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本站投稿专用信箱：ks5u@，来信请注明投稿，一经采纳，待遇从优Period 4 Word PowerTeaching objectives:◆To identify the difference between American English and British English;◆To develop the ability of understanding words in context.Important and difficult points:◆some differences between American English and British English?◆The meaning of some more colloquialisms and their usage.Teaching procedures:Step 1.Lead-in:Get students to answer:1.Do you think there are some differences between American English and British English?2.If there are some, in which aspect do they exist?3. Have you found any difference between American English and British English in the play?4.Could you list the differences you know?Step 2.dialogue readingSam 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 practised playing football this summer too.Sam: Ok. Please call me at 33543165 if the students’ union organize a soccer ball match. David: Good idea! You may call me on 25682275.Sam: See you!David: Goodbye!Step 3. making comparisonsStep 4. Vocabulary learningAsk students to go through the examples listed in their books first, then get them to compare what they know with these examples.If possible, invite some students to summarize the differences between American English and British English.Go to this website /listen/ncebooks/index.htm and give students a chance to enjoy and compare the American accent and British accent.本站投稿专用信箱：ks5u@，来信请注明投稿，一经采纳，待遇从优Step 5. colloquialisms◆Lead –inRead the sentences and express what the colloquialisms mean.1.Though you are busy, could you just lend me an ear for a moment?2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.3.I have never expected lily to act as cool as a cucumber in the traffic accident.4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.5.As a green hand , Robert nearly drove into the grocery on roadside.6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.◆V ocabulary extensionGet students to do part A and Part B in class and check the answers together◆ExercisesFill in the blanks by using the following colloquialisms.lend me an ear eat my hat a no-brainer a wet blanketpull 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 know it ___________________ on my way home?Bob: Hey ! Ellen, you got an A for your history exam.Ellen: Don’t _____________ . Are you serious?7. Look at Mr. Smith’garden. He has_____________.8.Boss: Who is that dull boy? He even doesn’t know where his 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 shouldremain____________________. Are you clear?Students: Yes.Homework1.Try their best to keep the examples of American English and British English in their mind.2. To find more colloquialisms if they like.3.To revise the play and find the sentences with attributive clause.。
U1 Trees Pollution fighters worksheet page 3I。
Para 1—5 ：Fill each blank with one word according to the tape:1。
Trees are the __________ and ___________ living things on earth.2. Trees make streets more ______________ and less ____________ 。
3. The wood ___ your pencil，the rubber ___ the end of your pencil，and the paper __ your note book all come from ______。
II. Read p6-10 and fill in the blanks with numbers：_____ trees can do the same job as_______ air conditioners。
_____ hectares of trees could produce enough oxygen to keep _______ students alive and healthy for ________ year.III. Read P6-10 again and do true or false:•Trees take oxygen from the air. ( )•Trees heat the air. ( )•Trees are similar to air conditioner in some ways。
( ）•People must thank trees for cleaning and cooling the air. （）•Three trees can do the job of 50 air conditioners running almost all day. ( )IV. Read P11-12: How do trees protect themselves？________________________________________________________________________________________________________________ Read P11—12：How do trees communicate with one another?________________________________________________________________________________________________________________V。
“以学生为本”的课程理念在教学设计和实施的运用-----“Understanding Body Language“教学反思储能中学沈忆2006年9月起，上海市高一新世纪英语全面采用新改版的教材，我区也积极响应开展了一系列的新教材课本的教研活动。
上半学期在学习了区重点中学的公开课教学之后，本人很有幸地参与了下半学期对于普通中学如何“以学生为本”的课程理念在课堂教学设计和实施过程研究的教学公开课研讨活动，与全区高一英语教师互相学习探讨新教材的教法，受益良多。
教学背景及设计：课文是《新世纪高中英语》高一年级第二学期Unit4 Additional Reading: Understanding Body Language。
课文以作者的视角就肢体语言给读者提出了一些建议。
文章共分四段，第一段为引入话题部分，其余三段的主要内容通过三个小标题来展现，其中第四段由于涉及到文化的差异，是本课教学的难点。
因此，本课阅读的主线我想围绕“理解”两字展开：1. 通过理清文章脉络，有助于学生理解课文基本结构。
2. 通过提供选择项，适当的铺垫帮助学生理解单词3．通过图片，适当的拓展帮助学生理解中西文化差异。
在教学设计上，我有以下四个想法：1．在新教材的教学中，非常强调运用skimming的阅读基本技巧，因此在教学设计中，我设置了一个任务，要求学生们找出文中的小标题，使他们对文章的内容，结构和作者的写作意图有一个整体的印象，并培养学生抓重点的能力。
2．在通篇理解文章结构的基础上再运用scanning的阅读策略，设置问题帮助学生理解第二段中小标题“Your moves sell you out”的正确含义。
3．文中第三段段落层次清楚，句式较为简单，是学生锻炼口头表达能力的好机会，也能为后面的post task 做好铺垫，是整堂课的重中之重。
4．文章中作者提出了关于“space”概念的困惑，并述说了他在中国的经历，教学设计原本打算补充一份材料之后再进行讲解，考虑到只有一个课时的时间问题，所以决定简化想要补充的阅读材料，进行一个配对练习，以此加深学生对于”proper space” 概念，帮助了解中西文化的差异。
牛津译林版高一英语上册M1-Unit 1知识要点一.译林牛津版高一英语必修一U1知识清单：1.What is …like?What does sb. look like?What does sb. like?How is sb.?What is sb?2. going to British high school 动名词作主语Eg.: Playing with fire is dangerous. 玩火是危险的。
Seeing is believing. 眼见为实。
Do you mind telling me what happened? 你介意告诉我发生了什么吗？Better take a sleeping bus for a long journey. 长途旅行最好乘卧铺车。
3. enjoyable enjoy enjoymentenjoy doing enjoy oneself4. experience n.经验（不可数名词，其后通常接的是in 或of短语）经历（可数名词）vt. 经历，体验She wrote a book about her experiences in America.Have you experienced real struggle?He has a lot of experience in surfing games.be experienced in …在…有经验5. attend vt.出席，参加attend school 上学attend the meeting 开会，参加会议attend the wedding 参加婚礼attend to sb. 照顾某人，关怀某人attend to one’s work 用心从事某人的工作。
对比：attend, join, join in, take part inattend :主要是指以观众和听众的身份来参加，一般用于指参加会议、出席典礼或者招待会等，也可以指上学，听课，挺演讲或者讲座等。
牛津版高一英语M4U1 Advertising 教案Welcome to the unitAnalysis of the teaching material:This lesson is the first period of the Unit . The main purpose of this lesson is to make students be familiar with the topic of this unit—Advertising.Teaching aims:1.To make student identify the differences between commercial advertisements andpublic service advertisements.2.To practice student s’ oral English.Teaching important point:1)T o develop students’ speaking ability by expressing their opinions inthe discussion.2)To make students know the using of different advertisements.Teaching approaches:Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson. Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Interaction Patterns: Teachers -class, individuals, pairsSs’ ability to work both independently and together is very important t o their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class. Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Greeting and Lead-in1.Do you know what title of this unit is?2.Which piece of ad-show do you like best?3.Where can you find these ads and do you like them?Step 2 Welcome to the unit1.observation: Ask Ss to observe the pictures on the Internet and dive them intotwo parts.1./i?ct=503316480&z=&tn=baiduimagedetail&word=%BA% BD%BF%D5%B9%E3%B8%E6%BA%A3%B1%A8&in=19586&cl=2&lm=-1&st= &pn=33&rn=1&di=31358484540&ln=2000&fr=&fm=hao123&fmq=133213366407 8_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=2./i?ct=503316480&z=0&tn=baiduimagedetail&word=%D5% E4%B0%AE%C9%FA%C3%FC%20%BE%DC%BE%F8%B6%BE%C6%B7&in=2 0662&cl=2&lm=-1&st=&pn=1&rn=1&di=35546566725&ln=1856&fr=&fm=rs8&f mq=1332133266671_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is= &istype=23./i?ct=503316480&z=&tn=baiduimagedetail&word=%BB% B7%BE%B3%B1%A3%BB%A4%BA%A3%B1%A8&in=8724&cl=2&lm=-1&st=& pn=11&rn=1&di=110692194480&ln=1955&fr=&fm=hao123&fmq=1332133991468 _R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=4./i?ct=503316480&z=&tn=baiduimagedetail&word=%CF%B 4%B7%A2%CB%AE%BA%A3%B1%A8&in=17016&cl=2&lm=-1&st=&pn=0&rn =1&di=103130954430&ln=1993&fr=&fm=hao123&fmq=1332134106546_R&ic=&s =&se=&sme=0&tab=&width=&height=&face=&is=&istype=2. Discussion: Look at the pictures and answer these questions:What image(s) can you see on each poster?What can you read on each poster?What can you learn from each poster?Step 3 Pair WorkMore ads for Ss to have a discussion.立邦漆最新广告视频- 视频频道- 申探网奥迪A6L震撼广告- 视频- 优酷视频- 在线观看十大温情感人广告：公益广告之《感恩父母感恩教育》- 视频- 优酷视频- 在线观看日本劝阻自杀公益广告- 视频- 优酷视频- 在线观看Step 4 Active reading:Listen to the material on Page 95 and try to answer these questions:1 What’s the ad about?2 What types of things will the stories be judged on?3 What should Ss pay attention to when writing the story?4 Why is it good for Ss to enter English writing competitions?Step 5 Mini-writing:Choose one ad and write something to promote your service or products. Homework1. Collect some advertisements and try to know what products or services the ads talk about.2. Get ready for the Reading part.3. Unit Revision: Period 1.。
牛津版2020-2021学年高一英语Unit1BacktoschoolSectionBGrammarandusage&Integratedskills习题（含解析）Unit 1Section BGrammar and usage & Integrated skills课后篇巩固提升基础夯实Ⅰ.单句语法填空1.Most of us are more focused our tasks in the morning than we are later in the day.答案on2.The film reminds me the happiest days when I was young.答案of3.In our childhood,we were often reminded by Grandma (pay) attention to our table manners.答案to pay4.Lily felt down because her (propose) was turned down by the manager.答案proposal5.The top universities aim (choose) the most intelligent students.答案to choose6.After his efforts,his dream (come) true.答案came7.Doctor Li Wenliang,in Hubei Province,made great (achieve) during the outbreak of the virus.答案achievements8.These ideas will be explored detail in next chapter.答案in9.Saving and recycling are great value in the development of the modern society.答案of10.If you follow me,you will make greater (succeed).答案success11.(profession)spent more time on the research.答案Professionals12.They asked me to design a (post) for the activity.答案posterⅡ.短语填空come true,focus one’s attention on,stick to,pay off,aim to,give up,as a result of,(be) based on 1.the heavy rain,the football match was put off.答案As a result of2.After his retirement,he can his personal interests.答案focus his attention on3.Whatever happens,we’ll our promise.答案stick to4.His dream of becoming a university teacher has .答案come true5.You’ll be able to choose a room your own personal taste.答案based on6.Even if the child’s access to schooling is difficult,you should not .答案give up7.To our satisfaction,his efforts on his children will .答案pay off8.We to be there around six.答案aim toⅢ.完成句子1.他们成功地克服了各种困难。
模块4 Unit 1-3 各单元重点语言点及单元小练习(译林牛津版高一英语必修四教案教学设计)一、【学习目标】1.学习与广告有关的单词、词组与句型。
2.运用所学词汇读懂与广告有关的文章，并能就此发表观点。
★本单元重要词组：be used to（doing）sth 习惯于（做）某事 encourage sb to do sth 鼓励某人做某事do some research on sth 做…的研究 share sth with sb 与某人分享某物be intended /meant to do sth 旨在做… protect sb from 保护某人不受…的伤害be aware of 意识到 even if 即使fall for 受…的骗 be proud of 以…感到骄傲connect … to… 将…与…连接 play tricks on sb 捉弄某人lead(live) a …life 过着…的生活 deal with 处理be satisfied with 对…感到满意 believe in sth 信仰；信任trick sb into doing sth 诱使某人做某事 go on the market 上市be popular with 受…的欢迎 be of high quality 高质量for the benefit of 为了…的利益 get sb to do sth 使某人做某事come up with 提出 over and over again 反复地in order to 为了，以便 up to 达到be bored with 对…感到厌倦 day and night 整日整夜be concerned with 对…关心；与…有关 put sth together 组织；汇集appeal to sb迎合某人；对…有吸引力；向…呼吁get sth across 传播（消息等）；使某事被人理解二、【要点解读】1. be used to (doing) sth对…习以为常，习惯于，适应[词语辨析]used to do sth, be used to doing sth和be used to do sth的用法比较▲used to do sth 指的是过去的习惯性动作，目的在于与现在形成对照。
单元总体规划：Unit 2 Growing pains单元规划内容预览This unit introduces and develops the theme of growing pains. In Welcome to the unit, four pictures representing some common family problems are presented to students to help them to participate in a discussion of the subject. The Reading section deals with a play about the family problem of an American family. The characteristics of a play script and the strategies and skills of how to read a play are presented and taught to students in the Reading strategy of this unit. Word power focuses on the differences between American English and British English, with relevant exercises designed to help identify the differences. In Grammar and usage, students will learn how to use a preposition+which/whom to begin an attributive clause, and how to use relative adverbs in attributive clauses. Following is the Task section which is making up a dialogue. Through these relevant tasks and activities, students will learn to present a dialogue and read it with intonation in order to express their emotions. In the Project section, students will first read two letters from a father and his son, and then write an advice letter to help them solve their problems.This unit requires students to discuss the issue of family problems by combining their own experiences with the common phenomena in society. Students are taught how to identify the characteristics of a play and master skills of how to read an English play script. This unit will practice topic-related skills. Students are expected to participate fully, in order to develop both their language skills and overall abilities. Also this unit enables students to identify tones in spoken English and get the gist of a text when reading. They are expected to apply these skills practically by writing a letter to give advice.三维目标1. To introduce and develop the theme of growing pains.2. To identify some common family problems between parents and children.3. To develop the reading skills of how to read a play.4. To learn about the differences between American English and British English.5. To learn about attributive clauses and how to use relative adverbs.6. To develop listening, speaking, reading and writing by completing a task and a project.7. To form a positive attitude towards growing pains and learn to solve family problems wisely.8. To learn to be cooperative and helpful when working together.课时安排Period 1 Welcome to the unitPeriods 2-3 ReadingPeriods 4-5 Word PowerPeriods 6-7 Grammar and usagePeriods 8-9 TaskPeriod 10 Project: Writing an advice letter课时：Period 1 Welcome to the unit教学设计一整体设计教材分析Growing pains is the topic of the unit. This is the first period of this unit. In this period, students are expected to discuss growing pains, which they have experienced and they are facing, as well as the differences about growing pains in different countries, with the purposes of enriching students’ imagination and improving students’ speaking ability.Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Therefore, it is a good chance for teachers to lead in this topic. First of all, teachers can let the students recall their growing pains. Encourage them to show their opinions about the differences in different countries. Each text gives a brief description of the subject. Teachers can divide the students into groups to discuss the four topics. There is a questionnaire about the relationship between them and their parents. Distribute the following questionnaire to students in 2 minutes.1. Do you think your parents understand you?A. YesB. NoC. Don’t know2. Do you often quarrel with your parents?A. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun together?A. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbies?A. YesB. No5. Do they always force you to do things you don’t like to do?A. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issues?A. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parents?A. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parents?A. Very closeB. Not so closeC. loose(疏远)Students are to fully participate in the discussion and brainstorm by combining what they know already about growing pains in China with the information in the text. The related topics and activities are designed to grab and attract students’ attention by involving their full participation. Students are expected to be active in the discussion, practice their spoken English and express their opinions by comparing and discussing the differences in different countries.三维目标1. To introduce and develop the theme of growing pains.2. To develop speaking ability by talking about families and problems that happen between teenagers and parents.3. To know more about classmates and their families.4. To form a positive attitude towards growing pains and learn to solve family problems wisely.5. To learn to be cooperative and helpful when working together.重点难点1. Get students to understand what growing pains means.2. Make students know the relationship between parents and their teenage children in the USA.3. Talk about misunderstandings and problems between parents and children.4. Enable the students to practice their spoken English.5. How to express the students’ own opinions and ideas.6. How to improve the students’ spok en English.7. Help students to form a positive attitude towards relationships between their parents and them.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some language points.教具准备A tape recorder and the multimedia.课前准备Preparations for Welcome to the unit1. This is the first period of this unit. In this period, students are expected to discuss growing pains. Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Ask the students to prepare for a talk for about two or three minutes. This will help all the students to take part in in-class activities. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Encourage the students to prepare the topics about growing pains. It is best for all of us 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 growing pains in different countries as they like.3. Prepare the following questions.Do you love your parents?Do you think you show respect to your parents?Do you sometimes quarrel with your parents? Why do arguments usually happen?Do children nowadays always listen to their parents’ instructions?Do children always explain themselves to their parents and resolve problems peacefully? Ordo they disobey their parents and quarrel with them about their decisions?In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?教学过程→Step 1 Lead-inThis unit is about parent-teenager conflict. First, let students finish a questionnaire about the relationship between them and their parents. Then lead students to the topic of this unit—growing pains. Distribute the following questionnaire to students. And let them finish it in 2 minutes.1. Do you think your parents understand you?A. YesB. NoC. Don’t know2. Do you often quarrel with your parents?A. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun together?A. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbies?A. YesB. No5. Do they always force you to do things you don’t like to?A. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issues?A. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parents?A. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parents?A. Very closeB. Not so closeC. loose(疏远)After students finish the questionnaire, collect the papers. Teachers can select some papers and see how they answer the questions.Then, present family albums. In this part, the Ss are encouraged to say something about their families by showing the class pictures with their parents. Some students have problems with their parents. That doesn’t surprise everyone at all. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Ss have to experience many growing pains before they grow up. Ask the students to have a talk about the following questions: Who may have growing pains?What are growing pains?Sample answer:Growing pains aren’t a disease. You probably won’t hav e 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.When do they probably have growing pains?How do you solve this problem?→Step 2 Brainstorming questions1. Activate students’ imagination by asking the following questions:Do you love your parents?Do you think you show respect to your parents?Do you sometimes quarrel with your parents?Why do arguments usually happen?2. Encourage students to give examples of kinds of problems they sometimes have with their parents. Students can give some examples to start like the following:Some parents may interfere in their children’s lives and try to influence their decisions about their future career or study plans.Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.Some parents don’t always trust that their child is telling the truth. They may ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.3. Ask students to express their own opinions if necessary. The teacher can continue the discussion by asking students the following:Some of the problems we have been discussing are quite common in families nowadays. What should children do to deal with these problems?Do children nowadays always listen to their parents’ instructions? Do children always explain themselves to their parents and resolve problems peacefully? Or do they disobey their parents and quarrel with them about their decisions?In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?The purpose of this activity is to arouse students’ interest by asking them to rel ate what they are familiar with in their daily life.4. Ask students to talk about their own ways of handling these problems.→Step 3 Picture talking (pair work)1. Ask students to focus on the instructions in the section and look at each picture carefully. Ask Ss to look at the pictures and discuss each picture in groups of four. Discuss in groups, 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 their descript ions. Finally invite some Ss to report back their descriptions.Ss can begin the activity like this:There are four pictures here. First of all, I’d like you to imagine the situation and try to describe it with your own words.You can show an example to students by describing the first picture.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Example 1Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted tohave a good rest and relax. When his parents said hello to him, he was so impatient that he didn’t say anything and went straight to his own bedroom. Though his parents were very confused, they didn’t ask him why and continued with the cooking. After a while, loud music came from Li Ping’s bedroom. His mother was very angry and she rushed into his room.Example 2Tom got home feeling very tired, and he just wanted to have a good relax. When his families said hello to him, he said nothing and just went straight to his bedroom. They didn’t ask him the reason though they were very confused. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room. . .Picture 2Present the following questions to help students.What 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 3Present the following questions to help students.Why 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 4Present the following questions to help students.What 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?2. Ask students to use their imagination and talk about each picture as fully as possible. Ask them to share their opinions with their partners.Teachers should give students some minutes to prepare for it. If they have some difficulties, teachers will help them smooth them away. After some minutes, encourage students to act out their dialogues.→Step 4 Sharing opinions (group work)Invite some of them to report back their descriptions. Ask the students to look at the pictures and discuss the following questions in groups of four.What can we see from the pictures?Suppose you are facing the situation above, what will you do?Can you create a story about these pictures?→Step 5 Further discussionIn this part, Ss discuss the following questions in groups of four. Each group choose two of the four questions. Have Ss report their opinions in class. Some 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 behaviors*not helpful with housework*making friends with persons that parents don’t like*. . .What would you do if your behavior upsets your parents?What do you do when you have family arguments with 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? If so, what is the best way to solve the problem?1. Ask students to focus on these questions and answer them individually first. Have students form small groups to exchange their opinions and make sure that everyone has a chance to speak.2. Make sure that all the students are involved in the discussion and take an active part in it.3. Get small groups to report their responses back to the whole class.4. Conduct a feedback activity.Sample answers:1. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activitie s, I won’t get good enough grades to attend a good university.They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.2. My parents don’t trust me at all. They always think I am out having fun with my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet caféor out shopping for clothes or CDs. I tell them I am studying but they just don’t believe me. We often argue and they call me a bad child and say I am disobedient and don’t respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents. I sometimes stay quiet and don’t answer their questions and don’t do the things they ask me to, like helping around or going to bed on time. I know I am not good all the time, but I think sometimes they just don’t understand me.→S tep 6 SummaryToday we give a brief description of growing pains in our daily life. You were encouraged to say something about their families with their parents. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Then ask students to look at the pictures and discuss each picture in groups of four. Discuss in groups imagine the situations and try to describe them as fully as possible with their own words. In the end, we not only further discuss growing pains and students but also explore the ways to solve the problem.→Step 7 Homework1. Ask students to surf the net, go to the library or interview foreign students to know about growing pains.2 Describe an unpleasant experience with your friends/teachers.3. Preview the Reading part.板书设计Growing pains课时：Periods 2-3 Reading教学设计一整体设计教材分析This reading passage is a play named “Home alone”, which is about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Daniel and Eric when they saw the house in a mess after returning from their vacation. And Daniel didn’t want to explain what had happened to his parents. Thus, misunderstanding and conflicts occur in the family. As we know, boys and girls from the ages of 9 to 14 have many growing pains. That is to say, the rapid growth of the teenagers may not only result in pains in their arms and legs, but also may lead to the change of their psychology, which will often make them puzzled and misunderstood in their daily life. This play just showed us part of those conflicts between the parents and the teenagers, which often occur in the family nowadays. The students are quite familiar with these problems they often meet in their family life. It is certain that they have a lot to talk with each other. They can share their feelings and discuss and find some solutions to different kinds of problems they come across. By learning this unit, the teacher can also guide the students to form good attitude towards life and help them to find good methods to solve the problems they meet.While the students are reading this play, some reading strategies about how to read a play should be introduced. That is, most plays are in the form of a dialogue, which is quite different from reading a normal text. Therefore, a large amount of casual speech is used, sometimes with incomplete sentences. To really understand a play, the students should read the dialogue aloud.Meanwhile, different in-class activities should be well organized for all the students to take part in with the purpose of training their skills in not only reading, but also listening, speaking and playing. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to act out the play and make new plays according to their own experiences during their daily life. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require commo n sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.三维目标1. Train the students’ reading ability, introducing the way to read a play—read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2. Enable the students to talk about problems common to teenagers.3. Encourage the students to act out the play and make their own plays according to their own experiences in their daily life.4. Help the students to compare the differences in relationship between parents and their teenagers in the USA and China.5. Learn some useful words and expressionsact, vacation, curtain, surprise, bend, touch, explain, mess, can, leave, charge, adult, reason, trust, behavior, unpunished, teenager, fault, scene, mad, rude, punish, cash, be supposed to, do with, trash can, in charge, not. . . anymore, be hard on, now that6. Learn some important sentence structures1)I can’t wait to surprise the boys!2)The money with which you were to buy dog food is gone, but Spot looks so hungry!3)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.4)I feel like we have to punish him or he won’t respect us.5)We didn’t think you would let the house get so dirty.重点难点1. Help the students to learn the play about an American family and talk about the relationship between the teenagers and their parents.2. Help the students to learn to use some of the new words and expressions.3. Help the students to learn to make a play about problems common to teenagers.教学方法1. Discussion in pairs or in groups.2. Play acted by the students.3. Task-based in-class activities.4. Explanations of some language points.教具准备A tape recorder and a multimedia classroom.课前准备1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce their family to their classmates or say something about their family life, or even describe their conflicts between their parents and them. This will help all the students to take part in in-class activities and help them get involved in the topic quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Ask the students to make a survey among the students about relationship or the conflicts between teenagers and their parents. If possible, the students can make a questionnaire to do the survey. By doing this, the students can not only learn to make a questionnaire in groups, but also learn about the problems they, as well as their fellow schoolmates face during their family life. Different groups are encouraged to compare notes with each other after their separate surveys.Sample questionnaire 1Q1. How do you get along with your parents?A. Very well.B. Well.C. Not very well.D. Poorly.Q2. Do you often communicate with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q3. Do you often quarrel with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q4. Do you and your parents often have fun together?A. Very often.B. Often.C. Sometimes.D. Rarely.Q5. Do you and your parents often have a discussion over some family issues?A. Very often.B. Often.C. Sometimes.D. Rarely.Q6. Do your parents often force you to do something that they think you should do?A. Very often.B. Often.C. Sometimes.D. Rarely.Q7. Do your parents often make a decision for you about your study?A. Very often.B. Often.C. Sometimes.D. Rarely.Q8. Do your parents often interfere with your personal life?A. Very often.B. Often.C. Sometimes.D. Rarely.Q9. Do you think your parents understand you?A. Yes.B. No.C. Uncertain.Q10. Do you think that there is a generation gap between you and your parents?A. Yes.B. No.C. Uncertain.Sample Questionnaire 2Causes of conflicts Please tick1. Do n’t allow me to play computer games.2. Don’t allow me to play with my friends outside.3. Don’t allow me to listen to MP3/MP4.4. Don’t allow me to join the school football club.5. Don’t allow me to make my own decisions about my study.6. Don’t all ow me to spend too much time on my interests.7. Don’t allow me to choose the career by myself.8. Don’t allow me to say “No” to their decisions.9. Don’t allow me to stay up too late.10. Don’t allow me to surf the Internet or chat on line.11. Force me to practice playing the piano every day.12. Force me to do extra exercises they arrange for me.13. Force me to learn English on Sundays.14. Force me to spend all my free time on books and exercises.15. Force me to come back home on time.16. Force me to stay at home during my vacation.17. Force me to go to bed before 9: 30 p. m.18. Force me to lose touch with my friends.19. Force me to swear that I’ll try my best to get high marks.20. Force me to stay away from my favorite music.3. Ask the students to surf the Internet or go to the library to get some information about the American TV show. . . Growing Pains. If the students have no access to either the Internet or the library, ask them to read the passage “Growing Pains—An American TV show” on page 98 to get some information. Encourage the students to describe part of the TV show.4. Ask the students to read the passage “Home alone” on page 22 to 25, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2, D1 and D2 on page 24.教学过程→Step 1 Greetings and free talkWhile the students are learning this unit “Growing pains”, they are encouraged to give a free talk about the misunderstanding and problems between parents and teenagers. The students are encouraged to articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented.→Step 2 Lead inAsk the students to play the “problem and solution” game to get more students invo lved in the topic today. That is, the students volunteer to describe one of the serious parent-teenager。
英语必修4译林牛津Unit 1精品教案（背景信息）U1 第三部分教案Background information（牛津译林版必修4）●Section 2 Background informationI. An introduction to Advertising1. Definition:American Marketing Association (AMA) defines advertising as “the non-personal communication of information usually paid for and usually persuasive in nature about products, services or ideas by identified sponsors through the various media.” Today, with the development of the technology and the diversity of the mass media, advertising has influenced us pervasively in our daily life. However, whatever the promotive strategies advertising takes, language is the main carrier of message all along, as The Language of Advertising, by Vesterg ard & Schroder, says, “Advertising takes many forms, but in most of the m language is of crucial importance.” Advertising language is a style of immediate impact and rapid persuasion. The point of an advertisement is to persuade you of the merits of a particular product or service, in order that you will take out some of your money.2. Advertising Components: According to the definition of the advertising, most of the advertisements should have the following components:(1) AdvertiserThe advertiser is the sender of information and all the advertising activities should be consistent with the purpose and willingness of the advertiser. Therefore, the advertiser is the main body of advertising, namely, every advertisement should have its specific owner of the advertising information. The specific owner should be a recognizable group, including corporation, enterprise, government, organization and individual. There are three significances of an advertiser (both for the advertiser themselves, and for the public): firstly, it’s easy for the target audience to recognize the company and the products of it, which will promote the propagandas andthe sale of its products; secondly, it will establish a high reputation for the group, enterpr ise, or the individual in order that the consumer will trust the brand; finally, it will prevent the advertiser from counterfeiting and deceiving by legal supervision.(2) A certain amount of money paidThe advertising fees a re paid by the advertiser no matter it’s operated by itself or other agency. Because advertising is a kind of marketing action, an advertiser has to pay for its advertisement. There are quite a few people who consider that too much advertising fee will inevitably raise the price and cost of the product, and thereby will influence the sale of the product. However, this conclusion is a one-sided view. Advertising can bring you a huge profit by reasonable planning a nd proper operation.(3) Advertising InformationAdvertising information is the principal content s an advertisement wants to disseminate. Advertising is a serious of planning action, so the information of adve rtising should be aimed at the certain target market and consumers, and should avoid aimlessness. The dissemination of information should be accurate, definite, recognizable and moderate in length. An effe ctive advertisement involves not only “what to say”, but also ‘how to say”.(4) Advertising MediaMedia are the means of the dissemination of advertising, including newspaper, magazine, broadcast, TV program, billboard and mail. The newspaper, magazine, broadcast and TV are called the four main media of advertising. Moreover, any kind of objects or tools can be a medium for the advertisement, such as airplane, train, bus, building, neon light, movie, package, exhibition, and etc. Different kinds of media have different features, disseminating area, target audience and speed.II．经典英文广告麦斯威尔咖啡 Good to the last drop 滴滴香浓，意犹未尽。
龙源期刊网 http://www.qikan.com.cn 高中英语合作教学的互动方式分析及教育建议 作者：吉益琴 来源：《中学生英语·教师版》2015年第09期
“合作教学”理论在20世纪末被人们提出，对于学生的合作学习有着十分重要的作用。通过开展各类互动活动，这种教学方式可以在很大程度上调动学生的学习兴趣，使学生适应社会的发展。以往的教学中，教师主要采取“灌鸭式”的教学方式，教师在课堂上很少注重和学生之间进行互动，或者很少采取其他方式促进学生之间的互动，这种枯燥的教学环境让学生的学习变得十分盲目。针对这一问题，教师应该在课堂教学中采取“合作教学”，通过互动方式的展开，让整个英语课堂变得更为有效。
1. 采取师师互动的方式，促进教师之间的合作 虽然，每一位教师所教授的班级不同，但是他们的教学却有很多共通性。教师在上课之前需要花很多时间进行备课，要是每位教师都单独进行备课，通过闭门造车的方式，这就相当于做了“无用功”。针对这一情况，教师应该相互合作，对于备课中的相关方面，每个教师负责其中的一部分，这样就可以提高备课效率，减轻教师的压力。同时，每一个教师都有自己擅长的教学内容，有些教师专攻语法部分，有些教师专攻作文教学。教师在教学的过程中，可以在不同的教学环节，让其他教师协同教学，这样可以更好地促进学生的进步和发展。
比如，在进行牛津版高中英语教材高一英语（上册）Unit 1 Body Language这部分的知识点的学习时，教师应该采取师师互动的方式进行教学。由于该单元的知识和身体语言相关，教师可以就其中的知识进行合作备课。不同的教师所负责的内容也会不同，比如语法、词汇、句型、阅读、听力、口语和作文等。每一位教师都有自己的擅长之处，通过这样的互动形式，可以充分发挥每一位教师的优势。此外，教师还应该根据实际情况适当采用协作教学这种方式，让不同的教师讲述自己擅长的部分，像有些教师所教的班级整体的作文水平都很不错，就可以让其协作自己讲解英语作文，这样可以促进学生的进步。
Unit 1 Body languageFirst Period (text understanding)Knowledge Objective: to enable students to get a general idea of the materialto fill out information gap about body languageCompetence Objective: to practice students’ speaking abilitiesEmotional Objective: to help the students to know more about the cultureTeaching Procedures:I. Pre-instruction:T: In our daily life we often inevitably communicate with other people and can you tell me what are the common ways we use to exchange information with others?S: utterance(spoken words)…T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation. By the way, do you have any idea of body language?S:…T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you. and who’d like to give us some examples of body language? S:…T: So you see body language sometimes discloses people’s wishes, fears or what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex.. A)S…II. PerformanceT: and here is a story in the text about body language, from the story we will discover how it works,why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Please skim the story and list the body languages between Debbie and Simon. (pair work)S:T: So do you think body language is very important? Your ability to read or understand a person’s body language can make difference between making a good or bad impression.T: now use your own words to describe Debbie or Simon to your deskmate(pair work)with the help of the table. aboveS:…T/S: (explain and understand the verbal phrases)III.Promotion:T: Now I’d like to ask some students to use his or her body language to act out these verbal phrases and the others speak up the correct phrases.S:…T: After you have learned the body language ,I’m sure all of you will pay more attention to it in your communication with others.Homework:1.Review the verbal phrases2.Preview the vocabulary and phrases in the text and finish Ex.C1,C23.Practise reading and act out the story4.Fill out the table to know more about body languageExamples of Body Language5 .find more examples of body language6. Daily talk: My Body Language ( The body language of my family members)Second Period (vocabulary)Knowledge Objective: to enable students to learn vocabulary and phrasesCompetence Objective: to know more wordsEmotional Objective: to learn to use dictionaryTeaching Procedures:I. Pre-instruction:1.review the content of the material by acting out or retell the story2.discover the meanings of body language(check the table) and students’examples of bodylanguageS:…T: (Eye contact is one of the most important aspects of dealing with others, especially people we've just met. Maintaining good eye contact shows respect and interest in what they have to say; Distance from others is crucial if you want to give off the right signals; Nothing crossed: Keep arms, legs, and feet relaxed and uncrossed. Also, if you are wearing a jacket, open it up. It relays the message... I am open and honest with you….)II.Performance:T: Thank so much for your wonderful performance, so we have got a good revision of the whole text ,but do you have any difficulty with the vocabulary or phrases in the text?S:…T: When we meet with new words or phrases in your reading, we can turn to dictionary for help, for examples(P14.A1---8). (as many of you have not prepared an English dictionary, I will explain the vocabulary of this text for you, but you have to look up the dictionary by yourself next unit.)1. look up 抬头看 Hearing his name called, he looked up from his newspaper.查阅 look up sth. in the dictionaryDon’t look up every new words in the dictionary when reading an English articles.2.well/poorly-dressed: adj. dress well/ poorly: v.The lady dresses well / she is a well-dressed lady.eg, newly-built, newly-passed, well-paid, well-known3.glance at 瞥一眼v&n. at first glance 咋一看He glanced at his watch to see if he had enough time to catch the flight.take a quick look at/ take(have,cast)a glance atI had no time so I just cast a glance at the headlines of the newspaper.at first glance 咋一看At first glance, the plan seemed unworkable.glare at 凝视stare at 怒目而视4. walk over to sb.5. senior adj.级别高的，资历较长的，junior adj. 级别低的a senior officerbe senior to be older than be junior to sb.He is senior to me by two years. He is two years senior to me.6.. greet: v. greet sb. (with sth.)greeting; n.we greeted them in the street with a friendly wave of hand.T: what are the common greetings in china?(…) and how about the greetings in America?(…)7. sigh: v. /let out breath heavily as a sign of disappointment or sadnesssigh deeply/ heavily 深深地叹口气 sigh with despair 绝望地叹气When mother saw the school report, she sighed deeply.sign: n. breathe/ give/ let out a sigh of relief 送了一口气8. employee. nThe firm has 200 employees.n. employer employment v. employ9. what’s up/ what’s the matter /what’s happening10. prefer A to Bprefer doing A to doing Bprefer to doprefer to do rather than doeg. Some people prefer camping outside to staying in hotels.= Some people prefer to camp outside rather than stay in hotels.有些人宁可露营也不愿住在酒店。
