Unit2Growingpains-Project教案
高一英语：Unit 2Growing Pains教案(示范文本)
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。
牛津译林版高中英语必修一Unit 2《Growing pains》(Project)教案
【教学难点】Howto write a report on a certain kind of growing pains.
【教具】Multi-media projector
【教学过程】
Language points
1.at the moment: at this / that moment
eacheverytimedvdhesendsmebednexttimeyouseemepleasereturnmethough作连词引导一个方式从句或标语从句用在looksmelltastesound等词后表真实情况用陈述语气thoughsomeonethough用于虚拟语气hespeaksthoughhekneweverything
She insists on writing at once
being sent to the front
Insist that宾语从句坚持要求( should) do
坚持认为、说从句前后一致
She ins isted that she (should) be sent to the front.
it is necessary to help him.
课题：M1U2 Project
【教学目标】
1. Tohave a better understanding of growing pains.
2. To cooperat e with others to write a report on a certain kind of growing pains they are interested in.
4.forbid vt ( forbade, forbidden) = not allow / permit
Unit2GrowingPains教案
Unit2GrowingPains教案Lesson plan of unit2growingpainsUnit2GrowingPains教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
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 betweenparents 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 the lead-learning paper and ha ve 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, andyou will find your parents have the same interests as you.when your parents don’t understand you, please tryto 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 solvethe problem?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 orlater you will become parent , too. so be kind to your parents and try your best to understandthem. understanding is a bridge over the gap.homework:1 preview the reading part.2 write a short passage about an unpleasant experience with your 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 “home alone”?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 formcharacters things they do feelingsmom and dad just coming back from vacation excited, disappointed , angryeric playing soccer at home surprised and frighteneddaniel stay in another room sorry, angry2.please read act two carefully and fill in form:characters doing sth. feelingsdaniel expressing his anger angryeric comforting his brother calmmom talking about the things that happenedtoday feeling 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 preview the 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 with some 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 music12.a waste of time13.force to do something.14.deserve to know the truth15.be angry with somebody16.be hard on somebody17.argue with somebody about something18.leave you in charge19.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, line2）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。
module1《unit2growingpains》word教学设计教案
牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British English To learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letter To learn to be cooperative and helpful when working together Teaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parentsDo you always do what your parents want you toDo you sometimes quarrel with your parents Why do you quarrelPicture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them 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.Questions for discussion: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 helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parentsWho do you choose to talk to when you have a problem and want to talk to someone WhyDo you think there is a generation gap between you and your parents How do you overcome the gapAssignments:Preview the new words of this unit on page 64 (from “act” to “rude”) Think about this questions—What are growing pains Do you have any pains What are they*Period 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:Lead-in:Have you ever been left alone or with a pet Describe that experience. Ifnot, can you imagine what might happen if you were left alone Can you look after your home and keep everything clean and safeReading:Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24 More comprehension questions:Why does Eric sound frightened when he sees his parents backHow does Mom know that the dog is tired and hungryWhat does Dad mean by saying “This is not a family where bad behavior goes unpunished…”Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened Or will the parents go and ask the boys what has happenedIf you were one of the children what would you do Would you remain silent or would you offer an explanation to your parents Which is the better solution in your mindAssignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use them Teaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problem what kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly. …you weren’t supposed to come home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.…but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:definition:In this part Ss are to understand words and expressions in the text. Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk about sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk about how sb.should deal with sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out hope that one will get sth. from sb.g. expect…from… a position where you have the duty to makedecisions so that anything bad will not happenh. feel like to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)What _____ me most was that flowers there were so cheap. (surprised) He had a _____ look on his face at the news that she married John. (surprised)---How was the exam---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to). Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)thought his parents _______ him because they shouted at him before he could explain. (hard on)11. The Chinese Women’s Volleybal l team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to) 12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you---Mineral water, please. (feel like)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****Period 4 Reading 3(Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English How do you know *****Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British English To develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above”(in vocabulary and spelling)* Ask Ss “Does American English differ from British E nglish in other aspects, like pronunciation and grammar Encourage them to demonstrate some examples.Differences Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue onpage 26.* Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you preferDo you think it helpful to know about these differences Understanding words in context:* Letting Ss read “A” on page90 so that they can learn more about this topic.* Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble.episode—part of a TV or radio program in which the same story is continuedThese stories are good examples of the two sides of Mike’s nature. nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying to help themAssignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.D o “B” on page 91.*Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. C hecking out “B” on page 90II. ColloquialismsWhat is a colloquialism How is it usedPresenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute Meaning: to listen and pay attention toOrigin: In Will iam Shakespeare’s time, around 1600, it was a common wayof asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least twenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happenOrigin: Many great writers, including Charles Dickens, have this expression.Ask Ss to focus on Part A and have them finish this exercise individually. Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boring origin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses. *Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributiveclause and how to use relative adverbs in attributive clauses Teaching procedures:HW checking out: understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss LiuDo you know the woman with whom/to whom/about whom our teacher is talking The man from whom/for whom I bought the old picture is over eighty. The way (in which/that) she sang surprised all the judges.* * * *Do you still remember the day on which we first met each other Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai. Shanghai is the city where Eric’s grandfather used to work.He will always remember the days that/which he spent in America.He will always remember the days when he studied in America.No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class. Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)Period 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tones To develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is s he happy, or angry Is she in high spirits or in low spirits Then let them read the explanation for each sentence. Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say itIf someone doesn’t want him to come, how will he say itIf someone is excited about his coming, how will he say itIf someone is frustrated or questioning, how will he say itLet Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last weekWhy did Jane call this timePicture 2:What problem does Christina have with her mumWhat does the host advise her to doPicture 3:What problem does Shirley haveWhat is she supposed to do according to the hostPicture 4:What does Richard’s father want him to doWhat does Richard want to be when he grows upWhat advice does the host give RichardPicture 5:What makes Patrick feel lonelyWhat advice does Patrick get from the hostPicture 6:Why does William’s father want him to go outWhat is William supposed to doStep 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’t include words like “Umm” or “Hmm” in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods. 2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letterWhat does the father think of his sonWhat is the father worrying aboutWhy does the son write the letterWhat are his problemsHow does he feel about his fatherHow are you going to advise them to solve their problemsHave Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.*****Period 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional) Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
江苏省高中英语 Unit2 Growing pains project教案 牛津译林版必修1
Unit 2 Growing painsPeriod 6 Project一．【设计思想】Learn English through doing a project二．【教学目标】1. Read the text to improve the ability of reading comprehension and have a better understanding of growing pains.2. Learn some important language points.三．【教学重难点】1. Improve the reading comprehension.2. Master the meanings and usages of some key words and phrases such as confuse,go out of control, think of…as…and so on and learn a few long and complicated sentences,.四．【教学环节】【课堂导入】Step1: Read the sentences below and decide which ones are true (T) and which onesare false (F):1.Adolescence is the time of life between child and adult. ( )2. Growing pains are the difficulties that teenagers face as they grow to adults. ( )3. During adolescence, teenagers go through both physical and psychological changes. ( )4. Most teenagers have the wisdom to make good choices in their behavior. （）5. Most teenagers are in great need of independence. ( )【预习检查】Read the text carefully and put the following into English:1. 成长的烦恼2. 感到孤独3. 经历 __4. 一天天，逐日5. 失控6. 连同，随同，和……一起7. 把……看着（认为）是 8. 对……感到困惑9. 心理变化 10. 倾向于干某事，往往干某事11. 在这一方面 12. 做正确选择13. 同时 14. 依靠，依赖15. 感到疏远 16. 干某事有困难17. 平衡这些需求 18. 适应（融入）社会19. 结果是，证明是 20. 交换成为【课堂教与学】Step2: Reading comprehension.1. Which of the following is not true according to the text?A. It’s normal for teenagers to feel lonely.B. All teenagers feel that no one understands them.C. Every adult has gone through adolescence.D. Growing pains do not last long.2. The following can be thought of as teenagers’ growing pains except________.A. They feel lonely.B. They feel misunderstoodC. They become confused with the changing world both inside and outside of them.D. They grow taller and their voices get deeper3. The passage is written to tell readers .A. how to get along with teenagersB. about teenagers’ growing pains in adolescenceC. how to behave as teenagersD. how to deal with teenagers’ troubles in adolescence4. Why do boy teenagers tend to take many risks during adolescence?A. Because they doubt whether they will find their own limitsB. Because they are sure they will find the limits of the worldC. Because they are not clever enough to do good thingsD. Because they may have no good ideas how they should do things rightStep3:Task-based reading (Fill in the blanks according to the text)Step4: 重点单词、词组或句子用法探究1.［原句回放］Many teenagers feel lonely, as if no one understands them and the changes they are going through. [句法分析]这是一个复合句，主句是 ______结构，as if 引导的是从句，they are going through是从句，修饰先行词_________.[辨析]lonely与alone lonely 形容词，指人“孤单的，寂寞的”；指地方（作定语）“偏僻点，人迹罕至的”，有感情色彩。
高中英语 Unit 2 Growing pains Section Ⅴ Project教学案
Section Ⅴ Project[原文呈现]Growing painsMany teenagers feel lonely①, as if②no one understands them and the changes③they are going through④。
Day by day⑤， 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 control⑥. Has anyone else ever felt this way？[读文清障］①lonely adj。
孤独的alone adj.＆adv.单独的(地）②as if＝as though好像，似乎③they are going through是省略了作宾语的关系代词which/that的定语从句，修饰changes.④go through经历⑤day by day一天天地，逐日,强调状态的变化。
day after day一天天地，强调动作的重复。
⑥out of control失去控制成长的烦恼[第1段译文]很多青少年感到孤独，好像没有人理解他们以及他们正在经历的变化。
日子一天天过去，而所有事情似乎都是不同的，可又都是一成不变的。
生活似乎从没过得足够快;而从别的方面看，生活似乎过得太快甚至于失控，像赛车一样。
别的人也有过同感吗？These feelings are a common part of adolescence⑦— the time of life between child and adult。
And, though it may sometimes be difficult to believe⑧， you are not alone —every adult has gone through adolescence， and your friends are going through it right now⑨along with⑩ you. It is common for teenagers to feel lonely ⑪ and misunderstood⑫. These feelings can be thought of as⑬ growing pains — the difficulties that teenagers face⑭ as they grow to adults。
牛津高中英语Unit-2-growing-pains-project模块一-教案-(2)
• Writing a report on growing pains
淮安市新马高级中学 英 语科 耿素芹
教材地位
• Project是课堂教学的延伸和拓展，属于探 究式学习，要求学生走出课堂，与同学分 工合作。学生将认真阅读所提供的阅读材 料，从中得到启发，然后通过讨论、调查、 专访等活动，完成一个特定的课题 。
•. • give roles to group members and they
will work efficiently and promote the cooperation.
• do with the information and write a report and get the report approved by the whole group work.
Teaching Aims
• 1. Learn something about different kinds of growing pains and the reasons.
• • 2. Learn to give an oral
report on growing pains
They never gave me a chance to defend myself. I
hate them.
Anyhow, they didn’t trust
me .they don’t deserve an explanation.
Why didn’t they ask me what happened instead of shout at me ?
Lead-in
•Do you have similar experiences? What are your growing pains?
《M1 Unit 2 Growing pains》设计方案
附件2教学设计方案教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：成长的烦恼是每个人成长的过程中必然会出现的一个现象，学生在此之前对于学习生活中的烦恼已有一定的了解，所以对学生而言理解成长的烦恼并非难事，关键是如何正确的认识与对待成长中的烦恼。
考虑到课时的安排，这节课是要在一课时内完成的，如果把学生的任务探究活动都放在课堂上进行，不但学生没有充足的时间准备，而且课文的理解与分析就会难以处理到位，无法做到思想性与知识性的完美结合。
因此，基于以上原因，决定把学生的任务探究活动以问题的形式放在课前进行。
首先按照学生的意愿将学生分成不同的小组，分组时兼顾到学生不同能力等因素，尽量做到合理分配。
然后要求学生进行课前预习：（1）查阅有关一些人成长的烦恼的实例；（2）找出这些人成长中产生烦恼的种种原因，并加以分析；（3）尽可能地帮这些人找出正确解决这些烦恼的方法与途径。
（4）预习课文，了解文章内容。
在课上学生要将所找到的实例与解决途径展示给全班同学，最后教师总结并提出更高的要求和探究课题。
这样激发学生的内在能量，达到师生互动的要求，使课堂教学充满活力，既增进了师生的情感，又充分发挥学生的主体作用，发展学生的个性，培养学生自主学习的能力，使他们学得主动，学得轻松，使其个性、特长自由发展，素质得到全面提高。
1．知识与技能：（1）认识成长的烦恼现象；（2）知道产生成长的烦恼的条件；（3）能够通过对课文的学习、分析与理解既要学会课文知识又要学会如何正确的认识与对待成长中的烦恼，从而解决实际问题。
2．过程与方法：（1）通过实例探究、自我成长中的烦恼回顾与认识，讨论交流成长的烦恼并合理地解决它。
（2）体会任务探究的方法，领略思考现象与本质的关系，寻找正确地解决实际问题的方法与能力。
（3）任务型教学使学生掌握课文知识。
寓德化于教学。
3．情感、态度与价值观：（1）通过体会、分析生活中成长的烦恼现象，形成认识来自生活并将服务生活的思想，激发学生的学习动力。
Unit2 Growing pains- Project教案
Unit2 Growing pains- Project教案Unit2 Growing pains- Project教案Writing an advice letterTeaching objectives:1. To help studve Englugh doing a2. Tate by working togImportant and difficul:Writing an advice lTeaching procedures:Lead-in 1. Who madal du to study at our school? Did you make your own ddidyour parents make the du?2. If you have problems with your parents, who will you tuadvice?3. What does an advice columnist do?1) Get a clear idea abouuble 2) Analuble3) Givugg)uch wd2gGo througxt andanswllowing questions:1. Whaalumn? Teenagers Now2. Who do they both wl? Mr. Zhu3. Why dather wletter? He wants to alpw-year-oldanningLetter1: Lape and read wape. Find outWhat daabou?a) He refuses to do everything his parents ado.b) He is rud) He refud time wd) He refuses to dwork.e) He wawatching DVDs, listeninggn music, chatting in Iafes, playing games and surfingLetter2: Lape and read wape. Find outWhat dabout his father?a) His fathe r doesn’t lwhen he wants to dg or suggests an idea.b) He shouts at him wal) Wuses to laather tellandght like crazy.d) His parents always make him do things he doesn’t like.e) They call him selfish and unloving when he wants to be alone.f) His father gets very angry wlagn music.g) His fadbed or telludy when he watches a DVD.h) His fabidgds at the IaDiscussionA’s problems, discuss in groups and give some advather.a) He refuses to do everything his parents ado. Advice: Taldly and don’t alwado what he doesn’t like.b) He is rudAdvice: staat him as a grown-up, andunderstand’s thoughts.a) He refud time wAdvice: accompadg he ldo and he will gradually ld time wamily.b) He refuses to dwork.c) He wawatching DVDs, listeninggn music, chatting in Iafes, playing games and surfingAdvice on d) and e): Try to aandand helunderstand his parents. Lw he has freedom to managbut study is aand he should work hard aFormat of an advice lTo whom2. From whomDear Mr. Liu,_________________________________________________ _____________________________Youly/trulZhug) I am very glad to heau.2) Thank you for your l) You have askedadvice with regard to…and I willaugg) I am writing in reply to…4. Closing) Iu will find mysuggestions/dations/advice helpful/practical/ useful.2) At last, I hope I will be your bd’s forever! Good luu!3) Let’uch. I dar good newu.5. Body (giving advice)We can uuand phraake oubetter.平行: as well as; not only…but also;转折: however; nevertheless;; otherwise因果:; as a result; owing to;递进: besides; wha t’s more; fu; in addition; what’s worse对比:ary; instead of;and; unlWrite a llassWrite an advice llass. Audblackboard and wAfter about 12 minug sample writingadvice letterDear Mr. Liu,I am var that. Here I want to give you some advice, I wuld be helpful for you.Firstly, you should blbut also kindlTreat him as an adult. You mustn't always shout at him. Rand his advice. Maybe his advvaludly, you mawhat he likes, such as music and DVDs. Tawhaand, you can understand him fuand you can bridge the gap between you.Thirdly, you can tuur son's cldlp. They can understand what youand needs bI believe you can solvblem satisfactorily, and everything will go well.Good luu!Yours trulyMr. ZhuHomework:Record after Teaching_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ______________________________________。
Unit 2 Growing pains Project 教学设计-优质公开课-译林版必修1精品
Unit 2 Growing pains Project 教学设计-优质公开课-译林版必修1精品XXX:XXX writing through reading。
As children grow up。
they XXX difficulties。
XXX describes the growing pains。
making it easy for students to XXX this article。
students will XXX group ns。
Since the main focus of this class is on writing reports based on the reading。
students will be guided on how to allocate tasks。
work collaboratively。
and write XXX.XXX aims:By the end of this lesson。
students will be able to quicklyfind useful n from a passage。
gain a better understanding of growing pains。
and work collaboratively to write a report on a specific type of XXX.XXX:Step 1: Lead-in (ppt。
5-8)1.Do you love and respect your parents。
2.Have you ever had an unpleasant experience with your parents。
Step 2: Reading and n (ppt。
9-12)1.Introduce the Project article on growing pains and have students read it.2.Discuss the article as a group and encourage students to share their XXX growing pains.Step 3: Report writing (ppt。
Module《UnitGrowingpains》教学设计牛津译林版教案
牛津英语一模块U n i t2G r o w i n g P a i n s(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British EnglishTo learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letterTo learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them 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.Questions for discussion: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 helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parents?Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overcome the gap?Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)Think about this questions—What are growing pains? Do you have any pains? What are they?*******************************************************Period 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parents Teaching procedures:Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?Reading:Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More comprehension questions:Why does Eric sound frightened when he sees his parents back?How does Mom know that the dog is tired and hungry?What does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind? Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.******************************************************Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to come home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk about sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk about how sb. should dealwith sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from… 7.in a position where you have the duty to makedecisions so that anything bad will not happen h. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?---It really doesn’t matter. That’s ________ and will soon pass. (growing pains) 3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise) What _____ me most was that flowers there were so cheap. (surprised)He had a _____ look on his face at the news that she married John. (surprised) ---How was the exam?---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. Th e Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you?---Mineral water, please. (feel like)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 3(Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.3. Read the play again and think about the question:Is the play written in British English or American English? How do you know?*****************************************************Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British EnglishTo develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checking out the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above?”(in vocabulary and spelling)* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples. Differences Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue on page 26. * Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences?Understanding words in context:* Letting Ss read “A” on page 90 so that they can learn more about th is topic. * Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble.episode—part of a TV or radio program in which the same story iscontinuedThese stories are good examples of the two sides of M ike’s nature. nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying tohelp themAssignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B” on page 91.*******************************************************Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute?Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least t wenty points, I will eat my hat. Meaning: a saying used when you are 100 percent certain that something will happen Origin: Many great writers, including Charles Dickens, have this expression. Ask Ss to focus on Part A and have them finish this exercise individually. Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen. Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses. *******************************************************Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:HW checking out: understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary. Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss Liu? Do you know the woman with whom/to whom/about whom our teacher is talking?The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges.* * * *Do you still remember the day on which we first met each other?Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other?Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**************************************************Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai.Shanghai is the city where Eric’s grandfather used to work.He will always remember the days that/which he spent in America.He will always remember the days when he studied in America.No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class.Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)******************************************************Period 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tonesTo develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letter To learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say it?If someone doesn’t want him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?Step 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.****************************************************Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36Don’t include words like “Umm” or “Hmm” in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones. Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.*****************************************************Period 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional)Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。
Module《UnitGrowing pains》教学设计牛津译林版教案
牛津英语一模块Unit 2 Growing Pains(1-12课时)全部教案Teaching objectives:To introduce and develop the theme of growing painsTo form a positive attitude towards growing pains and learn to solve family problems wiselyTo identify the difference between American English and British EnglishTo learn about some colloquialisms and their originsTo develop the skills of how to read a playTo learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTo develop listening ability through a radio talk showTo develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant themeTo develop the ability of reading for gistTo develop writing ability by presenting a dialogue and an advice letterTo learn to be cooperative and helpful when working togetherTeaching plans:Period 1—Welcome to this unitPeriod 2—Reading 1 (Comprehension focus)Period 3—Reading 2 (Word focus)Period 4—Reading 3 (Consolidation of words)Period 5—Word power1Period 6—Word power2Period 7—Grammar & usagePeriod 8—Consolidation of grammarPeriod 9—Task presenting a dialogue1Period 10—Task presenting a dialogue2Period 11—Project writing an advice letterPeriod 12—ExercisesPeriod 1 Welcome to this unitTeaching objectives:To introduce and develop the theme of growing painsTo develop speaking ability by talking about families and problems that happen between teenagers and parentsTo know more about classmates and their familiesTeaching procedures:Lead-in:Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Brainstorming questions:Do you always show respect to your parents?Do you always do what your parents want you to?Do you sometimes quarrel with your parents? Why do you quarrel?Picture talking (pair work)Ask Ss to look at the pictures. Imagine the situations and try to describe them 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. Questions for discussion: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 helpful with housework*making friends with persons that parents don’t like*…What would you do if your behavior upsets your parents?Who do you choose to talk to when you have a problem and want to talk to someone? Why?Do you think there is a generation gap between you and your parents? How do you overcome the gap?Assignments:Preview the new words of this unit on page 64 (from “act” to “rude”)Think about this questions—What are growing pains? Do you have any pains? What are they?*******************************************************Period 2 Reading 1(Comprehension focus)Teaching objectives:To develop the skills of how to read a playTo know about American family life and problems that happen between American teenagers and their parentsTo form a positive attitude towards solving problems between teenagers and parents Teaching procedures:Lead-in:Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?Reading:Remind Ss of the instructions on reading a play before readingFirst reading and checking out Part A on page 22Second reading (following the tape) and checking out C1 & C2 on page 24More comprehension questions:Why does Eric sound frightened when he sees his parents back?How does Mom know that the dog is tired and hungry?What does Dad mean by saying “This is not a family where bad behavior g oes unpunished…”?Thinking after reading:Ask Ss to use their imagination and think of an end to the play.Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?Assignment:Read the play aloud with partners.Underline difficult words or sentences that need explaining.Finish D1 & D2 on page 24.Finish E on page 25.******************************************************Period 3 Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:HW checking out:D1 & D2 on page 24E on page 25Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isDifficult points:(In this part, Ss are encouraged to raise their questions.)Eric runs in after it, followed by a big dog, walking very slowly.…you weren’t supposed to come home until tomorrow!Daniel, we thought you were an adult, …Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.Words focus:1.Word definition:In this part Ss are to understand words and expressions in the text.Ask Ss to match the expressions in Column I with the right definitions in Column II.Column I Column IIa. be supposed to do 1. to talk about sb’s faults in an unfair way,or to be too strict with sb.b. deserve to do 2. to want to have sth. or do sth.c. now that 3. used to ask or talk about how sb. should dealwith sth.d. in charge 4. used to say a light or fire is off or oute. be hard on 5. used to say what is/was expected to happen,esp. when sth. didn’t happen; used to saythat one should or should not dof. go out 6.to hope that one will get sth. from sb.g. expect…from… 7.in a position where you have the duty to makedecisions so that anything bad will not happen h. feel like ed to say one should receive (a reward ora special treatment) for what he has donei. (what to) do with 9. because of sth. or as a result of sth.2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong? ---It really doesn’t matter. That’s ________ and will soon pass. (growing pains) 3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)surprise—n./ vt.surprised—adj.surprising—adj.surprisingly—adv.My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise) What _____ me most was that flowers there were so cheap. (surprised)He had a _____ look on his face at the news that she married John. (surprised) ---How was the exam?---_____ easy. (surprisingly)The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)11. Th e Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)13. ---It is so hot. I _____ a big iced cola. What about you?---Mineral water, please. (feel like)IV. Assignments:Finish A1 & A2 on page 86.Finish D1 on page 89.Make sure Ss read the text carefully and review what they’ve learned before doing exx.****************************************************Period 4 Reading 3(Consolidation of words)Teaching objectives:To consolidate the use of words and expressions throughTeaching procedures:I. Checking out A1 & A2 on page 86:Checking out D1 on page 89:Assignments:Memorize the new words in the text and get ready for a dictation tomorrow. 3. Read the play again and think about the question:Is the play written in British English or American English? How do you know? *****************************************************Period 5 Word Power 1Teaching objectives:To identify the difference between American English and British EnglishTo develop the ability of understanding words in contextTeaching procedures:Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveWord Powerfocusing on the differences between American English & British English by checkingout the dictation on the blackboard:American English British Englishvacation holidaysoccer footballtrash can dustbingarbage rubbishliving room sitting roombehavior behaviour*Ask Ss “In which aspects does American English differ from British English from the examples above?”(in vocabulary and spelling)* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples. Differences Examplespronunciationgrammarspellingvocabulary* Ask Ss to use the information on page 26 and practice the dialogue on page 26. * Ask Ss to discuss the following questions:The accents in American English and British English are partly different. Which do you prefer?Do you think it helpful to know about these differences?Understanding words in context:* Letting Ss read “A” on page 90 so that they can learn more about th is topic. * Checking out the comprehension questions* Understanding some new words from the context of the passageHe was the major reason for the program’s huge success.major—very large or importantMike kept making trouble but was always charming.charming—very pleasing or attractiveFrom the first few episodes of “Growing Pains” Mike was always getting into trouble.episode—part of a TV or radio program in which the same story iscontinuedThese stories are good examples of the two sides of M ike’s nature. nature—qualities that make someone a particular type of personHe was naughty but also a caring and warm person.naughty—(used by adults talking about children) bad, causing trouble caring—thinking about what other people need or want and trying tohelp themAssignments:For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.Do “B” on page 91.*******************************************************Period 6 Word Power 2(Colloquialisms focus)Teaching objectives:To learn about some colloquialisms and their originsTeaching procedures:I. HW checking out:1. Collecting examples of American English and British English2. Checking out “B” on page 90II. ColloquialismsWhat is a colloquialism? How is it used?Presenting sentences with colloquialisms:I know you are busy, but could you just lend me an ear for a minute? Meaning: to listen and pay attention toOrigin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.If we don’t win this basketball game by at least t wenty points, I will eat my hat.Meaning: a saying used when you are 100 percent certain that something will happen Origin: Many great writers, including Charles Dickens, have this expression. Ask Ss to focus on Part A and have them finish this exercise individually. Origins of some colloquialisms:a wet blanketmeaning: a person who spoils other people’s fun by being boringorigin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.all earsmeaning: eager to listen; listening attentivelyorigin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.pull my legmeaning: to fool someone; to joke with someoneorigin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.Ask Ss to do Part B on page 27.In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.III. Assignments:Work out the meanings of the following colloquialisms:My parents and I don’t always see eye to eye about school issues.I’ve got a major test tomorrow, so I better hit the books.Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.Review the attributive clause learnt in Unit 1.Read the play again and pick out sentences containing attributive clauses. *******************************************************Period 7 Grammar and UsageTeaching objectives:* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clausesTeaching procedures:HW checking out: understanding some colloquialismsII. Grammar and Usage:Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary. Ask Ss to do “A” & “B” on page 29.Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.More practice should be provided to Ss.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.Can you please give me a piece of paper on which I can write a note to Miss Liu? Do you know the woman with whom/to whom/about whom our teacher is talking? The man from whom/for whom I bought the old picture is over eighty.The way (in which/that) she sang surprised all the judges.* * * *Do you still remember the day on which we first met each other?Yesterday we visited a factory in which toys are made.She didn’t tell us the reason for which she gave up her job.relative adverbs: when, where and whyDo you still remember the day on which/when we first met each other? Yesterday we visited a factory in which/where toys are made.She didn’t tell us the reason for which/why she gave up her job.let Ss read instructions on page 30practice on page 31III. Assignments:1. Do C1 on page 88 (WB)**************************************************Period 8 Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:HW checking out—C1Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are usedTell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.Examples are as follows:Shanghai is the first city that Eric visited in China.The city that/which gives Eric a deep impression in China is Shanghai. Shanghai is the city where Eric’s grandfather used to work.He will always remember the days that/which he spent in America.He will always remember the days when he studied in America.No one knows the reason why he changed his mind.The reason that/which he gave us is not good enough.Do C2 on page 88.Ask Ss to do this exercise individually and check out in class. Assignments:Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)******************************************************Period 9 Task presenting a dialogue (1)Teaching objectives:To understand how a speaker is feeling by identifying different tonesTo develop listening ability through a radio talk showTo develop the skill of reading for gist through diary entries and a thank-you letterTo learn how to write a dialogueTeaching procedures:HW checking out:Ask Ss to check with their partner about the main point and words showing the writer’s mood.Invite some Ss to tell the class the main point of the entry.Step 1: listening to a radio phone-in programme1. Lead-in:Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.2. Understanding tones in spoken EnglishAsk Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:the volumethe tonesstressed wordsthe pauseHave Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think ab out the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:If someone is happy about his coming, how will he say it?If someone doesn’t want him to come, how will he say it?If someone is excited about his coming, how will he say it?If someone is frustrated or questioning, how will he say it?Let Ss listen to the tape and finish Part A on page 32.Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.3. Listening to a radio phone-in programme:1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.2) Ask Ss to say something about the pictures.Picture 1:What did Jane call about last week?Why did Jane call this time?Picture 2:What problem does Christina have with her mum?What does the host advise her to do?Picture 3:What problem does Shirley have?What is she supposed to do according to the host?Picture 4:What does Richard’s father want him to do?What does Richard want to be when he grows up?What advice does the host give Richard?Picture 5:What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6:Why does William’s father want him to go out?What is William supposed to do?Step 2: reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseAssignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part Aon page 36 with your partner.****************************************************Period 10 Task Presenting a dialogue (2)Teaching objectives:To develop writing and speaking abilities by presenting a dialogueTo learn to work with othersTeaching procedures:Presenting a dialogue:1. skills building: writing a dialogue1) Points about writing a dialogue:In this part Ss are asked to read the guidelines on page 36D on’t include words like “Umm” or “Hmm” in a dialogue.Don’t repeat words that have just been said.Use the words the characters say to show their feelings and moods.2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners2. Presenting a dialogue in groups:Let Ss read the guidelines on page 37.Have Ss work in groups of three and each group makes up a dialogue with the information provided.Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.***************************************************Period 11 Project Writing an advice letterTeaching objectives:To develop the writing ability by producing a letterTo work together and help solve problemsTeaching procedures:I. Project writing an advice letter:Lead-in:In almost every family are problems that may upset teenagers and their parents.A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.Have Ss answer some questions about the letters:Why does the father write the letter?What does the father think of his son?What is the father worrying about?Why does the son write the letter?What are his problems?How does he feel about his father?How are you going to advise them to solve their problems?Have Ss work in groups on Part B on page 39:Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.Assign roles to each group member:Task 1: doing research to find examples of advice lettersTask 2: writing an outline for the letterTask 3: writing the letterNote:* Any of the tasks can be shared by two or three people.* The letter is to be read to the group after it is written and group members make changes if necessary.4. Producing the letter:To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.II. Assignments:Finish the letter and have it typed on A4 paper.Read the two letters again and work out the meaning of new words with the help of dictionaries.Do B1 & B2 on page 87.*****************************************************Period 12 ExercisesTeaching objectives:To develop listening ability through “Listening” on page 92To consolidate the use of words in B1 & B2 on page 87To learn to express opinions clearly by writing a report (optional)Teaching procedures:Listening practice on page 92Checking out B1 & B2 on page 87Writing practice on page 93 (optional)。