高中英语 Unit2 Growing pains word power教案 牛津译林版必修1
M1U2 Period3 Word power
一【设计思想】
让学生了解英英和美英的一些差异并了解一些英语中俗语的意思及用法。
二【教学目标】
1. Learn the difference between American English and British English..
2. Learn some specific examples related to grammar, vocabularyand spelling.. 三【教学重难点】
Students should identify and learn the different expressions.
四【教学环节】
【课堂导入】
Step1: Please write down the following words:
假期足球垃圾起居室行为、举止
Braistorm:
1. Do you think there are some differences between American English and British
English?
2. In which aspects(方面) do the differences exist?
spelling;
grammar;
pronunciation;
vocabulary.
3. Have you found any difference between American English and British English
in the play?
4. Could you list the differences you know?
【预习检查】
小组展示预习结果（预习过程中所划出的短语及句型）
【课堂教与学】
Step2: It’s useful for us to know some differences between British English and American
English. Look at the following tables:
4. I wish I had brought my umbrella. It’s raining cats and dogs.
__________________________
5. Football is just not my cup of tea—I like playing volleyball.
____________________
【课堂巩固】
Fill in the blanks with the colloquialisms we have learned.
1. Kate, don’t be_____________ at the party. Let’s dance together.
2. Jim, when I explain the language points, you should _____________.
3. Rob is always late for school. If he can arrive at school on time today,
I will____________.
4. ----Oh, you got wet all over. How is it, Daniel?
----Mum, don’t you know it ___________________ on my way home?
5. ----Hey! Ellen, you got an A for your history exam.
--- Don’t __________. Are you serious?
6. Look at Mr. Smith’ garden. He has ______________.
7. ----Who is that dull boy? He even doesn’t know where his office is.
----This is his first day here. He is a __________.
8. Boys and girls, when you are reading in the reading room, you should remain
______________________. Are you clear?
【知识小结】
Try your best to keep the examples of American English and British English in your mind.
【提升与拓展】
Find more colloquialisms if you like.
【课后预习】
预习课本P28-31的内容，了解定语从句中介词+关系代词和关系副词的用法。
五【板书设计】
六【家庭作业】
1.复习本节课所学内容。
2.教师根据教辅资料自行安排家庭作业
3.。
高中英语 Module 1 Unit 2 Growing pains Word Power(2)教案
3/4
word
school issues. b. I’ve got a major test tomorrow, soI had better hit
the books. c. Lisa was walking on eggs when she was returning the
word
Module 1 Unit 2 Growing pains Word Power（2）
课题 Unit2 Word Power(2)
课型
New
教学目标
To identify the difference between AmericanEnglish and British English To learn about some colloquialisms
1. focusing on the differences between AmericanEnglish &
过
British English by checking out the dictation on the
blackboard:
American Englishh Dustbin
Differences
Examples
Pronunciation
Grammar
Spelling
Vocabulary
* Ask Ss to use the information on page 26 and practice the
dialogue on page 26.
II. Assignment
Unit 2 Growing pains教案
A Teaching Plan for Module 1 Unit 2 Growing Pains1.Discussions in pairs or in groups2.Task-based in class activities.3.Acting and reciting3. Explanations of some language points and grammar rules.Period 1 VocabularyTeaching aim:To learn the new words and expressions in this unit.Teaching Procedures:Step 1 ReadingGive the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.suggest v.建议；暗示，使想起suggestion n. 建议behaviour n.行为behave v. (行为或举止)表现interest v.使……感兴趣interesting adj.有趣的，有意思的interested adj.感兴趣的explain v.解释explanation n. 解释touch v.触摸touched adj.感动的touching adj.感人的，令人感动的explain v.解释explanation n.解释reason n.理由reasonable adj.合乎情理的unreasonable adj.不合乎情理的punish v.惩罚punishment n.惩罚unpunished adj.免受惩罚的go unpunished没受惩罚bore v.使厌倦bored adj.感到厌倦了的boring adj.令人厌倦的mix v. 混合；混淆mixture n.混合物value n.价值valuable adj.宝贵的，有价值的n.贵重物品valueless adj.不值钱的，没有价值的argue v.争论argument n.议论，争论，论点freedom n.自由free adj.自由的；有空的true adj.真诚的，真实的truly adv.Step 2 ExercisesDo Workbook Exx. A1 and A2 on the vocabulary.Homework1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.2. Preview the reading passage.Period 2 Welcome to the unitTeaching aims:1.To revise the new words by doing some exercises on the learning plan.2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.3.To develop speaking ability by talking about families and problems that happen betweenteenagers and parents.4.Help students to form a positive attitude towards relationships between their parents and them. Teaching Procedures:Step 1 RevisionRevise the vocabulary by doing the exercises on the learning plan.Step 2 BrainstormingActivate students’ imagination by asking the following questions:Do you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 Picture talkingSay Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What do you think she should do now?Picture 3Why are the boys and girls around the pretty lady?What does the boy want to do? Is he allowed to do so? Why or why not?What feelings may the boy have?Picture 4What is the boy probably doing?Did the boy do well in his exams?How does his mother feel about the score?What feelings may the boy have?Step 4 DiscussionIn this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.Questions for discussion:1.Do you think that your parents try to force you to spend your spare time doing things youdon’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We arguea lot about what subjects I should study at university and which job I should get. I spend muchof my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)2.When you have a problem and want to talk to someone, who do you choose to talk to?(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)3.Describe an unpleasant experience with your parents.4.What kind of behaviors of yours will make your parents feel unhappy? List as many as youcan.*not doing homework,*not getting up on time,*spending too much time or money on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like*spending too much time playing computer games in the Internet café5.What would you do if your behavior upsets your parents?6. Do you think there is a generation gap between you and your parents? If so, what is the bestway to solve the problem?(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.) Homework:1. Review the new words of this unit.2. Preview the Reading part.Period 3 ReadingTeaching aims:1.To train the students’ reading ability by reading a play, introducing the way to read a play – toread it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2.To know about American family life and problems that happen between American teenagersand their parents3.Encourage the students to act out the play4. To learn some useful words, expressions and sentence structures.Teaching procedures:Step 1 RevisionCheck the homework exercise.Step 2 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?Step 3 readingPlease go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)First reading:Get the students to read the play quickly and finish Part A individually.Answers1. Eric, Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second readingAsk the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.Step 4 Structure analysingAnalyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, andHomework:1.Divide yourself into groups of five and try to act the out.2.Preview the word power section.Period 4 Word PowerTeaching objectives:1. To identify the difference between American English and British English;2. To develop the ability of understanding words in context.Important and difficult points:1.some differences between American English and British English?2.The meaning of some more colloquialisms and their usage.Teaching procedures:Step 1 Role-playDivide the students into groups of five and one is the narrator and the others are the main characters and act out the play.Step 2 Braimstorming/ComparisonAsk the students to think about the following topics:1.Up to now, we’ve learned English for several years. Do you notice there are some differencesbetween American English and British English?2.In which aspects do these differences exist, pronunciation, spelling, grammar and differentexpressions?3.Can you demonstrate some examples of these differences?Encourage the students to list some differences they already know, and fill in the form below:Then do the exercise on page 26.Step 3 colloquialismsLead –inRead the sentences and express what the colloquialisms mean.1. Though you are busy, could you just lend me an ear for a moment?2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.3. I have never expected lily to act as cool as a cucumber in the traffic accident.4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.5. As a green hand , Robert nearly drove into the grocery on roadside.6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.V ocabulary extensionGet students to do part A and Part B in class and check the answers togetherExercises2. Alice: Can you tell me what this sentence means?Tim: This one? Oh, it is ____________. I can tell you.3. Jim, when I explain the language points, you should ___________.4. Rob is always late for school. If he can arrive at school on time today, I will ___________.5. Mum; Oh ,you got wet all over. How is it ,Daniel?Daniel: Mum, don’t you know it ___________ on my way home?6. Bob: Hey! Ellen, you got an A for your history exam.Ellen: Don’t __________. Are you serious?7. Look at Mr. Smith’garden. He has_____________.8.Boss: Who is that dull boy? He even doesn’t know where his office is.Manager: This is his first day here. He is a _____________ .9. Eric: Shall I stay in hospital for several days?Doctor: Don’t _______________________________. You just got a fever.10.Teacher: Boys and girls, when you are reading in the reading room, you shouldremain___________. Are you clear?Students: Yes.Homework1.Try their best to keep the examples of American English and British English in their mind.2. To find more colloquialisms if they like.3.To revise the play and find the sentences with attributive clause.Period 5 Dictation and Language points explanationTeaching objectives:To dictate the first act of play.To learn new words and expressions and learn how to use them.Teaching procedures:Step 1 RevisionGet two groups of the students to act out the play.Step 2 DictationTo Dictate the first act of the play. Ask three students to read the play while all the others write.Then have the students open the book and check their writing with the text.Step 3 ExplanationTo learn the language points in the play by doing exercises on the learning plan. (Notes to the text) HomeworkFinish the Workbook exercises on pages 94 to 95.Period 6 Dictation and GrammarTeaching objectives:To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.Important and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1 DictationDictate the second act of the play.Step 2 Grammar and usage1. Preposition + which and preposition + whomRead point1 and make sure students know when to use attributive clause with preposition.The pen is broken, so I’ll have to buy a new one. I write my homework with it every dayThe pen with which I write my homework every day is broken, so I’ll have to buy a new one.The man is over eighty. I bought the old picture for him.The man for whom I bought the old picture is over eighty .Read point 2, get them to write the sentences in formal English.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.Read points 3 and 4, and ask them to write the sentences in different ways.Dad is a person to whom I can easily talk.Dad is a person whom/who/that I can easily talk to.Dad is a person I can easily talk to.Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.Have the students do Parts A and B on page 29.2. Relative adverbs: when, where and whyAsk the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31. Homework1. Finish the exercises of C1 and C2 in the Workbook.2. Do the grammar exercise on the learning plan.Period 7 Task Presenting a dialogueTeaching objectives:1. To read about how to express different feelings in different tones.2. To develop listening and speaking ability in different tones.3. Reading for gist: read four diary entries and find the main idea.4. To understand the mood of the writer.Teaching procedures:Step 1 RevisionRevise the attributive clause by doing the exercises on the learning plan.Step 2 Lead-inA dialogue should be: communicative /informative/reflective /simple/direct/not too redundant Step 3 Guessing game:How do you read this sentence ‘He will come here tomorrow.’when you are happy /excited / questioning / a little angry?Step 4 ListeningPlay the tape in the example ‘Please sit down’ for the students to listen to and follow.Step 5 PracticeLet the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.Step 6 ListeningPlay the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.Step 7 ReadingStep 8 Reading the Thank-you letterLet the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:1.Who wrote the letter?2.To whom is the letter written?3.Why is the letter written?Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.Homework:Finish all the exercises in the WorkbookPeriod 8 Task 3 Writing a dialogueTeaching objectives:1. To develop writing skills by reading the tips.2. To understand the mood of the Mum’s and Jack’s feelings.Important and difficult points:Writing a dialogue.Teaching procedures:Step 1 Reading1. Read the instructions and know some tips of writing a dialogue.2. Read Part A and discuss what is wrong with the underlined sentences.a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angr y instead of the sentence ‘I’m really very angry with you.’3. Read again and do Part B.A. The sentences that show Mum is unhappy or angry:Come and look.Don’t you talk to me like that?You should start cleaning now if you plan to leave! B. The s entences that show Jack’s mood: This is so unfair! I’ll never have enough time.But I don’t think you’re being fair at all!Step 2 Reading the Thank-you letter1. Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know: The following should be included in your dialogue.a. What happened between Christina and her mother?b. What did Christina do then?c. How as the problem solved?Step 4 ConsolidationRole-play the dialogue in three.Homework:Finish the exercises about vocabulary, grammar and task on the learning plan.Period 9 Project Writing an advice letterTeaching objectives:1.To learn two letters about the problems that happened between the father and his son.2.To learn about some words and expressions in them.3.Enable the students to write an advice letter.Teaching Procedures:Step 1 ReadingLet the students read the first letter written by the father. Ask them to find out the answers to the following questions:1.Why does the father write the letter?2.What does the father think about his son?3.What is the father worrying about?Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:1.Why does the son write the letter?2.What are his problems?3.How does he feel about his father?Then play the tape for the students to listen to. Underline the important phrases and patterns in it. Step 2 Language explanationTake out the learning plan and deal with the language points in the project section. Homework:1.Read the passage in Part A in the workbook on page 101 and see how the writer presents hisarguments against smoking.2.Write a short passage for Part B.Period 10 A CompositionTeaching aimTo improve students’writing ability by correcting some common mistakes in their writing and by reciting the model answer.Teaching aids: the computerTeaching proceduresStep 1 CommentingTeacher make a short comment about the students’composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.Main problems：首字母大小写；时态、语态；缺少冠词；名词的复数形式；标点符号Students to be praised：Students to be criticized：Too many careless mistakes:Write in carelessly and hastily:Other aspects:Step 1 ProofreadingProject the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.Step 2 Copying and recitingProject the model writing on the screen and ask the students to copy it down. Then recite themodel answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.[Related materials]假定你是校学生会宣传部长，通过扩音器向全校同学广播一个通知。
高中英语Module1Unit2GrowingpainsWordPower(2)教案牛津泽林版必修1
If we don’t win this basketball game by at least twenty p oints,
I will eat my hat.
Meaning: a saying used when you are 100 percent certain that
something will happen
重点
To develop the ability of understanding words in context
难点
教法及教具
discussion in pairs and activities 教学内容
教师主导活动
To develop the ability of understanding words in context
学生主体活动
个案调整
1.Lead-in: Dictation of words in the text:
(Ask a student to write on the blackboard.)
adult
decision
explain
教
deserve
I. 2. Word Power
1. focusing on the differences between American English &
* Ask Ss to use the information on page 26 and practi ce the dialogue on page 26.
II. Assignment 教学内容
个案调整
教师主导活动
1.
What is a colloquialism? How is it used?
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)。
高中英语 模块一2单元welcome-word power教案( 牛津版
Unit 2 “Growing Pains”集体备课教案By Yu Juan2010-9-14Period 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 happenbetween teenagers 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 childrenin the USA.◆Help students to form a positive attitude towards relationships between theirparents and them.Teaching procedures:Step 1 lead-inGet the students to read the two passages in the lead-learning paper and have a general idea of “growing pains”KEYS: CBAAD, ABBACThen ask the students the following questions:What are Growing pains?When do we probably have growing pains?Step 2 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?Get several students to talk about the pictures.Step 3 Picture Description Imagine 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.Step4 Further DiscussionDiscuss the following questions in groups of four.When you have a problem and want to talk to someone, who do you choose to talk to? Do you think you understand your parents?Tell the students ways to solve generation gap between their parents and them.Do spend some time talking with your parents, and you will find your parents have the same interests as you.When your parents don’t understand you, please try to think from the angles（角度）of your parents.Further discussion:Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Consolidation:Generation gaps happen a lot. But sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. Do remember that your parents love you and sooner or later you will become parent , too. So be kind to your parents and try your best to understand them.Understanding is a bridge over the gap.Homework:1 Preview the Reading part.2 Write a short passage about an unpleasant experience with your parents/friends/teachers.Period 2 Reading 1(Comprehension focus)Teaching objectives:◆To develop students’ ability of r eading a play◆To know about American family life and problems that happen between Americanteenagers and their parents◆To form a positive attitude towards solving problems between teenagers andparentsImportant and difficult points:Learn to analyze the emotions of each character from the instructions of the play. Teaching procedures:Step 1 Lead-in:Get students to think about the following questions:Have you ever watched the famous American film “Home alone”?Could you give a brief introduction of the film?If you were left alone, can you imagine what might happen?Step 2 readingPlease go through the Reading strategy and tell me how to read a play. (make sure students know how to read a play.)First reading:Get students to read the play and finish Part A individually.Answers1.Eric,Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second readingReread the play and finish PART C1and C2Detailed reading1.Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in form:Step 3:Role-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Step 4:Consolidation1.Choose the best answers according to the play(见同步导学P41Ex1)plete the task-based reading(见学英语报第四期B2版REDING)Step 5:Discussion1.Suppose you were one of the children what would you do?2.How do you think good parents should treat their children?3.Do you think there is a generation gap between you and your family? How can you deal with it?Homework：1.Write an end to the play.2. Role-play the dialogue in groups of five.And preview the language points in the article.Period 3 Reading 2(Word Focus)Teaching objectives:To learn new words and expressions and learn how to use them..Important and difficult points:The usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done”Teaching procedures:Step 1 Revision1. Ask two students to read their writings.2．Get students to look at Part E .First fill in the blanks and then compare their writings with the conversation.Step 2 Focuses in the texts:Go through the passage with the whole class and deal with some language points with them.一、Some phrases:1. 嘭地关上门2. 以对话的形式3. 恶劣行为4. 弯下身去摸那条狗5. 朝某人叫嚷6.行为举止像大人一样7. 注意说明8. 没有受到惩罚9.描述一次不愉快的经历10. 环顾四周11. turn up music 12. a waste of time 13. force to do something.14. deserve to know the truth 15. be angry with somebody16. be hard on somebody 17. argue with somebody about something18. leave you in charge 19. expect good decisions from you20. earlier than expected二、Useful drills1．Mom and Dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和妈妈外出度假，比孩子们预计的时间提前一天返回家中。
江苏省盱眙县都梁中学高二英语《Unit2 Growing Pains-Word power》教案 新
江苏省盱眙县都梁中学高二英语《Unit2 Growing Pains-Word power》教案新人教版Teaching objectives:1. To identify the difference between American English and British English;2.To de velop the ability of understanding words in context.Important and difficult points:1. some differenc es between American English and British English?2. the meaning o f some more colloquialisms and their usage.Teaching procedures:Step 1. Le ad-in:Get students to answer:1. Do you think there are some differences between American English and British English?2. If there are some, in which aspect do they e xist?3. Have you found any difference between American English and British English in the play?4. Could you list the differences you know?Step 2. V ocabulary learning1. Ask student s to go through the examples listed in their books first, then get them to compare whatthey know with these examples.2. If possible, invite some students to summarize the differences between American and British EnglishStep 3. colloquialismsRead the sentences and express what the colloquialisms mean.Step 4: Homework:1. Try their best to keep the examples of American English and British Engl ish in their mind.2. To fi nd more colloquialisms if they like.3. To revise the play and find the sentences with attributive clause.1。
高中英语Unit 2 Growing pains Word Power1
Unit 2 Growing painsPart One Teaching DesignAims and requirements♦ Read a play about an American family and two letters♦ Listen to a radio talk show♦ Talk about problems mon to teenagers♦ Present a dialogue♦Write an advice letterprocedures●Word powerStep 1: BrainstormingThink about the following topics:Up to now we’ve learned English for several years. Do you agree there are some differences between American English and British English?In which aspects do these differences exist, pronunciation, spelling, grammar or different expressions?List some differences that you already know.Differences ExamplespronunciationspellinggrammarvocabularyStep 2: Vocabulary learning1. Focus on the examples listed in your books and distinguish these differences first.2. pare what you already know with these examples listed and keep them in mind.3. Summarize all the differences between American English and British English.4. Focus on the exercise and finish it individually first and then conduct a feedback activity. Then practise the dialogue with your partners.5. Discuss the following questions:As we all know, the accents in American English and British English are partly different. Which do you prefer, American English or British English? Do you think it helpful for you to be aware of these differences?6. Read the article in Part A in Reading on page 90 in Workbook, so that yoou can learn more about this topic. Guess the meanings of some words from the context of the article, such as major, charming, episode, nature, naughty, caring, etc.Step 3: Vocabulary extension1. Focus on Part A and finish the exercise individually first. Then conduct a feedback activity.2. Let’s continue with Part B, as there are more colloquialisms. Think over and discuss with each other first. If you still can't work out the meanings, consult the dictionary.。
Growing pains教案Word power
Growing pains教案（Word power）●Word pow: BragThink aboullowing topics:Up to now we’ve learned Englveral years. Do you agadbetween American English and Bglish?In which aspects ddxuncialling, grammar or dx? Ldat you already know.Dxamplunciallinggrammarvocabula2: Vocabulary learningFocuxamples listed in your books and distingud2. Compare what you already know wxamples listed anddummarize all the dbetween American English and BglFocuxercise anddividuallandduct a feedback activity. Then pradialogue with your paAnsw(1) is that (2)(3) suit (4) toil(5) programme (6) colour (7) She’s justg(8)Discullowing questions:As we all know, the aAmerican English and Bglish are partly dWhich do youAmerican English or Bglish? Do youlpful for you to be awad?Read the article in Part A in Reading on page 90 in Workbat yoou can leaabouGuaningwordxarticle, such as major, charming,episode, nature, naughty, caringAnswPart A (page 90)Band father worked. Many parents who watchedgramme also had the same difficult dake abouamilies and they worried abouldren's futu2. He was naugbeing caught blice and breakingarents; but he was also caring and warm as he helped a homeless bany teenage girls bougandand he was in maagaThey felt disappointed when he was d/didg bad but proud when he was caring/didg goodThe charaand the fact that the familgramme had similar problle who watchedgra: Vocabulary exFocus on Part A andxdividuallThen conduct a feedback activAnswAg easy to understand2. boring/ afraid to have fulistening carefullwDo you know the meaningllowing?2. Let’ue with Part B, aalloquialisms. Think over and discuss with eaIf you still can't work ouanings, consult the dictionaAnswgood at gardening.2. He is very cluThat is lglse for a fault you have yourselIt is raining heavilDon’t exaggerag. ResouAmerican English and Bglish share a llaHowevare still some dThese dadered to be caused by severalfauch as dationalultural development andlulocal and regional idioms and exwords shaame pronunciation whilllings vary a bxample, colour and color, cheque andalise and realize. In addition, dwords are used to indicaame thing. For example, ‘toilet’ in Bglish is ‘’ in American English. Likewise‘trousers’ are ‘pants’, ‘cooker’ is ‘stove’ and ‘angry’ is ‘mad’.。
丹徒高级中学高中英语《Unit 2 Growing pains》word power教案 牛津译林
江苏省镇江市丹徒高级中学高中英语《Unｉt 2 Ｇrowing paiｎs》woｒd power教案牛津译林版必修1编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是任然希望(江苏省镇江市丹徒高级中学高中英语《Ｕｎｉt ２Groｗiｎg paｉｎｓ》ｗoｒd ｐｏwer教案牛津译林版必修1)的内容能够给您的工作和学习带来便利。
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《Unit 2 Growinｇpains》word power时间课题Ｍ１U2 Word Power授课时数1【教学目标】:1．通过学习活动，让学生了解英美语言与文化差异。
２. 了解一些口语，拓宽学生词汇接触面，激发学生学习英语的兴趣【教学重点】:1。
Diff eｒenｃes bｅtｗeen Ａｍerｉcan Enｇlishand Bｒitish Enｇlish in grammaｒ, voｃabｕlarｙａnd speｌlｉng．【教学难点】：Some colｌoqｕialisms ｉn convｅrｓaｔions．【教学方法】：学案导学法.教学过程一备二备Step 1 Ｌeａd—ｉn1。
Do yoｕknoｗthere arｅsome diffｅrenｃeｓｂetween AmericaｎEnglｉsh ａnd Bｒｉtish Enｇliｓh?2．In whｉｃh asｐects ｄo thesｅｄｉfｆｅreｎｃｅs ｅｘist，ｐroｎuｎciaｔiｏn, sｐeｌling, grａmmar and vocabulａｒy?3. Caｎｙoｕgivｅme sｏm e ｅxamples thａt yｏu’ve lｅarnt receｎtly?Step 2 PｒｅsentａtionsＭａｋing compａｒisｏnsＩnｔrodｕce ｔhe differenｃes beｔween Aｍericaｎａnd Brｉtiｓh Engｌish from four aspeｃts：gｒa ｍmａr, spelliｎg，vｏcabｕlary andｐrｏnunciation。
高中英语《M1 Unit 2 Growing pains： Word power》教案 牛津版必修1
江苏省徐州市贾汪区建平中学高中英语必修一《M1 Unit 2 Growing pains： Word power》教案牛津版教学目标 To help students know and recognize some differences between American and British English教学重难点To know the differences between American and British English .教学参考The Internet授课方法Practice 教学辅助手段多媒体无专用教室无教学过程设计教学二次备课Step1.GreetingsStep2:Lead inIntroduce 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)Step3.ConclusionMake a conclusion of the differencesEncourage students to think of more differencesEg:colour/colorFootball /soccer教学过程设计教学二次备课Despite such differences, all English speakers, Americans or Englishmen, can understand each other. Ask a question about the differences between American and British cultures: Besides language, can you name any other differences between the cultures of the USA and the UK?Step4.PracticeLet the students discuss about the question above.Show some examples of cultural differences in the form of brain-storming: How much do you know?Thanksgiving is observed only in _______. (the USA)Have a competition ,to see who can think of more differencesDiscuss the questions课外作业Preview the grammar教学小结。