Unit 2 Growing pains教案

1、A Teaching Plan for Module 1 Unit 2 Growing PainsHighlights and teaching objectives of the unitTopicGrowing pains and the relationship between parents and childrenFunctions1. Expressing feelings and emotionsI cant wait to surprise the boys!Stop shouting at me. Im still a teenager! Why is everything

2、always my fault?They never even gave me a chance to explain. I hate them!Today has been a great day! Im so happy!2. Describing interpersonal relationships Dad and I realize there is probably an explanation for why the house is so dirty, but you shouldnt have run out of the room and slammed the door

3、like that. At present, to prevent upsetting his mother with an argument, I am allowing him his freedom. I love him a lot, but I dont understand why he will not respect the things I want to do.Vocabulary1. Words:adult, argument, behaviour, boring, chat, curtain, explain, explanation, fault, fight, fo

4、rbid, freedom, grandparent, garbage, internet café, interest, leave, mark, mess, mix, period, punish, rude, relationship, scene, surprise, sink, selfish, suggest, sincerely, spare, touch, trust, truly, unpunished, upset, unloving, valuable, vacation2. To identify the difference between American

5、 English and British English3. To learn about some colloquialisms and their originsPhrases:1. be supposed to do sth. 2. be in ones charge / be in the charge of sb 3. refuse to do sth. 4. punish sb. for sth. /for doing sth 5. argue with sb. about/over sth. 6. be upset about/over sth 7. make a differe

6、nce 8. forbid sb. to do sth. / forbid sb. from doing doing 9. Whats up? 10. be hard on sb. 11.go unpunished 12. cant wait to do sth 13. have ones arms crossed 14. turn up the radio a little 15. leave out 16. after all 17. at present 18. do sth. like crazy 19. in ones spare time 20. keep sth. in mind

7、 21. be meant to be / mean to be 22. in a mess 23. go out 24. do with 25. now that 26. insist on 27. the only child 28. deserve to do sth. 29. not any more 30. as though 31.mix up 32. be related to 32. be proud of 33. stay up late 34. fail (in) the Maths test 35. take / follow ones advice 36. preven

8、t sb. from doing sth. 36. waste some time doing sth. Sentence patterns1. Its sbs fault. 是某人的錯(cuò)。2. Eric runs in after it, followed by a dog, walking very slowly.3. you werent supposed to come here until tomorrow! 4. The money with which you were to buy dog food is gone, 5. Listen to me young man -reme

9、mber the day when we left you in charge?6. We feel you should not have done that.7. I still wish we could go and see a film tomorrow though! Grammar1. Preposition + which and Preposition + whomThe money with which you were to buy dog food is gone.We thought you were a person from whom we could expec

10、t good decisions.2. Relative adverbs: when, where and whyDo you remember the day when we left you in charge?This is not a family where bad behavior goes unpunished.I dont know the reason why the house is so dirty.Skills and strategies1. Reading: 1. read a play about an American family and two letter

11、s from a father and his son. 2. To develop the ability of reading for gist2. Listening: to develop listening ability through a radio talk show3. Speaking: to develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme4. Writing: Write

12、a report about a discussion entitled Do you agree with mums working?Culture1. The relationship between parents and their teenage children in the USA2. The relationship between parents and their teenage children in ChinaMoral education1. To form a positive attitude towards growing pains and learn to

13、solve family problems2. To learn to be cooperative and helpful when working together.Teaching methods:1. Discussions in pairs or in groups2. Task-based in class activities.3. Acting and reciting3. Explanations of some language points and grammar rules.Period 1 VocabularyTeaching aim:To learn the new

14、 words and expressions in this unit.Teaching Procedures:Step 1 ReadingGive the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. S

15、tudents read after the teacher. Finally, explain the usages briefly.suggest v. 建議；暗示，使想起 suggestion n. 建議behaviour n. 行為 behave v. (行為或舉止)表現(xiàn)interest v. 使感興趣 interesting adj. 有趣的，有意思的 interested adj.感興趣的explain v. 解釋 explanation n. 解釋touch v. 觸摸 touched adj. 感動(dòng)的 touching adj. 感人的，令人感動(dòng)的explain v. 解釋 e

16、xplanation n. 解釋reason n. 理由 reasonable adj. 合乎情理的 unreasonable adj. 不合乎情理的punish v. 懲罰 punishment n. 懲罰 unpunished adj. 免受懲罰的 go unpunished沒(méi)受懲罰bore v. 使厭倦 bored adj. 感到厭倦了的 boring adj. 令人厭倦的 mix v. 混合；混淆 mixture n. 混合物value n. 價(jià)值 valuable adj. 寶貴的，有價(jià)值的 n. 貴重物品valueless adj. 不值錢(qián)的，沒(méi)有價(jià)值的argue v. 爭(zhēng)論 ar

17、gument n. 議論，爭(zhēng)論，論點(diǎn)freedom n. 自由 free adj. 自由的；有空的true adj. 真誠(chéng)的，真實(shí)的 truly adv. Step 2 ExercisesDo Workbook Exx. A1 and A2 on the vocabulary.Homework1. Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.2. Preview the reading passage.Period 2 Welcome to the uni

18、tTeaching aims:1. To revise the new words by doing some exercises on the learning plan.2. To introduce and develop the theme of growing pains by taking up Welcome to the unit.3. To develop speaking ability by talking about families and problems that happen between teenagers and parents.4. Help stude

19、nts to form a positive attitude towards relationships between their parents and them.Teaching Procedures:Step 1 RevisionRevise the vocabulary by doing the exercises on the learning plan.Step 2 BrainstormingActivate students imagination by asking the following questions:Do you love your parents?Do yo

20、u always show respect to your parents? Have you ever quarreled with your parents? What is your quarrel about?Step 3 Picture talking Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and an

21、swer my questions: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 do you think she should do now?Pic

22、ture 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

23、?Step 4 DiscussionIn this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.Questions for discussion:1. Do you think that your parents try to force you to spend your spare time doing things you dont like? (Whats your hobby? What do you enjoy do

24、ing in your spare time? What do your parents want you to do?)(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university

25、 and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I wont get good enough grades to attend a good university

26、.My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen t

27、o some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)2. When you have a problem and want to talk to someone, who do you choose to talk to?(Sample answer: Whenever I have a problem with my parents, I talk it over with my best frie

28、nd. I dont expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We h

29、ave the same dreams and ambitions.)3. Describe an unpleasant experience with your parents. 4. 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 help

30、ful with housework*making friends with persons that parents dont like*spending too much time playing computer games in the Internet caféGrowing painsThings I like while my parents hateActivities my parents like while I hatecomputer gamesstudy all the timechat on lineDoing houseworkgo shoppingAt

31、tending classes in holidayscomic booksOld songs/Peking operaspop music; pop stars hip hop; 5. What would you do if your behavior upsets your parents? 6. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?(Yes. / No. Through communica

32、tion, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.)Homework:1. Review the new words of this unit.2. Preview the Reading part.Period 3 ReadingTeaching aims:1. To train the students reading ability by reading

33、 a play, introducing the way to read a play to read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play. 2. To know about American family life and problems that happen between American teenagers and their parents3. Encourage t

34、he students to act out the play4. To learn some useful words, expressions and sentence structures.Teaching procedures:Step 1 RevisionCheck the homework exercise.Step 2 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Coul

35、d you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?Step 3 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 the students to read the

36、 play quickly 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 reading Ask the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then con

37、duct a feedback activity. Step 4 Structure analysingAnalyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the student

38、s to know how a play is usually organized, and how a play develops. Plot of the playDescriptionBackground(information about characters, time, and place, etc.)problem(conflicts between two sides)Rising action/develop(what causes the incident and how it develops)Climax(the most serious conflict)Outcom

39、e(end of the conflict)Sample answers of the development of the play:Background: Dad and Mom go on vacation. Two boys, Daniel and Eric are left alone at home. They are asked to look after the pet dog, Spot, as well as their home.Problem/cause: Spot gets ill and the two boys use the money for dog food

40、 to take Spot to the vet. And they dont have time to clean the house.Rising action: When Dad and Mom come back home, they find that the room is a mess, and the dog looks tired and hungry. Whats worse, the money for the dog food id gone.Climax: Dad and Mom shout at Daniel angrily and blame him for hi

41、s not taking responsibility. Daniel cant bear it and shouts back to his parents and rushes into his bed room and slams the door. Outcome: (Ask the students to imagine what will happen )Homework:1. Divide yourself into groups of five and try to act the out.2. Preview the word power section.Period 4 W

42、ord Power Teaching objectives:1. To identify the difference between American English and British English;2. To develop the ability of understanding words in context.Important and difficult points:1. some differences between American English and British English?2. The meaning of some more colloquiali

43、sms and their usage.Teaching procedures:Step 1 Role-play Divide the students into groups of five and one is the narrator and the others are the main characters and act out the play.Step 2 Braimstorming/Comparison Ask the students to think about the following topics:1. Up to now, weve learned English

44、 for several years. Do you notice there are some differences between American English and British English?2. In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions?3. Can you demonstrate some examples of these differences?Encourage the students to lis

45、t some differences they already know, and fill in the form below:DifferencesExamplesAmerican EnglishBritish Englishpronunciationclerk kl:k; dancedæns kl:k ; d:nsSpellingcolor; favor; center; travelingcolour; favour; center; travellingGrammarShe has an interesting book. She has got an interestin

46、g book.Vocabulary gas; baggage; mailPetrol; luggage; postThen do the exercise on page 26.Step 3 colloquialismsLead inRead 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 twe

47、nty 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 fai

48、led in his maths exam, he was as quiet as a mouse when his father scolded him.Vocabulary extensionGet students to do part A and Part B in class and check the answers togetherExercisesFill in the blanks by using the following colloquialisms.lend me an ear eat my hat a no-brainer a wet blanket green h

49、andpull my leg green fingers rain cats and dogs as quiet as a mousemake a mountain out of a molehill 1. Kate, dont be _ at the party. Lets dance together. 2. Alice: Can you tell me what this sentence means? Tim: This one? Oh, it is _. I can tell you. 3. Jim, when I explain the language points, you s

50、hould _. 4. Rob is always late for school. If he can arrive at school on time today, I will _.5. Mum; Oh ,you got wet all over. How is it ,Daniel? Daniel: Mum, dont you know it _ on my way home?6. Bob: Hey! Ellen, you got an A for your history exam. Ellen: Dont _. Are you serious?7. Look at Mr. Smit

51、h garden. He has_.8. Boss: Who is that dull boy? He even doesnt know where his office is. Manager: This is his first day here. He is a _ .9. Eric: Shall I stay in hospital for several days? Doctor: Dont _. You just got a fever.10.Teacher: Boys and girls, when you are reading in the reading room, you

52、 should remain_. Are you clear? Students: Yes.Homework1.Try their best to keep the examples of American English and British English in their mind.2. To find more colloquialisms if they like.3.To revise the play and find the sentences with attributive clause.Period 5 Dictation and Language points exp

53、lanationTeaching objectives:To dictate the first act of play.To learn new words and expressions and learn how to use them.Teaching procedures:Step 1 RevisionGet two groups of the students to act out the play.Step 2 DictationTo Dictate the first act of the play. Ask three students to read the play wh

54、ile all the others write. Then have the students open the book and check their writing with the text.Step 3 ExplanationTo learn the language points in the play by doing exercises on the learning plan. (Notes to the text)HomeworkFinish the Workbook exercises on pages 94 to 95.Period 6 Dictation and G

55、rammarTeaching objectives:To learn how to use a Preposition + which/whom to begin an attributive clause.Important and difficult points:How to choose suitable prepositions in an attributive clause.Teaching procedures:Step 1 Dictation Dictate the second act of the play.Step 2 Grammar and usage1. Prepo

56、sition + which and preposition + whomRead point1 and make sure students know when to use attributive clause with preposition.The pen is broken, so Ill have to buy a new one. I write my homework with it every day The pen with which I write my homework every day is broken, so Ill have to buy a new one

57、.The man is over eighty. I bought the old picture for him.The man for whom I bought the old picture is over eighty .Read point 2, get them to write the sentences in formal English.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.Read points 3 and