Module-1《Unit2-Growing-pains》word教學(xué)設(shè)計(jì)教案

牛津英語一模塊Unit2GrowingPains(1-12課時)全部教案Teachingobjectives:TointroduceanddevelopthethemeofgrowingpainsToformapositiveattitudetowardsgrowingpainsandlearntosolvefamilyproblemswiselyToidentifythedifferencebetweenAmericanEnglishandBritishEnglishTolearnaboutsomecolloquialismsandtheiroriginsTodeveloptheskillsofhowtoreadaplayTolearnhowtouseapreposition+which/whomtobeginanattributiveclauseandhowtouserelativeadverbsinattributiveclausesTodeveloplisteningabilitythrougharadiotalkshowTodevelopspeakingabilitybytalkingaboutproblemscommontoteenagersandpresentingadialoguebasedontherelevantthemeTodeveloptheabilityofreadingforgistTodevelopwritingabilitybypresentingadialogueandanadviceletterTolearntobecooperativeandhelpfulwhenworkingtogetherTeachingplans:Period1—WelcometothisunitPeriod2—Reading1(Comprehensionfocus)Period3—Reading2(Wordfocus)Period4—Reading3(Consolidationofwords)Period5—Wordpower1Period6—Wordpower2Period7—Grammar&usagePeriod8—ConsolidationofgrammarPeriod9—Taskpresentingadialogue1Period10—Taskpresentingadialogue2Period11—ProjectwritinganadviceletterPeriod12—ExercisesPeriod1WelcometothisunitTeachingobjectives:TointroduceanddevelopthethemeofgrowingpainsTodevelopspeakingabilitybytalkingaboutfamiliesandproblemsthathappenbetweenteenagersandparentsToknowmoreaboutclassmatesandtheirfamiliesTeachingprocedures:Lead-in:Presentingfamilyalbums:Inthispart,Ssareencouragedtosaysomethingabouttheirfamiliesbyshowingtheclasspictureswiththeirparents.Brainstormingquestions:DoyoualwaysshowrespecttoyourparentsDoyoualwaysdowhatyourparentswantyoutoDoyousometimesquarrelwithyourparentsWhydoyouquarrelPicturetalking(pairwork)AskSstolookatthepictures.Imaginethesituationsandtrytodescribethemasfullyaspossiblewiththeirownwords.MakesurethatSshave“when”,“where”,“who”,“what”inyourdescriptions.InvitesomeSstoreportbacktheirdescriptions.Sharingopinions(groupwork)Inthispart,Ssdiscussthefollowingquestionsingroupsoffour.Eachgroupchoosestwoofthefourquestions.HaveSstoreporttheiropinionsinclass.Questionsfordiscussion:WhatkindofbehaviorsofyourswillmakeyourparentsfeelunhappyListasmanyasyoucan.*notdoinghomework,*notgettingupontime,*spendingtoomuchtimeormoneyon…*badschoolbehaviours*nothelpfulwithhousework*makingfriendswithpersonsthatparentsdon’tlike*…WhatwouldyoudoifyourbehaviorupsetsyourparentsWhodoyouchoosetotalktowhenyouhaveaproblemandwanttotalktosomeoneWhyDoyouthinkthereisagenerationgapbetweenyouandyourparentsHowdoyouovercomethegapAssignments:Previewthenewwordsofthisunitonpage64(from“act”to“rude”)Thinkaboutthisquestions—WhataregrowingpainsDoyouhaveanypainsWhatarethey*Period2Reading1(Comprehensionfocus)Teachingobjectives:TodeveloptheskillsofhowtoreadaplayToknowaboutAmericanfamilylifeandproblemsthathappenbetweenAmericanteenagersandtheirparentsToformapositiveattitudetowardssolvingproblemsbetweenteenagersandparentsTeachingprocedures:Lead-in:HaveyoueverbeenleftaloneorwithapetDescribethatexperience.Ifnot,canyouimaginewhatmighthappenifyouwereleftaloneCanyoulookafteryourhomeandkeepeverythingcleanandsafeReading:RemindSsoftheinstructionsonreadingaplaybeforereadingFirstreadingandcheckingoutPartAonpage22Secondreading(followingthetape)andcheckingoutC1&C2onpage24Morecomprehensionquestions:WhydoesEricsoundfrightenedwhenheseeshisparentsbackHowdoesMomknowthatthedogistiredandhungryWhatdoesDadmeanbysaying“Thisisnotafamilywherebadbehaviorgoesunpunished…”Thinkingafterreading:AskSstousetheirimaginationandthinkofanendtotheplay.DoyouthinkEricandDanielwillexplaintotheirparentswhathashappenedOrwilltheparentsgoandasktheboyswhathashappenedIfyouwereoneofthechildrenwhatwouldyoudoWouldyouremainsilentorwouldyouofferanexplanationtoyourparentsWhichisthebettersolutioninyourmindAssignment:Readtheplayaloudwithpartners.Underlinedifficultwordsorsentencesthatneedexplaining.FinishD1&D2onpage24.FinishEonpage25.Period3Reading2(WordFocus)Teachingobjectives:TounderstandnewwordsandexpressionsandlearnhowtousethemTeachingprocedures:HWcheckingout:D1&D2onpage24Eonpage25AskSs:whattheythinkofthewayDanielandhisparentssolvetheirproblemwhatkindofaboyDanielisDifficultpoints:(Inthispart,Ssareencouragedtoraisetheirquestions.)Ericrunsinafterit,followedbyabigdog,walkingveryslowly.…youweren’tsupposedtocomehomeuntiltomorrow!Daniel,wethoughtyouwereanadult,…EricsitsonhisbedlookingatDaniel,whohashisarmscrossedandlooksangry.…butnowthathehasbeensorudetous,Ifeellikewehavetopunishhimorhewon’trespectus.Wordsfocus:definition:InthispartSsaretounderstandwordsandexpressionsinthetext.AskSstomatchtheexpressionsinColumnIwiththerightdefinitionsinColumnII.ColumnIColumnIIa.besupposedtodo1.totalkaboutsb’sfaultsinanunfairway,ortobetoostrictwithsb.b.deservetodo2.towanttohavesth.ordosth.c.nowthat3.usedtoaskortalkabouthowsb.shoulddealwithsth.d.incharge4.usedtosayalightorfireisofforoute.behardon5.usedtosaywhatis/wasexpectedtohappen,esp.whensth.didn’thappen;usedtosaythatoneshouldorshouldnotdof.goouthopethatonewillgetsth.fromsb.g.expect…from…apositionwhereyouhavethedutytomakedecisionssothatanythingbadwillnothappenh.feelliketosayoneshouldreceive(arewardoraspecialtreatment)forwhathehasdonei.(whatto)dowith9.becauseofsth.orasaresultofsth.2.AskSstoreadthefollowingsentencesandtrytocompletethemwithwordsorexpressionsinthetextsothateachofthesentencesmakessense.Thenewcompanywassetuplastmonthandhassomeproblemsanddifficulties,sowecansaythecompanyisexperiencing________.(growingpains)2Doctor,mysonfeelspainsinhisarmsandlegsatnight.What’swrongItreallydoesn’tmatter.That’s________andwillsoonpass.(growingpains)3.Hisstrangequestionmadehisfriendsfeelsurprised;thatmeanshisstrangequestion______hisfriends.(surprised)surprise—n./vt.surprised—adj.surprising—adj.surprisingly—adv.MydadboughtmeaniPodonmybirthday,whichisagreat____tome.(surprise)What_____memostwasthatflowersthereweresocheap.(surprised)Hehada_____lookonhisfaceatthenewsthatshemarriedJohn.(surprised)Howwastheexam_____easy.(surprisingly)Thesportsmeet_________totakeplacelastweekend.Butwehadtocancelitbecauseitwasrainingheavily.(wassupposed)WangBinghadhishairdyedandhisredhairupsethisparents.Theysayasastudentheshouldnotdyehishair,thatis,he_________dyehishair.(isnotsupposedto)6.Themorningassemblytakesplaceontheplaygroundat7:30oneveryMonday.Soteachersandstudents_______bethereby7:25.(aresupposedto).Smithisamotherofthreeandknowsalotaboutlookingafterbabies.Youcanaskherwhatto______anewbornbabyifyouhavenoidea.(dowith)Timdidagoodjobatschoolandhehopedthathisparentswouldpraisehim.He____apraise_____hisparents.(expect…from)9.Themotherneverpraisesherdaughterunlessshegetsthefirstintest.Sheistoostrictwithhim,thatis,sheis______him.(hardon)thoughthisparents_______himbecausetheyshoutedathimbeforehecouldexplain.(hardon)11.TheChineseWomen’sVolleyballteamwonthechampionshipinthe28thOlympicGames.Theyworkedveryhardandthey_____win.(deservedto)12.Thatboyspendslittletimeonlessonsandseldomlistensinclass.Hefailedintheexams.He_____fail.(deservedto)13.Itissohot.I_____abigicedcola.WhataboutyouMineralwater,please.(feellike)IV.Assignments:FinishA1&A2onpage86.FinishD1onpage89.MakesureSsreadthetextcarefullyandreviewwhatthey’velearnedbeforedoingexx.****Period4Reading3(Consolidationofwords)Teachingobjectives:ToconsolidatetheuseofwordsandexpressionsthroughTeachingprocedures:I.CheckingoutA1&A2onpage86:CheckingoutD1onpage89:Assignments:Memorizethenewwordsinthetextandgetreadyforadictationtomorrow.3.Readtheplayagainandthinkaboutthequestion:IstheplaywritteninBritishEnglishorAmericanEnglishHowdoyouknow*****Period5WordPower1Teachingobjectives:ToidentifythedifferencebetweenAmericanEnglishandBritishEnglishTodeveloptheabilityofunderstandingwordsincontextTeachingprocedures:Lead-in:Dictationofwordsinthetext:(Askastudenttowriteontheblackboard.)vacationsoccertrashcangarbagelivingroombehavioradultdecisionexplaindeserveWordPowerfocusingonthedifferencesbetweenAmericanEnglish&BritishEnglishbycheckingoutthedictationontheblackboard:AmericanEnglishBritishEnglishvacationholidaysoccerfootballtrashcandustbingarbagerubbishlivingroomsittingroombehaviorbehaviour*AskSs“InwhichaspectsdoesAmericanEnglishdifferfromBritishEnglishfromtheexamplesabove”(invocabularyandspelling)*AskSs“DoesAmericanEnglishdifferfromBritishEnglishinotheraspects,likepronunciationandgrammarEncouragethemtodemonstratesomeexamples.DifferencesExamplespronunciationgrammarspellingvocabulary*AskSstousetheinformationonpage26andpracticethedialogueonpage26.*AskSstodiscussthefollowingquestions:TheaccentsinAmericanEnglishandBritishEnglisharepartlydifferent.WhichdoyoupreferDoyouthinkithelpfultoknowaboutthesedifferencesUnderstandingwordsincontext:*LettingSsread“A”onpage90sothattheycanlearnmoreaboutthistopic.*Checkingoutthecomprehensionquestions*UnderstandingsomenewwordsfromthecontextofthepassageHewasthemajorreasonfortheprogram’shugesuccess.major—verylargeorimportantMikekeptmakingtroublebutwasalwayscharming.charming—verypleasingorattractiveFromthefirstfewepisodesof“GrowingPains”Mikewasalwaysgettingintotrouble.episode—partofaTVorradioprograminwhichthesamestoryiscontinuedThesestoriesaregoodexamplesofthetwosidesofMike’snature.nature—qualitiesthatmakesomeoneaparticulartypeofpersonHewasnaughtybutalsoacaringandwarmperson.naughty—(usedbyadultstalkingaboutchildren)bad,causingtroublecaring—thinkingaboutwhatotherpeopleneedorwantandtryingtohelpthemAssignments:Forbonus:FindtwomoreexamplesshowingthedifferencebetweenAmericanEnglishandBritishEnglishandtellyourteacherassoonaspossible.ThefirstonewillgetaBONUS.Do“B”onpage91.*Period6WordPower2(Colloquialismsfocus)Teachingobjectives:TolearnaboutsomecolloquialismsandtheiroriginsTeachingprocedures:I.HWcheckingout:1.CollectingexamplesofAmericanEnglishandBritishEnglish2.Checkingout“B”onpage90II.ColloquialismsWhatisacolloquialismHowisitusedPresentingsentenceswithcolloquialisms:Iknowyouarebusy,butcouldyoujustlendmeanearforaminuteMeaning:tolistenandpayattentiontoOrigin:InWilliamShakespeare’stime,around1600,itwasacommonwayofaskingthatyoulistentoapersonspeaking.Shakespeareusedthisexpressioninhisplay“JuliusCaesar”.Ifwedon’twinthisbasketballgamebyatleasttwentypoints,Iwilleatmyhat.Meaning:asayingusedwhenyouare100percentcertainthatsomethingwillhappenOrigin:Manygreatwriters,includingCharlesDickens,havethisexpression.AskSstofocusonPartAandhavethemfinishthisexerciseindividually.Originsofsomecolloquialisms:awetblanketmeaning:apersonwhospoilsotherpeople’sfunbybeingboringorigin:Thisisanearly19th-centuryexpression.NativeAmericansandothersoftenputouttheircampfireswithblanketstheyhaddippedinthenearestriver.Iffirerepresentsexcitementandjoy,thenthewetblanketthatputsoutthefirestandsforapersonwhoalwaysexpectsbadthingswillhappen.allearsmeaning:eagertolisten;listeningattentivelyorigin:Thisexpressionisthreecenturiesold.Theearistheorganbywhichapersonhears.So,ifwesayyouareallears,itmeansthatatthatmomentyou’recarefullylisteningtowhateverisbeingsaid.Itisasifnootherorgansofyourbodymatteredexceptyourears.pullmylegmeaning:tofoolsomeone;tojokewithsomeoneorigin:Bythelate1800speoplesometimestrippedotherpeoplebycatchingtheirlegswithacaneorrunningastringacrossthesidewalk.Sometimesitwasjustforfun;atothertimesrobbersdidittostealfromthevictimafterheorshehadfallen.AskSstodoPartBonpage27.Inthispart,Ssareencouragedtodiscusswitheachotherfirst.Askthemtousedictionariesifnecessary.III.Assignments:Workoutthemeaningsofthefollowingcolloquialisms:MyparentsandIdon’talwaysseeeyetoeyeaboutschoolissues.I’vegotamajortesttomorrow,soIbetterhitthebooks.Lisawaswalkingoneggswhenshewasreturningthenecklaceshehadborrowedwithoutasking.ReviewtheattributiveclauselearntinUnit1.Readtheplayagainandpickoutsentencescontainingattributiveclauses.*Period7GrammarandUsageTeachingobjectives:*Tolearnhowtouseapreposition+which/whomtobeginanattributiveclauseandhowtouserelativeadverbsinattributiveclausesTeachingprocedures:HWcheckingout:understandingsomecolloquialismsII.GrammarandUsage:LetSsreadPoint1-4onpage28toknowwhentouseapreposition+which/whomtobeginanattributiveclause.Teachergivesdetailedexplanationsifnecessary.AskSstodo“A”&“B”onpage29.LetSsreadPoint5onpage28toknowhowtousetheattributiveclausetomodifytheantecedentway.MorepracticeshouldbeprovidedtoSs.ThepenwithwhichIwritemyhomeworkeverydayisbroken,soI’llhavetobuyanewone.CanyoupleasegivemeapieceofpaperonwhichIcanwriteanotetoMissLiuDoyouknowthewomanwithwhom/towhom/aboutwhomourteacheristalkingThemanfromwhom/forwhomIboughttheoldpictureisovereighty.Theway(inwhich/that)shesangsurprisedallthejudges.****DoyoustillrememberthedayonwhichwefirstmeteachotherYesterdaywevisitedafactoryinwhichtoysaremade.Shedidn’ttellusthereasonforwhichshegaveupherjob.relativeadverbs:when,whereandwhyDoyoustillrememberthedayonwhich/whenwefirstmeteachotherYesterdaywevisitedafactoryinwhich/wheretoysaremade.Shedidn’ttellusthereasonforwhich/whyshegaveupherjob.letSsreadinstructionsonpage30practiceonpage31III.Assignments:1.DoC1onpage88(WB)**Period8ConsolidationofgrammarTeachingobjectives:TohavemorepracticeontheusageofattributiveclausesTeachingprocedures:ConsolidationofGrammar:HWcheckingout—C1Additionalpractice—thispartfocusesonsituationsinwhichrelativepronouncesandrelativeadverbsareusedTellSsthatwhen,whereorwhycan’tbeusedtointroduceanattributiveclauseiftheantecedentisusedasthesubjectorobjectintheclausethoughtheyrefertoatimeoraplaceorareason.Examplesareasfollows:ShanghaiisthefirstcitythatEricvisitedinChina.Thecitythat/whichgivesEricadeepimpressioninChinaisShanghai.ShanghaiisthecitywhereEric’sgrandfatherusedtowork.Hewillalwaysrememberthedaysthat/whichhespentinAmerica.HewillalwaysrememberthedayswhenhestudiedinAmerica.Nooneknowsthereasonwhyhechangedhismind.Thereasonthat/whichhegaveusisnotgoodenough.DoC2onpage88.AskSstodothisexerciseindividuallyandcheckoutinclass.Assignments:Readthediaryentriesonpage34andunderlinethemainpointofeachentryandcirclethewordswhichtellyouthemoodofthewriter.(MakesureSsreadtheguidelinesonpage34beforereadingthedairyentries.)Period9Taskpresentingadialogue(1)Teachingobjectives:TounderstandhowaspeakerisfeelingbyidentifyingdifferenttonesTodeveloplisteningabilitythrougharadiotalkshowTodeveloptheskillofreadingforgistthroughdiaryentriesandathank-youletterTolearnhowtowriteadialogueTeachingprocedures:HWcheckingout:AskSstocheckwiththeirpartneraboutthemainpointandwordsshowingthewriter’smood.InvitesomeSstotelltheclassthemainpointoftheentry.Step1:listeningtoaradiophone-inprogramme1.Lead-in:TellSsthattonescantellhowaspeakerisfeelingjustaswordscantellusthemoodofawriter.2.UnderstandingtonesinspokenEnglishAskSstoreadtheguidelinesinSkillsbuilding1onpage32beforelisteningtothefiveversionsofthesamesentenceindifferenttones.Theywillseethattherearefourmainpointstodeterminehowthespeakerisfeeling.Writedownthefourpointsontheblackboard:thevolumethetonesstressedwordsthepauseHaveSslistentotheexamplesentenceinfivedifferenttonesonebyone.Aftertheylistentooneofthem,askthemtotellwhattheythinkaboutthespeaker’semotion.Isshehappy,orangryIssheinhighspiritsorinlowspiritsThenletthemreadtheexplanationforeachsentence.HaveSsreadthesentence“Hewillcomeheretomorrow”indifferentemotions.Askthem:Ifsomeoneishappyabouthiscoming,howwillhesayitIfsomeonedoesn’twanthimtocome,howwillhesayitIfsomeoneisexcitedabouthiscoming,howwillhesayitIfsomeoneisfrustratedorquestioning,howwillhesayitLetSslistentothetapeandfinishPartAonpage32.AskSstolistentothetapeandfinishPartB.Thenletthemlistentothefivesentencesagainandaskthemtotellwhichwordisemphasizedandwhattonesareusedfordifferentemotions.3.Listeningtoaradiophone-inprogramme:1)AskSstolistentoaradiophone-inprogrammeandwritethenamesofthecallersinthespacebelow.2)AskSstosaysomethingaboutthepictures.Picture1:WhatdidJanecallaboutlastweekWhydidJanecallthistimePicture2:WhatproblemdoesChristinahavewithhermumWhatdoesthehostadvisehertodoPicture3:WhatproblemdoesShirleyhaveWhatisshesupposedtodoaccordingtothehostPicture4:WhatdoesRichard’sfatherwanthimtodoWhatdoesRichardwanttobewhenhegrowsupWhatadvicedoesthehostgiveRichardPicture5:WhatmakesPatrickfeellonelyWhatadvicedoesPatrickgetfromthehostPicture6:WhydoesWilliam’sfatherwanthimtogooutWhatisWilliamsupposedtodoStep2:readingathank-youletterInthispart,SsareaskedtoreadtheletterandthesentencesbelowdecideifthesentencesaretrueorfalseAssignments:Readtheguidelinesabouthowtowriteadialogueonpage36anddiscussPartAonpage36withyourpartner.****Period10TaskPresentingadialogue(2)Teachingobjectives:TodevelopwritingandspeakingabilitiesbypresentingadialogueTolearntoworkwithothersTeachingprocedures:Presentingadialogue:1.skillsbuilding:writingadialogue1)Pointsaboutwritingadialogue:InthispartSsareaskedtoreadtheguidelinesonpage36Don’tincludewordslike“Umm”or“Hmm”inadialogue.Don’trepeatwordsthathavejustbeensaid.Usethewordsthecharacterssaytoshowtheirfeelingsandmoods.2).AskSstopointoutwhatiswrongwiththeunderlinedsentencesaftertheydiscusswiththeirpartners2.Presentingadialogueingroups:LetSsr