高中英语 Unit2《Growing pains》reading教案4 牛津译林版必修1
高中英语 Unit2 Growing pains教案 牛津版 教案
Unit 2Growing pains （P22-23）单词学案1. act n. (戏剧中的)一幕，行为，举动The hero dies in Act 4, Scene 3. 男主角在第4幕第3场死去了。
It is an act of kindness/a kind act to help a blind man across the street.帮助盲人过马路是友善的行为。
拓展： act v. 表现，行为 n. action (take action to do sth采取行动做某事) Think twice before you act.三思而后行。
act as充当，担任，扮演act out 演出来2. can’t wait to do sth迫不及待地做某事can’t wait for sthHe can’t wait to please his boss. 他迫不及待要取悦他的老板。
He can’t wait for the result of the exam. 他迫不及待要知道考试的成绩。
拓展: wait for sb to do sth 等待某人做某事wait for sth to be done 等待某事被做3. frightened adj. 受惊的，害怕的He felt frightened in the empty street in the evening.晚上，在空无一人的街上，他感到很害怕。
He was frightened by the fact that his friend was killed in the accident. 他被他的朋友在交通事故中死亡的事实吓着了。
拓展：be frightened of (doing) sth害怕某事be frightened to do sth 害怕做某事be frightened to death被吓死了frightening adj. 令人害怕的 frighten v. 使惊吓，使害怕4. be supposed to do sth = should/ought to 应该，应当You are not supposed to smoke here.你不该在这儿抽烟。
牛津译林版高中英语必修一Unit 2《Growing pains》(Project)教案
【教学难点】Howto write a report on a certain kind of growing pains.
【教具】Multi-media projector
【教学过程】
Language points
1.at the moment: at this / that moment
eacheverytimedvdhesendsmebednexttimeyouseemepleasereturnmethough作连词引导一个方式从句或标语从句用在looksmelltastesound等词后表真实情况用陈述语气thoughsomeonethough用于虚拟语气hespeaksthoughhekneweverything
She insists on writing at once
being sent to the front
Insist that宾语从句坚持要求( should) do
坚持认为、说从句前后一致
She ins isted that she (should) be sent to the front.
it is necessary to help him.
课题：M1U2 Project
【教学目标】
1. Tohave a better understanding of growing pains.
2. To cooperat e with others to write a report on a certain kind of growing pains they are interested in.
4.forbid vt ( forbade, forbidden) = not allow / permit
Unit 2 《Growing Pains》教案4(牛津版必修模块1)
Step 2
1 Read the four diary entries and fill in the form.
Entries
Main points
The words telling the writer’s mood
1 Get students to read and answer:
a What is the main idea of this thank-you letter?
bWhich words or expressions are used to make the main point?
2 Read again and decide true or false on page 35. Then check the answers.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main point
Step 4Consolidation
Have you ever had a problem with your parents similar to Christina’s?
• If so, how did you solve it?
r to Christina in the name of George.
Period 7Task 2
牛津译林版必修一Unit2《Growingpains》word教案(4)
答案： A 关系词在句中作状语，所以用where 。
英语： Unit2 《 Growing pains 》教案（ 4）（译林牛津版 必修 1）一. 教学内容：Unit 2 Growing Pains二. 教学目标：掌握 Unit 2 语法定语从句三. 教学重难点：复习介词＋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）Great changes are taking place in the city ______ they live. The film __________ I' m speaking is to be shown at the People ' s Cinema next week.This is the teacher ________ we ' ve learnt a lot.The policeman __________ Mr Henry is talking in the office is a friend of mine.1. Shanghai is the city _____ I first visited in China.Shanghai is the city _____ I began my first job. Shanghai is the city _____ greatly attracts me. 2. This is the family _____ I was treated well.This is the family _____ helped me a lot.3. Do you know the reason ________ he is late for school?Do you know the reason ________ he gave to you for his being late is false? 4. I can still remember the sitting-room my mother and I used to sit in the evening.A. whatB. whichC. thatD. where 答案： D 首先找到定语从句， my mother and I used to sit in the evening ，修饰 thesitting room, 将先行词带入从句中形成一个完整的句子： my mother and I used to sit in the sitting room in the evening, 所以这里应该为 in which=where 。
牛津译林版高中英语必修1Unit 2Growing painsReading教案4
Unit 2《Growing pains》Period 2 Reading 1(Comprehension focus)Teaching objectives:◆To develop students’ ability of reading 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 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?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 reading1.Mom and Dad were back from their holiday a week earlier.2.Eric was happy when seeing his mother.3. Parents left Daniel in charge.4.The boys spent the money seeing the vet for Spot.5.The room was very clean and tidy when their parents came back.6.Daniel didn’t have a chance to explain what had happened.7.Mom felt regretful for what they said to Daniel.8.Boys didn’t use up the money from their parents.Word studyChoose the correct one:1.I just finished my vacation to Yunnan.A. workB. holiday2. The man explained to the people that the factory had been close. to give meaning of sth. B. to give a reason for sth.3. When I went into the room, I found the room was in a mess.a difficult state B. a dirty or untidy state4. A teacher should trust his students.look after B. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousDetailed reading1.Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in form: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.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.。
牛津译林版高中英语必修一Unit2《Growingpains》教案
牛津译林版高中英语必修一Unit2《Growingpains》教案Teaching Aims 1 Learn about what noun clausesintroduced by question words are,the functions of each clause and theword order of the clause.2 know th e empty subject it acts ast he grammatical subject of thesentence and in what situations it isoften used.Teachingmethods1.Groupdiscussion2.Team workAnalysis ImportantpointsNoun clauses.DifficultpointsNoun clauses introduced by question words. TeachingaidsMulti-media projectorI. Noun clauses introduced by question wordsStep 1 引导名词性从句的连词分为三种：连词that连接代词 who, whom, whose, which, what连接副词 when, where, how, why 等。
Step 2 从整句结构和从句结构的分析入手1 Who was responsible for the accident is not yet clear? 连接代词2 You can begin to see why English has such strange rules. 连接副词3 My idea is that we should spend our holidays b y the seaside.连词 thatII. Empty subject itStep 1 Try to find the real subjectIt is important for us to learn English well today.It is no use wasting your time reading such books all day.Conclusion: the subject is a nou n clause, a to-infinitive or a v-ing form. (PartA on Page 31Step 2 Translation:1 要把握一门外语是困难.It is hard to master a foreign language.To master a foreign language is hard.Read Part 1 on Page 30.Step 3 Rewrite the sentencesIt seems that he speak two languages.= He seems to speak two languages.My new neighbor happens to come from my hometown.=It happens that my new neighbor come from my hometow n.Draw students’ attention to P art 2 on page 30.Step 4 how to emphasize the eleme nt in a sentence by using Empty Subject it Jane gave Mary a handbag at Christmas.It was Jane that / who gave Mary a handbag at Christmas.It was Mary that Jane gave a handbag (to) at Christmas.It was a handbag that John gav e Mary at Christmas.It was at Christmas that John gave Mary a handbag.Conclusion: It + be的一定形式+被强调部分+that /who分句形式主语和形式宾语的应用：当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.（2）It was important that we should make the plan carefully.（3）It remains a secret how the animals came to live in the sea.当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：（1）I found it very difficult that one learns several languages at the same time.（2）He thinks it necessary that we should be given more time practising oral English.（3）He made it clear that he would leave the office soon.Step 5 ConsolidationGrammar1. 1. promise v. 许诺，承诺。
牛津版必修1高中英语Unit2 Growing pains教案
Unit 2 Growing pains1. present1) n. 礼物、赠品 e.g. This is a present for you.2) adj. 出席的、在场的〔作定语时要后置〕e.g. Many famous scientists were present at the meeting.Present at the conference were some actors and actresses.People present at the lecture were mostly college students.3) vt. 赠送〔礼物、奖品〕、呈献、奉送present sb. with sth. = present sth. to sb.e.g. The headmaster presented the rewards to each winner.This wonderful movie is presented by Fox 20th.at present：目前、现在〔与future 相对应〕2. suppose：以为、猜想1) suppose + that 从句e.g I suppose that we will have a test soon.— Do you think he will e?— Yes, I suppose so. / No, I suppose not.2) suppose sb. (to be) + n. / adj. 以为某人是……e.g. All of his friends supposed her (to be) his wife.I supposed him to be not yet twenty.3) be supposed to be / do：理应、应当……e.g. We are supposed to be at school at seven every morning.4) be not supposed to be / do：〔婉转的禁止〕不可以、不允许……e.g. Students are not supposed to sleep in class.Men are not supposed to sit here. It’s for women and children only.3. have his arms crossed：本句用的是“have sth. done〞句型。
高中英语 Unit2《Growing pains》reading教案4 牛津译林版必修1
《Growing pains》ReadingStep 1: Lead-inHave you ever seen the famous TV show ‘Growing Pains’? What do you think of the play? Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? If not, can you imagine what might happen if you were left alone? Could you handle all the responsibility and keep everything clean and safe?Step 2: Fast reading for general ideas1. From Unit 1, we have learnt two of the basic reading skills, skimming and scanning. When reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. Bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. So can you tell me how to read an English play? You may discuss this question withyour partners first and then I’d like some of you to tell the class your opinion.2. A play usually consists of several acts. Each act can have several scenes. So can you tell me some characteristics of a play? Is the format of a play the same as that of a news article? Are the words or speeches in a play very formal? Are there any instructions or tips included in a play? What do the instructions or tips do? Do you think you have to read a play silently or out loud?Please discuss all these questions in groups of four and share your opinions with your group members.3. Go through the Reading strategy of this unit, that is, how to read a play. A play has a unique format and style. Most plays are in the form of a dialogue. A large amount of casual speech is used, sometimes with incomplete sentences. In order to better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.4. Read the play first and then finish Part A individually. Then conduct a feedback activity.Answers① Who are the main characters in the play? (Eric, Daniel, Mom and Dad.)② Why was Dad very angry with Da niel? (The room was a mess. / There was trash all over the place.)③ What happened to their dog, Spot? (Spot was ill.)Step 3: Detailed reading for important information1.Read the play a second time.2. Let’s do with Parts C1 and C2 individually, and afte r that conduct a feedback activity.AnswersC1 1. Dad 2. Daniel 3. Dad 4. Daniel 5. Eric 6. Dad 7. MomC2 1. F 2. F 3. T 4. F 5. T3.Let’s divide into several groups and each group first read the play out loud and then act it out. Pay attention to imitating the tones and intonations of each characterwhile reading. We can hold a competition to see which group is the best.4. Let’s finish Parts D1, D2 and E individually first and then conduct a feedback activity.AnswersD1 1. d 2. e 3. a 4. f 5. c 6. bD2 (1) adult (2) decision (3) a teenager (4) supposed (5) unpunishedE (1) behavior (2) door (3) adult (4) Dad (5) supposed(6) decisions (7) Spot (8) vacation (9) money (10) waited5.Le t’s do with Parts A1 and A2 on page 86 in Workbook.AnswersPart A1 (page 86)1. surprise surprised surprised2. waste waste3. decision decide4. punish unpunished5. cross crossed6. cans Can7. sound soundsPart A2 (page 86)1. like2. in on3. with of4. at5. by6. from7. throughStep 4: Post-reading1. Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the two children what has happened?Suppose you were one of the two children. What would you do? Would you stay silent or would you offer an explanation to your parents? Which is a better solution in your opinion?2. Talk about your own experiences since these kinds of family problems exist in almost every family.▲How do your parents usually deal with your wrong-doings? Are they too harsh?▲Have they ever punished or scolded you for your being late when it wasn't your fault?▲How do you think good parents should treat their children? Should parents respect their children and value their opinions?▲What qualities or personalities do you think the ideal parents should possess?3. Focus on Part F, which is designed for you to practise your spoken English with topics closely related to your familiar family problems.▲Do you think you have a good relationship with your parents? Why do you sometimes quarrel with them?▲Do you agree there is a generation gap between you and your parents? How can you narrow the gap?▲Communication is very important in helping you and your parents become closer. Yet why do teenagers refuse to communicate with their parents sometimes?Step 5: Divide students into groups of five. One is the narrator and the others are the main characters. Role-play Act One and Act Two.1. 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 youdeal with it?Step 6: Homework1. Write an end to the play.2. Role-play the dialogue in groups of five。
【范文】Unit2 Growing Pains-reading教案
Unit2 Growing Pains-reading教案www.5yUnit2GrowingPains-reading教案Teachingobjectives:Tolearnnewwordsandexpressionsand learnhowtousethem.Importantanddifficultpoints:Theus ageof:“enter,besupposedtodosth.betodosth.gounpunished,ha vesth.done,behardonsb,feellike”Teachingprocedures:Step1:Revision1.Asktwostudentsto readtheirwritings.2.GetstudentstolookatPartE.Firstf illintheblanksandthencomparetheirwritingswiththecon versation.Step2:Importantwordsorphrases1.Growingupc anbedifficult.成长不容易。
growingup是动名词短语作主语。
1)动名词的被动结构为beingdone。
2)Sb.’s/sb.doing是动名词的复合结构，可在句中作主语或宾语。
3)动名词作主语时，谓语动词用单数。
①Sayingisonething，doingisanother.②Itisnousearguingwithhim.③Seeingisbelieving.④Tom’sreturningsosoonsurprisedme.⑤Dancingisgreatfun.⑥ReadingEnglishiseasierthanspeakingit.⑦Findingagoodplacetolivecontinuestobeoneoftheman’smosturgentproblems.growup成长，长大growinto长成，发展成growoutof产生自；戒掉；穿不下了can用于肯定句表示有时会；可能。
英语ⅰ牛津译林版unit2growingpains教案4
英语ⅰ牛津译林版unit2growingpains教学设计4Step1:BrainstormingThinkaboutthefollowingtopics:Uptonowwe’velearnedEnglishforseveralyears.DoyouagreetherearesomedifferencesbetweenAmerica nEnglishandBritishEnglish?Inwhichaspectsdothesedifferencesexist,pronunciation,spelling,grammarordifferent expressions?Listsomedifferencesthatyoualreadyknow.Differences ExamplespronunciationspellinggrammarvocabularyStep2:Vocabularylearning1.Focusontheexampleslistedinyourbooksanddistinguishthesedifferencesfirst.parewhatyoualreadyknowwiththeseexampleslistedandkeeptheminmind.3.SummarizeallthedifferencesbetweenAmericanEnglishandBritishEnglish.4.Focusontheexerciseandfinishitindividuallyfirstandthenconductafeedbackactivity.Thenpractisethedialoguewithyourpartners.Answers(1)isthat(2)center(3)suit(4)toilet(5)programme(6)colour(7)She’sjustgonehome.(8)on5.Discussthefollowingquestions:Asweallknow,theaccentsinAmericanEnglishandBritishEnglisharepartlydifferent.Whic hdoyouprefer,AmericanEnglishorBritishEnglish?Doyouthinkithelpfulforyoutobeaware ofthesedifferences?6.ReadthearticleinPartAin Reading onpage90inWorkbook,sothatyooucanlearnmoreaboutt histopic.Guessthemeaningsofsomewordsfromthecontextofthearticle,suchasmajor,char ming,episode,nature,naughty,caring,etc.AnswersPartA(page90)1.Boththemotherandfatherworked.Manyparentswhowatchedtheprogrammealsohadthesamed ifficultdecisionstomakeabouttheirfamiliesandtheyworriedabouttheirchildren'sfuture.2.Hewasnaughtyforbeingcaughtbythepoliceandbreakinghispromisetohisparents;buthew asalsocaringandwarmashehelpedahomelessboy.3.Manyteenagegirlsboughtphotosandpostersofhimandhewasinmanyteenmagazines.4.Theyfeltdisappointedwhenhewasdishonest/didsomethingbadbutproudwhenhewascaring/didsomethinggood.5.ThecharacterMike,andthefactthatthefamilyintheprogrammehadsimilarproblemstothe peoplewhowatchedtheprogramme.Step3:Vocabularyextensiony.AnswersA1.somethingeasytounderstand2.boring/afraidtohavefun3.listeningcarefully4.jokewithsomeoneDoyouknowthemeaningofthefollowingsentences?2.Let ’scontinuewithPartB,astherearemorecolloquialisms.Thinkoveranddiscusswitheachotherfirst.Ifyoustillcan'tworkoutthemeanings,consultthedictionary.Answers1.Sheisgoodatgardening.2.Heisveryclumsy.3.Thatislikecriticizingsomeoneelseforafaultyouhaveyourself.4.Itisrainingheavily.5.Don ’ texaggeratesomething.ResourcesAmericanEnglishandBritishEnglishsharealotofsimilarities.However,therearestillsomedifferences.Thesedifferencesareconsideredtobecausedbyseveralfactors,suchasdif ferentnationalhistories,culturaldevelopmentandtheinfluencesoflocalandregionalid iomsandexpressions.Somewordssharethesamepronunciationwhiletheirspellingsvaryabit,forexample,colourandcolor,chequeandcheck,realiseandrealize.Inaddition,differe ntwordsareusedtoindicatethesamething.Forexample,‘toilet’ inBritishEnglishis‘restroom’inAmericanEnglish.Likewise‘ trousers’are‘ pants’,‘ cooker’is‘ stove’and‘ angry ’ is‘ mad’ .●GrammarandusageThegrammariteminthisunitwillstilldealwithattributiveclauses.Youarefirstexpected tolearnabouttheattributiveclauseintroducedbyapreposition+whichandapreposition+whom.Youwillalsolearnhowtouseattributiveclausesintroducedbytherelativeadverbswhen,whereandwhy.Step1:Prep.+which&prep.+whomAnattributiveclausecanbeintroducedbyaprep.+which/whomandlet’sseeinwhatcircumstancesthesetwoformsareused.1.Point1onpage28 Pointouttheantecedentsandtheirfunctionsinthefollowingtwosentences.Wethoughtyouwereaperson fromwhomwecouldexpectgooddecisions.(Theantecedentis a person .Intheattributiveclauseitservesastheobjectoftheprepositionfrom.)Themoneywithwhich youweretobuydogfoodisgone.(Theantecedentis themoney.Itsfunc tionintheattributiveclauseistheobjectoftheprepositionwith.)2.Point2.TheMathsteacheristheperson fromwhomIgotanAplus.Artisthesubject aboutwhich Iknowlittle.3.Points3and4.Dadisaperson towhomIcaneasilytalk.Dadisaperson whom/that/who Icaneasilytalkto.DadisapersonIcaneasilytalkto.Note: Theprepositionintheattributiveclausemustbeusedwhethertherelativepronounsar eleftoutornot.4.Point5.ThesentencesinPoint5showushowtousetheattributiveclausetomodifytheantecedent way. NowtheecercisesinPartsAandBonpage29.ForPartA,youshouldpayattentiontotheantecede nttoseewhetheritreferstoaperson/peopleorsth./pleteeachsentenceaccordi ngtoitsmeaning. AnswersA1c2d3b4a5e6h7f8gB1which2which3about4from5fromResourcesYoumaywanttoknowmoreaboutinwhatsituationa prep.+which/whom shouldbeusedandhowtou seaproperpreposition.Moresentenceswithattributiveclausesintroducedbyaprep.+which/whomcanbeusedasexamples.* Thepenwithwhich Iwritemyhomeworkeverydayisbroken,soI'llhavetobuyanewone.(with h erecan ’ tbeomittedforwesay,“ Iwritemyhomework withthepen everyday” )* Canyoupleasegivemesomepaper onwhich Icanwriteanote?(Icanwriteanote onthepaper .) * Doyouknowthewomanwithwhomourteacheristalking?(Ourteacheristalking withthewoman .)* Doyouknowthenameofthegirl aboutwhomourteacheristalking?(Ourteacheristalking abo utthegirl.)* ThemanfromwhomIboughttheoldpictureisovereightyyearsold.(Iboughttheoldpicture fr omtheman.)Step2:Relativeadverbs:when,whereandwhyHereyouwilllearninwhatconditionwhen,whereorwhyisusedtointroduceanattributiveclause.Andlet’ sseewhatotherwordscanbeusedtoreplacewhen,whereorwhy.1.Whenthenounortheantecedentreferstoacertainperiodoftimeandisusedastheadverbial oftimeintheattributiveclause,when isusedtointroducetheclause.Here when isusedasare lativeadverb.Let ’sreadthethreeexamplesentencesinPoint1onpage30andtellwhat when referstoineachofthe sentences.InSentence1,when refersto onthatday .InSentence2,when refersto atthatmoment .InSentence3,when refersto atthattime. Sothesesentencescanbeexpressedinsomeotherwaysasthefollowing:Doyouremembertheday onwhich weleftyouincharge?Ioftenthinkofthemoment atwhich IsawtheUFO.Irememberthetime atwhich Ericwonthatspeechcompetition.2.Whenthenounortheantecedentreferstoaplaceandisusedastheadverbialofplaceintheat tributiveclause,where isusedtointroducetheclause.Here where isusedasarelativeadverb.ReadthefourexamplesentencesinPoint2andtellwhat where referstoineachsentence.InSentence1,where referstointhehouse.InSentence2,where refersto inthecountry.InSentence3, where refersto inthecity . InSentence4,where refersto inthefamily . Sothesesentencescanbeexpressedinsomeotherwaysasthefollowing:Thepolicesearchedthehouse inwhich thethiefhadstayed.Mikewantstoworkinacountry inwhich therearealotofrainforests.IsShanghaithecity inwhich hewasborn?Thisisnotafamily inwhich badbehaviorgoesunpunished.3.Whenthenounortheantecedentistheword reason andisusedastheadverbialofreasoninthe attributiveclause,whyisusedtointroducetheclause.Here whyisusedasarelativeadverb. ReadthetwoexamplesentencesinPoint3.4.ReadthesentencesinPoint4andlearnhowtosaythesentenceswithattributiveclausesintroducedby when,where or why inmoreformalEnglish.Wecanuse inwhich insteadof where,on whi ch insteadof when and forwhich insteadof why inthethreesentences.Aanswers(1)why/forwhich(2)when(3)inwhich(4)where/inwhich(5)when/onwhichAnswersPartC1(page88)1.whom2.why3.that/which4.whom5. that/which6.whom7.where8.when9.that/which10.whe rePartC2(page88)1.that---which/去掉 in2. 去掉it 3.which---why4.that---where5.that---where6. 在theperson 加 who/that7.which---that/在 which前加 in8.that---when which---when10.that---whyResourceswhen or where can'tbeusedtointroduceanattributiveclauseiftheantecedentisusedasthes ubjectorobjectintheclausethoughtheyrefertoatimeoraplace.Itisthesamewiththewordreason.* Shanghaiisthefirstcity that EricvisitedinChina.(Theantecedent thefirstcity isuseda stheobjectoftheverb visit intheattributiveclause.)* Thecity which/that givesEricadeepimpressioninChinaisShanghai.(Theantecedent theci ty isusedasthesubjectintheclause.)* Hewillalwaysrememberthedays that/which hespentinChina.(Theantecedent thedays isuse dastheobjectoftheverb spent intheattributiveclause.)* ImustgethomebeforeJanuary22,which isthefirstdayoftheSpringFestival.(Theantecedent January22 isusedasthesubjectintheclause.)* Thereason that/which hegaveusisgoodenough.(Theantecedent thereason isusedastheobje ctoftheverb intheclause.)gave。
连云港高级中学高中英语 Unit 2 Growing pains Reading教案 牛津译林版必
江苏省连云港高级中学高中英语Unit 2 Growing pains Reading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（江苏省连云港高级中学高中英语Unit 2 Growing pains Reading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 Growing pains ReadingPeriod 4—6 ReadingⅠ Listen to the tape and choose the best answer。
（1.) This passage is a ________________A。
newspaper B. notice C。
play D. diary(2.） Eric was ________ when he saw his Mom and Dad。
A。
surprised B。
excited and interested C. happy and sad D. eager and anxious（3) Perhaps Daniel and Eric spent the given money in _________A. buying some foodB. taking the dog to the vetC。
playing computer games D。
seeing films(4） Which of the following is true？A。
高中英语 Unit2(Growing pains)Task教案4 牛津译林版必修1 教案
Unit 2《Growing pains》TaskSkills building 3: writing a dialogueTeaching objectives:To develop writing skills by reading the tips.To understand the mood of the Mum’s and Jack’s feelings.Important and difficult points:Writing a dialogue.Teaching procedures:Step 1 Lead-inThe language you use in writing a dialogue:not too colloquialnot too redundantdescriptiveStep 2 Reading1 Read the instructions and know some tips of writing a dialogue.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 angry instead of the sentence ‘I’m really very angry with you.’Read again and do Part B.A The sentences that show Mum is unhappy or angry:e and look.Don’t you talk to me like that?You should start cleaning now if you plan to leave!B The sentences 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 3 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 Workbook Writing on page 93.。
unit2growingpains教案(4)(英语译林牛津版必修1).doc
英语译林牛津版必修1 Unit2精品教案(4)Module 1 Unit 2 Growing painsPeriod Four Language focus (2)L Teaching aims1.New words and phrases:adult, teenager，vacation, surprise, explain, trust, behavior, punish, unpunished, fault, rude, not... any more, be hard on2.Important sentences:Do you have to ・•・？I car/t wait to ...The money with which you were to buy dog food is gone ...This is not a family where bad behavior goes unpunished ...The n they worVt be mad any more ・IL Teaching important & difficult pointsNew words and expressions.III.Teaching methodsExplanation and task-based activities.IV.Teaching aidsA tape recorder and the multimedia.V.Teaching proceduresStep 1 Revision1.Greetings.2.Check the homework・Step 2 Language points8.Listen to me, young man - we left you in charge.1)in charge (of sth.); in the charge (of sth.)2)leave经典考题1)Don't leave the water _______ w hile you brush your teeth・A. runB. runningC. being run D・ to runB. RemainC.LeaveD. SendA. Get 2) Go and join in the party. ______ it to me to do the washing ・up ・Suggested answers: B, C 9. Mom and Dad look at each other as lights go out.go out / put out经典考题Nobody noticed the thief slip into the house because the lights happened to _________ ・A. put outB. give in C ・ turn on D. go outSuggested answer: D10. Daniel has his arms crossed and looks upset.has his arms crossed 是have sth. done 结构,该结构有两种含义：1） 使某事被做（主语有意识的行为） You'd better have that bad tooth pulled out ・2） 遭遇，经历（此事违背主语的意愿）The old man had /got her handbag stolen.11. And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house...（1） all of yesterday⑵that is why... why 引导表语从句that was why he was late for the meeting.经典回放___ she could n 〃t un d erst a nd was __ fewer and fever stude nts showed interest in her less ons. （2002上海）A. What, whyB. That, whatC. What, becauseD. Why; thatSuggested answer: A12. Do you think we were too hard on Daniel?be hard on sb ・Though he is hard on workers, they all respect him so much ・Don't say that to a ten -year-old boy. You're being too hard on him ・13..... but now that he has been so rude to us, I feel like we have to punish him or he won't respect us.（1） now that引导原因状语从句，意思是“既然”，相当于sinceo that有时可省略。
英语ⅰ译林牛津版unit2growingpains教案(4)
英语ⅰ译林牛津版unit2growingpains教案（4）一.教学内容：Unit2GrowingPains二.教学目标：掌握Unit2语法定语从句三.教学重难点：复习介词＋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〕Greatchangesaretakingplaceinthecity_________theylive.Thefilm__________I’mspeakingistobeshownatthePeople’sCinemanextweek.Thisistheteacher_________we’velearntalot.Thepoliceman_________MrHenryistalkingintheofficeisafriendofmine.〔二〕1.Shanghaiisthecity_______IfirstvisitedinChina.Shanghaiisthecity_______Ibeganmyfirstjob.Shanghaiisthecity_______greatlyattractsme.2.Thisisthefamily_______Iwastreatedwell.Thisisthefamily_______helpedmealot.3.Doyouknowthereason_______heislateforschool?Doyouknowthereason_______hegavetoyouforhisbeinglateisfalse?4.Icanstillrememberthesitting-room____mymotherandIusedtositintheevening.(MET86)A.whatB.whichC.thatD.where答案：D首先找到定语从句，____mymotherandIusedtositintheevening，修饰thesittingroom,将先行词带入从句中形成一个完整的句子：mymotherandIusedtositinthesittingroomintheevening,因此那个地方应该为inwhich=where。
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《Growing pains》ReadingStep 1: Lead-inHave you ever seen the famous TV show ‘Growing Pains’? What do you think of the play? Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? If not, can you imagine what might happen if you were left alone? Could you handle all the responsibility and keep everything clean and safe?Step 2: Fast reading for general ideas1. From Unit 1, we have learnt two of the basic reading skills, skimming and scanning. When reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. Bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. So can you tell me how to read an English play? You may discuss this question withyour partners first and then I’d like some of you to tell the class your opinion.2. A play usually consists of several acts. Each act can have several scenes. So can you tell me some characteristics of a play? Is the format of a play the same as that of a news article? Are the words or speeches in a play very formal? Are there any instructions or tips included in a play? What do the instructions or tips do? Do you think you have to read a play silently or out loud?Please discuss all these questions in groups of four and share your opinions with your group members.3. Go through the Reading strategy of this unit, that is, how to read a play.A play has a unique format and style. Most plays are in the form of a dialogue.A large amount of casual speech is used, sometimes with incomplete sentences.In order to better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.4. Read the play first and then finish Part A individually. Then conduct a feedback activity.Answers① Who are the main characters in the play? (Eric, Daniel, Mom and Dad.)② Why was Dad very angry with Dani el? (The room was a mess. / There was trash all over the place.)③ What happened to their dog, Spot?(Spot was ill.)Step 3: Detailed reading for important information1.Read the play a second time.2. Let’s do with Parts C1 and C2 individually, and after that conduct a feedback activity.AnswersC1 1. Dad 2. Daniel 3. Dad 4. Daniel 5. Eric 6. Dad 7. MomC2 1. F 2. F 3. T 4. F 5. T3.Let’s divide into several groups and each group first read the play out loud and then act it out. Pay attention to imitating the tones and intonations of each character while reading. We can hold a competition to see which group is the best.4. Let’s finish Parts D1, D2 and E individually first and then conduct a feedback activity.AnswersD1 1. d 2. e 3. a 4. f 5. c 6. bD2 (1) adult (2) decision (3) a teenager (4) supposed (5)unpunishedE (1) behavior (2) door (3) adult (4) Dad (5) supposed(6) decisions (7) Spot (8) vacation (9) money (10) waited5.Let’s do with Parts A1 and A2 on page 86 in Workbook.AnswersPart A1 (page 86)1. surprise surprised surprised2. waste waste3. decision decide4. punish unpunished5. cross crossed6. cans Can7. sound soundsPart A2 (page 86)1. like2. in on3. with of4. at5. by6. from7. throughStep 4: Post-reading1. Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the two children what has happened? Suppose you were one of the two children. What would you do? Would you stay silent or would you offer an explanation to your parents? Which is a better solution in your opinion?2. Talk about your own experiences since these kinds of family problems exist in almost every family.▲How do your parents usually deal with your wrong-doings? Are they too harsh? ▲Have they ever punished or scolded you for your being late when it wasn't your fault?▲How do you think good parents should treat their children? Should parents respect their children and value their opinions?▲What qualities or personalities do you think the ideal parents should possess?3. Focus on Part F, which is designed for you to practise your spoken English with topics closely related to your familiar family problems.▲Do you think you have a good relationship with your parents? Why do you sometimes quarrel with them?▲Do you agree there is a generation gap between you and your parents? How can you narrow the gap?▲Communication is very important in helping you and y our parents become closer. Yet why do teenagers refuse to communicate with their parents sometimes?Step 5: Divide students into groups of five. One is the narrator and the others are the main characters. Role-play Act One and Act Two.1. 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?Step 6: Homework1. Write an end to the play.2. Role-play the dialogue in groups of five。