一名优秀的教师在教学时都会提前最好准备,准备好一份优秀的教案往往是必不可少的。教案可以让学生能够听懂教师所讲的内容,帮助高中教师能够更轻松的上课教学。你知道怎么写具体的高中教案内容吗?考虑到您的需要,小编特地编辑了“Growingpains教案Project”,欢迎大家阅读,希望对大家有所帮助。
Period6ProjectGrowingpains教案
牛津高中英语模块一(第2讲)
一、教学内容:
牛津高中英语模块一Unit2(下)
二、教学要求:
1.了解英语语调的作用。
2.学会写感谢和建议信。
3.学习编写、表演对话。
4.语法:定语从句(复习)
一、重要单词:
upset,sincerely,insist,chat,valuable,period,argument,freedom,relationship,suggest,spare,unloving,forbid,tone,frustrated,express,volume,stress,pause,exact,emotional,mood,gist,merely,regular,solve,column,columnist,resource,proofread,version,nervous.
二、重点词组:
rising/fallingtone升调、降调,talkshow谈话节目,mainpoint要点,supportinginformation辅助性信息,adiaryentry一篇日记,beproudof为….感到骄傲,stayuplate熬夜,mixup混淆,afterall毕竟,takeone’sadvice接受建议,missdoingsth怀念以前做的某事,keepinmind记住,getittidiedup把它整理好,cleanup打扫干净,makeadifference要紧,providesbwithsth/providesthforsb为某人提供,providedthat假如,toone’ssurprise使某人惊奇的是,asthough就好像,insistondoing坚持要做,allowhimhisfreedom允许给他自由,sendsbtobed叫某人去睡觉,forbidsbfromdoingsth禁止某人做某事,assignrolesto分派角色,argueaboutsthwithsb为某事和某人争吵.
1.Theyaremeanttobereadaloud,andoftenuselessformallanguagethanothertypeofwriting.
剧本是要被朗读的,它使用的语言没有其他文体那么正式。
“Bemeanttobe”+被动语态、名词或形容词,表示“应该用作、本应当作”和“besupposedtobe”相似。例如:
Flowersaremeanttobeadmired,notpicked.
Sitcomsaremeanttobelight-hearted,butthisoneisfullofviolence.
副词aloud表示“出声’,loudly表示“大声”。注意loud可以当作副词和talk,speak,laugh连用,例如:Theylaughedloudandlong.Canyouspeakalittlelouder?
2.Youcan’twriteexactlythewaypeoplespeak.
你不能原封不动地按照人们日常说话的习惯来写。
thewaypeoplespeak在这里是方式状语,peoplespeak是定语从句,修饰先行词theway。这句话较正式的写法可以是:
Youcan’twriteexactlyinthewaythatpeoplespeak.
Youcan’twriteexactlythewayinwhichpeoplespeak.
3.ButIdon’tthinkyouarebeingfairatall.
但我觉得你这样做一点也不公平。
Be+being构成了be动词的进行时,后面跟形容词或名词,表示主语当前的状况,也可以表示进行时的被动语态。例如:
Youaresilly.你很蠢。(对人的评价,在这里是一种人身攻击)
Youarebeingsilly你现在的行为或想法很蠢。(就事论事)
Heispolite.他有礼貌。
Heisbeingpolite.他这样做是出于礼貌。
ManyriversandlakesarebeingpollutedthroughoutChina.
4.IunderstandyouusedtospendalotoftimetogetherbackwhenChristinawasyounger.
据我所知当克里思蒂娜小的时候你和她一起度过很多时光。
Iunderstand是访谈节目和外交场合中一个常用的辞令,它比Iknow,Ihear,Iguess更灵活,对所提及信息的来源和可信度都没有明确的说法,可以根据上下文译成“据我所知、我听说、我猜、我个人的理解是…等”,也可以说Myunderstandingis…….。
Back=inthepast,常出现在口语当中。
5.Manypeopleinfamiliesbecomeupsetwitheachotheroversmallproblems.
许多家庭成员之间因为一些小问题彼此不愉快。
Upset作vt/vi时重音在第二个音节上,过去式和过去分词同形,表示“弄翻、倾覆、扰乱、使不安”。也可作名词,重音在前。本句话里upset是过去分词,become的表语。
表示纷争的起因,用介词over.例如:
Thetwocountriesoftenfightoverborderdisputes.
Theyarealwaysquarrelingoverminordifferences.
6.Smallproblemsbecomebigones,however,iftheyarenotdiscussedanddealtwithearlyon.
然而,如果不尽早商讨解决,小问题就会变成大问题。
Deal:n.数量,a(good/great)dealof+不可数名词,交易,如:It’sadeal(成交);v.分配、经营。词组dealwith有和….做生意、与…有来往、对待、对付、相关、处理等意思。它作“处理”讲时,要和dowith区分清楚。dealwith作“处理”讲时是指“怎样对付或解决”,提问时用how;dowith作“处理”讲时是指“使用、处置”,提问时用what。例如:
Howdidyoudealwithpollutionintheriver?—Wetriedtotreatthecity’ssewagebeforeitpouredintotheriver.
Whatdidyoudowiththesewage?--Wetreateditandrecycleditforindustrialuse.
Earlyon:nearthebeginning“在早期、刚开始的时候”,多用于口语中。
7.Recentlyhehasbeenrefusingtodohishomework,andinsteadinsistsonwastinghistimewatchingDVDsandlisteningtoforeignmusic.
近来他一直拒绝做他的家庭作业,固执地把时间浪费在看DVD和听外国音乐上。
Have/hasbeendoing是现在完成进行时,指说话前一段时间一直进行或多次重复的动作。
Insiston+n/doingsth:坚持、坚决主张(做某事);或insist+从句“thatsb(should)dosth”。
要注意persistin+n/doingsth也是“坚持”,但insiston坚持的是看法或主张,竭力主张去做某事;persistin坚持的是行为和做法,即不放弃正在进行的事情。例如:
Hepersistedindoingthatexperimentthoughthesmellinthelabwasgettingworseandworse.
Sheinsistedongoingoutforapicnicthoughtheskylookedominouslydark.
8.WhatamItodo?
我该怎么办?
相当于WhatshallIdo?Be动词+不定式表示按计划和情理将要或应该发生的事。例如:
ThepresidentelectistomakehisinauguralspeechonMonday.
Youaretofollowhisinstructionstotheword.
9.WhenIrefusetolistentohim,heshoutsatmeandthetwoofusfightlikecrazy.
要是我拒不听从,他就对我大喊大叫,我们俩就会象疯了一样争吵。
“thetwoofus”我们俩,us仅指我们两人;“twoofus”我们中的两个,us所包含的人数大于二。
likecrazy象疯了一样,英语口语中的习惯用法,相当于“asifwewerecrazy”。还可以说:likecatsanddogs。
语调(intonation)是一句话里声调(pitch)高低抑扬轻重的配制和变化。英语有五种基本语调:升调(↗)、的降调(↙)、的升降调(∧)、降升调(∨)以及平调(→)。一句话除了词汇意义(lexicalmeaning)还有语调意义(intonationmeaning)。所谓词汇意义就是话中所用词的意义,而语调意义就是说话人用语调所表示的态度或口气。一句话的词汇意义加上语调意义才算是完全的意义。同样的句子,语调不同,意思就会不同,请看下例:
1)A:Jean,canyoubringmethenewspaper?
B:Sorry?(↗)
Jean用升调说“Sorry”,其意思是“Ididnthearyou.Couldyousaythatagain,please?”
2)A:Jean,canyoubringmethenewspaper?
B:Sorry.(↙)
在对话2)中,Jean用降调说“Sorry”,显然其意思是拒绝帮助或无能为力。
?首先要知道英语主要有三种语调,分别是升调,降调和降升调。
升调一般表示"不确定""话还没有说完"或者"礼貌"。经常用于下面几类句型中:
(1)一般疑问句(Yes-noquestions)Ishecomingtonight?Haveyougotthetickets?
(2)反问句(Statementsintendedasquestions)Youaredefinitelycoming?Youlikeit?
(3)表示安慰或鼓励(Statementsintendedtobesoothingorencouraging.)Comewithus.
(4)重复(Repetitionquestions)Whendidyoucome?
说话时用"降凋",常常给人一种"完结"的印象。所以能使用降调的句子有以下几类:
(1)陈述句(Ordinarystatements)YoucameonTuesday.Idlikesometea.
(2)特殊疑问句(Wh-questions)Whendidyoucome?Whatsthetime?
(3)带命令口吻的祈使句(Imperativesentences(strongcommands)Putitoverthere!Goandfindit!
(4)感叹句ExclamatorysentencesWhatanawfulfilmthatwas!
如果要表示出"说话人改变主意,或话外有话之意",就可以用"降升调"。它主要出现在下面的句式中:
(1)含有对比的陈述句Statementswherecontrastisimplied.YoucancomeonTuesdaybutnotMonday.Hedoesntwantitbuthisbrothermay.
(2)含保留意见的陈述句Statementswhichimplyreservation.Iknowhisface.Ilikethecolourofyourdress.
(3)否认或矛盾Statementswhichshowdisagreementorcontradiction──Icantdoit.──-Youcan.──ShearrivedonMonday.──-OnTuesday.
(4)警告Warning.Becareful.Dontbelate.
定语从句(复习)
一、单项选择
1.Thewayhediditwasdifferent_______wewereusedto.
A.inwhichB.inwhatC.fromwhatD.fromwhich
2.Thereweredirtymarksonherpants________shehadwipedherhands.
A.whereB.whichC.whenD.that
3.Wehadtoeatstandingupbecausewehadn’tanything_____wecouldsiton.
A.whichB.whereC.whatD.that
4.Mr.Greenstilltalksliketheman______hewastenyearsago.
A.whoB.thatC.whatD.whom
5._____canbecalledacaralwaysrollsonwheels.
A.AnythingB.WhateverC.AllthatD.Whichever
6.Thisisabook_______isred.
A.ofwhichcoverB.thecoverofthatC.whichcoverD.whosecover
7.Theydidn’tcallthepolicetill2hourslater,____allowedthethiefenoughtimetoescape.
A.whenB.whichC.whyD.how
8.Wevisitedatempleyesterday,infrontof_______asmallriver.
A.whichflewB.thatflowsC.whichflowsD.whereflows
9.What________youwanthertodo?
A.isB.isitC.thatD.isitthat
10.Itwastwoyearsago______ChinawashitbySARS.
A.thatB.whenC.inwhichD.then
11.Itwaswiseofyouto______hisadvice.
A.haveB.receiveC.approveD.take
12.Wetakegreat______intheachievementofournation.
A.prizeB.proudC.prideD.value
13.Yoursupportwillmakea______!
A.changeB.markC.choiceD.difference.
14.AttributiveClausehasalreadybeen______withinthepreviousunit.
A.dealtB.dealC.didD.done
15.Youcangoouttoplay,_______thatyoufinishyourworkfirst.
A.nowB.inC.inorderD.provided
二、用下列单词的适当形式填空:
insist,,suggest,,forbid,frustrated,express,exact,emotional,merely,regular,solve
1.Learningtodrivecanbeavery_________experiencefortheresidentsofcrowdedcities.
2.Growingupmeansonehastobecomebothfinanciallyand_________independent.
3.Somecommonfeelingsofteenagersareverywell_________inthispopsong.
4.Thankyouverymuchforthegood__________ontherunningofthisclub.
5.Thisis_________whatI’mlookingfor.
6.Smokingis____________inthisbuilding.
7.Weoffertechnical__________inthefieldofe-commerce.
8.Wewillstaywiththeprogrammeforonemoreweekifyou_______.
9.It’sa_________fiveminutes’walkfrommyhometotheschool.
10.Thepatienthastorelyonmedicineto_______hisheartbeat.
三、完形填空
Yardsalesdonothavetobehuge.Onefamily,orevenoneperson,canholdayardsale.Peoplesimplycollectsomethingstheyno1wantandputthemintheyardoutsidetheirhome.Theymightalsoplacehandmadesignsonnearbystreetstodirectpeopletothesale.And,assimpleasthat,theyhaveayardsale--oragaragesaleoramovingsale.
2peoplecallit,theactivityisthesame.Suchsalesare3ontheideathatanobjectthatisuseless,brokenoruglytoonepersoncanbeabargainto4.
Somepeoplegotoyardsalestofindaspecialthingthattheycollect.Theymightlookforthings5stamps,dolls,oldmoney,bottles,baseballcards,toysoradvertisingsigns.Yardsalescanalsoprovidepeople6anewcomputerorsoundsystem...newtothem,atleast.
Ortheremightbesomeexercise7thatlooksnewbecausenooneeverreallyusedit.Peopleneverknowwhattheymightfind.Theymightevenfindasnakeskin--theperfectgiftforascienceteacher.
Peoplewhogotoyardsalesoftenarenotlookingforanything8.Theyare9lookingforsomethingthatappealstothem.Ortheymightenjoynegotiating(商谈)10prices.Later,ifnecessary,theycanholdtheirownyardsaletosellallthethingstheyhavebought.
1.A.moreB.wonderC.lessD.longer
2.A.HoweverB.WhateverC.WhoeverD.Whenever
3.A.basedB.workingC.discussedD.held
4.A.otherB.theotherC.anotherD.others
5.A.asB.likeC.forexampleD.with
6.A.withB.forC.byD.from
7.A.machinesB.facilitiesC.equipmentD.equipments
8.A.cheapB.valuableC.strangeD.special
9.A.simplyB.especiallyC.hardlyD.nearly
10.A.forB.overC.withD.low
一、DADBC,DBCDA,DCDAD
二、1.frustrating2.emotionally3.expressed4.suggestions5.exactly
6.forbidden7.solution8.insist9.mere10.regulate
三、DBACB,ACDAB
Period5
Task1
Skillsbuilding2:Presentingadialogue
Teachingobjectives:
uToreadabouthowtoexpressdifferentfeelingsindifferenttones.
uTodeveloplisteningandspeakingabilityindifferenttones.
Importantanddifficultpoints:
UnderstandingtonesinspokenEnglish.
Teachingprocedures:
Step1Revision
Revisetheattributiveclausebydoingsomeexercises.
Step2Lead-in
Adialogueshouldbe:
communicative/informative/reflective
/simple/direct/nottooredundant
Step3Guessinggame:
ReadsomesentencesindifferenttonesletSsguesswhatfeelingsareexpressed.
Step4Skillsbuilding1:
Whatshouldwelistenfortounderstandthespeaker’sfeelings?
Step5Listening
Listenandchecktheanswers.
Step6Practice
HowdoyoureadthissentenceHewillcomeheretomorrow.whenyouarehappy/excited/questioning/alittleangry?
Step7Listening
ListentoPartAandBandchecktheanswers.
Step8Listeningtoaradiophone-inprogramme
Dividestudentsintogroupsoffouranddiscusseachpicture:
Whatdoyouseeineachpicture?
Howaretheyfeeling?
Listenandchecktheanswers.
Homework:
1FinishWorkbookExAonpage84.
2Reviewthewordsandexpressionsinthisunit.
Task2
Skillsbuilding2:readingforgist
Teachingobjectives:
uTodevelopreadingskillsbyreadingfourdiaryentries.
uTounderstandthemoodofthewriter.
Importantanddifficultpoints:
Readingforgist.
Teachingprocedures:
Step1Lead-in
Getstudentstoreadtheinstructionsandknowhowtoreadforgist.
lcatchthegistorthemainpoint
lfocusondescriptivewordsorexpressions
Step2Reading1Readthefourdiaryentriesandfillintheform.
Entries
Mainpoints
Thewordstellingthewriter’smood
Thefirstdiaryentry
Theseconddiaryentry
Thethirddiaryentry
Thefourthdiaryentry
2Readagainandanswer:
1.WhydidChristinacalltheradioshowlastweek?
2.WhatadvicedidGeorgegive?
3.DidChristinafollowhisadvice?Whatdidshedo?
4.Howdotheygetonwitheachother?
Step3ReadingtheThank-youletter1Getstudentstoreadandanswer:
aWhatisthemainideaofthisthank-youletter?
bWhichwordsorexpressionsareusedtomakethemainpoint?
2Readagainanddecidetrueorfalseonpage35.Thenchecktheanswers.
Step4Consolidation
HaveyoueverhadaproblemwithyourparentssimilartoChristina’s?
Ifso,howdidyousolveit?
Ifnot,writealettertoChristinainthenameofGeorge.
Homework:
1FinishWorkbookExxBConpage84.
2Reviewthewordsandexpressionsinthisunit.
Task3
Skillsbuilding3:writingadialogue
Teachingobjectives:
uTodevelopwritingskillsbyreadingthetips.
uTounderstandthemoodoftheMum’sandJack’sfeelings.
Importantanddifficultpoints:
Writingadialogue.
Teachingprocedures:
Step1Lead-in
Thelanguageyouuseinwritingadialogue:
lnottoocolloquial
lnottooredundant
ldescriptive
Step2Reading1Readtheinstructionsandknowsometipsofwritingadialogue.
2ReadPartAanddiscusswhatiswrongwiththeunderlinedsentences.
a.‘Umm’or‘hmm’shouldn’tbeincludedinawrittendialogue.
b.Weshouldn’tuse‘Myroomistoodirty’,‘Myroomisamess’,‘cleanup’and‘cleaning’,becauseinawrittendialoguewhathasjustbeensaidshouldn’tberepeated.
c.Inawrittendialogueweshouldwriteasentencethatshowsthespeakerisveryangryinsteadofthesentence‘I’mreallyveryangrywithyou.’
3ReadagainanddoPartB.
AThesentencesthatshowMumisunhappyorangry:
Comeandlook.
Don’tyoutalktomelikethat?
Youshouldstartcleaningnowifyouplantoleave!
BThesentencesthatshowJack’smood:
Thisissounfair!I’llneverhaveenoughtime.
ButIdon’tthinkyou’rebeingfairatall!
Step3ReadingtheThank-youletter1Workingroupsof3andpresentadialogue.Keepthetipsinmind.
2Getthestudentstoknow:
Thefollowingshouldbeincludedinyourdialogue.
a.WhathappenedbetweenChristinaandhermother?
b.WhatdidChristinadothen?
c.Howastheproblemsolved?
Step4Consolidation
Role-playthedialogueinthree.
Homework:
FinishWorkbookWritingonpage93.
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