2018 牛津高中英语 模块一 Uint2 Growing pains 单元课时基础练习及综合测试 (五年中考三年模拟版)

Unit2 Growing pains一、单项选择1. ______ two exams to worry about, I have to work really hard this weekend.A. WithB. BesidesC. As forD. Because of2. ______John has arrived, we can begin.A. IfB. As soon asC. Now thatD. Now this3. The students shared their experiences through their website, in the hope moreteenagers would help pass down their local culture.A. whichB. thatC. whereD. as4．He‟s got himself into a dangerous situation ________ he is likely to l ose control over the plane.A. whereB. whichC. while D why5．Nobody noticed the thief slip into the house because the lights happened to _______.A. be put up.B. give inC. be turned onD. go out6 .We asked teacher to explain _________.A. us the word.B. us of the word.C. the word to us.D. the word for us.7．The children were left __________ of a neighbor when they went on holiday.A. in chargeB. in the chargeC. under chargeD. at charge.8．. ----He has turned on all the lights in the building. That‟s waste of electricity.---- It‟s not his____. He just did what he was told to.A. mistake.B. wrongC. faultD. shortcoming.9. The teacher came in, ________ by some students.A. followedB. followingC. was followedD. to follow10. Don‟t punish him again. ________, he is only a small child.A. After allB. In allC. First of allD. Above all11.★I have two bikes; _______ are broken.A. all of themB. both of themC. all of whichD. both of which12. We need water and air, _________ we can‟t live.A. with whichB. with whomC. without which D without whom13.The reason ____ he explained was ______ he was ill and unable to go to school.A. why; thatB. why; becauseC. which; becauseD. which; that14.★Premier Wen Jiabao said the suggestions on improving the quality of milk industry aresupposed to careful consideration.A. determineB. decideC. deserveD. desire15.★difficulties we may come across, we‟ll help one another to overcome them.A. WhereverB. WheneverC. HoweverD. Whatever二、完型填空★Are you a man or a mouse? When people ask this question they want to know 16 you think you are a 17 person or a coward(懦夫). But you will never really know the answer to this question 18 you are tested in real life. Some people19 they are brave but when they come face to face with real 20 , they act like cowards. Others think of themselves as cowards, but when they meet danger, they act like 21.Lenny had always thought of himself as a 22 person. He got worried before examinations. Heworried about his job and his health. All he wanted in life was to be safe and healthy. 23 , on January 15th, 2002, a plane crashed into the Potomac River in Washington. Lenny went to the river to see what was happening. He saw a woman in the 24 water. Lenny did not feel afraid. He kept very 25 and did a very courageous thing. He jumped into Potomac, 26 to the woman, and kept her head 27 the water. Seventy-eight people died that day. Thanks to Lenny, it was not 28 .When you are in a very 29 situation and feel afraid, the body automatically（自动地）produces a chemical in the blood. This chemical is called adrenalin(肾上激素). 30 adrenalin in the blood system, you actually feel stronger and stronger and are 31 to fight or run away. However, when you are absolutely terrified, the body can produce too much adrenalin. When this 32 the muscles become very hard and you find you 33 move at all. You are paralyzed(使无能为力) with fear. This is 34 when we are very frightened, we sometimes say we are …petrified‟, this word comes from a Greek word …petros‟, which means …stone‟. We are 35 frightened that we become stonelike.16. A. how B. neither C. whether D. either17. A. brave B. real C. hard D. certain18. A. when B. until C. after D. once19. A. realize B. find C. think D. agree20. A. life B. question C. mouse D. danger21. A. soldiers B. mice C. heroes(英雄) D. cowards22. A. useful B. brave C. nervous D. terrible23. A. So B. Therefore C. Then D. Actually24. A. fresh B. poisonous C. warm D. ice-cold25. A. nervous B. calm C. frightened D. excited26. A. went B. helped C. spoke D. swam27. A. in B. under C. above D. from28. A. an accident B. a mistake C. seventy-eight D. seventy-nine29. A. dangerous B. comfortable C. different D. favorable30. A. With B. Without C. For D. Like31. A. afraid B. unable C. ready D. anxious32. A. gets B. disappears C. happens D. goes33. A. needn‟t B. can‟t C. mustn‟t D. shouldn‟t34. A. where B. how C. because D. why35. A. really B. very C. such D. so三、阅读理解(A)Six people were traveling in a compartment (包厢) on a train. Five of them were quiet and well behaved(举止文明), but the sixth was a rude young man who was causing a lot of trouble to the other passengers.At last this young man got out of the station with his two heavy bags. None of the other passengers helped him, but one of them waited until the rude young man was very far away, and then opened the window to him, “ You left something behind in the compartment!” Then he closed the window again.The young man turned around and hurried back with his two bags. He was very tired when hearrived, but he shouted through the window, “ What did I leave behind?”As the train began to move again, the passenger who had called him back opened the window and said, “ A very bad impression!”36. Of the six passengers in the compartment ___.A. five of them were rude and badly behavedB. one of them was rude and badly behavedC. five were always causing trouble on the trainD. only one was quiet and well behaved37. When the rude young man got off the train ___.A. he left his two bags behindB. he was thrown out through the windowC. the other five passengers didn‟t help himD. one of the other passengers opened the window for him38. The young man hurried back because ___.A. he found he had left something on the trainB. he found he had left his bags on the trainC. he heard a passenger calling him by his nameD. he heard a passenger shouting to him that he had left something behind39. The passenger who had called him back wantedA. to punish him for his bad behaviorB. to have a word with him about his behaviorC. to help him with his behaviorD. to return him the things he had left on the train(B)A thief entered the bedroom of the 30th President of the United States, who met him and helped him escape punishment.The event happened in the early morning hours in one of the first days when Calvin Coolidge came into power, late in August, 1923. He and his family were living in the same third-floor suite(套房) at the Willard Hotel in Washington that had occupied several years before. The former President‟s wife was still living in the White House.Coolidge awoke to see a stranger go through his clothes, remove a wallet and a watch chain.Coolidge spoke, “ I wish you wouldn‟t take that.”The thief, gaining his voice, said, “ Why?”“ I don‟t mean the watch and chain, only the charm(表坠). Take it near the window and read what is impressed on its back,” the president said.The thief read, “ Presented to Calvin Coolidge.”“ Are you President Coolidge?” he asked.The president answered, “ Yes, and the House of Representatives（众议院）gave me the watch charm. I‟m fond of it. It would do you no good. You want money. Let‟s talk this over.”Holding up the wallet, the young man said in a low voice, “I‟ll take this and leave everything else.”Coolidge, knowing there was 80 dollars in it, persuaded the young man to sit down and talk. He told the President he and his college roommate had overspent during their holiday and did not have enough money to pay their hotel bill.Coolidge added up the roommate and two rail tickets back to the college. Then he counted out32 dollars and said it was a loan(借款).He then told the young man, “ There is a guard in the corridor.” The young man nodded and left through the same window as he had entered.40. What caused the thief to meet the PresidentA. He knew the president had lots of money.B. He knew the president lived in the suite.C. He wanted to be a rich businessman.D. He wanted to steal some money.41. Why did Calvin Coolidge live at the Willard Hotel in those days?A. Because the former president was still in the White House.B. Because the former First Lady hadn‟t left the White House.C. Because the First lady liked to live there.D. Because he liked there.42. Coolidge counted out 32 dollars______.A. in order not to be killed by the thiefB. in order to be out of dangerC. so as to help the young student overcome his difficulty.D. because he had no more money.43. The young man‟s roommate went back to college _____.A. by airB. by waterC. by busD. by train44. Which of the following might happen afterwards?A. The young man repaid the 32 dollars.B. The thief was put into prison.C. The President told many reporters the thief‟s name.D. The President ordered the young man to repay the money.四、单词拼写45.How much did the bookstore owner c_______ you?46. Teaching the children with disabilities is a c______________ job.47.The only_________________(解释) for his behavior is that he‟s mad.48. No one can go u________________ if he breaks the law.49．I _____________(真诚地)hope that you will be successful next time.50. This tool is ______________（贵重的)for doing electrical repairs.51．Students are f___________ to smoke in school.52. He ____________(后悔)that he had been careless.53. Where are you planning to spend your v__________ next summer..54.They are having a heated a_________(争论) over whether smoking is bad for the health.KeyI. 单选1--5.ACBAD 6--10.CBCAA 11--15. BCDCDIV.完形填空16-20 CABCD 21-25CCCDB 26~30 DCDAA 31~35CCBDD阅读理解(A) BCDA (B) DBCDA单词拼写：56-65 charge challenging explanation unpunished sincerely valuable forbidden regretted vacation argument。

Module 1Unit 2 Growing Pains二、【重点句型】1. with+O+OCThe room is a mess, with pizza boxes on the floor and dirty dishes in the sink.(page22, lines19-20)2. why didn’t…?Why di dn’t they ask me what happened instead of shouting at me? (page23, line47)3. have/has been doing sthRecently he has been refusing to do his homework, and instead insist on wasting his time watching DVDs and listening to foreign music. (page38)4. prevent (doing) sthAt present, to prevent upsetting his mother with our argument, I am allowing him his freedom. (page38)5. do sth without doing sthHow can I help my son without harming our relationship? (page38)三、【习题训练】A单项填空从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

1. Will you please ______ me several minutes to go through my speech?A. spendB. saveC. spareD. share2. ——The skirt looks nice indeed, but you ______ too much for it.——I'm afraid it can't be any lower.A. offerB. buyC. sellD. charge3. ——Why did you eat your words, Billy?——Sorry, dear. But I really forgot where I was ______ to meet you.A. demandedB. believedC. supposedD. hoped4. The joyful expression on her face ______ that she had won the prize as expected.A. describedB. suggestedC. expressedD. explained5. ______ the heater so that the room can be warmed quickly.A. Hold upB. Turn upC. Set upD. Open up6. With such a large sum of money on hand, I was at a loss(不知所措) ______ .A. how to do withB. what to do with itC. what to deal withD. what would do with7. He was left ______ the shop while the manager was away.A. in charge ofB. under charge ofC. in the charge ofD. under the charge of8. As for me, I really think the endless homework is rather too hard ______ us.A. forB. atC. onD. in9. I explained to them that I have so much work to do, but they insisted ______to the party.A. m y comeB. my comingC. on I comeD. on my coming10. Don't be disappointed! ______ you'll have one more chance of trying it.A. At allB. Above allC. In allD. After all11. She said she was going to stay there for a week, but in fact she arrived back two days earlierthan ___.A. expectingB. to be expectedC. expectedD. was expected12. Sorry, sir, you are forbidden ______ here. If you like, you can go to the smoking area.A. smokingB. to smokeC. to smokingD. to be smoked13. ——You look so upset, Jane. ______?——I can’t find my new cellphone.A. What’s forB. So whatC. What’s upD. Beg your pardon14. Naniel ______ studies here. He has gone abroad for further education.A. no moreB. no longerC. not any moreD. not any longer15. The football fans often _______ late to watch live broadcasts of football matches.A. stay upB. turn upC. put upD. mix upB 完成译文根据中文原文完成下列各英文译文。

Teaching plan for Unit 2 “Growing Pains”Period 1 Welcome to this unitTeaching objectives:◆To introduce and develop the theme of growing pains.◆To develop speaking ability by talking about families and problems that happen betweenteenagers and parents.◆To know more about classmates and their families.Important and difficult points:◆Get students to understand what growing pains means.◆Make students know the relationship between parents and their teenage children in the USA.◆Help students to form a positive attitude towards relationships between their parents andthem.Teaching procedures:Step 1 lead-inPresent family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Who may have growing pains?What are Growing pains?When do they probably have growing pains?How do you solve this problem?Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore. Growing pains also mean the troubles and difficulties that teenagers meet when they grow up. Step 2 BrainstormingDo you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 Picture discussionAsk Ss to look at the pictures and discuss each picture in groups of four.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What will she do?Picture 3Why are the boys and girls around the pretty lady?What does the boy want to do? Is he allowed to do so? Why or why not?What feelings may the boy have?Picture 4What is the boy probably doing?Did the boy do well in his exams?How does his mother feel about the score?What feelings may the boy have?Step 4 Picture discriptionImagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Step 4 Further DiscussionDiscuss the following questions in groups of four.What do you do when you have family arguments with your parents?Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Homework1 Preview the Reading part.2 Describe an unpleasant experience with your friends/teachers.。

牛津高中英语模块一Unit 2 Growing PainsWelcome to the unit ＆Pre-readingTeaching aims:1、Encourage students to relate their own experiences and express their opinions freely.2、Have students use their imagination and talk about each picture as fully as possible.3、Students can use skimming and scanning to know the main idea of the whole passage.4、Students can act the play out.How to read a play and act the play outT: Boys and girls, today I’m happy here to share my growing experiences with you. Growing up can be difficult. There may often be misunderstandings and problems between parents and children. As for me, I love my parents but when I grow up, the often interfere in my life and try to influence my decisions. For example, on holidays, I want to stay up with my friends while my parents will call me home; when 2PM comes to Nanjing, I want to go to the concert but my parents think it is a waste of time and money; after graduating from senior high, I want to go to Shandong University but my parents force me to enter Nanjing Normal University…It seems whatever we do, they will always say “No”. It is true that our decisions often run counter to our parents’ wishes. I think most of you may have the same problems as me. So… what problems do you have with your parents?Ss: answer (feedback)T: Whatever…or….or…. These are all quite common in families nowadays and these are all growing pains. So today we are going to learn Unit 2 Growing Pains. Open your book and turn to page 21. There are four teenagers who may have the same problems as you. I’d like you to imagine the situation and try to describe it with your own words. Choose one of the pictures. I’ll give you 3min to talk with your partners with the help of the key words and phrases on PPT and then I’ll invite you to share your opinions with others.For example, the picture 1:Tom got home feeling very tired, and he just wanted to have a good rest.When his families said hello to him, he said nothing and just went straight to his bedroom. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room …Pic 2 Mary, not later than 6 o’clock, late, 7 o’clock, explain, not trust, sadPic 3 Lisa, ask for signature(签名), a waste of time, regretful, angryPic 4 Daniel, play computer games, upset and angry, a rest, a time limit, control oneselfSs:T: As you can see, there is a wide gap between parents and us. So what can we do to narrow the gap? I’ll give you 2min to discuss with each other.Ss:T: listen, respect, understand, communication to narrow the gapBut if not, maybe it will cause a big tragedy. Let’s turn to Reading on page22. Watch a big fight in an American family.From Unit1, we have learnt two of the basic reading skills. They are…Ss: skimming and scanningT: Yes, skimming and scanning. Then use skimming to finish part A. read the whole passage quickly within 30 seconds and finish part A.1、Who are the main characters in the play?2、Why do the parents get angry?3、What really happened to their dog, Spot?Ss: 1、Eric, Daniel, Mom and Dad2、Because the room is in a mess./ Because there is garbage all over the place.3、Spot was ill.T: And use scanning to finish Part C1 T or F. if the sentence is wrong, try to correct it. I’ll give you 5min to read through the passage.Ss: The boys do not expect their parents to come back so early. TSpot, the dog, looks full of life. (looks tired and hungry) FDaniel’s parents still think of him as an adult. (thought he could act like an adult) FEric does not want to explain to their parents. (Daniel) FThe boys did not clean the house because they went to the clinic. TThe mother thinks the father should be stricter with Daniel. (shouldn’t) FT: Since you have read through the whole passage, you may find the passage a little different.It is in the form of a dialogueUse a large amount of casual speechA unique style—playTo understand a play, you should read it aloudIn order to better understand the play, let’s act the play out. Before that, listen to the tape and try to imitate the tone.Group1 Act1 Group2 Act2 Scene1 Group3 Act2 Scene2I’ll give you 5min and then invite you to act out in front of the class.Ss: show timeT: Which group is the best? Let’s clap them heartily.At last, I’ll give you some advice.When your parents don’t understand you, please try to think from the angles of your parents. Show respect for your parents.Communicate with your parents.Homework: 1. Ask your parents’ birthdays and say “I love you” to them2. Finish Part C2 and D1 on page24。

原文加翻译G r o w i n gp a i n s牛津高中英语模块一第二单元 Growing painsGrowing painsMany teenagers feel lonely, as if no one understands them and the changes they are going through. Day by day, everything seems different, yet the same. Life never seems to be going fast enough; yet, in other ways, like a race car, life seems to be rushing too fast and even going out of control. Has anyone else ever felt this way? These feelings are a common part of adolescence—the time of life between child and adult. And, though it may some times be difficult to believe, you are not alone—every adult has gone through adolescence, and your friends are going through it right now along with you. It is common for teenagers to feel lonely and misunderstood. These feelings can be thought of as growing pains—the difficulties that teenagers face asthey grow to adults.As teenagers grow, it is normal for them to become confused with the changing world both inside and outside of them. During adolescence, teenagers go through great physical changes. They grow taller and their voices get deeper, among many other developments. Along with these physical changes, there come many psychological changes. Boys and girls tend to be different in this regard. Many boys become risk-takers—they want to find their own limits and the limits of the world around them, but may not have the wisdom to make good choices in their behavior.At the same time, girls often want someone—anyone—to talk to, as they try to dealwith their strong feelings. In the social world, as teenagers get older, they struggle to depend on themselves. They may badly want and need their parents’ love, yet feel distant; they may want to be part of the group, yet desire independence. Since teenagers have difficulty balancing these needs, they often question who they are and how they fit in society. The good news is that these kinds of growing pains do not last. In the end everything turns out OK—the teenager becomes a healthy adult, and this period of change and challenge is traded for the changes and challenges of grown-up life.好在这些成长的烦恼并不会持久。

牛津高中英语模块一第二单元Growing painsGrowing painsMany teenagers feel lonely, as if no one understands them and the changes they are going through. Day by day, everything seems different, yet the same. Life never seems to be going fast enough; yet, in other ways, like a race car, life seems to be rushing too fast and even going out of control. Has anyone else ever felt this way? These feelings are a common part of adolescence—the time of life between child and adult. And, though it may some times be difficult to believe, you are not alone—every adult has gone through adolescence, and your friends are going through it right now along with you. It is common for teenagers to feel lonely and misunderstood. These feelings can be thought of as growing pains—the difficulties that teenagers face as they grow to adults.As teenagers grow, it is normal for them to become confused with the changing world both inside and outside of them. During adolescence, teenagers go through great physical changes. They grow taller and their voices get deeper, among many other developments. Along with these physical changes, there come many psychological changes. Boys and girls tend to be different in this regard. Many boys become risk-takers—they want to find their own limits and the limits of the world around them, but may not have the wisdom to make good choices in their behavior. At the same time, girls often want someone—anyone—to talk to, as they try to deal with their strong feelings. In the social world, as teenagers get older, they struggle to depend on themselves. They may badly want and need their parents’love, yet feel distant; they may want to be part of the group, yet desire independence. Since teenagers have difficulty balancing these needs, they often question who they are and how they fit in society. The good news is that these kinds of growing pains do not last. In the end everything turns out OK—the teenager becomes a healthy adult, and this period of change and challenge is traded for the changes and challenges of grown-up life.好在这些成长的烦恼并不会持久。

M1 Unit2 Growing PainsI. 短语总结1. a waste of time/money 浪费时间/金钱2. a day earlier than expected 比预计的时间早一天3.in other ways 从另外一方面看4.turn up the music 调高音乐；出现turn down 调小；拒绝5.out of control失去控制6.think of/ consider/regard sb as 认为某人是怎样的7.what…do with…/how…deal with处理8.leave sb. in charge 让某人负责9.in this regard 在这方面10.go out 熄灭11.have sth done 使...被做have / make sb do= get sb to do 让人做...have /keep sb doing 让人一直做某事12.struggle to do 努力做某事13.tend to do/ be 往往会have a tendency to do14.be rude to sb. 对某人粗鲁15.argue with sb.about/over sth. 和某人争论某事16.pay in cash/by cheque (check) 付现金/付支票17.be nervous/worried about 因…紧张18.take /follow/adopt one’s advice/suggestions采纳某人的建议19.keep/bear sth.in mind 牢记20.go through 经历；浏览22. insist on doing sth /stick to doing sth. 坚持做某事.21.forbid sb from doing sth/forbid sb to do sth. 禁止某人做某事22.even if/though 即使as though/if 好象23.now (that)=since 既然，由于24.suggest to sb.sth./ suggest that...(should) do/ doing sth向某人提出建议25.deserve discussion=deserve discussing值得讨论deserve to do sth值得去做26.explain sth. to sb./explain to sb. sth. 向某人解释某事27.feel like doing=would like to do 想要做某事34.allow sb to do 同意某人做某事allow doing 同意做某事35.keep up with 跟上fall behind 落后36.get along well with sb与某人相处很好37.have difficulty/ trouble (in) doing sth 做某事有困难的38.be traded for 被交换为39.find fault with sb 找茬40.under the guidance of sb 在某人的指导下41.set a limit on 限制be limited to (doing) sth 被局限于...42.return to normal 恢复正常II.短语填空instead of; in a mess; be hard on ; be supposed to; now that; can't wait to do something;in the form of; pay attention to1.The boy is too young. Don't him.2.I was ill then, so Jack went on business me.3. you are grown up, you should not rely on your parents.4.You listen carefully in class to catch what the teacher says.5.Wow, free movies! I download some and watch them.6.The room is ; you've to clean it now.Ⅲ.句型背诵1．Eric runs in after it，followed by a big dog，walking very slowly.2．The room is in a mess，with pizza boxes on the floor and dirty dishes in the sink. 3．Listen to me, young man— we left you in charge!4．Daniel has his arms crossed and looks upset.5．Maybe, but now that he has been so rude to us, I feel like we have to punish him or he won't respect us.IV.语法讲练定语从句(2)介词提前的定语从句一. 语法作用：“介词＋关系代词”在从句中主要起关系副词的作用，即在定语从句中充当状语，表示地点，时间和原因及其他状语：“介词＋which”分别相当于where，when，why。

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)。