英语教案：必修1 Unit2 Growing pains Period III Word Power

Unit 2《Growing pains》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 Americanteenagers and their parents◆To form a positive attitude towards solving problems between teenagers andparentsImportant 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 readingPlease 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.Answers1.Eric,Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second reading1.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 studyChoose the correct one:1.I just finished my vacation to Yunnan.A. workB. holiday2. 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 state4. A teacher should trust his students.look after B. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousDetailed reading1.Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in form:Role-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Discussion1.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.。

牛津译林版高中英语必修一Unit2《Growingpains》教案Teaching Aims 1 Learn about what noun clausesintroduced by question words are,the functions of each clause and theword order of the clause.2 know th e empty subject it acts ast he grammatical subject of thesentence and in what situations it isoften used.Teachingmethods1.Groupdiscussion2.Team workAnalysis ImportantpointsNoun clauses.DifficultpointsNoun clauses introduced by question words. TeachingaidsMulti-media projectorI. Noun clauses introduced by question wordsStep 1 引导名词性从句的连词分为三种：连词that连接代词 who, whom, whose, which, what连接副词 when, where, how, why 等。

Step 2 从整句结构和从句结构的分析入手1 Who was responsible for the accident is not yet clear? 连接代词2 You can begin to see why English has such strange rules. 连接副词3 My idea is that we should spend our holidays b y the seaside.连词 thatII. Empty subject itStep 1 Try to find the real subjectIt is important for us to learn English well today.It is no use wasting your time reading such books all day.Conclusion: the subject is a nou n clause, a to-infinitive or a v-ing form. (PartA on Page 31Step 2 Translation:1 要把握一门外语是困难.It is hard to master a foreign language.To master a foreign language is hard.Read Part 1 on Page 30.Step 3 Rewrite the sentencesIt seems that he speak two languages.= He seems to speak two languages.My new neighbor happens to come from my hometown.=It happens that my new neighbor come from my hometow n.Draw students’ attention to P art 2 on page 30.Step 4 how to emphasize the eleme nt in a sentence by using Empty Subject it Jane gave Mary a handbag at Christmas.It was Jane that / who gave Mary a handbag at Christmas.It was Mary that Jane gave a handbag (to) at Christmas.It was a handbag that John gav e Mary at Christmas.It was at Christmas that John gave Mary a handbag.Conclusion: It + be的一定形式+被强调部分+that /who分句形式主语和形式宾语的应用：当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.（2）It was important that we should make the plan carefully.（3）It remains a secret how the animals came to live in the sea.当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：（1）I found it very difficult that one learns several languages at the same time.（2）He thinks it necessary that we should be given more time practising oral English.（3）He made it clear that he would leave the office soon.Step 5 ConsolidationGrammar1. 1. promise v. 许诺，承诺。

单元总体规划：Unit 2 Growing pains单元规划内容预览This unit introduces and develops the theme of growing pains. In Welcome to the unit, four pictures representing some common family problems are presented to students to help them to participate in a discussion of the subject. The Reading section deals with a play about the family problem of an American family. The characteristics of a play script and the strategies and skills of how to read a play are presented and taught to students in the Reading strategy of this unit. Word power focuses on the differences between American English and British English, with relevant exercises designed to help identify the differences. In Grammar and usage, students will learn how to use a preposition+which/whom to begin an attributive clause, and how to use relative adverbs in attributive clauses. Following is the Task section which is making up a dialogue. Through these relevant tasks and activities, students will learn to present a dialogue and read it with intonation in order to express their emotions. In the Project section, students will first read two letters from a father and his son, and then write an advice letter to help them solve their problems.This unit requires students to discuss the issue of family problems by combining their own experiences with the common phenomena in society. Students are taught how to identify the characteristics of a play and master skills of how to read an English play script. This unit will practice topic-related skills. Students are expected to participate fully, in order to develop both their language skills and overall abilities. Also this unit enables students to identify tones in spoken English and get the gist of a text when reading. They are expected to apply these skills practically by writing a letter to give advice.三维目标1. To introduce and develop the theme of growing pains.2. To identify some common family problems between parents and children.3. To develop the reading skills of how to read a play.4. To learn about the differences between American English and British English.5. To learn about attributive clauses and how to use relative adverbs.6. To develop listening, speaking, reading and writing by completing a task and a project.7. To form a positive attitude towards growing pains and learn to solve family problems wisely.8. To learn to be cooperative and helpful when working together.课时安排Period 1 Welcome to the unitPeriods 2-3 ReadingPeriods 4-5 Word PowerPeriods 6-7 Grammar and usagePeriods 8-9 TaskPeriod 10 Project: Writing an advice letter课时：Period 1 Welcome to the unit教学设计一整体设计教材分析Growing pains is the topic of the unit. This is the first period of this unit. In this period, students are expected to discuss growing pains, which they have experienced and they are facing, as well as the differences about growing pains in different countries, with the purposes of enriching students’ imagination and improving students’ speaking ability.Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Therefore, it is a good chance for teachers to lead in this topic. First of all, teachers can let the students recall their growing pains. Encourage them to show their opinions about the differences in different countries. Each text gives a brief description of the subject. Teachers can divide the students into groups to discuss the four topics. There is a questionnaire about the relationship between them and their parents. Distribute the following questionnaire to students in 2 minutes.1. Do you think your parents understand youA. YesB. NoC. Don’t know2. Do you often quarrel with your parentsA. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun togetherA. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbiesA. YesB. No5. Do they always force you to do things you don’t like to doA. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issuesA. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parentsA. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parentsA. Very closeB. Not so closeC. loose(疏远)Students are to fully participate in the discussion and brainstorm by combining what they know already about growing pains in China with the information in the text. The related topics and activities are designed to grab and attract students’ attention by involving their full participation. Students are expected to be active in the discussion, practice their spoken English and express their opinions by comparing and discussing the differences in different countries.三维目标1. To introduce and develop the theme of growing pains.2. To develop speaking ability by talking about families and problems that happen between teenagers and parents.3. To know more about classmates and their families.4. To form a positive attitude towards growing pains and learn to solve family problems wisely.5. To learn to be cooperative and helpful when working together.重点难点1. Get students to understand what growing pains means.2. Make students know the relationship between parents and their teenage children in the USA.3. Talk about misunderstandings and problems between parents and children.4. Enable the students to practice their spoken English.5. How to express the students’ own opinions and ideas.6. How to improve the st udents’ spoken English.7. Help students to form a positive attitude towards relationships between their parents and them.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some language points.教具准备A tape recorder and the multimedia.课前准备Preparations for Welcome to the unit1. This is the first period of this unit. In this period, students are expected to discuss growing pains. Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Ask the students to prepare for a talk for about two or three minutes. This will help all the students to take part in in-class activities. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Encourage the students to prepare the topics about growing pains. It is best for all of us to make preparations first, either by searching for information on the Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about growing pains in different countries as they like.3. Prepare the following questions.Do you love your parentsDo you think you show respect to your parentsDo you sometimes quarrel with your parents Why do arguments usually happenDo children nowadays always listen to their parents’ instructionsDo children always explain themselves to their parents and resolve problems peacefully Or do they disobey their parents and quarrel with them about their decisionsIn every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time Or are they over bigger issues such as study, careers, university and making friends教学过程→Step 1 Lead-inThis unit is about parent-teenager conflict. First, let students finish a questionnaire about the relationship between them and their parents. Then lead students to the topic of this unit—growing pains. Distribute the following questionnaire to students. And let them finish it in 2 minutes.1. Do you think your parents understand youA. YesB. NoC. Don’t know2. Do you often quarrel with your parentsA. Very oftenB. OftenC. SometimesD. RarelyE. Never3. Do you and your parents often talk to each other or have fun togetherA. Very oftenB. OftenC. NoD. RarelyE. Never4. Do you and your parents have common interests or hobbiesA. YesB. No5. Do they always force you to do things you don’t like toA. Yes, very oftenB. SometimesC. Never6. Do they ask for your opinions over some family issuesA. Yes, very oftenB. SometimesC. Never7. If you have some problems or feel upset, will you choose to talk to your parentsA. Yes, I willB. No, I won’t8. What do you think of the relationship between you and your parentsA. Very closeB. Not so closeC. loose(疏远)After students finish the questionnaire, collect the papers. Teachers can select some papers and see how they answer the questions.Then, present family albums. In this part, the Ss are encouraged to say something about their families by showing the class pictures with their parents. Some students have problems with the ir parents. That doesn’t surprise everyone at all. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Ss have to experience many growing pains before they grow up. Ask the students to have a talk about the following questions: Who may have growing painsWhat are growing painsSample answer: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.When do they probably have growing painsHow do you solve this problem→Step 2 Brainstorming questions1. Activate students’ imagination by asking the following questions:Do you love your parentsDo you think you show respect to your parentsDo you sometimes quarrel with your parentsWhy do arguments usually happen2. Encourage students to give examples of kinds of problems they sometimes have with their parents. Students can give some examples to start like the following:Some parents may interfere in their children’s lives and try to influence their decisions about their future career or study plans.Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.Some parents don’t always trust that their child is telli ng the truth. They may ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.3. Ask students to express their own opinions if necessary. The teacher can continue the discussion by asking students the following:Some of the problems we have been discussing are quite common in families nowadays. What should children do to deal with these problemsDo children nowadays always listen to their parents’ instructions Do children always explain themselves to their parents and resolve problems peacefully Or do they disobey their parents and quarrel with them about their decisionsIn every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time Or are they over bigger issues such as study, careers, university and making friendsThe purpose of this activity is to arouse students’ interest by asking them to relate what they are familiar with in their daily life.4. Ask students to talk about their own ways of handling these problems.→Step 3 Picture talking (pair work)1. Ask students to focus on the instructions in the section and look at each picture carefully. Ask Ss to look at the pictures and discuss each picture in groups of four. Discuss in groups, 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 the ir descriptions. Finally invite some Ss to report back their descriptions.Ss can begin the activity like this:There are four pictures here. First of all, I’d like you to imagine the situation and try to describe it with your own words.You can show an example to students by describing the first picture.Picture 1What does the boy doWhat is the mother doing How is she probably feelingWhat feelings may the boy haveExample 1Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he didn’t say anything and went straight to his own bedroom. Though his parents were very confused, they didn’t ask him why and continued with the cooking.After a while, loud music came from Li Ping’s bedroom. His mother was very angry and she rushed into his room.Example 2Tom got home feeling very tired, and he just wanted to have a good relax. When his families said hello to him, he said nothing and jus t went straight to his bedroom. They didn’t ask him the reason though they were very confused. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room. . .Picture 2Present the following questions to help students.What happens to the girl with a bagWhat did her parents ask her to doCan you guess what might have happened to herWhat will she doPicture 3Present the following questions to help students.Why are the boys and girls around the pretty ladyWhat does the boy want to do Is he allowed to do so Why or why notWhat feelings may the boy havePicture 4Present the following questions to help students.What is the boy probably doingDid the boy do well in his examsHow does his mother feel about the scoreWhat feelings may the boy have2. Ask students to use their imagination and talk about each picture as fully as possible. Ask them to share their opinions with their partners.Teachers should give students some minutes to prepare for it. If they have some difficulties, teachers will help them smooth them away. After some minutes, encourage students to act out their dialogues.→Step 4 Sharing opinions (group work)Invite some of them to report back their descriptions. Ask the students to look at the pictures and discuss the following questions in groups of four.What can we see from the picturesSuppose you are facing the situation above, what will you doCan you create a story about these pictures→Step 5 Further discussionIn this part, Ss discuss the following questions in groups of four. Each group choose two of the four questions. Have Ss report their opinions in class. Some 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 behaviors*not helpful with housework*making friends with persons that parents don’t like*. . .What would you do if your behavior upsets your parentsWhat do you do when you have family arguments with your parentsWho 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 If so, what is the best way to solve the problem1. Ask students to focus on these questions and answer them individually first. Have students form small groups to exchange their opinions and make sure that everyone has a chance to speak.2. Make sure that all the students are involved in the discussion and take an active part in it.3. Get small groups to report their responses back to the whole class.4. Conduct a feedback activity.Sample answers:1. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or 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 on these activities, I won’t get good enough grades to attend a good university.They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.2. My parents don’t trust me at all. They always think I am out having fun with my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet café or out shopping for clothes or CDs. I tell them I am studying but they just don’t believe me. We often argue and they call me a bad child and say I am d isobedient and don’t respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents. I sometimesstay quiet and don’t answer their questions and don’t do the things they ask me to, like helping around or going to bed on time. I know I am not good all the time, but I think sometimes they just don’t understand me.→Step 6 SummaryToday we give a brief description of growing pains in our daily life. You were encouraged to say something about their families with their parents. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Then ask students to look at the pictures and discuss each picture in groups of four. Discuss in groups imagine the situations and try to describe them as fully as possible with their own words. In the end, we not only further discuss growing pains and students but also explore the ways to solve the problem.→Step 7 Homework1. Ask students to surf the net, go to the library or interview foreign students to know about growing pains.2 Describe an unpleasant experience with your friends/teachers.3. Preview the Reading part.板书设计Growing pains课时：Periods 2-3 Reading教学设计一整体设计教材分析T his reading passage is a play named “Home alone”, which is about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Daniel and Eric when they saw the house in a mess after returning from their vacation. And Daniel did n’t want to explain what had happened to his parents. Thus, misunderstanding and conflicts occur in the family. As we know, boys and girls from the ages of 9 to 14 have many growing pains. That is to say, the rapid growth of the teenagers may not only result in pains in their arms and legs, but also may lead to the change of their psychology, which will often make them puzzled and misunderstood in their daily life. This play just showed us part of those conflicts between the parents and the teenagers, which often occur in the family nowadays. The students are quite familiar with these problems they often meet in their family life. It is certain that they have a lot to talk with each other. They can share their feelings and discuss and find some solutions to different kinds of problems they come across. By learning this unit, the teacher can also guide the students to form good attitude towards life and help them to find good methods to solve the problems they meet.While the students are reading this play, some reading strategies about how to read a play should be introduced. That is, most plays are in the form of a dialogue, which is quite different from reading a normal text. Therefore, a large amount of casual speech is used, sometimes with incomplete sentences. To really understand a play, the students should read the dialogue aloud.Meanwhile, different in-class activities should be well organized for all the students to take part in with the purpose of training their skills in not only reading, but also listening, speaking and playing. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to act out the play and make new plays according to their own experiences during their daily life. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.三维目标1. Train the students’ reading ability, introducing the way to read a play—read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2. Enable the students to talk about problems common to teenagers.3. Encourage the students to act out the play and make their own plays according to their own experiences in their daily life.4. Help the students to compare the differences in relationship between parents and their teenagers in the USA and China.5. Learn some useful words and expressionsact, vacation, curtain, surprise, bend, touch, explain, mess, can, leave, charge, adult, reason, trust, behavior, unpunished, teenager, fault, scene, mad, rude, punish, cash, be supposed to, dowith, trash can, in charge, not. . . anymore, be hard on, now that6. Learn some important sentence structures1)I can’t wait to surprise the boys!2)The money with which you were to buy dog food is gone, but Spot looks so hungry!3)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.4)I feel like we have to punish him or he won’t respect us.5)We didn’t think you would let the house get so dirty.重点难点1. Help the students to learn the play about an American family and talk about the relationship between the teenagers and their parents.2. Help the students to learn to use some of the new words and expressions.3. Help the students to learn to make a play about problems common to teenagers.教学方法1. Discussion in pairs or in groups.2. Play acted by the students.3. Task-based in-class activities.4. Explanations of some language points.教具准备A tape recorder and a multimedia classroom.课前准备1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce their family to their classmates or say something about their family life, or even describe their conflicts between their parents and them. This will help all the students to take part in in-class activities and help them get involved in the topic quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Ask the students to make a survey among the students about relationship or the conflicts between teenagers and their parents. If possible, the students can make a questionnaire to do the survey. By doing this, the students can not only learn to make a questionnaire in groups, but also learn about the problems they, as well as their fellow schoolmates face during their family life. Different groups are encouraged to compare notes with each other after their separate surveys.Sample questionnaire 1Q1. How do you get along with your parentsA. Very well.B. Well.C. Not very well.D. Poorly.Q2. Do you often communicate with your parentsA. Very often.B. Often.C. Sometimes.D. Rarely.Q3. Do you often quarrel with your parentsA. Very often.B. Often.C. Sometimes.D. Rarely.Q4. Do you and your parents often have fun togetherA. Very often.B. Often.C. Sometimes.D. Rarely.Q5. Do you and your parents often have a discussion over some family issuesA. Very often.B. Often.C. Sometimes.D. Rarely.Q6. Do your parents often force you to do something that they think you should doA. Very often.B. Often.C. Sometimes.D. Rarely.Q7. Do your parents often make a decision for you about your studyA. Very often.B. Often.C. Sometimes.D. Rarely.Q8. Do your parents often interfere with your personal lifeA. Very often.B. Often.C. Sometimes.D. Rarely.Q9. Do you think your parents understand youA. Yes.B. No.C. Uncertain.Q10. Do you think that there is a generation gap between you and your parentsA. Yes.B. No.C. Uncertain.Sample Questionnaire 2Causes of conflicts Please tick1. Don’t allow me to play computer games.2. Don’t allow me to play with my friends outside.3. Don’t allow me to listen to MP3/MP4.4. Don’t allow me to join the school football club.5. Don’t allow me to make my own decis ions about my study.6. Don’t allow me to spend too much time on my interests.7. Don’t allow me to choose the career by myself.8. Don’t allow me to say “No” to their decisions.9. Don’t allow me to stay up too late.10. Don’t allow me to surf the In ternet or chat on line.11. Force me to practice playing the piano every day.12. Force me to do extra exercises they arrange for me.13. Force me to learn English on Sundays.14. Force me to spend all my free time on books and exercises.15. Force me to come back home on time.16. Force me to stay at home during my vacation.17. Force me to go to bed before 9: 30 p. m.18. Force me to lose touch with my friends.19. Force me to swear that I’ll try my best to get high marks.20. Force me to stay away from my favorite music.3. Ask the students to surf the Internet or go to the library to get some information about the American TV show. . . Growing Pains. If the students have no access to either the Internet or the library, ask them to read the passage “Growing Pains—An American TV show” on page 98 to get some information. Encourage the students to describe part of the TV show.4. Ask the students to read the passage “Home alone” on page 22 to 25, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2, D1 and D2 on page 24.教学过程→Step 1 Greetings and free talkWhile the students are learning this unit “Growing pains”, they are encouraged to give a free talk about the misunderstanding and problems between parents and teenagers. The students are encouraged to articulate their thoughts by either speaking about their own experiences or。

牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British EnglishTo learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letterTo learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?Picture talking (pair work)Ask Ss to look at the 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.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?Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)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 playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parents Teaching procedures: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?Reading:Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More 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 sayi ng “This is not a family where bad behavior goes unpunished…”?Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think 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?Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.******************************************************Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to come home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. 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 dealwith sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. 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 makedecisions so that anything bad will not happen h. feel like ed to say one should receive (a reward ora 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 them with words or expressions in the text so that each of the sentences makes sense.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)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his 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 toostrict 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 V olleyball 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:Finish A1 & A2 on page 86.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 throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments: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 1Teaching objectives:To identify the difference between American English and British EnglishTo develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior 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 d iffer from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples. Differences Examplespronunciationgrammarspellingvocabulary* 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?Understanding words in context:* Lett ing 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 passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom 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 iscontinuedThese stories are good examples of the two sides of Mike’s nature. nature—qualities that make someone a particular type of personHe 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 tohelp themAssignments:For bonus: Find two more examples showing the difference between AmericanEnglish and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B” on page 91.*******************************************************Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: 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 do n’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.Ask Ss to focus on Part A and have them finish this exercise individually.Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s 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 blanket that puts out the fire stands for a person who always expects bad things will happen.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 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 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 across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to usedictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.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:HW checking out: understanding some colloquialismsII. Grammar and Usage: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.Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with 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.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**************************************************Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are usedTell 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.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.Assignments: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:To understand how a speaker is feeling by identifying different tonesTo develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. 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 EnglishAsk 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 volumethe tonesstressed wordsthe pauseHave 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.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 some one doesn’t want him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen 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?Step 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****************************************************Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’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 partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter: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.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss 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 lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* 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:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.*****************************************************Period 12 ExercisesTeaching objectives:To develop listenin g ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional)Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。

2021牛津译林版必修一unit2《growing pains》word教案(2)一. 教学内容：Unit 2 Growing Pains （II）二. 教学目标：把握Unit 2语法定语从句三. 教学重难点：把握介词＋关系代词引导的定语从句把握关系副词引导的定语从句（一）定语从句复习用定语从句把下列句子连接成一个句子1. The book is mine. He is reading the book.The book (which/that) he is reading is mine.2. I like the girl. The girl is wearing a red skirt.I like the girl who is wearing a red skirt.3. She is the student. We saw her yesterday.She is the student (who/whom/that) we saw yesterday.4. The athlete is a famous runner. You talked to him.The athlete who you talked to is a famous runner.5. I have lost the book. He gave me it yesterday.I have lost the book (which/that) he gave me yesterday.6. I have seen the film. You talked it about last night.I have seen the film (which/that) you talked about last night.7. I threw the chair. Its legs are broken.I threw the chair whose legs are broken.（二）介词＋关系代词引导的定语从句用定语从句把下列句子连接成一个句子1. This is the teacher. We’ve learned a lot from her.This is the teacher (whom/who/that)we’ve learned a lot from.This is the teacher from whom we’ve learned a lot.2. The policeman is a friend of mine. Mr Henry is talking with him in the office.The policeman (who/that/whom) Mr Henry is talking with in the office is a friend of mine.The policeman with whom Mr Henry is talking in the office is a friend of mine.3. The ladder began to slip. I was standing on the ladder.The ladder (which/that) I was standing on began to slip.The ladder on which I was standing began to slip.4. Great changes are taking place in the city. They live in the city.Great changes are taking place in the city (which/that) they live in.Great changes are taking place in the city in which they live.5. This is the library. I borrowed Harry Potter from this library.This is the library (which/that) I borrowed Harry Potter from.This is the library from which I borrowed Harry Potter.总结：关系代词在从句中作宾语时，介词可提至关系代词前，构成“介词＋which/whom 从句”结构。

模块一unit2,growing,pains,教案篇一：m1unit2growingpains教案Unit2GrowingPainsPeriod2Reading——Homealone---张渚高中董晶晶Ⅰ.Theanalysisofthispart: inthisperiodaplaynamedHomealoneisshown,whichdescribesabigfightinan americanfamily.Throughreadingthisplay,theSscanknowmoreaboutthecaus esofgrowingpains.Followingthisplay,therearesomeexercises.Bydoingthee xercises,theSscanunderstandtheplaybetter,andknowhowtofacethegrowing pains.Ⅱ.Teachingaims:a:TheReadingstrategyofthispartteachesSssomecharacteristicsofaplayandth ebasicskillsofhowtoreadaplay.B:makesuretheSscandealwiththeproblemsthathappenintheirfamilycorrectl yandpeacefullyandformapositiveattitudetowardssolvingproblemsbetweent eenagersandparents.Ⅲ.Teachingimportantpoints: HelptheSsunderstandthetextbetter.Ⅳ.Teachingdifficultpoints:HowtohelptheSstounderstandtheplayandimprovetheirreadingability.Ⅴ.Teachingmethods:a:askSstodofast-readingtogetgeneralideaoftheplay.B:askthemtodocareful-readingtounderstanddetailedinformationwiththehel pofreadingstrategy.c:Pairorgroupworktoparticipateinclass(actouttheplay).Ⅵ.Teachingprocedures:Step1:Lead-in wehavecometoattendschoolforaboutaweekfromthesummervacation.Summ ervacationislongandwecandomanythingswelikeduringit.duringthesummer vacation,idomanythings,forexample,readsomebooks,watched someinterestingfilmsandwenttonanjingtoseemyfriends.andwhatdidyoudod uringyoursummervacation? (Showstudentssomepicturesaboutreading,traveling,playingandcomputerga mes,andtellsomethingaboutplayingcomputergames.)infact,almostalltheparentsthinkthatplayingcomputergamesisawasteoftime, andtheywillasktheirchildnottoplaycomputergames. ifyouspendtoomuchtimeinplayingcomputergames,howwillyourparentsfeel ?angryorhappy?ifyoudon’tdowellinyourstudyandstillspendmuchtimeoncomputergames,maybeyourp arentswillhaveafight/quarrelwithyou,yes?atthesametime,youoftenthinkamericanstudentsarehappierthanchinesestude nts,andtheirfamilyismorefriendly.Butinfacttheyalsohavesuchproblems.and todaywewilltalkaboutatextaboutafight/quarrelofanamericanfamily.Step2:ListeningPleaseturntopage22andlookatthetitle“homealone”，anditschinesenameis 小鬼当家.Haveyouseenthefilm?isitinteresting?Todaywewilltalkaboutatextalsona medhomealone.Let’sseetogetherwhatthetextisabout.First,listentothetapeandfindtheanswerstothe3questionsonthescreen.(Reado utthe3questionsfirstandthenlistentothetape.)1.whoarethemaincharactersintheplay?2.whydotheparentsgetangry?3.whathappenedtotheirdog,Spot?checktheanswers:1.Eric,daniel,mom,dad2.Theroomwasamess./Theroomwasdirty.3.Spotwasill.Step3:ReadingstrategyLet’slookbackthefirstquestion,whatcanyougetfromthesentence?(ittellsusthatth etextisawhat?itisaplay.)whatarethecharacteristics/featuresofaplay?andwhenwewanttoreadaplay,whatdowewanttopayattentionto?ok,iwillgiveyou3minutestoreadthereadingstrategyonpage23andhaveadiscu ssionwithyourpartner. (asksomestudentstotalkabouttheirideas)1.intheformofadialogue.2.writtenindifferentstylesofspeech.3.Shouldbereadaloud4.Payattentiontotheinstructions.Step4:carefulreading Justnowwetalkedaboutthefeaturesofaplayandsomeattentionstoreadingapla y,pleasereadtheplayaloudandcarefullytogetwhattheplayisaboutandanswert hequestions(Readthequestionsbeforereading)Trueorfalse:()1.Theboysdon’texpecttheirparentstocomebacksoearly.(()3.daniel’sparentsstillthinkofhimasanadult.()4.Ericdoesn’twanttoexplaintohisparents.()5.Theboysdidn’tcleanthehousebecausetheywenttotheclinic.()6.Themotherthinksthefathershouldbestricterwithdaniel. answerthequestions:1.whataretheboysdoingwhentheirparentscomehome?2.Howdoestheroomlookwhentheirparentsarrivehome?3.whyaretheparentsareangrierwithdanielthanwithEric?4.whatistheemergencythatEricwantstotellhisparentsabout?5.whatdoesthefatherwanttodowithdaniel?choices1.Thepassageismainlyabout______a.howthefamilymanagetobeongoodtermsB.whytheroomisinamess.c.whythereisamisunderstandingbetweentheparentsandsons.d.whathappenstodanielandEricaftertheirparentsgethome.2.whichofthefollowingisacauseofthequarrel?_________a.Spotwasseriouslyill.B.Thecouplereturnearlierthanexpected.c.Theboysplayfootballalldaylong.d.Thebrothers’laziness(懒惰).3.Howdiddadfeel?__________a.happyB.surprisedc.angryd.excitedchecktheanswers:Trueorfalse:1.T2.F3.F4.F5.T6.F.answerthequestions:1.Theyareplayingwithasoccerball.2.Theroomisinamess.3.Becausetheyleftdanielincharge.4.Spotwassickandtheyusedthemoneytotakehimtotheclinic.5.Hewantstopunishhim.choices1.d2.a3.cStep5:Role-playSomuchforourreading,andlet’sdosomethinginteresting.ibelievemanyofyoulikewatchingTVandtheactorsa ndactresseswanttoactaccordingtoaplay.Thistimeiwouldliketoaskyoutoacto uttheplayand4studentswillbeinagroup.onestudentwillplaydad,onewillplay mum,andanothertwostudentswillplaydanielandEric.iwillgiveyou5minutest oprepareforit.(ask2groupstoacttheplayout.)Step6:discussionifwehaveaquarrel/fightasintheplay,bothweandourparentswillfeelbadandun happy.Sowewanttofindsomewaystosolvetheproblem.Let’shaveadiscussionwithyourpartner“Howdid/canyoudealwiththeconflicts(冲突）withyourparents?1.haveatalkwithparents2.tellthemwhatreallyhappened3.saysorrytoparents4.letanotherpersonsaysomethingforyou5.writealettertoparentsStep7:Homeworkwritealettertoyourparents,tryingtosolvetheproblemsyoumayhave.篇二：牛津译林版必修一Unit2《Growingpains》word教案(10)英语：Unit2《Growingpains》教案（10）grammar（译林牛津版必修1）moduleoneUnittwoGrowingpainsPeriod2attributiveclauseⅠ.Goals:1.HelpSslearnhowtouseattributiveclausesintroducedbytherelativeadverbs when,whereandwhy.2.EnabletheSstograspthenon-restrictiveattributiveclauses.Ⅱ.Self-study:思考1.Theretiringteachermadeaspeech_________shethankedtheclassforthegift.a.whichB.ofwhichc.inwhichd.that2.HehastoworkonSundays,__________hedoesnotlike.a.andwhichB.whichc.andwhend.when3.whichofthetwocows______________youkeepproducesmoremilk?a.thatB.whichc.whomd.when4.HepaidtheboyUS$10forwashingtenwindows,most___________hadn’tbeencleanedforatleastyear.a.theseB.thosec.thatd.ofwhich5.Theboys,___________couldnotreachtheshelf,wenttolookforsomethingto standon.a.thetallofwhomB.thetallestofwhomc.thetallestoned.thetallestofthemⅢ.Focusanddifficulty:关系副词引导的定语从句1.when指时间，在定语从句中做时间状语(1)istillrememberthedaywhenifirstcametotheschool.(2)Thetimewhenwegottogetherfinallycame.2.where指地点，在定语从句中做地点状语(1)Shanghaiisthecitywhereiwasborn.(2)Thehousewhereilivedtenyearsagohasbeenpulleddown.3.why指原因，在定语从句中做原因状语(1)Pleasetellmethereasonwhyyoumissedtheplane.(2)idon’tknowthereasonwhyhelooksunhappytoday.注意：关系副词引导的从句可以由“介词+关系代词”引导的从句替换(1)Thereasonwhy/forwhichherefusedtheinvitationisnotclear,(2)Fromtheyearwhen/inwhichhewasgoingtoschoolhebegantoknowwhathe wantedwhenhegrewup.(3)Greatchangeshavetakenplaceinthecityinwhich./whereiwasborn.限制性和非限制性定语从句1.定语从句有限制性和非限制性两种。

Unit 2 Growing pains1. present1) n. 礼物、赠品 e.g. This is a present for you.2) adj. 出席的、在场的〔作定语时要后置〕e.g. Many famous scientists were present at the meeting.Present at the conference were some actors and actresses.People present at the lecture were mostly college students.3) vt. 赠送〔礼物、奖品〕、呈献、奉送present sb. with sth. = present sth. to sb.e.g. The headmaster presented the rewards to each winner.This wonderful movie is presented by Fox 20th.at present：目前、现在〔与future 相对应〕2. suppose：以为、猜想1) suppose + that 从句e.g I suppose that we will have a test soon.— Do you think he will e?— Yes, I suppose so. / No, I suppose not.2) suppose sb. (to be) + n. / adj. 以为某人是……e.g. All of his friends supposed her (to be) his wife.I supposed him to be not yet twenty.3) be supposed to be / do：理应、应当……e.g. We are supposed to be at school at seven every morning.4) be not supposed to be / do：〔婉转的禁止〕不可以、不允许……e.g. Students are not supposed to sleep in class.Men are not supposed to sit here. It’s for women and children only.3. have his arms crossed：本句用的是“have sth. done〞句型。

必修1 Unit2 Growing pains详细讲义第一讲【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 2 （上）二、教学要求：1．学习谈论青少年经常遇到的问题。

2．学会戏剧脚本。

3．了解英语口语和书面语的差别。

4．语法：定语从句（三）【知识重点与学习难点】一、重要单词：act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.二、重点词组：common to对…来说很普遍, turn up调高声音, 出现a waste of 浪费, no more不再, spare time空余时间, fo rce….to…强迫（某人）做, can’t wait to.. 迫不及待地要, be supposed to被期望或要求, 本应该，do with 处置, 忍受，需要be a mess/ in a mess乱成一团, leave sb in charge 委托…..负责, act like行为举止象…, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be har d on对某人苛刻, now that既然, in the form of以的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象一样对待, argue about为…而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身。

牛津高中英语教学设计单元：Unit 2 Growing pains板块：TaskThoughts on the design:本节课是以读、写为主的任务型教学课的第二课时。

任务型教学应该以读引写，层层推进。

并结合本单元主题“家长与子女的关系”，对学生有文化及情感的输入。

首先通过指导学生寻找文章的主旨，然后以阅读一封感谢信的形式巩固阅读技巧，最后引出关于解决父母与子女之间问题的对话写作，使本课教学在知识学习和人文精神、人生意义上得到提升。

Teaching aims:After learning this part, the students will be able to quickly get the main idea of what they read, talk about problems common to teenagers and write a dialogue. They will have a deeper understanding of the relationship between parents and their teenage children.Teaching procedures:Step 1 Skill building 2: reading for gist1. Read the guidelines on page 34 and answer the following question.(ppt. P5)What is the most important part of reading?Answer: To be able to understand the gist or the main point of the reading passage.2. Work in groups of four. Each of the group read one diary entry and find the main point and circle the words which show the mood of the writer. Then tell in turn what you have learnt after reading.(PPTP6——10)Sample answers通过设计一张表格的形式让学生对题目的要求一目了然，并把学生分组讨论，让他们在学习中学会共同协作，发扬团队精神。

Unit 2 Growing PainsPeriod 2 Reading——Home Alone---张渚高中董晶晶Ⅰ. The analysis of this part:In this period a play named Home alone is shown, which describes a big fight in an American family. Through reading this play, the Ss can know more about the causes of growing pains. Following this play, there are some exercises. By doing the exercises, the Ss can understand the play better, and know how to face the growing pains.Ⅱ. Teaching aims:A: The Reading strategy of this part teaches Ss some characteristics of a play and the basic skills of how to read a play.B: Make sure the Ss can deal with the problems that happen in their family correctly and peacefully and form a positive attitude towards solving problems between teenagers and parents.Ⅲ. Teaching important points:Help the Ss understand the text better.Ⅳ. Teaching difficult points:How to help the Ss to understand the play and improve their reading ability. Ⅴ. Teaching methods:A: Ask Ss to do fast-reading to get general idea of the play.B: Ask them to do careful-reading to understand detailed information with the help of reading strategy.C: Pair or group work to participate in class (act out the play).Ⅵ. Teaching procedures:Step 1: Lead-inWe have come to attend school for about a week from the summer vacation. Summer vacation is long and we can do many things we like during it. During the summer vacation, I do many things, for example, read some books, watchedsome interesting films and went to Nanjing to see my friends. And what did you do during your summer vacation?(Show students some pictures about reading, traveling, playing and computer games, and tell something about playing computer games.)In fact, almost all the parents think that playing computer games is a waste of time, and they will ask their child not to play computer games.If you spend too much time in playing computer games, how will your parents feel? Angry or happy?If you don’t do well in your study and still spend much time on computer games, maybe your parents will have a fight/quarrel with you, yes?At the same time, you often think American students are happier than Chinese students, and their family is more friendly. But in fact they also have such problems. And today we will talk about a text about a fight/quarrel of an American family.Step 2:ListeningPlease turn to page 22and look at the title “home alone”，and its Chinese name is 小鬼当家. Have you seen the film? Is it interesting? Today we will talk about a text also named home alone. Let’s see together what the text is about.First, listen to the tape and find the answers to the 3 questions on the screen. (Read out the 3 questions first and then listen to the tape.)1.Who are the main characters in the play?2.Why do the parents get angry?3.What happened to their dog, Spot?Check the answers:1.Eric, Daniel, Mom, Dad2.The room was a mess./ The room was dirty.3.Spot was ill.Step 3: Reading strategyLet’s look back the first question, what can you get from the sentence?(It tells us that the text is a what? It is a play.)What are the characteristics/features of a play? And when we want to read a play, what do we want to pay attention to?Ok , I will give you 3 minutes to read the reading strategy on page23 and have a discussion with your partner.(Ask some students to talk about their ideas)1.In the form of a dialogue.2.Written in different styles of speech.3.Should be read aloud4.Pay attention to the instructions.Step 4: Careful readingJust now we talked about the features of a play and some attentions to reading a play, please read the play aloud and carefully to get what the play is about and answer the questions (Read the questions before reading)True or false:( )1. The boys don’t expect their parents to come back so early.( )2. Spot, the dog, looks full of life.( )3. Daniel’s parents still think of him as an adult.( )4. Eric doesn’t want to explain to his parents.( )5. The boys didn’t clean the house because they went to the clinic.( )6. The mother thinks the father should be stricter with Daniel.Answer the questions:1.What are the boys doing when their parents come home?2. How does the room look when their parents arrive home?3.Why are the parents are angrier with Daniel than with Eric?4. What is the emergency that Eric wants to tell his parents about?5. What does the father want to do with Daniel?Choices1.The passage is mainly about ______A. how the family manage to be on good termsB. why the room is in a mess.C. why there is a misunderstanding between the parents and sons.D. what happens to Daniel and Eric after their parents get home.2.Which of the following is a cause of the quarrel ? _________A. Spot was seriously ill.B. The couple return earlier than expected .C. The boys play football all day long.D. The brothers’ laziness(懒惰).3. How did dad feel?__________A. happyB. surprisedC. angryD. excitedCheck the answers:True or false:1.T2.F3. F4.F5.T6.F.Answer the questions:1.They are playing with a soccer ball.2.The room is in a mess.3.Because they left Daniel in charge.4.Spot was sick and they used the money to take him to the clinic.5.He wants to punish him.Choices1. D2. A3. CStep 5: Role-playSo much for our reading, and let’s do something interesting. I believe many of you like watching TV and the actors and actresses want to act according to a play. This time I would like to ask you to act out the play and 4 students will be in a group. One student will play Dad, one will play Mum, and another two students will play Daniel and Eric. I will give you 5 minutes to prepare for it.(Ask 2 groups to act the play out.)Step 6: DiscussionIf we have a quarrel/fight as in the play, both we and our parents will feel bad and unhappy. So we want to find some ways to solve the problem. Let’s have a discussion with your partner “How did/can you deal with the conflicts(冲突）with your parents?1. have a talk with parents2. tell them what really happened3. say sorry to parents4. let another person say something for you5. write a letter to parentsStep 7:HomeworkWrite a letter to your parents, trying to solve the problems you may have.。

Periods 2-3 Reading教学设计一整体设计教材分析This reading passage is a play named “Home alone”, which is about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Daniel and Eric when they saw the house in a mess after returning from their vacation. And Daniel didn’t want to explain what had happened to his parents. Thus, misunderstanding and conflicts occur in the family. As we know, boys and girls from the ages of 9 to 14 have many growing pains. That is to say, the rapid growth of the teenagers may not only result in pains in their arms and legs, but also may lead to the change of their psychology, which will often make them puzzled and misunderstood in their daily life. This play just showed us part of those conflicts between the parents and the teenagers, which often occur in the family nowadays. The students are quite familiar with these problems they often meet in their family life. It is certain that they have a lot to talk with each other. They can share their feelings and discuss and find some solutions to different kinds of problems they come across. By learning this unit, the teacher can also guide the students to form good attitude towards life and help them to find good methods to solve the problems they meet.While the students are reading this play, some reading strategies about how to read a play should be introduced. That is, most plays are in the form of a dialogue, which is quite different from reading a normal text. Therefore, a large amount of casual speech is used, sometimes with incomplete sentences. To really understand a play, the students should read the dialogue aloud.Meanwhile, different in-class activities should be well organized for all the students to take part in with the purpose of training their skills in not only reading, but also listening, speaking and playing. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to act out the play and make new plays according to their own experiences during their daily life. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.三维目标1. Train the students’ reading ability, introducing the way to read a play—read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.2. Enable the students to talk about problems common to teenagers.3. Encourage the students to act out the play and make their own plays according to their own experiences in their daily life.4. Help the students to compare the differences in relationship between parents and their teenagers in the USA and China.5. Learn some useful words and expressionsact, vacation, curtain, surprise, bend, touch, explain, mess, can, leave, charge, adult, reason, trust, behavior, unpunished, teenager, fault, scene, mad, rude, punish, cash, be supposed to, do with, trash can, in charge, not. . . anymore, be hard on, now that6. Learn some important sentence structures1)I can’t wait to surprise the boys!2)The money with which you were to buy dog food is gone, but Spot looks so hungry!3)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.4)I feel like we have to punish him or he won’t respect us.5)We didn’t think you would let the house get so dirty.重点难点1. Help the students to learn the play about an American family and talk about the relationship between the teenagers and their parents.2. Help the students to learn to use some of the new words and expressions.3. Help the students to learn to make a play about problems common to teenagers.教学方法1. Discussion in pairs or in groups.2. Play acted by the students.3. Task-based in-class activities.4. Explanations of some language points.教具准备A tape recorder and a multimedia classroom.课前准备1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce their family to their classmates or say something about their family life, or even describe their conflicts between their parents and them. This will help all the students to take part in in-class activities and help them get involved in the topic quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Ask the students to make a survey among the students about relationship or the conflicts between teenagers and their parents. If possible, the students can make a questionnaire to do the survey. By doing this, the students can not only learn to make a questionnaire in groups, but also learn about the problems they, as well as their fellow schoolmates face during their family life. Different groups are encouraged to compare notes with each other after their separate surveys.Sample questionnaire 1Q1. How do you get along with your parents?A. Very well.B. Well.C. Not very well.D. Poorly.Q2. Do you often communicate with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q3. Do you often quarrel with your parents?A. Very often.B. Often.C. Sometimes.D. Rarely.Q4. Do you and your parents often have fun together?A. Very often.B. Often.C. Sometimes.D. Rarely.Q5. Do you and your parents often have a discussion over some family issues?A. Very often.B. Often.C. Sometimes.D. Rarely.Q6. Do your parents often force you to do something that they think you shoulddo?A. Very often.B. Often.C. Sometimes.D. Rarely.Q7. Do your parents often make a decision for you about your study?A. Very often.B. Often.C. Sometimes.D. Rarely.Q8. Do your parents often interfere with your personal life?A. Very often.B. Often.C. Sometimes.D. Rarely.Q9. Do you think your parents understand you?A. Yes.B. No.C. Uncertain.Q10. Do you think that there is a generation gap between you and your parents?A. Yes.B. No.C. Uncertain.Sample Questionnaire 2Causes of conflicts Please tick1. Don’t allow me to play computer games.2. Don’t allow me to play with my friends o utside.3. Don’t allow me to listen to MP3/MP4.4. Don’t allow me to join the school football club.5. Don’t allow me to make my own decisions about my study.6. Don’t allow me to spend too much time on my interests.7. Don’t allow me to choose the career by myself.8. Don’t allow me to say “No” to their decisions.9. Don’t allow me to stay up too late.10. Don’t allow me to surf the Internet or chat on line.11. Force me to practice playing the piano every day.12. Force me to do extra exercises they arrange for me.13. Force me to learn English on Sundays.14. Force me to spend all my free time on books and exercises.15. Force me to come back home on time.16. Force me to stay at home during my vacation.17. Force me to go to bed before 9: 30 p. m.18. Force me to lose touch with my friends.19. Force me to swear that I’ll try my best to get high marks.20. Force me to stay away from my favorite music.3. Ask the students to surf the Internet or go to the library to get some information about the American TV show. . . Growing Pains. If the students have no access to either the Internet or the library, ask them to read the passage “Growing Pains—An American TV show” on page 98 to get some information. Encourage the students to describe part of the TV show.4. Ask the students to read the passage “Home alone” on page 22 to 25, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2, D1 and D2 on page 24.教学过程→Step 1 Greetings and free talkWhile the students are learning this unit “Growing pains”, they are encouraged to give a free talk about the misunderstanding and problems between parents and teenagers. The students are encouraged to articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented.→Step 2 Lead inAsk the students to play the “problem and solution” game to get more students involved in the topic today. That is, the students volunteer to describe one of the serious parent-teenager problems or conflicts that happen in their families. Other students volunteer to give their suggestions to these problems.Your problems Solutionsmaking friends . . .surf the Internet . . .. . . . . .Sample performance 1Problem:As you know, I’m an active boy who has lots of friends. I have a good friend who was my classmate when we were in primary school. She is a lovely girl and she studies in another high school. We often compare notes with each other about our study, our interests, our school life, our opinions about some events at home and abroad. My parents suspect that I have fallen in love with the girl and say that the friendship will have a bad influence on my study. I told them that we are just good friends, but they don’t trust me. They consider what I said to be a lie and an excuse. I’m so annoyed. What’s more, they even telephoned my class teacher to make enquiries about my behavior and social activities at school. My god! The y almost drive me mad. I really don’t want to stay at home now.Solution:In my opinion, it’s better to share your feelings with your parents. You can have a talk with them peacefully, telling them that you are just good friends, and you just telephone and write letters to each other to share your opinions and feelings in your study. And you encourage each other to study hard. You can tell your parents what kind of girl she is—a hardworking, loyal, modest, intelligent kind-hearted girl. Maybe what you said will remind your parents of their school life when then were teenagers. Have a try, and you’ll benefit from the talk with your parents.Sample performance 2Problem:One of my problems is that I like computers very much. Some of my friends say that I’m crazy about it. I like surfing the Internet, chatting with my e-pals, searching information on the Internet, reading about news at home and abroad from it. Sometimes I even do my homework with the help of the Internet. Now and then, I will play on-line games. What I have done made my parents sad and angry. I explained to them that the widespread use of computers had made our life much more convenient and had helped me a lot in my study. I even told them that I could perform the computer well and that would not affect my study. But they would not listen to me. They said that I was addicted to computers. They just compared computers with drugs. Now they force me to stay at home at the weekend and forbid me to go to the Internet café. What should I do now? How can I persuade them to let me arrange my spare time by myself?Solution:In that case, firstly, you should work hard to make sure that you can achieve high marks and do well in your study. Secondly, you can show your parents that computers really bring us a lot of convenience in our life and will do good to our study. Thirdly, you can teach your parents how to use the computer. In this way, they will learn about computers and they will know what you aredoing on the Internet, which will not worry them any more. From my point of view, we should communicate a lot with our parents. Only in this way can we get along with each well.The purpose of this activity is to help all the students to participate in the in-class activities. This topic is quite familiar t o them in their life and it is certain that it will arouse the students’ interests.(If the multimedia is available, this design is recommended. )Show the students parts of the famous TV show “Growing Pains”, which was very popular during the 1960’s and 1970’s. Make sure that the parts of the TV show selected can represent the common family problems. After watching it, the teacher can ask the students to describe the plot, make comments on what has happened in the play, analyze the characters in the play and discuss the problems, which are similar to what has happened in their own daily life. The teacher can start by asking some of the following questions:Have you ever seen the famous TV show “Growing Pains”? What do you think of the play?Have you ever the experience of being left alone at home by your parents? If so, is there anything special that has happened to you?Do you think that you can deal with everything at home alone and take all the responsibility?Do you enjoy the pleasure of your age? Or do you want to be an adult or do you want to go back to your childhood? Why?Do you think that you suffer a lot of pains while you are growing up? What kind of difficulties or worries have you ever met? How do you deal with them?Do you think that your parents consider you as one of the reliable family members at home? If not, what should you do?The purpose of this is to attract students’ interest and inspire their imagination. The teacher should give more opportunities to the students to encourage them to express their own opinions and ideas.→Step 3 ReadingBrainstormingBefore the students move on to the details of this play, ask them to have a brainstorming.Question:When we come to the title “Growing Pains”, what do you think of?Sample answers:1. It not only reminds me of the pains I have experienced during the past years, but also calls up those good old days in my childhood.2. This topic is what I’m interested in. I get along well with my parents. But some of my friends often complain that their parents can’t understand them. They usually quarrel with each other on their study issues.Reading strategyBefore asking the students to focus on reading the play, the teacher can help the students to come to the reading strategy of this unit. The teacher may begin like this: As Bacon once said, “Some books are to be chewed; some are to be swallowed; some are to be digested. ”That is, when we read different styles and formats of articles, we usually adapt different ways of reading in order to know about the main ideas of the article within the shortest time. For example, in Unit 1, we have learnt two of the basic reading skills—skimming and scanning. Ask the students to discuss different ways to read different types of articles. If necessary, the teacher can use the following table.Styles of articles Ways of reading (what to focus on)A playA news articleAn advertisementA noticeA letterA business letterA scientific articleAn instructionA surveyA story. . .After the students have fully discussed it, the teacher can ask each group to give their opinions.Possible answers:Styles of articles Ways of reading (what to focus on)A play in the form of a dialogue; characters; instructionsA news article what; when; where; who; how; whyAn advertisement no formal sentences; specific wordsA notice what; when; where; who; howA letter feeling of the writer; for what purposeA business letter what; why; resultA scientific article pay attention to the scientific termsAn instruction key words; how; attentionA survey figures; for what purposeA story who; what; when; where; why; how. . .The teacher should guide the students to focus on the way of reading a play. The teacher can ask the following questions to draw the students’ attention.Are the words or speeches in a play very formal?Are there any instructions or tips included in a play? What do the instructions or tips do?Do you think you have to read a play silently or read it out loud?Then the teacher can as k the students to focus on the “Reading strategy-reading a play” on page 23. If possible, the teacher should point out like this: A play has a unique format and style. Most plays are in the form of a dialogue. A large amount of casual speech is used, sometimes with incomplete sentences. In order to have a better understanding of a play, we should read it out loud instead of silently and we have to pay attention to the instructions or tips included in a play. If possible, the teacher can draw the students’ a ttention to how to get the main point of a play.That is, in a simple but strong play, there is often a conflict between the Good and the Bad. Their problems and relationships are often too complex for the characters themselves to solve. Although the reader can see which is the Good and which is the Bad, the play is about the struggle between them. Often a higher, wise character is needed to find the solution. In some plays, the Bad is often just one single character, with maybe one or two helpers. The Good usually has two or more helpers on his side. In a tragedy, the Good loses and the Bad wins. In a comedy, the Good wins, and the Bad loses. If time permits, the students are encouraged to give their own opinions.Listening for informationAsk the students to skim the passage and finish Part A individually. Then check the answers.The answers to Part A:1. Eric, Daniel, Mom and Dad.2. The room was a mess. /There was trash all over the place.3. Spot was ill.Scan for informationAsk the students to scan the play to finish C1 and C2 on page 24.For C1, after the students finish scanning the passage, the teacher can ask some students to read the sentences out, telling the students to pay attention to their tones and intonations. Meanwhile, ask other students to point out the feelings when the characters said that in the play.Suggested answers:1. Dad is really very angry when he finds the house in a mess.2. Daniel feels angry too when he is done wrong by his parents.3. Dad feels relaxed and happy to get home.4. Daniel feels sorry and he wants to explain it to them.5. Eric feels surprised at his parents’ coming back early and also a little bit frightened.6. Dad is cross with Daniel’s behavior and wants to punish him.7. Mom is angry and is blaming Daniel.For C2, the teacher can ask the individual student to read each sentence, and he or she can ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it.Read for more detailsAsk the students to read the play a second time and tell them to pay attention to the fact that the play has two acts, each with different themes. Encourage the students to read it out aloud, with different students acting different characters. Remind the students to put emphasis on the instructions or tips of the play and encourage them to think about whether these instructions or tips are necessary and helpful. After reading, ask the students to finish the following form: Characters happening feelings reactionsDad and MomDanielEricSample answers:Characters happening feelings reactions Dad and Mom arrive at home earlier relaxed, happy to surprise boysroom in a mess very angry to shout at boysdog tired and hungry to blame Danielmoney gone decide to punishDaniel parents’misunderstandingangry and sad slam the door; hatethemEric parents’ coming early frightened andsorrywant to explain allFurther understanding of this playTo help the students to improve their reading skills, the teacher can also prepare several reading comprehension exercises for the students to do.1. The reason why the dog walks slowly to the couple is that the dog_____________ .A. ate too much to walk fastB. was seriously illC. just returned from a long walk and was tiredD. was given nothing to eat2. Why were the boys angry? The reasons are as follows EXCEPT that_____________ .A. the parents didn’t give the boys a chance to explainB. the parents didn’t believe in the kidsC. the boys were attacked by the dogD. the parents thought the kids were of great fault3. The reason why the house was so dirty is that_____________ .A. Spot pulled the dirty out of the trash canB. the kids forgot to clean the room upC. the parents were back on day earlier than expectedD. the kids had no time to clean it4. Which statement is TRUE according to the text?A. The parents thought the kids would act as adults.B. Eric slammed the door.C. Spot was one of the couple’s sons.D. The parents asked Spot something instead of shouting at the kids.Keys: 1. B 2. C 3. D 4. APlot of the playThis time, ask the students to work in groups to discuss the plot of this play according to the following 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. In this way, the students will form their own way to write a play.Plot of the play DescriptionBackgroundProblemRising actionClimaxOutcomeIf the students are uncertain about what to do, the teacher should give some hints. For example: Plot of the play DescriptionBackground (information about characters, time, andplace, etc. )Problem (conflicts between two sides)Rising action (what causes the incident)Climax (the most serious conflict)Outcome (end of the conflict)Sample answers of the development of the play:Background: Dad and Mom go on vacation. Two boys, Daniel and Eric are left alone athome. They are asked to look after the pet dog, Spot, as well as their home.Problem: Spot gets ill and the two boys use the money for dog food to take Spot tothe vet. And they don’t have time to clean the house.Rising action: When Dad and Mom come back home, they find that the room is a mess,and the dog looks tired and hungry. What’s more, the money for the dog food is gone.Climax: Dad and Mom shout at Daniel angrily and blame him for his not takingresponsibility. Daniel can’t bear it and shouts back to his parents and rushes intohis bedroom and slams the door.Outcome: (ask the students imagine what will happen. . . )Guessing the meanings of the new wordsThe main point of the play and some of the details have been further discussed. Now, it’s ti me to come to some new words in the play. Ask the students to turn to page 24, and come to Part D1 and D2. Ask them to find these new words in the play, guess their meanings from the context and then match them with their meanings.(Give the students several minutes to finish this part. Then check the answers. )To see if the students have fully understood these new words, the teacher can design some exercises for the students to do. For example, the teacher can ask the students to fill in the blanks with the seven words.(Ask the students to fill in the blanks and then check the answers. )1. I live near an airport and passing planes can be heard night and day, which almost drives me_____________ .2. It’s_____________ to point your finger to others in that country.3. Is your father in Beijing on_____________ or on holiday?4. The boy_____________ to the teacher that he was caught in the heavy traffic the very morning.5. Everything got in a_____________ when I got there.6. Adults should learn to_____________ in kids.7. Think it over before you make your final_____________ .8. We are_____________ to come to our school before 7 a. m. every morning.9. You got such a low mark this time. I’m afraid that your father will not let yougo_____________ .10. This TV program will mainly deal with problems about_____________ .(This kind of exercises can help the students to master the usage of some of the important words in this unit. If the students find it difficult to do, then the teacher can ask them to work in pairs first. )Sample answers: 1. mad 2. rude 3. vacation 4. explained 5. mess6. trust7. decision8. supposed9. unpunished 10. teenagersAfter the students finish this exercise, they will be asked to come to Part E. This part is a conversation between Mom and Daniel. Remind the students that this is the outcome of this play.(Ask the students to read out their answers, and check them. Give some explanations if necessary. )In-class activitiesDifferent in-class activities are very important in learning English. The play has been talked about a lot. Most of the students must have mastered the play well. It’s time for them to practice. The following steps are designed for the students to practice their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.Practice A (act out the play)The students can be divided into several groups and asked to act it out. A competition can be held to see which group is the best. The teacher should advise the students to imitate the tones and intonations of each character while reading. Remind the students to pay attention to the instructions and tips.Practice B (add an ending to the play)Ask the students to use their imagination and think of an ending of the play. The students are encouraged to have a discussion in groups. The teacher may get the students to start by asking the following questions:Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the two children what has happened?Suppose you were one of the two children, what would you do? Would you stay silent or would you offer an explanation to your parents? Which is a better solution in your opinion?After the discussion, the teacher can ask different groups to act out their plays. If possible, make some comments on their performances.One possible ending:Mom: Daniel, I need to talk to you about your behavior. Dad and I realize there is probably an explanation for why the hou se is so dirty, but you shouldn’t have run out of the room and slammed the door like that, which really made me very sad.Daniel: Mom, I’m sorry, but I was so angry! You want me to act like an adult but you and Dad treat me like a child. I feel that you d on’t trust me, which made me depressed. Why didn’t you just ask me what had happened?Mom: Well, I know that grown-ups are supposed to make good decisions but sometimes we make mistakes. We were angry too. None of us stopped to think and we should have. I should have calmeddown to listen to your explanation. That’s my fault. Can you explain to me now why the house was a mess and what you did with the cash we left?Daniel: Spot was sick, Mom. Eric and I didn’t want to call you and Dad on your vacation, so I used the money you left and some of my own to take him to the vet. We stayed there and waited for him all day. That is why we didn’t have time to clean the house.Practice C (retell the play)Ask the students to retell the play. The teacher may start the activity by the following instructions:Suppose you are one of the characters in the play, retell the story.Sample retelling:Dad: My wife and I went on vacation last week. Before leaving, we asked our sons, Daniel and Eric to look after our house as well as our pet dog, Spot. They promised they would do as we told them to. We also left them some money to buy dog food. We did think that Daniel is old enough to take the responsibility. But to our great disappointment, when we got home one day earlier, we were surprised to find that our house was a mess, that the dog looked tired and hungry and that the money for the dog food on the table was gone. I really felt very angry with Daniel. I shouted at him, and said that he should act like an adult. Then I told him that our family was not the one where bad behavior went unpunished. But to my great surprise, Daniel got very angry too. He ran into his bedroom and slammed the door, which made me even angrier. I don’t think he respects us enough. My wife think we sh ould go to have a talk with him and ask him what has happened. However, I don’t think it is necessary to do that, since he was so rude to us. I feel like we have to punish him.Daniel: I really feel annoyed these days. I’m wondering if there is a generatio n gap between my parents and me. Things goes like this: last week, my parents went on vacation. Before they left, they asked me to take care of our house, our pet dog, Spot, and my younger brother, Eric. I think I’m old enough to take the responsibility. I promised to them that I can deal with everything. But something unexpected happened. Spot got very ill, and we had no choice but to use the money for dog food to take him to the vet. And Eric and I spent all the day waiting for Spot. Of course, we didn’t have time to clean the house. What’s worse, when our parents got home, our house was in a mess. They got very angry with me and shouted to me without giving me a chance to explain what had happened. They even didn’t trust me. I hated them at that time. Eri c suggested that I should have a talk with them. But I don’t think that they deserve to know the truth.Mom: . . .Eric: . . .Practice D (a TV interview)Suppose that Daniel is invited to a TV program. Make a dialogue between the TV host and Daniel.Sample dialogue:Host: We’re here on “Teenager Time” with our guest for the show, Daniel. Daniel, welcome to our program! Today, Daniel will let us share one of his experiences—how he solved a problem between his parents and him. Daniel, would you please tell us what your problem was.Daniel: Well, it all started when my parents went on a vacation, leaving my younger and me alone at home. They asked me to take care of my brother, our house and our pet dog Spot.Host: It seems that your parents trust you very much.Daniel: At the very beginning, I did think so. But when my parents came back home one day earlier and found the house was a mess, they got very angry.Host: . . .Daniel: . . .Host: Thank you for your coming. As we all know, communication is very important in helping you and your parents become closer. We do hope that all the parents and teenagers will learn to talk with each other and share their feelings. Only in this way can parents and children become good friends.Practice E (your opinion)Ask the students to work in pairs to have a discussion about ideal parents, ideal children, and ideal relationship between parents and children. The following form may help them.Your opinions about Characteristicsideal parentsideal childrenideal parents-children relationshipAfter the discussion, each group will be asked to give a presentation.Sample presentation:In the opinion of our group, ideal parents should be good friends of their children. They are good at getting their children involved in family issue, and are willing to spend time listening to children’s voice. They shouldn’t only focus on the marks of sc hool subjects of their children, they should learn to help the kids solve the problems by themselves. Meanwhile, parents should learn to trust and respect the kids and they shouldn’t always interfere in our life. If there is a problem in the family, the parents should learn to let the children express their inner feelings. Anyway, parents should learn to communicate with us. That’s all. Thank you!Practice F (theme of the play)Ask the students to think about the theme of the play. Usually there is a conflict in a play. Ask the students to think about the conflict in this play and state the theme of the play. If the students have some difficulty in doing this, the teacher can help them with the following pictures.For example:The main difference between parents and teenagers appears to be that parents focus on their authority and always think that the children are to blame for their wrong-doings, whereas teenagers value their status in the family. And they hope to be trusted and respected. The conflict between parents and teenagers comes to a head over the issue of communication and authority.Practice G (enjoy some quotations from Shakespeare’s plays)Since this unit is about a play, the teacher can ask the students to enjoy some quotations from different Shakespeare plays. Ask them to have a talk in pairs and get the meanings of the famous words.quotations plays1. To be or not to be: that is the question.Meaning:2. Uneasy lies the head that wears a crown.。

参考资料1. The theme song of Growing PainsAs Long As We Got Each OtherShow me that smile againOh, show me that smileDon’t waste another minute on your crying We’re nowhere near the endWe’re nowhere nearThe best is ready to beginAll in a cloudy dazeI look into your eyes and see them shining out Holding you close this wayHolding you this wayIs like having summer everydayOoh, oohAs long as we got each otherWe got the world spinning right in our hands Baby, you and meWe got to beThe luckiest dreamers who never quit dreaming As long as we keep on givingWe can take anything that comes our way Baby, rain or shineAll the timeWe got each otherSharing the laughter and lovePromise me here and nowNothing but jokes will never come between us You can depend on meCause I need you like the air I breatheOh, ohAs long as we got each otherWe got the world spinning right in our hands Baby, you and meWe got to beThe luckiest dreamers who never quit dreaming As long as we keep on givingWe can take anything that comes our way Baby, rain or shineAll the timeWe got each otherSharing the laughter and loveAs long as we got each otherWe got the world spinning right in our handsBaby, you and meWe got to beThe luckiest dreamers who never quit dreamingAs long as we keep on givingWe can take anything that comes our wayBaby, rain or shineAll the timeWe got each otherSharing the laughter and love2. Information about the greatest playwright William ShakespeareIn the course of a quarter century Shakespeare wrote some thirty-seven plays. Several of them are among the world’s finest written works; establishing Shakespeare as the foremost literary talent of his own, Elizabethan Age and, even more impressively, as a genius whose creative achievement has never been surpassed in any age.Birth and Early lifeShakespeare was born and raised in the pretty Tudor market town of Stratford-on-Avon, a local government and commercial center within a larger rural setting, and it is likely that the surrounding woodlands of his boyhood wereWe have good cause to believe that Shakespeare attended Stratford Grammar School where he would have received a tuition-free education. There young William was exposed to a standard Elizabethan curriculum strong on Greek and Latin literature (including the playwrights Plautus and Seneca, and the amorous poet Ovid), rhetoric (including that of the ancient Roman orator Cicero), and Christian ethics (including a working know ledge of the Holy Bible). These influences are seen in Shakespeare’s works. Shakespeare left school in 1579 at the age of fifteen, possibly as the result of a family financial problem. Shakespeare did not pursue formal education any further: he never attended a university and was not considered to be a truly learned man.During the late 1580s and early 1590, Shakespeare traveled back and forth between London and Stratford-on-Avon. Before he took up a career as a playwright, Shakespeare engaged in a variety of occupations, probably working with his father in commercial trades (leathers and grains), probably working as a law clerk, and possibly serving as a soldier or sailor. Shakespeare displays a command of the dialect and the practices of many such crafts, as in his description of the law profession in trialThe Complete WorksBetween the early 1590s (The Comedy of Errors) and the second decade of thethe most extraordinary body of works in the history of world drama. His works are often divided into periods, moving roughly from comedies to histories to tragedies and then to his final romances capped by a farewell to the stage in The Tempest. Fore moreinformation, please go to: http: //the-tech. mit. edu/Shakespeare/ Comedy HistoryTragedyThe Merchant of VenHenry Ⅳ, part 1Anthonyand。