高中英语Unit2GrowingpainsSectionⅣLanguagepointsⅡWordpo

高中英语标准教材高一英语：Unit 2GrowingPains教案(示范文本) Learning English is conducive to understanding the customs and culture of othercountries, reading foreign books, etc.学校：______________________班级：______________________科目：______________________教师：______________________--- 专业教学设计系列下载即可用 ---高一英语：Unit 2Growing Pains教案(示范文本)教材简介:学习英语有利于了解其他国家的习俗文化，阅读外文书籍等，本教学设计资料适用于高中高一英语科目, 教案学习有利于教学目的、教学过程、教学评价一致进行，配合教案教学可以让学生更容易学习到教材里的内容，下载后可以打印或者用于电子教学。

unit 2growing pains教案by yu juan XX-9-14period 1 welcome to this unitteaching objectives:to introduce and develop the theme of growing pains.to develop speaking ability by talking about families and problems that happen between teenagers and parents.to know more about classmates and their families.important and difficult points:get students to understand what growing pains means.make students know the relationship between parents and their teenage children in the usa.help students to form a positive attitude towards relationships between their parents and them.teaching procedures:step 1 lead-inget the students to read the two passages in thelead-learning paper and have a general idea of “growing pains”keys: cbaad, abbacthen ask the students the following questions:what are growing pains?when do we probably have growing pains?step 2 picture discussionask ss to look at the pictures and discuss each picture in groups of four.picture 1what does the boy do?what is the mother doing? how is she probably feeling?what feelings may the boy have?picture 2what happens to the girl with a bag?what did her parents ask her to do?can you guess what might have happened to her?what will she do?picture 3why are the boys and girls around the pretty lady?what does the boy want to do? is he allowed to do so? why or why not?what feelings may the boy have?picture 4what is the boy probably doing?did the boy do well in his exams?how does his mother feel about the score?what feelings may the boy have?get several students to talk about the pictures.step 3 picture descriptionimagine the situations and try to describe each picture 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.step4 further discussiondiscuss the following questions in groups of four.when you have a problem and want to talk to someone, who do you choose to talk to?do you think you understand your parents?tell the students ways to solve generation gap between their parents and them.do spend some time talking with your parents, and you will find your parents have the same interests as you.when your parents don’t understand you, please try to think from the angles（角度）of your parents.further discussion:do you think there is a generation gap between you and your parents? if so, what is the best way to solve the problem?consolidation:generation gaps happen a lot. but sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. do remember that your parents love you and sooner or later you will become parent , too. so be kind to your parents and try your best to understand them. understanding is a bridge over the gap.homework:1 preview the reading part.2 write a short passage about an unpleasant experience withyour parents/friends/teachers.period 2 reading 1(comprehension focus)teaching objectives:to develop students’ ability of reading a playto know about american family life and problems that happen between american teenagers and their parents to form a positive attitude towards solving problems between teenagers and parentsimportant and difficult points:learn to analyze the emotions of each character from the instructions of the play.teaching procedures:step 1 lead-in:get students to think about the following questions:have you ever watched the famous american film “homealone”?could you give a brief introduction of the film?if you were left alone, can you imagine what might happen?step 2 readingplease go through the reading strategy and tell me how to read a play.(make sure students know how to read a play.)first reading:get students to read the play and finish part a individually.answers1.eric,daniel, mom and dad.2. the room was a mess./ there was trash all over the place.3. spot was ill.second readingreread the play and finish part c1and c2detailed reading1.please read act one of the play carefully and fill in the formcharactersthings they dofeelingsmom and dadjust coming back from vacationexcited, disappointed , angryeric playing soccer at homesurprised and frighteneddanielstay in another roomsorry, angry2. please read act two carefully and fill in form:charactersdoing sth.feelingsdaniel expressing his anger angryeric comforting his brothercalmmomtalking about the things that happened todayfeeling sorry and regretfuldad strong-willed/ stubbornstep 3:role-playdivide students into groups of five and one is the narrator and the others are the main characters. role-play act one and act two.step 4:consolidation1.choose the best answers according to the play(见同步导学p41ex1)plete the task-based reading(见学英语报第四期b2版reding)step 5:discussion1.suppose you were one of the children what would you do?2.how do you think good parents should treat their children?3.do you think there is a generation gap between you and your family? how can you deal with it?homework：1.write an end to the play.2. role-play the dialogue in groups of five. and previewthe language points in the article.period 3 reading 2(word focus)teaching objectives:to learn new words and expressions and learn how to use them..important and difficult points:the usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done”teaching procedures:step 1 revision1. ask two students to read their writings.2．get students to look at part e .first fill in the blanks and then compare their writings with the conversation.step 2 focuses in the texts:go through the passage with the whole class and deal withsome language points with them.一、some phrases:1. 嘭地关上门2. 以对话的形式3. 恶劣行为4. 弯下身去摸那条狗5. 朝某人叫嚷6.行为举止像大人一样7. 注意说明 8. 没有受到惩罚 9.描述一次不愉快的经历10. 环顾四周 11. turn up music 12. a waste of time 13. force to do something.14. deserve to know the truth 15. be angry with somebody16. be hard on somebody 17. argue with somebody about something18. leave you in charge 19. expect good decisions from you20. earlier than expected二、useful drills1．mom and dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和妈妈外出度假，比孩子们预计的时间提前一天返回家中。

popular music. 他喜欢听许多种类的音乐，但是倾向于流行音乐。 [题组训练]
(1)Sally tends to make mistakes (往往会出错) when she does
her homework.
(2)The nurse skillfully tended the soldier’s wound (护理这位士
一起)．
(3) Along with some clothes (除了一些衣服外)，she also
bought some food.
(4)Mr.White，along with his assistants， C on the project
day and night to complete it on time.
grandfather. A．go through C．come out
B．go out D．went through
解析 go through 经历，经受。句意为：这位老人，经历
过第二次世界大战，他就是 Peter 的祖父。
第十页，共17页。
4 ． Along with these physical changes ， there come many
(2)He gets along well with his parents. 他与父母相处得很好。
第十一页，共17页。
[题组训练]
(1)The young woman was murdered along with her husband
(与她丈夫一起)．
(2)Mother sent me some money along with a letter (与一封信
A．work
B．working

focus on descriptive words or expressions
Step 2
1 Read the four diary entries and fill in the form.
Entries
Main points
The words telling the writer’s mood
1 Get students to read and answer:
a What is the main idea of this thank-you letter?
bWhich words or expressions are used to make the main point?
2 Read again and decide true or false on page 35. Then check the answers.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main point
Step 4Consolidation
Have you ever had a problem with your parents similar to Christina’s?
• If so, how did you solve it?
r to Christina in the name of George.
Period 7Task 2

Periods 4-5 Word power整体设计教材分析In this part, the students are required to focus on the differences between American English and British English. Some specific examples related to grammar, vocabulary and spelling are listed and presented to students. Students are required to identify and learn about the different expressions. They are expected to not only expand their prior knowledge but also apply it practically. Students are asked to explain what a colloquialism is and how it is used. If possible, students can list as many colloquialisms as possible.三维目标Knowledge aims:1. To let students get familiar with the differences between American English and British English.2. To know as many colloquialisms as possible.3. To help students enlarge their vocabulary, especially those related to the topics.Ability aims:1. To enable students to learn some differences between American English and British English.2. To enable students to learn some colloquialisms.3. To help students learn how to use colloquialisms in spoken English.4. To develop the ability of understanding words in context.5. To learn about some colloquialisms and their origins.Emotional aims:1. To learn to be cooperative and helpful when working together.2. To help students learn how to keep consistent in English usage.重点难点1. To attract students’ attention to colloquialisms.2. To tell American English from British English.3. To get students to understand what a colloquialism is and how it is used.教学方法1. Discussion in pairs or in groups.2. Explanation and practice教具准备A tape recorder and the multimedia.课前准备1. Encourage the students to prepare the following topics. It is best for all of them to make preparations first, either by searching for information on the Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about the differences between American English and British English and some specific examples related togrammar, vocabulary and spelling. Students are encouraged to focus on the examples listed in their books and let them distinguish these differences first.2. Encourage students to collect as many colloquialisms as possible either by searching for information on the Internet or looking up some phrases in the dictionaries. Ask students to focus on the examples listed in their books and look up the meaning of each phrase.教学过程→Step 1 Lead-in1. Ask a student to write the following words from the text on the blackboard._____________Englishvacationsoccertrash cangarbageliving roombehavior2. Ask the students to focus on the spelling and meaning of each word and discuss the question “Is the play written in American English or British English? ” At the same time, students are asked to focus on the differences between American English and British English by checking out the dictation on the blackboard. Meanwhile, write down the British English of each word.American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour →Step 2 American English and British English1. Ask Ss to talk about the question “In which aspect does American English differ from British English from the exampl es above? ”Sample answer: in vocabulary and spelling2. Let the students read the following dialogue and find out “Is it in American English or British English? ”Sam went back to London to go on with his study in CMHS. He met David on the school campus.Sam: Hi David. How are you?David: Fine, have you just gone back from New York?Sam: Yeah, I went back here last Monday.David: How is your summer holiday, Sam?Sam: Excellent, during my summer vacation I joined a soccer ball club and I can play it better now.David: Good! I also practiced playing football this summer too.Sam: OK. Please call me at 33543165 if the students’ union organizes a soccerball match.David: Good idea! You may call me on 25682275.Sam: See you!David: Goodbye!Sample answer: Sam speaks American English while David speaks British English.3. Ask Ss to answer the following question “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.Differences ExamplespronunciationgrammarspellingvocabularySome examples:VocabularyAmerican English British Englishgas petrolbaggage luggagemail poststairway staircaseSpellingAmerican English British Englishcolor colourfavor favourcenter centretraveling travellingPronunciationGrammarAmerican English British EnglishShe has an interesting book. She has got an interesting book.4. Ask Ss to use the information on page 26 and practice the dialogue on page 26.T: Finish the exercises on page 26 individually first and then practice the dialogue with your partners.Sample answer: 1)is that 2)centre 3)fitted 4)toilet 5)programme 6)colour 7)She’s just gone home. 8)on→Step 3 Consolidation1. Ask students to compare what they already know with these examples listed and encourage them to keep them in mind.2. If possible, you can ask students to summarize all the differences between American English and British English.→Step 4 Discussion1. Ask the students to discuss the following questions:1)As we all know, the accents in American English and British English are partly different，which do you prefer, American English or British English?2)Do you think it helpful to know about these differences?→Step 5 Colloquialisms1. Divert students’ attention to colloquialisms and explain to students whata colloquialism is and how it is used.What is a colloquialism? How is it used?Sample answer: A colloquialism is an informal expression used in spoken English. Colloquialisms are never used in formal English or in writing, but are often used in conversation.2. Students are required to list some colloquialisms they have already known.3. The teacher presents sentences with colloquialisms to let students guess the meaning of colloquialisms and their origin.Some examples: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”.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.4. Ask students to focus on Part A and have them finish the exercise individually first. Then conduct a feedback activity. After they finish it, check the answers together.Meanings and origins of some colloquialisms mentioned in the text:a no-brainerMeaning: something easy to understanda 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 attentively and carefullyOrigin: 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.5. Let them work in pairs to make conversations in which these colloquialisms can be used.Sample conversations:1)A: Jin, can you explain this sentence to me? I don’t know what it means.B: Sure. It’s a no-brainer.2)A: (On a teenager party)I am afraid I have to go. My mom will be angry if I stay late.B: Don’t be a wet blanket. It’s still early.3)A: You don’t seem high. What’s up?B: I am in trouble. I. . . I. . .A: Come on, tell me. I’m all ears.4)A: It is said that we will have no exam this Friday. That’s fantastic!B: Are you sure? Don’t pull my leg.6. Ask students to continue with Part B, as there are more colloquialisms. Encourage students to think over and discuss with each other first. If students still can’t work out the meanings, ask them to consult the dictionary.Sample answers:1)She is good at gardening.2)He is very clumsy.3)That is like criticizing someone else for a fault you have yourself.4)It is raining heavily.5)Don’t exaggerate something.→Step 6 ExercisesIn order to encourage students to be involved in this activity, teachers are advised to give students enough time to discuss with their group members fully. During practicing it, teachers are also advised to organize a competition to arouse students’ interest.Fill in the blanks by using the following colloquialisms.lend me an ear eat my hat a no-brainer a wet blanket pull my leg green fingers rain cats and dogs green handmake a mountain out of a molehill as quiet as a mouse1. Kate, don’t be__________________ at the party. Let’s dance together.2. Alice: Can you tell me what this sentence means?Tim: This one? Oh, it is____________________ . I can tell you.3. Jim, when I explain the language points, you should_________________ .4. Rob is always late for school. If he can arrive at school on time today, I will______________.5. Mum: Oh, you got wet all over. How is it, Daniel?Daniel: Mum, don’t you k now it_________________ on my way home?6. Bob: Hey! Ellen, you got an A for your history exam.Ellen: Don’t_________________. Are you serious?7. Look at Mr. Smith’s garden. He has_____________.8. Boss: Who is that dull boy? He even doesn’t know where h is office is.Manager: This is his first day here. He is a________________ .9. Eric: Shall I stay in hospital for several days?Doctor: Don’t_____________. You just got a fever.10. Teacher: Boys and girls, when you are reading in the reading room, you should remain________________. Are you clear?Students: Yes.Sample answers: 1. a wet blanket 2. a no-brainer3. lend me an ear4. eat my hat5. rained cats and dogs6. pull my leg7. green fingers 8. green hand9. make a mountain out of a molehill10. as quiet as a mouse→Step 7 Language points1. American English and British English differ in many small ways.differ vi. 与……不同, 相异British English differs from American English in spelling and pronunciation.英式英语在拼写和发音上和美式英语不同。