Unit 2 Growing pains教案

1、A Teaching Plan for Module 1 Unit 2 Growing Pains Highlights and teaching objectives of the unit Topic Growing pains and the relationship between parents and children Functions 1. Expressing feelings and emotions I cant wait to surprise the boys! Stop shouting at me. Im still a teenager! Why is ever

2、ything always my fault? They never even gave me a chance to explain. I hate them! Today has been a great day! Im so happy! 2. Describing interpersonal relationships Dad and I realize there is probably an explanation for why the house is so dirty, but you shouldnt have run out of the room and slammed

3、 the door like that. At present, to prevent upsetting his mother with an argument, I am allowing him his freedom. I love him a lot, but I dont understand why he will not respect the things I want to do. Vocabulary 1. Words: adult, argument, behaviour, boring, chat, curtain, explain, explanation, fau

4、lt, fight, forbid, freedom, grandparent, garbage, internet caf, interest, leave, mark, mess, mix, period, punish, rude, relationship, scene, surprise, sink, selfish, suggest, sincerely, spare, touch, trust, truly, unpunished, upset, unloving, valuable, vacation 2. To identify the difference between

5、American English and British English 3. To learn about some colloquialisms and their origins Phrases: 1. be supposed to do sth. 2. be in ones charge / be in the charge of sb 3. refuse to do sth. 4. punish sb. for sth. /for doing sth 5. argue with sb. about/over sth. 6. be upset about/over sth 7. mak

6、e a difference 8. forbid sb. to do sth. / forbid sb. from doing doing 9. Whats up? 10. be hard on sb. 11.go unpunished 12. cant wait to do sth 13. have ones arms crossed 14. turn up the radio a little 15. leave out 16. after all 17. at present 18. do sth. like crazy 19. in ones spare time 20. keep s

7、th. in mind 21. be meant to be / mean to be 22. in a mess 23. go out 24. do with 25. now that 26. insist on 27. the only child 28. deserve to do sth. 29. not any more 30. as though 31.mix up 32. be related to 32. be proud of 33. stay up late 34. fail (in) the Maths test 35. take / follow ones advice

8、 36. prevent sb. from doing sth. 36. waste some time doing sth. Sentence patterns 1. Its sbs fault. 是某人的错。 2. Eric runs in after it, followed by a dog, walking very slowly. 3. you werent supposed to come here until tomorrow! 4. The money with which you were to buy dog food is gone, 5. Listen to me y

9、oung man -remember the day when we left you in charge? 6. We feel you should not have done that. 7. I still wish we could go and see a film tomorrow though! Grammar 1. Preposition + which and Preposition + whom The money with which you were to buy dog food is gone. We thought you were a person from

10、whom we could expect good decisions. 2. Relative adverbs: when, where and why Do you remember the day when we left you in charge? This is not a family where bad behavior goes unpunished. I dont know the reason why the house is so dirty. Skills and strategies 1. Reading: 1. read a play about an Ameri

11、can family and two letters from a father and his son. 2. To develop the ability of reading for gist 2. Listening: to develop listening ability through a radio talk show 3. Speaking: to develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relev

12、ant theme 页 1 第Do you agree with mums Writing: Write a report about a discussion entitled 4. working?Culture The relationship between parents and their teenage children in the USA 1.The relationship between parents and their teenage children in China 2.Moral education To form a positive attitude tow

13、ards growing pains and learn to solve family 1.problems To learn to be cooperative and helpful when working together. 2.Teaching methods: Discussions in pairs or in groups 1.Task-based in class activities. 2.Acting and reciting 3.Explanations of some language points and grammar rules. 3. Period 1 Vo

14、cabulary Teaching aim: To learn the new words and expressions in this unit. Teaching Procedures: Step 1 Reading Give the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words

15、. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly. suggestion n. 建议 建议；暗示，使想起 suggest v. )表现behave v. (行为或举止behaviour n. 行为 adj.感兴趣的 interested interesting adj. 有趣的，有意思的 使感兴趣interest v. explanation n. 解释解释 explain v. 感人的，令人感动的touching adj.

16、touched adj.感动的 touch v. 触摸 解释explanation n. explain v. 解释 不合乎情理的adj. unreasonable adj. 合乎情理的 reason n. 理由 reasonable 没受惩罚 go unpunishedunpunished adj. 免受惩罚的 v. 惩罚 punishment n. 惩罚 punish boring adj. 令人厌倦的adj.使厌倦 bored 感到厌倦了的 bore v. 混合物 mixture n.mix v. 混合；混淆 贵重物品n.宝贵的，有价值的 价值 valuable adj. value n

17、. 不值钱的，没有价值的valueless adj. 议论，争论，论点n. 争论 argumentargue v. 自由的；有空的adj. 自由 free freedom n. adv. 真诚的，真实的 truly true adj. Step 2 Exercises Do Workbook Exx. A1 and A2 on the vocabulary. Homework Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan. 1. Preview the re

18、ading passage. 2. Period 2 Welcome to the unit Teaching aims: To revise the new words by doing some exercises on the learning plan. 1. Welcome to the unit2. To introduce and develop the theme of growing pains by taking up between happen and problems that families ability 3.To develop speaking by tal

19、king about teenagers and parents. Help students to form a positive attitude towards relationships between their parents and them. 4.Teaching Procedures: Step 1 Revision Revise the vocabulary by doing the exercises on the learning plan. Step 2 Brainstorming imagination by asking the following questio

20、ns: Activate studentsDo you love your parents? Do you always show respect to your parents? 页 2 第Have you ever quarreled with your parents? What is your quarrel about? Step 3 Picture talking Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of t

21、he problems you have. Look at the 4 pictures below, and answer my questions: 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 mi

22、ght have happened to her? What do you think she should do now? 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

23、? How does his mother feel about the score? What feelings may the boy have? Step 4 DiscussionIn this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class. Questions for discussion: 1. Do you think that your parents try to force you to spend your s

24、pare time doing things you dont like? (Whats your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?) (Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or

25、 a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time

26、on these activities, I wont get good enough grades to attend a good university. My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and

27、 so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.) 2. When you have a problem and want to talk to someone, who do you choose to talk to? (Sample an

28、swer: Whenever I have a problem with my parents, I talk it over with my best friend. I dont expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for n

29、ot wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.) 3. Describe an unpleasant experience with your parents. 4. What kind of behaviors of yours will make your parents feel unhappy? List as many as you can. *not doing homework, *not gett

30、ing 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 页 3 第*spending too much time playing computer games in the Internet caf Growing pains Things I like while my parents hate Activities my parents l

31、ike while I hate computer games study all the time chat on line Doing housework go shopping Attending classes in holidays comic books Old songs/Peking operas pop music; pop stars hip hop; What would you do if your behavior upsets your parents? 5.Do you think there is a generation gap between you and

32、 your parents? If so, what is the best 6. way to solve the problem? same the try to develop together; No. Through communication, spend more time (Yes. / interests and hobbies; try to understand, respect, help, love and learn from each other.) Homework: 1. Review the new words of this unit. 2. Previe

33、w the Reading part. Period 3 Reading Teaching aims: to To train the students reading ability by reading a play, introducing the way to read a play 1. the attention to pay understand a play and of read it out aloud instead silently to better instructions or tips included in a play. To know about Amer

34、ican family life and problems that happen between American teenagers 2. and their parents Encourage the students to act out the play 3. To learn some useful words, expressions and sentence structures. 4. Teaching procedures: Step 1 Revision Check the homework exercise. Step 2 Lead-in: Get students t

35、o 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? Step 3 reading tell me how to read a play. Reading strateg

36、y and Please go through the (make sure students know how to read a play.) First reading: Get the students to read the play quickly 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 Ask th

37、e students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity. Step 4 Structure analysing Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following

38、table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops. Plot of the play Description Background (information about characters, time, and place, etc.) problem (confli

39、cts between two sides) Rising action/develop (what causes the incident and how it develops) Climax (the most serious conflict) 页 4 第(end of the conflict) Outcome Sample answers of the development of the play: Dad and Mom go on vacation. Two boys, Daniel and Eric are left alone at home. Background: T

40、hey are asked to look after the pet dog, Spot, as well as their home. Spot gets ill and the two boys use the money for dog food to take Spot to the vet. Problem/cause:t have time to clean the house. And they don When Dad and Mom come back home, they find that the room is a mess, and the Rising actio

41、n:s worse, the money for the dog food id gone. dog looks tired and hungry. WhatDad and Mom shout at Daniel angrily and blame him for his not taking responsibility. Climax: the slams room and and rushes into his bed to Daniel cant bear it and shouts back his parents door. ) Outcome: (Ask the students

42、 to imagine what will happen Homework: Divide yourself into groups of five and try to act the out. 1. Preview the word power section. 2. Period 4 Word Power Teaching objectives: 1. To identify the difference between American English and British English; 2. To develop the ability of understanding wor

43、ds in context. Important and difficult points: some differences between American English and British English? 1. The meaning of some more colloquialisms and their usage. 2. Teaching procedures: Step 1 Role-play main the the others are narrator five and one is the and into Divide the students groups

44、of characters and act out the play. Step 2 Braimstorming/Comparison Ask the students to think about the following topics: ve learned English for several years. Do you notice there are some differences 1. Up to now, webetween American English and British English? different and spelling, grammar do th

45、ese differences exist, pronunciation, 2. In which aspects expressions? Can you demonstrate some examples of these differences? 3. Encourage the students to list some differences they already know, and fill in the form below: Differences Examples American English British English pronunciation :k; dan

46、ced?ns clerk kl?:ns :k ; dklSpelling color; favor; center; traveling colour; favour; center; travelling Grammar She has an interesting book. She has got an interesting book. Vocabulary gas; baggage; mail Petrol; luggage; post Then do the exercise on page 26. Step 3 colloquialisms in Lead Read the se

47、ntences and express what the colloquialisms mean. for a moment? 1. Though you are busy, could you just lend me an ear 2. If Huston rockets can win this basketball game by twenty points, I will eat my hat. in the traffic accident. as cool as a cucumber3. I have never expected lily to act as stubborn

48、as a 4. All the family members come to persuade Jim to change his idea, but he is mule. Robert nearly drove into the grocery on roadside. 5. As a green hand , when his father scolded 6. Because Tod failed in his maths exam, he was as quiet as a mousehim. ocabulary extension VGet students to do part

49、A and Part B in class and check the answers together Exercises Fill in the blanks by using the following colloquialisms. 页 5 第green hand a wet blanket eat my hat a no-brainer lend me an ear as quiet as a mouse rain cats and dogs green fingers pull my leg make a mountain out of a molehill s dance tog

50、ether. 1. Kate, dont be _ at the party. Let2. 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 g

51、ot wet all over. How is it ,Daniel? t you know it _ on my way home? Daniel: Mum, don6. Bob: Hey! Ellen, you got an A for your history exam. t _. Are you serious? Ellen: Don garden. He has_. 7. Look at Mr. Smitht know where his office is. 8. Boss: Who is that dull boy? He even doesnManager: This is h

52、is first day here. He is a _ . Eric: Shall I stay in hospital for several days? 9. t _. You just got a fever. Doctor: Don should room, reading you are reading in the girls, 10.Teacher: Boys and when you remain_. Are you clear? Students: Yes. Homework 1.Try their best to keep the examples of American

53、 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. Period 5 Dictation and Language points explanation Teaching objectives: To dictate the first act of play. To learn new words and expressions a

54、nd learn how to use them. Teaching procedures:Step 1 Revision Get two groups of the students to act out the play. Step 2 Dictation To Dictate the first act of the play. Ask three students to read the play while all the others write. Then have the students open the book and check their writing with t

55、he text. Step 3 Explanation To learn the language points in the play by doing exercises on the learning plan. (Notes to the text) Homework Finish the Workbook exercises on pages 94 to 95. Period 6 Dictation and Grammar Teaching objectives: . to begin an attributive clausePreposition + which/whomTo l

56、earn how to use a Important and difficult points: How to choose suitable prepositions in an attributive clause. Teaching procedures: Step 1 Dictation Dictate the second act of the play. Step 2 Grammar and usage whom1. Preposition + which and preposition +Read point1 and make sure students know when to use attributive clause with preposition. The pen is broken, so Ill have to buy a new one. I write my homewor