译林牛津高中英语模块一第二单元 Growing pains
(牛津译林)高一必修1英语课件：Unit2GrowingpainsWelcometotheunit
D. Rarely(很少）
E. Never
3. Do you and your parents often talk to
each other or have fun together?
A. Very often B. Often C. Sometimes
D. Rarely(很少）
E. NeLeabharlann er2. When you have a problem and want to talk to someone, who do you choose to talk to?
3. Can you describe an experience with your parents that was not pleasant?
3. What does the film mainly talk about? Look at the following pictures.
Maggie Seaver
Jason Seaver
Main characters
Carol Seaver
Mike Seaver
Ben Seaver
Chrissy Seaver
Answer the questions in 2 minutes:
1. Do you think your parents understand
you?
A. Yes B. No C. Don’t know
2. Do you often quarrel with you parents?
A. Very often B. Often C. Sometimes
6. Do they ask for your opinions over some family issues? A. Yes, very often B. Sometimes C. Never
高中英语 _ 牛津译林版 _ 高一上册 _ 模块1 Unit 2 Growing painsroje
• 3 kinds of growing pains:
1: physical changes 2: psychological changes 3: how to fit in society
grow taller
voice get deeper
fat VS thin
I want to fly
高 中 英 语 _ 牛 津 译 林版 _ 高 一 上 册 _ 模 块 1 U nit 2 G r ow ing p a insroj ectPPT 课堂课 件(1)_ w riti ng a r e port o n g ro wing p a ins P P T课堂 课件(2 4页)-精 品PPT 课件
I want to be loved I prefer alone
高 中 英 语 _ 牛 津 译 林版 _ 高 一 上 册 _ 模 块 1 U nit 2 G r ow ing p a insroj ectPPT 课堂课 件(1)_ w riti ng a r e port o n g ro wing p a ins P P T课堂 课件(2 4页)-精 品PPT 课件
II.Divide the text into three parts and get the main idea of each part
牛津译林版模块1+Unit+2+Growing+pains(共20张PPT)
Three parts:
The main idea of each part Part 1: Many teenagers feel __lo_n_e_ly_and are
Planning
Leader’s name
research
Role1’s name write an outline of the report
Role2’s name Role3’s name Role4’s name
write the report provide art work for the report
pains?
1.Who are they ?
2.What kinds of the growing pains in the video?
3.How can we deal with these growing pains?
How to write a report
the topic
detailed information
Part 3:Growing pains do not _l_as_t_l_o_n_g__.
Preparing to write a report
1.Who are they ? 2.What kinds of growing pains in the video? 3.How can we deal with these growing
_go_i_n_g_t_h_ro_u_g_h__ many changes. These changes are part of __a_d_o_le_s_c_e_n_c_e___.
牛津译林版模块一 Unit 2 Growing Pains Reading课件
.
2. How do you think good parents
should treat their children?
They should communicate with children, be patient,
friendly,
.
3. Do you think there is a generation
Lead-in
From “Welcome to the unit”, we know that the problems
“growing pains” refer to and difficulties that teenagers experience
with their parents when they grow up.
We also know the key to solve problems is communication.
Please give some comments about the movie
Such as: What is the directing style of the director? what about the boy?...
Is it easy to be left home alone as a kid? Let’s enjoy another story about being left
home alone.
Reading strategy:
Informal/casual words, short and
incomplete sentences.
Daniel wouldn’t want to listen to his father and ran away to his bedroom. He thought that he was justtaee__n_a_g_e_r_____ and it wasn’t hisf_a_u_l_t______. It was because the dog was ill and they had to take it to the vet. They used the money and spent the whole day _w__a_it_i_n_g____ there. So they had no time to clean the house.
原文加翻译Growing-pains
牛津高中英语模块一第二单元Growing painsGrowing painsMany teenagers feel lonely, as if no one understands them and the changes they are going through. Day by day, everything seems different, yet the same. Life never seems to be going fast enough; yet, in other ways, like a race car, life seems to be rushing too fast and even going out of control. Has anyone else ever felt this way? These feelings are a common part of adolescence—the time of life between child and adult. And, though it may some times be difficult to believe, you are not alone—every adult has gone through adolescence, and your friends are going through it right now along with you. It is common for teenagers to feel lonely and misunderstood. These feelings can be thought of as growing pains—the difficulties that teenagers face as they grow to adults.As teenagers grow, it is normal for them to become confused with the changing world both inside and outside of them. During adolescence, teenagers go through great physical changes. They grow taller and their voices get deeper, among many other developments. Along with these physical changes, there come many psychological changes. Boys and girls tend to be different in this regard. Many boys become risk-takers—they want to find their own limits and the limits of the world around them, but may not have the wisdom to make good choices in their behavior. At the same time, girls often want someone—anyone—to talk to, as they try to deal with their strong feelings. In the social world, as teenagers get older, they struggle to depend on themselves. They may badly want and need their parents’love, yet feel distant; they may want to be part of the group, yet desire independence. Since teenagers have difficulty balancing these needs, they often question who they are and how they fit in society. The good news is that these kinds of growing pains do not last. In the end everything turns out OK—the teenager becomes a healthy adult, and this period of change and challenge is traded for the changes and challenges of grown-up life.好在这些成长的烦恼并不会持久。
高中英语 Unit2 Growing painstask3课件 牛津译林必修1
angry
impatient feeling wronged
angry
name
problem
advice
Christina
mum(cry…say…)
surprise…with a day invite…to join…doing
Role-play the dialogue in three.
C: That’s true. You see, I joined a sports team. I met many new friends and we enjoyed spending weekends doing sports. So I didn’t have much time to spend with my parents. M:Because of this, I missed the time talking together. H:When did the problem start and how did you both feel then? M:This happened soon after she entered high school last summer. Sometimes I felt so lonely that I even cried.
Unit 2 Growing pains
Task 3
Writing a dialogue
Skills building 3: writing a dialogue
not too colloquial (口语的) （not include “Umm / Hmm”)
牛津译林版模块1Unit2Growingpains基础落实ppt
帮你归纳 forbid表示“制止”,主要有以下几种用法： (1)forbid sth.制止某事 The government decided to forbid the meeting. 政府决定制止那个会议。 (2)forbid sb.to do sth.制止某人做某事 (3)forbid doing sth./forbid sb.from doing sth. 制止(某人)做某事
Ⅲ.典型句式运用
1.房间里一片狼藉,地板上扔着许多比萨饼盒子,洗 碗池里堆着未洗的碗碟。 The room is a mess,with pizza boxes on the floor and dirty dishes in the sink.
2.埃里克坐在床上,瞧着双臂交叉、表情愤慨的丹尼 尔。 Eric sits on his bed looking at Daniel,who has his arms crossed and looks angry.
What surprised us was that the s there were so cheap.
帮你归纳 be surprised at对……感到意外 be surprised to do sth.很惊奇地做某事 give sb.a surprise给某人一个惊奇 to one’s surprise使某人惊奇的是 in surprise惊奇地 take...by surprise对……进行突然袭击 surprisingly adv.出奇地
挑战自我 (1)我认定他是正确的。
I insist that he is right. (2)他们坚持要他出席这次仪式。
They insisted that he(should) attend the ceremony. (3)虽然得了流感,她仍坚持在实验室里做实验。 She insisted on doing the experiment in the laboratory although she got the flu.
牛津英语高一模块一单元二GrowingPainsProject教案
牛津英语高一模块一单元二 insProject教案
Unit 2 Growing Pains Project Ⅰ．Teaching Aims and Demands 1. Knowledge Objects Key Vocabulary Lonely, go through, adolescence, along with, misunderstand, normal, psychological, tend, balance, challenge, etc. 2. Ability Objects (1) Learn to use new words in comparison. (2) Train students' communicative competence． 3. Moral Object Realize that growing pains are necessary and are good to our life. Ⅱ．Teaching Difficult Points 1. Summary of the general idea of each paragraph 2. Analysis of the text in detail Ⅲ．Teaching Methods 1．Didactic to learn the new vocabulary． 2．T/F activity to help students go through with the listening material． 3．Groupwork to make every student work in class. Ⅳ．Teaching Aids 1．A tape recorder 2．The blackboard 3．A projector Ⅴ．Teaching Procedures Step I Lead-in (5-10 min) Show three pictures of the comic character "Daodao". The first one: Am I a wonderful person? The second one: Am I useful? The third one: Would I be happier if I were you? Then ask Ss whether they have similar thoughts with Daodao. And ask them to define what is "growing pains" in their perspective. Give Ss a few minutes to discuss with their partners. Then ask 2-3 Ss to share their opinions. 上一页下一页
M1U2 Welcome Growing Pains 译林牛津 高一模块一第二单元
01
question children
Problems with parents
wish child to study hard
force children to do sth.
make decisions for children
02
Cause: Generation gap
• interests
02
03
Prolems with your parents
For example:
Tom got home feeling very tired, and he just wanted to have a good rest. When his families said hello to him, he said nothing and just went straight to his bedroom. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room …
• Pains in growing (adolescence) • Pains in changes e.g. The company is experiencing growing pains in expanding.
Have you experienced such problems?
Discussion
01 Do you often quarrel with your parents? What problems do you usually have with your parents? What are the most common causes of family arguments? What should you do to solve the ห้องสมุดไป่ตู้roblems?
高中英语 _ 牛津译林版 _ 高一上册 _ 模块1 Unit 2 Growing painsproj
•The teacher treats us as if we __w__e_r_e___(be)
all his own children.
•He talked as if he __h_a_d___ (travel) there
himself.
traveled
•When a pencil is partly in a glass of water, it
•A. be; be delayed B. is; delay
•C. should be;be delayed
as if
It looks as if __i_t_i_s_g__o_in__g_t_o__r_ai(n天好像要下雨
了。)
He opened his mouth as if hew_a__s_g__o_in__g__to_ say
_l_im__it_e_d______ (adj.) to doing sth
语境活用
• 1.No one can _t_o_l_e_r_a_te__ being laughed at
in public.
• 2.With a little bit of __p_a_t_ie__n_c_eand
communication, many of the conflicts between parents and children can be solved.
高中英语 _ 牛津译林版 _ 高一上册 _ 模块1 Unit 2 Growing painsprojectPPT课堂课件(1)_ writing a report on growing painsPPT课堂课件(22页)-精品PPT课件
请你归纳 （as if ）
牛津译林版英语高一上册Module 1《Unit 2 Growing pains》
Unconditional love is very important, because he is your son.
problems the father thinks about his son
• disobeys everything his parents ask him to do • is rude to them • refuses to spend time with them • refuses to do his homework
Remember what your son needs is more than material comfort. You’d better not put too much pressure on your son. Be a good motivator. Try to encourage him to find himself, to build up self-confidence. Cut out harsh remarks when your son falls short of your expectation.
Project 1
an advice columnist
get a rough idea about the trouble analyze the trouble find out the roots of the trouble give proper suggestions keep in regular contact with the sender
Homework:
Get ready to write an advice letter.
Work in groups of 4 and find suggestions to the father.
牛津译林版英语高一上册Module 1《Unit 2 Growing pains》word教案
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 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 parents Teaching 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 sayi ng “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 toostrict 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 V olleyball 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 d iffer 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:* Lett ing 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 AmericanEnglish 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 do n’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 usedictionaries 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 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 some one 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. Today 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 listenin g 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 painstask2课件 牛津译林必修1
Tห้องสมุดไป่ตู้
T
F
T
F
F
to thank him.
spend one day a week with each other.
Christina’s mum
was friends
Consolidation Have 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.
Read and decide true or false
Christina wrote to George for advice. Christina’s mum wanted her to spend more time at home. George’s advice was helpful. Christina and he mum will listen to ‘Talk time’ together every week. Christina’s mum missed talking with her. Christina’s dad took her and her friends out to dinner. Christina was never friends with her mum.
Christina wrote to thank George for his advice on her problems with her mum.
to ask for your advice about a problem …/gave me good advice/thank you for your help and good advice
牛津高中英语 模块一 Unit2 Growing Pains短语+知识点综合讲练
M1 Unit2 Growing PainsI. 短语总结1. a waste of time/money 浪费时间/金钱2. a day earlier than expected 比预计的时间早一天3.in other ways 从另外一方面看4.turn up the music 调高音乐；出现turn down 调小；拒绝5.out of control失去控制6.think of/ consider/regard sb as 认为某人是怎样的7.what…do with…/how…deal with处理8.leave sb. in charge 让某人负责9.in this regard 在这方面10.go out 熄灭11.have sth done 使...被做have / make sb do= get sb to do 让人做...have /keep sb doing 让人一直做某事12.struggle to do 努力做某事13.tend to do/ be 往往会have a tendency to do14.be rude to sb. 对某人粗鲁15.argue with sb.about/over sth. 和某人争论某事16.pay in cash/by cheque (check) 付现金/付支票17.be nervous/worried about 因…紧张18.take /follow/adopt one’s advice/suggestions采纳某人的建议19.keep/bear sth.in mind 牢记20.go through 经历；浏览22. insist on doing sth /stick to doing sth. 坚持做某事.21.forbid sb from doing sth/forbid sb to do sth. 禁止某人做某事22.even if/though 即使as though/if 好象23.now (that)=since 既然，由于24.suggest to sb.sth./ suggest that...(should) do/ doing sth向某人提出建议25.deserve discussion=deserve discussing值得讨论deserve to do sth值得去做26.explain sth. to sb./explain to sb. sth. 向某人解释某事27.feel like doing=would like to do 想要做某事34.allow sb to do 同意某人做某事allow doing 同意做某事35.keep up with 跟上fall behind 落后36.get along well with sb与某人相处很好37.have difficulty/ trouble (in) doing sth 做某事有困难的38.be traded for 被交换为39.find fault with sb 找茬40.under the guidance of sb 在某人的指导下41.set a limit on 限制be limited to (doing) sth 被局限于...42.return to normal 恢复正常II.短语填空instead of; in a mess; be hard on ; be supposed to; now that; can't wait to do something;in the form of; pay attention to1.The boy is too young. Don't him.2.I was ill then, so Jack went on business me.3. you are grown up, you should not rely on your parents.4.You listen carefully in class to catch what the teacher says.5.Wow, free movies! I download some and watch them.6.The room is ; you've to clean it now.Ⅲ.句型背诵1．Eric runs in after it，followed by a big dog，walking very slowly.2．The room is in a mess，with pizza boxes on the floor and dirty dishes in the sink. 3．Listen to me, young man— we left you in charge!4．Daniel has his arms crossed and looks upset.5．Maybe, but now that he has been so rude to us, I feel like we have to punish him or he won't respect us.IV.语法讲练定语从句(2)介词提前的定语从句一. 语法作用：“介词＋关系代词”在从句中主要起关系副词的作用，即在定语从句中充当状语，表示地点，时间和原因及其他状语：“介词＋which”分别相当于where，when，why。
牛津译林版高中英语必修1Unit 2Growing painsTask课件39张PPT课件ppt
All that worrying was for nothing.
The words telling the writer’s mood
happy
tired, afraid and nervous
upset
very happy and glad
Step 2 Read again and answer:
1.Why did Christina call the radio show last week?
To ask for George’s advice about her problem with her mother.
Task 2
Reading for gist
Skills building 2: reading for gist
➢ catch the gist or the main point
➢ focus on descriptive words or expressions
Reading practice
week with each other, cooking dinner together or going for a long walk.
4. How do they get on with each other?
Very well.
Step 2 Read the thank-you letter and answer:
2. What advice did George give ?
He told Christina to spend more time talking to her mum.
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explain unexplained
21． rude
rudely rudeness 22． guidance
guide
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23． argument /ɑː ɡj um ənt /n . 争吵，辩论；论点论据→
argue
24． harm 25． patience 有耐心的 26． selfish → self
To be honest，it was Su’s fault，but Li was also to blame. 说实话，那是苏的错，但李也该受责备。 (2012· 江苏· 书面表达)
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【词义辨析】 fault，mistake (1)fault多指性格上的弱点，行为上的过失，强调因过 失所导致的应负的责任。 (2)mistake指“错误；误会；误解”，多指缺乏正确 理解造成行动上或认识上的错误。
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【夯实基础】 用适当的介、副词填空 (1)He frightened the old lady into them signing the paper. (2)He threatened the intruders with a gun and frightened
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语境填词——常用单词自测
1．The girl was
frightened
into crying by the
frightening (frighten) story. 2．My life is limited ，but learning is
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现在 跟上；与„„保持联系 放弃 与„„相处；进展 经历；经受 失去控制 与„„一起 原来是；证明是；结果是
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Ⅲ.经典原句默写与背诵 1． The room is in a mess， with pizza boxes on the floor and dirty dishes in the sink . 房间里一片狼藉，地板上扔着许多比萨饼盒子， 洗碗池里堆着未洗的碗碟。 2．Daniel has his arms crossed and looks upset.
off/away .
losing power.
(3)They’re frightened of
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2. fault n.责任；过错；缺陷；v.发现错误；找出 缺点
find fault with挑剔，找岔 at fault负有责任；有过错
handled
(处理)
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重点掌握的单词
1. frightened adj.受惊的；感到害怕的afraid；feeling fear
be frightened of...害怕„„ be frightened to do...吓得不敢做„„ frighten sb./sth.away/off把某人物吓走 frighten sb.into/out of doing sth.吓唬某人做/不做某事
5．scene / si ː n/ n ．(戏剧的)一场；场面；景色；地点，
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6． upset / ʌp set /adj. 不高兴的，失望的；v t.
使不高兴，使失望；打乱，搅乱；打翻 7． emergency / I m ɜː dʒənsI/n . 突发事件；紧急情况 8． anyhow 9． deserve 10．handle 动 /enIhaʊ/ adv . 反正；尽管如此 / dI zɜː v/ v t. 值得；应得；应受 /hæ ndl /v t. 处理；应付；操纵；搬
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When hearing the news that Typhoon Haiyan was coming，many people felt frightened. 当听到台风“海燕”就要来袭的消息后，很多人感到 害怕。 That little girl was frightened that her mother wouldn’t come back. 那个小女孩害怕妈妈不再回来。
(limit)．
limitless
3．To keep healthy，the old man eats a balanced (balance) diet every day.
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4．She is pleased with her child’s good (behave)． 5．If you really like the job， distance not a problem. 6．Many people are aware of the effects of smoking. 7．All the plan was (distant) is
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27． distant 28． annoyed /dIst ənt /adj. 不友好的，冷淡的，疏 远的；遥远的→
distance
n . 距离；远处
/ ə nɔId/adj. 愤怒的，生气的→ adj. 使人恼怒的，使人生气的→ v t. 使……不悦；惹恼→ n . 烦恼；恼怒 / kən fj uː zd/adj. 困惑的，不解的→ adj. 令人困惑的→
starvation n . 饥饿；挨饿；饿死 17． tolerate /t ɒl əreIt /v t.容忍；允许→ tolerance n . 忍受→ tolerant adj. 容忍的 18． behavior/behaviour / b I heI vj ə(r)/ n . 行为，举止→ behave v t. & v i. 举动；表现 19． defend / dI fend/v t. 辩解，辩白；防御，保护 → defence/defense n . 辩解，辩白；防御，保护
丹尼尔双臂抱在胸前，看起来很不高兴。
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3．Maybe，but now that he has been so rude to us ， I feel like we have to punish him or he won’t respect us. 也许吧，可是既然他对我们那么粗鲁无礼，那我觉 得我们有必要教训他，要不然他不会尊重我们的。 4．Sometimes he acts as if he doesn’t love us at all. 有时他表现得好像他根本不爱我们。
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20． explanation /ekspl ə neIʃ n/ n . 解释，说明→ v . 解释，说明→ adj. 无法解释的，神秘的 / ruː d/adj. 粗鲁的，无礼的→ adv . 粗鲁地，无礼地→ n . 粗鲁，无礼 /ɡaIdns/n . 指导，引导→ v . & n . 指导；导游
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应该„„，应当„„ (火或灯光)熄灭 对„„苛刻，对„„严厉 不睡觉，熬夜 混淆，弄乱；搅匀，拌和 坚持，坚持认为
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8． at present 9． keep up with 10． give up 11． get along with 12． go through 13． out of control 14． along with 15． turn out
limitation limited limitless
31． balance → balanced
衡；抵消；余额；天平，秤
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Ⅱ.重点短语识记 1． can’t wait to do sth. 迫不及待地做某事 2． be supposed to 3． go out 4． be hard on 5． stay up 6． mix up 7． insist on
英语
译林版
Book 1 Unit 2 Growing pains
基础知识排查
Ⅰ.重点单词识记 1．act / æ kt /n ．(戏剧的)一幕；行为，行动；法案， 法令；v i. 行动；充当；起作用 2．bend 3．sink 沉没 4．fault 现场
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/ bend/v i. 弯腰，屈身；v t.(使)弯曲 / sIŋk/ n ．水池，水槽，洗碗池；v i.下沉， / f l t /n ．过错，错误
annoying annoy
annoyance
29． confused