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模块一第二单元教案

模块一第二单元教案


Unit 2 Growing pains Part 1 welcome to the unit
Teaching Aims and requirements
? Read a play about an American family and two letters ? Listen to a radio talk show ? Talk about problems common to teenagers ? Present a dialogue ? Write an advice letter

Teaching important and difficult points:
Encourage Ss to express their opinions on family problems freely.

Teaching methods:
1. Individual work or group work. 2. Work cooperatively.

Teaching procedures: Step 1: Brainstorming
1. Do you love your parents? Do you think you show respect to your parents? 2. Do you sometimes quarrel with your parents? How do arguments usually happen? Will you give examples of kinds of problems you sometimes have with your parents. Some parents may interfere in their children's lives and try to influence their decisions about their future career or study plans. Parents may want to make decisions for their children and also force them into doing things they don't want to, such as household chores or extra study. Some parents don't always trust that their child is telling the truth. They may ask lots of questions about a child's social activities or the reason why they are late coming home, etc. Some of the problems we have been discussing are quite common in families nowadays. What should you do to deal with these problems? Do you nowadays always listen to your parents' instructions? Do you always explain yourselves to your parents and resolve problems peacefully? Or do you disobey your parents and quarrel with them about your decisions?

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In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends? Step 2: Discussing and practicing 1. Look at each picture carefully. There are four pictures here. First of all, I'd like you to imagine the situation and try to describe it with your own words. (The teacher can show an example to students by describing the first picture.) 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 didn't say anything and went straight to his own bedroom. Though his parents were very confused, they didn't ask him why and continued with the cooking. After a while, loud music came from Li Ping's bedroom. His mother was very angry and she rushed into his room. 2. Now please talk about each picture as fully as possible in groups of four and share your opinions with your partners. Better not let go the chance to speak?. I will invite some of you to report back your descriptions. 3. 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? Sample answers A. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extra-curricular activities. They think if I waste my time on these activities, I won?t get good enough grades to attend a good university. They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.

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B. My parents want to control my life too. We argue about my grades and study almost every day. Whenever I feel angry with my parents, I talk it over with my best friend. I don't expect that she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands completely what I am feeling. We have the same dreams and ambition.

C. My parents don?t trust me at all. They always think I am out having fun with my friends, not studying. I often meet my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet cafe or out shopping for clothes or CDs. I tell them I am studying but they just don't believe me. We often argue and they call me a bad child and say I am disobedient and don't respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents, I sometimes stay quiet and don?t answer their questions and don't do the things they ask me to, like helping around or going to bed on time, but I think sometimes they just don't understand me. Step 3 Further Discussion Ask the students to further discuss the question: Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem? Step 4 Homework 1. 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.

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Unit 2 Growing Pains Period 2 Reading I
Teaching aims:
1. 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 students will be able to get the main characters in the play; 3. After Listening to the tape, the students 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 practice 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 important and difficult points:
1. Help students understand the play. 2. How to improve students? reading ability.

Teaching methods:
1. 2. 3. 4. Skimming and scanning Task-based approach. Pair or group work. Discussion.

Teaching procedures:
Step 1 Lead-in 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? This class he will be with us all the time. And he is a starring role in the film “Home Alone”, and in our class today, he is called “Daniel”, a naughty and lovely boy who also has difficulty dealing with his growing pains. Now open your textbooks to page 22.

Step 2 Skimming and Scanning Require the students to skim and scan the text to answer some questions on the screen and then conduct a feedback activity.(PPT 6) Answers: ① Who are the main characters in the play? (Eric, Daniel, Mom and Dad.) ② Why was Dad very angry with Daniel? (The room was a mess. / There was trash all over the place.) ③ What happened to their dog, Spot? (Spot was ill.) Step 3 Listening and understanding Listen to the tape and finish the exercises on the screen (mainly from C1 and C2)
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C1 1. Dad 2. Daniel 3. Dad C2 1. F 2. F 3. T (PPT 7-9)

4. Daniel 4. F

5. Eric 5. T

6. Dad 6. F

7. Mom 7. F

8.T

Step 4 Detailed Reading and Act the Play Let?s divide into several groups and each group first read the play out loud and then acts it out. Pay attention to imitating the tones and intonations of each character while reading. We can hold a competition to see which group is the best. And then fill in the blanks on the screen according to the sequence of act.(PPT 10-15) Act 1 Characters Mom and Dad Eric Daniel Act 2 Characters Daniel Eric Mom Dad 注:黑体字是答案 Step 5 Comprehension Finish some multiple choices about the play and fill in the blanks of a task based reading. Answers for multiple choices: 1. D 2.A 3. B 4. C 5. D 6. D 7. B Answers for task based reading: reached, which, in , angry, explanation, earth, disease, taking, scolded, silence. Step 6 Discussion How do you think good parents should treat their children? And how do you think children should understand their parents? Step 7 Homework 1. Finish the Part D, E on Page 25 and A1 and A2 on page 94. 2. Try to write a short play emotionally in a group of four after class. (PPT20) Things they do Expressing his anger Comforting his brother Talking about the things happened today Feelings Angry calm Sorry and regretful Stubborn(固执的) Things they do just coming vacation back from Feelings excited, disappointed, angry surprised and frightened sorry angry

playing soccer at home staying in another room

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Period 3

Reading II

Language points
Teaching aims:
1. The students are able to keep the important words and phrases in mind as well as some difficult sentences; 2. After some exercise, the students will be able to apply what they have learnt to practice; 3. To improve the students? skills in solving some difficult problems related to the college entrance examination.

Teaching important and difficult point
Usage of the key words and expressions. Teaching methods: 1. Explanation and practice. 2. Discussion. 3. Pair work. Teaching Aid: Multi-media

Teaching procedures:
Step 1 Review Students are given some exercises about new words in Reading for them to keep the new words in mind. First, lead in like this: Since all of you have known the play well, I want to ask one student to summarize the play in a few sentences, any volunteer? …Ok, today we?ll learn some language points and important usages of words. First, let?s review some new words in Reading. Keys: B B B B B A Step 2 Language points Explain some important phrases or sentence structures. Ask the students to solve the relative multiple choices after explanation. 1. Mom and Dad arrive back from vacation a day earlier than expected. (p22) 妈妈和爸爸比预 期的早一天度假回来。 the summer/winter vacation 暑/寒假 take a vacation 休假 three weeks of vacation 3 周的假 on vacation (在)度假 vacation 假期,指正式规定的较长的假期,不指假日或节日。 ①He has gone to Italy on vacation. ②Where are you going for your vacation?
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③I'm going to take a vacation on the Golden Beach next month. ④No one goes to school during the vacation. [c.f.]holiday, leave 1)holiday 既可以指假期 (也可用复数),也可指节假日。 2)leave 休假,准假,多指政府部门机关,尤指部队的休假。 on holiday (在)度假 get leave to do 获准做某事 give leave 准假 expect 预想, 预期,料想 holiday dress 节日盛装 ask for leave 请假 take French leave 不辞而别 than expected 比预料的 as expected 如预料的那样

①There are more people present than expected. ②The film was not interesting as expected. 2. I can't wait to surprise the boys. (p22)我都等不及要让孩子们大吃一惊了。 wait for…等待 wait to do 等着做 wait one's turn 等候轮到某人 ①I'll wait fot you at the station. ②I have been waiting to hear from you. ③Let's wait here for the rain to stop. ④I can't wait to see her again. ⑤Wait your turn. Don?t cut in on the queue. 3. Eric runs in after it, followed by a big dog,walking very slowly.(p22) 埃里克跑进来追球, 后面跟着一只走得慢腾腾的狗。 run after 追赶 光 ①A dog is running after a rabbit. ②We're running out of fresh water. ③Our food will soon run out. ④The car ran into a tree. followed by… 过去分词短语作伴随或方式状浯,表示被动含义。 run across 偶遇 run into 撞上,偶遇 run out of 耗尽,用 wait for sb. to do 等待某人做 can't wait to do 等不及做

wait a chance 等待机会

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现在分词短语作伴随或方式状语时表示主动意味,即表示该动作是前面主语发出来的。 ①The boy spent the night locked in the room. ②He sat in the corner of the room, crying sadly. walking very slowly 为现在分词短语作定语。 现在分词作定语时表示主语的概念或动作的进行。单个分词作定语多放于被修饰名词前, 分词短语则置于被修饰词后。 1)被修饰的词是“特指”名词时,该现在分词只能表示动作的进行。 2)被修饰的词是“特指”名词,而修饰它的定语所表示的动作与谓语动作所表示的动作不 是同时发生的,此时该定语虽表示主动意味,也不能使用现在分词短语,而应使用定语从 句。 ①Do you know the boy (who is) lying under the big tree? ②The girl (who is) sitting on the right is the professor's daughter. ③China is a developing country. ④There was a terrible noise following the sudden burst of light. ⑤The boy who brings milk has been ill for a week. ⑥The officer who left yesterday has come again. ⑦The girl who won the first prize in the composition contest is my sister. 4. You're back early! (looking around the room, sounding frightened) (p22) 你们早回来了 ! (环 顾房间,听起来有点害怕 ) Link v. sound 听起来 look 看起来 smell 闻起来 (给人以??感觉)+ taste 尝起来 feel 摸起来 ①It sounds a good idea. ②That sounds strange. ③He sounds like someone I used to work with. ④He looks as if he had slept very badly. ⑤She looks young/ old for her age. ⑥Your hand feels cold. 名词 形容词 介词短语 分词 as if 从句 v. hear/listento see/lookat smell taste feel/touch

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⑦The dish tastes delicious. ⑧The flower smells fine. ⑨It looks like rain. /It looks as if it is going to rain. frightened(frighten)感到害怕的,害怕的 , frightening 吓人的,令人害怕的 1)-ed 形式多用来修饰人,描述人的声音、表情或感受; 2) -ing 形式则多用来修饰事物,描述事物的状态或性质。 ①He was frightened to death when he heard the news. ②He was frightened by the frightening noise. ③You looked frightened. excited 激动的,感到兴奋的 pleased 高兴的,满意的 worried 担心的 encouraged 受到鼓舞的 satisfied 满意的 interested 感兴趣的 amazed(感到)惊奇的 surprised(感到)惊讶的 bored(感到)厌烦的/乏味的 exciting 令人激动的/兴奋的 pleasing 令人高兴的 worrying 令人担心的 encouraging 令人鼓舞的 satisfying 令人满意的 interesting 有意思的,有趣的 amazing 令人惊异的 surprising 令人惊讶的 boring 单调的,令人乏味的

5. But,but…you weren't supposed to come home until tomorrow! (p22) 但,但是??你们应 该明天才到家。 be supposed to 1)表示按照义务、规则,规律或约定“理应,应该”。 2)被认为,被看作是 be supposed to do 常用来表示 “本应该 (发生而实际上并未发生 )” , 有时也可使用 be supposed to have done 表示过去本应发生而实际未发生的事。be not supposed to 意为“不应当”。 ①He is supposed to arrive before six o'clock. ②You were supposed to finish your homework on time. ③The speaker is supposed to be excellent. ④We were supposed to arrive at six. But we're late. ⑤He was supposed to have told me about it. ⑥Business is not as good as it was supposed to be. ⑦You're supposed to have done it by now.

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6. The money with which you were to buy dog food is gone, but Spot looks so hungry! (p22) 你 应该用来买狗食的钱不见了,但 Spot 却一副饿相。 were to 在此表示过去的计划和安排。 was/were to 还可表示纯过去将来时的意义。 be to do 结构常用来表示计划 ;安排 ;指示 ;命令或要求等,它也可以表示可能性或注定要发生的事 情。提示:be to 可用于条件状语从句中,表示“想要” (should/want to)。 ①Their daughter is to be married soon. ②The cinema was to close the scond day. ③No one is to leave the building. ④You are to be back by 10 o'clock. ⑤The headmaster says you are to come at once. ⑥If you are to see him, you must come early. 相关高考试题(2001 上海) In such dry weather, the flowers will have to be watered if they____. A.have survived B. are to survive C. would survive D. will survive

Will/would 表示将来不可用于条件状语从句,而 A 项使用完成时态与题意不符。答案: B be gone: gone 在句中作表语表示状态。gone 形式上为过去分词,但它常被用作形容词,作 表语或补足语,表示“离开了的; (时间)过去了;(物)不见了,用完了,消逝了”等意。 ①How long do you think you'll be gone? ②When I came back,my car was gone. ③Just a pain in my chest. It's gone now. ④Cone are the days when we used foreign oil. 7. What did you do with the money we left? (p22)你用我们留下的钱做了什么? do with 与??相处; 容忍(与 can 连用); 处理; 以??勉强对付过去。 what 在句中作 do 的 宾语。 ①He is pretty difficult to do with. ②I can't do with his rudeness. ③What should I do with the table? deal with 表示“处理”常与疑问词 how 连用;而 do with 常与 what 连用。 8. The room is a mess, with pizza boxes lying on the floor and dishes piled in the sink. (p22) 房

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间里一团糟,比萨饼盒子在地板上,碗碟堆在洗碗池里。 a mess: a dirty mass of thing; dirty and disorder condition ①Look what a mess you?ve made of your dress. ②The children made a terrible mess in the living room. ③My life is (in) a mess(乱七八糟;脏透;处境狼狈) . ④You've made a mess of (把??弄得乱七八糟;打乱 )the job. lying on the floor 与 piled in the sink 为分词短语在句中对前面的名词 boxes 和 dishes 进行 补充说明。现在分词短语表示一个主动的动作,而过去分词短语则表示一个被动的动作。 with+c.o.常可用来表示状态,原因常见结构如下: 分词 形容词 介词短语 副词 不定式 名词

with+n./pron.+

①He fell asleep with all the windows closed. ②With the guide leading the way,we got out of the forest without any difficulty. ③He stood there with his hand in his pocket. ④They sat in silence with the 1ight on for half an hour. ⑤With no one to talk to, he felt bored. ⑥She died with her son (being) yet a schoo1 boy. 相关高考试题(2004 北京) ________ two exams to worry about, I have to work really hard this weekend. A. With B. Besides C. As for D. Because of

该题考查介词用法。该题题意:由于有两次考试让我操心,我本周末必须用功学习。 Besides (除了??还)及 As for(至于,关于)皆不符合题意要求,应排除。D 项为短语介词, 其后须接名词、代词或动名词,在此,句法结构有误,也不可选。选择 A 项可构成"with+ 复合宾语”结构。答案:A 9. Listen to me young man---remember the day when we left you in charge? (p22) 听我说年轻 人——还记得我们托付你掌管家务的那一天吗? remember…? 相当于 Do you still remember…? 注意读时句尾用升调, 表示疑问语气。 when

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在此引导定语从句,修饰表示时间的名词 day,when 在定语从句中作时间状语,也可换为 on which。 leave 在句中表示“使或让?? (处于某种状态 )”后跟复合宾语。能作其宾语补足语的除 了介词短语之外,还可以是形容词、副词、分词、名词等。 Note: leave 也可用于 leave sb.to do 结构,表示“让某人处理某事”,即 to do 形式表达的 是主语有意识的目的。而用 doing 作宾补时,doing 形式表达的不一定是主语要达到的目 的。 ①Don't leave her waiting in the rain. ②He seemed to have left something unsaid. ③Don't leave all the lights on. ④The parents died,leaving the boy an orphan. ⑤I left him to explain it to them. ⑥They often 1eave the child alone at home. 1) make/have/1et sb. do sth. 让/使某人做某事, 强调主动性和目的性 (make 和 let 后不用-ing 形式作宾补)。 2)keep sb doing 让某人一直做某事。不能用 to do 形式作 keep 的宾补。 in charge 掌管,负责; 在句中作 you 的补足语。 ①Who is in charge here? ②He is in charge of our class. ③The factory is in the charge of Li Hai. ④When did you take charge of the company? ⑤When she was away,he had charge of the business. ⑥The nurse was left in charge of the children. free of charge 免费 What's the charge for… ? ??的费用是多少? charge sb money 向某人索价(多少) charge for 因??而收费 charge sb. with 谴责/指控某人??,指派某人做某事 charge sb. to do 命令某人做 10. Daniel , we thought you were an adult, a person from whom we could expect good decisions… (p22) 丹尼尔,我们还以为你是一个大人了,一个我们

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可以指望作出正确决定的人?? thought,用过去时表示“本以为,原本想”,注意从句时态要一致。 ①I thought you were in Beijing. ②I didn't know you were coming. a person 与 an adult 为同位关系。from whom…为介词 from 提前的定语从句,修饰先行词 person。 expect: think or believe that sth. will happen or that sb./sth. will come, or that one will receive sth.预期,预料,指望 ①None of us expected it. ②I'll expect you for supper. ③I'm expecting his letter. ④When do you expect to be back? ⑤You can't expect him to support you. ⑥I expect that he?ll come back soon. ⑦You are expected to do your duty. ⑧ -Will she come? -I expect so/ not. [c.f.]expect, hope, wish expect 等,期待,预想,预料。它侧重于指人的心理状态,指心理上的感觉或看法。 hope 与 wish 希望,愿。陈述的是一种个人的希望和愿望,带有很强的个人感情色彩。 ①We expect to make a small profit this year. ②They hope that they can visit the Great Wall some day. ③We hope to see you soon. ④She wishes to go abroad. ⑤I wish the work to be finished quickly. 相关高考试题 (NMET 1999) -Do you think the Stars will beat the Bulls? -Yes. They have better players, so I _____ them to win. A. hope B. prefer C. expect D. want

该题考查动词词义辨析。A 项句法上是错误的, B、D 两项则带有很强的个人偏好。

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此处使用 expect,是根据 They have better players 所提供的客观信息去预料结果。答案 : C 11. This is not a family where bad behavior goes unpunished and you … (p22,p23) 在这个家里,坏的行为就得受惩罚,而你?? where refers to ?in a family?. 引导定语从句, 修饰先行词 family, where 也可替换为 in which。 指代 in the family。 behavior n: way of treating others; manners 行为举止,待人态度,行为方式。 behave v. (举止或行为)表现,规矩; (机器等)开动,运转 behave well/badly (towards) sb. 对待某人的态度好/坏 ①Their behaviour towards me shows that they don?t like me. ②She behaves as if she were a child. ③Children,please behave yourself. ④How is your new computer behaving? go 进行;起作用;行得通 ①Her absence went unnoticed. ②He is worried that many crimes go unreported. ③Never allow such tendencies go untouched. 12. Eric sits on his bed looking at Daniel,who has his arms crossed and looks angry. (p23) 埃里克坐在他的床上看着丹尼尔,丹尼尔双臂交叉,看起来很生气。 has his arms crossed 为 have /get sth. done 结构,表示: 1)使某事被做(主语有意识的行为,可能是主语自己做,也可能让别人做 ) 2)遭遇,经历(此事违背主语的意愿 ) ①You'd better have that bad tooth pulled out. ②I must have/get my homework finished first before going out to play. ③The old woman had/got her handbag stolen. ④He was sentenced to death and would have/get his head cut off the next day. 相关高考试题 (2004 重庆) Laws that punish parents for their 1ittle children's actions against the laws got parents_____. A. worried B. to worry C. worrying D. worry

解析:该题旨在考查 get sth. done 结构。答案 A

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cross v. put or place sth across or over sth else of the same type 交叉,穿过,越过,反对 n. 十 字形,十字形物 adj. 易怒的,脾气不好的 across adv.&prep.横过,穿过,在??另一边 ①Be careful when crossing the road. ②He sat there with his legs crossed. ③He crossed me in everything. ④He was crossed in his plan. ⑤Put a cross where there is a mistake. ⑥Don?t be so cross with me! ⑦There?s no bridge across the river, so I?ve got to swim across. 13. Maybe, but now that he has been so rude to us, I feel like we have to punish him or he won?t respect us. (p23) 或许吧,但是既然他对我们这么无礼,我觉得似乎我们得惩罚他一下, 否则,他不会尊重我们的。 now (that) conj. because of the fact that; since 由于,既然 ①Now (that) you've passed your test you can drive on your own. ②Now that you've grown up ,you must stop this childish behavior.

相关高考试题(NMETl999) ___you've got a chance,you might as well make full use of it. A. Now that B. After C. Although D. As soon as

根据题意“既然你得到了一个机会,你还是充分利用它为好。” 可知,B、C、D 皆不符 合题意。答案:A feel like 感觉起来像是;觉得像;摸上去像;想要。 ①Do you feel like parents try to force you to spend your spare time doing things you don?t like? ②I feel like a hurt animal. ③Do you feel like taking a walk? ④I feel like (drinking)a cup of tea.

Step 3 Review List all the phrases in Reading and then ask the students to read them twice to strengthen their
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memory. 1. than expected 2. be supposed to do 3. be to do sth 4. In a mess 5. Leave sb in charge of sth 6. go unpunished 7. run into 8. go out 9. have one?s arms crossed 10. deserve to do 11. be hard on 12. now that 13. feel like 说明: 通过一起朗读来加深学生对刚才所学词组的记忆, 让学生了解一下课文中的主要词组。 Step 4 Practise Finish the exercises during the class. Keys: 1. These plans are expected to be put into practice soon 2. A group of the students came in, following the teacher. 3. He was supposed to become a scientist but he chose to be a doctor. 4. Gone are the days when the Chinese people used foreign oil. 5. These goods can?t go unpacked. (go without being packed.) 6. You?d better have your daughter examined. 7. This question deserves a further discussion= deserves to be discussed further. 8. Now that you are grown up, you must stop this childish behavior. 9. You failed in the exam. You should have studied hard. 10. Don?t be too hard on children. 说明:通过翻译来训练学生对这些词组的掌握程度,并加以运用。 Step 5 Homework

Finish the multiple choices: Keys: 1-5 BACDC 6-10 BDBBC

11-15 CCBBA

16-20 DBCDA

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Unit 2 Growing pains Period 4
Teaching aims:
1. Make sure students can identify the differences between American English and British English. 2. To learn some useful colloquialisms.

Word power

Teaching Important and Difficult Points:
1. Make students know some differences between American English and British English. 2. Make students know the meaning of To some useful colloquialisms.

Teaching methods:
1. individual work 2. pair or group discussion 3. comparisons

Teaching procedures: Step 1
Show a poster and introduce the movie ? the Parent Trap? . Show two questions about the movie: (1) What?s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned. [Explanation] 本单元的主题是成长,因此向学生推荐这部有关成长的电影。下面将通过视频与文本的 形式具体讲述电影情节,因此此处只需简单介绍以引入下面的主题。 The Parent Trap, presented by Disney in 1998, tells a story of a pair of twins getting reunited after 11 years separation since birth. Lindsay Lohan elegantly played two main characters, the twins, one from the UK and the other from the USA. 说明:在介绍过程中,教师宜强调双胞胎姐妹分别来自英国和美国,提醒学生留心两人语言 上的差异。也即随后的两个问题。这两个问题只需提出而不需要学生回答,仅仅要求学生在 下面欣赏和阅读的过程中思考。

Step 2
Show the movies.

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Show the texts, and fill in the blanks according to the movies. Chapter I Meeting

At Maine Summer Camp, eleven-year olds Californian Hallie Parker and Londoner Annie James meet each other. Though they look surprisingly ________ to one another, they develop a ________ for each other, and attempt to play tricks on one another in a series of childish competitions. (alike, dislike) Chapter II Realization

Finally, both girls are punished to stay together in an isolation cabin, where they learn that they have much in ________. They then realize that they are in fact ________ sisters that were separated at birth. They each have one half of the same photograph, a wedding picture that their _________ took eleven years and nine months ago. (common, twin, parents) Chapter III Plan

Desperately wanting to meet the other parent they?ve never seen since ________, the sisters hatch a plan: Hallie will return to London ________ as Annie, and Annie will return to California as Hallie. Of course, the plan will eventually be __________, and the two girls imagine their parents having to meet after 11 years in order to change them back. (birth, acting, discovered) Chapter IV Discovery

After some training lessons, where they each learn about one another, they head 'home' separately, and the plan begins. Due to their slightly different ________, and their greatly different manners, they are soon discovered one after another. With the help of others, they continue with their plan to bring their parents back together again. (language) Chapter V Re-union

In the end, of course, they _______ in bringing the whole family together as one. (succeed) [Explanation] PPT 第 5 到 14 页是一个整体,通过该电影的几段剪辑和文字叙述简单地介绍了这个故 事。 电影片段的播放只需要单击电影画面即可。 文本部分的填空简单检测学生对所看内容的 掌握。整个故事分了五个章节:第一章“meeting”是两姐妹相会;第二章“realization”是 姐妹俩发现真相;第三章“plan”是姐妹俩策划交换身份的情节;第四章“discovery”有两 段剪辑,分别介绍俩姐妹各自被发现的过程;第五章“re-union”没有视频,直接通过文字 介绍故事结局。整个过程教师宜以口述来过渡五个部分,并适当加入情感因素。

Step 3
Finish the exercise of true or false. 1) Annie is from the USA while Hallie is from the UK. (F) 2) They?ve never met each other before. (T)

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3) They recognize one another at the first sight. (F) 4) They each have one half of the same picture. (T) 5) According to their plan, Hallie will go to California, and Annie, London. (F) 6) The language they speak is completely different. (F)

Step 4
Show the two questions at the beginning of the class: (1) What?s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Ask students to discuss about them. After discussion, try to complete the form shown below according to the movie. Annie from language London, UK British English give me a fright examples dizzy My God! [?] Hallie California, USA American English scare me woozy My God! [ɑ?]

Step 5
Introduce the differences between American and British English from four aspects: grammar, spelling, vocabulary and pronunciation. Show examples of the differences one by one. (students? book page 26)

Step 6
Make a conclusion of the differences: Despite such differences, all English speakers, Americans or Englishmen, can understand each other, just like the twins, Hallie and Annie. Ask a question about the differences between American and British cultures: Besides language, can you name any other differences between the cultures of the USA and the UK?

Step 7
Let the students discuss about the question above. Show some examples of cultural differences in the form of brain-storming: How much do you know? 1) Thanksgiving is observed only in _______. (the USA)

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2) People usually walk on the ______ side in the USA while in the UK people usually walk on the ______ side. (right, left) 3) __________ behave in a more casual way while in _______ people are a bit more formal or traditional. (Americans, Britain) 4) Americans select ________ as the top leader of the country, while in the UK, the ______ or ______ is always the representative of the country. (president, King, Queen) 5) Football has its origin in ______, but in America, where it is called ______, it is not so popular as American football, or ______. (Britain, soccer, rugby)

Step 8
Explain the meaning of the word “colloquialism”: A colloquialism is an informal expression used in spoken English. Colloquialisms are never used in formal English or in writing, but are often used in conversations. In many cases, we can guess the meaning of the colloquialisms through the words used. Match the two columns. (students? book page 27, part A) Guess the meaning of the given expressions, try to find an equal Chinese expression for each. (students? book page 27, part B) 1. I?m okay now,but I just had the worst morning ever! (p26) 我现在没事了,但是今天上午糟糕透了。 the worst ever morning =the worst morning that I had ever had. [c.f.]ever, once ever可放于形容词最高级之后,从时间方面加强形容词最高级的含意,含有“迄今最??”之 意。常用于一般疑问句,否定句以及表示条件和比较的从句中,含有“在任何时候”之意。可 用于一般现在时,一般过去时和现在完成时。 once表示“曾经”之意时,常用于肯定句中,且只能用于一般过去时。 ①We had a lovely holiday this summer ,one of the best ever. ②Have you ever visited our school? ③No one will ever forget it. ④He is seldom, if ever, late for class. ⑤If you ever see George, say hello to him for me. ⑥He works harder than ever. (before). ⑦He has been living here ever since. ⑧He was as much interested in music as ever. ⑨Have you ever been to Beijing? No, never/ Yes, I have.
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⑩[译]我曾见过他。 [误]I met him ever. [正]I met him once. 2. I wanted to complain, but... (p26)我想投诉,但是?? complain v. say that one is dissatisfied, unhappy,etc抱怨,发牢骚,诉说(病痛等);(正式地)控 诉,投诉 ①He complained to me about her bad manners. ②You have nothing to complain of, do you? ③We complained to the police about the noise from the bar. ④He complained to the waiter that his meal was cold. ⑤--What's the weather like on your holiday? --Oh, I can't complain. 嗬,没的说。

3. Don't be a wet blanket. Have some fun! (p27)别那么扫兴,玩得开心一点! a wet blanket 指(因自己情绪不好)使别人兴致低落的人,扫兴的人。 He was such a wet blanket at the party that they never invited him again. fun [U]娱乐;乐趣;有趣的人或事。 ①We had lots of fun at the party yesterday. ②What fun it is watching them playing together. ③I'm learning to cook just for the fun of it. ④Have fun! 尽情玩吧1 5. I'm all ears. (p27)我洗耳恭听。 be all ears[口]倾听,专心听,热心听。 Tell me your news,I'm all ears. 把你的新鲜事告诉我,我洗耳恭听。 be up to the/one's ears in ... 埋头于,沉迷于 turn a deaf ear to...对??充耳不闻,置若罔闻 play it by ear 随机应变 go in (at) one ear and out (at) the other 当耳边风,听了就忘 6. Are you serious? Don't pull my leg. (p27)当真?别和我开玩笑呵。 pull one's leg[口]开某人的玩笑(使其信以为真);耍弄某人

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He is a very serious man. Don't pull his leg. 他是个很严肃的人,别开他的玩笑。 be all legs (人)修长 give a person a leg up扶人上马,帮人越过障碍,援助(受困的人) on one's last legs (人)垂死,精疲力尽;(事物)几乎崩溃 be run off one's legs 疲于奔命,忙得不亦乐乎 stand on one's own legs 自立 take to one's 1egs 逃逸

Step 9
Assignments: (1) Try to find more differences between the USA and the UK, both in language and in culture. (2) Try to find more colloquialisms by referring to the dictionary. Explain to the students how to get the information needed, for example, through Internet, by reading books or referring to a dictionary. Ask the students to finish the task assigned after class.

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