2020新牛津译林版英语必修一Book1 Unit 2 教案（含学案）.doc

1、 1 译林高中英语 （新教材必修一）译林高中英语 （新教材必修一） Unit 2 Lets talk teens 第一讲第一讲 Welcome to the unit 2. understand the organization of the magazine article; 3. analyze the causes of parent-child tensions; 4. build a positive attitude towards the adolescent stage of ones life. II. Key competence focus 1. Improve stud

2、ents abilities to analyze problems. 2. Connect students own experiences to the reading. III. Predicted area of difficulty Explore the significance of healthy parent-child relationships. IV. Teaching procedures Step 1 Appreciation and comparison 1. T leads Ss to appreciate the quote from Bing Xin and

3、 asks them to translate it in Chinese. I dont know what “home” is, but unhappiness and worries melt away once there. Bing Xin “家家是什么，我不知道；但烦闷是什么，我不知道；但烦闷忧愁，都在此中融化消灭。忧愁，都在此中融化消灭。 冰心冰心 2. T encourages Ss to express their understanding of home. Whats the definition of “home” to you? 3. T asks Ss to rea

4、d an English poem about parents love and describe Mother Birds feelings in the poem. Love；Expectations；Patience；Concerns 4. T shows Ss a Chinese poem in English and asks them to compare it with the first poem. Song of the Parting Son A thread in one hand of the loving mother, A dress of the parting

5、son in the other. She sews stitch by stitch: his departures near, For fear that he wont be home in many a year. Who can tell, how much should the son impart To well reward the loving mothers heart? 慈母手中线，慈母手中线， 游子身上衣。游子身上衣。 临行密密缝，临行密密缝， 意恐迟迟归。意恐迟迟归。 谁言寸草心，谁言寸草心， 报得三春晖。报得三春晖。 5. T asks Ss to express

6、their opinions of parents unconditional love. 2 【设计意图：引导学生通过翻译、朗读、理解、对比等活动来欣赏名人名言和中外诗歌，体会其表达的 共同情感和主题，为阅读做铺垫，同时也培养了学生良好的鉴赏能力以及比较文化异同的能力。 】 Step 2 Prediction before reading 1. T leads Ss to focus on the title, pictures and the first paragraph of the magazine article and think about the following ques

7、tions: How do you understand the title? What could be the theme of the article? Why does the writer use a group of questions to introduce the topic? What could be the genre of the article? Who could be the audience? What aspects will be talked about in the following paragraphs? 【设计意图：指导学生关注图片、题目和第一段

8、内容，从而让学生了解杂志类文章的特点，快速获取主 题语境、写作技巧、目标读者、下文内容等文字之外的信息。这种创造性阅读的方式有助提升学生推断 力。 】 Step 3 Reading for organization 1. T asks Ss to read the following paragraphs and complete the outline of the article in A1 on page 18. Cause 1: Teenagers physical growth may result in such family tensions. Cause 2: Teenager

9、s developing mental needs can also influence parent-child relationships. Solution: Teenagers should have regular and honest communication with their parents. Conclusion: Everything will turn out all right in the end 2. T leads Ss to analyze the structure of an argumentative essay: In paragraph 1, th

10、e writer introduces the topic and states the focus of the essay. In paragraphs 2 and 3, the writer analyzes the causes of parent-child tensions. In paragraph 4, the writer comes up with some solutions to this problem. In paragraph 5, the writer states his/her conclusion and shows his/her opinions ab

11、out the topic. 【设计意图：学习理解阶段。学生根据信息结构图从宏观上梳理语篇信息，把握语篇脉络和逻辑关系， 形成结构化知识。 】 Step 4 In-depth reading 1. T asks Ss to focus on paragraph 2 and answer the following questions: What physical changes might teenagers worry about? Can you use one word or phrase to conclude teenagers worry? Which physical chang

12、e troubles you most? How do you deal with it? 【设计意图：第二段内容较为简单，结构清晰，主要让学生联系自身实际谈谈青春期的烦恼以及措施， 深化对语言的灵活运用。 】 2. T asks Ss to focus on paragraph 3 and answer the following questions: What does middle ground refer to? (T explains the function of the dash here.) Do you know a special term for that period?

13、 (T shows the new word adolescence.) What inner conflicts may teenagers have? (T leads Ss to find the sentence that best explains the inner conflicts.) Where can we put the phrase on the one hand? (T leads Ss to focus on the inner structure of this paragraph.) 3 【设计意图：第三段内容和结构均较为复杂，主要通过梳理、分析、推断等高阶思维

14、活动，提升学生思 维品质。第一、第二两个设问可达到两个目的：一是让学生理解破折号的作用，二是通过追问，让学生 在语境中学到 adolescence 和 adolescent 这两个单词。 第三、 第四两个问题， 让学生更好地把握段落结构。 】 3. T asks Ss to focus on paragraph 4. T asks Ss to conclude the 4 steps of communication. Take a minute to _. Try to understand the situation _. _ your actions and feelings. _ ca

15、refully and address their _. 【设计意图：帮助学生梳理交流四部曲，为迁移创新阶段的活动做铺垫。同时在语境中归纳与呈现 empathy 和 compromise 两个高级词汇。 】 Step 5 Critical reading 1. T asks Ss to focus on paragraph 5 and answer the following questions: Whats is the authors attitude to parent-child tensions? Could you find some information in the maga

16、zine article to support your idea? What is the writing purpose of the magazine article? What do you think of the significance of healthy parent-child relationships in ones life? 【设计意图：让学生辨别作者的态度和写作目的，启发学生对健康亲子关系意义的思考，鼓励学生创 造性地表达自己的观点，帮助了解人与自我人与社会的关系，从而建立健康的人生观。 】 2. T asks Ss to think about the foll

17、owing questions: The writer suggests that teenagers want both independence and their parents love and support. Do you feel the same way? Why or why not? Give an example. Cooperate with your praters and create a situation where you successfully solve the conflicts with your partners by following the

18、writers advice. 【设计意图：这两个问题引导学生联系自身实际，反思并解决自己生活中的实际问题，属于迁移创新活 动，也是学科育人的具体表现。 】 V. Homework 1. Collect words or phrases related to parent-child tensions in the magazine article. 2. Choose one paragraph and analyze its structure. 3. Write a summary of the magazine article (within 60 words). 【设计意图：课后在语

19、境中再次梳理与复习本课词汇，学会自主分析段落结构，最后通过概要写作内化 课堂学习内容。 】 第二讲第二讲 Reading (II) I. Learning objectives By the end of the lesson, students will be able to: 1. understand the usage of the following words and expressions: rate, shoot up, struggle, breakdown, view, go through, concern and stress; 2. use the above wor

20、ds and expressions in new situations; 3. understand the suffixes of abstract nouns ending with -ce, -ty/-ity, -hood, -ship,-ment, -tion/sion, -th; 4. understand the function of a group of questions in introducing a topic and write a similar introduction. 4 II. Key competence focus 1. Understand the

21、above-mentioned new words and expressions. 2. Use the new words and expressions in different situations. III. Predicted area of difficulty 1. Understand the different meanings of shoot, go through, concern and stress in different contexts. 2. Use the new words and expressions properly. IV. Teaching

22、procedures Step 1 Review T asks Ss to review the structure of the text. 【设计意图：回归课本，回忆文章。通过篇章结构的理解引领学生到词汇上面来。 】 Step 2 Word study 1. Rate (1). T asks Ss to explain rate in the sentence from the text. You may feel anxious that you are developing at a different rate to your friends, shooting up in heig

23、ht or getting left far behind. (para. 2) a measurement of the speed at which sth happens (2). T asks Ss to think more adjectives that can be used before rate. at a(n) (different, average, fast/low, frightening-) rate (3). T shows more examples. Ss try to guess the meanings of rate in different conte

24、xts. 1. Australias unemployment rate rose to 6.5% in February. n. a measurement of the number of times sth happens or exists during a particular period. 2. We offer special reduced rates this week. n. a fixed amount of money that is charged or paid for sth 3. I may be away next week but at any rate

25、Ill be back before the meeting. used to say that a particular fact is true despite what has happened in the past or what may happen in the future. 4. At this rate we wont ever be able to afford a holiday. (informal) used to say what will happen if a particular situation continues to develop in the s

26、ame way (4). T shows two examples of rate used as a verb and asks Ss to explain the meanings. 1. The university is highly rated for its research. to have or think that sb/sth has a particular level of quality, value, etc. 2. He is currently rated number three in the world. to place sb/sth in a parti

27、cular position on a scale in relation to similar people or things (5). Ss try to translate some sentences using the collocations of rate. 1. 评论家和观众都认为这次演出是成功的。 The show was rated (as) a success by critics and audiences. 2. 大多数人步行的平均速度为每小时 5 公里。 Most people walk at an average rate of 5 kilometres an

28、hour. 3. 不管怎样，下次会议将在星期三召开。 At any rate, the next meeting will be held on Wednesday. 2. Shoot up (1). T asks Ss to explain shoot up in the sentence from the text. Then T tells Ss another meaning of the phrase and gives two examples. 5 You may feel anxious that you are developing at a different rate t

29、o your friends, shooting up in height or getting left far behind. (para. 2) (a). if a child shoots up, he or she grows taller very quickly and suddenly (b). to increase very quickly and suddenly E.g. I cant believe this is Davidhes shot up since we graduated! The companys profit has shot up since th

30、e beginning of the year. (2). Ss try to match the sentences with the meanings of shoot up. (3). Ss translate some sentences. 1.去年票价猛涨。 Ticket prices shot up last year. 2. The movie was shot in black and white. 那部电影拍成了黑白片。 3.抢劫过程中有三人被开枪打死。 Three people were shot dead during the robbery. 4. He suddenl

31、y shot from the halfway line. 他突然在中线上射门。 3. Struggle (1). T asks Ss to explain struggle in the sentence from the text, using their own words. On the other hand, when you are struggling to control your feelings, you wish they could be more caring and patientsometimes they forget that growing up is a

32、rough ride. (para. 3) to try very hard to do sth when it is difficult or when there are a lot of problems (2) .T explains the collocation of struggle and gives one example to help Ss understand. for struggle against/with to do E.g. Shes struggling to bring up a family alone. (3). T encourages Ss to

33、make one sentence using struggle and share. E.g. He struggled against cancer for two years. 他同癌症抗争了两年。他同癌症抗争了两年。 4. Breakdown (1) T asks Ss to explain breakdown and gives an example. . All of this can lead to a breakdown in your relationship. (para. 3) a failure of a relationship, discussion or syst

34、em E.g. This led to the breakdown of the negotiations. 1. Police shot one suspect when he pulled a gun on them. 2. They spent the weekend in the countryside shooting deer. 3. The bands last single shot straight to number one in the charts. 4. He should have shot instead of passing. 5. The film was s

35、hot in New Zealand. to move suddenly or quickly in one direction; to make sb/sth move in this way to fire a gun or other weapon; to fire sth from a weapon to make a film or photograph of sth to try to kick, hit or throw the ball into a goal or to score a point to hunt and kill birds and animals with

36、 a gun as a sport 6 (2) T explains that breakdown comes from the phrase break down. (3) Ss work in groups to find out more similar words, e.g. break through to breakthrough, break out to outbreak, turn over to overturn. (4). T asks Ss to Guess the meanings of break down in the following sentences. T

37、ry to match them in correct orders. (5) .T asks Ss to try to match the sentences in which break down share the same meaning. 5. View (1). Ss work in groups and find out the different collocations of view from the dictionary. Then Ss share the usage of view. When you disagree with your parents, take

38、a minute to calm down and try to understand the situation from their point of view. (para. 4) (2) Ss choose the phrases from the box to complete the sentences. breakdown breakthrough outbreak overturn break down break through break out turn over 1. The printing machines are always breaking down. 2.

39、Negotiations between the two sides have broken down. 3. She broke down in tears when she heard the news. 4. He showed us the whole dance, and then broke it down so that we could learn it more easily. 5. Her health broke down under the pressure of work. a. to become very bad b. to lose control of you

40、r feelings and start crying c. to stop working because of a fault d. to divide sth into parts in order to analyse it or make it easier to do e. to fail 1. Because he was being so kind and concerned, I broke down and cried. 2. Talks with business leaders broke down last night. 3. The question can be

41、broken down into two parts. 4. The car broke down just north of Paris. a. Twice his small electric fan broke down. b. At first he refused to admit his guilt but when he was shown the evidence he broke down and confessed. c. I left London when my marriage broke down. d. Break your expenditure down in

42、to bills, food and other. ones view on in ones view from ones point of view come into view in view in view of have/hold a view express a view share a view support a view view as view from a perspective 7 support the view come into view view as ?in view of in ones view ? 1. _ _ _ the weather, the eve

43、nt will now be held indoors. 2. When the car was first built, the design _ _ _ highly original. 3. This evidence _ _ _ _ that there is too much violence on television. 4. The lake soon _ _ _. 5. _ _ _ it was a waste of time. Key: 1. In view of 2. was viewed as 3. supports the view 4. came into view

44、5. In my view 6. go through (1). T asks Ss to explain go through in the text in their own words. Then T offers one more example. Perhaps they have experienced something similar and do not want you to go through the same pain. (para. 4) to experience or suffer sth. E.g. Hes amazingly cheerful conside

45、ring all hes had to go through. (2). T gives more examples and asks Ss to find out in which sentence go through has the closest meaning to the one in the text. (3). T gives one more example to explain the meaning of through. They were suddenly plunged into darkness as the train went through a tunnel

46、. into one side or end of an entrance, passage, hole etc and out of the other side or end (4). T asks Ss to draw pictures to show the difference of through, across, over. through across over 7. concern (1). T explains the meaning of concern in the sentence from the text. After you have thought it th

47、rough, explain your actions and feelings calmly, listen carefully, and address their concerns. (para. 4) a feeling of worry, especially one that is shared by many people (2). T guides Ss to think of more collocations of concern. + + + 1. We went through five pints of milk last week. 2. She went through her bag looking for the keys. 3. Lets go through the arguments again 4. The deal failed to go through. 5. When youre going thro