高一英语教案(牛津译林版必修1、2)

Periods 8-9 Task整体设计教材分析The purpose of this teaching period is to train the students’ listening ability, speaking ability and writing ability, as well as reading ability. What’s more, students can also learn the practical ability to know how to present a dialogue. This section consists of a series of activities, which provide students with opportunities to practice their language skills of listening, reading, speaking and writing. It is made up of three kinds of skill building, including understanding tones in spoken English, reading for the gist and writing a dialogue. Besides, there is also a skill building activity in each step. Through the three steps, students will learn to solve a practical problem in their daily life, that is, how to present a dialogue properly.Teachers can also divide the task into three parts for three teaching periods according to the students’ ability. In the first period, teachers can focus on listening skill to train the students how to understand tones in spoken English. In the second period, the teaching important point is to train the students’ reading ability to enable the students to how to understand the gist or the main point by fast reading. In the third teaching period, teachers are advised to put an emphasis on training writing ability. Let the students know how to write a dialogue and what they should pay attention to while presenting a dialogue. The teaching important and difficult point is to help the students learn how to write a dialogue properly. If the students have a high level, teachers are advised to spend one teaching period finishing the task. If necessary, teachers can prepare more listening materials to reach the goal to improve students’ listening ability. As to speaking and reading abilities, the teacher had better encourage all the students to take part in class-activities. While preparing topics or situations, try to choose the ones that students are interested in and ensure every student to have a chance to speak and discuss.三维目标To help the students to learn about something on how to present a dialogue properly.To enable the students to learn how tones are used in spoken English to express different feelings.To help the students to learn how to read for gist or the main points.To enable the students to write and present a dialogue.To help the the students learn how to understand the feelings of speakers and how to present a dialogue.重点难点1. To help students learn how to judge the speakers’ feelings from their falling, rising and flat tones.2. To let students learn how to read for gist or main points.3. To help students tell the speakers’ feeling to improve their listening ability.4. To help students master the reading ability—reading for gist.5. To make students know about how to present a dialogue properly.教学方法1. Listening to tape and answering some questions.2. Discussion in pairs or in groups.3. Task-based in-class activities.4. Explanation of some language points.教具准备A tape recorder and the multimedia.课前准备1. Ask students to consider the following three questions:What part do tones play in spoken English?Why is being able to understand the gist or the main point considered to be the most important part of reading?What points should be kept in mind when we write a dialogue?2. If possible, teachers can prepare some wonderful dialogues in some films and let the students listen to them and tell the speakers’ feelings according to their different tones.3. Before class, ask the students to go over how to use a relative pronoun properly.教学过程→Step 1 GreetingWhile greeting, teachers can intend to use some expressions with attributive clauses. Teachers can also encourage students to answer some everyday English with attributive clauses.→Step 2 RevisionCheck the homework and review the usage of relative adverbs. The important teaching aim of last teaching period is to know how to use a relative adverb properly. Let students recall the definition of a relative clause. The relative adverbs of English are: when, where, why. Teachers should offer some practice to students to go over in what condition when, where and why are used to introduce attributive clauses and when, where and why can be replaced by a preposition+which in formal English. After that, ask students to finish the following exercises.1. Fill in the blanks with proper preposition to complete the sentences.1)He is the man_____________ you should give your thanks.2)The farm_____________ which we worked ten years ago isn’t what it used to be.3)This is the tree_____________ which we used to play games.4)The hunter,_____________ whom a tiger was shot, has been punished.5)Wu Dong,_____________ whom I went to the concert, enjoyed it very much.6)The pen_____________ which he is writing now was brought yesterday.7)The gas_____________ which we can not live is called oxygen.8)The little creature_____________ which scientists are interested is known as ET.2. Complete the following sentences using which, why, where or when.1)Hangzhou is the place_____________ I went for my holiday last summer.2)He read the book_____________ his sister had told him about.3)The reason_____________ Peter is so happy is that he passed the exam.4)I remember the day_____________ my father died. I was only ten years old at that time.5)Please give me the reason_____________ you were late this time.6)I will go back to the place_____________ I grew up and live there forever.3. Rewrite the following sentences using where, which, when, or why.1)The school year starts on the first day of September.The first day of September______________________ .2)My brother stopped smoking because it is bad for his health.The reason ______________________.3)We went to Shanghai on our school trip.The city ______________________.4)I most like the late night show on TV.The TV program ______________________.5)My father works in a factory that makes telephones.The factory ______________________.6)She did her homework in this room.This is ______________________.Suggested answers:1.1)to 2)on 3)under 4)by 5)with 6)with 7)without 8)in2.1)where 2)which 3)why 4)when 5)why 6)where3.1)The school year starts on the first day of September.The first day of September is the day when the school year starts.2)My brother stopped smoking because it is bad for his health.The reason why my brother stopped smoking is bad for his health.3)We went to Shanghai on our school trip.The city where we went to on our school trip was Shanghai.4)I most like the late night show on TV.The TV program which I most like is the late night show.5)My father works in a factory that makes telephones.The factory where my father works makes telephones.6)She did her homework in this room.This is the room where she did her homework.→Step 3 Listening to a radio phone-in programActivity 1 Lead-inBrainstorming: Ask students the following question:How can we know the speaker’s feeling and real meaning by listening?Then tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer. Make sure that they understand it is important to pay close attention to what he or she is saying to select the information you want according to the sentences in different tones and decide which emotional meaning each tone shows.Activity 2 Understanding tones in spoken EnglishFirst, introduce the use of tones in spoken English to students. Enable the students to understand different tones to express different feeling.Say “stand up” to one of the students using different tones and let others guess what feelings the teacher is trying to express.Stand up. (using flat tone)Stand up. (using falling tone)Stand up. (using rising tone)Teachers let the students guess what feeling he or she is expressing with each sentence.S: The first one shows that you simply ask him to stand up without any special feeling. Thesecond one shows that you are angry with him and he or she may be doing something that has nothing to do with class. The third one shows that you are very kind and politely ask him or her to stand up.After hearing what the students say, teachers can draw a conclusion that different tones are used to express different feelings. Generally speaking, there are three types of tones: the falling, rising and flat tones.Second, ask 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 volume of the languagethe rising of falling tone (like tones used in Putonghua)stress on certain words.the pauses in the sentencesThen ask the students “what feelings do these stand for? ”Answers: Generally speaking,the falling tone—angry or displeasedthe pause & the rising tone—politethe rising tone—questioningstressed & a falling tone—angrya flat tone—expressing a factThird, have Ss listen 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.Fourth, 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 someone 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?Fifth, let Ss listen to the tape and finish Part A on page 32. Write the most correct emotional meaning in each blank.Before play the tape, check whether students know the meanings of the last two words “frustrated” and “questioning”. Explain the meanings to them orally or write the definitions on the blackboard.Frustrated: feeling annoyed, upset, and impatient, because you cannot control or change a situation, or achieve something.Questioning: a questioning look or expression shows that you have doubts about something or need some information.Then play the tape and in the end check the answers with the whole class.Answers:1)questioning 2)frustrated 3)excited 4)sadSixth, 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 differentemotions.Answer:He told me the test had been put off.(She neither likes nor trusts him. She may wish someone else had been the one to tell her. ) Seventh practice用恰当的语调朗读下列句子, 体会它们所表达的情感意义。

英语译林牛津版必修1 Unit2精品教案（1）Module 1 Unit 2 Growing painsPeriod One Welcome To the UnitI. Teaching aims1. Let the students get familiar with the topic of growing pains, as the topic is quite common to them.2. Encourage them to practice their spoken English by talking about their own experience or combining what they have seen and heard in the daily life.II. Teaching important & difficult points1. Activate students’ imagination.2. Relate the information given in the book to the students’ own experienc e and let them express their opinions fully and freely.III. Teaching methods1. Individual work or group work to make every student speak English and think in English.2. Teacher-students exchanging methods by interviewing.IV. Teaching aidsTape recorder and blackboard.V. Teaching proceduresStep 1 Lead-inU se the following questions to activate student’s interest in the problems between parents and teenagers.Questions:Do you love your parents?Do you like to stay with your parents at home?Do you sometimes quarrel with your parents?Why do you quarrel with them?Step 2 Presentation1. Picture talking and describingGuide the Ss to read the instruction and the pictures on the book. Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words. Give example first.2. Summary of the topicsEncourage the Ss to use their imagination and any descriptions are acceptable.Step 3 DiscussionAsk the Ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, ask the Ss how they think about the experience now. After talking about the questions, guide the Ss to think about the problem of generation gap and discuss how to overcome the problems.Use the following questions:Do you think there is a generation gap between you and your parents?Does the generation gap really exit?After leaving home, how do you think of the relationship between you?How to deal with the problem?When you have a problem with them and want to talk to someone, who do you choose to talk to? Let the Ss conduct a feedback activity.Step 4 Language points1. Useful phrases:common to sb. grow uphave to do sth. force sb. to do sth.2. Growing up can be difficult.Seeing is believing.经典回放(1) It’s necessary to be prepared for a job interview. ____ the answers ready will be of great help. (2005北京)A. To have hadB. Having hadC. HaveD. Having(2) Victor apologized for ____ to inform me of the change in the plan. (2004上海春)A. his being not ableB. him not to be ableC. his not being ableD. him to be not able(3) The discovery of new evidence led to ____. (2003上海)A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caughtSuggested answers: D C C3. Do you have to turn up your music so loud?turn on turn off turn downturn out turn to sb. / sth. turn over经典考题1) –What are you reading, Tom?--I’m not really reading, just ______ the pages.A. turning offB. turning aroundC. turning overD. turning up2) Lei Feng is always ready to help others when they are in trouble and he never ______ their request.A. turns upB. turns downC. turns inD. turns over3) Being a shy person, he often finds it hard to ______ other’s offer.A. put awayB. settle downC. turn downD. receive Suggested anwers: C, B, C4. waste(1) n. a waste of …It’s a waste of time waiting for him.(2) v.Waste not, want not.5. Sometimes you may feel that the adults around you do not understand many ot the problems you have.6. There will be no more computer games for you!7. …, who do you choose to talk to?经典考题1) After she considered the problem, she got a tall box to stand ______ .A. onB. upC. aboveD. by2) I want to buy a bike, and there are several models for us to ______ .A. choose fromB. chooseC. pickD. selectSuggested answers: A, AStep 5 SummaryMake a conclusion: Growing pains can be very painful if we do nothing to understand others and make others understand us. Try to let your parents know how you feel and care your parents’feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents’ love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents.Step 6 Homework1. Review the contents in this period.2. Preview the reading “ Home alone” on Pages 22 & 23.Postscripts:。

英语译林牛津版必修1Unit2第1--2课时优质教案Unit 2 Growing painsTeaching aims:1. Help the students master the words and expressions.2. Improve students’ speaking ability and arouse students’ interests for speakingand discussing.3 Improve the students’ reading ability and enable the students to master someimportant language points.4 Make sure the students can know the differences between American English andBritish English.5 Learn the attributive clause with preposition and the attributive clause introducedby relative adverbs “where, when and why”6 Improve the students’ writing ability.ProceduresPeriod 1-2 Words and expressions1. act n. 一幕，法案v. ①行动It is time to act.②演（角色），演出Who acts (the part of) Hamlet?She acted well.act an important part in act as 充当n. actor /actressaction n take action2．surprise v surprise sb You always ___________ me.be _________ at /be surprised to do /be surprised thatI was surprised at the news = I was surprised to hear the news.Adj. Surprising /surprisedIt is ________ that he is made monitor.n. (u) to one’s surprise in surprise（c）惊奇的事It was a pleasant __________ to see them again.3. be supposed to①表示按照义务, 规则, 规律或约定“理应,应该”He is supposed to arrive before 6.他应该六点以前到达。

高中英语译林牛津版必修一Unit1Lesson2Reading（II）教案《英语》（必修·第一册）Unit 1 Back to schoolReading (II)江苏省通州高级中学I. Learning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: (rise to) challenge, acquire, effort, advance, take advantage of, equal, balance, responsible;2. use the above words and expressions in new situations;3. understand the suffixes of adjectives ending with -ful, -less, -al, -ous;4. make sentences using parallel structure.II. Key competence focus1. Understand some new words and expressions.2. Be able to use the new words and expressions.III. Predicted area of difficultyHow to use the new words and expressions correctly.IV. Teaching proceduresStep 1 Lead-inReview the main idea of the speech.T: Hell o, everyone, nice to meet you! We’ve learned a speech given by a principal on the first day of term. Today we shall review the text, discuss how to use some of the words and phrases, and practise using them in different situations.T: Would you fill in the blanks according to what you have learned? Can you divide them into three parts? We call the firstpart introduction, the second part body and the last part conclusion. Para. 1 A new ___________Para. 2 A __________ to open the door to your potentialPara. 3 Definition of ____________Para. 4 Take __________ of school resourcesPara. 5 Habits, skills and attitude are ________ importantPara. 6 Make a continuous _________ and be _________【设计意图：回归课本，回忆文章。

英语译林牛津版必修1 Unit2精品教案(9)Module 1 Unit 2 Growing painsPeriod Nine Task (2) Reading for the main pointL Teaching aims1.Provide students chances to develop reading skills by reading four diary entries.2.Help students to use reading skill to identify the main points of the four diary entries and tell somedetails in the thank-you letter.3.To understand the mood of the writer.IL Teaching important & difficult pointsReading for the main point.IIL Teaching methodsReading to get the main points of the reading material.IV.Teaching aidsA tape recorder and the multimedia.V.Teaching proceduresStep 1 Lead-inGet students to read the instructions and know how to read for the main point. Catch the main point and focus on descriptive words or expressions・Step 2 ReadingRead the four diary entries and fill in the form.Ask students to read four diary entries and underline the main points of each entry and circle the key words that show the mood of the writer. Ask students to finish the task in a group of four and each member of the group is in charge of one diary entry.Entries Main pointsThe first diary entry Km so excited! Mum and Dad bought me a bicycle・Km very tired today. We had a Maths test and Km nervous about my The second diary entryresults・The third diary entry 1 failed the Maths test! Km so upset.The fourth diary entry All that worrying was for nothing・ Km very happy today!Step 3 Reading the letter asking for advice1.Get students to read the letter and answer the following questions on Page 35.Sample answers:1His 15-year-old son refuses to do what he and his wife ask him to do.2His parents treat him very we儿and his grandparents buy him many things.3His son is wasting valuable time during this important period in his life.4He wants to prevent upsetting the boy's mother with an argument.5He is afraid that his son will fail at school, or worse.6He wants to know how he can help his son without harming their relationship・2.Ask students to identify the main point in each of the three paragraphs・Suggested answers:Paa 1: His son refuses to do what his parents ask him to do.Para. 2: His son is wasting valuable time during this important period in his life.Para. 3: He is worried about his son and wants to know what he can do.Step 4 Language points1.・“and the rest of the writing is merely supporting information. （P 34）the rest作主语时，其谓语动词的数：l z ll take my share, and the rest of the money is yours.The rest of the class are against the plan.2.instead of •代替，而不是/ instead adv.替代；更换作为短语介词，instead of后面常跟名词、代词和动名词，偶尔也跟复合结构。

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。

英语译林牛津版必修1 Unit2精品教案（3）Module 1 Unit 2 Growing painsPeriod Three Language focus (1)I. Teaching aims1. New words and phrases:adult, teenager, vacation, surprise, explain, trust, behavior, punish, unpunished, fault, rude, not ... anymore, be hard on2. Important sentences:Do you have to ...?I can’t wait to ...The money with which you were to buy dog food is gone ...This is not a family where bad behavior goes unpunished ...Then they won’t be mad anymore.II. Teaching important & difficult pointsNew words and expressions.III. Teaching methodsExplanation and task-based activities.IV. Teaching aidsA tape recorder and the multimedia.V. Teaching proceduresStep 1 Revision1. Greetings.2. Check the homework.Step 2 Difficult sentencesNow it’s time to deal with the language points in the last period. Ask the students to deal with these language points by looking them up in the dictionary or explain to them in an interesting way.1. Mom and Dad arrive back from vacation a day earlier than expected.(1) 状语从句的简化：than expected = than they are expected(2) expect 预期，预料；期待；以为，认为经典回放--Do you think the Stars will beat the Bulls?--Yes. They have better players, so I ____ them to win.A. hopeB. preferC. expectD. wantSuggested answer: C2. Yes, I can’t wait to surprise the boys!(1) can’t wait to do sth.(2) wait for sb. / sth.(3) surprise n. & v.; surprised, surprising, surprisingly经典回放Mr. Smith, ____ of the ____ speech, started to read a novel. (2003北京春)A. tired; boringB. tiring; boredC. tired; boredD. tiring; boringSuggested answer: A3. Eric runs in after it, followed by a big dog, walking very slowly. followed by a big dog, walking very slowly在句中作伴随状语。

优质资料---欢迎下载Module1 Unit1教学设计课时主备教案课型Welcome + WordpowerLearning objectives:By the end of this period, students will be able to1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;3. be aware of the sense of language by learning some English colloquialisms.Focus of the lesson:1. relations between parents and teenagers2. differences between American English and British English3. different colloquialismsPredicted area of difficulties：1. how to improve the relationships between parents and teenagers if they are not so good;2. how to use colloquialisms properly.Learning aids:1. PPT2. blackboard课型Reading（I）Learning objectives:By the end of this period, students will be able to1. know more information about American family life;2. learn the basic skills of how to read a play and act out the play with the help of a teacher;3. form a positive attitude towards growing pains.Focus of the lesson:1. characteristics of a play;2. a performance of a play;Predicted area of difficulties：How to act in the play?Learning methods:1. PPT2. blackboard课型Reading（II）Learning objectives:By the end of this period, students will be able to1. write out the transformation of the key words and phrases correctly;2. use the key words properly in relevant tasks;3. know some words and phrases in a play;4. raise the awareness of learning new words or phrases in a context.Focus of the lesson:1. usage of the key words and expressions;2. verb tenses in a play and some stage instructions.Predicted area of difficulties:1. the usage of the following words and phrases ‘follow’ ‘be supposed to do’ ‘tolerate ‘deserve’and so on;2. the proper usage of relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型Grammar & UsageLearning objectives:By the end of this period, students will be able to1. better understand the grammatical functions of attributive clauses;2. use prepositions +which / whom3. use relative adverb s ‘when’ ‘wh ere’ ‘wh y’ ;4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences. Focus of the lesson:1. the usage of relative adverbs;2. the exchange of “prepositions +which” and relative adverbs.Predicted area of difficulties:1. the usage of relative adverbs;2. how to distinguish relative pronouns and relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型TaskLearning objectives:At the end of this lesson, students will be able to:1. understand the main points and the mood of the writer by reading four diary entries.2. know how to write a letter for advice and a letter of reply.3. know a better way to solve the problem between teenagers and parents.Focus of the lesson:Reading for key points and main idea.Predicted learning difficulties:How to get the key points in a diaryLearning aids:1. PPT2. blackboardLearning procedures:课型ProjectLearning objectives:By the end of this period, students will be able to:1. know what are growing pains;2. identify the three types of changes of growing pains;3. learn to deal with the changes properly and develop healthily both physically and mentally.Focus of the lesson:1. three kinds of changes;2. proper ways to deal with them;Learning aids:1. PPT2. blackboardLearning procedures:。

Teaching plan for Unit 2 “Growing Pains”Period 1 Wel come 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 betweenteenagers 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 andthem.Teaching procedures:Step 1 lead-inPresent family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Who may have growing pains?What are Growing pains?When do they probably have growing pains?How do you solve this problem?Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore. Growing pains also mean the troubles and difficulties that teenagers meet when they grow up. Step 2 BrainstormingDo you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 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?Step 4 Picture discriptionImagine 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.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.Step 5 Further DiscussionDiscuss the following questions in groups of four.What do you do when you have family arguments with your parents?Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Homework1 Preview the Reading part.2 Describe an unpleasant experience with your friends/teachers.。

英语译林牛津版必修1 Unit2精品教案（2）Module 1 Unit 2 Growing painsPeriod Two Home aloneI. Teaching aims1. Enable students to read the short play and learn the relationship problems of the family.2. Help students learn how to read a play.II. Teaching important & difficult points1. Learn how the family problem happens in the play.2. Learn the characteristics of a play.III. Teaching methods1. Ask Ss to do fast-reading to get general idea of the play.2. Ask them to do careful-reading to understand detailed information.3. Pair or group work to participate in class.IV. Teaching aidsTape recorder and blackboard.V. Teaching proceduresStep 1 Revision1. Check the homework.2. Review the contents in the last period.Step 2 Pre-reading1.Ask students to read the reading strategy on page 23 and learn how to read a play.T: Next, we are going to read a short play about an American family. Have you ever read English plays? Is it the same as reading a normal text? How should we read a play? Turn to page 23 and read the reading strategy. After reading it, I am sure you will know how to read a play.2.After students learn the way of reading a play, lead them to the short play on Pages 22 and 23. Make sure they know some key words about a play: act, scene and aside.T: According to your understanding, what’s the relationship between American teenagers and their parents like? Is it the same as Chinese?Step 3 Reading comprehension1. Get the students to read the short play on page 22 and see what happens in the American family. Read the play quickly and answer the questions in Part A. Students are given about 4 minutes to skim the play and answer the questions.Sample answers:1. The main characters are Eric, Daniel, Mom and Dad.2. Because the room is in a mess. / Because there is garbage all over the place.3. Spot was ill and was taken to the clinic by Daniel and Eric.2. Ask the students to read the play again and finish Parts C1 and C2.This task needs scanning s kill to check students’ understanding of some detailed information aboutthe play. Give students about 5 minutes to finish it. 5 minutes later, check the answers with the whole class.Sample answers:C1: 1 T 2 F 3 F 4 F 5 T 6 FC2: 1 They are playing with a soccer ball.2 The room is in a complete mess.3 Because they left Daniel in charge.4 Spot was sick and they had to take him to the clinic.5 He wants to punish Daniel.3. Get the students to turn to Part D1 and D2.Let students work in pairs and do some practice about the words in D1 and D2. Deal with the questions students may ask. Then check the answers with the class.Sample answers:D1: 1 d 2 e 3 a 4 f 5 c 6 bD2: (1) garbage (2) behavior (3) rude (4) teenager (5) tolerate4.Play the tape and let students listen to it and pay attention to the intonations and tones.Step 4 AnalysisIn this step, students will do some discussion about the family problem and analyse the structure of this play.T: In this play, the parents and Daniel are not happy with each other. The parents thought Daniel didn’t act like an adult and make good decisions. Daniel was angry because he thought Dad and Mom shouted at him without giving him a chance to explain. Whom do you think should be blamed for? So what conclusion can we draw from the family fight? How can we avoid such unhappiness in life? Will you have a try?T: What kind of play is this play? Is it sad or funny? Is it a modern play or historical play?How many acts does the play have? And how many scenes does each act have? What are they? (It is about a sad story. And it is a modern play. The play has two acts. Act one has only one scene, that is the living room. Act two has two scenes. Scene one is Daniel and Eric’s bedroom. Scene two is not clear ly identified. I guess it is either the parents’ bedroom or the living room.)Step 5 Homework1. Finish Part E on Page 25.Sample answers: (1) explanation (2) supposed (3) cash (4) defend (5) clinic (6) Anyhow (7) emergency2. Do Exercise A1 on Page 94 in the exercise book.Postscripts:。