牛津高中英语译林版M1 Unit2 Growing Pains教案（12课时全英文）
文档属性
| 名称 | 牛津高中英语译林版M1 Unit2 Growing Pains教案（12课时全英文） |  | |
| 格式 | zip | ||
| 文件大小 | 29.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2015-01-25 10:42:09 | ||
图片预览
文档简介
牛津英语一模块Unit 2 Growing Pains
(1-12课时)全部教案
Teaching objectives:
To introduce and develop the theme of growing pains
To form a positive a ( http: / / www.21cnjy.com )ttitude towards growing pains and learn to solve family problems wisely
To identify the diffe ( http: / / www.21cnjy.com )rence between American English and British English
To learn about some colloquialisms and their origins
To develop the skills of how to read a play
To learn how to use a ( http: / / www.21cnjy.com ) preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
To develop listening ability through a radio talk show
To develop sp ( http: / / www.21cnjy.com )eaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme
To develop the ability of reading for gist
To develop writing ( http: / / www.21cnjy.com )ability by presenting a dialogue and an advice letter
To learn to be cooperative and helpful when working together
Teaching plans:
Period 1—Welcome to this unit
Period 2—Reading 1 (Comprehension focus)
Period 3—Reading 2 (Word focus)
Period 4—Reading 3 (Consolidation of words)
Period 5—Word power1
Period 6—Word power2
Period 7—Grammar & usage
Period 8—Consolidation of grammar
Period 9—Task presenting a dialogue1
Period 10—Task presenting a dialogue2
Period 11—Project writing an advice letter
Period 12—Exercises
Period 1 Welcome to this unit
Teaching objectives:
To introduce and develop the theme of growing pains
To develop speaki ( http: / / www.21cnjy.com )ng ability by talking about families and problems that happen between teenagers and parents
To know more about classmates and their families
Teaching procedures:
Lead-in:
Presenting family albums:
In this part, Ss ( http: / / www.21cnjy.com )are encouraged to say something about their families by showing the class pictures with their parents.
Brainstorming questions:
Do you always show respect to your parents
Do you always do what your parents want you to
Do you sometimes quarrel with your parents Why do you quarrel
Picture talking (pair work)
Ask Ss to look at the ( http: / / www.21cnjy.com )pictures. Imagine the situations and try to describe them as fully as possible with their own words.
Make sure tha ( http: / / www.21cnjy.com )t Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part ( http: / / www.21cnjy.com ), Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Questions for discussion:
What kind of behavi ( http: / / www.21cnjy.com )ors of yours will make your parents feel unhappy List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on …
*bad school behaviours
*not helpful with housework
*making friends with persons that parents don’t like
*…
What would you do if your behavior upsets your parents
Who do you choose t ( http: / / www.21cnjy.com )o talk to when you have a problem and want to talk to someone Why
Do you think ther ( http: / / www.21cnjy.com )e is a generation gap between you and your parents How do you overcome the gap
Assignments:
Preview the new words of this unit on page 64 (from “act” to “rude”)
Think about this que ( http: / / www.21cnjy.com )stions—What are growing pains Do you have any pains What are they
*******************************************************
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
To develop the skills of how to read a play
To know about Amer ( http: / / www.21cnjy.com )ican family life and problems that happen between American teenagers and their parents
To form a positive ( http: / / www.21cnjy.com )attitude towards solving problems between teenagers and parents
Teaching procedures:
Lead-in:
Have you ever b ( http: / / www.21cnjy.com )een left alone or with a pet Describe that experience. If not, can you imagine what might happen if you were left alone Can you look after your home and keep everything clean and safe
Reading:
Remind Ss of the instructions on reading a play before reading
First reading and checking out Part A on page 22
Second reading (fol ( http: / / www.21cnjy.com )lowing the tape) and checking out C1 & C2 on page 24
More comprehension questions:
Why does Eric sound frightened when he sees his parents back
How does Mom know that the dog is tired and hungry
What does Dad mean by ( http: / / www.21cnjy.com ) saying “This is not a family where bad behavior goes unpunished…”
Thinking after reading:
Ask Ss to use their imagination and think of an end to the play.
Do you think E ( http: / / www.21cnjy.com )ric and Daniel will explain to their parents what has happened Or will the parents go and ask the boys what has happened
If you were one of ( http: / / www.21cnjy.com )the children what would you do Would you remain silent or would you offer an explanation to your parents Which is the better solution in your mind
Assignment:
Read the play aloud with partners.
Underline difficult words or sentences that need explaining.
Finish D1 & D2 on page 24.
Finish E on page 25.
******************************************************
Period 3 Reading 2
(Word Focus)
Teaching objectives:
To understand new words and expressions and learn how to use them
Teaching procedures:
HW checking out:
D1 & D2 on page 24
E on page 25
Ask Ss:
what they think of ( http: / / www.21cnjy.com )the way Daniel and his parents solve their problem
what kind of a boy Daniel is
Difficult points:
(In this part, Ss are encouraged to raise their questions.)
Eric runs in after it, followed by a big dog, walking very slowly.
…you weren’t supposed to come home until tomorrow!
Daniel, we thought you were an adult, …
Eric sits on his bed ( http: / / www.21cnjy.com ) looking at Daniel, who has his arms crossed and looks angry.
…but now that he has b ( http: / / www.21cnjy.com )een so rude to us, I feel like we have to punish him or he won’t respect us.
Words focus:
1.Word definition:
In this part Ss are to understand words and expressions in the text.
Ask Ss to match th ( http: / / www.21cnjy.com )e expressions in Column I with the right definitions in Column II.
Column I Column II
a. be supposed to d ( http: / / www.21cnjy.com )o 1. to talk about sb’s faults in an unfair way,
or to be too strict with sb.
b. deserve to do 2. to want to have sth. or do sth.
c. now that 3. used to ask or talk about how sb. should deal with sth.
d. in charge 4. used to say a light or fire is off or out
e. be hard on 5. used to say what is/was expected to happen,
esp. when sth. didn’t happen; used to say
that one should or should not do
f. go out 6.to hope that one will get sth. from sb.
g. expect…fro ( http: / / www.21cnjy.com )m… 7.in a position where you have the duty to make
decisions so that anything bad will not happen
h. feel like 8.used to say one should receive (a reward or
a special treatment) for what he has done
i. (what to) do with ( http: / / www.21cnjy.com ) 9. because of sth. or as a result of sth.
2. Ask Ss to read the ( http: / / www.21cnjy.com )following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.
The new compan ( http: / / www.21cnjy.com )y was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)
2 ---Doctor, my ( http: / / www.21cnjy.com )son feels pains in his arms and legs at night. What’s wrong
---It really doesn’t ( http: / / www.21cnjy.com )matter. That’s ________ and will soon pass. (growing pains)
3. His strange ques ( http: / / www.21cnjy.com )tion made his friends feel surprised; that means his strange question ______ his friends. (surprised)
surprise—n./ vt.
surprised—adj.
surprising—adj.
surprisingly—adv.
My dad bought me ( http: / / www.21cnjy.com )an iPod on my birthday, which is a great ____ to me. (surprise)
What _____ me most was that flowers there were so cheap. (surprised)
He had a _____ look on his face at the news that she married John. (surprised)
---How was the exam
---_____ easy. (surprisingly)
The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)
Wang Bing had his ( http: / / www.21cnjy.com ) hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)
6. The morning ass ( http: / / www.21cnjy.com )embly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)
7.Mrs. Smith is a m ( http: / / www.21cnjy.com )other of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)
8.Little Tim ( http: / / www.21cnjy.com ) did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)
9. The mother nev ( http: / / www.21cnjy.com )er praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)
10.Daniel th ( http: / / www.21cnjy.com )ought his parents _______ him because they shouted at him before he could explain. (hard on)
11. The Chinese W ( http: / / www.21cnjy.com )omen’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)
12. That boy spe ( http: / / www.21cnjy.com )nds little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)
13. ---It is so hot. I _____ a big iced cola. What about you
---Mineral water, please. (feel like)
IV. Assignments:
Finish A1 & A2 on page 86.
Finish D1 on page 89.
Make sure Ss read ( http: / / www.21cnjy.com ) the text carefully and review what they’ve learned before doing exx.
****************************************************
Period 4 Reading 3
(Consolidation of words)
Teaching objectives:
To consolidate the use of words and expressions through
Teaching procedures:
I. Checking out A1 & A2 on page 86:
Checking out D1 on page 89:
Assignments:
Memorize the ( http: / / www.21cnjy.com )new words in the text and get ready for a dictation tomorrow.
3. Read the play again and think about the question:
Is the play wri ( http: / / www.21cnjy.com )tten in British English or American English How do you know
*****************************************************
Period 5 Word Power 1
Teaching objectives:
To identify the differ ( http: / / www.21cnjy.com )ence between American English and British English
To develop the ability of understanding words in context
Teaching procedures:
Lead-in: Dictation of words in the text:
(Ask a student to write on the blackboard.)
vacation
soccer
trash can
garbage
living room
behavior
adult
decision
explain
deserve
Word Power
focusing on the di ( http: / / www.21cnjy.com )fferences between American English & British English by checking out the dictation on the blackboard:
American English British English
vacation holiday
soccer football
trash can dustbin
garbage rubbish
living room sitting room
behavior behaviour
*Ask Ss “In ( http: / / www.21cnjy.com )which aspects does American English differ from British English from the examples above ”
(in vocabulary and spelling)
* Ask Ss “Do ( http: / / www.21cnjy.com )es American English differ from British English in other aspects, like pronunciation and grammar Encourage them to demonstrate some examples.
Differences Examples
pronunciation
grammar
spelling
vocabulary
* Ask Ss to use th ( http: / / www.21cnjy.com )e information on page 26 and practice the dialogue on page 26.
* Ask Ss to discuss the following questions:
The accents in Amer ( http: / / www.21cnjy.com )ican English and British English are partly different. Which do you prefer
Do you think it helpful to know about these differences
Understanding words in context:
* Letting Ss read “A ( http: / / www.21cnjy.com )” on page 90 so that they can learn more about this topic.
* Checking out the comprehension questions
* Understanding some new words from the context of the passage
He was the major reason for the program’s huge success.
major—very large or important
Mike kept making trouble but was always charming.
charming—very pleasing or attractive
From the first few ( http: / / www.21cnjy.com )episodes of “Growing Pains” Mike was always getting into trouble.
episode—part of a TV or radio program in which the same story is
continued
These stories are good examples of the two sides of Mike’s nature.
nature—qualities that make someone a particular type of person
He was naughty but also a caring and warm person.
naughty—(used by adults talking about children) bad, causing trouble
caring—thinking about what other people need or want and trying to
help them
Assignments:
For bonus: Find two mo ( http: / / www.21cnjy.com )re examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.
Do “B” on page 91.
*******************************************************
Period 6 Word Power 2
(Colloquialisms focus)
Teaching objectives:
To learn about some colloquialisms and their origins
Teaching procedures:
I. HW checking out:
1. Collecting examples of American English and British English
2. Checking out “B” on page 90
II. Colloquialisms
What is a colloquialism How is it used
Presenting sentences with colloquialisms:
I know you are busy, but could you just lend me an ear for a minute
Meaning: to listen and pay attention to
Origin: In Will ( http: / / www.21cnjy.com )iam Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.
If we don’t win t ( http: / / www.21cnjy.com )his basketball game by at least twenty points, I will eat my hat.
Meaning: a say ( http: / / www.21cnjy.com )ing used when you are 100 percent certain that something will happen
Origin: Many great wri ( http: / / www.21cnjy.com )ters, including Charles Dickens, have this expression.
Ask Ss to focus on Pa ( http: / / www.21cnjy.com )rt A and have them finish this exercise individually.
Origins of some colloquialisms:
a wet blanket
meaning: a person who spoils other people’s fun by being boring
origin: This is an ear ( http: / / www.21cnjy.com )ly 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.
all ears
meaning: eager to listen; listening attentively
origin: This ex ( http: / / www.21cnjy.com )pression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.
pull my leg
meaning: to fool someone; to joke with someone
origin: By the late 18 ( http: / / www.21cnjy.com )00s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.
Ask Ss to do Part B on page 27.
In this part, ( http: / / www.21cnjy.com ) Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.
III. Assignments:
Work out the meanings of the following colloquialisms:
My parents and I don’t always see eye to eye about school issues.
I’ve got a major test tomorrow, so I better hit the books.
Lisa was walk ( http: / / www.21cnjy.com )ing on eggs when she was returning the necklace she had borrowed without asking.
Review the attributive clause learnt in Unit 1.
Read the play agai ( http: / / www.21cnjy.com )n and pick out sentences containing attributive clauses. *******************************************************
Period 7 Grammar and Usage
Teaching objectives:
* To learn how to us ( http: / / www.21cnjy.com )e a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Teaching procedures:
HW checking out: understanding some colloquialisms
II. Grammar and Usage:
Let Ss read Point ( http: / / www.21cnjy.com ) 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.
Ask Ss to do “A” & “B” on page 29.
Let Ss read Point ( http: / / www.21cnjy.com ) 5 on page 28 to know how to use the attributive clause to modify the antecedent way.
More practice should be provided to Ss.
The pen with w ( http: / / www.21cnjy.com )hich I write my homework every day is broken, so I’ll have to buy a new one.
Can you please g ( http: / / www.21cnjy.com )ive me a piece of paper on which I can write a note to Miss Liu
Do you know the wo ( http: / / www.21cnjy.com )man with whom/to whom/about whom our teacher is talking
The man from whom/for whom I bought the old picture is over eighty.
The way (in which/that) she sang surprised all the judges.
* * * *
Do you still remember the day on which we first met each other
Yesterday we visited a factory in which toys are made.
She didn’t tell us the reason for which she gave up her job.
relative adverbs: when, where and why
Do you still remember the day on which/when we first met each other
Yesterday we visited a factory in which/where toys are made.
She didn’t tell us the reason for which/why she gave up her job.
let Ss read instructions on page 30
practice on page 31
III. Assignments:
1. Do C1 on page 88 (WB)
**************************************************
Period 8 Consolidation of grammar
Teaching objectives:
To have more practice on the usage of attributive clauses
Teaching procedures:
Consolidation of Grammar:
HW checking out—C1
Additional practic ( http: / / www.21cnjy.com )e—this part focuses on situations in which relative pronounces and relative adverbs are used
Tell Ss that when ( http: / / www.21cnjy.com ) , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.
Examples are as follows:
Shanghai is the first city that Eric visited in China.
The city that/whic ( http: / / www.21cnjy.com )h gives Eric a deep impression in China is Shanghai.
Shanghai is the city where Eric’s grandfather used to work.
He will always remember the days that/which he spent in America.
He will always remember the days when he studied in America.
No one knows the reason why he changed his mind.
The reason that/which he gave us is not good enough.
Do C2 on page 88.
Ask Ss to do this exercise individually and check out in class.
Assignments:
Read the diary en ( http: / / www.21cnjy.com )tries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)
******************************************************
Period 9 Task presenting a dialogue (1)
Teaching objectives:
To understan ( http: / / www.21cnjy.com )d how a speaker is feeling by identifying different tones
To develop listening ability through a radio talk show
To develop th ( http: / / www.21cnjy.com )e skill of reading for gist through diary entries and a thank-you letter
To learn how to write a dialogue
Teaching procedures:
HW checking out:
Ask Ss to check ( http: / / www.21cnjy.com )with their partner about the main point and words showing the writer’s mood.
Invite some Ss to tell the class the main point of the entry.
Step 1: listening to a radio phone-in programme
1. Lead-in:
Tell Ss that tone ( http: / / www.21cnjy.com )s can tell how a speaker is feeling just as words can tell us the mood of a writer.
2. Understanding tones in spoken English
Ask Ss to read the ( http: / / www.21cnjy.com ) guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:
the volume
the tones
stressed words
the pause
Have Ss listen to ( http: / / www.21cnjy.com ) the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry Is she in high spirits or in low spirits Then let them read the explanation for each sentence.
Have Ss read the se ( http: / / www.21cnjy.com )ntence “He will come here tomorrow” in different emotions. Ask them:
If someone is happy about his coming, how will he say it
If someone doesn’t want him to come, how will he say it
If someone is excited about his coming, how will he say it
If someone is frustrated or questioning, how will he say it
Let Ss listen to the tape and finish Part A on page 32.
Ask Ss to listen ( http: / / www.21cnjy.com ) to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
3. Listening to a radio phone-in programme:
1) Ask Ss to ( http: / / www.21cnjy.com ) listen to a radio phone-in programme and write the names of the callers in the space below.
2) Ask Ss to say something about the pictures.
Picture 1:
What did Jane call about last week
Why did Jane call this time
Picture 2:
What problem does Christina have with her mum
What does the host advise her to do
Picture 3:
What problem does Shirley have
What is she supposed to do according to the host
Picture 4:
What does Richard’s father want him to do
What does Richard want to be when he grows up
What advice does the host give Richard
Picture 5:
What makes Patrick feel lonely
What advice does Patrick get from the host
Picture 6:
Why does William’s father want him to go out
What is William supposed to do
Step 2: reading a thank-you letter
In this part, Ss are asked to
read the letter and the sentences below
decide if the sentences are true or false
Assignments:
Read the guidelines ( http: / / www.21cnjy.com )about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.
****************************************************
Period 10 Task Presenting a dialogue (2)
Teaching objectives:
To develop writing and speaking abilities by presenting a dialogue
To learn to work with others
Teaching procedures:
Presenting a dialogue:
1. skills building: writing a dialogue
1) Points about writing a dialogue:
In this part Ss are asked to read the guidelines on page 36
Don’t include words like “Umm” or “Hmm” in a dialogue.
Don’t repeat words that have just been said.
Use the words the characters say to show their feelings and moods.
2). Ask Ss to po ( http: / / www.21cnjy.com )int out what is wrong with the underlined sentences after they discuss with their partners
2. Presenting a dialogue in groups:
Let Ss read the guidelines on page 37.
Have Ss work in ( http: / / www.21cnjy.com )groups of three and each group makes up a dialogue with the information provided.
Have some gr ( http: / / www.21cnjy.com )oups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.
Assignment:
Read the two le ( http: / / www.21cnjy.com )tters on page 38 and think about how you can advise them to solve their problems.
***************************************************
Period 11 Project Writing an advice letter
Teaching objectives:
To develop the writing ability by producing a letter
To work together and help solve problems
Teaching procedures:
I. Project writing an advice letter:
Lead-in:
In almost every ( http: / / www.21cnjy.com ) family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.
Have Ss answer some questions about the letters:
Why does the father write the letter
What does the father think of his son
What is the father worrying about
Why does the son write the letter
What are his problems
How does he feel about his father
How are you going to advise them to solve their problems
Have Ss work in groups on Part B on page 39:
Let Ss discuss th ( http: / / www.21cnjy.com )e four questions given in this part, esp. the 3rd and the 4th ones.
Assign roles to each group member:
Task 1: doing research to find examples of advice letters
Task 2: writing an outline for the letter
Task 3: writing the letter
Note:
* Any of the tasks can be shared by two or three people.
* The letter is to b ( http: / / www.21cnjy.com )e read to the group after it is written and group members make changes if necessary.
4. Producing the letter:
To write the let ( http: / / www.21cnjy.com )ter, Ss are encouraged to use words and expressions that they have learnt in this unit.
II. Assignments:
Finish the letter and have it typed on A4 paper.
Read the two letter ( http: / / www.21cnjy.com )s again and work out the meaning of new words with the help of dictionaries.
Do B1 & B2 on page 87.
*****************************************************
Period 12 Exercises
Teaching objectives:
To develop listening ability through “Listening” on page 92
To consolidate the use of words in B1 & B2 on page 87
To learn to express opinions clearly by writing a report (optional)
Teaching procedures:
Listening practice on page 92
Checking out B1 & B2 on page 87
Writing practice on page 93 (optional)
(1-12课时)全部教案
Teaching objectives:
To introduce and develop the theme of growing pains
To form a positive a ( http: / / www.21cnjy.com )ttitude towards growing pains and learn to solve family problems wisely
To identify the diffe ( http: / / www.21cnjy.com )rence between American English and British English
To learn about some colloquialisms and their origins
To develop the skills of how to read a play
To learn how to use a ( http: / / www.21cnjy.com ) preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
To develop listening ability through a radio talk show
To develop sp ( http: / / www.21cnjy.com )eaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme
To develop the ability of reading for gist
To develop writing ( http: / / www.21cnjy.com )ability by presenting a dialogue and an advice letter
To learn to be cooperative and helpful when working together
Teaching plans:
Period 1—Welcome to this unit
Period 2—Reading 1 (Comprehension focus)
Period 3—Reading 2 (Word focus)
Period 4—Reading 3 (Consolidation of words)
Period 5—Word power1
Period 6—Word power2
Period 7—Grammar & usage
Period 8—Consolidation of grammar
Period 9—Task presenting a dialogue1
Period 10—Task presenting a dialogue2
Period 11—Project writing an advice letter
Period 12—Exercises
Period 1 Welcome to this unit
Teaching objectives:
To introduce and develop the theme of growing pains
To develop speaki ( http: / / www.21cnjy.com )ng ability by talking about families and problems that happen between teenagers and parents
To know more about classmates and their families
Teaching procedures:
Lead-in:
Presenting family albums:
In this part, Ss ( http: / / www.21cnjy.com )are encouraged to say something about their families by showing the class pictures with their parents.
Brainstorming questions:
Do you always show respect to your parents
Do you always do what your parents want you to
Do you sometimes quarrel with your parents Why do you quarrel
Picture talking (pair work)
Ask Ss to look at the ( http: / / www.21cnjy.com )pictures. Imagine the situations and try to describe them as fully as possible with their own words.
Make sure tha ( http: / / www.21cnjy.com )t Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part ( http: / / www.21cnjy.com ), Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Questions for discussion:
What kind of behavi ( http: / / www.21cnjy.com )ors of yours will make your parents feel unhappy List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on …
*bad school behaviours
*not helpful with housework
*making friends with persons that parents don’t like
*…
What would you do if your behavior upsets your parents
Who do you choose t ( http: / / www.21cnjy.com )o talk to when you have a problem and want to talk to someone Why
Do you think ther ( http: / / www.21cnjy.com )e is a generation gap between you and your parents How do you overcome the gap
Assignments:
Preview the new words of this unit on page 64 (from “act” to “rude”)
Think about this que ( http: / / www.21cnjy.com )stions—What are growing pains Do you have any pains What are they
*******************************************************
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
To develop the skills of how to read a play
To know about Amer ( http: / / www.21cnjy.com )ican family life and problems that happen between American teenagers and their parents
To form a positive ( http: / / www.21cnjy.com )attitude towards solving problems between teenagers and parents
Teaching procedures:
Lead-in:
Have you ever b ( http: / / www.21cnjy.com )een left alone or with a pet Describe that experience. If not, can you imagine what might happen if you were left alone Can you look after your home and keep everything clean and safe
Reading:
Remind Ss of the instructions on reading a play before reading
First reading and checking out Part A on page 22
Second reading (fol ( http: / / www.21cnjy.com )lowing the tape) and checking out C1 & C2 on page 24
More comprehension questions:
Why does Eric sound frightened when he sees his parents back
How does Mom know that the dog is tired and hungry
What does Dad mean by ( http: / / www.21cnjy.com ) saying “This is not a family where bad behavior goes unpunished…”
Thinking after reading:
Ask Ss to use their imagination and think of an end to the play.
Do you think E ( http: / / www.21cnjy.com )ric and Daniel will explain to their parents what has happened Or will the parents go and ask the boys what has happened
If you were one of ( http: / / www.21cnjy.com )the children what would you do Would you remain silent or would you offer an explanation to your parents Which is the better solution in your mind
Assignment:
Read the play aloud with partners.
Underline difficult words or sentences that need explaining.
Finish D1 & D2 on page 24.
Finish E on page 25.
******************************************************
Period 3 Reading 2
(Word Focus)
Teaching objectives:
To understand new words and expressions and learn how to use them
Teaching procedures:
HW checking out:
D1 & D2 on page 24
E on page 25
Ask Ss:
what they think of ( http: / / www.21cnjy.com )the way Daniel and his parents solve their problem
what kind of a boy Daniel is
Difficult points:
(In this part, Ss are encouraged to raise their questions.)
Eric runs in after it, followed by a big dog, walking very slowly.
…you weren’t supposed to come home until tomorrow!
Daniel, we thought you were an adult, …
Eric sits on his bed ( http: / / www.21cnjy.com ) looking at Daniel, who has his arms crossed and looks angry.
…but now that he has b ( http: / / www.21cnjy.com )een so rude to us, I feel like we have to punish him or he won’t respect us.
Words focus:
1.Word definition:
In this part Ss are to understand words and expressions in the text.
Ask Ss to match th ( http: / / www.21cnjy.com )e expressions in Column I with the right definitions in Column II.
Column I Column II
a. be supposed to d ( http: / / www.21cnjy.com )o 1. to talk about sb’s faults in an unfair way,
or to be too strict with sb.
b. deserve to do 2. to want to have sth. or do sth.
c. now that 3. used to ask or talk about how sb. should deal with sth.
d. in charge 4. used to say a light or fire is off or out
e. be hard on 5. used to say what is/was expected to happen,
esp. when sth. didn’t happen; used to say
that one should or should not do
f. go out 6.to hope that one will get sth. from sb.
g. expect…fro ( http: / / www.21cnjy.com )m… 7.in a position where you have the duty to make
decisions so that anything bad will not happen
h. feel like 8.used to say one should receive (a reward or
a special treatment) for what he has done
i. (what to) do with ( http: / / www.21cnjy.com ) 9. because of sth. or as a result of sth.
2. Ask Ss to read the ( http: / / www.21cnjy.com )following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.
The new compan ( http: / / www.21cnjy.com )y was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)
2 ---Doctor, my ( http: / / www.21cnjy.com )son feels pains in his arms and legs at night. What’s wrong
---It really doesn’t ( http: / / www.21cnjy.com )matter. That’s ________ and will soon pass. (growing pains)
3. His strange ques ( http: / / www.21cnjy.com )tion made his friends feel surprised; that means his strange question ______ his friends. (surprised)
surprise—n./ vt.
surprised—adj.
surprising—adj.
surprisingly—adv.
My dad bought me ( http: / / www.21cnjy.com )an iPod on my birthday, which is a great ____ to me. (surprise)
What _____ me most was that flowers there were so cheap. (surprised)
He had a _____ look on his face at the news that she married John. (surprised)
---How was the exam
---_____ easy. (surprisingly)
The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)
Wang Bing had his ( http: / / www.21cnjy.com ) hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)
6. The morning ass ( http: / / www.21cnjy.com )embly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)
7.Mrs. Smith is a m ( http: / / www.21cnjy.com )other of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)
8.Little Tim ( http: / / www.21cnjy.com ) did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)
9. The mother nev ( http: / / www.21cnjy.com )er praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)
10.Daniel th ( http: / / www.21cnjy.com )ought his parents _______ him because they shouted at him before he could explain. (hard on)
11. The Chinese W ( http: / / www.21cnjy.com )omen’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)
12. That boy spe ( http: / / www.21cnjy.com )nds little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)
13. ---It is so hot. I _____ a big iced cola. What about you
---Mineral water, please. (feel like)
IV. Assignments:
Finish A1 & A2 on page 86.
Finish D1 on page 89.
Make sure Ss read ( http: / / www.21cnjy.com ) the text carefully and review what they’ve learned before doing exx.
****************************************************
Period 4 Reading 3
(Consolidation of words)
Teaching objectives:
To consolidate the use of words and expressions through
Teaching procedures:
I. Checking out A1 & A2 on page 86:
Checking out D1 on page 89:
Assignments:
Memorize the ( http: / / www.21cnjy.com )new words in the text and get ready for a dictation tomorrow.
3. Read the play again and think about the question:
Is the play wri ( http: / / www.21cnjy.com )tten in British English or American English How do you know
*****************************************************
Period 5 Word Power 1
Teaching objectives:
To identify the differ ( http: / / www.21cnjy.com )ence between American English and British English
To develop the ability of understanding words in context
Teaching procedures:
Lead-in: Dictation of words in the text:
(Ask a student to write on the blackboard.)
vacation
soccer
trash can
garbage
living room
behavior
adult
decision
explain
deserve
Word Power
focusing on the di ( http: / / www.21cnjy.com )fferences between American English & British English by checking out the dictation on the blackboard:
American English British English
vacation holiday
soccer football
trash can dustbin
garbage rubbish
living room sitting room
behavior behaviour
*Ask Ss “In ( http: / / www.21cnjy.com )which aspects does American English differ from British English from the examples above ”
(in vocabulary and spelling)
* Ask Ss “Do ( http: / / www.21cnjy.com )es American English differ from British English in other aspects, like pronunciation and grammar Encourage them to demonstrate some examples.
Differences Examples
pronunciation
grammar
spelling
vocabulary
* Ask Ss to use th ( http: / / www.21cnjy.com )e information on page 26 and practice the dialogue on page 26.
* Ask Ss to discuss the following questions:
The accents in Amer ( http: / / www.21cnjy.com )ican English and British English are partly different. Which do you prefer
Do you think it helpful to know about these differences
Understanding words in context:
* Letting Ss read “A ( http: / / www.21cnjy.com )” on page 90 so that they can learn more about this topic.
* Checking out the comprehension questions
* Understanding some new words from the context of the passage
He was the major reason for the program’s huge success.
major—very large or important
Mike kept making trouble but was always charming.
charming—very pleasing or attractive
From the first few ( http: / / www.21cnjy.com )episodes of “Growing Pains” Mike was always getting into trouble.
episode—part of a TV or radio program in which the same story is
continued
These stories are good examples of the two sides of Mike’s nature.
nature—qualities that make someone a particular type of person
He was naughty but also a caring and warm person.
naughty—(used by adults talking about children) bad, causing trouble
caring—thinking about what other people need or want and trying to
help them
Assignments:
For bonus: Find two mo ( http: / / www.21cnjy.com )re examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.
Do “B” on page 91.
*******************************************************
Period 6 Word Power 2
(Colloquialisms focus)
Teaching objectives:
To learn about some colloquialisms and their origins
Teaching procedures:
I. HW checking out:
1. Collecting examples of American English and British English
2. Checking out “B” on page 90
II. Colloquialisms
What is a colloquialism How is it used
Presenting sentences with colloquialisms:
I know you are busy, but could you just lend me an ear for a minute
Meaning: to listen and pay attention to
Origin: In Will ( http: / / www.21cnjy.com )iam Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.
If we don’t win t ( http: / / www.21cnjy.com )his basketball game by at least twenty points, I will eat my hat.
Meaning: a say ( http: / / www.21cnjy.com )ing used when you are 100 percent certain that something will happen
Origin: Many great wri ( http: / / www.21cnjy.com )ters, including Charles Dickens, have this expression.
Ask Ss to focus on Pa ( http: / / www.21cnjy.com )rt A and have them finish this exercise individually.
Origins of some colloquialisms:
a wet blanket
meaning: a person who spoils other people’s fun by being boring
origin: This is an ear ( http: / / www.21cnjy.com )ly 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.
all ears
meaning: eager to listen; listening attentively
origin: This ex ( http: / / www.21cnjy.com )pression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.
pull my leg
meaning: to fool someone; to joke with someone
origin: By the late 18 ( http: / / www.21cnjy.com )00s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.
Ask Ss to do Part B on page 27.
In this part, ( http: / / www.21cnjy.com ) Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.
III. Assignments:
Work out the meanings of the following colloquialisms:
My parents and I don’t always see eye to eye about school issues.
I’ve got a major test tomorrow, so I better hit the books.
Lisa was walk ( http: / / www.21cnjy.com )ing on eggs when she was returning the necklace she had borrowed without asking.
Review the attributive clause learnt in Unit 1.
Read the play agai ( http: / / www.21cnjy.com )n and pick out sentences containing attributive clauses. *******************************************************
Period 7 Grammar and Usage
Teaching objectives:
* To learn how to us ( http: / / www.21cnjy.com )e a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Teaching procedures:
HW checking out: understanding some colloquialisms
II. Grammar and Usage:
Let Ss read Point ( http: / / www.21cnjy.com ) 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.
Ask Ss to do “A” & “B” on page 29.
Let Ss read Point ( http: / / www.21cnjy.com ) 5 on page 28 to know how to use the attributive clause to modify the antecedent way.
More practice should be provided to Ss.
The pen with w ( http: / / www.21cnjy.com )hich I write my homework every day is broken, so I’ll have to buy a new one.
Can you please g ( http: / / www.21cnjy.com )ive me a piece of paper on which I can write a note to Miss Liu
Do you know the wo ( http: / / www.21cnjy.com )man with whom/to whom/about whom our teacher is talking
The man from whom/for whom I bought the old picture is over eighty.
The way (in which/that) she sang surprised all the judges.
* * * *
Do you still remember the day on which we first met each other
Yesterday we visited a factory in which toys are made.
She didn’t tell us the reason for which she gave up her job.
relative adverbs: when, where and why
Do you still remember the day on which/when we first met each other
Yesterday we visited a factory in which/where toys are made.
She didn’t tell us the reason for which/why she gave up her job.
let Ss read instructions on page 30
practice on page 31
III. Assignments:
1. Do C1 on page 88 (WB)
**************************************************
Period 8 Consolidation of grammar
Teaching objectives:
To have more practice on the usage of attributive clauses
Teaching procedures:
Consolidation of Grammar:
HW checking out—C1
Additional practic ( http: / / www.21cnjy.com )e—this part focuses on situations in which relative pronounces and relative adverbs are used
Tell Ss that when ( http: / / www.21cnjy.com ) , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.
Examples are as follows:
Shanghai is the first city that Eric visited in China.
The city that/whic ( http: / / www.21cnjy.com )h gives Eric a deep impression in China is Shanghai.
Shanghai is the city where Eric’s grandfather used to work.
He will always remember the days that/which he spent in America.
He will always remember the days when he studied in America.
No one knows the reason why he changed his mind.
The reason that/which he gave us is not good enough.
Do C2 on page 88.
Ask Ss to do this exercise individually and check out in class.
Assignments:
Read the diary en ( http: / / www.21cnjy.com )tries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)
******************************************************
Period 9 Task presenting a dialogue (1)
Teaching objectives:
To understan ( http: / / www.21cnjy.com )d how a speaker is feeling by identifying different tones
To develop listening ability through a radio talk show
To develop th ( http: / / www.21cnjy.com )e skill of reading for gist through diary entries and a thank-you letter
To learn how to write a dialogue
Teaching procedures:
HW checking out:
Ask Ss to check ( http: / / www.21cnjy.com )with their partner about the main point and words showing the writer’s mood.
Invite some Ss to tell the class the main point of the entry.
Step 1: listening to a radio phone-in programme
1. Lead-in:
Tell Ss that tone ( http: / / www.21cnjy.com )s can tell how a speaker is feeling just as words can tell us the mood of a writer.
2. Understanding tones in spoken English
Ask Ss to read the ( http: / / www.21cnjy.com ) guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:
the volume
the tones
stressed words
the pause
Have Ss listen to ( http: / / www.21cnjy.com ) the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry Is she in high spirits or in low spirits Then let them read the explanation for each sentence.
Have Ss read the se ( http: / / www.21cnjy.com )ntence “He will come here tomorrow” in different emotions. Ask them:
If someone is happy about his coming, how will he say it
If someone doesn’t want him to come, how will he say it
If someone is excited about his coming, how will he say it
If someone is frustrated or questioning, how will he say it
Let Ss listen to the tape and finish Part A on page 32.
Ask Ss to listen ( http: / / www.21cnjy.com ) to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
3. Listening to a radio phone-in programme:
1) Ask Ss to ( http: / / www.21cnjy.com ) listen to a radio phone-in programme and write the names of the callers in the space below.
2) Ask Ss to say something about the pictures.
Picture 1:
What did Jane call about last week
Why did Jane call this time
Picture 2:
What problem does Christina have with her mum
What does the host advise her to do
Picture 3:
What problem does Shirley have
What is she supposed to do according to the host
Picture 4:
What does Richard’s father want him to do
What does Richard want to be when he grows up
What advice does the host give Richard
Picture 5:
What makes Patrick feel lonely
What advice does Patrick get from the host
Picture 6:
Why does William’s father want him to go out
What is William supposed to do
Step 2: reading a thank-you letter
In this part, Ss are asked to
read the letter and the sentences below
decide if the sentences are true or false
Assignments:
Read the guidelines ( http: / / www.21cnjy.com )about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.
****************************************************
Period 10 Task Presenting a dialogue (2)
Teaching objectives:
To develop writing and speaking abilities by presenting a dialogue
To learn to work with others
Teaching procedures:
Presenting a dialogue:
1. skills building: writing a dialogue
1) Points about writing a dialogue:
In this part Ss are asked to read the guidelines on page 36
Don’t include words like “Umm” or “Hmm” in a dialogue.
Don’t repeat words that have just been said.
Use the words the characters say to show their feelings and moods.
2). Ask Ss to po ( http: / / www.21cnjy.com )int out what is wrong with the underlined sentences after they discuss with their partners
2. Presenting a dialogue in groups:
Let Ss read the guidelines on page 37.
Have Ss work in ( http: / / www.21cnjy.com )groups of three and each group makes up a dialogue with the information provided.
Have some gr ( http: / / www.21cnjy.com )oups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.
Assignment:
Read the two le ( http: / / www.21cnjy.com )tters on page 38 and think about how you can advise them to solve their problems.
***************************************************
Period 11 Project Writing an advice letter
Teaching objectives:
To develop the writing ability by producing a letter
To work together and help solve problems
Teaching procedures:
I. Project writing an advice letter:
Lead-in:
In almost every ( http: / / www.21cnjy.com ) family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.
Have Ss answer some questions about the letters:
Why does the father write the letter
What does the father think of his son
What is the father worrying about
Why does the son write the letter
What are his problems
How does he feel about his father
How are you going to advise them to solve their problems
Have Ss work in groups on Part B on page 39:
Let Ss discuss th ( http: / / www.21cnjy.com )e four questions given in this part, esp. the 3rd and the 4th ones.
Assign roles to each group member:
Task 1: doing research to find examples of advice letters
Task 2: writing an outline for the letter
Task 3: writing the letter
Note:
* Any of the tasks can be shared by two or three people.
* The letter is to b ( http: / / www.21cnjy.com )e read to the group after it is written and group members make changes if necessary.
4. Producing the letter:
To write the let ( http: / / www.21cnjy.com )ter, Ss are encouraged to use words and expressions that they have learnt in this unit.
II. Assignments:
Finish the letter and have it typed on A4 paper.
Read the two letter ( http: / / www.21cnjy.com )s again and work out the meaning of new words with the help of dictionaries.
Do B1 & B2 on page 87.
*****************************************************
Period 12 Exercises
Teaching objectives:
To develop listening ability through “Listening” on page 92
To consolidate the use of words in B1 & B2 on page 87
To learn to express opinions clearly by writing a report (optional)
Teaching procedures:
Listening practice on page 92
Checking out B1 & B2 on page 87
Writing practice on page 93 (optional)