高中教案教案

Unit2GrowingPains教案。

一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助教師在教學(xué)期間更好的掌握節(jié)奏。那么怎么才能寫出優(yōu)秀的教案呢？考慮到您的需要，小編特地編輯了“Unit2GrowingPains教案”，相信能對(duì)大家有所幫助。

Unit2GrowingPains教案
ByYuJuan2010-9-14

Period1Welcometothisunit
Teachingobjectives:
Tointroduceanddevelopthethemeofgrowingpains.
Todevelopspeakingabilitybytalkingaboutfamiliesandproblemsthathappenbetweenteenagersandparents.
Toknowmoreaboutclassmatesandtheirfamilies.

Importantanddifficultpoints:
Getstudentstounderstandwhatgrowingpainsmeans.
MakestudentsknowtherelationshipbetweenparentsandtheirteenagechildrenintheUSA.
Helpstudentstoformapositiveattitudetowardsrelationshipsbetweentheirparentsandthem.
Teachingprocedures:
Step1lead-in
Getthestudentstoreadthetwopassagesinthelead-learningpaperandhaveageneralideaof“growingpains”
KEYS:CBAAD,ABBAC

Thenaskthestudentsthefollowingquestions:
WhatareGrowingpains?
Whendoweprobablyhavegrowingpains?
Step2Picturediscussion
AskSstolookatthepicturesanddiscusseachpictureingroupsoffour.
Picture1
Whatdoestheboydo?
Whatisthemotherdoing?Howissheprobablyfeeling?
Whatfeelingsmaytheboyhave?
Picture2
Whathappenstothegirlwithabag?
Whatdidherparentsaskhertodo?
Canyouguesswhatmighthavehappenedtoher?
Whatwillshedo?
Picture3
Whyaretheboysandgirlsaroundtheprettylady?
Whatdoestheboywanttodo?Isheallowedtodoso?Whyorwhynot?
Whatfeelingsmaytheboyhave?
Picture4
Whatistheboyprobablydoing?
Didtheboydowellinhisexams?
Howdoeshismotherfeelaboutthescore?
Whatfeelingsmaytheboyhave?
Getseveralstudentstotalkaboutthepictures.
Step3PictureDescription
Imaginethesituationsandtrytodescribeeachpictureasfullyaspossiblewiththeirownwords.MakesurethatSshave“when”,“where”,“who”,“what”inyourdescriptions.
InvitesomeSstoreportbacktheirdescriptions.
Step4FurtherDiscussion
Discussthefollowingquestionsingroupsoffour.
Whenyouhaveaproblemandwanttotalktosomeone,whodoyouchoosetotalkto?
Doyouthinkyouunderstandyourparents?

Tellthestudentswaystosolvegenerationgapbetweentheirparentsandthem.
Dospendsometimetalkingwithyourparents,andyouwillfindyourparentshavethesameinterestsasyou.
Whenyourparentsdon’tunderstandyou,pleasetrytothinkfromtheangles（角度）ofyourparents.
Furtherdiscussion:
Doyouthinkthereisagenerationgapbetweenyouandyourparents?Ifso,whatisthebestwaytosolvetheproblem?

Consolidation:
Generationgapshappenalot.Butsometimesasmile,awalk,agift,aletteroratalkcansolvetheproblems.Dorememberthatyourparentsloveyouandsoonerorlateryouwillbecomeparent,too.Sobekindtoyourparentsandtryyourbesttounderstandthem.Understandingisabridgeoverthegap.
Homework:
1PreviewtheReadingpart.
2Writeashortpassageaboutanunpleasantexperiencewithyourparents/friends/teachers.

Period2Reading1
(Comprehensionfocus)
Teachingobjectives:
Todevelopstudents’abilityofreadingaplay
ToknowaboutAmericanfamilylifeandproblemsthathappenbetweenAmericanteenagersandtheirparents
Toformapositiveattitudetowardssolvingproblemsbetweenteenagersandparents
Importantanddifficultpoints:
Learntoanalyzetheemotionsofeachcharacterfromtheinstructionsoftheplay.
Teachingprocedures:
Step1Lead-in:
Getstudentstothinkaboutthefollowingquestions:
HaveyoueverwatchedthefamousAmericanfilm“Homealone”?
Couldyougiveabriefintroductionofthefilm?
Ifyouwereleftalone,canyouimaginewhatmighthappen?
Step2reading
PleasegothroughtheReadingstrategyandtellmehowtoreadaplay.
(makesurestudentsknowhowtoreadaplay.)
Firstreading:
GetstudentstoreadtheplayandfinishPartAindividually.
Answers
1.Eric,Daniel,MomandDad.
2.Theroomwasamess./Therewastrashallovertheplace.
3.Spotwasill.
Secondreading
RereadtheplayandfinishPARTC1andC2
Detailedreading
1.PleasereadActOneoftheplaycarefullyandfillintheform
CharactersThingstheydoFeelings
MomandDadjustcomingbackfromvacationExcited,disappointed,angry
Ericplayingsoccerathomesurprisedandfrightened
DanielstayinanotherroomSorry,angry
2.PleasereadActTwocarefullyandfillinform:
CharactersDoingsth.Feelings
Danielexpressinghisangerangry
Ericcomfortinghisbrothercalm
Momtalkingaboutthethingsthathappenedtodayfeelingsorryandregretful
Dadstrong-willed/stubborn
Step3:Role-play
Dividestudentsintogroupsoffiveandoneisthenarratorandtheothersarethemaincharacters.Role-playActOneandActTwo.
Step4:Consolidation
1.Choosethebestanswersaccordingtotheplay(見(jiàn)同步導(dǎo)學(xué)P41Ex1)
2.Completethetask-basedreading(見(jiàn)學(xué)英語(yǔ)報(bào)第四期B2版REDING)
Step5:Discussion
1.Supposeyouwereoneofthechildrenwhatwouldyoudo?
2.Howdoyouthinkgoodparentsshouldtreattheirchildren?
3.Doyouthinkthereisagenerationgapbetweenyouandyourfamily?Howcanyoudealwithit?
Homework：
1.Writeanendtotheplay.
2.Role-playthedialogueingroupsoffive.Andpreviewthelanguagepointsinthearticle.

Period3Reading2
(WordFocus)
Teachingobjectives:
Tolearnnewwordsandexpressionsandlearnhowtousethem..

Importantanddifficultpoints:
Theusageof:“expect,besupposedtodosth,gounpunished,leavesbincharge,tohavesth.done,shouldhavedone”
Teachingprocedures:
Step1Revision
1.Asktwostudentstoreadtheirwritings.
2．GetstudentstolookatPartE.Firstfillintheblanksandthencomparetheirwritingswiththeconversation.
Step2Focusesinthetexts:
Gothroughthepassagewiththewholeclassanddealwithsomelanguagepointswiththem.
一、Somephrases:
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(shuō)明8.沒(méi)有受到懲罰9.描述一次不愉快的經(jīng)歷
10.環(huán)顧四周11.turnupmusic12.awasteoftime13.forcetodosomething.
14.deservetoknowthetruth15.beangrywithsomebody
16.behardonsomebody17.arguewithsomebodyaboutsomething
18.leaveyouincharge19.expectgooddecisionsfromyou
20.earlierthanexpected
二、Usefuldrills
1．MomandDadarrivedbackfromvacationadayearlierthanexpected.(page22,line2)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。
thanexpected意思是“比預(yù)期的，比預(yù)料的”
Thereweremoremenwhodiedintheaircrashthanreported.在飛機(jī)墜毀中死亡的人數(shù)比報(bào)道的要多。
expectvt.“期望，指望，期待；預(yù)期，預(yù)料”
sth.
todosth.
expectsb.todosth.
sth.fromsb.
that-clause
so./not.
Wewereexpectingyouateight,butyoudidn’tturnup.我們預(yù)計(jì)你八點(diǎn)鐘來(lái)的，但是你沒(méi)有來(lái)。
Heisaselfishman.Youcan’texpecttoomuchfromhim.
Howcanyouexpecttomakeprogressifyoudon’tworkhard?你不下苦功怎么能指望取得進(jìn)步？
Iexpecthimtopassthecollegeentranceexam.我預(yù)料他會(huì)通過(guò)高考考試。
---Willitraintomorrow?“明天會(huì)不會(huì)下雨嗎?”
---Iexpectso(not).“我想是(不是)。”
Ex.
1.Hecameback______laterthan________.(C)
A.much;expectingB.very;expected
C.much;expectedD.even;tobeexpected
2.Doesthismealcost?I______somethingfarbetterthanthis!(B)
A.preferB.expectC.suggestD.suppose
3.–––DoyouthinktheStarswillbeattheBulls?
–––Yes.Theyhavebetterplayers,soI______themtowin.(C)
A.hopeB.preferC.expectD.want（OK語(yǔ)錄網(wǎng) WwW.968OK.COM）

2．…youweren’tsupposedtocomehereuntiltomorrow!你們不是應(yīng)該明天才回來(lái)的嗎？
besupposedto(something)isexpectedtohappenaccordingtothearrangement“（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(lái)應(yīng)該如何如何，但事實(shí)并非如此。”之意。
ThesportsmeetingwassupposedtotakeplaceonTuesday,butwehadtopostponeitduetothebadweather.
Thedoor,althoughsupposedtobeopen,isnowlocked.門，本應(yīng)該開(kāi)著，現(xiàn)在卻關(guān)著。
我們本來(lái)應(yīng)該八點(diǎn)鐘到達(dá)這里，而我們卻遲到了。
Weweresupposedtobehereateight,butwearelate.
Youarenotsupposedtosmokeonthebus.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：
Shewassupposedtobereadingathome,buthermotherfoundherinthepark.她本來(lái)應(yīng)該在家里讀書的，可是她媽媽卻發(fā)現(xiàn)她在公園。
Thisisn’twhatwearesupposedtobediscussing.這不是我們應(yīng)該正在討論的。
Ex.
1.–––Youshouldapologizetoher,Barry.(A)
–––______,butit’snotgoingtobeeasy.(2007浙江)
A.IsupposesoB.IfeelsoC.IprefertoD.Iliketo
2.Thetrain_______arriveat1:30,butitwasanhourlate.(C)
A.wasabouttoB.waslikelyto
C.wassupposedtoD.wascertainto
3.–––Whydidn’tyoukeepyourwords,Billy?
–––Sorry,dear.ButIreallyforgotwhereIwas______tomeetyou.(C)
A.demandedB.imaginedC.supposedD.guessed
4.Theprofessoralsomentionedanarticle_______byZhuZiqing.(A)
A.supposedtohavebeenwrittenB.supposedtobewritten
C.supposingtohavebeenwrittenD.supposingtobewritten

3．Thisisnotafamilywherebadbehaviorgoesunpunishedandyou…(pages22–23,lines28–29)這個(gè)家可不是一個(gè)對(duì)不良行為聽(tīng)之任之的地方，而你……
gounpunishedInthephrasegounpunished,goisalinkingverbmeaning‘beorremaininaparticularandusuallyundesirablestate’.不受懲罰
go+過(guò)去分詞
Herdecisionwentunchallenged.她的決定未引起異議。
Hercomplaintswentunnoticed.他的抱怨未引起注意。
Itisnecessarynottoleterrorsgouncorrected.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(yǔ)，表示主語(yǔ)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。
become和get的變化可以是由好變壞，也可以是由壞變好。
gowrong/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
Manypeoplearestillgoinghungryallovertheworld.世界上很多人仍在挨餓。
Myfatherwentgreywhenhewasinhislatethirties.我父親不到四十歲就兩鬢斑白了。
Hewentpaleatthenews.聽(tīng)到這消息他臉色發(fā)白。
他聽(tīng)到這個(gè)消息時(shí)幾乎發(fā)瘋了。
Hewentalmostmadwhenheheardthenews.
Ex.
(C)Onhearingthenewsoftheaccidentinthecoalmine,shepale.
A.gotB.changedC.wentD.appeared

4．Listentomeyoungman---rememberthedaywhenweleftyouincharge?聽(tīng)我說(shuō)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(tīng)任，讓……做……”，其后可以接名詞、形容詞、副詞、介詞短語(yǔ)、現(xiàn)在分詞、過(guò)去分詞、不定式等作賓語(yǔ)的補(bǔ)足語(yǔ)，構(gòu)成“l(fā)eave+復(fù)合賓語(yǔ)”結(jié)構(gòu)。
Jack’sfatherdied,leavinghimanorphan.杰克的父親去世了，使他成為孤兒。
Whowasitthatleftthedooropen?是誰(shuí)讓門開(kāi)著？
Theboysranout,leavingallthelightson.
Helefthissoninchargeoftheshop.
Thepoorfarmerdied,leavinghiswifeandthreechildreninpoorerconditions.
Don’tleaveyourfriendwaitingoutside.Letherin.Hermotherwalkedoffandlefthersittingthereallbyherself,crying.她媽媽走了，讓她一個(gè)人孤零零地坐在那里哭泣。
Hehurriedoffafterreceivingaphonecall,leavingallhisworkhalfdone.
Betterleaveitunsaid.[諺]話還是不講出來(lái)為好。
Leavefuturetotakecareofitself.讓未來(lái)自然發(fā)展。
Sheleftmetotakecareofthebaby.她托我照顧她的嬰兒。

5．EricsitsonhisbedlookingatDaniel,whohashisarmscrossedandlooksangry.(page23,lines36–37)埃里克坐在床上，瞧著雙臂交叉、一臉怒氣的丹尼爾。
havesthdone有“主語(yǔ)請(qǐng)求別人做某事”和表示主語(yǔ)“遭遇某種（不幸的）事情”等多種意思。
TheSmithshad/gottheirhousepaintedyesterday.史密斯一家昨天請(qǐng)人油漆了房屋。
–––Yourskirtwants/needswashing,Mary.
–––Yes.I’mgoingtohaveitwashedtomorrow.
Maryhadherpurse/watchstolenonthebusyesterday.
Wouldyoupleasehavethewindowclosed?
Ex.
1.Mywifeisplanningtohavethefurniture________lightgreen.(A)
A.paintB.paintedC.paintingD.topaint
2.Ihaveacomposition_______thisafternoonandIwon’thavemyhair___________.(B)
A.written;cutB.towrite;cutC.towrite;tocutD.written;tocut
3.–––DidPeterfixthecomputerhimself?(B)
–––He______,becausehedoesn’tknowmuchaboutcomputers.
A.hasitfixedB.hadfixeditC.haditfixedD.fixedit

6．Wefeelyoushouldnothavedonethat.(page24)我們覺(jué)得你真不應(yīng)該這樣做。
should/oughttohavedonesth意為“本來(lái)應(yīng)該干……，但未……”
shouldn’t/oughtn’tto+havedonesth“本來(lái)不應(yīng)該做……卻做了”
Iwonderwhyshehasn’twrittentouslately.Weshouldhaveheardfromherbynow.
IoughttohavephonedJackthismorning,butIforgot.
Sheshouldn’thaveleftthehospitalsosoon,forshehadnotyetrecovered
Hedidn’tattendthemeeting.Heshouldn’thavebeenabsent,becauseheknewhowimportantthemeetingwas.
Ex.
1.Itoldyourfriendhowtogettothehotel,butperhapsI______havedrivenherthere.(D)
A.couldB.mustC.nightD.should
2.Mr.White_________at8:30forthemeeting,buthedidn’t’showup.（2004全國(guó)）(A)
A.shouldhavearrivedB.shouldarrive
C.shouldhavehadarrivedD.shouldbearriving
3.–––Jack_____takentothehospitalimmediately.
–––________,butalleffortsmadenodifference.(A)
A.oughttohavebeen;SohewasB.oughttobe;Soheoughtto
C.oughttohavebeen;SohedidD.oughttobe;Sohewas
4.–––Mycat’sreallyfat.
–––You______havegivenhersomuchfood.(2007浙江)(C)
A.wouldn’tB.couldn’tC.shouldn’tD.mustn’t

Step3Practice
同步導(dǎo)學(xué)P44六、七兩項(xiàng)
Homework
1.Reviewthelanguagepointslearntinthisperiod.
2.FinishA2andB2intheirworkbook.
3.Getthestudentstothinkaboutthequestion‘IstheplaywritteninAmericanEnglishofBritishEnglish?Howdoyouknowthat?’

Period4WordPower
Teachingobjectives:
ToidentifythedifferencebetweenAmericanEnglishandBritishEnglish;
Todeveloptheabilityofunderstandingwordsincontext.
Importantanddifficultpoints:
somedifferencesbetweenAmericanEnglishandBritishEnglish?
Themeaningofsomemorecolloquialismsandtheirusage.
Teachingprocedures:
Step1.Lead-in:
Getstudentstoanswer:
1.DoyouthinktherearesomedifferencesbetweenAmericanEnglishandBritishEnglish?
2.Iftherearesome,inwhichaspectdotheyexist?
3.HaveyoufoundanydifferencebetweenAmericanEnglishandBritishEnglishintheplay?
4.Couldyoulistthedifferencesyouknow?
Step2.makingcomparisons
vocabulary
Am.Br.
gaspetrol
baggageluggage
mailpost
stairwaystaircase

spelling
Am.Br.
colorcolour
favorfavour
centercentre
travelingtravelling
pronunciation
Am.Br.
again[’gein][’gen]
clerk[kl:k][klα:k]
dance[dns][dα:ns]
grammar
Am.Br.
ShehasaninterestingbookShehasgotaninterestingbook.
Step3.Vocabularylearning
Askstudentstogothroughtheexampleslistedintheirbooksfirst,thengetthemtocomparewhattheyknowwiththeseexamples.
Ifpossible,invitesomestudentstosummarizethedifferencesbetweenAmericanEnglishandBritishEnglish.
CompletetheExonP26
Step4.colloquialisms
Lead–in
Readthesentencesandexpresswhatthecolloquialismsmean.
1.Thoughyouarebusy,couldyoujustlendmeanearforamoment?
2.IfHustonrocketscanwinthisbasketballgamebytwentypoints,Iwilleatmyhat.
3.Ihaveneverexpectedlilytoactascoolasacucumberinthetrafficaccident.
4.AllthefamilymemberscometopersuadeJimtochangehisidea,butheisasstubbornasamule.
5.Asagreenhand,Robertnearlydroveintothegroceryonroadside.
6.BecauseTodfailedinhismathsexam,hewasasquietasamousewhenhisfatherscoldedhim.
Vocabularyextension
GetstudentstodopartAandPartBinclassandchecktheanswerstogether
Exercises
Fillintheblanksbyusingthefollowingcolloquialisms.
lendmeaneareatmyhatano-brainerawetblanket
pullmyleggreenfingersraincatsanddogsgreenhand
makeamountainoutofamolehillasquietasamouse
1.Kate,dontbeawetblanketattheparty.Letsdancetogether.
2.Alice:Canyoutellmewhatthissentencemeans?
Tim:Thisone?Oh,itisano-brainer.Icantellyou.
3.Jim,whenIexplainthelanguagepoints,youshouldlendmeanear.
4.Robisalwayslateforschool.Ifhecanarriveatschoolontimetoday,Iwilleatmyhat.
5.Mum;Oh,yougotwetallover.Howisit,Daniel?
Daniel:Mum,don’tyouknowitrainedcatsanddogsonmywayhome?
6.Bob:Hey!Ellen,yougotanAforyourhistoryexam.
Ellen:Don’tpullmyleg.Areyouserious?
7.LookatMr.Smith’garden.Hehasgreenfingers.
8.Boss:Whoisthatdullboy?Heevendoesn’tknowwherehisofficeis.
Manager:Thisishisfirstdayhere.Heisagreenhand.
9.Eric:ShallIstayinhospitalforseveraldays?
Doctor:Don’tmakeamountainoutofamolehill.Youjustgotafever.
10.Teacher:Boysandgirls,whenyouarereadinginthereadingroom,youshouldremainasquietasamouse.Areyouclear?
Students:Yes.
Morepractice
1.見(jiàn)學(xué)英語(yǔ)報(bào)第四期B2版SECTIONN3
2.同步導(dǎo)學(xué)P45-46二、三項(xiàng)

Homework
1.TrytheirbesttokeeptheexamplesofAmericanEnglishandBritishEnglishintheirmind.
2.Tofindmorecolloquialismsiftheylike.
3.Torevisetheplayandfindthesentenceswithattributiveclause.

延伸閱讀

Unit2“GrowingPains”教案

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)，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，幫助高中教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。你知道怎么寫具體的高中教案內(nèi)容嗎？經(jīng)過(guò)搜索和整理，小編為大家呈現(xiàn)“Unit2“GrowingPains”教案”，供您參考，希望能夠幫助到大家。

TeachingplanforUnit2“GrowingPains”
Period1Welcometothisunit

Teachingobjectives:
Tointroduceanddevelopthethemeofgrowingpains.
Todevelopspeakingabilitybytalkingaboutfamiliesandproblemsthathappenbetweenteenagersandparents.
Toknowmoreaboutclassmatesandtheirfamilies.

Importantanddifficultpoints:
Getstudentstounderstandwhatgrowingpainsmeans.
MakestudentsknowtherelationshipbetweenparentsandtheirteenagechildrenintheUSA.
Helpstudentstoformapositiveattitudetowardsrelationshipsbetweentheirparentsandthem.
Teachingprocedures:
Step1lead-in
Presentfamilyalbums:
Inthispart,Ssareencouragedtosaysomethingabouttheirfamiliesbyshowingtheclasspictureswiththeirparents.
Whomayhavegrowingpains?
WhatareGrowingpains?
Whendotheyprobablyhavegrowingpains?
Howdoyousolvethisproblem?
Growingpainsarentadisease.Youprobablywonthavetogotothedoctorforthem.Buttheycanhurt.Usuallytheyhappenwhenkidsarebetweentheagesof3and5or8and12.Growingpainsstopwhenkidsstopgrowing.Bytheteenyears,mostkidsdontgetgrowingpainsanymore.
Growingpainsalsomeanthetroublesanddifficultiesthatteenagersmeetwhentheygrowup.
Step2Brainstorming
Doyouloveyourparents?
Doyoualwaysshowrespecttoyourparents?
Haveyoueverquarreledwithyourparents?
Whatisyourquarrelabout?
Step3Picturediscussion
AskSstolookatthepicturesanddiscusseachpictureingroupsoffour.
Picture1
Whatdoestheboydo?
Whatisthemotherdoing?Howissheprobablyfeeling?
Whatfeelingsmaytheboyhave?
Picture2
Whathappenstothegirlwithabag?
Whatdidherparentsaskhertodo?
Canyouguesswhatmighthavehappenedtoher?
Whatwillshedo?
Picture3
Whyaretheboysandgirlsaroundtheprettylady?
Whatdoestheboywanttodo?Isheallowedtodoso?Whyorwhynot?
Whatfeelingsmaytheboyhave?
Picture4
Whatistheboyprobablydoing?
Didtheboydowellinhisexams?
Howdoeshismotherfeelaboutthescore?
Whatfeelingsmaytheboyhave?
Step4Picturediscription
Imaginethesituationsandtrytodescribeeachpictureasfullyaspossiblewiththeirownwords.MakesurethatSshave“when”,“where”,“who”,“what”inyourdescriptions.
InvitesomeSstoreportbacktheirdescriptions.
Sharingopinions(groupwork)
Inthispart,Ssdiscussthefollowingquestionsingroupsoffour.Eachgroupchoosestwoofthefourquestions.HaveSstoreporttheiropinionsinclass.
Step5FurtherDiscussion
Discussthefollowingquestionsingroupsoffour.
Whatdoyoudowhenyouhavefamilyargumentswithyourparents?
Doyouthinkthereisagenerationgapbetweenyouandyourparents?Ifso,whatisthebestwaytosolvetheproblem?
Homework
1PreviewtheReadingpart.
2Describeanunpleasantexperiencewithyourfriends/teachers.

Unit2“GrowingPains”-Welcometothisunit教案

Unit2“GrowingPains”-Welcometothisunit教案

Teachingobjectives:

Tointroduceanddevelopthethemeofgrowingpains.

Todevelopspeakingabilitybytalkingaboutfamiliesandproblemsthathappenbetweenteenagersandparents.

Toknowmoreaboutclassmatesandtheirfamilies.

Importantanddifficultpoints:

Getstudentstounderstandwhatgrowingpainsmeans.

MakestudentsknowtherelationshipbetweenparentsandtheirteenagechildrenintheUSA.

Helpstudentstoformapositiveattitudetowardsrelationshipsbetweentheirparentsandthem.

Teachingprocedures:

Step1lead-in

Presentfamilyalbums:

Inthispart,Ssareencouragedtosaysomethingabouttheirfamiliesbyshowingtheclasspictureswiththeirparents.

Whomayhavegrowingpains?

WhatareGrowingpains?

Whendotheyprobablyhavegrowingpains?

Howdoyousolvethisproblem?

Growingpainsarentadisease.Youprobablywonthavetogotothedoctorforthem.Buttheycanhurt.Usuallytheyhappenwhenkidsarebetweentheagesof3and5or8and12.Growingpainsstopwhenkidsstopgrowing.Bytheteenyears,mostkidsdontgetgrowingpainsanymore.

Growingpainsalsomeanthetroublesanddifficultiesthatteenagersmeetwhentheygrowup.

Step2Brainstorming

Doyouloveyourparents?

Doyoualwaysshowrespecttoyourparents?

Haveyoueverquarreledwithyourparents?

Whatisyourquarrelabout?

Step3Picturediscussions

AskSstolookatthepicturesanddiscusseachpictureingroupsoffour.

Picture1

Whatdoestheboydo?

Whatisthemotherdoing?Howissheprobablyfeeling?

Whatfeelingsmaytheboyhave?

Picture2

Whathappenstothegirlwithabag?

Whatdidherparentsaskhertodo?

Canyouguesswhatmighthavehappenedtoher?

Whatwillshedo?

Picture3

Whyaretheboysandgirlsaroundtheprettylady?

Whatdoestheboywanttodo?Isheallowedtodoso?Whyorwhynot?

Whatfeelingsmaytheboyhave?

Picture4

Whatistheboyprobablydoing?

Didtheboydowellinhisexams?

Howdoeshismotherfeelaboutthescore?

Whatfeelingsmaytheboyhave?

Step4Picturedescriptions

Imaginethesituationsandtrytodescribeeachpictureasfullyaspossiblewiththeirownwords.MakesurethatSshave“when”,“where”,“who”,“what”inyourdescriptions.

InvitesomeSstoreportbacktheirdescriptions.

Sharingopinions(groupwork)

Inthispart,Ssdiscussthefollowingquestionsingroupsoffour.Eachgroupchoosestwoofthefourquestions.HaveSstoreporttheiropinionsinclass.

Step5FurtherDiscussions

Discussthefollowingquestionsingroupsoffour.

Whatdoyoudowhenyouhavefamilyargumentswithyourparents?

Doyouthinkthereisagenerationgapbetweenyouandyourparents?Ifso,whatisthebestwaytosolvetheproblem?

Homework

1PreviewtheReadingpart.

2Describeanunpleasantexperiencewithyourfriends/teachers.

Unit2GrowingPains-Wordpower教案

老師會(huì)對(duì)課本中的主要教學(xué)內(nèi)容整理到教案課件中，大家應(yīng)該要寫教案課件了。我們要寫好教案課件計(jì)劃，才能在以后有序的工作！你們會(huì)寫多少教案課件范文呢？急您所急，小編為朋友們了收集和編輯了“Unit2GrowingPains-Wordpower教案”，歡迎您參考，希望對(duì)您有所助益！

Unit2GrowingPains-Wordpower教案

Teachingobjectives:

1.ToidentifythedifferencebetweenAmericanEnglishandBritishEnglish;

2.Todeveloptheabilityofunderstandingwordsincontext.

Importantanddifficultpoints:

1.somedifferencesbetweenAmericanEnglishandBritishEnglish?

2.themeaningofsomemorecolloquialismsandtheirusage.

Teachingprocedures:

Step1.Lead-in:

Getstudentstoanswer:

1.DoyouthinktherearesomedifferencesbetweenAmericanEnglishandBritishEnglish?

2.Iftherearesome,inwhichaspectdotheyexist?

3.HaveyoufoundanydifferencebetweenAmericanEnglishandBritishEnglishintheplay?

4.Couldyoulistthedifferencesyouknow?

Step2.Vocabularylearning

1.Askstudentstogothroughtheexampleslistedintheirbooksfirst,thengetthemtocomparewhat

theyknowwiththeseexamples.

2.Ifpossible,invitesomestudentstosummarizethedifferencesbetweenAmericanandBritishEnglish

Step3.colloquialisms

uLead–in

Readthesentencesandexpresswhatthecolloquialismsmean.

1.Thoughyouarebusy,couldyoujustlendmeanearforamoment?

2.IfHustonrocketscanwinthisbasketballgamebytwentypoints,Iwilleatmyhat.

3.Ihaveneverexpectedlilytoactascoolasacucumberinthetrafficaccident.

4.AllthefamilymemberscometopersuadeJimtochangehisidea,butheisasstubbornasamule.

5.Asagreenhand,Robertnearlydroveintothegroceryonroadside.

6.BecauseTodfailedinhismathsexam,hewasasquietasamousewhenhisfatherscoldedhim.

uVocabularyextension

GetstudentstodopartAandPartBinclassandchecktheanswerstogether

uExercises

Fillintheblanksbyusingthefollowingcolloquialisms.

lendmeaneareatmyhatano-brainerawetblanket

pullmyleggreenfingersraincatsanddogsgreenhand

makeamountainoutofamolehillasquietasamouse

1.Kate,dontbe_______________attheparty.Letsdancetogether.

2.Alice:Canyoutellmewhatthissentencemeans?

Tim:Thisone?Oh,itis_________________.Icantellyou.

3.Jim,whenIexplainthelanguagepoints,youshould_________________.

4.Robisalwayslateforschool.Ifhecanarriveatschoolontimetoday,Iwill________________.

5.Mum;Oh,yougotwetallover.Howisit,Daniel?

6.Daniel:Mum,don’tyouknowit___________________onmywayhome?

Bob:Hey!Ellen,yougotanAforyourhistoryexam.

Ellen:Don’t_____________.Areyouserious?

7.LookatMr.Smith’garden.Hehas_____________.

8.Boss:Whoisthatdullboy?Heevendoesn’tknowwherehisofficeis.

Manager:Thisishisfirstdayhere.Heisa_____________.

9.Eric:ShallIstayinhospitalforseveraldays?

Doctor:Don’t_______________________________.Youjustgotafever.

10.Teacher:Boysandgirls,whenyouarereadinginthereadingroom,youshouldremain

_______________.Areyouclear?

Students:Yes.

Step4:Homework:

RecordafterTeaching

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Unit2Growingpains-Task教案

作為杰出的教學(xué)工作者，能夠保證教課的順利開(kāi)展，教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，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？以下是小編為大家精心整理的“Unit2Growingpains-Task教案”，但愿對(duì)您的學(xué)習(xí)工作帶來(lái)幫助。

Unit2Growingpains-Task教案

Teachingobjectives:

1.Toreadabouthowtoexpressdifferentfeelingsindifferenttones.

2.Todeveloplisteningandspeakingabilityindifferenttones.

3.Todevelopreadingskillsbyreadingfourdiaryentries.

4.Tounderstandthemoodofthewriter.

5.Todevelopwritingskillsbyreadingthetips.

6.TounderstandthemoodoftheMum’sandJack’sfeelings.

Importantanddifficultpoints:

1.UnderstandingtonesinspokenEnglish.

2.Readingforgist.

3.Writingadialogue.

Teachingprocedures:

Skillsbuilding1:understandingtonesinspokenEnglish

Inthispartyouwillreadabouthowtoexpressdifferentfeelingsindifferenttones.Bylisteningtooneshortsentenceindifferenttonesandreadingtheexplanationaftereachsentence,you’lllearnpeoplespeakindifferenttonestoexpressdifferentfeelings.Listentoanothersentenceindifferenttonestodecidewhichemotionalmeaningeachtoneshows.

1.ReadtheguidelinesinSkillsbuilding1onpage32beforelisteningtothefiveversionsofthesamesentenceindifferenttones.Youwillseethattherearefourmainpointstodeterminehowthespeakerisfeeling.(Writedownthefourpointsontheblackboard.)

*thevolume*thetones*stressedwords*thepause

2.Listentotheexamplesentenceinfivedifferenttonesonebyone.Afteryoulistentooneofthem,tellwhatyouthinkaboutthespeakersemotion.Isshehappy,orangry?Issheinhighspiritsorinlowspirits?Thenreadtheexplanationforeachsentence.

3.Readthesentence‘Hewillcomeheretomorrow.’indifferentemotions.

Ifsomeoneishappyabouthiscoming,

Ifsomeonedoesntwanthimtocome,howwillhespeakit?Inwhattone?

Ifsomeoneisexcitedabouthiscoming,

Ifsomeoneisfrustratedorquestioning,

Thenlet’slistentothetapeandfinishPartAonpage32.

Answers

A1.questioning2.frustrated3.excited4.sad

4.AskstudentstolistentothetapeandfinishPartB.

Letstudentslistentothefivesentencesagainandaskthemtotellwhichwordisemphasizedandwhattonesareusedfordifferentemotions.Step1:listeningtoaradiophone-inprogramme

Inthisprogramme,sixteenagerscallthehosttotalkabouttheirproblemsandaskforsomeadvice.Writedownapropernamebeloweachpictureaccordingtowhatyouhearfromthetape.

Listentoaradiophone-inprogrammeandfinishtheexerciseinStep1onpage33.Saysomethingaboutthepicturesandwhatyouhaveheardonthetape.

Answers:1.Jane2.ChrietinaB.Shirllley4.Richard5.Patrik6.Willlliam

Skillsbuilding2:readingforgist

Readfourdiaryentries.Underlinethemainpointsofeachentryandcirclesomekeywordsthatshowthemoodofthewriter.Afterdoingthis,youwilllearnthatthisistheskillofreadingforgist.

1.Readtheguidelinesofthispartonpage34.Youwillseethatitisveryimportantforyoutounderstandthegistorthemainpointofwhatyouhaveread.

2.Workingroupsoffour.Eachofthegroupreadonediaryentryandfindthemainpointandcirclethewordswhichshowthemoodofthewriter.Thentellinturnwhatyouhavelearntafterreading.

Sampleanswers

Entries

Mainpoints

Thewordstellingthewriter’smood

Thefirstdiaryentry

Todayhasbeenagreatdaybecausemyparentsboughtmeanexpensivebike.

happy

Theseconddiaryentry

WehadaMathstestandI’mnervousaboutmyresult.

tired,afraid,nervous

Thethirddiaryentry

IfailedtheMathstestanddon’tknowhowtotellmyparents.

upset

Thefourthdiaryentry

Allthatworryingwasfornothing.

veryhappy,gladStep2:readingathank-youletter

Hereyouareaskedtoreadathank-youletterfromChristina,acallertoTalktimetheradiophone-inprogramme,tothehostoftheprogramme.YoushouldusethereadingskillinSkillsbuilding2toidentifythemainpointandsomedetailsintheletter.

1.Readthethank-youletteronpage35.Findtheanswerstothefollowingquestions:

(1)Whowrotetheletter?

(2)Towhomistheletterwritten?

(3)Whyistheletterwritten?

2.Decidewhichstatementsaretrueandwhicharefalseaccordingtotheletter.Correctthefalsesentences.

Answers:1.F2.T3.T4.F5.T6.F7.F

1.Christinawroteathank-youlettertoGeorge.

4.Christinaandhermumspendonedayaweekwitheachother.

6.Christina’smumtookherandherfriendsouttodinner.

7.Christinawasfriendswithhermum.

Skillsbuilding3:writingadialogue

Readaboutwhatyoushouldandshouldnotdowhenwritingadialoguefirst,andthenyouwillreadadialogueandfindoutthereasonswhysomesentencesarewrongaccordingtothetips.LastlypointoutthesentencesthatshowMumsandJacksfeelings.

1.Readthethreepointsonhowtowriteadialogue.Youwillknowwhatyoushoulddoandwhatyoushouldntdowhenwritingadialogue.

(Thefollowingpointscanbewrittenontheblackboard.)

*Dontincludewordslike‘Umm’or‘Hmm’inadialogue.

*Dontrepeatwordsthathavejustbeensaid.Forexample,whenonesays,‘Goandsitdown.’

Theothershoulduse‘Why?insteadof‘Goandsitdown.’or‘WhyshouldIsitdown?’

*Usethewordsthecharacterssaytoshowtheirpersonalitiesandmoods.

Dontsay‘He/Sheisveryangry.’

2.ReadthedialogueinPartAandinpairsdiscusswhatiswrongwiththeunderlinedsentences.

Answers

A1.‘Umm”orhmm’shouldn’tbeincludedinawrittendialogue.

2.Weshouldn’tuse‘Myroomistoodirty’,‘Myroomisamess’,‘cleanup’and‘cleaning’,because

inawrittendialoguewhathasjustsaidshouldn’tberepeated.

3.Inawrittendialogueweshouldwriteasentencethatshowsthespeakerisveryangryinsteadof

thesentence‘I’mreallyveryangrywithyou.’3.ReadtheguidelinesinPartB.Readthedialogueagain,tryreadingitinthesuitabletone,thecorrectemphasisandpausetoexpresstheangryemotionandfinishthisexercise.

Answers

ThesentencesthatshowMumisunhappyorangry:

Comeandlook!

Don’tyoutalktomelikethat!

Youshouldstartcleaningnowifyouplantoleave!

ThesentencesthatshowJack’smood:

Thisissounfair!I’llneverhaveenoughtime!

(Jackisangry.)

ButIdon’tthinkyouarebeingfairatall!

(Jackisunhappy.)4.ReadtheplayandanswerthequestionsbelowinPartBinReadingonpage91inWorkbook,soyouwillgetaclearerimpressionofhowtowriteagooddialogue.

Answers

PartB(page91)

1.HetriedtohelpDavidstandonhisowntwofeetandlearnhowtolookafterhimself.

2.Davidfeltthathisfatherwasalwayscomplainingabouthimanddidntspeakenoughtohim.

3.Davidsaysthathisfathersjobisdangerousandthathehastothinkaboutotherpeopleallthetime.

4.HewaslookingforhisChristmaspresents.

5.Nowheknowshowdeeplyhisfatherloveshimandunderstandsthatitshardforhisfathertotalktohimaboutit.Step3:presentingadialogueingroups

WriteadialoguebetweenChristina,hermotherandtheradiohostandthengiveaperformance.Youcandothisingroupsofthree.

1.ReadtheguidelinesinPartAonpage37,makeupandwriteadialogueforChristina,hermumandthehostoftheradio‘Talktime’show.GoovertheinformationinthispartandwhatyoulearnfromSteps1and2toseeifyourememberwhathappenedbetweenChristinaandhermum,whatChristinadidthen,andhowtheproblemwassettled.

2.WorkingroupsofthreeandmakeupadialoguetofinishtheexerciseofPartB.

Answers

Christina:Thatistrue.Yousee,Ijoinedasportsteam.Imetmanynewfriendsandweenjoyedspendingweekendsdoingsports.SoIdidnthavemuchtimetospendwithmyparent.

Mum:Becauseofthis,Imissedthetimewhenwetalkedtogether.

Host:Whendidtheproblemstartandhowdidyoubothfeelthen?

Mum:Thishappenedsoonaftersheenteredhighschoollastsummer.SometimesIfeltsolonelythatIevencried.

Christina:Ilovemyparents.ButatthattimeIfelttheydidntunderstandmeandtheyseemedtodoboringthings.WhenMumtoldmethatshewassadandmissedmebecauseIdidntspendenoughtimetogetherwiththem,IdidntknowwhatIshoulddo.

Host:Whatdidyoudothen?

Christina:Ilistentotheradio‘Talktime’showeveryweek.Iknowyoucanhelppeoplebygivingthemsomeadvice.SoIcalledyouandaskedforyouradvice.

Mum:Yes,mydaughtertoldmeaboutyoursuggestion.

Host:Sowhatdidyoudotofixyourproblem?

Christina:Wehavedecidedtodoonethingtogethereveryweek.

Mum:Yes.Wefirstcookedaspecialdinnerforourfamilytogether.Christinahaslearnedhowtocookandenjoysitverymuch.OnceItookmydaughterandherfriendstoarestaurantfordinner.

Christina:Weoftentakealongwalk,andwetalkalotwhilewalking.

Host:Sowhatisthenewsituationlike?

Christina:Iamsurprisedbyhowmuchfunwehavewhenweretogether.IthinkofMumasafriendagain.

Mum:Imveryhappytobeon‘Talktime’.Ihopeourexamplecanhelpotherfamiliesthathavethesameproblemasweusedtohave.3.ReadPartAinWritingonpage93inWorkbookandfindoutwhatthearticleisaboutandhowmanypartsthisarticlecanbedividedintoandwhatthemainideaofeachpartis.Soyoucanlearnhowtowriteanarticletoexpressyouropinion.ThendoPartBonthesamepageinclassorasyourhomework.

Answers

PartB(page93)

Doyouagreewithmumsworking?

Todaywehadadiscussionaboutworkingmums.Theopinionsweredivided.Sixty-fivepercentofthestudentswerefortheideaofworkingmums.Theystatedthefollowingarguments.First,mumshavetherighttowork.Second,workingmumsnotonlybringinmoremoney,buttheycanalsofeelproudoftheirsuccessinwork.Third,workingmumsaregoodforsociety.

However,thirty-fivepercentofthestudentswereagainstmumsworking.Theyarguedthatmumsdonothavetoworkoutsidethehome.Iftheydo,therewillbenoonearoundtodothehousework,likecookingthemealsorcleaningthehouse.Itistooexpensivetohireamaidtodothework.Personally,Ithinkitisuptothemumstodecidewhattheywanttobe:aworkingmumorahousewife.

Step4:Homework:

RecordafterTeaching

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