上外版（2020）必修 第二册Unit 1 Nature优秀第三课时学案

高中英语 上教版 高一年级 第一学期

必修二 第一单元

第三课时 学案（教师版） 

课题：Reading and interaction III: Blame your brain (focus on language)

课时学习目标：

         辨析代词在文中的指代；

         分辨以 -ed 或 -ing 结尾的形容词的不同含义；

         掌握语篇中的关键词汇和词组的用法。

I. Review the usage of pronouns.

Teenagers often take risks when they want to be part of a group.

Q: What does “they” in the sentence refer to?

It refers to “teenagers”.

Pronouns make statements less repetitive.

Find out what the pronouns in bold in the passage refer to.

(1) Amazed? How did you feel when you got off? Excited? Amazed? This is the “wow” factor, the feeling of pleasure we get when we take and survive a risk.

This（line 8）: the feeling when you get off a roller coaster

(2) Well, some scientists believe that dopamine levels are sometimes lower in teenagers than they are in children.

they (line 15): dopamine levels

(3) Have you ever done something dangerous or frightening without thinking about what happens next? When an adult asks a teenager, “What were you thinking of when you did that?” a common reply is, “I just felt like it.”

that (line 22) : something dangerous or frightening

(4) The teenager didn’t plan to take a risk: it just “happened”.

it (line 26)：taking a risk

(5) A few years ago, scientists made a surprising discovery: the teenage brain goes through many physical changes, and some parts of it develop later than others.

it (line 29): the teenage brain

(6) The last part to fully develop is the frontal cortex. This is the area of the brain which allows us to do things such as controlling feelings and making good decisions.

This (line 30): the frontal cortex

(7) Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.

they (line 35): teenagers who are not usually big risk-takers

(8) If you look at statistics, boys often take more risks than girls, perhaps because they don’t want to look bad in front of their friends-though girls dislike that too.

their (line 37) : boys’

II. Find the adjectives ending in -ed or -ing in the passage.

Q:Which adjectives describe how someone feels and which ones describe what someone or something is like?

(1) excited, amazed

(2) frightening, surprising, exciting

         Extension

shocked / shocking; astonished / astonishing; disappointed / disappointing; relaxed / relaxing;

tired / tiring; satisfied / satisfying; worried / worrying; puzzled / puzzling

         More practice

The kids were excited (excite) about the holiday.

This is one of the most exciting (excite) developments in biology in recent years.

I am frightened (frighten) of walking home alone in the dark.

It is frightening (frighten) to think it could happen again.

1. I was disappointed (disappoint) to see that my suggestions had been ignored.

2. A surprising (surprise) number of people showed up at the opening ceremony.

3. His mother was so worried (worry) that she went for the doctor.

4. He has an amazing (amaze) ability to learn new languages.

5. Bill came back from his holiday looking relaxed (relax) and satisfied (satisfy).

III. Complete the sentences with the correct forms of the phrases.

1. What’s teenagers’ problem in the passage?

They take more risks than children and adults.

         take risks

take the risk of doing sth
run the risk of
increase the risk of
at the risk of doing

risky adj.
risk vt. + doing / n.
risk-taking n.
risk-taker n.

The firemen risked their lives to save the child in the big fire.

ran the risk of losing their lives to save the child in the big fire.

risked losing their lives to save the child in the big fire.

Those who smoke have an increased risk of lung disease.

Don’t smoke. You will be at the risk of getting lung disease.

Smoking increases the risk of lung cancer.

Don’t run the risk of your health by smoking.

Don’t risk your health by smoking.

2. Why do teenagers take more risks?

We blame the teenage brain for their risk-taking.

         blame...for...

get the blame for...

sb be to blame for sth: to be responsible for sth bad

Q: What do you want to say to the dog owner after seeing what happened in the room?

The dog was to blame for the mess.

It is no use blaming the dog for the mess. He won’t change.

Why does the dog always get the blame for everything that goes wrong? It might be the cat.

In others words, the teenage brain is responsible for their risk-taking.

         be responsible for: to be blamed for sth

The dog is responsible for the mess.

         be responsible for: have the job or duty of doing sth or taking care of sb / sth, so that you may be blamed if sth goes wrong负责任

Can you describe the duties of the underground volunteers?

The underground volunteers are responsible for helping passengers buy underground tickets.

The underground volunteers are responsible for showing passengers the way.

3. Which part of the brain is responsible for teenagers’ risk-taking?

The frontal cortex, which helps control feelings and make good decisions.

         make a decision

decide to do / decide on+n. (to choose something after thinking about the possible choices.)

After weeks of consideration, he finally made a decision.

I am having trouble deciding on a gift for my cousin.

4. If teenagers don’t control their behaviors, what might happen?

They might get into trouble.

         get into+ sth: to reach a particular state or condition

What's your advice to teenagers?

To avoid getting into trouble, you'd better make wise decisions.

To avoid getting into a fight, you'd better respect others.

To avoid getting into an argument, you'd better consult your parents.

To avoid getting into trouble, you'd better not take unnecessary risks.

...

5. Is taking risks really the best way to get people to respect, notice and like you?

No. 

         respect...for...

respect n. show / gain / win / have respect for...

respectful adj. showing or feeling respect

She has always been honest and I respect her for her honesty.

We were brought up to respect / show respect for / be respectful of the elderly.

6. check out

check sb / sth out: to find out if sth is correct or sb is acceptable

check out (of...): to pay you bill and leave a hotel

(ant.) check in/into ...

We’ll have to check him out before we employ him.

Guests should check out of their rooms before noon.

Please check in at least an hour before departure.

Exercise 3 Complete the sentences with the correct forms of the phrases below.

(1)  The report blamed the management for the worsening water pollution.

(2)  The police believe that she might have helped the thief, so they are checking out her story.

(3)  Young people respect these scientists for what they have done for their country, and many see them as role models.

(4)  When I go into town with my children, I won’t take the risk of leaving them alone, even for a short time.

(5)  One should think a bit longer about the advantages and disadvantages before making a decision.

(6)  Yesterday they got into an argument about whom to invite to the party.

(7)  An interesting detail in the story is that the two girls were rather unhappy about having nowhere to show off their new hats. As a result, their mother decided not to cancel the trip.

(8)  “Who will be / should be / is / was responsible for this terrible mess?” the manager asked his team.

IV. Assignments

1. Finish Exercise A on P1-3 in the workbook;
2. Translate the following sentences into English by using the words and phrases in brackets.

(1) 看着孩子受苦会让父母难过。(go through)

(2) 青少年渴望独立于父母，这是很自然的事。（independent）

(3) 博物馆中的绘画，只有一幅画在大火中逃过一劫。（survive）

(4) 你不能把自己所有的问题归咎于你的家庭。（blame)

(5) 他们应对难题的能力给我留下了深刻印象。（impress）

(6) 当宠物制造了麻烦，它的主人需要负起责任。（responsible)

（1）Parents are sorry to see their children go through hardships.

（2）It is natural that teenagers want to be independent of parents.

（3）Of all the museum’s paintings, only one survived the fire.

（4）You can’t blame all your problems on your family.

（5）Their ability to deal with tough issues impressed me.

（6）When a pet creates a problem / causes trouble, its owner should be responsible for it.

Interaction

Expand vocabulary in the given context.