高中英语 Unit2 Growing pains period 8~9精品教案 牛津译林版必修1.doc

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. whats 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 abilityreading 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 isnt 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)where 3.1)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 speakers 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. the second 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 toneangry or displeasedthe pause & the rising tonepolitethe rising tonequestioningstressed & a falling toneangrya flat toneexpressing 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 speakers 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 doesnt 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 different emotions.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。1)now comes the bus! lets hurry! 2)i never want to speak to you again! 3)what a beautiful garden! 4)welcome to our school. please sit down.5)tell me your name.6)i was told that the exam had been put off! 7)i have nothing to confess. what on earth do you want me to say?8)do you think our basketball team played very well yesterday?they couldnt have done better.activity 3 listening to a radio phone-in programme: here the students will listen to a radio phone-in programme. in this programme, six teenagers call the host to talk about their problems and ask for some advice.first, divide students into groups of four and discuss each picture about the following: what do you see in each picture?how are they feeling?after discussing them, teachers encourage them to express what they imagine according to the pictures.then ask the students to listen to tape to write down a proper name below each picture according to what they hear from the tape.answers: 1)jane 2)christina 3)shirley 4)richard 5)patrick 6)williamlater, let the students listen to the radio phone-in program again, and ask them to say something about the pictures and what they have heard on the tape.if students have some difficulty, teachers had better ask some pictures about the pictures to help them to describe what they heard.picture 1what did jane call about last week?why did jane call this time?picture 2what problem does christina have with her mum?what does the host advise her to do?picture 3what problem does shirley have?what is she supposed to do according to the host?picture 4what does richards father want him to do?what does richard want to be when he grows up?what advice does the host give richard?picture 5what makes patrick feel lonely?what advice does patrick get from the host?picture 6why does williams father want him to go out?what is william supposed to do?listening material: host: welcome to “talk time”. this is george. tell me your name and problem.caller 1: my name is christina and im calling about my mum. she cries all the time and says we dont spend time together and that i dont love her. i do love her, but i also have things i want to do in my own life. how can i still have fun with my friends and let my mum know i love her?host: you and your mum arent talking enough. surprise your mum with a day spent together. invite her to join you doing the things you like. that way you can have fun and see your mum at the same time! good luck, christina! hello, next caller, how can i help you?caller 2: its my best friend. hes started playing on our school football team and now he never has time to see me. i feel quite lonely.host: sometimes friends have different interests as they grow up. you should find a sport or hobby of your own. then you wont feel lonely any more! and, whats your name?caller 2: patrick.host: and patrick, if your friend is a real friend, hell still want to see you. hes just busy right now. im sure it will work out fine. bye! next caller pleasecaller 3: hello? is this talk time?host: it is. what is your name and what can we help you with?caller 3: im richard and the problem is my father. he wants me to study maths and science, and work in a big company when i grow up, but i want to be an actor, how can i tell him without making him angry?host: that is hard, but im sure he wont mind it if you take acting lessons, as long as you agree to keep your marks up in maths and science too. go talk to him now, okay? bye! caller 4: hello, talk time? this is jane. i called last week, about my grandma. . .host: yes, jane, you wanted to tell her that you want to live with your other grandparents, right?caller 4: yes, i took your advice and told her how i feel. you were right. she understood! thanks so much! host: glad to help! who is my next caller?caller 5: hi, my name is shirley and my problem is only a small one. my mum bought me some new clothes, which cost a lot of money, but i dont like what she got me. should i tell her i dont like what she bought?host: shirley, you should be honest with your mum, but make sure she knows how happy you are that she thought of you and was nice enough to buy you your new clothes. im sure she wont mind if you change them for something different. goodbye and good luck. weve hot time for one more call.caller 6: my father always shouts at me. he says, william, turn off that tv and go outside! but there is nothing i want to do outside! how can i make him stop shouting at me?host: well you probably wont like my answer, but you shouldnt spend too much time watching tv. it isnt good for your eyes. join a sports team so that you have a chance to be outside. youll feel better and your father will stop shouting at you. thanks for calling in! lister to talk time again next week at this time. step 4 reading a thank-you letterenable students to learn an important reading skillhow to read for the gist or the main point. they will read four diary entries and underline the main points of each entry and circle the words that show the mood of the writer.activity 1 understand how to read for the gistteachers may start like this: when you are reading novels or articles in newspapers, do you read every word of them or try to understand every specific idea in them?encourage them to show their opinion.teachers tell them it is not necessary to read every word of them if we read novels or articles in newspaper. we just read for main idea, that is, gist, which is an important reading skill. it involves reading a passage to get a general idea of what its about, but not worry about understanding the complete content or every specific idea. in an article, only a few words are used to make a main point, and the rest of the writing is merely supporting information.activity 2 reading diary entriesfirst, read the four letters and find out main points and tell the writers feeling. fill in the blanks.entriesmain pointsthe words telling the writers moodthe first diary entrythe second diary entrythe third diary entrythe fourth diary entrysample answers: entriesmain pointsthe words telling the writers moodthe first diary entrytoday has been a great day. happythe second diary entrywe had a maths test and im nervous about my result. tired, afraid and nervousthe third diary entryi failed the maths test and i dont know how to tell my parents. upsetthe fourth diary entryall that worrying was for nothing. tired, afraid and nervoussecond, read the passage again and answer the following questions: 1)why did christina call the radio show last week?2)what advice did george give?3)did christina follow his advice? what did she do?4)how do they get on with each other?answers: 1)to ask for georges advice about her problem with her mother.2)he told christina to spend more time talking to her mum.3)yes. she and her mum spend one day a week with each other, cooking d