-
南通高等师范学校外语系
综合英语课程
单元总体规划
：
Unit 2 Growing pains
单元规划
内容预览
This unit
introduces and develops the theme of growing
pains. In Welcome to the unit, four
pictures
representing
some common
family
problems
are
presented
to
students to
help
them
to
participate in a discussion of the
subject. The Reading section deals with a play
about the family
problem of an American
family. The characteristics of a play script and
the strategies and skills of
how to
read a play are presented and taught to students
in the Reading strategy of this unit. Word
power
focuses
on
the
differences
between
American
English
and
British
English,
with
relevant
exercises designed to help identify the
differences. In Grammar and usage, students will
learn how
to use a
preposition+which/whom to begin an attributive
clause, and how to use relative adverbs
in attributive clauses. Following is
the Task section which is making up a dialogue.
Through these
relevant tasks and
activities, students will learn to present a
dialogue and read it with intonation in
order to express their emotions. In the
Project section, students will first read two
letters from a
father and his son, and
then write an advice letter to help them solve
their problems.
This unit requires
students to discuss the issue of family problems
by c
ombining their own
experiences
with
the
common
phenomena
in
society.
Students
are
taught
how
to
identify
the
characteristics
of
a
play
and
master skills
of
how
to
read
an
English
play
script. This
unit will
practice
topic-related
skills.
Students
are
expected
to
participate
fully,
in
order
to
develop
both
their
language
skills
and
overall
abilities.
Also
this
unit
enables
students
to
identify
tones
in
spoken
English
and
get
the
gist
of
a text
when
reading. They
are
expected
to
apply
these
skills
practically by writing a letter to give
advice.
三维目标
1. To introduce and develop the theme
of growing pains.
2. To identify some
common family problems between parents and
children.
3. To develop the reading
skills of how to read a play.
4. To
learn about the differences between American
English and British English.
5. To
learn about attributive clauses and how to use
relative adverbs.
6. To develop
listening, speaking, reading and writing by
completing a task and a project.
7.
To
form
a
positive
attitude
towards
growing
pains
and
learn
to
solve
family
problems
wisely.
8. To learn to be cooperative and
helpful when working together.
课时安排
Period 1
Welcome to the unit
Periods 2-3 Reading
Periods 4-5 Word Power
Periods 6-7 Grammar and usage
Periods 8-9 Task
Period 10
Project: Writing an advice letter
南通高等师范学校外语系
综合英语课程
课时
：
Period 1 W
elcome to the unit
教学设计一
整体设计
教材分析
Growing
pains
is
the
topic
of
the
unit.
This
is
the
first
period
of
this
unit. In
this
period,
students are expected to discuss
growing pains, which they have experienced and
they are facing,
as
well
as
the
differences
about
growing
pains
in
different
countries,
with
the
purposes
of
enriching students?
imagination and improving students? speaking
ability.
Growing up can be
difficult. There may often be misunderstandings
and problems between
parents and
children. In this period examples of family
problems are presented. All these problems
are
fairly
common
to
teenagers
nowadays.
Students
are
required
to
participate
fully
in
the
discussion.
They
can
relate
their
own
experiences
and
express
their
opinions
freely.
They
are
expected
to use the opportunity to practice their spoken
English and articulate their thoughts by
either speaking about their own
experiences or combining what they have heard or
seen with the
facts
presented.
Therefore,
it
is
a
good
chance
for
teachers
to
lead
in
this
topic.
First
of
all,
teachers can
let
the
students
recall
their
growing
pains.
Encourage
them
to
show
their
opinions
about
the
differences
in
different
countries.
Each
text
gives
a
brief
description
of
the
subject.
Teachers can divide the students into
groups to discuss the four topics. There is a
questionnaire
about
the
relationship
between
them
and
their
parents.
Distribute
the
following
questionnaire
to
students in 2 minutes.
1. Do
you think your parents understand you?
A. Yes
B.
No
C. Don?t know
2.
Do you often quarrel with your parents?
A. V
ery often
B. Often
C. Sometimes
D. Rarely
E. Never
3. Do you and your parents often talk
to each other or have fun together?
A.
V
ery often
?B. Often
?C. No?D.
Rarely ?E. Never
4. Do you
and your parents have common interests or hobbies?
A. Yes
?B.
No
5. Do they always force
you to do things you don?t like to do?
A. Yes, very often
?B. Sometimes?C. Never
6. Do they ask for your opinions over
some family issues?
A. Yes, very often
?B. Sometimes
?C. Never
7. If
you have some problems or feel upset, will you
choose to talk to your parents?
A. Yes,
I will
?B. No, I
won?t
8. What do you think
of the relationship between you and your parents?
A. V
ery close
?B. Not so close
?C.
loose(
疏
远
)
Students
are
to
fully
participate
in
the
discussion
and
brainstorm
by
combining
what
they
know
already
about
growing
pains
in
China
with
the
information
in
the
text. The
related
topics
and
activities
are
designed
to
grab
and
attract
students?
attention
by
involving
their
full
participation. Students are expected to
be active in the discussion, practice their spoken
English
and express their opinions by
comparing and discussing the differences in
different countries.
三维目标
1. To
introduce and develop the theme of growing pains.
南通高等师范学校外语系
综合英语课程
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.
4.
To
form
a
positive
attitude
towards
growing
pains
and
learn
to
solve
family
problems
wisely.
5. To learn to be
cooperative and helpful when working together.
重点难点
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. Talk about misunderstandings and
problems between parents and children.
4. Enable the students to practice
their spoken English.
5. How to express
the students? own opinions and ideas.
6. How to improve the students?
spok
en English.
7. Help
students to form a positive attitude towards
relationships between their parents and
them.
教学方法
1.
Discussion in pairs or in groups.
2.
Task-based in-class activities.
3.
Explanations of some language points.
教具准备
A
tape recorder and the multimedia.
课前准备
Preparations
for W
elcome to the unit
1.
This is the first period of this unit. In this
period, students are expected to discuss growing
pains. Growing up can be difficult.
There may often be misunderstandings and problems
between
parents and children. In this
period examples of family problems are presented.
All these problems
are
fairly
common
to
teenagers
nowadays.
Students
are
required
to
participate
fully
in
the
discussion.
They
can
relate
their
own
experiences
and
express
their
opinions
freely.
They
are
expected
to use the opportunity to practice their spoken
English and articulate their thoughts by
either speaking about their own
experiences or combining what they have heard or
seen with the
facts
presented.
Ask
the
students
to
prepare
for
a
talk
for
about
two
or
three
minutes.
This will
help all the students to take part in
in-class activities. If some students really have
some difficulty
in doing this, the
teacher can help them to prepare for it before
class.
2. Encourage the students to
prepare the topics about growing pains. It is best
for all of us to
make
preparations
first,
either
by
searching
for
information
on
the
Internet
or
looking
through
background information in some books
and so on. They can also be divided into several
groups to
get some information about
growing pains in different countries as they like.
3. Prepare the following questions.
Do you love your parents?
Do
you think you show respect to your parents?
Do you sometimes quarrel with your
parents? Why do arguments usually happen?
Do children nowadays always listen to
their parents? instructions?
Do children always explain themselves
to their parents and resolve problems peacefully?
Or
南通高等师范学校外语系
综合英语课程
do they
disobey their parents and quarrel with them about
their decisions?
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?
教学过程
→Step 1
Lead
-in
This unit is about
parent-teenager conflict. First, let students
finish a questionnaire about the
relationship between them and their
parents. Then lead students to the topic of this
unit
—
growing
pains. Distribute the following
questionnaire to students. And let them finish it
in 2 minutes.
1. Do you think your
parents understand you?
A. Yes
B. No
C.
Don?t know
2. Do you often
quarrel with your parents?
A.
V
ery often
B. Often
C. Sometimes
D. Rarely
E. Never
3. Do
you and your parents often talk to each other or
have fun together?
A. V
ery
often
?
B. Often
?C. No?
D. Rarely ?E.
Never
4. Do you and your
parents have common interests or hobbies?
A. Yes
?B.
No
5. Do they always force
you to do things you don?t like to?
A. Yes, very often
?B. Sometimes?
C. Never
6. Do
they ask for your opinions over some family
issues?
A. Yes, very often
?B. Sometimes
?C. Never
7. If
you have some problems or feel upset, will you
choose to talk to your parents?
A. Yes,
I will
?B. No, I
won?t
8. What do you think
of the relationship between you and your parents?
A. V
ery close
?B. Not so close
?C.
loose(
疏
远
)
After
students finish
the
questionnaire,
collect
the
papers. Teachers
can select
some
papers
and see how they
answer the questions.
Then, present
family albums. In this part, the Ss are encouraged
to say something about their
families
by showing the class pictures with their parents.
Some students have problems with their
parents.
That
doesn?t
surprise
everyone
at
all.
Parent
-teenager
problems
are
very
popular.
Everyone knows that
growing up can be very difficult. Ss have to
experience many growing pains
before
they grow up. Ask the students to have a talk
about the following questions:
Who may have growing pains?
What are growing pains?
Sample answer:
Growing pains aren?t a disease.
Y
ou probably won?t hav
e to
go to the doctor for them. But
they
can
hurt.
Usually
they
happen
when
kids
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
don?t get growing pains
anymore.
Growing
pains
also
mean
the
troubles
and
difficulties
that
teenagers
meet when
they
grow up.
When do they
probably have growing pains?
How do you
solve this problem?
南通高等师范学校外语系
综合英语课程
→Step 2
Brainstorming questions
1.
Activate students? imagination by asking the
following questions:
Do you
love your parents?
Do you think you
show respect to your parents?
Do you
sometimes quarrel with your parents?
Why do arguments usually happen?
2. Encourage students to give examples
of kinds of problems they sometimes have with
their
parents. Students can give some
examples to start like the following:
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 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.
3.
Ask
students
to
express
their
own
opinions
if
necessary
.
The
teacher
can continue
the
discussion by asking
students the following:
Some
of
the
problems we
have
been
discussing
are
quite
common
in
families
nowadays.
What should
children do to deal with these problems?
Do children nowadays always listen to
their parents? instructions? Do children always
explain
themselves to their parents and
resolve problems peacefully? Or do they disobey
their parents and
quarrel with them
about their decisions?
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?
The purpose of this
activity is to arouse students? interest by asking
them to rel
ate what they
are
familiar with in their daily life.
4.
Ask students to talk about their own ways of
handling these problems.
→Step 3 Picture talking (pair
work)
1. Ask students to
focus on the instructions in the section and look
at each picture carefully.
Ask
Ss
to
look
at
the
pictures
and
discuss
each
picture
in
groups
of
four.
Discuss
in
groups,
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 their
descript
ions. Finally
invite
some Ss to
report back their
descriptions.
Ss can begin the activity
like this:
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.
Y
ou
can show an example to students by describing the
first picture.
Picture 1
What does the boy do?
What
is the mother doing? How is she probably feeling?
What feelings may the boy have?
Example 1
Last Sunday, after
leaving school, Li Ping went home feeling
extremely tired. He wanted to
南通高等师范学校外语系
综合英语课程
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.
Example 2
Tom got home
feeling very tired, and he just wanted to have a
good relax. When his families
said
hello to him, he said nothing and just went
straight to his bedroom. They didn?t
ask him the
reason
though
they were
very confused.
After
a while,
his
mother
rushed
into
Tom?s
room
and
shouted at him for the
loud music coming from his room. . .
Picture 2
Present the
following questions to help students.
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
Present the
following questions to help students.
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
Present the
following questions to help students.
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?
2. Ask students to use their
imagination and talk about each picture as fully
as possible. Ask
them to share their
opinions with their partners.
Teachers
should give students some minutes to prepare for
it. If they have some difficulties,
teachers
will
help
them
smooth
them
away.
After
some
minutes,
encourage
students
to
act
out
their dialogues.
→Step 4 Sharing opinions
(group work)
Invite some of
them to report back their descriptions. Ask the
students to look at the pictures
and
discuss the following questions in groups of four.
What can we see from the pictures?
Suppose you are facing the situation
above, what will you do?
南通高等师范学校外语系
综合英语课程
Can you
create a story about these pictures?
→Step 5 Further discussion
In this part, Ss discuss the following
questions in groups of four. Each group choose two
of
the four questions. Have Ss report
their opinions in class. Some 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
behaviors
*not helpful with housework
*making friends with persons that
parents don?t like
*. . .
What would you do if your behavior
upsets your parents?
What do you do
when you have family arguments with 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? If so, what is the
best
way to solve the problem?
1. Ask students to focus on these
questions and answer them individually first. Have
students
form small groups to exchange
their opinions and make sure that everyone has a
chance to speak.
2. Make sure that all
the students are involved in the discussion and
take an active part in it.
3. Get small
groups to report their responses back to the whole
class.
4. Conduct a feedback activity.
Sample answers:
1. Y
es, 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 extracurricular activities. They
think if I waste my time on these
activitie
s, 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.
2. My parents don?t trust me
at all. They always think I am out having fun with
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
café
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. I know I am
not good all the time, but I think sometimes they
just don?t
understand me.
南通高等师范学校外语系
综合英语课程
→S
tep 6 Summary
Today we give a brief description of
growing pains in our daily life. Y
ou
were encouraged to
say something about
their families with their parents. Parent-teenager
problems are very popular.
Everyone
knows that growing up can be very difficult. Then
ask students to look at the pictures
and
discuss
each
picture
in
groups
of
four.
Discuss
in
groups
imagine
the
situations
and
try
to
describe them as fully as possible with
their own words. In the end, we not only further
discuss
growing pains and students but
also explore the ways to solve the problem.
→Step 7 Homework
1. Ask students to surf the net, go to
the library or interview foreign students to know
about
growing pains.
2
Describe an unpleasant experience with your
friends/teachers.
3. Preview the
Reading part.
板书设计
Growing
pains
南通高等师范学校外语系
综合英语课程
课时：
Periods 2-3
Reading
教学设计一
整体设计
教材分析
This reading
passage is a play named “Home alone”, which is
about a big fight an American
family
had. Because of lack of communication, Mum and Dad
scolded Daniel and Eric when they
saw
the
house
in
a
mess
after
returning
from
their
vacation.
And
Daniel
didn?t
want
to
explain
what had happened to his parents. Thus,
misunderstanding and conflicts occur in the
family. As we
know, boys and girls from
the ages of 9 to 14 have many growing pains. That
is to say, the rapid
growth of the
teenagers may not only result in pains in their
arms and legs, but also may lead to
the
change of their psychology, which will often make
them puzzled and misunderstood in their
daily life. This play just showed us
part of those conflicts between the parents and
the teenagers,
which
often
occur
in
the
family
nowadays. The
students
are
quite
familiar
with
these
problems
they often meet in their family
life. It is certain that they have a
lot to talk with each other. They
can
share their feelings and discuss and find some
solutions to different kinds of problems they
come across. By learning this unit, the
teacher can also guide the students to form good
attitude
towards life and help them to
find good methods to solve the problems they meet.
While
the
students
are
reading
this
play, some
reading
strategies
about
how
to
read
a
play
should be
introduced. That is, most plays are in the form of
a dialogue, w
hich is quite different
from reading a normal text. Therefore,
a large amount of casual speech is used, sometimes
with
incomplete sentences. To really
understand a play, the students should read the
dialogue aloud.
Meanwhile,
different in-class activities
should be
well organized for all the students to take
part in with the purpose of training
their skills in not only reading, but also
listening, speaking and
playing.
Some charts
and
tables
are
used
for
the students to
find
some
information
for
the
text.
And the
students should be encouraged to act out the play
and make new plays according to their
own
experiences
during
their
daily
life.
They
should
learn
to
enjoy
team-work.
More
in-class
activities are related to the students?
daily life and require commo
n sense
from the students. And
more exercises
are given in different forms to help the students
to learn how to use some of the
new
words and phrases.
三维目标
1. Train the
students? reading ability,
introducing
the way to read a play—
read it out
aloud
instead of silently to better
understand a play and pay attention to the
instructions or tips included
in a
play.
2. Enable the students to talk
about problems common to teenagers.
3.
Encourage the students to act out the play and
make their own plays according to their own
experiences in their daily
life.
4.
Help
the
students
to
compare
the
differences
in
relationship
between
parents
and
their
teenagers in the USA
and
China.
5. Learn some useful
words and expressions
act, vacation,
curtain, surprise, bend, touch, explain, mess,
can, leave, charge, adult, reason,
trust,
behavior,
unpunished,
teenager,
fault, scene,
mad,
rude,
punish, cash,
be
supposed
to,
do
with, trash can, in
charge, not. . . anymore, be hard on, now that
6. Learn some important sentence
structures
1)I can?t wait to surprise
the boys!
南通高等师范学校外语系
综合英语课程
2)The
money with which you were to buy dog food is gone,
but Spot looks so hungry!
3)Eric sits on his bed looking at
Daniel, who has his arms crossed and looks angry.
4)I feel like we have to punish him or
he won?
t respect us.
5)We
didn?t think you would let the house get so dirty.
重点难点
1.
Help
the
students
to
learn
the
play
about
an
American
family
and
talk
about
the
relationship between the teenagers and
their parents.
2. Help the students to
learn to use some of the new words and
expressions.
3. Help the students to
learn to make a play about problems common to
teenagers.
教学方法
1. Discussion in pairs or in groups.
2. Play acted by the students.
3. Task-based in-class activities.
4. Explanations of some language
points.
教具准备
A
tape recorder and a
multimedia classroom.
课前准备
1.
Ask
the
students
to
prepare
for
a
free-talk
for
about
two
or
three
minutes.
They
can
introduce their family to their
classmates or say something about their family
life, or even describe
their
conflicts
between
their
parents
and
them.
This
will
help
all
the
students
to
take
part
in
in-class
activities
and
help
them
get
involved
in
the
topic
quickly.
If
some
students
really
have
some difficulty in
doing this, the teacher can help them to prepare
for it before class.
2. Ask the
students to make a survey among the students about
relationship or the conflicts
between
teenagers and their parents. If possible, the
students can make a questionnaire to do the
survey. By doing this, the students can
not only learn to make a questionnaire
in groups, but also
learn
about
the
problems
they
,
as well
as
their
fellow schoolmates
face
during
their
family
life.
Different groups are encouraged to
compare notes with each other after their separate
surveys.
Sample questionnaire 1
Q1. How do you get along with your
parents?
A. V
ery
well.
B. Well.
C. Not very well.
D.
Poorly.
Q2. Do you often
communicate with your parents?
A. V
ery often.
?B. Often. ?C. Sometimes. ?D. Rarely.
Q3. Do you often quarrel
with your parents?
A.
V
ery often.
?B. Often. ?C.
Sometimes. ?D. Rarely.
Q4.
Do you and your parents often have fun together?
A. V
ery often.
?B. Often. ?C. Sometimes. ?D.
Rare
ly.
Q5. Do
you and your parents often have a discussion over
some family issues?
A.
V
ery often.
?B. Often. ?C.
Sometimes. ?D. Rarely.
Q6.
Do your parents often force you to do something
that they think you should do?
A. V
ery often.
?B. Often. ?C. Somet
imes.
?D. Rarely.
Q7.
Do your parents often make a decision for you
about your study?
A.
V
ery often.
?B. Often. ?C.
Sometimes. ?D. Rarely.
Q8.
Do your parents often interfere with your personal
life?
南通高等师范学校外语系
综合英语课程
A.
V
ery often.
?B. Often. ?C.
Sometimes. ?D. Rarely.
Q9. Do you think your parents
understand you?
A. Yes.
?B. No. ?C. Uncertain.
Q10. Do you think that there is a
generation gap between you and your parents?
A. Yes.
?B. No.
?C. Uncertain.
Sample Questionnaire 2
Causes of conflicts
1.
Do
n?t allow me to play computer games.
2. Don?t allow me to play
with my friends outside.
3.
Don?t allow me to listen to MP3/MP4.
4. Don?t allow me to join the school
football club.
5. Don?t
allow me to make my own decisions about my study.
6. Don?t all
ow
me to spend too much time on my interests.
7. Don?t allow me to choose
the career by myself.
8.
Don?t allow me to say “No” to their decisions.
9. Don?t allow me to stay
up too late.
10. Don?t
allow me to surf the Internet or chat on line.
11. Force me to practice
playing the piano every day.
12. Force me to do extra exercises they
arrange for me.
13. Force
me to learn English on Sundays.
14. Force me to spend all my free time
on books and exercises.
15.
Force me to come back home on time.
16. Force me to stay at home during my
vacation.
17. Force me to
go to bed before 9: 30 p. m.
18. Force me to lose touch with my
friends.
19. Force me to
swear that I?ll try my best to get high marks.
20. Force me to stay away
from my favorite music.
3. Ask the students to surf the
Internet or go to the library to get some
information about the
American TV show.
. . Growing Pains. If the students have no access
to either the Internet or the
library,
ask them to read the passage “Growing
Pains—
An American
TV show”
on page 98 to get
some information.
Encourage the students to describe part of the TV
show.
4. Ask the students to read the
passage “Home alone” on page 22 to 25, as well as
reading
strategy on page 23. If time
permits, ask them to finish exercises C1, C2, D1
and D2 on page 24.
教学过程
→Step 1
Greetings and free talk
While the students are learning this
unit “Growing pains”, they are encouraged to give
a free
talk
about
the
misunderstanding
and
problems
between
parents
and
teenagers.
The students
are
encouraged
to
articulate
their
thoughts
by
either
speaking
about
their
own
experiences
or
combining what they have heard or seen
with the facts presented.
→Step 2 Lead in
Ask the students to play the “problem
and solution” game to get more students
invo
lved
in
the
topic
today.
That
is,
the
students
volunteer
to
describe
one
of
the
serious
parent-teenager
Please tick
南通高等师范学校外语系
综合英语课程
problems
or
conflicts
that
happen
in
their
families.
Other
students
volunteer
to
give
their
suggestions to these problems.
Y
our problems
making friends
surf the
Internet
. . .
Sample
performance 1
Problem:
As you know, I?m an active boy who has
lots of friends. I have a good friend who was my
classmate when we were in primary
school. She is a lovely girl and she studies in
another high
school. We often compare
notes with each other about our study, our
interests, our school life, our
opinions about some events at home and
abroad. My parents suspect that I have fallen in
love with
the girl and say that the
friendship will have a bad influence on my
study
. I told them that we are
just good friends, but they don?t trust
me. They consider what I said to be a lie and an
excuse. I?m
so
annoyed.
What?s
more,
they
even
telephoned
my
class teacher
to
make
enquiries
about
my
behavior
and social activities at school. My
god!
They almost drive me
mad. I really don?t want
to stay at
home now.
Solution:
In my opinion, it?s better to share
your feelings with your parents. Y
ou
can have a talk with
them
peacefully,
telling
them
that
you
are
just
good
friends,
and
you
just
telephone
and
write
letters
to each other to share your opinions and feelings
in your study. And you encourage each
other
to
study
hard.
Y
ou
can
tell
your
parents what
kind
of
girl
she
is
—
a
hardworking,
loyal,
modest,
intelligent
kind-hearted
girl.
Maybe
what
you
said
will
remind
your
parents
of
their
school
life
when
then
were
teenagers.
Have
a
try
,
and
you?ll
benefit
from
the
talk
with
your
parents.
Sample performance
2
Problem:
One
of
my
problems
is
that
I
like
computers
very
much.
Some
of
my
friends say
that I?m
crazy
about
it.
I
like
surfing
the
Internet, chatting with
my
e-pals, searching
information
on
the
Internet, reading about
news at home and abroad from it. Sometimes I even
do my homework with
the
help
of
the
Internet.
Now
and
then, I
will
play
on-line
games.
What
I
have
done
made
my
parents sad and angry. I
explained to them that the widespread use of
computers had made our life
much more
convenient and had helped me a lot in my study. I
even told them that I could perform
the
computer well and that would not affect my
study
. But they would not listen to me.
They said
that I was addicted to
computers. They just compared computers with
drugs. Now they force me to
stay at
home at the weekend and forbid me to go to the
Internet café
. What should I do now?
How
can I persuade them to let me
arrange my spare time by myself?
Solution:
In
that case, firstly, you should work hard to make
sure that you can achieve high marks and
do well in your study. Secondly, you
can show your parents that computers really bring
us a lot of
convenience in our life and
will do good to our study. Thirdly, you can teach
your parents how to
use the computer.
In this way
, they will learn about
computers and they will know what you are
doing on the Internet, which will not
worry them any more. From my point of view, we
should
communicate a lot with our
parents. Only in this way can we get along with
each well.
Solutions
. . .
. . .
. . .
南通高等师范学校外语系
综合英语课程
The
purpose of this activity is to help all the
students to participate in the in-class
activities.
This
topic
is
quite
familiar
to
them
in
their
life
and
it
is certain
that
it will
arouse
the
students?
interests.
(If the multimedia is available, this
design is recommended. )
Show the
students parts of the famous TV show “Growing
Pains”, whi
ch was very popular
during the 1960?s and 1970?s. Make sure
that the parts of the TV show selected can
represent the
common family problems.
After watching it, the teacher can ask the
students to describe the plot,
make
comments on what has happened in the play, analyze
the characters in the play and discuss
the problems, which are similar to what
has happened in their own daily life. The teacher
can start
by asking some of the
following questions:
Have
you ever seen the famous TV show “Growing Pains”?
Wha
t do you think of the play?
Have
you
ever
the
experience
of
being
left
alone
at
home
by
your
parents?
If
so,
is
there
anything special that has happened to
you?
Do you think that you can deal
with everything at home alone and take all the
responsibility?
Do you enjoy
the pleasure of your age? Or do you want to be an
adult or do you want to go
back to your
childhood? Why?
Do
you
think
that
you
suffer
a
lot
of
pains
while
you
are
growing
up?
What
kind
of
difficulties or worries
have you ever met? How do you deal with them?
Do you think that your parents consider
you as one of the reliable family members at home?
If not, what should you do?
The purpose of this is to attract
students? interest and inspire their imagination.
The teacher
should give more
opportunities to the students to encourage them to
express their own opinions
and ideas.
→Step 3 Reading
Brainstorming
Before the students move on to the
details of this play, ask them to have a
brainstorming.
Question:
When we come to the title “Growing
Pains”, what do you think of?
Sample answers:
1. It not only reminds me of the pains
I have experienced during the past years, but also
calls
up those good old days in my
childhood.
2. This
topic
is what
I?m
interested
in. I
get
along well
with
my
parents.
But
some
of
my
friends
often
complain
that
their
parents can?t
understand
them.
They
usually
quarrel
with
each
other
on their study issues.
Reading strategy
Before asking the students to focus on
reading the play, the teacher can help the
students to
come to the reading
strategy of this unit. The teacher may begin like
this:
As Bacon once
said, “Some books are to be chewed;
some are to be swallowed; some are to
南通高等师范学校外语系
综合英语课程
be
digested.
”That
is,
when we
read
different
styles
and
formats
of
articles, we
usually
adapt
different ways of
reading in order to know about the main ideas of
the article within
the shortest
time.
For
example,
in
Unit
1,
we
have
learnt
two
of
the
basic
reading
skills
—
skimming
and
scanning. Ask the
students to discuss different ways to read
different types of articles. If necessary,
the teacher can use the following
table.
Styles of articles
A
play
A
news article
An
advertisement
A
notice
A
letter
A
business letter
A
scientific article
An instruction
A
survey
A
story
.
. .
Ways of reading (what to focus on)
After
the
students
have
fully
discussed
it,
the
teacher
can
ask
each
group
to
give
their
opinions.
Possible answers:
Styles of articles
A
play
A
news article
An
advertisement
A
notice
A
letter
A
business letter
A
scientific article
An instruction
A
survey
A
story
.
. .
Ways of reading (what to focus on)
in the form of a dialogue; characters;
instructions
what; when; where; who;
how; why
no formal sentences; specific
words
what; when; where; who; how
feeling of the writer; for what purpose
what; why; result
pay
attention to the scientific terms
key
words; how; attention
figures; for what
purpose
who; what; when; where; why;
how
The teacher should
guide the students to focus on the way of reading
a play. The teacher can
ask the
following questions to draw the students?
attention.
Are the words or
speeches in a play very formal?
Are
there any instructions or tips included in a play?
What do the instructions or tips do?
Do
you think you have to read a play silently or read
it out loud?
Then the teacher can ask
the students to focus on the “Reading
str
ategy-
reading a play” on
page 23. If possible, the teacher
should point out like this:
A
play has a unique format
and style.
Most plays are in the form
of a dialogue. A
large amount of casual
speech is used, sometimes with
incomplete sentences. In order to have
a better understanding of a play, we should read
it out loud
instead
of
silently
and we
have
to
pay
attention
to the
instructions
or
tips
included
in
a
play. If
possible, the teacher can draw the
students? attention to how to get the main point
of a
play. That is,
in a
simple but strong play, there is often a conflict
between the Good and the Bad. Their problems
南通高等师范学校外语系
综合英语课程
and
relationships are often too complex for the
characters themselves to solve. Although the
reader
can see which
is
the
Good
and
which
is
the
Bad,
the
play
is
about
the
struggle
between
them.
Often a higher, wise
character is needed to find the solution. In some
plays, the Bad is often just
one single
character, with maybe one or two helpers. The Good
usually has two or more helpers
on his
side. In a tragedy, the Good loses and the Bad
wins. In a comedy, the Good wins, and the
Bad loses. If time permits, the
students are encouraged to give their own
opinions.
Listening for information
Ask the students to skim the passage
and finish Part A
individually. Then
check the answers.
The answers to Part
A:
1. Eric, Daniel, Mom and
Dad.
2. The room was a mess. /There was
trash all over the place.
3. Spot was
ill.
Scan for information
Ask the students to scan the play to
finish C1 and C2 on page 24.
For C1,
after the students finish scanning the passage,
the teacher can ask some students to
read
the
sentences
out,
telling
the
students
to
pay
attention
to
their
tones
and
intonations.
Meanwhile, ask
other students to point out the feelings when the
characters said that in the play.
Suggested answers:
1. Dad is really very angry when he
finds the house in a mess.
2. Daniel
feels angry too when he is done wrong by his
parents.
3. Dad feels relaxed and happy
to get home.
4. Daniel feels sorry and
he wants to explain it to them.
5. Eric
feels surprised at his parents? coming back early
and also a little bit frightened.
6. Dad is cross with Daniel?s behavior
and wants to punish him.
7.
Mom is angry and is blaming Daniel.
For C2, the teacher can ask the
individual student to read each sentence, and he
or she can
ask one of the other
students to decide whether the sentence is true or
false. If it is false, let him or
her
correct it.
Read for more details
Ask the students to read the play a
second time and tell them
to pay
attention to the fact that
the play has
two acts, each with different themes. Encourage
the students to read it out aloud, with
different
students
acting
different
characters.
Remind
the
students
to
put
emphasis
on
the
instructions or tips of
the play and encourage them to think about whether
these instructions or tips
are
necessary and helpful. After reading, ask the
students to finish the following form:
Characters
Dad and Mom
happening
Daniel
Eric
feelings
relaxed, happy
feelings
reactions
reactions
to surprise boys
Sample
answers:
Characters
happening
Dad and Mom
arrive at home earlier
南通高等师范学校外语系
综合英语课程
room in a
mess
dog tired and hungry
money gone
parents?
misunderstanding
parents?
coming early
Further
understanding of this play
very angry
to shout at boys
to blame
Daniel
decide to punish
slam
the
door;
hate
them
want to explain all
Daniel
Eric
angry
and sad
frightened and sorry
To
help
the
students
to
improve
their
reading
skills,
the
teacher
can
also
prepare
several
reading
comprehension exercises for the students to do.
1. The reason why the dog walks slowly
to the couple is that the dog_____________ .
A. ate too much to walk fast
B. was seriously ill
C. just returned from a long walk and
was tired
D. was given nothing to eat
2. Why were the boys angry? The reasons
are as follows EXCEPT that_____________ .
A. the parents didn?t give the boys a
chance to explain
B. the
parents didn?t believe in the kids
C. the boys were attacked by the dog
D. the parents thought the kids were of
great fault
3. The reason why the house
was so dirty is that_____________ .
A.
Spot pulled the dirty out of the trash can
B. the kids forgot to clean the room up
C. the parents were back on day earlier
than expected
D. the kids had no time
to clean it
4. Which statement is TRUE
according to the text?
A. The parents
thought the kids would act as adults.
B. Eric slammed the door.
C.
Spot was one of the couple?s sons.
D. The parents asked Spot something
instead of shouting at the kids.
Keys:
1. B 2. C 3. D 4. A
Plot of the play
This time, ask the students to work in
groups to discuss the plot of this play according
to the
following table. The purpose of
this activity is to get more students involved in
in-class activities,
as well as to help
the students to know how a play is usually
organized, and how a play develops.
In
this way, the students will form their own way to
write a play.
Plot of the play
Description
Background
Problem
Rising action
Climax
Outcome
If
the
students
are
uncertain
about
what
to
do,
the
teacher
should
give
some
hints.
For
example:
南通高等师范学校外语系
综合英语课程
Plot of
the play
Background
Problem
Rising action
Climax
Outcome
Description
(information
about
characters,
time,
and
place,
etc. )
(conflicts between two sides)
(what causes the incident)
(the most serious conflict)
(end of the conflict)
Sample answers of the development of
the play:
Background:
Dad
and
Mom
go
on
vacation.
Two
boys,
Daniel
and
Eric
are
left
alone
at
home.
They are asked to look
after the pet dog, Spot, as well as their home.
?
Problem: Spot
gets ill and the two boys use the money for dog
food to take Spot to the vet. And
they
don?t have time to clean the house.
?
Rising action:
When Dad and Mom come back home, they find that
the room is a mess, and the
dog looks
tired and h
ungry. What?s more, the
money for the dog food is gone.
?
Climax:
Dad
and
Mom shout
at
Daniel
angrily
and
blame
him
for
his
not
taking
responsibility.
Daniel can?t bear it and shouts back to
his parents and rushes into his bedroom and slams
the door.
?
Outcome: (ask the students imagine what
will happen. . . )
Guessing the
meanings of the new words
The
main
point
of
the
play
and some
of
the
details
have
been
further
discussed.
Now,
it?s
time to come to some
new words in the play. Ask the students to turn to
page 24, and come to Part
D1 and D2.
Ask them to find these new words in the play,
guess their meanings from the context
and then match them with their
meanings.
(Give the students several
minutes to finish this part. Then check the
answers. )
To see if the students have
fully understood these new words, the teacher can
design some
exercises for the students
to do. For example, the teacher can ask the
students to fill in the blanks
with the
seven words.
(Ask the students to fill
in the blanks and then check the answers. )
1. I live near an airport and passing
planes can be heard night and day, which almost
drives
me_____________ .
2.
It?s_____________ to point your finger to others
in that country.
3. Is your
father in Beijing on_____________ or on holiday?
4.
The
boy_____________
to
the
teacher
that
he was caught
in
the
heavy
traffic
the
very
morning.
5. Everything got in a_____________
when I got there.
6. Adults should
learn to_____________ in kids.
南通高等师范学校外语系
综合英语课程
7. Think
it over before you make your final_____________ .
8. We are_____________ to come to our
school before 7 a. m. every morning.
9.
Y
ou
got
such
a
low
mark
this
time.
I?m
afraid
that
your
father
will
not
let
you
go_____________ .
10. This
TV program will mainly deal with problems
about_____________ .
(This
kind
of
exercises
can
help
the
students
to
master
the
usage
of
some
of
the
important
words in this unit. If the students
find it difficult to do, then the teacher can ask
them to work in
pairs first. )
Sample answers: 1. mad 2. rude 3.
vacation 4. explained 5. mess
6. trust 7. decision 8. supposed 9.
unpunished 10. teenagers
After
the students
finish
this
exercise,
they will
be
asked
to come to Part
E.
This
part
is
a
conversation
between Mom and Daniel. Remind the students that
this is the outcome of this play.
(Ask
the
students
to
read
out
their
answers,
and
check
them.
Give
some
explanations
if
necessary. )
In-class activities
Different in-class activities are very
important in learning English. The play has been
talked
about a lot. Most of the
stud
ents must have mastered the play
well. It?s time for them to practice.
The following steps are designed for
the students to practice their spoken English, to
consolidate
what
they
have
learnt,
to
enlarge
their
knowledge
and
to
improve
other
abilities
in
learning
English.
Practice A (act out the play)
The students can be divided into
several groups and asked to act it out.
A
competition can be
held to
see which group is the best. The teacher should
advise the students to imitate the tones and
intonations
of
each
character
while
reading.
Remind
the
students
to
pay
attention
to
the
instructions and tips.
Practice B (add an ending to the play)
Ask the students to use their
imagination and think of an ending of the play.
The students are
encouraged to have a
discussion in groups. The teacher may get the
students to start by asking the
following questions:
Do you think Eric and Daniel will
explain to their parents what has happened? Or
will the
parents go and ask the two
children what has happened?
Suppose
you were
one
of
the two children,
what would
you
do?
Would
you stay silent
or
would you offer an explanation to your
parents? Which is a better solution in your
opinion?
After the
discussion, the teacher can ask different groups
to act out their plays. If possible,
make some comments on their
performances.
One possible ending:
Mom: Daniel, I need to talk
to you about your behavior. Dad and I realize
there is probably
an
explanation
for
why the
house
is
so
dirty,
but
you
shouldn?t
have run
out
of
the room
and
slammed the door like
that, which really made me very sad.
Daniel: Mom, I?m sorry
, but
I was so angry!
Y
ou want me to act like an
adult but you and
Dad treat me like a
child. I feel that you don?t trust me, which made
me depressed. Why didn?t
you just ask
me what had happened?
Mom: Well, I know
that grown-ups are supposed to make good decisions
but sometimes we
make
mistakes.
We were
angry
too.
None
of
us
stopped
to
think
and
we should
have. I should
南通高等师范学校外语系
综合英语课程
have
calmed down to listen to your explanation. That?s
my fa
ult. Can you explain to me now why
the house was a mess and what you did
with the cash we left?
Daniel: Spot was
sick, Mom. Eric and I didn?t want to call you and
Dad on your vacation, so
I used the
money you left and some of my own to take him to
the vet. We stayed there and waited
for
him all day. That is why we didn?t have time to
clean the house.
Practice C
(retell the play)
Ask
the
students
to
retell
the
play.
The
teacher
may
start
the
activity
by
the
following
instructions:
Suppose you are one of the
characters in the play, retell the story.
Sample retelling:
Dad: My wife and I went on vacation
last week. Before leaving, we asked our sons,
Daniel
and Eric to look after our house
as well as our pet dog, Spot. They promised they
would do as we
told
them
to.
We
also
left
them
some
money
to
buy
dog food.
We
did
think
that
Daniel
is
old
enough
to
take
the
responsibility.
But
to
our
great
disappointment,
when we
got
home
one
day
earlier, we were
surprised to find that our house was a mess, that
the dog looked tired and hungry
and
that the money for the dog food on the table was
gone. I really felt very angry with Daniel. I
shouted at him, and said that he should
act like an adult. Then I told him that our family
was not
the one where bad behavior went
unpunished. But to my great surprise, Daniel got
very angry too.
He
ran
into
his
bedroom
and slammed
the
door, which
made
me
even
angrier.
I
don?t
think
he
respects us enough. My
wife think we should go to have a talk with him
and ask him what has
happened.
Howe
ver, I don?t think it is necessary
to do that, since he was so rude to us. I feel
like
we have to punish him.
Daniel: I really feel annoyed these
days. I?m wondering if there is a generation gap
between
my parents and me. Things goes
like this: last week, my parents went on vacation.
Before they left,
they asked me to take
care of our house, our pet dog, Spot, and my
younger brother, Eric. I think
I?m old
enough to take the responsibility. I promised to
them that I can deal with everything. But
something unexpected happened. Spot got
very ill, and we had no choice but to use the
money for
dog food to take him to the
vet. And Eric and I spent all the day waiting for
Spot. Of course, we
didn?t have time to
clean the house. What?s worse, when our parents
got ho
me, our house was in a
mess. They got very angry with me and
shouted to me without giving me a chance to
explain what
had happened. They even
didn?t trust me. I hated them at that time. Eric
suggested that I should
have a talk
with them. But I don?t think
that they
deserve to know the truth.
Mom: . . .
Eric: . . .
Practice D (a TV
interview)
Suppose that Daniel is
invited to a TV program. Make a dialogue between
the TV host and
Daniel.
Sample dialogue:
Host: We?re here on “Teenager Time”
with our guest for
the show, Daniel.
Daniel, welcome
to
our
program!
Today,
Daniel
will
let
us
share
one
of
his
experiences
—
how
he
solved
a
problem between his parents and him.
Daniel, would you please tell us what your problem
was.
Daniel: Well, it all started when
my parents went on a vacation, leaving my younger
and me
alone at home. They asked me to
take care of my brother, our house and our pet dog
Spot.
Host: It seems that your parents
trust you very much.
南通高等师范学校外语系
综合英语课程
Daniel: At
the very beginning, I did think so. But when my
parents came back home one day
earlier
and found the house was a mess, they got very
angry.
Host: . . .
Daniel: .
. .
Host:
Thank
you
for
your
coming.
As
we
all
know,
communication
is
very
important
in
helping you and your parents become
closer. We do hope that all the parents and
teenagers will
learn to talk with each
other and share their feelings. Only in this way
can parents and children
become good
friends.
Practice E (your opinion)
Ask the students to work in pairs to
have a discussion about ideal parents, ideal
children, and
ideal relationship
between parents and children. The following form
may help them.
Characteristics
Y
our opinions about
ideal parents
ideal children
ideal parents-
children relationship
After
the discussion, each group will be asked to give a
presentation.
Sample presentation:
In the opinion of our
group, ideal parents should be good friends of
their children. They are
good at
getting their children involved
in
family issue, and are willing to spend time
listening to
children?s voice. They
shouldn?t only focus on the marks of school
subjects of their children, they
should
learn to help the kids solve the problems by
themselves. Meanwhile, parents should learn
to trust and respect the kids and they
shouldn?t always interfere in ou
r life.
If there is a problem in
the family,
the parents should learn to let the children
express their inner feelings. Anyway, parents
should learn to communicate with us.
That?s all. Thank you!
Practice F (theme of the play)
Ask the students to think about the
theme of the play. Usually there is a conflict in
a play. Ask
the students to think about
the conflict in this play and state the theme of
the play. If the students
have some
difficulty in doing this, the teacher can help
them with the following pictures.
For
example:
The
main difference between parents and teenagers
appears to be that parents focus on their
authority
and
always
think
that
the
children
are
to
blame
for
their
wrong-doings,
whereas
teenagers value
their status in the family. And they hope to be
trusted and respected. The conflict
between parents and teenagers comes to
a head over the issue of communication and
authority.
Practice G (enjoy some
quotations from Shakespeare?s plays)
Since this unit is about a play, the
teacher can ask the students to enjoy some
quotations from
different Shakespeare
plays. Ask them to have a talk in pairs and get
the meanings of the famous
words.
quotations
1. To be or not
to be: that is the question.
plays
南通高等师范学校外语系
综合英语课程
Meaning:
2. Uneasy lies the head that wears a
crown.
Meaning:
3. Neither a borrower nor a lender be.
Meaning:
name. . .
Meaning:
5.
Words, words, only words, no matter from the
heart.
Meaning:
Sample answers:
quotations
1. To be or not
to be: that is the question.
Meaning: Is it possible or not? Is he
alive or not?
2. Uneasy
lies the head that wears a crown.
King Henry
Ⅳ
plays
Hamlet
4.
Romeo,
Romeo,
why
are
you
Romeo?
Deny
your
father,
and
refuse
your
Meaning:
The
life
of
leaders
isn?t
easy.
Having
many
responsibilities, leaders
often can
?t sleep very well.
3. Neither a
borrower nor a lender be.
Meaning: Be careful to take or give
money to others. Y
ou?d better
be careful.
4.
Romeo,
Romeo,
why
are
you
Romeo?
Deny
your
father,
and
refuse your name. . .
Meaning: If only you had a
different name, we would not have this
problem.
5.
Words, words, only words, no matter from the
heart.
Troilus
Meaning:
It?s
all
empty
words,
and
there
isn?t
any
truth
in
them.
Cressida
Y
ou just
talk, but you don?t mean it.
→Step 4
Teaching
and learning design of some new words and
expressions
Part A
Words:
To learn the new words and
expressions, we have different ways. This time we
can adopt the
Teaching and Learning
Design way, that is to say
, we can
design the new words and expressions in
the form of exercises, ask the students
to learn the words and phrases by themselves, then
they can
do the paper exercises in
groups. After that, the teacher will explain some
of them to the students
or ask the
students to work in pairs and then give their
explanations by themselves.
First ask
the students to finish the following sentences
with the words in the text.
1.
He_____________ quickly and put out the fire.
2. She will be much_____________ by
your visit.
3. Don?t_____________ the
dog, or it will bite you.
and
Hamlet
Romeo
and Juliet
南通高等师范学校外语系
综合英语课程
4. Can you_____________ why you are
late for school again?
5. The room is
a_____________ , with books lying on the floor
here and there.
6. They went back
home,_____________ the work undone.
7.
For some_____________ , Karl Marx was forced to
leave his hometown.
8. Check their
invitation cards and let the ones with the
invitation cards_____________ .
9.
She_____________ to win the English competition
because she was the best in our school.
(This step will help the students to
move back on to the text to try their best to
understand
how
to
use
these
words.
If
the
students
don?t
know
how
to
use
them,
encourage
them
to
use
a
dictionary
for help. Only in this way can the students learn
English vocabulary by themselves. )
Keys:
1. acted
2. surprised 3. touch 4. explain 5. mess 6.
leaving 7. reason 8. enter
9. deserved
Explanations:
1.
act
The word “act”can be used both as a
noun and a verb. In the play “act” is used as a
noun,
meaning “one of the main
divisions of a play, an opera, etc. ”
Translate the following phrases or
sentences, please.
1)
一曲五幕戏
__________________________
(2)
第三幕第二场
______________________
____
3)
幕终灯亮。
_____
_____________________
4)
该是采取
行动的时候了。
_____________
5)I?m
ashamed I acted
foolishly.__________________________
6)He
ran
into
the
burning
house
and
saved
the
child.
That
was
really
a
brave
act.___________
7)He was
caught in the act of pick-
pocketing.__________________________
8)Who acts the part of
Hamlet?__________________________
9)He
acted as a guide of the
trip.__________________________
10)The
students will act out the play
?the
Merchant of V
enice? next
week.__________
Sample
answers: 1)a play in five acts 2)Act
Ⅲ
, Scene
Ⅱ
3)The act ended and the
lights were
turned on.
4)It?s time to act.
5)
我为我愚蠢的行为感到羞耻。
<
/p>
6)
他冲入着火的房子救出小孩
真是勇敢
的行为。
7)
他在扒窃时当场被抓。
8)
哈姆雷特的角色由谁扮演
?
9)
他担任这次旅
< br>行的向导。
10)
下周学生将表演戏剧《威尼斯商人》
。
2. surprise
In the text, the
word “surprise” is used as a transitive verb,
meaning “make somebody feel
surprised”.
She
will be much surprised by your visit.
→Y
our visit will greatly
surprise her.
你的来访令她非常吃惊。
It
wouldn?t surprise me if they got married soon.
如果他们这么快结婚，并不令我吃惊。
Rewrite the following sentence and
finish the sentences according to the Chinese
given.
1
）
I was
very surprised at the news.
→I was very
surprised_____________ _____________ the
new.
2)There
was____________
______________
_____________
(
吃惊的表情
)on
his
face
南通高等师范学校外语系
综合英语课程
when he
heard the_____________
(
令人吃惊的
)news.
3)We_____________
_____________
_____________
(
感到吃惊
)
he
got
injured
in
the
traffic
accident.
4)His success was____________
_____________ ______________
(
令我大吃一惊
) to me.
5)He hid himself_____________
_____________ (
惊慌地
).
6)The
question_____________
the
professor_____________
_____________
(
令某
人感到
意外
).
7)___________
_____________
______________
_____________
(
非常令我吃惊的是
),
she
was the mother of two children.
Keys:
1)to
hear
2)a
surprised
look, surprising
3)were surprised that
4)a
great success
5)in
surprise 6)took, by surprise 7)Much to
my surprise
We
should
pay
attention
to
the
differences
between
surprise,
astonish
and
amaze.
动词
surprise
指出于意料之外
,
使人吃惊
,
是表示
< br>“
使吃惊
”
的常用语
;
astonish
表示
“
使大吃一惊
,
使惊愕
”;
amaze
与
astonish
同义而语意更强
,
尤其在被认为不可能之事实际上已发生时使
用。
3. touch
In
the
text
“touch”
is
used
as
a
transitive
verb,
meaning
“put
your
hands
or
fingers
onto
somebody or something” or “(of two or
more things) to be or come so close
tog
ether that there is
no
space between. ”
1
）
I felt someone
touch my shoulder.
我感觉有人摸我的肩膀。
→I
felt someone touch me on the shoulder.
→I felt a touch on my
shoulder.
2)Visitors are
requested not to touch the exhibits there.
参观者被要求不能摸那儿的展品。
3)His coat was so long it was almost
touching the floor.
他的外套很长以至于几乎着地了。
Pay attention to the different usages
of the word “touch” in the following
sentences.
4)His story
touched all the people present. (make somebody
moved)
他的故事感动了到场的所有人。
5)I?m out of touch with economic
co
nditions now.
现在我对经济情况一无所知。
6)He advised keeping in touch with each
other after graduation.
他建议毕业后彼此保持联系。
4.
explain
In the text “explain” a
transitive verb, meaning “to tell somebody about
in a way that makes
it easy to
understand”.
1)I was asked
to explain the meaning of the sentence.
我被要求解释这个句子的意思。
2)Can you explain to me how to bake a
cake?
你能给我解释如何烤面包吗？
3)She explained that she couldn?t come
because she was ill.
她解释说因为她病了她不能来了。
Rewrite the following sentence:
南通高等师范学校外语系
综合英语课程
4)That explains her sudden anger.
→That
explains______________
_____________
_____________
______________ _____________
____________ ____________ .
Sample
answers: why she got angry all of a sudden
5. mess
The word “mess” is a
noun, meaning “a state or dirt or dirty
materials”.
After the
birthday party, the dancing hall was in a terrible
mess.
生日聚会后，舞厅一片狼藉。
“Mess” can also be used as a verb,
meaning “have something in a mess”.
I?m sorry that I have messed everything
up.
抱歉，我把事情搞糟了。
6. leave
In the text “leave”
is a transitive verb, meaning “to make or allow
somebody or something to
remain in a
particular condition, place”,
etc.
Don?t leave the door
open.
不要让门开着。
“Leave”
has
other
different
meanings
and
usages.
Translate
the
phrases
in
the
following
sentences into
Chinese, please.
1
）
He left for New
Y
ork yesterday
.
2
）
Y
ou
left out a letter here.
3
）
Leave me alone!
4
）
She
left her pet dog with us and went on a journey.
5
）
Her husband
left her a large fortune.
6
）
I?ve
left behind my hat on the chair.
7
）
Leave go of my
arm!
8
）
There is no
time left.
9
）
His
annual leave is thirty working days.
10
）
To our great
surprise, he took French leave.
Keys:
1)
离开某地前往某地
2)
遗漏
3)
不要管我
4)
托付
5)
留下一大笔财产
6)
把东西遗
漏
7)
放开
8)
没时间了
9)
每年的休假
10)
不辞而别
7. reason
In
the
text
“reason”
is
a
noun,
meaning
“a
cause
or
an
explanation
for
something
that
has
happened
or that somebody has done”.
Fill in the blanks with the proper
words:
1)______________
______________
___________(<
/p>
由于某个原因
),
I cannot
go
there with
you.
2)The
reason_____________ we don?t trust him
is_____________ he has often lied.
3)The reason_____________ his being
late was_____________ he was caught in the
traffic.
4)The cause_____________ the
fire remains to be discovered.
Keys:
1)For some reason 2)why; that 3)for; that 4)of
8. enter
In the text, the
word “enter” is used as an intransitive verb,
meaning “come or go in or into”.
Please knock the door before you enter.
进门前请敲门。
_____________
南通高等师范学校外语系
综合英语课程
“Enter”
can also be used as a transitive verb.
The thieves entered the building
through the back door.
小偷从后门进的大楼。
Pay
attention to the different usages of the word
“enter” in the following sentences.
She entered data into the computer
files. (write information)
I?d like to
know why he has entered me for the competition.
(make. . . take part in)
The
two old men entered into a long discussion. (begin
doing something)
9. deserve
The word “deserve” is a verb meaning
“be worthy of”.
Y
ou?ve been working
all morning-you deserve a rest.
你工作一早晨了，你该休息了。
The report deserves careful
consideration.
这份报告需要仔细考虑。
Ask
the students to either make sentences or make a
short passage with the above nine words.
In
this
way,
the
students
will
learn
to
use
the
words
and
learn
to
organize
the
sentences
by
themselves. Meanwhile, this design will
help the students to fire their imagination and
make some
different sentences with
creative ideas.
Phrases:
Part B
After learning the
new words, the teacher can ask the students to
find the following
phrases in the
passage, and use them to make sentences according
to their meanings in the text.
1. be
supposed to 2. do with 3. in charge 4. go out 5.
go unpunished 6. now that
(Collect
sentences from the students. Here are some of
them. )
1. All the students are
supposed to arrive at school before 7 a. m.
2. What?s the best way to do with the
used mobile phones?
3. The
parents left Daniel in charge when they went on a
vacation.
4. When they arrived at the
scene, the fire had gone out.
5. Such
bad behavior can?t go unpun
ished.
6. Now that he has finally turned off
the radio, we can have a good sleep.
More explanations
11. be supposed to
The
phrase
“be
supposed
to”
means
“something
is
expected
to
happen
according
to
an
arrangement”.
The
new laws are supposed to prevent crime.
新法律应该阻止犯罪。
“Suppose”
has
other
meanings.
Pay
attention
to
its
different
usages
in
the
following
sentences:
I suppose that I can see
you soon.
1)What do you suppose he gave
me then?
2)
—
Will
she come with us?
—
Y
es, I suppose
so.
3)All of his friends suppose her to
be his wife.
4)Let?s suppose that his
statement is right.
5)Suppose you had one million dollars,
what would you do?
2. do with
南通高等师范学校外语系
综合英语课程
The phrase
“do with” is often used in negative sentences and
questions with “what”, meaning
“how to
use”.
Rewrite the following
sentence:
1
）
I don?t know
what to do with all the food that?s left
over.
→I
don?t
know______________
_____________
_____________
____________
all
the
food that?s let
over.
“Do with” has other
meanings in different sentences.
The new teacher didn?t know what to do
wit
h the class. (treat)
What
have you done with the papers for the meeting?
(where have you put)
I can?t do with
the loud noise made by the children. (put up
with)
Guess the meanings of
the two phrases in the following sentences.
2)We can?t do without a
telep
hone in our business.
3)Do you think capital punishment
should be done away with?
Keys: 1)how
to deal with 2)
没有
……
也行
3)
废除
,
取消
3. in charge
The phrase “in charge” means “a
position of having control over somebody or
responsibility
for somebody or
something”.
Mr. Wang is in
charge of this school.
王先生主管这个学校。
→This
school is in the charge of Mr. Wang.
Who will take charge of the factory
since the manager is arrested?
经理被逮捕后，谁会负责这个工厂？
“Charge” has different usages in
different sentences.
Y
ou get service free of
charge.
你免费得到这项服务。
There
is no charge for admission.
没有入场费。
4. go out
The phrase “go out” means “stop burning
or shining”.
The fire went
out after they fell asleep.
他们睡着后，火就熄了。
Pay
attention to different meanings of phrases with
the word “go”.
We shouldn?t
do things that go against nature.
我们不该做违反自然规律的事。
Things will get easier as time goes by.
随着时间推移，事情会变得容易些。
What?s going on there?
那儿发生了什么？
This
year?s sales figures go beyond all our
expectations.
今年的销售额超出了我们的预料。
Word went out that the president had
been murdered.
消息透露总统已经被谋杀了。
Go
over your homework before you hand it in.
交作业前先检查。
南通高等师范学校外语系
综合英语课程
5. go
unpunished
In th
e phrase “go
unpunished”, “go” is a linking verb meaning “be or
remain in a particular
and usually
undesirable state”.
The food
easily goes bad in the summer.
食物在夏天容易腐烂。
6. now
that
Now
that?
is
a
set
phrase
used
to
introduce
an
adverbial
clause,
meaning
“because
of
something”.
Now
that I?ve seen how he lives, I know why he needs
so much money.
由于我看见他如何生活的，我明白他为什么需要那么多钱了。
After the explanations, the teacher can
ask the students to make a short passage or make a
short dialogue using these phrases.
Part C Sentence patterns:
After learning these phrases, the
teacher should guide the students to come to some
difficult
and important sentence
patterns in the text.
1. Eric runs in
after it, followed by a big dog, walking very
slowly.
Here
“followed”
is
the
past
participle
form
of
the
word
“follow”,
which
means
“Eric
is
followed by a big dog”. “Walking” is
the present participle form of the verb “walk”,
which shows
what the dog is doing.
1)In the first act of the play, the
main character appears in a king?s
costume
, followed by two
guards.
在戏剧的第一幕，重要的人物身着皇帝衣服出
场了，后面跟着两个卫兵。
2
）
Dressed in
white, she looked the most beautiful girl in the
party.
身穿白衣服她看起来在聚会中最漂亮的人。
2. The money with which you were to buy
dog food is gone, but Spot looks so hungry!
The clause
“with
which
you were
to
buy
dog
food”
is
an
attributive
clause,
modifying
the
antecedent “the money”.
The phrase “were to” here indicates that something
should be done.
1)Y
ou are to call your
mother to let her know you have safely arrived
when you reach the
destination.
到达目的地时，你应该打电话给你妈妈，让她知道你已安全到达。
2)Y
ou are to finish your
project together with the other five group
members.
你应该和其他
5
个
组员一起完成这个项目。
“Be to” can also
refer to the arrangements for the future. Study
the following examples and
pay
attention to the different usages
of
“be to”.
3)The book of fairy
tales I edited is to appear soon.
我编辑的童话书计划马上上市。
4)She was to meet Kurt at an agreed
place in the street.
她计划在街道约定地点去见
Kurt
。
3. We
thought you were an adult, a person from whom we
could expect good decisions. . .
The
clause
“from whom we could expect good
decisions” is an attributive clause. The phrase
“expect something from somebody” in
this sentence means “demand someone to do
something as
his or her duty or
responsibility”.
1)We all
know what our parents expect from us.
我们都知道我们的父母期望我们什么。
南通高等师范学校外语系
综合英语课程
The word
“expect” can also be a transitive verb, meaning
“hope something will happen” or
“wish
for something”.
2)Y
ou can?t expect children
to be quiet all the time.
你不能指望孩子们一直安安静静的。
The
teacher should
ask
the
students
if
they
still
have
some
difficulty
in
understanding
and
using these phrases or sentence
patterns. If so, give more explanation at the
request of the students.
If not, ask
the students to choose at least ten of these
words, phrases or sentences to make up a
short dialogue or make up a short
passage.
→Step
5 Homework
1. Read the play
again, and write a summary of this play
?Home alone? in about 100
words.
2. Choose at least
ten new words or phrases from the text to make
sentences or write a short
passage with
all of them in it.
3. Preview Word
power.
4. Do Parts A1 and A2 on page 86
in Workbook.
板书设计
Problems and
Brainstorming
Solutions
Reading strategy
Plot of the
play
课时：
Periods 4-5 Word power
南通高等师范学校外语系
综合英语课程
整体设计
教材分析
In this
part, the students are required to focus on the
differences between American English
and
British
English.
Some
specific
examples
related
to
grammar,
vocabulary
and
spelling
are
listed
and
presented
to students.
Students
are
required
to
identify
and
learn
about
the
different
expressions.
They
are
expected
to
not
only
expand
their
prior
knowledge
but
also
apply
it
practically. Students are
asked to explain what a colloquialism is and how
it is used. If possible,
students can
list as many colloquialisms as possible.
三维目标
Knowledge aims:
1.
To
let
students
get
familiar
with
the
differences
between
American
English
and
British
English.
2. To know as many
colloquialisms as possible.
3. To help
students enlarge their vocabulary, especially
those related to the topics.
Ability
aims:
1.
To
enable
students
to
learn
some
differences
between
American
English
and
British
English.
2. To enable
students to learn some colloquialisms.
3. To help students learn how to use
colloquialisms in spoken English.
4. To
develop the ability of understanding words in
context.
5. To learn about some
colloquialisms and their origins.
Emotional aims:
1. To learn to be cooperative and
helpful when working together.
2. To
help students learn how to keep consistent in
English usage.
重点难点
1. To
attract students? attention to
colloquialisms.
2. To tell
American English from British English.
3. To get students to understand what a
colloquialism is and how it is used.
教学方法
1.
Discussion in pairs or in groups.
2.
Explanation and practice
教具准备
A
tape recorder and the multimedia.
课前准备
1. Encourage
the students to prepare the following topics. It
is best for all of them to make
preparations
first,
either
by
searching
for
information
on
the
Internet
or
looking
through
background information in some books
and so on. They can also be divided into several
groups to
get
some
information
about the
differences
between
American
English
and
British
English
and
some
specific examples related to grammar, vocabulary
and spelling. Students are encouraged
to
focus on the examples
listed in their books and let them distinguish
these differences first.
2. Encourage
students to collect as many colloquialisms as
possible either by searching for
information on the Internet or looking
up some phrases in the dictionaries. Ask students
to focus
on the examples listed in
their books and look up the meaning of each
phrase.
教学过程
南通高等师范学校外语系
综合英语课程
→Step 1
Lead
-in
1. Ask a student to
write the following words from the text on the
blackboard.
_____________English
vacation
soccer
trash can
garbage
living room
behavior
2.
Ask
the
students
to
focus
on
the
spelling
and
meaning
of
each
word
and
discuss
the
question “Is the play
written in American English or British English? ”
At the same time, students
are asked to
focus on the differences between American English
and British English by checking
out the
dictation on the blackboard. Meanwhile, write down
the British English of each word.
American English
British
English
vacation
soccer
trash can
garbage
living room
behavior
→Step 2 American English and British
English
1.
Ask
Ss
to
talk
about
the
question
“In which
aspect
does
American
English
differ
from
British English from the examples
above? ”
Sample answer: in
vocabulary and spelling
2.
Let
the
students
read
the
following
dialogue
and
find
out
“Is
it
in
American
English
or
British English?
”
Sam went back to London to
go on with his study in CMHS. He met David on the
school
campus.
Sam: Hi
David. How are you?
David:
Fine, have you just gone back from New
Y
ork?
Sam: Yeah, I went back
here last Monday.
David: How is your
summer holiday, Sam?
Sam:
Excellent,
during
my
summer
vacation
I
joined
a
soccer
ball
club
and
I
can
play
it
better now.
David: Good!
I also practiced playing
football this summer too.
Sam: OK.
Please call me at 33543165 if the students? union
organizes a soccer ball match.
David: Good idea!
Y
ou may call me on 25682275.
Sam: See you!
David: Goodbye!
Sample answer: Sam speaks American
English while David speaks British English.
3.
Ask
Ss
to
answer
the
following
question
“Does
American
English
differ
from
British
English in other aspects, like
pronunciation and grammar? Encourage them to
demonstrate some
examples.
Differences
Examples
holiday
football
dustbin
rubbish
sitting room
behaviour
南通高等师范学校外语系
综合英语课程
pronunciation
grammar
spelling
vocabulary
Some examples:
Vocabulary
American English
gas
baggage
mail
stairway
Spelling
American English
color
favor
center
traveling
Pronunciation
British English
petrol
luggage
post
staircase
British English
colour
favour
centre
travelling
Grammar
American English
British English
She has an
interesting book.
She has got an
interesting book.
4. Ask Ss to use the
information on page 26 and practice the dialogue
on page 26.
T: Finish the exercises on
page 26 individually first and then practice the
dialogue with your
partners.
Sample
answer:
1)is
that
2)centre
3)fitted
4)toilet
5)programme
6)colour
7)She?s
just
gone
home.
8)on
→Step 3
Consolidation
1. Ask
students to compare what they already know with
these examples listed and encourage
them to keep them in mind.
2.
If
possible,
you
can
ask
students
to
summarize
all
the
differences
between
American
English and British
English.
→Step 4
Discussion
1. Ask the
students to discuss the following questions:
1)As we all know, the
accents in American English and British English
are partly different
，
which
do you prefer, American English or British
English?
2)Do you think it helpful to
know about these differences?
南通高等师范学校外语系
综合英语课程
→Step 5
Colloquialisms
1. Divert
students? attention to colloq
uialisms
and explain to students what a colloquialism is
and how it is used.
What is
a colloquialism? How is it used?
Sample
answer:
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 conversation.
2.
Students are required to list some colloquialisms
they have already known.
3. The
teacher
presents sentences
with colloquialisms to
let
students
guess
the
meaning
of
colloquialisms and their origin.
Some examples:
A. 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 thi
s
expression in his play “Julius Caesar”.
B. 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.
4. Ask students to focus on
Part A
and have them finish the
exercise individually first. Then
conduct a feedback activity. After they
finish it, check the answers together.
Meanings and origins of some
colloquialisms mentioned in the text:
a no-brainer
Meaning:
something easy to understand
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 and carefully
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.
5. Let them work in pairs to
make conversations in which these colloquialisms
can be used.
Sample conversations:
1)A: Jin, can you explain
this sentence to me? I don?
t know what
it means.
B: Sure. It?s a
no
-brainer.
2)A: (On a
teenager party)I am afraid I have to go. My mom
will be angry if I stay late.
B: Don?t
be a wet blanket. It?s still early.
南通高等师范学校外语系
综合英语课程
3)A:
Y
ou don?t seem high. What?s
up?
B: I am in trouble. I. .
. I. . .
A
: Come on, tell
me. I?m all ears.
4)A: It is
said that we will have no exam this Friday. That?s
fantastic!
B: Are you sure?
Don?t pull my leg.
6. Ask
students to continue with Part B, as there are
more colloquialisms. Encourage students
to think over and
discuss
with each other first. If students still can?t
work out the meanings, ask
them to
consult the dictionary.
Sample answers:
1)She is good at gardening.
2)He is very clumsy.
3)That
is like criticizing someone else for a fault you
have yourself.
4)It is raining heavily.
5)Don?t exaggerate something.
→Step 6
Exercises
In
order
to
encourage
students
to
be
involved
in
this
activity,
teachers
are
advised
to
give
students enough time to discuss with
their group members fully. During practicing it,
teachers are
also advised to organize a
competition to arou
se students?
interest.
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,
do
n?t be__________________ at the
party. Let?s dance together.
2. Alice: Can you tell me what this
sentence means?
Tim: This one? Oh, it
is____________________ . I can tell you.
3. Jim, when I explain the language
points, you should_________________ .
4.
Rob
is
always
late
for
school.
If
he
can
arrive
at
school
on
time
today,
I
will______________.
5. Mum:
Oh, you got wet all over. How is it, Daniel?
Daniel: Mum, don?t you know
it_________________ on my way home?
6. Bob: Hey!
Ellen, you got an A
for your
history exam.
Ellen:
Don?t_________________. Are you
serious?
7. Look at Mr.
Smith?s garden. He has_____________.
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________________ .
9. Eric: Shall I
stay in hospital for several days?
Doctor: Don?t_____________.
Y
ou just got a fever.
10.
Teacher:
Boys
and
girls,
when
you
are
reading
in
the
reading
room,
you
should
remain________________. Are you clear?
Students: Y
es.
Sample answers: 1. a wet blanket 2. a
no-brainer
3. lend me an
ear 4. eat my hat
5. rained
cats and dogs 6. pull my leg
7. green fingers 8. green hand
南通高等师范学校外语系
综合英语课程
9. make a mountain out of a molehill
10. as quiet as a mouse
→Step 7 Language points
1. American English and British English
differ in many small ways.
differ
?vi.
与
……
不同
,
相异
British
English differs from American English in spelling
and pronunciation.
英式英语在拼写和发音上和美式英语不同。
Our opinions differ greatly from each
other?s
on that point.
我们的意见在那方面有很大的出入。
He differs from his brothers in looks.
他的长相和几个兄弟不同。
That is where we differ.
那就是我们意见不合的地方。
She
always differs from me about how to spend the
vacation.
有关如何度假一事
,
她和我的意见总是不合。
2.
That skirt fits badly.
那条裙子不合适。
1)fit
用作动词
,
主要指尺寸、形状方面的
“
适合
”
。如
:
The coat doesn?t fit me. It?s too
large.
这件外套不适合我
,
它太大了。
These shoes
fit perfectly.
这鞋子穿着很合适。
The jacket fitted me pretty well but
the trousers were too small.
这件夹克很合我的身
,
只是裤子太小了。
I can
never get clothes to fit me.
我总也买不到合身的衣服。
The
key d
oesn?t fit the lock.
这把钥匙打不开这把锁。
2)fit
用作动词
,
还可表示
“
相符，相协调
”
。如
:
All the facts certainly fit what you
said.
所有事实都与你所说的相符。
Something doesn?t quite fit here.
这里有些不太协调。
Mary
doesn?t seem to fit in with other children.
玛丽好像与别的孩子处不好。
The lift was so small that only three
people could fit in.
电梯很小
,
只能容纳三个人。
Tom fits
in perfectly at the football club.
汤姆在足球俱乐部混得很好。
His
knowledge fitted him for the
job
／
to do the job.
他有知识
,
能胜任这个工作。
3)fit
作形容词
,
表示
“
适合的，
适宜的
”,
常作表语
,
用于
be fit for sth.
／
be fit (for sb. ) to
do. . .
结构中。如
:
I don?t think Tom is fit
for the job.
我认为汤姆不适合这个工作。
Are you really fit for the role of
manager?
你真的能胜任经理的角色吗
?
The food went bad, so it was not fit
for us to eat.
食物变质了
,
因此不适合吃了。
She is
not fit to look after children.
她不适合照顾孩子。
4)fit
用作名词
,
表示
“(
衣服
)
合身
”,
通常有形容词修饰
;
也可表示
“
事物之间相互协调
”
。
如
:
-
-
-
-
-
-
-
-
-
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