高中英语Unit2Grammar教案牛津译林版必修1
高中英语Unit2AttributiveClauseLanguageFocus教案牛津译林版必修1
江苏省响水中学高中英语 Unit 2 Attributive Clause LanguageFocus教案牛津译林版必修1Teaching aims:After the period, the students will be able to use the useful words and phrasesin context and make sentences or make up a story with some of them.Teaching important and difficult points:Useful words and expressionsTeaching methods:Individual and group workTeaching procedures:Step 1. Revision and check-upCheck the students’ homework: Part E. and Par t B. Page99Step 2. Language Focus1. Mom … arri ve back from vacation a day earlier than expected.than expected 比预期的，比预料的。
是一种省略结构。
又如：You did better in the exam than (you had been) expected.The project was finished later than (it had been) expected.拓展：expect sth. from sb.从……期待……He could expect help from his friendsHe knows what his parents expect from him.expect sb. to do sth. / there to be 如：We can’t expect one to change the habit of lifetime in a short time.期望一个人改变一生的习惯They expected there to be some chances. 他们期望会有一些机缘。
牛津译林版英语九下Unit2《Greatpeople》(Grammar)说课稿
牛津译林版英语九下Unit 2《Great people》（Grammar）说课稿一. 教材分析牛津译林版英语九下Unit 2《Great people》主要介绍了一些历史上的伟人，包括他们的生平、成就和影响。
本节课的重点是掌握一般现在时的被动语态，并通过学习伟人的事迹来激发学生的学习兴趣和爱国情怀。
教材内容丰富，插图精美，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的阅读和写作能力。
但是，对于一些复杂的语法现象和词汇理解仍有一定难度。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性，引导他们主动探究和解决问题。
三. 说教学目标1.知识目标：学生能掌握一般现在时的被动语态，并能够运用所学知识描述历史上的伟人。
2.能力目标：学生能提高阅读理解能力，通过阅读伟人的事迹，培养自己的审美情趣和爱国情怀。
3.情感目标：学生能从伟人的事迹中汲取精神力量，树立正确的人生观和价值观。
四. 说教学重难点1.重点：学生能掌握一般现在时的被动语态。
2.难点：学生能运用一般现在时的被动语态准确描述历史上的伟人。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，自然地学习和运用语言。
2.教学手段：利用多媒体课件、图片、视频等丰富的教学资源，激发学生的学习兴趣，提高课堂效果。
六. 说教学过程1.导入：通过展示一些历史上的伟人图片，引导学生谈论他们的事迹，激发学生的学习兴趣。
2.新课呈现：介绍一般现在时的被动语态，并通过示例让学生理解其含义和用法。
3.课堂练习：设计一些练习题，让学生巩固所学知识，并及时给予反馈和指导。
4.小组讨论：让学生分组讨论伟人的事迹，并尝试用一般现在时的被动语态进行描述。
5.展示环节：邀请学生上台展示自己的作品，大家共同评价和欣赏。
6.总结：对本节课的内容进行总结，强调一般现在时的被动语态的用法。
7.作业布置：设计一些课后作业，让学生巩固所学知识。
Unit2BeSportyBeHealthy重点词汇语法讲义高中英语牛津译林版(2020)
Unit 2 Be sporty, be healthyReading Part重难点梳理1.A sound mind starts from a sound body. How can a weak body develop a sound mind?adj. (sounder, soundest)RELIABLE 可靠1. sensible; that you can rely on and that will probably give good results 明智的；合理的；正确的；可靠的He give me some very sound advice.NOT DEMAGED/HURT 无损伤；未受伤3. in good condition, not damaged, hurt, etc. 完好的，健康的，无损失的我们安然无恙地到家了。
We arrived home safe and sound.2.Sport is fun in different ways.adj. amusing and enjoyable 逗乐的，有趣的，使人快乐的This game looks fun.What do you think is funny about these jokes?adj. AMUSING 好笑1. making you laugh; amusing 滑稽的，好笑的3.Most people assume that regular exercise does wonders for the body and mind but what exactly are its health benefits?IDM do wonders (for sth/sb): to have a very good effect on sb/sth (为某人或替某事）创造奇迹，产生神奇作用The news has done wonders for our morale. 这消息大大振奋了我们的士气。
译林版高中英语必修一Unit2 Period Three Grammar and usage—Simple,compound and complex sentences
Period Three Grammar and usage—Simple，compound andcomplex sentences语法感知感知以下课文原句，完成方框下的小题1．简单句是只含有一个主谓结构的句子。
如句1,3,5。
并列句是由并列连词连接的两个或两个以上的简单句构成的。
如句6,11。
2．主从复合句由一个主句和一个或一个以上的从句构成。
如句2,4,7,8,9,10；其中句2,7,9中that引导宾语从句；句4中when引导时间状语从句；句8中although引导让步状语从句；句10中that引导表语从句。
语法精析1．简单句只含有一个主谓结构的句子叫简单句。
有八种基本类型：(1)主谓：主语＋谓语(2)主系表：主语＋连系动词＋表语(3)主谓宾：主语＋谓语＋宾语(4)主谓宾宾：主语＋谓语＋间接宾语＋直接宾语(5)主谓宾补：主语＋谓语＋宾语＋宾语补足语(6)主谓状：主语＋谓语＋状语(7)主谓宾状：主语＋谓语＋宾语＋状语(8)存现句：表示事物存在、出现、消失的句式。
2．并列句由两个或两个以上不分主次、相互独立的简单句构成的句子叫并列句。
并列句通过并列连词、连接副词和分号三种方式连接起来。
常见的并列连词：(1)and表示平行、顺接、递进等He was cleaning the room and his children were playing outside.他在打扫房间，他的孩子们在外面玩耍。
(2)but表示转折(但是，然而)His son came back，but he was still concerned.他儿子回来了，但是他仍然很担心。
(3)for表示原因或理由It must have rained yesterday evening，for the ground is wet.昨晚准是下雨了，因为地面是湿的。
(4)so表示结果(所以)The manager was ill so I went to the press conference in his place.经理病了所以我代他去参加发布会。
译林版高中英语选必三Unit2 Grammar and usage教案
《英语》（选择性必修·第三册）Unit 2Out of this worldGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of subject causes;2. understand the basic rules of subject clauses;3. use subject clauses to finish the tasks.II. Key competence focusMaster the basic rules of subject clauses.III. Predicted area of difficultyUse subject clauses to finish the tasks.IV. Teaching proceduresStep 1 Revising the usage of subject in a sentenceT asks Ss to revise the usage of subject in a sentence.T: The most common subject can be expressed by nouns, pronouns, numerals, infinitives, gerunds, etc. For example:1. The universe is entirely made up of different kinds of matter.T: “The universe” is the noun as the subject.2. To see is to believe.T: “T o see” is the infinitive as the subject.3. Driving a car to Beijing took longer than I expected.T: “Driving …” is the gerundial phrase as the subject.【设计意图：理解主语从句首先理解主语，所以从做主语的成分入手，自然地引出主语从句。
牛津译林版高一英语上册必修二Unit1单元表格教案
Picture 5
What is the name of these stones ?
Who built it?
Why was it built?
Ⅲ. Discussion:
1．Do you believe in unexplained things such as UFOs,Yetis and monsters? Why or why not?
2．What other unexplained things do you know about?
3．If you saw a UFO or a monster some day, what would you do?
Ⅳ.Language points:
1.tell:
a.distinguish, know about
run into
for what reason
a sunken ship
Can’t tell?
Find other words and expressions you don’t understand on p.1.
Learning:
Ⅰ. Lead-in:
What do you think is the most mysterious things to you? Why?
Asia53,000,000 years ago. It could have6its way to other parts of the world and lived on7today. Scientists hope the mystery will be8someday.
Answers:1.reported2. discovered 3.left 4. who 5. some /about 6.made 7. until 8. solved
译林版高中英语必修三Uint2 Grammar and usage (II) 教案(雅礼版)
Unit 2 Natural disastersGrammar and usage (II)To-infinitives as attributives and adverbials of result◆内容分析：本板块围绕单元话题,引导学生在关于“经历飓风”的采访中观察、识别、探究动词不定式做定语和结果状语的用法；在此基础上，让学生自主归纳出该语法项目的核心规则；随后通过句子和语篇两个层面的练习，巩固动词不定式做定语和结果状语的用法；最后要求学生使用动词不定式完成一段对话。
◆教学目标：By the end of this section, students will be able to:1.identify and categorize the use of to-infinitives as attributives and adverbials ofresult;2.summarize general rules of to-infinitives as attributives and adverbials of result;3.apply the rules and to use to-infinitives to complete or make sentences.◆教学重难点：1.To summarize the general rules;2.To apply the rules correctly and properly.◆教学过程：Step 1 Homework checkinga. objectb. object complementc. attributived. adverbial of purposee. adverbial of result______1. I’m sorry that I cannot come to your birthday party tomorrow as I have an important meeting to attend.______ 2. She hurried to the cinema, only to find all the tickets had been sold out.______ 3. I ask you to complete the task on your own.______ 4. To reach the summit, we need a local guide.______ 5. We must learn to walk before we can run.______ 6. I’m afraid they will have a difficult decision to make.______ 7. To avoid losing a good friend, you need to apologize as soon as possible.______ 8. He left his hometown, never to be heard from again.______ 9. We agreed to change our plan at the meeting.______ 10. She invited me to watch a film.Possible answers:1. c2. e3. b4. d5. a6. c7. d; a8. e9. a 10. bB1. Match the first half of the sentences below with the correct to-infinitives. Possible answers:1 e2 c3 d4 b5 aB2. Complete the diary entry below using to-infinitives.(1) to find books about hurricanes(2) to find he was not in the office(3) to attend(4) to make PPT slides for my projectB3. Work in pairs and complete the conversation using to-infinitives.(1) was actually the first to leave(2) to keep us warm(3) wanted to return home as soon as possible(4) to find it completely destroyed(5) advised us to take an active part in the rebuilding【设计意图：通过检查家作，来检验学生对不定式的掌握程度。
高中英语 Unit2 Growing pains period 1精品教案 牛津
Unit 2 Growing pains单元规内容预览This unit introduces and develops the theme of growing pains. In Welcome to the unit, four pictures representing some common family problems are presented to students to help them to participate in a discussion of the subject. The Reading section deals with a play about the family problem of an American family. The characteristics of a play script and the strategies and skills of how to read a play are presented and taught to students in the Reading strategy of this unit. Word power focuses on the differences between American English and British English, with relevant exercises designed to help identify the differences. In Grammar and usage, students will learn how to use a preposition+which/whom to begin an attributive clause, and how to use relative adverbs in attributive clauses. Following is the Task section which is making up a dialogue. Through these relevant tasks and activities, students will learn to present a dialogue and read it with intonation in order to express their emotions. In the Project section, students will first read two letters from a father and his son, and then write an advice letter to help them solve their problems.This unit requires students to discuss the issue of family problems by combining their own experiences with the common phenomena in society. Students are taught how to identify the characteristics of a play and master skills of how to read an English play script. This unit will practice topic-related skills. Students are expected to participate fully, in order to develop both their language skills and overall abilities. Also this unit enables students to identify tones in spoken English and get the gist of a text when reading. They are expected to apply these skills practically by writing a letter to give advice.三维目标1. To introduce and develop the theme of growing pains.2. To identify some common family problems between parents and children.3. To develop the reading skills of how to read a play.4. To learn about the differences between American English and British English.5. To learn about attributive clauses and how to use relative adverbs.6. To develop listening, speaking, reading and writing by completing a task anda project.7. To form a positive attitude towards growing pains and learn to solve family problems wisely.8. To learn to be cooperative and helpful when working together.课时安排Period 1 Welcome to the unitPeriods 2-3 ReadingPeriods 4-5 Word PowerPeriods 6-7 Grammar and usagePeriods 8-9 TaskPeriod 10 Project: Writing an advice letterPeriod 1 Welcome to the unit教学设计一整体设计教材分析Growing pains is the topic of the unit. This is the first period of this unit. In this period, students are expected to discuss growing pains, which they have experienced and they are facing, as well as the differences about growing pains in different countries, with the purposes of enriching students’ imagination and improving students’ speaking ability.Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Therefore, it is a good chance for teachers to lead in this topic. First of all, teachers can let the students recall their growing pains. Encourage them to show their opinions about the differences in different countries. Each text gives a brief description of the subject. Teachers can divide the students into groups to discuss the four topics. There is a questionnaire about the relationship between them and their parents. Distribute the following questionnaire to students in 2 minutes.1. Do you think your parents understand you?A. YesB. NoC. Don’t know2. Do you often quarrel with your parents?A. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun together?A. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbies?A. YesB. No5. Do they always force you to do things you don’t like to do?A. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issues?A. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parents?A. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parents?A. Very closeB. Not so closeC. loose(疏远)Students are to fully participate in the discussion and brainstorm by combining what they know already about growing pains in China with the information in the text.The related topics and activities are designed to grab and attract students’ attention by involving their full participation. Students are expected to be active in the discussion, practice their spoken English and express their opinions by comparing and discussing the differences in different countries.三维目标1. To introduce and develop the theme of growing pains.2. To develop speaking ability by talking about families and problems that happen between teenagers and parents.3. To know more about classmates and their families.4. To form a positive attitude towards growing pains and learn to solve family problems wisely.5. To learn to be cooperative and helpful when working together.重点难点1. Get students to understand what growing pains means.2. Make students know the relationship between parents and their teenage children in the USA.3. Talk about misunderstandings and problems between parents and children.4. Enable the students to practice their spoken English.5. How to express the students’ own opinions and ideas.6. How to improve the students’ spoken English.7. Help students to form a positive attitude towards relationships between their parents and them.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some language points.教具准备A tape recorder and the multimedia.课前准备Preparations for Welcome to the unit1. This is the first period of this unit. In this period, students are expected to discuss growing pains. Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Ask the students to prepare for a talk for about two or three minutes. This will help all the students to take part in in-class activities. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Encourage the students to prepare the topics about growing pains. It is best for all of us to make preparations first, either by searching for information onthe Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about growing pains in different countries as they like.3. Prepare the following questions.Do you love your parents?Do you think you show respect to your parents?Do you sometimes quarrel with your parents? Why do arguments usually happen?Do children nowadays always listen to their parents’ instructions?Do children always explain themselves to their parents and resolve problems peacefully? Or do they disobey their parents and quarrel with them about their decisions?In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?教学过程→Step 1 Lead-inThis unit is about parent-teenager conflict. First, let students finish a questionnaire about the relationship between them and their parents. Then lead students to the topic of this unit—growing pains. Distribute the following questionnaire to students. And let them finish it in 2 minutes.1. Do you think your parents understand you?A. YesB. NoC. Don’t know2. Do you often quarrel with your parents?A. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun together?A. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbies?A. YesB. No5. Do th ey always force you to do things you don’t like to?A. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issues?A. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parents?A. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parents?A. Very closeB. Not so closeC. loose(疏远)After students finish the questionnaire, collect the papers. Teachers can select some papers and see how they answer the questions.Then, present family albums. In this part, the Ss are encouraged to say something about their families by showing the class pictures with their parents. Some students have problems with their parents. That doesn’t surprise everyone at all.Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Ss have to experience many growing pains before they grow up. Ask the students to have a talk about the following questions:Who may have growing pains?What are growing pains?Sample answer: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.When do they probably have growing pains?How do you solve this problem?→Step 2 Brainstorming questions1. Activate students’ imagination by asking the following questions:Do you love your parents?Do you think you show respect to your parents?Do you sometimes quarrel with your parents?Why do arguments usually happen?2. Encourage students to give examples of kinds of problems they sometimes have with their parents. Students can give some examples to start like the following: Some parents may interfere in their children’s lives and try to influence their decisions about their future career or study plans.Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.Some parents don’t always trust that their child is telling the truth. They may ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.3. Ask students to express their own opinions if necessary. The teacher can continue the discussion by asking students the following:Some of the problems we have been discussing are quite common in families nowadays. What should children do to deal with these problems?Do children nowadays always listen to their parents’ instructions? Do children always explain themselves to their parents and resolve problems peacefully? Or do they disobey their parents and quarrel with them about their decisions?In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?The purpose of this activity is to arouse students’ interest by ask ing them to relate what they are familiar with in their daily life.4. Ask students to talk about their own ways of handling these problems.→Step 3 Picture talking (pair work)1. Ask students to focus on the instructions in the section and look at eachpicture carefully. Ask Ss to look at the pictures and discuss each picture in groups of four. Discuss in groups, 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 their descriptions. Finally invite some Ss to report back their descriptions.Ss can begin the activity like this:There are four pictures here. First of all, I’d like you to imagine the situation and try to describe it with your own words.You can show an example to students by describing the first picture.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Example 1Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he didn’t say anything and went straight to his own bedroom. Though his parents were very confused, they didn’t ask him why and continued with the cooking. After a while, loud music came from Li Ping’s bedroom. His mother was very angry and she rushed into his room.Example 2Tom got home feeling very tired, and he just wanted to have a good relax. When his families said hello to him, he said nothing and just went straight to his bedroom. They didn’t ask him the reason though they were very confused. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room. . .Picture 2Present the following questions to help students.What 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 3Present the following questions to help students.Why 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 4Present the following questions to help students.What 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?2. Ask students to use their imagination and talk about each picture as fullyas possible. Ask them to share their opinions with their partners.Teachers should give students some minutes to prepare for it. If they have some difficulties, teachers will help them smooth them away. After some minutes, encourage students to act out their dialogues.→Step 4 Sharing opinions (group work)Invite some of them to report back their descriptions. Ask the students to look at the pictures and discuss the following questions in groups of four.What can we see from the pictures?Suppose you are facing the situation above, what will you do?Can you create a story about these pictures?→Step 5 Further di scussionIn this part, Ss discuss the following questions in groups of four. Each group choose two of the four questions. Have Ss report their opinions in class. Some questions for discussion:What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or money on. . .*bad school behaviors*not helpful with housework*making friends with persons that parents don’t like*. . .What would you do if your behavior upsets your parents?What do you do when you have family arguments with 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? If so, what is the best way to solve the problem?1. Ask students to focus on these questions and answer them individually first. Have students form small groups to exchange their opinions and make sure that everyone has a chance to speak.2. Make sure that all the students are involved in the discussion and take an active part in it.3. Get small groups to report their responses back to the whole class.4. Conduct a feedback activity.Sample answers:1. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of 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.They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.2. My parents don’t trust me at all. They always think I am out having fun with my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet café or out shopping for clothes or CDs. I tell them I am studying but they just don’t believe me. We often argue and they cal l me a bad child and say I am disobedient and don’t respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents. I sometimes stay quiet and don’t answer their questions and don’t do the things they ask me to, like helping around or going to bed on time. I know I am not good all the time, but I think sometimes they just don’t understand me.→Step 6 SummaryToday we give a brief description of growing pains in our daily life. You were encouraged to say something about their families with their parents. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Then ask students to look at the pictures and discuss each picture in groups of four. Discuss in groups imagine the situations and try to describe them as fully as possible with their own words. In the end, we not only further discuss growing pains and students but also explore the ways to solve the problem.→Step 7 Homework1. Ask students to surf the net, go to the library or interview foreign students to know about growing pains.2 Describe an unpleasant experience with your friends/teachers.3. Preview the Reading part.板书设计Growing pains教学设计二整体设计教材分析Growing up can be difficult. Sometimes students may feel that the adults around them do not understand many of the problems that they have. In this part, four pictures showing different examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to take part in the discussion. They can think of their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and express their thoughts by either speaking about their own experiences or combining what they have heard or seen.三维目标Knowledge aims:1. To let students get familiar with the topic of growing pains and understand their parents.2. To know more about classmates and their families.3. To introduce and develop the theme of growing pains.4. To help students enlarge their vocabulary, especially those related to the topics.Ability aims:1. To develop speaking ability by talking about families and problems that happen between teenagers and parents.2. To be able to talk about their own experiences and express their own opinions in English by exchanging their growing pains.Emotional aims:1. To learn to be cooperative and helpful when working together.2. To form a positive attitude towards growing pains and learn to solve family problems wisely.3. To help students to form a positive attitude towards relationships between their parents and them.重点难点1. To activate students’ imagination.2. To relate the information given in the book to the students’ own experiences.3. To let them express their opinions fully and freely.4. To get students to understand what growing pains mean.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.教具准备A tape recorder and the multimedia.课前准备1. Encourage the students to prepare the following topics, it is best for all of them to make preparations first, either by searching for information on the Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about family problemsand generation gap between parents and children as they like.2. Prepare the following questions.Questions:Do you love your parents?Do you always show respect for your parents?Do you always do what your parents want you to?Do you like to stay with your parents at home?Do you sometimes quarrel with your parents? Why do you quarrel?Do you think there is a generation gap between you and your parents?Does the generation gap really exist?How do you overcome the gap?教学过程→Step 1 Lead-inStudents are asked to watch parts of the famous movie “Growing Pains”, which was very popular during the 1960s and 1970s, and say something about the movie.Brief introduction:Growing pains was on TV from 1985 to 1992, a total of seven years, and it told over 160 different stories. It was about a family of six. The father was a doctor and the mother was a reporter. The oldest child was Mike. He was the important reason for the program’s huge success. The program was so popular in the USA that many of the people, both at home and abroad, still watch them now. Its stories were about ordinary family problems. Like Mike’s parents, many parents who work often worry about their children.→Step 2 PresentationBrainstorming:Activate students’ imagination by asking the following questions about the relationship between them and their parents:Do you love your parents?Do you like to stay with your parents at home?Do you always show respect for your parents?Do you always do what your parents want you to do?Do you sometimes quarrel with your parents? Why do you quarrel?Sample answers:They don’t understand me sometimes.I don’t want to stay with them because they often force me to do something thatI am not interested in. If I stay with them, we will have a quarrel with each other.1. Encourage students to give examples of kinds of problems they sometimes have with their parents. (Encourage the students to talk freely)Sample answers:Some parents may interfere in their c hildren’s lives and try to influence their decisions about their future career or study plans.Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.Some parents d on’t always trust that their child is telling the truth. Theymay ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.They always remember me to go to bed on time and I have to eat hateful things that were supposed to be good for me.They often say like that, “If you don’t do as I say, I will. . . ”2. Ask the students to talk about their own understanding about the title of Unit 2—Growing PainsSample answers: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 3 Picture description1. Ask students to refer to the questions and talk about the pictures. (Pair work)(Give the students five minutes to discuss the pictures)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 girl want to do? Is she allowed to do so? Why or why not?What feelings may the girl 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?Sample answers:Picture 1: a. He turns up his music too loud.b. She is shouting at him. Angry.c. Embarrassed/Sorry, at a loss.Picture 2: a. She comes late home.b. They asked her to be h ome by 6 o’clock.c. She may explain it to her parents.Picture 3: a. They are asking her for her signature.b. She wants her signature too. She is not allowed to do so because her mother thinks it’s a waste of time.c. She may feel regretful/pitiful. She may be a little angry with her mother.Picture 4: a. He is probably playing computer games or chatting on line.b. No.c. She feels upset and angry.d. The boy may feel sorry and upset.(1)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 their descriptions. (Group work)(2)Later, ask students to express her/his opinion. The following is for reference.Sample answers:Picture 1: One day, my best friend Xiao Ming introduced a piece of rock music to me. We both liked it very much, so when I got home, I was too impatient to wait to listen to it. I lost myself so deep in the music that I did not pay attention to the volume. Just then my mother shouted at me, “Do you have to turn up your music so loud? ” I was surprised and had to come back to the flat. I found my father looking at me angrily, who was working at the desk. My young sister covered her ears with hands. I disturbed them, so I had to turn off the radio. I know I made a mistake, but I wish they could know how I love this piece of music.Picture 2: One evening, on my way home I met a little girl who was crying by the road because of not finding her mother. So I took her to the police station. With the help of the police and me, the girl got home safely. However, when I got home, my father said angrily, “I told you to be home by 6 o’clock. ” Mom also shouted, “Where did you go? ” I felt so sorry that I could not help crying. They did not give me a chance to explain. I hate the way they treat me.Picture 3: One day, I heard that the famous superstars ‘S. H. E’ would come to our city to give performances. I am the fan of them. I was eager to get their signatures. I was about to go to the concert when my moth er shouted, “Don’t you think this is a waste of time? Come back! You are not a child. You should spend more time on your studies. ” Even though I wanted to attend the concert very much, I had to stay at home. Today I still regretted about it.Picture 4: I have a close friend named Wang Dong, who studies in another school. We keep in touch with each other by writing letters. This week I failed in the maths。
译林版高中英语必修一U1L3 Grammar and usage 教案
《英语》（必修·第一册）Unit 1 Back to schoolGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1.identify different elements in a sentence;2.understand five basic sentence structures;3.apply the rules in new situations;4.write a short passage about how to achieve the goal for the new term.II. Key competence focus1. Understand different elements in a sentence and basic sentence structures.2. Apply grammar knowledge to expressing ideas.III. Predicted area of difficulty1. Use five basic sentence structures in new situations.2. Create a passage based on given topics and sentence structures.IV. Teaching proceduresStep 1 Lead-inT asks students to link randomly presented words into a logical and meaningful sentence.Miss Yan to was excited to the opportunity give be given really a speech.→Miss Yan was really excited to be given the opportunity to give a speech.【设计意图：通过连词成句的方式导入，引发学生对句中不同成分的注意和思考，为后续环节中的句子成分和五大基本句式的内容做好铺垫。
译林版高中英语必修三Unit2 Grammar and usage 教案
《英语》（必修·第三册）Unit 2 Natural disastersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the functions of to-infinitives as attributives and adverbials of result;2. use to-infinitives as attributives and adverbials of result properly in different situations;3. rewrite a passage using to-infinitives.II. Key competence focusUse to-infinitives as attributives and adverbials of result correctly and properly.III. Predicted area of difficulty1. Use to-infinitives as attributives and adverbials of result in new situations.2. Rewrite a passage using to-infinitives.IV. Teaching proceduresStep 1 Lead-inT: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.•Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.•The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.•She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.•The kids were calm enough to protect themselves during the earthquake.•“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.【设计意图：学生在初中阶段已经接触过动词不定式的一部分用法，所以先在学生相对熟悉的语境中呈现含有动词不定式的句子，然后再呈现新的语法知识——动词不定式作定语和结果状语，用这个方法帮助学生建立新旧知识之间的联系，从而顺利过渡到新知识的学习。
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课题： M3Unit 2 Grammar
I. Noun clauses introduced by question words
Step 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, begin to see why English English well today.
It is no use wasting your time reading such books all day.
Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31
Step 2 Translation:
1 要掌握一门外语是困难.
It is language.
To master a foreign language is Page 30.
Step 3 Rewrite the sentences
It seems that .
=It .
Draw students’ attention to Part 2 on page 30.
Step 4 a sentence by using Empty Subject it
Jane gave Mary a gave Mary at Christmas.
It was at Christmas that John gave Mary a : 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 working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret 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 .
Step 5 Consolidation
Grammar
1. 1. promise v. 许诺，答应。
后面接直接宾语再接不定式，从句，名词代词或不接直接宾语。
（课本p 28 ）
1) Dad promised (me) to buy me a laptop, but word.
爸爸答应过（我）要给我买个笔记本电脑，但是他失信了。
2) The student promised (the librarian) that all books would be returned by Friday.
那个学生答应（图书管理员）在周五之前归还所有的书。
3) He promised )of time money
31)deserve +n ~ a reward; ~ a punishment (课本p 29)
2)deserve doing ~ punishing
3)deserve to do ~to be punished
4 4. concern (课本p 29)
⑴ vt. 涉及,关系到
1) The news concerns your brother. 这消息与你兄弟有关。
2) The letter is chiefly concerned with export commodities. 这封信主要是关于出口商品的。
⑵ vt. 使担心;使关心
1) He is concerned for . 关心的事,重要的事[C]；关怀[U]
1) That's no concern of mine. 那不关我的事。
2) Andrew expressed . 安德鲁表示了他的关切。
concerned 有关的(作后置定语)
1) The man concerned was vt. 禁止，取缔。
过去式和过去分词都为banned. (课本p 29) Swimming in this river is banned. 禁止在此河中游泳。
ban sb. from doing sth. 意为“禁止某人做某事”
The government needs to do something to ban people from advertising illegal things on the Internet. 政府应该采取措施禁止人们在网上做广告宣传违法物品。
ban也可做可数名词，意为“禁令，禁止”，表示“对……的禁令”时常用a ban on … 的结构。
There is a ban on smoking in this school. 这所学校禁止抽烟。
6 spread n.vt&vi 传播(课本p 29)
The spread of AIDS in the last few years alarming.
过去几年里艾滋病的传播令人惊慌。
I will tell you a secret, but you must promise not to spread it around.
我要告诉你一个秘密，但是你必须保证不会将它四处传播。
The disease spread quickly. 这种疾病很快地传播开来。
7 access vt. 接近，使用(课本p 29)
You can access the loft by a ladder. 你可以爬梯子上阁楼。
access 也可做名词，意为“接近的机会，享用权；通道，通路”
Citizens may is across the bridge. 到镇上唯一的通路是经过一座
8.disagree vi. 意见不一，分歧。
反义词：agree 名词：disagreement(课本p 36)
常构成的词组有：disagree with sb. 与某人意见不一
disagree aboutoveron sth. 在某事上意见不一
I disagree with you on this point. 我不同意你的意见。
disagree 还可以表示“不一致，不符”
The two reports disagree (with each other). 这两份报告（相互）不一致。
disagree 还可表示“不适宜”，常构成词组disagree with sb. 意为“（食物等）对某人不适宜，使某人不舒服”
Fried foods disagree with me. 油炸食物对我不适合。