Module1Unit2.doc

Module 1 Unit 2 Growing painsModule 1 Unit 2 Growing painsThoughts on the design:本节课以引发学生兴趣，为导入Reading的主题积累充足的背景知识和信息，以调动学生主观能动性，激发学生发散思维，以说，听，讨论为主的导入课。由于是单元的第一课时，所以要兼顾输入的“层次性”和“合理性”。“层次性”是指导入过程循序渐进，内容由潜入深，然后要求学生有一定的反馈输出，给予适当的提示，以防止出现无言以对的冷场。“合理性”是指在整个过程中，除了发挥学生的主观参与以外，要在学生能力范围内加以实践，并使学生在激发兴趣，接受知识，交流思想的同时，升华学生对人生的领悟和正确认识。Teaching aims:1. First students will be shown several pictures and video about growing pains to activate their echo to the growing pains, which could arouse the students interest in the topic.2. After they answer several questions, they will be asked to find out the reasons of growing pains.Through this, the students will be able to strengthen their abilities to find and solve problems.3. Given some key words and phrases, students are required to imagine a situation according to four pictures, and then the students can improve their spoken language and imagination.4. After a series of questions about their parents, the students will be able to analyse problems and think of questions in new ways. Also, this will contribute to their emotional experiences.5. Through listening, the students can practise their listening ability and help them get a high level of understanding growing pains. Teaching procedures:Step 1 Lead-in1. Show pictures of growing pains and lead in:Pictures about what often happens in the growth of teenagers2. Play a short video clip to arouse the students echo to growing pains and activate their interest.说明：对应的PPT从第一页到第六页。首先用英文介绍一下几张图片（ppt4），引导学生说出growing pains的主题(ppt 5)，然后用一个home alone的电影剪辑(ppt 6)来调动学生对主题的兴趣，从而得到学生对他们自己成长时的烦恼的一个共鸣，进而为下一步的讨论作了铺垫，也是为第二课时的reading作个铺垫。Step 2 DiscussionGive students three questions related to the video clip to organize them to discuss the subtopics to further main topic.(ask several students to give a feedback) 1. Do your parents sometimes interfere in your life and make decisions for you? And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you? And then by showing the possible growing pains to enlarge students understanding of growing pains, and then ask students to find out the main reason of growing pains.Why do these happen more often than not?Generation gap means there are great differences between the younger generations and the elders. It occurs when older and younger people do not understand each other because of their different experiences, opinions, habits and behaviour. Especially as one gets older, she or he isnt always understood by the elders, because of what she or he does, says or wears. So she or he will often have trouble or pains during their growth.说明：设计ppt从7-9。通过上面的电影剪辑，学生会发现父母与孩子之间存在的误解，进而产生一些烦恼，通过学生的讨论 (ppt 7)把这些烦恼结合自身体验简单罗列，然后教师给出主要的growing pains，通过一个图表形式展现（ppt 8）。然后，让学生分析这些现象所产生的原因，引导其得出“代沟”的答案，然后对代沟进行简单解释，以及产生的条件，使学生对问题产生的原因有个初步概念，也是为后面如何解决代沟问题作个伏笔。Step 3 Situational Imagination1. According to the 4 pictures in the textbook, students are required to create a situation to describe growing pains. Besides, the teacher will give some key words and phrases on the black board. (This is a group work, so the students are divided into 4 groups to compete for a prize.)Pic 1 last Sunday, Li Lei, turn up, shout at, angry, embarrassed, at a loss, confusedPic 2 Wendy, not later than 6 oclock, late, 7 oclock, explain, not trust, depressedPic 3 Lisa, ask for signature(签名), a waste of time, regretful, angry, interestPic 4 Tom, play computer games, upset and angry, a rest, a time limit, control oneself2Then the teacher could give a sample answer on the computer screen to help them.说明：对应的ppt从10-11。从上面了解了growing pains的主要原因后，进而对growing pains的出现情况通过课文的图片进行情景创作，通过这个过程培养学生的想象力和提高学生的口语表达能力，也是对刚才第二步骤的一个加深过程，让学生学会如何表达自己的烦恼。在黑板上要把上面的提示词写上，配合屏幕来做这个group work.。一共四个小组，每组抽签决定一张图片，进行创作，对创作较好的给予奖励。Step 4 Further DiscussionAsk the students to futher discuss the question: Do you think there is a generation gap between you and your parents? If so, what is the bestway to solve the problem?说明：对应的PPT从12-18。再进行了上面的活动后，学生对自己的growing pains 进行了描述，那么就要想办法解决问题，所以在这个步骤中讨论如何解决上文中提到的根本原因“代沟”，引导学生讨论从PPT13-17引导学生从父母亲的角度去思考，如何NARROW THE GAP。请几个小组反馈一下，再用PPT18给出一个可行的方式，更好地帮助学生解决问题。Step 5 ListeningGrowing up can be d_. There may often be m_and p_ between a_ and children. And this fact is the so called g_ g_.It is estimated that 75 percent of parents often complain about their childrens unreasonable behaviors. On the other hand, the children usually think their parents are too o_.Why are there so many misunderstandings between parents and children? In my opinion, the reasons can be listed as follows. First of all, the two generations, having grown up at different t_, have different l_ and d_, and that is why the d_ often arise between them.Secondly, having little in c_ to talk about, they are not willing to sit face to face. Last but not least, with the pace of modern life becoming faster and faster, they both are so busy with their work or study that they cant spare enough time to e_ their ideas.Keys: difficult, misunderstandings, problems, generation gap, old-fashioned, times, likes, dislikes, disagreements, common, exchangeThe teacher will read the passage for students, and, at the same time, they are required to fill in the missing blanks.说明：PPT19-21。通过听力填空，一方面使学生听力得到训练，另一方面，使学生对如何处理growing pains给出一个全面的认识，从而结束本课时，让学生对growing pains这个主题积累充足的信息，也为下一课时做好了充分的准备。Welcome to the unitDo you love your parents? Do you think you show respect to your parents?Do you sometimes quarrel with your parents? Why do arguments usually happen?(see reference book page 25)Some of the problems we have been discussing are quite common in families nowadays. What should children do to deal with these problems?(try to listen to our parents instructions; explain ourselves to our parents and resolve problems peacefully; do not quarrel with them about their discussions; try to talk with them)Growing up can be difficult. There may often be misunderstandings and problems between parents and children. Sometimes you may feel that the adults around you do not understand many of the problems you have. Four pictures show different examples of family problems. Look at the four pictures here. First of all, Id like you to imagine the situation and try to describe it with your own words.(Picture 1) Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he didnt say anything and went straight to his own bedroom. Though his parents were very confused, they didnt ask him why and continued with the cooking. After a while, loud music came from Li Pings bedroom. His mother was very angry and she rushed into his room. She shouted, “Do you have to turn up your music so loud?”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?Language points1. Growing up can be difficult. 成长可能会很艰难。1) Seeing is believing. 眼见为实。2) It is no use your forcing him to study hard. 你强迫他刻苦学习是没有用的。动名词作主语时，有时也可用于”It is +动名词“结构。这种动名词后置形式只限于用在good, use, fun, a waste of time及nice, interesting, foolish等的后面。It is no use / no good / fun / a waste of time doing sth.It is nice / interesting / foolish of sb doing sth.3) _ abroad for an hour can be a great honour for an ordinary person like me. A. Taken B. Taking C. Being taken D. Having been taken2. Do you have to turn up your music so loud?turn up 把音量调高；出现，露面 turn down 把音量调低；拒绝，拒不理会turn on 开（灯等） turn off 关（灯等） turn in 上交，交回turn out (to be) + n. / adj. 结果是，被证实为 turn away 把打发走turn to sb （for help） 求助于某人3. Dont you think this is a waste of time? 难道你不认为这是在浪费时间？ a waste of time / money 浪费（时间，金钱）等 waste on sth / (in ) doing sth 在上浪费 waste (in ) doing sth 浪费做某事1) Why do you waste money on clothes you dont need?你为什么浪费钱买你不需要的衣服呢？2) You are wasting your time trying to explain to him.你跟他尽力解释是在浪费时间。3) It is a waste of time quarrelling with such a person.与这样的人争吵是一种浪费时间。Step 6 Homework1. Write a note of how to communicate with your parents in terms of one of your growing pains.2. Preview the new words of Reading and the play in Reading.说明：涉及PPT第22。通过作业的写作可以反馈上课时所接受的信息，加深学生的对主题的理解和解决问题的能力；另外通过预习新单词和课文来为下节课做准备。 ReadingPart I I. Words and expressions ( P1-5)1. act n. 1）（戏剧的）一幕 Act one 2）thing done, deed 行为；举动1) The hero dies in Act 4, Scene 3. 男主角在第4幕第3场中死去。2) It is an act of kindness / a kind act to help a blind man across the street.帮助盲人过马路是做好事。vt. 1) 表现，行动 2) 扮演； 3) Think carefully before you act. 三思而后行。4) He acts an experienced man in the play. 他在戏中扮演一个经验丰富的人。act like 表现得像 act as sb / sth 充任某角色，担任某工作 act on sth 依照，奉行He acts like a gentleman, but actually he is a shallow and selfish man.他的行为举止像个绅士，但事实上他是个肤浅自私的人。He acts as the chairman at the conference. 他担任会议的主席。A patient should act on the doctors advice. 病人应遵医嘱。take actions to do sth 采取行动去Actions speak louder than words. 行动胜于语言。action n. 行为，动作 active adj. 积极的，活跃的 activity n. 活动2. cant wait to do sth. 迫不及待要做某事 1) I cant wait to tell you the good news. wait (for sb.) to do sth. 1) Would you please wait for me to get ready? 2) Lets wait here for the rain to stop. 3. frightened adj. 感到害怕的，受到惊吓的 The frightened girl was speechless. Im frightened of walking home alone in the dark. frightened eyes 受惊的眼神 a frightened look 害怕的表情 frightening adj. 令人害怕的，可怕的 a frightening experience frighten vt. 使害怕， 使惊恐 frighten sb. frighten sb. away / off 吓走，吓跑 fright n. 害怕，惊恐 shake /faint with fright 吓得发抖 / 吓晕了4. be supposed to do sth （按照规定，义务，安排） 应该，理应做be supposed to have done 应该已经 （动作发生在谓语动词之前）1) He is supposed to arrive before six oclock. 他应该在六点前到达。2) You are supposed to hand in your homework tomorrow morning. 3) What time are you supposed to be there?4) Jim is supposed to have finished the work now. 吉姆现在应该已经完成工作了。be not supposed to do 表示委婉禁止，不可，不许5) You are not supposed to play football in the classroom. 在教室里是不准踢足球的。Supposing (that) 还可以用作连词，引导条件状语从句，表示“假如”。Supposing (that) it rains, can we play the match indoors?要是下雨的话，我们在室内比赛行吗？5. bend bent bent vi & vt 使弯曲；弯腰1) He bent down to do up his shoes. 她俯身去系鞋带。bend forward / backward 前倾 / 后仰bend over / down 弯腰 / 俯身bend (sb) to sth （迫使某人）屈服，顺从be bent on sth / doing sth 专心致志于(做)某事2) He has to bend himself on the difficult problem. 他不得不向那道难题低头。3) He is bent on winning at all costs. 他决心不惜一切去争取胜利。5. starve vi. & vt. （使）挨饿， 饿死1) Many people starved to death because of the famine. 许多人因那次饥荒而饿死了。2) She is starving herself to lose weight. starvation n. 饥饿，挨饿，饿死 die of starvation6. tolerate vt. 容忍，允许，忍受；能经受，耐受 tolerate sb. / sth. tolerate (sbs / sb ) doing sth. 1) I wont tolerate your behaving in that way. 我不能容忍你那样的表现。 2) We dont tolerate anyone smoking in the library. 我们不允许任何人在图书馆里抽烟。 3) We should tolerate opinions different from our own. 我们应当包容与我们自己不同的观点。4) Few plants will tolerate sudden changes in temperature. 很少植物能耐受温度的突然变化。 tolerance n. 容忍， 宽容； 忍耐力 tolerant adj. 容忍的，宽容的7. behavior n. U 行为，举止，品行1) His behavior towards his family surprised me. 他对他家人的行为让我感到惊讶。2) You should pay attention to your behavior in school. 你应当注意在学校的举止。behave vi. 举动，举止3) The child behaved badly at the party. 那孩子在聚会上的表现很差。 behave oneself 举止得当有礼貌8. fault n. 缺点；瑕疵；过错1) Every man has his faults. 谚语金无足赤, 人无完人。2) Nobody lives without faults. 谚语 人无完人。3) Oh, sorry, its my fault. 哦，对不起，是我的错。fault 侧重于差错的主观责任mistake error 侧重于差错这一事实4) “I dont think its my _ that the TV blew up. I just turned it on. Thats all,” said the boy. A. error B. mistake C. fault D. dutyat fault 有责任，出毛病5) The machine is at fault. It cant work. 这台机器出毛病了，不工作了。find fault in 看出的缺点；找出的毛病find fault with 挑剔；对吹毛求疵9. scene n. （戏剧的）一场；场面；场景Act 1, scene 2 of Hamlet 哈姆雷特的第一幕第二场词义辨析scene 普通名词，指一眼可以浏览的风光，可以是自然景色，也可以是其他场景, 景象，事发地点scenery 集合名词，指该地区的“整个风景”，是由多个scene构成的景色。sight 风景；名胜。用复数形式指人文景观。（指供游客参观游览的地方）view 常指在远处或高处从某个视点看到的风景（scenery）的一部分。1) The picture shows a happy scene of children playing in the park2) We passed through some beautiful scenery on our journey through the Lake District.3) What a beautiful sight those roses make!4) Youll get a fine view of the town from the top of the hill.5) Firefighters were on the scene immediately.6) We are going to Hangzhou for the weekend to see the sights.10. upset adj. 难过的，不高兴的，心烦意乱的be upset about / at sth 因而心烦意乱的feel / look upset 感到心烦的1) Do you know why he looks upset? 你知道他为什么看上去心烦意乱？2) She felt very upset when she knew that she had failed the exam.当她得知考试不及格时她感到很不安。upset vt. 使烦恼，使生气；打乱，搅乱；打翻，碰倒；(upset, upset)upset the cup / the milk / the soup 弄翻了杯子、牛奶、汤be upset by upset ones stomach 使（肠胃）不适 ones upset stomach 胃不舒服upset sb with sth 因/用而烦某人3) Our plan was upset by his unexpected visit. 我们的计划被他的意外到来打乱了。4) The seafood he had for lunch upset his stomach. 中午吃的海鲜让他肠胃不适。5) This time Ill let you go in order to prevent _your mother _that kind of things. A. upsetting; with B. to upset; by C. upsetting; at D. to upset; with11. defend vt. 保卫，防御；辩解，辩护 defend sb. from harm 保卫某人不受伤害 defence n. 保卫，防御；辩解，辩护 (= defense) in defence of 为 辩解，以保卫 12. emergency n. 紧急情况，突发事件 The government declared a state of emergency following the earthquake. 紧急状态 The door should only be used in an emergency. 在紧急情况下 an emergency exit 太平门 an emergency box / case 急救箱 emergency room 急诊室 13. anyhow adv. 1）不管怎样，反正 (= anyway) Anyway /Anyhow, Id better go now. 2）尽管如此，即使这样 (= anyway) Im afraid we cant come, but thanks for the invitation anyhow / anyway. 3）随便地，草率地14. deserve vt. 值得， 应得， 应受 deserve sth （不用进行时）值得，应受deserve to do 该做1) You deserves a rest after all that hard work. 辛苦劳累那么久，你该休息一下了。2) They are the best team in the country. They certainly deserve to win the match. 他们的球队是这个国家最棒的，当然应该打赢这场比赛。3) He deserved to be punished. = He deserved punishment. 4) The scholarship will be given to a student that deserves it.奖学金将给予该得到的学生。 deserve doing (= deserve to be done) 值得被. 应该被1) Your suggestion deserves considering. = Your suggestion deserves to be considered. 2) The two books are so well written that they deserve reading / to be read. get what you deserve = deserve all / everything you get 罪有应得，15. explanation n. 解释， 说明 explanation n. the explanation of / for 对的解释或说明1) What is your explanation for being late? 你对迟到怎么解释？2) She didnt give an adequate explanation for her absence from the meeting. explain vt. & vi. 解释；说明的原因explain sth to sb =explain to sb sth explain to sb that 1) The teacher explained to us the meaning of the sentence. 老师向我们解释那个句子的意思。2) He explained to the teacher why he was late. 他向老师解释迟到的原因。16. be hard on 对苛刻的，对要求严格的Dont be too hard on such a little child . 对这么小的孩子要求不要太苛刻。The boss is very hard on the employees.hard adj. 坚硬的; 艰苦的，困难的; 严厉无情的；（气候）酷寒的 a hard rock 坚硬的岩石； a hard life / time 艰难的生活或时光 a hard job/ task 艰巨的工作； a hard look 严厉的表情 a hard winter 寒冷的冬季 adv. 艰难地，猛烈地 work hard 努力地工作 rain hard 雨下得大18. . now that 既然，由于，相当于since。that可以省略，引导原因状语从句。1) Now that you are grown up, you should not rely on your parents. 既然你已经长大了，你就不应该依赖父母了。2) Now (that) John has arrived, we can begin right away. 既然约翰已经到了，我们马上开始吧。19. punish vt. 处罚，惩罚1) Anybody who breaks the rules will be punished. 谁要是破坏了规矩，谁就要受到惩罚。punish sb for 因惩罚某人punish sb with / by 以来惩处2) The teacher punished this boy for being late.3) She punished the child by leaving him alone.punishment n. 处罚，惩罚 4) His punishment is to clean the room. 对他的惩罚就是打扫房间。unpunished adj. 不受惩罚的，Thoughts on the design:本节课是以学生掌握阅读剧本的方式、理解文章细节、分析文章要点为主的阅读课的第一部分。本文是一个剧本，所以本阅读课的特色在于学会阅读剧本的方法，以及根据文章的细节去掌握每个剧本角色的人物特征和性格特点，最终达到理解文章的主题。把阅读分为两个课时去教，本课时主要集中于对剧本内容的把握和一些阅读技巧，例如，快速阅读文章抓住人物角色，大声朗读把握对剧本的阅读方式，同时体会人物的情感。精读深入文章细节，解决一些深层次问题。通过本课时希望让学生达到对文章内容融会贯通，对人物性格特点清楚把握，对剧本的阅读方式初步掌握，甚至可以进行小规模创作的理想目标。Teaching aims:1 By showing pictures of a boy and the film poster “Home alone”, the students will be reminded of the boy and take interest in the main character in the play and introduce the reading “Home alone”.2 After skimming and scanning, the Ss will be able to get the main characters in the play.3 After Listening to the tape, the Ss will be able to better understand the play through T Or F questions. At the same time, they will be able to know how to read a play.4 After acting the play, the students will be able to practise their acting skills and arouse their activeness. And they will be able to analyze the emotions of the main characters.5 After some multiple choices and relative exercises, the students will be able to improve their skills in reading comprehension. 6 After a discussion, the students will be able to solve some practical growing pains in real life.Teaching procedures:Step 1 Lead-in (PPT 4-5)Show a photo of a boy on the screen and ask the students like this: Ok, everyone, do you still remember the film clip in the previous lesson? And the boy who impressed us deeply, can you recognize him? In thi