Unit 2 Growing painsPeriod OneTeaching 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. Important 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 procedures: 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 problems?Growing pains arent a disease. You probably wont have to go to the doctor for them. But they can hurt. Usually they happen whenkids 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.Growing pains also meanthe troublesand difficultiesthatmeet when they grow up.Step 2. BrainstormingDo you love your parents?Do you always show respect to your parents?teenagersHave you ever quarreled with your parents?What is your quarrel about?Step 3. Picture discussionAsk Ss to look at the pictures and discuss each picture in groupsof four.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What will she do?Picture 3Why 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 4What 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 descriptionImagine the situations and try to describe each picture as fullyas possible with their own words.Make sure that Ss have“when”,“where”,“who”,“what” inyour descriptions.Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discussthefollowing questions in groups offour.Each group chooses two ofthefourquestions.Have Ss toreporttheiropinions in class.Step 5.Further discussionDiscuss the following questions in groups of four.What do you do when you have familyarguments with your parents?Do you thinkthereis a generationgap between 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 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 procedures:Step 1. Lead-inGet 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 you were left alone, can you imagine what might happen?Step 2. ReadingPlease go through theReading strategyand tell me how to read aplay.(Make sure students know how to read a play.)First reading:Get students to read the play and finish Part A individually.Answers: 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 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 finished my vacation to Yunnan.A. workB. holiday2.When I went into the room, I found the room was in a mess.A. difficult stateB. dirty or untidy state3.A teacher should trust his students.A. look afterB. believe that sb. is good4.The woman was mad at the dog for eating her shoes.A. worriedB. angry5.It is rudeto run into others house without knocking at thedoor.A. not politeB. anxious(Answers:1 5 BBBBA)Detailed reading:1.Please read Act One of the play carefully and fill in the form.CharactersThings they doFeelingsMom and Dad just coming back fromexcitedvacationdisappointedangryEricplaying soccer atsurprised andhomefrightenedDanielstay in another roomsorryangry2. Please read Act Two carefully and fill in form.CharactersDoing sth.FeelingsDanielexpressing hisangryangerEriccomforting hiscalmbrotherMomtalking about thefeeling sorry andthings thatregretfulhappened todayDadstrong-willed/stubbornRole-play:Divide students into groups of five and 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 thinkthere is a generationgap between you and your family?How can you deal with it?1. Write an end to the play.2. Role-play the dialogue in groups of five. Period Threeto an arrangementBe supposed to do sth.(Word Focus)Teaching objectives:To learn new words and expressions and learn how to use them.Important and difficult points:The usage of: enter; be supposed to do sth.; be to do sth.; gounpunished; to have sth. done; be hard on sb.; feel likeTeaching procedures:Step 1. Revision1. Ask two students to read their writings.2Get students to look at Part E. First fill in the blanks and then compare their writings with the conversation.Step 2. Important word or phrases1. enter (vi.) (vt.) come or go in or into（1）Translate the two sentences into English.進(jìn)來(lái)之前請(qǐng)先敲門。小偷從后門進(jìn)入了大樓。（2）Change the sentences by the phrases given.Our teacher entered me for the English competition. (maketake part in)The two old men entered into a long discussion.( begindoing sth.)2.You werent supposed to come home until tomorrow!means sth. is expected to happen accordinge.g. (1)發(fā)現(xiàn)者號(hào)航天飛機(jī)應(yīng)該在月日返回。Shuttle Discovery was supposed to return on Aug 8.(2) 由于颶風(fēng)卡特里娜，一些美國(guó)人按安排離開(kāi)家園。Some Americans were supposed to leave their hometown because of Hurricane Katrina.(3) 校會(huì)應(yīng)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, Be to do sth. means indicates that sth. should be done.(1) 你昨晚晚自習(xí)就應(yīng)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(diǎn)與伯克小姐見(jiàn)面。I was to meet Miss Burke at an agreed place.3. This is not a familywhere bad behaviorGo unpunished “remain in a particular andgoesunpunished and you usually undesirablestate ”.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(cuò)誤放在那里是有必要的。4. to have sth. done=to leave sth. in a certain state(1) 不管發(fā)生什么事情 , 請(qǐng)把門關(guān)。(2) 丹尼爾離開(kāi)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(duì)某人嚴(yán)厲 , 對(duì)某人苛刻 e.g. (1) 繼母對(duì)白雪公主很苛刻。Stepmother is very hard on Snow White.(2) 不要對(duì)一個(gè) 10 歲的孩子說(shuō)這些話 , 這對(duì)他來(lái)說(shuō)太重了些。Dont say that to a ten-year-old boy. You are being too hard onhim.5.I feel like we have to punish him or hefeel like=have a wish for/ wante.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)在不想要大吃一頓。I don t feel like (having) a big meal now.(3) 這種材料摸起來(lái)象絲綢。The material feels like silk.Step 3. Important sentencesGet students to translate the following sentences and point out the relative wordsDaniel , a person from whom we could expect good decisionsI don t know the reason why the room is so dirtyThis is not a family where bad behavior goes unpunished and youEric sits on his bed looking at Daniel, who has his arms crossedand looks angry.Step 4. WorkbookPlease allowstudentsenough time to do A2 in class,and then checkthe answers together.If time permits, get students to finish B1.Step 5. HomeworkFinish A2 and B2 in their workbook.Get the students to thinkabout the question“Is the play writtenin American English of British English? How do you know that?”