By Yu Juan 2010-9-14
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.
Important and difficult points:
?Get students to understand what growing pains means.
?Make students know the relationship between parents and their teenage children in the USA.
?Help students to form a positive attitude towards relationships between their parents and them.
Teaching procedures:
Step 1 lead-in
Get the students to read the two passages in the lead-learning paper and have a general idea of “growing pains”
KEYS: CBAAD, ABBAC
Then ask the students the following questions:
What are Growing pains?
When do we probably have growing pains?
Step 2 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What 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 3
Why 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 4
What 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?
Get several students to talk about the pictures.
Step 3 Picture Description
Imagine the situations and try to describe each picture 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.
Step4 Further Discussion
Discuss the following questions in groups of four.
When you have a problem and want to talk to someone, who do you choose to talk to?
Do you think you understand your parents?
Tell the students ways to solve generation gap between their parents and them.
Do spend some time talking with your parents, and you will find your parents have the same interests as you.
When your parents don’t understand you, please try to think from the angles（角度）of your parents.
Further discussion:
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
Consolidation:
Generation gaps happen a lot. But sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. Do remember that your parents love you and sooner or later you will become parent , too. So be kind to your parents and try your best to understand them. Understanding is a bridge over the gap.
Homework:
1 Preview the Reading part.
2 Write a short passage about an unpleasant experience with your parents/friends/teachers.
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
?To develop students’ ability of reading 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
Important and difficult points:
Learn to analyze the emotions of each character from the instructions of the play.
Teaching procedures:
Step 1 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American film “Home alone”?
Could you give a brief introduction of the film?
If you were left alone, can you imagine what might happen?
Step 2 reading
Please go through the Reading strategy and tell me how to read a play.
(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, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
Reread the play and finish PART C1and C2
Detailed reading
1.Please read Act One of the play carefully and fill in the form
CharactersThings they doFeelings
Mom and Dadjust coming back from vacationExcited, disappointed , angry
Eric playing soccer at homesurprised and frightened
Danielstay in another roomSorry, angry
2. Please read Act Two carefully and fill in form:
CharactersDoing sth.Feelings
Daniel expressing his anger angry
Eric comforting his brothercalm
Momtalking about the things that happened todayfeeling sorry and regretful
Dad strong-willed/ stubborn
Step 3:Role-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.
Step 4:Consolidation
1.Choose the best answers according to the play(见同步导学P41Ex1)
2.Complete the task-based reading(见学英语报第四期B2版REDING)
Step 5: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 think there is a generation gap between you and your family? How can you deal with it?
Homework：
1.Write an end to the play.
2. Role-play the dialogue in groups of five. And preview the language points in the article.
Period 3 Reading 2
(Word Focus)
Teaching objectives:
To learn new words and expressions and learn how to use them..
Important and difficult points:
The usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done”
Teaching procedures:
Step 1 Revision
1. Ask two students to read their writings.
2．Get students to look at Part E .First fill in the blanks and then compare their writings with the conversation.
Step 2 Focuses in the texts:
Go through the passage with the whole class and deal with some language points with them.
一、Some phrases:
1. 嘭地关上门 2. 以对话的形式 3. 恶劣行为
4. 弯下身去摸那条狗 5. 朝某人叫嚷 6.行为举止像大人一样
7. 注意说明 8. 没有受到惩罚 9.描述一次不愉快的经历
10. 环顾四周 11. turn up music 12. a waste of time 13. force to do something.
14. deserve to know the truth 15. be angry with somebody
16. be hard on somebody 17. argue with somebody about something
18. leave you in charge 19. expect good decisions from you
20. earlier than expected
二、Useful drills
1．Mom and Dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和妈妈外出度假，比孩子们预计的时间提前一天返回家中。
than expected意思是“比预期的，比预料的”
There were more men who died in the air crash than reported. 在飞机坠毁中死亡的人数比报道的要多。
expect vt.“期望，指望，期待；预期，预料”
sth.
to do sth.
expect sb. to do sth.
sth. from sb.
that-clause
so./ not.
We were expecting you at eight, but you didn’t turn up. 我们预计你八点钟来的，但是你没有来。
He is a selfish man. You can’t expect too much from him.
How can you expect to make progress if you don’t work hard? 你不下苦功怎么能指望取得进步？
I expect him to pass the college entrance exam. 我预料他会通过高考考试。
--- Will it rain tomorrow? “明天会不会下雨吗?”
--- I expect so (not). “我想是 (不是)。”
Ex.
1.He came back ______ later than ________.(C)
A. much; expecting B. very; expected
C. much; expected D. even; to be expected
2. Does this meal cost $50? I ______ something far better than this!(B)
A. prefer B. expect C. suggest D. suppose
3. ??? Do you think the Stars will beat the Bulls?
??? Yes. They have better players, so I ______ them to win. (C)
A. hope B. prefer C. expect D. want
2．… you weren’t supposed to come here until tomorrow! 你们不是应该明天才回来的吗？
be supposed to (something) is expected to happen according to the arrangement“（按照规定、习惯、安排等）应该（做），理应”“被期待”。有时含有“本来应该如何如何，但事实并非如此。”之意。
The sports meeting was supposed to take place on Tuesday, but we had to postpone it due to the bad weather.
The door, although supposed to be open, is now locked. 门，本应该开着，现在却关着。
我们本来应该八点钟到达这里，而我们却迟到了。
We were supposed to be here at eight, but we are late.
You are not supposed to smoke on the bus. 你不可以在公共汽车上抽烟。
不定式有时用进行形式或完成形式：
She was supposed to be reading at home, but her mother found her in the park. 她本来应该在家里读书的，可是她妈妈却发现她在公园。
This isn’t what we are supposed to be discussing. 这不是我们应该正在讨论的。
Ex.
1. ??? You should apologize to her, Barry.(A)
??? ______, but it’s not going to be easy. (2007浙江)
A. I suppose so B. I feel so C. I prefer to D. I like to
2. The train _______ arrive at 1:30, but it was an hour late.(C)
A. was about to B. was likely to
C. was supposed to D. was certain to
3. ??? Why didn’t you keep your words, Billy?
??? Sorry, dear. But I really forgot where I was ______ to meet you. (C)
A. demanded B. imagined C. supposed D. guessed
4. The professor also mentioned an article _______ by Zhu Ziqing.(A)
A. supposed to have been written B. supposed to be written
C. supposing to have been written D. supposing to be written
3． This is not a family where bad behavior goes unpunished and you … (pages 22 ? 23, lines 28 ? 29) 这个家可不是一个对不良行为听之任之的地方，而你……
go unpunished In the phrase go unpunished, go is a linking verb meaning ‘be or remain in a particular and usually undesirable state’. 不受惩罚
go + 过去分词
Her decision went unchallenged. 她的决定未引起异议。
Her complaints went unnoticed. 他的抱怨未引起注意。
It is necessary not to let errors go uncorrected. 有了错误就必须纠正。
go 连系动词 “变，变成”，后多跟形容词作表语，表示主语由好变坏，或由正常情况变成特殊情况。还可以跟有关颜色的形容词。
become 和 get的变化可以是由好变坏，也可以是由坏变好。
go wrong / cold / hard / red / mad / blind / bad / hungry 出毛病 / 变冷 / 变硬 / 变红 / 发疯 / 变瞎 / 变坏 / 挨饿
Many people are still going hungry all over the world. 世界上很多人仍在挨饿。
My father went grey when he was in his late thirties. 我父亲不到四十岁就两鬓斑白了。
He went pale at the news. 听到这消息他脸色发白。
他听到这个消息时几乎发疯了。
He went almost mad when he heard the news.
Ex.
(C)On hearing the news of the accident in the coal mine, she pale.
A. got B. changed C. went D. appeared
4． Listen to me young man ---remember the day when we left you in charge? 听我说年轻人――还记得那一天我们将这个家委托你负责的吗？
leave 用作使役动词，表示“使某人/某物继续处于某种状态，听任，让……做……”，其后可以接名词、形容词、副词、介词短语、现在分词、过去分词、不定式等作宾语的补足语，构成“leave + 复合宾语”结构。
Jack’s father died, leaving him an orphan. 杰克的父亲去世了，使他成为孤儿。
Who was it that left the door open? 是谁让门开着？
The boys ran out, leaving all the lights on.
He left his son in charge of the shop.
The poor farmer died, leaving his wife and three children in poorer conditions.
Don’t leave your friend waiting outside. Let her in. Her mother walked off and left her sitting there all by herself, crying. 她妈妈走了，让她一个人孤零零地坐在那里哭泣。
He hurried off after receiving a phone call, leaving all his work half done.
Better leave it unsaid. [谚] 话还是不讲出来为好。
Leave future to take care of itself. 让未来自然发展。
She left me to take care of the baby. 她托我照顾她的婴儿。
5． Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. (page 23, lines 36 ? 37) 埃里克坐在床上，瞧着双臂交叉、一脸怒气的丹尼尔。
have sth done 有“主语请求别人做某事”和表示主语“遭遇某种（不幸的）事情”等多种意思。
The Smiths had/got their house painted yesterday. 史密斯一家昨天请人油漆了房屋。
??? Your skirt wants/needs washing, Mary.
??? Yes. I’m going to have it washed tomorrow.
Mary had her purse/watch stolen on the bus yesterday.
Would you please have the window closed?
Ex.
1. My wife is planning to have the furniture ________ light green.(A)
A. paint B. painted C. painting D. to paint
2. I have a composition _______ this afternoon and I won’t have my hair ___________.(B)
A. written; cut B. to write; cut C. to write; to cut D. written; to cut
3. ??? Did Peter fix the computer himself?(B)
??? He ______, because he doesn’t know much about computers.
A. has it fixed B. had fixed it C. had it fixed D. fixed it
6． We feel you should not have done that. (page 24) 我们觉得你真不应该这样做。
should/ ought to have done sth 意为“本来应该干……，但未……”
shouldn’t/ oughtn’t to + have done sth “本来不应该做……却做了”
I wonder why she hasn’t written to us lately. We should have heard from her by now.
I ought to have phoned Jack this morning, but I forgot.
She shouldn’t have left the hospital so soon, for she had not yet recovered
He didn’t attend the meeting. He shouldn’t have been absent, because he knew how important the meeting was.
Ex.
1. I told your friend how to get to the hotel, but perhaps I ______ have driven her there. (D)
A. could B. mustC. night D. should
2. Mr. White _________ at 8:30 for the meeting, but he didn’t’ show up.（2004全国）(A)
A. should have arrived B. should arrive
C. should have had arrivedD. should be arriving
3. ??? Jack _____ taken to the hospital immediately.
??? ________, but all efforts made no difference.(A)
A. ought to have been; So he was B. ought to be; So he ought to
C. ought to have been; So he did D. ought to be; So he was
4. ??? My cat’s really fat.
??? You ______ have given her so much food. (2007浙江)(C)
A. wouldn’t B. couldn’t C. shouldn’t D. mustn’t
Step 3 Practice
同步导学P44六、七两项
Homework
1.Review the language points learnt in this period.
2.Finish A2 and B2 in their workbook.
3.Get the students to think about the question ‘Is the play written in American English of British English? How do you know that?’
Period 4 Word Power
Teaching objectives:
?To identify the difference between American English and British English;
?To develop the ability of understanding words in context.
Important and difficult points:
?some differences between American English and British English?
?The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1.Lead-in:
Get students to answer:
1.Do you think there are some differences between American English and British English?
2.If there are some, in which aspect do they exist?
3. Have you found any difference between American English and British English in the play?
4.Could you list the differences you know?
Step 2.making comparisons
vocabulary
Am.Br.
gaspetrol
baggageluggage
mailpost
stairwaystaircase
spelling
Am.Br.
colorcolour
favorfavour
centercentre
travelingtravelling
pronunciation
Am.Br.
again[?’gein][?’gen ]
clerk[kl?:k][klα:k ]
dance[dns ][ dα:ns]
grammar
Am.Br.
She has an interesting bookShe has got an interesting book.
Step 3. Vocabulary learning
?Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.
?If possible, invite some students to summarize the differences between American English and British English.
?Complete the Ex on P26
Step4. colloquialisms
?Lead ?in
Read the sentences and express what the colloquialisms mean.
1.Though you are busy, could you just lend me an ear for a moment?
2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3.I have never expected lily to act as cool as a cucumber in the traffic accident.
4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5.As a green hand , Robert nearly drove into the grocery on roadside.
6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
?Vocabulary extension
Get students to do part A and Part B in class and check the answers together
?Exercises
Fill in the blanks by using the following colloquialisms.
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
1.Kate, don't be a wet blanket at the party. Let's dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is a no-brainer. I can tell you.
3. Jim, when I explain the language points ,you should lend me an ear.
4. Rob is always late for school. If he can arrive at school on time today, I will eat my hat.
5. Mum; Oh ,you got wet all over .How is it ,Daniel?
Daniel: Mum, don’t you know it rained cats and dogs on my way home?
6.Bob: Hey ! Ellen, you got an A for your history exam.
Ellen: Don’t pull my leg . Are you serious?
7. Look at Mr. Smith’ garden. He has green fingers.
8.Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a green hand .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t make a mountain out of a molehill. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room ,you should remain as quiet as a mouse. Are you clear?
Students: Yes.
More practice
1.见学英语报第四期B2版SECTIONN3
2.同步导学P45-46二、三项
Homework
1.Try their best to keep the examples of American English and British English in their mind.
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.
Important and difficult points:
?Get students to understand what growing pains means.
?Make students know the relationship between parents and their teenage children in the USA.
?Help students to form a positive attitude towards relationships between their parents and them.
Teaching procedures:
Step 1 lead-in
Get the students to read the two passages in the lead-learning paper and have a general idea of “growing pains”
KEYS: CBAAD, ABBAC
Then ask the students the following questions:
What are Growing pains?
When do we probably have growing pains?
Step 2 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What 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 3
Why 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 4
What 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?
Get several students to talk about the pictures.
Step 3 Picture Description
Imagine the situations and try to describe each picture 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.
Step4 Further Discussion
Discuss the following questions in groups of four.
When you have a problem and want to talk to someone, who do you choose to talk to?
Do you think you understand your parents?
Tell the students ways to solve generation gap between their parents and them.
Do spend some time talking with your parents, and you will find your parents have the same interests as you.
When your parents don’t understand you, please try to think from the angles（角度）of your parents.
Further discussion:
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
Consolidation:
Generation gaps happen a lot. But sometimes a smile, a walk, a gift, a letter or a talk can solve the problems. Do remember that your parents love you and sooner or later you will become parent , too. So be kind to your parents and try your best to understand them. Understanding is a bridge over the gap.
Homework:
1 Preview the Reading part.
2 Write a short passage about an unpleasant experience with your parents/friends/teachers.
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
?To develop students’ ability of reading 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
Important and difficult points:
Learn to analyze the emotions of each character from the instructions of the play.
Teaching procedures:
Step 1 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American film “Home alone”?
Could you give a brief introduction of the film?
If you were left alone, can you imagine what might happen?
Step 2 reading
Please go through the Reading strategy and tell me how to read a play.
(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, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
Reread the play and finish PART C1and C2
Detailed reading
1.Please read Act One of the play carefully and fill in the form
CharactersThings they doFeelings
Mom and Dadjust coming back from vacationExcited, disappointed , angry
Eric playing soccer at homesurprised and frightened
Danielstay in another roomSorry, angry
2. Please read Act Two carefully and fill in form:
CharactersDoing sth.Feelings
Daniel expressing his anger angry
Eric comforting his brothercalm
Momtalking about the things that happened todayfeeling sorry and regretful
Dad strong-willed/ stubborn
Step 3:Role-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.
Step 4:Consolidation
1.Choose the best answers according to the play(见同步导学P41Ex1)
2.Complete the task-based reading(见学英语报第四期B2版REDING)
Step 5: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 think there is a generation gap between you and your family? How can you deal with it?
Homework：
1.Write an end to the play.
2. Role-play the dialogue in groups of five. And preview the language points in the article.
Period 3 Reading 2
(Word Focus)
Teaching objectives:
To learn new words and expressions and learn how to use them..
Important and difficult points:
The usage of: “expect, be supposed to do sth, go unpunished, leave sb in charge, to have sth. done, should have done”
Teaching procedures:
Step 1 Revision
1. Ask two students to read their writings.
2．Get students to look at Part E .First fill in the blanks and then compare their writings with the conversation.
Step 2 Focuses in the texts:
Go through the passage with the whole class and deal with some language points with them.
一、Some phrases:
1. 嘭地关上门 2. 以对话的形式 3. 恶劣行为
4. 弯下身去摸那条狗 5. 朝某人叫嚷 6.行为举止像大人一样
7. 注意说明 8. 没有受到惩罚 9.描述一次不愉快的经历
10. 环顾四周 11. turn up music 12. a waste of time 13. force to do something.
14. deserve to know the truth 15. be angry with somebody
16. be hard on somebody 17. argue with somebody about something
18. leave you in charge 19. expect good decisions from you
20. earlier than expected
二、Useful drills
1．Mom and Dad arrived back from vacation a day earlier than expected. (page 22, line 2) 爸爸和妈妈外出度假，比孩子们预计的时间提前一天返回家中。
than expected意思是“比预期的，比预料的”
There were more men who died in the air crash than reported. 在飞机坠毁中死亡的人数比报道的要多。
expect vt.“期望，指望，期待；预期，预料”
sth.
to do sth.
expect sb. to do sth.
sth. from sb.
that-clause
so./ not.
We were expecting you at eight, but you didn’t turn up. 我们预计你八点钟来的，但是你没有来。
He is a selfish man. You can’t expect too much from him.
How can you expect to make progress if you don’t work hard? 你不下苦功怎么能指望取得进步？
I expect him to pass the college entrance exam. 我预料他会通过高考考试。
--- Will it rain tomorrow? “明天会不会下雨吗?”
--- I expect so (not). “我想是 (不是)。”
Ex.
1.He came back ______ later than ________.(C)
A. much; expecting B. very; expected
C. much; expected D. even; to be expected
2. Does this meal cost $50? I ______ something far better than this!(B)
A. prefer B. expect C. suggest D. suppose
3. ??? Do you think the Stars will beat the Bulls?
??? Yes. They have better players, so I ______ them to win. (C)
A. hope B. prefer C. expect D. want
2．… you weren’t supposed to come here until tomorrow! 你们不是应该明天才回来的吗？
be supposed to (something) is expected to happen according to the arrangement“（按照规定、习惯、安排等）应该（做），理应”“被期待”。有时含有“本来应该如何如何，但事实并非如此。”之意。
The sports meeting was supposed to take place on Tuesday, but we had to postpone it due to the bad weather.
The door, although supposed to be open, is now locked. 门，本应该开着，现在却关着。
我们本来应该八点钟到达这里，而我们却迟到了。
We were supposed to be here at eight, but we are late.
You are not supposed to smoke on the bus. 你不可以在公共汽车上抽烟。
不定式有时用进行形式或完成形式：
She was supposed to be reading at home, but her mother found her in the park. 她本来应该在家里读书的，可是她妈妈却发现她在公园。
This isn’t what we are supposed to be discussing. 这不是我们应该正在讨论的。
Ex.
1. ??? You should apologize to her, Barry.(A)
??? ______, but it’s not going to be easy. (2007浙江)
A. I suppose so B. I feel so C. I prefer to D. I like to
2. The train _______ arrive at 1:30, but it was an hour late.(C)
A. was about to B. was likely to
C. was supposed to D. was certain to
3. ??? Why didn’t you keep your words, Billy?
??? Sorry, dear. But I really forgot where I was ______ to meet you. (C)
A. demanded B. imagined C. supposed D. guessed
4. The professor also mentioned an article _______ by Zhu Ziqing.(A)
A. supposed to have been written B. supposed to be written
C. supposing to have been written D. supposing to be written
3． This is not a family where bad behavior goes unpunished and you … (pages 22 ? 23, lines 28 ? 29) 这个家可不是一个对不良行为听之任之的地方，而你……
go unpunished In the phrase go unpunished, go is a linking verb meaning ‘be or remain in a particular and usually undesirable state’. 不受惩罚
go + 过去分词
Her decision went unchallenged. 她的决定未引起异议。
Her complaints went unnoticed. 他的抱怨未引起注意。
It is necessary not to let errors go uncorrected. 有了错误就必须纠正。
go 连系动词 “变，变成”，后多跟形容词作表语，表示主语由好变坏，或由正常情况变成特殊情况。还可以跟有关颜色的形容词。
become 和 get的变化可以是由好变坏，也可以是由坏变好。
go wrong / cold / hard / red / mad / blind / bad / hungry 出毛病 / 变冷 / 变硬 / 变红 / 发疯 / 变瞎 / 变坏 / 挨饿
Many people are still going hungry all over the world. 世界上很多人仍在挨饿。
My father went grey when he was in his late thirties. 我父亲不到四十岁就两鬓斑白了。
He went pale at the news. 听到这消息他脸色发白。
他听到这个消息时几乎发疯了。
He went almost mad when he heard the news.
Ex.
(C)On hearing the news of the accident in the coal mine, she pale.
A. got B. changed C. went D. appeared
4． Listen to me young man ---remember the day when we left you in charge? 听我说年轻人――还记得那一天我们将这个家委托你负责的吗？
leave 用作使役动词，表示“使某人/某物继续处于某种状态，听任，让……做……”，其后可以接名词、形容词、副词、介词短语、现在分词、过去分词、不定式等作宾语的补足语，构成“leave + 复合宾语”结构。
Jack’s father died, leaving him an orphan. 杰克的父亲去世了，使他成为孤儿。
Who was it that left the door open? 是谁让门开着？
The boys ran out, leaving all the lights on.
He left his son in charge of the shop.
The poor farmer died, leaving his wife and three children in poorer conditions.
Don’t leave your friend waiting outside. Let her in. Her mother walked off and left her sitting there all by herself, crying. 她妈妈走了，让她一个人孤零零地坐在那里哭泣。
He hurried off after receiving a phone call, leaving all his work half done.
Better leave it unsaid. [谚] 话还是不讲出来为好。
Leave future to take care of itself. 让未来自然发展。
She left me to take care of the baby. 她托我照顾她的婴儿。
5． Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. (page 23, lines 36 ? 37) 埃里克坐在床上，瞧着双臂交叉、一脸怒气的丹尼尔。
have sth done 有“主语请求别人做某事”和表示主语“遭遇某种（不幸的）事情”等多种意思。
The Smiths had/got their house painted yesterday. 史密斯一家昨天请人油漆了房屋。
??? Your skirt wants/needs washing, Mary.
??? Yes. I’m going to have it washed tomorrow.
Mary had her purse/watch stolen on the bus yesterday.
Would you please have the window closed?
Ex.
1. My wife is planning to have the furniture ________ light green.(A)
A. paint B. painted C. painting D. to paint
2. I have a composition _______ this afternoon and I won’t have my hair ___________.(B)
A. written; cut B. to write; cut C. to write; to cut D. written; to cut
3. ??? Did Peter fix the computer himself?(B)
??? He ______, because he doesn’t know much about computers.
A. has it fixed B. had fixed it C. had it fixed D. fixed it
6． We feel you should not have done that. (page 24) 我们觉得你真不应该这样做。
should/ ought to have done sth 意为“本来应该干……，但未……”
shouldn’t/ oughtn’t to + have done sth “本来不应该做……却做了”
I wonder why she hasn’t written to us lately. We should have heard from her by now.
I ought to have phoned Jack this morning, but I forgot.
She shouldn’t have left the hospital so soon, for she had not yet recovered
He didn’t attend the meeting. He shouldn’t have been absent, because he knew how important the meeting was.
Ex.
1. I told your friend how to get to the hotel, but perhaps I ______ have driven her there. (D)
A. could B. mustC. night D. should
2. Mr. White _________ at 8:30 for the meeting, but he didn’t’ show up.（2004全国）(A)
A. should have arrived B. should arrive
C. should have had arrivedD. should be arriving
3. ??? Jack _____ taken to the hospital immediately.
??? ________, but all efforts made no difference.(A)
A. ought to have been; So he was B. ought to be; So he ought to
C. ought to have been; So he did D. ought to be; So he was
4. ??? My cat’s really fat.
??? You ______ have given her so much food. (2007浙江)(C)
A. wouldn’t B. couldn’t C. shouldn’t D. mustn’t
Step 3 Practice
同步导学P44六、七两项
Homework
1.Review the language points learnt in this period.
2.Finish A2 and B2 in their workbook.
3.Get the students to think about the question ‘Is the play written in American English of British English? How do you know that?’
Period 4 Word Power
Teaching objectives:
?To identify the difference between American English and British English;
?To develop the ability of understanding words in context.
Important and difficult points:
?some differences between American English and British English?
?The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1.Lead-in:
Get students to answer:
1.Do you think there are some differences between American English and British English?
2.If there are some, in which aspect do they exist?
3. Have you found any difference between American English and British English in the play?
4.Could you list the differences you know?
Step 2.making comparisons
vocabulary
Am.Br.
gaspetrol
baggageluggage
mailpost
stairwaystaircase
spelling
Am.Br.
colorcolour
favorfavour
centercentre
travelingtravelling
pronunciation
Am.Br.
again[?’gein][?’gen ]
clerk[kl?:k][klα:k ]
dance[dns ][ dα:ns]
grammar
Am.Br.
She has an interesting bookShe has got an interesting book.
Step 3. Vocabulary learning
?Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.
?If possible, invite some students to summarize the differences between American English and British English.
?Complete the Ex on P26
Step4. colloquialisms
?Lead ?in
Read the sentences and express what the colloquialisms mean.
1.Though you are busy, could you just lend me an ear for a moment?
2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3.I have never expected lily to act as cool as a cucumber in the traffic accident.
4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5.As a green hand , Robert nearly drove into the grocery on roadside.
6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
?Vocabulary extension
Get students to do part A and Part B in class and check the answers together
?Exercises
Fill in the blanks by using the following colloquialisms.
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
1.Kate, don't be a wet blanket at the party. Let's dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is a no-brainer. I can tell you.
3. Jim, when I explain the language points ,you should lend me an ear.
4. Rob is always late for school. If he can arrive at school on time today, I will eat my hat.
5. Mum; Oh ,you got wet all over .How is it ,Daniel?
Daniel: Mum, don’t you know it rained cats and dogs on my way home?
6.Bob: Hey ! Ellen, you got an A for your history exam.
Ellen: Don’t pull my leg . Are you serious?
7. Look at Mr. Smith’ garden. He has green fingers.
8.Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a green hand .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t make a mountain out of a molehill. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room ,you should remain as quiet as a mouse. Are you clear?
Students: Yes.
More practice
1.见学英语报第四期B2版SECTIONN3
2.同步导学P45-46二、三项
Homework
1.Try their best to keep the examples of American English and British English in their mind.
