湖南省衡南县第九中学高中英语《Unit2 Growing pains- Welcome to the unit》教案 牛津版必修1VIP专享VIP免费

湖南省衡南县第九中学高一英语《Unit2Growingpains-Welcometotheunit》教案（必修一译林牛津版）Thoughtsonthedesign:本节课教学是以引发学生兴趣为基础，为导入Reading的主题积累充足的背景知识和信息为手段，以调动学生主观能动性和激发学生发散思维为目的，以说、听、讨论为主的导入课。由于是单元的第一课时，所以要兼顾输入的“层次性”和“合理性”。“层次性”是指导入过程循序渐进，内容由浅入深，然后要求学生有一定的反馈输出，给予适当的提示，以防止出现无言以对的冷场。“合理性”是指在整个过程中，除了发挥学生的主观参与以外，要在学生能力范围内加以实践，并使学生在激发兴趣、接受知识、交流思想的同时，升华学生对人生的领悟和正确认识。Teachingaims:●FirststudentswillbeshownseveralpicturesaboutHomeWithKidstoactivatetheirechotothegrowingpains,thatcouldactivatethestudents’interestinthetopic；●Aftertheyanswerseveralquestions,theywillbeaskedtofindoutthereasonsofgrowingpains.Throughthis,thestudentswillbeabletostrengthentheirabilitiestofindandsolveproblems；●Givensomekeywordsandphrases,studentsarerequiredtoimagineasituationaccordingtofourpictures,andthenthestudentscanimprovetheirspokenlanguageandimagination；●Afteraseriesofquestionsabouttheirparents,thestudentswillbeabletoanalyzeproblemsandthinkofquestionsinnewways.Also,thiswillcontributetotheiremotionalexperiences；Teachingprocedures:Step1Lead-inShow5picturesofHomeWithKidsandleadin:说明：对应的PPT从第一页到第七页。首先用英文介绍一下几张图片，引导学生说出“growingpains”的主题，调动学生对主题的兴趣，从而得到学生对他们自己成长时的烦恼的一个共鸣，进而为下一步的讨论作了铺垫，也是为第二课时的reading作个铺垫。Step2BrainstormingGivestudentsfivequestionstodiscusswhywehavedifferentopinionswithourparents.1.Howmanypeoplearethereinyourfamily?2.Doyoulovethem?3.Doyouliketostaywithyourparentsathomeduringyourholidaysorweekends?4.Doyouthinkyoushowrespectforyourparents?5.Doyousometimesquarrelwithyourparents?6.Haveyouevershoutedatthem?7.Willyoutellthetruthtoyourmotheroryourfatherfirstwhenyoudosomethingwrong?8.Willyoutellyourparentsthetruemarkifyoufailtheexam?9.Whatwillyoudoifyourparentswantyoutodosomethingyoudislike?10.Whatwillyoudoifyourparentsshoutatyouforsomethingmisunderstood?Andthenshowthepossiblegrowingpainstobetterstudents’understandingofgrowingpains,andthenaskstudentstofindoutmainreasonsofgrowingpains.说明：设计PPT从8-11,通过上面的问题,让学生发现父母与孩子之间存在的误解而产生一些烦恼，通过学生的讨论，把这些烦恼结合自身体验简单罗列，然后教师给出主要的“growingpains”，通过一个图表形式展现。然后，让学生分析这些现象所产生的原因，引导其得出“代沟”的答案，然后对代沟进行简单解释，并分析产生的条件，使学生对问题产生的原因有个初步概念，也是为后面如何解决代沟问题作个伏笔。Step3SituationalImagination1.Accordingtothe4picturesinthetextbook,studentsarerequiredtocreateasituationtodescribegrowingpains.Besides,theteacherwillgivesomekeywordsandphrasesontheblackboard.(Thisisagroupwork,sothestudentsaredividedinto4groupstocompeteforaprize.)Pac1lastSunday,LiLei,turnup,shoutat,angry,embarrassed,ataloss,confusedPac2Wendy,notlaterthan6o’clock,late,7o’clock,explain,nottrust,depressedPac3Lisa,askforsignature(签名),awasteoftime,regretful,angry,interestPac4Tom,playcomputergames,upsetandangry,arest,atimelimit,controloneself2．Thentheteachercouldgiveasampleansweronthecomputerscreentohelpthem.说明：对应的PPT从11-21从上面了解了“growingpains”的主要原因后，进而对“growingpains”的出现情况通过...