2019-2020年高中英語 模塊一2單元welcome-word power教案( 牛津版.doc

《2019-2020年高中英語 模塊一2單元welcome-word power教案( 牛津版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語 模塊一2單元welcome-word power教案( 牛津版.doc（10頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語 模塊一2單元wele-word power教案( 牛津版 Teaching objectives: u To introduce and develop the theme of growing pains. u To develop speaking ability by talking about families and problems that happen between teenagers and parents. u To know more about classmates and their families. Important and difficult points: u Get students to understand what growing pains means. u Make students know the relationship between parents and their teenage children in the USA. u Help students to form a positive attitude towards relationships between their parents and them. Teaching procedures: Step 1 lead-in Get the students to read the two passages in the lead-learning paper and have a general idea of “growing pains” KEYS: CBAAD, ABBAC Then ask the students the following questions: What are Growing pains? When do we probably have growing pains? Step 2 Picture discussion Ask Ss to look at the pictures and discuss each picture in groups of four. Picture 1 What does the boy do? What is the mother doing? How is she probably feeling? What feelings may the boy have? Picture 2 What happens to the girl with a bag? What did her parents ask her to do? Can you guess what might have happened to her? What will she do? Picture 3 Why are the boys and girls around the pretty lady? What does the boy want to do? Is he allowed to do so? Why or why not? What feelings may the boy have? Picture 4 What is the boy probably doing? Did the boy do well in his exams? How does his mother feel about the score? What feelings may the boy have? Get several students to talk about the pictures. Step 3 Picture Description Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions. Invite some Ss to report back their descriptions. Step4 Further Discussion Discuss the following questions in groups of four. When you have a problem and want to talk to someone, who do you choose to talk to? Do you think you understand your parents? Tell the students ways to solve generation gap between their parents and them. Do spend some time talking with your parents, and you will find your parents have the same interests as you. When your parents don’t understand you, please try to think from the angles（角度）of your parents. Further discussion: Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem? Consolidation: Generation gaps happen a lot. But sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. Do remember that your parents love you and sooner or later you will bee parent , too. So be kind to your parents and try your best to understand them. Understanding is a bridge over the gap. Homework: 1 Preview the Reading part. 2 Write a short passage about an unpleasant experience with your parents/friends/teachers. Period 2 Reading 1 (prehension focus) Teaching objectives: u To develop students’ ability of reading a play u To know about American family life and problems that happen between American teenagers and their parents u To form a positive attitude towards solving problems between teenagers and parents Important and difficult points: Learn to analyze the emotions of each character from the instructions of the play. Teaching procedures: Step 1 Lead-in: Get students to think about the following questions: Have you ever watched the famous American film “Home alone”? Could you give a brief introduction of the film? If you were left alone, can you imagine what might happen? Step 2 reading Please go through the Reading strategy and tell me how to read a play. (make sure students know how to read a play.) First reading: Get students to read the play and finish Part A individually. Answers 1.Eric,Daniel, Mom and Dad. 2. The room was a mess./ There was trash all over the place. 3. Spot was ill. Second reading Reread the play and finish PART C1and C2 Detailed reading 1.Please read Act One of the play carefully and fill in the form Characters Things they do Feelings Mom and Dad just ing back from vacation Excited, disappointed , angry Eric playing soccer at home surprised and frightened Daniel stay in another room Sorry, angry 2. Please read Act Two carefully and fill in form: Characters Doing sth. Feelings Daniel expressing his anger angry Eric forting his brother calm Mom talking about the things that happened today feeling sorry and regretful Dad strong-willed/ stubborn Step 3:Role-play Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two. Step 4:Consolidation 1. Choose the best answers according to the play(見同步導(dǎo)學(xué)P41Ex1) 2plete the task-based reading(見學(xué)英語報(bào)第四期B2版REDING) Step 5:Discussion 1.Suppose you were one of the children what would you do? 2.How do you think good parents should treat their children? 3.Do you think there is a generation gap between you and your family? How can you deal with it? Homework： 1. Write an end to the play. 2. Role-play the dialogue in groups of five. And preview the language points in the article. Period 3 Reading 2 (Word Focus) Teaching objectives: To learn new words and expressions and learn how to use them.. Important and difficult points: The usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done” Teaching procedures: Step 1 Revision 1. Ask two students to read their writings. 2．Get students to look at Part E .First fill in the blanks and then pare their writings with the conversation. Step 2 Focuses in the texts: Go through the passage with the whole class and deal with some language points with them. 一、 Some phrases: 1. 嘭地關(guān)上門 2. 以對(duì)話的形式 3. 惡劣行為 4. 彎下身去摸那條狗 5. 朝某人叫嚷 6.行為舉止像大人一樣 7. 注意說明 8. 沒有受到懲罰 9.描述一次不愉快的經(jīng)歷 10. 環(huán)顧四周 11. turn up music 12. a waste of time 13. force to do something. 14. deserve to know the truth 15. be angry with somebody 16. be hard on somebody 17. argue with somebody about something 18. leave you in charge 19. expect good decisions from you 20. earlier than expected 二、Useful drills 1．Mom and Dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和媽媽外出度假，比孩子們預(yù)計(jì)的時(shí)間提前一天返回家中。 than expected意思是“比預(yù)期的，比預(yù)料的” There were more men who died in the air crash than reported. 在飛機(jī)墜毀中死亡的人數(shù)比報(bào)道的要多。 expect vt.“期望，指望，期待；預(yù)期，預(yù)料” sth. to do sth. expect sb. to do sth. sth. from sb. that-clause so./ not. We were expecting you at eight, but you didn’t turn up. 我們預(yù)計(jì)你八點(diǎn)鐘來的，但是你沒有來。 He is a selfish man. You can’t expect too much from him. How can you expect to make progress if you don’t work hard? 你不下苦功怎么能指望取得進(jìn)步？ I expect him to pass the college entrance exam. 我預(yù)料他會(huì)通過高考考試。 --- Will it rain tomorrow? “明天會(huì)不會(huì)下雨嗎?” --- I expect so (not). “我想是 (不是)?！? Ex. 1. He came back ______ later than ________.(C) A. much; expecting B. very; expected C. much; expected D. even; to be expected 2. Does this meal cost $50? I ______ something far better than this!(B) A. prefer B. expect C. suggest D. suppose 3. ––– Do you think the Stars will beat the Bulls? ––– Yes. They have better players, so I ______ them to win. (C) A. hope B. prefer C. expect D. want 2．… you weren’t supposed to e here until tomorrow! 你們不是應(yīng)該明天才回來的嗎？ be supposed to (something) is expected to happen according to the arrangement“（按照規(guī)定、習(xí)慣、安排等）應(yīng)該（做），理應(yīng)”“被期待”。有時(shí)含有“本來應(yīng)該如何如何，但事實(shí)并非如此?！敝?。 The sports meeting was supposed to take place on Tuesday, but we had to postpone it due to the bad weather. The door, although supposed to be open, is now locked. 門，本應(yīng)該開著，現(xiàn)在卻關(guān)著。 我們本來應(yīng)該八點(diǎn)鐘到達(dá)這里，而我們卻遲到了。 We were supposed to be here at eight, but we are late. You are not supposed to smoke on the bus. 你不可以在公共汽車上抽煙。 不定式有時(shí)用進(jìn)行形式或完成形式： She was supposed to be reading at home, but her mother found her in the park. 她本來應(yīng)該在家里讀書的，可是她媽媽卻發(fā)現(xiàn)她在公園。 This isn’t what we are supposed to be discussing. 這不是我們應(yīng)該正在討論的。 Ex. 1. ––– You should apologize to her, Barry.(A) ––– ______, but it’s not going to be easy. (xx浙江) A. I suppose so B. I feel so C. I prefer to D. I like to 2. The train _______ arrive at 1:30, but it was an hour late.(C) A. was about to B. was likely to C. was supposed to D. was certain to 3. ––– Why didn’t you keep your words, Billy? ––– Sorry, dear. But I really forgot where I was ______ to meet you. (C) A. demanded B. imagined C. supposed D. guessed 4. The professor also mentioned an article _______ by Zhu Ziqing.(A) A. supposed to have been written B. supposed to be written C. supposing to have been written D. supposing to be written 3． This is not a family where bad behavior goes unpunished and you … (pages 22 – 23, lines 28 – 29) 這個(gè)家可不是一個(gè)對(duì)不良行為聽之任之的地方，而你…… go unpunished In the phrase go unpunished, go is a linking verb meaning ‘be or remain in a particular and usually undesirable state’. 不受懲罰 go + 過去分詞 Her decision went unchallenged. 她的決定未引起異議。 Her plaints went unnoticed. 他的抱怨未引起注意。 It is necessary not to let errors go uncorrected. 有了錯(cuò)誤就必須糾正。 go 連系動(dòng)詞 “變，變成”，后多跟形容詞作表語，表示主語由好變壞，或由正常情況變成特殊情況。還可以跟有關(guān)顏色的形容詞。 bee 和 get的變化可以是由好變壞，也可以是由壞變好。 go wrong / cold / hard / red / mad / blind / bad / hungry 出毛病 / 變冷 / 變硬 / 變紅 / 發(fā)瘋 / 變瞎 / 變壞 / 挨餓 Many people are still going hungry all over the world. 世界上很多人仍在挨餓。 My father went grey when he was in his late thirties. 我父親不到四十歲就兩鬢斑白了。 He went pale at the news. 聽到這消息他臉色發(fā)白。 他聽到這個(gè)消息時(shí)幾乎發(fā)瘋了。 He went almost mad when he heard the news. Ex. (C)On hearing the news of the accident in the coal mine, she pale. A. got B. changed C. went D. appeared 4． Listen to me young man ---remember the day when we left you in charge? 聽我說年輕人——還記得那一天我們將這個(gè)家委托你負(fù)責(zé)的嗎？ leave 用作使役動(dòng)詞，表示“使某人/某物繼續(xù)處于某種狀態(tài)，聽任，讓……做……”，其后可以接名詞、形容詞、副詞、介詞短語、現(xiàn)在分詞、過去分詞、不定式等作賓語的補(bǔ)足語，構(gòu)成“l(fā)eave + 復(fù)合賓語”結(jié)構(gòu)。 Jack’s father died, leaving him an orphan. 杰克的父親去世了，使他成為孤兒。 Who was it that left the door open? 是誰讓門開著？ The boys ran out, leaving all the lights on. He left his son in charge of the shop. The poor farmer died, leaving his wife and three children in poorer conditions. Don’t leave your friend waiting outside. Let her in. Her mother walked off and left her sitting there all by herself, crying. 她媽媽走了，讓她一個(gè)人孤零零地坐在那里哭泣。 He hurried off after receiving a phone call, leaving all his work half done. Better leave it unsaid. [諺] 話還是不講出來為好。 Leave future to take care of itself. 讓未來自然發(fā)展。 She left me to take care of the baby. 她托我照顧她的嬰兒。 5． Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. (page 23, lines 36 – 37) 埃里克坐在床上，瞧著雙臂交叉、一臉怒氣的丹尼爾。 have sth done 有“主語請(qǐng)求別人做某事”和表示主語“遭遇某種（不幸的）事情”等多種意思。 The Smiths had/got their house painted yesterday. 史密斯一家昨天請(qǐng)人油漆了房屋。 ––– Your skirt wants/needs washing, Mary. ––– Yes. I’m going to have it washed tomorrow. Mary had her purse/watch stolen on the bus yesterday. Would you please have the window closed? Ex. 1. My wife is planning to have the furniture ________ light green.(A) A. paint B. painted C. painting D. to paint 2. I have a position _______ this afternoon and I won’t have my hair ___________.(B) A. written; cut B. to write; cut C. to write; to cut D. written; to cut 3. ––– Did Peter fix the puter himself?(B) ––– He ______, because he doesn’t know much about puters. A. has it fixed B. had fixed it C. had it fixed D. fixed it 6． We feel you should not have done that. (page 24) 我們覺得你真不應(yīng)該這樣做。 should/ ought to have done sth 意為“本來應(yīng)該干……，但未……” shouldn’t/ oughtn’t to + have done sth “本來不應(yīng)該做……卻做了” I wonder why she hasn’t written to us lately. We should have heard from her by now. I ought to have phoned Jack this morning, but I forgot. She shouldn’t have left the hospital so soon, for she had not yet recovered He didn’t attend the meeting. He shouldn’t have been absent, because he knew how important the meeting was. Ex. 1. I told your friend how to get to the hotel, but perhaps I ______ have driven her there. (D) A. could B. must C. night D. should 2. Mr. White _________ at 8:30 for the meeting, but he didn’t’ show up.（xx全國）(A) A. should have arrived B. should arrive C. should have had arrived D. should be arriving 3. ––– Jack _____ taken to the hospital immediately. ––– ________, but all efforts made no difference.(A) A. ought to have been; So he was B. ought to be; So he ought to C. ought to have been; So he did D. ought to be; So he was 4. ––– My cat’s really fat. ––– You ______ have given her so much food. (xx浙江)(C) A. wouldn’t B. couldn’t C. shouldn’t D. mustn’t Step 3 Practice 同步導(dǎo)學(xué)P44六、七兩項(xiàng) Homework 1. Review the language points learnt in this period. 2. Finish A2 and B2 in their workbook. 3. Get the students to think about the question ‘Is the play written in American English of British English? How do you know that?’ Period 4 Word Power Teaching objectives: u To identify the difference between American English and British English; u To develop the ability of understanding words in context. Important and difficult points: u some differences between American English and British English? u The meaning of some more colloquialisms and their usage. Teaching procedures: Step 1.Lead-in: Get students to answer: 1.Do you think there are some differences between American English and British English? 2.If there are some, in which aspect 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? Step 2.making parisons vocabulary Am. Br. gas petrol baggage luggage mail post stairway staircase spelling Am. Br. color colour favor favour center centre traveling travelling pronunciation Am. Br. again [?’gein] [?’gen ] clerk [kl?:k] [klα:k ] dance [dns ] [ dα:ns] grammar Am. Br. She has an interesting book She has got an interesting book. Step 3. Vocabulary learning Ask students to go through the examples listed in their books first, then get them to pare what they know with these examples. If possible, invite some students to summarize the differences between American English and British English. plete the Ex on P26 Step4. colloquialisms u 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 e 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. u Vocabulary extension Get students to do part A and Part B in class and check the answers together u Exercises Fill in the blanks by using the following colloquialisms. lend me an ear eat my hat a no-brainer a wet blanket pull my leg green fingers rain cats and dogs green hand make a mountain out of a molehill as quiet as a mouse 1.Kate, dont be a wet blanket at the party. Lets dance together. 2. Alice: Can you tell me what this sentence means? Tim: This one? Oh, it is a no-brainer. I can tell you. 3. Jim, when I explain the language points ,you should lend me an ear. 4. Rob is always late for school. If he can arrive at school on time today, I will eat my hat. 5. Mum; Oh ,you got wet all over .How is it ,Daniel? Daniel: Mum, don’t you know it rained cats and dogs on my way home? 6.Bob: Hey ! Ellen, you got an A for your history exam. Ellen: Don’t pull my leg . Are you serious? 7. Look at Mr. Smith’ garden. He has green fingers. 8. 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 green hand . 9. Eric: Shall I stay in hospital for several days? Doctor: Don’t make a mountain out of a molehill. You just got a fever. 10.Teacher: Boys and girls, when you are reading in the reading room ,you should remain as quiet as a mouse. Are you clear? Students: Yes. More practice 1. 見學(xué)英語報(bào)第四期B2版SECTIONN3 2. 同步導(dǎo)學(xué)P45-46二、三項(xiàng) 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.