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【原创】Module 1 Unit 2 Growing Pains(教案全)  

2011-12-22 14:25:17|  分类: 课件教案 |  标签: |举报 |字号 订阅

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   Period one Welcome to the Unit

The general idea of this period:

  Four pictures are designed to point out the theme of this unit, growing pains. The questions for discussion can improve students’ speaking ability and can arouse students’ interests for speaking and discussing.

Teaching aims:

1.      Let the students get familiar with the topic of growing pains. As the topic is quite common to them.

2.      Encourage them to practice their spoken English by talking about their own experience or combining what they have seen and heard in the daily life.

 Teaching important and difficult points:

1.  Activate students’ imagination.

2.      Relate the information given in the book to the students’ own experience and let them express their opinions fully and freely.

 Teaching methods:

1.      Individual work or group work to make every student speak English and think in English.

2.      Teacher-students exchanging methods by interviewing

 Teaching procedures:

 Step One: Lead-in

Teacher may use the following questions to activate student’s interest in the problems between parents and teenagers.

 Questions:

Do you love your parents?

  Do you like to stay with your parents at home?

Do you sometimes quarrel with your parents?

  Why do you quarrel with them?

  Students: I love my parents, but sometimes I don’t want to stay with them because they don’t understand me. They force me to do things I don’t like or I’m not interested in. So if we stay with them, we sometimes have a quarrel with them…

  Teacher: So it seems there are many different problems between two generations. Maybe most of you have some trouble in communicating with your parents.

Could you tell me what kind of problem you have with your parents?

Encourage the ss to talk freely by using the following useful words or phrases.

misunderstanding… distrust problems   interference    force to you to do something…

 T: It’s true that some teenagers and their parents can’t understand each other sometimes. Many teenagers experience growing pains when growing up and couldn’t find a way to solve it.

 Step Two: Presentation

  1. Picture talking and describing

Guide the ss to read the instruction and the pictures on the book.

Ask the Ss whether they are familiar with the situation in the             pictures and make them describe the pictures with their own words.

 Teacher can give example first.

3.      Summary of the topics

Encourage ss to use their imagination and any descriptions are acceptable.

 Step Three: Discussion

Ask ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, teacher may ask the ss how they think about the experience now. After talking about the questions, guide the ss to think about the problem of generation gap and discuss how to overcome the problems.

Use the following questions:

Do you think there is a generation gap between you and your parents?

Does the generation gap really exit?

After leaving home, how do you think of the relationship between you? How to deal with the problem?

When you have a problem with them and want to talk to someone, who do you choose to talk to?

Let the ss conduct a feedback activity.

 Step Four: Summary

Make a conclusion: Growing pains can be very painful if we do nothing to understand others and make others understand us. Try to let your parents know how you feel and care your parents’ feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents’ love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents.

       Step Five: Homework
  Ask students to write one of their experiences, enjoyable or painful, on their exercise books.

  Period 2 Home Alone

The analysis of this part:

  In this period a play named Home alone is shown, which describes a big fight in an American family. Through reading this play, the Ss can know more about the causes of growing pains and they also can learn some important language points. Following this play, there are six exercises. By doing there exercises, the Ss can understand the play better, consolidate the language points and know how to face the growing pains.

Teaching aims:

 1.The Reading strategy of this part teaches Ss some characteristics of a play and the basic skills of how to read a play.

 2. Enable Ss to master some important language points.

 3. Make sure the Ss can deal with the problems that happen in their family correctly and peacefully.

Teaching important and difficult points:

1.      Help the Ss understand the text better.

2.      How to improve Ss reading ability.

Teaching methods:

1.      Ask Ss to do fast-reading to get general idea of the play.

2.      Ask them to do careful-reading to understand detailed information.

3.      Pair or group work to participate in class.

Teaching procedures:

Step one: Lead-in

 T: first please look at these pictures, what are the feelings of kids who are left home alone?

Well, “Growing Pains” was a very popular TV show during the 1960s & 1970s. The teacher has to make sure Ss know about it by introducing parts of the famous TV show.

  Last period, we talked about parent-child relationship. And we know problems can happen when families don’t discuss how they really feel. This class we’re going to learn a play about the big fight an American family had, whose name is Home Alone.

?         Nowadays, Parents are usually working outside and they have to leave their son alone at home.

1. Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet?

2. If no, can you imagine what might happen if you were left alone?

3. Could you handle all the responsibility and keep everything clean and safe?

Step Two: Fast-reading

1.      Ask Ss to read the play quickly and find answers to Part A.

2.      Check them together.

 Step Three: Careful reading

1.      Ask Ss to read the play a second time and tell them to pay attention that the play has two acts, each with different themes, encouraging them to read it out loud.

2.      Finish Part C1-C2

3.      Check answers together.

Step Four: Reading strategy

1.      Ask Ss to discuss, read the reading strategy on page 23 and know how to read a play.

2.      Practise reading the play.

3.      To find more sentences said by each character of the play

4.      Then finish Part D1-D2-E

Step Five: Language focus

  After knowing the general idea of the text, then deal with some language points to make sure Ss can understand the text in details.

1.      be angry with sb.   anger

2.      happen to do sth.   Sth happen to sb.

3.      be on vacation/ holiday

4.      than expected

5.      can’t wait to do sth.

6.      surprise –surprised--surprising

to one’s surprise= to the surprise of sb.

      follow—following

7.      be surpposed to / be expected/ required to

8.      bend—bent—bent

9.      be to do..

10.  be gone /be lost/ missing

11.  do with (what )

deal with(How)

12.  explain—explanation

explain sth. to sb.   explain to sb. sth.

explain to sb. that…. 

13.  in a mess

14.  With + O. + O.C. (Prep. Adv. Adj. v-ing, P.P/n. to do )

15.  leave

16.  in charge of

17.  reason for/why

18.  go unpunished

19.  we thought…..

20.  teenager /teen     in one’s teens

teenage adj.   ~ problems/ children

21.  fault/mistake

22.  go out

23.  have sth. Done

24.  scene

25.  no   more   not any more

no longer     not any longer    

26.  deserve

27.  be hard on

28.  now that

29.  be rude to

30.  feel like + n./ pron. /v-ing/ that…

31.  we didn’t think…否定迁移

32.  should have done

      Step Six  Practice
       I. 单词拼写:根据句意及汉语提示或首字母,写出各句中所缺单词的正确形式。
       1. No one goes to the school during the v_____.

2. You’re in a nice m____ now because you’ve been caught stealing.

3. The hotel c____ me $50 for a room for the night the other day.

4. I don’t mean to praise myself because I have my f_____.

5. His feet left dirty m____ all over the floor.

6. I was very u____ to see how hurt she was.

7. The first s____ in the second act contains a very long speech.

8. How many points did he s____ in that basketball game?

9. The book’s title sounded s____ but it was really a serious study.

10. I paid him $ 60 for the painting but its real v____ must be about $ 600.

11. He was nearly driven m____ by the terrible noise near the airport.

12. We got into an a_____ about whether to go by sea or by air.

13. A s____ person puts his own interests first.

14. Martin won a prize for good ______(行为) at school.

Key:  1. vacation  2. mess  3. charged  4. faults  5. marks     6. upset  7. scene

8. score     9. silly  10. value   11. mad  12. argument 13. selfish  14. behavior

Step Seven Consolidation 

Ask Ss to finish part E.

Language practice

Translate the following sentence by using what you have learnt in the text.

1. 这些计划预计很快将被实施。(expect)

2.一群学生跟在老虎四身后进来了。 (follow)

3.人们指望他当一名科学家, 他却选择当了医生。 (be supposed to)

4.中国人用洋油的日子一去不复返了。(gone)

5.这些货物不能不包装。(go)

6.你最好请医生给你女儿检查一下。 (have sb. done)

7.这问题值得进一步讨论。(deserve)

8.既然你长大了, 你必须停止这样幼稚的行为。 (now that)

9.你考试失败了。 你本应该努力学习的。should have done)

10.不要对孩子太苛刻。(hard)

 Suggested answers:

  1. These plans are expected to be put into practice soon.

  2. A group of Ss came in following the teacher.

  3. He was supposed to become a scientist but he chose t be a doctor.

  4. Gone are the days when the Chinese people used foreign oil.

  5. These goods can’t go unpacked. (go without being packed.)

  6. You’d better have your daughter examined.

  7. This question deserve a further discussion= deserves to be discussed further.

  8. Now that you are grown up, you must stop this childish behavior.

  9. You failed in the exam. You should have studied hard.

  10. Don’t be too hard on children.

Step Eight: Homework

Go over what they have learnt in class.

Preview Word part.

Period 3 Language points

Teaching aims:

1.       Ask students to act out this play in pairs or groups.

2.       To know more about the play named Home Alone.

3.       To master some important words and expressions in the welcome to the unit and the reading part

Teaching procedures:

Step one: Review

 Ask students to act out the play.

Step Two: Language points

Page21. (Language points in welcome to the unit)

1.       ①turn up  把(收音机,电视机,煤气)开大点,.. /turn down

  eg. Turn up the radio so that we can hear it clearly.

②turn up 出席,出现,来 = appear

   eg. I was expecting him at ten, but he didn’t turn up.

      He didn’t turn up at the meeting.

 

2.       by  prep. ① 不迟于, 到 …当时 = not later than ; when the time comes

Can you finish the task by tomorrow?

By the time you get to NanJing, it will be dark.

         ②按…作方式状语,在表示单位的名词前加定冠词

 Teachers get paid by the month, while these workers are paid by the hour.

 They sell the eggs by the dozen. He sells cloth by the yard.

3.       waste ① U/n 浪费,废物,废料

eg. Where is too much waste, it will do harm to us and the things around.

   It’s a waster of time and energy to argue with him about this matter.

② vt 浪费

eg. The boy wasted lots of time playing computer games.

      ③adj, 未利用的,废弃的

eg. Waste paper  waste land  waste gas  waste water

4.       force  sb. to do sth.

①     vt. eg.  They were forced to put off the sports meet .

②     “迫使..进入某种状态”   force + prep phrase/ adv

eg. The police forced the thief into the car.

They forced the plan down.

 

③     C/n 力量,气力,心智的力量

U/n 引起重大改变的人或物,有组织的武装团体

Eg. They took the child away by force.

   The armed forces of a country are the Army, Navy and Air Force.

 5.  动词不定式做定语或状语, 后接相应的介词,如果是及物动词则不需要。

①     做定语

eg. They have many problems to deal with.

   We must find a place to stay at.

   What a large house we can live in!

    I have many clothes to wash.

②     做状语

eg. He is nice to get along with.

   This problem is heard to deal with.

    This text is easy to understand.

The job is difficult to do.

 Page 22.  (Language points in reading part.)

5.       expect

①     than /expect

eg. You arrived earlier than I had expected.

   You did better in the exam than (you had been) expected       

②     vt. Expect sth or expect to do sth

eg. They expected to finish the work by Friday.

   They expected too much of their son.

  他们对儿子的期望过高。

③     expect  复合结构

eg. They expected there to be some chances.

  他们期望有些机会。

   We can’t expect one to change the habit of a lifetime in a short time.

   我们不能期望一个人短时间内就能改变他一辈子养成的习惯。

④     expect(侧重思想感情上的等待) / wait(侧重行动上的等待)

eg. ---why didn’t you come yesterday? We all expected you.

   I’ll wait for you at the entrance to the cinema.

1.       can’t wait t do sth。 迫不及待做某事。。迫切地做某事。。

be eager to do sth.  渴望做某事

be anxious to do sth ..急切地做某事

long to do sth.    渴望做某事

desire to do sth.    希望做某事

look forward to doing sth.  盼望做某事

2.       surprise  vt./ n -------adj.  surprised / surprising

eg.  to one’s surprise = to the surprise of sb.

    what a big surprise it is to hear the good news!

eg.  What you said surprised me.

What surprised me most was the use they made of the modern techniques so widely in such a small town.

3.       follow

followed by(被动结构)  做定语, 做宾补,做状语

eg. There is a sudden burst of light followed by a loud nose.

   We found him followed by a spy.

   The teacher came in, followed by a group of students.

 Following  (主动结构)

eg. There is a loud noise following a sudden burst of light.

  We found s spy following him.

  A group of students came in following the teacher

Following  adj.

The following day, week, year, ………

4.       be supposed to (主语)

①被要求….被渴望干某事…应该干某事

eg. You are supposed to hand in your homework tomorrow.

The young man was supposed to become a doctor but he chose to be a teacher. (指望)

②以suppose 开头的句子,表示建议, “怎么样?”

 eg. Suppose we hold an English evening.

③supposing=if 倘若,假使,可引导条件状语从句

      eg. Supposing it rains, what will you do ?

         Supposing he comes late, shall we go without him?

5.       bend----bent----bent

①eg. The stream bends to the west.

这条小河折向西流。

②eg. She bent (over) to pick up a book from the floor.

她弯腰从地板上捡起一本书。

③ eg. She bent to her task.

她专心于她的工作 

④专心于

He bent his mind to the job.

他专心于他的工作。

He bent his mind to the research project.

他全力以赴地做这研究课题。

6.   be gone丢了,不见了 be lost / be missing 表示动作已发生,表状态,但不表示被动.

①走了,不在了

He was gone.

How long will you be gone?

你会离开多久?

②丢了,没有了,一去不复返了

Suddenly she found her necklace gone.

Gone are the days when women were looked down upon.

The have found the lost/missing children.

7.    explain-----explanation

explain sth.  to  sb.   explain to sb. sth.

explain that…..

Can you explain to me why you were late?

你能解释一下你为什么迟到吗?

8     in a mess

混乱;杂乱;肮脏

Your room is in a mess. Please tidy it.

你的房间杂乱不堪,请把它打扫干净。

Your books and magazines are almost in a mess; go and put them in order.

"你的书和杂志简直是乱七八糟,去把它们整理一下。"

9.   with +o(宾语)+ oc (宾语补足语)

a.     with+o.+ prep.

Eg. The teacher came into the classroom with a book in his hand.

We human beings could not survive without all the plants and animals around us.

b.     With+o.+ adv.

     Eg. The family went out for a walk with the lights on.

c.     With +o + adj.

Eg. It is bad manners to talk with your mouth full.

  满口食物和人交谈是不礼貌的.

   He often sleeps with the door open/closed.

d.   With +o + v-ing

Eg. With so many people communicating in English every day, it will become more and more important to have a good knowledge of English.

有这么多的人每天用英语交流,精通英语将变得越来越重要.

In parts of Asia, you must not sit with your feet pointing at another person.

在亚洲某些地方,你不可以坐着把脚翘起指着别人.

e.       With +o + p.p

The murder was brought in, with his hands tied behind his back.

All the afternoon, he worked with the door locked.

整个下午,他都锁着门工作.

f.        With +o + to do

      With two exams to worry about, I have to work really hard this weekend.

由于有两门考试担心通不过,这个周末我得真的用功了.

      With too much work to do, the mother has no time to take care of her son.

g.       With +o + noun.

        LuXun fought against the enemy with a pen his only weapon.

鲁迅用他唯一的武器-笔 同敌人作斗争.

He dug a deep hole with a spade /speid/ his tool.

他用铁铲挖了一个深坑.

10.     garbage  U/n    trash   rubbish   .

垃圾, 废物

11.     leave  vt  使…处于某种状态,听任…

leave + o + oc. (adj. /prep, / v-ing / n. /p.p ..)

  Leave alone 在用作“防止干搅或干扰”这一意义时,可以替代 let alone 。

Leave him alone and he will produce.

别打扰他,他会写出来的。

Left alone, he was quite productive.

别打搅他,他相当有创作才能。

 Eg. Leave the door open, please.

    Don’t leave him waiting outside in the rain.

12.   ① in charge of …. 负责

     in the charge of ….由..负责 in one’s charge…

take charge of 负责

eg. ---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.

②Charge:索价,要价:要(定量的钱)作为收费:

The barber charges ten dollars for a haircut.

理一次发要价十美元

How much do you charge for your mushrooms?

你的蘑菇要什么价钱?

③(常与with连用)责令;公开指责;控诉

He was charged with stealing a car.

他被指控偷了一辆汽车。

13.    adult C/n   ① 成年人  an adult 

The adults teach them these skills.大人们教他们这些技术

②adj.成年的;已成人的adult education成人教育

14.  teenager n -----teenage adj.  青少年的  teenaged adj. 十几岁的

teen—in one’s teens

 teenage problems, children

15.    fault/mistake

①emphasize the responsibility for a mistake  过错,过失

I don’t know whose fault it is.

find fault with sb. /sth. 挑毛病, 找岔

   We found fault with his speech.

挑他演讲的错

   ② C/n. 缺点,故障

   I like him despite his faults.

   There is a fault in the electrical system.

16.  scene / scenery

    ①(戏剧)场景,布景

This play is divided into three acts, and each act has three scenes.

这个剧分为三幕,每一幕有三个场景。

②景色,风景

The scene is a perfect dream when you see the sun rising slowly in the east.

"观看太阳从东方慢慢升起,这种景色确实太美了。

③现场,出事地点

the scene of the crime.犯罪现场

   scenery  自然景物,天然风光 风景:尤指乡村中的自然景色:

enjoying the varied mountain scenery.

欣赏不同的山景

The scenery in the mountains is very beautiful.

山里的景色非常美。

17.    deserve.

①vt.应受, 值得v.应受 +n. /pron. / to do…

deserved, deserving

(常与to 连用)值得;应受;应该得到

These people deserve our help.

这些人值得我们帮助。

The question deserves a further discussion/ to be discussed further.

     She deserves a reward for her efforts.

②应受到(惩罚)的

 The murder deserved to be sent to prison.

adj.(与of连用)值得的,该得的

a deserving cause

 She is deserving of sympathy.她值得同情.

18.  be hard on =be severe

be strict with sb. / in sth.

19.   now that

eg. Now that you have known the matter, I think it unnecessary to discuss it again.

20.   be rude to sb.

21.   feel like + n/pron/v-ing/ that…

eg. I feel like a cup of coffee.

   I feel like going out for a walk now.

      I feel like that we should help him out.

Step Three.  Practice and consolidation.

Period 4 Word Power

Teaching aims:

1. Make sure students can identify the difference between American English and British English.

2. Enable students to identify and learn about the different expressions.

3. To develop the ability of understanding words in context.

4. Make sure students expand their prior knowledge and apply it practically.

Important and difficult points:

1. Make students know some differences between American English and British English?

2. Make students know the meaning of some more colloquialisms and their usage.

Teaching methods:

1.      Individual work

2.      Pair or group discussion

3.      Comparisons   

Teaching procedures:

Step 1.Lead-in:

Talk about the differences and answer questions:

1.Do you think there are some differences between American English and British English?

2.If there are some, in which aspects 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?

 

Differences

 

Pronunciation

 

Spelling

 

Grammar

 

Vocabulary

 

 

British English

 

Dance/ dα:ns/

Not/ nCt/

Either/ aIthe/

neither

Colour travelled

programme

favour

centre

Have got ..

 

 

Holiday post

staircase

petrol

luggage

American english

 

Dance/ d?ns/

Not/nat/

Either/neither

/ I:the/

Color   traveled

program

favor

center

Have…

 

vacation

stairway

mail gas

baggage

 

Step 2.Dialogue reading and making comparisons

Let students read the dialogue and find out “ Is it in American English or British English?”

 Sam 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. Vocabulary learning

1. Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.

2. If possible, invite some students to summarize the differences between American English and British English.

Step4. Colloquialisms

I. Lead –in

Read 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.

lend me an ear

: to listen and pay attention to(倾听:注意;仔细地听)

eat my hat: You are 100 percent certain that something will happen.

eat (one's) words: to retract something that one has said.

(食言:对自己说的话又反悔)

as cool as a cucumber: very calm and controlled in difficult situations. (像黄瓜一样凉爽)

(就是当一个人碰到困难和麻烦时很冷静、很放松。这是美国人经常用的一个习惯用语。)

as stubborn as a mule: refusing to change one’s opinion(倔得像头骡子)

green hand : one who is new in a certain field (生手, 没有经验的人)

as quiet as a mouse : making very little noise(非常安静, 不声不响)

II. Vocabulary extension      

i. Get students to do part A and Part B in class and check the answers together

ii. Check answers

A). a piece of cake: very easy (小菜一碟,容易的事)

a wet blanket: boring or afraid to have fun (扫兴的人或物)

be all ears: listening carefully(全神贯注地倾听)

pull my leg: joke with someone (愚弄某人)

B). 1.green fingers(绿手指,园艺能手):She is good at gardening

2. the top dog(重要的人):an important person in an organization

3. give her the cold shoulder: be not friendly to her

4.rain cats and dogs(下倾盆大雨):  raining heavily.

5. not my cup of tea: not really to my taste

Add:

1. It's really simple. / It's very easy. 很简单。

2. It's a piece of cake. 小事一桩。

3. It's easy as pie. / It's easy as ABC. 真是易如反掌。

4. It's no big deal! 没什么大不了的!(很简单)

5. It's a no-brainer! 这很简单,不用花什么脑筋的!

6. I can do it with my eyes closed! 我眼睛闭起来都能做!

7. That's no sweat at all! 那一点都不难!

8. Nothing to it! 没什么难的!

9. It's a joke. Anyone can do it. 这很简单。谁都可以做。

10. It's a cinch! (容易做的事情) 简单的很!

green hand n. 生手, 没有经验的人

a molehill: (由鼹鼠打洞扒出的泥土堆成的)鼹鼠丘, 无意义的事, 小困难(或障碍)

make a mountain out of a molehill :to exaggerate a minor problem.

小题大做:夸张一个小困难

III. Exercises
       i. Fill in the blanks by using the following colloquialisms.

lend me an ear      eat my hat           a wet blanket  

pull my leg         green fingers      rain cats and dogs 

green hand          as quiet as a mouse 

1. Kate, don't be_______________ at the party. Let's dance together.

2. Jim, when I explain the language points, you should _________________. 

3. Rob is always late for school. If he can arrive at school on time today, I will_______________.

4. Mum: Oh, you got wet all over .How is it, Daniel?

   Daniel: Mum, don’t you know it ___________________ on my way home?

5. Bob: Hey! Ellen, you got an A for your history exam.

   Ellen: Don’t _____________. Are you serious?

6. Look at Mr. Smith’ garden. He has_____________.

7.  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 _____________.

8. Boys and girls, when you are reading in the reading room, you should remain____________________. Are you clear?

ii. Answers: 1. a wet blanket   2. lend me an ear  3. eat my hat

                   4. rained cats and dogs   5.pull my leg    6.green fingers

                   7.green hand      8.as quite as a mouse

Homework

1. 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.

Period 5 Grammar and usage

The analysis of this part:                                   

  In this period:   The grammar item will still deal with attributive clauses. Ss are first expected to learn about the attributive clauses introduced by a preposition+ which and a preposition+ whom. They will also learn how to use attributive clauses introduced by the relative adverbs when, where and why.

Teaching aims:

 1.Help Ss to know more about attributive clause.

 2. Help Ss learn about the attributive clauses introduced by a preposition+ which and a preposition+ whom and make sure they know in what circumstances these two forms are used.

 3. Help Ss learn how to use attributive clauses introduced by the relative adverbs when, where and why.

Teaching important and difficult points:

1.      Help the Ss understand the attributive clauses introduced by a preposition+ which and a preposition+ whom.

2.      Help Ss to know the difference between these two kinds of attributive clauses.

Teaching methods:

1.      Presentation and team work.

2.      Practice.

3.      Comparison.

Teaching procedures:

  Step one: Presentation

1.Ask Ss to read point 1-5 to know more about attributive clauses.

a)      Ask Ss to read point 1 on pla28 to know when to use a pre+ WHICH/WHOM to begin an attributive clause, let them pint out the antecedents in the two sentences with an attributive clause in each and the function of the antecedent in the attributive clause.

b)      Let Ss go over pint 2 and ask them what the two sentences would be in formal English.

c)      Let Ss go over point 3&4. Ask them to make the four example sentences in different ways.

For example:  Dad is a person to whom I can easily talk.

             Dad is a person I can easily talk to.

d)      Ask Ss to go over pint 5 to know how to use the attributive clause to modify the antecedent way.

2.Ask Ss to look at the screen and know how to use these clauses.

   Step two: Practice

        Ask Ss to finish Part A and B on page 29 and then check answers together.

   Step Three: Tips

介词+关系代词引导的定语从句

     1. 关系代词在定语从句中做介词宾语时,从句常由介词+关系代词引导

      (1) The school (that/which) he once studied in is very famous.

      (2) The school in which he once studied is very famous.

      (3) Tomorrow I will bring here a magazine (that/which) you asked for.

      (4) Tomorrow I will bring here a magazine for which you asked.

      (5) We’ll go to hear the famous singer (whom/that/who) we have often

      talked about.

      (6) We’ll go to hear the famous singer about whom we have often talked.

       注意:1. 含有介词的动词短语一般不拆开使用,如:look for, look after, take care of等

      (1) This is the watch which/that I am looking for.   (T)

      (2) This is the watch for which I am looking.      (F)

      2. 若介词放在关系代词前,关系代词指人时用whom,不可用who或者that;指物时用which,不能用that;关系代词是所有格时用whose

        (1) The man with whom you talked is my friend.   (T)

        (2) The man who/that you talked with is my friend.    (F)

        (3) The plane in which we flew to Canada is very comfortable.   (T)

        (4) The plane in that we flew in to Canada is very comfortable.  (F)

       3. “介词+关系代词”前可有some, any, none, both, all, neither, most, each,

      few等代词或者数词

        (1) He loved his parents deeply, both of whom are very kind to him.

        (2) In the basket there are quite many apples, some of which have gone

      bad.

        (3) There are forty students in our class in all, most of whom are from

      big cities.

 Step four: Consolidation

1.      高考链接 (LOOK at the screen)

2.      More Practice

Step Five: Presentation (2)

  Relative adverbs: When, where and why

1.      Ask Ss to go through four points on page 30 and know in what condition all three relative adverbs can be sued and make them know what other words can be sued to replace when, where and why.

2.      Ask Ss to look at the screen and learn more about this kind of clause.

3.      Ask Ss to finish exercise on page 31.

Step Six: Tips

关系副词引导的定语从句

      1. When指时间,在定语从句中做时间状语

        (1) I still remember the day when I first came to the school.

        (2) The time when we got together finally came.

      2. Where指地点,在定语从句中做地点状语

        (1) Shanghai is the city where I was born.

        (2) The house where I lived ten years ago has been pulled down.

      3. Why指原因,在定语从句中做原因状语

        (1) Please tell me the reason why you missed the plane.

        (2) I don’t know the reason why he looks unhappy today.

       注意:关系副词引导的从句可以由“介词+关系代词”引导的从句替换

      (1) The reason why/ for which he refused the invitation is not clear,

      (2) From the year when/in which he was going to school he began to know

      what he wanted when he grew up.

      (3) Great changes have taken place in the city in which. /where I was

      born.

Step Seven Consolidation

1. 高考链接 (LOOK at the screen)

2. More Practice

 Homework:

       To go over what you have learnt in this period.

  Period 6  Task skills building 1: asking for and giving advice

Teaching aims:

1.      Teach students how to ask for and giving advice

2.      Improve their abilities of listening and speaking

Teaching important points:

Make sure students know how to ask for and give advice

Teaching methods:

1.      Listening-and-answering activities to help students practice asking for and giving advice

2.      Individual, pair or group practice

Teaching procedures:

Step one: Lead-in

Ask the students how to ask for and give advice, then let them focus on the guidewords on page 32. 

Step two: Listening

1.      Ask students to listen to five people asking for advice. Make sure they understand what they are listening and they know what problems the five people are asking for advice.

2.      Ask them to listen again and complete the notes.

3.      Let them discuss whether they have the same problems and how to deal with the problems,

 Step three: Listen to a radio phone-in program

1.      In this program, four teenagers call the host to talk about their problems and ask for advice. Students are asked to write down a proper name below each picture on page 33 according to what they ‘ll learn from the tape.

2.      Listening

3.      Checking answers together.

4.      Picture description. ( form)


Picture No.

Problems

Solutions

Picture one

 

 

Picture two

 

 

Picture three

 

 

Picture four

 

 


      Ask students to describe each picture according to the tape.

Step four: Consolidation

 If possible, ask students to finish listening practice on page 100.

 Homework:

1.      Go over what they have learnt in this period.

2.      Preview Skill building two.

 Period 7 Skill building2: Reading for the main point

Teaching aims:

1. Provide students chances to develop reading skills by reading four diary entries.

2. Help students to use reading skill to identify the main points of the four diary entries and tell some details in the letter asking for advice.

Teaching Important and difficult points:

Reading for the main point

Teaching method:

Reading to get the main points of the reading material

Teaching procedures:

Step One Lead-in 

Get students to read the instructions and know how to read for the main point.

Catch the main point and

l        Focus on descriptive words or expressions

Step 2 Reading
       1. Read the four diary entries and fill in the form.

  Ask students to read four diary entries and underline the main points of each entry and circle the key words that show the mood of the writer. Ask students to finish the task in a group of four and each member of the group is in charge of one diary entry.

Entries

Main points

The first diary entry

Today has been ..

The second diary entry

We had.. I am ..

The third diary entry

Failed, ..don’t ..

The fourth diary entry

All.. for nothing

2.read the diary entries again and answer:

(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?

Step 3 Reading the letter asking for advice
       1. Get students to read the letter from Liu Zhen to an advice column in a magazine and answer the following questions:

(1)   Who wrote this letter?

(2)   To whom is the letter written? Why is the letter written?

(3)   What is the main idea of this letter?

(4)   Which words or expressions are used to make the main point?

2. Ask students to finish answering the questions on page 35.

3. Ask the students to discuss how many parts can this letter divided and point out the main point of each part.

Step Four: Practice
       Finish reading exercises on page 98-99

 2  Read again and decide true or false on page 35. Then check the answers.

Step Six: Discussion

Have you ever had a problem with your parents similar to Liu Zhen’ s son?

If so, who do you solve it?

Homework:

1. Finish the Exx on workbook.

2 Review the words and expressions in this unit.

 Period 8  Skill building 3  planning a letter of reply

Teaching aims: 

1.To develop writing skills by reading the tips.

2.Help students to improve their ability of writing a letter of advice correctly

 3.To understand the main point of the letter.

Teaching Important and difficult points:

Enable students to write a letter of advice in a correct way.

Teaching method:

Practicing to improve students’ writing skill

Teaching procedures:

Step One: Lead-in

T: Whenever we receive a letter asking for advice, it’s important to plan what we’re going to write.

Some suggestions to help you in your planning:

① Find the main points of the letter asking for advice

②Answer each of these points directly

③Do not give advice for points not discusses in the letter

④ Offer comfort and support. Do not find fault with the person you are writing to.

⑤ Use modal verbs such as should or must, phrases such as make sure, or imperative to give your advice.

 Step Two: Reading

1. Read the two letters, and discuss with partners which letter is better and why.                                                                                                             

Step Three: Reading the letter asking for advice

1. Keep the tips in mind when making up and writing a letter of advice to Liu Xiaowei.

2. Get the students to read the letter asking for advice and to get the main point of each paragraph. .

 3. Show the students a example of a letter of advice. Make sure they keep the suggestions in mind. Then ask the students to finish their own letter of advice.

Step Four: Consolidation

  Present their letters to the whole class.  They also can work in pairs to correct the mistakes in each other’s writing.

Homework:

Finish Workbook Writing.         

Period 9 Project  Writing a report on growing pains

The analysis of this part:

 This section is designed to help Ss improve their English through doing a project. The article “ Growing pains” are designed to help the students to know more about the growing pains and it’s normal for teenagers. After they understand the main point of this article, they will be asked to do a report on growing pains.

Teaching aims:

1.      Make sure Ss understand what growing pains are all about.

2.      Improve Ss’ writing ability.

3.      Encourage students to do teamwork and learn to cooperate with each other.

4.      Ask Ss to cooperate with others.

Teaching Important and difficult points:

1.      To know the general idea of the article.

2.      Make sure Ss know how to write a report on growing pains.

Teaching methods:

1.      Get students to know about some useful information about growing pains by reading

2.      Ask students to do teamwork to finish the project.

3.      Let students search some useful information about the project and write down important information.

4.      Encourage students to make group discussion to know how to plan and prepare for a report.

Teaching procedures:

Step one: Presentation

First talk about different kinds of growing pains. Encourage the students to speak out what does growing pains mean to them and how did they figure out the problems.

Step two: Reading

 1.  Let Ss read the article about growing pains. Ask them to find out the answers to the following questions:

   1)How many different kinds of growing pains are mentioned in this article?

      Kinds of growing pains:

        physical changes

        psychological changes

        how to fit in society

2) How many parts can this article be divided into and what is the main point for each part?

Part 1:  paras 1-2 Many teenagers feel lonely and are going through many changes. These changes are part of adolescence.

Part 2: paras 3-5 Physical changes and psychological changes happen inside teenagers. They become confused and want to know how to fit in society.

Part 3: paras 6  Growing pains do not last long.

2. Ask the students sort the experiences they discusses before reading, and decide which is physical and which is psychological.

   3. Explain the language points in the article, especially the words and phrases such as as if, go through, adolescence, misunderstand, along with, in this regard, limit, wisdom, independence, balance, last, challenge.

Step Three: Writing a report on growing pains.

1.      Planning

a)      Ask Ss to work in groups of four.

b)      Ask Ss to discuss the four questions given in this part.

Which kind of growing pain causes teenagers the most anxiety? Why?

Which kind of growing pain is the least understood by teenagers?

Which kind of growing pain most interests your group?

Are there any other things that can be called growing pains?

c)      Ask Ss to decide which kind of growing pain their group wishes to do a report on.

d)      Ask Ss to assign roles to each of them and write their names beside the following jobs.

      Research ___________________

      Write an outline for the report ____________________________

      Write the report_________________________________

      Provide art work for the report ________________________

     2.   Preparing

        a) Those who responsible for doing research to get enough information can look at the resources as follows: 

              Magazines             Experts( health teachers, doctors, etc.)

              Internet sites           Books in the library                                       

        b) The group members will discuss the information found and decide how to write the report and then make a draft of the outlines of the report.

     3. Producing

       a) Ask Ss to write the report by following the outline.

       b) Proofread the draft and write the report, which should be approved by the whole group.

4. Presenting

        a) Choose one member to read the report in front of the class.

        b) Answer the questions the other groups have about their report.

        c) Display their reports on the wall of the classroom.

 Step four Practice writing              

        Ask Ss to finish writing on workbook.

Step five: more practice

       Ask the students to do other exercises on workbook, if time permits, check the answer together in class.

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