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Module1Unit2GrowingpainsModule1Unit2GrowingpainsThoughtsonthedesign:本节课以引发学生兴趣，为导入Reading的主题积累充足的背景知识和信息，以调动学生主观能动性，激发学生发散思维，以说，听，讨论为主的导入课。由于是单元的第一课时，所以要兼顾输入的“层次性”和“合理性”。“层次性”是指导入过程循序渐进，内容由潜入深，然后要求学生有一定的反馈输出，给予适当的提示，以防止出现无言以对的冷场。“合理性”是指在整个过程中，除了发挥学生的主观参与以外，要在学生能力范围内加以实践，并使学生在激发兴趣，接受知识，交流思想的同时，升华学生对人生的领悟和正确认识。Teachingaims:1.Firststudentswillbeshownseveralpicturesandvideoaboutgrowingpainstoactivatetheirechotothegrowingpains,whichcouldarousethestudents’interestinthetopic.2.Aftertheyanswerseveralquestions,theywillbeaskedtofindoutthereasonsofgrowingpains.Throughthis,thestudentswillbeabletostrengthentheirabilitiestofindandsolveproblems.3.Givensomekeywordsandphrases,studentsarerequiredtoimagineasituationaccordingtofourpictures,andthenthestudentscanimprovetheirspokenlanguageandimagination.4.Afteraseriesofquestionsabouttheirparents,thestudentswillbeabletoanalyseproblemsandthinkofquestionsinnewways.Also,thiswillcontributetotheiremotionalexperiences.5.Throughlistening,thestudentscanpractisetheirlisteningabilityandhelpthemgetahighlevelofunderstandinggrowingpains.Teachingprocedures:Step1Lead-in1.Showpicturesofgrowingpainsandleadin:Picturesaboutwhatoftenhappensinthegrowthofteenagers2.Playashortvideocliptoarousethestudents’echotogrowingpainsandactivatetheirinterest.说明：对应的PPT从第一页到第六页。首先用英文介绍一下几张图片（ppt4），引导学生说出growingpains的主题(ppt5)，然后用一个homealone的电影剪辑(ppt6)来调动学生对主题的兴趣，从而得到学生对他们自己成长时的烦恼的一个共鸣，进而为下一步的讨论作了铺垫，也是为第二课时的reading作个铺垫。Step2DiscussionGivestudentsthreequestionsrelatedtothevideocliptoorganizethemtodiscussthesubtopicstofurthermaintopic.(askseveralstudentstogiveafeedback)1.Doyourparentssometimesinterfereinyourlifeandmakedecisionsforyou?AndHow?2.Willyoutalktoyourparentswhenyouhaveaproblem?3.Doyourparentstrustyou?Andthenbyshowingthepossiblegrowingpainstoenlargestudentsunderstandingofgrowingpains,andthenaskstudentstofindoutthemainreasonofgrowingpains.Whydothesehappenmoreoftenthannot?Generationgapmeanstherearegreatdifferencesbetweentheyoungergenerationsandtheelders.南通市启秀中学ZLL1Module1Unit2GrowingpainsItoccurswhenolderandyoungerpeopledonotunderstandeachotherbecauseoftheirdifferentexperiences,opinions,habitsandbehaviour.Especiallyasonegetsolder,sheorheisn’talwaysunderstoodbytheelders,becauseofwhatsheorhedoes,saysorwears.Sosheorhewilloftenhavetroubleorpainsduringtheirgrowth.说明：设计ppt从7-9。通过上面的电影剪辑，学生会发现父母与孩子之间存在的误解，进而产生一些烦恼，通过学生的讨论(ppt7)把这些烦恼结合自身体验简单罗列，然后教师给出主要的growingpains，通过一个图表形式展现（ppt8）。然后，让学生分析这些现象所产生的原因，引导其得出“代沟”的答案，然后对代沟进行简单解释，以及产生的条件，使学生对问题产生的原因有个初步概念，也是为后面如何解决代沟问题作个伏笔。Step3SituationalImagination1.Accordingtothe4picturesinthetextbook,studentsarerequiredtocreateasituationtodescribegrowingpains.Besides,theteacherwillgivesomekeywordsandphrasesontheblackboard.(Thisisagroupwork,sothestudentsaredividedinto4groupstocompeteforaprize.)Pic1lastSunday,LiLei,turnup,shoutat...