牛津译林版高一上册模块1 Unit 2 Growing pains优秀教案
展开Module1 Unit1教学设计
项 目 | 目 标 要 求 | |
话 题 | Growing pains | |
语言知识 | 语音 | Natural and fluent pronunciation and intonation |
词汇 | act, curtain, soccer, frightened, bend, starve, cash, garbage, sink, adult, tolerate, behaviour, teenager, fault, scene, defend, emergency, anyhow, deserve, explanation, clinic, rude, sigh, bicycle, hardworking, handle, error, guidance, insist, café, chat, argument, freedom, worried, harm, foolish, patience, quarrel, selfish, distant, annoyed, forbid(forbade, forbidden), adolescence, misunderstand, normal, confused, physical, psychological, limit, wisdom, independence, balance, challenge | |
can’t wait to do, be supposed to do, be hard on, now that, saty up, mix up, as if, insist on, Internet café, at present, along with | ||
语法 | 1. preposition +which and preposition + whom 2. Usage of relative adverbs of attributive clause: when, where, why | |
功能 | 1. Expressing feelings and emotions 2. Describing interpersonal relationships 3. Learning about some of the differences between American English and British English and some colloquialisms. | |
语言技能 | By the end of the unit, students will be able to | |
听 | Students will be able to listen to a radio talk show. | |
说 | Students will be able to talk about problems common to teenagers. | |
读 | Students will be able to read a play about an American family and an article about growing pains. | |
写 | Students will be able to write a letter of advice and a report on growing pains. | |
情感态度 | Students have a right attitude to the relationships between parents and teenagers in the USA and in China. Students are more active in their life and study. Students learn how to be cooperative as well as competitive with others. | |
学习策略 | Summarize what is in listening and reading; put more effort on the difficulties; cooperate with others; expand knowledge in other ways | |
课时主备教案
课型 Welcome + Wordpower
Learning objectives:
By the end of this period, students will be able to
1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;
2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;
3. be aware of the sense of language by learning some English colloquialisms.
Focus of the lesson:
1. relations between parents and teenagers
2. differences between American English and British English
3. different colloquialisms
Predicted area of difficulties：
1. how to improve the relationships between parents and teenagers if they are not so good;
2. how to use colloquialisms properly.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 |
Warming up PPT1-4 | 1. Daily report: 2.Sharing Ss’ own experiences: (1) Share with us your unpleasant experience with your parents. (2) Who do you choose to talk to when you have a problem? |
|
Extensive Reading PPT5-9 | WB P98 Know more about the American TV series | |
Welcome to the unit PPT 10-13 | Introducing four problems in the four pictures : 1. Have you ever met such problems? 2. How would you settle the problems if you had them? | |
Output of Welcome to the unit PPT14-18 | Present the result of the discussion of each group
| |
Presentation of Word power PPT 19-22 | 1.Group discussion The differences between American English and British English. a. spelling b. vocabulary c. grammar 2. More examples. | |
1. List different expressions of colloquialisms. 2. Try to finish Part B . 3. Offer more examples if they are interested. | ||
Practice | Work in groups and make up different situations where these colloquialisms can be used. | |
Homework PPT 23 | 1. Finish the exercises on P27. 2. Remember the new expressions that you don’t know in the two parts. 3. Prepare for the reading and do preparation exercises on P24. |
课型 Reading（I）
Learning objectives:
By the end of this period, students will be able to
1. know more information about American family life;
2. learn the basic skills of how to read a play and act out the play with the help of a teacher;
3. form a positive attitude towards growing pains.
Focus of the lesson:
1. characteristics of a play;
2. a performance of a play;
Predicted area of difficulties：
How to act in the play?
Learning methods:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 |
Warming up PPT1-3 | 1. Daily report My growing pains 2. Lead-in：a quarrel between parents and teenagers or part of a play “Growing Pains” |
|
Reading strategies
PPT4-5 | 1. Introduce the reading strategies: how to read a play 2. Use the skills to get the main structure of a play: acts, scenes.
| |
Reading PPT6-14 | Use skimming to get the main idea of the play. 4. Class assessment Task-based reading | |
Post-reading
PPT15-16 | Acting in groups: Assign different roles in the play and think of an ending. Then act it out in groups of four or five. When you are wrong, what’s your reaction or response? | |
Homework | 1. Doing exercises on Page 25&94. 2. Read the text again; underline the words, phrases and sentences that you think are important or you don’t understand. |
课型 Reading（II）
Learning objectives:
By the end of this period, students will be able to
1. write out the transformation of the key words and phrases correctly;
2. use the key words properly in relevant tasks;
3. know some words and phrases in a play;
4. raise the awareness of learning new words or phrases in a context.
Focus of the lesson:
1. usage of the key words and expressions;
2. verb tenses in a play and some stage instructions.
Predicted area of difficulties:
1. the usage of the following words and phrases ‘follow’ ‘be supposed to do’ ‘tolerate ‘deserve’ and so on;
2. the proper usage of relative adverbs.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 |
Warming up | 1. Daily report. 2. Brainstorming: If you can choose, who do you want to be, a child or a parent? State your reason. |
|
Introducing the key words | 1.can’t wait to do 2.followed by 3. be supposed to do 4. starve 5. do with 6. mess 7. sink 8. in charge 9. make a decision 10. tolerate 11. shout at 12 fault 13. go out 14. have one’s arms crossed 15. defend 16. be mad at 17. deserve 18. be hard on sb 19. now that 20. be rude to sb 21. feel like 22. punish | |
Practice | Doing the relevant exercise: Blank-filling Multiple choices Dialogue | |
Output | Making up a short passage with the new words. | |
Homework | School assignments | Individual work |
课型 Grammar & Usage
Learning objectives:
By the end of this period, students will be able to
1. better understand the grammatical functions of attributive clauses;
2. use prepositions +which / whom
3. use relative adverbs ‘when’ ‘where’ ‘why’ ;
4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences.
Focus of the lesson:
1. the usage of relative adverbs;
2. the exchange of “prepositions +which” and relative adverbs.
Predicted area of difficulties:
1. the usage of relative adverbs;
2. how to distinguish relative pronouns and relative adverbs.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 | |
Warming up | Daily report |
| |
Lead in
PPT1-3 | Revision of attributive clauses 1. Look for attributive clauses in the play. a. We thought you were the person from whom we could expect good decisions. b. The money with which you were to buy dog food is gone. 2. Fill in the blanks with which, whom, etc | ||
Prep.+ which/whom PPT4-8 | Sum up
| ||
Consolidation PPT9-10 | exercises | ||
Relative adverbs PPT11-13 | Where/when=at/in/on which Why=for which Way：in which/ that/ 不填 | ||
Practice PPT14-19 | Make up as many as possible sentences using attributive clauses. No repeating of the sentences in class. 抽象地点名词用where | ||
Homework | Workbook P88 School assignments | Individual work | |
课型 Task
Learning objectives:
At the end of this lesson, students will be able to:
1. understand the main points and the mood of the writer by reading four diary entries.
2. know how to write a letter for advice and a letter of reply.
3. know a better way to solve the problem between teenagers and parents.
Focus of the lesson:
Reading for key points and main idea.
Predicted learning difficulties:
How to get the key points in a diary
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 | |
Warming up | Daily report |
| |
Lead in PPT1-3 | Get students to read the instructions and know how to read for a gist | ||
Tasks PPT4-12 | Asking for and giving advice Reading diaries and letters for main point Planning a letter of reply | ||
Discussion PPT13 | Giving suggestions | ||
Reading PPT14 | Reading for main ideas of paragraphs. | ||
Language focus PPT15-28 | be nervous about; for nothing; after all; have been doing; insist (on); allow; every time; forbid | ||
Homework | School assignments | Individual work | |
课型 Project
Learning objectives:
By the end of this period, students will be able to:
1. know what are growing pains;
2. identify the three types of changes of growing pains;
3. learn to deal with the changes properly and develop healthily both physically and mentally.
Focus of the lesson:
1. three kinds of changes;
2. proper ways to deal with them;
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE | CONTENT | 二次备课 |
Warming up PPT1-4 | 1. Daily report My growing pains 2. Lead-in：a quarrel between parents and teenagers or part of a play “Growing Pains” |
|
Reading PPT5-9 | 1. Fast reading: (1)when will growing pains occur? (2) 3 kinds of growing pains 2. Structure of the passage 3. Careful reading: Questions and answers | |
Discussion PPT10-11 | Discuss in groups: Suggestions on dealing with growing pains Share the ideas. | |
Post-reading PPT12-14 | Advice from Wang Lu (psychological teacher) A audio clip Advice from the teacher Summary : experiences---memories---enjoyable | |
Homework | 1. Doing exercises in the exercise book 2. Read the text again; underline the words, phrases and sentences that you think are important or you don’t understand. |
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