2025年译林牛津高一unit2(1-10课时)教案（推荐18篇）.docx

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篇1：译林牛津 高一 unit 2 (1-10课时)教案
南师附中周平
Teaching objectives:
To introduce and develop the theme of growing pains
To form a positive attitude towards growing pains and learn to solve family problems wisely
To identify the difference between American English and British English
To learn about some colloquialisms and their origins
To develop the skills of how to read a play
To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
To develop listening ability through a radio talk show
To develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme
To develop the ability of reading for gist
To develop writing ability by presenting a dialogue and an advice letter
To learn to be cooperative and helpful when working together
Teaching plans:
Period 1-Welcome to this unit
Period 2-Reading 1 (Comprehension focus)
Period 3-Reading 2 (Word focus)
Period 4-Reading 3 (Consolidation of words)
Period 5-Word power1
Period 6-Word power2
Period 7-Grammar & usage
Period 8-Consolidation of grammar
Period 9-Task presenting a dialogue1
Period 10-Task presenting a dialogue2
Period 11-Project writing an advice letter
Period 12-Exercises
Period 1 Welcome to this unit
Teaching objectives:
To introduce and develop the theme of growing pains
To develop speaking ability by talking about families and problems that happen between teenagers and parents
To know more about classmates and their families
Teaching procedures:
I. Lead-in:
1. Presenting family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
2. Brainstorming questions:
Do you always show respect to your parents?
Do you always do what your parents want you to?
Do you sometimes quarrel with your parents? Why do you quarrel?
II. Picture talking (pair work)
Ask Ss to look at the pictures. Imagine the situations and try to describe them 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.
III. Sharing opinions (group work)
In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Questions for discussion:
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
*…
What would you do if your behavior upsets your parents?
Who do you choose to talk to when you have a problem and want to talk to someone? Why?
Do you think there is a generation gap between you and your parents? How do you overcome the gap?
IV. Assignments:
1. Preview the new words of this unit on page 64 (from “act” to “rude”)
2. Think about this questions-What are growing pains? Do you have any pains? What are they?
*******************************************************
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
To develop the skills of how to read a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
I. Lead-in:
Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?
II. Reading:
1. Remind Ss of the instructions on reading a play before reading
2. First reading and checking out Part A on page 22
3. Second reading (following the tape) and checking out C1 & C2 on page 24
4. More comprehension questions:
Why does Eric sound frightened when he sees his parents back?
How does Mom know that the dog is tired and hungry?
What does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?
III. Thinking after reading:
Ask Ss to use their imagination and think of an end to the play.
Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?
If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?
IV. Assignment:
1. Read the play aloud with partners.
2. Underline difficult words or sentences that need explaining.
3. Finish D1 & D2 on page 24.
4. Finish E on page 25.
******************************************************
Period 3 Reading 2
(Word Focus)
Teaching objectives:
To understand new words and expressions and learn how to use them
Teaching procedures:
I. HW checking out:
1. D1 & D2 on page 24
2. E on page 25
Ask Ss:
what they think of the way Daniel and his parents solve their problem
what kind of a boy Daniel is
II. Difficult points:
(In this part, Ss are encouraged to raise their questions.)
1. Eric runs in after it, followed by a big dog, walking very slowly.
2. …you weren’t supposed to come home until tomorrow!
3. Daniel, we thought you were an adult, …
4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.
5. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.
III. Words focus:
definition:
In this part Ss are to understand words and expressions in the text.
Ask Ss to match the expressions in Column I with the right definitions in Column II.
Column I Column II
a. be supposed to do 1. to talk about sb’s faults in an unfair way,
or to be too strict with sb.
b. deserve to do 2. to want to have sth. or do sth.
c. now that 3. used to ask or talk about how sb. should deal with sth.
d. in charge 4. used to say a light or fire is off or out
e. be hard on 5. used to say what is/was expected to happen,
esp. when sth. didn’t happen; used to say
that one should or should not do
f. go out hope that one will get sth. from sb.
g. expect…from… a position where you have the duty to make
decisions so that anything bad will not happen
h. feel like to say one should receive (a reward or
a special treatment) for what he has done
i. (what to) do with 9. because of sth. or as a result of sth.
2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.
1. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)
2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?
---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)
3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)
surprise-n./ vt.
surprised-adj.
surprising-adj.
surprisingly-adv.
My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)
What _____ me most was that flowers there were so cheap. (surprised)
He had a _____ look on his face at the news that she married John. (surprised)
---How was the exam?
---_____ easy. (surprisingly)
5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)