译林牛津 高一 unit 2 (1-10课时)教案
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南师附中周平
Teaching objectives:
 To introduce and develop the theme of growing pains
 To form a positive attitude towards growing pains and learn to solve family problems wisely
 To identify the difference between American English and British English
 To learn about some colloquialisms and their origins
 To develop the skills of how to read a play
 To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
 To develop listening ability through a radio talk show
 To develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme
 To develop the ability of reading for gist
 To 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 unit
Period 2—Reading 1 (Comprehension focus)
Period 3—Reading 2 (Word focus)
Period 4—Reading 3 (Consolidation of words)
Period 5—Word power1
Period 6—Word power2
Period 7—Grammar & usage
Period 8—Consolidation of grammar
Period 9—Task presenting a dialogue1
Period 10—Task presenting a dialogue2
Period 11—Project writing an advice letter
Period 12—Exercises

Period 1 Welcome to this unit
Teaching 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
Teaching 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:
1. Preview the new words of this unit on page 64 (from “act” to “rude”)
2. Think about this questions—What are growing pains? Do you have any pains? What are they?
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Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
 To develop the skills of how to read a play
 To 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 parents
Teaching 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 reading
2. First reading and checking out Part A on page 22
3. Second reading (following the tape) and checking out C1 & C2 on page 24
4. More 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:
1. Read the play aloud with partners.
2. Underline difficult words or sentences that need explaining.
3. Finish D1 & D2 on page 24.
4. Finish E on page 25.
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Period 3 Reading 2
(Word Focus)
Teaching objectives:
 To understand new words and expressions and learn how to use them
Teaching procedures:
I. HW checking out:
1. D1 & D2 on page 24
2. E on page 25
Ask Ss:
 what they think of the way Daniel and his parents solve their problem
 what kind of a boy Daniel is
II. Difficult points:
(In this part, Ss are encouraged to raise their questions.)
1. Eric runs in after it, followed by a big dog, walking very slowly.
2. …you weren’t supposed to come home until tomorrow!
3. Daniel, we thought you were an adult, …
4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.
5. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.
III. 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 II
a. 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 out
e. be hard on 5. used to say what is/was expected to happen,
esp. when sth. didn’t happen; used to say
that one should or should not do
f. 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 make
decisions so that anything bad will not happen
h. feel like 8.used to say one should receive (a reward or
a special treatment) for what he has done
i. (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.

1. 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)
5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)
6. Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)
6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)

7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)
8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)
9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)
10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)
11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)
12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)
13. ---It is so hot. I _____ a big iced cola. What about you?
---Mineral water, please. (feel like)
IV. Assignments:
1. Finish A1 & A2 on page 86.
2. Finish D1 on page 89.
Make sure Ss read the text carefully and review what they’ve learned before doing exx.

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Period 4 Reading 3
(Consolidation of words)
Teaching objectives:
 To consolidate the use of words and expressions through
Teaching procedures:
I. Checking out A1 & A2 on page 86:
II. Checking out D1 on page 89:

III. Assignments:
1. 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?
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Period 5 Word Power 1
Teaching objectives:
 To identify the difference between American English and British English
 To develop the ability of understanding words in context
Teaching procedures:
I. Lead-in: Dictation of words in the text:
(Ask a student to write on the blackboard.)
vacation
soccer
trash can
garbage
living room
behavior
adult
decision
explain
deserve
II. Word Power
1. focusing on the differences between American English & British English by checking out the dictation on the blackboard:
American English British English
vacation holiday
soccer football
trash can dustbin
garbage rubbish
living room sitting room
behavior behaviour
*Ask Ss “In which aspects does American English differ from British English from the examples above?”
(in vocabulary and spelling)
* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.
Differences Examples
pronunciation
grammar
spelling
vocabulary
* 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?
2. 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 passage
 He was the major reason for the program’s huge success.
major—very large or important
 Mike kept making trouble but was always charming.
charming—very pleasing or attractive
 From 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
continued
 These stories are good examples of the two sides of Mike’s nature.
nature—qualities that make someone a particular type of person
 He 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 them
III. Assignments:
1. 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.
2. Do “B” on page 91.
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Period 6 Word Power 2
(Colloquialisms focus)
Teaching objectives:
 To learn about some colloquialisms and their origins

Teaching procedures:
I. HW checking out:
1. Collecting examples of American English and British English
2. Checking out “B” on page 90
II. Colloquialisms
1. What is a colloquialism? How is it used?
2. 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 to
Origin: 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 twenty points, I will eat my hat.
Meaning: a saying used when you are 100 percent certain that something will happen
Origin: Many great writers, including Charles Dickens, have this expression.
3. Ask Ss to focus on Part A and have them finish this exercise individually.
Origins of some colloquialisms:
 a wet blanket
meaning: 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 ears
meaning: eager to listen; listening attentively
origin: 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 leg
meaning: to fool someone; to joke with someone
origin: 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.
4. 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:
1. Work out the meanings of the following colloquialisms:
a. My parents and I don’t always see eye to eye about school issues.
b. I’ve got a major test tomorrow, so I better hit the books.
c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.
2. Review the attributive clause learnt in Unit 1.
3. Read the play again and pick out sentences containing attributive clauses.

Period 7 Grammar and Usage
Teaching objectives:
* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Teaching procedures:
I. HW checking out: understanding some colloquialisms
II. Grammar and Usage:
1. 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.
2. Ask Ss to do “A” & “B” on page 29.
3. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.
4. More practice should be provided to Ss.
 The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
 Can you please give me a piece of paper on which I can write a note to Miss Liu?
 Do you know the woman with whom/to whom/about whom our teacher is talking?
 The man from whom/for whom I bought the old picture is over eighty.
 The way (in which/that) she sang surprised all the judges.
* * * *
 Do you still remember the day on which we first met each other?
 Yesterday we visited a factory in which toys are made.
 She didn’t tell us the reason for which she gave up her job.
5. relative adverbs: when, where and why
 Do 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.
6. let Ss read instructions on page 30
7. practice on page 31
III. Assignments:
1. Do C1 on page 88 (WB)
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Period 8 Consolidation of grammar
Teaching objectives:
 To have more practice on the usage of attributive clauses
Teaching procedures:
I. Consolidation of Grammar:
1. HW checking out—C1
2. Additional practice—this part focuses on situations in which relative pronounces and relative adverbs are used
Tell 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.
3. Do C2 on page 88.
Ask Ss to do this exercise individually and check out in class.
II. Assignments:
1. 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.)
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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 show
 To develop the skill of reading for gist through diary entries and a thank-you letter
 To learn how to write a dialogue
Teaching procedures:
I. HW checking out:
1. Ask Ss to check with their partner about the main point and words showing the writer’s mood.
2. Invite some Ss to tell the class the main point of the entry.

II. Step 1: listening to a radio phone-in programme
1. 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 English
1) Ask 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 volume
 the tones
 stressed words
 the pause
2) Have 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.
3) 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?
4) Let Ss listen to the tape and finish Part A on page 32.
5) 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. Step 2: reading a thank-you letter
In this part, Ss are asked to
 read the letter and the sentences below
 decide if the sentences are true or false
IV. Assignments:
1. Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.

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Period 10 Task Presenting a dialogue (2)
Teaching objectives:
 To develop writing and speaking abilities by presenting a dialogue
 To learn to work with others
Teaching procedures:
I. Presenting a dialogue:
1. skills building: writing a dialogue
1) Points about writing a dialogue:
In this part Ss are asked to read the guidelines on page 36
 Don’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 partners
2. Presenting a dialogue in groups:
1) Let Ss read the guidelines on page 37.
2) Have Ss work in groups of three and each group makes up a dialogue with the information provided.
3) 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:
1. Read the two letters on page 38 and think about how you can advise them to solve their problems.
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Period 11 Project Writing an advice letter
Teaching objectives:
 To develop the writing ability by producing a letter
 To work together and help solve problems
Teaching procedures:
I. Project writing an advice letter:
1. 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.
2. 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?
3. 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 letters
Task 2: writing an outline for the letter
Task 3: writing the letter
Note:
* 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:
1. Finish the letter and have it typed on A4 paper.
2. Read the two letters again and work out the meaning of new words with the help of dictionaries.
3. Do B1 & B2 on page 87.

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Period 12 Exercises
Teaching objectives:
 To develop listening ability through “Listening” on page 92
 To consolidate the use of words in B1 & B2 on page 87
 To learn to express opinions clearly by writing a report (optional)
Teaching procedures:
I. Listening practice on page 92
II. Checking out B1 & B2 on page 87
III. Writing practice on page 93 (optional)

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