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1、第 1 页 A Teaching Plan for Module 1 Unit 2 Growing Pains Highlights and teaching objectives of the unit Topic Growing pains and the relationship between parents and children Functions 1.Expressing feelings and emotions I cant wait to surprise the boys! Stop shouting at me. I m still a teenager! Why i
2、s everything always my fault? They never even gave me a chance to explain. I hate them! Today has been a great day! I m so happy! 2. Describing interpersonal relationships Dad and I realize there is probably an explanation for why the house is so dirty, but you shouldn t have run out of the room and
3、 slammed the door 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 don t understand why he will not respect the things I want to do. Vocabulary 1. Words: adult, argument, behaviour, boring, chat, curtain, explain, explana
4、tion, fault, fight, forbid, freedom, grandparent, garbage, internet caf, interest, leave, mark, mess, mix, period, punish, rude, relationship, scene, surprise, sink, selfish, suggest, sincerely, spare, touch, trust, truly, unpunished, upset, unloving, valuable, vacation 2.To identify the difference
5、between American English and British English 3.To learn about some colloquialisms and their origins Phrases: 1. be supposed to do sth. 2. be in one s 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 st
6、h 7. make a difference 8. forbid sb. to do sth. / forbid sb. from doing doing 9. What s up? 10. be hard on sb. 11.go unpunished 12. can t wait to do sth 13. have one s 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 one s spare tim
7、e 20. keep sth. in mind 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
8、 one s advice 36. prevent sb. from doing sth. 36. waste some time doing sth. Sentence patterns 1.It s sb s fault. 是某人的错。 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. L
9、isten to me young man -remember 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! Grammar 1.Preposition + which and Preposition + whom The money with which you were to buy dog food is gone. We thought you were a
10、person from whom we could expect good decisions. 2.Relative adverbs: when, where and why Do you remember the day when we left you in charge? This is not a family where bad behavior goes unpunished. I don t know the reason why the house is so dirty. Skills and strategies 1.Reading: 1. read a play abo
11、ut an American family and two letters from a father and his son. 2. To develop the ability of reading for gist 2.Listening: to develop listening ability through a radio talk show 3.Speaking: to develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on
12、the relevant theme 第 2 页 4.Writing: Write a report about a discussion entitled Do you agree with mums working? Culture 1.The relationship between parents and their teenage children in the USA 2.The relationship between parents and their teenage children in China Moral education 1.To form a positive
13、attitude towards growing pains and learn to solve family problems 2.To learn to be cooperative and helpful when working together. Teaching methods: 1.Discussions in pairs or in groups 2.Task-based in class activities. 3.Acting and reciting 3. Explanations of some language points and grammar rules. P
14、eriod 1 Vocabulary Teaching aim: To learn the new words and expressions in this unit. Teaching Procedures: Step 1 Reading Give 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
15、 new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly. suggest v. 建议；暗示，使想起suggestion n. 建议 behaviour n. 行为behave v. (行为或举止 )表现 interest v. 使感兴趣interesting adj. 有趣的，有意思的interested adj.感兴趣的 explain v. 解释explanation n. 解释 touch v. 触摸tou
16、ched adj. 感动的touching adj. 感人的，令人感动的 explain v. 解释explanation n. 解释 reason n. 理由reasonable adj. 合乎情理的unreasonable adj. 不合乎情理的 punish v. 惩罚punishment n. 惩罚unpunished adj. 免受惩罚的go unpunished 没受惩罚 bore v. 使厌倦bored adj. 感到厌倦了的boring adj. 令人厌倦的 mix v. 混合；混淆mixture n. 混合物 value n. 价值valuable adj. 宝贵的，有价值的
17、n. 贵重物品 valueless adj. 不值钱的，没有价值的 argue v. 争论argument n. 议论，争论，论点 freedom n. 自由free adj. 自由的；有空的 true adj. 真诚的，真实的truly adv. Step 2 Exercises Do Workbook Exx. A1 and A2 on the vocabulary. Homework 1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan. 2. Previ
18、ew the reading passage. Period 2 Welcome to the unit Teaching 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 th
19、at happen between teenagers and parents. 4.Help students to form a positive attitude towards relationships between their parents and them. Teaching Procedures: Step 1 Revision Revise the vocabulary by doing the exercises on the learning plan. Step 2 Brainstorming Activate students imagination by ask
20、ing the following questions: Do you love your parents? Do you always show respect to your parents? 第 3 页 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
21、many of the problems you have. Look at the 4 pictures below, and answer my questions: Picture 1 What does the boy do? What is the mother doing? How is she probably feeling? What feelings may the boy have? Picture 2 What happens to the girl with a bag? What did her parents ask her to do? Can you gues
22、s what might have happened to her? What do you think she should do now? Picture 3 Why 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 4 What is the boy probably doing? Did the boy do well in
23、his exams? How does his mother feel about the score? What feelings may the boy have? Step 4 Discussion In 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 spe
24、nd your spare time doing things you don t like? (What s your hobby? What do you enjoy doing 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
25、a writer or a journalist. We argue a lot about what subjects I should study at university 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 was
26、te my time on these activities, I won t get good enough grades to attend a good university. 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
27、English, and so on. But sometimes I am very tired. I just want to relax myself and listen to 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?
28、 (Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don t 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 a
29、nd bad for not wanting the same things as them, my friend understands what I am feeling. We have 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,
30、 *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 第 4 页 *spending too much time playing computer games in the Internet caf Growing pains Things I like while my parents hate Activities
31、my parents like while I hate computer games study all the time chat on line Doing housework go shopping Attending classes in holidays comic books Old songs/Peking operas pop 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
32、between you and your parents? If so, what is the best way to solve the problem? (Yes. / No. Through communication, 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 uni
33、t. 2. Preview the Reading part. Period 3 Reading Teaching aims: 1.To train the students reading ability by reading 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 kn
34、ow about American family life and problems that happen between American teenagers and their parents 3.Encourage the students to act out the play 4. To learn some useful words, expressions and sentence structures. Teaching procedures: Step 1 Revision Check the homework exercise. Step 2 Lead-in: Get s
35、tudents to think about the following questions: Have you ever watched the famous American TV comedy “ Growing Pains”? Could 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 reading Please go through the Reading st
36、rategy 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 play quickly and finish Part A individually. Answers 1. Eric, Daniel, Mom and Dad. 2. The room was a mess./ There was trash all over the place. 3. Spot was ill. Second rea
37、ding 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 conduct a feedback activity. Step 4 Structure analysing Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the
38、 following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops. Plot of the play Description Background (information about characters, time, and place, etc.) prob
39、lem (conflicts between two sides) Rising action/develop (what causes the incident and how it develops) Climax (the most serious conflict) 第 5 页 Outcome (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 alon
40、e 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 to take Spot to the vet. And they don t have time to clean the house. Rising action: When Dad and Mom come back home, they find that the room is
41、a mess, and the dog looks tired and hungry. What s worse, the money for the dog food id gone. Climax: Dad and Mom shout at Daniel angrily and blame him for his not taking responsibility. Daniel can t bear it and shouts back to his parents and rushes into his bed room and slams the door. Outcome: (As
42、k 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 Word Power Teaching objectives: 1. To identify the difference between American English and British English; 2. To develop the ability of und
43、erstanding words in context. Important and difficult points: 1.some differences between American English and British English? 2.The meaning of some more colloquialisms and their usage. Teaching procedures: Step 1 Role-play Divide the students into groups of five and one is the narrator and the other
44、s 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, we ve learned English for several years. Do you notice there are some differences between American English and British English? 2.In which aspects do the
45、se differences exist, pronunciation, spelling, grammar and different expressions? 3.Can you demonstrate some examples of these differences? Encourage the students to list some differences they already know, and fill in the form below: Differences Examples American English British English pronunciati
46、on clerk kl ?:k; danced?ns kl :k ; d :ns Spelling color; favor; center; traveling colour; favour; center; travelling Grammar She has an interesting book. She has got an interesting book. Vocabulary gas; baggage; mail Petrol; luggage; post Then do the exercise on page 26. Step 3 colloquialisms Lead i
47、n Read 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
48、. 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. Vocabulary extension Get stude
49、nts to do part A and Part B in class and check the answers together Exercises Fill in the blanks by using the following colloquialisms. 第 6 页 lend me an ear eat my hat a no-brainer a wet blanket green hand pull my leg green fingers rain cats and dogs as quiet as a mouse make a mountain out of a molehill 1. Kate, don t be _ at the party. Let s 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,