2015年高中英语 Unit2 Growing pains Home Alone Children素材 牛津译林版必修1

高中英语标准教材高一英语：Unit 2GrowingPains教案(示范文本) Learning English is conducive to understanding the customs and culture of othercountries, reading foreign books, etc.学校：______________________班级：______________________科目：______________________教师：______________________--- 专业教学设计系列下载即可用 ---高一英语：Unit 2Growing Pains教案(示范文本)教材简介:学习英语有利于了解其他国家的习俗文化，阅读外文书籍等，本教学设计资料适用于高中高一英语科目, 教案学习有利于教学目的、教学过程、教学评价一致进行，配合教案教学可以让学生更容易学习到教材里的内容，下载后可以打印或者用于电子教学。

unit 2growing pains教案by yu juan XX-9-14period 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 between teenagers 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 and them.teaching procedures:step 1 lead-inget the students to read the two passages in thelead-learning paper and have a general idea of “growing pains”keys: cbaad, abbacthen ask the students the following questions:what are growing pains?when do we probably have growing pains?step 2 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?get several students to talk about the pictures.step 3 picture descriptionimagine 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.step4 further discussiondiscuss the following questions in groups of four.when you have a problem and want to talk to someone, who do you choose to talk to?do you think you understand your parents?tell the students ways to solve generation gap between their parents and them.do spend some time talking with your parents, and you will find your parents have the same interests as you.when your parents don’t understand you, please try to think from the angles（角度）of your parents.further discussion:do you think there is a generation gap between you and your parents? if so, what is the best way to solve the problem?consolidation:generation gaps happen a lot. but sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. do remember that your parents love you and sooner or later you will become parent , too. so be kind to your parents and try your best to understand them. understanding is a bridge over the gap.homework:1 preview the reading part.2 write a short passage about an unpleasant experience withyour parents/friends/teachers.period 2 reading 1(comprehension focus)teaching objectives:to develop students’ ability of reading a playto know about american family life and problems that happen between american teenagers and their parents to form a positive attitude towards solving problems between teenagers and parentsimportant 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 film “homealone”?could you give a brief introduction of the film?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 readingreread the play and finish part c1and c2detailed reading1.please read act one of the play carefully and fill in the formcharactersthings they dofeelingsmom and dadjust coming back from vacationexcited, disappointed , angryeric playing soccer at homesurprised and frighteneddanielstay in another roomsorry, angry2. please read act two carefully and fill in form:charactersdoing sth.feelingsdaniel expressing his anger angryeric comforting his brothercalmmomtalking about the things that happened todayfeeling sorry and regretfuldad strong-willed/ stubbornstep 3: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.step 4:consolidation1.choose the best answers according to the play(见同步导学p41ex1)plete the task-based reading(见学英语报第四期b2版reding)step 5: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. and previewthe language points in the article.period 3 reading 2(word focus)teaching objectives:to learn new words and expressions and learn how to use them..important and difficult points:the usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done”teaching procedures:step 1 revision1. ask two students to read their writings.2．get students to look at part e .first fill in the blanks and then compare their writings with the conversation.step 2 focuses in the texts:go through the passage with the whole class and deal withsome language points with them.一、some phrases:1. 嘭地关上门2. 以对话的形式3. 恶劣行为4. 弯下身去摸那条狗5. 朝某人叫嚷6.行为举止像大人一样7. 注意说明 8. 没有受到惩罚 9.描述一次不愉快的经历10. 环顾四周 11. turn up music 12. a waste of time 13. force to do something.14. deserve to know the truth 15. be angry with somebody16. be hard on somebody 17. argue with somebody about something18. leave you in charge 19. expect good decisions from you20. earlier than expected二、useful drills1．mom and dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和妈妈外出度假，比孩子们预计的时间提前一天返回家中。

Home Alone ChildrenEvery day thousands of children arrive home from school to an empty house. Every week thousands of parents make decisions to leave children home alone while they go to work, run errands, or for social engagements. It is estimated over 40% of children are left home at some time, though rarely overnight. In more extreme situations, some children spend so much time without their parent(s) that these children are labeled "latch key children", referring to the house or apartment key strung visibly around their neck.The movie "Home Alone", and its sequel, have portrayed a child's survival skills in a very humorous, but unrealistic manner. The realities facing children who find themselves home alone are very different. There are many issues and potential risks and dangers that parent(s) should consider before a child is placed in this situation. Parent(s) should consider the following:•Age readiness•Definition of parental "rules and expectations"•How to access parent(s) or other adults . phone numbers)•Potentially unsafe situations . medical emergencies, fire, alcohol, drugs, strangers, guns, etc.)•When and how to answer the phone or doorbell•Use of phone, 911 for emergencies•Use of computer (internet)•Friends and visitors coming to the house•Responsibilities for siblings•Use of unstructured time . watch TV, videos, etc.);•Access to "adult" cable TV; internet chat rooms and adult web sitesIt is not possible to make a general statement about when a child can be left home. Many states have laws which hold parents responsible for the supervision of their children. Older adolescents are usually responsible enough to manage alone for limited periods of time. Parent(s) must consider the child's level ofmaturity and past evidence of responsible behavior and good judgment. When a child is ready to be left alone, a graduated approach should be used starting with a very short period of time hour).Parent(s) should talk with their youngsters to prepare them for each of the issues or potential problems listed above. In addition, parent(s) should strive to make their home as safe as possible from obvious dangers and hazards and rehearse the developed "emergency plan" with their children. Parents should also teach their child important safety precautions . locking the door, dealing with strangers or visitors who come to the house, use of the stove, etc.)Being home alone can be a frightening and potentially dangerous situation for many children and adolescents. Parents should strive to limit the times when children are home alone. Parents should prepare their children in advance for how to deal with situations that may arise.。

Unit 2 Growing PainsPeriod 6 ProjectWriting a report on growing painsThe analysis of this part:This section is designed to help Ss improve their English through doing a project. The article “Growing pains”are designed to help the students to know more about the growing pains and it’s normal for teenagers. After they understand the main point of this article, they will be asked to do a report on growing pains. Teaching aims:1.Make sure Ss understand what growing pains are all about.2.Improve Ss’ writing ability.3.Encourage students to do teamwork and learn to cooperate with each other.4.Ask Ss to cooperate with others.Teaching Important and difficult points:1.To know the general idea of the article.2.Make sure Ss know how to write a report on growing pains.Teaching methods:1.Get students to know about some useful information about growing pains by reading2.Ask students to do teamwork to finish the project.3.Let students search some useful information about the project and write downimportant information.4.Encourage students to make group discussion to know how to plan and prepare fora report.Teaching procedures:Step One: PresentationFirst talk about different kinds of growing pains. Encourage the students to speak out what does growing pains mean to them and how did they figure out the problems.Step Two: Reading1. Let Ss read the article about growing pains. Ask them to find out the answersto the following questions:1）How many different kinds of growing pains are mentioned in this article?Kinds of growing pains:•physical changes•psychological changes•how to fit in society2) How many parts can this article be divided into and what is the main point for each part?Part 1: paras 1-2 Many teenagers feel lonely and are going through many changes. These changes are part of adolescence.Part 2: paras 3-5 Physical changes and psychological changes happen inside teenagers. They become confused and want to know how to fit in society.Part 3: paras 6 Growing pains do not last long.2. Ask the students sort the experiences they discusses before reading, and decide which is physical and which is psychological.3. Explain the language points in the article, especially the words and phrases such as as if, go through, adolescence, misunderstand, along with, in this regard, limit, wisdom, independence, balance, last, challenge.Step Three: Writing a report on growing pains.1.Planninga)Ask Ss to work in groups of four.b)Ask Ss to discuss the four questions given in this part.Which kind of growing pain causes teenagers the most anxiety? Why?Which kind of growing pain is the least understood by teenagers?Which kind of growing pain most interests your group？Are there any other things that can be called growing pains?c)Ask Ss to decide which kind of growing pain their group wishes to doa report on.d)Ask Ss to assign roles to each of them and write their names besidethe following jobs.Research ___________________Write an outline for the report ____________________________Write the report_________________________________Provide art work for the report ________________________2. Preparinga) Those who responsible for doing research to get enough information canlook at the resources as follows:Magazines Experts( health teachers, doctors, etc.)Internet sites Books in the libraryb) The group members will discuss the information found and decide how towrite the report and then make a draft of the outlines of the report.3. Producinga) Ask Ss to write the report by following the outline.b) Proofread the draft and write the report, which should be approved by thewhole group.4. Presentinga) Choose one member to read the report in front of the class.b) Answer the questions the other groups have about their report.c) Display their reports on the wall of the classroom.Step Four Practice writingAsk Ss to finish writing on workbook.Step five: more practiceAsk the students to do other exercises on workbook, if time permits, check the answer together in class.。

Unit 2 Growing painsPeriod 5 TaskSkills building 1: asking for and giving adviceTeaching aims:1.Teach students how to ask for and giving advice2.Improve their abilities of listening and speakingTeaching important points:Make sure students know how to ask for and give adviceTeaching methods:1.Listening-and-answering activities to help students practice asking for andgiving advice2.Individual, pair or group practiceTeaching procedures:Step one: Lead-inAsk the students how to ask for and give advice, then let them focus on the guidewords on page 32.Step two: Listening1.Ask students to listen to five people asking for advice. Make sure they understandwhat they are listening and they know what problems the five people are asking for advice.2.Ask them to listen again and complete the notes.3.Let them discuss whether they have the same problems and how to deal with theproblems,Step three: Listen to a radio phone-in program1.In this program, four teenagers call the host to talk about their problems andask for advice. Students are asked to write down a proper name below each picture on page 33 according to what they ’ll learn from the tape.2.Listening3.Checking answers together.4.Picture description. ( form)Ask students to describe each picture according to the tape.Step four: ConsolidationIf possible, ask students to finish listening practice on page 100.Homework:1.Go over what they have learnt in this period.2.Preview Skill building two.Skills building 2: reading for the main pointTeaching aims:1. Provide students chances to develop reading skills by reading four diary entries.2. Help students to use reading skill to identify the main points of the four diary entries and tell some details in the letter asking for advice.Teaching Important and difficult points:Reading for the main pointTeaching method:Reading to get the main points of the reading materialTeaching procedures:Step One: Warming upGet students to read the instructions and know how to read for the main point. Catch the main point and Focus on descriptive words or expressionsStep Two: Reading1． Read the four diary entries and fill in the form.Ask students to read four diary entries and underline the main points of each entry and circle the key words that show the mood of the writer. Ask students to finish the task in a group of four and each member of the group is in charge of one diary entry.2.read the diary entries again and answer:（1） Why did Christina call the radio show last week?（2） What advice did George give?（3） Did Christina follow his advice? What did she do?（4） How do they get on with each other?Step Three: Reading the letter asking for advice1. Get students to read the letter from Liu Zhen to an advice column in a magazine and answer the following questions:(1)Who wrote this letter?(2)To whom is the letter written? Why is the letter written?(3)What is the main idea of this letter?(4)Which words or expressions are used to make the main point?2. Ask students to finish answering the questions on page 35.3. Ask the students to discuss how many parts can this letter divided and point out the main point of each part.Step Four: PracticeFinish reading exercises on page 98-99Step Five: DiscussionHave you ever had a problem with your parents similar to Liu Zhen’ s son?If so, who do you solve it?Homework:1. Finish the Ex on workbook.2 Review the words and expressions in this unit.Skills building 3: planning a letter of replyTeaching aims:1.To develop writing skills by reading the tips.2.Help students to improve their ability of writing a letter of advice correctly3.To understand the main point of the letter.Teaching Important and difficult points:Enable students to write a letter of advice in a correct way.Teaching method:Practicing to improve students’ writing skillTeaching procedures:Step One: Warming upT: Whenever we receive a letter asking for advice, it’s important to plan what we’re going to write.Some suggestions to help you in your planning:①Find the main points of the letter asking for advice②Answer each of these points directly③Do not give advice for points not discusses in the letter④ Offer comfort and support. Do not find fault with the person you are writing to.⑤Use modal verbs such as should or must, phrases such as make sure, or imperative to give your advice.Step Two: Reading1. Read the two letters, and discuss with partners which letter is better and why.Step Three: Reading the letter asking for advice1. Keep the tips in mind when making up and writing a letter of advice to Liu Xiaowei.2. Get the students to read the letter asking for advice and to get the main point of each paragraph. .3. Show the students a example of a letter of advice. Make sure they keep the suggestions in mind. Then ask the students to finish their own letter of advice. Step Four: ConsolidationPresent their letters to the whole class. They also can work in pairs to correct the mistakes in each other’s writing.Homework:Finish Workbook Writing.。

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。

Unit 2 Growing painsPeriod 3 Word PowerTeaching aims:1. Make sure students can identify the difference between American English and British English.2. Enable students to identify and learn about the different expressions.3. To develop the ability of understanding words in context.4. Make sure students expand their prior knowledge and apply it practically.Important and difficult points:1. Make students know some differences between American English and British English?2. Make students know the meaning of some more colloquialisms and their usage.Teaching methods:1.Individual work2.Pair or group discussionparisonsTeaching procedures:Step One: Warming upTalk about the differences and answer questions:you think there are some differences between American English and British English?there are some, in which aspects do they exist?3. Have you found any difference between American English and British English in the play?4.Could you list the differences you know?Differences Pronunciation Spelling Grammar VocabularyBritish English DanceNotEitherneitherColour travelledprogrammefavourcentreHave got .. Holiday poststaircasepetrolluggageAmerican English Dance/NotEitherColor traveledprogramfavorcenterHave…vacationstairwaymail gasbaggageStep Two: Dialogue reading and making comparisonsLet students read the dialogue and find out “ Is it in American English or British English?”Sam went back to London to go on with his study in CMHS. He met David on the school campus. Sam: Hi David .How are you?David: Fine, have you just gone back from New York?Sam: Yeah, I went back here last Monday.David: How is your summer holiday, Sam?Sam:Excellent, during my summer vacation I joined a soccer bal l club and I can play it better now.David: Good! I also practised playing footbal l this summer too.Sam: Ok. Please call me at if the students’ union organize a soccer ball match.David: Good idea! You may call me on .Sam: See you!David: Goodbye!Step Three: Vocabulary learning1. Ask students to go through the examples listed in their books first, then get them to comparewhat they know with these examples.2. If possible, invite some students to summarize the differences between American Englishand British English.Step Four: ColloquialismsI. Warming upRead the sentences and express what the colloquialisms mean.1. Though you are busy, could you just lend me an ear for a moment?2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.3. I have never expected lily to act as cool as a cucumber in the traffic accident.4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.5. As a green hand, Robert nearly drove into the grocery on roadside.6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him. lend me an ear : to listen and pay attention to(倾听：注意；仔细地听)eat my hat: You are 100 percent certain that something will happen.eat (one's) words: to retract something that one has said.(食言：对自己说的话又反悔)as cool as a cucumber: very calm and controlled in difficult situations. (像黄瓜一样凉爽) (就是当一个人碰到困难和麻烦时很冷静、很放松。

Home aloneHow many kids are home alone?According to the U.S. census, one third of all school age children in the United States are, for some part of the week, latch key kids; that is, they go home to an empty house or apartment. The total number may be between five and seven million children between five and 13 years old. Marian Wright Edelman, the director of the Children's Defense Fund, thinks it's close to 16 million children. The Census Bureau found that 15% were home alone before school, 76% after school and 9% at night. Presumably, the 9% have parents who work night shifts.One-half of all children in the country age 12 to 14 are home alone an average of seven hours a week. The very poor in America are less likely to leave their children alone at home, or allow them to go home alone, than families who earn twice the poverty ine. This is probably because the very poor live in less safe neighborhoods, and have fewer friends or family who can step in, in case of emergency. In spite of the hours spent on the job, working mothers spend an average of five-and-a-half hours a day with their children.Home alone - What are the effects?When latch key children are functioning well, we don't hear about them. But we do hear about the one-third of all plaints to child welfare agencies which involve latch key children. We know about the 51% who are doing poorly in school. Most teachers believe that being alone at home is the number one cause of school failure. The afternoon hours are the peak time for juvenile crime. In the last 11 years, juvenile crime has increased 48%. The Carnegie Council on Adolescent Development found that 8th graders who are alone 11 hours a week are twice as likely to abuse drugs as adolescents who are busy after school. The Council also found that teens who have sexual intercourse do it in the afternoon in the home of boys whose parents work. Unsupervised children are more likely to bee depressed, smoke cigarettes and marijuana and drink alcohol. They are alsomore likely to be the victims of crimes. When home alone latch key children generally watch television, eat snacks, play with pets and fight with siblings.Making the decision: When is a child ready to be home alone?Personality characteristics, skills, and maturity are useful criteria for determining a child’s readiness to be home alone. Personality doesn’t generally change much with age, although children can learn to modify some of their reactions as they learn what is expected of them. There are some children who find it very difficult to be alone, some who need time and gradual exposure to bee accustomed to being by themselves, and some who adapt easily.The personality characteristics of the child who is readyThe child who•is not fearful, feels at ease in the world and self confident•is calm, not excitable, when something unexpected happens•is outgoing, talks about his or her feelings and thoughts readily with parents and others •admits wrongdoing, even when expecting disapproval•has courage enough to resist pressure from friends and othersThe rate at which children acquire the skills and the milestones of maturity varies, but the following provide some general guidance.The skills of the child who is readyThe child who•can clearly state and spell his or her full name, address and telephone number•can clearly state his or her parents’ names, employers, addresses of work places, work telephone numbers•knows how to dial 911 and give information•knows not to enter home if it looks suspicious•knows what to do if he or she is followed•knows not to play alone outside the home•knows how to answer the telephone when alone at home•knows what to do in case of fire•plays “What if?〞 games with his or her parents•helps to make the family’s rules and knows the emergency back-up planThe milestones of maturity of the child who is readyThe child who•Assumes responsibility with pride and pleasure•Follows directions well•Is a good problem solver•Takes initiative without being asked or reminded•Has learned “life skills〞which include good conflict resolution, age appropriate petence, identity linked to real abilities and a strong sense of worth•Has good peer relationships and is involved in munity service and programsMaking it work: Helping children acquire these characteristicsThe personality characteristics are innate and observable early in life. Personality traits, however, are not immutable. Parents can help children if they•offer encouragement from infancy on, correct gently, say that everyone has to learn to do certain things and this takes time, and then praise all efforts made, children will strive to please•are sensitive to and accepting of their child’s temperament and reactions. This builds the child’s confidence, sense of security, openness to new experience s, pleasure in acplishing tasks and courage to act•discuss things with their children uncritically, accept their children’s point of view before offering alternatives, reassure children who have done wrong that they only made a mistake and are too smart to repeat it. This results in children who readily tell their parents everything that happens in their livesOn the other hand, parents who•constantly tell their children what to do and how to do it, and then remind them constantly don’t raise self starter s•ask their children to do things that are too plex or require greater maturity than the child has, force their children to fail, and lose self confidence•label their children as “bad,〞or “lazy〞or “messy,〞 or any undesirable trait, confirm that behavior. If children are labeled in this way s by their parents, whom they consider all-knowing, they assume they must indeed be “bad〞or “lazy〞 or messy,〞 and the behaviors are confirmed. Criticism and hurt feelings only lead to bad behavior; if children are made to feel bad they can’t act good!The environment and readiness: the neighborhood and the familyIn addition to the child’s readiness to be alone before or after school, certain characteristics of the home environment need to be considered. Some of these are easy to control; some are not:•the safety of the neighborhood, -- can a child safely walk home, or get from the bus to the door without risk?•are there adults nearby and accessible, always available, and familiar to the child or children? Is there a backup plan?•how much time is involved? How long must the child be alone? Is there a planned structure of activities planned for the time alone?•are there siblings? Pets? What are the ages of the siblings?•is the home equipped with dead bolts, fire extinguishers, smoke detectors, first aid kit, evacuation plan, emergency phone numbers by the telephone, flashlights and batteries, money in a hiding place known to the child, lights on timers so that the child doesn’t get home to a dark home in winter, all liquor locked, a cell phone for the child with the important numbers in it, a hidden key or a key left with a reliable neighbor who is sure to be home?•is there time to set aside every single day for a quiet talk, a review of the day, an opportunity to tell the child how wonderfully responsible he or she is, and a willingness to helpthe child with whatever is current in her or his life, homework, a problem with another child at school, a wish for a special snack?Other optionsIn many munities there are activities for school age children whose parents work and cannot be at home in the afternoon. The importance of looking into these is stressed by our country’s most respected child development professionals. According to James er of YaleUniversity, “the period between 10 and 15 years is a time when young people re-examine their attitudes and values. They are being pressured by peers. They need to be protected by responsible adults who will help them examine and counter some of these attitudes.〞The activities available vary as does the cost. Some are more popular with children than others, and some are more rewarding, but all are preferable to sitting at home in front of the television. Things to consider:•many schools have after school programs, and some mun ities have “Y’s〞 which offer after school programs•some after school programs are based on sports and playing on teams•some children benefit from being tutored in certain subjects. Some schools have after-school homework programs•some children are interested in, or can bee interested in lessons in a variety of skills, piano, other musical instruments, ballet, art, theatre/drama, choir, glee club •some gyms and health clubs have programs for young children•public libraries have film programs and clubs organized around interests or activities •many munities have Boys and Girls Clubs•children can volunteer to do munity service•children can also tutor younger children, an activity which usually benefits the tutors even more than the tutees, and is excellent for bothThese programs can vary in cost or are free, depending upon the particular activity and the age of the child. All of them offer the opportunity to acquire skills and knowledge that are usefulthroughout life. Children who are not learning anything for hours every week are at a distinct disadvantage pared to children who are engaged in enriching activities.In the words of T. Berry Brazelton, of Harvard University: “During these all important bridge years between childhood and adulthood, kids really do need something constructive to do, and they also still need to have their activities supervised. Most of all, they need to know that their parents care about them, are involved in their lives, and have their best interests at heart.〞。