[小初高学习]Growing pains上课学习上课学习教案( Grammar and usage)

Growing pains上课学习上课学习教案( Reading )

Growing pains教案（ Reading ）课件www.5yPeriod2Reading1Teachingobjectives:uTodevelopstudents’abilityofreadingaplayuToknowaboutAmericanfamilylifeandproblemsthathappenb etweenAmericanteenagersandtheirparentsuToformapositiveattitudetowardssolvingproblemsbetwee nteenagersandparentsImportantanddifficultpoints:Lea rntoanalyzetheemotionsofeachcharacterfromtheinstruc tionsoftheplay.Teachingprocedures:Step1Lead-in:Getstudentstothinkaboutthefollowingquestion s:HaveyoueverwatchedthefamousAmericanTVcomedy “GrowingPains”?couldyoulistsomeofthemembersofthef amily?whatdoyouthinkoftheplay?Ifyouwereleftalone,ca nyouimaginewhatmighthappen?Step2readingPleasegothro ughtheReadingstrategyandtellmehowtoreadaplay.Firstr eading:GetstudentstoreadtheplayandfinishPartAindividually.Answers1.Eric,Daniel,momandDad.2.Theroomwasa mess./Therewastrashallovertheplace.3.Spotwasill.Sec ondreading1.momandDadwerebackfromtheirholidayaweeke arlier.2.Ericwashappywhenseeinghismother.3.Parentsl eftDanielincharge.4.Theboysspentthemoneyseeingtheve tforSpot.5.Theroomwasverycleanandtidywhentheirparen tscameback.6.Danieldidn’thaveachancetoexplainwhathadhappened.7.momfeltregre tfulforwhattheysaidtoDaniel.8.Boysdidn’tuseupthemoneyfromtheirparents.wordstudychoosetheco rrectone:1.Ijustfinishedmyvacationtoyunnan.A.workB.holiday2.Themanexplainedtothepeoplethatthefactory hadbeenclose.A.togivemeaningofsth.B.togiveareasonforsth.3.whenIwentintotheroom,Ifound theroomwasinamess.A.difficultstateB.adirtyoruntidystate4.Ateachershouldtrusthisstuden ts.A.lookafterB.believethatsb.isgood5.Thewomanwasmadatthedogforeatinghershoes.A.worriedB.angry6.Itisrudetorunintoother’shousewithoutknockingatthedoor.A.notpoliteB.anxiousDetailedreading1.PleasereadActoneoftheplay carefullyandfillintheformcharactersThingstheydoFeel ingsmomandDadjustcomingbackfromvacationexciteddisap pointedangryEricplayingsoccerathomesurprisedandfrightenedDanielstay inanotherroomsorryangry2.PleasereadActTwocarefullya ndfillinform:charactersDoingsth.FeelingsDanielexpressinghisangerangryEriccomfortinghisbrothercalmmomtalkingaboutthethingsthathappenedtodayfeelingsor ryandregretfulDadstrong-willed/stubbornRole-playDividestudentsintogroupsoffiveandoneisthenarratorandtheothersarethem aincharacters.Role-playActoneandActTwo.Discussion1. Supposeyouwereoneofthechildrenwhatwouldyoudo?2.Howd oyouthinkgoodparentsshouldtreattheirchildren?3.Doyo uthinkthereisagenerationgapbetweenyouandyourfamily? Howcanyoudealwithit?Homework：1writeanendtotheplay.2Role-playthedialogueingroupsoffive.Reading2Teachingobjectives:Tolearnnewwordsandexpres sionsandlearnhowtousethem..Importantanddifficultpoi nts:Theusageof:“enter,besupposedtodosth.betodosth.gounpunished tohavesth.done,behardonsb.feellike”Teachingprocedures:Step1Revision1.Asktwostudentstoreadtheirwritings.2．Getstudentstol ookatPartE.Firstfillintheblanksandthencomparetheirw ritingswiththeconversation.Step2importantwordorphra ses1.Thecurtainsareclosedandthelivingroomisdarkwhen momandDadenter.entercomeorgoinorinto进来之前请先敲门.小偷从后门进入了大楼I.enteredmyowndataintothecomputerwriteinformationou rteacherenteredmefortheEnglishcompetition.make…takepartinThetwooldmenenteredintoalongdiscussion.begindoingsth.2.payattentiontothephrasesbelowyouwer en’tsupposedtocomehomeuntiltomorrow!besupposedtodosth. sth.isexpectedtohappenaccordingtoanarrangement发现者号航天飞机应该在８月８日返回．ShuttleDiscoverywassupposedtoreturnonAug8.由于飓风卡特里娜，一些美国人按安排离开家园SomeAmericansweresupposedtoleavetheirhometownbecaus eofHurricanekatrina.校会应该在周一早晨举行．Theschoolassemblywassupposedtobeheldonmondaymor ning.Themoneywithwhichyouweretobuydogfoodisgone,…betodosth.indicatesthatsth.shouldbedone你昨晚晚自习就应该完成家庭作业youweretofinishyourhomeworkintheeveningclasslastnig ht.referstothearrangementsforthefuture春节将至，孩子门将买几件新衣服．ThechildrenaretobuysomenewclothesforthecomingSpringFestival我将在约定的地点与伯克小姐见面IwastomeetmissBurkeatanagreedplace.Thisisnotafamily wherebadbehaviorgoesunpunishedandyou…gounpunishedremaininaparticularandusuallyundesirabl estate她的决定未引起异议.Herdecisionwentunchallenged他的抱怨未引起注意Hiscomplaintswentunnoticed.不要让错误放在那里是有必要的.Itisnecessarynottoleterrorsgouncorrected.Ericsit sonhisbedlookingatDaniel,whohashisarmscrossedandtoh avesth.donetoleavesth.inacertainstate不管发生什么事情,请把门关着.Nomatterwhathappens,pleasehavethedoorclosed.丹尼尔离开了房间,却让灯亮着.Daniellefttheroom,buthehadthelightturnedon.Doyou thinkweweretoohardonDaniel?behardonsb.beharshtosb.对某人严厉,对某人苛刻继母对白雪公主很苛刻StepmotherisveryhardonSnowwhite.不要对一个10岁的孩子说这些话,这对他来说太重了些.Don’tsaythattoaten-year-oldboy.youarebeingtoohardonhim. Ifeellikewehavetopunishhimorhe…feellikehaveawishfor/want如果想要,我们可以外出散步Ifyoufeellike,wecangooutforawalk.我现在不想要大吃一顿.Idon’tfeellikeabigmealnowgiveoneaparticularfeeling这种材料摸起来象丝绸.Thematerialfeelslikesilk.Step3importantsentencesGetstudentstotranslatethefollowin gsentencesandpointouttherelativewordsDaniel…,apersonfromwhomwecouldexpe ctgooddecisions…Idon’tknowthereasonwhytheroomissodirty…Thisisnotafamilywherebadbehaviorgoesunpunishedandyo u…EricsitsonhisbedlookingatDaniel,whohashisarmscrosse dandlooksangry.Step4workbookPleaseallowstudentsenoughtimetodoA2inclass, andthenchecktheanswerstogether.Iftimepermits,getstu dentstofinishB1.HomeworkFinishA2andB2intheirworkboo k.Getthestudentstothinkaboutthequestion‘IstheplaywritteninAmericanEnglishofBritishEnglish ?Howdoyouknowthat?’课件www.5y 。

Unit 2Growing Pains上课学习上课学习教案

Unit 2Growing Pains教案Unit2GrowingPains教案ByyujuanXX-9-14Period1welcometothisunitTeachingobjectives:Tointroduceanddevelopthethemeofgrowingpains.Todevelopspeakingabilitybytalkingaboutfamiliesandpr oblemsthathappenbetweenteenagersandparents.Toknowmoreaboutclassmatesandtheirfamilies.Importantanddifficultpoints:Getstudentstounderstandwhatgrowingpainsmeans.makestudentsknowtherelationshipbetweenparentsandthe irteenagechildrenintheUSA.Helpstudentstoformapositiveattitudetowardsrelations hipsbetweentheirparentsandthem.Teachingprocedures:Step1lead-inGetthestudentstoreadthetwopassagesinthelead-learnin gpaperandhaveageneralideaof“growingpains”kEyS:cBAAD,ABBAcThenaskthestudentsthefollowingquestions:whatareGrowingpains?whendoweprobablyhavegrowingpains?Step2PicturediscussionAskSstolookatthepicturesanddiscusseachpictureingrou psoffour.Picture1whatdoestheboydo?whatisthemotherdoing?Howissheprobablyfeeling?whatfeelingsmaytheboyhave?Picture2whathappenstothegirlwithabag?whatdidherparentsaskhertodo?canyouguesswhatmighthavehappenedtoher?whatwillshedo?Picture3whyaretheboysandgirlsaroundtheprettylady?whatdoestheboywanttodo?Isheallowedtodoso?whyorwhyno t?whatfeelingsmaytheboyhave?Picture4whatistheboyprobablydoing?Didtheboydowellinhisexams?Howdoeshismotherfeelaboutthescore?whatfeelingsmaytheboyhave?Getseveralstudentstotalkaboutthepictures.Step3PictureDescriptionImaginethesituationsandtrytodescribeeachpictureasfu llyaspossiblewiththeirownwords.makesurethatSshave“when”,“where”,“who”,“what”inyourdescriptions.InvitesomeSstoreportbacktheirdescriptions.Step4FurtherDiscussionDiscussthefollowingquestionsingroupsoffour.whenyouhaveaproblemandwanttotalktosomeone,whodoyouc hoosetotalkto?Doyouthinkyouunderstandyourparents?Tellthestudentswaystosolvegenerationgapbetweentheir parentsandthem.Dospendsometimetalkingwithyourparents,andyouwillfin dyourparentshavethesameinterestsasyou.whenyourparentsdon’tunderstandyou,pleasetrytothinkfromtheangles（角度）ofyourparents.Furtherdiscussion:Doyouthinkthereisagenerationgapbetweenyouandyourpar ents?Ifso,whatisthebestwaytosolvetheproblem?consolidation:Generationgapshappenalot.Butsometimesasmile,awalk,a gift,aletteroratalkcansolvetheproblems.Dorememberth atyourparentsloveyouandsoonerorlateryouwillbecomepa rent,too.Sobekindtoyourparentsandtryyourbesttounder standthem.Understandingisabridgeoverthegap.Homework:PreviewtheReadingpart.2writeashortpassageaboutanunpleasantexperiencewithyo urparents/friends/teachers.Period2Reading1Teachingobjectives:Todevelopstudents’abilityofreadingaplayToknowaboutAmericanfamilylifeandproblemsthathappenb etweenAmericanteenagersandtheirparentsToformapositiveattitudetowardssolvingproblemsbetwee nteenagersandparentsImportantanddifficultpoints:Learntoanalyzetheemotionsofeachcharacterfromtheinst ructionsoftheplay.Teachingprocedures:Step1Lead-in:Getstudentstothinkaboutthefollowingquestions:HaveyoueverwatchedthefamousAmericanfilm “Homealone”?couldyougiveabriefintroductionofthefilm?Ifyouwereleftalone,canyouimaginewhatmighthappen?Step2readingPleasegothroughtheReadingstrategyandtellmehowtoread aplay.Firstreading:GetstudentstoreadtheplayandfinishPartAindividually.Answers.Eric,Daniel,momandDad.2.Theroomwasamess./Therewastrashallovertheplace.3.Spotwasill.SecondreadingRereadtheplayandfinishPARTc1andc2Detailedreading.PleasereadActoneoftheplaycarefullyandfillinthe formcharactersThingstheydoFeelingsmomandDadjustcomingbackfromvacationExcited,disappointed,angryEricplayingsoccerathomesurprisedandfrightenedDanielstayinanotherroomSorry,angry2.PleasereadActTwocarefullyandfillinform:charactersDoingsth.FeelingsDanielexpressinghisangerangryEriccomfortinghisbrothercalmmomtalkingaboutthethingsthathappenedtodayfeelingsorryandregretfulDadstrong-willed/stubbornStep3:Role-playDividestudentsintogroupsoffiveandoneisthenarratoran dtheothersarethemaincharacters.Role-playActoneandAc tTwo.Step4:consolidation.choosethebestanswersaccordingtotheplaypletethetask-basedreadingStep5:Discussion.Supposeyouwereoneofthechildrenwhatwouldyoudo?2.Howdoyouthinkgoodparentsshouldtreattheirchildren?3.Doyouthinkthereisagenerationgapbetweenyouandyourf amily?Howcanyoudealwithit?Homework：.writeanendtotheplay.2.Role-playthedialogueingroupsoffive.Andpreviewthelan guagepointsinthearticle.Period3Reading2Teachingobjectives:Tolearnnewwordsandexpressionsandlearnhowtousethem..Importantanddifficultpoints:Theusageof:“expect,besupposedtodosth,gounpunished,leavesbinch arge,tohavesth.done,shouldhavedone”Teachingprocedures:Step1Revision.Asktwostudentstoreadtheirwritings.2．GetstudentstolookatPartE.Firstfillintheblanksand thencomparetheirwritingswiththeconversation.Step2Focusesinthetexts:Gothroughthepassagewiththewholeclassanddealwithsome languagepointswiththem.一、Somephrases:.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0.环顾四周11.turnupmusic2.awasteoftime13.forcetodosomething.4.deservetoknowthetruth5.beangrywithsomebody6.behardonsomebody17.arguewithsomebodyaboutsomethin g8.leaveyouincharge9.expectgooddecisionsfromyou20.earlierthanexpected二、Usefuldrills．momandDadarrivedbackfromvacationadayearlierth anexpected.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。

[推荐精选]Growing pains上课学习上课学习教案( Grammar and usage)

Growing pains教案（ Grammar andusage）Period4GrammarandusageTeachingobjectives:Tolearnhowtouseapreposition+which/whomtobeginanattr ibutiveclauseandhowtouserelativeadverbsinattributiv eclausesImportantanddifficultpoints:Howtochoosesuitableprepositionsinanattributiveclaus e.Teachingprocedures:Step1.RevisionHwchecking:understandingsomecolloquialismsStep2.GrammarandUsagePreposition+whichandpreposition+whomReadpoint1andmakesurestudentsknowwhentouseattributi veclausewithpreposition.Thepenisbroken,soI’llhavetobuyanewone.IwritemyhomeworkwithiteverydayThepenwithwhichIwritemyhomeworkeverydayisbroken,soI ’llhavetobuyanewone.Themanisovereighty.Iboughttheoldpictureforhim.ThemanforwhomIboughttheoldpictureisovereighty.Readpoint2,getthemtowritethesentencesinformalEnglis h.ThemathsteacheristhepersonfromwhomIgotanAplus.ArtisthesubjectaboutwhichIknowlittle.Readpoint3and4,andaskthemtowritethesentencesindiffe rentways.DadisapersontowhomIcaneasilytalk.Dadisapersonwhom/who/thatIcaneasilytalkto.DadisapersonIcaneasilytalkto.Appendix1)“介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。

[推荐精选]Growing pains上课学习上课学习教案

Growing pains教案www.5y Growingpains教案牛津高中英语模块一（第2讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit2（下）二、教学要求：．了解英语语调的作用。

2．学会写感谢和建议信。

3．学习编写、表演对话。

4．语法：定语从句（复习）【知识重点与学习难点】一、重要单词：upset,sincerely,insist,chat,valuable,period,argumen t,freedom,relationship,suggest,spare,unloving,forbi d,tone,frustrated,express,volume,stress,pause,exact ,emotional,mood,gist,merely,regular,solve,column,co lumnist,resource,proofread,version,nervous.二、重点词组：rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall毕竟,takeone’sadvice接受建议,missdoingsth怀念以前做的某事,keepinmind记住,getittidiedup把它整理好,cleanup打扫干净,makeadifference要紧,providesbwithsth/providesthforsb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就好像,insistondoing坚持要做,allowhimhisfreedom允许给他自由,sendsbtobed叫某人去睡觉,forbidsbfromdoingsth禁止某人做某事,assignrolesto分派角色,argueaboutsthwithsb为某事和某人争吵.【难点讲解】.Theyaremeanttobereadaloud,andoftenuselessforma llanguagethanothertypeofwriting.剧本是要被朗读的，它使用的语言没有其他文体那么正式。

Growing pains上课学习上课学习教案

Growing pains教案www.5y Growingpains教案牛津高中英语模块一（第2讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit2（下）二、教学要求：．了解英语语调的作用。

2．学会写感谢和建议信。

3．学习编写、表演对话。

4．语法：定语从句（复习）【知识重点与学习难点】一、重要单词：upset,sincerely,insist,chat,valuable,period,argumen t,freedom,relationship,suggest,spare,unloving,forbi d,tone,frustrated,express,volume,stress,pause,exact ,emotional,mood,gist,merely,regular,solve,column,co lumnist,resource,proofread,version,nervous.二、重点词组：rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall毕竟,takeone’sadvice接受建议,missdoingsth怀念以前做的某事,keepinmind记住,getittidiedup把它整理好,cleanup打扫干净,makeadifference要紧,providesbwithsth/providesthforsb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就好像,insistondoing坚持要做,allowhimhisfreedom允许给他自由,sendsbtobed叫某人去睡觉,forbidsbfromdoingsth禁止某人做某事,assignrolesto分派角色,argueaboutsthwithsb为某事和某人争吵.【难点讲解】.Theyaremeanttobereadaloud,andoftenuselessforma llanguagethanothertypeofwriting.剧本是要被朗读的，它使用的语言没有其他文体那么正式。

英语：Unit2 Growing pains-grammarusage教案(牛津译林版必修1)

Unit2 Growing Pains- Grammar &usage教案Teaching objectives:To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesImportant and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1. RevisionHW checking: understanding some colloquialismsStep 2. Grammar and UsageThe grammar item in this unit will still deal with attributive clauses. You are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. You will also learn how to use attributive clauses introduced by the relative adverbs when, where and why. Step 1: Prep.+ which & prep.+ whomAn attributive clause can be intr oduced by a prep.+ which/whom and let’s see in what circumstances these two forms are used.1. Point 1 on page 28Point out the antecedents and their functions in the following two sentences.We thought you were a person from whom we could expect good decisions. (The antecedent is a person. In the attributive clause it serves as the object of the preposition from.)The money with which you were to buy dog food is gone. (The antecedent is the money. Its function in the attributive clause is the object of the preposition with.)2. Point 2.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.3. Points 3 and4.Dad is a person to whom I can easily talk.Dad is a person whom/that/who I can easily talk to.Dad is a person I can easily talk to.Note: The preposition in the attributive clause must be used whether the relative pronouns are left out or not.4. Point5.The sentences in Point 5 show us how to use the attributive clause to modify the antecedent way. Now the exercises in Parts A and B on page 29. For Part A, you should pay attention to the antecedent to see whether it refers to a person/people or sth./things. Complete each sentence according to its meaning.AnswersA 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 gB 1 which 2 which 3 about 4 from 5 fromStep 2: Relative adverbs: when, where and whyHere you will learn in what condition when, where or why is used to introduce an attributive clause. And let’s see what other words can be used to replace when, where or why.1. When the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. Here when is used as a relativeadverb.Let’s read the three example sentences in Point 1 on page 30 and tell what when refers to in each of the sentences.In Sentence 1, when refers to on that day.In Sentence 2, when refers to at that moment.In Sentence 3, when refers to at that time.So these sentences can be expressed in some other ways as the following:Do you remember the day on which we left you in charge?I often think of the moment at which I saw the UFO.I remember the time at which Eric won that speech competition.2. When the noun or the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause. Here where is used as a relative adverb. Read the four example sentences in Point 2 and tell what where refers to in each sentence.In Sentence 1, where refers to in the house.In Sentence 2, where refers to in the country.In Sentence 3, where refers to in the city.In Sentence 4, where refers to in the family.So these sentences can be expressed in some other ways as the following:The police searched the house in which the thief had stayed.Mike wants to work in a country in which there are a lot of rain forests.Is Shanghai the city in which he was born?This is not a family in which bad behavior goes unpunished.3. When the noun or the antecedent is the word reason and is used as the adverbial of reason in the attributive clause, why is used to introduce the clause. Here why is used as a relative adverb.Read the two example sentences in Point 3.4. Read the sentences in Point 4 and learn how to say the sentences with attributive clauses introduced by when, where or why in more formal English. We can use in which instead of where, on which instead of when and for which instead of why in the three sentences.Step 4: Homework:Record after Teaching________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ____________。

[小初高学习]Unit2 Growing pains-Task上课学习上课学习教案

Unit2 Growing pains-Task教案Unit2Growingpains-Task教案Teachingobjectives:1.Toreadabouthowtoexpressdiffere ntfeelingsindifferenttones.2.Todeveloplisteningands peakingabilityindifferenttones.3.Todevelopreadingsk illsbyreadingfourdiaryentries.4.Tounderstandthemood ofthewriter.5.Todevelopwritingskillsbyreadingthetip s.6.Tounderstandthemoodofthemum’sandjack’sfeelings.Importantanddifficultpoints:1.Understandi ngtonesinspokenEnglish.2.Readingforgist.3.writingad ialogue.Teachingprocedures:Skillsbuilding1:understa ndingtonesinspokenEnglishInthispartyouwillreadabout howtoexpressdifferentfeelingsindifferenttones.Bylis teningtooneshortsentenceindifferenttonesandreadingt heexplanationaftereachsentence,you’lllearnpeoplespeakindifferenttonestoexpressdifferen tfeelings.Listentoanothersentenceindifferenttonesto decidewhichemotionalmeaningeachtoneshows.1.Readtheg uidelinesinSkillsbuilding1onpage32beforelisteningto thefiveversionsofthesamesentenceindifferenttones.yo uwillseethattherearefourmainpointstodeterminehowthespeakerisfeeling.*thevolume*thetones*stressedwords*thepause2.Listentotheexamplesentenceinfivedifferen ttonesonebyone.Afteryoulistentooneofthem,tellwhatyo uthinkaboutthespeaker'semotion.Isshehappy,orangry?I ssheinhighspiritsorinlowspirits?Thenreadtheexplanat ionforeachsentence.3.Readthesentence‘Hewillcomeheretomorrow.’indifferentemotions.Ifsomeoneishappyabouthiscoming, Ifsomeonedoesn'twanthimtocome,howwillhespeakit?Inwhattone?Ifsomeoneisexcitedabout hiscoming,Ifsomeoneisfrustratedorquestioning,Thenle t’slistentothetapeandfinishPartAonpage32.AnswersA1.qu estioning2.frustrated3.excited4.sad4.AskstudentstolistentothetapeandfinishPartB.Letstudentslistentothefivesentencesagainandaskthemt otellwhichwordisemphasizedandwhattonesareusedfordif ferentemotions.Step1:listeningtoaradiophone-inprogr ammeInthisprogramme,sixteenagerscallthehosttotalkab outtheirproblemsandaskforsomeadvice.writedownaprope rnamebeloweachpictureaccordingtowhatyouhearfromthet ape.Listentoaradiophone-inprogrammeandfinishtheexer ciseinStep1onpage33.Saysomethingaboutthepicturesand whatyouhaveheardonthetape.Answers:1.jane2.chrietinaB.Shirllley4.Richard5.Patrik6.willlliamSkillsbuilding2:readingforgistReadfourdi aryentries.Underlinethemainpointsofeachentryandcirc lesomekeywordsthatshowthemoodofthewriter.Afterdoing this,youwilllearnthatthisistheskillofreadingforgist .1.Readtheguidelinesofthispartonpage34.youwillseeth atitisveryimportantforyoutounderstandthegistorthema inpointofwhatyouhaveread.2.workingroupsoffour.Eachofthegroupreadonediaryentryandfindthemainpointandcir clethewordswhichshowthemoodofthewriter.Thentellintu rnwhatyouhavelearntafterreading.SampleanswersEntrie smainpointsThewordstellingthewriter’smoodThefirstdiaryentryTodayhasbeenagreatdaybecause myparentsboughtmeanexpensivebike.happyTheseconddiar yentrywehadamathstestandI’mnervousaboutmyresult.tired,afraid,nervousThethirdd iaryentryIfailedthemathstestanddon’tknowhowtotellmyparents.upsetThefourthdiaryentryAll thatworryingwasfornothing.veryhappy,gladStep2:readi ngathank-youletterHereyouareaskedtoreadathank-youle tterfromchristina,acallerto'Talktime'theradiophone-inprogramme,tothehostoftheprogramme.youshouldusethe readingskillinSkillsbuilding2toidentifythemainpoint andsomedetailsintheletter.1.Readthethank-youlettero npage35.Findtheanswerstothefollowingquestions:whowr otetheletter?Towhomistheletterwritten?whyisthelette rwritten?2.Decidewhichstatementsaretrueandwhicharef alseaccordingtotheletter.correctthefalsesentences.A nswers:1.F2.T3.T4.F5.T6.F7.F1.christinawroteathank-youlettertoGeorge.4.chris tinaandhermumspendonedayaweekwitheachother.6.christ ina’smumtookherandherfriendsouttodinner.7.christinawasf riendswithhermum.Skillsbuilding3:writingadialogueRe adaboutwhatyoushouldandshouldnotdowhenwritingadialo guefirst,andthenyouwillreadadialogueandfindoutthere s tlypointoutthesentencesthatshowmum'sandjack'sfeelin gs.1.Readthethreepointsonhowtowriteadialogue.youwil lknowwhatyoushoulddoandwhatyoushouldn'tdowhenwritin gadialogue.*Don'tincludewordslike‘Umm’or‘Hmm’inadialogue.*Don'trepeatwordsthathavejustbeensaid.F orexample,whenonesays,‘Goandsitdown.’Theothershoulduse‘why?'insteadof‘Goandsitdown.’or ‘whyshouldIsitdown?’*Usethewordsthecharacterssaytoshowtheirpersonalitiesandmoods.Don'tsay‘He/Sheisveryangry.’2.ReadthedialogueinPartAandinpairsdiscusswhatiswron gwiththeunderlinedsentences.AnswersA1.‘Umm”orhmm’shouldn’tbeincludedinawrittendialogue.2.weshouldn’tuse‘myroomistoodirty’,‘myroomisamess’,‘cleanup’and‘cleaning’,because inawrittendialoguewhathasjustsaidshouldn’tberepeated.3.Inawrittendialogueweshouldwriteasentencethatshows thespeakerisveryangryinsteadofthesentence‘I’mreallyveryangrywithyou.’3.ReadtheguidelinesinPartB.Readthedialogueagain,try readingitinthesuitabletone,thecorrectemphasisandpau setoexpresstheangryemotionandfinishthisexercise.Ans wersThesentencesthatshowmumisunhappyorangry:comeand look!Don’tyoutalktomelikethat!youshouldstartcleaningnowifyou plantoleave!Thesentencesthatshowjack’smood:Thisissounfair!I’llneverhaveenoughtime!ButIdon’tthinkyouarebeingfairatall!4.ReadtheplayandanswerthequestionsbelowinPartBinReadingonpage91inworkbook,s oyouwillgetaclearerimpressionofhowtowriteagooddialo gue.AnswersPartB1.HetriedtohelpDavidstandonhisowntw ofeetandlearnhowtolookafterhimself.2.Davidfeltthath isfatherwasalwayscomplainingabouthimanddidn'tspeake noughtohim.3.Davidsaysthathisfather'sjobisdangerous andthathehastothinkaboutotherpeopleallthetime.4.Hew aslookingforhischristmaspresents.5.Nowheknowshowdee plyhisfatherloveshimandunderstandsthatit'shardforhi sfathertotalktohimaboutit.Step3:presentingadialogue ingroupswriteadialoguebetweenchristina,hermotherand theradiohostandthengiveaperformance.youcandothising roupsofthree.1.ReadtheguidelinesinPartAonpage37,mak eupandwriteadialogueforchristina,hermumandthehostof theradio‘Talktime’show.Goovertheinformationinthispartandwhatyoulearnf romSteps1and2toseeifyourememberwhathappenedbetweenc hristinaandhermum,whatchristinadidthen,andhowthepro blemwassettled.2.workingroupsofthreeandmakeupadialo guetofinishtheexerciseofPartB.Answerschristina:Thatistrue.yousee,Ijoinedasportsteam.Imetmanynewfriendsandweenjoyedspendingweekendsdoingsports.SoIdidn 'thavemuchtimetospendwithmyparent.mum:Becauseofthis,Imissedthetimewhenwetalkedtogether.Ho st:whendidtheproblemstartandhowdidyoubothfeelthen?mum:Thishappenedsoonaftersheenteredhighschoollastsummer .SometimesIfeltsolonelythatIevencried.christina:Ilovemyparents.ButatthattimeIfelttheydidn'tundersta ndmeandtheyseemedtodoboringthings.whenmumtoldmethat shewassadandmissedmebecauseIdidn'tspendenoughtimeto getherwiththem,Ididn'tknowwhatIshoulddo.Host: whatdidyoudothen?christina:Ilistentotheradio‘Talktime’showeveryweek.Iknowyoucanhelppeoplebygivingthemsome advice.SoIcalledyouandaskedforyouradvice.mum: yes,mydaughtertoldmeaboutyoursuggestion.Host:Sowhatdidyoudotofixyourproblem?christina:wehavedecidedtodoonethingtogethereveryweek.mum:yes.wefirstcookedaspecialdinnerforourfamilytogether .christinahaslearnedhowtocookandenjoysitverymuch.on ceItookmydaughterandherfriendstoarestaurantfordinne r.christina:weoftentakealongwalk,andwetalkalotwhilewalking.Host: Sowhatisthenewsituationlike?christina:Iamsurprisedbyhowmuchfunwehavewhenwe'retogether.Ith inkofmumasafriendagain.mum:I'mveryhappytobeon ‘Talktime’.Ihopeourexamplecanhelpotherfamiliestha thavethesameproblemasweusedtohave.3.ReadPartAinwrit ingonpage93inworkbookandfindoutwhatthearticleisabou tandhowmanypartsthisarticlecanbedividedintoandwhatt hemainideaofeachpartis.Soyoucanlearnhowtowriteanart icletoexpressyouropinion.ThendoPartBonthesamepagein classorasyourhomework.AnswersPartBDoyouagreewithmum sworking?Todaywehadadiscussionaboutworkingmums.Theo pinionsweredivided.Sixty-fivepercentofthestudentswe refortheideaofworkingmums.Theystatedthefollowingarguments.First,mumshavetherighttowork.Second,workingm umsnotonlybringinmoremoney,buttheycanalsofeelproudo ftheirsuccessinwork.Third,workingmumsaregoodforsoci ety.However,thirty-fivepercentofthestudentswereagai nstmumsworking.Theyarguedthatmumsdonothavetoworkout sidethehome.Iftheydo,therewillbenoonearoundtodotheh ousework,likecookingthemealsorcleaningthehouse.Itis tooexpensivetohireamaidtodothework.Personally,Ithin kitisuptothemumstodecidewhattheywanttobe:aworkingmu morahousewife.Step4:Homework:RecordafterTeaching___ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ _______________________。

[小初高学习]Unit 2 growing pains-Reading学习型教学案

Unit 2 growing pains-Reading学案Unit2growingpains-Reading学案Ⅰ.TeachingaimsTrytorememberthemainwords,phrasesand sentences.Payattentiontotheusagesofsomelanguagepoin ts.Ⅱ.Teachingyourselvesmainwords:ⅰwritethefollowingwords1.curtainn.窗帘2.adult/grown-up.成年人3.teenagern.青少年4.explanationn.解释explainⅱFillintheformsaspossibleasyoucan.重点词汇词汇拓展词汇用法surprisevt.使惊奇,使诧异;出其不意获得n.惊奇,惊讶surprisedadj.感到惊奇的;表示震惊的surprisingadj.使人惊讶的,出人意料的,惊人的surprisesb.使某人惊讶givesb.asurprise使---感到惊讶betakenbysurprise出其不意地攻击insurprise惊奇地toone'sgreatsurprise使某人非常惊奇的是surprise“由于出乎意外而惊异或诧异”Hiscomingsurprisedme.他的到来使我感到惊奇。

astonish 指“由于出乎意料而又不能理解而感到吃惊”,语意较强Iwasastonishedtoseehegotupsoearly.见他起得这么早我感到惊讶。

amaze指“由于认为似乎不可能或极少可能发生的事出现而感到大为诧异、迷惑不解”,语意较强Iwasamazedathisimpudence.他竟然无耻到这种地步使我感到惊愕。

shock指“使震惊”,语意比amaze强Iwasshockedatthenews.我听到这个消息大吃一惊。

bendvt.&vi.弯曲;屈身n.弯曲bentadj.弯曲的，折弯的，拱起的bebenton决心要,专心于benddown弯腰bendoneselfto专心于,致力于explainvt.&vi.讲解,解释explanationn.解释,说明explainoneself说明自己的意思explain...as...把...解释为...explainsth.tosb.向…解释scenen..景象；场面（戏剧的）一场behindthescenes在幕后；暗中onthescene在现场；当场；在台上leavevt.&vi.离去,离开;出发;舍弃.把…留下;遗忘;听任,让n.准假,假期leavespforsp离开某处去某处leavesbalone把某人独自留下leavethedooropen让门开着leavesthaside把想法搁置一边leavesb/sthbehind 把…抛在后面;丢下askforaday'sleave要求请一天假chargevt.充电;控告,指责;把...归咎于要,收;猛攻chargethebattery给电池充电chargesb.withsth指控某人chargetheenemy向敌人冲去chargesbmoneyforsth.因…向某人要价…inchargeof在...掌管之下,由...经管inthechargeofsb.由某人负责,由某人照料[管理]unpunishedadj.未受惩罚的punishvt.罚,处罚,惩罚punishern.惩罚者;处罚者punishmentn.处罚,受罚gounpunished不受惩罚punishsb.forhiscrime处罚某人harda.苛刻的hardlyadv.几乎没有,几乎不hardly...when...刚…就behardonsb苛刻地对待,对要求过严同义词]mainphrases:becommontoteenagers对青少年很常见turnupthemusic调高音乐turndownawasteoftime 浪费时间anunpleasantexperiencewithsb.和某人的一次不愉快的经历beangrywithsb.跟某人发火can’twaittodosth等不及要…besupposedto应该…leavesb.incharge让某人掌管goout熄灭deservetoknowthetruth值得知道真相beverydifferentfrom与...很不相同nowthat既然,由于for/as/since/because/whenmainsentences：1.youweren’tsupposedtocomehomeuntiltomorrow!2.Themoney___which youweretobuydogfoodisgone.wethoughtyouwereanadult,a person____whomwecouldexpectgooddecisions.1)Thesciencesubject,＿Tomisinterested,isimportantinhighschool.2)Theparkis aplace____whichIoftengo.3)mymotheristheperson_____w homIgotmoneytobuymynewhairclips.4)Footballisthespor t____whichIalwaysscoreagoal.5)mygrandparentsarethep eople____dabb/inwhich/to /from/in/with3.Idon’tknowthereason___thehouseissodirty.Thisisnotafamily ___badbehaviorgoesunpunished.4.Theydon’tdeservetoknowthetruth.5.momandDadarrivebackfromvacationadayearlierthanexpec ted.Ericrunsinaftertheball,followedbyabigdog,walkin gveryslowly.6.Theroomisamess,withpizzaboxesontheflooranddirtydish esinthesink.①Hestoodtherewithhishandinhispocket．②Hewasfastasleepwithhismouthopen．③Theysatinsilencewiththelightonforanhour．④withtheguideleadingtheway,wegotoutoftheforestwithou tanydifficulty．⑤Hefellasleepwithallthewindowsclosed.⑥withtwoexamstoworryabout,Ihavetoworkreallyhardthisw eekend．III..DiscussionⅰReturntoNmETc1.She traveledallaroundtheworld,____placesofinteresting.A.visitB.visitedc.visitingD.tovisitc2.___bytheaccident,thelittlegirlburstintotears.A.FrightB.Frightenc.FrightenedD.FrighteningB3.AmI____tocleanalltheroomsorjustthisone?A.supposeB.supposedc.shouldD.expectB4.___helostthegame,hehadtogoback.A.InthatB.Nowthatc.NowD.Forthatc5.Iwas___twodollars___repairingtheTVset.A.cost;forB.charge;forc.charged;forD.charged;atB6Heisastudentatoxforduniversity,______ foradegreeincomputerscience.A.studiedB.studyingc.tohavestudiedD.tobestudyingD7----canIsmokehere?----Sorry.wedon’tallow______here.A.peoplesmokingB.peoplesmokec.tosmokeD.smokingD8.Isthismuseum______someGermanfrienfsvisi tedlasttime?A.thatB.wherec.inwhichD.theoneD9.----wheredidyougettoknowher?----Itwasonthefarm______weworked.A.thatB.therec.whichD.whereⅱ.writing我是一个青少年。

[精品K12]Growing pains上课学习上课学习教案

Growing pains教案www.5y Growingpains教案牛津高中英语模块一（第2讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit2（下）二、教学要求：．了解英语语调的作用。

2．学会写感谢和建议信。

3．学习编写、表演对话。

4．语法：定语从句（复习）【知识重点与学习难点】一、重要单词：upset,sincerely,insist,chat,valuable,period,argumen t,freedom,relationship,suggest,spare,unloving,forbi d,tone,frustrated,express,volume,stress,pause,exact ,emotional,mood,gist,merely,regular,solve,column,co lumnist,resource,proofread,version,nervous.二、重点词组：rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall毕竟,takeone’sadvice接受建议,missdoingsth怀念以前做的某事,keepinmind记住,getittidiedup把它整理好,cleanup打扫干净,makeadifference要紧,providesbwithsth/providesthforsb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就好像,insistondoing坚持要做,allowhimhisfreedom允许给他自由,sendsbtobed叫某人去睡觉,forbidsbfromdoingsth禁止某人做某事,assignrolesto分派角色,argueaboutsthwithsb为某事和某人争吵.【难点讲解】.Theyaremeanttobereadaloud,andoftenuselessforma llanguagethanothertypeofwriting.剧本是要被朗读的，它使用的语言没有其他文体那么正式。

[推荐精选]Growing pains教学习型教学案_1

Growing pains教学案Growingpains教学案XX-XX学年高一英语必修1（译林牛津版）素材（含教案和练习）Unit2Growingpains（2）一.教学内容：Unit2GrowingPains（II）二.教学目标：掌握Unit2语法定语从句三.教学重难点：掌握介词＋关系代词引导的定语从句掌握关系副词引导的定语从句（一）定语从句复习用定语从句把下列句子连接成一个句子.Thebookismine.Heisreadingthebook.Thebookheisreadingismine.2.Ilikethegirl.Thegirliswearingaredskirt.Ilikethegirlwhoiswearingaredskirt.3.Sheisthestudent.wesawheryesterday.Sheisthestudentwesawyesterday.4.Theathleteisafamousrunner.youtalkedtohim.Theathletewhoyoutalkedtoisafamousrunner.5.Ihavelostthebook.Hegavemeityesterday.Ihavelostthebookhegavemeyesterday.6.Ihaveseenthefilm.youtalkeditaboutlastnight.Ihaveseenthefilmyoutalkedaboutlastnight.7.Ithrewthechair.Itslegsarebroken.Ithrewthechairwhoselegsarebroken.介词＋关系代词引导的定语从句用定语从句把下列句子连接成一个句子.Thisistheteacher.we’velearnedalotfromher.Thisistheteacherwe’velearnedalotfrom.Thisistheteacherfromwhomwe’velearnedalot.2.Thepolicemanisafriendofmine.mrHenryistalkingwithh imintheoffice.ThepolicemanmrHenryistalkingwithintheofficeisafrien dofmine.ThepolicemanwithwhommrHenryistalkingintheofficeisaf riendofmine.3.Theladderbegantoslip.Iwasstandingontheladder.TheladderIwasstandingonbegantoslip.TheladderonwhichIwasstandingbegantoslip.4.Greatchangesaretakingplaceinthecity.Theyliveinthe city.Greatchangesaretakingplaceinthecitytheylivein. Greatchangesaretakingplaceinthecityinwhichtheylive.5.Thisisthelibrary.IborrowedHarryPotterfromthislibr ary.ThisisthelibraryIborrowedHarryPotterfrom.ThisisthelibraryfromwhichIborrowedHarryPotter.总结：关系代词在从句中作宾语时，介词可提至关系代词前，构成“介词＋which/whom从句”结构。

[精品K12]Growing pains上课学习上课学习教案_2

Growing pains教案牛津高中英语模块一（第2讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit2（下）二、教学要求：．了解英语语调的作用。

2．学会写感谢和建议信。

3．学习编写、表演对话。

4．语法：定语从句（复习）【知识重点与学习难点】一、重要单词：upset,sincerely,insist,chat,valuable,period,argumen t,freedom,relationship,suggest,spare,unloving,forbi d,tone,frustrated,express,volume,stress,pause,exact ,emotional,mood,gist,merely,regular,solve,column,co lumnist,resource,proofread,version,nervous.二、重点词组：rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall毕竟,takeone’sadvice接受建议,missdoingsth怀念以前做的某事,keepinmind记住,getittidiedup把它整理好,cleanup打扫干净,makeadifference要紧,providesbwithsth/providesthforsb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就好像,insistondoing坚持要做,allowhimhisfreedom允许给他自由,sendsbtobed叫某人去睡觉,forbidsbfromdoingsth禁止某人做某事,assignrolesto分派角色,argueaboutsthwithsb为某事和某人争吵.【难点讲解】.Theyaremeanttobereadaloud,andoftenuselessforma llanguagethanothertypeofwriting.剧本是要被朗读的，它使用的语言没有其他文体那么正式。

[推荐精选]Growing pains教学习型教学案

Growing pains教学案Growingpains教学案XX-XX学年高一英语必修1（译林牛津版）素材（含教案和练习）Unit2Growingpains（1）一.教学内容：Unit2Growingpains二.教学目标：掌握Unit1词汇及词性变化三.教学重难点：掌握课文中的重点句型的结构、用法。

Unit2Growingpains.expect)…sth.我想不会。

Idon’texpectso./Iexpectnot.这是我们一直期待的邮包。

Thisistheparcel____________________________.2)…todosth.你别指望他会支持你。

youcan’texpecthimtosupportyou.别指望一个星期就能学会一门外语。

Don’texpect_______________________________.3)…thatclause我预计星期日回来。

Iexpectthat_________________________. keys:)whichwehavebeenexpecting2)tolearnaforeignlanguagewellinaweek3)IwillbebackonSunday4)asexpectedeg.正如预报的那样，地震袭击了旧金山。

TheearthquakestruckSanFranciscoasexpected. 贝克汉姆并未像预料的一样进了两球。

Beckhamdidn’tscoretwogoalsasexpected.5)thanexpected——他比预料的要回来的早。

Hecamehomeearlierthanexpected. ——Hecamehomeearlierthanhewasexpected. 6)beexpectedtodoeg.we’reexpectedtoworkhard.预计你将六点到达北京。

you’reexpectedtoarriveinBeijingat6:00. 2.enter)comeorgoineg.进门前你应先敲门。