高中英语必修一Unit 2 Let’s talk teens Reading (II) 教案
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| 名称 | 高中英语必修一Unit 2 Let’s talk teens Reading (II) 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2020-09-07 09:00:16 | ||
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《英语》必修·第一册 教案
《英语》（必修·第一册）
Unit 2 Let’s talk teens
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 words 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 fun_ction of a group of questions in introducing a topic and write a similar introduction.
II. Key competence focus
1. Understand the 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 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.
(2) T asks Ss to think more adjectives that can be used before rate.
(3) T shows more examples. Ss try to guess the meanings of rate in different contexts.
(4) T shows two examples of rate used as a verb and asks Ss to explain the meanings.
(5) Ss try to translate some sentences using the collocations of rate.
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. .
(2) Ss try to match the sentences with the meanings of shoot up.
(3) Ss translate some sentences.
3. Struggle
(1) T asks Ss to explain struggle in the sentence from the text, using their own words.
(2) T explains the collocation of struggle and gives one example to help Ss understand.
(3) T encourages Ss to make one sentence using struggle and share.
4. Breakdown
(1) T asks Ss to explain breakdown and gives an example. .
(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 gives more examples of break down. Ss try to explain in their own words.
(5) Ss 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.
(2) Ss choose the phrases from the box to complete the sentences,.
6. Go through
(1) T asks Ss to explain go through in the text in their own words. Then T offers one more example.
(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.
(4) T asks Ss to draw pictures to show the difference of through, across, over.
7. Concern
(1) T explains the meaning of concern in the sentence from the text.
(2) T guides Ss to think of more collocations of concern.
(3) T shows the derivations of concern and gives Ss more examples to figure out their meanings.
(4) Ss fill in the blank with proper forms of concern.
8. Stress
(1) T asks Ss to explain stress in the sentence from the text.
(2) T guides Ss to think of some verbs to form collocations with stress.
(3) T gives more examples and asks Ss to explain stress in these sentences.
(4) T asks Ss to translate some sentences.
【设计意图：通过老师讲解、学生讲解、学生小组讨论、学生查字典分享、巩固练习等活动让学生了解这些重要词汇的用法且学会灵活运用到语境中。】
Step 3 Consolidation
1. T gives a summary of vocabulary
2. T asks Ss to finish part B1.
【设计意图：通过回顾学过的单词巩固，用巩固练习给学生提供更为丰富的语境】
Step 4 Word formation
T introduces the suffixes that can be used to form abstract nouns.
Ss work in groups to brainstorm more abstract nouns with these suffixes and share with classmates.
【设计意图：学生通过小组活动掌握构成抽象名词的几个后缀，学会从构词法的角度学习词汇，扩大词汇量】
Step 5 Mini Writing
T introduces the fun_ction of a group of questions in the first paragraph.
T: We can introduce a topic by using a group of sentences. We don’t expect readers to answer them. Instead, we use them to draw the reader’s attention to the topic and make them think about and take an interest in it.
Ss appreciate another two examples and talk about the functions of these questions.
T asks Ss to introduce the topic of parents’ love for their children by asking questions. Then T shows Ss a sample.
【设计意图：通过学习和理解一连串疑问的作用，学会在实际语境中运用这一写作手法。】
V. Homework
Write a paragraph to give your suggestions about teenagers’ relationship with parents. Try to use questions in the beginning of the paragraph.
《英语》（必修·第一册）
Unit 2 Let’s talk teens
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 words 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 fun_ction of a group of questions in introducing a topic and write a similar introduction.
II. Key competence focus
1. Understand the 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 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.
(2) T asks Ss to think more adjectives that can be used before rate.
(3) T shows more examples. Ss try to guess the meanings of rate in different contexts.
(4) T shows two examples of rate used as a verb and asks Ss to explain the meanings.
(5) Ss try to translate some sentences using the collocations of rate.
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. .
(2) Ss try to match the sentences with the meanings of shoot up.
(3) Ss translate some sentences.
3. Struggle
(1) T asks Ss to explain struggle in the sentence from the text, using their own words.
(2) T explains the collocation of struggle and gives one example to help Ss understand.
(3) T encourages Ss to make one sentence using struggle and share.
4. Breakdown
(1) T asks Ss to explain breakdown and gives an example. .
(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 gives more examples of break down. Ss try to explain in their own words.
(5) Ss 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.
(2) Ss choose the phrases from the box to complete the sentences,.
6. Go through
(1) T asks Ss to explain go through in the text in their own words. Then T offers one more example.
(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.
(4) T asks Ss to draw pictures to show the difference of through, across, over.
7. Concern
(1) T explains the meaning of concern in the sentence from the text.
(2) T guides Ss to think of more collocations of concern.
(3) T shows the derivations of concern and gives Ss more examples to figure out their meanings.
(4) Ss fill in the blank with proper forms of concern.
8. Stress
(1) T asks Ss to explain stress in the sentence from the text.
(2) T guides Ss to think of some verbs to form collocations with stress.
(3) T gives more examples and asks Ss to explain stress in these sentences.
(4) T asks Ss to translate some sentences.
【设计意图：通过老师讲解、学生讲解、学生小组讨论、学生查字典分享、巩固练习等活动让学生了解这些重要词汇的用法且学会灵活运用到语境中。】
Step 3 Consolidation
1. T gives a summary of vocabulary
2. T asks Ss to finish part B1.
【设计意图：通过回顾学过的单词巩固，用巩固练习给学生提供更为丰富的语境】
Step 4 Word formation
T introduces the suffixes that can be used to form abstract nouns.
Ss work in groups to brainstorm more abstract nouns with these suffixes and share with classmates.
【设计意图：学生通过小组活动掌握构成抽象名词的几个后缀，学会从构词法的角度学习词汇，扩大词汇量】
Step 5 Mini Writing
T introduces the fun_ction of a group of questions in the first paragraph.
T: We can introduce a topic by using a group of sentences. We don’t expect readers to answer them. Instead, we use them to draw the reader’s attention to the topic and make them think about and take an interest in it.
Ss appreciate another two examples and talk about the functions of these questions.
T asks Ss to introduce the topic of parents’ love for their children by asking questions. Then T shows Ss a sample.
【设计意图：通过学习和理解一连串疑问的作用，学会在实际语境中运用这一写作手法。】
V. Homework
Write a paragraph to give your suggestions about teenagers’ relationship with parents. Try to use questions in the beginning of the paragraph.