高中英语Unit2Growingpains英美文化欣赏教案牛津译林版必修1
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。
牛津译林版高中英语必修一Unit 2《Growing pains》(Word Power)教案1
牛津译林版高中英语必修一Unit 2《Growing pains》(Word Power)教案1课题Unit2 word power课型New教学目标Get to know some differences between American and British English. Get to know some colloquialisms.重点To develop the abili ty of understandingwords in context 难点To develop the ability ofunderstanding words incontext教法及教具discussion in pairs and activities教学过程教学内容个案调整教师主导活动学生主体活动Step 1: lead in:Read some sentences. Let students judge whether they right orwrong. (You can choose American English and British English.So all of them are right). Then tell the students why.Step 2: look more phrase and words. Use the word the change theunde rlined words. And then check the answer.Step 3: colloquialisms:1: Look at the pictures and the words. Guess the meaningof the words. Pare A)2: guess and look up the meaning of the followingitalicized expressions mean and then look them up in adictionary. (Part B)Translate the following phrases or sentences, please.1)一曲五幕戏__________________________(2)第三幕第二场__________________________3)幕终灯亮。
高中英语 Unit 2 Growing Pains(1-12课时)教案 牛津版必修1
牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British EnglishTo learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letterTo learn to be cooperative and helpful when working together Teaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their families Teaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents. Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Questions for discussion:What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or money on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like *…What would you do if your behavior upsets your parents? Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overcome the gap?Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)Think about this questions—What are growing pains? Do you have any pains? What are they?******************************************************* Period 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?Reading:Remind Ss of the instructions on reading a play before reading First reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More comprehension questions:Why does Eric sound frightened when he sees his parents back? How does Mom know that the dog is tired and hungry?What does Dad mean by sayin g “This is not a family where bad behavior goes unpunished…”?Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind? Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining. Finish D1 & D2 on page 24.Finish E on page 25.****************************************************** Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.) Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to come home until tomorrow! Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.…but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk about sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk abouthow sb. should deal withsth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from… 7.in a position where you have the duty to makedecisions so that anything bad will not happenh. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or asa result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised) surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)What _____ me most was that flowers there were so cheap. (surprised)He had a _____ look on his face at the news that she married John. (surprised)---How was the exam?---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you? ---Mineral water, please. (feel like)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 3(Consolidation of words)Teaching objectives:To consolidate the use of words and expressions through Teaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English? How do you know?***************************************************** Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British EnglishTo develop the ability of understanding words in context Teaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above?”(in vocabulary and spelling)* Ask Ss “Does American English di ffer from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.Differences Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue on page 26.* Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences? Understanding words in context:* Letti ng Ss read “A” on page 90 so that they can learn more about this topic.* Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success. major—very large or importantMike kept making trouble but was always charming. charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble.episode—part of a TV or radio program in which the same story iscontinuedThese stories are good examples of the two sides of Mike’s nature.nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person. naughty—(used by adults talking about children) bad, causing troublecaring—thinking about what other people need or want and trying tohelp themAssignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS. Do “B” on page 91.******************************************************* Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their origins Teaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear fora minute?Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking.Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least twenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.Ask Ss to focus on Part A and have them finish this exercise individually.Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses.******************************************************* Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:HW checking out: understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss Liu?Do you know the woman with whom/to whom/about whom our teacher is talking?The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges. * * * *Do you still remember the day on which we first met each other? Yesterday we visited a factory in which toys are made. She didn’t tell us the reason for which she gave up her job. relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made. She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**************************************************Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clauses Teaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are used Tell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China. The city that/which gives Eric a deep impression in China is Shanghai.Shanghai is the city where Eric’s grandfather used to work. He will always remember the days that/which he spent in America.He will always remember the days when he studied in America. No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)****************************************************** Period 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tonesTo develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say it?If someo ne doesn’t want him to come, how will he say it? If someone is excited about his coming, how will he say it? If someone is frustrated or questioning, how will he say it? Let Ss listen to the tape and finish Part A on page 32. Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?Step 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.**************************************************** Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36 Don’t include words like “Umm” or “Hmm” in a dialogue. Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. T oday we’re going to help them solve their problems. Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems? Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.Assign roles to each group member:Task 1: doing research to find examples of advice letters Task 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people. * The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.***************************************************** Period 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional)Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
高中英语 Unit2(Growing pains)Task教案2 牛津译林版必修1 教案
《Growing pains》TaskSkills building 2: Presenting a dialogueTeaching objectives:To read about how to express different feelings in different tones.To develop listening and speaking ability in different tones.Important and difficult points:Understanding tones in spoken English.Teaching procedures:Step 1 RevisionRevise the attributive clause by doing some exercises.Step 2 Lead-inA dialogue should be : municative /informative/reflective/simple/direct/not too redundantStep 3 Guessing game:Read some sentences in different tones & let Ss guess what feelings are expressed.Step 4 Skills building 1:What should we listen for to understand the speaker’s feelings?Step 5 ListeningListen and check the answers.Step 6 PracticeHow do you read this sentence He will e here tomorrow. when you are happy/excited/questioning/a little angry?Step 7 ListeningDivide students into groups of four and discuss each picture: What do you see in each picture? How are they feeling?Listen and check the answers.Homework:1 Finish Workbook Ex A on page 84.2 Review the words and expressions in this unit.Task 2Skills building 2: reading for gistTeaching objectives:To develop reading skills by reading four diary entries.To understand the mood of the writer.Important and difficult points:Reading for gist.Teaching procedures:Step 1 Lead-inGet students to read the instructions and know how to read for gist.catch the gist or the main pointfocus on descriptive words or expressionsStep 2 Reading1 Read the four diary entries and fill in the form.Read again and answer:1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?Step 3 Reading the Thank-you letter1 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?Step 4 ConsolidationHave you ever had a problem with your parents similar to Christina’s?• If so, how did you solve it?• If not, write a letter to Christina in the name of George.Homework:1 Finish Workbook Exx B & C on page 84.2 Review the words and expressions in this unit.Task 3Skills 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 writea 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 li ke 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.。
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一Unit 2《Growing pains》(Growing pains)教案
【教学目标】
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.
How does his mother feel about the sห้องสมุดไป่ตู้ore?
What feelings may the boy have?
Step 4 Picture description
Imagine the situations and try to describe each picture as fully as po ssible with their own words.
3.To know more about classmates and their families.
【教学重点】Get students to understand what growing pains means.
【教学难点】Help students to form a positive attitude towards relationships between their parents and them.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
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。
高一英语 Unit 2《Growing pains-第一讲》教案 牛津译林版必修1
牛津高中英语模块一（第1讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 2 （上）二、教学要求：1．学习谈论青少年经常遇到的问题。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）【知识重点与学习难点】一、重要单词：act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.二、重点词组：common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, no more不再, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受，需要 be a mess/ in a mess乱成一团, leave sb in charge 委托…..负责, act like行为举止象…, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象一样对待 , argue about为…而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身。
高中英语 Unit 2 Growing Pains(1-12课时)教案 牛津版必修1
牛津英语一模块Unit 2 GrowingPains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British EnglishTo learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letterTo learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions. Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Questions for discussion:What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.*not doing homework,*not getting up on time,*spending too much time or money on …*bad school behaviours*not helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parents?Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overcome the gap?Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)Think about this questions—What are growing pains? Do you have any pains? What are they?*******************************************************Period 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?Reading:Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More comprehension questions:Why does Eric sound frightened when he sees his parents back?How does Mom know that the dog is tired and hungry?What does Dad mean by sayin g “This is not a family where bad behavior goes unpunished…”?Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind? Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.******************************************************Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to come home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk about sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk about how sb. should dealwith sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from… 7.in a position where you have the duty to makedecisions so that anything bad will not happen h. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?---It really doesn’t matter. That’s ________ and will soon pass. (growing pains) 3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise) What _____ me most was that flowers there were so cheap. (surprised)He had a _____ look on his face at the news that she married John. (surprised)---How was the exam?---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you?---Mineral water, please. (feel like)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 3(Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English? How do you know? *****************************************************Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British EnglishTo develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above?”(in vocabulary and spelling)* Ask Ss “Does American English di ffer from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples. Differences Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue on page 26. * Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences?Understanding words in context:* Letti ng Ss read “A” on page 90 so that they can learn more about this topic. * Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble.episode—part of a TV or radio program in which the same story iscontinuedThese stories are good examples of the two sides of Mike’s nature. nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying tohelp themAssignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B” on page 91.*******************************************************Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least twenty points, I will eat my hat. Meaning: a saying used when you are 100 percent certain that something will happen Origin: Many great writers, including Charles Dickens, have this expression. Ask Ss to focus on Part A and have them finish this exercise individually. Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen. Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses.*******************************************************Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:HW checking out: understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary. Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss Liu? Do you know the woman with whom/to whom/about whom our teacher is talking?The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges.* * * *Do you still remember the day on which we first met each other?Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**************************************************Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai. Shanghai is the city where Eric’s grandfather used to work.He will always remember the days that/which he spent in America.He will always remember the days when he studied in America.No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)******************************************************Period 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tonesTo develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letter To learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’semotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say it?If someo ne doesn’t want him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?Step 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****************************************************Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’t include words like “Umm” or “Hmm” in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. T oday we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones. Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.*****************************************************Period 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional) Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
最新牛津译林版必修一unit2《growing pains》教案5.doc
英语：Unit2《Growing pains》教案（5）（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 1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。
Unit 2 Growing pains1. expect1) … sth.我想不会。
I don’t expect so./ I expect not.这是我们一直期待的邮包。
This is the parcel____________________________.2)… to do sth.你别指望他会支持你。
You can’t expect him to support you.别指望一个星期就能学会一门外语。
Don’t expect_______________________________.3) … that clause我预计星期日回来。
I expect that _________________________.Keys:1) which we have been expecting2) to learn a foreign language well in a week3) I will be back on Sunday4) as expectedeg. 正如预报的那样，地震袭击了旧金山。
The earthquake struck San Francisco as expected.贝克汉姆并未像预料的一样进了两球。
Beckham didn’t score two goals as expected.5) than expected——他比预料的要回来的早。
He came home earlier than expected.——He came home earlier than he was expected.6) be expected to doeg. We’re expected to work hard.预计你将六点到达北京。
高中英语 Unit2(Growing pains)Project教案2 牛津译林版必修1 教案
Unit 2《Growing pains》ProjectProject: writing an advice letterTeaching objectives:To help students improve English through doing a project.To cooperate by working together on the project.Important and difficult points:Writing an advice letter.Teaching procedures:Step 1 Lead-inWhat does a good advice columnist do?get a rough idea about the troubleanalyze the trouble find out the roots of the troublegive proper suggestionskeep in regular contact with the sender feedback informationStep 2 Reading1 Read the first letter and answer:A Why does the father write the letter?B What does the father think about his son?C What is the father worrying about?2 Work in groups of 4 and find suggestions to the son.Try to be a docile kid at home no matter whether you are an outstanding student at school.Never attempt to change your father’s character and to be an ideal father.municate with your father through letters if he happens to be short-tempered. e up to your dad and tell him how much you care about him.Remember that it’s correct for a father to urge his son to study hard.Make your father believe you’ll be successful in life by doing what you like.Read the second letter and answer:a Why does the son write the letter?b What are his problems?c How does he feel abouthis father?4 Work in groups of 4 and find suggestions to the father.Try to look at things from your son’s angle. If you trade your role with your son, I believe you will realize some of the problems you mentioned in your letter are easy to solve.Remember what your son needs is more than material fort. Prepare to have a heart-to-heart talk with him. M usic are part of a young people’s life. You can’t stop him just because good munication will smooth the problems. Your son wants you to tr eat him as your equal while you act as a mander. That’s where all the problems e from.You’d better not put too much pressure on your son. Be a good motivator. Try to encourage him to find myself, to build up self-confidence. Cut out harsh remarks when your son falls short of your expectation.Unconditional love is very important, because he is your son.Homework:Get ready to write an advice letter.。
unit2growingpains教案(1)(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（1）Module 1 Unit 2 Growing painsPeriod One Welcome To the UnitI.Teaching aims1.Let the students get familiar with the topic of growing pains, as the topic is quite common to them.2.Encourage them to practice their spoken English by talking about their own experienee or combining what they have seen and heard in the daily life.II.Teaching important & difficult points1.Activate students〃imagination.2.Relate the information given in the book to the students" own experience and let them express their opinions fully and freely.III.Teaching methods1.In dividual work or group work to make every stude nt speak En glish and thi nk in En glish ・2.Teacher-students exchanging methods by interviewing.IV.Teaching aidsTape recorder and blackboard.V.Teaching proceduresStep 1 Lead-inUse the following questions to activate student#s interest in the problems between parents and tee nagers ・Questions:Do you love your parents?Do you like to stay with your parents at home?Do you sometimes quarrel with your parents?Why do you quarrel with them?Step 2 Presentation1.Picture talking and describingGuide the Ss to read the instruction and the pictures on the book・ Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words. Give example first.2.Summary of the topicsEncourage the Ss to use their imagination and any descriptions are acceptable.Step 3 DiscussionAsk the Ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, ask the Ss how they think about the experienee now. After talki ng about the questi ons, guide the Ss to think about the problem of gen eratio n gap and discuss how to overcome the problems.Use the following questions:Do you think there is a generation gap between you and your parents?Does the generation gap really exit?After leaving home, how do you think of the relationship between you?How to deal with the problem?When you have a problem with them and want to talk to someone, who do you choose to talk to? Let the Ss con duct a feedback activity ・Step 4 Language pointseful phrases:comm on to sb. grow uphave to do sth. force sb. to do sth.2.Growing up can be difficult.Seeing is believing.经典回放(1)It's necessary to be prepared for a job interview・___ the answers ready will be of great help. (2005北京)A. To have hadB. Having hadC. HaveD. Having(2)Victor apologized for ____ to inform me of the change in the plan. (2004 上海春)A・ his being not able B・ himnot to be ableC・ his not being able D. him to be not able(3)The discovery of new evidence led to ____ ・(2003 上海)A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caughtSuggested answers: D C C3.Do you have to turn up your music so loud?turn on turn off turn downturn out turn to sb. / sth. turn over经典考题1)-What are you reading, Tom?-Km not really reading, just _______ the pages・A. turning offB. turning around C・ turning over D. turning up2)Lei Feng is always ready to help others when they are in trouble and he never ____________ their request.A. turns upB. turns down C・ turns in D・ turns over3)Being a shy person, he often finds it hard to _______ other's offer.A. put awayB. settle downC. turn downD. receive Suggested anwers: CSC4.waste(1) n. a waste of...It's a waste of time waiting for him.⑵V.Waste not, want not.5.Sometimes you may feel that the adults around you do not understand many ot the problems you have.6.There will be no more computer games for you!7.who do you choose to talk to?经典考题1)After she considered the problem, she got a tall box to stand ________ ・A. onB. up C・ above D. by2)I want to buy a bike, and there are several models for us to _______ ・A. choose from B・ choose C. pick D. selectSuggested answers: A, AStep 5 SummaryMake a con elusion: Growi ng pains can be very painful if we do nothing to un d erst a nd others and make others understand us. Try to let your parents know how you feel and care your parents〃feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents7love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents.Step 6 Homework1.Review the contents in this period・2.Preview the reading " Home al one" on Pages 22 & 23.Postscripts:。
2024-2025学年高中英语Unit2Growingpains英美文化欣赏教案牛津译林版必修1
答案：文章中的例子包括：独立性的挑战、自我认同的挑战、社交压力的挑战。这些例子反映了成长过程中的挑战，如独立性的挑战包括学习自我管理、自我照顾等；自我认同的挑战包括寻找自己的兴趣和爱好、建立自我价值感等；社交压力的挑战包括处理同龄人之间的竞争和关系、适应社交场合等。
其他学生和教师对展示内容进行提问和点评，促进互动交流。
教师总结各组的亮点和不足，并提出进一步的建议和改进方向。
5. 文化比较与思考（10分钟）
目标： 培养学生对不同文化中成长烦恼的比较能力和批判性思维。
过程：
引导学生对英美文化中的成长烦恼与其他文化中的成长烦恼进行比较。
分析不同文化中成长烦恼的异同，让学生思考文化对成长烦恼的影响。
过程：
将学生分成若干小组，每组选择一个与成长烦恼相关的主题进行深入讨论。
小组内讨论该主题的现状、挑战以及可能的解决方案。
每组选出一名代表，准备向全班展示讨论成果。
4. 课堂展示与点评（15分钟）
目标： 锻炼学生的表达能力，同时加深全班对英美文化中成长烦恼的认识和理解。
过程：
各组代表依次上台展示讨论成果，包括主题的现状、挑战及解决方案。
2. 文化意识目标：通过学习本篇文章，学生能够了解并欣赏英美文化中的成长烦恼，培养跨文化交际能力，丰富文化底蕴。
3. 思维品质目标：通过讨论和实践活动，学生能够培养批判性思维和创新思维，提高分析问题和解决问题的能力。
4. 学习能力目标：通过自主学习、合作学习和探究学习，学生能够培养良好的学习习惯，提高自主学习能力和合作学习能力。
4. 例题4：请根据文章内容，谈谈你对成长过程中的烦恼的理解，以及你认为如何应对这些烦恼。
高中英语Unit2Growingpains英美文化欣赏教案(含解析)牛津译林版必修1
Unit 2 Growing pains[导读] 《大卫·科波菲尔》是著名作家狄更斯的代表作之一。
阅读下面选取的有关成长中的烦恼的节选，对比中外文化中对成长烦恼态度的异同。
David was sent to schoolIn Yarmouth I was put on the longdistance coach to London，and travelled all through the night.At the coach station in London，I was collected by a teacher，Mr.Mell，and taken to Salem House，the school which the Murdstones had chosen for me.The school was a large old building with a dusty playground，surrounded by a high brick wall.It looked strangely deserted.I was very surprised to find that none of the boys were there，and was told that they were all on holiday，and that I had been sent there during the holidays as a punishment for my wickedness①.The headmaster and teachers were on holiday too，all except for Mr.Mell，who had to look after me.I spent a whole month in that miserable② place，doing my lessons in the dirty，empty classroom，which smelt of old food and unwashed boys.Every evening I had to eat my supper with Mr.Mell，and then go straight to bed.The worst thing was the sign I had to wear round my neck.It said：BE CAREFUL！HE BITES.I was only allowed to take it off when I went to bed.Although I was extremely lonely and unhappy at this time，I was not looking forward to meeting all the other boys.I felt sure they would laugh at me and especially at the sign I was forced to wear.But one day Mr.Mell told me that the headmaster，Mr.Creakle，had returned，and wanted to see me.So I went，trembling③，to his part of the house.I realized at once that Mr.Creakle lived much more comfortably than the boys or the teachers.He was a small，fat man with a purple nose，who was sitting in an armchair with a bottle of wine and a glass in front of him.“So，this is the boy who bites，is it？”he asked unpleasantly.“I know your stepfather，boy.He's a man of strong character，he is.He knows me，and I know him.Do you know me？Answer me，boy！”He pulled violently④ at my ear.“Not yet，sir，”I answered，tears of pain in my eyes.“Ah，but you soon will！Oh yes，I have a strong character too，you'll see！”He banged⑤ his hand hard on the table.I was very frightened，but I made myself ask the question I had been considering for a whole month.“Please，sir，I'm very sorry for what I did to Mr.Murdstone.Could —could I take this sign off，before the other boys see it...”Mr Creakle gave a sudden，terrible shout and jumped out of his chair.I did not wait to see whether he was going to hit me，but ran out of his room and hid in my bed for the next hour.However，the boys were not as cruel to me as I had feared.I made a friend almost immediately，a boy called Tommy Traddles，who was known to be the unluckiest boy in the school.I was also noticed，and even smiled on，by the great James Steerforth，one of the oldest boys，at least six years older than me.He was a handsome，intelligent，curlyhaired young man，who had become an important figure at the school，with great influence over the younger boys.“How much money have you got，Copperfield？”he asked me.“Eight shillings，Steerforth，”I answered，remembering the present my mother and Peggotty had given me.“You'd better give it to me.I'll take care of it for you，”he offered in a friendly way.I opened Peggotty's purse and turned it upsidedown into his hand.“Perhaps you'd like to spend some of it now？”he suggested，smiling.“A bottle of wine，a tin of biscuits，a few cakes，that sort of thing？I can go out whenever I like，so I can buy it for you.”“Yees，that's very kind of you，”I said，although I was a little worried that all my money would disappear.When we went upstairs to bed，I realized that all my money had been spent，as eight shillings' worth of food and drink was laid out on my bed in the moonlight.Of course I did not want to eat and drink it all by myself，so I invited Steerforth and the others to help themselves.The boys were very willing，and we spent a pleasant evening，sitting on our beds，whispering to each other.I discovered that the boys all hated Salem House，which they considered one of the worst schools in the country.They especially hated Mr.Creakle，who was in the habit of beating them regularly with a heavy stick which he carried with him at all times.The only boy he dared not beat was Steerforth.I admired Steerforth even more when I heard this.I stayed at Salem House for three more months.Although one or two of the teachers，like Mr.Mell，were kind to us boys，and tried to teach us properly，we were too afraidof Mr.Creakle and his stick to concentrate⑥ on our studies.But Tommy Traddles and I cheered each other up if we were beaten，and I was lucky enough to be friendly with the great Steerforth，in spite of the difference in our ages.However，my home，even with the Murdstones there，seemed a much pleasanter place than school，and I was glad when the Christmas holidays arrived，and I was allowed to return to Blunderstone.I was a little surprised to find that my mother had a new baby，and I could see at once that she was not well.She looked tired and worried，and very thin.But she and Peggotty were delighted to see me，although they dared not show it if the Murdstones were present.My stepfather and his sister seemed to hate me even more than before，if that were possible，and they made my life quite miserable whenever they could.In fact，I was almost pleased when it was time to return to school，and see Traddles and Steerforth again.As the cart drove away，I remember my mother standing outside our house，with her baby in her arms，smiling sadly at me.That was the last time I saw her，and that is how I shall always remember her.大卫被送往学校在雅茅斯我被送上一辆去伦敦的长途四轮马车，行驶了一整夜。
高中英语Unit2Growingpainsgrammer1教案牛津版必修1
湖南省衡南县第九中学高一英语《Unit2 Growing pains- grammer1》教案（必修一译林牛津版）Thoughts on the design:Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom” used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit — relative pronouns —with a blank-filling exercise.Fill in the blanks with relative pronouns.1. This is the story __________ we wrote for our storytelling contest. (which/that)2. The book __________ I borrowed from the library is very interesting. (which/that)3. He likes the birthday gifts _________ his friends gave him. (which/that)4. The girl _________ you have just seen is very good at English. (who/whom/that)5. I don’t know the n ame of the teacher _________ I met in the computer room. (who/whom/that)After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs)Step 2Continue to review what was taught in the previous unit with another five blank-fillings.1. Is this the play ____________ you were talking about just now? (which/that)2. Daniel is the person ______________ I want to make friends with. (who/whom/that)3. Art is the subject ____________ I know little about. (which/that)4. The Math teacher is the person ____________ I got an A plus from. (who/whom/that)5. The topic ____________ Eric is interested in is Physics. (which/that)After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (prepositions)Step 3Join the sentences with relative clauses — another exercise serves as revision of what has been taught as well as presentation of what will be taught.1) We could expect good decisions from yo u. We thought you were such a person. ==> We thought you were a person (who/whom/that) we could expect good decisionsfrom.==> We thought you were a person from whom we could expect good decisions.2) You were to buy dog food with the money. The money is gone.==> The money (which/that) you were to buy dog food with is gone.==> The money with which you were to buy dog food is gone.After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: When the relative pronoun is the object of the preposition, we use preposition to begin an attribu tive clause, which is, preposition + which/whom. In this case, the relative pronoun, which or whom, cannot be replaced with “that” or “who”.Besides, the relative pronoun cannot be left out.Step 4Consolidating exercises:1. Review what has been done in step 2, and ask the students to rewrite the sentences according to the newly-learned rules.1) Is this the play about which you were talking just now?2) Da niel is the person with whom I want to make friends.3) Art is the subject about which I know little.4) The Math teacher is the person from whom I got an A plus.5) The topic in which Eric is interested is Physics.2. Fill in the blanks with “prep.+ which/whom”:1) Are you interested in any songs ____ _____ you’ve listened. (to which)2) Tomorrow is a particular day ____ _____ his daughter will get married. (on which)3) This is the knife ____ _____ I usually cut bread. (with which)4) We can’t live without the sun ____ _____ we get heat and light. (from which)5) The subject ____ _____ Eric is interested is physics. (in which)6) Do you know the girl ____ _____ our head teacher is shaking hands? (with whom)7) I can’t find my dictionary ____ _____ I paid over $100. (for which)8) This is the good car ____ _____ I spent all my money. (on which)9) She is the teacher ______ _______all his students show respect. (for/to whom)10) The teacher ____ _____ you have been waiting is coming in a minute. (for whom)Step 5Translate the following sentences:你有无看见那座红屋子，屋子前有一棵大树。
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英美文化欣赏[导读] 《大卫·科波菲尔》是著名作家狄更斯的代表作之一。
阅读下面选取的有关成长中的烦恼的节选，对比中外文化中对成长烦恼态度的异同。
David was sent to schoolIn Yarmouth I was put on the longdistance coach to London，and travelled all through the night.At the coach station in London，I was collected by a teacher，Mr.Mell，and taken to Salem House，the school which the Murdstones had chosen for me.The school was a large old building with a dusty playground，surrounded by a high brick wall.It looked strangely deserted.I was very surprised to find that none of the boys were there，and was told that they were all on holiday，and that I had been sent there during the holidays as a punishment for my wickedness①.The headmaster and teachers were on holiday too，all except for Mr.Mell，who had to look after me.I spent a whole month in that miserable② place，doing my lessons in the dirty，empty classroom，which smelt of old food and unwashed boys.Every evening I had to eat my supper with Mr.Mell，and then go straight to bed.The worst thing was the sign I had to wear round my neck.It said：BE CAREFUL！HE BITES.I was only allowed to take it off when I went to bed.Although I was extremely lonely and unhappy at this time，I was not looking forward to meeting all the other boys.I felt sure they would laugh at me and especially at the sign I was forced to wear.But one day Mr.Mell told me that the headmaster，Mr.Creakle，had returned，and wanted to see me.So I went，trembling③，to his part of the house.I realized at once that Mr.Creakle lived much more comfortably than the boys or the teachers.He was a small，fat man with a purple nose，who was sitting in an armchair with a bottle of wine and a glass in front of him.“So，this is the boy who bites，is it？”he asked unpleasantly.“I know your stepfather，boy.He's a man of strong character，he is.He knows me，and I know him.Do you know me？Answer me，boy！”He pulled violently④ at my ear.“Not yet，sir，”I answered，tears of pain in my eyes.“Ah，but you soon will！Oh yes，I have a strong character too，you'll see！”He banged⑤ his hand hard on the table.I was very frightened，but I made myself ask the question I had been considering for a whole month.“Please，sir，I'm very sorry for what I did to Mr.Murdstone.Could—could I take this sign off，before the other boys see it...”Mr Creakle gave a sudden，terrible shout and jumped out of his chair.I did not wait to see whether he was going to hit me，but ran out of his room and hid in my bed for the next hour.However，the boys were not as cruel to me as I had feared.I made a friend almost immediately，a boy called Tommy Traddles，who was known to be the unluckiest boy in the school.I was also noticed，and even smiled on，by the great James Steerforth，one of the oldest boys，at least six years older than me.He was a handsome，intelligent，curlyhaired young man，who had become an important figure at the school，with great influence over the younger boys.“How much money have you got，Copperfield？”he asked me.“Eight shillings，Steerforth，”I answered，remembering the present my mother and Peggotty had given me.“You'd better give it to me.I'll take care of it for you，”he offered in a friendly way.I opened Peggotty's purse and turned it upsidedown into his hand.“Perhaps you'd like to spend some of it now？”he suggested，smiling.“A bottle of wine，a tin of biscuits，a few cakes，that sort of thing？I can go out whenever I like，so I can buy it for you.”“Yees，that's very kind of you，”I said，although I was a little worried that all my money would disappear.When we went upstairs to bed，I realized that all my money had been spent，as eight shillings' worth of food and drink was laid out on my bed in the moonlight.Of course I did not want to eat and drink it all by myself，so I invited Steerforth and the others to help themselves.The boys were very willing，and we spent a pleasant evening，sitting on our beds，whispering to each other.I discovered that the boys all hated Salem House，which they considered one of the worst schools in the country.They especially hated Mr.Creakle，who was in the habit of beating them regularly with a heavy stick which he carried with him at all times.The only boy he dared not beat was Steerforth.I admired Steerforth even more when I heard this.大卫被送往学校在雅茅斯我被送上一辆去伦敦的长途四轮马车，行驶了一整夜。
在伦敦车站，有位叫梅尔先生的教师接待了我，并把我送到萨伦学校，那是摩德斯通姐弟为我选定的学校。
学校由一幢很大的旧楼和一片杂乱的操场组成，四周围着很高的砖墙。
它看上去出奇地荒芜。
我很奇怪，学校里空无一人，后被告知，学生们都放假了，而我却在假期里被送到学校是对我的劣行的一种惩罚。