英语ⅰ牛津译林版unit2growingpains教案3

Period2 Language points of Reading一【设计思想】通过真实语境归纳重点语言点用法，并配上形式多样的练习。

二【教学目标】1. To learn some language points in this text to enlarge the vocabulary.2. To use the language points when doing the exercises.三【教学重难点】Learn to analyze some long and complicated sentences.四【教学环节】【课堂导入】Revise the reading strategies learned in the last class.小试牛刀：Three men were discussing how to donate money to God. At first they couldn't agree with each other, then they each told his own idea.The first man said: “Let's draw a small circle on the ground and throw coins to the ground. The money out of the circle belongs to God."The second man added, “We will donate the coins inside the circle to God because God is in our hearts."The third man said: “Your ideas are no t bad, but I have a better idea than yours. Let's throw coins into the sky. The coins that God accepts belong to him. So God can accept as much money as he can."At last, they agreed to the last idea, and they began to throw coins to the sky happily.9. According to the passage, we can draw a conclusion:A. All the three men were kindhearted.B. The third man is more generous than the other two.C. None of them believed in God.D. Three men are all stingy(吝啬) people.【预习检查】1.Analyze some long and complicated sentences you have underlined.2. 请在课文中找出这些短语：1). _______________ 比预料的2). _____________迫不及待干某事3). _____________________ 应该…，应当…4). ____________不见了，一去不复返了5). ___________ 处理，处置，对付 6). ________________乱糟糟，一团糟7). _________________ 让某人负责8). ________________忍受这样的行为9). （灯、火等）熄灭；出去_______________ 10). 双臂交叉 ________________ 11). 为自己辩解 _______________ 12). 发生紧急情况 ________________ 13). 不再，再也不_______________ 14). 应该得到解释________________15). （没有…）而_______________ 16). 对…苛刻（严厉）_______________17). 既然，由于（连词）_______________ 18).对…粗鲁 __________________【课堂教与学】重点单词、词组或句子用法探究1.［原句回放］I can’t wait to surprise the boys！句中划线部分can’t wait to do sth.的意思是___________ ；句中surprise the boys 意思是__________ ；surprise还可以是（词性） ___ 。

Unit 2 “Growing Pains”-Welcome to this unit教案Teaching 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-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 discussionsAsk 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 descriptionsImagine 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 5 Further DiscussionsDiscuss 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 wayto solve the problem?Homework1 Preview the Reading part.2 Describe an unpleasant experience with your friends/teachers.。

Unit2 Growing Pains- Grammar &usage教案Teaching objectives:To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesImportant and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1. RevisionHW checking: understanding some colloquialismsStep 2. Grammar and UsageThe grammar item in this unit will still deal with attributive clauses. You are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. You will also learn how to use attributive clauses introduced by the relative adverbs when, where and why. Step 1: Prep.+ which & prep.+ whomAn attributive clause can be intr oduced by a prep.+ which/whom and let’s see in what circumstances these two forms are used.1. Point 1 on page 28Point out the antecedents and their functions in the following two sentences.We thought you were a person from whom we could expect good decisions. (The antecedent is a person. In the attributive clause it serves as the object of the preposition from.)The money with which you were to buy dog food is gone. (The antecedent is the money. Its function in the attributive clause is the object of the preposition with.)2. Point 2.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.3. Points 3 and4.Dad is a person to whom I can easily talk.Dad is a person whom/that/who I can easily talk to.Dad is a person I can easily talk to.Note: The preposition in the attributive clause must be used whether the relative pronouns are left out or not.4. Point5.The sentences in Point 5 show us how to use the attributive clause to modify the antecedent way. Now the exercises in Parts A and B on page 29. For Part A, you should pay attention to the antecedent to see whether it refers to a person/people or sth./things. Complete each sentence according to its meaning.AnswersA 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 gB 1 which 2 which 3 about 4 from 5 fromStep 2: Relative adverbs: when, where and whyHere you will learn in what condition when, where or why is used to introduce an attributive clause. And let’s see what other words can be used to replace when, where or why.1. When the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. Here when is used as a relativeadverb.Let’s read the three example sentences in Point 1 on page 30 and tell what when refers to in each of the sentences.In Sentence 1, when refers to on that day.In Sentence 2, when refers to at that moment.In Sentence 3, when refers to at that time.So these sentences can be expressed in some other ways as the following:Do you remember the day on which we left you in charge?I often think of the moment at which I saw the UFO.I remember the time at which Eric won that speech competition.2. When the noun or the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause. Here where is used as a relative adverb. Read the four example sentences in Point 2 and tell what where refers to in each sentence.In Sentence 1, where refers to in the house.In Sentence 2, where refers to in the country.In Sentence 3, where refers to in the city.In Sentence 4, where refers to in the family.So these sentences can be expressed in some other ways as the following:The police searched the house in which the thief had stayed.Mike wants to work in a country in which there are a lot of rain forests.Is Shanghai the city in which he was born?This is not a family in which bad behavior goes unpunished.3. When the noun or the antecedent is the word reason and is used as the adverbial of reason in the attributive clause, why is used to introduce the clause. Here why is used as a relative adverb.Read the two example sentences in Point 3.4. Read the sentences in Point 4 and learn how to say the sentences with attributive clauses introduced by when, where or why in more formal English. We can use in which instead of where, on which instead of when and for which instead of why in the three sentences.Step 4: Homework:Record after Teaching________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ____________。

英语ⅰ牛津译林版unit2growingpains教案I.Torevisesomeimportantwords&expressionsinUnit1(page21~page31)A、单词：crazy;spare;present mark;argue;test;upset;interest;forbid;mix;score;insist;sugg est1.Shegotahighm_______intheexam.2.Scientistsoftent______onanimals.3.Whenshefeelsu_________,shelikesgoingshopping.4.Whenhewasyoung,heshowedgreati____________indrawing.5.We i____________ upon his staying with us for another week.6.Hes_____________doingtheexperimentinanotherway.7.Weshouldf___________smokingduringofficehours.8.You’realwaysm____________meupwithmytwinbrother.9.Thefinals__________isfourtothree.10.Heisc___________aboutplayingcomputergames.11.Couldyous____________metenminutestohelpmewithEnglish?12.Hewasn’tp_____________atmybirthdayparty.B、短语：SKILLBUILDING1._______________忽略遗漏2.______________〔离开A地〕动身去B地3._____________________请〔两周的〕假4.______________.以…为荣；因…而骄傲5.______________________熬夜；不倒6.____________________对…紧张不安、担心7.___________=failindoingsth没能成功做…8._______________怎么说终究9.____________________建议某人做某事10.______________________一直11._______________.免于/差点/错过做某事；怀念做过的事12.________________一直/保持做某事(P35)13._____(____/______/____/_____)difference〔没〕有〔些/任何/特别大〕差别/关系14.____________.为某事同某人争吵/争论15.___________…_____….=lookon…as….将…看作…；把…认为是…16._________把一人/物与另一人/物弄混淆Languagepoints:见练习与评价Skillsbuilding2Step2Readagainandanswer:1.WhydidChristinacalltheradioshowlastweek?2.WhatadvicedidGeorgegive?3.DidChristinafollowhisadvice?Whatdidshedo?4.Howdotheygetonwitheachother?Step3Readthethank-youletterandanswer1.Whatisthemainideaofthisthank-youle tter?2.Whichwordsorexpressionsareusedtomakethemainpoint?Step4Phrases57thevolumeofthelanguage 语言的音量1.arising/fallingtone 升/降调2.stressoncertainwords 在某些词上的重音3.make amainpoint 构成要点4.thesupportinginformation 支持信息5.at theweekends/on theweekdays 在周末/在周一到周五6.alittlebitexpensive 有点贵7.stayupverylate 熬夜8.doagoodjobinthetest 测验中表现不错9.benervous about sth. 因为某事紧张10.Allthatworrywas fornothing.所有的担心基本上没有必要的11.mixupA with B. 将A和B混淆12.oneofthe tops cores 最高分之一13.beproud of sb/sth. =takepride in sb/sth为某人/某事骄傲〔自豪〕14.ask for sb’sadvice about/on sth. 问某人关于某事的建议15.take/follow one’sadvice 同意某人的建议16.allthetime 一直17.be closeto eachother 相互特别亲近18.Ididn’tthinkmymummissed talking withme,butshedid.我认为我妈妈不想和我交谈，然而她是想的19.每周一天呆在一起spendmoretimetalkingtomymum 花更多的时间和我妈妈交谈spendenoughtimeathomewithourfamily 花足够的时间呆在家里和家人在一起20.takesb.out todinner 带某人出去吃饭21.They aremeantto bereadaloud. 他们应该要大声读出来22.keepsth.in mind/keepthesepoints in mind 记住/将这些要点记住23.Thisisnotexcitingtoreadorlisten to读起来或听起来不那么令人激动24.thenitwouldn’ttakeyousolongtocleanitup那么就可不能花你这么长时间去打扫了Period10-12ProjectStep1Readthefirstletterandanswer:1.Whydoesthefatherwritetheletter?2.Whatdoesthefatherthinkabouthisson?3.Whatisthefatherworryingabout?Step2Workingroupsof4andfindsuggestionstotheson▲Trytobeadocilekidathomenomatterwhetheryouareanoutstandingstudentatschool.▲Neverattempttochangeyourfather’scharacterandtobeanidealfather.▲Communicatewithyourfatherthroughlettersifhehappenstobeshort-tempered.▲Comeuptoyourdadandtellhimhowmuchyoucareabouthim.▲Rememberthatit’scorrectforafathertourgehissontostudyhard.▲Makeyourfatherbelieveyou’llbesuccessfulinlifebydoingwhatyoulike.Step3Readthesecondletterandanswer:1Whydoesthesonwritetheletter?2Whatarehisproblems?3Howdoeshefeelabouthisfather?Step4Workingroupsof4andfindsuggestionstothefather▲Trytolookatthingsfromyourson’sangle.Ifyoutradeyourrolewithyourson,Ibelieveyouwillrealizesomeoftheprobl emsyoumentionedinyourletterareeasytosolve.▲Preparetohaveaheart-to-hearttalkwithhim.musicarepartofayoungpeople’slife.Youcan’tstophimjustbecausegoodcommunicationwillsmooththeproblems.Yoursonwantsyoutotreathimasyourequalwhileyouactasacommander.That’swherealltheproblemscomefrom.▲Rememberwhatyoursonneedsismorethanmaterialcomfort.▲You’dbetternotputtoomuchpressureonyourson.Beagoodmotivator.Trytoencouragehimtofindhimself,tobuildupself-confidence.Cutout harshremarkswhenyoursonfallsshortofyourexpectation.▲Unconditionalloveisveryimportant,becauseheisyourson.Step4AnexampleDearLiuWei,Thanksforyourattentiontoourmagazine.Afterreadingyourletter,Iknowyouareintr oublewithyourfamily.Don’tworry.I’dliketotellyousomethingaboutmyselfwhenIwasatthesameageasyou…Nowadaysyoumeettheproblemswhicharestillthecommoninthemodernsociety.HereIwa nttogiveyousomeadvice:First,youmusthonoryourparents,notshoutatthem.Second,maybe youcanoftentalktoyourparentstoletthemunderstandyou.….Ihopeit’shelpfultoyou.I’mlookingforwardtoreceivingyourgoodnews.Yours,Mr.ZhuStep5Sentencestoberecited:25.1.They aremeanttoberead aloud,andoftenuselessformallanguagethanothertypeofwriting.〔P36〕26.剧本是要被朗读的，它使用的语言没有其他文体那么正式。

牛津高中英语模块一（第1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, force….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 hard 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。

课题： M1U2 Growing pains【教学目标】1.To introduce and develop the theme of growing pains.2.To develop speaking ability by talking about families and problems that happenbetween teenagers and parents.3.To know more about classmates and their families.【教学重点】Get students to understand what growing pains means.【教学难点】Help students to form a positive attitude towards relationships between their parents and them.【教具】Multi-media projector【教学过程】【二次备课】Step 1 lead-inPresent family albums:In this part, Ss are encouraged to say something about theirfamilies 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 goto the doctor for them. But they can hurt. Usually they happenwhen kid s are between the ages of 3 and 5 or 8 and 12. Growingpains stop when kids stop growing. By the teen years, most kidsdon't get growing pains anymore.Growing pains also mean the troubles and difficulties thatteenagers 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 l ook at the pictures a nd discuss each picture ingroups 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 descriptionImagine the situations and try to describe each picture as fully as po ssible 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 opin ions in class.Step 4 Further DiscussionDiscuss the following questions in groups of four.What do you do when you have family arguments you’re yo ur parents?Do you think there is a generation gap between you and your parents? If s o, what is the best way to solve the problem?【教学后记】。

牛津高中英语教学设计单元：Unit 2 Growing pains板块：Word powerThoughts on the design:本节课是以听、说、读为主的词汇拓展教学课。

本节课的设计在教材原有的基础上增加了语言信息的输入：一方面提高了学生对语言的直观的感性认识；另一方面信息的选择也注重通过情感教育增加学生对语言的情感融入。

此外，本节课对于教材的处理有所侧重，并适当延伸。

在教授词汇知识和学习策略的同时，适当增加了词汇所蕴含的文化知识的输入。

整节课应当在师生的情感互动、学生的情感融入和师生共同的情感体验的过程中进行。

Teaching aims:After learning this session, the students will be able to know and recognize some differences between American and British English, and some colloquialisms as well. With this teaching design, the students will experience more differences between American and British language and culture. Besides, the students will obtain more cultural background information as well as more interest in English language and culture.Teaching procedures:Step 1Show a poster and introduce the movie «the Parent Trap».Show two questions about the movie: (1) What’s the difference between the twins?(2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned.本单元的主题是成长，因此向学生推荐这部有关成长的电影。

课题：M3Unit 2 Language welcomeTeachingaims1. Provide Ss a good chance to gai nsome knowledge about English and itshistory.2. The reading strategy helps Sslearn about the writing features ina typical history article and learneffective ways to read thesearticles.3. Enable Ss to conduct a survey andwrite a report.4. Help Ss apply what they’velearnt to design a booklet. Teachingmethods1. Oralexpression2. Group orteamdiscussion3.ListeningandspeakingAnalysis ImportantpointsHow to have Ss fully participate in the discussion? DifficultpointsHow to ask Ss practice their spoken English and share theiropinions with others?TeachingaidsMulti-media projectorTeaching procedures:Step one: Lead-inHave free talks with Ss as follows:What language do you speak?Can you speak other language?Do you think that language is the only way people communicate with each other? What other methods of communication can you think of?Step two: Picture talkingPicture 1: languagesDo you speak any other language besides Chinese? If so, can you speak a little for us?Which other language do you like to learn best, English, Japanese or Spanish? Why? Which language do you think is the hardest? Why?Picture 2: EmotionsWhat does this emotion stand for? ( A beaming喜气洋洋的, 愉快的 smile.)What is an emotion?An intense mental state that arises subjectively rather than through conscious effort and is often accompanied by physiological changes; a strong feeling:冲the emotions of joy, sorrow, reverence, hate, and love.快乐、痛苦、尊敬、痛恨和爱的冲动When do people usually use this kind of language?(When they are talking on the Internet or sending short messages.)Could you give some more example s?(For example: ☹( :-( )stands for sadness; ☺( :))stands for happiness; :-o stands for surprise.)Picture 3: Sign languageWhat does this sign mean in Britain? (good luck)Do you thin k the same sign means the same to people all over the world? If you think so, can you show some examples and explain them?( Take the American gestu re OK for example. Making a circle with one’s thumb and index finger(食指, first finger/forefinger) means ‘ money’ in Japan but ‘zero’ in France.Who needs to use sign language in their daily lives?(Deaf peo ple or those who are unable to hear)Have you ever used sign language? Is it helpful for you to communicate with others? Picture 4: BrailleA system of writing and printing for visually impaired or sightless people, in which varied arrangements of raised dots representing letters and numerals are identified by touchWhat is Braille? (A special language for blind people)Who invented Braille? ( A Frenchman called Louis Braille)Have you heard about him?What did he do for blind people? (He invented a special language for them, so itwas named after him.)Picture 5: Animal languageWhy do bees fly in circles? ( To inform their partners about food and danger)Do you believe animals can ‘talk’?If possible, ask Ss to share their stories about animal language they know.Step three: DiscussionEncourage Ss to discuss the three questions listed under the five pictures on page 21Then ask them to exchange their opinions and report their responses back to the whole class.Answers for discussion:1. WE have many other ways to exchange ideas or information.For example: Chinese people relayed fire signals at night and smoke signals in the day from one Great Wall watchtower to another in ancient times.To use pigeons to send messages in the past timeNowadays, to use the language of flowers to communicate meaningRose = love; tulip= formal announcement of love郁金香Forget-me-not = k eeping me in your memory. 勿忘草2. Chinese is the most spoken language, while English is the most widely used around the world.It’s useful to learn English if you want to travel, do bu siness, or study abroad. What’s more, in 2008, the 29th Olympic Games will be held in Beijing. We are learning English to welcome people from other parts of the world.3. To learn English well, different people have different methods or ways.Step four: Listening1. Have Ss listen to tape and finish listening exercises on page 1042. Check answers together.Homework: 1. Go over what are learned in class.2. Do some reading on page 102教学反思：。

英语知识点牛津译林版高中英语必修一Unit2《Growingpains》(Gr课题：M1U2 Growing pains【教学目标】1.To introduce and develop the theme of growing pains.2.To develop speaking ability by talking about families and problems that happenbetween teenagers and parents.3.To know more about classmates and their families.【教学重点】Get students to understand what growing pains means.【教学难点】Help students to form a positive attitude towards relationships between their parents and them.Multi-media projectorIn this part, Ss are encouraged to say something about theirhappen when kid s are between the ages of 3 and 5 or 8 and 12.Do you love your parents?Ask Ss to l ook at the pictures a nd discuss each picture inWhat does the boy want to do? Is he allowed to do so? Why or Did the boy do well in his exams?fully as po ssible with their own words. Make sure that Ssto report their opinDo you think there is a generation gap between you and your parents? If s o, what is the best way to solve the problem?。

Unit2 Growing Pains-reading教案Teaching objectives:1. To develop students’ ability of reading a play2. To know about American family life and problems that happen between American teenagers and their parents3. To form a positive attitude towards solving problems between teenagers and parents Important and difficult points:Learn to analyze the emotions of each character from the instructions of the play.Teaching procedures:Step 1 GreetingsGreet the students as usual.Step 2 Lead-in:Have you ever se en the famous TV show ‘Growing Pains’? What do you think of the play? Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? If not, can you imagine what might happen if you were left alone? Could you handle all the responsibility and keep everything clean and safe?Step 2: Fast reading for general ideas1. From Unit 1, we have learnt two of the basic reading skills, skimming and scanning. When reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. Bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. So can you tell me how to read an English p lay? You may discuss this question withyour partners first and then I’d like some of you to tell the class your opinion.2. A play usually consists of several acts. Each act can have several scenes. So can you tell me some characteristics of a play? Is the format of a play the same as that of a news article? 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 out loud? Please discuss all these questions in groups of four and share your opinions with your group members.3. Go through the Reading strategy of this unit, that is, how to read a play. A play has a uniqueformat 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 better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.4. Read the play first and then finish Part A individually. Then conduct a feedback activity.Step 3: Detailed reading for important information1.Read the play a second time. Let’s do with Parts C1 and C2 individually, and after that conduc t a feedback activity.2. Let’s divide into several groups and each group first read the play out loud and then act it out. Pay attention to imitating the tones and intonations of each character while reading. We can hold a competition to see which group is the best.3. Let’s finish Parts D1, D2 and E individually first and then conduct a feedback activity.Step 4: Reading comprehension1. Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in the form:3. Go through the play again and then finish the multiple choices.4. Task-based readingStep 5: Post-reading1. 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?2. Talk about your own experiences since these kinds of family problems exist in almost every family.▲How do your parents usually deal with your wro ng-doings? Are they too harsh?▲Have they ever punished or scolded you for your being late when it wasn't your fault?▲How do you think good parents should treat their children? Should parents respect theirchildren and value their opinions?▲What q ualities or personalities do you think the ideal parents should possess?3. Focus on Part F, which is designed for you to practise your spoken English with topics closely related to your familiar family problems.▲Do you have a good relationship with yo ur parents? Why do you sometimes quarrel with them?▲Do you agree there is a generation gap between you and your parents? How can you narrow the gap?▲Communication is very important in helping you and your parents become closer. Yet why doteenagers refuse to communicate with their parents sometimes?Step 6: Role-playDivide students into groups of five. One is the narrator and the others are the main characters. Role-play Act One and Act Two.Step 7 Homework：Record after Teaching_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________________。