设计在教材原有的基础上增加了语言信息的输入：一方面提高了学生对语言的直观的感性认识；另一方面信息的选择也注重通过情感教育增加学生对语言的情感融入。
此外，本节课对于教材的处理有所侧重，并适当延伸。
在教授词汇知识和学习策略的同时，适当增加了词汇所蕴含的文化知识的输入。
整节课应当在师生的情感互动、学生的情感融入和师生共同的情感体验的过程中进行。
Teaching aims:After learning this session, the students will be able to know and recognize some differences between American and British English, and some colloquialisms as well. With this teaching design, the students will experience more differences between American and British language and culture. Besides, the students will obtain more cultural background information as well as more interest in English language and culture.Teaching procedures:Step 1Show a poster and introduce the movie «the Parent Trap».Show two questions about the movie: (1) What’s the difference between the twins?(2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned.本单元的主题是成长，因此向学生推荐这部有关成长的电影。
下面将通过视频与文本的形式具体讲述电影情节，因此此处只需简单介绍以引入下面的主题。
The Parent Trap, presented by Disney in 1998, tells a story of a pair of twins getting reunited after 11 years separation since birth. Lindsay Lohan elegantly played two main characters, the twins, one from the UK and the other from the USA.说明：在介绍过程中，教师宜强调双胞胎姐妹分别来自英国和美国，提醒学生留心两人语言上的差异。
也即随后的两个问题。
这两个问题只需提出而不需要学生回答，仅仅要求学生在下面欣赏和阅读的过程中思考。
Step 2Show the movies.Show the texts, and fill in the blanks according to the movies.Chapter I MeetingAt Maine Summer Camp, eleven-year olds Californian Hallie Parker and Londoner Annie James meet each other. Though they look surprisingly ________ to one another, they develop a ________ for each other, and attempt to play tricks on one another in a series of childish competitions. (alike, dislike)Chapter II RealizationFinally, both girls are punished to stay together in an isolation cabin, where they learn that they have much in ________. They then realize that they are in fact ________ sisters that were separated at birth. They each have one half of the same photograph, a wedding picture that their _________ took eleven years and nine months ago. (common, twin, parents)Chapter III PlanDesperately wanting to meet the other parent they’ve never seen sin ce ________, the sisters hatch a plan: Hallie will return to London ________ as Annie, and Annie will return to California as Hallie. Of course, the plan will eventually be __________, and the two girls imagine their parents having to meet after 11 years in order to change them back. (birth, acting, discovered)Chapter IV DiscoveryAfter some training lessons, where they each learn about one another, they head 'home' separately, and the plan begins. Due to their slightly different ________, and their greatly different manners, they are soon discovered one after another. With the help of others, they continue with their plan to bring their parents back together again. (language)Chapter V Re-unionIn the end, of course, they _______ in bringing the whole family together as one. (succeed)PPT第5到14页是一个整体，通过该电影的几段剪辑和文字叙述简单地介绍了这个故事。
电影片段的播放只需要单击电影画面即可。
文本部分的填空简单检测学生对所看内容的掌握。
整个故事分了五个章节：第一章“meeting”是两姐妹相会；第二章“realization”是姐妹俩发现真相；第三章“plan”是姐妹俩策划交换身份的情节；第四章“discovery”有两段剪辑，分别介绍俩姐妹各自被发现的过程；第五章“re-union”没有视频，直接通过文字介绍故事结局。
整个过程教师宜以口述来过渡五个部分，并适当加入情感因素。
Step 3Finish the exercise of true or false.1) Annie is from the USA while Hallie is from the UK. (F)2) They’ve never met each other before. (T)3) They recognize one another at the first sight. (F)4) They each have one half of the same picture. (T)5) According to their plan, Hallie will go to California, and Annie, London. (F)6) The language they speak is completely different. (F)这部分是对故事内容的回顾检测。
Step 4Show the two questions at the beginning of the class: (1) What’s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Ask students to discuss about them.After discussion, try to complete the form shown below according to the movie.此时对于前面提出的两个问题，学生应该心里有数了，但是仍然很难用语言来表述清楚。
因此，紧接着的表格简化问题，易于学生回答。
并且，通过这个表格，教师可以自然过渡到本课的第二个主题：“American English vs British English”。
Step 5Introduce the differences between American and British English from four aspects: grammar, spelling, vocabulary and pronunciation.Show examples of the differences one by one. (students’ book page 26)PPT第18到24页分别从语法、拼写、词汇和语音四个方面介绍了英美英语的不同之处，并分别举例。
该部分内容直接选自教材，并增加部分常用常见词汇的区别和英美发音的不同之处。
牛津译林版高中英语必修一Unit 2《Growing pains》(Language reading)教案
reading history articles.
教学反思：
3 learn to adopt di fferent ways to read different types of articles.
4 master the usa ge of the new words and phrases.
Teaching
methods
1. Group discussion
4) What was the German plural form replaced by?
5) Which King of England made Englis h used as the official language?
6) When did Modern English appear projector
Teaching procedures:
Step 1 Lead-in
Imagine one day if you talk with a person from ancient times, can you understand him easily?
课题：M3Unit 2 Language reading
Teaching
aims
1 know how to re ad a history article with the help of a time chart.
2 gain an overall u nderstanding of the article and enhance reading abilities.
牛津高中英语 牛津版 译林版 高一 模块一 Unit2 sUnit 2 Growing Pains 教案
Teaching plan for Unit 2 “Growing Pains”Period 1 Welcome to this unitTeaching objectives:◆To introduce and develop the theme of growing pains.◆To develop speaking ability by talking about families and problems that happen betweenteenagers and parents.◆To know more about classmates and their families.Important and difficult points:◆Get students to understand what growing pains means.◆Make students know the relationship between parents and their teenage children in the USA.◆Help students to form a positive attitude towards relationships between their parents andthem.Teaching procedures:Step 1 lead-inPresent family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Who may have growing pains?What are Growing pains?When do they probably have growing pains?How do you solve this problem?Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore. Growing pains also mean the troubles and difficulties that teenagers meet when they grow up. Step 2 BrainstormingDo you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 Picture discussionAsk Ss to look at the pictures and discuss each picture in groups of four.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What will she do?Picture 3Why are the boys and girls around the pretty lady?What does the boy want to do? Is he allowed to do so? Why or why not?What feelings may the boy have?Picture 4What is the boy probably doing?Did the boy do well in his exams?How does his mother feel about the score?What feelings may the boy have?Step 4 Picture discriptionImagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Step 4 Further DiscussionDiscuss the following questions in groups of four.What do you do when you have family arguments with your parents?Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Homework1 Preview the Reading part.2 Describe an unpleasant experience with your friends/teachers.。
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
牛津译林版必修一Unit2 Growing pains Project教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：ProjectThoughts on the design:本节课是以读引写的写作课。
由于年龄、所受教育、兴趣爱好的不同，父母和子女之间或多或少总有摩擦，这也是代沟产生的原因。
“Project”里的两篇文章极好地反映了当代学生与其父母间的矛盾，这点很容易引起学生的共鸣，让他们去认真思考代沟这一社会现象，并利用这两篇文章培养学生快速寻找有用信息的能力。
通过阅读所得有用信息，进行相关讨论，提高口语表达能力，并通过讨论解决代沟的方法，提高学生口语表达及解决问题的能力。
由于这堂课的重点是以读引写，写建议信，因此首先要指导学生掌握写信的格式，并给出足够的范例让学生更好地理解，当堂掌握。
接下来通过当堂写作、当堂讲评的方式，及时巩固上述所学。
Teaching aims:After learning this part, the students will be expected to improve their ability to find useful information quickly from a passage. At the same time, it is expected that they will also improve their ability to deal with problems. Students will also be able to write an advice letter with a correct form.Teaching procedures:Step 1 Lead-in (PPT5-8)1. Who made the final decision for you to study at our school? Did you make your own decision or did your parents make the decision for you?2. If you have problems with your parents, who will you turn to for advice?3. What does an advice columnist do?1) Get a clear idea about the trouble2) Analyze the trouble3) Give proper suggestions4) Keep in touch with the sender高中择校是一个敏感问题，直接关系到以后的升学。
牛津译林版高中英语必修一Unit 2《Growing pains》(Word Power)教案
课题： M1U2 Word Power【教学目标】Enable Ss to l earn some differences between A and E.【教学重点】Tell the differences between American English and British English. 【教学难点】How to tell American English from British English.【教具】Multi-media projectorHe changed into his working clothes.【作业布置】【教学后记】课题： M1U2 Grammar and usage主备：第 6-7 课时总 10 课时【教学目标】1. Enable the students to grasp the basic rules for attributive clauses—“prep. + which/whom” used to begin attributive clauses.2. To have a general i dea of the usage of relative adverbs.3. To learn the studying strategy for language learning.【教学重点】Let students know the rules of attributive clauses.【教学难点】Let students understand the usage of relative adverbs.Dad is a person语或宾语，代表整个句子e.g. This is the house in wh ich I lived two years ago.turned down my offer. =This is the house in which he lived two years ago.time.the only girl I went steady with during the four e.g. This i s the place (where) I saw him last time.B. tha t【作业布置】【教学后记】。
高一英语 Unit 2《Growing pains-第一讲》教案 牛津译林版必修1
牛津高中英语模块一（第1讲）【教学内容与教学要求】、、教学内容：牛津高中英语模块一Unit 2 （上）二、教学要求：1．学习谈论青少年经常遇到的问题。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）【知识重点与学习难点】 重要单词：act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb,vs(versus), plus, competition, sink, fault, boring.二、重点词组：common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, no more不再, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， dowith 处置, 忍受，需要 be a mess/ in a mess乱成一团, leave sb in charge 委托 …..负责, act like行为举止象 …, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserveto值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以的形式, than ever before比以前任何时候都, be angryat对某事生气, even if即使, treat sb like…象一样对待 , argue about为 …而争吵, the cause of起因, differ in manyways在许多方面不同, fit badly非常不合身。
牛津译林版高中英语必修一Unit 2《Growing pains》(Language welcome )教案
课题：M3Unit 2 Language welcome1. Provide Ss a good chance to gai nexpressionTeaching procedures:Step one: Lead-inHave free talks with Ss as follows:What language do you speak?Can you speak other language?Do you think that language is the only way people communicate with each other? What other methods of communication can you think of?Step two: Picture talkingPicture 1: languagesDo you speak any other language besides Chinese? If so, can you speak a little for us?Which other language do you like to learn best, English, Japanese or Spanish? Why? Which language do you think is the hardest? Why?Picture 2: EmotionsWhat does this emotion stand for? ( A beaming喜气洋洋的, 愉快的 smile.)What is an emotion?An intense mental state that arises subjectively rather than through conscious effort and is often accompanied by physiological changes; a strong feeling:冲the emotions of joy, sorrow, reverence, hate, and love.快乐、痛苦、尊敬、痛恨和爱的冲动When do people usually use this kind of language?(When they are talking on the Internet or sending short messages.)Could you give some more example s?(For example: ☹( :-( )stands for sadness; ☺( :))stands for happiness; :-o stands for surprise.)Picture 3: Sign languageWhat does this sign mean in Britain? (good luck)Do you thin k the same sign means the same to people all over the world? If you think so, can you show some examples and explain them?( Take the American gesture OK for example. Making a circle with one’s thumb and index finger(食指, first finger/forefinger) means ‘ money’ in Japan but ‘zero’ in France.Who needs to use sign language in their daily lives?(Deaf peo ple or those who are unable to hear)Have you ever used sign language? Is it helpful for you to communicate with others? Picture 4: BrailleA system of writing and printing for visually impaired or sightless people, in which varied arrangements of raised dots representing letters and numerals are identified by touchWhat is Braille? (A special language for blind people)Who invented Braille? ( A Frenchman called Louis Braille)Have you heard about him?What did he do for blind people? (He invented a special language for them, so itwas named after him.)Picture 5: Animal languageWhy do bees fly in circles? ( To inform their partners about food and danger)Do you believe animals can ‘talk’?If possible, ask Ss to share their stories about animal language they know.Step three: DiscussionEncourage Ss to discuss the three questions listed under the five pictures on page 21Then ask them to exchange their opinions and report their responses back to the whole class.Answers for discussion:1. WE have many other ways to exchange ideas or information.For example: Chinese people relayed fire signals at night and smoke signals in the day from one Great Wall watchtower to another in ancient times.To use pigeons to send messages in the past timeNowadays, to use the language of flowers to communicate meaningRose = love; tulip= formal announcement of love郁金香Forget-me-not = k eeping me in your memory. 勿忘草2. Chinese is the most spoken language, while English is the most widely used around the world.It’s useful to learn English if you want to travel, do business, or study abroad. What’s more, in 2008, the 29th Olympic Games will be held in Beijing. We are learning English to welcome people from other parts of the world.3. To learn English well, different people have different methods or ways.Step four: Listening1. Have Ss listen to tape and finish listening exercises on page 1042. Check answers together.Homework: 1. Go over what are learned in class.2. Do some reading on page 102教学反思：。
牛津译林版高中英语必修一Unit2《Growingpains》教案
牛津译林版高中英语必修一Unit2《Growingpains》教案Teaching Aims 1 Learn about what noun clausesintroduced by question words are,the functions of each clause and theword order of the clause.2 know th e empty subject it acts ast he grammatical subject of thesentence and in what situations it isoften used.Teachingmethods1.Groupdiscussion2.Team workAnalysis ImportantpointsNoun clauses.DifficultpointsNoun clauses introduced by question words. TeachingaidsMulti-media projectorI. Noun clauses introduced by question wordsStep 1 引导名词性从句的连词分为三种：连词that连接代词 who, whom, whose, which, what连接副词 when, where, how, why 等。
Step 2 从整句结构和从句结构的分析入手1 Who was responsible for the accident is not yet clear? 连接代词2 You can begin to see why English has such strange rules. 连接副词3 My idea is that we should spend our holidays b y the seaside.连词 thatII. Empty subject itStep 1 Try to find the real subjectIt is important for us to learn English well today.It is no use wasting your time reading such books all day.Conclusion: the subject is a nou n clause, a to-infinitive or a v-ing form. (PartA on Page 31Step 2 Translation:1 要把握一门外语是困难.It is hard to master a foreign language.To master a foreign language is hard.Read Part 1 on Page 30.Step 3 Rewrite the sentencesIt seems that he speak two languages.= He seems to speak two languages.My new neighbor happens to come from my hometown.=It happens that my new neighbor come from my hometow n.Draw students’ attention to P art 2 on page 30.Step 4 how to emphasize the eleme nt in a sentence by using Empty Subject it Jane gave Mary a handbag at Christmas.It was Jane that / who gave Mary a handbag at Christmas.It was Mary that Jane gave a handbag (to) at Christmas.It was a handbag that John gav e Mary at Christmas.It was at Christmas that John gave Mary a handbag.Conclusion: It + be的一定形式+被强调部分+that /who分句形式主语和形式宾语的应用：当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.（2）It was important that we should make the plan carefully.（3）It remains a secret how the animals came to live in the sea.当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：（1）I found it very difficult that one learns several languages at the same time.（2）He thinks it necessary that we should be given more time practising oral English.（3）He made it clear that he would leave the office soon.Step 5 ConsolidationGrammar1. 1. promise v. 许诺，承诺。
译林牛津高中英语M1 Unit2 Growing pains 教学设计 高中英语
M1 Unit2 Growing pains 高中英语译林2003课标版一、教学目标1. To develop the students’ writing skills by reading the tips2. To help the students learn how to write a letter of advice.3. To enable the students to write a letter of advice.4.Get the students to master the words and expressions related to a letter of advice.5. To get the students understand the mood of the son’s feelings.二、学情分析：With the growing-up of the students, there are many problems they will meet now and then, especially happening in the families. Both the parents and children are all puzzled about how to deal with the problems and get well along with each other, so they all need help even in their daily lives, just like how to ask for and giving advice.三、重点难点1.How to help the students learn to write a letter of advice.2. How to improve the students' ability of writing skills.四、教学过程教学活动活动1【Lead-in】Step1Group work1. Greeting2. Discussion: how to ask for and give adviceWhen asking for advice, keep these points in mind:. State the problem clearly and give only necessary information. Should ask clearly for help. It is often using model verbs, such as can or should.When giving advice, keep these points in mind:. Ask questions to make sure you fully understand the problem. Before giving advice, it’s often good to show sympathy to the person you are talking with. e.g. I’m sorry to hear that!. Advice often uses modal verbs such as should or must, phrases such as make sure, or imperatives.活动2【Group work】Step2ReadingRead the letter asking for advice. An advice column in a magazine received the following letter from Liuzhen.1. Underline the sentences about the problems the father thinks about his son,He refuses to do everything his parents ask him to do.He is rude to them.He refuses to spend time with themHe refuses to do his homework.He wastes time watching DVDs, listening to foreign music, chatting in Internet cafes, playinggames and surfing the internet.Then anwser the following questions:1）What is Liu Zhen’s main point in paragraph 1?2) How do the boy’s parents and grandparents treat him?3) What is Liu Zhen’s main point in paragraph 2?4) Why does Liu Zhen tolerate his son so far?5) What is Liu Zhen afraid that his son will do?6) What is the main piece of advice that Liu Zhen is looking for?活动3【Group work】Step 3: Writing a letter of advice for a reply.1) A discussion about how to write a reply letter of advice.. Find the main parts of the letter asking for advice.. Answer each of these points directly.. Don’t give advice for points not discussed in the letter.. Offer comfort and support. Don’t find fault with the person you are writing to.. Use modal verbs such as should or must, phrases such as make sure, or imperatives to give your advice.2) Make a choice: Now decided which letter is better and why according to the tips above.Read the letters of advice were written in reply to Liu Zhen’s letter in step 2.Compare the two letters, and then discuss with your classmates which letter is better and why.3) Writing a letter of adviceUse the skills you have learnt in steps 1and 2, and the second example from skills building 3 to help you.. Read the letter from Liu Zhen’s son who is asking for advice about his father; try to find the main point of each paragraph, and think of what is the son’s feeling—he loves his father but he upsets about how to get well along with him.. Using the useful sentences. Opening sentences：I am very glad to hear from you.Thank you for your letter.You have asked me for my advice with regard to … and I will try to make some suggestions.I am writing in reply to …. Closing sentences：I hope you will find my suggestions/recommendations/advice helpful/practical/ useful.At last, I hope I will be your best friend’s forever! Good luck to you!Let’s keep in touch. I do hope to hear good news from you.Step 4. Homework：1. Write down the letter of advice2. Preview the part Project.。
牛津译林版必修一Unit2 Growing pains Word power教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Word powerThoughts on the design:本节课是以听、说、读为主的词汇拓展教学课。
本节课的设计在教材原有的基础上增加了语言信息的输入：一方面提高了学生对语言的直观的感性认识；另一方面信息的选择也注重通过情感教育增加学生对语言的情感融入。
此外，本节课对于教材的处理有所侧重，并适当延伸。
在教授词汇知识和学习策略的同时，适当增加了词汇所蕴含的文化知识的输入。
整节课应当在师生的情感互动、学生的情感融入和师生共同的情感体验的过程中进行。
Teaching aims:After learning this session, the students will be able to know and recognize some differences between American and British English, and some colloquialisms as well. With this teaching design, the students will experience more differences between American and British language and culture. Besides, the students will obtain more cultural background information as well as more interest in English language and culture.Teaching procedures:Step 1Show a poster and introduce the movie «the Parent Trap».Show two questions about the movie: (1) What’s the difference between the twins?(2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned.本单元的主题是成长，因此向学生推荐这部有关成长的电影。