unit2 growing pains 词汇讲解电子教案

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高中英语 Unit2 Growing pains教案牛津版教案

Unit 2Growing pains （P22-23）单词学案1. act n. (戏剧中的)一幕，行为，举动The hero dies in Act 4, Scene 3. 男主角在第4幕第3场死去了。

It is an act of kindness/a kind act to help a blind man across the street.帮助盲人过马路是友善的行为。

拓展： act v. 表现，行为 n. action (take action to do sth采取行动做某事) Think twice before you act.三思而后行。

act as充当，担任，扮演act out 演出来2. can’t wait to do sth迫不及待地做某事can’t wait for sthHe can’t wait to please his boss. 他迫不及待要取悦他的老板。

He can’t wait for the result of the exam. 他迫不及待要知道考试的成绩。

拓展: wait for sb to do sth 等待某人做某事wait for sth to be done 等待某事被做3. frightened adj. 受惊的，害怕的He felt frightened in the empty street in the evening.晚上，在空无一人的街上，他感到很害怕。

He was frightened by the fact that his friend was killed in the accident. 他被他的朋友在交通事故中死亡的事实吓着了。

拓展：be frightened of (doing) sth害怕某事be frightened to do sth 害怕做某事be frightened to death被吓死了frightening adj. 令人害怕的 frighten v. 使惊吓，使害怕4. be supposed to do sth = should/ought to 应该，应当You are not supposed to smoke here.你不该在这儿抽烟。

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。

英语：Unit2 growing pains单元教案(牛津译林版必修1)

Unit 2 Growing Pains单元教案译林牛津版必修一Teaching objectives:1.To introduce and develop the theme of growing pains2.To form a positive attitude towards growing pains and learn to solve family problems wisely3.To identify the difference between American English and British English4.To learn about some colloquialisms and their origins5.To develop the skills of how to read a play6.To learn how to use a preposition + which/whom to begin an attributive clause and how to userelative adverbs in attributive clauses7.To develop listening ability through a radio talk show8.To develop speaking ability by talking about problems common to teenagers and presenting adialogue based on the relevant theme9.To develop the ability of reading for gist10.To develop writing ability by presenting a dialogue and an advice letter11.To 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 1Welcome to this unitTeaching objectives:1.To introduce and develop the theme of growing pains2.To develop speaking ability by talking about families and problems that happen betweenteenagers and parents3.To know more about classmates and their familiesTeaching procedures:I. Lead-in:1. Presenting family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.2. 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?II. 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.III. 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?IV. 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 2Reading 1(Comprehension focus)Teaching objectives:1.To develop the skills of how to read a play2.To know about American family life and problems that happen between American teenagers andtheir parents3.To form a positive attitude towards solving problems between teenagers and parentsTeaching procedures:I. 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?II. Reading:1. 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…”?III. 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?IV. 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 3Reading 2(Word Focus)Teaching objectives:To understand new words and expressions and learn how to use themTeaching procedures:I. HW checking out:D1 & D2 on page 24E on page 25II. Presentation:Ask Ss:what they think of the way Daniel and his parents solve their problemwhat kind of a boy Daniel isIII. Difficult 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. IV. 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 t alk 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. shoulddeal 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 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 happenh. 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 pare nts. (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. The Chinese Women’s V olleyball 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)V. 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 4Reading 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:II. Assignments:Memorize the new words in the text and get ready for a dictation tomorrow.Read the play again and think about the question:Is the play written in British English or American English? How do you know?Period 5Word Power 1Teaching objectives:1.To identify the difference between American English and British English2.To develop the ability of understanding words in context3.Teaching procedures:I. Lead-in: Dictation of words in the text:(Ask a student to write on the blackboard.)vacationsoccertrash cangarbageliving roombehavioradultdecisionexplaindeserveII. Word Powerfocusing on the differences between American English & British English by checking out the*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* 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 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 iscontinuedThese 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 troublecaring—thinking about what other people need or want and trying tohelp themIII. Assignments: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 6Word 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 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 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 orrunning 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 7Grammar 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:I. 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 ever y 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 8Consolidation of grammarTeaching objectives:To have more practice on the usage of attributive clausesTeaching procedures:Consolidation of Grammar:I. HW checking outC1II. Additional practiceThis 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 grand father 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.III. 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 9Task presenting a dialogue (1)Teaching objectives:1.To understand how a speaker is feeling by identifying different tones2.To develop listening ability through a radio talk show3.To develop the skill of reading for gist through diary entries and a thank-you letter4.To learn how to write a dialogueTeaching procedures:I. 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.II. 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?III. Reading a thank-you letterIn this part, Ss are asked toread the letter and the sentences belowdecide if the sentences are true or falseIV. Assignments:Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.Period 10Task Presenting a dialogue (2)Teaching objectives:1.To develop writing and speaking abilities by presenting a dialogue2.To learn to work with othersTeaching procedures:I. 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.II. Assignment:Read the two letters on page 38 and think about how you can advise them to solve their problems.Period 11Project Writing an advice letterTeaching objectives:1.To develop the writing ability by producing a letter2.To 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 12ExercisesTeaching objectives:1.To develop listening ability through “Listening” on page 922.To consolidate the use of words in B1 & B2 on page 873.To learn to express opinions clearly by writing a report (optional)Teaching procedures:I. Listening practice on page 92II. Checking out B1 & B2 on page 87III. Writing practice on page 93 (optional)。

Unit 2 《Growing Pains》教案2(牛津版必修模块1)

Period 9 Project 1Project: writing an advice letterTeaching objectives:◆To help students improve English through doing a project.◆To cooperate by working together on the project.Important and difficult points:Writing an advice letter.Teaching procedures:Step 1 Lead-inWhat does a good advice columnist do?●get a rough idea about the troubleanalyze the trouble find out the roots of the troublegiveproper suggestionskeep in regular contact with the sender feedback informationStep 2 Reading1 Read the first letter and answer:A Why does the father write the letter?B What does the father think about his son?C What is the father worrying about?2 Work in groups of 4 and find suggestions to the son. Try to be a docile kid at home no matter whether you are an outstanding student at school.Never attempt to change your father’s character and to be an ideal municate with your father through letters if he happens to be short-tempered. Come up to your dad and tell him how much you care about him. Remember that it’s correct for a father to urge his son to study hard. Make your father believe you’ll be successful in life by doing what you like. Read the second letter and answer:a Why does the son write the letter?b What are his problems?c How does he feel about his father?4 Work in groups of 4 and find suggestions to the father.Try to look at things from your son’s angle. If you trade your role with your son, I believe you will realize some of the problems you mentioned in your letter are easy to solve. Remember what your son needs is more than material comfort. Prepare to have a heart-to-heart talk with him. M usic are part of a young people’s life. Y ou can’t stop him just because good communication will smooth the problems. Y our son wants you to treat him as your equal while you act as a commander. That’s where all the problems come from.Y ou’d better not put too much pressure on your son. Be a good motivator. Try to encourage him to find myself, to build up self-confidence. Cut out harsh remarks when your son falls short of your expectation. Unconditional love is very important, because he is your son.Homework:Get ready to write an advice letter.。

Unit2GrowingPains-Welcometothisunit教案

Unit2GrowingPains-Welcometothisunit教案teaching objectives: 1. to introduce and develop the theme of growing pains. 2. to develop speaking ability by talking about families and problems that happen between teenagers and parents.3. to know more about classmates and their families.important and difficult points: 1. get students to understand what growing pains means. 2. make students know the relationship between parents and their teenage children in the usa. 3. help students to form a positive attitude towards relationships between their parents and them. teaching procedures:step 1: brainstorming1. do you love your parents? do you think you show respect to your parents?2. do you sometimes quarrel with your parents? how do arguments usually happen? will you give examples of kinds of problems you sometimes have with your parents.some parents may interfere in their children's lives and try to influence their decisions about their future career or study plans. parents may want to make decisions for their children and also force them into doing things they don't want to, such as household chores orextra study. some parents don't always trust that their child is telling the truth. they may ask lots of questions about a child's social activities or the reason why they are late coming home, etc.some of the problems we have been discussing are quite common in families nowadays. what should you do to deal with these problems? do you nowadays always listen to your parents' instructions? do you always explain yourselves to your parents and resolve problems peacefully? or do you disobey your parents and quarrel with them about your decisions? in every family there are certain issues that cause problems and arguments. what are the most common causes of family arguments? are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? or are they over bigger issues such as study, careers, university and making friends?step 2: discussing and practicing1. look at each picture carefully. there are four pictures here. first of all, i'd like you to imagine the situation and try to describe it with your own words.(the teacher can show an example to students by describing the first picture.)last sunday, after leaving school, li ping went home feeling extremely tired. he wanted to have a good rest and relax. when hisparents said hello to him, he was so impatient that he didn't say anything and went straight to his own bedroom. though his parents were very confused, they didn't ask him why and continued with the cooking. after a while, loud music came from li ping's bedroom. his mother was very angry and she rushed into his room.共3页，当前第1页1232. now please talk about each picture as fully as possible in groups of four and share your opinions with your partners. better not let go the chance to speak. i will invite some of you to report back your descriptions.3. do you think there is a generation gap between you and your parents? does the generation gap really exist? how do you overcome the gap?sample answersa. yes, sometimes my parents try and interfere in my life and make my decisions for me. my parents want me to be a lawyer, but i want to be a writer or a journalist. we argue a lot about what subjects i should study at university 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 extra-curricular activities. they think if i waste my time on these activities, i won’t get good enough grades to attend a good university.they also try to controlmy home life a lot. my mother is always asking me to help with the cooking and keep my room clean, but i just want to relax and listen to music or chat to my friends on the internet. my father wants me to take extra maths lessons at the weekend, but i think i need time to have fun with friends as well as study. b. my parents want to control my life too. we argue about my grades and study almost every day. whenever i feel angry with my parents, i talk it over with my best friend. i don't expect that she will have a better solution to the problem than me, but i can express my inner feelings to her better than to my parents. unlike my parents, who shout at me and say i am wrong and bad for not wanting the same things as them, my friend understands completely what i am feeling. we have the same dreams and ambition.c. my parents don’t trust me at all. they always think i am out having fun with my friends, not studying. i often meet my friends after school to research projects and do homework. we do have fun, but we still do lots of work. sometimes i am late home and my father always asks me lots of questions about where i have been and who i met. they think i am playing games in the internet cafe or out shopping for clothes or cds. i tell them i am studyingbut they just don't believe me. we often argue and they call me a bad child and say i am disobedient and don't respect them. i try to be a good child, but sometimes when i am tired or in a bad mood, i am not very polite to my parents, i sometimes stay quiet and don’t answer their questions and don't do the things they ask me to, like helping around or going to bed on time, but i think sometimes they just don't understand me.共3页，当前第2页123step 3: homeworkrecord after teaching____________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _________共3页，当前第3页123。

UNIT 2GROWING PAINS教案

by yu juan 2010-9-14step 1 lead-indo you think you understand your parents?period 2 reading 1to develop students’ ability of reading a playstep 1 lead-in:step 2 readingfirst reading:get students to read the play and finish part a individually.detailed readingdanielstay in another roomsorry, angrydaniel expressing his anger angrymomtalking about the things that happened todayfeeling sorry and regretful step 3:role-playperiod 3 reading 2step 1 revision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二、useful drillssth.to do sth.sth. from sb.so./ not.ex.我们本来应该八点钟到达这里，而我们却迟到了。

you are not supposed to smoke on the bus. 你不可以在公共汽车上抽烟。

不定式有时用进行形式或完成形式：ex.1. ––– you should apologize to her, barry.(a)––– ______, but it’s not going to be easy. (2007浙江)go + 过去分词go 连系动词“变，变成”，后多跟形容词作表语，表示主语由好变坏，或由正常情况变成特殊情况。

Module 1《Unit2 Growing pains》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. Eachgroup 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 betweenAmerican 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. If not, 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 definitionsin 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 withwords 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 everyMonday. 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 Englishby 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 on page 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 thistopic.* 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 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 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 eachentry 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)。

Unit2 Growing Pains-Welcome to this unit教案

GROWING PAINS教学案

一. 教学内容：二. 教学目标：掌握unit 2语法定语从句三. 教学重难点：掌握介词＋关系代词引导的定语从句掌握关系副词引导的定语从句（一）定语从句复习用定语从句把下列句子连接成一个句子1. the book is mine. he is reading the book.4. the athlete is a famous runner. you talked to him.5. i have lost the book. he gave me it yesterday.6. i have seen the film. you talked it about last night.介词＋关系代词引导的定语从句用定语从句把下列句子连接成一个句子（1）介词提前时，关系代词不可省略；eg. 这是我们进行了很多讨论的问题。

我跟他说话的那个人是个老师。

关系代词前介词的确定1. 动词与介词的搭配2. 形容词与介词的固定搭配3. 先行词与介词的搭配习惯key: in, of, in［典型例题］3. i’ll never forget the day _____ she said goodbye to me.注：区分关系副词与关系代词的区别。

只要在定语从句中担任状语的，就是关系副词。

你还记得我们一起去参观博物馆的那一天吗？这是我父亲曾经工作过的工厂。

这就是他愤怒的理由。

关系副词引导的定语从句作用：1、在定语从句中替代先行词。

2、在从句中担任状语成分，起副词和介词短语的作用。

3、起连接作用，把两个句子连接成为一个带有定语从句的主从复合句。

关系词that人或物主/宾/表状语【典型例题】。

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拓展：play soccer 踢足球；踢（英式）足球
5.frightened ['fraɪtnd] adj. 害怕的；受惊的；受恐吓的
eg:1) 他用恐吓的手段使那老太太画了押。 He frightened the old lady into signing the paper.
拓展：frightened to death 吓死了 adj. 害怕的；受惊的；受恐吓的 afraid , scared
洁工 garbage can 垃圾桶
9.pizza ['piːtsə; 'pɪtsə] n. 比萨饼 eg:1) 比萨饼被分成六块。 The pizza was quartered into six pieces.
10.sink [sɪŋk] n. 水槽；洗涤槽；污水坑
eg:1) 木头在水中不会沉没 Wood does not sink in water.
拓展：in cash 用现金，有现款 for cash 付现；付现交易
8.garbage ['gɑːbɪdʒ] n. 垃圾；废物
eg:1) 他们向水中倾倒垃圾弄脏了水
They fouled the water by throwing ቤተ መጻሕፍቲ ባይዱn garbage.
拓展：garbage disposal 垃圾处理 garbage collector n. 清除垃圾的人；清
unit2 growing pains 词汇讲解
2.curtain ['kɜːt(ə)n] n. 幕；窗帘 eg:1) 我有足够的料子把所有的窗户都挂上窗帘。 I have enough material to curtain all the windows.
拓展：behind the curtain adv. 幕后；秘密
eg:1) 许多人饿死于此次饥荒。 Many people starved to death in the famine.
拓展：starve to death 饿死 starve for 渴望；急需
9.cash [kæʃ] n. 现款，现金
eg:1) 这些购置是用现款支付的。 The purchases were paid for with cash.
12.tolerate ['tɒləreɪt] vt. 忍受；默许；宽恕 eg:1) 我们不能容忍他的错误。 We can't tolerate his mistakes.
拓展：vt. 忍受；默许；宽恕 stomach , go , stand , abide , tough
13.behavior [bɪ'hevjɚ] n. 行为，举止；态度；反应
3.can't wait to do sth 迫不急待地去做某事 ; 迫不及待地做某事 ; 希望 ; 盼望
eg:1) 这个男孩等不及要看电视。
The boy can't wait to watch TV.
4.soccer ['sɒkə] n. 英式足球，足球 eg:1) 法国队和西班牙队将在足球锦标赛决赛中交锋。 France and Spain will meet in the soccer cup final.
7.bend [bend] vt. 使弯曲；使屈服；使致力；使朝向 eg:1) 我俯身亲吻了她的面颊。 I bent over and kissed her cheek.
拓展：bend over 弯腰 ; 俯身于 ; 哈腰 ; 折转
8.starve [stɑːv] vi. 饿死；挨饿；渴望 vt. 使饿死；使挨饿
拓展：sink in 渗入；完全被理解 sink down 沉落
11.adult ['ædʌlt; ə'dʌlt] adj. 成年的；成熟的 n. 成年人
eg:1) 他已长大成人。 He has developed from a child into an adult.
拓展：adult education 成人教育 young adult 年轻人；大学生
拓展：on the scene 在场；出现；到场
17.upset [ʌp'set] vt. 使心烦；颠覆；扰乱vi. 翻倒 eg:1) 这个消息使他们很难过。 The news upset them.
15.fault [fɔːlt; fɒlt] n. 故障；[地质] 断层；错误；缺点；毛病；（网球等）发球失误
eg:1) 那是我的过错。
That was my fault.
拓展：in fault 有过错 at fault 出毛病；感到困惑
16.scene [siːn] n. 场面；情景；景象；事件 eg:1) 他向我描述了那个情景。 He described the scene to me.
eg:1) 考虑与成年人问题相反的青少年问题。
Consider the problems of the teenager contra those of the adult.
拓展：adolescent 比teenager正式，侧重年龄。 teenager 主要指13岁到19岁之间的青少年，强调这个年龄段的人的本身特点。 youth 现在几乎专指男青年，尤指10多岁到20 多一点的男青年，但作为集合名时间男女青年都可指。 juvenile 指青少年，系法律上的常用词。
6.be supposed to 应该；被期望
eg:1) 在周五的告别晚会后我就会飞机离开纽约。 I will be supposed to take another flight from NY on Friday after farewell party
拓展：应该；被期望 want , would have , shalt
eg:1) 她的行为使自己跟朋友们疏远了。 Her behavior alienated her friends.
拓展：bad behavior 坏行为同义词：n. 行为，举止；态度；反应 dealing , going , reaction , response , bearing
14.teenager ['tiːneɪdʒə] n. 十几岁的青少年；十三岁到十九岁的少年