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1、 Unit 2 Growing pains Period One Teaching aims: 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. Importan

2、t 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 proced

3、ures: Step 1. Lead-in Present family albums: In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents. Who may have growing pains? What are growing pains? When do they probably have growing pains? How do they solve these pr

4、oblems? Growing pains arent a disease. You probably wont have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids dont get growing pains anymore.

5、 Growing pains also meanthe troubles and difficulties that meet when they grow up. Step 2. Brainstorming Do you love your parents? Do you always show respect to your parents?  teenagers Have you ever quarreled with your parents? What is your quarrel about? Step 3. Pictur

6、e discussion Ask Ss to look at the pictures and discuss each picture in groups of four. Picture 1 What does the boy do? What is the mother doing? How is she probably feeling? What feelings may the boy have? Picture 2 What happens to the girl with a bag? What did her parent

7、s ask her to do? Can you guess what might have happened to her? What will she do? Picture 3 Why are the boys and girls around the pretty lady? What does the boy want to do? Is he allowed to do so? Why or why not? What feelings may the boy have? Picture 4 What

8、is the boy probably doing? Did the boy do well in his exams? How does his mother feel about the score? What feelings may the boy have? Step 4. Picture description Imagine the situations and try to describe each picture as fully as possible with t

9、heir 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. Ea

10、ch group chooses two of the four questions. Have Ss to report their opinions in class. Step 5. Further discussion Discuss the following questions in groups of four. What do you do when you have family arguments with your parents? Do you think there is a generation gap betw

11、een you and your parents? 1. Preview the reading part. 2. Describe an unpleasant experience with your friends/teachers. Period Two (Comprehension focus) Teaching objectives: 1. To develop students ’ ability of reading a play . 2. To know about American family

12、 life and problems that happen between American teenagers and their parents. 3. To form a positive attitude towards solving problems between teenagers and parents. Important and difficult points: Learn to analyze the emotions of each character from the instructions of the play. Teaching

13、procedures: Step 1. Lead-in Get students to think about the following questions: Have you ever watched the famous American TV comedy Growing Pains? Could you list some of the membersof the family? (Show them a photo and tell them the family members.) What do you think of the play? If

14、you were left alone, can you imagine what might happen? Step 2. Reading Please 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. Answers:

15、1. Eric, Daniel, Momand Dad. 2. The room was a mess./ There was trash all over the place. 3. Spot was ill. Second reading: 1. Mom and Dad were back from their holiday a week earlier. 2. Eric was happy when seeing his mother. 3. Parents left Daniel in charge. 4. The boys spent the money

16、 seeing the vet for Spot. 5. The room was very clean and tidy when their parents came back. 6. Daniel didn ’t have a chance to explain what had happened. 7. Mom felt regretful for what they said to Daniel. 8. Boys didn ’t use up the money from their parents. 1. I just

17、finished my vacation to Yunnan. A. work B. holiday 2. When I went into the room, I found the room was in a mess. A. difficult state B. dirty or untidy state 3. A teacher should trust his students. A. look after B. believe that sb. is good 4. The woman was mad at the dog for e

18、ating her shoes. A. worried B. angry 5. It is rude to run into other ’s house without knocking at the door. A. not polite B. anxious (Answers:1 —5 BBBBA) Detailed reading: 1. Please read Act One of the play carefully and fill in the form. Characters Things they

19、 do Feelings Mom and Dad just coming back from excited vacation disappointed angry Eric playing soccer at surprised and home frightened Daniel stay in another room sorry angry 2. Please read Act Two carefully and fill in form. Characters Doin

20、g sth. Feelings Daniel expressing his angry anger Eric comforting his calm brother Mom talking about the feeling sorry and things that regretful happened today Dad strong-willed/ stubborn Role-play: Divide students into groups of five a

21、nd one is the narrator and the others are the main characters. Role-play Act One and Act Two. Discussion: 1. 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 yo

22、ur family? How can you deal with it? 1. Write an end to the play. 2. Role-play the dialogue in groups of five. Period Three to an arrangement Be supposed to do sth. (Word Focus) Teaching objectives: To learn new words and expressions and learn how to use them. Import

23、ant and difficult points: The usage of: enter; be supposed to do sth.; be to do sth.; go unpunished; to have sth. done; be hard on sb.; feel like Teaching procedures: Step 1. Revision 1. Ask two students to read their writings. 2．Get students to look at Part E. First fill in the bl

24、anks and then compare their writings with the conversation. Step 2. Important word or phrases 1. enter (vi.) (vt.) come or go in or into （1）Translate the two sentences into English. 進來之前請先敲門。 小偷從后門進入了大樓。 （2）Change the sentences by the phrases given. Our teacher entered me for

25、the English competition. (  make? take part in) The two old men entered into a long discussion.  ( begin doing sth.) 2. You weren’t supposed to come home until tomorrow! means sth. is expected to happen according e.g. (1) 發(fā)現(xiàn)者號航天飛機應該在８月８日返回。 Shuttle Discov

26、ery was supposed to return on Aug 8. (2) 由于颶風卡特里娜，一些美國人按安排離開家園。 Some Americans were supposed to leave their hometown because of Hurricane Katrina. (3) 校會應該在周一早晨舉行。 The school assembly was supposed to be held on Monday morning. 2. The money with which you were to buy dog food is gone, ?

27、Be to do sth. means indicates that sth. should be done. (1) 你昨晚晚自習就應該完成家庭作業(yè)。 You were to finish your homework in the evening class last night. (2) 春節(jié)將至，孩子門將買幾件新衣服。 The children are to buy some new clothes for the coming Spring Festival (3) 我將在約定的地點與伯克小姐見面。 I was to meet Miss Bu

28、rke at an agreed place. 3. This is not a family where bad behavior Go unpunished “remain in a particular and  goes  unpunished and you? usually undesirable state ”. e.g. (1) 她的決定未引起異議。 (2) 他的抱怨未引起注意。 (3) 不要讓錯誤放在那里是有必要的。 4. to have sth

29、. done=to leave sth. in a certain state (1) 不管發(fā)生什么事情 , 請把門關。 (2) 丹尼爾離開了房間 , 卻讓燈亮著 . Daniel left the room ,but he had the light turned on. 5. Do you think we were too hard on Daniel? be hard on sb.= be harsh to sb. 對某人嚴厲 , 對某人苛刻 e.g. (1) 繼母對白雪公主很苛刻。 Stepmother is very hard on

30、Snow White. (2) 不要對一個 10 歲的孩子說這些話 , 這對他來說太重了些。 Don’t say that to a ten -year-old boy. You are being too hard on him. 5. I feel like we have to punish him or he ? feel like=have a wish for/ want e.g. (1) 如果想要 , 我們可以外出散步。 If you feel like, we can go out for a walk. (2) 我現(xiàn)在不想要大吃

31、一頓。 I don ’t feel like (having) a big meal now . (3) 這種材料摸起來象絲綢。 The material feels like silk. Step 3. Important sentences Get students to translate the following sentences and point out the relative words Daniel ?, a person from whom we could expect good decisions ? I don ’t

32、know the reason why the room is so dirty ? This is not a family where bad behavior goes unpunished and you ? Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. Step 4. Workbook Please allow students enough time to do A2 in class, and then check the answers together. If time permits, get students to finish B1. Step 5. Homework Finish A2 and B2 in their workbook. Get the students to think about the question “Is the play written in American English of British English? How do you know that? ”