牛津高中英语模块一（第五讲）（共5篇）
一、教学课型: 阅读理解课
二、教材分析 1.教材内容
见《牛津高中英语》模块一 Unit 1（Pages 2—3）2.教材处理
该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。3.教学目标
① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。4.教学的重点和难点
① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
② 难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计 1.总体思路
本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。2.教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives.But do you know what the British school life is really like? If you want to know the answer, please watch the following video.(设计说明: 由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。)Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.(设计说明: 通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)Step 2 Presentation T: From this the video, we have already gained some brief impression about the British school life.If you want to get something more about it, let’s come to today’s passage.T: Today we are going to read a passage by Wei Hua, who once studied in the UK.She will give us some detailed information about the school life in the UK.(设计说明: 由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)Step 3 Reading(1)Skimming T: Now please skim the passage quickly and try to find the answers to the following questions.Hand up when you get them.(Show the questions on the screen.)1.What is the main idea of this passage?(Suggested answers: 1.It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)2.What are the key points you can conclude from each paragraph?(Suggested answers: Para 1: School hours;Para 2: Attending assembly;Para 3: Teachers and classmates;Para 4-6: Homework and subjects;Para 7: British food and her activities;Para 8: feeling and hope.)(设计说明: 通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)(2)Scanning Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.1.How long did Wei Hua stay in Britain? 2.What was the name of Wei Hua’s class teacher? 3.What did Wei Hua make in her woodwork class?(Answers: 1.For one year.2.Mr Heywood.3.A small table.)(设计说明: 该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)(3)Detailed information T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:
Para Main idea Detailed information 1
School hours a)Was she happy with the school life?(Yes.)b)School in Britain _____ around 9 am and _____ about 3:30 pm.(starts;ends)2
Attending assembly a)Who was the girl sitting next to her on the first day?(Diane.)b)The headmaster told them about _____ during assembly.(Rules, the best way to earn respect from the school.)3
Teachers and classmates a)Who was her favorite teacher?(Miss Burke.)b)Was it easy for her to remember all the students’ faces and names? Why?(No.Because they had to move to different classrooms for different classes.)4
Homework and subjects a)The homework was not heavy, but why was it a bit challenging for her at first?(Because all the homework was in English.)5 a)Why did her English improve a lot?(Because she used English every day and spent an hour each day reading English books in the library.)b)Did she enjoy cooking? How do you know?(Yes.She thought it was really fun as she learned how to buy, prepare and cook food.)6 a)Do students have to learn all the subjects even if they don’t like them?(No.)7
British food and her activities a)Why did she miss Chinese food a lot at lunchtime?(Because British food is very different, and British people eat lots of desserts after their main meal.)b)She usually played on the school field.Sometimes she played _____.Sometimes she _____.(football with the boys;relaxed under a tree or sat on the grass)8 Feeling and hope a)She felt _____ and hopes _____.(lucky, to be back and study there again.)
(设计说明: 通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。)(4)True or false T: Please read the passage again, and then decide the following sentences true or false according to the article.If it is false, please try to correct it.1.Wei Hua likes the school hours in the UK.2.Chinese schools encourage students to work hard.3.Wei Hua’s favorite teacher was Miss Burke.4.The average number of the students in each class in Britain is over 30.5.British students have fixed classroom and classmates.6.British students can only study two languages: English and French.7.Wei Hua enjoyed British food.8.Wei Hua enjoyed playing football.9.Wei Hua is now back in Manchester again.(Suggested answers: 1.T 2.T 3.T 4.F The average number of the students in each class in Britain is 29.5.F They move to different classrooms for different classes.6.F They have to study English, but they can drop French if they don’t like.They can choose Spanish or German.7.F She missed Chinese food a lot.8.T 9.F She hopes that someday she can go back and study in Manchester again.)(设计说明: 在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)(5)Consolidation Ask the students to read the passage carefully one more again to find the answers to the following questions.Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.1.Which of the following statements is Not Wrong according to the passage? A.She used to get up at 8 a.m.in China.B.What the headmaster told them sounded like what she used to hear in her school in China.C.She was such a good cook that she liked cooking British food.D.She didn’t like History or Art, so she chose Woodwork.2.What is the main idea of the passage? A.Her English improved a lot as she used English every day.B.School life in the UK is busy and bitter.C.She had a wonderful experience in a British school.D.She wanted to go back to China and enjoy Chinese food.3.Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ? A.I could e-mail my family and friends back home without paying money.B.I could e-mail my family and friends back home freely.C.I could e-mail my family and friends in my free time.D.I could be free to e-mail my family and friends back home.4.The writer’s purpose of writing the passage is to __________.A.tell us that she doesn’t like school life in Britain B.excite more students to study abroad C.improve her English D.introduce her exciting and happy life in Britain 5.She felt lucky because __________.A.she could get up an hour later than usual B.the headmaster told them to earn respect by working hard and achieving high grades C.she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students D.she improved her English(Suggested answers: 1.B 2.C 3.A 4.D 5.C)(设计说明: 该环节问题的设置遵循了文章阅读的整体性和连贯性原则，要求学生不仅要读懂设置的题干问题，还要能够理解文章中有关内容及其内在联系，即不仅考查学生对阅读中语言形式的掌握，而且考查他们对语言知识的灵活运用。)Step 4 Group work Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?
Aspects In the UK In China similarity
difference
After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic.The teacher should give them some help if necessary.(设计说明: 通过组织学生对中国和英国中学的异同进行比较讨论，从而进一步加深对英国中学生活差异的体会和感悟。这样，有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力，既可以为教师教学提供反馈信息，又可以让学生之间的相互启迪，使他们在学习过程中学会学习。)Step 5 Reading strategy At first the teacher may ask the class how they can get the main idea and detailed information from the passage.If necessary, the teacher may give the students some minutes to think about it or work together with their partner.After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.Skimming: We skim a passage when we want to get a general idea of what it is about.We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc.We do not need to read the whole passage word by word.(设计说明: 该步骤通过让学生对学习过程中所采用的无意识阅读策略加以思索、讨论和分析，然后，在老师的启发引导下，对阅读策略进行总结归纳，使学生对学习方法的掌握由无意学习发展到有意学习，从而使得学生进一步有效掌握阅读技巧和方法，不断提高阅读能力。Step 6 Discussion T: Nowadays, more and more young students are going abroad to study.What effects(影响）will the new school life have on them? Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer.Each group should choose a representative to summarize the opinions of the group and then report them to the class.When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad.If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.Advantages: 1.Widen their view;2.Improve their English;3.Learn to be independent and cooperate with others;4.Learn about foreign customs and culture;5.Let the foreigners learn about China and attract them to invest in China;6.Learn advanced technology;7.…
Disadvantages: 1.Cost a lot of money and become a heavy burden on their parents;2.Feel homesick;3.Form some bad habits;4.Stay in a foreign country and refuse to come back;5.…
（一）概念
企业年金即企业主办的退休金计划，在市场经济国家，企业一般是私人的，因此企业年金也被称为“私人退休金”，以区别于政府主办的“公共养老金”；在我国，企业年金是对“企业职工基本养老保险”制度的一种补充，因此也被称为“补充养老金”。企业年金计划与 “企业职工基本养老保险”制度最主要的区别是：前者由企业主办，后者由政府主办。企业年金也是我国职工养老金的第二支柱（来源），第一和第三支柱（来源）分别是企业职工基本养老保险和个人商业储蓄。
我国机关事业单位的“补充养老金”被称为“职业年金”，名称上有别于“企业年金”，但性质相同。
（二）企业年金特点：
1.由企业自愿主办，在形式上可以是企业自办，也可以由多家企业联办。
2.企业年金由雇主和雇员共同缴费，双方按约定比例缴费形成“企业年金基金”并建立雇员个人账户。为了鼓励雇员自愿缴费参加，雇主往往按雇员同一比例或高于雇员的比例缴费，等到约定年龄，个人账户中的企业年金归雇员所有。
3.参保雇员全取企业年金有一定工龄限制，一般还要达到法定退休年龄。如果雇员提前离职，往往只能领取个人缴费部分。企业年金实际上是一种延期支付的工资。
4.企业年金受国家政策和法规制约，接受政府监管，但政府对企业年金不承担直接责任。企业之所以愿意接收国家制约，因为国家一般会给予企业年金以经济优惠政策，比如企业年金缴费以及基金的投资可免税。
5.企业年金一般建立个人账户，实行缴费确定制（DC）。企业年金在征得工会同意的前提下，一般会委托基金管理公司等投资于资本市场以保值增值，风险由雇员承担，企业和国家都不担保企业年金未来的损益。
二、企业年金的意义
（一）对于政府来说，企业年金减轻政府承担养老保险的压力。政府主办的养老保险是保障退休职工的基本生活水平，有企业年金作为补充，雇员退休金会有所增加，有利于社会的稳定，因此企业年金受到政府鼓励。在中国、英国和日本等企业年金都是养老保险第二根支柱。在政府不举办基本养老保险的国家（比如美国），企业年金就是养老金的第一支柱，或者说是雇员退休金的主要来源。
（二）对于企业来说，建立企业年金有利于提高企业声誉，吸引优秀员工；有利于提高在职员工的工作效率；还有利于培养员工的凝聚力和归属感，防止熟练员工跳槽，稳定员工队伍。因此，企业年金计划是企业人力资源管理的重要内容和管理手段。
（三）对于员工个人来说，企业年金是一种本企业员工专有福利，是退休金的一种补充，有利于提高退休后的生活水平。
因此，学习企业年金知识，有助于我们更好地进行企业人力资源管理。
三、企业年金发展简史
（一）制度简史
企业年金大约产生于19世纪70年代的美国，1875年美国运通公司（American Express Company）为其雇员建立的退休金计划被看作是世界上第一个正式的私人退休金计划（企业年金）。目前，企业年金在全世界普遍实行，美国的“401（k）计划”是企业年金计划的典型代表。
我国企业年金制度源于1991年《国务院关于企业职工养老保险制度改革的决定》，该《决定》提出：“国家提倡、鼓励企业实行补充养老保险，并在政策上给予指导。”
1995年12月29日，原劳动部发布了《关于印发〈关于建立企业补充养老保险制度的意见〉的通知》，标志着我国企业年金制度正式启动。
2001年，《国务院关于同意〈辽宁省完善城镇社会保障体系试点实施方案〉的批复》提出，建立企业年金的企业需具备三个条件：“依法参加基本养老保险并按时足额缴费；生产经营稳定，经济效益较好；企业内部管理制度健全。”同时指出：“大型企业、行业可以自办企业年金，鼓励企业委托有关机构经办企业年金。”
2004年1月，原劳动和社会保障部发布了《企业年金试行办法》，同年2月原劳动和社会保障部、银监会、证监会、保监会发布了《企业年金基金管理试行办法》，两个试行办法推动了我国企业年金进一步发展。
2005年，国资委的《关于中央企业试行企业年金制度的指导意见》对中央企业试行企业年金制度的原则、条件、方案、管理等各方面进行了详细的规定。
2006年颁布的《关于企业年金基金银行账户管理等有关问题的通知》、2007年颁布的《保险公司养老保险业务管理办法》和2009年的《关于企业年金个人所得税征收管理有关问题的通知》规范了企业年金发展过程中各有关主体的行为。
2011年2月，人力资源和社会保障部、银监会、证监会、保监会发布了《企业年金基金管理办法》，预示着我国的企业年金制度已经成熟。
（二）实际发展
制度建立为企业年金发展提供了法规依据，我国企业年金的实际发展情况如何呢？2012年10月11日人力资源和社会保障部社会保险基金监督司有关领导披露：截至今年6月末，全国企业年金基金规模达到4198亿元，较去年底增长17．6％；建立企业年金的企业超过5万家，较去年年底增长11．5％；参加企业年金的职工达到1765万人，较去年年底增长11．98％。
企业年金推广虽然有上述成绩，但与政府的期望相比、与国外许多国家的情况相比，目前我国企业年金的实际普及程度还极其落后，实际建立年金的企业占可以建立年金的企业比例非常低，今后发展空间巨大。
【教学内容与教学要求】
教学内容：
牛津高中英语模块一Unit 3（上）
二、教学要求：
1．学会谈论健康、锻炼，描述问题。
2．学习e-mail的写作。
3．语法：非限制性定语从句、反意疑问句。
【知识重点与学习难点】
重要单词：
stay(系动词：保持), slim, figure, weight, ashamed, recover, failure, contain, chemical, seldom, damage, attractive, touching, embarrassed, pressure, overweight, diet, properly, skinny, consider, fit(强健的), pill, appearance, especially, amazed, archery, squash, aerobics(有氧运动), triathlon(铁人三项), category, partial(部分的), response, purpose, confirmation, actually, recognize.
二、重点词组：
work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…， follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.
三、【语法术语】
non-restrictive attributive clause非限制性定语从句, question tag反意疑问句, positive statement肯定的陈述句, negative statement否定的陈述句, personal pronoun人称代词, auxiliary verb助动词, model verb情态动词, imperative clause祈使句.
【难点讲解】
1. What do you do to keep yourself looking good and feeling good？
你是怎样保持自己良好的外在形象和健康的身体状况的？
询问别人怎样做某事的可以用“how do you…..?”也可以用“what do you do to….?”。例如：
How did you make the baby stop crying?
What did you do to make the baby stop crying?
Keep yourself looking good and feeling good是一个“动＋宾语+补语”结构，现在分词短语looking good and feeling good作宾补。
2. Dying to be thin….
这是个双关语，既可以理解成“差一点为瘦身而死”，也可以理解为“迫切希望瘦身”。课文主人公Amy因为急切希望保持苗条的身材服用了一种减肥药造成肝功能衰竭，差点丢了性命。用这个双关语作课文的标题非常巧妙。
Dying 的本意是“快要死去的，而dying to do/be+adj或dying for+n则表示“迫切希望…..”。例如：
He is dying to see his homeland again.
I’m dying for a drink of rum.
She is dying for a chance to be back on the stage.
3. I know the pressure to stay slim is a problem, especially for an actress.
我知道保持苗条的压力是一个，对于一位女演员来说更是如此。
I’m taking weight-loss pills called Fat-Less, which are quite popular among young women here.
我在服用一种叫“”的减肥药，这种药在年轻女性中很流行。
medicine 泛指药物，尤指内服药，表示“治疗…的药”时后面跟介词for: the medicine for cold。 Pill药片、药丸, ,表示“治疗…的药”时前面加定语：sleeping pills 。drug药剂、麻醉药、毒品，drug(s) 表示“治疗…的药”时和for/to treat连用。
4. She says health is priceless, and I agree, but then I look so slim at the moment.
她说健康是无价的，我同意她的说法，但是我现在看起来非常苗条。
后缀less加在名词之后表示“没有、缺乏”例如：hopeless, helpless, careless, homeless.注意， priceless和worthless, valueless的意思不同。Price指价格，加less表示“无法估价的”；worth, value指价值，加less则表示“没有价值的。
Then和but连用，起到增强语气的作用。
5. They contain a harmful chemical that caused my liver to fail.
那些药里含有一种有害的化学成分，导致我肝功能衰竭。
6. I think you look great as you are.
我认为你现在这样保持自然本色看起来就很棒。
As you are是状语从句意思是“以你本来的面目”
As作连词的用法较复杂，可以表示“当….时候、因为、既然、相比、虽然，按照…做、象…一样、当做，还可以用来指代上文中提到的事情以避免重复。其中作“虽然、用来指代上文中提到的事情”两种用法比较特殊，请看例句：
Alone as he is, he does not feel lonely.
Try as you would, you could not make him change his mind.
Harry is unusually tall, as are his brothers.
7. Remember to take it slowly at first and you will build your strength up quickly.
记住刚开始锻炼时要慢些，你的体力很快就会增强。
Take 在这里意思是“从事…活动”it 指代sport/exercise。
Build up增强、增加，名词build-up,例如：
The build-up of Japanese forces makes the neighboring countries very uneasy.
8. Some sports are usually done indoors, while others are done outdoors.
一些体育活动通常是在室内进行的，另一些则是在室外。
Indoor、outdoor是形容词，只能作定语使用; indoors/outdoors是副词，作地点状语。例如：
It is an indoor sport.
We can play the game indoors.
【语法】
一、非限制性定语从句
1) 定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，例如：This is the house which we bought last month.这是我们上个月买的那幢房子。（限制性）The house, which we bought last month, is very nice.这幢房子很漂亮，是我们上个月买的。（非限制性）2) 当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的，例如：Charles Smith, who was my former teacher, retired last year. 查理史密斯去年退休了，他曾经是我的老师。My house, which I bought last year, has got a lovely garden. 我去年买的的那幢房子带着个漂亮的花园。This novel, which I have read three times, is very touching. 这本小说很动人，我已经读了三遍。3) 非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数，例如：He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。Liquid water changes to vapor, which is called evaporation. 液态水变为蒸汽，这就叫做蒸发。说明：关系代词that和关系副词why不能引导非限制性定语从句。
二、反意疑问句：
反意疑问句是由陈述句以及其后面的简略疑问句构成，前一部分为陈述句，后一部分由助动词或情态动词 + 主语(人称代词)构成，可表示真实的疑问。也可以表示说话者的某种倾向，强调或反问
It’s raining , isn’t it?
反意疑问句的前半部分陈述句是肯定的，则疑问部分为否定形式；反意疑问句的前半部分陈述句中若为否定，则疑问部分为肯定形式。
前半部分陈述句含有hardly, never, seldom, few, little等词时，疑问部分为肯定形式。
We hardly know each other, do we?
There is little left for us to do, there is?
反意疑问句的前半部分陈述句中若使用了助动词，情态动词或 be 动词，后半部分先重复这些动词，然后 + not +主语，构成简略句
You can read this , can’t you?
She should have a rest , shouldn’t she?
如果反意疑问句前半部分肯定句中谓语动词是实意动词，后半部分一般由 didn’t / doesn’t 和didn’t + 主语构成
We need some salad too , don’t we?
He looks like his father , doesn’t he?
祈使句后面的反意疑问句是will you/shall we?
Let’s stop quarreling and get down to business, shall we?
Come over to my house, will you?
【同步练习】
Unit 2 Growing Pains
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:
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 parents?
Do you always do what your parents want you to?
Do you sometimes quarrel with your parents? Why do you quarrel?
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.
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?
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?
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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:
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?
Reading:
Remind Ss of the instructions on reading a play before reading
First reading and checking out Part A on page 22
Second 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 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…”?
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?
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.
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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:
HW checking out:
D1 & D2 on page 24
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
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.
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.
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 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:
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.
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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:
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?
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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:
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
Word Power
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?
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
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.
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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
What 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 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.
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.
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 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:
HW checking out: understanding some colloquialisms
II. 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 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 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.
let Ss read instructions on page 30
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:
Consolidation of Grammar:
HW checking out-C1
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.
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 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:
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 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
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
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.
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?
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
Assignments:
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:
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:
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.
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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:
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 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:
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.
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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:
Listening practice on page 92
Checking out B1 & B2 on page 87
2. turn up; turn down; turn off; turn on
3. a waste of time
waste/spend … on sth/(in) doing sth
4. try to do sth; try doing sth
5. force sb to do sth; be forced to do sth
6. be angry/upset with sb
7. cannot wait to do sth
8. look around the room
9. be supposed to do sth
10. bend to touch the dog
keep/get in touch with sb
lose/(be) out of touch with sb
11. what … do with sth
how … deal with sth
12. explain sth to sb; explain to sb sth
13. with a passa boxes on the floor
14. leave me alone
15. (be) in charge (of …)
take charge of …
charge the battery
charge sb … for …
free of charge=for free
16. act like an adult
take an active part in …
take action/steps/measures (to do …)
17. the reason why …/that …
reason with sb.
18. go unpunished
19. lights go out
20. have one’s arms crossed
21. not … any more
22. deserve to do sth
23. instead of …
24. (be) hard on sb
be strict with sb
25. now that …
26. be rude to sb
27. be different from …
28. in the form of …
form the habit of doing sth
29. pay (any/no) attention to sth
draw/attract one’s attention
30. treat sb like a child
31. make mistakes;make decisions; make comparisons
32. argue about sth with sb
33. spoken English; English-speaking countries
34. It’s raining cats and dogs
35. make a mountain out of a molehill.
36. be surprised at…; (much) to one’s surprise
From Welcome to Word power
1. 成长
2. (声音)调大、调小、关掉、开
3. 浪费时间
在…上浪费、花费时间
4. 设法做…;尝试做…
5. 迫使某人做某事;被迫做…
6. 生气、不安
7. 等不及要做…
8. 环顾四周
9. 理应做某事
10. 弯腰去抚摸小狗
保持、取得联系
失去联系
11. 如何处理
如何处理
12. 向…解释…
13. 地板上passa盒子的…(状语、定语等)
14. 别管我、别烦我;
15. (某人)负责某事
掌管、负责…
充电(电池)
因…向某人索要…(钱)
免费的
16. 像成年人一样行事
积极参加
采取措施做…
17. …的原因
与某人理论
18. 免于受到惩罚
19. 等熄灭了
20. 双臂交叉
21. 不再…
22. 应该做…、配做…
23. 而不是
24. 对…严格
同上
25. 既然、由于
26. 对…粗鲁
27. 与…不同
28. 以…的形式
形成、养成…的习惯
29. 注意…
引起某人注意
30. 把…像孩子样对待
31. 犯错误;做出决定;做比较
32. 就…与某人争论、争吵
33. 英语口语;说英语国家
34. 倾盆大雨
35. 小题大做
36. 对…感到惊奇;令某人惊奇的是，…
From Grammar to Project
37. give sb painting lessons
38. a little bit expensive
39. be proud of …
take pride in …
40. get good marks/achieve high grades
41. stay up
42. do a good job in …
43. regret that/doing
regret to do
44. be nervous about …
45. after all
46. mix up … with …
47. take one’s advice; follow one’s advice
ask (sb) for advice
48. be interested in …; develop/show an interest in
49. all the time
50. go out for a long walk
51. keep … in mind
52. what’s wrong with … ?
53. it takes sb … to do sth
54. make a bit of difference
55. provide sb with sth; provide sth for sb
56. be busy with sth/sb; be busy (in) doing sth
57. become upset with sb
58. at the moment
59. as though/ as if
60. insist on doing sth
insist that …
61. chat online with sb
surf the internet
62. at present
be present at …
63. prevent/stop sb (from) doing sth
keep sb from doing
keep sb doing sth
64. allow sb freedom
allow doing
allow sb to do sth
be allowed to do sth
65. or worse
worse still; what was worse
66. without harming one’s relatioship
67. help sb with sth
68. in one’s spare time
spare no efforts to do sth
69. suggest an idea
give sb a suggestion
70. fight like crazy
fight for …; fight against…
71. forbid sb to do
From Grammar to Project
37. 给某人上油画课
38. 有点儿贵
39. 对…感到自豪
同上
40. 取得好成绩
41. 熬夜、不睡觉
42. 在…(方面)做得好
43. 后悔做…
遗憾、抱歉地做…
44. 对…紧张
45. 毕竟
46. 把…与…混淆、混合
47. 听从某人建议
询求建议
48. 对…感兴趣
49. 一直、总是
50. 出去散步
51. 记住…
52. 出了什么事?
53. 花费时间做…
54. 有点影响
55. 为…提供
56. 忙于做…
57. 对…感到不安
58. 此刻、现在
59. 好像
60. 坚持做…
同上
61. 与…网上聊天
上网冲浪
62. 目前
出席(会议)
63. 防止…做…
同上
使某人一直做
64. 让某人有自由
允许做…
允许某人做…
被允许做…
65. 或者更糟糕
更糟糕的是
66. 而没有伤害某人关系
67. 帮助某人…
68. 在某人空闲时间
不遗余力地做
69. 建议一个注意
给某人建议
70. 发疯地;拼命地
为了…而战;为反对…而战
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