2019-2020年高中英语 Unit2《Growing pains》Task教案5 牛津译林

2019-2020年高中英语 Unit2《Growing pains》Task教案5 牛津译林版必

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Skills building 1: understanding tones in spoken English

In this part you will read about how to express different feelings in different tones. By listening to one short sentence in different tones and reading the explanation after each sentence, you’ll learn people speak in different tones to express different feelings. Listen to another sentence in different tones to decide which emotional meaning each tone shows.

1.Read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. You will see that there are four main points to determine how the speaker is feeling. (Write down the four points on the blackboard.)

*the volume words *the pause *the tones *stressed 2. Listen to the example sentence in five different tones one by one. After you listen to one of them, tell what you think about the speaker's emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then read the explanation for each sentence.

3. Read the sentence ‘He will e here tomorrow.’in different emotions. If someone is happy about his ing,

If someone doesn't want him to e, how will he speak it? In what tone? If someone is excited about his ing, If someone is frustrated or questioning,

Then let’s listen to the tape and finish Part A on page 32.

Tapescript (1) He told me the test had been put off? (Questioning, as if she does not believe that the test could have been put off.) (2) He told me the test had been put off! (Frustrated, as if she had gone to the test room before remembering that she had been told about the cancellation.) (3) He told me the test had been put off! (Excited, as though he is glad not to have to take the test.) (4)He told me the test had been put off. (Sad, as if she was looking forward to taking the test.) Answers

A 1. questioning 2. frustrated 3. excited 4. sad 4. Ask students to listen to the tape and finish Part B.

Let students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions. Tapescript He told me the test had been put off. (She neither likes nor trusts him. She may wish someone else had been the one to tell her.) Step 1: listening to a radio phone-in programme

In this programme, six teenagers call the host to talk about their problems and ask for some advice. Write down a proper name below each picture according to what you hear from the tape.

Listen to a radio phone-in programme and finish the exercise in Step 1 on page 33. Say something about the pictures and what you have heard on the tape.

Tapescript Host: Wele to ‘Talk time’. This is George. Tell me your name and problem? Caller 1: My name is Christina and I'm calling about my mum. She cries all the time and says we don't spend time together and that I don't love her. I do love her, but I also have things I want to do in my own life. How can I still have fun with my friends and let my Mom know I love her? Host: You and your mum aren't talking enough. Surprise your mum with a day spent together, invite her to join you doing the things you like. That way you can have fun and see your mum at the same time! Good luck, Christina! Hello, next caller, how can I help you? Caller2: It's my best friend. He’s started playing on our school football team and now he never has time to see me. I feel quite lonely. Host: Sometimes friends have different interests as they grow up. You should find a sport or hobby of your own. Then you won't feel lonely any more! And, what's your name? Caller 2: Patrick. Host: And Patrick, if your friend is a real friend, he'll still want to see you. He's just busy right now. I'm sure it will work out fine. Bye! Next caller please ... Caller 3: Hello? Is this ‘Talk time’? Host: It is. What is your name and what can we help you with? Caller 3: I'm Richard and the problem is my father. He wants me to study Maths and Science, and work in a big pany when I grow up, but I want to be an actor. How can I tell him without making him angry? Host: That is hard, but I'm sure he won't mind it if you take acting lessons, as long as you agree to keep your marks up in Maths and Science too. Go talk to him now, okay? Bye! Caller 4: Hello, ‘Talk time?’ This is Jane. I called last week, about my grandma. Host: Yes, Jane, you wanted to tell her that you want to live with your other grandparents, right? Caller4: Yes, I took your advice and told her how I feel. You were right. She understood! Thanks so much! Host: Glad to help! Who is my next caller? Caller 5: Hi, my name is Shirlev and my problem is only a small one. My mum bought me some new clothes, which cost a lot of money, but I don't like what she got me. Should I tell her I don't like what she bought? Host: Shirley, you should be honest with your mum, but make sure she knows how happy you are that she thought of you and was nice enough to buy you your new clothes. I'm sure she won't mind if you change them for something different. Goodbye and good luck. We've got time for one more cal1. Caller 6: My father always shouts at me. He says, ‘William, turn off that TV and go outside! But there is nothing I want to do outside! How can I make him stop shouting at me?’ Host: Well, you probably won't like my answer, but you shouldn't spend too much time watching TV. It isn't good for your eyes. Join a sports team so that you have a chance to be outside. You'll feel better and your father will stop shouting at you. Thanks for calling in! Listen to ‘Talk time’ again next week at this time.

Answers 1. Jane 2. Chrietina B. Shirllley 4. Richard 5. Patrik 6. Willlliam

Skills building 2: reading for gist

Read four diary entries. Underline the main points of each entry and circle some key words that show the mood of the writer. After doing this, you will learn that this is the skill of reading for gist.

1. Read the guidelines of this part on page 34. You will see that it is very important for you to understand the gist or the main point of what you have read.

2. Work in groups of four. Each of the group read one diary entry and find the main point and circle the words which show the mood of the writer. Then tell in turn what you have learnt after reading. Sample answers Entries The first diary entry Main points The words telling the writer’s mood Today has been a great day because happy my parents bought me an expensive bike. We had a Maths test and I’m nervous tired, about my result. nervous I failed the Maths test and don’t upset know how to tell my parents. All that worrying was for nothing. very happy, glad afraid, The second diary entry The third diary entry The fourth diary entry

Step 2: reading a thank-you letter

Here you are asked to read a thank-you letter from Christina, a caller to 'Talk time' the radio phone-in programme, to the host of the programme. You should use the reading skill in Skills building 2 to identify the main point and some details in the letter. 1. Read the thank-you letter on page 35. Find the answers to the following questions: (1) Who wrote the letter?

(2) To whom is the letter written?

(3) Why is the letter written?

2. Decide which statements are true and which are false according to the letter. Correct the false sentences. Answers

1. F 2. T 3. T 4. F 5. T 6. F 7. F 1. Christina wrote a thank-you letter to George.

4. Christina and her mum spend one day a week with each other. 6. Christina’s mum took her and her friends out to dinner. 7. Christina was friends with her mum. Skills building 3: writing a dialogue

Read about what you should and should not do when writing a dialogue first, and then you will read a dialogue and find out the reasons why some sentences are wrong according to the tips. Lastly point out the sentences that show Mum's and Jack's feelings. 1. Read the three points on how to write a dialogue. You will know what you should do and what you shouldn't do when writing a dialogue. (The following points can be written on the blackboard.) *Don't include words like‘Umm’ or‘Hmm’ in a dialogue.

*Don't repeat words that have just been said. For example, when one says,‘Go and sit down.’ The other should use‘Why?' instead of‘Go and sit down.’or‘Why should I sit down?’ *Use the words the characters say to show their personalities and moods. Don't say ‘He/She is very angry.’

2. Read the dialogue in Part A and in pairs discuss what is wrong with the underlined sentences. Answers

A 1. ‘Umm” or hmm’ shouldn’t be included in a written dialogue.

2. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just said shouldn’t be repeated.

3. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3. Read the guidelines in Part B. Read the dialogue again, try reading it in the suitable tone, the correct emphasis and pause to express the angry emotion and finish this exercise. Answers

The sentences that show Mum is unhappy or angry: e and look!

Don’t you talk to me like that!

You should start cleaning now if you plan to leave!

The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time! (Jack is angry.)

But I don’t think you are being fair at all!

(Jack is unhappy.)

4. Read the play and answer the questions below in Part B in Readingon page 91 in Workbook, so you will get a clearer impression of how to write a good dialogue. Answers

Part B (page 91)

1. He tried to help David stand on his own two feet and learn how to look after himself. 2. David felt that his father was always plaining about him and didn't speak enough to him.

3. David says that his father's job is dangerous and that he has to think about other people all the time.

4. He was looking for his Christmas presents.

5. Now he knows how deeply his father loves him and understands that it's hard for his father to talk to him about it.

Step 3: presenting a dialogue in groups

Write a dialogue between Christina, her mother and the radio host and then give a performance. You can do this in groups of three. 1. Read the guidelines in Part A on page 37, make up and write a dialogue for Christina, her mum and the host of the radio‘Talk time’ show. Go over the information in this part and what you learn from Steps 1 and 2 to see if you remember what happened between Christina and her mum, what Christina did then, and how the problem was settled. 2 . Work in groups of three and make up a dialogue to finish the exercise of Part B.

Answers

Christina: That is true. You see, I joined a sports team. I met many new friends and we enjoyed spending weekends doing sports. So I didn't have much time to spend with my parent.

Mum: Because of this, I missed the time when we talked together. Host: When did the problem start and how did you both feel then?

Mum: This happened soon after she entered high school last summer. Sometimes I felt so lonely that I even cried.

Christina: I love my parents. But at that time I felt they didn't understand me and they seemed to do boring things. When Mum told me that she was sad and missed me because I didn't spend enough time together with them, I didn't know what I should do.

Host: What did you do then?

Christina: I listen to the radio ‘Talk time’ show every week. I know you can help people by giving them some advice. So I called you and asked for your advice. Mum: Yes, my daughter told me about your suggestion. Host: So what did you do to fix your problem?

Christina: We have decided to do one thing together every week.

Mum: Yes. We first cooked a special dinner for our family together. Christina has learned how to cook and enjoys it very much. Once I took my daughter and her friends to a restaurant for dinner.

Christina: We often take a long walk, and we talk a lot while walking.

Host: So what is the new situation like?

Christina: I am surprised by how much fun we have when we're together. I think of Mum as a friend again.

Mum: I'm very happy to be on ‘Talk time’. I hope our example can help other families that have the same problem as we used to have.

3. Read Part A in Writing on page 93 in Workbook and find out what the article is about and how many parts this article can be divided into and what the main idea of each part is. So you can learn how to write an article to express your opinion. Then do Part B on the same page in class or as your homework. Answers

Part B (page 93)

Do you agree with mums working?

Today we had a discussion about working mums. The opinions were divided. Sixty-five percent of the students were for the idea of working mums. They stated the following arguments. First, mums have the right to work. Second, working mums not only bring in more money, but they can also feel proud of their success in work. Third, working mums are good for society.

However, thirty-five per cent of the students were against mums working. They argued that mums do not have to work outside the home. If they do, there will be no one around to do the housework, like cooking the meals or cleaning the house. It is too expensive to hire a maid to do the work.

Personally, I think it is up to the mums to decide what they want to be: a working mum or a housewife.

2019-2020年高中英语 Unit2《Growing pains》word power教案1 牛津译

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Step 1: Brainstorming

Think about the following topics:

Up to now we’ve learned English for several years. Do you agree there are some differences between American English and British English?

In which aspects do these differences exist, pronunciation, spelling, grammar or different expressions?

List some differences that you already know. Differences pronunciation spelling grammar vocabulary Examples Step 2: Vocabulary learning 1. Focus on the examples listed in your books and distinguish these differences first.

2. pare what you already know with these examples listed and keep them in mind. 3. Summarize all the differences between American English and British English. 4. Focus on the exercise and finish it individually first and then conduct a feedback activity. Then practise the dialogue with your partners. Answers (1) is that (2) center (3) suit (4) toilet

(5) programme (6) colour (7) She’s just gone home. (8) on

5. Discuss the following questions:

As we all know, the accents in American English and British English are partly different. Which do you prefer, American English or British English? Do you think it helpful for you to be aware of these differences?

6. Read the article in Part A in Reading on page 90 in Workbook, so that yoou can learn more about this topic. Guess the meanings of some words from the context of the article, such as major, charming, episode, nature, naughty, caring, etc. Answers

Part A (page 90)

1. Both the mother and father worked. Many parents who watched the programme also had the same difficult decisions to make about their families and they worried about their children's future. 2. He was naughty for being caught by the police and breaking his promise to his parents; but he was also caring and warm as he helped a homeless boy.

3. Many teenage girls bought photos and posters of him and he was in many teen magazines.

4. They felt disappointed when he was dishonest/did something bad but proud when he was caring/did something good.

5. The character Mike, and the fact that the family in the programme had similar problems to the people who watched the programme. Step 3: Vocabulary extension

1. Focus on Part A and finish the exercise individually first. Then conduct a feedback activity. Answers

A 1. something easy to understand 2. boring/ afraid to have fun 3. listening carefully 4. joke with someone

Do you know the meaning of the following sentences?

2. Let’s continue with Part B, as there are more colloquialisms. Think over and discuss with each other first. If you still can't work out the meanings, consult the dictionary. 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.

Resources

American English and British English share a lot of similarities. However, there are still some differences. These differences are considered to be caused by several factors, such as different national histories, cultural development and the influences of local and regional idioms and expressions. Some words share the same pronunciation while their spellings vary a bit, for example, colour and color, cheque and check, realise and realize. In addition, different words are used to indicate the same thing. For example, ‘toilet’ in British English is ‘rest room’ in American English. Likewise ‘trousers’ are ‘pants’, ‘cooker’ is ‘stove’ and ‘angry’ is ‘mad’.

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