高中試講英語教案

高二英語教案：《A Teaching Plan for Grammar》教學(xué)設(shè)計(jì)。

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助高中教師能夠更輕松的上課教學(xué)。關(guān)于好的高中教案要怎么樣去寫呢？小編經(jīng)過搜集和處理，為您提供高二英語教案：《A Teaching Plan for Grammar》教學(xué)設(shè)計(jì)，希望對(duì)您的工作和生活有所幫助。

高二英語教案：《A Teaching Plan for Grammar》教學(xué)設(shè)計(jì)

A Teaching Plan for Grammar 2Module 1Teaching aims

Enabling the students to master the uses of -ing form and -ed form

Teaching steps

Step 1 Revision

1) Ask the students to repeat the uses of the present simple tense and the present continuous tense.

2) ask some students to give some examples in the present simple tense and the present continuous tense.

3) have a dictation about the words and phrases in the module.

Step 2 GrammarI Lead-in1 I was ________ when I saw the _______ news. (exciting / excited)

2 The dog was ________ in playing _________ games, such as playing balls, wires and plates. (interesting / interested)

Now please look at these two sentences, try to complete the sentences by filling in the blanks.

(1. excited, exciting 2. interested, interesting)

II. Read My First Day at Senior High again and underline the adjectives with -ing or -ed endings. After you have found out them try to find out the differences between words with -ing and -ed endings.

(amazing, interesting, bored, embarrassed, hardworking)

Come to activity 2 and ask the students to choose the correct explanation.

1. ) The -ing form describes things; the -ed form describes people

2. ) the -ing form describes the people or things that cause the feeling; the -ed form tells us how people feel.jaB88.CoM

(The 2nd sentence is correct)

Finish the excises in activity 3.

Check the answers with the students.

(1. bored 2. interested 3. amazing 4. disappointed 5. embarrassed 6. boring)

III. More details about Grammar 2.

動(dòng)詞的ing形式和動(dòng)詞的ed形式都可以在句中作定語和表語，具有以下特點(diǎn)：

1．動(dòng)詞原形多為及物動(dòng)詞。

2．-ing形式意為"令人......的"，表示主動(dòng)的意思，與被修飾的詞構(gòu)成邏輯上的主謂關(guān)系；-ed形式意為"感到......的"，表示被動(dòng)的意思，與被修飾的詞構(gòu)成邏輯上的動(dòng)賓關(guān)系。

We were puzzled at the puzzling problem.

The moving film made us moved to tears.

He was frightened at the frightening sound.

3．-ing形式多用來指事或物，而-ed形式多用來指人、人的聲音或表情。

Hearing the exciting news, he jumped and shouted in an excited voice.

He has a puzzled look on his face as if he is thinking of something.

4．兩者表示的時(shí)間也不同。前者表示與謂語表示的動(dòng)作同時(shí)發(fā)生或表示此時(shí)此刻正發(fā)生的動(dòng)作；而后者表示的動(dòng)作在謂語表示的動(dòng)作之前發(fā)生或者沒有一定的時(shí)間性。

We went to the office and gave our homework to the unknown teacher sitting at the desk.

Is the book written by Lu Xun?

Our Chinese teacher is an old man called Mr Chen.Step 3:Homework.

Try to learn more about Grammar 2 by yourselves.

相關(guān)閱讀

高二A teaching plan for unit 5 first aid教學(xué)計(jì)劃

Ateachingplanforunit5firstaid
Reading2usinglanguage--HeroicTeenagerReceivesAward

Teacher:OuWenfang
Class:Class6Grade2

I.teachingaimsanddemands
1.knowledgeaim
Knowsthaboutthecommonaccidentsandhowtogivefirstaidstepbystep
Learnsomesentencestructurestogivetheirideasclearlysuchas-----
--Youshould/shouldnot…You’dbetter…Yououghtto/oughtnotto…Pleasedo…Don’t…
---First,andthen,next,finally…
2.abilityaim
Helpssorganizeandexpresstheiropinionsusingsomesentencestructures
Developthespiritofteamworkandshareideaswitheachothersthroughgroupdiscussion
Improvetheirspeakingskillsbyexpressingtheirideasintheirownwords
3.emotionaim
Improvetheteamworktoworkouttheproblems,difficultiesoraccidentsthattheyarefacing
II.teachingimportantanddifficultpoints
a.knowhowtodescribeanaccidentusingsomesentencestructures
b.knowhowtogivefirstaidstepbystepclearly
c.knowhowtowriteanarticleaboutafireaccidentafterdiscussion
III.teachingmethods
1.task-basedactivity2speaking3groupwork
IV.teachingprocedures
Step1warming-upandlead-in
Showthedefinitionoffirstaidclearly[torevisewhatisfirstaid]
Asksstonamesomecommonaccidentsinourdailylife[toraisetheinterestoflearningfirstaidandtoknowtheimportanceofgivingfirstaidquickly]
tellthemtodescribeaccidentsandtodothefirstaidaccordingtothedifferentsituations[topracticetheirspokenEnglishandtheabilityofhowtoorganizetheirideasclearly]
Step2reading
Letsslistentotherealstory----howfirstaidsavedawomanandafterlisteningjustanswersomesimplequestions[listenandtoknowthegeneralideaofthepassage]
Secondreadingcanmakessknowmoreaboutthestory[topreparesstoretell/organizethestoryintheirownwords]
Step3describingandretelling
Aftersecondreading,sscanhaveabetterunderstandingofthewholetext,sosscanusesomekeywordstodescribeandretellthetext[toimprovetheirspeakingskillswiththehelpofkeywords]
Step4discussingandwriting
Supposeafirebrokeoutinabuilding,whatcanyoudotosaveyourselforsaveotherswithsomeknowledgeoffirstaid[Thisisachanceforsstoworkwithateamandtosharetheiropinions,alsoitmakesagoodpreparationforwriting]
Step5summary
Makeashortsummaryofthelesson
Step6homework
Writeashortdescriptionofafireaccidentandhowtoescapeordealwiththeinjuries(dothefirstaid)onthescene.
設(shè)計(jì)說明

本單元主題是firstaid（急救知識(shí)），第一部分reading為《firstaidforburns》，第二部分為usinglanguage的閱讀課，學(xué)生在上完第一部分時(shí)已對(duì)firstaid有了初步的了解，腦子里有了一定的有關(guān)firstaid的知識(shí)儲(chǔ)備，這就為第二部分reading的語言輸出作好了準(zhǔn)備。
本課定位為語言使用課（usinglanguage）即重在語言輸出，因此本課設(shè)計(jì)時(shí)主要在于說與寫，以說為主線，以寫(布置作業(yè))結(jié)尾，說為寫作做鋪墊、做準(zhǔn)備。本課內(nèi)容較簡(jiǎn)單，以新聞報(bào)道的形式介紹了一個(gè)真實(shí)的故事，即John用firstaid知識(shí)救了一位婦女。對(duì)課文的處理主要采用“聽—讀—問—說”方式進(jìn)行，其中“聽--讀--問”也為說（復(fù)述）做好準(zhǔn)備。之后，為了檢測(cè)學(xué)生對(duì)firstaid的處理能力與語言表達(dá)能力，設(shè)計(jì)了一個(gè)火災(zāi)場(chǎng)景，讓學(xué)生身臨其境地運(yùn)用firstaid知識(shí)來解決問題（小組討論）。最后，老師作為一記者到現(xiàn)場(chǎng)對(duì)學(xué)生進(jìn)行采訪報(bào)道。

設(shè)計(jì)簡(jiǎn)易流程

Step1Warmingupandleadin
急救定義,說出常見意外事故----描述圖片與如何進(jìn)行急救
Step2reading
A聽—回答簡(jiǎn)易問題B細(xì)讀---評(píng)論
Step3describingandretelling
A填空故事過程與急救B用關(guān)鍵詞復(fù)述
Step4discussingandwriting
設(shè)火災(zāi)場(chǎng)景—討論—表達(dá)—寫成文章
Step5homework寫一篇火災(zāi)急救的文章
望同行批評(píng)指正，謝謝

高一英語教案：《Grammar 1 & Grammar 2》教學(xué)設(shè)計(jì)

高一英語教案：《Grammar 1 & Grammar 2》教學(xué)設(shè)計(jì)

MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0

學(xué)情分析

MakeSsfullypreparedforthe

studyofthegrammaraccording

totheSs’situation.

課程目標(biāo)

知識(shí)與能力

MakeSslearntosumup

grammaticalrulesthemselves.

MakesureSscanapplythe

grammarcorrectly.

TrainSs’speakingability.

過程與方法

TraintheSs’ability

throughindividual

andpairwork.

Explanationstomake

Ssmastersomegrammar.

情感態(tài)度與價(jià)值觀

Throughthestudyof

thisperiodSswill

surelyknowmoreabout

somepassivevoiceand

subjectandverbagreement,

whichcanhelpthemexpress

themselvescorrectly.

重點(diǎn)

EncouragetheSsto

sumupgrammaticalrules.

HelptheSstoimprove

theirspeakingability.

難點(diǎn)

Howtohelpthemapply

passivevoiceandsubject

andverbagreement.

教法

Task-basedApproach

學(xué)法

Cooperation

手段

Ataperecorder,Ablackboard

教學(xué)過程

Step1.Revision

Checkupthehomework.

MakeSsretelloneofthepassages.

Step2.Grammar1------

PassiveVoice

Finishexercisesonp5

Step3Grammar2--------

Subjectandverbagreement

1.謂語與A部分一致

A+togetherwith/alongwith(with)+B+謂語

Theboytogetherwithhisparents

goestothemuseumonceaweek.

Noonebutuswasintheclassroomatthattime.

2．就近原則

neitherAnorB;eitherAorB;

NeitheryounorIamwrong.

NotonlytheSsbutalsotheteacherdoesn’t

knowtheanswertothequestion.

3．謂語用復(fù)數(shù)

BothTomandMaryaregoodatplayingfootball.

4．謂語用單數(shù)

manya;morethanone…;/each…andeach….

Everyboyandeverygirlinourclass

likesthepopstar.

Nodeskandnochairispermittedto

betakenawayfromthereading-room.

5．a(chǎn)nd連接兩個(gè)詞表示同一個(gè)人，用單數(shù)

Aknifeandforkislyingonthetable.

Thewriterandpoetisgoingtogive

usatalkonwriting.

Aworkerandawriteraregoingto

giveusatalk.

6．表時(shí)間、距離、數(shù)目、價(jià)格等名詞復(fù)數(shù)做主語，作整體看時(shí)用單數(shù)

Tenpoundsisenoughforsuchathinbook.

Threeyearshaspassedsincehecamehere.

Step4Summary

ThisperiodSsareacquaintedwithpassive

voiceandsubjectandverbagreement..

板書

Module1EuropePeriod3

A+togetherwith/alongwith(with)

/aswellas/including/ratherthan

/like+besides(but/except)+B+謂語

饋

Doexercisesonp67-68.

作

AsktheSstodoExx1、2&3onP67.

反思

ImportanttomakeSsknowhowto

mastertheskillsoftheusageof

thegrammarinthisperiod.

高二英語教案：《Project》教學(xué)設(shè)計(jì)

一名優(yōu)秀負(fù)責(zé)的教師就要對(duì)每一位學(xué)生盡職盡責(zé)，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽課，幫助高中教師提高自己的教學(xué)質(zhì)量。那么一篇好的高中教案要怎么才能寫好呢？小編特地為大家精心收集和整理了“高二英語教案：《Project》教學(xué)設(shè)計(jì)”，歡迎您參考，希望對(duì)您有所助益！

高二英語教案：《Project》教學(xué)設(shè)計(jì)

Teaching aims and demands:

1. Enable students to understand the passage better.

2. Develop students' listening, reading, writing and thinking ability.

3. Enable the students to prepare and present an oral report on a Chinese medicine.

Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work and topic discussions.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1 Revision

Translation:

1.麻疹 7.流感

2.瘧疾 8.病房

3.水痘 9.糖尿病

4.中風(fēng) 10.霍亂

5.傷寒 11.急診室

6.診室 12.重癥監(jiān)護(hù)室

Step 2Lead-in

1. Show a picture of acupuncture treatment on the screen and ask the students a question:

Have you ever experienced an acupuncture treatment?

2. Show another two pictures about different tools used for acupuncture treatment in the past and now.

Step 3 Fast Reading

1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages

(The disadvantages of Chinese disadvantages are not mentioned.)

2. What medical problems can acupuncture treat?

Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.

3. How does acupuncture reduce or relieve pain?

It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.

Step 4 Further Reading

1. Listening for further informationPara 11. Ask the students the main idea of the paragraph.

(The history of Chinese acupuncture).

2. Ask the students to retell the history of Chinese acupuncture (magic needles).

began-the Stone Age

be practised-4,000 years

be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.

(The development of Chinese acupuncture).

2. Ask the students to retell the development of Chinese acupuncture.

In the pastNowadaysstone or pottery needles

metal needles

make holes on swollen areas

put needles into the skin at certain points

365 acupuncture points

about 2,000 acupuncture pointsPara 5Ask some questions in detail:

1. How does an acupuncturist examine a patient?

(First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.)

2. How many pulses are there and what are they connected with?

(There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.)

3. Why will an acupuncturist check pulses?

(This will help him/her find out which energy channel doesn't have enough energy.)

Step 6 More information

Show some pictures on the screen to introduce more information about Chinese acupuncture.

1. Different tools for acupuncture

2. Now it is popular that acupuncture is used to help people lose weight .

3. The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.

4. Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.

5. Pets also follow the fashion.

Step 7 Discussion

1. What are your thoughts on acupuncture?

2. What are the possible benefits or disadvantages of acupuncture over other treatments?

Step 6 Homework

1. Write an article about traditional Chinese medicine (one herb or treatment).

2. Finish the exercises of this unit.

高一英語教案：《Highlights and teaching objectives》教學(xué)設(shè)計(jì)

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。那么，你知道教案要怎么寫呢？下面是小編幫大家編輯的《高一英語教案：《Highlights and teaching objectives》教學(xué)設(shè)計(jì)》，相信能對(duì)大家有所幫助。

高一英語教案：《Highlights and teaching objectives》教學(xué)設(shè)計(jì)

Topic

Growingpainsandtherelationship

betweenparentsandchildren

Functions

1.Expressingfeelingsandemotions

Ican’twaittosurprisetheboys!

Stopshoutingatme.I’mstillateenager!

Whyiseverythingalwaysmyfault?

Theyneverevengavemeachancetoexplain.Ihatethem!

Todayhasbeenagreatday!I’msohappy!

2.Describinginterpersonalrelationships

DadandIrealizethereisprobablyanexplanation

forwhythehouseissodirty,butyoushouldn’thave

runoutoftheroomandslammedthedoorlikethat.

Atpresent,topreventupsettinghismotherwithan

argument,Iamallowinghimhisfreedom.

Ilovehimalot,butIdon’tunderstandwhyhewill

notrespectthethingsIwanttodo.

Vocabulary

1.Words:

adult,argument,behaviour,boring,chat,curtain,explain,

explanation,fault,fight,forbid,freedom,grandparent,

garbage,internetcafé,interest,leave,mark,mess,mix,

period,punish,rude,relationship,scene,surprise,sink,

selfish,suggest,sincerely,spare,touch,trust,truly,

unpunished,upset,unloving,valuable,vacation

2.ToidentifythedifferencebetweenAmerican

EnglishandBritishEnglish

3.Tolearnaboutsomecolloquialismsandtheirorigins

Phrases:

1.besupposedtodosth.

2.beinone’scharge/beinthechargeofsb

3.refusetodosth.

4.punishsb.forsth./fordoingsth

5.arguewithsb.about/oversth.

6.beupsetabout/oversth

7.makeadifference

8.forbidsb.todosth./forbidsb.fromdoingdoing

9.What’sup?

10.behardonsb.

11.gounpunished

12.can’twaittodosth

13.haveone’sarmscrossed

14.turnuptheradioalittle

15.leaveout

16.afterall

17.atpresent

18.dosth.likecrazy

19.inone’ssparetime

20.keepsth.inmind

21.bemeanttobe/mean…tobe

22.inamess

23.goout

24.dowith

25.nowthat

26.insiston

27.theonlychild

28.deservetodosth.

29.not…anymore

30.asthough

31.mixup

32.berelatedto

32.beproudof

33.stayuplate

34.fail(in)theMathstest

35.take/followone’sadvice

36.preventsb.fromdoingsth.

36.wastesometimedoingsth.

Sentencepatterns

1.It’ssb’sfault.是某人的錯(cuò)。

2.Ericrunsinafterit,followedbyadog,

walkingveryslowly.

3.…youweren’tsupposedtocomehere

untiltomorrow!

4.Themoneywithwhichyouweretobuy

dogfoodisgone,…

5.Listentomeyoungman---remember

thedaywhenweleft

youincharge?

6.Wefeelyoushouldnothavedonethat.

7.Istillwishwecouldgoandseeafilmtomorrowthough!

Grammar

1.Preposition+whichandPreposition+whom

Themoneywithwhichyouweretobuydogfoodisgone.

Wethoughtyouwereapersonfromwhomwecould

expectgooddecisions.

2.Relativeadverbs:when,whereandwhy

Doyourememberthedaywhenweleftyouincharge?

Thisisnotafamilywherebadbehaviorgoesunpunished.

Idon’tknowthereasonwhythehouseissodirty.

Skillsandstrategies

1.Reading:1.readaplayaboutanAmericanfamilyand

twolettersfromafatherandhisson.

2.Todeveloptheabilityofreadingforgist

2.Listening:todeveloplisteningabilitythrougharadio

talkshow

3.Speaking:todevelopspeakingability

bytalkingabout problemscommontoteenagersand

presentingadialogue basedontherelevanttheme

4.Writing:Writeareportaboutadiscussion

entitled‘Doyouagreewithmumsworking?’

Culture

1.Therelationshipbetweenparentsandtheir

teenagechildrenintheUSA

2.Therelationshipbetweenparentsandtheir

teenagechildreninChina

Moraleducation

1.Toformapositiveattitudetowardsgrowing

painsandlearntosolvefamilyproblems

2.Tolearntobecooperativeandhelpfulwhen

workingtogether.

Teaching methods:

1.Discussions in pairs or in groups

2.Task-based in class activities.

3.Acting and reciting

3. Explanations of some language points and grammar rules.

Period 1 Vocabulary

Teaching aim:

To learn the new words and expressions in this unit.

Teaching Procedures:

Step 1 Reading

Give the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.

suggest v. 建議；暗示，使想起 suggestion n. 建議

behaviour n. 行為 behave v. (行為或舉止)表現(xiàn)

interest v. 使……感興趣 interesting adj. 有趣的，有意思的 interested adj.感興趣的

explain v. 解釋 explanation n. 解釋

touch v. 觸摸 touched adj. 感動(dòng)的 touching adj. 感人的，令人感動(dòng)的

explain v. 解釋 explanation n. 解釋

reason n. 理由 reasonable adj. 合乎情理的 unreasonable adj. 不合乎情理的

punish v. 懲罰 punishment n. 懲罰 unpunished adj. 免受懲罰的 go unpunished沒受懲罰

bore v. 使厭倦 bored adj. 感到厭倦了的 boring adj. 令人厭倦的

mix v. 混合；混淆 mixture n. 混合物

value n. 價(jià)值 valuable adj. 寶貴的，有價(jià)值的 n. 貴重物品

valueless adj. 不值錢的，沒有價(jià)值的

argue v. 爭(zhēng)論 argument n. 議論，爭(zhēng)論，論點(diǎn)

freedom n. 自由 free adj. 自由的；有空的

true adj. 真誠(chéng)的，真實(shí)的 truly adv.

Step 2 Exercises

Do Workbook Exx. A1 and A2 on the vocabulary.

Homework

1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.

2. Preview the reading passage.

Period 2 Welcome to the unit

Teaching aims:

1.To revise the new words by doing some exercises on the learning plan.

2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.

3.To develop speaking ability by talking about families and problems that happen between teenagers and parents.

4.Help students to form a positive attitude towards relationships between their parents and them.

Teaching Procedures:

Step 1 Revision

Revise the vocabulary by doing the exercises on the learning plan.

Step 2 Brainstorming

Activate students’ imagination by asking the following questions:

Do you love your parents?

Do you always show respect to your parents?

Have you ever quarreled with your parents?

What is your quarrel about?

Step 3 Picture talking

Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:

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 do you think she should do now?

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?

Step 4 Discussion

In this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.

Questions for discussion:

1.Do you think that your parents try to force you to spend your spare time doing things you don’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)

(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.

My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)

2.When you have a problem and want to talk to someone, who do you choose to talk to?

(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)

3.Describe an unpleasant experience with your parents.

4.What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.

*not doing homework,

*not getting up on time,

*spending too much time or money on …

*bad school behaviours

*not helpful with housework

*making friends with persons that parents don’t like

*spending too much time playing computer games in the Internet café

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Growingpains

ThingsIlike

whilemyparentshate

Activitiesmyparents

likewhileIhate

computergames

studyallthetime

chatonline

Doinghousework

goshopping

Attendingclassesinholidays

comicbooks

Oldsongs/Pekingoperas

popmusic;popstarshiphop;

5.What would you do if your behavior upsets your parents?

6. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?

(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.)

Homework:

1. Review the new words of this unit.

2. Preview the Reading part.

Period 3 Reading

Teaching aims:

1.To train the students’ reading ability by reading a play, introducing the way to read a play – to read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.

2.To know about American family life and problems that happen between American teenagers and their parents

3.Encourage the students to act out the play

4. To learn some useful words, expressions and sentence structures.

Teaching procedures:

Step 1 Revision

Check the homework exercise.

Step 2 Lead-in:

Get students to think about the following questions:

Have you ever watched the famous American TV comedy “Growing Pains”?

Could you list some of the members of the family? (Show them a photo and tell them the family members.)

What do you think of the play?

Step 3 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 the students to read the play quickly 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

Ask the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.

Step 4 Structure analysing

Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops.

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Plotoftheplay

Description

Background

(informationaboutcharacters,time,andplace,etc.)

problem

(conflictsbetweentwosides)

Risingaction/develop

(whatcausestheincidentandhowitdevelops)

Climax

(themostseriousconflict)

Outcome

(endoftheconflict)

Sampleanswersofthedevelopmentoftheplay:

Background:DadandMomgoonvacation.Twoboys,

DanielandEricareleftaloneathome.Theyare

askedtolookafterthepetdog,Spot,aswell

astheirhome.

Problem/cause:Spotgetsillandthetwoboysuse

themoneyfordogfoodtotakeSpottothevet.

Andtheydon’thavetimetocleanthehouse.

Risingaction:WhenDadandMomcomebackhome,

theyfindthattheroomisamess,andthedog

lookstiredandhungry.What’sworse,themoneyfor

thedogfoodidgone.

Climax:DadandMomshoutatDanielangrilyandblame

himforhisnottakingresponsibility.Danielcan’tbear

itandshoutsbacktohisparentsandrushesintohis

bedroomandslamsthedoor.

Outcome:(Askthestudentstoimaginewhatwillhappen…)

Homework:

1.Divide yourself into groups of five and try to act the out.

2.Preview the word power section.

Period 4 Word Power

Teaching objectives:

1. To identify the difference between American English and British English;

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

Important and difficult points:

1.some differences between American English and British English?

2.The meaning of some more colloquialisms and their usage.

Teaching procedures:

Step 1 Role-play

Divide the students into groups of five and one is the narrator and the others are the main characters and act out the play.

Step 2 Braimstorming/Comparison

Ask the students to think about the following topics:

1.Up to now, we’ve learned English for several years. Do you notice there are some differences between American English and British English?

2.In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions?

3.Can you demonstrate some examples of these differences?

Encourage the students to list some differences they already know, and fill in the form below:

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Differences

Examples

AmericanEnglish

BritishEnglish

pronunciation

clerk[kl?:k];dance[d?ns]

[klα:k];[dα:ns]

Spelling

color;favor;center;traveling

colour;favour;center;travelling

Grammar

Shehasaninterestingbook.

Shehasgotaninterestingbook.

Vocabulary

gas;baggage;mail

Petrol;luggage;post

Then do the exercise on page 26.

Step 3 colloquialisms

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.

Vocabulary extension

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

Exercises

Fill in the blanks by using the following colloquialisms.

lendmeaneareatmyhatano-brainerawetblanketgreenhand

pullmyleggreenfingersraincatsanddogsasquietasamouse

makeamountainoutofamolehill

1. Kate, don’t be __________ at the party. Let’s dance together.

2. Alice: Can you tell me what this sentence means?

Tim: This one? Oh, it is ____________. I can tell you.

3. Jim, when I explain the language points, you should ___________.

4. Rob is always late for school. If he can arrive at school on time today, I will ___________.

5. Mum; Oh ,you got wet all over. How is it ,Daniel?

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

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

Ellen: Don’t __________. Are you serious?

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

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 _____________ .

9. Eric: Shall I stay in hospital for several days?

Doctor: Don’t _______________________________. You just got a fever.

10.Teacher: Boys and girls, when you are reading in the reading room, you should remain___________. Are you clear?

Students: Yes.

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 Dictation and Language points explanation

Teaching objectives:

To dictate the first act of play.

To learn new words and expressions and learn how to use them.

Teaching procedures:

Step 1 Revision

Get two groups of the students to act out the play.

Step 2 Dictation

To Dictate the first act of the play. Ask three students to read the play while all the others write. Then have the students open the book and check their writing with the text.

Step 3 Explanation

To learn the language points in the play by doing exercises on the learning plan. (Notes to the text)

Homework

Finish the Workbook exercises on pages 94 to 95.

Period 6 Dictation and Grammar

Teaching objectives:

To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.

Important and difficult points:

How to choose suitable prepositions in an attributive clause.

Teaching procedures:

Step 1 Dictation

Dictate the second act of the play.

Step 2 Grammar and usage

1. Preposition + which and preposition + whom

Read point1 and make sure students know when to use attributive clause with preposition.

The pen is broken, so I’ll have to buy a new one. I write my homework with it every day

The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

The man is over eighty. I bought the old picture for him.

The man for whom I bought the old picture is over eighty .

Read point 2, get them to write the sentences in formal English.

The Maths teacher is the person from whom I got an A plus.

Art is the subject about which I know little.

Read points 3 and 4, and ask them to write the sentences in different ways.

Dad is a person to whom I can easily talk.

Dad is a person whom/who/that I can easily talk to.

Dad is a person I can easily talk to.

Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.

Have the students do Parts A and B on page 29.

2. Relative adverbs: when, where and why

Ask the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31.

Homework

1. Finish the exercises of C1 and C2 in the Workbook.

2. Do the grammar exercise on the learning plan.

Period 7 Task Presenting a dialogue

Teaching objectives:

1. To read about how to express different feelings in different tones.

2. To develop listening and speaking ability in different tones.

3. Reading for gist: read four diary entries and find the main idea.

4. To understand the mood of the writer.

Teaching procedures:

Step 1 Revision

Revise the attributive clause by doing the exercises on the learning plan.

Step 2 Lead-in

A dialogue should be:

communicative /informative/reflective

/simple/direct/not too redundant

Step 3 Guessing game:

How do you read this sentence ‘He will come here tomorrow.’ when you are happy /excited / questioning / a little angry?

Step 4 Listening

Play the tape in the example ‘Please sit down’ for the students to listen to and follow.

Step 5 Practice

Let the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.

Step 6 Listening

Play the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.

Step 7 Reading

Students read the four diary entries and fill in the form.

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Entries

Mainpoints

Thewordstellingthewriter’smood

Thefirstdiaryentry

Theseconddiaryentry

Thethirddiaryentry

Thefourthdiaryentry

Sampleanswers:

Entries

Mainpoints

Thewordstelling

thewriter’smood

Thefirstdiaryentry

Todayhasbeenagreatday.

happy

Theseconddiaryentry

Wehadamathstest

andI’mnervous

aboutmyresult.

tired,afraidandnervous

Thethirddiaryentry

Ifailedthemaths

testandIdon’t

knowhowtotellmyparents.

upset

Thefourthdiaryentry

Allthatworrying

wasfornothing.

Tired,afraidandnervous

Step 8 Reading the Thank-you letter

Let the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:

1.Who wrote the letter?

2.To whom is the letter written?

3.Why is the letter written?

Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.

Homework:

Finish all the exercises in the Workbook

Period 8 Task 3 Writing a dialogue

Teaching objectives:

1. To develop writing skills by reading the tips.

2. To understand the mood of the Mum’s and Jack’s feelings.

Important and difficult points:

Writing a dialogue.

Teaching procedures:

Step 1 Reading

1. Read the instructions and know some tips of writing a dialogue.

2. Read Part A and discuss what is wrong with the underlined sentences.

a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.

b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.

c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3. Read again and do Part B.

A. The sentences that show Mum is unhappy or angry:

Come and look.

Don’t you talk to me like that?

You should start cleaning now if you plan to leave!

B. The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time.

But I don’t think you’re being fair at all!

Step 2 Reading the Thank-you letter

1. Work in groups of 3 and present a dialogue. Keep the tips in mind.

2 Get the students to know:

The following should be included in your dialogue.

a. What happened between Christina and her mother?

b. What did Christina do then?

c. How as the problem solved?

Step 4 Consolidation

Role-play the dialogue in three.

Homework:

Finish the exercises about vocabulary, grammar and task on the learning plan.

Period 9 Project Writing an advice letter

Teaching objectives:

1.To learn two letters about the problems that happened between the father and his son.

2.To learn about some words and expressions in them.

3.Enable the students to write an advice letter.

Teaching Procedures:

Step 1 Reading

Let the students read the first letter written by the father. Ask them to find out the answers to the following questions:

1.Why does the father write the letter?

2.What does the father think about his son?

3.What is the father worrying about?

Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.

Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:

1.Why does the son write the letter?

2.What are his problems?

3.How does he feel about his father?

Then play the tape for the students to listen to. Underline the important phrases and patterns in it.

Step 2 Language explanation

Take out the learning plan and deal with the language points in the project section.

Homework:

1.Read the passage in Part A in the workbook on page 101 and see how the writer presents his arguments against smoking.

2.Write a short passage for Part B.

Period 10 A Composition

Teaching aim

To improve students’ writing ability by correcting some common mistakes in their writing and by reciting the model answer.

Teaching aids: the computer

Teaching procedures

Step 1 Commenting

Teacher make a short comment about the students’ composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.

Main problems：

首字母大小寫；時(shí)態(tài)、語態(tài)；缺少冠詞；名詞的復(fù)數(shù)形式；標(biāo)點(diǎn)符號(hào)

Students to be praised：

Students to be criticized：

Too many careless mistakes:

Write in carelessly and hastily:

Other aspects:

Step 1 Proofreading

Project the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.

Step 2 Copying and reciting

Project the model writing on the screen and ask the students to copy it down. Then recite the model answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.

[Related materials]

假定你是校學(xué)生會(huì)宣傳部長(zhǎng)，通過擴(kuò)音器向全校同學(xué)廣播一個(gè)通知。通知內(nèi)容如下：

1. 十一月二十八日（星期三）下午2：00有一個(gè)報(bào)告。

2. 報(bào)告人：人民日?qǐng)?bào)社張力同志。

1.報(bào)告內(nèi)容：中美關(guān)系（Sino – American relations）問題。

2.地點(diǎn)：學(xué)校禮堂（auditorium）

3.要求：人人參加，準(zhǔn)時(shí)到場(chǎng)，認(rèn)真聽講，做好筆記。聽講過程中如有問題，可寫在一張紙條上遞給報(bào)告人。報(bào)告結(jié)束后，分班討論。

注意：

1. 內(nèi)容完整，但不要逐條翻譯。

2. 120詞左右。

One possible version:

Boys and girls, may I have your attention, please? Now I have an announcement to make. On November 28, Wednesday there will be a lecture in our school auditorium. It is about the Sino – American relations. It will be given by Mr Zhang Li from the People’s Daily and will begin at 2:00 p.m. Everyone is required/expected to attend it. Please listen carefully and take good notes. If anyone has a question, please write it down on a piece of paper and pass it to the speaker. After the lecture, we’ll have a discussion in each class.

Please remember the time and place: 2:00 p.m., November 28, Wednesday; school auditorium. Don’t be late.

That’s all. Thank you.

Period 11 Reading comprehension

Teaching aims:

To improve students’ reading comprehension and listening abilities.

Teaching Procedures:

Step 1 Reading and questioning

Give students a few minutes to read the VOA materials and try to find out answers to the questions below. Then ask some students to answer the questions.

Step 2 Listening

Play the tape. Students close the materials and try to follow and understand the recording.

Homework

1.Finish off all the other exercises on the learning plan.

2.Preview Unit 2.