Unit 2 教学设计参考

1、Unit 2 Growing PainsTeaching objectives：l To introduce and develop the theme of growing painsl To form a positive attitude towards growing pains and learn to solve family problems wiselyl To identify the difference between American English and British Englishl To learn about some colloquialisms and

2、their originsl To develop the skills of how to read a playl To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesl To develop listening ability through a radio talk showl To develop speaking ability by talking about probl

3、ems common to teenagers and presenting a dialogue based on the relevant themel To develop the ability of reading for gistl To develop writing ability by presenting a dialogue and an advice letterl To learn to be cooperative and helpful when working togetherTeaching plans：Period 1Welcome to this unit

4、 Period 2Reading 1 (Comprehension focus)Period 3Reading 2 (Word focus) Period 4Reading 3 (Consolidation of words) Period 5Word power1Period 6Word power2Period 7Grammar & usagePeriod 8Consolidation of grammarPeriod 9Task presenting a dialogue1Period 10Task presenting a dialogue2Period 11Project writi

5、ng an advice letterPeriod 1 Welcome to this unitTeaching objectives：l To introduce and develop the theme of growing painsl To develop speaking ability by talking about families and problems that happen between teenagers and parentsl To know more about classmates and their familiesTeaching procedures

6、：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：l Do you always show respect to your parents? l Do you always do what your parents want you to? l Do you sometime

7、s quarrel with your parents? Why do you quarrel? II. Picture talking (pair work)l Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.l Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions. l Invite some Ss t

8、o 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:l What kind of behaviors of yours will make your par

9、ents 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 dont like* l What would you do if your behavior upsets your parents? l Who do you ch

10、oose to talk to when you have a problem and want to talk to someone? Why?l 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 questionsWhat are gro

11、wing pains? Do you have any pains? What are they? Period 2 Reading 1(Comprehension focus)Teaching objectives:l To develop the skills of how to read a playl To know about American family life and problems that happen between American teenagers and their parentsl To form a positive attitude towards so

12、lving problems between teenagers and parentsTeaching procedures:I. Lead-in:l 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

13、Ss of the instructions on reading a play before reading2. First reading and checking out Part A on page 223. Second reading (following the tape) and checking out C1 & C2 on page 244. More comprehension questions:l Why does Eric sound frightened when he sees his parents back?l How does Mom know that

14、the dog is tired and hungry?l 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.l Do you think Eric and Daniel will explain to their parents what has happened? Or will the

15、 parents go and ask the boys what has happened?l 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

16、 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:l To understand new words and expressions and learn how to use themTeaching procedures:I. HW checking out:1. D1 & D2 on page 242. E on page 25Ask Ss:l what they think

17、 of the way Daniel and his parents solve their probleml what kind of a boy Daniel isII. 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 werent supposed to come home until tomorrow!3. Daniel, we th

18、ought 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 wont respect us.III. Words focus:1.Word definition:In this part Ss are to understand words and expressions i

19、n the text. Ask Ss to match the expressions in Column I with the right definitions in Column II. Column I Column IIa. be supposed to do1. to talk about sbs faults in an unfair way, or to be too strict with sb.b. deserve to do2. to want to have sth. or do sth.c. now that3. used to ask or talk about h

20、ow sb. should deal with sth.d. in charge4. used to say a light or fire is off or oute. be hard on5. used to say what is/was expected to happen, esp. when sth. didnt happen; used to say that one should or should not do f. go out6.to hope that one will get sth. from sb.g. expectfrom7.in a position whe

21、re you have the duty to make decisions so that anything bad will not happenh. feel like8.used to say one should receive (a reward or a special treatment) for what he has donei. (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 th

22、em 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. Whats wrong?-It

23、 really doesnt matter. Thats _ and will soon pass. (growing pains) 3. His strange question made his friends feel surprised; that means his strange question _ his friends. (surprised)surprisen./ vt.surprisedadj.surprisingadj.surprisinglyadv.l My dad bought me an iPod on my birthday, which is a great

24、_ to me. (surprise)l What _ me most was that flowers there were so cheap. (surprised)l He had a _ look on his face at the news that she married John. (surprised)l -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

25、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 th

26、ere 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. (expe

27、ctfrom)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 Womens Volleyball team won the championsh

28、ip 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. Assig

29、nments:1. Finish A1 & A2 on page 86.2. Finish D1 on page 89.Make sure Ss read the text carefully and review what theyve learned before doing exx.Period 4 Reading 3(Consolidation of words)Teaching objectives:l To consolidate the use of words and expressions through Teaching procedures:I. Checking out

30、 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: l Is the play written in British English or American English? How do you know?Period 5 Word Power 1Te

31、aching objectives:l To identify the difference between American English and British Englishl To develop the ability of understanding words in contextTeaching procedures:I. Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacation soccertrash can garbageliving room b

32、ehavioradultdecision explain deserve II. Word Power1. focusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British English vacationholidaysoccerfootballtrash candustbingarbagerubbishliving roomsitting roombehaviorbeha

33、viour*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

34、Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue on page 26. * Ask Ss to discuss the following questions:l The accents in American English and British English are partly different. Which do you prefer? l Do you think it helpful to kno

35、w 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 passagel He was the major reason for the programs huge success.ma

36、jorvery large or importantl Mike kept making trouble but was always charming.charmingvery pleasing or attractivel From the first few episodes of “Growing Pains” Mike was always getting into trouble.episodepart of a TV or radio program in which the same story is continuedl These stories are good exam

37、ples of the two sides of Mikes nature.naturequalities that make someone a particular type of personl He was naughty but also a caring and warm person. naughty(used by adults talking about children) bad, causing troublecaringthinking about what other people need or want and trying to help themIII. As

38、signments: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 91.3.Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:l To learn about some col

39、loquialisms and their origins Teaching procedures:I. HW checking out:1. Collecting examples of American English and British English 2. Checking out “B” on page 90II. Colloquialisms1. What is a colloquialism? How is it used?2. Presenting sentences with colloquialisms:l I know you are busy, but could

40、you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: In William Shakespeares 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”.l If we dont win this basketball game by at

41、least twenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: 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 colloquial

42、isms:l a wet blanketmeaning: a person who spoils other peoples fun by being boringorigin: 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 blanke

43、t that puts out the fire stands for a person who always expects bad things will happen. l all earsmeaning: eager to listen; listening attentivelyorigin: 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

44、youre carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.l pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string ac

45、ross 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

46、out the meanings of the following colloquialisms:a. My parents and I dont always see eye to eye about school issues.b. Ive 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 cl

47、ause learnt in Unit 1.3. Read the play again and pick out sentences containing attributive clauses.Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:I

48、. HW checking out: understanding some colloquialismsII. 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

49、 page 28 to know how to use the attributive clause to modify the antecedent way.4. More practice should be provided to Ss.l The pen with which I write my homework every day is broken, so Ill have to buy a new one.l Can you please give me a piece of paper on which I can write a note to Miss Liu?l Do

50、you know the woman with whom/to whom/about whom our teacher is talking?l The man from whom/for whom I bought the old picture is over eighty.l The way (in which/that) she sang surprised all the judges. * * * *l Do you still remember the day on which we first met each other?l Yesterday we visited a fa

51、ctory in which toys are made.l She didnt tell us the reason for which she gave up her job.5. relative adverbs: when, where and whyl Do you still remember the day on which/when we first met each other?l Yesterday we visited a factory in which/where toys are made.l She didnt tell us the reason for whi

52、ch/why she gave up her job.6. let Ss read instructions on page 307. practice on page 31III. Assignments:1. Do C1 on page 88 (WB)Period 8 Consolidation of grammarTeaching objectives:l To have more practice on the usage of attributive clausesTeaching procedures:I. Consolidation of Grammar:1. HW checki

53、ng outC1 2. Additional practicethis part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why cant 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

54、place or a reason. Examples are as follows:l Shanghai is the first city that Eric visited in China.l The city that/which gives Eric a deep impression in China is Shanghai.l Shanghai is the city where Erics grandfather used to work.l He will always remember the days that/which he spent in America.l H

55、e will always remember the days when he studied in America.l No one knows the reason why he changed his mind.l 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.)Period 9 Task presenting a dialogue (1)Teaching objectives:l To understand how a spe