资源简介

Unit 2 Growing pains and gains
单元教学目标
【Language Abilities】 Use words and expressions in the unit to talk about growing up. Use the passive in the simple past to talk about challenges of growing up. Explain the meaning of growing up.
【Culture Awareness】 Understand that growing pains are common across cultures and part of growing up. Recognize the importance of respectful communication and helping others in daily life.
【Quality of Thinking】 Learn to analyze and structure growth stories logically. Practice evaluating different perspectives in peer pressure or family situations. Reflect on how personal challenges can lead to learning and growth.
【Learning Abilities】 Improve skills in extracting and using information from stories about growing up. Develop teamwork skills through group research and presentations. Reflect on what you have learned in this unit and identify areas for improvement.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元围绕“成长的烦恼与收获”展开，属于“人与自我”主题范畴下的“生活与学习”主题群，对应“积极的生活态度，健康成长”这一子主题内容。单元通过戏剧、日记、广播访谈、个人故事等多种语篇，引导学生深入探讨成长过程中遇到的家庭矛盾、同伴压力、个人失败等真实挑战，并关注个体如何在这些经历中获得感悟、实现成长。通过学习，学生不仅能学会描述和分析成长中的困境与突破，更能发展应对挑战的积极心态与策略，理解成长是一个痛苦与收获并存、需要勇气与反思的动态过程。
第一课时：Starting out & Reading
本部分通过《绿山墙的安妮》的引入和短剧《You just don't get me!》的学习，激活学生对“成长烦恼”的已有体验。学生将分析短剧中母子间的误解与冲突，理解家庭期望与个人行为之间的张力，并初步探讨“承诺”、“责任”等概念，为单元主题奠定情感与认知基础。
第二课时：Grammar
本课时聚焦一般过去时的被动语态。学生将在描述“被误解”、“被要求”、“被拒绝”等成长烦恼的具体语境中学习并运用该语法结构，为准确叙述个人经历、表达情感提供句法支持。
第三课时：Listening and Speaking
本课时聚焦青少年普遍面临的同伴压力问题。通过听力了解科林的困扰与汉娜的建议，并围绕自身经历进行结对口语练习，引导学生识别积极与消极的同伴压力，学习“坚持自我”、“有效沟通”等应对策略，整合语法与主题进行真实表达。
第四课时：Reading
本课时精读日记体语篇《From pain to gain》，通过作者从篮球落选到游泳成功的个人故事，深入分析“失败”在成长中的意义与转变。学生将梳理作者的情感与认知变化，理解“当一扇门关闭，另一扇门会打开”的成长型思维。
第五课时：Writing
本课时为读写结合课，包含两个关联任务。首先运用第二课时所学语法，描述一次与父母的矛盾经历（P24）。随后，运用第四课时的叙事结构，撰写一篇关于个人失败与成长的短文（P31），实践如何有逻辑、有情感地讲述成长故事。
第六课时：Presenting ideas & Reflection
本课时是单元项目展示与总结阶段。小组合作，运用“烦恼-解决-收获”框架调研并展示一个真实人物的成长故事。最后，通过个人反思和自我评估，系统梳理对“成长”内涵的理解与单元所学，实现主题内化与元认知提升。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1. understand the expectations between the mother and the son by reading the play.
2. analyze the son’s character and evaluate his sense of responsibility.
3. relate the theme to personal experiences, reflect on the concepts of responsibility, promise, and growth.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture from page 19 to the students. Ask them to answer the questions:
What’s in the girl’s hand
How do you think she feels
What has she gained
Ask students to read the unit title and predict what they will learn in this unit:
Look at the unit title. How do you understand it
What do you think you will learn in this unit
Starting out
Page 19, 1,2
Ask students to look at the picture of Anne From Green Gables and answer the questions:
Do you know the book Anne from Green Gables
What were Anne's “growing troubles”
Let students read the colourful words in exercise 2. Have them choose two words to show their understanding of growth. Then share with the class.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 20
Ask students to look at the title of the play ("You just don't get me!") and the picture on the same page. Then ask them to predict what the passage is about.
Show the following words to help students with their prediction: promise, late, worried, cross, proud, help, police station.
★Step 3 While-task【过程任务】
Page 20, 1, 2
Ask students to read exercise 1 and tick from the list about what their parents expect from them. Then share with the classmates.
Have students read the play quickly and answer the question in exercise 2: What does the mother expect from her son
Page 22, 3
Have students read exercise 3 and choose another suitable title for the play. The teacher can ask students to share their reasons.
Page 22, 4
Let students read the play more carefully and complete the notes with the correct form of the words and expressions from the play.
Check the answers with the students.
★Step 4　Post-task【后续任务】
Page 22 Think and share
Ask students to work in pairs and discuss the two questions. Give some prompts if needed.
What kind of person do you think the son is
What advice can you give the son and his mother
Invite some students to share their answers.
Further Thinking
Have a class discussion by asking:
Have you ever had a similar misunderstanding with your parents What happened
What do you think is more important in such situations: keeping a promise or helping someone in need Why
Let some volunteers share their stories or opinions.
★Step 5　Language points　【语言要点】
1. Mum is sitting in the living room, worried. The clock reads 10:27 pm. The son runs through the door, out of breath.妈妈坐在客厅里，满脸忧虑。时钟显示的时间是晚上十点二十七分。儿子气喘吁吁地跑进门来。
(1) 本文是一篇话剧，本句是话剧的setting (背景)，主要交代后面故事发生的场景，包括时间、地点、人物等，帮助读者或观众更好地理解和欣赏。
(2) 句中的reads根据主语the clock应理解为“显示，指示。
例如:
The sign reads "No Parking". 标牌上写着“禁止停车”。
My watch reads 3 o'clock. 我的手表显示的时间是三点。
The thermometer reads 46 degrees Celsius. 温度计显示四十六摄氏度。
2. A deal is a deal! 一诺千金！
a deal is a deal是一个英文习语，字面意思是“一个交易就是一个交易”，其实是说“一旦达成协议，就必须遵守”，也就是“说话算话，一言为定，一诺千金”。
例如: I know you're having second thoughts about selling your car, but a deal is a deal. 我知道你对卖车这个决定有些犹豫，但是要说话算话。
3. Yes, I promised to be back before 9 tonight. 没错, 我承诺过今晚九点前回来。
The promise wasn't kept, so you can't stay out late next time.
你没有遵守诺言，所以下次你不能在外面待得太晚了。
(1) promise to do sth表示“许诺做某事”，其中promise是动词。例如:
He promised to fix the car by the end of the week.
他承诺在这周末之前修好车。
(2) keep one's promise表示“守信，遵守诺言”其中promise是名词。例如:
He always keeps his promise. That's why people trust him.他总是遵守自己的诺言，这就是人们信任他的原因
4. I was heading back at 8:30. 八点半我就开始往回走了。
head在句中作动词用，意为“(朝·…)前进,(向)去”head back意思是“往回走”例如:
After the meeting, I'll head back home. 会议结束后，我就回家。
The ship is heading for the harbour. 船正驶向港口。
We should head south if we want to reach the beach. 如果去海滩，我们应该朝南走。
5. I am sorry for being cross with you. 对不起，我对你发脾气了。
be cross with sb意思是“对……生气或不满”，其中cross作形容词用，意为“生气的，恼怒的”。例如:
She was cross with the man for interrupting her speech frequently.
这个男人频繁打断她的演讲，这让她很恼火。
★Step 6　Homework【家庭作业】
Ask students to write a short paragraph (5-7 sentences) answering the question: "What does 'being responsible' mean to you after reading this play "
Teaching reflection　【教学反思】
The lesson effectively introduced the theme of growing pains through a relatable parent-child conflict. Students engaged well with the plot and characters, demonstrating solid comprehension. The personal connection segment was particularly successful in deepening understanding. However, some needed more support in formulating constructive advice during the discussion. Future lessons would benefit from providing clearer sentence frames for analytical and reflective tasks.
第二课时　Grammar
Teaching Objects　【教学目标】
1. understand the basic structure and usage of the passive voice in the simple past tense.
2. practice forming the simple past passive by rewriting active sentences into passive ones.
3. apply the passive voice correctly in writing short messages or communication contexts.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　P23, 5
Ask students to read the sentences in exercise 5 and summarise the grammar rules.
Let them find one more sentence with this structure in the reading passage.
Understanding ideas（6—8）
★Step 2　Grammar focus learning【语法学习】
被动语态(2)
一般过去时肯定句被动语态的结构为：
主语+was/were+动词的过去分词（+by+动作的执行者）
一般现在时和一般过去时被动语态结构总结：
一般现在时 一般过去时 例句
肯定句 否定句 主语+am/is/are+done 主语+am/is/are+ not+done 主语+was/were+done 主语+was/were +not+done The book was written by him last year. The window was not broken by me.
一般疑问句 Am/Is/Are+主语+done Was/Were+主语+done Were the letters sent yesterday
特殊疑问句 特殊疑问+am/as/are +主语+done 特殊疑问+was/were +主语+done When was the bridge built
不定式作宾语补足语的结构在被动语态中如何处理：被动语态的句子是把主动语态中的宾语提到了主语位置，宾语补足语的位置则不变。应注意，这样的句子往往不会提到动作的执行者。这正是被动语态的特点:被动语态强调动作承受者，而不强调动作执行者。例如：The school encouraged Bob to train for the high jump.变为被动语态是：Bob was encouraged (by the school) to train for the high jump.
★Step 3　While-task【过程任务】
P23, 6
Ask students to rewrite the sentences in the passive in simple past tense.
Invite some students to share their answers.
P23, 7
Have students complete the message with the correct form of the words and expressions in brackets.
Check the answers by analyzing the messages.
★Step 4　Post-task【后续任务】
P24, 8
Ask students to think about a story about a difficult experience with their parents, and then complete the mind map.
Show them the useful expressions and let them use these expressions in their writings.
Ask students to write a story using the given structure.
Ask students to peer check their writings.
★Step 5　Homework【家庭作业】
Write a short paragraph (6-8 sentences) about a rule or a decision your parents made for you in the past. Use at least three sentences in the simple past passive voice to describe what happened.
Teaching reflection　【教学反思】
The lesson effectively integrated the simple past passive into the unit's theme of growing pains, making the grammar point relevant. Students completed controlled exercises well but showed some difficulty in using the structure independently in writing. Next time, I will add a guided joint-writing activity before individual practice to better bridge this gap.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the concept of peer pressure and its effects through listening and reading.
2. Practice listening skills to identify attitudes and complete forms related to personal experiences with peer pressure.
3. Learn to talk about personal experiences of peer pressure using appropriate expressions.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Have students look at the picture on Page 25 and discuss the question:
What does the picture show
Read “Did you know ” section with the students together. Let them know the background of this listening task.
★Step 2　Pre-task【准备任务】
Have students read exercise 1 on Page 25 and predict what information they will hear in the listening.
★Step 3　While-task【过程任务】
Page 25, 1
Let students listen to the conversation the choose Colin’s attitude.
Check the answers with the students.
Page 26, 2
Have students listen again and complete the application form.
Check the answers with the students.
Page 27,3
Have students look at the picture and read the notes. Predict what they will hear in the listening.
Play the audio and ask students to complete the notes.
Check the answers by inviting two students to read their notes.
Let them listen again and talk about how Hannah introduces her friend’s story.
Read “Learning to learn” section with the students together.
★Step 4　Post-task【后续任务】
P27, 4
Have students work in pairs and talk about their experience of peer pressure following the example.
Show them the useful expressions on page 103 and ask them to use these expression in their conversations.
Invite some pairs to perform in front of the class.
Phonetics in use
Play the audio. Let students read the pronunciation and words following the recording.
Let students read the pronunciation and words by themselves. Correct the mistakes if needed.
Show students the words on page 99 and let them practise more.
★Step 5　Homework【家庭作业】
After class, interview one of your friends or family members about an experience they had with peer pressure. Ask them: 1) What happened 2) How did they feel 3) What did they do Then, write a short summary (about 5–7 sentences) of their story in English. Try to use at least two expressions from this lesson.
Teaching reflection　【教学反思】
This listening-speaking lesson effectively engaged students with the highly relatable topic of peer pressure, and most could complete the main listening tasks with good comprehension. However, transitioning from structured listening to authentic speaking about personal experiences proved challenging for some, who hesitated to share openly. In the future, I will provide more sentence starters and model a personal example first to lower affective filters and encourage more fluid peer discussion.
第四课时　Reading
Teaching Objects　【教学目标】
1. Understand the theme of “growing pains and gains” by reading the diary passages.
2. Extract key details to complete the chart about the writer’s past and present experiences.
3. Analyze the writer’s attitude towards failure and discuss personal related experiences.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
P28, 1
Show students the pictures and expressions in exercise 1. Ask them to look at the pictures and answer the questions using the expressions.
Invite some students to share their answers and opinions with the whole class.
★Step 2　Pre-task【准备任务】
Show students the pictures on page 28&29, then answer the question: What information can you get from the two pictures The teacher can give some words and expressions as prompts.
Let students read the title of the diary entries. Ask how they understand the title “Form pain to gain”.
★Step 3　While-task【过程任务】
P 28, 2
Have students scan the passage and answer the question: What was the writer’s pain
Have students read the passage again and answer more questions:
What suggestion did the writer’s friend give him after he was refused by the basketball team
What sport did he fall in love with later
How did the writer feel when he read his diary from four years ago again
What did the writer learn from his failure Quote one sentence from the passage and explain the meaning.
P 30, 3
Let students complete the chart with the words and expressions from the passage.
Choose two students to share their answers.
P30, 4
Have students work in pairs and discuss the questions in exercise 4.
There are no fixed answers to these questions, so the teacher should encourage students to share their ideas and opinions.
★Step 4　Post-task【后续任务】
Think and share
Have students work in groups of four and discuss the two questions. Before answering the first question, ask students to read the content in “Learning to think”. Give some examples to help them understand this section if needed.
Encourage students to share their opinions and experiences for these two questions.
★Step 5　Language points【语言要点】
1. From pain to gain 从痛苦到收获
pain本意为“痛苦、苦恼、烦恼”，文中指“我”因为身高不够未能加入篮球队而产生的失望，以及成长过程中经历的各种挫折。gain本意为“(尤指靠计划或努力得到的)好处，利益，改进”，文中引申为“我”学习游泳后收获的成就感以及结交的新朋友，也可理解为经历困难后所获得的新感悟、经验和技能。from pain togain旨在告诉人们需要面对并克服各种困难，最终才能达到预期的目标或取得成就。英文中还有一个类似的表达:No pain, no gain.一分耕耘，一分收获。
2. Back then, I was so disappointed at being too short and failing to get on the basketball team. 那时候，我因为个子太矮没能进入篮球队，感到非常失望。
(1) be disappointed at意思是“对……很失望”。例如:I feel very disappointed at not getting the job.我对没得到那份工作感到非常沮丧。
(2) fail to do sth意思是“未能做到……”例如:
He failed to keep his promise.他没有信守诺言。
3. I couldn't help laughing at my heartbreaking words then. 当时那些令人心碎的话让我忍不住笑了出来。
can't help (doing) sth意为“忍不住做某事，不能停止做某事”，表达一种无法控制的冲动或强烈愿望。例如: She can't help singing along with the music.她忍不住随着音乐歌唱。
4. At first, I swam just to take my mind off things. 起初，我只是为了转移注意力才游泳的。
take sb's mind off sth意为“使某人不再去想(担忧)某事”。例如:
Reading a good book can help take your mind off the pain.读一本好书可以帮你忘记你的痛苦。
5. But soon, I fell completely in love with the sport. 但很快，我彻底爱上了这项运动。
fall in love意为“爱上，坠入情网”，可以用于人，也可以用于事物、活动、地方等。例如:
He fell in love with the city and decided to move there.
他喜欢上了那座城市并决定搬过去。
I fell in love with cooking at a young age.
我在年幼的时候爱上了烹饪。
★Step 6　Homework【家庭作业】
Think about a time you were disappointed or failed at something. Write 3-5 sentences about it.
Teaching reflection　【教学反思】
This reading lesson effectively used a personal diary to model turning pain into gain. Students engaged well with the text and grasped the key point from failure to growth. The most meaningful moment came during the personal "Think and share" discussion, where students began connecting the writer's experience to their own lives, creating a natural bridge to the upcoming writing task. This personal connection is a solid foundation to build on next class.
第五课时　Writing
Teaching Objects　【教学目标】
1. Learn to organize ideas for a personal failure story by answering guided questions.
2. Write a coherent passage about your own failure experience, using appropriate expressions to describe feelings and growth.
3. Reflect on the meaning of failure and express a positive attitude toward challenges in your writing.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Have students look back at the passage “From pain to gain” and answer the question: What was the writer’s failure
Tell students that they’re going to write a passage about a failure in their lives.
★Step 2　Pre-task【准备任务】
Ask students to read the five questions in step 1.
Give students 3 minutes to think of one time they failed of something.
In pairs, have students briefly tell their partner about their failure using the first two questions: What happened What was the pain for you
★Step 3　While-task【过程任务】
Give students some examples about the five questions in step 1.
Ask them to think and take notes for these five questions.
Let them write a passage using their notes. Remind them to follow the order of the questions to structure their stories.
Provide language support if needed.
★Step 4　Post-task【后续任务】
Have students exchange their passages with a partner.
Ask them to check their partner’s story using the list in step 3.
After feedback, give students 5 minutes to make improvements.
Invite 2-3 students to read their passages aloud. Praise their use of unit language and clear structure.
★Step 5　Homework【家庭作业】
Ask students to write a final, polished version of their passage.
Teaching reflection　【教学反思】
Using the diary From pain to gain as a clear model helped students understand how to structure a personal failure narrative. The five guiding questions provided effective scaffolding, allowing most students to organize their thoughts coherently. The main difficulty was encouraging students to move beyond simply listing events to expressing genuine reflection on growth. In the future, I will provide sentence starters for the reflection part to help them articulate their personal takeaway more easily.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1. Collect and discuss a growth story of a well-known person or someone around you by identifying its “growing pains, solutions and gains”.
2. Organize and deliver a presentation about the growth story using the given outline and related expressions.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Introduce the project to students: Give a presentation on a person’s growth story.
Briefly review the presentation outline from earlier in the unit (Introduction-Body-Conclusion) and the key elements (growing pains, solutions, gains).
★Step 2　Pre-task【准备任务】
Give groups 5-7 minutes for final preparation and rehearsal before presenting.
Remind them to check:
Is the story clear and well-organized
Did we use some useful expressions from the unit
Is everyone in the group involved
★Step 3　While-task【过程任务】
Ask each group to come to the front and present their growth story. Set a time limit (e.g. 3-5 minutes per group).
While listening, ask other students to take brief notes on what they find interesting about each story.
After all presentations, conduct the vote on P32.
★Step 4　Post-task【后续任务】
Announce the results of the vote. Lead a brief positive feedback session by asking:
What did you like about the most interesting stories
What made the best presentations effective
Reflection
Ask students to finish the three exercises in reflection part and check what they’ve learned in this unit.
Ask students to share their gains with a partner.
★Step 5　Homework【家庭作业】
Ask students to write one final sentence in their notebook answering: "What is the most important thing you learned about 'growing pains and gains' "
Teaching reflection　【教学反思】
The presentation session successfully provided a platform for students to synthesize and showcase their unit learning, with most groups demonstrating a good grasp of the growth story structure. The voting activity increased engagement and listening focus. The guided reflection was crucial for meta-cognitive development; however, some students needed more prompting to move beyond generic answers to specific goals. Next time, I will provide a list of concrete examples for the "I still need to improve" section to scaffold more meaningful self-assessment.

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