Unit2GrowingUp

大学英语综合教程unit2 textA课文翻译You Changed My Life, Miz LaneWHY NOT?! I must have said that a million times growing up. My grandparents raised me in a Philadelphia suburb, and whenever I couldn’t have something I wanted, I’d say, "Why not?!” even though I knew the reason: there was no money for extras. To me, Why not?! were words of complaint. It wasn’t until I met Miz Lane, the schoolteacher across the street, that I learned Why not?! are the two of the most powerful words in the English language-the words of possibility.No one expected me to amount to much. Not my parents, who abandoned my brothers and me. Not my grandparents, who loved us but were too overwhelmed with keeping us fed and clothed to think beyond the basics. Not my teachers, who saw a kid more interested in sports than books. And certainly not me. The only place I didn’t feel lost was the playground. I was small but fast and good at playing ball.My grandparents’ neighborhood was one modest square block in an otherwise affluent area. Miz Lane and her family moved in when I was nine. Her son, Norman, and I were both little and scrawny. People said we looked like brothers. One day Norman and I got into a sandlot fight (the "you’re the new kid on the block” fight). After an unimpressive pugilistic m oment (by our neighborhood standards), he asked, "Want to come over for peanut butter and jelly?” I sure did!The first time I stepped inside the Lanes’ house, I could tell it was different. There was a warmth to it, a warmth I’d never known. And it came from Norman’s mom, Miz Lane. She sat us downand fixed us peanut butter and jelly sandwiches. I depended on the free lunch program at school, so that was a real treat.Miz Lane must have sensed that I was hungry for more than food. She asked about me. What was my favorite sport? Did I like to ride bikes? "You come over anytime,” Miz Lane said.I did, almost every day. Norman got to be my best friend, and the Lanes’ house was my refuge, especially after my grandmother died when I was 10. That summer, Norman went away to camp. I still dropped by. Miz Lane would fix me a snack. I’d help her do the dishes. She’d comb my hair (I was sporting an Afro then). It took a while to work through the kinks, and that’s when we had our best talks. She’d have me read from Miss Manners or the encyclopedia. She never stopped teaching, not even during summer vacation.One day that fall, I told her, "I’m thinking about trying out for the school play.” Not that there was any chance I’d make it. "Why not?!” Miz Lane said. "You’l l never know how good you are until you try.”I was stunned. No one had ever had that kind of faith in me before. The next day, I tried out. To my surprise, I landed a role. I raced straight from school to Miz Lane’s. "They chose me!”"Why not?!” she said. Her smile told me she knew I’d had it in me all along."Why not?!” Miz Lane asked when I mentioned learning the cello. "Why not?!” she demanded when she urged me to take collegepreparatory courses instead of vocational classes. "Get ready for college. Don’t let others define your possibilities.”Norman and I went away to college. He graduated. I didn’t. Maybe it was because I missed Miz Lane’s daily wisdom. My girlfriend and I had a baby. I dropped out and moved back in with my grandfather. I got a job as a stock boy. At first, I was too embarrassed to visit Miz Lane. I felt I’d let her down.I’d let myself down too. I wanted to do bigger things. But how?I had no money, no degree, a child to support. All of a sudden, I heard Miz Lane’s voice in my he ad, clear as a bell: Why not?!I enlisted in the Air Force and went to tell Miz Lane. "I’m going to make something of myself,” I said. She hugged me. I’d never felt so proud.The Air Force trained me to be a translator and stationed me in Germany. My secret dream was to play pro soccer. I was a good player, still fast, and I made the Air Force team.The day before a big playoff game, I got word that Norman died in a car accident. I dedicated the game to my best friend. In the second half I jumped up to kick the ball. I landed funny. My knee buckled. Just like that, my dream was finished.I went back to Philly for Norman’s funeral on crutches. Soon as Miz Lane saw me, she cried, "From now on, you’re my son.”It was a responsibility I had to live up to. "I’d like to stay in sports, go back to school to study athletic training,” Isaid. Guess what Miz Lane said. "Why not?!”At St. Joseph’s University I was the head athletic trainer by day and a student by night. At graduation, Miz Lane’s smile told me again: I knew you had it in you.I got a job as the Philadelphia 76ers head athletic trainer.A few years later I landed an executive position. I thought I’d hit the jackpot. So I was taken aback when Miz Lane said, "I know there’s something bigger waiting for you.”"How do you know that?” I asked."Your story is an inspiration to everyone in this neighborhood,” she said. "You need to write a book to show other people how they can do what you did.”"I can’t write a book!”"Why not?!” Miz Lane said. And as usual, she was right.Last year I wrote Rules of the Red Rubber Ball, a book about finding and following your dreams. Now I travel the world, talking to business groups and most importantly, to kids. If I could make something of myself, I tell them, they can too. It’s my way of following in the footsteps of the best teacher I ever had. Why not?!为什么不呢？！ I must have said that a million times growing up.我必须说，一百万次成长起来。

牛津译林版英语九年级上册 Unit 4 《Growing up.》教学设计2一. 教材分析《Growing up》是牛津译林版英语九年级上册Unit 4的一篇课文，主要讲述了成长过程中的喜怒哀乐。

通过本课的学习，学生能够掌握成长的主题，学会描述自己在成长过程中的经历和感受。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有较高的兴趣。

但部分学生对英语写作仍存在恐惧心理，需要在教学过程中给予鼓励和指导。

三. 教学目标1.知识目标：学生能够掌握课文中出现的词汇和句型，并能够运用到实际情景中。

2.能力目标：学生能够听懂、说清、读准课文内容，提高英语口语表达能力。

3.情感目标：学生能够理解成长过程中的酸甜苦辣，学会珍惜和感恩。

四. 教学重难点1.重点：词汇和句型的学习，能够运用到实际情景中。

2.难点：对于成长过程中情感的理解和表达。

五. 教学方法采用任务型教学法，让学生在实际情景中完成任务，提高学生的参与度和积极性。

同时，运用分组合作、讨论交流等方法，激发学生的思维和创新能力。

六. 教学准备1.准备课文相关的图片、视频等教学资源。

2.设计好相关的任务和活动。

3.准备好黑板和粉笔。

七. 教学过程1.导入（5分钟）利用图片和视频，引导学生谈论自己成长过程中的趣事，激发学生的兴趣。

2.呈现（10分钟）呈现课文内容，让学生初步感知成长过程中的喜怒哀乐。

引导学生跟读课文，注意语音语调的准确性。

3.操练（10分钟）将学生分成小组，每组选择一个成长过程中的主题，用英语进行讨论。

鼓励学生用课文中的词汇和句型进行表达。

4.巩固（10分钟）让学生在班级内分享自己小组讨论的成果，其他同学进行评价和补充。

教师给予鼓励和指导。

5.拓展（10分钟）让学生写一篇关于自己成长过程中的文章，可以是快乐的、悲伤的、难忘的等等。

教师收集并进行批改。

6.小结（5分钟）对本课内容进行小结，强调成长过程中的喜怒哀乐都是宝贵的财富。

牛津译林版英语九上Unit 4《Growing Up》全单元说课稿一. 教材分析《Growing Up》是牛津译林版英语九上Unit 4的一篇阅读文章，主要讲述了成长过程中面临的挑战和变化。

文章通过讲述作者自己的成长经历，引导学生思考成长过程中的困难和如何克服困难，从而培养学生的英语阅读能力和思维能力。

二. 学情分析学生在进入九年级后，已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。

但同时，学生对于一些复杂的语法结构和高级词汇的运用还不够熟练，需要通过大量的练习和阅读来提高。

此外，学生在阅读理解方面还需要加强，需要通过阅读不同类型的文章来提高理解能力和阅读速度。

三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，并能够运用到实际情境中。

2.能力目标：学生能够通过阅读理解文章的主旨和细节，提高阅读能力。

3.情感目标：学生能够理解成长过程中的困难和挑战，学会如何面对和克服困难。

四. 说教学重难点1.重点：学生能够理解和运用文章中的关键词汇和句型。

2.难点：学生能够通过阅读理解文章的主旨和细节，提高阅读能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习和运用语言。

2.教学手段：利用多媒体课件和网络资源，提供丰富的教学材料和练习题。

六. 说教学过程1.Pre-reading：通过讨论成长过程中的困难和挑战，激发学生的阅读兴趣。

2.While-reading：学生分组阅读文章，完成相关的阅读任务，如回答问题、讨论细节等。

3.Post-reading：学生展示自己的阅读成果，进行交流和讨论。

七. 说板书设计板书设计主要包括文章的标题、关键词汇和主要句型，以便学生能够清晰地理解和记忆文章的内容。

八. 说教学评价教学评价主要通过学生的阅读理解测试和课堂参与度来进行。

对于阅读理解测试，可以设置一些选择题和问答题，以检查学生对文章主旨和细节的理解程度。

五年级下册英语教案－Unit 6《Growing Up》（Lesson 2）｜人教（新起点）一、教学目标1.能听懂、会说并书写以下单词：glasses, ears, nose, mouth, short, tall, long, hair。

2.能理解、朗读并背诵课文《Growing Up》。

3.能询问他人的外貌特征并回答。

4.能熟练运用句式What does he/she look like? He/She is …… 句型进行交流。

二、教学重难点1.教学重点：教授单词、掌握句型。

2.教学难点：引导学生用所学知识进行交流。

三、教学过程1. 导入1.呈现单词图片，Ask and Answer。

2.Get ready，Show Time! Ask and Answer。

2. 学习重点1.预习课文，draw and write。

2.Listen, read and recite。

3.Sing a song: Head, Shoulders, Knees and Toes。

3. 学习扩展1.Look and guess。

2.Speak out。

plete the sentences。

4.Speak up。

四、教学评价1.通过听说读写多方位训练，使学生能掌握所学内容。

2.通过适当引导，学生能运用所学知识进行交流。

五、教学练习1.Listen and circle.2.Look and fill in the blanks.3.Speak up.4.Group work.六、课后延伸1.Act it out。

2.Draw and write。

七、教学反思本课通过多种多样的教学方式，使学生在愉悦的氛围中掌握所学知识，同时借助低年级学生好奇心强的特点，通过猜测与比较来促进学生语言的积累与提高，达到预期的教学效果，促进学生学习思维的发展。