江苏省响水中学高一英语M1 Unit2教案 牛津译林版.doc

江苏省响水中学2015高一英语m1 unit2教案 牛津译林版period 1 welcome to the unitteaching aims:1. encourage students to participate fully in the discussion.2. develop and improve their spoken language and imagination.teaching important and difficult points: to express their opinions freely teaching methods: discussion in groups and task-based activitiesteaching procedures:step 1 lead-inshow pictures of growing pains and lead in:pictures about what often happens in the growth of teenagersplay a short video clip to arouse the students echo to growing pains and activate their interest.step 2 discussiongive students three questions related to the video clip to organize them to discuss the subtopics to further main topic.(ask several students to give a feedback) 1. do your parents sometimes interfere in your life and make decisions for you? and how?2. will you talk to your parents when you have a problem?3. do your parents trust you? and then by showing the possible growing pains to enlarge students understanding of growing pains, and then ask students to find out the main reason of growing pains.why do these happen more often than not?generation gap means there are great differences between the younger generations and the elders. it occurs when older and younger people do not understand each other because of their different experiences, opinions, habits and behaviour. especially as one gets older, she or he isnt always understood by the elders, because of what she or he does, says or wears. so she or he will often have trouble or pains during their growth.step 3 further discussionask the students to futher discuss the question: do you think there is a generation gap between you and your parents? if so, what is the bestway to solve the problem?step 4 homework1. write a note of how to communicate with your parents in terms of one of your growing pains.2. preview the new words of reading and the play in reading.period 2 reading(1)teaching aims:1. students are expected to understand the text and retell the main points of the passage;2. encourage students to participate in the discussion fully.3. get students to master the skills of how to read a play.teaching important and difficult points:differences between a normal text and a play.teaching methods: individual and group workteaching proceduresstep 1. warming up and leading in1. ask the students to look at the pictures in page 21 and tell some of their growing pains.2. brainstorming: ask the students to tell what will happen if their parents ask them to take charge of the home but they keep the room in the mess.step 2. reading 1. ask the students to read about the reading strategy and learn about the styles of a play.2. ask the students to scan the text and do part c1.3. ask the students to skim the text to confirm their prediction in the “brainstorming” section.4. detailed reading: ask the students to read the text carefully and try to find out the characters feelings.act 1charactersthings they dofeelingsmom and dadjust coming back from vacationexcited, disappointed, angryericplaying soccer at homesurprised and frighteneddanielstaying in another roomsorryangryact 2 charactersthings they dofeelingsdanielexpressing his angerangryericcomforting his brothercalmmomtalking about the things happened todaysorry and regretfudadstubborn5. ask the students to read the text again and answer the questions in part c2.6. allow some time for the students to raise their doubts or questions if they have any.step 3. post reading1. give the students some help on how to retell the present passage: back from home, cant wait to, in a mess, act like an adult, shut the door angrily. 2. work in groups of five: read the play aloud.step 4. summary and homework:part e. p25, part b.page99 students bookperiod 3 reading (2)language focusteaching aims:after the period, the students will be able to use the useful words and phrases in context and make sentences or make up a story with some of them.teaching important and difficult points: useful words and expressionsteaching methods:individual and group workteaching procedures:step 1. revision and check-upcheck the students homework: part e. and part b. page99step 2. language focus1. mom arrive back from vacation a day earlier than expected.than expected 比预期的，比预料的。是一种省略结构。又如：you did better in the exam than (you had been) expected. the project was finished later than (it had been) expected.拓展：expect sth. from sb.从期待 he could expect help from his friendshe knows what his parents expect from him.expect sb. to do sth. / there to be 如：we cant expect one to change the habit of lifetime in a short time.期望一个人改变一生的习惯 they expected there to be some chances. 他们期望会有一些机会。 1). do you think the stars will beat the bulls? yes. they have better players, so i _ them to win. (nmet 1999) a. hope b. prefer c. expect d. want2). does this meal cost 50? i _ something far better than this! (2007全国i) a. prefer b. expectc. suggest d. suppose2. eric runs in after it, followed by a big dog, walking very slowly. 1) the teacher came into the classroom, following the students. 2) the teacher came into the classroom, followed by the students. 3) there was a terrible noise, following the sudden burst of light (闪电).4) there was a sudden burst of light, followed by a terrible noise. 分词的选择取决于主句的主语。如主句的主语是动作的发出者，就选用现在分词表主动; 主语是动作的承受者,就选用过去分词表被动; 1). we all know that, if not , the situation will get worse. (2007全国)a. dealing carefully withb. carefully dealt withc. dealt carefully withd. carefully dealing with2). _ that she didnt do a good job, i dont think i am abler than her. a. to have said b. having said c. to say d. saying3). the children went home from the grammar school, with their lessons _ for the day. a. finishing b. finished c. had finished d. were finished 3. you werent supposed to come home until be supposed to (do) 被期望或要求; 应该(= be expected to / be required to do) 1)乘车时每个人都应该系上安全带。 everyone is supposed to wear a seat belt in the car. 2)公交车应该在五点开车，但是到现在还没到呢。 the bus is supposed to leave at 5:00, but it hasnt come yet.suppose he saw you now, what would you say? 假定，假设i suppose him to be the headmaster. 猜想，以为the message is very important, so it is supposed _ as soon as possible.(2008陕西高考) a. to be sent b. to sendc. being sent d. sending 4. we left you in charge? (p22) leave 使得 / 让 (处于某种状态) dont leave her waiting in the rain别让她在雨里等。b) dont leave all the lights on/ leave the door open别把所有的灯都门开着。 5. charge n. in charge of 负责 in the charge of=in ones charge 由负责 take charge of 负责 如：who is in charge of the factory? mr. li will take charge of the project. =the project is in his charge. the department stores are in the charge of mr. li. 6. run into 偶然遇见，撞入中my mother ran into an unexpected guest this morning. 同义词组：come across, run across, meet with 7.daniel and erics bedroom, . daniel has his arms crossed and looks upset. （双手交叉）此处是 have something done的结构，表使处于状态。 有某种遭遇或经历the lady had her wallet stolen/picked at the cinema last night. 钱包被偷请/让做某事she had her long hair cut short yesterday. 把长头发剪短完成i must have my work finished by sunday. 完成作业表示“让某人做某事”有几种表达方法：have sb. do sth. make sb. do sth. let sb. do sth. get sb. to do sth. 如：ill get your father to help you.=? 我叫你父亲来帮你。 you should understand the traffic rule by now. youve had it _ often enough. a. explaining b. to explain c. explain d. explained “do you have anything _, professor smith?” “no, thanks.” (2008上海高考)a. to typeb. typing c. to be typedd. being typed 8. i feel like we have to punish him do you feel like parents try to force you to spend your spare time doing things you dont like? 你觉得像是你的父母企图强迫你花时间做你不喜欢的事情吗? if you feel like it, we can go out for a walk. 如果你想要, 我们可以外出散步。the material feels like silk. 这种材料摸起来像丝绸。step3 practicehave students do partsd1 and estep4 homeworkperiod 4 word powerteaching aims:help students identify and learn the different expressionsenable students apply it practically.teaching important and difficult points:how to use the different expressions between american english and british englishteaching methods：discussion and group workteaching procedures:step1 lead inhave students talk about the differences between american english and british english and list them.step 2 presentationhave students focus on the examples listed in their books an distinguish their differences, and encourage them keep them in mind.step2 vocabulary extensionstep3 practicehave students finish part a individuallystep4 homeworkhave students do part b period 5 grammar an usage (1)teaching aims:1. enable students to grasp the basic rules for attributive clausesrelative adverbs used to begin attributive clauses.2. learn how to use the relative adverbs in context.teaching important and difficult points:how the relative adverbs are usedteaching methods:task-based learning method and individual and pair workteaching procedures:step 1. revision and check-upfill in the blanks with “prep + relative porn”.1. do you remember the day _ we left you in charge? (on which)2. i often think of the moment _ i saw the ufo. (at which)step 2. presentationread the points on p. 30 of the students book. make sure that students can understand the function of relative adverbs.step3. practice finish parts a and b on page.29, students bookstep4. consolidation1) who is the boy with _ you were talking a moment ago?2) he is my favorite student, leo. i cant understand the reason _ you dont like him.3) give me a reason _ is different from the one you gave me last time.4) the boy likes writing letters. the man to _ he often writes is the editor of a teenage magazine.step5 homeworkfinish p31, students book period 6 grammar and usage(2)teaching aims: 1. enable students to grasp the basic rules for attributive clauses“prep.+ which/whom” used to begin attributive clauses.2. have students to learn the studying strategy for language learning.teaching important and difficult points: how to correctly use “prep.+ which/whom” in attributive clauses teaching procedures: step 1 lead inreview what the students have learned in the previous unit relative pronouns with a blank-filling exercise.1. this is the story _ we wrote for our storytelling contest. (which/that)2. the book _ i borrowed from the library is very interesting. (which/that)step 2 presentationjoin the sentences with relative clausesanother exercise serves as revision of what has been taught as well as presentation of what will be taught.1) we could expect good decisions from you. we thought you were such a person.= we thought you were a person (who/whom/that) we could expect good decisions from.= we thought you were a person from whom we could expect good decisions.step 4 practice1) is this the play about which you were talking just now?2) daniel is the person with whom i want to make friends.translate the following sentences:3)你有没有看见那座红房子，屋子前有一棵大树。4)你有没有参观过那座大厦？在大厦顶上你可以俯瞰整座城市。step 5 consolidation1. do you remember the day _ we left you in charge? (on which)2. i often think of the moment _ i saw the ufo. (at which)3. i remember the time _ eric won that speech competition. (at which)4. it rained the whole day _ he traveled with his family. (on which)step 6 homeworkfinish parts c1 and c2 on page 96 in the workbook.period 7 task teaching aims:1. get students to learn and practice the language skills of listening, speaking, reading and writing.2.have students understand the main idea while reading3.write a letter of advice.teaching important and difficult points: 1. listening for information about asking for advice.2. reading for the main point.teaching methods:comparison and imitationteaching procedures:step 1. listening1. learn to ask for and give advice and learn to read for main points.2. listen to a radio program for three times, and respectively finish the exercises on page 33 step 2. reading 1. read the diary entries below. underline the main point of each entry. (page 34)2. read a letter asking for advice, and finish the exercises. (page 35)3. read a letter asking for advice, and finish the exercises. (page 35)step 3. conclusion1.conclude the procedure of planning a letter of advice.2.read a sample of letters asking for advice and write a letter of reply.step 4. homework:1.go through skills building 3 and step 3 after class.2.read the letter on page 37. try to draft a letter of reply to the letter on page 37.period 8 project (1)teaching aimsafter the period, the students will be able 1. encourage students to write a report on a certain kind of growing pains they are interested in.2. let students know the causes of growing pains.teaching important and difficult points: 1. comprehension of the passage.2. writing a report.teaching methods:individual and group work task-based exerciseteaching procedures:step 1. warm-up and lead-in have students tale about in groups what kind of growing pains they have experienced, and then report their experience.1. is it common for teenagers experience growing pains?2. why do teenagers feel lonely? physical changes, psychological changes, social changesstep 2. reading1. read the article and find out the three kinds of growing pains.physical changes, psychological changes, how to fit in society (social changes)2. read the article again and finish ex2 on p46, “efp”3. read the article and divide it into 3 parts.partparagraphmain ideapart one1-2many teenagerspart two3-5three kinds of growing painspart three6growing pains do not laststep 3. exercisesfinish part b1, b2 and d1 in the workbook.step 4. homeworkpart d2 on page 97period 9 project(2)teaching aims:1. learn how to use the important words and phrases in the passage2. use these words and phrases in context.teaching important and difficult points:important words and phrasesteaching methodself-study and task-based exerciseteaching procedures:step 1. revision and check-up part d2,page 97step 2. language focus 1.go through 2. as if: as though it looks as if /as though its going to rain. she l