-
《
Growing
pains
》教案
Teaching
objectives:
1. To read about how to
express different feelings in different tones.
2. To develop listening and speaking
ability in different tones.
3. To
develop reading skills by reading four diary
entries.
4. To understand the mood of
the writer.
5. To develop writing
skills by reading the tips.
6. To
understand the mood of the Mum’s and Jack’s
feelings.
Important and
difficult points:
1.
Understanding tones in spoken English.
2. Reading for gist.
3.
Writing a dialogue.
Teaching
procedures:
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
sente
nce,
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 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
come here tomorrow.’in different emotions.
If someone is happy about
his coming,
If someone
doesn't want him to come,
how will he
speak it? In what tone?
If someone is
excited about his coming,
If someone is frustrated or
questioning,
Then let’s
listen to the tape and finish Part A on page
32.
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.
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.
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
The
words
telling
Entries
Main points
Today has been a great day because my
The first diary entry
parents bought me an expensive bike.
We
had
a
Maths
test
and
I’m
nervous
The
second diary entry
about my result.
I failed the Maths test and don’t know
The third diary entry
how to
tell my parents.
The fourth diary entry
All that worrying was for nothing.
very happy, glad
upset
tired, afraid, nervous
happy
the writer’s mood
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,
wh
en 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.