(共10张PPT)
南京市二十七中学顾建梅
Project 2
Tips you have to take into consideration:
clear assignments
audience
in a logic and clear way
give suggestions
search for more information from different sources
write an outline or make a draft
proofread or peer revision
presentation
Procedures:
1. planning
2. preparing
3. producing
4. presenting
Planning
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research the style an advice letter should be written in __________
Write an outline for the letter___________
Write the letter________________
Preparing
Members responsible for doing research need to find examples of advice letter. The group should discuss the information found, and decide how the letter should be written.
Make a draft and have it approved.
Producing
Group members who are writing the letter need to follow the outline.
Proofread it and have it approved.
Presenting
Choose one member to read it.
Answer any questions your classmates have about your letter.
Display your letter.
Dear Liu Wei ,
Thanks for your attention to our magazine. After reading your letter, I know you are in trouble with your family.Don’t worry.I’d like to tell you something about myself when I was at the same age as you…
Nowadays you meet the problems which are still the common in the modern society.Here I want to give you some advice:First,you must honor your parents,not shout at them. Second, maybe you can often talk to your parents to let them understand you. ….
I hope it’s helpful to you .I’m looking forward to receiving your good news.
Yours,
Mr Zhu
Homework:
Finish Part D1 on page 89 in Workbook .
Do Parts B1 and B2 on page 87 in Workbook.Period 6 Task 1
Skills building 2: Presenting a dialogue
Teaching objectives:
To read about how to express different feelings in different tones.
To develop listening and speaking ability in different tones.
Important and difficult points:
Understanding tones in spoken English.
Teaching procedures:
Step 1 Revision
Revise the attributive clause by doing some exercises.
Step 2 Lead-in
A dialogue should be :
communicative /informative/reflective
/simple/direct/not too redundant
Step 3 Guessing game:
Read some sentences in different tones & let Ss guess what feelings are expressed.
Step 4 Skills building 1:
What should we listen for to understand the speaker’s feelings
Step 5 Listening
Listen and check the answers.
Step 6 Practice
How do you read this sentence He will come here tomorrow. when you are happy/excited/questioning/a little angry
Step 7 Listening
Listen to Part A and B and check the answers.
Step 8 Listening to a radio phone-in programme
Divide students into groups of four and discuss each picture:
What do you see in each picture
How are they feeling
Listen and check the answers.
Homework:
1 Finish Workbook Ex A on page 84.
2 Review the words and expressions in this unit.Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Important and difficult points:
Learn to analyze the emotions of each character from the instructions of the play.
Teaching procedures:
Step 1 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American TV comedy “Growing Pains”
Could you list some of the members of the family (Show them a photo and tell them the family members.)
What do you think of the play
If you were left alone, can you imagine what might happen
Step 2 reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
First reading:
Get students to read the play and finish Part A individually.
Answers
1.Eric,Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
1.Mom and Dad were back from their holiday a week earlier.
2.Eric was happy when seeing his mother.
3. Parents left Daniel in charge.
4.The boys spent the money seeing the vet for Spot.
5.The room was very clean and tidy when their parents came back.
6.Daniel didn’t have a chance to explain what had happened.
7.Mom felt regretful for what they said to Daniel.
8.Boys didn’t use up the money from their parents.
Word study
Choose the correct one:
1.I just finished my vacation to Yunnan.
A. work B. holiday
2. The man explained to the people that the factory had been close.
to give meaning of sth. B. to give a reason for sth.
3. When I went into the room, I found the room was in a mess.
a difficult state B. a dirty or untidy state
4. A teacher should trust his students.
look after B. believe that sb. is good
5. The woman was mad at the dog for eating her shoes.
A. worried B. angry
6. It is rude to run into other’s house without knocking at the door.
A. not polite B. anxious
Detailed reading
1.Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad just coming back from vacation exciteddisappointedangry
Eric playing soccer at home surprised and frightened
Daniel stay in another room sorryangry
2. Please read Act Two carefully and fill in form:
Characters Doing sth. Feelings
Daniel expressing his anger angry
Eric comforting his brother calm
Mom talking about the things that happened today feeling sorry and regretful
Dad strong-willed/ stubborn
Role-play
Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.
Discussion
1.Suppose you were one of the children what would you do
2.How do you think good parents should treat their children
3.Do you think there is a generation gap between you and your family How can you deal with it
Homework：
1 Write an end to the play.
2 Role-play the dialogue in groups of five.Period 8 Task 3
Skills building 3: writing a dialogue
Teaching objectives:
To develop writing skills by reading the tips.
To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
not too colloquial
not too redundant
descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.
b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.
c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that
You should start cleaning now if you plan to leave!
B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind.
2 Get the students to know:
The following should be included in your dialogue.
a. What happened between Christina and her mother
b. What did Christina do then
c. How as the problem solved
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish Workbook Writing on page 93.(共12张PPT)
南京市二十七中学顾建梅
Task 1
presenting a dialogue
communicative
informative
reflective
simple/direct/not too redundant
A dialogue should be :
Read some sentences in different tones & let Ss guess what feelings are expressed.
Guessing game:
Skills building 1:
understanding tones in spoken English
the volume of the language
a rising or falling tone
stress on certain words
pauses in the sentences
What should we listen for to understand the speaker’s feelings
Listening
Please tell what the speaker’s emotion is:
1. the falling tone angry or displeased
2. the pause & the rising tone polite
3. the rising tone questioning
4. stressed & a falling tone angry
5. a flat tone expressing a fact
Practice
How do you read this sentence He will come here tomorrow. when you are
happy
excited
questioning
a little angry
Listen to Part A
Answers:
questioning
frustrated
excited
sad
Listen to Part B
How do you think the speaker feels about the man
She does not like him./ She does not trust him.
Step 1
Divide students into groups of four and discuss each picture:
What do you see in each picture
How are they feeling
Listening practice
Listen to the radio phone-in programme.
1 Jane 2 Christina 3 Shirley
4 Richard 5 Patrick 6 William
Homework:
1 Finish Workbook Ex A on page 84.
2 Review the words and expressions in this unit.Period 9 Project 2
Project: writing an advice letter
Teaching objectives:
To help students improve English through doing a project.
To cooperate by working together on the project.
Important and difficult points:
Writing an advice letter.
Teaching procedures:
Step 1 Lead-in
Tips you have to take into consideration:
clear assignments
give suggestions
search for more information from different sources
write an outline or make a draft
proofread or peer revision
presentation
audience
in a logic and clear way
Step 2 Planning
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research the style an advice letter should be written in __________
Write an outline for the letter___________
Write the letter________________
Step 3 Preparing
Members responsible for doing research need to find examples of advice letter. The group should discuss the information found, and decide how the letter should be written.
Make a draft and have it approved.
Step 4 Producing
pGroup members who are writing the letter need to follow the outline.
p Proofread it and have it approved.
Step 5 Presenting
Choose one member to read it.
Answer any questions your classmates have about your letter.
Display your letter.
Step 6 Sample letter
Dear Liu Wei,
Thanks for your attention to our magazine. After reading your letter, I know you are in trouble with your family. Don’t worry. I’d like to tell you something about myself when I was at the same age as you…
Nowadays you meet the problems which are still the common in the modern society. Here I want to give you some advice: First, you must honor your parents, not shout at them. Second, maybe you can often talk to your parents to let them understand you. ….
I hope it’s helpful to you .I’m looking forward to receiving your good news.
Yours,
Mr Zhu
Homework:
1 Finish off the Workbook exercises.
2 Finish self-assessment part after classs.Period 9 Project 1
Project: writing an advice letter
Teaching objectives:
To help students improve English through doing a project.
To cooperate by working together on the project.
Important and difficult points:
Writing an advice letter.
Teaching procedures:
Step 1 Lead-in
What does a good advice columnist do
get a rough idea about the trouble
analyze the trouble
find out the roots of the trouble
give proper suggestions
keep in regular contact with the sender
feedback information
Step 2 Reading
1 Read the first letter and answer:
A Why does the father write the letter
B What does the father think about his son
C What is the father worrying about
2 Work in groups of 4 and find suggestions to the son.
Try to be a docile kid at home no matter whether you are an outstanding student at school.
Never attempt to change your father’s character and to be an ideal father.
Communicate with your father through letters if he happens to be short-tempered.
Come up to your dad and tell him how much you care about him.
Remember that it’s correct for a father to urge his son to study hard.
Make your father believe you’ll be successful in life by doing what you like.
3 Read the second letter and answer:
a Why does the son write the letter
b What are his problems
c How does he feel about his father
4 Work in groups of 4 and find suggestions to the father.
Try to look at things from your son’s angle. If you trade your role with your son, I believe you will realize some of the problems you mentioned in your letter are easy to solve.
Remember what your son needs is more than material comfort.
Prepare to have a heart-to-heart talk with him. Music are part of a young people’s life. You can’t stop him just because good communication will smooth the problems. Your son wants you to treat him as your equal while you act as a commander. That’s where all the problems come from.
You’d better not put too much pressure on your son. Be a good motivator. Try to encourage him to find myself, to build up self-confidence. Cut out harsh remarks when your son falls short of your expectation.
Unconditional love is very important, because he is your son.
Homework:
Get ready to write an advice letter.Period 7 Task 2
Skills building 2: reading for gist
Teaching objectives:
To develop reading skills by reading four diary entries.
To understand the mood of the writer.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1 Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main point
focus on descriptive words or expressions
Step 2 Reading
1 Read the four diary entries and fill in the form.
Entries Main points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
2 Read again and answer:
1.Why did Christina call the radio show last week
2. What advice did George give
3. Did Christina follow his advice What did she do
4. How do they get on with each other
Step 3 Reading the Thank-you letter
1 Get students to read and answer:
a What is the main idea of this thank-you letter
bWhich words or expressions are used to make the main point
2 Read again and decide true or false on page 35. Then check the answers.
Step 4 Consolidation
Have you ever had a problem with your parents similar to Christina’s
If so, how did you solve it
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.(共11张PPT)
南京市二十七中学顾建梅
Project 1
an advice columnist
get a rough idea about the trouble
analyze the trouble
find out the roots of the trouble
give proper suggestions
keep in regular contact with the sender
feedback information
Read the first letter and answer:
Why does the father write the letter
What does the father think about his son
What is the father worrying about
To ask for some help so as to help his son.
His son may fail at school or worse.
Remember that it’s correct for a father to urge his son to study hard.
Make your father believe you’ll be successful in life by doing what you like.
Work in groups of 4 and find suggestions to the son.
Communicate with your father through letters if he happens to be short-tempered.
Never attempt to change your father’s character and to be an ideal father.
Come up to your dad and tell him how much you care about him.
Try to be a docile kid at home no matter whether you are an outstanding student at school.
Read the second letter and answer:
Why does the son write the letter
What are his problems
How does he feel about his father
To be helped with some problems he has at home.
He loves his father a lot. He hopes his father can understand him better and respect the things he wants to do.
Try to look at things from your son’s angle. If you trade your role with your son, I believe you will realize some of the problems you mentioned in your letter are easy to solve.
Prepare to have a heart-to-heart talk with him. music are
part of a young people’s life. You can’t stop him just because
good communication will smooth the problems. Your son
wants you to treat him as your equal while you act as a
commander. That’s where all the problems come from.
Work in groups of 4 and find suggestions to the father.
Remember what your son needs is more than material comfort.
You’d better not put too much pressure on your son.
Be a good motivator. Try to encourage him to find
himself, to build up self-confidence. Cut out harsh
remarks when your son falls short of your expectation.
Unconditional love is very important, because he is
your son.
Homework:
Get ready to write an advice letter.
problems the father thinks about his son
disobeys everything his parents ask him to do
is rude to them
refuses to spend time with them
refuses to do his homework
spends too much time watching DVDs, listening to foreign music, chatting in Internet cafes, playing games and surfing the Internet
problems the son thinks about his father
doesn’t listen to him when he wants to do something or suggests an idea
shouts at him when he tries to talk to him
fights like crazy when he refuses to his father
makes him do things he doesn’t like
calls him selfish and unloving when he wants to be alone
gets very angry when he plays foreign music
sends him to bed or tell him to study when he watches a DVD
forbids him from meeting his friends at the Internet(共19张PPT)
南京市二十七中学顾建梅
Task 2
Reading for gist
Skills building 2:
reading for gist
catch the gist or the main point
focus on descriptive words
or expressions
Entries Main Points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
Reading practice
Today has been a great
day because my parents
bought me an expensive
bike.
We had a Maths test
and I’m nervous about
my result.
I failed the Maths test
and don’t know how
to tell my parents.
All that worrying was for
nothing.
happy
tired, afraid and
nervous
upset
very happy and glad
Step 2 Read again and answer:
1.Why did Christina call the radio show last week
2. What advice did George give
3. Did Christina follow his advice What did she do
4. How do they get on with each other
To ask for George’s advice about her problem with her mother.
He told Christina to spend more time talking to her mum.
Yes. She and her mum spend one day a week with each other, cooking dinner together or going for a long walk.
Very well.
Step 2 Read the thank-you letter and answer:
What is the main idea of this thank-you letter
Which words or expressions are used to make the main point
Christina wrote to thank George for his advice on her problems with her mum.
to ask for your advice about a problem …/gave me good advice/thank you for your help and good advice
Read and decide true or false
Christina wrote to George for advice.
Christina’s mum wanted her to spend more time at home.
George’s advice was helpful.
Christina and he mum will listen to ‘Talk time’ together every week.
Christina’s mum missed talking with her.
Christina’s dad took her and her friends out to dinner.
Christina was never friends with her mum.
F
T
T
F
T
F
F
to thank him.
spend one day a week with each other.
Christina’s mum
was friends
Consolidation
Have you ever had a problem with your parents similar to Christina’s
If so, how did you solve it
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.(共13张PPT)
Growing pains
南京市二十七中学顾建梅
Welcome to the unit
Brainstorming
Do you love your parents
Do you think you have showed respect to your parents
Have you ever quarreled with your parents
What is your quarrel about
Present family albums and ask:
What
Who
When
Teenagers/Kids.
When kids are between the ages of 3 and 5 or 8 and 12.
The troubles and difficulties that teenagers meet when they grow up.
How
Talk to friends/parents/teachers.
Write to magazines.
See doctors.
What does the boy do
What is the mother doing How is she probably feeling
What feelings may the boy have
Picture 1
Read the instructions and discuss each picture in pairs.
He turns up his music so loud.
She is shouting at him. Angry.
He feels embarrassed/sorry and was at a loss.
What happens to the girl with a bag
What did her parents ask her to do
Can you guess what might have happened to her
What will she do
Picture 2
She comes late to home.
They asked her to be home by 6 o’clock.
She may explain it to her parents.
not later than
Why are the boys and girls around the pretty lady
What does the boy want to do Is he allowed to do so Why or why not
What feelings may the boy have
Picture 3
They are asking her for her signature.
He wants her signature too. He is not allowed to do so because his mother thinks it’s a waste of time.
He may feel pitiful/regretful. He may be angry with his mother.
What is the boy probably doing
Did the boy do well in his exams
How does his mother feel about the score
What feelings may the boy have
Picture 4
He is probably playing computer games.
No.
She feels upset and angry. The boy may feel sorry and upset.
Group work:
Work in groups of four and describe one picture with their own words.
Sharing information
Discuss the questions under the pictures in groups of four. Have several groups to report their opinions in class.
Further discussion:
What do you do when you have family arguments with your parents
Do you think there is a generation gap between you and your parents If so, what is the best way to solve the problem
Homework:
Preview the Reading part.
Describe an unpleasant experience with your friends/teachers.
Thanks for your co-operation!(共16张PPT)
Reading
南京市燕子矶中学缪春燕南京市二十七中学顾建梅
Look at the family photo and answer:
Main characters in ‘Growing Pains’
Who are they
What do you know about the famous TV show
Popular during the 1960s & 1970s in America.
About family problems.
Mike Seaver
Carol Seaver
Maggie Seaver
Dr. Jason Seaver
Ben Seaver
Lead-in
Have you ever watched the famous American TV comedy “Growing Pains”
Could you list some of the members of the family
If you were left alone, can you imagine what might happen
What do you think of the play
Please go through the Reading strategy and tell me how to read a play.
Reading comprehension
First reading:
Read the play and finish Part A.
Answers
1.Eric,Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Reading comprehension
Read again and do Parts C1 and C2.
Read the play and do Parts D1 and D2.
1.Mom and Dad were back from their holiday a week earlier.
2.Eric was happy when seeing his mother.
3. Parents left Daniel in charge.
4.The boys spent the money seeing the vet for Spot.
5.The room was very clean and tidy when their parents came back.
6.Daniel didn’t have a chance to explain what had happened.
7.Mom felt regretful for what they said to Daniel.
8.Boys didn’t use up the money from their parents.
day
frightened
in a mess
used
Second reading
Choose the correct one:
1.I just finished my vacation to Yunnan.
work B. holiday
2. The man explained to the people that the factory had been close.
to give meaning of sth. B. to give a reason for sth.
3. When I went into the room, I found the room was in a mess.
a difficult state B. a dirty or untidy state
4. A teacher should trust his students.
look after B. believe that sb. is good
5. The woman was mad at the dog for eating her shoes.
A. worried B. angry
6. It is rude to run into other’s house without knocking at the door.
A. not polite B. anxious
Word study
Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad
Eric
Daniel
just come back from vacation
plays soccer at home
stays in another room
excited
disappointed
angry
surprised and frightened
sorry
angry
Detailed reading
Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Daniel
Eric
Mom
Dad
express his anger
angry
comfort his brother
calm
talk about the things that happened today
sorry and regretful
strong-willed/ stubborn
Group Work:
Divide students into groups of five. One is the narrator and the others are the main characters. Role-play Act One and Act Two.
Discussion
1.Suppose you were one of the children what would you do
3.Do you think there is a generation gap between you and your family How can you deal with it
2.How do you think good parents should treat their children
Homework
1 Write an end to the play.
2 Role-play the dialogue in groups of five.Period 3 Reading 2
(Word Focus)
Teaching objectives:
To learn new words and expressions and learn how to use them..
Important and difficult points:
The usage of: “enter, be supposed to do sth. be to do sth.
go unpunished to have sth. done, be hard on sb. feel like”
Teaching procedures:
Step 1 Revision
1. Ask two students to read their writings.
2．Get students to look at Part E .First fill in the blanks and then compare their writings with the conversation.
Step 2 important word or phrases
1.The curtains are closed and the living room is dark when Mom and Dad enter.
enter (vi.) (vt.) come or go in or into
进来之前请先敲门.
小偷从后门进入了大楼
I. entered my own data into the computer write information
Our teacher entered me for the English competition. make… take part in
The two old men entered into a long discussion. begin doing sth.
2.pay attention to the phrases below
(1)You weren’t supposed to come home until tomorrow!
be supposed to do sth.
sth.is expected to happen according to an arrangement
发现者号航天飞机应该在８月８日返回．
Shuttle Discovery was supposed to return on Aug 8 .
由于飓风卡特里娜，一些美国人按安排离开家园
Some Americans were supposed to leave their hometown because of Hurricane Katrina .
校会应该在周一早晨举行．
The school assembly was supposed to be held on Monday morning.
(2)The money with which you were to buy dog food is gone,…
be to do sth.
indicates that sth. should be done
你昨晚晚自习就应该完成家庭作业
You were to finish your homework in the evening class last night.
refers to the arrangements for the future
春节将至，孩子门将买几件新衣服．
The children are to buy some new clothes for the coming Spring Festival
我将在约定的地点与伯克小姐见面
I was to meet Miss Burke at an agreed place.
(3)This is not a family where bad behavior goes unpunished and you…
go unpunished
remain in a particular and usually undesirable state
她的决定未引起异议.
Her decision went unchallenged
他的抱怨未引起注意
His complaints went unnoticed.
不要让错误放在那里是有必要的.
It is necessary not to let errors go uncorrected.
(4)Eric sits on his bed looking at Daniel, who has his arms crossed and
to have sth. done
to leave sth. in a certain state
不管发生什么事情,请把门关着.
No matter what happens ,please have the door closed.
丹尼尔离开了房间,却让灯亮着.
Daniel left the room ,but he had the light turned on.
(5)Do you think we were too hard on Daniel
be hard on sb.
be harsh to sb. 对某人严厉,对某人苛刻
继母对白雪公主很苛刻
Stepmother is very hard on Snow White.
不要对一个10岁的孩子说这些话,这对他来说太重了些.
Don’t say that to a ten-year-old boy. You are being too hard on him.
(6)I feel like we have to punish him or he …
feel like
have a wish for/ want
如果想要,我们可以外出散步
If you feel like, we can go out for a walk.
我现在不想要大吃一顿.
I don’t feel like (having) a big meal now
give one a particular feeling
这种材料摸起来象丝绸.
The material feels like silk.
Step 3 important sentences
Get students to translate the following sentences and point out the relative words
Daniel…,a person from whom we could expect good decisions…
I don’t know the reason why the room is so dirty…
This is not a family where bad behavior goes unpunished and you…
Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.
Step 4 Workbook
Please allow students enough time to do A2 in class, and then check the answers together.
If time permits, get students to finish B1.
Homework
Finish A2 and B2 in their workbook.
Get the students to think about the question ‘Is the play written in American English of British English How do you know that ’Teaching plan for Unit 2 “Growing Pains”
Period 1 Welcome to this unit
Teaching objectives:
To introduce and develop the theme of growing pains.
To develop speaking ability by talking about families and problems that happen between teenagers and parents.
To know more about classmates and their families.
Important and difficult points:
Get students to understand what growing pains means.
Make students know the relationship between parents and their teenage children in the USA.
Help students to form a positive attitude towards relationships between their parents and them.
Teaching procedures:
Step 1 lead-in
Present family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
Who may have growing pains
What are Growing pains
When do they probably have growing pains
How do you solve this problem
Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.
Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
Step 2 Brainstorming
Do you love your parents
Do you always show respect to your parents
Have you ever quarreled with your parents
What is your quarrel about
Step 3 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do
What is the mother doing How is she probably feeling
What feelings may the boy have
Picture 2
What happens to the girl with a bag
What did her parents ask her to do
Can you guess what might have happened to her
What will she do
Picture 3
Why are the boys and girls around the pretty lady
What does the boy want to do Is he allowed to do so Why or why not
What feelings may the boy have
Picture 4
What is the boy probably doing
Did the boy do well in his exams
How does his mother feel about the score
What feelings may the boy have
Step 4 Picture discription
Imagine the situations and try to describe each picture as fully as possible with their own words.
Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part, 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.
Step 4 Further Discussion
Discuss the following questions in groups of four.
What do you do when you have family arguments with your parents
Do you think there is a generation gap between you and your parents If so, what is the best way to solve the problem
Homework
1 Preview the Reading part.
2 Describe an unpleasant experience with your friends/teachers.(共16张PPT)
燕子矶中学-缪春燕
language points of the play
Home alone
Period 3
Revision
1. Ask two students to read their writings.
2. Get students to look at Part E .First fill in the blanks and then compare their writings with the conversation.
The curtains are closed and the living room is dark when Mom and Dad enter.
enter (vi.) (vt.) come or go in or into
进来之前请先敲门.
小偷从后门进入了大楼.
I entered my own data into the computer.
Our teacher entered me for the English competition.
The two old men entered into a long discussion.
write information
Make… take part in
begin doing sth.
language points1
You weren’t supposed to come home until tomorrow!
The money with which you were to buy dog food is gone,…
This is not a family where bad behavior goes unpunished and you…
Eric sits on his bed looking at Daniel, who has his arms crossed and…
Do you think we were too hard on Daniel
I feel like we have to punish him or he …
language points2
Shuttle Discovery was supposed to return on Aug 8 .
Some Americans were supposed to leave their hometown because of Hurricane Katrina .
The school assembly was supposed to be held on Monday morning.
sth.is expected to happen according to an arrangement
发现者号航天飞机应该在８月８日返回．
由于飓风卡特里娜，一些美国人按安排离开家园
校会应该在周一早晨举行．
be supposed to do sth.
indicates that sth.should be done
be to do sth.
你昨晚晚自习就应该完成家庭作业
You were to finish your homework in the evening class last night.
refers to the arrangements for the future
春节将至，孩子门将买几件新衣服．
The children are to buy some new clothes for the coming Spring Festival.
我将在约定的地点与伯克小姐见面
I was to meet Miss Burke at an agreed place.
remain in a particular and usually undesirable state
goes unpunished
她的决定未引起异议.
Her decision went unchallenged.
他的抱怨未引起注意
His complaints went unnoticed.
不要让错误放在那里是有必要的.
It is necessary not to let errors go uncorrected.
to leave sth. in a certain state
to have sth. done
不管发生什么事情,请把门关着.
No matter what happens ,please have the door closed.
丹尼尔离开了房间,却让灯亮着.
Daniel left the room ,but he had the light turned on.
be harsh to sb 对某人严厉,对某人苛刻
be hard on sb.
继母对白雪公主很苛刻.
Stepmother is very hard on Snow White.
不要对一个10岁的孩子说这些话,这对他来说太重了些.
Don’t say that to a ten-year-old boy. You are being too hard on him.
have a wish for/ want
feel like
如果想要,我们可以外出散步
If you feel like, we can go out for a walk.
我现在不想要大吃一顿.
I don’t feel like (having) a big meal now.
give one a particular feeling
这种材料摸起来象丝绸.
The material feels like silk.
language points3
Get students to translate the following sentences and point out the relative words
Daniel…,a person from whom we could expect good decisions…
This is not a family where bad behavior goes unpunished and you…
I don’t know the reason why the room is so dirty…
Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.
Workbook
Please allow students enough time to do A2 in class, and then check the answers together.
If time permits , get students to finish B1.
homework
Finish A2 and B2 in their workbook.
Get the students to think about the question” is the play written in American English of British English How do you know/(共19张PPT)
南京市二十七中学顾建梅
Task 2
Reading for gist
Skills building 2:
reading for gist
catch the gist or the main point
focus on descriptive words
or expressions
Entries Main Points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
Reading practice
Today has been a great
day because my parents
bought me an expensive
bike.
We had a Maths test
and I’m nervous about
my result.
I failed the Maths test
and don’t know how
to tell my parents.
All that worrying was for
nothing.
happy
tired, afraid and
nervous
upset
very happy and glad
Step 2 Read again and answer:
1.Why did Christina call the radio show last week
2. What advice did George give
3. Did Christina follow his advice What did she do
4. How do they get on with each other
To ask for George’s advice about her problem with her mother.
He told Christina to spend more time talking to her mum.
Yes. She and her mum spend one day a week with each other, cooking dinner together or going for a long walk.
Very well.
Step 2 Read the thank-you letter and answer:
What is the main idea of this thank-you letter
Which words or expressions are used to make the main point
Christina wrote to thank George for his advice on her problems with her mum.
to ask for your advice about a problem …/gave me good advice/thank you for your help and good advice
Read and decide true or false
Christina wrote to George for advice.
Christina’s mum wanted her to spend more time at home.
George’s advice was helpful.
Christina and he mum will listen to ‘Talk time’ together every week.
Christina’s mum missed talking with her.
Christina’s dad took her and her friends out to dinner.
Christina was never friends with her mum.
F
T
T
F
T
F
F
to thank him.
spend one day a week with each other.
Christina’s mum
was friends
Consolidation
Have you ever had a problem with your parents similar to Christina’s
If so, how did you solve it
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.Period5 Grammar and usage
Teaching objectives:
To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1. Revision
HW checking: understanding some colloquialisms
Step 2. Grammar and Usage
Preposition +which and preposition +whom
Read point1 and make sure students know when to use attributive clause with preposition.
The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
The man is over eighty. I bought the old picture for him.
The man for whom I bought the old picture is over eighty .
Read point 2, get them to write the sentences in formal English.
The Maths teacher is the person from whom I got an A plus.
Art is the subject about which I know little.
Read point 3 and 4,and ask them to write the sentences in different ways.
Dad is a person to whom I can easily talk.
Dad is a person whom/who/that I can easily talk to.
Dad is a person I can easily talk to.
Appendix 1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词“结构中的介词2) 像listen to, look at, depend on, pay attention to, take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：
This is the boy whom she has taken care of.
词可以是 in, on, about, from, for, with, to at, of, without 等，关系代词只可用whom或 which,不可用 that 。
当先行词是way的时候,我们可以使用that 或in which引导定语从句.在这种情况下that 或in which也可以省略
Step 3. Exercises:
Multiply choice
1. Language is a city, to the building of ____ every human being brought a stone.
A. which B. that C. it D. this
2. The residents, ____ had been damaged by the flood, were given help by the Red Cross.
A. all their homes B. all whose homes
C. all of whose homes D. all of their homes
3. It is useful to be able to predict the extent ____ which a price change will affect supply and demand.
A. from B. with
C. to D. for
4.Living in the central Australian desert has its problems, ____obtaining water is not the least.
A. for which B. to which
C. of which D. in which
5.The course normally attracts 20 students per year, ___ up to half will be from overseas.
A. in which B. for which
C. with which D. of whom
6.A survey was carried out on the death rate of new-born babies in that region, ___ were surprising.
A. as results B. which results
C. the results of it D. the results of which
7. These people once had fame and fortune; now ____ is left to them is utter poverty.
A. all that C. all which B. all what D. that all
8. Government reports, examinations, compositions, legal documents and most letters are the main situations ___ formal language is used.
A. in which B. on which C. in that D. at what
9. We need a leader _____.
A) for whom everyone can believe
B) in whom everyone can believe
C) who everyone can believe on
D) whom everyone can believe of
Fill in the blanks with proper words
1.The teacher______ ______ I learnt most was Mrs Zhu.
2. This is the house______ ______ LuXun once lived.
3. He will never forget the day _____ ______ he came to Beijing.
4.The reason _____ ______ I came here is that I want to get your help.
5. The fellow ______ _____ I spoke made no answer.
6. The West Lake,_______ _______ Hangzhou is famous ,is a beautiful place.
7. This is the shop _______ _______ my daughter works.
8. The pencil_____ _____ he wrote was broken.
9. She has three children, all_______ _______ are at school.
10.The policeman______ ______ the thief was caught is an
old man.
11. I was surprised at the way______ _______ he treated the
old man
Relative adverbs: when, where, and why
If the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause.
I will never forget the day when we first met.
I will never forget the day on which we first met.
If the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause.
He doesn’t remember the name of the farm where his father once worked.
He doesn’t remember the name of the farm on which his father once worked.
When the antecedent is reason , why is used to introduce the clause.
Please tell me the reason why you were late again.
Please tell me the reason for which you were late again.
Exercises:
1.After living in Paris for fifty year as he returned to the small town____he grew up as a child.
A. which B. where C. that D. when
2. The film brought the hours back to me_____ I was taken good care of in that far-away village.
A. until B. that C. when D. where
3. The reason______they quarreled is quite clear.
A. that B why C. when D. in which
To combine the two sentences into one sentence using when why and where
1.I’ll never forget the day. I joined the PLA on that day.
2. Li Fang lives in that street. Do you know the street
3. Can you explain the reason .you acted in that way for it.
Homework
Finish the exercises of C1 and C2 in the workbook.(共12张PPT)
Unit 2 Growing pains
Word power
American vs British English
colloquialisms
南京市二十七中学顾建梅
南京市燕子矶中学缪春燕
Brainstorming
1.Do you think there are some differences between American English and British English
2.If there are some, in which aspect do they exist
4.Could you list the differences you know
3. Have you found any difference between American English and British English in the play
Sam went back to London to go on with his study in CMHS. He met David on the school campus.
Sam: Hi David .How are you
David: Fine, have you just gone back from New York
Sam: yeah, I went back here last Monday .
David: How is your summer holiday, Sam
Sam: Excellent, during my summer vacation I joined a soccer ball club and I can play it better now.
David: Good! I also practised playing football this summer too.
Sam: Ok. Please call me at 33543165 if the students’ union organize a soccer ball match.
David: Good idea! You may call me on 25682275.
Sam: See you!
David: Goodbye!
Let students read the dialogue and find out “ Is it in American English or British English ”.
Presentation
Am. Br.
gas petrol
baggage luggage
mail post
stairway staircase
vocabulary
Am. Br.
color colour
favor favour
center centre
traveling travelling
spelling
pronunciation
Am. Br.
again [ ’gein] [ ’gen ]
clerk [kl :k] [klα:k ]
dance [d ns ] [ dα:ns]
grammar
Am. Br.
She has an interesting book She has got an interesting book.
Vocabulary learning
Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.
If possible ,invite some students to summarize the differences between American English and British English.
Go to this website
http:///listen/ncebooks/index.htm
to give students a chance to enjoy and compare the American accent with the British accent.
Lead -in
1.Though you are busy, could you just lend me an ear for a moment
2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3.I ‘ve never expected lily to act as cool as a cucumber in the traffic accident.
4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5.As a green hand , Robert nearly drove into the grocery on roadside.
6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
It means: to listen and pay attention to
It means:You are 100 percent certain that something will happen.
It means :very calm and controlled in difficult situations.
It means : refusing to change one’s opinion
It means: one who is new in a certain field
It means: making very little noise
Vocabulary extension
Get students to do part A and Part B in class and check the answers together.
Answers for Part B:
1.She is good at gardening.
2. He is very clumsy.
3. That is like criticizing someone else for a fault you have yourself.
4. It is raining heavily.
5. Don’t exaggerate something.
Exercises
Fill in the blanks by using the following colloquialisms.
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
Kate, don't be_______________ at the party. Let's dance together.
2.Alice: Can you tell me what this sentence means
Tim: This one Oh, it is _________________. I can tell you.
3.Jim ,when I explain the language points ,you should _________________.
4.Rob is always late for school. If he can arrive at school on time today, I will________________.
5. Mum; Oh ,you got wet all over .How is it ,Daniel
Daniel: Mum ,don’t you know it ___________________ on my way home
a no-brainer
a wet blanket
lend me an ear
eat my hat
rained cats and dogs
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
6. Bob: Hey ! Ellen, you got an A for your history exam.
Ellen: Don’t _____________ . Are you serious
7. Look at Mr. Smith’ garden. He has_____________.
Boss: Who is that dull boy He even doesn’t know where
his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher:Boys and girls, when you are reading in the reading room ,you should remain____________________. Are you clear
Students: Yes.
pull my leg
green fingers
green hand
make a mountain out of a molehill
as quiet as a mouse
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.南师附中周平
Unit 2 Growing Pains
Teaching objectives:
To introduce and develop the theme of growing pains
To form a positive attitude towards growing pains and learn to solve family problems wisely
To identify the difference 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 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 speaking 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 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 speaking ability by talking about families and problems that happen between teenagers and parents
To know more about classmates and their families
Teaching procedures:
I. Lead-in:
1. Presenting family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
2. 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
II. Picture talking (pair work)
Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.
Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
III. Sharing opinions (group work)
In this part, 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 behaviors 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 to talk to when you have a problem and want to talk to someone Why
Do you think there is a generation gap between you and your parents How do you overcome the gap
IV. Assignments:
1. Preview the new words of this unit on page 64 (from “act” to “rude”)
2. Think about this questions—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 American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
I. Lead-in:
Have you ever been 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
II. Reading:
1. Remind Ss of the instructions on reading a play before reading
2. First reading and checking out Part A on page 22
3. Second reading (following the tape) and checking out C1 & C2 on page 24
4. 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 saying “This is not a family where bad behavior goes unpunished…”
III. Thinking after reading:
Ask Ss to use their imagination and think of an end to the play.
Do you think Eric 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 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
IV. Assignment:
1. Read the play aloud with partners.
2. Underline difficult words or sentences that need explaining.
3. Finish D1 & D2 on page 24.
4. 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:
I. HW checking out:
1. D1 & D2 on page 24
2. E on page 25
Ask Ss:
what they think of the way Daniel and his parents solve their problem
what kind of a boy Daniel is
II. Difficult points:
(In this part, Ss are encouraged to raise their questions.)
1. Eric runs in after it, followed by a big dog, walking very slowly.
2. …you weren’t supposed to come home until tomorrow!
3. Daniel, we thought you were an adult, …
4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.
5. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.
III. Words focus:
1.Word definition:
In this part Ss are to understand words and expressions in the text.
Ask Ss to match the expressions in Column I with the right definitions in Column II.
Column I Column II
a. be supposed to do 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…from… 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 9. because of sth. or as a result of sth.
2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.
1. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)
2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong
---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)
3. His strange question 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 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)
5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)
6. Wang Bing had his 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 assembly 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 mother 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 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 never 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 thought his parents _______ him because they shouted at him before he could explain. (hard on)
11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)
12. That boy spends 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:
1. Finish A1 & A2 on page 86.
2. Finish D1 on page 89.
Make sure Ss read 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:
II. Checking out D1 on page 89:
III. Assignments:
1. Memorize the 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 written in British English or American English How do you know
*****************************************************
Period 5 Word Power 1
Teaching objectives:
To identify the difference between American English and British English
To develop the ability of understanding words in context
Teaching procedures:
I. 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
II. Word Power
1. focusing on the differences 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 which aspects does American English differ from British English from the examples above ”
(in vocabulary and spelling)
* Ask Ss “Does 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 the information on page 26 and practice the dialogue on page 26.
* Ask Ss to discuss the following questions:
The accents in American English and British English are partly different. Which do you prefer
Do you think it helpful to know about these differences
2. Understanding words in context:
* Letting Ss read “A” 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 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
III. Assignments:
1. For bonus: Find two more 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.
2. Do “B” on page 91.
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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
1. What is a colloquialism How is it used
2. 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 William 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 this basketball game by at least twenty points, I will eat my hat.
Meaning: a saying used when you are 100 percent certain that something will happen
Origin: Many great writers, including Charles Dickens, have this expression.
3. Ask Ss to focus on Part 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 early 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 expression 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 1800s 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.
4. Ask Ss to do Part B on page 27.
In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.
III. Assignments:
1. Work out the meanings of the following colloquialisms:
a. My parents and I don’t always see eye to eye about school issues.
b. I’ve got a major test tomorrow, so I better hit the books.
c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.
2. Review the attributive clause learnt in Unit 1.
3. Read the play again and pick out sentences containing attributive clauses.
Period 7 Grammar and Usage
Teaching objectives:
* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Teaching procedures:
I. HW checking out: understanding some colloquialisms
II. Grammar and Usage:
1. Let Ss read Point 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.
2. Ask Ss to do “A” & “B” on page 29.
3. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.
4. More practice should be provided to Ss.
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
Can you please give me a piece of paper on which I can write a note to Miss Liu
Do you know the woman 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.
5. 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.
6. let Ss read instructions on page 30
7. practice on page 31
III. Assignments:
1. Do C1 on page 88 (WB)
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Period 8 Consolidation of grammar
Teaching objectives:
To have more practice on the usage of attributive clauses
Teaching procedures:
I. Consolidation of Grammar:
1. HW checking out—C1
2. Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are used
Tell Ss that when , 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/which 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.
3. Do C2 on page 88.
Ask Ss to do this exercise individually and check out in class.
II. Assignments:
1. Read the diary entries 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.)
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Period 9 Task presenting a dialogue (1)
Teaching objectives:
To understand how a speaker is feeling by identifying different tones
To develop listening ability through a radio talk show
To develop the skill of reading for gist through diary entries and a thank-you letter
To learn how to write a dialogue
Teaching procedures:
I. HW checking out:
1. Ask Ss to check with their partner about the main point and words showing the writer’s mood.
2. Invite some Ss to tell the class the main point of the entry.
II. Step 1: listening to a radio phone-in programme
1. Lead-in:
Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.
2. Understanding tones in spoken English
1) Ask Ss to read the 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
2) Have Ss listen to 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.
3) Have Ss read the sentence “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
4) Let Ss listen to the tape and finish Part A on page 32.
5) Ask Ss to listen 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 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
III. 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
IV. Assignments:
1. Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.
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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:
I. 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 point out what is wrong with the underlined sentences after they discuss with their partners
2. Presenting a dialogue in groups:
1) Let Ss read the guidelines on page 37.
2) Have Ss work in groups of three and each group makes up a dialogue with the information provided.
3) Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.
II. Assignment:
1. Read the two letters on page 38 and think about how you can advise them to solve their problems.
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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:
1. Lead-in:
In almost every 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.
2. 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
3. Have Ss work in groups on Part B on page 39:
Let Ss discuss the 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 be read to the group after it is written and group members make changes if necessary.
4. Producing the letter:
To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.
II. Assignments:
1. Finish the letter and have it typed on A4 paper.
2. Read the two letters again and work out the meaning of new words with the help of dictionaries.
3. Do B1 & B2 on page 87.
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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:
I. Listening practice on page 92
II. Checking out B1 & B2 on page 87
III. Writing practice on page 93 (optional)Period 4 Word Power
Teaching objectives:
To identify the difference between American English and British English;
To develop the ability of understanding words in context.
Important and difficult points:
some differences between American English and British English
The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1.Lead-in:
Get students to answer:
1.Do you think there are some differences between American English and British English
2.If there are some, in which aspect do they exist
3. Have you found any difference between American English and British English in the play
4.Could you list the differences you know
Step 2.dialogue reading
Sam went back to London to go on with his study in CMHS. He met David on the school campus.
Sam: Hi David .How are you
David: Fine, have you just gone back from New York
Sam: Yeah, I went back here last Monday.
David: How is your summer holiday, Sam
Sam: Excellent, during my summer vacation I joined a soccer ball club and I can play it better now.
David: Good! I also practised playing football this summer too.
Sam: Ok. Please call me at 33543165 if the students’ union organize a soccer ball match.
David: Good idea! You may call me on 25682275.
Sam: See you!
David: Goodbye!
Step 3. making comparisons
vocabulary
Am. Br.
gas petrol
baggage luggage
mail post
stairway staircase
spelling
Am. Br.
color colour
favor favour
center centre
traveling travelling
pronunciation
Am. Br.
again [ ’gein] [ ’gen ]
clerk [kl :k] [klα:k ]
dance [d ns ] [ dα:ns]
grammar
Am. Br.
She has an interesting book She has got an interesting book.
Step 4. Vocabulary learning
Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.
If possible, invite some students to summarize the differences between American English and British English.
Go to this website http:///listen/ncebooks/index.htm ( http: / / / listen / ncebooks / index.htm" \t "_parent ) and give students a chance to enjoy and compare the American accent and British accent.
Step 5. colloquialisms
Lead –in
Read the sentences and express what the colloquialisms mean.
1.Though you are busy, could you just lend me an ear for a moment
2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3.I have never expected lily to act as cool as a cucumber in the traffic accident.
4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5.As a green hand , Robert nearly drove into the grocery on roadside.
6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
Vocabulary extension
Get students to do part A and Part B in class and check the answers together
Exercises
Fill in the blanks by using the following colloquialisms.
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
1.Kate, don't be_______________ at the party. Let's dance together.
2. Alice: Can you tell me what this sentence means
Tim: This one Oh, it is _________________. I can tell you.
3. Jim, when I explain the language points ,you should _________________.
4. Rob is always late for school. If he can arrive at school on time today, I will________________.
5. Mum; Oh ,you got wet all over .How is it ,Daniel
Daniel: Mum, don’t you know it ___________________ on my way home
Bob: Hey ! Ellen, you got an A for your history exam.
Ellen: Don’t _____________ . Are you serious
7. Look at Mr. Smith’ garden. He has_____________.
8. Boss: Who is that dull boy He even doesn’t know where his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room ,you should remain____________________. Are you clear
Students: Yes.
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.
