牛津译林版高中英语必修一Unit2GrowingpainsGrammar教

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新牛津译林版高中英语必修一unit 2《growing pains》language优秀教案(重点资料).doc

课题：M3Unit 2 LanguageStep1 Revision1 be made up of 由---组成、构成可与consist of 互换（见拓展p27）1) The class is made up of 15 girl students and 20 boy students.= The class consists of 15 girl students and 20 boy students.班级由15个女生和20个男生组成。

注意两者作定语时的区别a group made up of five doctors and 10 nurses= a group consisting of five doctor s and 10 nursesbe made from 由--制成Wine is made from grapes.be made of 由---制作成What’s your shirt made of?be made up of 由---组成b e made into 被制成make up 组成，编制，弥补，化妆，和解make for 走向……；有助于……make out 理解，辨认出2 confusing 令人困惑的adj. confused 糊涂的，迷惑的adj.(见拓展p 28)The instructions on the box are very confusing. 盒子上使用的说明令人费解。

People are confused about all the different labels on food. 人们被那些五花八门的事物标签搞得稀里糊涂。

confuse v. 使某人迷惑confuse A with Bconfusion n.不确定，困惑，混淆3 European adj.欧洲的，全欧的European languages 欧洲的语言the European Union 欧盟n. 欧洲人Europe n. 欧洲4. occupy vt. 占领，占有；使从事，使忙于1) Enemy troops occupied the country. 敌军占领了这个国家。

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

课题：M1U2 Growing pains
【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Unit 2《Growing pains》(Test Papers)教案

牛津译林版高中英语必修一Unit 2《Growing pains》(Test Papers)教案课题Test Papers 课型Revision 教学目标重点难点教法及教具教学过程教学内容个案调整教师主导活动学生主体活动用适当的介词填空1. The teacher usually acts our mother, director andfriend.2.They went a holiday and haven’t come back. Theyare still vacation3.the child was frig htened admitting telling lies.4.It’s time we should be bent on our study.5.everyone doesn’t knows what to do their freetime6.explain sth sb7.pay the meal cash8.the house is a mess pizza boxes on thefloor and dirty dishes the sink9.leave sb charge the house.10.I am upset that he is always finding fault me.11.lights go suddenly.12.defend our motherland the enemies13.have an emergency / case of emergency14.be hard what he eats15.the book is worthy being read16.be rude / it’s rude him to shouthis parents.教学过程教学内容个案调整教师主导活动学生主体活动17.the play is the f orm of a dialogue.18.there is a lot of garbage all the place.19.They went a holiday and haven’t come back. They arestill vacation20.the child was frightened admi tting telling lies.21.It’s time we should be bent on our study.22.everyone doesn’t knows what to do their freetime23.explain sth sb24.pay the meal cash25.the house is a mess pizza boxes on thefloor and dirty dishes the sink26.leave sb charge the house.27.I am upset that he is always finding fault me.28.lights go suddenly.29.defend our motherland the enemies30.have an emergency / case of emergency板书设计（用案人完成）当堂作业课外作业教学札记。

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。

牛津译林版高中英语必修1牛津译林版必修一Unit2Growing pains教案period 6~7

Periods 6-7 Grammar and usage整体设计教材分析This is the fifth period, which will center on the grammar: the attributive clause introduced by Preposition+which and preposition+whom Relative adverb: when, where and why.At the beginning of this period, the teacher should give the students some time to go over the attributive clauses introduced by which/that and who/whom, whose. The grammar item in this unit deals with attributive clauses introduced by Preposition+which and preposition+whom Relative adverb: when, where and why. Students are first expected to learn that an attributive clause can be introduced by preposition+which/whom and in what circumstances these two forms are used. The teacher should first ask the students to point out the antecedent and the function of the antecedent in the attributive clause. The teacher had better present some sentences containing the attributive clauses introduced by preposition+which/whom on purpose by asking the students to do some exercises. Get the students to find all the sentences containing the attributive clauses in the two passages. After finding them, the teacher can ask the students to analyze them and understand the function of the relative pronouns in those sentences. After that the teacher should give the students clear explanations about the usage of the grammar.After mastering the rules of the attributive clause, the students should be given more exercises to consolidate what they learn. The teacher should arrange some activities carefully and creatively. First let them do some simple exercises. For example, combine the two sentences using the attributive clause. Then ask them to fill in the blanks using the right prepositions or relative adverbs.三维目标1. To give a brief introduction to attributive clauses introduced by Preposition+which and preposition+whom Relative adverb: when, where and why.2. Enable students to learn attributive clauses introduced by Preposition+which and preposition+whom as well as relative adverb: when, where and why.重点难点Learn how when, where or why is used to introduce an attributive clause.教学方法1. Task-based in-class activities.2. Explanation of some rules of the attributive clause.3. Practice.教具准备Some slides and the multimedia.课前准备1. Ask students to go over the attributive clauses introduced by which/that, who, whom, whose.According to what they have learned, try their best to make sentences using the attributive clauses and prepare for the coming competition about making sentences using attributive clauses. One student should prepare at least two or three sentences.2. Ask students to do some sentences about how to choose the right relative pronouns to consolidate what they have learned. While doing the exercises they may find some other sentences which are introduced by Preposition+which and preposition+whom Relative adverb: when, whereand why.教学过程→Step 1 Revision and Lead-in1. CompetitionAsk students to use the attributive clauses introduced by that, which, who, and whose to make sentences.Divide the class into four groups and ask students to stand up by themselves to make sentences.The group who make the most sentences are the winners.2. Lead-inMaybe some of the students will make the sentences using when or where, the teacher can lead-in the new lesson from this. Tell the students that they are expected to learn about more types of attributive clauses. In this period, students are first expected to learn about the attributive clause introduced by a preposition+which and a preposition+whom. Then they will learn how to use attributive clauses introduced by the relative adverbs when, where and why.→Step 2 Grammar IHelp students learn in what circumstances these two forms are used to introduce attributive clauses.1. Ask the students to read the two attributive clauses in Point on page 28 and then point out the antecedents in them. And then tell the function of each antecedent in the clause.2. Read the two sentences in Point 2. (They informal English and the preposition is usually put at the end of the attributive clause. )Ask students to change the two sentences into formal English.3. Judge whether the following sentences are true or false. Show the following sentences on the screen.1)Dad is a person to who I can easily talk. (F)2)Dad is a person whom I can easily talk to. (T)3)Dad is a person I can easily talk to. (T)4)Dad is a person to that I can easily talk. (F)5)Dad is a person that I can easily talk to. (T)6)Dad is a person who I can easily talk to. (T)4. Present three example sentences in different ways, paying attention to the prepositions in the clauses. In this way, students will learn different forms of clauses introduced by prepositions.1)The pen with which I write my homework everyday is broken, so I’ll have to buy a new one. (Here with must be used because we say ‘I write my homework with the pen everyday. ’)2)Do you know the name of the girl about whom our teacher is talking? (Here about must be used because we say ‘our teacher is talking to the girl. ’)3)The man for whom I bought the old picture is over eighty years old. (Here from must be used because we say ‘I bought the old picture from the old man. )5. PracticeShow the following sentences on the blackboard1)The two things were their children’s excellent performance in study and t heir happy family life. The parents felt very proud of them.2)I shall never forget the day. We first met on that day. 3)He has lost the key to the drawer. The papers for the meeting were kept in the drawer. 4)Can you lend me the magazine? You talked about it with your classmates yesterday. 5)Antarctica is covered with thick ice all year round. We know very little about it.Ask the students to combine two sentences into one. Pay attention to the prepositionsAnswers:1)The two things of which the parents f elt proud were their children’s excellent performance in study and their happy family life.2)I shall never forget the day on which we first met.3)He has lost the key to the drawer in which the papers for the meeting were kept.4)Can you lend me the magazine about which you talked with your classmates yesterday.5)Antarctica, about which we know very little is covered with thick ice all year round.注: 介词+关系代词whom ⎩⎨⎧+物人关系代词介词which w hom (1)关系代词的确定先行词指物: 介+which 先行词指人: 介+whom(2)介词的确定技巧:①根据定语从句的谓语动词来判断The picture for which he paid 2000 dollars was drawn by a famous painter.The picture on which he spent 2000 dollars was drawn by a famous painter.②根据先行词特殊性The speed at which the machine operates is show on the computer.③特例I don’t like the way in which/that/省略you speak to her.注: 1. 介词+which=when/where/why④有些介词不可提前This is a boy that we must look after/took care of.类似的词组: look for/look after/take good care of 等⑤介词+whom/which+不定式(相当于一个定语从句)→Step 3 Grammar ⅡIn this step, students will learn in what condition when, where and why are used to introduce attributive clauses. They will also learn that when, where and why can be replaced by a preposition+which in formal English.1. Tell students that when the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. Here when is used as a relative adverb.Let students read the three example sentences in point 1 on page 30. Ask them to tell what when refers to in each of the sentences.In sentence 1, when refers to on that day.In sentence 2, when refers to at that moment.In sentence 3, when refers to at that moment.So students can know that sentences here can be said in other ways as the following:1)Do you remember the day on which we left you in charge?2)I often think of the moment at which I saw the UFO.3)I remember the time at which Eric won that speech competition.2. Tell students that when the noun or the antecedent refers to a place and is used as the adverbial of a place in the attributive clause. Where is used to introduce the clause. Here where is used as a relative adverb.Let students read the four example sentences in point 2. Ask them to tell what where refers to in the sentence.In sentence 1, where refers to in the house.In sentence 2, where refers to in the country.In sentence 3, where refers to in the city.In sentence 4, where refers to in the family.Also we can change the sentences into another way.1)The police searched the house in which the thief had stayed.2)Mike wants to work in a country in which there are a lot of rainforests.3)Is Shanghai the city in which he was born?4)This is not a family in which bad behavior goes unpunished.3. Tell students that when the noun or the antecedent is the word reason, why is used to introduce the clause. Her why is used as a relative adverb.Tell the students here why can be replaced by for which.注: 正确使用关系代词&关系副词根据定语从句中所作成分来确定关系代词或关系副词。

牛津译林版高中英语必修一Unit2GrowingpainsReadingformainpoint教案

Module 1 Unit 2 Growing pains Task Skills 2 Reading for main poin 课题Task Skills 2: reading for main point课型New教学目标1. To develop reading skills by reading four diary entries. understand the mood of the writer.重点Reading for main point 难点Reading for main point 教法及教具Presentatio n and practice Discussion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-inGet students to read the instructions and know how to read forgist.catch the gist or the main point focus on descriptive wordsor expressions.Step 2 Reading1 Read the four diary entries and fill in the form.Entries MainpointsThe words telling theThe first diary entryThe second diary entryTh e third diary entryT he fourth diary entry2. Read again and answer:①Why did Christina call the radio show last week?②What advice did George give ?③Did 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?b. Which words or expressions are used to make the main point?writer’smood教学内容个案调整教师主导活动学生主体活动教学过程Step 4 ConsolidationHave you ever had a problem with your parents simil ar 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 Exercise B on page 99.2. Review the words and expressions in this unit.板书设计（用案人完成）当堂作业课外作业教学札记。

译林牛津版必修1高中英语Unit2 Growing pains

wordUnit 2Growing pains〔1〕射阳县盘湾中学颜闯2007-12-3[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(page 21~ page 31)二、教学要求：1．掌握和Growing pains有关的常用单词、词组与句型。

2．学习阅读技巧：reading a play。

3．语法：定语从句〔三〕[知识重点与学习难点]I. To revise some important words & expressions in Unit 1 (page 21~ page 31)A．单词：〔黑体词汇用法看《三维设计》〕explain surprisereasonscene suppose hard touch trustrude bendpunish charge1. Much to my s_________, he failed the exam.2.Customers are not s_________ to smoke here.3 .Visitors are not allowed to t_________ the exhibits.4. E_________ what this word means to us.5. Don't t_________ him — he's not telling the truth.6. Don't be too h_________ on the boy; he didn't mean to do it.7. He was punished because he was r_______ to his teacher.8. The teacher p_________ the noisy children by making them stay after school.9. The doctor in c_________ was a tall man10. She b_________(over) to pick up a book from the floor.11. The r_________ for his ing late was that he got up late12. This play is divided into three acts, and each act has three s_________.B．短语：WELE TO THE UNIT:1.______出现;露面;将(收音机等)声音调高turn down 将声音调低拒绝(关注turn 的其他短语)2.It’s_______________浪费…去做某事waste time/money (in) doing sth.浪费时间或金钱做某事3.__________________ 强迫某人做某事by force 靠武力强行READING:4._______________. 期望〔某人〕做某事5._________________ 迫不及待做某事6._________________ 采纳某人的建议7.sb. ________________ 某人应该做某事；某人被要求，期望或认为做某事8._______ /___________ 对待处理应付9.______________________某事由某人负责10._____________________ 某任负责某事11._____________〔灯，火，蜡烛等〕熄灭12._____________使某事被做〔让人〕做某事表示主语的遭遇13._________________ 值得/应当/活该做某事14.____________ 对某人苛刻=be strict with sb15.________________________ 想要做某事16._____________________ 将A看作B /把B 当作A来看待WORD POWER:17._______…=be different in…. 在…方面不同18.______________=A be different from B A 和B不同19.___________…胜任/适合…..20.___________. 适合/胜任做某事21.____________ 保持健康22.____________将A换成B________________将A 变成B23._________________. 同某人换某物24.__________…. 要/找…..II. Sentences to be recited:1.Eric runs in after it, followed by a big dog,walking very slowly.(P22)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.(P23)followed by a big dog / walking very slowly / looking at Daniel在句中作伴随状语。

牛津译林版高中英语必修一Unit 2《Growing pains》(word powder)教案

牛津译林版高中英语必修一Unit 2《Growing pains》(word powder)教案Teaching aims 1.Get the students to k now aboutformal and informal English; andknow something about countriesand their official languages.2.Through the listening practice,help the students know more howto improve their English.Teachingmethods1.Groupdiscussion2.Team workAnalysis ImportantpointsMake the students know something about Formal and InformalEnglish.Difficultpoints3.Get the students to know about formal and informalEnglish; and know something about countries and theirofficial languages.TeachingaidsMulti-media projectorTeaching procedures:Step 1 Lead inSelect some words and phrases often used in spoken English, then point out informal English expressionsFormal and informal EnglishFormal English Informal Englisha large amount/number of a lot ofarrange sort outchild kiddiscard throw awayI regret to inform you…I’m sorry to say…immediately right awayin addition plusIt is my hope…Hop e…prevent stoppurchase buyreply answ erspeak to have a word withStep2 PracticeAsk students to practice what they have learnt above.First point out the informal places while they are reading the letter.Then rewrite the letter in formal English.Answers:Dear Mr. Smith,I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful vie w of the park is spoiled.I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and a rrange security to prevent people from littering.It is my hope that you will take my concerns into consid erat ion. I look forward to your reply.Yours sincerely, Jerry BrokerStep3Word power ( Group work )1. How many languages are spoken in the world today?( About 6,000)2. Do you know the ten most widely spoken languages? What are they?( They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French..)①. Organize students into groups o f four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.Use the following diagram as a pattern to organize the information.Country Official language(s) Country Officiallanguage(s)Australia English Mexico SpanishBengal Bengali New Zealand English, MaoriCanada English, French Portugal P ortugueseChinese Chinese Russia RussianEgypt Arabic Saudi Arabia ArabicFrance French Singapore English, Chinese, Malay, Tamil Germany German Spain SpanishIndia English, Hindi Switzerland French, German, ItalianIreland English, Irish U. k EnglishItaly Italian USA English②. Then have students finish Part A and share their answers with their group members.Step 4 Listening practiceAsk students to do the exercises in Parts A and B in listening on page 98 i n their Workbook. Let them know more about how to improve their English.Step5 Summary and homeworkWe’ve known something about formal and informal English, deal with s ome words and expressions related to languages, and go over the names of countries and their language(s).Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.Homework:1.Go over what we learned in this period.2.Preview the next lesson3.To get more information about UN, according to the website given to you . 教学反思：。

牛津译林版高中英语必修一Unit2《Growingpains》(Homealone)教案

课题：M1U2 Home alo ne【教学目标】1. To help the students to understand the text better.2. To master the usage of some importa nt Ian guage poin ts.【教学重点】 How to improve the Ss ' readi ng ability.【教学难点】 Make sure the Ss know about how to deal with the problems 【教具】Multi-media projectorin the family【二次备课】expect that …①我们谁也没预料到这种情况。

No ne of us expected it .我在等他的来信。

I ' m expecting his letter .③不要对他期望太咼。

Don' t expect too much of him.你预计什么时候回来？When do you expect to be back? 你别指望他会支持你。

You can' t expect him to support you .我想他会很快回来的。

I expect that he ' II come back soon 她会不会来呢？”“我想会/不会。

”“Will she come? ”“ I expect so/ not. ”2. surprise1）. vt. 使惊奇；使惊讶What you said surprised me.I am surprised at what you said just now.What surprised me most was that the little boy could speak En glish so well. 2）. adj. surprising 令人吃惊的surprised 吃惊的；受惊的a. It is that they lost.b. I am that they lost.c. She wore a look whe n she came into the room.n.令人惊奇的事（可数）吃惊；惊奇It was a pleasant surprise to see them again.To my surprise, he came back so soon.3. followa. 跟随you go first, an d I ' ll follow later.听从，采纳1 ' II follow your advice follow one's exampleb. followi ng vs. followedfollowi ng 接下来的，随后的in the followi ng years/ days分词作伴随作为现在分词跟过去分词，构成的短语可以充当状语，但意思相反A teacher came into the classroom, followed by a group of Ssfollow ing a group of Ss（一群学生紧跟其后，跟在一群学生后面）She sat at the table, readi ng a magaz ine.He stood there, not knowing what to do.4 be gone用完了，不在了I need to buy sth to drink, because all mywater is gone.5. in charge (of sth/sb) 负责，掌管某事主管，掌管；在……管辖之下，由……照顾* sb. be in charge of sth.某人负责，掌管，照顾* sth. be in the charge of sb. /in one s charge在……掌管之下，由……经管1. Mary is in charge of the hospital.The hospital is in the charge of Mary.2. The project is in the charge of Dr Gre . en.Dr Gree n is in charge of the project.* free of charge=for free6. stopa) ~ doing~ to dob) 停止某人做某事~ sb ( from ) doing sth=preve nt sb (from) doing sth=keep sb from doing sth7. have sb/sth doing have sb / sth doa. have …do ing 让…一直做某事b. have …do 让…做某事c. have sth done 使某事被做遭遇，经历8. deserve~ to do 应该做某事，值得做某事They ~ to know the truthThey didn ' t ~ to win.He killed a young lady and he deserved to be put intoprison.Tom did wrong and deserved puni shme nt/to be puni shed.9. in stead of vs. in steadIn stead of 后接的动作或状态是不做的In stead 连在一起的句子中的动作或状态是要执行的或存在的The water here is not good, so I am drinking beer in stead. we ll have fish in stead of meat for lun ch.10. With + 名词(代词) +介词短语/形容词/副词/分词/不定式He stood there with his hands in his pockets.She said goodbye with tears in his eyes.The teacher came in with a book in his han ds.Do you know the man with a child in her arms/With nothing to do , I went shopp ing.The boy lay on the grass, with his eyes look ing at thesky.She stepped out of the prison with her hands tied.11. leavea. 把…交给，委托…leave + n+ to/with+n 把… 托付给/委托给~ sb to do sth 委托某人做某事b. 使…处于某种状态! +n + adj./ 现在分词、过去分词、名词、介词短语Mrs Anny left her daughter with /to us and went shopping.The gover nment will leave buildi ng the museum to thatcompa ny.What he said left me thinking deeply.12 You weren' t supposed to come home until tomorrow!1 be supposed to do sth.发现者号航天飞机应该在8月8日返回.Shuttle Discovery was supposed to retur n on Aug 8 .校会应该在周一早晨举行.The school assembly was supposed to be held on Mon day morni ng.2 sup .pose …怎么样？Suppose you have ano ther try.Suppose we have an En glish party.3 suppos ing 假女口Suppos ing it rains, what will you do?Suppos ing he is late, shall we go first?=If ......13 I feel like we have to - punish h im or he …feel like如果想要，我们可以外出散步If you feel like, we can go out for a walk.我现在不想要大吃一顿.I don ' t feel like (having) a big meal now这种材料摸起来象丝绸.【教学后记】。

牛津译林版高中英语必修1Unit 2Growing painsGrammar and usage教案3牛津译林必修1

Period 4 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 clausesImportant and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1. RevisionHW checking: understanding some colloquialismsStep 2.Grammar and UsagePreposition +which and preposition +whom◆Read point1 and make sure students know when to use attributive clause with preposition. The pen is broken, so I’ll have to buy a new one. I write my homework with it every dayThe pen with which I write my homework every day is broken, so I’ll have to buy a new one.The man is over eighty. I bought the old picture for him.The man for whom I bought the old picture is over eighty .Read point 2, get them to write the sentences in formal English.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.◆Read point 3 and 4,and ask them to write the sentences in different ways.Dad is a person to whom I can easily talk.Dad is a person whom/who/that I can easily talk to.Dad is a person I can easily talk to.◆Appendix 1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。

牛津译林版高中英语必修1Unit 2Growing painsgrammar and usage教案1

●Grammar and usageThe grammar item in this unit will still deal with attributive clauses. You are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. You will also learn how to use attributive clauses introduced by the relative adverbs when, where and why. Step 1: Prep.+ which & prep.+ whomAn attributive clause can be introduced by a prep.+ which/whom and let’s see in what circumstances these two forms are used.1. Point 1 on page 28Point out the antecedents and their functions in the following two sentences.We thought you were a person from whom we could expect good decisions. (The antecedent is a person. In the attributive clause it serves as the object of the preposition from.)The money with which you were to buy dog food is gone. (The antecedent is the money. Its function in the attributive clause is the object of the preposition with.)2. Point 2.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.3. Points 3 and4.Dad is a person to whom I can easily talk.Dad is a person whom/that/who I can easily talk to.Dad is a person I can easily talk to.Note: The preposition in the attributive clause must be used whether the relative pronouns are left out or not.4. Point5.The sentences in Point 5 show us how to use the attributive clause to modify the antecedent way. Now the ecercises in Parts A and B on page 29. For Part A, you should pay attention to the antecedent to see whether it refers to a person/people or sth./things. Complete each sentence according to its meaning.AnswersA 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 gB 1 which 2 which 3 about 4 from 5 fromStep 2: Relative adverbs: when, where and whyHere you will learn in what condition when, where or why is used to introduce an attributive clause. And let’s see what other words can be used to replace when, where or why.1. When the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. Here when is used as a relative adverb.Let’s read the three example sentences in Point 1 on page 30 and tell what when refers to in each of the sentences.In Sentence 1, when refers to on that day.In Sentence 2, when refers to at that moment.In Sentence 3, when refers to at that time.So these sentences can be expressed in some other ways as the following:Do you remember the day on which we left you in charge?I often think of the moment at which I saw the UFO.I remember the time at which Eric won that speech competition.2. When the noun or the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause. Here where is used as a relative adverb. Read the four example sentences in Point 2 and tell what where refers to in each sentence.In Sentence 1, where refers to in the house.In Sentence 2, where refers to in the country.In Sentence 3, where refers to in the city.In Sentence 4, where refers to in the family.So these sentences can be expressed in some other ways as the following:The police searched the house in which the thief had stayed.Mike wants to work in a country in which there are a lot of rain forests.Is Shanghai the city in which he was born?This is not a family in which bad behavior goes unpunished.3. When the noun or the antecedent is the word reason and is used as the adverbial of reason in the attributive clause, why is used to introduce the clause. Here why is used as a relative adverb.Read the two example sentences in Point 3.4. Read the sentences in Point 4 and learn how to say the sentences with attributive clauses introduced by when, where or why in more formal English. We can use in which instead of where, on which instead of when and for which instead of why in the three sentences.AnswersPart C1 (page 88)1. whom2. why3. that/which4. whom5. that/which6. whom7. where8. when9. that/which 10. wherePart C2 (page 88)1. that---which/去掉in2. 去掉it3. which---why4. that---where5. that ---where6. 在the person 加who/that7. which---that/在which前加in 8. that---when which---when10. that---why。

牛津译林版必修一Unit2GrowingpainsGrammarandusage2教案

牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。

语法教学的方法各有不同，本节课的设计除了语言知识的传授外，还着眼于培养学生对于学习策略的掌握。

本节课按照“呈现——思考——归纳——巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。

此外，本节课在内容的选择上参考了05-08 年各地高考题，对教学内容作了适当增补。

Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —relative adverbs 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 class, and check the assignments. Fill in the blanks with “ prep + relative porn ”.1. Do you remember the day _______ we left you in charge? (on which)2. I often think of the moment _______ I saw the UFO. (at which)3. I remember the time _______ Eric won that speech competition. (at which)4. It rained the whole day ________ he traveled with his family. (on which)5. The police searched the house ______ the thief had stayed. (in which)6. Mike wants to work in a country ____________ there are a lot of rainforests. (in which)7. This is not a family _______ bad behavior goes unpunished. (in which)8. The study is the place ________ I often have talks with my father. (in which)9. I won 't listen to the reason _________ you didn ' t do your homework. (for which)10. This is the reason ________ my parents got home earlier. (for which)本步骤是对上一堂内容的回顾，并为下面教授新知识作铺垫。

牛津译林版高中英语必修一Unit2GrowingpainsLanguage教案

课题： M3Unit 2 Language TeachingaimsDeal with some words for thereading TeachingmethodsGroupdiscussionTeam workAnalysis ImportantpointsLearn the usage of some words and phrasesDifficultpointsUs Usage of some words and phrase sTeachingaidsMulti-media projectorTeaching proceduresStep1 Revision1 be made up of 由---组成、组成可与consist of 互换（见拓展p27）1) The class is made up of 15 girl students and 20 boy students.= The class consists of 15 girl students and 20 boy students.班级由15个女生和20个男生组成。

注意二者作定语时的区别a group made up of five doctors and 10 nurses= a group consisting of five doctors and 10 nursesbe made from 由--制成 Wine is made from grapes.be made of 由---制作成What’s your shirt made of?be made up of 由---组成be made into 被制成make up 组成，编制，弥补，化妆，和解make for 走向……；有助于……make out 明白得，识别出2 confusing 令人困惑的 adj. confused 糊涂的，迷惑的 adj.(见拓展p 28)The instructions on the box are very confusing. 盒子上利用的说明令人费解。

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课题： M3Unit 2 GrammarTeaching 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. (Part A on Page 311 要掌握一门外语是困难.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 Part 2 on p age 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.Grammar1. 1. promise v. 许诺，答应。

后面接直接宾语再接不定式，从句，名词代词或不接直接宾语。

（课本p 28 ）1) Dad promised (me) to buy me a laptop, but he broke his own word.爸爸答应过（我）要给我买个笔记本电脑，但是他失信了。

2) The student promised (the librarian) that all books would be returned by Friday.那个学生答应（图书管理员）在周五之前归还所有的书。

3) He promised his wife a coat for her birthday.他答应他的妻子买件外套作为生日礼物。

4) ---She’s not coming tonight. 她今晚不会来了。

---But she promised! 但是她答应过的！promise作动词还表示“有希望……，可能会（有）”adj. promising 有希望的5) These discussions promise future storm. 这些争论有可能引起今后的风波。

promise 还可以作名词，意为“诺言,许诺”6) If you make a promise, you must keep it. 假如你做出了许诺，就必须做到。

2 waste (v.)money (课本p 28)a waste (n)of time /money31)deserve +n ~ a reward; ~ a punishment (课本p 29)2)deserve doing ~ punishing3)deserve to do ~to be punished4 4. concern (课本p 29)⑴ vt. 涉及,关系到1) The news concerns your brother. 这消息与你兄弟有关。

2) The letter is chiefly concerned with export commodities. 这封信主要是关于出口商品的。

⑵ vt. 使担心;使关心1) He is concerned for her safety. 他担心她的安全。

2) He was very concerned about her. 他对她非常关心。

⑶ n. 关心的事,重要的事[C]；关怀[U]1) That's no concern of mine. 那不关我的事。

2) Andrew expressed his concern. 安德鲁表示了他的关切。

concerned 有关的(作后置定语)1) The man concerned was her husband. 这个相关的人是她的丈夫。

concerning 关于2) We read stories concerning visitors from outer space. 我们读了关于天外来客的故事。

as/so far as … is concerned 就……来说，就……而言3) It is impossible as/so far as I am concerned. 就我而言这是不可能的。

5. ban vt. 禁止，取缔。

过去式和过去分词都为banned. (课本p 29)Swimming in this river is banned. 禁止在此河中游泳。

ban sb. from doing sth. 意为“禁止某人做某事”The government needs to do something to ban people from advertising illegal things on the Internet. 政府应该采取措施禁止人们在网上做广告宣传违法物品。

ban也可做可数名词，意为“禁令，禁止”，表示“对……的禁令”时常用a ban on … 的结构。

There is a ban on smoking in this school. 这所学校禁止抽烟。

6 spread n.vt&vi 传播(课本p 29)The sp read of AIDS in the last few years has been alarming.过去几年里艾滋病的传播令人惊慌。

I will tell you a secret, but you must promise not to spread it around.我要告诉你一个秘密，但是你必须保证不会将它四处传播。

The disease spread quickly. 这种疾病很快地传播开来。

7 access vt. 接近，使用(课本p 29)You can access the loft by a ladder. 你可以爬梯子上阁楼。

access 也可做名词，意为“接近的机会，享用权；通道，通路”Citizens may ha ve free access to the library. 市民可以免费使用这个图书馆。