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Module1 Unit1教学设计
课题 AWE M1 U2 主备人 邱 东 项 目 话 题 Growing pains 语音 Natural and fluent pronunciation and intonation act, curtain, soccer, frightened, bend, starve, cash, garbage, sink, adult, tolerate, behaviour, teenager, fault, scene, defend, emergency, anyhow, deserve, explanation, clinic, rude, sigh, bicycle, hardworking, handle, error, guidance, insist, café, chat, argument, freedom, worried, harm, foolish, patience, quarrel, selfish, distant, annoyed, forbid(forbade, forbidden), adolescence, misunderstand, normal, confused, physical, psychological, limit, wisdom, independence, balance, challenge can’t wait to do, be supposed to do, be hard on, now that, saty up, mix up, as if, insist on, Internet café, at present, along with 语法 1. preposition +which and preposition + whom 2. Usage of relative adverbs of attributive clause: when, where, why 1. Expressing feelings and emotions 2. Describing interpersonal relationships 3. Learning about some of the differences between American English and British English and some colloquialisms. Students will be able to listen to a radio talk show. Students will be able to talk about problems common to teenagers. Students will be able to read a play about an American family and an article about growing pains. Students will be able to write a letter of advice and a report on growing pains. 目 标 要 求 词汇 语言知识 功能 By the end of the unit, students will be able to 听 说 语言技能 读 写 情感态度 Students have a right attitude to the relationships between parents and teenagers in the USA and in China. Students are more active in their life and study. Students learn how to be cooperative as well as competitive with others. Summarize what is in listening and reading; put more effort on the difficulties; cooperate with others; expand knowledge in other ways 学习策略
课时主备教案
课型 Welcome + Wordpower
Learning objectives:
By the end of this period, students will be able to
1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;
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2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;
3. be aware of the sense of language by learning some English colloquialisms.
Focus of the lesson:
1. relations between parents and teenagers
2. differences between American English and British English 3. different colloquialisms
Predicted area of difficulties：
1. how to improve the relationships between parents and teenagers if they are not so good;
2. how to use colloquialisms properly. Learning aids:
1. PPT
2. blackboard
Learning procedures: PROCEDURE Warming up PPT1-4 CONTENT 二次备课 1. Daily report: 2.Sharing Ss’ own experiences: (1) Share with us your unpleasant experience with your parents. (2) Who do you choose to talk to when you have a problem? Extensive Reading WB P98 Know more about the American TV series PPT5-9 Welcome to the unit PPT 10-13 Introducing four problems in the four pictures : 1. Have you ever met such problems? 2. How would you settle the problems if you had them? Present the result of the discussion of each group Output of Welcome to the unit PPT14-18 Presentation of Word power PPT 19-22 1.Group discussion The differences between American English and British English. a. spelling b. vocabulary c. grammar 2. More examples. 1. List different expressions of colloquialisms. 2. Try to finish Part B . 3. Offer more examples if they are interested. Practice Homework PPT 23 文案大全
Work in groups and make up different situations where these colloquialisms can be used. 1. Finish the exercises on P27. 2. Remember the new expressions that you don’t 实用文档
know in the two parts. 3. Prepare for the reading and do preparation exercises on P24.
课型 Reading（I） Learning objectives:
By the end of this period, students will be able to
1. know more information about American family life;
2. learn the basic skills of how to read a play and act out the play with the help of a teacher; 3. form a positive attitude towards growing pains.
Focus of the lesson:
1. characteristics of a play; 2. a performance of a play;
Predicted area of difficulties：
How to act in the play?
Learning methods:
1. PPT
2. blackboard
Learning procedures: PROCEDURE Warming up PPT1-3 CONTENT 二次备课 1. Daily report My growing pains 2. Lead-in：a quarrel between parents and teenagers or part of a play “Growing Pains” 1. Introduce the reading strategies: how to read a play 2. Use the skills to get the main structure of a play: acts, scenes. Reading strategies PPT4-5 Reading PPT6-14 Post-reading PPT15-16 Use skimming to get the main idea of the play. 4. Class assessment Task-based reading Acting in groups: Assign different roles in the play and think of an ending. Then act it out in groups of four or five. When you are wrong, what’s your reaction or response? 1. Doing exercises on Page 25&94. 2. Read the text again; underline the words, phrases and sentences that you think are important or you don’t understand. Homework 文案大全
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课型 Reading（II） Learning objectives:
By the end of this period, students will be able to
1. write out the transformation of the key words and phrases correctly; 2. use the key words properly in relevant tasks; 3. know some words and phrases in a play;
4. raise the awareness of learning new words or phrases in a context. Focus of the lesson:
1. usage of the key words and expressions;
2. verb tenses in a play and some stage instructions.
Predicted area of difficulties:
1. the usage of the following words and phrases ‘follow’ ‘be supposed to do’ ‘tolerate ‘deserve’ and so on;
2. the proper usage of relative adverbs.
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE CONTENT Warming up 1. Daily report. 2. Brainstorming: If you can choose, who do you want to be, a child or a parent? State your reason. 二次备课 1.can’t wait to do Introducing the key words 2.followed by 3. be supposed to do 4. starve 5. do with 6. mess 7. sink 8. in charge 9. make a decision 10. tolerate 11. shout at 12 fault 13. go out 14. have one’s arms crossed 15. defend 16. be mad at 17. deserve 18. be hard on sb 文案大全
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19. now that 20. be rude to sb 21. feel like 22. punish Practice Doing the relevant exercise: Blank-filling Multiple choices Dialogue Making up a short passage with the new words. School assignments Individual work Output Homework
课型 Grammar & Usage Learning objectives:
By the end of this period, students will be able to
1. better understand the grammatical functions of attributive clauses; 2. use prepositions +which / whom
3. use relative adverbs ‘when’ ‘where’ ‘why’ ;
4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences.
Focus of the lesson:
1. the usage of relative adverbs;
2. the exchange of “prepositions +which” and relative adverbs.
Predicted area of difficulties:
1. the usage of relative adverbs;
2. how to distinguish relative pronouns and relative adverbs.
Learning aids: 1. PPT
2. blackboard
Learning procedures:
PROCEDURE Warming up CONTENT Daily report Revision of attributive clauses 1. Look for attributive clauses in the play. a. We thought you were the person from whom we could expect good decisions. b. The money with which you were to buy dog food is gone. 2. Fill in the blanks with which, whom, etc 二次备课 Lead in PPT1-3 文案大全
高中译林牛津英语模块一Unit2教案设计
