牛津英语高一模块一unit2教案全单元（18页）
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| 名称 | 牛津英语高一模块一unit2教案全单元（18页） |  | |
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| 文件大小 | 36.3KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-06-13 01:43:00 | ||
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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.
Unit 2 Growing Pains
Period 2
Reading Comprehension
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 Greetings
Greet the students as usual.
Step 2 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 3 Reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
1. 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.
1. 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
Step 4 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
Step 5 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.
Step 6 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
Step 7 Homework：
1. Write an end to the play.
2. Role-play the dialogue in groups of five.
The Design of The writing on the Blackboard
Unit 2 Growing Pains Period 2at what do you usually do when you and your parents disagree
Record after Teaching
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 ’
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.
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.
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 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.
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.
3 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.’
4 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.
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 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.
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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.
Unit 2 Growing Pains
Period 2
Reading Comprehension
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 Greetings
Greet the students as usual.
Step 2 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 3 Reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
1. 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.
1. 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
Step 4 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
Step 5 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.
Step 6 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
Step 7 Homework：
1. Write an end to the play.
2. Role-play the dialogue in groups of five.
The Design of The writing on the Blackboard
Unit 2 Growing Pains Period 2at what do you usually do when you and your parents disagree
Record after Teaching
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 ’
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.
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.
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 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.
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.
3 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.’
4 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.
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 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.
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