Period 1 Welcome to the unit Teaching aims: 1.
Let the students get familiar with the topic of growing pains. As
the topic is quite common to them. 2.
Encourage them to practice their spoken English by talking about
their own experience or combining what they have seen and heard in the daily life.
Teaching important & difficult points
1. Activate students’ imagination.
2. Relate the information given in the book to the students’ own experience and let them express their opinions fully and freely. Teaching methods
1. Individual work or group work to make every student speak English and think in English.
2. Teacher-students exchanging methods by interviewing Teaching aids
A computer and a projector. Teaching procedures Step 1: Lead-in
Teacher may use the following questions to activate student’s interest in the problems between parents and teenagers. Questions:
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1. Do you love your parents?
2. Do you like to stay with your parents at home? 3. Do you sometimes quarrel with your parents? 4. Why do you quarrel with them? Step 2: Presentation
1. Picture talking and describing
Guide the ss to read the instruction and the pictures on the book. Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words. Teacher can give example first. 2. Summary of the topics
Encourage ss to use their imagination and any descriptions are acceptable.
Step 3: Discussion
Ask ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, teacher may ask the Ss how they think about the experience now. After talking about the questions, guide the Ss to think about the problem of generation gap and discuss how to overcome the problems. Questions:
1. Do you think there is a generation gap between you and your parents? 2. Does the generation gap really exit?
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3. After leaving home, how do you think of the relationship between you?
4. How to deal with the problem? 5. When you have a problem with them and want to talk to someone, who do you choose to talk to?
Let the ss conduct a feedback activity. Step 4: Summary
Make a conclusion: Growing pains can be very painful if we do nothing to understand others and make others understand us. Try to let your parents know how you feel and care your parents’ feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents’ love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents. Step 5: Homework
Ask students to write one of their experiences, enjoyable or painful, on their exercise books.
Teaching Post-description:
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Periods 2-5 Reading Home Alone
Teaching aims:
1．The Reading strategy of this part teaches Ss some characteristics
of a play and the basic skills of how to read a play. 2. Enable Ss to master some important language points. 3. Make sure the Ss can deal with the problems that happen in their family correctly and peacefully.
Teaching important and difficult points: 1. Help the Ss understand the text better. 2. How to improve Ss reading ability. Teaching methods:
1. Ask Ss to do fast-reading to get general idea of the play. 2. Ask them to do careful-reading to understand detailed information. 3. Pair or group work to participate in class. Teaching Aids:
1. A tape recorder. 2. A multimedia. Teaching procedures: Step 1: Lead-in
T: first please look at these pictures, what are the feelings of kids
who are left home alone?
Well, “Growing Pains” was a very popular TV show during the 1960s & 1970s. The teacher has to make sure Ss know about it by introducing parts of the famous TV show.
1. Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet?
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2. If no, can you imagine what might happen if you were left alone? 3. Could you handle all the responsibility and keep everything clean and safe?
Step 2: Fast-reading
1. Ask Ss to read the play quickly and find answers to Part A. 2. Check them together. Step 3: Careful reading
1. Ask Ss to read the play a second time and tell them to pay attention that the play has two acts, each with different themes, encouraging them to read it out loud. 2. Finish Part C1-C2
3. Check answers together. Step 4: Reading strategy
1. Ask Ss to discuss, read the reading strategy on page 23 and know how to read a play.
2. Practise reading the play.
3. To find more sentences said by each character of the play 4. Then finish Part D1-D2-E Step 5: Language points After knowing the general idea of the text, then deal with some language points to make sure Ss can understand the text in details. 1. be angry with sb. anger
2. happen to do sth. sth happen to sb. 3. be on vacation/ holiday 4. than expected
5. can’t wait to do sth.
6. surprise –surprised--surprising
to one’s surprise= to the surprise of sb. follow—following
7. be surpposed to / be expected/ required to 8. bend—bent—bent 9. be to do..
10. be gone /be lost/ missing 11. do with (what ) deal with(How)
12. explain—explanation
explain sth. to sb. explain to sb. sth. explain to sb. that…. 13. in a mess
14. With + O. + O.C. (Prep. Adv. Adj. v-ing, P.P/n. to do )
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牛津高中英语模块一Unit2教案
