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2019-2020年高中英語 Unit2《Growing pains》Task教案5 牛津譯林版必修1 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 *the tones *stressed words *the pause 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 speakers 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 doesnt 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. excited4. 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 Im calling about my mum. She cries all the time and says we dont spend time together and that I dont 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 arent 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: Its 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 wont feel lonely any more! And, whats your name? Caller 2: Patrick. Host: And Patrick, if your friend is a real friend, hell still want to see you. Hes just busy right now. Im 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: Im 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 Im sure he wont 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 dont like what she got me. Should I tell her I dont 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. Im sure she wont mind if you change them for something different. Goodbye and good luck. Weve 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 wont like my answer, but you shouldnt spend too much time watching TV. It isnt good for your eyes. Join a sports team so that you have a chance to be outside. Youll 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 Main points The words telling the writer’s mood The first diary entry Today has been a great day because my parents bought me an expensive bike. happy The second diary entry We had a Maths test and I’m nervous about my result. tired, afraid, nervous The third diary entry I failed the Maths test and don’t know how to tell my parents. upset The fourth diary entry All that worrying was for nothing. very happy, glad 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 Mums and Jacks feelings. 1. Read the three points on how to write a dialogue. You will know what you should do and what you shouldnt do when writing a dialogue. (The following points can be written on the blackboard.) *Dont include words like‘Umm’ or‘Hmm’ in a dialogue. *Dont 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. Dont 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 didnt speak enough to him. 3. David says that his fathers 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 its 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 didnt 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 didnt understand me and they seemed to do boring things. When Mum told me that she was sad and missed me because I didnt spend enough time together with them, I didnt 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 were together. I think of Mum as a friend again. Mum: Im 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.