Unit 2 Growing pains
单元规划
内容预览
This unit introduces and develops the theme of growing pains. In Welcome to the unit, four pictures representing some common family problems are presented to students to help them to participate in a discussion of the subject. The Reading section deals with a play about the family problem of an American family. The characteristics of a play script and the strategies and skills of how to read a play are presented and taught to students in the Reading strategy of this unit. Word power focuses on the differences between American English and British English, with relevant exercises designed to help identify the differences. In Grammar and usage, students will learn how to use a preposition+which/whom to begin an attributive clause, and how to use relative adverbs in attributive clauses. Following is the Task section which is making up a dialogue. Through these relevant tasks and activities, students will learn to present a dialogue and read it with intonation in order to express their emotions. In the Project section, students will first read two letters from a father and his son, and then write an advice letter to help them solve their problems.
This unit requires students to discuss the issue of family problems by combining their own experiences with the common phenomena in society. Students are taught how to identify the characteristics of a play and master skills of how to read an English play script. This unit will practice topic-related skills. Students are expected to participate fully, in order to develop both their language skills and overall abilities. Also this unit enables students to identify tones in spoken English and get the gist of a text when reading. They are expected to apply these skills practically by writing a letter to give advice.
三维目标
1. To introduce and develop the theme of growing pains.
2. To identify some common family problems between parents and children.
3. To develop the reading skills of how to read a play.
4. To learn about the differences between American English and British English.
5. To learn about attributive clauses and how to use relative adverbs.
6. To develop listening, speaking, reading and writing by completing a task and a project.
7. To form a positive attitude towards growing pains and learn to solve family problems wisely.
8. To learn to be cooperative and helpful when working together.
课时安排
Period 1 Welcome to the unit
Periods 2-3 Reading
Periods 4-5 Word Power
Periods 6-7 Grammar and usage
Periods 8-9 Task
Period 10 Project: Writing an advice letter
Period 1 Welcome to the unit
教学设计一
整体设计
教材分析
Growing pains is the topic of the unit. This is the first period of this unit. In this period, students are expected to discuss growing pains, which they have experienced and they are facing, as well as the differences about growing pains in different countries, with the purposes of enriching students’ imagination and improving students’ speaking ability.
Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Therefore, it is a good chance for teachers to lead in this topic. First of all, teachers can let the students recall their growing pains. Encourage them to show their opinions about the differences in different countries. Each text gives a brief description of the subject. Teachers can divide the students into groups to discuss the four topics. There is a questionnaire about the relationship between them and their parents. Distribute the following questionnaire to students in 2 minutes.
1. Do you think your parents understand you?
A. Yes B. No C. Don’t know
2. Do you often quarrel with your parents?
A. Very often B. Often C. Sometimes D. Rarely E. Never
3. Do you and your parents often talk to each other or have fun together?
A. Very oftenB. Often C. NoD. Rarely E. Never
4. Do you and your parents have common interests or hobbies?
A. Yes B. No
5. Do they always force you to do things you don’t like to do?
A. Yes, very often B. SometimesC. Never
6. Do they ask for your opinions over some family issues?
A. Yes, very often B. Sometimes C. Never
7. If you have some problems or feel upset, will you choose to talk to your parents?
A. Yes, I will B. No, I won’t
8. What do you think of the relationship between you and your parents?
A. Very close B. Not so close C. loose(疏远)
Students are to fully participate in the discussion and brainstorm by combining what they know already about growing pains in China with the information in the text. The related topics and activities are designed to grab and attract students’ attention by involving their full participation. Students are expected to be active in the discussion, practice their spoken English and express their opinions by comparing and discussing the differences in different countries.
三维目标
1. To introduce and develop the theme of growing pains.
2. To develop speaking ability by talking about families and problems that happen between teenagers and parents.
3. To know more about classmates and their families.
4. To form a positive attitude towards growing pains and learn to solve family problems wisely.
5. To learn to be cooperative and helpful when working together.
重点难点
1. Get students to understand what growing pains means.
2. Make students know the relationship between parents and their teenage children in the USA.
3. Talk about misunderstandings and problems between parents and children.
4. Enable the students to practice their spoken English.
5. How to express the students’ own opinions and ideas.
6. How to improve the students’ spoken English.
7. Help students to form a positive attitude towards relationships between their parents and them.
教学方法
1. Discussion in pairs or in groups.
2. Task-based in-class activities.
3. Explanations of some language points.
教具准备
A tape recorder and the multimedia.
课前准备
Preparations for Welcome to the unit
1. This is the first period of this unit. In this period, students are expected to discuss growing pains. Growing up can be difficult. There may often be misunderstandings and problems between parents and children. In this period examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to participate fully in the discussion. They can relate their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. Ask the students to prepare for a talk for about two or three minutes. This will help all the students to take part in in-class activities. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.
2. Encourage the students to prepare the topics about growing pains. It is best for all of us to make preparations first, either by searching for information on the Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about growing pains in different countries as they like.
3. Prepare the following questions.
Do you love your parents?
Do you think you show respect to your parents?
Do you sometimes quarrel with your parents? Why do arguments usually happen?
Do children nowadays always listen to their parents’ instructions?
Do children always explain themselves to their parents and resolve problems peacefully? Or do they disobey their parents and quarrel with them about their decisions?
In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?
教学过程
→Step 1 Lead-in
This unit is about parent-teenager conflict. First, let students finish a questionnaire about the relationship between them and their parents. Then lead students to the topic of this unit—growing pains. Distribute the following questionnaire to students. And let them finish it in 2 minutes.
1. Do you think your parents understand you?
A. Yes B. No C. Don’t know
2. Do you often quarrel with your parents?
A. Very often B. Often C. Sometimes D. Rarely E. Never
3. Do you and your parents often talk to each other or have fun together?
A. Very often B. Often C. No D. Rarely E. Never
4. Do you and your parents have common interests or hobbies?
A. Yes B. No
5. Do they always force you to do things you don’t like to?
A. Yes, very often B. Sometimes C. Never
6. Do they ask for your opinions over some family issues?
A. Yes, very often B. Sometimes C. Never
7. If you have some problems or feel upset, will you choose to talk to your parents?
A. Yes, I will B. No, I won’t
8. What do you think of the relationship between you and your parents?
A. Very close B. Not so close C. loose(疏远)
After students finish the questionnaire, collect the papers. Teachers can select some papers and see how they answer the questions.
Then, present family albums. In this part, the Ss are encouraged to say something about their families by showing the class pictures with their parents. Some students have problems with their parents. That doesn’t surprise everyone at all. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Ss have to experience many growing pains before they grow up. Ask the students to have a talk about the following questions:
Who may have growing pains?
What are growing pains?
Sample answer:
Growing pains aren’t a disease. You probably won’t have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don’t get growing pains anymore. Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
When do they probably have growing pains?
How do you solve this problem?
→Step 2 Brainstorming questions
1. Activate students’ imagination by asking the following questions:
Do you love your parents?
Do you think you show respect to your parents?
Do you sometimes quarrel with your parents?
Why do arguments usually happen?
2. Encourage students to give examples of kinds of problems they sometimes have with their parents. Students can give some examples to start like the following:
Some parents may interfere in their children’s lives and try to influence their decisions about their future career or study plans.
Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.
Some parents don’t always trust that their child is telling the truth. They may ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.
3. Ask students to express their own opinions if necessary. The teacher can continue the discussion by asking students the following:
Some of the problems we have been discussing are quite common in families nowadays. What should children do to deal with these problems?
Do children nowadays always listen to their parents’ instructions? Do children always explain themselves to their parents and resolve problems peacefully? Or do they disobey their parents and quarrel with them about their decisions?
In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments? Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? Or are they over bigger issues such as study, careers, university and making friends?
The purpose of this activity is to arouse students’ interest by asking them to relate what they are familiar with in their daily life.
4. Ask students to talk about their own ways of handling these problems.
→Step 3 Picture talking (pair work)
1. Ask students to focus on the instructions in the section and look at each picture carefully. Ask Ss to look at the pictures and discuss each picture in groups of four. Discuss in groups, imagine the situations and try to describe them as fully as possible with their own words. Make sure that Ss have “when” “where” “who” “what” in their descriptions. Finally invite some Ss to report back their descriptions.
Ss can begin the activity like this:
There are four pictures here. First of all, I’d like you to imagine the situation and try to describe it with your own words.
You can show an example to students by describing the first picture.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Example 1
Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he didn’t say anything and went straight to his own bedroom. Though his parents were very confused, they didn’t ask him why and continued with the cooking. After a while, loud music came from Li Ping’s bedroom. His mother was very angry and she rushed into his room.
Example 2
Tom got home feeling very tired, and he just wanted to have a good relax. When his families said hello to him, he said nothing and just went straight to his bedroom. They didn’t ask him the reason though they were very confused. After a while, his mother rushed into Tom’s room and shouted at him for the loud music coming from his room. . .
Picture 2
Present the following questions to help students.
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What will she do?
Picture 3
Present the following questions to help students.
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
Present the following questions to help students.
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
2. Ask students to use their imagination and talk about each picture as fully as possible. Ask them to share their opinions with their partners.
Teachers should give students some minutes to prepare for it. If they have some difficulties, teachers will help them smooth them away. After some minutes, encourage students to act out their dialogues.
→Step 4 Sharing opinions (group work)
Invite some of them to report back their descriptions. Ask the students to look at the pictures and discuss the following questions in groups of four.
What can we see from the pictures?
Suppose you are facing the situation above, what will you do?
Can you create a story about these pictures?
→Step 5 Further discussion
In this part, Ss discuss the following questions in groups of four. Each group choose two of the four questions. Have Ss report their opinions in class. Some questions for discussion:
What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on. . .
*bad school behaviors
*not helpful with housework
*making friends with persons that parents don’t like
*. . .
What would you do if your behavior upsets your parents?
What do you do when you have family arguments with your parents?
Who do you choose to talk to when you have a problem and want to talk to someone? Why?
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
1. Ask students to focus on these questions and answer them individually first. Have students form small groups to exchange their opinions and make sure that everyone has a chance to speak.
2. Make sure that all the students are involved in the discussion and take an active part in it.
3. Get small groups to report their responses back to the whole class.
4. Conduct a feedback activity.
Sample answers:
1. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.
They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.
2. My parents don’t trust me at all. They always think I am out having fun with my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet café or out shopping for clothes or CDs. I tell them I am studying but they just don’t believe me. We often argue and they call me a bad child and say I am disobedient and don’t respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents. I sometimes stay quiet and don’t answer their questions and don’t do the things they ask me to, like helping around or going to bed on time. I know I am not good all the time, but I think sometimes they just don’t understand me.
→Step 6 Summary
Today we give a brief description of growing pains in our daily life. You were encouraged to say something about their families with their parents. Parent-teenager problems are very popular. Everyone knows that growing up can be very difficult. Then ask students to look at the pictures and discuss each picture in groups of four. Discuss in groups imagine the situations and try to describe them as fully as possible with their own words. In the end, we not only further discuss growing pains and students but also explore the ways to solve the problem.
→Step 7 Homework
1. Ask students to surf the net, go to the library or interview foreign students to know about growing pains.
2 Describe an unpleasant experience with your friends/teachers.
3. Preview the Reading part.
板书设计
Growing pains
教学设计二
整体设计
教材分析
Growing up can be difficult. Sometimes students may feel that the adults around them do not understand many of the problems that they have. In this part, four pictures showing different examples of family problems are presented. All these problems are fairly common to teenagers nowadays. Students are required to take part in the discussion. They can think of their own experiences and express their opinions freely. They are expected to use the opportunity to practice their spoken English and express their thoughts by either speaking about their own experiences or combining what they have heard or seen.
三维目标
Knowledge aims:
1. To let students get familiar with the topic of growing pains and understand their parents.
2. To know more about classmates and their families.
3. To introduce and develop the theme of growing pains.
4. To help students enlarge their vocabulary, especially those related to the topics.
Ability aims:
1. To develop speaking ability by talking about families and problems that happen between teenagers and parents.
2. To be able to talk about their own experiences and express their own opinions in English by exchanging their growing pains.
Emotional aims:
1. To learn to be cooperative and helpful when working together.
2. To form a positive attitude towards growing pains and learn to solve family problems wisely.
3. To help students to form a positive attitude towards relationships between their parents and them.
重点难点
1. To activate students’ imagination.
2. To relate the information given in the book to the students’ own experiences.
3. To let them express their opinions fully and freely.
4. To get students to understand what growing pains mean.
教学方法
1. Discussion in pairs or in groups.
2. Task-based in-class activities.
教具准备
A tape recorder and the multimedia.
课前准备
1. Encourage the students to prepare the following topics, it is best for all of them to make preparations first, either by searching for information on the Internet or looking through background information in some books and so on. They can also be divided into several groups to get some information about family problems and generation gap between parents and children as they like.
2. Prepare the following questions.
Questions:
Do you love your parents?
Do you always show respect for your parents?
Do you always do what your parents want you to?
Do you like to stay with your parents at home?
Do you sometimes quarrel with your parents? Why do you quarrel?
Do you think there is a generation gap between you and your parents?
Does the generation gap really exist?
How do you overcome the gap?
教学过程
→Step 1 Lead-in
Students are asked to watch parts of the famous movie “Growing Pains”, which was very popular during the 1960s and 1970s, and say something about the movie.
Brief introduction:
Growing pains was on TV from 1985 to 1992, a total of seven years, and it told over 160 different stories. It was about a family of six. The father was a doctor and the mother was a reporter. The oldest child was Mike. He was the important reason for the program’s huge success. The program was so popular in the USA that many of the people, both at home and abroad, still watch them now. Its stories were about ordinary family problems. Like Mike’s parents, many parents who work often worry about their children.
→Step 2 Presentation
Brainstorming:
Activate students’ imagination by asking the following questions about the relationship between them and their parents:
Do you love your parents?
Do you like to stay with your parents at home?
Do you always show respect for your parents?
Do you always do what your parents want you to do?
Do you sometimes quarrel with your parents? Why do you quarrel?
Sample answers:
They don’t understand me sometimes.
I don’t want to stay with them because they often force me to do something that I am not interested in. If I stay with them, we will have a quarrel with each other.
1. Encourage students to give examples of kinds of problems they sometimes have with their parents. (Encourage the students to talk freely)
Sample answers:
Some parents may interfere in their children’s lives and try to influence their decisions about their future career or study plans.
Parents may want to make decisions for children and also force them into doing things they don’t want to, such as household chores or extra study.
Some parents don’t always trust that their child is telling the truth. They may ask lots of questions about a child’s social activities or the reason why they are late coming home, etc.
They always remember me to go to bed on time and I have to eat hateful things that were supposed to be good for me.
They often say like that, “If you don’t do as I say, I will. . . ”
2. Ask the students to talk about their own understanding about the title of Unit 2—Growing Pains
Sample answers:
Growing pains aren’t a disease. You probably won’t have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don’t get growing pains anymore. Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
→Step 3 Picture description
1. Ask students to refer to the questions and talk about the pictures. (Pair work)
(Give the students five minutes to discuss the pictures)
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What will she do?
Picture 3
Why are the boys and girls around the pretty lady?
What does the girl want to do? Is she allowed to do so? Why or why not?
What feelings may the girl have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Sample answers:
Picture 1: a. He turns up his music too loud.
b. She is shouting at him. Angry.
c. Embarrassed/Sorry, at a loss.
Picture 2: a. She comes late home.
b. They asked her to be home by 6 o’clock.
c. She may explain it to her parents.
Picture 3: a. They are asking her for her signature.
b. She wants her signature too. She is not allowed to do so because her mother thinks it’s a waste of time.
c. She may feel regretful/pitiful. She may be a little angry with her mother.
Picture 4: a. He is probably playing computer games or chatting on line.
b. No.
c. She feels upset and angry.
d. The boy may feel sorry and upset.
(1)Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when” “where” “who” “what” in their descriptions. (Group work)
(2)Later, ask students to express her/his opinion. The following is for reference.
Sample answers:
Picture 1: One day, my best friend Xiao Ming introduced a piece of rock music to me. We both liked it very much, so when I got home, I was too impatient to wait to listen to it. I lost myself so deep in the music that I did not pay attention to the volume. Just then my mother shouted at me, “Do you have to turn up your music so loud? ” I was surprised and had to come back to the flat. I found my father looking at me angrily, who was working at the desk. My young sister covered her ears with hands. I disturbed them, so I had to turn off the radio. I know I made a mistake, but I wish they could know how I love this piece of music.
Picture 2: One evening, on my way home I met a little girl who was crying by the road because of not finding her mother. So I took her to the police station. With the help of the police and me, the girl got home safely. However, when I got home, my father said angrily, “I told you to be home by 6 o’clock. ” Mom also shouted, “Where did you go? ” I felt so sorry that I could not help crying. They did not give me a chance to explain. I hate the way they treat me.
Picture 3: One day, I heard that the famous superstars ‘S. H. E’ would come to our city to give performances. I am the fan of them. I was eager to get their signatures. I was about to go to the concert when my mother shouted, “Don’t you think this is a waste of time? Come back! You are not a child. You should spend more time on your studies. ” Even though I wanted to attend the concert very much, I had to stay at home. Today I still regretted about it.
Picture 4: I have a close friend named Wang Dong, who studies in another school. We keep in touch with each other by writing letters. This week I failed in the maths exam. I was upset. In order to comfort me, Wang Dong fixed a time to have a good talk with me on the Internet. Unfortunately, I just sat before the computer, my mother came with my maths paper in her hand. She shouted at me, “There will be no more computer games for you! ”
Invite some Ss to report their descriptions.
→Step 4 Discussion
1. Group work
Teachers may start like this:
Just now we studied the four pictures about family problems. Now, discuss with your group members about the following questions: After discussion, let students exchange their opinions with other groups. Teachers can offer some answers to students for reference.
Questions for discussion:
What activities do your parents like you to do while you hate?
What kinds of thing do you like to do while your parents hate?
What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.
What would you do if your behavior upsets your parents?
2. Discussion:
T: Now, there are two questions about the relationship between you and your parents for you to discuss in your group. I will give you five minutes to discuss with your classmates. Every group, please select a spokesman and report the opinion of your group to your classmates and me.
1)When you have a problem and want to talk to someone, who would you choose to talk to?
2)Describe an unpleasant experience with your parents.
(Give the students five minutes to discuss, the teacher can go into the students to help them. )
T: According to your experiences, we can know that the purpose of what our parents say and do is to want us to have a good study and a good future, but they sometimes use an unacceptable method.
3. Further discussion:
In this part, Ss discuss the following questions in groups of four. Get the students to discuss the following questions. Lastly, get each group to report their conclusions to the whole class.
1)Do you think there is a generation gap between you and your parents?
2)How do you overcome the gap?
Make sure that all the students are involved in the discussion and take an active part in it. They conduct a feedback activity.
→Step 5 Activity—Show
Ask students to describe a good parent in their mind, and make a vivid description about a good child in their view, together with the ideal relationship between parents and children. Teachers can ask some questions, for example,
1)What characters should a good parent have in your opinion?
2)What characters does a good child should have in your opinion?
3)What should they do if parents and children want to get on well with each other?
Sample answers:
1)Good parents in their mind: kind, loving, humorous, strict, open-minded, fair, patient, learned, helpful, understanding, forgiving, etc.
2)Good children in their mind: kind, loving, fair, understanding, pretty, lovely, helpful, etc.
In order to encourage students to consider these questions deeply, teachers are advised to give students enough time to discuss with their group members fully. During practicing it, teachers are also advised to organize a competition to arouse students’ interest. If possible, students can draw pictures to express their thoughts.
→Step 6 Summary
In this class, we have talked about growing pains. We have a warm discussion about the pictures and the problem happening to children and their parents. From this class we know our parents’ love is true and selfless. It is needless for us just to talk about the hot topic. What’s more important, we should do our best to bring parents and children together and help children out of growing pains. In my opinion, understanding is the best bridge between parents and their children. Now I give you your homework—write a letter to your parents to express your love to your parents. You can begin like this, “Dear Mom and Dad, I want to say. . . to you. ”
→Step 7 Homework
1)Preview the new words of this unit on page 64 (from “act” to “rude”)
2)Write a letter to your parents to express your love to your parents. You can begin like this, “Dear Mom and Dad, I want to say. . . to you. ”
Dear Mom and Dad,
I want to say. . . to you.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Best wishes,
Love,
Your name
板书设计
The Design of the Writing on the Blackboard
Unit 2 Growing Pains
Period 1 Welcome to the unit
The activities your parents like you to do while you hate:
To study all the time
To help my parents do some housework
To attend classes in your summer and winter holidays
To listen to some old music
The things you like while your parents hate you to do:
To play computer games
To chat on line
To go shopping with your friends
To listen to some pop music
To read some comic books
To run after some pop stars, and to be crazy about everything they do
You behaviours that make your parents feel unhappy:
not doing homework,
not getting up on time,
spending too much time or money on
bad school behaviour
not helping them with housework
making friends with persons that parents don’t like
精彩片断
T: Ask students to describe a good parent in their mind, and make a vivid description about a good child in their view, together with the ideal relationship between parents and children.
1)What characters should a good parent have in your opinion?
2)What characters does a good child should have in your opinion?
3)What should they do if parents and children want to get on well with each other?
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