高中英语 Unit2 Growing pains period 10精品教案 牛津译林版必修1.docx

高中英语 Unit2 Growing pains period 10精品教案 牛津译林版必修1.docx

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高中英语Unit2Growingpainsperiod10精品教案牛津译林版必修1

Period10Project:

Writinganadviceletter

教学设计一

整体设计

教材分析

TheprojectinthisunitisdesignedtohelpthestudentsimproveEnglishthroughdoingaproject.ThetwolettersinPartAareforstudentstoreadandfindoutwhathashappenedbetweenthefatherandhisson.

Thepurposeofthissectionistoletstudentsusewhattheyhavelearnttofinishaprojectbyworkingtogether.Inthecourseofdoingtheproject,thestudentswilldiscusswhathashappenedbetweenthefatherandhisson,whattheycandotohelpthetwoandwriteletterstogivethemsomeadvicetosolvetheirproblems.Theywillsearchandfindsomeinformationanddosomewritinganddrawing.Inordertomakeanattractiveposter,theyareexpectedtoknowhowtocooperateandhowtofulfileachpartofthetask.

三维目标

1.Tolearntwolettersabouttheproblemsthathappenedbetweenthefatherandhisson.

2.Tolearnaboutsomeexpressions:

insist,suggest,forbid,asthough,insiston,atthemoment.

3.Tohelpthestudentslearnhowtowriteanadviceletterandenablestudentstopresentanadviceletteringroups.

4.Tohelpstudentslearnhowtoworktogetherandwriteanadvicelettertosolveproblems.

重点难点

1.Howtowriteanadviceletter.

2.Enablestudentstoassignrolestoeachgroupmemberandworktogethertosolveproblems.

教学方法

1.Discussioninpairsoringroups.

2.Task-basedin-classactivities.

3.Explanationofsomelanguagepoints.

教具准备

Ataperecorderandthemultimedia.

课前准备

Teacherscanaskstudentstoreadtwolettersonpage38.Askthestudentstoreaditfastandtofindouttheanswerstothefollowingquestions:

1.Whydoesthefatherwritetheletter?

2.Whatdoesthefatherthinkabouthisson?

3.Whatisthefatherworryingabout?

4.Whydoesthesonwritetheletter?

5.Whatarehisproblems?

6.Howdoeshefeelabouthisfather?

Besidesthose,askthestudentstofindoutthemainideaforeachparagraph.

教学过程

→Step1Greetingandcheckthehomework.

Activity1Actingoutadialogue

Atthebeginningofthisperiod,teacherscanasksomestudentstoactoutthedialoguesbetweenChristinaandhermumandthehostofthe“TalkTime”show.Presenttheirdialoguesthattheywroteyesterdaytotheclass.

→Step2Lead-in

Teachersgivethestudentsenoughtimetodiscussthequestionsbelowwiththeirpartners.Severalminuteslater,letthestudentsexchangetheirdifferentideas.

Questions:

1.Whodoyouthinklovesyoumore,yourmotheroryourfather?

2.Whenyouexperiencesomeproblemswithyourparents,howwillyousolvetheproblem?

Sampleanswers:

1.Mymotherlovesmemore.Sheisverycaringandconsiderate.Shetakescareofalmosteverythingforme.Ireallycan’timaginelifewithouther.Butmyfatherlookssoserious.Iamafraidofhim./Ithinkmyfatherlovesmemore.Hecanunderstandmyproblemsandmyfeelings.IalwaystalktohimwhenIfeelbadorhavesomedifficulties.

2.Generally,mother’sloveisdifferentfromthatoffather’s.Theyallloveyou,althoughindifferentways.Sometimesyoumaymisunderstandthemforwhattheyhavedonetoyou.Asweallknow,therearemanyhotlinesontheradiooradvicecolumnsonnewspaperwhichdealwithfamilyorotherinterpersonalproblems.Theyareveryhelpfulbecausetheyhelppeoplesolvesmallproblemsbeforetheybecomebigones.Sowhenyoufeelupsetorunhappyaboutsomeproblems,youmayturntothemforhelp.Ithinktheyalwaysworkwell.Haveyoueverthoughtofbeinganadvicecolumnist,helpingotherssolvetheirproblems?

Whatshouldtheydo?

→Step3Discussion

Askthestudentstodiscussthefollowingquestions—Haveyoueverthoughtofbeinganadvicecolumnist,helpingotherssolvetheirproblems?

Whatshouldtheydo?

Sampleanswer:

Iliketobeanadvicecolumnist.Thatwillbeagreatjob.Ilikehelpingotherssolvetheirproblems.

Whatanadvicecolumnistshouldgive:

—Getaroughideaaboutthetrouble

—Analyzethetrouble

—Findouttherootsofthetrouble

—Givepropersuggestions

—Keepinregularcontactwiththesender

—Feedbackinformation

T:

Inalmosteveryfamilythereareproblemsthatmayupsetteenagersandtheirparents.Afatherhassomeproblemswithhisson.Theyhavebothwrittenletterstoamagazine,askingforadvice.Todaywe’regoingtohelpthemsolvetheirproblems.

→Step4Reading

Havethestudentsanswersomequestionsabouttheletters:

1.Readthefirstletterandanswerthefollowingquestions:

1）Whydoesthefatherwritetheletter?

2）Whatdoesthefatherthinkabouthisson?

3）Whatisthefatherworryingabout?

Answers:

1）toaskforsomehelpsoastohelphisson.

2）problemsthefatherthinksabouthisson:

—disobeyseverythinghisparentsaskhimtodo

—isrudetothem

—refusestospendtimewiththem

—refusestodohishomework

—spendstoomuchtimewatchingDVDs,listeningtoforeignmusic,chattinginInternetcafes,playinggamesandsurfingtheInternet

3）Hissonmayfailatschoolorworse.

2.Readthesecondletterandanswerthefollowingquestions:

1）Whydoesthesonwritetheletter?

2）Whatarehisproblems?

3）Howdoeshefeelabouthisfather?

Answers:

1）Tobehelpedwithsomeproblemshehasathome.

2）problemsthesonthinksabouthisfather:

—doesn’tlistentohimwhenhewantstodosomethingor

—shoutsathimwhenhetriestotalktohim

—fightslikecrazywhenherefusestohisfather

—makeshimdothingshedoesn’tlike

—callshimselfishandunlovingwhenhewantstobealone

—getsveryangrywhenheplaysforeignmusic

—sendshimtobedortellhimtostudywhenhewatchesaDVD

—forbidshimfrommeetinghisfriendsattheInternet

3）Heloveshisfatheralot.

Hehopeshisfathercanunderstandhimbetterandrespectthethingshewantstodo.

→Step5Discussion

T:

Willyouhavethesamelistifyouaregivenachancetocomplainaboutyourparents?

Whatadvicewillyougivetothefatherortheboyifyouareanadvicecolumnist?

1.Askthestudentstoworkingroupsoffourandfindsuggestionstotheson:

Sampleanswers:

—Trytobeadocilekidathomenomatterwhetheryouareanoutstandingstudentatschool.

—Neverattempttochangeyourfather’scharacterandtobeanidealfather.

—Communicatewithyourfatherthroughlettersifhehappenstobeshort-tempered.

—Comeuptoyourdadandtellhimhowmuchyoucareabouthim.

—Rememberthatit’scorrectforafathertourgehissontostudyhard.

—Makeyourfatherbelieveyou’llbesuccessfulinlifebydoingwhatyoulike.

2.Askthestudentstoworkingroupsof4andfindsuggestionstothefather:

Sampleanswers:

—Trytolookatthingsfromyourson’sangle.Ifyoutradeyourrolewithyourson,Ibelieveyouwillrealizesomeoftheproblemsyoumentionedinyourletterareeasytosolve.

—Preparetohaveaheart-to-hearttalkwithhim.Musicispartofayoungpeople’slife.Youcan’tstophimjustbecausegoodcommunicationwillsmooththeproblems.Yoursonwantsyoutotreathimasyourequalwhileyouactasacommander.That’swherealltheproblemscomefrom.

—Rememberwhatyoursonneedsismorethanmaterialcomfort.

—You’dbetternotputtoomuchpressureonyourson.Beagoodmotivator.

—Trytoencouragehimtofindhimself,tobuildupself-confidence.

—Cutoutharshremarkswhenyoursonfallsshortofyourexpectation.Unconditionalloveisveryimportant,becauseheisyourson.

→Step6Self-reading

Givethestudentssometimetoreadandunderstandthetwolettersbythemselves.Iftheyhavesomeproblems,askthemtodiscusstheseproblemswiththeirpartnersorputthemforwardlatertodiscusswiththewholeclass.Learningtoaskquestionswhilereadingisveryimportantforstudentstodeveloptheirreadingability.Ifnecessary,teacherscanofferthemsomehelp.

→Step7Languagepoints

1.Atthemoment,herefusestodoalmosteverythinghismotherandIaskhimtodo.

目前,我和他母亲让他做的事情他几乎什么都不做。

1）atthemoment用于现在时,意为“此刻”“目前”,相当于atthismoment,rightnow,atpresent;用于过去时,意为“那时”“当时”,相当于atthatmoment,then。

如:

I’mbusyatthemoment.

我现在很忙。

Ishouldhavebeenwillingtolendhimthebookheaskedfor,butIhadn’titwithmeatthemoment.

他要借的那本书,我本有意借给他,可是当时书不在我身边。

Atthemoment,hewasbusypreparinghislessons.

那时,他正忙于准备功课。

Thenumberisengagedatthemoment.Tryagaininfiveminutes.

这个号码现在占线,请五分钟后再拨。

He’sunemployedatthemoment.他目前失业了。

2）forthemoment意为“暂时,目前,这时”。

如:

Iwanttoleavethisforthemomentandtalkaboutsomethingelse.

我希望把这事暂时搁一下,谈谈其他的事。

We’rehappylivinginaflatforthemomentbutwemaywanttomovetoahousesoon.

目前我们住单元房很满意,但不久我们也许想住个独门独户的房子。

Stopdiscussionforthemoment.请暂停讨论。

3）foramoment意为“片刻，一会儿”。

如:

Letmethinkforamomentwhatisthebestmethodtosolvetheproblem.

让我想一会儿什么是解决这个问题的最佳方法。

Hepausedforamomentandthenwentforward.

他停顿了一会儿然后继续向前。

IhadtothinkforamomentbeforeIrememberedhisname.

我想了一会儿才想起他的名字。

4）inamoment意为“一会儿，立刻，马上”。

如:

I’llcomeinamoment.我一会儿就来。

Couldyoumakeadecisioninamoment?

你能马上作出决定吗?

Tellhimtocallmeupinamoment.叫他过一会儿打电话给我。

5）atanymoment意为“在任何时候……,随时”。

如:

Wecanaskhimforhelpatanymoment.

我们随时可以请他帮忙。

Weshouldn’tloseheartatanymoment.

我们在任何时候都不能失去信心。

2.Hisgrandparentsbuyhimmanythings,andyetheisstillrudetous.

他爷爷和奶奶给他买东西。

可就是这样他还是对我们很无礼。

1）berudetosb.意为“对某人粗鲁、没礼貌”。

如:

Don’tberudetothetaxidriver.It’snothisfaultthatthetrafficisheavy.

不要对那个出租车司机粗声粗气的。

交通拥挤不是他的过错。

He’sveryrudetotheoldpeople.他对老人很没礼貌。

【注】介词to和for经常跟在一些形容词或名词后表示“对于”,那么,什么情况下用to,什么情况下用for呢?

这个问题比较复杂,原因在于,后边可以跟to或for的形容词很多,这些形容词与to或for搭配,各有其原因。

▲当主语是表示人的名词或代词,且形容词表示主语对某人或某事的主观态度或感情常用to，这样的形容词有good,bad,blind,faithful,kind,